text:
Programming HP Calculators/Commands

There are several subsets of the calculator commands. They are presented here along with a short summary of their features.

''This section is currently incomplete. The status of each sub-section is written in italics below its link.''

Aplet Commands
Current status: 0 of 4 commands completed. (0%)

The aplet commands are the commands used for building aplets (not applets) on the calculator. Most of these are fairly advanced, and you should have mastered other programming skills before you use the aplet commands, as they work on existing programs.

Branch Commands
Current status: 4 of 5 commands completed. (80%)

The branch commands are used to set the program to do different tasks depending on a certain situation. More information on branching (or "jumping") in programming can be found at Wikipedia: Jump instruction.

Drawing Commands
Current status: 7 of 7 commands completed. (100%)

The drawing commands are used for drawing images on the screen. They are differentiated from graphic commands by the fact that they interface with the display, not graphic objects (GROBs). That is to say, using a command such as ARC will draw on the screen, not in a GROB.

Graphic Commands
Current status: 6 of 12 commands completed. (50%)

The graphic commands are used for creating and modifying GROBs - GRaphic OBjects. These are essentially variables on the calculator from G0 to G9 that can contain graphic information, ie. a 1-bit bitmap.

Loop Commands
Current status: 0 of 4 commands completed. (0%)

The loop commands are used to set the calculator to keep performing an action until a certain condition is satisfied. For example, to display all the numbers from 1 to 100, you could use a loop command, rather than individually writing code to display each number.

Matrix Commands
Current status: 1 of 10 commands completed. (10%)

The matrix commands are used to edit and modify matrices, ie. the variables M0 to M9.

Print Commands
Current status: 0 of 3 commands completed. (0%)

The print commands are used to send information to HP's separately-sold infrared printer. They are generally not very useful.

Prompt Commands
Current status: 7 of 10 commands completed. (70%)

Prompt commands are used to ask the user for information, or alert the user to some fact. These are amongst the most important commands available for your use.

Stat Commands
Current status: 0 of 7 commands completed. (0%)

The stat commands are actually two groups of commands, Stat-One and Stat-Two. These two groups represent one-variable and two-variable statistics modes, respectively. They are used for editing statistics and performing statistical functions.

Easter Egg Commands
Current status: 8 of 8 commands completed. (100%)

An "easter egg" is a common term used to refer to "hidden" or undocumented features in a program or operating system, in this case, the calculator. The commands documented here are not in the CMDS menu, and they are not documented by HP. Most of them don't serve any useful purpose.

title: Programming HP Calculators/Commands


text:
Security engineering

Security engineering is the field of engineering dealing with the security and integrity of real-world systems. It is similar to systems engineering in that its motivation is to make a system meet requirements, but with the added dimension of enforcing a security policy. It has existed as an informal field for centuries, in the fields of locksmithing and security printing.

Technological advances, principally in the field of computers, have now allowed the creation of far more complex systems, with new and complex security problems. Because modern systems cut across many areas of human endeavor, security engineers not only need consider the mathematical and physical properties of systems; they also need to consider attacks on the people who use and form parts of those systems using social engineering attacks. Secure systems have to resist not only technical attacks, but also coercion, fraud, and deception by confidence tricksters.

For this reason it involves aspects of social science, psychology and economics, as well as physics, chemistry and mathematics. Some of the techniques used, such as fault tree analysis, are derived from safety engineering.

Other techniques such as cryptography were previously restricted to military applications. One of the pioneers of security engineering as a formal field of study is Ross Anderson.

Sub-fields of security engineering

 * Computer security
 * Physical security
 * Information security
 * Economics of security
 * Locksmithing

Patterns & Practices
The patterns & practices Security Engineering consists of the following activities:
 * Security Objectives
 * Security Design Guidelines
 * Security Modeling
 * Security Architecture and Design Review
 * Security Code Review
 * Security Testing
 * Security Tuning
 * Security Deployment Review

These activities help meet security objectives in the software life cycle.

source: wikimedia

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

title: Security engineering


text:
Talk:David Shepherd (artist)

External links modified
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Cheers.—cyberbot II  Talk to my owner :Online 22:45, 29 February 2016 (UTC)

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title: Talk:David Shepherd (artist)


text:
Wikipedia:WikiProject Women in Red/Meetup/138

 Women in fashion | October 2019 October:

September:

See also:

 Welcome!

This October we are focusing on women in fashion; covering designers, educators, editors, tailors, models, bloggers, innovators and women's clothing in general.

Anyone can take part in this event. We hope both inexperienced and seasoned editors will join us in creating biographies and other articles about women in all fields of fashion around the workd, as well as their achievements, writings, organizations, and awards. This virtual editathon allows enthusiasts wherever they may be to participate in our initiative. Contributors are of course also welcome to add articles on any other notable women who deserve to be covered, for example under our #1day1woman priority.

The main goals of the event are:
 * to encourage inexperienced editors and show them how they can contribute to Wikipedia by creating biographies of some of the world's most prominent women
 * to draw the attention of more experienced editors to the need for concerted action on a specific area
 * to support Wikipedia in combating the systemic bias against the coverage of women and women's works
 * to promote the new/improved articles and images through social media (Facebook, Pinterest, Twitter)

What else?
 * Below, you'll see a section where you can list the articles you create this month, and another section where you can add the images you have uploaded to Commons.
 * This essay on creating women's biographies and our Ten Simple Rules might be helpful to newer editors.
 * If you tweet about any of the articles, or upload any of the images to Pinterest, please indicate you have done so next to the article name.

 Thank you!

Redlists (lists of redlinked articles to be created)
We have red-link lists on women from all relevant fields, which can be found in our redlist index. A selection of those which might be most useful for this priority is listed below. Add other red links here, if possible with a source:

Stubs for expansion
In connection with our stub contest starting on 1 October, some of the following may deserve to be expanded to start class or higher (at least 250 words of running text):

 * Tamara Al-Gabbani
 * Princess Dana Al Khalifa of Bahrain
 * Cindy Ambuehl
 * Maria Barros
 * Gessica Brooke
 * Jean Campbell (model)
 * Cecilia Cassini
 * Concepción Cochrane Blaquier
 * Gemma Cowling
 * Jane Derby
 * Pauline Ducruet
 * Emma Ellingsen
 * Noura bint Faisal Al-Saud
 * Linda Fargo
 * Mimi Fayazi
 * Mary Alice Haney
 * Christina Hattler
 * Amanda Hearst
 * Kimberly Hendrix
 * Gertrud Höchsmann
 * Elizabeth Jagger
 * Georgia May Jagger
 * Joy Kingston
 * Milla von Krockow
 * Galia Lahav
 * Michelle Laine
 * Charlotte Lawrence
 * Heidi Lee
 * Helen Lee (American fashion designer)
 * Francesca Liberatore
 * Ekaterina Malysheva
 * Lady Alice Manners
 * Lady Violet Manners
 * Deborah Marquit
 * Malini Murjani
 * Danit Peleg
 * Cristiana Proietti
 * Edith Reuss
 * Elena Stonaker
 * Isa Tapia
 * Lilian von Trapp
 * Sharon Wauchob
 * Sophia Webster
 * Michelle Yeoh (socialite)

Participants

 * Ipigott (talk) 12:00, 22 September 2019 (UTC)
 * Rosiestep (talk) 15:43, 23 September 2019 (UTC)
 * SusunW (talk) 16:44, 23 September 2019 (UTC)
 * Trillfendi (talk) 17:40, 23 September 2019 (UTC)
 * Penny Richards (talk) 18:08, 23 September 2019 (UTC)
 * Willthacheerleader18 (talk) 01:03, 24 September 2019 (UTC)
 * Coolabahapple (talk) 15:41, 25 September 2019 (UTC)
 * Pam D  16:21, 1 October 2019 (UTC)
 * Celestinesucess (talk) 12:58, 12 October 2019 (UTC)
 * --Camelia (talk) 11:08, 23 October 2019 (UTC)

Promote our work
Key:
 * Add FB after the article if you mention it on Facebook
 * Add PIN after the article if you pin the image on Pinterest
 * Add TW after the article if you tweet it on Twitter

New or upgraded articles
Most recent on top, please, specifying upgraded if not new

 * 1) 🇺🇸 Margaret Brown Klapthor - PIN
 * 2) 🇩🇪 Princess Elisabeth von Thurn und Taxis (improved), PIN
 * 3) 🇯🇵 Sugino Yoshiko - PIN
 * 4) 🇯🇲 Alicia Burke
 * 5) 🇺🇸 Natali Germanotta
 * 6) 🇩🇪 Caroline Daur
 * 7) 🇺🇸 Jean Yu - upgrade
 * 8) 🇫🇷 Andrée Mégard - PIN
 * 9) 🇷🇸 Mijo Mihaljcic
 * 10) 🇺🇸 Lillian Greneker - PIN
 * 11) 🇩🇰 Mona Tougaard
 * 12) 🇫🇷 Jenny Sacerdote - PIN
 * 13) 🇺🇸 Mary Brosnan
 * 14) 🇺🇸 Ugbad Abdi
 * 15) 🇬🇭 Prisca Abah
 * 16) 🇬🇭 Nana Akua Addo
 * 17) 🇬🇭 Aisha Ayensu - PIN
 * 18) 🇬🇭 Zynnell Zuh
 * 19) 🇬🇭 Charlotte Mensah

Did You Know features
New/expanded articles featured in the Did you know... column of the Wikipedia Main page
 * Add here – most recent at the top with date of publication

Outcomes (media)
Add here – most recent at the top
 * Please add this category to the image if you're uploading it to Commons: Media supported by WikiProject Women in Red - 2019

Event templates

 * Invitation: OCTOBER 2019
 * Editathon banner for talk pages: Template:WIR-138:


text:
Wikipedia:Articles for deletion/Natalia Grosvenor, Duchess of Westminster

The result was redirect to Gerald Grosvenor, 6th Duke of Westminster. No input since relisitng, redirect seems the best alternative to deletion here. Tone 08:20, 29 August 2020 (UTC)

Natalia Grosvenor, Duchess of Westminster

 * – ( View AfD View log  Stats )

There is no indication in the article that the subject has received significant coverage from reliable sources independent of herself, thus failing WP:GNG and WP:BASIC. The one sentence about her activities from her family's website. The rest is all routine coverage and genealogy. Googling her reveals virtually nothing. We should not have articles on people merely for the sake of genealogy or because they hold lofty titles; the same standards of notability apply to everyone, i.e. significant coverage. Surtsicna (talk) 19:37, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of People-related deletion discussions. Surtsicna (talk) 19:37, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of Women-related deletion discussions. Surtsicna (talk) 19:37, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of United Kingdom-related deletion discussions. Surtsicna (talk) 19:37, 17 August 2020 (UTC)

 * Comment The Westminster’s are probably the most important aristocratic family in Britain after the Royal Family, this is is still very important in that Country even in the 21st century,  see Nobility.   -- Devoke water   (talk)  22:28, 22 August 2020 (UTC)
 * Yes, but where is the coverage of this lady herself? A notable family can be covered in an article about the family. Surtsicna (talk) 09:18, 23 August 2020 (UTC)

 Relisted to generate a more thorough discussion and clearer consensus.
 * Redirect to Gerald Grosvenor, 6th Duke of Westminster, her late husband, which is a proper article and covers everything here. --Tone 21:21, 24 August 2020 (UTC)

Please add new comments below this notice. Thanks, Aasim 17:43, 25 August 2020 (UTC)


text:
Talk:Nerd project

Started 12 December 2006. Please feel free to contribute. --Remi0o 08:52, 13 December 2006 (UTC)
 * The wikipedia article says there are no studies on the proportion or prevalence of nerds.  I had to suppress an urge to add "despite nerds being the people who normally conduct such studies"--Rayc 05:53, 16 December 2006 (UTC)

Folklore
I highly recommend approaching this from a Folkloric perspective. Many universities have Folklore archives which may contain research on nerd lore. I know that Brigham Young University's Folklore archives contain at least half a dozen projects on Role-playing alone. The Jade Knight 09:50, 16 March 2007 (UTC)

Nerds don't use title case
Nerds don't use title case, they use sentence case. Why? --Rogerhc :-) talk 15:52, 5 August 2007 (UTC)

Nerd vs Geek
I've heard (and like) this definition/distinction: "A geek is someone who knows a lot about computers and very little about anything else. A nerd is a geek with bad social and hygiene skills." Indeed, for me at least, "Geek" has always had a definite association with computers (except when modified by an adjective ie "Science Geek") whereas "nerd" has always been associated with buck teeth, body odor, and text books.

I find it interesting that this article mentions the term "nerd" being preferable to "geek", since it seems almost exactly opposite to me. Perhaps it is demographic or even individual?

Based on the usage of the word "geek," a geek is someone who's technologically oriented. I believe that ISTPs would be included in the mix more so than they would fit to be nerds. A nerd is a person who seeks intellectual stimulation: politics, history, sociology, science, often without experiencing life. Because I crossover into the geek personality: I have a need to investigate everything around me (could be sports, mechanics, etc.) without wanting to master what I learn. I hate sports but the only reason I tried to learn a little bit is so that I could be able to talk to anyone; then again, there's people who seem to be experts (or cocky) who I wasn't able to transcend.

My opinion
I always thought of nerds as the clever ones, and geeks as the ones with no social skills.

I started a topic on the GMA ages ago: Anthrcer 19:21, 10 October 2007 (UTC)

Nerds, Geeks, Tools
It should be noted that the semantic differences, as well as the light in which each of these archetypes is viewed, depends upon the community polled for information. When I was an undergrad at MIT, both "nerds" and "tools" were students who did extremely well on class assignments and examinations. A "nerd" referred to somebody who was naturally extremely intelligent (above the norm for the school) and could rapidly internalize the coursework and the implications of the theories presented with very little study. A "tool" was someone who needed a lot of study to internalize the coursework, and who would ignore the rest of campus life in the process of studying enough to score much higher than average on class assignments and examinations.

"Nerds" may have social issues related to their inability to break down complex concepts into terms the common person can understand; "tools" may have social issues due to a highly competitive nature channeled into academic pursuit, or to similarly-channeled self-esteem issues.

At the time I was at MIT (1978-1982), the term "geek" was not in common use. Today, "geek" seems to imply depth of knowledge in a particular field, with the implication that said knowledge was (at least initially) pursued for non-academic reasons (Star Trek geek, gaming geek, etc.). The "socially acceptable" geek is one who has managed to turn his passion to practical and/or professional use (e.g. computer repair, computer animation, antiques appraisal...)

 * Also, as mentioned in this article, a gamer who simply spends his waking hours playing World of Warcraft or a person who knows the Potterverse backwards and forwards should be distinguished from a person who actually has an above average intelligence and is capable of using that intelligence. Absorbing fictional trivia doesn't take a higher than average IQ. Being able to grasp quantum physics without requiring it dumbed down for you (or sugarcoated with hipster crap or mysticism) does take an above average IQ. The former may be wasting their time with rubbish like that "What the Bleep.." movie and the Matrix movies. The latter will be looking to Hawking, Greene, and the guys who really know what they're talking about.<IP_ADDRESS> 17:49, 11 January 2008 (UTC)

Recommended link
I'd like to submit a link for your consideration: The Nerd Handbook

title: Talk:Nerd project


text:
Wikibooks talk:Language and literature bookshelf

Organization
I notice that there's a mixed organization scheme here, unless "law" is an author.कुक्कुरोवाच

Not Yet Annotated
Shouldn't this page have sections "Annotated" "Partially annotated"? (never "To be annotated" as raw source text should not be here; if someone wants something annotated then they at least should be able to add their own annotations before uploading here)

Annotation conflict
There seem to be two lists of annotated works. On the Main Page is a link here, but this list is different from the list of annotated works at Study guide bookshelf.

Cleanup
I've cleaned up this list, and added notices to all the pages, redirecting readers to texts on wikisource. Basejumper123 00:23, 12 May 2006 (UTC)

Suggestion
It would be useful to offer some annotated texts as a two column text. In other words, one column would have the original text, while the other column would have useful notes, ideas, and/or explanations. This has become prominent in some versions of Shakespeare, for example, where the left page of the book is the original text, while the right side is the original text translated into Modern English. I would be more than happy to develop a template for this and to help develop some of the texts into this, just let me know what you think. --Ultimadesigns 02:15, 18 May 2006 (UTC)

Practical Grammar and Composition
The following out-of-copyright book has just been posted to Project Gutenberg:

It's outdated in a number of places, but much of the content is still relevant. So it might serve as a framework for a work on Wikibooks; needing only updates to the obsolete content and some modernized examples and rules of grammar. What do you think? — RJHall 14:44, 12 September 2007 (UTC)
 * No interest I guess. — RJHall 22:20, 16 November 2007 (UTC)


text:
Gaye holud

Gaye holud (গায়ে হলুদ lit: "yellow/turmeric on the body") or Gatro Horidra (গাত্র-হরিদ্রা) is a ceremony observed by Bengalis of Bangladesh and in the Indian states of West Bengal, Tripura and Assam regardless of their religion.

It is part of an elaborate series of celebrations constituting a Bengali wedding. The gaye holud takes place prior to the religious and legal Bengali wedding ceremonies. The gaye holud may be a joint event for the bride and groom's families, or it may consist of separate events for the bride's family and the groom's family.

Ceremonial process
The bride is seated on a dais and the turmeric paste is applied by the guests to her face and body. Turmeric is known to have antimicrobial and soothing effects when applied to the skin, giving the bride a distinctive yellow hue that gives its name to this ceremony. The sweets are then fed to the bride by all the guests and attendants, piece by piece. In Muslim Bengali families, the henna is used to decorate her hands and feet with elaborate abstract designs.

Popularity of the custom
Although similar ceremonies exist in other parts of the Indian subcontinent, the gaye holud is a custom particular to the Bengali people. It is not considered a religious function, as it is celebrated by Muslims, Hindus, and Christians in both Bangladesh, the Indian state of West Bengal and wherever Bengalis live irrespective of religion. Although it is considered a part of the Bengali wedding tradition, the couple is not considered married at the end of the gaye holud. There is no legal marriage performed during this ceremony. Unlike the wedding ceremonies, the gaye holud is not a formal or extravagant event; both guests and bridal party members dress more simply and decorate the venue less intricately than at the wedding ceremonies.

title: Gaye holud


text:
Jónas Egilsson

Jónas Egilsson (born 12 February 1958) is an Icelandic athlete and sports executive.

Athletics career
In the 80s he ran sprints at distances of 100 to 400 m as well as 400 m hurdles. He represented the club Íþróttafélag Reykjavíkur.

Executive career
Jónas was a long-term president of the Icelandic Athletic Federation (Frjálsíþróttasamband Íslands). He first became president in July 1997 and served this function until March 2006. For the second time he was elected president in March 2012. In September 2014 he was replaced by Einar Vilhjálmsson. In 2003–2007 and again from 2011 he was a member of the European Athletics Council.

title: Jónas Egilsson


text:
Asarpay

Asarpay, also known as Sarpay (16th century), was an Inca priestess in a cult dedicated to Apurima, the personified version of the Apurimac River, during the 1500s.

She was the sister of te Inca, possibly a daughter of the Inca Huayna Capac.

Asarpay spoke for the Apurimac shrine, understood as an oracle of the personified river. She would give advice and warning to those of her community on the shrine's behalf.

Asarpay is known for her actions and premonitions during the Spanish conquest; Asarpay foretold the Conquest and advised Inca nobility to gather and use up all of their food stores, as to not leave the conquerors any access to their resources.

Asarpay is mentioned most frequently in regards to her sensationalized suicide; the reasoning for her suicide, however, is not exact. There are some claims that Asarpay threw herself into the Apurimac river gorge as a way to assure her freedom after being previously kidnapped by the Spaniard Diego Nunez Mercado. However, it is also believed that Asarpay threw herself from the Apurima temple into the river as a way of returning to the river goddess, rather than watching the destruction of the idol by the advancing Spanish army.

title: Asarpay


text:
Wikipedia talk:List of petitions

"Wikipedia:Petitions" listed at Redirects for discussion
A discussion is taking place to address the redirect Wikipedia:Petitions. The discussion will occur at Redirects for discussion/Log/2020 August 16 until a consensus is reached, and readers of this page are welcome to contribute to the discussion. Andy Mabbett ( Pigsonthewing ); Talk to Andy; Andy's edits 11:05, 16 August 2020 (UTC)

title: Wikipedia talk:List of petitions


text:
Talk:David de Kretser

Sri Lanka or Ceylon
He was born in 1939, in Ceylon. He migrated to Australia in 1948, at age 9. In 1972, no less than 24 years after he migrated, his old country Ceylon changed its name to Sri Lanka. Why is it appropriate to say that he was born in Sri Lanka rather than Ceylon? What if Sri Lanka were to have another name change (to "Serendib", say) - would we then say that Prof de Kretser was born in Serendib? That seems a little absurd to me. We don't retrospectively change Shostakovich's "Leningrad" Symphony" to "St Petersburg" Symphony. JackofOz 23:20, 21 January 2007 (UTC)

 * I agree. It should say Ceylon.  ludahai 魯大海 00:20, 25 August 2007 (UTC)

Removal of David Flint’s comment
Re: this. I hold no brief for David Flint, but I think that his remarks were relevant to the topic of republicanism vs. monarchy, and to the topic of vice-regal representatives not involving themselves in partisan issues. True, Flint is considered “disgraced” in some people’s eyes through his former involvement as head of the ABA/ACMA, but he was speaking here purely in his capacity as convenor of Australians for Constitutional Monarchy, a completely different hat, and one that he still wears. But it does need a citation. -- JackofOz (talk) 23:55, 24 March 2008 (UTC)

External links modified (January 2018)
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Cheers.— InternetArchiveBot  (Report bug) 14:12, 19 January 2018 (UTC)

title: Talk:David de Kretser


text:
Web Sudoku

Web Sudoku is an online sudoku website which was rated as one of the best 50 fun and games website by Time. It was founded by Gideon Greenspan and Rachel Lee. The website was rated as the 7265th best website in the world by Jonathan Harchick in his book The World's Best Websites. Greenspan claimed that about three million people play on the site, adding that the numbers "are still growing very rapidly from week to week". He added that some of the players solve dozens of puzzles every day.

title: Web Sudoku


text:
Perl Programming/First programs

A first taste of Perl
Here's a simple program written in Perl to get us started:

Let's take a look at this program line by line:

 * #!/usr/bin/perl
 * On Unix systems this tells the Operating System to execute this file with the program located at /usr/bin/perl. This is the default Unix location for the perl interpreter, on Windows #!C:\Perl\bin\perl.exe  or #!C:\strawberry\perl\bin\perl.exe (depending on whether ActivePerl or Strawberry Perl was installed) should be used instead.

 * # Outputs ...
 * This line is a comment - it is ignored by the perl interpreter, but is very useful. It helps you to debug and maintain your code, and explain it to other programmers.

 * print "Hello World!\n";
 * The print instruction writes whatever follows it to the screen. The \n at the end of the string puts a new line to the screen. The semicolon at the end of the line tells the perl interpreter that the instruction is finished; you must put a semicolon at the end of every instruction in Perl code.

Exercises
de:Perl-Programmierung: Hello World Programación en Perl/Tu primer programa it:Perl/Primo programma: Ciao Mondo! Perl/Pierwszy program Perl/Primeiro programa

title: Perl Programming/First programs


text:
Talk:Alive & Wired

Notability tag
Inviting, and any other interested parties to discuss whether this meets WP:ALBUM or WP:GNG. I couldn't establish that it does and think it should be a redirect to band. Boleyn (talk) 19:16, 19 July 2015 (UTC)
 * I don't think it meets the criteria at Notability (albums). -- Mikeblas (talk) 04:16, 20 July 2015 (UTC)

title: Talk:Alive & Wired


text:
Lupe Silva

María Guadalupe Silva Cosío, known professionally as Lupe Silva, was a Mexican singer and actress. She was the last singer who collaborated with songwriter and pianist Agustín Lara. Her sister, singer Rebeca Silva Cosío, also collaborated with Lara.

Career
She began her career singing at the Café Francés with Los Bribones and Lupita Corazón. She recorded one of her first albums, Mil recuerdos y una voz, for Peerless Records. In the 1960s, Musart Records hired her to record two albums with compositions by Agustín Lara: Evocando "La hora azul" de Lara and Canciones de Lara. For the Musart label she also recorded an album with compositions by Gabriel Ruiz.

Career as an actress
As an actress, she played the role of Eduviges in the film La trenza (1975). In 1992, she sang at the Teatro de la Ciudad in the musical Solamente una vez, which was produced by the National Association of Actors as a tribute to Agustín Lara. In 1993, she sang in Gran gala de la canción romántica, a series of musical shows that she organized at the Teatro Reforma of the Mexican Social Security Institute. The shows also featured famous performers of Mexican bolero songs.

Death
Lupe Silva died in 2012.

Discography

 * Mil recuerdos y una voz (Peerless)
 * Evocando la hora azul de Lara (Musart)
 * Canciones de Lara (Musart)
 * Lupe Silva interpreta a Gabriel Ruiz (Musart)

title: Lupe Silva


text:
List of constituencies of the Tripura Legislative Assembly

The Tripura Legislative Assembly is the unicameral legislature of the state of Tripura, in Northeast India. The seat of the legislative assembly is at Agartala, the capital of the state. The assembly sits for a term of five years, unless it is dissolved earlier. Tripura is the third-smallest state in India, covering 10491 km2; and the seventh-least populous state with a population of 3.67 million. The Tripura Legislative Assembly has existed since 1963, when it had 30 constituencies. As of the 2023 elections, it has 60 constituencies.

Since the independence of India, the Scheduled Castes (SC) and Scheduled Tribes (ST) have been given Reservation status, guaranteeing political representation, and the Constitution lays down the general principles of positive discrimination for SCs and STs. The 2011 census of India stated that indigenous people constitute 32% of the state's total population. The Scheduled Tribes have been granted a reservation of 20 seats in the assembly, while 10 constituencies are reserved for candidates of the Scheduled Castes.

History
Tripura became a Union Territory of India on 1 September 1956. A 30-member electoral college was established. In 1957, this was replaced by a 32-member Territorial Council consisting of 30 elected members, and two appointed by the national government. In 1963, the Territorial Council was dissolved, and the members transferred to a newly created Legislative Assembly. The first elections to the Legislative Assembly occurred in 1967. Full statehood was granted to the territory in 1971, by the passing of the North-Eastern Areas (Reorganisation) Act, 1971. The number of constituencies was doubled to 60 at the same time.

Constituencies

The following is a list of the constituencies of the Tripura Legislative Assembly since the delimitation of legislative assembly constituencies in 2008.

Reservation

{{Legend|#fef06d|Scheduled Castes (SC)}} {{Legend|#fdcdb0|Scheduled Tribes (ST)}}


text:
1921 Országos Bajnokság I (men's water polo)

1921 Országos Bajnokság I (men's water polo) was the 15th water polo championship in Hungary. There were five teams who played one round match for the title.

Final list
 * M: Matches W: Win D: Drawn L: Lost G+: Goals earned G−: Goals got P: Point


text:
Wikipedia:Requests for adminship/Wikipeedio

 * ''The following discussion is preserved as an archive of a request for adminship that did not succeed. Please do not modify it.

Wikipeedio
Final (0/8/0) ended 22:23, 20 March 2006 (UTC)

– When I discovered Wikipedia, I thought it was really cool. I kept coming back and editing articles. I now want to become an administrator and help keep Wikipedia a great encyclopedia to use by removing or editing untolerable content such as plagarism, offensive language, and false statements. I also plan to add more articles, and add on to existing ones. Wikipeedio 20:47, 20 March 2006 (UTC)

 * Candidate, please indicate acceptance of the nomination here: I have accepted the nomination Wikipeedio 21:08, 20 March 2006 (UTC)

Support

Oppose
 * 1) Oppose, far too soon with only 20 edits / 10 days involvement.  Admin candidates need to have demonstrated familiarity with large portions of WP.  Also, please avoid comments like stop being gay in edit summaries, that fails WP:NPA just as surely as the content of an edit proper. — Lomn Talk 21:14, 20 March 2006 (UTC)
 * Oh, one other note: Wikipedia is not censored. That's why your attempts to remove "inappropriate content" are being reverted. — Lomn Talk 21:15, 20 March 2006 (UTC)
 * 1) Oppose "Stop being gay" stands out among your decidely low volume of contributions. CanadianCaesar Et tu, Brute? 21:18, 20 March 2006 (UTC)
 * 2) Strong Oppose I really advise you to rescind your nomination Wikipeedio, as your extremely low edit count and inappropriate edit summaries are going to attract a plethora of oppose votes. That would not be in your best interest. joturner 21:20, 20 March 2006 (UTC)
 * 3) Oppose. Of course not. Ëvilphoenix Burn! 21:21, 20 March 2006 (UTC)
 * 4) Oppose, sorry Wikipeedio, but you aren't quite ready yet. Perhaps you put up another RFA when you have more experience.  Wh e  re  (talk) 21:23, 20 March 2006 (UTC)
 * 5) Oppose. User doesn't appear to understand Wikipedia policies as WP isn't censored. The edit in question.  Also, this user has far too little experience.  I strongly suggest you withdraw your nomination. --PS2pcGAMER (talk) 21:24, 20 March 2006 (UTC)
 * 6) Oppose per. Ëvilphoenix. feydey 21:53, 20 March 2006 (UTC)
 * 7) Strong Oppose per Evilphoenix. I recommend immediate withdrawal. Come back later after 2-3+ active months and at least 2500+ edits. ¡Dustimagic!  ( T / C ) 22:18, 20 March 2006 (UTC)

Neutral

Comments

 * Edit summary usage: 75% for major edits and 0% for minor edits. Based on the last 8 major and 0 minor edits in the article namespace. Mathbot 21:15, 20 March 2006 (UTC)
 * See Wikipeedio's edit count and contribution tree with Interiot's tool.

Questions for the candidate

Dear candidate, thank you for offering to serve Wikipedia in this capacity. Please take the time to answer a few generic questions to provide guidance for voters:
 * 1. What sysop chores, if any, would you anticipate helping with? Please check out Category:Wikipedia backlog, and read the page about administrators and the administrators' reading list.
 * A. I would anticipate helping with keeping Wikipedia clean of inappropriate content, as well as plagarism and false statements.

 * 2. Of your articles or contributions to Wikipedia, are there any about which you are particularly pleased, and why?
 * A. Most of my contributions have been taking out inappropriate content; however, most of the time when I censor or remove such content it is placed right back in by another member.

 * 3. Have you been in any conflicts over editing in the past or do you feel other users have caused you stress? How have you dealt with it and how will you deal with it in the future?
 * A. In the past, I have been in editing conflicts over offensive content, and a few over false or unproved facts. My most memorable one is perhaps my experience with the Alan Shepard article. I continually censored a word, while another user kept placing it back in. I eventually gave up, but plan to go further with keeping the word out of the article. If assigned as an admin I will do what is needed to do that.
 * In the future I plan to take appropriate steps in situations like these. If I find something that may have been made up, I will use the appropriate resources to find whether it was made up or not. If I find inappropriate content, I will give warnings, and If it continues, I will ask other administrators what kind of ban is appropriate, or if the offense commited is bad enough, I will take the appropriate ban action myself, and edit out the content that was inappropriate.

 * The above discussion is preserved as an archive of the discussion. Please do not modify it. Subsequent comments should be made on the appropriate discussion page (such as the talk page of either this nomination or the nominated user). No further edits should be made to this page.


text:
Rävåsens IK

 Rävåsens IK is a sports club in Rävåsen in Karlskoga, Sweden, established in 1941.

The women's soccer team played in the Swedish top division in 1978 and 1979.

title: Rävåsens IK


text:
Talk:Denise Yue

External links modified
Hello fellow Wikipedians,

I have just modified 2 external links on Denise Yue. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20081211062928/http://www.thestandard.com.hk/news_detail.asp?pp_cat=11&art_id=69649&sid=20042344&con_type=1&d_str=20080805&sear_year=2008 to http://www.thestandard.com.hk/news_detail.asp?pp_cat=11&art_id=69649&sid=20042344&con_type=1&d_str=20080805&sear_year=2008
 * Added archive https://web.archive.org/web/20110522080059/http://www.thestandard.com.hk/news_detail.asp?pp_cat=11&art_id=69891&sid=20093210&con_type=1&d_str=20080808&sear_year=2008 to http://www.thestandard.com.hk/news_detail.asp?pp_cat=11&art_id=69891&sid=20093210&con_type=1&d_str=20080808&sear_year=2008

Cheers.— InternetArchiveBot  (Report bug) 19:52, 8 September 2017 (UTC)

title: Talk:Denise Yue


text:
Talk:Devon Soltendieck

External links modified
Hello fellow Wikipedians,

I have just modified 2 external links on Devon Soltendieck. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20080513134621/http://www.muchmusic.com/tv/personalities/devonsoltendieck/ to http://www.muchmusic.com/tv/personalities/devonsoltendieck/
 * Added archive https://web.archive.org/web/20080513134621/http://www.muchmusic.com/tv/personalities/devonsoltendieck/ to http://www.muchmusic.com/tv/personalities/devonsoltendieck/

Cheers.— InternetArchiveBot  (Report bug) 16:32, 2 January 2018 (UTC)

title: Talk:Devon Soltendieck


text:
Talk:Kaggle

Why was Jeremy Howard removed as President and keypeople?
During this revision, https://en.wikipedia.org/w/index.php?title=Kaggle&oldid=1164502572, @Lumimous Person has removed Jeremy Howard as a keyperson and first President of Kaggle Inc.

According this wired article (https://www.wired.co.uk/article/the-exabyte-revolution), you see clear proof of Jeremy's contribution to Kaggle Inc.

Any reason why this has been removed? – NirvanaTodayt@lk 01:00, 30 September 2023 (UTC)

 * Relevant thread on twitter by Jeremy linked here https://twitter.com/jeremyphoward/status/1707879546568229117 Atriple3clerk (talk) 01:49, 30 September 2023 (UTC)
 * Hello, it was based on the source that I had used when I was trying to fact check the article, since it was largely unsourced. If you can find a reliable source that mentions him, feel free to add it back. I had no malicious intent. ⇒ Luminous Person (talk) 02:28, 30 September 2023 (UTC)
 * Deleting valuable information without any discussion on the Talk page is a bad practice in my opinion. Also, we are talking about the two people who founded the company. Please refer to the link I posted. I'll make the necessary changes. Just wanted to check with you before doing so. – NirvanaTodayt@lk 04:37, 30 September 2023 (UTC)
 * Official Kaggle Twitter links to post calling him one of the cofounders https://x.com/kaggle/status/162598716698673153?s=46 Hyperzx (talk) 09:04, 30 September 2023 (UTC)

Why was he added as a founder? I see no record of that anywhere. The cited source gives no indication of this. All I'm seeing is that he was a former president. ZacharyWalkerPinto (talk)

The edit of Nirvanatoday is such a blunder that people on Twitter (e.g. https://x.com/karpathy/status/1708150715401846924?s=20) are using this case to point out to Wikipedia's decline in quality ("10x"). For proof of him being a cofounder you can refer to this lawsuit: https://casetext.com/case/howard-v-goldbloom. I will restore him as cofounder for any future change please refer to the lawsuit above which gives plenty of proof.Hitsugaya-kun (talk) 16:01, 1 October 2023 (UTC)

title: Talk:Kaggle


text:
Wikipedia:WikiProject Spam/LinkReports/searchmytrain.com

Links

 * searchmytrain.com resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * COIBot domainredlist search for link searchmytrain.com gives:
 * searchmytrain.com (Automonitor: reported to en:Wikipedia talk:WikiProject Spam (diff))
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.

Users

 * Biplab Anand
 * User is whitelisted: User is in a trusted group sysop on some wikis
 * JVRKPRASAD
 * User is whitelisted: User is in a trusted group sysop on some wikis
 * Biplab Anand
 * User is whitelisted: User is in a trusted group sysop on some wikis
 * JVRKPRASAD
 * User is whitelisted: User is in a trusted group sysop on some wikis
 * Biplab Anand
 * User is whitelisted: User is in a trusted group sysop on some wikis
 * JVRKPRASAD
 * User is whitelisted: User is in a trusted group sysop on some wikis
 * User is whitelisted: User is in a trusted group sysop on some wikis
 * JVRKPRASAD
 * User is whitelisted: User is in a trusted group sysop on some wikis
 * JVRKPRASAD
 * User is whitelisted: User is in a trusted group sysop on some wikis

Additions

 * Displayed all 38 additions.


text:
Talk:Deltha O'Neal

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

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Deltha O'Neal. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20081202151952/http://www.patriots.com/team/index.cfm?ac=playerbio&bio=33400 to http://www.patriots.com/team/index.cfm?ac=playerbio&bio=33400

Cheers.— InternetArchiveBot  (Report bug) 13:15, 13 January 2018 (UTC)

title: Talk:Deltha O'Neal


text:
Talk:Unlimited Edition (Can album)

Made to redirect.--HisSpaceResearch 09:34, 20 January 2007 (UTC)

title: Talk:Unlimited Edition (Can album)


text:
List of The Suite Life of Zack & Cody episodes

The following is an episode list for the Disney Channel sitcom, The Suite Life of Zack & Cody, which aired from March 18, 2005, to September 1, 2008.


text:
Phoenix

Phoenix is a shoot-em-up game for many systems including Texas Instruments calculators. This guide deals with the TI-83+ version.

To win the game, you must beat a certain number of levels. Most players accomplish this by killing everything as fast as they can, and upgrading shields at every opportunity...a strategy was devised by Kevin Yang, for players of intermediate skill to beat it. It consists of the following order.

Beating levels 1-4 with at least 1/5 of your shields remaining for level 5. You do not buy any weapons, upgrades, or shields. There is an option where you can buy weapon 2 to help you out, however, that could result in failure of the strategy. If all goes well, you should have accumulated enough money by the end of level 4 to buy the 5th weapon. Without dying, you must beat level 5 and upgrade your shields afterwards.

Game Concepts

 * /High Scores/
 * /Weapon 1/ (you start with this weapon)

/Shop/

 * /Shield+/
 * /Weapon 2/
 * Wingman (Helper)
 * /Upgrade/
 * /Weapon 3/
 * /Weapon 4/
 * /Weapon 5/

Enemies

 * /Enemy 1/
 * /Enemy 2/
 * /Enemy 3/
 * /Enemy 4/
 * /Enemy 5/
 * /Enemy 6/
 * /Enemy 7/
 * /Enemy 8/
 * /Enemy 9/
 * /Enemy 10/
 * /Enemy 11/

 * /Boss 1/
 * /Boss 2/
 * /Boss 3/

 * /Special Enemy/

Levels
Level 1- 2 series of enemies followed by a boss. First two series have 6 columns and 3 rows of enemies. The enemies fire straight down. Each enemy can be killed with two shots. The boss only one row of enemies. Behind them is a boss that scrolls from side to side and shoots in your ships direction.

title: Phoenix


text:
Cookbook:Hummus I

| Middle Eastern cuisines | Hummus

Ingredients

 * 1 cup dry chickpeas
 * Water
 * 1 teaspoon baking soda
 * 2–3 cloves of garlic
 * 1 teaspoon salt
 * Tahini and water, to make a paste
 * Ground cumin
 * Fresh, coarsely-cut coriander leaves
 * Salt to taste

Procedure

 * 1) The night before you plan to cook, combine the chickpeas, 2.5 cups of water, and baking soda. Leave to soak for 6–12 hours.
 * 2) Rinse.
 * 3) Add the rinsed chickpeas to 3 cups of water, along with the garlic and 1 teaspoon of salt. Bring to a boil. After about 45 minutes, they should swell enough for their skins to come off. Give it a stir, and use a slotted spoon to remove as many of the skins as you can from the water.
 * 4) Cover the pot and continue cooking for about 2 hours, or until they almost dissolve to a paste.
 * 5) Pour out the water. If desired, some can be reserved to add later, for extra flavor.
 * 6) Mash the chickpeas by pressing them through a pasta sieve or use a food processor.
 * 7) Let it cool for 10 minutes.
 * 8) Add tahini and water until you get the right consistency.
 * 9) Season with salt, ground cumin, and coriander leaves.

Notes, tips, and variations

 * Fresh lemon juice can be substituted for some of the water
 * Some cooks add tahini concentrate and lemon juice, instead of diluted tahini.
 * Serve with any combination of olive oil, tahini, za'atar, roast pine nuts, and/or French fries.

title: Cookbook:Hummus I


text:
Mountainous Landscape with a Torrent

Mountainous Landscape with a Torrent is an early 1670s landscape painting by the Dutch painter Jacob van Ruisdael. It is now in the Musée des Beaux-Arts of Strasbourg, France. Its inventory number is 619.

The painting was bought in 1911 in Berlin from Thomas Agnew & Sons by Wilhelm von Bode with a fund from the legacy of the publisher and patron of the museum, Karl Trübner. The subject Ruisdael depicted – a dramatic landscape with "Nordic" (Scandinavian) elements and a castle on a hill, not found as such in the Low Countries – is inspired by works of Allaert van Everdingen, such as the imposing Nordic Landscape with a Castle on a Hill (also in the Musée des Beaux-Arts de Strasbourg).

title: Mountainous Landscape with a Torrent


text:
Talk:Derek B

Untitled
Let's not forget that Derek B performed at the Nelson Mandela 70th Birthday Tribute on June 11, 1988 at Wembley Stadium, London and was broadcast to 67 countries with an audience of 600 million —Preceding unsigned comment added by <IP_ADDRESS> (talk) 11:30, 17 November 2009 (UTC)

RIP Derek B the bad young brother. "Recognition is due to all these sounds...for making London just...get down!" RIP. ~Encise

He Died on the 15th not 16th -

it was Sunday evening —Preceding unsigned comment added by <IP_ADDRESS> (talk) 11:35, 17 November 2009 (UTC)

External links modified
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title: Talk:Derek B


text:
European Joint Master degree in Economics

The European Joint Master degree in Economics provides a rigorous education in fundamental quantitative tools by combining economic theory with related quantitative disciplines such as Econometrics, Finance, Actuarial Science, Probability, Statistics, Mathematical Modeling, Computation and Simulation, Experimental Design, and Political Science, managed by consortia of higher education institutions from the European Union.

The first European Joint Master degree in Economics was the Erasmus Mundus QEM - Models and Methods of Quantitative Economics. It was approved by the European Union in 2006 as international graduate degree program designed by a Consortium of European Universities. The number of European universities or institutions making up a consortium varies from the degree awarding program. The nature of the degree differs from other master's degree in Economics or finance. Compared to the Master of Finance or Master of Economics, this European degree is joint and prepares graduate for a wide range of careers which utilize their competency in economics, including economic theory, macroeconomics and financial forecasting, financial engineering and risk management, quantitative asset management, computational economics, quantitative trading, and applied and theoretical research. Unlike programs which are substantially quantitative, this degree provide a merge of both theory and empirics useful in practice.

Closely related degrees include the "Master of Quantitative Finance and Economics" and "Master of Finance and Economics".

Often, the degree prepares graduates for both research orientation for further studies and in the job market for positions in government organizations, private companies or financial institutions. This joint degree is officially recognized as a master degree in each university and each country with the same rights and duties with the national degree.

The degree is gaining in recognition as graduate placements have increased over the past few years.

Structure
European Joint Master degree in Economics is usually two years in duration, and typically include a thesis, an internship or research component. The programs require a bachelor's degree or an equivalent qualification at the same level, i.e. 180 ECTS credits in the European Credit Transfer and Accumulation System prior to admission. A typical requirement is exposure to economics, mathematics, applied mathematics, quantitative economics or finance. Like many master programs in Economics or finance, a review of statistics, probability theory, linear algebra and calculus are provided as a preliminary course. The curriculum is distributed between theory, applications, and simulations, with the emphasis on each differing by university in the consortium. The degree programs are usually funded by the Erasmus Mundus Scholarship.

List of European Joint Master degree Programs in Economics
The list of programs awarding this joint degree are as follows:
 * EMLE - European Master in Law and Economics
 * EMIN - Erasmus Mundus Joint Master in Economics and Management of Network Industries
 * EPOG - Master's Course - Economic Policies in the age of Globalisation : knowledge, finance and development
 * MEGEI - MA Economics of Globalisation and European Integration
 * QEM - Erasmus Mundus Models and Methods of Quantitative Economics

List of Participating Institutions
Here are some institutions among consortium of universities offering the European Joint Master degree in Economics:
 * Université Paris 1 Panthéon-Sorbonne, Paris, France
 * Universidad Autónoma de Barcelona Barcelona, Spain
 * Universität Bielefeld, Bielefeld, Germany
 * Università Ca' Foscari Venezia, Venice, Italy
 * Comillas Pontifical University, Madrid, Spain
 * Technische Universiteit Delft, The Netherlands
 * University of Paris-Sud, France
 * Florence School of Regulation of the European University Institute (Italy)
 * Catholic University of Leuven, Belgium
 * Università di Bologna, Italy
 * Université d'Aix-Marseille, France


text:
Talk:Devin Hester

Unsupported claim in the lead
He is widely regarded as the greatest return specialist in NFL history,

This statement, made in Wikipedia’s voice is in the lead. I’ve asked for a reference three times. Just provide a reference so this claim can be verified. I looked at ref 106 and it doesn’t mention this. Artificial Nagger (talk) 01:42, 20 May 2023 (UTC)
 * Let's not do the inflammatory language. It's really not necessary, especially in a case like this where the facts appear to be on your side. the source you alluded to in your editsum does not support the claim in question. (Frankly, even if it did, I would want a better source than one that clearly has a slant in favor of the Bears.) L EPRICAVARK  ( talk ) 18:26, 20 May 2023 (UTC)
 * Done. I added some sources and context to back-up claim. Thanks, --  StarScream1007  ►Talk  19:30, 20 May 2023 (UTC)
 * Can you please get consensus before making more changes? There are multiple issues with your edit. The first kid you’re making a claim in the lead that is not in the body of the article.  Secondly, I can’t find where your source makes this claim.  I’m going to lean towards we have some sort of inline reference to back this claim. Putting something in the lead and making the reader to find a source isn’t good.  — Preceding unsigned comment added by Artificial Nagger (talk • contribs) 23:52, 20 May 2023 (UTC)
 * I support StarScream1007's changes, although I would recommend switching to "one of the greatest return specialists in NFL history" as that's what most references say. But to your second question, the first source added says "He is the most dominant returner in NFL history". –CWenger ( ^ •  @ ) 00:14, 21 May 2023 (UTC)
 * Agreed and good point. " widely regarded as the greatest" sounds a bit too WP:WEASELLY. I've adjusted to "one of" --   StarScream1007  ►Talk  00:24, 21 May 2023 (UTC)
 * Besides being weaselly (can’t you just taste the irony?), none of the sources say that, which was my initial problem with the text. When an editor asks for a  supporting reference, it’s the duty of those backing an edit/issue/position to produce, not use red herrings like citing MOS guidelines which is not only obstreperous, but just plain rude.  Besides, WP:VERIFY is a policy, perhaps the most important policy of the damn project.  No verification means no encyclopedia.  But to the article, I’m removing “widely” as the sources don’t appear to say this and to use conjecture would be WP:OR.  But if the sources say otherwise, please show me.Artificial Nagger (talk) 05:31, 21 May 2023 (UTC)

Missing stats
i was reading the profile of devin Hester and noticed there are some missing stats those stats are: University of Miami sports hall of fame Chicagoland sports hall of fame I appreciate your time and understand that you excellent. Service is free to the public, but if you get a chance could you update this webpage with the current information

Thanks, 2600:6C42:7400:940:99D:A74C:7E1A:7D39 (talk) 18:13, 23 October 2023 (UTC)

 * I think this can be included. It seems "Halls and Rings" are in the highlights section of WikiProject National Football League/Player pages format. I will add them once I find sources for them. --  StarScream1007  ►Talk  15:00, 24 October 2023 (UTC)

Dead?!?
I believe the claim that Devin Hester died on 30 November, 2023 is false. If true, there should certainly be a reference associated therewith. <IP_ADDRESS> (talk) 15:46, 1 December 2023 (UTC)

 * It's likely vandalism - I cannot find any reference to support it. --   StarScream1007  ►Talk  16:03, 1 December 2023 (UTC)

title: Talk:Devin Hester


text:
Objective-C Programming/concepts

There are a number of key Objective-C concepts that have close relations to the practice of object-oriented programming in general. For the moment, we won't look at exact syntax until later.

 * If you have previous experience in object-oriented programming, you may wish to skip these sections and examine the Summary section

Objective-C is just C (a superset of C), with Lisp like object-oriented syntax
Object-orientation in objective-C has some similarities with C++, and is a way of organising memory like c-style structs, except that it is expected that the structures have pointers to functions that can reference any offset defined as an instance variable or function pointer , so the object is a memory location from which the offsets to instance variables can be found , and where there is a pointer back to the class definition that gives the addresses of functions of the class.

In C++, to call a member function from a member function of a class, the syntax is this -> func ( a, b );

or

(*this).func (a, b);

this represents a pointer to "this" object, the instance of a class which defined the function where "this" is being used.

In objective-C, 'self' is the keyword to replace 'this', and the invocation would be [self func: a, b ]

So here, the parameters to the function are not enclosed in parentheses like most other c based languages, but

Constructors in java are called like this in a constructor of a child class, when the parent class's constructor needs to be invoked.

Child( a, b, c ) {  super(a); this.b = b; this.c = c;  }

Similarly, in objective-C, for a class interface @interface MyClass : MyParentClass { MyClassB * b;   int  c;  } @property (copy, nonatomic) NSInteger d;

-(void) func1; -(void) func2: (int)param1, (id) param2; @end

there is an elided init constructor function, and

the constructor might be

- (id) init: (id)a, (id) b, (int) c, (NSInteger) d { self = [super init:a ]; // -(2) if (self) { _b = [[B alloc] initByCopy:b] ;    _c = c;      self.d = d;    }    return self;   }

and there exists a constructor for MyParentClass, which is

- (id) init: (id) a // - (2a) { .. }

The above example shows:
 * 1) id is a placeholder for a class type.
 * 2) In a function declaration or definition, parentheses are conventionally put around the return type, and before each parameter to give their types.
 * 3) self is a supplied instance variable that references an object of the class, but can be initially an object of the supertype , as in (2) and (2a).
 * 4) the convention is to call alloc which is a class function for a class to obtain an object, and then to initialize the object by calling an object function with a function conventionally being 'init' or beginning with 'init..' , so the pattern is my_object = [[A_Class alloc] init:a_param1, a_param2], which means "allocate the memory for an object templated by A_Class, and then call init on the object with a_param1 and a_param2".
 * 5) some simple C language types such as int, double, char*, can be represented by more complex classes beginning with NS.
 * 6) In the above example, _b and _c don't have self preceding it, but d does. d is defined as a property in the interface declaration part of the class. A property has elided set/get functions for the instance variable, and can have property attributes like ( copy, nonatomic ) - copy means "self.d = d" is short for "self.d = [ [NSInteger alloc] initByCopy:d ] , where NSInteger is the class for d.
 * 7) it's helpful to remember that objective-C is an extension of c, and variable names usually refer to a short sequence of 4, 8 or 16 bytes, which either represent numbers (int, long, float, double, char) or addresses ( char* , class instance pointers ). This is a bit unlike java, where variables are references to objects, and it is elided or hidden how the objects are referenced, and how their memory is managed. Objective-c frameworks added in reference-counting automatic deallocating memory management later to the NS.. classes family.

C and Standard Unix system interface underlie Objective C
Any of the standard Unix libraries which are available in C are available in Objective C, so this includes standard system interfaces to services such as file input/output, dynamic ( malloc/free ) allocation, string functions, maths functions, process creation, synchronization, and interprocess communication via file locks, thread locks, thread condition variables, semaphores, pipes, sockets, shared memory management, signals. However, objective C allows grouping of data structures with methods, and gives rise to shortcut organizing structured programming for domains such as GUI construction, using object-oriented patterns such as polymorphism and delegation ( via objective-c "protocol" feature ). Additional features also include automated references counting so that dynamic allocated objects are automatically deallocated without garbage collection. This gives rise to replacement of standard operating system interface functions (malloc/free), with standard objective c. object oriented idioms from NSObject e.g. NS * p = [[NS alloc] init] ; for those familiar to dot only syntax eg java , means same as   MYClass p = (MyClass.alloc).init; "Call static factory class method alloc, and invoke init on object."

In c, there is only MyStruct * p = malloc ( size of(MyStruct)); later on, the pointer p may share the memory address with another pointer, say q, and there would be 2 references, then if later, q = z, and even later p= z, but wait, there is a memory leak, so free must be called on p because it is the last reference to the memory allocation produced by the call to malloc above. free(p); In older objective c frameworks, [p dealloc]; However, automatic reference counting or ARC, means that when p = z, in the example above, the reference count for the NS object pointed to by p falls to zero, and free is called on the hidden pointer held by the ARC support framework.

Example 2, instead of char * charbuf[maxlength]; snprintf ( charbuf, maxlength-1, "hello %s, %d times!", "world", 2);

there is

NSString* mystrbuf = [[NSString alloc] initWithFormat: "hello %s, %d times!", "world", 2];

What is object-oriented programming?
Object-oriented programming (often just shortened to OO or OOP), is a programming paradigm where code is written in units called classes, where functions associated with data structures are declared and defined together. For example, ANSI C has data in structs, and similarly, an OO language stores data in classes or objects, but also declares the functions that operate on instances of structured data (objects). A class itself can be an object, with associated data and class functions, but there is only one instance per process space. (in general, operating systems have one process per running program, but allow multiprocess programs which are programs that start off other programs ).

For example, if you are creating a word processor, you might represent the document by an object that has text as its data, and associate with it different tasks to perform upon the document's data, such as "spell check".

The word processor then would be a small program that might draw the window and show the document's text. A spell check button would perform the "spell check" task upon that document's object.

However, if we were editing two documents at once, they would differ probably in the contents of the documents- the data. But all the documents would be more or less the same: Each document contains a space for its text, and has a couple of defined tasks that operate on the text. Each document object has essentially the same form. We call this form the class of the object, and we often give it a name. Let's call the document class Document (Style note: we often capitalize names of classes).

Now, each document object has the form of the Document. We say that each document object is an instance of Document. So, for example, our word processor operates on instances of the Document class. Sometimes we may call an instance of the Document class just "a Document".

Remember that each object has some data. For example, with the Document class, each <tt>Document</tt> has data to hold the text of the document. We call the data that each object holds instance variables. So, a <tt>Document</tt> may specify an instance variable to hold the text, or an instance variable to hold the word count, or the author, or any other data we may want to specify. Each <tt>Document</tt> has instance variables that are separate from the instance variables of any other <tt>Document</tt> that may exist.

Each object also has a number of tasks that it can perform on its instance variables. In Objective-C, we call these tasks methods. The object's methods operate on the object's instance variables.

However, there's more to objects than just this. With Objective-C, we can do a lot of interesting things with objects.

Working with objects
Let's stick with the example of our word processor. Say we want to create a new instance of <tt>Document</tt> so we can work with it. This process is called instantiation.

Now that we have an active instance of an object, we can work with it, by using the object's methods. We'll look at defining and working with methods later. Each method merely acts like a function in C, and in Objective-C, there is only a minor syntax change.

When we're completely done with the object and want to get rid of it (so it stops taking up memory), we do what is known as destruction or deallocation of the object. This is like <tt>free</tt>'ing a <tt>malloc</tt>'d array, for example, in C. However, if, in the process of using the object's methods, we allocate some extra memory for its instance variables, we must free that memory too.

Object techniques
When we're creating new classes, we may want to base the new object's behaviour on a class, which we have previously created. For example, if we want to create a document class that has details of style information, we may wish to base that class on the `Document` class, which we have previously created.

This is a common enough feature that it is included in object-oriented systems, and it is given the name of inheritance. When a class inherits from another, the new class takes on the form of the old class and can add extra instance variables and methods.

So, if we wanted to create a `StyledDocument` class, we would inherit from the `Document` class. In Objective-C, a class only inherits from one other class. This is known as single inheritance.

Interfaces and implementation
As in the real world, there is a separation between how objects are used, and how objects work. For example, with our word processor, there is a consistent interface to the spellchecker (how it is used), such as buttons to jump to the next misspelt word, to go back, and to correct. But, behind the scenes, the way the spellchecker works (the implementation) can be done in many different ways.

In Objective-C, the interface and implementation are kept separate. This allows different objects to work and link together in a well-defined manner. To change channels on your television, for example, you use the interface of the buttons on the television set instead of opening it and fiddling around with the electronics.

Keeping the implementation separate from the interface means that we can change anything in the implementation (even substituting it with another implementation) and everything should still work, because objects (buttons etc) interact with each other only through their interfaces.

Summary
So, before we get to learning Objective-C syntax, let's recap:
 * An object is an instance of a class
 * which has defined upon it tasks known as methods
 * and data known as instance variables
 * A class can inherit from one (and only one) other class (single inheritance)

title: Objective-C Programming/concepts


text:
Synixais

Synixais is a genus of longhorn beetles of the subfamily Lamiinae, containing the following species:

 * Synixais banksi Breuning, 1938
 * Synixais fuscomaculata Aurivillius, 1911
 * Synixais notaticollis Breuning, 1964
 * Synixais strandi Breuning, 1940
 * Synixais sumatrensis Breuning, 1982

title: Synixais


text:
Cuneyd Zapsu

Hasan Cuneyd Zapsu (born 19 November 1956 in İstanbul) is a Turkish businessman of Kurdish and Balkan origins. He was a co-founder of the Justice and Development Party (AKP) in Turkey as well as the founder of Balsu, one of the world's leading hazelnut producers.

Early life and education
Zapsu was born in Istanbul. He is a descendant of Bedir Khan Beg and Kurdish poet. After the Turkish coup d'état of 1960, his family had to leave Turkey because his father was a politician in the governing Democrat Party. They relocated to Munich, Germany, where he attended primary school. They returned to Istanbul in the second half of the 1960s, and he studied at Istanbul's German High School. After his graduation, he studied business administration at the Istanbul University and later economics at the Ludwig Maximilian University in Munich.

Balsu
In 1977 he launched his business career and held various positions in the companies his family owned. He founded Balsu, which would go on to become a leading hazelnut exporter in 1978. He was the President of the Association of Exporters of Istanbul between 1987 and 2001 and was a founder of several hazelnut-related associations. In 1995 Zapsu and his brother Aziz co-founded the Turkish discount store chain BiM. He sold his shares to Merrill Lynch in 2000.

Yasin Kadi controversy
The Zapsu brothers business relations with Saudi entrepreneur Yasin Kadi brought them under the attention of Turkish authorities, as Kadi was on the financiers of terror list of the United Nations. Cuneyd Zapsu and his mother had also donated $300,000 to the charity Mufaqaf in 1990s, which was closely related to Yasin Kadi and had been classified as to be connected to Al Qaeda by the United States following the September 11 attacks in New York. Zapsu denied any irregularities in their business relations and Guy Martin, Kadi's lawyer, stated that no UN sanctions were breached with the transactions in question. Today Yasin Kadi has been cleared of all allegations.

Political career
In 2001, he resigned from his businesses and became a founding member of the AKP. He never was a candidate to parliament, but was an important adviser to Recep Tayyip Erdoğan and often the sole translator in meetings Erdoğan held with Western politicians. At that time he was mentioned as the "shadow foreign minister“. Since 2002, he has accompanied Erdoğan to the World Economic Forum (WEF) in Davos of which he is also a member. In 2003 he supported a political solution to the conflict of Cyprus and advised Kurdish rebels to demand their rights in a political way as the laws in 2003 were much better than before.

Return to business
He resigned as advisor to Erdogan in 2008 and founded the Cuneyd Zapsu Consultancy Inc. which serves as an advisor to various global and Turkish enterprises. He has also returned to the hazelnut processor and exporter Balsu. He serves as a senior advisor to Coca-Cola since 2012 and in May 2017, he was appointed a member of the board to the company in charge of the construction of the Akkuyu Nuclear Power Plant. Since 1986, he is also a member of the Turkish Industry and Business Association (TÜSAID) and serves as a member of the executive committee for the International Nut and Dried Fruit Council (INC) since 2007.

Personal life
Zapsu resides in Istanbul. He is married to Beyza Zapsu and is the father of three children. Through his paternal aunt, he is related to Musa Anter.

title: Cuneyd Zapsu


text:
Togo women's national basketball team

The Togo women's national basketball team represents Togo in international competitions. It is administered by the Fédération Nationale de Basketball Togo (FTBB).

AfroBasket record

 * 1970 – 6th place
 * 1974 – 7th place
 * 1977 – 3rd place
 * 2003 – 10th place

title: Togo women's national basketball team


text:
User:Talvikki/Dissertation draft

Typography and children with low vision
Typefaces’ user friendliness and typeface design as a solution

I want to do research about the topic of typography in children’s learning books. How are children with a low vision included in the design process of the learning books? The case could be that they aren’t, that hasn’t been seen as an important or influential factor in children’s book design or in typeface design. My interest this topic sparks from an article (G. Douglas, M. Grimley, M. McLinden & L. Watson 2004) “Reading errors made by children with low vision”. The part that caught my eye was mention of children’s reading speed and how children with poor sight start -to read slower, compared to normal sighted children, when they grow older. They didn’t have explanation for this matter. There really hasn’t been much research in this particular field, what the reasons are and how they are linked to typography and typeface design. I want to shed light on this side of the typeface design, designing for certain purposes, and this case for children that have special needs. How children comprehend the typography and typefaces in learning books (including typefaces/ faces/ sizes/ spacing/ colour/ etc.). How could typeface designs help children with low vision to see letter forms better? And reflecting on this subject in relation to my background, started to lose my vision in primary school, it’s a really fascinating and important topic. I want to find out how children can understand visual messages of letterforms easier. It would be nice to develop better tools for children so they can enjoy learning without disturbing factors.

There are different scales of sight, from normal to blind, as Liz Segre clarifies "...Term commonly used among eye care professionals to mean partial sight, or sight that isn't fully correctable with surgery, pharmaceuticals, contact lenses or glasses." Between that line fits in my topic’s focus group, children with sight disability. First of all, to what extent does low vision affects children’s learning process? Can children follow easily teaching in normal school class? The first obvious explanation for this problem could be type size. Early readers (3-5) have bigger sizes in their books than instance three years older children, and that’s way it’s easier to see and read. My question is could this notion be the only reason why children with low vision read slower than normal sighted children? This doesn’t seem to be the case. Zachrisson (1965) counters this by saying, that reading is a complex act which includes many stimuli, not just one. In my project I would like to find out what the other factors are that helps or harms children’s reading act and experience.

I think in my case Empirical method would be the proper approach to this subject. By trying to have some results to make conclusions, I’m not only analyzing some publishers learning book series, but I’m also planning to do experimental tests with children (and filming this test for further analyzing), as well as interviewing professional designers in the field of book and typeface design. With children I will try to conduct a few reading experiments; how they differentiate sans serif and serif types when they are blurred (this test has been done, but not with children?). Test their distance sight; how they see different types. What elements are crucial to have? Do colours help children to focus or is it just distraction? With book designers I would like to talk about their use of certain kind of formulas and schemes for background for their designs or do they use anything. What do they think is important to cover when the design is for children? What typefaces for children do they know, what do they use and why, etc. With typographers (for example, Rosemary Sassoon) there are same fundamental questions, but I also need to know what kind of forms they see to be important when designing types for kids. Do they think it is important to design typefaces for this purpose and why? How could typeface designs help children with low vision to see letter forms better? How could typographers design types that are user friendly and have been made through consideration of children’s special needs? What factors determine good legibility in this case? How can I find out? I think this part, of interviewing designers, should be done in two ways; survey as many designers as I can contact, and then conduct deeper interviews with designers who work with material that are for children. I need to start to compose the questions quite early, at the start of next year, so I can give time for designers to reply them, and have time for myself to go through (and analyse) the answers. I think realistic it is for me to do some tests with children, but the problem could be how to find a good X number for testing a group of low vision children. How I’m going to find the children and how I’m going to decide the age range for the group(s). Contacting right number of designers could be also another problem.

Topic related researches and relevant literature

 * S. Lee, The image and its role in children’s illustrated ABC books 1750-1850. the University of Reading, Department of Typography & Graphic communication, BA 2005
 * G. Douglas, M. Grimley, M. McLinden & L. Watson, Reading errors made by children with low vision, Ophthal. Phusiol. Opt. 2004, Volume 24, pp. 319-322
 * O. Vernon, Typography in enlarged teaching texts for shared and guided reading in primary schools. the University of Reading, Department of Typography & Graphic communication, BA 2000
 * C. Cripps & R. Cox, Joining the ABC, Ebenenezer Baylis & Son Ltd, The Trinity Press, Reprinted 1990
 * R. Sassoon, Joins in children’s handwriting and effects of different models and teaching methods. the University of Reading, Department of Typography & Graphic communication, PhD 1988
 * M. Harvey, The typography of children’s reading schemes. the University of Reading, Department of Typography & Graphic communication, BA 1982
 * P. Phillipps, Children’s handwriting: a study of teaching methods. the University of Reading, Department of TYpography & Graphic communication, BA 1982
 * C.D.Mercer, Children and adolescents with learning disabilities, Charles E. Merrill, 1979.
 * L. Watts, Legibility in children's books : review of research, NFER, 1974.
 * H. Watkins, An investigation into some aspects of the use of colour in illustrations designed for the primary school child. the University of Reading, Department of Typography & Graphic communication, PhD 1972
 * I. Blomfield, A child’s first reading book. the University of Reading, Department of Typography & Graphic communication, BA 1969
 * B. Zachrisson, Studies in the Legibility of printed text. Almqvist & Wiksell, 1965
 * http://www.allaboutvision.com/lowvision/low_vision.htm 27 November 2006 - By Liz Segre

Overlaps in typography in children’s learning and reading books
What typographical elements can be borrowed from reading books to learning books?

I intend to do my research on the topic of typographical overlaps in children’s learning and reading books, and whether these factors confuse or make learning enjoyable. I want to identify the common typographical factors between children’s learning and reading books. How is typography used to help to have a logical learning process throughout out the book, and what typographical factors can be borrowed from reading books to learning books? Are children included in the design process of these books – and how? What kind of research has been made for creating a book that helps children its best way to teach to read? How have the results of legibility researches (example, L. Watts and J. Nisbet, “Legibility in Children’s Books, A review of Research”) been used to create books for children? By reading books I mean books that children flip trough before they know how to read, and by learning books I mean books that children start to learn to read with (like ABC books). And I want to shed light on this side of the typeface design, designing for certain purposes. Reflecting on this subject in relation to my background, I had my own difficulties to start to read, and therefore it’s a really fascinating and important topic to me. I want to find out how children can understand visual messages of letterforms easier. It would be nice to develop better tools for children so they can enjoy learning.

The group I will be focusing on in my research are early readers, 3-5 years olds; the point at which when the learning to read really begins. It’s interesting to see the change from their reading books to learning books, and the similarities between them. Both use colourful pictures, interesting stories and big type sizes; at least they do so in Finland. But my main point of my research is the typography, not the whole layout of the books. By focusing to investigate different factors in typography, I also need to know something of the reading process. Reading isn’t a simple task; it’s a mixture of different neuro-physical functions and visual elements like forms, colour, size etc. Zachrisson (1965) acknowledges, that reading is a complex act which includes many stimuli, not just one. In my project I would like to find out what the factors are that helps or harms children’s reading act and experience.

I think in my case an empirical methodology would be the proper approach to this subject. I’m not only analyzing some publishers learning and reading book series, but I’m also planning to interview professional designers in the field of book and typeface design, who are directly responsible for the typographical language. By analyzing books, I mean going through learning to read book series that are used in the schools in England – at least five publishers. I’m going to compare how typography is used in these books to create a logical process of the understanding of words and their meaning. This means that I should visit “National Centre for Language and Literacy” at the University of Reading in Bulmershe court, who have good collections of different kinds of children’s learning and reading books.

With book designers I would like to talk about their use of certain kind of formulas and schemes for background for their designs or do they use anything. What do they think is important to cover when the design is for children? What elements are crucial to have? Do colours help children to focus or is it just distraction? What typefaces for children do they know, what do they use and why, etc. With typographers (for example, Rosemary Sassoon) there are the same fundamental questions, but I also need to know what kind of forms they see to be important when designing types for kids. Do they think it is important to design typefaces for this purpose and why? How could typographers design types that are user friendly and have been made through consideration of children’s particular needs? I think this part, of interviewing designers, should be done in two ways; by surveying as many designers as I can contact, and then conducting deeper interviews with designers who work with material that are for children. I need to start to compose the questions quite early, at the start of next year, so I can give time for designers to reply to them, and have time for myself to go through (and analyse) the answers. I think it is realistic to be able to contact around 15 designers, but the problem could be whether I have a chance to do good face-to-face interviews or will they co-operate with me – other options for interviewing could be emailing designers or doing voice chat.

Topic related researches and relevant literature

 * S. Walker (2005). The songs the letters sing: typography and children’s reading, National Centre for Language and Literacy, Typographic Design for Children
 * S. Walker (2005).’The books that nobody sees’: typography in children’s reading books, Baseline, No 48, pp. 25-32
 * S. Lee (BA 2005). The image and its role in children’s illustrated ABC books 1750-1850, Department of Typography & Graphic Communication, The University of Reading
 * O. Vernon (BA 2000). Typography in enlarged teaching texts for shared and guided reading in primary schools, Department of Typography & Graphic Communication, The University of Reading
 * O. Lund (1999). Knowledge construction in typography: the case of legibility research and the legibility of sans-serif typefaces, Department of Typography & Graphic Communication, The University of Reading
 * R. Sassoon (1993). Through the eyes of a child – perception and type design, In R. Sassoon (ed), Computers and typography. Oxford: Intellect Books
 * C. Cripps & R. Cox (Reprinted 1990). Joining the ABC, Ebenenezer Baylis & Son Ltd, The Trinity Press
 * R. Sassoon (PhD 1988). Joins in children’s handwriting and effects of different models and teaching methods, Department of Typography & Graphic Communication, The University of Reading
 * M. Beaumont (1987). Type and colour, Phaidon Press Limited,
 * M. Harvey (BA 1982). The typography of children’s reading schemes, Department of Typography & Graphic Communication, The University of Reading
 * P. Phillipps (BA 1982). Children’s handwriting: a study of teaching methods, Department of Typography & Graphic Communication, The University of Reading
 * L. Watts and J. Nisbet (1974). Legibility in children's books: review of research, NFER
 * M. Vernon (1971). Reading and its Difficulties, Cambridge: Cambridge University Press
 * I.L. Child, J.A. Hansen and F.W. Hornbeck (1968). Age and sex differences in children’s colour preferences, Child Development, 39, I, pp. 237-47
 * E.J. Gibson (1965). Learning to read, Science, 148, 1066
 * B. Zachrisson (1965). Studies in the Legibility of printed text, Almqvist & Wiksell
 * C. Burt (1960). The typography of children’s books – a record of research in the UK, in: Yearbook of Education, pp. 242-56

title: User:Talvikki/Dissertation draft


text:
User:Pmbanks/Evaluate an Article

Evaluate an article

 * Name of article: Tail Chasing
 * I've chosen to evaluate this article because I've always wondered why dogs carried out this behaviour. I figured it would be interesting to read about it, and to evaluate the article on it.

Lead

 * Guiding questions

 * Does the Lead include an introductory sentence that concisely and clearly describes the article's topic?

 * Does the Lead include a brief description of the article's major sections?

 * Does the Lead include information that is not present in the article?

 * Is the Lead concise or is it overly detailed?

Lead evaluation
The lead was very well put together. It included an introductory sentence that appropriately stated and described the articles topic. All of the sections in the article were broadly described in the lead as well. In addition to this, the lead only includes information which is discussed later in the article. It was not to detailed and it discussed the main sections effectively.

Content

 * Guiding questions

 * Is the article's content relevant to the topic?
 * Is the content up-to-date?
 * Is there content that is missing or content that does not belong?

Content evaluation
The articles content was relevant to the topic. It effectively described the behaviour, why it occurs, and the pathology behind it. It also described how it is similar to other known human disorders. The article also included some other facts about the behaviour which were not 100% necessary but were interesting to read about. This article is fairly new, it was published for the first time in 2018. All of the sources used for this article were peer reviewed sources and were all published in the last 10 years. This ensures that the content in the article is up to date.

Tone and Balance

 * Guiding questions

 * Is the article neutral?
 * Are there any claims that appear heavily biased toward a particular position?
 * Are there viewpoints that are overrepresented, or underrepresented?
 * Does the article attempt to persuade the reader in favor of one position or away from another?

Tone and balance evaluation
The authors attitude towards the subject is neutral. They are just simply describing the behaviour and facts about it, and there isn't any particular bias towards a position. It seems as if all the viewpoints were equally represented. For example, the author mentions multiple different case studies that each describe different ways that tail chasing can be problematic. They also mention all of the possible causes of this behaviour rather than just elaborating on one.

Sources and References

 * Guiding questions

 * Are all facts in the article backed up by a reliable secondary source of information?
 * Are the sources thorough - i.e. Do they reflect the available literature on the topic?
 * Are the sources current?
 * Check a few links. Do they work?

Sources and references evaluation
All the sources used as references are peer-reviewed, which were published in the last 10 years. This indicates that reliable sources were used since they were written and reviewed by professionals in that area. If you test the sources, you they bring you to the articles where you can read them yourself. From this you can see that the articles are very thorough and reflect the available literature on the topic.

Organization

 * Guiding questions

 * Is the article well-written - i.e. Is it concise, clear, and easy to read?
 * Does the article have any grammatical or spelling errors?
 * Is the article well-organized - i.e. broken down into sections that reflect the major points of the topic?

Organization evaluation
The article is very well written. There were no spelling mistakes or grammatical errors. The article was broken down into clearly labelled sections which made it very easy to read and understand.

Images and Media

 * Guiding questions

 * Does the article include images that enhance understanding of the topic?
 * Are images well-captioned?
 * Do all images adhere to Wikipedia's copyright regulations?
 * Are the images laid out in a visually appealing way?

Images and media evaluation
The article includes photos that show the tail chasing behaviour and one of the most common tail chasing dog breeds. This is important because I wouldn't know what that dog breed looked like without it. In addition to this a video was also added, so if someone read the article who had never seen this behaviour they would be able to see it. The images all have captions that accurately describe what the photo is showing. If you click on the bottom of the photo it brings you to a page that shows the source of the image, as well as the copyright information which adhere to Wikipedia's copyright regulations.

Checking the talk page

 * Guiding questions

 * What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
 * How is the article rated? Is it a part of any WikiProjects?
 * How does the way Wikipedia discusses this topic differ from the way we've talked about it in class?

Talk page evaluation
When reviewing the talk page of this article, you can see that no one replied to the article. The Article is part of two separate Wikiprojects. Wikiproject Dogs which is trying to increase the coverage of dog related articles, and Wikiproject psychology which is trying to increase the coverage of psychology on Wikipedia. The article is rated as C-Class on the quality scale and Mid-Class on the importance scale.

Overall impressions

 * Guiding questions

 * What is the article's overall status?
 * What are the article's strengths?
 * How can the article be improved?
 * How would you assess the article's completeness - i.e. Is the article well-developed? Is it underdeveloped or poorly developed?

Overall evaluation
Overall the article is very well put together and easy to read. Its strengths are that it is written in a neutral tone, there is no bias towards a particular position, it included excellent images, and the sources are all peer-reviewed, easy to access, are current, and reflect the available literature on the topic. I believe everything that needed to be mentioned on the topic was discussed in this article. The only thing that could be added is perhaps the type of dog breeds that do not carry out this behaviour, and why.

title: User:Pmbanks/Evaluate an Article


text:
Portal:Denmark/Selected article

Instructions
The layout design for these subpages is at Portal:Denmark/Selected article/Layout.
 * 1) Add a new Selected article to the next available subpage.
 * 2) *Only articles that have been given a "B" class rating or higher should be added.
 * 3) The "blurb" for all selected articles should be approximately 10 lines, for appropriate formatting in the portal main page.
 * 4) Update "max=" to new total for its Random portal component on the main page.

Selected articles list
Portal:Denmark/Selected article/1

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Nominations

 * Adding articles
 * Feel free to add Featured or Good quality Denmark articles to the above list.
 * You can also ask for help at Portal talk:Denmark.

title: Portal:Denmark/Selected article