text:
User:StarTrekker/An apology to Bythebooklibrary

I've been thinking and I've come to the conclusion that it's me who needs to apologize if we're going to move on form this stuff. I've realized that what I've done was really inexcusable and way below what I should allow myself to do even when I'm at some of my lowest points mentally. I do have certain issues which I know I must try to handle, but a lot of the time (sadly often here on wikipedia) I don't controll myself and end up embarsing myself and harming others unfairly.

I know that what I did I did because I have an easily bruised ego, a bad temper, weak capacity to control my impulses and a rather poor ability to explain stuff that I feel I want to convey. When I kept houding you even after you said that you weren't interested in discussing on your talkpage I crossed a line that really isn't ok and I should probbaly have been blocked (I'm honestly not why I wasn't) and I'm saying very very very ashamedly that I'm really sorry.

I hope you haven't suffered too much stress because of what I did and that you don't feel that wikipedia in general is an unwelcoming place.

I wans't sure how I was going to tell you this since I don't want to bother you on your talkpage anymore so I made this page here, no clue if stuff like this is acceptable to make on wikipeida but it's under my username so I'll try it.★Trekker (talk) 19:27, 18 September 2017 (UTC)


text:
pumpellyite

Etymology
, from the American geologist Raphael Pumpelly.

Noun

 * 1)  One of a group of sorosilicate minerals.

source: wikimedia

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

title: pumpellyite


text:
Los Arabos

Los Arabos is a municipality and town in the Matanzas Province of Cuba. It is located in the eastern part of the province, bordering the province of Villa Clara.

Geography
The municipality is divided into the barrios of Cabecera, Macagua, Monte Alto and San Pedro de Mayabón.

Demographics
In 2022, the municipality of Los Arabos had a population of 25,702. With a total area of 762 km2, it has a population density of 30 /km2.

title: Los Arabos


text:
National Register of Historic Places listings in Washington County, Pennsylvania

This is a list of the National Register of Historic Places listings in Washington County, Pennsylvania.

This is intended to be a complete list of the properties and districts on the National Register of Historic Places in Washington County, Pennsylvania, United States. The locations of National Register properties and districts for which the latitude and longitude coordinates are included below, may be seen in a map.

There are 99 properties and districts listed on the National Register in the county. Four sites are further designated as National Historic Landmarks.

Current listings

 * }

Former listing

 * }


text:
User:Emirotheshakes/sandbox

Emirotheshakes (Emir Hermono)
Emir Hermono (born February 17, 1991), better known by his stage name Emirotheshakes or "The Shakes", is an Indonesian Composer, Arranger, Music Producer and Founder of the Indonesian music production company, The Shakes Productions. As a Music Producer, he has produced songs for local Hip Hop artists mainly in South East Asia such as Indonesia, Malaysia and Singapore.

Emir was born in Semarang, Central Java, Indonesia but spent most of his childhood in West Papua, Indonesia. The name, The Shakes was inspired from Pharrell's clothing label Ice Cream which he is a big fan of.

Early life
Emir grew up in West Papua, Indonesia and spent 13 years of his life there before moving to Kuala Lumpur, Malaysia in 2005 to continue his studies. Emir completed his GCE O Levels from Utama International School, Kuala Lumpur and graduated with a Diploma from Limkokwing University, Cyberjaya, Malaysia majoring in Audio Productions in 2008. Emir is continuing his Bachelor's Degree in Audio Productions at SAE Institute, Singapore.

He is currently under scholarship from Freeport-McMoRan.

Musical career
Emir started out as a singer, competing in local singing competition in Papua until he began to take interest in Rapping at age 11. Emir was an active rapper during his middle school days, performing at school events and talent competitions in his hometown.

Emir's fascination with music production came in 2008 when he learned how to compose music (mainly hip-hop) from his long-time friend, Redfa Titihalawa which used to produce beats for Emir when he was still active as a rapper. "I mainly serve as a composer or a producer nowadays, I don't rap as often I used to be, I mean I still rap at times, but my main aim currently is to produce good-ass tunes", said Emir in 2012.

Emir's skill was more polished over the years after he was taught under the guidance of Malaysian super producer, Navin D' Navigator. In 2011, Emir released a collaborative mixtape with Malaysian Rapper, Sayla titled "Luminescence", so far the free mixtape has amassed 500 downloads worldwide. His biggest achievement yet as a producer is when a song that he produced for Sayla, hit #1 in Traxx.fm's Upstage Chart Malaysia in 2011. Emir was also one of the opening acts for Sean Kingston Live In Jakarta in 2010.

Emir is currently working on another collaborative mixtape with Sayla, expected to release later this year. Emir is also currently working on an album with Tamil Rap Superstar, Balan Kashmir.

At the present time, Emir is signed under Bedsty Bedrock Publishings Singapore.

Musical influences
Emir has cited Ryan Leslie, Kanye West and Stargate as major influences on his production work. He has also mentioned Cool & Dre, The Runners and Max Martin as important producers as well that shaped his current sound.

Honors and Awards
Finalist VIMA AWARDS MALAYSIA, Best College Musical Act, 2008.

Opening act for Sean Kingston Live in Jakarta, 2010.

Limkokwing University, Industry Award for Excellence, Best in Music Production, 2011.

Limkokwing University, Certificate of Exellence, 2011.

Number 1 on Traxx.fm Upstage Chart for producing "Gemini" by Sayla, 2011.

SAE Jakarta Music Dropbox winner, Rnb / Hiphop category, 2012.

title: User:Emirotheshakes/sandbox


text:
General Astronomy/Types of Galaxies

Estimates of the number of galaxies in the universe range from 10 billion to over 100 billion. According to Hubble's Law, galaxies are red-shifted. This means that they're moving away from us. Young galaxies are more blue, while old galaxies are more red. As spiral galaxies mature, the center becomes red. The arms are bluish.

The Hubble Sequence
The most common form of classification for galaxies is based on a system which categorises them by their visible structure. This is known as the Hubble Sequence, and was developed by Edwin Hubble in the 1920s. Galaxies are organized in a form resembling a tuning fork, often called the Hubble Tuning Fork Diagram. It is typically drawn with elliptical galaxies on the left, lenticular galaxies in the middle, and two branches of spiral galaxies on the right: one for un-barred spirals, and one for barred spirals. Elliptical galaxies, also known as "early-type" galaxies, have an ellipsoidal form, with a fairly even distribution of stars throughout. They are mostly featureless and have no form of visible disk. Examples of ellipticals include M87, whose black hole was the first to be imaged in high-resolution, and ESO 383-76, which is one of the largest galaxies ever discovered. They are denoted by the letter E, with the number giving the degree of eccentricity: E0 galaxies are nearly spherical, while E7 are greatly elongated.

Lenticular galaxies appear to have a disk-like structure with a central spherical "bulge" projecting from it, but they do not show any spiral structure. They were originally introduced as a theoretical intermediate class between ellipticals and spirals before being confirmed by observations. An example of a lenticulat galaxy is NGC 2787. These are given the class S0.

Spiral galaxies, also known as "late-type" galaxies, have a central "bulge" and an outlying "disk"; the disk is notable for having spiral "arms" within it, centered on the bulge. Sa galaxies have very "tightly wound" arms, while Sc galaxies are very loose spirals. Barred spiral galaxies have a similar sort of spiral structure to spiral galaxies, but instead of emanating from the bulge, the arms project out from the ends of a "bar" running through the bulge, like ribbons on either end of a baton. Again, SBa to SBc refer to how "tightly wound" these arms are. Examples of spiral galaxies include: the Milky Way, our home galaxy; Andromeda (M31), the closest galaxy to us; and the Pinwheel Galaxy (M101).

Finally, there are irregular galaxies, which show no clearly discernable or regular shape. Some examples of these include the Large and Small Magellanic Clouds, which can be seen from the Earth's southern hemisphere. These are given the class Irr.

Links to Galaxy Evolution
Hubble based his classification on photographs of the galaxies through the telescopes of the time. He originally believed that elliptical galaxies were an early form, which might later evolved into spirals; our current understanding suggests that the situation is roughly opposite.

More modern observations of galaxies have given us the following information about these types:
 * Elliptical galaxies are generally fairly low in gas and dust, and are composed mostly of older stars.
 * Spiral galaxies generally have plentiful supplies of gas and dust, and have a broad mix of older and younger stars.
 * Irregular galaxies are fairly rich in gas, dust, and young stars.

From this, astronomers have constructed a theory of galaxy evolution which suggests that ellipticals are, in fact, the result of collisions between spiral and/or irregular galaxies, which strip out much of the gas and dust and randomize the orbits of the stars.

title: General Astronomy/Types of Galaxies


text:
30 June Stadium stampede

During the 30 June Stadium stampede, 28 football fans died on 8 February 2015 in a confrontation with the police at the gates of 30 June Stadium during a league match between two Cairo clubs, Zamalek and ENPPI.

Most of the dead were crushed to death and suffocated when the crowd stampeded after police used tear gas to clear the fans trying to force their way into the stadium. Egypt's former ultra fans are notorious for leading the revolution in Egypt (2011) and had many problems with the police, banners or chants were at times displayed at matches insulting the police. Egypt has designated ultra groups as terrorist groups.

Domestic

 * The Cabinet of Egypt decided to stop the league for an indefinite period.

International
This stampede is still in court and being investigated.
 * FIFA – FIFA president Sepp Blatter sent a letter to Mohamed Gamal, the President of the Egyptian Football Association, in which he expressed his sorrow for the occurrence of a number of victims as a result of events before the game.

title: 30 June Stadium stampede


text:
75th Brigade

75th Brigade may refer to:

 * 75th Field Artillery Brigade (United States)
 * 75th Indian Infantry Brigade, Indian Army
 * 75th Brigade (United Kingdom)

title: 75th Brigade


text:
Lak Lak Ashian

Lak Lak Ashian (, also Romanized as Lak Lak Āshīān) is a village in Darbqazi Rural District, in the Central District of Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 88, in 29 families.

Castle of Lak Lak Ashian
The Castle of Lak Lak Ashian is a castle in ruins situated in this village. This castle was built during the reign of Qajar dynasty in Iran. This castle has been registered as part of the national heritage of Iran with the registration number of 12062.

title: Lak Lak Ashian


text:
relive

Etymology
From.

Verb

 * 1)  To experience (something) again; to live over again.
 * 2)  To bring back to life; to revive, resuscitate.
 * 3)  To come back to life.
 * 1)  To bring back to life; to revive, resuscitate.
 * 2)  To come back to life.
 * 1)  To come back to life.

Translations

 * Bulgarian:
 * Finnish:
 * French:
 * Portuguese:
 * Russian:
 * Spanish:
 * Ukrainian: ожива́ти, відро́джуватися, відроди́тися

 * Arabic: أَحْيَا
 * Egyptian Arabic: أحيا
 * Bulgarian: преживявам отново
 * Finnish: elää uudelleen, kokea uudelleen, käydä läpi uudelleen
 * Italian:
 * Polish: przeżyć na nowo
 * Portuguese:
 * Romanian:
 * Russian:
 * Spanish:
 * Ukrainian: пережива́ти,

title: relive


text:
-laus

Etymology
From, from , from. Cognate with 🇨🇬, 🇨🇬, 🇨🇬, 🇨🇬 and 🇨🇬.

Suffix

 * 1) -less, free of something

Usage notes

 * The suffix -laus is most often used combined with a genitive form or the stem of a word, meaning "free of something" e.g.:
 * genitive of and -laus →  and -laus →

title: -laus


text:
Wikipedia:Articles for deletion/CIITM

The result was   keep. Nominator has withdrawn and there is a broad consensus to keep. —Tom Morris (talk) 18:33, 18 July 2012 (UTC)

CIITM

 * – ( View AfD View log  •  Stats )

Unclear notability. Creator has possible WP:COI. Perhaps someone with a better understanding than me of the Indian educational scene can help the page creator to establish notability, assuming that's possible. Nczempin (talk) 06:58, 11 July 2012 (UTC)
 * Note: This debate has been included in the list of Schools-related deletion discussions. • Gene93k (talk) 12:18, 11 July 2012 (UTC)
 * Note: This debate has been included in the list of India-related deletion discussions.  • Gene93k (talk) 12:18, 11 July 2012 (UTC)

 * Keep. Verified tertiary educational institutions are usually held to be notable. This appears to be an accredited college with a proper campus as opposed to one of the tiny fly-by-night private colleges that we certainly don't keep articles about. -- Necrothesp (talk) 12:28, 11 July 2012 (UTC)
 * They seem to be very careful not to say "AICTE accredited" (in the article as well as on the web site). Instead, they say "AICTE approved, and affiliated to the accredited University of Rajasthan" (on their web site). Nczempin (talk) 13:25, 11 July 2012 (UTC)

This page is similar to hundreds of other pages on wiki, I am not getting what is the problem with this page. People use Wiki as the source of authenticated information. So even if this college has its website, it should have its page on wiki for user verification. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 08:54, 12 July 2012 (UTC)
 * WP:OTHERSTUFF is not a good reason to keep any particular page. If you are "not getting what is the problem", try following some of the links that were provided here on this page and on the article's page, that point to some important Wikipedia guidelines. For example, there is one that encourages you to sign your posts on talk pages. Or there's one that helps you decide what's notable and what's not. For the cases where it's not immediately obvious to everyone that it's one way or the other, we have discussions such as this one. I'll post some additional help on the talk page of the IP address you posted from, which may or may not be the same one you're using right now. Nczempin (talk) 11:09, 12 July 2012 (UTC)

 * Keep - tertiary institutions have long been considered notable and I see no reason why this one should be any different. TerriersFan (talk) 15:45, 12 July 2012 (UTC)
 * This is clearly something else than a typical university. Unlike Necrothesp's conjecture, this is not an "accredited college", and it does not award "accredited degrees". CIITM is one of 202 "affiliates" of Rajasthan Technical University. They have 13 classrooms that hold a maximum of 60 students each. Is it really notable enough to have its own page, or could it be merged into the parent university/universities? Nczempin (talk) 22:10, 12 July 2012 (UTC)
 * "University" and "tertiary institution" are not the same thing. An institution does not have to award its own degrees to be notable. -- Necrothesp (talk) 23:10, 12 July 2012 (UTC)
 * I'm aware of that. So any tertiary institution is notable by default. Then why is there no Speedy-Keep? Perhaps you could address my other questions/concerns, but if there's no point in any discussion, just let me know. Nczempin (talk) 06:24, 13 July 2012 (UTC)
 * No, not actually "notable by default", but long-standing consensus is that all secondary and tertiary institutions are notable and they are invariably kept at AfD. -- Necrothesp (talk) 09:02, 13 July 2012 (UTC)
 * Perhaps you could address my other questions/concerns, but if there's no point in any discussion, just let me know. Nczempin (talk) 12:37, 13 July 2012 (UTC)

 * Keep - Seems to be a legitimate tertiary educational institution. Regarding the "AICTE approved, and affiliated to the accredited University of Rajasthan" bit, that kind of arrangement seems to be fairly common in India. I can't explain what it means, but I've seen it many times before. --Orlady (talk) 21:26, 13 July 2012 (UTC)
 * Well, I was hoping someone ("with a better understanding than me of the Indian educational scene") _would_ be able to explain. Nczempin (talk) 23:16, 13 July 2012 (UTC)

 * I'd like to withdraw my nomination; the evidence/consensus is overwhelming. No idea if this comment is sufficient, or what if anything else I need to do. Nczempin (talk) 23:25, 13 July 2012 (UTC)

 * AICTE allocates the no. of seats that a college can have in engineering and management. Thats why the term 'approved' is used. Rajasthan Technical university conducts the exams and provide the degree under Rajasthan University, that is why the term 'affiliated' is used. — Preceding unsigned comment added by Manojcsl (talk • contribs) 14:54, 14 July 2012 (UTC)

title: Wikipedia:Articles for deletion/CIITM


text:
Pantydia canescens

Pantydia canescens is a species of moth of the family Erebidae. It is found in Australia, where it has been recorded from Victoria.

The moth's wingspan is about 30 mm. Its forewings are brown with a pale thin submarginal line, as well as a few black spots, and its hindwings are uniform pale brown.

title: Pantydia canescens


text:
Amelia B. Coppuck Welby

Amelia B. Coppuck Welby (, Coppuck; pen name, Amelia; nickname, "Minstrel-girl"; February 3, 1819 - May 3, 1852) was a 19th-century American fugitive poet. In 1837, under the pen-name "Amelia," she contributed a number of poems to the Louisville "Journal," acquiring a reputation as a notable poet. She published in 1844 a small volume of poems, which quickly passed through several editions. It was republished in 1850, in New York City, in enlarged form, with illustrations by Robert Walter Weir. Though many of her poems were on the subject of death, including "The Bereaved", "The Dying Girl", "The Dying Mother", "The First Death of the Household", "The Mournful Heart", and "Sudden Death", she was one of the most popular poets in the South before the Civil War. Amelia Welby died in 1852.

Early life and education
Amelia Ball Coppuck was born in Saint Michaels, Maryland, February 3, 1819. When she was still quite young, her parents moved to Baltimore. She lived her girlhood in or near this city up to age 15. In 1834 or 1835, the family moved to Kentucky and took up residence, first in Lexington and later in Louisville. In this latter city, Welby's's brief, quiet life was spent.

She received a careful education.

Career
The Minstrel-girl—a nickname she gave herself— began at the age of eighteen to write poetry for the Louisville Journal, then edited by the poet, George D. Prentice, over the signature of "Amelia," and kept up her contributions regularly for ten years. Her productions were admired, and she soon became famous. Copied from paper to paper, her fugitive poems caught the fancy of the people of what was then known as the "American West," and before long, the great reviewers of the East thought her talent worthy of their respect. Prentice, as well as Rufus Wilmot Griswold, and Edgar Allan Poe were among the critics who praised Welby's light melody and varied fancy, while also pointing out her lack of discipline and lack of originality. Poe was one of her warmest friends.

When a volume of her poems appeared in 1844, it quickly passed through several editions, and many of her songs were set to music. In 1845, a small octavo volume of her poems, published in Boston, proved so popular that D. Appleton & Company sought and obtained the right of publication, bringing out fifteen editions within the next fifteen years.

There is one poem by Welby —perhaps her very best— that lived in the memory of thousands of a certain generation, though the name of the author was forgotten. It was the good fortune of "The Rainbow" to inherit a place, with a mere mention of the author, in George Frederick Holmes' Fifth Reader, one of that series of school books so prominent in the South during the last quarter of the 19th century. Boys and girls all admired and loved "The Rainbow," and even later, as men and women, fondly repeated the lines, thinking of the poem, not as the production of Welby, but simply as a bright page in the old reader. "I sometimes have thoughts, in my loneliest hours, That lie on my heart like the dew on the flowers, Of a ramble I took one bright afternoon When my heart was as light as a blossom in June'—"

Personal life
In 1838, at the age of nineteen, she married George B. Welby, a merchant of Louisville. She died in Louisville, May 3, 1852, the mother of one child, a son, born two months before her death.

Style and themes
Though she appeared happy with her life in Kentucky, her poetic mood was chiefly that of reminiscence. She began writing poetry at the age of 18, but not of the passionate present or the golden future but rather that of a regretted past. Half of her poems were in this vein. Many times, contrary to the spirit of her theme, she yielded to melancholy. Though "Summer Birds" furnishes matter for the morning or noontide, after a few cheery verses, she introduces "beneath the moon's pale ray" and "among the tombs". Here, as in so many of her poems, sea, sky, and loved ones come out of the past. Mnemosyne, the goddess of memory, was her favorite muse.

Her prevailing mood being reminiscent, it was attended by sadness and melancholy. She loved the twilight and moonlight, and often spoke of death. Many of her brightest effusions ended with a sigh; and with all this, very consistently, there was a mingling of religious hope and faith. Her poetry lacking wit or humor, it would, at most, find sentiment or fancies uttered in melodious rhythm.

Light, varied fancy, tender sentiment, a persistent note of pathos, a prompt and facile rhythm -— these were the qualities that won for Welby at the beginning a generous welcome. From the 74 pieces included in the fullest edition of her poetry, a varied selection was made, and her ability was evident. A tone of quiet personal confidence, revealed the melancholy that mused upon a happy past. The critics acknowledged her gift, and discerned signs of promise.

Had that promise been fulfilled, her songs would have kept much of the popularity they first won. Instead, monotony and dullness took the place of memories and fancies. Her theme, but not her energy, became exhausted, and, conscious of this state, she became sad at heart. Her narrow range of experience with the tendency to self-repetition, the lack of literary discipline with the tendency to diffuseness, these made against her fame in the long run.

Welby might have attained high rank among the lyric poets if her skills from the first had been steadily disciplined. But she was unschooled and unguided, as she herself confessed: "'Tis with an untaught hand I sweep the chords." Left, therefore, to her own accord, she repeated herself not only from one poem to another, but not infrequently from stanza to stanza. She lacked skill with condensation, and nearly all her pieces showed twice too many words. The early critics warned her against repetition and diffuseness, but she chose not to take heed. The last four years of her life were lived in silence.

title: Amelia B. Coppuck Welby


text:
Noël Péri

Noël Péri (22 August 1865 - 25 June 1922) was a French Catholic priest. A missionary and author, he was responsible for translating the Gospels into Japanese and published the first research journal devoted to Japanese topics. He read and wrote broadly about Japanese culture, including studies of Buddhist history and mythology, and as a result came into conflict with some members of the Catholic missionary community. A trained musician, he also taught Western music in Japan and wrote early Western works on Japanese opera and music theory, and Noh drama.

Biography
Noël Péri was born on 22 August 1865 in Cruzy-le-Châtel. He was ordained a priest in 1888 after being educated by the Jesuits. He spent four years serving in the Paris Foreign Missions Society, resigning from the Mission in 1902 but continuing to regularly return to Japan until shortly before his death in 1922.

Péri spent most of his first six years in Japan in Matsumoto, Nagano. During this period he translated two of the four Gospels into Japanese, and was briefly recalled to Tokyo to manage an orphanage. Around 1894 he relocated to Tokyo, where he ran a French bookstore and founded a Japanese-language magazine called Tenchijin ('Sky, Earth, and Man') that began to appear in 1898. Péri wrote about broad philosophical, metaphysical and moral issues but his inclination to avoid a narrowly Catholic or sectarian perspective created conflicts with more conservative elements of the Mission. This conflict led to Péri's departure from the Mission in 1902.

Péri briefly worked as a journalist in Shanghai and was a regular contributor to L'Écho de Chine, a French language newspaper, and occasional correspondent for l'Avenir du Tonkin.

During his time working as a translator and missionary in Japan, Péri became interested in Asian philosophy and made extensive studies of the Chinese Buddhist canon. In 1904, he organized the publication of Mélanges, (Mélanges japonais after 1907), a journal aimed at missionaries but publishing widely on historical, philosophical, and literary aspects of Japanese culture. Péri contributed summaries of recently published Japanese works that surveyed Buddhist canonical literature and mythology, contributing significantly to knowledge of the Buddhist canon in the Francophone world. Mélanges was the first foreign journal devoted to Japanese topics, and remained so for the first several years of its publication. However, in 1910 Catholic authorities- possibly the same faction that had previously disagreed with Péri's approach to Tenchijin- forced Mélanges japonais to suspend publication.

Péri was a trained musician and taught Western music at the Tokyo Conservatory of Music between 1896 and 1906. In addition to his teaching and other translation work, he published studies of Japanese opera and Noh in 1909 and 1912.

Péri was appointed to a residence at the École française d'Extrême-Orient in Hanoi in 1907, and served as secretary-librarian from 1911 until his death. He continued to write on topics in Asian history, Buddhist literature and myth, and Japanese culture. He wrote a comprehensive survey of various versions of the myth of the demonic/ogre goddess Hariti and examined her relationship with Guanyin, the East Asian form of Avalokitesvara. He also wrote about the deity Weituo, the historical dating of the commentator Vasubandhu, and the ambiguous identification of Gotama Buddha's wife, generally known as Yasodhara.

His unfinished manuscript on Japanese music theory and structure, Essai sur les gammes japonaises, was published posthumously.

title: Noël Péri


text:
New Brunswick Route 530

Route 530 is a 22 km long north-east looping secondary highway in the southeast portion of New Brunswick, Canada.

The route's northern terminus is at Route 134 in the community of Cocagne. The road travels southeast around a portion of Cocagne Bay to the community of Saint-Marcel. The road then makes a sharp northeast turn before heading almost due north through the community of Cocagne Cove. Route 530 continues through the community of Cocagne Cape, makes a U-turn, and continues south along the Northumberland Strait. The road passes through the communities of Caissie Cape, Bourgeois, and Grande-Digue before ending at Route 134 in the local service district of Shediac Bridge-Shediac River.

title: New Brunswick Route 530


text:
Wikipedia:Articles for deletion/Pia Bauer

The result was keep. (non-admin closure) power~enwiki ( π, ν ) 17:27, 3 October 2017 (UTC)

Pia Bauer

 * – ( View AfD View log  Stats )

I don't see how this nurse satisfies WP:GNG and WP:BIO. Clarityfiend (talk) 21:31, 20 September 2017 (UTC)
 * Note: This debate has been included in the list of Germany-related deletion discussions. CAPTAIN RAJU (T) 22:05, 20 September 2017 (UTC)
 * Note: This debate has been included in the list of Women-related deletion discussions. CAPTAIN RAJU (T) 22:05, 20 September 2017 (UTC)

 Relisted to generate a more thorough discussion and clearer consensus.
 * Keep: Having a prize named after her is a good indication of notability; also received the highest international nursing award; scope for further expansion from the German article. Pam  D  17:24, 21 September 2017 (UTC)
 * Keep, can be expanded using sources in German article, clearly notable in the field of nursing. —Kusma (t·c) 08:28, 22 September 2017 (UTC)

Please add new comments below this notice. Thanks, North America1000 15:32, 27 September 2017 (UTC)
 * Keep, taking a good look on the German article, notability found Yarozika utti (talk) 15:59, 27 September 2017 (UTC)
 * Keep. I disagree with the nom, this does meet the guidelines. Dysklyver  22:24, 30 September 2017 (UTC)
 * Keep - WP:BEFORE is important and this clearly passes WP:GNG. --  Dane talk  00:58, 1 October 2017 (UTC)


text:
User:Kyungchoonpark

If you can read and write korean... please come and visit me~ ^^;;

CyWorld

Daum Cafe

title: User:Kyungchoonpark


text:
شمشیر

Etymology 1
From.

Noun

 * 1) sword, sabre

Etymology
From, ,. Cognate with 🇨🇬. Compare Iranian borrowings 🇨🇬, 🇨🇬, 🇨🇬,, 🇨🇬, and possibly 🇨🇬.

Noun

 * 1) sword, scimitar, shamshir

Etymology
.

Noun

 * 1) sword; scimitar, shamshir

title: شمشیر


text:
Senator Ford

Senator Ford may refer to:

 * Aaron D. Ford (born 1972), Nevada state senator (2013-2018)
 * Edward Hastings Ford, as the fictional character Senator Ford on Can You Top This?
 * Henry Ford (Michigan legislator) (1825–1894), Michigan State Senate
 * J. D. Ford (born 1982), Indiana State Senate
 * Joel D. M. Ford (born 1969), North Carolina Senate
 * John Salmon Ford (1815–1897), Texas State Senate
 * John Ford (New York state senator) (1862–1941), New York State Senate
 * John Ford (Tennessee politician) (born 1942), Tennessee State Senate
 * Jon Ford (American politician) (born 1972), Indiana State Senate
 * Ophelia Ford (born 1950), Tennessee State Senate
 * Robert Ford (politician) (born 1948), South Carolina State Senate
 * Seabury Ford (1801–1855), Ohio State Senate
 * Wendell Ford (1924–2015), Kentucky State Senator and U.S. Senator from Kentucky from 1974 to 1999
 * William D. Ford (1927–2004), Michigan State Senate

title: Senator Ford


text:
Australian History/Authors

Australian History/Contents

 * Original Author: Ruszewski
 * Principal Author:
 * Chief Contributor of Images:

Contributors
(In Alphabetical Order - please sign using four '~')
 * AmishThrasher 08:56, 21 September 2005 (UTC)
 * Mbrickn (discuss • contribs) 17:42, 12 November 2020 (UTC)

title: Australian History/Authors


text:
The Finger of Justice

The Finger of Justice is a 1918 American silent drama film directed by Louis Chaudet. The film is based upon the campaign to close down the red-light district of the Barbary Coast of San Francisco.

Plot
As described in a film magazine, William Randall (Barrows), a political boss, allows evil to flourish in his city district while he enjoys great profits. The arrival of the Reverend Noel Delaney (Wilbur) and his fight against the underworld frightens the political leader. When he finds his daughter Betty (Booker) has been lured into one of the dives, he goes to her rescue and is killed. His death awakens the people and shortly Delaney's efforts are successful.

Cast

 * Crane Wilbur as Noel Delaney
 * Henry A. Barrows as William Randall
 * Jane O'Rourke as Yvonne
 * Mae Gaston as Mary
 * Leota Lorraine as Edith
 * Beulah Booker as Betty Randall
 * Velma Whitman as Louise Bradley
 * Jean Hathaway as Mrs. Bradley
 * John Oaker as Flip
 * Jack Lott as Jack Randall

Reception
Although the film was about an anti-vice campaign, the subject of prostitution created issues in showing the film. The film was scheduled to premiere on 29 June 1918 at the Lyric Theatre in New York City, but New York did not authorize showing the film. Although the film was endorsed by the Superintendent of Police in Washington, D.C., it was banned in Maryland, New York, and Chicago.

Preservation
A copy of the film has been released on DVD.

title: The Finger of Justice


text:
Ion Tănăsescu

Ion Tănăsescu may refer to:

 * Ion Tănăsescu (chemist) (1892–1959), Romanian chemist
 * Ion Tănăsescu (surgeon) (1875–1954), Romanian surgeon and anatomist

title: Ion Tănăsescu


text:
sfida

Etymology 1
From, with prefix change from to.

Noun

 * 1) challenge

Etymology 2
From.

Noun

 * 1)  the compensation due to the municipality for unauthorized grazing on public land

Etymology 1
.

Verb

 * 1) to challenge, to defy

Etymology 2
.

Noun

 * 1) defiance, challenge

Etymology
.

Verb

 * 1) to defy

title: sfida


text:
Amb Temples

The Amb Temples, locally known as Amb Sharif ("Noble Amb"), are part of an abandoned Hindu temple complex on the Sakesar mountain, located at the western edge of the Salt Range in Pakistan's Punjab province. Although foundations go back to the period of Kushan Empire, the temple complex was built in the 9th to 10th centuries CE during the reign of the Hindu Shahi empire.

Location
The ruins are located near Amb Sharef village, on Sakesar mountain in the Soon Valley of Pakistan. The ruins form the westernmost ruins of a string of Hindu temples in the Salt Range mountains that includes the Katas Raj Temples and Tilla Jogian monastic complex.

Architecture
The main temple is roughly 15 to 20 metres tall, and built out of brick and mortar on a square plinth. It is regarded as the "loftiest" of temples built by the Hindu Shahi empire. The temple ruins have three stories, with stairwells leading to inner ambulatories.

The temple is decorated with Kashmiri style motifs on its exterior, including a cusped niche. The structure of the main temple, differs from Kashmiri temples which typically have pointed tops. The main temple is instead similar in style to the nearby Kalar temple, and Kafir Kot temple in Khyber Pakhtunkhwa province.

To the west about 75 metres lies another smaller temple, which is 2 story or 7 to 8 meters high, situated near a cliff. The temple features a small vestibule chamber facing towards the main temple. It was a few metres from a second similarly sized temple, which no longer exists. The entire temple complex was surrounded by a fortification, with the earliest construction at the site dating to the late Kushan period.

Conservation
The site was visited by Alexander Cunningham in the late 19th century, and was partly conserved in 1922-24 by Daya Ram Sahni. The temple had been looted over the centuries. The last remaining statuary was taken in the late 19th century and placed in the Lahore Museum. The site is currently protected by Pakistan's Antiquities Act (1975).

title: Amb Temples


text:
Talk:Ruskin Pottery

Pronounciation.
There is ongoing disagreement as to how this name is pronounced,some people say 'Bezzick' whilst others insist it is 'Bezzwick'. —Preceding unsigned comment added by <IP_ADDRESS> (talk) 16:33, 17 January 2011 (UTC)

 * I think it's pronounced Russ-kin.<IP_ADDRESS> (talk) 19:02, 18 August 2015 (UTC)

An ip added - to the article
The Taylor's lived at 285 Oldbury Road, very close to the factory. There was a brick Built shed at the foot of the garden, which was most likely used for development purposes as the soil in the vicinity of the shed was laden with small test pieces of various shapes. Johnbod (talk) 17:38, 30 January 2023 (UTC)

title: Talk:Ruskin Pottery


text:
Template:Certification Table Entry/Sales/PortugesePeriod/doc

This helper template calculates periods for Portuguese certifications.

It returns:

Returns 0 if the data provided is insufficient


text:
DeRo United Futbol Academy

DeRo TFC (formerly DeRo United Futbol Academy) is Canadian soccer academy founded in 2012 by former Canadian professional soccer player Dwayne De Rosario based in the Scarborough district of Toronto, Ontario. They previously fielded a Canadian women's semi-professional soccer club that played in the League1 Ontario women's division.

History
The academy was founded in 2012 by Dwayne De Rosario to foster development for youth soccer players of both genders.

In 2018, they added a semi-professional team in the women's division of League1 Ontario with the core of their roster featuring many U21, university varsity, and post-university players of high quality. Peyvand Mossavat was named the semi-pro team's head coach. They defeated Durham United FA 2–0 on April 27 in their debut league match. They finished in sixth place in their inaugural season, narrowly missing a playoff berth. They were not listed as returning for the 2020 season.

In June 2021, the club became an official affiliate team of De Rosario's former club Toronto FC, joining their academy system and re-branded as DeRo TFC.

Seasons
Women

Notable players
• 🇮🇱🇨🇦 Vital Kats

• 🇺🇦🇨🇦 Nicole Kozlova

• 🇨🇦 Deanne Rose

title: DeRo United Futbol Academy


text:
Talk:Marina Granovskaia

Untitled
, - one for you to look at, there are a ton of news sources to sort though, although what exactly she's done to brass off Roman Abramovich, I'm not exactly sure. Ritchie333 (talk) (cont)  17:19, 20 September 2017 (UTC)
 * I'll take a look at it. :) Megalibrarygirl (talk) 17:35, 20 September 2017 (UTC)

Brochure-like
The text has a distinctly biased tone. It reads like the breathless, flushed prose of an advertising brochure. E.g. "...she helped the club to sign another amazing player...with zero cost. That was such an incredible case," etc. All of it unsourced, of course. If anyone familiar with the subject wants to mend things, the field is open; otherwise the hacking starts. -The Gnome (talk) 21:45, 7 April 2021 (UTC)

Just "and served" instead of "currently serving"?
as by the BenyKelley edit of June 22nd, see https://en.wikipedia.org/w/index.php?title=Marina_Granovskaia&diff=prev&oldid=1094385377? Suggestions and sources could be found at the Chelsea FC article, see https://en.wikipedia.org/w/index.php?title=Chelsea_F.C.&diff=prev&oldid=1094385550 or in French wikipedia, see https://fr.wikipedia.org/w/index.php?title=Marina_Granovskaia&diff=prev&oldid=194766034 And no, I'm not doing it. It's not 'my' article, I think it's waste. 'Chelsea_F.C' is the right place for the small relevant part, imo.

title: Talk:Marina Granovskaia


text:
Aknīste

Aknīste (Aknysta; Oknista) is a town in Jēkabpils Municipality in the Selonia region of Latvia, situated near the Lithuanian border. The town is located near the river Dienvidsusēja. Prior to the 2009 administrative reforms, it was part of Jēkabpils District.

History
The town name, Aknīste, was first mentioned in 1298. From the 17th century, the settlement was a panhandle of Lithuania, and after the partitions of the Polish–Lithuanian Commonwealth, it became a part of the Kovno Governorate of the Russian Empire. During 1918, it was part of Lithuania, but in 1921, Lithuania exchanged Aknīste for Palanga.

The settlement was the site of a mass killing of Jewish residents, during the Nazi occupation of the Baltic States. After German occupation forces arrived in Aknīste around the 25th of June, they created defence groups (Schutzmänner) mainly composed of Latvians. The Aknīste group was commanded by the Latvian War of Independence veteran J. Valdmanis, who had fought against Bolshevik forces as a partisan during the war. On the 17th (or the 4th depending on the source) of July 1941, local Jews were rounded up into the hotel "Austrija", with O. Baltmanis, the commander of the Ilūkste region SS einsatzgruppe, an unknown SS oberleutnant, and two SS soldiers present, under the premises that the Jews were to be transported to the Daugavpils ghetto. On the 18th of July, under the orders of O. Baltmanis, and disobeying of said order by J. Valdmanis, the Jews were executed in the yard of the hotel by Baltmanis' Schutzmänner gathered from other parts of Ilūkste.

In 1991, Aknīste was granted its town status.

title: Aknīste


text:
Design and Develop Learning Resources

Unit Descriptor
This unit specifies the competency required to design and develop resources to support learning.

Competency Field Learning Design

Application of the Unit Learning resources are designed to enhance and support the effectiveness of the learning process. They provide guidance, materials, learning and assessment activities, and relevant information that address the competencies/learning outcomes to be achieved by the learner.

In the TAA04 Training and Assessment Training Package, learning resources are defined as learning materials that have been specifically developed to address a substantive area of teaching/learning and/or assessment guidance and support.

Learning resources may address a whole Training Package, a Training Package or course qualification or a learning program. Learning resources may also take the form of existing equipment, physical materials and physical resources within the learning environment.

Learning resources can take a variety of forms such as facilitation guides, learning guides/participant resources, assessment materials, workplace resources and text books, and may be self-paced or instructor-led. While primarily text and print-based, other mediums such as audio or video learning resources could be developed using this unit. The complexity of the resource will vary depending on its focus, type, audience and technological medium.

Although the range of learning resources may vary, the skills and knowledge required to design and develop them is the same, with instructional design being a critical aspect.

Where a learning resource product is built around an electronic medium, other critical skills, knowledge and outcomes are required. These are addressed through separate units of competency, TAADES503A Research and design e-learning resources and TAADES504A Develop and evaluate e-learning resources. Co-learning and co-assessment is suggested where competency across all media is required.

Design and development are combined in this unit. In some circumstances the design phase and content development are separated, especially in a large project. However, it is important that competency reflects the whole process.

Depending on the complexity of the resource, extensive consultation and working with others may be required.

This unit can provide a specific application for undertaking the generic unit TAATAS503A Manage contracted work.

The competency specified in this unit is typically required by trainers/facilitators, instructional designers, assessors and consultants.

Range Statement
The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.

The brief of the learning resource may include:

 * a client proposal

 * identified gap in the learning product market

 * a tender

 * an organisational need

Focus of the learning resource may include:

 * a whole Training Package

 * a Training Package qualification/qualifications

 * a traineeship/apprenticeship

 * an accredited course

 * individual competency standards/modules/subjects

 * a non-accredited course

 * a learning program

 * a learning resource to support the introduction/ implementation of new technology/equipment

Type of learning resource may include:

 * Training Package noted support materials, such as:

 * learner/user guides

 * trainer/facilitator guides

 * training guides

 * example training programs

 * specific case studies

 * professional development materials

 * assessment materials

 * other published, commercially available support materials for Training Packages/courses

 * organisational learning resources

 * competency standards as a learning resource

 * videos

 * CDs and audio tapes

 * references and texts

 * manuals

 * record/log books

 * learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program

 * learning resources produced in languages other than English as appropriate to target group learners and workplace

The learning resource is: ''designed to enhance and support the effectiveness of the learning process. It provides guidance, materials, learning and assessment activities, and relevant information that addresses the competencies/ learning outcomes to be achieved by the learner''

Likely target audience/s and learning environment must include:

 * who the learning resource is for

 * what the learning resource is designed to do

 * how the learning resource will be used

 * where the learning resource will be used

 * possible mediums to be used

Research may include:

 * interviews

 * focus groups

 * informal discussions

 * literature reviews

 * Internet research

 * evaluations of existing products

 * questionnaires

 * workshops

Characteristics of the learners/end users may include:
 * level of prior experience/knowledge of content area

 * skill/competency profile

 * range and response to previous learning experiences

 * level of education

 * socio-economic background, age, gender

 * current work

 * work culture

 * cultural and ethnic background

 * disability or learning support needs

 * preferred learning styles

 * motivation for learning

 * English language, literacy and numeracy needs

Existing information may include:

 * industry/end user needs

 * industry best practice and culture

 * existing learning resources and learning materials

 * relevant Training Packages/competency standards

 * relevant courses, curriculums, modules

 * workplace procedures, documentation, and requirements

 * industry coverage

 * roles and responsibilities of groups and individuals

 * information from industry experts and advisers

Ethical and legal considerations may include:

 * contract preparation

 * meeting contractual requirements

 * intellectual property

 * regulatory requirements including occupational health and safety (OHS)

 * organisational requirements

 * equity issues and needs

 * potential legal consequences of false, misleading or incorrect information

Development work plan may include:

 * timelines and milestones to be achieved

 * scheduled meetings and focus groups

 * consultative processes

 * handover requirements

 * equipment, learning resources and learning materials needed

 * industry information/practices

 * budget

 * identification of risks/risk management strategies

 * organisation/industrial politics

 * access to experts/advisers

Design options may include:

 * use and extent of practical activity-based content and passive content (reading, interpreting and absorbing information)

 * use and extent of text-based information and graphical information

 * level of depth of text-based information and sophistication of language

 * level of completeness in addressing the focus

 * options for presenting text-based information e.g. straight text, question and answer, case studies

 * visual design

 * sequencing of material

 * sources of further information/further reading

 * style guides

 * visual look

- presenting material in a logical order and sequence - opportunities for collaborative learning between learners - navigation tools - presenting material in order of increasing difficulty - opportunities for review of material and repetition - the need for learner activity and interactivity - inclusion of a variety of approaches and techniques for presenting information and - activities and for encouraging participation by learning - structure of the information - ensuring learning is embedded in a realistic and relevant context - techniques to engage the learner in learning
 * instructional design, for example:

- brainstorming - mind mapping - scenario setting - lateral thinking
 * creative thinking, for example:

- format - composition - balance - typography - images/graphics - charts/diagrams
 * visual/graphic design, for example:

- of other learning resources - up-to-date research on learning
 * research and evaluation, for example:

Reflect may include:

 * asking key questions

 * discussing details with others, for example:

 * colleagues

 * team members

 * other learning product developers/instructional designers

 * the client

 * supervisor/manager

 * standing back from work

 * setting specified times for reflection

 * reviewing personal skills

Learning styles may include:

 * theoretical

 * pragmatic

 * active

 * reflective

 * kinaesthetic

 * auditory

 * visual

Outline or prototype may include:

 * mock-up

 * framework

 * model

 * format specifications

Content specifications may include:

 * requirements of relevant Training Packages, competency standards/benchmarks

 * OHS requirements

 * work practices and procedures

 * culture and ethics of the learner/end user environment

 * organisational requirements

 * copyright/intellectual property agreements/ acknowledgements

Relevant personnel may include:

 * subject matter/technical experts

 * industry experts

 * colleagues

 * learners or users

 * industry stakeholders

 * specialist consultants, e.g. language, literacy and numeracy specialists

Mechanisms may include:

 * verbal or written communication with relevant personnel

 * verbal or written communication with content experts

 * project updates

 * internal/external reviews of drafts

Style guide may include:

 * fonts - types and sizes

 * line spacing

 * white space

 * icons

 * use of visuals - icons, photographs, pictures, diagrams

 * signposting

 * logos

 * ANTA Style Guide

 * client style guide

Methods may include:

 * evaluation by experts

 * pilot

 * focus groups

 * questionnaires

 * checklists

 * workshops

 * telephone interviews

Evaluation criteria may include:

 * meeting the brief

 * satisfaction of the client

 * timeliness

 * cost

 * design issues/modifications required

Evidence Guide
The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competency. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency.

Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment Training Package.

Overview of Assessment

To demonstrate competency against this unit candidates must be able to provide evidence that they have designed and developed learning resources.

The learning resources provided as evidence must: clearly identify the target audience; be appropriate to the target group; and be well structured, clear, interesting, appropriate, easy to use, and accessible.

Competency also requires demonstrated ability to research learning resource requirements and content, seek and accept feedback, work effectively with a project team or other experts as required, and critically evaluate own work.

Evidence Requirements

Required knowledge includes:

- relevant terminology - training and assessment processes - Training Packages and competency standards - the Australian Quality Training Framework (AQTF) requirements - the Australian Qualifications Framework (AQF)
 * sound knowledge of the vocational education and training system, including:

- planning, analysis, development, synthesis, evaluation - presenting material in a logical order and sequence - opportunities for collaborative learning between learners - navigation tools - presenting material in order of increasing difficulty - opportunities for review of material and repetition - the need for learner activity and interactivity - inclusion of a variety of approaches and techniques for presenting information and - activities and for encouraging participation by learning - structure of the information - ensure learning is embedded in a realistic and relevant context - techniques to engage the learner in learning
 * instructional design, for example:

- format - composition - balance - typography - images/graphics - charts/diagrams
 * visual design principles/techniques, for example:

- interviews - focus groups - workshops - questionnaires - literature reviews - web research - pilot processes
 * research and evaluation techniques, including:

- behavioural learning theory - information processing theory - cognitive learning theory - andragogy - vocational education and training pedagogy
 * a general knowledge of the main branches of learning theory, for example:

- adults are autonomous and self-directed - adults have life experience to draw on - adults are goal-oriented - adults need relevance - adults are practical - adults need to be shown respect
 * learning principles, including:

 * cultural awareness

 * a range of learning approaches and styles of learning resources

- activist - reflector - theorist - pragmatist - kinaesthetic - auditory - visual
 * different learning styles, including:

- principles and definitions - how to work out the LLN level of likely users, and LLN requirements of the resource
 * language, literacy and numeracy (LLN) issues, for example:

- copyright and privacy laws relating to electronic technology - security of information - plagiarism - competency standards - licensing - industry/workplace requirements - duty of care under common law - anti-discrimination including equal opportunity, racial vilification and disability - discrimination - workplace relations - industrial awards/enterprise agreements
 * relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:

- OHS obligations of the training and/or assessment organisation, the trainer/facilitator and learner
 * relevant OHS knowledge relating to the work role, and OHS procedures which need to be included in the content of the learning resource

Required skills and attributes include:

- identify areas for improvement - recognise personal limitations
 * review and analysis skills to:

- collaborate with a range of people - seek feedback from others - be open to feedback and suggestions - maintain a network - listen - negotiate
 * communication and interpersonal skills to:

- using a range of software programs - using a range of office equipment
 * computer/technical skills, for example:

- writing from the learner's perspective - writing for different audiences - using plain English and correct grammar - pitching writing to the appropriate level - using an appropriate style - having an eye for detail
 * literacy/writing skills, including:

 * time management skills, including keeping to appropriate timelines

- identify critical learning points - structure and weight the contents appropriately - determine appropriateness of feedback
 * analytical skills to:

 * ability to develop a range of learning activities

- find content and relevant information - interview relevant people - solve problems - ask questions
 * research skills to:

Products that could be used as evidence include:

 * learning resources developed

 * letters to relevant personnel seeking comments and feedback

 * evaluation forms

 * minutes of meetings

 * drafts of resources

 * feedback received from others

Processes that could be used as evidence include:

 * how research was undertaken and why

 * how consultative process was set up

 * how industry or end user requirements were established

 * how resource was evaluated and reviewed

 * what methods were used to evaluate the process used for resource development and why

 * ways in which personal skills and efficiency were developed and monitored and why

 * how personal workload was managed

Resource implications for assessment include:

 * research for content of resources

 * access to experts for review and consultation

The collection of quality evidence requires that:

 * assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Requirements and Key Competencies

 * a range of appropriate assessment methods/evidence gathering techniques is used to determine competency

 * evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided

 * the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice

 * assessment meets the rules of evidence

 * a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated

Specific evidence requirements must include:

 * a complete print-based learning resource product that demonstrates competency in accordance with the specifications of this unit or

 * evidence of contributions to a range of learning resources and learning materials that in combination demonstrate competency in accordance with the specifications of this unit

 * evidence of transferable application to the development of other learning resources

 * designed under the guidelines for Training Package support materials

 * print-based

Integrated assessment means that: this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:
 * Design and develop learning programs
 * Design and develop learning strategies
 * Coordinate and facilitate distance-based learning
 * Manage contracted work

title: Design and Develop Learning Resources


text:
User:Nina Koleva

= INTRODUCTION =

Hello!

My name is Nina Koleva. I'm primary teacher and at the same time I study “Information and communications technologies in Primary Education” at the University of Sofia.

In the middle of December 2006 in the Programme a new discipline was started - "Internet- and Project Competence”. Its directors of studies are Professor Jean-Paul Martin and Associate professor Iliana Mircheva. The aim of this module is to develop the specific qualities for project work, and namely:
 * Team work ability;
 * Ability for solving conflicts;
 * Ability for long term planning and realization of ideas;
 * Purposeful use of new media and means of communication;
 * Responsibility and accuracy.

= IPC 07/08 – PRIMARY EDUCATION =

Teams
= IPC 06/07 – PROJECT =

Topic
In January 2007 I saw and accepted the invitation of Anika Düker – initiator of a project about healthy nutrition. After that our team was formed: Michael Kratky – our tutor, Anika Düker, Ralica Yordanova and me.

The topic of our project is Healthy Nutrition of Children in Primary School. Our team would like to know if the children in primary school eat healthy food, what do they know about nutrition and what are the ways this subject to go into the schools – through the Curriculum, by involving the teachers or through projects. Our aim is to compare the results in Germany (Eichstätt) and Bulgaria (Sofia) and to find the similarities and the differences.

Methodology
Anika Düker made a questionnaire, which the team discussed and added a few points. It has 13 questions about the way the child eats and knowledge about healthy nutrition as well. The questionnaire was given in different schools in Sofia, Bulgaria and Eichstätt, Germany in one and the same time – in the end of January'07. Totally 133 pupils in 4th grade took part in it.

Conclusions
From the analysis me and Ralica made the following conclusions: '''These conclusions prove our hypothesis, because healthy nutrition doesn’t mean to have 1-2 healthy meals a day. It means to have right attitude to the food and constantly to have balanced menu.'''
 * Bulgarian and German kids eat various food at regular intervals. The fruit and vegetables are present in the menu of the two interviewed groups.
 * For the lunch and the dinner Bulgarian children eat healthy food. But if they are left on their own choice, they chose mainly non-healthy food and drinks: paste products, salty/sweet products, fast food and soft drinks. The German children apparently have better behaviour in connection with food as a difference with the Bulgarian.
 * Bulgarian children think that they receive enough information on this topic at school and they discuss it with their parents, but they cannot apply their knowledge. As a difference their German peers think that the way they eat is healthy.

Proposal
My proposal is an educational presentation, focused on healthy nutrition, which will enrich the work of the teachers in the primary school. It includes different modules connected with:
 * Types of the food groups;
 * Glossary;
 * Human body organs;
 * Hygiene;
 * Useful advice.

= WEBLINKS =
 * Forum: Internet-und Projektkompetenz
 * Video: IPK-Eichstätt 07/08
 * Video: IPK-Sofia 07/08
 * Video: The invitation of Anika Düker 06/07

= CONTACTS =

title: User:Nina Koleva


text:
lunatico

Etymology
.

Adjective

 * 1) quirky, temperamental and unstable
 * 2) lunar

Noun

 * 1) a quirky or temperamental person

Usage notes

 * This false friend no longer means lunatic.

title: lunatico


text:
Frédérique Oggier

Frédérique Elise Oggier is a Swiss mathematician and coding theorist who works as an associate professor of physical and mathematical sciences at Nanyang Technological University in Singapore.

Education
After earning bachelor's and master's degrees in mathematics from the University of Geneva, Oggier completed her doctorate at the École Polytechnique Fédérale de Lausanne, in 2005, under the supervision of Eva Bayer-Fluckiger.

Books
Oggier is the author of:
 * Lattices applied to coding for reliable and secure communications (with Costa, Campello, Belfiore, and Viterbo, Springer, 2017)
 * An introduction to central simple algebras and their applications to wireless communication (with Grégory Berhuy, American Mathematical Society, 2013)
 * Coding techniques for repairability in networked distributed storage systems (with Anwitaman Datta, Now Publishers, 2013)
 * Cyclic division algebras: A tool for space-time coding (with Jean-Claude Belfiore and Emanuele Viterbo, Now Publishers, 2007)
 * Algebraic number theory and code design for Rayleigh fading channels (with Emanuele Viterbo, Now Publishers, 2004)

title: Frédérique Oggier


text:
User:Kristoffer.Johannessen

Kristoffer Hjul Johannessen.

I am a 25-year old student at Copenhagen Business School (CBS). Here, I study International Business at Master level. I am a student assistant in Carlsberg Group's internal communications department.

I love football (both kinds), classical music, and chocolate.

title: User:Kristoffer.Johannessen


text:
User:Ben Armstrong

My friend CQ invited me here and I like what I see, so I'm planning to contribute what I can and learn as I go. I'm SynrG on irc in case you want to look me up there, and I blog at syn.theti.ca.

My family
Ariannah Armstrong is my wife. Together we have five kids ranging in age from five to seventeen.

My projects
I have been working on Debian Jr. for several years and have a Grand Vision for it that meshes well with Wikiversity. Recently, I've been delighted to discover the writings of John Caldwell Holt concerning Homeschooling, and that my own vision for Debian Jr. aligns with his ideas.

title: User:Ben Armstrong


text:
Wikipedia:Sockpuppet investigations/Jio2016/Archive

Suspected sockpuppets

All accounts were created within one minute of one another, and all have been adding similar vandalism and disruption to White hat (computer security), two of which are the exact same vandalism (diff 1, diff 2). Given the vandalism, I suspect that these users are all created from the same IP and school. Requesting CU to confirm that these are from the same IP, check if there are other accounts that were made, check as to whether or not the underlying IP address is a school, and if an IP school block is necessary.  ~Oshwah~  (talk) (contribs)   05:09, 21 September 2019 (UTC)

Comments by other users

Clerk, CheckUser, and/or patrolling admin comments

 * I've indef'd all of the accounts listed, as the behavioral evidence is obvious. However, I think that a CU check is necessary in order to investigate (and possibly apply a school block to) the underlying IP address, and see if any more accounts like this are active.  ~Oshwah~  (talk) (contribs)   05:11, 21 September 2019 (UTC)
 * They're likely all editing from a shared location where there are public computers. There are minor variations between the accounts, but they're all on the same IP, along with several more WP:NOTHERE accounts, including:
 * I think it's OK to just block these accounts and leave it at that unless a clerk feels it necessary to move the case or tag these other accounts. I personally wouldn't bother, but that's just me. NinjaRobotPirate (talk) 07:38, 21 September 2019 (UTC)
 * NinjaRobotPirate - For accurate record-keeping and in order to be consistent, I'll go ahead and locate the oldest account between these users and move this case accordingly. I agree that it's probably not necessary to tag each account, and I'm not going to bother with doing so. Like you said, these users are from a shared location, and (based off the evidence I found) I think that the shared location is a school. These accounts are most likely not controlled by a single person, but by multiple people that were coordinating with one another to cause disruption here.  ~Oshwah~  (talk) (contribs)   07:42, 21 September 2019 (UTC)
 * NinjaRobotPirate - ✅.  ~Oshwah~  (talk) (contribs)   07:45, 21 September 2019 (UTC)
 * I think it's OK to just block these accounts and leave it at that unless a clerk feels it necessary to move the case or tag these other accounts. I personally wouldn't bother, but that's just me. NinjaRobotPirate (talk) 07:38, 21 September 2019 (UTC)
 * NinjaRobotPirate - For accurate record-keeping and in order to be consistent, I'll go ahead and locate the oldest account between these users and move this case accordingly. I agree that it's probably not necessary to tag each account, and I'm not going to bother with doing so. Like you said, these users are from a shared location, and (based off the evidence I found) I think that the shared location is a school. These accounts are most likely not controlled by a single person, but by multiple people that were coordinating with one another to cause disruption here.  ~Oshwah~  (talk) (contribs)   07:42, 21 September 2019 (UTC)
 * NinjaRobotPirate - ✅.  ~Oshwah~  (talk) (contribs)   07:45, 21 September 2019 (UTC)
 * NinjaRobotPirate - For accurate record-keeping and in order to be consistent, I'll go ahead and locate the oldest account between these users and move this case accordingly. I agree that it's probably not necessary to tag each account, and I'm not going to bother with doing so. Like you said, these users are from a shared location, and (based off the evidence I found) I think that the shared location is a school. These accounts are most likely not controlled by a single person, but by multiple people that were coordinating with one another to cause disruption here.  ~Oshwah~  (talk) (contribs)   07:42, 21 September 2019 (UTC)
 * NinjaRobotPirate - ✅.  ~Oshwah~  (talk) (contribs)   07:45, 21 September 2019 (UTC)


text:
Talk:Financial Derivatives

I'm starting to write this book because I have a decent grasp of the math behind financial derivatives but I'd like a better one. It has been my experience that teaching or writing about a subject gives a better comprehension. I will be drawing heavily on John C. Hull and wikipedia, along with other assorted resources.

I think it is a good idea to write this book. But why did you stop writing on it. A chapter about Credit Derivatives, Collateralized Debt Obligations, Credit Default Swaps and how to price Synthetic CDO would be nice.

Financial Math
I dont agree that your article displays a very advanced grasp of the mathematics behind financial derivatives. Relying too much on the textbook by Hull risks accusations of plagiarism. --Tedblack 18:20, 23 January 2007 (UTC)

title: Talk:Financial Derivatives


text:
1963 Penn State Nittany Lions baseball team

The 1963 Penn State Nittany Lions baseball team represented Pennsylvania State University in the 1963 NCAA University Division baseball season. The head coach was Chuck Medlar, serving his first year.

The Nittany Lions lost in the College World Series, defeated by the Texas Longhorns.

Schedule
! style="" | Regular season
 * - valign="top"

! style="" | Postseason
 * - valign="top"


text:
Azio-class minelayer

The Azio-class minelayer was a class of six minelayers conceived in 1920 and built between 1924 and 1927 in Italy for the Regia Marina. The ships were conceived for colonial purposes and in this role they spent almost the whole Italian career. Some units were sold to the Bolivarian Navy of Venezuela where they served until their decommissioning and scrapping in the early 1950s.

Project
These units had a standard displacement of 615 t, between 708 and 718t in normal load, 954 t full load (850 t according to other sources). Their waterline length was 58.79 m, with a length overall of about 62.5 m, a beam of 8.7 m, a draught of between 2.6 m and 2.9 m. Steam was provided by 2 Thornycroft tube boilers and they were propelled by 2 vertical triple-expansion reciprocating steam engines with a power of 1500 shp; they had 2 screws and a maximum speed of 15 kn, giving a range of 4000 nmi at 10 knots. They were manned by 5 officers and 66 ratings.

Ships were built at Monfalcone, near Trieste, in the Cantiere Navale Triestino (CNT Shipyard) and at Ancona, on the central Italian coast, in the Cantiere Navale Riuniti (CNR, Ancona). The CNT ships (Dardanelli, Millazo and Ostia) were oil-fired, while the CNR ships (Azio, Legnano and Ostia) were coal-fired.

Units

 * Azio
 * ITALIAN MINELAYER Lepanto
 * Legnano
 * Ostia
 * Dardanelli
 * Milazzo

History
Most ships of the class spent their Italian career on colonial duty, with Lepanto deployed to China. In 1937 Milazzo and Dardanelli were converted to oil-firing and sold to the Venezuelan Navy in exchange of a great amount of naphtha for boilers.

Azio was initially assigned to Libya and later to the Red Sea Flotilla based at the port of Massawa, Eritrea, where it performed hydrographic survey from 1930 to 1933. In 1939, Azio was part of the naval force supporting the Italian invasion of Albania. After the entry of Italy in World War II in 1940, the unit, operating from Pola, laid down 21 minefields intended to deter enemy submarines in the Adriatic. Azio carried out minesweeping missions, escort duties and naval patrols. Azio 's wireless resources allowed it to be converted, if needed, into a command and control auxiliary ship. On 31 July 1941, while patrolling the Aegean Sea, Azio seized a British sailing ship involved in underground operations in support of Greek partisans in Peloponnese. At the time of the Cassabile armistice on 8 September 1943, Azio was part of the Dodecanese naval forces, and became the target of several Luftwaffe air strikes which forced it to seek shelter in Turkish waters. The Italian minelayer spent the rest of the war interned in Turkey. After its return to Italy, Azio was assigned once again to hydrographic duties until being decommissioning in 1957.

Lepanto was extensively used in China, and when the Second World War broke out, was still there unscathed, Italy being allied with Japan. After the surrender of Italy to the Allies on 8 September 1943, Lepanto was scuttled by her crew, but was raised by the Japanese. She was renamed Okitsu (Japanese: 興津) and used for escort duties for the rest of conflict. She was then seized by the Republic of China Navy and renamed Hsien Ning (咸寧). In July 1950 Hsien Ning seized a British merchantman. Struck in 1956, the ship was scrapped in the same year.

Ostia was assigned to support the Italian Red Sea Flotilla based at the port of Massawa, Eritrea. After the Italian declaration of war on 10 June 1940, the flotilla was isolated from the Italian homeland and continued supply and reinforcement became very difficult. Ostia was eventually sunk in Massawa harbor by British air attacks before the surrender of the port in April 1941, still carrying a full cargo of mines.

Dardanelli was rechristened General Soublette, while Milazzo become General Urdaneta. Both were reclassified gunboats. These units were the only relatively new vessels of the Venezuelan Navy, and spent their Venezuelan career patrolling territorial waters until their decommissioning in the late 1940s or early 1950s and scrapping.

title: Azio-class minelayer


text:
Stefano Sorrentino

Stefano Sorrentino (born 28 March 1979) is an Italian former footballer. A professional goalkeeper for his whole career, he is currently a football agent. Sorrentino played for several Italian clubs throughout his career, being mainly known for his time with Torino, Chievo and Palermo, winning a Serie B title and promotion to Serie A with the latter side in the 2013–14 season. Abroad, he represented AEK Athens in Greece and Recreativo in Spain.

Early years / Torino
Born in Cava de' Tirreni, Campania, Sorrentino started playing football with S.S. Lazio, finishing his youth training with Juventus FC in 1997 and failing to collect any official first-team appearances during his one-season spell. In the summer of 1998 he joined Torino FC in Serie B, only playing once in the league.

In the next two years, Sorrentino played in Serie C1, representing S.S. Juve Stabia and A.S. Varese 1910 on loan. He returned to Torino in the 2001 off-season, being a backup in the top division (twelve games) and an undisputed starter in the second level during his tenure; in his final campaign he made 43 league appearances for Toro, who finished second and promoted via the playoffs, only to be denied due to financial irregularities.

AEK
In the 2005 off-season, however, the Turin-based club declared bankruptcy and released all its players. Sorrentino then signed with AEK Athens F.C. but, after the birth of his daughter, he asked president Demis Nikolaidis to let him return to Italy because his wife was not feeling comfortable enough in Greece. However, no ideal offer was made, and the player made it clear that if he had to stay in the country, he would be 100% professional; on 21 November 2006 he had a top-notch performance in a 1–0 home win against AC Milan for the group stage of the UEFA Champions League, also being named Player of the match.

In July 2007, after failing to win any silverware in two seasons, Sorrentino was loaned to Recreativo de Huelva, with the Spanish side having the option to sign him on a full basis at the end of the campaign. He made his La Liga debut on 26 August in a 1–1 home draw to Real Betis, and eventually appeared in all league games as the Andalusians eventually avoided relegation, ranking 16th.

Chievo
After Recreativo did not exercise the buying option, Sorrentino returned to his country and signed with A.C. ChievoVerona – freshly promoted to the top flight – initially on loan. He played in 32 league games during the season as the team retained their newly found status, and the move was made permanent on 12 June 2009.

On 30 June 2010, Chievo was reported to have agreed with Genoa C.F.C. to swap Sorrentino for Riccardo Meggiorini, as well as signing Brazilian Rubinho as their new goalkeeper. However, the deal collapsed as Meggiorini moved to Bologna FC 1909; in the following campaigns, he continued to perform solidly.

Palermo
On 25 January 2013, after a long negotiation, Sorrentino signed a $3 1/2$-year contract with U.S. Città di Palermo for €4 million. He made his debut two days later, in a 1–1 draw at Cagliari Calcio.

Return to Chievo
On 1 July 2016, 37-year-old Sorrentino agreed to a two-year deal with former side Chievo for an undisclosed fee. He continued to be first-choice during his second spell at the Stadio Marc'Antonio Bentegodi.

In April 2019, it was announced that Sorrentino's contract would not be renewed, meaning that he would be leaving after eight seasons. He did not appear in any of the final matches, however, as he was left out of the squad once their top-tier relegation had been sealed mathematically, and posted on Twitter before the final fixture: "I would have liked to wear these gloves tomorrow. To say goodbye to my fans and my teammates. 271 appearances with this shirt. I would've imagined a different ending. An ending with the 'Eyes of the Tiger.' But beyond the players, there is the shirt. For this, I will always say: THANK YOU, CHIEVO!" In total, he collected 271 appearances with the club in all competitions, with his final appearance coming in a 3–1 home loss to SSC Napoli on 14 April, a result which sealed the team's fate. Ahead of their final fixture of the campaign, where they finished last, he posted on Twitter: "I wish to whoever will take my place, to whoever will take my locker, to whoever will wear the Chievo shirt after me, to sweat, struggle, and fight. Always with the eyes of the tiger. Because I will always carry this shirt and this changing room in my heart. Thank you to everyone." However, he also later announced that he would not be retiring from football and that he would continue to play and look for a new team after becoming a free agent, in the hope of playing his 400th Serie A match.

Retirement and amateur career
On 21 January 2020, Sorrentino announced his retirement from professional football on Sky Sport's television program Calciomercato. However, on 27 January 2020, Sorrentino announced his transfer to Seconda Categoria side Cervo, coached by his father Roberto, and that he would play as a striker.

In June 2021, he retired permanently and fully engaged in his new career as a football agent, representing Palermo goalkeeper Alberto Pelagotti.

In March 2022, he acquired a majority stake of Serie D club Chieri. He left the club in July 2023.

Style of play
A talented and acrobatic goalkeeper, Sorrentino was known for his penalty-stopping abilities as well as his extraordinary shot-stopping, reflexes and ability to produce spectacular and decisive saves. Experienced and consistent, he also drew praise for his work-rate, determination, leadership and longevity. With 14 stops in 363 appearances between 2001 and 2019, he has parried the joint–seventh–most penalties in Serie A history, alongside Francesco Antonioli.

Sorrentino noted that his position on the pitch tended to change depending on whether he was playing behind a three or four-man back-line; in the former case, he usually played in a deeper position closer to the goal. Antonio Di Natale described him as one of the best Italian goalkeepers of his generation.

Although primarily a goalkeeper, Sorrentino came out of retirement to play as a striker in the lower divisions of Italian football.

Three-sided football
Sorrentino played in a three-sided football tournament held in Madrid, in June 2018.

Personal life
Sorrentino's father, Roberto, was also a goalkeeper, who acted as captain for Calcio Catania. He has two brothers.

On 9 June 2002, Sorrentino married Antonella Parrella in Turin – the couple had already been living together for ten months. Together they had three daughters, Carlotta, Matilda and Maria Vittoria; they later separated.

Sorrentino has been in a relationship with Sara Ruggeri since 2012. He and his partner have a daughter, Viola, who was born on 16 September 2013. On 31 December 2018, he proposed to her by giving her a pair of his goalkeeping gloves with the text "Sara, mi vuoi sposare?" (Sara, do you want to marry me?). He later announced his engagement on his official Instagram account by posting a picture of Ruggeri with the gloves and her engagement ring, with the caption "HA DETTO SÌ!!!!" ("She said yes!"); the couple were wed on 27 May 2019.

In March 2017, Sorrentino released his autobiography: Gli occhi della Tigre ("The eyes of the Tiger," in Italian).

Honours
Palermo
 * Serie B: 2013–14

title: Stefano Sorrentino


text:
User:Yish

Bio
Computer scientist by training, software engineer by experience, educationaal researcher by vocation and activist by nature.

http://www.ymor.ukfsn.org

Contributions

 * Cookbook:Humus
 * Cookbook:Wild Spinach and Lemon Salad

title: User:Yish


text:
плъкъ

Etymology
From ("troop"), thought to be a derivative from, descendants of which include Old Frisian , Old Saxon , Old Dutch  (Dutch ), Old High German  (German ), Old Norse , Old English  (English ).

Noun

 * 1) troop, army
 * 2) crowd
 * 3) people, population

title: плъкъ


text:
Talk:Bhai Kanhaiya

Untitled
This page spells the subject's last name as "Kanhaiya", "Kanhaiya" and "Khaniya". I'm not sure which is right, but can someone who does correct the spelling and make sure the page is listed under the correct name? --DMG413 02:36, 21 March 2006 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified 6 one external links on Bhai Kanhaiya. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20050316183038/http://www.bhaikanhaiyaji.com:80/ to http://www.bhaikanhaiyaji.com/
 * Added archive https://web.archive.org/web/20051218184107/http://www.sewapanthi.org:80/htmls/home.html to http://www.sewapanthi.org/htmls/home.html
 * Added archive https://web.archive.org/web/20060510120923/http://www.sikhpoint.com/religion/sikhcommunity/kanhaiya.htm to http://www.sikhpoint.com/religion/sikhcommunity/kanhaiya.htm
 * Added archive https://web.archive.org/web/20060830004030/http://www.bsingh.dsl.pipex.com:80/khalsa/news40.htm to http://www.bsingh.dsl.pipex.com/khalsa/news40.htm
 * Added archive https://web.archive.org/web/20060511083941/http://www.studentbmj.com:80/issues/03/11/life/427.php to http://www.studentbmj.com/issues/03/11/life/427.php
 * Added archive https://web.archive.org/web/20071216043431/http://www.sikhnn.com/modules.php?op=modload&name=News&file=article&sid=250 to http://www.sikhnn.com/modules.php?op=modload&name=News&file=article&sid=250

Cheers.— InternetArchiveBot  (Report bug) 10:10, 1 November 2016 (UTC)

A Commons file used on this page has been nominated for deletion
The following Wikimedia Commons file used on this page has been nominated for deletion: Participate in the deletion discussion at the nomination page. —Community Tech bot (talk) 11:36, 31 July 2019 (UTC)
 * Bhai Kanhaiya 1998 stamp of India.jpg

Possible copyright problem
This article has been revised as part of a large-scale clean-up project of multiple article copyright infringement. (See the investigation subpage) Earlier text must not be restored, unless it can be verified to be free of infringement. For legal reasons, Wikipedia cannot accept copyrighted text or images borrowed from other web sites or printed material; such additions must be deleted. Contributors may use sources as a source of information, but not as a source of sentences or phrases. Accordingly, the material may be rewritten, but only if it does not infringe on the copyright of the original or plagiarize from that source. Please see our guideline on non-free text for how to properly implement limited quotations of copyrighted text. Wikipedia takes copyright violations very seriously. Moneytrees🏝(Talk) 05:58, 13 January 2023 (UTC)

title: Talk:Bhai Kanhaiya


text:
Rork

Rork is a series of eight graphic novels by German comic author Andreas. It is also the name of the protagonist of the series.

The character Rork is a white-haired "wizard" from another dimension who solves supernatural mysteries, before embarking on a quest to discover his origins. During his quest, he is assisted by a cast of characters including occult detective Raffington Event, astrologer Capricorn, the psychic Deliah Darkthorne (aka "Low Valley") and her daughter Sy-Ra, the immortal Yosta, and others. His enemies are the mysterious Pharass and Dahmaloch, revealed to be an analogy for the Devil himself in the later and twin Capricorne series.

The Rork series is notable for its use of allegory, mysticism, visual sequencing and unusual "dynamic" framing, with a visual structure and rhythm rather uncommon in European comics.

Many mysteries explored in the various albums are not revealed until the seventh album and some albums of the twin Capricorne series, and even then many enigmas remain unanswered for the reader.

The series

There are eight volumes in the Rork series:

 * 0. Les Fantômes (The Ghosts) (Lombard, 2012)
 * 1. Fragments (Lombard, 1984)
 * 2. Passages (Lombard, 1984)
 * 3. Le Cimetière des Cathédrales (The Graveyard of Cathedrals) (Lombard, 1988)
 * 4. Lumière d'Etoile (Starlight) (Lombard, 1988)
 * 5. Capricorne (Capricorn) (Lombard, 1990)
 * 6. Descente (Descent) (Lombard, 1992)
 * 7. Retour (Return) (Lombard, 1993)

Publishing history
The Rork stories were originally serialized in Tintin magazine in 1978; after the Belgian edition was cancelled in 1980 the series continued in the French and Dutch edition of the magazine.

The first five Rork stories were translated by Jean-Marc Lofficier & Randy Lofficier. They were first serialized in black & white in Dark Horse's "Cheval Noir" comic, then published as graphic novels by NBM.

Capricorn
Capricorn is an astrologer and crime-fighter whose real identity is unknown. Ably assisted by librarian Astor and stunt flyer Ash Grey, Capricorn fights occult threats in the New York of the 1930s. His arch-enemy is the mysterious Mordor Gott.

Capricorn stories

 * 1. L'Objet (The Object) (Lombard, 1996)
 * 2. Électricité (Electricity) (Lombard, 1997)
 * 3. Deliah (Lombard, 1998)
 * 4. Le Cube Numérique (The Numerical Cube) (Lombard, 1999)
 * 5. Le Secret (The Secret) (Lombard, 2000)
 * 6. Attaque (Attack) (Lombard, 2001)
 * 7. Le Dragon Bleu (The Blue Dragon) (Lombard, 2002)
 * 8. Tunnel (Lombard, 2003)
 * 9. Le Passage (Lombard, 2004)
 * 10. Les Chinois (Lombard, 2005)
 * 11. Patrick (Lombard, 2006)

Note: Capricorn's encounter with Rork (in Rork Nos. 5 and 7) takes place between Volumes 4 and 5 of the series.

Raffington Event
Raffington Event is a portly detective of the occult. He met Rork in Volumes 2 and 7 of the Rork saga.

Album

 * Raffington Event, Detective (Lombard, 1989)

title: Rork


text:
National Roads in Corfu

Corfu is an island in the Ionian Sea, owned by Greece. The following is a synopsis of National Roads in Corfu.

National Road 23 (Greece)
National Road 23 (EO23) is a national road on the island of Corfu. It connects Corfu with Lefkimmi crossing the southern part of the island. It is 38 kilometers long. National Highway 23 is a single lane in each direction. Along the highway one can visit:

 * The beach of Messongi.
 * The village of Benitsa.
 * The city of Lefkimmi.

Finally, the national road connects the city of Corfu with the port of Lefkimmi.

National Road 24 (Greece)
National Road 24 (EO24) is a national road on the island of Corfu. It connects Corfu with Paleokastritsa crossing the northern part of the island. It is 22.7 kilometers long. National Highway 24 is a single lane in each direction except for the section "National Resistance Road - Dassia Crossing" where it has a double lane with a dividing island. Along the highway one can visit:

 * The monastery of Paleokastritsa.
 * The beach of Paleokastritsa, which is famous for its cold waters.
 * The Byzantine fortress of Angelokastro

National Road 25 (Greece)
National Road 25 (EO25) is also a national road on the island of Corfu. This connects Corfu with Achillio, this time crossing the southern part of the island. Along the highway one can visit:

 * The Achillion Palace

Finally, the national road connects the city of Corfu with the island's airport.

title: National Roads in Corfu