text:
Introduction to Philosophy/What is Epistemology

The word 'epistemology' comes to us from ancient Greek: the noun episteme meaning 'knowledge' and the suffix -ology meaning 'the science of' or 'the study of.' So, literally speaking, epistemology is the study or investigation of knowledge itself. It is also often referred to as Theory of Knowledge. Epistemic knowledge is not about what we know, but about what it means to know.

Epistemology seeks to answer basic questions about how human beings perceive the world and gain knowledge about it. The more prominent of these include:
 * 1) Is there an external world?  How can we be certain?
 * 2) How does memory work?  How can we know that our memories are genuine?
 * 3) What is the nature of perception?  To what extent does current knowledge affect future perception?
 * 4) What knowledge is inherent to humans and what is learned after birth?  Can new facts be assimilated without innate concepts?
 * 5) To what extent are inferences based on perceptions valid?  What is the proper way to make such inferences?

It is helpful to note the basic (Socratic) distinction made between beliefs, which hold to opinions, and knowledge, which holds to 'truth'. Knowledge concerns apodictic facts that are absolute and simply cannot be false (while opinions can be and often are false). According to Karl Popper, the only way we can distinguish between truth and not-truth is by subjecting test-statements to experimental invalidation. Plato thought otherwise; he believed that truth is not subject to invalidation. So then the epistemological question: Where does our knowledge come from? And to take it further (as many philosophers have): What are the limits of human knowledge? Here one should read up on the two main competing philosophical branches of the early modern age: Rationalism and Empiricism. Rationalist thinkers like Descartes argue that all knowledge comes from reason, and everything in the world of homo cogitans is fundamentally rational. It is through the human mind that the human knows. Empiricists (at that point, the British thinkers: Berkeley, Hume, Locke) insist that most, if not all, *real* human knowledge can only be arrived at through human experience. It is through the human senses that the human knows.

There is also the theologically-driven idea of knowledge as (divine) revelation (think God, by his Spirit, giving to the writers the Holy Bible). There is an interesting blurring of the lines separating belief and knowledge here. St. Augustine gives us an eloquent discussion of reason vs. faith.

One issue that is of interest to many epistemologists is the analysis of knowledge, that is trying to find an answer to the question "what conditions need to be satisfied to say that someone knows something?" For a long time, the conditions seemed clear to most philosophers: to know something, you must believe it, it has to be true and you have to have a justification for believing it. The problems raised by the Gettier problem have reopened this question for many and a great number of new problems have arisen. This kind of question is considered the most general of questions in epistemology, while concerns about, say, the different ways of knowing are a much more specific set of questions within epistemology.


text:
Wikipedia:WikiProject Libya/participants

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Participants in Wiki Project Libya

 * 1) Jaw101ie 17:12, 8 October 2006 (UTC)
 * 2) Libyan 21:17, 16 October 2006 (UTC)
 * 3) Hakeem.gadi 13:29, 16 November 2006 (UTC)
 * 4) Ahmed Elnagar 00:43, 5 December 2006 (UTC)
 * 5) Aldux 02:19, 17 December 2006 (UTC)
 * 6) FayssalF 14:04, 05 February 2006 (UTC)
 * 7) New4325 19:46, 10 November 2007 (UTC)
 * 8) Yousef Alkhettaly (talk) 23:43, 7 January 2008 (UTC)
 * 9) SJP I will be happy to help in the future:-)--SJP (talk) 14:21, 26 June 2008 (UTC)
 * 10) Gheblawi 22:04, 26 September 2008 (UTC)
 * 11) Sakimonk (talk) 01:09, 17 April 2009 (UTC)
 * 12) Zinedine777 14:04, 02 April 2010 (UTC)
 * 13) Spongie555 06:21 23 February 2011 (UTC)
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text:
Teletraffic engineering/Trunking

Author: Michel Le Vieux

Module 22 of the Teletraffic Hyperlinked Textbook

Summary
In telecommunications systems, trunking is the aggregation of multiple user circuits into a single channel. The aggregation is achieved using some form of multiplexing. Trunking theory was developed by Agner Krarup Erlang, Erlang based his studies of the statistical nature of the arrival and the length of calls. The Erlang B formula allows for the calculation of the number of circuits required in a trunk based on the Grade of Service and the amount of traffic in Erlangs the trunk needs cater for.

Definition
In order to provide connectivity between all users on the network one solution is to build a full mesh network between all endpoints. A full mesh solution is however impractical, a far better approach is to provide a pool of resources that end points can make use of in order to connect to foreign exchanges. The diagram below illustrates the where in a telecommunication network trunks are used.

Erlang and Trunking Theory
The Danish mathematician Agner Krarup Erlang is the founder of teletraffic engineering. Erlang developed the fundamentals of trunking theory while investigating how a large population can be serviced by a limited number of servers. Trunking theory leverages off the statistical behaviour of users accessing the network, these characteristics discussed in the assumptions of the Erlang B equation.

Grade of Service is a measure of the probability that a user may not be able to access an available circuit because of congestion. The busy hour is the time when the network is the most busy and is dependent on the users. The highest traffic may not occur at the same time every day so the concept of time consistant busy hour is defined, TCBH, as those 60 minutes (within 15 minute accuracy) that has the highest traffic. Business users may have their busy hour between 8:30am and 9:30am while residential users may have their busy hour between 6:00pm and 7:00pm.

Erlang B formula

 * $$GoS = \frac{\frac{A^C}{C!}}{\sum_{i=0}^{C}{\frac{A^i}{i!}}}$$                [5]

where:

 * GoS Grade of Service is the probability of blocking during the busy hour
 * C is the number of resources such as servers or circuits in a group
 * A = λh is the total amount of traffic offered in Erlangs

and based on the following assumptions, taken from Kennedy 2007.

 * 1) The assumption of pure-chance traffic means that call arrivals and terminations are independent, identically distributed random events. The number of call arrivals in a given time also has a Poisson distribution.
 * 2) Statistical equilibrium assumes that the probabilities do not change with time.
 * 3) Full availability means an arriving call can be connected to any free outgoing circuit. If switches make the connection from incoming calls to outgoing, each switch must have sufficient outlets to provide connection to every outgoing circuit.
 * 4) Any attempted call that encounters congestion is lost because the derivation assumed lost-calls. If this congestion did occur, the customer is likely to make another attempt in a short while, thus increasing the traffic offered when there is congestion.

Multiplexing
In order to have multiple communication channels use the same medium some form of multiplexing needs to be used. The two main types of multiplexing are;

The two main types of multiplexing are: -

 * Time Division Multiplexing
 * Multiple channels are combined onto a single medium for transmission. The channels are separated in the medium by their time slot.
 * Frequency Division Multiplexing
 * Multiple channels are combined onto a single medium for transmission. The channels are separated in the medium by their frequency.

Example
Assume a fictitious residential telephone network with 10 users connected to Local Exchange A and 10 users connected to Local Exchange B. If we would like 10 users on LE A to connect to 10 users on LE B a proposed architecture might use a connection between the two exchanges with 10 circuits. If the circuits were to be investigated it would be seen that there utilisations would in fact be very low. The low usage of the circuits in this scenario leads us to look at Trunking theory.

Looking at the assumptions made by the Erlang B equations we have:

 * 1) Pure-chance traffic - A user may make a call at any time of the day
 * 2) Statistical equilibrium - A user may or may not make a call directly after a previous call
 * 3) Full availability - If there is a circuit on the trunk availiable an incoming call may make use of it
 * 4) Calls which encounter congestion are lost - If there were no available circuits on the trunk the call will be lost and the user will recieve a busy tone

Investigations have also indicated that a residential user generates 0.02 erlangs of traffic and if a Grade or Service of 0.001 (1 in a thousand calls will be lost) is selected.

Applying this information into the the Erlang B equation above

A = 0.2 (10 x 0.02 Erlangs)

GoS = 0.001

We can calculate that the actual number of circuits required between LE A and LE B is 4. Trunking theory has been a major driver in making communication networks economically viable and affordable to service providers and users.

Exercises
The management of a fixed line voice operator would like to try a decrease costs, they have suggested reducing the Grade of Service on their E1, E3, T1, T3 and STM-1 trunk circuits.

(a)	Calculate and graph the efficiency per circuit of each of the carrier’s trunks with the following GoS 0.001, 0.002 and 0.005. You may make use of the following Erlang-B calculator (b)	Does reducing the grade of service significantly increase circuit efficiency? Could you suggest a better way of reducing costs?

(a)	The table below summaries the results and the graph below illustrates the increase in the amount of traffic a circuit may carry for different Grades of Service.

Table 1: - TABLE OF THE LINK EFFICIENCY PER CIRCUIT WITH DECREASING GRADES OF SERVICE

Graph 1: - GRAPH OF THE LINK EFFICIENCY PER CIRCUIT WITH DECREASING GRADES OF SERVICE

(b)	Dropping the Grade of Service on a trunk does not seem to significantly increase the efficiency per circuit. If you do not change the Grade of Service but compare the link efficiencies of larger trunks. A better way to reduce cost would to be aggregate smaller circuits into larger circuits as close to the edge of the network as possible. Simply aggregating multiple E1's into an E3 significantly increase link efficiency so by reducing the amount of circuits required and ultimately reducing costs, this illustates the importance of design in order to make networks efficient.

Graph 2: - GRAPH OF THE LINK EFFICIENCY PER CIRCUIT WITH INCREASING CIRCUIT SIZES

title: Teletraffic engineering/Trunking


text:
User:Liz Rex/sandbox

Alva Rogers (born 1959) is an American playwright, performer, actor and vocalist. She is known for the use of dolls and puppetry in interdisciplinary work. Rogers performed in the role of Eula Peazant in Julie Dash's film Daughters of the Dust. and was a vocalist in the New York City alternative rock band Band of Susans.

Early life
Rogers was born in New York City.

Rogers graduated with a concentration in vocal music from The High School of Music & Art. She has a Bachelor's degree in American History from Marietta College. In 1995, she received an Master of Fine Arts in Musical Theater Writing from New York University. In 1998, she received an Master of Fine Arts in Literary Arts from Brown University, and in 2013, she received an Master of Arts in Teaching with a focus on History from Bard College.

Rodeo Caldonia
Rogers has been a part of numerous notable artist collaborations. From 1985-1989, she was a member of Rodeo Caldonia, a black women's art collective formed in the Brooklyn neighborhood of Fort Greene that included fellow artists Lorna Simpson, Chakaia Booker and Sandye Wilson among others. With Lisa Jones, also a member of Rodeo Caldonia, she wrote a series of radio plays--Aunt Aida's Hand (1989), Stained (1991), and Ethnic Cleansing (1993)--for New American Radio on National Public Radio. In 2015 Greg Tate facilitated a panel discussion with Rogers and Lisa Jones about Rodeo Caldonia in the 2011 film Brooklyn Boheme.

During Robert Colescott's 1989 exhibition at the New Museum Rogers was featured in Black to the Future: Alva Rogers in Performance, a public program that unpacked the issues in Colescott's work. The program was curated by Kellie Jones.

Puppetry
With puppeteer Heather Henson and the composer Bruce Monroe, she created three musicals: nightbathing, mermaid, and Sunday (performed Off-Off-Broadway as part of the New Works Now! series at the Public Theater.  Rogers also created audio recordings for Whitfield Lovell's work Whispers from the Walls.

Other work
Rogers graced the cover of Essence Magazine 's beauty issue in January 1993. She has been photographed by photographer Lyle Ashton Harris and Dawoud Bey.

She was a writer in residence at Hedgebrook Women Playwright retreat on Whidbey Island, Washington in 2011 that culminated in a reading of her work at ACT Theater.

Alva Rogers's work was included in the 2017 Brooklyn Museum exhibition We Wanted a Revolution: Black Radical Women, 1965-1985 curated by Rujeko Hockley and Catherine Morris.

School Daze
In 1988 Rogers played Doris Witherspoon in Spike Lee's film, School Daze about intra-racial prejudice in HBCU academia. It was an early film for most of the actors and most of the stars and crew were African American. The film co-starred Lawrence Fishburne, Giancarlo Esposito, Tisha Campbell, Ossie Davis and Kadeem Hardison amongst others.

Daughters of the Dust
In 1991 Rogers appeared in Daughters of the Dust. The film took place in 1902 about a matriarchal family during the Great Migration. Eula, Rogers' character, is raped by a white man and the fear of lynching gives her family no recourse to investigate her pregnancy. The film has been noted to have influenced Beyonce's Lemonade. "“Daughters was a major aesthetic leap forward for black cinema in that it did not mimic Hollywood storytelling but drew on European art house films, African traditions and created its own idiosyncratic style,” said Nelson George, filmmaker."The cinematographer for Daughters of the Dust was Arthur Jafa.

Other films
Rogers appeared as herself in the film Brooklyn Boheme (2011), which documented the New Black Arts Movement in Fort Greene in the 1980s and 1990s. She is featured in Kerry James Marshall's film The Doppler Incident (1997) and was a frequent subject in the photographs of Lorna Simpson.

Filmography

 * 1988: School Daze – as Doris Witherspoon
 * 1991: Daughters of the Dust – as Eula Peazant
 * 1994: Fresh Kill – as Cello player in locker
 * 2005: The Flooded Playground (Video short) – as The Singing Tree
 * 2010: Window on Your Present – as Girl On Shoulders
 * 2011: Spirits of Rebellion: Black Film at UCLA (Documentary) – as Eula Peazant
 * 2012: Brooklyn Boheme (Documentary) – as herself

Publications
Rogers's works as a playwright include The Bride Who Became Frightened When She Saw Life Open, The Doll Plays, and Scooping the Darkness Empty.

Awards
Rogers has won grants from the Jim Henson Foundation, National Endowment for the Arts, a New York Foundation for the Arts Fellowship in Playwriting in 2004 and the Rockefeller Foundation.

Personal life
Rogers lives and works in Manhattan

title: User:Liz Rex/sandbox


text:
Portal:Education and Technology

This is a workspace for developing content about the use of technology in education - in both formal and informal settings, and from infant to adult learners. Since this is only beginning, please add your suggested topics or learning materials here, so that we can build up a solid bank of quality resources for use by educators and learners across a variety of contexts.

Materials Supporting Entire Course

 * Technology for Educators

Learning materials

 * Technology in the classroom
 * Networked learning
 * Instructional Technology
 * Educational Technology
 * Computer Lab
 * Assistive Technology

title: Portal:Education and Technology


text:
Talk:David Chaytor

External links modified
Hello fellow Wikipedians,

I have just added archive links to 2 one external links on David Chaytor. Please take a moment to review my edit. If necessary, add after the link to keep me from modifying it. Alternatively, you can add to keep me off the page altogether. I made the following changes:
 * Added archive https://web.archive.org/20071019042615/http://www.mancat.ac.uk:80/ to http://www.mancat.ac.uk
 * Added archive https://web.archive.org/20071011070134/http://comprehensivefuture.org.uk:80/ to http://www.comprehensivefuture.org.uk

Cheers. —cyberbot II  Talk to my owner :Online 01:46, 19 October 2015 (UTC)

title: Talk:David Chaytor


text:
Boden railway station

Boden railway station (Bahnhof Boden) is a railway station in the municipality of Lenk im Simmental, in the Swiss canton of Bern. It is an intermediate stop on the Montreux–Lenk im Simmental line of the Montreux Oberland Bernois Railway.

Services
The following services stop at Boden:

 * Regio: hourly service between Zweisimmen and Lenk im Simmental.

title: Boden railway station


text:
Talk:Automatic quartz

Untitled
The statement about energy accumulators typically having lifetimes comparable to batteries needs backing up with references. 05:48, 21 March 2006 (UTC) —The preceding unsigned comment was added by BeteNoir (talk • contribs).

Some SEIKO KINETIC made before year 2000 brought _faulty capacitors_. Latest models already bring a new titanium lithium ion rechargeable battery.

CITIZEN Eco-Drive(solar powered) also brings a titanium lithium ion rechargeable battery like latest SEIKO KINETIC. And they said at http://www.citizenwatch.jp/faq/faq.htm

"Q. What are the life spans of solar cells and secondary batteries? A. According to the experimental data, both will last more than 10 years.It is also considered to loose up to around 20 % of their initial capacities in 20 years, however, we speculate, that won't cause trouble for the use of the watch."

Also Citizen Watch Company, USA says at http://www.network54.com/Forum/78440/message/1080596766/ : "The manganese titanium lithuim ion rechargeable battery used in the Eco Drive watches have a life of about 40 years. Even after 20 years, they will maintain 80% of their capacity.

They are not affected by partial discharge and charge. They have a duty rate of 500 complete charges (completely depleted to full charge) so there is no need for worry at all about the life of the battery.

Sincerely Customer Service COA"

Manufacturers:

http://www.maxell.co.jp/e/products/industrial/battery/tc/index.html

http://www.panasonic.com/industrial/battery/oem/chem/lith/mangtit.htm

—The preceding unsigned comment was added by Xose.vazquez (talk • contribs).

It's the other way around. What proof do you have that the rechargable battery will last 40 years? Show me this "experimental data." I've never heard of a battery lasting more than a few years. My lithium ions on my laptop, cameras, cellphones, etc. dies every few years and needs replacing.

I own a Seiko kinetic SKA192 and very happy with the quality (it's really beautiful) but let's not be a fanboy here. The rechargable battery will eventually need to be replaced just like any other device. —Preceding unsigned comment added by <IP_ADDRESS> (talk • contribs) 08:19, 26 April 2006 (UTC)

Links have been provided showing that the watches will last forever but where does the burden or proof lie? If we are looking for experimental evidence that might be very difficult because how can you prove experimentally that a watch lasts forever? You'd have to get watches and wait until the end of time to get the results.--Knowledge-is-power 10:13, 21 November 2006 (UTC)

Detailed explanation about lifetimes batteries at http://www.reocities.com/Area51/orion/4770/ecodrive/ecodrive.htm --Sun Dec 10 20:33:22 CET 2006 —Preceding unsigned comment added by <IP_ADDRESS> (talk • contribs)

Critique
The two items in Critique deal with critiquing financial decisions of the company or their appeal to collectors. Nothing Critical of the technology itself. <IP_ADDRESS> (talk) 16:38, 10 November 2010 (UTC)

title: Talk:Automatic quartz


text:
User:Murugeshm518

V.Chettiyapatti About V Chettiyapatti

V Chettiyapatti is a small Village/hamlet in Vaiyampatti Block in Tiruchirappalli District of Tamil Nadu State, India. It comes under Vellalapatti Panchayath. It is located 51 KM towards west from District head quarters Tiruchirapalli. 11 KM from Vaiyampatti. 395 KM from State capital Chennai

V Chettiyapatti Pin code is 621307 and postal head office is Manjampatti.

V Chettiyapatti is surrounded by Kadavur Block towards North, Manapparai Block towards East , Thogaimalai Block towards East , Kulittalai Block towards North.

Karur, Tiruchirappalli , Natham , Dindigul are the near by Cities to V Chettiyapatti.

Demographics of V Chettiyapatti Tamil is the Local Language here. Politics in V Chettiyapatti AIADMK, is the major political party in this area. Polling Stations /Booths near V Chettiyapatti 1)Sri.varatharaja Aided Ele.school Karumalai 2)St.alphonse Aided Ele.school Vellalapatti 3)St.maryu0027s Primary School Dindigul Road Manapparai 4)St.philominal Aided Ele.school 5)St.philominal Aided Ele.school HOW TO REACH V Chettiyapatti By Rail There is no railway station near to V Chettiyapatti in less than 10 km.

Colleges near V Chettiyapatti Agricultural Engineering College & Research Institute Address : Agricultural Engineering College & Research Institute, kumulur , pallapuram (post), tiruchirapalli-621712 Mahalakshmi Engineering College Address : Trichy-salem Highways, Thudaiyur Post trichy - 621213. Rane Polytechnic Technical Campus Address : No.82 Sethurapatti Village, Fathimanagar P.o Cci Computer Centre Address : #46,muthan Street, Near Bus Stand, Manapparai Cauvery College Of Engineering And Tehnology Address : Perur,trichy Schools in V Chettiyapatti P.u.m.s, Pannaipatty Address : vellalapatty, vaiyampatty , tiruchirappalli , Tamil Nadu. PIN- 621307, Post - Manjampatti P.u.m.s, V.chettiyapatty Address : vellalapatty, vaiyampatty , tiruchirappalli , Tamil Nadu. PIN- 621307, Post - Manjampatti

Govt Health Centers near V Chettiyapatti 1) ANIYAPOOR, Govt.Primary Health Center , Aniyappur , Manapparai to Tharagampatti Road 2) SINDUJA HOSPITAL , NO.76 , Marudai Road , Near manaparai busstand 3) A.J.Hospital,Manapparai, No.45, , Vandipettai St, Police line, Manapparai , Police lane

Bus Stops in V Chettiyapatti,Vaiyampatti Kulathurampatti Bus Stop Palayakottai; Tamil Nadu 621302; India 7.2 KM distance     Detail Annai Bus Stop Palayakottai; Tamil Nadu 621302; India 7.4 KM distance     Detail Kosur Bus Stop Palayam-Trichy Rd; Kosur; Tamil Nadu 621313; India 8.0 KM distance     Detail Amayapuram Bus Stop Palayakottai; Tamil Nadu 621307; India 8.3 KM distance     Detail

more .. Add Bus Stop ATMs in V Chettiyapatti,Vaiyampatti India1ATM Kosur; Karur; Palayam Trichy Road; Karur; Karur; 621313; India 8.0 KM distance     CashStatus India No 1 Atm;kosur. Palayam-Trichy Rd; Kosur; Tamil Nadu 621313; India 8.0 KM distance     CashStatus Indian Overseas Bank ATM Tharagampatti; Karur; SH-199; Puliyur Udimangalam Road; Karur; Karur; 621311; India 10.8 KM distance     CashStatus India1 ATM Tharagampatti; Tamil Nadu 621311; India 10.8 KM distance     CashStatus

more .. Cinema Theaters in V Chettiyapatti,Vaiyampatti Thalapathy Fans Clup Sevalur; Tamil Nadu 621306; India 14.4 KM distance     Detail Indira Theater Kulithalai - Manapparai Rd; Manapparai; Tamil Nadu 621306; India 16.1 KM distance     Detail AKS Marriage hall Manapparai; Tamil Nadu 621306; India 16.3 KM distance     Detail Uthayam AC Theater Manapparaipatty road; Manapparai; Tamil Nadu 621306; India 16.5 KM distance     Detail

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Temples in V Chettiyapatti,Vaiyampatti Subramaniya Swami Kovil Kosur - Veerappur(via) - Manapparai Rd; Vellalapatty; Tamil Nadu 621307; India 0.5 KM distance     Detail Mariyamman Temple Vellalapatty; Tamil Nadu 621307; India 1.0 KM distance     Detail Sri Maduraiviran Samy Vellalapatty; Tamil Nadu 621307; India 1.6 KM distance     Detail Arulmigu Sri Kurrunikaruppasamy Aniyappur; Tamil Nadu 621307; India 1.7 KM distance     Detail

more ..

Mosques in V Chettiyapatti,Vaiyampatti Jamia Masjid Chinthamanipatti; Tamil Nadu 621301; India 13.0 KM distance     Detail Jumma Masjid Chinthamanipatti; Tamil Nadu 621301; India 13.2 KM distance     Detail Jumma Big Mosque Manapparai; Tamil Nadu 621306; India 16.1 KM distance     Detail

more .. Hotels ,Lodges in V Chettiyapatti,Vaiyampatti Hotel Genesh Aniyappur; Tamil Nadu 621307; India 1.6 KM distance     Detail Littlepethlehem Vellalapatty; Tamil Nadu 621307; India 1.7 KM distance     Detail Uppathupatty Uppathupatty;; Mohavanur North; Tamil Nadu 621302; India 7.8 KM distance     Detail V.B.S. அலுவலகம் அமயபுரம் Veerapur - Kadavur Road; Palayakottai; Tamil Nadu 621307; India 8.1 KM distance     Detail arunampatty VADAKKU Village Manapparai - Kadavur Road; Palayakottai; Tamil Nadu 621302; India 10.4 KM distance     Detail

more .. Restaurants in V Chettiyapatti,Vaiyampatti Gurusamy Hotel Veerappur; Tamil Nadu 621307; India 4.2 KM distance     Detail Ajith Fost Food Kosur; Tamil Nadu 621313; India 8.0 KM distance     Detail SIVA Keelappaguthi; Tamil Nadu 621301; India 10.2 KM distance     Detail Puspa Tea Stal Tharagampatti; Tamil Nadu 621311; India 10.8 KM distance     Detail Santhiya Hotel Thogaimalai Thogaimalai; Tamil Nadu 621313; India 12.8 KM distance     Detail

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title: User:Murugeshm518


text:
American University (disambiguation)

American University is a university in Washington D.C., United States.

American University may also refer to:

 * American University of Afghanistan
 * American University of Antigua College of Medicine
 * American University of Armenia
 * American University of Baghdad
 * American University of Bahrain
 * American University of Beirut
 * American University in Bosnia and Herzegovina
 * American University in Bulgaria
 * American University in Cairo
 * American University of the Caribbean, Sint Maarten
 * American University of the Caribbean (Haiti)
 * American University of Central Asia, Bishkek, Kyrgyzstan
 * American University in Dubai
 * American University of Iraq
 * American University in Kosovo, former name of RIT Kosovo, an overseas campus of the Rochester Institute of Technology
 * American University of Kuwait, Salmiya, Kuwait
 * American University in London
 * American University of London
 * American University of Madaba
 * American University of Malta
 * American University of the Middle East, Egaila, Kuwait
 * American University (Nicaragua)
 * American University of Nigeria
 * American University of Paris
 * American University of Phnom Penh
 * American University of Puerto Rico
 * American University of Rome
 * American University of Science and Technology, Beirut, Lebanon
 * American University of Sharjah
 * American University of Technology, Byblos, Lebanon

title: American University (disambiguation)


text:
Whitehorn Generating Station

The Whitehorn Generating Station is a power plant near Blaine, Washington, owned by Puget Sound Energy and located immediately west of BP's Cherry Point Refinery. The plant comprises two 75 MW natural gas-fueled combustion turbines.

History
The Whitehorn generating station began operation in 1974, with a single 60 MW combustion turbine. Two additional 75 MW turbines, Whitehorn 2 and 3, were added in 1981. The 60 MW turbine ceased operation in 2000. Puget Sound Energy purchased the previously leased turbines in 2009.

title: Whitehorn Generating Station


text:
Boundary Value Problems

Welcome to  An Introduction to Boundary Value Problems (Orthogonal Functions and Partial Differential Equations).

For those interested in editing this course, some of thoughts on how this course is supposed to work.
This is an adaptive course, of course, it is a wiki. The structure of the educational materials shall be adapted based on the response from users, both instructors and students. At the start, the material will be sparse and will borrow from others, but over time it is expected that editing and modification by users will modify the content, and the course structure to generate a course that is adjusted to the learning style(s) of a variety of learners. Possibly there will be several mainstream approaches (structures). That is the hope. Please keep the content bounded (Boundary Value Problems).

Unlike a Wikipedia article, the content of an course must focus on educating the learner, thus the structure and content need to be directed at reaching well defined learning outcomes at each level, rather than providing a strictly encyclopedic description of a topic. When you are editing/adding content, please identify the learning objective of the current content and make sure your modifications align to that objective. When adding new content, determine a specific learning objective of the new content and provide the expected skills and knowledge to be gained by understanding this content.

Initially, a fixed sequence of lessons shall be provided to cover the material and verify content understanding. In the future, the course should provide multiple tree structures whereby student(s) may tailor the presentation to their needs. Thus the need for a "wikian" template to allow addition and clarification of material, modification to address different learning styles, and multiple layers of assessment.

A template for each Lesson currently consists of:
 * 1) Title: Distinctive Name
 * 2) Objective(s): Specifically the "conceptual or procedural knowledge" that is to be understood and retained by the learner.
 * 3) Activities: Material directed at the learner to achieve learning objectives.
 * 4) Assessment: Methods that will provide the learner and content designer with information as to what "level of success" was achieved in reaching the learning objective(s).

Course Introduction
Objective is to educate the student such that they gain additional mathematical concepts and procedures that will help them develop mathematical models of classical/textbook physical processes and then use those models to simulate the process. The processes to be considered in the course are:

For each of the above geometries the Heat and Wave Equations will be solved for a variety of simple boundary conditions.
 * 1) Heat equation: Diffusion of heat associated with the three geometries:
 * 2) Rod shaped object (1-D);
 * 3) Plate rectangular and disk (2-D);
 * 4) Sphere.
 * 5) Wave equation: For the motion of a point mass:
 * 6) For a string (1-D);
 * 7) On a disk (2-D);
 * 8) and on a sphere (3-D).

Solutions to the boundary value problems will be based on orthogonal functions. This will include:

 * Fourier series,
 * Bessel functions
 * Legendre Polynomials

These will be introduced as needed in the lessons. MAPLE 15 has been used to develop graphs and simulations included in this course. MAPLE is a copyrighted software package. .

Prerequisites

 * 1) A solid background in calculus, specifically elementary functions, derivative and integration for single and multivariable functions.
 * 2) An understanding of 1st and 2nd order ordinary differential equations.
 * 3) Some exposure to applied linear algebra.

Outline

 * 1) Introduction
 * 2) Review of initial value problems.
 * 3) Introduction to two point boundary value problems and their solution using orthogonal functions.
 * 4) Diffusion equation
 * 5) Basics of vector analysis
 * 6) Flow generated by a vector field
 * 7) Heat Equation
 * 8) Heat Flow
 * 9) 1-D Heat equation
 * 10) 2-D Heat equation
 * 11) Heat equation in polar coordinates
 * 12) Heat equation cube
 * 13) Heat equation sphere
 * 14) Wave Equation
 * 15) Electromagnetism
 * 16) Continuum mechanics
 * 17) Fluid Mechanics

Note: Solutions to quizzes and homework will be posted as they become available. And C is for under CONSTRUCTION.

Introduction
/Lesson 1/
 * /Introduction/
 * Lesson 1: What are the class of physical problems to be addressed through mathematical models.(C)

Review of Initial Value Problems

 * Lesson 2: Initial Value Problems /Lesson 2/: Review of concepts and skills associated with solving basic first order initial value problems (IVPs).(C)
 * Lesson 3: Initial Value Problems /Lesson 3/: Review of concepts and skills associated with solving second order initial value problems (IVPs). (C)

Introduction to Two Point Boundary Value Problems (BVPs) and orthogonal functions

 * Lesson 4: Introduction to two point BVPs /Lesson 4/: Problems using ODEs with two conditions.
 * Lesson 4.1: Fourier series and orthogonal functions /Lesson 4.1/. (C)

Vectors, Vector Fields, and associated operation and operators

 * Lesson : Background on vectors,gradients,scalar fields,vector fields,curl, and divergence./Lesson 5.1/
 * Lesson : Divergence Theorem /Divergence Theorem/. (C)

Heat Equation

 * Lesson : Derivation of Heat Equation /Derivation of Heat Equation/
 * Lesson : 1-D Heat Equation /Lesson 5.2/$$ \scriptstyle u_{xx} =\frac{1}{k}u_t$$ (C)
 * Lesson : 2-D Potential Equation /Lesson 7/$$\scriptstyle \nabla^2 u =0 $$ (C)
 * Lesson : 2-D Heat /Lesson 8/  $$\scriptstyle \nabla^2u = u_t$$ (C)
 * Lesson : 3-D Heat Cube and Sphere

Wave Equation

 * Lesson : 1-D Wave equation /Lesson 6/$$ \scriptstyle u_{xx}=\frac{1}{c^2}u_{tt}$$ (C)
 * Lesson : 2-D Wave /Lesson 9/   $$\scriptstyle \nabla^2u = \frac{1}{c^2}u_{tt}$$ (C)
 * Lesson : 3-D Spherical /3-D Spherical/
 * Lesson: Spherical harmonics /Lesson 10/
 * Lesson : /Numerical Methods/ (C)

Course Specific Resources

 * Problem Database /Problem Lookup/ (C): This is a table of BVPs: 1) Type of PDE; 2) Type of BCs; 3) Initial Conditions. This will allow learners to find an example for a specific type of problem they are interested in, or a more general class without searching through all of the course material. This would be a great location for persons to add BVPs and solutions.

Other Wikiprojects

 * Partial Differential Equations from Wikipedia
 * Partial Differential Equations at Wikibooks

Things to do for this wiki.

 * 1) Identify a free package to use in the place of Maple

title: Boundary Value Problems


text:
User:Shueb Suleiman/sandbox

Italic text

Hi! I am a 29 year old graduate farmer who is embracing smart technology to boost crop production.

title: User:Shueb Suleiman/sandbox


text:
User:JWSchmidt/Blog/11 March 2007

IRC meeting about research  The IRC meeting about research held on 10 March 2007 attracted about 30 people to the #wikiversity chat channel. (Note: there are some links below to specific sections of the research policy pages at the Wikiversity multi-lingual hub, however the links do not actually take you right to the correct sections of those pages.)

Background
Wikiversity has an education-oriented mission that leads some participants to explore how to move beyond the Wikimedia Foundation Neutral point of view (NPOV) policy and the Wikipedia:No original research (NOR) restriction. In particular, the Wikiversity community was asked to develop research guidelines during the first six months of the project (email discussion group post, by Board member Anthere; special projects committee resolution).

Issues raised in the IRC discussion
Scope of research. An attempt was made to start with the scope of research activities that will be allowed within Wikiversity. One issue raised was the relationship between publishing of research results and the conduct of research at Wikiversity. Rayc mentioned a rather extreme way to define research, "only things that will eventually be published be considered research. everything else would be a learning project." Rayc suggested a second category, "casual research", as being, "something that is not going to be published." CQ (yeoman) mentioned the idea of, "classifications or ratings for research intensity... for instance 'formal methods' for academically peer-reviewed projects at one end but allowing 'informal or casual' research for the rest of us." The only distinction between types of research projects in the current proposed policy is for projects that would require review by an IRB (Institutional Review Board). Wikiversity would not have an IRB, but it might make sense to have a "research review board" that could deal with any Wikiversity research issues that might come to involve an IRB from a bricks-and-mortar research institution. The term "research review board" was selected in anticipation of a future time when communities of Wikiversity scholars might begin to explore formal peer-reviewed publishing within Wikiversity, but the proposed research policies leave that for the future. For now, the proposed research review board would be an advisory board that would help the whole Wikiversity community deal with any problems arising in on-going research projects. User:Cormaggio stated the current major goal for Wikiversity research, "a place where people can learn about the practice of doing good research".

Another topic that arose early in the IRC-based discussion was the question of to what extent research policy can be set for all Wikiversity projects. The Wikimedia Foundation Board of Trustees originally requested that "as much as possible" there be one set of rules for all of Wikiversity rather than have each language-specific Wikiversity website doing their own thing. The largest objection to uniform policy seemed to come from Rayc, "uniform policies don't seem to have taken hold in wikipedia. What is the benfit?" However, as far as I can tell, NPOV and NOR are universal policies in Wikipedia projects. If Wikiversity is going to allow original research and editing outside of the restrictions of traditional NPOV policy, then there can be a single Wikiversity-wide approach to doing so. I think it is clear that the Board does not want to get into a situation where each time a small community starts a new Wikiversity website for a particular language, they have to re-invent rules for research activities just for that language.

A second issue related to the scope of Wikiversity research was if the education-oriented mission restricts the scope of research or if Wikiversity is open to all types of research. The current policy proposal starts with the idea that "The scope of research at Wikiversity is limited to research activities that promote learning and the goals of the Wikimedia Foundation." I think it would be possible to fit many kinds of research into the Wikiversity mission, but it also makes sense to include the idea that: "At times, it may be useful to amend the Wikiversity research guidelines so as to explicitly exclude some types of fringe research if they disrupt Wikiversity or distract the community from its educational mission." I think that sentence probably addresses a concern raised by Gmaxwell, "Do you agree that if we wanted to we could define a policy that said 'we will reject whatever our community dislikes'?" If someone brings some fringe research topic to Wikiversity and it causes more conflict and disruption than education, then the community will certainly be able to restrict that area of research.

The research policy proposal includes a list of categories of research projects that are not suitable for Wikiversity.

Restrictions on the scope of research imposed by ethical guidelines
Xenon (gboyers) made the point that there are, "boundaries and limits imposed before we can allow research to proceed - even if they're just ethical guidelines," and that the proposed policies include ethical guidelines that restrict research activities. Among the inherent limitations on research projects, "ethical guidelines would obviously be the strictest". If you accept that issues at the level of the Wikimedia Foundation related to enforcing the wiki website privacy policy are "ethical issues", then I think it is the case that ethical restrictions on research are of fundamental importance. User:WiseWoman suggested that we keep things simple, "Tell the truth. Don't make up things. Help each other." The proposed research policy says, "Wikiversity participants who engage in research activities must not attempt to use Wikiversity as a platform for advocating or advancing propaganda or any other type of deception or intellectual dishonesty, but rather, Wikiversity editors must remain devoted to scholarly consideration of their topic of study. This means not distorting or hiding evidence and not crafting illegal, deceptive, dishonest or otherwise unethical accounts of facts or ideas. Wikiversity scholars can, and must, study their subjects with devotion to honesty and the highest scholarly standards."

Detecting and eliminating bogus research
A problem that has been made clear through past experience at the Wikipedia project is that wiki projects become targets for people who want to post bogus ideas. The policies that require citation of verifiable sources and the NPOV and NOR policies help to defend Wikipedia against large amounts of potential trouble from pushers of fringe ideas and scam artists who enjoy posting bogus ideas. What is not clear to most people is the role played by experts in helping a wiki community identify bogus ideas and keep them out of a wiki website. The familiar problems with identifying and removing bogus wiki content will be larger problems within Wikiversity research projects where the protections used at Wikipedia will be removed. The proposed research guidelines say, "some forms of bogus and unethical research can only be recognized by experts" and calls for Wikiversity to have a system (research review board) that promotes the use of expert knowledge to detect and correct problems in research methods.

Historybuff (HistoryOnTheRoad) made the point that, "A uniform approach will cut down on 'forum shopping' that an extreme group does to try to find a WV that will accept it's screwball theory." User:WiseWoman made the point that, "what one group finds 'well-documented and cited' is considered to be 'non-verified' in another." Somehow we need to be clear about the distinction between large issues that need to be stated explicitly in Wikiversity-wide policy and small issues that need to be handled by smaller communities of participants at the level of editing individual wiki webpages and research projects. The current proposal says, "Wikiversity does not exist as a platform to support advocates of particular political movements, religious ideologies or scientific, legal or historical theories." That is a general policy statement that allows Wikiversity communities a basis in policy for blocking unwelcome groups from using Wikiversity as a soap box for their propaganda. The details of determining what is "unwelcome" or a "screwball theory" is left up to individual wiki communities. We do not try to micromanage and provide a list of every specific research project that would not be welcome within Wikiversity. Such details are "fine-tuning" that will take place outside of the policies when the general principles in the policies are applied by the Wikiversity community.

The research policy proposal identifies two levels of "fine-tuning"; conventional wiki editing processes that provide for continual peer review of wiki content and, in addition, something new. "Conventional wiki editing" includes all of the tools that have been developed by editors at Wikipedia, such as the Wikipedia processes by which community members use templates to flag problems on wiki pages and then use of discussions to decide how to correct problems, and, if needed, delete pages that cannot be corrected. At Wikipedia, decisions about page deletion often come down to counting the number of verifiable citations that can be found to support the importance and continued existence of a page. When the Wikiversity community gets involved with discussion of research projects, it will not be possible to just count existing published sources that support the research. When dealing with the production of new research results, you need to make use of the experience of participants who are familiar with the problems that can arise from bogus research methods. The proposed research review board is a suggestion for how to create a process that would help the community make use of existing expertise in the community for dealing with problems that will arise in research projects.

For the types of research projects that are appearing within Wikiversity (see the examples at scope of research), there are no great controversies and a formal research review board is not needed. However, it is easy to imagine future situations that will benefit from a formal research review board. There will be "crank research" placed on Wikiversity pages, and Wikiversity will benefit from a system that encourages participants with expertise to help identify and correct/remove bogus research. Eventually, some Wikiversity participants will want to experiment with formal peer review of research results. The proposed research review board could gracefully evolve into a way for Wikiversity to incorporate a formal peer review process.

Gmaxwell mentioned the idea that, "it's usually best to wait until there is a problem before deciding on a policy to avoid problems, rather than trying to pre-solve issues which may never arise and working with conjecture rather than fact". I think that attitude is fairly common among wiki participants and it can be applied to the whole process of creating policy for research projects within Wikiversity. _sj_ suggested that, "the 'review board' should be a process and perhaps a page, not a group of users". I imagine that Wikiversity might come to have a "process" such as Wikipedia:Articles for deletion, but I'm more interested in a process that would focus on identifying methodological problems in research projects and guiding the community towards correcting problems that arise in research projects. The proposed research review board is designed to "help the community verify the methods used in research projects and deal with any potential problems". The distinction between "a process" and "a group of users" seems like an artificial distinction, particularly when Wikiversity will be a community in which some people have previous experience in dealing with research problems while others are trying to learn how to do research. Why not allow the community to have a process that explicitly calls upon more experienced members of the community to take a leadership role in the process?

It is natural for people to see words like "review board" and start imagining a select group that will impose its will. Anyone who reads the proposed research review board policy will see that it is essentially a proposal for an advisory board designed to guide community discussions. Mike42 expressed such concerns as, "If 'we' is an elected group, then people will see them as above the rules." This is why the review board policy says, "Becoming a Referee means taking on extra duties and responsibilities in service of the Wikiversity community. In particular, Referees are expected to apply their expertise and experience to help guide the community in peer review of research methods and practices used in Wikiversity research projects. Referees never demand action based on their 'expert opinion', rather they use their expertise to help provide explanations that guide the community to consensus."

Comments
JW: I think that this is an absolutely essential piece to the puzzle if we are to have any sustainable credibility as a valid source of reference. The ideal would lie in a WSERB (Wikiversity Services Ethics Review Board) coupled with a Peer Review Process. That being that there be a pair or team working together before any item is "Accepted" into the Wikiversity. There could be an interim phase where the submission is "pending" pending editorial or peer review and acceptance. Not any different than we utilize to publish in a journal. I feel quite adamantly about this because the Wikiversity is public domain and the information enclosed herein may benefit all. However, interpretation of this knowledge may result in negative impacts to the users. It wasnt that long ago In Canada that this credibility was an issue. That was of the major Canadian news networks airing a clip of a boat in high seas and distress that was on YouTube and mistakenly labelled as occurring off Newfoundland. In reality it was no where near the Canadian coast and this had negative impacts on the shipping company in question.

What is published in Wikiversity should be valid, accurate, credible and replicatable. We ultimately need depth and breadth. Challenging ideas while labelled challenging or contoversial I feel should be included as long as a disclaimer is attached. If we are using this service clinically we are able to make an educated and informed decision as long as conflicts of interest and diclaimers for "off-label" uses (no matter what area or service) are included.

Thanks for all of your dedication to the cause and enriching minds across the miles and the years. Joel Lamoure 00:14, 16 March 2007 (UTC)

Trust
"credibility as a valid source" <-- Why should anyone trust the information they find at Wikiversity? Sure, you could make Wikiversity a closed project where every editor and edit is under strict control. But Wikiversity is using the Wikipedia model of openness and inclusiveness. We invite everyone to edit. Wikiversity is a wiki where participants can "learn by doing" and, in particular, learn by editing webpages. So if anyone can edit, why trust the content? We rely on some rules that shape the culture of Wikiversity. In particular, we demand that information on Wikiversity pages be supported by citation of verifiable sources. But what happens when we follow our interests and start exploring new domains of knowledge beyond what can be supported by previously published information? When we move beyond the safety of Cite sources, how can we keep Wikiversity safe from errors and fraud and hoaxes?

Wikipedia has always made use of experts and the special skills they have, but Wikipedia has never turned the expertise of editors into "a big deal". As Wikiversity moves towards allowing original research projects, it is clear that those projects can benefit from the experience of experts who have already learned how to do good research in various subject areas. How can we encourage the participation of experts and make use of that participation to provide the Wikiversity project with credibility? And how can we attract and efficiently utilize experts while still keeping Wikiversity an open and inclusive project where non-experts feel welcome and eager to participate? I hope we can continue to engineer a wiki culture to promote the idea of, "From each according to his abilities, to each according to his needs."--JWSchmidt 01:21, 16 March 2007 (UTC)

 * Gmaxwell mentioned the idea that, "it's usually best to wait until there is a problem before deciding on a policy to avoid problems, rather than trying to pre-solve issues which may never arise and working with conjecture rather than fact".
 * This was from the experience of the English Wikipedia. However, if I am not mistaken, it took Larry Singer some effort to formulate the NPOV policy originally, and the English Wikipedia had Jimbo Wales and then the ArbComm to protect it. Core policies should not wait.Hillgentleman|Talk17:34, 23 March 2007 (UTC)]

Board of Trustees watch

 * Resolutions - March 2007
 * Report on board meeting - March 2007

title: User:JWSchmidt/Blog/11 March 2007


text:
half step

Noun

 * 1)  The distance between two tones. In 12-tone equal temperament, its frequency ratio is $$2^{1/12}$$, or about 1.059 or 18/17.

title: half step


text:
User:Kürschner/vector.js

// install User:Cacycle/wikEdDiff enhanced diff view using ajax importScript('User:Cacycle/wikEdDiff.js');

title: User:Kürschner/vector.js


text:
Project A Part II

Project A Part II (aka Jackie Chan's Project A II; released in the Philippines as Super Fighter) is a 1987 Hong Kong action film starring and directed by Jackie Chan. It is the sequel to the 1983 film Project A. Chan plays Sergeant Dragon Ma once again, but his co-stars from the previous film, Sammo Hung and Yuen Biao, are absent. The film was released theatrically in Hong Kong on 19 August 1987.

Plot
Continuing from where the first film left off, the pirates vow that they must kill Dragon Ma for revenge. On recommendation of the Chief of Marine Force, Dragon Ma is transferred to be in charge of the district of Sai Wan after the Superintendent, Chun, is thought to be staging his arrests. Though Chun has an excellent record, the "criminals" he has been engaging are shot and killed, so there is no evidence against him.

Dragon Ma and his subordinates meet Yesan and her cousin, Carina, at a teahouse. He learns that Carina is a member of the Chinese revolutionaries headed by Dr Sun Yat-sen. Dragon identifies himself as the new superintendent of Sai Wan Police Station, after realizing that all of his policemen except one has been taking bribes. Ho, the only upright policeman around, tells them that a gangster named Tiger Ow with gambling dens and other illegal businesses is the kingpin of the town.

As his men at the police station are too cowardly, Dragon is forced to confront Tiger with only Ho and the three friends he brought with him from the Marine Police. Following a big fight where the policemen are badly outnumbered, the Marine Police show up with guns and force the gangsters to surrender. After one last fight with Ow, all the gangsters are sent to prison, inspiring the police at the station to do a better job.

Dragon is put in charge of the Governor's security for a birthday ball he is throwing for his adopted daughter. Chun collaborates with a group of revolutionaries to implicate Dragon in a theft of the Governor's diamond pendant, and Dragon is arrested. After the ball, Carina is kidnapped by agents of the Empress Dowager, who are working with Chun; they trap her in a wardrobe at Yesan's house. Yesan, Li, Ma, and Ho arrive. Li hides but ends up threatened by one of the imperial agents. Ma and Ho, who are handcuffed together, enter the bathroom. While they are in the bathroom, the commissioner arrives.

As Yesan hangs up his uniform, Ma and Ho see the keys to the handcuffs. They break free and hide under the bed, losing the key to the handcuffs. They see the Imperial Agents with Carina in the wardrobe. Yesan and the commissioner sit down to talk. The Commissioner demonstrates how to handcuff two people by handcuffing himself to the armchair but can not break free. Chun arrives to visit Yesan, and the commissioner hides under the bed, where he sees Ma and Ho. Yesan finally gets Chun to get out of her house, when Ma, Ho, Tung and Yesan defeat the Imperial agents. Eventually the Imperial Agents are arrested, the revolutionary chief escapes, and Dragon is handcuffed by Chun so that he can be brought to the main prison. Carina flees town with the help of the revolutionaries. Chun arranges for Dragon to be killed by a prison warden.

The pirates attack both Dragon and Chun with axes, but they are eventually driven off after the police show up. Dragon is handed over to the prison warden, tied up in a sack, and thrown into the sea. The revolutionaries save Dragon and take him back to their hideout above a medicine store, where they try to enlist him. Dragon refuses to actively help them, saying that he is just a Hong Kong cop. The head of the pirates falls sick and the pirates enter the medicine store to ask for some herbs. Dragon intervenes and offers to pay for their medicine, causing the pirates to think much better of him.

The Imperial agents arrive and apprehend most of the revolutionaries, to gain possession of the black book. Dragon helps Yessan and Miss Pak escape while safeguarding the book. After a frantic run and fight, he defeats them with the help of the pirates. The Police Commissioner arrives with a huge police cohort and orders the arrest of Superintendent Chun, now fully aware Chun is trying to murder Dragon. Chun tries to run, but a large bamboo-and-wood stage facade falls on Chun while he attempts to retrieve his moneybag. Dragon, on order of the Commissioner, takes charge of the police.

Production notes

 * Sammo Hung and Yuen Biao did not appear in the Project A sequel because they were shooting the film Eastern Condors (1987). Ben Lam, Kenny Ho and Chris Li appeared in both films.
 * The scene in Maggie's house is an homage to the scene in the 1935 Marx Brothers film A Night at the Opera in which several characters were crammed into a small cabin on a ship. The scene in which the wall falls on Jackie but he escapes injury because he is standing exactly where the window of the wall lands is taken from Buster Keaton's Steamboat Bill, Jr.. The handcuff sequence was inspired by a segment Jackie saw on the news magazine 60 Minutes.

Box office
At the Hong Kong box office, the film grossed HK$31,459,916 (US$). In Taiwan, it was the fourth highest-grossing film of 1987, earning (US$697,097).

In Japan, it was the sixth highest-grossing foreign film of 1987, earning ¥1.91 billion (US$million). In South Korea, it was the second highest-grossing film of 1984, with 176,273 ticket sales in Seoul City, equivalent to an estimated KRW (US$). This adds up to an estimated total gross of approximately US$ in East Asia.

The film was released in the Philippines by Asia Films Exchange as Super Fighter on 3 December 1987.

Reception
Rotten Tomatoes, a review aggregator, reports that 71% of seven surveyed critics gave the film a positive review; the average rating was 6.5/10. David Beamish of DVDactive rated it 6/10 stars and recommended it to fans of the first film. J. Doyle Wallis of DVD Talk rated it 3.5/5 stars and called it one of the better films in his career. Mike Pinsky of DVD Verdict called it a "time filler" for Chan that does not live up to the previous film.

Accolades

 * 1988 Hong Kong Film Awards
 * Won: Best Action Choreography
 * Nominated: Best Film Editing (Peter Cheung)

title: Project A Part II


text:
Michigan's 102nd House of Representatives district

Michigan's 102nd House of Representatives district (also referred to as Michigan's 102nd House district) is a legislative district within the Michigan House of Representatives located in parts of Manistee, Mason, Muskegon, and Oceana counties. The district was created in 1965, when the Michigan House of Representatives district naming scheme changed from a county-based system to a numerical one.


text:
Rodny Lopes Cabral

Rodny Lopes Cabral (born 28 January 1995) is a professional footballer who plays as a right-back. Born in the Netherlands, Lopes Cabral represents the Cape Verde national football team.

Club career
On 18 August 2017, Lopes Cabral made his professional debut in the Eerste Divisie, in a game for SC Telstar against FC Eindhoven.

On 23 July 2019, Lopes Cabral moved to Liga I club Politehnica Iași and signed a two-year contract with the Romanian side.

International career
Born in the Netherlands, Lopes Cabral is of Cape Verdean descent. He debuted for the Cape Verde national team in a friendly 2–1 win over Togo on 10 October 2019.

title: Rodny Lopes Cabral


text:
User:Jedizati

He is a Christ following boy from PA. A Star Wars and Bionicle fan, he wishes to keep the Bionicle external links in one piece. GO SYMBIOTE SPIDEY!

title: User:Jedizati


text:
Kazi Chak, Barhara

Kazi Chak is a village in Barhara block of Bhojpur district in Bihar, India. As of 2011, its population was 1,349, in 224 households.

title: Kazi Chak, Barhara


text:
Topic talk:Radio

Broadcasting
Should Radio come in under a Broadcasting School or a Division. We may not need a Broadcasting anything for a while, but it's something to ponder. I asked the same question at Media Studies. CQ 23:38, 3 February 2007 (UTC)

title: Topic talk:Radio


text:
History of Islamic Civilization

''This wikibook concerns about the political, economic, scientific, and cultural developments of the Islamic world throughout the centuries. For the history of Islamic thought, see the History of Islam.''

The Islamic civilization is traced back to the Prophet Muhammad in the 7th century.

 * 1) /The History of Prophet Muhammad/
 * 2) Historical backgrounds of the Arabian Peninsula
 * 3) Biography of Prophet Muhammad before revelation
 * 4) Revelation and the Mecca period
 * 5) The Medina period and conquest of Mecca
 * 6) /The Formative Period of Islam/ (under the "four righteous Caliphs")
 * 7) Early conquests: the Levant, North Africa, Mesopotamia, Persia
 * 8) The empire and the establishment of the faith: Suppression of rebels, "false prophets," and the codification of Quran
 * 9) The Muawiyah-Ali conflict
 * 10) /The Classical Period of Islam/ (Umayyad and Abassid caliphates)
 * 11) /The Medieval Period of Islam/ (Mongol conquest and subsequent empires)
 * 12) /The Ottoman Empire/ (Conquest of Anatolia, destruction of Byzantium, and colonization of Eastern Europe)
 * 13) /The Pre-modern Period of Islam/ (European recovery and colonization)
 * 14) /The Modern Period of Islam/

title: History of Islamic Civilization


text:
Talk:Software Freedom/Information Goods Activity

This page needs formatting and organization help. --mako 23:13, 29 October 2006 (UTC)


text:
User:Andrew jerome kiwanga

Andrew Jerome kiwanga was born 28 November 1989 in morogoro, Tanzania. His father is mr.jerome Towegale kiwanga who died January 2017,the son of the late chief TOWEGALE KIWANGA 2... Her mother is Leina eston chussi the granddaughter of Chief Mkwawa. Andrew Jerome kiwanga he studied Primary school in 1996-2003 and he's joining in secondary school 2004-2006... He graduate in Technical college of Tanzania(VETA) In certificate of Welding and fabrication works, Masonry Technician 2007-2011. Now he is owner of Group of company A.J FABRICATION AND COMPANY, follow; Facebook,WhatsApp and email<EMAIL_ADDRESS>mobile number +255 679 311 988.

title: User:Andrew jerome kiwanga


text:
Jamie Janson

James Charles Harold Janson (6 September 1975 – 4 September 2019) was a British aid worker who joined the People's Protection Units (YPG) in May 2017 and fought against the Islamic State of Iraq and the Levant in Raqqa and the Turkish Armed Forces/Syrian National Army in Afrin.

Biography
Janson was born in Paddington, the son of Martin Janson and his wife Mary Balfour, a daughter of Harold Balfour, 1st Baron Balfour of Inchrye by his marriage to a sister of the disgraced Conservative politician John Profumo. On his father's side, Janson was a grandson of Elizabeth Sutherland, 24th Countess of Sutherland. Educated at Eton College, he worked as a volunteer in refugee camps all over Europe and the Middle East, including the Calais Jungle, where he taught English. Janson wrote a number of articles about his experiences working with refugees.

He also spent some years as a film maker, producing videos for activist organisations, including the Green Party, Object, and NO2ID. He wrote and directed a number of short films and a pilot episode of a comedy series called 'Be Well', based in a therapy clinic.

Janson joined the YPG after spending time working in Mosul, distributing medical aid and clean water. What he saw there moved him to take the next step and travel to Syria to join the Kurds to defend Rojava against ISIS. He fought in the liberation of Raqqa, then in January 2017, when Turkey invaded the Kurdish town of Afrin, just over the Syrian border, Janson decided to stay with the YPG to fight this new threat, despite knowing that fighting a NATO ally could cause problems if he wanted to return to Europe.

Janson appeared in YPG propaganda videos, including one condemning what he perceived as Western inaction during the Turkish-led Afrin offensive of 2018. He was interviewed for several print articles and by the BBC. Interviews with him also feature in the BBC documentary "Anna, the woman who went to fight ISIS", about the British YPJ fighter, Anna Campbell who died in the Afrin assault.

Upon his return to Britain in 2018, Janson was arrested in Kent under section 5 of the Terrorism Act. He was still under investigation at the time of his death sixteen months later, although no former YPG volunteers have been successfully prosecuted by the British government.

Janson died on 4 September 2019, taking his own life after a long struggle with mental illness. He was buried in the grounds of Dunrobin Castle, Golspie, Scotland, the seat of the Earls of Sutherland.

title: Jamie Janson


text:
Wikipedia:Articles for deletion/Private Jet Card Comparisons

The result was delete. Jo-Jo Eumerus (talk, contributions) 19:04, 28 September 2017 (UTC)

Private Jet Card Comparisons

 * – ( View AfD View log  Stats )

non-notable company. Page is mostly promotional Zackmann08  (Talk to me/What I been doing) 18:19, 21 September 2017 (UTC)
 * Note: This debate has been included in the list of Companies-related deletion discussions. Shawn in Montreal (talk) 18:54, 21 September 2017 (UTC)
 * Note: This debate has been included in the list of Aviation-related deletion discussions. Shawn in Montreal (talk) 18:54, 21 September 2017 (UTC)

 * delete fails notability criteria for organizations. Staszek Lem (talk) 21:17, 21 September 2017 (UTC)
 * Delete --- SPA-written piece in promotional style Rhadow (talk) 23:32, 21 September 2017 (UTC)
 * Delete Fails org guideline not notableTipsygunny (talk) 22:31, 26 September 2017 (UTC)


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Introduction to the Planets/Introduction

Introduction
The first view most people have of a planet, other than our own, is glancing up into the western sky after sunset and seeing Venus, the brightest object in our night skies (excluding the moon). You will also, almost certainly, have seen Jupiter, even if you did not know it, as it is the third brightest object in the night sky after Venus and Luna (the moon). When looking at the night sky you can tell a planet from a star because planets "twinkle" much less when compared to stars, but if you live in a badly light-polluted area you may struggle to even notice that difference. If you do live in a large city you can still try observing the moon, and with a pair of binoculars you will be able to pick out a lot of detail on its surface.

The major planets' surfaces and those of their larger satellites have been revealed, using both huge telescopes and spaceprobes. We now have a clear understanding of both the surfaces and the atmospheres of dozens of other worlds.

If you choose to study this introduction to the planets you will get an overview of all of the planets as well as the processes that formed them. Planetary science combines mostly geology and meteorology with some physics and astronomy.

After looking in the next section at an overview of the Solar System, we will look at each of the planets, as well as the Moon, asteroids, and the Kuiper belt (including the newly ‘demoted’ Pluto). As with this page, the course includes as many images as possible to illustrate the points.

Something to Note
Although this "lesson" is listed as part of the Astronomy Department, it also links to the Geology Department, and there is a definite distinction between astronomy and planetary science. Planetary Science sees each planet as a world in its own right and treats it as a unique entity. Astronomy when it looks at planets, tends to see them as merely adjuncts to stars. This does not, however mean that there is a huge gulf between planetary science and astronomy, there is a lot of overlap, but they are not exactly the same thing.

Activity 1
Introduction to the Planets Activity 1


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Pauline Horson

Pauline Horson-Brügelmann ( Dyckhoff; 25 March 1858 – 28 January 1918) was a German operatic soprano.

Life
Born in Beckum, Kingdom of Prussia as Pauline Dyckhoff, she studied classical singing with Karl Schneider in Cologne and made her debut in 1875 at the court theatre in Sondershausen. The following year, following a successful guest performance in Weimar, she came to the Hoftheater Weimar, where she finally joined the Sachsen-Weimar-Eisenach. She later was appointed Kammersängerin and remained in the ensemble until 1886.

That same year she married the chemist Moritz Gottfried Brügelmann (born 24 April 1849, Ratingen - died 18 November 1920, Bad Kissingen), a scion of the family that built Textilfabrik Cromford.

At the premiere of Wagner's Parsifal on 26 July 1882 in Bayreuth under the direction of Hermann Levi she sang one of the Zaubermädchen. Further solos as Zaubermädchen followed in 1883 and 1884 and she was known for her interpretations of Mozart's lyrical and coloratura opera arias. She gave concerts and guest performances at the Bayreuth Festival, at the court opera houses of Berlin, Semperoper, Hanover, Leipzig and the Kroll-Opera in Berlin.

Having become almost completely deaf, she died in 1918 in Bonn at the age of 59 from pneumonia. In her will she left an amount of 150,000 Marks in cash from the sale of a house in Bonn and 17 Cologne-Munich railway premium tickets worth 5,100 Marks for the care and design of the Bad Kissinger Ballinghain, a garden left by the Kissingen spa doctor Franz Anton von Balling. She and her husband stayed there several times.

title: Pauline Horson


text:
Talk:Networked Learning

Instant Communication
I added the section on instant communication. It would be nice if someone worked on it. It would be great if Leigh would use IRC.

Needs to change
Hello, I started this page and am not checking it much anymore :( would like to, but am too busy sadly. I wanted to leave a note inviting others to edit this page. I think that in focuses too much on Internet communications and not enough on the idea of networked learning, which has a history longer than the Internet.. I hope others will join in and reshape this page to include reference and learning guides for learning about networked learning. --Leighblackall 22:31, 19 December 2007 (UTC)

Duplicate?
Networked learning/Processes and tools. --McCormack 10:51, 4 August 2008 (UTC)
 * No - part of User:Chrismo's redesign. See Networked learning/new concept. --McCormack 12:47, 4 August 2008 (UTC)

title: Talk:Networked Learning


text:
The Voynich Manuscript/F8v

Transcription, comments, theories, links to do with VMs page f58v to be added here...

Description:
One plant, spanning top to bottom, slightly offset to the left.

Two paragraphs (with 10.1 and 5.3 lines), left- and right-justified: one next to the top margin, one next to the bottom margin, both interrupted by the plant.

There is a mark in the SE corner, resembling "^pm9" ("^" over the "p"), with thick strokes.

Comments:
The mark in the SE corner is almost surely the quire number, "1st" in abbreviated Latin.

title: The Voynich Manuscript/F8v


text:
Edward I. Burhans

Edward I. Burhans (March 25, 1804 Roxbury, Delaware County, New York – January 21, 1883) was an American merchant and politician from New York.

Life
He was the son of John E. Burhans (d. 1838) and Mary (DuBois) Burhans. He worked on a farm until the age of 21, and then became a merchant. He was a Justice of the Peace in Roxbury from 1829 to 1845, and Postmaster of Roxbury from 1837 to 1850. On October 15, 1837, he married Mary More (1818–1857), and they had several children.

He was a member of the New York State Assembly (Delaware Co.) in 1844. He was an associate judge of the Delaware County Court from 1845 to 1847.

He was a member of the New York State Senate (14th D.) in 1858 and 1859. On November 13, 1858, he married Charity Barnett (1819–1882).

He was again a member of the State Assembly (Delaware Co., 2nd D.) in 1868.

title: Edward I. Burhans


text:
Zond L1S-1

Zond L1S-1 was a Zond capsule to be placed into orbit around the Moon by the first launch of the N1, a Soviet-made super heavy-lift launch vehicle designed to land crewed Soviet spacecraft on the Moon. The Zond capsule was equipped with a dummy lander and cameras to photograph the lunar surface for possible sites of a crewed landing. The failure of the N1 launch vehicle caused the launch escape system to ignite, saving the Zond capsule from destruction.

Engines 12 and 24 shut down about 3 to 7 seconds after liftoff. The fault was found to be an error in the control system. The control system compensated by giving more power to the working engines. But at 25 seconds after lift off, the control system throttled back the working engines, as there was too much vibration. At an altitude of about 30 km, just 66 seconds after liftoff, the engines again were set to full power. This caused an oxidizer pipe to break open. A fire started, and the engine's turbopumps exploded.

Zond L1S-2 launched on 3 July 1969 also failed. Soyuz 7K-L1E No.1 launched on 26 June 1971 failed. The last N-1 launch of Soyuz 7K-LOK No.1 failed on 23 November 1972.

NASA used the Saturn V rocket for lunar missions, a super heavy-lift launch vehicle like the N-1.

title: Zond L1S-1


text:
User:Rone Bee/sandbox

Hip Hop Feminism (Evaluation)

 * hip hop feminism link: Hip-hop feminism
 * Is the article's content relevant to the topic? Yes, for the most part. I think it would be good to trim on some of the introduction so that it focuses on what the article is about. Are some areas under- or over-developed? An area that is overdeveloped is the section on female artists because these hip hop artists may or may not identify as hip hop feminists. However, the way the article is written suggests that female musical artists are/identify as hip hop feminists; if that isn't true, it would be best to remove information about the artists that can't be supported. Also, might have to review information about scholars and make sure to add/remove scholars in hip hop feminism that can be seen as making information interventions or sparking conversations in hip hop feminisms.
 * Is it written neutrally? Kind of but not really since the article contains a lot of direct quotes, which could be seen as not neutrally written since it borrowing from the author's ideas and arguments rather than similar presenting information.
 * Does each claim have a citation? Are the citations reliable? Yes for the most part but some of the citation source material may need to be reviewed, such as links to website articles, to see whether the article is using the information for actual content and/or just citing any images from the article.
 * Does the article tackle one of Wikipedia's equity gaps (coverage of historically underrepresented or misrepresented populations or subjects)? It covers historically underrepresented/misrepresented population since hip hop feminism is one of the types of black feminisms.
 * What can you add? Consider posting some of your ideas to the article's Talk page. N/A as of right now since haven't read a lot hip hop feminism scholarship yet. After reviewing this info and the source I have myself: Treva B. Lindsey, "Let Me Blow Your Mind: Hip Hop Feminist Futures in Theory and Praxis", will know...

Biblography (Draft)

 * Joan Morgan, When Chickenheads Come Home to Roost: My Life as A Hip Hop Feminist (already on wiki article but need to check is only certain sections or entire book content is used in the article)
 * Gwendolyn Plough, Check It While I Wreck It
 * Jeffries, "Hip Hop Feminism & Failure"
 * Treva B. Lindsey, "Let Me Blow Your Mind: Hip Hop Feminist Futures in Theory and Praxis"

= Hip Hop Feminism (Draft) = Copied from article to be edited: italicized

Edited = Normal

added critiques of hip hop fem

needed

FIND: "Using [Living Hip-Hop] Feminism: Redefining an Answer (to) Rap", by Aisha Durham

remove info from root article/non-scholarly sources: section on citation #9; #19; #24: 36: #37; #44: #48, 49, 50.

also remove information about janelle monae, etc.

lead section
'''Hip Hop Feminism is a sub-set of black feminism that references to complicities of being a black feminist that prioritizes intersectional subject positions involving race and gender in a way that acknowledges the contradictions in being a black feminist, such as black women's enjoyment in (misogynistic) hip hop music, rather than simply focusing on the victimization of black women due to interlocking systems of oppressions involving race, class, and gender. Hip hop feminism was coined by Joan Morgan in her book When Chickenheads Come to Roost: A Hip Hop Feminist Break it Down to provide black women who grew up in post-Civil Rights Movements and Feminist Movement of the 1960s and 1970s. Morgan explains that hip hop feminist is a a self-defined name for black feminists that acknowledges black women's lived experiences as they identify with and enjoy hip hop culture along with supporting feminist issues and agendas where black women are marginalized by the the mainstream feminist movement because of their race or the black antiracist movements due to their gender.'''

Hip Hop feminism has various definitions and scholarly inventions to help understand how hip hop sensibilities influence not only music but also different forms of expressions and social justice movements.

definitions (section)
'In When Chickenheads Come Home to Roost: A Hip Hop Feminist Breaks it Down'', Joan Morgan (American author) explains that she coined the term hip hop feminism because she was unable to fully identify with the feminism without acknowledging and embracing how her enjoyment in misogynistic hip hop music. Morgan explains that the term hip-hop feminism is used express the ambiguities and contradictions of being a black feminist who still enjoys certain aspects of patriarchal and misogynistic society, such as enjoying hip hop music that reaffirms rather than challenges misogyny, which she calls "fucking with the greys" of being a feminist that enjoys misogynistic hip hop music, which is viewed as anti-feminist.'''

hip hop scholars/interventions + add to article (exercise) section
'''Michael P. Jefferies's "Hip Hop Feminism and Failure" makes an intervention in hip hop feminism scholarship by discussing how hip hop feminism being institutionalization within academia impacts the relationship between hip hop communities outside of academia within academic hip hop feminists because hip hop feminist scholarship loses its anti-establishment or radicalness nature by being institutionalized within the system it aims to critique. Another intervention Jefferies make is his claim that hop feminists must acknowledge inconsistencies concerning labeling various (often male) hip hop rappers as being either "socially conscious" and/or "commercial" based on the subject matter within their music given how "socially conscious" rappers are still capable of reproducing sexist or problematic societal behaviors within their music. Jefferies also explains that a stimulus-based inconsistency involves us feeling "a dope line" before "we know it" to explain how people's affective responses to listening to rap music with problematic lyrics cause them to ignore the problematic lyrics of the song because they enjoy the musical and sexual sensation and performance of the hip hop music.'''

'In the chapter "My Cipher Keeps Movin' Like a Rolling Stone: Black Women's Expressive Cultures and Black Feminist Legacies" of Check It Wreck It: Black Womanhood, Hip Hop Culture, and the Public Sphere'', Gwendolyn Plough explains that hip hop feminism is a subset of black feminisms that allows black feminist scholars to critique and expand Black feminist thought and critiques. Black feminist and third wave feminists that examined hip hop culture and rap through a feminist lens have taken various approaches to discussing rap and Black women. For instance, feminists may condone sexist rap music, provide critiques of how the cultural production and consumption of sexist rap music is shaped by larger society's perpetration and upholding of sexism, and/or discuss their enjoyment and love of rap despite its sexism in hip hop culture but also speak out against sexism and misogyny in rap. She also makes an intervention in hip hop feminist scholarship by stating that feminist scholars should also analyze Black female rappers' music because feminists have primarily focused on male rappers and male misogyny with their music. Plough states that examining Black women's rappers' work would provide feminist scholars the opportunity to analyze how women in hip hop challenge sexism within hip hop as well as within the larger society. '''

'''Treva B. Lindsey's "Let Me Blow Your Mind: Hip Hop Feminist Futures in Theory and Praxis" explains the importance of valuing Black girls, women, and queer folks, such as transgender Black folks, as hip hop subjects in hip hop discourse to provide a more gender-inclusive study of Black women and queer folks' involvement and expression in hip culture rather than focusing on cisgender Black boys and men as hip hop subjects. Additionally, Lindsey argues that focusing on the perceived absence of Black women and girls within hip hop culture erases how Black women and girls' lived experiences and contributions to hip hop culture, such as Double Dutch, childhood chants, and twerking, that are culturally recognizable in comparison to more traditional and masculine forms of expression in hip hop culture, such as "emceeing, deejaying, graffiti, and b-boying/b-girling." By acknowledging the value of Black girls, women, and queer folks within hip hop as consumers, innovators, and contributors, hip hop education will make marginalized non-men folks feel valued within the classroom and allows opportunities for studies of hip hop to be provide a praxis for gender-inclusive social justice work or acknowledgment of the lived experience of Blacks folks. '''

'''Tauya Saunders' "Towards a transnational hip hop feminist liberatory praxis: a view from the Americas" makes an intervention in U.S. hip hop feminism by explaining how an transnational approach of hip hop feminism would provide opportunities for international Black solidarity between Black folks within the U.S. and other non-English speaking countries throughout the Americas and empowerment of Black women throughout the Americas. ''' (moved again)

feminism and elements of hip hop
Brittany Cooper's "Make I'll Be a Poet, Rapper": Hip-Hop Feminism and Literary Aesthetics in Push" examines the literary aesthetics of hip hop in street literature (or hip hop literature) by Black women authors, such as Sapphire's Push, to show black women authors of hip hop literature are able to show connections between other Black musical and literary texts, traditions, and histories as well as create works exploring Black female subjectivity with hip hop sensibilities.

Joan Morgan was to coin the term hip hop feminism and hip hop feminism to discuss how hip hop and feminism can be used to examine and analyze of the "grays" of social life, such as people enjoying hip hop but still supporting feminist and antiracist movements despite the misgynostic elements of hip hop, to think about how we can exist and continue the fight towards social change.

'''In "The Stage Hip Hop Feminism Built: A New Directions Essay," Aisha Durham, Brittany C. Cooper, and Susana M. Morris defines hip hop feminism as a form of black feminism rooted in the lived experiences of black feminists and members of the African Disapora along with the political prerogatives and aesthetics of hip hop culture that builds of a previous black feminist thought. Also, Durham, Cooper, and Morris stress the importance of black women and girls as well as women and girls of color being remaining central within analyses of hip hop culture. '''

'''Durham, Cooper, and Morris also argue that we should situate hip hop feminism within the Afrofuturism to understand how hip hop feminism operates both within and outside of academia as well as examines and critique the marginalized experiences of black people in past, present, and future in "The Stage Hip Hop Feminism Built: A New Directions Essay." '''

'''In "Growing Up Where 'No One Looked Like Me': Gender, Race, Hip Hop and Identity in Vancouver," Gillian Creese uses interviews from second generation African-Canadian men and women in her analysis of how the sociocultural understanding of blackness and hip hop influence the of African-Canadian youth growing up in communities where they are one of the few Black/African children within community. Creese found that Black/African-Canadian men's experiences differed from Black/African-Canadian women's experiences because of how hip hop in youth culture allows black men to be seen as "Cool Black" and have an easier time connecting and being popular in school due to the cultural view of Black masculinity as "cool" in comparison to the lack of "Cool Black" femininity in hip hop culture, where culturally Black women are seen as hypersexual, 'exotic,' or 'whitewashed' version of Black femininity. '''

'''In "A King named Nicki: strategic queerness and the black femmecee," Savaanah Shange argues that the illegibility of Nicki Minaj's performance as either homosexual or heterosexual a black female rapper employs an use of strategic queerness that disrupts the hegemonic racist, sexist, homophobic, and patriarchal scripts that try to capture or recognize her as "compliant" and authenic black female subject that embodies what it seen as properly feminine or queer. Also, Shange defines Nicki Minaj as a femmecee, which a femme emcee or rapper that stragetically performs queer femininity in the production of their lyrics that are also recieved by the audiences as such. '''

title: User:Rone Bee/sandbox


text:
User:Marilyn Blair

Marilyn Blair is a native Minnesotan who spent 35 years living in California and now resides in Lakewood, Colorado. She loves the Rocky Mountains almost as much as the Pacific Ocean. Her 4 offspring are scattered about the US from Oregon to Florida.

Marilyn has been an Organization Development Consultant for over 30 years. Most of that time she has consulted to executives and teams in the California Hi-Tech community of the Silicon Valley. For nine years Marilyn was the Editor-in-Chief of the Organization Development Practitioner (ODP), the leading journal for OD practitioners in the US. Serving with her were 35 Review Editors from the US and Europe.

Marilyn is reachable at: marilynblair84@gmail.com

title: User:Marilyn Blair


text:
César González (Chilean footballer)

César Alejandro González Ramírez (born 11 January 1997) is a Chilean footballer that currently plays for Primera B de Chile club Deportes Santa Cruz as a forward.

Youth career
González started his career at Primera División de Chile club O'Higgins. He progressed from the under categories club all the way to the senior team.

O'Higgins
On 1 February 2015, Cubillos debuted against Huachipato replacing Damián Lizio at the 75' on the 3–0 win at the Estadio El Teniente.

title: César González (Chilean footballer)


text:
rugiada

Etymology
Ultimately from but borrowed, at least in the form, from some  language. The form in question is first documented in the late thirteenth century, as are both of the more indigenous-looking variants above.

As ⟨VgiV⟩ has since the late thirteenth century in Tuscany denoted [ʒ] (later 'corrected' to [d͡ʒ] in Standard Italian), ⟨rugiada⟩ would be the expected spelling for a pronunciation like [ruˈʒaːda]. As it happens, [ʒ] is a common intervocalic outcome of Latin [s] in Gallo-Italic, for instance in the modern dialects bordering northeastern Tuscany.

Noun

 * 1) dew

title: rugiada


text:
Penestola stercoralis

Penestola stercoralis is a moth in the family Crambidae. It was described by Heinrich Benno Möschler in 1881. It is found in Suriname.

title: Penestola stercoralis


text:
Wikipedia:Articles for deletion/PBH Network

The result was delete. Malcolmxl5 (talk) 21:07, 25 August 2020 (UTC)

PBH Network

 * – ( View AfD View log  Stats )

The company does not meet WP:GNG, WP:ORGCRIT, or WP:WEBCRIT. A WP:BEFORE search did not find any secondary reliable sources with significant coverage of PBH Network (not the unrelated magnets from The Strand) or its websites. Having a top-50,000 Alexa-ranked website and two popular Tumblr blogs aren't sufficient by any notability guideline. — MarkH21talk 19:49, 18 August 2020 (UTC)
 * Note: This discussion has been included in the list of Companies-related deletion discussions. — MarkH21talk 19:49, 18 August 2020 (UTC)
 * Note: This discussion has been included in the list of Popular culture-related deletion discussions. — MarkH21talk 19:49, 18 August 2020 (UTC)
 * Note: This discussion has been included in the list of Websites-related deletion discussions. — MarkH21talk 19:49, 18 August 2020 (UTC)

 * Delete: Not notable. Aasim 20:16, 18 August 2020 (UTC)
 * Delete Reads more like a promotional blurb than an encyclopedia article.TH1980 (talk) 02:29, 22 August 2020 (UTC)
 * Delete Fails WP:GNG, looks promotional Alex-h (talk) 09:00, 22 August 2020 (UTC)


text:
Chinese American Museum DC

The Chinese American Museum DC (abbreviated CAMDC) is a cultural museum in Downtown Washington, DC established through the efforts of The Chinese American Museum Foundation, private benefactors, and the general public. The museum focuses on the history of Chinese in America with an emphasis on the Chinese Exclusion Act of 1882, racial and social issues, cultural topics, and the achievements of past and contemporary Chinese Americans. The project began in late 2017, first with the bequest of a 1907 historic, 5-story building in the Embassy Row section of Washington four blocks north of the White House. The museum had been open to visitors during its development and has recently reopened to the public after pandemic restrictions.

Programs and exhibits
In October 2019, the museum completed the first phase of permanent exhibits for its reception lobby and first floor including a digital photo-wall featuring personal stories and images of "everyday" Chinese Americans as well as an interactive digital timeline highlighting historical dates, figures, and pivotal moments in Chinese American history. The museum also hosted two conferences and corresponding special, temporary exhibits including Chinese American Women in History and Safe Harbor: Shanghai, a lecture and exhibit on Jewish refugees that sought shelter in World War II Shanghai and later immigrated to the United States.

title: Chinese American Museum DC


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Brenna Flaugher

Brenna Lynn Flaugher is an experimental cosmologist who works as a distinguished scientist at Fermilab, where she heads the Astrophysics Department. Flaugher led the development of the Dark Energy Camera at the Víctor M. Blanco Telescope in Chile, part of the Dark Energy Survey; she has also been involved in the development of the Dark Energy Spectroscopic Instrument at the Kitt Peak National Observatory in Arizona. By seeking a greater understanding of dark matter, she aims to explain the observed accelerating expansion of the universe.

Education
Flaugher graduated from Bates College in 1983. She completed her doctorate at Rutgers University in 1989, under the supervision of Thomas J. Devlin.

Recognition
Flaugher was named a Fellow of the American Physical Society (APS) in 2011, after a nomination by the APS Division of Astrophysics, "for her important contributions to experimental particle astrophysics, particularly her leadership of and seminal contributions to the design and construction of the Dark Energy Camera".

In 2020, Fermilab named Flaugher a distinguished scientist.

title: Brenna Flaugher


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Golubtsovo, Pervomaysky District, Altai Krai

Golubtsovo (Голубцово) is a rural locality (a passing loop) in Logovskoy Selsoviet, Pervomaysky District, Altai Krai, Russia. The population was 37 as of 2013. There are 2 streets.

Geography
Golubtsovo is located 51 km northeast of Novoaltaysk (the district's administrative centre) by road. Novokopylovo is the nearest rural locality.