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Croquant rebellions

The croquant rebellions ("Jacquerie des croquants" in French) were several peasant revolts that erupted in Limousin, Quercy, and Perigord (France) and that extended through the southeast of the country in the latter part of the 16th and beginning of the 17th centuries.

They were caused by an increase in the estate and nobility taxation during a period of great misery among the peasantry after years of war, and fall within the category of the French religion wars. The croquants supported King Henry IV of France against the Catholic League and the nobles who participated in it. The religious motives were, however, marginal and the Croquant uprisings were, above all, rebellions against taxation. There were three of these rebellions, which took place in the years 1594, 1624, and 1637. The first finished with the reduction of taxes, the second with Donat and Barran, the leaders of the uprising, being executed, and the third finally conceding a general amnesty.

Context
France was fighting the Spanish Habsburgs, and maintaining two battle fronts: along the Pyrenees and in Flanders and Lorraine. In the interior, the religious wars had been going on for 35 years, devastating the country. The peasants, like the inhabitants of the cities, bore the brunt of supporting the troops when they crossed or were stationed in their region. And between campaigns, a good part of those demobilized troops, composed of mercenaries, were wandering, looting, and extorting money from towns, villages, and castles. When King Henry IV of France came to the throne, the royal finances were on the brink of bankruptcy. The government of his Minister, Sully, embarked on a fiscal policy devoted to increasing the collection of taxes, not only to finance the wars, but also to cover important loans granted to the state by French financiers (among whom was found the high French clergy) and foreigners (English, Dutch, Swiss, and Italians).

Moreover, the huge cost of the war between the Catholic League nobles and the Huguenot nobles or supporters of Henry IV, made the nobility put still more pressure on their feudal subjects to collect taxes and force compliance with their feudal rights, each time more difficult for a peasant submerged in misery to bear.

Agitation in rural areas was almost constant during the conflict, but the peasant uprisings multiplied in the 1590s, as in Champagne, in the North and East of Paris, in Lower Normandy, Dauphine, Vivare, and Provence. The intensification and extension of the riots are noted around 1594, affecting most of the country within a broad movement of recurring revolts. In addition, the year 1593 had been particularly cold and rainy, so bad crops for the second consecutive year were expected.

Motives of the Uprisings
A document of the Parlement of Toulouse, cited by Ivan Luchitzkii, exposes in 1594 the motives of those frequent rebellions. Historian Henri Heller concludes from the document that the heavy taxation undoubtedly played an important role; looting, extortion, and the duty to accommodate and feed the soldiers of hosts were no less relevant. But the most relevant is the oppression exercised by the nobles, who were illegally demanding the payment of higher rents and manorial rights, and arbitrarily imposing new taxes and duties. Before the refusal of the farmers to pay, according to Parlement, the nobles were sending troops to the lands of the tenants to illegally seize their land and their bodies. Finally the nobles, in turn, refused to pay the taille and other taxes linked to the non-noble lands that they had just been acquiring.

The texts drawn up by the croquants of the Périgord region corroborate this analysis and add that they struggled against the tax collectors and their agents, who enriched themselves by taking advantage of their misery.

The Uprisings
From the Viscounty of Turenne in lower Limousin in 1594, the revolt spread rapidly to Périgord. According to the chronicle of Sarlat Jean Tarde the revolt emerged in the Limousin town of Crocq, in Combraille, which gave its name to the rebellion; historians, however, incline more to the explanation driven by another chronicler of the time, Pierre Victor Palma Cayet, in which the farmers were called croquants ("crispys") by those wealthy classes and tax collectors who were chewing them up "as snacks." The nickname was in turn repurposed against the bourgeoisie, the nobility, and the authorities, who thus contemptuously designated the farmers who attacked them. The peasants called themselves tard-avisés (got-wise) or chasse-voleurs (fighter-thieves).

From the beginning, the farmers organised themselves, first for their defence, managing to expel bands of mercenaries and bandits. They held assemblies in the forests, in which they pledged loyalty and drew up petitions setting forth their complaints and requests. They reached out to all the villages to inform them and to ask them to join in. In the parishes, "avisors" (from which the name "tard-avisés") created armed companies who chose their captain and his lieutenants, each one with its drums and colours. Those companies began to reconnoitre the region to the sound of the drum, forewarning the villages, the authorities, and the nobility of their arrival. One is either with them or against them, and whoever confronts them sees their property destroyed. In the assembly of April 23, it was decided that some emissaries would deliver a letter to King Henry IV so that he would not misinterpret their actions, another to the Monsieur de Bourdeille, governor of Périgord and charged with the security of the region, and others of the local magistrates, to inform them of the abuses committed by the nobility against the Third Estate and to ask for redress in the regional parliaments. In Périgord alone it is estimated that the companies of croquants amounted to 20,000 men. The movement expanded with extreme rapidity throughout Limousin and Poitou, reaching in the west to Angoumois and Saintonge, and in the south to Toulouse and the Comminges region. On the way, clashes with government troops multiplied during the summer of 1594.

These saw themselves overpowered and were not able to contain the advance of the peasant troops. According to Jean Tarde, there was one soldier for every 100 peasants, and their military organisation owed itself to the fact that a good number of artisans, "sons of good families" (some historians, such as Mousnier and Bercé, include some minor nobles, or squirearchs, joining the revolt), and former soldiers were accompanying them. On the other hand, although the King had decreed an end to the movement, he also had expressed a certain benevolence toward the rebels and had promised to hear their complaints, and so for months the nobles felt indecisive about the degree of violence to employ in the repression, and their answer was due soon. As the reinforcements that the governor of Bourdeille had asked the King for were slow in coming, the nobility and the wealthy classes of the cities organised their own armed League. Months later, the reinforcements required by the King arrived from Jean de Sourches de Malicorne, governor of Poitou, and Jean du Chasteigner, M. de Albin.

Meanwhile, the croquantes asked the King to recognize their official representative (a syndic) and delegated lawyers to the Parliaments (as in Périgueux in February, 1595) in the name of the "Third Estate of the low lands" (Tiers-Etat du pays plat), the name with which they called themselves. They swore their allegiance to the King, in an era in which many nobles were slow to recognize his authority, a conflict shown particularly by those nobles of the Catholic League. They asserted that the "thieves" they denounced were attacking not only them but also the royal power, and they proclaimed their respect for the established social hierarchy and that they only hoped that justice would be done. That said, the course of events and the violence employed gave the revolt a frankly anti-nobility look in many areas. As the available sources from the time usually collect highly geographically-localized data, this has led historians to diverge on this point according to the characteristics of the movement in the regions studied: while the French authors (Emmanuel Le Roy Ladurie, Yves-Marie Bercé, and Roland Mousnier) lean toward a fundamentally anti-tax movement, the English-speaking authors (Henry Heller, Pérez Zagorín) argue that the fight against the nobility as a whole had equal relevance.

End of the revolts
In the winter of 1594–95, famine extended over the regions affected by the conflict, and the price of grain shot up. The King made it known to the croquants that he pardoned them for their delays in paying the taille and that he was freezing its increases, as well as those of the gabelle. He also promised them that the abuses committed by the nobles and tax collectors would be investigated. In order to pacify the rebellious regions, he appointed a royal superintendent for the southeast of France, Jean-Robert de Thumery, M. de Boissize, who arrived in July 1595. He encountered resistance in the urban classes and in some feus they refused to negotiate. For their part, the croquants were often wary of the intentions of the local authorities, and splits appeared among the captains of the movement. Many battles still took place, although the movement was losing force. In the autumn of 1595, the croquants disarmed.

Although from their extent and intensity these first revolts of the croquants came to be considered a civil war, it is often called the "small war of the croquants." Their real bases are not known, but that it had occurred right at the end of the religious wars and after a deep crisis of monarchical power, highlights the clemency of King Henry IV and an uncanny effort of negotiation resulting in his efforts to bring all of France together and to reestablish and enhance the prestige of the monarchy.

title: Croquant rebellions


text:
Elements of Art/Two and Three Dimensions

Two and Three Dimensions
Dimensions, in art, can create some really interesting effects.

They are connected with perspective, which is often used in graphic design, especially one-point perspective and two-point perspective.

Two dimensions
The two dimensions are height and width.

Three dimensions
The three dimensions are height and width and depth. Depth is often applied by projecting a shadow. Three-dimensional shapes can often be created by extra lines, or by doing a net.

Art forms that use two dimensions
Drawing Painting

Art forms that use three dimensions
Sculpture Origami

Art forms that use two and three dimensions
Provide examples Mixed-media.

source: wikimedia

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


text:
The Shocker (band)

The Shocker is an American punk rock band, featuring L7 bassist Jennifer Finch as key songwriter performing vocals. The band also includes lead and rhythm guitarists, drums, and bass.

History
Finch formed the band in Los Angeles in 2002 and stated that the first members were temporary, which led to a revolving line-up. The band takes its name from the hand gesture the shocker, a sexual innuendo.

In July 2003, The Shocker released their debut EP, Up Your Ass Tray, which contained seven songs. Finch was the primary songwriter, vocalist and guitarist for the group. Finch said that they wanted to show more of their "darker side"; some of the songs were considered more pop than rock. News-Times music reviewer Laurel Tuohy described The Shocker as “gritty, raw and infectious”.

The group toured Europe in 2003 and performed on the Vans Warped Tour music festival in 2003 and 2005.

In 2006, the group released a full-length album entitled Up Your Ass Tray: The Full Length, with songs apropos of a hard rock band added.

Discography

 * Up Your Ass Tray EP (Oglio Records, 2003)
 * Up Your Ass Tray – The Full Length (Go Kart, 2006)

title: The Shocker (band)


text:
hota

Etymology
Variant of.

Noun

 * 1) A one-year-old vendace.

Verb
(infinitive )

 * 1) to be able, to be capable

Etymology
From, derived from the noun (cf. 🇨🇬). It has replaced an older (now obsolete) verb,, from , from , cognate with 🇨🇬 , 🇨🇬.

Verb

 * 1) to threaten

Noun

 * 1) cough

Etymology
From.

Determiner

 * 1)  my

Usage notes

 * hota is commonly used in place of to arouse the listener’s sympathy about some predicament that one is in.

Noun

 * 1) mountain

title: hota


text:
Instructional design/Cognitive behaviors/Teaching Procedures, page 8

Instructional Design > Cognitive behaviors > Teaching Procedures > Define > Learn > Teach > Routine > Power > Steps > Try > Example

Try It: Practice What You've Learned: This is your opportunity to try the skills covered in this section of the lesson. As the Wikiversity is a collaborative learning space, you will contribute your original ideas to the work of those who have come before you by enhancing and adding to the possible responses within the case scenario laid out below. Are you saying to yourself, "...but, isn't looking at the answers from a fellow learner the same as cheating?" Not in this case. In fact, contributing your original ideas while participating with fellow learners and building upon their work is the intended goal of this Skill Builder exercise. The desired outcome is to build an ever evolving working document filled with not just one possible response to each question, but a host of instructional strategies that you can use on your next instructional design project. Have fun and get creative!

What to Teach? How to Teach It?
That friend of yours, Jennifer, from the Invariant Tasks lesson  has now been hired to tutor Sam's younger brother, Joe, in adding fractions. She remembered what wonderful advice you gave her for tutoring Sam, so she is back for more help. After you recover from the flattery, you remember that you should start with the view that the most important concerns in any instruction are "what to teach" and "how to teach it". With this in mind, what would you advise Jennifer to do first? Think about it, click "edit" for this section, and add your answer below:

 * First of all, she need to have a clear idea of the cope of the lesson. She would look at the textbook and handouts from the school teacher which indicate what to cover. Then, she would know the goal of the instruction. Next, she would text the current knowledge and skills of Joe. She can do this by getting him take a quiz on the previous contents. Finally, she can plan a lesson which fill a gap between the Joe's goal and Joe's current ability. Kei (discuss • contribs) 21:32, 20 February 2014 (UTC)

 * The mom explained what Joe needed to know regarding the fractions so we know the goal, but it would be important to conduct a learner analysis to determine what Joe's current levels are prior to instruction. She could talk to Joe or collect some of his past work to determine current levels. Together these would constitute the necessary needs analysis. Once we know what to teach, Jennifer will need to know what the steps are for calculating fractions. This may require a content analysis if she isn't familiar with the content and then specifically a task analysis to break down the steps for calculation. Sometimes job aids are used with pictures that can be taped to a notebook that include each step in a task analysis gdysard 22:06 (EST), 15 February 2015.

 * My first suggestion would be to look at Joe's homework, textbook, and class notes. This should help you to identify exactly what it is that his teacher is wanting him to learn. You then can work through the sample problems he copied in his notes and find a sequence of steps that the teacher has been using. I would then write the steps out in sequence for Joe to use so that as he is becoming accustomed to solving these problems, he can use these steps as a sort of "checklist". Providing a sample problem that shows how to utilize each step would be helpful for him to visualize the steps as well. Smccorma 03:01, 3 February 2012 (UTC)smccorma

 * If possible, I would advise Jennifer to talk to Joe's teacher and find out exactly what they're learning in class in regards to adding fractions. At the same time, I would suggest that Jennifer ask Joe's teacher what he is struggling with. This will help Jennifer figure out what she needs to focus on in their tutoring session. Hatch.nicole 02:46, 4 February 2012 (UTC)

 * We can suggest that Jennifer draw up a simple set of fraction problems to test Joe's current knowledge, employing both variable characteristics and dimensions of divergence. For example, two each of of adding, subtracting, dividing and multiplying fractions, finding common denominators and reducing fractions the lowest denominator. One Joe takes the pretest, she can interview him about what he thinks he knows and doesn't know, and what makes him uncomfortable about working with fractions. Jennifer can pair this knowledge with an interview with Joe's mother about Joe's struggles with fractions.Kevmcgra 03:49, 4 February 2012 (UTC)

 * Apparently the content that Jennifer is going to teach is adding fractions. I am hoping that in the beginning the purpose (goals) of hiring her has been made clear just like whether or not it's getting caught up with homework or preparing for standardized testing etc. If not, she should definitely ask questions in order to identify what Joe needs to be able to do after completing the tutorials and so she will be able to know at the end if it turns out successful with the tutorials. Next, Jennifer probably could speak to Joe, Joe's parents or teachers, look at Joe's existing formative and/summative evaluation items, and maybe also give some problem sets for Joe to solve in order to find out where Joe stands, what type of learner he is, what works for him, and about his abilities and deficiencies in the skills. If Jennifer's expertise is not in the specific area, she can also look for resources (i.e. from a SME) about the procedures Joe needs to learn about adding fractions. After that Jennifer can start to analyze the content/task by breaking the goals down further into substeps. By comparing all these tasks with the information from earlier steps ("learning analysis"), for example - what Joe already knows, Jennifer may determine what Joe does not know as to teach him the content, what routine tactics work for Joe in the basic skills as well as the power tactics to enhance his skills. Y.Zhang 04:43, 4 February 2012 (UTC)

 * first of first, conduct a need analysis, which includes goal analysis and learner analysis.Being aware of what Joe should be able to do about adding fractions after the tutoring and what his current knowledge or skill level is. Zhaomeng 21:18, 4 February 2012 (UTC)

 * First, Joe needs to start creating a domain map that specifies what to learn and how things are related with each other. And then, Joe needs to identify what are the goal of the task, and what needs to be learned to perform the task. And then, Joe needs to test the learners to decide what they already know and what they should learn. Dablee 21:45, 5 February 2012 (UTC)

 * If possible, I would suggest Jennifer to acquire curricular standards for Joe to learn adding the fraction. With the standards inventory that come before, at, and after the adding the fraction, she can have some diagnostic exercise with Joe to identify his current stage of knowledge and what area he needs more attention to in terms of adding the fraction instruction.Yeolhuh 22:24, 5 February 2012 (UTC)

 * I'd suggest Jennifer to check Joe's current grades and scores on the recent test that conducted in the previous semester. Jennifer can figure out what is the strength and weakness. Then, Jennifer can analyze how Joe could show a good performance on the strength part, and not a good performance on the weakness part. Songd (discuss • contribs) 14:39, 20 February 2014 (UTC)

ADD YOUR ANSWER ABOVE THIS BULLET POINT. SIGN IT WITH YOUR NAME USING THE SIGNATURE WIKICODE Phonebein 18:15, 18 December 2011 (UTC)

What are the recommended teacher actions?
Based on your advice, Jennifer has done all these analyses, so now she has truly identified "what to teach" and can proceed to think about how to teach it. You remember how useful the notion of presentation-practice-feedback was for Jennifer to teach the Presidents to Sam. Do you think that notion would help for teaching this procedural skill? Clearly, practice is important for learning a skill. We all know that "Practice makes perfect." But what should that practice be like? Joe shouldn't just do the same practice over and over again like memorization practice, should he? Think about it, click "edit" for this section, and add your answer below:

 * Presentation-practice-feedback should be good in this case. However, in order not to overwhelm Joe, the content for the presentation and practice should start easier ones then gradually become more complex. It would be good to start with adding fractions of same denominators. Jennifer can teach Joe that he has to just add numerators in cases where the denominator of the fractions are same. Then, get him to practice the calculation of adding fractions of same denominators and give him feedback. Jennifer, then, can show how to calculate adding fractions of same denominators. She should start with small numbers. Especially cases like this 2/3 + 1/6 where Joe just has to multiply the first fraction. Kei (discuss • contribs) 21:48, 20 February 2014 (UTC)

 * Joe could be making errors at one point of the task analysis. If you are using a checklist that is taped to his notebook, you can highlight this step and have him specifically practice this in different contexts. Maybe give him some authentic practical examples that he may be familiar with like cooking or measurements needed for building a dog house for his dog. gdysard 22:12, 14 February 2014

 * If Joe is struggling with this concept, I would start by using the checklist/sequence of steps and showing him how to follow it as I go back through his notes and show him how to solve each of those problems (whose final answer we already know) using the checklist/sequence of steps. In doing so, you should be able to see where he is having difficulty. After you have solved a few and Joe is starting to tell you what to do, allow him to show you how to solve a problem that you already know the correct answer to (and use that as feedback for him). Once he has correctly solved a number of problems to which he does not know the answer (this way, the tutor can provide feedback based on his steps and work), remove the checklist and see what he can recall using even more new problems that Joe does not know the answer to. Smccorma 03:05, 3 February 2012 (UTC)

 * Jennifer will want to make sure that she identifies all the dimensions of divergence for adding fractions to ensure that Joe receives enough variation in examples and practice exercises. Joe might be okay adding 1/2 + 1/2 but have difficulty solving 1/2 + 2/3. Hatch.nicole 03:18, 4 February 2012 (UTC)

 * Jennifer's analyses should have revealed how Joe will be expected to use fractions at school, and the dimensions of divergence he will be asked to demonstrate mastery of. She should match her presentation and practice to these dimensions, establishing both the generality for the procedure(s)and the equivalence classes for the dimensions. Does Joe need to know how to add simple fractions with one-number or two-number numerators and denominators, or must he also know the divergent dimensions of adding and subtracting both positive and negative fractions, or fractions with positive numerators but negative denominators? In each case, practice must encompass the dimensions in their totality, and match the complexity of the expected performance. Kevmcgra 04:06, 4 February 2012 (UTC)

I think the "presentation-practice-feedback" should work here. But if Joe has learn adding fractions in school, Jennifer may go ahead to let him practice on couple of questions first, and based how he did, present the general procedure. In this way, Joe will be more engaged and Jennifer would be able to emphasize on the steps where Joe needs more help.Zhaomeng 21:35, 4 February 2012 (UTC)
 * The practice can be very motivating when a specific context is provided. An example is as follows: Joe, imagine that several boys and girls are visiting your family. Your mother prepares a big round cake. She asks you to help her divide the cake, in order to treat those little friends. There were three kids. You planed to divide the cake equally into three pieces. Right after you finished cutting, two more boys arrived. There seems not enough cakes. So you cut each piece into two. Now there are six pieces. But we have five kids. You give the extra piece to one of them, your best friend. Finally, how much of the whole cake did your best friend eat? (The problem can be made easier or harder) Shuya Xu 07:21, 4 February 2012 (UTC)

 * Joe needs to create practices to accomodate all the divergent and variable instances and categorize them into equivalence classes. After that, the equivalence classes should be sequenced from easy to difficult. Joe needs to provide easy example followed by easy practice within the same equivalence class. If successful, Joe can proceed to more difficult equivalence class. Dablee 21:50, 5 February 2012 (UTC)

 * Jennifer should make the practice definitely align with the content, full of practice opportunities or new contexts to allow Joe to apply his skills - the right procedure dealing with fractions. The practice items can be arranged from the easiest difficulty to the hardest level.Y.Zhang 04:07, 6 February 2012 (UTC)

 * She needs to design practices with various equivalent classes examples based on divergent problems. Ranging from easy to difficult divergent problems, Joe gets to practice with various equivalent classes practice questions.Yeolhuh 15:04, 6 February 2012 (UTC) <IP_ADDRESS> 15:03, 6 February 2012 (UTC)

 * I'd suggest Jennifer to gather instructional materials for a subject area that Joe could not get a good mark. After that, Jennifer can organize the instructional materials in order to teach Joe based on the decision on what should be the first and what should be the later. Songd (discuss • contribs) 14:42, 20 February 2014 (UTC)

 * ADD YOUR ANSWER ABOVE THIS BULLET POINT. SIGN IT WITH YOUR NAME USING THE SIGNATURE WIKICODE Phonebein 18:15, 18 December 2011 (UTC)

What if the learner does it wrong?
Now, you know well that if Joe is doing a lot of practice and getting them all wrong, it could actually make things worse. His error would become ingrained to the point where it would be much more difficult for Jennifer to correct it. So feedback is clearly also important for skill learning. But what should the feedback be like? Think about it, click "edit" for this section, and add your answer below:

 * Jennifer should get Joe to show all steps of the procedure he pursued, and tell him in which step in the procedure he did wrong. Kei (discuss • contribs) 21:50, 20 February 2014 (UTC)

 * I would find out where in the task analysis of steps the error is occurring to provide him feedback with the specific step in the process. That way feedback can be provided immediately during that particular step. So, he isn't completing fraction problem after problem. The issue can be isolated and corrected gdysard 22:16, 14 February 2014

 * Initially, if you are solving problems he has already seen in his notes, the feedback is immediate as he always knows the correct answers. When he is first starting to solve them on his own (without the final answers being known), I would provide feedback after every step. Once he can make it through a few problems without needing any more feedback after every step, then allow him to solve an entire problem and provide feedback only when he has reached the final solution. Smccorma 03:07, 3 February 2012 (UTC)

 * I would make sure that Joe writes out each step he takes to solve the problem, so that it's easy to tell when a mistake was made and provide corrective feedback at that exact step. Hatch.nicole 02:56, 4 February 2012 (UTC)

 * Jennifer can stop Joe when she sees him make an error and demonstrate the correct procedure, explaining each step to him as she makes it. As she does so, she can equip him with the generality for the specific problem. For example: "When you add two fractions, always remember to look first at whether the denominators are the same. If so, you can add the numerators straight across and keep the denominator. Then you can check whether you can reduce it to a smaller fraction."Kevmcgra 04:15, 4 February 2012 (UTC)

 * Jennifer can prompt Joe by reminding him of the principles of adding fractions; or by making the fractions concrete problems, so that the task is imaginable (e.g. asking him to think about the total pieces of cake, and the number of pieces his friend ate). Shuya Xu 07:27, 4 February 2012 (UTC)

 * Once an error appears, Jennifer should correct instantaneously or provide hints to help Joe find out the way to correctly go through the whole procedure. Jennifer may also repeat the generality of the procedure, and encourage Joe "you are getting it. Follow the steps, you must be able to make it!" Zhaomeng 21:39, 4 February 2012 (UTC)

 * Jennifer needs to stop Joe and examine his misunderstanding. After she identifies the misunderstanding, she can explain the procedure and highlight what has been done wrong. Depending on the misunderstanding, she can also provide some power tactics such as giving a mnemonic device, prompts, etc. Dablee 21:53, 5 February 2012 (UTC)
 * Jennifer can point out what went wrong (by circling the mistake in another color, for example) as to have Joe's attention. In the mean time, the correct step(s) should be demonstrated again if giving prompts for correction did not work for Joe. Informative and motivational feedback should be used like it's in other scenarios (learner response => wrong/encouragement, correct/praise).Y.Zhang 03:55, 6 February 2012 (UTC)
 * To identify where Joe is having a hard time exactly or where Joe has misunderstanding, Jennifer would encourage him to think aloud when he solves a practice problem. Once she identifies the area that Joe needs feedback on, she can ask him pause the activity and revisit the area that Joe needs clarification or correction.Yeolhuh 15:07, 6 February 2012 (UTC)
 * First of all, finding specific reasons why Joe did it wrong. It is not a good idea to provide feedback that includes correct answers or right procedures. Jennifer can analyze why Joe did wrong, and then modify Joe's thought pattern based on the analysis. Songd (discuss • contribs) 14:44, 20 February 2014 (UTC)

ADD YOUR ANSWER ABOVE THIS BULLET POINT. SIGN IT WITH YOUR NAME USING THE SIGNATURE WIKICODE Phonebein 18:15, 18 December 2011 (UTC)

What else should the teacher do?
Imagine Jennifer asking Joe to add a couple of fractions. If he couldn't do it in school, it's not likely that he can do it now for Jennifer! So what other guideline should you give Jennifer? Think about it, click "edit" for this section, and add your answer below:

 * If Joe becomes overwhelmed if he tries to add three fractions, then Jennifer can get Joe concentrate on the two of the three fractions and get him add the two. Then, add the answer and the third fraction. Kei (discuss • contribs) 21:53, 20 February 2014 (UTC)

 * This example is asking Joe to do something that he couldn't do originally. Jennifer should provide a clear example by showing him how to do it by demonstrating completion of a problem successfully. She could complete and entire problem and then break it down step-by-step and have Joe repeat each step after Jennifer repeats each one. gdysard 22:15, 15 February 2014
 * Start by asking Joe to read the steps to you as you roleplay being the student and show him how you would solve a problem. Since he is reading the instructions, it is as if he is the teacher. Ask him guiding questions with everything you do so that he is engaged in "helping" you (although you are solving the problem-this allows you to quickly assess what he knows and what he doesn't know). Being that he is now the teacher and not the student, this may take some pressure off of him so that he doesn't feel that he needs to do it all perfectly. Smccorma 03:09, 3 February 2012 (UTC)smccorma
 * I would write out the steps and suggest that we complete a problem together by following the steps. Then I would complete the problem with input from Joe. I would prompt Joe for direction whenever moving onto a new step to draw his attention to the procedure. Hatch.nicole 03:23, 4 February 2012 (UTC)
 * On thing Jennifer can do is relate fractions to Joe's prior knowledge. She can tell him that if he can add, subtract, multiply and divide ordinary numbers, he can work with fractions because the skills are exactly the same. The only thing that changes is the procedure: what you do first or second, or which number you multiply or divide another by. Then she can demonstrate one or two simple examples to reinforce the generalities, and ask him to tackle similar examples. Kevmcgra 04:28, 4 February 2012 (UTC)
 * The difference between learning in school and learning from a tutor is the latter is a one-on-one type of learning, therefore, Jennifer could based on her analysis of Joe's current skill of adding fractions find out the specific obstacles which Joe is facing. For example, Joe can do pretty well when the two denominators are same and one denominator could be a multiple of the other, but he stumbles when two denominators have a common factor. If it is like this, Jennifer can tailor the presentation of the generality and practice by focusing on this type of fraction adding. Zhaomeng 22:04, 4 February 2012 (UTC)
 * She can ask Joe to explain the procedure and the principles behind them while performing the task. Dablee 21:55, 5 February 2012 (UTC)
 * Jennifer can explain the steps again and write all the steps on a piece of paper with the label of the procedure (if any) as well as the goal, and then demonstrate an example following the steps. After that Joe can try to practice again. Y.Zhang 03:46, 6 February 2012 (UTC)
 * Jennifer would create a cheat sheet type of material with all the necessary steps to follow for solving the problem. With the material, she can go over the sample problem with Joe together and let him refer to the material with steps for supplementary material.Yeolhuh 15:10, 6 February 2012 (UTC)
 * I'd suggest Jennifer to demonstrate a couple of example questions. Showing how to do it first, and then letting Joe to do that by himself. And then, Jennifer can give him feedback. Songd (discuss • contribs) 14:47, 20 February 2014 (UTC)

ADD YOUR ANSWER ABOVE THIS BULLET POINT. SIGN IT WITH YOUR NAME USING THE SIGNATURE WIKICODE Phonebein 18:15, 18 December 2011 (UTC)

When is the best time?
When is the best time to present the generality? Think about it, click "edit" for this section, and add your answer below:

 * After showing four or five examples. Compared to adults, kids tend to get the sense of generality after seeing multiple examples. They do not often get the sense of generality by themselves as kids in this age are still in the process of developing attract thinking. So, after showing several examples, Jennifer should explain about the generalities of the examples. Kei (discuss • contribs) 21:57, 20 February 2014 (UTC)

 * It may depend on Joe's prior knowledge. If he has limited knowledge, then the generality could be presented before she demonstrates the process. However, if he has some confidence and experience she could provide demonstrations and then present them, so my answer is it depends...gysard 22:21, 15 February 2015
 * If Joe is completely lost, then I would present the generality right away. If he is struggling but not entirely lost, then I would first want to see what he knows, then I would present the generality to help him keep the steps in order and provide feedback about where he is having difficulty. Smccorma 03:10, 3 February 2012 (UTC)smccorma
 * In this case, I would probably present the generality and an example at the same time. I would use the generality to work through the example. Hatch.nicole 03:03, 4 February 2012 (UTC)
 * The best time is anytime it helps the learner(s) encode the procedure. It could be paired at the front of the lesson with a prototype example, or with a demonstration, to equip a learner facing a difficult (for him or her) or complex procedure. It could be presented when the learner encounters difficulty in practice. It can be presented after practice, but before assessment.Kevmcgra 04:45, 4 February 2012 (UTC)
 * One of the best time to present generality I think is at the very beginning of teaching the procedure. The generality should be presented with variant demonstration of examples. Another time to present generality is before practice. This is like giving a kind of review. During practice, the learner may make mistake or get stuck at certain steps. At this time, the presentation of the generality should be repeated, but the focus would be on the certain challenging steps, instead of the whole process. Zhaomeng 00:26, 5 February 2012 (UTC)
 * The generality should be presented when they learn something and apply it to different contexts for the first time and when they get things wrong to correct their understanding. Dablee 22:00, 5 February 2012 (UTC)
 * One of the solutions can be to begin with presentation of specific examples and ends with the formation of generality. (showing examples again -> compare/contrast -> generality) Y.Zhang 03:36, 6 February 2012 (UTC)
 * The best time to present the generality is when they are first exposed to it, which is the beginning of the instruction. Also it can be better understood by being presented with examples at the same time.Yeolhuh 15:12, 6 February 2012 (UTC)
 * The best time to present the generality might be when Joe answers correctly a couple of times in a row. That is the point that Joe starts organizing a schema to store that knowledge. Songd (discuss • contribs) 14:49, 20 February 2014 (UTC)

ADD YOUR ANSWER ABOVE THIS BULLET POINT. SIGN IT WITH YOUR NAME USING THE SIGNATURE WIKICODE Phonebein 18:15, 18 December 2011 (UTC)

What about motivation?
How often have you heard, "I hate fractions!"? Joe is probably no exception. What can Jennifer do to keep him from getting discouraged—to keep his attitude positive and his concentration high? High motivation translates into high effort, and that means quicker and better learning. What would you recommend to Jennifer? Think about it, click "edit" for this section, and add your answer below:

 * Confidence seems to be the biggest variable decides if kids are motivated to learn fractions. Fractions look new and strange and get kids to lose their motivations. In order help Joe to gain confidence, starting with fractions with same denominators should be helpful. Jennifer should emphasize that Joe just has to add the numerators and that he would pursue the exact same procedure which he follows when he is adding integers.

 * It is important to give him positive reinforcement to add to his own belief that he can do it. Give him stickers next to each part of the task analysis that he gets right. This will reinforce what he does correctly and he can aim at getting his entire sheet filled out. This may give him a goal to work towards and to focus his energy on. gdysard 22:24, 15 February 2015
 * Make it a game and give him something to work toward. Each problem can be worth 3 points that he will solve on his own. For every problem that he solves correctly, he earns one point. For every problem where you didn't have to provide any feedback to him until the conclusion of the problem, he earns one more point. For every problem that he does willingly and without complaining, he earns one more point. When he reaches 30 points (10 problems solved correctly, without scaffolding feedback, and willingly...or some combination of more problems) then he earns some prize that he would enjoy: an ice cream cone, $5.00, you will order him a pizza of his choice, etc. (In my experience, this works remarkably well for high school students.) Smccorma 03:14, 3 February 2012 (UTC)
 * I think I would just try to stay positive and encouraging by telling him that most people hate fractions initially but that it will get easier. That doesn't seem as motivating as Stacey's idea... Hatch.nicole 03:25, 4 February 2012 (UTC)
 * At the moment Joe shows frustration, Jennifer can remind him of her previous appeal to prior knowledge (or present it for the first time if she has not done so), and offer encouragement: "Remember when we talked about how working with fractions is just using addition, subtraction, multiplication and division? That's all we're doing. We just need to figure out what step to take first, second or third. It's easy; you can do this!" Alternatively, she can present Joe with a procedural mnemonic, such as such as the "bow tie" method for subtracting fractions, that will give him confidence that he can complete the subtraction procedure.Kevmcgra 04:54, 4 February 2012 (UTC)
 * In order to increase motivation, it's a good way to make Joe feel that adding fraction has much to do with his experience, and that can be interesting. The cake dividing problem may work for the above purpose. It is important to prepare presentation and practices at an appropriate level, so that Joe won't feel too frustrated because of the difficulty, or feel boring with the easyness. Jennifer's praise and encouragement also values in the retention of motivation. Shuya Xu 07:38, 4 February 2012 (UTC)
 * There are several ways to motivate Joe: put the description of the procedure of adding fractions into his favorite lyrics, and sing the song with him. Always encourage him when he feels not less confident and when he wants to give up--"I believe you will make it!" Praise him when progress is made either in oral way or giving candies, ice-cream or more entertainment time. Sometimes setting challenging goals and taking away what Joe likes if he cannot achieve the goal is also a way to motivate him, but this should be applied when Jennifer is sure that he has had the capability. Switching teacher and student role, and having Joe describe the procedure he is learning is also a motivation strategy. Zhaomeng 01:02, 5 February 2012 (UTC)
 * Making him do something easier will gives him a sense of accomplishment. Also, letting him work with a partner who is eager to learn will be a good way to motivate him. A game in which learners get a positive reinforcement will be another way to motivate him. Dablee 22:02, 5 February 2012 (UTC)
 * Giving praise as positive reinforcement immediately: "Thanks for doing the practice questions! You did a great job at answering all the them correctly." Encourage Joe when he's trying to get there but struggled: "Almost!" "Joe can do it!"Y.Zhang 03:28, 6 February 2012 (UTC)
 * Using examples around his life for practice can be motivating to him. For example, Jennifer can use candies or pies for practice questions. Also sometimes using examples around him help him reconstruct his schema. For example, Joe may be familiar with batting average of major league baseball players or shooting average of NBA players. Jennifer can use that figure to explain how faction is used to get that figure. In addition, using each to difficult practice approach can help him develop high level of self-efficacy that can boost his motivation as well. Yeolhuh 15:43, 6 February 2012 (UTC)
 * It is usually good to provide real-life examples and context-related questions and situations. I would suggest Jennifer to provide Joe with some interesting real-life examples that include a concept of fraction. Songd (discuss • contribs) 14:51, 20 February 2014 (UTC)

ADD YOUR ANSWER ABOVE THIS BULLET POINT. SIGN IT WITH YOUR NAME USING THE SIGNATURE WIKICODE Phonebein 18:15, 18 December 2011 (UTC)

Exercise Synthesis
To see possible responses to this exercise (prepared by the original authors of this lesson), click here: Example. Note that these responses are purposely placed on a separate screen to provide general guidance should you become stuck, but NOT to imply a single correct response to the case scenario.

Click Next to continue.

Source
Procedure Using by Charles M. Reigeluth. Used by Permission.


text:
Wikipedia talk:Articles for deletion/Expectancy violations theory

Oh, dear I am probably doing this wrong. Noticed this article still has byline and obviously violates WP:NOR; compare byline with [www.usm.maine.edu/com/EVT/ this page]. ---CH 16:45, 21 March 2006 (UTC)


text:
Skip Stellrecht

Skip Stellrecht is an American voice and television actor, who was born and raised in Orange County, California. Growing up with more of an interest in surfing, sports, and music, he did not discover his interest in acting until after graduating from high school. He started with commercials, and soon started studying under the direction of some of the most well-respected teachers in Hollywood. He started auditioning and booking several stage roles throughout the Los Angeles area. and was a founding member of the Friends and Artist Theatre Ensemble.

After several television and movie roles, he stumbled onto voice acting, by mere accident, through a friend, and now enjoys a successful career in it today. His most notable roles are Might Guy from Naruto, Ryu from the Street Fighter anime adaptations, and Vicious from Cowboy Bebop. He can also be heard lending his voice talents to such live-action shows as USA's Mr Robot, NBC's Grimm, ABC's Once Upon a Time, and countless others.

Although voicing several video games throughout his career, Jutah Fate of Silent Bomber is still his favorite.

He has also been credited throughout the years as "Henry Douglas Grey", "Jack Aubree", and "Hank Wilspank".

Anime

 * .hack//Liminality – Guard B
 * Armitage III – Kevin Oldman/Ross Sylibus
 * Brigadoon: Marin & Melan – Detective Wakai (Ep, 6-26, as Jack Aubree)
 * Code Geass: Lelouch of the Rebellion – General Katase
 * Cowboy Bebop – Vicious (as Henry Douglas Grey)
 * Digimon Data Squad – Gaomon/Gaogamon/MachGaogamon/MirageGaogamon
 * Dual! Parallel Trouble Adventure – Naoya Shiozaki
 * Fushigi Yûgi – Hikitsu
 * Ghost in the Shell: Stand Alone Complex – SIU Officer #1
 * Giant Robo: The Animation – Tiger Man #2
 * Great Teacher Onizuka – Toshiyuki Saejima (Ep. 34–43), Anko's Father (as Jack Aubree)
 * Kikaider – Toru, Red Kikaider
 * Marmalade Boy – Satoshi Miwa, Shinichi Namura, others (credited as Jack Aubree)
 * Mobile Suit Gundam: The 08th MS Team – Lunen
 * Naruto – Might Guy, Ningame, Raijin, Itachi Uchiha (Eps. 29–30)
 * Naruto: Shippuden – Might Guy, Kagami Uchiha, Captain of the Ghost Ship (Ep. 225)
 * Reign: The Conqueror – Dinocrates, Phillipos (as Jack Aubree)
 * Sol Bianca: The Legacy – Percy
 * Street Fighter II V – Ryu (Animaze Dub)
 * They Were Eleven – Thickhead
 * Trigun – Benson (Ep. 19)
 * Wolf's Rain – Zari

Animation

 * Adventure Time – Policeman (Episode: "Candy Streets"/uncredited)

Television

 * Babylon 5 – Customs Officer, Security Guard, Guard
 * Beetleborgs Metallix – Ultimate Conqueror (voice)
 * Buffy the Vampire Slayer – Agent Manetti
 * China Beach – Cooper
 * Confessions: Two Faces of Evil – Officer Harvey
 * CSI: Miami – C.O. Winters
 * Desperate Housewives – Booking Sergeant
 * ER – Chaplain Miller
 * Pacific Blue – O'Neill
 * Providence – Police Officer
 * Prey – Attendant
 * Seven Days – Officer
 * Sliders – Guard #1
 * Star Trek: The Next Generation – Engineering Crewman (Season 1, Episode 2: "The Naked Now")
 * The Bold and the Beautiful – Corky
 * Tour of Duty – G.I. #2

Film

 * Akira – Additional voices (Animaze Dub; as Henry Douglas Grey)
 * Appleseed – Colonel Hades, Kudoh (as Jack Aubree)
 * Chameleon – Agent Two
 * Multiplicity – Irate Football Parent
 * Street Fighter II: The Animated Movie – Ryu (as Hank Smith)
 * Street Fighter Alpha: The Animation – Ryu
 * Suburban Commando – Soldier
 * Succubus: Hell Bent – Cop #3
 * The Nutcracker and the Mouseking – Additional voices
 * Tough Guys – Reporter #1
 * U.S. Air Marshals – W. Fritz Bean

Video games

 * Medal of Honor: Pacific Assault – Additional voices
 * Naruto series – Might Guy
 * Red Dead Redemption 2 – The Local Pedestrian Population
 * Resident Evil: The Darkside Chronicles – Ben Bertolucci
 * The Elder Scrolls Online – Additional voices (uncredited)

title: Skip Stellrecht


text:
GIMP/Review

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Filmmaking Software Review for Narrative Film Production
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

GIMP

 * This is a photo program similar to Photoshop. I like this program.  It feels good (unlike CinePaint.)

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Review by Robert Elliott
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

GIMP - Macintosh version

 * I am reviewing the Macintosh OS X version. There are versions for a dozen other operating systems.

 * Anyone interested in filmmaking should immediately download this free program. It is fun!

 * Note: there are two versions of GIMP. One for developers and one for normal people.  Do NOT download the version on the GIMP org page.  Instead follow the instructions at GNU Image Manipulation Program (GIMP).

 * style="padding:0em 0.5em 0em 0.5em;" |

Uses at Wikiversity Film School
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * Adobe Photoshop replacement
 * Storyboarding
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Rating
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * Five Stars

 * For filmmakers who want a free version of Photoshop, this is a good start.

 * }

title: GIMP/Review


text:
сꙑнъ

Etymology 1
, from, from.

,, , , , are.

Noun

 * 1)  son
 * 2)   about adopted and spiritual sons
 * 3)   about the angels
 * 4)   about the chosen ones of God
 * 5)  descendant, offspring
 * 6)  baby animal
 * 1)   about the angels
 * 2)   about the chosen ones of God
 * 3)  descendant, offspring
 * 4)  baby animal
 * 1)  descendant, offspring
 * 2)  baby animal
 * 1)  baby animal
 * 1)  baby animal
 * 1)  baby animal
 * 1)  baby animal
 * 1)  baby animal

Proper noun

 * 1)   Son

Etymology 2
. Probably, compare 🇨🇬, 🇨🇬, 🇨🇬, ultimately from.

It was also compared to 🇨🇬 of unknown etymology.

Noun

 * 1)  tower

Etymology 1
, from, from.

Noun

 * 1) son
 * 2) male descendant

Etymology 2
or borrowing from the same source.

Noun

 * 1) tower

Etymology
, from, from.

Noun

 * 1) son
 * 2)  God the Son
 * 1)  God the Son

title: сꙑнъ


text:
Pillar of Fire International

The Pillar of Fire International, also known as the Pillar of Fire Church, is a Methodist Christian denomination with headquarters in Zarephath, New Jersey. The Pillar of Fire Church affirms the Methodist Articles of Religion and as of 1988, had 76 congregations around the world, including the United States, as well as "Great Britain, India, Liberia, Malawi, Nigeria, the Philippines, Spain, and former Yugoslavia". The denomination runs radio stations, a printing press, and educational institutions including a seminary. In the early 20th century, Pillar of Fire was known for its support for women's rights; in the same century, it was known for supporting the Ku Klux Klan and its racist platform. In 1997 and 2009, Pillar of Fire repudiated the denomination's former association with racism and requested forgiveness from God for formerly holding this position. In the present day, worshippers at the mother church in Zarephath are "young, old, white, black, Asian, Hispanic".

Founding
In 1901, the Church was founded as a Methodist denomination by Alma Bridwell White in Denver, Colorado. The Pillar of Fire was originally incorporated as the Pentecostal Union, but changed its name to distance itself from Pentecostalism in 1915. While the Pillar of Fire is Methodist in doctrine, Alma White and her followers believed that the mainline Methodist Church had become corrupt. Alma White and the members of the Pillar of Fire dedicated themselves to the holiness movement in the Wesleyan tradition. Adherents were referred to as "Holy Rollers" and "holy jumpers" because of their religious frenzy. White was noted for her association with the Ku Klux Klan, her feminism, anti-Catholicism, antisemitism, anti-pentecostalism, racism, and nativism. With its founder being the first woman bishop in the United States, the Pillar of Fire is a supporter of women's rights, printing the periodical Women's Chains to propagate support for the movement until 1970.

Ku Klux Klan, historically intolerant ideologies, and repudiation of the Ku Klux Klan
In the 1920s, 1930s, and 1940s, the Pillar of Fire Church was vocal in its support of the Ku Klux Klan, to an extent which was unique for a religious denomination. Alma White prolifically spoke and wrote of both her and the Pillar of Fire Church's support of the Klan and many of the Klan's principles including anti-Catholicism, white supremacy, antisemitism, nativism, and temperance. In 1943, shortly before her death, she and the Pillar of Fire Church significantly but not completely distanced themselves from the then discredited and nearly bankrupt Klan organization, but they still continued to promote many of the Klan's intolerant principles. In a 1920s sermon which she republished in 1943, she said "We have no connection with the Klan organization. We endorse them in the principles for which they stand. However there is no room in our hearts for racial prejudice."

However, White and the Pillar of Fire still advocated white supremacy in the same 1943 book-set which asserted their distaste for racial prejudice. In her chapter which was titled "White Supremacy" she wrote"The slaveholder, in many instances, was as much to be pitied as the slaves. He, too, was a victim of the system. ... .Where the slaves were well treated they were happy and contented ... But some radicals could never see this side of the question. They dwelt continually on the cruelties of a few hard taskmasters and ignored the good people who had the welfare of their dependents at heart.  No matter what the better class of slave owners might do, they had to bear the stigma of cruelty with the worst of tyrants. ... .Where property rights are involved, supported by the government, the only safe and sane way to make wrongs right is by cool-headed procedure."She also said to the New Brunswick Daily Home News, "My people are not members of the Klan, but we agree with some of the things that they stand for to assert our American right of free speech. We have always stood for one hundred percent Americanism and so does the Klan, so naturally we agree there."

Additionally, the Pillar of Fire's pulpit and its printing operation were both extensively used to advocate many of the Klan's most intolerant values. In 1922, Bishop Alma White promoted the Klan in a sermon which she preached at the Pillar of Fire Church in Brooklyn, New York (which was coincidentally incinerated in the 1960 New York air disaster ) and published that sermon in The Good Citizen. The speech was titled "Ku Klux Klan and Woman's Causes" and one section was subtitled "White Supremacy".

"The Klansmen stand for the supremacy of the white race, which is perfectly legitimate and in accordance with the teachings of the Holy Writ, and anything that has been decreed by the Almighty should not work a hardship on the colored race ... It is within the rights of civilization for the white race to hold the supremacy; and no injustice to the colored man to stay in the environment where he was placed by the Creator. ... When the black man was liberated it was time for women to be enfranchised, without which the colored man with his newly-acquired rank became her political master. ... The white women bore the sting of humiliation for more than half a century in being placed in an inferior position to the black men in the use of the ballot and the rights of citizenship ... To whom shall we look to champion the cause and to protect the rights of women? Is there not evidence that the Knights of the Klu [sic] Klux Klan are the prophets of a new and better age?"

The Pillar of Fire Church strongly argued against social and political equality for Blacks and it also advocated racial segregation and the repeal of the fifteenth amendment. The Pillar allowed the Klan to hold meetings or cross burnings on at least several of the church's numerous properties including numerous documented Klan gatherings in Zarephath, New Jersey; Brooklyn, New York; Bound Brook, New Jersey; Longmont, Colorado; and Westminster, Colorado. White participated directly in many of these meetings. During this time, the Pillar of Fire Church published The Good Citizen, a monthly 16 page political magazine and three books, The Ku Klux Klan in Prophecy, Klansmen: Guardians of Liberty, and Heroes of the Fiery Cross, all of which heavily promoted the Klan and its agenda from 1921 until 1933. Ideologically, in these publications, the Pillar of Fire Church promoted anti-Catholicism, antisemitism, nativism, and white supremacy, all primarily under the guise of patriotism.

The radical belief in human equality which is at the heart of the Christian message eventually caused the organization to repudiate its historical relationship with the KKK on its website in 2009: Much talk has also arisen over her brief but significant association with the KKK, which has also been publicly condemned and repented of by the POF leadership with a request for full forgiveness. Despite these and other errors in its history, the Lord in His grace and mercy has chosen to bless the ministry.

And in its local paper in 1997: We regret, repudiate and repent, and ask for full forgiveness for anything in our past that is short of Christian standards based on God's Word, following Jesus' model prayer that teaches us to ever pray and forgive us our sins for we also forgive everyone that is indebted to us. We specifically regret mistakes and bad judgement by previous generations or anyone in our membership of the past.

While the Pillar of Fire's repudiation of its association with the Klan characterized it as brief, it continued to promote the Klan's ideologies of intolerance for religious and racial minorities along with the Klan's belief in the equality of all white Protestant women for several decades. In 1943, 22 years after the church started to publicly work with the Klan, it republished Alma White's pro-KKK books as a three-volume set under the title Guardians of Liberty, reaffirming its positions in support of anti-Semitism, white supremacy, nativism and most notably, anti-Catholicism. Volumes II and III of Guardians contained introductions by Arthur White, affirming his support of his mother's intolerant ideologies, primarily but not exclusively in regard to anti-Catholicism. After his mother died in 1946, he was the Pillar of Fire's general superintendent until 1981.

Robert Saydee, the presiding elder of a Pillar of Fire congregation and an immigrant from the African nation of Liberia, stated in 2017 with respect to the denomination's former association with the Ku Klux Klan that "We are not proud of it at all. But it happened in history, and things happen to people, and the organization changed tremendously after that, and we never looked back" and with regard to Bishop Alma White, the Liberian American presbyter stated: "There is no reason to discuss her. We know she is the founder, but there is no discussion or preaching about her. No, we don't do that." In the same vein, Richard Flory, senior director of research and evaluation at the University of Southern California, stated that the Pillar of Fire Church had essentially been "jettisoning their history in favor of looking like essentially everybody else". In 2017, The New York Times stated that members "don't know about the church's history" and that "leaders [of the Pillar of Fire Church] have issued statements denouncing and regretting the church's historic involvement" with the KKK.

1950s–present
Following the death of the founder, under the leadership of her son, Arthur Kent White, the religious fervor declined and the emphasis on outreach evangelization and church planting ended; the organization branches in America fell from a high of around 52 to the current six. The Pillar of Fire, as of 1988, had churches in the United States, as well as "Great Britain, India, Liberia, Malawi, Nigeria, the Philippines, Spain, and former Yugoslavia". In the United States, the Pillar of Fire has branches in Zarephath, New Jersey; Denver, Colorado; Westminster, Colorado; Cincinnati, Ohio, Los Angeles, California; and Pacifica, California.

It primarily operates four ministry focuses, namely local church, radio, education, and missions. Its radio stations have contemporary Christian music, Christian gospel music and Christian hip hop music.

In the present-day, worshippers at the Pillar of Fire mother church in Zarephath are "young, old, white, black, Asian, Hispanic".

Name
The name of Pillar of Fire comes from, which states: "By day the Lord went ahead of them in a pillar of cloud to guide them on their way and by night in a pillar of fire to give them light, so that they could travel by day or night. Neither the pillar of cloud by day nor the pillar of fire by night left its place in front of the people."

Beliefs
The organization's doctrinal position is self-described as Wesleyan-Arminian theology in common with other Methodist denominations. The central beliefs of the Pillar of Fire are as follows: biblical inerrancy, Trinitarianism, the physical resurrection of Jesus, the consubstantiality of the Holy Spirit, the "universal depravity of the human race", the necessity of "repentance toward God, and faith toward our Lord Jesus Christ", belief in "justification by faith and in Christian perfection, or entire sanctification, as a second definite work of grace", the immortality of the soul, the resurrection of the dead, and premillennialism.

Continued work of the Pillar of Fire
The Pillar of Fire continues its work today working in three main areas: radio, education, and missions, both local and overseas.

United States congregations

 * Alma Temple, Denver
 * Belleview Community Chapel, Westminster, Colorado
 * Coastside Community Church, Pacifica, California
 * City Church Cincinnati, Cincinnati
 * Pillar of Fire Church, Los Angeles
 * Zarephath Christian Church, Zarephath, New Jersey

Zarephath Health Center
The Zarephath Health Center was opened in 2003 and utilizes volunteer physicians, nurses and support people to meet the health care needs of the poor and uninsured on the campus at Zarephath, New Jersey. The Health Center sees 300–400 patients per month who otherwise would not be able to obtain affordable health care. Dr. Eck testified to the Joint Economic Committee on Health Insurance on April 28, 2004, to demonstrate the sustainability of this model.

International missions
There are missions in India, Costa Rica and Liberia as well as:

 * The oldest of their missions was in Hendon London, England, and was established in 1904 by Alma White. The mission organized a Charitable Trust on 19 September 1992, and was registered as a charity in December 1992 (Charity No. 1015529). In response to a complaint received by the Charity Commission in 2002, an inquiry was held, the charitable trust dissolved and transferred its assets to the U.S. organization, and the charitable trust was removed from the registry as it had ceased to exist.  One of the stated aims of this mission was to evangelize the local Jewish population in the vicinity of the mission. Ironically, after the mission was sold, the property became a kosher boutique hotel in 2010.
 * Reverend Smallridge was given permission to start a Pillar of Fire Church in Nigeria in 1974.
 * The Pillar of Fire was established in Malawi in 1984 by Reverend Moses Peter K. Phiri.

Primary and secondary

 * Alma Heights Christian Schools in Pacifica, California
 * Belleview Christian School in Westminster, Colorado
 * Eden Grove Academy in Cincinnati
 * Sycamore Grove School in Los Angeles

Colleges

 * Alma White College in Zarephath, New Jersey (1917–1978)
 * Belleview College in Westminster, Colorado
 * Somerset Christian College, now known as Pillar College and has campuses in Somerset and Newark, NJ and looking to span across the state.

Pillar Media
Pillar Media is the parent organization for several media outlets geared toward Christians.

Radio stations

 * KPOF, KFCO and KJHM in Denver, Colorado
 * WAWZ in Zarephath, New Jersey
 * WAKW in Cincinnati

Discontinued periodicals

 * Pillar of Fire
 * Pillar Magazine
 * The Dry Legion
 * The Good Citizen
 * Rocky Mountain Pillar of Fire
 * London Pillar of Fire
 * The British Sentinel
 * The Occidental Pillar of Fire
 * Woman's Chains
 * Pillar of Fire Junior
 * Pillar of Fire Bay Chronicle
 * The Alma White Evangel

General superintendents

 * Alma Bridwell White (1862–1946), the founder and first general superintendent from 1901 to 1946.
 * Arthur Kent White (son of the founder) 1946 to 1981, second general superintendent.
 * Arlene Hart Lawrence, granddaughter of the founder, 1981 to 1984, third general superintendent.
 * Donald Justin Wolfram, great-nephew of the founder, 1984 to 2000, fourth general superintendent.
 * Robert Barney Dallenbach (born 1927), husband of granddaughter of the founder, 2000 to 2008, fifth general superintendent.
 * Joseph Gross, 2008 to present, sixth general superintendent.

Other leaders and notable members

 * Reverend Robert K. Cruver, Jr.
 * Reverend Stephan P. Nash
 * Bishop William Cruver
 * Reverend Branford Clarke
 * Reverend Pauline White Dallenbach
 * Reverend Thomas A. Goode, he sued the church in 1920 saying the church "had alienated the affections of his wife and defrauded him of his property"
 * Bishop Wilber Konkel
 * Bishop E. Jerry Lawrence
 * Bishop A. R. Stewart
 * Reverend Johannes Maas, ordained by Bishop Arthur White in 1956, international president, Worldwide Faith Missions
 * Reverend Kathleen Merrell White
 * Reverend Gertrude Metlen Wolfram (1888–1959) was the dean of Alma White College

Timeline

 * 1862 Birth of Alma White as "Mollie Alma Bridwell" in Kinniconick, Kentucky
 * 1887 Marriage of Alma Bridwell to Kent White
 * 1896 Church established in Denver
 * 1901 Methodist Pentecostal Union Church dedicated in Denver in December
 * 1902 Alma White ordained an elder
 * 1904 Pentecostal Union Herald changed to Pillar of Fire
 * c. 1905 Pillar of Fire separates from Methodist Episcopal Church
 * 1907 Creation of community at Zarephath, New Jersey
 * 1909 Alma White separates from husband after he converts to Pentecostalism
 * 1913 Begins publishing The Good Citizen, which is in print until 1933
 * 1915 Publishes "Why I do not eat meat"
 * 1917 Name of church officially changed to "Pillar of Fire"
 * 1917 Alma White College founded in Zarephath, New Jersey
 * 1918 White becomes the first woman ordained as a bishop in the United States by William Godbey
 * 1920 Acquires Westminster University of Colorado property in Westminster, Colorado
 * 1924 Publishes Woman's Chains, which is in print until 1970
 * 1925 Westminster University renamed Belleview College and Preparatory School
 * 1925 Publishes The Ku Klux Klan in Prophecy
 * 1926 Publishes Klansmen: Guardians of Liberty
 * 1928 Publishes Heroes of the Fiery Cross
 * 1928 KPOF radio station in Westminster, Colorado
 * 1931 WAWZ radio station in Zarephath, New Jersey
 * 1932 Church established in Morrison, Colorado
 * 1936 Property estimated at $US 4M with 4,000 adherents in 46 congregations
 * 1943 Republishes Guardians of Liberty as a three volume set
 * 1946 Death of Alma White on June 26
 * 1946 Death of Ray Bridwell White on November 5
 * 1946 Arthur Kent White begins tenure as second general superintendent
 * 1978 Alma White College closes
 * 1981 Arthur Kent White ends tenure
 * 1981 Arlene White begins tenure as third general superintendent
 * 1984 Arlene White ends tenure
 * 1985 Donald Justin Wolfram begins tenure as fourth general superintendent
 * 2000 Donald Justin Wolfram ends tenure
 * 2000 Robert B. Dallenbach begins tenure as fifth general superintendent
 * 2003 Donald Justin Wolfram dies on August 25
 * 2008 Robert B. Dallenbach loses vote of confidence at 2008 camp meeting. Vice Superintendent Joseph Gross becomes sixth general superintendent.
 * 2009 Somerset Christian Academy, formerly Alma Preparatory School, closes

In popular culture
Alma White, the Pillar of Fire, and their association with the Klan are dramatized in Libba Bray's New York Times best-selling 2012 murder mystery The Diviners, in a chapter titled "The Good Citizen". The Diviners is being made into a feature film by Paramount Pictures.

title: Pillar of Fire International


text:
Filip Sokolović

Filip I (Filip Sokolović) was the Serbian patriarch from 1591 to 1592. He succeeded Patriarch Jerotej Sokolović on the throne of the Peć Patriarchate on 15 July 1591. At the time when he was the patriarch, the situation for the Serbian Orthodox Church was very critical. Filip died in 1592 and Patriarch Jovan Kantul became his heir.

Patriarch Filip is mentioned in an inscription on Symeon the Metaphrast, which was transcribed in the Ozren Monastery in the temple of the Holy Father Nicholas by Hierodeacon Timotije.

Literature
"Filip Sokolović", Folk encyclopedia, Zagreb: Bibliographic Institute, 1927

title: Filip Sokolović


text:
User:Nasimgill

Major ( R) Nasim Gill was born and raised in Jhelum-Pakistan. She has completed her basic education from Presentation Convent School Jhelum and completed higher secondary school certificate (FA) from Rawalpindi Board in 1989. She was encouraged by her mother Mrs.Sheela Bibi to join Pakistan Army. Nasim joined (Pakistan Army) Armed Forces Nursing Services in 1990 and completed three years General Nursing Diploma in 1993 at her home station and alao completed One year diploma of Midwifery followed by her Nursing Diploma.

She was commissioned in 1994 and posted at Combined Military Hospital Jhelum as Lieutenant. Soon after she was transfered to Pakistan Naval Services (PNS) and was posted to PNS Shifa Karachi in June 1996. While she was serving at PNS Shifa hospital Karachi, she got married with Dr. Khurram Malik in Wah Cantt Rawalpindi.

Nasim was posted to PNS Hafeez Islamabad in August 1998 and rejoined with her husband and started to live in Islamabad.

She gave birth to her first born son Hanan Khurram on 18th September 1998.

She was ranked to ( Lieutenant - PNS ) which is equal to Captain in Armed Forces) in 1999 after the birth of her second child ( daughter) Humna Khurram born on 11th October 1999. She did serve at PNS Hafeez hospital till May 2002.

She was transfered back to Pakistan Armed Forces and posted to Armed Forces Institute of Cardiology (AFIC) also known as National Institute of Heart Disease ( NIHD) at Rawalpindi.

While serving at AFIC-NIHD sh has been providing high level of nursing services to the people those have heart surgeries and major heart problems. She enjoyed helping and caring patients to regain confidence and good health.

On 15th July 2004 ,Nasim Gill and Khurram Malik gave birth to their third child ( Haris Khurram).

During her posting at AFIC -NIHD ,She was promoted to Major ranks in 2007 and had an honour to serve her last posting station (AFIC-NIHD) at Rawalpindi.

She has received many medals and appreciation certificates from AFIC - NIHD and was also selected to be trained for Humo Dialysis at Military Hospital Rawalpindi.

Because of family commitments she has requested early retirement and was officialy retired by Pakistan Armed Forces in June 2010 and migrated to New Zealand in November 2010.

Nasim has attained New Zealand qualification in the field of Health and Disability and continued to provide her services for people with disabilities, mental health, learning and developmental disorder.

title: User:Nasimgill


text:
nonnemo

Etymology
From.

Noun

 * 1) some persons, some, several, someone, a certain person, one man
 * 2) a few
 * 1) a few
 * 1) a few

Usage notes

 * nonnemo is often split up into "nōn nēmō"

title: nonnemo


text:
落屎馬

Etymology
Originally referred to a horse with diarrhea.

Noun

 * 1)  a horse with diarrhea
 * 2)  good-for-nothing; useless person

title: 落屎馬


text:
Wikipedia:Articles for deletion/West Elementary School (New Canaan, CT)

The result was delete, there is no content in the article, except a restating of the title and an external link. I don't see the point in a redirect, since anyone who can type that title in the search bar knows everything about the school that the suggested target article would tell them. - Bobet 21:20, 17 August 2006 (UTC)

West Elementary School (New Canaan, CT)
non-notable elementary school. I can see keeping high schools, but not elementary ones. Akradecki 19:00, 11 August 2006 (UTC)

There is a wikipedia category section devoted to elementary schools, many have state by state categories. Should all of them be deleted?
 * yes, but they are not the subject of the is particular AfD. Indrian 19:04, 11 August 2006 (UTC)
 * Delete nn  Matthew Fenton  (Talk | Contribs) 19:07, 11 August 2006 (UTC)
 * Delete: NN-school, and not enough information. --Slgr @ ndson (page - messages - contribs) 19:13, 11 August 2006 (UTC)
 * Delete not notable. TomTheHand 19:17, 11 August 2006 (UTC)

"The school article is part of a series of similarly-maintained articles related to a specific school board or school district." from NN-school
 * Keep, verifiable. Actually, a merge to New Canaan, Connecticut would be better.  Note that Notability (schools) says nothing about deleting articles that don't meet its criteria; rather, they should generally be merged (see Places of local interest).  JYolkowski // talk 21:52, 11 August 2006 (UTC)
 * The school is already mentioned on that page. There is nothing else here except an external link. — RJH (talk) 14:58, 12 August 2006 (UTC)
 * Delete not notable. Unlike high schools which I regard as notable, elementary schools need to assert notability which this one doesn't. Having said that, all these elementary school AfDs end as 'no concensus' so I wonder why I am bothering typing this ... BlueValour 23:12, 11 August 2006 (UTC)
 * Keep Notable and verifiable. No reason has been given to single it out for deletion. Piccadilly 23:13, 11 August 2006 (UTC)
 * If this is correct, please add to the article describing what is notable about it, and include the references where that notability can be verified. Please remember that this is an encyclopedia, not a directory of the world's schools. Akradecki 00:15, 12 August 2006 (UTC)
 * Delete per WP:NN only exceptional (by the faculty or illustrious alumni) or historically important secondary schools should be listed. If notable as part of the community, then merge wiuth community. Ohconfucius 03:16, 12 August 2006 (UTC)
 * Delete. Does not even meet the weak guideines for schools that did not get consensus.  Would not pas the new guidelines being discusssed.  Vegaswikian 17:33, 14 August 2006 (UTC)
 * Merge and redirect to New Canaan, Connecticut unless significantly expanded (same with East Elementary School). Yamaguchi先生 08:51, 17 August 2006 (UTC)


text:
Sowmeeh, Mazul

Sowmeeh (, also Romanized as Şowme‘eh and Sūma‘eh) is a village in Mazul Rural District, in the Central District of Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 963, in 306 families.

title: Sowmeeh, Mazul


text:
Chris Bausor

Christopher Bausor  (born 10 November 1989) is a field hockey player from Australia, who plays as a midfielder.

Personal life
Chris Bausor was born and raised in Perth, Western Australia.

He studied (but unconfirmed if finished) a degree in mechanical engineering at the University of Western Australia.

State level
At state representative level, Bausor plays hockey for his home state in the Australian Hockey League, for the WA Thundersticks.

Under–21
In 2009, Bausor was a member of the 'Burras' team at the Junior World Cup held in Johor Bahru, Malaysia and Singapore. Australia won a bronze medal at the tournament, with Bausor scoring once during the campaign.

Kookaburras
Bausor made his senior international debut in 2011, during a five-nations tournament in Paris, France.

Since his debut, Bausor has made 23 appearances for the Kookaburras, most recently in 2016 at the International Festival of Hockey in Melbourne, Victoria.

title: Chris Bausor


text:
Wikipedia:Suspected copyright violations/2012-07-12

2012-07-12 (Suspected copyright violations)

 * — Offline (film). MadmanBot reporting at 03:46, 12 July 2012 (UTC)

 * Pictogram voting keep.svg Cut and paste move fixed by investigator or others. Hut 8.5 10:37, 13 July 2012 (UTC)

 * — http://onlineworldofwrestling.com/profiles/t/truth-martini.html. MadmanBot reporting at 03:56, 12 July 2012 (UTC)
 * — Hapugastalawa. MadmanBot reporting at 07:37, 12 July 2012 (UTC)

 * Symbol redirect vote.svg Article redirected to non-infringing article. Hut 8.5 10:37, 13 July 2012 (UTC)

 * — http://crowdfundcapitaladvisors.com. MadmanBot reporting at 17:26, 12 July 2012 (UTC)
 * — http://www.linkedin.com/pub/bill-buchen/10/b7/a16. MadmanBot reporting at 17:47, 12 July 2012 (UTC)
 * — http://www.molaai.net/persecution.htm. MadmanBot reporting at 17:57, 12 July 2012 (UTC)
 * — Veyangoda Central college. MadmanBot reporting at 19:07, 12 July 2012 (UTC)
 * — http://www.laidlawgrp.com/about-us/history. MadmanBot reporting at 20:44, 12 July 2012 (UTC)
 * — http://www.tarleton.edu/%7Edekeith/swanislands.html. MadmanBot reporting at 21:32, 12 July 2012 (UTC)
 * — Shangyang (rainbird). MadmanBot reporting at 21:43, 12 July 2012 (UTC)
 * Mistake by the editor, has been fixed. Hut 8.5 10:37, 13 July 2012 (UTC)

 * — United States Customs House (Fajardo, Puerto Rico). MadmanBot reporting at 23:03, 12 July 2012 (UTC)

 * Symbol redirect vote.svg Article redirected to non-infringing article. Hut 8.5 10:37, 13 July 2012 (UTC)


text:
Ada Programming/Keywords

Language summary keywords
Most Ada “keywords” have different functions depending on where they are used. A good example is for which controls the representation clause when used within a declaration part and controls a loop when used within an implementation.

In Ada, a keyword is a reserved word, so it cannot be used as an identifier. Some of them are used as attribute names.

Wikibook

 * Ada Programming
 * Ada Programming/Aspects
 * Ada Programming/Attributes
 * Ada Programming/Pragmas

Ada Quality and Style Guide

|Keywords Keywords

Programación en Ada/Palabras reservadas

title: Ada Programming/Keywords


text:
ѫгълъ

Etymology
From, from , from ,. Cognates include 🇨🇬, Old Norse, Old High German and Latin.

Noun

 * 1) angle

title: ѫгълъ


text:
Talk:Bob Frank

External links modified
Hello fellow Wikipedians,

I have just modified 4 one external links on Bob Frank. 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/20110709005346/http://www.decorrecords.com/artists/bfjm.html to http://www.decorrecords.com/artists/bfjm.html
 * Added archive https://web.archive.org/web/20110723030420/http://www.bobfrankandjohnmurry.net/clippings.cfm to http://www.bobfrankandjohnmurry.net/clippings.cfm
 * Added archive https://web.archive.org/web/20110723030420/http://www.bobfrankandjohnmurry.net/clippings.cfm to http://www.bobfrankandjohnmurry.net/clippings.cfm
 * Added archive https://web.archive.org/web/20080616141828/http://www.bobfrankandjohnmurry.net:80/ to http://www.bobfrankandjohnmurry.net

Cheers.— InternetArchiveBot  (Report bug) 22:04, 4 November 2016 (UTC)

title: Talk:Bob Frank


text:
User:Shahidul.mg

I am an Engineer Shahidul Islam. I have completed graduation from International University of Business Agriculture and Technology in Bangladesh.

My home district Manikganj.

title: User:Shahidul.mg


text:
Becca di Luseney

Becca di Luseney (French: Pic de Luseney) (3,502m) is a mountain of the Pennine Alps in Aosta Valley, northwest Italy. It has a pyramidal look on all four sides, and its north face is covered with a glacier. A huge rockfall from its southwest face came down in 1952, completely destroying the village of Chamen and other settlements in the Valpelline valley. The mountain was first climbed in 1866.

title: Becca di Luseney


text:
User:Otakar Dušek/sandbox

Otakar Dušek (* September 25, 1974, Most, Czech Republic) is a Czech medallic artist, graphic designer, documentarist, and teacher.

Biography
Otakar Dušek from Osek, Czech Republic. Between 1988 and 1992, he attended the Secondary School of Fine Arts in Prague, continuing his studies at the Václav Hollar School of Fine Arts from 1992 to 1996. Since 1994, he has been a freelance graphic designer. Between 1997 and 2003, he was studying the Academy of Arts, Architecture and Design, Prague, namely the Studio of Type and Graphic Design led by Professor Jan Solpera. He concluded his studies by receiving a prize Studio of Type and Graphic Design. Since 1998, he has been deep into medal design and he has been awarded a number of Czech and international prizes for his creations. In 2016 and 2017, he was a member of the international jury awarding the Jaap van der Veen/Teylers Museum Prize for the Contemporary Art Medal). Since 1994, he has been teaching at the Václav Hollar School of Fine Arts and other similarly oriented schools of art. In addition to graphic and medal design, he is also engaged in public space realizations.

Studies

 * 1988 – 1990 Secondary School of Fine Arts in Prague, (Furniture design)
 * 1990 – 1992 Secondary School of Fine Arts in Prague, (Scenography)
 * 1992 – 1994 Václav Hollar School of Fine Arts in Prague, (Illustrations and book design)
 * 1994 – 1996 Václav Hollar School of Fine Arts in Prague, (Promotion and advertising design work)
 * 1997 – 2003 Academy of Arts, Architecture and Design in Prague, (Studio of Type and Graphic Design under professor Jan Solpera)

Medal design
Between 1998 and 2000, Otakar Dušek was a regular participant in competitions of the Czech National Bank for designs of Czech commemorative medals. He is the author of two such commemorative medals of the Czech Republic. He terminated the cooperation with the Czech National Bank because of disputes concerning the concept of modern coin design. In the same year, he issued, as his private venture, his first commemorative silver medal marking the 700th anniversary of the commencement of minting of the Prague Groschen, which had initially been designed as a commemorative coin with a face value of 200 Czech Korunas and whose design the Czech National Bank had rejected as undoable. In 2001, he was awarded the first place prize at the International Coin Design Competition, Osaka, Japan, as well as the Future Designer prize for a design of Czech circulating commemoratives. In 2002, on the occasion of the 60th anniversary of the Battle of Stalingrad, he undertook his second private venture, the minting of a commemorative “Stalingrad” shot-through silver medal, for which he received the prize for creative struck medal and / or technically innovative medal awarded to him at the FIDEM International Art Medal Federation in Seixal, Portugal, in 2004. He is the only Czech to have received the prize so far. In 2004, a “Pavel Ernest” commemorative silver medal with a clockwork motif and an “AquaServis” commemorative medal with a builder´s level motif are designed and produced; a year later, Dušek designs a commemorative medal of Václav Havel with the president´s thumbprint and signature; and in 2008 a “Kursk 1943” commemorative medal struck by a T-34 main battle tank, plus others. Dušek´s medals bring a new concept of medallic art, both in terms of inventiveness and in terms of technologies used to produce the medals. Dušek further develops the themes of his medals in etui designs supplemented with photographs or videos documenting the project´s realization. In 2012, Dušek´s unconventional work was awarded by the Jaap van der Veen / Teylers Museum Prize for the Contemporary Art Medal in Haarlem, the Netherlands. In 2015, Juliana Boublíková-Jahnová, the Czech delegate in FIDEM, groundlessly forbade Otakar Dušek to represent the Czech Republic at all future congresses of the International Art Medal Federation. He thus could not register his Jan Palach commemorative medal for the FIDEM international competition in Gent, Belgium, in 2016. At the end of the day, however, he was present in Gent as one of the five members of the international jury selecting the laureate of the Jaap van der Veen / Teylers Museum Prize for the Contemporary Art Medal. In 2017, Kateřina Nora Nováková, Ph.D., succeeded Juliana Boublíková-Jahnová as the Czech delegate in FIDEM, and Dušek´s ban to present his work at FIDEM events was lifted. A year later, in 2018, Dušek received the Mel Wacks Judaica Art Medal Award for his Todesmarch medal project at the 35th FIDEM Congress in Ottawa, Canada. In 2019, the project also received the Ben and Sylvia Odesser Memorial Award bestowed upon it by the Token and Medal Society and the American Israel Numismatic Association during the American Numismatic Association Convention on August 14, 2019 in Chicago, Illinois, USA.

Teaching and lecturing
Since 1994 a teacher of graphic design, computer graphics and type design at the Václav Hollar School of Fine Arts. In the same year, he opened a computer graphic course for the public there, which he led until 2018.

 * In 2004 and 2005, he led courses of graphic design at the Central European Advertising Art Institute in Prague.
 * Between 2005 and 2011, he was teaching graphic design at the Secondary Vocational School of Art and Advertising in Prague.
 * Between 2006 and 2009, he was lecturing on the type and graphic design in architecture at the Czech Technical University.
 * September 21, 2007 – a lecture on “Reflections: Artistic Freedom in the Czech Republic” at the FIDEM International Congress in Colorado Springs, CO, USA.
 * November 12, 2009 – a lecture on “Zehn Jahre der Unabhängigkeit und der schöpferischen Freiheit”, Residenzschloss, Dresden, Germany
 * May 31, 2018 – a lecture on “Todesmarsch” at the FIDEM International Congress organized by the Canadian Museum of Nature, Ottawa, Canada

Awards

 * 2019 The Ben and Sylvia Odesser Memorial Award — Chicago, Illinois, USA
 * 2018 Mel Wacks Judaica Art Medal Award – FIDEM 2018 — Ottawa, Canada
 * 2015 Best documentary – Digitalmation Awards / May 2015 – Online Digital and Media Festival
 * 2014 Prix Jury – International Festival of Arts & Film, Telč, Czech Republic
 * 2012 Jaap van der Veen / Teylers Museum Prize for the Contemporary Art Medal — Haarlem, Netherlands
 * 2009 First prize in the competition “Medal of the Year” — Award of the journal Mince & Bankovky (Coins and Banknotes), Czech Republic
 * 2006 Second prize in a competition for architectonic design of a public space, Prague, Czech Republic
 * 2004 Prize for creative struck medal and / or technically innovative medal — International Art Medal Federation Congress FIDEM 2004 — Seixal, Portugal
 * 2003 Award of the Graphic Department of the Academy of Arts, Architecture and Design in Prague, Czech Republic
 * 2001 First prize „Future Designer”— The International Coin Design Competition — Ósaka, Japan
 * 2000 First prize of the Czech National Bank, Czech Republic
 * 1999 First prize of the Czech National Bank, Czech Republic
 * Second prize of the Czech National Bank, Czech Republic
 * Third prize of the Czech National Bank, Czech Republic
 * 1998 Award of Czech Association of Art Medal Makers
 * Award of the Czech Mint, Czech Republic
 * First prize of the Czech National Bank, Czech Republic

Representation in public collections

 * British Museum, London, Great Britain
 * Teylers Museum, Haarlem, Netherlands
 * The Royal Coin Cabinet, Stockholm, Sweden
 * University Museum of Bergen, Norway
 * National Museum, Prague, Czech Republic
 * Muzeum východních Čech (Museum of Eastern Bohemia), Hradec Králové, Czech Republic

Representation in private collections
Many private collections at home and abroad
 * Václav Havel, President of the Czech Republic in the years 1989 – 2003
 * Bill Clinton, President of the United States of America in the years 1993 – 2001
 * His Holiness the Dalai Lama
 * His Highness Norodom Sihamoni, King of Cambodia

Participation in exhibitions

 * 2018 International Art Medal Federation Congress FIDEM. 2018, Ottawa, Canada
 * 2014 Znad Dunaju, Wełtawy i Wisły. 2014, Wrocław, Poland
 * 2010 International Art Medal Federation Congress FIDEM 2010, Tampere, Finland
 * VI International Biennial of Contemporary Medal, Seixal, Portugal
 * Decorations of Václav Havel – Tribute to Democracy, National Museum, Prague, Czech Republic
 * 2009 Czech Gold, Municipal House, Prague, Czech Republic
 * 2007 International Art Medal Federation Congress FIDEM 2007, Colorado Springs, USA
 * 2005 IV International Biennial of Contemporary Medal, Seixal, Portugal
 * 2004 International Art Medal Federation Congress FIDEM 2004, Seixal, Portugal

Membership in professional associations

 * Since 2017 International Art Medal Federation - FIDEM
 * 1993 – 2014 Czech Association of Art Medal Makers

title: User:Otakar Dušek/sandbox


text:
Chapelton, Jamaica

Chapelton is a market town in Clarendon Parish, Jamaica and the former parish capital.

Name
According to a longtime resident: "Back in the days of plantation slavery in Jamaica, the Chapleton locality was a plantocracy settlement. Instead of going to church in the capital May Pen, the plantation owners built a church in Chapleton where they worshiped. Local folk therefore talked about going to “the chapel in the town.” After a while, the town became known as Chapel Town but with the passing of time, the name became distorted and was shortened to become Chapelton."

Amenities

 * Clarendon College, secondary school.
 * Clarendon Hospital, built c1903, now a community Type 3 hospital.
 * Police Station.
 * St Paul's Anglican Church, founded over 300 years ago.

Road
Chapelton is on the B3 road which climbs up from May Pen in the south, passes through the center of the town and continues north towards Brown's Town.

Rail
From 1925 to 1974 Chapelton was served by Chapelton railway station on the 21 mile railway branch line from May Pen to Frankfield.

Notable people from Chapelton

 * Dennis Alcapone
 * Everton Blender
 * Toots Hibbert
 * Linton Kwesi Johnson
 * Barrington Levy
 * Freddie McGregor
 * Raphael Morgan (Robert Josias Morgan)
 * Levi Roots
 * Jah Shaka
 * Cocoa Tea

title: Chapelton, Jamaica


text:
User:ArturZ

I'm also at Wikipedia and at this site and at the Wiktionary and at Wikinews.

 * http://creatingminds.org/quotes/education.htm
 * Project that intends to study conformity among other things
 * Wikipedia arbitration committee
 * Software Freedom

I'm trying to change my user name to Artur.

On Wikiversity, I may be able to help on topics about Brazil and the Portuguese language, being Brazilian as I am. If you want to learn something about those subjects, or create a project about them, or do anything related to them, and want me to participate somehow, then contact me on my talk page, or ask a question at the Help Desk.

Explanation
Hi. I would like to explain some things about my behavior at Wikipedia and here. There are some people who I met at Wikipedia that I would like to read this.

Basically what I want to say is this: some very bad things happened to me before I started editing Wikipedia. Almost all of the people I trusted betrayed me and did awful things to me, and much of that was because I came out as gay to some people and other people "outed" me against my will.

I was very lonely for some time, and I would edit Wikipedia until three or four in the morning some days. Wikipedia was a place where I could interact with other people and spend time and do something. It felt terrible to be alone. Some times I would even speak to myself. There were brief thoughts of suicide, which I spoke about briefly on Wikipedia. I think this is normal in a situation of loneliness. But most of the time I was very optimistic and hopeful and I believed things would be better, and I made a great effort for everything to get better in my life.

I did not go through my edits and read them before writing this. But I know that my behavior at Wikipedia was often inappropriate. Sometimes I was stubborn and very impatient. There were some times when I thought people were attacking me that they weren't, though there were some people there that really attacked me. I was more mad at the people who treated me badly than I should have been, and I was more upset and irritated with anything bad that happened than I should have been.

Everything people said to me, either good or bad, at Wikipedia mattered a lot to me because these were practically the only people I was interacting with at the time.

I have made apologies to people on Wikipedia when I realized I had said something wrong, and I have reversed many edits when asked to do so, and changed my mind often, after reflecting and after talking to others. Still I feel it is good to write this, explaining that I was not well while editing Wikipedia. I never became crazy or anything like that, but I probably would if I had continued to be lonely for too long.

More explanation
Regarding my edits on the topic of pedophilia and my subsequent block, I have already said a lot. It is unfortunate that I would have to say things like that I'm against child abuse and that it is wrong and it would harm a child if someone would try to have sex with a child.

Since I was so blunt when having conversations on the talk pages about this and related subjects, there may be people who misinterpreted what I said, which was mostly just arguing about whether there was scientific evidence of the claims made in articles related to the subject. And saying that sexual contact between adults and children might not be inherently harmful didn't mean I would think it's acceptable for someone to actually try this!

However, I did say some stupid things just to shock people. Specifically I remember I suggested the age of consent should be 10 and I chose this number just because it was a little under the lowest existing age of consent, which is 12. If the lowest age were, say, 14, I think I would have said that it should be 12, just because I wanted to have a controversial opinion.

This subject is very sensitive, and If I could go back in time, I would not have been so blunt when talking about it. I would be much more careful, more prudent, more cautious, if I would talk about it at all. You need to be prepared psychologically to debate an issue like this, because many people have strong feelings about this and they will judge you. It's much more uncomfortable to be misunderstood and to have said stupid things about this subject than about other controversial subjects. I do like debates and I don't mind holding some opinions that are not particularly popular, but I wasn't at all prepared to get into a debate about pedophilia and all related subjects.

I really wanted to improve Wikipedia's coverage of this topic, but I was also interested in debating it for the sake of it, in shocking some people, and in creating polemics and controversies, which was immature. Artur 01:41, 9 November 2009 (UTC)

title: User:ArturZ


text:
Talk:duellum

Etymology? Mallerd 20:27, 3 November 2007 (UTC)
 * I've added it. Took me a long time to find one though. Most pages only say "vide bellum". --BiT 20:48, 3 November 2007 (UTC)

 * Thanks, does the ellum part mean something like parties or factions? Mallerd 23:27, 3 November 2007 (UTC)
 * Hm.. I.. don't know :\ I'll check it out --BiT 23:35, 3 November 2007 (UTC)

 * I found this:

Etymology: ME duelle < ML duellum < OL dvellum (L bellum), war < IE base *dāu-, *deu-, to injure, destroy, burn > Sans dū, pain, OE teona, harm

ctrl + f *dū-. Here the part that is explained sometimes as two means to torment to pain.

Many times in Latin, the suffix -um indicates an action of something. So perhaps, duellum, means the action of tormenting? Not necessarily a combination of dus and ellum.

Mallerd 12:26, 4 November 2007 (UTC)

The etymology currently given is nonsense. It doesn't come from Sanskrit (how would that even work?) and it has no relation to words for "two". This goes back to PIE *du-, *deu- meaning torment or pain, as explained above. Widsith 12:42, 4 November 2007 (UTC)

 * Please refrain from using terms like nonsense. We all do our best, we can make mistakes. Mallerd 14:04, 4 November 2007 (UTC)

 * It is a common error to confuse cognates (cousins) with etymons (ancestors). The Sanskrit would be a cognate but not an etymon. I don’t have access to a Sanskrit source, so I don’t know how accurate it is. —Stephen 15:45, 4 November 2007 (UTC)
 * I think this would be a good etymology:
 * Mediaeval Latin duellum (fight between two men, under influence from duo) < Old Latin duellum (=bellum, war) < Proto-Indo European base *dāu-, *deu- (to injure, destroy, burn). Cognate with Ancient Greek δύη (misery, pain) and with Duellona (goddess of war).

 * Thanks :D Mallerd 16:08, 4 November 2007 (UTC)
 * Thank you Widsith for calling it nonsense ;) I took it almost verbatim from L&S dictionary. --BiT 02:42, 5 November 2007 (UTC)

 * Hiya, sorry if I offended anyone - "nonsense" was not intended to be an insult! Widsith 12:24, 5 November 2007 (UTC)
 * No problem :P I don't get offended with such trivial things like discussions about Latin related things. --BiT 07:52, 8 November 2007 (UTC)

title: Talk:duellum


text:
Cookbook:Toad in the Hole

| English Cuisine

Toad in the hole is a baked Yorkshire pudding or thick pastry round, with sausages or pieces of meat in it. This recipe is for a sausage toad. A further variation is made using fine chopped potatoes in a pudding-basin with a lump of meat in the centre, and then boiling or steaming.

Ingredients

 * 250 g sausage links
 * 1 recipe Yorkshire pudding batter, uncooked

Procedure

 * 1) Preheat the oven to 200°C.
 * 2) Bake the sausages in a loaf pan or roasting pan, for 10 minutes.
 * 3) Add yorkshire pudding batter to the hot tray. You may need to add a bit of oil or fat if the sausages don't produce enough.
 * 4) Bake in the oven for about 40–45 minutes.
 * 5) Remove and serve when risen, firm and brown.

Notes, tips, and variations

 * Toad in the hole is commonly served with vegetables and gravy.

title: Cookbook:Toad in the Hole