text:
Wikibooks:Reading room/Archives/2024/March

Report of the U4C Charter ratification and U4C Call for Candidates now available

 *  You can find this message translated into additional languages on Meta-wiki.

Hello all,

I am writing to you today with two important pieces of information. First, the report of the comments from the Universal Code of Conduct Coordinating Committee (U4C) Charter ratification is now available. Secondly, the call for candidates for the U4C is open now through April 1, 2024.

The Universal Code of Conduct Coordinating Committee (U4C) is a global group dedicated to providing an equitable and consistent implementation of the UCoC. Community members are invited to submit their applications for the U4C. For more information and the responsibilities of the U4C, please review the U4C Charter.

Per the charter, there are 16 seats on the U4C: eight community-at-large seats and eight regional seats to ensure the U4C represents the diversity of the movement.

Read more and submit your application on Meta-wiki.

On behalf of the UCoC project team,

RamzyM (WMF) 16:24, 5 March 2024 (UTC)

 * Hi @RamzyM (WMF). I am wondering if the staff at the Wikimedia foundation is paying any attention to discussions happening about the Universal Code of Conduct happening outside of Meta, such as https://foundation.wikimedia.org/wiki/Policy_talk:Universal_Code_of_Conduct?
 * I believe it is important to pay attention to discussions happening on individual wikis outside of META for at least two reasons:
 * Most active participants of these wikis do not pay any attention to discussions on META, but they are the ones who will be most affected by the enforcement of this "new" community-wide policy.
 * Also as I tried to explain to @Johan (WMF): Many of the people who have been blocked on META or globally locked altogether, are not vandals, spammers, or copyright infringers. Many are blocked without public open community discussion by one individual functionary, without any regard to the length of time or the contributions they have made.
 * I am sure that others are aware of the situation I am describing. So why am I the only person who says this openly? Ottawahitech (discuss • contribs) 18:24, 5 March 2024 (UTC)

Wikimedia Foundation Board of Trustees 2024 Selection

 *  You can find this message translated into additional languages on Meta-wiki.
 *  m:Special:MyLanguage/Wikimedia Foundation elections/2024/Announcement/Selection announcement •

Dear all,

This year, the term of 4 (four) Community- and Affiliate-selected Trustees on the Wikimedia Foundation Board of Trustees will come to an end [1]. The Board invites the whole movement to participate in this year’s selection process and vote to fill those seats.

The Elections Committee will oversee this process with support from Foundation staff [2]. The Board Governance Committee created a Board Selection Working Group from Trustees who cannot be candidates in the 2024 community- and affiliate-selected trustee selection process composed of Dariusz Jemielniak, Nataliia Tymkiv, Esra'a Al Shafei, Kathy Collins, and Shani Evenstein Sigalov [3]. The group is tasked with providing Board oversight for the 2024 trustee selection process, and for keeping the Board informed. More details on the roles of the Elections Committee, Board, and staff are here [4].

Here are the key planned dates:

 * May 2024: Call for candidates and call for questions
 * June 2024: Affiliates vote to shortlist 12 candidates (no shortlisting if 15 or less candidates apply) [5]
 * June-August 2024: Campaign period
 * End of August / beginning of September 2024: Two-week community voting period
 * October–November 2024: Background check of selected candidates
 * Board's Meeting in December 2024: New trustees seated

Learn more about the 2024 selection process - including the detailed timeline, the candidacy process, the campaign rules, and the voter eligibility criteria - on this Meta-wiki page, and make your plan.

Election Volunteers

Another way to be involved with the 2024 selection process is to be an Election Volunteer. Election Volunteers are a bridge between the Elections Committee and their respective community. They help ensure their community is represented and mobilize them to vote. Learn more about the program and how to join on this Meta-wiki page.

Best regards,

Dariusz Jemielniak (Governance Committee Chair, Board Selection Working Group)

[1] https://meta.wikimedia.org/wiki/Special:MyLanguage/Wikimedia_Foundation_elections/2021/Results#Elected

[2] https://foundation.wikimedia.org/wiki/Committee:Elections_Committee_Charter

[3] https://foundation.wikimedia.org/wiki/Minutes:2023-08-15#Governance_Committee

[4] https://meta.wikimedia.org/wiki/Wikimedia_Foundation_elections_committee/Roles

[5] Even though the ideal number is 12 candidates for 4 open seats, the shortlisting process will be triggered if there are more than 15 candidates because the 1-3 candidates that are removed might feel ostracized and it would be a lot of work for affiliates to carry out the shortlisting process to only eliminate 1-3 candidates from the candidate list.

MPossoupe_(WMF)19:56, 12 March 2024 (UTC)


text:
Mouse Trap

Mouse Trap (originally known as the Mouse Trap Game) is a board game released by the company Ideal in 1963 and published by Hasbro. It revolves around players, who are presented as mice, trying to use a Rube Goldberg-style contraption to capture opponents' mice. The game itself has seen several modifications to its aesthetics over the years, and most notably an overhaul of the rules in the 2010s. This wikibook will detail how to play Mouse Trap.

 * Original Rules
 * Original Trap - Assembly
 * Revised Rules
 * Revised Trap - Assembly

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

title: Mouse Trap


text:
Mouse Trap/Original Rules

The basic goal of Mouse Trap is to travel around the board, assembling the Mouse Trap as you go, and then use the Trap to try and capture the other players. The last player standing is the winner.

Game Equipment
Mouse Trap comes with the following equipment:

 * The gameboard. Its aesthetics may differ from version to version, but the basic layout is the same.
 * Four mouse pawns in the colours red, blue, green and yellow.
 * One die.
 * The twenty-five parts of the Mouse Trap, which come in different shapes, sizes and colours.
 * Two metal marbles.
 * One rubber band.
 * Fifty-two cheese pieces.
 * A building plan for the Mouse Trap.
 * Instructions.

Setup
To prepare the game:

 * The gameboard is laid on the playing surface.
 * The Mouse Trap parts are sorted by colour and placed in piles next to the gameboard.
 * The cheese pieces are placed in another pile.
 * Each player selects a mouse and places it on the Start space.

The player whose birthday is next takes the first turn, then play proceeds clockwise.

Basic Gameplay
A player's turn consists of the player rolling the die and moving their mouse forward that many spaces along the board's track. They then take an action corresponding to the type of space they landed on. After this is resolved, that player's turn is over and play proceeds to the player left from them.

Types of Spaces
There are fifty spaces along the board track, which come in several types. The type of a space will determine what action a player takes when landing on it.

Start
Appearance: A purple space with the word "Start".

This space is where the players begin the game.

Build
Appearance: A purple space with numbers on it. Some Build spaces have the number 2, others have 2 and 3 and yet others have 2, 3 and 4.

If a player lands on a Build space, they check the numbers on it. If the number of players in the game matches one of the numbers on the Build space, the player may add one part to the Mouse Trap and collect one piece of cheese from the pile. Refer to this link for the order of parts to add when building the Trap.

If the number on the space does not match the number of players, or the Mouse Trap is already complete, nothing happens.

Cheese Slice
Appearance: A yellow slice of cheese with red words on it.

The player must follow the instructions on the space. There are seven of these spaces. Beginning from Start and proceeding to the end, they are:

 * Take 2 pieces of cheese.
 * Take 1 piece of cheese.
 * Lose 2 pieces of cheese.
 * Move ahead to the Cheese Wheel.
 * Take 3 pieces of cheese from the rival with the most.
 * Caught napping - lose three pieces of cheese.
 * Take 2 pieces of cheese.

If the space asks the player to take cheese, they must collect the specified number of cheese pieces from the pile. If the pile is empty they may steal the cheese pieces from another player.

If the space asks the player to lose cheese, they must return the specified number of pieces to the pile. If the space asks for more pieces than the player has, they must return all that they do have.

If the player lands on the space that says "Take 3 pieces of cheese from the rival with the most", they must do exactly that even if there is cheese in the pile. If the rival with the most cheese has fewer than three pieces the player may steal all that they have. If two rival players are tied for having the most cheese pieces, the player may select which one to take them from.

Go Back/Move Ahead
Appearance: A purple space with white words on it.

The player must move the number of spaces, or to the space specified by the move space, and follow the instructions for the space they land on.

Dog Bone
Appearance: A purple space with an illustration of a dog bone.

Nothing happens. The player will move from here on their next turn.

The Loop
The six spaces at the end of the board's track are collectively called "the Loop". This area is where the mice are captured. Once a player reaches the Loop, they will circle the Loop indefinitely until either their mouse is captured or the game ends.

Build
Appearance: A purple space with the numbers 2, 3 and 4 on it. Below them are the white words "Build 2".

If a player lands on one of the two build spaces in the Loop, they may build two pieces of the Mouse Trap and collect two pieces of cheese.

Cheese Wheel
Appearance: A yellow wheel of cheese with one-quarter cut out, and the red words "Cheese Wheel".

If a player lands here they automatically collect two pieces of cheese.

Turn Crank
Appearance: A purple space with the words "Turn Crank".

If a player lands here while there is another mouse on the Cheese Wheel, and the Mouse Trap is complete, they are allowed to attempt to capture that player. They must slowly turn the crank on the Mouse Trap clockwise, which will set the trap in motion.

If the Trap succeeds in capturing the other mouse, the captured player is out of the game. Their mouse is removed from the board, and they must turn over all of their cheese pieces to the player who captured them.

If the Trap fails to capture the other mouse for any reason, said player immediately moves to the Safe space.

If more than one mouse is on the Cheese Wheel and the Trap succeeds, all of the opposing players on the Wheel are eliminated simultaneously.

Regardless of the outcome of an attempted capture, the player who operated the Mouse Trap must reset it.

If the Mouse Trap is not yet complete, nothing happens.

Moving Other Mice
If, when a player lands on Turn Crank the Mouse Trap is complete but there is no other mouse on the Cheese Wheel, they may spend cheese to attempt to move another player's mouse there. To do so:

 * The player must return one of their cheese pieces to the pile.
 * They select an opposing mouse that is not on the Safe space.
 * They then roll the die and move the opposing mouse that many spaces along the track.

If the opponent mouse lands on the Cheese Wheel, they may turn the crank. If not, their turn ends. The player may repeat this process as many times as their cheese pieces allow.

If all of the opponents are on the Safe space, nothing happens.

Safe
Appearance: A purple space with the word "Safe".

If a mouse is on this space, they cannot be moved by an opponent on Turn Crank.

Winning the Game
The winner of the game is the last player standing once all of the opposing players have been captured.

title: Mouse Trap/Original Rules


text:
Computer Graphics/Mathematics

Computer graphics majorly require an understanding of Linear Algebra in mathematics. Specifically, the representation of object points as vectors and transformations as matrices. Transformations are operations that change the object appearance. For example, a rotation transformation would cause an object to be rotated by a given angle. An object can be thought of as a collection of points. Each point can be treated as a vector and the matrix-vector product would compute the position of the point after the transformation is applied. When done for all points representing the object, the entire object appears to be transformed by that transformation. In three dimensions, meshes are used which employ polygons (majorly triangles).

Apart from this, special importance is given to replicate curves in real objects. Most commonly used techniques include Bézier curves, splines and NURBS. Splines are a sequence of piecewise-functions used to fit complex curves. NURBS (Non-Uniform Rational Bézier Splines) is the universal tool of choice to model curved surfaces in three dimensions. While quadratic and cubic Bézier curves are mostly sufficient in two dimensions. A mathematical explanation of these can be found in Affine Geometry.

In addition, an understanding of physics (and corresponding mathematical understanding) is helpful in modelling real-life scenarios. The study of optics and light transport help in rendering objects with different material textures under different lighting conditions. Basic mechanics like that of motion and dynamics are required for simulating motion.

title: Computer Graphics/Mathematics


text: Category:Book:Mouse Trap

title: Category:Book:Mouse Trap


text:
Computer Graphics/GUI

GUI (pronounced GOO-EE) stands for Graphical User Interface. It is a graphical communication interface made for software users. The GUI is the only way for users to communicate with the software system (without invoking the functions in code manually, as opposed to software libraries or command line invocation). A GUI has several windows. Each window has widgets. A widget is any form of communication element that either takes in user data, changes its state based on the data, displays something important for the user to know, or a combination of these. A widget may give rise to a window, when something needs to be done hierarchically. Each window is associated with a virtual surface. When placing widgets on windows, it is necessary for the programmer to specify which surface/window the widget belongs to. Widgets are typically static, although, it is possible to create widgets that can be dragged by mouse or finger/stylus (in case of touchscreen device).

A widget can be thought of as interactive images. For example, a circuit simulator application might have several components whose looks are specified by images under resources the application requires.

A GUI works by continuously listening to events. Most likely, the events are mouse events. But depending only on one device like mouse is not great for accessibility, in case the mouse fails for some reason or the user is unable to use mouse. So keyboard events like pressing the Tab and Enter key may also be listened to. Sophisticated applications also employ keyboard shortcuts, so keyboard events are used irrespective of accessibility concerns. Listening to events, capturing events when they occur, and handling them is how GUI works. Handling the events usually involve making changes to the graphical output of the GUI. To continue the previous example, if the GUI detects a click and hold event on one component, it would handle the event by creating a copy of the component in the location of the mouse and move the image of the component along with the mouse. Then when it detects the click release event, it would 'place' that component at that location. This simply means drawing the component image at that location and not changing its position anymore based on mouse position. GUI creates the illusion of actually holding the component, even though all that is happening is the component image being redrawn at a different location.

title: Computer Graphics/GUI


text:
User talk:223.123.106.4

May 2024
MathXplore (discuss • contribs) 13:13, 5 May 2024 (UTC)

title: User talk:223.123.106.4


text:
Mouse Trap/Original Trap - Assembly

The Mouse Trap is made up of twenty-five parts, which come in a diverse array of colours, shapes and sizes. It also contains a rubber band and two metal marbles. The game comes with a building plan to instruct you on the order of parts to build the Trap in, but if you have lost it for whatever reason this page of the wikibook details how to assemble the Trap.

(Note that the colours of the pieces may differ from what is being described here)

Trap Assembly
What follows is a description of each piece of the trap, in the intended order of assembly, and how to fit them into the Trap. Directions on the board are given with the Start space at the top edge.

Base A
A yellow piece with a hexagonal head at one end that bears two holes, and various protrusions and support holes along its body. Insert the tabs into the slots on the board along the left edge, and push the base forward to lock it into place.

Gear Assembly
A blue piece trapezoidal piece with a hole at the top, a base and two legs that insert into the holes on Base A's head. Push the legs into the holes on Base A, making sure to push the larger leg into the large hole and the smaller leg into the small hole.

Gear 3
A red circular piece with teeth lining its edge on one face and a keyhole-shaped protrusion on the other face. Insert the gear's protrusion into the hole in the assembly, making sure that the teeth face the centre of the board.

Crank
A long green piece with a handle at one end and a hole at the other. Insert the crank into gear 3 so that the hole mates with the protrusion on the gear.

Gear 5
A yellow circular piece with teeth lining one face, a catcher along the edge and a circular protrusion on the other face. Insert the gear's protrusion into the support hole on Base A immediately in front of Gear 3.

Stop Sign
A long narrow red piece with a hexagon-shaped stop sign at one end. At the other end is a protrusion. Insert said protrusion into the central support hole on Base A. Then stretch the rubber band between the tab on the centre of the stop sign lever and a nearby peg on Base A.

Lamppost
A yellow piece resembling a Victorian L-shape lamppost. Insert it into the remaining support hole on Base A.

Boot
A green piece resembling a boot attached to a lever with a circular support piece at the other end. Insert it into the free end of the lamppost closest to the stop sign, making sure that the feel of the boot rests on the stop sign's face.

Stairway
A blue piece resembling a set of rickety wooden stairs. It is made up of three parts: the stairs proper, the rear legs and the front legs. Insert both sets of legs into their designated slots on the underside of the stairs, then place the stairs' legs into their designated holes near the Start space and slide the stairs forward to lock them in place.

Bucket and Marble
A yellow bucket piece. Insert it into the holder at the top of the stairs, then place the metal marble inside.

Base B
A yellow curved piece with many holes and support posts along its body. Insert the tabs on the base into the slots in the bottom-right quadrant of the board, and push the base forward to lock it in place.

Rain Gutter
A red curved track piece that bends and turns. Insert its legs into the holes between Base B and the stairway, and insert the pins at the straight end into the support holes on Base B.

Plumbing
A blue piece resembling plumbing pipes, with two hands on one side. Insert the plumbing pipes into the two central holes on Base B, making sure the hands face left.

Helping Hand
This piece is made up of two sections - a blue central rod with a hook on one side and a green hand at the top. Insert the hand into the top of the rod, then slide the rod into the support hole at the top of the plumbing and put the hook onto a groove on the bottom hand.

NOTE: You may leave the hand attached to the rod after assembling it.

Thing-A-Ma-Jig
This piece is made up of two sections - the red Thing-a-ma-jig proper, which looks like a short ramp with a large hole, and the blue T-bar. Insert the T-bar into the slot on the underside of the Thing-a-ma-jig and click it into place. Then insert the T-bar into the support pole on the plumbing closest to the helping hand, making sure the hole on the Thing-a-ma-jig faces away from the hand.

NOTE: You may leave the T-bar attached to the Thing-a-ma-jig after assembling it.

Bathtub
A red bathtub piece. Insert its holes into the two remaining support poles on the plumbing.

Marble
A metal marble. Place it on the small support hole in the centre of the Thing-a-ma-jig.

Diving Board
A blue rectangular piece. Place it on the fulcrum at the end of Base B closest to the Cheese Wheel, with the end closer to the Wheel on the ground.

Diver
A green statue of a human with their legs bent and their arms together. Place it at the wheel-facing end of Base B so half its base is on the diving board and half off it. Make sure the diver is facing the board.

Base C
A red cone-shaped piece with a circular support at one end and a support hole at the other. Insert the two plugs on the side into the holes near the Cheese Wheel, so that the circular support is facing towards the diving board.

Washtub
A yellow cylindrical washtub piece. Place it in the circular support at the side of Base C closer to the diving board.

Cage Post
A long yellow piece with a serrated edge. Insert it into the support hole at the other end of Base C.

Cage
A red piece that resembles a birdcage with the bottom open. Balance it on top of the cage post.

Once the cage has been placed, the Mouse Trap is ready to catch opposing mice!

How the Trap Works
Turning the crank rotates the gears, causing the lever to move and push the stop sign against the boot. The boot knocks over the bucket containing one metal marble, allowing it to roll down the stairway and rain gutter to the helping hand rod. The movement of the helping hand knocks the other metal marble from its support and allows it to roll through the Thing-a-ma-jig and bathtub, landing on the diving board. The weight of the marble catapults the diver into the washtub, shaking Base C enough that the cage is shaken from the top of the post and falls into the unsuspecting mouse below.

title: Mouse Trap/Original Trap - Assembly


text:
Cherokee/Lesson 4

do

happen

like

want

speak/talk/say etc.

have AN (practice with dog, cat, etc.)

title: Cherokee/Lesson 4


text:
Cherokee/Lesson 3

Word Order
Word order is quite flexible in Cherokee.

Place the most salient (important/new) information at the beginning of the sentence.

Negation
Use irrealis yi- prefix along with hla (not)

"When"
Use irrealis yi- prefix by itself.

And
(1) ale, OR

(2) -hno suffix after second element

title: Cherokee/Lesson 3


text:
Cherokee/Lesson 10

Vocabulary
review of speak/talk etc. verbs

language, speech, etc. nouns

ask

explain

teach (and learn)

persuade

describe

order/command

tease, joke

converse, speak with each other, chat

communicate, indicate, convey

let someone know something

title: Cherokee/Lesson 10


text:
Cherokee/Lesson 9

Expressing Feelings and Emotions With Verbs Instead of Adjectives
Some expressions that would be phrased in English like "I am tired," for example, rather use a single verb in Cherokee meaning "to be [a certain feeling/emotion]" instead of a combination of a verb (like "to be" in English) with an adjective. These feeling and emotion verbs should be simply memorized.

Vocabulary
tired

happy

sad

excited

angry

jealous, envious

disappointed

title: Cherokee/Lesson 9


text:
Introduction to Physical Science/Chapter 1 Introduction

Science is not about facts and figures. It's a knowledge that can be tested and proven. Science is a study of knowledge to study natural laws.

We are surrounded with science in all aspects of life. In plants, photosynthesis is occuring, metabolism is also happening in their cell, respiration is also occuring and many more. We humans are also living and walking example of science. We are also made up of cells and cells are made up of atoms. Sun, Sun is a big celestial body made up of hydrogen and other gases and in sun's core nuclear fusion is occuring which convert hydrogen into helium and due to this earth recieves light and due to this light plant carry out photosynthesis and we use the product to photosynthesis to carry out our daily requirements.

We are living the life of biology made up of chemistry and working by the principles of physics.

Science can be fundamentally divided into three different subjects which are physics, chemistry and biology and other scientific field are derivatives of these three fundamental subjects


text:
User talk:49.237.203.30

May 2024
MathXplore (discuss • contribs) 02:22, 6 May 2024 (UTC)

title: User talk:49.237.203.30


text:
User talk:117.196.9.249

--SHB2000 (discuss • contribs) 07:22, 6 May 2024 (UTC)

title: User talk:117.196.9.249


text:
User talk:162.224.7.130

May 2024
MathXplore (discuss • contribs) 07:59, 6 May 2024 (UTC)

title: User talk:162.224.7.130


text:
User talk:102.222.233.195

May 2024
MathXplore (discuss • contribs) 13:04, 6 May 2024 (UTC)

title: User talk:102.222.233.195


text:
User talk:2401:D002:2704:6C00:3DFF:F66E:ABA7:A113

May 2024
MathXplore (discuss • contribs) 13:04, 6 May 2024 (UTC)


text:
User talk:103.121.72.85

May 2024
MathXplore (discuss • contribs) 14:31, 6 May 2024 (UTC)

title: User talk:103.121.72.85


text:
Talk:Computer Graphics/Color Models

HSB vs HSL
I found a comprehensive article on HSB vs HSL. I think this needs to be clarified:

https://www.learnui.design/blog/the-hsb-color-system-practicioners-primer.html Infocrudder (discuss • contribs) 17:38, 6 May 2024 (UTC)

title: Talk:Computer Graphics/Color Models


text:
Monopoly/Monopoly Cheater's Edition - Original Rules

Monopoly: Cheater's Edition, released in 2017, is a variant of Monopoly that adds an element of sleight of hand to the original game. As its name suggests it allows players to cheat - or more specifically, break the normal rules in specific ways to gain an advantage over their opponents.

Equipment
Cheater's Edition comes with the following equipment:

 * The gameboard. It is designed with a unique aesthetic themed around the game box. In addition, the following alterations have been made:
 * The utility and tax spaces have been removed.
 * Some of the prices for the properties have been changed:
 * States Avenue/Whitehall has been lowered from 140 to 20.
 * Atlantic Avenue/Leicester Square has been lowered from 260 to 130.
 * Pennsylvania Avenue/Bond Street has been lowered from 320 to being free.
 * Connecticut Avenue/Pentonville Road's colour strip has an image of a hotel on it.
 * The four stations are no longer properties. This will be further explained later.
 * Five spaces for Cheat cards are designated in the centre of the board.
 * Six tokens (the racecar, top hat, T-rex, dog, cat and penguin), with unique designs.
 * Sixteen Chance and sixteen Community Chest cards. These have different effects themed around cheating.
 * Fifteen Cheat cards. Players will follow the instructions on these cards when attempting to cheat.
 * Sixteen hotels. There are no houses in Cheater's Edition because cheaters like to start at the top.
 * A Bank tray, which holds the money, cards and hotels. There is no Banker in Cheater's Edition - instead the Bank tray is passed between players along with the dice.
 * A pair of handcuffs attached to an orange base. These must be worn by the player currently in Jail.

Setup
To setup the game:

 * The board is laid out on the playing surface.
 * The Chance and Community Chest card decks are shuffled and laid face down on their designated positions on the board.
 * The hotels and money are placed into the bank tray.
 * A single hotel is paced on Connecticut Avenue/Pentonville Road. The player who buys this property will receive the hotel for free.
 * The fifteen Cheat cards are shuffled, and five are dealt front side up onto the five spaces in the centre of the board. The remaining Cheat cards are placed in the Bank tray.
 * The Title Deed cards are laid face up next to their corresponding board spaces.
 * Each player selects a token and places it on GO.
 * Each player is dealt 1,500: two 500 notes, four 100 notes, one 50 note, one 20 note and three 10 notes.
 * The handcuffs are placed next to the board.
 * Each player rolls the dice. The player with the highest total goes first and receives the Bank tray, which they place in front of them. In the event of a tie, roll again.

Basic Gameplay
Basic gameplay is the same as standard Monopoly - the players take turns rolling the dice, moving around the board according to the rolls. Rolling a double allows a player to roll again, and rolling a double three consecutive times will send a player to Jail.

Landing on Spaces
Landing on spaces has the same effects as in standard Monopoly, with the following changes:

 * If a player lands on a Chance or Community Chest space, they draw the top card. If the card says to perform its action immediately, the player must read the card aloud and follow its instructions, after which they return the card to the bottom of its deck. Otherwise, they may keep the card face down in front of them until they are ready to use it. A player may hold on to a maximum of one card of each type. If a player draws a card whilst already in possession of a card of the same kind, the player must either use or discard one of those cards.
 * Chance and Community Chest cards may not be played in Jail (except Get Out of Jail Free cards).
 * If a player goes bankrupt, they must turn over Chance and Community Chest cards alongside their other assets.
 * Stations are not for sale. If a player lands on a station, they immediately move ahead to the next station and end their turn. If you pass GO while doing so, collect 200 as with a normal pass.
 * If a player lands on Free Parking, they must draw either a Chance or Community Chest card.
 * It is possible for an unowned property to have a Hotel on it (for example, Connecticut Avenue/Pentonville Road at the start of the game). If a player wants to buy such an unowned property, they pay the price listed on the space and receive the hotel for free.
 * If a player is in Jail, they must wear the handcuffs, with the base inserted beneath the board near them. If a player is sent to Jail whilst someone else is already there, the other player is automatically released for free and moves to the Just Visiting space. They give the handcuffs to the player taking their place.
 * Some of the cards refer to a property's "face value". This is defined as the purchase price of the property, or rent for a property with a hotel if one is present.

Cheating
The central aspect of Monopoly: Cheater's Edition is the cheating mechanic, which allows a player to break the rules in specific ways to gain an advantage over their opponents.

Included in the game are fifteen Cheat cards, which each have two sides. On the front side, the name of the cheat is listed, along with instructions on how the cheat works (e.g. avoid paying rent). The face-down side states the reward for success and the penalty for getting caught. The fifteen Cheat cards are as follows: In the centre of the board, five Cheat cards are laid front side up. These cards specify what cheats a player may try to use. Cheats may be performed at any time.

If a player is ready to cheat, then on their turn they must secretly attempt to perform the action specified on one of the Cheat cards without anyone else noticing. They are allowed to use distractions and bluffing to help them do this.

If by the time the next player rolls the dice, no one else notices what has been done, the player got away with the cheat. They must announce this, then flip over that cheat's card and collect the reward listed. The card is then returned to the bottom of the Cheat deck and a new card is drawn.

Catching Cheaters
If a player thinks another player cheated, the accuser must call out "CHEATER!", and explain how the player they are accusing cheated.

If the accused player is guilty, they must turn over the Cheat card and take the penalty listed on the back, before replacing the card.

If the accused player successfully proves their innocence, the accuser must pay them 100.

If the accused player is unable to prove their innocence, the other players discuss the situation and decide if they cheated or not, and who deserves the penalty.

Hotels
Unlike standard Monopoly, in Cheater's Edition, there are no houses - properties that are part of complete colour sets are upgraded directly to hotels.

If a player wants to build a hotel on a property, they pay the price listed on the title deed and place a hotel on the property's colour strip. Hotels can also be acquired via cheating.

Unlike standard Monopoly hotels are permanent and may not be sold.

If a property with a hotel is returned to the Bank, the hotel remains on the property.

Selling Properties
Unlike standard Monopoly, properties may not be mortgaged.

If a player does not have enough money to pay a debt they may sell properties to the Bank for the property's face value or to another player for an agreed-upon price.

End of the Game
There are two ways a game of Cheater's Edition may end.

The first way to end the game is if all but one player goes bankrupt, as in standard Monopoly. The last player standing is the winner.

The second way to end the game begins once all of the properties have been purchased. Once this occurs, the final phase of the game begins. During this final phase, the players will move around the board one last time, making their way towards GO. Once they reach the GO space they stop, even if they have moves remaining, and collect 200 as with a normal pass. Once a player has reached GO for the final time, they stop taking turns and wait for the other players to catch up, although they can still collect and pay rent, and go bankrupt.

Once all of the players have reached GO, the players all collect rent from the Bank for each property they own, receiving each property's current rent value. Then the players count up their money, and the player with the most capital wins.

Ultimate Cheater's Mode
Ultimate Cheater's Mode is a special rule variant that may be agreed upon before play begins. If this mode is active, then the normal "controlled cheating" rules are stripped away and the players may cheat all they like. The Chance, Community Chest and Cheat cards still give out their usual rewards, but any cheat is allowed - even outside the normal rules.


text:
User talk:155.190.34.5

May 2024
MathXplore (discuss • contribs) 08:34, 7 May 2024 (UTC)

title: User talk:155.190.34.5


text:
User:Ognjen312

PLANERI
Odabir procesa i njihovo raspoređivanje po redovima, ali i organizaciju

čekanja vrše planeri. Postoje dve vrste planera, kratkoročni i dugoročni ,

takođe postoje i srednjoročni planeri.

DUGOROČNI PLANER
Funkcija dugoročnih planera je da odaberu koji ce proces se proces prvo

izvršiti.Imaju sporiji rad nego kratkoročni planeri, ali to je uredu. U praksi, za

dugoročne planere je važnije da naprave dobru kombinaciju poslova nego da

uštede na vremenu.

KRATKOROČNI PLANERI
Kratkoročni planeri imaju zadatak da donose odluke o tome koji će se od

spremnih procesa izvršavati i koliko dugo će dobiti procesor.Njihovo drugo

ime je I planer procesora. Zbog njihove funkcije u sistemu, kratkoročni planeri

se često pozivaju, pa je potrebno da budu implementirani tako da što brže

donose odluke. Kod kratkoročnih planera brzina rada važnija od optimalnosti

donete odluke.

ŠEMA PREBACIVANJA I UPOTREBA SREDNJOROČNIH PLANERA
Ova šema se naziva prebacivanje, a izvodi se sa ciljem da bi se poboljšala

kombinacija izabranih poslova ili da bi se oslobodila memorija u slučaju

zagušenja. Za zadatke ovakvog tipa, obično se na nivou operativnog sistema

implementira poseban planer koji se naziva srednjoročni planer.

title: User:Ognjen312


text:
User talk:90.161.154.81

May 2024
MathXplore (discuss • contribs) 11:14, 7 May 2024 (UTC)

title: User talk:90.161.154.81


text:
User talk:85.255.235.162

May 2024
MathXplore (discuss • contribs) 14:36, 7 May 2024 (UTC)

title: User talk:85.255.235.162


text:
Tibetan/Vocabulary

Colors

 * ཁ་པོག Kha dog:Color
 * ནག་པོ Nag po:Black
 * དཀར་པོ Ka po:White
 * དམར་པོ Mar po:Red
 * སེར་པོ Ser po:Yellow

Countries

 * བིད Bod:Tibet
 * རྒྱ་གར Gya gar:India
 * ཡུ་རོབ Yu rob:Europe

Days

 * གཟའ་ཉི་མ་ Za nyi ma:Sunday
 * གཟའ་ཟླ་བ Za la ba:Monday
 * གཟའ་མིག་དམར Za mig mar:Tuesday
 * གཟའ་ཧླག་པ Za hlag pa:Wednesday
 * གཟའ་ཕུར་བ Za phur bu:Thursday
 * གཟའ་པ་སངས Za pa sang:Friday
 * གཟའ་སྤེན་པ Za pen pa:Saturday

Months

 * ཕྱི་ཟླ་དང་པོ Phyi la dang po:January
 * ཕྱི་ཟླ་ག྅ིས་པ Phyi la nyi pa:February
 * ཕྱི་ཟླ་གསུམ་པ Phyi la sum pa:March
 * ཕྱི་ཟླ་བཞི་པ Phyi la shi pa:April
 * ཕྱི་ཟླ་ལྔ་པ Phyi la nga pa:May
 * ཕྱི་ཟླ་དྲུག་པ Phyi la drug pa:June
 * ཕྱི་ཟླ་བདུན་པ Phyi la dun pa:July
 * ཕྱི་ཟླ་བརྒྱད་པ Phyi la gyad pa:August
 * ཕྱི་ཟླ་དགཱུ་པ Phyi la gu pa:September
 * ཕྱི་ཟླ་བཅུ་པ Phyi la chu pa:October
 * ཕྱི་ཟླ་བཅུ་གཅིག་པ Phyi la chu tchig pa:November
 * ཕྱི་ཟླ་བཅུ་ག྅ིས་པ Phyi la chu nyi pa:December

Objects

 * ཁ་པར Kha par:Phone
 * དེབ Deb:Book

Profesions

 * དགེ་རྒན Ge gan:Teacher
 * སློབ་ཕྲུག Lob prug:Student

title: Tibetan/Vocabulary


text:
Talk:Shelf:Novels

SOURCE Q
Titre : Source Q

Catégorie : Roman

Edition : Vérone Éditions

Source : https://www.editions-verone.com/auteur/mutte-nicolas-mutte-martial Moundel (discuss • contribs) 20:41, 7 May 2024 (UTC)

title: Talk:Shelf:Novels


text: Talk:Mythology/Norse Mythology

title: Talk:Mythology/Norse Mythology


text:
User talk:41.115.87.173

May 2024
MathXplore (discuss • contribs) 03:21, 8 May 2024 (UTC)

title: User talk:41.115.87.173


text:
User talk:119.30.45.92

May 2024
MathXplore (discuss • contribs) 03:22, 8 May 2024 (UTC)

title: User talk:119.30.45.92


text:
User talk:41.121.33.116

May 2024
MathXplore (discuss • contribs) 06:45, 8 May 2024 (UTC)

title: User talk:41.121.33.116


text:
User talk:Saeedghafary1

May 2024
MathXplore (discuss • contribs) 07:42, 8 May 2024 (UTC)

title: User talk:Saeedghafary1


text:
Scratch/Online and Offline Editors

The Scratch editor is available both online and through standalone applications. Deciding which editor to use largely depends on what you plan to do with Scratch and the requirements of your hardware setup. Links and requirements of the official editors can be found on the page Scratch/Lessons/Downloading

The Online Editor
Scratch's online editor has several advantages over the offline editor. It can run in a web browser, so installing additional software isn't required and it takes up no space on your hard drive. This also makes it excellent in situations where you can't install software, such as on public computers. If you've made an account on Scratch's website, your project will be saved to their servers. However, it also has some downsides. It cannot be used without an active internet connection, and it can only be used for the latest version of Scratch.

The Offline Editor
The offline editor allows for developing projects without an internet connection. As a standalone application, it requires between 360 and 75 megabytes depending on your operating system. It also lacks a few features from the online editor, namely the backpack, cloud variables, and some accessibility options. However, the offline editor is one of the only ways to use older versions of scratch such as Scratch 2.0 and Scratch 1.4. These older versions also offer a method to directly upload a project to your Scratch account, but the Scratch 3.0 editor currently lacks this feature, so projects have to be uploaded to the website.

Third-party Editors
While this Wikibook is focused on only the official Scratch editors, several unofficial editors also exist. These editors can expand Scratch's functionality to add highly requested features such as 3D or improve on the editing experience through additional features. They may also improve the performance of projects by compiling them to Javascript. However, these editors aren't without their disadvantages. Like the Scratch 3.0 offline editor, no third-party editor can directly upload to Scratch. Additionally, if you use features of these editors that aren't present in Scratch, you won't be able to upload your project. Lastly, editors that compile to Javascript can not have edits made while the project is running. As well, the benefits to performance from compiling are usually only noticeable in highly advanced projects, which means that most devices don't need them to comfortably run the vast majority of projects.

title: Scratch/Online and Offline Editors


text:
User:Scratchfan123/sandbox

= for introduction to scratch UI page (does not exist yet) = The Scratch editor has several key areas that need to be understood before work on a project can begin.

The Stage
The Stage is the area of the screen where you can see your project. Above the stage's left half is the Green Flag and Stop Sign buttons. The Green Flag will run any code placed under a "When Green Flag clicked" block, and the Stop Sign will stop all running code. On the right half are three buttons. The rightmost button is the fullscreen button, which allows you to swap between fullscreen and the editor view. When looking at the project page, it will instead switch between fullscreen and the project page. The two buttons to the left allow you to switch between the full-sized stage and a reduced-size stage. This can be helpful if you have a smaller monitor or lots of code.

The Sprite Pane
Underneath of the stage is the Sprite Pane. This area shows all of the sprites in your project. Sprites are all of the parts of your project that can do things such as move or run code. On the right of the sprite pane is the a button for the stage. This lets you add backdrops, sounds, and code to the stage. The stage is like a sprite that cannot move and is always on the bottom. Above the area where all your sprites are listed is some quick options for your sprites. Here you can change their position, rotation, and size without using code. You can also show or hide the sprite. Lastly, you can change the name of the sprite.

title: User:Scratchfan123/sandbox


text:
Guitar/Jump between Em-D and Am-G/Song Examples

(7) Jump between Em-D and Am-G
In this lesson, the leap Em-D and Am-G are practiced and repeated, as well as songs with irregular and long chord sequences and songs that were skipped in previous lessons.

Possibly with capo on the 2nd fret; always the same chord sequence, one bar per chord (only between the verses 2x A)
 * 1) Hey Ho, Nobody Home
 * 2) Spancil Hill
 * 3) Star Of The County Down
 * 4) Carrickfergus
 * 5) Jingle Bells
 * 6) My Bonny 3/4-beat
 * 7) Ox-Driving Song
 * 8) Roter Mond (German scout song)
 * 9) Kling Glöckchen (Christmas song)
 * 10) The Cockoo
 * 11) She Moved Through The Fair
 * 12) The Foggy Dew
 * 13)  G- Em- D- C G (2x) G- D- Em- C- / G- D- C- G-
 * 14)  //G D Em C / G Em C D// oder //G D C Am / G Em Am (C) D// almost always, only at the end of "son" (C D) G C G C
 * 15)  G G C D (2x) Em D C G - Em G Em G - Em D G
 * 16)  D G D G C G Am Em D C G D...
 * 17)  Em/ C G Em D (2x) / Ref: C Em D- (2x)/ Bridge: Em / C G Em D / C G D-   Original in A (Capo 2. fret)
 * 18)  Em--- D- Em- (can alternatively be played with Am--- G- Am-.)
 * 19)  G D Em C / G D C G // Em D C G / D D C G
 * 20)  Em - C D
 * 21)  Em C G D (ohne Bridge)
 * 22)  //:Em G D A ://
 * 23)  D - Em - G - D -
 * 24)  D Em G A
 * 1)  C D Em -
 * 2)  G - Am - D - G - "und dann" C - G - D D7 G - (Pay particular attention to the pauses when singing!)
 * 3)  {G 6x D -}2x C - Em -; C - D -(7); {G D Em C}3x (without bridge) end: G D Em C;  Am D7 C D7; Am D7 C D7 G
 * 4)  //:G Am C G:// (Capo=1) (DD 1)
 * 5)  Original in C major! Intro: C Am C Am,  Em Am Em D G Verse: //:G Am G Am Em D :// Chorus: //: G D Am D:// Em C D Bridge: Em D Em D G Am H7 (possibly Em D until you can play B7)
 * 6)  G D C D (2x) C D G-D Em C D G | C D G-D Em C D C | D G D C D
 * 7)  Em C G D
 * 1)  Em C G D


text:
Guitar/Jump between Em-D and Am-G

Original page translated by Google

= Larger leaps between chords and songs with more irregular chord progressions  = Up to now, larger chord leaps have been avoided. There is always a risk that you will use up valuable time sorting your fingers.

The change between G and Am, as well as the change between Em and D should no longer cause any major problems, but it is a good idea to practise the slightly larger leaps in isolation before the first use. Songs that frequently feature slightly wider fingering changes can help with this.

There will always be chord progressions that you should practise in isolation before using them for the first time, until you can play them fluently.

Jump between G and Am
If you only practice individual chords, you quickly run the risk of always using the same method to build a chord, even though a different sequence would be more appropriate for a different chord progression.

Chords are not the most important thing you should learn, but the change from one chord to the next.

Pay attention to the similarities
If you realize that this fingering changes are similar to the fingering change from A to D with which we started the course, then you've already gained a lot. Everything just happens a few strings higher.

For all 6 chords from the campfire diploma, there are practically only two positions for the ring and middle fingers.

The ring and middle fingers form a unit. We will rediscover this finger position for three more chords from the folk diploma, only the pitch varies.

After this lesson, the change between A major and G major should no longer cause any problems.

=Chord degrees and the pop cadence= In the following songs, you may often notice the chord progression G D Em C. This is an I V VI IV chord progression. Chord degrees are usually represented in Roman numerals (1-5-6-4). In bands, the chord progression is sometimes called out as "a 15-64 in G", which also means nothing other than "a 1-5-6-4 chord progression in the key of G major".

The G major scale consists of the following notes: In an I V VI IV connection (1-5-6-4) in G major,
 * G A H C D E F# G

I - G is the 1st note in the G major scale and thus G is the 1st chord degree.

V - D is the 5th note in the G major scale and thus D is the 5th chord degree.

VI- E is the 6th note in the G major scale and thus Em is the 6th chord degree.

IV- C is the 4th note in the G major scale and thus C is the 4th chord degree.

This chord progression appears in so many pop songs that it is also called the "pop formula", "pop progression" or "pop cadence". So this is a chord progression that you should remember.

A few examples:
 * Its not time to make a change, just re-lax and take it easy (Father and Son)
 * When I find myself in times of trouble, mother Mary comes to me (Let it be)
 * COUNTRY ROADS take me home to the place I be-long
 * I won't hesi-tate no more No more, it cannot wait I’M YOURS
 * And I -  Will Always Love You
 * Never mind, I'll find SOMEONE LIKE YOU  --

If a song is too low for you to sing, you can use a capo. This is explained in more detail in the Folk Diploma.

Listen to to get an idea for the pop formula !

= Irregular chord progressions = It may well be that you have already learned the previous chord changes. In this case, use the 7th and 8th lessons to practise songs with more complex chord progressions.

In the first lessons, we mostly preferred songs with a constant chord progression. Of course, this is not the case for all songs. There are also songs where you always have to look one or two chords ahead in order to know what happens next.

You can also practise songs where the quick chord change suddenly overtake you.

 * Example "Take it easy"
 * Well I'm a runnin' down the road try'n to loosen my load I've got seven women on my mind

Beginners often stumble here because they can't yet hear the quick chord changes. If you don't have a songbook with notes or bar lines that draw your attention to such a quick chord change in the middle of the bar, then write brackets in the lyrics in pencil.

 * Well I'm a runnin' down the road try'n to loosen my load I've got seven women on my mind

 * Execution
 * ...seven women on my mind

There is also no harm in practicing these lines separately with the corresponding cord changes until they are no longer a challenge.

title: Guitar/Jump between Em-D and Am-G


text: Category:Soda pop recipes

title: Category:Soda pop recipes


text:
Guitar/song examples/Campfire Diploma/Hey Ho Nobody Home

Insert from: Songbook/Hey Ho Nobody Home (here also with tabs)


text: Category:Cooking spray recipes

title: Category:Cooking spray recipes


text:
User talk:PilibhitWala

.

title: User talk:PilibhitWala


text: Monopoly/Cheater's Edition Properties Reference


text:
User:Mjchael/ Help

{| width="100%" cellspacing="0" cellpadding="0" valign="top"|

{|width="100%" cellpadding="2" cellspacing="0" style="text-align:left; border:solid #000000; border-width:0px 1px 1px 1px;" valign="top"|
 * bgcolor="#dfefdf" valign="top"|
 * bgcolor="#dfefdf" valign="top"|

How do I translate a song
I usually need songs for one lesson.

At the end of a Lesson you will find a red link to a non existing song example.

Copy an existing source code

 * Click at first on an existing song example. (If necessary refer to the previous lesson.)

Take a look at the source code.
 * (Click on the pencil above)

If you are unsure whether someone is already working on the file, then work from bottom to top. You see the old song
 * Copy the complete source code
 * Click at the red link which you have seen before.
 * Insert the source code
 * Click on the preview button

change the wiki-link to the current lesson
 * Only if necessary!

means breadcrumbs. It's a small link back to the current lessons.

is the container for the current song example.

are the current song example with the empty red links to the songs for the current lesson.

If one song of the current lesson already exists you don't need to change this part of the source code.

Update the title of the song
Here you change the title of the Song

 * save it

Now you can see the breadcrumbs-link, and the footer navigation, but no trace of the actual song.

 * Insert from:
 * Insert from:

Unless this song has already been adopted into the English songbook.

Step 1 Copy the source
Until the Songbook is not completely translated, you'll find two links. The upper one is the Link to the English Songbook the second to the German. If there is a inconsistency of the title: I try to use the name from the Wikipedia article. If needed change the wiki-link.
 * Open the Songbook
 * Click to the German version of the song.
 * Copy the complete source code (pencil)
 * Close the German page
 * Go to the empty English page and insert the source code.
 * Bevor saving scroll under the saving-dialoge and click one time on the link to insert this at the end of our source code.

Step 2 Pictures and Youtube Surch
How you can see images of chords and the YouTube search links? After this procedure a lot of links and pictures works.
 * Open the source code
 * Search for the vocabularies and replace it with.
 * Search for the vocabularies ( = image ) and replace it also with.
 * Search for the vocabularies and replace it with . ( German Youtube-Suche = English Youtube-Search )
 * save it

step 4 Cross Reference

 * Find

The longer wiki-link with  short lesson name is to shorten the link. The shorter wiki-link with  Guitar/only name of lesson is easier but longer to read.
 * Replace it with

This results in

There should be one link. But sometimes you can use a song for two or three lessons. If the lesson has not yet been written, write after the vertical bar | only a text without a link.

step 5 Songheader

 * Find

 * copy and paste it before {{blue| {{:Liederbuch }}

 * take over the infos and translate it (by Google-Translate or DeepL or any translation app).

{{:Songbook/template:songheader }}
 * results in
 * type =myFolksong
 * alternative = my2ndTitle
 * text = myPoet
 * melody = myComposer
 * creator = myAuthor
 * key = myModes
 * arranger =it'sMe
 * co-arranger = helpsMe
 * co-co-arranger = noWikibooksUser

step 6 Essay
If there is a short Info-Text

 * take over the infos and translate it (by Google-Translate or DeepL or any translation app).

= To be continued = If you have any problem with something, leave it as it is. I will try to sort it out at the next opportunity.

The instructions will be added to over time.

Leave questions on my discussion page or on the lesson's discussion page.

Please be patient if I don't answer right away and don't expect 24/7 service. I am still working. --Mjchael (discuss • contribs) 07:37, 9 May 2024 (UTC)

...

 * }
 * }

title: User:Mjchael/ Help


text:
Guitar/song examples/Campfire Diploma/Spancil Hill

Insert from: Songbook/Spancil Hill includes tabs


text:
Songbook/Spancil Hill

= Spancil Hill =

The song describes the homesickness of an Irish emigrant in America. The poet Michal Considine was born in the mid-19th century near Spancil Hill, which lies between Ennis and Tulla in the Clare countryside in Ireland. Although the story may be largely fictional, the places and people mentioned in the dongare real.

Spancil Hill
Lastnight as I laydreaming, of pleasant days goneby, Me mind being bent on rambling, toIreland I didfly, Istepped on board a vision, andfollowed with awill, Till thefirst I came toanchor at the cross at SpancilHill,

T'was onthe twentythird of June, the day before thefair, When Ireland's sons and daughters, andfriends assembledthere, Theyoung the old the brave the bold, theirduty to fullfill, At theparish Church nearClooney, a mile from SpancilHill.
 * 2

De-lighted by thenovelty, enchanted by thescene. Where in me early boyhood whereoften I hadbeen. Ithought I heard a murmur. Ithink I hear itstill. It's thelittle stream ofwater that flows down SpancilHill.
 * 3

To a-muse a passingfancy, I laid down on theground. And all my school companions, theyshortly gatheredround. Whenwe were home returning, wedanced with bright goodwill ToMartin Monahan'smusic, at the cross at SpancilHill.
 * 4

Iwent to see meneighbours to see what they mightsay, The old one's were all dead and gone, theyoung one's turninggrey, Imet with tailor Quigley, he's asbold as everstill, Sure heused to make mebritches when I lived in SpancilHill.
 * 5

Ipaid a flyingvisit to my first and onlylove, She's as fair as any lilly asgently as adove, Shethrew her arms around me sayingJohnny I love yestill, She wasMeg the farmer'sdaughter, the pride of SpaincilHill.
 * 6

Idreamt I knelt andkissed her as in the days ofyore Ah, Johnny you're only joking asmany the time be-fore Then thecock he crew in the morning, hecrew both loud andshrill I a-woke in Cali-fornia, many miles from SpancilHill
 * 7

title: Songbook/Spancil Hill


text: Template:Small/top

title: Template:Small/top


text: Template:Small/end

title: Template:Small/end


text: Template:Strike/top

title: Template:Strike/top


text: Template:Strike/end

title: Template:Strike/end


text:
User talk:41.115.92.79

--SHB2000 (discuss • contribs) 10:46, 9 May 2024 (UTC)

title: User talk:41.115.92.79


text:
Guitar/song examples/Campfire Diploma/Star Of The County Down

Insert from: Songbook/Star Of The County Down


text:
Songbook/Star Of The County Down

=The Star Of The County Down=

 * Guitar

 * Ukulele (gcea)

 * Ukulele (adf#h)

Near Banbridge town in the County Down One mornin' last Ju-ly, Down a boreen green came a sweet col-leen And she smiled as she passed me by. She looked so sweet from her two bare feet To the sheen of her nut-brown hair. Such a coaxin' elf, sure I shook my self For to see if I was real-ly there.
 * 1st Verse

 * Chorus
 * From Bantry Bay up to Derry Quay
 * And from Galway to Dublin town,
 * No maid I've seen like the brown col-leen
 * That I met in the Coun-ty Down.

As she onward sped, sure I scratched my head And I looked with a feelin' rare. And I says, says I, to a passer-by "Who's the maid with the nut brown hair?" He smiled at me and then, says he, "That's the gem of the Ireland's crown, Young Rosie Mc-Cann from the banks of the Bann. She's the Star of the Coun-ty Down."
 * 2nd Verse

She'd a soft brown eye and a look so shy And a smile like the rose in June. And you hung on each note from her lily-white throat As she lilted an I-rish tune. At the pattern dance, you were held in a trance As she tripped through a reel or a jig. And when her eyes she'd roll, she'd coax up-on my soul A spud from a hung-ry pig
 * 3rd Verse

I've traveled a bit, but never was hit Since my roving career be-gan. But fair and square I sur-rendered there To the charm of young Ro-sie Mc-Cann. With a heart to let and no tenant yet Did I meet within shawl or gown, But in she went and I asked no rent From the Star of the Coun-ty Down  (Chorus)
 * 4th Verse

At the Harvest Faire she'll be surely there, So I'll dress in my Sunday clothes. With my shoes shone bright and my hat cocked right, For a smile from my nut-brown rose. No pipe I'll smoke; no horse I'll yoke 'Til my plow is a rust-colored brown, 'Til my smilin' bride by my own fire-side Sits the Star of the Coun-ty Down  (Chorus)
 * 5th Verse

title: Songbook/Star Of The County Down


text:
Guitar/song examples/Campfire Diploma/Carrickfergus

Insert from: Songbook/Carrickfergus


text:
Songbook/Hey Ho Nobody Home

= Hey Ho, Nobody Home =

The song probably originates from a theater performance end of the 16th century. So imagine a scene where men are walking home drunk from a pub. While the actors sing the catchy tune, the stagehands behind the curtain can rebuild the set.

Any other lyrics to this melody like the following German "Hey ho, hitch up the wagon" could therefore theoretically be a scene change from another play.

 * simplified

With tabs
Hey Ho, Nobody home. Meat nor drink nor money have I none, Yet will I be merry, Yet will I be very merry
 * Canon for 3 voices

= Hejo, spann den Wagen an = German autumn song at grain harvest time.

 * Em D C B7

He- jo! Spannt den Wagen an, denn der Wind treibt  Regen über's  Land! Holt die goldnen Garben,  Holt die goldnen  Garben!
 * Kanon zu 3 Stimmen

 * Adapted from the German Wikibooks: Liederbuch/ Hejo spannt den Wagen an

title: Songbook/Hey Ho Nobody Home


text: Category:Imitation crab recipes

title: Category:Imitation crab recipes


text:
Guitar/song examples/Campfire Diploma/My Bonny

Insert from: Songbook/My Bonny


text:
Songbook/My Bonny

=My Bonny Is Over The Ocean=

These Scottish folk song was first published in 1882 by Charles E. Pratt. It probably goes back to even earlier versions. The song became an evergreen and was even sung by the Beatles.

A woman dreams of the death of her husband, whom she misses dearly. She wishes that the sea winds would bring him back, which they do.

My Bonnie is over the ocean
My Bonnie is over the ocean, my Bonnie is over the sea, my Bonnie is over the ocean, O bring back my Bonnie to me.
 * 1st (simple major cadence)

 * Chorus
 * Bring back, bring back,
 * O bring back, my Bonnie to me, to me,
 * Bring back, bring back,

 * O bring back my Bonnie to me.

O blow ye winds over the ocean, O blow ye winds over the sea, O blow ye winds over the ocean, and bring back my Bonnie to me.
 * 2nd (with relative minor)

 * chorus
 * Bring back, bring back,

O bring back, my Bonnie to me, to me,
 * Bring back, bring back, O bring back my Bonnie to me.

Last night as I lay on my pillow, last night as I lay on my bed, last night as I lay on my pillow, I dreamed that my Bonnie was dead.
 * 3th (with secondary dominant)

 * Chorus
 * Bring back, bring back,
 * O bring back, my Bonnie to me, to me,
 * Bring back, bring back,
 * O bring back my Bonnie to me.

The winds have blown over the ocean, the winds have blown over the sea, the winds have blown over the ocean, and brought back my  Bonnie to me.
 * 4th (with alternating bass and bass line)

 * Chorus
 * brought back, brought back
 * O brought back, my Bonnie to me, to me,
 * brought back, brought back,
 * O brought back, my Bonnie to me.

Do you know the lyrics a little differently? Don't wonder! With old folk songs the lyrics and the melody vary just as much as the rhythm.

title: Songbook/My Bonny


text:
User talk:IndiEditor40

.........................................

title: User talk:IndiEditor40


text:
User talk:2600:1003:B47C:4F77:B9BD:65D6:BCF5:5E30

May 2024
MathXplore (discuss • contribs) 00:46, 10 May 2024 (UTC)


text:
User talk:41.116.114.191

May 2024
MathXplore (discuss • contribs) 00:47, 10 May 2024 (UTC)

title: User talk:41.116.114.191


text:
User:Hordes222/sandbox

3. Nxe5??
The Irish Gambit is an unsound opening. It trades a knight for a pawn, since Black can just recapture with 3...Nxe5. While this move does let White have a stronger center, the cost of a knight is too much to pay. Like other dubious openings, it can be used to surprise or unsettle the opponent.

title: User:Hordes222/sandbox


text:
Guitar/song examples/Campfire Diploma/Ox-Driving Song

Insert from: Songbook/Ox-Driving Song includes tabs.


text:
Songbook/Ox-Driving Song

=Ox-Driving Song=

 * Guitar
 * Ukulele (gcea)

With tabs
The 0 in parentheses only means that the note from the previous bar (the syllable "mud") is held out.

The Ox-Driving Song
Pop my whip and I bring the blood I make the leaders take the mud; We grab the wheels and we turn them around One long, long pull and we're on hard ground.
 * 1

 * Chorus
 * To me rol, to me rol, to my rideo
 * To me rol, to me rol, to my rideo
 * To my ride- o, to my rudeo
 * To me rol, to me rol, to my rideo

 * 2
 * On the fourteenth day of October-o
 * I hitched my team in order-o
 * To drive the hills of Saludio
 * To me rol, to me rol, to my rideo

 * 3
 * When I got there the hills were steep,
 * 'Twould make any tender-hearted person weep
 * To hear me cuss and pop my whip
 * And see my oxen pull and slip.

 * 4
 * When I get home I'll have revenge,
 * I'll land my family among my friends.
 * I'll bid ad- ieu to the whip and line
 * And drive no more in the wintertime.

Weblinks

 * Adapted from the German Wikibooks: Liederbuch/ Ox-Drawing-Song

title: Songbook/Ox-Driving Song


text:
User talk:41.242.160.205

May 2024
MathXplore (discuss • contribs) 10:49, 10 May 2024 (UTC)

title: User talk:41.242.160.205


text:
User talk:202.176.1.149

May 2024
MathXplore (discuss • contribs) 12:13, 10 May 2024 (UTC)

MathXplore (discuss • contribs) 12:16, 10 May 2024 (UTC)

title: User talk:202.176.1.149


text: Talk:Sandip Yadav

title: Talk:Sandip Yadav


text: Category:Book:Short introduction to the use of sewing machines


text:
User talk:2600:387:15:431D:0:0:0:1

May 2024
MathXplore (discuss • contribs) 12:50, 10 May 2024 (UTC)

title: User talk:2600:387:15:431D:0:0:0:1


text: User talk:TRẦN HẢI ĐĂNG official

title: User talk:TRẦN HẢI ĐĂNG official


text:
Flora of New York/Plants of Monroe County

There following is from [https://www.libraryweb.org/~digitized/serials/roch_academy_of_science/v5.pdf Proceedings of the Rochester Academy of Science, Volume 5. June 1910 to December 1918, p. 62.]

'''PROCEEDINGS OF THE ROCHESTER ACADEMY OF SCIENCE, Vol. 5, pp. 59-121. May 1917.'''

PLANTS OF MONROE COUNTY, NEW YORK, AND ADJACENT TERRITORY.

SECOND SUPPLEMENTARY LIST.

By Florence Beckwith, Mary E. Macauley and Milton S. Baxter, Committee of the Botanical Section.

Introduction of Species.
The number of introduced species is increasing rapidly every year. Many of these introductions are western plants and are found along the railroad tracks, which have been quite regularly patrolled by some of our members every season.

In the summer of 1909 several species of plants foreign to our flora were found at Highland Park, in the southern part of the city. These plants were growing on newly seeded portions of the park. The grass seed used in sowing these places had been purchased from several different dealers and then mixed, so it was impossible to trace its origin, but the new species were mostly western plants.

The same stock of grass seed was used for seeding the slopes of the Cobb's Hill reservoir, then lately completed, and the following year a large number of new species of plants were found thriving vigorously in this new home. Through the kindness of Mr. C. C. Laney, Superintendent of Parks, these new plants were allowed to grow unmolested, and they increased in number and variety until 36 species foreign to our district had been found around the reservoir and at Highland Park.

After a few years it became impracticable to allow the grass on the slopes of the reservoir to remain uncut. For at least three or four years mowers have been regularly run over the ground and the plants have had to try to hold their own and make their way as best they could. It speaks well for their sturdiness and persis tence that the majority of them have retained their hold and still survive. During the summer of 1916 representatives of nearly all the new species were found growing in more or less vigor, although, as a result of their being so frequently decapitated, many of them have not been allowed to blossom and so have not increased in abundance. Occasionally some in a favored location, close to a protecting tree or shrub, or on the steep sides of the reservoir where they have escaped the sharp teeth of the mowers, still not only sur vive but bloom quite freely. As it seems unlikely that any of them will ever become pernicious weeds, it is hoped that no particular pains will be taken to eradicate them, and that they will be allowed to live and thrive, for it adds interest to our flora to have these far western plants domesticated here.

The following list gives the names of these foreign species, all of them determined by the State Botanist, and all represented in the herbarium of the Academy, or the State herbarium, or in the collections of the members of the Botanical Section:


text:
Talk:Communication Systems/Print Version

Why does pair one of a copper cable be terminated at the most furthers point in a system wire center?
Why does pair one of a copper cable be terminated at the most furthers point in a system wire center?

24.35.12.166 (discuss) 18:53, 10 May 2024 (UTC)


text:
Guitar/song examples/Campfire Diploma/The Cockoo

Insert from: Songbook/The Cockoo


text:
Songbook/The Cockoo

=The Cuckoo=

 * Guitar

 * Ukulele (adf#h)

This song has been interpreted countless times in many text versions. It is usually sung about a fickle lover who is just as unreliable (literally fickle) as a cuckoo.

In the USA, a gambler is something of a prime example of an unreliable lover. It is therefore not surprising that the verses have been rearranged accordingly. In the version presented here, the story of a gambler whose luck has run out is retold. Joan Baez, Donovan, Bob Dylan, Peter Paul and Mary are just some of the many performers. The melody is always sung slightly differently from performer to performer. Some even vary the melody from verse to verse. Therefore, only a very simplified form is shown here.

 * Chorus
 * Oh the cuckoo she'a pretty bird,
 * She wobbles as she flies,
 * She don't never holler cuckoo,
 * 'Til the fourth day of July.

Gonna build me log cabin, on the  mountain so high, So that I can see Willie, As he goes on by.
 * 1st

Jack of Diamonds, Jack of Diamonds, I know you of old You done robbed my poor pockets, of my silver and gold.
 * 2nd

I've gambled in England, and I've gambled down in Spain. I bet you ten dollars, I'll beat you again
 * 3th

I gambled with five aces, now I've gambled my last game. Oh, it's gamblin' that's brought me prison, and the gamblin' brought me pain
 * 4th

In the cell I'm godforsaken, and I'm wasting all my time Here I'll never see a cuckoo or hear her song again
 * 5th

Weblinks

 * Y T   http://www.youtube.com/watch?v=2A14DVost2w Live performance in the Irish-Pup
 * Y T   http://www.youtube.com/watch?v=VrDO3r0ZGlA Blue grass version with banjo
 * Y T   http://www.youtube.com/watch?v=sAjc3KpTAxU Band version R'n'B
 * Adapted from the German Wikibooks: Liederbuch/ The Cockoo

title: Songbook/The Cockoo


text:
Template:Footnotes

 * Footnotes

title: Template:Footnotes


text:
Template:Navigation up

|Up to

This template can be run without parameters. However, it can also contain the parameter uplink or uptext.

 * Example

 * Below each other

title: Template:Navigation up


text:
User:NEO MALAU

💦💦🧠🔥🔥

title: User:NEO MALAU


text:
User talk:38.42.113.205

May 2024
MathXplore (discuss • contribs) 06:41, 11 May 2024 (UTC)

title: User talk:38.42.113.205


text:
User talk:73.50.23.210

May 2024
MathXplore (discuss • contribs) 06:41, 11 May 2024 (UTC)

title: User talk:73.50.23.210


text:
Muggles' Guide to Harry Potter/Books/Goblet of Fire/Print version/Chapter 1

Synopsis.  [edit | edit source]

Spoiler warning: Plot and/or ending details follow.

The story opens in the small village of Little Hangleton at "The Riddle House." Many villagers still call it that, even though many years have passed since the Riddle family actually lived there. Atop a hill overlooking the village, the former manor is the largest building in the area.

The house has a bad reputation. Half a century ago, the Riddle family, including the son, then about thirty years old, and his parents, were found dead in the living room. Frank Bryce, the Riddles' gardener, was arrested on suspicion of homicide since he was the only person with a key to the house but was released when it was determined the victims were not murdered; they simply died, apparently of fear. But the villagers remain suspicious that Frank was responsible.

Bryce now lives alone on the Riddle property, caring for the house and grounds for its absent owners as best he can despite his advancing age. Late one night, Bryce investigates a light in one of the house's windows. Inside, he overhears Lord Voldemort and Wormtail (Peter Pettigrew) planning to take action after the Quidditch World Cup, though Bryce has no idea what that is. Lord Voldemort apparently distrusts Wormtail to act alone, and talks about his "faithful servant". It appears they have already killed someone named Bertha Jorkins.

Bryce is discovered by Nagini, Voldemort's giant pet snake, and Wormtail forces him into the room. Bryce threatens them with the police; Voldemort, calling him a Muggle, completely disdains Bryce's threat and kills him with a Killing curse.

Two hundred miles away, Harry Potter suddenly awakens with a very sharp pain in his scar.

Analysis.     [edit | edit source]

This marks the second time in the series that a book has opened somewhere other than with Harry Potter at the Dursleys. The first was Harry Potter and the Philosopher's Stone. Readers are also witness to a murder first-hand, whereas before, murdered victims were mentioned after-the-fact. Arguably, Harry is viewing the events in a dream, although given the detail he sees and his strong reaction to it, it is likely much more than that. Harry's recollection seems to be as a detached third party, as he later recalls seeing Frank fall and the armchair swivel from Frank's viewpoint.

This chapter is somewhat confusing initially. We are not given any cues to indicate that the death of the Riddle family, announced to the town by a screaming maidservant, is occurring 50 years before the main story. We only recognize the time-frame of the initial events when the story shifts to Frank Bryce's current point-of-view.

It should be mentioned that Voldemort, discussing his "faithful servant," is clearly referring to someone other than Wormtail. This third person's identity is left unclear, and it leaves Wormtail quite frightened, as it implies that Voldemort does not entirely trust Wormtail, and he is therefore subject to punishment and perhaps death. This again illuminates Voldemort's character: he rules his associates through fear, intimidation, and pain, rather than commanding their respect or fidelity.

Voldemort's snake, Nagini, makes its first appearance. Wormtail is apparently milking Nagini for some substance, possibly venom, to keep Lord Voldemort alive. Milking venomous snakes is not unique to the Wizarding world; it is by this technique that we are able to produce antivenom. The fact that Voldemort uses this process himself is perhaps unusual, but considerably less dangerous for Voldemort and Wormtail than it is for Muggle harvesters, because of the control Voldemort has over the snake.

As noted, we actually see Frank Bryce being murdered here, apparently by something speaking with Voldemort's voice, though we don't see what it is. If this is truly Voldemort, and not just a nightmare for Harry, then even in his disembodied state, Voldemort's power is already strong and likely growing.

Questions     [edit | edit source]

Study questions are meant to be left for each student to answer; please don't answer them here.

Review          [edit | edit source]

Why does the Riddle manor have a "creepy" reputation? Why has no one lived in it for so many years? Why was Frank Bryce accused and later exonerated of the Riddle family's murders? What could have killed them?

Why was Bertha Jorkins recently killed?

Can anyone else talk to snakes like Voldemort does with Nagini? How is that possible?

Further Study    [edit | edit source]

Who might the "rich" owner of the Riddle house be? Is Voldemort concerned about the house's ownership? Why or why not?

Why does Harry awaken in pain, 200 miles away, just as Frank Bryce is murdered?

Who might the "faithful servant" that is mentioned be? Give supporting reasons.

How and why does Nagini seem to act differently than other snakes?

Greater Picture    [edit | edit source]

Intermediate warning: Details follow which you may not wish to read at your current level.

Events in this chapter lead us to believe that the Riddle family that we find murdered in this chapter are Voldemort's Muggle father and grandparents; this is alluded to later in this book, and confirmed in the sixth book.

Later in this book, and also in a subsequent one, Harry will have "dreams" that appear to reflect actual events occurring as Voldemort is seeing them; internal evidence in the book suggests that events in this chapter may well be such a "dream". Professor Dumbledore, as we have seen, has already connected Harry's scar paining him with the residual effects from Voldemort's curse when he tried to kill baby Harry. On hearing about this dream, Dumbledore further suspects that the murder attempt may have sheared off a portion of Voldemort's soul, transferring it to Harry, thus unintentionally making Harry one of Voldemort's Horcruxes. Much later, Dumbledore informs Harry that he believes this may constitute a true link between their minds. Voldemort initially seems unaware that this connection exists, but he later becomes aware of it, and exploits it in an attempt to entrap Harry; this happens throughout the fifth book.

Nagini seems more biddable and intelligent than a snake ought to be. Finding a Muggle standing in the hall, as Nagini does, a normal snake would attack, hide, or otherwise react; instead, Nagini slithers past unconcernedly and promptly reports Frank Bryce's presence to her master. And though readers saw Harry talking to the boa constrictor at the zoo in Harry Potter and the Philosopher's Stone, Voldemort's connection to Nagini seems deeper and darker than this. Nagini, we discover later, is also a Horcrux, and perhaps some human-like intelligence was passed to the snake when Voldemort moved his soul shard to her.

The viewpoints mentioned in this chapter also do not tally completely with what we believe now, and what is discovered later, that Harry is likely to be able to see. This chapter's vital events are seen from Frank Bryce's viewpoint, but Harry, we believe at this point, is actually sharing Voldemort's mind, and so may be able to perceive things either from Voldemort's or Nagini's point of view. (That Nagini may be a Horcrux, also sharing a fragment of Voldemort's soul, is not suggested until Harry Potter and the Half-Blood Prince, though the evidence for this is revealed a year earlier, at Christmas in Harry Potter and the Order of the Phoenix.) Examining Harry's thoughts about this dream, and combining this with what we know about the communication channel between Harry and Voldemort as revealed in later books, would indicate that Harry is largely experiencing the events through Nagini's eyes. Because of this, and because Harry will only have started experiencing this dream when Bryce was discovered and Voldemort became angry, we must assume that all Harry knows of what preceded Bryce's discovery comes from Bryce's comments to Voldemort.

While the "faithful servant" Voldemort mentions is never explicitly identified, we are meant to suspect Professor Snape, given Harry's relationship with him. However, by closely inspecting Wormtail's and Snape's careers, we can see that each reacted similarly at Voldemort's downfall: Wormtail went into hiding, while Snape continued working for Dumbledore, using Dumbledore's snow-white reputation as a shield. Neither, during Voldemort's absence, professed loyalty to his ideals; each, in his own way, repudiated Voldemort's scheme for Wizardkind. In fact, as Snape seemed to have been hindering Voldemort's attempts to regain the Philosopher's Stone in the first book of the series, it is likely that Voldemort believes Snape has turned against him, an assumption which may be echoed in a later chapter of this book. Even given what we know now, if we consider things from Voldemort's viewpoint, it would seem Snape is no more trustworthy than Pettigrew. This lack of trustworthiness in Voldemort's eyes is not (apparently) repudiated in detail until the sixth book. We only learn the truth of Snape's loyalty in the final book.

While it is never explicitly stated who Voldemort's faithful servant is, it is likely that Voldemort is referring to Barty Crouch Jr., whose existence he had discovered by questioning Bertha Jorkins. The "one more curse" that Voldemort refers to is likely the Imperius curse which Wormtail will cast on Bartemius Crouch. Other curses will be necessary, of course, but the curse that disables Mad-Eye Moody does not have to be cast by Voldemort or Pettigrew; instead, it, and any other curses required, may be cast by Barty Crouch Jr. once he is restored to Voldemort's service.

Connections.    [edit | edit source]

While we have been made aware of a link between Harry and Voldemort that manifests as pain in Harry's scar, this is the first time that we have been allowed to see that actual impressions and events can be transferred via that channel. We will see this again in this book, and Voldemort, learning of this channel, will use it to set a trap for Harry in the next book. Harry will reverse the channel, receiving useful information from Voldemort, in the final book. Harry will also visit Little Hangleton and the environs of the Riddle House again, later in this book, when captured by Voldemort; and again via the memories of Bob Ogden, two years from now. We will also learn that Voldemort had concealed a Horcrux in Little Hangleton; Harry will perceive Voldemort's rage at finding that hiding place empty, and knows that Dumbledore had retrieved that Horcrux from there.


title: Template:Refend2


text: Category:Cheese curd recipes

title: Category:Cheese curd recipes


text:
Talk:Super NES Programming/Introduction to assembly

Not very helpful
Whomever wrote this article needs to read the official WDC programmer's reference manual. There are too many errors in this article to make it useful.


text:
Android/Termux graphical environment

Termux is an open-source Android terminal emulator and Linux environment app that works directly with no rooting or setup required.

Introduction
You have several options:

 * Termux
 * Termux Native
 * Proot-Distro
 * Chroot
 * Linux distributions (In the case of proot-distro)
 * Desktop environments:
 * XFCE
 * Gnome
 * KDE

Resources
There are some guides and scripts to achieve our goal.

 * https://github.com/termux/termux-x11
 * https://wiki.termux.com/wiki/Graphical_Environment
 * https://github.com/Deadpool2000/Termux-GUI
 * https://github.com/sabamdarif/gnome-in-termux
 * https://www.reddit.com/r/termux/comments/1bbyyrr/guide_on_installing_gnome_45_on_termux_proot/
 * https://github.com/LinuxDroidMaster/Termux-Desktops
 * https://www.termuxcommands.com/installing-termux-gui-version-on-android/
 * https://ivonblog.com/en-us/posts/termux-proot-distro-debian/

title: Android/Termux graphical environment


text:
Talk:Peacebuilding Manual

Layout - Table of Contents
There are 25 pages in this book, but only 10 are accessible from the table of contents. The structure should be modified so that all pages are accessible from the front page. Rozzychan (discuss • contribs) 16:27, 12 May 2024 (UTC)

title: Talk:Peacebuilding Manual


text:
User talk:Wizzirobe512

Importing x-wiki dramas
Please do not import cross-wiki drama that happened elsewhere. If you continue to do so, you will be blocked. --SHB2000 (discuss • contribs) 04:29, 13 May 2024 (UTC)

title: User talk:Wizzirobe512


text:
User:Immanuelle/sandbox

 * 1) Introduction
 * 2) Myths of the Kiki
 * 3) User:Immanuelle/sandbox/Fall of Susanoo
 * 4) Jimmu's Eastern Expedition
 * 5) Two faiths of the expedition (Futsunushi and Takemikazuchi)
 * 6) Oharae no Kotoba
 * 7) Faiths
 * 8) Izumo Faiths
 * 9) Izumo Faith
 * 10) Munakata Faith
 * 11) Itakiso Faith
 * 12) Shizuri Faith
 * 13) Suwa Faith
 * 14) Susanoo Faith see Gion Faith in Goryo Faiths section
 * 15) Nara Faiths
 * 16) The Sujin Religious Revolution
 * 17) The Long Journey to Ise
 * 18) Ise Faith
 * 19) Miwa-Yamato Faith*
 * 20) Kasuga Faith
 * 21) Futodama Faith
 * 22) Tsubaki Faith
 * 23) Atsuta Faith
 * 24) Hachiman Faith*
 * 25) Jingu Faiths
 * 26) Hachiman Faith
 * 27) Watatsumi Faith
 * 28) Sumiyoshi Faith
 * 29) Mountain Faiths
 * 30) Aso Faith
 * 31) Chokaisan Faith
 * 32) Sengen Faith
 * 33) Iwanaga Faith
 * 34) Kumano Faith
 * 35) Goryo Faiths
 * 36) Gion Faith
 * 37) Tenjin Faith
 * 38) Kamo Faith
 * 39) Kokuzo Faiths
 * 40) Kii Faith
 * 41) Tanba/Amabe Faith
 * 42) Misc Faiths
 * 43) Konpira Faith
 * 44) Kifune Faith
 * 45) Ebisu Faith
 * 46) Inari Faith
 * 47) Myoken Faith
 * 48) Development of a unified pratice
 * 49) User:Immanuelle/sandbox/History_of_Shinto_Shrines_in_Hokkaido
 * 50) User:Immanuelle/sandbox/History of Shinto Shrines in Okinawa
 * 51) Beppyo shrines
 * 52) Glossary of deities
 * 53) The future of Shinto

title: User:Immanuelle/sandbox


text:
User:LivYRBY

Hi :>

I'm Liv. All you need to know really.

title: User:LivYRBY


text:
User talk:188.234.107.87

May 2024
MathXplore (discuss • contribs) 12:38, 13 May 2024 (UTC)

title: User talk:188.234.107.87


text:
Guitar/Campfire-Diploma Completion

Original page translated by Google = Completion of the campfire diploma =

Done
The lessons for the campfire diploma have now been completed.

In the following pieces, we will repeat everything you have learned.

As with school, you don't have to get everything 100% right and without mistakes, and you don't have to memorize everything either. It's enough if you can accompany the songs to some extent so that you don't have to pause while singing because you're still looking for the next chord. You can get lost from time to time (but it should be limited), as long as you can always find your way back into the song.

 * You have now mastered 6 chords

You know that you can simply ignore additions such as 7, sus, bass runs or similar for the time being. For example, instead of D7 you simply play a D
 * You can also ignore letters under a slash = /.
 * e.g. instead of C/B just play C

You know the general rules for fingering: if there are several fingers in a fret, then Z. over M. over R. over K.
 * index finger 1st fret
 * middle finger 2nd fret
 * Ring finger 3rd fret
 * Little finger 4th fret

You know 5 strumming pattern

 * 4/4-strumming pattern

 * Railway strumming pattern

 * Western strumming pattern

 * Campfire strumming pattern

 * 3/4-strumming pattern

 * and you can change chords within a bar (quick chord change)

You know two keys
 * D major with the chords D, A and G major
 * G major with the chords G, C and D major as well as Em and Am

 * You have learned a few standard chord progression along the way
 * G C D G (major cadence)
 * G Em C D (50th cadence)
 * G D Em C (pop cadence)
 * G D G (4-5-1 final turn)
 * Am D G (2-5-1 turn around)
 * G C G (church ending)

 * You know how to tune a guitar and what the name of the strings
 * Every Amateur Does Get Better Eventually
 * Every Amp Deserves Guitars / Basses Everyday

 * You have acquired a small repertoire of songs.
 * Believe it or not, you can already accompany hundreds of songs with this knowledge. A small selection of over 100 song examples can be found in the appendix.

The secondary dominant
We have learned that a key usually has 3 major chords. (tonic - subdominant - dominant). The relationship between the tension-building dominant and the resolving tonic is an important element. We are so familiar with it from hundreds of songs that we use this tension even where we don't expect it at first.

For example, we have the final sequence Am D G. Sometimes the Am can puff up into a major chord and pretend to be the dominant of the following D major chord. A D G. For a tiny moment, it sounds as if you are no longer in the key of G major, but in the key of D major. There, D is the tonic and A is the dominant. But this impression is only very brief, because the D major chord immediately resumes its function as the dominant and wants to be resolved to the tonic G major.

You also learn that no rule is so fixed that there are no exceptions to it. However, you need the rules in order to recognize the exceptions.

Imagine the A major chord, which doesn't usually occur in the G major scale, as a visit from close relatives. For example, when grandpa comes to visit, the father becomes the son (of the grandpa) again, and the son becomes the grandson. But the visit is only brief. As soon as he's gone again, the father is the father again and the son is the son.

When the Am becomes an A major, it can lead to the chord D major in the key of G major as an intermediate dominant. This is called a deviation.

Thanks to the short excursion into harmony, where we got to know the secondary dominant, we manage to find songs that contain all the chords we have learned so far. Along the way, we also learn how to change fingerings quickly in the practice examples.

Admittedly, the song "Ein Mann der sich Columbus nannt" or "Hoch auf dem gelben Wagen" is perhaps not quite as cool as "American Pie", but it also contains all the chords of the campfire diploma and you can practise the "quick fingering change" once again. If you can play the song without any problems, then you are definitely ready for the more contemporary pop songs that you will find in many songbooks. The campfire diploma has taught you all the techniques you need to be able to accompany songs you know the chords to on the guitar. Now it's up to you to put this knowledge into practice. So grab a songbook and browse through it for songs that you can already play.

You'll have to practise a little more with the final pieces, but it's worth it. If you can do them reasonably well, then you've really earned your campfire diploma. With the campfire diploma, you are no longer a beginner, but already a slightly advanced guitar player. Now it's time to consolidate and gradually expand your knowledge.

Weblinks
www.guitarplayerbox.com suggests almost 400 songs that you can play with these 6 chords.

What happens next
At the next opportunity, take a look at the chapters in the Appendices that you have not yet looked at. Try to find the lyrics and chords of the song suggestions in your songbooks and on the internet, which could not be printed in this volume due to copyright.

It continues with the Folkdiplom. You will learn another 6 chords and some other simple keys. Together with the 6 chords you have already learned, you will then be able to play the 12 most important basic chords. Most of the other chords can be derived from the 12 basic chords later on. Many folk songs, hits, folk songs and pop songs can be accompanied with these basic chords. You will gain an insight into important accompaniment techniques such as muffling beats, variations of beat patterns, bass runs, plucking patterns and much more. This will prepare you for more demanding accompaniment techniques.

Congratulations on passing your campfire diploma and have fun singing and playing guitar!

title: Guitar/Campfire-Diploma Completion


text:
Guitar/Campfire-Diploma Completion/Song Examples

(8) Campfire-Diploma Completion
The following songs contain almost all the practice material for the campfire diploma With these songs you leave the beginner status. The songs are not particularly difficult. But they contain all the essential learning content of the campfire diploma. (6 chords G D C Em Am A Lagerfeuerschlag and the quick change of fingering)
 * 1) Ein Mann der sich Columbus nannt
 * 2) Hoch auf dem gelben Wagen
 * 3) Nikolauslieder

Very demanding and almost impossible to play without a chord sheet. '''(G D) Em Am  C Em D - (G D) Em Am  C Em C D - Em Am Em Am (C G) Am C D (G D) Em C D (G D) Em C D (G C) G Ref:(G C)(G D)3x Em A Em D Strophe 2: G Am C Am Em D (G D) Em Am C Em A D - Em D Em D (C G) A C D (G D) Em C D Am C (G D) Em C D (G C)(G D) ''' If you have practiced "When you say nothing at all" before this song, then the chorus is very easy. Practice the chord progression (G-D)-Em and (C-G)-Am or (C-G)-A dozens of times in a row beforehand until you can memorize this chord progression with a quick change of fingering.
 * 1)  ©

Already playable with tricks

 * individual chords must be simplified

 * 1)  ©   Em G D A (several times) Chorus C G D A (3x) C G B7- (B7 can also be played as a  D' without the ring finger, if only the lower 3 strings are struck). On C in the chorus, only perform two downbeats and only play the campfire strumming pattern again on "shadow".


text:
User talk:41.115.102.210

May 2024
MathXplore (discuss • contribs) 14:17, 13 May 2024 (UTC)

title: User talk:41.115.102.210


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Bc5/4. b4/4...Bxb4/5. c3/5...Ba5

Main information
5...Ba5 is the main retreat after the Evans Gambit 5.c3, and it is considered the best attempt to "refute the gambit." However, it is not as safe as the retreat 5...Be7. Now, the most aggressive move for White is to play 6.d4, when Black has two options:

-6...exd4

-6...d6


text:
User talk:152.22.52.23

May 2024
MathXplore (discuss • contribs) 14:45, 13 May 2024 (UTC)

title: User talk:152.22.52.23