text:
User:Dom walden/Multivariate Analytic Combinatorics/Basics

Vectors in multidimensional space
The spaces $$\C^d$$ and $$\R^d$$ are made up of ordered sets of $$n$$ complex or real (resp.) numbers

 * $$\textbf{z} = (z_1, \cdots, z_d) \quad (z_i \in \C)$$

 * $$\textbf{x} = (x_1, \cdots, x_d) \quad (x_i \in \R)$$

We write $$\textbf{z} \in \C^d$$ or $$\textbf{x} \in \R^d$$.

Polydisk and polytorus
For the vectors $$\textbf{a} \in \C^d$$ and $$\textbf{r} \in \R_{>0}^d$$ the open polydisk centred at $$\textbf{a}$$ of radius $$\textbf{r}$$

 * $$D_\textbf{a}(\textbf{r}) = \{ \textbf{z} \in \C^d : |z_1 - a_1| < r_1, \cdots, |z_d - a_d| < r_d \}$$

and the polytorus

 * $$T_\textbf{a}(\textbf{r}) = \{ \textbf{z} \in \C^d : |z_1 - a_1| = r_1, \cdots, |z_d - a_d| = r_d \}$$

Multivariate Cauchy coefficient formula
This is the multivariate version of the Cauchy coefficient formula.

By the multiple Cauchy integral

 * $$f(z) = \frac{1}{(2\pi i)^n} \int_T \frac{f(\zeta) d\zeta_1 \cdots d\zeta_n}{(\zeta_1 - z) \cdots (\zeta_n - z)} = \frac{1}{(2\pi i)^n} \int_T \frac{f(\zeta) d\zeta}{(\zeta - z)}$$

and the fact that

 * $$\frac{1}{\zeta - z} = \sum_{|k|=0}^\infty \frac{(z - a)^k}{(\zeta - a)^{k+1}}$$

we can re-write $$f(z)$$

 * $$f(z) = \sum_{|k|=0}^\infty \frac{1}{(2\pi i)^n} \int_T \frac{f(\zeta) d\zeta}{(\zeta - a)^{k+1}} (z - a)^k = \sum_{|k|=0}^\infty c_k (z - a)^k$$

where:

 * $$c_k = \frac{1}{(2\pi i)^n} \int_T \frac{f(\zeta) d\zeta}{(\zeta - a)^{k+1}}$$

Domain of convergence
The domain of convergence of a power series is the set of points $$\textbf{z} \in \C^d$$ such that the power series converges absolutely for some neighbourhood of $$\textbf{z}$$.

The associated or conjugate radii of convergence are the vectors $$\textbf{r} \in \R_{>0}^d$$ such that the power series converges in the domain $$\{ \textbf{z} \in \C^d : |z_1 - a_1| < r_1, \cdots, |z_d - a_d| < r_d \}$$ and diverges in the domain $$\{ \textbf{z} \in \C^d : |z_1 - a_1| > r_1, \cdots, |z_d - a_d| > r_d \}$$. Note that $$\textbf{r}$$ is not necessarily unique and there may be infinite such $$\textbf{r}$$.

In our example, $$\frac{1}{1 - x - y}$$, the denominator is zero for $$0 \leq x \leq 1$$ and $$y = 1 - x$$.

Multivariate formal power series
For a generating function in $$d$$ variables.

 * $$\textbf{z} = (z_1, \cdots, z_d) \in \C^d$$, $$\textbf{n} = (n_1, \cdots, n_d) \in \N^d$$ and $$\textbf{z}^\textbf{n} = z_1^{n_1} \cdots z_d^{n_d}$$

The multivariate formal power series

 * $$F(\textbf{z}) = \sum_{\textbf{n} \in \N^d} f_\textbf{n} \textbf{z}^\textbf{n} = \sum_{(n_1, \cdots, n_d) \in \N^d} f_{n_1, \cdots, n_d} z_1^{n_1} \cdots z_d^{n_d}$$

For example

 * $$\frac{1}{1 - x - y} = \sum_{(n, m) \in \N^2} \binom{n + m}{m} x^m y^n = \sum_{n \geq 0} \sum_{m \geq 0} \binom{n + m}{m} x^m y^n$$

Diagonals
The central diagonal of a power series

 * $$\Delta F(\textbf{z}) = \sum_{n \geq 0} f_{n, \cdots, n} z^n$$

For our example power series, $$\frac{1}{1 - x - y}$$, we can represent it in two dimensions like below. The central diagonal is highlighted in green.

We can generalise this to a diagonal along a ray r, where $$\textbf{r} = (r_1, \cdots, r_d) \in \N^d$$

 * $$\Delta^{\textbf{r}} F(\textbf{z}) = \sum_{n \geq 0} f_{nr_1, \cdots, nr_d} z^n$$

For example

 * $$\Delta^{(2, 1)} \frac{1}{1 - x - y} = \sum_{n \geq 0} \binom{2n + n}{n} z^n$$

which is represented below in green.


text:
Algebra/Chapter 3/Inverses

Numbers have two inverses: additive inverses, or opposites, and multiplicative inverses, or reciprocals. All real numbers besides 0 have both of these inverses.

Additive Inverses
The additive inverse of a number is such that a number added to its additive inverse is zero. It is also called an opposite. To find a number's additive inverse, find if the number is positive, negative, or neither. If a number n is positive, then its additive inverse is -n. Likewise, the additive inverse of -n is n. 0 is the additive inverse of itself.

Multiplicative Inverses
The multiplicative inverse of a number is such that a number multiplied by its multiplicative inverse is 1; that is, unity. It is also called a reciprocal. The multiplicative inverse of a number n is 1/n. To find a number's multiplicative inverse you may also write it as a fraction and reverse its numerator and denominator; recall that any number divided by 1 is itself. 0 has no multiplicative inverse; it would be 1/0, but numbers can not be divided by zero.

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

title: Algebra/Chapter 3/Inverses


text:
Wikibooks:Reading room/Archives/2023/September

Temporary accounts for unregistered editors
Read this in your language • • Please tell other users about these changes

In 2024, editors who have not registered an account will automatically begin using temporary accounts. These editors are sometimes called "IP editors" because the IP address is displayed in the page history.

The Trust and Safety Product team gave a presentation at Wikimania about this change. You can watch it on YouTube.

There is more information at m:IP Editing: Privacy Enhancement and Abuse Mitigation.

SGrabarczuk (WMF) (User talk:SGrabarczuk (WMF)) 02:05, 30 September 2023 (UTC)

I need a writer
Hello everyone, I want to complete the Islamic religion book, supplementary math book, world history book, nuclear energy book and supplementary physics and chemistry book. I need at least 5 people for each book to complete the books. is there anyone? If there is anyone, please reply here. I don't have time to write all these books and I need some partners. Of course, sure I want those who have skills in religion, mathematics,physics and history. sure As a good friend and partner, I help them in their work and guide them everywhere.I want these people to take a fair share of my edits and to learn about writing books with the secrets of wikibooks and to teach me how to write books and help me write books. Germany Poul Ah (discuss • contribs) 04:16, 15 August 2023 (UTC)

Please Do replying Germany Poul Ah (discuss • contribs) 04:30, 31 August 2023 (UTC)

Please reply I want writing books and need an user for write. Germany Poul Ah (discuss • contribs) 04:30, 31 August 2023 (UTC)

 * Wikibooks is a very small project. You are not likely to get a response. I suggest posting to gig boards like CraigsList, Fiver, Upwork, etc. —Justin ( koavf ) ❤T☮C☺M☯ 05:34, 31 August 2023 (UTC)
 * ok,thank You. Germany Poul Ah (discuss • contribs) 10:53, 1 September 2023 (UTC)
 * I might be able to write for you.


text:
User talk:2409:4081:AE9E:B96B:0:0:CC8A:3E0C

Disclose deleting,blocking and communication policy first with honestly and with straight forward manuals along side other admins commitment to act anything in future with the responsibility and accountability as equal as I would offer mine. Writing best selling is not a big deal for this magician writer [ I mean it], dealing with ghost governance of Wikimedia projects is. I will not write until I am protected and respected upto my deservance in general against my own offering in it, in general. One(s) who read this is expected to cooperate if want to stay in regular communicating approaches until I'm left the space,if not then is expensive to stay away always.I am excited to meet the experienced writer here to get mentored from and scared to be destroyed by deletionists over and over from day one till today. Writers don't deliver anything good in such fear and injuries, please note this common sense without referring your applied law here. I don't care what they are. I am a writer, not a prisoner [Originally]. 2409:4081:AE9E:B96B:0:0:CC8A:3E0C (discuss) 13:59, 19 November 2023 (UTC)


text:
Cookbook:Roe

Roe are fish eggs.

title: Cookbook:Roe


text: Bikol

title: Bikol


text:
Bikol/Alphabet

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

Bikol is written using the 28 Filipino Alphabet.

 * Vowels
 * Upper case: A E I O U
 * Lower case: a e i o u
 * Original consonants
 * Upper case: B K D G H L M N NG P R S T W Y
 * Lower case: b k d g h l m n ng p r s t w y
 * Additional consonants
 * Upper case: C F J Ñ Q V X Z
 * Lower case: c f j ñ q v x z

The language uses the following letters:

Below is a table of the modern Bikol alphabet.

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

title: Bikol/Alphabet


text:
Bikol/Greetings

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

In this lesson you will learn to greet anyone with the appropriate level of formality.

The level of formality for many sentences, including greetings, is more complex than in English. But we will see here that it is quite easy to show respect or sound formal.

The first word to know is marhay, good. Then you need the word describing the time of day: aga morning, udto noon, hapon afternoon, banggi night,

If you want to be formal and respectful to elderly, you need the word tabi and the following construction then applies:

Marhay na hapon tabi  Good afternoon, sir or Good afternoon, madam showing respect for an older person.

The na simply links good with afternoon and is a compulsory link word. You can also add the word Dios before the greetings.

Dios marhay na hapon tabi Good morning, sir or Good morning, madam showing respect for an older person.

Another frequently used phrase is Kumusta which means both Hello, and How are you?. It is borrowed from the Spanish Como esta? which means exactly How are you?. You can also say, tara instead of saying kumusta.

Examples

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

title: Bikol/Greetings


text: Category:Book:Bikol

title: Category:Book:Bikol


text:
Bikol/Numbers

<< Contents | Vocabulary | Spatio-temporal Dimensions | Particles | Speech Register | Common phrases | Days of the Week | Months of the Year | Family | Animals | Numbers | External Links >>

Cardinal numbers
There exist two numerals in Bikol. The native Bikol and the Spanish numerals. Generally, Bicolanos use the Spanish terms if they are talking about time. You will, however, see the native terms if you would read literary books. If you are going on a shopping, prices are given in Spanish (or English) numerals.

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

! 0 !! 1 !! 2 !! 3 !! 4 !! 5 !! 6 !! 7 !! 8 !! 9
 * + Units
 * wara || saro || duwa || tulo || apat || lima || anom || pito || walo || siyam
 * zero || one || two || three || four || five || six || seven || eight || nine
 * }
 * zero || one || two || three || four || five || six || seven || eight || nine
 * }

Bikol has distinct words for numbers ranging from 0-10, as shown above. To form numbers within the range of 11 and 19, the prefix kag- is added to the number separated by a dash (or not in some cases), as also shown above.

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

 * + Decadal Counting
 * kagsaro....11 || duwampulo may saro....21 || tulompulo may saro....31 || apat na pulo may saro....41 || limampulo may saro....51 || anom na pulo may saro....61 || pitompulo may saro....71 || walompulo may saro....81 || siyam na pulo may saro....91
 * kagduwa....12 || duwampulo may duwa....22 || tulompulo may duwa....32 || apat na pulo may duwa....42 || limampulo may duwa....52 || anom na pulo may duwa....62 || pitompulo may duwa....72 || walompulo may duwa....82 || siyam na pulo may duwa....92
 * kagsiyam....19 || duwampulo may siyam....29 || tulompulo may siyam....39 || apat na pulo may siyam....49 || limampulo may siyam....59 || anom na pulo may siyam....69 || pitompulo may siyam....79 || walompulo may siyam....89 || siyam na pulo may siyam....99
 * }
 * kagsiyam....19 || duwampulo may siyam....29 || tulompulo may siyam....39 || apat na pulo may siyam....49 || limampulo may siyam....59 || anom na pulo may siyam....69 || pitompulo may siyam....79 || walompulo may siyam....89 || siyam na pulo may siyam....99
 * }
 * kagsiyam....19 || duwampulo may siyam....29 || tulompulo may siyam....39 || apat na pulo may siyam....49 || limampulo may siyam....59 || anom na pulo may siyam....69 || pitompulo may siyam....79 || walompulo may siyam....89 || siyam na pulo may siyam....99
 * }
 * }

Numbers above 19 whose digit ends with zero use the base number (0-9) and add the suffix -mpulo if the base number ends in a vowel, as shown in these examples:

 * duwampulo (twenty)
 * limampulo (fifty)

If the ending letter of the base number ends with the letter "o", the letter is changed to "u" before adding the suffix -mpulo, as shown in these examples:

 * tulumpulo (thirty)
 * pitumpulo (seventy)
 * walumpulo (eighty)

If the ending letter of the base number is a consonant, the ligature na is added and the "m" from the suffix -mpulo is dropped, incorporating na into the suffix. However, it is still spelled as one word, as shown in these examples:

 * apat na pulo (forty)
 * anom na pulo (sixty)
 * siyam na pulo (ninety)

Numbers above 20 whose ending digit is a digit other than zero use the base form of the number but attach a contracted form of may, the Bikol word for "with", and are separated by a space, as shown in these examples:

 * apat na pulo may pito (forty-seven) or apat na pulo-pito
 * duwampulo may anom (twenty-six) or duwampulo pito
 * siyam na pulo may siyam (ninety-nine) or siyam na pulo siyam)

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

! 10 !! 20 !! 30 !! 40 !! 50 !! 60 !! 70 !! 80 !! 90
 * + Decades with the -mpulo Format
 * sampulo || duwampulo || tulompulo || apat na pulo || limampulo || anom na pulo || pitompulo || walompulo || siyam na pulo
 * ten || twenty || thirty || forty || fifty || sixty || seventy || eighty || ninety
 * }
 * ten || twenty || thirty || forty || fifty || sixty || seventy || eighty || ninety
 * }

When numbers reach the hundreds range, the number is modified by dropping the last letter and adding the suffix -gatos, as shown in these examples:

 * sanggatos (one hundred)
 * limang gatos (five hundred)

For counting thousands, use the word ribo, meaning "thousand".

 * sang ribo (One thousand)
 * tulong ribo apat na gatos duwa (thirty thousand four hundred two)

For counting millions, use the word milyon, meaning "million".

 * sarong milyon (one million)
 * apat na milyon tulong gatos kag-anom na ribo siyam na gatos lima (four million three hundred sixteen thousand nine hundred five)

Ordinal numbers
Except for the number 1, Bikol ordinals are made by adding the prefix ika- to the number in most cases, as shown in these examples:

 * ika-apat (fourth)
 * ikalima (fifth)
 * ikapito (seventh)
 * ikawalo (eighth)

The number 1 is a special case, as it is written as enot.

For numbers ranging above ten, the ika- prefix is applied to the number in the same way that it is done regularly, as shown in these examples below:

 * ikakag-apat (fourteenth)
 * ikaduwampulo siyam (twenty-ninth)
 * ikawalumpulo walo (eighty-eighth)

Spanish numbers
In certain situations, such as the numbering of buildings or places and financial transactions, Spanish numbers are used instead of the Bikol ones.

How to tell your age?
Pira na an edad mo? — How old are you?

dose anyos na ako — I'm twelve years old.

<< Contents | Vocabulary | Spatio-temporal Dimensions | Particles | Speech Register | Common phrases | Days of the Week | Months of the Year | Family | Animals | Numbers | External Links >>

title: Bikol/Numbers


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bb5/3...a6/4. Ba4/4...Nf6/5. O-O/5...Be7/6. Re1/6...b5/7. Bb3/7...O-O/8. h3

This is a move that transposes back to the slow main lines of the Ruy Lopez, and a recently more popular way to reject the Marshall Gambit.


text:
Chatbots For Social Change/Prototypes

These pages are relatively unmaintained, and are the responsibility of the individual researchers. It offers a way to prepare content without formally requesting it to be added to the wikiBook, but also a reference for future participants in the class when they dream up their own project.

At the moment there is only one class, mine (Alec).

 * Alec McGail's Project Folder

title: Chatbots For Social Change/Prototypes


text:
Chatbots For Social Change/Print version

= What's Possible? =

Designing Democracy
= What's Ethical? =

= How Do We Do It? =

Reasoning
= Machine Understanding =

= Implementation and Execution =

= Featured Interviews =


text:
Chatbots For Social Change/Introduction

= Introduction =

By necessity, this book is widely interdisciplinary, bringing together insights from scholarly work understanding "understanding," social action, social systems, the social psychology of belief, the philosophy of science, the sociology of belief systems, research ethics, ethics of privacy, and of interaction, clinical psychology, the technical intricacies of LLMs, frameworks of knowledge management, automated proof-checking, to name some of the most important fields of knowledge involved.

As you can see, this textbook cannot be built by just one person. I (Alec McGail) am writing this now to start the endeavor in a free and transparent manner, very much in the spirit of what's discussed in Section 2: What's Ethical?. So, anyone who feels they have something they can contribute to the endeavor should reach out to me (am2873@cornell.edu), or just go ahead and make changes.

If you'd like to follow my process in working through this class, follow my Twitch channel and YouTube channel.

Here, you will embark on an intellectual adventure, blending the theoretical intricacies of intersubjective thought with hands-on training in Large Language Models (LLMs). By the end, you won’t just understand the mechanics of these digital marvels; you will be the craftsman behind their creation.

For the intrepid scholar and the visionary educator alike, this journey promises a harmonious blend of robust theoretical foundations and cutting-edge practical applications. Each week unfurls a new layer of understanding, from ethical considerations to technical mastery, all culminating in a capstone project where you breathe life into your very own chatbot. This isn't just a course; it's a call to be at the forefront of a sociotechnological revolution, with the power to shape discourse, challenge beliefs, and unite our ever-evolving global community. Get ready to be both the student and the pioneer, charting the path for the next wave of societal evolution.

Disclaimer: "Chatbots for Social Change" has been collaboratively developed with the aid of ChatGPT, a product of OpenAI's cutting-edge Large Language Model (LLM) technology. The utilization of ChatGPT in the creation of this WikiBook is a practical demonstration of the subject matter at the heart of this course. As learners delve into the complexities of collective cognition, LLM training, knowledge management, and social interaction, they are interacting with content that has itself been influenced by the advanced technologies under discussion.

This recursive element of the course design illustrates the dynamic and evolving interaction between human intellect and artificial intelligence. It's an embodiment of the dualities and partnerships that can emerge when the creative capacities of humans are augmented by the meticulousness of machine intelligence. This partnership is indicative of the immense possibilities and responsibilities that come with the integration of such technologies into the fabric of our digital era. Understanding, leveraging, and steering these advancements remain a central theme and imperative throughout this WikiBook.

Independent Learning
Independent consumption by definition means you can do whatever you want with your time and this book. So do that! Read as much or as little as you like, skip around, and don't be shy about asking questions.

If you are serious about learning the content, you will have to devote significant time. I recommend setting aside consistent time every week, and work through the book section by section. Do the prototypes yourself, and contribute to the wiki book. And email me (am2873@cornell.edu)!

Teaching the Course
I am developing this textbook in approximately the same structure I imagine one would teach a 9-week intensive (perhaps summer-) course.

Weeks 1-3: Sections 1-3, which are largely theoretical, could be presented in the first three weeks. This makes it a whirlwind tour, but the textbook allows students to dig deeper at their discretion. At the end of the second section What is Ethical?, I imagine students would draft an IRB proposal for a intervention they would like to conduct. This serves to focus students on what they'd like to do with the technology before the third theoretical week How Do We Do It? and the following technical weeks which prepare the student for their own prototyping.

Weeks 4-5: The next two weeks can be spent on the technical details of LLMs and various other relevant technologies. Students can choose a topic from the textbook to explain to the class, or choose to research a new one and write a wiki chapter.

Weeks 6-8: The next three weeks would involve hands-on prototyping based on the subject matter. This gives a nice fail-fast mentality, and avoids "scope creep," which can easily result in never getting off the ground. This would be wildly benefited by a user-friendly package which includes high-level access to capabilities for everything mentioned in this book.

Week 9: The final week can be used to reflect on the course material, and allow students to present what they were able to do, what challenges they faced, and their ideas for further development and use of these technologies. If they feel they can contribute to the code-base, this would be a good time to submit their pull-requests.

title: Chatbots For Social Change/Introduction


text:
Bikol/This and That

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

Bikol uses three words to represent the words "this" and "that": ini, iyan and idto. Ini means "this", while both iyan and idto mean "that", depending on the context.

This
The word ini can be used in different ways, depending on its location within the sentence. In most cases, if it is in the middle or at the end of a sentence, it is written by itself without modification, as in the cases of this sentence:

 * An tawong ini, turog. (This person is asleep.)
 * Ano ini? (What is this?)

The ligature -ng is attached when describing objects. This never happens at the end of a sentence and only occurs if ini is placed at the beginning or at the middle. Some examples include:

 * Sakuya ining libro. (This book is mine.)
 * Haen ining lugar? (Where is this place?)

Attaching the ligature -ng and the case marker mga makes ini plural, becoming "these", as shown by this sentence:

 * Saiya ining mga awto. (These cars are his/hers.)

That
iyan or idto are used depending on the relative distance of the referred object or person to the speaker and to the listener. The difference is as follows:

 * iyan is used when the referred object or person is far from the speaker but near the listener.
 * idto is used when the referred object or person is far from both the speaker and the listener.

Let's have an example. Two kids named Santiago (Spanish for "James") and Corazon are pretty far apart. A cat passes near Lisa.

(Bikol)
 * Santiago: Lisa, ano iyan?
 * Corazon: Ikos iyan.

(English)
 * ''Santiago: Lisa, What's that? (near you or close to you)
 * Corazon: That's a cat.

Later on, Santiago and Corazon both see a spider crawling on the ceiling.

 * Santiago: Lisa, ano idto?
 * Corazon: Lawa.

 * Santiago: Lisa, what's that (over there)?
 * Corazon: That's a spider.

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

title: Bikol/This and That


text:
User:Daeraxa

Hi

title: User:Daeraxa


text:
User talk:Daeraxa

Welcome!
Welcome, Daeraxa!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. —Justin ( koavf ) ❤T☮C☺M☯ 02:12, 21 November 2023 (UTC)

title: User talk:Daeraxa


text:
Bikol/Authors

<< Contents | Introduction | Why Study Bikol? | About Bikol | Authors | External Links >>

This Bikol Wikibook wouldn't be here today if it wasn't for its authors. This book was started by the username Jay Bolero, contributors have constantly improved upon it and have brought the Wikibook into good shape.

This book already has all of the most basic information allowing you to construct a simple sentence, and say a few things in Bikol. However, do try to help by adding some more information on other topics that are not here. As you write, remember that people reading this book can be totally new to the language. Do not write as if you are writing for another Bikol speaker, but keep in mind to explain things in great detail to enable learners to use this book easily.

Please remember that this is a wiki textbook. Feel free to edit it, update it, correct it, and do anything to boost its capabilities to teach those who read this textbook, and/or otherwise increase its teaching potential.

This Bikol Wikibook has received contributions from the following users (please insert your full name if possible):

Initiator

 * Karl Basallote

Other Contributors

 * Me Lendroz

title: Bikol/Authors


text: Category:Crouton recipes

title: Category:Crouton recipes


text: Category:Mascarpone recipes

title: Category:Mascarpone recipes


text:
Perspectives in Digital Literacy/Caught in the Web: Exploring How Social Media Persuasive Strategies Can Lead to Addiction

Social media platforms drive surges of dopamine to the brain to keep consumers coming back over and over again. The shares, likes and comments on these platforms trigger the brain’s reward center, resulting in a high similar to the one people feel when gambling or using drugs.

-DR. NANCY DEANGELIS, CRNP, Director of Behavioral Health

The world of social media is constantly evolving, particularly when it comes to teenagers who are often at the forefront of these changes. There is no denying that it has been very valuable and useful in terms of communication, entertainment and sharing of information. However, just like the moon, it also has its dark side. In 2022, Pew Research Center conducted a survey among teenagers about how much time they spend on social media:"a majority of U.S. teens (55%) say they spend about the right amount of time on these apps and sites, while about a third of teens (36%) say they spend too much time on social media. Just 8% of teens think they spend too little time on these platforms. Asked about the idea of giving up social media, 54% of teens say it would be at least somewhat hard to give it up, while 46% say it would be at least somewhat easy. Teen girls are more likely than teen boys to express it would be difficult to give up social media (58% vs. 49%). Conversely, a quarter of teen boys say giving up social media would be very easy, while 15% of teen girls say the same. Older teens also say they would have difficulty giving up social media. About six-in-ten teens ages 15 to 17 (58%) say giving up social media would be at least somewhat difficult to do. A smaller share of 13- to 14-year-olds (48%) think this would be difficult."As you can see from this data, 54% of teenagers said that it will be difficult for them to give up social media. One of the reasons why is how engaging social media has become. It was purposely designed to get the most time from its users, their manipulative tactics were constructed to persuade the users to stay connected online.

Addictive Design
Let's identify some of the common tactics or tricks social media has been doing. The first is the “like” button, a simple feature that can make its users feel socially validated by different users and urges them to post more content to get the most likes from their friends. It creates this illusion of rewards that can make them come back to get more. And the second is the “pull to refresh,” which mimics the addictive nature of slot machines. This trick will give its users endless content on on their social media news feed. Every time it reaches the end of their news feed, it will suggest to its users to pull down, to create fresh content that is based on the things they view online. Video platforms like YouTube and Netflix follow the same idea; they automatically play the next movie or episode for their users.

In addition to these common techniques, algorithms can create social media bubbles. As Wendy Rose Gould states in her article “Are you in a social media bubble? Here's how to tell” there are two types of social media bubbles. The first is the self-perpetuated bubble, which is created by the user itself, filtering or choosing only contents that what the user think is right. A neuroscientist, Don Vaughn from the University of California-Los Angeles explains that humans tend to surround themselves with like-minded individuals, creating their own “bubble” of beliefs and opinions. The second type is filter bubbles; this term was coined by Eli Pariser who is an author and internet activist. On a 2011 TedTalk presentation, he explained that filter bubbles depend on the things that you do. This algorithm will then decide what contents to show in your social media feed. To simply explain, what filter bubble means, it is a computer algorithm that gathers all your personal information, including things you like, watch, and buy online. Using these data, it will create this personalized world based on the information that it collected. It chooses contents for you, without knowing what gets filtered out.

Furthermore, from the data and information social media companies have gathered comes another persuasive tactic, which is called targeted ads. This may seem a small thing, but it does contribute to social media addiction. Targeted ads are digital advertisements that are designed based on our likings and interests. Advertisers can collect your data through your web history, recent location from Google maps, even from Android phones. Another way they gather its users data is from “[https://www.trendmicro.com/vinfo/us/security/definition/cookies#:~:text=A%20cookie%20is%20a%20piece,returned%20to%20a%20particular%20website. cookies].” Every time that you click “accept” cookies on different webpages, these websites will instantly store your information and data. In addition, social media companies collect our data without our knowledge to provide the most interesting content that will keep us scrolling to their apps. This tactic is a win-win situation for them and the advertisers, but not for its users.

Strategies for breaking free from social media addiction
Without a doubt, these persuasive techniques have led its users to social and digital addiction, affecting their mental and psychological health. Bernard Marr, a well-known author from Forbes suggests 7 ways to help curb social media addiction: In addition to that, disabling or deleting the apps that consume vast amounts of your time can be another way too. By doing this they can now focus and dedicate their time exploring new activities and hobbies. Taking responsibility and being held accountable you can help them break free from social media addiction. These are just a few steps on how to break free from social media, just remember that it starts with you. By doing this it can help not only you but also the people around you.
 * Reset your brain’s pathways and gain perspective on your relationship with your screens by doing a digital detox of 12-24 hours
 * Set aside a certain amount of time each day to just be still with your thoughts
 * Put your phone in automatic “bedtime” mode, which will turn off all notifications at a certain time of night
 * Set time limits for apps or websites using tools like Freedom or Space
 * Consider turning off all notifications on your phone
 * Delete your most distracting or time-consuming apps from your phone
 * Set up a “one screen” rule in your house, which means you can’t use more than one screen at a time (i.e. no watching TV while scrolling through your social media feeds!)

Conclusion
Social media addiction is something that has been affecting the lives of teenagers. According to the data presented, more than 54% of teenagers said that they will have a hard time giving up using social media. These persuasive tactics that social media companies have designed, were not just to improve their platform but to get the time and attention of its users, specifically teenagers, because all of them have access to social media. This paper aims to give you a better understanding of what these tactics were. By taking responsibility and actively seeking alternative activities, you can help them regain control of their relationship with you and find a healthier balance in their lives. Breaking free from social media addiction starts with you, and the benefits extend not only to yourself but also to the people around you.


text:
Perspectives in Digital Literacy/Evolving Walls of Ones and Zeroes

Only eleven years after the electromechanical computer was created, the world's first design for a computer virus was born. John Von Neumann, a mathematician and engineer, gave a series of lectures at the University of Illinois about the theory of self-replicating computer programs. However, it would not be until the early 1970’s that the first functional computer virus would be created. This virus, named “Creeper,” was the first computer program to spread and self-replicate, and was deleted by “Reaper,” the world's first anti-virus software. This cycle of a computer virus being created, and an anti-virus being written to combat it has been going on for over fifty years.

However, with recent developments in machine learning, the classification and removal of malware may end up being entirely automated. A majority of new malware is built upon existing malware, and classifying the type is often the first step towards eradicating it. Deep learning programs have shown exceptional performance in dentification tasks, and, at the 9th New Technologies, Mobility and Security conference, an artificial neural network used to analyze imagery was shown to have “better than...state of the art performance” when it came to identifying malware.

What ways do today's antivirus programs identify malware, and what are their flaws?
Anti-virus programs usually go about detection using a few methods, such as sandboxing, heuristic detection, and real-time detection. Sandboxing runs programs in a virtual environment and records what the program does. If the program is deemed non-malicious, the antivirus software then runs it on your actual computer. While this technique is effective, it is slow and resource heavy, and therefore is not used in many user-side antivirus programs. Heuristic detection, or “genetic detection” is the process of identifying viruses by checking for similarities with already existing viruses. This method is effective but relies entirely on the limited databases used by the antivirus software. Real-time detection is the process of scanning a file when it is being downloaded or opened. This is the method that most anti-malware programs use. The biggest issue with this is that if the virus is not previously known, the antivirus will not flag it.

What are some deep learning antivirus programs, and how do they work?
Shallow machine learning programs predict the relationship between two variables and are used in many cybersecurity programs. However, new advances in deep learning technologies have led to neural networks outperforming even the best shallow learning algorithms. At the 9th New Technologies, Mobility and Security conference, an artificial neural network used to analyze imagery was shown to have outdone the winners of the Microsoft Malware Classification Challenge. This system converts files into binary, and then turns the binary into a grayscale image, at which point the neural network scans it for similarities with other malware. This system had a 99.97% success rate on a dataset of over 10,000 malware samples. The neural network model used in this method is a convolutional neural network, which is based on the visual cortex of animals. Another neural network program, the FO-SAIR (Factional-Order Susceptible-Antidote-Infected-Removed) framework, has shown great success in removing viruses. This program is modeled after organic disease treatments, and is a modified version of the SIR (Susceptible-Infected-Removed) framework. FO-SAIR is examined through stochastic optimization, a method that generates random variables to simulate an actual system. This program is one of the most cost-efficient antivirus methods, as it creates “antidotes” at a rate dependent on how much the virus has spread, and deletes these antidotes after they have no more use. As powerful as these programs are, they are limited by hefty storage requirements, and by the time it takes to train them. While effective, this makes them not a reasonable option for an everyday consumer.

Won't hackers have access to deep learning too?
As technology becomes more accessible, both the quantity and quality of malware have skyrocketed. Former general manager of Australia's Computer Emergency Response Team Graham Ingram stated that “We are getting code of a quality that is probably worthy of software engineers[,]” in reference to the skill of newer malware authors. However, there are several key factors that make deep learning more suited for antiviruses than malware. The need for both substantial computing power and a very large dataset make deep learning inaccessible to many people. This is especially true for malware authors, as large datasets of antivirus software is much harder to find than large datasets of viruses, meaning it would be harder to train a virus on antiviruses than it would be to train an antivirus on viruses. In addition, according to MathWorks, deep learning is used to “perform classification tasks directly from images, text, or sound[,]” which is useful for identifying, but not hiding, malware. While both malware authors and antivirus authors will have access to deep learning, by its nature it is more suited for antiviruses than malware.

Conclusion
Machine learning has advanced rapidly over the years and has impacted many fields; both those directly connected to technology and those that are not. As this technology continues to be improved upon, it will be used more and more frequently. This will especially be the case in the field of cybersecurity, as the deep learning programs are showing very high levels of success, especially compared to most modern antivirus programs. As machine learning grows more advanced, it will become the leading approach to cybersecurity due to its speed and accuracy in malware classification.

Discussion questions

 * 1) Do you think deep learning programs will fully replace traditional antivirus software in the future? Why or why not? What challenges still exist?
 * 2) How might advances in deep learning impact the "arms race" between malware creators and cybersecurity specialists? Will one side gain an upper hand?
 * 3) Should machine learning algorithms used for cybersecurity purposes be open source? What are the ethical implications around transparency and scrutiny in this case?
 * 4) What other applications of deep learning show promise for improving cybersecurity beyond analyzing malware? For example, could it detect intrusions or compromised accounts?
 * 5) Do you believe enough is being done legally and politically to prepare for emerging technologies like AI-powered cyberattacks or cyberwarfare? What policies or regulations could help address these threats?


text:
Perspectives in Digital Literacy/Expensive Textbooks Stressing You Out?

 Introduction

In current times in our economy, inflation has skyrocketed and affected almost every American, and unfortunately education is not excluded. I have experienced some hardships with part of my income contributing to my education, as it is a new expense I have not experienced before. I’ve been living in New York City my whole life and with it being the most expensive city in the world I’ve struggled a bit financially. For the spring semester I received the Federal Pell Grant and only had to pay $500 for tuition but for the following semester the grant was cut significantly and now I must pay most of my tuition. Alongside an expensive city,   there is also expensive rent and being a student with a part time job, it can become stressful living. Although there has been some adjusting, all my classes use free academic resources so there isn’t an additional expense that I need to worry about. Providing open access to academic journals and articles can benefit society by making knowledge accessible to students who lack resources.

History/ background

If we are going back to the beginning of why there is a discussion surrounding OER’s, it starts with copyright laws. The most recent copyright law was passed in 1976 and in later years Congress has made accommodating acts to accompany it. Copyright allows people to reserve and obtain all rights to their work. Only they are allowed to distribute their creations and no one else without their approval or permission. While some may perceive copyright as a modern concept, it stems back to the mid 1400’s[XG3]  with the European development of movable type. The printing press allowed for spreading thoughts and opinions--the most popular being the Bible--faster than ever. Before the printing press, any form of tangible literature was done by hand, which was a slow and tedious process. The printing press raised conversation about ownership and the credibility of authors, who had been struggling to get paid, especially because there was no protection of their work. This conversation culminated in the Statute of Anne named after the queen of that time. This law is the first modern copyright statute that granted British authors copyright instead of the publisher. This laid the foundation for future copyright laws in the UK and U.S.

There have been different modified versions of copyright laws in the U.S. As previously mentioned, the most recent copyright law was passed in 1976. Although the law itself has not been amended, there have been other acts to get more “with the times”: one prime example is the Copyright Term Extension Act (CTEA), which  was passed in 1995 to keep up with the European nations’ own copyright law that allowed people to control their work for seventy years after their death, while the U.S allowed for fifty. The passing of CTEA, now allows for Americans to have rights to their work for seventy years after death. A similar extension act was the Sonny Bono CTEA which was later passed in 1998 to mostly cater to big corporations such as Disney, which extends the rights to ninety-five years after publication. Although this only applies if the creation was published before 1978, anything published after 1977 would continue to be seventy years after death. While these acts are to ensure creators are credited and paid, it wasn’t written with the thought of the Internet or the World Wide Web (web for short) which would soon rise in popularity around the world.

 The Birth of Open Access  Once Tim Berners-Lee made his invention of the Web available for all the world to use, the topic of copyright came back into question in America again. From these discussions, the free culture movement emerged. The movement’s members believe that the web’s contents should be made easily accessible and not be so restricted to the public. Aaron Swartz was one of many free culture movement members who criticized the restrictions that copyright had on many works, especially with respect to educational materials. Swartz was a programmer and political activist who engaged in a case correlating with copyright, around the time of his untimely death.

Swartz and others realized that universities had many academic journals and scholarly articles available to students and faculty, but that paywalls were restricting the access to those same articles to others outside of American colleges. When Swartz realized this,   he declared it to be unfair to other students who didn’t have the same privilege and decided to voice his opinion in a public document called the "Guerilla Open Access Manifesto." This manifesto was written by Swartz and others to express the disapproval of the paywall that sites have on scholarly articles. Throughout the document, they try to convince university students to see the disparity of knowledge of other students who are without these scholarly materials and to share them to close that gap:

 * you need not — indeed, morally, you cannot — keep this privilege for yourselves. You have a duty to share it with the world. And you have: trading passwords with colleagues, filling download requests for friends… as if sharing a wealth of knowledge were the moral equivalent of plundering a ship and murdering its crew. But sharing isn't immoral — it's a moral imperative. Only those blinded by greed would refuse to let a friend make a copy.

In 2011 the government decided to propose the Stop Online Piracy Act (SOPA). This act was proposed as a “solution” to make sure web sites followed copyright laws and if they didn’t make sure their site avoided any mistake, it would be restricted or completely shut down. This means if someone uploaded a song to a site and forgot to credit the source, the entire site would be shut down for everyone and wouldn’t be accessible. Many, including Swartz, believed the act to be ludicrous and protested it. SOPA never made it to law due to the overwhelming opposition to it.

During the protesting of SOPA, Swartz was facing criminal charges for illegally downloading millions of academic journals and articles from JSTOR by having access to MIT’s database. JSTOR is a site where they have accumulated many academic journals and resources only free if one is a U.S university student or else you must pay to have access to an article. While downloading some articles is okay, downloading in bulk is considered a federal offence. Many more charges were brought because of Swartz’ openness of OERs and the possibility that he was going to publish the articles for everyone to see. Many of Swartz’ family, friends, and fans protested the charges saying the initial act was proven but not the publishing of the pages. After two years with the government still wanting to put him in prison and his deteriorating mental health, Swartz ended his life.

The advocating of Swartz and others has left a legacy behind. Starting the conversation of open education and OERs for all students so there isn’t a continuation of inaccessibility for those who want to learn. A beneficiary of the open access movement is Jack Andraka. Andraka was fourteen when he decided to invent a device to detect pancreatic cancer early on. When someone is diagnosed with pancreatic cancer it is usually too late to do anything about it. Andraka conducted his research on academic resources that were free and easily accessible to the public. In 2013, he successfully managed to make the first prototypes to be shipped out for others to use and credits Swartz on his accessibility to accomplish it.

 Open Access and Education

Swartz and others continued to rally behind open access for educational materials or Open Education Resources (OERs). OERs are essentially textbooks and resources that are free, and anyone can access them. OERs can be revised and edited by others because of being in the public domain or the author had laxed some of their rights. OERs are essential because of the cost of college tuition rising, the separate cost of textbooks and resources deprives students who won’t be able to afford them.

City Tech is one CUNY college implementing the use of OERs and it conducted research on student performance and retention rates in their Undergraduate Engineering Departments. Having easy accessibility allows for students to gain the knowledge they need for their classes and not have the extra cost of textbooks holding them back. The study showed that the implementation of OER’s helped engineering students save money and continue staying in school. Although the study shows that failing and D-grades haven’t changed, Zhao and his team make it a point that it didn’t decrease student performances.

There is also the case of students around the world not having access to American OERs because of the high prices. and because OERs authors and researchers must waive some rights for people to access them. Professor Emeritus in the Department of Chemistry and Chemical Biology at Cornell University. John McMurry did just that. McMurry wrote a chemistry textbook that many students have used around the world. When he felt the need to move on from his publisher, he decided to make Organic Chemistry a digital OER so students can have access to the textbook without the $100 price tag. Organic Chemistry has been translated into multiple languages and used many countries outside of the U.S, finally giving accessibility to students not just in the U.S, but in countries like India and Japan to reap the benefits of the knowledge that is out there.

Although there are many that see the benefit of open access materials, such as the cost saving aspect, there are others who aren’t much on board or question the positive outcomes of it. The University of Buffalo (UB) conducted research on OERs, and the views of its financial values compared to more traditional textbooks and journals. The authors of the UB research noticed that even students who appreciated and found value of OERs comparable to those of traditional resources, wouldn’t pay the same amount for them. Even with many students favoring OERs, there were students who didn’t find them comparable and even believed they had less educational value because of them being accessible and free. Many seemed to see that something with no financial value equates to no beneficial or educational value. But even so, the researchers admit that the likely positives of OERs outweigh the negatives of it.

 Conclusion

Many people have the want and need to learn and unfortunately there are ways for them to be blocked from an education. If we’re blocking people from learning and seeking out solutions to humanity, what does that say about us? We need to allow academic resources to be available for those who may not be able to spend over $500 on textbooks. Thankfully there are states starting to acknowledge the need for OERs such as California. Governor Gavin Newsom signed into law that a budget of $115 million will be used to lower the cost of textbooks at the college level so it won’t continue to be a financial burden for students. Members of the pro OERs have said not only will it benefit college students but high school students as well. Giving them this new opportunity will allow for them to research advanced topics and careers. Allowing this accessibility won’t just help our wallets but will help us as a society. If we continue to rally for OERs we can soon see them being implemented across the country or even better, the world.


text:
Bikol/Introducing Yourself

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

In this lesson you will learn to introduce yourself using the standard level of formality or respect. You will also be able to ask someone his name.

First you need to know that the verb to be is never expressed in Bikol. Where there is no verb, it is automatically assumed that the sentence is about something being something. Therefore to ask What is your name, you only need to know the words "What your name?". Here they are:

However you also need the article the. This is because Bikol literally say What is the name your?

Ano an ngaran mo? or Anong ngaran mo?.

The phrase ano an, meaning what the is obviously a very frequent combination. It has evolved into an aggregated word, which is anong. It means exactly ano an, but is much easier to pronounce and therefore more common.

Note that mu is placed after the name it modifies. This is always the case: possessive pronouns are always placed after the possessed thing.

If your name is George, the answer is Ako si George

Ako simply means I or me. When this word is not at the beginning of a sentence, it can be abbreviated into ko.

si is an article reserved in the case that the word that follows is a name. It is compulsory unless you are calling someone.

Then you might want to say Nice to meet you. In Bikol, the expression used is Happy me knowing you. We will therefore need 3 more words:

Again we see here that the pronoun you, ika, can be abbreviated into ka. Abbreviation of pronouns is frequent in Bikol, we will see more of that in later lessons.

So the phrase Happy me to know you is Maugma akong mamidbidan ka.

So the final sentence becomes Maugma akong mamidbidan ka.

We have just one more words to learn, which is essential in every situation: iyo is yes

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

title: Bikol/Introducing Yourself


text:
Formation of Banded Microstructures with Rapid Intercritical Annealing of Cold-Rolled Sheet Steel

About this book
The effects of heating rate in the range of 0.3 to 693 °C/s on transformations during inter-critical annealing of a cold-rolled 0.12C-1.4Mn-0.02Nb steel with either a ferrite-pearlite or ferrite-spheroidized carbide microstructure were evaluated. Heating rates were selected to impart different predicted degrees of ferrite recrystallization present at the onset of austenite formation. Rapid heating minimized ferrite recrystallization with both prior microstructures and minimized pearlite spheroidization in the ferrite-pearlite condition, and austenite formation occurred preferentially in recovered ferrite regions as opposed to along recrystallized ferrite boundaries. Martensite was evenly distributed in slowly heated steels because austenite formed on recrystallized, equiaxed, ferrite boundaries. With rapid heating, austenite formed in directionally oriented recovered ferrite, which increased the degree of banding. The greatest degree of banding was found with intermediate heating rates leading to partial recrystallization, because austenite formed preferentially in the remaining recovered ferrite, which was located in bands along the rolling direction. Ferrite-spheroidized carbide microstructures had somewhat reduced martensite banding when compared to the ferrite-pearlite condition, where elongated pearlite enhanced banded austenite leading to banding in transformed microstructures.

Useful Off-site Resources

 * Springer link


text:
Chatbots For Social Change/Theory of Conversation/Theorizing Conversation/draft 1

This chapter delves into the historical context of the philosophy of language, tracing its origins and evolution through various cultural and philosophical traditions. It begins by exploring the ancient Indian philosophies of Mimamsa and Nyaya, which advanced early theories about the relationship between language, meaning, and their referents.

The narrative then transitions to a global perspective, highlighting the contributions of Western philosophers like Plato and Aristotle, as well as the insights from Confucius's "Analects", Islamic Golden Age thinkers like Al-Farabi and Avicenna, and traditional African philosophical tenets. The chapter emphasizes the diversity of thought regarding the interplay of language, reality, and truth across different cultures and epochs.

Moving into the 20th century, the focus shifts to the transformative works in the philosophy of language and social interaction. Ludwig Wittgenstein's evolution from the logical structure of language in his early work "Tractatus" to the socially contextual understanding of language in "Philosophical Investigations" is underscored. Alongside Wittgenstein, other influential thinkers such as George Herbert Mead, Edmund Husserl, Erving Goffman, and Alfred Schutz are discussed for their contributions to understanding language within social frameworks.

The chapter concludes with an examination of J.L. Austin's Speech Act Theory, which posits that utterances can perform actions, and breaks down communication into locutionary, illocutionary, and perlocutionary acts. This sets the stage for a detailed look at how these theories have informed various aspects of conversation analysis and sociolinguistics, and their application in understanding the nuanced dynamics of everyday interactions.

Key Philosophical Traditions and Theories

 * Ancient Indian Philosophy: Mīmāṃsā and Nyaya Schools
 * Western Philosophy: Plato, Aristotle
 * Eastern Philosophy: Confucius
 * Islamic Golden Age: Al-Farabi, Avicenna

Modern Developments

 * Philosophical Foundations of Communication and Social Interaction:
 * Ludwig Wittgenstein - Language games and the concept of meaning as use, relevant for natural language processing.
 * George Herbert Mead - Symbolic Interactionism, the basis for understanding social interaction in chatbot design.
 * Erving Goffman - Frame Analysis, useful for chatbot's contextual understanding and response framing.
 * J.L. Austin - Speech Act Theory, essential for understanding how chatbots' utterances perform actions.

 * Social Phenomenology and Intersubjectivity:
 * Edmund Husserl - Philosophy of Intersubjectivity, important for designing chatbots that can understand and simulate human-like empathy and shared experiences.
 * Alfred Schutz - Social world phenomenology, providing insights into the everyday life-world that chatbots may need to navigate.

 * Microsociological Insights for Chatbot Interaction:
 * Herbert Blumer - Symbolic Interactionism, emphasizing the role of interaction and meaning-making in social change.
 * Harvey Sacks - Conversation Analysis, crucial for chatbot's conversational flow and turn-taking mechanisms.
 * Alfred Schutz, Erving Goffman - Ethnomethodology, informing chatbots on the methods people use to construct social order, potentially guiding AI in understanding societal norms and behaviors.

Implications for Contemporary Linguistics and AI
The insights from these philosophical explorations have profound implications for contemporary linguistics and the development of artificial intelligence, particularly in the realm of chatbot programming. The classification of speech acts and the understanding of the social context of language are crucial for designing AI that can effectively interpret and respond to human communication.

The Ancient History of the Theory of Conversation
The intricate dance of conversation, meaning, and thought has possibly been in play since the dawn of human cognition. It's evident in the rich tapestry of philosophical traditions spanning the vast expanse of human history and culture.

In ancient India, the Mīmāṃsā and Nyaya Schools stand out as some of the pioneering traditions that developed an intricate philosophy of language. These schools delved deep into the intricacies of the relationship between words, the meanings they hold, and the tangible or intangible objects they depict.

Globally, this investigation into language and thought wasn't confined to India. Icons of Western philosophy like Plato and Aristotle, the profound "Analects" of Confucius, the luminary philosophers during the Islamic Golden Age, and the sagas from traditional African philosophy all enriched this vast realm of understanding. The sheer volume and diversity of thought cultivated by these thinkers are simply awe-inspiring.

A cursory glance at these ancient philosophical discourses might give one the impression that they universally championed the existence of an ethereal realm of unchangeable 'Truths', detached from our mundane experiences – a notion reminiscent of Plato's theory of forms. However, painting all these diverse traditions with such a broad brush would be an injustice. While many ancient philosophical systems did demarcate the visible from a deeper, more profound reality, the subtleties of these distinctions are unique to each culture and philosopher. Each tradition unfurled its distinct perceptions of truth, reality, and how both interweave with language and thought.

For instance, while Plato's theory of forms proposed an eternal realm of perfect archetypes, Aristotle took a more empirical approach, focusing on the tangible realities and their inherent potentials. In the East, Confucius's "Analects" emphasized the significance of virtue and righteous action in correspondence to the 'Way', rather than abstract truth. Similarly, during the Islamic Golden Age, luminaries like Al-Farabi and Avicenna explored the nexus of divine intellect, logic, and the human soul, which presented a confluence of Platonism, Aristotelianism, and Islamic theology. Traditional African philosophy, rich in its diversity, places great emphasis on the power of the spoken word, the profound significance of naming, and the wisdom encapsulated in proverbs.

20th Century - Understanding and Society
The 20th century's philosophical landscape was a fertile ground for reimagining the nexus between language and society. This period, often heralded as a 'linguistic turn,' saw figures like Wittgenstein, Husserl, and Mead, among others, weaving a rich tapestry of thought that continues to inform contemporary discourse.

Ludwig Wittgenstein, initially entrenched in the logical positivism of his "Tractatus Logico-Philosophicus," later diverged into the more nuanced terrain of ordinary language philosophy. His seminal "Philosophical Investigations" introduced the concept of 'language games,' underscoring that language is an activity, contingent upon various 'forms of life.' This pivot from a rigid logical structure to a fluid social activity challenged the very foundations of semantic theory and opened a dialogue with other contemporary thinkers.

While Wittgenstein's philosophical odyssey was marked by the realization that language is steeped in the praxis of life, George Herbert Mead's Symbolic Interactionism was concurrently setting the stage for a sociological understanding of language. Mead's insight that human consciousness arises from social interaction—particularly through symbolic communication like gestures and language—complemented Wittgenstein's later views. However, where Wittgenstein emphasized the variability of language's function, Mead focused on the genesis of meaning through social acts, such as the simple yet profound exchange between a child pointing and a caregiver naming the object. This interplay of symbols forms the bedrock of shared understanding, a concept further crystallized by Herbert Blumer. Blumer's articulation of Symbolic Interactionism, with its emphasis on the subjective interpretation of social symbols, provided a sociological counterpoint to the philosophical musings of his time.

Edmund Husserl, a contemporary of Mead, was not content to leave the understanding of language in the realm of the empirical. His forays into phenomenology sought to uncover the structures of consciousness that enable intersubjectivity. Husserl posited that our perception of the world is inherently interwoven with our interpretation of others' intentions, a process facilitated by empathy. This mutual constitution of meaning extends beyond mere empathic connections to form a shared objectivity—a concept that resonates with Wittgenstein's later work, albeit through a phenomenological lens.

Yet, the contributions of Alfred Schutz and Erving Goffman, initially mentioned but not elaborated upon, are indispensable in this discourse. Schutz's phenomenology of the social world extended Husserl's ideas, exploring how individuals construct a reality through shared experiences. His work delves into the deep structures of social interaction, providing a bridge between Husserl's abstract theorizations and the concrete social dynamics studied by sociologists.

Erving Goffman, with his dramaturgical analysis, offered a vivid tableau of the performative aspects of social life. His insights into how individuals present themselves in everyday interactions, managing impressions much like actors on a stage, brought a new dimension to the understanding of language and interaction. Goffman's work underscores the complexity of social encounters, where language is not just a medium of communication but also a tool for identity construction and social navigation.

In integrating these perspectives, we begin to see a more cohesive picture of language as a dynamic force, shaped by and shaping the social fabric. The interplay of Wittgenstein's philosophical revelations, Mead's symbolic interactions, Husserl's intersubjective structures, Schutz's social phenomenology, and Goffman's dramaturgical model presents a multidimensional view of language. Each, in their way, contributes to a deeper understanding of the intricate dance between language and the social world.

As we venture further into the 21st century, these theories find new relevance in the digital age, where communication technologies have created novel forms of social interaction and language use. The challenge now lies in applying these rich philosophical legacies to understand and navigate the evolving landscape of human interaction, both online and offline.

Speech-act Theory
J.L. Austin initially wondered about what he termed 'performative sentences,' utterances that, by their very nature, carry out an action. For instance, consider a seemingly simple yet profound act of speech: when someone says "I do" during a wedding ceremony, or proclaims "I promise...". These aren't just words; they are actions in themselves. By saying them, something is being accomplished or performed.

However, as he progressed in his lectures, a revelation dawned upon him: every utterance, in some way or another, is performative. This led Austin to move away from the strict delineation of performative sentences, and instead, he embarked on framing a comprehensive theory of speech acts (Huang, 2014, p. 126). In this journey, he introduced a tripartite distinction to shed light on the mechanics of utterances.

Firstly, there's the 'locution,' which is the actual act of making an utterance — the physical production of sounds or words. But what gives this utterance its depth is the 'illocutionary act'. This denotes the intended function or purpose behind the utterance, or simply put, what the speaker aims to achieve by saying those words. Is it a command? A request? A declaration? The illocutionary act captures this essence.

However, words aren't solely bound by the speaker's intent. They reverberate in the ears of the listener and elicit reactions. This brings us to the 'perlocutionary effect,' which signifies the impact or outcome an utterance engenders in its recipient. For instance, the words might inspire, sadden, surprise, or provoke the listener (Huang, 2014, p. 128).

In essence, Austin's Speech Act Theory unraveled the multilayered dynamics of language. Words aren't merely words; they are actions, intentions, and catalysts of responses, weaving a complex dance of communication that shapes human interaction.

From the foundational insights of Austin's Speech Act Theory, a cascade of classifications sprang forth. These categories now form the bedrock for contemporary linguists and chatbot programmers alike, aiding in their analysis, understanding, and design of communication models. For instance, consider the following widely accepted terminological division of speech-acts:

 * 1) Constatives: These utterances are where the speaker essentially aligns themselves with a particular assertion or stance. Examples include answering, claiming, confirming, denying, disagreeing, and merely stating.
 * 2) Directives: With these, the speaker is essentially influencing or guiding the addressee towards a specific action. This category encapsulates advising, asking, forbidding, inviting, ordering, and requesting.
 * 3) Commissives: Here, the emphasis is on the future, as the speaker commits to a forthcoming course of action.
 * 4) Acknowledgements: These are perhaps the most social in nature. Through them, the speaker communicates their feelings or stance towards the listener concerning a social interaction. Apologizing, greeting, thanking, and accepting an acknowledgement fall into this realm.

Frames
Building upon this, both ethnomethodology, a method of studying human interaction, and Schutz's philosophy hinge on the 'taken-for-granted'—those shared, unspoken assumptions that individuals in a society hold.

Erving Goffman expanded this idea through his concept of "frames." These are foundational assumptions that govern our actions and interactions, providing context and meaning to them.

Conversation Analysis and Sociolinguistics
In this complex maze of categories, we see the beautiful confluence of the theoretical aspects of language philosophy with the practical intricacies of meaning representation and conversation analysis. Delving deeper, Conversation Analysis, a field pioneered by Harvey Sacks, focuses intensely on the minutiae of everyday interactions. It's not just about the words we say, but how we say them. Every "um," "ah," the cadence of a sentence, every deliberate pause or tonal inflection, become subjects of profound scrutiny. These seemingly inconspicuous elements are often windows into the larger societal constructs in which the speech act is nestled. By meticulously dissecting these nuances, researchers can decode the underlying social architectures that guide human communication. Some intriguing findings from Conversation Analysis include:

 * Overlaps and interruptions in speech often denote power dynamics or cultural norms.
 * Pauses can indicate uncertainty, the need for emphasis, or the expectation of a response.
 * Repairs, where a speaker corrects themselves, can shed light on self-awareness and the drive for clarity or accuracy in specific contexts.

Branching out, fields like Interactional Sociolinguistics bring more layers to the conversation. For instance, the act of code-switching, where individuals alternate between different linguistic codes (often languages or dialects) in a single conversation, becomes a rich area of study. By analyzing these shifts, researchers can discern the multifaceted sociocultural spheres individuals navigate. It's not just about communicating a message but also about asserting identity, affiliating with certain groups, or even negotiating societal positions. Through these subtleties in communication, we again glimpse the vast tapestry of society mirrored in our everyday interactions.

Conclusion
In wrapping up, the crux of these explorations into the philosophy of language in the 20th century is that humans are not solitary actors. We co-create language and meaning, constructing intricate ontologies that provide a scaffold to our world. These structures are birthed in our interactions, nurtured and perpetuated by societal institutions, and inherently recognize the existence of these shared understandings in the minds of fellow humans. Our world, as we know it, is a collective tapestry woven from myriad threads of shared experiences, symbols, and meanings.


text: Talk:Voice over IP/Introduction

title: Talk:Voice over IP/Introduction


text:
Antenna Television/Outdoor Antennas

In suburban or fringe reception areas where higher-gain antennas are required for adequate TV reception, outdoor directional antennas are commonly used. Unlike simple antennas with broad response patterns, directional antennas have almost unidirectional radiation patterns and must be pointed towards the TV station. These antennas, based on designs like the Yagi-Uda or log-periodic dipole array (LPDA), consist of multiple half-wave dipole elements mounted on a support boom. They provide higher gain and narrower radiation patterns. Reflective array antennas are also used for UHF reception, featuring a vertical metal screen with dipole elements in front.

Since TV broadcast bands are too wide for a single antenna, separate antennas for VHF and UHF bands or combo VHF/UHF antennas are used. VHF elements are located at the back of the boom, functioning as log-periodic antennas, while shorter UHF elements are located at the front, acting as Yagi antennas. In cases where TV stations are located in different directions, multiple directional rooftop antennas can be mounted on the same mast and connected to one receiver, using filters or matching circuits to maintain performance. Alternatively, a single antenna mounted on a rotator can be used, allowing the antenna to be remotely rotated towards different directions.

In some instances, TV transmitters are strategically placed so that receivers in a specific region only need to receive transmissions within a narrow band of the UHF television spectrum from the same direction. This allows for the use of higher gain grouped aerials.

In TV antenna installations, height is a crucial factor due to obstructions near the ground that can disrupt TV signals. Electrical noise from digital electronics can also interfere with reception. Mounting the antenna on a tripod and mast above the roof line by an additional 12 feet can help overcome these issues, especially in areas with buildings of similar height. If channels are lost, it is advisable to inspect antenna connections for any issues such as rust or corrosion regularly.

UHF Band Antennas
Four Bay UHF Type

The four bay UHF type of antenna stands out because it offers both high gain (9 dB) and a wide beamwidth (60°). This unique combination makes it an exception to the typical trade-off between directionality and gain in antennas. It is particularly useful in scenarios where all channels are in the UHF band and especially when those channels are spread out over a wide arc.

 * Digiwave ANT2084, ANT2085
 * Stellar Labs 30-2426
 * Solid Signal XS HDB4X AKA Digiwave ANT2086
 * Channel Master CM4221HD
 * Antennas Direct DB4e
 * Antennas Direct 4 Max

Two Bay UHF Type

The two bay UHF type antenna does not offer any advantages over the four bay UHF type antenna and has half the gain. It should only be considered in cases where space or appearance constraints make it impossible to install a four bay UHF antenna.

 * Digiwave ANT2088 AKA Solid Signal XS HDB2X AKA Stellar Labs 30-2420
 * Antennas Direct Clearstream 2
 * Channel Master CM-4220HD
 * Eagle Aspen DTV2BUHF

Eight Bay UHF Type

The eight bay UHF antenna is known for its high gain and is considered one of the antennas with the highest gain available. It is particularly suitable for situations where UHF signals are weak. Some eight bay antennas can be split and aimed in two directions, enabling you to receive signals from multiple directions. However, it's important to note that splitting the antenna will reduce its gain and strength. Without using an amplifier, you can typically expect a gain of 12dB to 16dB from the eight bay UHF antenna.

 * Digiwave Ant7285
 * Solid Signal HDB8X AKA Digiwave Ant7288 AKA Stellar Labs 30-2431 (adjusted flat)
 * Channel Master CM4228HD (supposed to have some VHF-high capability)
 * Antennas Direct DB8e (adjusted flat)

Yagi-Uda UHF

The higher gain versions of Yagi-Uda UHF antennas have performance that is comparable to the eight bay UHF type. The choice between them can be controversial, as they have different shapes that can impact their suitability in specific cases.

UHF and VHF-high Band Antennas
Most television channels in North America are carried on the UHF band with one or two in the VHF-high band, making these antennas the most desirable. These antennas are typically larger than a pure UHF type to accommodate for the VHF-high requirement.

Lower Gain UHF/VHF-high

These types of antennas are particularly useful in situations where space or appearance restrictions exist and the signal levels are relatively high. They can be conveniently mounted on a reused satellite dish J-mount.

Higher Gain UHF/VHF-high
 * Winegard FV-30BB (Freevision)
 * Antennas Direct Clearstream 2 Max
 * Antennas Direct Clearstream 4 Max
 * Channel Master CM-3010HD (Steathtenna)
 * Winegard HD7000R (without extensions)
 * RCA ANT751

Higher gain antennas are more directional and require careful adjustment for optimal performance.

 * Winegard HD7694P
 * Winegard HD7698P
 * Channel Master CM-2016 (weak on VHF-high)
 * Channel Master CM-2018
 * Channel Master CM-2020

VHF-high Band Antennas

A separate channel for VHF-high band antennas are sometimes required to receive VHF-high band signals in a different direction from UHF signals.

All Band Antennas
Some television markets (most notably Philadelphia, PA) have major networks in the VHF-low band. An all band, or all channel, antenna is required for these situations. These antennas can be unusually large compared to other types.

Lower Gain All Band

 * Winegard HD7000R with extensions (weak on VHF-low)
 * Channel Master CM3016

Higher Gain All Band

 * Winegard HD8200U
 * Channel Master CM3018
 * Channel Master CM3020
 * Channel Master CM5020
 * Denny's HD Stacker

title: Antenna Television/Outdoor Antennas


text:
Bikol/Days of the Week

<< Contents | Vocabulary | Spatio-temporal Dimensions | Particles | Speech Register | Common phrases | Days of the Week | Months of the Year | Family | Animals | Numbers | External Links >>

The days of the week were all imported from Spanish.

These should be easy to remember if you have studied Spanish.

First of all, learn the whole list of days by heart. Make sure you can recite them to yourself, without looking at this page.

Here are a few sentences using the days in Bikol. You can see how the article or the plural is used, depending on the context.

 * Lunes na sa aga.
 * Mapasiring kami sa Manila sa Sabado.
 * Myerkoles kasuhapon.

Plurals are not appropriate for days ...

Quiz: Translate the following English sentences in Bikol.

 * She will visit us on Wednesday.

 * Last friday was a sunny day.

 * Shall we picnic on Saturday afternoon?

 * See you next Monday.

 * I will go home on Sunday.

 * There will be no classes next Thursday.

 * Today is Tuesday.

<< Contents | Vocabulary | Spatio-temporal Dimensions | Particles | Speech Register | Common phrases | Days of the Week | Months of the Year | Family | Animals | Numbers | External Links >>

title: Bikol/Days of the Week


text:
Cookbook:Tomato Paste

Tomato paste is a condiment made from cooked tomatoes.

title: Cookbook:Tomato Paste


text:
Bikol/Pronunciation

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

Bikol pronunciation can be difficult because of lexical stress and the presence of glottal stops which are normally not written in everyday writing.

This first lesson is essential for you to be able to pronounce the words that we have printed in this book.

Here we will learn a few basic words, and how to pronounce them.

Vowels
In Bikol, vowels are pronounced like in Spanish. Note that in Bikol orthography, two consecutive vowels are pronounced separately.

Before the arrival of the Spanish, Bikol had three vowel sounds:, , and ; This was expanded to five vowels with the introduction of Spanish words.

Consonants
Some consonants are borrowed from Spanish and English and are used in writing names of places and personal names.

Digraphs
Some digraphs appear in Spanish and English loan words.

Diphthongs
In the spelling of many places and personal names, ao is used and is pronounced as in how just like the Spanish way of spelling.

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links > >>>

title: Bikol/Pronunciation


text:
User talk:Jay Bolero

Welcome!
Welcome, Jay Bolero!

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

--Xania   talk 03:03, 22 November 2023 (UTC)

 * Hello, Xania. I initiated the creation of a wikibook article about my native language, Bikol. Up until now, it still doesn't have wikidata and I think it is not yet reviewed. How can it have a wikidata and when will it receive a category? Jay Bolero (discuss • contribs) 03:35, 22 December 2023 (UTC)

Cookbook recipe names
Hi @Jay Bolero! I noticed you've been renaming cookbook recipes to remove the English translation—please do not do this, as including the English translation is cookbook policy. Let me know if you have any questions! Cheers —Kittycataclysm (discuss • contribs) 15:58, 20 January 2024 (UTC)

 * Sorry. You can just please revert it. I won't do it again. Jay Bolero (discuss • contribs) 23:57, 20 January 2024 (UTC)

Recipe formatting
Hello and thanks for your recipe contribution! A couple notes on recipe formatting:
 * Please make sure the headings match those in Cookbook:Policy/Recipe template.
 * Instead of writing fractions with a "/", please use the symbol menu in the editor to insert the action symbol for the fraction itself.

Cheers! —Kittycataclysm (discuss • contribs) 16:40, 20 January 2024 (UTC)

Copyvio
Hi @Jay Bolero. I had to delete a recent recipe you added because it was a copyright violation. Please do not contribute recipes that you don't have permission to add. —Kittycataclysm (discuss • contribs) 13:29, 25 January 2024 (UTC)

 * I have just deleted a second copied recipe of yours. Wikibooks takes copyright violation seriously—please note that continued violations may result in a block. Please let me know if you have any questions. —Kittycataclysm (discuss • contribs) 13:32, 25 January 2024 (UTC)
 * But I can't contribute no more. Jay Bolero (discuss • contribs) 13:38, 2 February 2024 (UTC)
 * This thread is haunting me everytime Jay Bolero (discuss • contribs) 13:39, 2 February 2024 (UTC)
 * @Jay Bolero You will be able to contribute again in a day or two. It won't be a problem as long as you don't contribute more copied recipes. However, these threads do need to be kept or properly archived for community accountability. —Kittycataclysm (discuss • contribs) 19:21, 2 February 2024 (UTC)
 * I will ask my parents on how to cook those recipes. Jay Bolero (discuss • contribs) 00:20, 3 February 2024 (UTC)
 * Bicol Express was my first contribution. I asked my parents on how to cook Bicol Express that's why I was able to add the information. Jay Bolero (discuss • contribs) 00:21, 3 February 2024 (UTC)
 * I suggest you add a Cookbook: Calamansi
 * Calamansi is a citrus fruit here in the Philippines and is always used in cooking. Jay Bolero (discuss • contribs) 02:15, 3 February 2024 (UTC)

Copyvio warning #2
Hi @Jay Bolero. I just had to remove copied text from another recipe you contributed (Cookbook:Kwek-Kwek). Please stop adding copied text. —Kittycataclysm (discuss • contribs) 18:43, 26 January 2024 (UTC)

 * Hey The Kwek-Kwek recipe is not copied. Jay Bolero (discuss • contribs) 23:40, 26 January 2024 (UTC)
 * I'm about to make the recipe of Tinola and Champorado. Jay Bolero (discuss • contribs) 23:45, 26 January 2024 (UTC)

Copyvio #3 and short block
@Jay Bolero I'm very sorry, but I had to delete Cookbook:Tinola because it was word-for-word identical to another recipe. I also had to institute a short block because I have warned you against copying text. Please do not copy again once your editing privileges are restored. —Kittycataclysm (discuss • contribs) 03:33, 27 January 2024 (UTC)

 * then ok. I feel so sad for myself. Jay Bolero (discuss • contribs) 03:34, 27 January 2024 (UTC)

Cookbook:Lechon Kawali (Filipino Crispy Fried Pork Belly)
Hi @Jay Bolero. Where did you get the recipe for Cookbook:Lechon Kawali (Filipino Crispy Fried Pork Belly)? —Kittycataclysm (discuss • contribs) 13:29, 7 February 2024 (UTC)

 * The recipe is very simple. The meat must be boiled first to become tender. Then the meat will be deep fried to become crispy. That's all Jay Bolero (discuss • contribs) 10:16, 8 February 2024 (UTC)
 * If you notice the Honey Glazed Lechon Kawali was brushed with honey. My recipe doesn't need that. Jay Bolero (discuss • contribs) 10:17, 8 February 2024 (UTC)
 * @Jay Bolero unfortunately, when I checked that recipe you added, it contained large amounts of text that were word-for-word identical to a copyrighted recipe published on another website. This is not allowed, so it had to be deleted. —Kittycataclysm (discuss • contribs) 13:05, 8 February 2024 (UTC)
 * @Jay Bolero you are welcome to add a new recipe for lechon kawali that is entirely your own work. —Kittycataclysm (discuss • contribs) 13:16, 8 February 2024 (UTC)

title: User talk:Jay Bolero


text:
Bikol/Months of the Year

<< Contents | Vocabulary | Spatio-temporal Dimensions | Particles | Speech Register | Common phrases | Days of the Week | Months of the Year | Family | Animals | Numbers | External Links >>

The months, like the days of the week, were also all borrowed from Spanish.

Dates can be written as follows:
 * English format: April 26, 1988 would be Abril 26, 1988
 * Spanish format: April 26, 1988 would be ika-26 kan Abril, 1988

First of all, learn the whole list of months by heart. Make sure you can recite them to yourself, without looking at this page.

Here are a few sentences using the months in Bikol. You can see how the article is used, depending on the context.

 * Desyembre 1 an selebrasyon kan Sumbingtik Festival sa Cainta, Rizal.
 * Agosto 29 an bisperas kan kapiyestahan sa Bacacay, Albay.
 * Hunyo 12 an Aldaw kan Katalingkasan kan Filipinas.

Months are written with capital letters.

These should be easy to remember if you have studied Spanish.

Quiz: Translate the following English sentences in Bikol.

 * She will move to Manila in May.

 * December is the coldest month.

 * In June, it rains.

 * Magayon Festival is celebrated in the month of May.

<< Contents | Vocabulary | Spatio-temporal Dimensions | Particles | Speech Register | Common phrases | Days of the Week | Months of the Year | Family | Animals | Numbers | External Links >>

title: Bikol/Months of the Year


text:
Bikol/Spatio-temporal Dimensions

<< Contents | Vocabulary | Spatio-temporal Dimensions | Particles | Speech Register | Common phrases | Days of the Week | Months of the Year | Family | Animals | Numbers | External Links >>

Bikol has ha– as prefix for a special class of adjectives, with the rest of adjectives using ‘ma-. Ha– is affixed only to bases indicating spatio-temporal dimensions.

<< Contents | Vocabulary | Spatio-temporal Dimensions | Particles | Speech Register | Common phrases | Days of the Week | Months of the Year | Family | Animals | Numbers | External Links >>

title: Bikol/Spatio-temporal Dimensions


text:
Bikol/Inclusive and Exclusive We

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

Distinction between inclusive we and exclusive we is required in Bikol. Inclusive "we" specifically includes the addressees (that is, one of the words for "we" means "you and I"), while exclusive "we" specifically excludes them (that is, another word for "we" means "them and I, but not you"), regardless of who else may be involved.

Bikol has two words which are equivalent to the English word we. If you intend to include the person or people you are talking to, the word to use is kita. If the subject does not include your listener(s), then the correct word would be kami.

In linguistics, clusivity is a distinction between inclusive and exclusive first-person pronouns and verbal morphology, also called inclusive "we" and exclusive "we". Inclusive "we" specifically includes the addressees (that is, one of the words for "we" means "you and I"), while exclusive "we" specifically excludes them (that is, another word for "we" means "he/she/they and I, but not you"), regardless of who else may be involved.

Clusivity paradigms may be summarized as a two-by-two grid (this grid addresses only plural forms):

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

title: Bikol/Inclusive and Exclusive We


text:
Chess Opening Theory/1. d4/1...Nf6/2. c4/2...g6/3. Nc3/3...Bg7/4. e4/4...d6/5. Nf3/5...O-O/6. Be2/6…e5

With …e5, Black attacks the centre and opens up the e7 square for the b8 knight. White usually respond with 8. O-O, but there are alternatives. 8. d5 is the Petrosian variation where white tries to suffocate black. 8. dxe5 is the Exchange variation.


text:
Bikol/Negation

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

Use dai to mean no and bakô to mean not.

Note: "Daing gayon" means no beauty and "bakong magayon" means not  beautiful. Some nouns connot be combined with dai. Never say daing lumoy, instead say, bakong malumoy.

Bako can also be used for nouns. Example: Bako ining lapis. (This is not a pencil).

it is not or s/he is not plus adjectives or nouns, use bako. If you used a verb in a sentence, then use dai.

Examples: 1. Dai nag-uuran. 2. Dai nagtaram. 3. Bakong masiram. 4. Bakong malinaw.

Dai can also be used to mean there is no.

Examples: 1. Daing kwarta. (there is no money) 2. Daing harong. (there is no house)

Quiz: Translate these sentences in Bikol. 1. She doesn't have a boyfriend. 2. He doesn't love his girlfriend. 3. It is not delicious. 4. It's not good for you.

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

title: Bikol/Negation


text:
Bikol/Where Are You From?

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

In this lesson we learn how to express where you live and where you come from. We will also see a few more common phrases for introductions.

Kumusta, means both hello and how are you?, the phrase kumusta ka na means more exclusively how are you?. You recognise the word ka, which stands for ika and means you. The new word na, means now.

Translation Exercise

 * 1) Kumusta! Koreano ka?
 * 2) Taga-Albay ka?
 * 3) Saro akong Bikolano.
 * 4) Tagasaen ako? Taga-Manila ako.
 * 5) Tagasaen ka?

 * 1) Hi! Are you Korean?
 * 2) Are you from Albay?
 * 3) I am a Bicolano.
 * 4) Where am I from? I'm from Manila.
 * 5) Where are you from?

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

title: Bikol/Where Are You From?


text:
User talk:2601:204:4100:28E0:88E0:68FE:220:5D30

You cannot edit for 14 days due to disruptive editing. You are welcome to contribute constructively when editing privileges are restored. You may appeal this action with a reasonable argument by adding the text below.

--Xania   talk 06:59, 22 November 2023 (UTC)


text:
Bikol/Introduction

<< Contents | Introduction | Why Study Bikol? | About Bikol | Authors | External Links >>

This Wikibook begins with an introduction to the language and a series of lessons. The Wikibooks Bikol Textbook is a collaborative project to create an online open-content textbook for Bikol, which we hope will become the definitive Bikol textbook for English speakers.

The development of this Wikibook began on November 21, 2023. It is an ongoing project that will evolve as users contribute to the content and layout of pages. The end goal of this project is to create an online resource for those wishing to learn Bikol. We will attempt to encompass all aspects of the Bikol language, including pronunciation, reading, writing, and grammar.

This book will help you to begin learning the Bikol language. Each lesson is aimed to some particular topic and at the end you will find some simple text using the new skills and a vocabulary. Remember that no book can cover all of the words you will need to communicate fluently in any language. The best way to improve your vocabulary is simply to read and use new words.

This book is intended for those who wish to learn Bikol at a conversational and written level. It requires you to have a good knowledge of English. We do recommend, however, a basic understanding of grammatical words like subject, object, agent, transitive, pronoun etc.

title: Bikol/Introduction


text:
Bikol/Telling Time

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

 * Anong oras na? — What time is it?

Times are written as in English (as in 2:23) but spoken in Spanish (as in alas sais bainte tres).

 * six o'clock AM :a las sais nin pagkaaga
 * seven o'clock AM :a las syete nin pagkaaga
 * noon : udto
 * one o'clock PM :a la una nin pagkahapon
 * two o'clock PM :a las dos nin pagkahapon
 * six o'clock PM :a las sais nin pagkabanggi
 * seven o'clock AM :a las syete nin pagkabanggi
 * midnight :matangâ

 * now : ngunyan
 * later : atyan
 * before : bago
 * morning : aga
 * afternoon : hapon
 * evening : banggi
 * night : banggi
 * today :ngunyan na aldaw
 * yesterday :kasuodma
 * tomorrow :sa aga
 * this week :ngunyan na semana
 * last week :kan nakalihis na semana
 * next week :sa masunod na semana

Duration

 * _____ second(s). :_____ segundo.
 * _____ minute(s). :_____ minuto.
 * _____ hour(s). :______ oras.
 * _____ day(s). :____ aldaw.
 * _____ week(s). :____ semana.
 * ______ month(s). :____ bulan.
 * _____ year(s). :____ taon.

<< Contents | Grammar | Pronunciation | Diacritics | Alphabet | Greetings | Introducing Yourself | Where Are You From? | Telling Time | Inclusive and Exclusive We | Negation | This and That | Here and There | Adjectives | Interrogative Pronouns | Past and Future When | Personal Pronouns | Possessive Pronouns | Singular and Plural Nouns | Singular and Plural Verbs | Singular and Plural Adjectives | External Links >>

title: Bikol/Telling Time