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GarageBand

Welcome to Introduction to GarageBand.

GarageBand is software that allows you to make great music, podcasts and movie sound tracks. This tutorial allows participants to learn how to use GarageBand to make audio and visual resources for projects such as Wikiversity the Movie. If you have audio or visual clips to donate, please upload them to Wikiversity and/or leave a link at Introduction to GarageBand/Audio and video resources.

How to get GarageBand software
GarageBand software is included with all Macintosh computers manufactured by Apple (after January 6, 2004). GarageBand is part of iLife, a suite of applications that allow creation and organization of digital images and sounds. In addition to GarageBand, iLife includes iPhoto, iMovie, iDVD, iTunes, and iWeb. The GarageBand 3 version of 2006 introduced two major features, support for podcasting and support for movie sound tracks. If you have an older Macintosh (pre-2006) with GarageBand 2, you need to purchase iLife '06. You can purchase the latest version of iLife (which is only available for OS X, excluding iTunes) for $79 from Apple. Once you install Garageband, it is recommended to check for updates, as they could contain bug fixes.

The 10.0 version of Garageband has a lot more variety of musical loops, and to get more sounds it requires a download of 14.4GB. Even better, it's free!

Start using GarageBand
The GarageBand application can be found in the Applications folder of a new Macintosh. The image (Figure 1, to right) shows the GarageBand icon in the dock and part of a GarageBand project window containing musical notes in an edit window. GarageBand has eight menus including "Track", "Control" and "Help". The Help menu provides access to the GarageBand Help feature (see Figure 2, to left).

There is more help at the Apple webpage for GarageBand: www.apple.com/garageband. At the Apple website there is a video tutorial for GarageBand. The Apple tutorial video emphasizes how to use GarageBand for making podcasts and sound tracks for movies. There are many help files in GarageBand Help, the first help file is called "GarageBand basics".

A fun way to get started with GarageBand is to download a project file.

GarageBand comes with pre-recorded sound files called "Apple Loops". To access the Apple Loops, click on the "loop browser" button (see Figure 3, right, below). The loop browser helps you find interesting instrument sounds and hear them. When you find a sound you like just drag it up into the "tracks" window. Click the "play" button and adjust the volume control slider.

Note: the red button is for recording (see below for details). The play button (triangle) works as both a play button and a stop button and you can also use the space bar to control play of your project's sounds.

Movie scores
When you start GarageBand 3 you can select music, podcast or movie score projects (See figure 4, left). As an example, imagine that someone created a movie (QuickTime .mov format) corresponding to the animated Gif shown in Figure 5. This tutorial will explore how you can use GarageBand to produce a sound track for the movie. First, launch GarageBand 3 and select a new movie score project. After the new project window opens, drag a copy of the movie into the area of the GarageBand window that says "drag movie here". In this case, the original movie file only has video. Once the movie is in your GarageBand project, you can start adding sound tracks. In this case we will use several over-lapping channels of Apple Loops and voice input. The movie that is used as an example was created as an example for Wikiversity shorts, so it is a short movie, only about 15 seconds long.

The sample movie (Figure 5) is playing around with the term "short". The basic background sounds of the movie are sounds like electrical "shorting". The voice content is simple, "Learning the wiki way". See the QuickTime version of this short movie with a sound track produced by GarageBand.

The GarageBand project for the sample movie combines four GarageBand sound tracks to produce a single sound track for the final QuickTime movie (See Figure 6, below). The list of tracks first shows the video track of the movie followed by two sound effects tracks, a music track and a voice track. All of the sounds used were taken from the Apple Loops library of sounds that comes with GarageBand, but some of these sound samples were shortened (easily accomplished by just click-draging the end of the colored box representing a sound). The Apple Loops browser at the bottom left of Figure 6 shows the source of the electrical sound used when the words "Wiki" and "Versity" collide. The track information for the voice track is shown in the lower right corner of Figure 6.

Time-variable volume control was used for three of the four sound tracks (the blue shaded track volume profiles). The voice saying "Learn the wiki way" was computer generating using the built-in Macintosh voice synthesizer. The desired text was entered into the SimpleText application, read by the computer and recorded (use the red "record" button) into GarageBand using the Macintosh's built-in microphone. The video preview window (upper right corner in Figure 6) allows you to watch the movie as you build the sound track.

When you are happy with the sound track for a movie, use the "Share" menu to export the finished movie.

Your turn
Try a small Garageband project. Describe your experience below:

Podcast creation with Garageband
There is a set of tutorial videos that you can download from Apple's website into iTunes. If that link does not work for your browser (requires iTunes), try this one.
 * Creating Your Own Podcast	- An overview of what a podcast is and how to create, manage and publish your podcast using iLife'06.
 * Planning Your Podcast Recording Session - Setting a structure for each episode and outlining each segment.
 * Recording Your First Podcast Episode - Creating a new episode, setting recording levels, and starting to record.
 * Polishing the Sound of Your Podcast Episode - Eliminating mistakes or pauses and adding introductory music and sound effects.
 * Enhancing Your Podcast Episode with Artwork and Chapters - Adding images and web links to each segment.
 * Exporting Your Podcast to iWeb - To begin collecting your episodes into a podcast series, you export from GarageBand to iWeb.
 * Making a Video Podcast - Using iMovie HD to capture and edit a video episode.
 * Adding a Podcast - Using iWeb to create a podcast with the episodes you made in GarageBand or iMovie HD.

Sample podcast
The basic idea for this sample podcast (Wikiversity Reports Volume 1) was to put the contents of this report on Wikiversity into podcast format. GarageBand exports podcasts in M4A format. This example file is about 3.7 Mb and runs 5 minutes.

If you are using most browsers including the Safari browser, use the link for "Wikiversity Reports #1" at this ourmedia webpage to view the podcast. If your browser has problems with that webpage, please leave a note describing your problem.

You can also use this webpage to download the "Wikiversity Reports Volume 1" podcast to your hard drive. If your web browser has problems downloading this file, you may want to use Firefox. Other browsers may load the M4A file into a browser window as a text file. If so, you can right click on this link and download the "text" file to your hard drive (WikiversityReports1.m4a.txt). Remove the ".txt" extension from the downloaded file name and open the "WikiversityReports1.m4a" file using QuickTime or iTunes (see below).

RealPlayer will play the audio part of the podcast, but it has trouble with the images. Windows media player does not recognize M4A files.

You can view the downloaded podcast with Apple's Quicktime player. For some reason, the Quicktime player by default opens the images in a 160 x 160 pixel window. For best viewing of the podcast images, use the Window menu of the player to open "Movie Info". Re-size the podcast window to 300 x 300 pixels.

You can also use iTunes to watch the image "slide show" that is in this podcast. Make sure you turn on the "song artwork" feature of iTunes (use the button circled in red, Figure 8). The default size for the song artwork window in iTunes is too small. Click and drag the window boundary (green oval in Figure 8) to enlarge the window. You can also get an even larger magnified view of an image by clicking on the song art window. While the song art window is in the lower left hand corner of iTunes, the chapter menu button is at the top near the search tool in iTunes 6. In iTunes 7, there is a regular chapter menu for podcasts with chapters. Chapters. Each image in a podcast can be given a chapter name and a URL can be provided. Quicktime and iTunes use different methods for display of a chapter's link at the bottom of the image (compare Figure 7 and Figure 8). The method used by iTunes is the same as what is shown in the GarageBand image preview. The QuickTime view of the podcast at this website does not allow you to select chapters and for some browsers the links in the chapter images may not function optimally. It is best to subscribe to the podcast and view from within iTunes.

Tips and hints. The GarageBand interface has a few features that I found to be sources of problems. As a company that has done much to bring us "what you see is what you get", Apple got a bit lazy with how GarageBand shows the video images for podcasts. The video image preview within GarageBand can be misleading. It does not indicate the way that either iTunes or QuickTime shows images by default.

When you insert an image into GarageBand, it creates a rectangular box that represents the temporal location and duration for display of the image in your podcast. GarageBand allows you to drag these rectangles around, but be careful! If the last thing you clicked on was the icon representing the entire image channel, then all of the individual images are selected. If you try to move or re-size just one image, you will actually move or re-size all of the images. If you are zoomed in on one image you might not notice that you have messed up all of the other images until you zoom out again. Always make sure you know exactly what is selected before you edit your podcast.

GarageBand can also be misleading in terms of audio quality. There are several choices available for podcast audio quality. In order to save on size, you might export your podcast project with a lower level of audio quality that what you heard while working in GarageBand. This can be a problem for certain sound and voice effects that might essentially become inaudible or simply be heard as noise in your final podcast.

Video podcasts
Video podcasting is for situations where you have a real digital video track. For example, see this video podcast of Jimmy Wales.

An example of a video podcast that was made using GarageBand on a Macintosh is for the example video from Figure 5, above. Video podcasts are basically just .mov QuickTime files.

Active participants
Active participants in this Learning Group
 * User:JWSchmidt - I want to be able to make sounds for Wikiversity the Movie

title: GarageBand


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Talk:Marjery Bryce

Untitled
This is a beginner aricle.

It would be great to find an Open Source image of Marjery Bryce and sister as Joan of Arc and page, as per copyright image in the Museum of London.

Also need more information on membership of WSPU or other activity for the movement and her acting training.

Thanks for any assistance. Kaybeesquared (talk) 16:40, 11 October 2019 (UTC)

source: wikimedia

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

title: Talk:Marjery Bryce


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2015 PTT Thailand Open – Doubles

Peng Shuai and Zhang Shuai were the defending champions, however Peng chose not to participate. Zhang partnered with Chuang Chia-jung, but lost in the first round to Anastasia Rodionova and Vera Zvonareva. Chan Hao-ching and Chan Yung-jan won the title, defeating Shuko Aoyama and Tamarine Tanasugarn in the final, 2–6, 6–4, [10–3].

Seeds
• # Chan Hao-ching / Chan Yung-jan (champions)

• # 🇯🇵 Kimiko Date-Krumm / 🇷🇺 Alexandra Panova (quarterfinals)

• # 🇦🇺 Jarmila Gajdošová / Ajla Tomljanović (quarterfinals)

• # Chan Chin-wei / 🇨🇳 Xu Yifan (semifinals)

title: 2015 PTT Thailand Open – Doubles


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Rüde

Etymology
From, from , from , possibly from , from a root shared by 🇨🇬, 🇨🇬. Or, from 🇨🇬,, , which would be related to 🇨🇬.

Cognate to 🇨🇬, probably also to 🇨🇬.

Noun

 * 1) male dog (male dog, wolf or fox, as opposed to a bitch (often attributive), also used for certain other mammals)
 * 2)  hound, foxhound
 * 3)  herding dog, guard dog strong male dog used for certain tasks
 * 1)  herding dog, guard dog strong male dog used for certain tasks
 * 1)  herding dog, guard dog strong male dog used for certain tasks

Synonyms

 * ,, , männlicher
 * ,, männlicher
 * ,, männlicher
 * ,, männliches

title: Rüde


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Talk:Pat Corrales

Firing in 1983
What's the story behind his being fired from a first place Phillies squad on its way to the NL Pennant? Surely there's more to that than we currently have. john k (talk) 02:02, 6 October 2008 (UTC)

title: Talk:Pat Corrales


text:
Zeugnis

Etymology
From ;. Cognate with 🇨🇬.

Noun

 * 1) testimony, witness declaration
 * 2) certificate, affidavit, report card

title: Zeugnis


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Polish/Neuter noun declension

= Neuter noun declension =

The neuter gender in Polish is least common. Many neuter words end in "-o" and their declension is somewhat similar to inanimate-masculine.

The archaic instrumental oczyma doesn't have much to do with the neuter gender - it was the Indoeuropean dual number (for a pair of things), which disappeared in almost all modern Indo-European languages. You can still find it in some expressions.

In the singular locative "krześle" you can see how softening works on a group of consonants – all consonants are softened, in that case "s" changes to "ś" and "ł" to "l".

As with other declensions, "e" may appear between two final consonants if there is no vowel after them ("null" ending).

The plural instrumental is "-ami"/"-iami" in almost all nouns, and "-imi"/"-ymi" in almost all adjectives. Here you can see one of the exceptions. For some historical reasons "a" disappeared and we have "-ćmi" instead of the expected "-ciami".

In the case of "dziecko", "oko" and "ucho" you can see that a slightly different form is used as the base for the singular and plural forms. This is also quite archaic.

If you find some neuter noun, try to decline it rather like "piwo", "krzesło" and "ciastko" rather than like "dziecko", "oko" or "ucho".

Examples:
 * Dziecko je ciastka - child eats cakes (cake in accusative)
 * Dzieci nie piją piwa - children don't drink beer (beer in genitive)
 * Oczy Piotra są zielone - Piotr's eyes are green (eyes in nominative, Piotr in genitive, green in nominative)
 * Kot jest na krześle - cat is on chair (chair in locative)

 * zielone - plural neuter form of adjective "green"

Neuter nouns ending in "-e" or "-ę"
The most common template is: Other templates are:

title: Polish/Neuter noun declension


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Covalent bonding

A covalent bond is a form of chemical bonding which is characterized by the sharing of electrons between atoms. Covalent bonds are mainly formed due to the tendency of the elements to attain a completely filled outer shell, that is, attain noble gas configuration and become stable.

Elements forming covalent compounds achieve noble gas configuration by sharing electrons within the atoms, unlike ionic compounds which achieve the noble gas configuration either by gaining or losing electrons from the outermost electron shell. In covalent bonds, when two atoms are in need of extra electrons to fill their outer valence electron shell, they will often share an electron. The most common example that most people are familiar with is water. The oxygen in water forms a covalent bond with the hydrogen, thus filling the hydrogen's outer shell with two electrons (this is because the outer shell of hydrogen has a maximum capacity of two electrons). While an oxygen atom, originally having six outer electrons, now has seven valence electrons, it requires another in order to fill the shell, and so it bonds with another hydrogen to form H2O. Oxygen, thus has attained the configuration of the noble gas neon and the hydrogen atoms have obtained the configuration of the noble gas helium.

Covalent bonding does not produce electrons, it simply pairs them so that each atom has access to at least one more valence electron than before the bond.

Covalent bonding occurs between atoms with similar electronegativity, and thus most often occurs between non-metals. However, as there are sometimes uneven distributions of electronegativity, either one of the elements in any given compound may attract the shared electrons closer to it than the other one. Therefore, it will have more of a negative charge than the other (while the other becomes more positive). Though this is not a charge to the extent of ions when they gain/lose electrons, due to the slight charge, covalent compounds can produce ionic properties.

A simple way to understand the concept of a covalent bond is, Co can be taken as "co-operation" or "jointly" and valence, so covalent means the co-operation or joining of valence electrons.

Types of Covalent Bonds
The bonds formed by sharing of an electron pair between two atoms can typically be single, double or triple; that is, in covalent bonds, atoms may be linked together by single, double or triple bonds.However there is also quadruple covalent bond. In simplest terms, "single", "double", and "triple" refer to the number of shared electron pairs in the bond. For example, in the dioxygen (O2) molecule, each oxygen must share two of its electrons in order to obtain the noble gas configuration of 8 valence electrons, resulting in a double bond of two shared electron pairs. The valency of an atom is the maximum number of bonds it can form, usually the number of electrons required to reach a stable noble gas configuration (there are exceptions to this rule, called the octet rule as all noble gases except helium have 8 valence electrons, discussed further down). Each double bond counts as 2 bonds for this purpose, and each triple bond counts as 3.

Whether a bond is single, double, or triple is its bond order.

Single Covalent Bond
In some molecules, a shared pair of electrons are contributed between the atoms, thus creating a "single bond". For example, in a hydrogen molecule, the two atoms of hydrogen are bonded together by a single bond.

How? The valency of hydrogen is 1, that is, the number of electrons present in the outermost shell is 1 and it needs 1 more electron to attain a noble gas configuration, that is a completely filled outer shell.

H has a valency of 1 and it needs 1 more electron to become stable. So, it forms a bond with another hydrogen atom and shares its electron with it and the second hydrogen atom shares its 1 electron with the first one,

( H x)               (x H )

(Here, x shows the number of electrons present in the outer shell of a hydrogen atom.) Now, the first atom shares its one electron with the second hydrogen atom and the second atom shares its one electron with the first one and thus we get one hydrogen atom.

( H (xx) H )

Thus, 2 atoms of hydrogen share their electron to form a molecule of hydrogen, H2. This allows each hydrogen atom to attain the electronic configuration of the noble gas helium. The shared pair of electrons is said to constitute a single bond within the two hydrogen atoms. It is a single bond because only one pair of electrons are shared within the hydrogen atoms. A single bond is denoted by a single line between the atoms. For example, the covalent bond in a hydrogen molecule is represented by:- H—H Such single covalent bond is also formed in chlorine molecule, Cl2.

Double covalent bonds
Sometimes, two atoms share two, not just one, electron pairs to attain a noble gas configuration, with each atom contributing two electrons for a total of four bonding electrons. The minimum valency of an atom that can participate in this kind of covalent bonding must have a minimum valence of 2. O has a valency of 2, with 6 electrons, needing 2 more to become stable (although oxygen has 6 electrons, it has a valency of 2 because it only needs 2 more for stability). It therefore can form a double bond with another oxygen atom, with each atom keeping 4 of its electrons uninvolved in bonding and sharing 2 with the other atom.

(xxxx O xx)               (xx O xxxx) thus becomes: (xxxx O (xxxx) O xxxx) 4 kept electrons plus 4 shared electrons then equals a stable 8-electron configuration. A double bond is denoted by a doubled line between the bonding atoms: O=O Such a double bond is also found in the carbon dioxide molecule CO2:

(xxxx O (xxxx) C (xxxx) O xxxx) Here, each oxygen atom double-bonds to the carbon atom. The carbon atom has 4 valence electrons, and since it needs 4 more, it has a valency of 4, allowing it to form 2 double bonds (or 4 total bonds): O=C=O

Triple covalent bonds
Likewise, when two atoms share three electron pairs, the bonding interaction is a triple bond. The minimum valency of an atom that can participate in this kind of bonding must be a minimum of 3.

N has a valency of 3, with 5 electrons, needing 3 more to become stable. It can form a triple bond with another nitrogen atom, with each atom sharing a total of 6 electrons with 2 unshared, making a full octet. (xx N xxx)                (xxx N xx) bonds to form: (xx N (xxxxxx) N xx) A triple bond is denoted by three lines connecting the bonding atoms:

Exceptions to the octet rule
Often one or more bonding atoms in a molecule do not satisfy the octet rule, even though the atom is stable with respect to its electron configuration.

For example, sulfur ( S ) has 6 valence electrons like oxygen. One might expect it to always share two to gain a noble gas configuration, but in sulfur hexafluoride (SF6), it shares all six of its valence electrons in single bonds with fluorine, thus exceeding the octet rule by 4 electrons: Likewise, sometimes an atom might have less than a full octet. Most elements that are not in the main groups (IA, IIA, IIIA-VIIA) don't follow the octet rule in this manner, and group IIIA elements also tend to have less than an octet.

Boron ( B ) has 3 valence electrons, needing either 5 more or 3 less to achieve a noble gas configuration. However, gaining 5 is not very easy (although it is possible, discussed later) while boron is too electronegative to fully lose all three.

Therefore, boron has a valency of 3 and shares all three valence electrons. However, other atoms can only share 3 total additional electrons with boron for a total of 6 - 2 short of the octet rule. Boron compounds of this kind are nevertheless stable. One example is boron trichloride (BCl3): The third and least-common violation of the octet rule occurs for molecules where the total valence electron count is an odd number. This makes complete electron pairing impossible and it is not possible to achieve a full octet For example, nitrogen monoxide (NO) has a total of 11 valence electrons. Nitrogen and oxygen easily share two electrons each, but nitrogen still needs a third electron. Oxygen and nitrogen can then be said to be sharing a third electron contributed from oxygen that is unpaired. However, this is not a replacement for a full electron pair and this is not a triple bond. It is more than a double bond, though, and can be called a "2 and a half" bond, where the dashed line represents the "half-bond" (this terminology is not exactly correct but sufficient for this example): As might be expected from the presence of an unpaired electron, odd-number-electron molecules tend to be reactive, as they are made more stable if their unpaired electron is paired.

Dative covalent bonds
The bonding pair of electrons need not come from both atoms. In some cases a single atom supplies both electrons shared in a bond. In carbon monoxide (CO), oxygen has 6 valence electrons and carbon 4 valence electrons. If each atom shares two electrons each, then oxygen satisfies the octet rule but carbon is still in need of two. (xx C xx) (xx O xxxx) (xx C (xxxx) O xxxx) Oxygen thus will share two more of its electrons with carbon, forming an additional bond with the pair of electrons entirely contributed from oxygen. This bond is a dative covalent bond. The electrons in question are highlighted in green. (xx C (xxxxxx) O xx) This additional bond adds on to the two bonds already made, so this is a triple bond, albeit an unusual one where the atoms don't make equal contributions to the bonding. It is represented like any other triple bond: Dative covalent bonds can also allow boron to achieve a complete octet. Boron trifluoride, with the same structure as boron trichloride (mentioned above), can react with ammonia (NH3), where nitrogen has 2 unshared electrons. The boron atom can link up to nitrogen in a dative covalent bond using those electrons:

title: Covalent bonding


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Talk:Hawaiian cuisine (disambiguation)

Requested move 22 September 2017

The result of the move request was: moved.  —  Za  wl  14:54, 29 September 2017 (UTC)

Hawaiian cuisine → Hawaiian cuisine (disambiguation) – Move to redirect to the clear primary topic of this phrase, Cuisine of Hawaii, which gets more than |Hawaii_regional_cuisine|Native_cuisine_of_Hawaii five times as many pageviews as the other topics combined (both of which are effectively subtopics of this topic). Title consistency would also seem to require that the clear primary topic of any "Foo"-an cuisine article would be identical to the "Cusines of Foo" page for that article. The placement of the disambiguation page at this title is causing problems with the template that identifies cuisines by country, which operates on exactly that premise. bd2412 T 13:40, 22 September 2017 (UTC)
 * Support In ictu oculi (talk) 13:53, 22 September 2017 (UTC)
 * Comment - Before I vote one way or another, I wanted to clarify one thing. After the move, would Hawaiian cuisine redirect directly to Cuisine of Hawaii, or would the Cuisine of Hawaii page be moved to Hawaiian cuisine in place of the disambig page? (If you intend to move the Cuisine of Hawaii page, I would recommend that instead of moving the page to Hawaii cuisine (similar to how California uses the term California cuisine instead, since the use of the term "Hawaiian" implies that the article would refer to indigenous Native Hawaiians.) 青い(Aoi) (talk)
 * My intention is that Hawaiian cuisine would redirect to Cuisine of Hawaii, which already begins with some discussion of Native cuisine of Hawaii. bd2412  T 21:04, 22 September 2017 (UTC)
 * Thank you very much for your quick response. I support your proposed change. 青い(Aoi) (talk) 21:06, 22 September 2017 (UTC)

 * Support per nom. The current Cuisine of Hawaii article is an umbrella article for all cuisines of and inspired by Hawaii and it is already WP:CONCEPTDAB.  I would go further and merge Hawaii regional cuisine and Native cuisine of Hawaii into this article.  Both of these articles are short and there is significant overlap among the three topics.  I encourage other users to peruse the articles and consider this as well.  —  AjaxSmack  00:44, 26 September 2017 (UTC)
 * I did notice that Hawaii regional cuisine seems a bit... promotional. However, that's not a battle I particularly wanted to pick in this discussion. bd2412  T 00:48, 26 September 2017 (UTC)

title: Talk:Hawaiian cuisine (disambiguation)


text:
Koh Kong (National Assembly constituency)

Koh Kong (កោះកុង) is one of the 25 constituencies of the National Assembly of Cambodia. It is allocated 1 seat in the National Assembly.


text:
Minoru Takase

Minoru Takase (高勢実乗) was a Japanese comedian and actor.

Career
Born in Hakodate, Hokkaido, Takase moved to Tokyo in 1905 and began acting in shinpa theater. He started to appear in films after 1915, including Teinosuke Kinugasa's avant-garde film A Page of Madness (1926). When Kinugasa joined Shochiku, Takase followed him and appeared in many films starring Chōjirō Hayashi, as well as in Kinugasa's Crossroads (1928). He moved to Nikkatsu in 1928, often playing villains, but changed to comedy after appearing in Mansaku Itami's Kokushi Musō (1932). Sadao Yamanaka used him in such a role in The Million Ryo Pot (1935). After moving to Toho in 1937, his comic persona involved appearing in strange clothes and spouting odd phrases.

title: Minoru Takase


text:
Bree Turner

Bree Nicole Turner (born March 10, 1977) is an American actress and dancer; she is best known for her role as Rosalee Calvert on Grimm.

Early life
Turner was born March 10, 1977, in Palo Alto, California and grew up in Alamo, California. Her father is former NFL linebacker Kevin Turner. In 1995, she graduated from Monte Vista High School in Danville, California, where she was voted 1994 Homecoming Queen. She then attended King's College London and University of California, Los Angeles.

Career
Turner landed her first speaking role in Deuce Bigalow: Male Gigolo. That same year, she was cast on MTV's late night anthology series Undressed. She also did TV commercials for Gap "Khaki Country" and "Khaki-a-go-go," and for Dr Pepper.

Turner was a background dancer in feature films as The Big Lebowski (1998), She's All That (1999) and Austin Powers: The Spy Who Shagged Me (1999). She had roles in The Wedding Planner (2001), Joe Dirt (2001), American Pie 2 (2001), and the starring role of head cheerleader in Bring It On Again (2004).

Turner has also appeared in independent films, including the musical and romantic drama True Vinyl (2000) and the wrestling drama Backyard Dogs.

Turner has worked in television, with recurring roles on the UPN sitcom Moesha, the ABC sitcom Spin City, the CBS drama Cold Case, guest starred on the UPN drama Sex, Love & Secrets and starred in the pilot episode ("Incident On and Off a Mountain Road") of Showtime's horror/thriller series Masters of Horror.

Turner has also acted on stage, playing Ivy in The Pages of My Diary I'd Rather Not Read at Hudson Mainstage Theater in Los Angeles in January 2003.

As of 2017, Turner finished her sixth season on the NBC drama series Grimm, portraying the character Rosalee Calvert. The part was a recurring role in season 1, moving to the main cast from season 2 onwards.

Personal life
In 2008, Turner married orthopedic surgeon Justin Saliman at the Casa Del Mar hotel in Santa Monica, California. They have a daughter named Stella Jean (b. June 29, 2010), and a son named Dean (b. September 12, 2012). In March 2018, Turner filed for divorce citing irreconcilable differences.

title: Bree Turner


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User:Theresa knott

The same Theresa Knott as here

My home page

At the moment I am working mainly on the wikijunior project. I have also finished the GCSE electricity and magnetism book.

User:Theresa knott/sandbox

School Computer Club
The following girls are my pupils. Please let me know if you have any problems with them.

User:Flower(Knott)

User:Cheese (knott)

User:Pong(knott)

User:Emerald (knott)

User:Lolly(knott)

User:Ellie (knott)

User:Cutie pie (knott)

User:Muffy (knott)

links
http://www.chemicroc.com/ChemiCroc.swf http://www.bbc.co.uk/schools/ks3bitesize/flash/sci_ani_15.swf http://www.scienceunleashed.ie/Games/States%20of%20Matter.swf http://ecokids.earthday.ca/pub/eco_info/topics/frogs/chain_reaction/assets/flash/chain_reaction.swf http://www.sciencelessons.co.uk/flash/chain.swf http://game.gprime.net/media/game/magnetism.swf http://www.mystery-productions.info/hyper/Hypermedia_2003/Johns/export.swf

User:Zag (knott)

title: User:Theresa knott


text:
Wikiversity talk:Announcements

What sort of "Wikimedia announcements" are going here? It makes no sense to me to duplicate every single little thing that happens on Meta to this page; stick to Wikiversity stuff, and important Wikimedia announcements. robchurch | talk 12:13, 24 August 2006 (UTC)

 * It seems to me conferences and Board elections are important. You can remove them if you disagree. Concerning other WM things, there's a link to meta goings-on on top of the page precisely to avoid duplicating things. guillom 12:28, 24 August 2006 (UTC)

I disagree that a Dutch Wikimedia conference is particularly relevant to the English Wikiversity. robchurch | talk 12:58, 24 August 2006 (UTC)
 * I've understood your point and you can see I've already removed these links. But your message wasn't very nice; my aim was to spread the news, not to "duplicate" anything. I couldn't have duplicated anything, by the way, since these news don't even appear in meta goings-on (which may makes you say they are really minor). Thanks for your help anyway. guillom 13:13, 24 August 2006 (UTC)
 * FWIW, Re: Dutch Wikimedia conference - Kennisnet (who are sponsoring that conference) are also very interested in working with/on Wikiversity, from what I can gather. (And no, don't put that on the announcements - yet ;-)) Cormaggio 13:19, 24 August 2006 (UTC)

title: Wikiversity talk:Announcements


text:
Talk:مانس

This meaning (meat) is highly incorrect. The correct meaning is "the MAN". The Sindh/Hindi word corresponding to meat is ماس, the word without a ن.

Aursani 16:42, 6 October 2007 (UTC)

 * Actually, the Urdu/Hindi meaning is correct ("meat") with the pronunciation as "mā.ns". "mās" is also correct (it is a variation of "mā.ns").  The corresponding word that you're talking about is "mānus" (which is spelled the same way).  I will add the "man" meaning as well. --Dijan 21:35, 6 October 2007 (UTC)

title: Talk:مانس


text:
User:Pianist~enwikiversity

Intrests:

 * 1) Music - Piano + Composition
 * 2) History - France ~ 18th Century + Russia 20th Century

title: User:Pianist~enwikiversity


text:
Heshmatiyeh

Heshmatiyeh may refer to:
 * Heshmatiyeh, Fars
 * Heshmatiyeh, Markazi
 * Heshmatiyeh, Zeberkhan, Nishapur County, Razavi Khorasan Province
 * Heshmatiyeh Prison

title: Heshmatiyeh


text:
Talk:Calculus/Real Numbers and Their Development

Placeholder for content I will upload later today. Content will motivate the use of the real number system, what a mathematician means by continuity, and introduce the concept of the limit as it pertains to sequences and series. Ron 05:03, 23 August 2006 (UTC)

 * Okay, we'll stay tuned :-) --HappyCamper 05:06, 23 August 2006 (UTC)

Imaginary numbers
I know this is about real analysis, but would it be worthwhile to mention something about the imaginary numbers? --HappyCamper 00:34, 24 August 2006 (UTC)

 * Hmm. Complex numbers are pretty complex to motivate at this elementary point. :D Nevertheless, I'll see if I can work them into the end of this lesson, because they are extremely important in completing our concept of number. -- Ron 01:03, 24 August 2006 (UTC)

 * Don't forget about quaternions, and octernions. Ooh...and sprinkle some stuff about groups...ah! The beauty of mathematics!

 * Seriously, I read the article. Quite nicely written I might add. I'm tempted to dig up my notes on pi and e, and perhaps add them here as well. Would be interesting tidbits I think. --HappyCamper 02:55, 24 August 2006 (UTC)


text:
Psychiatric Liberation

Course Description
Exploring the issues surrounding the treatment of the "mentally ill" in institutions and our wider society. Particularly the issues of forced treatment, pharmaceutical drugs, and stigmatization of the mentally ill.

Wikipedia articles

 * Liberation psychology
 * Anti-psychiatry
 * Outline of the psychiatric survivors movement

Syllabus

 * /Language and "Mental Illness"/
 * /History of Psychiatric Institutionalization/
 * /Psychopharmaceutical drugs and herbal remedies/
 * /Shamanism and Psychosis/
 * /Social constructions of mental illness/
 * /Stigma/

The Outside World

 * Freedom Center
 * The Icarus Project
 * Support Coalition International

title: Psychiatric Liberation


text:
Wikiversity talk:News

If this is a page for meta-news about Wikiversity maybe it should go un the Wikiversity namespace. --JWSchmidt 18:25, 15 August 2006 (UTC)

Where are announcements about Content?
Good News! The first  Motion Picture Storyboard has been created for the WikiU Film School's short movie called Seduced by the Dark Side!

Where do I tell people about it? All the news and announcement pages that I can find are only about the site itself, not about the new and great lessons inside. Robert Elliott 16:06, 9 October 2006 (UTC)

"The "news" list here isn't new. Is someone supposed to keep this thing current?" IDangerMouse 14:28, 25 January 2011 (UTC)
 * see also Main Page/News + Colloquium, Erkan Yilmaz uses the Chat + Identi.ca 18:38, 25 January 2011 (UTC)

mechanical engineering projects
project ideas on hydrogen energy

title: Wikiversity talk:News


text:
Talk:US History/Early Colonial Period

Aztecs and Incas in the area which is now US???

 * No, but they deserve mention. This chapter is pre-Jamestown, not much is happening in NA. Also you should have a clear idea of what's happening in other areas of the new world and europe, for perspective. There might even be a sub-chapter devoted to european history at this time, because it's so important in the formation of the US. Etothex 01:46, 14 Sep 2003 (UTC)

Not much happening! Remember that there were Spanish settlements in New Mexico (often confused with Mexico, but it was occupied by U.S. forces and clained by the U.S. in 1848) by 1598 under the leadership of Don Juan de Oñate, a few years before Jamestown was settled. Also long before that, the Chaconian culture which lead to the Pueblo Culture was in the Southwest as well. The Aztec and other cultures of the Valley of Mexico traded with the Chaconians, and they may have lived in the Southwest (Atzlan) before their journey to the valley of Mexico, but other than that they weren't part of U.S. History. Cybergata

Henry VIII and the Church of England
I am not sure I like the section here. The Anglican church was intended as a Catholic church that the King rather than Pope controlled. It was not intended to incorporate any of the protestant doctrines around at the time. I have not edited this as I am unsure as to what extent and when the Anglican church (C of E) became protestant (or viewed itself as such) thereafter.
 * Having found out more after I entered the above message I have edited it Dainamo 23:38, 4 Nov 2004 (UTC)

Colombus is too brief
One of the great failures of the American education system is to make Colombus, a man who slaughtered the native people of the US out of greed for gold, look like a hero. By not mentioning his habit of massacring natives, this book simply repeats the problem it should seek to solve. After all, is this not supposed to be a NPOV book? -- LGagnon 03:06, 4 September 2006 (UTC)

Review Questions
I've just added six questions at the end of the chapter to reinforce the material. I hope they help all prospective readers (and test-takers).

--Ccny930 23:28, 28 October 2006 (UTC)

title: Talk:US History/Early Colonial Period


text:
Cross-phase modulation

Cross-phase modulation (XPM) is a nonlinear optical effect where one wavelength of light can affect the phase of another wavelength of light through the optical Kerr effect. When the optical power from a wavelength impacts the refractive index, the impact of the new refractive index on another wavelength is known as XPM.

Applications of XPM
Cross-phase modulation can be used as a technique for adding information to a light stream by modifying the phase of a coherent optical beam with another beam through interactions in an appropriate nonlinear medium. This technique is applied to fiber optic communications. If both beams have the same wavelength, then this type of cross-phase modulation is degenerate.

XPM is among the most commonly used techniques for quantum nondemolition measurements.

Other advantageous applications of XPM include:
 * Nonlinear optical Pulse Compression of ultrashort pulses
 * Passive mode-locking
 * Ultrafast optical switching
 * Demultiplexing of OTDM channels
 * Wavelength conversion of WDM channels
 * Measurement of nonlinear optical properties of the media (non-linear index n2 (Kerr nonlinearity) and nonlinear response relaxation time)

XPM in DWDM applications
In dense wavelength-division multiplexing (DWDM) applications with intensity modulation and direct detection (IM-DD), the effect of XPM is a two step process: First the signal is phase modulated by the copropagating second signal. In a second step dispersion leads to a transformation of the phase modulation into a power variation. Additionally, the dispersion results in a walk-off between the channels and thereby reduces the effect of XPM.
 * XPM leads to interchannel crosstalk in WDM systems
 * It can produce amplitude and timing jitter

title: Cross-phase modulation


text:
List of tallest cooling towers

This is a list of cooling towers above 500 ft / 150 m.

List of tallest cooling towers
indicates a structure that is no longer standing.

title: List of tallest cooling towers


text:
Wikiversity talk:Namespaces

101 "Problem"
101 problem - Not all English-speaking countries number courses starting at 101. "Foo 101" means nothing to some people. It is better to say "Introduction to Foo".

Where I went, they didn't number the courses "101", but I still get the concept. I did courses like:

 * SCC172: Basic Programming Concepts
 * ALG101: Introduction to Linguistics

My point is, the name should be descriptive, but the course code could be anything. For example, SCC172 was broken down as follows:
 * S: Faculty of Science
 * C: School of Computing and Mathematics
 * C: Dept. of Computing
 * 1: First year
 * 72: ??? -- But the first semester courses were SCC171 and SCC172, whereas second semester were SCC181 and SCC182; in later years they indicated different "streams": sets of majors typical subjects (ie. Computer Science vs. Software Engineering vs Information Systems).

Likewise ALG101:
 * A: Faculty of Arts
 * LG: School of Linguistics
 * 1: First year
 * 01: ???

Additional (from another):

In my own experiance even/odd usually designates, in once-a-year courses, if it is offered first or second semester; also, '101' is traditionally reserved for 'Introduction to Foo.'

Personally, I advocate a combined system, on the basis that without some sort of course codes "Introduction to Foo" would come on the list after "General Foo" and "Intermediate Foo," both of which are more advanced courses. However, if you prefix the titles with course codes, they will sort out in the order of how advanced they are. If full course codes are used -- Foo### instead of just ### -- this would also ensure that courses on Foo, Bar, and anything else could be placed on the same list and still end up together.

Namespace Discussion
Has a consensus been reached about namespaces and how they are organized? -- Xlbnushk 02:10, 10 November 2006 (UTC)
 * There has been very little discussion of these matters. The main difference between Wikiversity namespaces and the namespaces of Wikipedia is that Wikiversity has "School:" and "Topic:" namespaces. The way this came about is that when Wikiversity started to develop, academic subject areas were divided into large subject areas called "schools" and each school had more narrow topic areas. Most of these school and topic pages had no real educational content and were like Wikipedia's content development WikiProjects. At Wikipedia, content development projects exist within a "pseudo-namespace"; their names all start with "Wikipedia:WikiProject". --JWSchmidt 03:44, 10 November 2006 (UTC)

Xlbnushk 06:28, 10 November 2006 (UTC) -- I gather from what I've seen and from your post on the naming conventions page, however, that discussion has already been held. Why do you say that there has been very little discussion?

 * The practice of having content development projects started spontaneously at Wikipedia. The way Wikipedia deals with content development projects demonstrates that such projects can exist within the "Project:" namespace (Project=Wikipedia). The practice of having Wikiversity content development projects within the new "School:" and "Topic:" namespaces happened "by accident", without any serious discussion. Some people have expressed a sense of confusion over the use of "School:" and "Topic:" namespaces, some people have suggested that there really only needs to be one namespace for Wikiversity content development projects and you have suggested that rather than have multiple "layers" of "topics" (such as divisions and departments) there could be even more namespaces, one for each "layer" of topics. Thus, at least four different approaches to having a namespace system for content development projects have been identified, but there has been very little discussion aimed at trying to figure out which approach might be best. The two existing systems (the Wikipedia system and the Wikiversity system) "just happened", which is not a real argument that indicates these are the best ways to handle content development projects. --JWSchmidt 07:22, 10 November 2006 (UTC)

 * Xlbnushk 15:41, 10 November 2006 (UTC) -- Would you be interested in helping start some official discussion of the topic?

 * Can I suggest adding a "Faculty" namespace - this way you could have a faculty of Law, Engineering & Technology, Arts etc. I'll use the example of Engineering & Technology because thats what I'm more familiar with - adding the faculty namespace would in my opinion lessen the confusion of what to put in each name space because it would be easier to make a consistent standard. For example:
 * Faculty of Engineering & Technology
 * School of Electronic & Electrical Engineering
 * List of subject areas [topic namespace]
 * Individual Subjects [main namespace]
 * School of Mechanical Engineering etc etc
 * This way the divisions in each faculty would be uniform - making it easier for readers to navigate. It also seems to me that it is difficult for people to write content without a formalised organisational structure and some of the content is being duplicated in multiple pages in separate namespaces. Just my two cent spuzzdawg 14:56, 15 May 2007 (UTC)

 * Two "new" (not found at Wikipedia) namespaces have been added to Wikiversity ("School:" and "Topic:") because of the way the Wikiversity project developed at Wikibooks: in a sense, those were special cases. Rather than make a new "Faculty:" namespace we can use portal pages in the "Portal:" namespace. The idea of a portal for organizing large amounts of content is familiar to many wiki users because portals are used at Wikipedia. Even non-wiki websites frequently use portal pages. The idea of a portal is not a difficult concept. The term "faculty" in not welcome at Wikiversity. For many people, "faculty" means teachers who meet special qualifications and who are hired by an educational institution that confers degrees. We do not want to give anyone the idea that Wikiversity has faculty members. "content is being duplicated in multiple pages in separate namespaces" <-- people have to learn the uses of the "School:" and "Topic:" namespaces as the places for Wikiversity content development projects. Yes, sometimes people start developing content on "Topic:" pages. That is fine. It is a trivial matter to move that developing content to a page in the main namespace. --JWSchmidt 18:10, 15 May 2007 (UTC)

Proposals: no subpages in school or topic namespace
"There should be no subpages in the topic portal or school namespaces. Use the template or main namespace instead."

Would this work? Would it hinder or help Wikiversity? Could the template and main namespaces be utilized more fully? --Remi 15:05, 1 April 2008 (UTC)

title: Wikiversity talk:Namespaces


text:
marshalli

Etymology
Named in a pseudo-Latin manner for any of several naturalists named Marshall, especially Humphry Marshall.

Noun

 * 1) Marshall (attributive); used in taxonomic names for organisms having English names of the form "Marshall's ..."

Etymology
From.

Noun

 * 1) Marshallese language

title: marshalli


text:
US History/English Colonies

Patterns of Colonization
The islands of Great Britain changed greatly in the Renaissance, resulting in the Church of England, the British Civil War, and total transformation of economic, political, and legal systems. Yet through this time, despite pressure from other nations and America's own Natives, a diverse set of English colonies were planted and thrived.

These new colonies were funded in three different ways. In one plan, corporate colonies were established by joint stock companies. A joint stock company was a project in which people would invest shares of stock into building a new colony. Depending on the success of the colony, each investor would receive profit based on the shares he had bought. This investment was less risky than starting a colony from scratch, and each investor influenced how the colony was run. These investors often elected their own public officials. (An example of a joint stock company on another continent was the British East India Company.) Virginia was settled in this way.

Proprietary colonies were owned by a person or family who made laws and appointed officials as he or they pleased. Development was often a direct result of this ownership. Charles II granted William Penn the territory now known as Pennsylvania. Penn's new colony gave refuge to Quakers, a group of millennial Protestants who opposed the Church of England. (Quakers did not have ministers and did not hold to civil or religious inequality, making them a dangerous element in hierarchical societies.) Penn was an outspoken Quaker and had written many pamphlets defending the Quaker faith. He also invited settlers from other countries and other Protestant minorities, and even some Catholics.

Finally, royal colonies were under the direct control of the King, who appointed a Royal Governor. The resulting settlement was not always identical to England. For example, England had broken with Catholicism during the reign of Henry the Eighth, and the Old Faith was seen not only as religious heresy but the prelude to domination by other countries. Yet Maryland's grant of toleration of Catholics was granted as a boon from the British Crown. In 1634, Lord Baltimore appointed George Calvert of England to settle a narrow strip of land north of Virginia and south of Pennsylvania as a Catholic colony via a royal charter. Fifteen years later, in 1649, he signed the Act of Toleration, which proclaimed religious freedom for its colonists. Despite the original charter, Protestants later became the majority faith. After Lord Baltimore's death several years later, Margaret Brent, the wife of an esteemed landowner in Maryland, executed his will as governor of the colony. She defied gender roles in the colonies by being the first woman of non-royal heritage to govern an English colony.

Massachusetts Bay Colony
The Massachusetts Bay Colony, another corporate colony, was founded as a place far from England where its religious dissenters could live. The Puritans, a group of radical Protestants who wanted what they called a return to the faith of the Bible, suffered torture and execution because they disagreed with the official Church of England. In 1620, forty-one Puritans (who called themselves Pilgrims) sailed for the new world. Their own contemporary accounts show that the Pilgrims originally intended to settle the Hudson River region near present day Long Island, New York. Once Cape Cod was sighted, they turned south to head for the Hudson River, but encountered treacherous seas and nearly shipwrecked. They then decided to return to Cape Cod rather than risk another attempt to head south. After weeks of scouting for a suitable settlement area, the Mayflower's passengers finally landed at Plymouth in present-day Massachusetts on December 26, 1620. They called it Massachusetts after the name of the Indian tribe then living there.

William Bradford, who was selected as a governor after the death of John Carver, wrote a journal that helps us to better understand the hardships colonists endured, encounters with the Native Americans, and ultimately, the success of the colony. The Pilgrims agreed to govern themselves in the manner set forth in the Mayflower Compact, which signed on the Pilgrims' ship, The Mayflower. After two years they abandoned the communal form of partnership begun under the Compact and in 1623 assigned individual plots of land to each family to work.

Ten years later, the joint-stock Massachusetts Bay Company acquired a charter from King Charles of England. The colony of Plymouth was eventually absorbed by Massachusetts Bay, but it remained separate until 1691.

A large group of Pilgrims later migrated to the new colony of Massachusetts Bay. In keeping with its mother Church of England, the colony did not provide religious freedom. It only allowed (male) Puritans the right to vote, established Puritanism as the official religion of the colony in The Act of Toleration, and punished people who did not go to their Church.

New York
Other countries used the joint-stock company to fund exploration. In 1609, the Dutch East India company discovered a territory on the eastern coast of North America, from latitude 38 to 45 degrees north. This was an expedition in the yacht Halve Maen ("Half Moon") commanded by Henry Hudson. Adriaen Block and Hendrick Christiaensz explored the territory from 1611 until 1614. In March of 1614 the States General, the governing body of the Netherlands, proclaimed exclusive patent for trade in the New World. The States General issued patents for development of New Netherland as a private commercial venture. Ft. Nassau was swiftly built in the area of present day Albany to defend river traffic and to trade with Native Americans. New Netherland became a province of the Dutch Republic in 1624. The northern border was then reduced to 42 degrees north, as the English had encroached north of Cape Cod.

According to the Law of Nations, a claim on a territory required not only discovery and charting but settlement. In May 1624 the Dutch completed their claim by landing thirty Dutch families on Noten Eylant, modern Governors Island.

In the next few decades incompetent directors-general ran New Netherland. The settlers were attacked by Native Americans, and British and Dutch conflicts seemed destined to destroy the colony. All that changed when Peter Stuyvesant was appointed Director-General in 1647. As he arrived he said, "I shall govern you as a father his children". He expanded the colony's borders. He oversaw conquest of the one settlement of northernmost Europe, New Sweden, in 1655. He resolved the border dispute with New England in 1650. He improved defenses against Native American raids, and the population of the colony went from 500 in 1640 to 9,000 by 1664. But in August of 1664, four English warships arrived in New York Harbor demanding the surrender of the colony. At first, Stuyvesant vowed to fight, but there was little ammunition and gunpowder. He received weak support from the overwhelmed colonists, and was forced to surrender. New Netherland was subsequently renamed New York, in honor of the British Duke of York.

In an attempt to gain supremacy over trade, the English waged war against the Dutch in 1664. The English took control over the Dutch harbor of New Amsterdam on the Atlantic coast of America. James, the brother of King Charles II, received the charter for New Amsterdam and the surrounding Dutch territory.

In 1673 the Dutch, lead by Michiel de Ruyter, briefly reoccupied New Netherland again, this time naming it New Orange. After peace was made, ending the Third Anglo-Dutch War, they agreed to return it to the English.

Patterns of Colonization in the Other Early Colonies
The territory of Carolina, named after the British King Charles I, was granted as a proprietary colony to eight different nobles. The proprietors divided Carolina into two separate colonies -- North Carolina and South Carolina.

Four colonies were formed by division from already extant larger territories. When New Holland was taken to become New York, King James granted a portion of the territory, present-day New Jersey, to Lord Berkeley and Sir George Cartaret, while retaining present-day New York for himself as a proprietary colony. Sir George had come from the Isle of Jersey, and the new colony was named accordingly. Another portion of the territory became the crown colony Connecticut. This colony was also named for its native tribe of Indians. A corner of Pennsylvania which was not peopled by Quakers separated in 1704 to become the colony of Delaware. This was given the name of Thomas West, Third Baron De La Warr, a nobleman under Queen Elizabeth and a noted adventurer.

Rhode Island was a unique experiment in religious and political freedom. Massachusetts banished Roger Williams after he began asserting that Jesus Christ meant for the Church to be separate from the governing authority. This dissenter from the Church of England, and then from the Puritans, became the first American Baptist. After many adventures in other colonies, he bought land from the Narragansett Indians for a new settlement. Providence was meant to be a colony free from religious entanglements and a refuge for people of conscience. He was later followed by Anne Hutchinson. She had outraged Boston divines because she was a woman who preached, and because she believed that one's works were not always tied to grace, unlike the Puritans. She also bought land from the Indians. On this was the settlement subsequently named Portsmouth, and afterward a dissident sister town, Newport. The colony was partially based upon Aquidneck Island, later called Rhode Island for unknown reasons, and the entire establishment eventually took its name from that place.

Georgia was another proprietary colony, named after King George I, with a charter granted to James Oglethorpe and others in 1732. It was intended as a "buffer" colony to protect the others from attacks from the Florida Spanish and the Louisiana French. Because of this, Georgia was the only colony to receive funds from the Crown from its founding. The laws in Great Britain put people in prison for debt. Many of these people were shipped from overcrowded jails to freedom in the wilds of Georgia colony. America was already seen as a land of prosperity, and Oglethorpe hoped that the ex-prisoners would soon become honest and rich. However, few of the prisoners of London jails knew how to survive in the new wilderness.

Portrait of the British Colonies
The Colonies are often considered as three groups: New England (New Hampshire, Massachusetts, Rhode Island, Connecticut), the Southern Colonies (Maryland, Virginia, the Carolinas, and Georgia), and the Middle Colonies (New York, New Jersey, Pennsylvania and Delaware). Sometimes the Carolinas and Georgia are counted as separate from the Chesapeake Colonies.

Each group had geographic and economic characteristics. New England's rocky soil only encouraged small farms, and its agricultural opportunities were limited. Thus it focused on fishing, forestry, shipping, and small industry to make money.

Richer land in the Southern colonies was taken over by individual farmers who grasped acreage. This created large plantation farms that grew tobacco, and later cotton. Farms in the Carolinas also farmed sugar, rice, and indigo. In the 17th century, these were farmed by indentured servants, people who would work for a period of years in return for passage to America and land. Many of these servants died before their indentures ended. A group of indentured servants rose up in Bacon's Rebellion in 1676. After Bacon's Rebellion, plantations began using African slaves instead. Even after release from indenture, many of these white people remained in the economic lower classes, though not subject to the slave codes, which became more harsh as time passed, denying almost all liberty to slaves in the southern colonies. By the American Revolution, one in five colonists was an African slave. And the products produced by slavery in the South were consumed and traded by towns in the Middle Colonies and New England. Few people questioned the slave economy.

The Middle Colonies had medium-sized farms. These colonies also had people from many different cultures with many different beliefs. Individuals in these states used indentured servants, and later slaves, but there was not the concentration of masses of slave labor found in the Southern colonies.

Another distinction lies in religious practices. New England was mostly Congregationalist, with some admixture of Presbyterian congregations and the religious non-conformists who called themselves Baptists. These were all descendants of dissenters before and during the British Civil War. The South was mostly Anglican, cherishing religious and secular traditions and holidays. The Middle Colonies held small groups of people from Holland, German lands, and even Bohemia, and they brought a welter of Catholic and Protestant faiths.

Among the whites sent to the colonies by English authorities were many Scots-Irish people from Ulster. These had been Calvinist Protestants in the middle of a Irish Catholic majority, at odds both with them and with England. This minority settled in the frontier region of the Appalachian Mountains and eventually beyond in the Ohio and Mississippi country. In America their desire for land and freedom pushed the colonial boundary westward at little cost to the government, and provided an armed buffer between the eastern settlements and Native American tribes which had been driven away from the seaboard. Colonial frontiersmen endured a very harsh life, building their towns and farms by hand in a dense wilderness amid economic deprivation and native attack.

Each colony developed its own areas of edification and amusement, depending upon the local faith and the local capacities. The culture of the South recorded early interest in musical theater, with Charleston, South Carolina and Williamsburg, Virginia as hubs of musical activity. A performance of Richard III, the first professional production of Shakespeare in America, took place in New York City in 1750. And preachers, lecturers, and singers entertained the colonists.

Their commonalities were stronger than their differences. All three regions shared a population mostly derived from the British Isles. All had terrible roads, and all had connections to the Atlantic Ocean as a means of transportation. And all were tied to the Atlantic economy. Atlantic merchants used ships to trade slaves, tobacco, rum, sugar, gold, silver, spices, fish, lumber, and manufactured goods between America, the West Indies, Europe and Africa. New York, Philadelphia, Boston, and Charleston were the largest cities and main ports at that time.

Early Technology
The first wave of colonists used hand labor to cultivate their farms, and established such land-based crafts such as pottery and tanning. As later ships brought cattle and horses, draft animals became part of the economy. Indentured servants, and then slaves kidnapped from Africa, were imported. This was when larger plantations began to be founded. In the latter part of the eighteenth century small-scale machine-based manufacturing began to appear. Individuals started to dig for coal and iron ore. New England used the latter to begin making building tools and horseshoes. A new textile industry arose, dependent in part upon Southern cotton. Powered by wood or coal and fed by the need for strong metal, household forges pioneered new techniques of iron-making. The blacksmith and the tinsmith became part of large settlements. Colonies started making mechanized clocks, guns, and lead type for printing.

Mercantilism, Salutary Neglect and British Interference
The American colonies, entirely new societies separated by an ocean from Great Britain, believed they had the right to govern themselves. This belief was encouraged by Great Britain's Glorious Revolution and 1689 Bill of Rights, which gave Parliament the ultimate authority in government. A policy of relatively lax controls or Salutary Neglect ended in increased British regulation resulting from the policy of mercantilism, and seen through the Lords of Trade and the later Navigation Acts.

Mercantilism
Parliament placed controls on colonial trade in obedience to the economic policy of mercantilism. This was the idea that a nation's economic power depended on the value of its exports. A country could use its colonies to create finished goods, rather than raw materials. These could be traded to other countries, thus increasing the strength of the colonizing nation. This policy had been put forth by a Frenchman named Jean-Baptiste Colbert. It seemed tailor-made for Great Britain. Spain had American gold as its economic base, and France had American furs. England had neither of these. But it had American cotton, molasses, and tobacco, as well as its state-of-the-art ships. Prior to the mid-1700's, the colonies had enjoyed a long period of "salutary neglect", where the British largely let the colonies govern themselves. This now ended.

The Lords of Trade
In an attempt to enforce mercantilism policies, King Charles II created the Lords of Trade as a new committee on the Privy Council. The Lords of Trade attempted to affect the government of the colonies in a manner beneficial to the English, rather than to the colonists.

The Lords of Trade attempted to convert all American colonies to royal ones so that the Crown could gain more power. Under King James II, the successor to Charles II, New York, New Jersey, and the Puritan colonies were combined into the Dominion of New England in 1687.

However, the Dominion only lasted a brief time. King James II, a Catholic, was seen as a threat by British Protestants. James was overthrown (he was technically held abdicated by Parliament) in the bloodless Glorious Revolution of 1688. In 1689, James' daughter Mary II and her husband William III took the throne as joint rulers. However, the British Parliament actually held the power. The Dominion of New England was dissolved, the various separate colonies were reestablished, and the Lords of Trade were abandoned (replaced by a Board of Trade, a purely advisory body).

Navigation Acts
Beginning in 1660, the Parliament of England passed the Navigation Acts to increase its benefit from its colonies. The Acts required that any colonial imports or exports travel only on ships registered in England, meaning that only England could have the shipping power and the fees derived from them. They forbid the colonies to export tobacco and sugar to any nation other than England. (Tobacco was then used as medicine, and sugar was used to make alcohol, also a medicine.) And the colonies could not import anything manufactured outside England unless the goods were first taken to England, where taxes were paid, and then to the colonies.

In the 1730s, The Sugar Act established a tax of six pence per gallon of sugar or molasses imported into the colonies. By 1750, Parliament had begun to ban, restrict, or tax several more products. It tried to curtail all manufacture in the colonies. This provoked much anger among the colonists, despite the fact that their tax burdens were quite low, when compared to most subjects of European monarchies of the same period.

Colonists hated the Navigation Acts because they believed they would be more prosperous and rich if they could trade on their own behalf. They also believed that some vital resources would not be found in Britain.

Indians in the 1700s
Indians of the Great Plains:

Today, the area where the Indians of all the Great Plains lived is located from the Rocky mountains to the Mississippi River. During the 1700s, there were about 30 tribes that lived on the Great Plains. These tribes tended to rely on buffalo as their food source as well as other daily needs, such as clothing. Not only did Indians, specifically women, make their clothing out of buffalo, but also out of deer. Women would soak the deer or buffalo and scrape off the hair of the dead animal.

Also, Indian tribes traded with one another. The number of horses an individual owned was a sign of wealth; Indians would trade their horses for food, tools, weapons(such as guns), and hides. Since the tribes spoke many different languages from one another, they had to use sign language to be able to trade with each other.

Philadelphia Election Riot
A riot broke out on election day in Philadelphia in 1742 as a result of the Anglican population disagreeing with the Quaker majority. The riot stemmed over a power struggle between the Anglican and Quaker population. The Quakers had a history of political dominance over Philadelphia. The German population backed the Quaker vote because of the Quaker Pacifism which would protect from higher taxes and ultimately the draft. On election day, the Anglicans and sailors fought with the Quakers and Germans. The Quakers were able to seek shelter in the courthouse and complete the election. The Anglican party lost the election and 54 sailors were jailed following the riot.

Education
As the three sections of the colonies through the 1700s were made up of people with different interests, they provided differing sorts of education for their children. Although there were commonalities -- a rich family in any of the three regions might send a son to Europe for his education -- people in different colonies tended to educate in differing ways.

New England's motives for education were both civil and religious. The good citizen had to know his or her Bible. The Massachusetts General School Law of 1647 stated that if more than 50 families lived in a community, a schoolteacher must be hired. This law gave a justification: "It being one chief project of that old deluder, Satan, to keep men from the knowledge of the Scriptures, as in former times by keeping them in an unknown tongue, so in these latter times by persuading from the use of tongues, that so that at least the true sense and meaning of the original might be clouded and corrupted with love and false glosses of saint-seeming deceivers; and to the end that learning may not be buried in the grave of our forefathers, in church and commonwealth, the Lord assisting our endeavors." This was the Pilgrim ethos, set up in opposition to what they saw as the ignorance imposed by tyrants. Both boys and girls were often taught to read the Bible by their parents, perhaps with the aid of a horn book, an alphabet and syllabary page covered by a protective layer of horn.

In addition to being able to read the Bible, a Christian ought to be able to govern in his society. (His society: for government was the province of godly, property-holding men, rather than women.) To obtain this youths had to gain a classical education -- that is, one based thoroughly on Latin. The 1647 law was the beginning of the American grammar school, which initially taught Latin, but later included practical subjects such as navigation, engineering, bookkeeping, and foreign languages. Most of the schools opened in the colonial era were private. However, they had been preceded by the first public-supported school, the Boston Latin School, in 1635. It had a rigorous education, and as a result, few students. Harvard was the first university in America, founded in 1636 and originally intended to teach Protestant clergy. Because of the small number of people graduating from the classical curriculum, attendance was low. Some people jumped directly from the classical curriculum to the University, sometimes entering Harvard as young as 14 or 15 years old. Cotton Mather graduated Harvard at 15, an exception only because of his extreme precocity. In private schools, boys and girls learned penmanship, basic Math, and reading and writing English. These fed the various trades, where older children were apprenticed. Girls who did not become servants were often trained for domestic life, learning needlework, cooking, and the several days-long task of cleaning clothes.

Like New England, the Middle Colonies had private schools which educated children in reading and writing. However, the basics were rarer. The further west one lived, the less likely one was to be able to go to school, or to read and write at all. Ethnic and religious sub-groups would have their own private schools, which taught their own children their own folk-ways. In none of the colonies was higher education certain. Secondary schools were very rare outside of such major towns as Boston, New York, Philadelphia, and Charleston.

The Chesapeake experience was different again. Children could only could only read and write if their parents could. And the South had few schools, of any kind, until the Revolutionary era. Children in wealthy families would study with private tutors. Though wealthy girls might learn 'the womanly arts,' they would not have the same curriculum as their brothers. Martha Washington's granddaughter Eliza Custis was laughed at by her stepfather when "[I] thought it hard they would not teach me Greek and Latin because I was a girl -- they laughed and said women ought not to know those things, and mending, writing, Arithmetic, and Music was all I could be permitted to acquire." Middle class children might learn to read from their parents, and many poor children, as well as all black children, went unschooled. The literacy rates were lower in the South than the North until about the 19th century.

In 1693 the College of William & Mary was founded, Virginia's first University. As the 18th century wore on, it specialized not in theology for clergymen but in law. In 1701, the Collegiate College was founded. In 1718 it received funds from a Welsh governor of the British East India Company, Elihu Yale, and was renamed Yale College. These were later joined by several other universities, including Princeton in 1747. In the 18th century, astronomy, physics, modern history and politics took a bigger place in the college curriculum. Some colleges experimented with admitting Native American students in the 18th century, though not African-Americans.

In 1640, The whole Booke of Psalms Faithfully Translated into English Metre, commonly known as the Bay Psalm Book, was printed in Cambridge, Massachusetts. It was the first book written in the new world. The Bay Psalm Book was the first metrical English translation of the Biblical psalms. This famous and influential songbook was succeeded by a whole New England publishing industry. Sometime after 1687 the first New England Primer was published as an aid to childhood reading and spelling.

An alternative to the classical curriculum emerged in Benjamin Franklin's American Academy, founded in Philadelphia in 1751. This body represented something closer to the modern American high school, offering vocational education. This sort of school later outnumbered the classical secondary school. However, Franklin's Academy was private as well, making such learning open only to those who could afford it.

During this period colonists attempted to convert Native Americans to Christianity.

Review Questions
1. Choose one of the following colonies: New York, Virginia, Massachusetts, Georgia. In which of the three areas is it located? Why and how was it initially colonized? How did its immigrants and the religions they adhered to affect it?

2. Why did the British interfere with the colonies?

title: US History/English Colonies


text:
Spanish/Lesson 6

Direct Object Pronouns
While the subject of a sentence initiates an action (the verb), the direct object is the one that is affected by the action. A direct object pronoun is used to refer to the direct object of a previous sentence:

The following table shows the six types of direct object pronouns:

In spanish tú is used for informal situations, and usted must be used when a formal treatment is needed.

Note: In Spain, le and les are used as the masculine direct object pronoun only when referring to people. If the antecedent of a direct object is masculine but non-human, lo or los are used instead. In most other Spanish speaking places, lo and los are used instead of le and les.

Indirect Object Pronouns
An indirect object is an object that would be asked for with To whom...? or From whom...?. It is called indirect because it occurs usually together with a direct object which is affected directly by the action:

The apple is given by the woman (direct). The boy gets the given apple (indirect - depends on the apple being given).

Here is a table with all of the Spanish indirect object pronouns:

Position Of Object Pronouns (Double Object Pronouns)
So far we have only seen sentences with one object pronoun. If there is both a direct and an indirect object pronoun, the indirect pronoun usually comes first:

Also, when both object pronouns are in the third person (either singular or plural), the indirect pronoun changes from le/les to se:

In sentences that contain an infinitive or a participle, the object pronoun may be either placed before the conjugated verb or it maybe attached to the infinitive/participle:

It is possible to have the two rules above working at the same time: A combination of direct and indirect pronouns that is attached to an infinitive/participle:

Exercise:Object Pronouns

Vocabulario (Vocabulary) - La comida (Food)
In Spain and some other countries, comida is the midday meal.

In other countries, for example Chile, comida is the last meal in the day.

Instead of saying desayuno, comida y cena (Spain) or desayuno, almuerzo y comida (Chile, Colombia), it's safer to say desayuno, almuerzo y cena.

The word comida has several meanings
 * food Me gusta la comida mexicana
 * meal El desayuno es la principal comida del día
 * lunch La comida es a las 2 PM
 * dinner La comida es a las 9 PM

Note that due to the pervasive influence of English, in many supermarkets there is a section called Vegetales instead of Verduras. They mistranslate vegetable, forgetting that this is not the same as English vegetal (relating to plants).

 * Legumbres means the same thing as verduras (vegetables).

title: Spanish/Lesson 6


text:
Organic Chemistry/External links

Organic chemistry > Links to other online organic textbooks

=Resources=
 * The IUPAC Gold Book of definitions.

=Other online textbooks=
 * |url-status=dead|archive-url=https://ocw.mit.edu/courses/chemistry/5-12-organic-chemistry-i-spring-2003 MIT OpenCourseWare Organic Chemistry I (unfortunately, much of the information is in PDF documents instead of HTML).
 * Combinatorial Chemistry basic introduction to the field of combinatorial chemistry
 * MIT OpenCourseWare Organic Chemistry II (same PDF dilemma as above).
 * Virtual Text a real nice one by William Reusch of Michigan State University.
 * Crystal Clear Chemistry A good resource for studying and obtaining answers to conceptual questions that aren't answered elsewhere.
 * Chemhelper.com by student Arthur Winter of Frostburg State University.
 * LearnChem.net Helpful chemistry tutorials
 * Online version of a leading text Site extrapolating on parts of Francis Carey's leading textbook.
 * General chemistry reference at VisionLearning.com funded by National Science Foundation
 * Lab and other techniques compository
 * Organic Chemistry Portal
 * Organic chemistry resources worldwide
 * A full length, peer-reviewed, and free organic chemistry textbook. Can be downloaded in PDF format.
 * Khan Academy Colorful, clear and engaging Organic Chemistry video playlist.
 * Organic Chemistry Practice Problems A collection of organic chemistry practice problems with detailed video solutions.
 * Google search results

الكيمياء العضوية/قائمة المراجع

title: Organic Chemistry/External links


text:
right-thinking

Adjective

 * 1) Sane, sensible, cogent, clear of thought.
 * 2) In agreement on moral positions.

title: right-thinking


text:
Tim Farley

Timothy Patrick Farley (born August 12, 1962) is a computer software engineer, writer and instructor who lives in Atlanta, Georgia. He is an expert in computer security and reverse engineering as well as a skeptic. He was a research fellow of the James Randi Educational Foundation. Tim Farley is the creator of the website What's The Harm?, a resource where stories are documented and categorized about the damage done when people fail to use critical thinking skills. Farley was also instrumental in the apprehension of spammer "David Mabus."

Early life
Farley was born in 1962 and grew up in Edison, New Jersey. He later lived in Valdosta, Georgia and in Atlanta, Georgia.

While in high school and college, Farley was involved in Star Trek fandom and wrote for and edited several fanzines. Most of his writing was non-fiction, examining the science of Star Trek such as the technology shown. In 1985 Farley created the Star Trek Historical Calendar which related science, cartoons and historical facts associated with the series. This venture in college he credits with guiding his later interests in his "This day in skeptic history" project. He was also president of two different Star Trek fan clubs at different times: VISTAS in Valdosta and ASTRA in Atlanta. Later he worked on the staff of several Atlanta-area conventions including Atlanta Fantasy Fair and Dragon Con.

Professional career
His professional career has been in software development, specializing in network communications, computer security and reverse engineering of binary software. He has worked for several Atlanta-area software companies including SemWare, Magee Enterprises, Internet Security Systems, and SPI Dynamics among others.

He has written a number of articles for computer periodicals about programming,    computer networking   and other topics. He has also written a chapter for a book on computer networking. As an expert in reverse engineering he has been quoted in BYTE Magazine and contributed material to the book Undocumented DOS and other books.

He has participated in computer industry standards committees and has presented at computer industry conferences. He has received three patents for his work in computer security. Farley has also worked as an instructor for commercial computer security training, including reverse engineering and secure application development.

Career as a skeptic
Farley is the creator of the web site What's The Harm? which documents the damage done by mistaken beliefs, misinformation and pseudoscience.

In an interview with Richard Saunders on the Skeptic Zone podcast, Farley discussed how he wanted to try to stay focused on "concrete stories of people that actually got hurt" that he could cite with some kind of "decent documentation". He stated that he wanted to keep the format simple so that anyone could comfortably access the stories, on any browser with no flashy videos. He hopes to expand the site into longer feature stories of some of the more documented or popular stories. Saunders stated that the site "has a wealth of information, if someone asks you "what's the harm?", you can run to this website and see that the harm is... lack of critical thinking."

Farley has written on skeptical topics at his Skeptical Software Tools blog and elsewhere. He also been published in Skeptical Inquirer.

Farley has spoken at local skeptics meetings such as Skeptics in the Pub in Atlanta, Boston, Reno, Nevada, Washington, DC, Manchester, New Hampshire and Madison, Wisconsin. He presented at several SkeptiCamps including Atlanta in 2009, 2010 and 2011 and New York City in 2009.

Speaking at TAM 2012, Farley urged the audience of skeptics to become more involved spreading critical thinking on the Internet, just a few minutes each day. "We need more tools... we need people welding these tools, we need to be the army that is using these tools as weapons against the quacks and the psychics." He cautions skeptics not to get too comfortable thinking that science will always win, because it is right. "We may delude ourselves in thinking it [science] does not need our help." He listed many new software tools that are available on the Internet for free and are relatively easy to use, and he reminded the audience, "Our opponents are doing everything they can to push nonsense on the general public." In his final advice to attendees he stated "Spread out – Pay attention – Stop wasting your online time."

Farley was named one of the Top Skeptics of 2012 by the podcast The Skeptic's Guide to the Universe.

"David Mabus"
In August 2011, Farley played a role in the identification and apprehension of Dennis Markuze. Markuze, using the name David Mabus, was responsible for a campaign of online threats against skeptics and atheists for many years.

In June 2012, Markuze pleaded guilty "to uttering threats toward eight people" and received an 18-month suspended sentence. Farley, who had been threatened, stated for the Montreal Gazette that he believed Markuze had continued his threats against atheists right up to his sentencing. Markuze, through his attorney, denied it, but was soon re-arrested for violating conditions of his parole.

Markuze received a sentence in June 2015. It includes three years during which he is required to follow the treatment of a psychiatrist and take prescribed medications. He is also prohibited from communicating in any way with Farley.

James Randi Educational Foundation
Farley has been affiliated with the James Randi Educational Foundation for several years. He gave a presentation at The Amaz!ng Meeting 6 in July 2008 entitled "Building Internet Tools for Skeptics." Farley was a featured guest at The Amazing Meeting 7 in July 2009 where he led a workshop titled "Introduction to Skepticism & the Skeptic Web" and also presented a paper with Christian Walters titled "How Are We Doing? Attracting and Keeping Visitors to Skeptic Web Sites." He also gave a presentation and sat on a panel during The Amaz!ng Adventure 4 and gave another presentation on The Amaz!ng Adventure 5.

In June 2011, Farley was named a research fellow by the organization. He researched the information in the organization's Today in Skeptic History iPhone app and writes for JREF's blog. In February 2014, Farley's position as a JREF Fellow ended.

At TAM 2012, Farley's lectures focused on improving activism (and reducing slacktivism) in the skeptical movement. His lectures included the workshop, The Future of Skepticism Online: Crowd-Sourced Activism and a panel Future of Skepticism with D. J. Grothe, Reed Esau, Barbara Drescher and Jamy Ian Swiss.

Podcasting & other media
Farley has been interviewed on the Skepticality podcast three times. As of Skepticality #123 he regularly appears on the program to present a short segment called A Few Minutes of Skeptic History.  He has also appeared on the Skepchick podcast, Jeff Cutler's Bowl of Cheese, Skeptically Speaking on CJSR-FM, American Freethought, Nonsense Podcast, The Reality Check, Point of Inquiry, Take 5 on CIUT-FM, Skeptic Zone, Meet the Skeptics, the Norwegian podcast Saltklypa, Search Engine with Jesse Brown and WPRR's Reality Check.

title: Tim Farley


text:
NGC 6753

NGC 6753 is a massive unbarred spiral galaxy, seen almost exactly face-on, in the southern constellation of Pavo. It was discovered by the English astronomer John Herschel on July 5, 1836. The galaxy is located at a distance of 142 million light years from the Milky Way, and is receding with a heliocentric radial velocity of $0.01$. It does not display any indications of a recent interaction with another galaxy or cluster.

The morphological class of NGC 6753 is (R)SA(r)b, indicating it is a spiral without an inner bar feature (SA), displaying outer (R) and inner (r) ring structures, and moderately wound spiral arms. It is being viewed nearly face-on with a galactic plane inclination by 30° to the line of sight from the Earth. The galaxy is flocculent in appearance with a prominent central region. The virial mass of the galaxy is $3,140 km/s$, while the stellar mass is $~$. It has a star formation rate of $3,140 km/s$·yr−1, which is confined to a radius of $~1 solar mass$ around the core. The most active region of star formation is the inner ring. It has a hot, X-ray luminous corona that extends out to a radius of $3.2 solar mass$.

Up to three supernovae have been discovered in this galaxy. The candidate type II-P supernova SN 2019mhm was discovered by the BOSS team on August 2, 2019. This transient was spotted close to maximum with a magnitude of 16.6, but showed no radio emission. Supernova SN 2000cj was discovered by Robert Evans on May 14, 2000. It was positioned against a spiral arm at an offset $15.5 solar mass$ east and $15 kpc$ south of the galaxy nucleus. The spectrum showed this to be a type Ia supernova. On May 13, 2005, type Ic supernovae SN 2005cb was spotted by the Brazilian Supernovae Search team. It was offset $50 kpc$ west and $35 arcsecond$ north of the nucleus and reached a peak magnitude of 15.6.

title: NGC 6753


text:
User:Honeybee64/Evaluate an Article

Evaluate an article
This is where you will complete your article evaluation. Please use the template below to evaluate your selected article.

 * Eleanor Roosevelt
 * I chose this article to evaluate because she is a well known public figure that has a lot of information known about her. I feel because of this that she would have a well done article that would allow me to see what a quality article looks like.

Lead

 * Guiding questions

 * Does the Lead include an introductory sentence that concisely and clearly describes the article's topic?
 * I believe that the introductory sentence is clear and concise but I feel could use more information to describe the articles topic.
 * Does the Lead include a brief description of the article's major sections?
 * The article did include a brief description of most of the articles major sections, it was missing some of the sections at the end that maybe weren't as important to include in the lead such as published books and different recognitions.
 * Does the Lead include information that is not present in the article?
 * No the lead does not include information that is not present in the article.
 * Is the Lead concise or is it overly detailed?
 * I feel that the Lead has just enough detail.

Content

 * Guiding questions

 * Is the article's content relevant to the topic?
 * Most of the topics content is relevant to the topic. There are some sections that talk about her husband only that don't really have anything to do with Eleanor's life.
 * Is the content up-to-date?
 * Yes the content is up-to-date
 * Is there content that is missing or content that does not belong?
 * I don't think talking about her husband's career belongs.

Tone and Balance

 * Guiding questions

 * Is the article neutral?
 * Most of the article I would say is neutral and uses neutral language
 * Are there any claims that appear heavily biased toward a particular position?
 * The section regarding anti-Semitism was worded weird and seemed a little biased.
 * Are there viewpoints that are overrepresented, or underrepresented?
 * No there are no viewpoints that are overrepresented or underrepresented.
 * Does the article attempt to persuade the reader in favor of one position or away from another?
 * No the article does not attempt to persuade the reader in one position or another.

Sources and References

 * Guiding questions

 * Are all facts in the article backed up by a reliable secondary source of information?
 * Yes, there is many secondary sources that seem reliable.
 * Are the sources thorough - i.e. Do they reflect the available literature on the topic?
 * Yes, there is an extensive bibliography of reliable secondary sources.
 * Are the sources current?
 * Not as much but it is old information and not much new information has come out on the subject since.
 * Check a few links. Do they work?
 * Yes they work.

Organization

 * Guiding questions

 * Is the article well-written - i.e. Is it concise, clear, and easy to read?
 * It's a little wordy and might be hard for lesser educated people to read like younger children. But overall I think that it is well written.
 * Does the article have any grammatical or spelling errors?
 * Not that I noticed.
 * Is the article well-organized - i.e. broken down into sections that reflect the major points of the topic?
 * Yes, there are multiple sections and subsections.

Images and Media

 * Guiding questions

 * Does the article include images that enhance understanding of the topic?
 * Yes, there are many images. At least one image per section.
 * Are images well-captioned?
 * They say the people in the picture and where they are located as well as the date which is good. I feel like adding the context of the picture would have been beneficial.
 * Do all images adhere to Wikipedia's copyright regulations?
 * Yes
 * Are the images laid out in a visually appealing way?
 * Kind of. I don't particularly like how some of them are stacked but it might just be the way you can layout pictures on Wikipedia.

Checking the talk page

 * Guiding questions

 * What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
 * Most of the comments are about tidying up, fixing grammatical errors and there are a few about fixing misinformation.
 * How is the article rated? Is it a part of any WikiProjects?
 * It is a good article status. And it is part of several WikiProjects including Biography/Politics and Government, Human Rights, International Relations, LGBT studies, Hudson Valley, Women's History, Journalism, and Politics/America.
 * How does the way Wikipedia discusses this topic differ from the way we've talked about it in class?
 * We have not discussed this topic in class.

Overall impressions

 * Guiding questions

 * What is the article's overall status?
 * It is a good status article
 * What are the article's strengths?
 * It does a good job with the way that it words things and changing it from the way the sources stated things.
 * How can the article be improved?
 * I think that there was some personal information that may not need to be included and that was too personal (her sex life) but then again the information is available then maybe it should be included.
 * How would you assess the article's completeness - i.e. Is the article well-developed? Is it underdeveloped or poorly developed?
 * It is well-developed.

Optional activity

 * Choose at least 1 question relevant to the article you're evaluating and leave your evaluation on the article's Talk page. Be sure to sign your feedback

with four tildes — ~

 * Link to feedback:

title: User:Honeybee64/Evaluate an Article


text:
User:Milano Italy

Education is not a preperation for life, it is life itself.

I want to talk about the most important topic of my life that is "nothing".

Nothing

title: User:Milano Italy