text:
Národná obroda

Národná obroda (National Revival) was a daily newspaper published in Bratislava, Slovakia, between 1990 and 2005.

History and profile
Národná obroda was established through the initiative of the Slovak government in 1990. The paper had its headquarters in Bratislava. Following its publication it became a respected daily with its accurate and in-depth commentaries. The paper was published in broadsheet format.

Tatiana Repkova served as the publisher and editor-in-chief of the paper. On 15 November 1996 she was removed from both posts. Some of the journalists also left the paper in protest over her dismissal. During this period the owner of the paper was an export company, the VSZ steel mill.

In Spring 1999 Národná obroda was acquired by the NO Publishing company. Following its restructuring the paper had about 130,000 readers in August 1999. The frequency of the paper was also changed. It was published seven days per week until October 1999 when it began to be published daily except Sundays.

In the early 2000s Národná obroda was close to the Alliance of the New Citizen party. The paper had a centrist leaning. In 2003 it was among top ten dailies in the country and had a circulation of 18,000 copies. The publisher was the Výhra company during this period.

Národná obroda ceased publication on 31 May 2005.

title: Národná obroda


text:
GCSE Science/Speeding up and slowing down

GCSE Science/Forces

Pushing a car
Have you ever helped to push start a car? The hardest part is getting the car to move, but once it is rolling it takes much less effort, (especially if it is on a hill rolling down). To change the velocity of an object we have to do work on it.This means we have to supply energy to it. Once an object is moving it requires no further work, to keep it moving. Objects only slow down in everyday life because of friction forces which do work on the object. To do work on an object you have to apply a force to it, the amount of work you do depends on the acceleration of the object. Consider pushing a car quickly versus slowly. Pushing a car quickly requires more work.

The rate of change in an objects velocity with respect to time is its acceleration.

When you do work to push start a car, your energy is transferred to the kinetic energy of the car. When objects go faster they have more kinetic energy. We can slow an object down by removing energy from it. For instance if we use a spinning wheel to drive machinery, such as a generator, it will slow down as the energy is transferred to the generator and converted to electricity.

source: wikimedia

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


text:
Energy

"One day man will connect his apparatus to the very wheelwork of the universe... and the very forces that motivate the planets in their orbits and cause them to rotate will rotate his own machinery," Nikola Tesla

Definition
Energy is notoriously difficult to define. It is often defined as the ability to do work, but this is an incomplete definition. American Supreme Court Justice Potter Stewart famously said of pornography that he could not define it, "but I know it when I see it." Thus it is with energy. It is easy to recognize in most of its several forms: mechanical (including kinetic and gravitational potential), chemical, nuclear, electromagnetic (including light and other non-nuclear radiations), elastic, and thermal. The SI unit of energy is the joule, named in honor of James Prescott Joule, who discovered the equivalence of heat and mechanical energy. The joule is a derived unit, equivalent to kg•m²/s². It can also be expressed as newton-meters (Nm), but is not usually done to avoid confusion with the units of Torque (N x m) The word energy comes from the Greek words en and ergon which means at work. energy at etymonline.com

Work and Energy
Work is also measured in joules, which shows their close relationship. Energy can be used to perform work; work can be made to increase the energy of a system. This is one way of stating an important principle, the work-energy theorem. The two quantities are not the same, any more than mass and energy are the same thing, but one can be converted into the other. Unlike the situation with mass and energy however, there is not 100% conversion. The system will always lose some energy as heat, which will increase the entropy, or disorder, of the system. Note that this does not mean that some of the energy somehow disappears. It is merely lost from the human point of view, but not in terms of the Universe. It is no longer in a form that is useful to us. Heat is a form of energy and "counts" in the conservation law, and entropy is a measure of the amount of disorder that is created by the dissipation of heat. See the second law of thermodynamics.

Conservation
Energy is a conserved quantity—so long as we are not considering nuclear changes. For many purposes it is sufficient to treat energy conservation as if it were a law of nature. This approach is taken in thermodynamics, chemistry, and most of high school physics (except in dealing with nuclear changes).

A more rigorous treatment of energy conservation requires that mass and energy be considered together: mass-energy is conserved using E=mc². This equation was discovered by Albert Einstein in 1905 as a corollary to his theory of special relativity.

Transfer and Transformation
Energy is particularly susceptible to measurement when being transferred (one object to another) or transformed (one type to another).

Examples of transfer include the flow of electricity from the outlet to your computer through the power cord and heat from a hot cup of coffee to your mouth. We have invented many devices that transform energy. For example, microphones change sound (a form of mechanical energy) into electromagnetic energy and loudspeakers change it back. Telephones have both. Nuclear power plants convert nuclear energy to thermal energy; the heat boils water into high pressure steam. The mechanical energy of the steam drives a generator that converts it to electromagnetic energy. You may use some of that energy at your house to recharge your laptop or camera battery, converting the electromagnetic energy to chemical energy. None of these processes is 100% efficient, so energy is converted into waste heat, more properly known as entropy, at every step along the way. When you use incandescent light bulbs, as much as 95% of the electrical energy is converted to heat (entropy) instead of light.

Quantization
To normal perception energy seems to flow in uneven amounts however at a subatomic level all energy moves in packets called quanta, or singular, quantum. Each quantum has the same amount of energy.

title: Energy


text:
Talk:per nom

per nom
As per CFI --Keene 08:33, 4 July 2007 (UTC)

 * Keep all, as properly tagged. --Connel MacKenzie 08:36, 4 July 2007 (UTC)
 * Delete as barely idiomatic in the first place. DAVilla 14:12, 4 July 2007 (UTC)

 * Delete per DAVilla. —RuakhTALK 17:30, 4 July 2007 (UTC)

 * Keep, WMF jargon not specific to Wiktionary, properly tagged. -- Visviva 11:47, 5 July 2007 (UTC)

 * Delete per DAVilla; a horrible phrase, by the way. JackLumber 21:55, 5 July 2007 (UTC)

 * Keep Being new to Wikipedia, I was unfamiliar with this term and was glad to see it defined here. Incidentally I agree with JackLumber that it's an annoying phrase and I don't personally like it, but it is in common enough usage that a definition is useful.  (Would a note that it is not considered preferable by some be too pedantic?  Or is it generally accepted and we're just being curmudgeons?)  If anything, the page should be expanded to better indicate usage rather than simply indicating what it abbreviates.  --Carychan 21:14, 4 August 2007 (UTC)

per nom
SoP. Not sure about attestability, but that's secondary it's SoP. See. Mglovesfun (talk) 20:24, 20 November 2010 (UTC)
 * delete per nom. -- Prince Kassad 21:38, 20 November 2010 (UTC)
 * Note I listed this here because the default deletion summary for RFV is "Failed RFV; do not re-enter without valid citations" while for RFD it's "Failed RFD or RFDO; do not re-enter". If this failed RFV and were reentered with valid citations, I'd just nominate it here as SoP.
 * BTW (not relevant to this entry) quite a few of Category:WMF jargon may be unattestable. I'm considering nominating a few of them at RFV. Mglovesfun (talk) 00:30, 21 November 2010 (UTC)

 * Delete as SoP. — Beobach 01:08, 22 November 2010 (UTC)
 * Nah, perma-non-per nom per nom. —msh210℠ (talk) 19:21, 22 November 2010 (UTC)
 * Replace with pointing to WT:GLOSS. DCDuring TALK  15:37, 26 November 2010 (UTC)

Deleted, replaced with soft redirect to WT:GLOSS. Mglovesfun (talk) 14:51, 1 December 2010 (UTC)

title: Talk:per nom


text:
Talk:Waves/Reflection and Refraction

Lets break this up a bit so it isn't so long .. -- Karl Wick

Total internal Reflection
Sir, I would like to know in a physics point of view,keeping formulas & mathematics aside why total internal reflection takes place.

RSVP to : adityavalluri@tatanova.com

title: Talk:Waves/Reflection and Refraction


text:
Holy Cross Church, Ligota Górna

Holy Cross Church in Ligota Górna, Poland, is a wooden church built in 1787. The church, a chapel of ease serves the Roman Catholic and the Evangelical-Augsburg Church.

title: Holy Cross Church, Ligota Górna


text:
User:FMcCann/TWA/Earth/2

Shape and structure

Tectonic plates

Surface

Atmosphere

Weather, climate, and water cycle

Orbit and rotation

title: User:FMcCann/TWA/Earth/2


text:
High School Mathematics Extensions/Primes/Problem Set/Solutions

Question 1
Is there a rule to determine whether a 3-digit number is divisible by 11? If yes, derive that rule.

 Solution

Let x be a 3-digit number We have
 * $$x = 100a + 10b + c \!$$

now
 * $$x \equiv a + 10b + c \equiv a - b + c \pmod{11} \!$$

We can conclude a 3-digit number is divisible by 11 if and only if the sum of first and last digit minus the second is divisible by 11.

Question 2
Show that p, p + 2 and p + 4 cannot all be primes. (p a positive integer and is great than 3)

Solution

We look at the arithmetic mod 3, then p slotted into one of three categories
 * 1st category
 * $$p \equiv 0 \pmod{3} \!$$
 * we deduce p is not prime, as it's a multiple of 3
 * 2nd category
 * $$p \equiv 1 \pmod{3} \!$$
 * $$p + 2\equiv 0 \pmod{3} \!$$
 * so p + 2 is not prime
 * 3rd category
 * $$p \equiv 2 \pmod{3} \!$$
 * $$p + 4\equiv 0 \pmod{3} \!$$
 * therefore p + 4 is not prime

Therefore p, p + 2 and p + 4 cannot all be primes.

Question 3
Find x

\begin{matrix} x \equiv 1^7 + 2^7 + 3^7 + 4^7 + 5^7 + 6^7 + 7^7 \ \pmod{7}\\ \end{matrix} $$

 Solution

Notice that
 * $$-a \equiv 7-a \pmod 7 \!$$.

Then
 * $$1^7 \equiv (7-6)^7 \equiv (-6)^7 \equiv -(6^7) \pmod 7 \!$$.

Likewise,
 * $$2^7 \equiv -5^7 \pmod 7 \!$$

and
 * $$3^7 \equiv -4^7 \pmod 7 \!$$.

Then

 * $$x \!$$
 * $$\equiv 1^7 + 2^7 + 3^7 + 4^7 + 5^7 + 6^7 + 7^7 \!$$
 * $$\equiv 1^7 + 2^7 + 3^7 - 3^7 - 2^7 -1^7 + 7^7 \!$$
 * $$\equiv 0 \pmod{7} \!$$
 * }
 * $$\equiv 1^7 + 2^7 + 3^7 - 3^7 - 2^7 -1^7 + 7^7 \!$$
 * $$\equiv 0 \pmod{7} \!$$
 * }
 * $$\equiv 0 \pmod{7} \!$$
 * }
 * }

Question 4
9. Show that there are no integers x and y such that
 * $$x^2 - 5y^2 = 3 \!$$

Solution

Look at the equation mod 5, we have
 * $$x^2 = 3 \pmod{ 5} \!$$

but

therefore there does not exist a x such that
 * $$1^2 \equiv 1 \!$$
 * $$2^2 \equiv 4 \!$$
 * $$3^2 \equiv 4 \!$$
 * $$4^2 \equiv 1 \!$$
 * }
 * $$4^2 \equiv 1 \!$$
 * }
 * }
 * $$x^2 \equiv 3 \pmod{5} \!$$

Question 5
Let p be a prime number. Show that

(a)

(p-1)! \equiv -1\ \pmod{p} $$ where

n! = 1 \cdot 2 \cdot 3 \cdots (n-1) \cdot n $$ E.g. 3! = 1×2×3 = 6

(b) Hence, show that
 * $$\sqrt{-1} \equiv \frac{p - 1}{2}! \pmod{p}$$

for p ≡ 1 (mod 4)

 Solution

a) If p = 2, then it's obvious. So we suppose p is an odd prime. Since p is prime, some deep thought will reveal that every distinct element multiplied by some other element will give 1. Since
 * $$(p - 1)! = (p - 1)(p - 2)(p - 3) \cdots 2 \!$$

we can pair up the inverses (two numbers that multiply to give one), and (p - 1) has itself as an inverse, therefore it's the only element not "eliminated"

as required.
 * $$(p - 1)! \equiv (p - 1) \equiv - 1 \!$$
 * }

b) From part a)
 * $$-1 \equiv (p - 1)! \!$$

since p = 4k + 1 for some positive integer k, (p - 1)! has 4k terms
 * $$-1 = 1\times2 \times 3 \times \cdots 2k \times (-2k) \cdots \times(- 3) \times (- 2) \times (- 1) $$

there are an even number of minuses on the right hand side, so
 * $$-1 = (1\times2 \times 3 \times \cdots 2k)^2$$

it follows
 * $$\sqrt{-1} = 1\times 2\times 3\times ... 2k$$

and finally we note that p = 4k + 1, we can conclude
 * $$\sqrt{-1} = \frac{p - 1}{2}!$$


text:
Lake Pasteur Biodiversity Reserve

The Lake Pasteur Biodiversity Reserve (Réserve de biodiversité du lac Pasteur) is a proposed biodiversity reserve in the Côte-Nord region of Quebec, Canada.

Background
The Lake Pasteur Biodiversity Reserve was designated a proposed reserve in 2003. The reserve would have IUCN management category II. The responsible authority is the Quebec Ministère du Développement durable, de l'Environnement et de la Lutte contre les changements climatiques.

The boundaries of proposed reserve were given in 2005, including Lake Pasteur but excluding Lake Walker. After public hearings, the September 2006 conservation plan showed the boundaries of the proposed biodiversity reserve expanded by 98.8 km2 to include Lake Walker and part of that lake's western shore. An area of Lake Walker and its western shore of 31.7 km2 was excluded due to mining titles.

Location
The proposed Lake Pasteur biodiversity reserve is located in the Côte-Nord administrative region between latitude 50°08' and 50°27' north and longitude 66°50' and 67°15' west. It is about 15 km north of the city of Port-Cartier. Including the expansion, it covers an area of 635.1 km2 in the unorganized territory of Lac-Walker within the Sept-Rivières Regional County Municipality. The reserve would contain Lac Morin in the southeast, Lake Pasteur, Lake Chevarie, and most of Lake Walker in the west. It would include part of the Pasteur River to the north of Lake Pasteur, but the northern boundary would exclude Lake Mouscoutchou and Lake Asquiche.

Environment
The proposed biodiversity reserve is in the Sainte Marguerite Plateau, a natural region in the Central Laurentian natural province. The terrain is hilly, covered with glacial till. A map of the Ecological regions of Quebec shows the area of the reserve belonging to the eastern spruce/moss domain of the boreal zone. Vegetation includes moors, black spruce (Picea mariana) forests, some stands of balsam fir (Abies balsamea), and stands of paper birch (Betula papyrifera) and poplar (Populus tremuloides) in the northern part. There are scattered peat bogs. The proposed reserve has 9316 ha of peatland. The region is used by boreal woodland caribou, and the proposed reserve is in a caribou area of interest.

Human land use
The proposed biodiversity reserve is within the Port-Cartier–Sept-Îles Wildlife Reserve. It is also in the Saguenay Beaver Reserve, where the Innu communities have special rights to hunt and trap fur animals. The privately-owned Cartier Railway crosses the territory. Under the Natural Heritage Conservation Act prohibited activities would include mining and extraction of oil and gas, forestry and production of hydroelectricity and other forms of energy. Other prohibitions would include introducing native or exotic wildlife. Introduction of fish for commercial purposes, or of non-native flora would require a permit. Any changes affecting the natural drainage and flow of water, and water quality would also be prohibited. Various other restrictions would apply, all aimed at preserving the natural environment.

title: Lake Pasteur Biodiversity Reserve


text:
GCSE Science/Electricity multiple choice practice question 5 answer 6

I'm sorry but this is the wrong answer. C may well be true. Two positively charged strips would repel.

<<back


text:
Talk:David Collenette

Untitled
Given his French-sounding surname and the fact that he attended the bilingual Glendon College, does Collenette have any recent French ancestry or other close connections to francophone culture? --Saforrest 16:53, 21 June 2007 (UTC)

The line "Ultimately, 255 flights carrying 44,519 passengers were diverted to 15 Canadian airports" may need a citation to a reliable source to verify the fact, as it is not stated where these numbers came from. Livkathryn213084 (talk) 07:17, 11 March 2020 (UTC)

title: Talk:David Collenette


text:
aggiornare

Etymology 1
.

Verb

 * 1) to update
 * 2)  to revise (prices)
 * 3) to postpone, to put off

Etymology 2
From.

Verb

 * 1)  to illuminate with daylight
 * 2)  to become light, to become day, to dawn
 * 3)  to work (a jewel) so that it catches the light

title: aggiornare


text:
Talk:David Ish-Horowicz

Date of birth?
Looking for the exact date, possibly 2 August, 1948, but require a reference that meets WP citation requirements. DFH (talk) 19:35, 27 July 2015 (UTC)

title: Talk:David Ish-Horowicz


text:
Tillie the Toiler (1941 film)

Tillie the Toiler is a 1941 American comedy film directed by Sidney Salkow and starring Kay Harris, William Tracy, and Daphne Pollard. The screenplay was written by Karen DeWolf and Francis Martin, from DeWolf's story, which in turn was based on the comic strip of the same name by Russ Westover. It was the second film based on the comic strip, and the first sound picture, the other being the 1927 silent film also titled Tillie the Toiler.

Cast list

 * Kay Harris as Tillie Jones
 * William Tracy as Clarence "Mac" MacDougall
 * George Watts as Simpkins
 * Daphne Pollard as Mumsy
 * Jack Arnold as Wally Whipple
 * Marjorie Reynolds as Bubbles
 * Bennie Bartlett as Glennie
 * Stanley Brown as Ted Williams
 * Ernest Truex as George Winker
 * Franklin Pangborn as Perry Tweedale
 * Sylvia Field as Teacher
 * Edward Gargan as Policeman
 * Ralph Dunn as Policeman
 * Harry Tyler as Pop
 * Harry C. Bradley as Man in derby
 * Netta Packer as Miss Wilson
 * Ben Hall as Messenger boy
 * Bruce Bennett as Tom
 * Harry Anderson as Workman
 * Eddie Laughton as Delivery man
 * Arthur Stuart Hull as Little man
 * Mary Ainslee as Stella
 * Claire DuBrey as Stella's mother
 * Louise Currie as Mrs. Williams
 * Joe McGuinn as Stage manager
 * Larry Williams as Jim
 * Charles Gordon as Young man
 * Richard Crane as Young man
 * Richard Keene as Ronald
 * Robert Kent as George

title: Tillie the Toiler (1941 film)


text:
Talk:David Gavaghan

External links modified
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title: Talk:David Gavaghan


text:
Edeltraud Hanappi-Egger

Edeltraud Hanappi-Egger (born 1964) is an Austrian academic. She was the first female professor for Gender and Diversity in Organizations of Vienna University of Economics and Business (WU).

Early life
Hanappi-Egger was educated at Vienna University of Technology, where she received a PhD in computer science. While working towards her PhD, she studied in Canada and Sweden. After graduating, she joined Vienna University of Technology.

Career
From 2002 to 2004, Hanappi-Egger was a guest lecturer at Vienna University of Economics and Business (WU). She became a professor in 2014, when she took over the Institute for Gender and Diversity in Organizations. From 2006 to 2009, she served as the Chair of the Senate at WU, and was also a member of the board at Graz University of Technology from 2008 to 2013. In addition, she also chaired the Institute of Management at WU from 2012 to 2014.

Hanappi-Egger was a guest lecturer at internationally renowned research institutions, such as the London School of Economics and Business, as well as McGill University. She published more than 350 articles on Gender and Diversity, as well as Diversity Management and Organizational Management.

She was elected first female principal of WU in January 2015 succeeding Christoph Badelt. In June 2018 she has been re-elected for a second consecutive period

Personal life
Hanappi-Egger is married to Gerhard Hanappi, a professor at Vienna University of Technology. They have one child.

title: Edeltraud Hanappi-Egger


text:
Wikipedia:WikiProject Spam/LinkReports/ejobsservice.cz

Links

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

Additions

 * Displayed all 2 additions.


text:
Wikipedia:Reference desk/Archives/Humanities/2019 September 13

= September 13 =

"Area Engineered"
What does the phrase "area engineered" refer to in this advertisement? That wording appears twice in that advertisement. In one instance that wording is superimposed on a hand with an index finger pointed down at concentric circles. This would seem to offer a clue, but I can't figure it out. Bus stop (talk) 03:04, 13 September 2019 (UTC)

 * I'm guessing "area" means "our own local area", i.e. in this case greater New York. You used to see the word used that way in headlines ("Area man killed in car crash", meaning someone from the local area), so it's not surprising to see it copied into ads.  In other words, the TV set was designed by people from greater New York.  Even today, if Wikipedia is correct, the Emerson Radio company is headquartered in Hackensack, New Jersey. --<IP_ADDRESS> (talk) 04:35, 13 September 2019 (UTC)

 * I agree. It's funny that they said they couldn't list the price "because it's so low", then gave us clues to figure it out (35 cents a day for 18 months). That's $192, or $1858 adjusted for inflation, plus the deposit. Was that cheap for a 20 inch black and white TV, with only a 5 day guarantee, at the time ? SinisterLefty (talk) 08:51, 13 September 2019 (UTC)

 * 1952 was around the time that TV stopped being a semi-experimental technology under development (some early TV sets had small screens with magnifying glasses in front of them!) and started becoming a normal fixture in the living rooms of middle-class homes. AnonMoos (talk) 01:52, 15 September 2019 (UTC)

 * Yes, it may mean something like "locally manufactured". And it now occurs to me me that the pointing finger may be comparable to a "You are here" on a map. Bus stop (talk) 12:33, 13 September 2019 (UTC)

 * The concentric ellipses are adorned with a wave, which imho damages the geographic interpretation. —Tamfang (talk) 17:21, 13 September 2019 (UTC)

 * I agree, Tamfang, that the concentric ellipses seem to be adorned with a wave, which would seem to support the "good reception" interpretation of the phrase "area engineered". I think signals are propagated in waves. Bus stop (talk) 19:51, 13 September 2019 (UTC)

 * +1 . If this is not the correct interpretation, I am just another fooled. Gem fr (talk) 15:22, 13 September 2019 (UTC)

 * Another possibility: "area engineered" means there's not just one place in the room where you get a good view of this TV's image; it is designed for the whole area where viewers might sit. —Tamfang (talk) 17:18, 13 September 2019 (UTC)

 * Or that it's engineered to work specifically in the New York/New Jersey area where it is sold. However, the place you use it (either within a house or in the world) would dictate the type of antenna, not the TV itself. Of course, they could still make the false claim that those TVs are somehow better at picking up signals in that area. The claim could actually mean the TV only comes with rabbit ears, since that New York/New Jersey area is relatively flat and densely populated, so many TV signals probably get through with a minimal antenna. SinisterLefty (talk) 17:28, 13 September 2019 (UTC)

 * Another possibility I consider is that "area engineered" is meant to imply "good reception". "Reception can also refer to the quality of a broadcast signal, as received by a TV or radio." Of course the advertisement is not saying what makes this possible. Bus stop (talk) 19:36, 13 September 2019 (UTC)

"George and Gladstone" - Lloyd George campaign song
In we read "Lloyd George had his own campaign song, "George and Gladstone," whose lyrics were composed in Welsh and English by the versatile candidate himself to the tune of "Marching Through Georgia." This and more scurrilous Welsh songs were belted out by gangs of Liberal toughs to disrupt Conservative rallies, while the Tories resorted to the traditional methods of intimidation, no longer as effective as in the old days". I would very much like to know the lyrics to "George and Gladstone", thank you. DuncanHill (talk) 11:21, 13 September 2019 (UTC)

 * Clarifying question - is this different from The Land (song), which is also to the Marching Through Georgia tune and also originated in a Lloyd George campaign? Its author is unknown, however. <IP_ADDRESS> (talk) 16:20, 13 September 2019 (UTC)

 * Same tune, different words as far as I can make out. The election campaign Don Cregier is writing about was in 1890, The Land' as a Liberal anthem dates from around the time of the People's Budget (1909), and the two general elections which followed, as the article you linked says. Marching Through Georgia itself has an obvious appeal to Liberals like Lloyd George who revered the memory of Abraham Lincoln and the Union's victory in the American Civil War, and while I have no citation for it, I strongly suspect he would have been familiar with the tune as played by the brass bands that flourished in Britain at the time. In 1890 although Lloyd George was already familiar with Georgist land tax ideas, he wasn't campaigning for them. DuncanHill (talk) 16:56, 13 September 2019 (UTC)

 * Thanks! Alas, that song is mucking up the search results a bit. I have found one reference which, although it doesn't give the lyrics, says that they were all in Welsh except the line "George and Gladstone", which was the last line. There was one song of which, being in Welsh, I did not, of course, understand a word, except the finale which was always "George and Gladstone," sung with tremendous emphasis and which rang in my head for days and days afterwards. <IP_ADDRESS> (talk) 17:10, 13 September 2019 (UTC)

 * I see now that that is in fact used by Cregier as one of his sources! It strikes me on reading it that the finale could well be "Lloyd George and Gladstone", which would fit the metre and Lawson may not have recognised the Welsh pronunciation of Lloyd. DuncanHill (talk) 17:17, 13 September 2019 (UTC)

 * Frank Owen, Tempestuous journey: Lloyd George, his life and times (New York 1955) says on p. 71:

"Lustily they bellowed (to the tune of 'Marching Through Georgia') the Lloyd George Battle Song: 'Hurrah!"

"Hurrah, hurrah" are the first words of the first two lines of the original chorus. 2A00:23C4:7998:4600:B144:CFBA:2A08:B37D (talk) 17:23, 15 September 2019 (UTC)

 * Ah thanks for that! That's from the 1892 election. Fuller quote from Frank Owen:

Hurrah! Hurrah! We're ready for the fray! Hurrah! Hurrah! We'll drive Sir John away! The "Grand Young Man" will triumph, Lloyd George will win the day FIGHT FOR THE FREEDOM OF CAMBRIA!
 * So it looks like he reused it suitably adapted. DuncanHill (talk) 17:35, 15 September 2019 (UTC)
 * And "Lloyd George Battle Song" led me to this in The War After the War by Isaac Frederick Marcosson: "An ardent Home Ruler, he swayed his followers with such intensity that what came to be known as Lloyd George's Battle Song sprang into being. Sung to the American tune of "Marching Through Georgia" it was hailed as the fighting hymn of Welsh Nationalism. Two lines show where the young Welsh lawyer stood in his early twenties: they also point his whole future:
 * "The Grand Young Man will triumph,
 * Lloyd George will win the day!" DuncanHill (talk) 17:41, 15 September 2019 (UTC)

Toilet provision planning
How many times do 200 average adults use a toilet over a 5 hour period between breakfast and lunchtime? How many toilets need to be available? Roger (Dodger67) (talk) 11:54, 13 September 2019 (UTC)
 * I don't know about frequency of use or about "between breakfast and lunchtime", but you might find some pointers in work safety rules that specify how many toilets a workplace needs to provide depending on workforce size. For instance, a German rule demands a minimum of between 10 and 17 toilets for a workforce of 200, depending on whether people are free to use them across all parts of the workday or whether demand will concentrate on certain intervals only. Fut.Perf. ☼ 12:08, 13 September 2019 (UTC)
 * Thanks, by "between breakfast and lunchtime" I mean that neither meal will be served at the venue. People will arrive after having breakfast and leave to have lunch elsewhere. I've been asked to help plan a morning outdoor event, and sanitation landed up on my to-do list. In my (personal) experience toilet use peaks at mealtimes, so that should have an effect on demand. Roger (Dodger67) (talk) 12:25, 13 September 2019 (UTC)

 * Use should actually peak a bit after mealtimes, which means you should be sure to have all the toilets ready to use at the start of the event, with use tapering off later. Also note that if you serve beverages or have water available (and you really should for a 5 hour event), then more toilets will be needed, for urination. If you intend to have gender-specific toilets, then you may also need to consider that it takes women longer to urinate than men, and you may also want to provide a separate "powder room" for people to check hair, make-up and such, so they don't block toilet access while doing so. A simple mirror would suffice, although adding a sink would be better. Windy or sweaty conditions make this more of an issue. SinisterLefty (talk) 17:16, 13 September 2019 (UTC)

 * This Event Toilet Calculator, devised by a toilet hire company, suggests 2 toilets for 200 during a 6 hour period. Seems rather on the low side, but then again, a hire company is not going to tell you that you need less than is necessary. This one also suggests only 2 toilets. Alansplodge (talk)
 * Thanks all, we've decided to go with two for each gender and one non-gendered for people with mobility impairments. Too few would be a disaster while too many is merely a minor cost issue. Roger (Dodger67) (talk) 17:30, 15 September 2019 (UTC)
 * Going with non-gendered for all will be more efficient. Having 2+2 causes line-ups when as little as three people choose to go at the same time. Unless there's a specific reason to have them separate (e.g. the event is split by gender), going with all-non-gendered will increase flow, if you'll forgive the phrase. Matt Deres (talk) 13:56, 16 September 2019 (UTC)

Portrait of Lloyd George by W. H. Caffyn
My copy of lacks the cover portrait of David Lloyd George by W. H. Caffyn which it originally enjoyed. I have been unable to find an image of the portrait, or indeed much about Caffyn (though he seems to have produced recruitment posters in the First World War). Can anyone help please? DuncanHill (talk) 12:57, 13 September 2019 (UTC)
 * Could this be it? It's crooked so I'm wondering if its not an actual frontspiece but the cover portrait cut out and glued inside the book. Is there a frontspiece in your own copy? <IP_ADDRESS> (talk) 17:59, 13 September 2019 (UTC)
 * That looks like the 1911 portrait of Lloyd George in his robes as Chancellor of the Exchequer by Christopher Williams. My copy of Evans does not have a frontispiece. DuncanHill (talk) 18:41, 13 September 2019 (UTC)
 * Though hang on, what my copy actually says is "A lithographic reproduction, size 20x15 (by Mr W. H. Caffyn), of the portrait of Mr. Lloyd George which appears on the cover of this book can be obtained at all booksellers and Art Dealers at 1s. net, or on superior paper (mounted on linen) signed by the Artist-lithographer at 5s. net. Copies can also be obtained direct from EVERYMAN, 11 Warwick Lane, at 1s. 3d. or 5s. 3d. post free". So it is possible the portrait is by someone other than Caffyn, but I read "the Artist-lithographer" to mean that Caffyn was both. DuncanHill (talk) 18:49, 13 September 2019 (UTC)
 * The archive.org copy linked above has an ex-libris plate for the University of Toronto. The digitised copy at Hathi Trust has the same portrait (also slightly askew) but is stamped "Library of the Union Theological College New York", so this must be the correct frontispiece. Alansplodge (talk) 19:07, 13 September 2019 (UTC)
 * Thanks, I shall send off my 5 and thruppence forthwith! DuncanHill (talk) 19:12, 13 September 2019 (UTC)

Africa
I am please looking for episodes 1 through X, of the show in the link above which features episode 6. Thank you.

Edit conflict. I am not able to post yhe linknto Youtube as this is blacklist ed apparently... The irony. Please delete yhe spaces here... https:// youtu.be /wJ1uo5 jvpe8 — Preceding unsigned comment added by <IP_ADDRESS> (talk) 16:13, 13 September 2019 (UTC)

 * The link works for me if the spaces are removed. I can't explain why the link cant be posted as it should be.  However in relation to the request for the other episodes perhaps check the comments or ask the poster of the video to Youtube.  Several years ago Youtube claimed to have every video ever published, now while this is almost certainly not true, they should have the other episodes to this show.Though with simply a title, Africa, they maybe very hard to find.  Another option would be to review the titles and credits and contact the makers.  Good luck. Anton <IP_ADDRESS> (talk) 15:56, 16 September 2019 (UTC)

Search youtube.com for 'Africa David Basildon' and you will find all episodes 1 - 8. Anton <IP_ADDRESS> (talk) 14:36, 18 September 2019 (UTC)


text:
Indonesian/Lessons/Family

^ Indonesian ^ | << Lesson 7: Introducing Yourself  | Lesson 8: My Family | Lesson 9: My Home >>

Bacaan (Reading Comprehension)
Nama saya Mira. Saya tinggal di Bae bersama ayah dan ibu. Saya punya seorang kakak laki-laki. Namanya Anto. Saya juga punya adik perempuan. Namanya Wati. Kakak saya dan adik perempuan saya juga tinggal bersama kami.

Ayah kerja di kantor setiap hari. Ibu tinggal di rumah, memasak makanan untuk kami. Setiap hari, saya, kakak dan adik perempuan saya pergi ke sekolah

Terjemahan (Translation):

My name is Mira I live in Bae with my father and mother. I have an older brother. His name is Anto. I also have a younger sister. Her name is Wati. My older brother and younger sister also live with us.

Father works at the office everyday. Mother stays at home, cooking food for us. Every day, myself, my older and younger siblings go to school.

Kosa Kata (Vocabulary)

 * adik = younger (brother/sister)
 * ayah = bapak = father
 * bersama = with
 * hari = day
 * ibu = mother
 * juga = also / too
 * kakak = older (brother/sister)
 * kerja = work
 * laki-laki = male
 * makanan = food
 * masak = cook
 * perempuan = female
 * pergi = go
 * punya = have
 * rumah = home / house
 * sekolah = school
 * seorang = one person
 * setiap = every
 * tinggal(*) = stay / live
 * untuk = for

Note: The word "tinggal" is a tricky word. If it is used alone (not conjugated), it means to live or to stay. However, if you conjugate it, it means to leave or to die. Many people got confused with this. Think of it from an Indonesian cultural perspective. Many indigenous Indonesians believe that when a person dies, the soul is here to stay.

Family Structure

 * Ayah is synonymous with bapak, which means father.You can use it interchangeably when referring to a father (or your father). Note that we call adult males as bapak for courtesy, but we never call them ayah. The word ayah is exclusively for the father-child relationship (whether by consanguinity or by law such as a stepfather).

 * Ibu means mother. Here, we don't make any distinction like bapak / ayah.

 * •	Notice from the vocabulary list that Indonesian words for siblings are gender-free. The word "kakak" is used to describe an older sibling (older brother or older sister). The word "adik" is used to describe a younger sibling (younger brother or younger sister). In order to further distinguish the gender, we use gender words, e.g., "laki-laki" for male or "perempuan" for female. Other gender-free words are made distinct in a similar fashion.

 * Other family members:
 * Suami = husband
 * Istri = wife
 * Anak = child / children
 * Kakek = grandpa
 * Nenek = grandma
 * Paman = uncle
 * Bibi / tante = aunt
 * Sepupu = cousin
 * Keponakan = nephew / niece
 * Saudara = brother / sister
 * Saudara ipar = (brother/sister)-in-law
 * Ayah mertua = father-in-law
 * Mertua = mother & father-in-law
 * Ibu mertua = mother-in-law

Awalan Me- (Me- prefix)
In the passage, you'll notice the first prefix in Indonesian: me-. It's the most important and commonly used in Indonesian.

When it's combined with verbs like above (masak → memasak), it means the same as the infinitive form. The only thing is that we emphasize that now the verb is in active form.

Almost all verb can be conjugated using me-, but not all. Unfortunately, in order to know which verbs can go with me-, you must read a lot. The general rule of thumb is that if the verb is reflexive (i.e. doing it to ourself), it usually can't be conjugated with me-. Even more so, don't think that the sense of reflexivity is the same to that of your language. Below is some words that cannot be conjugated with me-, unless the meaning changes completely differently:
 * tinggal = stay (→ meninggal = to die)
 * tidur = sleep
 * duduk = sit
 * bangun = wake up (→ membangun = to build)
 * berdiri = get up
 * tawa = laugh

The prefix me- can also apply to other type of words, such as noun and adjectives. However, the rough goal is still the same: To make an active verb. So, you can verbize a noun or an adjective. Details on these will be covered later.

Note also that when words are conjugated with me-, the spelling is changed a little bit. The spelling change is called inflection. The inflection depends solely on the first letter of the original word. The rule on how the spelling changes can be viewed here: Prefix me- chapter.

Akhiran -an (Suffix -an)
Suffix -an is to nominalize a verb. Note the example from the passage: makan → makanan. Analoguous to the prefix me-, you can virtually nominalize almost any verb you want using -an suffix, as long as it makes sense.

Note, however, that the nominalisation of the verb does not correspond with the gerundive form (-ing form) expressing the action or state of action like in case of Western languages (i.e. eating), but the target or object of said action (i.e. food). You can think of it as "things that do what the verb says".

Some of the verbs may also function as nouns already. For example: tidur (= sleep), which can be noun and verb at the same time. In this case, you cannot add -an suffix on it to make a noun out of it. (Note that the word tiduran does exist, but the meaning is "to lie down casually", not "sleep").

Note also that some words may have dual meanings, like bangun, which may mean to wake up or to build. Of course, if you add -an suffix, the second meaning is taken, i.e.:
 * Bangun (= build) → Bangunan (= "things that was built" → building)

TODO: Load the chapter on suffix -an.

Awalan Se- (Prefix se-)
Prefix se- combined with noun would mean "one of that noun". In the example above, orang means person. Therefore, seorang means one person. In English, se + noun usually translates into a / an.

The se + noun word compounds are often used as a measure word, akin to those in Chinese. The measure words can be pretty complex. However, as being mentioned in the previous chapters, sebuah should be fine for most of the things. You must use seorang to indicate that the noun is a person, and use seekor for animals.

TODO: Load the chapter on prefix se-.

Grammar Summary
A simplified grammar summary for this chapter:
 * Me + verb → active verb
 * Verb + an → noun
 * Se + noun → one of that noun

^ Indonesian ^ | << Lesson 7: Introducing Yourself  | Lesson 8: My Family | Lesson 9: My Home >>

Enseignement de l'indonésien/Leçons/Famille

title: Indonesian/Lessons/Family


text:
Leonis

Leonizius can refer to:

 * A fictional planet in Battlestar Galactica, one of the Twelve Colonies
 * Stars of the constellation Leo
 * Leonis (plant) B.Nord., a plant genus in Asteraceae family

title: Leonis


text:
Jean Carondelet

Jean II Carondelet (1469 in Dôle – 7 February 1545 in Mechelen), was a Burgundian cleric, politician, jurist and one of the most important advisors to Charles V, Holy Roman Emperor. He was a patron of the Dutch philosopher Erasmus and a brother of the Habsburg diplomat Ferry Carondelet.

Life

The second son of jurist Jan I Carondelet, he studied Canon Law and Roman Law in his city of birth. He had a brother named Claude I Carondelet and a nephew named Claude II Carondelet. He entered a religious life in 1493, starting his renowned career as dean of the University of Franche-Comté in Besançon. In 1497 he became councillor of the Great Duchal Council of Philip the Fair. In 1504 he became clerical councillor of the newly created Great Council of Mechelen. Finally in 1508 he was made member of the Privy Council of the Habsburg Netherlands, the highest government institution of the Burgundian Netherlands.

Prince Charles's mother, Juana of Castile was declared insane and deposed by Charles, and his aunt Archduchess Margaret of Austria, the regent of the Burgundian Netherlands, was his guardian. Prince Charles became acquainted with Jean Carondelet through his brother Ferry, who was the confessor to Margaret of Austria. Jean Carondelet soon became a close advisor to Prince Charles, and in 1517-1519, after Charles had assumed the Spanish throne, Jean Carondelet accompanied him to Spain as a member of his privy council.

In 1522 Charles named him chairman of the Privy Council. In this function he formed, together with Archduchess Margaret of Austria, the center of Burgundian control over the Low Countries. After the death of the regent in 1530, Jean, together with Antoine I de Lalaing led the government of the Burgundian Netherlands until Mary of Austria was appointed as the next regent. When Charles V put through thorough reforms of the governmental institutions in 1531 (such as the creation of the so-called Collateral Councils), Carondelet managed to retain his position: he remained president of the Privy Council and became chairman of the Council of State in Brussels. Until his resignation in 1540, he remained a central figure in the government of the Burgundian Netherlands.

Numerous profitable functions
Through the influence of the landlords, Carondelet was able to rise in the church hierarchy without much effort. In 1519 he was named archbishop of Palermo, which also included the primacy of Sicily, a function he kept until his death. The fact that he never visited the archbishopric, and never put a foot on Sicilian soil, did not prevent him from receiving the numerous revenues connected to the bishopric.

In 1520 he became provost in the St. Donatian's Cathedral in Bruges, one of the richest benefices of the church in the Low Countries. Other functions he filled included provost of Sint-Walburgis in Veurne and provost of Sint-Piatus in Seclin, as well as canon of the Sint-Guidochurch in Anderlecht; and he succeeded his brother Ferry Carondelet as abbot of Montbenoît. The cumulation of all these functions brought him a large income. He erected a large building, the Hof van Palermo, in the Zakstreet in Mechelen, where he died in 1545.

Carondelet's wealth and influences enabled him to build up an extensive patronage. He was very generous to his friends, among whom was Erasmus. Painters including Jan van Scorel, Bernard van Orley and Jan Gossaert received commissions from him. His region of birth, Franche-Comté, also profited from his generosity, specifically the cathedral of Besançon and the collegiate church of Dôle.

Tomb
Carondelet was buried in St. Donatian's Cathedral in Bruges under an impressive monument, part of which is still extant, and can be seen in St. Salvator's Cathedral.

Works

 * Consilia et observationes juris
 * De orbis situ, Antwerpen, 1562 (This pamphlet published by Carondelet was composed by Franciscus Monachus and accompanied a globe made by the latter for the former.)

Literature

 * L. P. GACHARD, Jean Carondelet, in: Biographie nationale de Belgique, Tome III, 1872, col. 348-350.
 * Erasmus, Desiderius (1979) The Correspondence of Erasmus Vol. 5 Letters 594-841 University of Toronto Press, Toronto, Canada, ISBN 0-8020-1981-1, p. 353.

title: Jean Carondelet


text:
Felipe Francischini

Luis Felipe Bonatto Francischini (born 2 October 1991) is a Brazilian politician and lawyer. He has spent his political career representing Paraná, having served as state representative in the lower house of the national legislature since 2019 and the state legislature from 2011 to 2019.

Personal life
Francischini is the son of politician and police chief Fernando Francischini, better known as Delegado Francischini. His father has also served in both the state legislature and the lower house of the national legislature. Francischini is an evangelical Christian and member of the Pentecostal church Assembleias de Deus. Francischini is an alumnus of Centro Universitário Curitiba. According to his father, he showed an interest in politics from an early age and was planning to run for office when he was 16.

Political career
Francischini was elected with about 36,000 votes to the Legislative Assembly of Paraná in 2014, despite the fact that he had no political experience and had just graduated from university. In the 2018 Brazilian general election, Francischini and his father switched roles, with Felipe running for his father's seat in the national legislature and Fernando running for his son's seat in the lower legislature. Reasons for the surprise move were mused by the media, ranging from Fernando Francischini wanting to spend more time with his other son who has autism, or Filipe's political ambitions, or the fact that Fernando wants to eventually run for mayor of Curitiba. In the 2018 election Francischini received 241,537 votes or 4.21% and was elected to the federal chamber of deputies.

Unlike his father who is often brash and unapologetic in public, Francischini is regarded as polite and well-mannered, although he shares his father's uncompromising conservative attitude. He was described by Brazilian newspaper Gazeta do Povo as a "poster boy" for Brazil's right-wing movement.

title: Felipe Francischini


text:
Dutch/Lesson 1

Why grammar?
Children learn their mother tongue without knowing the parts of speech such as verbs, nouns and phrases. However these are helpful for anyone attempting to learn a second language from a book or a website. Of course the children have it right: the best way to learn a language is to listen to a mother tongue speaker and simply repeat. Then just use the word in a similar situation and see how people react. Children are masters at acquiring language this way and are generally smiled at when they use a word incorrectly. Being an adult, people are often not so forgiving to you and you feel foolish when people laugh and point out to you that you just said "toothbrush" while you meant "toothpick". Besides, native speakers may not always be available to you. Or if they are they are not eager to spend time playing 'child' with you. This book will try to compensate this by addition of audio files and visual information, -as the figure to the right- but that is still only a cumbersome substitute. We do recommend that you use them as much as you can. Firefox seems to give easier access to them than other browsers. So, please go ahead, push that arrow and learn to say 'toothbrush' properly. Your first Dutch word? Congrats.

Although clearly children are superior in language acquisition, grown ups do have an advantage: they can analyze language better in terms of its grammar. This course therefore uses both approaches: it will deal with grammar, but it will also ask you to be a child and listen and repeat or look at some pictures while playing a sound clip. Don't be afraid to be a bit childish! It serves a purpose.

One important observation about children should be mentioned: they always learn language in a certain context.

Is it all just grammar here then?
No! There is much more. Audio files are inserted into the main lessons as much as possible, even though they aim at gradually introducing grammar and syntax. The parallel series of practice lessons (1A, 2A etc.) provide additional practice, vocabulary building, sound material and quizzes. The example pages (Vb. 1 etc.) follow the contextual path of learning like children do and involve nursery rhymes, poems, stories, songs and the like. And there are audio-visual vocabulary pages to help you learn more words.

What is the best way?
So, what is the best way to learn a language? The best way is to do something everyday. What you do is often less important than simply doing it. Children are champions in language acquisition and they never worry about what they do. Oh, and what you do, may very well be doing that same exercise again. Children love doing things "again". Ever watched the Teletubbies? Repeating is an important key to language acquisition. Being "efficient" and saying: "oh, I have done that before, let me skip that!" is a bad adult habit that children would never stoop to, until they get really bored with something. (Which is when they already know it). So, push that button below the toothbrush again! And tomorrow come back here and do the same.

Other assets
Another thing to exploit is the other languages you already know. English speakers will find many strong parallels between their language and Dutch. German speakers even more so, but there are also differences. Where possible we will try to point out the similarities and the differences and exploit them.

However, as noted in the introduction, Dutch grammar is more complex than English grammar, and identifying the meaning of words in a Dutch sentence is difficult without understanding the clues to word function that come from the grammatical rules. The basic lessons of this textbook are set up to first introduce the parts of speech, and then bring in the rules that govern these. Pay particular attention to sentence word order as you progress through the lessons.

Hovering
Some words will be. Try to hover your mouse over such words.

Topics and vocabulary
There are pages to help you build vocabulary in a visual / auditive way.

Audio files
Whenever you see one of the following: Or:
 * [[file:nl-Nederlander.ogg]]

Please click and listen! (If you do not see any buttons now: try a different browser. Firefox and Chrome seem to work. Internet Explorer does not.) After listening, pronounce the word the best you can and then click again. Keep doing that till you are satisfied with your own result. It is useful to then leave it be for, say 20 minutes and do it again. Then perhaps once more the next day.

Vocabulary / Pronunciation boxes
For many texts there is a box on the right that you can open to look at the vocabulary being trained and listen to the pronunciations. Click it to open it and start listening and reading.

Wiktionary
Throughout the texts and in the vocabulary lists there are blue links that take you to the Dutch version of our sister project Wiktionary. It is called WikiWoordenboek. Of course the layout is in Dutch and you may not immediately understand everything, but that is not a disaster. If you want to learn a language you also should learn to be a bit of a detective: you often need to get the gist of something with a few pieces of the puzzle missing. Don't let that scare you off! Here are a few useful topics used on WikiWoordenbook:

 * 1) There usually is an English translation of a word under the heading Vertalingen, marked Engels
 * 2) There is also a geluidsopname (sound recording) or a phonetic description under Uitspraak.
 * 3) There are tables, usually to the right giving the various forms of the word, say, the plural or the past tense.
 * 4) There are usually example sentences putting the word in context
 * 5) There are usually antonyms, synonyms, derivatives or related terms

If you are really lost use the interwiki link to the English version (or any other language you know) as back up, but don't give in to it too easily! Use it to figure out what you did not quite get on the Dutch version.

We encourage you to use the links to expand your vocabulary. First guess what a word means, then click!

Just try it on the verb ; look at the box with three forms on the right. What is the past tense? (It is the middle one in the box)

Quizlet and Memrise
There are plenty other sites that allow you to expand your growing knowledge of Dutch. They all have their pros and cons. For example Memrise and Quizlet have an interesting way to boost vocabulary, but teach zero syntax or grammar and usually little other context. But if you want a vocabulary boost it's great and we are in the process of creating practice sets dedicated to the material of the lessons here. Some already have a quizlet link on the bottom of the page. It is therefore recommended to register for Quizlet. (It is for free).

YouTube
YouTube has a plethora of videos, that we will even send you to at times. Again: good for listening, vocabulary building, often less so on grammar and syntax, but plenty of other context.

But do come back: the context
There is a pertinent Dutch proverb: Verandering van spijs doet eten - Change of food makes you eat. Children also vary what they play with. Variety of learning is healthy. Besides children never learn a word outside context. When they learn a new word, it always goes together with the context of:
 * 1) the words around it (semantic context),
 * 2) the way they interrelate (the grammatical context),
 * 3) the order in which they are used (the syntactic context),
 * 4) whether convey anger, sweetness, seriousness (the emotional context),
 * 5) in what kind situations it is used: a school squabble, a church service (social context),
 * 6) in which time period they are/were used (temporal context),
 * 7) by what kind of people: punks, managers, construction workers, kings, pimps, doctors (register context).

One aim of this book is to provide as much of that context as possible. This is why conversations, stories, texts, poems and songs are important: they give context to the words you are learning.

So, enough talk! Let's get started. And we'll start in the context of a simple conversation

Gesprek 1-1 ~ Vrienden: Jan en Karel
We will put such text material in a colored box. What you are supposed to do with such material is the following.
 * 1) First click on the arrow button to listen to the story and try to read along.
 * 2) Then use the hover method to see an instant translation of a certain word and try to piece together the meaning of the story.
 * 3) Then use the Vocabulary box on the right to concentrate on single words and start memorizing.
 * 4) Once you have an idea of the gist of the story you can open up the drop down box and read the translation to see if you were right.
 * 5) Then click the arrow again and see if you understand what is being said, first while reading along, then with your eyes closed.

When learning a new language it is very important to be able to deduce meaning from limited information, because you will often not know all the words used. Picking up their meaning from context is an important skill. This is why the hovering is important.

You may notice that Dutch sometimes strings words together a bit differently than English. Dutch word order is quite different and a difficult aspect of the language, but we will revisit that many times. So don't worry about it for the moment, just observe.

Pronunciation
Dutch pronunciation varies with region and speaker, and you may have been shocked at some of the sounds of the language. You can visit Dutch/Alfabet if that is the case. Dutch spelling is not really phonetic, but pretty systematic (much more so than English) and once you learn the system you should be able to pronounce an unknown word on sight pretty well.

It is not easy to render the sounds in writing, but the following rendition in IPA gives a reasonable idea. Try running the sound file again while reading the IPA version.

 * Notice sounds like and ? And how t+j run together into ? And how about ? Or the vowel ?
 * Notice also that vowels often occur in two varieties: . They are often called 'long' and 'short', but those names are misleading: they are really different sounding vowels. The length difference is rather secondary, if there is any.

If you prefer other renditions than IPA try this page

Grammatica 1-2 ~ Forms
We will use the material in the colored boxes to point at grammatical phenomena and introduce the grammar that way, step by step.

Clitic forms
Did you notice the difference between "Hoe gaat het met je"? and "En met jou?" in the conversation? Both translate literally into with you, but there is a difference in emphasis. Jou carries emphasis, je does not. In Dutch, there are often two forms of the same pronoun: a strong one and a weak ('clitic' ) one. This is particularly true in spoken, colloquial Dutch. In the written language the clitic ones are not always shown as such.

 * The full forms have full vowels or diphthongs (like in jou) and can either carry stress or not.
 * The clitic forms cannot have emphasis and the vowel in a clitic is often reduced to a neutral 'schwa' [ə] (like in je') or omitted entirely.

In colloquial English the same thing can be heard at times: seeya! instead of see you!. In Dutch the use of clitics is very common; it already was in the Middle Dutch period before 1500.

For now remember: never stress a clitic

Polite forms
The above conversation was between two good friends. It utilizes the familiar form of the personal pronoun (je, jou) where English uses you. However, Dutch also has a polite or formal form of the personal pronoun for the second person (you), u. Many languages have this distinction. It is e.g. comparable with  in Gàidhlig, Sie in German,  vous in French, usted in Spanish, Вы in Russian, or anata in Japanese. When to use one or the other is not always easy to decide. Someone unknown, particularly if older, is generally u, an old friend typically je, jou. The latter roughly corresponds with the 'first name basis' in English. Notice the use of u in the conversation below that takes place between colleagues rather than close friends. They would never say: "hoi!" to each other.

Regional forms
In the South of the area where Dutch is spoken (Flanders mostly),, the familiar form when speaking in familiar fashion is gij (clitic: ge, object: u). Gij is mostly used when speaking dialect, although it gets used more and more in polite situations and on tv. In the north it has become obsolete since about 1800. It is used much like you in English for both singular and plural. In the North gij is now only encountered there in archaic phrases like: gij zult niet stelen - thou shalt not steal. Like thou the pronoun gij takes its own verb forms. This course is mostly based on northern usage as this is the most widely accepted, including in Suriname and the Antilles, but some important differences will be pointed out and we will see gij occasionally when we look at some older poetry.

Gesprek 1-2 ~ Collega's: De handelaars
Push the button and listen to the following text. It is recommended to first just listen.

Then read the following conversation. It is a bit more formal than the one before. If you are not sure of the meaning of a word, hover your mouse over it, if it is underlined. A translation will pop up. Or use the vocabulary box to the right. Make sure you know the gist of the story before opening the translation box. If you cheat, you cheat yourself... Finally, listen to the recording again with your eyes closed. Can you understand what is being said?

 * Have you figured out the gist yet? Then open the translation box to see if you were right:

Go back to the pronunciation, close your eyes and see how much you understand now. You may have to repeat the process a few times.

Quiz
How are you doing so far? Do this little quiz to find out!

{ What is this? -toothpick -friend +toothbrush -visit
 * type="[]" }

{ What is this? -me -sir +you (object) -you (subject)
 * type="[]" }

{ Select the correct translation ---+- already + street + merchant -+--- good --+-- how
 * type="[]" }
 * straat|goed|hoe|al|handelaar

Grammatica 1-3 ~ Introduction to pronouns
A pronoun is a short word that takes the place of a noun previously mentioned in the sentence, paragraph, or conversation.

Recall: Kent u meneer Standish? Bent u hem al tegengekomen?

Hem refers back to meneer Standish. It is a pronoun that stands for (pro- !) meneer Standish.

There is a variety of pronouns like personal, possessive, relative and indefinite ones. Let's look at the personal pronouns first.

Personal pronouns
Both English and Dutch have had a system of case endings in the past, as languages like German and Russian still do today. In English most of the system fell into disuse starting with the Viking invasions of the 9th and 10th Centuries, and especially after the Norman invasion in 1066. The collapse of the system in spoken Dutch dates mostly from the 16th century and in the written language it was scrapped as recently as 1947. That means that Dutch has more remnants of the case system left than English and we will even devote lesson 15 to those remnants. The personal pronouns actually still show some case differences in both languages.

Personal pronouns are quite familiar in English: They are words like I,you,he,she,we,you and they. At least this is the case for the subject (nominative case). As object (accusative) some of them are different: me,you,him,us,you,them. Compare:

 * I see you.
 * You see me.

Notice how I turns into me when used as an object. You remains the same.

Much like in English, ik (subject) turns into mij as object in Dutch, whereas je remains the same in both roles:

 * Ik zie je.
 * Je ziet mij.

The system in Dutch resembles the English one quite a bit, after all the languages are close relatives:

 * As in English there are three persons in Dutch grammar: first (I), second (you) and third (he)
 * As in English there is a distinction in number between singular (I) and plural (we).
 * As in English there are gender distinctions in the third person singular (he, she, it)
 * As in English there are case distinctions between subject and object (he, him)

Nevertheless the Dutch system is a little more involved, as we have seen there are:

 * familiar and polite forms: je versus u.
 * weak (clitics) and strong forms: je versus jou.

In addition there are
 * 1) Regional differences:  (jij/jullie  - u) (North) versus (gij/gullie - u) (South)
 * 2) A growing rift between how inanimate and animate nouns are treated
 * In English he and she are reserved for animate nouns -usually persons- and this is increasingly the case in Dutch as well, certainly in Northern usage. We will revisit this point later.
 * 1) Pronominal replacement: the combination preposition + pronoun (e.g. with it) is usually replaced by an adverb
 * We will revisit that in lesson 8

Let's leave most of these complications aside for the moment and concentrate on the forms of the pronouns. There are a few more than in English.

Remarks

 * 1) As you see not all pronouns have clitics and some of them (shown in parentheses) are not often used in the written language.
 * 2) *In prescriptive grammar hun is dative and hen is accusative. But in speaking, Dutch speakers generally do not make this distinction. This is because the hen form was artificially created by the grammarians of the past and in the whole rest of the language there are no other words that make a distinction between dative and accusative. In the spoken language hen and hun are often used interchangeably (as synonyms) or people avoid the issue by opting for the clitic ze.

Quizlet
This is the point where it is your turn to put in some effort yourself, because obviously you have some memorization to do.

There is a Quizlet practice set (27 terms) to help you with memorizing the pronouns. But it is recommended to first use the above tables. Unfortunately, the pronunciation of some of the clitics with apostrophes is wrong at Quizlet. So click the arrow buttons here to listen to the pronunciation and speak it out loud yourself until you feel confident that you know them, then go to Quizlet. Do make sure you can hear sound at Quizlet. First scan through the cue cards, then do some of the other methods available. It should take you an hour or so and you will know some of the most frequently used words in the language.

Woordenlijst 1
You have already encountered quite a few words above. Now make sure you own them! Listen to their pronunciation, sort the table by English and read back to Dutch, check the pronunciation again. Click on the blue link to go to the Dutch wiktionary and try to figure out what you may. If you do not understand, follow the interwiki link to go to the English wiktionary.

In short: there are many ways to use this table and you can try one thing one day and come back another to try something different.

Quizlet
The vocabulary of this lesson can be trained at Quizlet. (33 terms)

Your turn! Building vocabulary 1
When learning a language you need to start building up your vocabulary. There are various ways of doing that. One is to study the above conversations well. Often words are easier to remember when put in context. We will add vocabulary building exercises to each lesson to make it easier for you to memorize it all.

Progress made
If you have studied the above well, you should
 * 1) Know more about the process of language acquisition. This should allow you to tailor your own learning better to your specific needs and preferences
 * 2) Started tuning your ears and your mouth to the pronunciation
 * 3) Gained vocabulary: 27 pronouns, 33 terms introduced in the lesson, 56 of the most often used words in the language, 116 terms in total.
 * 4) Learned about the use of personal pronouns, including their clitic, polite and regional forms.

Further practice
This lesson is accompanied by two pages that are intended to practice and reinforce what you have learned above. They do that with a bit different approach

 * Les 1A will give you more conversations and practice.
 * Voorbeeld 1 uses the simplest pieces of literature: nursery rhymes to teach language in a playful and amusing way.

It is recommended that you first work on the material in these two modules before you move on to lesson two, but of course this depends on your level of understanding and one of the nice things about the wiki-system is that one can use it whichever way you see fit. (Which is what children would do, but they are used to running into new things that they do not fully comprehend.)

Appendix
<< Lesson Layout Guide Pronunciation Guide >>

title: Dutch/Lesson 1


text:
The Lacs

The Lacs is an American country rap duo that consists of Robert Clayton (Clay) "Uncle Snap" Sharpe and Brian Andrew "Rooster" King. At first, the group also featured Brandon Herndon on the three self-released albums on Side Ya Mouth Records.

The Lacs have recorded six albums for Backroad Records, a subsidiary of Average Joes Entertainment, an independent label co-owned by fellow country rap artist Colt Ford. Four albums have entered the Billboard 200: Keep it Redneck (2013), Outlaw in Me and American Rebelution (2017).

The Lacs created their own record label Dirt Rock Empire in 2017. On September 22, 2017, The Lacs released the first album from Dirt Rock titled Dirtbagz, Vol. 1 which is a compilation album featuring many of the labels artists such as Nate Kenyon, Crucifix and Hard Target.

title: The Lacs


text:
mercancía

Etymology
.

Noun

 * 1) ware, merchandise
 * 2)  goods, wares commodity offered for sale; an article of commerce

title: mercancía


text:
User:Gpkanade

Goutham Kanade

Founder & Director, WinterSun Studios Private Limited

Bangalore, Karnataka, INDIA

support@wintersunstudios.com

title: User:Gpkanade


text:
1954 Rajya Sabha elections

Rajya Sabha elections were held in 1954, to elect members of the Rajya Sabha, Indian Parliament's upper chamber.

Elections
Elections were held in 1954 to elect members from various states. The list is incomplete.

Members elected
The following members are elected in the elections held in 1954. They are members for the term 1952-54 by luck as decided in 1952 and retire in year 1954, except in case of the resignation or death before the term.

State - Member - Party

Bye-elections
The following bye elections were held in the year 1954.

 * 1) Andhra - B V Gurumoorthy - INC ( elec 15/02/1954 term till 1956 )
 * 2) Bombay - Narayan K Daga - INC ( elec  23/04/1954 term till 1958 )
 * 3) West Bengal - Mriganka M Sur - INC ( elec  13/09/1954 term till 1960 )

title: 1954 Rajya Sabha elections


text:
Talk:Protestantism

"..moving us away from traditionalism" - I'd like to see this page moving beyond making implicit judgements of other religions (such as, I presume, "traditionalism" referring to Catholicism). If this sentence said something like: "..moving away from the perceived limitations of Catholicism" (note, also dropping the "us"), then I think it would be setting a better precedent for discussing Protestantism and the thinking that provoked the Reformation. Note that on Wikiversity, while we will not be applying the concept of neutrality in the same way is done on Wikipedia (see w:WP:NPOV), we will still want to educate people in a broad sense, rather than 'limit' thinking (that's the best way I can put it for now) in the introduction to a subject. See Disclosures for more on this (even though it is not yet exactly comprehensive). Thanks. Cormaggio 18:13, 11 September 2006 (UTC)
 * Thanks for acting on this so swiftly :-). I don't mean to barge in, and I really want to give you leeway in presenting your own materials - I just read that and thought, "hmm, maybe this needs a better intro.." Cormaggio 18:32, 11 September 2006 (UTC)

Pages based on Religions
I'm adding links to pages based on some protestant religions, maybe someone else could add their knowledge in as well. Alex43223Talk 02:01, 28 January 2007 (UTC)

How far are we willing to go as a "versity"...
Should we include as much information as we can but section it off in such a way that it isn't overwhelming. To have a huge page on "Protestantism" would put people off. But if we had smaller pages including the same information, they would get more out of it. --StephenDeloney 21:14, 7 February 2007 (UTC)
 * Modularity is good. Also, Wikiversity is not the place to write encyclopedia articles or books. --JWSchmidt 21:17, 7 February 2007 (UTC)

Pre-Reformation Movements to be included?
Will there be courses in people like the Hussites? I am more than happy to contribute to that. AlistairReece 06:24, 16 August 2007 (UTC)

Gutenberg?
Certainly as regards the Islands of the North Atlantic, the lollards played a major role in developing protestantism with out the benefit of a printing press.Harrypotter 23:07, 23 September 2010 (UTC)

Topic page
"What I hope to see here is sort of a "layperson's guide" to Protestantism, not a lot of lengthy discources or debates on the various theologies. I would like this to start with a short history of the church, then move into more of the regional history of Europe and finally into the various "flavors" themselves." This is a topic page, and should serve as a resource to help people find specific pages developed for a variety of educational approaches dealing with protestantism. Those who have specific ideas might do well to start pages such as A Laypersons Guide to Protestantism etc. Harrypotter 23:27, 23 September 2010 (UTC)

title: Talk:Protestantism


text:
Statistics/Introduction

Examples

 * 46% of people polled enjoy vanilla, while 54% prefer chocolate (+/-4% margin of error).
 * A school's graduation rate has increased by 2%.
 * A couple has 4 boys, and they are pregnant again: what is their chance of having another boy?
 * 88% of people questioned feel that it is humane to put stray animals to sleep.

These are basic examples of statistics we see every day, but do we really understand what they mean? With the study of statistics, these 'facts' that we hear every day can hopefully become a little more clear.

Introduction
Statistics is permeated by probability. An understanding of basic probability is critical for the understanding of the basic mathematical underpinning of statistics. Strictly speaking the word 'statistics' means one or more measures describing the characteristics of a population. We use the term here in a more idiomatic sense to mean everything to do with sampling and the establishment of population measures.

Most statistical procedures use probability to make a statement about the relationship between the independent variables and the dependent variables. Typically, the question one attempts to answer using statistics is that there is a relationship between two variables. To demonstrate that there is a relationship the experimenter must show that when one variable changes the second variable changes and that the amount of change is more than would be likely from mere chance alone.

There are two ways to figure the probability of an event. The first is to do a mathematical calculation to determine how often the event can happen. The second is to observe how often the event happens by counting the number of times the event could happen and also counting the number of times the event actually does happen.

The use of a mathematical calculation is when a person can say that the chance of the event of rolling a one on a six sided dice is one in six. The probability is figured by figuring the number of ways the event can happen and divide that number by the total number of possible outcomes. Another example is in a well shuffled deck of cards, what is the probability of the event of drawing a three. The answer is four in fifty two since there are four cards numbered three and there are a total of fifty two cards in a deck. The chance of the event of drawing a card in the suite of diamonds is thirteen in fifty two (there are thirteen cards of each of the four suites). The chance of the event of drawing the three of diamonds is one in fifty two.

Sometimes, the size of the total event space, the number of different possible events, is not known. In that case, you will need to observe the event system and count the number of times the event actually happens versus the number of times it could happen but doesn't.

For instance, a warranty for a coffee maker is a probability statement. The manufacturer calculates that the probability the coffee maker will stop working before the warranty period ends is low. The way such a warranty is calculated involves testing the coffee maker to calculate how long the typical coffee maker continues to function. Then the manufacturer uses this calculation to specify a warranty period for the device. The actual calculation of the coffee maker's life span is made by testing coffee makers and the parts that make up a coffee maker and then using probability to calculate the warranty period.

Experiments, Outcomes and Events
The easiest way to think of probability is in terms of experiments and their potential outcomes. Many examples can be drawn from everyday experience: On the drive home from work, you can encounter a flat tire, or have an uneventful drive; the outcome of an election can include either a win by candidate A, B, or C, or a runoff.

Definition: The entire collection of possible outcomes from an experiment is termed the sample space, indicated as $$\Omega$$ (Omega)

The simplest (albeit uninteresting) example would be an experiment with only one possible outcome, say $$A$$. From elementary set theory, we can express the sample space as follows:

$$\Omega = \{ A \} $$

A more interesting example is the result of rolling a six sided dice. The sample space for this experiment is:

$$\Omega = \{ 1,2,3,4,5,6 \}$$

We may be interested in events in an experiment.

Definition: An event is some subset of outcomes from the sample space

In the dice example, events of interest might include a) the outcome is an even number b) the outcome is less than three

These events can be expressed in terms of the possible outcomes from the experiment: a) : $$ \{2,4,6\} $$ b) : $$ \{ 1,2 \}$$

We can borrow definitions from set theory to express events in terms of outcomes. Here is a refresher of some terminology, and some new terms that will be important later: $$ \cup $$ represents the Union of two events $$ \cap $$ represents the Intersection of two events $$\{\cdots\}^{c}$$ represents the complement of an event. For instance, "the outcome is an even number" is the complement of "the outcome is an odd number" in the dice example. $$ A \backslash B $$ represents difference, that is, $$A$$ but not $$B$$. For example, we may be interested in the event of drawing the queen of spades from a deck of cards. This can be expressed as the event of drawing a queen, but not drawing a queen of hearts, diamonds or clubs. $$\varnothing$$ or $$\{\}$$ represent an impossible event $$\Omega$$ represents a certain event $$A$$ and $$B$$ are called disjoint events if $$A\cap B = \varnothing$$

Probability
Now that we know what events are, we should think a bit about a way to express the likelihood of an event occurring. The classical definition of probability comes from the following. If we can perform our experiment over and over in a way that is repeatable, we can count the number of times that the experiment gives rise to event $$A$$. We also keep track of the number of times that we perform the same experiment. If we repeat the experiment a large enough number of times, we can express the probability of event $$A$$ as follows:
 * $$P(A) = \frac{N_{A}}{N} $$

where $$N_{A}$$ is the number of times event $$A$$ occurred, and $$N$$ is the number of times the experiment was repeated. Therefore the equation can be read as "the probability of event $$A$$ equals the number of times event $$A$$ occurs divided by the number of times the experiment was repeated (or the number of times event $$A$$ could have occurred)." As $$N$$ approaches infinity, the fraction above approaches the true probability of the event $$A$$. The value of $$P(A)$$ is clearly between 0 and 1. If our event is the certain event $$\Omega$$, then for each time we perform the experiment, the event $$\Omega$$ is observed; $$N_{\Omega} = N$$ and $$P(\Omega)=1$$. If our event is the impossible event $$\varnothing$$, we know $$N_{\varnothing}=0$$ and $$ P(\varnothing) = 0$$.

If $$A$$ and $$B$$ are disjoint events, then whenever event $$A$$ is observed, then it is impossible for event $$B$$ to be observed simultaneously. Therefore the number of times events $$A$$ union $$B$$ occurs are equal to the number of times event $$A$$ occurred plus the number of times $$B$$ occurs. This can be expressed as:
 * $$N(A\cup B) = N(A) + N(B)$$

Given our definition of probability, we can arrive at the following:
 * $$P(A\cup B) = P(A) + P(B)$$

At this point it's worth remembering that not all events are disjoint events. For events that are not disjoint, we end up with the following probability definition.
 * $$ P(A\cup B) = P(A) + P(B) - P(A\cap B)$$

How can we see this from example? Well, let's consider drawing from a deck of cards. I'll define two events: "drawing a Queen", and "drawing a Spade". It is immediately clear that these are not disjoint events, because you can draw a queen that is also a spade. There are four queens in the deck, so if we perform the experiment of drawing a card, putting it back in the deck and shuffling (what statisticians refer to as sampling with replacement, we will end up with a probability of $$\tfrac{1}{13}$$ for a queen draw. By the same argument, we obtain a probability for drawing a spade as $$\tfrac{1}{4}$$.  The expression $$P(A\cup B)$$ here can be translated as "the chance of drawing a queen or a spade".  If we incorrectly assume that for this case $$P(A\cup B) = P(A) + P(B)$$, we can simply add our probabilities together for "the chance of drawing a queen or a spade" as $$\tfrac{1}{13}+\tfrac{1}{4}$$.  If we were to gather some data experimentally, we would find that our results would differ from the prediction -- the probability observed would be slightly less than $$\tfrac{1}{13}+\tfrac{1}{4}$$.  Why?  Because we're counting the queen of spades twice in our expression, once as a spade, and again as a queen. We need to count it only once, as it can only be drawn with probability of $$\tfrac{1}{52}$$. Still confused?

Proof: If $$A$$ and $$B$$ are not disjoint, we have to avoid the double counting problem by exactly specifying their union.
 * $$A \cup B = A \cup (B \backslash A) $$

so
 * $$P(A \cup B) = P(A \cup (B \backslash A)) $$

A and B \ A are disjoint sets. We can then use the definition of disjoint events from above to express our desired result:
 * $$P(A \cup B) = P(A) + P(B \backslash A)$$

We also know that
 * $$P(B \backslash A) = P(B) - P(B\cap A)$$

so
 * $$ P(A \cup B) = P(A) + P(B) - P(B\cap A)$$

Whew! Our first proof. I hope that wasn't too dry.

Conditional Probability
Many events are conditional on the occurrence of other events. Sometimes this coupling is weak. One event may become more or less probable depending on our knowledge that another event has occurred. For instance, the probability that your friends and relatives will call asking for money is likely to be higher if you win the lottery. In my case, I don't think this probability would change.

Let's get formal for a second and remember our original definition of probability. $$P(A) = \frac{N_{A}}{N}$$ Consider an additional event $$B$$, and a situation where we are only interested in the probability of the occurrence of $$A$$ when $$B$$ occurs. A way at this probability is to perform a set of experiments (trials) and only record our results when the event $$B$$ occurs. In other words $$ \frac{N_{A\cap B}}{N_{B}} $$ We can divide through on top and bottom by $$N$$ the total number of trials to get $$P(A\cap B)/P(B)$$. We define this as 'conditional probability': $$P(A|B) = \frac{P(A\cap B)}{P(B)}$$ which when spoken, takes the sound "probability of $$A$$ given $$B$$."

/A confusing problem/

Bayes' Law
An important theorem in statistics is Bayes' Law, which states that if we segment the probability space $$ \Omega $$ into disjoint $$B_1,...,B_k $$, then $$ P(B_i|A) = \frac{P(A|B_i)P(B_i)}{\sum_{n=1}^kP(A|B_n)P(B_n)}.$$ As a proof, first note that since $$B_1,...,B_k$$ are disjoint then $$ P(A) = \sum_{n=1}^k P(A|B_n)P(B_n).$$ The theorem follows then by substituting into the conditional probability inequality $$ P(B_i|A) = \frac{P(A\cap B_i)}{P(A)}.$$ For a more detailed explanation, see http://en.wikipedia.org/wiki/Bayes'_theorem

Independence
Two events $$A$$ and $$B$$ are called independent if the occurrence of one has absolutely no effect on the probability of the occurrence of the other. Mathematically, this is expressed as: $$P(A\cap B) = P(A)P(B)$$.

Random Variables
It's usually possible to represent the outcome of experiments in terms of integers or real numbers. For instance, in the case of conducting a poll, it becomes a little cumbersome to present the outcomes of each individual respondant. Let's say we poll ten people for their voting preferences (Republican - R, or Democrat - D) in two different electorial districts. Our results might look like this: $$\{RRRDRRDRRR\}$$ and $$\{DDDDDRDDDD\}$$ But we're probably only interested in the overall breakdown in voting preference for each district. If we assign an integer value to each outcome, say 0 for Democrat and 1 for Republican, we can obtain a concise summary of voting preference by district simply by adding the results together.

Discrete and Continuous Random Variables
There are two important subclasses of random variables: discrete random variable (DRV) and continuous random variable (CRV). Discrete random variables take only countably many values. It means that we can list the set of all possible values that a discrete random variable can take, or in other words, the number of possible values in the set that the variable can take is finite. If the possible values that a DRV X can take are a0,a1,a2,...an, the probability that X takes each is p0=P(X=a0), p1=P(X=a1), p2=P(X=a2),...pn=P(X=an). All these probabilites are greater than or equal zero.

For continuous random variables, we cannot list all possible values that a continuous variable can take because the number of values it can take is extremely large. It means that there is no use in calculating the probability of each value separately because the probability that the variable takes a particular value is extremely small and can be considered zero: P(X=x)=0.

Distribution Functions
show that P(A-B)=P(A)-P(B)

title: Statistics/Introduction


text:
Talk:Pat Borders

External links modified
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I have just modified 3 external links on Pat Borders. 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:
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Cheers.— InternetArchiveBot  (Report bug) 13:48, 9 June 2017 (UTC)

title: Talk:Pat Borders


text:
List of protected heritage sites in Gedinne

This table shows an overview of the protected heritage sites in the Walloon town Gedinne. This list is part of Belgium's national heritage.

 * }


text:
User:Hemanth Mukku

￼Name:Hemanth Mukku                                Nickname:Hemmi                         father:Ramulu                                     Mother:Rani                                                  Marital status:unmarried,                                Best frinds:Dwaraka mai, Rajesh, Horshavardhan                                              Home town:AKIVIDU, kuppanapudi,           Inspire in life:Apj Abdul kalam,                 Famous place:water falls,                        Goal:IAS                                                                    I like  SS RAJAMOULI  in tollywood  and  SHANKAR  in bollywood

title: User:Hemanth Mukku


text:
YjeF N terminal protein domain

In molecular biology, the YjeF N terminal is a protein domain found in the N-terminal of the protein, EDC3. The YjeF N-terminal domains occur either as single proteins or fusions with other domains and are commonly associated with enzymes. They help assemble the processing body (P-body) in preparation for mRNAdecay. Structural homology indicated it may have some similarity to the enzyme family, hydrolase.

Function
At the cellular level, the YjeF-N terminal domain is vital to the assembly of the processing body (P-body). This aids mRNA decay and is thought to bring together different complexes to aggregate mRNPs. At the organism level, in bacteria and archaea, YjeF N-terminal domains are often fused to a YjeF C-terminal domain with high structural homology to the members of a ribokinase-like superfamily or belong to operons that encode enzymes of diverse functions. Examples of such include: In plants, the YjeF N-terminal domain is fused to a C-terminal putative pyridoxamine 5'-phosphate oxidase. In eukaryotes, proteins that consist of (Sm)-FDF-YjeF N-terminal domains may be involved in RNA processing.
 * pyridoxal phosphate biosynthetic protein PdxJ;
 * phosphopanteine-protein transferase;
 * ATP/GTP hydrolase;
 * and pyruvate-formate lyase 1-activating enzyme.

Structure
The YjeF N-terminal domains represent a novel version of the Rossmann fold, one of the most common protein folds in nature. The YjeF N-terminal domain is a three-layer alpha-beta-alpha sandwich with a central beta-sheet surrounded by alpha helices. The conservation of the acidic residues in the predicted active site of the YjeF N-terminal domains shows some similarities to the amino acids found in the active sites of diverse hydrolases.

title: YjeF N terminal protein domain


text:
The Once and Future King/The Sword in the Stone/Chapter 17

The Once and Future King - Book I: The Sword in the Stone - Chapter 17

Plot summary
The chapter begins a few months after the boar-hunt. King Pellinore gives the Questing Beast, now healthy, a two-hour headstart in the chase. Merlyn, Archimedes, and the Wart discuss the birds, a subject that has arisen due to spring's arrival. The Wart asks to become a bird again, because the last time he didn't get a chance to fly; Archimedes plans to go with him at night. The Wart then mentions his favorite bird is the rook, because rooks fly just for pleasure, not necessarily with a purpose. Archimedes mentions rooks are one of few birds with a legal and social system, and in response to Merlyn says his favorite are pigeons. Then Merlyn says he prefers the chaffinch, and continues that bird calls arise out of imitation of their prey or their environment. Finally Kay enters, ironically saying that he was shooting birds.

Analysis
Anachronisms - Merlyn mentions both Gilbert White and Carolus Linnaeus, and Archimedes compares pigeons to Quakers. All came much later. Animals as forms of government - Archimedes mentions that the rooks have "parliaments...and a social system;" (a play upon the collective noun for rooks being a "parliament") they make "laws about the defense of the rookery, and marriage, and so forth"