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Cherokee/Consonants

The Cherokee language has 13 main consonants. Most sonorant consonants also have one (or in the case of [ʥ], two) devoiced form which occurs when adjacent to h.

Stops
[ʔ], often used to separate adjacent vowel sounds; often used between the syllables in the English interjection “uh-oh”

[g] which is also aspirated to make [kʰ]; resembles the sounds used in the English “get” and “kit”

[gʷ], a labialized velar stop which is also devoiced as [kʷʰ]; for many speakers, especially in modern-day Oklahoma Cherokee, the articulation of this consonant is weakened and pronounced as [ɣʷ ~ w]. This consonant is usually pronounced like the sounds in the English words “iguana” and “question,” but sometimes is pronounced more closely to the sound in the English word “wear.”

[d], a voiced alveolar stop, can also be aspirated as the devoiced [tʰ]. This sound can be pronounced like the sounds in the English words “dam” and “taboo.”

Nasals
[n] and its voiceless allophone [ʰn̥]; pronounced like the sound in the sound in the English word “no,” though there isn’t an English example of the devoiced form of this consonant.

[m], which is rarely used outside of loan words; pronounced like the sound in the English word “moon.”

Fricatives
[h]; resembles the sound in the English word “hair”

[s], more commonly pronounced [ʂ ~ ʃ] in the Eastern dialect; pronounced like the sounds in the English words “silent” and “shook”

Affricates
[ʥ], a voiced alveolo-palatal affricate, which has two voiceless equivalents in Oklahoma Cherokee: [ʨ] or a voiceless alveolar affricate [ʦ]. Occasionally, [ʥ] may be pronounced as [ʣ], a voiced alveolar affricate, though this is uncommon in Oklahoma Cherokee. This sound is more common in some communities in North Carolina Cherokee, along with the voiceless [ʦ]. However, in the Snowbird community, [ʥ] and [ʨ] are retained. These sounds are pronounced like those in the English words “jaguar,” “cheat,” “tsunami,” and “dead zone,” respectively.

[dɮ], a voiced lateral affricate, which may be devoiced as [tɬ], commonly pronounced simply as a lateral fricative [ɬ]. In the Eastern dialect, this consonant is merged with the alveolar affricate. There is no English equivalent to this sound, which is formed by pressing the tip of the tongue against the roof of one's mouth and letting air pass over the sides of the tongue, making a “slurpy” version of the sound one might hear in English words like “beetle.”

Approximants
[l] with a voiceless allophone [l̥], often pronounced as a lateral fricative /ɬ/; an extinct dialect of Cherokee used an alveolar tap [ɾ] resembling the Spanish r. This sound pronounced like the sound in the English word “letter”

[w ~ ɰ] and devoiced as [ʍ]; pronounced like the sounds in the English word “wait” and “whip”

[j] and its devoiced equivalent [j̥ ~ ç]; pronounced like the sounds in the English word “you” and the interjection “hyah!”

title: Cherokee/Consonants


text: Category:Evaporated milk recipes

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

title: Category:Evaporated milk recipes


text:
Wikijunior:Big Book Of Cities And Towns/Philippines/Baguio

Baguio is a city up in the highland of Luzon Cordillera. It is the summer capital of the Philippines. It known for its cold climate.


text: Category:Book:A Guide to Animal Crossing


text:
Talk:International Postage Meter Stamp Catalog/Zimbabwe

An error?
Rick, the description for "CB9" starts as "As Type CB9 but wider...". Apparently, it is an error: the reference should be to one of the previous types, but which one? Best regards, Л.П. Джепко (discuss • contribs) 06:48, 7 February 2024 (UTC)

 * Leo, Thank you for that. I will pass your message to Jim Ashby who is now managing the catalog.  Rick Rickstambaugh (discuss • contribs) 14:14, 10 February 2024 (UTC)


text:
Cookbook:Calamansi Juice Drink

| Cuisine of the Philippines

Calamansi juice drink is a Filipino version of lemonade because calamansi is readily available in the marketplace.

Ingredients

 * 3 or 4 calamansi
 * 1 glass cold water
 * ½ tablespoon granulated sugar
 * Ice cubes (optional)

Procedure

 * 1) Halve the calamansi with a sharp knife.
 * 2) Use your hands to squeeze the juice from the calamansi.
 * 3) Combine the juice with the cold water in a glass.
 * 4) Stir in sugar until dissolved.
 * 5) Add ice cubes.

Notes, tips, and variations

 * This drink can also be served hot.
 * It is a good source of Vitamin C.

title: Cookbook:Calamansi Juice Drink


text:
Chess Opening Theory/1. e4/1...c5/2. Nf3/2...d6/3. d4/3...cxd4/4. Nxd4/4...Nf6/5. Nc3/5...g6/6. Be2

This variation is a variation of the Sicilian tradition of the dragon. White wants to make a great defence in kingside.


text: Category:Calamansi recipes

title: Category:Calamansi recipes


text: Category:Citrus

title: Category:Citrus


text:
User talk:MahmudHM1

Recent edits
—Kittycataclysm (discuss • contribs) 19:09, 7 February 2024 (UTC)

title: User talk:MahmudHM1


text: Category:Carbonated water recipes

title: Category:Carbonated water recipes


text:
Cookbook:Black Cardamom

Black cardamom is a spice originating in South and East Asia. It is similar in appearance to, but distinct from, green or 'true' cardamom.

Characteristics
Black cardamom is the seed pod of Amomum subulatum. It is dark brown and leathery, containing several seeds and a pulp.  Like green cardamom, this black variety has a flavor dominated by cineole; however, black cardamom is much smokier, with other flavor compounds that distinguish it.

Selection and storage
Black cardamom should only be purchased whole, especially given that the smoky flavors are primarily found in the pod and not the seeds. Like all spices, store in an airtight container away from any light, heat, or moisture. Once the pods are opened, it is best to use them as soon as possible—you can grind the seeds, but use the powder quickly.

Use
Unlike green cardamom, black cardamom is typically more appropriate for savory dishes, and this is typically how it is used in various cuisines. For example, it features in Vietnamese soups, South Asian spice mixes, Chinese meat dishes, Afghani pilafs, and more.

Make sure to gently crush the pods right before use.

Substitution
In a pinch, green cardamom can be used, though it will not have the same intense smoky flavor.

title: Cookbook:Black Cardamom


text:
Cookbook:Turon (Filipino Plantain Spring Rolls)

| Cuisine of the Philippines

Turon are crispy deep-fried rolls containing plantains and ripe jackfruit.

Ingredients

 * 2 saba plantains, cut into 10 3-inch pieces
 * Jackfruit (optional), sliced
 * 10 lumpia/spring roll wrappers
 * Oil for frying
 * ½ cup brown sugar

Procedure

 * 1) Lay a lumpia wrapper on your work surface. Arrange a piece of banana and jackfruit in a line down the center.
 * 2) Fold the sides of the wrapper towards the center, then roll everything up. Brush the overlapping end of the wrapper with a little water, then press against the roll to seal.
 * 3) Repeat the filling and rolling steps to make a total of 10 rolls.
 * 4) Heat an inch of oil in a pan over medium heat. Add the rolls and fry until golden brown on all sides.
 * 5) Remove from the pan, and let any excess oil drain.
 * 6) Add the sugar to a heavy-bottomed pan. Carefully heat over medium heat, stirring periodically, until the sugar is fully melted. Make sure not to let it burn.
 * 7) Remove the melted sugar pan from the heat. Immediately add the rolls to the pan and turn to coat with caramelized sugar.
 * 8) Remove the rolls from the sugar and serve.


text: Category:Black cardamom recipes

title: Category:Black cardamom recipes


text:
Chess Opening Theory/1. e4/1...e6/2. Bc4/2...d5

2...d5
One of the main drawbacks of playing 2. Bc4 in the French. D5 move attacks the Bc4.


text:
Chess Opening Theory/1. e4/1...e6/2. Qe2/2...c5

Chigorin Variation
White develops the queen to e2, an active square that can attack the king later. c5 stops d4 while maintaining control of the center.

A good move: Nf3. 3. Nf3 Nc6 4. g3 is mainline. Ex.: Carlsen, Magnus vs Xiong, Jeffery: French Defense: Chigorin Variation • lichess.org


text:
Chess Opening Theory/1. e4/1...e6/2. Qe2

Chigorin Variation
White develops the queen to e2, an active square that can attack the king later.

A good move: c5.


text:
Chess Opening Theory/1. e4/1...e6/2. Qe2/2...c5/3. Nf3

Chigorin Variation
White develops the queen to e2, an active square that can attack the king later. c5 stops d4 while maintaining control of the center. Nf3 develops the knight to its natural square while making an e5 blockade impossible without d6.

A good move: Many viable options such as Nc6.


text:
Flora of New York/sect-link

../Cyperaceae 2

title: Flora of New York/sect-link


text:
User talk:Holzklöppel

Welcome!
Welcome, Holzklöppel!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. MathXplore (discuss • contribs) 12:34, 8 February 2024 (UTC)

title: User talk:Holzklöppel


text:
User talk:212.129.80.242

February 2024
MathXplore (discuss • contribs) 13:04, 8 February 2024 (UTC)

title: User talk:212.129.80.242


text:
User talk:148.253.162.154

February 2024
MathXplore (discuss • contribs) 13:05, 8 February 2024 (UTC)

title: User talk:148.253.162.154


text:
User talk:165.155.161.83

February 2024
MathXplore (discuss • contribs) 13:25, 8 February 2024 (UTC)

title: User talk:165.155.161.83


text: Talk:Annotations to James Joyce's Ulysses/Appendices


text:
Canadian Refugee Procedure/Chairperson Guidelines

Chairperson Guidelines
The IRB has issued a series of Chairperson Guidelines relevant to the work of the refugee divisions, the most commonly dealt with being the Chairperson’s Guideline 3: Proceedings Involving Minors, the Chairperson’s Guideline 4: Gender Considerations in Proceedings, the Chairperson’s Guideline 8: Accessibility to IRB Proceedings, and Guideline 9: Proceedings Before the IRB Involving Sexual Orientation, Gender Identity and Expression, and Sex Characteristics.

History of the Chairperson Guidelines
This use of guidelines has a long history in the Canadian refugee determination system. Canada issued a “Guideline for Determination of Refugee Status” in 1970 to give immigration officers criteria for selecting refugees overseas. In the 1980s, prior to the founding of the IRB, the Minister issued new guidelines which provided that the benefit of the doubt be given to claimants. In 1993, the Immigration Act was amended to give the Chairperson the authority to issue guidelines. The amendment to the legislation came into force on February 1, 1993. The Board then issued guidelines on the handling of gender-based asylum claims the next month, in March 1993. In 1996, the IRB adopted guidelines on child refugee claimants, reportedly the first such policy initiative of its kind adopted by any state system. The year following the introduction of the IRPA, in 2003, the IRB Chairperson issued Guideline 7 on the Conduct of a Hearing, which created a new order for questioning during an RPD hearing. The new order of questioning in a hearing of a claim for refugee protection was that, if the Minister was not a party, any witness, including the claimant, would be questioned first by the RPD and then by the claimant’s counsel. Much later, in 2017, the Board implemented guidelines on the adjudication of claims involving Sexual Orientation and Gender Identity and Expression (SOGIE). That guideline was expanded to become the present Guideline 9: Proceedings Before the IRB Involving Sexual Orientation, Gender Identity and Expression, and Sex Characteristics in 2021. The following is a list of the guidelines, including those that have been revoked:

 * Guideline 1: Civilian Non-Combatants Fearing Persecution in Civil War Situations
 * Guideline 2: Guideline on Detention
 * Guideline 3: Child Refugee Claimants—Procedural and Evidentiary Issues
 * Guideline 4: Women Refugee Claimants Fearing Gender-Related Persecution
 * Guideline 5: Providing the PIF and No PIF Abandonment in the Refugee Protection Division
 * Guideline 6: Scheduling and Changing the Date or Time of a Proceeding
 * Guideline 7: Concerning Preparation and Conduct of a Hearing in the Refugee Protection Division
 * Guideline 8: Guideline on Procedures with Respect to Vulnerable Persons Appearing Before the IRB
 * Guideline 9: Proceedings Before the IRB Involving Sexual Orientation and Gender Identity and Expression

See further: Canadian Refugee Procedure/History of refugee procedure in Canada.

IRPA Section 159
Section 159 of the Immigration and Refugee Protection Act reads: Chairperson

159 (1) The Chairperson is, by virtue of holding that office, a member of each Division of the Board and is the chief executive officer of the Board. In that capacity, the Chairperson ... (h) may issue guidelines in writing to members of the Board and identify decisions of the Board as jurisprudential guides, after consulting with the Deputy Chairpersons, to assist members in carrying out their duties;

The Chairperson's guideline‑issuing and rule‑making powers overlap
Section 159 of the IRPA, supra, sets out the Chairperson's guideline-issuing powers. Section 161 of the IRPA concerns the Chairperson's power to make rules: Canadian Refugee Procedure/161 - Functioning of Board and Division Rules. As the IRB Policy on the Use of Chairperson's Guidelines and Jurisprudential Guides notes, "the Chairperson's guideline‑issuing and rule‑making powers overlap." That policy goes on to state that "that the subject of a guideline could have been enacted as a rule of procedure issued under paragraph 161(1)(a) of the IRPA will not normally invalidate it." It cites the Federal Court of Appeal’s reasoning in Thamotharem v. Canada as support for this proposition.

See further: Canadian Refugee Procedure/159 - Duties of Chairperson.

Some of the guidelines are to be taken into account in a procedural, not a substantive manner
Some of the guidelines are to be taken into account in a procedural, not a substantive manner, others are to be taken into account in both ways. For example, the Chairperson Guideline 3 on proceedings involving minors was formerly to be taken into account in a procedural, not a substantive manner: Zidan v Canada. That version of the Chairperson Guideline 3 concerned the fair conduct of a hearing and not deficiencies in the claim itself: Newton v Canada. That was true until the guideline was overhauled on October 31, 2023, as the present version now concerns substantive matters as well as procedural ones.

Not mentioning the guidelines will not be fatal to a decision where the record demonstrates compliance with them
The guidelines are intended to ensure that claims are heard with compassion and sensitivity. Demonstrating compassion and sensitivity in the reasons, and an acknowledgement of the individual’s profile, may show that the guidelines were properly considered.

Even where the RPD has not mentioned the guidelines in its reasons, the RPD will not have erred where it has respected the intent and spirit of them in the case at hand. One RAD panel reaching this conclusion commented: "I note that the Appellant does not point to any evidence that the RPD was insensitive or inappropriate in its questions, or that it conducted the hearing in a way that was insensitive to the Appellant’s emotional state or her well-being." As such, the RAD held in that case that despite not mentioning the guidelines in the original decision, this was not a basis on which to overturn the decision in and of itself. The failure to specifically mention a guidelines does not mean that it was not considered. On appeal to the RAD, a claimant should point to a specific issue regarding the RPD’s application of a guideline and explain how the alleged failure to consider the guideline led to an erroneous finding. In contrast, however, where a panel has not meaningfully applied the guidelines, the decision should not generally be considered a reasonable one and the courts have frequently returned matters to the Board for redetermination.

The guidelines may only be applied where their subject is at issue in the proceeding or claim
In Elisias v. Canada, the court held that the Chairperson’s Guideline 4 on gender could not be applied in the case because a fear of persecution based on gender was not alleged and there were no facts to support such persecution or other difficulties specific to the female applicant’s gender: [23]  The applicants further argued that the RPD failed to [translation] “properly consider” Guideline 4. In that regard, they asserted that since they no longer had any permanent status in Brazil, they would be forced to return to Haiti. They submitted that the RPD ought to have examined whether the female applicant would have some protection in Haiti, given that she had been targeted by Lavalas supporters as the spouse of the applicant. They criticized the RPD for failing to ask the female applicant any question about this and for having made no mention of Guideline 4 in its reasons.

[24]  The Court finds this argument to be without merit.

[25]  The female applicant never claimed a fear of gender-based persecution and there is no evidence of such persecution or of any specific difficulties related to her gender. Guideline 4 does not apply to every situation in which a woman seeks protection. The gender of the female applicant must play a role in her fear of persecution. In this case, the fear of persecution is solely based on her association with the applicant’s father in his past political activities. It was not a question of gender-based persecution or discrimination. Moreover, the Court did not detect any insensitivity towards the female applicant.

A division should not refuse to apply guidelines because of a lack of credibility
The Federal Court has held that it is circular reasoning to impugn a claimant's credibility – and thus her claim about the abuse she had endured – and then use that finding to support a position that the Gender Guidelines did not apply because of the lack of evidence that warranted the application of the Guidelines.

However, this question of credibility is distinct from whether the evidence indicates that a provision of a guideline is relevant. For example, section 7.13 of the gender guideline notes that women from certain cultures where men do not share the details of their political, military or even social activities with their spouses, daughters or mothers, may find themselves in a difficult situation when questioned about the experiences of their male relatives. The Federal Court has upheld a RAD finding that this portion of the guideline was not relevant where an applicant never claimed she was unable to specify her son’s political activities and instead testified that her son had never been politically active.

The Board can consider guidelines where a claim involves the "secondary victims" of persecution of a group identified in the guidelines, such as parents affected by a child's gender-related claim
The Refugee Appeal Division has concluded that "Although the Chairperson’s Guideline 4 addresses the primary victim of rape, I find that the secondary victims, in this case the parents, must benefit from a certain sensitivity and appropriate understanding on behalf of the decision-maker when he questions them about this". That was a case in which the primary victim of the gendered persecution was not a party to the refugee claim, but the RAD nonetheless, on the basis of, inter alia, insensitive questions that had been posed to these parents, remitted the matter to the RPD for reconsideration and ordered that "The RPD must take into consideration the Chairperson’s Guideline 4 in the adjudication of this case."

An identification of vulnerability will generally continue to apply to a redetermination of a claim
Section 5.1 of the previous version of the Chairperson’s Guideline 8 noted that the identification of vulnerability would usually be made at an early stage in the process. In Conde v. Canada, the court considered a case where a claimant was designated as a vulnerable person, the Board's decision was overturned on judicial review, and at the redetermination of their claim, the panel considered whether they should continue to be recognized as vulnerable. In that case, the court noted that the Board "revoked" the claimant's vulnerable person status at the commencement of the new hearing redetermining the claim, implying that the fact that the claimant had been accepted as a vulnerable person at previous hearings meant that he should presumptively continue to be recognized as such at this new hearing. In this way, the effect of a vulnerable person designation appears to mirror the Board's rules for appointing a designated representative for a claimant, which also continue to apply to subsequent proceedings before the institution: Canadian Refugee Procedure/RPD Rule 20 - Designated Representatives.

The RAD need not refer to a specific portion of a guideline where it is not raised on appeal
The RAD need not refer to a specific portion of a guideline where it is not raised on appeal. For example, several of the guidelines describe intersectionality and state that Members should apply an intersectional approach in all proceedings to which the guideline applies, based on the evidence of the proceeding. That said, the Federal Court has indicated that the RAD cannot be criticized for not assessing whether an RPD analysis was insufficiently intersectional where the RPD conclusion was not challenged before the RAD.

A medical diagnosis is not required for gender-related factors to be relevant in explaining a claimant’s difficulties in giving evidence
Footnote 31 of the former Gender Guidelines stated that "In R v. Lavallee, the Court indicated that expert evidence can assist in dispelling these myths and be used to explain why a woman would remain in a battering relationship." That said, nowhere do the Gender Guidelines state a medical diagnosis is required for gender-related factors to be relevant in explaining a claimant’s difficulties in giving evidence. If a panel refuses to take into account the guidelines and gender in assessing a claimant's evidence on the basis that they have not provided a professional diagnosis, they will have acted on the basis of an irrelevant consideration.

The Practice Notice on Covid-19 does not explicitly speak to the provision of medical evidence for vulnerable person applications
Section 2.4 of the guideline provides that whenever it is reasonably possible, the vulnerability must be supported by independent credible evidence filed with the IRB Registry. This will normally take the form of expert evidence of the sort discussed at section 8 of the guideline (below). During the Covid-19 period, the Board has issued a practice notice entitled Refugee Protection Division: Practice Notice on the resumption of in-person hearings. Section 3.2 of that practice notice is entitled "Waiver (removal) of requirement to file a medical certificate" and it reads "Until further notice, where the RPD Rules contain a requirement to provide a medical certificate, this requirement as well as the requirement to explain why there is no medical certificate, is waived. [emphasis added] ". Footnote 6 of that practice notice lists what Rules it applies to, none of which relate to vulnerable persons:"This applies to applications to extend the time to provide the BOC Form (RPD Rules 8(3), (4) and (5)); applications to change the date or time of a hearing (RPD Rules 54 (6), (7), and (8)); and a certificate provided in support of explanations given at a special hearing on abandonment (RPD Rules 65(5), (6); and (7))."Vulnerable persons are discussed in the RPD Rules, but they are not discussed in any of the aforementioned rules, instead they are discussed at Rules 1 (Canadian Refugee Procedure/RPD Rule 1 - Definitions) and 53 (Canadian Refugee Procedure/RPD Rule 53 - Changing the Location of a Proceeding), among others. As such, the practice notice removing the requirement to file medical evidence during the Covid-19 period does not in and of itself modify Guideline 8. That said, as set out in the IRB’s Practice Notice – Special Measures Due to Covid-19, the RPD commits to apply its rules flexibly where the parties have difficulty complying with them due to the COVID-19 pandemic.

While expert evidence is helpful to the Board, it is not necessary and the Board may identify any individual as vulnerable even in the absence of expert evidence on point
Although an expert report or other independent credible evidence is the preferred way to prove vulnerability, it is not obligatory. The absence of expert evidence will not necessarily lead to a negative inference concerning vulnerability; the Board must consider whether it was “reasonably possible” to obtain such evidence, per para. 8.6 of the former version of the guidelines. As Janet Cleveland notes in an article on point, in several cases the IRB has concluded that a person was vulnerable based on a letter from counsel describing behaviour consistent with mental health problems. She states that there have also been cases in which the Board recognized the person as vulnerable and ordered an early hearing on its own initiative based simply on the claimant’s BOC form as well as behaviour observed by Board staff.

The Board should not expect revised or updated expert evidence without reason
In Conde v. Canada, the claimant had submitted two medical reports, dated one and six years prior to the hearing. The claimant had been designated as a vulnerable person by a previous panel of the Board. The Board's previous decision had been overturned on judicial review and remitted to the Board for redetermination. On redetermination, the RPD revoked the claimant's vulnerable person status, stating "I considered both the psychological assessment of Dr. Devins dated October 9, 2013 and the updated psychological assessment dated January l1, 2018. The RPD was not provided with more up to date psychological assessment for this second re-determination." The court stated that, with respect to the panel's decision, "there was no reason, given the previous psychological evidence and the acceptance of the [applicant] as a vulnerable person at previous hearings, to expect that he needed to provide more psychological evidence without notice. Clearly, this was procedurally unfair." As such, if a panel comments on a psychological report being dated, the panel should provide a reason as to why the passage of time reduces the weight that is properly attributed to the report.

The Division is required to consider the guidelines where there are inconsistencies in testimony and the applicant has suffered abuse
If a woman has suffered abuse and has inconsistencies between her testimony and her BOC narrative, the RPD is obliged to weigh the evidence with the Gender Guidelines in mind. It is a best practice for the Division to show that it has considered the guidelines while it is making credibility findings, and not to simply consider them in a separate section at the end of its reasons. In Okpanachi v. Canada, the Federal Court found that the Board had erred when it did not do so:"Here, the RAD did not even refer to the Gender Guidelines in its credibility analysis, let alone assess why the omissions cannot be explained by the factors set out in the Gender Guidelines, before accepting the RPD’s conclusion on credibility based on the omissions. As such, I find the RAD has not taken into account the Gender Guidelines “in a meaningful way” when it adopted the RPD’s credibility finding based on the omissions in the BOC."However, it is not necessarily an error for the guideline-driven analysis to be separated physically in a particular decision from a credibility analysis: such a conclusion would focus unduly on form over substance.

The guidelines do not create mandatory checklists when making credibility determinations where potential vulnerabilities are not present
Several of the guidelines comment on credibility determinations. For example, the guideline on Proceedings Involving Minors states that credibility determinations must be made on a case-by-case basis and take into consideration a list of factors. That said, guidelines or other publications which seek to make decision-makers aware of possible vulnerabilities and responses to trauma are not a checklist for credibility assessment when those potential vulnerabilities are not present.


text:
Chatbots For Social Change/Literature Review

The landscape of academic research is rapidly evolving with the integration of digital tools, offering unprecedented opportunities for conducting literature reviews. This guide explores the synergy between Google Scholar for initial searches, Sci-Hub and preprint repositories (arXiv & bioRxiv) for accessing research papers, Pyzotero for literature management, and PaperQA for engaging with and understanding literature. These tools collectively streamline the literature review process, from the discovery and organization of materials to the synthesis and comprehension of scientific knowledge, transforming the traditional approach to literature reviews in academia.

= Google Scholar: Initial Literature Search =

Google Scholar serves as the foundational tool for initiating the literature review process. It is a freely accessible web search engine that indexes the full text or metadata of scholarly literature across an array of publishing formats and disciplines. By leveraging Google Scholar, researchers can effectively identify preliminary sources of relevant literature, including articles, theses, books, and conference papers.

Capabilities and Benefits

 * Comprehensive Searches: Google Scholar provides a broad search capability, enabling researchers to uncover a wide range of academic materials related to their topic of interest.
 * Cited By Feature: A valuable feature of Google Scholar is its "Cited by" count, which helps researchers identify how often a paper has been cited, indicating its influence and relevance in the field.
 * Related Articles: Google Scholar also suggests related articles, aiding in the discovery of additional relevant literature that may not have been directly searched for.

Enhancing Searches with LLMs
While Google Scholar does not offer an API for automation, the search process can be significantly enhanced through the use of Large Language Models (LLMs) like ChatGPT, or custom Bing LLM tools. These models can assist in refining search queries to increase relevance and precision, as well as in summarizing search results to quickly identify the most pertinent studies.

 * Search Query Optimization: LLMs can help formulate more effective search queries by understanding and incorporating complex academic jargon and synonyms.
 * Summarization of Results: LLMs can provide concise summaries of article abstracts, allowing researchers to quickly assess the relevance of each paper without reading the full text immediately.

Manual Search Tips
To maximize the efficiency of Google Scholar searches, researchers should:
 * Use advanced search options to narrow down results by specific authors, publications, or date ranges.
 * Set up alerts for new publications in their area of interest, ensuring they stay updated with the latest research findings.
 * Employ Boolean operators (AND, OR, NOT) to refine search queries and achieve more targeted search results.

Google Scholar's integration into the literature review process sets the stage for a comprehensive and informed exploration of academic work, providing a solid foundation from which to expand research through additional tools like Sci-Hub, arXiv, bioRxiv, Pyzotero, and PaperQA.

= Sci-Hub & Preprint Repositories: Accessing Research Papers =

Following an initial literature search with Google Scholar, Sci-Hub and preprint repositories like arXiv and bioRxiv become crucial for accessing the full text of research papers. These platforms collectively offer unparalleled access to a vast array of scholarly literature, including articles that are otherwise behind paywalls or not yet published in peer-reviewed journals.

Sci-Hub: Unlocking Paywalled Research
Sci-Hub is a repository that provides free access to millions of research papers. It is especially useful for obtaining articles that are not freely available, making it an essential tool for researchers worldwide.

 * Broad Access: Sci-Hub offers access to articles from a wide range of disciplines, ensuring researchers can find relevant literature regardless of their field of study.
 * Ease of Use: By simply entering the DOI (Digital Object Identifier) or the title of a paper, researchers can bypass paywalls and download full-text articles.

arXiv & bioRxiv: Early Access to Research
arXiv and bioRxiv are preprint servers that host articles submitted by researchers before they have been peer-reviewed. These platforms are particularly valuable for staying up-to-date with the latest research findings.

 * Early Insights: Preprint servers allow researchers to access cutting-edge studies before they are formally published, providing early insights into emerging trends and developments.
 * Wide Range of Disciplines: While arXiv focuses on physics, mathematics, computer science, and related disciplines, bioRxiv covers the biological sciences, offering a comprehensive range of preprints across scientific fields.

Integrating Access for Comprehensive Literature Reviews
Combining Google Scholar's search capabilities with the direct access provided by Sci-Hub and preprint repositories ensures a thorough and expansive literature review process. Researchers can:
 * Use Google Scholar to identify relevant literature and then turn to Sci-Hub for articles behind paywalls.
 * Supplement their literature review with the latest research findings from arXiv and bioRxiv, gaining insights into ongoing studies and developments.
 * Maintain a balance between peer-reviewed articles and preprints to ensure a comprehensive understanding of both established and emerging research in their field.

This approach enables researchers to gather a wide-ranging collection of scholarly materials, ensuring their literature review is as exhaustive and up-to-date as possible.

= Pyzotero: Literature Management and Organization =

Once relevant literature has been identified and accessed, the next step in the literature review process involves organizing and managing these resources efficiently. Pyzotero, a Python client for the Zotero API, is an invaluable tool for this phase, offering automation and integration capabilities that streamline the management of bibliographic data.

Overview of Pyzotero Capabilities
Pyzotero connects to Zotero's comprehensive reference management service, enabling researchers to programmatically interact with their Zotero libraries. This integration facilitates a variety of tasks:

 * Automated Retrieval: Researchers can automatically download bibliographic information and attachments for items in their Zotero library.
 * Efficient Organization: Pyzotero allows for the creation, updating, and deletion of library items, collections, and tags, making it easier to manage large volumes of literature.
 * Advanced Search and Filtering: The tool supports searching and filtering library items using various criteria, helping researchers quickly find relevant materials within their collection.

Enhancing Literature Review with Pyzotero
Integrating Pyzotero into the literature review workflow offers several advantages, enabling researchers to:

 * Sync Literature Across Devices: By automating the synchronization of bibliographic data, researchers can access their literature collection from any device, facilitating seamless transitions between work environments.
 * Generate Citations and Bibliographies: Pyzotero can be used to automatically generate citations and bibliographies in a variety of styles, saving time and ensuring accuracy in academic writing.
 * Collaborate More Effectively: The tool supports sharing Zotero libraries with collaborators, making it easier to work together on literature reviews and other research projects.

Practical Usage Examples
Utilizing Pyzotero effectively requires basic knowledge of Python programming. Here are some practical ways researchers can incorporate Pyzotero into their workflow:

 * This simple script demonstrates how to connect to a Zotero library and retrieve titles of the top items, showcasing the ease with which Pyzotero can be incorporated into the research process.

By leveraging Pyzotero for literature management and organization, researchers can significantly enhance the efficiency and effectiveness of their literature review process, ensuring a well-organized and comprehensive examination of scholarly works.

= PaperQA: Engaging with and Understanding Literature =

PaperQA represents a cutting-edge approach in utilizing Retrieval-Augmented Generation (RAG) models for engaging with scientific literature. It is an agent-based system designed to answer questions by finding relevant papers, gathering text from those papers, and synthesizing this information into coherent answers with references. This system is particularly beneficial for conducting literature reviews, enabling a more systematic and efficient exploration of scientific knowledge.

Key Features of PaperQA

 * Automated Literature Discovery: PaperQA automates the process of finding relevant scientific papers, significantly reducing the time required for manual searches.
 * Information Synthesis: It gathers and synthesizes information from full-text scientific articles, providing summarized evidence and contextually relevant answers.
 * Enhanced Comprehension: By generating questions and summaries, PaperQA aids in better understanding the core contributions of research papers, facilitating deeper engagement with the material.

Integration into Literature Review Process
Integrating PaperQA into the literature review workflow offers several advantages:
 * Efficiency in Reviewing Literature: Streamlines the process of identifying and summarizing relevant research findings.
 * Depth of Analysis: Allows for a more thorough analysis by synthesizing information across multiple papers.
 * Accuracy and Relevance: Improves the accuracy and relevance of literature reviews by leveraging up-to-date scientific research and generating contextually relevant responses.

PaperQA's modular design and use of RAG for scientific question answering exemplify how AI and machine learning tools can significantly enhance the literature review process, offering a comprehensive, efficient, and interactive approach to understanding vast amounts of scientific literature.


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Italian/Grammar/If sentences (Periodi ipotetici)

= If sentences (Periodi ipotetici) =

Introduction
If sentences, also known as conditional sentences or periodi ipotetici in Italian, are sentences that express a hypothetical situation and its consequences. These sentences are formed by combining a condition (if clause) with a result (main clause). The condition portrays an unreal or uncertain situation, while the result expresses the outcome that would occur if the condition were met.

Structure
Italian conditional sentences consist of two clauses: the dependent clause (if clause) and the independent clause (main clause).

If clause (dependent clause)
The if clause establishes the condition or hypothesis of the sentence. It typically begins with the conjunction "se" (if) but can also start with "qualora" (if) or "nel caso in cui" (in the case that). The verb in the if clause is in the present tense indicative or, less commonly, in the present subjunctive or imperfect subjunctive.

Main clause (independent clause)
The main clause presents the consequence or result of the hypothetical situation. It describes what would happen if the condition in the if clause is fulfilled. The verb in the main clause is in the present conditional tense or, less frequently, in the imperfect indicative tense.

Types of If Sentences
There are four types of if sentences in Italian, each indicating a different level of probability or possibility. These types are classified as follows:

Type 1: Present Real Conditional
Type 1 conditional sentences refer to possible or likely events in the present or future. They convey a realistic condition and outcome. In this type, both the if clause and the main clause are in the present tense indicative.

Example: Se studio, ottengo buoni voti. (If I study, I get good grades.)

Type 2: Present Unreal Conditional
Type 2 conditional sentences express hypothetical situations that are unlikely or contrary to reality in the present or future. The condition is considered to be possible but improbable. The if clause is in the imperfect subjunctive, while the main clause is in the present conditional.

Example: Se avessi più tempo, viaggierei di più. (If I had more time, I would travel more.)

Type 3: Past Unreal Conditional
Type 3 conditional sentences relate to unreal or impossible events that could have happened in the past. The condition is contrary to reality, as it implies an impossible change in the past. The if clause is in the pluperfect subjunctive tense, and the main clause is in the past conditional tense.

Example: Se avessi studiato di più, sarei riuscito a superare l'esame. (If I had studied more, I would have passed the exam.)

Mixed Type Conditional
Mixed type conditional sentences combine elements of both present and past unreal conditionals. They express situations with unreal conditions in the past and present consequences. In these sentences, the if clause is in the pluperfect subjunctive, and the main clause is in the present conditional.

Example: Se avessi vinto alla lotteria, comprerei una casa al mare. (If I had won the lottery, I would buy a beach house.)

Conclusion
Italian conditional sentences (periodi ipotetici) allow us to discuss imaginary or uncertain scenarios and their corresponding outcomes. By understanding the structure and the different types of if sentences, learners can express various levels of probability and possibility in Italian conversations and writing. It is essential to grasp the appropriate verb tenses and moods to construct well-formed and grammatically correct conditional sentences.

Italiano/Gramática/Condicional (Periodi ipotetici) Italiano/Periodo ipotetico


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Italian/Grammar/Verbs Tenses and Moods

Introduction
This page provides an overview of Italian verb tenses and forms. Italian, like other Romance languages, has a rich verb conjugation system that includes various tenses and modes.

Verb Forms
In Italian, verbs can take different forms depending on the subject, tense, and mood.

Indicative Mood
The indicative mood of a verb express facts, statements, and reality, actions or states that are considered factual. It is the most commonly used mood in Italian. The indicative mood has several tenses.

Present tense
The present tense (presente) is used to describe ongoing actions or habitual events. It gives information about the present moment. For example: "Io mangio" (I eat).

Imperfect tense
The imperfect tense (imperfetto) expresses ongoing or repeated actions in the past. It describes past events without a specific beginning or end. For example: "Io mangiavo" (I used to eat).

Past tense
The past tense (passato prossimo) describes completed actions that happened in the past. It is formed by combining the auxiliary verb "avere" or "essere" with the past participle of the main verb. For example: "Io ho mangiato" (I have eaten).

Trapassato prossimo tense
The remote past tense (trapassato prossimo) is used to express actions that occurred before another past action. It is formed by combining the imperfect tense of the auxiliary verb "avere" or "essere" with the past participle of the main verb. For example: "Io avevo mangiato" (I had eaten).

Trapassato remoto tense
The past perfect tense (trapassato remoto) emphasizes actions that happened significantly before another past action. It is formed using the third person singular of the remote past tense of the auxiliary verb "avere" or "essere" combined with the past participle of the main verb. For example: "Io ebbi mangiato" (I had eaten).

Future tense
The future tense (futuro semplice) expresses actions that will occur in the future. It is formed by adding the appropriate endings to the infinitive form of the verb. For example: "Io mangerò" (I will eat).

Subjunctive Mood
The subjunctive mood is used to express doubt, possibility, necessity, desires, uncertainty, subjective opinions or hypothetical situations. Here are the four tenses in the subjunctive mood:

Present subjunctive
The present subjunctive (congiuntivo presente) is used to express doubt, uncertainty, or hypothetical situations in the present. For example: "Che io mangi" (That I eat).

Imperfect subjunctive
The imperfect subjunctive (congiuntivo imperfetto) expresses doubt, uncertainty, or hypothetical situations in the past. For example: "Che io mangiassi" (That I ate).

Past subjunctive
The past subjunctive (congiuntivo passato) describes actions that may or may not have occurred in the past. It is formed by combining the present subjunctive of the auxiliary verb "avere" or "essere" with the past participle of the main verb. For example: "Che io abbia mangiato" (That I have eaten).

Past perfect subjunctive
The past perfect subjunctive (congiuntivo trapassato) describes actions that might have happened before another past action. It is formed by combining the imperfect subjunctive of the auxiliary verb "avere" or "essere" with the past participle of the main verb. For example: "Che io avessi mangiato" (That I had eaten).

Present tense
The conditional present tense (condizionale presente) is used to express hypothetical situations or polite requests. It is formed by adding the appropriate endings to the infinitive form of the verb. For example: "Io mangerei" (I would eat).

Past tense
The conditional past tense (condizionale passato) describes actions that would have happened in the past if certain conditions had been met. It is formed by combining the conditional present of the auxiliary verb "avere" or "essere" with the past participle of the main verb. For example: "Io avrei mangiato" (I would have eaten).

Other Verb Forms
There are various verb forms used in Italian grammar:

Participle
The participle (participio) is used to form compound tenses and passive constructions. It can be either present (participio presente) or past (participio passato). For example: "mangiante" (eating), "mangiato" (eaten).

Gerund
The gerund (gerundio) is used to express ongoing actions. It is formed by adding the appropriate endings to the stem of the infinitive form of the verb. For example: "mangiando" (eating).

Infinitive
The infinitive (infinito) is the base unconjugated form of the verb. It does not indicate any tense or mood. For example: "mangiare" (to eat). In Italian, infinitive verbs usually end in -are, -ere, or -ire. For example: parlare (to speak), leggere (to read), and partire (to leave).

The infinitive form is used in various situations, such as the base form of the verb: "Mi piace ballare." (I like to dance.)

This article provides a brief overview of the verb tenses and forms in Italian grammar. Understanding these forms is essential for mastering the Italian language. Further study and practice are recommended to fully grasp the nuances and usage of each tense and form.

Conclusion
Italian grammar offers a wide range of tenses and verb forms that enable precise communication and expression. Understanding these forms and their usage will greatly enhance your fluency and communication skills in Italian.

Italienisch/ Modi und Tempora

title: Italian/Grammar/Verbs Tenses and Moods


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Italian/Grammar/Modifiers (Suffixes)

Introduction
In the Italian language, modifiers are often used to change the meaning or add information to a word. One common type of modifier is a suffix. Suffixes are added to the end of a word and can alter its grammatical function, create new words, or provide additional information about the word. Understanding Italian grammar modifiers, specifically suffixes, is essential to mastering the language. This article explores different types of suffixes commonly used in Italian and their respective functions.

Types of Suffixes in Italian
Italian suffixes can be divided into several categories based on their function. Here are some of the most common types. The last vowel changes for gender and number agreemment.

Diminutive Suffixes
Diminutive suffixes are used to indicate smallness or affection. They are typically added to nouns, adjectives, or adverbs. Some common diminutive suffixes in Italian are:

 * -ino (e.g., gattino → small cat)
 * -etto (e.g., casetta → small house)
 * -ello (e.g., fiorellino → little flower)

Augmentative Suffixes
Augmentative suffixes are used to indicate bigness, intensity, or contempt. Similar to diminutive suffixes, they are added to nouns, adjectives, or adverbs. Common augmentative suffixes include:

 * -one (e.g., ragazzone → big boy)
 * -accio (e.g., ragazzaccio → big, bad boy)

Adjective-Forming Suffixes
These suffixes are used to derive adjectives from nouns or verbs. They provide additional information about the quality or characteristic of the noun or verb. Common examples include:

 * -oso, -osa (e.g., amoroso → loving)
 * -evole (e.g., amorevole → loving)
 * -bile (e.g., leggibile → readable)
 * -ante (e.g., affascinante → fascinating)

Verb-Forming Suffixes
Verb-forming suffixes are used to create new verbs from existing nouns or adjectives. They often indicate the action related to the noun or adjective. Some common verb-forming suffixes in Italian are:

 * -izzare (e.g., italianizzare → to Italianize)
 * -ificare (e.g., semplificare → to simplify)

Adverb-Forming Suffixes
Adverb-forming suffixes are used to create adverbs from adjectives or nouns. They modify the verb, adjective, or other adverb to express information such as intensity, time, or manner. Common adverb-forming suffixes include:

 * -mente (e.g., lentamente → slowly)

Conclusion
Italian grammar modifiers in the form of suffixes play a significant role in the language. By understanding the different types of suffixes and their functions, learners of Italian can enrich their vocabulary and better comprehend the nuances of the language. Practice using suffixes in context, as they can often reveal important information about a word's meaning or enhance its descriptive quality. This article has provided a brief overview of some commonly used Italian grammar modifiers (suffixes), but there are many more to explore and incorporate into your language skills.

Italiano/Gramática/Modificadores_(Sufijos)

title: Italian/Grammar/Modifiers (Suffixes)


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Italian/Grammar/Adverbs

An adverb is a word or phrase that modifies or describes a verb, adjective, or other adverb. In Italian, adverbs play an important role in adding detail to a sentence and expressing various aspects such as time, place, manner, degree, and frequency. This chapter will provide an overview of Italian adverbs, including their forms, usage, and common examples.

Forms of Adverbs
Italian adverbs are generally derived from adjectives by adding the suffix -mente to the feminine singular form of the adjective. For example, the adjective veloce (fast) becomes the adverb velocemente (quickly).

However, not all adverbs are formed by this pattern. Some adverbs have irregular forms, while others are identical to their corresponding adjectives. For instance:
 * Adjective: bello (beautiful)
 * Adverb: bello (beautifully)
 * Adjective: forte (strong)
 * Adverb: forte (strongly)

In addition to these regular and irregular forms, there is a group of adverbs that have unique forms and do not derive from adjectives. Examples of this group include bene (well), male (badly), presto (quickly), tardi (late), and mai (never).

Usage
Italian adverbs are versatile and can be used in various ways to modify different parts of speech. Here are some common usage patterns:

Modifying Verbs
Adverbs in Italian often modify verbs, indicating aspects such as manner, frequency, time, or degree. They usually come after the verb they modify. For example:
 * Cammina velocemente. (He walks quickly.)
 * Parlo spesso con mia madre. (I often speak with my mother.)
 * Mangio sempre pasta. (I always eat pasta.)
 * Studia molto. (He studies a lot.)

Modifying Adjectives
Adverbs can also modify adjectives to express the degree or intensity of the adjective. In this case, they usually come before the adjective. For example:
 * È molto bello. (It's very beautiful.)
 * Sono abbastanza stanco. (I am quite tired.)
 * La casa è estremamente grande. (The house is extremely big.)

Modifying Other Adverbs
Similar to their usage with adjectives, adverbs can modify other adverbs to show the degree or intensity. Again, they typically come before the adverb they modify. For example:
 * Parla molto chiaramente. (He speaks very clearly.)
 * Lavora abbastanza velocemente. (He works quite quickly.)
 * Ho sempre vissuto qui. (I have always lived here.)

Common Adverbs
Italian has a wide range of adverbs, each serving a specific purpose. Here are some commonly used adverbs in Italian:

 * bene - well
 * male - badly
 * spesso - often
 * sempre - always
 * mai - never
 * troppo - too much/too many
 * poco - little/few
 * abbastanza - enough/quite
 * molto - very/much
 * così - so/this way
 * presto - soon/quickly
 * tardi - late
 * qui - here
 * lì - there

Italienisch/_Adverb Italiano/Avverbio

title: Italian/Grammar/Adverbs


text:
Italian/Grammar/Sentence Structure

Simple Sentence Structure
A simple Italian sentence consists of a subject and a predicate. The subject is the entity performing the action, while the predicate contains the verb and provides information about the subject. For example:

Subject (Soggetto): Maria Predicate (Predicato): sta leggendo un libro. (is reading a book.)

Subject-Verb-Object (SVO) Sentences
In Italian, most sentences follow the Subject-Verb-Object (SVO) structure. This means that the subject usually comes before the verb, and the verb is followed by the object. For example:

Subject: Luca Verb: ha commprato (purchased) Object: una nuova macchina (a new car)

This SVO structure is the most common sentence order in Italian, providing a clear and straightforward way of expressing actions and their performers.

Indirect Object Placement
When a sentence contains both a direct object and an indirect object, and the indirect object is a pronoun, the indirect object is usually placed before the direct object. For example:

Direct Object: il libro (the book) Indirect Object: a Marta (to Marta)

Sentence: Marta mi ha dato il libro. (Marta gave me the book.)

In this case, the indirect object mi (to me) precedes the direct object il libro (the book).

Mi piacciono i libri
This sentence translates to "I like books" in English. The verb "piacere" is used in a different way than the English verb "to like". It is more accurately translated as "to be pleasing to". So, the sentence "Mi piacciono i libri" literally means "Books are pleasing to me".

Ad Anna serve un ombrello
This sentence translates to "Anna needs an umbrella" in English. The verb "servire" is used to express need. The preposition "a" is used to indicate to whom the need applies. So, the sentence "Ad Anna serve un ombrello" literally means "An umbrella is needed by Anna".

Mi manchi tu
This sentence translates to "I miss you" in English. The verb "mancare" is used to express missing someone or something. Similar to "piacere", "mancare" is used in a way that the subject and object are reversed compared to English. So, the sentence "Mi manchi tu" literally means "You are missing to me".

Position of Nouns and Adjectives
The normal order of a noun phrase in Italian is noun adjective, which is opposite to English where the adjective precedes the noun. For instance, while in English they say "a red car," in Italian it would be expressed as "una macchina rossa."

Agreement and Matching
Moreover, it is important to note that in Italian, adjectives must agree in gender and number with the noun they modify. This means that the adjective must display the appropriate masculine/feminine and singular/plural endings to match the noun it describes. This agreement is a fundamental aspect of Italian grammar, and the incorrect use of adjective endings can lead to confusion or inaccuracy.

Position of Possessive Adjectives
In Italian, possessive adjectives are generally placed before the noun. For example, "my house" is translated as "la mia casa." However, in certain cases, possessive adjectives can be placed after the noun, usually for emphasis or poetic effect. This usage is less common and might differ in regional variations. The article is usually required before possessive adjectives.

Position of Demonstratives and Indefinite Adjectives
Demonstratives and indefinite adjectives, such as "this," "that," "any," and "every," also usually come before the noun in Italian. For example, "this book" is translated as "questo libro," and "any problem" is expressed as "qualsiasi problema."

Position of Numeral Adjectives
Numeral adjectives, indicating quantity or order, usually precede the noun in Italian. An example is "cinque ragazze" (five girls).

title: Italian/Grammar/Sentence Structure


text: User talk:MobeenYounas.twinBrothers

title: User talk:MobeenYounas.twinBrothers


text:
User:LobotomyDash2

The title is …

title: User:LobotomyDash2


text:
User talk:Laurusnobilis

Welcome!
Welcome, Laurusnobilis!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. MathXplore (discuss • contribs) 02:45, 9 February 2024 (UTC)

title: User talk:Laurusnobilis


text:
Category:Articles containing Italian-language text

__HIDDENCAT__


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Italian/Grammar/Direct and Indirect Speech

Introduction
Direct and indirect speech are important linguistic concepts used to report statements made by others. In Italian, like many other languages, certain adjustments are necessary when transforming a direct speech statement into an indirect one. This article aims to explain the rules and techniques for reporting direct and indirect speech in Italian, including tense changes, pronoun changes, and other grammatical adjustments.

Direct Speech
In direct speech, the exact words spoken by someone are reported within quotation marks. For example:

 * "Marco said, 'Vado al cinema'" (Marco said, "I am going to the cinema").

The sentence above is an example of direct speech. It indicates that Marco said the specific words "Vado al cinema."

Indirect Speech
Indirect speech refers to reporting what someone said without using their exact words. In Italian, when transforming direct speech into indirect speech, several changes may be required to adapt to grammar rules and maintain coherence.

Tense Changes
When converting direct speech to indirect speech, tense changes often occur. The general rule is to shift the tense back one step. Here are some examples:

1. Present tense: The present tense in direct speech is usually transformed into the imperfect tense in indirect speech. This is done by shifting the verb tense back one step. For instance:

 * "Ho fame," disse Luca (Luca said, "I am hungry").
 * Luca disse che aveva fame (Luca said that he was hungry).

In the example above, "Ho fame" (I am hungry) is the direct speech. The present tense of "Ho" is transformed into the imperfect "aveva" (he was) in the indirect speech.

2. Past tense: When a direct speech statement is in the past tense, it is often transformed into the pluperfect tense in indirect speech. This tense shift is important for maintaining chronological accuracy. For example:

 * "Sono andato al mare ieri," disse Maria (Maria said, "I went to the seaside yesterday").
 * Maria disse che era andata al mare il giorno prima (Maria said that she had gone to the seaside the day before).

In the example above, "Sono andato al mare ieri" (I went to the seaside yesterday) is the direct speech. The past tense "sono andato" (I went) is transformed into "era andata" (she had gone) in the indirect speech.

3. Future tense: The future tense in direct speech is generally transformed into the conditional tense in indirect speech. This maintains the intended meaning while adhering to grammatical rules. For instance:

 * "Andreò al concerto domani," disse Giulia (Giulia said, "I will go to the concert tomorrow").
 * Giulia disse che sarebbe andata al concerto il giorno seguente (Giulia said that she would go to the concert the following day).

In the example above, "Andreò al concerto domani" (I will go to the concert tomorrow) is the direct speech. The future tense "andrò" (I will go) is changed to the conditional "sarebbe andata" (she would go) in the indirect speech.

Pronoun Changes
In addition to tense changes, pronouns may also require adjustments when transforming direct speech into indirect speech. Here are some examples:

1. First-person pronouns: First-person pronouns in direct speech usually change according to the subject of the reported speech. They are transformed into third-person pronouns in indirect speech. For example:

 * "Vieni con me al cinema," disse Francesca (Francesca said, "Come with me to the cinema").
 * Francesca disse di venire con lei al cinema (Francesca said to come with her to the cinema).

In the example above, "Vieni con me al cinema" (Come with me to the cinema) is the direct speech. The first-person pronoun "me" is changed to "lei" (her) in the indirect speech.

2. Third-person pronouns: Third-person pronouns in direct speech usually remain the same in indirect speech, as long as the subject remains unchanged. However, if the subject changes, the pronoun should be adjusted accordingly. For instance:

 * "Luca ama Marta," disse Marco (Marco said, "Luca loves Marta").
 * Marco disse che Luca amava Marta (Marco said that Luca loved Marta).

In the example above, "Luca ama Marta" (Luca loves Marta) is the direct speech. The third-person pronouns "Luca" and "Marta" remain the same in the indirect speech.

Grammatical Adjustments
Other grammatical adjustments may be necessary when transforming direct speech into indirect speech. For example:

1. Adverbs and adjectives: Adverbs and adjectives in direct speech generally don't require changes in indirect speech unless they refer to a specific time or place. In such cases, adjustments should be made. For instance:

 * "Domani sarò felice," disse Anna (Anna said, "Tomorrow I will be happy").
 * Anna disse che il giorno seguente sarebbe stata felice (Anna said that she would be happy the following day).

In the example above, "Domani sarò felice" (Tomorrow I will be happy) is the direct speech. The adverb "domani" (tomorrow) is transformed into "il giorno seguente" (the following day) in the indirect speech.

2. Conjunctions and connectors: When introducing indirect speech, it is common to use conjunctions or connectors such as "che" (that). These words help indicate that the reported speech is not a direct quotation. For example:

 * Detto questo, disse Maria, "non tornerò più indietro" (Having said that, Maria said, "I won't go back anymore").
 * Maria disse, che detto quello, non sarebbe tornata più indietro (Maria said that having said that, she wouldn't go back anymore).

In the example above, "Detto questo" (Having said that) is the introductory phrase in direct speech. It is transformed into "che detto quello" (that having said that) in the indirect speech.

Conclusion
Reporting direct and indirect speech in Italian involves adjusting tense, pronouns, and other grammatical elements to maintain coherence and adhere to language rules. Understanding these techniques is essential for accurately conveying others' words or thoughts. By following the guidelines provided in this article, you can confidently report direct and indirect speech in Italian.

Italiano/Discorso diretto e indiretto


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Italian/Lessons/Lesson5

Lesson 5: Al Ristorante – At the Restaurant

Summary: In this lesson, students will learn key phrases and vocabulary that will help them navigate a restaurant setting in Italian. They will practice ordering food, asking for the bill, and interacting with the waitstaff. By the end of this lesson, students will be able to confidently dine out in an Italian-speaking country.

Conversation Piece 1:

Situation: Ordering food at a restaurant.

Waiter: Buongiorno! Avete prenotato?

Student: No, non abbiamo prenotato. Vorremmo una tavolo per due, per favore.

Waiter: Certamente. Seguitemi, per cortesia.

Student: Grazie.

Conversation Piece 2:

Situation: Asking for the bill.

Waiter: Desiderate il conto?

Student: Si, per favore.

Waiter: Ecco a voi. Saranno 25 euro.

Student: Grazie. Posso pagare con la carta di credito?

Vocabulary:

- Il ristorante: the restaurant

- Il menù: the menu

- Il cameriere, La cameriera: the waiter, the waitress

- Il cibo: the food

- L'antipasto: the appetizer

- La pasta: the pasta

- Il pesce: the fish

- Il formaggio: the cheese

- Il dolce: the dessert

- La bevanda: the drink

- La birra: the beer

- L'acqua: the water

- Il vino: the wine

- Il conto: the bill

- La carta di credito: the credit card

Exercises and Challenges:

1. Match the following vocabulary words with their English translations:

- Il ristorante

- Il menù

- L'acqua

- La birra

- Il dolce

- Il conto

2. Fill in the blanks with the appropriate vocabulary:

- Vorrei ordinare un ____ di spaghetti.

- La ____ è fredda, per favore.

- Chiamate il ____ per pagare.

3. Role-play the following scenarios using the vocabulary and phrases learned in this lesson:

- Ordering food for a group of friends at a restaurant.

- Asking for recommendations from the waiter for a vegetarian dish.

- Requesting the bill in Italian.

Lesson Review:

1. What are some key phrases to use when ordering food at a restaurant?

2. How do you ask for the bill in Italian?

3. Provide three examples of Italian dishes mentioned in this lesson.

4. Write a short dialogue between a student and a waiter, where the student is ordering a pizza and the waiter is recommending a wine.

By completing this lesson, students should gain the skills necessary to confidently communicate and navigate a restaurant setting in Italian. Practice frequently and continue building vocabulary to enhance your language learning journey.

See also Italian/Vocabulary/Food

title: Italian/Lessons/Lesson5


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Italian/Lessons/Lesson6

Lesson 6: La Famiglia - The Family

Summary: In this lesson, you will learn how to talk about your family members in Italian. You will learn the vocabulary to describe different family relationships and practice using them in conversations. Additionally, you will learn some common phrases related to the family.

Conversation Pieces
1. Conversation 1:

Laura: Ciao! Come stai?

Marco: Ciao Laura! Sto bene, grazie! E tu?

Laura: Bene anche io. Presentami la tua famiglia, per favore.

Marco: Certamente. Lei è mia madre, Maria.

Maria: Piacere di conoscerti, Laura.

Laura: Piacere mio, signora. E lei è tua sorella?

Marco: No, lei è mia zia. Si chiama Anna.

Laura: Molto bene. E tuo padre?

Marco: Mio padre si chiama Paolo ed è in viaggio di lavoro.

2. Conversation 2:

Alessandro: Ciao Sara, vorrei conoscerai la tua famiglia.

Sara: Ciao Alessandro! Lui è mio fratello, Giuseppe.

Giuseppe: Ciao!

Alessandro: Piacere di conoscerti, Giuseppe. E lei chi è?

Sara: Lei è mia sorella Giulia.

Giulia: Salve!

Alessandro: Piacere mio, Giulia. E i tuoi genitori?

Sara: I miei genitori sono in vacanza.

Vocabulary
- Madre: mother

- Padre: father

- Sorella: sister

- Fratello: brother

- Zia: aunt

- Zio: uncle

- Bambino: boy/child

- Bambina: girl/child

- Nonno: grandfather

- Nonna: grandmother

- Genitore: parent

- Famiglia: family

- Conoscerti: to meet you

- Viaggio: trip

- Lavoro: work

- Vacanza: vacation

Exercises and Challenges
1. Match the following family members in Italian with their English translations:

1. Madre      a. Aunt

2. Sorella    b. Sister

3. Nonno     c. Father

4. Zia          d. Mother

5. Fratello   e. Grandfather

2. Translate the following sentences into Italian:

a. My brother is studying at the university.

b. Our grandparents live in Rome.

c. I have two sisters.

d. Where are your parents?

e. Is your aunt coming to the party?

3. Write a short paragraph introducing your family members in Italian. Include at least five sentences.

Lesson Review
1. What are the Italian words for mother, father, sister, and brother?

2. How do you say "aunt" and "uncle" in Italian?

3. Translate the following sentence into English: "Mia sorella lavora in un ristorante."

4. Write five family relationship vocabulary words in Italian.

5. Describe your family members using at least three different vocabulary words learned in this lesson.

title: Italian/Lessons/Lesson6


text:
Italian/Lessons/Lesson7

Lesson 7: Navigating Around the City

Summary: In this lesson, students will learn how to navigate around the city in Italian. They will learn common phrases and vocabulary related to asking for directions, giving directions, and using public transportation.

Conversation Piece 1:

Marco: Scusi, mi può dire dov'è la stazione ferroviaria?

(Excuse me, can you tell me where the train station is?)

Giulia: Certamente! Vai dritto per due isolati e poi gira a sinistra. La stazione sarà sulla tua destra.

(Certainly! Go straight for two blocks and then turn left. The train station will be on your right.)

Conversation Piece 2:

Luca: Mi scusi, dov'è la fermata dell'autobus per il centro città?

(Excuse me, where is the bus stop to the city center?)

Marta: La fermata dell'autobus è di fronte al supermercato. Prendi l'autobus numero 10 e scendi alla seconda fermata.

(The bus stop is in front of the supermarket. Take bus number 10 and get off at the second stop.)

Conversation Piece 3:

Luca: Scusa, puoi aiutarmi? Sono un po' perso.

(Excuse me, can you help me? I'm a bit lost.)

Anna: Certamente! Di che hai bisogno?

(Sure! What do you need?)

Vocabulary:

- Scusa/Scusi: Excuse me

- Dov'è: Where is

- Stazione ferroviaria: Train station

- Vai dritto: Go straight

- Gira a sinistra: Turn left

- Sulla tua destra: On your right

- Fermata dell'autobus: Bus stop

- Prendi: Take

- Supermercato: Supermarket

- Centro città: City center

- Scendi: Get off

- Fermata: Stop

- Aiutarmi: Help me - Perso: Lost - Certamente: Certainly - Di che hai bisogno?: What do you need?

Exercises and Challenges:

1. Fill in the blanks with the appropriate vocabulary words:

a. Mi scusi, ________ la stazione ferroviaria?

b. Prendi l'autobus numero 5 e ________ alla terza ________.

c. Vai ________ per tre ________ e poi ________ a destra.

2. Role play: Practice asking for directions and giving directions with a partner using the vocabulary and conversation pieces from this lesson.

Final Lesson Review:

1. What are the common phrases used for asking for directions in Italian?

2. How do you say "go straight" in Italian?

3. Where is the bus stop to the city center according to Marta?

4. Fill in the blank: "La stazione ferroviaria sarà ________ tua ________."

5. Role play: Imagine you are lost in a city and need to ask for directions to the nearest museum. Practice the conversation with a partner using the vocabulary and phrases learned in this lesson.

6. How do you say "lost" in Italian?

7. List three vocabulary words/phrases related to giving directions.

Note: This lesson can be supplemented with additional vocabulary and exercises based on the specific needs and interests of the learners.

See also Italian/Vocabulary/Travel

title: Italian/Lessons/Lesson7


text:
User:Nunthika/sandbox

This is a lot of work

title: User:Nunthika/sandbox


text:
Italian/Lessons/Lesson8

Lesson 8: Prenotare un Hotel - Booking a Hotel

Summary: In this lesson, the student will learn how to book a hotel room in Italian. They will learn useful conversation pieces, vocabulary related to hotel reservations, and practice exercises to reinforce their learning.

Conversation 1:

[At the hotel reception]

Receptionist: Buon giorno, posso aiutarla? (Good morning, may I help you?)

Student: Buon giorno, vorrei prenotare una camera per questa sera. (Good morning, I would like to book a room for tonight.)

Receptionist: Certamente, per quanti giorni? (Sure, for how many days?)

Student: Per cinque notti. (For five nights.)

Conversation 2:

[Confirming the reservation]

Student: Ho prenotato una camera a nome di Smith. (I have booked a room under the name Smith.)

Receptionist: Va bene, signor Smith. Abbiamo una camera disponibile per lei. (Alright, Mr. Smith. We have a room available for you.)

Student: Grazie! Quanto costa la camera per notte? (Thank you! How much does the room cost per night?)

Receptionist: La camera costa 100 euro a notte, colazione inclusa. (The room costs 100 euros per night, breakfast included.)

Vocabulary:

- Prenotare una camera: To book a room

- Notte: Night

- Giorno: Day

- Camera: Room

- Colazione: Breakfast

- Disponibile: Available

- Nome: Name

- Euro: Euro

Exercises and Challenges:

1. Translate the following phrases into Italian:

- I would like to book a room for two nights.

- Do you have any rooms available?

- How much does a double room cost per night?

- Is breakfast included?

2. Create a dialogue between a receptionist and a student where they discuss a hotel reservation, using the vocabulary provided.

3. Practice speaking by pretending to book a hotel room in Italian. Use the conversation pieces as a guide and try to improvise using the vocabulary you learned.

Lesson Review:

1. What is the phrase for booking a room in Italian?

2. How do you say "night" in Italian?

3. Provide three vocabulary words related to hotel reservations.

4. How would you ask if there are any rooms available?

5. Write a sample conversation between a student and a receptionist, discussing a hotel reservation.

title: Italian/Lessons/Lesson8


text:
Italian/Lessons/Lesson9

Summary
In this lesson, you will learn how to shop and make purchases in Italian. You will be introduced to common phrases and vocabulary related to shopping, as well as practice exercises to reinforce your knowledge.

Conversation Pieces
1. At the clothing store: - Customer: Buongiorno, posso provare questa maglietta? (Good morning, can I try on this t-shirt?) - Salesperson: Certamente, i camerini sono là. (Certainly, the fitting rooms are over there.)

2. At the grocery store: - Customer: Mi scusi, dove posso trovare il pane? (Excuse me, where can I find the bread?) - Employee: È nel reparto dei prodotti da forno, al fondo del negozio. (It's in the bakery section, at the back of the store.)

Vocabulary
1. Italian Clothing Vocabulary: - pantaloni (m) - pants - gonna (f) - skirt - camicia (f) - shirt - scarpe (f) - shoes - cappotto (m) - coat - maglia (f) - sweater - calze (f) - socks

2. Italian Grocery Vocabulary: - frutta (f) - fruit - verdura (f) - vegetables - carne (f) - meat - pesce (m) - fish - formaggio (m) - cheese - pane (m) - bread - latte (m) - milk

Exercises and Challenges
1. Fill in the blanks with the correct clothing items: - Ho bisogno di un nuovo __________. (I need a new sweater.) - Voglio comprare un paio di nuovi __________. (I want to buy a pair of new pants.) - Hai visto una __________ che ti piace? (Did you see a skirt that you like?)

2. Match the Italian grocery vocabulary with their English translations: - frutta - bread - carne - fruit - pesce - meat - formaggio - cheese - pane - fish

Lesson Review
1. How would you ask a salesperson if you can try on a shirt?

2. How do you say "skirt" in Italian?

3. List three types of clothing items in Italian.

4. Translate the following phrase into Italian: "Where can I find the meat?"

5. Match the Italian grocery vocabulary with their correct English translations.

title: Italian/Lessons/Lesson9


text:
User:Nunthika

This is my page. This is translation project for my students

title: User:Nunthika


text:
Italian/Vocabulary/Travel

 * il viaggio = travel
 * la vacanza = holiday
 * il turismo = tourism
 * il passaporto = passport
 * la valigia = suitcase

Transportation Related Vocabulary:

 * l'aeroporto = airport
 * la stazione = train station
 * l'autobus = bus
 * il treno = train
 * l'aereo = airplane
 * il taxi = taxi
 * il biglietto = ticket
 * il volo = flight
 * il traghetto = ferry
 * la metropolitana = subway
 * l'auto = car
 * l'autobus = bus
 * la bicicletta = bicycle
 * il motorino = scooter
 * il tragitto = route
 * il parcheggio = parking
 * la fermata dell'autobus = bus stop

Accommodation Related Vocabulary:

 * l'hotel = hotel
 * l'albergo = inn
 * il B&B = bed and breakfast
 * l'affittacamere = guesthouse
 * il campeggio = campground
 * la camera = room
 * il letto = bed
 * il bagno = bathroom
 * la reception = reception
 * la prenotazione = reservation

Directions Related Vocabulary:

 * sinistra = left
 * destra = right
 * avanti = ahead
 * indietro = back
 * diritto = straight
 * attraversare = to cross
 * girare = to turn
 * la strada = street
 * la piazza = square
 * il ponte = bridge

Common Phrases for Getting Around:

 * "Mi scusi, dov'è la stazione?" = Excuse me, where is the train station?
 * "Come posso arrivare all'aeroporto?" = How can I get to the airport?
 * "Quanto costa un biglietto per l'autobus?" = How much does a bus ticket cost?
 * "Posso prendere un taxi qui?" = Can I get a taxi here?
 * "Mi potrebbe consigliare un buon ristorante?" = Could you recommend a good restaurant?
 * "Mi può chiamare un taxi, per favore?" = Can you call a taxi for me, please?
 * "Mi può indicare la strada per la spiaggia?" = Can you tell me the way to the beach?
 * "Scusi, dov'è il bagno?" = Excuse me, where is the bathroom?

title: Italian/Vocabulary/Travel


text:
Italian/Vocabulary/Weather

Il meteo = the weather

Il clima = the climate

Il tempo = the time/weather

La temperatura = the temperature

La previsione = the forecast

La neve = the snow

La pioggia = the rain

Il sole = the sun

Il vento = the wind

La nuvola = the cloud

L'umidità = the humidity

La tempesta = the storm

Il temporale = the thunderstorm

Il cielo = the sky

Il caldo = the heat

Il freddo = the cold

Il gelo = the frost

La nebbia = the fog

Il sole splende = the sun is shining

C'è il sole = it's sunny

È nuvoloso = it's cloudy

C'è vento = it's windy

Piove = it's raining

Nevica = it's snowing

Fa caldo = it's hot

Fa freddo = it's cold

È umido = it's humid

È nebbioso / C'è la nebbia = it's foggy

C'è la tempesta = there is a storm

C'è il temporale = there is a thunderstorm

Il tempo è bello = the weather is nice

Il tempo è brutto = the weather is bad

Mi piace il sole = I like the sun

Non mi piace il freddo = I don't like the cold

Lasciamo che il tempo decida = let's leave it up to the weather

Quando piove, uso l'ombrello = when it rains, I use an umbrella

Mi serve una giacca per il freddo = I need a jacket for the cold

Mi piace il clima mediterraneo = I like the Mediterranean climate

Durante l'estate fa caldo in Italia = During the summer, it's hot in Italy

Sono allergico al polline, quindi la primavera non è il migliore periodo per me = I am allergic to pollen, so spring is not the best time for me

title: Italian/Vocabulary/Weather


text:
Italian/Vocabulary/Health and Medical

In caso di emergenze mediche:
- L'ambulanza = "the ambulance"

- Il pronto soccorso = "the emergency room"

- Il medico di emergenza = "the emergency doctor"

- Il numero di emergenza = "the emergency number"

- Ho bisogno di aiuto! = "I need help!"

- Sto male = "I'm feeling unwell"

- Mi fa male = "It hurts"

Il dottore:
- Il medico = "the doctor"

- Il paziente = "the patient"

- La visita medica = "the doctor's appointment"

- La ricetta = "the prescription"

- Il referto medico = "the medical report"

- Il sintomo = "the symptom"

- La febbre = "the fever"

- Il mal di testa = "the headache"

- Il mal di stomaco = "the stomachache"

- La tosse = "the cough"

- Il raffreddore = "the cold"

- Il dolore = "the pain"

Discussione dei sintomi:
- Ho il naso congestionato = "I have a stuffy nose"

- Ho la nausea = "I feel nauseous"

- Ho la diarrea = "I have diarrhea"

- Mi fa male la gola = "My throat hurts"

- Mi sento debole = "I feel weak"

- Soffro di allergie = "I suffer from allergies"

- Sto tossendo = "I am coughing"

- Ho il bruciore di stomaco = "I have heartburn"

- Ho la pressione alta = "I have high blood pressure"

- Mi sento stanco = "I feel tired"

Farmacia:
- La farmacia = "the pharmacy"

- Il farmacista = "the pharmacist"

- Il medicinale = "the medicine"

- La confezione = "the package"

- Le pillole = "the pills"

- La dose giornaliera = "the daily dose"

- Le istruzioni = "the instructions"

- Senza prescrizione = "over-the-counter"

- Ho bisogno di un antidolorifico = "I need a painkiller"

- Mi serve un antibiotico = "I need an antibiotic"

See also Italian/Vocabulary/Human Body

title: Italian/Vocabulary/Health and Medical


text:
User talk:216.162.93.11

February 2024
MathXplore (discuss • contribs) 14:09, 9 February 2024 (UTC)

title: User talk:216.162.93.11


text:
Biology, Answering the Big Questions of Life/Lipids lab

LIPIDS LAB The borders of cells and organelles are made of lipids. To understand how membranes can work, we will mix oil and water and show that they don't mix. Then we will use detergent to show how oil and water can be mixed. This is how soap is used to kill bacteria, viruses, and other microbes. It is also how membrane proteins like channels and pumps can fit themselves into membranes for membrane transport.

SUPPLIES Small bottles with cap oil water food coloring hand dish soap

INSTRUCTIONS 1. Pour oil the bottles. 2. Add food coloring to the water 3. Pour water into the bottle. 4. Shake the bottles to mix the oil and water. 5. Observe the formation of micelles and lipid bilayers. 6. Watch how oil and water separate. 7. Add 3 drops of detergent to one of the two bottles. 8. Mix the two bottles and watch as both begin to separate.


text:
Italian/Vocabulary/Greetings and Introductions

 * Welcome! — Benvenuto!
 * Hello. — Buon giorno. (formal) Ciao. (informal)
 * Goodbye. — Ciao. (informal) Arrivederci. (formal)
 * See you. — Ci vediamo.

 * Good morning. — Buon giorno.
 * Good afternoon. — Buon pomeriggio.
 * Good evening. — Buona sera.
 * Good night. — Buona notte.

 * How are you? — Come sta? (formal) Come stai? (informal)
 * Fine, thank you. — Bene, grazie.
 * And you? — E Lei? (formal) E tu? (informal)

 * What is your name? — Come si chiama? (formal) Come ti chiami? (informal)
 * My name is ___ . — Mi chiamo ___.
 * Nice to meet you. — Piacere di conoscerla. (formal) Piacere di conoscerti. (informal)

 * Please. — Per favore.
 * Thank you. — Grazie.
 * You're welcome. — Prego.


text:
Italian/Vocabulary/Hobbies and Leisure Activities

Sport

 * Il calcio = football
 * Il basket = basketball
 * Il tennis = tennis
 * Il nuoto = swimming
 * La corsa = running
 * Il ciclismo = cycling
 * Il golf = golf

Hobby

 * La lettura = reading
 * La pittura = painting
 * Il giardinaggio = gardening
 * La musica = music
 * Il cinema = cinema
 * La fotografia = photography
 * La cucina = cooking
 * La scrittura = writing

Leisure Activities

 * Il viaggio = traveling
 * Il campeggio = camping
 * La pesca = fishing
 * L'escursionismo = hiking
 * Il ballo = dancing
 * Il teatro = theater
 * Il gioco da tavolo = board game
 * Il videogame = video game


text: Template:AI-generated

title: Template:AI-generated


text: User:Sksiwiwiwiwoww

title: User:Sksiwiwiwiwoww


text: Category:Bread crumb recipes

title: Category:Bread crumb recipes


text:
User talk:2405:201:A40E:9017:F5B8:9B3C:5211:12E7

February 2024
MathXplore (discuss • contribs) 14:39, 10 February 2024 (UTC)


text:
Tagalog/Prepositions

Mga Pang-ukol (Prepositions)

Introduction
Prepositions play a crucial role in any language, including Tagalog. They function as connective words, linking nouns, pronouns, and phrases to other parts of a sentence. By understanding the usage and meaning of prepositions, learners can improve their language skills and create more accurate and nuanced sentences.

Basic Prepositions
In Tagalog, there are several basic prepositions commonly used in everyday conversations. These prepositions establish relationships between various elements within a sentence. Here are some of the most frequently used basic prepositions:

 * Sa - Meaning "in," "on," or "at," this preposition is used to indicate a specific location or time. For example, "Nasa bahay ako" translates to "I am at home."

 * Ng - Translated as "of," "by," or "from," this preposition is used to indicate possession, place of origin, or the agent of an action. For example, "Ang bahay ng bata" means "The child's house."

 * Para sa - Meaning "for" or "to," this prepositional phrase indicates the recipient or purpose of an action. For example, "Bumili ako para sa iyo" translates to "I bought it for you."

Compound Prepositions
Tagalog also uses compound prepositions, which are formed by combining a basic preposition with other words. These compound prepositions provide more specific meanings and nuances. Here are some examples:

 * Sa harap  - Translated as "in front of" or "facing," this compound preposition creates a sense of spatial relationship. For example, "Ang libro ay nasa harap ng mesa" means "The book is in front of the table."

 * Sa loob  - Meaning "inside" or "within," this compound preposition emphasizes the internal location of an object. For example, "Ang pusa ay nasa loob ng bahay" translates to "The cat is inside the house."

This is only the first draft, this page must be revised, and other propositions should be included

title: Tagalog/Prepositions


text:
Polish/Genitive case

The Genitive case in Polish language is used in the following situations:
 * 1) Indicates the object of a sentence.
 * 2) * Szukam mojego psa. - I am looking for my dog. (mojego psa is in genitive because it is the object of the sentence)
 * 3) Used after certain prepositions such as do, od, bez, dla, z, o, na, po, ku, przy.
 * 4) * Idę do szkoły. - I am going to school. (szkoły is in the genitive)
 * 5) * Kupiłem prezent dla mamy. - I bought a gift for mom. (mamy is in the genitive)
 * 6) Used to express possession.
 * 7) * To jest książka mojego brata. - This is my brother's book. (mojego brata is in the genitive)
 * 8) Used to indicate partitive meaning (some, a bit of).
 * 9) * Chcę trochę wody. - I want some water. (wody is in the genitive)

The genitive answers the questions whose? (czyj?), of whom? (kogo?) and of what? (czego?).

title: Polish/Genitive case


text: Category:Carp recipes

title: Category:Carp recipes


text:
Wikibooks:Artificial Intelligence

The following draft policy outlines the Wikibooks community's perspective on the use of -generated content on this site.

Text generation
s (LLMs), often referred to as "AI chatbots" or simply "AI", can be beneficial. However, like human-generated text, machine-generated text can also contain errors, flaws, or even be entirely useless. In particular, requesting a language model to write a book or an essay can sometimes cause the production of complete fabrications, including fictitious references. The output may be biased, libel living people, infringe on copyrights, or simply be of poor quality. As such, LLMs may not be used to generate original material or ideas at Wikibooks, and their sources should not be blindly trusted.

Because they are simply language models, LLMs may only be used to assist with editing, adhering to the following guidelines:
 * 1) You may use LLMs as writing advisors, such as asking how to improve a paragraph stylistically. However, you should be aware that the "choices" made by the LLM may in fact change the meaning of the content (which is prohibited as described above) and/or make the writing worse. Exercise due diligence and common sense when deciding whether to incorporate the LLM's suggestions. Also understand that other editors may disagree with the changes made and may expect justification beyond the fact that an LLM said so. If asked, you must be able to explain and justify every single change made with the help of the LLM.
 * 2) You are ultimately responsible for the final product resulting from your use of an LLM. LLMs should not be used for tasks with which the editor does not have substantial familiarity, and their outputs should be rigorously scrutinized for both quality and compliance with all applicable policies. Editors who are not fully aware of the risks associated with LLMs and who are not able to overcome the limitations of these tools may not use them. Repeated improper use of LLMs may result in suspension of editing privileges.
 * 3) You must document your use of an LLM and its purpose in the edit summary and on the talk page (see disclosure section below).

Translation
LLMs may not be used for translation of content. Please see Content translation for further information.

Media
Most AI tools have the capacity to create media, particularly images, from prompts. If you are interested in uploading this media, please be aware of relevant policies on licensing at our sister project Wikimedia Commons or our local policy on images, depending on whether you are uploading it here or there.

Required disclosure
All content made with the help of an LLM must be explicitly marked as such in both the edit summary and the page's discussion page. The following information must be provided:
 * The date of generation/addition
 * The tool used (e.g., , )
 * The prompt(s) fed into the tool (e.g. "suggest how to improve this text")

This applies to every instance of using AI content. If you create new prompts and incorporate them into a page multiple times, each instance must be documented, including on the talk page. Any user basing content on artificial intelligence suggestions who fails to include this explicit notice is subject to warnings and subsequent blocking.

Detection and enforcement
As of this policy's creation, there are no reliable, high-quality tools capable of detecting AI-generated materials. Instead, editors will have to be on the lookout for regular issues of quality in text, such as: Use of copyright violation detectors (e.g. Earwig's Copyvio Detector) can be used to help identify text copied verbatim from online sources.
 * Syntactical or grammatical errors
 * Illogical or meaningless sentences
 * Word changes that inappropriately change the meaning of a sentence
 * Citations or sources that do not match a claim
 * Low-quality or flawed images

Because of the challenges in definitively identifying generative AI use, editors who contribute the above issues without obvious AI use should first be referred to other applicable policies, such as Copyrights. It is also best to engage in good faith discussion first to determine and resolve the cause of the problematic content. If good faith discussion and guidance fails, or if blatant violation of this policy is found, problematic editors may be subject to warning and subsequent editing restrictions.

Policy updates
Because the field of widely accessible "AI" and generative models is still young, this policy may need to change over time to best serve the project. When needed, updates should be proposed and discussed on this policy's talk page.

title: Wikibooks:Artificial Intelligence


text: Template:Uses AI

title: Template:Uses AI


text:
Template:AI-generated/doc

Usage
Use this template to flag local content as being generated using artificial intelligence. This can be posted to the talk page to list how the content was created.

Use the  parameter to include relevant information. E.g.:

results in:

You can include multiple prompts using an unordered list such as:

which results in:

title: Template:AI-generated/doc


text:
Template:Uses AI/doc

Usage
This template indicates that a page or book uses content created by artificial intelligence. Please make sure you are familiar with Wikibooks' artificial intelligence policy and inclusion criteria before including any content (images or other media, text, etc.) created using artificial intelligence.

title: Template:Uses AI/doc


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Be7/4. d4

=Hungarian Defence=

'''1. e4 e5 2. Nf3 Nc6 3. Bc4 Be7 4. d4'''


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Be7/4. O-O

=Hungarian Defence=

'''1. e4 e5 2. Nf3 Nc6 3. Bc4 Be7 4. O-O'''


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...a6

=Italian Game=

'''1. e4 e5 2. Nf3 Nc6 3. Bc4 a6'''


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bb5/3...Qf6

=Ruy Lopez - 3...Qf6!?=

The move 3...Qf6 is a rare and provocative response to the Ruy Lopez opening. It is part of some of the Ruy Lopez sidelines, where Black defends the e5-pawn with the queen instead of the usual 3...a6 attacking the bishop or 3...Nf6 attacking the e4 pawn. The move 3...Qf6 has the following advantages and disadvantages:

Advantages:

 * 1) It prevents White from castling kingside, as the queen can attack the white king on g1 after 4.O-O Qf4 (or 4...h5).
 * 2) It allows Black to play g5 and h5, creating a kingside attack and discouraging White from playing d4 (followed by) Bg5.
 * 3) It entices the black bishop on f8 to move to e7, where it can join in an all-out kingside attack with the queen.

Disadvantages:

 * 1) It exposes the black queen to attacks by White's minor pieces, such as Nc3 (followed by) Nd5, d4 (followed by) Bg5, or attacking the f7 pawn with Ng5 and rerouting the bishop to c4 or b3.
 * 2) It blocks the development of the black knight on g8, which may have trouble finding a good square.
 * 3) It violates the opening principle of not moving the queen too early, as it may waste time and tempo. It also allows White to play /4. d4/ and take over the center.


text:
Meitei Culture

 * 1) /Law & Governance/
 * 2) /Early Society/
 * 3) /Military/
 * 4) /Domestic Lifestyle/ (/Textiles/, /Jewelry/, /Family/, /Cuisine/)
 * 5) /Agriculture/ (/Farming/, /Livestock/, /Domestication/)
 * 6) /Economy/ (/Occupations/, /Trade/, /Coinage/, /Poverty/, /Wealth/, /Mines/)
 * 7) /Education/
 * 8) /Entertainment/
 * 9) /Religion/ (/Priesthood/, /Rituals/, /Calendar/, /Cults/, /Funerals/)
 * 10) /Philosophy/ (/Philosophers/, /Maxims/, /Texts/)
 * 11) /Mythology/ (/Mortal Heroes/, /Mortal Heroines/, /Gods/, /Goddesses/, /Mythical creatures/, /Dragons/)
 * 12) /Images of Kanglasha/
 * 13) /Images of Pakhangba/
 * 14) /Images of Panthoibi/
 * 15) /Language/ & /Literature/ (/Poetry/, /Plays/, /Prose/)
 * 16) /Architecture/ (/Temples/, /Gates/)
 * 17) /Arts/ (/Dance/, /Paintings/, /Pottery/, /Puppetry/, /Martial Arts/, /Music/, /Theatre/)
 * 18) /Technology/ (/Medicine/, /City-planning/, /Metallurgy/, /Writing systems/, /Musical Instruments/)
 * 19) /Sex & Gender/ (/Women/; /Mother/; /LGBT/)
 * 20) /Slavery/
 * 21) /Non-Meiteis/ (/Historical Alliances/, /Historical Enemies/)

title: Meitei Culture


text:
Meitei Culture/Religion

The traditional ethnic religion of the Meiteis is referred to as Sanamahism (or Sanamahi religion), named after Meitei God "Lainingthou Sanamahi", in present day world. During the latter part of the 20th century, it was also used to be called Lainingthouism (meaning, Lainingthou religion). Its common name is Meiteism (or Meitei religion). For being an indigenous religion of Kangleipak (old name of Manipur), it is also known as Kangleism (or Kanglei religion). Lainingthou Sanamahi (or simply Sanamahi) is considered to be the most important god among the countless deities of its pantheon.

 * Sections :

/Priesthood/, /Rituals/, /Calendar/, /Cults/, /Funerals/

title: Meitei Culture/Religion


text:
Meitei Culture/Mythology

A collection of myths, belonging to the religious and cultural traditions of the Meiteis, are often termed as Meitei mythology, or Meetei mythology, or Manipuri mythology, or Kanglei mythology. It includes a vast range of myths, legends, folklore, folktales, about different /Mortal Heroes/, /Mortal Heroines/, /Gods/, /Goddesses/, /Mythical Creatures/ (including /Dragons/), among many others.

title: Meitei Culture/Mythology


text:
Meitei Culture/Philosophy

A system of philosophical thought adhering to Meitei culture is in existence since the last couple of millenia. One of the most remarkable texts of Meitei philosophy is the "Wakoklon Heelel Thilel Salai Amailon Pukok Puya" (shortly known as the Wakoklon). The seven great philosophers, better known as the "Maichou Taret" (literally, seven Maichous), are known for their priceless contributions to Meitei philosophy.

title: Meitei Culture/Philosophy


text:
Meitei Culture/Agriculture

Meitei agriculture has a strong relationship with the geography of the Meitei realms. According to ancient sources as well as modern day geological studies, the land of Kangleipak (present day Manipur) was a hilly and mountainous place, once having an oval shaped huge lake (which will later become the present day oval shaped lacustrine valley). During those times, different groups of the Meitei people and other ethnic groups used to live in different parts of the hills and mountains of Kangleipak. In those time, they practised shifting cultivation as their mode of agriculture.

However, in due course of time, the water level of the very lake decreased. Due to the formation of passage ways (possibly because of tectonic activities, soil erosion and massive land slides) in some parts of the hills of Kangleipak, the waters of the central lake flowed towards the plains of Myanmar (Burma), passing through the hills and mountains of Kangleipak. This eventually lowered the water level of the lake, thereby forming a lacustrine valley in its former position, though numerous smaller lakes were still present there.

This led to the migration of the Meiteis and other ethnic groups (which will all get Meiteised in later centuries) from the highlands to the newly formed lowlands of Kangleipak. Thus, their mode of agriculture got transformed into arable farming from that of shifting cultivation.

The fertile Imphal valley (also known as Manipur valley) is drained by the Imphal River and her tributaries (the Iril R., the Kongba R., the Nambul R., etc.) which will eventually become the Manipur R. to unite with the Chindwin Irrawaddy River System of Myanmar (Burma) to drain ultimately into the Bay of Bengal in the Indian Ocean.

With the flourishing of agriculture in the fertile river banks of the Imphal R. and her tributaries, the civilization of the Meiteis developed.

title: Meitei Culture/Agriculture


text: Category:Book:Meitei Culture

title: Category:Book:Meitei Culture