text:
Cookbook:Knife

Knives are bladed utensils used to break down food in the kitchen.

Characteristics
Most high quality knives are manufactured from high-gauge (18/10) steel, the blade of which is either stamped or forged. A forged blade is heavier, usually hand-made, and will keep its edge, making it a popular choice for a professional chef. Forged knives tend to be more expensive, but they are seen by some as more reliable. Stamped knives are cut from sheet metal by a machine, but this process does not necessarily negate the quality. Regardless, a good knife should consist of a single piece of steel, i.e. "a full tang". In other words, the steel blade of the knife should extend through the entire length of the wood or plastic handle. A knife with a full tang is crucial for providing a balance point closer to the hand and a more durable product.

Materials
Carbon steel is an alloy of iron and carbon. The carbon steel commonly used in knives has around 1% carbon, is inexpensive, and holds its edge well. Carbon steel is normally easier to resharpen than many stainless steels, but is vulnerable to rust and stains. These blades should be cleaned, dried, and lubricated after each use. New carbon-steel knives may impart a metallic or "iron" flavour to acidic foods, though over time, the steel will acquire a patina of oxidation that will prevent corrosion. Unlike some grades of stainless steel, good carbon steel will take a sharp edge but is not so hard as to be difficult to sharpen.

Stainless steel is an alloy of iron, chromium, possibly nickel, and molybdenum, with only a small amount of carbon. Typical stainless steel knives are made of 420 stainless, a high-chromium stainless steel alloy often used in flatware. Stainless steel may be softer than carbon steel, but this makes it easier to sharpen. Stainless steel knives resist rust and corrosion better than carbon steel knives.

High-carbon stainless steel is a stainless steel alloy with a relatively high amount of carbon compared to other stainless alloys. The increased carbon content is intended to provide the best attributes of carbon steel and ordinary stainless steel. High-carbon stainless steel blades do not discolour or stain, and maintain a sharp edge for a reasonable time. Most 'high-carbon' stainless blades are made of more expensive alloys than less-expensive stainless knives, often including amounts of molybdenum, vanadium, cobalt, and other components intended to increase strength, edge-holding, and cutting ability.

Laminate blades combine the advantages of a hard, but brittle steel which will hold a good edge but is easily chipped and damaged, with a tougher steel less susceptible to damage and chipping, but incapable of taking a good edge. The hard steel is sandwiched (laminated) and protected between layers of the tougher steel. The hard steel forms the edge of the knife; it will take a more acute grind than a less hard steel, and will stay sharp longer.

Ceramic knives are very hard, made from sintered zirconium dioxide, and they retain a sharp edge for a long time. They are light in weight, do not impart any taste to food, and do not corrode. Suitable for slicing fruit, vegetables and boneless meat. Ceramic knives are best used as a specialist kitchen utensil. Recent manufacturing improvements have made them less brittle. Because of their hardness and brittle edges, sharpening requires special techniques.

Selection
The most important aspect of choosing a knife is how it feels in your hand. The best way to choose a knife is simply to go try the heft of several and see what suits you best. To purchase a high quality chef's knife, try a local restaurant equipment supplier, or a well known cooking enthusiast retailer. Stay away from the cheap imitations for sale at the grocery or chain discount stores.

Storage
Knives should be stored separately from other utensils, either in a knife block, a knife tray, or with a knife guard. Never try to catch a falling knife.

Cleaning
Never leave knives in a sink full of soapy water.

Mechanical slicers
Never try to clean the circular blade of a mechanical slicer while the machine is still assembled. Always ensure that mechanical slicers and other electrical cutting equipment are disconnected from the power supply before disassembling them for cleaning.

Sharpening
Keeping a knife sharp is very important. A dull knife requires more force from the user, thereby increasing the likelihood of injury. A steel should be used to hone the edge of the blade. Honing with a steel before each use of the knife will keep the edge sharp. Occasionally a sharpening stone or high quality electric sharpener may be needed to bring a severely dulled blade back to life, followed by a few swipes on the steel.

Steel
Honing steels are used by lightly placing the near edge of the blade against the base of the steel, then sliding the blade away from yourself along the steel while moving it down—the blade moves diagonally, while the steel remains stationary. This should be done with the blade held at an angle to the steel, usually about 20°, and repeating on the opposite side at the same angle. This is repeated five to ten times per side.

It is often recommended that steeling be performed immediately before or after using a knife and can be done daily. By contrast, knives are generally sharpened much less frequently. A traditional smooth honing steel is of no use if the edge is blunt, because it removes no material; instead it fixes deformations along the edge of a sharp blade, technically known as burnishing.

Stone
Sharpening stones, water stones or whetstones are used to sharpen the edges of steel tools and implements through grinding and honing.

Sharpening stones come in a wide range of shapes, sizes, and material compositions. Stones may be flat, for working flat edges, or shaped for more complex edges. Stones are usually available in various grades, which refer to the grit size of the abrasive particles in the stone. Grit size is given as a number, which indicates the spatial density of the particles. A higher number denotes a higher density and therefore smaller particles, which leads to a finer finish of the surface of the polished object.

Chef's knife
Chef's knife is a loose term for any very large general purpose knife used mainly for chopping and slicing food, the curved blade of which allows the cook to rock the knife on the cutting board for a more precise cut. The broad and heavy blade can also be used for cutting bone instead of a cleaver. A chef's knife is generally the most used and most versatile knife in the kitchen, used for all but the finest or most specialized tasks. Selecting a chef's knife is therefore very important to comfortable and enjoyable cooking. It should be the largest size which feels comfortable to use (typically 10 inches (254 mm) for reasonably tall cooks, 8 inches (200 mm) for shorter), as a smaller knife will not be able to accomplish as many tasks with ease (chopping large vegetables, halving tortillas, pizzas, and other large foods, and so forth).

Santoku knife
Santoku knives are Japanese multipurpose knives similar to chef's knives. They tend to be slightly shorter and flatter than chef's knives, with a "drop point" and indentations on the blade to prevent food from sticking. They can be used for slicing, dicing, chopping, and more.

Paring knife
A paring knife is a smaller knife than the chef's knife, mostly used for shaping and trimming food. It is most useful for small and intricate work like removing seeds, de-veining shrimp, skinning vegetables, coring apples, and mincing vegetables. Sheep's foot paring knives and bird's beak paring knives are widely used types of paring knives. Paring knives are usually 6–10 cm (2½–4 inches) long.

Utility knife
In kitchen usage, a utility knife is between a chef's knife and paring knife in size, about 10–18 cm (4–7 inches) in length. The utility knife has declined in popularity, and is at times derided as filler for knife sets. Compared to a chef's knife, it is too short for many food items, has insufficient clearance when used at a cutting board, and is too fragile for heavier cutting tasks; compared to a paring knife, the added length offers no benefit and indeed makes control harder in these fine tasks.

Serrated knife
A serrated knife is a straight, long, slender knife with a jagged edge, often used for slicing bread. Some bread knives have an offset handle, so that the cook's knuckles don't scrape the cutting board. Bread knives are usually between 15 and 25 cm (6 and 10 inches).

Boning knife
Boning knives are very thin, sharp knives used to remove skin and bones from meat and fish. It is highly maneuverable, allowing precise separation of the flesh. It has a thin, flexible blade, usually about 12–15 cm (5–6 inches) long, that allows it to get in to small spaces. A stiff boning knife is good for beef and pork, and a flexible one is preferred for poultry and fish. Fillet knives are like very flexible boning knives that are used to fillet and prepare fish. They have blades about 15–28 cm (6–11 inches) long, allowing them to move easily along the backbone and under the skin of fish.

Carving knife
A carving knife is a knife with a blade resembling that of a chef's knife, but it's usually longer and more slender. It is useful for cutting large samples of poultry and other meats, often used in conjunction with a fork. It is much thinner than a chef's knife (particularly at the spine), enabling it to carve thinner, more precise slices.

A slicing knife serves a similar function to a carving knife, although it is generally longer and narrower. Slicers may have plain or serrated edges. Such knives often incorporate blunted or rounded tips, and feature kullenschliff or Granton edge (scalloped blades) to improve meat separation. Slicers are designed to precisely cut smaller and thinner slices of meat, and they are normally more flexible to accomplish this task. As such, many cooks find them better suited to slicing ham, roasts, fish, or barbecued beef and pork and venison.

A ham slicer is a special type of slicer, with a long blade and rounded tip, that is offered by some manufacturers. The average size of the knife is between 9 and 15 inches. They are specially tailored to cutting ham, as they are generally thinner and more flexible.

Cleaver
A meat cleaver is a large, most often rectangular knife that is used for splitting or "cleaving" meat and bone. A cleaver may be distinguished from a kitchen knife of similar shape by the fact that it has a heavy blade that is thick from the spine to quite near the edge. The edge is sharply beveled and the bevel is typically convex. The knife is designed to cut with a swift stroke without cracking, splintering, or bending the blade. Many cleavers have a hole in the end to allow them to be easily hung on a rack. Cleavers are an essential tool for any restaurant that prepares its own meat. The cleaver most often found in a home knife set is a light-duty cleaver about 6 inches (15 cm) long. Heavy cleavers with much thicker blades are often found in the trade. A "lobster splitter" is a light-duty cleaver that has the profile of a chef's knife and is used mainly for shellfish and fowl. The Chinese chef's knife is sometimes called a "Chinese cleaver", due to the rectangular blade, but it is unsuitable for cleaving, its thin blade instead designed for slicing; actual Chinese cleavers are heavier and similar to Western cleavers.

Cheese knife
Soft cheese knives are specially designed for slicing soft cheese. They generally have holes in the blade to prevent the cheese from sticking. Wire cheese cutters are also used. Hard cheese knives are specially designed for slicing hard cheese. They are sharp, so they can cut exact slices, and often have a forked tip, allowing them to be used as a serving utensil as well. A Parmesan cheese knife has a short, stubby blade. Parmesan cheese knives are specially designed for portioning very hard cheeses. They have very short, thick blades that are forced into the cheese and then used as a lever to break off smaller portions.

Butter knife
Butter knives have a dull cutting edge and are generally used for spreading. They are typically thought of more as servingware (i.e. used more as part of a table setting), to be used by diners to serve and/or spread butter or other soft spreadable foods. A modern variant that is intended for food prep is the 'sandwich spreader', a broad, flexible, almost spatula-like tool, with a rounded end and often with one serrated edge, similar to that used by pastry chefs to ice cakes. This is useful for spreading butter, mayonnaise/mustard, other similar 'spreads' or dressings, sandwich 'salad' toppings like egg salad, chicken salad, ham spread, etc., on bread.

Use
For detailed instructions on using knives in the kitchen, see the page on knife skills.

title: Cookbook:Knife


text:
LMIs in Control/Click here to continue/Optimal control systems/Discrete time H2 optimal filter

Introduction
The goal of optimal filtering is to design a filter that acts on the output z of the generalized plant and optimizes the transfer matrix from w to the filtered output. An H2-optimal filter is designed to minimize the $$ H_{2}$$ norm of $$\overline{P}(s)$$(will be defined below).

System Dynamics
Consider the discrete-time generalized LTI plant with minimal states space realization

$$ \begin{align} &\quad \quad \begin{cases} X_{k+1}=A_{d}X_{k}+B_{d1}w_{k},\\ Z_{k}=C_{d1}X_{k}+D_{d11}w_{k},\\ Y_{k}=C_{d2}X_{k}+D_{d21}w_{k},\\ \end{cases} \end{align}$$

where it is assumed that A_{d} is Schur. A discrete-time dynamics LTI filter with state-space realization

$$ \begin{align} &\quad \quad \begin{cases} X_{f,k+1}=A_{f}X_{f,k}+B_{f}Y_{k},\\ \hat{Z}_{k}=C_{f}X_{f,k}+D_{f}y_{k},\\ \end{cases} \end{align}$$

is to be designed to optimize the transfer function from w{k} to $$ \overline{z}_{k} = z_{k}-\hat{z}_{k}$$, given by $$ \overline{P}(z) = \overline{C}(d1)(zI-\overline{A}_{d})^{-1}\overline{B}_{d1}+\overline{D}_{d11}$$,

where

$$ \overline{A}_{d} =

\begin{bmatrix} A_{d} & 0\\ B_{f}C_{d2} & A_{f} \end{bmatrix},

\overline{B}_{d1} =

\begin{bmatrix} B_{d1}\\ B_{f}D_{d21} \end{bmatrix},

\overline{C}_{d1} =

\begin{bmatrix} C_{d1}-D_{f}C_{d2}-C_{f}\\ \end{bmatrix},

\overline{d}_{d11}=D_{d11}-D_{f}D_{d21}.

$$

The Optimization Problem
Solve for $$ A_{n} \in \mathbb{R}^{n_{x}Xn_{x}}, B_{n} \in \mathbb{R}^{n_{x}Xn_{y}},C_{f}\in \mathbb{R}^{n_{z}Xn_{x}},D_{f}\in \mathbb{R}^{n_{z}Xn_{y}} ,X,Y \in \mathbb{S}^{n_z}, and$$ $$ v \in \mathbb{R}>0$$ that minimize $$J(v)=v$$ subject to $$X>0,Y>0,Z>0.$$

LMI
$$\begin{bmatrix} YA+A^TY+B_{n}C_{2}+C^{T}_{2}B^{T}_{n}& A_{n}+C^{T}_{2}B^{T}_{n}+A^{T}X& YB_{1}+B_{n}D_{21}\\* &A_{n}+A_{n}^{T}& XB_{1}+B_{n}D_{21}\\*&*&-I \end{bmatrix}$$ < 0 ,

$$\begin{bmatrix} -Z& C_{1}-D_{f}C_{2}&-C_{f}\\* &-Y& -X\\*&*&-X \end{bmatrix}$$ < 0 ,

$$ D_{11}-D_{f}D_{21}=0, $$

$$

Y-X>0, $$

$$

tr(Z)<v. $$

Conclusion
The filter is recovered by the state-space matrices $$ A_{f} = X^{-1}A_{n}, Bf = X^{-1}B_{n}, C_{f}, and D_{f}.$$

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


text:
Cookbook:Rosehip

These wild roses are traditional to many native American tribes around the Pacific Northwest and have been used for generations. They are kept well dry and are therefore great for using year-round because they keep so well. Most food co-ops sell them for around $25 per pound.

title: Cookbook:Rosehip


text:
Talk:Lombard/Construction of the sentence

Translated from
This page has been translated from https://it.wikibooks.org/wiki/Lombardo/Costruzione_della_frase#Collegamento_tra_le_frasi on 9 december 2022 Gat lombard (discuss • contribs) 22:27, 9 December 2022 (UTC)


text:
Autistic Survival Guide/Self Esteem

Positive things about being on the autistic spectrum
This is an extension of the Looking on the Bright Side section of Marc's book.

 * Being on the autistic spectrum means that any social skills you want to learn have to be learned manually rather than developing them naturally. You may find however that some of these social skills aren't particularly constructive and in this case it is possible to learn better social skills than non-autistic people have available to them, especially when socialising with other people on the autistic spectrum.
 * Being on the autistic spectrum means you are likely to have a different emotional range to most other people. While this may occasionally cause you problems in some areas Autistic First Aiders, Doctors, Emergency workers and Managers have found this to be advantageous in certain situations as they are able to continue to make good decisions in situations where NT's have become incapable of functioning, or at best have highly impaired judgement.

Ways to build self esteem

 * Fear is detrimental to self esteem.
 * Finding gaps in your knowledge and filling them or otherwise addressing them can lessen the fears associated with those gaps.
 * Fear can be a good guide to finding gaps in your knowledge.
 * Taking time regularly to meditate about recent events can be beneficial and dangerous too. XXX (anon65 - conflicting objectives)
 * A danger for autistic spectrum people that Marc Segars guide talks about is getting into circular reasoning traps. See the section on "self maintainance" for more on this, and how to avoid them.
 * Comparing recent events, good and bad, with what you would have expected to happen can teach you more about social interaction, or reinforce what you already know.
 * Having hobbies and engaging in personal interests is one of the best ways to build self esteem. The better you are at them, the greater the reward will be, but:
 * Be very careful to investigate and understand the dangers in your hobbies. Take safety seriously.  There's no point in developing a skill today that you can't use tomorrow.
 * Don't let anybody force you into taking up a hobby.
 * Don't let anybody manipulate you into giving up a hobby.
 * People may try to get you to give up a hobby by saying that it is childish or dangerous or takes up too much time. There may or may not be some truth in what they say.
 * They may try to imply that YOU are childish or ignorant or dangerous for having your hobbies and interests. This is almost certainly wrong.
 * If you take your own safety and the safety of others seriously, then ignoring warnings is a bad idea.
 * In virtually all cases it is possible to negotiate compromises that enable a hobby or interest to be pursued, while avoiding its dangers.
 * People who keep coming up with new reasons why you shouldn't keep pursuing your interests and hobbies when their old reasons have been proven wrong and who avoid negotiation are almost certainly not trying to help you.
 * If someone is persistent in doing this, then there may be other underlying issues on their mind that need to be addressed. Finding out what they are and dealing with them can be an educational and rewarding experience.
 * Successfully helping someone else achieve something they need is an incredible self esteem booster.
 * When doing this involves sharing or developing your personal interests, it is even better.
 * It is possible to experience negative emotions from assisting people too. If you feel this happening, it's often best to reconsider.
 * Beware that placing yourself in danger to save someone and getting hurt yourself means that both of you need to be rescued, and this means that such an act can ultimately hurt the person you're trying to help, because you end up halving the attention the rescuers have for the victim.
 * Autistic spectrum people can succeed in learning the social games that people play with some effort, but are nearly always at a severe disadvantage. Therefore, developing interests that are useful to others is well worth the effort.

Ways to maintain self esteem

 * See also the "worrying" section in Marc Segar's Survival Guide. In particular, learning to laugh at yourself, and to recognise your mistake, apologise and just move on can save many a bad situation.
 * The single best way to reinforce self esteem is to know where to go to be safe from making mistakes that have ongoing consequences, and to know that you can get there. These can be places, behaviours, or frames of mind.
 * Having a reliable visualised understanding of the environment you are in that you can fall back on in times of distress can help a great deal to pacify overwhelming negative thoughts, and help you plan ways out of bad situations.
 * If your failures keep haunting you, knowing that you have learned as much as you can from them can help that stop.
 * Non-autistic people learn from experience this way anyway, so worrying excessively about possible future failure is probably overkill.
 * Faking self esteem can have its merits:
 * It means that you will be less of a target for social predators.
 * Being less of a target means your self esteem has more time to rebuild naturally.
 * A person who is supremely confident has no need to prove oneself and therefore has no need for ego. This is directly at odds with the idea that ego helps a great deal in the competition phase mentioned in the section "the art of self confidence".
 * A person who is supremely confident settles conflicts so that every party wins as much as possible and therefore has no need for aggression.
 * A person who is supremely confident has little to be scared of and therefore displays their more positive emotions rather than their negative ones.
 * There are also some thoughts about emotions in relation to maintaining one's self esteem.
 * It is necessary to let some negative emotions "radiate". If you don't permit yourself to do this sometimes, things can reach a boiling point and explode inappropriately.
 * Although autistic people seem to be incapable of reading the emotions of others, the emotions they express are VERY readable by others. The confusion others have in reading those emotions are in the fact that the emotions often don't make sense.
 * Fear and anger are emotions that are communicated across species, and between autistic and non autistic people. They are "reliable emotions".

title: Autistic Survival Guide/Self Esteem


text:
Autistic Survival Guide/Author Comments

JWM
I found out that I was an aspie at the age of 30 and although the initial experience was enjoyable because it explains a lot that has happened in life, it has not made much difference to my quality of life since people would still treat me as less important despite the effort I made to contribute positively to other peoples lives.

My first reaction was "OK, now you know you have to explain things to me verbally and literally. Get it?  Good." This simply doesn't work in the real world. I then tried a succession of new strategies that were designed to force some sort of communication with the people around me. This only succeeded in upping the ante invested in the problem. The main strategy I had going was to find my less than useful habits and one by one expunge them from my system in favour of something new. In retrospect, this was "regression" and I think it was a good way to deal with the issues in the long run.

I finally decided to solve the problem once and for all by facing my communication issues head on. I planned to do this by bypassing the people around me who all seemed to be rather crazy and by going to pubs at the end of the week to try to develop my social skills with "fresh blood", but found that with each new hard learnt skill the problem just kept getting deeper and deeper. Furthermore, I found that with each mistake, more and more people would avoid me, and people would have a much lower tolerance for bad social skills.

At this point, I rethought the strategy and decided to seek information from the web. Realising that there was plenty of information about autism from a non-autistic perspective, I went looking for information that autistic spectrum people could use, finding nothing but a handful of advertisements for books, and to Marc Segars Survival Guide.

His book contains such detailed and useful information that it astounds me that a person could learn what he did in 23 years, let alone my 35, and I despair to learn that he has died. Yet I found that his approach triggered memories of my childhood and how I had developed certain thought processes that had helped me to learn and survive family, school and work life, albeit badly.

After much research and study, even with the limited resources available, I began to realise that the non-autistic thought processes are far more complex than people make them out to be and there is in fact a great yawning gap in human knowledge about it. Yet there is a great deal of consistency in it too.

So, armed with some basic factoids, much of which had been gleaned from reading between the lines of non-autistic peoples comments about autistic spectrum people, I set about figuring out exactly what it is that non-autistic people are doing. My new strategy included watching the social interaction in drama and in reality TV. This was a much more fruitful strategy. By Big Brother Australia 2006, I was successfully predicting the outcome of every interaction. The sections on "self confidence" are the culmination of this.

People say that it wasn't an accident that killed Marc Segar at all and that he committed suicide. I have no trouble believing that this may be true. His entire passion in life must have been in hammering his way through this concrete mountain that separates non-autistic people from autistic spectrum people. When he "got there" he must have been exasperated at the disinterest and negative reactions he received from those he was writing for.

In many ways this book is as much for my benefit as anybody elses. The lessons I've learned in life are too hard to learn and too easy to forget.

JWM -- creddy.eddy@gmail.com

title: Autistic Survival Guide/Author Comments


text:
Autistic Survival Guide/Co-occurring Conditions

Bipolar Disorder

 * Bipolar Disorder is a mood disorder that can ruin the lives of even non-autistic people.
 * Autistic spectrum people are much more likely than non-autists to have it.
 * It is a progressive disorder with a genetic basis that is usually first triggered by traumatic experiences. It may then progress from amplified mood swings that become wilder, to spontaneous mood swings which come closer and closer together.
 * Stress and commitment usually makes the disorder progress.
 * Like autism, it can have its creativity benefits.
 * Like autism, there is no cure, and treatment has its health risks and occasionally makes things worse.
 * Like autism, it is said that the best way to treat it is to understand it.
 * Like autism, progress has been made in recent years that many practitioners have not caught up with yet.
 * If you think that you might be bipolar, it is much better to address it sooner than later, because this disorder does not regress.
 * This section does not constitute medical advice. Not only are there medical and medicinal treatments but support groups, books and plenty of researched information on the web to help.


text:
Autistic Survival Guide/Schooling

The Compulsory School System

 * This section is a brief summary of the information JTG talks about, since the following sections build upon them.
 * The first known public schools were created by the pre-Sumerian peoples to create more time & general efficiency for adults so that they could partake in a larger society without overworking or becoming worn out. This extra time & new interconnected social system allowed for more successful engineering, weapon construction & war waging.
 * The compulsory school system has largely evolved from ideas to build a society that were first articulated 2400 years ago in "Plato's Republic".
 * Plato's Republic reasons that to make a society work best, peoples family and community links need to be broken so that society becomes their family and their community.
 * Furthermore, it reasons that people need to specialise even in certain undesirable professions that are necessary for a society to work.
 * These basic concepts were finally implemented in such a way that they actually worked by the Prussian monarchy, and adopted in the US in the 1850's.
 * The way that the concepts are currently implemented are as follows:
 * Make school compulsory. This has the effect of demonstrating to the child and the parents that the state is a more powerful influence in the child's life than the parent.
 * Divide children by age and ability so that no lasting friendships form.
 * Occupy the child's time with boring things with little meaning for the first few years so that the child doesn't develop an interest in learning, or loses whatever interest they have. Above all, make the easy look hard.
 * Make it difficult for children to question authority. Make them raise hands to ask a question.  All decisions are final.
 * Make children compete amongst themselves for marks and for the teachers favour.
 * Since the children with the highest marks have a demonstrated ability to do as they are told, they are permitted to advance into higher learning.
 * The people that higher learning churns out are indoctrinated into professions that have their own checks and balances to make sure that practitioners don't stray too far out of government control.
 * The desired and produced effect of this is that the school system churns out children who are workforce, citizenship and consumer ready, not because they know how to work, but because they are predictable, willing to obey orders, loathe to question and don't have the life skills to escape the situation.
 * While this may perhaps be the experience of the author in a US-based school system, this neglects to mention the high importance placed on critical thinking in higher forms of education experienced elsewhere in the world, such as Europe. It is frequently the smartest people of society who question dogma in a constructive way, and such nihilistic views of education as mentioned above are not conducive to a healthy and productive worldview later in life. Realizing faults and discerning intentional harms from simple incompetence is a valuable skill best learned early on. Dissecting matters one comes across into valuable lessons to be learned from, and information best discarded due to its irrelevance, malintent, or otherwise should be the pillar of any intelligent, functional adult who strives to be the best version of themselves. In other words: try to learn as much as you can from a system, even if you perceive it to be broken.

The Implications for Autistic People
Most countries contain schools which follow the Taylor-model of education originally created for factory floors- regularized recesses, lunches, bathroom breaks, periods with bells herding students from one room to the next, and etc. This makes the autist's ability to survive in heavily regimented environments crucial for survival. Additionally, as stated above, these schools do not run with the optimization of quantity/quality learned as paramount but instead prioritize a mix of learning and the implementation of that society's unwritten rules. Hence, much work in school is designed to be more a test of the students' capacity for completing mandatory tasks in a timely manner than to actually contribute to the student's intellectual development. Therefore, one must avoid being discouraged at the increasing amounts of seemingly inane work, acknowledging that the school system's twin missions of imparting knowledge and norms can sometimes contradict in absurd ways.

Social interactions at school also promote norms. The age, and increasingly, ability of a student are used to segregate the student into groups within which the student is given large amounts of time explicitly (recess breaks) and implicitly (in class or in group discussions) to form social bonds.

title: Autistic Survival Guide/Schooling


text:
Fractals/Iterations in the complex plane/Mandelbrot set/MFpoint12

What is the Myrberg-Feigenbaum point of $$F_{1/2}$$ family ?

=name=
 * MF = the Myrberg-Feigenbaum point
 * the Feigenbaum Point
 * Accumulation point of period-doubling cascade

=images=

=properities= The Myrberg-Feigenbaum point is
 * a point c of parameter plane
 * a Misiurewicz point
 * a biaccesible point. It means that it is a landing point of 2 external rays with irrational angles. The rays are not spiralling at all (no turn), because if the Misiurewicz point is a real number, it does not turn at all
 * boundary point between chaotic (-2 < c < MF)  and periodic region (MF< c < 1/4)
 * the accumulation point is the limit of the disk centers
 * it is a limit of a series of bifurcation parameters ( root points $$c_n$$ ) of period-$2^{n}$ component. In other words period-doubling cascade finishes at the Myrberg-Feigenbaum point.
 * it is a limit of a series of band-merging points $$ m_n $$. In other words a period-doubling cascade of chaotic bands also finishes, from the opposite side, at the MF point.

 * $$ \lim_{n \to \infty} c_n = c_{\infty} = c_F$$

 * $$ \lim_{n \to \infty} m_n = m_{\infty} = c_F$$

=What is the address of Feigenbaum point ? =

Angled internal address:

$$ \mathbf{MF}_{1/2} \xleftarrow{1/2} .... \xleftarrow{1/2}\ 16 \quad \xleftarrow{1/2}\  8 \quad \xleftarrow{1/2}\  4 \quad \xleftarrow{1/2}\ 2 \quad\xleftarrow{1/2}\  1 $$

=What is the value of Feigenbaum point ? =

the Myrberg-Feigenbaum point

$$\mathbf{MF}_{1/2} = c = -1.401155 \ldots $$

=What external rays land on the Myrberg-Feigenbaum point ?=

Decimal values of external angles t of rays that lands on the Myrberg-Feigenbaum point are (0.412454..., 0.58755...)

How to compute angles of external rays ?
To compute angles one can use 2 methods:
 * find a limit of a series of bifurcation parameters ( root points $$c_n$$ ) of period-$2^{n}$ component.
 * find a limit of a series of band-merging points $$ m_n $$:

How to compute limit of angles landing on bifurcation parameters ?
The candidate upper external angle is obtained by using the substitution (string replacing): 0 -> 01 and 1 -> 10 repeatedly:
 * 0
 * 01
 * 0110
 * 01101001
 * 0110100110010110

But it is not known whether the rays actually lands; maybe M is not locally connected at the Feigenbaum point and some long decorations are shielding it from external rays.

One can compute it using Maxima CAS program :

kill(all); remvalue(all);

f(x):=if (x=0) then [0,1] else [1,0]; compile(all);

a:[]; a:endcons([0],a);

for n:2 thru 10 step 1 do (  a:endcons([],a),   for x in a[n-1] do ( a[n]:endcons(first(f(x)),a[n]), a[n]:endcons(second(f(x)),a[n])),     print(n,a[n]) );

=How to compute points of perid n tupling bifurcations ? =
 * UNIVERSALIiTY FOR PERIOD n-TUPLINGS IN COMPLEX MAPPINGS by Predrag CVITANOVIC and Jan MYRHEIM. Physics Letters A Volume 94, Issue 8, 28 March 1983, Pages 329-333
 * period tripling:
 * point of Golberg - Sinai - Khanin (GSK) lGSK = 0.0236411685 + 0.7836606508i
 * Corresponded critical point (GSK point) is situated at λc = 0.0236411685377 + 0.7836606508052i and characterized by following critical indexes [2], namely, by critical multiplier µc, scale factor α, and parameter scaling constant δ :
 * µc = −0.47653179 − 1.05480867i
 * α = −2.0969 + 2.3583i
 * δ = 4.6002 − 8.9812i
 * Near the critical point GSK a structure of "leaves" of the Mandelbrot set possesses a property of scale invariance in respect to rescaling of g-gGSK with the complex factor d=4.60022558 -8.98122473i.

=zoom=
 * "sequence of illustrations, each view is centered at the Feigenbaum point and the magnification increases by 4.6692 (the Feigenbaum Constant) each time. The filaments become steadily denser until they fill the view."

=References=
 * Decimal expansion of the accumulation point of the logistic map.


text:
Lombard/Moods and tenses

The following tables list the moods and the tenses of Lombard language, the names of the moods and the tenses written in the Lombard language are indicated in brackets, the names in Lombard will be useful for consulting the appendices of the Lombard language Wiktionary (since it is written in Lombard) to which reference will be made for the consultation of the desinences for the construction of the tenses across the various dialects of the Lombard language.

Participle mood (Moeud participi)
Attention: The present participle exists only in some dialects of Southern Lombardy

Gerund mood (Moeud gerondi)
Attention: The  gerund , as said in the module about gerund and gerundial complements, exists only in some dialects of southern Lombardy, imported from the Italian language

Usage: The gerund is used only after another verb to indicate a second action that cannot be separated from the one indicated by the first verb. (dialect: )

Indicative mood (Moeud indicativ)
Usage: The indicative is used to indicate certain actions. To find out more see "Lombard/Moods and tenses/Use of tenses".

Subjunctive mood (Moeud consgiuntiv)
Usage: The subjunctive is used to indicate possible actions.

Conditional mood (Moeud condizzional)
Use: The subjunctive is used to indicate conditional actions

Imperative mood (Moeud imperativ)
Usage: The imperative is used to indicate commands.

1 The simple tenses are constructed as described in the pages to which the links below lead (see → How to conjugate regular verbs)

2 The compound tenses are constructed by placing before the past participle the auxiliary verb conjugated in the corresponding simple tense. The auxiliary verb is vesser (►conjugation) for the majority of intransitive verbs or in reflexive, passive or impersonal forms, havé in western Lombard or havégh in eastern Lombard (►conjugation) for transitive verbs in the active form (non impersonal) and some of the intransitive verbs. The auxiliary verb to be used according to the verb is indicated on the Lombard-language Wiktionary.

* The future imperative is conjugated in the same way as the future indicative, with the difference that the strong subject (when there is given that it is not obligatory) is placed at the end of the sentence, as is done always for imperative sentences)

 * Example:

 * Indicative: Ti te studiet

 * Imperative: Te studiet ti!

How to conjugate regular verbs
All regular verbs follow these rules:

In western Lombard

 * ►First conjugation (verbs ending with -à)
 * ►Second conjugation (verbs ending with -é)
 * ►Third conjugation (verbs ending with -er, but with "er" which is not pronounced in western Lombard)
 * ►Forth conjugation (verbs ending with -ì)

In eastern Lombard

 * ►First conjugation (verbs ending with -à)
 * ►There is no second conjugation (second-conjugation verbs in Western Lombard are fourth-conjugation verbs in Eastern Lombard)
 * ►Third conjugation (verbs that ends with er with er that can be pronounced or not depending on the dialect)
 * ►Forth conjugation (verbs ending with -ì)

In Alpine Lombard

 * ►First conjugation (verbs ending with -à)
 * ►Second conjugation (verbs ending with -é)
 * ►Third conjugation (verbs ending with -er)
 * ►Forth conjugation (verbs ending with -ì)

For irregular verbs refer to the module about irregular verbs.

Warning: Especially in the presence of demonstrative pronouns the most authentic form of Lombard requires that the verb be used in the third person singular even when the pronoun demonstrative is in the plural (of course it goes without saying this for Eastern Lombard where the two forms are the same).

 * Example:
 * Those who speak Lombard = "Quei che (i) parla lombard" (more authentic than "those who speak Lombard")

Continuous construction
The progressive form or continuous construction is used to indicate an action that takes place over a continuous time which can be either present, past or future. It is constructed as follows:

 * vesser adree a * + Infinitive a

* The verb "vesser" in the locution "vesser 'dree a" is conjugated in the mood and tense typical of the action or event.

a Infinitive of the verb that indicates the action.

 * Examples:

Actions about to start
Similarly:

 * vesser adree per * + Infinitive a

* The verb "vesser" in the locution "vesser adree per" is conjugated in the verb tense and mood typical of the action or event.

a Infinitive of the verb that indicates the action

 * Examples:

or:

 * vesser lì (lì) per * + infinitive a

* The verb "vesser" in the locution "vesser lì (lì) per" is conjugated in the typical verb tense and mood of the action or event.

a + Infinitive of the verb indicating the action

Examples:

But for meteorological precipitation the construction is used instead:

 * (3^ sing. or universal weak subject) + andà* + a + infinite a

* The verb "andà" is conjugated in the verb tense and mood typical of the action or event.

a + Infinitive of the verb that indicates precipitation

 * Examples:
 * El va a pioeuver (dialect: )

or

 * (3rd singular or universal weak subject) + volé + infinitive

 * Examples:
 * (A/El) voeul pioeuver (dialect: )
 * (A/El) voeul minga fà bell (dialect: )

Usual actions (habits)
Similarly:

 * vesser solit a * + infinitive a

* The verb "vesser" in the locution "vesser solit a" is conjugated in the mood and tense typical of the action or event.

a Infinite of the verb that indicates the action.

Examples: …

or (in Eastern Lombard)

 * vesser usad a * + infinitive a

* The verb "vesser usad a" is conjugated in thetense and mood typical of the action or event.

a Infinite of the verb that indicates the action.

Action done again
When the verb indicates that the action is done once again, i.e. that it has already been done a first time, there are these possibilities to highlight this fact:
 * verb + de noeuv
 * Put the adverbial locution "de noeuv" after the verb
 * Examples:
 * fà → fà de noeuv
 * (correspondence in English: make ٚ→ make again; do ٚ→ do again)

 * verb + an'mò
 * Put the adverb "an'mò" (or its local variants a'mò, ancamò...) after the verb
 * Examples:
 * fà → fà an'mò
 * (correspondence in English: make ٚ→ make again; do ٚ→ do again)

 * tornà a + verb
 * put the verb with a modal function "tornà a fà" before the verb
 * Examples:
 * fà → tornà a fà
 * (correspondence in English: do ٚ→ get back to doing)

 * ri- + verb
 * Put the prefix "ri-" (or re- depending on the variant)
 * Examples:
 * fa → rifa
 * (correspondence in English: make ٚ→ remake; do ٚ→ redo)

Modal verbs
►►►►See Modal verbs

title: Lombard/Moods and tenses


text:
Template:Wt/lmo/-Lu

Lo

title: Template:Wt/lmo/-Lu


text:
Bengali/Script/Numbers

Below is the table of numbers as written in the Bengali script.

Since the Bengali numerals are a base 10 system, they can translate directly to the Indo–Arabic numerals. For example, 123 is written as ১২৩.

Exercise
Exercise 1:Write the following in Cardinal Numbers. Exercise 2: Write the following in Bengali Numbers.
 * 1) 576
 * 2) 175
 * 3) 946
 * 4) 749
 * 5) 131

Solutions
Exercise 1:Write the following in Cardinal Numbers. Exercise 2: Write the following in Bengali Numbers.
 * 1) 702
 * 2) 892
 * 3) 130
 * 4) 281
 * 5) 807

title: Bengali/Script/Numbers


text:
Among Us

Among Us is a social deduction multiplayer game developed by the company Innersloth. Although the game was released in 2018, it was obscure until 2020 when streamers in South Korea and Brazil began to play it on stream.

The game takes place in space-themed settings. The avatars are little astronauts wearing a full-body suit covering all parts of the body, including the backpack. The avatars do not appear to have arms, but have a visor and, as mentioned before, some sort of backpack. Skins and accessories can be customized using the in-game currency, Beans, which are obtained by completing games. Customizations have no effect on gameplay other than cosmetics.

In each game, a small number of players are assigned to be Imposters, while the rest become Crewmates. Each player's is not publicly announced by the game. The goal of the Imposters is to kill as many Crewmates as possible. Crewmates win by either completing all Tasks, or voting out the Imposters, which can happen during Emergency Meetings or when a dead body is reported. However, if the number of living Crewmates becomes less than or equal to the number of living Imposters, then the Imposters win.

This book's goal is to teach how to play the game, and strategies that can be used to win the game. This book assumes that the reader has basic technology usage skills and has the game installed prior to reading.

Basics

 * /Finding Games/
 * /Running Games/
 * /Crewmate Gameplay and Strategy/
 * /Imposter Gameplay and Strategy/

Maps

 * /The Skeld/
 * /Mira HQ/
 * /Polus/
 * /The Airship/

Appendices

 * /Appendix A: Among Us Etiquette/
 * /Appendix B: Other Roles/
 * /Appendix C: Hide and Seek/

title: Among Us


text:
Lombard/Irregular verbs

Main irregular verbs
In addition to the auxiliary verbs, there is a small series of verbs that have many irregular forms. They are fà, andà, dà, stà, trà, savé, volé, podé, dì, dové (here written in Milanese dialect, but what is said stands for all dialects). For consultation of the conjugations, see Lombard language wikitionary:

► conjugation of "fà" ► conjugation of  "andà" ► conjugation of  "dà" ► conjugation of  "trà" ► conjugation of  "stà" ► conjugation of  "savé" ► conjugation of  "podé" ► conjugation of  "dì" ► conjugation of "dové"

It should be noted that despite their irregularities, the way for conjugating "fà", "trà", "dà", "stà" is similar.

Verbs ending in -ù and in -oeu
Two series of irregular verbs should also be noted which, however, can be considered regular with small precautions, they are:
 * Verbs ending in -ù (prodù, tradù, dedù...); they can be considered regular (except for the past participles in some dialects and obviously in the infinitive, see next paragraph) by adding an "s" i.e. they are conjugated as if their infinitive were produser, traduser, or a "c" for the formation of past participles in the dialects where this is regular (for example the Bergamasque dialect in which the past participle of prodù is producid).
 * Verbs ending in -oeu (toeu, distoeu...) can be considered regular (except for the past participles in some dialects and obviously the infinitive, see next paragraph) if you add a "v" (or a "g" depending on the dialect) i.e. they are conjugated as if their infinitive were toeuver, distoeuver. ..

Verbs ending in -egnì/-egn
The verbs with this ending, in addition to the possible irregularity in the past participle (see the following paragraphs), present a small irregularity in different dialects in the voices of the present indicative without desinence, i.e. only the 3rd singular in Western Lombard and the 3rd singular, the 1st and 3rd plural in Eastern Lombard. This irregularity consists in ending with -n instead of -gn. For example: in Milanese dialect: verb "tegnì" Present indicative: mi tegni; ti te tegnet, lù el ten, num tegnom, vialter tegnii, lor (i) tegnen.

in Bergamasque dialect: verb "tegn" Present indicative: mi tegne; ti te tegnet, lù el ten, noter am ten, voter tegnii, lor ten. then for the rules of pronunciation in Bergamasque dialect the non-doubled final "n" is not pronounced.

Irregularity due to the apophony
Another predictable irregularity is the apophony, it consists in the transformation of "o" into "oeu" in Western Lombard or "u" into "oeu" in eastern Lombard for certain verb forms. Only the example of the verb "vorè" (usually written "volé" in standard NOL considering the "r" as a result of the rhotacism of the "l") in Milanese dialect is shown here although apophony is present in many disyllabic verbs that have "o" in the infinitive (or "u" in Eastern Lombard) not linked to a consonant on the penultimate syllable (before the consonant "v", "r"/"l", "g" or "d") such as "trovà", "mojà", "drovà" etc...

There is another exact opposite apophony, specular to the previous one, that of the transformation of "oeu" into "o" in Western Lombard or "oeu" into "u" in Eastern Lombard for the verbs of the third conjugation such as "moeuver", "scoeuder ", "noeuser" and also "toeu" which, as mentioned, is conjugated as if it were "toeuver"....

The apophonies are different between western Lombard (of which a representative example is the Milanese dialect) and eastern Lombard since le conjugations of verbs in eastern Lombard are different, however their collocation is intuitive, following the example of the Milanese dialect just shown.

Verbs that are irregular only in the past participle
Many verbs are regular in all forms except the past participle. Irregularities in the past participle are more prevalent in the Milanese dialect than in the other dialects, while Eastern Lombard dialects have the least amount of irregularities in the past participles. Irregular verbs in past participles can be grouped into groups with similar irregularities, so we can observe how irregular participles present a rule in their irregularity. Listed below are some irregular verbs divided into groups. The subdivision into groups based on the ending can help in understanding by analogy how a past participle of a verb not listed in the tables below can be made.

Ending in -ader
They are regular in these dialects: They are irregular in these dialects: General rule : -ader → -as ( - )

Ending in -arger
They are regular in these dialects: They are irregular in these dialects: General rule : -arger → -ars ( - )

Ending in -parì / -parè
They are regular in these dialects: They are irregular in these dialects: General rule : -arì /arè→ -ars ( - ) in addiction to regular forms

Ending in -$arì con $ ≠ p
They are regular.

Disyllabic
Without a precise rule.

Plurisyllabic
They are regular in these dialects: They are irregular in these dialects: General rule : -eder → -ess ( - ) in addiction to regular forms

Ending in -esger, -eger, -ensger o -iger
They are regular in these dialects: They are irregular in these dialects: Regola frequente : -eger / -enger / -iger → -et ( - ) often in addiction to regolar form, only rarely regular Attention: Not even in Milanese dialect these verbs always have irregular forms; for example lensger → lensgiud (but not let)

Ending in -ender
They are regular in these dialects: They are irregular in these dialects: Frequent rule: -ender → -es ( - ) sometimes in addiction to regular forms, pnore rarely only regolar

Ending in -erger o erder
They are regular in these dialects: They are irregular in these dialects: General rule : -erder / erger → -ers ( - ) in addiction to regular forms

Ending in -e$$ì con $ consonante
They are regular in these dialects: They are irregular in these dialects: General rule : -e$$ì → -e$$ud ( - ) sometimes in addiction to regular forms

Ending in -meter
They are regular in these dialects: They are irregular in these dialects: General rule : -eter → -iss ( - ) in addiction to regular forms

Ending in -neter
They are regular in these dialects: They are irregular in these dialects: General rule : -eter → -ess ( - )

Ending in -ider
They are regular in these dialects: They are irregular in these dialects: General rule : -ider → -is ( - ) sometimes in addictoin to regular forms

Ending in -inder
They are regular in these dialects: They are irregular in these dialects: General rule : -inder → -iss ( - ) with some exception

Ending in -$inger -$inguer -$enger con $ ≠ r
They are regular in these dialects: They are irregular in these dialects: General rule : -inger /inguer/enger → -int ( - ) with some exceptions

Ending in -rimer
They are regular in these dialects: They are irregular in these dialects: General rule : -imer → -ess ( - )

Ending in -dimer
They are regular in these dialects: They are irregular in these dialects: General rule : -imer → -ent ( - )

Ending in -ister
They are regular in these dialects: They are irregular in these dialects: General rule : -ister → -istid ( - ) in addiction to regular forms

Ending in -oder
They are regular in these dialects: They are irregular in these dialects: General rule : -oder → -os ( - )

Ending in -olver
They are regular in these dialects: They are irregular in these dialects: General rule : -olver → -olt ( - )

Ending in -fonder
They are regular in these dialects: They are irregular in these dialects: General rule : -onder → -us ( - ) in addiction to regular forms

Ending in -$onder con $ ≠ f
They are regular in these dialects: They are irregular in these dialects: General rule : -onder → -ost ( - ) in addiction to regular forms

Ending in -order o -orer
They are regular in these dialects: They are irregular in these dialects: General rule : -order/-orer → -ors ( - ) in addiction to regular forms

Ending in -oeu / -oeujer
They are regular in these dialects: They are irregular in these dialects: General rule : -oeu / oeuj → -olt ( - )

Ending in -oeuder o -oeuver
They are regular in these dialects: They are irregular in these dialects: General rule : -oeuder /oeuver → -oss ( - ) in addiction to regular forms

Ending in -ofrì
They are regular in these dialects: They are irregular in these dialects: General rule : -ofrì → -ofert ( - ) sometimes in addiction to regular forms in disuse General rule : -ofrì → -oferid ( - )

Ending in -oprì
They are regular in these dialects: They are irregular in these dialects: General rule : -oprì → -opert ( - ) sometimes in addiction to regular forms in disuse

Ending in -omper
They are regular in these dialects: They are irregular in these dialects: General rule : -omper → -ot ( - ) General rule : -omper → -ot ( - ) in addiction to regular forms

Ending in -onger
They are regular in these dialects: They are irregular in these dialects: General rule : -onger → -ont ( - ) in addiction to regular forms

Ending in -onner
They are regular in these dialects: They are irregular in these dialects: General rule : -onner → -ost ( - )

Ending in -orger
They are regular in these dialects: They are irregular in these dialects: General rule : -orger → -ort ( - ) in addiction to regular forms

Ending in -orì
Almost all regular with some exceptions (see table below)

Ending in -ù
They are regular in these dialects: They are irregular in these dialects: General rule : -ù → -ot ( - )

Ending in -uder
They are regular in these dialects: They are irregular in these dialects: General rule : -uder → -us ( - )

Ending in -ulger
They are regular in these dialects: They are irregular in these dialects: General rule : -ulger → -ult ( - )

Ending in -umer
They are regular in these dialects: They are irregular in these dialects: General rule : -umer → -ont ( - )

Ending in -uger
They are regular in these dialects: They are irregular in these dialects: General rule : -uger → -ut ( - )

Ending in -uter
They are regular in these dialects: They are irregular in these dialects: General rule : -uter → -us ( - )

Defective verbs that have only the past participle
There are some verbs in Lombardy that exist only in the form of Past participle, most of them have been introduced only in the Dialects more italianized, especially Milanese, under the thrust of the Italian language. Therefore, it is possible to construct only the compound tenses of these verbs, while in the simple tenses it is necessary to use other verbs.

Defective verbs that do not have the past participle
Some verbs are defective due to the lack of the past participle, which is replaced by the past participle of other verbs.

title: Lombard/Irregular verbs


text: Template:Wt/lmo/IPA

title: Template:Wt/lmo/IPA


text: Lombard/Moods and tenses/Use of tenses

title: Lombard/Moods and tenses/Use of tenses


text:
User talk:Anm9qdm

Welcome, Anm9qdm!

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

--Xania   talk 02:38, 12 December 2022 (UTC)

title: User talk:Anm9qdm


text:
LMIs in Control/Click here to continue/Applications of Linear systems/An LMI based static output feedback control to design a flight control system

An LMI based static output feedback control to design a flight control system for UAV's

Introduction
Since UAV's can perform various dangerous tasks which do not require the intervention of human beings, the robust control design of UAV's has been extensively worked on during the past years. The main advantage of implementing Static Output Feedback control design to UAV's is that it requires only the internal signals available in the plant for control purpose.

System Representation
The state space representation of the Linear time invariant system

$$ \begin{align} \dot{x}(t) &= Ax(t) + Bu(t) + B_v v(t)\\ \end{align} $$

$$ \begin{align} y(t) = Cx(t) \end{align} $$

Control Law
$$ \begin{align} u(t) = -Ky(t) = -KCx(t) \end{align} $$

The LMI
$$ \begin{align} \begin{bmatrix} P_nA_i+A_i^TP_n+Q & P_nB_i & P_nB_vi & L_n^T\\ B_i^T P & -R & 0 & 0\\ B_vi^T P & 0 & -\gamma^2I & 0\\ L_n & 0 & 0 & -R\\ \end{bmatrix} <= 0 \end{align} $$

Conclusions
The approach proposed above can be used for nominal and perturbed models.


text:
JavaScript/Finding elements/Exercises

Topic: Locate elements and DOM navigation

We use the following HTML page for the exercises.

1. Extent the function  in a way that it shows the content of all   elements.

2. Extent the function  in a way that it shows the content of all elements of the CSS class.

3. Extent the function  in a way that it shows the content of the second paragraph. Use exclusively.

title: JavaScript/Finding elements/Exercises


text: Free Knowledge Culture Calendar/Printable version


text:
AI Art Generation Handbook/Text Prompting in Stable Diffusion

Text Prompting in Stable Diffusion
(i) GUI Interface (Prominently used by Auto1111, SD.Next, Fooocus , Oomost, Forge)

Auto1111
[1] GUI Interface

[2] T2I (Text to Images)

SD.Next
[i] GUI Interface

Fooocus
[i] GUI Interface


text:
Lombard/Pronominal and adverbial particles

Western Lombard
Pronominal particles (not in suffix form) are placed before the predicate, when there is more than one type follow the order of the table below. Attention: they can be used for verbs in the moods indicative, subjunctive or conditional, instead in the other cases the suffixes are used (see the following paragraph).

Dialects
In addition: en = a (Universal weak subject personal pronoun) + ne and when the univesal pronoun is optional 'en or ne is used depending on the phonetics em (archaic)= a ( Universal weak subject personal pronoun)) + me 1 complement of topic that in extended form would be introduced by the preposition "sora" or "in su" (or, soeu...) 2 complement of topic that in extended form would be introduced by the preposizzion  "de" (in dialet Milanes o "da" depending on the dialect...)

3 complement of motion from place that in estende form would be introduced by the preposizzion  "de" (o "da" depending on the dialect...)

Attention: Its usage as a complement of motion from place is not allowed in all the dialects; for example it is allowed in Laghee dialect but it is not allowed Milanese dialect.

In the dialects where it cannot be used as a complement of motion from place the estende form "via / via de lì / via de là" is used istead as a complement of motion form place.

Examples:

El ne va (Laghee dialect)

El va via de là (MIlanes dialect)

In addition: There i salso the passivating impersonal pronominal particle "se" (o sa depending on the dialect) which is used to construct the impersonal or passive impersonal forms. ►see►►Lombard/Verbal diathesis

Eastern Lombard
1 Complement of topic that in extended form would be introduced by the preposition "sora" or "in su" (o su, soeu...) 2 Complement of topic that in extended form would be introduced by the preposition "de" (o "da" dependig on the dialects...)

3 Complement of motion to place that in extended form would be introduced by the preposition   "de" (o "da" depending on the dialects...).

In addition: There i salso the passivating impersonal pronominal particle "se" (o sa depending on the dialect) which is used to construct the impersonal or passive impersonal forms. ►see►►Impersonal passive form ►see►►Impersonal active form

Western Lombard
Attention: they can be used for infinitive, gerund moods and imperative mood in 1st and 2nd person 1 Complement of topic that in extended form would be introduced by the preposition "sora" or "in su" (o su, soeu...) 2 Complement of topic that in extended form would be introduced by the preposition "de" (o "da" dependig on the dialects...)

Esatern Lombard
Attention: they can be used for infinitive mood and imperative mood in 1st and 2nd person

Western Lombard
(examples in Milanese dialect)

Note: The  gerund  it exists only in some dialect of southern Lombardy and imported from the Italian language

Combined suffixes
The suffixes can also be more than one but at most two, in this case we are talking about combined suffixes. The order of the suffixes is that of the table. Suffixes consisting only of consonants are added to the end of the word with an "e" in between (in milanese o or an other vowel depending on the dialect, for example it’s quite evident that in Varesino dialect "a" is used instead)

for example: -gh + -ll = -ghel,   -m + -nn = -men  ,     -ss + -el = -ssel; the only exception is the first person plural (num) which for phonetic reasons is replaced by the first person singular, i.e., for example: -n + -el does not become -nel , but -mel, like the singular.

Examples:

Eastern Lombard
The manner of adding suffixes is similar to that of Western Lombard.


text:
Lombard/Pronouns

The pronoun is a variable part of speech that replaces a noun. In Lombard, as in English, we can classify the following types of pronouns:
 * Personal pronouns
 * Subject personal pronouns: represent whoever performs the action in the active form or undergoes it in the case of the passive form.
 * personal pronouns as complements: they represent a noun as a complement. The latter can also be expressed in the form of pronominal particle
 * Relative pronouns: they are used to introduce a relative clauses
 * Possessive pronouns: they are used to specify who owns the person, animal or thing indicated by the noun they replace
 * Demonstrative pronouns: replace a substantial and at the same time indicating whether this is near or far from the speaker or listener.
 * Indefinite pronouns: indicates something or someone but without precisely defining who it is.
 * Interrogative pronouns: used to construct direct interrogative sentences

title: Lombard/Pronouns


text: User talk:76.36.158.132

title: User talk:76.36.158.132


text:
User talk:EvanProdromou

Welcome, EvanProdromou!

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

Also great to see your name pop up in the recent changes log, Evan!

--SHB2000 (discuss • contribs) 07:39, 13 December 2022 (UTC)

title: User talk:EvanProdromou


text:
User:Iwaqarhashmi

You're much more likely to find me on the English-language Wikipedia.

title: User:Iwaqarhashmi


text: User talk:Iwaqarhashmi

title: User talk:Iwaqarhashmi


text: User:Iwaqarhashmi/sandbox

title: User:Iwaqarhashmi/sandbox


text:
User:Enthrothkin

Ackraymor@outlook.com

title: User:Enthrothkin


text: Template:Lombard-NOL

title: Template:Lombard-NOL


text:
JavaScript/Changing elements/Exercises

Topic: Change element's content and attributes

We use the HTML page of the previous page for the exercises.

1. Modify the function  in a way that it disables the button. Its text shall change to "I'm disabled". Hint: To disable a button, its attribute  must be set to.

2. Modify the function  in a way that it opens the link in a new window:.

title: JavaScript/Changing elements/Exercises


title: User:Safuan12616/sandbox


text:
User:DAlangi (WMF)/Sandbox

Linter test

title: User:DAlangi (WMF)/Sandbox


text:
User talk:140.147.183.150

MILITARY INFORMATION
SHOW HOW TO OBTAIN IDENTIFICATION AFTER MISSION RETURN AS A SPECIAL OPERATIONS COMMAND SOLDIER ENLISTED AT GATEWAY NATIONAL RECREATION AREA ,DEPARTMENT OF THE INTERIOR IN NEW JERSEY 140.147.183.150 (discuss) 17:40, 13 December 2022 (UTC)

title: User talk:140.147.183.150


text:
Cookbook:Poticza

Poticza is a Slovenian nut roll, often seen around Christmas and Easter. This recipe, adapted from The King Arthur Flour Baker's Companion, makes two standard loaves of very rich bread.

To serve poticza, slice the cooled loaf into half-inch (1 cm) slices; you should get about 16 slices per loaf. Serve warm or at room temperature with coffee or hot tea. It can be made a day or two in advance.

Ingredients
The bread and the filling are prepared separately. Three ingredients (sugar, flour, eggs) appear in this list twice, because they are added in separate steps.

Special equipment

 * 2 loaf pans (8.5 x 4.5 inches / 21.5 x 11.5 cm)
 * Rolling pin

Procedure
This process will take you straight through, from start to finish. If you'd like to divide the work across two days, the dough and/or the nut filling can be mixed the day before and stored in a covered bowl in the refrigerator until needed in the assembly process.

Dough

 * 1) Heat the milk and butter together in a microwave or in a small pan on the stovetop until the butter is melted and the milk is very warm, but not boiling. Set it aside to cool until it is warm but not uncomfortable to the touch.
 * 2) Combine ¼ cup sugar, 1 tsp salt, 3 cups flour, potato flour (optional), and yeast into a large mixing bowl. Stir the dry ingredients briefly to mix.
 * 3) Stir in the melted butter, warm milk, vanilla extract, and eggs. Using either the dough hook on an electric mixer, a big spoon, or your hands, mix and knead until the dough is smooth and uniform. This is a "slack" (wet) dough, so it will be quite sticky when you start mixing it. It should come together after a couple of minutes.
 * 4) Cover the kneaded dough and put it in a warm place to rise for about an hour. Alternatively, the dough can be brought to this point, placed in a bowl and covered with plastic wrap or a tightly fitting lid, and left in the refrigerator overnight.

Filling

 * 1) Stir together the chopped nuts, nut meal, the remaining 1 cup of sugar, the remaining ⅓ cup of flour, pinch of salt, cinnamon, and the remaining 3 eggs. The mixture will be a thick paste. The nut filling can be made in advance, covered, and stored in the refrigerator overnight.

Assembly
Because the filling is thick (and even stiffer when it is cold), this will take some time. It may help to break up or slice the filling into many small pieces with a dinner knife, and scatter those across the dough, so that you are spreading small bits of paste over small areas, instead of trying to spread one large lump across a large area. Work gently to avoid tearing the dough underneath.
 * 1) Line the loaf pans with parchment baking paper, or grease them with butter.
 * 2) Put plastic wrap with a little flour on your work surface. It may be necessary to put down two overlapping pieces of plastic to make a surface that is large enough. Alternatively, for a more old-fashioned approach, flour a large, smooth, thin cotton cloth and use that to line your work surface. Because the dough will be cut after being rolled out and topped with the nut filling, a silicone baking sheet is not a good choice for this project; the blade of the sharp knife or cutter will permanently damage the silicone mat.
 * 3) Roll out the dough into a rectangle that measures 28x14 inches (72x36 cm). It will be quite thin, about ⅛ inch (3 mm) thick, when you're done. Patch any holes and thin spots.
 * 4) Make sure that the dough is not stuck to your work surface. If it is, loosen it, add a little more flour underneath, and re-check the dimensions with a ruler. If there is loose flour on the top of the dough when you have finished rolling it out, you can use a dry pastry brush to brush it off.
 * 5) Spread the nut filling evenly over the dough, from edge to edge. Any gap will change the swirled design that is seen when you cut the loaf after baking.
 * 1) Cover the filling with plastic wrap or parchment paper, and run the rolling pin lightly over it again, without further stretching the dough or increasing the size. This helps flatten any thicker lumps of filling and help any bigger chopped nuts attach more securely to the dough.
 * 2) Use a pizza cutter, pastry wheel, or sharp knife to cut the dough in half, so that you have two matching squares.
 * 3) To get the four-swirl design, the dough has to be rolled from two opposite sides towards the middle. Start by folding one edge of the dough—about one inch (2 cm)—on top of the nut filling, and then continue folding or rolling that side towards the middle. Do not stretch the dough or roll it tightly. Traditionally, the log is formed by folding the first edge, lifting the floured cloth underneath it, and then letting the dough roll itself; you are trying to produce the same effect. After you have the first edge partially rolled, switch to the opposite side, and start rolling it towards the first one, so that they meet in the middle with two evenly matched scrolls. Poticza_rolled_from_both_sides.png
 * 4) Take one end of the resulting rolled log and fold it to the center of the log. Repeat with the other end. Adjust it, overlapping the ends as necessary, so that the folded log fits inside the loaf pan. Place the folded log in the pan, seam side down.
 * 5) Repeat the process of rolling and folding with the other square of filling-covered dough.
 * 6) Place both pans in a warm place to rise for about 90 minutes or more. It should look a little puffy, but it won't double in size. Alternatively, the loaves can be covered tightly with plastic wrap and put in the refrigerator overnight. Bring the cold dough back to room temperature before baking.

Baking

 * 1) Preheat oven to 350 °F (180 °C / gas mark 4 / moderate oven).
 * 2) Bake both loaves at 350 °F (180 °C) for 30 minutes. Then, cover the tops with a loose "tent" of aluminum foil, to prevent the tops from browning too quickly.
 * 3) Bake for about another 15 minutes after tenting (a total of 45 minutes). If you have an instant-read thermometer, the internal temperature should be around 195 °F (90 °C).

Notes, tips, and variations

 * You can use any type of nut, or a mixture, as long as it can be chopped very fine without turning pasty like peanut butter. Walnuts, pecans, and almonds are good.
 * The nuts should be toasted in a moderately hot oven for 6–8 minutes first, and then chopped to very small pieces (⅛ inch or 3 mm). This can be done with a knife or mezzaluna, or by pulsing nuts in a food processor a few times.  If you are measuring by volume, you want to have two cups of nuts after they've been chopped.
 * Nut meal can be made by running nuts (raw, unsalted, with skins on) through a food processor until it resembles flour. If you are measuring by volume, remember that it takes more than 3 cups of whole nuts to make 3 cups of nut meal. Alternatively, some ready-made nut meals, such as almond meal or hazelnut meal, are readily available in grocery stores in many parts of the world.
 * Potato flour makes the dough a little softer and easier to stretch thin. If you don't have potato flour, you can omit it. You can also substitute unflavored flakes of instant mashed potatoes, using half as much by weight (20–25 g), which is slightly more by volume.
 * If you are using dried yeast, one packet measures a little less than a level tablespoon and weighs 7 g (¼ ounce). If you are using refrigerated "wet" (also called fresh, live or cake) yeast, then you should use about 20 g. In both cases, this is the normal amount of yeast for a typical bread recipe, so if you buy your yeast pre-measured in single-serving sizes, then use one serving.
 * If vanilla extract is not the usual format in your country, then you can easily substitute your normal type. 1 tablespoon of vanilla extract is a relatively large amount of vanilla, equivalent to about three 9-gram packets of vanilla sugar. If you use a dried form of vanilla, stir it in with the dry ingredients instead of pouring it into the warmed milk, melted butter, and eggs.
 * Up to 25% of the white granulated sugar in the filling can be replaced by sugar substitutes. However, as the primary source of calories in this recipe is the nuts, this will have a very minimal (less than 5%) effect on total calories consumed.

title: Cookbook:Poticza


text:
User talk:154.70.19.2

--Xania   talk 00:57, 14 December 2022 (UTC)

title: User talk:154.70.19.2


text:
User talk:Miguelp238

You cannot edit for 3 days due to disruptive editing. You are welcome to contribute constructively when editing privileges are restored. You may appeal this action with a reasonable argument by adding the text below.

--Xania   talk 01:09, 14 December 2022 (UTC)

title: User talk:Miguelp238


text:
User:DerekSquared

Welcome.

title: User:DerekSquared


text: AI Art Generation Handbook/Archive/Camera Types


text:
User:MuazzamkhonYakhshibaeva

Topic and title There are hardly any rules when creating a book from Wikipedia content. A good book focuses on a particular topic and covers it as well as possible. A meaningful title helps to give other users a realistic expectation as to the content of a book.

Length Books should have a reasonable number of articles. One article is not enough, but books that result in PDFs with more than 800 pages are probably too big and may cause problems on older computers.

Be bold If your book has a clear focus, sensible title and is a reasonable size, consider adding it to the list of community books. You can either save it directly to Book:Title, or move it there from your userspace.

title: User:MuazzamkhonYakhshibaeva


text:
JavaScript/Adding elements/Exercises

Topic: Creating elements and attributes

We use a nearly empty HTML page for the exercises.

1. Modify the function.
 * It creates a paragraph <p> with the content "One of my children".

2. Modify the function in a way that it adds a list to the HTML page.

3. Modify the function in a way that it adds a list to the HTML page. Implement it in a way that the list may vary in length and in its content over time.

To reach the goal of variable length, you must use a loop over the offered products. Save your product list in an array and loop over it.

4. Modify the function in a way that it adds a particular image to the HTML page.

Change the image's size by adding the attribute  with a value of "300px". Mark the image with a unique identifier, e.g., "newImage"

5. Extend the previous example. After the image is added to the page, the behavior changes. The second and all further clicks on the button reduce the image's size by 10% - without adding another button.

title: JavaScript/Adding elements/Exercises


text:
Chess Opening Theory/1. e4/1...e5/2. Bc4/2...d5

= Bishop's Opening - Sideline 2... d5? = 2…d5? is the Khan Gambit. It cannot be considered a serious gambit because Black loses a pawn without compensation, and now White has a big advantage with 3.exd5!

Theory table
.

'''1. e4 e5 2. Bc4 d5?'''


text:
Cookbook talk:Scalding

Scalded milk directions

title: Cookbook talk:Scalding


text:
Windows Vista/Activation

As with all versions of Windows released since, Windows Vista requires product activation with Microsoft’s servers. This process permanently links the product key entered during setup to the PC you installed it on. Once a copy of Windows was activated, that product key would no longer function on any other computer. If a user tried to activate Windows on a different computer following successful activation elsewhere, an error would be displayed. Note that this does not impede reinstalling Windows on the same computer, if you have purchased a full version and not an upgrade disc. (If you installed Windows on a blank partition using an upgrade-only disc, Windows would refuse to activate.) Microsoft requires in the license agreement that all installations of Windows Vista be activated.

The grace period
When installation is completed, the system will start a 30-day grace period in which the computer will run and be fully functional without activation (although it will display pop-ups reminding the user to activate). At the end of this period, Windows would enter Reduced Functionality Mode (except if successfully activated). In Reduced Functionality Mode, Windows would present non-closable windows every hour, on the hour, complaining that the computer has not been activated. Access to other features may also be blocked. (Windows also enters Reduced Functionality Mode following an attempted activation if the product key used during Windows installation did not match the edition installed, or if the product key was already activated on another computer.)

SLMGR.VBS
There is a fully supported technique that resets the grace counter on an unactivated copy of windows to a full 30 days. This can be successfully performed up to three times. To do this, the user would open an elevated (Administrator) command prompt and run the command, and then reboot. This program can also be used to activate Windows from the command line, change the product key used on an existing installation , and various other functions.

Windows Anytime Upgrade
Windows can be upgraded from certain editions to certain other editions through purchasing an upgrade disc through Microsoft’s Windows Anytime Upgrade program. The process is identical to installing Windows Vista as an upgrade install. Note that Windows Anytime Upgrade requires a second, different product key. If the original product key used to activate the old edition was entered, Windows would fail to activate.

title: Windows Vista/Activation


text:
User talk:TOP G77778

Welcome
Welcome to Wikibooks, TOP G77778!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started.

  Getting help
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.

  Made a mistake?
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.

  Goodies, tips and tricks
 * Please fill in the edit summary and preview your edits before saving.
 * Sign your name on discussion pages by typing ~~~~
 * User scripts can make many tasks easier. Look at the Gadgets tab of my preferences; check off the boxes for the scripts you want, and hit save!

(Would you like to provide feedback on this message?)

Thanks for your contributions. 17:49, 14 December 2022 (UTC)

title: User talk:TOP G77778


text:
Windows Vista/Start menu

Windows Vista used a Start menu design different than, but functionally similar to, the one used by Windows XP. (Windows 7 used this same design, before the Start menu was removed in Windows 8.)

The left pane: Programs and shortcuts
The left pane is used to display a list of frequently accessed programs, as well as the All Programs list. When All Programs is clicked, the left pane of the Start menu would change to display a list of all programs installed on the computer, like the similarly named feature in Windows XP. Unlike Windows XP, which used pop-up menus that sometime require precise mouse movement to keep open, Windows Vista’s All Programs menu appears as a scrolling list that stays present until the Start menu is closed, a program is selected, or the Back button is clicked.

The left side of the Start menu when the All Programs link has not been clicked contains a number of pinned programs. At the top are the user’s preferred Web browser and email program (Internet Explorer and Windows Mail by default). Below that are a number of program links that have been pinned to the Start menu, and below that a list of the programs that have been most recently launched through the Start menu. A user can remove a pinned program from this area of the Start menu by right-clicking it and choosing Remove From This List.

Search in the Start menu
A search box appears at the bottom of the left pane of the Start menu. As you type, the text entered in the Search box will be matched against the names of programs installed on the computer. A command to search the files on the computer for the entered term was provided (Search Everywhere), as well a link to open a search engine in Internet Explorer for this string (Search Online).

The right pane: Special folders and power options
The right pane contains a number of links to places such as Documents, Games, Recent Items, Control Panel, or Help and Support.

At the bottom of the right pane is a button with three segments. The left one is Sleep and the middle one is Lock Screen. To log out fully or shut down the computer, the user would need to hover their mouse cursor over the arrow on the right and select an option from the small menu that appears. Sometimes, the Sleep button would be replaced by a Shut Down command with a small badge icon on it. This occurs when updates for Windows Vista are ready to be installed. Clicking this button would perform the first half of the update process, then shut down the computer. When rebooted, Windows would perform the second half of the update process before showing the login screen.

Customizing the Start menu
The Start menu can be customized by using the Taskbar and Start Menu Properties dialog. To open this dialog, right-click on the Start button and click Properties. If you then click on the Customize button on the Start Menu tab, a scrolling list of options will appear.

Customizing the left pane

 * Enable dragging and dropping controls whether or not you can move shortcuts within the All Programs list by dragging them into and out of folders, and if you can manually reorder shortcuts by dragging them.
 * Highlight newly installed programs controls if the Start menu displays the shortcuts in the All Programs list that have been newly installed programs with a beige background. If any programs are displayed as such, the All Programs link will have similar coloring.
 * Open submenus when I pause on them with the mouse pointer determines if you must click on the All Programs button to open the All Programs menu, or if it should open automatically when you rest the mouse pointer over the button.
 * You can choose whether the search box should be displayed.
 * Search Communications controls whether or not text entered in the Start menu’s search box is matched against the user’s emails, contacts, instant messages, and the like (if the respective programs support this feature).
 * Search Files determines if searches from the Start menu should return the names of files on your computer that match the query.
 * Search Programs, similarly, determines if shortcuts to installed programs are displayed as part of a Start menu search.
 * Sort All Programs menu by name is rather self-explanatory.
 * System Administrative Tools is a folder in Windows that contains advanced tools for low-level tasks (such as formatting a disk or reading Windows’s event log). By default it is not shown at all. The user can select if this folder appears in the All Programs List, or on the right side of the Start menu as well.
 * Use large icons refers to the links for the Web browser and email program, as well as the pinned and recently-used programs lists.

Customizing the right pane

 * Computer is the new name for Windows XP’s My Computer feature. It is displayed on the right pane of the Start menu automatically as a button, but can be hidden or set to display as a pop-up menu.
 * Control Panel is displayed as a button by default, and can be hidden or set to display as a pop-up menu.
 * Default Programs is a section of the Control Panel where the user can configure their default Web browser and email application, or change file associations (which determine what program opens a specific file when it is double-clicked). It is displayed by default, but can be hidden.
 * Documents, formerly My Documents in Windows XP. It is displayed as a button by default, but can be hidden, or to open a menu containing the contents of this folder.
 * Favorites is an older method of storing frequently accessed files. It is hidden by default, but can be displayed as a pop-up menu if desired.
 * Games is a Windows Vista-specific feature that displays information on Windows Vista’s built-in games, and any third-party games that have been installed. It is displayed as a button by default, but can be hidden. (This option cannot be displayed as a menu.)
 * Help opens Help and Support. It is displayed as a button by default, but can be hidden.
 * Local User Storage is a rather confusing name for your user profile folder. (All of your personal files — those that you do not want other users on the PC to access — should be placed in the user profile or its subfolders.) It is displayed as a button by default, but can be hidden or displayed as a menu.
 * Music, known as My Music in Windows XP, opens the corresponding folder. It is displayed as a button by default, but can be hidden or displayed as a menu.
 * Network is the new name for Windows XP’s My Network Places dialog. It displays the names of other computers on your local network and allows you to access them remotely (should those be enabled on both computers). It is displayed as a button by default, but can be hidden.
 * Pictures, known as My Pictures in Windows XP, opens the corresponding folder. It is displayed as a button by default, but can be hidden or displayed as a menu.
 * Run is an older way of launching programs that may not be listed in the Start menu. It is hidden by default, but can be enabled.

Customizing the All Programs list
The locations of programs in the All Programs list can also be customized by editing shortcut files directly in Windows Explorer. Each user has a folder under their user profile that contains shortcuts to items displayed in the Start menu. You can access this folder by right-clicking the Start button and clicking Open. The files and folders here match the structure of the All Programs list. You are free to add, move, remove, or rename shortcuts here. Changes here will be displayed on the Start menu immediately.

The other location programs are looked for in is the public Start menu folder, which is shared between all users on the computer. This folder can be accessed by right-clicking the Start button and clicking Open All Users. Because changes here effect more people than just you, administrative access is required to add, move, remove, or rename shortcuts here. A User Account Control dialog will appear when you attempt any changes in this folder.

title: Windows Vista/Start menu


text:
Chess Opening Theory/1. e4/1...e5/2. Bc4/2...Qh4

= Bishop's Opening - Sideline 2... Qh4? = 2…Qh4? does not have a variation name. It cannot be considered a serious move because involving the Black Queen so early in the opening violates the most basic principles of opening strategy, such as developing before the knights and the bishops and castling the king to a safe place.

By playing '''3. Nc3!''', White achieve a significant advantage developing the minor pieces and also defend the pawn e4 from the naive treatment of the Black attack by the Queen. Losing precious time, Black will soon get inferior and strategically lost.

Theory table
.

'''1. e4 e5 2. Bc4 Qh4?'''


text:
Lombard/Conjunctions and conjunctive locutions

Copulative conjunctive locutions
Furthermore adverbs of addtion can play the role of copulative conjunction.

Adversative conjuctions
Adversative conjunctions join two words or two sentences at the same level but one against the other

Locuzioni congiuntive avversative
Adversative conjunctive locutions join two words or two sentences on the same level but against each other; the second sentence, which, using the conjunctions above would be a negation, must have the verb in the infinitive.

Congiunzioni di tempo
There is also quand (when), especially in Milanese dialect it is sometimes used without being followed by "che" (see below) due to the influence of the Italian language.

Declarative conjunctions and declarative conjunctive locutions
Declarative conjunctions are used to start a sentence that explains what the previous sentence said; they are coordinating when the two sentences are at the same level, otherwise they are subordinating.


text:
User talk:Trang Oul

Welcome, Trang Oul!

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

--Xania   talk 00:46, 15 December 2022 (UTC)

title: User talk:Trang Oul


text:
Cookbook talk:Salmon with Rice and Sauce

Execution
In this section you/users can add how long it took for you/the users to cook a certain version of this recipe(using a permanent link is advised or noting the date it was cooked). To save space we use maximum 2 lines per user. This might serve as a way to see if the recipe is too complex, if it takes too much time(would help as feedback in optimizing steps). The time it took to cook this meal:

 * 1 hour and 1 minute at 2020-03-27 by Datariumrex


text:
User talk:2601:204:4100:AC60:7C6B:D16E:89AA:6A60

--Xania   talk 02:10, 15 December 2022 (UTC)


text:
Cookbook:Scale

A kitchen scale or balance is a piece of equipment that allows a cook to measure out ingredients by weight instead of by volume. Scales allow for more accuracy and precision than when measuring by volume, especially when measuring out dry ingredients that don't neatly and consistently fit into a measuring cup or spoon.

A scale in the kitchen is essential for more precise recipes. Some recipes, especially in baking, provide measurements in weight instead of volume to compensate for any packing that may have occurred in the ingredient. A small digital scale is the most convenient. Features to look for are:

* Maximum weight the scale should measure. expect 6-10 pounds.

* Minimum weight the scale can accurately measure. .01 oz or .1 g.

* Easily read display

* Weights displayed in imperial or metric values.

* A "zero" button to zero the weight of the container before measuring the ingredient.

* Large flat weighing surface to set a container on.

Mechanism
A balance scale involves placing a known weight on one side of the scale and enough of the ingredient on the other side to make both sides balanced. A spring scale measures the weight by how much it compresses or stretches a spring.

Readout
A scale can either give an analog output, with something like a dial, or a digital output with the precise weight in numbers.

Selection and maintenance
A variety of factors contribute to a good scale. Generally, a scale for home cooks should weigh amounts ranging from 0.125 oz to 4 pounds (1–1800 g), though many basic models can reach up to about 10 pounds. It is also convenient to have a scale that allows the cook to switch between measurements and tare/zero out the reading between ingredients.

The following is a set of tips for proper use and maintenance of a kitchen scale:

 * Only use the scale on a flat surface to ensure accurate readings.
 * Be aware of the scale's upper weight limit, and avoid going beyond this when using.
 * Avoid storing items on top of the scale when not using it, as this can damage the weight sensor.
 * If the scale provides the option to do so, calibrate it regularly, following the manufacturer's instructions.

Use
Scales provide higher accuracy and precision when measuring ingredients. Large and/or inconsistently-sized ingredients are difficult to fit into volume-measuring utensils like cups and spoons, and powders can be compacted or aerated when measuring, depending on the cook—a weight measurement, however, will always reflect a consistent amount of ingredient. Using a scale is often also less messy, and fewer utensils are required. They easily allow a cook to divide up batters and doughs into even amounts.

title: Cookbook:Scale


text:
JavaScript/Restructure DOM

Besides adding and removing nodes, a common activity on trees is the rearranging of nodes respectively of sub-trees. In some of the previous examples, we have seen that  inserts a node as the last child of a parent node. Of course, this is not delimited to the case that the child is currently created. The same operation is possible for an existing node. Hence it is an appropriate function to perform rearrangements.

Example page
We use the following example HTML page to demonstrate the possibilities.

Move an element to the end of siblings
We identify two elements and move them to the end of another node. This other node is not necessarily the old parent. But after the movement, it becomes the new parent.

As you see, the 'Ice creme' is moved to the end (temporarily) of its product group. After that, the 'cakes', which were a child of the second product group, were moved to the end of the first product group.

Move an element before a sibling
You can move an element to any position within a group of siblings. ('Siblings' are nodes with a common parent node.) First, you must locate the parent. Next, you locate the child, which shall become the new successor of the element. When both nodes are known, the function  inserts the element to this position.

As an example, we move the 'Cakes' to the first place of the first product group.

Here, the 'Cakes' become the first element of the first product group. With the same commands you can move them to any position in the sequence of siblings. Just locate the sibling that shall be his new successor instead of 'li_11'.

Attributes
The sequence of attributes within an element is in no way relevant. Hence, there is no need and no function to rearrange them. When a DOM gets serialized, programs may do it in different ways (original sequence, alphabetically, ...).

Exercises

 * ... are available on another page (click here).

title: JavaScript/Restructure DOM


text:
JavaScript/Restructure DOM/Exercises

Topic: Restructure the DOM tree

1. We use the HTML page of the previous page for the exercises. Write a script that moves the two <div> sections BEFORE the button.

title: JavaScript/Restructure DOM/Exercises


text:
User talk:SantosMoss

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

--Xania   talk 07:07, 15 December 2022 (UTC)

title: User talk:SantosMoss