text:
Untamed World

Untamed World is a television wildlife documentary series narrated by Phil Carey and Alan Small, originally broadcast from 1968 to 1976. It is remembered by many for its distinctive and interesting theme music. Untamed World is sometimes confused with another wildlife show from the same era, Wild Kingdom.

Background
The show was originally broadcast on CTV and was changed to Untamed Frontier for a short time due to legal issues. Phil Carey was the narrator for the show from 1968 to 1975. Alan Small had been involved with the show from the beginning. He was also a narrator for the show and was previously with CFRB. It was produced by Lawrence E. Neiman and Bud Weiser. Episodes covered different locations around the world, including focusing on flora and fauna.

Phil Carey died on 7 February 2009, aged 83.

Music
The theme music for the show was provided by Mort Garson.

title: Untamed World


text:
Talk:German/Lesson 9

Untitled
I think this is all great work. But I do not see how it really differs from what we already have conceptually in the lesson layouts (Lessons 1-7). The "topic" (clothing/shopping for clothing) is really a theme, not the "topic". I would suggest that one topic (really a concept) you have brought into this lesson is that of separable verbs, modal verbs, irregular verbs. These are not in any way required or special to the theme, but are things you conciously or unconsciously see as points to bring up because there are good examples in the theme conversation. It is more sensible from a learning perspective to decide where these types of verbs should first be discussed in the book, then develop that lesson. Maybe that IS what you have done here, but your comments seem to suggest that this is somehow a good theme for the lesson on complex verb forms. But any theme could be used for that purpose. Since that is the case, it is better to lay out the grammar lessons in a sensible progression and then fit themes into the grammar lessons, not the other way around. When I read your suggestions I think you clearly understand the difference between themes and concepts; but you seem not to cover the fact that any concept has to have a certain amount of groundwork laid first (that is mostly what is happening in Lessons 1-5 now). For examplesd: In this lesson you introduce the accusative case, accusative case articles, and complex verb forms. It seems to me we already have subjects like accusative case (introduced with pronouns) and articles in various cases in the early lessons, but certainly could not start right out with complex verb forms before Lesson 5. Are you suggesting this as an early lesson or a lesson for beyond Lesson 6?

Also, I've tried to set up certain structural constants in the textbook: Vokabeln, Grammatik, Gespräche. These need to be followed as layout guides. They are pretty accommodating to any variety of things that can be fitted in, but you are suggesting just using a different structural element that may or may not offer improvement (just different). I'm reluctant to move too far away from the existing structure for the reason that a good deal of time and thought has gone into the layout. In this lesson, you have the Gespräche (two different ones) and several Grammatik, so in that sense the lesson follows the basic structure. The "1 Clothing Vocabulary Introduction" does not. However, it is the sort of thing that could be handled as in Lesson 3 where words (numbers) form the Lernen. I do not think this eliminates the need for a Vokabeln somewhere in the lesson. In fact, although the title says "Clothing Vokabulary" it is really just a list of nouns, and you have a separate section for "Clothing Vocabulary ~ Verbs" further down, then 3-3 "Clothing Vocabulary ~ Other Words" at the very bottom.

Your 3-3 Prices just sits there without any structural reason (concept) other than being two words related to shopping (should be in 1 at the top). Why not just make sure both words appear in the stories? Students should be clever enough to understand how "cheap" and "expensive" might fit into a shopping trip.

I have no problem with improving the book however you suggest it can use improvements, but you need to be very specific about problems that you encounter. Hansm also started out by stating everything was just too hard for a beginning student to comprehend, and then developed a nearly equally difficult lesson as an example of an improvement. The lesson was very good and I found places in the textbook to use it. And he was right about the early lesson difficulty; we all have worked towards making the early lessons easier, mostly by making the German sentences simpler and reducing vocabulary. I think there is still room for improvement there. But I disagree that any major structural change is called for. I have several textbooks (highschool and college) that I use to gage where concepts should be introduced. We are a bit ahead of the highschool level text at the moment, but just a little bit. One book I have does rely heavily on themes (as you suggest). It also has pages of naked German (that is no translations given in the text other than the vocabulary near the end of each chapter) in every lesson. In some cases, a German page is followed by an identical page in English. These are approaches I've not much used here. The college level text is strictly chapter by chapter on grammar topics: case, tense, verbs, prepositions, etc. Way too difficult to serve as a beginning textbook but a very good reference (the Appendices here can be more like this approach).

My conclusions: Themes are good. We can use them. We do not need to use them exclusively. We do need to have more simple German material to introduce the student to German: simple poems and stories, perhaps from the public domain. The most difficult thing to do is outline how grammar concepts are going to be introduced. Themes are a way to keep the material interesting, but the grammar concepts have to follow a logical progression. I may not have that progression down just right yet, but I think the book is close for the first 5 lessons.

Here are comments moved from off the page:

You are looking for shoes. You enter a shoe store and approach a sales clerk (do auf Deutsch; student already knows how to speak English - Marsh). I think this is an appropriate variation. Making it all German will only force us to add vocabulary and stall the lesson. Also, there is a need to keep the conversation basic and to the point. - SamE
 * Opportunities to add vocabulary related to your theme is not stalling the lesson. Student needs as much exemplary German material as we can squeeze in. Any student in a hurry can skip over whatever; but not likely to learn in that case. And I prefer to keep the other themes going that have been developed earlier; those involving characters in earlier lessons. That is one of the overall themes here. You should write a brief intro to this conversation in German as to what Katrin is going shopping for. That way you can squeeze in many of your other clothing nouns! It is not enough to just give the words. They should appear elsewhere in the lesson for reinforcement - Marsh 02:09, 2 Mar 2004 (UTC)
 * This book is a German - English book, not the other way around. We need to teach from the standpoint that we are translating English words, phrases, etc. into German. Too often, mainly because of the vocabulary system of presentation, are we simply translating a German sentence into English. We should be answering the questions like "How do you say...", not "What does that mean?", because it would take less explanation and you can stay on the subject. For example, if you simply give someone a paragraph in German and a vocabulary list, they would eventually ask you why it works that way, why the words have the endings they have and/or how you say that. If you teach them how to say something, then have them translate an English paragraph into German, they will ask only, "Is that right?". Then we can provide an answer key and the lesson will progress faster. Anyway, I think we should provide English in the text so they can know how you translate something into German, not try to figure out how you take something in German back into English, even though they may already know the English we give them. - SamE 00:24, 6 Mar 2004 (UTC)
 * I agree with you up to a point. The fact is, that learning another language requires emersion in that language—preferrably in a speaking environment;secondarily in a written environment. Your "German - English" explanation is wrong. If it were English-German, the explanatory text would all be in German and the example sentences and stories would be in English with (in some cases) and without (in other cases) German translation. Pick up a texbook on this subject and you will see that the way I have set up the lessons is pretty standard. But of course we also need more English that the student must translate into German.  I have recently completed such an exercise at the bottom of Lesson 2. I have also observed in textbooks that the more advanced the course, the more material presented in the learning language without translation provided (My graduate level course in German was all stories in German - no translations except for footnote help with idiomatic phrases and the like). So your thoughts are probably more valid for the beginning German lessons you want to produce. Those would have, I suspect, close to a 1:1 ratio of German:English. All sentences would be given in both German and English, with perhaps short pieces in only German - Marsh 01:57, 6 Mar 2004 (UTC)
 * My point is, we are teaching people familiar with English German. We should tell them what the familiar English phrases mean ("How do you say...") rather than present them with German and set them at turning that into sensible English. The textbook I refer to and check back with often is a beginner's level one textbook from Holt Rinehart Winston. It is not really 1:1 with the English and German; one other thing they include is a lot of pictures instead of English words. Our biggest disadvantage that we have is that there is no teacher to explain things. I thought that we could have a Q&A page for students that are confused. They would type their question and we could answer it as if we were the teachers. Even other students could respond. - SamE 19:00, 6 Mar 2004 (UTC)
 * Again, I think what you are describing is the approach you want to try with beginning German. Get that first lesson up a running and I will work out links from the cover/contents to it. If you want to include there a link to your email for Q&A you can try it, but I'm not prepared to respond to stray questions. And I point out that the book(s) are not likely to be much used until they get much closer to completion - a future event too far off for me to really contemplate 8^). But you can try it and see if you get questions - Marsh 17:16, 7 Mar 2004 (UTC)
 * I started the first lesson; I see you've been to it. I also started a Q&A at German:Beginner's Q&A. It doesn't use my e-mail, rather, students can edit the page to ask questions. I agree with you that the book is not close to done, but it would be neat if people could ask questions about the development of the site, such as if there will be practice problems, as well. - SamE 23:19, 7 Mar 2004 (UTC)
 * Yes, having the editablwe page should work and it would be neat if "students" would ask questions. Remember, most others can ask or comment about developmental stuff on the Talk: pages. I have been working on getting the books linked together in a logical way through their Level TOCs. - Marsh 00:55, 8 Mar 2004 (UTC)

source: wikimedia

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

title: Talk:German/Lesson 9


text:
Category:Akrotiri and Dhekelia people

Listed below are people who were either born in or lived on the Sovereign Military Bases of Akrotiri and Dhekelia.

title: Category:Akrotiri and Dhekelia people


text:
Dutch/Lesson 6

Grammatica 6.1 ~ Numbers
Use the sound buttons to help you with the pronunciation.

-teen = -tien
Dutch has a similar way of constructing the numbers for 13-19 as English, it is mainly the simple number (e.g. vijf, zes) followed by -tien, which means "ten" and is very similar to English -teen

13 dertien 14 veertien 15 vijftien 16 zestien 17 zeventien 18 achttien 19 negentien

-ty = -tig
As another example of the relationship between English y versus Dutch g, the English ending -ty in twenty, thirty etc., is "-tig" in Dutch:

20 twintig

Starting at twenty one things get a little funny, Dutch puts the single unit before the ten-unit:

21 eenentwintig (literally: one-and-twenty) 22 tweeëntwintig 23 drieëntwintig 24 vierentwintig 25 vijfentwintig 26 zesentwintig 27 zevenentwintig 28 achtentwintig 29 negenentwintig

Notice that one way to deal with two subsequent vowels in Dutch spelling is the diaeresis ë.

The same system goes for 30, 40, 50.... 30 dertig 32 tweeëndertig 40 veertig 50 vijftig 60 zestig 70 zeventig 80 tachtig (!!) 90 negentig

The only irregular one is tachtig. Notice that 60 and 70 are pronounced with initial [s].

Large numbers
100 honderd

Dutch does not use one as in "one hundred" or "one thousand"

101 honderdéén 111 honderdelf 112 honderdtwaalf 113 honderddertien 121 honderdéénentwintig 957 negenhonderdzevenenvijftig

In Dutch all numbers lower than one thousand are written as one word. There should be a space after '1000' (duizend), though. There's also a space before and after: miljoen, biljoen, miljard, biljard, etc.

1000 duizend 1001 duizend één 1017 duizend zeventien 1538 duizend vijfhonderdachtendertig or vijftienhonderdachtendertig 2000 tweeduizend 8000 achtduizend

100.000 honderdduizend

143.000 honderddrieënveertigduizend

143.500 honderddrieënveertigduizend vijfhonderd

1.000.000 één miljoen

2.000.000 twee miljoen

453.897.245 vierhonderddrieënvijftig miljoen achthonderdzevenennegentigduizend tweehonderdvijfenveertig

For higher power of one thousand Dutch follows the British rather than the American system

<IP_ADDRESS> één miljard (not: biljoen, see below)

<IP_ADDRESS>.000 één biljoen <IP_ADDRESS>.000.000 één biljard

245.078.476.453.879 tweehonderdvijfenveertig biljoen achtenzeventig miljard vierhonderdzesenzeventig miljoen vierhonderddrieënvijftigduizend achthonderdnegenenzeventig

Notice also that the interpunction is the reverse:

English: $1,324,432.93 = Dutch: $1.324.432,93

Dutch has a decimal comma, not a decimal point.

Grammatica 6.2 ~ Past and perfect tenses
Recall:
 * ..heb je dat op school geleerd?...
 * ..wat gebeurde er ...
 * Maurits versloeg...

These are examples of past and perfect tenses. There are three kinds of verbs in Dutch when it comes to forming them.

 * 1) Weak verbs add either -te(n) or -de(n) to the stem of the verb.
 * 2) Strong verbs change the vowel of the stem.
 * 3) Irregular verbs often have a combination of the two or show other idiosyncrasies.

The numbers:
 * 1) The vast majority (thousands) of Dutch verbs are regular weak verbs.
 * 2) There are some 150 strong roots. Including derived verbs, there are some 1500 strong verbs in total.
 * 3) There are only about six irregular roots and about two dozen derivatives.

However, the strong and irregular verbs are amongst the most frequently used ones. The more specialized and recently formed ones are typically weak.

Weak verbs
We have seen how the present tense is formed:

Past tense

 * The past tense typically has a singular and a plural form:

Notice the similarity with English: the past is formed with a dental suffix: -de (Dutch) -ed (English).

However if the root ends in a voiceless consonant (t, k, f, s, ch, p and x) the endings are voiceless in Dutch -te, -ten:

 * passen - to pass
 * ik pas - I pass → stem is pas
 * ik paste - I passed
 * wij pasten - we passed

This happens in about a third of the weak verbs.

Perfect tense
The perfect uses an auxiliary + the past participle. For a weak verb is formed by prefixing ge- and suffixing an ending -d, or -t.

Inseperable verbs
If the verb already has a prefix like be-, ont- or ver- or ge- itself, the ge- prefix is omitted:

 * Wat bedoel je? - What do you mean?
 * Ik heb dat zo niet bedoeld. - I did not mean it that way.

 * Wat gebeurt er?
 * Wat gebeurde er?
 * Wat is er gebeurd?

These verbs are called inseparable verbs to distinguish them from a group of verbs that have a prefix that can be separated. We will revisit those in a later lesson. The inseparable ones are relatively simple. Apart from the suppression of the ge- prefix they behave like normal verbs.

The past participle on -d and -t
The suffix of the participle is -d in the case of leren:

the perfect
 * ik heb geleerd - I have learned

This is by far the most common way to form the past participle. However, if the root ends in a voiceless consonant (t, k, f, s, ch, p and x) the ending is a voiceless -t:

 * passen - to pass, to fit
 * ik pas - I pass → stem is pas
 * ik heb gepast - I have passed

Dutch has "final obstruent devoicing", a fancy term for the fact that a consonant at the end of a word is always pronounced as voiceless. That means that both the -d of "geleerd" and the -t of "gepast" as actually pronounced the same, as [t].

However, as in English the participle can also be used as an adjective. As such it also has an inflected form with -e:

 * De geleerde les - the lesson learned
 * Gepaste eerbied - fitting reverence

In this case the /d/ of geleerde is actually also pronounced [d] and the /t/ of gepaste as [t].

If the root already ends in -d or -t the ending is omitted:

 * feesten - gefeest
 * baden - gebaad

Word order
In contrast to English the participle is put at the end of the sentence:

 * Ik heb dat op school geleerd.

Primitive tenses
Most Dutch verbs can be fully reconstructed in all their forms if you know three primitive tenses, de stamtijden:

infinitive - past tense singular - perfect participle
 * leren - leerde - geleerd
 * passen - paste - gepast
 * bedoelen - bedoelde - bedoeld
 * gebeuren - gebeurde - gebeurd

This is why verbs are often represented this way in dictionaries, including in WikiWoordenboek. If you want a complete table of all possible forms, this becomes rather large especially if you list all the compound tenses.

Take a look at the page ' and compare it with the full conjugation at '.

Auxiliaries
The auxiliary is usually a form of hebben like it is to have in English (see below for its forms). However, unlike English there is a group of verbs (ergative verbs) that take zijn (to be) instead.

Notice that gebeuren (to happen) is one such case: It is an ergative verb. Instead of an action such verbs express either a process or a movement. Compare:

Strong verbs

 * lopen   - to walk (cf. leap)
 * Ik loop - I walk
 * Ik liep - I walked (notice the vowel change)
 * Ik heb gelopen

The participle ends in -en in the case of strong verbs.

Which verbs are strong?
There are more than 150 strong roots and including all derived forms lopen, belopen, verlopen etc. there are more than 1500 strong verbs in Dutch. And you will just have to learn them. Few rules can be given which verbs are weak and which are strong, but we can try:
 * 1) All verbs borrowed from Latin or French are weak.
 * 2) All strong verbs have the basic structure root-ending, e.g. lopen, or (prefix)-root-ending, e.g. beginnen. Verbs with more syllables, like kantelen, begoochelen are always weak.
 * 3) Many strong verbs have cognates that are irregular verbs in English. E.g. zingen - zong - gezongen has to sing - sang - sung as cognate. The cognate sometimes has a different meaning, e.g. rijden is cognate with to ride but can mean to drive a car. If you know any German: most strong verbs in Dutch are strong in German as well.

The seven classes
There are seven distinct patterns (classes) of vowel change. These patterns are exceedingly old. They come from the Indo-European language and are much better preserved in Dutch than they are in English.

The most common one (Class I) has ..ij... - ..ee.. - ..e..:

 * schrijven - schreef - geschreven
 * blijven - bleef - gebleven
 * lijden - leed - geleden

English has far fewer strong verbs left and they have become irregular, i.e. the patterns are no longer very recognizable, although sometimes the resemblance is still striking, compare:

 * spreken - to speak
 * sprak - spoke
 * gesproken - spoken

We will come back to strong verbs later, particularly in the practice lessons 6A and 7A. Fortunately for all Dutch verbs except a handful it is enough to memorize de stamtijden (the primitive times):

 * lopen-liep-gelopen (infinitive - past tense - past participle)

If you are uncertain about the primitive tenses of a verb, a trip to WikiWoordenboek will easily remedy that. The primitive tenses are typically given in a small table on the right of the screen. Have a look at.

Lopen is a verb of movement. This is why it uses to be as auxiliary if a direction of the movement process is specified. Compare:

 * Ik ben naar huis gelopen - I walked home
 * Ik heb altijd veel gelopen - I always did a lot of walking

In the latter case the verb takes "hebben" because the emphasis is not on the movement process but on the activity (action).

Notice that Dutch often uses the perfect tense where English uses a simple past. The past tense corresponds more to the past continuous in English, although the division of labor between the tenses is different in the two languages.

 * Ik liep naar huis - I was walking home

The past of some of the strong verbs has a plural that undergoes lengthening of the vowel:

 * breken-brak-gebroken

 * ik brak (as in father)
 * wij braken (as in Gaad)

(Thus the verb has four stages of vowel change. This is also a very ancient aspect of the language. It stems straight out of Indo-European. Anglo-Saxon had something similar.)

Past continuous
Dutch does not have a past (or present) continuous as such, although there is a construction using aan het + infinitive that can be used to describe continuity rather emphatically:

 * Ik was naar huis aan het lopen, toen ik hem zag
 * I was (busy) walking home when I saw him

Verbs like lopen, staan, zitten, liggen (walk, stand, sit and lie) can also be used to express continuous action. They take te + infinitive:

 * Ik zat te denken - I was thinking (while sitting)
 * Ik stond te bellen - I was on the phone (while standing)

Irregular verbs
There are only a few verbs (actually 6) that demand more knowledge than that which is contained in the three stamtijden (primitive tenses)

They are: zijn, hebben, zullen, mogen, kunnen and willen

The auxiliary to have
The most important irregular verbs are hebben and zijn:

 * hebben-had-gehad

 * hebben                  - to have
 * ik heb                  - I have
 * jij hebt                - you have
 * hij heeft           - he has
 * wij, jullie, zij hebben - we, you, they have

Past tense

 * ik, jij, hij had - I, you, he had
 * wij, jullie, zij hadden - we, you, they had

Perfect

 * ik heb gehad

The auxiliary to be

 * zijn-was-geweest

 * zijn, wezen             - to be
 * ik ben                  - I am
 * jij bent                - you are
 * hij is                  - he is
 * wij, jullie, zij zijn   - we, you all, they are

Past tense

 * ik was
 * wij waren

Perfect

 * ik ben geweest - I have been

Notice that to be is seen as an ergative: it is not an action, but a 'process'.

Infinitive

 * zijn
 * wezen

Wezen is quite common in certain parts of the Netherlands, but frowned upon in other regions.

Imperative

 * wees!
 * weest!
 * weest u!

Subjunctive

 * het zij
 * past: het ware

Both are archaic but they are still be seen in certain expressions.

Strong and weak verbs with irregularities
Some strong and weak verbs do not completely follow any of the regular patterns. We have seen one:

 * verslaan
 * ik versla
 * ik versloeg
 * ik heb verslagen

Notice that the present tense and the infinitive do not have a "g".

There is also a group of weak verbs ends in -cht rather than just -t:

 * brengen - bracht - gebracht
 * denken - dacht - gedacht

The vowel of these roots also changes, but historically these verbs are weak. Notice that English has something similar (brought, thought).

In these cases it is still enough to know the three primitive tenses to reconstruct the entire verb. As this is the case for all Dutch verbs bar six it is customary to represent a verb whether weak, strong or irregular by these primitive tenses and reserve the term irregular for the handful cases where this does not suffice.

Quizlet
The vocabulary for this lesson can be studied at Quizlet (60 terms)

Progress made
If you studied this lesson well you should
 * 1) be able to do all cardinal numbers in Dutch
 * 2) know how past tenses are formed in Dutch (but you need to memorize a lot more about them)

Cumulative count:

 * Cycle 1: 579 terms
 * Lesson 5: 87 terms
 * Lesson 6: 60 terms

 * Grand total: 726 terms.

Also see Dutch/Vocabulary/The numbers for a synopsis and the hover test based on it.

 * The necessary work on past tenses will start in Dutch/Lesson 6A

title: Dutch/Lesson 6


text:
User:Vals Gh

my name is Valenticia Brachie , i am a female cinematographer in Ghana i live in Accra which is also the capital of Ghana i love to take photos AT events such as parties , weddings , funeral , graduation etc

title: User:Vals Gh


text:
Wikipedia:WikiProject Spam/LinkReports/onlinestringtools.org

Links

 * onlinestringtools.org resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.

Additions

 * Displayed all 7 additions.


text:
Ivaylazda

Ivaylazda (Ивайлазда) is a rural locality (a selo) in Tlogobsky Selsoviet, Gunibsky District, Republic of Dagestan, Russia. The population was 70 as of 2010.

Geography
Ivaylazda is located 44 km northwest of Gunib (the district's administrative centre) by road, on the Kunada River. Basar and Baldutl are the nearest rural localities.

title: Ivaylazda


text:
myco-

Etymology
From.

Prefix

 * 1)  Relating to fungi.

Translations

 * Catalan: mico-
 * Czech: myko-
 * French:
 * Italian: mico-
 * Norwegian: myko-
 * Polish: ,
 * Portuguese: mico-
 * Spanish: mico-

Etymology
From.

Prefix

 * 1)  fungus;

title: myco-


text:
distintivo

Etymology
From. . Cognate with 🇨🇬.

Adjective

 * 1) distinctive, distinguishing

Noun

 * 1) a distinguishing mark
 * 2) flash
 * 3) badge, emblem

Etymology
From, or else.

Adjective

 * 1) distinctive, distinguishing

Noun

 * 1) badge distinctive mark

Etymology
From. .

Adjective

 * 1) distinctive, distinguishable

Noun

 * 1) badge, emblem, logo

title: distintivo


text:
French/Lessons/The house

Note that quitter must be followed by a direct object, usually a room or building.

, meaning to inhabit, to dwell, or to reside, is used to say in what city or area you live:

Habiter is also used more specifically:

Habiter rue … is used to state on what street a person lives:

Habiter refers to occupying a location, and does not mean to live more generally. (The irregular vivre is used instead.)

The verb faire is translated to to do or to make. It is irregularly conjugated (it does not count as a regular -re verb).

Faire conjugated, followed by an infinitive, means to have something done for oneself:

The direct object pronouns me, te, nous, and vous mean me, you, and us:

Me, te, nous, and vous are also indirect object pronouns, and mean to me, to you, and to us:

These pronouns come before the verb they modify:

Me becomes m '  and te becomes t '  before a vowel:

The preposition means in or into, in the sense of inside, from outside, or to inside:

also means in in the sense of within a period of time:

As in English, describes abstract situations and state:

can also mean out of or from:

The preposition is used instead to indicate in in other senses.

title: French/Lessons/The house


text:
Fred Terry

Fred Terry (9 November 1863 – 17 April 1933) was an English actor and theatrical manager. After establishing his reputation in London and in the provinces for a decade, he joined the company of Sir Herbert Beerbohm Tree where he remained for four years, meeting his future wife, Julia Neilson. With Neilson, he played in London and on tour for 27 further years, becoming famous in sword and cape roles, such as the title role in The Scarlet Pimpernel.

Biography
Terry was born in London into a theatrical family. His parents, Benjamin (1817–1896) of Irish descent, and Sarah (née Ballard) (1819–1892), of Scottish ancestry, were comic actors in a touring company based in Portsmouth, where Sarah's father was a Wesleyan minister, and had eleven children of which Fred was the youngest son. At least five of these became actors: Kate, Ellen, Marion, Florence and Fred. Two other children, George and Charles, were connected with theatre management.

Terry's sister Kate was a very successful actress until her marriage and retirement from the stage in 1867, and his sister Ellen became the greatest Shakespearean actress of her time. His great-nephew (Kate's grandson), John Gielgud, became one of the twentieth century's most respected actors. Terry was educated in London, France and Switzerland.

During his career, Terry toured extensively, playing in all the principal cities of the United Kingdom and North America. His first stage appearance was at the Haymarket Theatre in 1880 at the age of 16, in a revival of Bulwer-Lytton's Money, with the Bancrofts. After appearances on tour, he was engaged at the Lyceum Theatre in 1884 in Henry Irving's production of Twelfth Night, as Sebastian to the Viola of his sister Ellen. In her memoirs, his sister Ellen wrote, "I don't think that I have ever seen any success so unmistakable and instantaneous." He then returned to touring, in Britain and the US. Back in London by July 1887, he appeared in Nina at The Strand. He had a success at the Avenue Theatre, as Dr William Brown in Dr Bill, by Hamilton Aidé, in 1890. He joined the company of Herbert Beerbohm Tree at the Haymarket Theatre, appearing in numerous productions with the company from 1890 to 1894. His roles there included D'Aulnay in W. S. Gilbert's Comedy and Tragedy (1890) and John Christison in Henry Arthur Jones's The Dancing Girl (1891). In the cast of this last, he met Julia Neilson, daughter of Alexander Ritchie Neilson, whom he married later that year. For Tree, he also played Laertes in Hamlet and appeared in Sydney Grundy's translation of the French play A Village Priest, Beau Austin and Peril. Terry and Neilson's daughter Phyllis was born in 1892.

In 1894, Terry and Neilson appeared together in Shall We Forgive Her? by Frank Harvey at the Adelphi Theatre. Their second child, Dennis, was born in October 1895. Two months later, the family travelled to America to perform with John Hare's company. There they played together in New York in The Notorious Mrs. Ebbsmith by Arthur Wing Pinero. In 1896, they returned to England, where he played at the Lyceum as Charles Surface in a revival of Sheridan's The School for Scandal with Johnston Forbes-Robertson. Terry and his wife appeared together in The Tree of Knowledge and other plays from October 1897 until the summer of 1898, including Much Ado About Nothing at the St James's Theatre, in which he played Don Pedro. Next, they appeared in The Gipsy Earl. He was Squire Thornhill in William Gorman Wills's Olivia at the Lyceum in 1900. They then toured in As You Like It.

Later years
For the next 27 years, Terry and Neilson played together, mainly in popular romantic historical dramas, with Terry in swashbuckling roles. At the Haymarket, he was particularly known for his role of King Charles II in the play Sweet Nell of Old Drury by Paul Kester, which became one of his signature roles. They toured extensively in the British provinces, but they had annual six-month London seasons at the New Theatre from 1905 to 1913. During these they premiered several new plays in London, including Baroness Orczy's The Scarlet Pimpernel, which they adapted for the stage with J. M. Barstow (1905), with Terry creating his other signature part of Sir Percy Blakeney. Despite scathing reviews from the critics, the play was a record-breaking hit and played for more than 2000 performances, then enjoying numerous revivals.

Terry and Neilson also introduced and starred with much success in For Sword or Song by Robert Legge and Louis Calvert (1903), Dorothy o' the Hall by Paul Kester and Charles Major (1906), and Henry of Navarre (1909) by William Devereux. Henry and Sweet Nell became their signature pieces during many tours of the British provinces and during their US tour in 1910. They also produced The Popinjay by Boyle Lawrence, Frederick Mouillot (1911), and Mistress Wilful by Ernest Hendrie (1915). In 1915, Terry and Neilson took over the management of the Strand Theatre, reviving and starring in Sweet Nell of Old Drury. Their later productions included The Borderer (1921), The Marlboroughs (1924), and The Wooing of Katherine Parr by William Devereux (1926). They also starred in A Wreath of a Hundred Roses (1922), which was a masque by Louis N. Parker at the Duke's Hall to celebrate the Royal Academy's centenary. Terry was also well known on tour for his Benedick in Much Ado and his Charles Surface.

The couple's son Dennis became an actor, whose career was cut short by his death in 1932, and their daughter Phyllis Neilson-Terry became a noted actress. In 1918, a group of British theatre managers from 60 of the theatres that he had played in presented to Terry a portrait, painted by Frank Daniell, of Terry as Sir Percy Blakeney. Terry retired from the stage in 1927. A Freemason, he joined the Green Room Lodge No. 2957 on 6 May 1904, an actors' lodge which included Leedham Bantock, George Grossmith Jr. and Gerald du Maurier among its members.

He died at his home in St Pancras, London, in 1933 at the age of 69. He, together with his wife and son Dennis, are buried in Hampstead Cemetery.

title: Fred Terry


text:
Talk:David Goldblatt

Exhibition sourcing
I've "sourced" some of the exhibitions (in the unsourced list bequeathed by the SPA who created this article) to a PDF from the Goodman Gallery. But this PDF should be viewed with suspicion: It sometimes presents as exhibition titles the names of galleries, it situates Brussels in Germany, etc. If/when better sourcing can be found for any of these, the reference to the PDF should be pulled. -- Hoary (talk) 00:59, 16 February 2011 (UTC) (slightly rewritten 03:45, 18 February 2011 (UTC))

As with other photographers, Googling brings plenty of lists of exhibitions by DG, many of which seem to to be unthinking copies of each other (complete with the same orthographic oddities, etc). Certainly there are plenty of web pages that say that there was an exhibition at the Tate Modern in 2004 titled "History, Memory, Society". However, (i) these all seem to be about Goldblatt; I haven't noticed this in lists of exhibitions by Cartier-Bresson or Friedlander; (ii) this isn't mentioned in this list by the Tate itself, yet it should be there if it really occurred. Did the Tate forget to include it in its list, or didn't it ever take place? -- Hoary (talk) 03:45, 18 February 2011 (UTC)

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title: Talk:David Goldblatt


text:
Verna Gillis

Verna Gillis (born 1942) is an American freelance record producer, who has gained recognition for her work promoting and producing music from various cultural backgrounds. Gillis holds a Ph.D. in ethnomusicology. She was an assistant professor at Brooklyn College from 1974 to 1980 and at Carnegie Mellon University from 1988 to 1990.

Gillis has been the subject of a number of press articles, with The New York Times describing her as "the closest thing world music has to a doyenne".

Life and career
From 1972 to 1978, Gillis recorded traditional music in Afghanistan, Iran, Kashmir, Haiti, the Dominican Republic, Peru, Surinam, and Ghana. In 1979, she opened Soundscape, the first multi-cultural performance space in New York City, on west 52nd Street which she directed for the next five years. Gillis, Soundscape and the music played there is the subject of a web based project by WKCR Radio 89.9 NY.

From 1984, Gillis worked on career development with international musicians including Youssou N'dour from Senegal (The Guide (Wommat)), Yomo Toro from Puerto Rico; Salif Keita form Mali, and Carlinhos Brown from Brazil.

In 1996, she was hired as a consultant by the International Committee of the Red Cross (ICRC) to accompany musicians on a trip to Angola, Liberia, Kenya and South African, to witness first hand the results of ethnic cleansing. Gillis worked with the ICRC to produce a CD.

Twenty-five of Gillis' recordings have been released by Smithsonian Folkways and Lyrichord. As well, there have been nine releases on DIW of Live from Soundscape tapes, made during the years that the performance space which was located at 500 West 52nd Street was open.

In 2000, she was nominated for a Grammy Award in the Producer category for the Archie Shepp/Roswell Rudd Quartet Live in New York, and again in 2001 for Roswell Rudd's MALIcool.

She has performed "sit down comedy" – and has a One Older Woman show Tales from Geriassic Park - On the Verge of Extinction' which won Best Comedic Script in 2014 at the United Solo Theatre Festival in NYC> She has published three books, I Just Want to be Invited - I Promise Not to Come,I'll Never Know If I Would Have Gotten The Same Results if I'd Been Nice''. and "The I of the Storm."

She lived and collaborated with trombonist/composer Roswell Rudd from 1999 - 2017 when he died. They formed a group they call The Olders. Their video AWEMSONE & GRUESOME can be seen on Youtube.

Discography

 * 1973 Folk Music from Afghanistan: In Kabul (Lyrichord LLST 7259)
 * 1973 Folk Music from Kashmir: On Lake Dal (Lyrichord LLST 7260)
 * 1973 Folk Music from Iran: Luristan and Fars Provinces (Lyrichord LLST 7261)
 * 1976 The Island of Quisqueya - Dominican Republic - Vol. I (Folkways FE 4281)
 * 1976 The Island of Española - Dominican Republic - Vol. II (Folkways FE 4281)
 * 1976 Cradle of the New World - Dominican Republic - Vol. III (Folkways FE 4283)
 * 1976 Peru: Music from the Land of Macchu Picchu (Lyrichord LLST 7294)
 * 1976 Vodun: Radad Rite for Erzulie - Haiti (Folkways FE 4491)
 * 1977 Suriname - Javanese Music (Lyrichord LLST 7317)
 * 1978 Songs from the North - Dominican Republic - Vol. LV (Folkways FE 4284)
 * 1978 Rara in Haiti - Gaga in the Dominican Republic (Folkways 4531)
 * 1978 Kora Music from the Gambia - Foday Music Suso (Folkways FW 8510)
 * 1978 Anpao - An American Indian Odyssey (Folkways FC 7776)
 * 1978 Ghana - Music of the Northern Tribes (Lyrichord LLST 7321)
 * 1978 Music of the Dagomba from Ghana (Folkways FTS 32425)
 * 1979 Comanche Flute Music Played by Doc Tate Nevaquaya (Folkways FE 4328)
 * 1979 Music of the Ashanti of Ghana (Folkways FE 4240)
 * 1979 David "Honeyboy" Edwards – Mississippi Delta Blues Singer (Folkways FTS 32425)
 * 1979 Rev. Audrey Bronson – Are You Ready for Christmas? (Folkways FS 32425)
 * 1980 African, New York – Drum Masterpieces with Ladji Camara (Lyrichord LLST 7345)
 * 1981 South Indian Strings – L. Subramaniam (Lyrichord LLST 7350)
 * 1981 Merengues from the Dominican Republic (Lyrichord LLST 7351
 * 1981 Traditional Women's Music from Ghana (Folkways FE 4257)
 * 1981 From Slavery to Freedom – Music of the Saramaka Maroons of Suriname (Lyrichord - List 7354)
 * 1982 Nicholas Guillen – Poet Laureate of Revolutionary Cuba (Folkways FI 9941)
 * 1985 Music of Cuba (Folkways FE 4064)

title: Verna Gillis


text:
David Demchuk

David Demchuk is a Canadian playwright and novelist, who received a longlisted Scotiabank Giller Prize nomination in 2017 for his debut novel The Bone Mother.

Born in Winnipeg, Manitoba, of Ukrainian descent, he moved to Toronto, Ontario in 1984.

His plays have included Rosalie Sings Alone (1985), If Betty Should Rise (1985), Touch (1986), The World We Live On Turns So That the Sun Appears to Rise (1987), Stay (1990), Mattachine (1991), Thieves in the Night (1992) and The Power of Invention. He received a special Dora Mavor Moore Award in 1986 for Touch. In 1992, Touch was included in Making Out, the first anthology of Canadian plays by gay writers, alongside works by Ken Garnhum, Sky Gilbert, Daniel MacIvor, Harry Rintoul and Colin Thomas.

After the mid-1990s, Demchuk stopped writing new plays, concentrating on his work at the Canadian Broadcasting Corporation and on writing scripts for radio, film and television. In 1999, he wrote the radio drama Alice in Cyberspace, a contemporary reworking of Alice in Wonderland which aired for ten episodes on CBC Radio's This Morning. His other radio dramas included Alaska, The Island of Dr. Moreau and The Winter Market. In June 2012, he became a contributing writer for the online magazine Torontoist.

The Bone Mother was published in 2017 by ChiZine Publications. It was the first horror-themed novel ever to receive a nomination for the Giller, an award more commonly associated with conventional literary fiction rather than genre fiction. The book was a shortlisted finalist for the 2018 amazon.ca First Novel Award. His new novel, RED X, published by Strange Light, an imprint of Penguin Random House, was released on August 31, 2021.

title: David Demchuk


text:
USA-71

USA-71, also known as GPS IIA-2, GPS II-11 and GPS SVN-24, is an American navigation satellite which forms part of the Global Positioning System. It was the second of nineteen Block IIA GPS satellites to be launched.

Background
Global Positioning System (GPS) was developed by the U.S. Department of Defense to provide all-weather round-the-clock navigation capabilities for military ground, sea, and air forces. Since its implementation, GPS has also become an integral asset in numerous civilian applications and industries around the globe, including recreational used (e.g., boating, aircraft, hiking), corporate vehicle fleet tracking, and surveying. GPS employs 24 spacecraft in 20,200 km circular orbits inclined at 55.0°. These vehicles are placed in 6 orbit planes with four operational satellites in each plane.

GPS Block 2 was the operational system, following the demonstration system composed of Block 1 (Navstar 1 - 11) spacecraft. These spacecraft were 3-axis stabilized, nadir pointing using reaction wheels. Dual solar arrays supplied 710 watts of power. They used S-band (SGLS) communications for control and telemetry and Ultra high frequency (UHF) cross-link between spacecraft. The payload consisted of two L-band navigation signals at 1575.42 MHz (L1) and 1227.60 MHz (L2). Each spacecraft carried 2 rubidium and 2 Cesium clocks and nuclear detonation detection sensors. Built by Rockwell Space Systems for the U.S. Air force, the spacecraft measured 5.3 m across with solar panels deployed and had a design life of 7.5 years.

Launch
USA-71 was launched at 02:32:00 UTC on 4 July 1991, atop a Delta II launch vehicle, flight number D206, flying in the 7925-9.5 configuration. The rocket launched from Launch Complex 17A (LC-17A) at the Cape Canaveral Air Force Station (CCAFS), and placed USA-71 into a transfer orbit. The satellite raised itself into medium Earth orbit using a Star-37XFP apogee motor.

Mission
On 14 August 1991, USA-71 was in an orbit with a perigee of 19451 km, an apogee of 20250 km, a period of 704.60 minutes, and 55.30° of inclination to the equator. It had PRN 24, and operated in slot 1 of plane D of the GPS constellation, until it was removed from service on 30 September 2011. It was replaced by USA-232 launched in July 2011. The satellite has a mass of 840 kg, and a design life of 7.5 years.

title: USA-71


text:
Charles Perrot (politician)

Charles Perrot (1642 – 10 June 1686) was an English politician. He was Member of Parliament for Oxford University from 1679 until his death.

Perrot was educated at St John's College, Oxford, and became a fellow in 1664.

title: Charles Perrot (politician)


text:
Introduction to Abstract Algebra/Problem set 2

Problem Set #2: Introduction to Abstract Algebra.

As you work through these problems, think about the logical steps you are using. You should know if your proof is correct or not if you have a reason for every step.

1: Determine if the follow maps are onto and/or 1:1:
 * $$f:\mathbb{R} \rightarrow \mathbb{R}^+$$ such that $$f(x) = x^2$$.
 * $$f:\mathbb{R}^+ \rightarrow \mathbb{R}^+$$ such that $$f(x) = x^2$$.
 * $$f:\mathbb{Z} \rightarrow \mathbb{Z}$$ such that $$f(x) = x^2$$.
 * $$f:\mathbb{Z} \rightarrow \mathbb{Z}$$ such that $$f(x) = 2x$$.

2: Prove that if $$A$$ and $$B$$ are nonempty sets, then the function $$f: A \times B \rightarrow B \times A$$ given by the relation $$f((a, b)) = (b, a)$$ is a bijection.

3: Suppose the set $$A$$ is finite.
 * Prove that if $$f: A \rightarrow A$$ is an onto map, then $$f$$ is a one-to-one map.
 * Prove that if $$f: A \rightarrow A$$ is a one-to-one map, then $$f$$ is an onto map.

4: Suppose that the set $$A$$ is not finite.
 * Provide a counter example to the proposition that if $$f: A \rightarrow A$$ is an onto map, then $$f$$ is a one-to-one map.
 * Provide a counter example to the proposition that if $$f: A \rightarrow A$$ is a one-to-one map, then $$f$$ is an onto map.


text:
Wikipedia:Articles for deletion/Transsexual pregnancy

The result of the debate was delete. Shanel 02:10, 25 March 2006 (UTC)

Transsexual pregnancy
This article is an essay rather than an encyclopedia article. It's interesting, but not an encyclopedic topic, since Wikipedia is not a crystal ball. However, female-to-male transsexuals *could* get pregnant, if they aren't on hormone replacement therapy, or have just started it. But, that's not an encyclopedic topic either.--Phroziac ♥♥♥♥ 03:57, 20 March 2006 (UTC)
 * Delete -- this article is merely speculation. -- BrownHairedGirl 04:17, 20 March 2006 (UTC)
 * Delete per Crystal Ball. -- Vary | Talk 04:32, 20 March 2006 (UTC)
 * Delete per nom, only speculation-- T B C [[Image:Confused-tpvgames.gif|18px|]] ???  ???   ??? 04:47, 20 March 2006 (UTC)
 * Delete per nom. ¡Dustimagic!  ( T / C ) 04:54, 20 March 2006 (UTC)
 * Delete per above. --Khoikhoi 05:21, 20 March 2006 (UTC)
 * Delete per others. Hbackman 05:56, 20 March 2006 (UTC)
 * Delete I suppose it could happen, but it's not really encyclopædic until then. Lankiveil 11:22, 20 March 2006 (UTC).
 * Delete as original research, Crystal Ball. Jud e (talk,contribs,email) 12:06, 20 March 2006 (UTC)
 * Weak delete as there could be an article here about the real research into male pregnancy, but this isn't it. ProhibitOnions 13:13, 20 March 2006 (UTC)
 * Delete, original research. Interesting essay though. --Ter e nce Ong 14:55, 20 March 2006 (UTC)
 * Comment. Some info can be used...-- Tdxi a  ng  陈 鼎 翔  (Talk)  Contributions Contributions Chat with Tdxiang on IRC! 10:08, 21 March 2006 (UTC)
 * Delete This is really just a definition of a speculative theory. Triage 14:29, 21 March 2006 (UTC)


text:
Talk:5th Ward The Series

Merge proposal: 5th Ward Series (Season 1 Original Soundtrack) to here
5th Ward Series (Season 1 Original Soundtrack) doesn't meet WP:NALBUM or WP:GNG, but worth retaining the information. Boleyn (talk) 16:42, 14 April 2020 (UTC)
 * ✅ Klbrain (talk) 06:14, 17 April 2020 (UTC)

title: Talk:5th Ward The Series


text:
Talk:Ballantine Books

Some notes

 * -Started by Ian Ballantine after being fired by Bantam in 1952 over a author royalty dispute (note not an actual inception date)
 * Mr. Ballantine argued for higher royalties to attract better talent. Started Ballantine by paying 8% to authors on harcovers.
 * -Large science fiction and Western producer through late 50's and 60's including titles such as Farhenheit 451 by Ray Bradbury.
 * -Published Mad for some time before Mad moved to Bantam.

— Preceding unsigned comment added by <IP_ADDRESS> (talk • contribs) 00:22, 11 August 2006 (UTC)

Fair use rationale for Image:Bal 135.jpg
Image:Bal 135.jpg is being used on this article. I notice the image page specifies that the image is being used under fair use but there is no explanation or rationale as to why its use in this Wikipedia article constitutes fair use. In addition to the boilerplate fair use template, you must also write out on the image description page a specific explanation or rationale for why using this image in each article is consistent with fair use.

BetacommandBot 04:27, 26 October 2007 (UTC)

World News Corporation
In my copy of "Elvis: What Happened?" from 1977, which is published by Ballantine Books in New York (no other offices it seems to have in those days, according to the info in the book), but the copyright belongs to "World News Corporation"! Never ever heard of that corporation and it's worthy for someone with the time and interest to add to the details here —Preceding unsigned comment added by <IP_ADDRESS> (talk) 00:24, 31 May 2010 (UTC)

title: Talk:Ballantine Books


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St. Hyacinth's Church, Wierzbica Górna

St. Hyacinth's Church in Wierzbica Górna (Gmina Wołczyn), Poland, is a wooden church built in 1722. The church belongs to St. Hyacinth Parish in Wierzbica Górna, in the Namysłów-South Deanery of the Roman Catholic Archdiocese of Wrocław. Since April 18, 1964 the church was registered on the Register of Objects of Cultural Heritage for the Opole Voivodeship, with the registration number of 818/64.

title: St. Hyacinth's Church, Wierzbica Górna


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User:Mmelidlamini.7

Mmeli Zamokuhle Dlamini was born 18 Agust 1998 in Pongola South Africa ,he is a chessplayer ,attended his high school at langa High School in Belgrade where he learnt chess in January 2015 and became the best player in june. He has won a mayoral chess gold trophy for his school in 2016 earning him a gold medal which he says has is his first medal ever in all the games he has ever played in his life ."Chess is an inspiring game where noise isn't promoted, only two words are practised "check and checkmate".".He also said that chess doesn't biuld up extroverts.

title: User:Mmelidlamini.7


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Wikipedia:WikiProject Yorkshire/Bradford/Article alerts/Archive 1

GAN

 * 23 Jun 2012 – One Direction GA nominated by AdabowtheSecond was promoted; discussion

GAR

 * 26 Aug 2012 – One Direction nominated for GA reassessment by Plarem was closed; discussion

RM

 * 15 Apr 2013 – Greenfield Athletic Ground move request by Peaky76 was closed; discussion
 * 05 Jan 2023 – 1911 FA Cup Final move request to 1911 FA Cup final by Amakuru was closed to 1911 FA Cup final by BD2412 on 15 Jan 2023; discussion
 * 22 Sep 2023 – Ade Edmondson move request to Adrian Edmonson by Belbury was moved to Adrian Edmondson; discussion

PROD

 * 20 Jun 2019 – The Channel, Bradford PRODed by Mccapra was [//en.wikipedia.org/w/index.php?title=Special:Log&type=delete&page=The_Channel%2c_Bradford deleted]

MfD

 * undated – WikiProject Yorkshire/Bradford MfDed was closed; discussion

AFC

 * 20 Sep 2022 – Draft:Mally MacIver (Boxing Performance Coach) submitted for AfC by Emmabprice was declined by Greenman on 22 Sep 2022
 * 10 Oct 2022 – Draft:Mally MacIver (Boxing Performance Coach) submitted for AfC by 2A00:23C8:A693:EE01:64A5:896:FF53:2EE4 was declined by 97198 on 31 Dec 2022
 * 28 Feb 2023 – Draft:Colab (startup studio) submitted for AfC by Jonnydreams was declined by Akevsharma on 28 Feb 2023
 * 24 Jun 2023 – User:Owner007/sandbox submitted for AfC by Owner007 was declined by David.moreno72 on 24 Jun 2023
 * 09 Sep 2023 – Draft:Oastler Shopping Centre submitted for AfC by YorkshireiteAcademic was accepted to Oastler Shopping Centre by Deb on 05 Nov 2023


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Waves/Types of Waves

Types of Waves
In order to make the above material more concrete, we now examine the characteristics of various types of waves which may be observed in the real world.

Ocean Surface Waves
Figure 1.3: Wave on an ocean of depth $$H$$. The wave is moving to the right and the particles of water at the surface move up and down as shown by the small vertical arrows. The particles move up, and gravity is the 'restoring' force. Water waves are also longitudinal, the water particles moving forward, then back. The restoring forces are more complex, but involve the inertia of the mass of water surrounding. Think of water waves as superimposed transverse and longitudinal waves. The net particle paths are nearly circular. This is typical of waves that travel along the boundary (interface) between two substances, in this case water and air.

These waves are manifested as undulations of the ocean surface as seen in figure 1.3. The speed of ocean waves is given by the formula
 * $$v = \left( \frac{g \tanh (kH)}{k} \right)^{1/2}, $$ (2.6)

where $$g = 9.8 \mbox{ m} \mbox{ s}^{-2}$$ is a constant related to the strength of the Earth's gravity, $$H$$ is the depth of the ocean, and the hyperbolic tangent is defined as 2.7
 * $$\tanh (x) = \frac{e^x - e^{-x}}{e^x + e^{-x}} . $$ (2.7)

Figure 1.4: Plot of the function $$\tanh (x)$$. The dashed line shows our approximation $$\tanh (x) \approx x$$ for $$\vert x\vert << 1$$.

As figure 1.4 shows, for very small x, we can approximate the hyperbolic tangent by $$\tanh (x) \approx x$$, while for very large x it is positive 1 for positive x and negative 1 for negative x. This leads to two limits: Since $$x = k H$$, the shallow water limit, which occurs when $$kH << 1$$, yields a wave speed of
 * $$v \approx (gH)^{1/2}, \mbox{(shallow water waves)} , $$ (2.8)

while the deep water limit, which occurs when $$kH >> 1$$, yields
 * $$v \approx (g/k)^{1/2}, \mbox{(deep water waves)} . $$ (2.9)

Notice that the speed of shallow water waves depends only on the depth of the water and on $$g$$. In other words, all shallow water waves move at the same speed.

On the other hand, deep water waves of longer wavelength (and hence smaller wavenumber) move more rapidly than those with shorter wavelength. Waves for which the wave speed varies with wavelength are called dispersive. Thus, deep water waves are dispersive, while shallow water waves are non-dispersive.

For water waves with wavelengths of a few centimeters or less, surface tension becomes important to the dynamics of the waves. In the deep water case the wave speed at short wavelengths is actually given by the formula
 * $$ c = (g/k + A k )^{1/2} $$ (2.10)

where the constant $$A$$ is related to surface tension and depends on the surfaces involved. For an air-water interface near room temperature, $$A \approx 74 \mbox{ cm}^3 \mbox{ s}^{-2}$$.

title: Waves/Types of Waves


text:
General Chemistry/Chemical Reactions

Chemical Reactions

 * 1) Naming Substances [[Image:75%.svg]]
 * 2) Formulas and Numbers [[Image:50%.svg]]
 * 3) Stoichiometry [[File:100%.svg]]
 * 4) Chemical equations [[File:100%.svg]]
 * 5) Balancing Equations [[Image:75%.svg]]
 * 6) Limiting Reactants and Percent Yield [[Image:50%.svg]]
 * 7) Types of chemical reactions [[File:100%.svg]]
 * 8) Energy changes in chemical reactions [[Image:75%.svg]]
 * 9) Predicting Chemical Reactions [[Image:50%.svg]]

Redox Reactions

 * 1) Redox reactions [[Image:75%.svg]]
 * 2) Oxidation states [[Image:75%.svg]]
 * 3) Electrochemistry [[Image:25%.svg]]

title: General Chemistry/Chemical Reactions


text:
Halifax County Home and Tubercular Hospital

The Halifax County Home and Tubercular Hospital is a historic hospital complex and national historic district located near Halifax, Halifax County, North Carolina. The listing included nine contributing buildings, two contributing sites and one contributing structure including the site of the first (ca. 1845) Halifax County home and cemetery, the 1923 county home, and its neighbor, the county tubercular hospital, completed in 1925. Other contributing resources are domestic and agricultural outbuildings. The county home was designed by architects Benton & Benton and is a Neoclassical brick building composed of a two-story central pavilion with one-story hyphenated wings. The tubercular hospital is a one-story brick building with a gable roof. The hospital closed in 1973. The tubercular hospital has been destroyed.

It was listed on the National Register of Historic Places in 1985.


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Fire and emergency management/P-18 Training/Cognitive Applications

Cognitive Applications

 * [[media:P18_test_1.pdf|P-18 Test One]]
 * [[media:P18_test_2.pdf|P-18 Test Two]]


text:
Electoral results for the district of Blayney

Blayney, an electoral district of the Legislative Assembly in the Australian state of New South Wales was created in 1904 and abolished in 1913.


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UK Constitution and Government/Parliament

Presentation
The Parliament

Previous Chapter | Next Chapter --

Parliament
Parliament is the supreme law-making body in the United Kingdom. It is made up of two Houses of Parliament, namely the House of Commons and the House of Lords, as well as the Sovereign. The Sovereign's involvement in the life and working of Parliament is purely formal.

In constitutional theory, Parliament in its strictest sense is sometimes referred to as the Queen-in-Parliament; this contrasts with the more ordinary use of the term "Parliament", meaning just the two Houses of Parliament. Within the British constitutional framework, the Queen-in-Parliament is supreme ("sovereign"), able to make, alter, or repeal any law at will.

Both Houses of Parliament meet at the Palace of Westminster.

Parliaments and Sessions
As with most legislatures, Parliament does not continue in perpetual existence. Typically, the "life" of a Parliament is around four years.

Parliament is initially summoned by the Sovereign. This now always occurs after there has been a general election. Once assembled, and a Speaker has been chosen by the House of Commons, Parliament is formally opened by the Sovereign. The business of the two Houses is arranged into sessions, which usually last a year (running from around October or November each calendar year). However, there is usually a long recess during the summer months, when business is temporarily suspended.

The opening of each parliamentary session is conducted in accordance with a great deal of traditional ceremony. The Sovereign takes his or her seat on the throne situated in the chamber of the House of Lords, and the Gentleman Usher of the Black Rod (one of that House's officers) is commanded to summon the House of Commons. When Black Rod reaches the door of the Commons, it is slammed shut in his face, to symbolise the right of the Commons to debate without royal interference. Black Rod then solemnly knocks on the door with his staff of office; on the third knock, the door is opened, and he is permitted to enter and deliver his message. MPs then proceed from the Commons to the House of Lords, to hear the Speech from the Throne, more commonly known as the Queen's Speech. The Speech outlines the Government's legislative proposals for the session; while worded as if it's the Sovereign's own policy, the Speech is in fact entirely drafted by Government ministers.

Each session is ended by a prorogation. The Commons are formally summoned to the House of Lords, where another formal Speech is read out, summing up the work of the two Houses of Parliament over the course of the session. In practice the Sovereign no longer attends for the prorogation; Lords Commissioners are appointed to perform the task, and one of their number also reads out the Speech.

By law, each Parliament must come to an end no later than five years from its commencement; this is known as dissolution. Because a dissolution is necessary in order to trigger a general election, the Prime Minister was effectively able to choose to hold elections at a time that seems the most advantageous to his or her political party.

After the 2010 General Election the Liberal Democrat party made the introduction of a law on fixed term parliaments a requirement for forming a coalition government with the Conservative party. A coalition was necessary as the result of the election meant no party had an overall majority of seats. The main opposition party from the previous parliament, the Conservative party, gained the most seats and under parliamentary protocol had the first opportunity to try and form a government. They concluded a formal deal with the Liberal Democrats to govern together. The Liberal Democrats had insisted on fixing the term of parliaments to reduce the inherent advantage the governing party had in being able to choose the moment to hold an election. There are provisions in the Fixed Term Parliaments Act to allow an early election with the consent of Parliament. These provisions were used in 2017.

Although the duration of Parliament has been restricted to five years since 1911, legislation was passed during both World Wars to extend the life of the existing Parliament; this meant that the Parliament summoned in 1935 eventually continued in existence for around ten years, until 1945.

Composition
While sometimes described as the "lower house", the House of Commons is by far the most important of the two Houses of Parliament. Members of the House of Commons are known as Members of Parliament, or MPs.

The entire United Kingdom is subdivided into constituencies, each of which returns one MP to sit in the House of Commons. There are presently 650 constituencies, however the exact number fluctuates over time as the boundaries of constituencies are periodically reviewed by Boundaries Commissions set up for each part of the UK. Constituencies are intended to have roughly equal numbers of voters, but in practice the smallest and largest constituencies can have a significant difference in size.

At each general election all seats in the House of Commons become vacant. If a seat becomes vacant during the life of a Parliament (i.e. between general elections), then a by-election is held for that constituency. The election for each constituency is by secret ballot conducted according to the First-Past-the-Post system: the candidate with the most votes is returned as MP.

Qualifications of voters
A person must be aged at least eighteen in order to vote.

The following nationalities are entitled to vote at parliamentary elections:
 * British citizens
 * citizens of the Republic of Ireland
 * citizens of Commonwealth countries

Irish and Commonwealth citizens must have been resident in the United Kingdom. British citizens who are resident abroad are only able to vote if they had been resident in the United Kingdom within the previous 15 years.

Certain categories of people are unable to vote:
 * the Sovereign
 * members of the House of Lords
 * people serving prison sentences
 * persons convicted of "corrupt practices" (electoral malpractice) within the previous five years
 * the insane

By convention, close relatives of the Sovereign also do not vote.

Qualifications of MPs
Anyone who is not disqualified to vote is also qualified to be an MP, except the following:
 * undischarged bankrupts
 * persons convicted of treason
 * members of legislatures outside of the United Kingdom that are not in Commonwealth countries
 * civil servants
 * members of certain specific public bodies, and holders of certain specific statutory offices
 * members of the armed forces
 * judges

Resignation as an MP
Since the 17th century, the House of Commons has asserted that MPs may not resign. However, in practice members are able to resign by the legal fiction of appointment as Crown Steward and Bailiff of the three Chiltern Hundreds of Stoke, Desborough, and Burnham, or as Crown Steward and Bailiff of the Manor of Northstead. Neither of these offices carries any duties, but have been preserved in force so that those appointed to them automatically lose their seats in the House of Commons as having accepted an office of profit under the Crown.

Speakership and procedure
The House of Commons is presided over by the Speaker. There are also three Deputy Speakers, with the titles of Chairman of Ways and Means, First Deputy Chairman of Ways and Means, and Second Chairman of Ways and Means.

The Speaker and his or her deputies are elected at the commencement of a Parliament, and serve until its dissolution. Following a general election, the Father of the House (the member with the longest unbroken service in the House, who is not also a Minister of the Crown) takes the chair. If the Speaker from the previous Parliament has been returned as a member of the new Parliament, and intends to continue in office, then the House votes on a motion that the member take the chair as Speaker. Otherwise, or if the motion for his or her re-election fails, then members vote by secret ballot in several rounds; after each round, the candidate with the fewest votes is eliminated. The election ends when one member secures a majority of votes in a particular round. Thereafter, the Speaker-elect leads the House of Commons to the House of Lords, where the Lords Commissioners (five Lords representing the Sovereign) officially declare the Royal Approbation (approval) of the Speaker, who immediately takes office. The Speaker traditionally lays claim to all of the House's privileges, including freedom of speech in debate, which the Lords Commissioners then confirm on behalf of the Sovereign.

If a Speaker should choose to resign from his post during the course of Parliament, then he must preside over the election of his successor. The new election is otherwise conducted in the same manner as at the beginning of a Parliament. The new Speaker-elect receives the Royal Approbation from Lords Commissioners; however, the ceremonial assertion of the rights of the Commons is not repeated.

The Speaker is expected to act impartially. He or she is an important figure within the House of Commons, controlling the flow of debate by selecting which members get to speak in debates, and by ensuring that the customs and procedures of the House are complied with. The Speaker and his deputies do not generally speak during debates, nor vote at divisions.

The Speaker also exercises disciplinary powers. He or she may order any member to resume his or her seat if they consistently contribute irrelevant or repetitive remarks during a debate. An individual who has disregarded the Speaker's call to sit down may be requested to leave the House; if the request is declined, then the Speaker may "name" the member. The House then votes on whether to suspend the member in question for a certain number of days, or even, in the case of repeated breaches, for the remainder of the session. In the most serious cases, the House may vote to expel a member. In the case of grave disorder, the Speaker may adjourn the House without a vote.

The House votes on all questions by voice first. The Speaker asks all those in favour of the proposition to say "Aye," and those opposed to say "No". The Speaker then assesses the result, saying "I think the Ayes have it" or "I think the Noes have it", as appropriate. Only if a member challenges the Speaker's opinion is a division, or formal count, called. During a division, members file into two separate lobbies on either side of the Commons chamber. As they exit each lobby, clerks and tellers count the votes and record the names. The result is then announced by the Speaker. In the event of a tied vote, the Speaker (or other occupant of the Chair) has a casting vote; however, conventions exist that the Speaker would cast a vote to maintain the status quo. In effect moving bills on to further scrutiny, but not pass a bill into law.

Composition
Generally speaking, membership of the House of Lords is by appointment for life. However, up until 1999, hereditary peers were also members of the Lords; when this right was abolished, a compromise measure allowed them to elect ninety of their number to continue as members.

Certain office-holders are also ex officio members of the House of Lords:
 * the Earl Marshal
 * the Lord Great Chamberlain
 * the Archbishop of Canterbury
 * the Archbishop of York
 * the Bishops of London, Durham, and Winchester

The Earl Marshal and Lord Great Chamberlain are mostly ceremonial offices. In addition to the three ex officio bishops, the 21 longest-serving diocesan bishops also sit in the Lords.

The general qualifications for sitting and voting in the Lords are:
 * to have reached the age of 21
 * to be a British citizen, or a citizen of the Republic of Ireland, or a citizen of a Commonwealth country
 * to not have been convicted of treason
 * to not have been declared insane

Speakership and procedure
The Lord Speaker is elected by the House. Until recently his or her duties were carried out by the Lord Chancellor, a Minister of the Crown.

In contrast with the Speaker of the House of Commons, the Lord Speaker has a relatively minor role, since the House of Lords is generally self-governing: the House itself decides upon points of order and other such matters. The seat used by the Lord Speaker is known as the Woolsack.

Similar to the House of Commons, the Lords also vote by voice first. The Lord Speaker (or whoever else is presiding) puts the question, with those in favour saying "Content," and those opposed saying "Not-Content." If the Lord Speaker's assessment of the result is challenged, a division follows, with members voting in the appropriate lobby just as is done in the Commons. The officer presiding may vote from his or her place in the chamber rather than from a lobby. In the case of a tie, the result depends on what type of motion is before the House. A motion that a bill be advanced to the next stage or passed is always decided in the positive, while amendments to bills or other motions are decided in the negative, if there is an equality of votes.

Acts of Parliament
Legislation passed by Parliament is in the form of an Act of Parliament.

A draft law is known as a Bill. A bill passes into law provided that it has either been passed by both Houses of Parliament, or the provisions of the Parliament Acts have been complied with; and provided it has received the Royal Assent.

A bill must pass through several stages in both of the two Houses. A bill is "read" three times in each House. The First Reading for Public Bills is almost always a formality. The Second Reading is a debate on the merits of the general principles behind the bill. Next follow the Committee and Report stages. The Third Reading is a vote upon the bill as a whole, as amended during the Committee and Report stages. Once the House into which the bill was first introduced has finished with it, the bill is then introduced into the other House. Any amendments by the second House then have to be agreed to by the first before the bill can proceed.

Bills are classified as either Government Bills or as Private Members' Bills. Ministers of the Crown introduce Government Bills; private members introduce Private Members' Bills.

Bills are also classified as Public, Private, Personal or Hybrid. Public bills create laws applied generally (for instance, reforming the nation's electoral system). Private bills affect a specific named company, person or other entity (for instance, authorising major constructions on specific named public lands). Personal bills are private bills that confer specific rights to specific named individuals (for example by granting the right to marry a person one would not normally be allowed to wed). Hybrid bills are public bills that directly and specially affect private interests.

Public Bills
A Public Bill's First Reading is usually a mere formality, allowing its title to be entered in the Journals and for its text to be printed by the House's authority.

After two weeks, one of the bill's supporters moves "that the bill be now read a second time". At the second reading debate, the bill's general characteristics and underlying principles, rather than the particulars, are discussed. If the vote on the Second Reading fails, the bill dies. It is, however, very rare for a Government bill to be defeated at the Second Reading; such a defeat signifies a major loss.

In the House of Commons, following the Second Reading, various procedural resolutions may need to be passed. If the bill seeks to levy or increase a tax or charge, then a Ways and Means Resolution has to be passed. If it involves significant expenditure of public funds, then a Money Resolution is necessary. Finally, the government may proceed with a Programme Motion or an Allocation of Time Motion. A Programme Motion outlines a timetable for further debate on the bill and is normally passed without debate. An Allocation of Time Motion, commonly called the Guillotine, limits time available for debate. Normally, a Programme motion is agreed to by both parties while an Allocation of Time Motion becomes necessary if the Opposition does not wish to cooperate with the Government. In the House of Lords, there are no Guillotines or other motions that limit the time available for debate.

Next, the bill can be committed to a committee. In the House of Commons, the bill may be sent to the Committee of the Whole House, a Standing Committee, a Special Standing Committee or a Select Committee. The Committee of the Whole House is a committee that includes all members of the House and meets in the regular chamber. The Speaker is normally not present during the meetings; a Deputy Speaker normally takes the chair. The procedure is used for parts of the annual Finance Bill and for bills of major constitutional importance. More often, the bill is committed to a Standing Committee. Though the name may suggest otherwise, the membership of Standing Committees is temporary. There can be from sixteen to fifty members; the strength of parties in the committee is proportional to their strengths in the whole House. It is possible for a bill to go to a Special Standing Committee, which is like a Standing Committee except that it may take evidence and conduct hearings; the procedure has not been used in several years. Finally, the bill may be sent to a Select Committee. Select Committees are permanent bodies charged with the oversight of a particular Government department. This last procedure is rarely used; the quinquennial Armed Forces Bill, however, is always referred to the Defence Select Committee.

In the House of Lords, the Bill is committed to the Committee of the Whole House, a Public Bill Committee, a Special Public Bill Committee, a Select Committee or a Grand Committee. The most common committee used is the Committee of the Whole House. Sometimes, the bill is sent to a Public Bill Committee of twelve to sixteen members (plus the Chairman of Committees) or to a Special Public Bill Committee of nine or ten members. These committees correspond in function to the Commons Standing and Special Standing Committees, but are less often utilised. Select Committees may also be used, like in the Commons, though it is rare for this to be done. The Grand Committee procedure is the only one unique to the House of Lords. The procedure is reserved for non-controversial bills that must be passed quickly; a proposal to amend the bill is defeated if a single member votes against it.

In both Houses, the committee used considers the bill clause-by-clause and may make amendments. Thereafter, the bill proceeds to the Consideration or Report Stage. This stage occurs on the Floor of the House and offers it an opportunity to further amend the bill. While the committee is bound to consider every single clause of the bill, the House need only debate those clauses which members seek to amend.

Following the Report Stage, the motion that the bill be now read a third time is considered. In the House of Commons, there is a short debate followed by a vote; no further amendments are permitted. If the motion passes, then the Bill is considered passed. In the Lords, however, amendments may be moved. Following the vote on the third reading, there must be a separate vote on passage.

After one House has passed a bill, it is sent to the other for its consideration. Assuming both Houses have passed a bill, differences between their separate versions must be reconciled. Each House may accept or reject amendments made by the other House, or offer other amendments in lieu. If one House has rejected an amendment, the other House may nevertheless insist upon it. If a House insists upon an amendment that the other rejects, then the bill is lost unless the procedure set out in the Parliament Acts is complied with.

Once a bill has passed by both Houses, or has been certified by the Speaker of the Commons as having passed the House of Commons in conformity with the Parliament Acts, the bill is finally submitted to the Sovereign for Royal Assent. Since 1708, no Sovereign has failed to grant Royal Assent to a bill. Assent may be given by the Sovereign in person, but is usually given in the form of letters patent read out in each of the Houses; in the House of Lords the Clerk announces the Norman French formula "La Reyne le Veult", and the Bill thereupon becomes an Act of Parliament. In 1708 the formula used for the Scottish Militia Bill was "La Reyne s'avisera" (however, this was on ministerial advice).

In theory the Sovereign has the right to either withhold or reserve the assent, however this right is not exercised. If assent were withheld, then the bill would fail. If assent were reserved, then formally a final decision on the bill has been put off until a later time; if Assent were not given before prorogation of the session, then the bill would fail.

Private, Personal and Hybrid Bills
In the nineteenth century several hundred private Acts were passed each year, dealing with such matters as the alteration of local authority powers, the setting up or alteration of turnpike trusts, etc. A series of reforms has eliminated the necessity for much of this legislation, meaning that only a handful of private Acts are now passed each year.

A private bill is initiated when an individual petitions Parliament for its passage. After the petition is received, it is officially gazetted so that other interested parties may support or contest it. Counter-petitions objecting to the passage of the bill may also be received. To be able to file such a petition, the bill must "directly and specially" affect the individual. If those supporting the bill disagree that such an effect exist, then the matter is resolved by the Court of Referees, a group of senior Members of Parliament.

The bill then proceeds through the same stages as public bills. Generally, no debate is held on the Floor during the Second Reading unless a Member of Parliament files a "blocking motion". It is possible for a party whose petition was denied by the Court of Referees to instead lobby a Member to object to the bill on the Floor. After the bill is read a second time, it is sent to one of two committees: the Opposed Bill Committee if there are petitions against the bill, or the Unopposed Bill Committee if there aren't. After taking evidence, the committee may return a finding of Case Proved or Case Not Proved. In the latter case, the bill is considered rejected, but in the former case, amendments to the bill may be considered. After consideration, third reading and passage, the bill is sent to the other House, which follows the same procedure. If necessary, the bill may have to face two different Opposed Bill Committees. After differences between the Houses are resolved, the bill is submitted for Royal Assent.

Personal bills relate to the "estate, property, status, or style" or other personal affairs of an individual. By convention, these bills are brought first in the House of Lords, where it is referred to a Personal Bill Committee before being read a "first" time. The Committee may make amendments or even reject the bill outright. If the bill is reported to the House, then it follows the same procedure as any other private bill, including going through an Unopposed or Opposed Bill Committee in both Houses. A special case involves bills that seek to enable marriages between those who are within a "prohibited degree of affinity or cosanguinity". In those cases, the bill is not discussed on the Floor and is sent at the committee stage to a Select Committee that includes the Chairman of Committees, a bishop and two lay members.

Hybrid bills are public bills that have a special effect on a private interest. Prior to the second reading of any public bill, it must be submitted to the Clerk, who determines if any of the House's rules have been violated. If the Clerk finds that the bill does have such an effect on a private interest, then it is sent to the Examiners, a body which then may report to the House that the bill does or does not affect private interests. If the latter, then it proceeds just like a public bill, but if the former, then it is treated as hybrid. The first and second readings are just as for public bills, but at the committee stage, if petitions have been filed against the bill, it is sent to a Select Committee, but the Committee does not have the same powers of rejection as Private Bill Committees. After the Committee reports, the bill is recommitted to another committee as if it were a public bill. Thereafter, the stages are the same as for a public bill, though, in the other chamber, the bill may have to be considered once more by a Select Committee.

Supremacy of the House of Commons
Under the Parliament Acts of 1911 and 1949, the House of Commons is essentially the pre-eminent chamber in Parliament. If the Lords fail to pass a bill (by rejecting it outright, insisting on amendments disagreed to by the Commons, or by failing to vote on it), and the bill has been passed by the Commons in two consecutive sessions, then the bill may be presented for Royal Assent unless the House of Commons otherwise directs, and provided that the bill was introduced in the Lords at least one month before the end of each session. However, twelve months must have passed between the Second Reading in the first session, and the final vote on passage in the second one. Also, the bill passed by the Commons in each session must be identical, except to take into account the passage of time since the bill was first proposed.

The effect of the procedure set out in the Parliament Acts is that the House of Lords may delay a bill for at least thirteen months, but would ultimately be unable to overturn the concerted will of the House of Commons. However, this procedure does not apply in the case of private or personal bills, nor to bills seeking to extend the life of Parliament beyond five years.

Under the Parliament Acts, a special procedure applies to "money bills". A bill is considered a money bill if the Speaker certifies that it relates solely to national taxation or to the expenditure of public funds. The Speaker's decision is final and cannot be overturned. Following passage by the House of Commons, the bill can be considered by the House of Lords for not longer than one month. If the Lords have not passed the bill within that time, it is submitted for Royal Assent regardless. Any amendments made by the House of Lords are ignored unless accepted by the House of Commons.

In addition to the Parliament Acts, tradition and conventions limit the House of Lords. It is the privilege of the House of Commons to levy taxes and authorise expenditure of public funds. The House of Lords cannot introduce bills to do either; furthermore, they are barred from amending supply bills (bills appropriating money to expenditure). In some cases, however, the House of Lords can circumvent the rule by inserting a Privilege Amendment into a bill they have originated. The Amendment reads:

 * Nothing in this Act shall impose any charge on the people or on public funds, or vary the amount or incidence of or otherwise alter any such charge in any manner, or affect the assessment, levying, administration or application of any money raised by any such charge.

The House of Commons then amend the bill by removing the above clause. Therefore, the privilege of the Commons is not violated as they, not the Lords, have approved the tax or public expenditure.

Delegated legislation
Many Acts of Parliament authorise the use of Statutory Instruments (SIs) as a more flexible method of setting out and amending the precise details for new arrangements, such as rules and regulations. This delegated power is given either to the Queen in Council, a Minister of the Crown, or to other named office holders. An Act may empower the Government to make a Statutory Instrument and lay it before both Houses, the SI to take legal effect if approved by a simple vote in each House; or in other cases, if neither House objects within a set time. In theory, Parliament does not lose control over such statutory instruments when delegating the power to make them, while being saved the necessity to debate and vote upon even quite trivial changes, unless members wish to raise objections.

English Votes For English Laws
During the creation of the Devolved Administrations of Scotland and Wales, the idea of an English Parliament or Regional Assemblies were discussed but ultimately not implemented. This created an issue where the UK Parliament is acting as a de facto English Parliament on matters devolved to the national assemblies. MPs from all regions were free to debate and vote on issues which did not effect their constituencies or constituents.

The Conservative Government of 2015 decided to address the issue in a controversial manner. Instead of bringing a bill to the Parliament, they proposed changes to the Statutory Instruments (SIs). Any bill brought before the Commons which is adjudged by the Speaker to only effect English Constituencies (or in some limited cases England and Wales) can have a ”double majority” rule imposed. In short, all MPs are allowed to debate and vote, but for a vote to be won both a count of votes of all MPs and a vote for English only MPs must be won.

Privilege
Each House has a body of rights that it asserts, or which are conferred by statute, with the aim of being allowed to carry out its duties without interference. For example, members of both Houses have freedom of speech during parliamentary debates; what they have said cannot be questioned in any place outside Parliament, and so a speech made in Parliament cannot constitute slander. These rights are collectively referred to as Parliamentary Privilege.

Both Houses claim to determine their own privileges, and are acknowledged by the courts as having the authority to control their own proceedings, as well as to discipline members abusing the rules. Furthermore, each House is the sole judge of the qualifications of its members. Collectively, each House has the right of access to the Sovereign. Individually, members must be left free to attend Parliament. Therefore, the police are regularly ordered to maintain free access in the neighbouring streets, and members cannot be called on to serve on a jury or be subpoenaed as a witness while Parliament is in session. (Arrest for crime is still possible, but the relevant House must be notified of the same.) Parliament has the power to punish contempt of Parliament, that is, violation of the privileges and rules of a House. Any decisions made in this regard are final and are cannot be appealed to any court. The usual modern penalty for contempt is a reprimand, or brief imprisonment in the precincts of the House, but historically large fines have been imposed.


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Talk:Dave Michayluk

Fair use rationale for Image:Dave Michayluk Penguins.jpg
Image:Dave Michayluk Penguins.jpg is being used on this article. I notice the image page specifies that the image is being used under fair use but there is no explanation or rationale as to why its use in this Wikipedia article constitutes fair use. In addition to the boilerplate fair use template, you must also write out on the image description page a specific explanation or rationale for why using this image in each article is consistent with fair use.

BetacommandBot (talk) 19:51, 13 February 2008 (UTC)

Fair use rationale for Image:Dave Michayluk.jpg
Image:Dave Michayluk.jpg is being used on this article. I notice the image page specifies that the image is being used under fair use but there is no explanation or rationale as to why its use in this Wikipedia article constitutes fair use. In addition to the boilerplate fair use template, you must also write out on the image description page a specific explanation or rationale for why using this image in each article is consistent with fair use.

BetacommandBot (talk) 19:52, 13 February 2008 (UTC)

title: Talk:Dave Michayluk