text:
Wikiversity:Help with the migration of Wikiversity pages from Wikibooks

The central page for requesting the import of Wikiversity pages from Wikibooks is Import.

This page explains how members of the Wikiversity community can help speed the process of importing Wikiversity pages from Wikibooks.

Steps required

 * Import pages that were originally developed at Wikibooks into Wikiversity (this step requires sysop tools)

Steps that do not require a custodian
Anyone can do these steps:

Marking pages

 * After importing a page, we must:
 * Mark the original copy of the page still at Wikibooks with  (shorter name, same template:  ) to avoid future changes to the original page at Wikibooks and this also lets custodians know that a page has already been imported.  If the page is moved you can pipe the template to the correct wikiversity page like this.
 * Add all pages that have been imported to Wikiversity from Wikibooks into either Category:Pages needing cleanup after Import or Category:Pages moved from Wikibooks so we can keep track of what pages have been imported. The rest of this page describes what should be done for pages in Category:Pages needing cleanup after Import.

Naming new pages
The import function often fails to give a good name to the newly created copy of a page that was imported from Wikibooks. We need a page name that is correct and useful. "Correct" means that the page has the correct namespace prefix. For example, the correct namespace for school pages is the "School:" namespace and all pages in that namespace have names that start with the "School:" prefix.

A Wikiversity school is a very large organizational unit. The goal is to have relatively few Wikiversity schools that are the "major schools" similar to the list that was developed by the Wikiversity community at Wikibooks. The "Topic:" namespace should be used for smaller organizational units such as departments. See: Namespaces and Naming conventions for infomation on the use of "School:" and "Topic:" namespace pages as special purpose portals in Wikiversity. The "School:" and "Topic:" pages are for organizing the activity of Wikipedians and for guiding browsers to specific topics.

All Wikiversity edicational content (learning resources, lessons, learning projects, learning materials) goes into pages of the main namespace. Pages in the main namespace do not have any prefix.

Other page naming rules: If you create a page in the "School:" namespace, use a page name such as School:Physics. Do not use page names such as School:School of Physics. If you create a page for a specific topic or learning resource, do not use numbers in the page name. Physics 101 <-- bad name. Use a descriptive page name such as: Introduction to Physics with Calculus.

Once a good name is decided upon, use the "move" button to move the already imported page (that has a bad name) to a new page with the desired page name. Note: it is important to use the "move" button and NOT just copy and paste page content. We are trying to keep the authoring history of pages intact as much as possible.

note: in some cases, there will already be a similar page at Wikiversity before the corresponding Wikibooks page is imported. In those cases, the page from Wikibooks can be placed in the "Portal:" namespace or, for pages that are learning resources, given a slightly different name in the main namespace. The two related pages at Wikivrsity should be hyperlinked to eachother.

Correctly format newly imported pages
Wikiversity has suggested formats for how to organize the content for Schools, Departments and learning project pages.See the templates at Category:Page creation templates. After a page has been imported from Wikibooks, you can insert one of the following into the top of the page:
 * (this includes courses, units, etc)
 * (this includes courses, units, etc)
 * (this includes courses, units, etc)
 * (this includes courses, units, etc)
 * (this includes courses, units, etc)
 * (this includes courses, units, etc)

You may need to organize the content of a page that was imported from Wikibooks. For example, for a department page, place links to lessons in the "Learning materials and learning projects" section of the page.

Link repair
If an imported page has links to sub-pages, an effort needs to be made to make sure that the sub-pages are imported, correctly named and correctly linked to other Wikiversity pages.

Sometimes there are additional pages already at Wikiversity that should be linked to a newly imported page. Try using the "search" function to find such pages.

Categorization
Newly imported pages need to be placed in appropriate categories, including "Pages moved from Wikibooks".

Note: please add to School pages that correspond to schools on this list of schools.

Coordination
In order to make sure that all this work is done in an efficient way, talk to custodians who are doing page imports. Use talk pages and IRC discussions: join on #wikiversity-en(on Freenode).

1) Custodians should place links to newly imported pages in the section below. They should put the newly imported pages in Category:Pages needing cleanup after Import.

2) Non-custodians can do the rest of the work following instructions on this page (above) and on the Category page.

3) When all of the work related to a page is done, move the page from Category:Pages needing cleanup after Import to Category:Pages moved from Wikibooks. When done, move the "work order" from the "To Do" section of this page to the "Done" section.

4) If you find a page listed for import at Import but the page has already been imported, please move it to the section for completed imports of that page.

To Do
If you start to work on a task in this list, leave a note below the task to indicate what you are doing and if you want/need help.

Please contact a custodian if this list (below) is empty. Try Notices for custodians and the talk pages of custodians who are doing page imports.

 * School:Fire and Emergency Management was imported from Wikibooks and needs cleanup. Also, mark Wikiversity-School of Fire and Emergency Management and its talk page with.
 * Notes:
 * The wikibooks page contains some information that should inported or copied befor changing links in this page Matteo 00:16, 28 September 2006 (UTC)
 * This school's subpages still need serious cleanup. --Draicone (talk) 02:25, 5 October 2006 (UTC)

 * School:Project Management was imported from Wikibooks and needs to be coordinated with Topic:Introduction to Project Management. Also, mark b:Wikiversity:School of Project Management and its talk page with.
 * Notes:

 * Portal:Construction was imported from Wikibooks and needs to be coordinated with School:Construction. Also, mark Wikiversity-Institute of Construction and its talk page with.
 * Notes:

 * Portal:Sociology was imported from Wikibooks and needs to be coordinated with School:Sociology. Also, mark Wikiversity-School of Sociology and its talk page with  . ✅
 * Notes:

 * School:Journalism was imported from Wikibooks. Please mark Wikiversity-School of Journalism and its talk page with.
 * Notes:

 * School:Economics was imported from Wikibooks and needs to be coordinated with Topic:Economics. Also, mark Wikiversity-School of Economics and its talk page with.
 * Notes:

 * School:Anthropology was imported from Wikibooks and needs to be coordinated with Category:Social Sciences. Also, mark Wikiversity-School of Anthropology and its talk page with.
 * Notes:

 * Portal:Music was imported from Wikibooks and needs to be coordinated with School:Music. Also, mark Wikiversity-School of Music and its talk page with.
 * Notes:
 * Marked. STILL TO DO: This module has subpages that need to be imported. 555 14:30, 27 August 2006 (UTC)
 * I think I've gotten all the subpages, let me know on my talk page if I've missed any.-- digital  _  me   18:14, 3 September 2006 (UTC)

Done

 * School:Chemistry
 * School:Theology
 * School:Classics
 * Portal:School of History - note: in some cases, there will already be a similar page at Wikiversity before the corresponding Wikibooks page is imported. In those cases, the page from Wikibooks can be placed in the "Portal:" namespace or, for pages that are learning resources, given a slightly different name in the main namespace. The two related pages at Wikivrsity should be hyperlinked to eachother.
 * [Wikiversity:School of Veterinary Medicine] had no talk page and it needs to be moved (use the "move" button) to School:Veterinary Medicine. Mark Wikiversity-School of Veterinary Medicine with.
 * Notes:
 * I've moved the page and marked the wikibooks page - but I'm not sure what else I need to do (in terms of cleanup). Martinp23 19:06, 26 August 2006 (UTC)
 * It's done - but someone may want to check my first effort :) Martinp23 20:03, 26 August 2006 (UTC)
 * School:Biology needs cleanup. Also, mark b:Wikiversity:School of Biology and its talk page with.
 * Notes:
 * I've marked the books page as moved. Needs cleanup Martinp23 20:07, 26 August 2006 (UTC)
 * School template inserted. Still needs link repair and import of subpages from Wikibooks.

 * Portal:Plant Sciences does not need to be moved. Please mark Wikiversity-School of Plant Sciences and its talk page as imported to Wikiversity.
 * Books paged marked. Martinp23 20:05, 26 August 2006 (UTC)

 * Portal:Art and Design does not need to be moved. Please mark Wikiversity-School of Art and Design and its talk page as imported to Wikiversity.
 * Notes: Wikibooks pages marked as imported --JWSchmidt 22:06, 26 August 2006 (UTC)

 * School of Law (and its talk page) needs to be moved to Portal:Law and hyperlinked to the already existing School:Law. Please mark the page Wikiversity-School of Law and its talk page as having been imported to Wikiversity.
 * Notes: Wikibooks pages marked as imported and the pair of pages was moved. --JWSchmidt 22:06, 26 August 2006 (UTC)

 * School of Linguistics (and its talk page) needs to be moved to Portal:Linguistics and hyperlinked to the already existing School:Linguistics. Please mark the page Wikiversity-School of Linguistics and its talk page as having been imported to Wikiversity.
 * Notes: Wikibooks pages marked as imported and the pair of pages was moved. --JWSchmidt 22:06, 26 August 2006 (UTC)

 * School:Entrepreneurship was imported from Wikibooks and needs to be coordinated with Category:Program for entrepreneurship. Also, mark Wikiversity-School of Entrepreneurship and its talk page with.
 * Notes: --JWSchmidt 15:35, 3 September 2006 (UTC)

 * School:Practical Human Life was imported from Wikibooks and still needs some cleanup of its subdivisions. Also, mark Wikiversity-School of Practical Human Life and its talk page with.
 * Notes: --JWSchmidt 16:15, 3 September 2006 (UTC)

 * Portal:Education was imported from Wikibooks and needs to be coordinated with School:Education. Also, mark Wikiversity-School of Education and its talk page with.
 * Notes: --JWSchmidt 16:29, 3 September 2006 (UTC)

 * School:Political Science was imported from Wikibooks and needs to be coordinated with Topic:Political Science. Also, mark Wikiversity-School of Political Science and its talk page with.
 * Notes: --JWSchmidt 17:34, 3 September 2006 (UTC)

 * School:Geography was imported from Wikibooks and needs cleanup. Also, mark Wikiversity-School of Geography and its talk page with.
 * Notes: Matteo 19:16, 8 September 2006 (UTC)
 * School:Literature and English Studies Done, and so are all these!
 * School:Foreign Language Learning was imported from Wikibooks and needs to be coordinated with Category:Foreign Language, and merged into Topic:Language Aquisition. Also, mark Wikiversity-School of Foreign Language Learning and its talk page with.
 * Wikiversity-School_of_Literature_and_English_Studies/Engl_1101 > Rhetoric and Composition I
 * The following were merged into Web Writing
 * Wikiversity-School_of_Literature_and_English_Studies/Engl_3660 > Introduction to Web Writing
 * Wikiversity-School_of_Literature_and_English_Studies/Engl_4551 > Writing Blogs
 * Wikiversity-School_of_Literature_and_English_Studies/Engl_3800 > Introduction to Creative Writing
 * Wikiversity-School_of_Literature_and_English_Studies/Engl_%3F%3F%3F > T. S. Eliot
 * Wikiversity-School of Literature and English Studies/Engl 4660 > 20th Century British Poetry
 * Wikiversity-School of Literature and English Studies/Engl 4670 > 20th Century British Novel
 * Wikiversity-School of Literature and English Studies/Engl 4770 > 20th Century American Poetry
 * Wikiversity-School of Literature and English Studies/Edgar Allan Poe > Edgar Allan Poe
 * Wikiversity-School of Literature and English Studies/Epic Poetry > Epic Poetry
 * Wikiversity-School of Literature and English Studies/Romantic Poetry > Romantic Poetry
 * Wikiversity-School of Literature and English Studies/Victorian Poetry > Victorian Poetry
 * Wikiversity-School of Literature and English Studies/Modernist Poetry > Modernist Poetry
 * Wikiversity-School of Literature and English Studies/Post-Modernist Poetry > Post-Modernist Poetry
 * Wikiversity-School of Literature and English Studies/Contemporary Poetry > Contemporary Poetry
 * Wikiversity-School_of_Literature_and_English_Studies/Writing_Center/Composition > Composition
 * Wikiversity-School_of_Literature_and_English_Studies/Writing_Center/Rhetoric > Rhetoric
 * We missed a few on the way through -- requesting import :
 * Wikiversity-School of Linguistics/Indo-European languages > Indo-European languages
 * Wikiversity-School of Linguistics/Dravidian languages > Dravidian languages
 * Wikiversity-School_of_Linguistics/Caddoan_languages > Caddoan languages
 * Wikiversity-School of Linguistics/List of endangered languages > List of endangered languages
 * Wikiversity-School of Linguistics/List of extinct languages > List of extinct languages
 * These were imported; the imported pages need to be placed into a good category.

 * School:Architecture needs cleanup has ben cleaned up. Also, mark Wikiversity-School of Architecture and its talk page with.
 * Notes:
 * Marked. This module have subpages that need to be imported. 555 14:30, 27 August 2006 (UTC)
 * Done. I've imported the subpages. --Draicone (talk) 02:59, 28 September 2006 (UTC)

 * School:Security, Surveillance and Law Enforcement was imported from Wikibooks and needs cleanup. Also, mark Wikiversity-School Of Security, Surveillance and Law Enforcement and its talk page with.
 * Notes: Matteo 00:07, 29 September 2006 (UTC)

 * School:Social Work was imported from Wikibooks and needs cleanup. Also, mark Wikiversity-School of Social Work and its talk page with.
 * Notes: Matteo 00:07, 29 September 2006 (UTC)

 * School:Development Science was imported from Wikibooks and needs cleanup. Also, mark Wikiversity-School of Development Science and its talk page with.
 * Notes: Matteo 00:07, 29 September 2006 (UTC)


text:
XML - Managing Data Exchange/JDNC

Learning objectives
Upon completion of this chapter, you will be able to
 * build a desktop client for a J2EE network service using JDNC

Introduction
JDNC web site

Chapter awaits author

source: wikimedia

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

title: XML - Managing Data Exchange/JDNC


text:
Portal:Geoinformatics

School:Computer Science → Topic:Geoinformatics

Geoinformatics is a science which develops and uses information science infrastructure to address the problems of geosciences and related branches of engineering.

The three main tasks of geoinformatics are:
 * development and management of databases of geodata, georeferences and other GIS objects
 * analysis and modeling of geodata
 * development and integration of computer tools and software for the first two tasks.

Geoinformatics as a branch of Computer Science that deals with the development and use of Geospatial Information Systems (GIS).

Prerequisites
Please list prerequisites here

Learning materials

 * Geospatial Information Systems (GIS)

Related departments

 * Topic:Object-relational databases (ORDs) - Includes a lab that will use object-relational Database Management Systems (ORDBMS) to collect, store and organize geodata.
 * Topic:Cartography - map-making and related activities ranging from simple hand-drawn maps to sophisticated computerized GIS data models.

Resources

 * Search for Geoinformatics at Wikiversity
 * Geoinformatics
 * Topologically Integrated Geographic Encoding and Referencing (TIGER)

title: Portal:Geoinformatics


text:
Wikipedia:Articles for deletion/Dungeon Inquisitor

The result was   delete. Rjd0060 (talk) 07:34, 18 July 2012 (UTC)

Dungeon Inquisitor

 * – ( View AfD View log  •  Stats )

Non-notable game; in addition, Wikipedia is not a place for posting game guides. (declined PROD) Writ Keeper ⚇♔ 17:54, 11 July 2012 (UTC)
 * The computer game section of NOTHOWTO is a list of game mechanics inexplicably, almost arbitrarily, censored at Wikipedia. To my mind, the article's current content fails in that it does NOT discuss game mechanics, and they can only be inferred from the summary of gameplay. Anarchangel (talk) 20:17, 15 July 2012 (UTC)

 * Delete: Fails WP:WEB. Wyatt Riot (talk) 18:00, 11 July 2012 (UTC)
 * Like all games, it has a website. Like all games, the article is about the game, not the website. Inapplicable rule. Anarchangel (talk) 20:17, 15 July 2012 (UTC)
 * WP:WEB gives the notability guidelines for web content, including browser games. I've seen many such games deleted for failing WP:WEB. The template even specifically includes browser games as web content deletion candidates. Wyatt Riot (talk) 01:10, 16 July 2012 (UTC)

 * Keep the article. This is actually a fast-growing game featured on the major game portal Kongregate.  It is developing a cult following and more players are playing this game and would like a basic overview of what it's about before playing it.  The article was not meant to be a guide, but more of an overview of the game.  The information posted is brief and not sufficient enough to be called a guide.  — Preceding unsigned comment added by <IP_ADDRESS> (talk) 18:09, 11 July 2012 (UTC)  — <IP_ADDRESS> (talk) has made few or no other edits outside this topic.
 * "Fast growing" or "developing a cult following" are not notability criteria. For a game to merit an article on Wikipedia, it can't be up-and-coming, it must have already arrived. ~Amatulić (talk) 18:36, 11 July 2012 (UTC)
 * Delete. The fact that the article is a game guide could be fixed by rewriting it completely, but I can't find any reliable sources supporting any claim to notability. (THere is no such claim in the article at present, either.) --bonadea contributions talk 18:28, 11 July 2012 (UTC)
 * Speedy delete under WP:CSD - article about online content with no assertion of importance. ~Amatulić (talk) 18:38, 11 July 2012 (UTC)
 * Ah yeah, I was thinking "video game", which isn't one of the A7s, but a browser game would fall under online content. Writ Keeper ⚇♔ 18:44, 11 July 2012 (UTC)
 * There is an "assertion (sic)" of importance: "This game features on the major game platform Kongregate and has over 40,000 players worldwide". The assessment of browser games as "online content" with respect to A7 is peremptory and lacks good rationale, even in the discussions at Wikipedia talk:Criteria for speedy deletion; there are people there who believe that MMOs should be treated the same as other "online content". Anarchangel (talk) 20:17, 15 July 2012 (UTC)

 * Keep, it is a prominent game on the major game platform Kongregate with over 40,000 players. The feedback has been positive on the article, saying how popular the article is: http://en.wikipedia.org/w/index.php?title=Special:ArticleFeedbackv5/Dungeon_Inquisitor&ref=cta — Preceding unsigned comment added by Sksksthisk (talk • contribs) 19:28, 11 July 2012 (UTC)  — Sksksthisk (talk • contribs) has made few or no other edits outside this topic.
 * *sigh* anyone care to fire up an SPI? Writ Keeper ⚇♔ 19:29, 11 July 2012 (UTC)
 * Done: Sockpuppet investigations/Mirianth. Could be meatpuppets of course, but worth checking. --bonadea contributions talk 19:43, 11 July 2012 (UTC)

 * Delete per nom. - Presidentman talk · contribs Random Picture of the Day (Talkback) 21:23, 11 July 2012 (UTC)
 * Note: This debate has been included in the list of video game-related deletion discussions.  • Gene93k (talk) 14:22, 12 July 2012 (UTC)
 * Note: This debate has been included in the list of Games-related deletion discussions.  • Gene93k (talk) 14:22, 12 July 2012 (UTC)

 * Delete - Lack of coverage from reliable, third party sources. Fails the WP:GNG. As others have said, Wikipedia is not a gameguide either. Sergecross73   msg me   14:33, 12 July 2012 (UTC)
 * Delete. No coverage, no article.  Delete slowly, not speedily, however, since "assertion of importance" is a stupid unencyclopedic thing to require to be in an article, CSD A7 is archaic pre-GNG nonsense, and the whole criterion should itself be speedily deleted. —chaos5023 (talk) 15:36, 12 July 2012 (UTC)
 * I wholly agree. Rules with subjective parameters that rely on the discretion and WP:COMPETENCE of editors make no provision for editor failure. Evidence:
 * Amatulic's use of "assertion" (the rule states "indication of importance")
 * While there is no requirement to openly state importance, it must be inferred by those testing the rule. More room for failure, and sure enough, that editor believes that there is no evidence of importance. My evidence to the contrary is above; the article also states that the game "incorporates advanced technology". It leaves out the most important part, though, that the game uses natural language processing technology, as this source shows.
 * These errors are compounded by replication, as shown by Writ Keeper's ditto of the "online content" miscategorization and your own good faith belief that Amatulic was correct to use "assertion". Anarchangel (talk) 20:17, 15 July 2012 (UTC)
 * Well, as you can see if you look at the article's history, the first paragraph was added after Amatulić's !vote here so there was neither an assertion nor an indication of importance at that point. That being said, now there is a (very weak) claim to importance which means that A7 probably isn't applicable. --bonadea contributions talk 07:24, 16 July 2012 (UTC)
 * I'm not really sure why we're talking about A7 here, but regardless, linking to the WP:Competence is required essay is not as who should say a classy thing to do. That essay is for a very different context.  Finally, a browser game does qualify for A7.  Look at the text of the template: it specifically names browser games. Writ Keeper ⚇♔ 07:52, 16 July 2012 (UTC)

 * Delete per nominator's reasons. No clear assertion of notability. --Artene50 (talk) 20:48, 12 July 2012 (UTC)
 * Weak Keep due to innovation in the browser game field with its use of natural language processing,(source) or failing that, Redirect to Kongregate. Do not support delete, do not support merge without sources. Anarchangel (talk) 20:17, 15 July 2012 (UTC)
 * bbgsite.com has been found to be an unreliable source at WP:VG/S. Wyatt Riot (talk) 01:12, 16 July 2012 (UTC)
 * I can't find any reliable sources that mention the game at all, much less any that support the claim that its use of NLP is particularly significant. --bonadea contributions talk 07:24, 16 July 2012 (UTC)


text:
User:Spikey~enwikibooks

I had an idea over a year ago and posted it to Usenet. That thread pointed me to Wikipedia, which I immediately hailed as the answer to my dreams. By the next day I had forgotten about it.

Later on, though, I found my way back, time and again, and finally actually registered. Wikipedia, however, was not exactly what I was looking for. Wikibooks is.

I'll probably spend the most time in the Mathematics section. That and computer science are my fortés. I've always wanted to use the word forté. I think I've used it wrong.

Stuff I've had a lot to do with

 * Algebra:Functions

title: User:Spikey~enwikibooks


text:
Esperanto/Appendix/Web resources

Tools For Learning Esperanto

 * Interactive Telephone Reseller Training
 * Free online Esperanto courses and learning resources
 * Esperanto Department at Wikiversity
 * Free text-only Esperanto course
 * Free online Esperanto flashcard sets on Quizlet (user-generated)

Online Books About Esperanto

 * [[Image:Wikibooks-logo.svg|text-bottom|14x14px]] Esperanto: A Complete and Comprehensive Grammar
 * The Esperanto Teacher, A Simple Course for Non-Grammarians at Project Gutenberg
 * The Esperanto Book by Don Harlow
 * Esperanto: A Language for the Global Village by Sylvan Zaft
 * About Language Problems by Claude Piron
 * Plena Manlibro de Esperanta Gramatiko- An online Esperanto grammar, in Esperanto.

Software to Learn Esperanto

 * Kurso de Esperanto, an interactive course in 25 languages to learn Esperanto (freeware)

Online

 * Lernu!
 * Retbabilejo.net to practice your esperanto speaking with microphone with other esperanto speakers.

Other
IRC: ##esperanto on irc.freenode.net

Jabber<EMAIL_ADDRESS>(For more information on this, see Kiel uzi Jabber)

MSN: Add<EMAIL_ADDRESS>to your user list (interfaces with the chatroom at Lernu!)

title: Esperanto/Appendix/Web resources


text:
Electronics/Vacuum Tubes

Background
The first vacuum tube diodes were created by Thomas Edison in 1904. These initial tubes could only be used for rectification. The triode, which allowed for voltage and power amplification, was invented 3 years later in 1907 by Lee De Forest.

Vacuum tubes are also referred to as thermionic tubes, thermionic valves, electron tubes, valves and just plain tubes.

While, for most electronics, vacuum tubes have been replaced by transistors, there are still some uses for which vacuum tubes are desired. Vacuum tubes are frequently used in high end Hi Fi amplifiers and are generally desirable over transistors for their "warmer" tone. They are also generally preferred in guitar amplifiers both for their smoother clipping in overdrive and the warmer tone.

Finally, vacuum tubes are used in high frequency communications (at frequencies that would destroy solid state components) as well as satellite and military communications due to their durability (they stand up to solar radiation better than solid state and are immune to electromagnetic pulse).

Passive Versus Active Components
Passive components have no gain and are not valves

 * Voltage Regulator: an active component which accepts a range of voltages and outputs one constant voltage.

Vacuum Tube Basics
A Vacuum Tube is a container (usually of glass) from which the air is removed. Inside the tube are two or more "Elements".

- Cathode: (electron emitter) has an electrically heated filament (which you can usually see glow red ) which spits out electrons that travel through the vacuum to the Anode (electron acceptor).

- Anode (a.k.a. Plate): Is a conductive (usually metal) plate that is connected to a positive voltage. The negative electrons flow from the Cathode to the Anode.

A vacuum tube with just Cathode and Anode elements is a DIODE. Current will flow only when the Anode has a positive voltage relative to the Cathode.

- Grid(s): metal gratings or grids are placed between the Cathode and Anode to produce devices that can amplify signals.

NOTE: A tube with 3 elements (one grid) is a TRIODE, with 2 grids a TETRODE, with 3 grids a PENTODE.

A Grid between the cathode and anode controls the flow of electrons. By applying a negative voltage to the grid it is possible to control the flow of electrons. This is the basis of the Vacuum Tube amplifier.

Vacuum tubes contain heater filaments. These are similar to the filaments one would find in a standard light bulb. The filaments usually run at low voltages (6V and 12V are common, though tubes can be found with a variety of filament voltages). The filament is surrounded by a cathode. The filaments are constructed of heat the cathode to about 800 degree Celsius, at which point the cathode begins to emit electrons. The electrons normally float on the surface of the cathode and this is called a space charge. The anode is generally kept more positive than the cathode and so it draws the electrons off of the cathode.

The voltage difference in the direction from the cathode to the anode is known as the forward bias and is the normal operating mode. If the voltage applied to the Anode becomes negative relative to the Cathode, no electrons will flow. In electronics vacuum electron tube or valve is a device that controls current. Through a vacuum in sealed container. Vacuum tubes rely on thermionic emission of electrons from hot filament.

Tube Characteristics
Below is an explanation of various tube parameters:

Diodes

Vacuum tube diodes contain only two electrodes (besides the heater): A cathode and an anode. The filament heats up the cathode, producing a space charge. A relatively positive voltage on the anode then draws electrons from the cathode to the anode, producing the one way current of a diode. Current will not flow from anode to cathode.

As with silicon diodes, vacuum tube diodes can be used for various functions. They can be used in voltage multipliers, envelope detectors, and rectifiers, for example.

Common rectifier tubes are: 5AR4/GZ-34, 5V4-GA, GZ37, 5U4-G/GA/GB, 5Y3-G/GA, 5R4GYB, and 5R4-G/GY/GYA. Different rectifier tubes have different maximum voltages, current ratings and forward voltage drops. Some have 5V filaments and others 6.3V. And some draw more filament current than others.

Some rectifiers are half-wave (single diode) and some are full-wave, containing a single cathode, but two anodes, one for each half of the wave, as shown in the Full-wave rectifier image to the right.

Klystron
A klystron is a vacuum tube used for production of microwave energy. This device is related to but not the same as a magnetron. The klystron was invented after the magnetron.

Klystrons work using a principle known as velocity modulation.

The klystron is a long narrow vacuum tube. There is an electron gun (heater, cathode, beam former) at one end and an anode at the other. In between is a series of donut shaped resonant cavity structures positioned so that the electron beam passes through the hole.

The first and last of the resonant cavities are electrically wired together.

At the cathode the electron beam is relatively smooth. There are natural slight increases and decreases in the electron density of the beam. As the beam passes through the holes of the resonant cavities, any changes in the electron beam cause some changes in the resting electro magnetic (EM) field of the cavities. The EM fields of the cavities begin to oscillate. The oscillating EM field of the cavities then has an effect on the electrons passing through, either slowing down or speeding up their passage.

As electrons are affected by the EM field of the first cavity they change their speed. This change in speed is called velocity modulation. By the time the electrons arrive at the last cavity there are definite groups in the beam. The groups interact strongly with the last cavity causing it to oscillate in a more pronounced way. Some of the last cavity's energy is tapped off and fed back to the first cavity to increase its oscillations. The stronger first cavity oscillations produce even stronger grouping of the electrons in the beam causing stronger oscillations in that last cavity and so on. This is positive feedback.

The output microwave energy is tapped of for use in high power microwave devices such as long range primary RADAR systems.

The klystron is a coherent microwave source in that it is possible to produce an output with a constant phase. This is a useful attribute when combined with signal processing to measure RADAR target attributes like Doppler shift.

Related microwave vacuum tubes are the Travelling Wave Tube (TWT) and the Travelling Wave Amplifier (TWA). A Hybrid device, which combines some aspects of these devices and the klystron, is a device called a Twicetron.

Magnetron
Magnetrons are used to produce microwaves.

This is the original device used for production of microwaves and was invented during the Second World War for use in RADAR equipment.

Magnetrons work using a principle known as velocity modulation.

A circular chamber, containing the cathode, is surrounded by and connected to a number of resonant cavities. The walls of the chamber are the anode. The cavity dimensions determine the frequency of the output signal. A strong magnetic field is passed through the chamber, produced by a powerful magnet. The cathode is similar to most thermionic valves, except heavy, rigid construction is necessary for power levels used in most Magnetrons. Early, experimental designs used directly heated cathodes. Modern, high powered designs use a rigid, tubular cathode enclosing a heater element.

Naturally excited electrons on the surface of the cathode are drawn off, into the chamber, toward the outer walls or anode. As the electrons move out, they pass through a magnetic field that produces a force perpendicular to the direction of motion and direction of the magnetic field. The faster the electrons move, the more sideways force is produced. The result is that the electrons rotate around the central cathode as they move toward the outside of the chamber.

As electrons move past the entrances to the resonant cavities a disturbance is made to the electro magnetic (EM) field that is at rest in the cavities. The cavity begins to oscillate. When another electron moves past the cavities, it also interacts with the internal EM field. The motion of the electron can be slowed or sped up by the cavity field. As more electrons interact with the cavity EM fields, the internal cavity oscillations increase and the effect on the passing electrons is more pronounced.

Eventually, bands of electrons rotating together develop within the central chamber. Any electrons that fall behind a band are given a kick by the resonant cavity fields. Any electrons going too fast have their excess energy absorbed by the cavities. This is the velocity modulation effect. The frequency of the resonance and electron interaction is in the order of GHz. (10^9 cycles per second)

In order to have a signal output from the magnetron, one of the cavities is taped with a slot or a probe to direct energy out into a waveguide for distribution.

Magnetrons for RADARs are pulsed with short duration and high current. Magnetrons for microwave ovens are driven with a continuous lower current.

The magnetrons for WWII bombers, operated by the RAF, were sometimes taped into a shielded box so that the aircrew could heat their in-flight meals, hence the first microwave ovens.

Cathode Ray Tube
A cathode ray tube or CRT is a specialized vacuum tube in which images are produced when an electron beam strikes a phosphorescent surface. Television sets, computers, automated teller machines, video game machines, video cameras, monitors, oscilloscopes and radar displays all contain cathode-ray tubes. Phosphor screens using multiple beams of electrons have allowed CRTs to display millions of colors.

The first cathode ray tube scanning device was invented by the German scientist Karl Ferdinand Braun in 1897. Braun introduced a CRT with a fluorescent screen, known as the cathode ray oscilloscope. The screen would emit a visible light when struck by a beam of electrons.

TV Tubes
TV tubes are basically cathode ray tubes. An electron beam is produced by an electrically-heated filament, and that beam is guided by two magnetic fields to a particular spot on the screen. The beam is moved so very quickly, that the eye can see not just one particular spot, but all the spots on the screen at once, forming a variable picture.
 * Colours are produced by having 3 or more differently coloured screen spots activated at once to a variable degree.

The 2 magnetic fields are one for the vertical deflection, one for the horizontal deflection, and they are provided to the beam by external coils.

Oscilloscope Tubes
Oscilloscope tubes are basically the same as TV tubes, but the beam is guided by two electrostatic fields provided by internal pieces of metal. It is a necessity because an oscilloscope uses a very large range of synchronisation frequencies for the deflection, when a TV set uses fixed frequencies, and it would be too difficult to drive large coils on a so large band of frequency. They are much deeper for the same screen size as a TV tube because the deflection angle is little. A TV tube has a deflection angle of 90° for the be

title: Electronics/Vacuum Tubes


text:
Sadaaki Konishi

Sadaaki Konishi (January 19, 1916 – April 30, 1949) was a lieutenant in the Imperial Japanese Army during the Second World War.

Biography
Konishi was a lieutenant in the IJA, and was the second-in-command over an internment camp at the University of the Philippines at Los Baños in Laguna Province, Philippines.

He was cruel to the prisoners interned there, whom he deliberately starved. Konishi would withhold salt in order to give cramps to the internees, and cut off the food rations for all of the people who were held there as prisoners. He went so far as to dump a truck load of fruit on the asphalt behind the camp, telling the prisoners that if they wanted any food, they would have to go to the ground and eat it. But in the extreme 110 F heat, the fruit rotted in the pile, and it was well beyond scavenging. This was because of his racism, as one internee told US interviewers that he called himself the "strongest white race hater in the army".

On February 23, 1945, units of the U.S. 11th Airborne Division, the 503d Infantry Regiment (United States) and the Filipino guerillas attacked the camp, trying to liberate most of the prisoners. Most of the prisoners were extricated, but Konishi escaped. He returned a few days later with a force of men, but by then the camp was empty. The Japanese massacred some 1,500 men, women, and children in adjacent towns which they suspected of collaborating with the liberators. Konishi later admitted that he'd helped plan this massacre. After the war, he was tried for and convicted of war crimes by an American military tribunal in the Philippines. The charges against him included the starvation deaths of over 300 prisoners of war and ordering the killings of three American civilians. Konishi was sentenced to death. He was later transported to Japan, where he was executed by hanging in 1949.

title: Sadaaki Konishi


text:
Organic Chemistry/Spectroscopy

There are several spectroscopic techniques which can be used to identify organic molecules: infrared (IR), mass spectroscopy (MS) UV/visible spectroscopy (UV/Vis) and nuclear magnetic resonance (NMR).

IR, NMR and UV/vis spectroscopy are based on observing the frequencies of electromagnetic radiation absorbed and emitted by molecules. MS is based on measuring the mass of the molecule and any fragments of the molecule which may be produced in the MS instrument.

UV/Vis Spectroscopy
UV/Vis spectroscopy is an absorption spectroscopy technique that utilizes electromagnetic radiation in the 10 nm to 700 nm range. The energy associated with light between these wavelengths can be absorbed by both non-bonding n-electrons and π-electrons residing within a molecular orbital. This absorption of energy causes the promotion of an electron from the highest occupied molecular orbital (HOMO) to the lowest unoccupied molecular orbital (LUMO). More specifically, the electron is said to undergo either an n→π* transition or π→π* transition. It is also this absorption of visible light energy that gives rise to the perceived color of pigmented compounds. As a result of this phenomena, UV/Vis is a technique often employed in organic chemistry in order to identify the presence of free electrons or double (π) bonds within a molecule. The wavelength that is most absorbed by the molecule is known as the λ-max, and it is this number that can be used to make comparative analysis of different molecules. This spectroscopic technique can also be used to identify some molecules with large conjugated π-systems or carbonyl groups by utilizing the Woodward-Fieser rules, which relies on a set of empirical values to predict the λ-max of a compound.

NMR Spectroscopy
Nuclear Magnetic Resonance (NMR) Spectroscopy is one of the most useful analytical techniques for determining the structure of an organic compound. There are two main types of NMR, 1H-NMR (Proton NMR) and 13C-NMR (Carbon NMR). NMR is based on the fact that the nuclei of atoms have a quantized property called spin. When a magnetic field is applied to a 1H or 13C nucleus, the nucleus can align either with (spin +1/2) or against (spin -1/2) the applied magnetic field.

These two states have different potential energies and the energy difference depends on the strength of the magnetic field. The strength of the magnetic field about a nucleus, however, depends on the chemical environment around the nucleus. For example, the negatively charged electrons around and near the nucleus can shield the nucleus from the magnetic field, lowering the strength of the effective magnetic field felt by the nucleus. This, in turn, will lower the energy needed to transition between the +1/2 and -1/2 states. Therefore, the transition energy will be lower for nuclei attached to electron donating groups (such as alkyl groups) and higher for nuclei attached to electron withdrawing groups (such as a hydroxyl group).

In an NMR machine, the compound being analyzed is placed in a strong magnetic field and irradiated with radio waves to cause all the 1H and 13C nuclei to occupy the higher energy -1/2 state. As the nuclei relax back to the +1/2 state, they release radio waves corresponding to the energy of the difference between the two spin states. The radio waves are recorded and analyzed by computer to give an intensity versus frequency plot of the sample. This information can then be used to determine the structure of the compound.

Aromatics in H-NMR Electron Donating Groups vs. Electron Withdrawing Groups

On monosubstituted rings, electron donating groups resonate at high chemical shifts. Electron donating groups increase the electron density by releasing electrons into a reaction center, thus stabilizing the carbocation. An example of an electron donating group is methyl (-CH3).

Accordingly, electron withdrawing groups are represented at low chemical shifts. Electron withdrawing groups pull electrons away from a reacting center. This can stabilize an electron rich carbanion. Some examples of electron withdrawing groups are halogens (-Cl, -F) and carboxylic acid (-COOH).

Looking at the H NMR spectrum of ethyl benzene, we see that the methyl group is the most electron withdrawing, so it appears at the lowest chemical shift. The aromatic phenyl group is the most electron donating, so it has the highest chemical shift.

Disubstituted Rings

The sum of integrated intensity values for the entire aromatic region shows how many substituents are attached to the ring, so a total value of 4 indicates that the ring has 2 substituents. When a benzene ring has two substituent groups, each exerts an influence on following substitution reactions. The site at which a new substituent is introduced depends on the orientation of the existing groups and their individual directing effects. For a disubstituted benzene ring, there are three possible NMR patterns.

Note that para-substituted rings usually show two symmetric sets of peaks that look like doublets.

The order of these peaks is dependent on the nature of the two substituents. For example, the three NMR spectra of chloronitrobenzene isomers are below:

=Mass Spectrometry=

A mass spectroscope measures the exact mass of ions, relative to the charge. Many times, some form of separation is done beforehand, enabling a spectrum to be collected on a relatively pure sample. An organic sample can be introduced into a mass spectroscope and ionised. This also breaks some molecules into smaller fragments.

The resulting mass spectrum shows:

1) The heaviest ion is simply the ionised molecule itself. We can simply record its mass.

2) Other ions are fragments of the molecule and give information about its structure. Common fragments are:

=Infrared spectroscopy.=

Absorbing infrared radiation makes covalent bonds vibrate. Different types of bond absorb different wavelengths of infrared: Instead of wavelength, infrared spectroscopists record the wavenumber; the number of waves that fit into 1 cm. (This is easily converted to the energy of the wave.)

For some reason the spectra are recorded backwards (from 4000 to 500 cm-1 is typical), often with a different scale below 1000 cm-1 (to see the fingerprint region more clearly) and upside-down (% radiation transmitted is recorded instead of the absorbance of radiation).

The wavenumbers of the absorbed IR radiation are characteristic of many bonds, so IR spectroscopy can determine which functional groups are contained in the sample. For example, the carbonyl (C=O) bond will absorb at 1650-1760cm-1.

Summary of absorptions of bonds in organic molecules
Infrared Spectroscopy Correlation Table

Absorptions listed in cm-1.

Typical method

A beam of infra-red light is produced and split into two separate beams. One is passed through the sample, the other passed through a reference which is often the substance the sample is dissolved in. The beams are both reflected back towards a detector, however first they pass through a splitter which quickly alternates which of the two beams enters the detector. The two signals are then compared and a printout is obtained.

A reference is used for two reasons:
 * This prevents fluctuations in the output of the source affecting the data

 * This allows the effects of the solvent to be negated (the reference is usually a pure form of the solvent the sample is in).

=References & notes=

SDBS is a free on-line database of Spectral analysis including many IR, NMR and MS graphs.

title: Organic Chemistry/Spectroscopy


text:
Introduction to Paleoanthropology/Hominids Early Behavior

One of the most important and intriguing questions in human evolution is about the diet of our earliest ancestors. The presence of primitive stone tools in the fossil record tells us that 2.5 million years ago, early hominids (A. garhi) were using stone implements to cut the flesh off the bones of large animals that they had either hunted or whose carcasses they had scavenged.

Earlier than 2.5 million years ago, however, we know very little about the foods that the early hominids ate, and the role that meat played in their diet. This is due to lack of direct evidence. Nevertheless, paleoanthropologists and archaeologists have tried to answer these questions indirectly using a number of techniques.
 * Primatology (studies on chimpanzee behavior)
 * Anatomical Features (tooth morphology and wear-patterns)
 * Isotopic Studies (analysis of chemical signatures in teeth and bones)

Meat consuming strategy
Earliest ancestors and chimpanzees share a common ancestor (around 5-7 million years ago). Therefore, understanding chimpanzee hunting behavior and ecology may tell us a great deal about the behavior and ecology of those earliest hominids.

In the early 1960s, when Jane Goodall began her research on chimpanzees in Gombe National Park (Tanzania), it was thought that chimpanzees were herbivores. In fact, when Goodall first reported meat hunting by chimpanzees, many people were extremely sceptical.

Today, hunting by chimpanzees at Gombe and other locations in Africa has been well documented.

We now know that each year chimpanzees may kill and eat more than 150 small and medium-sized animals, such as monkeys (red colobus monkey, their favorite prey), but also wild pigs and small antelopes.

Did early hominids hunt and eat small and medium-sized animals? It is quite possible that they did. We know that colobus-like monkeys inhabited the woodlands and riverside gallery forest in which early hominids lived 3-5 Myrs ago. There were also small animals and the young of larger animals to catch opportunistically on the ground.

Many researchers now believe that the carcasses of dead animals were an important source of meat for early hominids once they had stone tools to use (after 2.5 million years ago) for removing the flesh from the carcass. Wild chimpanzees show little interest in dead animals as a food source, so scavenging may have evolved as an important mode of getting food when hominids began to make and use tools for getting at meat.

Before this time, it seems likely that earlier hominids were hunting small mammals as chimpanzees do today and that the role that hunting played in the early hominids' social lives was probably as complex and political as it is in the social lives of chimpanzees.

When we ask when meat became an important part of the human diet, we therefore must look well before the evolutionary split between apes and humans in our own family tree.

Nut cracking
Nut cracking behavior is another chimpanzee activity that can partially reflect early hominin behavior. From Jan. 2006 to May 2006, Susana Carvalho and her colleagues conducted a series of observation on several chimpanzee groups in Bossou and Diecké in Guinea, western Africa. Both direct and indirect observation approach was applied to outdoor laboratory and wild environment scenarios.

The results of this research show three resource-exploitation strategies that chimpanzees apply to utilize lithic material as hammers and anvils to crack nut: 1) Maximum optimization of time and energy (choose the closest spot to process nut). 2) Transport of nuts to a different site or transport of the raw materials for tools to the food. 3) Social strategy such as the behavior of transport of tools and food to a more distant spot. This behavior might relate to sharing of space and resources when various individuals occupy the same area.

The results demonstrate that chimpanzees have similar food exploitation strategies with early hominins which indicate the potential application of primate archaeology to the understanding of early hominin behavior.

What do tooth wear patterns suggest about early hominid behavior?
Bones and teeth in the living person are very plastic and respond to mechanical stimuli over the course of an individual's lifetime. We know, for example, that food consistency (hard vs. soft) has a strong impact on the masticatory (chewing) system (muscles and teeth). Bones and teeth in the living person are therefore tissues that are remarkably sensitive to the environment.

As such, human remains from archaeological sites offer us a retrospective biological picture of the past that is rarely available from other lines of evidence.

Also, new technological advances developed in the past ten years or so now make it possible to reconstruct and interpret in amazing detail the physical activities and adaptations of hominids in diverse environmental settings.

Some types of foods are more difficult to process than others, and primates tend to specialize in different kinds of diets. Most living primates show three basic dietary adaptations: Many primates, such as humans, show a combination of these patterns and are called omnivores, which in a few primates includes eating meat.
 * insectivores (insect eaters);
 * frugivores (fruit eaters);
 * folivores (leaf eaters).

The ingestion both of leaves and of insects requires that the leaves and the insect skeletons be broken up and chopped into small pieces. The molars of folivores and insectivores are characterized by the development of shearing crests on the molars that function to cut food into small pieces. Insectivores' molars are further characterized by high, pointed cusps that are capable of puncturing the outside skeleton of insects. Frugivores, on the other hand, have molar teeth with low, rounded cusps; their molars have few crests and are characterized by broad, flat basins for crushing the food.

In the 1950s, John Robinson developed what came to be known as the dietary hypothesis. According to this theory there were fundamentally two kinds of hominids in the Plio-Pleistocene. One was the "robust" australopithecine (called Paranthropus) that was specialized for herbivory, and the other was the "gracile" australopithecine that was an omnivore/carnivore. By this theory the former became extinct while the latter evolved into Homo.

Like most generalizations about human evolution, Robinson's dietary hypothesis was controversial, but it stood as a useful model for decades.

Detailed analyses of the tooth surface under microscope appeared to confirm that the diet of A. robustus consisted primarily of plants, particularly small and hard objects like seeds, nuts and tubers. The relative sizes and shapes of the teeth of both A. afarensis and A. africanus indicated as well a mostly mixed vegetable diet of fruits and leaves. By contrast, early Homo was more omnivorous.

But as new fossil hominid species were discovered in East Africa and new analyses were done on the old fossils, the usefulness of the model diminished.

For instance, there is a new understanding that the two South African species (A. africanus and A. robustus) are very similar when compared to other early hominid species. They share a suite of traits that are absent in earlier species of Australopithecus, including expanded cheek teeth and faces remodeled to withstand forces generated from heavy chewing.

What do isotopic studies suggest about early hominid behavior?
Omnivory can be suggested by studies of the stable carbon isotopes and strontium(Sr)-calcium(Ca) ratios in early hominid teeth and bones.

For instance, a recent study of carbon isotope (13C) in the tooth enamel of a sample of A. africanus indicated that members of this species ate either tropical grasses or the flesh of animals that ate tropical grasses or both. But because the dentition analyzed by these researchers lacked the tooth wear patterns indicative of grass-eating, the carbon may have come from grass-eating animals. This is therefore a possible evidence that the australopithecines either hunted small animals or scavenged the carcasses of larger ones.

There is new evidence also that A. robustus might not be a herbivore. Isotopic studies reveal chemical signals associated with animals whose diet is omnivorous and not specialized herbivory. The results from 13C analysis indicate that A. robustus either ate grass and grass seeds or ate animals that ate grasses. Since the Sr/Ca ratios suggest that A. robustus did not eat grasses, these data indicate that A. robustus was at least partially carnivorous.

Summary
Much of the evidence for the earliest hominids (Sahelanthropus tchadensis, Orrorin tugenensis, Ardipithecus ramidus) is not yet available.

Australopithecus anamensis shows the first indications of thicker molar enamel in a hominid. This suggests that A. anamensis might have been the first hominid to be able to effectively withstand the functional demands of hard and perhaps abrasive objects in its diet, whether or not such items were frequently eaten or were only an important occasional food source.

Australopithecus afarensis was similar to A. anamensis in relative tooth sizes and probable enamel thickness, yet it did show a large increase in mandibular robusticity. Hard and perhaps abrasive foods may have become then even more important components of the diet of A. afarensis.

Australopithecus africanus shows yet another increase in postcanine tooth size, which in itself would suggest an increase in the sizes and abrasiveness of foods. However, its molar microwear does not show the degree of pitting one might expect from a classic hard-object feeder. Thus, even A. africanus has evidently not begun to specialize in hard objects, but rather has emphasized dietary breadth (omnivore), as evidenced by isotopic studies.

Subsequent "robust" australopithecines do show hard-object microwear and craniodental specializations, suggesting a substantial departude in feeding adaptive strategies early in the Pleistocene. Yet, recent chemical and anatomical studies on A. robustus suggest that this species may have consumed some animal protein. In fact, they might have specialized on tough plant material during the dry season but had a more diverse diet during the rest of the year.


text:
Talk:Interstate 196/GA1

GA Review
The edit link for this section can be used to add comments to the review.''

Reviewer: Rp0211 (talk · contribs) 19:35, 11 July 2012 (UTC)

 * GA review (see here for what the criteria are, and here for what they are not)

 * 1) It is reasonably well written.
 * a (prose): b (MoS for lead, layout, word choice, fiction, and lists):
 * 1) It is factually accurate and verifiable.
 * a (references): b (citations to reliable sources):  c (OR):
 * 1) It is broad in its coverage.
 * a (major aspects): b (focused):
 * 1) It follows the neutral point of view policy.
 * Fair representation without bias:
 * 1) It is stable.
 * No edit wars, etc.:
 * 1) It is illustrated by images, where possible and appropriate.
 * 1) Overall:
 * Pass/Fail:

Infobox

 * No issues

Lead

 * No issues

Route description

 * No issues

History

 * No issues

Exit list

 * No issues

title: Talk:Interstate 196/GA1


text:
Talk:Tropical Storm Otto (2004)

Ummmmmmmm
It's pretty quiet around here - is this article gonna be assessed soon? RaNdOm26 06:01, 13 August 2006 (UTC)
 * Put it as start for now, pending further review by other editors. If any more sources can be found, they'd definitely help. --Core des at talk. ^_^ 09:45, 13 August 2006 (UTC)
 * Thank you. RaNdOm26 15:03, 13 August 2006 (UTC)

Todo
It's close to B class, but there are a few things that should be mentioned. First, you should mention that operationally it was called Tropical Storm Otto on November 30, not a subtropical storm a day earlier. A few places jump around a bit. The storm history should be Otto does A, B, C, D, and dissipates. It's a little confusing at the end of the 2nd paragraph and beginning of the third paragraph if the storm gets it peak intensity over the cooler waters. The first paragraph is a bit too long describing the storm genesis... you might want to end the first paragraph with "The (frontal) low lost its frontal character and developed into a subtropical storm on November 29" or something like that. It just seems a bit jumpy to go from describing the low to saying Subtropical Storm Otto formed 1150 miles east-southeast of Bermuda. Try combining short sentences to smoothe out the rough edges, which provides for better writing. You should describe that out of season storms, and, if indicate the frequency of a storm persisting into the off-season. All in all, pretty good, but due to the lack of effects my standards are higher before placing this at B class. Hurricanehink ( talk ) 12:51, 15 August 2006 (UTC)
 * This reminds me of looking at comments from an English essay! Anyway, if articles like this need to have a high standard of work, is it ridiculously hard to get it to B or even a GA? RaNdOm26 15:22, 15 August 2006 (UTC)

 * Well, it shouldn't be redicuously hard, but it should take some time and effort to make it good. The stakes are higher. No-impact storms aren't needed at all, so if they aren't well-written, there'd be little harm to just merge it... no info lost. Hurricanehink ( talk ) 18:11, 15 August 2006 (UTC)

I'm opposed to this being a B-class unless the impact and naming section can be expanded. For a good fishie article look at Hurricane Irene (2005) or Hurricane Philippe (2005). Chacor 15:28, 15 August 2006 (UTC)

 * And how can I expand on them??? Unlike the storms in 2005, there were no records broken about the 'earliest storm recorded' thing that are present in those 2005 articles. And I vvvvvveeeeeeerrrrrrrryyyyyyyy highly doubt there were any tropical storm/hurricane warnings issued to any land mass, not even Bermuda. I have thought of expanding, but there is nothing TO expand. RaNdOm26 16:07, 15 August 2006 (UTC)

 * I think, you really have of think carefully before you write. I think you wrote that because the only storm articles currently that didn't have any impact on land are the storms in the Atlantic in 2005. They happen to have many records broken, mainly on that "earliest storm formed" thingy. But this one is in 2004, and there were no records broken for any of those storms. Anyway!!!!!!!!! RaNdOm26 16:48, 15 August 2006 (UTC)

To do #2
What now can I add to this article??? I like a challenge. RaNdOm26 08:43, 16 August 2006 (UTC)

 * Try and get rid of some of the technical, unneeded units (knots, UTC timing). Wording can be improved in places (frontal structure vanished?). You should avoid phrases like "According to the best track data". Why can't you combine the sentences and say something like, "The extratropical low gradually lost its frontal character, and organized into a subtropical storm on November 29 while located 1150 miles (1850 km) east-southeast of Bermuda." You lose no information, yet it provides more consise writing, along with being easier to read. Try and combine shorter sentences throughout the article. Also, the records section could use some tweaking. Would it be worth nothing that the 2004 season was one of only 14 seasons that had 14 tropical storms or more? (Nicole was subtropical and excluded from that) Another satellite image would be nice... the bottom right part of the page is a little lacking. Good luck. Hurricanehink ( talk ) 13:31, 16 August 2006 (UTC)

 * Really?! I'm surprised that you didn't want the UTC times in the article, I thought it gives the article some exact, precise info. I really thought that the record thing you said about "one of only 13 seasons" (actually it was 13, not 14) belongs to the main season article (2004 hurricane season), not in this one. And......please don't ask me to upload AN image!!!! I have no hope with that. Overall, I am really trying my hardest. RaNdOm26 15:03, 16 August 2006 (UTC)

 * Exact times aren't needed, and they can be confusing for people. Typically, a tropical cyclones moves so slowly that it doesn't do too many notable events in one day. The record thing should be in the season article as well, but it is relavent to this storm as well. You should still get rid of the knots; countries use mph or km/h, while fishermen use knots. Knots are a little confusing as well, and because the average person reading the article probably would know mph or km/h more than knots, they should just be removed. Whenever you start a new paragraph, you need to indicate the month (On November 29) and the storm name. Thus, starting with "On the 29th the cyclone..." doesn't work well. "On November 29 Subtropical Storm Otto..." works better. LOL at the images, but you can't be afraid of them. You'll need to do it sooner or later. Here is one of the storm before becoming tropical. Here's one of it on December 1. There's plenty of pics out there. Maybe even find another one to replace the infobox one. Hurricanehink ( talk ) 19:02, 16 August 2006 (UTC)

 * Yeah, but I don't see what's the problem with using knots. I don't think they are confusing at all, neither are UTC times. I see them all the time in millions of sites. I just don't seem to understand what's wrong with using knots. But, if the standard convention in Wikipedia states that knots are not allowed, I guess I will have to accept it. Oh yeah, and all the times used in Wikipedia such as the times in the history page are UTC times (I think). People will have to know what they mean. RaNdOm26 09:25, 17 August 2006 (UTC)

 * But the thing is, you don't have to be that exact. You probably know knots due to your hurricane knowledge. It's easier to simply have the mph or km/h, for the ease of the non-hurricane enthusiasts who don't know much about knots. For UTC times, they aren't needed, either. You don't need the time of day for hurricane articles. As I said above, hurricanes move so slowly that don't do too many notable events in a day. If something happened at 12Z, then say on X day, Otto did this. If, by chance, something else happened on X day, you could say, On X day, Otto did this, but Y hours later it did Z due to. Sure, people might know what they mean, but it just clutters the article, IMO. Hurricanehink ( talk ) 12:48, 17 August 2006 (UTC)

What about Hurricane Wilma? It did very dramatic things within something like 12 hours straight. Dropped 78 hPa within 10 hours (says so in the article).....THAT is pretty slow, and definitely not notable in a day's life.......not! :) Maybe using UTC times are useful in this instance. RaNdOm26 14:18, 17 August 2006 (UTC)
 * From the way this discussion is going, it seems impossible to get this article to a B. :( Funny, you said this article was close to a B in the beginning! Oh, well. RaNdOm26 16:15, 17 August 2006 (UTC)
 * First, even though Wilma did those things in a short amount of time, there's still no reason to list the UTC times. You could say, "Late on October 11, Hurricane Wilma began a period of rapid deepening that resulted in a 78 mbar drop in only 10 hours". You don't have to give the time of day, just the amount of time. I'll tell you what, once there's one more image in the article and no more UTC, I'll bump it up to B class. Hurricanehink ( talk ) 17:54, 17 August 2006 (UTC)
 * I'll do the image.--Nilfanion (talk) 17:58, 17 August 2006 (UTC)

I'm content, it's B class. In future, this amount of work is needed for low-impact storms to get a B class rating. Hurricanehink ( talk ) 12:40, 18 August 2006 (UTC)

Technical
What words should be discarded for this article to be less technical. RaNdOm26 07:23, 17 October 2006 (UTC)

Areas affected
Should the areas affected be open Atlantic Ocean, or None? I personally think that it did not affect no places, and I'd rather reiterate that the only place it affected was the ocean than have none. Hurricanehink ( talk ) 13:49, 18 October 2006 (UTC)
 * Way ahead of you - see the WPTC talk page. – Chacor 13:58, 18 October 2006 (UTC)
 * Link here. – Chacor 14:07, 18 October 2006 (UTC)
 * LMAO. This is hilarious! RaNdOm26 04:51, 19 October 2006 (UTC)

Merge?
I just thought I should bring up the discussion. The storm didn't affect anyone, and all of the sources from the NHC. Worse, the storm really wasn't notable. Unlike other off-season or late-season storms that are notable for their intensity or duration, Otto was fairly run-of-the-mill. Even the lede can't assert any importance - "Tropical Storm Otto was a tropical storm that formed during the 2004 Atlantic hurricane season." I propose it be merged. --Hurricanehink ( talk ) 01:39, 13 December 2010 (UTC)

Assessment comment
Substituted at 18:42, 17 July 2016 (UTC)

title: Talk:Tropical Storm Otto (2004)


text:
User:AMcCormick123/sandbox

Symbolic racism (also known as modern-symbolic racism, modern racism, symbolic prejudice, and racial resentment) is a coherent belief system that reflects an underlying unidimensional prejudice towards any ethnicity. These beliefs include the stereotype that blacks are morally inferior to white people, whites are racist and that black people violate traditional White American values such as hard work and independence. This is also more of a general term than it is specifically related to prejudice towards black people. It can be more generally characterized as an open dislike and derogation of individuals related to one's self. These beliefs may cause the subject to discriminate against black people and to justify this discrimination. Some people do not view symbolic racism as prejudice since it is not linked directly to race but indirectly through social and political issues.

David O. Sears and P.J. Henry characterize symbolic racism as the expression or endorsement of four specific themes or beliefs:

 * 1) Blacks no longer face much prejudice or discrimination.
 * 2) The failure of blacks to progress results from their unwillingness to work hard enough.
 * 3) Blacks are demanding too much too fast.
 * 4) Blacks have gotten more than they deserve.

Symbolic racism is a form of modern racism, as it is more subtle and indirect than more overt forms of racism, such as those characterized in Jim Crow laws. As symbolic racism develops through socialization and its processes occur without conscious awareness, an individual with symbolic racist beliefs may genuinely oppose racism and believe they are not racist. Symbolic racism is perhaps the most prevalent racial attitude today.

Definition
In the aftermath of the Civil Rights Movement, old-fashioned (or "Jim Crow") racism dissolved along with segregation in the United States. Some people believe that new forms of racism began to replace old-fashioned racism. Symbolic racism is a term that was coined by David Sears and John McConahay in 1973 to explain why most white Americans supported principles of equality for black Americans, but less than half were willing to support programs designed to implement these principles. The original theory described three definitive aspects of symbolic racism:

 * 1) A new form of racism had replaced old-fashioned Jim Crow racism, as it was no longer popular and could no longer be influential in politics as only a small minority still accepted it.
 * 2) Opposition to black politicians and racially targeted policies is more influenced by symbolic racism than by any perceived or true threat to whites' own personal lives.
 * 3) The origins of this form of racism lay in early-socialized negative feelings about blacks associated with traditional conservative values.

The concept of symbolic racism has evolved over time but most writings currently define symbolic racism as containing four themes:

 * 1) Racial discrimination is no longer a serious obstacle to blacks' prospects for a good life.
 * 2) Blacks' continuing disadvantages are largely due to their unwillingness to work hard enough.
 * 3) Blacks' continuing demands are unwarranted.
 * 4) Blacks' increased advantages are also unwarranted.

Terminology
The term symbolic racism derives from the fact that the opinions expressed characterize blacks as an abstract group, "as in the anonymous 'they' in 'if they would only…'" rather than specific individuals. People hold prejudices because of the cultural stereotypes attributed to the group rather than because of any personal individual experience with the group in question. Researchers have given the concept of symbolic racism many different names, usually to emphasize one aspect over another. These names include modern racism, racial resentment, and laissez-faire racism. However, they all represent virtually the same concept and are measured in much the same way.

While similar in nature, symbolic racism is distinguished from aversive racism based on the relationships between the defining characteristics. Aversive racism involves "separate, disassociated positive and negative components, which are in conflict, and thus, may sometimes be experienced as ambivalence." Symbolic racism, on the other hand, "reflects the unique assimilation of individualistic values and negative racial affect." The components of aversive racism remain disassociated within the individual; whereas, the components of symbolic racism blend to produce racial attitudes. While both types of racism predict similar behavior, they are the consequences of different fundamental processes.

Causes
Whitley and Kite cite six underlying factors that contribute to symbolic racism. They are to this day believed to have been some of the biggest influences on modern racism.

 * 1) Implicitly anti-black affect and negative stereotypes.
 * 2) Racialized belief in traditional values.
 * 3) Belief in equality of opportunity.
 * 4) Low belief in equality of outcome.
 * 5) Group self-interest.
 * 6) Low knowledge of black people.

According to Whitley and Kite, those who hold symbolic racist beliefs tend to hold implicitly negative attitudes, most likely gained in childhood, towards blacks that may or may not be conscious. These attitudes may not be outright hatred, but rather fear, disgust, anger, contempt, etc. In addition, those who hold symbolic racist beliefs may also believe in traditional American values such as hard work, individuality, and self-restraint. However, these beliefs have become racialized. Many perceive that black individuals do not hold or act in accordance with these values. Instead, black individuals rely on public assistance, seek government favors, and act impulsively. As Whitley and Kite note, "The fact that White people also accept public assistance, seek government favors, and act impulsively is not relevant to people with symbolic prejudice; it is their perception (usually in stereotypic terms) of Black people's behavior that they focus on." Furthermore, those with symbolic prejudice tend to believe in the equality of opportunity, which includes access to resources such as education, housing, and employment. However, they tend not to believe in the equality of outcome. This explains how people can support the principle of racial equality but not support initiatives to achieve it, such as affirmative action. Government intervention when individuals do not have the same talent, effort or historical background would violate traditional values of equality of opportunity. Thus, "people can simultaneously endorse equality of opportunity and reject government intervention to bring about equality of outcome." Group self-interest reflects the idea that people try to do what is best for their group. This idea manifests itself in the opinion that whites are deprived as a group of opportunities due to policies intended to benefit blacks. Finally, Whitley and Kite state most whites do not have extensive personal experience with blacks so the negative stereotypes they hold about blacks do not have the opportunity to be dispelled.

Measures
Much of the initial research conducted by researchers on symbolic racism utilized McConahay's (1986) modern racism scale (MRS). However, citing a number of measurement problems, Sears and Henry published the Symbolic Racism 2000 (SR2K) Scale in 2002 in the journal Political Psychology. It consists of a series of statements relating to race and politics to which the participant must state their agreement on a scale of "strongly disagree" to "strongly agree." Statements included on the American National Election Studies surveys and most commonly used in political science research include:

 * Irish, Italians, Jewish, and many other minorities overcame prejudice and worked their way up. Blacks should do the same without any special favors.
 * Generations of slavery and discrimination have created conditions that make it difficult for Blacks to work their way out of the lower class.
 * Over the past few years, Blacks have gotten less than they deserve.
 * It's really a matter of some people not trying hard enough; if Blacks would only try harder they could be just as well off as Whites.

This updated scale addresses the issues with previous forms of measurement including internal reliability, construct validity, predictive validity, and discriminant validity, and generalizability.

Examples
Bobocel et al. (1998) found that prejudice can be rationalized as a concern for justice. Opposition to preferential affirmative action programs (which assign more weight to certain demographics and give preference to target groups and their members) was uniquely predicted by an individual's belief in merit principles. That is, regardless of prejudice level, individuals tend to oppose preferential treatment programs because they violate traditional norms of meritocracy. However, the higher an individual's level of prejudice, the more likely he was to construe an undefined affirmative action program (e. g. not necessarily preferential) as violating the merit principle and, in turn, oppose the undefined affirmative action program. These high-prejudice individuals were able to rationalize their prejudice as a concern for justice, although no traditional justice norms had been explicitly violated. In this way, symbolic racism functions through rationalization as a concern for traditional norms without conscious awareness.

Public opinion researchers polled white Americans in the early 1970s on their backing for racial equality and their support for government intervention that would enforce that equality. The results revealed high levels of support from white Americans, ranging from 75 to nearly 100 percent, regarding the principles for school integration, equal opportunity employment, and open housing. Support from the same white Americans was significantly lower for implementation of abstract principles at approximately 50%.

College students who had completed a modern-symbolic prejudice measure early in the semester evaluated the résumés of 10 job applicants. The applicants consisted of three qualified blacks, two qualified whites, and five unqualified whites. The students were split into two groups: one containing students rated high in modern-symbolic prejudice and once containing students rated low. Each student received a memo from the president of the company. Half of the students received memos in which the president of the company asked the student to abstain from hiring a worker of a minority group because the person hired would be dealing mainly with white employees. The memo for the second group did not contain this message. The results were stark between the groups: the group that did not receive any instructions from the president of the company recommended a black candidate 61% of the time, regardless of the individual's modern-symbolic prejudice rating. In the group that had received justification from the president to abstain from minority hiring, 37% of the students low in modern-symbolic prejudice recommended a black candidate whereas only 18% of the students high in modern-symbolic prejudice recommended a black candidate. The results show that symbolic prejudice is expressed most strongly when non-explicitly racist justifications are given for discriminatory action.

Other applications
While symbolic racism was originally conceptualized as a prejudice specifically against blacks in the United States due to their violation of cherished values, scholars have expanded the concept to apply it to other groups and other locales. In the United States, research has been conducted on symbolic racism as it relates to Latinos and Asians, as well as modern sexism, anti-fat bias, and heterosexism. For example, Mingying Fu conducted an experiment in which symbolic racism was shown to influence attitudes toward outgroup members and racial policies. In addition, Fu found that symbolic racism was the strongest predictor of white as well as Asian and Latino opposition to affirmative action after controlling for biological racism and ideology.

Fraser and Islam (2007) applied the concept of symbolic racism to the Aborigines and European Australians in Australia. In this context, the Australian version of the symbolic racism construct is defined as "the use of affective responses and beliefs that are well accepted within a dominant majority racial group as justifying its advantaged position". They measured the relationship between racial prejudice and support for Pauline Hanson's One Nation Party using two postal surveys based on a random sample of names from electoral registers. Support for Hansen and voting for the One Nation Party were strongly related to a measure of symbolic racism. The study also found a relationship between symbolic racism and a measure of relational orientation, or concern over the position of one's own racial group relative to other racial groups. Fraser and Islam state that this finding suggests that beliefs influenced by symbolic racism may be motivated by social identity processes, "where white European Australians regard their culture as the real, mainstream Australian culture, abs resent special concessions to groups such as Aborigines and Asian migrants, whom they exclude from their narrow self-identity as Australians."

Examples of symbolic racism also exist in Europe, as Public Support for the European Union: Cost/Benefit Analysis or Perceived Cultural Threat? argues that people are hostile towards the European integration due to the their perceptions of threats posed by other cultures. In this study, the independent variables to be gauged were the realistic and symbolic perceptions. The response choices for the questions given to his participants were dichotomous for each of these variables. The choices were :

 * People from [these] minority groups abuse the system of social benefits.
 * The religious practices of people from [these] minority groups threaten our way of life.

The findings of the questions for his participants demonstrated that perceived cultural threats appeared to have a strong sway on the attitudes toward the EU. It was concluded that attitudes toward the European Union were largely based on a general hostility towards other cultures.

Consequences
Symbolic racism has implications for legal policies. Green et al. (2006) found a positive correlation between symbolic racism and punishing crime policies such as the death penalty and three strikes laws, and a negative relationship with policies that are intended to assist criminals such as inmate education.

Individual prejudices and opposition to programs to eliminate inequality of outcomes most likely contribute to institutional discrimination, which in turn leads to continued racial inequality.

Symbolic racism has been found to have a major effect on attitudes regarding legal policies and Black political candidates. It has been shown to be a predictor of attitudes towards busing, affirmative action, and welfare.

Within American society, institutionalized practices have been influenced by Structural Racism resulting in "the subordination and devaluation of minority groups". In history, the solution for the deficit in the achievement gap between White and African American students believed that African Americans would academically perform better if these students were to adopt a Eurocentric cultural values system. This assumption of the inferiority of the African American culture closely relates to the work ethic themes from the concept of symbolic racism.

It is argued that the media framing of Obama has helped shaped many audiences' attitudes in ways that support symbolic racist beliefs, such as the idea that America is in a post racial contemporary society where discrimination is no longer a concern or that racial/minority groups are being "too pushy" for political rights. When comparing positively framed news stories to negatively framed stories of Obama, it was seen in a study of 168 participants that symbolic racist beliefs increased.

In more recent history, many African American musical artists who specialize in rap have been blamed for promoting youth violence, gangs and gang related crime, drug use, and violence against women in popular news sources such as BBC News and Fox News. In the study Blame It on Hip Hop: Anti-Rap Attitudes as a Proxy for Prejudice, Reyna et al. found in three different samples a negative attitude towards rap is associated with negative stereotypes that believe African Americans are to be blamed for their economic plights. The type of rap that was looked at was categorized as gangster rap, which is notorious for its violent undertones and explicit language. Along with this, in their second study they found that Anti-rap attitudes are also associated with discrimination towards African Americans such as tendency to support policies that negatively impact predominantly black communities or reluctance to send one's child to a mixed race school. Conversely, other predominantly black genres of music such as jazz or gospel were not shown to elicit the same strong reactions, so it is believed that the imagery associated with rap music is a primary reason for common distaste in the music.

Criticisms and controversies
A major criticism is that new experimental studies show that respondents do not answer these questions differently when groups other than African Americans are mentioned in the survey questions. For instance, when other groups such as "Albanians," "Lithuanians," "Jordanians," "Taiwanese," etc. were substituted into the same symbolic racism questions, the pattern of responses is not significantly different from responses when African Americans are the group included in the question. This undermines a primary claim made by Sears et al. that their measure of symbolic racism is a blend of "anti-Black affect" and "conservatism." Enos and Carney (2018) write: "Across multiple groups and multiple samples on different survey platforms, we find a strong an consistent pattern: the results obtained using groups other than Blacks are substantially indistinguishable from those measured when Blacks are the target group. Decomposing this measure further, we find that political conservatives express only minor differences in resentment across target groups. Far greater differences in resentment toward Blacks and other groups can be found among racially sympathetic liberals. In short, we find that modern racism questions appear to measure attitudes toward any group, rather than African Americans alone."

One criticism of symbolic racism is that it has been conceptualized and measured inconsistently over time. Sometimes it has been conceptualized as consisting of a single construct and other times as consisting of multiple subdimensions. Most scholars now consistently describe symbolic racism as being composed of the four major components listed by Tarman and Sears. Tarman and Sears posit that consistently defining it as based on those four themes will eliminate the inconsistency problems. The updated symbolic racism scale, Symbolic Racism 2000 (SR2K), is believed to have addressed many issues in measurement inconsistency.

Another criticism is that symbolic racism is not true racism but a manifestation of conservative political ideology. For instance, if one believes that one group should receive "special favors" they would answer the question in a manner coded as more racially resentful. Tarman and Sears evaluated this claim and concluded that symbolic racism is an independent belief system encompassing discrete attitudes from those of conservatives.

Some scholars have suggested that the focus has moved prematurely from old-fashioned racism to modern racism. In a qualitative study, Mellor (2003) conducted interviews with Aboriginal Australians in which he discovered that many experience racism and that much of it is old-fashioned rather than modern. He argues that social scientists may have embraced forms of modern racism too quickly, which could have negative impacts on minorities by helping to maintain discriminatory social institutions.

title: User:AMcCormick123/sandbox


text:
Portal:Interdisciplinary Studies/Learn/Quotes

"Outside our heads there is freestanding reality. Only madmen and a scattering of constructivist philosophers doubts its existence." - Edward O. Wilson


text:
José Valencia Amores

José Valencia Amores (born 18 February 1961) is an Ecuadorian diplomat and lawyer, who served as Minister of Foreign Affairs of Ecuador between 2019 and 2020, designated by president Lenín Moreno. Currently, he serves as representative of Ecuador to the World Trade Organization.

He studied law at the Catholic University of Ecuador.

title: José Valencia Amores


text:
Kazantsevo, Kuryinsky District, Altai Krai

Kazantsevo (Казанцево) is a rural locality (a selo) in and the administrative center of Kazantsevsky Selsoviet, Kuryinsky District, Altai Krai, Russia. The population was 250 as of 2013. There are 6 streets.

Geography
Kazantsevo is located 34 km south of Kurya (the district's administrative centre) by road. Rudovozovo is the nearest rural locality.


text:
User:Daria adv

Welcome
Welcome to my user page! My name is Daria, I am from Moscow, Russia. I speak Russian and English and have a major in Chemistry. The areas I can edit articles in are rock and pop music, especially Russian and post-Soviet indie scene.

My Articles
Nebulae Come Sweet

title: User:Daria adv


text:
Talk:Sasha Compère

Notability
the following is copied from the section on WP:REFUND where restoration of this draft was requested. See the history there if needed. DES (talk)DESiegel Contribs 15:00, 17 August 2020 (UTC)

... Please restore the page as I intend to work on it.'' Grn1749 (talk) 18:31, 16 August 2020 (UTC)
 * Done – as a draft that was deleted under CSD G13, the page has been restored upon request. However, the draft namespace, though it is intended to provide some breathing room to create and develop a page without the time pressure of immediate review, is not for the indefinite hosting of material that is unsuitable for inclusion in the article mainspace. Please continue to work on the draft so that it meets Wikipedia's policies and guidelines for inclusion and then submit it for review—at the least, prior to another six months elapsing. When you are ready, a review can be requested by placing this code at the top of the page and then saving: . This draft does not, yet, demonstrate that Compere is notable (as Wikipedia uses that term). Please add additional cited sources to those originally inserted by  before moving this to the main article space or submitting it to a review by the articlesd for creation project. This draft has not (yet) been made part of the AfC project. I have done some copy editing and added bibliographic data to the sources, and removed the citation to the IMDB, which Wikipedia does not consider to be a reliable source. DES (talk)DESiegel Contribs 20:07, 16 August 2020 (UTC)
 * Can you help me understand why you say the current sources don't prove Sasha Compere is notable? I read the Wikipedia Notability guidelines and it says there need to be multiple external, reliable sources that reference the person. Two of the current sources only cite Compere in passing, but one of the articles cited is exclusively about her hire on the show Miracle Workers (the Wikipedia page of which shows Compere to be the only series regular without a Wikipedia page), and the fourth source contains an interview with her. Thanks in advance for helping me understand what's needed. Grn1749 (talk) 11:16, 17 August 2020 (UTC)
 * I did not do the equivalent of a full AfC review, just a quick note. But based on that and a second look after your message, I don't think this is quite ready for the article mainspace yet. The Variety piece is surely more than a passing mention, but it is a bit light perhaps to constitute Significant coverage]. But ]even granting it full value, the Collider piece is, as you said, an interview, and interviews are generally considered not to count as independent sources, which are normally needed to establish notability. In that case there is some comment from the reporter before the interview starts, but it is limited, and I would at best count that as the equal of 1/2 of a full source. The others are, as you mention, passing mentions which do not count for notability. The usual rule of thumb three reasonable quality independent reliable sources with significant coverage, although two may suffice if they are of particularly high quality. Add two additional sources comparable to the Variety' piece and I think this would be over the line of acceptance. Of course, a different editor doing a review might have a different opinion, this is to some extent a judgement call. Anyway, that is why I wrote what I did. DES (talk)DESiegel Contribs 14:16, 17 August 2020 (UTC)
 * That makes a lot of sense. Thanks for breaking it down for me, as I'm relatively new here (and you've already helped me once before!). Since this draft was created, Compere has been a series regular in the HBO show Love Life, so I expect I can find more sources for her. But, for the sake of argument, let's say I can't find more articles beyond passing references in reviews of the shows she's been in. When we look at the two TV shows she's been a series regular in, Miracle Workers and Love Life, in both those shows, she is the only series regular who does not have a Wikipedia page. Doesn't that suggest her career makes her notable even if her media coverage doesn't reflect that? Given that Compere is a Black woman, racial and gender bias may mean she has less coverage than a white male actor with comparable TV credits. Therefore, couldn't her career on its own justify a Wikipedia page, in the hopes that Wikipedia not reflect the biases found elsewhere on the web and in the media? Or, let me know if there's a different space where this kind of discussion is better addressed. Grn1749 (talk) 14:41, 17 August 2020 (UTC)
 * Note, I'm asking this not just to pose random what-ifs, but because my primary interest in editing Wikipedia is to address under-coverage of women and people of color, so I'm trying to learn what the community's thinking is on these issues. Grn1749 (talk) 14:43, 17 August 2020 (UTC)
 * In my view, the best approach is to look for those additional sources. If they can be found and addede, the issue is setteld. If not you could submit for approval and debate the issue if a reviewer declines, or move directly to mainspace and perhaps debate the issue at a deletion discussion.
 * There is systematic bias in the world, and since Wikipedia bases its coverage on what reliable sources have written, that bias must be reflected to some extent in Wikipedia's coverage of topics. Wikipedia does not exist to right great wrongs. Wikipedia's inclusions standards should not, IMO, be modified to include people who have been subject to bias when they do not meet the usual standards. The question is not worthiness, but reliable coverage. We include an article about Hitler, who was surely not worthy, but was very significant and had lots of coverage. We do not include Jane Doe (fictional) who was saintly and helped many, but was quite unknown outside the small town where she lived. The above is my own opinion -- I cannot speak for the community as a whole. But i believe it reflects the views of many and has current consensus.
 * In future, discussions such as this would be better on the draft's talk page, Draft talk:Sasha Compere . In fact I will copy this exchange there, so that it remains with the draft. DES (talk)DESiegel Contribs 15:00, 17 August 2020 (UTC)

This is the end of text copied from WP:REFUND. DES (talk)DESiegel Contribs 15:00, 17 August 2020 (UTC)

WP:NACTOR does include, as criterion 1, and it may be that Compere  could be considerered notable under that guideline. (NACTOR is what is known as a "specialized notability guideline", or SNG. The relations between the various SNGs and the General notability guideline (GNG) are somewhat disputed, particularly the case where a subject passes one of the SNGs but does not pass the GNG.) I think it would be better to clearly demonstrate fulfillment of the GNG and also of NACTOR, if possible. DES (talk)DESiegel Contribs 16:22, 17 August 2020 (UTC)
 * Thank you very much for these explanations and links to guidelines! Much appreciated. I'll work to find the additional sources needed to establish her notability. Grn1749 (talk) 17:11, 17 August 2020 (UTC)

Citations needed
Thank you for contributing to this page! However, the edits you made on September 3, 2020 don't include any citations. Could you please add citations? Otherwise I will remove those additions. Grn1749 (talk) 16:20, 4 September 2020 (UTC)

title: Talk:Sasha Compère


text:
Horst

Etymology
Borrowed from and.

Statistics

 * According to the 2010 United States Census, Horst is the 3831st most common surname in the United States, belonging to 9245 individuals. Horst is most common among White (96.3%) individuals.

Etymology

 * (Limburg) First attested as horst in 1275. Derived from.
 * (Gelderland) First attested as horsterbosch around 1450. Derived from.
 * (Noord-Brabant) First attested as Horst in 1697. Derived from.
 * (Flevoland) Derived from.

The surname derives from one of the senses of or from one of the toponyms.

Etymology 1
From, from , from. The modern vowel is Central and Low German (compare 🇨🇬). Cognate to 🇨🇬, 🇨🇬.

Noun

 * 1) the nest of a bird of prey, an eyrie
 * 2)  bush; thicket; small forest
 * 3)  military airport; air force base
 * 4)  horst

Etymology 2
. Possibly related to the common noun (etymology 1). First used in an 18th-century play, taken into regular use in the 19th century, popular after 1920, now rare for a child. Compare etymology 3.

Etymology 3
From the name, which has come to be regarded as dated and “uncool”.

Noun

 * 1)  loser; nerd; idiot

title: Horst


text:
User:Immaculates2015/sandbox

Iron Comics Company(co.)

Co-Founders-Austin J. Meiron, and Nicholas S. Sabatano

title: User:Immaculates2015/sandbox


text:
Talk:Paul Rassinier

Le Rouge et le Bleu
Thought it worth pointing out that a journal he wrote for was certainly not underground (as previously stated), but Vichy-friendly collaborationiste. "The Red and the Blue" was founded in 1941 by Charles Spinasse, supporter of Pétain, and authorized by German ambassador Otto Abetz. Hexmaster (talk) 13:56, 22 February 2011 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Paul Rassinier. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20061208002306/http://archive.salon.com/news/feature/2000/05/03/nazi/index.html to http://archive.salon.com/news/feature/2000/05/03/nazi/index.html

Cheers.— InternetArchiveBot  (Report bug) 15:54, 8 December 2017 (UTC)

Messy
E.g. Wellers lists errors, omissions and misquotes by Rassinier, some of them egregious. For instance, Rassinier claims that Nazi Germany was first accused of using gas chambers in Axis Rule in Occupied Europe (1944) by Raphael Lemkin. Wellers claims that Lemkin's book never once mentions gas chambers. However, the use of gas chambers as a method of extermination is clearly mentioned on page 22 of Lemkin's book.

So it states Rassinier was right here and Wellers wrong. I added "alleged" as a quick fix. Let us thus delete this criticism. Still the article is messy: inclusion of a post 2000s objective review of his oeuvre is due.

Zezen (talk) 08:32, 30 August 2020 (UTC)

title: Talk:Paul Rassinier


text:
長樂宮

Proper noun

 * 1)  Changle Palace (a Han Dynasty palace which was located in the ancient city of Chang'an)
 * 2)  Changle Palace (a Han Dynasty palace which was located in Luoyang)

Usage notes
By the Eastern Han Dynasty, the name of Changle Palace in Chang'an was changed to Yongle Palace, and became the official residence of the empress dowager.

title: 長樂宮