text:
Shokun!

Shokun! (諸君!) was a monthly magazine of conservative opinion published by Bungeishunju Ltd. It normally went on sale on the first day of each month though at the end of the year it was released on the 25th or 26th and in the past it had been released on the second or third day. The chief editor of the final issue was Hiroto Uchida who headed an editorial staff consisting of a small group of only five to seven highly active editors. The number of copies circulated was about 60,000 in September 2008 but actual sales were about 40,000 copies. The magazine ceased publication with the June 2009 issue.

Founding of Shokun
At the time disturbances by radical groups on university campuses were intensifying and the president of the Bungeishunju corporation Shinpei Ikejima was coming to the conclusion that perhaps the media also were too solidly left-wing. Therefore, he tried to create a magazine that would be able to carry conservative articles "proudly befitting the Japanese people" which were hard to deal with in the company's star publication of Bungeishunju. Regarding the launch of Shokun, Ikejima stated that "Bungeishunju was no longer a magazine in which I was able to say the things I wanted to say and we were able to sell more than enough of it, so I sought to create a magazine, even if it was much smaller circulation, in which I would say what I wanted to say."

The first issue was printed in May but published as the July issue. The first chief editor, later President and chairman, was Kengo Tanaka. It was considered as an offshoot of Bungeishunju and was also called the "Editorial Bunshun". The contents of Shokun came to adhere to and strongly reflect the intentions of the Chief Editor Tanaka. It was a conservative and right-wing literary magazine like Seiron, Voice, and WiLL, and was a counterpart to magazines such as Ronza owned by the Asahi Shimbun Company, which ceased publication in 2008, and Sekai owned by the liberal and left-wing-aligned Iwanami Shoten.

Influence in literary circles
In the magazine's early days among the conservative literary critics who contributed articles were Tsuneari Fukuda, Kobayashi Hideo, Michio Takeyama, Shichihei Yamamoto, Jun Eto, Kentaro Hayashi, Michitaro Tanaka, Masataka Kosaka, and Takeshi Muramatsu.

At their own request Ikejima said that he had plans to publish Shokun as the bulletin of the Japanese Cultural Conference, a conservative group formed the year before centering on Yukio Mishima and Tsuneari Fukuda who shared Ikejima's sense of crisis about Japan's future, However, he settled on the magazine's current form due to strong opposition within his company, though the Japanese Cultural Conference continued to operate until the spring of 1994.

Immediately before his suicide Mishima dictated the essay Kakumei no Tetsugaku Toshite no Yōmeigaku ("Yangmingism as a philosophy of revolution") in the presence of Chief Editor Tanaka, which became his only essay in the publication and can now be read in the anthology Kōdōgaku Nyūmon ("An Introduction to Action Philosophy"). The entire February 1971 issue of Shokun is a special issue about the death of Yukio Mishima.

In 1980 Ikutarō Shimizu, who was left-wing until the start of the 1960s, cemented Shokun's status as a core monthly magazine of conservative literati through articles on his widely talked about ideological conversion and his advocating that Japan acquire nuclear weapons. What's more, Shimizu serialized his memoirs, Waga Jinsei no Danpen ("Fragments of my Life"), in Shokun which he then published in two volumes.

Serialized columns
Starting at the magazine's inception with the article Jidai to Watashi ("The Times and I") by Michitaro Tanaka, Shokun serialized the memoirs of famous scholars including Tsuneichi Miyamoto and Mitsusada Inoue.

In addition, throughout the 1980s the writer Jun Henmi serialized her face-to-face interviews with then-active scholars and men of letters born in the Meiji Period including Kinji Imanishi, Tetsuzo Tanikawa, and Bunmei Tsuchiya. Afterwards these were published as the book Hajimete Kataru Koto ("Things I Will Say For The First Time").

Starting with the January 1980 issue the opening column was Shinshi to Shukujo ("Ladies and Gentlemen") the author of which was revealed in the final issue to be Takao Tokuoka. The ending column Waranudemonashi ("Not Without Laughter") by Natsuhiko Yamamoto was also famous. Yamamoto wrote it about 350 times up until shortly before his death in 2002.

Shokun also dealt with science-related projects in columns by, initially, Takashi Tachibana, and later by authors like Fujio Nakano.

Shokun criticized heavily the Shinpoteki Bunkajin, the mostly left-wing so-called "progressive intellectuals" who published many books with Iwanami Shoten and wrote essays for the magazine Sekai. Particularly after the dissolution of the Soviet Union there was the widely discussed serial column Akumabarai no Sengoshi ("A post-war history of demon exorcism") written by Takeshi Inagaki. Each column was introduced with the name of the intellectual and appropriate citations followed by a wide variety of his past statements unconditionally praising the personality cult of Kim Il Sung or the Chinese Cultural Revolution or the dictatorship of the Soviet Union, which were exhumed by Inagaki from old magazines and newspaper articles. Inagaki won the Yamamoto Shichihei Award for his work.

Other editorial stances and policies
Shokun was critical of New Komeito and Soka Gakkai just like its sister publications Bungeishunju and Shukan Bunshun. In addition to the lead column Shinshi to Shukujo, which frequently brought to attention the words and deeds of Soka Gakkai President Daisaku Ikeda, the part of the magazine which took the harshest stance towards the organization was a series of editorials entitled Gekkan Soka Gakkai Mondai ("This Month's Soka Gakkai Problem") which were written by Kunio Naito, a former member of the Mainichi Shimbun editorial team, over a period of more than 10 years until his death in 1999.

Shokun published essays directly confronting issues relating to wartime and pre-war Japan and warning of rising nationalism in neighbouring countries such as China, South Korea, and North Korea. Shokun's editorial line had adamantly advocated worship at Yasukuni Shrine but after the 2006 discovery of the memo of Tomohiko Tomita they put together a special issue softening their hardline stance.

In the 1990s the pages of Shokun became the principal base for development of Nobukatsu Fujioka's "liberal view of history" and together with their main rival magazine Seiron it was deeply involved with the Japanese Society for History Textbook Reform formed in 1996, though Seiron was even more proactively connected with the Society.

Above all, since the first issue, criticism of the Asahi Shimbun was something akin to the magazine's lifework and it put together many special issues staking out a firmly critical stance against the newspaper. When left-wing media outlets like Asahi remained silent on the issue of abductions by North Korea Shokun was right from the start covering the issue heavily. Into the 21st century, Shokun made sweeping criticism of Asahi Shimbun's 2005 attack on NHK for allegedly censoring parts of the proceedings of the Women's International War Crimes Tribunal on Japan's Military Sexual Slavery and like Shinzo Abe accused the newspaper of fabrication.

Shokun was also critical of Asahi Shimbun journalist Katsuichi Honda. Especially well-known was the debate in the pages of the magazine between Honda and Japanese Jew Isaiah Ben-Dasan, which was actually the secret alter ego of Shichihei Yamamoto, who was the famous author of the bestselling Nihonjin to Yudayajin ("The Japanese and the Jews") and who strongly objected to the factual validity of Honda's description of the Nanjing Massacre in his column series entitled Chūgoku no Tabi ("Travels in China"). The fact that Shokun carried Honda's responses, which they decided would take the form of multiple back-and-forth correspondence, is said to have greatly contributed to the growth of the magazine's circulation. Though Honda had always doubted Ben-Dasan's existence, Shichihei Yamamoto, who translated Ben-Dasan's articles and claimed to be his "representative", never admitted the truth. The full text of the debate is recorded in Honda's book Korosu Gawa no Ronri ("The Logic of the Killers").

When Shinzo Abe was prime minister Shokun ran many special editions about his "Beautiful Country" book and his policies under that slogan featuring contributions by right-wing advocates, but following the LDP's sound drubbing in the upper house elections of 2007 Shokun replaced their chief editor shortly before Abe resigned as prime minister and sought to change their editorial positions.

Though there were also times in the past that Shokun let people not affiliated with the conservative camp contribute articles including Yoshiaki Kobayashi, Akira Asada, Jiro Yamaguchi, Eiji Otsuka, and Masaru Kaneko, in the magazine's final years non-right-wing controversialists such as Chizuko Ueno, Yasuaki Onuma, Shinichiro Inaba, and Shoichi Inoue made appearances in varied formats including interviews and editorials. On this point they were different from Seiron which only ran conservative authors. Also, Shokun sometimes made special issues where they listened to the opinions of intellectuals in all walks of life in the form of a questionnaire and on these occasions the honour of appearing was broad from the left-wing to those with little in the way of political affiliation. In the February 2001 issue they published the results of a diverse questionnaire for participants in the debate on the Nanjing Massacre, and organized and printed a roundtable discussion moderated by then Sankei Shimbun editorial writer Mizuho Ishikawa between Kenichi Matsumoto, Ikuhiko Hata, and Shudo Higashinakano who represented the so-called "three schools of thought" on the massacre.

Criticism
In 2005 special editions were made with such titles as "When the Asahi Shimbun is after you" and "When China is after you", but these seemingly provocative titles are a so-called Shokun tradition.

In 2006 the journalist Takao Saito slammed Shokun by saying that in the past the magazine's characteristic was "anything goes except speaking ill about the Emperor", and also by likening the current magazine to a "monthly 2channel", in that the political positions of the magazine were of the same stock as the forum posts that were made daily on 2channel under the headings of Anti-Tokutei Asia, Anti-Liberalism, and Reviving Conservatism, plus the very way Shokun kept on putting together monthly special editions was similar to the style of 2channel. In the August 2006 issue of Shokun social philosopher and former Unification Church member Masaki Nakamasa hit back at Saito in the article Sayoku no Saigo no Toride: Kakusa Shakai Aikokushin Kyobozai Hantai ("The Last Bastions of the Left-Wing: Opposition to the Rich-Poor Divide, Patriotism, and the Proposed Anti-Conspiracy Bill"), but Saito said that he was dismayed at the response by Shokun's editors limiting him to the readers' section when he requested that they let him rebut Nakamasa in at least two pages. It was in the past a tradition of Shokun that they devote two pages to publishing rebuttals by people of the press to any critical article over several pages, and even Kotaro Tawara, a critic who worked for the Sankei Shimbun, was given the opportunity to rebut in two pages in the March 2004 issue criticism by columnist Hideo Ishii. In the end, Saito did not make a rebuttal.

Demise of the magazine and after
The magazine Seiron, affiliated with Sankei Shimbun, was considered a second tier conservative magazine, but due to an increase in their readership, as of the latter half of the 1990s Seiron and Shokun were ranked equally on sales pages. The two magazines ended up dividing readers who wanted the leading conservative monthly magazine.

Shokun's annual average circulation was a little over 80,000 copies up to August 2005 and hit a peak at 85,000 copies in 2006, but then fell to about 65,000 copies by September 2008. Actual sales were reportedly less than 40,000. In March 2009 it was announced that Shokun would cease publication with the June 2009 issue which would go on sale on 1 May 2009, the magazine's 40th anniversary. There was also a drop in advertising revenue in the whole Bungeishunju corporation and putting an end to Shokun became part of a complete overhaul of the company's business. In the last issue Shokun, like another defunct magazine Hatsugensha, put out advertisements recommending Seiron magazine. Currently, there are no plans for publication of a successor magazine.

On 31 January 2012 after an absence of about three years Shokun was revived for a single special issue about North Korea in the format of a supplementary edition of the February 2012 issue of the magazine Bungeishunju.

title: Shokun!


text:
Gorakhpur, Haryana

Gorakhpur is a village in Fatehabad district of Haryana, India. It is part of Fatehabad tehsil and 27 km from Fatehabad, which is both the district and tehsil headquarters.

source: wikimedia

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

title: Gorakhpur, Haryana


text:
Helena Amélia Oehler Stemmer

Helena Amélia Oehler Stemmer (11 November 1927 – 28 March 2016) was a Brazilian civil engineer and university professor.

Early life and education
Helena Amélia Oehler was born in Porto Alegre on 11 November 1927 to Marcella Elisa Pierina Sanguin and Rodolpho Carlos Oehler.

She graduated in civil engineering at the Universidade Federal do Rio Grande do Sul (UFRGS) in 1954.

Career
On 15 May 1955, Helena Amélia Oehler married her university colleague Caspar Erich Stemmer and soon got a job at the company Azevedo Bastian Castilhos S / A Construções.

When her husband Caspar, then dean of Universidade Federal de Santa Catarina (UFSC) made a study exchange trip to the Technical University of North Rhine-Westphalia in Aachen (RWTH Aachen) in Germany, Helena Stemmer attended structural analysis classes in German at the university.

Stemmer started teaching at UFSC in 1969, a year after the foundation of the civil engineering course, becoming the first teacher in the discipline of construction stability at the university. She was coordinator of the civil engineering course, head of department and director of the Technological Center (CTC).

She was the only woman to head an engineering department at CTC in almost 50 years.

She dedicated herself to teaching for almost three decades until her retirement in June 1992, and co-authored the book Memórias da Engenharia Civil.

Personal life
In her youth, she practiced athletics at the Porto Alegre Gymnastics Society. Later in life, she was known for her interest and knowledge of opera, and sang as a soprano. She was celebrated for her good memory, enthusiasm for reading and broad cultural interests.

On 15 May 1955, Helena Amélia Oehler Stemmer married her university colleague Caspar Erich Stemmer. They had three children, Gaspar, Marcelo and Miriam.

Death and burial
Helena Amélia Oehler Stemmer died around noon on Monday, 28 March 2016. She was buried in the Jardim da Paz Cemetery in Florianópolis alongside her husband.

title: Helena Amélia Oehler Stemmer


text:
Talk:Perl Programming/Array variables

Note
When giving code examples by putting a space on each line, there is no need to use the <tt> tag, it's done automatically. --Joelnackman 19:13, 20 Nov 2004 (UTC)

title: Talk:Perl Programming/Array variables


text:
Wikipedia:WikiProject Spam/Local/examinationonline.com

Links

 * examinationonline.com resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.

Selected additions

 * Displayed 5 additions out of 5 total.	 For more info see WikiProject_Spam/LinkReports/examinationonline.com

Entry
Log entry for the MediaWiki:Spam-blacklist:

\bexaminationonline\.com\b  # ADMINNAME # see  [[Wikipedia:WikiProject_Spam/Local/examinationonline.com ]]

Discussion
See COIBot report for more details.

New data reported. --COIBot (talk) 06:03, 10 February 2015 (UTC) Autostale: very old local report (>7 days). . --COIBot (talk) 01:12, 12 March 2015 (UTC)


text:
Hazel Miller

Hazel Miller is an American blues, pop and gospel singer. Originally from Kentucky, she has performed in the Denver, Colorado area since 1984.

Early life
Miller was born in Louisville, Kentucky as one of seven children. She began singing professionally at the age of 15 and featured prominently in the Louisville music scene. She sang backup for Al Green, and opened for Mel Tormé and Lou Rawls. Her band was the first African American band to play regularly at the Louisville Hyatt Hotel.

Career
In 1984, while relocating to Los Angeles with her two children, Miller's rental truck broke down in Denver, and she decided to stay. Since then, she has performed in Colorado and beyond. A review in the Rocky Mountain News called her ‘a force of nature’, and her voice has been called ‘stunning, moving and powerful.’ She played at the Red Rocks Park and Amphitheater near Denver, at the White House for then President Bill Clinton, and for the Denver Broncos after their 1998 Super Bowl win. Miller has toured with the military five times, including playing at Iwo Jima. She has been a regular performer on the ETown Radio Show, airing on NPR's national affiliate stations. Her recorded voice greets visitors taking the trains to the main terminal at Denver International Airport.

In 2008 she launched Hazel Miller Entertainment and became a booking agent. She has sung with or opened for Julian Lennon, Peter, Paul & Mary, Charlie Musselwhite, James Taylor, James Brown, the Temptations, and many others. In addition, she toured for five years with Big Head Todd and the Monsters, and has performed at major jazz and music festivals throughout Colorado.

Discography
Albums

 * 1995: Hazel Miller and the Caucasians (Live at the Fox)
 * 2001: I'm Still Looking (USA 1 Stop label)
 * 2001: Live at the Fox (Hapi Skratch Records label)
 * 2006: Icons (Hazel Miller label)

Contributions

 * 1995: KBCO Studio C Vol. 5
 * 2004: KBCO Studio C Local Edition
 * 2014 Blues Master 3

Awards

 * 1995, 1996, 1997: Westwood Readers Poll Best Blues/R&B band
 * 2002: National Independent Music Award for Best Independent Blues-R&B Recording
 * 2008: Recognized as one of the 150 people who make Denver a better place to live
 * Local award for "Best Local Star in a Theatrical Production", for her appearance in a Colorado production of The Vagina Monologues

title: Hazel Miller


text:
Design Document Elements

If you search the internet for instructional design document examples, most likely you will find templates and examples that often vary in the elements that they contain. This can be due to several reasons, one of which is that many organizations may adapt the typical document to their needs. However, most design documents have certain elements in common. And, the affective domain can be accounted for in each element.

Elements That Documents Have in Common

 * Introduction and purpose
 * Description of the target audience
 * Course objectives
 * Breakdown of concepts and sequence
 * Presentation and Activities
 * Evaluation

Introduction and Purpose
You use this section as a business case for the course being designed. describe the purpose of the instruction as well as what needs it will fulfill.

Immediately, you can set a presidence for the general design principles you will use. For example, you can specifically discuss affective elements in the projected content as well as the other domains that will need to be treated.

Description of the Target Audience
You should spend some time analyzing the target audience. This section includes your findings based on your audience analysis. Findings may include audience characteristics like age, socioeconomic status, profession, skill level, education level, etc. You will also want to find out about prior knowledge of the subject matter.

This is the section where you really need to start thinking about the affective domain. What attitudes or emotions does the audience have toward the subject matter. What level of value do they put on the concepts you'll teach? For example, In the movie "Take the Lead" Antonio Banderas plays a ballroom dance instructor. Subject matter? Ballroom dance. Easy enough right? However, he volunteers to oversee detention at an inner city school and teach his trade. His audience? Inner city urban teenagers. Not an exact fit. Click [| here] to see how Antonio catered to the affective needs of his particular audience to get them to dance. It wasn't until Banderas' character learned who his audience was that he found out how to open up his audience to new information. Soon after the scene in the video you just saw, the students started to actively participate. By the end of the movie, the students had attached worth to the new ideas, incorporated them and had become advocates for the new concepts.

Course Objectives
A whole course can be written about objectives. Indeed, Robert Mager has written an entire book dedicated to the subject. Our interest here is in the representation of the affective domain in your objectives. Ask yourself, do I want my learners to value the concepts I'll teach? What am I going to do to get the learner to actively participate with the new information? Remember, affect deals with attitudes, opinion, values, and emotion. Most affective objectives use verbage taken from the domain that our lessons have presented so far. Verbs like volunteer, value, receive, participate, incorporate, defend, etc. help you as a designer to write more precise affective objectives. In Antonio's case, an objective might be: Learners will volunteer to choose a partner to dance with.

Breakdown of Concept/Procedures and Sequenceing
Most courses are dealing with concepts and procedures that fall under other domains. However, like we mentioned on the previous screen, affective elements often accompany cognitive and psychomotor elements. Learners must choose to adopt an idea or skill. Most information a learner receives elicits some emotional response whether it be excitement, boredom, fear, or happiness, you need to deal with these affective elements as you consider your instruction. In this lesson, I specifically chose not to start with the objectives. I wanted to start with Hoops and Yoyo because I figured they would grab your attention and open you up to the content of this lesson. If you're still with me, that means that you are actively participating. Hopefully you are starting to value the need to document your design decisions in a document =).
 * Are there any concepts or procedures that are strictly affective in nature?
 * What parts of the other concepts or procedures have or are influenced by affective elements?
 * What conceptual sequence will be most successful in opening up the learner to the new information?

Presentation and Activities
The heart and soul of any lesson is the presentation of the content. In order to acheive our learning outcomes, we may add a few activities to reinforce concepts, practice procedures, discover new ideas, and so forth. This section of the design document allows you to document your decisions about how you present content and describe in detail what the presentation is, what the generative activities consist of, and how objectives will be met. Once you have considered what affective elements might be present in your content, it is up to you as a designer to consider the style of presentation and the type of activities would best elicit the desired affective behavior. Check out this [| educational website on forests]. The concepts are forests and could be given to a learner in a simple word document to learn about. Why are the forest concepts presented the way they are in the website? What did the designers do to elicit affective behaviors concerning forests? Why is it more effective this way? When I discovered this example to use in my lesson, I found myself getting sucked in by the beautiful pictures and the interesting facts and animations. All of a sudden I wanted to learn more! I think I accidentally stayed on the site for a half an hour before I realized the time! When considering affective behaviors, presentation and activities can mean everything. It could be the difference between the student learning concepts and adopting procedures and not taking the course at all. The design document is where you get your presentation and activity ideas down on paper and flesh them out.

Evaluation
Evaluation is important for several reasons. Towards the top of the list is measure student learning. Have your students met the learning outcomes? Are they performing the desired behavior at the desired level? This section of the design document should outline how you plan to evaluate learning in your context. If you have affective elements in your course, evaluation of these can be difficult. Affective behaviors aren't always visible considering that you are often dealing with values, attitudes, and emotions. The design document allows you to outline your evaluation strategy. A good place to start is Kirkpatrick's four levels: Click Next to see if the design documents support their corresponding learning objectives.
 * Level one evaluation can sometimes reveal whether or not you've achieved affective outcomes. Students are able to express their opinions and feelings about the subject matter and whether or not they value what they have learned.
 * Level two evaluation can be very difficult in evaluating affect and may not accurately tell you if the student has learned affective behaviors. However, use of short answer and essay questions will be more effective in finding out about affect.
 * Level three evaluation is a good way of evaluating affect. You can easily see if the learner values a behavior, adopts a behavior or advocates a behavior by observing them on the job or in the target environment. Take our Hoops and Yoyo example. Suppose I used the video on opening a door to teach students this very concept. After the 'course' I give out a survey (level one). Students respond telling me how much they liked the video, they know they should be polite, it was so funny, etc. I also give a test (level two) to see if they know how to politely open a door. Most do well. Then, I perform a stake out on each student following them and observing them each time they approach a door with someone else. If they have learned the affective behaviors, what should I observe?
 * If they just received the information, they might not open the door very often
 * If they actively participated, they probably are opening the door more often then not and it's done nicely.
 * If they valued the concepts, They probably open the door very kindly most of the time and in the off chance they noticed when they didn't, they might apologize.
 * If they have incorporated the new ideas, they habitually open the door, rarely if ever missing and are always kind.
 * If they've become and advocate of the new behavior, not only is it habit and they are always kind but they are actively sharing their new knowledge with others and attempting to get others to adopt the behavior as well.
 * Level four evaluation is another good way of measureing affective performance. Better results usually mean adopted behaviors and vice versa.

title: Design Document Elements


text:
Wikipedia:Articles for deletion/The Hollies: Their Twenty Greatest Hits

The result was   delete. Missvain (talk) 05:23, 17 February 2015 (UTC)

The Hollies: Their Twenty Greatest Hits

 * – ( View AfD View log  Stats )

A non-notable compilation album. Fails WP:NALBUM Vanjagenije (talk) 20:03, 10 February 2015 (UTC)
 * Automated comment: This AfD was not correctly transcluded to the log (step 3). I have transcluded it to Articles for deletion/Log/2015 February 10.  —cyberbot I   Talk to my owner :Online 23:36, 10 February 2015 (UTC)
 * Note: This debate has been included in the list of New Zealand-related deletion discussions. • Gene93k (talk) 20:05, 11 February 2015 (UTC)
 * Note: This debate has been included in the list of Albums and songs-related deletion discussions. • Gene93k (talk) 20:05, 11 February 2015 (UTC)

 * Delete per nom. There is not even an assertion of notability. Bearian (talk) 23:20, 16 February 2015 (UTC)


text:
Wikijunior:Solar System/Mars

Mars Facts: Mars is the fourth planet from the Sun. It is called a terrestrial planet because its outer layers are made of rocky material like the Earth.
 * Mars is red because of rust in the surface rocks
 * A volcano on Mars called Olympus Mons is the highest mountain in our Solar System.
 * Mars has polar ice caps that look like the ones on ../Earth/.
 * Mars has ancient river beds where scientists think liquid water flowed millions or billions of years ago.
 * The Tooting crater on Mars was named after a suburb in London because the discoverer "thought [his] mum and brother would get a kick out of having their home town paired with a land form on Mars".

How big is the planet?
Mars is the second smallest of the eight major planets in the Solar System. Only Mercury is smaller. It is nearly 7,000 kilometres (km) wide; just over half the width of the Earth. Its volume is about 15% of the Earth. Since a lot of the Earth is covered by water, the total surface area of the Mars is nearly as large as all of the land on the Earth. It is possible that its size may eventually permit human colonies.

What is its surface like?

The surface of Mars is a lot like a desert on Earth; it is very dry and dusty, but it is also very cold. There are a lot of loose rocks and dunes of fine sand. Crater impacts mark the surface, but these are not as common as on the Moon. One of the craters is the huge Hellas Planitia. It is about half the size of the continental United States. The southern half of the planet has more craters than in the north. The south is also higher in elevation.

There is an area on Mars called the Tharsis Bulge, which has four huge volcanoes. These volcanoes have not erupted for millions of years. The largest volcano is called Olympus Mons. It is 27 km tall, making it the highest mountain in the Solar System; more than three times higher than Mount Everest on Earth. It is 625 km across and takes up an area as big as the US state of Arizona. Mars also has a huge canyon called the Valles Marineris. It is much bigger than the Grand Canyon on Earth. It is 4000 km long, up to 7 km deep and up to 200 km wide. Scientists think that when the Tharsis Bulge was created, the surface of Mars cracked to form the Valles Marineris.

Like the Earth, Mars has ice caps at its poles. However, they are made from frozen carbon dioxide as well as ice. During the Martian winter at each pole, the cap grows as carbon dioxide from the atmosphere freezes. The cap shrinks again during the Martian summer. As on Earth, when it is winter at one pole it is summer at the other.

In some places, there are dry channels that look like they were made by running water. So, a long time ago Mars may have had lakes and streams made of water. Now all of the water is frozen into ice under the surface.

There is an atmosphere on Mars, but it is very thin. There is also much more carbon dioxide in it than oxygen. (Oxygen is the gas we need when we breathe in; carbon dioxide the gas we get rid of when we breathe out.) So, we would need spacesuits to visit Mars. The atmosphere helps protect the surface from smaller meteorites.

When Mars comes closest to the Sun, the atmosphere can stir up storms of dust. Some of these storms are gigantic; they can cover the entire planet in clouds of dust. Dust storms on Mars can last for hundreds of days, with wind speeds of up to 200 kilometres per hour. Huge storms like these have been seen from the Earth through telescopes.

How long is a day and year on this planet?
One day on Mars is only 39 minutes and 35 seconds longer than a day on Earth (1.026 Earth days). A year on Mars is almost two Earth years long (687 Earth days).

Much like the Earth, the axis of rotation of Mars is tilted at an angle. This tilt causes seasons on Mars as it travels around the Sun. Summer occurs on the half of the planet that is tilted toward the Sun, and winter on the other half. After half a Martian year has passed, the seasons are reversed. But these seasons are about twice as long as on Earth.

What is it made of?

The outer, rocky surface of Mars is called the crust. Most of the crust is made from basalt, a type of rock made when lava grows cold.

Like the Earth, Mars has a thick layer of rock below the crust called the mantle. The mantle is much hotter than the crust, and the mantle rock is partly molten. But the crust on Mars has grown thick, so the lava from the mantle no longer reaches the surface. There are volcanoes on Mars, but they are no longer active.

At the center of Mars is a core made of the metals iron and nickel. If Mars were the same size as the Earth, the core of Mars would be smaller than the Earth's core. So a larger amount of Mars is made out of rock. Because rock is lighter than the metals in the core, Mars has a lower density than the Earth.

How heavy would I be on Mars?

If you were on Mars, you would be lighter, as Mars' gravity only has a force about two fifths as strong as the that of Earth's. You could lift objects that weigh almost three times as much compared to similar objects here on the Earth. You could jump up almost three times higher, and it would take much longer to fall to the ground from the same height.

Even though it looks as though you would be like a comic-book hero on Mars, there are some things you couldn't do. Although a big rock would weigh less and you could pick it up, it would still have the same mass. If you tried to catch it, it would knock you over, and if it landed on you it would crush you. A car on the surface of Mars would need the same amount of power to speed up, although going uphill would be less of a problem. It may, however, need more room to stop. Because of the reduced gravity a vehicle would not "grip" the ground on Mars as strongly, but the constant mass would keep the vehicle moving just as strongly, making it easy to go into a skid.

Who was it named after?
In Roman mythology, Mars was the god of war and agriculture. The planet Mars was named this because the planet looks red like blood, from rust in its surface rocks.

Who discovered Mars?
Nobody knows, but the earliest records we know of were by Ancient Egyptians, more than 4000 years ago, noting Mars' movement. On one pharaoh's tomb, named Seti I, Mars is drawn on the ceiling. The Babylonians (in the Middle East), Chinese, and Greeks also studied Mars more than 3000 years ago. The Greeks learned about Mars from the Babylonians, and since the Babylonians called it their god of war, named Nergal, the Greeks called it their own god of war, Ares. Exploration of Mars was first attempted in 1960, with Mars 1. It failed, along with several other missions by the Soviet Union in the 1960s. The first successful mission to Mars was in 1964, by Mariner 4, by the U.S. Most of the other Mariner missions to Mars were successful. The last Mariner mission to Mars, Mariner 9, got there in the midst of a dust storm, and orbited the planet for several months before it could get a good look at the surface. So far, all these missions were flybys or orbiters. The first spacecraft to land on Mars was Viking 1 in 1976. Viking 2 landed 19 days later. Together, they took many good pictures of Mars' surface. Next Topic: Asteroid belt

title: Wikijunior:Solar System/Mars


text:
Wikipedia:Articles for deletion/Kitty Flynn

The result was delete. - Mailer Diablo 16:53, 16 August 2006 (UTC)

Kitty Flynn
Article about a person with a very flimsy notability claim (she "continued to sleep with" Adam Worth after marrying someone else). No reference for this claim nor other context. Google gives up little. I am staying out of the discussion since I don't know enough to decide to delete or not. Andrew Levine 15:10, 11 August 2006 (UTC)
 * Delete notablity can not be had by association.-- Brian ( How am I doing? ) 15:51, 11 August 2006 (UTC)
 * Delete as non-notable. Akradecki 15:52, 11 August 2006 (UTC)
 * Delete per nom. Dev920 17:17, 14 August 2006 (UTC)
 * Delete per nom. Dev920 17:17, 14 August 2006 (UTC)


text:
Wikipedia:Articles for deletion/Ashley Crowe

The result was delete. Jo-Jo Eumerus (talk, contributions) 19:14, 28 September 2017 (UTC)

Ashley Crowe

 * – ( View AfD View log  Stats )

A BLP cited only to tabloid newspapers. A search for sources only returns self-published links and tabloids too. Ritchie333 (talk) (cont)  15:29, 21 September 2017 (UTC)
 * Delete - fails WP:BAND. Rogermx (talk) 15:37, 21 September 2017 (UTC)
 * Note: This debate has been included in the list of England-related deletion discussions. Mark the trainDiscuss 17:17, 21 September 2017 (UTC)
 * Note: This debate has been included in the list of Bands and musicians-related deletion discussions. Mark the trainDiscuss 17:17, 21 September 2017 (UTC)

 * Delete a non-notable singer.John Pack Lambert (talk) 23:07, 21 September 2017 (UTC)


text:
User:Eclecticology

I live in Richmond, BC, Canada, and first became a registered Wikipedian on 2002-02-17. I also became very active in Wiktionary and Wikisource from their earliest days, and have been a bureaucrat on both of these projects. Recently my activity has been limited to Wiktionary. I attended Wikimania in both 2005 and 2006, and can attest to the value that such personal contact brings to editing in whatever project may interest me at the moment. Eclecticology 17:46, 22 August 2006 (UTC)

title: User:Eclecticology


text:
2017 Women's European Volleyball Championship squads

This article shows the rosters of all participating teams at the Women's European Championship 2017 in Baku and Ganja, Azerbaijan and Tbilisi, Georgia.

Overview
Each of the 16 teams submitted a preliminary 'long list' with a maximum of 22 players, for the final tournament a maximum of 14 players from the 'long list' were eligible to compete.

Key

 * Player positions:
 * LB – Libero
 * MB – Middle Blocker
 * OP – Opposite
 * OS – Outside Hitter / Spiker
 * ST – Setter

The following is the Azerbaijan roster in the 2017 Women's European Volleyball Championship. Only the players in bold took part in the final tournament (see 'Overview' section).

Head coach: Faig Garayev * For players positions, see 'Key' section.

The following is the German roster in the 2017 Women's European Volleyball Championship. Only the players in bold took part in the final tournament (see 'Overview' section).

Head coach: Felix Koslowski * For players positions, see 'Key' section.

The following is the Hungarian roster in the 2017 Women's European Volleyball Championship. Only the players in bold took part in the final tournament (see 'Overview' section).

Head coach: 🇮🇹 Alberto Salomoni * For players positions, see 'Key' section.

The following is the Polish roster in the 2017 Women's European Volleyball Championship. Only the players in bold took part in the final tournament (see 'Overview' section).

Head coach: Jacek Nawrocki * For players positions, see 'Key' section.

The following is the Belarusian roster in the 2017 Women's European Volleyball Championship. Only the players in bold took part in the final tournament (see 'Overview' section).

Head coach: Piotr Khilko * For players positions, see 'Key' section.

The following is the Croatian roster in the 2017 Women's European Volleyball Championship. Only the players in bold took part in the final tournament (see 'Overview' section).

Head coach: Miroslav Aksentijević / Igor Lovrinov * For players positions, see 'Key' section.

The following is the Georgian roster in the 2017 Women's European Volleyball Championship. Only the players in bold took part in the final tournament (see 'Overview' section).

Head coach: Paata Ulumbelashvili * For players positions, see 'Key' section.

The following is the Italian roster in the 2017 Women's European Volleyball Championship. Only the players in bold took part in the final tournament (see 'Overview' section).

Head coach: Davide Mazzanti * For players positions, see 'Key' section.

The following is the Bulgarian roster in the 2017 Women's European Volleyball Championship. Only the players in bold took part in the final tournament (see 'Overview' section).

Head coach: Ivan Dimitrov * For players positions, see 'Key' section.

The following is the Russian roster in the 2017 Women's European Volleyball Championship. Only the players in bold took part in the final tournament (see 'Overview' section).

Head coach: Vladimir Kuzyutkin / Konstantin Ushakov * For players positions, see 'Key' section.

The following is the Turkish roster in the 2017 Women's European Volleyball Championship. Only the players in bold took part in the final tournament (see 'Overview' section).

Head coach: 🇮🇹 Giovanni Guidetti * For players positions, see 'Key' section.

The following is the Ukrainian roster in the 2017 Women's European Volleyball Championship. Only the players in bold took part in the final tournament (see 'Overview' section).

Head coach: Gariy Yegiazarov * For players positions, see 'Key' section.

The following is the Belgian roster in the 2017 Women's European Volleyball Championship. Only the players in bold took part in the final tournament (see 'Overview' section).

Head coach: Gert Vande Broek * For players positions, see 'Key' section.

The following is the Czech roster in the 2017 Women's European Volleyball Championship. Only the players in bold took part in the final tournament (see 'Overview' section).

Head coach: Zdeněk Pommer * For players positions, see 'Key' section.

The following is the Dutch roster in the 2017 Women's European Volleyball Championship. Only the players in bold took part in the final tournament (see 'Overview' section).

Head coach: 🇺🇸 Jamie Morrison * For players positions, see 'Key' section.

The following is the Serbian roster in the 2017 Women's European Volleyball Championship. Only the players in bold took part in the final tournament (see 'Overview' section).

Head coach: Zoran Terzić * For players positions, see 'Key' section.


text:
insinuo

Etymology
From.

Verb

 * 1) to put, place, or thrust into the bosom
 * 2) to bring in by windings and turnings
 * 3) to make one's way to; to get to
 * 4) to penetrate, enter, steal into
 * 5) to land
 * 6) to insinuate, ingratiate oneself
 * 7) to introduce, recommend, make favorably known
 * 8) to initiate, introduce into
 * 9)  to publish, make known

title: insinuo


text:
File talk:Windows Phone 7 Timeline.svg

Can this be updated with version 7.8 ? - Bevo (talk) 15:18, 12 July 2012 (UTC)

title: File talk:Windows Phone 7 Timeline.svg


text:
Trilok Pratap Rana

Trilok Pratap Rana (1933-2014) was a Nepalese judge who served as 10th Chief Justice of Nepal, in office from 15 February 1997 to 17 September 1997. He was appointed by the then-king of Nepal, Birendra.

Rana was preceded by Surendra Prasad Singh and succeeded by Om Bhakta Shrestha. He was also a former president of SAARC Law Nepal.

title: Trilok Pratap Rana


text:
Ada Programming/Delimiters/=

Operator
The operator = compares two values on equality. It is predefined for all non limited types.

Wikibook

 * Ada Programming
 * Ada Programming/Delimiters

Ada 2005 Reference Manual

|= =

title: Ada Programming/Delimiters/=


text:
User:Sulav panta/sandbox

'Value of time Time is precious and priceless for everyone, so we never waste time. We should use our time properly in positive manner. Let your kids know about the value of time from their childhood using such simple and easily written essay on value of time. We have provided various value of time essay for the use of school students.

title: User:Sulav panta/sandbox


text:
User:Alba/Workspace/Cleanup help proposal

Welcome to the Cleanup Bucket! You probably reached this page by clicking on link from a page marked for Cleanup. We're doing our best to clean up Wikipedia, as part of the general effort to maintain Wikipedia. To do so, we need your help to fix articles.

If you can easily fix the problems on a page, we encourage you to register, be bold, and edit it yourself -- on Wikipedia, everyone is an editor!

Otherwise, please help by taking a few moments to sort out the problem with the page. It's easy! Click on a description in the table of contents, then find the best description(s) of the page's problem. There will be a word or phrase in  [ . Copy that (the brackets and everything in them); click "edit this article" on the page with a problem, and paste it into the top of the page. Then click "Save page". Voila! The page is now on a list of pages with similar problems, and will get the wikilove it deserves.

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text:
Extraterrestrial life/Search for life on Mars

There is evidence that liquid water might currently exist on Mars and that liquid water may have been even more common on Mars in the past. Has there ever been life on Mars?

Possible data
Probably the strongest claim that we have data in hand comes from study of Mars meteorite ALH84001. This is the Martian rock first reported in 1996 to possibly contain evidence of fossilized microbial life. It has been estimated that ALH84001 was knocked off of the surface of Mars 20 million years ago during the formation of an impact crater. In 2005 it was reported by Vicky Hamilton of the University of Hawaii that the mineral composition of ALH84001 matches one known location on Mars, Eos Chasma, part of the Valles Marineris canyon system. It has been suggested that this might be a good target for a mission to Mars that would seek signs of past life.

Activities
What other locations on Mars are potential targets for missions that will test for signs of life? Add them to new sections of this page.


text:
Anthony Farrar-Hockley

General Sir Anthony Heritage Farrar-Hockley (8 April 1924 – 11 March 2006), nicknamed Farrar the Para, was a British Army officer and a military historian who fought in a number of British conflicts. He held a number of senior commands, ending his career as Commander-in-Chief of NATO's Allied Forces Northern Europe. Throughout his four decades of army life, he spoke plainly, and both before and after his retirement in 1982 wrote on the conflicts he had experienced and the Second World War.

Personal life
Anthony Farrar-Hockley was born in Coventry, Warwickshire, England, on 8 April 1924, the son of Arthur Farrar-Hockley, a journalist, and Agnes Beatrice (née Griffin). He was educated at Exeter School, and at the age of 15 he ran away at the start of the Second World War and enlisted in the Gloucestershire Regiment, a line infantry regiment of the British Army. The fact that he was underage was soon discovered and he was discharged and had to wait to be re-enlisted in 1941. He was promoted to sergeant while still aged 17 and only 18 when he was commissioned into the Wiltshire Regiment, before transferring to the Parachute Regiment in November 1942. He fought with the 6th (Royal Welch) Parachute Battalion, part of the 2nd Parachute Brigade, in Italy and Southern France. Later he won the Military Cross (MC) in 1944 while fighting the communist rebellion in Athens during the Greek Civil War.

On 7 July 1945 in St Peter's Church, Ealing, Farrar-Hockley married Margaret Bernadette Wells with whom he had three sons (two of whom survive). His first wife died in 1981 and he married Linda Wood in 1983. Following in father's footsteps his elder son Charles Dair Farrar-Hockley also won an MC fighting with the Parachute Regiment in the Falklands War.

During his mid-career Farrar-Hockley was carrying out research and publishing. He established a reputation as an authority on the First World War, publishing The Somme (1964) and Death of an Army (1968). By way of sabbatical during his military career he spent time (1968–1970) at Exeter College, Oxford as a Defence Fellow, working on a research project into the social effects of National Service in Britain and publishing two other books. He gained a BLitt at Oxford University.

Military career
At the outbreak of the Second World War in September 1939, at the age of 15, Farrar-Hockley ran away from school and enlisted in the ranks with the Gloucestershire Regiment. After the discovery of his age he was discharged. In 1941 he enlisted again and was posted to the 70th (Young Soldiers) Battalion, Glosters. In November 1942 he was commissioned and posted to the new 1st Airborne Division seeing action with the Parachute Regiment in Italy, France and Greece. He was still only 20 in 1944 when he was given command of a company in the 6th (Royal Welch) Parachute Battalion and later won a Military Cross in Greece whilst resisting the communist rebellion in Athens.

After post-war service with the Gloucestershire Regiment, having gained a permanent commission in that regiment in April 1945, in Palestine during the Palestine Emergency, Farrar-Hockley fought in the Korean War, still with the Glosters as adjutant. He provided inspiring leadership during the Battle of the Imjin River and fight for Hill 235. "A" Company had undergone lengthy attack, taken severe officer casualties and was struggling. Farrar-Hockley volunteered to reinforce the company and his presence had an immediate effect. The company were able to retrench and hold on for some time. Nevertheless, they became surrounded, ran out of ammunition, and after hand-to-hand fighting with bayonets were ordered to withdraw. Farrar-Hockley organised an orderly withdrawal but as one of the last to leave the position he was captured. The Glosters became known as the Glorious Glosters and he was awarded the Distinguished Service Order, although he was a captain and the DSO was usually reserved for more senior ranks. His citation stated:

"Throughout this desperate engagement on which the ability of the Battalion to hold its position entirely depended, Captain Farrar-Hockley was an inspiration to the defenders. His outstanding gallantry, fighting spirit and great powers of leadership heartened his men and welded them into an indomitable team. His conduct could not have been surpassed."

Farrar-Hockley spent two years as a prisoner of war. He was mentioned in despatches for his conduct. After active service in the Cyprus Emergency (1956), Egypt (1956) and Jordan (1958), he spent some time at Royal Military Academy Sandhurst as chief instructor (1959–1961)

In 1962 Farrar-Hockley took command of 3rd Battalion, Parachute Regiment in the Persian Gulf. While there possibly the greatest feat of arms of his career took place in 1964 during the Aden Emergency when his battalion captured a stronghold held by nationalist and tribesmen in the Radfan mountains of north of Aden at Wadi Dhubsan. For this action Farrar-Hockley was awarded a Bar to his DSO.

In 1965 Farrar-Hockley was posted as Chief of Staff to the Director of Operations in Borneo in the Far East. Indonesia under President Sukarno was confronting Malaysia. Secret and unattributable cross-border operations which Farrar-Hockley helped to organise on Indonesian territory helped bring the ill-judged military confrontation to an end.

After commanding (1966–1968) the 16th Parachute Brigade and his fellowship at Exeter College, Oxford (1968–1970), Farrar-Hockley was promoted to major general and appointed as the first Commander Land Forces in Belfast where he was the first senior officer to acknowledge publicly that the IRA was behind the violence. After this he commanded the 4th Division in BAOR (1971–1973) before returning to the Ministry of Defence where he was put in charge of Combat Development for the Army.

After a period as General Officer Commanding South East District (1977–1979), Farrar-Hockley was appointed commander in chief of Nato's Allied Forces Northern Europe. He held this appointment until his retirement from the army in 1982.

Later life
Other positions held by Farrar-Hockley included: ADC General to the Queen (1981–1983), Colonel-Commandant of the Prince of Wales's Division (1974–1980) and of the Parachute Regiment (1977–1983). He was colonel of his Gloucestershire Regiment 1978–1984.

During his retirement Farrar-Hockley carried out historical research and published campaign histories and biographies, he acted as a consultant and was a frequent pundit in the newspapers and on television and radio. He commanded the French at Waterloo in an episode of the brief TV series A Game of War in 1997.

Farrar-Hockley is known to have been a target for the IRA after his name was found on an hitlist in the 1980s. In 1990, his 5-year-old grandson found a bomb attached to a hose in his garden. The bomb failed to explode.

Farrar-Hockley declared to The Guardian that a secret arms network was established in Britain after the war, but refused to say if it still existed. He aroused controversy in 1983 when he became involved trying to organise a campaign for a new home guard against possible Soviet invasion and in 1990, following Italian Prime minister Giulio Andreotti's October 1990 revelations concerning Operation Gladio, a NATO stay-behind network, he revealed that the armed anti-communist secret resistance network across western European had involved Britain.

His honours included: Mentioned in despatches 1943, MC 1944, DSO 1953, Mentioned in despatches 1954, MBE 1957, DSO bar 1964, KCB 1977, GBE 1982.

Works
From British Library catalogue (October 2006).

By himself

 * 1954. The Edge of the Sword. London: Frederick Muller. (later edition ISBN 0-352-30977-6).
 * 1959. True Book about the Second World War. London: Frederick Muller: London.
 * 1966. The Somme. London: Pan. (later edition ISBN 0-330-28035-X).
 * 1967. Death of an army. London : Barker. (later edition ISBN 1-85326-698-1).
 * 1969. The war in the desert. London: Faber & Faber. ISBN 0-571-08949-6.
 * 1970. Airborne carpet: Operation Market Garden. London: Macdonald & Co. ISBN 0-356-03037-7.
 * 1972. Arnhem : parachutisten vallen uit de hemel. Antwerpen : Standaard.
 * 1975. Goughie. The life of General Sir Hubert Gough. London: Hart-Davis, MacGibbon. ISBN 0-246-64059-6.
 * 1976. Infantry tactics. London: Almark Publishing. ISBN 0-85524-255-8
 * 1988. Opening rounds: lessons of military history 1918–1988. London: Deutsch. ISBN 0-233-98009-1.
 * 1990. The British part in the Korean War: Vol.1, A distant obligation. London: HMSO. ISBN 0-11-630953-9.
 * 1994. The army in the air: the history of the Army Air Corps. Far Thrupp, Stroud: A. Sutton Publishing. ISBN 0-7509-0617-0.
 * 1995. The British part in the Korean War: Vol 2, An honourable discharge. London: HMSO. ISBN 0-11-630958-X.
 * to be published 2007. MacArthur (Great Commanders S.). London: Weidenfeld & Nicolson. ISBN 0-297-84684-1

With others

 * Brown, Neville and Farrar-Hockley, Anthony. (1985). Nuclear first use. Buchan & Enright. ISBN 0-907675-26-3
 * Farrar-Hockley, Anthony chapter in: Daniell, David S. (2005). Cap of honour: the 300 years of the Gloucestershire Regiment. Stroud: Sutton. ISBN 0-7509-4172-3.
 * Hamilton, Ian S. M. (ed. Farrar-Hockley, Anthony). (1957). The Commander. London: Hollis & Carter.

title: Anthony Farrar-Hockley


text:
User:Birdienest81/sandbox twelve

The Big Short is a 2015 American biographical comedy-drama film directed by Adam McKay and produced Brad Pitt, Dede Gardner, Jeremy Kleiner, and Arnon Milchan. It was written by McKay and Charles Randolph. The film stars Christian Bale, Steve Carell, Ryan Gosling, and Pitt, with Melissa Leo, Hamish Linklater, John Magaro, Rafe Spall, Jeremy Strong, Finn Wittrock, and Marisa Tomei in supporting roles. Based on Michael Lewis's novel of the same name, the film chronicles how events during the United States housing bubble lead inadvertently to the 2007-08 financial crisis.

After debuting at the AFI Fest on November 12, 2015, Paramount Pictures initially gave the film a limited release in eight theaters in eight theaters in Los Angeles, New York, San Francisco and Chicago on December 11. The film was later given a wide release in the United States on December 23. The film grossed $133 million on a $28 million budget. Rotten Tomatoes, a review aggregator, surveyed 323 reviews and judged 88% to be positive.

The Big Short garnered awards and nominations in a variety of categories with particular praise for McKay's direction, Bale's performance as Michael Burry, and McKay and Randolph's adapted screenplay. It garnered five nominations at the 88th Academy Awards including Best Picture and Best Director for McKay. McKay and Randolph went on to win the award for Best Adapated Screenplay. At the 69th British Academy Film Awards, the film earned five nominations and won Best Adapted Screenplay for McKay and Randolph.

The film received four nominations 73rd Golden Globe Awards and two nominations at the 22nd Screen Actors Guild Awards. At the 27th Producers Guild of America Awards, The Big Short won for Best Theatrical Motion Picture. McKay was nominated for Outstanding Directing – Feature Film at the 68th Directors Guild of America Awards. It was nominated in six categories at the 21st Critics' Choice Awards winning three, including Best Adapted Screenplay, Best Comedy, and Best Actor in a Comedy. The film was named one of the Top 10 Films of 2015 by the American Film Institute.

title: User:Birdienest81/sandbox twelve


text:
Talk:Dirk Müller (racing driver)

External links modified
Hello fellow Wikipedians,

I have just modified 1 one external link on Dirk Müller (racing driver). 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/20070901190836/http://www.fiagt.com:80/driverinfo.php?drivername=Dirk+M%C3%BCller to http://www.fiagt.com/driverinfo.php?drivername=Dirk+M%C3%BCller

Cheers.— InternetArchiveBot  (Report bug) 17:53, 13 December 2016 (UTC)

title: Talk:Dirk Müller (racing driver)


text:
User:Foxnpichu/Who they are now

Sometimes, it is just better to let bygones be bygones.

If a Wikipedian gets blocked or becomes unpopular amongst the community for whatever reason, it is probably a good idea not to hold it against them forever. Remember, people can change, and most of them are capable of doing so, even if it takes a long time. Of course, it is okay to have concern that they could slip back into the normal ways, but remember that you should assume good faith and remember that Wikipedia is not a place to hold grudges.

You have probably made mistakes in the past that you expect others to forgive you for. Therefore, you should also forgive others for their mistakes.

Remember - it's not about who they were before, it's about who they are now.

When this should not be used
Generally, users should not use this as a get out of jail free card. If they do, it could be a sign of gaming the system.
 * The user has only just recovered from their behaviour, typically less than six months ago.
 * The user still acts in the same manner they did previously.
 * The user refuses to understand that they made a mistake, and refuses to apologise for it (or "forgets" to).
 * The user blames their actions largely or entirely on you or others.

title: User:Foxnpichu/Who they are now


text:
Glauburg-Stockheim station

Glauburg-Stockheim station is a station on the Gießen–Gelnhausen railway in the town of Glauburg in the German state of Hesse. It is also at the end of the Nidda Valley Railway (Niddertalbahn) from Bad Vilbel. The Oberwald Railway (Oberwaldbahn) to Lauterbach began here from 1 October 1888 until 1 June 1984. The station is classified by Deutsche Bahn (DB) as a category 5 station.

The station is located in the area of the Rhein-Main-Verkehrsverbund (Rhine-Main Transport Association, RMV).

History
The station was opened on 30 October 1870 with opening of the end of the third section of the Gießen–Gelnhausen railway (Nidda–Büdingen) by the Upper Hessian Railway Company (Oberhessische Eisenbahn-Gesellschaft). The station was originally called Stockheim (Oberhess). On 1 October 1888, the Stockheim–Gedern section of the Oberwald Railway was opened. This section was, in effect, the oldest part of the Nidda Valley Railway. Exactly 17 years later, on 1 October 1905, the Nidda Valley Railway was extended to the south to Nidderau. There was no through traffic between Bad Vilbel and Lauterbach until 1 June 1907.

Passenger services on the Stockheim–Lauterbach line ended on 28 September 1975. Freight traffic operated on the Stockheim–Gedern line until 1 June 1984. On 10 June 2001, the whole line between Stockheim and Lauterbach was closed.

In 2008, the Nidda Valley Railway was upgraded. This included, among other things, the renewal of all the stations. All the platforms at the halts and the stations of Nidderau, Niederdorfelden and Glauburg-Stockheim were renewed and raised to the level of the exits of the double-deck coaches used on the line (76 cm). Since 4 May 2008, services have been operated on the line at weekends. On the same day RMV bus route 5150 (formerly DB bus route 650), which had run between Bad Vilbel and Nidderau, was closed completely.

Platforms
The station has three platform tracks. The “house” platform (platform 1) is used exclusively for services on the Nidda Valley Railway towards Nidderau, Bad Vilbel and Frankfurt Central Station. The central platform (tracks 2 and 3) is served primarily by Hessische Landesbahn services on the Gießen–Gelnhausen railway to Giessen via Nidda, Hungen and Lich and to the south towards Gelnhausen via Büdingen. Trains in both directions use track 2, track 3 is usually used only to allow trains to pass. Occasionally trains from Bad Vilbel running on the Nidda Valley Railway terminate on track 3.

Entrance building
The Nidda Valley Railway is popularly known as the Stockheimer Lieschen ("Stockheim Lizzie") because there used to be a station restaurant in Glauburg-Stockheim station operated by Liesel Brand, where many passengers and railway staff stopped at the end of the line.

After long years of neglect, the station building was privatised in 2006 and partially restored. The station restaurant has been modernised and reopened as a bistro. In the former offices, there is a model railway (Modellbahnhof Stockheim), which has a focus on the Nidda Valley Railway during the 1950s and 1960s.

Operations
On weekdays, Deutsche Bahn operates RB 34 services on the Nidda Valley Railway every hour to Frankfurt Hauptbahnhof. Additional services run to Bad Vilbel from Monday to Friday during peak hours to reduce the interval between services to half an hour. On Sundays the trains run every two hours only as far as Bad Vilbel.

On the Gießen–Gelnhausen railway, RB 46 services are operated by Hessische Landesbahn with GTW 2/6 sets at hourly intervals between Gießen and Gelnhausen. In the morning peak and after lunch an extra service runs to Gelnhausen and in the evening peak an extra service runs from Gelnhausen.

Buses
Stockheim station is served by several regional bus routes. From 1 May to 31 October each year routes VB-90 to VB-95 of the Vogelsberger Vulkan-Express (Vogelsberg Volcano Express, Vex) operate. Route VB-90 runs from Stockheim station via Gedern, Grebenhain, Herbstein and Lauterbach. Route VB-94 runs from Büdingen via Stockheim and Gedern to Hoherodskopf.

title: Glauburg-Stockheim station


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User:Bjohnstonn

Film and Media student and Nicki Minaj enthusiast. Favourite cheese: Halloumi. Favourite Episode of The X-Files: Post-Modern Prometheus.

title: User:Bjohnstonn


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Category:Latvia men's under-21 international footballers

This category is for footballers who have appeared for the Latvia national under-21 football team.


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Burchard

Burchard, Burkhardt and related spellings may refer to:

People

 * Burchard (name), Burchard and all related spellings as a given name and surname
 * Burckhardt, or (de) Bourcard, a family of the Basel patriciate
 * Burchard-Bélaváry family, an aristocratic family of Hungarian origin, originally called Both de Szikava et Bélavár

Places in the United States

 * Burchard, Minnesota
 * Burchard, Nebraska
 * Burkhardt, Wisconsin

Other uses

 * Burckhardt (crater), a lunar impact crater
 * Burkhardt (grape) (also Burkhardt's Prince), a French red wine grape better known as Aramon
 * Burckhardt Compression, Swiss compression technology enterprise

title: Burchard


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готовити

Etymology
..

Verb

 * 1) to prepare

Etymology
.

Verb

 * 1)  to prepare, to make ready, to arrange
 * 2)  to prepare, to cook, to make make food ready for consumption

title: готовити


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Irving São Paulo

José Irving Santana São Paulo (October 26, 1964 – August 10, 2006) was a Brazilian actor.

Born in Feira de Santana, Bahia, Irving São Paulo was the son of Brazilian director Olney São Paulo. He had been active in both television and films since the late 1970s.

He was diagnosed with necrotizing pancreatitis and hospitalized in the Copa D'Or hospital in Rio de Janeiro, Brazil on July 31, 2006. He died from multiple organ failure in Rio de Janeiro on August 10, 2006 at the age of 41. Left two sons, Johann Irving Luporini São Paulo (02/10/1983) and Luiz Henrique de Magalhães Dias Coelho São Paulo (02/05/1985). His brother Ilya São Paulo was also an actor.

Filmography

 * A Noiva da Cidade (1978)
 * Muito Prazer (1979) as Leleu
 * Luz del Fuego (1982)
 * Final Feliz (1982-1983, TV Series) as Rafael
 * Champagne (1983-1984, TV Series) as Zé Rodolfo
 * Bebê a Bordo (1988-1989, TV Series) as Bad Cat
 * Assim na Tela Como no Céu (1990) as Espírito Santo
 * A História de Ana Raio e Zé Trovão (1990-1991, TV Series) as Minho
 * Perigosas Peruas (1992, TV Series) as Johan
 * Mulheres de Areia (1993, TV Series) as Zé Luís
 * A Viagem (1994, TV Series) as José Carlos Barbosa (Zeca)
 * Você Decide (1995-1998, TV Series) as Valdecir
 * Torre de Babel (1998-1999, TV Series) as Gilberto (uncredited)
 * A Muralha (2000, TV Mini-Seires)
 * Cascalho (2004)
 * Um Só Coração (2004, TV Mini-Series) as Geraldo Ferraz
 * O Veneno da Madrugada (2005) as Ruy Guerra (final film role)

title: Irving São Paulo


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User:MSSmedia

MSSmedia is a media and marketing firm based in Miami, FL. Founded in 2003 by Michael Sheldon as an outdoor advertising company, MSSmedia now specializes in full-service communications for government agencies, higher learning institutions, lifestyle and hospitality brands.

title: User:MSSmedia


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Gaziya

Gaziya (Газия; Kaitag: Гъазийа) is a rural locality (a selo) in Barshamaysky Selsoviet, Kaytagsky District, Republic of Dagestan, Russia. The population was 388 as of 2010. There are 2 streets.

Geography
Gaziya is located 6 km southwest of Madzhalis (the district's administrative centre) by road. Khungiya and Mizhigli are the nearest rural localities.

Nationalities
Dargins live there.

title: Gaziya


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Economic Classroom Experiments/The Wallet Game

Hand Run Version
Students bid for an object in a first-price auction. Each receives an independently drawn signal of the value of the object. The actual value is the sum of the signal.

Objectives for learning (Intended Learning Outcomes)

 * 1) Strengthening understanding of rules behind first-price auction.
 * 2) Concept of common value auction but private information about value.
 * 3) Intuition behind Bayes’ Rule. (Given that you win, the value of the others’ signals are lower.)
 * 4) Understand of the Winner’s curse.

Suitable modules.
Financial Markets and Decisions, Advanced/MSc Micro.

Level (year of programme):
Third year or MSc or MBA.

Prerequisite knowledge:
Knowledge of first price auctions.

Procedures/tips for instructors
Divide students in three groups (or how many bidders you want). Give the students index cards with randomly drawn signals [0,10] written on them. (You can get these from random numbers excel file.) Write their group (A,B or C) on the card for them (they may forget). Have them write their bids on the cards. Collect the cards and show bids, signals on the board. Determine winner and profit of the winner. Repeat one or two times.

Tip. You may want to write 4 numbers per card and randomly choose one to count. Worthwhile to write all 4 bids on the board and chose the one that counts after all numbers are displayed. (The random selection process can be done by flipping a coin twice (HH is 1, HT is 2, TH is 3, TT is 4) or writing the numbers 1 to 4 on the slips of paper and have one student select the winner.

Tip. For excitement you can pay (or get paid) for the winner. Use a conversion such as winnings are divided by 10 and given in pounds.

Tip. Group sizes should not be larger than 3 to 4 students. For larger classes, either increase the number of groups in the game or randomly select a subset of groups that count in the experiment. For instance if the class size is 60, you can have 20 groups of 3 and select 4 of these 20 groups to count (writing the bids on the board and the value is the sum of only these 4 groups).

The equilibrium bidding is described by $$b=\frac{(N+2)(N-1)}{2N}\cdot V$$ (see slides for derivation). For N=2, this is just b=V.

Topics/questions for class discussion
Can be described as a takeover battles where bidder 1 knows the value of one of the target's divisions and bidder 2 knows the value of the other division.

Myopia would have one think the value is $$N \cdot V$$ and bid $$(N-1)/N$$ times this equals $$(N-1)\cdot V$$. Actual expected value is $$(N-1)\cdot {V\over 2}+V=(N+1)\cdot {V \over 2}$$. Another possibility is that expect everyone else’s signal to be ½ times highest possible signal. Then using the above analysis expected value is $$V+{1\over 2} \cdot 10\cdot (N-1). $$ Hence, in both cases there could be a winner’s curse.

As N increases, your information becomes less useful, however, the competition becomes fiercer. If true value were average of the signals (rather than sum), then a graph of bid/V vs. N looks like. The above graph shows that competition increases bids for smaller N, Winner’s curse hurts bids more for higher N.

What happens when N is large? Your bid approaches the expected value of the object if you win.

Instructions for students.

 * You know how much money is in your wallet.
 * You do not know how much money is in the wallet of others.
 * Each wallet has money is drawn uniformly on [0,10].
 * We will run a first-price auction on the sum of three wallets (including yours).

also see slides.

Results and feedback:
Most groups bid $$3+0.8\cdot V$$, i.e., overbidding for all signals but particularly for low signals.

Computerized Experiment
Students bid for an object in a first-price auction. Each receives an independently drawn signal of the value of the object. The actual value is the average of the signals.

Procedure
This experiment is run on Charlie Holt’s website. See tip sheet for his website.

For an introduction see http://veconlab.econ.virginia.edu/cv/cv.php

To set up a session http://veconlab.econ.virginia.edu/cv/cv_admin_login.php

The equilibrium bidding is described by $$b=\frac{(N+2)\cdot(N-1)}{(2N\cdot N)} \cdot V$$ (see slides for derivation). For $$N=2$$, this is just $$b=V/2$$.

Further reading:

 * Auctions with Almost Common Values: The "Wallet Game" and its Applications European Economic Review, 1998. Paul Klemperer. http://www.nuff.ox.ac.uk/economics/papers/1998/w3/wallwebb.pdf

 * Ch. 21 of Webgames and Strategy: Recipes for Interactive Learning, Charles Holt, forthcoming, Addison-Wesley, 2006.
 * Holt and Sherman (2000), ""Risk Aversion and the Winner's Curse,"," Working Paper, University of Virginia. http://www.people.virginia.edu/~cah2k/wincurse.pdf

This page was first created by Toddkaplan 10:07, 9 April 2007 (UTC)


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Instructional design/Affective behaviors/Character Education - Back in Style

"Character is higher than intellect. A great soul will be strong to live as well as think." - Ralph Waldo Emerson

"Education has for its object the formation of character." - Herbert Spencer

Welcome to the lesson on character education. You should have reviewed the other lessons in the affective domain module and now have a better understanding of what the affective domain is and that it is concerned primarily with feelings, attitudes and behaviors. Since character education is all about feelings, attitudes and behaviors, instructional theory and strategies for it are related to the affective domain (although the other domains - cognitive, psychomotor and interpersonal - are also involved).

Please note that the outline and information for this lesson on character education is taken from Thomas Lickona's Character Education: The Cultivation of Virtue theory as presented in the book Instructional-Design Theories Volume II. Additional resources have also been used throughout the lesson and are cited.

Before we review the learning objectives for this lesson and get started, take a minute to watch the following video. from The Foundation for a Better Life.While you are watching the video, think about why Pedro’s soccer ball was returned to him. Keep this in mind, as we will come back to Pedro and his soccer ball later on in the lesson.

Learning Goals & Objectives
In this lesson, you will learn what character and character education is. This will be done by reviewing the history, character, goals and psychological components of character education. You will also learn about specific strategies, guidelines and assessment relating to character education development. At the end of this lesson, you should possess a basic understanding of what character and character education is as well as a basic understanding of the specific strategies, guidelines and assessment relating to character education development. A review activity "In the Character Education Designer's Shoes" is provided at the end of the lesson to help you tie everything together in order to help you design character education.

Additionally, you should be able to:

 * List at least five values upon which this theory is based.

 * List the three goals of character education.

 * List the six pillars of character education and provide an example for each one.

 * Identify character education strategies as either being classroom strategies or school-wide strategies when presented with a list of strategies.

 * List the six guidelines presented by Simonson and Maushak (2001) for effective design of attitude instruction.

 * List the three key instructional approaches relating to the behavioral aspects of attitude learning presented by Smith and Ragan (1999).

What is Character?
The word 'character' has many different connotations and uses. For example:
 * A person represented in a drama, story, etc.
 * A person who seems a bit larger than life might also be called 'a real character'.
 * 'Character' is often considered to refer to how 'good' a person is - in other words, a person who exhibits personal qualities which fit with those considered desirable by a society might be considered to have a good character and developing such personal qualities is often then seem as a purpose of education. Commonly emphasized qualities include honesty, respect, and responsibility.
 * Here are the dictionary definitions of character.
 * Here's a few more definitions from Googlism:
 * character is what you do when no one's watching
 * character is what you are in the dark
 * character is needed to lead a good life
 * character is higher than intellect
 * character is the jewel of human life
 * character is the only secure foundation of the state
 * character is in the eye of the beholder
 * character is defined by what you do
 * character is shaped in the womb
 * Quotes about character by presidents of the United States

The above definitions of character can be summed up as follows:

 * Character is the acquisition, internalization, and application of commonly held and time-honored principles that promote optimal personal growth, establish an upright citizenry, and support the common good.

Now, think back to the video you watched at the beginning of this lesson about Pedro and his soccer ball. Why did Pedro get his soccer ball back? Because, the boy who found it had good character. At some point he was taught that it was bad to steal (or to keep something that isn’t yours). He then internalized it, meaning that he believed it is wrong to keep something that isn’t yours, and then as we see in the video, he applied what he learned by giving the soccer ball back to Pedro. This is an example of someone who has developed good character.

Now that we have defined what character is and have viewed an example of it, let’s find out what character education is and the strategies and guidelines for designing effective character education instruction.

What is Character Education?
"To educate a person in mind and not in morals is to educate a menace society." - Theodore Roosevelt

Thomas Lickona has defined character education as:

the deliberate, proactive effort to develop good character in kids—or, more simply, to teach children right from wrong. It assumes that right and wrong do exist, that there are objective moral standards that transcend individual choice—standards like respect, responsibility, honesty, and fairness—and that we should teach these directly to young people.

Lickona goes on to say, “One of the most important ethical developments of recent times has been renewed concern for character. Scholarly discussion, media attention, and everyday conversation have focused attention on the characters of our elected leaders, our fellow citizens, and our children.”

The psychiatrist Pittman (1992) writes:

 * The stability of our lives depends upon our character. It is character, not passion, that keeps marriages together long enough to do their work of raising children into mature, responsible productive citizens. In this imperfect world, it is character that enables people to survive, to endure, and to transcend their misfortunes.

In its underlying philosophy, character education asserts the reality of objective moral truth, the notion that some things are truly right and others truly wrong. Objective moral truths have a claim on our conscience and behavior. A variety of approaches to morality exist in philosophy including the idea that morality does not exist as a set of objective truths, but are either biologically intrinsic or human creations, or some combination of these.

Character Education Values

Some of the values upon which character education is based include:

 * the reality of objective moral truth-that virtues are objectively good human qualities,
 * the acquisition of objectively worthwhile virtues as an important educational goal,
 * context as influencing the choice of which virtues to teach,
 * behavior as the ultimate measure of character,
 * knowing the good (the cognitive side), desiring the good (the emotional side), and doing the good (the behavior side) as important to character development,
 * being comprehensive and objective in teaching virtues,
 * a whole-school effort to create a community of virtue for fostering character development,
 * students' active participation and responsibility for constructing their own characters, but also adults' exercise of moral authority and leadership,
 * transmitting a moral heritage of tested virtues, but also equipping students to think critically about how to apply the virtues in cases of value conflicts.

Brief History of Character Education
"Character education is as old as education itself. Down through history, all over the world, education has had two great goals: to help people become smart and to help them become good.

The American Founders believed that democracy has a special need for character education, because democracy is government by the people themselves. The people must therefore be good, must develop "democratic virtues": Respect for the rights of individuals, regard for law, voluntary participation in public life, and concern for the common good." - Thomas Lickona from his book The Return of Character Education

Early Days

In the early days of the republic, the Bible was the source book of both moral and religious instruction. When disputes arose over whose Bible to use, William McGuffey offered his McGuffey Readers as a way to teach schoolchildren the "natural virtues" of honesty, hard work, thriftiness, kindness, patriotism, and courage.

Character education -- instruction in virtue through edifying stories, the teacher's example, and discipline -- remained a central part of the public school's mission until the middle part of the 20th century. It declined for several reasons:

 * The rise of logical positivism ("There is no moral truth, no objective right and wrong") and moral relativism ("All values are relative")
 * Personalism ("Each person should be free to choose his own values; who are we to impose our values?")
 * Increasing pluralism ("Whose values should we teach?")
 * The secularization of society and the fear that teaching morality in the schools would mean teaching religion.

In the 1960s and 70s, values education that emphasized "process" or thinking skills -- clarifying your values (values clarification), reasoning about values (moral dilemma discussions), and decision making processes -- replaced character education's traditional emphasis on moral content (learning right from wrong and acting rightly).

Responsibility

As societal moral problems have worsened, character education has made a comeback. Adults realize that the young need moral direction. Parents and teachers have a responsibility to provide it -- to pass on a moral heritage. The school has a responsibility to stand for good values and help students form their character around such values. Character education is directive rather than non-directive; it asserts the rightness of certain values -- such as respect, responsibility, honesty, caring, and fairness -- and helps students to understand, care about, and act upon these values in their lives. The above was summarized from Thomas Lickona's book The Return of Character Education

Note: Character education is not without controversy as there have been an increasing number of critiques of the assumptions, methods and values typically promoted in character education (e.g., Brookes, 2003; Cornwall, 2005; Giampietro, 2003).

The Character of Character Education
According to Lickona, character education is a return to the conscious attempt to help students acquire objectively worthwhile virtues. Students don’t decide for themselves what is right and wrong; rather, the school (or other organizations) stands for virtues like respect and responsibility and promotes them explicitly at every turn.

Character education is not just talk; thinking and discussing are important, but the bottom line is behavior, taken to be the ultimate measure of character. It is desired that a community of virtue where behaviors such as respect, responsibility, honesty, kindness, diligence, and self-control are modeled, taught, expected, celebrated, and continuously practiced in everyday interactions.

A core theoretical principle guiding character education is Aristotle’s: Virtues are not mere thoughts but habits we develop by performing virtuous actions. We become kind by doing kind deeds, self-controlled by exercising self-control.

Acting on that principle, character educators seek to help children to perform kind, courteous, and self-disciplined acts repeatedly, until it becomes relatively easy for them to do so and relatively unnatural for them to do the opposite.

The Goals of Character Education
Character education has three goals:

 * 1) Good People – Asserts that we need good character to be fully human. We need strengths of mind, heart, and will and qualities like good judgment, honesty, empathy, caring, perseverance, and self-discipline to be capable of love and work, two of the hallmarks of human maturity.
 * 2) Good Schools - Asserts that we need schools that embody good character. Schools are better places – certainly more conducive to teaching and learning – when they are civil, caring, and purposeful communities that model, teach, and uphold high standards of conduct in all phases of school life.
 * 3) Good Society – Asserts that character education is essential to the task of building a moral society. Societal problems, such as violence, dishonesty, greed, family disintegration, the growing number of children living in poverty, the battering of women, have deep roots and require systemic solutions. But it is not possible to build a virtuous society if virtue does not exist in the minds, hearts, and souls of individual human beings. The school, like the family and the church, is one of the potential seedbeds of virtue.

The Content of Character
When character education is embraced, the question of what virtues should a school teach as the basis of good character?

Some schools stress the “hard virtues” of self-discipline, hard work, perseverance, and self-control; others emphasize the “soft virtues” of empathy, kindness, compassion and tolerance. In choosing what to teach, schools should aspire to be comprehensive and objective. The governing criterion could be: What truly serves the best interests and development of the child? Alternately, the governing criterion could be : What truly serves the best interests and development of society?

The choice of which virtues to teach is also influenced by context. In democratic societies, for example, character education should logically include “democratic virtues” such as respect for individual rights, concern for the common good, reasoned dialogue, regard for due process, tolerance of dissent, and voluntary participation in public life – virtues that are important to the kind of character needed for democratic citizenship.

Religious schools can teach faith-based reasons for leading a moral life (achieving union with God in this life and the next) and lessons about the ultimate source of goodness (God’s grace) that, in a public school, can be studied as a worldview, or justified in utilitarian terms.

In deciding what to teach, many schools have chosen to implement the Character Counts approach that promotes the Six Pillars of Character. These pillars are provided for informational purposes in the table below.

Six Pillars of Character

The Psychological Components of Character
In addition to defining the content of character, schools also need a psychology of character. What are the psychological components required for living the moral life? Character must be broadly conceived to encompass the cognitive, affective, and behavioral aspects of morality: moral knowing, moral feeling, and moral action.

Good character consists of knowing the good, desiring the good, and doing the good: habits of the mind, habits of the heart, and habits of behavior.

The cognitive side of character includes at least six components:
 * 1) Moral alertness (does the situation at hand involve a moral issue requiring moral judgment?)
 * 2) Understanding the virtues and what they require of us in specific situations
 * 3) Perspective taking
 * 4) Moral reasoning
 * 5) Thoughtful decision making
 * 6) Moral self-knowledge

People can be very smart about matters of right and wrong, however, and still choose the wrong. The emotional side of character serves as the bridge between moral judgment and moral action.

This emotional side includes at least five components:
 * 1) Conscience (the felt obligation to do what one judges to be right)
 * 2) Self-respect,
 * 3) Empathy
 * 4) Loving the good
 * 5) Humility (a willingness to both recognize and correct our moral failings)

There are time when we know what we should do, feel strongly that we should do it, and yet still fail to translate moral judgment and feeling into effective moral behavior.

Moral action, the third part of character, involves three additional components:
 * 1) Moral competence (including skills such as listening, communication, cooperating, and solving conflicts
 * 2) Moral will (which mobilizes our judgment and energy and is at the core of self-control and courage)
 * 3) Moral habit (a reliable inner disposition to respond to situations in a morally good way).

Task: Check Your Understanding of Character and Character Education
Now that you have reviewed what character is, what character education is, the history of it as well as its goals, content and psychological components, let's stop a moment to see what you have learned so far. Please complete the following worksheet.

Page Two: A Comprehensive Approach to Character Development
Now that you have had a chance to learn about character and character education, its history, character, goals, and the psychological components of character education, it's time to learn about strategies, guidelines, and assessment relating to character education development.

The next page of this lesson has sections relating to these topics. This next page also contains sections for "In the Character Education Designer's Shoes," a Lesson Summary, and References for this lesson.

Please continue on to the next page to complete this lesson.


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Pocket Creek (Deep River tributary)

Pocket Creek is a 16.44 mi long 3rd order tributary to the Deep River in Lee County, North Carolina. The longest covered bridge (Gilliam Park Covered Bridge) in North Carolina crosses this creek.

Course
Pocket Creek rises in a pond in White Hill, North Carolina and then flows north to join the Deep River about 1.5 miles south of Gulf, North Carolina.

Watershed
Pocket Creek drains 37.65 sqmi of area, receives about 47.9 in/year of precipitation, has a wetness index of 390.19 and is about 63% forested.

title: Pocket Creek (Deep River tributary)