text:
JavaScript/Arrays/Exercises

Topic: Arrays

1. What is the output of the following script?

2. Add elements
 * Create an array with all odd numbers that are smaller than 10.
 * Show the array with the  command.
 * Show how many elements the array contains.
 * Add 2, 4, 6, 8 to the end of the array and show it again.
 * Insert the value 20 on the 20th array element and show the array again.

3. Remove elements
 * Create an array with all numbers from 1 to 6.
 * Show the array with the  command.
 * Delete the first and last element and show the resulting array.

4. Combine elements
 * Create an empty array.
 * Add 0, 1, 2 to the array with the  method and show the array.
 * Create the string "0 + 1 + 2" out of the array using the  method and show the string.

title: JavaScript/Arrays/Exercises


text:
Wikibooks:Reading room/Proposals/2022/July

Discord
I propose having a chat in Wikimedia Commons' Discord server so we can attracts more people to contribute to the project and facilitate collaboration. Comrade-yutyo (discuss • contribs) 14:39, 20 July 2022 (UTC)
 * There is an IRC channel but it's not used much as nobody uses IRC anymore. A Discord would make sense maybe but I doubt it would attract more people rather just allow regular users to talk more easily.--Xania [[Image:Flag_of_Estonia.svg|15px]] [[Image:Flag_of_Ukraine.svg|15px]] talk 01:07, 25 July 2022 (UTC)

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


text:
User:Adamvialsmoore/sandbox/a new page

here is some content

title: User:Adamvialsmoore/sandbox/a new page


text:
User talk:Monica.Duke

Welcome
Welcome, Monica.Duke!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. Xeverything11 (discuss • contribs) 11:57, 22 November 2022 (UTC)

title: User talk:Monica.Duke


text:
User talk:64.43.50.142

Welcome
Hello, and welcome to Wikibooks! Thank you for your contributions so far. I hope you like the place and decide to stay.

You don't have to log in to read or edit articles on Wikibooks, but if you wish to acquire additional privileges, you can simply  [ create a named account] . It's free, requires no personal information, and lets you:
 * Create new pages and rename pages
 * Edit semi-protected pages
 * Upload images
 * Have your own watchlist, which shows when articles you are interested in have changed.

If you edit without using a named account, your (64.43.50.142) is used to identify you instead.

By the way, please make sure to sign and date your talk page comments with four tildes (~~~~).

Happy editing! Xeverything11 (discuss • contribs) 13:29, 22 November 2022 (UTC)

title: User talk:64.43.50.142


text:
User:Monica.Duke

Monica Duke has several years experience in the areas of research management particularly open research, metadata and institutional research systems. In the past she has contributed work in the specialisations on personalisation, citizen science and citation.

For the last few years her focus has been on working with the community of UK ORCID implementors on both technical support and community facilitation.

title: User:Monica.Duke


text:
User talk:208.108.133.112

Nov 2022
Xeverything11 (discuss • contribs) 14:21, 22 November 2022 (UTC)

title: User talk:208.108.133.112


text:
ORCID Advocacy Toolkit/Themes

A collection of ORCID resources grouped by theme or topic of use.

How to register for an ORCID
Instructions and support on registering for an ORCID.

Benefits of using ORCID
Definitions and examples of the ways that using ORCID benefits individual researchers, librarians, institutions and more.
 * Attribution
 * Disambiguation
 * Independent profiles controlled by academics
 * SSO integration with other institutional systems
 * Ease of use with other integration systems (Scopus)
 * ORCID mandates
 * ORCID and Equality, Diversity and Inclusion

UK Consortium
Information on the UK ORCID Consortium and links to community pages and resources.
 * About
 * How to join
 * Community and events

Technical Documentation for ORCID
Technical documentation to aide institutions or librarians in using ORCID
 * Connecting ORCID to institutional systems
 * Case studies
 * Integrations
 * Reporting
 * ORCID brand guidelines
 * APIs

PID policies in the wider Education/Research Sector
Links to external bodies that have policies or processes that connect with ORCID
 * Funder policies
 * Cancer Research UK
 * National Institute of Health (NIH)
 * National Institute for Health Research (NIHR)
 * UKRI (paragraph 4g, p12)
 * Wellcome Trust
 * REF2021 (paragraph 21, p5) and future requirements

title: ORCID Advocacy Toolkit/Themes


text:
ORCID Advocacy Toolkit/Types of Material

Event Ideas and Examples
Liverpool John Moores University - ORCID for Research session

University of Central Florida - ORCID Workshop for Researchers

FAQs/Help
Robert Gordon University

University of Oxford

US Lyrasis blog post on transferring Works Citations from Google Scholar to ORCID

Institutional Policies
Policies that mention requiring ORCID

University of Glasgow Research Publications & Copyright Policy

University of Leeds Publications Policy

University of Strathclyde Policy

University of York Policy on the publication of research

Jisc blog post on mandates

Instructions
University of Bath

University of Oxford

University of Reading

Physical Collateral
Jisc Researcher leaflet (CC-BY-NC)

List of UK examples of customised promotional materials/swag

Reports and Case Studies
Open science monitor case study

Toulouse scientific area case study

UK pilot projects report  P.24  P.46-48 (sections 6,7) Extract from that report most relevant to advocacy (to be done)

Researcher Stories
Brian Kelly - Independent Researcher

University of Reading

Why ORCID?

Videos
What is ORCID?

[https://vimeo.com/829670955 I'm a Member, Now What? - Benefits of ORCID Membership session on 17 May 2023]

A Quick Tour of the ORCID Record for Researchers

Web Widgets/Embedded Graphics
ORCID Auth Widget

ORCID iD icon graphics


text: ORCID Advocacy Toolkit/Audiences/Library Audience


text: ORCID Advocacy Toolkit/Audiences/Institutional Colleagues (other)/


text:
User talk:193.1.64.8

Welcome
Hello, and welcome to Wikibooks! Thank you for your contributions so far. I hope you like the place and decide to stay.

You don't have to log in to read or edit articles on Wikibooks, but if you wish to acquire additional privileges, you can simply  [ create a named account] . It's free, requires no personal information, and lets you:
 * Create new pages and rename pages
 * Edit semi-protected pages
 * Upload images
 * Have your own watchlist, which shows when articles you are interested in have changed.

If you edit without using a named account, your (193.1.64.8) is used to identify you instead.

By the way, please make sure to sign and date your talk page comments with four tildes (~~~~).

Happy editing! Xeverything11 (discuss • contribs) 15:55, 22 November 2022 (UTC)

title: User talk:193.1.64.8


text:
User talk:Lbabella?!123

Welcome
Welcome, Lbabella?!123!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. Xeverything11 (discuss • contribs) 17:47, 22 November 2022 (UTC)

title: User talk:Lbabella?!123


text:
User talk:Alarthur4

Welcome
Welcome, Alarthur4!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. Xeverything11 (discuss • contribs) 17:58, 22 November 2022 (UTC)

title: User talk:Alarthur4


text:
User talk:Xeverything11

I've organised the talk page into tabs so users can find discussions quickly and easily.

To discuss, click the tab above.

 * Primary tab is for important things.
 * Social tab is for socialising other users.
 * Updates tab is for important updates.

title: User talk:Xeverything11


text:
User:Muhammad jassarat siddiqui

= MALARIA: =

=   A HUMAN VIRAL DISEASE: =

CAUSED:
Malaria is caused by Plasmodium falciparum, P. vivax, P. ovale, and P. malariae .

SYMPTOMS:
Symptoms can appear anywhere from 7 to 90 days after you've been bitten. Symptoms of malaria include sudden fever, headache, chills, and tiredness. Malaria has symptoms that can be mistaken as flu-like symptoms, so it's a good idea to get yourself tested if you think you might have been infected with malaria.

As the protozoal infection gets worse, it will cause anemia and jaundice (yellowing of the skin and whites of the eyes).

The most severe kind of protozoal infection, which can reach a coma, is understood as cerebral protozoal infection. this kind represents 15 August 1945 of deaths in kids and nearly two-hundredths of adult deaths.

TRANSMISSION/SPREADING:
Once you are bitten by an infective mosquito there will be a period of delay before you fall ill. During this time the malaria parasite develops in the liver. Once it emerges from the

liver and	starts circulating in the bloodstream you will start to feel unwell. This is normally	within a couple of weeks after being bitten, but it can be up to a few months or even years in certain circumstances. Initial symptoms may be very vague and flu including lethargy, aching muscles headache, and then fever and chills. Often these relatively mild symptoms persist for a couple of days before becoming more serious, however, the progression can be much faster with severe malaria and possibly cerebral complications developing within 24 hours of initial symptoms.

PREVENTION:
Malaria is a serious disease, but it can be prevented by taking certain medications. Malaria can get rid of by limit to exposure to mosquitoes, using mosquito repellant, wearing long-sleeved shirts and pants, staying in a place with window screens or air conditioning, sleeping under mosquito netting, and getting vaccinated. Malaria is a mosquito-borne infectious disease that causes high fever, palpitations, and sweating. It can be prevented by utilizing insecticide-treated bed nets.

VACCINE:
Vaccines against malaria are not currently offered on the market. Falciparum malaria vaccine candidates are being tested or developed in large numbers right now. The most advanced RTS, S, could be employed operationally in the near future.

TREATMENT:
Some of the major types of medication used to treat malaria include Chloroquine, Quinine, and Larium. When choosing a type of treatment for malaria, you'll need to seek advice from a healthcare professional who is familiar with your specific situation. Keep in mind that some medications have potentially serious side effects, so it's important to discuss all available treatment options with your doctor first before making any decisions about what's best for you. The bottom line is that healthcare professionals understand how these medications work better than anyone else. So if you're dealing with a case of malaria, take the time to research your options freely and make an informed decision about how to proceed based on the advice you receive from medical professionals.

OUTLOOK:
Malaria can result in major health issues, including death and lasting organ damage if it is not adequately treated. If you suspect you have malaria or have recently traveled to a region where it is prevalent, it is critical to seek treatment as soon as possible. Early treatment has a substantially higher rate of success.

Malaria can be treated and the infection removed from your body with the proper treatment and dosage. If an infected mosquito bites you after you've already had malaria, you could contract it again.

What is malaria?
A parasite that frequently infects a specific species of mosquito that depends on people can lead to a serious and occasionally fatal disease known as malaria. Malaria usually causes severe illness in its hosts, particularly high fevers, shivering chills, and flu-like symptoms.

Does malaria spread from person to person?
No. Malaria cannot be sexually transmitted and cannot be shared from person to person like the common cold or the flu. Casual contact with malaria-infected individuals, such as sitting next to a patient, is not

Are there different kinds of malaria?
Five different species of the single-celled parasite Plasmodium can infect people and make them ill:

1.Falciparum malaria (or P. falciparum)

2. Malaria parasite (or P. malaria)

3. Malaria vivax (or P. vivax)

4. Ovalized Plasmodium (or P. ovale)

5. Malaria knowlesi (or P. knowlesi)

Malaria caused by Falciparum is possibly fatal. Serious falciparum malaria patients may experience unconsciousness, convulsions, and liver and kidney failure. Even while they can be severe on occasion, P. vivax and P. ovale infections typically result in less severe disease. However, the parasites can lay latent in the liver for many months, which can result in a recurrence of symptoms months or even years later.

Which type of malaria is serious?
Falciparum malaria is the most serious common form of the disease and is often life-threatening in non-immune people. Malaria is also very serious and should be treated as falciparum, though it is rare and only seen in specific areas of South East Asia.

title: User:Muhammad jassarat siddiqui


text:
Pokémon Emerald

Main Game

 * /Introduction/
 * Rustboro - First gym
 * Crossing the Sea, Dewford, and more crossing the sea
 * Slateport City and Mauvile City
 * Stopping Tam Magma and Team Aqua
 * Back to Oldale Town
 * The East of Hoen
 * Lilycove City, and getting to the Sea
 * Mossdeep City
 * Clash of Legends, and Sootopolis
 * Awakening Rayquaza
 * Last Gym and Victory Road
 * The Pokemon League

Battle Frontier

 * The Island

title: Pokémon Emerald


text:
Pokémon Emerald/Introduction

Starting the game
The Logo of the game will show up, and will ask you to press Start.

Press the Start button and a new screen will appear.

If it's your first time playing the game, you will have 2 options:

 * New Game
 * Option

Before you can start the game you can go to "Option" and set the text speed, frames and other preferences.

To start the game press "New Game".

Character customization
Pokemon Emerald doesn't offer much customization except for the gender and name.

Once the "New Game" button is clicked, Professor Birch will start presenting you the world of Pokemon.

After that, he will ask you if you are a boy or a girl.

After that, he will ask you for your name. Unlike the previous Pokemon games, you don't have name choices but you will have to pick your own. Choose your name wisely as it cannot be changed.

After choosing your gender and name, Prof. Birch will ask you if you are sure. Press "Yes" to continue, "No", to reset the whole Process.

After that, you will be told you are moving to Littleroot town, and your character becoming chibi to finally begin the adventure in the Hoen region!

Setting your clock
You will immediately begin the game in small truck. Wait for the truck to stop shaking and the door in the right to open, and get out.

Mom will tell you about moving to town, and you will see Vigoroth setting the house. Mom will tell you to set the clock in your room.

Got to your room, and talk with the clock, you will have to set the time in your real world. Even though Pokemon Emerald doesn't offer Night and Day circle, it's important for Evee evolutions and events.

After setting the clock your mother will come to tell you that the movers finished unpacking, and that you should check your desk. You will see there Adventure Rules for how to open the menu and saving the progress of the game.

Before you go down, you can open your PC and withdraw the first Potion of the game.

Go down the stairs, and Mom will call you to watch your Dad on TV. But as soon you will get to the TV, it will be over. Your Mom telling you that your Neighbours is Professor Birch and that you should go see him.

Exploring Littleroot Town and get your first Pokemon
Go outside the house, and you finally can start exploring Littleroot town, you can talk with people and enter every house you see.

The House next to you is Professor Birch's house, get in and your rival and Professor Birch wife gonna start talking to you, telling you that her daughter/son (depends on who you picked at the start of the game, it will be the opposite gender) is upstairs.

But when you go up, he/she won't be there, only a Pokeball is lying down in the middle of the room.

Talk to the ball, and your rival gonna get in the room and introduce himself/herself. She will end up saying that he/she always helping his/her father in his field work, and will go to the PC.

You can check the Pokeball and your rival, but the whole scene here is done. The same downstairs. Get out of the house.

You can go to the Lab to see Prof. Birch, but his only assistant will tell your that Prof. Birch never doing desk jobs, and he's probably went out.

So get out of the Lab and go outside of the town, but you will be stopped by a child saying it's scary to walk outside because of scary Pokemon. Do go on, and you will see Prof. Birch in his fieldwork that went wrong, as he is chased by Zigzagoon. Prof. Birch will ask you for help, so go talk to the bag, and you will get to choose between three Pokemon:

 * Treecko
 * Torchik
 * Mudkeep

Choose the Pokemon you sure want, because that's going to be your first Pokemon in the game, no changes. After making sure you really wants that Pokemon, the Battle sequence will start.

Zigzagoon will be Lvl 2 and your Pokemon will be Lvl 5. Go for basic Tackle/Scratch/Pound attack (depend on the Pokemon you choose) several time, and win the battle.

After the battle Prof. Birch will thank you and introduce himself, and you will transport immediately to the Lab. There he tells you to keep the Pokemon, and you can choose to Nickname it if you want. After that he will ask you if you want to meet his son/daughter to help you. Choose "Yes" and he will sent your to your rival.

Getting out of Littleroot town
You won't find your rival back in his house, as he went already to route 103, so it's time to take on.

You can go back to your house so your Mom can heal your Pokemon.

Now it's time to encounter route 101.

Route 101
Now that we headed out of the town, it straight upward to the next town Oldale.

You will encounter in the bushes basic Pokemon as Wurmple, Zigzagoon and Puchyena, going between levels 2 to 3. You cannot catch them though because you don't have Pokeballs yet. But still encounter them to battle to gain experience points and level your Pokemon at least once, you will need it to your first rival battle.

Except for that there's nothing to do much in the first route, it's straight ahead to Oldale town.

Oldale Town
The two first thing you will see once getting to town - a clark and Pokemon Center, you can enter the Pokemon Center to heal your Pokemon, afterwards talk to the clark and he will introduce you to the PokeMart. Even if you know all this already, you will get helpful Potion in the end.

You can get in the PokeMart, but you can only buy Potions. If you followed through so far the guide, you should have 2 Potions, enough for the next battle.

Other than that, the people in town will give you advices in Pokemon battles and stuff. You can't go to Route 102 since there's a guy that looking at footprints, so your only choice is going up and up to Route 103.

Route 103
The same direction here is same as for Route 101, just continue up 'till meeting your rival.

You should level up your Pokemon if you haven't done 'till now, or even leveling it one more, at your own choice. Notice that now there's Wingull in the bushes, in case you want Flying/Water Pokemon later when you can catch Pokemon.

After training a little bit, if your Pokemon is hurt badly you can take Potion, or even going back to the Pokemon Center, it doesn't matter, just heal up your Pokemon and go speak up with your rival, your rival will see you have Prof. Birch Pokemon, and your first rival battle, BEGINS!!

First Rival Battle
Your rival's Pokemon is depends on which Pokemon you choose, he will have the stronger type advantage:

 * If you choose Treeko - Torchik
 * If you choose Torchik - Mudkip
 * If you choose Mudkip - Treeko

In either way, in this battle it doesn't matter since his/her Pokemon won't have any special type attack, and only be level 5 and since you leveled up your Pokemon, this should easy peasy using only basic attacks.

Getting back to the lab
After winning successfully, your rival will tell you to get back to the lab.

Go back down to Oldale, you can heal up on the way in the Pokemon Center if you need. Head down and your rival will tell you keep going.

Keep going down in the hedges, get back to Littleroot town, and get to the lab.

Getting PokeDex and PokeBall
You will be automatically walk up to Prof. Birch, and he will compliment you on winning your rival, and give you a PokeDex to record your Pokemon.

Immediately at the same, your rival will give you 5 Pokeballs.

Running Shoes and Goodbye from Mama
Exit the Lab, and start going up to Route 101, you finally going to catch these Pokemon!

But before that, your Mother will stop you to give you Running shoes. To run you need to press button B while walking.

After that your Mother will say goodbye and burst to her house tearing, only to find her after that being regular NPC that healing you. But you will get back to your Mother later to get awesome Item. Not now, though.

So now, Head out to Route 101, to catch Pokemon!

Catching Pokemon
Now that you have PokeBalls, you can catch any of them using the "Bag" button in the Battle Screen.

You can catch any Pokemon there is in Route 101, or just what you want. If you don't want to, just keep forward. Just remember to weak them first before throwing the ball.

Getting out to route 102
We are finally going to explore new route and town, go up after your catches or not in Route 101, enter Oldale Town and heal as you want.

Now when you visit the PokeMart you can buy more PokeBalls and other stuff. Equip yourself well with PokeBalls and items before we going out, though you might not needs a lot, and you don't have much money either.

If you want you can go up to Route 103 to catch the Wingull over there.

Anyway, walk out to where the glasses boy where and he will let you leave, since he revealed he's researching his own footprints.

Route 102
This route isn't long, but it is your first route that full of new Pokemon and new battles.

Getting to Petalburg city is simply going with this route way, left, up, down a little, and more left, and you are in Petalburg city.

Trainers
Just as you coming down this route, a trainer meets your eye, the battle will start with Youngster Calvin. This is basically like any other first trainer of the game. He will have Lvl 5. Poochyena. This battle cannot be avoid.

The next trainer, a bug catcher, is just ahead. While you can actually beat him up easily, but you can avoid him by going the grass behind him. This bug catcher Rick, will have two lvl 4 Wurmple. If you picked up Torchik, he should have 'till now ember, which can beat them in one hit. But even with the other starter Pokemon this should be pretty easy now.

Just before going out from this field upward, there will be another youngster. Unlike Calvin, he's gonna have two Pokemon. Youngster Allen will have Lvl 4 Zigzagoon, and Taillow Lvl 3. If you want, you can avoid him by going through the grass and taking the left route besides him.

The last Trainer for this route is just near Petalburg. Lass Tiana have Lvl 4 Zigzagoon and Lvl 4 Shroomish. Beware from the last one as it can poison your Pokemon. To avoid her you gonna need to time where she's facing the other way and moving forward if you don't gonna go the grass way. Or either going through the grass to Petalburg city.

Items
Just where you can go left to Petalburg city, go down instead and jump of the hedge, there will be PokeItem there, which is Potion.

Training and catching
While it's up to you to which Pokemon catch or train, it is recommended to catch in this route Lotad as it is gonna help you in the Rostburo Gym, even if you picked Mudkip or Treecko, another help always can do good. And it is a bit rare, but if you look hard, you can find Ralts and have an early advantage with Psychic Pokemon. He's evolving to Gradevoir, which is one badass Pokemon.

You should pretty much getting out of this route strengthening every Pokemon you have with 2 level at least only battling trainers. You can place your recently caught Pokemon first, and then trade them at the start of the battle to train them and your starter Pokemon.

Petalburg City
This is your first coming to this city, but as things happen, you won't able to battle the Gym, but yet, when you will want to leave town, an NPC will prevent you saying you should go to the Gym first.

So as things stands, you can explore the city first before moving on.

Exploring the city
While you can just talk to every NPC and hear what they'r saying, there's not much getting from them, and the last house to the left is actually blocked by NPC.

In the Pokemon Center however, right besides the map an NPC will ask you to give him your Profile. There will be automatically written "I am a Pokemon friend". Just changing one word will make this NPC happy. But it won't give you something special.

Meeting Wally
To get on moving the game, get into the Gym. The Gym leader that so happen to be your father, Norman, will be in the first room. Talk to him. Before saying anything about Gym battle, NPC name Wally going to enter the room, asking your father help in catching his Pokemon so he will have a friend in Vendartuf Town.

He will receive Zigzagoon from your father, and you will be asked to help him. Automatically you will escort him to the first bush in the right to Petalburg, he will find Ralts and catch it. Though he asks you to watch him carefully, you don't actually need to do anything.

Right after this sequence you will be transported back to the Gym. Wally will give Norman his Zigzagoon back and will go. Norman will tell you to go first to Rustboro City and get back to him after you own four badges.

Wally's house
Now that you really can't battle the Gym, the NPC blocking the way will be gone, and you can enter Wally's house.

But there really isn't something obtainable there. You can only talk to his parents finding out Wally is already gone.

Going to Route 104
So now that you finished you business here, go left to Route 104.

But just before that, new character will stop you there saying he's looking for strong trainers, but since you just begun, he won't find anything special about you.

Encouraged by his words, it's time to take the first Rustboro Challenge! Just head left to your next challenge!

title: Pokémon Emerald/Introduction


text:
Saluto, Jonathan! (Ido)/Chapitro 7

Iniciala pagino – Chapitro 6 – Chapitro 7 – Chapitro 8

Sepesma chapitro
La veturo iras, e iras; ol iradas. Jonathan vidas multa kozi exter la veturo. Lu esas en la veturo, e la kozi ne esas en la veturo; lu vidas li exter la veturo. Lu vidas kruci, multa kruci. Jonathan questionas la duktisto: “Ka me povas ekirar de la veturo?” La duktisto: “No. Esas multa hundi. Vu ne povas.” Jonathan: “Quo? Esas multa hundi?” La duktisto: “Yes. Ed anke exter la veturo, vu vidos multa hundi.” La duktisto ridas. Jonathan pensas: “Pro quo lu ridas?”

Nun esas nokto; ne esas suno. La veturo iras plu e plu rapide. La personi en la veturo dicas al duktisto: “Irez plu rapide!” Jonathan pensas: “Pro quo irar tante rapide?” Jonathan vidas tre granda monti exter la veturo. Jonathan vidas ke la personi en la veturo esas tre animata; li parolas multe. La personi en la veturo dicas animate: “Irez plu rapide!”

Nun la veturo haltas. Li esas en defileo inter la monti. Jonathan savas, ke hike lu vidos la veturo por irar a sua amiko Komto Dracula ma… ube esas lu? Avan Jonathan es la voyo, e nur la voyo. La personi en la veturo esas felica. Ma Jonathan ne esas felica. “Pro quo venar hike ube ne esas la veturo por irar a mea amiko Dracula?”

La duktisto parolas a persono en la veturo: “Ni esis rapida. Ni venis hike un horo antee.” La duktisto parolis per mikra voco, ma Jonathan audis lu. Jonathan pensas: “Pro quo esas bona venir hike un horo antee?”

Nun la duktisto parolas a Jonathan per granda voco. Lu dicas: “Jonathan, la Herr (Germaniana: la siorulo) ne venos hike hodie. Lu iros ad altra urbo, la urbo Bukovina. Forsan morge la Herr venos hike. Forsan yes, forsan no. Me ne savas. Ni devas departar.”

Jonathan esas trista e pensas: “Pro quo la siorulo Dracula ne esas hike? Pro quo me devas departar?”

Ma, quo esas to? La kavali esas animata. Anke la personi en la veturo esas animata. Jonathan vidas, ed ibe lu vidas altra veturo, plu granda, kun quar kavali. La nova veturo es plu richa, e plu granda kam la veturo en qua Jonathan sidas. La quar kavali esas nigra, e tre granda. En la nova veturo Jonathan vidas altra duktisto. La altra duktisto esas granda, ed alta, e havas barbo. La barbo e la forta manui dil duktisto igas Jonathan pensar ke lu esas tre forta viro. Ma Jonathan ne povas vidar la vizajo dil altra duktisto.

La altra duktisto dicas: “Tu venis hike rapide, mea amiko.”

La duktisto: “Ah… la angla Herr volis irar rapide…”

La altra duktisto: “Me savas, ke tu volis irar a Bukovina. Yes, me savas to quon tu pensas. Me esas plu inteligenta kam tu. Donez a me la bagajo dil angla siorulo.”

La duktisto donas la bagajo di Jonathan al altra duktisto. La altra duktisto esas tre forta; Jonathan vidas ke lu es forta kande lu vidas lua manui. La altra duktisto prenas la bagajo kun sua forta manui, e tre rapide la kozo esas finita.

Nun Jonathan sidas en la altra veturo. Hodie esis longa jorno por Jonathan. Ma nun komencas la altra voyajo.

-ar, -ir, -or

 * venar = venar (nun, generale, irgatempe)
 * venir = kande on ja venis antee
 * venor = kande on venos future

“Me volas vizitor vu” = “Me ne volas ke me vizitas vu nun, ma me volas (nun) ke future me vizitos vu”

“Me volas lektir ca libro” = “Me volas ke me ja lektis la libro”

-ata, -ita, -ota

 * La animata personi = la personi esas animata nun
 * La finita voyajo = la voyajo finis antee
 * La vizitota Komto = Jonathan ankore ne vizitis la Komto, ma lu vizitos lu

Vortaro

 * animata
 * verbo: animar
 * antee
 * bagajo
 * barbo
 * defileo
 * ekirar
 * exter
 * forsan
 * forta
 * haltar
 * hundo
 * inter
 * kavalo
 * nigra
 * nokto ⟷ jorno
 * per
 * richa
 * ridar
 * siorulo
 * tante
 * to
 * tu
 * vizajo

Iniciala pagino – Chapitro 6 – Chapitro 7 – Chapitro 8

title: Saluto, Jonathan! (Ido)/Chapitro 7


text:
User:Sayeed Khalil

Suresh Naradhaniya or Farmanda Suresh in English Farmanda Suresh, known as Elham Suresh, a teacher of social networks in the Middle East, from the ancient land of Khorasan He has 3 international documents. 2017 quota acquisition documents, 2021 technology doctorate documents, and 2022 golden score documents He is the only successful technologist in Asia who has achieved all the honors of the virtual world. He is also in charge of Hacking Plus and Suresh Group.

title: User:Sayeed Khalil


text:
Wikibooks:Reading room/Archives/2022/October

Coolest Tool Award 2022: Call for nominations
The fourth edition of the Coolest Tool Award welcomes your nominations! What is your favorite Wikimedia related software tool? Please submit your favorite tools by October 12, 2022! The awarded projects will be announced and showcased in a virtual ceremony in December.

MediaWiki message delivery 18:30, 3 October 2022 (UTC)

Please review my edits
Please review my edits in one run. They are all about the technical detail of having "nbsp" displayed in the read view in cases in which i suppose they should not be displayed. I included some cases of computer programming examples where nbsp was used in text environments where the wiki nbsp syntax does not work. Hope my edits were all correct. In some cases the nbsp may be completely deleted. --Himbeerbläuling (discuss • contribs) 06:48, 24 October 2022 (UTC)

Introduce yourself - Sven AERTS - Brussels - EU Project Developer
Hi, I was redirected from the chat to here.

I'm in EU funded projects sa Erasmus+. We always have to explain how we assure reaching out. One of the ways is to make open books to transfer the research and knowledge, on which others can build. Hence my presence here.

Cheers, SvenAERTS (discuss • contribs) 23:39, 16 October 2022 (UTC)


text:
Wikibooks:Reading room/Administrative Assistance/Archives/2022/October

Confused user
User:Harmony msutu seems to be struggling here: I don't think it's explicitly trolling or vandalism, but his edits are not appropriate or constructive. —Justin ( koavf ) ❤T☮C☺M☯ 06:07, 4 October 2022 (UTC)
 * And also User:Wikieducators and "friends" 08:04, 4 October 2022 (UTC)

Block request
User:

Reason: WMF-legal banned user: Wikinger. JavaHurricane (discuss • contribs) 15:29, 12 October 2022 (UTC)

 * Also, please semi-protect Armenian Genocide as it is being targeted by two LTAs (Wikinger and GRP), both WMF-banned. Thanks! JavaHurricane (discuss • contribs) 16:45, 12 October 2022 (UTC)
 * all of our admins seem to be on strike [Wikibreak]. Do you wanna do this? 21:01, 12 October 2022 (UTC)
 * The pages in this book have been reprotected for another 3 months (they were protected for one month previously until 10 Oct). All accounts and IPs (I did a CU check) related to this vandalism have been globally blocked.--Xania [[Image:Flag_of_Estonia.svg|15px]] [[Image:Flag_of_Ukraine.svg|15px]] talk 01:24, 13 October 2022 (UTC)
 * Could you also protect Chess/Arranging The Board as I've requested above? SHB2000 (discuss • contribs) 07:54, 13 October 2022 (UTC)
 * Done --Xania [[Image:Flag_of_Estonia.svg|15px]] [[Image:Flag_of_Ukraine.svg|15px]] talk 02:49, 14 October 2022 (UTC)
 * You should report WMF banned users at Meta to the Stewards who will lock the account and clean up any cross wiki stuff. MarcGarver (discuss • contribs) 08:19, 13 October 2022 (UTC)
 * I do usually do that, but I've found it's not worth reporting single-use IPs that GRP or their impersonator Wikinger use because of the time it takes. I do report accounts like this one, though. SHB2000 (discuss • contribs) 08:39, 13 October 2022 (UTC)
 * Ok, maybe not on strike. I didn't see you in RC, that or I didn't spend much time there recently. 08:38, 13 October 2022 (UTC)
 * Yea, maybe "strike" was the wrong word, wiktionary says it can mean to go off on a trip. "Break" or "Wikibreak" would have been better suited. 08:44, 13 October 2022 (UTC)
 * I realise that this is off-topic, but "strike" to me means boycotting a job to prove a point (e.g. higher pay, better working hours, etc.). Wikibreak is probably the term for this. SHB2000 (discuss • contribs) 09:28, 13 October 2022 (UTC)


text:
User talk:147.234.64.74

Welcome
Hello, and welcome to Wikibooks! Thank you for your contributions so far. I hope you like the place and decide to stay.

You don't have to log in to read or edit articles on Wikibooks, but if you wish to acquire additional privileges, you can simply  [ create a named account] . It's free, requires no personal information, and lets you:
 * Create new pages and rename pages
 * Edit semi-protected pages
 * Upload images
 * Have your own watchlist, which shows when articles you are interested in have changed.

If you edit without using a named account, your (147.234.64.74) is used to identify you instead.

By the way, please make sure to sign and date your talk page comments with four tildes (~~~~).

Happy editing! Xeverything11 (discuss • contribs) 08:27, 23 November 2022 (UTC)

title: User talk:147.234.64.74


text:
User talk:Wjf1003

Welcome
Welcome, Wjf1003!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. Xeverything11 (discuss • contribs) 11:58, 23 November 2022 (UTC)

title: User talk:Wjf1003


text:
Template:Convert/×

0

title: Template:Convert/×


text: Template:Convert/×/AoffSoff

title: Template:Convert/×/AoffSoff


text: Template:Convert/×/AonSoff

title: Template:Convert/×/AonSoff


text:
JavaScript/Operators/Exercises

Topic: Operators

{What is the result? +---   +---    --+-
 * type=""}
 * 7   | 9    | 16    | 123

{What is the result? ---+--   -+    --+---
 * type=""}
 * 0  | 1   | 1.5   | 4  | 12  | 13.5

{What is the result? --+   --+    -+-
 * type=""}
 * 0  | 1   | 2

{What is the result? +-    +-     +-     -+     +-     -+     -+     -+
 * type=""}
 * true | false

{What is the result? -+    +-     -+     +-
 * type=""}
 * true | false

title: JavaScript/Operators/Exercises


text:
Guide to the Godot game engine/Programming/GDScript/Tips And Tricks

 * 1) When writing code, try to add comments wherever you can, as it makes it easier to understand. Trust me, my first game never used comments, and I gave up on it. At the same time, don't use too many comments. Only add them when necessary.
 * 2) Remember: "less is more". When creating code, don't try to think ahead and add hundreds of things you think you will need later. Stick to the few things you need now.
 * 3) When optimizing your code, try using the profiler, found on the "Debugger" dock, which is found next to "Output" and "Animation".
 * 4) It helps to have "separator" comments in very large scripts (more than 1000 lines) that have different sections. Example:


text:
Talk:Pascal Programming/Examples

concept
Thank you for contributing to this book. However, I cannot see a concept behind this “examples” page yet. Could you elaborate on that? I think to have a useful examples page (if we need one at all) you’ll have to provide English source code. I think this is Polish, right? Also you’ll need to explain PCL, so a reader can understand “this is the goal“ and “we do this to achieve the particular goal”. ‑‑Kai Burghardt (discuss • contribs) 14:00, 23 November 2022 (UTC)

 * Thx for the comment. This is printer diver = program which let the user to print. So should I
 * 1. change language.
 * 2. explain PCL, so a reader can understand “this is the goal“
 * ? Soul windsurfer (discuss • contribs) 16:23, 23 November 2022 (UTC)
 * I am sorry, but it is still unclear how this fits into a textbook on Pascal Programming. All other (content) chapters will and do contain code examples demonstrating a certain concept at hand. It is possible this “examples” page addresses a need not covered by other chapters, but I do not see it yet. Currently your page feels more appropriate for an Algorithm Implementations-like Wikibook. How do you think a reader – after having read all previous chapters and finished the programming tasks – is supposed to “work” with this page? You know, they have seen plenty of “good” code beforehand and programmed some stuff. When would you say is this page “finished”? I have the impression you want to write something like Introduction to Software Engineering. ‑‑Kai Burghardt (discuss • contribs) 15:52, 25 November 2022 (UTC)
 * Maybe it is example of real world programing = how to solve your every day problems with Pascal ? What do you think ? Soul windsurfer (discuss • contribs) 16:55, 25 November 2022 (UTC)
 * Yeah, no. “Everyday problems” ain’t defined. My problems aren’t necessarily yours, too, you see? This “example” of yours also suffers from the NIH-syndrome. There are already printer drivers available. I mean, in the context of teaching you are allowed to program what’s already been programmed, but without a concept there is currently no educational value. That’s what I meant by my previous question “How do you think a reader […] is supposed to ‘work’ with this page?” If you want to see “real-life” programming projects using Pascal, use your favorite search engine, go to GitHub, and look there. There is plenty of code out there, no need to replicate this in this book. Your PCL driver example is also way too complex: Interfacing with processor registers or BIOS interrupts? This will not be explained in this Wikibook. If it’s not explained, it’s confusing magic, i.e. not helpful. ‑‑Kai Burghardt (discuss • contribs) 13:44, 27 November 2022 (UTC)
 * OK. Should I remove It or expand ? Soul windsurfer (discuss • contribs) 16:11, 27 November 2022 (UTC)
 * What about ru:Книга_программиста/Книга_фракталов ? Soul windsurfer (discuss • contribs) 14:34, 12 August 2023 (UTC)

title: Talk:Pascal Programming/Examples


text:
User:Srsearle

I am a contributor to the ORCID Advocacy Toolkit

title: User:Srsearle


text:
User:Srsearle/sandbox

Sandbox

title: User:Srsearle/sandbox


text:
Cookbook:Apple Jelly

Apple jelly is a jelly dessert that contains apple. It is sourced from Mrs Beeton's Book of Household Management, which is public domain.

Ingredients

 * 1 pound (450 g / 4 ea.) apples
 * 3 ounces (85 g / ⅓ cup) caster sugar
 * ½ US pint (240 ml / 1 cup) water
 * 1 lemon, zested and juiced
 * 2 tbsp water
 * 0.5 ounces (14 g) leaf gelatine

Procedure

 * 1) Peel and slice the apples, then put them into a pan with the sugar, ½ pint water, lemon juice, and lemon zest.
 * 2) Simmer until tender, and rub through a fine sieve.
 * 3) Bloom the gelatin in the 2 tbsp water. Melt the bloomed gelatin, strain it, and stir it into the apple mixture, and turn into a prepared mould.
 * 4) Chill in the fridge for a few hours until set.

title: Cookbook:Apple Jelly


text:
LMIs in Control/Click here to continue/Applications of Linear systems/LMI for Controller Design of Multiple Solar PV Units Connected to Distribution Networks

LMI for Controller Design of Multiple Solar PV Units Connected to Distribution Networks

Solar photovoltaic (PV) systems are a renewable energy source that can be integrated into existing power distribution networks for a clean and sustainable future. However, PV systems have stability and power quality issues due to, among other reasons, the strong dynamic interactions between PV units and the effects of atmospheric conditions. Thus, a controller needs to be designed to minimize stability issues and maximize power quality.

The System
The state-space representation:

$$ \begin{align} \dot{x}(t) &= Ax_i(t) + Bu_i(t)\\ y(t) &= Cx_i(t) \end{align} $$

where $$ x_i $$ is the state vector, $$ u_i $$ is the control signal for VSIs and $$ y_i $$ is the output vector of the $$ i^{th} $$ solar unit.

The Data
$$ \begin{align} x_i(t) = \begin{bmatrix} I_{di} & I_{qi} & V_{dci} \end{bmatrix}^{T}, A = \begin{bmatrix} -\frac{\sum R}{\sum L} & w & 0 \\ -w & -\frac{\sum R}{\sum L} & 0 \\ 0 & 0 & 0 \end{bmatrix}, B = \begin{bmatrix} \frac{V_{dci}}{\sum L} & 0 \\ 0 & \frac{V_{dci}}{\sum L} \\ -\frac{1}{C_i} & -\frac{1}{C_i} \end{bmatrix}, C = \begin{bmatrix} 1 & 1 & 1 \end{bmatrix}, u_i(t) = \begin{bmatrix} K_{di} & K_{qi} \end{bmatrix}^{T} \end{align} $$

where $$ I_{di}, I_{qi} $$ are d-and q-axis currents respectively; $$ V_{dci} $$ is the DC-bus voltage; $$ \sum R = R_{fi}+R_{Lg}+ \sum \beta \gamma R_{Lij} $$ is the resistance of the filter plus the resistance of the grid plus the resistance of the interconnecting line; $$ \sum L = L_{fi}+L_{Lg}+ \sum \beta \gamma L_{Lij} $$ is the inductance of the filter plus the inductance of the grid plus the inductance of the interconnecting line; $$ \beta $$ is the presence of current passing thru the interconnecting line due to other units; $$ \gamma $$ is the connectivity among various PV units; and $$ K_{di}, K_{qi} $$ are the d-and q-axis control inputs of the inverter respectively, where $$ K_{di} = m_{i}sin(\alpha_{i}), K_{qi} = m_{i}cos(\alpha_{i}) $$; $$ m_{i} $$ is the modulation index and $$ \alpha_{i} $$ is the firing angle.

The Optimization Problem
$$ \begin{align} u_i(t) = -Kx_i(t) \end{align} $$

The state feedback gain matrix K is:

$$ \begin{align} K = -R^{-1}B^{T}P \end{align} $$

K is optimized to minimize the performance index J:

$$ \begin{align} J = \int_{0}^{\infty}(x(t)^{T}Qx(t)+u(t)^{T}Ru(t)) \end{align} $$

The matrix P is obtained from the reduced-matrix algebraic Riccati equation:

$$ \begin{align} A^{T}P+PA-PBR^{-1}B^{T}P+Q<0 \end{align} $$

The LMI: LMI for Controller Design of Multiple Solar PV Units Connected to Distribution Networks
Using the Schur Complement: $$ P > 0, Q > 0, R > 0, $$ $$ \begin{align} \begin{bmatrix} A^{T}P+PA+Q & PB \\ B^{T}P & R \\ \end{bmatrix} < 0 \end{align}$$

Conclusion:
The calculated gain $$ K = -R^{-1}B^{T}P $$ is stable and related to the error of the current and DC-link voltage states which are expressed by $$ K1 $$ and $$ K2 $$ respectively, where $$ K1 = \begin{bmatrix} K11 & K12 \\ K21 & K22 \\ \end{bmatrix}, K2 = \begin{bmatrix} K13 \\ K23 \\ \end{bmatrix} $$

Implementation
A link to Matlab codes for this problem in the Github repository:

https://github.com/anaammostafiz/LMI-Solar-PV-Network


text:
Wikibooks:Collections/Saint Michael: Early Anglo-Saxon Tradition

Early Anglo-Saxon Tradition

 * Saint Michael: Early Anglo-Saxon Tradition
 * Saint Michael: Early Anglo-Saxon Tradition/Acknowledgements
 * Saint Michael: Early Anglo-Saxon Tradition/General Introduction to Corpus 41
 * Saint Michael: Early Anglo-Saxon Tradition/The Saint Michael Text in Corpus 41
 * Saint Michael: Early Anglo-Saxon Tradition/Saint Michael in Judaeo-Christian and Anglo-Saxon Tradition
 * Saint Michael: Early Anglo-Saxon Tradition/The Veneration of Saint Michael
 * Saint Michael: Early Anglo-Saxon Tradition/Saint Michael—The Celtic Connection
 * Saint Michael: Early Anglo-Saxon Tradition/White Martyrdom, Saint Michael's Way, the Celtic Sites
 * Saint Michael: Early Anglo-Saxon Tradition/Saint Michael and the Norman Conquest of England
 * Saint Michael: Early Anglo-Saxon Tradition/Leofric of Exeter
 * Saint Michael: Early Anglo-Saxon Tradition/Leofric, the Liturgy, and Saint Michael
 * Saint Michael: Early Anglo-Saxon Tradition/Conclusion: The Saint Michael Text and the Exeter Parish Guild
 * Saint Michael: Early Anglo-Saxon Tradition/Appendix: Saint Michael and Saint George


text:
Fractals/kf-extras

kf-extras: c programs by Claude Heiland-Allen for
 * manipulating output from Kalles Fraktaler 2
 * the exponential map (aka log polar or mercator projection) convertor

=install=
 * git clone https://code.mathr.co.uk/kf-extras.git
 * make

dependencies
OpenEXR

sudo apt install libopenexr-dev

=Programs = Exemap: convert sequence of flat zoom images to the final location into an exponential map (unwrapped into log-polar coordinates)
 * one long image
 * side- by -side tiling

expmap n < x.txt > x.pgm   # exponential map (log polar) with pseudo-de colour x.txt lists kfb files one per line, in order n is number of kfb files listed in x.txt

histogram d < x.kfb > x.pgm # histogram equalize (sort and search, O(N log N)), d is density >= 1.0, affects the brightness curve

kfbtommit < x.kfb > x.mmit # convert to Mandel Machine iteration data format

pseudo-de < x.kfb > x.pgm  # pseudo distance estimate colouring

rainbow < x.kfb > x.ppm    # rainbow based on slope direction, plus pseudo-de

resize w h < x.kfb > x.kfb # resize to new (w,h) using bi-cubic interpolation

stretch < x.kfb > x.pgm    # simple iteration count stretching

Scripts included ('bash' shell and common linux utilities required):

kfbtoogv.sh s work tmp

automatic movie maker with sound generation. Here
 * s is desired movie length in seconds
 * work is absolute path to dir containing
 * *.kfb; tmp is absolute path to dir for output

it checks for the less-common programs it needs

exr
kfb-to-exr test.kfb test.exr exrheader test.exr // utility to print an OpenEXR image file's header pnmcat -tb *.exr > *.ppm // file test.exr

Check header of exr file: file fraktaler-3.00000036.exr:

Result: file format version: 2, flags 0x0 Fraktaler3 (type string): "program = "fraktaler-3" version = "0-414-g61fa84a" location.real = "-1.748764520194788535" location.imag = "3e-13" location.zoom = "1.0000000e15" bailout.iterations = 262144 bailout.maximum_reference_iterations = 262144 bailout.maximum_perturb_iterations = 4096 bailout.inscape_radius = 0.000976562 image.width = 601 image.height = 67 image.subframes = 64 transform.reflect = true transform.exponential_map = true render.zoom_out_sequence = true opencl.tile_width = 601 opencl.tile_height = 67 " channels (type chlist): B, 32-bit floating-point, sampling 1 1 G, 32-bit floating-point, sampling 1 1 R, 32-bit floating-point, sampling 1 1 compression (type compression): zip, multi-scanline blocks dataWindow (type box2i): (0 0) - (600 66) displayWindow (type box2i): (0 0) - (600 66) lineOrder (type lineOrder): increasing y pixelAspectRatio (type float): 1 screenWindowCenter (type v2f): (0 0) screenWindowWidth (type float): 1 type (type string): "scanlineimage"

=examples=

ogv

 * Now obsoleted by a fully automatic movie maker bash script (kfbtoogv.sh in the repository) - just specifiy the length in seconds and a couple of directories! A few things are hardcoded (program directories, antialiasing factor, ... - need to make them runtime options), and using ghc for simple maths is a bit overkill, so it's not perfect yet.
 * Overnight I rendered a zoom out sequence of the same location at 3840x2160 into ~/work
 * then I mkdir ~/work/tmp,
 * kfbtoogv.sh 120 ~/work ~/work/tmp and 18mins later got this video without having to do anything manually:

expmap_wire

 * parameters: http://mathr.co.uk/mandelbrot/2014-12-17_kf-extras_expmap_wire.kfr
 * rendered from 98 640x360 kfb files, giving a 565x6075 image, downscaled 4x in GIMP for anti-aliasing.

description
"How it works isn't too complex (most of the effort I put into making it stream data so it doesn't run out of memory for huge zoom sequences). The key loop that converts the flat image into a log-polar image runs like this:" "Here width and height refer to the flat image, while circumference is the width of the output strip, and radius is the height of each section (one section is generated for each input file). The expmap->row variable is a counter that loops through concentric circles in the flat image, and there's some relatively simple maths to calculate the radius and angle for each point on the circle. Calculating the circumference and radius parameters is a bit more involved, here's the bit of code that does that with a few inline comments:"

The idea behind the maths is that ideally we want a uniform pixel aspect ratio, with pixels as square as possible. There's probably a neater and more direct way of calculating this, but I got it working so stopped looking for a better solution. Then the main loop steps through one row at a time (loading successive kfb files as necessary), keeping the previous row around to do the pseudo-de colouring I described in the previous blog post.

=key words=
 * flat image = image in linear-linear scale ( normal Cartesian coordinate) = standard flat view of part of the Mandelbrot set. Here width and height refer to the flat image.
 * log-polar image ( expmap )
 * circumference is the width of the output strip
 * radius is the height of each section (one section is generated for each input file
 * The expmap->row variable is a counter that loops through concentric circles in the flat image circumference and radius parameters is a bit more involved, here's the bit of code that does that with a few inline comments
 * exponential map EXR keyframe sequences
 * expmap
 * exponential map coordinate transformation (useful for export to zoomasm for efficient video assembly)
 * exponentially spaced rings around the zoom center. See image exponential_strip.svg

=References=
 * blog: emndl-0.1_released
 * exponential_mapping_with_kalles_fraktaler

title: Fractals/kf-extras


text:
User:Zebo Nigmanova/sandbox

= REFORMS IN THE FINNISH SYSTEM OF EDUCATION =

A Brief Overview of School Reforms

In the 12th century, the church was responsible for managing education in Sweden and Finland; Finland was a part of Sweden at the time. In the 18th century, the Lutheran church was essential in developing fundamental reading skills among the Finnish populace. Religion was a fundamental element of school: everyone was required to attend confirmation school, and the ability to read was a prerequisite for Communion and church marriage. Only after the advent of primary school in the 19th and early 20th centuries did writing become widespread. (Antikainen & Pitkänen, 2014)

From the 17th through the early 19th centuries, Finland's education system consisted of a network of secondary schools and the establishment of the first university, Turku Academy, in 1640. With the birth of the natural sciences and the rise of mercantilist economic policy, attempts were made to reform education, but the clergy resisted (Heikkinen, 1983, pp. 43-96).

Middle-19th-century nationalism influenced school reform. The fundamental notion was Bildung, or 'civilization' and 'culture' in Finnish. Hegelian philosopher and Finnish national philosopher Johan Vilhelm Snellman defined Bildung as human, national, and individual development. His belief that "a tiny nation's safety rests on Bildung" is ingrained in Finnish history. Snellman's ideas helped build Finnish national institutions, the 1918 independence proclamation, and practically all succeeding cultural advancements. The Finnish Parliament still has a Bildung committee that handles cultural and educational policy and public funding. (Antikainen & Pitkänen, 2014)

Snellman wanted a basic school system so kids could learn to read. His objective was realized in 1866 when secular authorities took over basic education and founded primary schools. Before that, in the 1840s, the secondary school had been remodelled, and vocational education had begun. At this point, women gained access to academics, which had been male-only. Institutes were formed to train teachers. Other reforms included academic access for women, the construction of teacher education institutions, and the founding of the National Board of Education. Folk schools were founded in the 1860s to meet the educational needs of young adults. The traditional ascription society in Finland was transitioning to a meritocracy.

In 1920, it was evident that the educational system was not matching current needs. About 1% of the population over 15 was illiterate, 29% could not write, and 5% had studied beyond folk school. There was a clear need for school reform. Therefore, compulsory education was instituted in 1921. The whole folk course lasted six years, and the first four years constituted the foundation for individuals who wanted to continue their education in secondary school. An attempt to lengthen the folk school to six years failed due to resistance from the University of Helsinki, secondary school teachers, and the political right. The primary argument opposing lengthening was that it would reduce learning.

From the 1870s to the 1950s, the secondary school expanded nearly without interruption. In 1958, the two-year continuation school was established. 1939 saw the passage of the Law on Vocational Education Institutions, which created public funding for educational institutions. Beginning in the 20th century, the University of Technology and the School of Economics and Business Administration began operating alongside the University of Helsinki. In the following decades, universities were established in other major cities, and a network of universities was established.

Comprehensive Educational Improvements
The comprehensive school, the most significant educational reform in the history of Finland, began in the 1960s. The success of these reforms has been attributed to the political and academic leadership of the 1960s, which allowed schools and teachers to focus on the growth of teaching and learning (Aho, Pitkanen, and Sahlberg, 2006; compare Hargreaves and Fink, 2005). The reform sought a new comprehensive education system. The first significant initiative was passed in 1963. In 1966, a coalition of the Finnish Social Democratic Party, the Agrarian Party (becoming the Centre Party), and the People's Democratic League of Finland adopted comprehensive education reform into its political agenda. The 1968 School System Act was enacted after state committee preparation, negotiations with teachers' unions and other labour organizations, and regional and local government experiments. The primary school and middle school (lower secondary school) were merged to form a comprehensive school, but the high school (grammar school) was separated. The implementation of this comprehensive school reform, based on the equity principle, began in isolated rural parts of northern and eastern Finland in 1972 and was finished in southern Finland in 1977. The following are the fundamental preconditions for the success of the reform process, according to Aho, Pitkänen, and Sahlberg (2006, pp. 39-40):

The basic preconditions for the reforms' success.

 * World War II's hardships and experiences built agreement and alleviated social and political conflicts.
 * The reform process needed all crucial players.
 * The School System Act provided the groundwork for future reforms by outlining the new primary school system and its implementation strategy.
 * Restructuring the education system allowed towns to improve youth education and invest in schools.
 * High government subsidies.

Teacher training
Important was teacher training (Aho, Pitkanen, and Sahlberg, 2006, p. 50): The reform progressed quickly. In 1971, a law was passed regulating teacher training, and universities began establishing teacher-training departments inside their faculties of education. In 1978, the Master of Science or Master of Arts degree became the standard teaching degree for both classroom and subject teachers. During the transition, upper grades (7-9) of comprehensive school employed a streaming system to determine a student's eligibility for future study. After it became clear that the system exploited social selectivity, calls to dismantle it grew. Removing streaming was tricky, class sizes were lowered, and the upper-grade teaching budget was boosted to earn teachers' support. The Comprehensive School Act of 1983 provided new grouping principles without streaming. However, implementation was postponed until 1985. The new law required disabled pupils to attend school. Special education was quickly established and credited with PISA achievement (Kivirauma & Ruoho, 2007).
 * All teacher training must be based on the Matriculation Exam (the national examination of upper secondary education).
 * Teacher preparation must last a minimum of three years and result in a Bachelor's degree.
 * Classroom and subject teachers must get pedagogical training from the same institutes.
 * Teachers' salaries must be connected to their educational attainment.
 * Teachers are more advisors and learning guides than information providers and lecturers.
 * Teachers' qualifications for the profession must be evaluated.
 * Teacher education must encompass general studies, topic studies, pedagogical studies, and school-based training.

Conclusion
From the 1960s to the 1980s, Finnish society transitioned from a rural to an industrial and Nordic welfare state. State-run comprehensive education grew. Political parties and corporate alliances were weak after WWII. Teachers and schools created national ideals (Säntti 2007). The industrial working class's expansion and the Soviet Union's closeness also influenced Finnish society and culture. University-based teacher education and education science were increased. All levels of school planning and administration improved. Some call it The Era of Teachers' Professional Expertise (Säntti 2007).

title: User:Zebo Nigmanova/sandbox


text:
Wikijunior:Raspberry Pi/Raspberry Pi Zero Traybake Cakes recipe

To celebrate the birthday of the Raspberry Pi in 2018?, we had Raspberry Pi Zero tray cakes.

You can make these cakes yourself, providing you have a printer that can print edible icing paper with edible ink. If you don't have a printer, perhaps you can find someone who can print the template out for you.

Depending on your preference, you can make a traditional Victoria sponge cake or a lighter blow-away cake.

Preparing the Raspberry Pi Zero cake toppers

 * 1) Print the Raspberry Pi Zero edible paper template onto an A4 sheet of edible rice paper.
 * 2) Cut the Raspberry Pi Zeros out individually using a pair of scissors, a knife or a paper guillotine.
 * 3) Set aside for later when you are icing the cakes. Each Raspberry Pi Zero is 65 mm by 30mm.

Make a blow-away cake
Blow-away cake (angel food cake) is a light sponge that is low in fat. This is because of the air that is introduced into the mixture as it is whisked.

Equipment

 * ×1 mixing bowl
 * ×1 wooden spoon
 * ×1 electric whisk (or a hand whisk)
 * ×1 metal cuboid tray (such as lasagna tray)
 * ×1 cooling rack

Method

 * 1) Preheat the oven to 200°C (375°F or Gas Mark 5).
 * 2) Crack the eggs, separate the yolks and then add the whites to the mixing bowl.
 * 3) Whisk the egg whites and then add the yolks, one at a time and beat them in too.
 * 4) Sift the flour and then add the sugar slowly, keep beating until a mixture is formed.
 * 5) Grease the cake tray then pour the batter into it. Cook for 20 minutes or until golden brown.
 * 6) Cut the cakes into equal pieces about the same size as the Raspberry Pi Zero (6.5cm by 3cm (or about 2.5in by 1in.))
 * 7) Remove the cake from the trays and cool on the cooling rack.

Make a Victoria sponge
This is a traditional Victoria sponge recipe which has a denser texture.

There is an alternative Victoria sponge recipe in the Wikibooks cookbook.

Equipment

 * ×1 mixing bowl
 * ×1 wooden spoon
 * ×1 metal cuboid tray (such as a lasagna tray)
 * ×1 cooling rack

Method

 * 1) Preheat the oven to 160°C (335°F or Gas Mark 3) (or use the top-left oven in the AGA®).
 * 2) Cream the margarine and sugar together into a mixing bowl with a wooden spoon until the mixture is light and fluffy.
 * 3) Break in the eggs one at a time and beat well.
 * 4) Add the flour and stir until the mixture is thick.
 * 5) Grease the cake trays with some margarine.
 * 6) Place mixture evenly into both cake tray and cook in oven for 30 minutes.
 * 7) Leave the cake to cool in the tray for 2 minutes before transferring to cooling rack.

Method

 * 1) Make the cake's icing by mixing the icing sugar, butter and green food colouring.
 * 2) Spread the icing on the cake and then apply a Raspberry Pi Zero edible paper decoration on top.


text:
User:Sophia 022011

=  "The Proud Puppy"  = by: Chua Soo Sin

Mr. Bee had a bitch which gave birth to several puppies one day. One of the puppies was very different from the rest. Itas body was covered with white fur. It had a strong, sturdy body and a loud bark. It could move quickly unlike the other puppies which moved slowly and unsteadily. Mr. Bee loved the puppyvery much and named it 'Tiger. Every morning, Mr. Bee would feed the puppies with milk. Tiger, however, would always be given more milk than the others. Tiger was fit and healthy and coild do more work for his master such as fetching the newspaper and the letters. His master would frequently praise Tiger for being such a clever puppy.

Every night, Tiger would get more food than his younger brothers. After eating his dinner, Tiger would then follow his master out for a walk. Whenever his master watched a television, Tiger would always be close beside him. One night, Tiger and his master were watchig ga television programme on animals. Among the different types of animal shown was a tiger. Tiger quickly paid full attention to the programme.

Tiger was very pleased ad proud that his name was taken from such a strong and fearsome animal. He quickly ran to his mother who was guarding the door. "Why are you in such a hurry?" asked his mother. "Mother, my name actually comes from a fierce and strong animal. All the other animals are frightened of him!" said Tiger. "How do you know?" asked his mother. "I found out from the television programme I was watching just now," answered Tiger.

Then he ran quickly to his brothers to tell them all about it. Tiger told his brothers about the strength of the tiger. He became prouder and prouder as he told the other puppies about what he had seen on television. "Look at me! I'm Tiger. I'm strong and everyone fears me," he said proudly. "Well if you're a tiger, then I'm a tiger too," retorted his brother. "No, you're not a tiger! I'm the only tiger around here!" said Tiger angrily. "From today onwards, all of you must listen to me."

That night, Tiger had a dream. In his dream, he was a king rulling over all the other dogs. All the dogs were frightened of him. Every day, the dogs would prepare delicious food for him to eat. All his commands were carried out by all the dogs. Tiger was very pleased when he woke up from the dream.

The next morning, Tiger got up, acting very differently. He walked about in an arrogant manner. "I'm the king here. You must do as I say," he said fiercely to his brothers. Every day, Tiger, would order his brothers to work. The other puppies did as they were told because they were afraid of him. They obediently carried all his commands. When Tiger's mothers saw his proud ways, she shook her head. "Tiger, don't be proud," she warned. "Even though your name is Tiger, you are just a dog. You are no different from your brothers. Remember, nobody will like you id you are proud." But Tiger ignored his mother's words of advice.

One afternoon, Mr. Bee as usual was reading the newspaper. Afterr a while, he said to his wife, "My friend, Wong Wang loves our dogs. Let's keep Tiger and give the other dogs to him," It is up to you," said his wife.When Tiger heard what his master said, he felt very pleased, and became more arrogant. He did not feel sad that he was going to be separated from his family. The next day, Mr. Bee brought Tiger's mother and brothers to his friend, Wong Wamg's house. Tiger did not feel sad at all. For a while, Tiger was very pleased and proud that he was the only dog left in the house. But after a while, he began to miss his family.

As the days passed. Tiger began to change for the worse. When Tiger was in the neighbour's house, he also acted in an arrogant manner. He ordered the neighbour's dog to work, saying, "I'm Tiger, king of all the animals. You have to listen to me!" Seeing Tiger's fierce face, the dog was very frightened and nodded his head.Tiger liked to disturb the other animals as well. Because he had a sturdybody, fierce face and loud bark, all the animals in the neighbourhood were very frightened of him. Cat, who lived nearby, did not dare to come out of her house. Rabbit, who lived in a sundry shop nearby, scurried off whenever he saw Tiger. When Tiger saw that all the animals were frightened of him, he became even prouder. One day, when the postman came to deliver letters to Mr. Bee's house, Tiger purposely ran out and started barking fiercely at the postman. The postman got a big fright and hurriedly ran off. Seeing the postman so afraid of made him Tiger even prouder of himself. "Why," he thought to himself, ' even Man is afraid of me! I'm a real tiger." As a result, he no longer helped his master to do work or guard the house. His master began to dislike him.

Not long after, Mr. Bee had a new neighbour. The new neighbour had a dog. However, the dog was stronger and fierce than Tiger. One day, Tiger went to the neighbour's house. When he saw the dog, he growled, "I'm Tiger, king of all the animals! You must....." Tiger could not finish what he was saying because all of a sudden, he dog sprang towards him and attacked him. Tiger was badly bitten by the dog.The injured Tiger quickly ran home. His master, meanwhile, had spent the whole morning looking for him. When he saw Tiger, he lost his temper and chased him out his house. Tiger wanted to look for his family but did not know where to find them. Now, Tiger realised how wrong he has been. Unfortunately it was too late. He spent his remaining days wandering around, alone and hungry. From much-loved, pampered dog, he had now become a stray dog.

title: User:Sophia 022011


text:
Field guide to the scorpions of the world / List of species

Field guide to the scorpions of the world

Seychelles forest scorpions
Afrolychas braurei ( Seychelles forest scorpion )

Fat-tailed scorpions
Androctonus amoreuxi ( African fattail scorpion )

More species to continue.


text:
No Man's Sky/Freighter

A freighter is a really, really large ship. Some are bigger than a space station.

Getting freighters
You can get your first for free by warping to nearby systems with high conflict levels. Sooner or later, after warping, you will emerge in the middle of a fight. Destroy all the pirate ships to be given access to board the freighter.

To buy it, find the bridge. Either climb the stairs, or teleport there (by standing on one of the glowing blue circles). Then speak with the captain, who will offer to give it to you, or to take a reward of the freighter's inventory contents.

If you do not own one, it will be free. However, never accept the very first one. The first one is not a capital freighter, but every one afterwards will be capital freighters. After getting your first one, you can board any freighter and have chance to buy it. Saving a freighter gives you a discount on this price. Costs range from a million to over fifty million units.

You might ask, is a few extra storage slots worth that much? Well, no. But you are not buying "a few extra storage slots". You are buying a large ship with many features.

You may only own one freighter at a time. Buying a new one gives you the option to transfer the old base to the new freighter. Just make sure at least one item is in the old freighter's inventory for this to work or it wont work.

Uses of a freighter

 * 1) A few extra storage slots.
 * 2) A warpdrive that has much longer range than a starship warpdrive has.
 * 3) A large area to build a base on board.
 * 4) The ability to get a squadron - a team of up to four AI ships to fight alongside you, against any foe. Pilots can be hired for free at space stations and trading outposts. You cannot hire pilots in space stations from pirate-controlled systems.
 * 5) The ability to buy frigates for freighter expeditions (which offer much loot).
 * 6) With an "orbital exocraft materializer" built: the ability to summon exocraft anywhere as long as the freighter is in your current system.
 * 7) With a "storage container" built: extra storage tabs for each storage container built. Each tab may be renamed.

title: No Man's Sky/Freighter


text:
User talk:AceDragonfly

Recipe style guidelines
Hello! Your feedback would be welcome and appreciated at Cookbook_talk:Policy/Recipe_template. Thanks! —Kittycataclysm (discuss • contribs) 15:23, 24 November 2022 (UTC)

title: User talk:AceDragonfly


text:
Cookbook:Curtido (Spicy Cabbage Slaw)

Curtido is a spicy cabbage slaw often served with pupusas.

Ingredients

 * Chopped cabbage
 * 1 medium onion, sliced
 * Carrot, finely shredded
 * Cooked green beans, not too soft (optional)
 * Beets (optional)
 * Grated horseradish (optional)
 * Red pepper, finely chopped (optional)
 * 1 teaspoon oregano
 * Vinegar or lime juice to taste
 * Water, to taste
 * Salt to taste

Procedure

 * 1) Quickly swirl the cabbage in a pot of boiling water, then drain.
 * 2) Combine all the ingredients in a glass or plastic container, and mix with a wooden spoon (never metal).
 * 3) Put the container in the refrigerator, and let it rest for a week so that the ingredients pickle.

title: Cookbook:Curtido (Spicy Cabbage Slaw)


text:
User talk:Ranareda.h

Overview of the chapter'
After reading this chapter,the readers will understand:

1-The difference between public education and Al Azhar education systems. 2-The differences between secondary and specialized schools. 3-How students apply to the universities after completing school? Ranareda.h (discuss • contribs) 17:29, 26 November 2022 (UTC) ===

Education levels
The public education system in Egypt is divided into three levels for kids aged 4-14. First, there is kindergarten for two years, followed by primary schools for six years and then a preparatory school for three years. The third stage involves secondary schools, which last until the age of 17 and then the university level. Starting at the age of four, kids are required to attend school for nine academic years. All levels of education are free of charge in government-run schools. There are also differences between the classes of the rich and the poor. According to the World Bank, the gap between the rich and the poor is referred to as the wealth gap. The National Strategic Plan for the Pre-University Education Reform was launched in 2007. It aims to ensure that all students have the necessary skills and knowledge to succeed in a knowledge economy. This includes the establishment of a comprehensive and viable education system that includes multiple components such as teaching methods, curriculum, assessment, and management.

The History of Education in Egypt
The History of Education in Egypt Ottoman ruler Pasha Muhammad Ali, who ruled from 1805 to 1848, established a modern school system that included a dual educational system. One of these was a traditional Mansourya school that served the civil servants, while the other was a school that was designed to teach the elite. The Mansourya emphasized the importance of memorizing passages from the Qur'an, while the Madrasa emphasized the importance of critical thinking and experimentation. The former system also did not emphasize the use of learning-by-doing and experimentation. During his reign, Ali Pasha sent two teams of understudy to Paris. Their main objective was to maintain the spirit of Napoleon's 1798 campaign in Egypt. The French government participated in the second student mission in 1844. Their interest in North Africa was the main reason for their participation. During this period, Egypt's provincial government did not support the country's instructive framework. Lord Cromer, who was the longest-serving British representative in Egypt, had a negative influence on the country's education system. Under his leadership, Egypt's education budget was reduced, and specialized institutions were closed. He also introduced tuition fees, which restricted the number of students who could attend school. After he left the country, these restrictions were lifted Ranareda.h (discuss • contribs) 17:32, 26 November 2022 (UTC)

Secondary schools in Egypt
Students after finishing their middle school and passing the national exam, students start secondary school. There are two kinds of secondary education in Egypt: technical and general. The general stage of secondary education in Egypt consists of three years of education. On the other hand, the technical stage lasts for up to five years. In Egypt, specialized schools are divided into business, mechanical, and rural schools. Some of these schools are also equipped with dual systems. The country's government recently introduced a new system for schools that are focused on Applied Technology. The Industrial Training Council was established in 2006 by a ministerial decree. Its main objective is to improve the coordination and guidance of various training-related entities within the Ministry of Education. The council's actions are based on the global technical education strategy. The objective of technical education and training is to address the skills shortage that most companies in Egypt face. According to a 2007 survey, over 30 percent of Egyptian firms cited the lack of skilled workers as the biggest barrier to their operations. Ranareda.h (discuss • contribs) 17:33, 26 November 2022 (UTC)

Al Azhar Education system
The Al-Azhar system, which is a parallel educational system, runs alongside the public system. It consists of primary school, three-year preparatory school, and six years of secondary education. To align the system with the rest of the secondary education system, the number of years was reduced from four to three in 1998. Girls and boys are separate schools within the system. The governing body of Al-Azhar is the Supreme Council of the Islamic Scholars Institution, which is responsible for overseeing the educational system. Although it is not officially a part of the Ministry of Education, it's still under the authority of Egypt's Prime Minister. All of the schools within the Al-Azhar system are referred to as institutes. Most of the curriculum is focused on religious subjects, and students are mostly Muslim. Al-Azhar schools can be found in different parts of the country, such as rural areas. Those who graduate from these schools are eligible to continue their studies at Al-Azhar University. As of 2008, there were 8272 Al-Azhar schools in Egypt. During the early 2000s, Al-Azhar schools only contributed less than 4% of the total enrollment. After graduating from these schools, their graduates are automatically admitted to Al-Azhar university. In 2007, it was estimated that there were about 1,906,290 students enrolled in Al-Azhar institutes. Ranareda.h (discuss • contribs) 17:37, 26 November 2022 (UTC)

Higher Education system
In Egypt, there is a wide range of educational institutions. About 30% of the country's population goes to university. However, only half of them finish their studies. The Higher Education Ministry is responsible for overseeing the country's tertiary education system. There are over 80 private and public universities, as well as 17 public universities. There are over 50 two-year and four-year technical schools and higher technical institutes in the country. The government anticipates that the number of students studying in higher education will grow by around 6% in 2009. There are 51 non-university technical schools and four higher technical institutes. The number of students studying in these establishments is expected to grow by 6% annually through 2009. In 1990, a law was passed that gave universities more autonomy. Unfortunately, despite the law's provisions, the country's education infrastructure still remains insufficient to meet the demand for higher education. Despite the law's provisions, the funding for university education has not increased significantly. In addition, the system's efficiency and effectiveness are not improved. This is because the lack of comprehensive evaluation systems and student assessments has affected the country's education system. Besides the lack of proper technical support for teachers, the inspection system also lacks an effective monitoring system for schools that are failing. The Thanaweyya Amma examinations are used for the end of secondary and preparatory schools. They do not assess students' higher-order thinking skills. Through private tutoring, students with better assets can significantly improve their scores and be admitted into Egypt's top universities. This type of education can also help them get into the country's top colleges. Unfortunately, this process limits the degree options of students and prevents them from choosing programs that are uninteresting. Ranareda.h (discuss • contribs) 17:39, 26 November 2022 (UTC)

International Education in Egypt
In 2015, Egypt was listed as one of the 184 international schools in the world by the ISC. This is a list that shows schools that provide a curriculum that is either partially or wholly in English, outside of an English-speaking country. Other publications such as The Economist use this term.The System of Education in Egypt. The NCCD, which are known as the National Center for Higher Education Research, the National Center for Education Evaluation, and the National Center for Curricula Development, help the Education Ministry make decisions related to the education system. They work together with other state-level panels to develop policies that are related to higher education. A formal teacher qualification track is in place for secondary and basic education. To become a teacher, candidates must complete four years' worth of pre-service courses at a university. The Professional Academy For Teachers provides various programs that are designed to improve the teaching skills of teachers. Local educators can also participate in international programs that are aimed at improving their professional development. In 2007, various ministries started informal discussions about the possibility of implementing education decentralization. Working groups were then formed to develop more formal proposals. In 2008, three pilot projects were established in Egypt's Ismailia, Luxor, and Faiyum governorates. These were chosen to implement the design. The project's main components are: capacity-building manuals, monitoring processes, and education stage. After funding was decentralized throughout the project's various phases, schools started receiving financial support in 2009. The pilot program had a relatively smooth start, and the anticipated outcomes included improved school-based planning and the development of local community cooperation. The pilot program's evaluation noted that the increased number of community donations resulted from the project's financing formula. The survey results also indicated that the median value of these donations had risen by over two-fold. Due to the different projects' focus on the education sector, the pilot projects have also been expanded to include other areas such as lodging and city administration. This new approach aims to decentralize the spending and dynamic aspects of the country's public service. One of the lead areas in this project is the instruction stage. As part of the decentralization process, the country's elected local popular councils are also being encouraged to participate in the planning and budgeting of the public service. These bodies, which exist at the district and governorate levels, are being utilized to monitor and manage the spending of the public service. In 2009, the plans for the decentralization of the financing of the public service were made. These include the establishment of new lines of financing and the distribution of capital equipment Ranareda.h (discuss • contribs) 17:40, 26 November 2022 (UTC)

Conclusion
Despite the progress that has been made in improving education, the quality of education still remains low and unequally distributed. This is why it is more important that students take private lessons instead of follow corrective measures. Due to the lack of high-quality education, the private tutoring market has become a growing one. According to a survey conducted by CAPMAS in 2004, about 58% of the families said that their children are currently taking private lessons. The survey also revealed that the average household spends over 60% of its total budget on private education. The lack of proper education and the need for private tuition are some of the issues that affect the students' decision to take private lessons. As of 2005, over 60% of Egyptian students are currently taking private lessons. Ranareda.h (discuss • contribs) 17:43, 26 November 2022 (UTC)

title: User talk:Ranareda.h


text:
Template:O

o

Creates the degree sign for those without it on their keyboard.

title: Template:O


text:
Supplementary mathematics

Welcome to the Wikibook of SUPPLEMENTARY MATHEMATICS """" This book is currently being designed for its introduction, and after the completion of the introductions, we will add the rest of the information to the others.

After completing the supplementary mathematics book, a new page named sample questions will be designed.

After the content is completed, content references will be available to users, viewers and readers.

Definition
"Definition"This book is a guide for those interested in mathematics, which presents an advanced and complementary type of mathematics. In this book, we discuss advanced topics such as calculations, analysis, geometry, etc., and general topics such as the branches of mathematics. This book is different from basic math, basic math teaches basic concepts and teaches math in simple language. The concept of advanced mathematics means to present complex and advanced concepts, it means that extensive concepts are also included with them. This ebook will help you with advanced and extensive and important concepts of mathematics.

Introduction

 * 1) Introduction

List of research topics

 * 1) Mathematics
 * 2) Calculus
 * 3) geometry
 * 4) Discrete mathematics
 * 5) Statistics and Probability
 * 6) Mathematics analysis

Mathematics

 * 1) Philosophy of mathematics
 * 2) Mathematics awards
 * 3) History of mathematics
 * 4) Mathematics Olympiad
 * 5) Applied mathematics
 * 6) pure mathematics
 * 7) Computational mathematics
 * 8) Engineering Mathematics
 * 9) branches of mathematics

branchs of calculus

 * 1) Differential calculus
 * 2) Integral calculus

integrals

 * 1) Integral of Fourier
 * 2) Linear integral
 * 3) Volume integral
 * 4) Surface integral
 * 5) multiple integral
 * 6) Riemann integral
 * 7) Riemann-Stiltis integral
 * 8) Improper integral
 * 9) Gaussian integral
 * 10) Integral of logarithmic
 * 11) Logarithmic integral function
 * 12) Path integral formulation
 * 13) integral list of dumb functions
 * 14) integral list of exponential functions
 * 15) Integral list of inverse hyperbolic functions
 * 16) Integration by parts
 * 17) Integral list of rational functions
 * 18) Integral list of trigonometric functions
 * 19) Integral list of inverse trigonometric functions
 * 20) List of integrals of hyperbolic functions
 * 21) List of integrals of Gaussian functions
 * 22) List of integrals of logarithmic functions

trigonometries

 * 1) Trigonometry
 * 2) Trigonometric functions
 * 3) Spherical Trigonometry
 * 4) Exact trigonometric values
 * 5) Euler's formula
 * 6) Generalized Trigonometry
 * 7) Goniometric function
 * 8) Harty core
 * 9) Greninger diagram
 * 10) List of trigonometric identities
 * 11) Trigonometric integral
 * 12) trigonometric derivative
 * 13) trigonometric rules
 * 14) trigonometric polynomial
 * 15) Formula of half angle of tangent
 * 16) Matrix trigonometric functions
 * 17) Trigonometric tables
 * 18) Unit circle

series

 * 1) Series of math
 * 2) Fourier series
 * 3) Taylor series
 * 4) power series
 * 5) Binomial series
 * 6) Gregoric series
 * 7) Laurent series
 * 8) divergent series
 * 9) Harmonic series
 * 10) Convergent series
 * 11) Geometric series
 * 12) Ramanujan-Sato series

derivative

 * 1) derivative

Other:

 * 1) Fourier transform
 * 2) Laplace's equation
 * 3) Laplace transform
 * 4) Differential equation
 * 5) function (mathematics)
 * 6) Logarithm
 * 7) Logarithmic function
 * 8) Show function
 * 9) Linear equation
 * 10) Algebra and equation
 * 11) Limit of the function
 * 12) continuity of the function
 * 13) Infinite limit
 * 14) finite limit
 * 15) Line element
 * 16) Volume element
 * 17) Inverse trigonometric functions
 * 18) Dini criterion
 * 19) Etihad Parswal
 * 20) Gibbs phenomenon
 * 21) Triangular and square wave
 * 22) Anti-derivative
 * 23) Binomial expansion
 * 24) derivative of logarithmic
 * 25) Integration of Fourier series
 * 26) Derivation of Fourier series

branches of geometry

 * 1) Spatial geometry
 * 2) Differential geometry
 * 3) Area and volume
 * 4) Regular polygon
 * 5) Conical section
 * 6) Riemannian geometry
 * 7) Analytic geometry
 * 8) Algebraic geometry
 * 9) Euclidean geometry
 * 10) Non-Euclidean geometry

Geometric algorithms

 * 1) Internal and external angle
 * 2) Cartesian coordinate system
 * 3) Three-dimensional space
 * 4) Spherical coordinate system
 * 5) Cylindrical coordinate system
 * 6) Cube
 * 7) Cuboid
 * 8) Prism
 * 9) Cylinder
 * 10) Sphere
 * 11) Pyramid
 * 12) Cone
 * 13) Spherical sector
 * 14) Rotation
 * 15) Parallelepiped
 * 16) Polyhedron
 * 17) octahedron
 * 18) Torus
 * 19) Rotation
 * 20) Central angle
 * 21) Circumferential angle
 * 22) Shadow angle
 * 23) Spatial angle
 * 24) Sector
 * 25) radians
 * 26) Gradient
 * 27) matrix
 * 28) Spherical wedge
 * 29) Spherical piece
 * 30) anti-prism
 * 31) Incomplete pyramid
 * 32) Thales theorem
 * 33) Internal and external multiplication
 * 34) Vectors
 * 35) Spheroid
 * 36) Ellipsoid

Discrete mathematics

 * 1) Theory of sets
 * 2) logic (the study of reasoning)
 * 3) Number Theory
 * 4) Combinations
 * 5) Graph Theory
 * 6) Digital geometry
 * 7) Digital topology
 * 8) Algorithmology
 * 9) Information theory
 * 10) Theory of computability
 * 11) Complexity theory
 * 12) Fundamental probability theory
 * 13) Markov chain theory
 * 14) Linear Algebra
 * 15) Partially ordered collection
 * 16) Possibilities
 * 17) proof (mathematics)
 * 18) count
 * 19) Polynomial long division
 * 20) Binary relationship
 * 21) Latin square
 * 22) Binomial expansion

Statistics and Probability

 * 1) Classification of data
 * 2) Law of total probability
 * 3) Average
 * 4) Diagrams
 * 5) Statistics variables
 * 6) Inferential statistics
 * 7) Descriptive Statistics
 * 8) Number of possible modes
 * 9) Independent events
 * 10) Conditional probability
 * 11) Collection and probability
 * 12) Sample space
 * 13) Society and example
 * 14) Complementary event
 * 15) Discrete probability distribution
 * 16) Mathematical Statistics
 * 17) Algebraic statistics
 * 18) Bayes law of probability
 * 19) statistical model
 * 20) Algebraic probability

Mathematics analysis

 * 1) Real analysis
 * 2) Mixed analysis
 * 3) Functional analysis
 * 4) Harmonic analysis
 * 5) Complex analysis
 * 6) numerical analysis
 * 7) Vector analysis
 * 8) Analytical analysis
 * 9) General analysis
 * 10) Analysis of Fourier
 * 11) Approximate analysis
 * 12) Non-standard analysis

Mathematical principles

 * 1) Addition principle
 * 2) Bloch's principle
 * 3) Cavalieri's principle
 * 4) Clubsuit
 * 5) Combinatorial principles
 * 6) Contraction principle (large deviations theory)
 * 7) Courant minimax principle
 * 8) Diamond principle
 * 9) Dirichlet's principle
 * 10) Duhamel's principle
 * 11) Harnack's principle
 * 12) Hasse principle
 * 13) Hausdorff maximal principle
 * 14) Homotopy principle
 * 15) Hopf lemma
 * 16) Hopf maximum principle
 * 17) Hume's principle
 * 18) Inclusion–exclusion principle
 * 19) Incompressibility method
 * 20) Laplace principle (large deviations theory)
 * 21) Littlewood's three principles of #real analysis
 * 22) Markov's principle
 * 23) Maupertuis's principle
 * 24) Principle of maximum caliber
 * 25) Principle of maximum entropy
 * 26) Maximum modulus principle
 * 27) Maximum principle
 * 28) Method of distinguished element
 * 29) Order-extension principle
 * 30) Phragmén–Lindelöf principle
 * 31) Pigeonhole principle
 * 32) Racetrack principle
 * 33) Reflection principle
 * 34) Rule of product
 * 35) Schwarz reflection principle
 * 36) Splitting principle
 * 37) Square–cube law
 * 38) Tilted large deviation principle
 * 39) Transfer principle
 * 40) Uniform boundedness principle
 * 41) Vopěnka's principle
 * 42) Well-ordering principle

Builder's joint account

 * User:Germany Poul Ah
 * User:Mohammad.Hosein.J.Shia
 * User:FDVDBFNDBSW2552

other
fa:نگاهی به ریاضیات پیشرفته
 * user:Kittycataclysm
 * user:mathXplore

title: Supplementary mathematics


text:
Category:Book:Pokémon/Poison-Bug Pokémon

List of poison and bug types.


text:
User talk:2001:FD8:21C0:1FE2:89E:7992:CBB5:83FE

Nov 2022
Xeverything11 (discuss • contribs) 14:25, 25 November 2022 (UTC)


text:
Cookbook:Banana Cream I

Banana cream is a cream-based dessert. It is based on Mrs Beeton's Book of Household Management, which is public domain.

Ingredients

 * 3 medium-sized bananas or 2 large-sized bananas
 * ½ US pint (240 ml / 1 cup) double cream
 * 1.5 oz (43 g / ⅕ cup) caster sugar
 * 0.75 oz (21 g) leaf gelatine
 * 1 tbsp warm water
 * 1 wineglassful (175 ml / 5.9 oz / ¾ cup) Benedictine or Maraschino liqueur
 * Pink food coloring

Procedure

 * 1) Whip the cream in a mixing bowl until stiff peaks form.
 * 2) Pass the bananas through a fine sieve in another bowl. Add the stiffly-whipped cream and the liqueur, and mix lightly together.
 * 3) Dissolve the gelatine in the 1 tbsp warm water, stir in the sugar, and when sufficiently cool mix lightly with the cream mixture, adding food coloring drop by drop until a pale pink colour is obtained.
 * 4) Pour into the prepared mould, and chill until set.

title: Cookbook:Banana Cream I


text: Category:Book:Supplementary mathematics

title: Category:Book:Supplementary mathematics


text:
User talk:99.209.12.42

Nov 2022
Xeverything11 (discuss • contribs) 17:05, 25 November 2022 (UTC)

title: User talk:99.209.12.42


text:
LMIs in Control/Click here to continue/LMIs in system and stability Theory/Discrete-Time Transient

Transient Impulse Response Bound

The System
For a single-input multi-output continuous-time LTI system with state-space realization

\begin{align} \dot x(t)&=Ax(t)+Bu(t)\\ y&=Cx\\ \end{align}$$

where $$A \in \mathbb{R}^{n \times n}$$, $$B \in \mathbb{R}^{n \times 1}$$ and $$C \in \mathbb{R}^{p \times 1}$$.

The Data
$$A \in \mathbb{R}^{n \times n}$$, $$B \in \mathbb{R}^{n \times 1}$$ and $$C \in \mathbb{R}^{p \times 1}$$.

Also it is assumed that Z(t)=C$e^{\text{At}}$ B be the unit impulsive response of the system.

The LMI:
If the Euclidean norm of the impulse response satisfies. $$\lVert z(T) \rVert \leq \gamma, \forall T \in \mathbb{R}_{\geq 0}$$ and if there exist $$P \in \mathbb{S}^p$$ and $$\gamma \in \mathbb{R}_{> 0}$$,where P > 0, such that

 * $$\begin{bmatrix} P & PB \\ * & \gamma \end{bmatrix} \geq 0, $$

 * $$\begin{bmatrix} P & C^T \\ * & -\gamma 1 \end{bmatrix} \geq 0 . $$

 * $$PA+AP \leq 0 $$

Conclusion
This LMI can be used to analyze the Transient Impulse Response Bound for the given system

Implementation
This LMI can be used in a problem and can be solved using the solvers like Yalmip,sedumi,gurobi etc,.


text:
Cookbook:Banana Cream II

Banana cream is a milk-based dessert. It is based on Mrs Beeton's Book of Household Management, which is public domain.

Ingredients

 * 2 oz (57 g / ½ cup) cornstarch
 * 1 quart (950 ml / 4 cups) milk
 * 2 oz (57 g / ¼ cup) caster sugar
 * 2 egg yolks, beaten
 * ½ teaspoon vanilla extract
 * 2 bananas, thinly sliced

Procedure

 * 1) Mix the cornstarch smoothly with a little milk to form a paste.
 * 2) Put the remaining milk into a pan with the sugar. When boiling add the cornstarch paste, and boil for about 10 minutes.
 * 3) Let the mixture cool a little, then add the beaten egg yolks, and stir until they thicken.
 * 4) Add the vanilla, the bananas. When cool, pour into the prepared mould.
 * 5) Chill for a few hours to set.

title: Cookbook:Banana Cream II


text:
User:Xeverything11/common.css

@import url("https://commons.wikimedia.org/w/load.php?lang=en&modules=user.styles&only=styles&skin=vector&user=Xeverything11")

title: User:Xeverything11/common.css