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Golf/Introduction

Golf is a game in which players use clubs to hit balls into holes. Eighteen holes are played during a regular round, with players usually starting on the first hole on the course and finishing on the eighteenth. The player who takes the fewest strokes, or swings of the club, to complete the course wins. The game is played on grass, and the grass around the hole is mown shorter and called the green.

The rules of golf allow for a maximum of 14 clubs. These include a Driver, wedges, putter, fairwaywood(s) and in some cases a hybrid. The governing body for the game of golf are the Royal and Ancient of St. Andrews Scotland and the United States Golf Association.

The were originally 13 "rules" for the game but there is also a decisions book covering what the rules do not cover. This one is nearly 600 pages thick! The most recent change to the rules is about anchoring the putter. You can read it here http://www.usga.org/news/2012/November/Proposed-Rules-Change-to-Prohibit-Anchoring/

There are basically two types of golfers, Amateurs and Professionals. On the Professional side there are also three types; 1. Club Professionals 2. Playing Professionals 3. Teaching Professionals. Club Professionals generally run the operations side of the golf course. Playing Professionals make their living by playing tournament golf for prize money and Teaching Professionals make their income from teaching others this game.

title: Golf/Introduction


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Golf/Famous Golfers

 * Tiger Woods
 * Vijay Singh
 * Phil Mickelson
 * Arnold Palmer
 * Boo Weekly
 * Bubba Watson
 * Sergio Garcia
 * Ernie Els
 * Bobby Jones
 * Ben Hogan
 * Byron Nelson
 * Sam Snead
 * Jack Nicklaus

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

title: Golf/Famous Golfers


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Chess Variants/Balbo's Game

Introduction
Balbo's Game uses a special cross-shaped board made up of 70 squares, and each player commands a full chess army minus one pawn.

History
Balbo's Game was created by its namesake, Monsieur G. Balbo, in 1974. It subsequently appeared in a French chess magazine, Le Courrier des Echecs, in September of that year.

Rules
All of the standard rules of chess apply. However, because the king starts on a different rank from the rooks, this variant has no castling.

In addition, the promotion rules have been tweaked to accommodate the new geometry:

 * A pawn that reaches the square at the far ends of the d- through h-files may promote to a queen, rook, bishop or knight as normal.
 * A pawn that reaches the square at the far ends of the c- or i-files may only promote to a bishop or a knight.
 * A pawn that reaches the square at the far ends of the a-, b-, j- or k-files may not promote at all. It will simply sit there as an obstacle until it is captured or it manages to make a capture that takes it off those files, at which point it may promote.

Sub-variants
This chess variant does not not have any notable sub-variants.

title: Chess Variants/Balbo's Game


text:
Golf/Famous Courses

 * Pebble Beach
 * St. Andrews
 * Poppy Hills
 * Spyglass
 * Augusta National

title: Golf/Famous Courses


text:
Chess Variants/Cylinder Chess

Introduction
Cylinder Chess (also known as Cylindrical Chess) is a variant that alters the geometry of the board, turning it from a flat plane into a cylinder. This altered geometry allows for pieces to make sneaky surprise attacks and enriches the tactical opportunities chess offers.

History
Cylinder chess is a rather old variant. In 947 CE the Arabic historian Ali al-Masudi wrote a chess book that described six different variants of chess (then known as shatranj), and cylinder chess was amongst the variants described. The variant's unique board geometry has also been used in chess problems.

Rules
Cylinder chess is played using the exact same starting position and rules as the standard game, with one key difference - the board is assumed to be a cylinder, with the a- and h- files connected. If a piece moves off the edge of the board, it loops around to the other side and may keep moving. So for instance, a rook on a3 could move to h3 even if there was a piece on b3, since the rook could loop around the board to get to h3.

Usually, it is forbidden to make a move that would leave the board position unchanged, such as moving a rook across an empty rank to the square where it started. Also, pawns can capture en passant over the board edge (e.g. if White has a pawn on h5 and black a pawn on a7, then if Black plays 1... a5 White can capture with 2. axh6).

There are two different version of the castling rules in Cylinder chess:

 * One version outright eliminates castling altogether. The proponents of this version state that the altered board geometry makes all of the files equivalent, defeating the purpose of castling.
 * The other version allows the king to castle like normal, but allows it to castle with the wrong rook, over the board edge, if the player so wishes. So for instance the king could castle kingside with the queen's rook, moving the king from e1 to g1 and the queen's rook from a1 over the board edge to f1.

Sub-variants

 * Horizontal cylinder chess turns the board into a horizontal cylinder, with the first and eighth ranks connected. Due to this, a different starting position is used so the kings do not check each other at game start.
 * Toroidal chess combines both standard cylinder chess and horizontal cylinder chess, with both files and ranks connected. Due to this, a different starting position is used so the kings do not check each other at game start.

title: Chess Variants/Cylinder Chess


text:
Chess Variants/Almost Chess

Introduction
Almost Chess is a variant that replaces each player's queen with a chancellor, a piece that can move as either a rook or a knight.

History
Almost chess was created in 1977 by chess variant creator Ralph Betza. The game is almost like chess, hence its name. It was featured in the magazine of the correspondence games club Knights of the Square Table, which mainly played chess variants.

Rules
As already said, almost chess is played exactly like the standard game, the only difference being that each player's queen is replaced with a chancellor, a piece that combines the powers of the rook and the knight. The chancellor may slide along ranks or files like a rook, or it may hop in an L-shape like a knight, but not both simultaneously.

The replacement of queens with chancellors imparts a radical change to the nature of the variant, despite the two pieces having approximately equal strengths. For example, bishops are stronger and knights are weaker. Betza commented that almost chess is a good introductory chess variant for players, due to its great similarity to standard chess and the naturalness of the change from queen to chancellor.

Sub-variants

 * Sort of almost chess, created in 1994, only replaces one of the queens with a chancellor.

title: Chess Variants/Almost Chess


text:
User:ReahGaletlole

Welcome..

title: User:ReahGaletlole


text:
Cookbook:Nigerian Tiger Nut Milk (Kunnu Aya)

Tiger nut milk, also known as kunnu aya, is a typical Nigerian beverage consumed commonly in the north of the country.

Ingredients

 * Tiger nuts
 * Water
 * Dates (optional)
 * Fresh ginger
 * Sweetener

Procedure

 * 1) Cover tiger nuts with water, and allow to soak for one day.
 * 2) Blend together the soaked tiger nuts, dates, and ginger to form a paste, adding water as necessary.
 * 3) Thin the paste to the desired consistency, and sweeten to taste.


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Themes in Literature/Isolation and Community/The Happy Prince

Background of the text
Oscar Wilde's tale "The Happy Prince" is a short story about friendship, kindness, and how selfless love can heal. It was first published in 1888 as part of the short story collection The Happy Prince and Other Tales. Other stories in the collection are "The Nightingale and the Rose," "The Selfish Giant," "The Devoted Friend," and "The Remarkable Rocket." Through the stories in the book, Wilde criticizes the attitudes of Victorian society in ways that are still relevant today.

Read the first edition of "The Happy Prince" here.

Synopsis of the story
The statue of the recently deceased Happy Prince stands high above the city on a tall column. He watches over the city in agony as his people suffer. A small Swallow flies over the city one night. Six weeks before, his friends had gone to Egypt for the winter, but he had stayed behind because he was in love with the most beautiful Reed. He arrives in town and takes refuge at the feet of the Happy Prince’s statue. The Swallow notices the prince was crying, and the prince explains that he is sad because he had spent his entire life in palace, despite all the misery in his kingdom, and had never experienced such pain. Now that he is a statue, he can see his people's suffering, so he requests that the Swallow distribute the gemstones and gold leaves from his form to various families in need.Because the Swallow has come to love the prince, he stays with him. When winter arrives, the Happy Prince statue loses its beauty, and the Swallow dies from the harsh cold, thus breaking the prince’s heart. When the city Mayor notices the statue's poor condition, he decides to demolish it, melt it, and erect a new statue of himself. The prince’s lead heart and the Swallow are discarded because they seem worthless to the Mayor and Town Councilors. However, when God requests that an Angel bring him the most valuable items in the city, the Angel brings him the dead Swallow and the Prince's heart. God tells the Angel he has rightly chosen.

THE PRINCE
The Prince is revived from the dead as a golden statue and placed on a platform overlooking his domain. The Happy Prince's monument is characterized as gorgeous, and his name is an irony reflecting his anguish at seeing his kingdom's inequity. Despite his given name, laments his city's tragedy and the lack of compassion shown by those in positions of affluence toward those in need.

THE SWALLOW
On his way to Egypt, the Swallow stops to rest on the statue of the Happy Prince. When asked to assist the townspeople, he is initially standoffish towards the Prince’s requests. Eventually, the Swallow becomes a generous, compassionate, and friendly creature. He falls in love with the Prince and stays with him until his death.

THE REED
Although she only appears briefly in the story, the Reed is responsible for the Swallow's delay in traveling to Egypt. He tries to court her. However, his friends criticize the relationship because of her poverty and numerous lovers. She decides not to travel to Egypt with the Swallow, effectively ending their relationship.

THE LITTLE MATCH-GIRL
She a child weeping because she dropped her matches in the gutter and cannot bring her father any money. She is afraid her father will hit her. The swallow gives him the Happy Prince's second sapphire.

THE TOWN COUNCILORS
They first appreciate the monument's appearance, but then refer to it as "shabby" and finally destroy it to replace it with a statue of the mayor.

THE BEATIFUL GIRLShe was dissatisfied with the seamstress's preparation of her dress for the state ball, and she told her boyfriend about it.

THE SEAMSTRESS
She is embroidering passionflowers on a satin robe for a member of the royal family, but she has nothing to feed her sick child. The swallow gives her the Happy Prince's ruby.

THE PLAYWRIGHT
He is attempting to complete a play for the Theatre Director, but he is too chilly and hungry to continue writing. The swallow sends him a sapphire from the Happy Prince.

THE GROUP OF OLD JEWS
They are negotiating and using copper scales to weigh money.

GOD
He requests that an angel deliver him the two most valuable items in the city. The angel sends him the heart of lead and the corpse of the bird. God affirms that the angel made the correct decision.

BEAUTY
Oscar Wilde was an advocate for the Aesthetic Movement – Art for The Sake of The Art - that influenced most of his work. The narrator of “The Happy Prince” starts by describing the aesthetic beauty of the prince’s statue and its majesty, focusing on the richness of the statue:
 * High above the city, on a tall column, stood the statue of the Happy Prince. He was gilded all over with thin leaves of fine gold, for eyes he had two bright sapphires, and a large red ruby glowed on his sword-hilt.

One of the Council members' opinions reveals that his values were foolish and based on the external aesthetic and beauty:
 * He is as beautiful as a weathercock," remarked one of the Town Councilors who wished to gain a reputation for having artistic tastes; ‘only not quite so useful,’ he added, fearing lest people should think him unpractical, which he really was not.

Such values based on external beauty appear to be contagious and a common behavior among the privileged class of society of the tale. The narrator describes the Happy Prince’s statue from the perspective of a child and his Master. The children's view of the statue as perfect reflects the information they receive about the world in which they live:

 * He looks just like an angel," said the Charity Children as they came out of the cathedral in their bright scarlet cloaks and their clean white pinafores. "How do you know?" said the Mathematical Master, "you have never seen one." "Ah! but we have, in our dreams," answered the children; and the Mathematical Master frowned and looked very severe, for he did not approve of children dreaming.

The concept of beauty takes precedence over the usefulness or utility of things. It demonstrates society's obsession with beauty as surface. The fact that the characters in the story who appreciate beauty appear to be all from high society is satirizing society's lack of understanding of what is the beauty of art and what is useless.

INEQUALITY
Another major theme in "The Happy Prince" is inequality. When the Happy Prince asks the Swallow to fly over his kingdom and report to him what he sees, the Swallow observes that “the rich [were] making merry in their beautiful houses, while the beggars were sitting at the gates. [Then h]e flew into dark lanes and saw the white faces of starving children looking out listlessly at the black streets.” In fact, it is the indifference of the wealthy and privileged for those in need which contributes significantly to the misery of the less fortunate. The Swallow notices this inequity while flying to aid someone in need: he witnesses a beautiful girl moaning to her lover about a seamstress's poor work, which may cause her dress to be late for the night ball; then the Swallow goes in a room where a poor youngster is tossing and turning in his bed, and his mother, the beautiful girl's seamstress, has fallen asleep exhausted of a job that did not pay her enough to purchase her son medication.

This story is an open and honest critique of the privilege that existed in that society at the time, which only served to reinforce cycles of inequality and separation for those in need. This critique is timeless because, despite being pointed out, society continues to maintain its unequal conditions.

LOVE AND KINDNESS

“The Happy Prince” also conveys a positive message about the transformative power of love and compassion. The prince embodies the same values as Jesus, who gave his life to suffer to alleviate humanity's suffering. Previously unaware of his kingdom's inequity, the prince now sees how society behaves and the consequences. To make up for his previous life of luxury, he devotes himself to helping others and save his kingdom. In the beginning of the story, the Happy Prince expresses his dissatisfaction with his past when he says:

When I was alive and had a human heart […], I did not know what tears were, for I lived in the Palace of Sans- Souci, where sorrow is not allowed to enter. In the daytime I played with my companions in the garden, and in the evening, I led the dance in the Great Hall. Round the garden ran a very lofty wall, but I never cared to ask what lay beyond it, everything about me was so beautiful. My courtiers called me the Happy Prince, and happy indeed I was, if pleasure be happiness. So, I lived, and so I died. And now that I am dead, they have set me up here so high that I can see all the ugliness and all the misery of my city, and though my heart is made of lead, yet I cannot choose but weep.

Love and kindness spread like wildfire. The Swallow pauses his journey to Egypt to assist the prince in his efforts to help those in need of his kingdom. Such actions make the Swallow realize how good it is to help others; once he returns from his first flight to assist a needy family, the Swallows share with the Happy Prince how he feels about it: "It is curious, […] but I feel quite warm now, although it is so cold." The prince explains: "That is because you have done a good action.” Love serves as a countervailing force to the unfairness and decaying standards of the society. The beauty of this Wilde tale is that even though it was written and published more than a century ago, the lessons it contains about life continue to be relevant even today.

CHILDREN
Wilde used innocent characters to show how society's harmful deeds may tarnish a child's innocence and lead to the recurrence of cycles of inequity and injustice. Children were invoked as symbols of human greed and injustice's devastating force. For instance, when the speaker narrates “He passed over the river, and saw the lanterns hanging to the masts of the ships. He passed over the Ghetto, and saw the old Jews bargaining with each other, and weighing out money in copper scales. At last he came to the poor house and looked in. The boy was tossing feverishly on his bed, and the mother had fallen asleep, she was so tired. In he hopped, and laid the great ruby on the table beside the woman's thimble. Then he flew gently round the bed, fanning the boy's forehead with his wings. 'How cool I feel," said the boy, "l must be getting better"; and he sank into a delicious slumber.”

THE PRINCE' S LEAD HEART
When the prince’s dear friend, the Swallow, died of cold, the prince’s lead heart cracked into pieces. The mayor of the city then melts the Happy Prince statue to construct a new statue of himself, and the lead heart is thrown away as garbage, but is rescued by one of God’s angels. The lead heart represents genuine beauty, not superficial beauty. Although the Happy Prince was made of gold and stone gems, his true beauty lay within.

THE STATUE
“The Happy Prince” is a parable used to communicate Christian values to a dysfunctional society. The statue represents Jesus and his tender love for humanity, who saw the suffering and dedicated his life on earth to helping those in need.

Fun Facts
♣ Some of the original manuscripts of Oscar Wilde's work are available at Morgan Library and Museum in New York. Check the link below to see the remaining original manuscripts of The Picture of Dorian Gray.

♥ The British silent comedy film Lady Windermere's Fan, directed by Fred Paul and starring Milton Rosmer, was released in the United Kingdom in 1916. Lady Windermere's Fan was the first cinematic version of Oscar Wilde's 1892 drama.

Check out the movie in the link below.

♦ One of the oldest bars in New York City has been transformed into a tribute to Oscar Wilde and Victorian-era bohemia. In December 1933, the Volstead Act is abolished, and Oscar Wilde's statue is erected, making the location into a symbol of his bohemian lifestyle. Check out the place here: Oscar Wilde NYC


text:
Open Scholarship Press Collections: Training/Complete Alphabetical List of References

A

 * Álvarez Sánchez, Adriana, and Miriam Peña Pimentel. 2017. “DH for History Students: A Case Study at the Facultad de Filosofía y Letras (National Autonomous University of Mexico).” Digital Humanities Quarterly 11 (3). http://digitalhumanities.org/dhq/vol/11/3/000312/000312.html
 * Anderson, Katrina, Lindsey Bannister, Janey Dodd, Deanna Fong, Michelle Levy, and Lindsey Seatter. 2016. “Student Labour and Training in Digital Humanities.” Digital Humanities Quarterly 10 (1). https://hcommons.org/deposits/item/hc:18075/

B

 * Bali, Maha A., and Shyam Sharma. 2017. “Envisioning Post-Colonial MOOCs: Critiques and Ways Forward.” In Massive Open Online Courses and Higher Education: What Went Right, What Went Wrong and Where to Next?, edited by Rebecca Bennett and Mike Kent, 26–44. New York: Routledge. https://doi.org/10.4324/9781315594248-3
 * Ball, John Clement. 2010. “Definite Article: Graduate Student Publishing, Pedagogy, and the Journal as Training Ground.” Canadian Literature 204: 160–62.
 * Barnes, Jessica V., Emily L. Altimare, Patricia A. Farrell, Robert E. Brown, C. Richard Burnett III, LaDonna Gamble, and James Davis. 2009. “Creating and Sustaining Authentic Partnerships with Community in a Systemic Model.” Journal of Higher Education Outreach and Engagement 13 (4): 15–29.
 * Battershill, Claire, and Shawna Ross, eds. 2017. Using Digital Humanities in the Classroom: A Practical Introduction for Teachers, Lecturers, and Students. London; New York: Bloomsbury Academic.
 * Bell, Christina. 2015. “In Practice and Pedagogy. Digital Humanities in a Small College Environment.” In Digital Humanities in The Library: Challenges and Opportunities for Subject Specialists, edited by Arianne Hartsell-Gundy, Laura Braunstein, and Liorah Golomb, 103-26. Chicago: Association of Research Libraries.
 * Bennett, Rebecca, and Mike Kent. 2017. “Any Colour as Long as It’s Black! MOOCs, (Post)-Fordism and Inequality.” In Massive Open Online Courses and Higher Education: What Went Right, What Went Wrong and Where to Next?, edited by Rebecca Bennett and Mike Kent, 11–25. New York: Routledge. https://doi.org/10.4324/9781315594248-2
 * Bennett, W. Lance, ed. 2008. Civic Life Online: Learning How Digital Media Can Engage Youth. John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA; London: MIT Press.
 * Birnbaum, David J., and Alison Langmead. 2017. “Task-Driven Programming Pedagogy in the Digital Humanities.” New Directions for Computing Education, edited by S. Fee, A. Holland-Minkley, and T. Lombardi, 63–85. Cham: Springer. https://doi.org/10.1007/978-3-319-54226-3_5
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 * Broekman, Pauline van Mourik, Gary Hall, Ted Byfield, Shaun Hides, and Simon Worthington. 2014. Open Education: A Study in Disruption. London: Rowman & Littlefield.
 * Burg, Jacob. 2020. “Pedagogy of and for the Public: Imagining the Intersection of Public Humanities and Community Literacy.” Community Literacy Journal 14 (2): 130–37.

C

 * Caswell, Tom, Shelley Henson, Marion Jensen, and David Wiley. 2008. “Open Content and Open Educational Resources: Enabling Universal Education.” The International Review of Research in Open and Distributed Learning 9 (1). https://doi.org/10.19173/irrodl.v9i1.469
 * Clement, Tanya. 2012. “Multiliteracies in the Undergraduate Digital Humanities Curriculum: Skills, Principles, and Habits of Mind.” In Digital Humanities Pedagogy: Practices, Principles and Politics, edited by Brett D. Hirsch, 365–88. Cambridge: Open Book Publishers.
 * Colligan, C., and Kandice Sharren. (2020). Notes from the Field: Student Perspectives on Digital Pedagogy. Digital Studies / Le champ numérique, 10 (1): n.p. https://doi.org/ 10.16995/dscn.382
 * Conole, Gráinne, and Mark Brown. 2018. “Reflecting on the Impact of the Open Education Movement.” Journal of Learning for Development—JL4D 5 (3): 187–203.
 * Contact North. 2011. Open Educational Resources (OER) Opportunities for Ontario. https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/Contact%20North%20-%20OER%20Opportunities%20for%20Ontario.pdf
 * Cordell, Ryan. 2016. “How Not to Teach Digital Humanities.” In Debates in the Digital Humanities 2016, edited by Matthew K. Gold and Lauren F. Klein, 459–74. Minneapolis: University of Minnesota Press. https://doi.org/10.5749/j.ctt1cn6thb.39
 * Crompton, Constance. 2017. “Teaching About and Through Computing: Victorian Record Keeping, Data Management, and the Class Edition.” In Teaching Victorian Literature in the Twenty-First Century: A Guide to Pedagogy, 211–27. New York: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-58886-5_15
 * Cummings, James. 2019. “Building DH Training Events.” In Doing More Digital Humanities, edited by Constance Crompton, Richard J. Lane, and Ray Siemens, 264–77. London: Routledge. https://doi.org/10.4324/9780429353048-18

D

 * Davis, Rebecca Frost, Matthew K. Gold, and Katherine D. Harris. 2020. “Curating Digital Pedagogy in the Humanities.” Modern Language Association. https://doi.org/10.17613/55a0-am43
 * DeRosa, Robin. 2017. “OER: Bigger Than Affordability.” Inside Higher Ed. November 1. https://www.insidehighered.com/digital-learning/views/2017/11/01/oer-catalyst-national-conversation-about-public-higher-education
 * DeRosa, Robin, and Scott Robinson. 2017. “From OER to Open Pedagogy: Harnessing the Power of Open.” Open: The Philosophy and Practices That Are Revolutionizing Education and Science, edited by Rajiv S. Jhangiani and Robert Biswas-Diener, 115–24. London: Ubiquity Press. https://doi.org/10.5334/bbc.i
 * DeSpain, Jessica. 2016. “A Feminist Digital Humanities Pedagogy beyond the Classroom.” Transformations: The Journal of Inclusive Scholarship and Pedagogy 26 (1): 64–73. https://doi.org/10.5325/trajincschped.26.1.0065
 * Downes, Stephen. 2017. “Models for Sustainable Open Educational Resources.” Interdisciplinary Journal of Knowledge and Learning Objects 3 (1): 29–44. https://doi.org/10.28945/384

E

 * Ehlers, Ulf-Daniel. 2011. “Extending the Territory: From Open Educational Resources to Open Educational Practices.” Journal of Open, Flexible and Distance Learning 15 (2): 1–10.
 * Enhancement via Serious Game: Implementing Game-Based Learning Framework in Blended Learning Environment.” 5th International Conference on IT Convergence and Security (ICITCS), 24–27 August. https://doi.org/10.1109/ICITCS.2015.729299
 * Estill, Laura. 2017. “Collaborative Knowledge Creation and Student-Led Assignment Design: Wikipedia in the University Literature Class.” Digital Humanities Quarterly 11 (3). http://www.digitalhumanities.org/dhq/vol/11/3/000320/000320.html

F

 * Farrow, Robert. 2017. “Open Education and Critical Pedagogy.” Learning, Media and Technology 42 (2): 130–46. https://doi.org/10.1080/17439884.2016.1113991
 * Fyfe, Paul. 2011. “Digital Pedagogy Unplugged.” Digital Humanities Quarterly 5 (3). http://www.digitalhumanities.org/dhq/vol/5/3/000106/000106.html

G

 * Gajjala, Radhika, ACS 7700 Team 1, and ACS Team 2. 2020. “New Digital Worlds: Postcolonial Digital Humanities in Theory, Praxis, and Pedagogy.” South Asian Review 41 (1): 95–98. https://doi.org/10.1080/02759527.2019.1575080
 * Glass, Chris R., and Hiram E. Fitzgerald. 2010. “Engaged Scholarship: Historical Roots, Contemporary Challenges.” In Institutional Change, edited by Hiram E. Fitzgerald, Cathy Burack, and Sarena D. Seifer, 1: 9–24. East Lansing: Michigan State University Press.
 * Gold, Matthew K. 2012. “Looking for Whitman: A Multi-Campus Experiment in Digital Pedagogy.” In Digital Humanities Pedagogy: Practices, Principles and Politics, edited by Brett D. Hirsch, 151–76. Cambridge: Open Book Publishers. https://doi.org/10.11647/OBP.0024.07
 * Green, Cable. 2017. “Open Licensing and Open Education Licensing Policy.” In Open: The Philosophy and Practices That Are Revolutionizing Education and Science, edited by Rajiv S. Jhangiani and Robert Biswas-Diener, 29–41. London: Ubiquity Press.
 * Grimaldi, Phillip J., Debshila Basu Mallick, Andrew E. Waters, and Richard G. Baraniuk. 2019. “Do Open Educational Resources Improve Student Learning? Implications of the Access Hypothesis.” PLoS ONE 14 (3): e0212508. https://doi.org/10.1371/journal.pone.0212508

H

 * Harris, Katherine D. 2013. “Play, Collaborate, Break, Build, Share: ‘Screwing Around’ in Digital Pedagogy.” Polymath: An Interdisciplinary Arts and Sciences Journal 3 (3). https://ojcs.isg.siue.edu/ojs/index.php/polymath/article/view/2853
 * Hart, Angie, and Simon Northmore. 2011. “Auditing and Evaluating University–Community Engagement: Lessons from a UK Case Study.” Higher Education Quarterly 65 (1): 34–58. https://doi.org/10.1111/j.1468-2273.2010.00466.x
 * Haßler, Björn, and Alan M. Jackson. 2010. “Bridging the Bandwidth Gap: Open Educational Resources and the Digital Divide.” IEEE Transactions on Learning Technologies 3 (2): 110–15. https://doi.org/10.1109/TLT.2010.8
 * Hilton, John. 2016. “Open Educational Resources and College Textbook Choices: A Review of Research on Efficacy and Perceptions.” Educational Technology Research and Development 64 (4): 573–90. https://doi.org/10.1007/s11423-016-9434-9
 * Hirsch, Brett D. 2012. “: Digital Humanities and the Place of Pedagogy.” In Digital Humanities Pedagogy: Practices, Principles and Politics, edited by Brett D. Hirsch, 3–30. Cambridge: Open Book Publishers. https://doi.org/10.11647/OBP.0024.01
 * Hirsch, Brett D., ed. 2012. Digital Humanities Pedagogy: Practices, Principles and Politics. Cambridge: Open Book Publishers. https://doi.org/10.2307/j.ctt5vjtt3
 * Hoy, Arrane, and M. Johnson, eds. 2013. Deepening Community Engagement in Higher Education: Forging New Pathways. 2013 edition. New York: Palgrave Macmillan.
 * Hsu, Wendy F. 2016. “Lessons on Public Humanities from the Civic Sphere.” In Debates in the Digital Humanities 2016, edited by Matthew K. Goldman and Lauren F. Klein, 280–86. Minneapolis: University of Minnesota Press. http://dhdebates.gc.cuny.edu/debates/text/75
 * Huang, Ronghuai, Ahmed Tlili, Ting-Wen Chang, Xiangling Zhang, Fabio Nascimbeni, and Daniel Burgos. 2020. “Disrupted Classes, Undisrupted Learning during COVID-19 Outbreak in China: Application of Open Educational Practices and Resources.” Smart Learning Environments 7 (1): 19. https://doi.org/10.1186/s40561-020-00125-8
 * Hubbard, Melanie, and Dermot Ryan. 2018. “Digital Humanities as Community Engagement: The Digital Watts Project.” In Digital Humanities, Libraries, and Partnerships: A Critical Examination of Labor, Networks, and Community, edited by Robin Kear and Kate Joranson, 139–47. Cambridge, MA: Chandos Publishing. https://doi.org/10.1016/B978-0-08-102023-4.00010-0
 * Huijser, Henk, Tas Bedford, and David Bull. 2008. “OpenCourseWare, Global Access and the Right to Education: Real Access or Marketing Ploy?” The International Review of Research in Open and Distributed Learning 9 (1). https://doi.org/10.19173/irrodl.v9i1.446

I

 * Israel, Maria Joseph. 2015. “Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students.” International Review of Research in Open and Distributed Learning 16 (5): 102–18. https://doi.org/10.19173/irrodl.v16i5.2222

J

 * Jay, Gregory. 2010. “The Engaged Humanities: Principles and Practices of Public Scholarship and Teaching.” Journal of Community Engagement and Scholarship 3 (1): 51–63.
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 * Peters, Michael A., Tze-Chang Liu, and David J. Ondercin. 2012. “Creative Economy and Open Education.” In The Pedagogy of the Open Society: Knowledge and the Governance of Higher Education, edited by Michael A. Peters, Tze-Chang Liu, and David J. Ondercin, 1–16. Open Education. Rotterdam: SensePublishers. https://doi.org/10.1007/978-94-6091-967-1_1
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User talk:Hailst0rm13

Welcome to Wikibooks!
Welcome, Rain7105!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. Rubbish computer (Ping me or leave a message on my talk page) 18:00, 20 June 2022 (UTC)

title: User talk:Hailst0rm13


text:
Cookbook:Asondo (Nigerian Dried Sweet Potatoes)

Asondo, also known as dried sweet potatoes is a crunchy snack from the Tiv tribe of Nigeria, prepared from sweet potatoes.

Ingredients

 * Sweet potatoes
 * Water

Procedure

 * 1) Slice sweet potatoes in desired shape and size.
 * 2) Boil sweet potatoes.
 * 3) Dry in the sun for 2 to 3 days or dehydrate using a dehydrator until crispy.


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Cookbook:Genger Soup

Genger soup is a Nigerian soup made from the ground calyx of the genger tree. It is consumed by the Tiv people, where it is served at traditional ceremonies and to resolve conflicts. It is quick and easy to prepare.

Ingredients

 * Genger powder
 * Potash or baking soda
 * Water
 * Fresh pepper
 * Gbaaye
 * Kyoho (aidan fruit)
 * Locust beans
 * Fish
 * Beef
 * Seasoning cube
 * Salt to taste

Equipment

 * Bowl
 * Knife
 * Wooden spoon
 * Blender
 * Stove
 * Plate

Procedure

 * 1) In a bowl, combine the genger powder, potash, and water.
 * 2) Cook the genger mixture for few minutes.
 * 3) Blend the pepper, gbaaye, kyoho, and locust beans to form a paste.
 * 4) Stir the pepper paste into the genger mixture. Boil for few minutes, then add fish, beef, seasoning cube, and salt to taste.
 * 5) Allow to cook for few minutes, stirring slowly.
 * 6) Serve.

title: Cookbook:Genger Soup


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Talk:Real Analysis/Uniform Convergence

Theorem on Uniform Convergence : Let fn : P⊆ R → R converge uniformly on P to f. Assume that fn are continuous at a ∈ X. Then f is continuous at a. Proof: To prove continuity of f at a, let ε > 0 be given. For this ε, using the uniform convergence of fn to f, there exists N such that ∀n ≥ N and x ∈ X, =>|fn(x) − f(x)| < ε/3...(1) For N as above using the continuity of fN at a, we can choose a δ > 0 such that x∈P and |x − a|<δ =>|fN (x) −fN(a)|<ε/3 Observe that for x ∈ (a − δ, a + δ) ∩ P, we have,|f(x) − f(a)| ≤ |f(x) − fN (x)| + |fN (x) − fN (a)| + |fN (a) − f(a)| < ε/3 + ε/3 + ε/3....(2) where we used (1) to estimate the first and the third term and (2) to estimate the middle term. Hence the proof. (Books on Real Analysis are available on internet )

Theorem on Uniform continuity
The statement: Let P be a closed and bounded interval. Then any continuous function f : P--> R is uniformly continuous. Proof: If f is not uniformly continuous, then there exists ε > 0 such that for all 1/n we can find an, bn ∈ P such that |an − bn| < 1/n but |f(an) − f(bn)| ≥ ε. By Bolzano-Weierstrass theorem, there exists a subsequence (ank ) such that ank →a ∈ P. Observe that: It follows that bnk → a. By continuity, f(ank) → f(a) and also f(bnk) → f(a). In particular, for all sufficiently large k, we must have |f(ank) − f(bnk)| < ε, a contradiction. Hence the theorem is proved. Mathsolution (discuss • contribs) 20:15, 21 June 2022 (UTC)
 * bnk − a| ≤ |bnk − ank| + |ank − a|.

title: Talk:Real Analysis/Uniform Convergence


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User:Avuyile siganga

hi guys I'm the pretty lady, I have joined Wikipedia to help in assisting you guys regarding things that need to be edited or written

I'm a nice person, I love meeting new people , I'm a simp , im so loving , I'm smart , I'm a introvert , I prefer working in groups and I believe in group work , I promise to love and support you guys , I won't be messed with , I'm generous , I'm fearless , oh my god this list is endless , you are all beautiful

I LOVE YOU GUYS .💗💗💗

title: User:Avuyile siganga


text:
User talk:45.179.111.137

--Xania   talk 00:36, 21 June 2022 (UTC)

title: User talk:45.179.111.137


text:
User talk:104.219.187.240

You cannot edit for 1 week due to disruptive editing. You are welcome to contribute constructively when editing privileges are restored. You may appeal this action with a reasonable argument by adding the text below.

--Xania   talk 00:44, 21 June 2022 (UTC)

title: User talk:104.219.187.240


text:
A-level Critical Thinking/Credibility of evidence

Source: Where information comes from e.g. a newspaper or a Website.
 * Argument: A proposal/conclusion supported by a reason or reasons.
 * Evidence: Information that supports an argument.
 * Credibility: The believability of information.*

1.	Propaganda 2.	Bias can be seen in the selective use of language 3.	Cultural bias – Ethnocentrism
 * Truth – Something that is correct
 * Neutrality – A neutral source is impartial and does not take sides. The neutral source does not favour one point of view over another. Neutral sources are generally seen as more reliable.
 * Vested Interests – A person or organisation has a vested interest if they have something to gain from supporting a particular point of view. This can cause a person or organisation to lie, tell the truth, distort evidence or present one-sided evidence. Vested interests can increase or decrease the credibility of a source. Vested interests do not necessarily mean that a source will be biased.
 * Bias – Bias is a lack of impartiality. Biased sources favour a particular point of view. It has been argued that an unbiased source is impossible as everyone has a particular viewpoint

 * Expertise – Expertise is specialist knowledge in a particular field. Experts are only regarded as knowledgeable in their own particular field.

However…

·Experts disagree. ·Experts have made incorrect judgements. ·Some have argued expertise is harmful. (e.g. medicine) ·Expertise changes over time.

 * Reputation – Reputation is the regard in which a person or organisation is held. People can have good or bad reputations based upon their character, organisations can have reputations because of their actions. Newspapers can also have a reputation for quality and accuracy.
 * Observation- Eyewitness accounts are direct evidence. Evidence from those that saw an event firsthand.

Observations are affected by:

·Senses – short-sightedness would affect an eye-witness account. ·Memory – eye-witness accounts can be poor a long time after an event because memory can fade. ·Bias – Prejudice can distort an observation. ·Prior knowledge – Expertise can affect the way that an eye-witness account is told.

 * Corroboration – When more that one source of evidence supports the same conclusion. The evidence “points in the same direction”.
 * Selectivity – How representative information or evidence is. Surveys can be unrepresentative in terms of size and the type of people that they survey.  To be neutral selected information should be representative of all of the information available.
 * Context – The setting in which information has been collected (e.g. a war-zone)

·The historic context – Attitudes can change over a period of time. ·The scientific context – The response to new scientific ideas if affected by what already known (e.g. Darwinism initially discredited). ·The journalistic context – Embedded reporters in a war zone – how accurate can they be? ·Interview context – People respond differently to different interviewers. ·Linguistic context – Language can affect the type of answers people give.

1. Neutrality – How impartial a source of information is (biased or not). 2. Vested Interest – When a person or organisation have something to gain from supporting a point of view. 3. Expertise – Where the writer of information has specialist subject knowledge in a particular area. 4. Reputation – The regard in which a person of organisation is held in, based on their track record and their status. 5. Observation – A report from someone who directly perceived (heard, saw, felt) an event – an eyewitness account. 6. Circumstantial evidence - Physical evidence supporting the conclusion. 7. Corroboration – Where more than one source of evidence supports the same conclusion. 8. Selectivity – A measure of how representative information is compared with all of the information available. 9. Context – The situation in which information is collected.
 * Credibility criteria: Criteria used to assess how believable a source of information is

An easy, quick way of remembering the main credibility criteria: C onsistency
 * R eputation
 * A bility to perceive
 * V ested interest
 * E xpertise
 * N eutrality / bias


text:
A-level Critical Thinking/Sources and types of evidence

History

 * Primary sources – sources from the time or period of study
 * Secondary sources – sources not from the time of study. These can include books with primary sources that have been processed and analysed by historians.

Sociology

 * Primary evidence –new evidence collected as part of research
 * Secondary evidence – all other evidence such as government statistics.
 * First-hand evidence – eyewitness accounts from those who have directly observed an event.
 * Second hand-evidence – hearsay, evidence from those that have heard an account.
 * Direct evidence – eyewitness evidence.
 * Circumstantial evidence - non-direct evidence from which something can be inferred.
 * Statistics – can they be trusted?
 * Participant observation – does it affect behaviour?
 * Interviews – Does interview style affect the responses gained?
 * Questionnaires – Are they representative and will people be honest?


text:
A-level Critical Thinking/Making a reasoned judgement

 * Corroboration and conflict
 * Balance of evidence
 * Weight of evidence
 * Quality of evidence
 * Credibility criteria
 * Judgement


text:
A-level Critical Thinking/Unit II

 * Argument = Reason + Conclusion
 * Argument – The presentation of one or more reasons to support a conclusion.
 * Reason – A claim that supports a conclusion.
 * Conclusion – A claim that is supported by one or more reasons.
 * Argument indicator - A word which links a reason and a conclusion.

Arguments are often presented without using reason indicators. Reasons are different to evidence – evidence supports a reason.

The reasons and conclusions separated by an inference bar Conclusions can be identified by conclusion indicators (e.g. Therefore).

Some arguments have an intermediate conclusion – a conclusion before the main conclusion is stated.

title: A-level Critical Thinking/Unit II


text:
A-level Critical Thinking/Types of reasoning

 * Simple reasoning – There is a conclusion that is supported by a reason.
 * side by side reasoning – Two reasons independent of each other support a conclusion.
 * Joint reasoning – Two reasons from which one conclusion can be drawn. It would not be possible to draw a conclusion from one of the reasons on its own.
 * Chain reasoning – Reasoning linked together.
 * Joint reasons: Reasons which have been used together to support a conclusion.
 * Assumption: An Assumption is an unstated reason
 * Principal: A principal is a general statement about how something should be. There are moral, legal and ethical principals. Principals are inflexible and cannot be bend to fit particular situations.
 * Counter argument: A counter argument is an argument that opposes another argument. Counter arguments can be included in an argument in order to dismiss that argument.
 * Counter claims: Counter claims or counter assertions are claims that are dismissed in an argument. The claims to not agree with the main conclusion.
 * A counter-example is an example that challenges the truth of a claim. Counter-examples challenge generalizations.

 * Hypothetical reasoning - Something will happen on the condition that something else happens.
 * Value judgements – A judgement based upon a value (e.g. murder is wrong). People have conflicting values and values change over time.
 * Definitions – Definitions are precise meanings of a word or phrase. Definitions can be argued other e.g. the definition of rape.

 * Causal explanations – Cause and effect (Smoking causes cancer).
 * A common cause – A correlation between two things is caused by a third factor.

A correlation between two things may be caused by chance.

 * Direction of causation – Does A cause B or does B cause A.

Some things have multi-causal explanations – explanations which show that there are more than one causes causing an effect.

An analogy is a comparison between two things which are seen to be similar.

Criteria to evaluate an argument by analogy 1. Number of instances 2. Number of similarities 3. Strength of conclusion 4. Relevance 5. Number of differences

Extreme analogies should be avoided as they can weaken an argument


text:
A-level Critical Thinking/Deductive and Inductive reasoning

In a deductive the conclusion is deductively valid. If the conclusion is not guaranteed to follow from the reasons then the argument is invalid and the argument ceases to be a deductive reasoning.

Inductive arguments: Where is the reasons are true then the conclusion will probably be true. (Chelsea are 12pts ahead in the Premiership with only a few games to go it its likely that they will win the league).

In a strong argument reasons are only relevant if they make a difference to the conclusion.

Deductive reasoning: There the conclusion is guaranteed to follow from the reasons.

Inductive reasoning: If the reasons are true then it is likely that the conclusion is true.

Often there s a lot of evidence in arguments to support reasons which support conclusion.


text:
A-level Critical Thinking/Flaws in Arguments

Appeal to Tradition

"we've always done it this way" Arguing that because something has always been done in one way in the past,it should continue to be done that way.

Appeal to Popularity

"Everyone likes them" Arguing that something must be the case or true or good because many people engage in an idea or activity.

Appeal to History

"If something has happened before, it will happen again." Arguing that what has happened in the past is always a guide to the future and/or the past will repeat itself.

Appeal to Emotion

"These poor puppies have been abandoned and you could give them the loving home they so desperately need." Arguing through tugging at peoples emotions rather than through logical reasoning/argument.

Appeal to Authority

Trying to persuade a reader to accept an argument based on the respect for authority rather than logic.

False Dichotomy

"either or" Reducing an argument to only two extreme options when there are other possibilities.

Restricting the Options

E.g" We blindfold him or we knock him out....or you just let your fiancee your wedding dress." Presents a limited picture of choices available in a situation in order to support one particular option.

Confusing Necessary and Sufficient Conditions

E.g "I have done everything necessary,registered and trained for the race. But is it sufficient/enough for me to win the race?" Necessary conditions are conditions which must be fulfilled in order for an event to happen. Sufficient conditions are conditions which, if fulfilled, guarantee that an event will happen. Some people confuse necessary and sufficient conditions.

Hasty Generalisation

Drawing a general conclusion from insufficient evidence/limited examples.

Conflation

Putting two or more things together that aren't related. Treating two things as the same when in fact they aren't. eg. Obesity often conflated with lack of fitness.

Straw Man

Misrepresenting and exaggerating one part of the opponents argument in order to dismiss it and the entire argument. Changing or exaggerating an opponent's position or argument to make it easier to refute.

False Cause

Wrongly assumes a cause-and-effect relationship ('A' causes 'B' without proof that a relationship actually exists).

Slippery Slope

Making one or more unsupported leaps in an argument to arrive at an extreme conclusion.

Circular Argument

"People like dogs because dogs are kind pets which people like." Where a reason is the same as the conclusion, so the argument doesn't go anywhere as it just restates the argument rather than actually proving it.

Non Sequitur

Latin for "it does not follow." An inference or a conclusion that does not follow from the premises,evidence or reasoning given prior.

Ad Hominem

Latin meaning "against the man." In an argument, this is an attack on the person rather than on the opponent's ideas.

Post Hoc

Latin for "after this, therefore because of this." Arguing that because one thing follows another, the first caused the second. But sequence is not cause.

Add or remove terms from this set


text: A-level Critical Thinking/Printable version


text:
Chess Variants/Atomic Chess

Introduction
Atomic Chess is an explosive variant that changes how captures work - all captures result in an explosion that removes nearby pieces from play.

History
Atomic chess was introduced in 1995 by the German Internet Chess Server (GICS), based on rules a GICS member collected from friends. From there it spread to other smaller chess servers before being added to Lichess.org in 2015 and Chess.com in late 2020.

Rules
In normal chess, when a piece makes a capture it moves to the square the enemy piece was on, and the enemy piece is removed from the board. However, in atomic chess when a piece makes a capture, an explosion occurs which covers a three-by-three radius of squares around the square where the capturing piece lands. Any non-pawn pieces caught in the radius of the explosion are removed from the board. The capturing piece is also removed.

Pawns are only removed if they are involved directly in a capture.

If an en passant capture takes place, the centre of the explosion is on the square where the capturing pawn would have otherwise landed.

A player may never make a capture that would result in their own king being blown up in the resulting explosion. As a result, kings are not allowed to make captures in atomic chess, and kings may position themselves on adjacent squares. Also, a player may not make a capture if the resulting explosion would expose their king to check.

If a player's king is blown up, they automatically lose the game.

A player may respond to check by making a capture that blows up the enemy king, if such a capture is available.

Sub-variants
This chess variant does not not have any notable sub-variants.

title: Chess Variants/Atomic Chess


text:
Chess Variants/Three-Check Chess

Introduction
Three-Check Chess is a variant where you can win by checking your opponent three times. The gameplay it introduces allows very many tactical opportunities.

History
It is currently unknown where three-check chess came from, but David Pritchard, author of The Encyclopedia of Chess Variants, suspects a Soviet origin, and notes that Anatoly Karpov was an "invincible player" in his youth.

Rules
Three-check chess is played exactly like the standard game, with one key difference - if a player can make a legal move that places their opponent in check for the third time in the game, they automatically win. The move that delivers this check must be legal, so a player cannot deliver the third check whilst in check themselves.

A move is considered to give one check if the king is threatened, even if the move results in a double check.

Sub-variants
This chess variant does not not have any notable sub-variants.

title: Chess Variants/Three-Check Chess


text: Mass Media/Printable version

title: Mass Media/Printable version


text:
Chess Variants/Losing Chess

Introduction
Losing Chess (also known as Antichess, Suicide Chess or Giveaway Chess) is an eccentric variant that inverses the normal rules of chess - you win by losing all of your pieces. It is one of the most popular chess variants out there.

History
The origins of losing chess are unknown, but the earliest version of the variant was played in the 1870s. The variant began to gain popularity in the 20th century, facilitated by publications about the variant in the UK, Germany and Italy, and a new surge of popularity came when the variant was implemented on the Free Internet Chess Server (FICS) in 1996.

In 2016 the most commonly played version of losing chess was weakly solved as a win for White, beginning with 1. e3.

Rules
There are slight variations in the rules from source to source, but this is the most common ruleset -

Losing chess is played mostly like the standard game. However, in losing chess captures are compulsory - if a player can make a capture, they must. If multiple captures are available, the capturing player may choose which capture to make.

The king in losing chess does not have royal power. Therefore a king may capture and be captured just like any other piece, there is no check or checkmate, and a pawn may promote to a king if that player wants.

A player wins by losing all of their pieces, or by being stalemated.

Sub-variants
This chess variant does not not have any notable sub-variants.

title: Chess Variants/Losing Chess


text:
Chess Variants/Double Chess

Introduction
Double Chess is a large variant that uses a 12 x 16 board, with each player in control of two full chess armies.

History
Double chess was created by Julian S. Grant Hayward in 1916, but it would take until 1929 for the variant to reach the public when the British Chess Magazine included it in its January 1929 issue.

Rules
Despite the larger board, the game plays mostly like the standard game, with the following modifications:

 * Only one of the kings needs to be checkmated to win.
 * Pawns are allowed to move anywhere between one and four spaces on their first move.
 * A pawn may be captured en passant if an enemy pawn can move diagonally to any of the squares it crossed over.
 * A king may only castle with a rook on its side of the board, following the restrictions of the traditional game.

Sub-variants
This chess variant does not not have any notable sub-variants.

title: Chess Variants/Double Chess


text:
Cookbook:Nune Soup

Nune soup, also known as locust bean soup, is a typical Nigerian soup that is quick and easy to prepare. It is commonly consumed with ruam kanem (pounded yam) in the Tiv tribe.

Ingredients

 * Fresh pepper
 * Fish
 * Locust beans, rinsed
 * Salt

Procedure

 * 1) Blend pepper the pepper to a paste. Boil it for few minutes.
 * 2) Add the fish, locust beans, and salt to taste.
 * 3) Stir and cook for few minutes.
 * 4) Serve with pounded yam or akpu.

title: Cookbook:Nune Soup


text:
Cookbook:Mzembe U Mgban (Roasted African Pear)

Roasted African pear, also known as mzembe u mgban by the Tiv people of Nigeria, is a snack eaten with roasted corn.

Ingredients

 * African pear
 * Salt
 * Pepper, blended
 * Sugar (optional)

Procedure

 * 1) Cut pear into desired shape and size. Rinse the pieces off.
 * 2) Season the fruit with pepper, salt, and sugar.
 * 3) Roast the seasoned fruit, stirring at intervals until tender.


text:
Wikibooks:Reading room/Administrative Assistance/Archives/2022/May

George Reeves Person (GRP)
He is back on Talk:Chess/Famous Games/Opera Game. Protection is requested here as he is restoring his hoaxes and wasting time; he uses a proxy service to hop IPs and waste editor time through revert-warring with them. JavaHurricane (discuss • contribs) 16:02, 1 May 2022 (UTC)
 * I've protected the page for a couple of weeks, and blocked some IPs that are not already globally blocked. -- Jules (Mrjulesd) 16:30, 1 May 2022 (UTC)
 * Thank you! JavaHurricane (discuss • contribs) 17:38, 1 May 2022 (UTC)

Change of a directory name
Hi, Files from ETH Oberon, release 2.3.7, are in a "directory" named according to the release date. The files are referenced in and following section Oberon#Module_Sources_in_ETH_Oberon,_PC-Native.

Consequent to discussion in the Oberon mailing list, I want to change the "directory" name 2003-01-05 to 2.3.7. Oberon/ETH Oberon/2003-01-05/ATADisks.Mod will become Oberon/ETH Oberon/2.3.7/ATADisks.Mod and etc. In total, more than 50 pages will be affected.

I've begun moving pages, one at a time; so my request can be ignored. Thanks, ... PeterEasthope (discuss • contribs) 16:18, 28 May 2022 (UTC)


text:
Cookbook:Ager Soup

Ager soup is a typical Nigerian draw soup prepared from the pulp obtained from ager tree. It is commonly consumed by the Tiv people.

Ingredients

 * Ager
 * Palm oil
 * Beef, rinsed
 * Fish, rinsed
 * Nune (locust bean cake)
 * Maggi cubes
 * Pepper, blended
 * Salt to taste

Procedure

 * 1) Scrape off the white flaky skin of the ager stalk.
 * 2) To remove the ager pulp, pound gently for few minutes.
 * 3) Squeeze the pulp in a small amount of water to extract the slippery juice. Sieve this product to separate the juice from the fibres.
 * 4) Heat a little water in a pot, and add the ager juice.
 * 5) Add the palm oil, beef, and fish, then cook for few minutes.
 * 6) Stir continuously until an elastic consistency is achieved.
 * 7) Add nune, maggi cubes, and salt to taste.
 * 8) Serve with swallows as desired.

title: Cookbook:Ager Soup


text: Talk:Shelf:Strategy guides

title: Talk:Shelf:Strategy guides


text:
Template:Dl

 * 1) Redirect

title: Template:Dl


text:
Talk:The Lyrics of Henry VIII/Grene growith the holy, Henry VIII

Line numbers
Since the commentary refers to line numbers these should be included. Rich Farmbrough, 11:05 21 June 2022 (GMT).


text:
User:Ire The Scripter/sandbox

Hello I'm an 11 year old who likes to program and animate.

I use wikipedia and wikibooks for education, like don't we all?

title: User:Ire The Scripter/sandbox


text:
User talk:WalkingRadiance

I added sources to Physical Constants from Wikipedia. ScientistBuilder (discuss • contribs) 17:10, 21 June 2022 (UTC)

title: User talk:WalkingRadiance


text:
User:WalkingRadiance/sandbox

Wikibooks has good material on linear algebra

title: User:WalkingRadiance/sandbox


text:
Cookbook:Atyever Soup

Atyever soup is a slippery Nigerian soup made from jute leaves. It is consumed by people from the Tiv tribe, and it is easy to prepare.

Ingredients

 * Atyever (jute) leaves, rinsed and sliced
 * Water
 * Palm oil
 * Fish, rinsed
 * Pepper, blended
 * Maggi cubes
 * Salt to taste

Procedure

 * 1) Boil the atyever leaves.
 * 2) Combine the palm oil, fish, blended pepper, and boiled atyever leaves in a pot. Cook for few minutes.
 * 3) Add maggi and salt to taste, then stir slowly until the soup is slippery enough.
 * 4) Serve.

title: Cookbook:Atyever Soup


text:
Cookbook:Kuwese U Logo (Nigerian Fried Cassava)

Fried Cassava, also known as Kuwese U Logo in Tiv. It is prepared from cassava.

Ingredients

 * Cassava
 * Pepper
 * Groundnut oil
 * Salt to taste

Procedure

 * 1) Cut cassava into your desired size and shape, then rinse with water. Dry well.
 * 2) Blend pepper and pour on sliced cassava. Toss to coat.
 * 3) Heat the oil in a deep frying pan.
 * 4) Deep-fry the cassava in the hot oil until tender.
 * 5) Remove from the oil and serve hot, sprinkled with salt.


text:
Cookbook:Nigerian Rice Pudding

| Cuisine of Nigeria

Rice pudding is a thick pudding of sweetened rice, usually cooked with milk. It can be prepared in a variety of ways, including boiling or baking. It's similar to Nigerian custard, pap, and oatmeal recipes.

Ingredients

 * Water
 * White rice
 * Milk
 * Salt
 * Egg
 * White granulated sugar
 * Cinnamon

Equipment

 * Bowl
 * Pot
 * Whisk

Procedure

 * 1) Bring a pot of water to a boil. Stir in the rice, and boil for 5 minutes.
 * 2) Drain the rice, and rinse with water to remove excess starch.
 * 3) Bring milk and a pinch of salt to a boil. Stir in the rice, and reduce the heat to low. Simmer for 20 minutes, or until the rice is soft.
 * 4) Reduce the heat to low, and stir the rice continuously until it has thickened and become creamy. Make sure to prevent the rice from sticking to the bottom of the pan and burning.
 * 5) Combine the egg and sugar in a boil, then quickly stir the mixture into the rice pudding.
 * 6) Remove from the heat, and let cool.
 * 7) Season with a pinch of cinnamon, and serve.

title: Cookbook:Nigerian Rice Pudding


text:
Cookbook:Genger

The genger tree (Bombax costatum) is a tree native to western/central Africa. The calyx of the tree is edible and often dried and ground to a powder. The fruit is also edible.

title: Cookbook:Genger


text:
Cookbook:Nigerian Peanut Brittle (Nkate Cake)

Nigerian peanut brittle, sometimes known as peanut candy, is a crunchy sugar sweet studded with crushed peanuts. It is a favorite food in the north of the country, particularly among Hausas.

Ingredients

 * Peanuts
 * 1 cup water
 * Sugar

Equipment

 * Rolling pin
 * Knife
 * Saucepan

Procedure

 * 1) Place the peanuts on a flat surface, and use a rolling pin to crush them into medium-sized chunks.
 * 2) Combine the water and sugar in a saucepan over medium heat, and stir until the sugar dissolves. Increase the heat and cook the syrup until it has caramelized.
 * 3) Stir the nuts into the hot caramel, and immediately spread the mixture onto a greased, heat-safe surface. Use a greased knife to cut the mixture into bars while still warm or cool completely and break into pieces.
 * 4) Keep any leftovers in an airtight container.


text:
Cookbook:Okpehe

Okpehe, also called gbaaye, ubwa, ayan, or afiyo, refers to the fermented seeds of Prosopis africana. It is used as a condiment in cooking.

title: Cookbook:Okpehe


text:
Objective-J/Introduction

Objective-J is a new programming language based on Objective-C. It is a superset of JavaScript, which means that any valid JavaScript code is also valid Objective-J code. Anyone familiar with JavaScript and object-oriented programming concepts, classical inheritance in particular, should have no difficulty learning Objective-J. Familiarity with Objective-C will be helpful, but it is not required.

title: Objective-J/Introduction


text:
Chess Variants/Racing Kings

Introduction
Racing Kings is a variant that turns chess into a racing game, for lack of a better phrase. It is played using a standard board and standard pieces, but no pawns.

History
This variant was invented in 1961 by prolific chess variant creator V. R. Parton. It is currently one of the variants supported on Lichess.org.

Rules
As its name suggests, Racing Kings is a racing game - the goal is to get one's king to any square on the eighth rank. All pieces move the same as in standard chess.

It is forbidden to make a move that would place your opponent's king in check.

To compensate for White's first-move advantage, if White manages to move their king to the eighth rank, and Black does the same on the very next turn, the game ends in a draw.

Sub-variants

 * Dodo chess uses fewer pieces than Racing Kings.

title: Chess Variants/Racing Kings


text:
Chess Variants/King of the Hill

Introduction
King of the Hill (KOTH) is a variant with a strong emphasis on centre play.

History
It is not known where the variant came from or how it got its name, but one theory is that the variant's name was derived from the children's game of the same name.

Rules
King of the Hill is played exactly like the standard game, with one key difference - if a player manages to move their king to one of the four centre squares (d4, e4, d5 or e5, called "the hill" in this variant), they automatically win the game. The move that places their king on the hill must be legal, so a king cannot move into check to get to the hill.

Sub-variants
King of the Hill 960 is a variant combining the rules of King of the Hill with the random placement of Chess 960. The same rules apply to both games.

title: Chess Variants/King of the Hill


text:
Chess Variants/Crazyhouse

Introduction
Crazyhouse is a variant that introduces the drop rule from chess's Japanese cousin shogi, allowing the player to reintroduce captured pieces as their own men. This has the effect of adding a new layer of complexity to the game.

History
It is unknown where crazyhouse came from, but as already stated the drop rule was derived from the rule used in shogi, the Japanese cousin of chess. Crazyhouse is one of the variants supported on Lichess.org.

Rules
Crazyhouse is played mostly like the standard game, with the exception of the new drop rule:

If a piece is captured in Crazyhouse, the piece reverses colour and is placed in a sectioned-off area just outside the board, on the side of the player who captured it. This piece is now said to be "in hand".

If a player wants to, then instead of making a move they may take one piece in their hand and place it on any empty square on the board. This counts as their turn. A dropped piece immediately begins affecting the game (e.g. a drop can be used to deliver check).

A pawn may not be dropped on the first or eighth ranks. If a pawn is dropped on its home rank, it may use the initial two-step move.

If a pawn that was promoted is captured, it reverts to being a pawn.

Sub-variants

 * Loop chess allows a promoted pawn to keep its new status when captured.
 * Chessgi allows a promoted pawn to keep its new status when captured and allows pawns to be dropped on the first rank (for White) or the eight rank (for Black).
 * Bughouse played with two boards, usually with four players. The captured pieces go to each one's partner.

title: Chess Variants/Crazyhouse


text:
Chess Variants/Beirut Chess

Introduction
Beirut Chess is a variant that involves explosions, similar to atomic chess. However unlike atomic chess you are allowed to control when an explosion occurs.

History
Beirut chess was created by Jim Winslow in 1992 and named after Beirut, the capital of Lebanon, where numerous suicide bombings have taken place.

Rules
Before a game of Beirut chess begins, each player secretly designates one of their pieces (other than their king) as their bomb carrier. The most common way to mark this designation is to place a red dot on the underside of the selected piece.

Any any point in the game, if a player's bomb carrier piece is still on the board, then instead of making a move that player may say "Boom!" and overturn their bomb carrier piece to reveal the red dot. Then, any piece inside of a three-by-three radius of squares centered on the bomb carrier's square (including the bomb carrier itself) are removed from the board. Unlike atomic chess, pawns are destroyed in the explosion.

A player may not detonate their bomb carrier piece if the resulting explosion would blow up their own king or expose their own king to check.

If a piece is captured, it cannot be inspected to see if it was a bomb carrier.

If a player manages to use their bomb carrier piece to blow up the enemy king, they automatically win the game.

Sub-variants

 * Multiple Beirut Chess: Both player agree on a specified number of pieces for each side to designate as bomb carriers before the game begins, between two and fifteen.
 * Dead Man's Switch: If a piece is captured, it is inspected. If the piece turns out to be the bomb carrier, the bomb carrier immediately explodes with the usual effects.

title: Chess Variants/Beirut Chess


text:
Cookbook:Nigerian Peanut Burger

Peanut burger, also called coated peanut, refers to a Nigerian snack consisting of battered and fried peanuts or groundnuts. You can serve it at birthday celebrations or just have it for a quick snack around lunch. It is normally fried, but it can also be baked in the oven.

Ingredients

 * Roasted groundnuts or peanuts
 * All-purpose flour
 * Corn flour
 * Sugar
 * Baking powder
 * Ground cinnamon or nutmeg
 * Vegetable oil

Equipment

 * Oven
 * Colander
 * Bowl
 * Tray
 * Pot

Procedure

 * 1) Pick over the nuts, removing any split or broken nuts, then transfer the nuts to a bowl.
 * 2) Combine the all-purpose flour, corn flour, sugar, cinnamon, and baking powder in a bowl.
 * 3) Whisk the egg until well-combined.
 * 4) Mix 1 tbsp beaten egg into the nuts, shaking well to coat. Add 1 tbsp of the dry mixture, and repeat the shaking to coat the nuts. The peanuts will first stay together; break them apart using your fingertips, then sprinkle the sticky peanuts with some more of the dry mix, shake again. Repeat the previous steps five times total to ensure that all the egg has been used and that the peanuts have been completely covered in flour and separated from one another.
 * 5) Transfer the smooth, fully-coated peanuts to a colander, and gently shake off any remaining flour.
 * 6) Heat enough vegetable oil in a pot to deep fry the coated nuts.
 * 7) Add the nuts, working in batches if necessary, and fry for about 10 minutes until golden all over.
 * 8) Remove the nuts, and place on paper towels to drain.

title: Cookbook:Nigerian Peanut Burger


text: Minecraft/Npc

title: Minecraft/Npc


text:
Mass Media/Digital Television

Digital Television offered a number of different changes compared to traditional television.

title: Mass Media/Digital Television


text:
Cookbook:Goat Meat Stew

Ingredients

 * Goat meat
 * Chopped onions
 * Salt
 * Beef stock cube
 * Fresh tomatoes
 * Fresh pepper
 * Vegetable oil

Procedure

 * 1) Combine goat meat, some of the chopped onions, 1 tsp salt, and stock cube in a pot. Cook in its own juices before adding extra water, then cook until tender. Remove the meat and set aside. Reserve the stock.
 * 2) Blend the fresh tomatoes, fresh pepper, and some onions into a smooth paste. Transfer to a dry pot, and boil until the water is completely dried up.
 * 3) Fry the cooked goat meat in oil until golden brown. Set meat aside.
 * 4) Transfer the hot oil into a dry clean pot. Add more chopped onions, and stir fry for about 2 minutes.
 * 5) Add the cooked tomato paste, and stir continuously to prevent burning. Cook for about 20–30 minutes.
 * 6) Add the fried goat meat, stock cube, meat stock, and salt to taste. Stir and cook for 10 minutes.
 * 7) Serve with rice, boiled yam, spaghetti, or other sides.

title: Cookbook:Goat Meat Stew


text:
Cookbook:Ginger Tea

Ginger tea is a drink brewed from fresh ginger. Some use it to soothe coughs and sore throats. It is also sometimes sipped to warm up the body.

Ingredients

 * Fresh ginger
 * Water
 * Sweetener (optional)

Procedure

 * 1) Cut ginger into small pieces, and rinse to remove dirt.
 * 2) Add water to the sliced ginger and bring to a boil.
 * 3) Allow to simmer for a few minutes, then strain the drink to remove ginger particles.
 * 4) Add sweetener to taste, and serve.

title: Cookbook:Ginger Tea


text:
Cookbook:Igbouh Ahi (Nigerian Roasted Bambara Nuts)

Roasted bambara nuts, also known as igbouh ahi, is a crunchy snack commonly consumed by the Tiv people of Nigeria.

Ingredients

 * Bambara nuts
 * Pepper, blended
 * Salt, to taste

Procedure

 * 1) Rinse bambara nuts and add salt to taste.
 * 2) Combine blended pepper with bambara nuts.
 * 3) Roast the peppered bambara nuts until tender.
 * 4) Serve with plantain or roasted maize.


text:
Cookbook:Cassava Salad

Cassava salad is a type of salad made with boiled cassava and vegetables. It can be easily prepared at home.

Ingredients

 * Cassava, peeled
 * Red bell pepper, sliced
 * Red onion, sliced
 * Green onion, sliced
 * Celery stalk, sliced
 * Lemon juice
 * Salt
 * Cayenne pepper
 * Mayonnaise

Equipment

 * Bowl
 * Knife
 * Cooking pot
 * Stovetop
 * Spoon

Procedure

 * 1) Place cassava in a pot, and add just enough water to cover it. Bring to a boil, then simmer for 20 minutes.
 * 2) Remove from the heat, then drain the cassava of excess water. Cool the cassava.
 * 3) Slice the cassava into small pieces, and place it in a large bowl.
 * 4) Add the red bell pepper, red onion, green onion, celery, lemon juice, salt, cayenne pepper, and mayonnaise.
 * 5) Toss well to combine. Serve immediately or refrigerate.

title: Cookbook:Cassava Salad


text:
Talk:Ada Programming/Algorithms/Intro

Shortcut?
"We seldom use shortcuts - like using the attributes Image or Value for String <=> Integer conversions."

Why is using these attributes considered a shortcut? What would you do instead? CKWG - Ada Magica (discuss • contribs) 12:56, 22 June 2022 (UTC)

 * I don't see any sense in that sentence either. No idea what the original author meant. I'm in favor of removing that point. ManuelGR (discuss • contribs) 19:58, 23 June 2022 (UTC)

title: Talk:Ada Programming/Algorithms/Intro


text:
User talk:213.135.158.173

Your recent edits were rejected because you removed text from a page without leaving an Edit Summary to explain your changes. Please use Edit Summaries.--Xania   talk 13:59, 22 June 2022 (UTC)

title: User talk:213.135.158.173


text:
Cookbook:Pineapple Juice

Pineapple juice is a cool beverage to serve during the summer or on a bright day. It is incredibly sweet, energizing, and wonderful for everyone. Making homemade pineapple juice is easy if you use only fresh, ripe pineapple and, if necessary, a little sugar.

Blenders or juice extractors are used to make pineapple juice. If you prefer your pineapple juice to be very cold, you can dice the fruit and chill it in the refrigerator for a few hours before blending it, or you can blend the fruit first and then chill the juice in the refrigerator before serving.

Ingredients

 * Pineapple
 * Sugar, to taste (optional)

Equipment

 * Blender or juice extractor
 * Medium-sized bowl
 * Cup
 * Chopping board
 * Knife
 * Strainer

Procedure

 * 1) To remove sand or dust, rinse your ripe pineapple under running water.
 * 2) Place the pineapple on a cutting board, and use a sharp knife to remove the skin.
 * 3) Cut the pineapple in smaller cubes, then add the pieces to a blender or juicer. If desired, mix it with a little water and sugar.
 * 4) Blend the pineapple into a smooth consistency and strain out the pulp using a strainer.
 * 5) Place the pineapple juice into a serving glass and consume immediately or chill before serving.

title: Cookbook:Pineapple Juice


text:
User:MoneyedAfternoon4456

COMUNIST87

title: User:MoneyedAfternoon4456


text:
User talk:MoneyedAfternoon4456

COMUNIST87

title: User talk:MoneyedAfternoon4456


text:
Cookbook:Nigerian Chicken Fried Rice

A simple and fast meal for any occasion, this recipe for chicken fried rice is made with soy sauce, rice, bits of marinated chicken, and vibrant vegetables. It differs from the common Nigerian fried rice cooked with curry or turmeric and is a separate type of fried rice.

Ingredients

 * Chicken
 * Vegetable oil
 * Uncooked white rice
 * Chicken stock
 * Egg
 * Ginger, minced
 * Garlic, minced
 * Onion, chopped
 * Green peas
 * Green beans, chopped
 * Carrots, chopped
 * Sweet corn kernels
 * Soy sauce
 * Salt to taste
 * Ground black pepper
 * Chopped scallion

Equipment

 * Pot
 * Frying pan
 * Knife

Procedure

 * 1) Season the chicken and cook it until tender. Shred into smaller pieces, and lightly fry them in oil. Set aside.
 * 2) Cook the rice in chicken stock, then allow it to cool to room temperature.
 * 3) Heat a small amount of oil in a frying pan. Whisk the egg, then add it to the pan and cook until done. Remove the egg and set aside.
 * 4) Add a little more oil to the hot pan, and add the ginger, garlic, and onion. Sauté for 2 minutes, or until fragrant.
 * 5) Add the remaining vegetables, and sauté for 5 minutes, or until they are soft. Add 1 tbsp soy sauce, and season with ground pepper.
 * 6) Add the rice, season with a few more tablespoons of soy sauce, and mix well.
 * 7) Add the shredded chicken, and toss well. Make sure all the ingredients are heated through.
 * 8) Remove from the heat, and garnish with chopped scallions.

title: Cookbook:Nigerian Chicken Fried Rice


text:
Cookbook:Nigerian Vegetable and Fish Stew

Nigerian vegetable and fish stew is a very nutritious stew; it is one of the simplest stew recipes but is packed with flavor. In addition to yam and rice, it also goes well with other staple foods. Without sacrificing its nutritive value or rich depth of taste, this stew can be altered to please both vegans and meat lovers. Any green vegetable would work in this vegetable stew. You can also add ugu or fragrant leaves like basil.

Ingredients

 * Tomato
 * Peppers
 * Vegetable oil
 * Fish
 * Garlic, minced
 * Diced onion
 * Ground crayfish
 * Stock cube
 * Salt
 * Amaranth leaves, chopped

Equipment

 * Pot
 * Bowl
 * Chopping board
 * Knife
 * Blender

Procedure

 * 1) Purée the tomato and pepper together using the blender, and keep aside.
 * 2) Add just enough oil to a skillet over medium heat to allow the fish to fry. Add the fish, and fry until golden. Remove the fish and set aside.
 * 3) If there is too much oil in the pan, reduce it, then add the minced garlic and chopped onions. Cook until transparent.
 * 4) Add the puréed tomato mixture and continue to cook while stirring occasionally.
 * 5) Season with crayfish, stock cubes, and salt to taste. Stir, and leave to cook for a short while.
 * 6) Add the amaranth, and stir well.
 * 7) Stir in the fried fish back in. Check the seasoning for salt and make any necessary adjustments.
 * 8) Remove it from the heat, and serve it with steaming rice or your favorite swallow.


text:
User talk:Here comes daddy

You cannot edit indefinitely due to disruptive editing. You may appeal this action with a reasonable argument by adding the text below. --Xania   talk 02:37, 23 June 2022 (UTC)

title: User talk:Here comes daddy


text:
User talk:Chef Gorgogio

You cannot edit indefinitely due to disruptive editing. You may appeal this action with a reasonable argument by adding the text below.

--Xania   talk 02:42, 23 June 2022 (UTC)

title: User talk:Chef Gorgogio


text:
User:Hailst0rm13

Hello! I'm a mixed Chaldean and Venezuelan wanna-be cook. I write ethnic recipes from the middle east.

Check out my one for Dolma, it's really delicious!

title: User:Hailst0rm13


text:
User:PhantomTech/huggle.yaml.js

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title: User:PhantomTech/huggle.yaml.js


text:
Cookbook:Nigerian Fried Fish

If you are familiar with any fish stand in Nigeria, fried fish has always been one of the quickest and easiest street snacks. In general, fried fish pairs well with a variety of dishes. You can serve the fish in tomato stew or ketchup and eat it for lunch or dinner, or you can serve it as a side dish with salad or jollof rice.

Ingredients

 * Plain flour
 * Ground chile pepper
 * Salt
 * Stock cube
 * Ground nutmeg
 * Ginger garlic paste
 * Water
 * Large fish, cleaned and cut into a few pieces
 * Vegetable oil

Equipment

 * Frying pan or large saucepan
 * Bowl
 * Strainer or colander
 * Metal spatula
 * Paper towels

Procedure

 * 1) Combine the flour, ground pepper, salt, stock cube, nutmeg, and ginger-garlic paste in a large bowl. Mix in enough water to form a thin batter.
 * 2) Dip the fish pieces in the batter and coat thoroughly.
 * 3) Heat an inch or two of vegetable oil in non-stick pan over medium-high heat. Working in batches, add the coated fish to the hot oil. Fry for about 3 minutes on each side until golden and fork-tender. Use a metal spatula to flip the fish.
 * 4) Remove the fish from the oil, and place them on paper towels or in a colander to drain.
 * 5) Serve hot or use as called for in another recipe.

Notes, tips, and variations

 * A non-stick frying pan should be used to prevent the fish from sticking to the pan.
 * Avoid overcrowding the pan when frying—this will prevent the fish from cooking properly. Work in batches instead.

title: Cookbook:Nigerian Fried Fish


text:
Cookbook:Nigerian Oatmeal

Nigerian oatmeal is a nutritious and well-balanced dish that can be enjoyed straight or as porridge with milk. Nothing is more filling than oatmeal, making it ideal for a chilly morning or a day following a workout.

Ingredients

 * 1 cup oats
 * Milk
 * Water
 * Sugar
 * Salt
 * Banana, sliced

Procedure

 * 1) Soak the oats in enough milk or water overnight in the fridge.
 * 2) Bring a pot of water to a boil with a pinch of salt. Stir in the soaked oats and a pinch of sugar.
 * 3) Cook the oats, stirring, until they have absorbed the liquid and become soft.
 * 4) Remove from the heat. Serve warm with banana, milk, and/or yogurt.

title: Cookbook:Nigerian Oatmeal


text: Fireboy and Watergirl in the Forest Temple/Forest Temple Levels