text:
Brewing/Foreword

Beer making has a long and varied history throughout the world. From individuals making a couple of cases at home in the kitchen to large industrial sites that produce hundreds of cases per hour. That you want to home brew says that you have tried a couple of different beers and thought you would like to taste something different, or that you could do better. Don't worry! Homebrewing isn't that hard. It does require patience and some attention to detail. But don't stress out. As homebrewing legend Charlie Papazian famously puts it: Relax, Don't worry, have a homebrew!

Below you will find a collection of articles discussing the different aspects to homebrewing. Feel free to look through them.

Foreword to the Student
Welcome to the world of home beer brewing! This wikibook aims to help you, the student, become a well rounded and versed master home brewer. It is recommended that you use this book as part of a class led by an experienced instructor, who can lead you through the book and assist you in practical application of the information contained therein. However, determined students will certainly be able to use this material to be their own instructor, and in such case, you should probably read the instructor foreword. Beer brewing is an exciting and mind opening process, and will allow you to refine your tastes for beer by better understanding the hows, the whys, and the history of beer production.

Foreword to the Instructor
As an instructor, you are carrying on an ancient tradition. It is imperative that you impart your charge with as much appreciation and as much enthusiasm for beer making as you should have. This book aims to be a complete discourse on the entire beer making process, and to avoid repeating identical material it has been organized in a "grain to stein" fashion. Unfortunately, this organization will prove to push too much information too soon to entice a beginner and get him on the road to making a quality beer.

So, for the instructor (and students instructing themselves), here is a recommended path through this book: Cleaning/Sanitization, Procedures, Equipment, Boiling, Cooling, Fermentation, Bottling/Kegging, Ingredients, Mashing, Lautering, Cultivation, Malting. It is assumed that this path will be accompanied with relevant lectures and exercises, to reinforce the material and affect a better understanding. For the self instructing brewer, we recommend that you follow this path, reading at least to the point of fermentation before performing your first "brew-day," while paying attention to procedures relating to extract brewing. Once you have pitched yeast, you will have at least 2 weeks to read the bottling/kegging section, and decide how you intend to finish your beer. Natural bottle carbonation is the least expensive way, but it is also the easiest with which to make mistakes resulting in sub-standard beer (or exploding bottles, which is fun). A kegging system is quite an investment, especially for first timers who may find that homebrewing is not the hobby for them, but it is the most straight forward method, often producing a more consistent quality beer.

Once the self instructing student has become comfortable with the simplified process using extract, we recommend he continue learning about the rest of the process and at least try to produce an "all-grain" brew. Little additional equipment required, while the resulting beer can be several orders of quality and freshness better than an extract brew from comparable initial ingredients, not to mention that per-batch costs can even go down.

title: Brewing/Foreword


text: Category:Book:Supplemental Guide to Lord of the Flies

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


text:
User talk:2A04:4A43:56BF:B1D2:97C:F962:51C1:45A8

March 2024
MathXplore (discuss • contribs) 10:39, 27 March 2024 (UTC)


text:
Canadian LGBT History/Introduction

This is the Canadian LGBT History wikibook. The goal of this wikibook is to provide free information about the social, legal and political history of Canada's LGBT communities and people. This wikibook aims to be inclusive and well-researched, which means we will be using as many primary sources and credible secondary sources as possible. It is intended for older students who wish to learn about the history of LGBT rights, lifestyles and communities in Canada. Feel free to contribute!

title: Canadian LGBT History/Introduction


text: Category:Book:A History of Japan: From Mythology to Nationhood


text:
Category:CS1 Romanian-language sources (ro)

__HIDDENCAT__


text:
International Postage Meter Stamp Catalog/Hong Kong/AA8

=Hong Kong Type AA8=

Universal Postal Frankers, Ltd. "Simplex".

 * The Simplex was a limited value machine that could print 25 values in 5c increments, i.e. 5c, 10c... 125c.
 * Machines were numbered S1 to S15, although examples from S9 and S13 have not yet been seen.

AA8.S1 (LV-25)

 * A. M# sans-serif.
 * TM: DC "VICTORIA / HONG KONG"
 * Specimen: 24 X 52
 * User not known: 23 XII 52 - 12 I 56

 * B. M# seriffed.
 * TM: DC "VICTORIA / HONG KONG"
 * Hong Kong Telephone Company Limited
 * Known dates: -1 X 57 - ?? V 58
 * Slogan: Nil

 * St. John Ambulance Association and Brigade
 * Known dates: 27 IX 72 - 1 V 74
 * Slogan: St. John's circular logo

AA8.S2 (LV-25)
 * TM: DC "VICTORIA / HONG KONG"
 * Hongkong and Shanghai Banking Corporation

AA8.S3 (LV-25)
 * TM: DC "VICTORIA / HONG KONG"
 * The Hongkong Soya Bean Products Co., Ltd.

AA8.S4 (LV-25)
 * TM: DC "VICTORIA / HONG KONG"
 * Cathay Limited

AA8.S5 (LV-25)
 * TM: DC "VICTORIA / HONG KONG"
 * The Hong Kong & China Gas Co., Ltd.

AA8.S6 (LV-25)
 * TM: DC "VICTORIA / HONG KONG"
 * Textile Engineering (Far East) Limited

AA8.S7 (LV-25)
 * TM: DC "VICTORIA / HONG KONG"
 * San Miguel Brewery Ltd.

AA8.S8 (LV-25)
 * TM: DC "VICTORIA / HONG KONG"
 * ???tion Ltd., Commerce Bldg. Central

AA8.S9 (LV-25)
 * Not yet seen

AA8.S10 (LV-25)
 * TM: DC "VICTORIA / HONG KONG"
 * Ting Tai Metal Ware Factory, Ltd.

AA8.S11 (LV-25)
 * TM: DC "VICTORIA / HONG KONG"
 * Fing Lee Company

AA8.S12 (LV-25)
 * TM: DC "VICTORIA / HONG KONG"
 * User not known

AA8.S13 (LV-25)
 * Not yet seen

AA8.S14 (LV-25)
 * TM: DC "SHAM SHUI PO / KOWLOON"
 * Wahchong Tingtai Metal Mfg. Co., Ltd.

 * TM: DC "CHEUNG SHA WAN / HONG KONG"
 * User not known

AA8.S15 (LV-25)
 * TM: DC "KOWLOON / HONG KONG"
 * Specimen: -7 VII 58

 * TM: DC "VICTORIA / HONG KONG"
 * Wayfoong Finance Limited


text:
Chess Opening Theory/1. e4/1...Nc6/2. d4/2...d5/3. Nc3/3...dxe4/4. d5/4...Ne5

Nimzowitsch Defense
Following 4...Ne5, White could recapture the gambitted central pawn with 5. Nxe4, but following 5...e6! Black is guaranteed good development and almost certain equality.

A more critical response is 5. Bf4, threatening the knight on e5. 5...Ng6 is forced, due to the fact that 5...Qd6?? loses to 6. Nb5! Nf3+ 7. Qxf3!!, and after 6. Bg3, 6...f5 is critical, although largely unexplored.

White can avoid these lines with 5. Qd4, also forcing 5...Ng6. This line is more aggressive, and Black must be careful, but Black can probably equalize.


text:
User:Kimen8

wikipedia:User:Kimen8

title: User:Kimen8


text:
Origami/Introduction

Origami is the art of folding paper. The name comes from Japanese, adopted into English in the 1960s.

Traditional Origami
Before 1900, there were several isolated folding traditions which seem to have developed entirely separately:

In Europe, the first folding traditions were not with paper but with cloth. Napkin folding traditions appeared in the 16th century, and were very well documented, though aside from some simpler forms they were discontinued during the 1800s, due to the time and effort involved in folding cloth. Paper folding emerged as a form of children's recreation and a pedagogical tool, particularly during the 19th century and later. European folding generally uses 45º angles, and used mostly squares or rectangles.

Chinese folding traditions are for the most part associated with the practice of burning paper objects at a funeral, as a way of providing for the deceased in the afterworld. As a result, there is an emphasis on inanimate objects; gold ingots, or yuenbao, are a common subject. Other uses of folding included auspicious animals such as the frog or turtle.

Traditional Japanese origami had its beginnings in the formal gift-wrapping practices of 17th century Japan, and by the mid-18th century it was an established and recognizable tradition. Several origami books were published in Japan during the early 19th century. Contrary to modern practice, it often used cuts, and implemented a variety of starting shapes: squares, rectangles, octagons, hexagons. Japanese traditional repertoire uses 22.5º angles extensively, and used more sculptural shaping than other traditions. The pedagogical methods of Friedrich Froebel, developed in the 1840s and 50s, included paper folding to teach geometry and encourage imaginative play through interpretation of folded objects. During Japan's industrialization process, parts of the German education system, including Froebel's kindergarten method, were adapted for use in Japanese schools. The folding styles were assimilated into Japanese origami, and laid the ground for future developments. The restrictive use of squares with color on one side is credited to Froebel's influence.

Modern Origami
During the early 1900s, several Japanese folders started creating and publishing their own origami designs, notably Akira Yoshizawa, Kosho Uchiyama, and Toshie Takahama. Akira Yoshizawa's innovations in particular sparked an era of expanded exploration, and many origami artists credit him as the founder of modern origami. He was the first to create origami as sculptural art, and introduced a number of major technical innovations: backcoating, where two sheets are pasted together to combine the properties of both; wetfolding, where a sheet of thick paper is dampened before folding to loosen the fibers, allowing for better manipulation of the paper; a method of diagramming, which was expanded upon by Samuel Randlett, and now referred to as the Yoshizawa-Randlett diagramming system; partial folds and creases, used for sculptural effect; and in general a greater level of complexity and liveliness.

(more to come: origami after world war II in America and Europe, technical origami movement, modular and tessellation genres, etc.)

title: Origami/Introduction


text:
Traditional Principles of Animation/Introduction

Many people assume that if you build a good looking model, it will simply come to life all by itself. Unfortunately, this couldn't be farther from the truth. A poorly constructed animation will typically suffer from objects moving in an awkward and unrealistic manner. The motion you create in your scene is an extremely important element of your overall product. You must design and execute your movement with as much care as you give to designing the objects in your animation.

An analysis of unsuccessful animation usually reveals too little motion or motion that is not life-like. So how does motion become part of your overall design? Planning must begin immediately -- even before you begin to build your scene.

In this book you'll find a list of principles that the traditional masters of animation have discovered, learned and applied in their journey to learn their art. Applicable to both traditional 2D animation and computer 3D animation, every quality animated film makes use of at least a few of these basic principles developed at the Walt Disney studios during the 1930s. Believable movement starts with applying these concepts. As you continue to gain experience and knowledge, you'll come to realize just how important these techniques are. Every animator is expected to not just know these principles, but to apply them to their work. Memorizing them isn't enough. Knowing when, where and how to apply them is what's important.


text:
User:Mngcongo

Ghost 👻 busters game 🎮👌get it for free

title: User:Mngcongo


text: Talk:Ada Programming/Libraries/Ada.Containers.Vectors


text:
Bad Science/Introduction

This book is based on articles from the Bad Science column written by Dr. Ben Goldacre. A British doctor and journalist, author of the "Bad Science" column in the Guardian Saturdays newspaper. Most of his writing is focused in telling just how the media sometimes gets it wrong reporting on "pseudoscience" (false science) as true science, this subject is also covered on his website/blog, www.badscience.net."Bad Science" for the classroom, created by Planet Science and Dr. Goldacre with the help of teachers: brings fun activities to do with students as a way to demonstrate that not everything you read as science is in reality "proper" science.

These activities are aimed at 14-16 year olds, but there's nothing to say you can't try these with any age group... it's all in the name of scientific literacy... let’s not all get hypnotised by pseudoscience!

title: Bad Science/Introduction


text:
Biblical Studies/Introduction

Overview
This work reflects the study of the Judeo-Christian Bible and related texts. For Christianity, the Bible traditionally comprises the New Testament and Old Testament (also called the Hebrew Bible), which together are sometimes called the "Scriptures." Judaism recognizes as scripture only the Hebrew Bible, also known as the Tanakh, an acronym for the Hebrew names of its divisions: Torah (Law), Nevi'im (Prophets) and Ketuvim (writings). Other texts often examined by biblical scholars include the Jewish apocrypha, the Jewish pseudepigrapha, the Christian apocrypha, the many varieties of ante-Nicene early Christian literature, and early Jewish literature.

Study Methods
There are several approaches to study of, and commentary on, the Judeo-Christian texts. The distinctions are found in the understanding of the Origins for the text and the basis of Truth found in the texts.

Orthodox Religious Study
In the Jewish community, the classical approach is Orthodox religious study of the Bible, where it is assumed that the Bible has a Divine origin and the human writers were inspired directly by the Spirit of God when writing. This is also true in the conservative Christian communities that hold to a Biblical Worldview and those who hold to the historically traditional Church view.

In both cases, Biblical writings are considered to be absolute truth coming directly from God and form the basis for all moral, ethical and social practices of believers.

Progressive or Mainstream Religious Study
It is common in both Judaic and Christian contemporary religious communities, often called Mainstream, to study the Bible as a human creation, where the writings were originated by people inspired by God as well as being inspired by Religious Study.

Such an approach yields scripture that is considered to be truthful only in some respects, which necessitates the addition of other writings or rational thinking in order to reach truthful and applicable practices of moral, ethical and social thought. In such cases, studies include high consideration for texts that are part of a tradition. These include Apochryphal writings and rabbinical commentaries. Also, science and other contemporary knowledge from the academic community is often used to augment the understanding of Biblical text.

Secular Study of the Bible
Secular practitioners of Biblical Studies view the Bible as literature and not Sacred text. Most do not have any faith commitment to the texts they study. Biblical criticism seems to reject the idea that the Bible was written by prophets or teachers inspired by God. Indeed, this practice, when applied to the Torah, is generally considered heresy by the entire Orthodox Jewish community. As such, much modern day Bible commentary written by non-Orthodox Judaic authors is considered treif (forbidden) by rabbis teaching in Orthodox yeshivas.

Some classical rabbinic commentators, such as Abraham Ibn Ezra, Gersonides and Maimonides, used many elements of modern day biblical criticism, including their then-current knowledge of history, science and philology. Their use of historical and scientific analysis of the Bible was considered kosher by historic Judaism due to the author's faith commitment to the idea that God revealed the Torah to Moses on Mount Sinai.

The Modern Orthodox Jewish community allows for a wider array of biblical criticism to be used for biblical books outside of the Torah, and a few Orthodox commentaries now incorporate many of the techniques previously found in the academic world, e.g. the Da'at Miqra series.

Non-Orthodox Jews, including those affiliated with Conservative Judaism and Reform Judaism, accept the validity of both traditional and secular approaches to Bible studies. See the article on Revelation for details of how members of these groups understand this concept.

The Wikipedia article on Jewish commentaries on the Bible discusses Jewish Tanakh commentaries from the Targums to classical rabbinic literature, the midrash literature, the classical medieval commentators, and modern day commentaries.

title: Biblical Studies/Introduction


text:
User talk:2600:387:15:2D10:0:0:0:8

March 2024
MathXplore (discuss • contribs) 01:50, 28 March 2024 (UTC)

title: User talk:2600:387:15:2D10:0:0:0:8


text: Category:Book:A Guide to Inkscape

title: Category:Book:A Guide to Inkscape


text:
User:Kittycataclysm/sandbox/Chapter 1

chapter 1 heading 1
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum

link to chapter 2

chapter 1 heading 2
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum

chapter 1 heading 3
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum

title: User:Kittycataclysm/sandbox/Chapter 1


text:
User:Kittycataclysm/sandbox/Chapter 2

chapter 2 heading 1
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum

chapter 2 heading 2
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum

chapter 2 heading 3
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum

title: User:Kittycataclysm/sandbox/Chapter 2


text: User:Kittycataclysm/sandbox/Printable version


text:
Talk:Econometric Theory/Properties of OLS Estimators

Linear regression -I
𝑃𝑟𝑜𝑣𝑒 𝑡ℎ𝑎𝑡, the OLS estimator 𝛼̂ is an unbiased estimator of 𝛼,𝑡ℎ𝑎𝑡 𝑖𝑠, 𝑬(alpha head ) = 𝜶. 111.68.96.41 (discuss) 13:31, 28 March 2024 (UTC)


text:
Writing Adolescent Fiction/Plot

For a book to have shape and form, there must be a concise detail given to the circumstances for which the book is written. These circumstances are the forces behind the characters' unpredictable motifs which further divulges the readers' minds to the suspenseful nature of the story. Without a plot which forms the themes discussed in the character form or the author’s expository manner, a book loses shape and form which makes it incoherent and baseless.

title: Writing Adolescent Fiction/Plot


text:
User:Emmanuelokoijr

I have found keen interest in education and all that encompasses it. My interest varies from history, literature, politics, religion, international politics, economics and art. I have a degree in History and International Studies from the University of Calabar and a National Youth Service Corps discharged certificate.

title: User:Emmanuelokoijr


text:
Writing Adolescent Fiction/Style

Every writer must have a different way or technique (s) of telling stories. For a writer to make sense and be felt or discussed, a writer must develop his own way and skills for which he models his form of language, and characters so that when he is read, they should be felt a sense of distinctiveness in his stories.

title: Writing Adolescent Fiction/Style


text:
User:Ivsindia

At IVS School, we take pride in being a premier institution dedicated to fostering creativity, innovation, and excellence in the field of interior design & architecture. We offer affordable interior design courses in Delhi, Nestled in the vibrant heart of South Delhi, our school is committed to providing a dynamic and inspiring learning environment for aspiring designers. With a team of experienced and passionate educators, we aim to nurture the talents of our students, equipping them with the skills and knowledge needed to thrive in the ever-evolving world of interior design. Our curriculum combines theory with hands-on practical experience, ensuring a holistic approach to education. At IVS School, we believe in unleashing the artistic potential within each student, encouraging them to push boundaries and redefine the aesthetics of interior spaces. Join us on a transformative journey where creativity knows no bounds, and together, we shape the future of design

title: User:Ivsindia


text:
Wikibooks:Reading room/Administrative Assistance/Archives/2024/February

Move protection for User:Bahtch
I have found a user page move without global renaming (special:redirect/logid/5185516), so I reverted it with my reviewer rights at here. Please consider move protection to prevent further problematic page moves. MathXplore (discuss • contribs) 05:36, 7 February 2024 (UTC)

 * It be good to get some input by, who claims that Bahtch was their old account, before taking any administrative actions. SHB2000 (discuss • contribs) 09:39, 7 February 2024 (UTC)
 * I can confirm both accounts are connected, so I am happy that Bahtch and Xandradi are the same person. MarcGarver (discuss • contribs) 10:27, 7 February 2024 (UTC)
 * Thank you for the checks and reactions. MathXplore (discuss • contribs) 11:53, 7 February 2024 (UTC)
 * Thank you for the feedback. I decided to directly report this to WB:AA because this is not my first time to report such issues about this user. My previous report on a similar case can be seen at special:diff/4366855. MathXplore (discuss • contribs) 11:53, 7 February 2024 (UTC)

Talk page of Special:Contributions/173.76.102.69
The talk page of this IP editor is being abused. Please remove talk page access. MathXplore (discuss • contribs) 09:33, 7 February 2024 (UTC)

 * ✅ --SHB2000 (discuss • contribs) 09:37, 7 February 2024 (UTC)

Alert about possible evasion of previous 1-week block at English Wikibooks (CU needed?)
I'm requesting CU comparison for an account (first account) that recently had an 1-week block (special:redirect/logid/5183613, done by user:Kittycataclysm, since January 27 UTC), and another account (secondary account) that was created during the previous block term (special:redirect/logid/5184188, made in January 30 UTC). The secondary account has less than 100 edits, but many pages that they edited overlap with the first account. The overlaps can be seen on the following pages (please check page history): Please also note that this page list aligns with the user profiles on both accounts (both refer to the same region). In addition, special:diff/4369584 (secondary account editing first account userpage) suggests a strong connection between these accounts. I believe the behavior-based evidence above will be enough to show the possibility of Wikibooks policy violations. Please let me know if my explanation was not enough. Thank you for your attention. MathXplore (discuss • contribs) 13:44, 9 February 2024 (UTC)
 * Bikol/Numbers
 * Learn Philippine Languages
 * Bikol/Introducing Yourself
 * Wikijunior:Big Book Of Cities And Towns/Philippines
 * Learn Baybayin/Practice
 * I have indef blocked the second account as it is clearly the same person and is being used to evade a block.MarcGarver (discuss • contribs) 14:02, 9 February 2024 (UTC)

Suggestion of indefinite semi-protection for Template:Ay prerequisite
This template is semi-protected for a while but it seems to be a highly visible template (90+ transclusions). Should we have indefinite semi-protection here? MathXplore (discuss • contribs) 06:40, 16 February 2024 (UTC)

 * ✅ --SHB2000 (discuss • contribs) 10:24, 16 February 2024 (UTC)

Special:Contributions/45.238.20.242 and Special:Contributions/45.238.20.194
These IPs are making non-English pages and repeating SD tag removals. Please take of their non-English creations. MathXplore (discuss • contribs) 07:03, 27 February 2024 (UTC)
 * I've rangeblocked the /24. MarcGarver (discuss • contribs) 12:01, 27 February 2024 (UTC)

Special:Contributions/119.73.102.36
Making bad pages, please take care of them. MathXplore (discuss • contribs) 11:14, 29 February 2024 (UTC)

 * ✅ —Kittycataclysm (discuss • contribs) 13:01, 29 February 2024 (UTC)


text: Patsho

title: Patsho


text:
Talk:Horticulture/Pest Control Methods

Dormant oil
Not sure where dormant oil fits. Is it a Barrier, a Repellent, a Poison or a Microbial? Does anyone know what is the purpose of applying dormant oil? I have seen different descriptions of dormant oil: Thanks in advance, Ottawahitech (discuss • contribs) 15:10, 29 March 2024 (UTC)
 * dormant oil that smothers overwintering insects and their eggs
 * Dormant oil that is used as a fungicide or bactericide
 * Dormant oil that is sprayed on the trunk to prevent scale laying insects from climbing up to lay their eggs

title: Talk:Horticulture/Pest Control Methods


text:
Template:Ada/Alire

File:, Crate: (view, plain text, download with Alire, Alire crate info) Alire

title: Template:Ada/Alire


text:
User talk:2605:BA00:A128:697:1D0B:843E:3ECF:1282

March 2024
MathXplore (discuss • contribs) 02:29, 30 March 2024 (UTC)


text:
Ithkuil/Basic Morphology

Ithkuil words can be divided in three parts of speech: Formatives, Adjuncts, and Referentials.

Formatives
Formatives function as both nouns and verbs depending on context, derive from the same root and are expanded with various affixes adding different grammatical information, such as case, number etc. The morphological structure of formatives can be described by a simple formula $$(C_C + V_V) + C_R + V_R + (C_SV_X...) + C_A + (V_XC_S + V_NC_N) + V_C / V_K + [stress]$$ Where CR is the root of the word and and all other morphemes are affixes composed either of a vowel form (shown as V), a consonant form (shown as C) or a combination of both. Some affixes that are shown by parentheses are optional, so the smallest formative will consist of just 5 morphemes: CR + VR + CA + VC/VK + stress. Each particular morpheme will be discussed in Formatives chapter, but for now let's look at an example word: láţa, meaning "a group of different people (adults)".

The root (CR) of the word is "-l-", meaning "a human being". Before the root, a null affix in VV slot is used to show the default first stem of the word, "an adult human". VR shows us the formative's Function, Specification and Context which have values of Static, Basic and Existential respectively (we'll go over all of those in the next chapter). The CA slot can be responsible for numerous things, but in this case it only shows us the number of the formative: multiplex, dissimilar, separate. If you look at the tables you will see that such configuration gives us affix "-ţ-", and finally, the "-a" ending in VC slot gives us Thematic Case

Adjuncts
Adjuncts are words that operate in conjunction with adjacent formatives to provide more grammatical information about them, similar to auxiliary verbs and noun determiners. They are formed from one or more consonantal and/or vocalic(vowel) affixes, combined agglutinatively(Joined into one word). They serve as an alternative to adding VXCS affixes into a formative.

title: Ithkuil/Basic Morphology


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Talk:Mass Media/Television

Tv mass
Is tv mass approved as fulfilling my obligation 2601:4A:8482:24F0:B157:3D4A:E6A3:7B0 (discuss) 11:40, 30 March 2024 (UTC)

title: Talk:Mass Media/Television


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User talk:70.53.113.26

March 2024
MathXplore (discuss • contribs) 14:50, 30 March 2024 (UTC)

title: User talk:70.53.113.26


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Orthopaedic Surgery/Articular Tissues

Articular tissues

 * 1) Definition and Structure:
 * 2) * Articular cartilage is a specialized connective tissue found in synovial joints.
 * 3) * It consists of hyaline cartilage with a dense extracellular matrix (ECM).
 * 4) * The ECM primarily contains collagen, proteoglycans, and glycoproteins.
 * 5) * Chondrocytes, specialized cells within the cartilage, are scattered throughout.
 * 6) * Remarkably, articular cartilage lacks blood vessels, nerves, and lymphatic tissue.
 * 7) Function:
 * 8) * The main role of articular cartilage is to provide an optimal surface for joint movement.
 * 9) * It prevents friction between bones during articulation.
 * 10) * Additionally, it facilitates the transmission of loads to the underlying bone.
 * 11) Clinical Importance:
 * 12) * Articular cartilage injuries can lead to significant musculoskeletal dysfunction.
 * 13) * Unfortunately, cartilage has limited healing ability, emphasizing the need for preservation.

title: Orthopaedic Surgery/Articular Tissues


text: Category:Ground cinnamon recipes

title: Category:Ground cinnamon recipes


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User talk:71.33.209.211

March 2024
MathXplore (discuss • contribs) 03:46, 31 March 2024 (UTC)

title: User talk:71.33.209.211


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User talk:2603:9001:A100:2A78:B97E:37A0:13AF:15B9

March 2024
MathXplore (discuss • contribs) 04:21, 31 March 2024 (UTC)


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User talk:2600:1005:A021:D6F3:555B:BAEB:E1E6:BFAC

March 2024
MathXplore (discuss • contribs) 04:22, 31 March 2024 (UTC)


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User talk:Patience2k

Several edits you made to pages within the Adventist Youth Honors Answer Book have been undone because you removed portions of text without explaining your edits in the Edit Summary.--Xania   talk 07:36, 31 March 2024 (UTC)

title: User talk:Patience2k


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User talk:41.113.206.235

March 2024
MathXplore (discuss • contribs) 13:21, 31 March 2024 (UTC)

title: User talk:41.113.206.235


text: Category:Cinnamon stick recipes

title: Category:Cinnamon stick recipes


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Patsho/Nuptial tradition

Introduction
The marriage system in the olden days and present day has become grippingly nonpareil. It was an elementary procedure and most economic performances ever known. Besides this no information was needed to deliver family members or relatives for marriage. The practice of exogamy and monogamy endured throughout the entire course of time.

Ancient method of marriage
In ancient times, the best explanation of marriage was based on compulsion and impromptu, especially for women. It was said that men would just throw a small piece of stone on a particular woman while on the way as a sign of selecting to make his wife. The other method is by visiting the house of a woman of his preference. If any woman denies his proposal, she would be carried home by a man forcefully at that time itself.

All this has become mere past experience with the advent of Christianity in the village. Marriage ceremony has conformed to the Christian norms and gatherings of the family members from both sides of the bride and groom has become a part of the culture. Today, the autonomy of an individual regarding dress code on the wedding day is observed but usually contemporary clothing with state of the art designs.

Norms
Marriage between couples is not randomly chosen from different clans but strictly adheres to custom which is possible solely between Shiu and Lam clans. Ostracization can be exercised upon the non-compliance of this code. Such imposition of social pariah was practiced to assure the rigidity of social custom prevailing in the society.

title: Patsho/Nuptial tradition


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Talk:Patsho

Need assistance
I want to start a book. I have no idea how to begin with. It will be a great thing to see someone helping me out initially. Khunou S (discuss • contribs) 19:23, 31 March 2024 (UTC)

 * Hi @Khunou S! What exactly do you need assistance with? People can help you with policies and norms, but you do need to know what you want to do with this book, or else it is liable to get deleted. Cheers —Kittycataclysm (discuss • contribs) 21:52, 31 March 2024 (UTC)

title: Talk:Patsho


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Patsho/Polity

Introduction
The political governance prevalent in ancient Patsho can be visualized through folktales and folklore.

Actors in governance
The elders in the village were the main actors in governance. Other actors involved in governance are the acquired individuals through skills in battle. The decision makers were the elders or more knowledgeable personage on cultural roots and the dictum they offered remains impeccably legitimate. The decision to raid villages or war declaration depends on the individual who is considered knowledgeable socially accepted personage to lead the community.

Institutions in governance
The Murong was a part of the governance, which is considered as a youth dormitory. It was a significant learning institution where the menfolk were morally and physically trained for security and related education was imparted sustenance.

Governance in Safeguarding and commerce
The other effective aspects of governance that deals with safeguarding forest and rearing livestock has been fundamentally executed in the past and present. The discharge of trade and commerce based upon the primitive barter system was materialized in the village or between villages.

Governance in adjudication
The legal remedies and the social legislation or the concept of punishment upon evil doers were performed to the extent of unexplainable imposition.

title: Patsho/Polity


text: Category:Cinnamon sugar recipes

title: Category:Cinnamon sugar recipes


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Counterpoint/Introduction

Counterpoint is a method of composing music. It is a set of "rules" that are traditionally followed in order to write music for two or more voices. It is organized into "types" of counterpoint known as species. They go in order from most restrictive to the least. The more voices there are in a musical score, the more freedom the voices have (less rules to follow).

title: Counterpoint/Introduction


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Counterpoint/History

Much of the credit for the formation and organization of the rules of counterpoint is given to a single man by the name of Joseph Fux. His classic and groundbreaking work on counterpoint, Gradus ad parnassum, is regarded as the most important contribution to the advancement of the theories of counterpoint. It has been historically proven that great composers such as Haydn, Mozart, as well as Beethoven worked from the same book (giving much to say concerning the usefulness and importance of this method.)

title: Counterpoint/History


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Singing/Introduction

In the 21st century, it is often said by those selling singing techniques, books and methods that most people can learn how to sing. In fact, scientists have stated that the human larynx is typically very similar across all humans with only a difference in sizes. It is however a commonly held belief that singing is reserved for only a few which are born with the ability. Because of the difference in vocal fold sizes, some people are less capable of hitting higher and lower notes in chest voice (tenor can't hit much below low c, most untrained baritones can't go much above middle C). Knowing one's tessitura is important, the song must be in a key suitable for you, otherwise you are likely to look quite the fool as you break and go into falsetto or head voice in inappropriate places. The human larynx is an instrument, in which all that is necessary in order to sing is to learn how to use it, and practice often. With a little bit of motivation and patience, it can be achieved.

title: Singing/Introduction


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Songbook/Introduction

This textbook grows by volunteer cooperation of all, who like to contribute to it. All chapters of this book can be created and expanded by anybody.

The goal is to get a songbook with freely licensed songs for various occasions. These songs can be arranged for all instruments. Thus the song book addresses itself to a quite large target group. Above all, however, lyrics with chord accompaniments will be collected.

In this book collected songs (folk songs) or just pieces of melody and exercise.

This collection is used to supply examples for the book projects like a guitar course.

The preparation of this book have been done from the German Wikibooks. The already prepared songs shall be the basis for this book.

These Songbook can be supplemented and be expanded by anybody.

Please help to take the songs of the German Wikibooks. It is much easier for a native speaker to insert the necessary headers and right categories.

Cross Reference

 * results in

Songheader

 * results in

 * copy

Song
Text text text text text Text text text text text
 * results in
 * 1st

 * Chorus
 * Text text text text text

Copy chord's or templates for notes and tablatures from similar songs and adapt them to your needs.

title: Songbook/Introduction


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Animal Rights/Introduction

Animal rights refers to a broad category of ideas that wishes to raise the moral status of animals beyond current levels. It is distinguished from animal welfare in that animal welfare is relatively unconcerned with human treatment of animals so long as they are treated humanely and without being caused unnecessary pain.

Animal rights views animal life as having an intrinsic value which supersedes the mere avoidance of unnecessary pain. Rather, in the eyes of animal rights advocates, certain rights currently only assigned to humans (e.g., the right to life) should be extended to non-human animals as well.

Scope and Aim
This work will focus itself on providing a detailed yet concise report on the concept of animal rights. Rather than providing a set of articles in encyclopedic format of the animal rights movement, the book will focus on defining what the concept of animal rights is, the implications of adopting it, and the reasons for (and against) such adoption.

The book is divided into four main parts:

 * 1) The Moral Status of Animals
 * 2) The Realities of Animal Life
 * 3) Vegetarianism/Veganism
 * 4) Beyond Speciesism: A Social Theory

The first part is dedicated to an understanding of the arguments for why we should extend moral consideration to non-human animals*, and why we should undo any prejudice against such an extension (speciesism). The second chapter deals with animal cognition, the conditions of factory farming, animal experimentation, use of animals in entertainment, etc. The third is an exploration of vegetarianism (nutrition facts, the process of becoming vegetarian, etc.). The final chapter is devoted to understand how speciesism can be eradicated within a broader social context; the method of analysis will attempt to parallel those used within feminist and anti-racist sociological writings.

* Note that for convenience the term 'animal' is often used in place of 'non-human animal'.

Research methodology
The research for this project will be divided into 4 sections, each corresponding with the 4 parts of the book.

 * 1) Firstly, a general overview of some major philosophical works on animal rights. The two most important books will most likely be Animal Liberation by P. Singer and The Case For Animal Rights by Tom Regan. Both authors and their works will be major figures in this stage of research.
 * 2) Secondly, an overview of animal cognition, the conditions of factory farming, and agriculture. This will be the most intensive period of research and will require much peer review/fact checking.
 * 3) Third, an overview of vegetarianism. Many vegetarian/vegan blogs and websites exist, and any recipes found while creating this section will likely be added to the Wikibooks cookbook.
 * 4) Fourth, an examination of the similarities between speciesism and other forms of prejudice (sexism, racism, homophobia, etc.) and how it can be deconstructed.

Timeline
The project will begin on October 1, 2010. The current writer hopes to have finished an anthology of philosophical writings on animal rights by December 31, 2010. During and after this period, the author will work on the section entitled "The Moral Status of Animals". The first draft is due to be finished by January 2011.

Other work will be decided upon as preliminary research is conducted.

Project guidelines

 * Maintain an objective point of view: focus on a balanced presentation of both supporting and detracting arguments.
 * Establish rigorous definitions and explanations of individual arguments, facts, and theories.
 * Source all writing sufficiently.
 * To avoid overlap of work, use the discussion page to determine which members will handle certain sections.
 * Any changes that one feels are unwarranted, wrongly done, etc. should be talked about on the discussion page.

title: Animal Rights/Introduction


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Constructivist Theories in Education/Introduction

In a way, this book is about itself. One of the dominant trends in Constructivist theory stresses the social and cultural basis of human knowledge. Wikibooks is a prime example of this idea.

So,

 * Let us build our knowledge on knowledge construction...
 * Let us educate ourselves on what this entails for education...
 * Let us get practical so that teachers can make a conscious effort to use constructionist theory with their kids...

Access to technology is in the schools, let's use constructivism with kids, even little kids to get them thinking and interested in learning for learning's sake. It needs to hit the grass roots and move once and for all out of the theoretical stages. Bridging, scaffolding, whatever you want to call it, children have to be exposed to this therefore educators have to understand the practical application.

 * Is it realistic to suggest constructivism for very young children...
 * Building on prior knowledge should be easy...
 * Access prior knowledge...
 * Provide new information...
 * Build or construct from there...

How about kids using blogs as well as wikis. Both seem to be naturals for constructivism. It is just up to teachers to figure out how to move from just posting a daily journal or daily assignments to considering the audience and engaging in responding, rethinking, analyzing. It has started at the university level and at the high school level; it is even happening in the classrooms of the younger kids. One thing though, 'defining proper use of blogs and wikis', seems as if it would serve no purpose. It is important to know how blogs and wikis can be used, but it may not be constructive to define 'how'.

Teachers, you are already using this theory, building from the known. Discussion and community is essential.

Guided Reading and Making Words may be considered constructivist. Below is a section of this page for specific uses and development of constructivist theories. Classroom teachers will need practical applications.


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Constructivist Theories in Education/Guided Reading

Guided Reading is by its nature a constructivist application. One moves from where the children are, what their existing knowledge is, into the new learning in the story. And we are already doing it.


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Constructivist Theories in Education/Making Words

Making Words starts at the knowledge of letters and sounds and evolves to an increasingly advanced knowledge of words.


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Constructivist Theories in Education/Resources

 * Vygotsky Archive


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Effective Reasoning/Introduction

Everyone reasons. Humans are reasoning animals, if not always reasonable. Further, we homo sapiens are unique in that we reason with words and symbols that make thoughts and ideas that lead to anticipation, imagination, and the very making of human history.

To reason is to use evidence and thought to come to some conclusion. Reasoning can be done alone or in groups, but most effectively, working in groups but reflecting in private.

Unfortunately, merely being human does not provide any assurance that any of us that we will reason effectively. Reasoning does not have to produce particularly useful results, however productive reasoning is an art that requires some technical skill. Just as graphic artists have to learn about draftsmanship paint and brushwork to make paintings, so too do thinkers need some understanding of logic, language and reliable projection if they are to become leaders and help make history.

We hope to present here information that will allow almost anyone to develop both the skill and the knowledge to reason effectively, to imagine new worlds and to get things done: Somewhere between paralysis via analysis and activity instead of progress

Particularly, this Wikibook discusses informal reasoning, which includes some formal methods and some traditional approaches together with more recent philosophical and neurological understanding of effective reasoning techniques. For a complete study, take a look also at the related reference works mentioned as well as associated Wikibooks such as Introduction to Moral Reasoning and Formal Logic.

title: Effective Reasoning/Introduction


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Effective Reasoning/Recommended Resources

 * Internal
 * Reasoning
 * Logic
 * Argumentation Theory
 * Informal Logic
 * Logical Fallacy
 * External
 * Books
 * Boole, George (1958). An Investigation of The Laws of Thought On Which Are Founded the Mathematical Theories of Logic and Probability . New York: Dover Publications, Inc. ISBN 0486600289 (This text is also available in free eText form here: http://www.gutenberg.org/etext/15114)
 * Brock, Bernard & Scott, Robert (1980) Methods of Rhetorical Criticism: A Twentieth-Century Perspective (2nd ed.). Detroit: Wayne State University Press ISBN 0060458429
 * Carnap, Rudolf (1958). Introduction to Symbolic Logic and Its Applications . New York: Dover Publications, Inc. ISBN 0486604535
 * Copi, Irving (2005) Introduction to Logic (12th ed.). Printice Hall ISBN 0131332759
 * Polya, G. (1971) How To Solve It (Reissue ed.). Princeton University Press ISBN 0691080976
 * Dauer, Francis Watanabe (1996) Critical Thinking: An Introduction to Reasoning . New York: Barnes and Noble ISBN 0760701377
 * Websites
 * Stanford Encyclopedia of Philosophy
 * Everything About Debating
 * The Rhetorica Network
 * Copi Bidge Page (This is a website companion to Copi's Introduction to Logic mentioned above in the book section.)
 * Interactive Mathematics
 * Other media
 * Zarefsky, David (2005). Argumentation: The Study of Effective Reasoning [Course]. Chantilly, VA: The Teaching Company Limited Partnership
 * Hall, James (2005). Tools of Thinking: Understanding th World Trough Experience and Reason [Course]. Chantilly, VA: The Teaching Company Limited Partnership


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User talk:41.121.10.107

April 2024
MathXplore (discuss • contribs) 02:34, 1 April 2024 (UTC)

title: User talk:41.121.10.107


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Cosmetic Science/Welcome

Welcome
This book is intended to be a comprehensive teaching tool for newcomers to cosmetic science. In addition, it also serves as a convenient reference for gurus and formulators. For beginners, the best approach is to read the book in order. Check out the Ingredients Glossary when you need formulating tips for a particular ingredient.

Guidelines for Contributors

 * 1) Cite all sources and use reputable references (See Introduction: Research Methods).
 * 2) Explain concepts in simplest terms, but include technical terms with an explanation.
 * 3) Use the Discussion tab to raise issues about accuracy, organization, new topics, etc.
 * 4) Add yourself to the list of contributors.

title: Cosmetic Science/Welcome


text: Template talk:Delete

title: Template talk:Delete


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User talk:Dmlsjournal

April 2024
MathXplore (discuss • contribs) 02:42, 1 April 2024 (UTC)

title: User talk:Dmlsjournal


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Equine Nutrition/Foreword

This book was set up by Dr Jo-Anne Murray of the Royal (Dick) School of Veterinary Studies at the University of Edinburgh. Dr Murray has a PhD in Equine Nutrition, a Masters in E-learning, a PgDip in Animal Nutrition, a PgCert in University Teaching and a BSc in Equine Science. Dr Murray is also a fully qualified British Horse Society Intermediate Instructor, a registered nutritionist with the British Nutrition Society and is a Fellow of the Higher Education Academy. Dr Murray also leads the Equine Science programme at the Royal (Dick) School of Veterinary Studies and teaches animal nutrition to students undertaking the Bachelor of Veterinary Medicine and Surgery programme. The aim of this book is to provide an open, trustworthy educational resource on equine nutrition.

Everyone is encouraged to contribute to this wikibook; however when doing so please follow the Wikibooks contributions guidelines and provide citations for all information entered where appropriate to do so. Please refer to the citing references tutorial to assist you with your bibliography.

The following outline is provided as a starting point for how the book could be structured; however, contributors are encouraged to add/re-arrange this book outline as they see fit. Please use the HELP:Editing link for information about contributing and editing the book.

title: Equine Nutrition/Foreword


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MCEM Part A Study Guide/Introduction

This is intended to be a study guide for The Membership Examination of the College of Emergency Medicine Part A (Basic Sciences). Its a pretty narrow scope, but I guess that makes web publication more suitable.

I originally started out using Revision Notes for MCEM Part A (Oxford Specialty Training: Revision Texts) edited by Mark Harrison. It was essentially the only study guide available, and reading through 500 pages seemed much more attractive than reading through six 1000 page textbooks to distill the necessary information myself. However as I was making my way through the textbook I realized that there were numerous mistakes, and many others had also noticed this. I started to lose faith in the book and was turning to the aforementioned 1000 page textbooks to affirm every fact - entirely what I was trying to avoid. Ironically, it seemed Wikipedia was more reliable than the textbook for much of the information. Furthermore, I couldn't find an errata page to facilitate sharing the mistakes I was finding.

I reluctantly abandoned my use of the textbook, and using the syllabus directly to guide me, and writing notes myself. I have always been a fan of the "Open" movement (Open Source, Open Access, Open Data etc.) and it seemed daft not to share these notes with anybody else who wanted them. Given the difficulty that the aforementioned MCEM textbook had with simple errors, and the comparative success of Wikipedia, a collaborative editing design seemed most likely to succeed.

The MCEM Part A curriculum is very well structured and provides a good indication as to the amount of detail required, and will provide the basic structure for the Wikibook. It is essential that this guide be kept as brief and concise as possible ie. rigorously stick to the syllabus.

title: MCEM Part A Study Guide/Introduction


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Songbook/Oh Marry Don't You Weep

= Oh, Mary, don't you weep =

 * [[Image:Crd_G.svg |100px]] [[Image:Crd_C.svg|100px]][[Image:Crd_D.svg|100px]]

The song tells the Biblical story of Mary of Bethany and her distraught pleas to Jesus to raise her brother Lazarus from the dead.

 * CHORUS:
 * Oh, Mary, don't you weep, don't mourn;
 * Oh, Mary, don't you weep, don't mourn;
 * Pharaoh's army got drowned,
 * Oh, Mary, don't you  weep.

Well if I could I surely would, Stand on the rock where Moses stood. Pharaoh's army got drowned, Oh, Mary, don't you  weep.
 * 1

One of these morns about twelve o' clock This old world is going to reel and rock Pharaoh's army got drowned, Oh, Mary, don't you  weep.
 * 2

Weblinks

Oh, Mary, don't you weep Oh, Mary, don't you weep Oh, Mary, don't you weep Oh, Mary, don't you weep Oh, Mary, don't you weep Oh, Mary, don't you weep

title: Songbook/Oh Marry Don't You Weep


text: Category:Book:Songbook/Spiritual

title: Category:Book:Songbook/Spiritual


text: Category:Book:Songbook/Gospel

title: Category:Book:Songbook/Gospel


text:
User talk:106.221.203.36

--SHB2000 (discuss • contribs) 09:24, 1 April 2024 (UTC)

title: User talk:106.221.203.36


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Wikibooks:Requests for permissions/Lionel Cristiano

(wikibooks reviewer)
Hello, my changes are being reviewed very late. If I become a reviewer, I can help reduce pending changes and rollback vandalism changes. Lionel Cristiano (discuss • contribs) 13:03, 27 February 2024 (UTC)

 * I'm not sure—I don't believe we tend to manually grant this right often, especially with very new users like yourself. Moreover, people will still see your changes since the default setting is to show the latest unreviewed draft. What do other people think? —Kittycataclysm (discuss • contribs) 23:38, 27 February 2024 (UTC)
 * This right was not granted to me automatically, so I requested it manually. Lionel Cristiano (discuss • contribs) 02:23, 28 February 2024 (UTC)
 * I believe you have not yet met all the autopromotion criteria. Specifically, the criterion that "8 edits are spaced 2 or more days apart from each other (which takes at least 14 days, if you edit every 2 days)." Your first edit was only 11 days ago, and it takes at least 14 days to satisfy that criterion. You should be autopromoted soon—if that doesn't happen, ping again! Cheers —Kittycataclysm (discuss • contribs) 03:14, 28 February 2024 (UTC)
 * Understood thanks. Lionel Cristiano (discuss • contribs) 04:08, 28 February 2024 (UTC)
 * Hello again, why wasn't this right granted automatically? Lionel Cristiano (discuss • contribs) 05:31, 6 March 2024 (UTC)
 * Hmm, that is strange. For the time-being, I have given you the autoreviewer right, but if the bot still does not promote you to reviewer in the next few days ping me again and I'll grant you reviewer perms. --SHB2000 (discuss • contribs) 10:04, 6 March 2024 (UTC)
 * (the decision to give autoreviewer over reviewer isn't due to a matter of trust but rather to see if the bot actually works --SHB2000 (discuss • contribs) 10:08, 6 March 2024 (UTC))
 * Thanks. Lionel Cristiano (discuss • contribs) 10:08, 6 March 2024 (UTC)
 * I think the bot doesn't work anymore. Lionel Cristiano (discuss • contribs) 00:58, 8 March 2024 (UTC)
 * ✅ – I'm not sure what is wrong with the bot but I've given you reviewer perms regardless. Best, --SHB2000 (discuss • contribs) 08:53, 8 March 2024 (UTC)
 * Thanks :) Lionel Cristiano (discuss • contribs) 09:00, 8 March 2024 (UTC)


text:
User talk:41.121.52.31

April 2024
MathXplore (discuss • contribs) 11:19, 1 April 2024 (UTC)

title: User talk:41.121.52.31


text:
User talk:50.232.195.6

April 2024
MathXplore (discuss • contribs) 13:48, 1 April 2024 (UTC)

title: User talk:50.232.195.6


text:
User talk:Psdollars001

April 2024
MathXplore (discuss • contribs) 13:49, 1 April 2024 (UTC)

title: User talk:Psdollars001


text:
Guitar/CAGED connect scales

 * Translated by Google

= Connect CAGED scales =
 * [[File:Scala_Griffbrett_ani.gif]]

 * [[File:Scala Griffbrett.svg]]

Let's say you're improvising in G major. You picked the first CAGED scale you found with the root note in the 3rd fret on the E string.
 * G major (E- or F-shape)

Now let's assume that the singer is currently singing in your pitch and you notice that it clashes with your solo. This is what happens when the singer and guitarist are both at the same pitch.

You decide to leave this tonal spectrum to the singer (good choice!) and try to play your entire improvisation in a higher register so that the singer's voice and your improvisation can be clearly distinguished from each other.

But how do you get to a higher register quite elegantly without having to think for a long time about which chord, which fret, which scale?

From the (E)F to the D shape
My tip: orientate yourself again on the semitone steps or the square.

 * G major 2nd fingering (D shape)

Here is a suitable transfer point for you that costs you almost nothing to think about. You don't have to worry about scale shapes and chords because they arise all by themselves.

 * The Slide module
 * [[File:Scala 6 71 2-2 34 5.svg]]

On one of the two strings (D or G string) you simply slide two frets further.

How you do this is completely up to you. You can slide two frets further with your index finger  E -|---|---|---|---|---|---|---|---|---|- H -|---|---|---|---|---|---|---|---|---|- G -|---|-i-|==>|-i-|-m-|---|-p-|---|---|- D -|---|-i-|==>|-i-||---|-p-|---|---|- A -|---|---|---|---|---|---|---|---|---|- E -|---|---|---|---|---|---|---|---|---|- or slide your little finger further  E -|---|---|---|---|---|---|---|---|---|- H -|---|---|---|---|---|---|---|---|---|- G -|---|-i-|---|-m-|-p-|==>|-p-|---|---|- D -|---|-i-|---|-m-| |==>|-p-|---|---|- A -|---|---|---|---|---|---|---|---|---|- E -|---|---|---|---|---|---|---|---|---|- and just drag the other fingers along.
 * 'p' means here pinky and not (span.) pulgar (thumb) like the classical fingering for plugging. Better would be maybe 'q' for meñique. However, you can't please everyone.

 * G major (1st fingering on the 4th fret)

It doesn't really matter which string you slide on. It is clear that you ended up in the first fingering. Strum around a bit in the first fingering to get some orientation.

The second fingering must now follow downwards. Note the change in position between the G and B strings. For now you don't need to worry about what scale you're actually in, just strum around and only have the three fingerings and the change of position in mind.

By now you just know that it is the D major shape. After some practice, you will recognize the typical shapes straight away. There are only 5 CAGED scales.
 * G major (D-shape section)

Complete the scale with the 3rd fingering.

This makes it quite easy to slide from one scale to the other. Here it was from (E)F form to D form.
 * G major (D-shape)

From the D to the C shape
Let's say it's still too low, or you want to take your improvisation up a notch and play even higher.

Where is the best point to slide now?

 * G major (2nd fingering below)

Of course where the next square is on the right. Here you slide again exactly as described above

Jingle around in the first fingering again for a while and think about how you have to continue upwards.
 * G-DUR (slide module below)

 * G major (2nd fingering below)

Above the first fingering comes the third fingering, but there is still the change of position between the G and B strings.

At this point at the latest you will notice that you are in the C-shape scale. Once you've done the preliminary exercises, you'll be reminded of the lower half of the C major scale. (see: C major on the melody strings)
 * G major (C-shape section)

In the C major form there is no change of position because this is canceled out between the G and B strings with the third fingering. So simply add the second fingering upwards and the first fingering above.

 * G major (C shape)

From the C to the (A) Bb shape
Now you want to move one more layer from the C shape.

Climb up the bass strings to the next square.

 * G major (slide module 7th fret)

And here the same game starts again.

From now on it will be quite tight for your fingers. If the frets are no longer accessible for you (especially for classical or acoustic guitar players), simply move back to the fretboard and practice the further changes in a different key. How about we continue with C major?

 * C major (1st fingering A or Bb shape)

We continue downwards with the second fingering. However, there is also the change in position between the G and B strings.

First, jingle around with this second fingering for a while and memorize the change in position of the A- or Bb-shape, because it inevitably also occurs in the next higher position.
 * C major (A- or Bb-shape excerpt)

If necessary, you can complete the scale yourself.

From the (A-)Bb- to the G-shape
But let's not stay here for long, just move on to the next slide point.

 * The slide module between the G and B strings
 * [[File:Scala_6_71_2-2_34_5_GB.svg]]

Despite the change in position, the slide works exactly as you did before. Nothing changes in the fingering on the corresponding string where you want to slide.

 * C major (1st fingering G shape)

It's just a good thing that we've already had the change of position behind us. This makes it easier to fill the scale downwards with part of the second fingering.

 * C major (G-shape section)

The 3rd fingering follows upwards, which leads into the 2nd fingering on the E string.

 * C major (G-shape)

From the G to the (E-) F-shape
To get to the next slide point, you have to move all the way up to the bass strings.

 * C major 2nd fingering (G-shape)

Now slide in the bass strings.

 * C major slide module above

You can now simply fill it up further down

 * C major 1st fingering (F-shape)

This closes the circle.

 * C major (F-shape)

Exercise
There are certainly countless other ways to switch from one position to the other. You will probably use (barre) chords as a guide. But there is hardly a simpler method that works equally well with all five CAGED scales, allowing you to slide from one scale to the next and conquer the entire fretboard of the guitar.

You don't need to pay attention to much more than the three fingerings, the transition between the G and B strings, and the slide at the semitone steps.

Example
Find a fairly long song that stays in one key, and you'll see how much fun it is to wander back and forth across the entire fretboard during the song.
 * G G Am _ G G Am _ F F G _ G G Am The key is A minor.
 * G G Am _ G G Am _ F F G _ G G Am The key is A minor.

 * Like our lesson in the key of G.
 * in the key of D (F-shape 2nd fred) or the older one in the key of E (D-shape 1st fred)

 * Reminder
 * [[File:Scala_Griffbrett_ani.gif]]

You'll definitely be able to easily figure out how to slide back from one scale to the other.

 * [[File:Scala Griffbrett.svg]]

Have fun trying.

title: Guitar/CAGED connect scales


text:
User talk:2001:14BB:C5:A5F:D99F:C95E:21B5:6609

April 2024
MathXplore (discuss • contribs) 14:35, 1 April 2024 (UTC)


text:
User:Sondrest/Collections/Editing Wikitext

Editing Wikitext

 * Text formatting
 * Editing Wikitext
 * Editing Wikitext/Emphasis and Links
 * Editing Wikitext/Indents and Lists
 * Editing Wikitext/Headings
 * Editing Wikitext/Preformatted Text

 * Adding Images
 * Editing Wikitext/Pictures/The Quick Course
 * Editing Wikitext/Pictures/Tiled Images
 * Editing Wikitext/Pictures/Images in Containers

 * Tables
 * Editing Wikitext/Tables
 * Editing Wikitext/Tables Ready to Use

 * Templates and Styles
 * Editing Wikitext/Making Templates A101
 * Editing Wikitext/Templates Ready to Use

 * Work in Progress
 * Editing Wikitext/Class and Style Notes
 * Editing Wikitext/Indexing Your Work


text:
Circuit Idea/How to make an element with true negative resistance?

This story is based on an answer to an SE EE question.

The secret of negative resistance
There are two types of negative resistance - true (absolute) and differential. Both are dynamic devices whose parameters depend on the input value, but the former are sources while the latter are resistors that need sources. It seems that the true negative resistance is more easy to understand so it will be considered here. We will see that despite the "mysticism" with which it is surrounded, it is a very simple and intuitive concept.

Both "positive" and negative resistors are two terminal devices with linear relationship between voltage and current (Ohm's law). But while an ordinary "positive" resistor subtracts voltage from the supply voltage, the so-called voltage-inversion negative impedance converter (VNIC) adds voltage to it; while an ordinary resistor draws current from the supply voltage, the current-inversion negative impedance converter (INIC) injects current to it. This is the meaning of the negative sign before V or I.

The benefit of negative resistance is that it can neutralize equivalent positive resistance. Both NICs "help" the main source - VNIC "helps" a voltage source in series; INIC "helps" a current source in parallel. Figuratively speaking, they "eat" some of the positive resistance, and what remains is only positive resistance. The best way to see how this can be done is to consider some basic applications. Two interesting of them are chosen - improving an imperfect ammeter and voltmeter to make them "ideal".

Voltage source supplies a resistor
Imagine that we want to measure the current in the simple Ohm's circuit below.

Simulate this circuit – Schematic created using CircuitLab

Measuring the current by a perfect ammeter
For this purpose, we can include a perfect ammeter AM with zero internal resistance; its reading is as we expected 1 mA. Also, to measure the voltage drop across the resistor R without complicating the circuit, let's replace the resistor by an imperfect voltmeter VM1k with 1 kΩ internal resistance (we can set it in the voltmeter parameters window). Figuratively speaking, it will be a "voltage-visualized resistor".

Simulate this circuit

Measuring the current by an imperfect ammeter
However, our goal is to convert the "bad" ammeter into a "very good one". Therefore, we first deliberately "degrade" it (as we did with the voltmeter above) by giving it a resistance of 1 kΩ; as a result, the current decreases twice. Then, we start thinking about how to improve it (but in our own way, not through CircuitLab). Indeed, there is something comical about the fact that we have a perfect ammeter that we "ruin", and then make it perfect again:-) but we do it for the purposes of the good explaining. This is a typical didactic trick that can be useful when explaining circuits.

Simulate this circuit

Compensating the ammeter voltage drop by a constant voltage source
Since voltage is lost in the ammeter, we guess to add the same voltage in the circuit. Great idea! To implement it, we connect another voltage source R-1k in series with the ammeter, and set its voltage equal to the voltage drop across the ammeter. As a result, the ammeter voltage drop is neutralized, and the string of the two devices in series - AM1k and R-1k, behaves as an "ideal" ammeter with zero resistance and zero voltage! The 1 mA current is determined, according to Ohm's law, only by the 1 V input voltage and the 1 kΩ voltmeter's resistance.

Simulate this circuit

Compensating the voltage drop by a following voltage source
But this trick only works for one input voltage value. So we need to make it continuously follow the ammeter's voltage. For this purpose, we can replace it with a varying "copying" source R-1 which is controlled by the same current (current-to-voltage converter). In CircuitLab, it can be implemented as the so-called "behavioral voltage source" with a voltage VR-1 = 1000.IAM1k. Figuratively speaking, it behaves as a negative resistor with the same but negative resistance of -1 kΩ so the combination of the two devices always has zero total resistance.

Simulate this circuit

It turns out that CircuitLab allows negative resistance values to be set. Then let's simplify the conceptual schematic even more.

Simulate this circuit

Compensating the voltage drop by VNIC
VNICs are made the same way as the negative resistance compensation above - by adding (but twice as much) negative resistance to positive resistance (R - 2R = -R). The idea of this is as follows.

Conceptual circuit: To produce a negative resistance, the converter needs a positive resistance to copy the voltage drop across it; hence the name "negative impedance converter". However, it must then remove this positive resistance so that only negative resistance remains that destroys the undesired ammeter resistance (R + R - 2R = 0). So the behavioral voltage source now produces two times higher voltage VR-2 = 2.1000.IAM1k. Note the opposite voltage polarity (hence the name "voltage-inversion NIC").

Simulate this circuit

Practical circuit: To implement this powerful idea by an op-amp circuit, we pass the current through the 1 kΩ "original" resistor R1, amplify the voltage drop across it by an "little unusual" op-amp non-inverting amplifier (OA, R2 and R3), and sum the two voltages. Since the currents flowing through R1 and R2 are the same, the voltage drops are I.R1 - I.R2 - I.R3 -> V - V -V = -V. So, the circuit produces a voltage equal to the voltage drop across the ammeter but with the opposite sign, i.e., it behaves as a -1 kΩ negative resistor. The result is zero voltage drop and zero resistance ("virtual short").

Simulate this circuit

Making an "ideal" voltmeter with INIC
Now let's consider the dual, no less interesting NIC application.

Voltage source with a resistor in series
Imagine that we want to measure the output voltage of an imperfect voltage source with 1 kΩ internal resistance R.

Simulate this circuit

Measuring the voltage by a perfect voltmeter
For this purpose, we can connect a perfect voltmeter VM with infinitely high internal resistance; its reading is as we expected 1 V since there no current flows. Also, to measure the current flowing through the resistor R later without complicating the circuit, let's replace the resistor by an imperfect ammeter AM1k with 1 kΩ internal resistance (the same trick as above). Thus it will be a "current-visualized resistor".

Simulate this circuit

Measuring the voltage by an imperfect voltmeter
However, our goal is to convert a "bad" voltmeter into a "very good" one. Therefore, we first deliberately "degrade" it (as we did with the ammeter above) by giving it a resistance of 1 kΩ, and start thinking about how to improve it (but in our own way, not through CircuitLab).

Simulate this circuit

Compensating the voltmeter current by a constant current source
Since some current is consumed by the voltmeter, we guess to apply the same trick as above - to add the same current to the circuit. Really great idea! To implement it, here we connect another current source R-1k in parallel to the voltmeter and set its current equal to the current consumed by the voltmeter. As a result, the latter is neutralized and the combination of the two devices - VM1k and R-1k, behaves as an "ideal" voltmeter with infinite resistance and zero current! As you can see, no current is consumed by the voltage source, and the current through the "bad" voltmeter is entirely provided by the additional current source.

Simulate this circuit

Compensating the current by a following current source
But this trick only works for one input voltage value. So we need to make the "helping" current source continuously follow the voltmeter's voltage. For this purpose, we can replace it with a varying current source which is controlled by the same voltage (voltage-to-current converter). In CircuitLab, it can be implemented as a "behavioral current source" producing current IR-1k = VR1k/1000. It behaves as a negative resistor with the same but negative resistance of -1 kΩ so the combination of the two devices always has infinite total resistance.

Simulate this circuit

Let's again take advantage of CircuitLab's ability to set negative resistаnce values and simplify the conceptual schematic even more.

Simulate this circuit

Compensating the current by INIC
Conceptual circuit: The converter contains a behavioral voltage source that produces two times higher voltage than the voltage across the imperfect voltmeter - V-2k = 2.VM1k. Then it is converted by the 1 kΩ resistance R1k into a current with reversed direction (it enters instead to exit the imperfect voltmeter); hence the name "current-inversion negative impedance converter".

Simulate this circuit

Practical circuit: To implement this powerful idea by an op-amp circuit, we amplify twice the voltage across the voltmeter by a classic op-amp non-inverting amplifier (OA, R2 and R3), and apply it through the 1 kΩ resistor R1 back to the imperfect voltmeter. So, the circuit produces all the current needed for the imperfect voltmeter. No current is consumed by the voltage source as though there is no load connected ("virtual open circuit").

Simulate this circuit

Conclusions
We have to decide what kind of negative resistor (NIC) we need:

 * If we intend to compensate for losses in a resistor connected in series to a voltage source, we need a VNIC.
 * If we intend to compensate for losses in a resistor connected in parallel to a current source, we need an INIC.
 * If we look carefully at VNIC and INIC circuit diagrams, we will find that both contain "doubling voltage sources" (non-inverting amplifiers with a gain of 2) but they are used differently:

 * VNIC adds its voltage to the input voltage,
 * INIC subtracts its voltage from the input voltage,
 * but because they are connected differently (VNIC in series and INIC in parallel) to the input sources, both "help" them.


text: User talk:Kulttuurinavigaattori

title: User talk:Kulttuurinavigaattori


text: User talk:Mjsamson

title: User talk:Mjsamson


text:
User:Sondrest/Collections/MediaWiki Administrator's Handbook

MediaWiki Administrator's Handbook

 * MediaWiki Administrator's Handbook
 * MediaWiki Administrator's Handbook/Preface

 * Explanation of Admin-specific Tools
 * MediaWiki Administrator's Handbook/Page Deletion
 * MediaWiki Administrator's Handbook/Page Protection
 * MediaWiki Administrator's Handbook/User Block
 * MediaWiki Administrator's Handbook/Sidebar
 * MediaWiki Administrator's Handbook/Importing
 * MediaWiki Administrator's Handbook/Block
 * MediaWiki Administrator's Handbook/Edit History
 * MediaWiki Administrator's Handbook/Protect
 * MediaWiki Administrator's Handbook/Rollback
 * MediaWiki Administrator's Handbook/Special pages
 * MediaWiki Administrator's Handbook/Editing in the MediaWiki Namespace

 * Aspects of Being a Responsible Administrator
 * MediaWiki Administrator's Handbook/Introduction
 * MediaWiki Administrator's Handbook/Being a Project Leader
 * MediaWiki Administrator's Handbook/Recent Changes Patrol
 * MediaWiki Administrator's Handbook/Spam and Spammers
 * MediaWiki Administrator's Handbook/How to Handle Copyright Violations
 * MediaWiki Administrator's Handbook/Countervandalism IRC Bots

 * Wikimedia-specific
 * MediaWiki Administrator's Handbook/Asking for help
 * MediaWiki Administrator's Handbook/Wikimedia projects
 * MediaWiki Administrator's Handbook/Pages to watch
 * MediaWiki Administrator's Handbook/Combating spam


text: User:Sondrest/sandbox

title: User:Sondrest/sandbox


text:
Veterinary Medicine/History of Veterinary Medicine

It all began when people tried to optimize their meat-production system. There's references to aiding cows in birth dating back to ancient Egypt, Veterinaries have been sent to war, to help maintain the horses of the cavalry, or replace the fallen human surgeons on the battlefield, especially because they had a better command of anatomy. Veterinaries are helping archaeologists in reconstructing the living conditions of ancient civilisations on the basis of animal bones found.


text:
Veterinary Medicine/Introduction

Veterinary medicine is one of the most diverse of all universitarian studies. A veterinary student on his way to his approbation as a veterinary doctor will have at least the following subjects: Botany, Zoology, Veterinary Anatomy, Parasitology, Microbiology and Immunology ,Histology, Pathology, Histopathology, organic, inorganic and Bio-Chemistry, Molecular Pathology, Physiology, Pharmacology, animal nutrition and feeding, animal care and management,Dairy and poultry science,animal genetics and breeding,animal surgery,obstetrics and gynaecology,embryology and theriogenology,Veterinary medicine, Toxicology and vet jurisprudence, Fodder cultivation and agronomy,agricultural extension,statistics ,Wild life and zoo animal medicine ,vet public health ,Lab animal management,vet ethics and legal aspects, etc. This is a book with everything needed to get a degree in Veterinary Medicine, it's here to satisfy public interest in medical care for animals, with self-help advice how to keep your pet healthy for example. Nothing here is intended to replace professional health care by qualified Vets!

title: Veterinary Medicine/Introduction


text:
What You Should Know About Medicines/Introduction

It is highly important that every person have some knowledge of the medicine that he consumes. Such knowledge will help him to be a better consumer. This guide is intended to provide general information about the most common medicines in use.

The text is targeted at general people who do not have knowledge of medicine, but intend to benefit by acquiring some information. Most of the text is presented in a simple informal style - so that the targeted audience is not confused by the weighing terminology.


text: Category:Citric acid recipes

title: Category:Citric acid recipes


text:
User talk:2607:FB91:BDD0:C96B:B16F:5241:9706:48B8

April 2024
MathXplore (discuss • contribs) 02:19, 2 April 2024 (UTC)


text:
User talk:Kappamille

Welcome!
Welcome, Kappamille!

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

--Xania   talk 05:14, 2 April 2024 (UTC)

 * Thanks ! Kappamille (discuss • contribs) 08:59, 3 April 2024 (UTC)

title: User talk:Kappamille


text:
User talk:2406:B400:66:1AE5:34E9:30C5:1683:ABD8

April 2024
MathXplore (discuss • contribs) 07:43, 2 April 2024 (UTC)


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

Red links won’t turn blue
I am just finishing the wikibook Pokémon Red and Blue. I had three redlinks to fill out (Victory Road, the Elite Four, and the Unknown Dungeon). I clicked on the first redlink and started writing the page. I saved the page. However, if I were to go back to the main page for the wikibook, the link to the now currently existing page stays red. If I am to click it, it takes me to that article in edit mode. Clearing my cookies turned the link blue, but that action is very annoying because it logs me out each time. Any assistance would be appreciated, although the red links might all be gone by that time. Thanks! SupremeUmanu (discuss • contribs) 18:45, 11 February 2024 (UTC)

 * Pokémon Red and Blue/Victory Road exists. Not sure why the other two pages haven't saved. You may need to open/close your browser or restart your computer? Possibly this is a caching issue or a loss of session data? —Justin ( koavf ) ❤T☮C☺M☯ 19:38, 11 February 2024 (UTC)
 * The problem has just gone away by itself. Thank you nevertheless! SupremeUmanu (discuss • contribs) 20:01, 11 February 2024 (UTC)
 * Then it may have been a caching issue on the server end or something. That is very rare. And forgive me if I seem pedantic, but you know that Pokémon Red and Blue/Saffron City and Pokémon Red and Blue/Gameplay are red, correct? —Justin ( koavf ) ❤T☮C☺M☯ 20:53, 11 February 2024 (UTC)

Announcing the results of the UCoC Coordinating Committee Charter ratification vote

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

Dear all,

Thank you everyone for following the progress of the Universal Code of Conduct. I am writing to you today to announce the outcome of the ratification vote on the Universal Code of Conduct Coordinating Committee Charter. 1746 contributors voted in this ratification vote with 1249 voters supporting the Charter and 420 voters not. The ratification vote process allowed for voters to provide comments about the Charter.

A report of voting statistics and a summary of voter comments will be published on Meta-wiki in the coming weeks.

Please look forward to hearing about the next steps soon.

On behalf of the UCoC Project team,

RamzyM (WMF) 18:23, 12 February 2024 (UTC)

Assistants?
Hello! I've just stumbled upon Wikibooks assistants while cleaning up project pages, and I'm a little confused about what exactly they do. It seems like there is only one assistant (breadboard)—I've read the documentation, but I'm still unclear what its function is. I believe Pi zero created it years ago, and unfortunately I can't ask them due to their passing. @MarcGarver @Leaderboard @JackPotte I think you may have been around for the creation of this—do you have more knowledge about assistants/breadboard and how they work? —Kittycataclysm (discuss • contribs) 14:25, 17 February 2024 (UTC)

 * The problem is that Pi zero has unfortunately not given any examples for the breadboard. My understanding is that these are assistant tools - i.e, they are designed to help users in a complex task - in the breadboard case, with Help:Dialog (which itself is a tool enabling things such as buttons, text etc). Unfortunately, dialogs appear to be a Pi-zero thing; wikipedia:Help:Dialog doesn't exist. As a result, unless someone (or myself) can sit down and spend time understanding how their internals work, I'm not sure what we can do. Leaderboard (discuss • contribs) 06:39, 18 February 2024 (UTC)
 * Hello, I didn't know these pages until now. As the Breadboard's code refers to a missing page, and it always displays "preview" when testing, it seems to be an ununsed malfunctioning stub. JackPotte (discuss • contribs) 09:50, 18 February 2024 (UTC)
 * I hope you don't mind me butting in here, @Kittycataclysm. I noticed you referred to Pi zero as a "they" and just wanted to tell you that w:Wikipedia:Deceased Wikipedians/2021 was a he. He had a tendency to build very sophisticated systems that many of those who worked with him didn't understand, but from what I understand he was brilliant, as well as a very decent human being. If you cannot figure out the current mystery you may want to ask someone at Wikinews. Ottawahitech (discuss • contribs) 00:50, 19 February 2024 (UTC)
 * Got it, thank you for letting me know! —Kittycataclysm (discuss • contribs) 01:59, 19 February 2024 (UTC)
 * Using gender-neutral pronouns isn't problematic and they never explicitly mentioned their favoured pronouns; nothing wrong on Kittycataclysm's part, FWIW. --SHB2000 (discuss • contribs) 08:18, 21 February 2024 (UTC)
 * I agree. Much better to use gender-neutral rather than the wrong one, @SHB2000. I am often just as guilty as others  calling a participant he/him when there is no basis for doing this. Ottawahitech (discuss • contribs) 19:41, 24 February 2024 (UTC)
 * I believe the intent is to let the editor test out how different parameters will impact the way a page is displayed without actually having to edit the page. So you put text on the breadboard, add the parameters and click "update view" to see how it looks, then change the parameters and try again... MarcGarver (discuss • contribs) 16:09, 20 February 2024 (UTC)

Following up (thanks for your responses, all)—I see what the breadboard is supposed to do, although as JackPotte says, it is broken. Given this, should it be deleted? I don't imagine anyone plans to fix it —Kittycataclysm (discuss • contribs) 19:23, 20 February 2024 (UTC)

 * wouldn't delete it just as we wouldn't delete an outdated book - maybe provide a note or a template saying that it's old and broken? Leaderboard (discuss • contribs) 07:09, 21 February 2024 (UTC)
 * Got it, thank you—I'll do that. —Kittycataclysm (discuss • contribs) 19:23, 22 February 2024 (UTC)

Project-wide banners
Hello! I feel like it would be good to advertise important community discussions/developments (e.g. policy development) in order to get as much feedback as possible. Is there any way to generate a banner viewable to all Wikibooks users? I know one was created to advertise when we changed the policy to allow strategy guides, but I'm not sure how to do this. Thanks! —Kittycataclysm (discuss • contribs) 19:28, 22 February 2024 (UTC)

 * MediaWiki:Sitenotice —Justin ( koavf ) ❤T☮C☺M☯ 19:53, 22 February 2024 (UTC)
 * Thank you!! —Kittycataclysm (discuss • contribs) 22:56, 22 February 2024 (UTC)
 * Any time. Thanks for all you do, KC. Sorry that my answers are sometimes so clipped--just a busy guy, but happy to help and happy that you solicited feedback on the AI policy. Looking forward to it being finalized. —Justin ( koavf ) ❤T☮C☺M☯ 23:09, 22 February 2024 (UTC)
 * @ For reasons that I have not figured out yet I often do not get to see site notices, so I assume there are others like me on this wiki. Where would such notices be posted? Ottawahitech (discuss • contribs) 19:47, 24 February 2024 (UTC)
 * It seems you wanted to ping someone but didn't. The site notice should appear at the time of every page until or unless you 1.) dismiss it or 2.) use custom CSS to hide it. I have no clue why it wouldn't display other than those two reasons. —Justin ( koavf ) ❤T☮C☺M☯ 20:19, 24 February 2024 (UTC)

Nazi Leaders?
any help would be much appreciated thank you! BigKrow (discuss • contribs) 03:58, 3 February 2024 (UTC)

Last days to vote on the Charter for the Universal Code of Conduct Coordinating Committee

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

Hello all,

I am reaching out to you today to remind you that the voting period for the Universal Code of Conduct Coordinating Committee (U4C) charter will close on 2 February 2024. Community members may cast their vote and provide comments about the charter via SecurePoll. Those of you who voiced your opinions during the development of the UCoC Enforcement Guidelines will find this process familiar.

The current version of the U4C charter is on Meta-wiki with translations available.

Read the charter, go vote and share this note with others in your community. I can confidently say the U4C Building Committee looks forward to your participation.

On behalf of the UCoC Project team,

RamzyM (WMF) 16:59, 31 January 2024 (UTC)

 * @RamzyM (WMF): Just wondering if this is only an announcement or whether I can ask you questions Ottawahitech (discuss • contribs) 21:18, 27 February 2024 (UTC)


text:
Vedic Mathematics/Sutras/(Anurupye) Shunyamanyat

The Sutra Anurupye Sunyamanyat says : 'If one is in ratio, the other one is zero'. We use this Sutra in solving a special type of simultaneous simple equations in which the coefficients of 'one' variable are in the same ratio to each other as the independent terms are to each other. In such a context the Sutra says the 'other' variable is zero from which we get two simple equations in the first variable (already considered) and of course give the same value for the variable.

Example 1: 3x + 7y = 2; 4x + 21y = 6;

Observe that the y-coefficients are in the ratio 7 : 21 i.e., 1 : 3, which is same as the ratio of independent terms i.e., 2 : 6 i.e., 1 : 3.

Hence the other variable x = 0 and 7y = 2 or 21y = 6 gives y = 2 / 7.

The very appearance of the problem is frightening. But just an observation and Anurupye Sunyamanyat gives us the solution


text:
Patsho/A Background of Patsho History

Introduction
Patsho village is a home to Patsho people, located in North Eastern parts of India in state of Nagaland. Noklak district which is recently bifurcated from Tuensang district is mainly inherited by Khiamniungan people and Patsho people is identified as Khiamniungans, distinguished by subtle linguistic variations in tone and accents. The language spoken in the village is purely Patsho Khiamniungan, colloquially Patsho nyu which indeed is one of the oldest in the region.

Origin
The origin of Pathso people cannot be exactly unraveled but can one trace back since the moving out of group of people from Khiamnyunga to Lümuoking and the present day settlement of Patsho village. From this place, numerous hamlets began to establish moving towards South and eastward mainly with the intention of acquiring jhum fields for sustenance.

title: Patsho/A Background of Patsho History


text:
User talk:Khunou S

Welcome!
Welcome, Khunou S!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. Lionel Cristiano (discuss • contribs) 19:00, 2 April 2024 (UTC)

 * Thank you so much for reaching me out. I am struggling to begin especially editing part and the language usage is the most difficult thing I have to do.   Khunou S (discuss • contribs) 19:09, 2 April 2024 (UTC)
 * Is the my book still liable to get deleted as it says on the top of the page ? Khunou S (discuss • contribs) 19:14, 2 April 2024 (UTC)

title: User talk:Khunou S


text:
User talk:ForTheGrammar

Welcome!
Welcome, ForTheGrammar!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. Lionel Cristiano (discuss • contribs) 19:01, 2 April 2024 (UTC)

title: User talk:ForTheGrammar


text:
User talk:VeryInterestingindeed

Welcome!
Welcome, VeryInterestingindeed!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. Lionel Cristiano (discuss • contribs) 19:02, 2 April 2024 (UTC)

title: User talk:VeryInterestingindeed