text:
User talk:JackPotte/2023

Hi
I know its unrelated to anything, but I noticed on your userpage that you are a near-native speaker of English. Just like to say that you seem so good at it, it feels weird to say only "near" native. Although I assume it also has to do with your spoken English as well.

I know somebody who says their English is bad, but honestly they are really good (at least in writing). I'm so terrible at other languages, my best french is "Bonjor" (is that even how you spell that!?). Anyway, have a good day/night. 21:47, 17 January 2023 (UTC)
 * Bonjour, and thank you for the compliment. Actually I've started to speak English at school when I was 10 and never stopped since. But only one hour per day, so I'm sure that it must be more difficult for me to formulate sentences, than for a native speaker. JackPotte (discuss • contribs) 10:29, 18 January 2023 (UTC)

TOC for JavaScript
Thank you for your improvements to the Wikibook JavaScript in general. But I'm not happy with your last changes concerning the TOC. The new template is used twice: as part of the complete TOC on the main page and as a fast navigation within each page. I suggest that the navigation shall keep much shorter, only to important pages. The actual version is so huge that it downgrades the readability of most pages. This does not only apply to browsers on a desktop, the UX on smartphones is significantly deteriorated. What do you think about a split: the complete list of pages on the main page and a template with a shortened list to few pages? Kelti (discuss • contribs) 03:10, 14 February 2023 (UTC)

The new page JavaScript/JS_at_server does not support linking to the next/previous page. Any idea why? --Kelti (discuss • contribs) 03:53, 14 February 2023 (UTC)
 * hello. For JavaScript/JS_at_server, it was the server cache and it has refreshed itself now.
 * Concerning the double TOC system, you're right that it makes sense for the mobile rendering, so we could hide (or toggle) some chapters, only for mobiles.
 * But if we do it for PCs too, we really should explain it (in a comment) because it looked like we had an up-to-date and a deprecated list to sync. JackPotte (discuss • contribs) 05:50, 14 February 2023 (UTC)
 * I suggest to create a heading "Fast Navigation" within JavaScript/TOC, shorten it significantly, and put links to all subpages literally to the main page. OK? Kelti (discuss • contribs) 16:03, 14 February 2023 (UTC)
 * actually the print version Lua module uses to dynamically display a whole book content, its /TOC page if defined, its main page otherwise. So if we don't rename it for the sidebar, it would be shortened too. Moreover, I've just checked that the old sidebar rendering on mobile was hidden too (its Lua added class="sidebar nomobile nowraplinks"), so would it be only for desktops? JackPotte (discuss • contribs) 16:25, 14 February 2023 (UTC)
 * Dynamically print: It's ok to rename /TOC to something else and take the printing from the main page where we shall have all links to subpages. By this, the meaning of /TOC changes to "Fast Navigation". But because it's a great help to have a lot of often used elements like 'navigation to sister pages' or 'BookCat' on a central place, these features should survive.
 * Rendering on mobile: The distinction between mobile and desktop concerning rendering sounds a little strange to me. Shouldn't we take such decisions from the availability of pixes in x-direction - independent from the kind of hardware?
 * Kelti (discuss • contribs) 19:03, 14 February 2023 (UTC)
 * I would be OK for a "Fast Navigation" bar, but I'd rather split the book pages into several chronological navigation sidebars, to provide access to all of them from their neighbors, without taking half of each page.
 * Concerning the distinction between the mobile and desktop renderings, it's already made by MediaWiki at a lower level, by selecting either https://en.wikibooks.org or https://en.m.wikibooks.org according to the device. But changing the URLs can override this, so I can't see what we could do in addition. JackPotte (discuss • contribs) 20:48, 14 February 2023 (UTC)
 * I'm sorry, but I have one more question: which template creates the navigation on the top of the page? The 'backlink' to the main page (on a separate line) and the two links (with arrow-pictogram) on the left and right side to the sibbling pages? Is it the template Book navigation? And: how to repeat the links to the sibblings on the bottom of the page? And: how to omit these links and use the template subpage navbar instead - it also creates the links automatically? Kelti (discuss • contribs) 20:28, 15 February 2023 (UTC)
 * the navigation templates called by Book navigation are AutoHeader and footer. For now, this system does not support subpage navbar because this template doesn't use the same Lua algorithm to retrieve the TOC pages. JackPotte (discuss • contribs) 11:51, 16 February 2023 (UTC)
 * Now there is a collapsible version of TOC. When I publish it (JavaScript/TOC&oldid=4238114), the dynamically printing and the head and foot navigation fails. Do you have an idea why? --Kelti (discuss • contribs) 10:34, 18 February 2023 (UTC)
 * This is a TODO I wanted to treat for a few years, because it's needed in the book Puppy Linux too. I just need to improve the Lua page name extraction from the TOC line... JackPotte (discuss • contribs) 21:14, 18 February 2023 (UTC)

 * for now [//en.wikibooks.org/w/index.php?title=Template:Book_navigation&diff=prev&oldid=4237346 I've just hidden it completely on mobiles]. JackPotte (discuss • contribs) 08:56, 14 February 2023 (UTC)

AuthorsAndContributorsBot
Hi Jack, due to things irl, I won’t be able to stay active in this wiki for much longer. Would you be interested in incorporating the task of to JackBot? I can release the latest version of the source code in a subpage of the bot’s user page. Thanks in advance, -Slava Ukrajini Heroyam Slava (discuss • contribs) 22:27, 13 April 2023 (UTC)
 * Hi, yes I must be able to maintain it if it's written in PHP, Python or JS. JackPotte (discuss • contribs) 06:46, 14 April 2023 (UTC)
 * Thank you very much! The code is written in python. I have released it in User:AuthorsAndContributorsBot/source code. Notice that it generates what the contents of the page are supposed to be, and then if it’s not the same as what actually is in the page, it updates the page. That means that if you change the message at the beginning of the list, it will be updated in all pages. -Slava Ukrajini Heroyam Slava (discuss • contribs) 10:06, 14 April 2023 (UTC)

New book idea
Hi there,

I’m new here. Do you think a reference guide for cases in the Ukrainian language is in the scope of Wikibooks? Thanks in advance, -Futurama forever (discuss • contribs) 13:24, 24 June 2023 (UTC)
 * Hello, it depends on if it would be a double of the book Ukrainian, or if it could be integrated into it. JackPotte (discuss • contribs) 17:39, 24 June 2023 (UTC)
 * I plan to create a single-page book. Each case in the Ukrainian language will have its own section which tells how words in this case change, and also when this case should be used with examples. -Futurama forever (discuss • contribs) 16:54, 7 July 2023 (UTC)

Hello,I need to You
@JackPotteHello dear friend, I want you to do something for me, can you help me in writing my books?

I alone cannot complete five books Germany Poul Ah (discuss • contribs) 07:26, 15 August 2023 (UTC)

title: User talk:JackPotte/2023


text:
Lombard/How to ask and express the time

How to ask the time
Che (interrogative adjective) + ore + a (universal weak pronoun) + verb vesser conjugated in the present indicative 3rd person plural + ?
 * or

Che (interrogative adjective) + ora + l' (weak feminine pronouns of 3^ person singular) + verb vesser conjugated in the present indicative 3rd person singular + ?
 * or

Quante + verb vesser conjugated in the present indicative 3rd person plural + i ore?
 * Examples:
 * Che ore a inn?
 * Che ora l'è?
 * Quant'inn i ore?

How to ask someone for the time based on his watch

 * Che ora el fà el tò orelogg?
 * Che ora fal el tò orelogg?
 * Che ora te feet al tò orelogg?
 * Che ora feet al to orelogg?
 * Note:

How to express the time
a (Universal weak subject) + verb vesser conjugated in the present indicative 3rd person plural * + ...
 * * except for 0:00, 1:00, 12:00, 13:00 → 3rd singular in this case

 * Examples: (in milanese dialect)
 * L'è mezanot
 * L'è la voeuna de not
 * A inn i dò de not
 * A inn i trè de not

 * 0:00 = mezanot /mezanocc)
 * 1:00 = la vuna / la voeuna (de/da nocc / not)
 * 2:00 = i do ore (de not)
 * 3:00 = i tree ore (de not)
 * 4:00 = i quatr'ore (de not)
 * 5:00 = i cinch ore (de not / de la matina)
 * 6:00 = i ses ore (de la matina)
 * 6:05 = i ses e cinch, più comune. i ses ore passade
 * 6:10 = i ses e des, più comune nan'mò/quasi i ses e on quart
 * 6:15 = i ses e on quart
 * 6:20 = i ses e vint, più comune i ses e on quart passade
 * 6:25 = i ses e vintcinch, più comune nan'mò/quasi i ses e mezza
 * 6:30 = i ses e mezza
 * 6:35 = i ses e trentracinch, più comune i ses e mezza passade
 * 6:40 = vint ai set, i sett men vint
 * 6:45 = on quart ai set, i set men quart, i ses e trii quart
 * 6:50 = des ai set, i set men quart passade
 * 6:55 = cinch ai set, i set men cinch
 * 7:00 = i set ore (de la mattina)
 * 8:00 = i vot ore (del dì / de la matina / matena)
 * 9:00 = i noeuv ore (del dì / de la matina)
 * 10:00 = i des ore (del dì / de la matina)
 * 11:00 = i vundes ore (del dì / de la matina)
 * 12:00 = mezdì, mez dì (/me'zdi/)
 * 12:30 = la meza, mez dì e mezza
 * 13:00 = la vuna (del dì / dopomezdì)
 * 14:00 = i dò ore (del dì / dopomesdì)
 * 15:00 = i tré ore (del dì / dopomesdì)
 * 16:00 = i quatr'ore (del dì / dopomezdì / de la bassa)
 * 17:00 = i cinch ore (del dì / de la bassa)
 * 18:00 = i ses ore (de la bassa / de sira/sera)
 * 19:00 = i set ore (de sira)
 * 20:00 = i vot ore (de sira)
 * 21:00 = i noeuv ore (de sira)
 * 22:00 = i des ore (de sira / de not)
 * 23:00 = i vundes ore (de not)

Warning: the twelve-hour system is used and a distinction is made between day and night, or through other time intervals, for example these:

 * 5:30 - 12:00 = matina
 * early in the morning = de bon'ora
 * 12:00 - 16:30 = dopomezdì
 * 16:30 - 19:00 = bassa/bass
 * 19:00 - 22:00 = sera /sira
 * early in the evening= siretta
 * 22:00 - 5:30 = not/nocc

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

title: Lombard/How to ask and express the time


text:
Ukrainian/Authors & Contributors

This list is updated automatically by AuthorsAndContributorsBot. Please do not update it manually.

 * 1) imported>SeikoEn
 * 2) imported>Kuban kazak
 * 3) imported>Glebchik
 * 4) imported>Volodyslav
 * 5) imported>Salo - sila
 * 6) imported>KKonstantin
 * 7) imported>Hectorian
 * 8) imported>Bandurist
 * 9) imported>RussBot
 * 10) imported>Markig1
 * 11) imported>Ykraintsi
 * 12) imported>Witkacy
 * 13) imported>Hrmanu
 * 14) imported>Skumarlabot
 * 15) imported>Danthemankhan
 * 16) imported>Heliades
 * 17) imported>Haligonian1
 * 18) imported>Grey Shadow
 * 19) imported>Lyræ
 * 20) imported>MarcoLittel
 * 21) imported>Estlandia
 * 22) imported>D6
 * 23) imported>Charlene.fic
 * 24) imported>CalJW
 * 25) imported>Bolivian Unicyclist
 * 26) imported>Blue520
 * 27) imported>Hillock65
 * 1) imported>Bandurist
 * 2) imported>RussBot
 * 3) imported>Markig1
 * 4) imported>Ykraintsi
 * 5) imported>Witkacy
 * 6) imported>Hrmanu
 * 7) imported>Skumarlabot
 * 8) imported>Danthemankhan
 * 9) imported>Heliades
 * 10) imported>Haligonian1
 * 11) imported>Grey Shadow
 * 12) imported>Lyræ
 * 13) imported>MarcoLittel
 * 14) imported>Estlandia
 * 15) imported>D6
 * 16) imported>Charlene.fic
 * 17) imported>CalJW
 * 18) imported>Bolivian Unicyclist
 * 19) imported>Blue520
 * 20) imported>Hillock65
 * 1) imported>Witkacy
 * 2) imported>Hrmanu
 * 3) imported>Skumarlabot
 * 4) imported>Danthemankhan
 * 5) imported>Heliades
 * 6) imported>Haligonian1
 * 7) imported>Grey Shadow
 * 8) imported>Lyræ
 * 9) imported>MarcoLittel
 * 10) imported>Estlandia
 * 11) imported>D6
 * 12) imported>Charlene.fic
 * 13) imported>CalJW
 * 14) imported>Bolivian Unicyclist
 * 15) imported>Blue520
 * 16) imported>Hillock65
 * 1) imported>Estlandia
 * 2) imported>D6
 * 3) imported>Charlene.fic
 * 4) imported>CalJW
 * 5) imported>Bolivian Unicyclist
 * 6) imported>Blue520
 * 7) imported>Hillock65
 * 1) imported>Hillock65

title: Ukrainian/Authors & Contributors


text:
Piano Solo Music: An Encyclopedia/Composers born in the 20th century/Arapov, Boris

Compositions for piano solo by Boris Arapov

 * Etude scherzo [YouTube]
 * Humorous
 * Piano sonata no. 1 [YouTube]
 * Piano sonata no. 2 [YouTube]
 * Piano sonata no. 3 [YouTube]
 * Piano sonata no. 4 [YouTube]
 * Piano sonata no. 5 "De Profundis" [YouTube]
 * Pieces 1 - 6
 * Pieces 1 - 3
 * Pieces 1 - 5
 * Uzbek Songs 1 - 10
 * Variations


text:
Piano Solo Music: An Encyclopedia/Composers born in the 20th century/Khachaturian, Aram

Compositions for piano solo by Aram Khachaturian

 * Adventures of Ivan
 * Album for Children, vol. 1, 1 - 10 (1947) [YouTube]
 * Album for Children, vol. 2, 1 - 10 (1965) [YouTube] [YouTube] [YouTube] [YouTube] [YouTube] [YouTube] [YouTube] [YouTube] [YouTube] [YouTube]
 * Masquerade Suite [YouTube]
 * Piano sonata (1961) [YouTube]
 * Piano sonatina (1958) [YouTube]
 * Pieces 1 - 2 (Valse-Caprice, Danse) [YouTube]
 * Poem (1927) [YouTube]
 * Recitatives and Fugues 1 - 7
 * No. 1 [YouTube] [YouTube]
 * No. 2 [YouTube] [YouTube]
 * No. 3 [YouTube] [YouTube]
 * No. 4 [YouTube] [YouTube]
 * No. 5 [YouTube] [YouTube]
 * No. 6 [YouTube] [YouTube]
 * No. 7 [YouTube] [YouTube]
 * Toccata [YouTube]
 * Variations on the Theme "Solveig"


text:
Piano Solo Music: An Encyclopedia/Composers born in the 20th century/Babajanian, Arno

Compositions for piano solo by Arno Babajanian

 * And Love is Alive [YouTube]
 * Capriccio [YouTube]
 * Elegy "In Memory of Aram Khachaturian" [YouTube]
 * Give Me Back The Music [YouTube]
 * Humoresque [YouTube]
 * Impromptu [YouTube]
 * Melody [YouTube]
 * Melody and Humoresque [YouTube]
 * Musical Pictures 1 - 2 [YouTube]
 * Pictures 1 - 6 [YouTube]
 * Poem [YouTube]
 * Polyphonic sonata [YouTube]
 * Prelude [YouTube]
 * Vagharshapat Dance [YouTube]
 * Waltz, from "Masquerade" [YouTube]


text: Category:Book:AI Art Generation Handbook


text:
Animal Crossing: New Horizons/Fossils

Digging for fossils in Animal Crossing: New Horizons serves as both a way to expand the Museum, and as a way of generating bells. Fossils can also be used as decorative pieces.

title: Animal Crossing: New Horizons/Fossils


text:
Animal Crossing: New Horizons/Artwork

Artwork can be acquired to expand the museum, or to decorate the island. Unlike many other collectibles, counterfeit artwork can be acquired, which is far less valuable as it can not be used to expand the museum.

title: Animal Crossing: New Horizons/Artwork


text:
Animal Crossing: New Horizons/Foraging

A variety of items may be acquired by simply picking them off the ground. Most of these items are either intended for crafting or are of low value, but do not require the use of tools. These items often include:
 * Sticks
 * Weeds
 * Seashells

title: Animal Crossing: New Horizons/Foraging


text:
Animal Crossing: New Horizons/Fishing

Fishing is a very lucrative activity, and also a method of improving the museum Aquarium.

Fishing requires the use of a Fishing Pole.

title: Animal Crossing: New Horizons/Fishing


text:
Animal Crossing: New Horizons/Bug catching

Bug catching is a lucrative activity, and one that can also be used to expand the museum collection.

Bug catching requires a net.

Unlike fishing, which focuses mostly on good reaction times, Bug catching leans more on stealth, letting the net loose at a precise moment for more elusive bugs.


text:
Lombard/How to ask and express the day

How to ask and express the day
Che (interrogative adjective) + dì + l' (3rd person singular weak pronoun) + verb vesser conjugated in the present indicative 3rd person singolar + incoeu ?
 * Example:
 * Question: Che dì l' è incoeu?
 * (in English: What day is it today? / What date is it today?) )
 * Answer: (Incoeu) l'è el cinch de dicember
 * (in English: Today is December the fifth)

To ask just for the number of the day of the month:

Cossa (interrogative adjective) + ghe n'hem del mes (+ incoeu) ?
 * Example:
 * Question: Cossa ghe n'hem (del mes) incoeu?
 * Answer: Incoeu ghe n'hem ...

 * Note

 * jer l'alter /l'alter jer = the day defore yesterday
 * jer = yesterday
 * incoeu = today
 * doman = tomorrow

title: Lombard/How to ask and express the day


text:
Category:Kid-friendly recipes

This category includes cookbook recipes that are designed for children to make and/or eat.

title: Category:Kid-friendly recipes


text:
AI Art Generation Handbook/List of Issues and possible Solutions

Here is the list of the problems that might be faced during installations and/or during normal usage of Stable Diffusion

P.S 1 : Press "Ctrl" + "F" in your browser to see if you facing certain issues for fast searchig

P.S: If there are other error / problems that you faced during the installing / generating images, you can add your own answer here. Or put it in the Discussion tabs.

General Use
(1) CUDA Out of Memory

(2) Images does not show up on image view panels after generated images

(3) Web-UI did not detect base model for AI art generations

(4) Unable to generate images - TypeError: 'NoneType' object is not callable

SDXL related
(1) Web-UI generates only black images (For SDXL models) (2) Web-UI generates only cartoon abstract art / line art image although you try to generate photographs like image

ControlNet
(1) ControlNet Canny is generating a cartoony images

(2) mat1 and mat2 shapes cannot be multiplied (154x2048 and 768x320)

Captioning
(1) When using webp images, error message with O with slash above O will appear

Installation
(1) Pytorch / Torch Vision error when installing Auto1111

Extension
(1) Extension lists is not loading

(2) Extension not updating

Dreambooth
As of this moment, training using Dreambooth extension for A1111 are not encouraged to be used as it is bug breaking. Recommend to use kohya-ss

(1) Dreambooth installation error / Dreambooth not appearing on the main page tabs

(3) Invalid training data directory.

(4) Pip Installation Error


text:
Cookbook:Khachapuri (Georgian Cheese Bread)

Dough

 * ½ cup warm water
 * 1 packet (¼ oz) active dry yeast
 * 1 Tbsp white granulated sugar
 * 3 eggs
 * 2 cups flour, plus more to dust counter top, hands, etc.

Filling

 * 3 eggs
 * 8 oz feta cheese, grated or cut into small pieces
 * 12 oz smoked provolone cheese, grated or cut into small pieces
 * 2 oz grated Parmesan cheese, grated or cut into small pieces

Procedure

 * 1) Add sugar to warm water in a large bowl. Add yeast and wait 5 minutes.
 * 2) Add eggs, flour, and salt. Mix with fork until dough becomes too stiff.
 * 3) Knead with hands until smooth, approximately five minutes, on floured surface. Add flour as needed if dough sticks to your hands.
 * 4) Let dough rise in greased bowl for 30 minutes in a warm place or until doubled in size. Punch down dough, and let it rise again.
 * 5) While dough is rising, mix ingredients for filling in separate bowl.
 * 6) Preheat oven to 350°F.
 * 7) When dough is ready, divide in half. With a rolling pin, flatten dough until it is the size and shape of your cookie sheet. Carefully lay flattened dough on greased cookie sheet.
 * 8) Cover dough with cheese filling prepared as above, spreading evenly to within ½ inch of the edge of dough. Roll out the remaining dough to the same size as shape. Cover cheese filling with second layer of dough. Moisten the edges of the dough with water and press to seal.
 * 9) Bake at 350°F for 10 minutes. Butter the top layer of dough liberally. Return Khachapuri to oven and continue cooking until dough is golden brown.
 * 10) Cut with a pizza cutter or knife. Serve hot, cold, or reheated in the microwave!

Notes, tips, and variations

 * In Georgia, khachapuri is often made with homemade cheese. If you're feeling ambitious, find a simple cheese recipe and give it a shot! Also, if you would prefer not to make your own dough, a refrigerated tube of French bread dough (e.g. Pillsbury) work nicely as well.


text: Talk:Biblical Studies/New Testament Commentaries/The Gospel of John/Chapter 3


text:
Timeless Theorems of Mathematics/Pythagorean Theorem

The Pythagorean Theorem is a fundamental relation between the three sides of a right triangle in Euclidean Geometry. It states that the square of the hypotenuse side is equal to the sum of squares of the other two sides in a right-angled triangle. The theorem is named after the Greek philosopher Pythagoras (570 – 495 BC). But, both the Egyptians and the Babylonians were aware of versions of the Pythagorean theorem about 1500 years before Pythagoras.

Statement
In a right-angled triangle, the square on the hypotenuse is equal to the sum of the squares on the two other sides.

Proof with the help of two right angled triangles
Proposition : Let in the triangle $$ABC, \angle B = 90$$°, the hypotenuse $$AC=b,$$ $$AB =c$$ and $$BC= a$$. It is required to prove that $$AC^2 = AB^2 + BC^2,$$ i.e. $$b^2=c^2+a^2$$.

Construction : Produce $$BC$$ up to $$D$$ in such a way that $$CD = AB = c$$. Also, draw perpendicular $$DE$$ at $$D$$ on $$BC$$ produced, so that $$DE = BC = a$$. Join $$C, E$$ and $$A, E$$. Proof : In $$\Delta ABC$$ and $$\Delta CDE$$, $$AB=CD=c, BC= DE = a$$ and included $$\angle ABC$$ = included $$\angle CDE$$ [As $$\angle ABC = \angle CDE = 90$$°]

Therefore, $$\Delta ABC \cong \Delta CDR$$. [Side-Angle-Side theorem]

∴$$ AC = CE = b$$ and $$\angle BAC = \angle ECD$$.

Again, since $$AB\perp BD$$ and $$ED\perp BD, AB \parallel ED$$. Therefore, $$ABDE$$ is a trapezoid.

$$\angle ABC + \angle BAC + \angle ACB = 180$$°

or, $$90$$°$$ + \angle BAC + \angle ACB = 180$$°

or, $$\angle BAC + \angle ACB = 90$$°

or, $$\angle RCD + \angle ACB = 90$$° [As $$\angle BAC = \angle ECD$$]

Again, $$\angle BCD = 180$$°

or, $$\angle BCA + \angle ACE + \angle ECD = 180$$°

or $$\angle ACE = 90$$°

∴$$\Delta ACE$$ is a right triangle.

Now, Trapezoid $$ABDE = \Delta ABC + \Delta CDE + \Delta ACE$$

or, $$\frac {1}{2} BD(AB+DE) = \frac {1}{2}(AB)(BC) + \frac {1}{2}(CD)(DE) + \frac {1}{2}(AC)(CE)$$

or, $$\frac {1}{2} (a+c)(c+a) = \frac {1}{2}ac + \frac {1}{2}ac + \frac {1}{2}b^2$$

or, $$\frac {1}{2} (a+c)^2 = \frac {1}{2}(2ac + b^2)$$

or, $$(a+c)^2 = (2ac + b^2)$$

or, $$a^2 + 2ac + c^2 = 2ac + b^2$$

or, $$b^2 = a^2 + c^2$$ [Proved]

''[Note : The 12th President of the United States of America, James A. Garfield proved the Pythagorean Theorem with the help of two right angled triangles. His proof of the Pythagorean Theorem was published on page 161 of the New-England Journal of Education, April 1, 1876] ''

Proof with the help of Algebra
Proposition : Let, in the triangle $$c$$ is the hypotenuse and $$a, b$$ be the two other sides. It is required to prove that, $$c^2=a^2+b^2$$. Construction : Draw four triangles congruent to $$\Delta ABC$$ as shown in the figure.

Proof : The large shape in the figure is a square with an area of $$(a+b)^2$$ [As teh length of every side is same, $$(a + b)$$ and the angles are right angles]

The area of the small quadrilateral is $$c^2$$, as the shape is a square. [As, every side is $$c$$ and every angle of the quadrilateral is right angle (proved while proving with the help of two right angled triangles)]

According to the figure, $$(a+b)^2=4(\frac {1}{2}ab) + c^2$$

Or, $$a^2+2ab+b^2=2ab + c^2$$

Or, $$a^2+b^2=c^2$$ [Proved]


text:
User talk:Zin alwin

--SHB2000 (discuss • contribs) 12:55, 2 January 2023 (UTC)

title: User talk:Zin alwin


text:
Lombard/Verbal diathesis

In Lombard there are the active, passive and reflexive diathesis. In the eastern dialects and in the dialect of the town of Tortona the diathesis interrogative is also preserved.

Active form
As for the active form, refer to what has already been said in fist paragraph about the construction of the sentence. We add to what has already been said the chance of use an impersonal active form.

Impersonal form
The structure makes use of the impersonal pronominal particle se (or sa depending on the dialect), there is not a subject, since it is an impersonal form. One can at most put the subject weak universal a (or its dialectal variants, except for southern Lombard dialects such as Lomellino and Pavese in which it is not used). The verb is conjugated in the 3rd person singular.

( Weak subject personal pronoun ) + impersonal particle "se" + Predicate + ( Direct object ) + (Other complemnts)

 * Example (in Milanese dialect):
 * A se mangia ben
 * (Translated into English: One eats well)

In an outdated form the pronouns "a" and "se" could be combined to constitute "es"
 * Example (in Milanese dialect):
 * Es mang ia  ben

Often the state complements in place start with the phrase :
 * Example (in Milanese dialect):
 * A Napoli a se  mangia  ben
 * (Translated into English: In Naples one eat well)

In some dialects, including Milanese, weak personal pronouns is not mandatory and it is commons to write so:
 * Example (in Milanese dialect):
 * A Napoli se mangia ben

Passive form
In the passive form the subject is who undergoes the action that is carried out by the complement of agent or efficient cause introduced by the preposition “de”/”da”.

Sentences in active form with transitive verbs can be transformed into the passive form by placing the direct object of the active form to play the role of the subject in the passive form and the subject of the active form to play the role of the complement of agent or efficient cause (introduced by the preposition de) in passive form. In terms of terminology, the distinction between an agent and an efficient cause is mostly formal because we speak of an "agent" when he is someone who performs an action and an "efficient cause" when there is not one who performs an action but instead there’s just a reason for what happens. The predicate in the passive form is constructed using vesser as auxiliary verb (or sometimes also vesser for style reasons) in the tense of interest followed by the past participle of the verb and if the subject is plural also the past participle must be in the plural form.

There is another way to construct the passive form, but in an impersonal form through the passivating se.

Typical structure (sentences in the moods indicative, subjunctive or conditional)
 Strong subject + Weak subject +  Predicate + ( Complement of agent/efficient cause ) + Other complements Weak subject +  Predicate +  Strong subject + ( Complement of agent/efficient cause ) + Other complements
 * Examples (in Milanese dialect
 * Un pom l' è stad mangiad del March in cà
 * or
 * L' è stad mangiad un pom del March in cà

(translated into English: An apple and was eaten by Mark at home)

 * The complement of term (or that of advantage) can be expressed by a pronominal particle) placed before the predicate
 *  Weak subject + pronominal particle of complement of term+ Predicate + ( strong subject ) + ( complement of agent/efficient cause ) + other complements
 * Example (in Milanese dialect)
 * El m' è stad imprestad on liber de lu
 * (translated into English: A book was lent to me by him / I was lent a book by him)
 * In Lombard language it is also allowed the reinforcement of the complement of term (or that of advantage) at the end of the sentence through "a + pronouns personal subject strong" when you want to mark it.
 * Example (in Milanese dialect)
 *  El m' è stad imprestad un liber a mì

Typical structure (sentences in the moods infinitive, gerund or imperative in 1 or 2 person )
 Predicate + ( Complement of agent/efficient cause + Other complements
 * Vesser cagnad d'on can
 * (translated into English: Being bitten by a dog)

Imperative sentences
Typical structure (put the subject at the end!)

(che)3 + Weak subject3 + Predicate + ( Complement of agent/efficient cause ) + (Other complements)  + ( strong subject ) 3 : just in the third person singular or plural

Negative sentences
The construction of negative sentences is the same as affirmative sentences, the difference is that the predicate is in negative form. To make the form become negative we add the negating adverb “minga” (or its dialectal variants): ?" 'minga " is put:

1) Between the auxiliary verb vesser'' and the past participle: Examples (in Milanese dialect):
 * Affirmative: Lù l' è stad cagnad
 * (Translated into English: He was bitten)
 * Negative: Lu l' è stad minga cagnad
 * (Translated into English: He was not bitten)

2) Before a verb in the infinitive form it follows a preposition: Examples (in milanese dialect):
 * Affirmative: per vesser cagnad
 * (translated into English: to be bitten)
 * Negative: per minga vesser cagnad
 * (translated into English: to not be bitten)

4) applying it to the modal verb, if the verb is preceded by a modal verb: Examples (in milanese dialect):
 * Affirmative: Lu l’ ha podud vesser cagnad
 * (Translated into English: He could be bitten)

 * Negative: Lu el podeva minga vesser cagnad
 * (translated into English: He could not be bitten)

Other types of sentences
No need to go on explaining as the construction is similar to the one that was explained for the sentences in the Active form always exchanging the direct object with the subject and converting the verb into passive form.

Attention: for affirmative sentences in the presence of interrogative pronouns (Che, chi), in the cases where interrogative pronouns act as subject, in the corresponding negative sentences they play the role as a complement of agent/efficient cause. They must always be at the beginning of the sentence, but with the preposition de (or its dialectal variants) in front.

 * Example: active form (in Milanese dialect)
 * Chi el te varda ?
 * Chi l'è che 'l te varda ?
 * (translated into English: Who ‘s looking at you?)

 * The corresponding passive form will be (in Milanese dialect )
 * De chi te see vardad ?
 * De chi l'è che te see vardad ?
 * (translated into English: Who are you being watched by?)

Impersonal passive form
The structure makes use of the passivating se (or sa depending on the dialect), there is not a subject, since it is an impersonal form. At most, you can put the universal weak subject "a" (with the exception of southern Lombard dialects such as Paves, Lomellin and Oltrepadan)

( Weak subject universal pronoun ) + Passivating particle "se" + Predicate + ( Direct object ) + (other complements)
 * Examples (in Milanes dialect):
 * A se dis inscì

 * (translated into English: So they say. / It is said so.)

In an archaic form the pronouns "a" and "se" could be joined to form "es".

 * Example (in Milanese dialect):
 * Es dis inscì

 * (translated into English: So they say. / It is said so.)

Often complements of state in place are placed at the beginning of the sentence:
 * Example (in Milanese dialect):
 * A Milan a se dis  inscì

 * (translated into English: In Milan they say so.)

In many dialects, including Milanes, the weak pronoun unversale is not mandatory, and then we use to write:
 * Example (in Milanese dialect):
 * A Milan se dis inscì.

'Warning: The construction with pronominal particles the direct object or the complement of term is not used. We prefer to write the complements in extended form or rather use the passive personal form.

Reflexive form without direct object
The reflexive sentence without direct object is the sentence in which the subject and the direct object are the same entity.

Typical structure (sentences in the indicative, subjunctive or conditional moods)
The structure makes use of the reflexive / impersonal pronominal particle se'.

In Western Lombard: ( Strong subject ) + ( Weak subject ) + reflexive particle "se"1 +  Predicate  + (Other complements)

1 in some dialects, such as Milanese and others of Southern Lombardy, only for the 1st person singular, the particle"me"/"ma"/"am" is used instead of "se".

 * Examples: (To indicate the name in Lombard you can use the reflexive verb "ciamàss" as in these examples)
 * Lu el se ciama Genesio ...
 * (translated into English: His name is Genesius)
 * Mi se  ciami Genesio ...
 * (translated into English: My name is Genesius)
 * Mi me  ciami Genesio ...
 * (translated into English: My name is Genesius)

In Eastern Lombard: ( Strong subject ) + Reflexive partcle "se" + ( Weak subject ) + Predicate + (Other complements)
 * Example:
 * Lu se 'l ciama Genesio ...
 * (translated into English: His name is Genesius)

Typical structure (sentences in the infinitive mood, gerund mood or imperative mood in 1st or 2nd persona)
The reflexive form, in all dialects except Bregajot and Poaschiavino by adding the reflexive pronominal particles in the form of a suffix (see module about pronominal particles).

In the Bregajot e Poschiavino dialects it is instead constructed as for the indicative, the subjunctive and the conditional moods.

Typical structure (sentences in the indicative, subjunctive or conditional moods)
The reflexive sentence with direct object is the sentence in which the object is something owned by the subject. "De facto" the possessive pronoun is put in place of the possessive adjectives applied to the direct object.

In Western Lombard: ( Strong subject ) + ( Weak subject ) + Reflexive particle "se"1  +  Predicate + Direct object  + (Other complements) 1 in Milanese and Pavese dialects and other dialects of Southern Lombardy, just for the 1st person singular the particle "me" is used intesad of "se"
 * Examples:
 * Lu el se neta i pee ...
 * (translated into English: He cleans his feet.)
 * Mi se neti i pee ...
 * (translated into English: I clean my feet)
 * Mi me neti i pee ...
 * (translated into English: I clean my feet)

You can also make a reinforcement through the possessive adjective.
 * Examples:
 * Lu el se neta i sò pee ...
 * (translated into English: He cleans his feet)

In eastern Lombard:  Strong subject  + Reflexive particle "se" + ( Weak subject ) + Predicate + Direct object  + (Other complements)
 * Examples:
 * Lu se 'l neta i pee ...
 * (translated into English: He cleans his feet)

It must also be said that in Bergamasque dialect in reflexive form there are also specific obligatory weak subjects for the 1st person singular and the 2nd plural.

Typical structure (sentences in infinitive mood, gerund mood e imperative mood in 1st or 2nd person)
The reflexive form, in all dialects except Bregajot and Poschiavino is constructed by adding the reflexive pronominal particles in the form of a suffix (see module about pronominal particles).

In the Bregajot and Poschiavino dialects it is instead constructed as for the indicative, the subjunctive and the conditional moods.

Seemingly reflexive verbs
In Lombard there are verbs that are constructed as if they were reflexive, but actually they play the role of non-reflective verbs because the action is not transmitted to the subject but to a complement. They are usually intransitive but rarely can they even be transitive, for example cucàss, or even play the role of verb having a modal fonzion for example refudàss.

Interrogative form
The interrogative form is preserved in the Eastern dialects, in which a suffix is added to the verbs in interrogative form, but it was once also present in the Western ones.

The structure of different types of interrogative sentences has already been described within the module about the construction of the sentence.

title: Lombard/Verbal diathesis


text: Category:Book:Learning with Leap

title: Category:Book:Learning with Leap


title: User:Money-lover-12345/sandbox2


text:
User:Money-lover-12345/sandbox1

Original page: Blender 3D: Noob to Pro/Properties Window

The properties window lets you change many settings and properties relating to the current scene and selected objects. You can edit many options, including customizing materials and textures, controlling how your scene is rendered and at what quality, among many other things.

The properties window is divided into categories, which themselves group individual tabs. Each tab, in turn, groups a selection of properties and settings. For example, the World Properties tab, under the Scene category, lets you control the color and texture of the background of the scene (i.e. the sky), and allows you to add volumetric effects to the scene (i.e. fog or mist). Each tab has their own, unique, icon. Some tabs will even change depending on the type of object selected!

Active Tool and Workspace settings
As the name suggests, this simply configures the active tool (for example, the move tool) and various workspace settings (such as switching to object mode when a workspace is opened).

Render Properties
This tab lists settings that control the how the resulting render of a scene is displayed, such as performance-related settings, color management settings, and effects like motion blur. These settings will change depending on the render engine used, which can also be edited from this tab

Output Properties
This tab controls various settings that determing the output of a render. This includes resolution, frame rate, file format, among other

Scene Properties
This tab lets you choose which camera to use for rendering, change the units and edit the gravity settings for the current scene.

You can also select another scene to be a “background” for this scene. That is, all renders of this (foreground) scene will also include the contents of the background scene, as though they had been copied into this scene. While the background appears in the 3D viewport when editing this scene, none of its contents are editable, or even selectable; that has to be done in the background scene itself.

World Properties
This lets you change the environment of the scene. In this tab, you can edit the background color and texture (i.e. the sky color), and add volumetric effects such as fog or mist.

Collection Properties
This tab lets you control various collection settings, such as whether its contents are selectable, or whether it can be seen in render.

Object Properties
This tab lets you control general object properties, such as transformations (i.e. location, rotation, scale), parent-children obejct relationships, collections, and other. Note that even if you have multiple objects selected, these properties only control the active object, which is usually the last object selected.

Modifier Properties
This tab lets you add, edit, and remove modifiers. Object modifiers are operations that affect your object in a non-destructive way (i.e. it can always be reversed later). For example, adding the bevel modifier to a cube applies a bevel to the geometry of the cube, but you can adjust the bevel or remove the bevel whenever you like. Some object types, such as lights and cameras, can't have modifiers.

Visual Effects Properties
This tab lets you add visual effects to grease pencil objects, such as pixelation and blur effects. These effects treat the object like an image. Unlike modifiers, these can not be applied to the object.

Particle Properties
This tab lets you add particle systems to objects, which can let you create effects such as smoke, flames or sparks. Particles in Blender can also be used to generate hair or fur. Particles can be set to custom objects, to produce effects like blades of grass, water droplets on a wet surface, or even entire buildings to make up a large cityscape!

Physics Properties
This allows you to simulate real-world physics, such as simulating solid dice colliding with each other, or simulating how water in a cup reacts when you move it.

Object Constraint Properties
Constraints limit various object properties, such as the location, rotation, and scale of the object. These are usually to set animate objects, such as making the wheels of the bus rotate together.

Object Data Properties
These control settings specific to the object type such as text font, lamp settings, and camera settings. This is reflected in the icon, which changes according to the type of object selected.

Material Properties
The material settings for an object control its appearance, e.g. its colour, whether it has a shiny or dull surface, how transparent it is, and so on.

You can also control the material of an object using shader nodes.

Texture Properties
Textures in Blender used to control the surface of an object, alongside the materials. Nowadays, it has been replaced by the shader nodes, and is only used for texture painting.

title: User:Money-lover-12345/sandbox1


text:
User:RRistovski/vector-2022.css

.mw-content-container { max-width: 100vw !important; }

title: User:RRistovski/vector-2022.css


text: Template:JavaScript

title: Template:JavaScript


text:
JavaScript/Glossary

We try to keep consistency within the Wikibook when using technical terms. Therefore here is a short glossary.

title: JavaScript/Glossary


text:
Lombard/Relative clauses

The relative clause is a sentence included in the main one that serves to say something more than a noun or a pronoun of the main clause.

Relative clauses in which a name or pronoun of the main clause plays the role of the subject
... the rest of the main clause up to the name or the pronoun on which the relative clause is constructed..., + che + ( weak subject )* + Predicate, + ...the rest of the relative clause... + (the rest of the main clause)
 * * weak subject, often it is not put in the spoken form, however more or less mandatory depending on the dialect
 * Example (in Milanese dialect):
 * El March, che  l' è 'l fioeul del Giovann, l'è un bravo bagai
 * (transalted into English: Mark, who is the son of John, is a good boy)

 * or (more literary form)

... the rest of the main clause up to the name or pronoun on which the relative clause is constructed..., + el qual "m"/la qual "f" +  ( Weak subject )* + Predicate, + ...the rest of the relative clause... + (the rest of the main clause)
 * Example:
 * El March, el qual  l' è 'l fioeul del Giovann, l'è un bravo bagai
 * (translated into English: Mark, who is the son of John, is a good boy)

At the end of the day che, el qual, la qual, i quai are pronouns, called "relative pronouns".

Relative clauses in which a noun or pronoun of the main clause plays the role of the object complement
...the rest of the main clause up to the name or the pronoun on which the relative clause is constructed... + che + ( Strong subject ) + ( Weak subject )* + Predicate + ...the rest of the relative clause... + (the rest of the main clause)
 * * weak subject, often it is not put in the spoken form, however more or less mandatory depending on the dialect
 * Example (in Milanes dialect):
 * El liber che i bagai (i) hann legiud l'era interessant
 * (translated into English: The book that the boys read was interesting)

Relative clauses in which the subject or a complement of the main clause plays the role of the specification complement in the relative clause

 * (outspoken form)

... the rest of the main clause up to the name or the pronoun on which the relative clause is constructed... ' , + che el/la + possessive adjective1 + (Strong subject2 )  + ( Weak subject )* + Predicate + ...the rest of the relative clause...,' + (the rest of the main clause)
 * * weak subject, often it is not put in the spoken form, however more or less mandatory depending on the dialect
 * 1 the possessive adjective must agree with the noun to which the relative sentence refers;
 * 2 strong subject of the relative clause.

 * Example (in Milanese dialect):
 * L'om, che la soa otomobil    l' era stada brusada , l'era sgiamò pover
 * (translated into English: the man whose car had been burned was already poor)

 * or (more literary form)

... the rest of the main clause up to the noun or the pronoun on which the relative clause is constructed..., + ( Strong subject2 ) + del qual  "m" / de la qual "f" / di quai (pl.)  + ( Sogetto debole )* + Predicate, + ...the rest of the relative clause... + (the resto f the main clause)

 * Example (in Milanese dialect):
 * L'om,  l'otomobil  del qual l ' era stada brusada, l'era sgiamò pover
 * (Translated into English: The man whose car had been burned was already poor)

Relative clauses in which the subject or a complement of the main clause plays the role of the complement of term in the relative clause

 * (outspoken form)

...the rest of the main sentence to the noun on which the sentence is constructed... + che + ( Strong subject2  )  + ( Weak subject )* + ghe3   + Predicato + ...the resto f the relative clause... + (the rest of the main clause)
 * * weak subject, often not used in the spoken form, however more or less mandatory depending on the dialect
 * 2 strong subject of the relative clause.
 * 3 o ‘’ga’’ depending on the dialect.

 * Example (in Milanese dialect):
 * La tosa che gh’ hoo imprestad el liber l'è una bela fioeula
 * ( translated into English: The girl to whom I lent the book was a beautiful girl)
 * or (more lirerary form)

... the rest of the main clause up to the noun on which the relative clause is constructed... + al qual "m" / a la qual"f" / ai quai (pl.) + ( Strong subject2  )  + ( Weak subject )* + ghe  + Predicate + ...the rest of the relative clause... + (the rest  of the main clause)
 * Example:
 * La tosa a la qual gh' hoo imprestad el liber l'è ona bella fioeula
 * (translated into Italian: The girl I lent the book to was a beautiful girl)

 * (where “ghe” is the proniminal particle of third person singolar/plural that acts as  complement of term)

Relative clauses in which the subject or a complement of the main clause plays the role of the complement of topic in the relative clause

 * (outspoken form)

... the rest of the main clause up to the noun on which the relative clause is constructed... + che + ( Strong suject2  )  + ( Weak subject )* + Predicate + ...the rest of the relative clause... + (the rest of the main clause)
 * * weak subject, often not used in the spoken form, however more or less mandatory depending on the dialect
 * 2 strong subject of the relative clause.

 * Example (in Milanese dialect):
 * La tosa che te disevi l'è una bella fioeula
 * (Translated into English: The girl about whom I was telling you is a beautiful girl)
 * or (more literary form)

... the rest of the main clause up to the noun on which the relative clause is constructed... + del qual "m" / de la qual"f" / di quai (pl.) + ( Strong subject2  )  + ( Weak suject )* + ghe  + Predicate + ...the rest fo the relative clause... + (the rest of the main clause)
 * Example (in Milanese dialect):
 * La tosa de la qual te disevi l'è una bella fioeula
 * (Translated into English: The girl about whom I was telling you is a beautiful girl)

Relative clause in which the subject or a complement of the main sentence plays the role of the complement of companion in the relative clause
...the rest of the main sentence up to the name on which the relative sentence is constructed..., + che + ( Strong subject2  )  + ( Weak subject )* + ghe + Predicate + (direct object of the relative clause) + insema + ...the rest of the relative clause..., + (the resto f the main clause)
 * * weak subject, often not used in the spoken form, however more or less mandatory depending on the dialects
 * 2 strong subject of the relative clause.
 * Example (in Milanese dialect):
 * La tosa, che gh’ hoo parlad insema, l'è una bella fioeula
 * (Translated in English: The girl with that I spoke is a beautiful girl)
 * (outspoken form in the presence of modal verb)

...the rest of the main clause up to the noun on that the relative clause is constructed..., + che + ( Strong subject2  )  + ( Weak subject )* +  + Predicate + -gh + (direct object of the relative clause) + insema + ...the rest of the relativa clause..., + (the rest of the main clause)
 * * Weak subject, often not used in the spoken form, however more or less mandatory depending on the dialects
 * 2 strong subject of the relative clause.
 * Example (in Milanese dialect):
 * La tosa, che vorevi parlàgh insema, l'è una bella fioeula (where "ghe" is the adverbial particle as a complement of state in place)
 * (Translated into English: The girl I wanted to talk to is a beautiful girl)

 * or (more literary form)

...the rest of the main clause up to the noun on which the sentence is constructed..., + cont el qual "m" / con la qual"f" / coi quai (pl.) + ( Strong subject2  )  + ( Weak subject )* + ghe  + Predicate + ...the rest of the relative clause..., + (the rest of the main clause)
 * Example (in Milanese dialect):
 * La tosa, con la qual hoo parlad, l'è una bella fioeula
 * (Translated into English: The girl to whom I spoke is a beautiful girl)
 * La tosa, con la qual volevi parlà, l'è una bella fioeula
 * (Translated into English: The girl to whom I wanted to talk is a beautiful girl)

 * or (more authentic Lombard, since the previous is derived from Italian)

...the rest of the main clause up to the noun on which the relative clause is constructed..., + con che + ( Strong subject2 )  + ( Weak subject )* + ghe  + Predicate + ...the rest of the relative clause..., + (the rest of the main clause)
 * Example (in Milanese dialect):
 * La tosa, con che hoo parlad, l'è una bella fioeula
 * (Translated into English: The girl to whom I spoke is a beautiful girl)
 * La tosa, con che volevi parlà, l'è una bella fioeula
 * (Translated into English: The girl to whom I wanted to talk is a beautiful girl)

Relative clauses in which the subject or a complement of the main clause plays the role of the complement of state in place or motion to place in the relative clause
... the rest of the main sentence up to the name on which the relative sentence is constructed..., + indove + ( Strong subject2 )  +  ( Weak subject )* + Predicate + (direct object of the relative clause) + ...the rest of the relative clause + (the rest of the main clause)
 * * Weak subject, often not used in the spoken form, however more or less mandatory depending on the dialects
 * 2 strong subject of the relative clause.
 * Example (in Milanese dialect):
 * El post indove son stad l'era bell
 * (translated into English: The place where I have been was nice.)

or ...the rest of the main sentence up to the name on which the relative clause is constructed..., + che (relative pronoun) + ( Strong subject2  )  +  ( Weak subject )* + ghe (adverbial particle) Predicate + (direct object of the relative clause) + ...the rest of the relative clause... + (the rest of the main clause)
 * * Weak subject, often not used in the spoken form, however more or less mandatory depending on the dialects
 * 2 strong subject of the relative clause.
 * Example (in Milanese dialect):
 * El post che ghe son stad l'era bell
 * (translated into English: The place where I have been was nice)

Relative clauses in which the subject or a complement of the main sentence acts as a complement the relative clause (a complement other than the ones already been mentioned above)
The above forms called "more literary" are used, with their preposition depending on the complement.

 * Example (in Milanese dialect):
 * La reson per la qual scombatom l'è la liberazzion
 * (translated into English:The reason we fight for is liberation)

In case the verb of the relative clause is "vesser" (as in the case above) it is better to construct the sentences like this:
 * Verb "vesser" in the third person singular + preposition + nominal predicate in the literary form + che + verbo f the relative clause in the literary form (+ the resto f the relative clause)

That is, the example of before becomes:

 * A l'è per la liberazzion che scombatom

title: Lombard/Relative clauses


text:
Cookbook:Tortilla (omelet)

A Spanish tortilla or tortilla española is a variety of thick omelet. Potato is a traditional filling, but several varieties exist. It should not be confused with the flatbread called tortilla, which shares the same etymological root.

Recipes

 * Spanish Omelet
 * Tortilla Canaria
 * Tortilla de Patatas
 * Tortilla Española
 * Tortilla Española de Patatas

title: Cookbook:Tortilla (omelet)


text:
Wikibooks:Reading room/Proposals/2022/September

Global contributions + edit filters
The "Global Contributions" button at the bottom of Special:Contribs, when looking at an IP's contribs, links to a place that no longer exists. It works on meta though, just fine.

Also, it would be helpful if we could see the diff for an edit blocked by an edit filter, as in Wikipedia and meta. [I'm guessing admins can do this actually, so it isn't a problem].

I don't know if this is the correct place to propose these, but these are bordering "proposals" :). L10nM4st3r / Roar at me 21:40, 5 September 2022 (UTC)


text:
Sumerian/SimpleSigns

= Sumerian Cuneiform Simple Signs =

Here is a list of only the simple signs existing in Unicode of Sumerian Cuneiform.

For the full list see here: /List

Note: If you cannot see the three characters below spaced with hyphens, you may not be able to see some of the characters (or components of characters) on this page:

𒀀 - 𒍰 - 𒐀

= List =

title: Sumerian/SimpleSigns


text:
User talk:2001:FD8:22E0:326F:DC47:BC5C:95E8:C5E3

--SHB2000 (discuss • contribs) 10:52, 4 January 2023 (UTC)


text:
Piano Solo Music: An Encyclopedia/Composers born in the 19th century/Alexandrov, Anatoly

Compositions for piano solo by Anatoly Alexandrov

 * Ballade, op. 49 [YouTube]
 * Bashkir Melodies 1 - 9, op. 73 [YouTube]
 * Echoes of the Theatre 1 - 6, op. 60 [YouTube] [YouTube] [YouTube] [YouTube] [YouTube] [YouTube]
 * Elegy and Waltz, op. 89
 * Etudes 1 - 3, op. 31
 * Fugues 1 - 3, op. 100
 * Insights 1 - 2, op. 111 [YouTube]
 * Little Suite no. 1, op. 33 [YouTube] [YouTube] [YouTube] [YouTube]
 * Little Suite no. 2, op. 78 [YouTube]
 * Little Suite no. 3, op. 102
 * Miniature Pictures 1 - 4, op. 66 [YouTube]
 * Narratives 1 - 4, op. 48 [YouTube] [YouTube] [YouTube] [YouTube]
 * Pages from a Diary, book 1, 1 - 10, op. 94
 * Pages from a Diary, book 2, 1 - 10, op. 95 [YouTube]
 * Passages 1 - 2, op. 16a [YouTube]
 * Piano sonata no. 1 "Märchensonate", op. 4 [YouTube]
 * Piano sonata no. 2, op. 12 [YouTube]
 * Piano sonata no. 3, op. 18 [YouTube]
 * Piano sonata no. 4, op. 19 [YouTube]
 * Piano sonata no. 5, op. 22 [YouTube]
 * Piano sonata no. 6, op. 26 [YouTube]
 * Piano sonata no. 7, op. 42 [YouTube]
 * Piano sonata no. 8, op. 50 [YouTube]
 * Piano sonata no. 9, op. 61
 * Piano sonata no. 10, op. 72 [YouTube]
 * Piano sonata no. 11 "Sonata-Fantasia", op. 81 [YouTube]
 * Piano sonata no. 12, op. 87 [YouTube]
 * Piano sonata no. 13 "Märchensonate", op. 90 [YouTube]
 * Piano sonata no. 14, op. 97 [YouTube]
 * Pieces 1 - 2, op. 3 [YouTube]
 * Pieces 1 - 3, op. 27 [YouTube] [YouTube] [YouTube]
 * Pieces 1 - 8 "after Themes from Songs of the Soviet People", op. 46 [YouTube]
 * Pieces 1 - 4, op. 75 [YouTube]
 * Pieces from Incidental Music for Films 1 - 4, op. 92
 * Pieces 1 - 5, op. 110 [YouTube]
 * Poem, op. 9 [YouTube]
 * Preludes 1 - 6, op. 1 [YouTube]
 * Preludes 1 - 4, op. 10 [YouTube]
 * Romantic Episodes 1 - 10, op. 88 [YouTube]
 * Russian Folk Melodies, vol. 2, 1 - 10, op. 76
 * Suite-Fantasia, op. 51b
 * Visions 1 - 5, op. 21 [YouTube]


text:
Talk:AI Art Generation Handbook/Dreambooth

Face Training Note Base Model - V1.5 Scheduler DDIM

 * High learning rates and too many training steps will lead to overfitting. It only generate images from your training data, no matter what prompt is used.
 * Low learning rates and too few training steps will lead to underfitting . It unable to generate images according to the concepts.

Recommended Learning Rate : 0.000002 Training Steps : 1200

Constant with warmup

Use LORA : TRUE

use 8bit ADAM : TRUE Mixed Precision : fp16 Memory Attentions: xformers Text Encoders Epoch: -1

Total Number of Class/Reg Images : -1 (Need to have prior preservations)

Result: 7hrs VRAM Average Usage : ~9.8 VRAM


text:
Talk:History of wireless telegraphy and broadcasting in Australia/Topical/Publications/Australasian Radio World/Issues/1940 02

original text ?
Is there a source ? Are these original typos or OCR errors : !nterferes (interferes) / lo~alities (localities) / fafrly (fairly) Wisdood (discuss • contribs) 16:35, 4 January 2023 (UTC)


text:
Lombard/Verbs

The modern Lombard verbal system is more simplified than in the past, and also compared to Italian. The most striking difference compared to Italian is the absence of the distant past, which however has been preserved in some isolated variants until the mid-nineteenth century. Nowadays it is replaced by the past (constructed similarly to present perfect in English). The lack of a standard has prevented a precise and unambiguous codification of the verbal system: however, there are similarities between one local variant and an other. These are the main features of the Lombard verbal system:

 * The Lombard has four conjugations (as in Latin), which in the eastern and Tortonese variants descend to 3 (since the II fades into the III and IV).
 * There are the moods indicative, subjunctive, conditional, imperative, infinite and participle; gerund (recently introduced due to the influence of Italian) and the present participle are absent and are replaced periphrasis.
 * The auxiliary verbs are vesser e havé.
 * Simple tenses are the present indicative, the imperfect indicative, the future indicative, the present subjunctive, the imperfect subjunctive, the present conditional.
 * Some verbal persons (essentially the second and third singular, but in many cases also the third plural) are preceded by verbal personal pronouns (called “weak subjects” ).This feature is also common in all other Galloitalic languages and Venetian language.
 * In some more conservative dialects there is an interrogative formo f the verb.

Persons of the verb
As in other Romance languages (and in general in Indo-European languages), there are six verbal persons in Lombardy: first, second and third persons singular, first, second and third persons plural. In many dialects (especially Eastern, Valtellina and Ticino), the third person singular and the plural have the same ending.

Auxiliary verbs
In most cases, the Lombard compound tenses are combined with the similar auxiliaries as Italian (and, above all, other Galloitalic and Venetian languages). There are few differences: one of the main ones is found in verbs indicating atmospheric conditions (for example to snow, to rain, to hail).

 * it rained = l'ha piovud.
 * it snowed = l'ha fiocad.
 * it hailed = l'ha tempestad.

This also affected the local Italian spoken in Lombardy.

The Novarese area deserves special mention, where the auxiliaries are often reversed:

 * l'ha fait → l'è fait.
 * l'è stait → l'ha stait.

In the pages of the verbs on lombard wiktionary are indicated the auxiliary verbs to be used.

title: Lombard/Verbs


text:
Lombard/Negation

In modern Lombard the negation is always post-verbal (the only exceptions are the Bregaglia valley, some areas of Trentino and, in the recent past, some valleys of Canton Ticino and Ossola). This means that the negative particle must be placed always after the verb.
 * es.: mì parli minga = I don’t speak.

Negative forms
Negative sentences are those constructed with the negating adverb minga- or its dialectal variants or "nò". The construction of these sentences has been described in the module about the construction of the sentence while on the page Lombard/Adverbs#Negating adverbs are found the dialectal variants of the negating adverbs

Negative sentences are also those constructed with indefinite pronouns nagot or nothing - or its dialectal variants thereof - (nothing) and nissun - or dialect variants thereof - (no one, nobody).

For variants of negating adverbs of negation and of negating indefinite pronouns, go to see the Wiktionary in Lombard.

Use of the negative form

 * As will be described in the module about sentence construction, except for rare exceptions, negative particles (“minga” and “nò”) always occur after the verb. In compound tenses, they are placed between the auxiliary and the past participle (except for the negating pronouns i.e. nissun and negott, which are placed  after'' the past participle).
 * hoo minga podud, not hoo podud minga (in English I could not).
 * l'hoo mai sentud, not l'hoo sentud mai (in English I have never seen it).

Preverbal negative form
Cases of pre-verbal negation can be found in ancient literature and in some Alpine dialects.
 * mi no l'hoo mai vist

Adjectives in negative form
The particle minga can also be used, if placed before the adjective, to make it negative.

 * bell → minga bell (in English: beautiful → not beautiful)

title: Lombard/Negation


text: Talk:The implementation of E-Government/E-Government by country/Ukraine/Verkhovna Rada


text:
Lombard/Infinitive

The infinitive in Lombard has two tenses: present and past, the past is obtained as a compound tense of the present. The present tense has four endings:
 * I conjugation: -à, derived from the Latin -ĀRE.
 * II conjugation: -é, derived from the Latin -ĒRE.
 * III conjugation: -(er), derived from the Latin -ĔRE.
 * IV conjugation: -ì, derived from the Latin -ĪRE.

The Lombard infinitive can be substantiated.

title: Lombard/Infinitive


text:
User talk:2600:4040:A803:E00:8585:2A51:FEE6:8F77

Edgar Allan Poe has been deleted. This is Wikibooks not Wikipedia.--Xania   talk 01:40, 5 January 2023 (UTC)


text: User:FelisObscura

title: User:FelisObscura


text:
Wikijunior:Famous Inventors/Inventors in Transportation/Werner von Siemens

Link to Werner Von Siemens's Wikipedia entry

When, Where, and to whom was he or she born?
Werner Von Siemens was born December 13, 1816.

He was born in Lenthe, Germany.

What was his or her childhood like?
 Did You Know? He was the fourth of 14 children, and left school without any qualifications.
 * The SI unit of electrical conductance is named after him.
 * He invented the needle telegraph.
 * He invented the dynamo.

Why did this person become interested in science?
He intended to study at the Bauakademie Berlin but could not afford it.

Where did this person go to school?
Prussian Military Academy's School of Artillery and Engineering.

What problem did he or she uncover that needed solving?

 * 1) Urban passenger transport.
 * 2) Danish military naval blockade of Kiel in Germany.
 * 3) Inefficient telegraph communication.

What solutions had already been tried that did not solve the problem? Why wasn't it working?

 * 1) Horse-drawn tram. Horses required lots of maintenance.
 * 2) Sea mines
 * 3) Morse code telegraph

What did this person invent that solved the problem?

 * 1) The world's first electric elevator in 1880, the trolleybus and electric tram.
 * 2) Electrically-charged sea mines
 * 3) Pointer telegraph

How did the invention solve the problem?
For urban passenger transport the tram and trolleybus increased passenger capacity, energy efficiency and were zero emissions.

How has this inventor changed people and the world?
Widespread adoption of electric tram.

What happened to this inventor in the end?
He was enobled in 1888 then he died in 1892. His company Siemens persists as a global company.

If you could ask this inventor one question, what would you ask?
What he thinks of cars and sustainable urban transit today.

If you could bring this inventor to today and tell him or her one thing, what would you tell him or her about the effect of his or her invention?
Light rail is the modern incarnation of trams with multiple axles and bogies on individual carriages.


text:
360 Assembly/360 Instructions/SPM

SPM — Set Program Mask — Opcode 04 / Decimal 04 — 2 byte RR Instruction.

Format
SPM program_mask_register, unused

SPM 1, 0 (Register 1 would contain the new mask, note that only the first 4 bits will be used.)

Availability
The SPM instruction can be used on the 360, 370, 390, and System/Z.

Purpose of Instruction
The SPM instruction changes the program mask and so masking arithmetic exceptions against causing an interrupt.

 * Bit 0 - Integer overflow
 * Bit 1 - Decimal overflow
 * Bit 2 - Floating-point underflow
 * Bit 3 - Floating-point overflow

title: 360 Assembly/360 Instructions/SPM


text:
Chess Opening Theory/1. e4/1...c5/2. b3

=Snyder Variation= This opening is an interesting variation of the Sicilian. The idea is to fianchetto the dark-squared bishop on b2. The main continuation is /2...Nc6/ although many moves are possible.

Theory table
.

1.e4 c5 2.b3

title: Chess Opening Theory/1. e4/1...c5/2. b3


text:
Lombard/How to ask and express the weather

How to ask for the weather
Che (interrogative adjective) + temp + (weak pronouns of 3^ person singular) + 3^ persona al modo indicativo presente del verbo fà + ?
 * Example (in Milanese dialect)
 * Che temp el fà?


text:
User talk:207.144.220.8

--Xania   talk 00:57, 6 January 2023 (UTC)

title: User talk:207.144.220.8


text:
User talk:216.200.134.106

--Xania   talk 01:09, 6 January 2023 (UTC)

title: User talk:216.200.134.106


text:
Talk:Raku Pottery

Suitability for wikibooks
Is this within the scope of Wikibooks? It only consists of a few external links, some of which are broken. I think it needs to be developed or discarded. Thoughts? —Kittycataclysm (discuss • contribs) 01:48, 6 January 2023 (UTC)

 * Agreed, unless a subject matter expert comes along, I'm not sure there is much point in this wikibook. That said, if someone did develop it, it may prove to be an interesting subject. Mbrickn (discuss • contribs) 03:32, 26 February 2023 (UTC)

title: Talk:Raku Pottery


text:
User talk:175.157.85.138

--Xania   talk 04:51, 6 January 2023 (UTC)

title: User talk:175.157.85.138


text: Talk:Introduction to Computer Information Systems


text: Talk:The implementation of E-Government/E-Government by country/Ukraine/State Treasury


text:
Minecraft/Gunpowder

Gunpowder is used in crafting and in potion brewing.

Obtaining
Gunpowder is dropped from creepers and ghasts. You can also find gunpowder in most naturally generated chests.

Use
When brewed with potions, the potions turn into splash potions, which can be thrown to effect multiple players and/or monsters. This is good for negative potions like poison and slowness.

title: Minecraft/Gunpowder


text:
Lombard/Participle

 * In Lombard there is no present participle (however it was introduced as Italianism in some dialects) but just its periphrases.
 * paying = che 'l paga. (“that pays” that it the periphrasis that plays the role of the present participle that would be instead “pagant”)
 * The past participle, on the other hand, exists and is widely used (especially to form compound tenses, but also as an adjective).

Formation of the regular past participle
As for spelling, the formation of the past participle in New Lombard Orthography has already been described in the module about the orthography. However, the pronunciation of the ending differs from one dialect to another. To know the pronunciation IPA in the various dialects please refer to the appendices of the wiktionary in Lombardy:

Western lombard
→First conjugation →Second conjugation →Third conjugation →Forth conjugation

Eastern Lombrd
→First conjugation →Third conjugation →Forth conjugation

Irregular past participles
►► vedi ►► Lombard/Irregular verbs

title: Lombard/Participle


text:
Lombard/Present Indicative

Here are the endings to be added to verbs to conjugate the regular verbs. As an example, the verb "vardà" for the first conjugation, "creder" for the second conjugation (in the present indicative the third conjugation is like the second one) "finì" for the fourth incoative conjugation, "dormì" for the forth non-incoative conjugation are shown.

Other dialects
See the appendices to the wiktionary in Lombard:

Western Lombard
→First conjugation →Second conjugation →Third conjugation →Forth conjugation not incoative →Forth conjugation incoative

Eastern Lombard
→First conjugation →Third conjugation →Forth conjugation

title: Lombard/Present Indicative


text:
Lombard/Past Indicative

In Lombard, the distant past became extinct during the 19th century. Nowadays it is replaced by the past built similarly to the English present perfect (present indicative of the auxiliary verb + past participle). The auxiliary verb is vesser (conjugation) for reflexive and most of intransitive verbs, havè (conjugation) for transitive verbs.

 * I sang => Mi hoo cantad.

title: Lombard/Past Indicative


text:
Lombard/Past Perfect Indicative

It is built like this:

 * Indicative imperfect of the auxiliary verb + past participle

 * The auxiliary verb is vesser (coniugation) for reflexive verbs and for most of intransitive verbs, havé ( coniugation) for transitive verbs.

Example:
 * I had sung => Mi havevi cantad.

title: Lombard/Past Perfect Indicative


text:
Lombard/Imperfect Indicative

Here are the endings to be added to verbs to conjugate the 'regular verbs'. The verb "vardà" for the first conjugation, "creder" for the second one (the third conjugation is like the second one, in the imperfect indicative) and "finì" for the fourth one are shown as examples.

Other dialects
See the appendices to the wiktionary in Lombardy:

Western Lombard
→First conjugation →Second conjugation →Third conjugation →Non-incoative forth conjugation →Incoative forth conjugation

Eastern Lombard
→First conjugation →Third conjugation →Forth conjugation

title: Lombard/Imperfect Indicative


text:
Lombard/Simple Future Indicative

Here are the endings to be added to verbs to conjugate the regular verbs. The verb "varda" for the first conjugation is shown as an example (the second and the third conjugations are like the first in future indicative in Milanese dialect),"finì" for the fourth incoative conjugation, "sentì" for the fourth non-incoative conjugation.

Other dialects
See the appendices in the wiktionary in Lombard:

Western Lombard
→Prima conjugation →Seconda conjugation →Terza conjugation →Quarta conjugation non incoativa →Quarta conjugation incoativa

Eastern Lombard
→Prima conjugation →Terza conjugation →Quarta conjugation

title: Lombard/Simple Future Indicative


text:
User:Mgsykora/Collections/test

XXX Test WIkibook

 * Main Page

title: User:Mgsykora/Collections/test


text:
Lombard/Present Subjunctive

Here are the endings to add to the verbs to conjugate the regular verbs. The verb "vardà" for the first conjugation, "creder" for the third one (in present subjuntive the second one is conjugated like the third one), "finì" for the forth incoative one and dormì for the forth inon incoative are shown as examples.

Other dialects
Please refer to the appendices of the Lombard-language Wiktionary:

Western Lombard
→Prima conjugation →Seconda conjugation →Terza conjugation →Quarta conjugation non incoativa →Quarta conjugation incoativa

Eastern Lombard
→Prima conjugation →Terza conjugation →Quarta conjugation

title: Lombard/Present Subjunctive


text:
Lombard/Imperfect Subjunctive

Here are the endings to be added to verbs to conjugate the regular verbs. As an example, the verb "vardà" for the first conjugation, "creder" for the third conjugation (in the present indicative the third conjugation is like the second one) "finì" for the fourth incoative conjugation, "dormì" for the forth non-incoative conjugation are shown.

Other dialects
See the appendices to the wiktionary in Lombardy:

Western Lombard
→First conjugation →Seconda conjugation →Third conjugation →Forth conjugation non incoativa →Quarta conjugation incoativa

Eastern Lombard
→First conjugation →Third conjugation →Forth conjugation

title: Lombard/Imperfect Subjunctive


text:
Lombard/Present Conditional

Here are the endings to be added to verbs to conjugate the regular verbs. The verb "varda" for the first conjugation is shown as an example (the second and the third conjugations are like the first in future indicative in Milanese dialect),"finì" for the fourth incoative conjugation, "dormì" for the fourth non-incoative conjugation.

Other dialects
See the appendices to the wiktionary in Lombardy:

Western Lombard
→First conjugation →Second conjugation →Third conjugation →Forth non-incoative conjugation →Forth incoative conjugation

Eastern Lombard
→First conjugation →Third conjugation →Forth conjugation

title: Lombard/Present Conditional


text:
Lombard/Present Imperative

Here are the endings to be added to verbs to conjugate the regular verbs. The verb "vardà" for the first conjugation, "vedé" for the second one (the third conjugation is like the second one, in the imperfect indicative), "finì" for the fourth incoative one, "dormì" for the foeuth non-incoative one are shown as examples.

Other dialects
See the appendices to the wiktionary in Lombardy:

Western Lombard
→First conjugation →Second conjugation →Third conjugation →Forth non-incoative conjugation →Forth incoative conjugation

Eastern lombard
→Firstconjugation →Third conjugation →Forth conjugation

title: Lombard/Present Imperative


text:
User talk:205.137.37.140

--Xania   talk 00:38, 7 January 2023 (UTC)

title: User talk:205.137.37.140


text:
Chess Opening Theory/1. e4/1...e5/2. Nc3/2...Nf6/3. f4/3...Nc6

=Trash Variation (Vienna Gambit)= Black's move is a mistake. White should now play /4. fxe5/, practically forcing Nxe5, after which White will play /5. d4/ followed by 6. e5.

Theory table
.

1. e4 e5 2. Nc3 Nf6 3. f4 Nc6


text:
Lombard/Hypothetical construction

The hypothetical construction: comparison between English and Lombard
In Lombard, as in English there is the hypothetical period, the correspondence between the verb tenses used in Lombard and in English is shown in the table below.

 * Note

Other forms for the second type hypothetical construction
Instead of Imperfect Subjunctive in de if-clause you can also use constructions like:

 * (1) Imperfect Subjunctive of the verb "vesser" + de + verb in the infinitive form

or
 * (2) Imperfect Subjunctive of the verb "havégh" + de + verb in the infinitive form
 * Note

 * Examples (in Milanese dialect):
 * (1) se fussi de trovàll, ghe parlaria mi
 * (If I were to find him I would talk to him)
 * (2)se gh'havessi de trovàll, ghe parlaria mi
 * (If I were to find him I would talk to him)

Eventually the hypothetical period can be realized without if by using instead al (or its dialectal variants) + infinitive. This construction is confined to cases where the hypothesis concerns something that could happen and not something that could be in a certain way and when the subject (implied) of the hypothetical clause coincides with that of the main one.

 * Example (in Milanese dialect):
 * (3) al trovàll, ghe parlaria. (If I happened to find him, I would talk to him / When I find him, I 'll talk to him.)

 * in which "al + verb in the infinitive form" is equivalent to saying "the moment the subject of the main sentence happened to + verb in the infinitive form'".

title: Lombard/Hypothetical construction


text:
JavaScript/Modules

In the early days of JavaScript, scripts were relatively small. In many cases, the complete functionality resides in a single JavaScript file. Over time requirements and solutions grow significantly. Mainly, often-used functionalities are shifted into separate files. With this growth of complexity, the danger of unwanted side effects grows as well, and the need for modularisation of source code gets obvious.

No modules
The original JavaScript syntax - which is valid until today - does not know borders between source code written in different files of scripts. Everything is known everywhere, regardless of the file organization. The following example shows that the two functions are known from within HTML and from each other. One can call the other.

When the HTML page is loaded, both  parts are read by the browser; hence two   messages are shown. After clicking the button,  is called, which invokes.

The same behavior occurs when you transfer the scripts to external files and refer them via

To avoid the possibility of unwanted side effects from one function to another or from one file to another, diverse forms of modularisations have been developed.

ECMAScript modules (ES modules)
Since ECMAScript 2015 (ES6), the standard defines a syntax for modules and their behavior. Most browsers support it natively without any additional library.

Concerning HTML, the syntax changes slightly. The  element must be extended by the type attribute. This declares a file or an inline script to be a module. Afterward, its internal classes, functions, variables, ... are no longer visible to other inline scripts, files, or HTML. In the following example, a click on the button results in an error message because the inline script with its function function_1 is treated as a module.

Due to security reasons, it's complicated to create an example with pure inline scripts. We use an example with an external file. When testing, create this file as shown in the following inline script.
 * When the HTML page is loaded, it shows an alert message (line 7).
 * The external file function_1.js publishes its function function_1 to the public (line 16). All other functionality keeps hidden (in this simple example, there is no other functionality).
 * The function function_1 gets imported to the inline script (line 5).
 * We add the event listener via  to the button (line 10). The event listener consists of an anonymous function that calls   (in the external file). In line 10, the event listener is only declared; at this moment, it is not called.
 * The "use script" statement gets superfluous because modules always act in strict mode.

In essence, the ES6 module syntax consists of the two statements  and. is used in the publishing module to make some of its classes, functions, or variables publically available. is used in the calling script to get access to those objects.

Nodejs modules (CommonJS)
Web servers are not steered by HTML elements. Therefore they use to have a different technique to make the decision about which JS scripts they have to tread as modules and which not.

The popular Web server node.js supports the export/import syntax of ES modules. But its default module system is different. It's called CommonJS.

To tell node.js which syntax you use, an additional line must be added to the project's  file. leads to the ES module syntax. An alternative way is the use of the extension '.mjs' instead of '.js' for file names. A  line (respective no definition) leads to the node.js specific syntax CommonJS.

Within CommonJS exports are done with  (please note the additional 's') and imports with the   statement. An example:

title: JavaScript/Modules


text:
Lombard/Continuous construction

The progressive form or continuous construction is used to indicate an action that takes place over a continuous time which can be either present, past or future. It is constructed as follows:

 * vesser adree a * + Infinitive a

* the verb "vesser 'dree a" ("adree" is often abbreviated as 'dree) is conjugated to the mood and tense typical of the action or event.

a Infinitive of the verb that indicate the action.

 * Notes on variants

 * In Novarese dialect the variant drera is used.

title: Lombard/Continuous construction


text:
Lombard/Possessive pronouns

The possessive pronouns are obtained by putting the article to the corresponding possessive adjective.
 * Examples:

 * El mè (in dialect Milanese)
 * El tò (in dialect Milanese)
 * and so on

Note

title: Lombard/Possessive pronouns


text:
Talk:MUMPS Programming/simple input and output

Unexpected white space after Write and Read statments
Thanks for starting this book on MUMPS.

There is some unexpected kind of white space character after quite a few of the statements in the sample program. Say after the W in the line  and on other lines too. These prevent the code from being copied and pasted into a file and compiled directly. The odd white spaces ought to be removed from the sample code so that visitors can compile the code without further modification and head scratching. -- Larsnooden (discuss • contribs) 12:57, 7 January 2023 (UTC)


text:
Lombard/Indefinite pronouns

The table below shows the masculine of indefinite pronouns, for the feminine go to see the Wiktionary in Lombardy.

title: Lombard/Indefinite pronouns


text:
Wikijunior:Languages/Malay

What writing system(s) does this language use?
Malay traditionally uses the Jawi script, which is a variation of the arabic script. Currently, it also uses the Latin alphabet.

Where is this language spoken?
It's spoken commonly in Malaysia and Singapore. 2 variations of it, known as Bahasa Indonesia and Bahasa Brunei, are spoken in Indonesia and Brunei respectively.

What is the history of this language?
According to historical sources, this language was spoken in the Champa Empire in Southeast Asia at around the 2nd century. It was influenced by Sanskrit. It was originally from Sumatera, Indonesia and spread around Southeast Asia. It has so many loanwords borrowed from other languages, like Chinese, Tamil, Portuguese, Dutch, English, Arabic and Sanskrit.

Who are some famous authors or poets in this language?
Tun Sri Lanang, who recorded the history of the Johor Sultanate under the orders of the Sultan Alauddin Riayat Shah II.

Zaa'ba, who modernized this language around the 19th century.

What are some basic words in this language that I can learn?
Basic Greetings

 * Selamat pagi! (Good morning!)
 * Selamat tengah hari! (Good afternoon!)
 * Selamat malam! (Good evening!)
 * Apa khabar? (How are you?)
 * Khabar baik. (I'm fine.)
 * Selamat tinggal! (Goodbye!)
 * Jumpa lagi! (See you later!)

Simple Words

 * Ya (Yes)
 * Tidak (No)
 * kucing (cat)
 * anjing (dog)
 * matahari (sun)
 * bulan (moon)
 * gambar (picture)
 * hati (heart)
 * kereta (car)
 * makan (eat)
 * minum (drink)
 * pergi (go)
 * datang (come)
 * nasi (rice)
 * kampung (village)
 * bandar (city)
 * sini (here)
 * sana (there)
 * situ (there over there)
 * saya (I)
 * kamu (you)

Numbers

 * satu (1)
 * dua (2)
 * tiga (3)
 * empat (4)
 * lima (5)
 * enam (6)
 * tujuh (7)
 * lapan (8)
 * sembilan (9)
 * sepuluh (10)

Courtesies

 * Minta maaf. (Excuse me.)
 * Terima kasih. (Thank you.)
 * Maaf. (Sorry.)
 * Bolehkah saya...? (May I...?)

title: Wikijunior:Languages/Malay


text:
Mirad Grammar/Acronyms and Abbreviations

Acronyms

 * Here are some common acronyms in Mirad. Note that in the pronunciation of the Mirad acronyms, the final syllable is stressed.

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

! colspan=3| MIRAD !! colspan=2| ENGLISH ! ACRONYM !! PRONUNCIATION || EXPANSION !! ACRONYM !! EXPANSION
 * + Acronyms
 * UA || u-A || Uyanmela Anx || EU || European Union
 * ZUYX || zu-u-yu-XU || Zamera Umimag Yantexdraf Xob || NATO || North Atlantic Treaty Organization
 * ZKY || zu-ki-YU || Zea Kotuunyan Yuxlam || CIA || Central Intelligence Agency
 * DXV || da-xu-vu || Doebyana Xab bi Vyankex|| FBI || Federal Bureau of Investigation
 * AD || a-DA || Anxwa Doobi || UN || United Nations
 * ZN || zu-NI ||Zyamira Neaf||WWW || World Wide Web
 * DMD || da-mi-DA || Doebyana Papen Dib || FAA || Federal Aviation Administration
 * OTT || o-to-TO || Oyeb t ayosa Teatien || ESP || Extrasensory Perception
 * UMY || u-mi-YU || Uyanmela Mom Yuxlam || ESA || European Space Agency
 * GZJ || ge-zu-JI || Grinwic Zea Job || GMT || Greenwich Mean Time
 * XN || xu-NI || xag nagonxen || FM || frequency modulation
 * YY || yu-YU || yizyalza || UV || ultra violet
 * }
 * DMD || da-mi-DA || Doebyana Papen Dib || FAA || Federal Aviation Administration
 * OTT || o-to-TO || Oyeb t ayosa Teatien || ESP || Extrasensory Perception
 * UMY || u-mi-YU || Uyanmela Mom Yuxlam || ESA || European Space Agency
 * GZJ || ge-zu-JI || Grinwic Zea Job || GMT || Greenwich Mean Time
 * XN || xu-NI || xag nagonxen || FM || frequency modulation
 * YY || yu-YU || yizyalza || UV || ultra violet
 * }
 * XN || xu-NI || xag nagonxen || FM || frequency modulation
 * YY || yu-YU || yizyalza || UV || ultra violet
 * }
 * YY || yu-YU || yizyalza || UV || ultra violet
 * }

Abbreviations

 * Here are some common abbreviations in Mirad, along with their pronunciation. You will notice that abbreviations are a series of syllables and the last one is stressed.
 * {| class="wikitable sortable" style="background: lightyellow; font-size:smaller;"

! colspan=3|MIRAD!!colspan=2|ENGLISH ! Abbreviation !! Pronunciation !! Expansion !! Abbreviation !! Expansion
 * + Acronyms
 * a.g. || a-GE || ay gelasi || etc. || etcetera
 * a.h. || a-HE || ay hyusi || et al. || et alia
 * d.d. || da-DA || diwe dudu || RSVP || répondez s'il vous plaît
 * g.i. || ge-I || gwa ig || ASAP || as soon as possible
 * d.d.w. || da-da-WU || dodelwo || TBA || to be announced
 * jaZ || ja ZU || ja zemaj || AM || ante meridiem
 * joZ || jo ZU || jo zemaj || PM || post meridiem
 * n.j.p.|| ni-ji-PO || nazdwa jwob bi puen || ETA || estimated time of arrival
 * v.b. || vu-BA||voy beyafwe || n/a || not applicable, not available
 * g.t.g. || ge-to-GE || gay tyawa gel || aka || also known as
 * }
 * jaZ || ja ZU || ja zemaj || AM || ante meridiem
 * joZ || jo ZU || jo zemaj || PM || post meridiem
 * n.j.p.|| ni-ji-PO || nazdwa jwob bi puen || ETA || estimated time of arrival
 * v.b. || vu-BA||voy beyafwe || n/a || not applicable, not available
 * g.t.g. || ge-to-GE || gay tyawa gel || aka || also known as
 * }
 * v.b. || vu-BA||voy beyafwe || n/a || not applicable, not available
 * g.t.g. || ge-to-GE || gay tyawa gel || aka || also known as
 * }
 * }


text:
User talk:NuclearJägerBomb

Recent edits
—Kittycataclysm (discuss • contribs) 03:50, 8 January 2023 (UTC)

title: User talk:NuclearJägerBomb


text:
User:The0Quester/sandbox

Warning: As this textbook is based on a 24-volume encyclopedia from 1981, it may contain some dated information that will no be valuable today.

Message from the Editors
Our message is addressed to both children and parents, because we believe that both will share the teachings that this work provides, and because it is very likely that the former will need parental help from time to time to understand the meaning of some word or idea.

My First Encyclopedia was designed with today's children and youth in mind. eager for knowledge to take them and the virtue of this work is that it provides them with the unparalleled opportunity to acquire that knowledge in a simple and enjoyable way, devoid of unnecessary erudition, but with truthfulness, clarity and precision.

Here are some essential facts you should know about My First Encyclopedia:
 * 1) My First Encyclopedia contains articles that will be extremely useful to elementary and secondary school students. Its 24 volumes are illustrated with more than 1,500 drawings, photographs and cartoons. This circumstance will lead to children who are just beginning to read to be attracted to the study of the various topics presented. Cartoons, in particular, have a specific purpose: to provide entertainment with funny scenes involving the likeable Walt Disney characters.
 * 2) My First Encyclopedia comprises 900 articles on nature, outer space, sports, science, history, government, and many other topics of interest, all prepared to be useful during the formative years of the learning process. Perhaps those children who are in the first years of primary school; but we are sure that they will be interested in them as they advance in their studies.
 * 3) Each article is preceded by a symbol is preceded by a symbol that is intended to help the reader organize their knowledge and classify it into categories, instead of just memorizing it. The 24 volumes begin with a list of the symbols used in the work.

My First Encyclopedia was prepared by specialists in the field of child and youth education. The articles were written by people specialized in presenting the most complex topics of knowledge simply and clearly, without sacrificing essence or accuracy. The texts and illustrations have been carefully reviewed by experts in each subject.

We are certain that My First Encyclopedia will encourage children and young people to form the wonderful habit of study, and will lead them along the path, always well rewarded, of knowledge.

What are the symbols for?
Each of the My First Encyclopedia articles is preceded by a symbol. The symbols are pedagogical aids whose function is similar to that of highway signs: they indicate where you are going, in this case, when you start reading an article. For example, if you refer to the article titled Python, the corresponding symbol tells you that python is a reptile belonging to a zoological group that includes lizards, turtles, and snakes. In this way, the symbols help you to classify and organize in your mind the information that this work provides you.

Amphibians • Ancient History •  Animal behavior •  Art and literature •  Birds •  Communications •  Dinosaurs •  Economics • Entertainment • Famous people •  Fish •  Flowers and plants •  Human behavior •  Human body •  Insects •  Mammals •  Modern History •  Music •  Outer space •  Planet Earth •  Pond and ocean life •  Religions •  Reptiles •  Science •  Sports •  Transportation •  Trees •  World affairs

Book (1606) - The Noun Project.svg Modern Art
Modern art is art produced by artist who try to find new techniques to express their ideas and feelings about the world. The modern art movement began mainly in Paris in about 1850. Artists rebelled against the strick rules of composition and coloring and the realistic approach of traditional art. They began to experiment with new ways of seeing reality. In the 1870s, impressionist artists such as Claude Monet painted fleeting moments in time and often used vivid colors. Postimpressionist such Paul Cézanne also experimented with new ways of seeing objects. Cézanne thought of nature as being composed of simple geometric forms. Cézanne's ideas pointed the way to cubism. Cubist artists such as Pablo Picasso painted objects as flat shapes seen from different angles. Cubism led eventually to abstract expressionism. Abstract expressionists did not try to paint realistically. They expressed their ideas or feelings in a painting through color, form and design.

Drama Masks.svg Modern Dance
Modern dance allows dancers to move freely and naturally, instead of the formal patterns and steps of classical ballets. Modern dance began late in the 19th century. Modern dancers wanted to express their ideas with greater freedom than formal classical ballet permitted. One of the first modern dancers was Isadora Duncan. Shew wore loose robes and danced barefoot. Her movements were free and flowing. Another modern dancer, Ruth St. Denis, became known for her use of Oriental dance movements and costumes.

Escallop.svg Mollusk
Mollusks are invertebrate animals. They have soft bodies with no bones. Most mollusk have hard shells. There are more than 100,000 species of mollusks and they can be found all over the world. One group of marine mollusks called bivalves have two hinged shells than snat shut. Clams and oysters are bivalves. Mollusk have a thin mantle, or fold of tissue, over their bodies. In mollusks with shells, the outer surface of this mantle secretes the material that forms the shell.

Money - The Noun Project.svg Money
Money is anything that is generally accepted as payment for goods and services. In modern life, money consists of coins, currency or paper money, and cheeks. Coins and currency are created by governments. Without money, people would have to trade, or barter, with each other directly, exchanging the goods or services they had for those they needed. At various times, people used such things as shells, cattle, and salt as money. The first coins were probably used in Asia Minor about 700 B.C but people still bartered, and coins did not come into common use until the late Middle Ages. Paper money was not commonly used until the 17th century.

Leono (Zodiako).svg Monkey
Monkeys are mammals that belong to a group of animals called primates. Apes and man are two other kinds of primates. There are two major groups of monkeys, Old World and New World. Old World monkeys live in Asia and Africa. New World monkeys live in southern Mexico and Central and South America. Most kinds of monkeys live in forests in tropical climates. Nearly all kinds have tails, unlike apes. Many kinds can grasp and hold things with them. Monkeys are intelligent, but not as intelligent as apes they are agile and can grip branches with their feet and hands. But they do not swing from branches as apes do. Most monkeys eat fruits and plants. Some eat meat and insects.

ThSpaceflightPortalIcon.svg Moon
The Moon is a large natural satellite that revolves around the Earth. It has a diameter of about 2,160 miles (3,475 km). The Moon travels around the Earth in a egg-shaped orbit. When it is nearest to the Earth it is 221,463 miles (356,334 km) away. From new Moon to new Moon, it takes the Moon 29 days, 12 hours, and 44 minutes to circle around the Earth. It takes the Moon this same amount of time to spin around once on its own axis. For this reason the same half of the Moon always faces the Earth.

ThSpaceflightPortalIcon.svg Moon Exploration
Exploration of the Moon began in ancient times when ancient astronomers observed eclipses and studied the phases of the Moon. Early in the 17th century, men viewed the Moon through telescopes for the first time. As telescopes became more powerful, astronomers learned more about the Moon's physical features. Other scientists, including Isaac Newton, explained the Moon's motions and shape. But a great new era of Moon exploration began with the Space Age. The Soviet Union sent the first spacecraft to the moon in 1959. In 1964, an American satellite, Ranger 7, sent back the first close-up photos of the Moon. Other Russian and American spacecraft landed on the Moon and sent back information. In July 1969, two American astronauts became the first men to walk on the Moon. They brought back samples of Moon rocks. Their measurements of the Moon's vibration showed that inside of the Moon may be hot and soft.

Leono (Zodiako).svg Moose
Moose are the largest members of the deer family. They live in the forests of Canada and Alaska, the Rocky Mountains in the northwestern United States, and the northern regions of Europe and Asia. The male or bull moose has huge, branching antlers that may be 61/2 feet (2.0 m) across. Moose may gather in small herds, but they tend to live alone. During mating season, males fight each other with their antlers. Moose are now protected from hunters by law in some countries. In Europe, moose are called elk. In North America, the name elk refers to another species of deer.

title: User:The0Quester/sandbox


text:
User talk:173.95.56.138

Warning
—Kittycataclysm (discuss • contribs) 14:30, 8 January 2023 (UTC)

title: User talk:173.95.56.138


text:
User talk:137.44.1.153

Recent edits
—Kittycataclysm (discuss • contribs) 15:52, 8 January 2023 (UTC)

title: User talk:137.44.1.153


text:
User:MdsShakil/common.js

mw.loader.load('https://meta.wikimedia.org/w/index.php?title=User:Ле_Лой/Lacmus.js&action=raw&ctype=text/javascript');

title: User:MdsShakil/common.js


text:
Cookbook:Quenelle

A quenelle, originally referring to a variety of dumpling, has evolved to mean an ovular or football/rugby ball-shaped scoop of soft food. Many soft foods can be shaped into quenelles, including dumpling mixtures, ground meat, mousse, ice cream, whipped cream, and more.

Technique
There are two main ways to shape a quenelle. In the first, use a spoon to pick up a scoop of the food, then pass it back and forth between two spoons to smooth and shape it into an ovular solid. The second method requires the cook to glide a single spoon over the surface of the food to shape the quenelle in one fluid motion. The second method usually produces smoother quenelles than the first.

title: Cookbook:Quenelle


text:
Cookbook:Ice Cream Machine

An ice cream machine or ice cream maker is a piece of equipment that chills and churns an ice cream base mixture into the final frozen product.

Types
All ice cream machines work on the same basic principle. The liquid ice cream base is first transferred to a chilled canister with a paddle. Then, either the canister or the paddle rotates, which churns the ice cream base to keep ice crystals small and incorporate air into the final product.

Power
The power used to rotate the canister or paddle can either come from a motor or by turning a crank by hand.

Cooling mechanism
Three main ways to cool the canister exist. The most traditional method involves packing the canister in a container of ice mixed with salt. A newer method common in household ice cream machines involves a canister whose walls are filled with a coolant solution—this canister needs to be thoroughly pre-frozen in a standard freezer before use. A third method uses a compressor to self-chill the canister and requires only electric power.

title: Cookbook:Ice Cream Machine


text:
Cookbook:Crouton

Croutons are small chunks of dried bread that are toasted or baked until crisp.

Characteristics
The chunks of bread may be regular in shape (e.g. cuboid) or irregularly torn. Size-wise, they should ideally fit on a fork so that they are easily picked up as a part of a dish. They may be made from a variety of breads and seasoned with a variety of herbs and other flavorings, such as cheese, garlic, and tomato. Delicate breads, like brioche, will make delicate, powdery croutons, and vice versa. Sweet croutons are rare but not unheard of.

Selection and storage
Croutons may be purchased from a store or homemade, though the general consensus is that homemade croutons have better flavor. In terms of storage, croutons should be kept in an airtight container at room temperature. Croutons made with butter will go rancid sooner than those made with oil.

Preparation
Croutons are quite easy to make. Simply cut or tear your desired bread into bite-size pieces, toss with oil and seasonings as desired, and toast on a baking sheet at 350°F (180°C). You don't want the croutons to be fully dry all the way through while toasting, since they will harden once cooled. You can also make croutons in a skillet, but you have to pay more attention to them to prevent burning.

Use
Croutons are most commonly used to add texture to dishes like salads and soups. They can also be used to make stuffing or savory bread puddings.

title: Cookbook:Crouton


text:
User talk:2601:2C4:0:8910:541B:4C5A:8917:62CD

--Xania   talk 02:33, 9 January 2023 (UTC)


text:
User talk:Eat my baIIs

ok im sorry
@Xania im sorry, you seem to be going through a hard time, youre the wrong person for me to troll. Eat my baIIs (discuss • contribs) 04:33, 9 January 2023 (UTC)

title: User talk:Eat my baIIs


text:
User:Deekshamehta94/sandbox

It is intimated that the maintenance work is executed on the regular basis to maintain the NH-154. In this regard, the alignment of package IV i.e. Chauntra to Padhar (KM140/625 to KM 180)   has already been finalized by NHAI, HQ, and DPR is under revision and Land acquisition is yet to be completed. ‘’

title: User:Deekshamehta94/sandbox