text:
The Lyrics of Henry VIII/Thow that men do call it dotage, Henry VIII

[ff. 55v - 56r]

Textual Commentary
“Thow that men do call it dotage” is a lyric urging constancy in love while denigrating those who do not love (and those who hinder the activities of the lover) as being cowardly and unsophisticated. At the same time, the text puts forward a neo-platonic theory of love’s reception by the lover akin to that outlined by Bembo in the fourth book of the Courtier (337); love is received from Venus, or the woman who is heir to Venus, and the object of love is perceived to be fair by the lover both visually and mentally/emotionally—first appreciated by the eye, and then by the mind and heart. Underlying these concerns is that of the author with unsophisticated lovers (those, presumably, who do not love properly) who hinder the activities of true lovers.

 * 1    Thow  Though.

 * 2   corage   Sexual vigour and inclination, the desire to love, the amorous spirit; see Henry’s “The tyme of youthe is to be spent” (H 19.10, note), and l. 10, below.

 * 4   venus   Note also the words ascribed to Henry, at his death, by Cavendish (Metrical Visions): “Whan Venus veneryall of me had domynacion, / And blynd Cupido my purpose did avaunce, / Than willfull lust thoroughe indiscression, / Was chosyn juge to hold my balaunce” (ll. 1245–48).     fett   Fetch, gain (OED “fet” v. obs.).

 * 5   hayre   Heir.

 * 7   Wyth  Read “when.”     ee Eye.

 * 8   bote   Remedy, help.

 * 10 afformyth  Affirms, confirms.

 * 13 courage   Perhaps, here, a combination of the two senses of the word “corage” (as outlined in the note to Henry’s “The tyme of youthe is to be spent” [H 19.10]); the “corage” of bravery, as noted in other lyrics in H, is facilitated by the type of love that Henry here urges, as evidenced by discussions in Castiglione’s Courtier (as noted in the commentary to this lyric).

 * 14 dysdaynyth  Cf. Henry’s “Whoso that wyll all feattes optayne” (H 28.2,4,8,11,14) and elsewhere; see the note to H 28.2.    of the village  Uncourtly, perhaps bucolic; cf. Youth’s sentiments “Were thou born in Trumpington / And brought up in Hogs Norton?” (Lancashire, Two Tudor Interludes [Youth] 141 ll. 603–4).     who . . . village  Cf. “loue enforcyth all nobyle kynd. / And dysdayne dyscorages all gentyl mynd” (Henry’s “Whoso that wyll all feattes optayne” [H 28.3–4]).

 * 17 sewe  Make suit; legal (courtly allusion); see also the comment to Henry’s “If love now reynyd as it hath bene” (H 38.12).

“Thow that men do call it dotage” is in three voices, with the text of the first couplet underlaid and the remaining text appearing after the music.

This lyric is indexed in Robbins Index & Suppl. 3706.7, Boffey, and Ringler MS TM1708. Reprinted in Chappell Account 377, Flügel Anglia 246–47, Flügel Neuengl 137, Greene 297, Stevens M&P 411–12, Stevens MCH8 xviii, 52, and Trefusis 28–31.

Texts Collated
H1,2,3 (ff. 55v–56r, ll. 1–2 H2,3).

 * 2   not] no H1, not H2,3


text:
The Lyrics of Henry VIII/Departure is my chef payne, Henry VIII

[f. 60v]

Textual Commentary
Robbins, perhaps tongue in cheek, notes that “Departure is my chef payne” is “a late love song.” As the bass part suggests, this song of departure—the lyrics of which are in keeping with contemporary proverbial expression—may be intended as a musical representation of the words “retorn agane” (Stevens M&P 408). Proverbial sayings suggest that Henry’s is a variation upon a common theme.

 * 1–2  Cf. “Parting is a privye payne, But old friends cannot be called againe!” (Eger and Grime, ed. Caldwell, ll. 1341–42);  “Departyt y aim with mekill payn, / And went till Ingland hame again” (Barbour, Barbour’s Bruce 7.633–34);  the sections of Barclay’s Eclogues wherein the miseries of courtiers are recounted (l. 468), and wherein Coridon takes leave of Cornix: “Adewe swete Cornix, departing is a payne, / But mirth reneweth when louers mete againe” (ll. 823–24); and Wyatt’s “Absens absenting causithe me to complaine”: “And departing most pryvie increasithe my paine” (l. 3; LDev f. 81r); see also Tilley (P82).

This three-part round is built musically above a bass part of “Departure is my chef payne.” “Departure is my chef payne” is listed in H’s table of contents as the ninety-sixth work.

This piece is indexed in Robbins Index & Suppl. 676.5, Boffey, and Ringler MS TM349. Reprinted in Flügel Anglia 243, Flügel Neuengl 136, Stevens M&P 408, Stevens MCH8 44, and Trefusis 23–24.

Texts Collated
H1,2,3 (f. 60v).

 * 2   agane] agayne  De parture H3

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


text: Manchu/Library/Karafuto Nayoro Documents/No.2/Manchu Script


text: User talk:Yuki Konno

title: User talk:Yuki Konno


text:
User talk:106.205.115.202

JackPotte (discuss • contribs) 09:36, 5 July 2019 (UTC)

title: User talk:106.205.115.202


text:
User:Robpmcp

Robert McPherson

title: User:Robpmcp


text:
The Lyrics of Henry VIII/It is to me a ryght gret Ioy, Henry VIII (Incipit)

[f. 61r]

The Kynge .H.viij.

It is to me a ryght gret Ioy

Textual Commentary
“It is to me a ryght gret Ioy” is one line, serving as a round, with some room possible for the entry of additional text. It is not listed in the manuscript’s table of contents. Stevens (MCH8 106) gives a second line to the incipit—“free from danger and annoy”—noting that it is purely an “editorial invention.”

“It is to me a ryght gret loy” is indexed in Robbins Index & Suppl. 1637.2 and Ringler MS TM838. It is reprinted in Stevens M&P 408, Stevens MCH8 45, and Trefusis 25.


text:
The Lyrics of Henry VIII/I haue bene a foster, Cooper

[ff. 65v-66r]

I haue bene a foster long and many a day foster wyl I be no more no lenger shote I may yet haue I bene a foster                                     5

Hange I wyl my nobyl bow vpon the grene wod bough For I can nott shote in playne nor yett in rough yet hue I bene a foster                                     10

Euery bowe for me ys to bygge myne arow ny worne ys. The glew ys slypt frome the nyk when I shuld shoote I myse yet haue. I bene a foster                                  15

Lady venus hath commaundyd me owt of her courte to go. Ryght playnly she shewith me that beawtye ys my foo. yet haue. I. b.ene a foster                                20

My berd ys so hard god wote when I shulde maydyns kysse Thay stand abak and make it strange. lo age ys cause of this. yet haue I bene a foster                                   25

Now will I take to me my bedes for and my santes booke. And pray I wyll for them that may for I may nowght but loke. yet haue I bene a foster                                   30

D. Cooper

Textual Commentary
As with other forester songs in H, this lyric explicitly exploits and draws attention to the double-entendre of the forester songs as a whole. This move is especially evident in the shift in the fourth and fifth stanzas (ll. 16–25) to a direct address of the courtly love topos. Flood (64–65) assigns this lyric to the play presented by Cornish at Windsor, 15 June 1522, in which a keeper, three foresters, and four hunters took part, as well as Cornish’s Children of the Chapel Royal. See also the commentary and notes to Cornish’s “Yow and I and amyas” (H 35) and “Blow thi hornne hunter” (H 29), as well as that of the unattributed “I am a joly foster” (H 50), which appears to be in answer to this lyric. Also, as noted below, Cooper’s text and melody imitate that of the unattributed “y haue ben afoster long and meney day” in LRit (f. 53v), and shares many of the same sentiments, though not necessarily the explicit double-meaning of the forester lyrics; this text follows:

 * y haue ben afoster long and meney day,
 * my lockes ben ho re,
 * foster woll y be no more
 * y shall hong vp my horne by the greene wode spray
 * my lookes ben hore,
 * Foster will y be no mor

 * All the whiles that y may bowe bend
 * shall y wedde no wyffe,
 * my bowe bend shall y wedde now wiffe,

 * wiffe I shall bygges me a boure atte the wodes ende
 * ther to lede my lyffe
 * att the wodes end, ther to lede my lyfe

 * 1   foster   Forester.

 * 4   no lenger shote I may   Cf. the sentiment of Cornish’s “Blow thi hornne hunter” (H 29.22).

 * 8   in playne   On open ground, in the meadow, &c. (OED “plain” n.1 1.a).

 * 9   in rough   On rough or broken ground (OED n.1 2.a, b).

 * 13 glew ys slypt frome the nyk   Arrows were sometimes spliced with heavier wood and the “nock” to counterbalance the weight of the metal head; if the glue failed, the arrow would become unserviceable (noted by Greene [451]).

 * 23 make it strange    Estrange or remove themselves (OED “strange” 5).

 * 26 bedes  Beads.

 * 27 for and   And moreover (OED conj. 5).     santes booke   Book of saints’ lives.

The first stanza of “I haue bene a foster,” the burden, is through-set for three voices and the remaining text is underlaid. The initial text and melody imitates that of “y haue ben afoster long and meney day” (LRit 53v; Robbins Index & Suppl. 1303.3, Ringler MS TM643), but Cooper’s lyric deviates from that in LRit and is extended; see the commentary, above.

“I haue bene a foster” is indexed in Robbins Index & Suppl. 1303.5, Ringler MS TM518, and Crum I193. It is reprinted in Chappell Music 1.50, Flügel Anglia 244, Greene 313–4, Stevens M&P 408–9, and Stevens MCH8 48.

Texts Collated
H1,2,3 (ff. 65v–66r, ll. 1–5 H2,3).

 * 29 I] ms omits


text:
The Lyrics of Henry VIII/Fare well my Ioy and my swete hart, Cooper

[ff. 66v-68r]

Fare well my Ioy and my swete hart fare well myne owne hart rote. frome yow a whyle must I depart ther ys none other bote ther ys none other bote. 5

Thowgh you depart now thus me fro and leue me all alone. my hart ys yours where euer that I go for yow do I mone. for you do I mone. 10 for you do I mone.

D. Cooper

Textual Commentary
This lyric presents an exchange between two lovers at their leave-taking. The second stanza is a response, affirming constancy, to the first’s statement of departure.

 * 2   heart rote   Sweetheart, beloved one (OED “heart-root” 2); cf. usage also in Skelton’s “Woffully araid” (l. 19; in LFay ff. 63v–67r) and his Why Come ye not to Court (l. 664).

 * 4   none other bote   No other repair, remedy, or relief, [it is] no use (OED “boot” n1 I.3, II.5).

“Fare well my loy and my swete hart” is through-set for three voices.

This lyric is indexed in Robbins Index & Suppl. 765.5, Boffey, and Ringler MS TM403. Reprinted in Flügel Anglia 244, Flügel Neuengl 136, Stevens M&P 409, and Stevens MCH8 48–9.

Texts Collated
H1,2,3 (ff. 66v–68r).

 * 1   hart] harte harte H2
 * 3   must I] I must H2
 * 4   none other]  no nother H2,3
 * 5   none other] no nother H2,3
 * 7   all alone.] alone. H1, all alone^ H2, all alone. H3
 * 10 for] fro H1


text:
The Lyrics of Henry VIII/Withowt dyscord, Henry VIII

[ff. 68v-69r]

Textual Commentary
“Withowt dyscord” is an exposition concerning the unity of the lovers, from the “dole / of louys payne” commonly associated with the pangs of the courtly love tradition (“dyscord”), to the unity of the hearts and souls of the lovers (“acorde”). Addressed to lovers, the lyric concludes with a prayer for “sure love” where the lover sues.

 * 7   sole Soul, perhaps, but also in the sense of being alone or solitary (OED a 2.a) and separated from another (OED a 2.b).

 * 10 helpe must haue   Help he must have.

 * 16 Onys   Once (i.e. on some occasion).

 * 18 denay  Denial, refusal (OED “deny” n.1).

 * 19 sewith   Make suit; legal (courtly allusion); see also the comment to Henry’s “If love now reynyd as it hath bene” (H 38.12).

 * 20 rewith   Sorrows, distresses, grieves (OED v.1 3); also, feels remorse  (OED v.1 9).

 * 21 condyscend   Condescend.

 * 23 what remedy   Cf. Cornish’s “My loue sche morneth for me” (H 21.26) and the anonymous “What remedy what remedy” (H 69); see also Ravenscroft’s “Hey downe downe”: “what remedy though alas for loue I die with woe” (Pammelia 13).

 * 24 amen  Amend, but also in the sense of  “answer our prayer”; cf.., in this context of prayer, Henry’s “Though sum saith that yough rulyth me” (H 51.18) and his “Lusti yough shuld vs ensue” (H 61.27); with special reference to these two lyrics, cf. also the sentiments expressed towards ‘disdainers’ in the concluding lines of the Jousts of May: “Some reprehende / Suche as entende / To condescende / To chyualry // God them amende / And grace them sende / Not to offende / More tyll they deye” (ll. 180–87).

The first stanza of “Withowt dyscord,” lines 1–12, is through-set, while the remaining text appears following the third voice.

Indexed in Robbins Index & Suppl. 4213.5, Boffey, and Ringler MS TM2014. Reprinted in Flügel Anglia 237, Flügel Neuengl 136–7, Padelford 76, Stevens M&P 410, Stevens MCH8 50, and Trefusis 26–27.

Texts Collated
H1,2,3 (ff. 68v–69r, ll. 1–12 H2,3).

 * 10 must] to H2


text:
The Lyrics of Henry VIII/I am a joly foster (Unattributed)

[ff. 69v-71r]

I am a Ioly foster I am a Ioly foster and haue ben many a day and foster will I be styll for shote ryght well I may                                      5 for shot ryght well I may

Wherfor shuld I hang vp my bow vpon the gren wod bough I cane bend and draw a bow and shot well enough. 10 I am a Ioly foster

wherfor shuld I hang vp myne arrow opon the gren wode lynde I haue strength to mak it fle and kyll bothe hart and hynd                               15 I am a Ioly foster

wherfor shuld I hang vp my horne vpon the gren wod tre I can blow the deth of a dere as well as any that euer I see. 20 I am a Ioly foster

wherfor shuld I tye vp my hownd vnto the gren wod spray I can luge and make a sute as well as any in may. 25 I am. a foster

Textual Commentary
This lyric, as with other forester songs in H, draws upon the double-entendre of the forester songs in their courtly-love application. Unlike the others, though, it is much less explicit; it does not, for example, draw attention to its “construccyon,” as does Cornish’s “Blow thi hornne hunter” (H 29), nor does it shift its frame of reference to address directly issues of courtly love, as does Cooper’s “I haue bene a foster” (H 47.16–25). As such, this lyric is a more implicit engagement of the forester-song tradition, and is as much a clear and immediate answer to Cooper’s “I haue bene a foster” (some parallels are noted below; see Greene 314 n.) as Cooper’s song is an adaptation and elaboration of the unattributed “y haue ben afoster long and meney day” in LRit (f. 53v). In “I am a joly foster,” a younger forester proclaims his virility and ability. As an answer to Cooper’s lyric, it likely also has associations with the play presented by Cornish at Windsor, 15 June 1522 (see the commentary and notes to Cooper’s “I haue bene a foster” [H 47], as well as to Cornish’s “Yow and I and amyas” [H 35] and “Blow thi hornne hunter” [H 29]).

 * 1   foster  Forester.

 * 3–5, 7–8 Cf. Cooper’s “I haue bene a foster” (H 47.2–4, 6–7), to which this is a direct answer

 * 13 lynde  Lime or linden tree; in Middle English poetry often used to denote a tree of any kind (OED 1).

 * 19 blow the death of a dere   Cf. Cornish’s “Blow thi hornne hunter” (H 29), first stanza.

 * 24 luge  Throw something so that it lodges or is caught in its fall (OED “lodge” v 3.g; earliest date 1606, but see the activity noted in Medwall’s Fulgens and Lucres [circa 1497] 2.202 ff.).     sute   Pursuit and chase, but also in the sense of “sew” as seen earlier; cf. similar action associated with love in Henry’s lyrics; see the note to “Thow that men do call it dotage” (H 44.17).

The first two stanzas are through-set for three voices, with the remaining text underlaid. There is no authorial ascription for “I am a joly foster.”

This piece is indexed in Robbins Index & Suppl. 4068.6 and Ringler MS TM1929. It is reprinted in Flügel Anglia 245–46, Flügel Neuengl 151, Chambers Lyrics 246, Greene 314, Stevens M&P 410–11, and Stevens MCH8 50–51.

Texts Collated
H1,2,3 (ff. 69v–71r, ll. 2–11 H2,3).

 * 5   I may] omit H2


text:
Wikijunior:Transport Alphabet/G

G is for Gondola

title: Wikijunior:Transport Alphabet/G


text:
Wikijunior:Transport Alphabet/Z

Z is for Zeppelin

title: Wikijunior:Transport Alphabet/Z


text:
Wikijunior:Transport Alphabet/X

X is for Xebec

title: Wikijunior:Transport Alphabet/X


text:
Wikijunior:Transport Alphabet/U

U is for Unicycle

title: Wikijunior:Transport Alphabet/U


text:
Wikijunior:Transport Alphabet/V

V is for Van

title: Wikijunior:Transport Alphabet/V


text:
Wikijunior:Transport Alphabet/W

W is for Wagon

title: Wikijunior:Transport Alphabet/W


text:
Wikijunior:Transport Alphabet/O

O is for Ocean Liner

title: Wikijunior:Transport Alphabet/O


text:
Wikijunior:Transport Alphabet/J

J is for Junction

title: Wikijunior:Transport Alphabet/J


text:
Wikijunior:Transport Alphabet/N

N is for Narrowboat

title: Wikijunior:Transport Alphabet/N


text:
Talk:Rebol Programming/viewed?

Web configuring....
I was wondering since im getting ready to re enroll into college and computer software design of application and data is going to be a subject as i need to practice and learn can this wiki allow me to create ,build & tryout? By using their info in wiki???? VanessaArdelle (discuss • contribs) 01:12, 6 July 2019 (UTC)

title: Talk:Rebol Programming/viewed?


text:
Wikijunior:Transport Alphabet/Q

Q is for Quad bike

title: Wikijunior:Transport Alphabet/Q


text:
Wikijunior:Transport Alphabet/Y

Y is for Yacht

title: Wikijunior:Transport Alphabet/Y


text:
Wikijunior:Transport Alphabet/I

I is for Icebreaker

title: Wikijunior:Transport Alphabet/I


text:
Oberon/Text

Confusingly for a novice, three forms of line ending can be found in text files in contemporary computer systems.
 * In Oberon and some other systems (most prominently Classic MacOS), a line of text ends with the carriage return character, denoted CR.
 * In Unix-like and some other systems, a line of text ends with the line feed character denoted LF.
 * In DOS, Microsoft Windows and some other systems, a line of text ends with the two characters, CR and LF.

This multiplicity poses no difficulty in Oberon; most Oberon systems allow convenient editing with any of these line endings.

Also confusing for a novice, an Oberon Text can appear at the first sight to be no more than a plain text comprising a sequence of ASCII characters. Nevertheless Text in Oberon is a type defined in the Text module. A Text of this type is a sequence of characters including non-printing characters. A character in a Text can have attributes including typeface, size and color. Furthermore a Text can include non-character objects; an image or a hyperlink for example. Consequently two displayed documents, one an Oberon Text and the other an HTML text, can have the same appearance and the same behavior of links.

Editing a Text
Each Oberon system has an Edit module. If  appears almost anywhere on the screen, a MM on   will open a viewer. If a file named Example.Text exists, it's content will appear in the viewer. If no file with the name exists, the viewer will be empty. The caret can be set by ML and characters can be inserted using a keyboard. In addition to Edit, ETH Oberon has ET and the Gadgets subsystem. Commands  and   are available. ETH Oberon also has the Hex module providing a hexadecimal editor with command.

Programmatical Access to a Text
A Text can be manipulated using procedures in the Texts module; for ETH Oberon and for V5. Also summarized for ETH Oberon in DEFINITION Texts.

To read a Text programmatically, a RECORD termed a Reader is opened on the Text at a specified offset. (A Reader is a RECORD; not a procedure.) With reader open, the Read(reader, ch) procedure retrieves a character each time it is executed as in this fragment from ETH Oberon. VAR T: Texts.Text; R: Texts.Reader; ch: CHAR; BEGIN NEW(T); Texts.Open(T, “Texts.Mod“); Texts.OpenReader(R, T, 0); Texts.Read(R, ch); WHILE ~R.eot DO     Out.Char(ch); Texts.Read(R, ch) END END The font of a character is referenced in the Objects.Library of the Reader. The Reader also has fields, col, the color of the character and voff, vertical offset of the character. After an execution of Read(reader, ch), the freshly read character is available in ch and attributes are in the components of reader. This assumes that the object read was a character as evidenced by (reader.lib IS Fonts.Font) being TRUE. Each execution of Read advances reader through the Text by one character until the end is reached and reader.eot becomes TRUE.

How Text Works ...
These tables show the structure of records in memory representing a Text. When Texts.Store records a Text in a file for a storage medium, the information in the record structure is serialized. In the inverse process, Texts.Load deserializes the information to the record structure of the Text in memory.

Click on a hyperlink to see the module where a type is defined.

Texts.FindPiece and the cache
For a given Text, T, and offset pos in [0, T.len), procedure Texts.FindPiece has the task of locating the piece containing pos. At each execution, FindPiece could begin at offset 0 and add lengths of pieces until the piece containing pos is located. A cache based upon T.pce and T.org allows better efficiency. When FindPiece completes a search, the pointer to the found piece is recorded in T.pce; the offset of the first character of that piece is recorded in T.org. The next execution of FindPiece begins at that cached location. With a result from FindPiece often being near the preceeding result, this strategy avoids repeated summation of lengths from the beginning of the first piece.

title: Oberon/Text


text:
Puzzles/Shading

Shade grid puzzles are named as such due to in order to solve the puzzle shading the grids is a must. Below are types of shading puzzles

Rules

 * Certain cells are shaded so that each number indicates total number of cells that are "visible"/ unshaded cells in the same row and column, including cells itself
 * No cells with number can be shaded
 * Shaded cells cannot touch except diagonally
 * All unshaded cells must form a single continuous area, you can travel horizontal and vertically from cells to cells

Rules

 * Shade rectangular group of cells so that each group is at least 2 cells wide and at least 2 cells tall ( > 2X2)
 * Each shaded rectangular cannot touch at all even diagonally
 * The number given is the number of shaded cells in each rows and columns

Rules

 * Place light bulbs in some empty cells so that each empty cells is illuminated
 * Light bulbs illuminate every cell in their row and column until being blocked by black cell
 * No light bulb can be illuminated by other light bulb
 * Some black cells have number, corresponding to the number of touching, non diagonally cells

Rules

 * Shade some grid cells, which may include the numbers printed on them
 * A number in cell reveal the number of shaded touching cells, including touching diagonally and the cell itself
 * The finished puzzle will reveal a simple picture

Rules

 * Shade some grid cells, so that no 2 shaded cells are adjacent (except diagonally) and unshaded cells forming single continuous area
 * Any single horizontal or vertical group of unshaded cells cannot cross more than one bold line region
 * Number cells may or may not be shaded but it always gives the precise amount of shaded cells inside the bold line region

Rules

 * Shade some cells to form contiguous shaded region
 * Numbers in a cell reveal length of each group of touching shaded cells (Including diagonally touching cells)
 * If there are more than one number in a cell, meaning there must be at least one unshaded cell
 * Shaded cell cannot form 2X2 square or larger

Rules

 * Place mines into empty cells in the grid
 * Number in the cells meant that humber of mines touching the cells itself (including diagonally)
 * Only one mine may be placed per cell

Rules

 * Shade some cells to form a single snake that starts and ends at the given cells
 * The "snake does not cross over itself
 * The snake does not touch itself (even diagonally, except when turning cornet)
 * Number outside the grid specify number of cells in row/column contain part of the snakes

Rules

 * Shade some cells so that no numbers repeat in any row of column
 * Shaded cells cannot touch except diagonally
 * All shaded cells must form a single unconnected region

Rules

 * Shade some cells so that every numbers in the puzzle remain as part of continuous unshaded rectangle of precisely the given cells
 * Shaded cells cannot form areas larger than 2X2
 * Not all unshaded rectangles are necessarily marked with numbers
 * In this puzzle, rectangle can meant square too.

Rules

 * Place stars in some cells so that each row, column and outlined region contains exactly two stars
 * Stars cannot touch each other, not even diagonally

title: Puzzles/Shading


text: History of wireless telegraphy and broadcasting in Australia/Topical/Stations/4NW Brisbane/Notes


text:
User:Lerylane Lay

Lerylane is a rapper!

title: User:Lerylane Lay


text:
Radiation Oncology/RedJournal

International Journal of Radiation Oncology, Biology, and Physics

The Red Journal

Gray Zone (CME Credit)

 * June 1, 2020: [Breast] From Chemo Rejection to Regional Radiation: A Post-Mastectomy Dilema
 * July 15, 2019: Thoracic Postoperative Radiation Therapy: To Treat or Not to Treat
 * July 15, 2019: Thoracic Postoperative Radiation Therapy: To Treat or Not to Treat

title: Radiation Oncology/RedJournal


text:
User talk:Marcelo RosaMelo

I'm Marcelo. I'm brazilian.

I am interested in geography, climatology, botany, mainly in South America.

I like to edit in the articles of the annonaceous fruits, such as cherimoya (Annona cherimola Mill.), sugar-apples, soursop, marolo, etc.

Thank you for your attention,

Marcelo RosaMelo (discuss • contribs) 04:17, 7 July 2019 (UTC)

title: User talk:Marcelo RosaMelo


text:
User talk:Encik Tekateki

Welcome, Encik Tekateki!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. JackPotte (discuss • contribs) 11:28, 7 July 2019 (UTC)

Hot dogs
Hi Encik Tekateki. Do you mind if I change "The primary ingredient in hot dogs is the meat, salt, curing solutions, flavouring and extenders." to "Hot dogs are primarily made of meat, salt, curing solutions, flavouring and extenders."? 大诺史 (discuss • contribs) 14:53, 24 August 2019 (UTC)
 * Hi 大诺史, you are more than welcomed to. It is wiki after all, any grammar mistake that you found, please welcomed to correct it.Encik Tekateki (discuss • contribs) 15:06, 24 August 2019 (UTC)

https://www.nationsonline.org/oneworld/asian_languages.htm

Copying content from other projects
Hello, it seems likely that you are copying material from another project - is this so? If it is, you need to provide attribution or, even better, request that the pages are imported. Also, as a matter of style, Wikibooks does not typically have many links to Wikipedia within the text as books are intended to be self-contained. It is considered preferable to either not wikilink, or to bring the content into the book so it becomes self contained. Thanks - QuiteUnusual (discuss • contribs) 14:25, 4 February 2020 (UTC)
 * Hi if you meant this: Practical Electronics/Atoms structure, actually it is coming from this page Practical Electronics/Basic Theory  , I moved it the large chunk of texts from as it is more appropriate as a chapter on their own. Peace  Encik Tekateki (discuss • contribs) 08:39, 5 February 2020 (UTC)
 * Ah, yes I should have spotted that! Thanks - QuiteUnusual (discuss • contribs) 09:34, 5 February 2020 (UTC)
 * No problem. Hope this clear the misunderstanding. :) Encik Tekateki (discuss • contribs) 12:30, 5 February 2020 (UTC)
 * Just cutting and pasting would break the attribution, so I just fixed 9-1 Physics/Conservation of energy by moving over the history.--Jusjih (discuss • contribs) 06:14, 19 January 2021 (UTC)

Wikijunior:Asia
Hey! I appreciate your work on this book, especially with getting a lot of pages under the name. I'd like to point out that when you create another Wikijunior page, please make sure to add a status box next to your page under Wikijunior:Asia. Some of the pages I've seen you create were about 25% or 50% (the status is entirely up to you), so you would add either  or   next to your page. Hope this helps, thanks. —Atcovi (Talk - Contribs) 15:14, 13 October 2020 (UTC)

Done Encik Tekateki (discuss • contribs) 04:40, 15 October 2020 (UTC)

title: User talk:Encik Tekateki


text:
User:Papuaalbertgiban

zha anak papua

title: User:Papuaalbertgiban


text:
Cookbook:Taco Salad

Chicken

 * 1 lb boneless chicken, diced
 * 1 lb kidney beans
 * ½ tsp salt
 * 1 tsp chili powder

Salad

 * 1 medium onion, chopped
 * 3 medium tomatoes, diced
 * 1 lb (about ½ large head) lettuce, chopped
 * ¼ lb cheddar cheese, grated
 * 1 cup thousand island dressing
 * ¼ cup picante sauce (or to taste)
 * 1 large avocado, peeled and sliced
 * ¾ lb corn tortilla chips

Chicken

 * 1) Bone and dice the chicken.
 * 2) Heat a small amount of vegetable oil in a large frying pan until it starts to smoke.
 * 3) Add the chicken cubes and fry over medium-high heat, stirring frequently, until they are browned (2–3 minutes).
 * 4) To the chicken, add the drained kidney beans, salt and chili powder.
 * 5) Reduce heat and simmer 10 minutes.

Salad

 * 1) Chop the tomatoes, onion and lettuce.
 * 2) Grate the cheese.
 * 3) Toss them together in a salad bowl with the salad dressing and picante sauce.
 * 4) Slice the avocado and add to the salad.
 * 5) Break the tortilla chips into flakes and add to the salad.
 * 6) Mix the cooked chicken and beans into the cold salad.
 * 7) Decorate with extra chips and slices of avocado and tomato.
 * 8) Serve immediately.

title: Cookbook:Taco Salad


text:
User:Brainiac0021a

Please go to m: User:Brainiac0021a.

Welcome to my user page!

title: User:Brainiac0021a


text:
Icelandic/Grammar/Adjectives

Lýsingarorð
 * Adjectives

Adjectives are words that add description to a person, place, thing, or idea.

For example:
 * Reykjavík is beautiful.
 * Cars pollute, but are essential.
 * When you are sad, think of good memories.

In Icelandic, these take on endings and inflections like verbs and personal pronouns do in English.

Case, gender, and number
In Icelandic, adjectives are inflected for gender and case. Most Icelandic dictionaries will give the masculine form of the adjective by default. Adjectives usually end in "-ur" in the masculine nominative.

Strong vs. weak adjectives
Case, gender, and number are not the only ways that adjectives are declined in Icelandic.

The strong form of an adjective is used when its meaning is not modified by the definite article, while the weak form is used when the meaning is modified. Examples:
 * svart ur kött ur
 * a black cat".

Here, the definite article is not used at all, so the adjective would be in the strong form.
 * svart i kött urinn
 * "the black cat".

Here, the adjective is used to say which cat the speaker is referring to, not to provide additional information. Therefore, the weak form of the adjective is used.
 * Kött urinn er svart ur .
 * "The cat is black.".

Here, even though the noun is in the definite, the adjective's meaning is not changed by the definite article, so the strong form is used.

Inflection
The inflection table above shows the strong forms of the adjectives. This is how adjectives are declined in the weak form.

Comparative and superlative adjectives
In Icelandic, as in with most other languages, adjectives have a positive, comparative, and superlative degree. Examples:
 * My car is bigger than yours. (comparative)
 * Reykjavík is the largest city in Iceland (superlative)

Inflection
The comparative does not have separate strong/weak forms.

Forming adjectives from nouns or verbs
-legur (cognate with English "-like") is the most common suffix added to a noun or verb to form an adjective. Examples:
 * persónu legur  : personal.
 * from persóna : person.
 * haust legur  : autumnal.
 * from haust : autumn.
 * beygjan legur  : bendable.
 * from beygja : to bend.

title: Icelandic/Grammar/Adjectives


text:
The Lyrics of Henry VIII/Though sum saith that yough rulyth me (Henry VIII)

[ff. 71v-73r]

Textual Commentary
“Though sum saith that yough rulyth me” is a statement of personal doctrine in the first person by the king, who reinforces his position by repeating in the burden his motto: “god and my ryght.” In dealing with issues typical of the debate between youth and age (evident in other of Henry’s works), this lyric urges that, though youth may rule the speaker, the speaker does not hurt anyone and is not in the wrong. The speaker’s youth does not keep him from performing those duties that are expected of him, nor from his allegiance to his wife. The lyric ends with a prayer that those who have forgotten the time of youth—those who have perhaps been more excessive in their own youths than the speaker—will bring this matter to an end, and amend their actions. The tune is very much like that of Henry’s “Pastyme with good companye” (H 5).

 * 1–2 Though … tarry  Cf. the proverb “Youthe in his flowres may lyue at liberte / In age it is convenient to grow to gravite” (Flügel, “Die Proverbes von Lekenfield und Wresil” 483); cf. also the words of Mary in Wager’s interlude The Life and Repentaunce of Marie Magdalene: “I may vse daliance and pastyme a while, / But the courage of youth will soone be in exile” (ll.702–703).

 * 3   god and my ryght  Henry’s royal motto was “Dieu et mon droit”; at the Field of Cloth of Gold on 22 June 1520 Henry jousted with the motto, in French (Hall 618).

 * 8   wars  Worse.

 * 11 Pastymes … among  “to be sometimes engaged in pastimes of youth” (Stevens M&P 412)

 * 16 dyscusse  Drive away, dispel, disperse, scatter (OED v 1.a).     hens   Hence.

 * 18 amend  For similar use in the context of prayer, see the note to Henry’s “Withowt dyscord” (H 49.24).

This lyric is in an unusual form, classified by Greene as a carol, in three voices with variation in the music. The first and second lines of stanza three are missing in the third voice, though the erroneous beginning of the third stanza is marked with a block capital. No scribal attribution is given for this piece; the editor’s attribution to Henry VIII is given, typically, on the evidence of line 19 (“Thus sayth the king the .viii.th harry”), the allusion to the royal motto “Dieu et mon droit” (“god and my ryght,” l. 3), and following tradition (see reprintings, below).

“Though sum saith that yough rulyth me” is indexed in Robbins Index & Suppl. 3706.5, Ringler MS TM1707, and Crum T2407. It is reprinted in Chappell Account 377, Flügel Anglia 246–47, Flügel Neuengl 137, Greene 297, Stevens M&P 411–12, Stevens MCH8 41, and Trefusis 28–31.

Texts Collated
H1,2,3 (ff. 71v–73r, ll. 1–5 and 11–15 H2, ll. 1–5 and 13–15 H3).

 * 2   to tarry^] for to tarry^ H2,3

 * 4   shall I] omit H2

 * 11, 12 omit H3

 * 14 wher] when H1, wher H1,3


text: User:Tim commons

title: User:Tim commons


text: User talk:Tim commons

title: User talk:Tim commons


text:
User talk:Maqbool ahmed sifu

Sifu Maqbool ahmed Lari Martial artist Occupation-Director Lari wing chun academy

title: User talk:Maqbool ahmed sifu


text:
The Lyrics of Henry VIII/MAdame damours (Unattributed)

[ff. 73v-74r]

MAdame damours all tymes or ours from dole dolours or lorde you gy in all socours                                     5 vnto my pours to be as yours vnytl I dye vntyll I dye vntyll I dye. 10

And make you sure no creatur shall me solur. Nor yet reayne. but to endure                                  15 ye may be sure. Whyls lyf endur loyall and playne.

Textual Commentary
“MAdame damours” is a lyric wherein the lover pledges constancy to his lady. The lines “from dole dolours / or lorde you gy” (ll. 3–4) suggests that this may be a song about or to Katherine of Aragon, who (in the courtly love tradition) would guide her lord, the king, as his lady.

 * 1   damours   D’amour, of love.

 * 2   or  Are.

 * 3   dolours   Mental pain or suffering, sorrow, grief, distress (OED 2).

 * 4   or  Our.     lord you gy   See commentary, above.     gy  Guide.

 * 5   socours   Helps, aids (OED “succour” n 1).

 * 6   pours   Powers.

 * 13 solur  Solace.

The unattributed “MAdame damours” is through-set in four voices for the first stanza. The text for the third voice contains only the first line, and the second stanza is underlaid below the second voice on f. 73v.

This piece is indexed in Robbins Index & Suppl. 2028.5, Boffey, and Ringler MS TM965. Reprinted in Flügel Anglia 247, Padelford xxxiii, Stevens M&P 412, and Stevens MCH8 53.

Texts Collated
H1,2,3,4 (ff. 73v–74r, ll. 1–10 H2,4, l. 1 H3).

 * 2–10 omit H3

 * 3   from dole] dole H1, from dole H2,  frome dole H4


text:
User:Asafika

Dhd

title: User:Asafika


text:
The Lyrics of Henry VIII/Adew adew le company (Unattributed)

[ff. 74v-75r]

Adew adew le company I trust we shall mete oftener viue le katerine et noble henry viue le prince le infant rosary.

Textual Commentary
“Adew adew le company” is a song of departure, likely associated with one of the entertainments surrounding the birth of Henry’s first male child and potential monarchical heir (b. January 1511, d. February 1511). Similarly associated is Farthing’s “Aboffe all thynge” (H 14; see accompanying commentary).

 * 1   Adew   Adieu.

 * 3   viue   Long live.

 * 4   le infant rosary   Cf. Farthing’s “Aboffe all thynge” (H 14.6 and the commentary to that lyric), as well as “I loue I loue and whom loue ye” (LFay ff. 40v–46r), a lyric seemingly in celebration of Prince Arthur’s birth, wherein he is given the name of “rose” (l. 23).

The unattributed “Adew adew le company” is through-set for three voices, with an additional voice missing (see Stevens MCH8 intro.).

This piece is indexed in Robbins Index & Suppl. 120.4 and Ringler MS TM63. It is reprinted in Chappell Account 382, Flügel Anglia 247, Stevens M&P 390, and Stevens MCH8 17.


text:
Principles of Economics/Specialization and Gains From Trade

The idea of scarcity is all-encompassing in economics. For review purposes, scarcity is the idea that our unlimited desires are never satisfied because the amount of resources we have is limited. It is not surprising to hear that scarcity is involved with gains from trade – the concept that people will gain more from trading or working with other rational individuals as opposed to working by him or herself on a task he or she does not have the pleasure of understanding or doing. Let's put this into more concrete terms with an example.

Gains from Trade: An Example
In the table above, there are two people. Say those two people are co-founders of MetalPlastic, a company that makes and designs phones. The two situations presented below are more of a thought experiment since this is not a real-life example.

The Situation with No Trade
James Portley would like to advertise his new product that may very well change the face of the phone industry. However, since he cannot convincingly give any reason as to why you, the seller, should buy this product, he will fail to change the face of the phone industry – his desire was not met. Quincy Adams would like to advertise a new phone. Since there are no new phones in the market, Adams will have to find a new phone somewhere else; otherwise, he may not find a new phone to advertise. Since Quincy Adams cannot make a new phone and advertise the phone, he will never fulfill his desires.

The Situation with Trade
Imagine that James Portley and Quincy Adams met one day. The pair noticed their individual talents and thought to work together. The co-founder group settled for the company name MetalPlastic. The pair started working together. After Portley made his new product, Adams decided to risk the money they have to present their new product. It was a success story. Because Quincy was able to convince financial investors to invest in the phone, they were able to make a profit selling what they wanted. Each person's individual desires were met – to meet their goals.

Conclusion to Take Away
By specializing their talents, the co-founder group were able to fulfill their individual desires. Quincy made a trade with James, either intentionally or not: if James made a product, Quincy will help advertise the good. Keep in mind, however, that James could have declined. If he did decline, there would be no reason to specialize. Same goes if James decided to trade with Quincy.

It is important to realize this lesson: rational individuals will gain from the trade if and only if each individual agrees that trading is better than by working by themselves. This consequence of rationality is built into its definition. A person will weigh the costs to the benefits. If the benefits weigh more, the person will cooperate with the trade; if the costs weigh more, the person will not cooperate. Either way, each individual checked to see if the opportunity cost of working with another person granted them a better "deal" than by working by themselves. We now understand gains from trade.

The Catch of this Simple Example
"'While it may be true that working with other individuals is beneficial when you do not know how to do a task, it does not necessarily mean that working with other individuals is always best if the task you do is either similar or identical. Are there gains from trade in every situation imaginable?'"

The answer to that question is "no, not always, but most of the time." The next section will explain why in great detail.

Absolute Advantage Versus Comparative Advantage
Imagine you have two people who work in the same factory, Boxing Glass. Their names are Harry and Steven. Harry can make two times more glasses and 3 times more boxes compared to Steven. We would say that Harry has an absolute advantage to Steven – Harry can make way more of both resources compared to Steven. Steven decides to alleviate both their workloads by working together. Should Harry make the trade?

Production Possibility Frontier

The two lines of productions for each person, Harry and Steven, are shown. The lines are colored differently. For any individual who is color blind, Harry is the top diagonal line, and Steven is the bottom diagonal line. The dot represents the level of production they wish to produce.

A production possibility frontier (PPF, for short) is a graphical curve or line that represents the production of two goods for any entity. For this instance, we will make our math easier by using a line instead of a curve.

The figure above shows two lines: Harry's and Steven's. Since Harry's line is above and to the right of Steven's, Harry has an absolute advantage to Steven. For our purposes, we want to know Harry's opportunity cost of doing work. We have two methods to figure that out.

Each method will be shown below:

Calculating Opportunity Cost: Method 1
Before we start calculating, let's first review what the slope $$m$$ means for us. The slope $$m$$ is the rate of change in $$y$$ over the change in $$x$$. The rate of change is simply a division of two points, $$x$$ and $$y$$, that are subtracted. The two different values of $$y$$ are subtracted in the numerator (top number of a fraction) and the two different values of $$x$$ are subtracted in the denominator (bottom number of a fraction). The different values of $$x$$ will be deliniated by different subscripts (little numbers next to and below the variable), $$x_1$$ and $$x_2$$. The same goes for the different values of $$y$$. You can only find the slope once you know two different ordered pairs, $$(x_1, y_1)$$ and $$(x_2, y_2)$$, of the line. This entire concept is summarized as

$$m={y_2 - y_1 \over x_2 - x_1}$$

The line of a function needs the slope of a function, but it also one other constant value before a linear function can be formed. Those values are called intercepts. The most common intercept (and the one we will focus on in this economics WikiBooks) is the $$y$$-intercept, defined as $$b$$ in our formula. Simply put, the $$y$$-intercept is defined as the ordered pair $$(0, b)$$. It is the value of y that will intersect with the vertical $$y$$ column of our $$xy$$-graph.

Finally, once all is done, we add in a changing variable, $$x$$-values, to then define the equation $$y=mx+b$$. The equation will determine $$mx+b$$ to find all possible $$y$$-values. A graphical representation will appear for all ordered pairs $$(x, y)$$, where each point will be connected linearly.

Now that we know what a slope is, we can now find it in our graph.

The point at which Harry chooses to produce is at $$(3, 2)$$ or 3 boxes and 2 glasses. There is a multitude of ways to find the slope in this instance, yet only one such calculation will be shown. Let $$(x_2, y_2)=(3, 2)$$, and let $$(x_1, y_1)=(0, 4)$$. We can now find the slope.

$$m={(2) - (4) \over (3) - (0)}$$

$$m={-2 \over 3}$$

$$m=-{2 \over 3}$$

The calculation above represents the opportunity cost of $$2\,Q_1$$ (glasses) for every $$3\,Q_2$$ (boxes). While this is fine, we are looking for the opportunity cost of boxes to glasses. Since the glasses are in the numerator, and the boxes are in the denominator, we will just have to switch the places of the numbers. This is called taking the reciprocal, which we will represent as $$m_{r,h}={Q_2 \over Q_1}$$, for Harry's reciprocal slope. This means our final answer is

$$m_{r,h}=-{3 \over 2}$$

Note that the way the fraction is written represents the opportunity cost of the situation. The final answer above tells us that 3 boxes is the opportunity cost of 2 glasses. This simply means that 3 boxes are lost to make 2 glasses. This represents the loss of $$3\,Q_2$$ for every $$2\,Q_1$$.

Final point to understand before we move on, the slope of the answer above can be found using any point along the PPF of Steven's production line. For example, for the ordered pair $$(x, y)$$, defined as $$(Q_2, Q_1)$$ for this graph, if $$(x_2, y_2) = (6, 0)$$ and $$(x_1, y_1) = (0, 4)$$, Harry's reciprocal slope $$m_{r,h} = {x_2 - x_1 \over y_2 - y_1}$$ would be defined as

$${(6) - (0) \over (0 - 4)} = {6 \over -4} = -{3 \over 2} = -1.5$$

The same answer as given in the example would be derived and evaluated. This is true because the PPF is linear, meaning the same "rate of change" is used for all points $$(Q_2, Q_1)$$, where $$Q_2$$ and $$Q_1$$ is any positive rational number defined by the equation of the graph $$y=mx + b$$. Let's look at an example to find those points of the graph.

Before we get confused, let's make sure we understand what each variable stands for. Remember that $$Q_1=y$$ and $$Q_2=x$$. Plugging (more formally known as "substituting") those values in, we find that the equation we are looking for is $$y=mx+b$$. This is simply just an equation for a line. In which case, let's go ahead and find the values for $$m$$ and $$b$$.

Because we already know the slope of the line $$m=-{2 \over 3}$$, let's try to find $$b$$. The point at which the line intersects $$y$$ seems to be at $$(0, 4)$$. Therefore, let's substitute those values into the equation to yield the final answer, keeping in mind that $$y=Q_1$$ and $$x=Q_2$$:

$$Q_1 = - \left ( {2 \over 3} \right ) Q_2 + (4)$$

$$Q_1 = - {2 \over 3} Q_2 + 4$$

The answer above is called a function. The function uses only one input, usually $$x$$ to find an output, usually $$f(x)$$. For example, $$y=mx+b$$ finds the output $$y$$ by evaluating every input $$x$$, given that $$m$$ and $$b$$ are constant. Usually, a question will define the output. Here's another example question that could have been asked, which is identical to the one above, only defined differently:

Here, the "defined output" would have been $$H(Q_2)$$. The answer would have been nearly identical to Example 2, but would mean something different because of how a function is defined. The function to the example question would have been this:

$$H(Q_2) = - \left ( {2 \over 3} \right ) Q_2 + (4)$$

$$H(Q_2) = -{2 \over 3} Q_2 + 4$$

Using the function $$H(Q_2)$$, you can find any ordered pair $$(x, y) = (Q_2, Q_1)$$. Substitute any rational value for $$Q_2$$ and evaluate from there. Let's try $$Q_2=2$$.

$$H(2) = -{2 \over 3} (2) + 4$$

$$H(2) = -{4 \over 3} + 4$$

$$H(2) = -{4 \over 3} Q_2 + {12 \over 3}$$

$$H(2) = {8 \over 3}$$

The value we see above tells us that when $$x = Q_2 = 2$$, $$y = Q_1 ={8 \over 3}$$.

If you don't have a graph, finding a function is great for finding any output $$y$$ from an input $$x$$.

Calculating Opportunity Cost: Method 2
Before we get to the calculation, we need to know the definition of unitary opportunity cost. The unitary opportunity cost is the amount of an object we lose for every other one object. Take this example: if we want to choose between having three scoops of chocolate ice cream to two scoops of vanilla ice cream, we would say that the opportunity cost of having three chocolate ice cream scoops is two scoops of vanilla ice cream. However, this does not tell us how much chocolate ice cream scoops we waste per vanilla ice cream scoops. To do this, we need to compare. This is the fundamental reason why we have the unitary opportunity cost. This is usually useful whenever working with production.

One of the useful establishments of the PPF is that the PPF represents the opportunity cost of production. Any time that you can either make, for example, 3 $$x$$ or 5 $$y$$, a PPF can represent the in-between production, making it also useful for finding the unitary opportunity cost of production.

Remember that we are looking for the number of $$Q_2$$ lost for every $$Q_1$$ made, meaning that the numerator (top number of the fraction) must be a value from the $$Q_2$$ horizontal line, and the denominator (bottom number of the fraction) must be a value from the $$Q_1$$ vertical line.

According to Harry's production line, Harry can make either 4 glasses or 6 boxes. Let's use those values to help find the unitary opportunity cost. First, set up a comparison between $${Q_2 \over Q_1} = {x \over 1}$$, where $$x$$ represents the number of $$Q_2$$ lost for every $$1\,Q_1$$ made.

$${6 \over 4} = {x \over 1}$$

In accordance to mathematical axioms, any number $$x$$ divided by 1 is equal to $$x$$. As such, all that is needed is to divide $${6 \over 4}$$.

$${6 \over 4}={3 \over 2}=1.5=x$$

Note that the final answer is similar to when you use the slope of the PPF to represent the opportunity cost. Here is a calculation to help you find this out:

First, notice that the fraction $$m_{r,h}$$ is $$-{Q_2 \over Q_1}$$, which let us find $$x$$ in this equation: $$-{Q_2 \over Q_1} = {x \over 1}$$ where $$1$$ represents $$1\,Q_1$$.

$$-{3 \over 2}={x \over 1}$$

Since $${x \over 1} = x$$ is true because of mathematical axioms and postulates, simply divide $${3 \over 2}$$ to find the unitary opportunity cost of production for $$m_{r,h}$$.

$$-{3 \over 2} = -1.5$$

Because $$-1.5 = x$$, we are done, and can now interpret the unitary opportunity cost of boxes to glasses since the fraction to the right of the equal sign, $${x \over 1}$$, is a comparison of the slope $$m_{r,h}$$.

$$-{3 \over 2} = {-1.5 \over 1}$$

The only difference is that the answer is negative for the slope but positive for the unitary opportunity cost. To fix this, simply take the absolute value of both to yield the same answer.

$$\left | -{3 \over 2} \right \vert = {3 \over 2} = 1.5 = x$$

From this, we learned that the absolute value of the slope for any entity's PPF is identical to the unitary opportunity cost of any entity's production.

Before we move on to the next section, try to find Steven's opportunity cost of production. Hint: Look at the PPF at the beginning of the section.

{What is Steven's opportunity cost of producing 1 glass? (2 marks.) - $$1$$ glass + $$1$$ box - $$2$$ boxes - $$1.5$$ boxes - $$0.\bar{6}$$ glasses.
 * type="" coef="2"}
 * The opportunity cost is what you lose everytime you produce or get something. This is what you have after getting 1 glass, which is to say, you will have 1 glass after producing one glass. This is not the opportunity cost.
 * Because this is the opportunity cost of getting one glass, this is what you lose after gaining 1 glass. You understand the basic concept of opportunity cost.
 * This would be the opportunity cost of your choice, if you were asked "what is Steven's opportunity cost of producing 2 glasses?"
 * This would be the opportunity cost of 1 glass for Harry's PPF, not Steven's. Make sure to read the correct line.
 * Not only is that not the opportunity cost of glasses, this would be the opposite of what you are looking for. This is the unitary opportunity cost of getting 1 box for Harry's line.

{Find Steven's slope of the PPF when producing the reciprocal, $$m_{r,s}$$, where $$s$$ is used to deleniate Steven's line, to help the find the loss of $$Q_2$$ for every $$Q_1$$ gained. (1 mark.) - $$m_{r,s}=-{2 \over 3}$$ - $$m_{r,s}=-{3 \over 2}$$ - $$m_{r,s}=-{2 \over 1}$$ + $$m_{r,s}=-{1 \over 1}$$ - $$m_{r,s}=-{1 \over 2}$$ Remember: $$m={y_2 - y_1 \over x_2 - x_1}$$. If you did not subtract the different $$y$$-values and $$y$$-values, based on two different points along the line, you would not get the correct answer.
 * type=""}
 * This is not the reciprocal of slope $$m={y_2 - y_1 \over x_2 - x_1}$$. Instead, this is the slope of Harry's opportunity cost $$m_h$$. We are looking for Steven's reciprocal slope of the line.
 * While this is a recirpocal of slope $$m={y_2 - y_1 \over x_2 - x_1}$$, this is not Steven's slope. Instead, this is Harry's opportunity cost of the reciprocal $$m_{r,h} = {x_2 - x_1 \over y_2 - y_1}$$. We are looking for Steven's reciprocal slope of the line.
 * This is not the slope of either Steven's or Harry's line. Instead, this is a common mistake made when doing slope in which an individual economist may simply forget to subtract the different $$x$$-values and $$y$$-values. Remember: $$m={y_2 - y_1 \over x_2 - x_1}$$. If you did not subtract the different $$y$$-values and $$y$$-values, based on two different points along the line, you would not get the correct answer.
 * This is the correct slope of the Steven's line, either reciprocal or not. If an individual forgot to take the reciprocal, that person would be lucky this time. Remember: $$m={y_2 - y_1 \over x_2 - x_1}$$. If you did not subtract the different $$y$$-values and $$y$$-values, based on two different points along the line, you would not get the correct answer.

Comparative Advantage
The methods of calculation we learned now helps us answer the ultimate question here: should Harry make the trade? Since we know the slope of both Harry, $$m_h$$, and Steven, $$m_s$$, let's use those values.

Remember: the slope of $$|m|$$ represents the loss of $$Q_1$$ for every $$Q_2$$, while the slope of $$\left |m_r \right \vert$$ represents the loss of $$Q_2$$ for every $$Q_1$$. Let's now compare the opportunity cost of each individual.
 * Harry can lose fewer glasses from gaining boxes than Steven can: $$0.\bar{6} < 1$$
 * Steven can lose fewer boxes from gaining glasses than Harry can: $$1 < 1.5$$

The phenomenon demonstrated above illustrates a special circumstance of economics that allows us to earn insight from it. In fact, this special circumstance has its own name: comparative advantage. The comparative advantage is the advantage of an individual in which the circumstances allow them to produce more of a good or service at a lower opportunity cost compared to another individual. This is the reason why we "gain from trade." By extension, this is where Harry gains from trade.

Note: the best way to find the comparative advantage is through the unitary opportunity cost. This is what we did in this section. Remember that the slope and the unitary cost answer are the same. We have proven that. This means that the opportunity cost of, for example, $${2 \over 3}\,Q_1$$ is lost to make $$1\,Q_2$$. The slope is the unitary opportunity cost. That is what we proved last time, and this is why the slope or the unitary opportunity cost can be used in the table above and still prove the same thing we proved: Harry has a comparative advantage in making boxes and Steven has a comparative advantage in making glasses.

Taking "Advantage" of Comparative Advantage
Remember what we learned at the beginning? By specializing people's talents, everyone as a whole can gain from the trade of talents. Here is no different, aside from the vernacular. Let's try to find the optimal trade.

We know that Harry loses fewer glasses per each box made, so Harry should specialize in making boxes. If Harry wants to find the optimal unit of boxes for both him and Steven, he needs to find the number of units that will not go over either Steven's or Harry's opportunity cost of production.

Remember: the opportunity cost of production is the slope of the PPF. Steven trading one box for $${2 \over 3}\,Q_2$$ would not be optimal for Harry because Harry could just make that many himself. Steven trading one box for $$1\,Q_2$$ would be optimal for Harry but not for Steven because he would go over his opportunity cost of production. Therefore, the number of $$Q_2$$ units needed to be made follows this relationship:

$${2 \over 3}<Q_2<1$$

$$0.\bar{6}<Q_2<1$$

Remember: the number of units is per thousand, so those are the possible number of units to trade. The number of glasses to trade that would be optimal for both Harry and Steven could be $${3 \over 4}$$ of one thousand units, or 750 glasses. Nevertheless, any number between $${2 \over 3}<Q_2<1$$ of one thousand units is optimal, so any integer answer between those ranges are necessarily the best for both parties.

Note: the same procedure done above will work when trading for glasses. The only difference will be the number of boxes traded for one 1 glass. Try out the next example problem to see if you understand. Review the previous sections so that you know the numbers to look for.

{Harry and Steven want to look like stand-out employees. Since they know they will gain from trading, they decide to trade a number of boxes made for glasses and vice-versa. If Steven decides to trade 1 glass, how many boxes should he gain such that the choice will benefit both parties? (3 marks.) Write your answer as a positive integer (e.g. "1, 2, 3, 4," etc.) in normal notation. Do not write any letters in your answer. Do not express your answer as a range. { 1001-1499 _7 }
 * type="{}" coef="3"}
 * Since we are looking for the number of boxes needed to be traded to Steven, we need to find a range of numbers such that it satisfies both Steven's opportunity cost and Harry's opportunity cost. First, note that Steven loses 1 glass per box, meaning that the number of boxes needed to be traded is a number greater than 1. Note that Harry's opportunity cost for one glass is $${3 \over 2}$$ boxes. Thus, the range of boxes needed to trade is the following relationship: $$1<B<{3 \over 2}$$. Remember that these numbers are per thousand, so it ranges between 1,000 and 1,500. Thus, any number in between 1,000 and 1,500 is correct, so long as the answer is a positive integer.

Conclusion
Although both Harry and Steven work the same job, they still benefit from trading. Keep in mind, though, that this only works if a comparative advantage exists for both parties. If one party in the trading relationship does not have a comparative advantage, then why trade at all? Work by yourself in that instance. However, this rarely happens, if at all.

The examples shown in the previous subsections are in no way intended to be realistic. After all, people don't barter, instead they get paid with income or money or some other form of monetary transaction. However, the lessons learned within will extend to both Microeconomics and Macroeconomics. Plus, the examples shown before amplify the rational fact of humans: if the opportunity cost of trade is more than not trading, people will not trade.

Finally, before ending with a few comprehension questions, let's realize one more fact: when markets extend in the skill or production of goods, the number of times specialization occurs will increase, and thus the gains from trade.

Check your Understanding
It is recommended you review the previous sections before you do these questions.

{The BEST reason specialization and trade exist is due to + comparative advantage. - absolute advantage. - Pareto efficiency. - opportunity cost. - scarcity.
 * type=""}
 * This is the best answer to this stem because the comparative advantage, by definition, is an advantage that exists for one particular party in which the opportunity cost of making a good is lesser for one individual than for another. As the person with the lesser opportunity cost in making the good, more of that good can be made without losing another good. Both parties are made better off because of this reason. The opportunity cost of making goods is lessened.
 * The absolute advantage does NOT explain why trade and specialization. If anything, this will discourage specialization and trade because if one particular individual has a greater advantage in making more of both goods than another individual, why would the individual who has the absolute advantage trade with the other person if they will not gain from it. Remember that an individual will only trade if and only if both persons agree that their opportunity will be lessened because of it.
 * For anyone who does not know, Pareto efficiency is the idea that an outcome that fulfills a goal without lessening the well-being of another individual, after increasing the well-being of someone else, is most sufficient. While it would be accurate to say that after specialization and trade, more Pareto efficiency is achieved, it would not be accurate to say that specialization and trade exist due to specialization.
 * A larger opportunity cost if no trading occurs would be a reason why specialization and trade exist, but that is not what this distractor describes. Instead, this answer choice implies that specialization and trade exist due to the existence of trade-off. Unless a larger trade-off exists when not trading with another person, there will be no trade with rational individuals.
 * While scarcity does exist, just because it does exist does not signify the existence of specialization and trade. Also, picking this answer choice implies the conflation of scarcity with opportunity cost. Opportunity cost, an implication of scarcity, states that we give up a number of one particular resource to gain another good. Scarcity is a fact of human existence that states we have limited sources to provide our unlimited desires. While scarcity does imply opportunity cost's existence, they are not one and the same. If you selected this answer choice, make sure to distinguish the two.

{The $$y$$-axis, denoted as $$Q_y$$, represents the number of coconuts scavenged while the $$x$$-axis, denoted as $$Q_x$$, represents the number of fish caught. If Harry's slope $$m_h=-{1 \over 2}$$ while Steven's slope $$m_s=-3$$, for the person who has a comparative advantage in catching fish, what is the opportunity cost of catching 2 fish? (3 marks.) { 6 _1 } coconuts.
 * type="{}" coef="3"}
 * Notice that the slope $$m$$ is a representation of the change in $$y$$, $$y_2 - y_1$$, over the change in $$x$$, $$x_2 - x_1$$. Since the slope $$m$$ is the opportunity cost of a choice of $$Q_y$$ for every $$Q_x$$, the one who has the lower opportunity cost is Harry. However, this is only true for the number of coconuts to the number of fish caught. We are looking for the person with the comparative advantage in catching fish. Let $$y_2 - y_1 = \Delta Q_y$$, let $$x_2 - x_1 = \Delta Q_x$$, and let the reciprocal of $$m$$ be $$m_r$$. If $$m={\Delta Q_y \over \Delta Q_x}$$, then $$m_r={\Delta Q_x \over \Delta Q_y}$$. Remember that $$Q_x$$ is the number of fish caught. Because of this relationship, take the reciprocal of each person's opportunity cost. Note that $$\left |-{1 \over 3} \right \vert < |-2|$$. The person who has the lower absolute value opportunity cost is Steven. Note that the opportunity cost of $$1\,Q_y$$ is $$3\,Q_x$$. Because of that, use the following relationship to find the comparable opportunity cost of catching 2 fishes: $${1 \over 3}={2 \over x}$$, where $$x$$ is the number of coconuts found. Once we work out the relationship, the number of coconuts found $$x = 6$$ is the opportunity cost of gathering 2 fish.


text:
Talk:Principles of Economics/Specialization and Gains From Trade

Please note that this page is still a Work In Progress (WIP). I hope everyone can contribute to this page.

Musical Inquisit (discuss • contribs) 03:25, 10 July 2019 (UTC)


text:
The Lyrics of Henry VIII/Deme the best of euery dowt, Lloyd

[f. 79v]

Deme the best of euery dowt tyll the trowth be tryed owt

deme the best of euery dowte tyll the trwth be tryed owt

deme the best of euery dowt tyll the trowth be tryed owt.

J. ffluyd

Textual Commentary
“Deme the best of euery dowt” is a moralising, proverbial expression. This couplet is also found on a bronze jug of Richard II’s reign (Evans, English Art, 90). For a popular variant, see also John Heywood’s Ballads and Songs (264, l. 24) and his Dialogue: “Tyme tryeth trouth in every doubt. And deme the best, till time hath tryde the trouth out” (76, ll. 217–18); see also Whiting (T326).

 * 2   tryed   Be first tried.

“Deme the best of euery dowt” is a round in three voices. In L1587 it is copied twelve times in full, and several more times in part, as pen practice, containing the variant first line “Deme the best in every dowte.” In OxHill the English lines are followed by the Latin “In dubijs serui melius cape pessima sperne.”  This lyric is listed in H’s table of contents as the ninety-fourth work.

This piece is indexed in Robbins Index & Suppl. 675.5 and Ringler MS TM344 & TM343 (see also Ringler MS TM88). It is reprinted in Flügel Anglia 247, Dyboski ci. 131, Stevens M&P 413, and Stevens MCH8 57.

Texts Collated
H1,2,3 (f. 79v), L15871,2 (2/4 16, f. 212r), OxRawl86 (31), OxHill (f. 200v).

 * 1   the best of euery] no thyng that is in OxHill

 * 2   tryed] try H1, tryed H2,3, OxRawl86,  tried L15871,2, OxHill


text:
The Lyrics of Henry VIII/Hey troly loly loly (Unattributed)

[f. 80r]

Hey troly loly loly

my loue is lusty plesant and demure that hath my hart in cure

hey troly

as the hauke to the lure so my hart to her I ensure

hey troly loly loly loly loly  troly loly troly loly lo troly loly lo

glad to do her plesure and thus I wyll endure

hey troly loly lo hey troly loly lo hey tro.ly loly lo

Textual Commentary
“Hey troly loly loly” is a round centring on the mirthful and popular phrase “Hey troly [&c.],” in which love is affirmed and constancy is pledged. Cf., in H, Cornish’s “Trolly lolly loly lo” (H 33; see also corresponding notes and commentary) and “Hey troly loly lo” (H 75).

 * 6   ensure   Guarantee; also, betroth, espouse (OED  v 4, 5.b).

The unattributed “Hey troly loly loly” is transcribed exactly. It is listed in H’s table of contents as the ninety-fifth work as “Hey how troly loly.”

This piece is indexed in Robbins Index & Suppl. 1214.7, Boffey, and Ringler MS TM595. It is reprinted in Chappell Account 375, Flügel Anglia 248, Stevens M&P 414, and Stevens MCH8 57.


text:
The Lyrics of Henry VIII/Taunder Naken, Henry VIII (Incipit)

[ff. 82v-84r]

The Kynge. H. viij

Taunder naken

Textual Commentary
“Taunder Naken” appears as an incipit in H in only one voice preceded by a block capital, the second of three found on ff. 82v–83r. Space has also been left in the voice on f. 83r for a large block initial capital, but none appears. There is little room left among the musical notation for text.

As Stevens notes (MCH8 107n78), the melody on which Henry’s composition is based—after Obrecht, and interpreted by Agricola and others—is one of the best-known of the time, and Henry’s additions to the melody is his most considerable secular composition. Wolf (ed. Obrecht 7.xv-xvii), after von Fallersleben (Antwerpener Liederbuch vom Jahre 1544, 222–24), provides a full text for this work, as follows:

 * T’Andernaken al op den Rijn
 * Daer vant ic twee maechdekens spelen gaen;
 * Die eene dochte mi, aen haer aenschyn,
 * Haer ooghen waren met tranen ombeuaen:
 * “Nv segt mi, lieue ghespele goet,
 * Hoe sweert v herte, hoe truert uwen moet,
 * Waer om ist, dat woudijs mi maken vroet?”
 * “Ic en cas v niet gesagen;
 * Tis die moeder diet mi doet,
 * Si wil mijn boel veriagen, veriegan.”

 * “Och, lieue ghespele, daer an leyt niet an,
 * den mey die sal noch bloeyen;
 * So wie zijn liefken niet spreken en can,
 * die minne mach hem niet vermoeyen.”
 * “Och, lieue ghespeelken, dats quaet sanck,
 * den mey te verbeyden valt mi te lanc;
 * Het soude mi maken van sinnen also cranc,
 * Ic soude van rouwe steruen.
 * Ic en weets mijnder moeder gheenen danc,
 * Si wil mijn boel verderuen, verderuen.”

 * “Och, lieue ghespele, daer en leyt niet an,
 * Nv schict v herteken al in vreden.”
 * “Mijn moeder plach te spinnen, des en doet si niet,
 * Den tijt en is niet lange gheleden;
 * Nv schelt si mi hier, nv vloect si mi daer,
 * Mijn boelken en derf niet comen naer,
 * Daer om is mijn herteken dus swaer;
 * Ist wonder, dat ic truere?
 * Ende ic en mach niet gaen van haer,
 * Ter veynster, noch ter duere, noch ter duere.”

 * “Och, lieue ghespele, dat waer wel quaet,
 * Wilt sulker tale begheuen,
 * Hadde ic ghedaen mijn moeders raet,
 * Ic waer wel maecht ghebleuen.
 * No hebbe ic sinen wille ghedaen,
 * Mijn buycxken is mi opghegaen,
 * Ende nv so is hi mi ontgaen.
 * Ende gaet elwaerts spelen.
 * Des moet ic laten so menighen traen,
 * Ic en cans v niet gehelen, gehelen.”

 * “Ghespele, wel lieue ghespele goet,
 * En sidy dan gheen maecht?”
 * “Och neen ic, lieue ghespele goet,
 * Ende dat si ons heer God gheclaecht.”
 * “God danck, dat ic noch maghet si;
 * Spiegelt v, lieue gespeelken, aen mi
 * Ende wacht v, oft ghi en zijt niet vrij,
 * Ten sal v niet berouwen;
 * Coemt hem nemmermeer niet na bi.
 * Oft ghi wort gheloont met trouwen, met trouwen.”

 * “Ghespele, hi seyt dat hi mi mint.”
 * “Die minne plach mi te lieghen;
 * Ein ghelooft die clappaerts niet en twint,
 * Si staen al na bedrieghen.”
 * “Daen loech si nen grooten schach;
 * Dat was die maghet, die op mi sach.
 * Ic boot haer minnelic goeden dach,
 * Ic groetese hoghelike
 * God gheve dat icse vinden mach
 * Bi mi, in hemelrijcke, in hemelrijcke.”

“Taunder Naken” is indexed in Fallows (Catalogue 485), Stevens MCH8 #78 and its sources in Hewitt (ed., Odhecaton #69), Lerner (ed., Agricola 5.lxxiv), Wolf (ed. Obrecht 7.xv-xvii), and others. Reprinting of this piece includes Stevens MCH8 58–60 and its sources Hewitt (ed., Odhecaton 178–79), Lerner (ed., Agricola 5.99), Wolf (ed. Obrecht 7.3–7), and others.


text:
The Lyrics of Henry VIII/Whoso that wyll for grace sew, Henry VIII

[ff. 84v-85r]

The Kynge. H. viij

Textual Commentary
As with others of Henry’s lyrics, “Whoso that wyll for grace sew” is an expression of chivalric doctrine. The lyric propounds the quality of truthful intent in love and the value of love itself as a thing given by God. Simultaneously, “Whoso that wyll for grace sew” presents an argument of justification against those who “can no skyll” (l. 6) and therefore “yt dysdayne” (l. 8).

 * 1   grace sew  Make suit; legal (courtly allusion); see also the comment to Henry’s “If love now reynyd as it hath bene” (H 38.12).

 * 4   spede   Succeed, meet with good fortune, attain one’s purpose or desire (OED “speed” v I.1.a).

 * 6   can  Know or have learned, have practical knowledge of (OED v.1 B.I.1.b).

 * 8   dysdayne  Cf. Henry’s “Whoso that wyll all feattes optayne” (H 28.2,4,8,11,14) and elsewhere; see the note to line 2 of the aforementioned lyric.

 * 11 perfite   Perfect, in the state of complete excellence, free from any flaw or imperfection of quality, faultless (OED a B.I.4.a); also, marked by moral perfection (OED a B.I.4.c).

 * 12 excho  Eschew, abstain carefully from, avoid, shun (OED v.1 1.c).

“Whoso that wyll for grace sew” is in a strophic setting. The piece is listed in H’s table of contents as the ninety-sixth work.

“Whose that wyll for grace sew” is indexed in Robbins Index & Suppl. 4143.5, Boffey, and Ringler MS TM1977. It is reprinted in Flügel Anglia 248, Stevens M&P 414, Stevens MCH8 60, and Trefusis 32–3.

Texts Collated
H1,2,3 (ff. 84v–85r, ll. 1–6 H2,3).

 * 6   those] thes H2


text:
Wikibooks:Reading room/Archives/2019/May

Creating Book Pages
I am a new user and I am still not familiar with how to correctly create pages in a book. I received this as a comment: Pages should be created as a subpage - e.g,. "Book Name" and "Book Name/Chapter Name" and NOT as "Chapter Name".

It seems that the pages are fixed. Can I create /Chapter Name/ instead? Is this equivalent to Book Name/Chapter Name? --Rjbfigueroa (discuss • contribs)

 * No. If you create a page "Chapter Name", it ends up as a new book named "Chapter Name". If you create a page as "/Chapter Name/" it still ends up as a new book named "Chapter Name", but I suspect that the page you're actually working on will end up being named "" as a subpage of the book "Chapter Name", If you create it as "Book Name/Chapter Name" then it is a page in the book "Book Name". Basically, the slash is used as a way to show what this page belongs to. Chazz (talk) 22:52, 21 May 2019 (UTC)

Template / style help
Asked this over in admin and got no response...

The Muggles' Guide book chapter pages make use of a template Muggles' Guide to Harry Potter/Book/Page which is intended to show the page / chapter before and after the current chapter as links, which it does quite handily... but in the process, it overlays this forward / back text on top of the breadcrumbs, making it difficult to get back up one level to the book, or two or three levels to the project page. The issue is with all the book chapter pages, has to do with a template used on all of them. Example: Muggles' Guide to Harry Potter/Books/Deathly Hallows/Chapter 5. The template is used like this: The text that the template puts up overlays the breadcrumb link that allows the user to step up a level to the book overview page.

The book template, as used in Muggles' Guide to Harry Potter/Books/Order of the Phoenix, seems to also have a problem - possibly an unclosed style tag - because while it exhibits the same overlaying of the breadcrumbs, the text that is affected, and that vanishes if the breadcrumbs happen to win the race, is the entire list of chapters. And that list is also coming up in a smaller than usual font...

I've looked at the templates for these myself, but they in turn seem to depend on other templates, and I'm not prepared to go down that rabbit hole at the moment... are there any brave scriptmongers willing to take a look at this? Chazz (talk) 22:57, 21 May 2019 (UTC)

Talk pages consultation: Phase 2
The Wikimedia Foundation is currently conducting a global consultation about communication. The goal is to bring Wikimedians and wiki-minded people together to improve tools for communication.

Phase 1 of the consultation is over – thank you to everyone who participated! – and we've published the Phase 1 report. The report summarizes what people have said and what we've learned, proposes a direction for the project, and asks specific questions to explore in Phase 2.

Very briefly, the proposed direction is that wikitext talk pages should be improved, and not replaced. We propose building a new design on top of talk pages that changes the page's default appearance, and offers key tools like replying, indenting and signing posts. To keep consistency with existing tools, the new design will be a default experience that existing users can opt out of. We also propose building features that experienced contributors want, including the ability to watchlist a single discussion, and the ability to move, archive and search for threads. Building these features may require some loss of flexibility, or small-to-medium changes in wikitext conventions. The goal is to only make changes that directly enable functionality that users really want.

You can see more information and discussion about the proposed direction in the Phase 1 report, including the results of new user tests and some of the quotations from Phase 1 discussions that led to this proposal.

Now it's time to start Phase 2!

We have six questions to discuss in Phase 2, asking for reactions to the proposed direction, and pros and cons for specific changes that we could make.

You can help by hosting a discussion at your wiki. Here's what to do:
 * 1) First, sign up your group here.
 * 2) Next, create a page (or a section on a Village pump, or an e-mail thread – whatever is natural for your group) to collect information from other people in your group.
 * 3) Then start the conversation with the six questions listed in the Questions for Phase 2 section of the report.
 * 4) When the conversation is concluded, the host should write a summary of the discussion on the Phase 2 community discussion summaries page, and report what you learned from your group.  Please include links if the discussion is available to the public.

You can read more about the overall process on MediaWiki.org. If you have questions or ideas, you can leave feedback about the consultation process in the language you prefer.

Thank you! We're looking forward to talking with you. DannyH (WMF) (discuss • contribs) 17:46, 17 May 2019 (UTC)

 * It looks as if there's no actual overall discussion of substance of Phase 2 (only overall discussion of process). --Pi zero (discuss • contribs) 19:19, 18 May 2019 (UTC)

 * : I'm sorry, I don't understand what you mean. Where are you seeing discussion of process, rather than substance? -- DannyH (WMF) (discuss • contribs) 21:43, 19 May 2019 (UTC)

Page information in mobile view
Hi, is there any direct way to reach page information when viewing a page in mobile view? Of course desktop view can activated; then the "Page information" link in the left margin is available. There should be a more direct path. Thanks, PeterEasthope (discuss • contribs) 16:27, 11 May 2019 (UTC)
 * You could activate "Page information" in desktop view and then switch back to mobile. I don't think there is a more direct way, however. Leaderboard (discuss • contribs) 08:40, 12 May 2019 (UTC)
 * Thanks Leaderboard, ... PeterEasthope (discuss • contribs) 18:05, 12 May 2019 (UTC)

Creating a book as a compilation of truncated Wikipedia pages
Hi, I am hoping to create some re-compile (and cut down) the content from existing Wikipedia pages to create an open educational resource (OER) for a course I teach. I've created two example pages: User:Cameronpiercy/Social_Loafing and User:Cameronpiercy/Nonverbal. I am a novice Wikipedia editor and have never used Wikibooks. The first question I have is (1) is it okay to create a Wikibook in this manner? The second question is (2) all of the links broke when I copied the page, is there an easy way to restore existing links to Wikipedia pages? As I read here Using_Wikibooks/Wikipedian_Primer I'm thinking Wikibooks may not be the best venue for this type of "mashup." Any advice? Cameronpiercy (discuss • contribs) 19:52, 14 May 2019 (UTC)
 * This is not Wikipedia, and one of the differences is that we do not have lots of wikilinks that link to other books or to Wikipedia. You are strongly advised not to "repair" the links to Wikipedia but instead remove them. If you are copying material from Wikipedia you must observe the license requirements. That means you must link (in the edit summary) back to the permanent URL from where you copied it or, preferably, request the material is imported to Wikibooks at WB:RFI which enables the edit history to be maintained. QuiteUnusual (discuss • contribs) 15:28, 15 May 2019 (UTC)

How to import an existing book?
I want to import this book: https://pressbooks.bccampus.ca/criminalinvestigation/ ...in order to rewrite it to conform to US law. The existing book can be downloaded in a number of formats: EPUB Digital PDF Print PDF MOBI XHTML Pressbooks XML WordPress XML OpenDocument

What is the best/easiest way to import the book? I tried to paste in the XHTML, but this gave me an error message for entering too many links at once.Verklempt (discuss • contribs) 21:35, 25 May 2019 (UTC)

 * I see that book is licensed under Creative Commons 4.0. I've heard some perplexing things about importing CC 4.0 material to projects that (like this one) are under CC 3.0.  Anyone know more?  QuiteUnusual? --Pi zero (discuss • contribs) 22:06, 25 May 2019 (UTC)
 * I don't think we can accept 4.0 into 3.0, the licenses are incompatible with each other, according to WMF legal too. I think the only way is to ask for dual licensing which means releasing text under CC 3.0 and 4.0 concurrently.--Cohaf (discuss • contribs) 04:03, 26 May 2019 (UTC)
 * That checks with what I'd heard (alas): that individual projects within the sisterhood have considered going to 4.0, which they could because 4.0 subsumes 3.0, but then their 4.0 materials couldn't be imported to projects that were still using 3.0. --Pi zero (discuss • contribs) 10:18, 26 May 2019 (UTC)


text:
User:PerfectingNEI

I'm Ramcha

title: User:PerfectingNEI


text: User talk:PerfectingNEI

title: User talk:PerfectingNEI


text:
The Lyrics of Henry VIII/En vray Amoure, Henry VIII

[ff. 86v-87r]

The Kynge. H. viij.

En vray Amoure

Textual Commentary
“En vray Amoure” appears as an incipit in H in only one of four voices. A space has been left in all voices for a large block initial capital, but none appears. There is little room left among the musical notation for text. This piece is not listed in the manuscript’s table of contents.

“En vray Amoure” is reprinted in Stevens MCH8 62 and elsewhere.


text:
User:Juzt49/sandbox

Spanish expeditions and colonization

Ferdinand Magellan arrived in the Philippines on March 16, 1521. Magellan Although the archipelago may have been visited before by the Portuguese (who conquered Malacca City in 1511 and reached Maluku Islands in 1512), the earliest documented European expedition to the Philippines was that led by Ferdinand Magellan, in the service of the king of Spain. But before they go to Samar and Leyte they went to Cebu but they did not pass, sighted the mountains of Samar at dawn on the 17th March 1521, making landfall the following day at the small, uninhabited island of Homonhon at the mouth of the Leyte Gulf.[1] On Easter Sunday, 31 March 1521, at Mazaua (today believed to be Limasawa island in Southern Leyte) as is stated in Antonio Pigafetta's Primo Viaggio Intorno El Mondo (First Voyage Around the World), Magellan solemnly planted a cross on the summit of a hill overlooking the sea and claimed for the king of Spain possession of the islands he had seen, naming them Archipelago of Saint Lazarus.[2]

Magellan conquered and sought alliances among the natives beginning with Datu Zula, the chieftain of Sugbu (now Cebu), and took special pride in converting them to Catholicism. Magellan's expedition got involved in the political rivalries between the Cebuano natives and took part in a battle against Lapu-Lapu, chieftain of Mactan island and a mortal enemy of Datu Zula. At dawn on 27 April 1521, Magellan invaded Mactan Island with 60 armed men and 1,000 Cebuano warriors, but had great difficulty landing his men on the rocky shore. Lapu-Lapu had an army of 1,500 on land. Magellan waded ashore with his soldiers and attacked the Mactan defenders, ordering Datu Zula and his warriors to remain aboard the ships and watch. Magellan seriously underestimated Lapu-Lapu and his men, and grossly outnumbered, Magellan and 14 of his soldiers were killed. The rest managed to reboard the ships.

Old oil painting of Manila, a walled city The battle left the expedition with too few crewmen to man three ships, so they abandoned the "Concepción". The remaining ships - "Trinidad" and "Victoria" – sailed to the Spice Islands in present-day Indonesia. From there, the expedition split into two groups. The Trinidad, commanded by Gonzalo Gómez de Espinoza tried to sail eastward across the Pacific Ocean to the Isthmus of Panama. Disease and shipwreck disrupted Espinoza's voyage and most of the crew died. Survivors of the Trinidad returned to the Spice Islands, where the Portuguese imprisoned them. The Victoria continued sailing westward, commanded by Juan Sebastián Elcano, and managed to return to Sanlúcar de Barrameda, Spain in 1522. In 1529, Charles I of Spain relinquished all claims to the Spice Islands to Portugal in the treaty of Zaragoza. However, the treaty did not stop the colonization of the Philippine archipelago from New Spain.[3]

After Magellan's voyage, subsequent expeditions were dispatched to the islands. Five expeditions were sent: that of Loaisa (1525), Cabot (1526), Saavedra (1527), Villalobos (1542), and Legazpi (1564).[4] The Legazpi expedition was the most successful as it resulted in the discovery of the tornaviaje or return trip to Mexico across the Pacific by Andrés de Urdaneta.[5] This discovery started the Manila galleon trade, which lasted two and a half centuries.

title: User:Juzt49/sandbox


text:
Climatology

Vallon de Mollières 2004 07.jpg

Table of Contents

 * 1) /About/
 * 2) /Introduction/
 * 3) /Atmospheric Composition and Structure/
 * 4) /Insolation/
 * 5) /Heat Budget /
 * 6) /Temperature of the Atmosphere/
 * 7) /Air pressure/
 * 8) /Wind/
 * 9) /The Monsoon/
 * 10) /Humidity/
 * 11) /Precipitation/
 * 12) /Fog and Clouds/
 * 13) /Cyclones/

Appendices

 * /Further Reading/ – References and recommendations..textbook, and scientific work to supplement this Wikibook.
 * /External Links/
 * Frequently Asked Questions

Tools and applications

 * Flood Maps (http://flood.firetree.net/) interesting demonstration, using Google's mapping API and raw data from NASA, to generate a visualization of the impact of sea level rising due to climate change.

Related Wikibooks

 * Climate Change

title: Climatology


text:
House Construction/Planning

The planning phase of house construction stands as a cornerstone in the creation of a successful and well-executed project. With its significance rivaling the foundation upon which a home is built, planning serves as the intricate blueprint that guides every subsequent step. The purpose of meticulous planning is to seamlessly translate aspirations and concepts into a tangible reality. Through careful evaluation, informed decision-making, and strategic foresight, the planning phase lays the groundwork for a harmonious synergy between design, functionality, legality, and fiscal responsibility. It is here that the intricate threads of material selection, architectural vision, regulatory compliance, and environmental sustainability are woven together to orchestrate the symphony of a flawless house construction journey.

title: House Construction/Planning


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House Construction/Setting the Stage

= Setting the Stage =

Building Orientation
Orientation is defined as the position of building in relation to seasonal variation in the sun's path as well as prevailing wind pattern

Grading, Terra-planing and Site Preparation

The site you are building on should be flat, with no lumps or hillocks. To level, you could hire a bulldozer and go over the land with the blade close to the ground to remove all lumps or hillocks. If the plot is on a severe incline, then lay stilts out so that you can lay out a floor level on top of them.

At times, ground filling has to be done to raise ground to the required level.

Foundation Construction

An integral part of home building as the structure will depend on it for load-bearing and to survive the environment. Considerations will not stop on immediate necessities like soil structure and characteristics but must be planed to deal with the probability of drastic environmental hazards, from floods, earthquakes even tornadoes.

In most construction, concrete is used as foundation. It is laid into a trench up to 3 or 4 feet deep, and provides a very solid foundation for whatever building material used. There are many different types of foundations.

The most typical foundation is made up of a footing which is the portion of the steel reinforced concrete that bears on the undisturbed soil. Footings are typically 12" 16" up to 36" inches wide by 10" to 12" deep depending on the soil on which they are bearing. A foundation wall is general applied over the footing to above grade. Foundation walls are typically 8" wide and terminate 8' above the finished grade. like column footing, pile, raft etc. these are used as per condition of soil. Waterproofing, dam-proofing and drainage are typically applied at the exterior of the foundation and footing. This is particularly important when building in wet soils.

The foundation is the most critical part of any structure. The structural failures due to faulty workmanship or to an insufficient thickness of the walls are rare in comparison with those due to defective foundations. When it is necessary, as so frequently it is at the present day, to erect gigantic edifices—as high buildings or long-span bridges—on weak and treacherous soils, the highest constructive skill is required to supplement the weakness of the natural foundation by such artificial preparations as will enable it to sustain the load with safety.

Natural Foundations. The soils comprised under this head may be divided into two classes. (1) Those whose stability is not affected by water, and which are firm enough to support the structure, such as rock, compact gravels, and hard clay, and (2) soils which are firm enough to support the weight of the structure, but whose stability is affected by water, such as loose gravels., sand, clay and loam.

Foundations on Rock. To prepare a rock foundation, all that is generally necessary is to cut away the loose and decayed portions and to dress the surface so exposed to a plane as nearly perpendicular to the direction of the pressure as practicable; or, if the rock forms an inclined plane, to cut a series of plane surfaces, like those of steps, for the walls to rest upon. If there are any fissures in the rock they should be filled with concrete.

Foundations on Gravel, Etc. In dealing with soils of this kind usually nothing more is required than to cover them with a layer of concrete of width and depth sufficient to distribute the weight properly.

Foundations on Sand. Sand is almost incompressible so long as it is not allowed to spread out laterally, but as it has no cohesion, and acts like a fluid when exposed to running water, it must be treated with great caution.

Foundations on Clay. Clay is much affected by the action of water, and hence the ground should be well drained before the work is begun, and the trenches so arranged that water does not remain in them. In general, the less a soil of this kind is exposed to the action of the air, and the sooner it is protected from exposure, the letter for the work. The top of the footings must be carried below the frost line to prevent heaving, and for the same reason the outside face of the wall should be built with a slight batter and perfectly smooth. The frost line attains a depth of six feet in some of the northern states.

The tearing power of clay and loamy soils may be greatly increased: (1) By increasing the depth. (2) By drainage. This may be accomplished by a covering of gravel or sand, the thickness depending upon the plasticity of the soil, and by surrounding the foundation walls with a tile drain. If springs are encountered the water may be excluded by sheet pilings, puddling or plugging the spring with concrete. (3) By consolidating the soil. This may te done by driving short piles Hose together, or by driving piles, then withdrawing them air filling the space immediately with damp sand well rammed. If the soil is very loose and wet, sand will not be effective, and concrete will be found more satisfactory.

Artificial Foundations. When the ground in its natural state is too soft to bear the weight of the proposed structure, recourse must be had to artificial means of support, and, in doing this, whatever mode of construction is adopted, the principle must always be that of extending the bearing surface as much as possible.

Foundations on Mud, silt, marshy or compressible soils are generally formed in one of three ways: (1) By driving piles in which the footings are supported. (2) By spreading the footings either by-layers of timber, steel beams, or concrete, or a combination of either. (3) By sinking caissons of iron or steel, excavating the soil from the interior, and filling with concrete.

title: House Construction/Setting the Stage