text:
User:Russell Cameron Thomas

Professionally, I am a Data Scientist and also a PhD Candidate in Computational Social Science, and have done historical research both in my academic work and as hobby.

I am helping to create the Wikibook: Critique of the 1776 Commission Report, with focus on structure, templates, and recruiting a core of editors, administrators, and bureaucrats.

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

title: User:Russell Cameron Thomas


text:
Critique of the 1776 Commission Report

  Side-by-side Analysis and Rebuttal of its History and Memory Content, Rhetoric, Viewpoints, Pedagogy, and Authorship

[from the Preface]

This textbook is an annotated/augmented text based on the |The President’s Advisory 1776 Commission Report, published by the White House, United States of America, January 2021 (public domain).

This critique is needed because the 1776 Report includes many errors, omissions, and contested assertions. It also lacks context to help readers evaluate its content and messages independently. We justify this strong assertion via the content in this textbook.

For easy reading and interpretation, the original paragraphs of the 1776 Report are presented side-by-side with the corresponding the analysis/ rebuttal. Color coding and interactive buttons allow the reader to switch between the different categories of analysis.

The paragraph-by-paragraph analysis and rebuttal of the 1776 Report includes these categories:
 * History and Memory content -- historical facts, historical analysis, what we remember about history, why those memories are prominent, etc.
 * Rhetoric -- how the content is presented and to what end, e.g. factual statement, values statement, example, story, hyperbole, generalization, argumentation, etc.
 * Viewpoints -- whose viewpoints are expressed, and whose are excluded, and the implications
 * Pedagogy -- the educational process or methods expressed or implied
 * Authorship -- who authored the 1776 Report, issues about references, sources, and plagiarism

Consistent with all Wikibooks, this textbook adopts a neutral point of view, and therefore does not include essays or arguments regarding the values expressed in the 1776 Report, including philosophy (ethics, morals), social justice, politics, personal motives or biases of the authors, and similar. Readers interested in these perspectives and arguments are encouraged to look at the /Further Reading/ section.

Intended audiences:
 * Teachers and students of Civics and US History -- high school and undergraduate college
 * Educational policy makers for high schools and undergraduate colleges
 * Teachers and students of communications, rhetoric, cultural studies, and education -- undergraduate college

Contributors

 * /Guide for Contributors/
 * /Named Contributors/

Table of Contents

 * /Preface/
 * Main Findings
 * 1776 Report Side-by-side Analysis and Rebuttal
 * I. /Introduction/
 * II. /The Meaning of the Declaration/
 * II. /A Constitution of Principles/
 * IV. /Challenges to America’s Principles/
 * /Slavery/
 * /Progressivism/
 * /Fascism/
 * /Communism/
 * /Racism and Identity Politics/
 * V. /The Task of National Renewal/
 * /The Role of the Family/
 * /Teaching America/
 * /A Scholarship of Freedom/
 * /The American Mind/
 * /Reverence for the Laws/
 * VI. /CONCLUSION/
 * Appendix I: The Declaration of Independence (Wikisource: Dunlap Broadside, 1776)
 * Appendix II: /Faith and America’s Principles/
 * Appendix III: /Created Equal or Identity Politics?/
 * Appendix IV: /Teaching Americans about Their Country/
 * 1776 Report Authorship Issues
 * Author Backgrounds, Affiliations, and Credentials
 * Lack of References or Sources
 * Plagiarism
 * /End Notes/
 * /Further Reading/

Analysis and Rebuttal Pages
(One wiki page for each page/column/paragraph)

I. Introduction page 1 ''II. The Meaning of the Declaration'' page 2 ''III. A Constitution of Principles'' page 6 ''IV. Challenges to America’s Principles'' page 10
 * /Page 1, Col. 1, PP 1/
 * /Page 2, Col. 1, PP 1/
 * /Page 6, Col. 1, PP 1/

Slavery page 10 Progressivism page 12 Fascism page 13 Communism page 14 Racism and Identity Politics page 15 V. The Task of National Renewal page 16 The Role of the Family page 17 Teaching America page 17 A Scholarship of Freedom page 18 The American Mind page 18 Reverence for the Laws page 19 ''VI. CONCLUSION'' page 20 Appendix I: The Declaration of Independence page 21 Appendix II: Faith and America’s Principles page 24 Appendix III: Created Equal or Identity Politics? page 29 Appendix IV: Teaching Americans about Their Country page 34
 * /Page 10, Col. 1, PP 1/
 * /Page 12, Col. 1, PP 1/
 * /Page 13, Col. 1, PP 1/
 * /Page 14, Col. 1, PP 1/
 * /Page 15, Col. 1, PP 1/
 * /Page 16, Col. 1, PP 1/
 * /Page 17, Col. 1, PP 1/
 * /Page 17, Col. 1, PP 2/
 * /Page 18, Col. 1, PP 1/
 * /Page 18, Col. 1, PP 2/
 * /Page 19, Col. 1, PP 1/
 * /Page 20, Col. 1, PP 1/
 * /Page 21, Col. 1, PP 1/
 * /Page 24, Col. 1, PP 1/
 * /Page 29, Col. 1, PP 1/
 * /Page 34, Col. 1, PP 1/

Additional Pages
(Any additional pages -- beyond the structure above -- go here)

Original Text
External link (PDF file): |The President’s Advisory 1776 Commission Report, published by the White House, United States of America, January 2021 (public domain)

/Original text/ -- (As wiki text, with a "section label" for each paragraph for easy transclusion)

title: Critique of the 1776 Commission Report


text:
Critique of the 1776 Commission Report/Preface

This textbook is an annotated/augmented text based on the |The President’s Advisory 1776 Commission Report, published by the White House, United States of America, January 2021 (public domain).

This critique is needed because the 1776 Report includes many errors, omissions, and contested assertions, and lacks context to help readers evaluate its content and messages independently. We justify this strong assertion via the content of this textbook.

Presentation
For easy reading and interpretation, the original paragraphs of the 1776 Report are presented side-by-side with the corresponding the analysis/ rebuttal. Color coding and interactive buttons allow the reader to switch between the different categories of analysis.

Content
The paragraph-by-paragraph analysis and rebuttal of the 1776 Report includes these categories:
 * History and Memory content -- historical facts, historical analysis, what we remember about history, why those memories are prominent, etc.
 * Rhetoric -- how the content is presented and to what end, e.g. factual statement, values statement, example, story, hyperbole, generalization, argumentation, etc.
 * Viewpoints -- whose viewpoints are expressed, and whose are excluded, and the implications
 * Pedagogy -- the educational process or methods expressed or implied
 * Authorship -- who authored the 1776 Report, issues about references, sources, and plagiarism

Appendix I. Declaration of Independence from the 1776 Report is not included in the side-by-side analysis because it is simply the text of the Declaration, without any addition content by the report authors.

Consistent with all Wikibooks, this textbook adopts a neutral point of view, and therefore does not include essays or arguments regarding the values expressed in the 1776 Report, including philosophy (ethics, morals), social justice, politics, personal motives or biases of the authors, and similar. Readers interested in these perspectives and arguments are encouraged to look at the /Further Reading/ section.

Intended audiences

 * Teachers and students of Civics and US History -- high school and undergraduate college
 * Educational policy makers for high schools and undergraduate colleges
 * Teachers and students of communications, rhetoric, cultural studies, and education -- undergraduate college


text:
Critique of the 1776 Commission Report/Guide for Contributors

Who Can Be an Author or Editor
In the tradition of Wikibooks,  anyone  can be an author or editor of Critique of the 1776 Commission Report.

You can edit without logging in as a user (your IP address is recorded), or as registered user with a pseudonym (screen name), or as a registered user with your real name. It would be ideal if we had a significant number of well-qualified authors and editors who 1) register with their real names, and 2) agree to have their name listed on an authors/editors page.

Furthermore, we particularly encourage authors who are scholars, teachers, and students of US History, Civics, and related fields. Ideally, we will recruit a reputable core group to guide the project.

The Basics

 * What is a Wikibook?
 * How to get started as an author or editor?
 * How do I add or edit text on a wiki page?
 * For safe practice, use your 'Sandbox' page
 * I'm experienced with editing Wikipedia -- how is Wikibooks different?
 * What is an 'annotated text'?

General help and links:
 * Home page 'Using Wikibooks'

Style Guide for this Wikibook

 * /Style Guide/
 * History Content Analysis
 * Memory Content Analysis
 * Rhetoric Analysis
 * Viewpoints Analysis
 * Authorship Analysis

 * Help page for all Templates specific to this Wikibook

General
This book will follow all the general Wikibook policies and guidelines.

No Essays or Polemics -- The Importance of 'Neutral Point of View'
The authors of 1776 Report wove value-based and judgment-based essay in with summaries of history and memories of history. Many critics of 1776 Report will want to write essays or polemics opposing the values and judgments expressed by the authors. We encourage you to do so, but this Wikibook (Critique of the 1776 Commission Report) is not the place for it.

As one of the Wikimedia projects, Wikibooks has a 'Neutral Point of View' policy. This has been debated, revised, and governed from the very start of Wikipedia in the late 1990s. We won't be debating the pros and cons of that policy, nor will we attempt to create a version of our own (a.k.a. a "fork"). Diversity of viewpoints are welcome and identifying 'contested territory' is valued. But this Wikibook is not the place to resolve all the debates and controversies.

One way we hope to cope with diversity of viewpoints and controversies is having multiple categories of analysis and rebuttal (e.g. History Content, Memory Content, Rhetoric, etc.). Hopefully this gives space for each of these modes of analysis.

Finally, if you fundamentally disagree with the 'Neutral Point of View' policy, then this Wikibook project is not well suited to you as an author or editor.

Wiki Structure (Planned)
Text from the original 1776 Report will be uploaded into "source pages" -- one wiki page per paragraph. (Exception: Appendix I. Declaration of Independence.) These pages will be locked to prevent from further editing or vandalism.

All of the authors and editors will add/modify content on individual pages for each page/column/paragraph number. These are called "Analysis and Rebuttal Pages".

There will be a fixed template for each Analysis and Rebuttal Page:
 * At the top, for reference, will be the original paragraph (transcluded from it's source page.)
 * Below or next to it will be the "summaries" for each category of analysis or rebuttal.
 * These summaries for each category will be automatically generated from the subsection headings, on the page below. Each subsection title must be a sentence, and be sequenced in logical order for the paragraph.
 * The required sections are:
 * History Content
 * Memory Content
 * Rhetoric
 * Viewpoints
 * Authorship
 * Other Content
 * (anything that doesn't fit into the sections above, and also will not appear in the Summaries. Excludes meta-discussions, which belong in the 'Talk' page for each.)
 * Footnotes -- automatically generated from tags on the page
 * Further Reading
 * The summaries for each category of analysis and each paragraph will be transcluded on to the "side-by-side" pages in the main text.

Creating New Pages
For the most part, authors will not need to be creating new pages, but instead will be adding/editing text and references on existing pages.


text:
Critique of the 1776 Commission Report/Named Contributors

(please enter your name in alphabetical order)

Thomas, Russell Cameron -- Data Scientist and PhD Candidate in Computational Social Science, George Mason University


text:
Solitaire card games/Algerian

Rules
Algerian has eight tableau stacks. Four of the tableau stacks contain only one card. The other four contain two cards each. Towards the bottom are six reserve stacks of four cards each. Eight foundations are present towards the top. Four start with an Ace and build up in suit (e.g. A ♥, 2 ♥ , 3 ♥ , 4 ♥ ...), while the other four start with a King and build down in suit (e.g. K♣, Q♣, J♣, 10♣...)

Cards in the tableau or the reserve can be moved to a foundation or onto another tableau stack. Only the topmost card of any stack can be moved. The tableau builds up or down in suit (e.g 4 ♦, 5 ♦ , 6 ♦ ... OR 6♠, 5♠, 4♠...)

Tableau stacks can wrap from King to Ace, and an emptied stack can be filled with any card. Cards from the reserve can play onto the tableau or foundations, but not onto other reserve piles. When game play comes to a standstill, deal two cards from the stock onto each reserve pile. The final time you go through the deck, deal one card to each tableau pile.

When the foundations of the same suit will meet (e.g. one builds up A♣, 2♣, 3♣, 4♣, 5♣, 6♣ and the other builds down K♣, Q♣, J♣, 10♣, 9♣, 8♣, 7♣), cards can be transferred between these two foundations.

The game is won after all cards have been moved to the foundations.

title: Solitaire card games/Algerian


text:
User talk:185.9.34.127

Please take notice of my changes to the power section.

Thanks

title: User talk:185.9.34.127


text:
US History/Biden

Early Presidency
On January 20th, 2021 Joseph Biden was sworn in as President of the United States of America. President Biden inherited a nation in crisis. The COVID-19 pandemic still raged on, where over 400,000 American lives had already been lost before he took office. President Biden also inherited an economy that had lost over 3 million jobs since President Trump had taken office in 2017.

COVID-19 Response
As the COVID-19 pandemic continued, so did hate speech and attacks on Asian Americans,  and leading the White House to issue a memorandum condemning such acts on January 26th, 2021. The vaccine rollout that began under the Trump administration continued into 2021. The Delta strain created a surge of infections in Summer of 2021. By May 17, 2022 the American death toll of the COVID-19 pandemic had reached one million lives.

Domestic

The Biden Administration saw the first African American to serve as Defense Secretary.

On February 12th, 2021, Biden halted further construction of the southern border wall.

Following the second impeachment of President Trump by the House on January 13th, 2021, the Senate continued the trial on February 9th, 2021. Despite a bipartisan 57-43 vote in favor of convicting former President Trump, as a 2/3 majority was not reached Trump was acquitted for a second time by the Senate on February 13th, 2021.

A winter storm created an emergency in Texas in February 2021, as infrastructure buckled under the storm.

On June 17th, 2021 legislation was signed which made Juneteenth a federal holiday.

On June 24th, 2022 the Supreme Court overturned their prior decision on Roe v. Wade when deciding Dobbs v. Jackson Women's Health Organization. President Biden condemned the decision, and two weeks after the ruling issued an executive order to partially restore limited abortion access.

Economy
In early 2022 gas prices reached very high levels due to global supply issues with crude oil. A number of measures were employed to control the price of gas, leading to a slow decline in gas prices. Even so, the high oil prices increased the costs of many items. This was made worse, as a combination of general reduced supply and increased demand for consumer goods over the pandemic caused inflation to rise sharply. In 2022 the Inflation Reduction Act was passed in order to not only to save money, but also to fight climate change. However there was criticism that the bill did not do enough.

In August of 2022, it was announced that holders of federal student loans would have $10,000 to $20,000 dollars of their debt forgiven, and that the student loan pause would end at the conclusion of the year.

Withdraw from Afghanistan
Honoring a previous commitment made by the Trump administration to withdraw troops from Afghanistan, America began to withdraw Troops from the country, leading the Taliban to quickly overrun much of Afghanistan outside of Kabul in Summer of 2021. This resulted in an evacuation of Kabul. , which ended on August 30th, 2021 with over 122,000 evacuees, many dead, and many Afgan allies left behind.

Ukraine
On February 24th, 2022 a war began between Ukraine and Russia.

In February 2023 President Biden visited Kyiv.

Balloon Incident
In February 2023 an unusual balloon was sighted traveling over the continental United States, and was later shot down off the coast of South Carolina. Some of the debris of the Balloon were recovered for inspection.

Technology and Science
2021 saw the first Science advisor to be appointed to the cabinet level, which was in addition to a number of appointments of notable scientists to leadership positions.

On February 18th, 2021 the Perseverance rover successfully landed on Mars.

title: US History/Biden


text:
User:Jajarabek

Citations is a way to tell other people who see what you did that certain creations are from others for example if I was making music and I decided to bring in another persons song for it I would say "ft" (featuring) that person or their music/works. Copyright is your content creation so like lets say I create a rap I own that rap and it cannot be used without my permission. Copyright protects your own products and citation gives credit to other peoples products. Not all of your creations are under copyright law, art mainly like music and painting.

title: User:Jajarabek


text:
User talk:Russell Cameron Thomas

Welcome
Welcome to Wikibooks, Russell Cameron Thomas!

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--Pi zero (discuss • contribs) 19:14, 20 January 2021 (UTC)

Re starting a book
The first thing we generally recommend is Using Wikibooks (which is itself a Featured Book). The most public place to ask questions is the Reading room. --Pi zero (discuss • contribs) 19:17, 20 January 2021 (UTC)

Thanks. I have read Using Wikibooks, at least the sections that apply to me. I will try the Reading room for asking questions. (I find that an odd name. I read in 'Reading Rooms'. I don't call out questions to who ever might be there.)  And except for the Annotated texts page, I have not found anything useful on how to create an Annotated text regarding design, collaboration, and administration (what ever that means in this context). I also don't see anything about book design as a process. I will ask and see who answers.

I have read all the policies and guidelines. I don't see any that prohibit having a style guide for a particular book. Am I missing something? (I will ask this in the Reading room, which apparently is really the 'Discussion room'.)

Also, I have given up on the Admin request. I don't see any way for me to "Cancel" that request. [sigh]

As might be apparent, I'm not have a great experience so far. --Russell Cameron Thomas (discuss • contribs) 19:33, 20 January 2021 (UTC)

Style guides are permitted and there are several examples I can provide tomorrow. Annotated texts are also common, for example, Annotations to James Joyce's Ulysses. As Leaderboard noted, you have freedom to do nearly anything without interference as few books attract controversy or arguments about style or content as long as you stick to the core policies on point of view, original research, etc. The only issue you ran into was the suggestion that you could enforce a style or content approvals by establishing ownership over the book. This is a fundamental issue on all projects as the Foundation does not permit it. I think you'll find the main challenge is the limitations of the mediawiki software and how that limits the way you can format and present material. Wikiversity has a different model that may work better (although I doubt it) QuiteUnusual (discuss • contribs) 22:56, 20 January 2021 (UTC)

Thanks. I looked at Annotations to James Joyce's Ulysses, and it is a useful example, at least to me started. I guess I need to ask for Upload privileges to get the original text in as images. As for software to format and present material, I have some good leads on JS that should be good enough to get started. --Russell Cameron Thomas (discuss • contribs) 01:09, 21 January 2021 (UTC)
 * You won't need upload privileges. As the material is out of copyright, it can be uploaded to Commons where it is directly accessible here. The "Upload" link in the "Tools" section will work for you and you can insert the image using he same Wikitext as you would if it was hosted locally. QuiteUnusual (discuss • contribs) 09:13, 21 January 2021 (UTC)
 * Popping in: please feel free to ask any queries at WB:RR (or message me on my talk page if needed). Leaderboard (discuss • contribs) 18:47, 21 January 2021 (UTC)

Moving and renaming pages
I noticed that you had requested speedy deletion on a couple of pages, however, it appeared that you were actually wanting to move/rename them. There is a straightforward procedure to do that: on the top bar, under "More", there should be an option "Move". That interface will ask where you should move/rename your pages to, and will then move/rename the pages for you. It's explained in more detail here. Please do let me know if you need any help there. Leaderboard (discuss • contribs) 10:54, 23 January 2021 (UTC)
 * It's possible that Russell Cameron Thomas is not yet able to move pages because their account is less than something-days old. I think it's four days.  In which case, just ask one of us to do it for you. --Pi zero (discuss • contribs) 13:33, 23 January 2021 (UTC)

Pi zero is correct -- the "More/Move..." tab + menu did not appear for me. I figured it was because I had a new account, though I didn't see that any where on the page that described "Move...". The good news is that "More/Move..." tab + menu now appears, so I should be good to go. Thanks for your help. --Russell Cameron Thomas (discuss • contribs) 02:33, 24 January 2021 (UTC)

title: User talk:Russell Cameron Thomas


text: Category:Book:Critique of the 1776 Commission Report


text:
User talk:113.252.191.195

Matttest (discuss • contribs) 02:50, 21 January 2021 (UTC)

title: User talk:113.252.191.195


text:
Manchu/Library/The Analects/šutucin -i gisun

leolen gisuren bithei šutucin -i gisun
論語序說


text:
Manchu/Library/The Analects/Book 3

leolen gisuren - jakūn faidangga ilaci fiyelen 論語 八佾第三

title: Manchu/Library/The Analects/Book 3


text:
Wikibooks:Reading room/Archives/2020/December

CSS in Template pages
Can anyone see why the CSS at Template:NarrowColumn/Styles.css won't save when placed out of comments? JimKillock (discuss • contribs) 21:44, 18 November 2020 (UTC)
 * I don't quite follow, but are you aware that CSS comments must be placed like this:  ? -- Jules  (Mrjulesd) 22:34, 18 November 2020 (UTC)
 * It basically was throwing off me creating CSS files if it saw any CSS error. So I was able to create Template:NarrowColumn/Styles.css when I commented the whole CSS out, as per, but not otherwise, until I saw my mistake. JimKillock (discuss • contribs) 14:02, 28 November 2020 (UTC)
 * Maybe you can't create css pages with errors, although I haven't tested this. -- Jules (Mrjulesd) 01:41, 29 November 2020 (UTC)
 * Yes, that's right. Felt a bit stupid when I realised this. JimKillock (discuss • contribs) 20:48, 1 December 2020 (UTC)

Styling the term in a definition list.
Hi, A definition list created with " ; term : definition" is displayed with the term emboldened. If the Template:Defn is used, the term can be normal weight. Is there a less cumbersome way to make the term plain rather than bold? Thanks, ... PeterEasthope (discuss • contribs) 20:47, 7 December 2020 (UTC)
 * Afaict, there's a set of templates, glossary glossary end term defn, meant to be used thus:
 * These templates generate html tags
 * which looks like this:
 * foobar
 * That looks the same as would be produced by
 * (or rather, in this case since I'm indenting by two levels, ).
 * --Pi zero (discuss • contribs) 21:15, 7 December 2020 (UTC)
 * which looks like this:
 * foobar
 * That looks the same as would be produced by
 * (or rather, in this case since I'm indenting by two levels, ).
 * --Pi zero (discuss • contribs) 21:15, 7 December 2020 (UTC)
 * --Pi zero (discuss • contribs) 21:15, 7 December 2020 (UTC)

WSExport URL for submissions
Hi, I am trying to understand how currently Wikibooks may export content to ebook formats via WSExport. This gives options for language and page from which to export, eg
 * https://wsexport.wmflabs.org/book.php?lang=en&format=epub-3&page=Latin_for_beginners_(1911)

but the parameters make no reference to domain. How then do I specify the Wikibooks domain in order to create an export? JimKillock (discuss • contribs) 13:10, 4 December 2020 (UTC)
 * The parameter is lang=en-wikibooks] in case anyone else needs this. JimKillock (discuss • contribs) 12:43, 5 December 2020 (UTC)
 * However, it does not currently work. JimKillock (discuss • contribs) 12:55, 5 December 2020 (UTC)
 * I don't know how you can get the tool to work for Wikibooks. But for Wikibooks you can try MediaWiki to LaTeX which can give several output formats. For basic PDFs you can also click the "Download as PDF" link on the sidebar while viewing the "print version" of a wikibook. -- Jules (Mrjulesd) 02:15, 6 December 2020 (UTC)
 * EDIT also see Help:Print versions for more advice on export. For XML export see Help:Export. -- Jules (Mrjulesd) 02:18, 6 December 2020 (UTC)
 * Thanks Jules, AIUI it should work – they say this is supported – see T266085 proposal to drop WSExport support for Wikibooks which links to code asking for ?lang=en-wikibooks in the WSExport parameters; it does not seem to work so I have raised a ticket at T269956. JimKillock (discuss • contribs) 18:56, 11 December 2020 (UTC)

2020 Coolest Tool Award Ceremony on December 11th
Hello all,

The ceremony of the 2020 Wikimedia Coolest Tool Award will take place virtually on Friday, December 11th, at 17:00 GMT. This award is highlighting tools that have been nominated by contributors to the Wikimedia projects, and the ceremony will be a nice moment to show appreciation to the tools developers and maybe discover new tools!

You will find more information here about the livestream and the discussions channels. Thanks for your attention, Lea Lacroix (WMDE) 10:55, 7 December 2020 (UTC)

Creating a Book
How exactly to create them? Thanks

180.251.147.210 (discuss) 11:17, 8 December 2020 (UTC)

 * We recommend book Using Wikibooks, which includes a section on how to create a book. --Pi zero (discuss • contribs) 13:41, 8 December 2020 (UTC)

Community Wishlist Survey 2021
'''We invite all registered users to vote on the 2021 Community Wishlist Survey. You can vote from now until for as many different wishes as you want.'''

In the Survey, wishes for new and improved tools for experienced editors are collected. After the voting, we will do our best to grant your wishes. We will start with the most popular ones.

We, the Community Tech, are one of the Wikimedia Foundation teams. We create and improve editing and wiki moderation tools. What we work on is decided based on results of the Community Wishlist Survey. Once a year, you can submit wishes. After two weeks, you can vote on the ones that you're most interested in. Next, we choose wishes from the survey to work on. Some of the wishes may be granted by volunteer developers or other teams.

We are waiting for your votes. Thank you! SGrabarczuk (WMF)

15:03, 11 December 2020 (UTC)

What's allowed in sandboxes; how we should work with importing
Hello there. As my contributors get ready to edit in their sandboxes, I was wondering whether it was kosher for them to copy-paste material that needs to be imported from Wikipedia in their first sandbox draft only. Also, some contributors have already paraphrased the text they want to use from the corresponding Wikipedia article. So, I want to assure the community that importing will be happening and also ask if there is a guideline for text that has already been paraphrased. Obviously the plan is to attribute all material from Wikipedia properly. Thanks for your help in advance. Dr. X (discuss • contribs) 17:15, 3 December 2020 (UTC)
 * As a first draft I think raw copy-paste would be fine. If contributors have already paraphrased, we can retrospectively import from Wikipedia (so only the history is updated). Leaderboard (discuss • contribs) 21:33, 3 December 2020 (UTC)

What message to get when you’re blocked
What message will we get if we’re blocked?

Milo Myself (discuss • contribs) 22:51, 7 December 2020 (UTC)Milo Padilla
 * You can find it here - MediaWiki:Blockedtext. QuiteUnusual (discuss • contribs) 14:49, 11 December 2020 (UTC)

What are the community's views on receiving financial compensation for contributions?
Hello, I've enjoyed writing the Wikibooks book I created on end-user computer security; I've also benefited from Wikibooks's hosting of it.

I would like to work on a second version (again hosted on Wikibooks), but I can't get away from the fact that I do not have enough free time to work on it, due to needing to work for money. I could try to get funding for such, which I think may well be possible, but I'm not sure how well that would work in respect of the material being on Wikibooks. In the Wikimedia Foundation terms of use, it states you need to publicly disclose whether you received compensation for contributions you made, so I would have to do that. I can do that, but what do others think about that approach to working on the book. Is it bad? Is it best avoided? Is there no problem with that?

Thanks for reading this enquiry, and I look forward to reading any of the community's thoughts on this.

 * I'm not aware of any particular rules about this. But the most important thing I feel is that this should be disclosure: preferably there should be a note on the book cover or preface that you received financial compensation, and from whom. Otherwise, as long as you stick within the rules for the site (e.g. What is Wikibooks and Neutral point of view) then I can't see a particular problem. For reference you could look at Wikipedia's view on the matter at w:WP:PAY, and I believe that here should be roughly comparable. -- Jules  (Mrjulesd) 22:35, 17 December 2020 (UTC)

 * While agreeing this should be possible, I would caution against giving an impression of ownership. The book isn't defined —mustn't be defined— by the paid contribution at its inception.  We need to be sure other (most likely, unpaid) contributors feel entirely welcome and free to contribute also; such open collaboration is the point of Wikibooks. --Pi zero (discuss • contribs) 05:23, 18 December 2020 (UTC)


text:
User:TrafficControl22/sandbox

TrafficControl22/sandbox

title: User:TrafficControl22/sandbox


text:
Manchu/Library/The Analects/Book 4

leolen gisuren - falga de gosinga duici fiyelen 論語 里仁第四

title: Manchu/Library/The Analects/Book 4


text:
Manchu/Library/The Analects/Book 5

leolen gisuren - gung ye cang ni sunjaci fiyelen 論語 公冶長第五

title: Manchu/Library/The Analects/Book 5


text:
Talk:French History/Third Republic/World War 1

Australian History?
While this book is on French History, this page seems to talk about Australian history, instead of French history. Is there a reason for that? --Mbrickn (discuss • contribs) 15:14, 21 January 2021 (UTC)


text:
User:ShayMTR/sandbox/Epistemology/References and further reading

Section 1: The Analysis of Knowledge
Ichikawa, J. J. & Steup, M. (2018). The Analysis of Knowledge (Summer 2018 Edition). In Zalta, E. N. (ed.) The Stanford Encyclopedia of Philosophy. Stanford University: Metaphysics Research Lab.

Conceptual analysis
Beaney, M. (2018). Analysis (Summer 2018 Edition). In Zalta, E. N. (ed.) The Stanford Encyclopedia of Philosophy. Stanford University: Metaphysics Research Lab.

Grice, H. P. (1989). Chapter 10: "Postwar Oxford Philosophy (1958)" in Studies in the Way of Words. Cambridge: Harvard University Press. pp. 171-180.

Margolis, E. & Stephen L. (2021). Concepts (Spring 2021 Edition) §2. The structure of concepts. In Zalta, E. N. (ed.) The Stanford Encyclopedia of Philosophy. Stanford University: Metaphysics Research Lab.

Justified true belief
Plato, Burnyeat, M. (trans.) & Levett, M. J. (trans.) (1997). Theaetetus. In Cooper, J. (ed.) Plato: Complete Works. Hackett. pp.157-234.

Plato, Grube, G. M. A. (trans.) (1997). Meno. In Cooper, J. (ed.) Plato: Complete Works. Hackett. pp. 870-897.

Radford, C. (1966). Knowledge: By Examples. Analysis 27 (1):1.

Gettier cases
Gettier, E. L. (1963). Is Justified True Belief Knowledge? Analysis 23 (6):121-123.

Russell, B. (2009). Chapter 11: "Fact, Belief, Truth, and Knowledge" in Human Knowledge: Its Scope and Limits. Routledge. pp. 130-142.

Weatherson, B. (2003). What good are counterexamples? Philosophical Studies 115 (1):1-31.

Weinberg, J. M., Nichols, S. & Stich, S. (2001). Normativity and epistemic intuitions. Philosophical Topics, 29 (1-2):429-460.

No false lemmas and sensitivity to truth
Clark, M. (1963). Knowledge and Grounds: A Comment on Mr. Gettier’s Paper. Analysis 24 (2):46-48.

Goldman, A. I. (1976). Discrimination and perceptual knowledge. Journal of Philosophy 73 (November):771-791.

Kripke, S. (2011). Chapter 7: "Nozick on Knowledge" in Philosophical Troubles: Collected Papers, Volume 1. New York: Oxford University Press. pp. 162-224

Nozick, R. (1981). Chapter 3 §1: "Knowledge" in Philosophical Explanations. Harvard University Press. pp. 172-196.

Rabinowitz, D. (2011). The Safety Condition for Knowledge. In Fieser, J. & Dowden, B. (eds.) The Internet Encyclopedia of Philosophy.

Shope, R. K. (2017). Chapter 3: "Additions to Standard Analyses II: Limitations on the Presence of Falsehoods in Justification" in The Analysis of Knowing: A Decade of Research. Princeton University Press. pp. 81-95.

Virtue epistemology
Battaly, H. (2008). Virtue epistemology. Philosophy Compass 3 (4):639-663.

Greco, J. & Reibsamen, J. (2018). Reliabilist Virtue Epistemology. In Snow, N. (ed.), The Oxford Handbook of Virtue. New York: Oxford University Press. pp. 725-746.

Millar, A. (2010). Perceptual Knowledge and Recognitional Abilities. In Pritchard, D., Millar, A. & Haddock, A. The Nature and Value of Knowledge: Three Investigations. New York: Oxford University Press. pp. 121-143.

Sosa, E. (2007). A Virtue Epistemology. Oxford University Press.

Sosa, E. (2009). Reflective Knowledge: Apt Belief and Reflective Knowledge, Volume II. Oxford University Press.

Turri, J., Mark A. & Greco, J. (2019). Virtue Epistemology (Fall 2019 Edition). In Zalta, E. N. (ed.) The Stanford Encyclopedia of Philosophy. Stanford University: Metaphysics Research Lab.

Wright, S. (2018). Virtue Responsibilism. In Snow, N. (ed.), The Oxford Handbook of Virtue. New York: Oxford University Press. pp. 747-764.

Zagzebski, L. (1996). Virtues of the Mind: An Inquiry Into the Nature of Virtue and the Ethical Foundations of Knowledge. Cambridge University Press.

Zagzebski, L. (1999). "What Is Knowledge?". In Greco, J. & Sosa, E. (eds.), The Blackwell Guide to Epistemology. Oxford: Blackwell. pp. 92-116.

Section 2: The Sources of Knowledge
Markie, P. (2017). Rationalism vs. Empiricism (Fall 2017 Edition). In Zalta, E. N. (ed.) The Stanford Encyclopedia of Philosophy. Stanford University: Metaphysics Research Lab.

Steup, M. & Neta, R. (2020). Epistemology (Fall 2020 Edition) §5. Sources of Knowledge and Justification. In Zalta, E. N. The Stanford Encyclopedia of Philosophy. Stanford University: Metaphysics Research Lab.

Perception
Crane, T. & French, C. (2021). The Problem of Perception (Spring 2021 Edition). In Zalta, E. N. The Stanford Encyclopedia of Philosophy. Stanford University: Metaphysics Research Lab.

Huemer, M. (2001). Skepticism and the Veil of Perception. Lanham: Rowman & Littlefield.

Innatism
Leibniz, G. W. (1996). Leibniz: New Essays on Human Understanding (2nd ed., Cambridge Texts in the History of Philosophy) (P. Remnant & J. Bennett, Eds.). Cambridge: Cambridge University Press.

Locke, J. (2004). An Essay Concerning Human Understanding (Project Gutenberg eBook) Book I – Neither Principles Nor Ideas Are Innate (produced by Harris, S. & Widger, D.). Project Gutenberg.

Plato, Grube, G. M. A. (trans.) (1997). Meno. In Cooper, J. (ed.) Plato: Complete Works. Hackett. pp. 870-897.

Plato, Grube, G. M. A. (trans.) (1997). Phaedo. In Cooper, J. (ed.) Plato: Complete Works. Hackett. pp. 49-100.

Samet, J. (2019). The Historical Controversies Surrounding Innateness (Summer 2019 Edition). In Zalta, E. N. (ed.) The Stanford Encyclopedia of Philosophy. Stanford University: Metaphysics Research Lab.


text:
Manchu/Library/The Analects/Book 6

leolen gisuren - yung ni ningguci fiyelen 論語 雍也第六

title: Manchu/Library/The Analects/Book 6


text:
Applied Programming

Introduction
Computer programming is a way to instruct a computer on what it should do. Computer code is the instructions set involved. As people use various languages in communication, computer code also has multiple languages. C, C++, Python, MATLAB, Java, and SQL are well-known programming languages developed to allow people to code with instructions similar to human languages, rather than the 0 and 1 format found in machine code. These programming languages can help accomplish specific objectives, as they bridge the gap between human language and binary machine code.

15 applied programming topics will be covered herein to help understand and accomplish various programming objectives. The material will explore the various components, concepts, and regulations involved.

Lessons

 * 1) /Variables/
 * 2) /Functions/
 * 3) /Conditions/
 * 4) /Loops/
 * 5) /Testing/
 * 6) /Strings/
 * 7) /Files/
 * 8) /Lists and Tuples/
 * 9) /Dictionaries and Sets/
 * 10) /RegEx/
 * 11) /Internet Data/
 * 12) /Databases/
 * 13) /Modules and Classes/
 * 14) /GUI/
 * 15) /Web Design/

title: Applied Programming


text:
Talk:Applied Programming

Class Project
This Wikibook is being developed by students at Harper College as part of their Applied Programming course. Please contact User:Dave Braunschweig for more information. -- Dave Braunschweig (discuss • contribs) 19:12, 21 January 2021 (UTC)

title: Talk:Applied Programming


text:
Applied Programming/Variables

What are variables?
A variable is a named piece of computer memory, containing some information inside. Think of a variable as a box with a name, where we can "store" something. We create, edit, and delete variables, as much as we need in our tasks.

In the following example, we create a variable with the identifier "my_variable" and store the number 13 within it. We then print out "my_variable" and receive the number 13 in return. my_variable = 13 print(my_variable) >13

How are they used?
Variables are useful when you need to store, modify, or call information during the execution of programs. In essence, variables are the lifeblood of computer programming because they can store inputs and computational results. They allow for more flexibility in design and operation.

Types of variables
Local - A variable whose value is defined inside of a single function, and therefore is not accessible by other functions in the program.

Global - A variable whose value is defined outside of the functions, and therefore is accessible by all functions in the program.

Dynamic - A variable whose memory location is determined when the program runs.

Static - A variable whose memory is reserved for it during compilation.

Constant - A variable? While there are similarities between the two, a constant is markedly different in that its value never changes.

Data types
String - multiple characters that can include letters, numbers or special characters. Integer - a whole number (no decimal or fraction) Float - a number with or without a decimal; 32 bit precision (or accurate to approximately 8 decimal places) Double - a number with or without a decimal; 64 bit precision (or accurate to approximately 16 decimal places)

Boolean - data type who’s value can only be true or false

Character - data type consisting of a single Unicode character Mixed - any combination of the above data types

Declaring and initializing variables
The standard format for declaring and initializing a variable has the name identifier on the left and the value on the right. When you initialize the variable, you normally use the = symbol. It goes in between the name identifier and the value. Single whitespaces are used to separate the elements within the variable's declaration/initialization. This is done to increase code readability and understandability. Here are some examples:

C++, C#, and Java Python PHP It is not always a requirement to initialize or give a value to a variable during the declaration. There may be circumstances when it is preferable to declare a variable without initializing it; perhaps the variable will hold a lot of data and it is wiser to conserve memory resources until necessary. An example in C++:

int veggies;

Different programming languages have their own naming conventions, some of these overlap. Here are some universal tips to keep in mind when creating variables:
 * It is important to use descriptive names for variables.
 * Variable names must begin with a letter, underscore, or non-number character.
 * Do not use a comma for decimal numbers, only the period or point.
 * Every language has reserved words that cannot be used in variable names, for example, Date.

Functions
Functions are structuring elements that simultaneously group and isolate portions of code. Within functions, variables are used for inputting and outputting data. If a function does not specify it, any calculations stored within variables will be lost if the function does not return the value upon conclusion. This is called the return statement. To do this in Python, the last line of the function definition simply states: return something

Subsequent functions can use these return values if stated so within their definition by using a set of parenthesis, known as parameters. The variable holding the return values gets stated within the parameters. Like so:

def subsequent_function(something):

The return values or arguments stored within the variable 'something' can now be used by 'subsequent_function'. Functions are not required to have return values.

The timing or location of a variable's declaration/initialization within a program affect its operation. This applies to the concept of functional scope. For instance, a variable that is declared/initialized outside of the program's function sets becomes a global variable. All of the functions within a program will have access to use the global variables. Here's some food for thought: In this Python example, the chef does not have access to lettuce and tomatoes when making the burrito. Likewise, the chef can't use veggies, rice, and beans for making the taco. These are examples of variables with local scope. The sofritas and guacamole represent global variables; the chef has access to both when making the burrito and the taco.

Activities
1. Create a variable named carname and assign the value Volvo to it.

2. Create a variable named x and assign the value 50 to it.

3. Display the sum of 5 + 10, using two variables: x and y.

4. Create a variable called z, assign x + y to it, and display the result.

5. Remove the illegal characters in the variable name: 2my-first_name = "John"

6. Insert the correct syntax in the boxes to assign the same value to all three variables in one code line. x □ y □ z □ "Orange"

7. Insert the correct keyword in the box to make the variable x belong to the global scope. def myfunc: □ x    x = "fantastic"

Key Terms
Arguments - The actual input expression passed/supplied to a function, procedure, or routine in the invocation/call statement.

Array - A list or group of similar types of data values that are grouped.

Assignment - Sets the value saved in the storage location denoted by a given variable name.

Boolean - A data type having two values, typically denoted true and false.

Constant - A value that cannot be altered by the program during normal execution.

Data type - A classification of data which tells the compiler or interpreter how the programmer intends to use the data.

Declaration - A language construct that specifies the properties of a given identifier.

Double - A computer number format, usually occupying 64 bits in computer memory; it represents a wide dynamic range of numeric values by using a floating radix point.

Dynamic variable - A variable whose address is determined when the program is run.

Expression - A combination of one or more explicit values, constants, variables, operators, and functions that a programming language interprets and computes to produce another value.

Floating point - The formulaic representation that approximates a real number to a fixed amount of significant digits.

Function / Subroutine - A sequence of program instructions that performs a specific task, packaged as a unit.

Global variable - A variable with global scope, meaning that it is visible (hence accessible) throughout the program, unless shadowed.

Identifier - Tokens (also called symbols) which name the language entities (variables, types, labels, subroutines, and packages).

Initialize - The assignment of an initial value for a data object or variable.

Integer - A number that can be written without a fractional component.

Local variable - A variable that is given local scope.

Modulus - The remainder after division of one number by another.

Naming conventions - A set of rules for choosing the character sequence to be used for identifiers which denote variables, types, functions, and other entities in source code and documentation.

Objects - A combination of related variables, constants and other data structures which can be selected and manipulated together.

Operator - A programming language construct that performs a calculation from zero or more input values to an output value.

Order of operations - A collection of rules that reflect conventions about which procedures to perform first in order to evaluate a given mathematical expression.

Parameters - A special kind of variable used in a subroutine to refer to one of the pieces of data (values) provided as input to the subroutine.

Pointer - A variable that contains the address of a location in the memory. The location is the commencing point of an object, such as an element of the array or an integer.

Program - As an organized collection of instructions, which when executed perform a specific task or function. It is processed by the central processing unit (CPU) of the computer before it is executed.

Real number - A value that represents a quantity along a line, including integers, fractions, and irrational numbers.

Reserved word - A word that cannot be used as an identifier, such as the name of a variable, function, or label – it is "reserved from use".

Return statement - Code that causes execution to leave the current subroutine and resume at the point in the code immediately after the instruction which called the subroutine.

Scope - The part of a program where the name binding is valid, that is where the name can be used to refer to the entity.

Statement - The smallest standalone element of an imperative programming language that expresses some action to be carried out.

Static variable - A variable that has been allocated "statically", meaning that its lifetime (or "extent") is the entire run of the program.

String - A sequence of characters, either as a literal constant or as some kind of variable.

Subroutine - A sequence of program instructions that performs a specific task, packaged as a unit.

Variable - A storage location paired with an associated symbolic name (an identifier), which contains some known or unknown quantity of information referred to as a value.

Whitespace character - A character that does not correspond to a visible mark, but typically does occupy an area on a page.

title: Applied Programming/Variables


text:
Themes in Literature/Introduction

 In loving memory of Veronica A. Cover • For Contributors • For Readers • Volume I: Isolation and Community • Volume II: Love and Death • Volume III: Xenophobia and Xenophilia • Contributors • Print version

Welcome to Themes in Literature! The goal of this book is to encourage critical reading and thinking of literary texts--poems, short stories, novels, and plays--especially if they are available on the free Web.

To encourage a diversity of themes, the book has been divided into volumes with as many chapters per volume as the contributors see fit.

The format for each chapter is intentionally loose: contributors are welcome to use their imagination as to how they wish for readers to engage with the texts. Each chapter could cover one text or several texts.

As the collection grows, we hope to label each lesson based on the specific characteristics of its target audience (right now we are thinking of age, but we are open to other classifications). This means that there could be more than one lesson for a specific text or texts, if the lesson is clearly targeted for different audiences.

Since Themes in Literature was set up as a school project, the majority of its contributors will be students exploring how they wish to "teach" others a specific text they enjoyed while taking a literature class; nevertheless, we welcome all contributors who wish to offer a favorite short piece of literature for reflection.

Below you will find some ideas of how to create a simple lesson for your text(s) of choice. If you wish to suggest ideas for lessons, leave a note on the Talk page of this introduction, or on my Talk page.

 * Dr. X

 * January 21, 2021

How can I create a lesson for my favorite text(s)?
The way you create your chapter will depend on your target audience and what you want them to focus on when thinking of the text(s). Here is a list of typical information that helps a reader understand a text and reflect on its purpose and significance:

If you want your reader to engage with the text(s), you may try adding a few of the following sections: Notes
 * Epigraph: a short quotation or saying (may be more than one) at the beginning of the chapter that suggests its themes or concerns.
 * Context: the circumstances that frame a text and provide resources for its appropriate interpretation. In other words, the historical, cultural, and/or textual situation in which the text was created, perhaps including relevant biographical information about the text's creator(s).
 * Summary: an account of the main points of a text. Summaries are useful if the text is long or complex.
 * Quotes: a selection of passages from a text that reflect some particularly important idea that cannot be paraphrased. Quotes are useful if you want to attract the reader's attention to specific moments in the text or to the way language is being used. It is especially useful when combined with close reading questions (see below).
 * Images, sound, and/ or video to illustrate or explain a concept, theme, and/or purpose in a non-textual manner.
 * Textual analysis: an examination of the elements and structure of a text to explain it, explain its importance, and its relationship to other texts or to the larger culture.
 * Notes: a short comment on or explanation of a word or passage in a text; an annotation.
 * Glossary: an alphabetical list of words found in the text with explanations; a brief dictionary. It is particularly useful if your text uses words in a language other than English.
 * References/Works Cited: a list of sources of information used in the chapter or sections of it.
 * Comprehension questions: questions intended to help readers process and understand the information they are reading. These questions usually have right and wrong answers; if so, you may want to include the correct answers in a separate section.
 * Close reading questions: questions intended to help readers to "micro-read" selected segments and/or aspects of the text(s) such as their structural elements, rhetorical features, and cultural and historical allusions.
 * Critical thinking questions: questions intended to have the reader reflect or inquire, such as open-ended questions, (re)search questions, comparison questions, problem-solving questions, connecting questions, and meta-cognitive questions about the text(s).
 * Further reading/learning: a usually chronological or alphabetical list of texts which a reader may consult for additional and more detailed coverage of the topic or themes of the text(s). It may include brief annotations.
 * Extension activities: Ask the reader to create something connected to the text, like writing a poem or putting together a collage or a video in response to it, or writing a sequel or a different ending to the story. Or have the reader conduct a search, a survey, or an interview on a topic connected to the story. If you want them to have lots of fun, try some of the extension activities recommended by teacher Marilyn Pryle.
 * Games: Create a crossword puzzle using key vocabulary from your text. Or put together a Jeopardy! interactive game using a free template from JeopardyLabs. Or choose one of the four game styles offered at Trivia Maker.

title: Themes in Literature/Introduction


text:
Talk:Themes in Literature/Introduction

Let us know of your ideas for chapters!

title: Talk:Themes in Literature/Introduction


text: Category:Book:Applied Programming

title: Category:Book:Applied Programming


text:
Burmese Grammar Guide/Numbers

Ordinals

 * First : ပထမ
 * Second : ဒုတိယ
 * Thirth : တတိယ
 * Fourth : စတုတ
 * Fifth : ပ၁မ
 * Sixth : ဆငမ
 * Seventh : သတမ
 * Eighth : အငမ
 * Ninth : နဝမ
 * Tenth : ဒသမ

title: Burmese Grammar Guide/Numbers


text:
History of wireless telegraphy and broadcasting in Australia/Topical/Localities/Hobart

More than 50 key articles relevant to VIB Brisbane, mainly from the NLA's Trove Digitised Newspapers have been transcribed for ease of reference here: Brisbane - Transcriptions and Notes

1890s - Early Wireless Experiments
Thomas Edward Self

Alfred Harold Masters

1900s - Early Wireless Experiments
William Philpot Hallam

Frederick William Medhurst

1910s - Amateurs
XZB - Ewan Russell Kirby

XZC - M. or N. H. Harvey

XZD - Frederick William Medhurst

XZE - R. James

XZH - William Philpot Hallam

XZJ - V. Batchler

XZO - W. O. Duffy

XZP - R. S. Dawson

1924+ - Failed B Class
29 Jul 1924 - John Clarey Price (4CE-4FI) reported negotiating for a Brisbane B Class licence, future 4MB?

1 Oct 1924 - Report that efforts being made to interest an entertainment house in establishment of a Brisbane B Class station

22 Nov 1924 - Herbert of the Trocadero announces at meeting that he intends establishing a B class station before Christmas (likely the subject of the 1 Oct 1924 report)

22 Nov 1924 - 4CM operator Elliott places the facilities of the station for regular broadcasts if the traders meet the financial costs


text: User talk:181.176.127.142

title: User talk:181.176.127.142


text:
Critique of the 1776 Commission Report/Original text

The original text of the 1776 Report is included in the following subpages, by page number, with one section per paragraph. This facilitates transclusion of the original text into the side-by-side analysis/rebuttal pages.

Original_Table_of_Contents
I. Introduction -- 1

II. The meaning of the declaration -- 2

III. A constitution of principles -- 6

IV. Challenges to America's Principles -- 10
 * Slavery -- 10
 * Progressivism -- 12
 * Fascism -- 13
 * Communism -- 14
 * Racism and Identity Politics -- 15

V. The Task of National Renewal -- 16
 * The Role of the Family -- 17
 * Teaching America -- 17
 * A Scholarship of Freedom -- 18
 * The American Mind -- 18
 * Reverence for the Laws -- 19

VI CONCLUSION -- 20

Appendix I: The declaration of independence -- 21

Appendix II: Faith and America's Principles -- 24

Appendix III: Created Equal or Identity Politics? -- 29 Appendix IV: Teaching Americans about Their Country -- 34

Original Text, by Page
/Page 1/

/Page 2/

/Page 3/

/Page 4/

/Page 5/

/Page 6/

/Page 7/

/Page 8/

/Page 9/

/Page 10/

/Page 11/

/Page 12/

/Page 13/

/Page 14/

/Page 15/

/Page 16/

/Page 17/

/Page 18/

/Page 19/

/Page 20/


text:
Critique of the 1776 Commission Report/Original text/Page 1

I. INTRODUCTION
In the course of human events there have always been those who deny or reject human freedom, but Americans will never falter in defending the fundamental truths of human liberty proclaimed on July 4, 1776. We will — we must — always hold these truths.

The declared purpose of the President's Advisory 1776 Commission is to "enable a rising generation to understand the history and principles of the founding of the United States in 1776 and to strive to form a more perfect Union." This requires a restoration of American education, which can only be grounded on a history of those principles that is "accurate, honest, unifying, inspiring, and ennobling." And a rediscovery of our shared identity rooted in our founding principles is the path to a renewed American unity and a confident American future.

The Commission's first responsibility is to produce a report summarizing the principles of the American founding and how those principles have shaped our country. That can only be done by truthfully recounting the aspirations and actions of the men and women who sought to build America as a shining "city on a hill" — an exemplary nation, one that protects the safety and promotes the happiness of its people, as an example to be admired and emulated by nations of the world that wish to steer their government toward greater liberty and justice. The record of our founders' striving and the nation they built is our shared inheritance and remains a beacon, as Abraham Lincoln said, "not for one people or one time, but for all people for all time."

Today, however, Americans are deeply divided about the meaning of their country, its history, and how it should be governed. This division is severe enough to call to mind the disagreements between the colonists and King George, and those between the Confederate and Union forces in the Civil War. They amount to a dispute over not only the history of our country but also its present purpose and future direction.

The facts of our founding are not partisan. They are a matter of history. Controversies about the meaning of the founding can begin to be resolved by looking at the facts of our nation's founding. Properly understood, these facts address the concerns and aspirations of Americans of all social classes, income levels, races and religions, regions and walks of life. As well, these facts provide necessary — and wise — cautions against unrealistic hopes and checks against pressing partisan claims or utopian agendas too hard or too far.

The principles of the American founding can be learned by studying the abundant documents contained in the record. Read fully and carefully, they show how the American people have ever pursued freedom and justice, which are the political conditions for living well. To learn this history is to become a better person, a better citizen, and a better partner in the American experiment of self-government.

Comprising actions by imperfect human beings, the American story has its share of missteps, errors, contradictions, and wrongs. These wrongs have always met resistance from the clear principles of the nation, and therefore our history is far more one of self- sacrifice, courage, and nobility. America' s principles are named at the outset to be both universal — applying to everyone — and eternal: existing for all time. The remarkable American story unfolds under and because of these great principles.

Of course, neither America nor any other nation has perfectly lived up to the universal truths of equality, liberty, justice, and government by consent. But no nation before America ever dared state those truths as the formal basis for its politics, and none has strived harder, or done more, to achieve them.


text:
Critique of the 1776 Commission Report/Original text/Page 2

p2_c1_pp1
Lincoln aptly described the American government's fundamental principles as "a standard maxim for free society," which should be "familiar to all, and revered by all; constantly looked to, constantly labored for, and even though never perfectly attained, constantly approximated." But the very attempt to attain them — every attempt to attain them — would, Lincoln continued, constantly spread and deepen the influence of these principles and augment "the happiness and value of life to all people of all colors everywhere." The story of America is the story of this ennobling struggle.

p2_c1_pp2
The President's Advisory 1776 Commission presents this first report with the intention of cultivating a better education among Americans in the principles and history of our nation and in the hope that a rediscovery of those principles and the forms of constitutional government will lead to a more perfect Union.

p2_c1_pp3
The United States of America is in most respects a nation like any other. It embraces a people, who inhabit a territory, governed by laws administered by human beings. Like other countries, our country has borders, resources, industries, cities and towns, farms and factories, homes, schools, and houses of worship. And, although a relatively young country, its people have shared a history of common struggle and achievement, from carving communities out of a vast, untamed wilderness, to winning independence and forming a new government, through wars, industrialization, waves of immigration, technological progress, and political change.

p2_c2_pp1
In other respects, however, the United States is unusual. It is a republic; that is to say, its government was designed to be directed by the will of the people rather than the wishes of a single individual or a narrow class of elites. Republicanism is an ancient form of government but one uncommon throughout history, in part because of its fragility, which has tended to make republics short-lived. Contemporary Americans tend to forget how historically rare republicanism has been, in part because of the success of republicanism in our time, which is derived in no small part from the very example and success of America.

p2_c2_pp2
In two decisive respects, the United States of America is unique. First, it has a definite birthday: July 4th, 1776. Second, it declares from the moment of its founding not merely the principles on which its new government will be based; it asserts those principles to be true and universal: "applicable to all men and all times," as Lincoln said.

p2_c2_pp3
Other nations may have birthdays. For instance, what would eventually evolve into the French Republic was born in 1789 when Parisians stormed a hated prison and launched the downfall of the French monarchy and its aristocratic regime. The Peoples Republic of China was born in 1949 when Mao Tse Tung's Chinese Communist Party defeated the Nationalists in the Chinese Civil War. But France and China as nations — as peoples and cultures inhabiting specific territories —  stretch back centuries and even millennia, over the course of many governments.


text:
Critique of the 1776 Commission Report/Original text/Page 3

p3_c1_pp1
There was no United States of America before July 4th, 1776. There was not yet, formally speaking, an American people. There were, instead, living in the thirteen British colonies in North America some two-and-a-half million subjects of a distant king. Those subjects became a people by declaring themselves such and then by winning the independence they had asserted as their right.

p3_c1_pp1
They made that assertion on the basis of principle, not blood or kinship or what we today might call "ethnicity." Yet this fact must be properly understood. As John Jay explained in Federalist 2, "Providence has been pleased to give this one connected country to one united people — a people descended from the same ancestors, speaking the same language, professing the same religion, attached to the same principles of government, very similar in their manners and customs, and who, by their joint counsels, arms, and efforts, fighting side by side throughout a long and bloody war, have nobly established general liberty and independence."

p3_c2_pp1
Yet, as Jay (and all the founders) well knew, the newly- formed American people were not quite as homogeneous — in ancestry, language, or religion — as this statement would seem to assert. They were neither wholly English nor wholly Protestant nor wholly Christian. Some other basis would have to be found and asserted to bind the new people together and to which they would remain attached if they were to remain a people. That basis was the assertion of universal and eternal principles of justice and political legitimacy.


text:
Critique of the 1776 Commission Report/Original text/Page 4

p4_c1_pp1
But this too must be qualified. Note that Jay lists six factors binding the American people together, of which principle is only one — the most important or decisive one, but still only one, and insufficient by itself. The American founders understood that, for republicanism to function and endure, a republican people must share a large measure of commonality in manners, customs, language, and dedication to the common good.

p4_c1_pp2
All states, all governments, make some claim to legitimacy — that is, an argument for why their existence and specific form are justified. Some dismiss all such claims to legitimacy as false, advanced to fool the ruled into believing that their rulers' actions are justified when in fact those actions only serve the private interests of a few.

p4_c1_pp3
But no actual government understands itself this way, much less makes such a cynical claim in public. All actual governments, rather, understand themselves as just and assert a public claim as to why. At the time of the American founding, the most widespread claim was a form of the divine right of kings, that is to say, the assertion that God appoints some men, or some families, to rule and consigns the rest to be ruled.

p4_c1_pp4
The American founders rejected that claim. As the eighteen charges leveled against King George in the Declaration of Independence make clear, our founders considered the British government of the time to be oppressive and unjust. They had no wish to replace the arbitrary government of one tyrant with that of another.

p4_c1_pp5
More fundamentally, having cast off their political connection to England, our founders needed to state a new principle of political legitimacy for their new government. As the Declaration of Independence puts it, a "decent respect to the opinions of mankind" required them to explain themselves and justify their actions.

p4_c2_pp1
They did not merely wish to assert that they disliked British rule and so were replacing it with something they liked better. They wished to state a justification for their actions, and for the government to which it would give birth, that is both true and moral: moral because it is faithful to the truth about things.

p4_c2_pp2
Such a justification could only be found in the precepts of nature — specifically human nature — accessible to the human mind but not subject to the human will. Those precepts — whether understood as created by God or simply as eternal — are a given that man did not bring into being and cannot change. Hence the Declaration speaks of both "the Laws of Nature and of Nature's God" — it appeals to both reason and revelation — as the foundation of the underlying truth of the document's claims, and for the legitimacy of this new nation.

p4_c2_pp3
The core assertion of the Declaration, and the basis of the founders' political thought, is that "all men are created equal." From the principle of equality, the requirement for consent naturally follows: if all men are equal, then none may by right rule another without his consent.

p4_c2_pp4
The assertion that "all men are created equal" must also be properly understood. It does not mean that all human beings are equal in wisdom, courage, or any of the other virtues and talents that God and nature distribute unevenly among the human race. It means rather that human beings are equal in the sense that they are not by nature divided into castes, with natural rulers and ruled.

p4_q1
''"All honor to Jefferson-to the man who, in the concrete pressure of a struggle for national independence by a single people, had the coolness, forecast, and capacity to introduce into a merely revolutionary document, an abstract truth, applicable to all men and all times, and so to embalm it there, that to-day, and in all coming days, it shall be a rebuke and a stumbling-block to the very harbingers of re-appearing tyranny and oppression." — Abraham Lincoln''


text:
Critique of the 1776 Commission Report/Original text/Page 5

p5_c1_pp1
Thomas Jefferson liked to paraphrase the republican political thinker Algernon Sidney: "the mass of mankind has not been born with saddles on their backs, nor a favored few booted and spurred, ready to ride them legitimately, by the grace of God." Superiority of talent — even a superior ability to rule —  is not a divine or natural title or warrant to rule. George Washington, surely one of the ablest statesmen who ever lived, never made such an outlandish claim and, indeed, vehemently rejected such assertions made by others about him.

p5_c1_pp2
As Abraham Lincoln would later explain, there was no urgent need for the founders to insert into a "merely revolutionary document" this "abstract truth, applicable to all men and all times." They could simply have told the British king they were separating and left it at that. But they enlarged the scope of their Declaration so that its principles would serve as "a rebuke and a stumbling-block to the very harbingers of re-appearing tyrany and oppression." The finality of the truth that "all men are created equal" was intended to make impossible any return to formal or legal inequality, whether to older forms such as absolute monarchy and hereditary aristocracy, or to as-yet-unimagined forms we have seen in more recent times.

p5_c1_pp3
Natural equality requires not only the consent of the governed but also the recognition of fundamental human rights — including but not limited to life, liberty, and the pursuit of happiness — as well as the fundamental duty or obligation of all to respect the rights of others. These rights are found in nature and are not created by man or government; rather, men create governments to secure natural rights. Indeed, the very purpose of government is to secure these rights, which exist independently of government, whether government recognizes them or not. A bad government may deny or ignore natural rights and even prevent their exercise in the real world. But it can never negate or eliminate them.

p5_c2_pp1
The principles of the Declaration are universal and eternal. Yet they were asserted by a specific people, for a specific purpose, in a specific circumstance. The general principles stated in the document explain and justify the founders' particular actions in breaking off from Great Britain, and also explain the principles upon which they would build their new government. These principles apply to all men, but the founders acted to secure only Americans' rights, not those of all mankind. The world is still — and will always be — divided into nations, not all of which respect the rights of their people, though they should.

p5_c2_pp2
We confront, finally, the difficulty that the eternal principles elucidated in the Declaration were stated, and became the basis for an actual government, only a relatively short time ago. Yet if these principles are both eternal and accessible to the human mind, why were they not discovered and acted upon long before 1776?

p5_c2_pp3
In a sense, the precepts of the American founders were known to prior thinkers, but those thinkers stated them in entirely different terms to fit the different political and intellectual circumstances of their times. For instance, ancient philosophers appear to teach that wisdom is a genuine title to rule and that in a decisive respect all men are not created equal. Yet they also teach that it is all but impossible for any actual, living man to attain genuine wisdom. Even if wisdom is a legitimate title to rule, if perfect wisdom is unattainable by any living man, then no man is by right the ruler of any other except by their consent.

p5_q1
''"When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the unalienable rights to life, liberty, and the pursuit of happiness." — Martin Luther King, Jr''


text:
Critique of the 1776 Commission Report/Original text/Page 6

p6_c1_pp1
More fundamentally, by the time of the American founding, political life in the West had undergone two momentous changes. The first was the sundering of civil from religious law with the advent and widespread adoption of Christianity. The second momentous change was the emergence of multiple denominations within Christianity that undid Christian unity and in turn greatly undermined political unity. Religious differences became sources of political conflict and war. As discussed further in Appendix II, it was in response to these fundamentally new circumstances that the American founders developed the principle of religious liberty.

p6_c1_pp2
While the founders' principles are both true and eternal, they cannot be understood without also understanding that they were formulated by practical men to solve real-world problems. For the founders' solution to these problems we must turn to the Constitution.

p6_c1_pp3
It is one thing to discern and assert the true principles of political legitimacy and justice. It is quite another to establish those principles among an actual people, in an actual government, here on earth. As Winston Churchill put it in a not dissimilar context, even the best of men struggling in the most just of causes cannot guarantee victory; they can only deserve it.

p6_c2_pp1
The founders of the United States, perhaps miraculously, achieved what they set out to achieve. They defeated the world's strongest military and financial power and won their independence. They then faced the task of forming a country that would honor and implement the principles upon which they had declared their independence.

p6_c2_pp2
The bedrock upon which the American political system is built is the rule of law. The vast difference between tyranny and the rule of law is a central theme of political thinkers back to classical antiquity. The idea that the law is superior to rulers is the cornerstone of English constitutional thought as it developed over the centuries. The concept was transferred to the American colonies, and can be seen expressed throughout colonial pamphlets and political writings.

p6_q1
''"The safety of a republic depends essentially on the energy of a common national sentiment; on a uniformity of principles and habits; on the exemption of the citizens from foreign bias, and prejudice; and on that love of country which will almost invariably be found to be closely connected with birth, education and family." — Alexander Hamilton''


text:
Manchu/Library/The Analects/Book 7

leolen gisuren - fisemburengge nadaci fiyelen 論語 述而第七

title: Manchu/Library/The Analects/Book 7


text:
Module:Sort list

local p = {}

function p.asc(frame) items = splitLine( frame.args[1] ); table.sort( items ); return table.concat( items, "\n" ); end

function p.asc_link(frame) items = splitLine( frame.args[2] ); table.sort( items ); for i, item in ipairs(items) do   	if item ~= nil and item ~= '' then items[i] = "" .. removeAsterisk( item ) .. ""; items[i] = "* " .. items[i]; end end return table.concat( items, "\n" ); end

function p.desc(frame) items = splitLine( frame.args[1] ); table.sort( items, function (a, b) return a > b end ); return table.concat( items, "\n" ); end

function splitLine( text ) return mw.text.split( text, "\n", true ); end

function removeAsterisk( text ) t = mw.text.nowiki( text ); return string.gsub(text, "%* ", ""); end

return p

title: Module:Sort list


text:
Manchu/Library/The Analects/Book 8

leolen gisuren - tai be -i jakūci fiyelen 論語 泰伯第八

title: Manchu/Library/The Analects/Book 8


text:
Critique of the 1776 Commission Report/Page 1, Col. 1, PP 1

Original Text:

Analysis & Rebuttal:

History Content
Summary:
 * [history placeholder]

[Analysis & Rebuttal from regarding History Content in the Original Text -- What events happened and when? Who was involved? Who was affected? What factors or conditions led to or caused historical events? ]

Memory Content
Summary:
 * [memory placeholder]

[Analysis & Rebuttal from regarding Memory Content in the Original Text -- what is remembered about history? What has been omitted or forgotten?]

Rhetoric
Summary:
 * [placeholder]

[Analysis & Rebuttal from regarding Rhetoric in the Original Text.]

Viewpoint
Summary:

[Analysis & Rebuttal from regarding Viewpoint in the Original Text, especially whose viewpoints are included and excluded.]

Authorship
Summary:
 * [authorship placeholder]

[Analysis & Rebuttal from regarding Authorship in the Original Text, especially sources, omissions from sources, and plagiarism]

Other
[Any other Analysis & Rebuttal that does not fit in the categories above]


text: Critique of the 1776 Commission Report/Introduction


text:
Manchu/Library/The Analects/Book 9

leolen gisuren - fudzi -i asuru gisurerakūngge uyuci fiyelen 論語 子罕第九

title: Manchu/Library/The Analects/Book 9


text:
User talk:Yivan000

 ''Talk. Talk page.''

''It was said that I needed to write a talk page. And here I am writing a talk page.''

''Nobody said that. They didn't talk.''

You are reading this, not talking it.

- Yivan

title: User talk:Yivan000


text:
Free Knowledge Culture Calendar/January 24

Today in 1948 IBM dedicated the Selective Sequence Electronic Calculator (SSEC), the first electronic computer with stored instructions.


text:
History of video games/Platforms/Pimoroni PicoSystem

Background
Pimoroni (An acronym standing for Pirate, Monkey, Robot, Ninja) was founded in 2012 as an electronics manufacturer.

Development
Tom's Hardware noted a possible influence from Piromoni's older 32Blit platform.

Announcement
The PicoSystem was announced on January 21st, 2021 at a cost of 58.50 British Pounds, VAT inclusive.

Launch
By October 5th, 2021 systems were being shipped. By October 6th, 2021 systems had been received by customers.

The system was favorably reviewed following launch, though a Tom's Hardware review noted the MakeCode Arcade IDE had yet to support the device at launch.

Compute
The PicoSystem is derived from the Pimoroni Tiny 2040 developer board, and is thus based around the same RP2040 microcontroller. The RP2040 was announced around the same time as the PicoSystem in 2021 by the Raspberry Pi foundation and is made on a 40nm fabrication process, which was not cutting edge for 2021, but was a mature and reliable process size by this point. It is also important to note that this chip was released amidst a shortage of capacity among chipmakers, which may have limited which foundries were available.

The microcontroller sports a dual core ARM Cortex M0+ CPU clocked at 133 megahertz, with 264 kilobytes of RAM on board. This chip lacks a graphics processing unit (GPU), so the console must use software rendering for games. However the microcontroller does have very powerful input and output support functions which reduce CPU load.

Hardware
The system uses a square 1:1 ratio IPS display with a resolution of 240 pixels by 240 pixels.

A piezo speaker is used for audio.

A rechargeable lipo battery powers the system, with a USB type C port for charging.

Casing
The console casing is adorned with abstract art. The console has a model number of PIM559.

Manufacturing
The system notably used two PCBs, with the 3.2 mm PCB being depth-routed to also hold in buttons.

Pimoroni products are manufactured at a factory located in Sheffield, a city in the United Kingdom. When the Pimoroni PicoSystem was announced, the company was located at 2 Manton Street.

The packaging of the device was notably higher end, as many similar systems were shipped with more spartan packaging.

External Resources

 * Pimoroni - Official product page for the PicoSystem.


text:
History of video games/Platforms/Atari Game Brain

History
The Game Brain was developed by Atari as an early effort by the company to create a game console which used interchangeable cartridges.

Development on the Atari Game Brain was discontinued before release in order to focus efforts on the Atari 2600, which featured a more advanced design.

Technology
Each cartridge for the Game Brain essentially contained all major hardware for the console, essentially being condensed versions of previous Atari dedicated consoles.

The use of 4 rounded buttons arranged in cardinal directions is considered a precursor of sorts to the later D-Pad design.

External Resources

 * Atari Museum - Game Brain Page with history and photographs.


text:
History of video games/Platforms/32Blit

Development
The Pimoroni 32Blit was funded on Kickstarter. On May 20, 2019, the price of the console was 90 Great British Pounds.

Beta Launch
Beta consoles were shipped by January 2020.

As of October 6th, 2021 the system was still in development.

Legacy & Influence
Tom's Hardware noted a possible influence of the 32Blit on Pimoroni's newer Pimoroni PicoSystem platform.

Compute
The 32Blit is powered by a 32-bit ARM Cortex-M7 architecture processor clocked at 400 megahertz.

Storage
After initially planning to exclude expandable storage from production units, a microSD card reader was kept to aid expandability.

Hardware
The system has a 3.5 inch screen.

External Resources

 * 32blit.com

title: History of video games/Platforms/32Blit


text:
History of video games/Platforms/Atari Panther

History
The design of the Atari Panther was influenced by the Konix Multisystem.

The Atari Panther was supposed to release in 1991, but was ultimately scraped in favor of development on the Atari Jaguar. The decision to cancel the console was made just 6 months prior to launch.

A development system for the Atari Panther was produced, which shows significant investment from Atari in the concept.

Technology
The primary Panther CPU was a Motorola 68000 clocked at 16 megahertz. The Panther also used a 32-bit graphics processor clocked at 32 megahertz.

Audio was handled by an Ensoniq ES5505 OTIS sound processor clocked at 8 megahertz and with support for up to 32 channels of PCM audio.

External Resources

 * Atari Museum - Panther page with design documents.


text:
History of video games/Platforms/Nintendo Mini Classics

History
The Nintendo Mini Classics was a 1998 revival of Nintendo's prior Game & Watch concept, using much improved contemporary technology and hardware designs. Some Nintendo Mini Classics games were ports of existing Game & Watch games.

In 2009 the systems cost between $5 and $20.

As the console did not rely on cutting edge technology, production continued until at least 2014, making this console line among the few to be on the market for well over a decade. The Nintendo Mini Classics would later be succeeded by the Game & Watch: Super Mario Bros.

Technology
Little is known about the exact technical specs of the Nintendo Mini Classics consoles, other than that the system is capable of gameplay roughly comparable to the Game and Watch.

The production of the Nintendo Mini Classics was outsourced to external companies.

The system is powered by dual LR44/AG13 batteries.

Notable Games

 * Donkey Kong Jr.
 * Mario's Cement Factory
 * Super Mario Bros

External Resources

 * FANDOM Nintendo wiki - Nintendo Mini Classics page.


text:
User talk:173.76.131.225

Twin prime

 * It's actually plagarised material, and hence deleted. Leaderboard (discuss • contribs) 11:20, 23 January 2021 (UTC)

Warning
—Atcovi (Talk - Contribs) 00:34, 28 January 2021 (UTC)

Warning
—Atcovi (Talk - Contribs) 17:42, 31 January 2021 (UTC)

No original research
Please do not create articles that are purely original research (like the three you just created), or are clearly not books, as they are out of scope for Wikibooks. Leaderboard (discuss • contribs) 17:43, 31 January 2021 (UTC)

Blocked
You've been warned about this before. Leaderboard (discuss • contribs) 19:29, 31 January 2021 (UTC)

Leaderboard (discuss • contribs) 20:02, 8 February 2021 (UTC)

 * Come on... Leaderboard (discuss • contribs) 17:09, 30 March 2021 (UTC)
 * Come on... Leaderboard (discuss • contribs) 17:09, 30 March 2021 (UTC)

title: User talk:173.76.131.225


text:
Talk:Chess/Arranging The Board

I don't know the proper way of writing this – but the board looks very weird, at least to me. Maybe it's just my computer.

title: Talk:Chess/Arranging The Board


text:
History of video games/Platforms/Atari Cosmos

Development
The Atari Cosmos was devised by Roger Hector, Allan Alcorn, and Harry Jenkins. The Atari Cosmos casing was designed by Roy Nishi.

The development of the Cosmos lead to internal hologram manufacturing breakthroughs at Atari, allowing them to go from individually making each hologram to mass-producing them at a cost of several cents per hologram.

The Atari Cosmos was essentially a fully developed product with at least 3 working units and more dummy units produced, but was not released to the public. A unit at the 1981 New York Toy Fair garnered significant interest and 8,000 preorders. Marketing positioned the Cosmos as a high end product worthy of a high price tag, which coupled with low production costs would have made the Cosmos very profitable for Atari. However wishy washy feelings from Management lead to the Atari Cosmos being scrapped.

Legacy
Despite never seeing a release the Atari Cosmos had a huge impact on gaming, as it's failure to launch resulted in some of Atari's most talented staff, including Pong creator Allan Alcorn and key R&D staff such as Roger Hector leaving the company. Roger Hector would later bring his talents to the Sega Technical Institute (STI), and Namco.

The Atari Cosmos had an impact on the broader world as well. The Cosmos would have also been one of the first commercial uses of holograms in a consumer product. Some of the Atari staff working on mass-producing holography would leave Atari to apply their expertise security holograms instead, such as those used on credit cards. Similar holograms would find use in applications fighting fraud and counterfeit items.

Technology
The COPS411 CPU powers the Atari Cosmos.

The Atari Cosmos used changeable two image holographic backgrounds, an interesting choice which decisively differentiates the Atari Cosmos from its contemporary competition. The idea is similar in concept to the overlay strategy used by other consoles to give color to monochrome games, but used to create a simple holographic background instead of a colored foreground. Gameplay graphics are generated in the foreground by a comparatively mediocre matrix of 42 red LEDs (7 LED wide, 6 LED tall resolution) giving the console a low resolution, even when compared to contemporary handhelds. Two incandescent lightbulbs are positioned to allow manipulation of the hologram. From this the Cosmos can effectively control two backgrounds from the hologram, either the left side or the right side.

The console has 9 built in game types which were selected by the cartridge pressing a button when inserted keeping cartridge costs low. Thanks to the holographic background, "New" games could be cheaply and easily made by using a new hologram with an existing game type. Thus while gameplay would be static, visuals would be updated. This also removed the need for game development to include programming after launch.

The Atari Cosmos takes 10.5 volts of AC Power at 750 milliamps. The console is often described as a tabletop console, as it does not use a battery, and thus while easily portable, can't be used while away from a power outlet.

The system has a model number of EG500.

External Resources

 * Video Game Kraken - Atari Cosmos page with history and photos


text:
User:I have been trying since

my name is Areh ugochukwu I am from Nigeria I want to help others to discover more about what is going on around them,I am an English type,I laugh,I joke but I can be rude.

title: User:I have been trying since


text:
Wikijunior:How Things Are Made/Wood/Toilet Paper

Products
Toilet papers are sanitary papers that need to be clean and hygienic. Toilet paper can be one- or two-ply, meaning that it's either a single sheet or two sheets placed back-to-back to make it builder and more absorbent. Color, scents, and embossing may also be added,

What do we need to make this thing?
Toilet paper is generally made from "virgin" paper, using a combination of softwood and hardwood trees.

Softwood trees such as Southern pines and Douglas firs have long fibers that wrap around each other; this gives paper strength.

Hardwood trees like gum, maple and oak have shorter fibers that make a softer paper. Toilet paper is generally a combination of approximately 70% hardwood and 30% softwood.

Other materials used in manufacture include water, chemicals for breaking down the trees into usable fiber, and bleaches. Companies that make paper from recycled products use oxygen, ozone, sodium hydroxide or peroxide to whiten the paper.

What is the step by step process?
Step by step (Preferable in bullet point list) tree as possible. The debarked logs are chipped into a uniform size approximately 1/4 inches. These small pieces make it easier to pulp the wood.
 * Step 1: Tree logs that arrived at the mill and are debarked, a process that removes the tree's outer layer while leaving as much wood on the
 * Step 2: The batch of wood chips is then mixed with cooking chemicals; the resultant slurry is sent to a 18.3-m tall pressure cooker called a digester. During the cooking, which can last up to three hours, much of the moisture in the wood is evaporated resulting pulps.
 * Step 3: The pulp goes through a multistage washer system that removes most of the lignins and the cooking chemicals. The fluid which are called as black liquor, is separated from the pulp, which goes on to the next stage of production
 * Step 4: The washed pulp is sent to the bleach plant where a multistage chemical process removes color from the fiber. Residual lignin, the adhesive that binds fibers together, will yellow paper over time and must be bleached to make paper white
 * Step 5: The pulp is mixed with water again to produce paper stock, a mixture that is 99.5% water and 0.5% fiber. The paper stock is sprayed between moving mesh screens, which allow much of the water to drain.
 * Step 6: Next, the paper is creped, a process that makes it very soft and gives it a slightly wrinkled look. During creping, the paper is scraped off the Yankee Dryer with a metal blade. This makes the sheets somewhat flexible but lowers their strength and thickness so that they virtually disintegrate when wet. The paper is then wound on jumbo reels that can weigh as much as five tons.
 * Step 7:The paper is then loaded onto converting machines that unwind, slit,and rewind it onto long thin cardboard tubing, making a paper log. The paper logs are then cut into rolls and wrapped packages


text:
Manchu/Library/The Analects/Book 10

leolen gisuren - gašan falgangga juwanci fiyelen 論語 鄉黨第十

title: Manchu/Library/The Analects/Book 10


text:
Manchu/Library/The Analects/juwan emuci fiyelen

leolen gisuren - neneme dosikangge juwan emuci fiyelen 論語 先進第十一


text: Talk:Chess/Famous Games

title: Talk:Chess/Famous Games


text: Talk:Kannada/Numbers

title: Talk:Kannada/Numbers


text:
Manchu/Library/The Analects/juwan juweci fiyelen

leolen gisuren - juwan juweci fiyelen
論語 顏淵第十二


text:
Manchu/Library/The Analects/juwan ilaci fiyelen

leolen gisuren - juwan ilaci fiyelen
論語 子路第十三


text:
Rexx Programming/How to Rexx/switch conditional

Rexx allows our program to examine numerous possible scenarios, one by one, until it finds a scenario which is actually the case. The keywords for doing this are SELECT, WHEN, THEN, and OTHERWISE. When we're done listing out scenarios and their possible responses, we close the construct with END.

/* Try to tell someone whether they have a fever or not. */ say "Enter your temperature in degrees Celsius:" pull degrees select when DataType(degrees) \= "NUM" then say "That's not a number. I can't help you." when degrees < 36.5 then say "Your body temperature is a bit low." when degrees > 37.5 then say "I think you have a fever." otherwise say "You're temperature seems normal." end /* NOT real medical advice -- just an example! */

After the example script receives its input, it starts running various tests. First, it checks whether the input is even a number. Then, it checks whether the temperature is too low, or too high. If neither of those conditions is met, it reports a normal temperature. After any of the WHEN conditions is met, the program stops checking, executes a line of code, and skips to the end.

Multiline responses
You can allow more complex functionality by using DO/END blocks.

say "Would you like to convert feet to meters or meters to feet?" say "Type M to enter a number of meters or F to enter a number of feet." pull choice select when choice = "M" then do  say "Enter a number of meters:" pull meters feet = meters / 0.3048 say "That's equal to" feet "ft." end when choice = "F" then do  say "Enter a number of feet:" pull feet meters = feet * 0.3048 say "That's equal to" meters "m." end otherwise say "I don't understand what you entered." end

Testing more than one variable
WHEN conditions can be as complex as we want them to be. Here's the famous FIZZBUZZ program, which counts normally except for multiples of 3, 5 and 15.

/* FizzBuzz */ do count = 1 to 30 divisible_by_3 = count // 3 = 0 divisible_by_5 = count // 5 = 0 select when divisible_by_3 & divisible_by_5 then say "FIZZBUZZ" when divisible_by_3 then say "FIZZ" when divisible_by_5 then say "BUZZ" otherwise say count end end

Isn't this just the same as IF/ELSE?
Yes. If you've already read up on IF statements, you can write the same kind of code using those. SELECT is just an convenience for grouping related conditional constructs, especially if you'd need a whole lot of ELSE IF lines.

/* Code with SELECT: */ select when number < 0 then type = 'negative' when number > 0 then type = 'positive' otherwise type = 'neutral' end /* Same code with IF */ if number < 0 then type = 'positive' else if number > 0 then type = 'positive' else type = 'neutral'

Why "switch"?
Control structures like this are sometimes called "switch conditionals" because some other languages use a "switch" keyword to analyze a single variable and branch to different execution pathways for different cases represented by different possible values. It often works with only a finite number of possible values and doesn't necessarily skip the other tests automatically. The Rexx version is more verbose but also more general. SELECT is often used in Rexx where other languages would have to use IF/ELSE.