text:
User:Xnargiz/sandbox

= Education in Italy =

After reading this chapter, the learners will

 * learn about the laws that shaped the present image of Italian Education System from historical perspective
 * understand how Education system in Italy works
 * have the understanding about grading system
 * know about different kind of examinations

The Laws that shaped Education in Italy. Historical background
Italy is situated on the Apennine Peninsula in southern Europe. It has over 3000 years of history. However, education has become compulsory since 1859, when the Legge Casati (Casati Act) mandated the duties for the future Unified Italian state's educational system (1861). The Casati Act, which made elementary school compulsory and sought to increase literacy rates, succeeded in its goal. The provinces were given jurisdiction over secondary education under this law, while the State was given power over universities. Primary education was entrusted to the separate municipalities to manage. It took more than 50 years for the illiteracy rate—which was close to 80% in 186—to be cut in half. This is despite the Casati Act and mandatory education, as many children were not sent to school in rural (and southern) areas (the percentage of children enrolled in primary education would reach 90% only after 70 years).

The Legge Gentile was the following significant law pertaining to the Italian educational system. This law was passed in 1923, the year Benito Mussolini and the National Fascist Party came to power. Giovanni Gentile was assigned to create an educational system suitable for the fascist government. This law dictated the following: after the first five years of primary school, one could choose the "Scuola media," which would provide access to the "liceo" and other secondary education, or the "avviamento al lavoro," which was designed to provide a quick entry into the lower strata of the workforce. The mandatory school age was raised to 14 years old. The reform established the Technical, Commercial and Industrial institutes, the Liceo Scientifico, and enhanced the role of the Liceo Classico, which was established by the Casati Act in 1859 and was intended to be the pinnacle of secondary education during the Fascist era in order to form the future upper classes. After the "avviamento al lavoro" was abolished in 1962, all pupils up to the age of 14 were required to enroll in a single program that included both elementary school (scuola elementare) and middle school (scuola media).

With the exception of the following, the primary (and secondary) educational system in Italy has largely remained the same since 1962, despite some changes being made: a decrease in the gender gap (by combining the two separate technical education programs and the optional introduction of mixed-gender gym classes); a modification to the secondary school system (legge Berlinguer); and the introduction of new licei, "istituti tecnici" and "istituti".

According to the criteria defined by the Bologna Process, the Italian university system changed to the new system (vecchio ordinamento, which resulted to the contemporary 5-year Laurea degree) in 1999. (nuovo ordinamento). The former Laurea was split into two tracks by the new ordinamento: a three-year degree known as the Laurea triennale and a two-year degree known as the Laurea specialistica, which was eventually renamed Laurea Magistrale in 2007.

Education system in Italy

In Italy, students must attend school for ten years, or from the age of six to sixteen. All children in this age group are required to enroll in and attend a recognized school. The final two years of a student's secondary education can be spent in either a state-run upper secondary school or a three-year vocational education and training program (from 14 to 16 years of age).

Pre-school Education
For children aged three to six, kindergarten is the first year of formal education. In Italy, every preschool includes some Reggio Emilia and Montessori elements. Italian preschools are play-based, encouraging verbal connection and discussion while allowing children to learn by doing. Social and emotional growth are prioritized in order to foster the development of the whole kid.

Primary Education
Children aged 6 to 11 attend primary schools (scuola primaria), after which the majority transfer to secondary schools for students aged 11 to 14. Those who are interested in music attend conservatories directly. Primary schools last five years. With the exception of special schools for the blind or the deaf, the educational curriculum is the same for all students up until middle school. Students receive a fundamental education in Italian, English, mathematics, the natural sciences, history, geography, social studies, and physical education, regardless of whether they attend a private or state-funded school. Along with music and the creative and performing arts, several schools also offer Spanish or French classes. Up until 2004, enrolling in middle school required passing an exam that comprised completing a brief Italian essay, passing a written arithmetic test, and passing an oral exam on all other subjects (scuola secondaria di primo grado). Since the test is no longer required, pupils can now start middle school right away.

Secondary Education
Secondary education lasts 8 years and is divided into 2 stages: Lower secondary education (scuola secondaria di primo grado) and Upper secondary education (scuola secondaria di di secondo grado). Lower secondary education lasts three years (roughly from age 11 to 14), and Upper secondary education lasts five years (roughly from age 14 to 19). Each stage has a final test at the end of the year that must be passed in order to graduate and get admission to graduate school. In both Lower secondary school and Upper secondary school, students spend the majority of their time in the classroom, with the exception of some classes like physical education, which are commonly held in the gym. As a result, teachers spend the majority of the day moving from classroom to classroom. Classes start at 8 in the morning and finish at 1 in the afternoon. Normally, there are no breaks in between classes, although most institutions do provide a 15 to 30 minute break in the middle. If students are compelled to stay in class through lunch, there is a longer break so they can eat and rest. There must be at least 30 hours of instruction per week in Lower secondary school. A diploma di licenza media is given to students who pass the written and oral exams at the end of the third year. The third year of upper secondary school, or scuola superio, is elective; the second two years are mandatory. During the second term, students can choose to enroll in either a liceo or an instituto, or vocational school.

Vocational Education and Lyceum
Further vocational education comprises certified practical training in a variety of skills, as required by the European Union. Because of the ease with which this comprehensive approach facilitates cross-country training and experience, Italian experts and craftsmen are in high demand all over the world. The Vocational Education and Training (VET) system is divided into three-year courses providing a professional operator certificate (Attestato di Qualifica di Operatore Professionale) and four-year programs leading to a professional technician diploma (Diploma Professionale di Tecnico). Students receive wide supervision and become more aware of a variety of professional specialties during the first two years of VET. In their third and fourth years, students must undergo practical training in the disciplines they have selected. The Liceo Classico or Ginnasio is the oldest style of public secondary school in Italy (literally classical lyceum). The school's five-year educational program is attended by pupils between the ages of 14 and 19. Although a liceo classico school offers a wide variety of classes, the emphasis is on courses that relate to literature. Additionally, some hours are spent studying history and philosophy. The three distinct subjects that make up the liceo classico are history, Latin, and Ancient Greek. In a few other language-focused schools, such the Italian liceo scientifico and liceo delle scienze umane, Latin is also taught. The liceo classico is the sole institution that teaches ancient Greek, though.

Higher Education
Italy is one of the most famous in hosting the oldest Universities in the world. Notably, the Institution of Bologna was established in 1088 and is the world's oldest university. University of Padua and University of Naples Federico II, both founded in 1222, are the oldest institutions in Europe. The Italian higher education system is a binary system, with the University sector and the Higher Education for Fine Arts, Music, and Dance sector—commonly abbreviated as the AFAM sector—divided into two distinct institutional and functional sectors. Generally, Bachelor's, Master's, and Doctoral programs are offered as part of higher education in Italy by universities, technical universities, institutes, academies, and a range of professional training organizations related to business, e-technologies, fashion, etc. The majority of the organizations and universities that are still in operation were founded by the government. Degree programs are structured using credits (crediti formativi universitari-CFU at universities and crediti formativi accademici-CFA at AFAM institutions). The three cycles that make up the Italian university system each include a set of academic standards that students must meet in order to advance in their studies, apply for employment through public recruiting processes, and begin working in various professions. University degrees confer a number of academic titles on the holder. A degree confers the academic title "Dottore," a master's degree confers the academic title "Dottore Magistrale in," and a research doctorate confers the titles "Dottore di ricerca" or "PhD." Universities in Italy have the option to create collaborative programs with both domestic and international partners, leading to the awarding of joint degrees or double/multiple degrees upon successful completion.

Grading system and Examination
The Italian grading system has a passing grade of 18, and students are evaluated on a scale from 0 to 30. An additional special designation known as a cum laude may be given to the highest grade (30 e lode).18 is the required passing score. Everyone in grades 18 through 30 is employed. The European Credit Transfer System is used to determine the amount of work each course requires of the students. Credits represent the effort put out in individual study, homework, lab work, and class attendance. Participation in various training programs, group projects, theses, internships, language proficiency, computer literacy, and training in public relations and communication can all result in credit. A typical study course would require roughly 60 credits per year, or 25 hours of labor each credit, in terms of workload. A specific amount of credits for each course are awarded to students who pass the final exam.

Exams in Italy are hold written and orally. At the end of the Lower secondary school, students take exams which include four tests: Prima Prova (up to 15 points), an Italian language written test, Seconda Prova (up to 15 points), a test for scientific subjects, Terza Prova (up to 15 points), a test for foreign language, Colloquio Orale (up to 10 points), oral examination. The Matura exam is administered in a number of countries as a condition for high school graduation. High school graduates who wish to enroll in colleges or other higher education institutions must pass this exam.

Conclusion
In conclusion, Italian Education is complex and centered on educating everyone as all the stages are compulsory (except pre-school and higher education). Students are required to acquire certain knowledge and skills that can be necessary for their future. Overall, Italian government is creating great opportunities for Italians as well as foreigners as it hosts very famous, old and highly ranked Italian universities.

title: User:Xnargiz/sandbox


text:
JavaScript/Regular expressions/Exercises

Topic: Regular Expressions

1. Does the password "kw8h_rt" contain a digit?

2. Be creative! Define a rule for passwords, read a password from the user using, and check it.

3. Does the sentence "Kim and Maren are friends." contains the word "are"?

4. Be creative! Read strings from the user that match the following regular expressions: Discuss the meaning of the above REs with your colleague.

5. Normalize the phone number "0800 123-456-0" by stripping out all non-numerical characters.

6. Split the following sentences into an array that contains only its words.

"Tom cried: 'What the hell is going on?'. Then he left the room."

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


text:
Wikijunior:Raspberry Pi/Raspberry Pi LEGO® Christmas Tree LED Lights

Tutorial by Andrew Oakley - Public Domain Nov 2017 www.cotswoldjam.org

LEGO® is a trademark of the LEGO Group of companies which does not sponsor, authorise nor endorse this tutorial nor Cotswold Raspberry Jam.

Light emitting diodes (LEDs)

A Light Emitting Diode (LED) has a short leg and a long leg. If you feel around the rim, you'll also find a flat edge. The short leg and flat edge always connect to negative (ground).

 * ×1 red LED
 * ×1 blue LED
 * ×1 yellow LED

Resistors

The resistor can be connected any way around. Lower value (lower Ohm) resistors will allow more current through and will make the LED brighter; higher values will let less current through and make it dimmer. We're using 270 Ohm resistors, but anything between 220–470 Ohms will work.

 * ×3 270 Ohm (red violet brown) resistors.

Jumper wires
You will need jumper wires to connect the LEDs to the resistors and then to the Raspberry Pi.

 * ×6 10cm female-to-female jumper wires
 * ×3 20cm female-to-female jumper wires

LEGO® bricks
Finally, you will need two LEGO® bricks to make the Christmas tree.

 * ×1 red plate 8×4 (BrinkLink item: 3035)
 * ×1 small pine tree 2×2×4 (BrinkLink item: 2435)

Connecting the LEDs and resistors
Take two short (10cm) female-to-female wires and place a resistor between them.

Do this three times so you have three long wires with a resistor in the middle.

Next, attach the short resistor wires that you just made, to the negative (short) leg of each LED.

Finally, attach the long (20cm) female-female wires to the positive (long) leg of each LED.

Bend the legs of the LEDs so that you can fit them around the LEGO® fir tree.

Connecting to the Raspberry Pi
Connect the wires with resistors to any of the GND (Ground, Negative) pins. These are shown in black on the diagram to the right.

Next, connect the positive wires – the long wires without resistors – to the following pins. GPIO 14 (pin 8) is on the fourth pin from the top-left of the Raspberry Pi when the Ethernet port is to the right:

 * Red LED – GPIO 14 (pin 8)
 * Blue LED – GPIO 15 (pin 10)
 * Yellow LED – GPIO 18 (pin 12)

Don't worry about the colours of the wires. Concentrate on the colours of the LEDs. GPIO stands for General Purpose Input Output. These pins have many uses.

The program
On your Raspberry Pi desktop, click the Raspberry menu (top right), then select Programming and click on Python 3 (IDLE).

Click File menu, Open. Double-click the  folder (you may need to scroll right to find it). Double-click the lego-xmas folder. Select  and click Open.

A new window will open. In the new window, select Run menu and click Run Module. The red LED should light up briefly, and then turn off. Let's have a look at this program.

What is this program doing?
The computer doesn't know how to do everything itself; it has to learn. These two lines teach the computer about LEDs and waiting. The places where these lessons are kept, are called Libraries. We import the LED command from the  library, and the   command from the   library.

We have to tell the computer which GPIO pin the red LED is attached to, and then we tell it to turn the LED on.

This tells the computer to wait for half a second.

When the program ends, it turns off the LEDs automatically. This auto-off feature is a part of the  library.

Lighting all the LEDs in sequence
Close the program by clicking on the  window, then select File menu, Close.

From the main window, open the  program, then run it with Run menu, Run Module.

This program lights all the LEDs one by one, waiting half a second between each.

Stop the program by holding down the CTRL key and pressing C

What is this program doing?
Notice how we define the pin numbers for the red, blue and yellow LEDs, and we switch them on and off in order.

The  command repeats a section. We say  to mean "forever".

Notice how the commands beneath the  command are indented by a couple of spaces from the left. This is called a block. The indentation lets the computer know which commands it should repeat as part of the  loop.

Also notice that while  ends with a colon.

The colon lets the computer know that it should expect a block next.

Try changing the sequence. Swap some of the  and   commands.

Change the sleep length to longer or shorter. Try adding extra,   and   commands for different LEDs.

Make your own amazing Yuletide light sequence!

Advanced extras
The program  shows you how to use the   command. Notice how  uses the   library rather than just the simple LED library.

The  command is more difficult to use, because you have to time the pulses of your different coloured LEDs so that they match up with your   time!

The program contains some comments which explain how the pulse command works.

Teacher Preparation
Downloads available from http://www.cotswoldjam.org/downloads/2017-11

To add the lego-xmas*.py program files to Raspbian, go to the terminal:

Note that  is the capital letter O, not zero. More tutorials available from http://www.cotswoldjam.org/tutorials

Cjam-lego-xmas.pdf
The original PDF for this tutorial is on Wikicommmons:


text:
User:Upnathan/sandbox

= Educational System of Singapore =

Educational System of Singapore
Singapore has been making performances and outputs from international standardised evaluations like Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMMS). The latest achievement was when Singapore has come out rank number 1 in Asia and second among 111 non-native speakers countries and regions in a recent proficiency in English language. The survey was done by EF Education First, a Swedish Education Company, on the SET English tests in 2021 which were taken by around 2.1 millions non-native English speakers. The complete list is found in EF English Proficiency index (EF EPI) 2022. This can be linked to how effective, (Hogan, 2014) integrated and coherent the educational system is in Singapore. Singapore had revolutionised its education system to push for their programs such as "Teach Less, Learn More", which was created last 2004, and "Learn for Life" program which was formed last 2018. The educational system of this country is highly-centralised, which means almost all the decisions that are educational-related must go through the approval their Ministry of Education. The Ministry of Education is a government entity that "sets course syllabi, conducts national examination, oversees teacher credentials, manages the teacher and student evaluation, and even has a hand in hiring and assigning principals and teachers across Singapore". The ministry is so "hands-on" in schools across the board: preschool, primary, secondary and post-secondary programs. The ministry is the one overseeing the development of the National Curriculum. The National Curriculum must promote the "Desired outcomes of Education" such as life skills, knowledge skills and subject-discipline skills.

a) Preschool
Singaporean kids ages 3 - 6 year olds are entitled to study preschool. Year 2013, Singapore created Early Childhood Development Agency (ECDA). This agency was created to oversee all early childhood education. To make sure that all private centres are doing their mandate, they should be accredited by Singapore Preschool Accreditation Framework (SPARK). Mainly, this level of education is for building confidence, learning social skills, developing a good foundation in literacy and numeracy.

b) Primary
All Singapore citizens born after January 1996 and living in Singapore must attend a national primary school unless an exemption as granted. Primary education is for six years, where the first four years, all students take common subjects and during their 5 - 6 years, students will be separated into groups Foundation or Standard levels. In primary education, students must take coding plus 10 subjects areas such as English, Mother tongue, Language, Mathematics, Science, Art, Music, Physical Education, Social Studies, Character and Citizenship education.

c) Secondary
In this level, students, parents and teachers must agree first which strand of learning to take plus the students' Primary School Leaving Examination (PSLE) scores. Students have three optional strands such as Express, Normal (Academic) and Normal Technical. The strand or path of learning must fit to student's strengths and interests. Students who are in Normal (Academic) and express paths are required to take English, Mother tongue, Mathematics, Science and Humanities. While the Technical students will take English, Mother tongue, Mathematics, Computer applications and Social Studies. Electives are also available for all the paths of education. Specialised Independent Schools for Arts, Sports, and Mathematics and Science can be also the paths of learning in Secondary students.

d) Post Secondary
Basically, student's General Certificate exams (results) are considered in this level. Then, students can stay two more additional years, A-levels in an integrated program. Or they may take 3 - year diploma programs in Polytechnic, Technical or Vocational programs in Technical Education (ITE), or 2 - 3 years for pre-university education in Junior colleges, or Polytechnic Foundation and small set of Arts Institution.

Conclusion
To assure the implementation and improvement of the in-placed plans, the ministry is always doing a regular widespread discussion with partners in the system. Last 2013, Singapore held a National Conversation in order to gather inputs on a vision for 2030 education system strategic plans. During this gathering, strategies were discussed such as "to improve character and citizenship education; strengthen the digital literacy; build more knowledge and understanding on cultures around Asia; and expand support for disadvantaged students". Moreover, to ensure the smooth flow of education in Singapore, the Ministry of Education created learning support groups and organisations. There are Allied Educators, Circle of Friends and Facing Your Fears which facilitate the mentoring and assistance to students with special needs. Student Learning Space (SLS) was also created to provide library of curriculum with different ministry-curated resources (lesson plans, videos, assessments) for all grade levels and subjects. Another thing is the creation of Ministry of Social and Family Development (MSF). This ministry provides grants or financial-assistance schemes to low and moderate income families. It is also providing long-term assistance for care and school-related expenses for children of disabled parents. Radcliffe (2022) said that “education tends to raise productivity and creativity, as well as stimulates entrepreneurship and technological breakthroughs”. In a nutshell, the Ministry of Education is trying to do its main thrust that is "moulding the future our nation".

References:
Hogan, D (2014, February 11). Why is Singapore's School System so Successful, and is it a Model for the West?". The Conversation.

https://theconversation.com/why-is-singapores-school-system-so-successful-and-is-it-a-model-for-the-west-22917

Ministry of Education. Singaporean Government Agency Website.

https://www.moe.gov.sg/

National Centre on Education and the Economy. Top-Performing Countries.

[https://ncee.org/country/singapore/#:~:text=In%20Singapore%2C%20the%20system%20includes,in%20years%20one%20to%20four. https://ncee.org/country/singapore/#:~:text=In%20Singapore%2C%20the%20system%20includes,in%20years%20one%20to%20four.]

Radcliffe, B (2022, June 03). How Education and Training Affect the Economy. Economy: Investopedia.

https://www.investopedia.com/articles/economics/09/education-training-advantages.asp

title: User:Upnathan/sandbox


text:
User:AOkpokam/sandbox

Ay Okpokam is a Service Coordinator in the Open Research Services team at Jisc.

She assists the team that supports the UK ORCID consortium as part of her role.

title: User:AOkpokam/sandbox


text:
User:AOkpokam

Ay Okpokam is a Service Coordinator in the Open Research Services team at Jisc.

She assists the team that supports the UK ORCID consortium as part of her role.

title: User:AOkpokam


text:
Talk:Shelf:Artificial intelligence

*/After Guide Contraction
https://www.adtech.yahooinc.com/ 175.158.46.93 (discuss) 15:23, 21 November 2022 (UTC)

title: Talk:Shelf:Artificial intelligence


text:
Talk:Lentis/Microtransactions in Videogames

Inventor of Micro-transaction
Totally wrong.

First instance of micro-transaction dated even way back in 1990's with Korea implementing it in Korea market first and in their US publication of their game as early as 1997. 112.215.170.143 (discuss) 15:55, 21 November 2022 (UTC)


text:
AI Art Generation Handbook/Inpainting

In-painting is an feature that allows user to modify/remove any unwanted features.

Here is how to use in-painting

For example, we can see the the images below show the rhino businessman is screaming at tanking stock prices but there are no images that shows dreaded downline of stock ticker, we shall add one

(1) At bottom of pics, click on Eraser like logo

(2) On the right side pane, you can adjust the size of eraser (Below is smaller size, top is bigger size)

(3) Erase the images that you wanted to see changes (In this case, we erase most of the background photo

(4) Type out the prompt to describe the whole pictures instead of erased part for AI better understanding (In this example: a red zig zag arrow going downwards behind the Javan rhino businessman)

(5) Click Generate

(6) View the results as below

title: AI Art Generation Handbook/Inpainting


text:
Education in Colombia

November 21, 2022

-

1. At the end of the chapter, the readers should:

 * 1) understand the general history of the Colombian Education System
 * 2) develop an understand of the stages in the Colombian Education System
 * 3) become aware of the Public Education System in Colombian and its challenges
 * 4) gain an appreciation for the Colombian Education System that exists in the 21st century

2. Historical Overview of Colombia's Education System
The Colombian Education System dates back to its colonial years when Spanish settlers sought to teach the indigenous about Catholicism. The 16th century dawned a new day for Colombian natives when Spanish settlers officially introduced a school system with emphasis on reading, writing, language learning (Latin) and the Catholic faith ("History of Education in Colombia...", 2022).

Prior to Colombia's independence, education was seen as a privilege that was attainable mainly by the "white" male Spaniard descendants who would become professionals in the fields of law, education and medicine. Post-independence in the early 1800s ushered in a new era reform attempts were made to move the country's education system forward. Notwithstanding, steps taken to improve Education for Colombians was not without challenges. There were hurdles to overcome, one of which was the political differences that existed. This was evident in the tug of war between political parties (Hauver, 2021). (Adapted from Hauver, 2021)

4. Public Education in Colombia and the Challenges Faced
Statistically, Colombia's Public Education systems can be represented as follows:

 * Only 37.2% of Colombians continue education after high school.
 * 45.4% of students dropped out of tertiary education as of 2010.
 * By the time children reach age 17, 75% drop out of the education system.
 * About 37% of students start school late and about 41% repeat at least one grade by age 15.
 * There are only 7.1 Masters of PhD degree holders per 1,000,000 inhabitants” (Mouttet, 2017).

Funding source or approach for Public Education:

Most of the funding for school education in Colombia is public funding. Statistics has shown that between the period of 2010-2017, the state financed between 73.2% and 76.1% of the total expenditure. “4.6% of annual GDP has been invested in education, but only .5% of this expenditure has gone towards rural areas. Because of this, there is a huge disparity between children in urban and rural areas” (Mouttet, 2017).

How is Public Education Governed?

In Columbia, the  Ministerio de Educación Nacional (MEN) which is located in Bogotá, is responsible for monitoring the quality of education provided. They also set the overall educational policy and school curricula. At the local or administrative level, Certified Territorial Entities (CETs), implement educational policies and oversee public and private schools within their jurisdictions. They also autonomously manage funds and teaching staff.

Admittedly, stakeholders in Education have indeed made strides in improving the Education system in Colombia. There is still much to be had as Colombia faces the challenges of low participation, 'dropouts', and drug use and trafficking.

"Even though educación media was made tuition-free at public schools in 2012 and attendance rates have been rising steadily in recent years, participation remains low by international standards. The upper-secondary net enrollment ratio—the percentage of enrollments within the relevant age group—stood at only 42.5 percent in 2018." (Carroll, 2020). Additionally, large number of students drop out of school, especially in the rural areas and among the upper secondary group. As a result, adult learners are given the opportunity to earn a diploma by sitting an equivalency exam as that of grade 11 for which they can prepare in adult education school and continuing education programs. The negative impact of drug use and trafficking on the Colombian children and Colombians in general cannot be overemphasized. Colombia is said to be the largest producer of cocaine accounting for 5% of the consumption of all drugs (Zuleta, 2022). Colombia has a history of drug production, drug trafficking, gun for drugs trading and ‘empires’ governed by drug lords/ cartels. No doubt, the drug trade has impacted various spheres of the lives of the people in Colombia with guerrilla warfare, ruthless killings and other forms of violence and crime. Education is no exception. Many children families and communities to include Guacamayal, a community located north-west of Bogota, face this issue of drug use, destroying their hope and putting their lives at risk (Drug education and prevention in Colombia, 2018). As a result, the Stand By Me Emmanuel Care Centre in Colombia, engaged parents and children in a workshop to increase their knowledge and awareness on the effects of drugs.

5. Colombian Education in the 21st Century
Despite the many challenges, Colombia, continues to make progress it's educational system. The country, today of over 90% of its population and there are approximately 9 in 10 of primary enrollment and 8 in 10 of secondary enrollments. Internationally assessments have shown that over half of 15 years old have basic literacy skills and 35% have basic numeracy skills. There seems to be, however, gaps between genders, between rural and urban students as well as between income levels. Private institutions account for around 20% of primary and secondary schools that have been deemed to provide better education than public schools. Of note is also, the advocacy for every educational institution to establish a "Chair of Peace" in response to the degree of violence experienced by children and family and also to present a lively hope for the future (Hauver, 2021).

6. Conclusion
The Colombian Educational System has developed tremendously over the years. Though there are challenges, with consistency and the support and cooperation of political authorities, law enforcement agencies, educational stakeholders and communities, transformational improvements can be made.

7. References
Carroll, L. (2020). Education in Colombia. Retrieved from: Education in Colombia (wes.org)

Colombia: Higher Education. (2022). Retrieved from: Colombia - Higher Education - Students, Universities, Institutions, and University - StateUniversity.com

Drug Education and Prevention in Colombia. (2018). Retrieved from: Drug education and prevention in Colombia - Stand By Me

Hauver, J. (2021). A Brief History of Education in Colombia. Retrieved from: A Brief History of Education in Colombia – Justin Hauver

History of Education in Colombia: Characteristics, Development – History – 2022. (2022). Retrieved from: HISTORY OF EDUCATION IN COLOMBIA: CHARACTERISTICS, DEVELOPMENT - HISTORY - 2022 (journalmural.com)

Mouttet, C. (2017). Columbia’s Education System. Retrieved from: Colombia's Education System - CHILDREN BEYOND OUR BORDERS (chbob.org)

Paris, M. (2022). Stages used in the Education system in Colombia.[jpg]. Draw.io. Concept Map.drawio - diagrams.net

Zuleta, D.L. (2022). The war on drugs: 50 years of death and failure. Retrieved from: Colombia: The war on drugs: 50 years of death and failure | International | EL PAÍS English Edition (elpais.com)

title: Education in Colombia


text:
User:AOkpokam/sandbox/Testing Ay page

This is my test page so I know what to advise people tomorrow. I want to know how to create a page in Wikibooks and also how to link to an existing page. Also images and creating a subpage!

title: User:AOkpokam/sandbox/Testing Ay page


text:
Mirad Grammar/Numbers

Types of Numbers

 * Numerals are words used to vocalize numbers, which are scalar symbols used to count and quantify things and people. For example the numeral two is how the number 2 is read or spoken. Mirad uses Arabic numbers (0, 1, 2, 3...), as in all Western World languages.
 * Numerals can be various parts of speech:
 * numeric nouns (The score was six to four .)
 * numeric pronouns (I want two . Give me the fifth one .)
 * numeric determiners ( Five days ago. The fifth day.  A double dose.)
 * prefixes ( mono chrome,  bi centennial,  tri angle)
 * rootwords ( an xer....to unite,  on xer....to annihilate)
 * Number-based words include:
 * cardinal numbers (one, two, three... used in counting and arithmetic)
 * ordinal numbers (first, second... indicating ordered position)
 * multiplicative numbers (double, triple, foursome...)
 * fractional numbers (half, third, hundredth...)
 * frequency numbers (once, twice, thrice...)
 * miscellaneous number-based words (only, percentage, annihilate)

Cardinal Numbers

 * The cardinal numbers are words used in counting and reciting numerals such as telephone numbers, social security numbers, and zip codes, and in arithmetic. They are also used as the so-called "ordinal" stem vowels of words that relate to one another in a scalar, hierarchical, or some other ontological relationship. See this in the chapter on Vocabulary Formation.

Units

 * The cardinal unit numerals are formed from the simple and pre-y-glided vowels.

 * {| class="wikitable" style="background:lightyellow; text-align:center;font-size:smaller;"

! 0 !! 1 !! 2 !! 3 !! 4 !! 5 !! 6 !! 7 !! 8 !! 9
 * + Units
 * o || a || e || i || u || yo || ya || ye || yi || yu
 * zero || one || two || three || four || five || six || seven || eight || nine
 * }
 * Ata yibdalar sag se 703-842-6190 (pronounced: ye-o-i-yi-u-e-ya-a-yu-o).....My telephone number is....
 * At tambese 114  (pronounced: a-a-u) Maple Street.
 *  E gab e se u ..... Two plus two is four .
 * At tambese 114  (pronounced: a-a-u) Maple Street.
 *  E gab e se u ..... Two plus two is four .

Decades

 * The decade formant -l- is used to form the decades. Followed by -o....zero, we have the base decade numerals. These can be used for number recitation, arithmetic, and as numeric adjectives followed by plural nouns:
 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! 10 !! 20 !! 30 !! 40 !! 50 !! 60 !! 70 !! 80 !! 90
 * + Decades with the -l- Formant
 * alo || elo || ilo || ulo || yolo || yalo || yelo || yilo || yulo
 * ten || twenty || thirty || forty || fifty || sixty || seventy || eighty || ninety
 * }
 * ten || twenty || thirty || forty || fifty || sixty || seventy || eighty || ninety
 * }

 * By changing the o....zero in lo to other cardinal unit numerals, the numerals within decades can be generated as follows:

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

 * + Decadal Counting
 * ala....11 || ela....21 || ila....31 || ula....41 || yola....51 || yala....61 || yela....71 || yila....81 || yula....91
 * ale....12 || ele....22 || ile....32 || ule....42 || yole....52 || yale....62 || yele....72 || yile....82 || yule....92
 * alyu....19 || elyu....29 || ilyu....39 || ulyu....49 || yolyu....59 || yalyu....69 || yelyu....79 || yilyu....89 || yulyu....99
 * }
 * At ayse alo dati.....I have ten friends.
 * It yafe sagder byu alyo .....He can count up to fifteen .
 *  Yulyu gob alo gese yilyu ..... Ninety-nine minus ten equals eighty-nine .
 * alyu....19 || elyu....29 || ilyu....39 || ulyu....49 || yolyu....59 || yalyu....69 || yelyu....79 || yilyu....89 || yulyu....99
 * }
 * At ayse alo dati.....I have ten friends.
 * It yafe sagder byu alyo .....He can count up to fifteen .
 *  Yulyu gob alo gese yilyu ..... Ninety-nine minus ten equals eighty-nine .

Hundreds

 * By adding the hundreds formant s, you get the hundreds:
 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! 100 !! 200 !! 300 !! 400 !! 500 !! 600 !! 700 !! 800 !! 900
 * + Hundreds with the -s- Formant
 * aso || eso || iso || uso || yoso || yaso || yeso || yiso || yuso
 * }
 * All the in-between numerals of the hundreds can be generated by modifying the so ending with the units and decades:
 * asa....101
 * asale....112
 * usyulyu....599
 * usyulyu....599

Thousands

 * The thousands are generated with the formant r:
 * Note: The number categories starting with the thousands on up end in -o and are separated from the rest of a number by a space.
 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"
 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! 1000 !! 2000 !! 3000 !! 4000 !! 5000 !! 6000 !! 7000 !! 8000 !! 9000
 * + Thousands
 * aro || ero || iro || uro || yoro || yaro || yero || yiro || yuro
 * }
 * }

 * aro....1,000
 * aro a....1,001
 * ero isi....2,300
 * yoro yasula....5,641

Millions

 * The millions are generated with the formant ml:
 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! 1,000,000 !! 2,000,000 !! 3,000,000 !! 4,000,000 !! 5,000,000 !! 6,000,000 !! 7,000,000 !! 8,000,000 !! 9,000,000
 * + Millions with the -ml- Formant
 * amlo || emlo || imlo || umlo || yomlo || yamlo || yemlo || yimlo || yumlo
 * }
 * emlo yala....2,000,051
 * umlo esu....4,000,204
 * yumlo usyoro isyala....9,405,361
 * yumlo usyoro isyala....9,405,361

Billions

 * The billions are generated with the formant mr;
 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! 1,000,000,000 !! 2,000,000,000 !! 3,000,000,000 !! 4,000,000,000 !! 5,000,000,000 !! 6,000,000,000 !! 7,000,000,000 !! 8,000,000,000 !! 9,000,000,000
 * + Billions
 * amro || emro || imro || umro || yomro || yamro || yemro || yimro || yumro
 * }
 * In numbers ending in -ro (thousand), -mlo (million), and -mro (billion), these numbers keep the -o and are separated by a space from the other elements of the number.
 * imro emlo yoro asyula....three billion, two million, five thousand, one hundred fifty one
 * iro asyulyo....3,195
 * yamlo asyulyo....6,000,195
 * alomro yelyomlo asyilyaro yusele....10,075,186,922
 * alomro yelyomlo asyilyaro yusele....10,075,186,922

Trillions etc.

 * The trillions are generated with the word garale, which means 10 to the positive power of 12 or 1012.
 * These numbers do not combine with surrounding numbers.
 * i garale....3,000,000,000
 * eso garale....200,000,000,000

 * Even higher numbers are shown in the Number Chart later in this chapter.

Numeric Determiners

 * Numeric Determiners are adjectives based on numerals that modify a following noun.

Integers

 * The unit numeric integer determiners, which are used to quantify nouns, consist of the cardinal units followed by the unit formant wa. The noun following the numeric determiner is plural if the number is greater than one.  The wa formant is used on unit numerals when they are stand-alone, not when they are part of a larger number.   In contrast with English usage, "zero" is followed by a singular noun (zero box vs. zero boxes.  Think of it as not a single box).

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! owa tam !! awa tam !! ewa tami !! iwa tami !! uwa tami !! yowa tami !! yawa tami !! yewa tami !! yiwa tami !! yuwa tami
 * + Standalone Unit Numeric Determiners
 * no/zero houses || one house || two houses || three houses || four houses|| five houses || six houses || seven houses || eight houses || nine houses
 * }
 * If a unit number is used in forming larger numbers like 13 or 204, no wa is used.
 * If a unit number is used in forming larger numbers like 13 or 204, no wa is used.

 * In a sequence of noun modifiers, the numerical determiner goes in the same place as in English, eg:
 * Ata iwa gajaga twidi bese bay at.....My three older brothers live with me.
 * Hia uwa tomi losexwo.....These four buildings will be destroyed.
 * At fu ewa ey iwa gouni.....I would like two or three pieces.

 * The numeric determiners beyond the units do NOT take the -wa suffix. For example, ala tami....eleven houses.
 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! Mirad !! English !! Wa Behavior !! Pluralization Behavior
 * + Numeric Determiners modifying a singular or plural noun
 * o wa tam || no houses, zero houses || The numeral is a unit, so wa is suffixed. || The numeral is less than 2, so the noun is singular.
 * awa tam || one house, a house|| " || "
 * ewa tam i  || two houses|| " || The numeral is greater than 2, so the noun is plural.
 * iwa tami || three houses|| " || "
 * uwa tami || four houses || " || "
 * yowa tami || five houses || " || "
 * yawa tami || six houses|| " || "
 * yewa tami || seven houses || " || "
 * yiwa tami || eight houses || " || "
 * yuwa tami || nine houses || " || "
 * alo tami || ten houses || The numeral is not a unit so no wa is suffixed. || "
 * ase tami || a hundred two houses || " || "
 * ero iwa tami || two thousand three houses || The numeral i is a unit, so wa is suffixed. || "
 * iro alo tami || three thousand ten houses || The numeral alo is not a unit, so wa is not suffixed. || "
 * }
 * Numeric determiners can be pronominalized as things and persons by suffixing s or t, respectively. These can, in turn, be pluralized by suffixing i.  Furthermore, person pronouns can be feminized with a y before the t.  The s suffix is short for sun....thing or suni....things.  The t ending is short for aot....person or aoti....persons. For example:
 * yiwa tami || eight houses || " || "
 * yuwa tami || nine houses || " || "
 * alo tami || ten houses || The numeral is not a unit so no wa is suffixed. || "
 * ase tami || a hundred two houses || " || "
 * ero iwa tami || two thousand three houses || The numeral i is a unit, so wa is suffixed. || "
 * iro alo tami || three thousand ten houses || The numeral alo is not a unit, so wa is not suffixed. || "
 * }
 * Numeric determiners can be pronominalized as things and persons by suffixing s or t, respectively. These can, in turn, be pluralized by suffixing i.  Furthermore, person pronouns can be feminized with a y before the t.  The s suffix is short for sun....thing or suni....things.  The t ending is short for aot....person or aoti....persons. For example:
 * ero iwa tami || two thousand three houses || The numeral i is a unit, so wa is suffixed. || "
 * iro alo tami || three thousand ten houses || The numeral alo is not a unit, so wa is not suffixed. || "
 * }
 * Numeric determiners can be pronominalized as things and persons by suffixing s or t, respectively. These can, in turn, be pluralized by suffixing i.  Furthermore, person pronouns can be feminized with a y before the t.  The s suffix is short for sun....thing or suni....things.  The t ending is short for aot....person or aoti....persons. For example:
 * }
 * Numeric determiners can be pronominalized as things and persons by suffixing s or t, respectively. These can, in turn, be pluralized by suffixing i.  Furthermore, person pronouns can be feminized with a y before the t.  The s suffix is short for sun....thing or suni....things.  The t ending is short for aot....person or aoti....persons. For example:

 * Et ayse awa tam. At gey ayse awas . (singular inanimate pronoun)....You have one house.  I have one too.
 * At aysa alo drari. Hij at ayse anay ewasi (plural inanimate pronoun).....I had ten pencils.  Now I only have two .
 * Esa asoti yeb be ha duzam. (plural animate pronoun).... There were a hundred people in the concert hall.
 * Yat yefe kebier awoyt bi huti. (singular animate female pronoun)....We must choose one female person from those people.

Ordinals

 * Ordinal numeric determiners (= ordinals) like first, second, etc. are formed from the cardinal numerals by adding the adjectival ending a to the cardinal numeral. A variation of this is with the word nap (order) inserted:

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! Cardinal Numeral !! Ordinal Numeric Determiner !! Variation with nap (order)
 * + Ordinal Numeric Determiners
 * o....zero || oa....zeroth || onapa....zeroth
 * a....one || aa....first || anapa....first
 * e....two || ea....second || enapa....second
 * i....three || ia....third || inapa....third
 * alo....ten || aloa....tenth || alonapa....tenth
 * asu....104 || asua....104th || asunapa....104th
 * garale....trillion || garalea....trillionth || garalenapa....trillionth
 * }
 * Note: ana is an adjective meaning only, single, eg. Iyt se ana tud.....She is an only child. As an adverb, anay means only, eg. At yexe anay be tam.....I work only at home.
 * alo....ten || aloa....tenth || alonapa....tenth
 * asu....104 || asua....104th || asunapa....104th
 * garale....trillion || garalea....trillionth || garalenapa....trillionth
 * }
 * Note: ana is an adjective meaning only, single, eg. Iyt se ana tud.....She is an only child. As an adverb, anay means only, eg. At yexe anay be tam.....I work only at home.
 * }
 * Note: ana is an adjective meaning only, single, eg. Iyt se ana tud.....She is an only child. As an adverb, anay means only, eg. At yexe anay be tam.....I work only at home.

 * There are other ordinal adjectives that are not based on numbers:

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! Root Word !! Ordinal Word
 * + Ordinal Words Not Based on Numbers
 * ij....beginning || ijna or ijnapa....first
 * uj....end || ujna or ujnapa....last
 * aj....past || ajna or ajnapa....ex-, former, previous
 * oj....future || ojna or ojnapa....future, upcoming
 * ej....present || ejna or ejnapa....current, new, present
 * ja....before || jana or janapa....previous, last, foregoing
 * jo....after || jona or jonapa....next, following
 * za....in front of|| zana or zanapa....next
 * zo....behind|| zona or zonapa....last (previous, foregoing)
 * }
 * ja....before || jana or janapa....previous, last, foregoing
 * jo....after || jona or jonapa....next, following
 * za....in front of|| zana or zanapa....next
 * zo....behind|| zona or zonapa....last (previous, foregoing)
 * }
 * za....in front of|| zana or zanapa....next
 * zo....behind|| zona or zonapa....last (previous, foregoing)
 * }
 * }

 * Ordinal determiners and adjectives can be converted to adverbs by adding the suffix y to the adjectival counterparts:

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! ADJECTIVE !! ADVERB
 * + Ordinal Adverbs
 * aa....first || aay....firstly
 * anapa....first || anapay....primarily
 * ea....second || eay....secondly
 * ujna....last || ujnay....finally
 * }
 * ea....second || eay....secondly
 * ujna....last || ujnay....finally
 * }
 * }

 * Ordinal determiners can be converted to animate pronouns (persons) with the suffix t and inanimate pronouns (things) with the suffix s. These, in turn, can be pluralized with the suffix i.  Neutral-gender animate pronouns can be made specifically masculine or feminine by changing at to wat for the former, and to ayt for the latter:

 * ha aas....the first thing
 * ha aat....the first person
 * ha aati....the first people
 * hua aayt....that first female
 * ha enapas....the second thing
 * ewat....another guy
 * Ha ujnati so ha ijnati.....The last shall be first.
 * ha zanapat....the next fellow

 * Again, in the sequencing of stacked adjectival elements, the order is as in English, that is:  | |  |

 * hua uwa aga tami....those four big houses
 * ha aa alo oga tami....the first ten little houses
 * ata anapa ewa oga tudi....my first two little children

Note: Ordinal numeric determiners are not to be confused with ordinal vowels, which are used to derive scalar iterations of nouns. Cardinal numbers are used in the latter case, eg.:
 * d o b....state (1st level)
 * d a b....government (2nd level derivative)
 * d e b....leader (3rd level derivative)
 * d i b....administration (4th " " )
 * d u b....minister (5th " " )

Fractions

 * Fractional numeric determiners ( = fractions) like half and quarter are formed by adding -yn for those functioning as nouns, -yna for adjectives, -ynay for adverbs, or -yn for prefixes, to the respective cardinal number.

 * Here are some examples:

 * His uxo ha oynxen bi yata mir.....This will cause the anihilation of our world.
 * Ha ayna mir te ayv et.....The whole world knows about you.
 * Has se gas vyel ha ayn bi hasa goni.....It is more than the whole of its parts.
 * Ferad se ayn dyana dalzeyn.....French is a holo phrastic language.
 * Et yafe bier eyn bi has.....You can take half of it.
 * Yat yefo eynxer eta yexnix.....We will have to halve your salary.
 * Hus sa eyn vyan.....That was a half- truth.
 * Eso eyn zyunida dropek.....There is going to be a hemi spheric war.
 * Duven his se eyn utexea dopar?....Is this a semi- automatic weapon?
 *  Iynxu hua ableyavol..... Cut that pie in thirds .
 * It yeyfe bixwer ay uynxwer .....He should be drawn and quartered .
 * Hia nas se aloyn bi hos yat aysa zojab.....This money is a tenth of what we had last year.
 * Ha dep aloynxwu .....The army would be decimated.
 * Ewa asoyni bi ha dityan baksa.....Two percent (=hundredths) of the citizenry got sick.
 * Hia tom se anay asoyn ge aga vyel hua tom.....This building is only a hundredth as big as that building.
 * Hwut se oyntofa .....That guy is naked.

 * The fractional adverbs can be used as in these examples:
 * Et so aynay dudyefa av eta xeyni.....You will be wholly accountable for your actions.
 * Iyt eynay tikabeloka.....She almost (= halfway) threw up.

 * Pronominalizations like half of it, a third of them:
 *  Eynas sa fia..... Half of it was good.
 *  Eynasi sa fua..... Half of them (things) were bad.
 * Esa uwa tobi se hua fukyes. Eynati toja.....There were four people in that accident.  Half (of them) died.
 *  Iynati bi yet se vyaka..... A third of you are right.
 *  Uynati bi yat yantexe..... A quarter of us agree.
 *  Alo asoyni bi hia dyesi fyunxwa..... Ten percent of these books were ruined.

Multiples

 * Multiplicative numeric determiners ( = multiples) like double, triple can be formed by adding -on to the respective cardinal numeral if the numeral is monosyllabic, otherwise just -n. These noun forms can be adjectivized with the suffix -a. They can also serve as prefixes on  animate nouns, inanimate nouns, and prefixes, as the following chart shows.  The prefix ending, -n is often dropped.

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! CARDINAL NUMERAL !! MULTIPLE AS NOUN !! ...AS ADJECTIVE !! ...AS ADVERB !! ...AS PREFIX !! ...AS VERB-MAKER
 * + Multiplicative Numeric Determiners
 * o....zero || oon....null || oona....nil || || on-....zero- || onxer....cancel, zero out
 * a....one || aon....single || aona....single || aonay....singly || an-....uni-/mono- || anxer....unify
 * e....two || eon....twosome, double || eona....double || eonay....doubly || en-....di-/bi- || enxer....double
 * i....three || ion....threesome, triplet || iona....triple || ionay....triply || in-....tri-- || inxer....triple
 * u....four || uon....quartet || uona....quadruple || uonay....quadruply || un-....quadri-/tetra- || unxer....quadruple
 * yo....five || yoon....quintet || yoona....quintuple || yoonay....quintuply || yoon-*....quinti-/penta- || yoonxer*....quintuple
 * ya....six || yaon....sextet || yaona....sextuple || yaonay....sextuply || yaon-*....sexi-/hexa- || yaonxer*....sextuple
 * alo....ten || alon....decade || alona....decadic || alonay....by a multiple of ten || alon-....deca- || alonxer....multiply by ten
 * aso....hundred || ason....hundredfold || asona....hundredfold || asonay....by a hundredfold || ason-....hecato- || asonxer....multiply by a hundred
 * }
 * yo....five || yoon....quintet || yoona....quintuple || yoonay....quintuply || yoon-*....quinti-/penta- || yoonxer*....quintuple
 * ya....six || yaon....sextet || yaona....sextuple || yaonay....sextuply || yaon-*....sexi-/hexa- || yaonxer*....sextuple
 * alo....ten || alon....decade || alona....decadic || alonay....by a multiple of ten || alon-....deca- || alonxer....multiply by ten
 * aso....hundred || ason....hundredfold || asona....hundredfold || asonay....by a hundredfold || ason-....hecato- || asonxer....multiply by a hundred
 * }
 * alo....ten || alon....decade || alona....decadic || alonay....by a multiple of ten || alon-....deca- || alonxer....multiply by ten
 * aso....hundred || ason....hundredfold || asona....hundredfold || asonay....by a hundredfold || ason-....hecato- || asonxer....multiply by a hundred
 * }
 * }

 * * An extra o is added to these prefixes to avoid ambiguity with yan meaning together and yon meaning apart.

 * The multiplicative noun dozen is expressed by aleon.

 *  Aleoni bi pati yizpapa..... Dozens of birds flew by.

 * By adding the suffix -at to the noun multiple, we get groupings of people. The -na- in some of these words can be omitted, thereby simplifying the words:

 * aonat or aot ....solo, single, person
 * aonatser of aotser....become single, become a person
 * aonawat....singleton
 * eonat or eot....duo, pair, twosome, couple
 * eotxer....to copulate
 * eontajat....twin
 * ionat or iot....trio, threesome, trinity
 * iotxer....to do a threesome
 * Ionatin....Trinitarianism
 * iontajati....triplets
 * uonat or uot ....quartet, foursome
 * uontajat....quadruplet
 * yoonat or yoot....quintet, group of five people
 * yoontajati....quintuplets
 * yoonati....quintets

 * By adding the suffix -un instead of -on, we get the following:

 * aun....unit
 * auna....unitary, individual
 * aunser....unite
 * aunyan....series
 * aunyana....serial
 * eun....pair
 * euna....even, paired, binary
 * oleuna....odd, non-binary, uneven, unpaired
 * oleunat....odd man out
 * eunxer....even out

 * Some examples where the above multiple determiners and derivatives are used:

 * Yat naptyopa be eo(na)ti yez bi ha mep.....We marched in twos (= pairs) down the street.
 *  Asonati upo bay yat bu hia ovdal..... Hundreds (of people) will come with us to this protest.
 * Hia ivxel xwe en jabay.....This celebration happens bi ennially.
 * Iyt se un tupokyat.....She is a quadri plegic. (Lit: x 4+limb+loss+person)
 * Diwe sagu ha auni .....Please count the units .
 * Yet gafisa aronay !....You all have improved a thousandfold !
 * Tob se en tyoyaba sat.....Man is a bi pedal creature.

 * Note: Sometimes the multiple prefix ending in -on in the numbers below ten is shortened to -n in common words:

 *  an zyuk.... mono cycle
 *  en zyuk.... bi cycle
 *  in gun.... tri angle
 *  un gun.... quadr angle
 *  yoon gon.... penta gon
 *  yaon gon.... hexa gon

 * Note: The prefixes for penta-/quinti- and hexa-/sext- must keep the -on so as to distinguish them from the prefixes yon....apart and yan....together. This rule does not apply to numbers inside chemical names and formulas (See Coding Chemical Elements).

 *  yoon gona.... quinti partite BUT:  yon per....separate, go apart
 *  yaon gun.... hexa gon BUT:  yan uper....meet, come together

Number Chart

 * The following chart shows numbers in Mirad as symbols, adjectives, pronouns, prefixes, and verbs:

 * Note 1: Sometimes the final -n on the numeric prefix is dropped, especially as an ordinal vowel in scalar words, eg. anapa first, atistam elementary school.
 * Note 2: An extra o is inserted into this prefix to distinguish it from yon- dis-, apart
 * Note 3: An extra o is inserted into this prefix to distinguish it from yan- con-, together
 * Note 4: Garale is short for alo gar ale ten to-the-power-of 12. By the same token, gorale is short for alo gor ale ten to-the-power-of-minus 12

= Metric Units =
 * Mirad uses the International System of Units (SI) for rendering measurement units.  These symbols are pronounced as if you were spelling each letter out (see the alphabet.  Bear in mind that majuscules (uppercase letters are prefaced with the word ag- (big).  Similarly, Greek letters are rendered by their Greek names (ω = omega, Ω = Omega).  The measurement unit names are followed by nak (measurement unit).

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

!ENGLISH UNIT NAME !SYMBOLIC ABBREVIATION !QUANTITY UNIT !MIRAD PRONUNCIATION !second !meter !kilogram !ampere !kelvin !Mole !candela
 * + SI base units
 * style="text-align:center" |s
 * time
 * style="text-align:center" |sonak
 * style="text-align:center" |m
 * length
 * style="text-align:center" |minak
 * style="text-align:center" |kg
 * mass
 * style="text-align:center" |kigenak
 * style="text-align:center" |A
 * electric current
 * style="text-align:center" |aganak
 * style="text-align:center" |K
 * thermodynamic temperature
 * style="text-align:center" |agkinak
 * style="text-align:center" |mol
 * amount of substance
 * style="text-align:center" |miolinak
 * style="text-align:center" |cd
 * luminous intensity
 * style="text-align:center" |cadanak
 * }
 * Here are SI derived units with special names and symbols:

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! ENGLISH NAME ! SYMBOLIC WRITTEN ABBREVIATION ! QUANTITY UNIT ! MIRAD PRONUNCIATION
 * + SI derived units with special names and symbols
 * radian
 * align="center" | rad
 * plane angle
 * align="center" |roadanak
 * steradian
 * align="center" | sr
 * solid angle
 * align="center" |soronak
 * hertz
 * align="center" | Hz
 * frequency
 * align="center" |aghezunak
 * newton
 * align="center" | N
 * force, weight
 * align="center" |agninak
 * pascal
 * align="center" | Pa
 * pressure, stress
 * align="center" | agpoanak
 * joule
 * align="center" | J
 * energy
 * align="center" | agjinak
 * watt
 * align="center" | W
 * power
 * align="center" | agwunak
 * coulomb
 * align="center" | C
 * electric charge
 * align="center" |agcanak
 * volt
 * align="center" | V
 * electrical potential difference
 * align="center" | agvunak
 * farad
 * align="center" | F
 * capacitance
 * align="center" | agfenak
 * ohm
 * align="center" | Ω
 * electrical resistance
 * align="center" | Omeganak
 * Siemens
 * align="center" | S
 * electrical conductance
 * align="center" | agsonak
 * Weber
 * align="center" | Wb
 * magnetic flux
 * align="center" | agwubanak
 * tesla
 * align="center" | T
 * magnetic flux density
 * align="center" | agtonak
 * henry
 * align="center" | H
 * inductance
 * align="center" | aghenak
 * degree Celsius
 * align="center" | °C
 * temperature
 * align="center" | nogagcanak
 * lumen
 * align="center" | lm
 * luminous flux
 * align="center" | liminak
 * lux
 * align="center" | lx
 * illuminance
 * align="center" | lixuak
 * becquerel
 * align="center" | Bq
 * radioactivity
 * align="center" | agbakonak
 * gray
 * align="center" | Gy
 * absorbed dose (of ionizing radiation)
 * align="center" | aggeyunak
 * sievert
 * align="center" | Sv
 * equivalent dose (of ionizing radiation)
 * align="center" | agsovunak
 * katal
 * align="center" | kat
 * catalytic activity
 * align="center" | kiatonak
 * byte
 * align="center" | b
 * 8 bits of information
 * align="center" | banak
 * }
 * Also, here are some non-SI units that are very convenient and acceptable:
 * align="center" | agbakonak
 * gray
 * align="center" | Gy
 * absorbed dose (of ionizing radiation)
 * align="center" | aggeyunak
 * sievert
 * align="center" | Sv
 * equivalent dose (of ionizing radiation)
 * align="center" | agsovunak
 * katal
 * align="center" | kat
 * catalytic activity
 * align="center" | kiatonak
 * byte
 * align="center" | b
 * 8 bits of information
 * align="center" | banak
 * }
 * Also, here are some non-SI units that are very convenient and acceptable:
 * 8 bits of information
 * align="center" | banak
 * }
 * Also, here are some non-SI units that are very convenient and acceptable:

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! ENGLISH NAME ! SYMBOLIC WRITTEN ABBREVIATION ! QUANTITY UNIT ! MIRAD PRONUNCIATION
 * + Convenient non-SI units
 * litre
 * align="center" | L
 * volume
 * align="center" |aglonak or litr(i)
 * hectare
 * align="center" | ha
 * area
 * align="center" |heanak or hektar(i)
 * ton
 * align="center" | t
 * area
 * align="center" |tonak or ton(i)
 * decibel
 * align="center" | dB
 * loudness
 * align="center" |daagbanak or decibel(i)
 * fathom
 * align="center" | ftm
 * depth of water
 * align="center" |fetominak
 * }
 * fathom
 * align="center" | ftm
 * depth of water
 * align="center" |fetominak
 * }

 * The following chart shows how in Mirad to pronounce coherent derived unit formulae in terms of base units. Note that the backslash means per or divided by and is pronounced gol.  The symbol x means times and is pronounced gal.  The superscript number is a power and is pronounced gar plus the number (with -wa, if a unit number).  The negative superscript number is pronounced gor plus the number (again, with -wa if a unit number).  See Arithmetical Expressions for further information on these terms.

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! NAME ! SYMBOLIC FORMULA ! DERIVED QUANTITY ! TYPICAL SYMBOL ! MIRAD PRONUNCIATION
 * + Examples of coherent derived units in terms of base units
 * square meter
 * align="center" | m2
 * area
 * align="center" |$A$
 * align="center" | minak-gar-ewa
 * cubic meter
 * align="center" | m3
 * volume
 * align="center" | $V$
 * align="center" | minak-gar-iwa
 * meter per second
 * align="center" | m/s
 * speed, velocity
 * align="center" | $v$
 * align="center" | minak-gol-sonak
 * meter per second squared
 * align="center" | m/s2
 * acceleration
 * align="center" | $a$
 * align="center" | minak-gol-sonak-gar-ewa
 * rowspan=2| reciprocal meter
 * rowspan=2 align="center" | m−1
 * wavenumber
 * align="center" | $σ$, $ṽ$
 * align="center" | minak-gor-awa
 * vergence (optics)
 * align="center" | $V$, 1/$f$
 * kilogram per cubic meter
 * align="center" | kg/m3
 * density
 * align="center" | $ρ$
 * align="center" | kigenak-gol-minak-gar-iwa
 * kilogram per square meter
 * align="center" | kg/m2
 * surface density
 * align="center" | $ρ$A
 * align="center" | kigenak-gol-minak-gar-ewa
 * cubic meter per kilogram
 * align="center" | m3/kg
 * specific volume
 * align="center" | $v$
 * align="center" | minak-gar-iwa-gol-kinak-ge
 * ampere per square meter
 * align="center" | A/m2
 * current density
 * align="center" | $j$
 * align="center" | aganak-gol-minak-gar-ewa
 * Amperes per meter|ampere per meter
 * align="center" | A/m
 * magnetic field strength
 * align="center" | $H$
 * align="center" | aganak-gol-minak
 * mole per cubic meter
 * align="center" | mol/m3
 * concentration
 * align="center" |$c$
 * align="center" | minolinak-gol-minak-gar-iwa
 * kilogram per cubic meter
 * align="center" | kg/m3
 * Mass concentration (chemistry)|mass concentration
 * align="center" | $ρ$, $γ$
 * align="center" | kinak-ge-gol-minak-gar-iwa
 * candela per square meter
 * align="center" | cd/m2
 * luminance
 * align="center" | $L$v
 * align="center" | canak-da-gol-minak-gar-ewa
 * }
 * The SI has a whole list of prefixes that act as multipliers (macro) or dividers (micro) of the above and other measurement units. For example, a kilometer is a meter times a 1,000 (macro unit), whereas a millimeter is a meter divided by a 1,000 (micro unit).  Banak means byte, so garale-banak is terabyte.  This breaks down to 1012 bytes.  Here is a table showing the Mirad macro and micro prefixes:
 * {| class="wikitable" style="background:lightyellow; font-size:smaller;"
 * kilogram per cubic meter
 * align="center" | kg/m3
 * Mass concentration (chemistry)|mass concentration
 * align="center" | ᙭᙭᙭, ᙭᙭᙭
 * align="center" | kinak-ge-gol-minak-gar-iwa
 * candela per square meter
 * align="center" | cd/m2
 * luminance
 * align="center" | ᙭᙭᙭v
 * align="center" | canak-da-gol-minak-gar-ewa
 * }
 * The SI has a whole list of prefixes that act as multipliers (macro) or dividers (micro) of the above and other measurement units. For example, a kilometer is a meter times a 1,000 (macro unit), whereas a millimeter is a meter divided by a 1,000 (micro unit).  Banak means byte, so garale-banak is terabyte.  This breaks down to 1012 bytes.  Here is a table showing the Mirad macro and micro prefixes:
 * {| class="wikitable" style="background:lightyellow; font-size:smaller;"
 * {| class="wikitable" style="background:lightyellow; font-size:smaller;"

! colspan=4 | MACRO !! colspan=4 | MICRO ! BASE 10!! US/UK NAME!!MIRAD PREFIX....SI PREFIX !!SI SYMBOL !! BASE 10 !! (US/UK NAME) !! MIRAD PREFIX....SI PREFIX !! SI SYMBOL
 * + Scalar Metrics
 * 1 || one || an- *... mono-, uni- || ||1/1 ||whole || ayn-....holo-, uni- ||
 * 2 ||two || en-....bi- || || 1/2 ||half||eyn-....demi-, di-||
 * 3 ||three || in-....tri- || || 1/3 ||third ||iyn-....terci-||
 * 4 ||four || un-....tetra- || || 1/4 ||fourth || uyn-....quadri-||
 * 5 ||five || yoon- *....penta- || || 1/5 ||fifth ||yoyn....quinti-||
 * 6 ||six || yaon-....hexa- || || 1/6 ||sixth ||yayn....sexti-||
 * 7 ||seven || yeon-....hepta- || || 1/7 ||seventh || yeyn....septi-||
 * 8 ||eight || yion....octo- || || 1/8 ||eighth || yiyn....octi-||
 * 9 ||nine || yuon....nona- || || 1/9 ||ninth || yuyn....novi-||
 * 10 ||ten || alon-....deca- || da || 1/10 ||tenth || aloy-....deci-|| d
 * 102 ||hundred || aso-....hecto- **|| h || 10-2 ||hundredth || asoy-....centi-|| c
 * 103 ||thousand || amso-....kilo- ||k || 10-3 ||thousandth)|| amsoy-....milli-|| m
 * 106 ||million || amlo-....mega- || M || 10-6 ||millionth || amloy-....micro-|| r
 * 109 ||billion /milliard || amro-....giga- || G || 10-9 ||billionth/ milliardth || amroy-....nano-|| n
 * 1012 ||trillion /billion || garale-....tera- || T || 10-12 ||trillionth / billionth)|| gorale-....pico-|| p
 * 1015 ||quadrillion)/ billiard|| garalyo-....peta- || P||10-15 ||quadrillionth) / billiardth || goralyo-....femto-||f
 * 1018 ||quintillion / trillion || garalyu-....exa- || E||10-18 ||quintillionth)/ trillionth || goralyu....atto-||a
 * 1021 ||sextillion)/ trilliard || garela-....zetta- || Z||10-21 ||sextillionth / trilliardth || gorela....zepto-||z
 * 1024 ||septillion)/ quadrillion || garelu-....yotta- ||  Y ||10-27 ||septillionth / quadrillionth|| gorelu....yocto-||y
 * }
 * 102 ||hundred || aso-....hecto- **|| h || 10-2 ||hundredth || asoy-....centi-|| c
 * 103 ||thousand || amso-....kilo- ||k || 10-3 ||thousandth)|| amsoy-....milli-|| m
 * 106 ||million || amlo-....mega- || M || 10-6 ||millionth || amloy-....micro-|| r
 * 109 ||billion /milliard || amro-....giga- || G || 10-9 ||billionth/ milliardth || amroy-....nano-|| n
 * 1012 ||trillion /billion || garale-....tera- || T || 10-12 ||trillionth / billionth)|| gorale-....pico-|| p
 * 1015 ||quadrillion)/ billiard|| garalyo-....peta- || P||10-15 ||quadrillionth) / billiardth || goralyo-....femto-||f
 * 1018 ||quintillion / trillion || garalyu-....exa- || E||10-18 ||quintillionth)/ trillionth || goralyu....atto-||a
 * 1021 ||sextillion)/ trilliard || garela-....zetta- || Z||10-21 ||sextillionth / trilliardth || gorela....zepto-||z
 * 1024 ||septillion)/ quadrillion || garelu-....yotta- ||  Y ||10-27 ||septillionth / quadrillionth|| gorelu....yocto-||y
 * }
 * 1015 ||quadrillion)/ billiard|| garalyo-....peta- || P||10-15 ||quadrillionth) / billiardth || goralyo-....femto-||f
 * 1018 ||quintillion / trillion || garalyu-....exa- || E||10-18 ||quintillionth)/ trillionth || goralyu....atto-||a
 * 1021 ||sextillion)/ trilliard || garela-....zetta- || Z||10-21 ||sextillionth / trilliardth || gorela....zepto-||z
 * 1024 ||septillion)/ quadrillion || garelu-....yotta- ||  Y ||10-27 ||septillionth / quadrillionth|| gorelu....yocto-||y
 * }
 * 1021 ||sextillion)/ trilliard || garela-....zetta- || Z||10-21 ||sextillionth / trilliardth || gorela....zepto-||z
 * 1024 ||septillion)/ quadrillion || garelu-....yotta- ||  Y ||10-27 ||septillionth / quadrillionth|| gorelu....yocto-||y
 * }
 * }

The macro and micro values can also be represented with abbreviated symbols, which can be pronounced in Mirad as spelled out alphabetics. Greek letter are rendered by their names in Greek. Upper case equivalents are preceded with ag-. Here is a table showing grams:
 * *Note: The -n or -on can sometimes be omitted in macro-prefixation, especially where there is no ambiguity. The -n (but NOT the -yn) in the micro prefixes can also sometimes be omitted.
 * **Note: The gar (to a plus power) and gor (to a minus power) forms are alternatives for the numeric prefixes beyond 100. For example, billion (109) could be expressed as garyu-(ten) to the 9th power, while billionth could be expressed by goryu ((ten) to the minus 9th power).  The prefix garya- is composed of the positive exponential operator gar (to the power of), followed by the number 6.  The prefix gorale- is composed of the negative exponential operator gor (to the root of), followed by the number 12.
 * **Note: The gar (to a plus power) and gor (to a minus power) forms are alternatives for the numeric prefixes beyond 100. For example, billion (109) could be expressed as garyu-(ten) to the 9th power, while billionth could be expressed by goryu ((ten) to the minus 9th power).  The prefix garya- is composed of the positive exponential operator gar (to the power of), followed by the number 6.  The prefix gorale- is composed of the negative exponential operator gor (to the root of), followed by the number 12.

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! colspan=2 | MACRO !! colspan=2 | MICRO ! SYMBOL (EXPANSION) !! MIRAD PRONUNCIATION !! SYMBOL (EXPANSION) !! MIRAD PRONUNCIATION
 * + Kg Metrics With Abbreviated Symbols
 * dag (decagram)|| daagenak || dg |(decigram)||dagenak
 * hg (hectogram)|| hegenak || cg (centigram)||cagenak
 * kg (kilogram) || kogenak || mg (milligram)||migenak
 * Mg (macrogram)|| agmigenak ||μg (microgram)|| mugenak
 * Gg (gigagram)|| aggegenak || ng (nanogram)|| nigenak
 * Tg (teragram)|| agtogenak || pg (picagram)|| pogenak
 * Pg ( petagram)|| agpogenak || fg (femtogram)|| fegenak
 * Eg (exagram)|| agegenak || ag (attogram)|| agenak
 * Zg (zettagram)|| agzegenak || zg (zeptogram) || zegenak
 * Yg (yottagram)|| agyugenak || yg (yoctogram) || yugenak
 * }
 * The squared and cubed representations of the above are followed by gar e (squared) and gar i (cubed), respectively:
 * 10 km²....(pronounced as:) alo kominaki gar e
 * 12 mm³....(pronounced as:) ale miminaki gar i
 * Eg (exagram)|| agegenak || ag (attogram)|| agenak
 * Zg (zettagram)|| agzegenak || zg (zeptogram) || zegenak
 * Yg (yottagram)|| agyugenak || yg (yoctogram) || yugenak
 * }
 * The squared and cubed representations of the above are followed by gar e (squared) and gar i (cubed), respectively:
 * 10 km²....(pronounced as:) alo kominaki gar e
 * 12 mm³....(pronounced as:) ale miminaki gar i
 * The squared and cubed representations of the above are followed by gar e (squared) and gar i (cubed), respectively:
 * 10 km²....(pronounced as:) alo kominaki gar e
 * 12 mm³....(pronounced as:) ale miminaki gar i

= Expressing Frequency =

 * There are two ways to form determiners of frequency:
 * Using jod(i) meaning occasion(s), instance(s), time(s), or
 * Using xag meaning frequency

 * Here is a chart showing the most common frequency determiners:

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! "JOD" METHOD !! "XAG" METHOD !! MEANING
 * + Frequentative Determiners
 * duhogla jodi? || duhoxag? || how often?, how many times?
 * hogla jodi || hoxag || how often, how frequently
 * hagla jodi || haxag || the frequency
 * hegla jodi || hexag || sometimes, on some occasions
 * higla jodi || hixag || this often, this many times
 * hugla jodi || huxag || that often, that many times, so many times
 * huugla jodi || huuxag || so often, so many times
 * hyogla jodi || hyoxag || never
 * hyagla jodi || hyaxag || always, at all times
 * hyegla jodi || hyexag || any number of times, however often
 * hyigla jodi || hyixag || as often, the same number of times
 * hyugla jodi || hyuxag || not as often, some other number of times
 * ga jodi || gaxag (vyel) || more often (than)
 * ge jodi || gexag (vyel) || as many times (as), as often (as)
 * go jodi || goxag (vyel) || less often (than)
 * gla jodi || glaxag || many times, often
 * gle jodi || glexag || quite a few times, quite often
 * glo jodi || gloxag || not so many times, seldom
 * gra jodi || graxag || too often
 * gre jodi || grexag || often enough
 * gro jodi || groxag || too seldom
 * gwa jodi || gwaxag || as often as possible, most often, most times
 * gwe jodi || gwexag || an average number of times
 * gwo jodi || gwoxag || least often, as seldom as possible
 * owa jod || oxag || never, at no time, zero times
 * awa jod || axag || once, one time
 * awa ga jod || ga axag || again, once more
 * ewa jodi || exag || twice, two times
 * iwa jodi || ixag || thrice, three times
 * alo jodi || aloxag || ten times
 * - asoni bi jodi || -- || hundreds of times
 * - yowa gal haxag vyel zojab || yoxag vyel zojab || five times as often as last year
 * }
 * Examples:
 *  Duhoxag et pe ha tayegoblam?.... How often do you go to the barber shop?
 *  Duhogla jodi et akaye hia ekun?.... How many times have you won this game?
 * At teataye hua dyezun iwa ey uwa jodi .....I have seen that film three or four times .
 * At teataye is huugla jodi (or: huuxag) van at bokseye.....I have seen it so many times that I am getting sick.
 * Hus xwaye gaxag vyel et te.....That has happened more often than you know.
 * gre jodi || grexag || often enough
 * gro jodi || groxag || too seldom
 * gwa jodi || gwaxag || as often as possible, most often, most times
 * gwe jodi || gwexag || an average number of times
 * gwo jodi || gwoxag || least often, as seldom as possible
 * owa jod || oxag || never, at no time, zero times
 * awa jod || axag || once, one time
 * awa ga jod || ga axag || again, once more
 * ewa jodi || exag || twice, two times
 * iwa jodi || ixag || thrice, three times
 * alo jodi || aloxag || ten times
 * - asoni bi jodi || -- || hundreds of times
 * - yowa gal haxag vyel zojab || yoxag vyel zojab || five times as often as last year
 * }
 * Examples:
 *  Duhoxag et pe ha tayegoblam?.... How often do you go to the barber shop?
 *  Duhogla jodi et akaye hia ekun?.... How many times have you won this game?
 * At teataye hua dyezun iwa ey uwa jodi .....I have seen that film three or four times .
 * At teataye is huugla jodi (or: huuxag) van at bokseye.....I have seen it so many times that I am getting sick.
 * Hus xwaye gaxag vyel et te.....That has happened more often than you know.
 * alo jodi || aloxag || ten times
 * - asoni bi jodi || -- || hundreds of times
 * - yowa gal haxag vyel zojab || yoxag vyel zojab || five times as often as last year
 * }
 * Examples:
 *  Duhoxag et pe ha tayegoblam?.... How often do you go to the barber shop?
 *  Duhogla jodi et akaye hia ekun?.... How many times have you won this game?
 * At teataye hua dyezun iwa ey uwa jodi .....I have seen that film three or four times .
 * At teataye is huugla jodi (or: huuxag) van at bokseye.....I have seen it so many times that I am getting sick.
 * Hus xwaye gaxag vyel et te.....That has happened more often than you know.
 * At teataye is huugla jodi (or: huuxag) van at bokseye.....I have seen it so many times that I am getting sick.
 * Hus xwaye gaxag vyel et te.....That has happened more often than you know.

= Mathematical Expressions =
 * Mathematical vocabulary is based mostly on deriviatives of the degree word ga....more.

Chart of Mathmatical Components

 * The following chart shows mathematical operator verbs and derived terms:

How to Verbalize Math Expressions

 * 1 + 1 = 2.....A gab a gese e.
 * 3 - 1 = 2.....I gob a gese e.
 * 2 x 4 = 8.....E gal u gese yi.
 * 10 % 2 = 5.....Alo gol e gese yu.
 * 52 = 25.....Yo gar e gese elyu.
 * 23 = 8.....E gar i gese yi.
 * 4 √2 = 2 = 2.....U gor e gese e.
 * log10 1000 = 3.....Aro gaz alo gese i.

 * Note 1: gese (equals) can be substituted with se (is), eg.:
 * E gab e se u.....Two plus two is four.
 * Note 2: If numbers are used as numeric adjectives, the units take the suffix -wa, eg.:
 * E wa lafebi gab a wa afeb gese vavol.....Two oranges plus one apple equals a salad.

 * Examples of mathematical expressions:

 * E gab e gese u.....Two plus two equals four.
 * E gal i gese ya.....Two times three equals six.
 * I gar e gese yu.....Three to the second power equals nine.
 * E gob e gese o.....Two minus two equals zero.
 * Yu gol i gese i.....Nine divided by three equals three.
 * Yu gor i gese i.....Nine cubed equals three.
 * Aso gor e gese alo.....One hundred squared equals ten.
 * Aro gaz alo gese i.....Log10(1000) = 3. (= Logarithm of a thousand to base ten equals three)

Decimal Expressions

 * Decimal expressions like 2.5 use the word nod....point as in English.

 * Hia bavol kyinse ga vyel 10.8 (alo nod yiwa) kigenaki.....This tomato weighs more than 10.8 (ten point eight) kilograms.

= Calendar and Time Expressions =
 * The word for calendar is judar. The sections below explain how calendar expressions are formed and used:

Basic Calendar Units

 * Time is divided using the following basic terms:

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! MIRAD !! ENGLISH
 * + Calendar Units
 * job || time
 * jab || year
 * jeb || season
 * jib || month
 * jub || day
 * jwob* || hour
 * jwab* || minute
 * jweb* || second
 * }
 * jub || day
 * jwob* || hour
 * jwab* || minute
 * jweb* || second
 * }
 * jweb* || second
 * }
 * }

 * Note: These would ordinarily be jyob, jyab, and jyeb respectively, but the w glide is much easier to pronounce after the letter j, and is therefore substituted.

Other Calendar Units

 * Other calendar units are formed through the agglutination of numerical stubs to some of the time units above:

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! MIRAD !! ENGLISH !! NUMERICAL FORMULA
 * + Other Calendar Units
 * rojab || millenium || year x 1,000
 * sojab || century || year x 100
 * lojab || decade || year x 10
 * eynjab || half year || year x 1/2
 * uynjab || quarter || year x 1/4
 * yajib || semester || month x 6
 * yejub || week || day x 7
 * yejubuj || weekend || day x 7 end
 * eynjwob || half hour || hour x 1/2
 * }
 * yajib || semester || month x 6
 * yejub || week || day x 7
 * yejubuj || weekend || day x 7 end
 * eynjwob || half hour || hour x 1/2
 * }
 * yejubuj || weekend || day x 7 end
 * eynjwob || half hour || hour x 1/2
 * }
 * }

 * This, next, last, etc. are expressed as follows:

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! MIRAD !! ENGLISH
 * + Day Pointers
 * hijub hia yejub hijab || today this week this year
 * zojub zoyejub zajab || yesterday last week last year
 * zajub zayejub zajab || tomorrow next week next year
 * hujub huyejub hujab || that day that week that year
 * jazojub ja ewa yejubi jazojab || the day before yesterday two weeks ago the year before last
 * jozajub jo ewa yejubi jozajab || the day after tomorrow two weeks from now the year after next
 * Duhajub?|| Which day?
 * hyajub || every day
 * hyejub || any day
 * hejub || someday
 * hejubi || some days
 * }
 * Duhajub?|| Which day?
 * hyajub || every day
 * hyejub || any day
 * hejub || someday
 * hejubi || some days
 * }
 * hejub || someday
 * hejubi || some days
 * }
 * hejubi || some days
 * }

Seasons of the Year

 * Seasons of the year are expressed by internally scalarizing the word for season jeb:

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! MIRAD !! ENGLISH
 * + Seasons of the Year
 * jeab || spring
 * jeeb || summer
 * jeib || autumn, Fall
 * jeub || winter
 * }
 * Examples of usage:
 * jeub || winter
 * }
 * Examples of usage:
 * Examples of usage:

 * be jeab....in spring
 * ja jeeb....before summer
 * ju jeib....until autumn
 * ji jeub....since winter
 * je ha jeb....during the season
 * ub ha uj bi jeeb....toward the end of summer
 * eb jeab ay jeeb....between spring and summer
 * jeeba gemoj....vernal equinox
 * jeiba fayebi....autumn leaves
 * jeba til....seasonal drink
 * jeubyena jebmalyen....wintry climate
 * jeabyena malyen....spring-like weather
 * jeuben....hibernation
 * hijeab....this season
 * zajeab....next season
 * zojeab....last season
 * hyajeab....every season

Months of the Year

 * Months of the year are expressed by internally scalarizing the word for month jib:

 * {| class="wikitable" style="background:lightyellow; font-size:smaller;"

! MIRAD !! ENGLISH
 * + Months of the Year
 * jiab || January
 * jieb || February
 * jiib || March
 * jiub || April
 * jiyob || May
 * jiyab || June
 * jiyeb || July
 * jiyib || August
 * jiyub || September
 * jilob || October
 * jilab || November
 * jileb || December
 * }
 * jiyeb || July
 * jiyib || August
 * jiyub || September
 * jilob || October
 * jilab || November
 * jileb || December
 * }
 * jilab || November
 * jileb || December
 * }
 * jileb || December
 * }

 * Some expressions using the months:

 * be jilob....in October
 * ja jiyab....before June
 * lojo zajiyeb....by next July (lojo = not after)
 * hijib....this month
 * zojib....last month
 * zajib....next month
 * bi-jib-bu-jiba jobnis....month-to-month rent
 * jibay....monthly
 * jibi joy....months later
 * jiba sindryen....monthly magazine
 * hujiba jobnis....that month's rent
 * hya ionjib....every trimester
 * jiber....menstruate
 * byi zojilob....since last October
 * ub zejib....toward mid-month

Days of the Week

 * Days of the week are expressed by internally scalarizing the word for day jub:

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! MIRAD !! ENGLISH
 * + Days of the Week
 * juab || Monday
 * jueb || Tuesday
 * juib || Wednesday
 * juub || Thursday
 * juyob || Friday
 * juyab || Saturday
 * juyeb || Sunday
 * }
 * juyob || Friday
 * juyab || Saturday
 * juyeb || Sunday
 * }
 * juyeb || Sunday
 * }
 * }

 * Here are some common terms relating to days of the week:

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! MIRAD !! ENGLISH
 * + Day Expressions
 * Duhojub? || Which day?
 * hojub hu... || the day that...
 * hejub || someday
 * hijub || today
 * hujub || that day
 * hyijub || (on) the same day
 * hyajub || every day
 * hyejub || any day
 * zajub || yesterday
 * zojub || tomorrow
 * ha jajub be ha jana jub || the day before, (on) the previous day
 * ha jojub be ha jona jub || the day before, (on) the previous day
 * jazojub || the day before yesterday
 * jozajub || the day after tomorrow
 * hya ea jub || every other/second day
 * hyajub boy juyeb || every day except Sunday
 * yejub || week
 * hiyejeb || this week
 * yejubuj || weekend
 * yexjub (or) zeyejub || weekday
 * enyejuba(y) || bi-weekly
 * zoyejub || last week
 * }
 * ha jojub be ha jona jub || the day before, (on) the previous day
 * jazojub || the day before yesterday
 * jozajub || the day after tomorrow
 * hya ea jub || every other/second day
 * hyajub boy juyeb || every day except Sunday
 * yejub || week
 * hiyejeb || this week
 * yejubuj || weekend
 * yexjub (or) zeyejub || weekday
 * enyejuba(y) || bi-weekly
 * zoyejub || last week
 * }
 * hiyejeb || this week
 * yejubuj || weekend
 * yexjub (or) zeyejub || weekday
 * enyejuba(y) || bi-weekly
 * zoyejub || last week
 * }
 * enyejuba(y) || bi-weekly
 * zoyejub || last week
 * }
 * }

 * Examples of Usage:

 * (be) juyob....on Friday
 * ju juib....until Wednesday
 * ji zojub....since yesterday
 * lojo jubuj....by [Lit: not after] day's end
 * jo zajub....after tomorrow
 * je ha jub....during the day
 * bi juab bu juub....from Monday to Friday
 * yejubuja ponpop....a weekend getaway

Parts of the Day

 * Here are the principal parts of a day:

 * Examples of Usage:

 * At tijpa ja majij .....I woke up before dawn .
 * At iyfe tuyjer be ha jwoa jozemaj .....I like to nap in the late afternoon .
 * It yexe bi amaryap bu amaryop .....He works from sunup to sundown .
 *  Be gwa jwamoji, at teaxe sinibar..... Most evenings , I watch television.

Expressing Dates

 * The following is a how a date (jud) is normally expressed:

 * be juab, 11 jieb 2018 joK.....on Monday, February 11th, 1918 A.D.

 * A date like 2018 can be expressed as twenty eighteen (elo alyi) or two thousand eighteen (ero alyi).

 * The day 11 in the above expression is pronounced ala.
 * The acronym for B.C. is jaK, short for ja Krist (before Christ).
 * The acronym for the de-Christianized "BCE", meaning Before the Common/Current Era is expressed in Mirad with jaEJ (ja ha Eja Joeb).
 * The acronym for A.D. is joK, short for jo Krist (after Christ).
 * The acronym for the de-Christianized C.E. is EJ, shoft for ha Eja Joeb (the Current Era).

 * Other date expressions follow:

 * be ha 1800 jabi (alyi aso jabi)....In the 1800's (eighteen hundreds)
 * ja ha 20a (eloa) asojab....before the 20th (twentieth) century
 * eb 1920 (yulo elo) ay 2001 (emso awa)....between 1920 (nineteen twenty) and (two thousand one)
 *  hyaje hua alojab.... throughout that decade
 * At yexa hum je gla jabi .....I worked there for [Lit: during] many years .
 * Ujbu his lojo jiyab.....Finish this by [Lit: not after] May.
 * Iyt so him ub ha uj bi 2 (ewa) jiab.....She will be here toward the end of January 2nd.
 * At taja je ha Tejika Eloni .....I was born in the Roaring Twenties .

Telling Time

 * Clock time expressions use mostly the word jwob (hour) or jwobi (hours).
 * Times of the day are expressed in the 24-hour European system, or what might be called by Americans "military clock time." So, 3PM in U.S. parlance should be expressed in Mirad as 15 hours (ulo jwobi), which is the same as 15:00 or 15 hundred hours.
 * The usual time-of-day question is Se duhojwob?....What time is it? [Lit: is what-hour?]
 * The typical answer is in the format Se alo (jwobi) yuwa. (Lit: (It) is ten hours five). The use of jwobi is optional, but if jwobi is modified by awa....one, then the singular form jwob is used.

 * Here are some typical answers:

 * Se awa jwob.....It is one o'clock AM [Lit: It is one hour.]
 * Se ewa jwobi.....It is two o'clock AM [Lit: It is two hours.]
 * Se ale jwobi.....It is twelve o'clock AM.
 * Se alyu jwobi elo.....It is 15:30 (3:30 PM).
 * Se eli jwobi ali.....It is 23:13 (11:13 PM).
 * Se elu jwobi.....It is 24:00 (12 PM).

 * The words jwob and jwobi can be abbreviated as j..
 * be elo j.....At 8:00 PM

 * The designation AM and PM can be used but are not necessary in the 24-hour clock system:

 * bi maj....(AM)
 * bi moj.... (PM)

 * Se vyavay 15:10 (= alu alo).....It is exactly 7:10 P.M.. [Lit: It is exactly fifteen ten.]
 * Et sa jwoa bey alo jwabi.....You were late by 10 minutes. [Lit: You were late by ten minutes.]
 * Has ijo yuz 21:30 (= ela jwobi ilo).....It will begin around 10:30 PM.
 * Puu him lojo jwoa vyel 15:00 j.....Get here no later than 3 PM.
 * Ha yuzpar puo hum yeb 10 jwabi.....The bus will arrive there within 10 minutes.
 * Ha jwobar izeade 1 17:00.....The clock says [Lit. indicates] 5 PM.
 * Yit pua be 3 j. be ha nod .....They arrived at 3 on the dot .
 * Note 1: izeade (indicates) can be substituted with de (says).

 * Note the following clock time idioms:

 * {| class="wikitable" style="background:lightyellow;font-size:smaller;"

! MIRAD !! ENGLISH
 * + Clock Idioms
 * jwa || early
 * jwe || on time
 * jwo || late
 * Se vyavay elo j. || It is exactly 8 PM.
 *  yub bi zemaj or  yuz bi zemaj. ||  around noon
 *  ub zemoj ||  toward midnight
 *  yeb bi jwebi ||  within seconds
 * alo jwabi ja hij  || ten minutes ago [= before now]
 *  lojo 3 j. ||  no later than / by 3 o'clock AM.
 * jwobay || hourly / by the hour / on the hour
 * Hia pop efxe 2 1/2 (= ewa gab eyn) jwobi. || This trip takes (Lit: necessitates) 2 1/2 hours.
 *  ju awa jwob bi hij ||  until one hour from now
 *  ji zojub be 10a j. ||  since yesterday at 10 o'clock.
 *  je ha jana 12 jwabi ||  for/during/over the last 12 minutes
 *  ja ojo 10 j. ||  before / by 10 AM.
 *  lojo 10 jwobi. ||  by / in / within 10 hours.
 *  jo 10 j. ||  after 10 o'clock AM.
 * At saye him ji ewa jwobi. || I have been here for [= since] two hours.
 * }
 * jwobay || hourly / by the hour / on the hour
 * Hia pop efxe 2 1/2 (= ewa gab eyn) jwobi. || This trip takes (Lit: necessitates) 2 1/2 hours.
 *  ju awa jwob bi hij ||  until one hour from now
 *  ji zojub be 10a j. ||  since yesterday at 10 o'clock.
 *  je ha jana 12 jwabi ||  for/during/over the last 12 minutes
 *  ja ojo 10 j. ||  before / by 10 AM.
 *  lojo 10 jwobi. ||  by / in / within 10 hours.
 *  jo 10 j. ||  after 10 o'clock AM.
 * At saye him ji ewa jwobi. || I have been here for [= since] two hours.
 * }
 *  ja ojo 10 j. ||  before / by 10 AM.
 *  lojo 10 jwobi. ||  by / in / within 10 hours.
 *  jo 10 j. ||  after 10 o'clock AM.
 * At saye him ji ewa jwobi. || I have been here for [= since] two hours.
 * }
 * At saye him ji ewa jwobi. || I have been here for [= since] two hours.
 * }
 * }

= Expressing Age =

 * Many expressions relating to age are built on the Mirad word for age: jag.

 * The typical question is:
 * Et se duhojaga ?.... How old are you? (Lit. what-aged)

 * A typical answer is:

 * At se eli (jabi) (jaga) .....I am twenty-three (years old) .

 * The word jaga can be left understood, as well as the word jabi....years:

 * At se ilo .....I am thirty.

 * Here is a list of important age expressions and categories:

 * duhojaga?....how old?
 * hojoga....of which age
 * hajaga....of the age
 * hejaga....of some age
 * hijaga....this old
 * hujaga....that old
 * huujaga....so old
 * hyajaga....of every age
 * hyejaga....of any age
 * hyijaga / gejaga....of the same age, as old
 * hyujaga / ogejaga....of a different age
 * zejaga .... middle-aged
 * jaga....old
 * jayga....oldish
 * joga....young
 * joyga .... youngish
 * gle jaga....rather old, oldish
 * gla jaga....very old
 * gra jaga....too old, super-aged
 * gro jaga....under-aged, minor
 * ge jaga....as old, of the same age
 * awa ( jab ) jaga....one year old
 * ewa ( jabi ) jaga....two years old
 * alo ( jabi ) jaga....ten years old
 * ga jaga vyel et....older than you
 * ga joga vyel at....younger than me
 * ge joga vyel iyt....as young as her
 * ha gwa jagat bi ata tidetyan....the youngest of my siblings
 * gajagat .... an elder
 * grojagat....a minor
 * alojagat....a ten-year-old
 * aloynjagat....a teenager
 * jagat .... old person, elder, senior
 * jagwat .... old man
 * jagayt .... old woman
 * jogat....a youth
 * jogwat....a boy
 * jogayt....a girl
 * grejat....an adult, someone of age
 * jagseat....an adolescent
 * jagsyat/agsyat....a grownup
 * yilojagat....an octogenarian
 * asojagat....a centenarian
 * tud .... child, offspring
 * twud .... male child, son
 * tuyd .... female child, daughter
 * tudet .... baby, infant
 * tobet .... youth, young person
 * twobet .... boy, young man
 * toybet .... girl, young woman, maiden

 * Some other examples of usage:

 * Et jagseye fi.....You are aging well.
 * At voy jogseye hyegla.....I am not getting any younger .
 * His se taam av ha jagati .....This is a home for the elderly .
 * Gawaku eta jogan !....Regain your youth !
 * At se ga jaga vyel ha yazmeli.....I am older than the hills.
 * Teaxu ata gwa joga tud.....Look at my youngest child.
 * Yat ife yata awajagat .....We love our one-year-old .
 *  Jagseatan se yika joob bi tej..... Adolescence is a difficult period of life.
 *  Agsu !.... Grow up!

 * Note the difference:
 * agaser....to get bigger
 * agser....to grow

= Currency Nomenclature =
 * The ISO abbreviation for the currency expressions from various countries of the world are used to form the Mirad equivalents. The lowercase ISO code abbreviation for a particular country's denomination is spelled out in Mirad alphabetics and then the letter n is suffixed (mnemonic for nas....money). Then, since a monetary unit can be considered a proper noun, the first letter is capitalized, eg.:
 * The ISO code abbreviation for "U.S. dollar" is "USD".
 * Lowercase is "usd"
 * Spelled out in Mirad alphabetics is u so da.
 * This, with n suffixed, results in usodan.
 * Finally, the first letter is capitalized, giving Usodan.
 * Pluralized, Usodan becomes Usodani (= U.S. dollars).

 * The Euro is therefore Euron.
 * The Thai baht is Toheban.
 * The Russian ruble is Rouban.

 * The ISO codes can be found at List of circulating currencies. A portion of that file is replicated here:

 * The hundredth fractional unit for most currencies can be converted into Mirad by appending the word -asoyn to the end of the Mirad name of the currency.
 * For example:
 * The American cent is Usodan-asoyn.
 * The Euro cent is Euron-asoyn.
 * The British penny is Gebapon-asoyn.
 * In context, all of the above can be abbreviated to asoyn.
 * The symbol used for each currency can also be taken from the Wikipedia table referenced above. The symbol precedes the number and a comma is used for the thousand breaker and a period is used for the decimal breaker.  For example:
 * Five point six Euros ==> Yowa nod yawa Euroni ==> €5.6
 * Two thousand nine dollars ==> Emro yuwa Usodani ==> $2,009

 * Note: : The bitcoin has no ISO code, so it is arbitrarily translated into Mirad as Batokin (for BTK). Its billionth fractional unit is called a satoshi and is translated into Mirad as Batokin-amroyn.

 * Other monetary vocabulary:

 * nas....money
 * nasa....monetary
 * nasyen....currency
 * nases....change
 * nasmug....coin
 * syagnas....cash
 * syagnasuer....to cash
 * ejnux....debit, cash
 * ojnux....credit
 * nasyef....debt
 * ojbier....to borrow
 * ojbuer....to lend
 * drefnas....paper money
 * nasdrev....bill, note, banknote
 * alo Usodan nasdrev....ten dollar bill
 * nax....price
 * nayx....cost
 * namper....to shop
 * nusbier....to buy
 * nisbuer....to sell
 * nun....merchandise, product
 * nuer....to supply
 * nuxer....to pay
 * nyuxer....to deliver
 * nier....to demand
 * nixer....to earn
 * nyixer....to order
 * nexer....to save
 * nyexer....to stock
 * noxer....to spend
 * nyoxer....to waste
 * kyaxler nas....convert money
 * nasokrer....go bankrupt
 * nasam....bank
 * nuien....trade
 * nuiem....market
 * nam....store

title: Mirad Grammar/Numbers


text: User:Kazisaeedhossain

title: User:Kazisaeedhossain


text:
User talk:Airtransat236

Welcome
Welcome, Airtransat236!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. Xeverything11 (discuss • contribs) 14:18, 22 November 2022 (UTC

title: User talk:Airtransat236


text: Financial Accounting and Reporting/Bank Reconciliation


text:
Cookbook:Maraschino Cherry

Maraschino cherries are a sweet confection of flavored cherries in syrup.

History
Historically, Maraschino cherries originated around the Adriatic sea, where sour marasca cherries were preserved in an Italian cherry liqueur. They were eventually imported to the United States, where the professor Ernest Wiegand eventually changed the production method in the early 20th century to yield modern-day maraschino cherries.

Characteristics
Modern maraschino cherries consist of light-colored cherries that are brined in calcium salts prior to additional sweetening, flavoring, and coloring. The most common color is a bright artificial red, but other colors exist such as green and orange. Additionally, "natural" varieties may be colored with vegetable-based dyes like beet juice. Maraschino cherries are very sweet, with a flavor profile similar to candy.

Some specialty varieties of maraschino cherry may be more similar to the historical version, being preserved in their own juice—these are typically darker and more sour than the modern version.

The high sugar content of maraschino cherries makes them keep very well. Once opened, they should be kept in the fridge. Freezing may negatively affect their texture.

Production
The modern method of maraschino cherry production requires several steps. The fresh cherries are first pitted and cleaned, and they are then typically bleached in a solution of sodium metabisulfite, citric acid, and calcium chloride. They are then boiled and bleached in another solution consisting of sodium chlorite and acetic acid. Following the bleaching process, the cherries are soaked in a sugar syrup, brightly dyed, and flavored (e.g. with almond oil).

Uses
Maraschino cherries are used in a variety of beverages and desserts. They are common as a garnish for cocktails and non-alcoholic beverages like Shirley Temples. They also frequently top ice cream, pastries, milkshakes, and cakes, and they may be incorporated in various batters. The syrup they are packaged in can be used as a flavoring and sweetener.

title: Cookbook:Maraschino Cherry