text: Category:Book:Topological String Theory Methods of Computer-aided Drug Design

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


text:
User:Rex Jaeschke

About Me
I'm an independent consultant, seminar developer and leader, and author who has been working in IT for 45 years. (Prior to that, I worked six years in chemistry.)

Although I have been a long-time and frequent user, and financial supporter, of Wikipedia, I have never contributed. However, I am now considering doing so.

During the past 40 years I've developed a lot of intellectual property (IP). For the IP that I cannot sell, I'm looking at potential places where I can make that available to the public, free of charge. Wikibooks and Wikiversity are candidates. So, rather than starting out gently by making some small edits to existing works, I'm looking to upload whole books and manuscripts.

The primary candidate to start with is my book, Portability and the C Language, which was published in 1988. I am in the process of completing a revision.

For information about my professional life, see my website whose domain name is RexJaeschke. For information about my other life, see the link at that site for my personal blog, where each month since December 2009, I've posted a 6-8-page essay.

title: User:Rex Jaeschke


text: Category:Book:Tokelauan

title: Category:Book:Tokelauan


text:
Wikijunior:How Things Are Made/Food/Chocolate

Products
Chocolate can be found in many forms such as cocoa, candy bars, cakes and cookies). Chocolate comes from cocoa beans and cocoa trees first grew in South America's river valleys. By the seventh century A.D., the Mayan Indians had brought them north into Mexico. Many other Central American Indians, including the Aztecs and the Toltecs, seem to have grown cocoa trees, and the words "chocolate" and "cocoa" come from the Aztec language. When Spanish explorers arrived in Central America in the fifteenth century, they noted that cocoa beans were used as a type of money and that the upper class of the native populations drank cacahuatl, a frothy drink made of roasted cocoa beans mixed with red pepper, vanilla, and water.

What do we need to make this thing?
Cocoa beans are the main part of chocolate. Other ingredients are added, including sugar or other sweeteners, flavoring, and cocoa butters.

What is the step by step process?
The ingredients added during conching determined what type of chocolate is produced: sweet chocolate consists of chocolate liquor, cocoa butter, sugar, and vanilla; milk chocolate contains sweet chocolate with powdered whole milk or whole liquid milk.
 * Step 1: Cocoa beans are roasted, first on screens and then in revolving cylinders through which heated air is blown. Over a period of 30 minutes to 2 hours, the water in the beans is reduced from about 7% to about 1%. The roasting process triggers a browning reaction, in which more than 300 different chemicals present in the cocoa beans interact. The beans now begin to develop the rich flavor we associate with chocolate.
 * Step 2: Roasting also causes the shells to open and break away from the nibs (the meat of the bean). This separation process can be completed by blowing air across the beans as they go through a giant winnowing machine called a cracker and fanner, which loosens the hulls from the beans without crushing them. The hulls, now separated from the nibs, are usually sold as either mulch or fertilizer. They are also sometimes used as a commercial boiler fuel.
 * Step 3: Next, the roasted nibs undergo broyage, a process of crushing that takes place in a grinder made of revolving granite blocks.The design of the grinder may vary, but most resemble old-fashioned flour mills. The final product of this grinding process, made up of small particles of the nib suspended in oil, is a thick syrup known as chocolate liquor.
 * Step 4: The next step is refining, during which the liquor is further ground between sets of revolving metal drums. Each successive rolling is faster than the preceding one because the liquor is becoming smoother and flows easier. The ultimate goal is to reduce the size of the particles in the liquor to about 0.03 cm.
 * Step 5: The liquor is remixed with cocoa butter. The restored cocoa butter is necessary for texture and consistency, and different types of chocolate require different amounts of cocoa butter.
 * Step 6: The mixture now undergoes a process known as conching, in which it is continuously turned and ground in a huge open vat. The process's name derives from older vats, which resembled large conch shells. The conching process can last about three hours This is the most important step in making chocolate. The speed and temperature of the mixing are critical in determining the quality of the final product.
 * Step 7: The chocolate is poured into molds, cooled, cut, and packaged


text:
User:Taavi/script-redlinks.js

$(document).ready( function {    // Remove redlinks if they exist upon pageload    redlinks_removeall; }); $(function($) {	mw.loader.using( ['mediawiki.util'] ).then( function { var portletlink = mw.util.addPortletLink('p-tb', '#', 'Remove redlinks'); $(portletlink).click( function(e) {			e.preventDefault;			// Default parameters, and begin script on regular view of article			var loc = window.location.href;			var redlinks; var i;			// Gather all redlinks with class "new"			redlinks = [];			var a = document.getElementsByTagName('a');			for (i = 0; i < a.length; i++) {				if (a[i].getAttribute('class') == "new") {					redlinks[redlinks.length] = a[i].href.replace('https://en.wikibooks.org/w/index.php?title=',).replace('&action=edit&redlink=1',);					redlinks[redlinks.length-1] = redlinks[redlinks.length-1].replace(/_/g,' ');					redlinks[redlinks.length-1] = decodeURIComponent(redlinks[redlinks.length-1]);				}			}			// Save all redlinks			if (redlinks.length > 0) {				localStorage.redlinks = JSON.stringify(redlinks);				// If we are in the edit page, then remove redlinks automatically; if we are on the reading page, then go to the edit page if (window.location.href.indexOf('action') >= 0) redlinks_removeall; else window.location = window.location.href.substr(0, window.location.href.indexOf('#'))+"?action=edit"; } else { alert('No redlinks!'); }		});	}); });

function redlinks_removeall { // Automatic removal of redlinks when stored. if (localStorage.redlinks !== "" && localStorage.redlinks !== undefined) { // Gather saved redlinks var redlinks = JSON.parse(localStorage.redlinks); // Regular expression to escape special characters var totalredlinks = 0; RegExp.quote = function(str) { return str.replace(/[.?*+^$[\]\\{}|-]/g, "\\$&"); };

var wpTextbox1 = document.getElementById('wpTextbox1'); var editBox = $('#wpTextbox1');

for (i = 0; i < redlinks.length; i++) { // Regular expression for piped links and direct links var reglink1 = new RegExp('\\[\\[\\s*('+RegExp.quote(redlinks[i]).replace(/\s/g, "[\\s\\_]*")+')\\s*\\|\\s*([^\\]]*)\\s*\\]\\]','gi'); var reglink2 = new RegExp('\\[\\[\\s*('+RegExp.quote(redlinks[i]).replace(/\s/g, "[\\s\\_]*")+')\\s*\\]\\]','gi'); // Add total number of matches for both if (editBox.val.match(reglink1) !== null) totalredlinks += editBox.val.match(reglink1).length; if (editBox.val.match(reglink2) !== null) totalredlinks += editBox.val.match(reglink2).length; // Includes categories // Remove category rather than simply convert it to unlinked text if (redlinks[i].substr(0,9) == "Category:") { var reglink3 = new RegExp('\\[\\[\\s*('+RegExp.quote(redlinks[i])+')\\s*\\]\\]\\n','gi'); editBox.val(editBox.val.replace(reglink3,"")); }			// Remove redlinks and convert to unlinked text editBox.val(editBox.val.replace(reglink1,"$2")); editBox.val(editBox.val.replace(reglink2,"$1")); }

// Alert for summary of removed redlinks; total in edit summary if (totalredlinks > 0) { document.getElementById('wpSummary').value += "Removed "+totalredlinks+" redlink"+(totalredlinks==1?"":"s")+" via script."; alert("Automatically removed "+totalredlinks+" redlink"+(totalredlinks==1?"":"s")+"!"); } else { // Redlinks were seen in the article but none were found in the wikicode - check the nevigational boxes for these redlinks alert('No redlinks in the article! (Check transcluded templates and the navigational boxes.)'); }

// Clear all saved redlinks localStorage.redlinks = ''; } }

title: User:Taavi/script-redlinks.js


text:
User:Taavi/script-redlinks

This script was imported from w:User:Alex 21/script-redlinks.js as requested. To install, add the following two lines to your common.js:

title: User:Taavi/script-redlinks


text:
User:Taavi/common.js

mw.loader.load( 'https://en.wikipedia.org/w/index.php?title=User:Alex_21/script-functions.js&oldid=975890371&action=raw&ctype=text/javascript' ); importScript( 'User:Majavah/script-redlinks.js' ); // Backlink: User:Majavah/script-redlinks.js

title: User:Taavi/common.js


text:
User:Taavi/sandbox

Test test User:Majavah.

title: User:Taavi/sandbox


text: Category:Book:Cabinet Vision: The Last Mile


text:
Themes in Literature

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

title: Themes in Literature


text:
Themes in Literature/Contributors

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

 * 1) Ashley Ramjattan
 * 2) Kiara.B228
 * 3) Lesleysiri
 * 4) Mahimol28
 * 5) Caribbean Baby
 * 6) Meilleux
 * 7) Kira.SStewart
 * 8) MelissaDP
 * 9) Rosie
 * 10) FreeRighter
 * 11) Señor Rodriguez
 * 12) Sunshine
 * 13) Mostafa Mahmoud
 * 14) Gerusamaso
 * 15) Royal Blue Queen
 * 16) Dr. Van's Labyrinth
 * 17) Dr. X

title: Themes in Literature/Contributors


text:
Themes in Literature/Isolation and Community/Belonging

"All immigrants belong.
 * -Pierre Ieong"

"This story of loss and regaining of identity is, I think, the framework of all literature.
 * -Northrop Frye, The Educated Imagination (1963), Ch. 2"

Text
Belonging, a short film by Pierre Ieong. Winner of the Honorary Award at the United Nations PLURAL+ Youth Film Festival, New York, 2016.

Analysis
A sense of belonging means one feels connected to individuals, places, communities, and the world. The contrary feeling--alienation--can lead to low self esteem and depression. Our life experience, childhood, culture, social setting, and self-esteem can all shape how we experience belonging. The need to belong is a valid and essential feeling and it can push us to connect with others. The director of the short film Belonging, Pierre Ieong, gives us the point of view of a young Armeanian Syrian refugee named George Gabonian. Over the years, George and his family have had to relocate their home many times, so he always has felt like he does not fit in. However, at the age of four, his father encouraged him to join the Scout Movement, where he found comradeship and a common purpose: to survive the wilderness together.

After the violent death of his father during the Syrian civil war, George and his mother had to flee Syria, relocating to Paris. At first, George felt isolated in such a big and foreign city and yearned to feel a sense of belonging. To illustrate his feelings, the director compares George’s memories as a boy scout to the new memories that he is making in his international class at the Lycée Jean de LaFontaine. The differences seem to stand out at first: while George's boy scout team is made up of boys like him, his international friends are female as well as male and come from many different countries and cultures. And yet, as George points out, “[w]e all come from different places, [but are] united here with a common objective.” The community the international students have created as outsiders to the French culture makes George feel they all have the same purpose: "We're little scouts in our hearts."

The importance of the analogy is given at the end of the film, when George concludes that “[a]lthough we’re out of our homes, in the wild, we’ve got each other’s backs.” He is commenting on the reality that, just like him, we all live in some form of chaos and the connection to others and sometimes places is what balances us. In those moments, knowing that we are surrounded by other people who genuinely accept us and care for our well-being reassures us. That sense of comfort when we realize that we have others around us who share our objectives and fears--that is belonging.

Throughout the film, Ieong uses specific mises en scène to aid us in visualizing George’s journey of loss, change, and eventually, belonging. For example, when George says that moving to Paris was scary, the director shows a shot of a crane very high in the air to symbolize fear of heights; this gives the viewer a visual sense of the George's fear caused by the traumatic chaos in his home when his father was killed as well as by his move to an alien environment. When George mentions that he felt lost, the director creates a scene of him being surrounded by many people walking in different directions-- he is surrounded by people but he still feels isolated.

Another example is a scene of George laughing and eating with his fellow boy scouts to illustrate the happiness that George felt when he belonged. This scene not only contrasts with the shots of George alone on the subway and in the streets of a crowded Paris but also with a low-key scene where George eats a meal with his mother at a kitchen table in their Paris apartment. Sad music punctuates the scene as George recounts the devastation he felt at the violent loss of his father. A balance is then achieved in the last scenes with his new friends: they are moments full of light and vivid scenery that encapsulate the happiness that may eventually offset George's loss.

Overall, Ieong's film shows that George's journey as an immigrant has been made successful by his father's early insistence that he build identity through fellowship; in every case, it is this fellowship that has allowed him to find a sense of belonging in the midst of uncertainty.

Glossary

 * Refugee: A person fleeing their home to escape persecution or conflict who seeks asylum in other parts of their country (also known as an internally displaced person), or in other countries. Protected by international law, refugees cannot be forced to return to their home if their lives would be endangered. Until a refugee can resettle, they rely on others to provide the basics of shelter, food and water, and healthcare.

 * Syrian Civil War: An armed conflict between several factions that include the Syrian Armed Forces, a loose alliance of opposition rebel groups, and the militant Islamic group Islamic State of Iraq and the Levant (ISIL), each supported by international allies. It began in 2011 when the Syrian government violently suppressed pro-democracy protests. As of 2016, six million Syrians have been internally displaced and more than five million have fled Syria.

 * The Scout Movement: An international educational movement whose purpose is "to contribute to the development of young people in achieving their full physical, intellectual, emotional, social and spiritual potentials as individuals, as responsible citizens and as members of their local, national and international communities." Its goal is to train its members to become independent, helpful, healthy, and happy.

Comprehension questions

 * 1) In an interview about Belonging, Pierre Ieong explains that George is trying to find his identity. What is an identity? Why does George have to try to find or create an identity? How is he doing so?
 * 2) The film compares shots of George surrounded by the greenery of nature to George surrounded by the traffic of Paris to represent George's idea of being out "in the wild." Does this comparison work for you? Why or why not? If not, what scenery would you have chosen to express George's feeling that he must survive in a hostile world?
 * 3) George believes that he and his classmates are "little scouts in our hearts." What does he mean by this?
 * 4) The end of the film featuring George's classmates are shot outdoors. How does this scenery represent George’s outlook on life?

Creative thinking questions
References
 * 1) Read about the Scout movement (see resources under "Further reading"). Hypothesize which skills and strategies George learned as a scout may have helped him navigate his displacement.
 * 2) Imagine that due to war or a natural disaster you had to move to a country where you were a stranger and different. What in your upbringing could you draw upon to make this sudden change and build a new life? If you realize you completely unprepared, what are some actions you could take right now to be better prepared if such an event were to happen?
 * 3) Very often, refugees do not have time to pack their possessions before they have to run for their lives. Imagine you had to leave your home due to a war or disaster and only had time to take one thing with you. What would you choose and why?

Other short films by Pierre Ieong

 * L’Amour Invisible / I Saved The Fish (2019)
 * Skin to Skin (2018)
 * Maledictus Tormentum (2014)


text:
User:Yarnover

Hi! Starting my page...

title: User:Yarnover


text:
User:Yarnover/sandbox

My sandbox page. Hello

title: User:Yarnover/sandbox


text:
User talk:Yarnover

This is me Yarnover (discuss • contribs) 20:21, 4 January 2021 (UTC)

title: User talk:Yarnover


text:
User:Pratyya Ghosh/WSign.js

 PratyyaG  ·   Talk

title: User:Pratyya Ghosh/WSign.js


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

Bot Wikipedias and human Wikibooks
At start they were mostly for inserting interwikis (links between Wikipedia articles in different languages), but gradually they started to create new articles. Lastly, some Wikipedia versions like Cebuano, Waray-Waray and Egyptian Arabic were remained full of bot articles but with small reader communities. Bot usage was always at low level in Wikibooks, maybe because of complexities of its scientific content and contextual relationship between its pages. As well as, this project has the least number of interwikis (between various languages of Wikibooks), now present in the Wikimedia project Wikidata. Wikidata provides data for other Wikimedia projects including Wikibooks (now mostly in Lua language). These data can be used to autofill infobox templates in some Wikivoyage versions and may have more usages. Is wikidata changing Wikibooks to become a bot-based project, too? --Doostdar (discuss • contribs) 10:59, 2 November 2020 (UTC)
 * We do not remove manual interwikis even if they are also linked at Wikidata. Neither does en.wn. --Pi zero (discuss • contribs) 19:31, 2 November 2020 (UTC)
 * I will "battle" all day long to resist the encroachment of Wikidata here. I've seen what similar tools can do. A data set is used to generate "human readable" (debate!) content that is then consumed by more technology. For example, financial services companies create "commentary" on stocks by dragging data into "AI" generated templates to create something that has some resemblance to human written analysis. It is then typically read by another piece of software to extract the data for consumption into an analytics platform. The sum of all this computer horsepower is to move one set of data points to another place while dressing up as if there is some intelligence or meaning in it. It's idiotic. QuiteUnusual (discuss • contribs) 15:26, 5 November 2020 (UTC)

Wiki of functions naming contest - Round 2
. Reminder: Please help to choose the name for the new Wikimedia wiki project - the library of functions. The finalist vote starts today. The finalists for the name are: Wikicode, Wikicodex, Wikifunctions, Wikifusion, Wikilambda, Wikimedia Functions. If you would like to participate, then please learn more and vote now at Meta-wiki. --Quiddity (WMF) 22:10, 5 November 2020 (UTC)

Starting a book???
What can I start one on? FcoonerBCA (discuss • contribs) 06:22, 7 November 2020 (UTC)
 * You can start one on what you like, if within scope and policy. You might want to read What is Wikibooks? first, to give you an idea of what is allowed. Using Wikibooks is helpful as a manual. If you want to start "History of Wales" I'd imagine that would be fine. -- Jules (Mrjulesd) 11:02, 7 November 2020 (UTC)

Reference Previews – deployment to wikibooks?
A new feature called Reference Previews was introduced as a beta feature last year. After more than a year of testing, bug fixing and other improvements it will soon leave the beta state in the first wikis, enabling it by default for all users including readers. New features like this are deployed in multiple batches, to ensure everything runs smoothly. Therefore, we are currently looking for wikis that are interested in being among the first to gain the new feature.

The feature shows you references in a small popup when you hover over the reference number in square brackets. This way you can look up a reference without jumping down to the bottom of the page. The feature is part of the MediaWiki Popups extension, which is also used for the Page Previews feature. Both features can be turned on and off together by the user.

Several wikis have a gadget called “RefTooltips” to provide the same functionality. The new improvement was built as a possible replacement that should be more robust in the long term. It will however be up to the communities of each wiki to decide whether the new version should replace the old or not. If the gadget is enabled the user will not see the popup of our extension but only the old popup. If the user however disables the gadget and has page previews enabled, they will also see the reference previews by the popup-extension.

We would be very excited, if the wikibooks community is interested to be in the first batch to receive. If you have questions, let me know. -- 88.66.249.199 (discuss) 14:14, 19 November 2020 (UTC)
 * Hello 88.66.249.199,
 * That feature has existed in "Mobile view" for a year or so? Or Mobile has RefTooltips?

 * A few features in Desktop are not evident in Mobile. Aside from the "missing features" Mobile accomplishes the same result as Desktop with less complication. For me, duplication of interfaces is unnecessary.

 * The reference popup runs on JavaScript? Do MediaWiki developers test on a non-JavaScript browser? So much JavaScript flies around the 'net these days. Most of it achieving no great result. In fact Dillo usually opens a page in less than a second whereas Firefox is noticeably slower. If a wiki page can switch to a reference faster than it can open a popup, is the popup really a benefit? In most Web sites, I'd rather the JavaScript were omitted. No offense to developers but a matter of efficiency.
 * Regards, ... PeterEasthope (discuss • contribs) 16:07, 23 November 2020 (UTC)
 * Hello – first an apology for posting as not logged in user – that was not intended, I didn't notice I wasn't logged in.
 * Yes, the feature is similar, but not identical to the feature on the mobil view. And yes, the reference popups are implemented with Javascript, unfortunately this can still not be implemented properly without Javascript. If Javascript is disabled, the old behavior of jumping down to the reference is preserved. We implement all our features to work without Javascript – if technical possible. We also make sure that the behavior of users without Javascript is not deteriorated. In this case people explicitly wished to see the references without jumping down and up again, so that they wouldn't loose their focus while reading. As always with this kind of features, it can be disabled. -- Michael Schönitzer (WMDE) (discuss • contribs) 15:45, 25 November 2020 (UTC)

Call for insights on ways to better communicate the work of the movement
. Apologies if you are not reading this message in your native language. . A translatable version of this message is available on Meta. Call for insights on ways to better communicate the work of the movement The Movement Strategy recommendations published this year made clear the importance of establishing stronger communications within our movement. To this end, the Foundation wants to gather insights from communities on ways we all might more consistently communicate about our collective work, and better highlight community contributions from across the movement. Over the coming months, we will be running focus groups and online discussions to collect these insights. Visit the page on Meta-Wiki to sign up for a focus group or participate in the discussion. ELappen (WMF) (talk) 18:56, 18 November 2020 (UTC)

Problems adding / recognising modules
Hi there, I am adding modules on Latin Wikibooks such as la:Module:TableTools but these are not always being recognised by Template scripts, eg la:Formula:Ordered list. Does anyone have any tips as to why this might be? JimKillock (discuss • contribs) 13:59, 28 November 2020 (UTC)

Community Wishlist Survey 2021
The 2021 Community Wishlist Survey is now open! This survey is the process where communities decide what the Community Tech team should work on over the next year. We encourage everyone to submit proposals until the deadline on , or comment on other proposals to help make them better. The communities will vote on the proposals between and.

The Community Tech team is focused on tools for experienced Wikimedia editors. You can write proposals in any language, and we will translate them for you. Thank you, and we look forward to seeing your proposals!

SGrabarczuk (WMF) 05:52, 20 November 2020 (UTC)

Wikidata descriptions changes to be included more often in Recent Changes and Watchlist
''Sorry for sending this message in English. Translations are available on this page. Feel free to translate it in more languages!''

As you may know, you can include changes coming from Wikidata in your Watchlist and Recent Changes (in your preferences). Until now, this feature didn’t always include changes made on Wikidata descriptions due to the way Wikidata tracks the data used in a given article.

Starting on December 3rd, the Watchlist and Recent Changes will include changes on the descriptions of Wikidata Items that are used in the pages that you watch. This will only include descriptions in the language of your wiki to make sure that you’re only seeing changes that are relevant to your wiki.

This improvement was requested by many users from different projects. We hope that it can help you monitor the changes on Wikidata descriptions that affect your wiki and participate in the effort of improving the data quality on Wikidata for all Wikimedia wikis and beyond.

Note: if you didn’t use the Wikidata watchlist integration feature for a long time, feel free to give it another chance! The feature has been improved since the beginning and the content it displays is more precise and useful than at the beginning of the feature in 2015.

If you encounter any issue or want to provide feedback, feel free to use this Phabricator ticket. Thanks!

Lea Lacroix (WMDE) 14:39, 30 November 2020 (UTC)

Books
History of Wales I want to start. Is this okay???

FcoonerBCA (discuss • contribs) 06:30, 7 November 2020 (UTC)

 * Sounds like a good topic for a book. We have a book about how to write books for Wikibooks: Using Wikibooks.  You'll likely want to shelve a book about the history of Wales on Shelf:European history.  Welcome to Wikibooks. :-)  --Pi zero (discuss • contribs) 12:28, 7 November 2020 (UTC)

What can I do here
Hello! I come from the Simple English Wikipedia. I'm wondering what I can do to help out here! --つがる (discuss • contribs) 03:27, 27 November 2020 (UTC)
 * Thanks for asking. On Wikibooks, most books are basically individual efforts, really. There's no reason it has to be that way but there is just a very small community here. So if you have a passion project, you can work on that, for sure. If you have a low level of English, take a look at Wikijunior. Or, if you have recipes to share, see the Cookbook. There's of course also maintenance, fixing typos, etc. —Justin ( koavf ) ❤T☮C☺M☯ 05:12, 27 November 2020 (UTC)
 * If you are experienced with working with simple English, there are several books (as well as the whole of Wikijunior) that would benefit from expansion and editing. The Wikijunior books are targeted at 8 year old children, so as well as simple English it's important to keep the concepts simple and the language engaging. Please do read Using Wikibooks first. This project works quite differently to the Wikipedias - for example, we don't tend to have lots of wikilinks or link between different books as they are intended to be read as a book - front to back - potentially in print form. QuiteUnusual (discuss • contribs) 09:07, 27 November 2020 (UTC)


text:
User:Mileskiy Olufsen

Mileskiy Olufsen

title: User:Mileskiy Olufsen


text:
User talk:Mvuka

Welcome
Welcome to Wikibooks, Mvuka!

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

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

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

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

--Pi zero (discuss • contribs) 15:50, 5 January 2021 (UTC)

title: User talk:Mvuka


text:
User:Jeddy01

Everyday is all we have!

title: User:Jeddy01


text:
User talk:Account569

How did music first began? What did the first type of music sound like? Music is all around us and is considered an large part of our lives. Across the globe music has existed in every culture. Yet, we do not stop to think about how music came to occupy this postion. Who first thought of music? Who produced the first melodie and songs? How did music became and developed to be such an important aspect of our lives? The search for the answer of these questions takes us back thousands of years into the past. Scholars across the globe are trying to learn more information about the first types of music. Examples are the instruments that created and made the first types of music, and the types of role music played for the early humans. In 2009, an primitive flute was discovered by a group of researchers. The primitive flute is made from the hollow bone from an griffon vulture, and the primitive flute is thought to be 35,000 to 40,000 years old. The primitive flute is thought to be possibly made from the Neantherdals, because the Neantherdals lived at this time period where the primitive flute was found in Germany. The primitive flute has five air holes along the hollow tube, and scholars believe that the primitive flute is capable of playing complex melodies. The song Star Bangle Banner was played when an experimental archaelogist created an reproduction of the primitive flute. In the preliterate cultures, or in other words cultures written without language had prehistoric, primitive, music that includes all the types of music that was created by them.{Meaning the preliterate cultures}. Prehistoric music is the first type of music that was created or played. Even though humans were able to have access to these ancient instruments, the music of the early humans also the world too are considered still as an mystery to us. When the prehistoric humans left no written record for us, we only have less knowledge of the early production of early music than we do about the facts of early music. What we do have knowledge of is that archaelogist researchers and the other types of evidence disovered cave paintings. Archaemusicology is the use of the archaelogical techniques in the study of music. This area of study discovered and analyzed evidence that relates to music. Scholars have tried to trace early forms of music to see how they have influenced later forms of music. There is an number of theories of how music developed. Some scholars have argued that music developed from the natural sounds and rhythm of early cultures. Which might include everything from bird calls to a persons heartbeat. As humans, we try to mimic the sounds that we hear and sense around us. Because of this it is natural for the early humans to mimic the sounds that they sense and hear around them too. Examples are the chirp of an insect or an roar of an animal. If this had been the case, then early music could have been developed from the mimicking of sounds. Early music isn't only used to mimick sounds, but also to create the reactions from animals during hunting {either calling the animal towards them or getting them to respond to their own calls}. Since prehistoric people didn't have the instruments we have today, they created music in other ways. Voices is likely one of these examples, because archaelogist discovered and found that prehistoric people may have placed marks on the walls and the ceilings of some caves in order to note special acoustics in the cave. An example would be, Pech Merle which is a French cave that is covered in red dots on the ceiling that notable of these special acoustics spots in the cave. In the French cave there are similar red dots on the walls on the cave, and these spots seem to indicate where the sound would best echo and carry throughout the cave. It may have been possible that prehistoric people used their voices or other items to fill the cave with sound. Some of the studies that are similar to the French cave has suggested cave paintings, in addition to the marks of the paintings like the red dots, appears at places in the cave where the natural echo is strong. Although the earliest music may have been created from voices, it is likely that prehistoric people created rhythm or beats by hitting objects together, which may have been anything such as clapping your hands together to hitting a piece of wood on a rock. Humans had used tools from about 100,000 years ago, which makes it likely that the prehistoric humans have inspired the similar sounds in music. Also there is an indication that prehistoric humans may have created rhythm and sounds using created instruments. While these prehistoric instruments may have been primitive compared to the instruments today, these prehistoric instruments fulfills the same purposes that instruments do in our lives. Until recently at the time, when scholars believed that voices from the prehistoric humans and the early drums were the primary instrument that was used in prehistoric times. In the late 1990s, scholars discovered a flutelike artifact that was created from the bone of a cave bear. The flutelike artifact created from the bone of a cave bear is the Divje Babe flute that was found in Slovenia and it appears to date back about 50,000 years ago. The Divje Babe flutelike artifact had several holes, and the player could vary the tone of the sound when blowing air through the instrument.

Flutes like the Divje Babe represents some of the first musical instruments. Most of the prehistoric flutes was uncovered during early periods of human history that are made of bones that are hollowed out to allow air to pass through. The simplest form of these prehistoric instruments, is when someone blows air into one end, producing a musical sound as the air passes through and exits the instrument at the other end. More complex forms of these prehistoric instruments, resembles the modern day recorders and flutes, with holes on the top or the sides of the bone. This allowed humans to create different tones by covering one end or more of the holes when they blew air into the instrument.

Over time, people are creating and improvising newer forms of music and musical instruments. The evolution of musical instruments may appear slow but steady. Such as the prehistoric flutes, humanly created sounds, prehistoric trumpets, and prehistoric harps. The production of ancient music was produced from the prehistoric literate societies. In 4000 BCE, humans developed and created written languages, and the ancient music belongs to those societies that lived or after this time. When humans developed and created written languages it was not developed in the same rate or in the same way in every place. Since societies were seperated {or isolated from each other} at this time, people were not able to learn about the new musical instruments or the new pitches from from other cultures for quite some time. Because of this, prehistoric music evolved slowly in one place, such as the information of musical societies from other cultures was passed along during trade or migration. The difference between prehistoric music and ancient music is that overtime prehistoric music became more standarized. Meaning rather than just random sounds or tones, ancient music had featured deliberate patterns and the repetition of these deliberate patterns within a piece of music. Although when ancient music was not written down until later on, we are not sure how the music sounded, and the ancient music is described as standardized. At the time ancient societies developed and made their own types of music and musical instruments. Ancient Egypt is known for its advances in society and technologies, such as the pyramids and Ancient Egypts hieroglyphics. At the time, the Ancient Egyptians had made a number of advances and changes of the music that came before them. Ancient Egyptians, and many other societies during this time had believed that music is an gift for humans from the gods. In the temples of Ancient Egypt, music was played as an part of religous life. Archealogist discovered murals and other artworks that depicts musicians and individuals dancing to music. Scholars are unsure about how the ancient music sounded like during early Egyptian society, but the evidence that was discovered by archaelogist and scholars has found that Egyptian music uses a five scale tone, and is believed they used male and female voices in their works. The Egyptians created and developed an number of different instruments that has been discovered. In 4000 BCE, lutes and heart strings are played in Egyptian societies. Other types of instruments that Egyptians developed includes lyres, clarinets, tambourines, trumpets, and harps. Some of the Egyptians instruments that were discovered were adorned with precious metals such as gold, silver, and lapis lazuli. Particulary harps were adorned within these metals. In Mesopotamia {which is current day Iraq and the surrounding area}, musical scales and ancient musical instruments are discovered by archaelogist. In different parts of Mesopotamia, excavations had lend to the credence of the idea that the ancient world had an form of musical notation. The musical notation that was discovered is significant, because of the evidence that the musical notation had the ability to write a song or an musical piece so the musical notation is played the same way. In 2000 BCE, in Nippur the cuneiform tablet is discovered. The cuneiform seems to give instructions on performing an particular piece of music. This cuneiform musical notation is fragmentary when it was discovered, and the interpretation is controversial, which makes it one of the first musical notation. In the 1950s, at Ugarit {in present day Syria}, the Hurrian song is discovered as an fragmentary relic, and is an nearly complete example of notated music. The Hurrian song is an nearly complete song that is written down in cuneiform in clay tablets, and one of the tablets is noted as an song, and the musical notation appears to be written down in nine stringed lyre. In Mesopotamia, excavations in numerous sites has appeared as large role in Mesopotamia lives. An example is that art during this ancient time, has featured people playing lyres, and music during important life events. Examples of music played during important life events are marriages, and royal family births. These instruments are used for the creation of lyres {stringed instruments}, harps, red pipes, lupes {stringed instruments with a neck}, and drums. The evidence of these instruments indicates that music is central to religion and religous rites for many Mesopotamian groups. In 18000 BCE, another Mesopotamina culture called the Babylonians used psalms and hyms during their religous services, which included two different voices that alternated in their chants. In India, archealogist discovered and found that music and instruments in the Indus Valley {which is present day Afghanistan, Pakistan, and northwest India}. In the Indus Valley civilizations, excavations discovered both stringed instruments, and seven holed flutes. The collection of hyms that was used in ancient times in religous rituals is the Samaveda.

In ancient India the imporantance of music is best seen through the Natya Shastra. The Natya Shastra is a written discourse featuring performance on arts, which includes dance, music, and stage performances. The Natya Shastra is believed to be written down at the time between 200 BCE and 200 CE, from Bharata, a prominent sage. The treatsie list the different types of instruments made and discovered in India, and the popular musical forms at thsi time. Some people argued that the document represented the foundation of the music and other fine arts for India, which it contains much information about the ancient music. In ancient Greece, classical art has its foundations. The foundations of classical music has likely stemmed from ancient Greece. Ancient Greece approached music in similar ways, as did other ancient societies. They also approached music in new and innovative ways. The Greeks believed that music came from the gods, particulary from the god Apollo, and they believed that music is able to influence the thoughts and behaviors of humans. In ancient Greece, the Greeks emphasized science and mathematics. Meaning the Greeks had a strong interest in studying and explaining the world around them. The Greeks searched for patterns and developed formulas so they could describe the patterns they created. Some of the Greeks discoveries are used in science and mathematics today, such as the concepts of Pythagoras theoem on the sides of an right triangle. The Greeks had been interested in symatically studying the world around them, which extended to symetically studying music. The Pythagoras studied music too, particulary studying the relationships between music intervals. The famous Greek philsopher Aristole took Pythagoras findings and laid some of the foundation of music theory. Music theory is the study of how musicians made music. Aristole argues the difference in music, which is whether in the melody or rhythm has varying effects on people and that music should include education of the youth because of its potentional postive effects. The various descriptions of the music in ancient Greeks also appeared to be monophonic. Monophonic means to have a single melody with no accompanient. Researchers discovered that ancient Greeks music has about thirty different melodies, which has been discovered on stones, fragments on papyrus, which was used as paper during this time. The melodies of monophorics is appearing in one of several musical forms. Much of the ancient Greeks music is memorized rather than written down, which makes it limited to the archaelogist examples of what we can find to give us an indication of what the music was like during this time. One of the forms of music is lyric poetry. Lyric poetry is music including poems by instrumental music, often lyre {hence the term lyric}. The musical form lyric poetry tells us songs of love and victory. Choruses are used during ceremonies and rituals, weddings, and funerals too. Vocal music is held in higher esteem than pure instrumental music because philosophers such as Aristole argues that only the creatures with souls had voices, which distinguises tha voice is appreciated as an element that distinguishes the differnce between animal and spirits. The Epitah of Seikilos is one of the famous ancient Greek songs that survived to this present day, and is believed to date back to the first century CE. The song is one of the oldest complete musical compositions that has found. The translated song lyrics follows: "As long as you live, be happy: do not grieve at all. Lifes span is short; time exacts the final reckoning." Over time the ancient empires and civilizations collapsed or meaning they were conquered by others, which makes music moved closer that we are familiar with today. After when the Roman Empire fell in 476 CE, Europe moves toward the Middle Ages or the medieval times. Medieval music is the music that is produced in medieval Europe. This time period is thought to began with the fall of the Roman Empire, and the ending with the rise of the Renaissance period in Europe during the thirteenth century. Medieval music occurs from about 500 CE throughout the early 1400s. Early medieval music is connected with spirtual and religous activies and beliefs. The Catholic Church gained power at this time, filling the leadership gap that created a weak state governments. Because of this the Church had an great deal of influence and control over the arts, including music. Religos leaders chose to distance themselves from the paganism, meaning non Christian religions that emphasizes worship of nature instead of God. Paganism is associated with ancient Greek and Roman music. The music in the Middle Ages is different from the Greek and Roman empires, which led when musicians employed by the church or other religous institutions, and a great deal of medieval music was actually produced within monasteries.

The chant is one of the earliest types of medieval monophonic music. Chant is a type of monophonic sacred music. Medieval. chant influenced the various songs that was sang in Jewish traditions, and the monks sang chants during religous societies, and the melodies that the chants were recited to were often simple ones. Since various societies in Europe are isolated, even with the Catholic Church as an whole, the development of chants had their own styles in different places, such as the development of chants in Spain which shows the influence of North African music, while the chants in France are highly decorated and elaborate.

In 600 CE, Pope Gregory I had wanted to standarized the used chants during Mass, which is the Catholic religous service. This led to the desire of Gregorian chant, which is sung by male choirs. This Gregorian Chant is still being used today in many Catholic churches around the world. Medieval music in previous time periods is based on modes. Modes are musical forms that is used before the usage of familar modern day scales. Modes has a series of pitches organized in predefined order, with the specific intervals that is between each pitch, and modes are considered to have seven different kinds that used composed and played music. Examples are Ionian, Dorian, Phygian, Lydian, Mixodlyian, Aeolian, and Locrian. Each of these different modes has started on different notes and is continued on major scales, such as the Dorian mode that begins on D and moves upward playing all of the white keys until D again. The mode is considered to be D,E,F,G,A,B,C,D. The Phygrian mode begins on E and then moves upward to the keyboard touching only the white keys and ending on E. The Gregorian chants has used these musical modes. When monophonic music has dominated the early Middle Ages, polyphonic music grew popular and is used particulary about 900 CE. Polyphonic music is music that uses two or more independent melodies. Musicians and singers added harmonies to the chant, and there are early examples that are simple with an second voice that sings an fourth or fifth interval above the melody. Over time Polyphonic music becomes more complex, with more voices and counter melodies added. Organum is one of the first polyphonic form of music to develop. Organum is when there is an addition of an second voice that is sung in tandem, to Gregorian chants. The second voice is harmonized with melody that is at an interval below the main melody. Meaning the main melody goes up or down, as well the second voice. There are different forms of music in Medieval Europe. The music in Medieval Europe inspired and gave birth to the foundations of the musical notation that we are familar with today. In the early medieval music, medieval music did not used any forms of musical notation. Meaning the musical notation is memorized and played or is sung by ear. Since the musical notations monophonics are considered as fairly simple, this made the musicians to be able to better remember them. The neumes is one of the musical notation techniques that was developed. Neumes are signs that is written above the chant words that indcates where the voices should rise and where the voices are to fall in tone. During the early uses of neumes, the neumes gave us information about the melody that is followed, but the signs of the neumes has no indication of the exact rhythm or note. The later examples of neumes are beganning to incorporate information about the note and the rhythm of the melody. Neumes are considered as an primary system of musical notation with the five line staff musical notation that we see today. One of the major effects of the increased complex musical notation is that individuals composers ahd gained more recognition for their work. Before the use of musical notation is widely being used, musical pieces are passed along throughout memorizations of live performances. Meaning that composers has often forgotten the musical pieces while the music was played and spread. When the musical notation is beginning to spread and is used more widely, the composers name is noted with the musical piece. Because of this event, there was greater recognition for composers as their names starts to be associated with particular musical pieces. One of the first musical composers that benefited greatly is Guillaume de Machuat who lived from 1300 to 1377. Machuat wrote the Messe di Notre Dame and is influential in production and development of polyphonic music during the Medieval period. He is considered both an poet and composer, and has written over one hundred songs that would play an important role in the rise of musical forms. An example is the motet, which is a type of vocal music and considered as Catholic mass.

How to make old 1915-1922 old fashioned oatmeal.
Warm up hot bowl of water in microwave for 5 minutes.

Cautiously take out bowl, and put in scoops of rolled oats.

Mix.

Enjoy old fashioned rolled oatmeal.

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The Story of Rhodesia/Colony of Southern Rhodesia Post WWII

1946 Elections - First Elections since WWII
During the war a number of changes to the franchise had been made. The arrival of large numbers of British citizens to train as pilots for the Royal Air Force from 1940 led to a sudden increase in the electorate. Many Rhodesians felt that the forces personnel ought not to have the vote, given that their presence in Rhodesia was transitory and they had no long-term commitment. Therefore, the Assembly passed the Electoral Amendment Act 1941 which disfranchised them. The Act also disfranchised British citizens from other dominions who were not prepared to make a declaration of willingness to serve in Southern Rhodesia's defence forces. A third provision of the Act was to extend a previous lifetime disqualification of those sentenced to imprisonment to those given suspended prison sentences.

In the Civil Disabilities Act 1942, anyone convicted of treasonable or seditious practices, those who had deserted from or evaded service in the Army, or who were cashiered or dishonourably discharged, was disqualified from registration as a voter. To cope with the large number of Rhodesians serving away from the colony in the armed forces, the Active Service Voters Act 1943 permitted them to record their votes in a general election. They were permitted to vote for a political party rather than an individual candidate.

The twists and turns within the Rhodesia Labour Party which led it to divide into two parties at this election are recounted in the article on the Rhodesia Labour Party.

Jacob Smit, who had been an ally of Huggins in Reform Party days and previously served at the Ministry of Finance, went into opposition early in 1944. He joined a group of conservatives who were developing a new political party on the principles of economy in public spending, free enterprise, and seeking dominion status within the British Empire. Smit was soon appointed the Leader of this group, which named itself the Southern Rhodesia Liberal Party.

1948 Elections
The 1946 election had left the United Party in a precarious position in an overall minority in the Southern Rhodesian Legislative Assembly, and reliant on the support of the Rhodesia Labour Party. Huggins was therefore seeking an opportunity to re-establish an overall majority. However, Huggins knew from his experience in 1934 that he needed to justify asking for a dissolution of the Assembly and a general election, as the Governor was not necessarily willing to grant one merely because it had been asked for.

Early in 1948, Huggins made his move by proposing that his own United Party merge with the opposition Liberal Party (which was a right-wing organisation). He then went to the Legislative Assembly and put down a motion of confidence in his government which endorsed all its policies for the full term of the Assembly. The Liberal Party, sensing a trap, agreed to the principle of fusion of the two parties but insisted that it be on the basis of Liberal Party policy. When the vote of confidence debate was concluded on 6 February, Huggins accepted an amendment moved by the Rhodesia Labour Party, and the confidence motion then passed without a division. Huggins had lost his chance for an election but gained endorsement of his government.

This situation did not last long. In July, the Coinage and Currency Bill was defeated by one vote on a clause which would have allowed the Currency Board to provide accommodation. Although this was a minor matter, Huggins argued that it was an issue of confidence because this provision had been agreed with the governments of Northern Rhodesia and Nyasaland in the Central African Council; as negotiations to form a new majority government failed, the Governor granted a dissolution.

Supporting Huggins' position, the South African general election in May that year had seen a win by the National Party which largely represented Afrikaners. This election marked a transfer of power away from the English-speaking South Africans and shocked the mostly British descended Southern Rhodesians, who recoiled from the Liberal Party who were backed by the small Rhodesian Afrikaner community; the Liberal Party's policy on race was similar to the National Party's policy of Apartheid.

Voters tended not to blame the government for the economic difficulties and petrol shortages which had affected Rhodesia in the years since the war, and the renewed push towards federation with Northern Rhodesia and Nyasaland also encouraged support for the United Party. In the end, it delivered a landslide for Huggins; Liberal Party leader Jacob Smit lost his seat.

Malayan Emergency - Outbreak of War
The Malayan Emergency was a guerrilla war between the Federation of Malaya—a protectorate of Britain until August 1957, and part of the Commonwealth of Nations thereafter —and the Malayan National Liberation Army (MNLA), the armed wing of the Malayan Communist Party (MCP). The MNLA sought to topple the Malayan government and force the British out, while the Commonwealth worked to prevent this. The conflict had its roots in the Second World War, in which groups of local ethnic Chinese fought alongside Britain's limited forces in the country against the occupying Imperial Japanese; these Malayan Chinese subscribed to communist political thinking, and called themselves the Malayan Peoples' Anti-Japanese Army.

Soon after Japan was defeated, the communist fighters renamed themselves the Malayan National Liberation Army, and began to agitate against British rule. Using the arms that Britain had given them—which they had cached, and then subsequently retrieved—they formed themselves into eight regiments, and began a campaign of Maoist-style rural subversion, their intent being to politicise the villagers and gain popular support, which they could then use to take control of Malayan cities. In March 1948, the MCP called on the Malayan people to rise up against the British. Three months later, on 16 June, MNLA guerrillas killed three British rubber plantation managers in Perak province. The British High Commissioner in Malaya, Sir Edward Gent, declared a state of emergency two days afterwards, marking the beginning of the Malayan Emergency.

In addition to British and Malayan units and personnel, the Commonwealth forces in Malaya included Australians, New Zealanders, Gurkhas, Fijians, Nyasalanders, and Northern and Southern Rhodesians. Southern Rhodesia had been self-governing since 1923. It ran its own affairs in most matters, including defence, but it was still constitutionally bound to Whitehall insofar as foreign affairs were concerned. The Southern Rhodesian government was therefore able to exercise a large degree of independence militarily, though diplomatically it came under the British flag.

"C" Squadron, Special Air Service (1951–53)

The Special Air Service (SAS) commando unit was formed by the British Army in 1941, during the North African campaign of the Second World War. Including some Southern Rhodesians in its ranks, it served for the rest of the conflict, also operating in Italy and on the European Western Front. It was disbanded by the British government in October 1945, and reinstituted in 1950 to serve in the Korean War. The situation in Korea had changed by the end of its three-month training period, however, and it was sent to Malaya instead. There it was placed under the command of a British officer, Major Mike Calvert.

Early the following year, Calvert travelled to Southern Rhodesia on a recruitment visit. Roughly 1,000 white Southern Rhodesians, SAS veterans among them, volunteered to go to Malaya; from these, about 100 were chosen to form an all-Southern Rhodesian unit. This was the first SAS squadron from a British colony or dominion. Led by the 24-year-old Temporary Captain Peter Walls, the volunteers arrived in Malaya in March 1951. Walls was promoted to major soon after he and his men disembarked at Singapore. The SAS already had two Squadrons, "A" and "B", so the Southern Rhodesians became "C" Squadron, known more informally as the Rhodesian SAS.

Engaged largely in counter-insurgency warfare, the Southern Rhodesians became well-drilled in the relevant principles and doctrines. They noticeably bolstered the hitherto thinly spread ranks of the SAS in Malaya, and performed strongly in the eyes of their superiors, though British Major C L "Dare" Newell believed that their attitude towards "the aborigines" was colder than that of the British soldiers. Barbara Cole, who wrote a history of the Rhodesian SAS, says by contrast that the Rhodesians became close friends with the Fijians they served alongside, and spent far more time socialising with black and mixed-race soldiers off-duty than their British counterparts did.

In March 1953, after serving their required two years in Malaya, the men of "C" Squadron returned home. They were replaced in 1955 by a squadron from New Zealand. Three members of "C" Squadron—Sergeant O H Ernst, and Corporals J B Davies and V E Visagie—were killed while in Malaya. For his services during the emergency, Walls was awarded an MBE.


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User:Simangele Mgaga

HI I need a boyfriend about to turn 13 need one fast I am turning 13 on May 14

title: User:Simangele Mgaga