text:
Wikibooks:Featured books/Nominations/Addition/Lua Programming

Lua Programming
I am nominating this book, which I have started working on in January 2013, because it is now complete and I think it is a book of sufficient quality to be featured on Wikibooks’ main page and be considered as a quality book. To comment each of the criteria mentioned in Good books:

 * I believe this book conforms to all the Wikibooks policies and guidelines in a reasonable way.
 * I think it has an appropriate and consistent definition (it is meant to teach the syntax and libraries of the latest version of the Lua programming language to a person with any level of programming experience, with a focus on embedded environments).
 * I am certain that “[a]ll current organizational systems are properly and appropriately used.”
 * I am absolutely convinced that it is “[a]ccurate, comprehensive, and concise enough to effectively teach and learn from in its current state.”
 * It has a table of contents and uses navigational aids to make navigation easier.
 * It is “[f]ree of major issues, like reorganization, orphaned or missing material, copyright violations, deletion, unmaintained, and unresolved disputes.”

There is some cleanup left to do, but this cleanup concerns pages of the old Lua Programming book that need to be history merged and manually merged into the main book. --Mark Otaris (discuss • contribs) 04:20, 19 June 2014 (UTC)

I mentioned orphaned material exists in : on Lua Programming's discussion page, left over from the recent book merger, because there is some overlap between pages and was better to err on the side of caution.

As I was looking over pages I felt the book was poorly organized, for example the expressions chapter begins with "As explained before" and the chapter's emphases is on types and not on expressions as a person would expect. I also felt coverage was perhaps 50% for someone new to the language, for example when talking about Integers and Floating point numbers there is no mention of any reasonable limitations of supported value ranges or precision, which should be considered for portability, or how the exact range depends on configurations when the Lua interpretor was compiled, which should be understand when Lua is used embedded. I also notice a complete absence of coverage and examples for advance uses of the language, like using tables as classes to provide inheritance, polymorphism, data abstraction, etc. Examples for all the metatable methods seem to be missing as well. --dark lama  12:20, 19 June 2014 (UTC) I think the emphasis in the chapter about expressions is on types and operators, which are largely discussed in the types section (it is logical to discuss them there, since different operators apply to different types of values). And I think this is all fine, because expressions, as I have noted in that chapter, are made of values (with types) and operators. It is true that the book lacks more technical details about Lua, but I specifically avoided them because a book meant to learn Lua isn’t the right place to teach that numbers are limited to a specific value. I think technical details of this kind belong in the Lua Reference Manual: they aren’t things people will have to know often, and when they’ll need to know them, people will naturally look there. Furthermore, these details are much less relevant in embedded environments. To be honest, in all the programming I’ve done in Lua, I have never needed to know what the limits or precision of numbers were. I have intentionally avoided talking about objects, inheritance, polymorphism or anything else related to object-oriented programming or other paradigms. The Lua language is designed to allow the use of many paradigms without enforcing or encouraging the use of any of them specifically, and I have followed this design decision by only describing all the mechanisms Lua provides for various programming patterns, without describing how they can be used to enable these patterns (a discussion of object-oriented programming in Lua could easily take an entire chapter and not have much to do with Lua itself). You are right that there are not examples for all the metamethods. I don’t think they are necessary, but adding one or two more examples could make them clearer. I don’t think it’s a major issue. Finally, I think the book is largely comprehensive, if we exclude the technical details that someone wishing to embed Lua in an environment needs to know. This is indeed a huge gap that is missing. It is not necessary to have a comprehensive overview of the language itself, but it would interest many readers of the book, although it does not fit directly in the purpose, which is to describe usage of Lua in an embedded environment (and not how to create a such environment in the first place). I would be really glad if someone more experienced than I am with the C API and embedding Lua could fill this gap, but I do not believe I can do it myself. I’d like to thank you for your comments. --Mark Otaris (discuss • contribs) 15:23, 20 June 2014 (UTC)
 * I’ve just re-thought about what I said about the paradigms Lua enables the use of, and I have changed my mind. If I get the time, I will write an appendix describing how object-oriented programming can be done in Lua. I also wish to write such an appendix about unit testing, and I think there are some other things that could interest readers but that would not fit in the main flow of the book. --Mark Otaris (discuss • contribs) 15:56, 20 June 2014 (UTC)
 * I'm glad you have reconsidered. Put another way, I think people should be able to learn how to write reusable and portable Lua programs. My intent was not to suggest one paradigm over another. People just often use the OOP paradigm when writing reusable and portable Lua programs, because that paradigm is well suited for tables and metatables. Part of writing Lua programs that will work across different computer systems is knowing what assumptions are safe and unsafe to make. The Number type is represented as a double-precision floating-point number, so assuming that "myInteger = 2^64" means myInteger is an integer with no fractions or exponents is an unsafe assumption to make. I think citing the Lua Reference Manual is great, but people should also be able to learn to write safe and reusable code from reading this book without needing to buy another book to learn it, or have access to a working Internet connection after they are done reading this book. I think a featured computer programming book should make a reasonable attempt to teach everything within the scope of the core language. I would question featuring an English book that decided to leave "Z" or compound sounds to some other book for similar reasons. --dark lama  21:02, 20 June 2014 (UTC)

 * This isn't criticism of this book but I just feel there are too many Computing Featured books. Wikibooks needs to show people visiting this site that there is more than just IT books here.  We should have a maximum and minimum number of books chosen as Featured books for each subject.--ЗAНИA [[Image:Flag_of_the_Isle_of_Mann.svg|15px]]talk 21:01, 19 June 2014 (UTC)
 * I have noticed this pattern as well, and I agree: Wikibooks seems to me to have more books about computing than anything else. However, I’d like to suggest another solution than limiting the number of featured books about any given subject: we could, instead, make the distinction between featured books about different subjects clearer and change the rotation system on the main page to show an equal number of books about all the eleven major subjects mentioned in the Card Catalog Office. This would have the added advantage of allowing us to show three featured books, all with different subjects, at the same time on the main page, instead of arbitrarily showing a random featured book, a random Wikijunior book and a random recipe (the cookbook would need its own subject, of course, and Wikijunior is already a category in the CCO. This is hard to automate, but that’s another issue, and this isn’t the right place to discuss any of this anyway. --Mark Otaris (discuss • contribs) 15:23, 20 June 2014 (UTC)
 * I have another solution: Nominate the worst featured computing book for removal. I invite anybody to search the worst ones and nominate it to clean the category. I have already nominated the Basic Computing Using Windows book. I think this one is the least advanced one. Ftiercel (discuss • contribs) 19:19, 21 June 2014 (UTC)
 * I have also seen Lua. BoldLuis (discuss • contribs) 09:20, 18 May 2020 (UTC)


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Wikibooks:Featured books/Nominations/Addition/Hypnosis

Hypnosis
I came across this Wikibook years ago, and thought it looked well on its way to being featured. It now looks quite well-developed; there are empty subsections, but that just means there's room for further expansion, which is almost always true. Belteshazzar (discuss • contribs) 08:16, 14 April 2018 (UTC)
 * The fact that half of the TOC is transcluded from Hypnosis/Chapters, and the other half directly into Hypnosis, has prevented me to create an automatic print version (with printable). JackPotte (discuss • contribs) 13:34, 14 April 2018 (UTC)

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


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Wikibooks:Featured books/Nominations/Addition/Wikijunior:Transport Alphabet

Wikijunior:Transport Alphabet
I just cleaned up this Wikijunior book and nominate this book Wikijunior:Transport Alphabet to become featured book on main page Preface to be put on main page: '''People use transportation to move themselves and things everywhere. In this book, we are going to learn about air, land and water transportation types.'''

11 July 19 - Added the images mash up from OpenClipArt, what do you guys think ?

Proposed images:

Nominated by Encik Tekateki (discuss • contribs) 02:02, 6 July 2019 (UTC)
 * That would be "People use transportation [...]". --Pi zero (discuss • contribs) 02:56, 6 July 2019 (UTC)
 * Also, "to move themselves and things". Chazz (talk) 00:30, 9 July 2019 (UTC)

 * I observe a problem with formatting of many of the pages, in which the pictures cover parts of the writing. --Pi zero (discuss • contribs) 01:29, 13 July 2019 (UTC)
 * Hi, I observed from mobile and desktop and see that there are no pictures covering the text, may know which alphabet is showing these symptoms?  Encik Tekateki (discuss • contribs) 02:11, 14 July 2019 (UTC)
 * Every letter except G and O (and marginally Z). I do see that the mobile views of the pages do not have this problem; interestingly, the mobile view of G and O seems to have a bit too much vertical space. --Pi zero (discuss • contribs) 03:41, 14 July 2019 (UTC)

 * I like the ones that are actually vehicles most. "Ostrich riding" is stretching the point quite a lot.  I don't really understand "Crane" at all, not seeing its connection to the theme, transport. --Pi zero (discuss • contribs) 01:35, 13 July 2019 (UTC)
 * Changed as followed:
 * Crane -> Cable Cars
 * Ostrich Riding -> Ocean Liner
 * Note: For some part of Africa and Central Asia, people do actually uses camel and/or ostrich to transport humans and their goods around. I just included this to expand the children minds to world outside. Encik Tekateki (discuss • contribs) 02:28, 14 July 2019 (UTC)
 * I have no problem with some of those sorts of things; if you're going to have one, though, imho you should have more than one. Ostrich-riding seemed odd as the only animal-riding transport in the set. --Pi zero (discuss • contribs) 03:41, 14 July 2019 (UTC)


text:
Chess Opening Theory/1. h3/1...e5

Theory table
1. ...e5

Black plays the most common continuation. They can obtain a slight advantage by playing obvious developing moves, as White has merely wasted time and has allowed Black to get a larger portion of the centre than they would normally obtain.

title: Chess Opening Theory/1. h3/1...e5


text: Wikijunior:Countries A-Z/Seychelles

title: Wikijunior:Countries A-Z/Seychelles


text: Wikijunior:Countries A-Z/Seychelles/Image


text:
Web applications in React, Bootstrap, MongoDB, Express/Use the Postman program to perform read, create, update, delete operations on a MongoDB database through a Node Express web server

 * 1) Download and install the Postman program from here: https://www.postman.com/downloads/

 * 2) Start the MongoDB server, opening a terminal in the mongo_database folder and typing:

 * 3) Start the Node Express web server, opening a terminal in the ItemsServer folder and typing:

 * 4) Open the Postman program and create a new item in the database via the POST method:POST Postman.png
 * 5) Change the item via the PUT method and the item ID:PUT Postman.png
 * 6) View the data in the database via the GET method:GET Postman.png
 * 7) Delete the item by the DELETE method and the item IDDELETE Postman.png


text:
Rust for the Novice Programmer/Enums

Enums
Let's say we were storing three points which form an angle and we wanted to keep track of some properties about it in a struct. What properties would we want to keep track of in a struct? Well, we could store the three points' x and y positions, the angle between them. Let's say we wanted to store what type of angle it is too. As a reminder: acute angles are less than 90 degrees, right angles are exactly 90 degrees, obtuse angles are more than 90 but less than 180 and reflex are greater than 180. How to store these different states? One simple way might be to assign a number to each one. For example, 0 is acute, 1 is right, 2 is obtuse and 3 is reflex. Let's see how that might work: Now we have to remember which number corresponds to which angle type. Also there is the possibility that the number is set to something that isn't a valid angle type, when the point of a type system is to ensure that values should only be things that make sense and are valid. This fails in that purpose. This is one reason for enums!

An enum(short for enumerated type) is a way of saying that a thing may be in one of a differing number of states. e.g. A player character may be in an idle, running or jumping state. An image may in an animated or static state. etc. Here, we define our enum like this: Now, we can put this into our struct like this: And we use it like this: Note that we have to write it out quite verbosely, explicitly saying that it is Right of type AngleType. One important thing about Rust is that sometimes it encourages writing things out quite clearly even if this does take longer to write. This is because of some rules of programming: All this means that long term it is better to take time when writing code to save time later on.
 * 1) Code will be read more times than it is written
 * 2) Code is easier to write than read
 * 3) Shorter names for types and variables often don't explain things as comprehensively as longer ones

Now we can check if an enum is a type we expect with the normal == operator. e.g. Wait, where's the return statement? And why doesn't it end with a semicolon?? Well because we often want to have short functions, it saves time if we use an implicit return, where we omit the semicolon so the statement returns automatically. The normal rules apply, so the type of the statement must match the return type of the function. This can be useful but can also sometimes be difficult to follow, so use where it makes sense in your view.

Another great thing about Rust enums is that since different states might have different data associated with them, we can store the data in these types. For example, let's say we wanted to add a boolean if the angle is aligned with the axes. This only really makes sense for the right angle, so we can add that boolean like so:

But how do we get values out of enums? That's what pattern matching is for:

Next: Pattern Matching

title: Rust for the Novice Programmer/Enums


text:
User talk:Lovepeacejoy404

Welcome!
Welcome to Wikibooks, Lovepeacejoy404!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
 * Please fill in the edit summary and preview your edits before saving.
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 * User scripts can make many tasks easier. Look at the Gadgets tab of my preferences; check off the boxes for the scripts you want, and hit save!

Thanks for your contributions -- Jules (Mrjulesd)
 * Thanks for the welcome --Lovepeacejoy404 (discuss • contribs) 11:00, 14 February 2022 (UTC)

title: User talk:Lovepeacejoy404


text:
Web applications in React, Bootstrap, MongoDB, Express/Create a React app with Bootstrap that performs read, create, update, delete operations on a MongoDB database via a Node Express web server

Now we will create the Front end in React-Bootstrap that connects to the Node Express web server and through Rest API acts on the MongoDB database with GET, POST, PUT, DELETE operations on the items in a warehouse:

 * 1) In the Documents folder open a terminal and type:

 * 2) In the items-app folder open a terminal and type to install the Bootstrap css framework:

 * 3) Replace the App.js file with the following:

 * 4) Create a Components sub folder in which to insert the following files:

{this.state.show && }         );  } } export default Tabella;

 * 5) In the terminal type:

and use the program.


text:
Turkish/Necessative

This article is about expressing necessity in Turkish. While English uses auxillary verbs like should, must, have to or need to, Turkish has a separate declension of the verb for this, -malı/meli. There are other clauses showing necessity using the Infinitive, so learning that first may be useful to the reader.

Formation of -malı/meli
The suffix -malı/meli obeys 2-way vowel harmony, and uses the regular personal endings.

Creating necessative sentences
There are 3 kinds of necessative sentences in Turkish:

Infinitive + zorunda + copular suffixes
The word zorunda is used to express very strong and unavoidable obligations in Turkish. It corresponds to English must. The person is expressed by adding the copular suffixes into zorunda, rather than adding possessive suffixes to the Infinitive. A few examples with this constructions can be seen below, but a more detailed explanation of its construction is covered in Turkish/Infinitive.

 * Bu konuyu öğrenmek için çok çalışmak zorundasın. You must work very hard to learn this topic.
 * Borcunuzu üç gün içerisinde ödemek zorundasınız. You must pay your debt back in three days.

Infinitive + zorunda + kal-
The verb kalmak, when used in conjunction with zorunda, is used to express that a necessity got actualized, and the speaker did the action he was obliged to.

 * Para cezasını ödemek zorunda kaldım. I was forced to pay the fine.
 * Hükûmet yakında istifa etmek zorunda kalacak. The government will soon be forced to resign.

Infinitive + possessive ending + gerekli/lazım/gerek-.
gerekli, lazım and the verb gerek- are synonymous. They all are used to show weaker obligations, roughly corresponding to English should/need to. The person is shown using possessive endings rather than copular endings, see Turkish/Infinitive for more info. lazım is often spelled lâzım in older publications.

 * Ödevimi yapmam lazım. I need to do my homework.
 * Sigarayı bırakmanız gerekli. You (all) need to quit smoking.

This construction may also be used to talk about general necessities, when used without a possessive suffix.

 * Hayatta azıcık dinlenmek de gerekiyor. One should also rest from time to time in their life.

-malı/meli
-malı/meli on the other hand, is used to show the speaker's opinion, while the constructions explained above express more neutral and objective necessities.

Compare:
 * Bence azıcık beklemeliyiz. I think we should wait a little bit.
 * Zeynep çabuk o erkekle çıkmayı bırakmalı. Zeynep should give up dating that guy quickly.

 * Saat üçten önce işine başlamalısın. You should start doing your task before 3 o'clock.
 * Saat üçten önce işine başlaman gerekli. You need to start doing your task before 3 o'clock.

The first sentence is more of an expression of the speaker's own opinion; the speaker believes that starting the task before 3 o'clock is a good idea for the listener. Meanwhile, the second example expresses an objective judgement, it isn't just the speaker's opinion that the listener should start.

Negating necessative clauses
All constructions shown above using the Infinitive can be negated in 2 ways. Negating the Infinitive produces a meaning similar to that of mustn't, while negating gerekli/zorunda or any other construction shown above results in a meaning similar to that of don't have to. -meli/malı on the other hand, always produces a meaning similar to that of mustn't when negated.

 * Tüm paranı barlarda harcamamalısın. You shouldn't spend all of your money in bars.

title: Turkish/Necessative


text:
Scouting/BSA/Citizenship in Society Merit Badge

1. Before beginning work on other requirements for this merit badge:

a. Research the following terms, and then explain to your merit badge counselor how you feel they relate to the Scout Oath and Scout Law: • Identities • Inclusion • Diversity • Discrimination • Equity • Ethical Leadership • Equality • Upstander

2. Document and discuss with your counselor what leadership means to you. Share what it means to make ethical decisions.

a. Research and share with your counselor an individual you feel has demonstrated positive leadership while having to make an ethical decision. (It could be someone in history, a family member, a teacher, a coach, a counselor, a clergy member, a Scoutmaster, etc.)

b. Explain what decision and/or options that leader had, why you believe they chose their final course of action, and the outcome of that action.

3. Consider ethical decision-making.

a. Think about a time you faced an ethical decision. • Discuss the situation, what you did, and how it made you feel. • Share if you would do anything differently in the future and if so, what that would be.

b. List three examples of ethical decisions you might have to make in the future at school, at home, in the workplace, or in your community, and what you would do. • Share how your actions represent alignment with the Scout Oath and Scout Law

c. Explain to your counselor how you plan to use what you have learned to assist you when that time comes, and what action(s) you can take to serve as an upstander and help other people at all times.

4. Repeat the Scout Oath and Scout Law for your counselor. Choose two of the three following scenarios and discuss what you could do as a Scout to demonstrate leadership and your understanding of what it means to help others who may seem different from you:

a. Scenario 1: While at camp, a youth accidentally spills food on another camper. The camper who gets spilled on gets angry and says something that is offensive to people with disabilities; their friends laugh. What could/should you do?

b. Scenario 2: Your friend confides in you that some students in school are making insulting comments about one of their identities, and that those same students created a fake social media account to impersonate your friend online and post messages. What could/should you do?

c. Scenario 3: A new student in your class was born in another country (or has a parent who was born in another country). Your friends make rude comments to the student about their speech or clothes and tell the student to “go back home where you came from.” What could/should you do?

5. Document and discuss with your counselor:

a. Ideas on what you personally can do to create a welcoming environment in your Scouting unit.

b. An experience you had in which you went out of your way to include another Scout(s) and what you did to make them feel included and welcomed.

c. Things you can do to help ensure all Scouts in your unit are given an opportunity to be heard and included in decision-making and planning.

6. With your parent’s or guardian’s approval, connect with another Scout or youth your own age who has an identity that’s different from yours. (This means a trait, belief, or characteristic different from you.)

a. Share with each other what makes the different aspect of your identity meaningful/special to you.

b. Share with each other either one of the following: i. A time you felt excluded from a group. • What was the situation? • How did it make you feel? • What did you do? • Did anyone stand up for you? • What did you learn? • Would you do anything differently today? ii. This imaginary situation: • You’re attending a new school and don’t know anyone there yet. You notice they dress very differently than you do. At lunchtime, you decide you’ll try to sit with a group to get to know other students. People at two tables tell you there is someone sitting at the currently empty seat at their table, so you end up eating by yourself. o How would that make you feel? o What could the students have done? o If that happened at your school, what would you do?

c. Discuss with your counselor what you learned from the discussion with the other Scout or youth.

7. Identify and interview an individual in your community, school, and/or Scouting who has had a significant positive impact in promoting diversity, equity, and inclusion. If you feel your community, school, or local Scouting group does not have such an individual, then research a historical figure who meets these criteria,and discuss that person with your counselor.

a. Discover what inspired the individual, learn about the challenges they faced, and share what you feel attributed to their success.

b. Discuss with your counselor what you learned and how you can apply it in your life.

8. With the help of your parent or guardian, study an event that had a positive outcome on how society viewed a group of people and made them feel more welcome. Describe to your counselor the event and what you learned.

9. Document and discuss with your counselor three or more areas in your life outside of Scouting where you feel you can actively provide stronger leadership in.

a. Making others feel included.

b. Practicing active listening.

c. Creating an environment where others feel comfortable to share their ideas and perspectives.

d. Helping others feel valued for their input and suggestions.

e. Standing up for others.

10. Discuss with your counselor how stereotyping people can be harmful, and how stereotypes can lead to prejudice and discrimination. Share ideas you have for challenging assumptions and celebrating individuality.

11. Scouting strives to develop young people to be future leaders in their workplaces, schools, and community environments. As you look at your current involvement in school, your family, Scouting, your job, and/or community, think about how you can have a positive impact in diversity, equity, and inclusion.

a. Describe your ideas on how you can and will support others with different identities to feel included and heard at your school, workplace, and/or social settings in your community.

b. Explain how including diverse thoughts and opinions from others with different identities can: • Make your interactions more positive. • Help everyone benefit by considering different opinions.

c. Give three examples of how limiting diverse input can be harmful.

d. Give three examples of how considering diverse opinions can lead to innovation and success.


text:
The Legend of Zelda: Majora's Mask/Masks/Fierce Deity's Mask

The Fierce Deity's Mask is a fictional mask in the video game The Legend of Zelda: Majora's Mask. It is the most powerful and final mask that can be collected in the game.

This mask is that of a warrior god, and has an unknown past. In the Japanese version of the game, it is referred to as the mask of an ogre god; while the name 'Oni Link', derived from this, is a fanon term for Link's transformation at this point, there is no similar reference in the English versions of the game. When Link is on the moon, he is met by four moon kids. Link gives his twenty normal masks to these four, and then meets a fifth moon kid. When the fifth one sees that Link has no masks, he offers to give Link a powerful mask: Fierce Deity's Mask. The powers of this mask are rumored to be as horrible as those of Majora's Mask, and when Link puts it on he grows into a large being resembling the adult Link from The Legend of Zelda: Ocarina of Time, but with a bluish-silver tunic, no pupils, and a giant, double-helix, two-handed sword. This sword can shoot magic orbs and is very useful against the three forms of Majora. It is equally effective against the other bosses in game, but cannot be used any further than the boss battles. Link's Fierce Deity form is considered to be the most powerful form that he has ever taken so far, while at the same time, his most mysterious form.


text:
User talk:Tigerzeng

Welcome!
Welcome to Wikibooks, Tigerzeng!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
 * Please fill in the edit summary and preview your edits before saving.
 * Sign your name on discussion pages by typing ~~~~
 * User scripts can make many tasks easier. Look at the Gadgets tab of my preferences; check off the boxes for the scripts you want, and hit save!

Thanks for your contributions -- Jules (Mrjulesd) 21:47, 14 February 2022 (UTC)

title: User talk:Tigerzeng


text:
Super Mario World 2: Yoshi's Island/Bosses/Naval Piranha

Naval Piranha is a fictional magically empowered Piranha Plant who first appeared in Super Mario World 2: Yoshi's Island. He has many spiky vines growing from him.

Attacks and Appearances
Naval Piranha has three attacks, the first of which is a ramming attack. In the second attack, Naval shoots Nipper spores out of his mouth which become Nippers if they touch the ground to make Yoshi's fight more difficult. For Naval's last attack, he sends his vines to attack Yoshi.

A very easy way to beat him is to have an egg, carefully aim at the piranha plant (which becomes Naval Pirahna), and destroy it. Kamek will appear, scream "OH MY!!!!!!!!!!!" and fly away disappointed. You then get the key.


text:
Super Mario World 2: Yoshi's Island

Super Mario World 2: Yoshi Island (スーパーマリオ　ヨッシーアイランド), often called Yoshi's Island for short, is a platformer title starring the Mario character Yoshi. It was originally released for the Super Nintendo in 1995. Despite its name, Super Mario World 2: Yoshi's Island is not of the Super Mario series, nor is it a sequel to Super Mario World, but is rather the first title of the Yoshi's Island series of the greater Yoshi franchise. In 2002, the game received a remake for the Game Boy Advance, titled Yoshi's Island: Super Mario Advance 3.

Bosses

 * Naval Piranha
 * Hookbill the Koopa

title: Super Mario World 2: Yoshi's Island


text: Category:Book:Super Mario World 2: Yoshi's Island


text:
Super Mario World 2: Yoshi's Island/Bosses/Hookbill the Koopa

Hookbill the Koopa is a magically empowered Koopa Troopa, and the final boss of World 4 in Super Mario World 2: Yoshi's Island. His name stems from his large hookbill jaw, hence the name.

Strategy
To defeat Hookbill, one must pelt him with eggs until he falls over, and then pound under his belly.

This must be done three times to win the battle. Hookbill has several different attacks. First, he will crawl to you on all fours, causing you to drop Baby Mario if he touches you. When you pound his stomach, he withdraws into his shell and start bouncing around before proceeding to his next attack. After being wounded once, he gets up on two legs and starts running, again causing you to lose control of Baby Mario if he comes in contact with you. For his final attack, he will jump and attempt to body slam you. Once Hookbill is defeated, he falls off of the edge.


text:
Talk:Public International Law/Space Law

Review: 14 June 2023
Dear Deepa,

Thanks also from my side! I only had minor additional comments. Overall, I think it would be nice among the "geopolitical context" to stress more clearly and early on in the idea to prevent a race to space, secure equality between states etc., the decolonisation context etc. Maybe also a comparison to the debates about the seabed and its resources could be drawn.

Furthermore, I wonder whether the lists of relevant articles in the "sources" part is necessary - I am not a great fan of such lists. Would it be an idea to rephrase in your own words?But maybe the elaborations on the core rules and principles further down are sufficient?

Finally, some argue that the core principles are currently being eroded: https://voelkerrechtsblog.org/sorry-elon-mars-is-not-a-legal-vacuum-and-its-not-yours-either/

I would be curious to hear whether you share this view.

Best,

Raffaela

--Raffaela Kunz (discuss • contribs) 09:04, 14 June 2023 (UTC)

Review: 31 May 2023
Dear Deepa,

Thank you for contributing this engaging, thought-provoking, and important chapter to the book. I do agree with Max in that there is still some work to be done to make the chapter more concise and so that it follows a structure that will be easy to understand for students. Please find more detailed feedback in the comments.

With best wishes,

Sué

Sué González Hauck (discuss • contribs) 18:49, 31 May 2023 (UTC)

Review: May 25, 2023
Your chapter on Space Law is a comprehensive and well-structured overview of the development and central sources of Space Law. You provide a clear and concise explanation of the legal frameworks governing space activities.

However, the section on core concepts requires some revision. The presentation is too lengthy and sometimes lacks structure, making it difficult for students to grasp the fundamentals of these concepts. In addition, you sometimes rely on direct quotations from various sources throughout the chapter. While this is not necessarily a bad thing, you should consider summarizing the views of these sources in your own words to make the text more engaging and easier to read. This would also help to avoid repetition and make the chapter more concise.

You will also find some comments in your chapter in which I elaborate on something more specific. To view these comments, open your chapter page and click "Edit" in the top-right menu bar.

Some minor things:

 * Note that the following parts are still missing: required knowledge
 * There are some issues with the formatting of the footnotes, which are not always consistent with the OSCOLA citation style. To ensure the chapter is fully compliant with OSCOLA, you should review the formatting of the footnotes and make the necessary corrections.
 * You could add some links to other chapters of the textbook.
 * Note that I have made some linguistic improvements to the text

--Max Milas (discuss • contribs) 10:54, 25 May 2023 (UTC)

Review: Imdad
Hi Kansra,

I am glad to read your chapter. It is quite comprehensive and covers almost all the fundamentals relevant to the subject. More specifically, I like the detailed structure---deployed to explain the space law. Having said that I shall underline a few points, which I believe might help improve the structure and substance (provided that you also agree). Concerning the structure, I understand that it is important to talk about the challenges posed by the ever-rising number of public and private users of the space. For instance, in recent months we noticed that the Chinese government blamed privately owned Starlink satellites for causing potential threats to their space station. Keeping in view this episode, there are chances that we shall be hearing more and more about such incidents in the future. Moreover, it is also important to emphasize that which laws shall be governing such events and in case of any serious collision what are the remedies for states as well as for private operators (Perhaps you could also explain if there is any existent private international law and if not then might there ought to be one to deal with the private operators). Also, while talking about the interface it is crucial to mention the relationship of space law to the laws of war. After all, though there are laws declaring space as non-weaponized territory yet states are experimenting with anti-satellite and hypersonic weapons, which might be used in space in case of any war. I understand that these additions shall contribute to making the write-up more comprehensive and elaborative. In addition, there are a few suggestions to improve upon the writing style: please always put reference where quotation marks end (though you did in most cases). You can repeat the reference after a paraphrased part next to it but you cannot alternate between them. There are numerous uses of italics and they make the distinction between important terms and unimportant ones (normal sentences) difficult. Also, there are uses of various articles of any treaty and they made the chapter longer. Perhaps you can only mention those which are crucial ones and if anybody wants to read more, can easily access via the reference. In addition, try to make a distinction between the use of direct quotations and terms by enclosing them with double quotation marks and a single one. Towards the end in further readings, it could have been useful to add handbooks on space law by Routledge and Elgar Edward Publishing. Best wishes with further revisions! Imdad

title: Talk:Public International Law/Space Law


text:
Talk:Abstract Algebra/Definition of groups, very basic properties

It looks like the definition is unfinished. Point 3 ends with "such that."

definition unfinished
It looks like the definition is unfinished. Point 3 ends with "such that." ThornyHemlock (discuss • contribs) 12:32, 15 February 2022 (UTC)

failure to parse
Example 1.3 has a failure to parse ThornyHemlock (discuss • contribs) 12:36, 15 February 2022 (UTC)

Exponentiation unfinished
The final words of the Exponentiation section are "This works as follows:" ThornyHemlock (discuss • contribs) 12:39, 15 February 2022 (UTC)

elementary properties unfinished
There are no properties listed or described. The only text in this section is:

Here we describe properties that all groups share, which are immediate consequences of the definition 1.1. ThornyHemlock (discuss • contribs) 12:40, 15 February 2022 (UTC)

Should this page even exist?
There are two lists of contents for the book. This page is from the second list. ThornyHemlock (discuss • contribs) 12:46, 15 February 2022 (UTC)


text:
Talk:Pixlr Editor/Menus

Hello i'm having trouble pls help for all ur time.

title: Talk:Pixlr Editor/Menus


text: Wikijunior:Countries A-Z/Malawi/Image rating


text:
Template:Chess Opening Theory/Position/LinkFEN

TemplateData
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title: User:K8M8S8


text:
The Legend of Zelda: Majora's Mask/Locations/Latte Milk Bar

The Latte Milk Bar is a nightclub located in East Clocktown in The Legend of Zelda: Majora's Mask. Open only after 10, it is exclusive to members only. Upon receiving the Romani Mask, Link may enter the Milk Bar. It is operated by a man who bears resemblence to Talon from Ocarina of Time. The Milk Bar is entered via stairs and consists of a bar where one may only be served if wearing the Romani Mask, and a stage for the Indigo-Go's.


text:
The Legend of Zelda: Majora's Mask/Locations/Stock Pot Inn

The Stock Pot Inn is where many visitors to Clock Town stay. When Link arrives, he finds that the inn is all booked out, save for a room which has been mysteriously reserved for him. The ground floor consists of the reception area, Anju's grandmother's room (commonly called "Granny"), a lavatory, and the kitchen. The second floor consists of Anju's room (which is locked until the end of the third day), an inn room (which is locked until Link is given the key) and a bunk room.

Many notebook quests take place at the Stock Pot Inn.


text:
User talk:41.113.27.59

Why am I blocked
I have been blocked for an unknown reason whereby you are saying I have been doing sockpuppertry and I have not I would like a clear description of why I am blocked 41.113.27.59 (discuss) 18:40, 15 February 2022 (UTC)

 * See Special:Contributions/41.113.0.0/16, a lot of disruptive editing on this range. for an opinion on this matter. -- Jules  (Mrjulesd) 18:47, 15 February 2022 (UTC)
 * This is an IP address, so the message is addressed to whoever maybe using it, not you specifically. So you are not blocked, the IP address you are using is. The IP address is blocked as part of a series of blocks placed some time ago in response to wide ranging vandalism by someone who was "hopping" between different addresses to try and avoid the block. If you want to edit you will need to create an account. If the block prevents you creating an account, one can be created for you. MarcGarver (discuss • contribs) 13:45, 16 February 2022 (UTC)

title: User talk:41.113.27.59


text:
Category:South Indian recipes

Recipes from South India.

title: Category:South Indian recipes