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Norwegian/Introduction

Welcome to the course
Welcome to a course in Norwegian. When you have completed this course, you should have enough knowledge to speak, read and write the language rather well. In order to learn a language properly, you must take action, you must do something. So I suggest, after you've learnt the basics, that you look up some simple, easy Norwegian literature, and start reading. Knowing what is easy is not easy if you don't know any Norwegian at all though. If you know somebody who is Norwegian, they might be able to help you to some nice reading. I will also try to put up some links to read like easy articles here later.

General remarks about Norwegian
Written Norwegian is, in contrast to English, very close to pronunciation in spelling. This means that, like Spanish, it is always possible to guess how a word is pronounced in Norwegian. Although Norwegian can only be written in two ways, Bokmål and Nynorsk; how one speaks it is usually reflected in where you come from, by your dialect. There are nine vowels in Norwegian:

and 15 consonants:

The consonants c, q, w, x and z appear only in words of foreign origin.

Finally, there are 7 diphthongs:

Syllable division
Syllable division marks the natural break in a word. When you know where the syllables divide, you can divide a word into its natural sections. This makes speaking correctly easier. You also get a correct speech rhythm. The general rule for syllable division is that each syllable contains one vowel each.

Information about the language
First of all, if you're a native English speaker, German speaker, or native in any other Germanic language, learning Norwegian shouldn't be too difficult, as it will have some common traits with your own. I am not saying, however, that it will be easy just because of it.

Alphabet
The Norwegian alphabet is almost the same as in English, except for three additional letters, æ/Æ, ø/Ø and å/Å. These have no special function in sentences/words, they are normal letters, and you will see them in use nearly as much as any other letters would be in use in English.

Here's how to say the alphabet letter by letter (note that these are the names of the letters, not how they are pronounced when they appear in words): Wikipedia has more information about the use of the letters Æ, Ø, and Å.

Bokmål and Nynorsk
There are two official written forms of the Norwegian language. This specific course will teach you Bokmål, which is the most widely used (85%). However, the two forms are very similar and you should not have great difficulties in understanding written Nynorsk. For more information about this, check out the Wikipedia article on the Norwegian language.

Getting Started
Okay, if you're ready, all you gotta do is proceed to Lesson 1!

title: Norwegian/Introduction


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Norwegian/Lesson 1

Lesson One

Pronunciation Guide
Pronunciation in Norwegian can be quite different from English pronunciation. There are three extra letters: æ, ø, and å (sometimes written "aa"). The letter "æ" is pronounced like the letter "a" in the English word "mad". The letter "ø" is pronounced like the letters "e" and "u" together. The sound is prominent in French words, as in the words "peu" and "deux". The letter "å" is pronounced like "aw". The best way to make this sound is to form one's mouth as if one were going to say the short "o" sound in English, but then making an English "a" sound. There are also other variations in Norwegian pronunciation. The letter "s" becomes a "sh" sound when followed by the letter "l" or when following the letter "r" (i.e. norsk is pronounced "norshk"). The letter "r" is pronounced like the Spanish "r", but is never rolled. The "r" sound in Norsk is produced simply by rapping the tongue against the hard palate once. The letter "g" is pronounced like 'g' in "good", but like 'y' in "yes" before i or j, and silent at the end of some words. The letter "j" is like the English letter "y". The letter "d" is pronounced like the English "d", but is in most cases silent at the end of a syllable or at the end of a word. The letters "q", "w", "z", "x", and "c" are generally only found in foreign words and have no real function in Norsk.

Dialogue One
Arne: God Dag! (Goo dahg)

Bente: God Dag! Hvordan har du det? (Goo dahg! Vor-DAN har deuh deh?)

Arne: Jeg har det bra, takk. Og du? (Yai har deh bra, takk. Aw doo?)

Bente: Bare bra, takk. (Ba-reh bra, takk)

Arne: Hva gjør du? (va yuhr doo?)

Bente: Jeg studerer. (Yai stu-derer.)

Vocabulary
Bare [Ba-re]: Just/Only

Bra [bra]: Good/Fine

Dag [dag]: Day

Det [deh]: It

Du [doo]: You

Gjør [yuhr]: Doing

God [goo]: Good

Har [har]: Have

Hva [va]: What

Hvordan [vor-DAHN]: How

Jeg [yai]: I

Og [aw]: And

Studerer [stu-DARE-er]: Study

Takk [tahk]: Thanks

Phrases
Hva gjør du? - What are you doing?

Hvordan har du det? - How are you? (Literally: How do you have it?)

Jeg har det bra. - I'm fine. (Literally: I have it good)

God Dag: - Good morning (Literally: Good day)

Exercises
Translate the following words/phrases from Norwegian into English.

1 - Jeg har det bra

2 - Du

3 - Hva

4 - God Dag

5 - Takk

Extra Vocabulary
Here are a few more words which will increase your Norwegian vocabulary.

Engelsk [en-GELSK]: English

Norsk [norshk]: Norwegian

Norge [nor-GAH]: Norway

Oslo [Osh-lo]: Oslo (The capital of Norway)

Dialogue Two
You should be able to understand this conversation fairly well now.

Bente: God Dag!

Arne: God Dag! Hva gjør du?

Bente: Jeg studerer.

Arne: Hva studerer du?

Bente: Jeg studerer norsk. Og du? Hva studerer du?

Arne: Jeg studerer engelsk.

Dialogue Three
Emma: Hei! Jeg er norsk.

Bjørn: Hei, jeg er også norsk.

Emma: Hvor bor du?

Bjørn: Jeg bor i Oslo. Hvor bor du?

Emma: Jeg bor i Bergen, men jeg kommer fra Tromsø.

Bjørn: Hvor er Tromsø?

Emma: Tromsø er i Nord-Norge.

Vocabulary
Bergen [BAR-yen]: Bergen, A large city on the western coast of Norway

Bor [boor]: Live/Living

Er [ar]: Is/Am/Are

Fra [fra]: From

Hei [hai]: Hi/Hello

Hvor [voor]: Where

I [ee]: In

Kommer [COME-mer]: Come/Coming

Men [men]: But

Nord [noort]: North

Nord-Norge [noort-nor-gah]: Northern Norway

Også [OH-saw]: Also

Tromsø [TROHM-seuh]: Tromso, a city in far northern Norway.

Phrases
Jeg kommer fra... I come from...

Jeg bor i... I live in...

Hvor kommer du fra? Where do you come from?

Hvor bor du? Where do you live?

Gender
In Norwegian, every noun (a person, place, thing, or idea) has a gender assigned to it. There are three genders in Norwegian - Masculine, Feminine, and Neuter. There are very few feminine nouns used in Norwegian, and many people simply treat them as masculine nouns, so in this course, we will combine the masculine and feminine genders into the "common gender".

Below are two nouns - One neuter noun, one common noun.

Vin [veen]: Wine

Øl [euhl]: Beer

Vin is common, and Øl is neuter. Why does this matter? It matters because it affects the way you treat these words. An example is with the Norwegian word for "one", which can either be "en" or "ett".

En vin [en veen]: A wine [en vin]

Ett øl [et euhl]: A beer

Common gender words use "en" for one, while Neuter gender words use "ett" for one. We will cover more on gender later.

Forming Questions
To form a question in Norwegian, invert the verb and noun. For instance...

Du kommer fra: You come from (A statement) Kommer du fra: Do you come from (lit: come you from) (A question)

You can also form a question by adding a question word (what, where, who, etc.). So far, you have learned the words "hvordan", "hva", and "hvor".

Hva lærer du? What are you learning? Hvordan har du det? How are you? Hvor kommer du fra? Where do you come from?

Exercises
Turn the following statements into questions.

1. Du er norsk.

2. Jeg er engelsk.

3. Du bor i Bergen.

4. Du har det bra.

5. Du studerer engelsk i London.

6. Jeg kommer fra Norge.

7. Jeg heter ali.

Extra Vocabulary
(En) Kaffe [KAH-fuh]: Coffee

(En) Fisk [fisk]: Fish

Liker [LEE-care]: Like/Likes

Dialogue Four
You should be able to understand the following dialogue given your current knowledge of Norwegian.

Emma: God Dag! Hvordan har du det?

Bjørn: Bare bra, takk. Og du?

Emma: Jeg har det bra. Hva har du?

Bjørn: Jeg har en fisk.

Emma: Liker du fisk?

Bjørn: Ja, jeg liker fisk. Liker du kjøtt?

Emma: Nei, men jeg liker kaffe.

Bjørn: Jeg liker også kaffe, og jeg liker øl og vin.

Emma: Hvor bor du?

Bjørn: Jeg bor i Oslo. Og du?

Emma: Jeg bor i Tromsø i Nord-Norge.

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

title: Norwegian/Lesson 1


text: Template:In use

title: Template:In use


text: Template:Stub

title: Template:Stub


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Wikibooks:Templates/Stubs

At Wikibooks, stubs are short, apparently incomplete modules.

Typically, a stub appears because someone creates a new chapter or module of a book which is missing most of the intended content. Stubs tend to contain only a brief description or a suggestion of what the content should be. An incomplete table of contents is also a stub. (If the module only contains nonsense, then it can be marked for speedy deletion.)

Templates
You can use stub to mark any stub. When one section of a module is a stub, then you can use sectstub.

The incomplete marker does not add the page to any category. Some users prefer this to the stub marker.

Templates for specific books or WikiProjects
Notes:
 * The green background is not a requirement for these templates.
 * Template:Specific book stub is a meta-template for book stubs

ja:Wikibooks:スタブ

title: Wikibooks:Templates/Stubs


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Norwegian/Lesson 2

Lesson 2 ~ Grunnleggende grammatikk

Gender of Nouns
Norwegian Bokmål has three genders - feminine, masculine and neuter. Each noun is associated with one specific gender only. There are no simple rules for knowing which noun belongs to which gender; the only way to learn which is which is to memorize it. However nearly all feminine words can also be used as masculine words. In fact the dialect of Bergen, the second largest city in Norway, has no feminine gender and the same goes for the moderate version of Bokmål and Riksmål (the traditional written form of Bokmål, still is used by many). For example the noun ‘dame’ (‘lady’ or ‘woman’) can be inflected as: ei dame/en dame - dama/damen (a woman - the woman) and ‘dør’ as ei dør/en dør - døra/døren (a door - the door). In addition very few common words actually belong to neuter. That means that you can assume that nouns are masculine and just memorize those that are neuter.

In English nouns are inflected only by using a/an/the. That is because the word ‘cat’/cats’, for example, is the same in both the indefinite and the definite form. In Norwegian it is done by inflecting the noun instead. Notice also that the ending 't' of the definite singular neuter is silent.

Basic inflectional patterns
Here are examples from each of the three genders. Inflection pattern is marked with bold text.

However, in Norwegian Bokmål, there's an alternative method of inflecting nouns, which basically turns feminine nouns into masculine. This is both accepted and common to do. If you choose to do this, you should also avoid using the a-form of the definite plural neuter.

When speaking, native speakers will often mix between masculine and feminine inflection of nouns. For example, you could say: en klokke - klokka (a clock - the clock). Here, the indefinite singular form is in the masculine ("en klokke" instead of "ei klokke") while the definite singular form is in the feminine.

Check out Appendix 1: Advanced Noun Inflection to see all the ways the nouns can be inflected.

The Indefinite Article
In English the indefinite articles are "a" and "an" (singular) or "some" (plural).

In Norwegian, the indefinite singular articles are dependent upon the gender of the noun being addressed. The indefinite plural article is the same for all genders. In the previous tables, you've already been introduced to the singular indefinite articles.

Personal Pronouns
These are very similar to the English personal pronouns. You'll quickly recognize them

The Polite 2nd Person Singular forms 'De' and 'Dem' and the Polite 2nd Person Plural form 'Dere' are always capitalized, unlike the other pronouns, which follow normal rules for casing. For example whilst "Jeg elsker dem" means "I love them", "Jeg elsker Dem" means "I love you". As a sidenote, the use of these polite forms is becoming rarer and they are very seldom used in everyday language.

Both “den” and “det” mean “it”. If the noun is masculine or feminine “den” is used and “det” is used if the noun is neuter.

Verbs
Learning verbs in Norwegian is easier than most other things you have learnt so far. Unlike English, verbs in Norwegian inflect only for tense and mood. Here's an example - the verbs "to be" and "to run":

title: Norwegian/Lesson 2


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User:DarkPhoenix

Hi there.

I'm rather new to the Wiki business, but I intend to do a good job. My first assignment I have set to make a much better Norwegian book. So... I'll just continue with that.

title: User:DarkPhoenix


text:
Norwegian/Appendix 1

Appendix A: Advanced Noun Inflections
Unfortunately, there is not just one way to inflect a noun per gender. Each gender has several patterns, not to mention that there are plenty of irregular nouns as well.

Feminine Specific Inflection Patterns
There are three feminine inflection patterns.

Masculine Specific Inflection Patterns
There are seven masculine inflection patterns.

Neuter Specific Inflection Patterns
There are eleven neuter inflection patterns

title: Norwegian/Appendix 1


text:
XML - Managing Data Exchange/Data schemas

Introduction
Data schemas are the foundation of all XML pages. They define objects, their relationships, their attributes, and the structure of the data model. Without them, XML documents would not exist. In this chapter, you will come to understand the purpose of XML data schemas, their intricate parts, and how to utilize them. Also, examples will be included for you to copy when creating your own data schema, making your job a lot easier. At the bottom of this Web page a whole Schema has been included, from which parts have been included in the different sections throughout this chapter. Refer to it if you would like to see how the whole Schema works as one.

Overview of Data Schemas
The data schema, all technicalities aside, is the data model with which all the XML information is conveyed. It has a hierarchy structure starting with a root element (to be explained later) and goes all the way down to cover even the most minute detail of the model with detailed steps in between. Data schemas have two main parts, the entities and their relationships. The entities contained in a data schema represent objects from the model. They have unique identifiers, attributes, and names for what kind of object they are. The relationships in the schema represent the relationships between the objects, simple enough. Relationships can be one to one, one to many, many to many, recursive, and any other kind you could find in a data model. Now we will begin to create our own data schema.

Starting your schema the right way
All schemas begin the same way, no matter what type of objects they represent. The first line in every Schema is this declaration: Exhibit 1: XML Declaration

Exhibit 1 simply tells the browser or whatever file/program accessing this schema that it is an XML file and uses the encoding structure "UTF-8". You can copy this to use to start your own XML file. Next comes the Namespace declaration: Exhibit 2: Namespace Declaration

Namespaces are basically dictionaries containing definitions of most of the coding in the schema. For example, when creating a schema, if you declare an object to be of type "String", the definition of the type "String" is contained in the Namespace along with all of its attributes. This is true for most of the code you write. If you have made or seen other schemas, most of the code is prefaced by "xsd:". A good example is something like "xsd:sequence" or "xsd:complexType". sequence and complexType are both objects defined in the Namespace that has been linked to the prefix "xsd". In fact, you could theoretically name the default Namespace anything, as long as you referenced it the same way throughout the Schema. The most common Namespace which contains most of the XML objects is  http://www.w3.org/2001/XMLSchema . Now onto Exhibit 2.

The first part lets any file/program know that this file is a schema. Pretty easy to understand. Like the XML declaration, this is universal to XML schemas and you can use it in yours. The second part is the actual Namespace declaration; xmlns stands for XML NameSpace. This defines the Schema's default Namespace and is usually the one given in the code. Again, I would recommend using this code to start your Schemas. The last part is difficult to understand, but here is a pretty detailed explanation. Using "unqualified" is most applicable until you get to some really complicated code.

Entities in general
Entities are basically the objects a Schema is created to represent. As stated before, they have attributes and relationships. We will now go much further into explaining exactly what they are and how to write code for them.

There are two types of Entities: simpleType and complexType. A simpleType object has one value associated with it. A string is a perfect example of a simpleType object as it only contains the value of the string. Most simpleTypes used will be defined in the default Namespace; however, you can define your own simpleType at the bottom of the Schema (this will be brought up in the restrictions section). Because of this, the only objects you will most often need to include in your Schema are complexTypes. A complexType is an object with more than one attribute associated with it, and it may or may not have a child elements attached to it. Here is an example of a complexType object: Exhibit 3: The complexType Element

This code begins with the declaration of a complexType and its name. When other entities refer to it, such as a parent element, it will refer to this name. The 2nd line begins the sequence of attributes and child elements, which are all declared as an "element". The elements are declared as elements with the 1st part of the line of code, and their name to which other documents will refer is included as the "name" as the 2nd part. After the first two declarations comes the "type" declaration. Note that for the name and description elements their type is "xsd:string" showing that the type string is defined in the Namespace "xsd". For the movie element, the type is "MovieType", and because there is no Namespace before "MovieType", it is assumed that this type is included in this Schema. (it could refer to a type defined in another Schema if the other Schema was included at the top of the Schema. don't worry about that now)  "minOccurs" and "maxOccurs" represents the relationship between Genre's and MovieTypes. "minOccurs" can be either 0 or an arbitrary number, depending only on the data model. "maxOccurs" can be either 1 (a one to one relationship), an arbitrary number (a one to many relationship), or "unbounded" (a one to many relationship).

For each schema, there must be one root element. This entity contains every other entity underneath it in the hierarchy. For instance, when creating a schema to include a list of movies, the root element would be something like MovieDatabase, or maybe MovieCollection, just something that would logically contain all the other objects (like genre, movie, actor, director, plotline, etc.) It is always started with this line of code:   showing that it is the root element and then goes on as a normal complexType. All other objects will begin with either simpleType or complexType. Here is sample code for a MovieDatabase root element: Exhibit 4: The Root Element

This represents a MovieDatabase where the child element of MovieDatabase is a Genre. From there it goes onto movie, etc. We will continue to use this example help you better understand.

The Parent / Child Relationship
The Parent / Child Relationship is a key topic in Data Schemas. It represents the basic structure of the data model's hierarchy by clearly laying out the top down configuration. Look at this piece of code which shows how movies have actors associated with them: Exhibit 5: The Parent/Child Relationship

Within each MovieType, there is an element named "actor" which is of "ActorType". When the XML document is populated with information, the surrounding tags for actor will be  and not. To keep your Schema flowing smoothly and without error, the type field in the Parent Element will always equal the name field in the declaration of the complexType Child Element.

Attributes and Restrictions
An attribute of an entity is a simpleType object in that it only contains one value. is a good example of an attribute. It is declared as an element, has a name associated with it, and has a type declaration. Located in the appendix of this chapter is a long list of simpleTypes built into the default Namespace. Attributes are incredibly simple to use, until you try and restrict them.

In some cases, certain data must abide by a standard to maintain data integrity. An example of this would be a Social Security number or an email address. If you have a database of email addresses that sends mass emails to, you would need all of them to be valid addresses, or else you'd get tons of error messages each time you send out that mass email. To avoid this problem, you can essentially take a known simpleType and add a restriction to it to better suit your needs. Now you can do this two ways, but one is simpler and better to use in Data Schemas. You could edit the simpleType within its declaration in the Parent Element, but it gets messy, and if another Schema wants to use it, the code must be written again. The better way to do it is to list a new type at the bottom of the Schema that edits a previously known simpleType. Here is an example of this with a Social Security number: Exhibit 6: Restriction on a simpleType

This was included in the Schema below the last Child Element and before the closing. The first line declares the simpleType and gives it a name, "ssnType". You could name yours anything you want, as long as you reference it correctly throughout the Schema. By doing this, you can use this type anywhere in the Schema, or anywhere in another Schema, provided the references are correct. The second line lets the Schema know it is a restricted type and its base is a string defined in the default Namespace. Basically, this type is a string with a restriction on it, and the third line is the actual restriction. It can be one of many types of restrictions, which are listed in the Appendix of this chapter. This one happens to be of type "pattern". A "pattern" means that only a certain sequence of characters will be allowed in the XML document and is defined in the value field. This particular one means three digits, a hyphen, two digits, a hyphen, and four digits. To learn more about how to use restrictions, follow this link to the W3 school's section on restrictions.

Not of little import: Introducing the  tag
The  tag is used to import a schema document and the namespace associated with the data types defined within the schema document. This allows an XML schema document to reference a type library using namespace names (prefixes). Let's take a closer look at a simple XML instance document for a store that uses these multiple namespace names:

 Exhibit 7 XML Instance Document –

Let's look at the schema document and see how the  tag was used to import data types from a type library (external schema document).

 Exhibit 8: XML Schema [http://www.opentourism.org/xmltext/SimpleStore.xsd

Like the include tag and the redefine tag, the import tag is another means of incorporating any data types from an external schema document into another schema document and must occur before any element or attribute declarations. These mechanisms are important when XML schemas are modularized and type libraries are being maintained and used in multiple schema documents.

When the whole is greater than the sum of its parts: Schema Modularization
Now that we have covered all three methods of incorporating external XML schemas, let’s consider the importance of these mechanisms. As is typical with most programming code, redundancy is frowned upon; this is true for custom data type definitions as well. If a custom data type already exists that can be applied to an element in your schema document, does it not make sense to use this data type rather than create it again within your new schema document? Moreover, if you know that a single data type can be reused for several applications, should you not have a method for referencing that data type when you need it?

The idea behind modular schemas is to examine what your schema does, determine what data types are frequently used in one form or another and develop a type library. As your needs for more complex schemas increase you can continue to add to your library, reuse data types in your type library, and redefine those data types as needed. An example of this reuse would be a schema for customer information – different departments would use different schemas as they would need only partial customer information. However most, if not all, departments would need some specific customer information, like name and contact information, which could be incorporated in the individual departmental schema documents.

Schema modularization is a “best practice”. By maintaining a type library and reusing and redefining types in the type library, you can help ensure that your XML schema documents don't become overwhelming and difficult to read. Readability is important, because you may not be the only one using these schemas, and it is important that others can easily understand your schema documents.

“Choose, but choose wisely…”: Schema alternatives
Thus far in this book we have only discussed XML schemas as defined by the World Wide Web Consortium (W3C). Yet there are other methods of defining the data contained within an XML instanced document, but we will only mention the two most popular and well known alternatives: Document Type Definition (DTD) and Relax NG Schema.

We will cover DTDs in the next chapter. Relax NG schema is a newer and has many of the same features that W3C XML schema have; Relax NG also claims to be simpler, and easier to learn, but this is very subjective. For more about Relax NG, visit: http://www.relaxng.org/

Appendix
First is the full Schema used in the examples throughout this chapter:

It’s time to go back to the beginning…and review all of the schema data types, elements, and attributes that we have covered thus far (and maybe a few that we have not). The following tables will detail the XML data types, elements and attributes that can be used in an XML Schema.

Primitive Types

This is a table with all the primitive types the attributes in your schema can be.

Schema Elements ( from http://www.w3schools.com/schema/schema_elements_ref.asp )

Here is a list of all the elements which can be included in your schemas.

Schema Restrictions and Facets for data types ( from http://www.w3schools.com/schema/schema_elements_ref.asp )

Here is a list of all the types of restrictions which can be included in your schema.

Regex Special regular expression (regex) language can be used to construct a pattern. The regex language in XML Schema is based on Perl's regular expression language. The following are some common notations:

Instance Document Attributes These attributes do NOT need to be declared within the schemas

For more information on XML Schema structures, data types, and tools you can visit http://www.w3.org/XML/Schema.

Programmation XML/XML Schema XML Schema


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Calculus/Sequences

A sequence is an ordered list of objects (or events). Like a set, it contains members (also called elements or terms), and the number of terms (possibly infinite) is called the length of the sequence. Unlike a set, order matters, and exactly the same elements can appear multiple times at different positions in the sequence.

For example, (C, R, Y) is a sequence of letters that differs from (Y, C, R), as the ordering matters. Sequences can be finite, as in this example, or infinite, such as the sequence of all even positive integers (2, 4, 6,...).

Examples and notation
There are various and quite different notions of sequences in mathematics, some of which (e.g., exact sequence) are not covered by the notations introduced below.

A sequence may be denoted (a1, a2, ...). For shortness, the notation (an) is also used.

A more formal definition of a finite sequence with terms in a set S is a function from {1, 2, ..., n} to S for some n ≥ 0. An infinite sequence in S is a function from {1, 2, ...} (the set of natural numbers without 0) to S.

Sequences may also start from 0, so the first term in the sequence is then a0.

A finite sequence is also called an n-tuple. Finite sequences include the empty sequence that has no elements.

A function from all integers into a set is sometimes called a bi-infinite sequence, since it may be thought of as a sequence indexed by negative integers grafted onto a sequence indexed by positive integers.

The sequence $$a_n \ = \ \frac{1}{n}$$ is called the harmonic sequence.

If c and d are given numbers, the sequence $$a_n \ = \ c + nd$$ is an arithmetic sequence.

If b and r ≠ 0 are given, the sequence $$a_n \ = \ b r^n$$ is a geometric sequence.

Types and properties of sequences
A subsequence of a given sequence is a sequence formed from the given sequence by deleting some of the elements (which, as stated in the introduction, can also be called "terms") without disturbing the relative positions of the remaining elements.

If the terms of the sequence are a subset of an ordered set, then a monotonically increasing sequence is one for which each term is greater than or equal to the term before it; if each term is strictly greater than the one preceding it, the sequence is called strictly monotonically increasing. A monotonically decreasing sequence is defined similarly. Any sequence fulfilling the monotonicity property is called monotonic or monotone. This is a special case of the more general notion of a monotonic function. A sequence that both increases and decreases (at different places in the sequence) is said to be non-monotonic or non-monotone.

The terms non-decreasing and non-increasing are often used in order to avoid any possible confusion with strictly increasing and strictly decreasing, respectively. If the terms of a sequence are integers, then the sequence is an integer sequence. If the terms of a sequence are polynomials, then the sequence is a polynomial sequence.

If S is endowed with a topology (as is true of real numbers, for example), then it becomes possible to consider the convergence of an infinite sequence in S. Such considerations involve the concept of the limit of a sequence.

It can be shown that bounded monotonic sequences must converge.

Sequences in analysis
In analysis, when talking about sequences, one will generally consider sequences of the form
 * $$(x_1, x_2, x_3, ...)\,$$ or $$(x_0, x_1, x_2, ...)\,$$

which is to say, infinite sequences of elements indexed by natural numbers. (It may be convenient to have the sequence start with an index different from 1 or 0. For example, the sequence defined by xn = 1/log(n) would be defined only for n ≥ 2. When talking about such infinite sequences, it is usually sufficient (and does not change much for most considerations) to assume that the members of the sequence are defined at least for all indices large enough, that is, greater than some given N.)

The most elementary type of sequences are numerical ones, that is, sequences of real or complex numbers.

title: Calculus/Sequences


text:
Norwegian/Numbers

The norm in Norwegian is to write numbers from one to twelve using letters and the numbers from 13 and above using numbers. It is recommended not to mix letters and numbers within the same sentence (or even within the same paragraph or the same document), so it would be better to write “from one to fifty cars” or “from 1 to 50 cars” than “from one to 50 cars”. When spelt with letters, they are either spelt in one word (hundreogtrettito) or separately (hundre og tretti to).

The decimal mark in Norwegian is the comma and the thousands separator is a blank space, so 987654 divided by 100 equals 9 876,54. Not all Norwegians follow these rules, so pay attention when a website prompt you for a number as the website will usually tell you what decimal mark to use (or even prompt for the decimals in a separate field).

In Old Norse, numbers one through four were all inflected in three genders (masculine, feminine and neuter) and four cases (nominative, accusative, dative and genitive). In modern Norwegian, most of the inflection is gone. The official orthography only contains inflected forms of one, but some dialects have kept a larger portion. However, the case inflection is gone everywhere. The early Nynorsk orthography kept the gender inflection of all four numbers, but the forms gradually merged.

title: Norwegian/Numbers


text: Norwegian/Useful Expressions

title: Norwegian/Useful Expressions


text:
Norwegian/Appendix 2

Appendix P: Norwegian Pronunciation
The pronunciation is indicated in IPA. The sounds are best learned from a native speaker. Whenever possible, practice these with a native speaker. Reading aloud will also help your confidence. Note that the Norwegian language is full of dialects, so there are several ways of pronouncing the words. Foreign learners are usually taught to speak the way that people in the Oslo-area speak.

Vowels
The Norwegian vowels:

The main rule is that long vowels occur before single consonants, short vowels occur before double consonants. This is no absolute rule, though, as you will see in the examples below. Notice: the short o sound is rarely represented in written form with an o! (It's usually represented by u)

Consonants
The Norwegian consonants

Most consonants in the Norwegian language are pronounced like the English consonants.

Plosives
In Norwegian, there are six plosives, all equal to the English version of them.

Fricatives
These are also quite equal to the English language, except that Norwegian does not have ', (as in thin) ' (as in this) ' (as in measure) and ', (as in zing) but at the other hand, Norwegians have the ' sound, which is sort of a stiffer version of the ' sound (as in German ich). The ç sound is similar to the "h" in many English dialects' pronunciation of huge.

Diphthongs
Vowels also appear in set combinations. These are called diphthongs. They are two vowel sounds pronounced after the other as a continuous sound

Tonemes
Norwegian has two contrasting tonemes. These are kind of hard to describe using text, and some also say that foreigners (to Norway) are even unable to distinguish one from the other. However, they do exist. In the words indicated with 1 and a hacek, the tone is normal in the first part of the word, and rises in the last part of the word. In the words indicated with 2, the word is pronounced like any other normal word. (In other words, it's very hard to say 1 words in a monotone voice) Here are two examples:

Notice: The two last examples are very similar to each other even though they are different, and I am actually somewhat unsure if it's loven or låven which is the more "special" one.

title: Norwegian/Appendix 2


text:
User:Tchakkazulu

About me
Hello, I'm Tchakkazulu. I'm 21 years old and come from the Netherlands, where I study Computer Science, after having obtained a Bachelor degree in Mathematics. I'm mostly writing for the Haskell wikibook, but I'll write up other stuff when I feel like it. I'd like to learn Perl, Lisp and C++ someday, but right now it's not going to happen.

My work
All my work in the Haskell wikibook can be used under the Simple Permissive License as used by the HaskellWiki. Beware that articles I wrote might have been modified, as isn't unusual in wiki projects. It is possible that the modification of my work isn't under the Simple Permissive License. Check the history page and/or contact the other authors to see if you can use it under this license.

title: User:Tchakkazulu


text:
Puzzles/Action sequences/Three Bottles

Puzzles | Action sequences | Three Bottles

Suppose you have a full bottle containing twenty-four ounces of liquid. You also have three empty bottles: one of five ounces, one of eleven ounces, and one of thirteen ounces. How could you divide the twenty-four ounces of liquid into three equal parts, so that you have three bottles containing eight ounces of liquid each?

Solution

title: Puzzles/Action sequences/Three Bottles


text:
User:Tom harrison

Nothing to see here...

title: User:Tom harrison


text:
Electronics/Prereq

Prerequisite Topics
Most important / Required knowledge

Moderately Important / Aids in comprehension

Slightly Important / Related or helpful

Mathematics

 * Algebra [[File:100 percent.svg]]

 * Calculus [[Image:50%.svg]]

 * Multivariable Calculus [[Image:50%.svg]]

 * Geometry [[Image:25%.svg]]

Physics

 * Physics in Electronics [[File:100 percent.svg]]

 * Electricity and Magnetism [[Image:50%.svg]]

Other Useful Topics

 * International System of Units

title: Electronics/Prereq


text:
User talk:StudentBScN

Hey, I'm a Nursing Student in Canada. I was wondering what I could do over the summer that would make a lasting contribution to the universe.

Having browsed wikipedia for a while now (not authored anything), I thought to myself "You should help make an anatomy and physiology textbook". And so that's what I'm going to do.

My name is Matt, and I love feedback.

title: User talk:StudentBScN


text:
Talk:Human Anatomy

Cool, I see that I've arrived just as an anatomy book is being started. My first issue, before I dive in, is that most textbooks I've seen have been anatomy and physiology. Here they're listed as two seperate books. I think it would be easier and more natural to have an A&P book, what do you think? -StudentBScN

Probably better separated
Recognized textbooks are written for either Anatomy or Physiology, not both, because the author is either an anatomist or a physiologist. Integrating anatomy and physiology is a new trend aimed at making things easier for students. I believe the anatomy book here should be separate from the physiology book, and we can easily create hyperlinks between the two books. It is also easier to write about a single topic instead of two. Besides, the plan in this book seems to be copying text over from Gray's anatomy, which is now considered public domain, if we integrate both, then this will be harder.

So my suggestion is to leave this as an anatomy book. A good idea might be created yet another book that integrates both anatomy and physiology.

 * I agree. These books would certainly do better to be separated. There is a new, but active effort at Human Physiology to make a physiology book here, and there is plenty of material to create a single anatomy book as well. Keep the books separated, but provide cross links between them where necessary. --Whiteknight (talk) (projects) 23:27, 23 July 2006 (UTC)

 * I also agree. I think it would be best to leave them as two books. The idea of the third book which integrates them also sounds good to me. DavidMendoza (talk) 20:56, 12 January 2009 (UTC)

Digging Inn
23Sept2005, I can see this book has not been touched in well over a year so I'm going to dig right in. If I do anything anyone has a problem I am sure that you will let me know. I'm going to start with a unit on the Skelital System.

Anatomy vs Human Anatomy
I didn't see anyone mention anything about the distinction between the Anatomy book and the Human Anatomy book. I think they should remain separate and that the Anatomy book should deal with the general subject whereas Human Anatomy should concentrate on human anatomy.

Right now neither have very much, so I will get to work on this one. If anyone has problems with what I'm doing, please let me know :) DavidMendoza (talk) 20:54, 12 January 2009 (UTC)

title: Talk:Human Anatomy


text:
Electronics/Conventional Current

An electronic circuit is a system in which electrons flow from a negative terminal of a source, through a load, to the positive terminal. Unfortunately for electronics students, pioneers in the fields of electricity and magnetism believed that positive charge flowed, so many of the conventions in physics and electronics assume that current flows from positive to negative, even though the particles that are moving are actually negatively charged electrons moving from negative to positive. (conventional current is covered in the voltage and current section. should we take it out of here and just leave it there?)

''Talking about conventional current here sounds like a good idea. The discussion should include a blurb on the relationship between conventional current and voltage.''

If you are having trouble imagining this, consider what happens if you pass helium filled balloons to another person while you both are standing on scales. If the balloons are very large, then the person receiving the balloon actually loses weight and you who gave the balloon gain weight -- as measured by the scales. (This is because the balloons are pulling up on you.) In other words, the person who gives the balloon seems to have received weight and the person who receives the balloon seems to have lost weight. In the same way, when something gives electrons it seems to have received positive charge.

If this all seems confusing, rest assured that you will find a way to think about it that works for you. Many people just ignore the electrons altogether and think of positive charge flowing around. Except in rare cases this is completely fine.

So, different types of negative particles drift from negative to positive, and positive particles drift in the opposite direction, at different speeds in different materials. How to make sense of this? Conventional current. We define current as flowing from positive to negative, and ignore the particles that make it up (for most purposes), paying attention only to the amount of charge flow per unit time, and the speed of the electromagnetic waves. We will sometimes still talk about electrons flowing, since they are the predominant charge carriers in metal, and many circuit components. Just keep these principles in mind.

Current i / I is represented in Amperes / Amps / A and equals x number of y

title: Electronics/Conventional Current


text:
XML - Managing Data Exchange/The many-to-many relationship/Answers

Many-to-Many Chapter => The Many-to-Many Relationship

Many-to-Many Exercises => Exercises

1) Movie Collection
Use the following data model:

 * a. Using the IDREF method, create an XML schema to describe the illustrated data model. Include all of the attributes listed in the data model.
 * b. Create an XML document that includes at least two movies and two cast members per movie.
 * c. Create a simple XML style sheet to present the information in HTML format. No tables or CSS are necessary.

the Schema

              </xsd:sequence> </xsd:complexType> <xsd:complexType name="roleDetails"> <xsd:sequence> <xsd:element name="roleIDREF" type="xsd:IDREF"/> <xsd:element name="roleType" type="xsd:string"/> </xsd:sequence> </xsd:complexType> <xsd:complexType name="castDetails"> <xsd:sequence> <xsd:element name="castMemberID" type="xsd:ID"/> <xsd:element name="castFirstName" type="xsd:string"/> <xsd:element name="castLastName" type="xsd:string"/> <xsd:element name="castSSN" type="ssnType" minOccurs="0"/> <xsd:element name="castGender" type="genderType"/> </xsd:sequence> </xsd:complexType> <xsd:simpleType name="ssnType"> <xsd:restriction base="xsd:string"> <xsd:pattern value="\d{3}-\d{2}-\d{4}"/> </xsd:restriction> </xsd:simpleType> <xsd:simpleType name="genderType"> <xsd:restriction base="xsd:string"> <xsd:enumeration value="male"/> <xsd:enumeration value="female"/> </xsd:restriction> </xsd:simpleType> </xsd:schema>

the Document

 <?xml version="1.0" encoding="UTF-8"?> <?xml-stylesheet href="movies.xsl" type="text/xsl" media="screen"?>

<movieCollection xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:noNamespaceSchemaLocation="movies.xsd"> <movieTitle>City of God</movieTitle> <movieSynopsis> Youth gangs took over the slums of Rio de Janiero during the 1960s and didn't relinquish their stronghold until the mid-1980s. Only a sucker wouldn't have turned to crime and this is exactly how naive teen Rocket views himself. Rocket shoots all of the action with his weapon of choice, a camera. </movieSynopsis> <roleIDREF>ar1</roleIDREF> <roleType>Lead Actor</roleType> <roleIDREF>lf1</roleIDREF> <roleType>Lead Actor</roleType> <roleIDREF>kf1</roleIDREF> <roleType>Lead Actress</roleType> <movieTitle>Hotel Rwanda</movieTitle> <movieSynopsis> Paul Rusesabagina, the manager of a European-owned hotel in Rwanda, created a secret refugee camp for the Tutsi people during the brutal genocide committed against them by the Hutu people in 1994. His efforts helped to save 1200 lives out of close to a million who were killed. </movieSynopsis> <roleIDREF>dc1</roleIDREF> <roleType>Lead Actor</roleType> <roleIDREF>nn1</roleIDREF> <roleType>Supporting Actor</roleType> <roleIDREF>so1</roleIDREF> <roleType>Lead Actress</roleType> <movieTitle>Dodgeball</movieTitle> <movieSynopsis> The story's protagonist, Peter LaFleur, is a charismatic underachiever and proprietor of a rundown gym called Average Joe's. Peter's humble gym catches the eye of White Goodman, the power-mullet-sporting, Fu-Manchu-d, egomaniacal owner of Globo Gym, a gleaming monolith of fitness. White intends to take over Average Joe's, and Peter's non-existent bookkeeping is making it all too easy for him. The only way Peter can save Average Joe's          is a showdown dodgeball competition against Globo Gym. </movieSynopsis> <roleIDREF>bs1</roleIDREF> <roleType>Lead Actor</roleType> <roleIDREF>ct1</roleIDREF> <roleType>Lead Actress</roleType> <roleIDREF>vv1</roleIDREF> <roleType>Lead Actor</roleType> <movieTitle>Meet the Parents</movieTitle> <movieSynopsis> Greg Focker is head over heels in love with his girlfriend Pam, and is ready to pop the big question. When his attempt to propose is thwarted by a phone call with the news that Pam's younger sister is          getting married, Greg realizes that the key to Pam's hand in marriage lies with her formidable father. </movieSynopsis> <roleIDREF>bs1</roleIDREF> <roleType>Lead Actor</roleType> <roleIDREF>tp1</roleIDREF> <roleType>Lead Actress</roleType> <roleIDREF>rd1</roleIDREF> <roleType>Lead Actor</roleType> <castMember> <castMemberID>ar1</castMemberID> <castFirstName>Alexandre</castFirstName> <castLastName>Rodrigues</castLastName> <castSSN>867-34-2949</castSSN> <castGender>male</castGender> </castMember> <castMember> <castMemberID>lf1</castMemberID> <castFirstName>Leandro</castFirstName> <castLastName>Firmino da Hora</castLastName> <castSSN>839-59-8765</castSSN> <castGender>male</castGender> </castMember> <castMember> <castMemberID>kf1</castMemberID> <castFirstName>Karina</castFirstName> <castLastName>Falcao</castLastName> <castSSN>987-34-2958</castSSN> <castGender>female</castGender> </castMember> <castMember> <castMemberID>dc1</castMemberID> <castFirstName>Don</castFirstName> <castLastName>Cheadle</castLastName> <castSSN>849-39-4439</castSSN> <castGender>male</castGender> </castMember> <castMember> <castMemberID>nn1</castMemberID> <castFirstName>Nick</castFirstName> <castLastName>Nolte</castLastName> <castSSN>233-56-4309</castSSN> <castGender>male</castGender> </castMember> <castMember> <castMemberID>so1</castMemberID> <castFirstName>Sophie</castFirstName> <castLastName>Okonedo</castLastName> <castSSN>993-23-4958</castSSN> <castGender>female</castGender> </castMember> <castMember> <castMemberID>rd1</castMemberID> <castFirstName>Robert</castFirstName> <castLastName>De Niro</castLastName> <castSSN>489-32-5984</castSSN> <castGender>male</castGender> </castMember> <castMember> <castMemberID>bs1</castMemberID> <castFirstName>Ben</castFirstName> <castLastName>Stiller</castLastName> <castSSN>590-59-2774</castSSN> <castGender>male</castGender> </castMember> <castMember> <castMemberID>tp1</castMemberID> <castFirstName>Teri</castFirstName> <castLastName>Polo</castLastName> <castSSN>099-37-8765</castSSN> <castGender>female</castGender> </castMember> <castMember> <castMemberID>vv1</castMemberID> <castFirstName>Vince</castFirstName> <castLastName>Vaughn</castLastName> <castSSN>383-56-2095</castSSN> <castGender>male</castGender> </castMember> <castMember> <castMemberID>ct1</castMemberID> <castFirstName>Christine</castFirstName> <castLastName>Taylor</castLastName> <castSSN>309-49-4005</castSSN> <castGender>female</castGender> </castMember> </movieCollection>

the Stylesheet

 <?xml version="1.0" encoding="UTF-8"?>

<xsl:stylesheet version="1.0" xmlns:xsl="http://www.w3.org/1999/XSL/Transform"> <xsl:key name="castList" match="castMember" use="castMemberID"/> <xsl:output method="html"/> <xsl:template match="/">   <TITLE>Movie Collection</TITLE>
Movie Collection
 <xsl:apply-templates select="movieCollection"/>   </xsl:template> <xsl:template match="movieCollection"> <xsl:for-each select="movie">

 <xsl:text>Movie Title: </xsl:text> <xsl:value-of select="movieTitle"/>

 <xsl:text>Movie Synopsis: </xsl:text> <xsl:value-of select="movieSynopsis"/>

 <xsl:text>Cast: </xsl:text>
 <xsl:for-each select="role"> <xsl:value-of select="key('castList',roleIDREF)/castFirstName"/> <xsl:text>  </xsl:text> <xsl:value-of select="key('castList',roleIDREF)/castLastName"/> <xsl:text>,  </xsl:text> <xsl:value-of select="roleType"/>
 <xsl:value-of select="key('castList',roleIDREF)/castGender"/> <xsl:text>,  </xsl:text> <xsl:value-of select="key('castList',roleIDREF)/castSSN"/>

 </xsl:for-each> </xsl:for-each> </xsl:template> </xsl:stylesheet>

2) Student/Class Directory

 * a. Every class at a school can have many students, and each student can be registered to more than one class at a time. Create an XML schema to capture this many-to-many relationship.  Be sure to include the class name, capacity, building number, building name, and room number.  Also include the student first/last name separately  and his or her grade for the class.
 * b. Using the XML schema created in part a, create an XML document and an XML stylesheet. You can make up your own data, but be sure to use at least three students for each class.

the Schema

 <?xml version="1.0" encoding="UTF-8"?> <xsd:schema xmlns:xsd="http://www.w3.org/2001/XMLSchema" elementFormDefault="unqualified"> <xsd:element name="classDirectory"> <xsd:complexType> <xsd:sequence> <xsd:element name="class" type="classDetails" maxOccurs="unbounded"/> <xsd:element name="studentRef" type="studentID" maxOccurs="unbounded"/> </xsd:sequence> </xsd:complexType> </xsd:element> <xsd:complexType name="classDetails"> <xsd:sequence> <xsd:element name="className" type="xsd:string"/> <xsd:element name="classLocation" type="locationDetails"/> <xsd:element name="classCapacity" type="xsd:integer"/> <xsd:element name="student" type="studentValue" maxOccurs="unbounded"/> </xsd:sequence> </xsd:complexType> <xsd:complexType name="locationDetails"> <xsd:sequence> <xsd:element name="classRoomNumber" type="xsd:string"/> <xsd:element name="classBuildingName" type="xsd:string"/> </xsd:sequence> </xsd:complexType> <xsd:complexType name="studentValue"> <xsd:sequence> <xsd:element name="studentIDREF" type="xsd:IDREF"/> <xsd:element name="studentGrade" type="xsd:string"/> </xsd:sequence> </xsd:complexType> <xsd:complexType name="studentID"> <xsd:sequence> <xsd:element name="studentIDValue" type="xsd:ID"/> <xsd:element name="studentFirstName" type="xsd:string"/> <xsd:element name="studentLastName" type="xsd:string"/> </xsd:sequence> </xsd:complexType> </xsd:schema>

the Document

 <?xml version="1.0" encoding="UTF-8"?> <classDirectory xmlns:xsi='http://www.w3.org/2001/XMLSchema-instance' xsi:noNamespaceSchemaLocation='unidirectory6.xsd'>

<className>MATH 2200</className> <classLocation> <classRoomNumber>206B</classRoomNumber> <classBuildingName>Boyd</classBuildingName> </classLocation> <classCapacity>30</classCapacity> <studentIDREF>a1</studentIDREF> <studentGrade>80</studentGrade> <studentIDREF>a2</studentIDREF> <studentGrade>98</studentGrade> <studentIDREF>a3</studentIDREF> <studentGrade>76</studentGrade> <className>JOUR 3310</className> <classLocation> <classRoomNumber>102</classRoomNumber> <classBuildingName>MLC</classBuildingName> </classLocation> <classCapacity>150</classCapacity> <studentIDREF>a4</studentIDREF> <studentGrade>80</studentGrade> <studentIDREF>a1</studentIDREF> <studentGrade>98</studentGrade> <studentIDREF>a5</studentIDREF> <studentGrade>76</studentGrade> <studentRef> <studentIDValue>a1</studentIDValue> <studentFirstName>John</studentFirstName> <studentLastName>Smith</studentLastName> </studentRef> <studentRef> <studentIDValue>a2</studentIDValue> <studentFirstName>Katie</studentFirstName> <studentLastName>Black</studentLastName> </studentRef> <studentRef> <studentIDValue>a3</studentIDValue> <studentFirstName>Charles</studentFirstName> <studentLastName>Fisher</studentLastName> </studentRef> <studentRef> <studentIDValue>a4</studentIDValue> <studentFirstName>Sarah</studentFirstName> <studentLastName>Dawson</studentLastName> </studentRef> <studentRef> <studentIDValue>a5</studentIDValue> <studentFirstName>Alex</studentFirstName> <studentLastName>Patton</studentLastName> </studentRef>

</classDirectory>

the Stylesheet

 <?xml version="1.0" encoding="UTF-8"?> <xsl:stylesheet version="1.0" xmlns:xsl="http://www.w3.org/1999/XSL/Transform"> <xsl:key name="sList" match="studentRef" use="studentIDValue"/> <xsl:output method="html"/> <xsl:template match="/"> Class Directory <xsl:apply-templates select="classDirectory"/> </xsl:template> <xsl:template match="classDirectory"> <xsl:for-each select="class"> <xsl:value-of select="className"/> <xsl:for-each select="student"> <xsl:sort select="key('sList',studentIDREF)/studentLastName"/> <xsl:value-of select="key('sList',studentIDREF)/studentLastName"/> <xsl:text>, </xsl:text> <xsl:value-of select="key('sList',studentIDREF)/studentFirstName"/> <xsl:text>:  </xsl:text> <xsl:value-of select="studentGrade"/>
 </xsl:for-each> </xsl:for-each> </xsl:template> </xsl:stylesheet>

Many-to-Many Chapter => The Many-to-Many Relationship

Many-to-Many Exercises => Exercises


text:
MATLAB Programming/char

"char" is used to convert numbers and cells to character arrays, i.e. strings. It uses the standard ASCII codes. Matlab R12.1 on Windows gives the following output for this code:

Code
for i = -1:257 disp([num2str(i) ': ' char(i)]) end

Output
Warning: Out of range or non-integer values truncated during conversion from double to character. -1:   0:    1: �  2: �  3: �  4: �  5: �  6: �  7:   8:  9: 	  10:   11: �  12: �  13:   14: �  15: �  16: �  17: �  18: �  19: �  20: �  21: �  22: �  23: �  24: �  25: �  26: �  27: �

28: � 29: �  30: �  31: �  32:    33: !  34: "  35: #  36: $  37: %  38: &  39: '  40: (  41: )  42: *  43: +  44:,  45: -  46: .  47: /  48: 0  49: 1  50: 2  51: 3  52: 4  53: 5  54: 6  55: 7  56: 8  57: 9  58: :  59: ;  60: <  61: =  62: >  63: ?  64: @  65: A  66: B  67: C  68: D  69: E  70: F  71: G  72: H  73: I  74: J  75: K  76: L  77: M  78: N  79: O  80: P  81: Q  82: R  83: S  84: T  85: U  86: V  87: W  88: X  89: Y  90: Z  91: [  92: \  93: ]  94: ^  95: _  96: `  97: a  98: b  99: c  100: d  101: e  102: f  103: g  104: h  105: i  106: j  107: k  108: l  109: m  110: n  111: o  112: p  113: q  114: r  115: s  116: t  117: u  118: v  119: w  120: x  121: y  122: z  123: {  124: |  125: }  126: ~  127:   128: €  129: ?  130: ‚  131: ƒ  132: „  133: …  134: †  135: ‡  136: ˆ  137: ‰  138: Š  139: ‹  140: Œ  141: ?  142: ?  143: ?  144: ?  145: ‘  146: ’  147: “  148: ”  149: • 150: – 151: —  152: ˜  153: ™  154: š 155: ›

156: œ 157: ? 158: ?  159: Ÿ 160:   161: ¡  162: ¢  163: £  164: ¤  165: ¥  166: ¦  167: §  168: ¨  169: ©  170: ª 171: « 172: ¬  173:   174: ®  175: ¯  176: °  177: ±  178: ²  179: ³  180: ´  181: µ 182: ¶ 183: ·  184: ¸  185: ¹  186: º 187: » 188: ¼  189: ½  190: ¾  191: ¿  192: À 193: Á 194: Â 195: Ã 196: Ä 197: Å 198: Æ 199: Ç 200: È 201: É 202: Ê 203: Ë 204: Ì 205: Í 206: Î 207: Ï 208: Ð 209: Ñ 210: Ò 211: Ó 212: Ô 213: Õ 214: Ö 215: × 216: Ø 217: Ù 218: Ú 219: Û 220: Ü 221: Ý 222: Þ 223: ß 224: à 225: á 226: â 227: ã 228: ä 229: å 230: æ 231: ç 232: è 233: é 234: ê 235: ë 236: ì 237: í 238: î 239: ï 240: ð 241: ñ 242: ò 243: ó 244: ô 245: õ 246: ö 247: ÷ 248: ø 249: ù 250: ú 251: û 252: ü 253: ý 254: þ 255: ÿ 256:  257: �

@import ( reference ) '@wikimedia/codex-design-tokens/theme-wikimedia-ui.less'; @import ( reference ) '@wikimedia/codex/mixins/link.less';

.my-custom-link { .cdx-mixin-link; }

title: MATLAB Programming/char


text:
Electronics/Inductance

A electron moving through space creates a magnetic field that spins around the charge according to the right hand rule. The magnetic field is created by the spin of the moving electron. If the wire is bent in the shape of a ring, when its current is flowing it magnetic field will resemble water flowing through a hose. In order for the ring to have a magnetic field, its magnetic field must first displace the magnetic field that is already there. This is why inductors initially resist any changes in current when a voltage is applied. Over time the magnetic field changes to reflect the magnetic field of the ring and current starts flowing.

Inductors resist changes in current and take time to adjust.

A popular example of inductance is an electromagnet. It is essentially an inductor connected to dc with a piece of metal in its core. The flow of current creates a magnetic flow that mimicks a magnet. The direction of current determines the polarity of the magnet.

The nice thing about electromagnets is the strength of the current determines the strength of the magnetic field, so the more current the more magnetic field. Also reversing the direction of the current switches the polarity of the electromagnet.

This property allows electromagnets to be used as switches. As the current increases the magnet becomes more repulsive to other magnets.

Electromagnets are also used in loudspeakers. You have a voltage that is dependent on distance so as the distance decreases the voltage increases and as the distance increases the voltage decreases. The result is the ability to program the loudspeaker according to a vibration pattern.

title: Electronics/Inductance


text:
Electronics/Mutual Inductance

Mutual inductance is just like inductance except that there is a hose at the other end to collect the magnetic flow. So current through a ring generates a magnetic field which is collected by the other ring and is turned into current that moves the opposite direction. Mutual inductance relies on AC as DC does not disturb the magnetic field enough. Nominally the inductance can flow through air, but the inductance is more effective when it flows through a magnetic core such as iron.

title: Electronics/Mutual Inductance


text:
Electronics/Transformers

Transformer
Description

A transformer is a device that is used to either raise or lower voltages and currents in an electrical circuit. In modern electrical distribution systems, transformers are used to boost voltage levels so as to decrease line losses during transmission.

Theory of Operation

Transformers rely on Faraday's Law, which states that a time-varying magnetic field can induce a time-varying voltage in a loop of wire. In a transformer, this is accomplished by wrapping multiple turns of wire around some type of ferromagnetic material. Usually, there are two sets of windings: a primary and a secondary. The primary winding is attached to the generator; the secondary side is attached to the load. When a time-varying voltage is applied to the primary, a magnetic field is created inside the ferromagnetic core. The ferromagnetic material serves to concentrate the magnetic flux within the windings. The magnetic flux on the outside of the windings is reduced and the efficiency of the device is increased.

The time-varying magnetic field induces a voltage in the secondary winding.

The magnitude of the secondary voltage depends on the turns ratio of the primary and secondary windings. Suppose that the secondary winding of a transformer has 100 turns, while the primary winding has only 50 turns. The resulting secondary voltage will be twice that of the primary voltage. Likewise, if the primary has 100 turns, and the secondary has 50 turns, the secondary voltage would be half that of the primary.

At this point it may seem that we're getting something for nothing, but this is not the case. Recall that energy can neither be created nor destroyed. We know that the electrical power flowing into the primary windings is the product of the current and voltage. Similarly, the power flowing out of the transformer must also be product of its current and voltage. Neglecting losses in the transformer core, the power entering the transformer must also be the power leaving the transformer. This means that in order to raise the voltage, we must decrease the current. Likewise, by lowering the voltage, we increase the current. As with the transformer voltages, the ratios of the currents depend on the ratios of the primary and secondary windings. However, when dealing with currents, it is important to remember that the side with the larger number of turns has the smaller current and vice versa. Consider the transformer mentioned above with a primary to secondary turns ratio of 1:2. A 100-A current flowing into the primary would result in a 50-A current flowing out of the secondary.

Uses

The most obvious application of the electrical transformer is in power distribution. Recall that in an electrical circuit, $$P = I^2 R$$. Therefore, the power consumed by a circuit element is proportional to the square of the current flowing through it. In a transmission line, this is important because the line itself has some characteristic impedance. In order to reduce power losses in the transmission line, it is desirable to transmit the least amount of current possible. For a given amount of power, the best way to do this is by increasing the voltage.

The transformer is also used for impedance matching. Given a voltage source and a transmission line with a characteristic impedance, it is possible to use a transformer to make the load appear larger or smaller so that the load receives maximum power. Note that maximum power is not equal to maximum efficiency. For maximum efficiency in the use of electrical energy, the load should have extreme resistance so that the energy lost in the rest of the circuit will be negligible. Looking into the equations, however, the load of extreme resistance will receive negligible power (though much higher than the rest of the circuit). For any given constant voltage across any load, the power received by the load is given by $$P = \frac{V^2}{R}$$, thus the relationship. Note again that the equation used here is the one above transformed with Ohm's Law, and is the only appropriate since Current will drop in this case if the resistance increases.

3-phase transformers
These are, in essence, 3 single-phase transformers that have one of their terminals connected to a common terminal, called the neutral, which usually is connected to earth/ground. Their voltages are 120 degrees out of phase from the other two.

Resources

 * Wikipedia Ground and neutral
 * School Science/How to make a transformer
 * Electronics/Transformer Design
 * Circuit Theory/Mutual Inductance
 * Energy and Power: Production, Distribution, and Society/Distribution of Electric Energy

title: Electronics/Transformers


text:
General Mechanics/Analysis Using Newton's Laws

Analysis Using Newton's Laws
The acceleration of the mass at any time is given by Newton's second law

An equation of this type is known as a differential equation since it involves a derivative of the dependent variable. Equations of this type are generally more difficult to solve than algebraic equations, as there are no universal techniques for solving all forms of such equations. In fact, it is fair to say that the solutions of most differential equations were originally obtained by guessing!

There are systematic ways of solving simple differential equations, such as this one, but for now we will use our knowledge of the physical problem to make an intelligent guess.

We know that the mass oscillates back and forth with a period that is independent of the amplitude of the oscillation. A function which might fill the bill is the sine function. Let us try substituting,

where ω is a constant, into this equation.

We get

Notice that the sine function cancels out, leaving us with $$\omega^2=\frac{k}{m}$$. The guess thus works if we set

This constant is the angular oscillation frequency for the oscillator, from which we infer the period of oscillation to be

This agrees with the result of the dimensional analysis. Because this doesn't depend on $$A$$, we can see that the period is independent of amplitude.

It is easy to show that the cosine function is equally valid as a solution,

for the same $$\omega$$.

In fact, the most general possible solution is just a combination of these two, i.e.

The values of $$A,B$$ depend on the position and velocity of the mass at time $$t=0$$.

authors: יהודה שמחה ולדמן


text:
Electronics/Urban Legends

Various legends and their status as true or false.

1. Touching both ends of a 12 Volt car battery will kill me. False. The human body has millions of ohms of resistance so unless you are wet or are bleeding you should be ok. Millions of ohms of resistance means that the amount of current flowing will be astronomically small.

2. Cell phones cause cancer or brain damage. Probably false. A cell phone operates at 900 MHz and 3GHz. Visible light has a frequency of 1 Petillion 10^15 Hz. Just below that is UV where you get sunburns. That's a million times the frequency. So if cell phones hurt you than what must visible light be doing to you? If you believe it will hurt you than your only hope is to live in darkness inside a Faraday cage like a CHUD. No microwave, infared, or visible light for you.

3. One time a cell phone caused a fire at a gas station.

4. CRTs are bad for you and expose you to x-rays. False, there are some x rays that get through occasionally, but not frequently enough to cause real damage.

title: Electronics/Urban Legends


text:
User talk:Gabriel Beecham~enwikibooks

Looks like I may need more copyediting than I once thought... thanks. Did you read it then? :) r3m0t (cont) (talk) 06:49, 30 Mar 2004 (UTC)

If I had any tips, I would put them in the book... of course. All I can say is to start off with dream recall (use MILD) + reality checks, then add on more techniques if you want while your dream recall is up. Constant vigilance is needed for reality checks to really work well. r3m0t (cont) (talk) 08:58, 3 Apr 2004 (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 Gabriel Beecham. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Gabriel Beecham~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.

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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) 04:59, 19 April 2015 (UTC)

title: User talk:Gabriel Beecham~enwikibooks


text:
Cookbook:Spinach

Spinach is a green vegetable used as an accompaniment to main dishes,and as an ingredient in many other dishes (the term florentine in a recipe indicates the presence of spinach). Young leaves can be eaten raw in salad, tacos, and burgers. Frozen spinach goes well on pizza.

Plain cooked spinach is best served steamed or boiled in a minimum amount of water for no more than five minutes. The bulk of the leaves reduces enormously in cooking. Allow about 100 g per serving and use the biggest pan you have. Serve with lemon juice, or perhaps with salt.

Spinach is a common ingredient in Indian cuisine, where it is known as saag, cooked in various combinations such as paneer, chicken, and goat meat. Try sprinkling the raw leaves with garam masala before cooking for a slighly different and low sodium alternative to salt.

Purchasing
Spinach can be bought loosely or in prepackaged bags. You can get better quality when you buy loosely, because you can examine all the leaves. When examining the leaves, pick the ones that are smaller and have a good green color to them. Leaves that are crisp and spongy are of good quality. Do not pick leaves that are wilting, brown or yellow. Fresh spinach should smell sweet, never sour or musty. Look for stems that are fairly thin and coarse. Thick stems indicate overgrown spinach, which may be leathery and bitter. If only bagged spinach is available where you shop, check whether the contents seem resilient when you squeeze the bag.

Storage
Spinach loses much of its nutritional value with storage of more than a few days. While refrigeration slows this effect to about eight days, spinach will lose most of its folate and carotenoid content. This is worth considering when purchasing spinach out of season. If the product has been "in transit" (picked, cleaned, shipped and shelved) for more than one or two days it will need to be used almost immediately to have much nutritional benefit. This is in spite of the taste and appearance of the plant which may still seem fine. Fresh spinach should be cleaned thoroughly and then can be stored loosely in an unsealed bag in the crisper tray of the refrigerator for a few days. Even at 4°C, spinach loses much of its nutritional value by eight days so for longer storage it should be fresh frozen, cooked and frozen or canned. Storage in the freezer can be for up to eight months.

It is sometimes discouraged to reheat spinach leftovers since poisonous compounds are formed during this process. What is behind this advice is that certain bacteria can grow on prepared nitrate-rich food, such as spinach and many other green vegetables. These bacteria can convert the nitrates into nitrites, which may be especially harmful to infants younger than six months. The nitrate-converting enzymes produced by the bacteria can convert even more at elevated temperatures during the second heating. For older children and adults, small concentrations of nitrites are harmless, although formation of nitrosamine compounds from the nitrites could be of concern for adults as well.

Warnings

 * The oxalic acid contained in spinach can react with the calcium contained in milk to produce a deposit on your teeth. You may wish to avoid serving milk with spinach.
 * The oxalic acid contained in spinach is bad for cast iron pans and carbon steel pans. Spinach will turn black when cooked in such pans.

Seasonality
Spinach is a 'cool season' crop, which means it's best planted in cold ground, at the end of the winter, making it available from early spring. Many spinach cultivars can also be planted in the late summer months for a fall crop. In cooler climates, the season may last throughout the summer. In the beginning and end of the year spinach grown in greenhouses (which has smaller leaves) is available. Frozen spinach is also a popular alternative out of season.

Recipes

 * Upeseru
 * Wild Spinach and Lemon Salad
 * Creamed spinach

title: Cookbook:Spinach


text:
Cookbook:Cuisine of the Mediterranean

Countries

 * France
 * Greece
 * Cyprus
 * Israel
 * Italy
 * Malta
 * Turkey
 * Lebanon
 * Serbia
 * Syria
 * Spain
 * Dalmatia (Croatia)
 * Bosnia and Herzegovina
 * Egypt

Recipes

 * Shakshouka
 * Hummus
 * Mediterranean Beef Stew
 * Wild Spinach and Lemon Salad
 * Algerian Couscous

title: Cookbook:Cuisine of the Mediterranean


text:
Cookbook:Wild Spinach and Lemon Salad

| Mediterranean | Middle Eastern | Vegetables | Salads

A feast for the eyes and a surprise for the tongue.

Ingredients

 * Spinach
 * Lemon or lime
 * Salt
 * Sumak
 * Black pepper
 * Olive oil

Procedure

 * 1) Clean the spinach leaves and remove stems.
 * 2) Blanch leaves in boiling water for 2–3 minutes.
 * 3) Rinse in cold water.
 * 4) Wash lemon thoroughly.
 * 5) Slice lemon paper-thin with sharp knife.
 * 6) Arrange plate circularly: loosely place a small bunch of leaves, then a slice of lemon, and so on.
 * 7) Sprinkle with coarse ground black pepper, salt, and sumak.

title: Cookbook:Wild Spinach and Lemon Salad


text: File:Spinach'n'lemon.jpg

title: File:Spinach'n'lemon.jpg


text:
Wikibooks:Protection log

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title: Wikibooks:Protection log


text:
Talk:Electronics/Voltage and Current

This is found in batteries. (a battery could also be considered a current source, depending on perspective. i think we should not include batteries yet and only focus on what "voltage" and "current" mean.  then we can move on to ideal voltage and current sources, and then real sources.)

(Is there a difference between series and parallel voltage assuming there are no current splits? Depends if you mean ideal voltage sources or things like batteries.  Ideal voltage sources can't be placed in parallel.  This would be the same thing as saying 5=3.  Real voltage sources have some internal resistance, Rs, which would load the other battery's ideal voltage source.)

 * Is there a difference between ideal and real sources besides a resistor?

 * Nope. An impedance, actually.  But basically the same thing.  It's a hugely important difference, though.  *Very* important for beginners to understand.

 * I don't get it. You mean the maximum current a power source can output? How else does internal resistance affect the output of a power supply?

 * Impedance contains information about capacitance and inductance, in addition to resistance. Power supplies and cells (a battery is a stack of cells) can be quite different.  Even mere resistance will affect the battery's temperature, which will in turn affect the resistance.  Additionally, batteries are chemical devices and are impacted by the chemical processes that take place inside.  As a result, the voltage characteristics of batteries evolve during their lifetimes.  Also as a result, different types of batteries recharge differently.  A nominal 9V battery will not actually produce 9V during the entirety of its life.  Real batteries are quite complex.  We simplify thinking about them because most of that stuff seldom matters.  If you wanted to build a battery operated robot that would sit idle for months at a time and do something useful when its battery was going dead, then many of these things would begin to matter. --Rs2 22:41, 31 Mar 2004 (UTC)

 * Likewise, with other real voltage sources, like the output of an op-amp, it is important to realize that it has an output impedance, which cannot be separated from the ideal voltage source. The impedance has effects on op-amp stability, power handling, maximum current/voltage, loading, etc.  We model real voltage sources as an ideal voltage source (which just creates a voltage between two conductors, regardless of anything else) with an impedance permanently attached.  A real battery has inductance, capacitance, and predominantly resistance right at the output of a perfect voltage source, meaning the battery will give different voltages depending on what it is loaded with, etc.  We should mention in the article that a short circuit across an ideal voltage source would produce infinite current and vice versa. - Omegatron

title: Talk:Electronics/Voltage and Current


text:
Template:Norwegian/TOC

Norwegian | Table of Contents - Introduction - Lesson 1 - Lesson 2 - Lesson 3

title: Template:Norwegian/TOC


text:
User:Perl~enwikibooks/text

Pendulum:
 * $$T=2 \pi \sqrt$$

Spring:
 * $$T=2 \pi \sqrt$$
 * $$Force=-kx$$
 * v= f \lambda

title: User:Perl~enwikibooks/text


text:
Physics Study Guide/Periodic Motion

Hooke's law
$$k$$ is the spring constant and $$x$$ is the displacement (the force is the restoring force)

For this equation to be approximately accurate, $$x$$ needs to be below the spring's elastic limit. If $$x$$ is more than the spring's elastic limit, the spring will exhibit "plastic behaviour" meaning that it will not return to its original position.

Potential energy
potential energy stored in a compressed recoiled spring

$$T$$ is the period, $$m$$ is the mass, and $$k$$ is the spring constant.

authors: יהודה שמחה ולדמן

title: Physics Study Guide/Periodic Motion


text:
User talk:DarkPhoenix

Great job on the norwegian book! It is a lot better than before!

Thank you. :) I'm doing my best. And I'm far from done too!

DarkPhoenix 20:23, 30 Mar 2004 (UTC)

Hi,

thanks for the hint. Nikola Herweg 15:26, 6 Apr 2004 (UTC)

Pronouncion examples
Hi,

I can supply some pronouncion examples to the "norwegian"-book, in any format you like. Please contact me! --August 22:25, 24 July 2005 (UTC)

Copyright problem with Image:Norwegian Nature.jpg
--Derbeth talk 12:05, 3 February 2006 (UTC)

title: User talk:DarkPhoenix


text:
Cookbook talk:Tofu Pancake

The origional text of this article was taken from the iA Wiki article Veganism/Recipes, which is considered in the public domain. Any modifications/additions are released under the GFDL.

original credits: (Original recipe by Drama. Horribly translated by dpi. Let me know when you have any problems!)

title: Cookbook talk:Tofu Pancake


text:
Cookbook talk:Potato-Chickpea Curry

The origional text of this module was taken from the iA Wiki article Veganism/Recipes, which is considered in the public domain. Any modifications/additions are released under the GFDL.

title: Cookbook talk:Potato-Chickpea Curry


text:
Cookbook:Cuisine of Israel

| Middle Eastern cuisines

Due to the nature of her diverse population, Israel's cuisine is a mixture of several other world regions.

Recipes

 * Israeli Salad
 * Bagel toast
 * Madbucha
 * Potato Pancakes
 * Seafood Kebabs with Zhoug Sauce
 * Yerushalmi Kugel
 * Wild Spinach and Lemon Salad
 * Shakshuka

title: Cookbook:Cuisine of Israel


text:
Cookbook:Hummus I

| Middle Eastern cuisines | Hummus

Ingredients

 * 1 cup dry chickpeas
 * Water
 * 1 teaspoon baking soda
 * 2–3 cloves of garlic
 * 1 teaspoon salt
 * Tahini and water, to make a paste
 * Ground cumin
 * Fresh, coarsely-cut coriander leaves
 * Salt to taste

Procedure

 * 1) The night before you plan to cook, combine the chickpeas, 2.5 cups of water, and baking soda. Leave to soak for 6–12 hours.
 * 2) Rinse.
 * 3) Add the rinsed chickpeas to 3 cups of water, along with the garlic and 1 teaspoon of salt. Bring to a boil. After about 45 minutes, they should swell enough for their skins to come off. Give it a stir, and use a slotted spoon to remove as many of the skins as you can from the water.
 * 4) Cover the pot and continue cooking for about 2 hours, or until they almost dissolve to a paste.
 * 5) Pour out the water. If desired, some can be reserved to add later, for extra flavor.
 * 6) Mash the chickpeas by pressing them through a pasta sieve or use a food processor.
 * 7) Let it cool for 10 minutes.
 * 8) Add tahini and water until you get the right consistency.
 * 9) Season with salt, ground cumin, and coriander leaves.

Notes, tips, and variations

 * Fresh lemon juice can be substituted for some of the water
 * Some cooks add tahini concentrate and lemon juice, instead of diluted tahini.
 * Serve with any combination of olive oil, tahini, za'atar, roast pine nuts, and/or French fries.

title: Cookbook:Hummus I


text:
Norwegian/Lesson 3

Lesson 3 ~ Kjekt å vite

In this lesson the plan is to elaborate on what you learnt in Lesson 1, in other words, to get a more useful conversation going plus teaching you some things that are simply good to know.

Where Are You From?
Here are some guys at a course to learn Norwegian. Each person says who they are, what nationality they are, and what languages they speak. Aleksander is the teacher. Check out the vocabulary to understand what everybody is saying.

 * Aleksander: Hei. Jeg heter Aleksander Bakke.
 * Aleksander: Jeg er norsk.
 * Aleksander: Jeg snakker norsk, engelsk og tysk.

 * John: Hei. Jeg heter John Wilbur.
 * John: Jeg er engelsk.
 * John: Jeg snakker engelsk.

 * Egil: Hei. Jeg heter Egil Svensson.
 * Egil: Jeg er svensk.
 * Egil: Jeg snakker svensk og engelsk.

 * Anastasia: Hei. Jeg heter Anastasia Rynkova.
 * Anastasia: Jeg er russisk.
 * Anastasia: Jeg snakker svensk og russisk.

 * Julian: Hei. Jeg heter Julian Dupont.
 * Julian: Jeg er fransk.
 * Julian: Jeg snakker fransk og spansk.

 * Rudolf: Hei. Jeg heter Rudolf Lorenz.
 * Rudolf: Jeg er tysk.
 * Rudolf: Jeg snakker tysk, fransk og engelsk.

 * Manuela: Hei. Jeg heter Manuela Cabral.
 * Manuela: Jeg er fra Mexico.
 * Manuela: Jeg snakker engelsk og spansk.

 * Yiğit: Hei. Jeg heter Yiğit Emir.
 * Yiğit: Jeg er fra Tyrkia.
 * Yiğit: Jeg snakker tyrkisk, engelsk, spansk, portugisisk og litt norsk.

Sorry, I Don't Understand
David is an Englishman. He knows some Norwegian, but has forgotten what "Hvordan går det" means.

 * Stian: Hei David!
 * David: Hei Stian!
 * Stian: Hvordan går det?
 * David: Unnskyld, jeg forstår ikke hva du sier. Vennligst snakk saktere.
 * Stian: H-v-o-r-d-a-n g-å-r d-e-t?
 * David: Ah. Nå forstår jeg. "Hvordan går det" betyr "How are you"!
 * Stian: Ja.
 * David: Takk, det går bra. Hva med deg?
 * Stian: Takk, det går bra.

Are You French?
Here are four short exchanges about nationality.

 * Homer Baker: Er du norsk?
 * Anders Eide: Det er jeg.
 * Homer Baker: Snakker du norsk?
 * Anders Eide: Det gjør jeg.

 * Anders Eide: Er du engelsk?
 * Richard Bayford: Nei, jeg er en skotte.
 * Anders Eide: Snakker du norsk?
 * Richard Bayford: Nei, men jeg forstår litt.

 * Lisa: Er du norsk?
 * Anders: Det er jeg.
 * Lisa: Snakker du spansk?
 * Anders: Jeg snakker litt.

 * Anders: Er du fransk?
 * Pierre: Det er jeg.
 * Anders: Snakker du norsk?
 * Pierre: Nei, men jeg forstår litt.

May I Introduce Myself?
The most common way Norwegians introduce themselves are by simply saying hello, and then telling you their name. For more formal situations, it's more common to greet by first saying your full name, and possibly a more proper greeting than just hello. Hyggelig å treffe deg or Hyggelig å treffe Dem means pleased to meet you.

 * Jonas Karlsen. God dag.
 * Ine Ludvigsen. God dag. Hyggelig å treffe deg.
 * Hyggelig å treffe deg.

The first time you meet somebody, you shake hands. In business environments, this is also done when a long amount of time has passed since you last met.

When you want to introduce two people to each other, you use the phrase Får jeg presentere ... which means May I present ... and then you say their names.

 * Får jeg presentere: Line Jensen -- Jerry McMurphy

This introduction is quite formal. In less formal situations, you can basically just say

 * Dette er Line Jensen -- Jerry McMurphy

Dette er means this is. It's also not really necessary to use surnames in an informal situation. Especially so with young people and children.

Greetings
God morgen, good morning, is the first greeting of the day. You answer it simply with god morgen or morn', the latter being sort of a slang. Later on in the day you can say god dag, good day, answered by a god dag back.

Being less formal, you can just say hei or hallo; these work at any time of the day.

Later, when the evening has come, you say god kveld, which means good evening, or you could say god aften, which is a synonymous (yet more formal) to god kveld. Finally, when you're going to bed, it's common to say god natt, good night or natta', which is a slang expression for the same.

When you're leaving somebody, you can say ha det bra or just ha det (lit. "have it", which is short for ha det bra, which implies jeg håper du vil ha det bra, which basically means I hope you'll be fine. This is a very old saying, and as you can guess, have it wouldn't make much sense to anyone if it hadn't been for the history of the word, which everybody sort of knows, but nobody speaks of.) You can also just say snakkes, (short for vi snakkes senere, we'll talk later) although this is more commonly used on the phone or in communications over written media.

Thank You
Takk means thanks. Tusen takk (lit. thousand thanks), Takker så mye/meget (lit. thank you so much) and Mange takk (lit. many thanks) all means thanks a lot. Using meget is old-fashioned though, and comes from Danish.

The correct response for takk, for instance when you've given someone a gift, or similar is vær så god (lit. be so kind) which is equivalent to the English you are welcome, don't mention it or it's nothing

When someone says takk in order to express gratitude for a service or act performed, bare hyggelig, (lit. merely pleasurable), best translated as my pleasure, is an appropriate response.

title: Norwegian/Lesson 3


text:
Cookbook talk:Hummus I

about the garlic, in English, we call them either cloves or heads. A "clove" of garlic is a single "bulb", about 2 cm long and 0.5 - 1 cm thick; several cloves (10 or more) are gathered together into "heads", about 5 cm tall and 3 cm in radius; the bundle of paper wrapped garlic you can buy in a store, or go down to Gilroy and dig up. I like the name teeth, as they do kinda look like the eye teath. I'm going to wikify this recipe now, making links to all the ingredient pages, then I'll add it to the Recipe Index. Gentgeen 22:14, 30 Mar 2004 (UTC)

Thanks. Well, it was worth posting this recipe just to learn that. Garlic "teeth" is a literal translation from Hebrew. - yish 00:10, 1 Apr 2004 (UTC)

Instead of 'Thina' didn't you mean 'tahini?' Tahini is sesame-seed paste and I thought it was an important ingredient in humus. I've never heard of 'thina' KJ 02:42, 2 Apr 2004 (UTC)

Well, yes. Thina, or perhaps T'xina, is what native English speakers call tahini. Sometimes "tahini sauce". I tried to be true to the Hebrew / Arab phonetics, as I know it. - yish 23:07, 14 Apr 2004 (UTC)

So what happened to the garlic in the recipe? There's no garlic mentioned in ingredients or procedure, just here in the discussion. How can you have hummous bi tahina without garlic?

Regarding the pronounciation of tahini/tahina - Native Lebanese speakers would say something that sounds more like tahini, which is why you see it spelled like that in English. Several Lebanese-American grocery companies began marketing tahini in the US in the early to mid 20th century and I believe that's how the spelling caught on. But a Palestinian would say tahina. It's a regional variation on how to pronounce the vowel. There is substantial variation in vowel and dipthong pronounciation across Arabic dialects - never mind what teachers insist correct pronounciation is. Spoken Arabic varies from standard or Classical Arabic.

And BTW, the x in txina just indicates that special aspirated h that non-native Arabic speakers find so difficult. I never see scholars distinguishing between that letter and "h" when translating to English in popular writing - see Juan Cole, Abu-Aardvark, or As'ad Abu-Khalil. Leila - 28 Nov 2004

It would be nice to have as a part of the standard template a description of what role each ingredient plays in the recipe and the reasoning behind certain procedures. In this recipe, for example, what purpose does the baking soda serve? Why can't a food processor be used? Why should the chickpeas be shelled? Why must the chickpeas be soaked for so long instead of cooked for a shorter amount of time? -T.M.- 20 Feb 2005

 * I'm curious about the food processor warning too. I have a variant recipe (which for simplicity's sake uses two cans of chickpeas rather than the shelled kind, 6 Tbsp tahini, 6-8 Tbsp lemon juice, scallions, garlic and spices) which I've always used a food processor for and which has turned out fine for me on several occassions. --MC MasterChef 01:50, 22 Apr 2005 (UTC)

Two variations I see from many other Humus recipies: 1) The ingredients list does not include olive oil. Other recipies I have seen include this, and all local Greek/Lebenese restaurants serve the Humus with olive oil mixed in.  (Sometimes it separates and "floats" on the top.)  2) All of the other recipies I have seen recommend starting with canned chick peas rather than dry, and just mixing in a blender or food processor. Also, I am not sure if adding the baking soda during soak is necessary or desirable unless you have hard water. -Aaron 23 June 2005

Disambiguation
I'm sorry if it seems like I'm changing the name of the existing humus recipe to hummus I without reason. But, in the the process of creating a disambiguation page to accommodate a Greek variation of hummus, I had to choose the least ambiguous, and most easily recognisable form for the word (humus can also mean decayed vegetable matter in English). Geo.T 09:59, 20 August 2005 (UTC)

food processor - chickpeas
My understanding of the suggestion to use the sieve and not the food processor is the fact that you will not be able to press the cooked chickpeas thru the sieve unless they are really overcooked and soft enough to go thru easily. A food processor has so much raw power, it will mash halfcooked chickpeas. Frank Z March 27 2006

criticism of this recipe
First of all --- it is very legitimate in making Houmus to use a food processor.

My mother, who is from Israel, uses a food processor every time she makes Houmus - and her houmus is considered the best. Other people, who refuse to use a food processor - their Houmus does not turn out as well. There are other, better ways of determining when you've cooked the beans enough -- such as (maybe) sampling them.

Also, there's a number of other ways that this recipe for Houmus is not a good one at all.

-- S. Shapira - March 30, 2008
 * Would you mind expanding on these other ways this recipe is not good? Maybe this article can be improved.  I am making hummus for the first time, and I'd like to know do it right.  74.138.155.68 (talk) 15:12, 4 July 2009 (UTC)

title: Cookbook talk:Hummus I


text:
User talk:Yish

Hi, welcome to wikibooks. I've noticed your additions to the Cookbook, and I'm thrilled to welcome another editor to our group. To ensure your recipes are known about by the the users as well as the editors of the book, be sure to add them to Cookbook:Recipes, which acts as our recipe index, and is where we pick featured recipes from.

Again, welcome, and happy editing. Gentgeen 22:35, 30 Mar 2004 (UTC)

Thanks, will do.

images
I saw you posted two pics of the same thing, just different sizes, and I thought I'd let you know that's not necessary. The wiki software can be told to render an image smaller that the file's resolution. For example, and  are from the same file, Image:Oyster(L).jpg (which is quite large). The software can be told the size by doing this:. More tricks about using images in wiki pages can be found in the MediaWiki Users guide article MediaWiki User's Guide: Adding multimedia, which is at Meta. Gentgeen 10:22, 26 May 2004 (UTC)

Copyright problem with Image:Mejadrah.s.jpg
--Derbeth talk 10:11, 21 January 2006 (UTC)

Naming
Hi - please note that the naming convention requires a "/" and not either a ":" or a "\" - thanks -- Herby talk thyme 09:53, 26 June 2007 (UTC)

Image:Mejadrah-open-pots.s.jpg
This image has on it; please replace it with your own declaration that it is licensed under the GFDL or some other appropriate license. Instructions are located on the image description page. Please also double-check the rest of your images. Thanks. – Mike.lifeguard  | talk 22:44, 1 November 2007 (UTC)

title: User talk:Yish


text:
XML - Managing Data Exchange/Data Schemas (Answers)

XML

= Exercises =   In chapter 4, you were asked to create a schema document to define a restaurant. In the next chapter you were asked to create a schema defining a franchise restaurant. In this exercise, you need to create a new XML Schema document and use the redefine mechanism to extend your original restaurant data type by appending the necessary franchise information. Amend the XML instance document you used for your franchise restaurant to use the newly created XML schema document for validation.

 Create a schema document that contains the type library in the table below. Now create a new schema document that will be used to describe bars in a city, use the import mechanism to import the schema and namespace that contains the USAddressType, and use the USAddressType to define the address of the bar. Create an XML instance document with at least two bars for any US city to validate against the newly created schema document.

Table 7-11: Exercise 2 – Type Library USAddress.xsd   Retrieve the XML instance document and XML schema document you created in the exercises for chapter 2. Change the elementFormDefault value to ‘qualified’ and make the necessary changes to the XML instance document so that it will validate correctly.

 Develop a type library for the tourGuide schema in chapter 4. Use common sense to group related elements and data types. Keep in mind that some data types may be reusable or may need to be generalized to allow them to be reused (or redefined).

Answers by Danny Popov

Question 1

chapter4.xsd

Chap4Redefined.xsd

Chap4Redefined.xml

Question 2

USAddress.xsd

Bar.xsd

Bar.xml

Question 3

Museum.xsd

Museum.xml

Question 4

TypeLibrary.xsd


text:
User:Yish

Bio
Computer scientist by training, software engineer by experience, educationaal researcher by vocation and activist by nature.

http://www.ymor.ukfsn.org

Contributions

 * Cookbook:Humus
 * Cookbook:Wild Spinach and Lemon Salad

title: User:Yish