text:
Education in Kazakhstan

Following independence from the Soviet Union, a major economic depression cut "public financing" for education in Kazakhstan, "which dropped from 6% of gross domestic product in 1991 to about 3% in 1994, before rising to 4% in 1999. Elementary- and secondary-school teachers remain badly underpaid; in 1993 more than 30,000 teachers (or about one-seventh of the 1990 teaching staff) left education, many of them to seek more lucrative employment.

In 1994 Kazakhstan had 8,575 elementary and secondary schools (grades one through eleven) attended by approximately 3.2 million students, and 244 specialized secondary schools with about 222,000 students. In 1992 about 51 percent of eligible children were attending some 8,500 preschools in Kazakhstan. In 1994, officially 272,100 students were enrolled in the republic's sixty-one institutes of higher learning. A total of 54% percent of the students were Kazakh, and 31 percent were Russian.

Kazakhstan's 1995 constitution provides mandatory, socialized secondary school education. Citizens compete for socialized institutions of higher learning. Private education is increasing in the country, with about 5% of students enrolled in the private schools that remain largely under arbitrary state control.

In 2000, the Government of Kazakhstan joined the governments of the Kyrgyz Republic and Tajikistan, and the Aga Khan to establish the world’s first internationally chartered institution of higher education, the University of Central Asia (UCA). The UCA will have three campuses of equal size and stature in each of the founding countries. The Kazakh campus is under construction in Tekeli in the Zhetysu region, 35 minutes east of the regional capital Taldykorgan, and three hours by car from Almaty. The UCA will benefit from the resources of the Aga Khan Development Network to offer an internationally recognized standard of higher education in Central Asia. Currently, the University operates a School of Professional and Continuing Education (SPCE), with a School of Undergraduate Studies and a Graduate School of Development in the process of being established.

In 2002 Asian Development Bank provided technical assistance to Kazakhstan to identify key issues and priorities in the education sector and to contribute to strengthening the government's education sector development strategy. The United States provided 137 Peace Corps members to "work in education and NGO development" in 2004.

Kazakhstan has a 99.1% literacy rate for males and 97.7% for females as of 1999.

When United States Secretary of State Condoleezza Rice visited Kazakhstan from 12–13 October 2006, she said "The future of any state depends on its level of education. This is my fourth visit to Kazakhstan, I have already been to Atyrau and Almaty and I have been able to see for myself the high level of education of your nation, which is a key to success of any country."

The Human Rights Measurement Initiative (HRMI) finds that Kazakhstan is fulfilling only 81.0% of what it should be fulfilling for the right to education based on the country's level of income. HRMI breaks down the right to education by looking at the rights to both primary education and secondary education. While taking into consideration Kazakhstan's income level, the nation is achieving only 62.2% of what should be possible based on its resources (income) for primary education and 99.8% for secondary education.

Kindergarten
The Constitution of the Republic of Kazakhstan protects the right to access to kindergarten. Children typically start kindergarten at age 5. As of 2004, there were 100 kindergartens in the nation (83 public, 4 directly under the Ministry of Education, and 13 private) and 135 856 children enrolled in kindergartens (or 63% of the 5- and 6-year-olds). All kindergartens are expected to teach Kazakh and Russian, and most emphasize one language over the other.

One major problem has been the reduction of the number of kindergartens, due to the lack of state funding and virtually non-existence of private sources of money. There are also reported declines in the quality of kindergartens including a lack of hot meal or low quality food served and buildings in poor repair.

Primary school
Primary school in Kazakhstan typically starts at age 7 (some parents send their children to school, when they turn 6, very rarely - 8) and runs from years 1 – 4. Classes typically run in two sessions, from 8 until 1 and from 2 until 7, with students either going to class in the morning or in the afternoon. All primary schools are state-owned and primary and secondary education are constitutionally protected rights.

The curriculum for both primary and secondary school is established by the Ministry of Education, with little choice left up to the individual schools. Textbooks are published by independent retailers and must be bought by the students themselves.

Primary school is provided free to all citizens and residents of Kazakhstan and parents typically pay only for extra-curricular activities such as sports programs, music programs, and sometimes lab equipment or other special equipment.

Lower secondary school
Students continue in lower secondary school from grade 5 to year 9. This roughly corresponds to what is called in the USA, junior high school, or middle school. Typically a student in year 8 is 14–15 years old. The curriculum is a general education curriculum covering subjects like literature, student's first language, Russian or Kazakh language (depending on the language of the school in general), history, physics, mathematics, biology, chemistry, foreign language, and so on.

Higher secondary school
Once leaving lower secondary school, there are three tracks available. Students are free to choose any track of higher secondary education but are required to pursue one. Graduates of all tracks are eligible to enter university. The first track is a general secondary school which covers grades 10-12 and provides general education. In addition, there are two curriculum tracks for vocational education: initial vocational education which is provided by training schools and lycees, and secondary vocational education provided by colleges and trade schools.

 * Initial training schools are designed to train students in a skilled profession. The program is usually two or three years, (typically ages 16–18), but for some professional training four-year programs are required. Students who graduate can go on to colleges for advanced vocational training or attend university. The state pays the costs of education.

 * Lyceums provide basic vocational education to prepare students for skilled professions and includes general academic education. The course of study is three years. The state pays the costs of education.

 * Colleges give a program that provides both academic general education and advanced vocational education. Colleges, if licensed, can provide initial vocational education. Programs last for three or four years (grades 10–12, 13). Accelerated programs exist for students who have already completed general secondary education and initial vocational training in the same field. Graduates may go on to university or may begin working. As of the 1999 Budget Law, colleges are state-owned and self-financed. In principle, however, all compulsory education (primary and secondary) is provided free of charge.

The curriculum for primary and secondary school is established by the Ministry of Education, with little choice left to the individual schools. Textbooks are sold in bookstores and are purchased by the students themselves. Like primary school, secondary school is subsidized by the government. Parents only pay for extracurricular activities such as sports programs, music programs, and sometimes lab equipment or other special equipment.

Tertiary institutions
Most of universities, following the Russian system, focus entirely on teaching and do not engage in research. Students who are accepted to university at any level apply under a specific major, and the curriculum is set by the university (according to State legislation) for each major. For example, economics majors will all study in the same courses in the same order, separate from English majors who have a different curriculum. Some courses are required for a variety of majors and there is a possibility of switching majors but typically classes do not transfer to the new major and the student is expected to reenter in the new major as a first year.

The government is currently pursuing a program to adopt a credit-system which would allow students to study more easily internationally, and to add the possibility of a curriculum with electives and student-chosen courses.

There are four levels of tertiary education in Kazakhstan:
 * Bachelor's degree — typically a four-year degree
 * Specialist Degree — typically a five-year degree and more intensive than the Bachelor's
 * Master's degree — typically a two-year degree, roughly corresponding to the Western master's.
 * Doctoral Degree — typically a five-year program

Universities are usually headed by a rector, appointed by the President of Kazakhstan, who wields considerable authority over the institution, approving all decisions including those regarding curriculum, personnel, and admission. Thus Kazakhstan universities are more centralized than their Western counterparts.

The flagship research university in Kazakhstan is Nazarbayev University. Two other prominent universities in Kazakhstan are al-Farabi Kazakh National University in Almaty and L. N. Gumilyov Eurasian National University located in Nur-Sultan.

In addition, there are a few international universities such as KIMEP, which is a joint program, 40% owned by the government of Kazakhstan, but education is based on the Western system. The Kazakh-British Technical University and the Kazakh-American University represent joint projects between Kazakhstan and the UK and the USA, respectively. In all three institutions, the language of instruction is English. The University of Central Asia, founded jointly by the Governments of Kazakhstan, Kyrgyzstan and Tajikistan and by the Aga Khan, is affiliated with the Aga Khan Development Network. Its Kazakhstan campus is located in Tekeli. A number of specialty universities also exist. As of, there were public universities and private universities.

Private universities, typically for-profit institutions, are subject to the same regulations regarding curriculum but are free to set tuition and salaries as they see fit. Public universities are subject to the same regulations as other government-owned organs, regarding not only fees and salaries, but also administrative structure, contracting and subcontracting, and ownership of property.

State owned universities receive funding if their enrollment reaches 86,000 students or 34%. A small number of universities are financed through a budget line in the Republic budget, such as art academies or international universities.

Public funding of education
Students who have not received general upper secondary education have the academic portion of their program financed by the state. As for the vocational track, some students pay fees and others are financed through the state order program, where state authorities request a certain number of trained workers and specialists in certain fields. These students are chosen through a merit-based competition based on grades and recommendations from teachers or public officials.

Education for the nation as a whole made up

of which the lion's share went to general education: Share (%) of public expenditure on education by level and type, 1999-2003
 * 14.4% of public expenditures in 1999
 * 12.1% in 2000
 * 11.9% in 2001
 * 12.6% in 2002

Comparative average monthly salaries (KZT), 1999-2003

Nazarbayev Intellectual Schools
Nazarbayev Intellectual Schools (NIS) was founded in 2008 (as Orken) with a mission "to enhance the intellectual capacity" of Kazakhstan. In effect, the organisation develops, pilots and disseminates programmes for use in the national system of primary and secondary education, through its network of primary and secondary schools, professional development centres (Centres of Excellence), international schools, and associated organisations. The recent curriculum reforms were initiated by the NIS working in partnership with the National Academy of Education.

Arystan Specialized Lyceum
The Specialized Lyceum "Arystan" began operating in January 2011, with students from all regions coming to study at the lyceum from the ninth to eleventh grade. It is sponsored by the Nazarbayev Foundation. Heavily entrenched in the army way of life, there are 21 military officers and 5 military specialists who work at the lyceum, which also allows for basic military training and the promotion of discipline. The lyceum has its own flag like a military unit, as well as an emblem, oath of allegiance, and code of honour. In April 2013, President Nazarbayev described the lyceum as "a good example of participation of private capital in expanding access to qualitative education". There have been six graduating classes, of which many have entered military educational institutions of Defence Ministry, Nazarbayev University and Eurasian University, as well as educational Institutions of Russia, Belarus, Ukraine, and the United States.

Bolashak
The Bolashak Scholarship of the President of the Republic of Kazakhstan, was created in 1993 by the decree of the President: “In Kazakhstan’s transition toward a market economy and the expansion of international contacts, there is an acute need for a workforce with advanced western education, and so, it is now necessary to send the most qualified youth to study in leading educational institutions in foreign countries”. The Scholarship is merit-based and the selection process includes not only academic credentials, but also competence in the language of study, psychological testing and an interview process. Commitment to development of Kazakhstan and patriotism are factors as well. The final decision is made by the Republican Commission, chaired by the State Secretary and composed of the Ministers, members of Parliament, and members of the Office of the President. The Republican Commission also approves the country of study and program of study.

The Scholarship requires that all recipients return to Kazakhstan after graduating and work for five years in Kazakhstan. The Scholarship pays for all costs related to education, including tuition and fees, costs of travel, and a living stipend. Scholars are expected to maintain academic excellence. In the US, this translates to a 3.0 GPA.

There are currently about 1,800 scholarship recipients studying abroad in 24 countries. About 1,700 were awarded the Scholarship in 2005. The most popular countries are the USA (about 700 students chosen in 2005), the UK (about 400 students chosen last year) and Russia (about 300 students chosen in 2005). Australia and Malaysia are two countries represented for the first time in 2005 and host 2 Bolashak Scholars each. Nazarbayev University started his work from 2010, and it covers Bolashak system, therefore, Bolashak program has been closed for bachelors only.

Bologna Process
The Government is in finishing stage of implementing a credit system with Western academic three-levels (Bachelor-Master-PhD) which allows Kazakh students to study internationally without any understanding issues. Kazakh National educational system also allows the possibility of a curriculum with electives and student-chosen courses.

Spiritual and moral
In March 2001, Sara Nazarbayeva initiated the development of the Project of Moral and Spiritual Education (SME) "Self-knowledge".

On September 1, 2010, the mass introduction of the subject "Self-knowledge" into the system of continuous education of the Republic of Kazakhstan began: kindergarten - school - college - university. In pedagogical universities, the specialty "Social pedagogy and self-knowledge" was introduced, within the framework of which the training of future teachers of self-knowledge began.

In June 2012, the first graduation of certified teachers of self-knowledge, trained by the Humanitarian College "Self-knowledge" of harmonious human development, was carried out.

Problems
In connection with a lack of school facilities or a lack of teachers, some primary and secondary schools run three, instead of two sessions, so one group of students attends from 8 to 1pm, a second from 1pm to 6. This results in overworked teachers, students who are kept up late, and overused facilities.

The Asian Development Bank (ADB) published a report on financing of public education in Kazakhstan in 2004, which mentions widely agreed upon criticisms of the public education system reported elsewhere. According to this report, financing of public education is low, and mechanisms to introduce private financing have been unsuccessful. Furthermore, the Budget Code and the law 'On education' fail to clearly delineate responsibilities of local and central government, nor do they include sufficient mechanisms for monitoring budget expenditures.

The Organisation for Economic Cooperation and Development published a report in 2014 on the education system in Kazakhstan. According to the report, Kazakhstan achieved significant improvements in the quality of education and increased access to primary and secondary education. The report also indicated that Kazakhstan had embarked on profound reforms to improve the quality of the education system and was increasingly looking to international standards and best practices.

title: Education in Kazakhstan


text:
Talk:Cornwall Regional Hospital

Bad hospital 400 beds
This hospital needs to be shut down 400 beds and when you get there you could never get one my uncle sat in a chair for how many hours until he caught a A stroke now he’s back at the hospital with bleeding coming from his penis and he’s been sitting in a wheelchair from 1 PM in the afternoon to 9 o’clock in the night now you tell me what kind of emergency room do they have there the nurses are inconsiderate mean and disrespectful no human like behaviour and then you guys call yourself a hospital when you read what you stand for on your website it’s nothing that you see when you go to your face-to-face this hospital is one of the worst hospital you can ever go to if you are ready to see God go to this hospital because they will let you die 2607:FEA8:2380:379:B959:F877:4700:7D87 (talk) 01:43, 15 February 2023 (UTC)

source: wikimedia

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

title: Talk:Cornwall Regional Hospital


text:
Talk:The Journalist and the Murderer

This is a really interesting subject. I want to read this book now. I do think however that the two sections "The journalist and the murderer" and "Pathological narcissists and auto-fictionalizers" is a bit too hard to follow. I get confused as to who is who as the names are somewhat similar. One thing that might help is referring to people as Mrs.,Ms. and Mr. instead referring to people's last names with no regard to sex. --<IP_ADDRESS> (talk) 14:00, 16 March 2014 (UTC)

Might it be better to call Vidal an essayist rather than a journalist? — Preceding unsigned comment added by OnMyPorch (talk • contribs) 21:01, 13 May 2014 (UTC)

Malcolm's interest in the McDonald case
Malcolm attended a press conference for McGinness, after the out-of-court settlement of the lawsuit. The presser was sparsely attended: Malcolm, some others, and two journalists Potter and Bost, who wrote Fatal Justice, which actually was a reexamination of the investigation and trial. BubbleDine (talk) 17:35, 27 March 2016 (UTC)

title: Talk:The Journalist and the Murderer


text:
Libby Beaman

Elizabeth Beaman (1844-1934), also known by her maiden name Elizabeth Gertrude DuBois, was the first non-Aleut woman to go to the Pribilof Islands off the coast of Alaska. She was a naturalist, artist, mapmaker, and writer. Her year spent in Alaska produced a diary in which she wrote about her experiences during seal season. Not much is known of Beaman's later life, but her contributions to documenting her time in Alaska has established her as a woman who overcame societal norms and expectations.

Early life
Born Elizabeth Gertrude DuBois in Great Bend, Pennsylvania, in 1844, she was the eldest child of Nicholas and Louise DuBois. Her father was a civil engineer by training but a government official by career. For two years, Libby and her family lived at Mount Vernon while her father oversaw the restoration of George Washington's home. Her father worked under presidents James K. Polk, Zachary Taylor, and was well acquainted with Abraham Lincoln. She had a passion for art and attended the Corcoran School of Art. Beaman was given the opportunity to work for her father as a mapmaker, at a time when the United States' borders were expanding. Unbeknownst to Beaman, she would work on details of a map of the Alaska Purchase in which she would draw Saint Paul Island (Alaska) and St. George Island (Alaska), her future home for a year. As part of her introduction in her diary, Beaman described herself as a tall, slim woman with an eighteen inch waist, with pale skin, long dark hair, and blue-gray eyes.

Marriage and family
During the Civil War, Libby volunteered to be an attendant in the Confederate hospital in Hallowell, Maine. While there, she met prisoner John Warren Beaman (1845-1903). The two married in 1874, ten years after their first meeting. On November 26, 1880, Libby and John welcomed their son, Charles Worcester Beaman, in Washington, D.C.

Life in Alaska
In 1878, Beaman met with president Rutherford B. Hayes in Takoma Park, Maryland, to ask him to provide a job for her husband. Beaman knew that this request was out of the ordinary for women, but he assigned her husband a two-year position as an assistant special agent for the Treasury Department. Her husband was to oversee the seal industry in the newly acquired Alaskan territory. President Hayes had explained to Beaman that the supervision of seal pelts was important as it provided a substantial income for the United States government. In 1879, Beaman and her husband went to San Francisco where they sailed to the largest of the Pribilof Islands, St Paul's Island.

Beaman kept detailed accounts of the life cycle, mating season, and hunting of seals. She chronicled the interactions of bulls, bachelors, and cows, making note of their docile character and remaining on the islands from May until August. She recognized that fur seals were unique to the Pribilof Islands and had been at risk for extinction when the Dutch, Portuguese, English, and French were overhunting male and female seals. Beaman never agreed with the hunting of seals for their pelts, yet she was acutely aware that the islands could not support the abundance of these mammals. While on St Paul's Island, Beaman met Henry Wood Elliott where he noted her ability to capture the nature of the island. Unknown as to why, Beaman's nature sketches and paintings are not all accessible to the public, yet her detailed botanical and zoological work described by her husband and included in her journal attest to her ability to connect with and capture the arctic wilderness. At the time, it was quite unusual for a woman to travel with her husband to a remote island, but Beaman's skills in art, nursing, and mapmaking justified her presence. Over the course of the year spent in Alaska, Beaman kept a diary, later published by her granddaughter Betty John titled Libby: The Alaskan Diaries and Letters of Libby Beaman, 1879-1880.

Historian and scholar depiction
Historians and scholars discuss Beaman as a woman who helped to establish a new social role for women in a masculine dominated landscape. The nineteenth century was a time when women were excluded from participating in nature and exploration of the wild American landscape, yet Beaman's boldness has identified her as woman who contributed to nature and the sciences, going against popular culture. Beaman's personal work allowed her the freedom to explore her own thoughts and ideas of how to establish and justify her presence on the island. Beaman's experience on the islands gave women, such as Anne Morrow Lindbergh and Josephine Diebitsch Peary, the opportunity to write a new narrative for themselves in which their personal work could help establish themselves as contributors to unknown and unmarked regions. The publishing of Elizabeth Beaman's diary has helped to encourage women to find their voice and add their unique history and contributions to the changing narrative of women.

Later life
Upon their return from Alaska, Beaman and her husband moved back to Washington D.C. Shortly after the birth of their son, the Beaman's moved to Jefferson City, Missouri, until her husband, John, resigned as an engineer and returned to Washington, D.C., in 1895. After the death of her husband in 1903, Libby moved to Cincinnati, Ohio, to live with her son and his family.

She died on May 8, 1934, at the age of ninety.

title: Libby Beaman


text:
Talk:Bobô (footballer, born 1985)

untitled
Olympiacos_F.C. for ever gavros!!!!!!!!!!!!!!!!! —Preceding unsigned comment added by Nlkrio1 (talk • contribs) 16:50, 30 May 2009 (UTC)

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New image for Bobô
Not entirely 100% on uploading images of players as I'm not entirely sure how it works here, but I think we're in need of a new photo of Bobô, preferably in his Sydney FC kit. --Legit khajiit (talk) 05:31, 2 December 2017 (UTC)

title: Talk:Bobô (footballer, born 1985)


text:
User:Law Lord~enwiktionary

Lived in these countries for longer than 3 months
da:User:Law Lord sv:User:Law Lord

title: User:Law Lord~enwiktionary


text:
Longjumeau

Longjumeau is a commune in the Essonne department, France. It is located 18.2 km south from the center of Paris. Inhabitants of Longjumeau are known as Longjumellois in French.

Longjumeau Party School
In 1911, Lenin founded the Longjumeau Party School to provide instruction to selected militants of the Russian Social Democratic Workers Party who would travel from Russia to attend. There were 18 students, with three each from Moscow and St Petersburg, with the rest coming from across the Russian Empire. Lenin was the principal lecturer delivering 56 lectures on diverse subjects. Other instructors included: Nikolai Semashko, David Riazanov, Charles Rappoport, Inessa Armand, Zdzisław Leder pl, and Anatoli Lunacharsky.

Transport
Longjumeau is served by three stations on Paris RER line C: Longjumeau, Gravigny – Balizy and Chilly Mazarin RER, which are peaceful due to the low transit.

Education
the six communal preschools (écoles maternelles) had 895 students, and the six communal elementary schools had 1,432 students, making a total of 2,377 students. Schools include:
 * Public preschools: Albert Schweitzer, Balizy, Jean Bernose, Maryse Bastié, Charles Perrault, and Albert Gubanski
 * Public elementary schools: Albert Schweitzer, Jules Ferry, Hélène Boucher, Antoine de Saint-Exupéry, Georges Guynemer, and Balizy
 * Public junior high schools: Collège Louis Pasteur, Collège André Marois, Collège Pablo Picasso
 * Public senior high schools/sixth-form colleges: Lycée Jacques-Prévert and Lycée des Métiers Jean-Perrin
 * Private schools: Ecole Maternelle les Saules and Ecole Privée Saint-Anne

Personalities

 * Nicolas Charles Seringe, was a French physician and botanist born in Longjumeau.
 * Marc Lavoine, is a French singer and actor.
 * Loïc Loval, footballer
 * Terence Baya, footballer
 * Vincent Dufour, is a French former football player who is now a manager.
 * Bingourou Kamara, footballer
 * Benjamin Mendy, footballer who currently plays for Manchester City.
 * Jérémy Ménez, footballer
 * Olivier Ntcham, footballer who currently plays for Swansea City.
 * Stéphane Owona, footballer
 * Estelle Raffai, athlete
 * Ibrahima Tandia (born in Longjumeau in 1993), footballer
 * Adrien Planté, is a French rugby union player
 * Jamie Ryan, is an Irish bass guitarist in the French metal band Mass Hysteria.
 * Nathalie Kosciusko-Morizet, often referred to by her initials NKM, is a French politician.
 * Tanguy Ndombele, footballer who currently plays for Galatasaray on loan from Tottenham Hotspur
 * Kenny Elissonde (professional cyclist).

Trivia
Longjumeau is the setting for the opera-comique Le postillon de Lonjumeau by Adolphe Adam where it is presented as an early 19th-century rural community. The opera was first performed in Paris at the Opéra-Comique on 13 October 1836. Performances followed in London at the St. James Theatre on 13 March 1837, and in New Orleans at the Théâtre d'Orléans on 19 April 1838.

Longjumeau is twinned with Pontypool in South Wales, UK.

title: Longjumeau


text:
zalít

Etymology
From.

Verb

 * 1) to water to pour water into the soil surrounding plants
 * 2) to pour sth over sth

title: zalít


text:
Talk:Web design

Note on the import: There was a bit of a scandal involving this on the IRC channels. On #wikiversity, people thought it was a textbook. On #wikibooks, people said it was a wikiversity course. As a compromise, the book was imported as a copy, and will probably end up getting merged into other books on the wikibooks side. --SB_Johnny | talk 09:50, 29 August 2006 (UTC)
 * Oh: red links on this topic page are due to depreciated naming of some pages. To fix red links, change "Web Design:Subpage" to "Web Design/Subpage". --SB_Johnny | talk 09:52, 29 August 2006 (UTC)

Scope of this subject
Should server side scripting be included in Web Design? Should exercises in a programming language (PHP) be included in a topic on markup? It seems to me that since the W3C recommends that the content and style of a page should be separated as much as possible, it would be in our interest to avoid including Web Application development in Web Design. Any other thoughts on this? Talonhawk 18:37, 13 September 2006 (UTC)

 * Hmmm... I guess I've been thinking about the skills that a Web Designer may need - and this includes basic server-side scripting (like handling forms - not really huge programming). But you're right, technically it's bordering on Web Application Development (or Web Programming). It's a fuzzy area... where would Javascript, XML (SVG etc) fit in?

 * Personally, I'd rather group the skills/tutorials to reflect how they are used by the learner... (ie, the logical pathway along which you might learn them) and very introductory form-handling kinda stuff is relevant to someone learning web design. If they were then to move into Web Application Development, it would be a whole other level. Perhaps we should start a Web Application Development course to eventually cater for this? What are your thoughts? Michaelnelson 03:51, 20 September 2006 (UTC)

 * Based on what I've read so far, it seems that Web Applications would be a sub-category that would relate both to Programming and Web Design. I'm currently of the opinion that a separate course with links to there from both here and from Programming as seems appropriate to the contributors there. This would allow contributors from both areas to contribute. My main concern was that we don't 'get to far ahaid of ourselves,' so to speak. In any case, it doesn't seem to be overly objectionable to create content before we know where to place it. -- Talonhawk 04:33, 20 September 2006 (UTC)

Just so you know
There's Topic:PHP for various PHP teaching. Just out of interest, are answers supposed to be supplied with PHP challenges? I'm happy to code basic prototypes for participants to compare their work against. --Draicone (talk) 13:47, 1 October 2006 (UTC)

 * Hi Draicone! Thanks for your work on the Web Design topics! RE the PHP Challenges - I was thinking that rather than providing answers, a series of progressive hints would be better. Some learners will tackle the challenges without the hints, others might need to peek at the first hint, others might need all the hints for a specific challenge. What do you think? (Sorry for the delay in responding - been away on hols!)

Professional
I think this is a highly professional article. Continous contributions are great as well. I believe that we should give the "student" many examples and a step by step example, and other things that will help them learn web design. For simply reading lines of code will be confusing. I myself have some things to add to the course. Good luck Kirby145 06:37, 9 November 2006 (UTC) November 08, 2006

 * Great to have your input Kirby! I agree, examples are soo important... and examples that gradually introduce new concepts, rather than overloading the brain! Michaelnelson 22:49, 14 November 2006 (UTC)

Moving some of the main pages
After using this wiki over the past year, I keep thinking about re-labeling the main sections in terms of what learners want to do... Would people mind if I moved the main pages as follows... or have any other suggestions?

 * Building a basic web page instead of Basic HTML and CSS
 * Building a small website instead of Intermediate HTML and CSS
 * Building a website for a client instead of Developing a Client Project
 * Introduction to programming with Javascript (any suggestions?)
 * An introduction to dynamic websites

If we limit the scope to this, then people who want to learn more about web development might use a separate course "Web Development" as suggested by TalonHawk above. I think these new headings would be more descriptive of what the learner will actually do if they click.

 * I think that is a good suggestion. If we can get more input on your proposal by some of the other contributors to this section, it might help us be sure the layout would be easily understood by someone entirely new to learning from a wiki and the subject of web development. Talonhawk 01:26, 15 November 2006 (UTC)

 * Great idea (getting more feedback). In fact, I was surprised that there is feedback already! Is there a way to track changes via RSS/email or something that I'm missing (I just click on 'my watchlist' every few days). I renamed the links to try it out, but haven't moved the pages... so it's easy to change back if people don't like it. Michaelnelson 03:24, 15 November 2006 (UTC)

 * The course is looking good. I'm going to try to link related topics to some of the subpages. Examples: Topic:PHP, Introduction to Databases. Also I've proposed a phpMyAdmin learning resource *hint hint* but I'm not qualified to write it.

 * Are you going to simplify the names and move them to the main namespace (with no prefixes)? I think that would be best. Just use Category:Web Design and make sure they all have links on Topic:Web Design. We can make a template to navigate them, if you want to go that route. Just a thought. CQ 17:54, 15 November 2006 (UTC)

 * I was wondering about the namespace? Some have even two levels (like Web Design/Dynamic Pages/PHP Challenges) - which is a hang-over from when it was a book. Is the preference at Wikiversity to put most things (all things?) in the main namespace? I've got no problem with the change... others?

 * By the way CQ, the WebDesign book does have Creating DB Tables which links to a simple tutorial about creating tables in PHPMyAdmin. Michaelnelson 18:56, 15 November 2006 (UTC)

 * Thanks for the prompt reply Michaelnelson. I think placing learning materials in the main namespace is preferred (and certainly has advantages for outsiders searching Wikiversity content). See Naming conventions. I've brought the subpage question up at Colloquium. Maybe we can get some advice there. CQ 21:02, 15 November 2006 (UTC)

 * Okay... sounds fair! Is there any best way to go about re-naming all the pages within Topic:Web Design? And is it safe? (All the old page names will re-direct right?) I'll get some time in a few weeks - but if anyone else would like to help, please do! Michaelnelson 05:31, 17 November 2006 (UTC)

 * As suggested by CQ and others, I'm gonna start moving the web design learning activities into the main namespace. I'll add links back to Topic:Web Design, and also add the UnderConstruction template to those pages that need work before learners can use them easily... I'll also try to edit a bit as I go... If anyone wants to join in, please do! Michaelnelson 03:06, 15 December 2006 (UTC)

MediaWiki Project
In addition to ground up HTML/CSS web design, I wanted to let participants here know about Topic:MediaWiki, the MediaWiki Project and the MediaWiki Engine learning resources that are under way. We'll be applying what we learn directly to immediate needs at Wikiversity:
 * Templates
 * Guided tour
 * Content development
 * ...and many others...

The MediaWiki Engine course is going to be studying the back-end stuff in quite a hands-on way. We don't want to detract from the great course developing here, but we think the experience will be enlightening. Please have a look. CQ 07:27, 1 February 2007 (UTC)

sandbox server
I wanted to let participants here know about the "sandbox server" discussions Wikiversity talk:Sandbox Server.

Whether or not that sandbox server ever gets set up, I volunteer to host the first 10 web design students who ask me on my Talk page.

--DavidCary 04:07, 25 April 2007 (UTC)

getting a development space
I'm wanting to get into programming PhP, there seems to be a number of good open access courses for intro to PhP and further. What I am looking for is a course on how to set up the development environment. Can anyone point me to such a course? -- Prawstho 17:07, 8 March 2008 (UTC)
 * Hello Peter, I just searched here at Wikiversity, but didn't find info regarding this. But thanks to you I could point this page to the learning project which you started: Creating a Development Environment. Erkan Yilmaz Wikiversity:Chat  21:18, 10 March 2008 (UTC)

web utilities
It's becoming easier to use tools other people have provided on the web, without doing any programming.

These tools seem like they would be useful for "web designer"s to use, even though they seem to fall in the crack between classes on "HTML" (since they are CGI scripts) and "CGI" (since those classes focus entirely on writing your own CGI scripts, and neglect the CGI scripts that are already running online).

They seem especially useful for students who
 * want dynamic effects, but is not a programmer; or
 * want dynamic effects, but don't want to pay for a "premium" web server that would allow them to run CGI scripts; or
 * want dynamic effects, but don't want to worry about the security implications of running their own custom CGI scripts.

I'm talking about web utilities such as:
 * "I want to: Web 2.0 resources to help collaborate, communicate, discover, email, laugh, generate images, podcast, use multimedia, store photographs, use RSS, internet search, shop, create start pages, store information, time management, train, teach and do things with webpages and websites." by Phil Bradley
 * hit counters (but see also "why are hit counters inaccurate?")
 * GET
 * Google maps mashups ,, How to add a Google Map to any web page in less than 10 minutes

Where is an approprate place to talk about these tools and how to add them to web pages? --DavidCary 21:52, 16 July 2007 (UTC)

want to join this group
Hello: I am a participnt in the Wikiversity course "Composing free and open educational resources", which is currently in its second week. I am directed to locate a group or project where people are working on some learning resource or study project that I could assist with, and join the group or project by notifying the other editors of your interest. I am interested in joining this Web Design Group and Project. Please let me know whether I can. I am not a teacher or web designer. My knowledge of HTML and CSS is rudimentary, at best. Thanks. Stewjean 07:23, 10 March 2008 (UTC)
 * >Please let me know whether I can.
 * of course you can, this is a wiki.
 * >My knowledge of HTML and CSS is rudimentary, at best.
 * Well then one approach is to read the offered material and start from there if you can improve things, give feedback (e.g. I changed/added this paragraph, because ...). You can find people lately being active on the pages over the "history"-button on top of each page. Have fun, Erkan Yilmaz Wikiversity:Chat  07:37, 10 March 2008 (UTC)

Hello All: Thank you for accepting me in Web Design; I am learning a lot. However, I would also like to give or bestow something - as opposed to taking all the time [I am a participant in the "Composing free and open educational resources" course where I am essentially taking since I know very little about the subject - I am not even a Teacher in the proper sense]. I previewed the Wikiversity "To Do List" and I see there are a number of ways I could give, but none of the noted help areas relate to Web Design. In fact, they all entail more taking on my part, to the extent I would be getting more free learning.

Based on the above, I wonder whether Web Design needs links from Wikipedia pages, or whether the Web Design portal needs updating or, if neither of the above, please let me know if there are any administrative Web Design project(s) to which I can contribute. <IP_ADDRESS> 14:19, 13 March 2008 (UTC)

 * It is great that you want to help out. A few pages here at WV have experimented with a new design to improve how readable and useable the pages are.  For example, see Portal:Interdisciplinary Studies and compare to the old design that can be seen here.  One project might be to use Template_talk:Box_portal_skeleton and try to create a new portal.  If you are interested I can help.  I'd like to create a Portal:Astronomy.  Note that creating a design on a wiki is a little different than typical web design projects.  If that is what you are interested in doing, then another place to explore is the Topic:Sandbox Server 0.5.  You can experiment with web page design there.  Please feel free to keep asking questions about where to work on projects that you are interested in. --mikeu talk 00:35, 14 March 2008 (UTC)

Standards!
You just have to love the irony of the fact that a page dedicated to teaching people how to write web pages doesn't even mention web standards. They are very fucking important. W3C!!!

Examples and Explanations
I'm trying to learn more about web design and am already familiar with the basic principles, I just have trouble figuring out how to make designs, patterns, etc. from scratch. Is there anyway there could be a section where several web designers show off some designs they've made and talk about all the details that went into it, what decisions they made, and why? Understanding a designer's thought processes would really be helpful.

Perhaps some of the designers here could post screenshots of web pages they've made, and students could come by and add questions to the wiki. --Sean T Hayes 06:07, 30 November 2009 (UTC)

Merge in material from Web Page course
There is a tree of material under Web Page which is old and should be merged in here. –SJ + > 00:01, 11 July 2011 (UTC)

Removal of link to W3schools.com
(IP editor, summary:) (Removed W3Schools as a resource. Visit w3fools.com to know why.)

This is not adequate to justify removal here. Please discuss before removing established content. I'm not saying the link should remain, but links should be handled evenly. w3fools.com points out the w3Schools disclaimer that information is not guaranteed to be reliable, as if this were a problem with w3Schools. Neither is information here so guaranteed.

If users want to review sites, that's possible. It should be handled with care. I'm comfortable with logged-in users with substantial Wikiversity contributions making recommendations. I'm less comfortable with what appears to be an attack on a site.

The site appears to be commercial. That is, they sell a certificate of completion, of dubious value. However, the course material appears to be free, so that should not be a reason to not use the site. Beyond this, I'm not investigating at this time. --Abd (discuss • contribs) 18:50, 15 November 2013 (UTC)

title: Talk:Web design


text:
Talk:Ironwood Forest National Monument

External links modified
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title: Talk:Ironwood Forest National Monument


text:
User:Tului/Dr Steppa Lee

Dr Steppa is a bad ass mother who is also a DJ. He is not a real doctor, but that does not matter due to him being Jason Lee.

title: User:Tului/Dr Steppa Lee


text:
Sabkha

A sabkha (سبخة) is a coastal, supratidal mudflat or sandflat in which evaporite-saline minerals accumulate as the result of semiarid to arid climate. Sabkhas are gradational between land and intertidal zone within restricted coastal plains just above normal high-tide level. Within a sabkha, evaporite-saline minerals sediments typically accumulate below the surface of mudflats or sandflats. Evaporite-saline minerals, tidal-flood, and aeolian deposits characterize many sabkhas found along modern coastlines. The accepted type locality for a sabkha is at the southern coast of the Persian Gulf, in the United Arab Emirates. Evidence of clastic sabkhas are found in the geological record of many areas, including the UK and Ireland. Sabkha is a phonetic transliteration of the Arabic word used to describe any form of salt flat. A sabkha is also known as a sabkhah, sebkha, or coastal sabkha.

The term sabkha has also been used as a general term for any flat area, coastal or interior, where, as the result of evaporation, salt and other evaporite minerals precipitate near or at the surface. The term continental sabkha is used for such environments found within deserts. Because of the confusion created by using sabkha for salt flats and playas, it has been proposed that the usage of this term be abandoned for playas and other intracontinental basins and flats.

The Abu Dhabi Sabkhas
The origin and progression of coastal sabkha development at the southern shore of the Persian Gulf was first discussed in detail in the seminal paper by Evans et al. 1969. The southern shoreline of the Persian Gulf is a shallow, low-angle carbonate ramp characterised by an evaporitic supratidal system passing offshore, via a broad carbonate–evaporite intertidal environment, into a carbonate-dominated subtidal system. This is a low-energy setting with a small tidal range (1–2 m) and low wave energy as a result of the limited fetch. High rates of evaporation result in salinities of 45–46 g l−1 along the open-marine coast of Abu Dhabi and up to 89 g l−1 in more-restricted lagoons. The coast of Abu Dhabi is locally protected from open-marine conditions by a number of peninsulas and offshore shoals and islands associated with the east–west trending Great Pearl Bank.

Groundwater plays a key role in the formation of sabkhas. The phenomenon of groundwater discharging to the surface doesn't always result in visible open water. Instead, the water evaporates upon reaching the surface, leading to the formation of salt deposits. The salt flats of Abu Dhabi are a typical example of this, with the evaporation of water occurring from the capillary fringe - a subsurface layer where groundwater seeps up from a water table - which intersects the surface. This activity has contributed to the creation of an expansive salt flat, covering approximately 36,000 square kilometers.

Much of the chemical content in these flats is attributed to groundwater that seeps to the surface. This seepage results in a concentration of these dissolved substances, which is estimated to be about ten times that found in seawater. The arid conditions of such regions are often characterized by sparse or even completely absent vegetation. This lack of plant cover allows aeolian processes to interact with the phreatic surface to form unique landforms, such as sabkhas.

Due to the minimal vegetation, aeolian activity has the capacity to cause deep erosion into the surface sediments. However, it's unable to displace material below the capillary zone due to the full saturation of this zone preventing its uplift by the wind. As a result, the Earth’s surface in such regions tends to mimic the shape and slope of the underlying water table. The resultant surfaces evolve into vast, flat, discharge areas where the process of evaporation leads to the accumulation of salts. Over time, these accumulations form crusts of a salty nature, characterizing the unique landscape of these regions.

Khor lagoon
In the khor-lagoon-sabkha model, an initial rise in sea-level floods coastal areas and creates shallow water features. If the features silt up, or the land rises, or the sea level falls, then the trapped water evaporates, leaving a flat salt pan, or sabkha. If the coastal region has irregular topography, then the flooding creates large independent creeks, or khors. A khor is a shallow, subtidal flat or tidal inlet. The inlet may host grey mangroves, depending on whether less saline water is available from wadis or groundwater. As sediment begins to accumulate, the khors become more shallow and form a lagoon, or intertidal flat. The lagoons continue to fill until the lagoon floor is exposed at low tide, and the sabkha begins to form. A sabkha may be inundated during higher than normal spring tides, after rainstorms, or when driving winds push seawater onshore to a depth of a few centimeters. Mature sabkhas are only flooded after heavy rainstorms and may eventually coalesce to form a sabkha coastal plain. These coastal plains are very flat, with reliefs between 10–50 cm, and their seaward slope can be as little as 1:1,000.

These environments can be found laterally contemporaneous in parallel belts to the coast as well. Coral reefs, barrier islands, and oolite shoals form the barrier with the open shelf. These types of deposits are indicative of higher energy and protect the khor-lagoon environments, allowing for the growth of mangrove swamps and algal and cyano-bacterial mats that prefer the more closed, lower energy environment. Inland of this are the supratidal sabkhas. The sabkhas can be as wide as 15 km when seaward of dune fields supplying large amounts of sediment. Sabkhas seaward of low outcrops of Miocene carbonate-evaporites or alluvial fans off the Oman fold and thrust belt can be as narrow as several hundred meters.

Dune field
If the coast has dune fields, then flooding creates many smaller pools between the crests of the dunes. In some parts of the world, these lakes can also form in inland deserts, filled by rain or a rising water table from underground aquifers.

For example, large parts of the Empty Quarter in Saudi Arabia and the southern UAE consist of patterns of high drifting barchan dunes alternating with continental sabkha filled with salt flats. In some places, the continental sabkha connect to form long accessible corridors into the desert.

The third picture shows the area south of the crescent-shaped Liwa Oasis in the southern UAE. The picture is about 80km wide, with each continental sabkha about 2-3 km long and 1 km wide. You can see white deposits of salt covering the surface of the continental sabkha. The Moreeb Dune, rising 120 m above the continental sabkha, is located roughly in the middle of the picture. The border between Saudi Arabia and the UAE is shown in red.

The floor of a continental sabkha is usually a hard-packed combination of sand, mud and salt. It is easy to walk or drive 4x4 vehicles across the dry, continental sabkha. However, after rains and flash-floods, the continental sabkha fill with shallow layers of water, and cannot be crossed until they dry out to form a new crust. When the ground is partly dried, a salt crust forms over soft mud or hollow cavities, and a vehicle will become stuck after breaking through the crust.

Here are two current examples of dune fields being flooded. The first is not a desert, but a coastal dune field in the Amazon region, flooded by heavy rains. The second is a dry inland desert in the Gobi region, flooded by ground water from nearby mountains.

Climate effects
The climate is one of the main factors in sabkha development. Rainfall in this arid region usually occurs as thunderstorms and averages 4 cm/year. Temperatures can range in excess of 50 °C to as low as 0 °C. Humidity is linked to the wind direction, with humidity as low as 20% in the mornings from off the dry interior and building in the afternoon as a strong, onshore wind prevail. At night, relative humidity of 100% can lead to dense fogs. Water temperatures vary by depth with shallow water as much as 10 °C warmer. These high temperatures drive high rates of evaporation in the Persian Gulf, as much as 124 cm/year leading salinity to increase in the shallow lagoons to as much as 70 ppt. The net rate of evaporation from the sabkha can be as much as an order of magnitude less and has averaged 6 cm for the last 4,000 to 5,000 years. The reasons for this are that the sabkha surface is not a free-water surface, the high humidity during the night, and vertical stratification of the air column. Despite the loss of water due to evaporation, the groundwater, never deeper than 1.5 m, flows seawards and is recharged by continental waters, rainstorms, and the northwest "shamal” gale-force winds that create waves of greater height than the intertidal height and drive water as much as 5 km inland over the sabkha to a depth of a few centimeters. The climate variations lead to the very dynamic nature of a sabkha. Halite is deposited on the surface of the sabkha and gypsum and aragonite precipitate in the subsurface via capillary action from brines brought up from the water table. In drier parts of the sabkha the gypsum can be altered to anhydrite and the aragonite can be dolomitized diagenetically. Thermal contraction at night and expansion during the day leads to concave polygonal pans as the edges have been upturned, in part due to growth of evaporites wedging the crack apart. Below this is a gypsum mush where nodules of anhydrite and other sulfates may develop. These might also form a “chicken wire” crystalline structure. Below this are the intertidal deposits typified by laminated, organic-rich muds formed by the microbial mats that grade downward into more bioturbated muds. The subtidal facies show carbonate grainstones and lagoonal muds.

These facies sequences, except for the halite that is frequently re-dissolved when wetted, can easily be preserved. Factors enabling preservation include the progradation of the sabkha with sedimentation rates of 1 m/1000 years and the creation of Stokes surfaces. These surfaces are created by the deflation of the sabkha surface that is related to the level of the groundwater table acting as a local base level.

Hydrocarbon reservoirs
Sabkha deposits are believed to form some of the major subsurface hydrocarbon reservoirs in the Middle East (and elsewhere). The source of these hydrocarbons (both gas and oil) may be the microbial mats and mangrove paleosoils, found in the sabkha sequence, that have total organic carbon up to 8.2% and hydrogen indices typical of marine type II kerogens.

Some ancient analogs include immediate subsurface formations such as the Permian Khuff Formation, Jurassic Arab and Hith anhydrites, and Tertiary sedimentary rocks. Similar deposits are also found in the Ordovician Williston Basin, the Permian Basin in Texas, as well as the Jurassic Gulf of Mexico. Modern sabkhas are present in varying form along the coasts of North Africa, Baja California, and at Shark Bay in Australia.

Geotechnical engineering
Execution of construction and civil engineering works in sabkhas must overcome a number of geotechnical engineering issues. Sabkha soils are often distinguished by their low strength, as the concentrated salt solutions found in sabkha brines can weaken the soil structure. In addition, the extreme climatic conditions under which sabkha deposits form - such as substantial temperature fluctuations and recurrent cycles of wetting and drying - can induce instability in these soils, and some minerals that act as binding agents, or 'cements', in these soils have a high solubility, which can potentially reduce the overall structural integrity.

Coastal sabkhas are composed predominantly of minerals such as calcite, dolomite, and gypsum. These are accompanied by smaller quantities of anhydrite, magnesite, halite, and carnalite, as well as various other sulfates and chlorides. The groundwater in these areas is characterized by its high salinity, with sodium chloride levels potentially reaching up to 23%. This saline water often resides close to the ground level. Notably, the sodium chloride concentration can be substantial enough to pose a risk of corrosion.

Conversely, the mineral composition within inland sabkhas tends to be more variable when compared to their coastal counterparts. The precipitated minerals within the soil of these inland sabkhas depend significantly on the specific composition of the local groundwater. Thus, the geological and chemical composition of these environments may differ widely based on regional groundwater characteristics.

Techniques used to improve sabkha soils for construction purposes include dynamic compaction.

title: Sabkha


text:
8th Bangladesh National Film Awards

The 8th Bangladesh National Film Awards were presented by the Ministry of Information, Bangladesh to felicitate the best of Bangladeshi cinema released in the year 1983. The ceremony took place in Dhaka in 1983 and awards were given by the then president of Bangladesh. Every year, a national panel appointed by the government selects the winning entry, and the award ceremony is held in Dhaka.

List of winners
For 1983, awards were given in 10 categories. Awards for Best Child Artist, Best Music Director, Best Male Playback Singer, Best Female Playback Singer, Best Art Director, Best Editing were not given in 1983.

title: 8th Bangladesh National Film Awards


text:
Globen

Noun

 * 1) globes
 * 1) globes

Proper noun

 * 1) Stockholm Globe Arena, now Ericsson Globe, a sports arena in Stockholm; see also

title: Globen


text:
Talk:Dean Delany

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Talk:Candace Parker

Untitled
"Reported female" - is this supposed to imply that someone else dunked in a tournament game and it wasn't reported? Or that Candace isn't actually a female? Please clarify.
 * Well, as I said on your talk page, the dunk is not an officially kept stat, so if a dunk happened at a small school in the pre-internet days, we likely would not know. To all editors, please do not remove it.  zellin   t  /  c   16:55, 29 March 2006 (UTC)

Dunk
I'm not sure why there is a desire to say she didn't dunk. Even the new picture fails to show that it wasn't a dunk. Every source I have seen refers to her "dunks" as dunks; without some source to the contrary the "controversy" is simply a POV statement. Sure, her dunks don't remind one of Dr. J or Nique, but they are dunks and I've seen no controversy about it anywhere besides here. aww 16:34, 22 March 2006 (UTC) [^^shesx just hating —Preceding unsigned comment added by <IP_ADDRESS> (talk) 20:50, 19 July 2009 (UTC)

"==Controversy== Although at first appearing to be slam dunks, highlights have shown that Parker's hand was not acutally touching the ball as it went through the hoop. This "psuedo-dunk" is still impressive on the women's basketball level, but nonetheless simply touching the rim while the ball goes through the hoop does not count as an actual dunk."

I have had to remove this section again, this time putting it in talk. If the person who keeps adding it has valid NPOV source for this perspective please let me know. aww 13:53, 23 March 2006 (UTC)

It should be noted that dunking is the act of "driving or forcing the ball through the rim with one or both hands." Candace Parker's field goals clearly do not meet this criteria. In fact, she could have been charged with a technical foul for illegally grasping the rim. Please refer to http://www.espn.go.com/media/pg2/2006/0323/photo/a_parkerdunk_195.jpg for a picture depicting the field goal.

I get that some people look at the picture and don't see a dunk, but still, every media outlet I've seen (except Bill Simmons) has referred to it as a Dunk. aww 13:39, 24 March 2006 (UTC)

But just because they're lauding it as a dunk does not make it a dunk...they simply want to pump up the idea that a woman can dunk in college....whether they actually did it or not

I understand, but that is exactly the point of something being POV or NPOV. It's the equivalent of saying just because they say we landed on the moon doesn't mean we actually did - albiet about a slightly less important and less controversial subject. Nonetheless, I added a section and tried to be NPOV. aww 17:40, 24 March 2006 (UTC)

What she does isn't really a dunk, she kinda lays it up and touches the rim, not truly dunking it.<IP_ADDRESS> 02:40, 4 April 2007 (UTC)

i labeled the "in all reality" statement as NPOV. that statement is the epitomy of subjectivity. i haven't seen the footage (so my __opinion__ doesn't have much technical support), but the girl is 6'4". she's tall enough to dunk on a 10' goal.  i've seen guys shorter than her do it.  and at 170 lbs, i'm not going to doubt her athleticism and vertical leap, regardless of sex. <IP_ADDRESS> 06:07, 8 April 2007 (UTC)

i should qualify my response a bit more. it seems to me that, after reading it again, my statement might be a bit biased because i believe that she can dunk. but my belief wasn't the reason i labeled the statement as NPOV. i labeled the statement as NPOV because you can't start a NPOV statement with "in all reality". those are weasel words. in my experience, that phrase is used to provide false assurance to an argument that is otherwise without merit. <IP_ADDRESS> 06:23, 8 April 2007 (UTC)

i've gotta make another comment. heh. my issue is with the slam dunk contest, not with the ncaa tournament dunks. after looking at the footage, it's tough to say. what is said about that seems as NPOV, but it should be mentioned in the article that there is a measurable sum of disagreement as to whether or not they were dunks. my NPOV tagging was on the last statement of the slam dunk contest where she was effectively being labeled as inferior to the likes of male high school stars that have gone on to participate in the NBA's slam dunk contests. <IP_ADDRESS> 06:37, 8 April 2007 (UTC)

Rollback
On March 19, 2006 I had to roll back to the March 15, 2006 page due to the graffiti done by the user at IP:<IP_ADDRESS>. That is CPE-65-31-134-89.wi.res.rr.com via DNS.

Starze 01:42, 20 March 2006 (UTC)

Clean-up
This article requires clean-up in several areas. I'm working on creating other articles at this time, so I really don't have time to work on it, but if anyone's willing to do so here's what I see as needing to be done:
 * MANY references are needed. Every statistic, record, and quote needs to be sourced.
 * College years needs to cover each individual year in more detail.
 * External links needs to be cleaned up. Dlong 03:06, 30 March 2007 (UTC)
 * Need to update her engagement info to reflect her wedding is scheduled to take place in September 2008 to Shelden Williams. Everelusive 01:56, 14 May 2007 (UTC)

Picture
I think we can get a better picture up.

Awards and achievements
I think it makes sense to include these awards in a navbox when the number is sufficiently large, for example, more than 5). The original nav box failed to include a proper title, so I added one. However, the AP Athlete of the year is a succession box, also title awards and achiements. It looks odd to have both. One option is to move the succession box inside the nav box - I tried and failed. Another option is to create a template for Ap athlete - but I don't have time at the moment. If someone has a better idea, go for it.--  SPhilbrick  T  17:11, 14 July 2009 (UTC)

Biased reporting of "The Brawl"?
As Parker was down, Pierson stormed over to Parker and aggressively walked over the top of her; in response, Parker tackled Pierson to the court.

What does "stormed" mean? Who determined that Pierson "aggressively" walked? This sentence should probably be deleted—along with anything else that depends on it—or at least re-worked to provide a more factual account. Right now it has at least two loaded words and is definitely un-encyclopedic. This is not a creative-writing exercise. <IP_ADDRESS> (talk) 07:06, 14 November 2011 (UTC)

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title: Talk:Candace Parker


text:
List of rural localities in Kurgan Oblast

This is a list of rural localities in Kurgan Oblast. Kurgan Oblast (Курга́нская о́бласть, Kurganskaya oblast) is a federal subject of Russia (an oblast). Its administrative center is the city of Kurgan. In June 2014, the population was estimated to be 874,100, down from 910,807 recorded in the 2010 Census.

Almenevsky District
Rural localities in Almenevsky District:

 * Almenevo

Belozersky District
Rural localities in Belozersky District:

 * Belozerskoye

Chastoozersky District
Rural localities in Chastoozersky District:

 * Chastoozerye

Ketovsky District
Rural localities in Ketovsky District:

 * Ketovo

Mokrousovsky District
Rural localities in Mokrousovsky District:

 * Mokrousovo

Polovinsky District
Rural localities in Polovinsky District:

 * Polovinnoye

Pritobolny District
Rural localities in Pritobolny District:

 * Glyadyanskoye

Safakulevsky District
Rural localities in Safakulevsky District:

 * Safakulevo

Shatrovsky District
Rural localities in Shatrovsky District:

 * Shatrovo

Tselinny District
Rural localities in Tselinny District:

 * Tselinnoye

Zverinogolovsky District
Rural localities in Zverinogolovsky District:

 * Zverinogolovskoye


text:
Girls of the Night (1958 film)

Girls of the Night (French: Filles de nuit, German: Denn keiner ist ohne Sünde) is a 1958 French–German–Italian drama film directed by Maurice Cloche and starring Georges Marchal, Nicole Berger and Claus Holm.

Cast

 * Georges Marchal as Charly
 * Nicole Berger as Néda
 * Claus Holm as Father Hermann
 * Kai Fischer as Marlène
 * Gil Vidal as Paul
 * Waltraut Haas as Frau Robbé
 * Bum Krüger as Herr Robbé
 * Scilla Gabel as Lola
 * Georges Chamarat as prior
 * Renato Baldini as Marco
 * Jandeline as Frau Martin, director of the Clairière
 * Ruth Wilbert as Dr. Laban
 * Simone Angèle
 * Jannick Arvel
 * Dominique Davray
 * Jean-Jacques Delbo
 * Marianne Girard
 * Henri-Jacques Huet as policeman
 * Robert Le Béal
 * Anne-Marie Mersen
 * Dominique Page
 * Nicole Riche

Production
The film's sets were designed by the art director Robert Giordani.

title: Girls of the Night (1958 film)


text:
Wikipedia:Articles for deletion/Embassy Group

The result was keep. Stifle (talk) 15:40, 27 August 2020 (UTC)

Embassy Group

 * – ( View AfD View log  Stats )

It is a Straightaway PR/Advertising WP:PROMO. The creator of this page is particularly involved in creating and editing multiple non-notable wiki pages for this real estate company's properties. Few of them deleted via Afd route and few of them being nominated recently. Due diligence required at all cost.- Hatchens (talk) 12:53, 16 August 2020 (UTC)
 * Pages under Afd Discussion- Embassy GolfLinks Business Park (2nd nomination) and Embassy TechVillage | Pages which has been deleted (via AfD route) - Embassy TechZone.-Hatchens (talk) 12:57, 16 August 2020 (UTC)
 * Note: This discussion has been included in the list of Business-related deletion discussions. Hatchens (talk) 12:53, 16 August 2020 (UTC)
 * Note: This discussion has been included in the list of India-related deletion discussions. Hatchens (talk) 12:53, 16 August 2020 (UTC)

 * Delete: I can find passing mentions in news stories, but no independent significant coverage that establishes its notability. MaysinFourty (talk) 15:01, 16 August 2020 (UTC)
 * Undecided/Abstain: Changing my vote to abstain following the links provided below. Not Keep, because it still seems to me that their notability is linked to the number of projects. All those links are about their hotel projects/housing business or commercial/industrial parks (can those announcements be counted towards significant coverage for the group that proves its notability (apart from the fact that it has a ton of cash)? - I simply don't know). Does the fact that they have built many things (private, not major public buildings/monuments) make them notable for Wiki? I assumed not, but now I'm honestly confused, so will gladly retreat and let someone more experienced, and au fait with precedents, in this area pitch in. Regards, MaysinFourty (talk) 17:40, 18 August 2020 (UTC)

 * Keep. Purely from a notability standpoint, this subject seems notable and meets notability requirements around a) independent coverage, b) coverage in reliable sources, and c) significant coverage. I did a quick search in some of the top financial newspapers in India, and have found sufficient material to say that this is clearly a notable topic and does not fail WP:GNG. Subset of my observations are below. The group seems to be a significantly large real estate group in India, with presence in the hospitality space, and has listed the real estate portions of its business as REIT in the Indian capital markets. There is for sure PR material out there, but, can be separated to see coverage for a publicly listed firm / gruop.

 * However, there seems to be a good amount of quality issues with the page, and this should be tagged as such and feedback provided to improve those segments. Good luck.

 * {| class="wikitable"

!Publication !Coverage !Sample Coverage !Topic Link (Additional Reading)
 * LiveMint
 * Independent + Reliable + Significant
 *
 *
 * The Economic Times
 * Independent + Reliable + Significant
 *
 *
 * The Hindu Business Line
 * Independent + Reliable + Significant
 *
 * }
 * Independent + Reliable + Significant
 *
 * }
 * }

 * Ktin (talk) 17:22, 16 August 2020 (UTC)
 * Keep per, looks like a notably large real estate & property mgmt co. II  | (t - c) 12:08, 18 August 2020 (UTC)
 * Keep per 's table. (Ktin: hope you don't mind: I linked the publications listed there). AleatoryPonderings (talk) 18:08, 23 August 2020 (UTC)
 * Thanks . Works perfect. Cheers. Ktin (talk) 18:23, 23 August 2020 (UTC)


text:
Hughes-Hallett

Hughes-Hallett may refer to several people with the surname:

 * Charles Hughes-Hallett (1898-1985), British Royal Navy officer.
 * Deborah Hughes Hallett, mathematics education reformer
 * Francis Hughes-Hallett (1838–1903), British politician.
 * James Hughes-Hallett (1949-2019), British businessman and investor.
 * John Hughes-Hallett (1901-1972), British politician.
 * Kathleen Hughes-Hallett (1918-2002), Canadian fencer.
 * Lucy Hughes-Hallett (born 1951), British cultural historian and biographer.
 * Norton Hughes-Hallett (1895–1985), British army officer and cricket player.
 * Sir Thomas Hughes-Hallett (born 1954), British barrister, investment banker and philanthropy executive.

title: Hughes-Hallett


text:
hoen

Etymology
From, from , from , from. Cognate with 🇨🇬, 🇨🇬.

Noun

 * 1)  A fowl, a gallinaceous bird
 * 2) the domestic chicken, genus Gallus
 * 3)  the partridge
 * 1) the domestic chicken, genus Gallus
 * 2)  the partridge
 * 1)  the partridge
 * 1)  the partridge

Adjective

 * 1) soiled, smeared

Etymology 1
From, from , from , but Matasovic calls the difference in meaning "conspicuous." See the adjective.

Noun

 * 1) joy, gaiety, gladness
 * 2) liveliness, vivacity
 * 1) liveliness, vivacity

title: hoen


text:
Talk:Dennis Gaubatz

WikiProject class rating
This article was automatically assessed because at least one WikiProject had rated the article as stub, and the rating on other projects was brought up to Stub class. BetacommandBot (talk) 18:42, 5 January 2008 (UTC)

title: Talk:Dennis Gaubatz


text:
Wikipedia:Articles for deletion/Eva Mroczek

The result was no consensus. or, more precisely, no consensus to delete. There are a number of suggestions that a redirect with or without a merge might be appropriate. This can be taken forward on the article talk page or via WP:BB. This closure should not be cited as a consensus in favour of the article remaining a standalone article. Stifle (talk) 15:32, 27 August 2020 (UTC)

Eva Mroczek

 * – ( View AfD View log  Stats )

Scholar of Judaism who appears to fail WP:NPROF. Article is outdated: she's now an associate professor (i.e., not an endowed chair or university professor) at the University of California, Davis. Oxford University Press publishes many, many books like hers a year. Her book has been cited 116 times according to Google Scholar. Awards listed on her faculty profile are WP:ROUTINE. Other online hits like are open letters she's signed; her work in the Los Angeles Review of Books and Religion Dispatches is exactly what mid-career academics publish all the time. Seems like she does interesting work, but doesn't appear notable—at least as yet. Notability tagged since 2016. AleatoryPonderings (talk) 17:46, 15 August 2020 (UTC)
 * Note: This discussion has been included in the list of Academics and educators-related deletion discussions. AleatoryPonderings (talk) 17:46, 15 August 2020 (UTC)
 * Note: This discussion has been included in the list of Women-related deletion discussions. AleatoryPonderings (talk) 17:46, 15 August 2020 (UTC)
 * Note: This discussion has been included in the list of Judaism-related deletion discussions. AleatoryPonderings (talk) 17:46, 15 August 2020 (UTC)
 * Note: This discussion has been included in the list of California-related deletion discussions. AleatoryPonderings (talk) 17:46, 15 August 2020 (UTC)

 * Weak delete . The book has multiple published reviews, easily found by searching for its title on Google Scholar. But with only one book, and other publications not highly cited, I think we have an issue of WP:BIO1E. If someone wants to make an article on the book we can redirect to it instead of deleting, as at this point the book looks more notable than its author. —David Eppstein (talk) 19:23, 15 August 2020 (UTC)
 * Redirect to The Literary Imagination in Jewish Antiquity now that an article on the book exists. —David Eppstein (talk) 23:35, 16 August 2020 (UTC)
 * Neutral (new vote on the bottom), but I would like to add a few things. Apparently she is now a member of the Association for Jewish Studies according to their site. I am not sure if this association is "highly selective and prestigious", as required by WP:NACADEMIC criteria 3. Looking at the citation numbers of some other board members, I also fear that the nominee might pass the "average professor test" in her field. Also looking up "Jewish Antiquity" or "Jewish Marriage" in Scholar yields papers with very few citations, indicating that it is a very low cited field indeed. While her other works do not have many citations, she seems to have some activity in articles published in the web, in the publishers mentioned by the nominator, but there are not many secondary sources talking about her work, just a few facebook posts. She has very recently published two books Literature of the Jews, Fourth Century bce to Second Century ce and A Companion to Late Ancient Jews and Judaism: Third Century BCE To Seventh Century CE (striked per comment below). With these considerations, I would rather leave decision to those that have more knowledge about the humanities fields, and judaism more specifically. Walwal20 talk ▾ contribs 06:37, 16 August 2020 (UTC)
 * A correction: she has not published two new books. "Literature of the Jews, Fourth Century bce to Second Century" is a book chapter, not a book, and "A Companion to Late Ancient Jews and Judaism" is the book containing it, an edited volume which is not even edited by her. That is very different from publishing two monographs, and adds very little to notability. (In general, it is not publications, but the impact of the publications as measured by citations or reviews by others that counts towards academic notability.) Also, for most academic societies (and I think in particular for AJS), membership is open to all, and does not contribute to notability; it is the selective honorary levels of membership that we are looking for, and AJS doesn't seem to even have those. —David Eppstein (talk) 07:10, 16 August 2020 (UTC)
 * Retain In case this is relevant, I wanted to weigh in that as a supervisor of PhD students (in the field of Early Judaism and New Testament), and an external/internal examiner of PhDs in the humanities, I have found that for almost every thesis I supervise or examine, I am finding it essential that they use Mroczek's monograph, even though it's from a different field. It is a book that, once written, is ignored at peril. To me, this means the book is more important than most monographs. I mean, I've got a monograph, but I don't think that all PhD students, even in adjacent fields, will do poorly unless they engage with it. With Mroczek's book, though, I'm finding that my PhD students cannot avoid it. In that way, it is what we in the British context rank as "worldchanging". Also, to the above commentor who thought her work was "low-cited," in general there is no way to monitor citations in the humanities. Most humanities citation does not occur in any way that appears online. Our journals are often not open-access (or not even available digitally), so it's not like the sciences or social sciences at all. It's apples and oranges. The lifelong giants in my field all appear "low-cited" online. These two points must play a factor in this decision, in my view. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 15:54, 16 August 2020 (UTC)
 * Delete or redirect to an article about the book. The book is reviewed and respectably cited.  But while I understand about low-citation fields, I'm not seeing any evidence of impact besides the one book.  The subject apparently has another book in progress, and will probably meet WP:NAUTHOR once that is released and reviewed.  But  Wikipedia is not a crystal ball, and it looks like a case of WP:TOOSOON for now. Russ Woodroofe (talk) 18:12, 16 August 2020 (UTC)
 * Redirect to The Literary Imagination in Jewish Antiquity, which exists now. I'm sympathetic to the argument that a scholar can become wiki-notable even for a single book, if it's a really influential book. But without a heap of third-party documentation to that effect, it's a tough argument to sell. I think the safest course of action is to have an article on the monograph for now, and recreate one for the author if, as seems plausible, the situation changes after her second book. The existing article is sufficiently dry and boilerplate that making it a redirect would be no great loss of prose. XOR'easter (talk) 22:06, 16 August 2020 (UTC)
 * Addendum I've looked over the expansions made after I left my !vote, and I don't see a reason to change my !vote to a "keep". The accomplishments listed in the article still seem typical for an early/mid-career academic. For example, getting a couple years' salary to conduct a research project is nice, but not exceptional, and the Frederick Burkhardt Residential Fellowships were awarded to many scholars each year. One sometimes says that a person was "awarded" a grant, but grants are not awards in the sense of prizes, honors, or medals. (Convincing a funding agency that your work could potentially be productive is not the same as the community recognizing that your work has been productive.) XOR'easter (talk) 17:32, 23 August 2020 (UTC)
 * Redirect to The Literary Imagination in Jewish Antiquity per XOR'easter. I'm not withdrawing this nom, given that there doesn't seem to be consensus as to Mroczek's notability in her own right, but I think redirecting is quite a sensible solution—especially as it preserves the edit history. AleatoryPonderings (talk) 22:11, 16 August 2020 (UTC)
 * Keep and redirect The Literary Imagination in Jewish Antiquity to this article. convinced me. Again, not withdrawing, as this discussion has been thoughtful, comprehensive, and has not yet reached consensus. But I hope and expect that Eritha's work will convince future participants to side with their convincing argument. AleatoryPonderings (talk) 13:38, 19 August 2020 (UTC)
 * Comment In my view, the fate of the The Literary Imagination in Jewish Antiquity article is a separate matter, not for this particular AfD. -Kj cheetham (talk) 08:31, 21 August 2020 (UTC)
 * You're right. Struck that above. AleatoryPonderings (talk) 13:50, 21 August 2020 (UTC)

 * Retain The page has been updated and the case for notability is stronger now. In relative comparison to other biographical pages on Wikipedia, I think that this page makes a good case for notability and should not be deleted. Srsval (talk) 09:20, 17 August 2020 (UTC)
 * Redirect as others have said per WP:BIO1E, perhaps a case of WP:TOOSOON as well. There might be something that can be merged too. -Kj cheetham (talk) 11:56, 18 August 2020 (UTC)
 * Retain. The first criterion for WP:NPROF is that "The person's research has had a significant impact in their scholarly discipline, broadly construed, as demonstrated by independent reliable sources." Reading the reviews for her monograph makes it clear that she has had such an impact on the field of ancient Jewish/Biblical studies. I have updated the page to replace the dead links with live ones, add further references, demonstrate the importance of her work, and generally give it more of a structure. It also makes little sense to have a very short page for her monograph rather than a more detailed one about her work overall including the monograph, so I have incorporated the information from the monograph page into this page and propose to redirect the monograph page rather than vice versa. Eritha (talk) 13:34, 19 August 2020 (UTC)
 * Retain In line with 's arguments. In particular it seems better to retain the page and redirect the (shorter and less substantial) book page rather than vice versa. Clio987 (talk) 16:52, 19 August 2020 (UTC)
 * Keep Someone who has written a work that has been described as 'field-changing' and 'one that all scholars of antiquity should read' clearly passes the very first criteria of WP:NACADEMIC. Richard Nevell (talk) 11:42, 21 August 2020 (UTC)
 * Anyone can call people anything. The first criterion seeks *measurable* impact, usually in the form of citations or (more appropriately for this case) book reviews, not hype. And #C1 specifically asks for "several extremely highly cited scholarly publications or a substantial number of scholarly publications with significant citation rates". One is not several, and her one book has a significant number of reviews but is not extremely highly cited. —David Eppstein (talk) 01:49, 22 August 2020 (UTC)
 * as has been pointed out before, online citation counts are not remotely reliable for this field, where many publications are not available online and so do not show up in Google scholar et al. Citation counts are simply not used as a measure of impact in fields like this as they are in many scientific fields. Eritha (talk) 09:38, 22 August 2020 (UTC)
 * Where quantitative analysis fails due to a subject's poor coverage in citation indices, a qualitative approach based opinions from people working in the field seems appropriate, hence the book reviews. The guidelines notes that having multiple highly cited publications is the 'most typical' way to satisfy the criteria, so not the only way. Richard Nevell (talk) 15:57, 22 August 2020 (UTC)
 * Both of you are replying to what I didn't say, rather than what I did say. I said book reviews are more important than citations in this case, to which you both replied "citation counts bad!". Yes, but that doesn't strengthen your case at all. We can and should use reviews instead of citation counts for a case like this. But it still doesn't show that she passes #C1, which demands either several works of extremely high impact (she has zero, not several) or a substantial number of works with significant impact (she has one, not a substantial number). So Richard Nevell's justification for his opinion is bogus. —David Eppstein (talk) 17:02, 22 August 2020 (UTC)
 * "Citation counts bad" wasn't precisely what I meant to convey, more "citation counts have their limitations, and need to be handled carefully". As for satisfying C1, it is entirely possible for us to be reading the guideline in different ways and there is room for interpretation and disagree without it being bogus (even if anyone can call people anything). Anyway, have an excellent day. Richard Nevell (talk) 18:52, 22 August 2020 (UTC)
 * I don' see any reasonable way to read "several or a substantial number" as being satisfied by a single work. —David Eppstein (talk) 07:02, 23 August 2020 (UTC)
 * Just wanted to add that WP:NPROF does not make a hard requirement for "several extremely highly cited scholarly publications or a substantial number of scholarly publications with significant citation rates", although this is the "most typical" way to determine notability. Walwal20 talk ▾ contribs 13:09, 23 August 2020 (UTC)

 * Delete. @Richard Nevell: Jillian Stinchcomb, the person who described Eva Mroczek's work as 'field-changing' is identified at the end of her article as only a PhD Student. A student trying to impress her professor perhaps???--Cts499m (talk) 20:46, 21 August 2020 (UTC)
 * I don't think uninformed speculation about the reviewer's motivation is helpful or appropriate. As for 'only a PhD student', what that means is she is a researcher in this field and therefore qualified to makes judgements on the impact of such works. The point of literature reviews in PhDs is to centre that research within the wider field, and you end up becoming familiar with the subject. What it is is a reliable source telling us how the book has been received. And the second quote comes from another author. Richard Nevell (talk) 23:19, 21 August 2020 (UTC)
 * @Richard Nevell: A student is not enough of an authority on the subject to establish that somebody's work is 'field-changing'--Cts499m (talk) 01:08, 23 August 2020 (UTC)
 * @ I have to disagree with that. I'm more concerned with the fact that the PhD student comes from the same university of the nominee. Walwal20 talk ▾ contribs 12:40, 23 August 2020 (UTC)

 * Redirect/weak delete. Seems like WP:TOOSOON for WP:PROF. No in-depth coverage, a few mentions in passing, one recent notable work... Let's wait until she has at least two notable works or until someone writes a tribute to her impact on the field. --Piotr Konieczny aka Prokonsul Piotrus| reply here 00:47, 22 August 2020 (UTC)
 * Keep. While both sides have convincing arguments, it appears to me that the first criterion of WP:NACADEMIC is fulfilled, and this criterion does not disregard recognition for a single work, even considering the general notes in WP:NPROF. Also, the same general notes mention that the criteria "sets the bar fairly low, which is natural", so I'm convinced that the article should be kept. I'm supporting myself on 's content that has been added to the article, on the other 'retain' voters comments, on the citation number for her main book, on the fact that such a book has copies in numerous places, on the fact that her book (being written based on her thesis) comprises content from multiple of her articles and thus can be seen as multiple work, on the secondary sources that comment on Eva's work (cited in her article), and other aspects mentioned here and in the article. Walwal20 talk ▾ contribs 12:56, 23 August 2020 (UTC)
 * Comment Just a thought, rather than WP:NPROF, maybe could consider WP:AUTHOR given the multiple reviews of the monograph? -Kj cheetham (talk) 19:37, 23 August 2020 (UTC)
 * WP:NAUTHOR is a better fit than WP:NPROF here, but has the same WP:BLP1E issue – it generally requires multiple reviews of multiple works. I think everyone agrees that she's likely to meet our notability guidelines if she ever gets her second book published. Russ Woodroofe (talk) 07:34, 24 August 2020 (UTC)
 * I interpretted #3 as "The person has created or played a major role in co-creating a significant or well-known work or collective body of work . In addition, such work must have been the primary subject of an independent and notable work (for example, a book, film, or television series, but usually not a single episode of a television series) or of multiple independent periodical articles or reviews.", and when crossing out some sides of the OR statements, it sounds like a single work with multiple reviews is acceptable? -Kj cheetham (talk) 08:10, 24 August 2020 (UTC)
 * But WP:BLP1E also applies: the subject is known almost exclusively for the single book, with moderately good citations and a handful of reviews (and some WP:ILIKEIT support here). A very highly notable single work can override BLP1E, but I'm not seeing evidence of that level of notability; such would be unlikely in such a restricted subfield.  The precedent of the AfDs I have observed points towards a redirect.  It appears likely that she'll get the 2nd book out soon, and I expect that will tip this firmly towards keep, but I'm engaging in WP:CRYSTAL there.  For now, this still looks WP:TOOSOON to me. Russ Woodroofe (talk) 19:05, 24 August 2020 (UTC)
 * Fair point. I'm going to leave my !vote as redirect I think. -Kj cheetham (talk) 19:09, 24 August 2020 (UTC)