text:
Magar/Nouns

Noun[आरमीन]:- A noun is the names of a person, place or thing.

Examples :-

 * Buddha- Buddha [बुद्ध]
 * Nima- Nimā [नीमा]
 * Laxmi- Laxmi [लछ्मी]
 * Class- Kachchhyā [कच्छ्या]
 * Pokhara- Pokhara [पोखरा]
 * Surkhet- Surkhet [सुर्खेत]
 * Nepal- Nepāl [नेपाल]
 * House- Ím [ईम]
 * Tree- Sing [सीङ]
 * Salt- Chhā [छा]
 * Soil- Jhā [झा]
 * Sugar- Jischa [जीस्च]
 * Oil- Siri [सीडी]
 * Liquid- Midi [मीडी]
 * Water- Di [डी]
 * Stone- Lhung [ल्हूङ]

title: Magar/Nouns


text:
MATLAB Programming/Handle/What is a handle?

A function handle is a MATLAB data type that represents a function. A typical use of function handles is to pass a function to another function.

For example, you can use function handles as input arguments to functions that evaluate mathematical expressions over a range of values. Other typical uses of function handles include:

(a) Specifying callback functions (for example, a callback that responds to a UI event or interacts with data acquisition hardware).

(b) Constructing handles to functions defined inline instead of stored in a program file (anonymous functions).

(c) Passing a function to another function (often called function functions). For example, passing a function to integration functions, such as.

(d) Calling local functions from outside the main function.

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


text:
User:BEANS X2/common.js

function loadScriptFromWikipedia(page) { mw.loader.load("//en.wikipedia.org/wiki/" + page + "?action=raw&ctype=text/javascript") }

title: User:BEANS X2/common.js


text:
Basics of fine-art photography/Creating works in a low-key

Low-key is a method of lighting used in photography to create a special artistic effect.

General information
The meaning of the method is to highlight certain parts of the photographed object, while the rest remain dark, which is how the originality of the result is achieved.

When shooting outdoors, you can find a ready-made scene, all that remains is to correctly display it using a tripod or improvised means. For studio photography, you have to create the conditions yourself.

Ways of implementation
It is not necessary to use a special equipped studio — a darkened room is enough to start. If you want to create a portrait, cover the wall plane to be used as a background with any dark (preferably black) material. The discreet lighting technique suggests uses a single key light source, which can optionally be controlled by a reflector to create a fill light. As a result, a kind of gloomy, dramatic effect is achieved.

When manipulating the source of light, try to choose an angle for the poser so that the hard shadows fall on certain parts of the face. Avoid direct light hitting the background so that the photograph does not show its texture, but only a solid, evenly distributed black colour. The light fixture (or flash) used should not be too powerful, and if there are no others, you should cover the plane of the outgoing rays with a white or light cloth.

Possible mistakes
The result of too little exposure will be an image with missing details in dark areas, or total blackout ; too much exposure will result in an image with missing detail in light areas, or even no image at all. Be prepared for the fact that the first result may disappoint you: experience does not come immediately.


text: Category:Book:HSK Guide

title: Category:Book:HSK Guide


text: Category:Book:Annotated King Reference Manual


text: User:ManuelGR/Template:Ada/RM

title: User:ManuelGR/Template:Ada/RM


text: User:Tulsipres

title: User:Tulsipres


text:
Guide to the Godot game engine/Animation

With an
Animation trees just play animation players, but they make it easier to animate properly, by controlling which animation occurs, based on a state machine, and they also make adding transition animations easier. So, it takes less work to go from a "sitting" animation to a "stand up from sitting" animation, to "walking" animation. However, they take a little while to set up.

With an
AnimationPlayers allow you to control every frame, with fewer bugs than when animating directly from code, of the animation. They use "keyframes", which are points of the animation where a value is set. Some types can slowly transition to the next keyframe. Some are instantly set. You can also control whether they transition or just set. They are the fastest to set up, but the least versatile.

With a
Tweens are started and manipulated with code, they just make it a bit simpler to do so, allowing you to animate a node's property over time, with ease-in and ease-out effects.

With code
The most versatile method, but the most difficult to get right. It takes trial and error to fix bugs, since code usually doesn't run in the editor.

With shaders
While little more versatile as AnimationPlayers, are the fastest, as they run on the GPU. They can do many things, including animating water and clouds.

Animating movement
When animating movement, first consider how the object or creature moves. Does it propel itself forward like a rolling jelly creature, or does it walk on two legs like a human. Wherever possible, look at references in real life to help you make you animation look more realistic.

Easing
Easing is used to make an animation seem less static. Easing in means an animation starts slow, then speeds up. Easing out means an animation that starts at a faster rate, then slows down over time.

Spinning
In 3D, you can animate spinning by changing the rotation property. In 2D, it depend if you wanna make it spin around, or simulate rotating in the plane that doesn't exist in 2D. The latter is easier done by changing frames of a Sprite that uses a sprite sheet of a rotating object. Otherwise you can just use the rotation property in an AnimationPlayer or by code.

Animating water
See your first 3D shader to make a terrain, then read your second 3D shader to turn it into animated water.


text:
Exercise as it relates to Disease/Intervention effect of long-distance running on depression of college students

This Wikipage is a critique of the research article "Intervention Effect of Long-Distance Running on Depression of College Students" by Xinjun Luo. This critique is for an assessment for the unit Health, Disease and Exercise at the University of Canberra, Semester 2, 2022.

What is the background to this research?
Depression is a mental health illness that, according to the Diagnostic and Statistical Manual of Mental Disorders 5-TR (DSM5-TR), is diagnosed when the patient exhibits five or more of the following criteria for at least two weeks:

 * Depressed mood
 * Loss of interest or pleasure in almost all activities
 * Significant unintentional weight loss/gain or decrease/increase in appetite
 * Sleep disturbance
 * Psychomotor changes
 * Tiredness, fatigue, or low energy
 * A sense of worthlessness or excessive, inappropriate, or delusional guilt
 * Impaired ability to think, concentrate, or make decisions
 * Recurrent thoughts of death, suicidal ideation or suicide attempts

As of 2022, the rate of depression globally has increased exponentially due to the COVID-19 Pandemic and subsequent isolation/lockdown. Due to the impact that mental health has, it is important to research several interventions outside of pharmacological methods to allow for easy access and greater effectiveness in different populations.

This paper aims to identify if the use of a long-distance running intervention can be effective in the treatment of depression in Chinese college students ranging from first year to fourth year enrollment.

Where is this research from?
It is not clearly evident if the author, Xinjun Luo of Guizhou University of Commerce, Guiyang, China, has produced other journal articles.

As the research was performed in China it is important to note that every society has different influences on mental health. Therefore, although this information can be beneficial, there are also other factors that can impact the intervention effectiveness in other societies. It is also important to observe that the subjects were college students and the same stressors may not be apparent in individual’s lives outside of these settings.

What kind of research was this?
The research is a non-randomised controlled study (NRS) and is categorized as a case series (uncontrolled longitudinal study). This is where an intervention implemented, where all subjects receive the same intervention but no control group is allocated. Results are observed before and after the intervention.

What did the research involve?
When measuring the mental health aspect of the study the Self-Rated Depression Scale (SDS) and the Hamilton Depression Rating Scale 24-Item (HAM-D24) was completed by all participants before and after the intervention.

Unfortunately, the methodology of the intervention is barely described more than “145 college students with certain depression” who trained in “long-distance running” for “2 months”.

The study does not have a control group (subjects that do not participate in the intervention) which reduces the integrity of the research and its results as there are several different factors that can influence mental illness. These can include the period of which the study was performed – were the students participating in examination or assessment periods or just finished these periods, holidays, starting a new semester, etc.

The running intervention delivery can also influence the results. These variables include frequency, variability, intensity and if the sessions were run as a group or individually - if the sessions were performed as a group then the individuals would be increasing their time socialising which can be a significant element in mental illness.

Without a control group, these factors may be manipulating the depression scores recorded by the students before and after the intervention and cannot be identified.

What were the basic results?
This study’s findings report that there was a statistical improvement (P<0.05) in the Somatic Disorder and Psychomotor Disorder from the SDS after the intervention. The HAM-D24 showed significant reductions (P<0.05) in the factors of Cognitive Barrier, Diurnal Variation, and Despair. It should be noted that the methods never indicated that the HAM-D24 had been issued to the subjects even though the data shows pre- and post-intervention. There was no indication of subject attrition within the intervention and post-intervention measurements.

These were presented in a table that showed pre- and post-experiment results with standard deviation and the paired t-test data.

The author presents the information very positively and even mentioned a “cure” for depression. The author states “The experimental results of a long-distance running showed that the anxiety/somatization factor, block factor, sleep disorder factor and total depression score after training were improved, and the college students running not regularly have a tendency to depression when compared with the college students running regularly”.

The results showed statistical significance, however, as the methodology of screening and intervention delivery is flawed (no control group and no further information on what the long-distance running intervention involved) it is unwise to use this research as an indicator of the effectiveness of long-distance running on depression by itself.

What conclusions can we take from this research?
Although the methodology of the study is unsound, it still provides some insight that running can contribute to improved mental health. It does not establish though, the contributing factors to the improvement. Could it be narrowed down to exercise and the metabolic and hormonal response of performing physical activities? From personal experience, there have been many that have stated that simply the act of performing exercise, whether it be running or some other form of physical activity, was beneficial for other reasons that have been described as:

·      Time away from stressors (such as family, work, environments, etc.)

·      The activity had a meditative feel (due to the metronomic rhythm of the exercise)

·      The feeling of releasing energy

·      Completing exercise as a group (socialising)

This identifies that it is not just the physical (metabolic and hormonal) factors that make physical activity beneficial for mental health.

The results are supported by Matias et al. (2022)  who established that outdoor walking/running, cycling and team sports improved resilience against depression. Doose et al. (2015) studied the effects of an 8-week walking/running aerobic exercise program and found a “large reduction of depressive symptoms”.

Practical advice
This study shows that with the current life stressors, particularly for college students, some form of exercise is beneficial for individual’s mental health. As the intervention itself wasn’t published it is hard to say if the specific program is easy to replicate or is safe to replicate (building volume/load in a safe manner to avoid injury). However, with the support of other studies, aerobic exercise is an effective tool in combating mental illness, in particular, depression.

Further information/resources
Park Run is a free event run all around the world where individuals complete a 5km track with no time restrictions. It has the benefit of aerobic exercise and exercising with a group of other like-minded individuals: https://www.parkrun.com.au/

Beyond Blue is an effective resource for mental health, even providing questionnaires to identify if you may be suffering from a mental illness: https://www.beyondblue.org.au

Black Dog Institute is another organisation (similar to Beyond Blue) that provides information about mental health. This particular resource discusses the relationship between exercise and depression: https://www.blackdoginstitute.org.au/wp-content/uploads/2022/06/Exercise-and-depression.pdf

The Running Clinic is a platform where you can acquire a running program that is appropriate for beginners to elite runners. This can be a fantastic resource if you want to begin running and don’t quite know where to start: https://therunningclinic.com/runners/learn/training-programs/training-programs/


text:
Magar/Pronouns

Pronoun[मीआरमीन]:- A pronoun is the word that is used in place of a noun.

Examples :-

 * I- Ngā [ङा]
 * My- Ngāu [ङउ]
 * We- Kān [कान]
 * Our- Kānung [कानूङ]
 * You- Nāko [नाको]
 * Your- Nākung [नाकूङ ]
 * He/She- Āse [आसे]
 * His/Her- Ācheu [आचेऊ]
 * It/This- Ise/Isai [इसे/ ईसई]
 * It's- Icheu [इचेऊ]
 * That- Hose [होसे]
 * They- Hosko/Āsko[होस्को/आस्को]
 * Their- Āskokung [आस्कोकूङ]

title: Magar/Pronouns


text:
User:ITATAKIMARI

Hie I am ITATAKIMARI I am new here and I hope you can make time to talk with me.itatakimari

title: User:ITATAKIMARI


text:
User talk:ITATAKIMARI

Sorry for the disturbents l need help I want to create a website that is connected to all wikis but it's for kids.

title: User talk:ITATAKIMARI


text:
Talk:Wiki Tutorial

The redirects within this presentation
These redirects need to be fixed. The pages have been moved to Wiki Tutorial, but the links still redirect to Tutorial! I don't quite know how to fix this myself, otherwise I would be on it. Can I get some help? Alyssathedork (discuss • contribs) 13:48, 28 September 2022 (UTC)

title: Talk:Wiki Tutorial


text:
Experimental Petrology and Metallurgy

Experimental petrology and metallurgy aims to determine the physical and chemical behaviour of condensed substances by experimental means. These experiments may involve a single phase or many phases, in one or more states, and may (or may not) involve high temperatures and pressures.

This book aims to describe the history of experimental petrology and metallurgy, the apparatus involved, preparation and analytical techniques, and specific information related to performing experiments at various facilities worldwide. Anyone is welcome to contribute their knowledge.

Contributor guidelines

 * 1) As far as possible, information should be supported by evidence (citations if possible) and preferably physical reasoning behind the information given. Failing that, please be explicit about the extent to which the information is hearsay or myth. For example, the relative benefits of using saliva over distilled water as an aid to equilibrium probably falls under the category of (somewhat disgusting) myth.

History

 * 1) Experimental Petrology and Metallurgy/History

Concepts

 * 1) Experimental Petrology and Metallurgy/Concepts/Controlling conditions
 * 2) Experimental Petrology and Metallurgy/Concepts/Calibration
 * 3) Experimental Petrology and Metallurgy/Concepts/Physical Properties

Apparatus

 * 1) Experimental Petrology and Metallurgy/Apparatus/Atmospheric Furnace
 * 2) Experimental Petrology and Metallurgy/Apparatus/Gas-mixing Furnace
 * 3) Experimental Petrology and Metallurgy/Apparatus/1 Bar Vertical Furnaces
 * 4) Experimental Petrology and Metallurgy/Apparatus/Cold Seal Apparatus
 * 5) Experimental Petrology and Metallurgy/Apparatus/Piston Cylinders
 * 6) Experimental Petrology and Metallurgy/Apparatus/Multi Anvil Presses
 * 7) Experimental Petrology and Metallurgy/Apparatus/Diamond Anvil Cells

Starting Materials

 * 1) Experimental Petrology and Metallurgy/Starting materials

Analytical techniques

 * 1) Experimental Petrology and Metallurgy/Analytical Techniques/In-situ Techniques
 * 2) Experimental Petrology and Metallurgy/Analytical Techniques/Ex-situ Techniques

Experimental facilities

 * 1) Experimental Petrology and Metallurgy/Experimental Facilities/Advanced Photon Source
 * 2) Experimental Petrology and Metallurgy/Experimental Facilities/DESY
 * 3) Experimental Petrology and Metallurgy/Experimental Facilities/ESRF
 * 4) Experimental Petrology and Metallurgy/Experimental Facilities/Diamond Light Source

title: Experimental Petrology and Metallurgy


text: Experimental Petrology and Metallurgy/Concepts/Calibration


text:
User talk:Vickachu

please reword this to say that it borders Europe. No part of Azerbaijan is a European territory. It is racist to say it is due to Europe imperializing and profiting off of our oil reserves. I am Azeri and very informed about this topic so please change it at your soonest convenience.

WJ:Europe/Azerbaijan
I've reverted your edit to this page. Wikipedia says it is on the borders of Europe, so it could be said that a small part is in Europe territory. See Azerbaijan. If you think it needs a rewording, let me know what you have in mind. I personally have no knowledge in the subject though. Thanks, 17:51, 28 September 2022 (UTC)

I do have knowledge on the subject as I am Azerbaijani. Please change it to say that it borders Europe. No part of Azerbaijan is a European territory. Vickachu (discuss • contribs) 18:02, 28 September 2022 (UTC)
 * ✅ take a look, does it look good? 18:28, 28 September 2022 (UTC)

Welcome
Welcome, Vickachu!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. 18:28, 28 September 2022 (UTC)

title: User talk:Vickachu


text: Experimental Petrology and Metallurgy/Print version


text:
Basics of fine-art photography/Creating works in night photography

Night photography — creating photographs outdoors at night, as well as as well as indoors without the penetration of light from outside.

About the genre and the ways of realization
Photography in this genre is traditionally carried out with a tripod, or clamp — if you use a small-format camera, as well as other devices that replace them. However you can do without accessories: the author of this text, who traveled through dozens of countries of the world by hobo touring, is an example of that.

It is enough to choose a flat support for your camera (for example, a curb, parapet, etc.) and, holding it firmly with both hands, press the shutter release button. If you don't hold the camera firmly enough during the exposure time, to get a blurry image. On the contrary, if you want to capture the "arrival of aliens" and abstract scenes, you should set a slow shutter speed and move the camera smoothly for several seconds. But that is another topic.

Usually a thirty-second exposure is enough to capture the lights of the night city from the observation deck; if it is a night street of a metropolis, — you'll need half that amount of time. In any case, you can experiment with shutter speeds by removing bad frames.

The only case when method "without a tripod" is more difficult to use - in a large area without elevations, boulders and benches, such, as Red Square in Moscow. You could try taking pictures from the floor (sidewalk, ground) placing an improvised small item under the front part of the camera's lower plane to give it a certain angle. The result will be worse than with rigidly fixed elevation, but better than with handheld photography (where the maximum possible exposure is 1/30 second, which of course is not enough). When shooting the view from the bridge, you can use the railing. In general, ultralight backpacking, you will have to sacrifice some views of the night cities of the globe. In some cases, as an option, you can ask someone for a stool, — a method were used by the author when photographing the night trade in Khan el-Khalili market in Cairo.

This should be known
Using this method, you can do without a flash when shooting a night city or a cave equipped with illumination. Moreover, the author experimented by photographing people against the background of night lights (for example, on the bridge, behind which there is the Moskva River glowing with lights), making a photos with and without flash, but in both cases using slow shutter speeds (long exposures). The result was the same. The main condition is that the person posing must not move during the exposure.


text:
Experimental Petrology and Metallurgy/Apparatus/Multi Anvil Presses

= Introduction = = History =

= Assembly Types =

Much of the material below comes from

Kawai-type
In the Kawai-type multianvil apparatus (multianvil 6-8 system; Kawai and Endo, 1970), sample pressure is generated by successive compression: (1) Hydraulic ram(s) drive six first-stage anvils (via guide blocks). (2) The six first-stage anivls compress eight second-stage anvils. (3) The second-stage anvils compress an octahedral cell assembly.

Walker-type
(Walker et al., 1990)

Oil reservoir
(Kawai and Endo, 1970)

(D)-DIA-type
(Ohtani et al., 1989)

7/3
= Cell Preparation =


text:
Template talk:Ada/RM

Possible link to ARM edition in ada-lang.io
To the attention of @CKWG - Ada Magica and whoever may read this. What do you think on linking to the ARM that is being developed with a nice format for this new Ada site: https://ada-lang.io? You can see how it would display below and the code that I've already tested provisionally stored in User:ManuelGR/Template:Ada/RM.

Additional info on GitHub: https://github.com/ada-lang-io/ada-lang-io/issues/48 -- ManuelGR (discuss • contribs) 19:36, 28 September 2022 (UTC)

I haven't looked deeply into ada-lang.io, so I cannot judge its value. However: I cannot see a value in linking to a copy of the RM (plain or annotated) in this site. It really is just a failed attempt to copy the RM, but is full of mistakes: The line numbers are wrong, the annotations are missing, may be also the text is ruined at some places. Why on earth did the creator of this site feel urged to provide a bad copy, when just a link to the original had been OK?

So just do not do it. YMMV

Christoph

 * Let's postpone this decision until the problems in the output are fixed. -- ManuelGR (discuss • contribs) 19:25, 29 September 2022 (UTC).

Update to Ada 2022
Should we change this template to point to the Ada 2022 RM? Now that the standard is published and we are updating to this latest edition, I guess it makes sense. Would it break anything? I guess not, unless there are changes in the heading numbering, which I think aren't done, except for new chapters, but we should probably check it. ManuelGR (discuss • contribs) 18:31, 2 June 2024 (UTC)

title: Template talk:Ada/RM


text:
Experimental Petrology and Metallurgy/Starting materials

Decarbonation

 * 1) Put powders into a crucible
 * 2) Place in 1 atm furnace at room temperature
 * 3) Heat slowly (over at least two hours to avoid spitting during decarbonation) to around 200 K above decarbonation temperature.

Gas mixing
Pelletisation

Gas mixing with H2-CO or CO-CO2. Make sure there is >20 mol% of both gases to ensure good control of fO2.


text:
User talk:NdahambelelaN

[]

Economic and Free Market

Understanding the concept of Scarcity

Scarcity

youtube

A foundational concepts of economics is scarcity. In Thomas Sowell’s word let as define “What does ‘scarce’ mean?

It means that people want more than there is.” In the words of my textbook, scarcity means “there is less of a good freely available from nature than people would like.”

Sowell again: “There has never been enough to satisfy everyone completely. That is what scarcity means.” Scarcity is not rareness: Cars are not rare; they are everywhere. But they are scarce nonetheless because not everyone who wants one has one, and not everyone who wants two has two.

To appreciate scarcity and its significance, focus on the scarcity of productive resources: the land, human talent, and capital goods—buildings, machinery, and equipment we require for producing what people want. We have unlimited desires for goods and services, but the land, labor, and capital available to produce them are all limited at any particular time. They are scarce. Accordingly, so are the goods and services we can produce with them.

This insight is at the heart of economics. Because there are not enough resources with which to produce everything we want at any time, we must decide how to allocate those resources and thereby decide to produce some goods instead of others. We constantly face such tradeoffs, because if we use resources to produce one thing, we can’t use them to produce another instead. How we make those choices (and, implicitly, who makes them) is what economics is about. As Sowell says, “Economics is the study of the use of scarce resources which have alternative uses.”

Link: Does not want to edit link for source

Scarcity is a basic economic - gap between limited resources and theoretically limitless wants. Life was really made easier

How to present an Economics lesson to your class
First you must be prepare with a lesson plan to guide you through. Economics is not something to be taught without a proper preparation LydiaNJ (discuss • contribs) 16:33, 29 September 2022 (UTC)

One Disadvantage of free market economy is that some producers are driven exclusively by their profit motives.

Advantage of free market economics this type of economy leads to greater efficiency, productivity and innovation.

title: User talk:NdahambelelaN


text:
User talk:Sudraben

Welcome, Sudraben!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally.

--Xania   talk 00:45, 29 September 2022 (UTC)

title: User talk:Sudraben


text:
User talk:Einschlauesding/Archive/2022/September

thingsy stuff
Running out of title name ideas x|. Nearly done. Did you send me a friend request? L10nM4st3r / Roar at me 17:28, 30 August 2022 (UTC)

Yes I diiiid Einschlauesding (discuss • contribs) 17:36, 30 August 2022 (UTC)

Dont be confused by my User I made the Name when I was young and didnt know what I was doing xD Einschlauesding (discuss • contribs) 17:37, 30 August 2022 (UTC)
 * Ok :). I can always give you a nick-name to avoid confusion. L10nM4st3r / Roar at me 17:38, 30 August 2022 (UTC)

 * It's downloading and will finish in... 50 minutes!!!?? May take a while. L10nM4st3r / Roar at me 17:47, 30 August 2022 (UTC)

Ohh weird Einschlauesding (discuss • contribs) 17:54, 30 August 2022 (UTC)

 * Whopieee! Just updated, and can't fucking play it. WHAT IS YOUR GAME HERE, HUH!? Stupid just fuck. WHY!? So close too.... ); L10nM4st3r / Roar at me 18:13, 30 August 2022 (UTC)

Oh noo :( Einschlauesding (discuss • contribs) 18:14, 30 August 2022 (UTC)

Maybe we can play an other game soon or whenever you would like to Einschlauesding (discuss • contribs) 19:30, 30 August 2022 (UTC)

 * The thing is, I really wanna show you a map I made in fortnite. It's so good. AS SOON AS FORTNITE STARTS WORKING, MY BLOODY DEVICE STOPS WORKING! That delayed us playing together. When I got my device back, fortnite stopped working!! Stupid how luck turns out, eh? The very moment I'm playing fortnite next, and I'm playing it for a while (more than 4-5 minutes), join with me, most likely it works. WILL WE EVER BE ABLE TO PLAY TOGETHER!?!? :( I just can't fucking understand it. My head literally bloody hurts trying to figure it out!! L10nM4st3r / Roar at me 20:21, 30 August 2022 (UTC)

Oh I hope we will be able to play again soon Einschlauesding (discuss • contribs) 12:10, 31 August 2022 (UTC)

 * Life is full of fun interesting things! I actually like it when an IP vandalizes, as I get to revert them. Waste the vandals time. All in my bed time. :) Seriously though, I cannot understand why people bother vandalizing. We can literally revert their edits in a quarter of a second. L10nM4st3r / Roar at me 21:30, 5 September 2022 (UTC)

Wait what happend? (•-•?) Einschlauesding (discuss • contribs) 18:02, 6 September 2022 (UTC)
 * Eh, just a random vandal got caught in the middle of his busnissL10nM4st3r / Roar at me 19:12, 6 September 2022 (UTC)
 * "Yea, ok, I'm just here to chat... But I do like books :D", just wanted to point out, wikibooks is all about manuals, guides, cookbooks and tutorials, basically anything non-fiction (unless the fiction is used in a way to be instructional). If you want fiction or stories of already published texts (under the creative commons licence or the Public Domain), see Wikisource. Have fun reading :) L10nM4st3r / Roar at me 20:31, 6 September 2022 (UTC)
 * German Wikisource L10nM4st3r / Roar at me 20:33, 6 September 2022 (UTC)

 * I added chests to my game. Now I can finally store unwanted items somewhere! I also added fall damage, so don't jump into a seemingly bottomless cave. And I'm making it so you will drop random items on death. How is this plan: on death, you drop up to 3 to 6 random stackable items (so you can't drop weapons or tools) and each time an item drops this way, it drops up to 10 of them, but may drop less if you're lucky. L10nM4st3r / Roar at me 09:43, 7 September 2022 (UTC)
 * Finally found the "thank" button, eh? Or have you always known it was there? -- L10nM4st3r / Roar at me 12:00, 8 September 2022 (UTC)

Yes, I finally found out xD Einschlauesding (discuss • contribs) 06:33, 9 September 2022 (UTC)

 * This quote in xenoblade chronicles 3 made me laugh! Though it won't make sense by itself. So a furronus, a large, dangerous mobile base of war, comes out of nowhere. Tiyon, the strategist of the main characters, says "It doesn't look like it's after us, somehow." Lanz, somebody who's skull is too thick to fit a real brain, says "wanna follow?" Tiyon says sarcastically "Even better, lets make a big sign saying 'We're idiots, please shoot us''." (Then Lanz replies with "You what?") -- L10nM4st3r / Roar at me 20:13, 9 September 2022 (UTC)

 * Reminds me of that time I fell off a cliff in game and landed in a lake. Miyabi (a hero character) says "I wanna see all the sights" (as she does when I go to a new place) and then says, immediatly after, as we land she swollows water by accident and says "I think I swollowed some water." Later on, after getting out, she says"*cough* *cough* I think I swallowed some sand". It kinda made me laugh. Just the timing. It was funny. -- L10nM4st3r / Roar at me 20:21, 9 September 2022 (UTC)
 * Wanna play something? Sadly fortnite still doesn't work. And no I don't have splatoon 3. Just got a new game, can't have another so soon. What do you think I am, a millionaire!? -- L10nM4st3r / Roar at me 16:40, 10 September 2022 (UTC)

Yeahh maybe later? Oh and next time you get a new game you should definitely get splatoon 3! It's amwesome Einschlauesding (discuss • contribs) 16:56, 10 September 2022 (UTC)

Wanna play something today? :D Einschlauesding (discuss • contribs) 11:45, 13 September 2022 (UTC)
 * Sure! Asuming Fortnite doesn't work, what do you wanna play? -- L10nM4st3r / Roar at me 13:38, 13 September 2022 (UTC)

Hmm idk splatoon? Einschlauesding (discuss • contribs) 13:52, 13 September 2022 (UTC)
 * We haven't played stardew valley in a while. How about that? 14:37, 13 September 2022 (UTC)
 * So, Splatoon 2 or stardew valley. Your choice. 15:22, 13 September 2022 (UTC)
 * That was fun. The last bit was creepy though. Those walls have infinite thickness . The second boss in my game will also drop a special material that can also be used in making a homing bullet and armour. Also have a good sleep thinking about goblins hiding in ur bed  19:48, 13 September 2022 (UTC)
 * Fortnight works! 18:40, 16 September 2022 (UTC)
 * Lol your username is kinda funny! "Xoxoxoxoxolo" 18:41, 16 September 2022 (UTC)

Oh niceee :D Einschlauesding (discuss • contribs) 07:29, 17 September 2022 (UTC)
 * Wanna play stardew valley? 15:05, 19 September 2022 (UTC)
 * Ok, good abend or guten night? Denglish, was it! xD  20:05, 19 September 2022 (UTC)

Guten day xD Einschlauesding (discuss • contribs) 12:27, 20 September 2022 (UTC)
 * Lol. Wanna play stardew valley tomorrow, or are you at school till 9pm tomorrow too? Good tag to you! 13:32, 20 September 2022 (UTC)

We can play tomorrow for sure! Einschlauesding (discuss • contribs) 15:12, 20 September 2022 (UTC)

Its so cold outside like its Winter>:0 Einschlauesding (discuss • contribs) 15:49, 20 September 2022 (UTC)
 * Wanna play again today ;) We didn't play for long yesterday, was that as I took so long to eat? As you left, I was taking my plate down. Great timing. 14:14, 22 September 2022 (UTC)

Oh no I feel sorry now xD Einschlauesding (discuss • contribs) 18:25, 22 September 2022 (UTC)
 * Is that a yes? 18:51, 22 September 2022 (UTC)

Hmm what about tomorrow? I had some things to do Einschlauesding (discuss • contribs) 22:28, 23 September 2022 (UTC)


text: User:NdahambelelaN/sandbox

title: User:NdahambelelaN/sandbox


text:
Evalution of Online Sources

Table of Contents

 * Introduction
 * Types of Online Sources
 * /Which sources are reliable/
 * /How to find roots of sources/
 * /What are the similar better sources for same information/
 * /Which are definitely not reliable sources/
 * /List of Reliable Online Sources on various themes/

title: Evalution of Online Sources


text:
Evalution of Online Sources/Types of Online Sources

Videos

 * Most of the general public is bombarded with several kinds of videos, reels, animations etc. regarding various social issues, health issues, religious issues or anything which may interest a common public.
 * You may get these videos on your mobile via Whatsapp, Instagram, Facebook, Twitter or anything similar to these apps/online platforms.


text: Evalution of Online Sources/Which sources are reliable


text:
User:QueerEcofeminist/BooksAuthored

 * Evalution of Online Sources
 * 21 Expected Questions For Social Scientists
 * WikiEcology

title: User:QueerEcofeminist/BooksAuthored


text:
OpenSCAD User Manual/WIP/Module Literals

module literals / module references
A module_reference is a type of variable that refers to a module

Module literal and module reference syntax
The module_reference is initialised using a module_literal. In the following snippet  is the module_reference and is the module_literal. A module literal is an expression which is syntactically identified by being prefixed with the  keyword.

Syntax in detail
There are several ways to define a module reference, depending on what you want to do.

Simple syntax
In this syntax you define the module exactly as you want to see it output.

The above code creates the variable  but doesn't instantiate it, so there will be no output in the graphics window. To instantiate the module you use the existing syntax that you use with modules.

Alias syntax
In this variation, the name of the module reference is just another name for the module. To instantiate the module, the alias takes exactly the same arguments as the module it aliases

Arguments forwarding syntax
In another form you provide arguments to the module_literal. The arguments are forwarded to the original module.

In this case you call the reference with the modified arguments

Anonymous module syntax without arguments
In the final forms you can create an anonymous module_literal and initialise the reference to it. ( Note that in this form there must be a semicolon after the closing curly brace )

The module can be instantiated in the usual way.

Anonymous module syntax with arguments
The anonymous module form can of course also take arguments

The module reference is instantiated in the usual way.

Instantiating a module via an expression
Module literals can be stored in arrays and returned from functions In these cases it can be inconvenient to assign them to a symbol before invoking them. You can instantiate an expression resolving to a module_literal by encasing the expression before the instantiation arguments, in brackets.

Further examples
For more advanced uses of module_literals and module references see https://github.com/kwikius/openscad/tree/module_literal_v3/examples/ModuleLiterals


text:
User:Rikuuuritura

The focus of the work is on how a teacher can make use of different wikibooks materials to teach in a classroom however below is information on how one can make use of instructional guides as a material.

Instructional guides are clear descriptions, illustration and explanations one gives out and in a classroom it is vital for a teacher to make use of instructional guides that leaners understand better taking into consideration that learners are different and they all digest instruction given differently. This will also avoid many misunderstandings. A teacher can follow the following steps as instructional guides in a classroom: 1. A teacher should use clear and precise language learners understand 2. They should repeat the question (s) and explain the purpose of the task 3. Provide examples related to the task at hand by describing specifics 4. Break task into manageable chunks Instructional guide’s examples can be a teacher giving out an audio playing for leaners to listen and answer questions based on it. A Geography teacher can make use of an explainer video in a lesson whereby learners will see on river processes for example are formed instead of just reading in textbooks. A teacher can also make use of pictures/photos and maps from a WIKIBOOK (textbook) for demonstrations purposes.(Pappas,2013) e-learningindustry.com>how-to -wiki-in-the-classroom/

A textbook is a book containing a comprehensive compilation of content in a branch of study with the intention of explaining it. Textbooks are produced to meet the needs of educators, usually at educational institutions.

Annotated texts

A copy of a published original primary source text or other established narrative, academic or literary media, available under a Wikibooks-compatible license. Various kinds of study aids for understanding or teaching the text. These annotations may include introductions, explanatory notes, summaries, translations, questions and answers, charts, lists, indices, references, wikilinks, media, etc. In an annotated text the annotations are interwoven with the primary source text in order to make the book more reader-friendly. The goal of an annotated text is to facilitate reading and comprehension of the source media, especially in a classroom environment in preparation for formal examinations, or even for private study (for instance, the classic Cliff's Notes on Shakespeare are meant to help students prepare for examinations on literature that they read at home.) Because annotated texts are a kind of educational material it has been declared as Wikibooks policy to include them. This is despite the fact that most primary source texts normally belong at Wikisource.

The teacher manual seeks to inspire teachers to become inclusive practitioners. It is a practical guide to help promote inclusive education at the school, classroom and individual levels. The manual provides school leaders and teachers with a collection of activities that can be directly implemented. The hope is that the examples and resources provided in this manual will spark the ideas of teachers and school leaders to develop further activities and share them with colleagues and with other schools. The manual does not tell teachers to apply specific methods, but gives examples and shows how and why teachers can apply these examples in their classes.

The teacher manual is not a final product, rather rather it is the beginning of a well- organised a well-organised collection of good practice examples. Hopefully it will grow through the years and include good practice examples and great ideas from schools across the region. The manual can be used by any school, although it was initially published to be used by schools who are part of the growing UNICEF network of inclusive schools. These schools absorbed the Train-the-Trainer Modules on Inclusive Education developed by UNICEF. IUM

title: User:Rikuuuritura


text:
User:Kamuhapita

A textbook is a book containing a comprehensive compilation of content in a branch of study with the intention of explaining it. Textbooks are produced to meet the needs of educators, usually at educational institutions.

title: User:Kamuhapita


text:
User:Silvanus07

How teachers can use wiki books in classroom?
Wikibooks is very helpful as there are textbooks that can be used in the classroom. As we know that not all the schools have resources that are available for everyone. Teachers can also print and use Wikibooks in the classroom. Since traditional books are just static sources of information written in one particular way in which that helpful to all learners in the  class, wikibooks can be considered as interactive learning resources in the classroom.

title: User:Silvanus07


text:
Evalution of Online Sources/What are the similar better sources for same information

Many a times we tend to read or believe what comes to us as it is, but we need to look for best suited sources. The table below covers few of such sources.


text:
Basics of fine-art photography/Creating works in nude photography (art)

Nude photography — a genre of photographic art whose subject matter is the artistic representation of a partially or completely nude human body.

In Russian, the word "ню" (nu) used for this genre, probably borrowed from Latin or French.

Where to start?
Realization of ideas is possible both in the studio and in nature. As the studio shooting requires special skills in the arrangement of light sources, beginners are recommended to make their first steps in this genre using natural light — sunlight or moonlight (about the latter — a separate article).

Selecting a background and subject
As a background, you can use any natural landscape - coastal cliffs, grove, sandy beach, rye field, sunflowers, or vice versa — the ruins of an abandoned building (nude photography against the scratched walls of the abandoned building, seemingly contrary to common sense and logic, may look picturesquely).

It is desirable to choose female persons who have reached the age of majority as an object for photography in the nude genre. Photographs of nude male representatives can be ambiguously perceived by society, so it is better to leave experiments with extravagance for the future, when your debut works will be appreciated. The use of persons of both sexes who have not reached the age of majority for shooting in the nude genre can lead to unpredictable consequences; in particular, someone may find it a illegal actions. Therefore if you really need something original, it is better to negotiate with elderly people. However, the result will not be perceived by society as artistically as similar works of painters due to the inherent realism of photography.

Timing
It is desirable to allocate a separate day for the photo session. If you don't live in the wilderness, you will have to go to the suburbs. Some time will be needed to adapt the person (model) to the upcoming process. There is no need to rush, this can have a negative effect on the result. Don't forget that the genre of nude — is not only the nudity of the body, but facial expression, — result should not be like a image convict before the execution. Also you should not prolong the process: more than three-four hours of continuous work will reduce your and the model's capacity for work, the first signs of fatigue will appear, and they will be noticeable in the pictures.

Choosing the angle, lighting and location of the person being photographed
One of the rules for photographers in the analog era was: "Minimum of takes!" It's understandable: the large-format film used by professionals was cost some money, and regular 35mm film was not free either. Modern digital technology does not limit the number of takes, which allows you to make a selection by reviewing the footage on the computer and, eventually, learn something in practice.

Advice
Sometimes it happens that with a well-lit background, the foreground (model) is in counter-lighting (the sun is behind). In such cases, the inclusion of a forced flash will give a good effect. By the way, there is a separate direction in photography, which can be considered a subgenre: Nude Silhouette Art. This type of shooting implies a wide range of the author's imagination and promises interesting results. One of the advantages: can't see the facial expressions of the people, which can bear the imprint of hard everyday life. Because you are not yet so eminent author to hire a fashion model of ideal shapes and proportions, isn't it?


text:
Circuit Idea/How to Present Circuits

contents - understand - invent - stage

Once understood how an unknown electronic circuit works with the help of heuristics, we naturally have the desire to explain it and present its operation to others - a skill necessary not only for teachers but also for everyone who deals with circuits. Therefore, in this chapter we will discuss the technology of circuit presentation.

How do we Present Circuits Using Heuristics?
In order to understand how an unknown circuit works, in the previous story, we went the reverse way of its creation. By breaking it down into simpler devices and trying to recognize the most general principles in its operation, we have actually retraced the evolution of the electronic device. We will now use this valuable information in the correct sequence for presentation purposes (from the beginning to the end and from the imperfect passive circuit to the perfect circuit).

We can best represent the circuit operation if we "invent" it again ("reinvent" or "pseudo-invent"). By recreating the act of invention, we form a mental toolkit of circuit tricks with which we can later really invent electronic devices.

If we do not have enough time for a complete reinvention, we may limit the presentation only to a simple building of the electronic circuit. The stages of such a representation carried out with the help of heuristic means are two - presenting the structure and presenting the operation. We will illustrate them in the next part of the exposition again through the example circuit of an op-amp inverting voltage summer, and for variety here it will be with three inputs. For the purposes of good presentation, we will reveal the circuit evolution in the direction from the passive to the active solution.

Stage I: Introducing the circuit structure
1. Formulating the task solved by the electronic device. At the beginning, we present in a clear form the task solved by the device. For the particular example circuit of an inverting summer, it is: Sum the voltages of grounded input voltage sources; the resulting output voltage is also reffered to ground. It arises from the common ground problem of the most elementary circuit of a series voltage summer, according to which it is not possible to connect all input voltage sources to ground (see the story about parallel voltage summer).

2. Presenting the basic idea on which the device is built. Next, we formulate the fundamental idea on which the circuit operation is based (it is derived in the understanding stage). Specifically, there are two fundamental ideas in the example voltage summer that need to be revealed as follows:

Idea 1: Instead to sum in a series manner the input voltages, we decide to use an indirect parallel summing by first converting them into currents, then summing the currents and finally, converting the total current into voltage (Fig. 1). Figuratively speaking, we sum the voltages of "hard" voltage sources, forcing them to act in parallel through "softening" resistances at a common output point. This solves the common ground problem because in a current summer all input sources and the load are grounded.

3. Illustrating the basic idea through analogies. In order to better reveal the basic ideas in the presented electronic device, we can make associations with many analogous life situations:

 * Fluid analogy. Several pressure sources act through constrictions (throttles) at a common point (for example, several people inflate a common air mattress through the air resistances of individual openings - Fig. 2).
 * Heat analogy. Several heat sources heat a common massive body through separate thermal "resistances" (for example, several stoves heat a common room through separate air thermal "resistances").

4. Presenting the block diagram of the device. We draw the block diagram of the device that implements the idea in the most general form, independent of the specific implementation.

5. Building the device. At this stage, we build the device sequentially, step by step, using the elementary building blocks from the collection. This is shown in the following figures, arranged sequentially as frames of a movie with explanatory text (in fact, these are actually frames of an animated Flash movie).

STEP 1: Add a current summer. We take a current summer, with the help of which we can sum currents from grounded input current sources.

STEP 2: Add input voltage-to-current converters. But we want to sum voltages, not currents. That is why we include voltage-to-current converters at the summer inputs.

STEP 3: Connect a current-to-voltage converter at the summer output. But we need a voltage output, not a current output. That is why we connect the opposite current-to-voltage converter to the summer output.

STEP 4: Reveal the technical contradiction. The "harmful" voltage VR (the resistance R) must both exist and not exist because it is useful for the load but harmful for the input sources.

STEP 5: Compensate the voltage by an "anti-voltage". We include in series with the resistor R an additional voltage source with an equivalent voltage VS = VR, which compensates for the "damage" caused by the resistor R.

STEP 6: Choose where to take the output signal from. We use the compensating voltage of the additional voltage source as an output voltage (we feed the load from the "copy", not from the "original"). Thus, the load draws current from the auxiliary and not from the input source.

STEP 7: Finally implement the circuit with real electronic elements. An op-amp can function as a compensating voltage source. We insert it and get the final circuit of an op-amp inverting voltage summer.

Stage II: Demonstrating the circuit operation
The most important part of the presentation is the demonstration of the circuit operation. Here, all the possibilities of the human imagination must be used to reveal in the most attractive way the deep essence of the phenomena.

1. Demonstration through imaginary thought experiments. This is the most popular, accessible and at the same time efficient way by which the operation of electronic devices can be illustrated. This requires only two things:

 * on the part of the demonstrator - figurative speech that stimulates the "projection" of images in the minds of listeners
 * on the part of the viewers – imagination to allow them to visualize things

2. Demonstration through animation - the circuit operation is presented "cinematically" by breaking it down into separate frames. The circuit operation can be presented in two successive steps:

 * First, we replace the active elements (transistors and operational amplifiers) in the circuit with man-controlled elements that perform their "algorithm" of action (as, for example, in Fig. ). During the demonstration, we project individual frames step by step and accompany them by verbal explanations. This allows the valuable information hidden in the transition to be displayed. For example, in the circuit of the op-amp inverting summer, we replace the op-amp with a "man controlled voltage source", a zero indicator and an actor. The role of the latter is performed by us first, and then we can assign it to one of the participants of the demonstration.
 * Next, we replace the man-controlled active elements in the circuit (transistors and op-amps) with program-controlled elements programmed with their "algorithm" of operation. We project the frames in a slow motion and in a continuous sequence (ie, as an animation).

3. Demonstration by real experiments. Electrical phenomena are invisible to us humans because we have no senses with which to feel them. That is why we need converters of invisible electrical quantities into tangible quantities accessible to our senses. Traditional measuring devices are not smart - they do not "know" what kind of objects are in front of them and, accordingly, in what way to visualize the information received from them. Thus, they are forced to represent electrical quantities in some standard, universal, generally accepted form - a linear movement of an arrow, a two-dimensional graphic on a screen or a digital code on a display.

For the purposes of representation, however, we need another kind of technical means in which to pre-embed an original way of representation refracted through the lens of our imagination. So programmed, this kind of "didactic x-ray" will visualize the invisible electrical quantities in the form of analogies, potential bars and diagrams, current loops, volt-ampere characteristics, etc. Its role can best be performed by a personal computer connected with suitable analog-to-digital peripherals to the experimental setup (Fig. 4).

Under the control of appropriate software, all possible interpretations of the phenomena taking place in the studied object can "come to life" on the screen. To be more convincing, we can supplement this experimental setup with traditional measuring devices that indicate electrical quantities in a standard form.

We can demonstrate the operation of the device in this evolutionary way, in three successive steps:

1. Replace the active elements in the circuit (transistors and operational amplifiers) with manually controlled elements that perform their "algorithm" of operation. Now these are very real elements (in our example – we turn the regulator of a laboratory power supply in the role of a "hand-controlled" operational amplifier), and the computer recreates the corresponding interpretation on the screen. 2. Assign the role of active elements to the personal computer (emulate them). To do this, we disconnect the wire from the output of the "man-controlled" operational amplifier and hook it to the computer-controlled digital-to-analog converter.

3. Replace the computer-controlled elements with real active elements (in our example - with a real operational amplifier).

Heuristics to aid in the presentation of electronic circuits
1. Building courses on analog circuits. In these courses, electronic circuits are not given ready-made in their complete, perfect and final form but are built sequentially - each subsequent circuit building on the basis of the previous simpler circuit building blocks. Circuit Building Tutorial (well illustrated, in Bulgarian) Negative Feedback Circuit Builder

2. A library of circuit building blocks in analog circuitry. Contains a total of 90 circuit building blocks from the field of analog circuitry: Collection of Circuit Building Blocks

title: Circuit Idea/How to Present Circuits


text:
User:Deon pikard/sandbox

what is meant by wikibooks? Is a text book or published sourse text may only be written authoring website, whereby users from all over the world work together to write textbooks and other types of instructional books of many topics.(WikiBooks,2021). A Wikimedia project, using by the same group of people who run Wikipedia. You can edit this page and almost all pages like it, at any time. That is the basic principle of WikiBooks: anyone can edit it. Furthermore, this project started in 2003 wikibooks become one of the largest free eBook websites in the world. ,in order to host and build free textbooks based on certain subjects such as organic chemistry and physics as part of WikiversityWikiversity project.Wikibooks

what does wikibook offer?

It allows users all over the world to work together and write textbooks and some instructional books in certain topics. It is an online volunteer collaborative community which means anyone can explore it. These are effective tools for both quite big group projects and for widespread collaboration. In several WikiBooks initiatives, this concept appears to be effective. A wiki allows for the testing(and live updating)of tutorials. Then, these might be combined to create a downloadable textbook. For instance, it can be done for flash tutorials with a lot of additional work. We already produce PDFs for handouts. Additionaly,one can occasionally gain assistance from users to edit typos and broken links.In Wiki,cross references and references to outside sources are simple to make and change. This can be problematic in some word processors, such as Word(all versions),which is a complete mess when it comes to cross referencing and other tagging.

How can a teacher use wikibooks in the classroom?

Educators and teachers are using wikis as an effective teaching and learning process. Therefore, a teacher can print books from wikibooks and use them as a teaching aid in class. Some schools generally do not have enough textbooks so a teacher can instruct learners to find certain textbooks on wikiBooks in order to study.Wikis can be used to engage learners in learning with others. In the traditional classroom information with Wikis, students can collaboratively create a great deal of that classroom information.

 * 1) Pintrest is site has a wealth of information on wiki for the classroom. Simply type in a search term such as "wiki tips for the classroom".  If you don’t already have a Pinterest account, learn more about it through The Teacher’s Guide to Pinterest.
 * 2) Collaborate Do lots and lots of group work. Create assignments that require students to work together, continuously communicating as part of team as they would in the real world.  For example, a media class can work in teams to create an advertisement for a product of their choice that involves print and/or video.  For a science class, have students work together as a research team investigating the sudden drop in the local wolf population.
 * 3) using wikis in a classroom has so many benefits to the teacher and to the learners ,such as that teachers can upload schedules for the month such as tests,presentantion dates and assignment due dates.
 * 4) Teachers can also use wikis to create multimedia presentations which will make a class creative and innovative for their students,by doing so a teacher is impriving the performance of both auditory and visual learners.
 * 5) Teachers can also use wikibooks to see how students are communicating together on talk pages, and also with the help of wikibooks, teachers can see how pages dynamically improve the result of these interactions.https://en.m.wikibooks.org/wiki/Using_Wikibooks/Using_A_Wikibook_In_A_Classroom

title: User:Deon pikard/sandbox


text:
User talk:Deon pikard

wikibooks
what is meant by wikbooks? A collaborative book authoring website, whereby users from all over the world work together to write textbooks and other types of instructional books of many topics.(WikiBooks,2021). A Wikimedia project, operated by the same group of people who run Wikipedia. One can edit this page and almost all pages like it, at any time. That is the basic principle of WikiBooks: anyone can edit it. Furthermore, this project started in 2003 and has become one of the largest free eBook websites in the world. ,in order to host and build free textbooks based on certain subjects such as organic chemistry and physics as part of WikiversityWikiversity project.Wikibooks

what does wikibook offer?

It allows users all over the world to work together and write textbooks and some instructional books in certain topics. It is an online volunteer collaborative community which means anyone can explore it. These are effective tools for both quite big group projects and for widespread collaboration. In several WikiBooks initiatives, this concept appears to be effective. A wiki allows for the testing(and live updating)of tutorials. Then, these might be combined to create a downloadable textbook. For instance, it can be done for flash tutorials with a lot of additional work. We already produce PDFs for handouts. Additionaly,one can occasionally gain assistance from users to edit typos and broken links.In Wiki,cross references and references to outside sources are simple to make and change. This can be problematic in some word processors, such as Word(all versions),which is a complete mess when it comes to cross referencing and other tagging.

How can a teacher can use wikibook in the classroom?

Educators and teachers are using wikis an effective teaching and learning process. Therefore, a teacher can print books from wikibooks and use them as a teaching aid in class. Some schools generally do not have enough textbooks so a teacher can instruct learners to find certain textbooks on wikiBooks in order to study.Wikis can be used to engage learners in learning with others. In the traditional classroom information with Wikis, students can collaboratively create a great deal of that classroom information. Deon pikard (discuss • contribs) 00:41, 30 September 2022 (UTC)

title: User talk:Deon pikard


text:
Transwiki:Races in The Legend of Zelda series

The Legend of Zelda series of videogames has a diverse range of races/species living in the games' worlds. Each of them has their own abilities and roles in the games' storylines and worlds.

Hylians
The term "Hylian" generally refers to a member of the Hylian race, a race of humans with certain magical abilities. They have pointed pixie-like ears, and are often mistaken for elves. It is believed that these ears allow them to hear the gods and that they were created to tell the other races their message.

"Hyrulean", on the other hand, means from or related to the mythical land of Hyrule. Note that not all inhabitants of Hyrule are Hylian: only those with pointed-ears, such as Link, are Hylian. The spelling "Hyrulian" used to be used by fans until Nintendo announced that Hyrulean is the official and correct spelling, although Hyrulian is still widely used.

In The Legend of Zelda: Ocarina of Time, most Hylians live in the Hyrule Castle Town, though a few individuals inhabit land outside of this town, including Talon of Lon Lon Ranch and the Lakeside Scientist.

Many items created by the original Hylians make reappearances in other Zelda games, like the Master Sword. The Book of Mudora in A Link to the Past allows Link to translate things written in the ancient Hylian language. In Kodai no Sekiban, the hero does not have the Book of Mudora, so they must bring Princess Zelda along with them to translate the Hylian text for them.

The language of the Hylians
The Hylian written language is derived from Japanese hiragana, katakana, and romaji. The script is syllabic or more precisely moraic, and each symbol represents either a vowel, consonant-vowel combination, or a syllable final n.

Note that the character set and structure of the written language varies significantly between games. The Hylian text in Ocarina of Time is simpler and less complex than the one used in Wind Waker. The reason being Ocarina of Time is set long before Wind Waker, and as such the script was less developed, e.g. The old version of the script made no distinction between voiced and voiceless consonants, palatalised consonants and geminate consonants. The new version of the script makes all these distinctions. Also the modern script is more suited to being written with a brush whereas the old script was more angular, suited to being carved on stone.

The script used in The Legend of Zelda: Twilight Princess is the same as Wind Waker's, so it is to be assumed that this is now the standard.

The Hylian Text was uniquely different in the Japanese and English versions of A Link to the Past. See main article: Japanese-English differences in A Link to the Past

For more information on Hylian writing see Old Hylian and Modern Hylian on the website Omniglot

Terminians
The Terminian race of The Legend of Zelda: Majora's Mask inhabits the land of Termina. Although they physically resemble their Hylian counterparts, Terminians are different to Hylians in several key ways. Firstly, they live in an alternate reality to Hyrule. Secondly, they do not have the same religion as Hylians in that they believe in four giants who inhabit the areas of the four compass directions. Thirdly, they seem more technologically advanced, being able to create machines and more advanced items. Lastly, the Terminian Zoras can only live in seawater where as Hyrulian Zoras dwell in freshwater.

Sheikah

The Sheikah were an ancient clan of ninja-like warriors that swore to protect the Hylian Royal Family, most notably even after death; as such they were known as "the Shadows of the Hylians". They were also charged with the protection of the Royal crypts. They were outcasts and feared in Hyrule perhaps for this very reason, and are presumed to have moved away from the Hylians to another region beyond the mountains. The most famous members were Impa, the maid of Princess Zelda, and Sheik, the guised alter ego of Zelda herself. They were skilled in magical and combative arts, and their cultural pendant was an eye with three triangles above it (as if to imitate eyelashes or symbolize the Triforce) and a teardrop to either show mourn for the dead, or to symbolize the betrayal of the Royal Family (the latter is according to the official Legend of Zelda: Ocarina of Time manga). Young males pierced their ears as a traditional rite of passage. Not much is known about their lifespan or other details about their lives. They were assumed to have become rare after the Imprisoning War, and were presumed extinct after the Great Flood in the pre-Wind Waker era.

Zoras
Zoras were originally an aquatic enemy (river Zoras, also called Zolas), appearing mostly in 2-D games. Nowadays, they are a proud, but peaceful, aquatic race of amphibious humanoids (ocean Zoras), appearing mostly in the 3-D games. The rest of this section concerns the latter.

Biology
Zoras can live on land and in the water. They are very sensitive, especially in the water. They have long head-tails much like the tails of dolphins. Zoras are also scaled; their scales are silver, but from a distance they appear pale blue. Many have dark blue spots as well. Zoras lack ears in the traditional sense, though they do have noses. Zoras can breathe underwater though they have no visible gills.

Zoras lay eggs which need to be kept in cold, clean water in order to be healthy, and each egg must be kept together with its counterparts in order for all of them to hatch. After hatching, infant Zoras are tadpole-like with a circular body and a long skinny tail ending in a fluke.

Culture
Zora culture revolves around the water, swimming, and fishing (at which they excel). Zora Government is monarchical, and as with Deku Scrubs royalty has a different appearance than commoners.

Religion
In Hyrule, Zoras worship Lord Jabu Jabu VII, a giant fish. He lives in a lake outside Zora's Domain, and they offer him smaller fish on a regular basis.

Notable Zoras

 * Princess Ruto
 * King Zora
 * Laruto

Evolution
It is possible that the Zoras have evolved into a bird-like race in The Wind Waker. This half-bird, half-human race, known as the Ritos, makes multiple references to the Zoras. The most convincing is the fact that Medli's ancestor is a Zora (debatably- Laruto the Zora is never explicitly stated as Medli's ancestor). Also, the symbol of the Zora sapphire (which is used as the Zora's royal family symbol) is seen in multiple places on the Ritos' home of Dragon Roost Isle. It is unknown why this change occurred since a water-logged environment would favor the aquatic race, and none of the games give us any clues, but it is possible that, because ocean water is colder than river water - or because ocean water is saltwater and river water is freshwater - that the Zoras could no longer live in it. It should be noted that the Zoras in Oracle of Ages lived in the sea. However, while this theory has been not been proven, and indeed the Oracle appearance seems to contradict it, the name similarity between "Rito" and "(Princess) Ruto" cannot be ignored. The presence of a certain Rito that is said to be descended from a famous postman, and bears facial resemblance to the one in The Legend of Zelda: Majora's Mask may imply that they are in fact of Hylian origin. One fan theory is that the Rito may have actually evolved from a cross between the Hylians and the Zoras. It must be taken into account however that Zoras still exist in The Legend of Zelda, which seems to take place after Ocarina of Time and Wind Waker, as enemies. An evolutionary offshoot or a hybrid is more likely than the entire population taking this evolutionary course.

It is also implied that the home of the Zoras in Wind Waker is actually at Great Fish Island which was the home of the Great Jabun (who speaks ancient Hylian and is an obvious reference to Jabu Jabu), but this island was destroyed by Ganon. At one point in time, there was some settlement on this island, or so it appears from the remains floating in the Great Sea and on the land; however, the village is never seen prior to its destruction, indicating that whoever lived here no longer lives or has moved on. The dragon that lives atop Dragon Roost Isle, the volcano, and the red stone that the player acquires is a stronger reference to the Goron area of Ocarina of Time than the Zora area. The Ritos definitely hold the place of the Gorons in this game. It seems more likely that they would evolve in this way considering their affinity for land, and a watery world would force them upwards out of their cavernous city. Gorons, however, do appear as salesmen in the overworld of Wind Waker. There is therefore a stronger case for Zora heritage than Goron heritage for the Rito.

Deku Scrubs

Deku Scrubs are a race or species of plant-like humanoids introduced in Ocarina of Time and based on the Octorok enemy.

Dekus have leaves on their heads, red glowing eyes, and their mouths are short, wide, hollow tubes that they can't shut tight. They can shoot nuts out of their mouths, similarly to how Octoroks shoot rocks. Unfortunately, this also means they can't swim without drowning. Dekus have bark rather than skin, and may be made entirely out of wood; they perish quickly if set on fire. Deku Scrubs typically live inside Deku Flowers, and spring out of their flowers momentarily to attack any intruder.

There are 3 main kinds of Deku scrubs:
 * Deku Scrubs: These are the most common type of Scrub, having green leaves and often looking for a conversation.
 * Mad Scrubs: These have red leaves, move more quickly, and don't talk. They tend to be the most violent form of Deku Scrub.
 * Business Scrubs: These Scrubs have arms, speak, and offer to sell an item at an increased cost when approached. When the player defeats a Business Scrub, it will speak to them either about hints on playing certain sections of the game, or selling items for Rupees. The Business Scrub makes a comeback in The Minish Cap.

In Majora's Mask, Link is able to turn himself into a Deku Scrub — in fact, at the beginning of the game, he is stuck in this form for some time, leaving him virtually powerless. The form has a number of useful abilities, however, such as: However, ordinary Deku Scrubs have never been observed doing any of these. The game also includes an intelligent community, a kingdom, of Deku Scrubs, which is tied to the first dungeon. This kingdom includes the notable Deku Scrubs:
 * Stunning enemies by spinning into them
 * Hopping across the surface of water
 * Blowing magical bubbles at enemies to damage them
 * Blasting out of Deku Flowers and hovering through the air
 * Deku King
 * Deku Princess
 * Deku Butler
 * Deku Butler's Son

Gerudo
Quick witted, aggressive, fiery tempered and highly attractive, the Gerudo are a tribe of thieves from The Legend of Zelda: Ocarina of Time. Their race consists entirely of women, but legend has it that a man is born every hundred years, and this man is destined to become the King of the Gerudo. They have dark, tanned skin, red hair, and some say they have a rather bird-like appearance, causing some to link them to the Rito from The Wind Waker; in the manga, they appear most as arab harem-style figures, which is more truthful than to call them bird-like. They are known to have relations with Hylian men, with whom they form relationships or simply use for procreation.

In Majora's Mask, which is set in Termina, they appear as pirates rather than thieves, and not as much is known about them. However, it is assumed that the same rules apply because, as with the Hyrulean Gerudo, the tribe consists entirely of females, and they dress and look the same.

Link first encounters the Gerudo when he is a child. Princess Zelda tells him to look through the window, and he sees Ganondorf, the king of the Gerudo and soon to be "Dark Lord". He later confronts Ganondorf outside of Hyrule Castle and is promptly defeated. However, this encounter results in Link receiving the Ocarina of Time from Princess Zelda. Link vows revenge against Ganondorf and continues on his quest. He travels to the Temple of Time and uses his Spiritual Stones and ocarina to reach the Chamber of the Master Sword. He grabs the sword, hoping to use it against the Gerudo king, but is imprisoned for seven years so that he may become a true hero. Meanwhile, Ganondorf enters the Sacred Realm through the portal the Master Sword left, stealing the Triforce of Power and becoming the new King of Hyrule.

Seven years later, Link wakes up and continues on his quest.

The last overworld area Link encounters as an adult is Gerudo Valley, home of Gerudo Fortress, the desert stronghold the Gerudo call home. Link sneaks into the Gerudos' tightly-guarded compound and frees several unjustly-captured prisoners inside. A Gerudo who has been following him comes out of the shadows and praises his abilities. She then gives him the "Gerudo Membership Card," a proof of ID letting all Gerudos know that he is a friend. From this day forward, Link becomes an honorary Gerudo.

The Gerudo happily help Link train with his bow on their archery range and let him test skills in their Gauntlet. Once Link has completed the Gauntlet, he receives the fabled Ice Arrows. The Gerudo tell him that he must cross the Haunted Wasteland to reach the Spirit Temple, also known as a dungeon.

When Link crosses the Haunted Wasteland at the edge of Gerudo's Fortress, sure enough, he finds the Spirit Temple. According to the owl, Kaepora Gaebora, he must return to the Temple of Time and become a child again to finish his work in the area and gain full access to the next sage. Link does so and returns to his childhood. He then returns to the temple where he meets the second significant Gerudo character.

The woman he meets is Nabooru, the second in command of the Gerudo tribe. Nabooru is a celebrated thief who hates Ganondorf and his evil ways. When she finds out that Link agrees, she enlists his help in finding the Silver Gauntlets, the only way into the body of the Spirit Temple (and a fine piece of treasure).

Link retrieves the Gauntlets, but meets up with Nabooru too late. She is captured by Koume and Kotake, two old Gerudo witches who are Ganondorf's surrogate mothers and most loyal servants. Once Nabooru disappears, Link keeps the gauntlets for himself so he can use them as an adult to gain access to the Spirit Temple and try to save Nabooru. He returns to adulthood and sets on his way.

Once Link has braved the trials of the Spirit Temple, he fights an Iron Knuckle, who turns out to be Nabooru under the spell of the Twinrova sisters. The two return to re-imprison Nabooru and subsequently start a fight with Link. They use their powers of ice and fire to try to destroy the young hero, but to no avail. Link has already found the Mirror Shield and uses it to reflect their powers back on them. The witches countered by merging into Twinrova, but were still killed. Link finds Nabooru in the Chamber of the Sages. She is the sixth sage, the Sage of Spirit.

Link, having awakened the sages, travels to Ganondorf's dark castle and faces him in battle. Ganondorf, being brought up by accomplished sorceresses, tries to destroy Link with magic power, but fails and is killed. With his "final breath," he knocks down the castle. Link escapes with Zelda and faces Ganondorf in a final battle. Ganondorf unleashes the true force of the Triforce of Power and turns into Ganon, the true King of Evil. Once felled, the former Gerudo king is imprisoned until further games in the Sacred Realm (Golden Land).

According to The Legend of Zelda: The Wind Waker, the Gerudo were apparently wiped out by the flood that sank Hyrule. Whether there are still Gerudo elsewhere in the world, or in the alternate world of Termina; it appears that Ganon is the last of the Gerudo.

Gorons
Gorons are a humanoid, rock-eating race. Gorons are usually considered, perhaps superficially, to be of low intelligence, although there is no particular indication of this in the games.

Goron biology
Gorons are physically intimidating as their height and sheer size are almost double that of an average human. The Gorons maintain a strict diet of rocks and, as a result, develop rocky growths on their backs as they age. Due to their enormous weight, they are helpess on water because they'll sink to the bottom. It is apparent in the Goron world that some Gorons grow to exaggeratedly huge sizes (though very rare). Another feature of Goron Biology is their ability to curl into a fetal position (with their heads tucked between their legs). This is the Goron's position when left unattended, or when they are sleeping. Gorons use this form for transportation as well. Explained better in Majora's Mask, Gorons roll rapidly at speeds up to 60-70 MPH. Gorons who are endowed with fairy magic grow metal spikes, which can be used as weapons. Gorons are also resistant to heat, to the point of being able to walk through lava. This is a valuable capability when searching for food inside mountains.

Gender
The Gorons who appear in the games never show any visible cues to indicate their gender, and all Gorons who are referred to in the third person in in-game dialogue are called "he" and "him." Furthermore, in Goron culture it is customary to call other Gorons "brother," as well as those who have earned the title (like Link). It is unknown whether Gorons are somehow all male or are hermaphrodites (and if so, how they reproduce), or whether humans are simply unable to distinguish male Gorons from females.

Obviously feminine-looking Gorons have been known to appear in the Legend of Zelda manga, but the manga are considered non-canonical.

The Goron "special crop"
Gorons grow Bomb Flowers, their "special crop" which resemble bombs in both appearance and function. These look like a standard bomb with a flower growing on top, and 3 large leaves growing outwards. Bomb Flowers will only grow in a dark area. Underneath the "bomb" is the stem (with the leaves growing out), but normally this is not visible. Bomb Flowers break easily from their stems but once plucked they soon explode. The stem and leaves of the flower are bomb-proof so a bomb-flower can't blow itself up, probably a defense-mechanism. Apparently Gorons use the plant for mining. These plants make an appearance in the Wind Waker on Dragon Roost Island. Bomb Flowers are also grown in the northern region of Labrynna (it is the main export of the Rolling Ridge Goron tribe) and the volcanic world of Subrosia (specifically, in Lava Lake) in the Oracle games. It seems that Bomb Flowers can grow almost anywhere, from the dark recesses of Dodongo's Cavern to direct sunlight in parts of Death Mountain.

Notable Gorons

 * Darunia
 * (Player Name): (Player Name) is the son of Darunia. He is named after the player, so his name is dependent on that chosen in the beginning of the game.
 * Darmani
 * Biggoron
 * Goron Elder
 * Traveling Merchants
 * (Player Name)-goro: Goron staying at the Stock-Pot Inn. You can claim "your" key during the first day.
 * Baby Goron

Goron culture
Apparently Goron culture revolves around family, honor and strength (compare Klingon). Somewhat oddly it appears that they don't find mining their ancestors corpses dishonorable or unethical (see below). They are a peaceful, sometimes lazy race with little ability to defend themselves, although they are quite large and strong. Most Goron societies seem to rely on a few (sometimes only one) powerful warriors to protect the entire clan. Due to the toughness of the Goron race and the shortage of deadly predators in their environment, some tribes get along well with no warriors at all. As mentioned above, Gorons are often considered to be dull-witted, though a more accurate description would be "simple." They prefer basic pleasures such as eating and dancing, though some are also skilled craftsmen or sculptors.

Kokiri
The Kokiri are a fairy folk in The Legend of Zelda: Ocarina of Time who inhabit the Kokiri Forest. Cautious, child-like and secretive, the Kokiri believe that they will die if they leave the forest. (This is contradicted by the Kokiri appearing in the Lon Lon Ranch in one scene, however.) Therefore, the Kokiri never leave the forest and know nothing about the outside, only the magics of the forest. Though they appear to be children, the Kokiri are actually ageless, and never grow old. Each Kokiri has a guardian fairy that functions as a friend, parent and teacher. They are watched over by the Deku Tree and later Saria the sage of the forest. Mido is their boss. The Kokiri are "the spirits of the forest" and were probably created by the Deku Tree. Kokiri always wear green tunics and the males wear green hats and have pointy ears. It is possible for a Kokiri to have green hair. It may be possible that the green-tunicked "twin lumberjacks" from A Link to the Past were Kokiri (compare: elf).

There have been two records of Kokiri sages known to have aided the legendary hero Link. The first is Saria, the Sage of Forest, whom was awakened by the Hero of Time in the Forest Temple at the end of the Sacred Forest Meadow.

The other is Fado, the Wind Sage, known for his excellent skill with the violin. He stayed in the Wind Temple and prayed for the Master Sword, until he was killed when the evil Ganondorf removed his soul.

An interesting note is that all named Kokiri, except for Saria because she was named after a town from Zelda II: Adventure of Link, have their names created from the concatenation of 2 words from the solfege musical scale "do re mi fa so la ti do." Mido = Mi + Do. Fado = Fa + Do. A rare known fact is that there actually was a Kokiri the Ocarina of Time Designers named Fado, but never mentioned her name in the game itself. It is likely they recycled this "unspoken" name when naming Fado, the sage from Wind Waker.

After the gods sealed Hyrule under an ocean, the Kokiri took on a different form above the sea. They took on the form of leaf like creatures known as Koroks, and are still the Great Deku Tree's cherished children.

Notable Kokiri:
 * Saria
 * Mido
 * Know-It-All Brothers
 * Twins
 * Fado

Koroks

The Koroks are a race from The Legend of Zelda: The Wind Waker. They come from Forest Haven, but spend most of their lives away from it.

The Koroks were once the human-shaped Kokiri, but when Hyrule was transformed into the Great Sea, they took on a more plant-like appearance, and became fearful of other people. They have wooden-like bodies (somewhat similar to Deku Scrubs) and wear what look like masks made from various types of leaves, though they might be their actual faces. Koroks are very light, and can travel on the wind by using sprouts as propellers. They make a hollow jingling sound when they move.

Unlike Their Kokiri ancestors, who never left Kokiri Forest (now the hostile Forbidden Woods) for fear of dying, most of the Koroks actually spend most of their lives far away from Forest Haven, planting the seeds of the Great Deku Tree; they only return to Forest Haven once a year, for an annual ceremony held when the Great Deku Tree bears seeds so they can take off again. The only Koroks that don't leave are Makar (who plays his little leaf violin at the ceremony) and Hollo (who studies potion-making and uses Boko Baba Seeds to concoct his brews).

Notable Koroks
 * Makar

Rito

The Rito (or "Bird People") are a race of bird-like humanoids in The Legend of Zelda: The Wind Waker. Their main habitat is on Dragon Roost Island, in which all known Rito reside. They have a tribal elder, with numerous followers and elaborately dressed guards. No Rito is born with wings, and must visit the tribes' guardian, the great dragon Valoo, to receive one of his scales which enables them to grow wings. It is a coming of age ceremony of the Rito, to journey to the great Valoo to receive their scale. Children with no wings are called chicks.

Rito are viewed upon by outsiders somewhat dubiously. Some have an inexplicable bigotry directed towards them. Still, Rito are widely accepted as mail carriers, as only they can traverse the seas without cumbersome ships. Rito are capable of flying quickly, and full-grown members can carry humans for a short time.

The Rito may be inspired by the Watarara race in one of the Zelda mangas (generally considered not to be canon). These people were more like giant birds than humans, but had a similar gaining of wings past a certain age and the same chieftain leadership structure.

It is implied in the game that they are the descendants of the Zora race, as one Rito, Medli, tells Link that the Rito were once without wings, and it is also revealed in the game that she is a descendant of the Zora sage Laruto. Though, in the Japanese text of The Wind Waker, "descendant" is not used in the context of a direct relative, but rather Makar and Medli are descendants of the Sage Bloodline. It should be also be noted that the sages seem to be able to pass down their power and responsibility as seen in the maidens of A Link to the Past. Additionally, the Rito postman's figurine says he is descendant of a famous post man (think Termina). Later installments, which introduced the Wind Tribe, offer alternatives to the Zora Evolution theory. Remember, the Rito did not evolve, they grew wings when Valoo gave them scales, despite what Medli says regarding the grappling hook. Due to the dwelling place of a volcano, the dragon that lives with them, and the red pearl that they guard, it is also likely that they are descendants of the Gorons. Although Gorons appear as salesmen in certain parts of the overworld. They wear masks but using the deku leaf to blow of the masks, you can tell that they are Gorons. Because of this, it is impossible to say definitively precisely the history of their race. It is also interesting to note that Medili has the Zora symbol on her dress, further evidence to the Zora becoming Rito. This duality could also be interpreted as the two races (Goron and Zora(n)) combining to form a new one.

Notable Rito
 * Medli
 * Prince Komali
 * Quill

Subrosians

A mysterious race from the subterranean world of Subrosia. They have large, glowing eyes and always wear hooded cloaks. In Subrosia, their currency is ore chunks instead of rupees. They are nearly impervious to heat, and can often be seen "hot-tubbing" in lava pools.

Notable Subrosians:
 * Rosa
 * The Strange Brothers

Tokay

A race of lizard people who live on an island off the coast of Labrynna. They value possessions and are often quite deceitful. Tokays steal your items when you get shiprecked on their island. It's like a game, trying to trade with them in order to get your items back. They have never been off Cresent Island so they think you are a tokay too. They all call you "Strange Tokay".

Zuna
In Four Swords Adventures, a race that lived near the Gerudo but deeper into the desert was introduced. They have green-colored skin not unlike Ganondorf, Twinrova and Veran, so they may in fact share a type of symbiotic relationship with the Gerudo, especially since they are associated with the ones who created the Desert Temple, Pyramid, and Magic Trident.

Minish

The Minish (known to the Hylians as the Picori) first appeared in Legend of Zelda: Minish Cap. They are a tiny race the size of a thumb and can only be seen by good, well-behaved children. According to legend, they came from another world; this world can be reached when a door within Hyrule Castle courtyard opens once every century. It is said that when monsters threatened mankind, the Minish gave a legendary sword and a golden light to a courageous man, now known as the Hero of Men, destined to ward off the monsters.

Notable Minish (Picori):
 * Ezlo - Transformed into the Minish Cap in the game of the same name.
 * Vaati - An evil demon from all the Four Sword games; originally a Picori.

Watarara

A race of bird-people found only in the Legend of Zelda Manga. Although they somewhat resemble Rito, they are far more bird-like in appearance; however their social structure is very similar to their wind-waker counterparts. They are a migratory race that hails from unknown lands. Children are not able to fly, much like Rito children. However they do not require scales to gain their wings, but merely grow them when the fledglings are ready. They fly to new lands on the eve of the seasonal winds-a sort of ceremony for them. Coincidently, Kaepora Gaebora has a striking resemblance to the attendant of the Watarara leader.


text: User talk:96.5.177.25

title: User talk:96.5.177.25


text:
Basics of fine-art photography/Creating landscape photographs

Landscape is a genre of photography, where the main subject is virgin nature, — usually water bodies or earth surface.

A little bit of theory
Sometimes details not related (or indirectly related) to nature may be present in the frame, supplementing the content. For example: an African hut against a savannah background; a boat (floating on an Asian river) with a fisherman in asian conical hat; a wild animal against a jungle background, etc. But, in any case, these elements should not overlap a significant part of the backdrop.

Where to begin?
Creating works in this genre of photography is the easiest and most accessible way to gain first experience for beginners, as it does not require special skills required for studio shooting; another advantage is that no special accessories and additional equipment are required: tripod, flash, etc. Moreover, in our time of digital technology, a beginner will not face such difficulty as setting the exact shutter speed and aperture in difficult weather conditions, for example: snow-covered space combined with an overcast sky. In the recent past, when there was no alternative to analog photography, an inexperienced practitioner could ruin film in one session.

About lighting
Front and side sunlight should be used. Don't take pictures in the midday light. Perhaps with the advent of experience you will learn to get around this problem, or even adapt it to your goals, but this will be later.

Personally, I like time before sunset, when the sun's rays seem to glide along the surface of the ground. But with such a shooting, the photo turns out to be yellowish, which not everyone appreciates positively.

To prevent side light from entering the lens (resulting in glare in the image), you need to use a lens hood.

Small errors can be corrected later with the help of graphic editors on a computer; big mistakes are uncorrectable.


text:
Cookbook:Banana Blossom

Banana blossoms, also called banana flowers or banana hearts, are the edible flower of the banana plant. They are similar to the artichoke, another edible flower.

Characteristics
Banana blossoms take the form of a large, teardrop-shaped, reddish-purple flower that grows at the end of a banana cluster. The tough, inedible outer petals must be removed to access the edible yellow heart. The heart is soft with a slightly meaty texture and crunch. The flavor is generally mild, somewhat similar to artichokes or hearts of palm, with a mild floral flavor.

Selection and storage
Banana blossoms are grown in tropical areas and wherever bananas are grown. In these places, they are widespread and can be found fresh in grocery stores or farmer's markets. Outside of these areas, they can typically be found in specialty stores such as Asian markets. Fresh banana blossoms should feel firm with tight-packed leaves. They should be stored in plastic in the fridge for up to three days—don't peel until just before using.

Banana blossoms may also be found canned and/or packed in brine.

Preparation
When preparing fresh whole banana blossoms, begin by slicing off the bottom and peeling off the dark outer petals—stop peeling when the tender yellow inside is revealed. To prevent browning in contact with the air, submerge the hearts in water with a small amount of lemon juice or vinegar. Soak the pink middle layer as well if using them for serving or garnish. If you encounter clusters of immature bananas ("stick fruit"), discard any brown ones but keep the yellow ones for eating.

Cooking
The banana blossom hearts can be eaten raw or cooked in a variety of ways. Like artichokes, the blossoms can be steamed and peeled apart for eating. They are also included in salads, soups, stews, and more. When cooked, the heart has a flaky texture similar to fish, making it an occasional plant-based fish substitute.

title: Cookbook:Banana Blossom


text:
Cookbook:Crumb Crust

A crumb crust is a variety of pastry crust made primarily of cracker or crispy cookie crumbs.

Characteristics
The crust base is made by grinding cookies or crackers, binding them with melted fat and sugar, and pressing them into a mold or pan. It may also be baked, which adds extra crispness and depth of flavor. Any kind of crisp cracker or cookie can be used—common ones include graham crackers, oreos, shortbread, wafers, pretzels, digestives, and gingersnaps. Ground nuts can also be included to an extent. Additionally, because gluten development is not required for texture, crumb crusts are easy to make gluten-free without significant differences.

Technique
When grinding the crumbs, you want to make sure that the cookies/crackers are very crispy and that the end result is very fine and sandy. Chewy cookies and larger lumps will prevent the crust from holding together. Work in just enough melted fat (e.g. butter, coconut oil) to moisten the crumbs and enable them to hold together when squeezed—the exact amount will depend on the properties of your crumbs. Work in a dash of sugar as well, which will help bind the mixture. When pressing the mixture into the mold, it's a good idea to use a sturdy cup of some kind to get it well compacted all across the bottom and up the sides—using your fingers can cause unevenness and a weak structure. If you will be parbaking the crust, bake for about 8–15 minutes at 350°F/180°C, or until it is light golden, aromatic, and slightly dry in texture. You don't necessarily have to bake the crust, but it helps it resist very moist fillings.

Selection and storage
Choose your variety of crust according to your filling. You may want the flavors to be complementary (e.g. chocolate crust and filling) or contrasting (e.g. salty crust with sweet filling). Crumb crusts store quite well. You can keep it wrapped at room temperature for a day or two, and it keeps well in the freezer for longer-term storage.

Use
Crumb crusts can be used for a variety of pies, bars, cheesecakes, and other pastries. They work best with custard-based fillings, such as pumpkin, key lime, and cheesecake, which have their own structure and whose smoothness pairs well with the crumble of the crust. Unfortunately, crumb crusts don't work with a lot of fruit pies (e.g. apple, blueberry), since they're not sturdy enough to withstand the high moisture and low structure of these fillings. They also are not suitable for applications where the exposed crust will be baked for over ~25 minutes, since this is likely to burn it.

title: Cookbook:Crumb Crust


text:
The Legend of Zelda: Breath of the Wild

This Wikibook is an unofficial guide to The Legend of Zelda: Breath of the Wild, a 2017 video game for the Wii U and Nintendo Switch.

Items

 * /Materials/
 * /Weapons/

Dungeons

 * /Divine Beasts/
 * /Shrines/

title: The Legend of Zelda: Breath of the Wild