text:
Crotalus basiliscus

Crotalus basiliscus, known as the Mexican west coast rattlesnake, Mexican green rattler, and also by other names, is a species of pit viper in the family Viperidae. The species is endemic to western Mexico. Like all other pit vipers, it is venomous. The specific name, basiliscus, is derived from the Greek word for king, βασιλισκος (basiliskos), and alludes to this snake's large size and potent venom. No subspecies are currently recognized.

Description

C. basiliscus is one of the largest rattlesnake species. Specimens exceeding 150 cm are not uncommon, while the maximum size reported is 204.5 cm (Klauber, 1972). The body is moderately stout and rather rectangular in cross section. Female rattlesnakes of the species are mature at a minimum length of 100 cm and a weight of 700 g.

At midbody, 25-29 rows of strongly keeled dorsal scales occur. The ventral scales number 174-206 and the subcaudals 18-36.

The color pattern consists of brown or grayish ground color overlaid with 26-41 dark, rhombus-shaped (diamond) blotches with light edges. The head is a uniform grayish-brown except for its lighter labial scales and dark postorbital bar. No distinct pattern is found on the crown or neck areas. The tail may be gray, with darker bands, or almost uniform in color without any distinct markings. The belly is white or cream-colored. The young are mostly red, but adults eventually become an olive green. Within its range, this is the only rattlesnake with diamond-shaped dorsal markings.

This snake often occurs in the same areas as C. molossus, where the two appear to hybridize freely. While these two species are easily distinguished, identifying the hybrid specimens is problematic.

Common names
Common names for C. basiliscus include Mexican west coast rattlesnake, Mexican green rattler, Mexican west coast green rattlesnake, and in Spanish cascabel verde mexicana.

Geographic range
This rattler, C. basiliscus, is found in western Mexico from southern Sonora to Michoacán, where it is mostly restricted to the coastal plain. The type locality given is "Near Colima, Mexico".

Habitat
Around Colima, where C. basiliscus is (or was at one point) particularly plentiful, the area has been described as mostly treeless and covered with short grass with scattered clumps of mesquite, acacias, and other thorny bushes, as well as plenty of large cacti. The habitat of C. basiliscus is mostly tropical thorn forest, with an extension into tropical deciduous forest.

Conservation status
The species C. basiliscus is classified as Least Concern on the IUCN Red List (v3.1, 2001). Species are listed as such due to their wide distribution, presumed large population, or because they are unlikely to be declining fast enough to qualify for listing in a more threatened category. The trend for this species was stable when assessed in 2007.

Behavior
In the lowlands, C. basiliscus is primarily active during the rainy summer months, and most specimens are found crossing the roads at night. However, a few have been seen basking early in the morning. It has been reported to tame quickly in captivity.

Feeding
Klauber reported that the stomachs of seven specimens of C. basiliscus contained mammal hair, probably belonging to rodents.

Venom
Crotalus basilicus is known to produce large amounts of highly toxic venom, and large specimens should be regarded as very dangerous.

Brown (1973) mentioned an average venom yield of 297 mg (dried venom), as well as values of 11.1 mg/kg IV and 4.0 and 12.9 mg/kg IP.

In some populations, the venom may contain a component structurally related to Mojave toxin. The venom also contains proteases. Antivenin is produced by the Instituto Nacional de Higiene in Mexico. In the US, Protherics in Brentwood, Tennessee, produces an antivenin called "Crotalidae Polyvalent Immune Fab (Ovine)" containing a paraspecific antibody that protects against bites from this snake.

Taxonomy
Before 1989, two subspecies were recognized: C. b. basiliscus and C. b. oaxacus. In that year, the latter was transferred to C. molossus by Campbell and Lamar. Occasionally, one may also encounter references to another subspecies, C. b. totonacus (Gloyd & Kauffeld, 1940), found in northeastern Mexico. It was more commonly considered to be a subspecies of C. durissus, until it was elevated to a full species by Campbell and Lamar (2004): Crotalus totonacus.

title: Crotalus basiliscus


text:
User:Adamantium India Pune

Adamantium is a metalcore/scrapcore band from pune India. line up:- 2 vocalist, 2 guitarists, basist and a drummer.

source: wikimedia

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

title: User:Adamantium India Pune


text:
Wikipedia:Articles for deletion/Cameron Leslie

The result of the debate was DELETE. Harr o 5 08:50, 21 March 2006 (UTC)

Cameron Leslie
nn nightclub director. I initially marked it for prod, but the prod tag was removed. User:Zoe|(talk) 23:19, 20 March 2006 (UTC)
 * Delete nn google search turns up 100 hits on name + name of club. Some attention should be paid to Fabric (club) as well --Mmx1 23:45, 20 March 2006 (UTC)
 * Delete his article, as he is not sufficiently notable separate from the club. The club, on the other hand, is sufficiently notable to warrant an article (or at least sufficiently well known - if London-based journalists keep banging on about the place enough for someone like me who really doesn't care about nightclubs to recognise the name, then lots of other people must know of it) Average Earthman 00:10, 21 March 2006 (UTC)
 * Delete as per above, could even have been db-bio Gwernol 00:16, 21 March 2006 (UTC)
 * Delete, seems like a vanity bio seeing as the author is User:CameronLeslie. Roy  boy cr ash  fan  [[Image:Flag_of_Texas.svg|30px]] 00:17, 21 March 2006 (UTC)
 * Delete. Vanity. Gflores Talk 01:18, 21 March 2006 (UTC)
 * Delete per above. --Khoikhoi 05:27, 21 March 2006 (UTC)


text:
Spinopraonetha fuscomaculata

Spinopraonetha fuscomaculata is a species of beetle in the family Cerambycidae, and the only species in the genus Spinopraonetha. It was described by Stephan von Breuning in 1960.

title: Spinopraonetha fuscomaculata


text:
Talk:Lily Lake (Pennsylvania)

External links modified
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External links modified
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 * Added archive https://archive.is/20150209154516/http://www.northcentralpa.com/feeditem/2014-06-02_biologist-report-lily-lake-luzerne-county-may-2014-largemouth-bass-survey to http://www.northcentralpa.com/feeditem/2014-06-02_biologist-report-lily-lake-luzerne-county-may-2014-largemouth-bass-survey

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title: Talk:Lily Lake (Pennsylvania)


text:
Talk:way out of a paper bag

unable to X one's way out of a paper bag
Seems wrong to me. a bit like X one's Y off. Would any user actually look up unable to X one's way out of a paper bag? There's been similar formulaic phrases deleted before (I think, but aint sure). Maybe if this was linked from paper bag it could be kept, however. --Keene 10:06, 4 July 2007 (UTC)

 * Although I am an inclusionist by nature (if it exists, we should have it), these are not genuine phrases and should ALL be deleted. SemperBlotto 10:18, 4 July 2007 (UTC)

 * delete this. There is an idiom "unable to find one's way out of a paper bag", where "find" can be replaced with "organise", "navigate", "negotiate", "manage", "fight, "punch", "dance" and possibly others. "one's" is "his", "her", "your", "its" or "their" in actual use, but other idioms like this are at "one's". We should have an entry for the idiom at whichever of these is the most common and have redirects from the others. Thryduulf 10:40, 4 July 2007 (UTC)
 * See for examples. Thryduulf 10:47, 4 July 2007 (UTC)
 * Perhaps "way out of a paper bag" would be a good place for the entry, as that covers all forms? Thryduulf 10:50, 4 July 2007 (UTC)

 * I think couldn't punch one's way out of a paper bag might be a valid idiom, with a second figurative sense indicating that punch is often replaced with any relevant verb.  Perhaps list as a cliche?  I don't think this (...X one's way...) is useful at all, on its own.  --Connel MacKenzie 14:31, 4 July 2007 (UTC)
 * The problem is the only cosistent part is "way out of a paper bag", the start is variously "can't ", "can not", "unable to " in the present tense, then there are past tense (e.g. "couldn't " "wasn't able to ") and future tense (e.g. "won't be able to ", "not be able to, "not ") uses. Then there are many, many verbs that can be used; the most common ones I hear in the UK are "find" and "organise". Thryduulf 18:33, 4 July 2007 (UTC)

 * I'm a supporter of prepositional phrases, as you may have realised by now. I would put this as out of a paper bag idiom, and prepositional phrases as the categories.Algrif 17:59, 6 July 2007 (UTC)

 * I'm not sure what you mean by "categories" above, but I agree that out of a paper bag would be a good "main entry" that the other forms hard-redirect to. --Connel MacKenzie 16:12, 23 August 2007 (UTC)

title: Talk:way out of a paper bag


text:
accretus

Etymology
Perfect passive participle of.

Participle

 * 1) grown up, having been grown up.
 * 2) increased, having been increased.

title: accretus


text:
Organized-Audience Plan

The Organized-Audience Plan was formulated in the early 20th century to bring quality performing artists to small and medium-sized cities. It successfully expanded performance venues from the country's prominent population centers to those much smaller communities that were able to form Concert Associations of 600–4000 subscribers. Following the Organized-Audience Plan, these concert associations typically launched short membership drives with the resulting subscriptions used to fund a series of visiting artists who, in turn, contracted with a few national management organizations. The income would usually sustain an annual series of 4–9 concerts balanced between prominent and emerging artists.

The Organized-Audience Plan was sometimes dubbed as "a Carnegie Hall in every town." Some prominent artists started their careers by performing on the concert association circuit.

Early history
The concept of the Organized-Audience Plan is often credited to Arthur Judson, at that time the manager of the Philadelphia Orchestra. In 1920 Judson experimented with the concert subscription model when he was asked by philanthropists Adolph Lewisohn and Minnie Guggenheimer to manage a concert series at City College Stadium which was geared toward creating affordable high quality music performances. In 1922, after being appointed as the manager of the New York Philharmonic, Judson began to lead efforts to enhance cooperation and shared resources between cultural organizations. In that year he also negotiated cooperation between the national organizations, one representing soloists and the second, local booking managers. Borrowing from the model of the Redpath Lyceum Bureau, Judson envisioned an organized national network of traveling artists who were efficiently booked to local venues. In 1927 Judson formed Community Concerts, Inc. which linked networks of performers and "organized audiences." This idea was also borrowed from the community fund-raising models developed by Chicago's Harry P. Harrison, Dema Harshbarger, and Ward French.

Community Concerts, Inc.
Community Concerts, Inc. became the preeminent organizer of concerts in the United States. In its 1951–1952 season it supported approximately 1000 local concert associations. It provided assistance to the local associations in their membership drive efforts and also helped them plan concerts. It provided a menu of artists and repertory from which the local concert associations could select.

The success of Community Concerts rested on finely attuning its programs to evolving audience tastes. In this 1951–1952 season the choices of composers were exclusively limited to those in the Romantic period with no representation of the Renaissance or Modern eras. Perhaps due to the impact of emerging technologies such as FM radio and high quality disc recording, by the 1957–58 season non-Romantic composers were represented in the sponsored programs.

The competing promoters of the Organized-Audience Plan were Civic Concert Service Inc. and United Audience Service. In 1966 community organizations began to incorporate the Organized-Audience Plan independent of Community Concerts and its key competitors through publications such as Musical America. By 1977 Community Concerts membership had declined to approximately 700 local organizations. It closed during the 2002–2003 season.

International model
The Organized-Audience Plan model has spread abroad. In the 1950s there were 75 concert associations in Canada although the total now is reduced to approximately 15. Arguably the largest concert association in the world is Min-on Concert Association in Japan.

Criticisms
Although the Organized-Audience Plan achieved much success, it also met with controversy. Performers criticized their levels of remuneration, often 30% discounted from typical fees due to circuit travel costs and overhead, and complained about being blocked out by favored performers. The organizers were criticized for favoring certain types of performances over others. In 1939 Time magazine maligned the Organized-Audience Plan as "chain store music" and a "stooge set-up" in which small communities did not receive value for their fund-raising efforts.

Representative concert associations
The Organized-Audience Plan is initiated and managed at the community level. Frequently local concert associations are in small and medium cities and information about them can be found on their own self-promoting websites. For example, the Sheboygan Concert Association was founded in 1929 and celebrated its 89th season in the fall of 2017. The annual membership fee is $55 and entitles a subscriber to four concerts each year. JC Concerts in Jackson County Oregon is celebrating its 75th anniversary. In southern Delaware, the Seaford Concert Association was organized in 1949.

title: Organized-Audience Plan


text:
Talk:2019 Egyptian protests

PeerTube?
Is there any evidence of PeerTube being used to distribute the videos? A NYT article says that the videos seemed to disappear quickly, which makes it sound more like YouTube. PeerTube is integrated with the rest of the Fediverse (Mastodon (software), Diaspora (social network), ...) which is a decentralised network of online social networks, allowing users freedom to choose their server and software and privacy level, while still being able to easily interact with anyone else in the Fediverse, and most likely harder to censor than YouTube. So my guess is that PeerTube is probably not being used. Boud (talk) 22:31, 23 September 2019 (UTC)

 * Or are there sources talking about smartphone ad hoc networks (SPANs) being used, either Bluetooth or wi-fi? The current Hong Kong protests have sources talking about one type of Bluetooth software being used. The point of these networks is that they function directly between smartphones without needing either the mobile phone network or the Internet. The technology is quite new and experimental, but has been used several times in real life protests - according to sources in Wikipedia articles - since at least 2014 in Iraq, Hong Kong, Russia and the US. When authorities cut off the mobile network and/or the Internet, human rights activists can continue coordinating through SPANs running on software ("apps") such as Serval Project or Briar. So sources on this would be interesting for the article, especially since the EG authorities seem to be imposing media and partial internet bans. Authorities can't (it seems to me) stop SPANs unless they confiscate all batteries and turn off the electricity supply. Boud (talk) 23:24, 24 September 2019 (UTC) Boud (talk) 00:05, 25 September 2019 (UTC)

title: Talk:2019 Egyptian protests


text:
1971 Kansas Jayhawks football team

The 1971 Kansas Jayhawks football team represented the University of Kansas in the Big Eight Conference during the 1971 NCAA University Division football season. In their first season under head coach Don Fambrough, the Jayhawks compiled a 4–7 record (2–5 against conference opponents), tied for fifth place in the conference, and were outscored by opponents by a combined total of 286 to 187. They played their home games at Memorial Stadium in Lawrence, Kansas.

The team's statistical leaders included Dave Jaynes with 748 passing yards, Delvin Williams with 509 rushing yards and John Schroll with 491 receiving yards. Kenny Page and Bob Childs were the team captains.

title: 1971 Kansas Jayhawks football team


text:
Raleigh Boychoir

The Raleigh Boychoir is a 70-member choral group based in Raleigh, North Carolina, that trains elementary and high school-aged boys in singing and performing choral music in the tradition of "boychoir".

History
The Raleigh Boychoir was established in October 1968 by Thomas E. Sibley with 20 boys and a $50 contribution from the Woman's Club of Raleigh. Sibley, who served as coordinator of music for Raleigh public schools, and as organist and choirmaster of Holy Trinity Lutheran Church in Raleigh, founded the choir because he was concerned about the lack of choral experiences and performance opportunities for boys whose voices had not changed. He also believed in developing the etiquette of young boys.

The newly formed boychoir offered a public concert during its first Christmas season in 1968. That first "Carols of Christmas" concert has become a Yuletide tradition for many in the greater Raleigh area. Mr. Sibley conducted his 40th and final holiday concert in 2008.

Among the alumni of the boychoir is professional singer Clay Aiken.

Repertoire
The Boychoir is committed both to artistic excellence and to developing each boy's confidence and character. The Raleigh Boychoir’s repertoire includes sacred and secular classics, selections from musical theater, and a rich assortment of American folk music and patriotic music.

The Raleigh Boychoir has performed at the White House, Carnegie Hall and the National Cathedral, and has toured throughout the United States and Europe. The Raleigh Boychoir is composed of the following choirs:

Some Raleigh Boychoir choristers have moved on to other top boychoirs around the world, including the American Boychoir, St. Thomas Choir of Men and Boys and the Vienna Boys' Choir.

Annual Performance Schedule
The performance schedule has expanded from a single Christmas concert in 1968 to 15-20 engagements annually. The various Raleigh Boychoir choirs sing throughout the greater Raleigh area. Members of the Performing Choir and Young Men's Ensemble are selected for the Tour Choir, which takes trips regionally, nationally and internationally. The most recent international trip was a 2016 tour of the Republic of Ireland and Northern Ireland.

The Boychoir's annual home season consists of four key performances: Fall Concert, Carols of Christmas, American Music Festival and Spring Concert. The schedule also includes engagements that range from participation in the Friends of the College and Peace Concert Series to concerts for arts and civic organizations, from outreach performances at retirement communities to concerts in conjunction with the family-oriented events at the North Carolina Museum of Art, and from festivals and celebrations for the city of Raleigh and towns in Wake County to performances with the North Carolina Symphony and the North Carolina Master Chorale.

Musical Education and Personal Development
In addition providing performance opportunities, the Raleigh Boychoir provides musical training for every choir member. They also learn to read and sight-read/sight-sing music.

Participating in the Raleigh Boychoir also affords choristers the opportunity to develop confidence, poise, character, discipline and leadership abilities. Each chorister devotes numerous hours over weeks, months and years to help sustain the choral tradition of boychoir singing.

Auditions
The Raleigh Boychoir holds auditions several times per year. Interested boys and their parents come to the Raleigh Boychoir Center to learn more about the choir and meet with the artistic directors. Auditions are open to school-aged boys. New boys are allowed to participate in a trial period of a month before committing to a semester-based tuition.

Artistic Staff

 * Jeremy Tucker, Artistic Director, Conductor, Performing Choir, Tour Choir, Young Men's Ensemble and Alumni Choir
 * Vicki Oehling, Training Choir Conductor and Principal Accompanist Emeritus
 * Danny Yancey, Resident Choir Conductor
 * Megan Yohman, Principal Accompanist
 * Thomas Sibley, Founding Director Emeritus

title: Raleigh Boychoir


text:
User:Daisyroyal/Evaluate an Article

Evaluate an article
This is where you will complete your article evaluation. Please use the template below to evaluate your selected article.

 * Gossip Girl: (Gossip Girl)
 * I have chosen to evaluate this article because I watch this show and it is quite interesting.

Lead

 * Guiding questions

 * Does the Lead include an introductory sentence that concisely and clearly describes the article's topic? Yes.
 * Does the Lead include a brief description of the article's major sections? No.
 * Does the Lead include information that is not present in the article? Yes.
 * Is the Lead concise or is it overly detailed? Concise.

Content

 * Guiding questions

 * Is the article's content relevant to the topic? Yes.
 * Is the content up-to-date? Yes.
 * Is there content that is missing or content that does not belong? No.

Tone and Balance

 * Guiding questions

 * Is the article neutral? Yes.
 * Are there any claims that appear heavily biased toward a particular position? No.
 * Are there viewpoints that are overrepresented, or underrepresented? No.
 * Does the article attempt to persuade the reader in favor of one position or away from another? No.

Sources and References

 * Guiding questions

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

Organization

 * Guiding questions

 * Is the article well-written - i.e. Is it concise, clear, and easy to read? Yes.
 * Does the article have any grammatical or spelling errors? No.
 * Is the article well-organized - i.e. broken down into sections that reflect the major points of the topic? Yes.

Images and Media

 * Guiding questions

 * Does the article include images that enhance understanding of the topic? Yes.
 * Are images well-captioned? Yes.
 * Do all images adhere to Wikipedia's copyright regulations? Yes.
 * Are the images laid out in a visually appealing way? No.

Checking the talk page

 * Guiding questions

 * What kinds of conversations, if any, are going on behind the scenes about how to represent this topic? No conversations.
 * How is the article rated? Is it a part of any WikiProjects? The article is B-rated.
 * How does the way Wikipedia discusses this topic differ from the way we've talked about it in class? N/A

Overall impressions

 * Guiding questions

 * What is the article's overall status? Great.
 * What are the article's strengths? The information is up-to-date and it covers all aspects of the television show.
 * How can the article be improved? The article could display more interesting pictures about the show because there are only 2 pictures and it is quite small.
 * How would you assess the article's completeness - i.e. Is the article well-developed? Is it underdeveloped or poorly developed? The article is well-developed.

Optional activity

 * Choose at least 1 question relevant to the article you're evaluating and leave your evaluation on the article's Talk page. Be sure to sign your feedback

with four tildes — ~

 * Link to feedback:

title: User:Daisyroyal/Evaluate an Article


text:
Talk:The VelociPastor

Audience scores
Please note that WP:USERGENERATED audience scores such as those from Rotten Tomatoes are not allowed. They are not a reliable source. -- <IP_ADDRESS> (talk) 00:24, 10 August 2020 (UTC)

title: Talk:The VelociPastor


text:
Penestola bufalis

Penestola bufalis, the black penestola moth, is a moth in the family Crambidae. It was described by Achille Guenée in 1854. It is found in the US states of Texas and Florida, as well as on the Antilles (Cuba, Jamaica, Puerto Rico). It is an accidentally introduced species on the Galápagos Islands. The habitat consists of coastal mangrove swamps and shorelines.

title: Penestola bufalis


text:
Organic Chemistry/Introduction to reactions/Alkyne hydrogenation

Alkynes are hydrogenated in generally the same way as alkenes. However, standard catalysts like Pd/C will not allow hydrogenation to stop before the alkane stage. A "poisoned catalyst" will permit the reduction of a triple bond to a double bond by syn addition, but no further. A common poisoned catalyst is Lindlar's catalyst: Pd/CaCO3 treated with quinoline and lead acetate.

 * [[Image:Hydrogenation reactions.svg|400px]]

Anti addition of hydrogen atoms can be achieved with a dissolving metal reduction.

 * [[Image:Alkyne reduction.svg|400px]]

Dissolving Metal Reduction
The dissolving metal reaction takes place in a solution of sodium or lithium metal dissolved in liquid ammonia. An alkali metal is dissolved in liquid ammonia and forms a solution containing solvated electrons.

Once an alkyne is added to the solution, the electrons add to the antibonding π molecular orbital and produce a radical-anion intermediate. This intermediate has one unpaired electron and has a negative charge.

The radical anion then reacts with a proton source (generally ethanol or tertiary-butyl alcohol which is added to the ammonia) to yield a vinyl radical. The radical then accepts another electron and forms a carbanion.

The alkene is formed when the vinyl carbanion is protonated. Protonation normally occurs from the side of the double bond that is least sterically hindered, so a trans-alkene is produced.


text:
User:Schnolle/sandbox

This is a little test.

My title

 * Some stuff
 * Some more stuff
 * indented...'
 * Back again

title: User:Schnolle/sandbox


text:
Talk:Electronics/Resistors

R Circuit

What is this for?

Power equation in Load section
Please don't crucify me if I'm wrong here. I'm not an electronics wiz. In fact, I came here because I want to read about electronics, not write about it. But I do know some algebra, and I believe there is a mistake under the Load section where Ohm's law is substituted (substituDed?) into the power equation.

If $$P=VI\!$$, and $$V=IR\!$$, then wouldn't $$P=\left(IR\right)I\!$$, or $$I^2R\!$$, instead of $$IR^2\!$$?

If $$P=VI\!$$, and $$I=\frac{V}{R}$$, then wouldn't $$P=V\left(\frac{V}{R}\right)$$, or $$\frac{V^2}{R}$$, instead of $$\frac{V}{R^2}$$?

I'd just like to say that this page is very informative - keep up the good work! <IP_ADDRESS> 16:42, 7 March 2006 (UTC)

Symbols
it appears to me that the page uses the pre-ISO symbol for resistors, would it be appropriate to update it?

title: Talk:Electronics/Resistors


text:
User:SP-KP/TempAWBAvonSSSIs

Talk:Ashton Court Talk:Aust Cliff Talk:Avon Gorge Talk:Banwell Caves Talk:Banwell Ochre Caves Talk:Barnhill Quarry Talk:Barns Batch Spinney Talk:Bickley Wood Talk:Biddle Street, Yatton Talk:Bishop's Hill Wood Talk:Blagdon Lake Talk:Bleadon Hill Talk:Bodkin Hazel Wood Bourne Talk:Bowlditch Quarry Talk:Brinkmarsh Quarry Talk:Brockley Hall Stables Talk:Brown's Folly Talk:Buckover Road Cutting Burledge Sidelands and Meadows Talk:Burrington Combe Talk:Cattybrook Brickpit Talk:Chew Valley Lake Talk:Cleaves Wood Talk:Cleeve Wood, Hanham Talk:Clevedon Shore Talk:Combe Down and Bathampton Down Mines Talk:Compton Martin Ochre Mine Talk:Congrove Field and The Tumps Talk:Court Hill Talk:Cullimore's Quarry Talk:Damery Road Section Talk:Dolebury Warren Talk:Dundry Main Road South Quarry Talk:Ellenborough Park West Talk:Folly Farm Talk:Goblin Combe Talk:Gordano Valley Ham Green Talk:Hampton Rocks Cutting Talk:Harptree Combe Talk:Hartcliff Rocks Quarry Talk:Hawkesbury Meadow Talk:Hawkesbury Quarry Talk:Hinton Charterhouse Field Talk:Hinton Charterhouse Pit Talk:Hinton Hill, Wellow Talk:Holly Lane Talk:Horseshoe Bend, Shirehampton Talk:Huish Colliery Quarry Talk:Iford Manor Kenn Church, Kenn Pier & Yew Tree Farm Talk:Kilmersdon Road Quarry King's Wood and Urchin Wood Talk:Long Dole Wood and Meadows Talk:Lower Woods Talk:Lulsgate Quarry Talk:Max Bog Talk:Middle Hope Talk:Monkswood Valley Newton St. Loe Talk:Nightingale Valley Talk:North Road Quarry, Bath Talk:Plaster's Green Meadows Portishead Pier to Black Nore Talk:Purn Hill Talk:Puxton Moor Talk:Quarry Steps, Durdham Down Talk:Severn Estuary Talk:Shiplate Slait Talk:Slickstones Quarry, Cromhall Talk:Spring Cove Cliffs Talk:St. Catherine's Valley Talk:Steep Holm Talk:Stidham Farm Talk:Tickenham, Nailsea and Kenn Moors Talk:Tytherington Quarry Talk:Uphill Cliff Talk:Upton Coombe Talk:Walton Common Talk:Weston Big Wood Weston-in-Gordano Talk:Winterbourne Railway Cutting Writhlington Talk:Yanal Bog

title: User:SP-KP/TempAWBAvonSSSIs


text:
User:Jhayrel Ralph/sandbox

ICT Stands for "Information and Communication Technologies." ICT refers to technologies that provide access to information through telecommunications. It is similar to Information Technology (IT), but focuses primarily on communication technologies. This includes the Internet, wireless networks, cell phones, and other communication mediums.

In the past few decades, information and communication technologies have provided society with a vast array of new communication capabilities. For example, people can communicate in real-time with others in different countries using technologies such as instant messaging, voice over IP (VoIP), and video-conferencing. Social networking websites like Facebook allow users from all over the world to remain in contact and communicate on a regular basis.

Modern information and communication technologies have created a "global village," in which people can communicate with others across the world as if they were living next door. For this reason, ICT is often studied in the context of how modern communication technologies affect society.

title: User:Jhayrel Ralph/sandbox


text:
User:Eagle13666/sandbox

Xlovecam is an adult website providing live webcam performances by individual webcam models and users. Viewers are not allowed to watch nudity for free (with the exception of Private Shows), but charging their ewallet load in order to see certain sex acts performed.

The platform earns revenues by taking roughly 50% of what performers make.

Member of, supporting , Xlovecam won different awards such us Ynot , XBIZ , Lalexpo and AWsummit

title: User:Eagle13666/sandbox


text:
Talk:Dianne Reeves

Improvements
Just chiming-in to say that this article has the look and feel of a fan page, although it seems to be filled with good information. Sstteevvee (talk) 20:13, 7 December 2009 (UTC)

Wrong infobox
As a musician, Dianne Reeves deserves a musician's infobox and support from the musician-work-task force. I'll try to get around to it really soon. --Leahtwosaints (talk) 22:20, 10 December 2010 (UTC)

External links modified
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I have just added archive links to 1 one external link on Dianne Reeves. Please take a moment to review my edit. If necessary, add after the link to keep me from modifying it. Alternatively, you can add to keep me off the page altogether. I made the following changes:
 * Added archive https://web.archive.org/20061124183846/http://www.allaboutjazz.com/php/musician.php?id=2243 to http://www.allaboutjazz.com/php/musician.php?id=2243

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A couple of errors
The "Juliard" School is spelt "Juilliard". The Grammy Award category Best Jazz Vocal Performance is gender neutral. The change was made in 1992, so would apply to all Dianne Reeves's Grammy Awards<EMAIL_ADDRESS>— Preceding unsigned comment added by <IP_ADDRESS> (talk) 21:46, 9 March 2017 (UTC)

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 * Added archive https://web.archive.org/web/20081014210729/http://www.jazz.com/features-and-interviews/2008/6/15/in-conversation-with-dianne-reeves to http://www.jazz.com/features-and-interviews/2008/6/15/in-conversation-with-dianne-reeves

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Adding two new documentary films featuring Dianne Reeves
I am filmmaker Ben Makinen. COI: I have produced and directed two documentary films in which Dianne Reeves is featured. I am hopeful that editors will agree that the addition of a few simple facts pointing to her participation in these films is of biographical relevance. I am very new here and am attempting to stay safely within all guidelines. Please help me to accomplish what is just and right. Below I am going to add six references. I do not yet know what the standard count is for something like this: I understand there may be more than are needed and that extras may simply be copied into this talk page and left off of the wiki page. Please understand that I am simply trying my best to provide enough verifiable and reliable sources. Also please forgive any formatting errors in the request below, I am still quite new at this: let me know how to make proper corrections, thanks. I am not familiar with the preferred formatting of the Filmography entries; for ex. I used the format I found on the wiki page for trumpeter Chet Baker: I have listed the date first, then title, then director, then the role that Ms Reeves played, which is herself, a vocalist.

 * Specific text to be added or removed:under Filmography:
 * (2021) JazzTown by Ben Makinen: vocalist
 * (2022) Who Killed Jazz by Ben Makinen:vocalist

 * Reason for the change: important updates of biographical relevance
 * References supporting change:

Benmakinen (talk) 14:06, 6 October 2022 (UTC) Benmakinen (talk) 14:06, 6 October 2022 (UTC)
 * EXTERNAL REFERENCES:
 * Music documentary, jazz, Colorado, USA JazzTown IMDb
 * Music documentary, socio-economics, jazz, Colorado, Bali Who Killed Jazz IMDb

 * @Benmakinen ✅ Cheers and good luck. Duke Gilmore (talk) 03:43, 16 December 2022 (UTC)
 * I have reverted the implementation of this, see my response here . Actualcpscm (talk) 18:17, 17 March 2023 (UTC)

title: Talk:Dianne Reeves


text:
Nueva Ecija Provincial Board

The Nueva Ecija Provincial Board is the Sangguniang Panlalawigan (provincial legislature) of the Philippine province of Nueva Ecija.

The members are elected via plurality-at-large voting: the province is divided into four districts, the first and fourth districts sending three members each, while the second and third districts sending two members each to the provincial board; the number of candidates the electorate votes for and the number of winning candidates depends on the number of members their district sends. The vice governor is the ex officio presiding officer, and only votes to break ties. The vice governor is elected via the plurality voting system province-wide.

The districts used in appropriation of members is coextensive with the legislative districts of Nueva Ecija.

Aside from the regular members, the board also includes the provincial federation presidents of the Liga ng mga Barangay (ABC, from its old name "Association of Barangay Captains"), the Sangguniang Kabataan (SK, youth councils) and the Philippine Councilors League (PCL). Nueva Ecija's provincial board also has a reserved seat for its indigenous people (IPMR).

Current members
These are the members after the 2022 local elections and 2018 barangay and SK elections:

 * Vice Governor: Anthony Umali (Unang Sigaw)

title: Nueva Ecija Provincial Board


text:
Template talk:Infobox French subdivision

Requested move 11 November 2020

The result of the move request was: no consensus to move. The main concerns of editors opposing was that the proposed title was grammatically awkward. One editor cited that this template is only used for French subdivisions, rather than all French places; this point wasn't discussed further in the discussion but that may need to be looked into and editors may wish to correct the title if that's true. Further, I suggest a larger, batched RM if a future nomination is to occur. ProcrastinatingReader (talk) 19:18, 2 February 2021 (UTC)

Template:Infobox French place → Template:Infobox France place – use noun to resolve ambiguity since "French place" could refer to any place where French people are or French is spoken, in fact Google first result for French place in Canada is Quebec. Others in Category:France templates use "France" too if refering to the country, e.g. Category:France stub templates TerraCyprus (talk) 00:45, 11 November 2020 (UTC) —Relisting.  qedk ( t  愛  c ) 09:32, 19 November 2020 (UTC)
 * This is a contested technical request (permalink). – Ammarpad (talk) 04:03, 11 November 2020 (UTC)

 * This very same move was reverted by in September. As I suggested elsewhere, it may make sense to bundle several moves of this type into a single RM. Or don't bundle, but an RM is unavoidable when there has been disagreement. – Uanfala (talk) 02:24, 11 November 2020 (UTC)
 * but an RM is unavoidable when there has been disagreement the move has as edit summary rv undiscussed move  didn't address the reasons given in the move he reversed, nor even to mention any content reason. That was in contradiction to Help:Reverting In the edit summary or on the talk page, succinctly explain why the change you are reverting was a bad idea or why reverting it is a better idea. TerraCyprus (talk) 04:51, 11 November 2020 (UTC)
 * There was more than one undiscussed move reverted by me. The others were Template:Infobox German district, which  TerraCyprus had moved to "Germany district", and Template:Infobox Greek Dimos which had been moved to "Greece place". I made it very clear when contesting these undiscussed moves that phrases like "France place", "Germany place" and "Greece place" are ungrammatical. So Ammarpad  TerraCyprus is not truthful when he asserts that I didn't give any reason. I don't know what Ammarpad  TerraCyprus 's first language is, but it obviously isn't English, as no native English speaker would consider using a phrase like "France place". It may well be true that other places outside of France may be considered French (although I've seen no examples provided), but you don't solve those issues by trying to create non-English phrases. The idiom in English is " place", never " place". The demonym is always an adjective and the name is always a noun and we should not be breaching proper English usage in an artificial construction to try to address a non-existent problem. If a template is misused, then deal with the misuse, and give advice in the template documentation. I strongly oppose this abuse of the language. --RexxS (talk) 19:32, 11 November 2020 (UTC)
 * Since I am pinged and some words are incorrectly being attributed to me, I am not the one who moved that page and I believe I didn't say these words. I have no relation with these discussions or the pages involved. (I am only tangentially here because of procedural conversion of RM technical request to move discussion after it was contested).  I think you've mistaken my username for someone else here. It would be good to correct that, please. – Ammarpad (talk) 20:14, 11 November 2020 (UTC)
 * My sincere apologies. I did indeed confuse you with original poster, TerraCyprus, whose assertions I refute. I misread your note as part of the opening comment. I've now struck your name and inserted the correct name in my prior post. I hope that my correction alleviates your justifiable concern. Cheers --RexxS (talk) 20:28, 11 November 2020 (UTC)
 * TerraCyprus is not truthful when he asserts that I didn't give any reason fix my statement by inserting "which" and some minor other fixes: ... the move has as edit summary created by "rv undiscussed move"  which didn't address the reasons given in the move he reversed, nor did it even mention any name-related reason. That was in contradiction to Help:Reverting In the edit summary or on the talk page, succinctly explain why the change you are reverting was a bad idea or why reverting it is a better idea. TerraCyprus (talk) 03:47, 12 November 2020 (UTC)
 * Don't equivocate. You know full well that I gave the reason when I contested your proposed moves at Wikipedia:Requested moves. Anybody can read that diff and see I gave the reasons "Germany place" is ungrammatical. and "Greece place" is ungrammatical. The actual moves you made were not uncontroversial and should have been discussed; hence my edit summaries rv undiscussed move. It is a bad idea to make controversial moves without prior discussion, and I followed the guidance at Help:Reverting precisely by succinctly explaining why your moves were a bad idea. If you don't understand why making undiscussed controversial moves is a bad idea, you shouldn't be moving pages at all. --RexxS (talk) 14:49, 12 November 2020 (UTC)
 * this abuse of the language can you explain that in more detail and are you aware of the verifiable fact, link to evidence provided in the proposal, that thousands of templates are named using a proper noun for the country followed by other nouns? TerraCyprus (talk) 03:53, 12 November 2020 (UTC)
 * There's no more detail to explain. In English, "France place" is simply not a usable phrase for any native speaker. The expression is "French place" or "place in France". This isn't German and we don't simply construct compound nouns by jamming the name of a country next to another noun. There is a construction in English called a noun adjunct where a noun is used to qualify another noun – and other templates may use it –  but you need to read the section Noun adjunct  which explains that the preference between a noun and its corresponding adjective as a qualifier is idiomatic. In the case of countries, the preference is 100% use of the demonym. No native English speaker would say "I visited a France place". --RexxS (talk) 14:12, 12 November 2020 (UTC)
 * As for your claim that there are "thousands of templates ... named using a proper noun for the country followed by other noun". That is patent nonsense. The only template I could find in those categories that fits your scheme is Template:France top-level domains and that needs to be moved to Template:French top-level domains. However, that category tree contains plenty of examples of "Template:French ..." and "Template: ... in France". Just take a look at Category:France military templates for a page-full of examples. --RexxS (talk) 14:35, 12 November 2020 (UTC)
 * I agree that this should ideally be a multi-move including at least Template:Infobox French commune (and probably also similar ones from List of infoboxes/Place) for WP:CONSISTENT. Other than that, support. BegbertBiggs (talk) 13:01, 11 November 2020 (UTC)
 * I think something like "Infobox France place" sounds a bit jarring, and the pattern for most such templates, at least before TerraCyprus moved many of them in the course of the last two months, was "infobox French place". Still, it may be desirable to have the country name as a noun, as it's less ambiguous (even if that ambiguity is really only theoretical). However, wouldn't it sound a bit more natural if the format was "infobox place France" or something of this sort? Or even better, substitute "place" with either "settlement" (the template is a wrapper for infobox settlement) or "administrative division"? The word "place" looks to me like a greater source of ambiguity here than the word "French". – Uanfala (talk) 15:31, 11 November 2020 (UTC)
 * having the country name after the English short type name will mean that the infoboxes belonging to one country are not sorted together. The name "place" has been choosen as a common name for all multi-type wrappers, several or most of these created in the last months/years by using different English type words, "settlement", "subdivision". The word "settlement" is plain wrong for most of the entities. TerraCyprus (talk) 03:38, 12 November 2020 (UTC)
 * we don't name our infoboxes just to fit in with how they would be sorted on a category page. This obsession with categories misses the point that categorisation allows a sort key to be used: for example Template:French Navy is categorised as Navy, which sorts it under 'N' in Category:France military templates. A template called Template:Place in France can be categorised as if you were desperate to see it sorted as "France" in the category tree. That's a non-issue anyway because diffusion ensures that all of the French templates are already collected together by category page naming and don't need to sort together as you think. Anyone only needs to look at Category:French subdivision infobox templates to see how it works out. --RexxS (talk) 15:11, 12 November 2020 (UTC)
 * my text didn't contain the word "category". And no, I am not desperate. Have a nice day. TerraCyprus (talk) 13:21, 13 November 2020 (UTC)
 * please don't be obtuse. You wrote: the infoboxes belonging to one country are not sorted together: where are infoboxes belonging to one country sorted together? Infobox sorting is in categories. So what were you thinking of when you complained about the sorting? Where would templates like "Infobox place in France" and "Infobox French commune" get sorted together? --RexxS (talk) 17:33, 13 November 2020 (UTC)
 * Comment: this wrapper is specifically for administrative subdivisions (actually I created it as "Template:Infobox French subdivision"), most articles about settlements in France use Infobox French commune. So maybe "Infobox subdivision of France" would be a better name. Markussep Talk 19:40, 11 November 2020 (UTC)
 * Support even without a multimove, this should be renamed. And if possible, the "French" locations should be broken with a deprecation notice -- <IP_ADDRESS> (talk) 21:56, 9 December 2020 (UTC)
 * Strong support nothing to do with the French Community of Belgium, or places in Switzerland, or Louisiana -- <IP_ADDRESS> (talk) 04:52, 20 January 2021 (UTC)
 * Oppose per above – the proposed title is awkward, and there's no plausible confusion that needs clearing. Also noting the apparent vote stacking by the two IPs geolocating to the same area. – Uanfala (talk) 17:05, 24 January 2021 (UTC)
 * Oppose, I believe the phrase "French place" will readily be understood to refer to a place in France. BD2412  T 17:04, 2 February 2021 (UTC)

 * The discussion above is closed. Please do not modify it. Subsequent comments should be made on the appropriate discussion page. No further edits should be made to this discussion.


text:
School talk:Mathematics/Course guide

What is this supposed to be? --Fephisto 19:32, 19 April 2006 (UTC)

 * The list of suggested courses? I presume. -- Taku 06:58, 11 August 2006 (UTC)

 * Wikiversity is still very young - you can shape however the project evolves into - what is written is not set in stone, many things can change - and you can do just that with the Wiki! --HappyCamper 07:08, 21 August 2006 (UTC)

Do the Introdutory Statistics course fits in here? I believe Mathematical Statistics would be more adequated. --Lucas Gallindo 03:25, 11 September 2006 (UTC)

Spelling in Geometry
The correct is Euclidean Geometry (usage on latin languages) or Euclidian Geometry? --Lucas Gallindo 22:43, 2 October 2006 (UTC)

List of courses order
Should we rearrange the order of the courses so that it will be listed in alphabetical order? --Zoo 19:53, 14 November 2006 (UTC)

title: School talk:Mathematics/Course guide


text:
Talk:2015 Team LottoNL–Jumbo season

External links modified
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I have just modified one external link on 2015 Team LottoNL–Jumbo season. 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/20141020060201/http://www.sbs.com.au/cyclingcentral/news/57003/george-bennett-joins-belkin to http://www.sbs.com.au/cyclingcentral/news/57003/george-bennett-joins-belkin

Cheers.— InternetArchiveBot  (Report bug) 11:06, 21 June 2017 (UTC)

title: Talk:2015 Team LottoNL–Jumbo season


text:
Visual Language Interpreting/Teams

There may be a need for a team interpreter due to length of assignment, complexity of material, pacing of speaker, multiple speakers, working with a Deaf-Blind consumer, or a need to copy sign questions from the audience. Ideally you should choose an interpreter you have worked with before, feel comfortable with and supported by. Prepare with your team mate before the event, if possible, or meet at some point to compare notes. If you are the interpreter for the general deaf audience and there is an Deaf interpreter for a Deaf-Blind consumer, you or your team mate may have to keep an eye on the Deaf interpreter's need for a repetition or clarification.

Preparation

How much preparation you do for an assignment will depend on the challenges it presents to you personally, as well as the realistic time constraints and the nature of the assignment, Decide how to split up the prep and share what each of you have found out later. To get accustomed to the style of the presenter, the following options are open to you in descending order of preference. If the presenter is deaf: (1) watch a videotape of the presenter on the same topic, (2) watch a videotape of the presenter on a different topic, (3) watch a videotape of a different deaf presenter on the same topic. If the presenter is hearing; (1) listen to a tape (audio or video) of the presenter on the same topic, (2) listen to a tape of the presenter on a different topic, (3) listen to a tape of a different hearing presenter on the same topic.

If no tapes are available, or if the assignment is an ongoing one, you may wish to find something written on the topic, especially by the presenter you will interpret for. Other written resources are encyclopedia articles, glossaries, articles from periodicals, or information from the World Wide Web. If an article is too lengthy, reading only the topic sentences (first sentence of every paragraph) may be helpful. Hearing and deaf people that are knowledgeable about the topic can supply you with good sign/word choices for the target language, as well as explain the meaning of the concepts in the source language. If this is an ongoing event, notes from the previous sessions will give clearer context.

Even a brief meeting between the principal speaker and the team interpreters, if at all possible, will give needed information and build trust with the presenter. Request copies of any handouts, overheads, or lecture notes. Find out what media will be used (movies, videotapes, PowerPoint, and so one) to determine placement and lighting needs. If you don't have time to read them, at least your team mate can feed you and prepare for her/his turn. Ask the presenter what the overall goal and major points are. Do any consumer education you feel is warranted. The team interpreters should also meet 10-15 minutes before the event. Your situation may not require all of the items below. However, be aware of them and keep them in mind when you are teaming.

Placement - English to ASL

You the interpreter will stand in a place that allows the Deaf audience to see the information: overheads, PowerPoint presentations, films, maps, and other media. Where will your team mate be? Some people have the team mate sit side-by-side, even for English to ASL. It seems to me that there should be some distance between the two so that your team mate can see what you are signing and feed you short bits of information without too much distraction. However the deaf people's eyes will naturally turn to whoever is signing, so perhaps a philosophy of open processing would be appropriate.

Open processing means that if the team mate understands what was said but you don't or have misunderstood and consequently missigned a large portion of what was said, the team mate chimes in and takes over for that short portion. You might even want your team mate to continue if you find that you don't understand because of topic change, the audience member has a thick accent, or some other factor. If everyone is sitting at a table, the interpreters could sit almost side-by-side, with perhaps one seat in between for them to see each other comfortably. When it comes time to switch, no one has to move. The deaf person merely switches his/her gaze.

Placement - ASL to English

You no longer need to stand close to the visual information and will now sit. It makes sense to sit side-by-side, since your team mate does not need to see you and can also whisper the feed (chucotage or sotte voce). It is now possible for there to be long feeds that are taken up by you and said in normal volume. You can always turn the interpretation over to your team mate if you feel that the feed will be lengthy, or they seem to have a better handle on the signer. I wonder how this works for the hearing audience. Deaf people have become so tolerant of the needs of interpreters to switch off, wait for full understanding of a text, and even interpret what the interpreter is trying to say, that these sorts of bumps in the interpretation hardly jar them any more. I know if I were listening to a spoken interpretation of, say, a Russian speaker and another voice chimed in, I would be thrown off, but maybe we all have to get used to such a thing. When there is no microphone but the room is fairly large, it may be beneficial for the interpreters to stand behind the entire audience so that the audience can hear them.

Signaling

How will you signal when you need help? How will your partner signal? Some ways to signal are: eye gaze (I tell my team mate I will never look at them unless I need help), puzzled look, raised eyebrows/wide eyes for teamed English to ASL; whispered need, touch on your partner's shoulder or arm (check first), or leaning towards your partner for ASL to English. Some things an interpreter may need to signal for: missed a word/sign, what was that fingerspelling, I know the word but how do you spell it, what does that word/sign/phrase/sentence/concept mean, something non-verbal just happened that I missed, or what's the sign/word for that? Plan quick and unobtrusive ways to ask your partner for these things.

Feeding

Some "team" interpreters think they are just there to wait for their turn. I have been guilty myself of trying to work on projects while being part of a team. Make sure that your team mate says s/he is fine without feeding before you bring out that book or laptop. Where will each of you be to allow for ease of feeding and smooth turn-taking? How do you want your partner to feed you missed information? How does your partner want to be feed? Can you volunteer missed or misunderstood information, even if not asked for it? Some ways to feed: in ASL, in English-influenced ASL (contact language), or with mouthing. What do you want your partner to be particularly attentive to, that is, what do you generally need help with? Some examples: fingerspelled information, numbers, proper names, or the big picture (the text or gestalt).

Team mate's responsibilities

There are many names for the team interpreter who is not at present signing or speaking the interpretation: feed interpreter, down interpreter, off interpreter, cold-seat interpreter, the non-working interpreter (if things are going properly that is a misnomer!). All of these have advantages and drawbacks. For the purposes of this paper, I will simply say your team mate and "you" will mean the on interpreter, working interpreter, up interpreter, hot-seat interpreter, what have you, unless otherwise specified.

Your team mate may need to take care of various things that come up, besides feeding you. These may include: fixing the lighting, changing a distracting background, getting the handouts, bringing water, adjusting the microphone, or what to do about audiovisuals. (Help! They just turned off all the lights!)

Continuity and turn-taking

What happens when one interpreter's style/language variation is markedly different from the others? Suppose you choose one way of expressing a concept and your team mate believes there's a better way to handle it or that the interpretation needs to be more English or more ASL. Do you both continue to interpret without making any adjustments to your style or choices? How often will you replace each other? It's important to negotiate. Try to use what your team mate has set up in terms of spatialization and sign negotiations. The method of spelling or replacement is an issue that will also allow for continuity if it is done properly. The best method is to decide on the approximate time that you will replace each other, such as every 20 minutes. When the time arrives, the team mate should let you know that it is time, because you will be too busy interpreting to check your watch and it looks rather tacky to check your watch anyway.

If the interpreters are positioned very close to one another, the team mate can simply walk up to the interpreter when it seems that an idea has been completed or when it seems there will be a considerable pause. The interpreter can stand up or move out of place if already standing and the team mate can take her/his place. If it is hard to tell when the speaker will pause because they don't tend to pause in their speech, the team mate can signal to the interpreter TIME+ and then the interpreter will simple leave when they feel they can or simply at some random time if there never is a "good time". In a formal stage event, the team mate can come up behind the interpreter from the wings, tap the interpreter on the back and move back slightly, remaining behind the interpreter and wait for the interpreter to walk away.

Turn-taking can become more complex if there are many deaf people and they are interacting with each other. This is because we need to see each person fully and can't rely on our hearing to jump from one speaker to another. If there will be a lot of this, it is better for the interpreters to take every other speaker. This allows the hearing audience to hear that there has been a change of speakers and allows the interpreters to see the full comment even when the next signer is far away or interrupting. If there is someone who is doing most of the signing, one interpreter can take this person during their "turn" and the team mate will take the next signer who will presumably not take as much time. If a third signer chimes in before the leader responds, the teacher's interpreter will also have to interpret this signer. It can be somewhat confusing but simply identify a change of speaker's if one interpreter ends up doing two people in a row.

Debriefing during the assignment and after

Use a notebook or piece of paper to communicate to each other during the assignment. Your team mate can write down comments while you are up and vice versa. You can comment on items that this paper identifies if you forgot to mention something during your pre-meeting that you would like your team mate to do. Remember to also give each other a pat on the back for things that were done especially well. Remember to share the total interpretation, rather than play the game of one-upmanship. Don't feel insulted if you are being feed something; that's why your team mate is there. If you are the feeder and the interpreter doesn't accept your feed, don't feel rejected. Perhaps they weren't able to incorporate it, or weren't sure what you meant. Do work together. One of the stickiest problems is what you do if you are in an on-going assignment that you find does not need two interpreters because there is so much unexpected down-time due to independent student work? The ideal would be if each of you could take every other class or one person take the whole thing because the other is confident of finding other work. I leave this as a moral exercise for the reader.

Have a post-meeting, even if it's short, to sum up how things went. It's important to find out what worked and didn't work for you and your partner. I'm sure you have had the experience of coming up with just the right thing to say or do after it's too late. This doesn't have to be a frustration. Brainstorm solutions for problems that occurred and use them next time you encounter a similar situation. Use the same tact you would use with your consumers to deal with differences of opinion.

Deaf-Hearing teams

Don't forget to consider a Deaf interpreter (CDI) as a team mate, especially in such situations as: (1) ASL-English if the CDI's voice is sufficiently understandable, (2) Deaf-Blind, (3) legal, (4) mental health, (5) High Visual Orientation (previously called Minimal Language Skills), (6) International Gesture, and (7) shadow interpreting for audience visibility. Some Hearing interpreters feel funny if they have a Deaf interpreter with them, because it looks like they can't do their job alone, and they may feel the Deaf person is looking them over. Well, sometimes we can't do our job alone and that's okay. We should strive to be able to survive scrutiny by CDIs or other interpreters.

Interpreters need to feel a part of the team. The CDI should not take the tact of "Oh, that interpreter doesn't understand you. Let's talk and then I'll tell them what you said." Instead the CDI should act as a facilitator of communication and allow the Hearing interpreter to be "in on" the communication. It's true that the hearing interpreter still won't feel the client rapport that would exist if s/he was working alone. Maybe that's life.

The most interesting Deaf-Hearing team I have worked on is one where I did very little and yet benefitted markedly. I went to a Deaf Shabbaton where many Deaf people came to a Hearing synagogue and participated in a Jewish Shabbat (Sabbath) service. Afterwards there was a dinner mainly for the Deaf guests with interested hearing people also attending. For the service, one of the Deaf participants was a Deaf Israeli who knew English, ASL, and Shasi (Israeli Sign Language). The Jewish service is scripted, that is everyone reads from the siddur (prayerbook), sometimes aloud, sometimes to oneself. I sat in the congregation and signed the beginning of each new section to the Deaf interpreter, who then read the Hebrew and interpreted it into ASL. I would still sign the beginning of new sections to the interpreter so he could keep pace with the sh'lach tsibbur (prayer leader). I benefited greatly because I got to see someone who was fluent in Hebrew give his take on how the ideas of the text could be communicated into ASL. Hope your career will also team (teem) with blessings!

title: Visual Language Interpreting/Teams


text:
User:Vuara/PINXXIEE Tenstrokes

Dr H. C. Tien's PINXXIEE Tenstrokes Transcode PX2001 language software
 * http://www.internetchinese.com/english/faq.htm
 * http://www.internetchinese.com/english/Newsletter%202003-12-01.htm
 * http://www.internetchinese.com/english/English_=_Internet-Chinese.htm

google search
 * http://www.google.ca/search?q=chinese+alphabet+phonetic+ideographic+unified&ie=UTF-8&oe=UTF-8&hl=en&btnG=Google+Search&meta=&X=1
 * http://www.honco.net/japanese/03/page3.html

Educational Technology and Language R&D 1961-2004

Tenstrokes® Graphic Alphabet™ Internet-Chinese® SCRIPT

TENSTROKES® ALPHABET & THE INTERNET-CHINESE SCRIPT™

ABSTRACT: The Internet-Chinese script evolved from the TENSTROKES® Graphic Alphabet. It is both a graphic and a phonic Alphabet, with only 10 Stroke-letters. This Tenstrokes® can spell both Latin Letters, Chinese characters and symbols.

INTRODUCTION: TENSTROKES® Alphabet is the standardized Transcode™ of multilingual scripts, including the 10 Indo-Arabic Numerals, 26 Latin alphabet Letters and the 60 thousands or more of Chinese graphic characters, and innumerable multicultural graphic symbols. In short, all letters, numbers and graphics can be unified into one set of alphabetic code. In 1961, Dr. Tien discovered the TENSTROKES® Transcode©. By 1999, China Standardization Association had certified TiENSTROKES™ script as standardized Internet-Chinese®, an alternative script to Chinese characters and English, in sending e-mails.

TiENSTROKES©

For example, A, 0 and  Ä¾ can all be spelled with the same set of TiENSTROKES letters. That is,

The fact that TENSTROKES® Alphabet can spell English letters and symbols as well as Chinese characters, and modernized Internet-Chinese script, heralds new steps in global education and world trade, East-West, across WWW.

Internet-Chinese script is now a Web reality. It is being used to e-mail like English. Internet-Chinese is plainly readable to all who are using the Latin Alphabet. In our Information Age of communication tools and digital literary education, it will connect East and West more closely and efficiently.

Chinese can now learn English faster, and Americans can learn the Internet-Chinese faster. And at the same time, any English-speaking person can acquire the ability in reading and spelling "Ideograms=Haanzii’ and, at the touch of button, converting Internet-Chinese words to "ºº ×Ö = ºº ×Ö ", the beautiful Chinese characters as easily as our ancient or modern calligraphers, using TiENSTROKES™ software tools and Internet-Chinese Spellcheckers. Cogently, today learning Internet-Chinese is as easy as learning French or any other latinized language script.

What first step should I take, if I am interested in TiENSTROKES®?

Take 3 steps:

[] FIRST STEP. Begin with TiENSTROKES! It only takes 10 minutes to learn TiENSTROKES™ Alphabet. (See table above).

[] THE SECOND STEP: After the TiENSTROKES™, learn a little Internet-Chinese. This will add fun, understanding and friendship, to learn about the other side of the world. An Introductory INTERNET-CHINESE© Lesson is in the table below.

For further lessons, and much, much more, see: CHINESE FOR EVERYONE™

[] THE THIRD STEP: Plan a trip to China. See the other side of the world. Visit the Great Wall. See the Three Gorges. Visit Terra Cotta Warriors in XiAn. Learn a new culture, a new language, and try new food. Lots and lots of fun!

Above all, ENJOY LIFE.

Bon Voyage! A safe trip! Yih Luu Pinng An! Ò» Â• Æ½ °²!

+++

Questions and Answers on PINXXIEE

A Peking-born Michigan Doctor has discovered a Tenstrokes alphabet of only 10 letters, that can teach anybody in the world (who already knows the English Alphabet) within an hour to decode any Chinese character independently. No prior knowledge of Chinese is required. With the Tenstrokes alphabet, Dr H. C. Tien has created a computer-compatible Chinese script (PINXXIEE), an alphabetic touch-typeable language, like English, which is a perfect tool for English-Chinese communication and creates a new way of processing Chinese language on computer. With this PINXXIEE script and today's computer technology, it is now practical and profitable to touch-type on a standard computer keyboard. Dr. Tien has received patents on his technology in China and in United States, 1n 1992 and 1993, respectively.

Q. What are PINXXIEE's general features? A. PINXXIEE is a general language technology that has both phonetics-&-graphics(x) in its script (containing both alphabet and icons). The common features are: 1. The phonetic scripts are for the "ear", whereas the graphic scripts are for the "eye". For example, the English letters of "ABC..." are used to transcribe and decipher sounds; and the Chinese strokes of "- | /..." are used to transcribe and decipher shapes. Pinxxiee spellings combine both basic phonetic and graphic information of Chinese characters into a unique and unified PX spelling for each Chinese character. For example: MAXX. MAXX = MA(sound of ma) + XX(shape for female) => maxx(mother)

Q. What is the basic discovery of PINXXIEE language technology? A. The Chinese Tenstrokes Global Alphabet.

Q. What are its unique features? A. The Tenstrokes Alphabet has only 10 letters: V H L J I T G N C Z, associated with 10 strokes: ` - | / \ / \ ) ( z, to form the Global Alphabet or Tenstrokes Transcode(TM): V` H- L| J/ I\ T/ G\ N) C( Zz.

Q. What is the nature of this Transcode(TM)? A. Tenstrokes are the elementary "particles" of linguistics, analogous to those in physics; and the letter are "atoms". For instance, the English letter 'A' can be split into 3 strokes JIH: / \ - => A; or the Chinese character THREE can also be split into 3 different strokes HHH: - - - => = =_(3); (you need a Chinese character word processor to see the nature of the graphics more accurately).

Q. What are the benefits of using this product to user? A. Pinxxiee Language Technology empowers the users to utilize the existing keyboards, software and hardware on the international market for multilingual word processing and data transfer, including Chinese, Japanese or English getting prepared for the multilingual Information Superhighway.

Q. Who are some of the major clients of this technology? A. Purdue University, CBS, EDS, Encyclopaedia Britannica, 6 Peking schools; Peking University, Peking Normal College, Huiwen and Chongwen elementary and middle schools in China, Chinese Consulate in Chicago, and other corporate translators and academic centers have acquired the PX2001 language software.

Q. What products have these centers acquired from PINXXIEE Corporation? A. Pinyin+Plus ChineseStar for Windows 3.1 Pinyin+Plus Input Diskette Pinyin+Plus Dictionary (hard copy) Pinyin+PX2001 Tutor 1.1 ChineseStar 2.0 for windows 3.1

Q. Is this technology patented, copyrighted and/or trademarked? A. Yes. PINXXIEE Technology has received copyrights and trademarks since 1961. And PINXXIEE obtained both China patent (1992) and US patent (1993). An article by Washington Post (1985) gave the history and an article by Chicago Chinese Times (1994) gave more recent details.

Q. What is PX2001 software? A. It is a tutor that teaches the Pinxxiee Language Technology. PX2001 1.1 is a basic Chinese language learning and word processing software program, and it has broad applications and implications for users interested in R&D with multilingual technology for the information industry the near future (1-5 years).

Q. What will Pinxxiee do for me? A. Because Pinxxiee is inherently multi/translingual, it will assist

Q. Why would I use Pinxxiee over Pinyin? A. The alphabet is very effective in the development of pronunciation and the learning process in general, which is why Pinyin  was developed. A natural alphabetic language assists in pronunciation and provides meaning. The Pinxxiee alphabet does this, whereas the Pinyin alphabet only assists in pronunciation.

Q. Chinese has been talked about though out most of this book, but Pinxxiee is referred to as a multilingual language. Can Pinxxiee do other languages? A. Yes. Most ideographic languages derive from Chinese, which is why it is referred to as a multilingual language.

Q. If I learn Pinxxiee, can it help me with other language? A. Yes. In a basic sense you can always revert back to TiENSTROKES to represent any letter or character. But in a practical sense once you have bridged the gap between alphabetic and ideographic languages, your ability to learn and use any language is greatly increased. For instance, this is especially useful for programmers interested in developing multilingual computer systems.

+++

PINXXIEE HISTORY CAIS'99

Back Side of the Rosetta Stone

Today in 1999, one-fifth of the world's population is Chinese. And the remaining four-fifths can't read Chinese characters. How do we improve communication between China and the rest of the world, for example with the United States? Since 1873, the American invention of typewriter by Sholes & Remington motivated countless attempts to adapt the ideographic script into a touch typable format like English; and up to now, over a thousand encoding methods have been devised to input ancient Chinese ideographs into the modern computer. so far, none has achieved the efficiency and flexibility to match the Latin phonetic script. The Chinese bottleneck remains. There may exist a historical missing link to be discovered, comparable to the Rosetta Stone of Egypt.

H. C. Tien, M.D., a practicing physician working with children, discovered such a scientific link between the tow major languages of the world, Roman letters and Chinese characters. After more than 25 years of research and development, he perfected the Tenstrokes Pinxxiee script (pin-shay, meaning phonics-graphics), with a Tenstrokes language theory and technology, linking to the Egyptian Rosetta Stone(196 BC, in the reign of Ptolemy V).

The Rosetta Stone helped French linguist Jean-Francois Champollion(1790-1832), with the aid of English physician-physicist Thomas Young(1773-1829) and his insight of reading Hieroglyphic graphic signs as alphabetic phonic letters, thus deciphering the inscrutable Egyptian Hieroglyphics, linking to Demotic and Greek. Thence to French and to English.

In 1961, Dr. Tien gained insight into children's dyslexia and reversed the reading of English phonetic letters back to Chinese ideographic signs. He thus discovered and created a basic Tenstrokes Alphabet as if it were on the "Back side of Rosetta Stone". It now enable anyone in the world to learn Chinese Characters more easily. This discovery attracted scientists and scholars, East & west, because Tenstrokes turned out to be a phonographic alphabet underpinning all the world's languages. This global alphabet similarly deciphers the inscrutable Chinese Ideographics, linking to Pinxxiee and English, completing the circle. In fact, this alphabetic Transcode actually serves as the missing link between the various linguistic cultures of the world.

CAIS'99(ComputerChinese Auto Input System)™ is the embodiment of the e-Chinese translingual tool now available in personal computer and palm computers. TiENSTROKES can be used at once as a central switch to multilingual translations amongst all the languages on the Web.

TiENSTROKES will help build electronic Chinese links with English and Indo-European languages as well as with other Sino-Asian languages on the Multilingual Information Superhighway( MISH™) for current Internet applications, and for the expansion of the World Wide Web.

The discovery of Tenstrokes Alphabet truly bridges East & West in the global Information Age.

+++

December 1, 2004 Vol. II. Bulletin 1.

World InterNetters Society Bulletin

THE TREE MODEL OF LANGUAGE CONVERTER Multilingual Information Super-Highway (MISH):

By H. C. Tien, M.D. An Introduction to PINXXIEE Translingual Dictionary, World Journal Press, 1990

In 1947, Warren Weaver, Director of the Natural Sciences Division of the Rockefeller Foundation, wrote to Professor Norbert Wiener at MIT, a memo that launched machine translation (MT). By 1955, Weaver was seeking "a system of prelinguistic symbols (that) underlies all human languages, like a shared source code of thought. If such a system could be discovered, or created, it could be used as medium for converting ideas from one language into another. By translating the words in an original text into this code, and then translating back into the desired language, the code could be used as a universal interface between languages."

In 1961, unbeknownst of Warren Weaver’s search, Dr. Tien, indeed, researching with Rorschach inkblots and Chinese characters, discovered the first fragment of a code for his language converter linking to the ancient Rosetta Stone. And by 1999, he perfected precisely such a basic system of prelinguistic symbols, named Tenstrokes Transcode[. TiENSTROKES® also provided the long-sought solution to the Chinese Homophone Puzzle. Defying the dire predictions of nearly all world classical linguists, Dr. Tien’s Transcode made it possible to transform traditional Chinese characters into the modernized and linearized Internet-Chinese script, directly readable like English and learnable like French.

And so, the alphabetic spelling of an ideographic character like ‘ Ä¾ ’ is ‘ HLJY ’ or in its prelinguistic symbols ‘ Ò» Ø Ø¯«£ ’, which is same for all languages. But, of course, the pronunciation or its phonetic spelling of

Ä¾ ó Ò» Ø Ø¯«£ ó HLJY ó Tree

for any language is uniquely different for each and every one, that is, for example, ‘Tree’ in English, ‘Arbre’ in French, ‘Baum’ in German, and so on, or now ‘Muuh’ in the Internet-Chinese, a new lingua sinica on MISH. [See Tree Model]

This is a significant development for the world of education since students need only to learn the basic 10-letter Chinese stroke alphabet to map 10 English letters, in order to learn convert the entire language (see Global Alphabet Chart). Truly prophetic, in 1955 Warren Weaver, the foremost theoretician of MT (Machine Translation) actually wrote: "It is very tempting to say that a book written in Chinese is simply a book written in English which was coded into ‘Chinese code.’ We have useful methods for solving almost any cryptographic problem, may it not be that with proper interpretation we already have useful methods for translation?" The answer is "Yes, and it’s all Chinese!"

And again, Dr. Tien successfully published such a trilingual tutorial book, decoding "Chinese For Everyone", using CCC’s TiENSTROKES® MarcoPolo Converter 2003.

[ Tenstrokes® Transcode is a system of prelinguistic symbols, because it is a motion alphabet of 10 directional strokes, according to Pinxxiee Theory (pron. pin-shay, meaning phonics+graphics). It can draw Chinese characters and it can even ‘spell’ English letters with the same stroke alphabet. Today, would colleagues of Prof. Weaver or Erwin Reifler recognize this example? The big English letter E is made of 4 stroke letters Ø Ò» Ò» Ò» ó E (phonic); however, the square Chinese character King,Íõ (graphic) is also made of the same 4 stroke letters Ò» Ò» Ø Ò», except for their sequence. And so it is for all 26 English letters and for 2,500 basic Chinese characters, which Chinese elementary school children must all learn by rote memory in order to become literate.

+++

Students take two or three years of Spanish or French and six months after their last class all they remember is how to count to ten and say hello and good-bye. Why will it be any different with Mandarin-Chinese? Because of TiENSTROKES, which is the key that unlocks the entire Mandarin-Chinese language. Students will learn to read, write, and decode the 100 most commonly used Chinese graphic characters. That beats hello or good-bye in Spanish or French.

Quick answer to that question that is going through your mind. Why won't they forget the hundred words of Mandarin-Chinese? The reason they won't forget the first 100 words, or the hundreds to follow as the program progresses, is that they need only to remember the TiENSTROKES (10 STROKES)! This is the link between English script, Internet-Chinese, and Chinese graphic characters.

Still wondering about how you will motivate your students to learn a new language, especially Chinese? Let them know that TiENSTROKES and Mandarin-Chinese is part art class! That's right. What other language do you know of where the characters of a tree actually look like a tree when you write (draw) them out using TiENSTROKES. Chinese is the most artistically creative language in the world and our students deserve the opportunity to learn it through the user-friendliest software on the market ... TiENSTROKES

title: User:Vuara/PINXXIEE Tenstrokes


text:
Category:Wikiversity Translators

Category:Wikiversity Translators are people.
 * Category:Wikiversity translators are machine translation tools and examples. You should learn the difference forthwith.

title: Category:Wikiversity Translators


text:
Cookbook:Pizza Dough

A simple pizza recipe; works well for thin crusts.

Ingredients

 * 1 cup lukewarm (about 100°F or 38°C) water
 * 2 cups all-purpose flour
 * ⅛ oz yeast
 * 1 tbsp white granulated sugar
 * 1 pinch salt
 * Vegetable, corn, or canola oil
 * Cornmeal

Procedure

 * 1) Mix water, yeast, flour, and salt in a large mixing bowl. If the batter is thin and runny like pancake batter, knead in a little more flour to get a sticky dough. If you can touch the batter with your finger and not stick to it, that's too dry, so knead in a little water.
 * 2) Set the mixing bowl so it is sitting in warm water, or place on top of a warm oven. Let rise for 20–30 minutes. Don't worry if it only rises 10% or 20%—it'll still work.
 * 3) Grease a baking sheet with some oil, then sprinkle cornmeal on the oil. Use you fingers to press the dough out until it is about ¼ inch thick all over, with the edges ½ inch thick. Sprinkle flour on top of the dough so it doesn't stick to your hands.
 * 4) Top dough with pizza toppings as desired—see pizza article.
 * 5) Bake at 425°F for about 15–20 minutes. Rotate every 5 minutes and move to upper or lower shelves as necessary. After 10 minutes slide a large knife under the crust. If it is dark brown, move it to a higher shelf so it doesn't burn while the top finishes cooking. If it is white or light tan, move to lower shelf so you get a crispy crust before the cheese starts turning brown on top.

Notes, tips, and variations

 * On your first try, try just one or two pizzas. Then you can adjust it next time as necessary.
 * The dough rises to become about 50% larger, so use a big bowl.
 * Note that the flour used must be at least 60–70% all-purpose white flour. The dough will be heavy and won't rise as much if the proportion of other flours is too large.
 * Try adding sesame seeds, oregano, or basil to the dough.

Troubleshooting

 * If the crust isn't done in the middle, you may have the dough too thick.
 * If the crust burned on the bottom, you either had it too close to the bottom of the oven or didn't move it to a higher shelf in time. Some stoves are hotter than the thermostat, so try a lower temperature next time.
 * Water from fresh tomatoes, pineapples, and onions, can seep into the crust, so take it easy on those.
 * If the pizza is too greasy, reduce the amount of oil in the pan. It should be a thin film, but it doesn't need to pool on the surface. Some toppings (pepperoni, sausage, even cheese) will release grease into the pizzas; try smaller pieces.
 * If the vegetables are overdone (e.g., dried up mushrooms, bitter peppers, soggy onion), try topping the pizza halfway through the baking time so they still have a little texture left. Some vegetables, especially broccoli, work better when protected by a coating of oil.
 * If the cheese is brown and dried out on top, the pizza was cooked too close to top element in oven; never use top shelf.
 * If the crust is not very light, use less whole wheat flour or cornmeal in the batter.

Livre_de_cuisine/Pâte_à_pizza

title: Cookbook:Pizza Dough


text:
Talk:Dexter Fletcher

Band of Brothers
What about his role in Band of Brothers? He had a large part.

yep... also watching a flick right now, "baseline" in which he acts & is credited as director. is it the wp policy on imdb that's keeping these things out? — Preceding unsigned comment added by <IP_ADDRESS> (talk) 00:12, 21 August 2022 (UTC)

Improvements needed
Terrible, terrible biography. Complete overplay of his work on "Gamesmaster" which is a minor piece of tv work done well over a decade ago. More should be put in about his acting work, especially film and US tv work such as Band of Brothers. —Preceding unsigned comment added by <IP_ADDRESS> (talk) 10:30, 21 December 2007 (UTC)

The Patriot
Dexter Fletcher also had a small part in the movie "the Patriot" when he had to clothe General Cornwallis. —Primusinterparem (talk) 19:39, 30 June 2009 (UTC)

Kick-Ass
Fletcher also had a moderate role in Kick-Ass, so I've put it in. Zolstijers, innit brah!? —Preceding unsigned comment added by Zolstijers (talk • contribs) 12:30, 2 April 2010 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Dexter Fletcher. 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/20091012111456/http://www.fangoria.com/home/news/27-international-frights/4217-more-cast-new-poster-for-vampire-film-dead-cert.html to http://www.fangoria.com/home/news/27-international-frights/4217-more-cast-new-poster-for-vampire-film-dead-cert.html
 * Added tag to http://intothespotlight.co.uk/

Cheers.— InternetArchiveBot  (Report bug) 20:37, 9 September 2017 (UTC)

Music videos in filmography
Might be worth adding music video appearances to his filmography. For instance, he appeared in Kylie Minogue's Some Kind of Bliss video. SecretName101 (talk) 09:07, 13 January 2019 (UTC)

title: Talk:Dexter Fletcher


text:
User:Rtcoles

I have a Bachelor of Science in Physics from Imperial College, London.

I'm currently studying towards a Master of Science degree in Nuclear Physics at the University of Birmingham.

I believe assuming good faith is the most important Wikipedia policy.

title: User:Rtcoles


text:
1991 Virginia Slims of Nashville

The 1991 Virginia Slims of Nashville was a women's tennis tournament played on indoor hard courts at the Maryland Farms Racquet Club in Brentwood, Tennessee in the United States and was part of Tier IV of the 1991 WTA Tour. It was the sixth and last edition of the tournament and ran from November 4 through November 10, 1991. Fourth-seeded Sabine Appelmans won the singles title and earned $27,000 first-prize money.

Singles
🇧🇪 Sabine Appelmans defeated 🇺🇸 Katrina Adams 6–2, 6–4
 * It was Appelmans' 2nd singles title of the year and of her career.

Doubles
🇺🇸 Sandy Collins / Elna Reinach defeated  Yayuk Basuki /  Caroline Vis 5–7, 6–4, 7–6(9–7)

title: 1991 Virginia Slims of Nashville


text:
Talk:Venus In situ Composition Investigations

How long are the two landers expected to operate on the surface ?
How long are the two landers expected to operate on the surface ? - Rod57 (talk) 16:05, 30 July 2019 (UTC)
 * One or two hours would be a very long life. I was not able to find the target time, I think it depends on the electronics development at the time. The Russian Venera-D is focused and praying on an "extended" operation time of 3 hours. Rowan Forest (talk) 17:00, 30 July 2019 (UTC)

What technology to cope with temp and pressure
Since/if the instruments are based on those of Curiosity, presumably they must be kept cool. What temp will they operate to, and how will they be kept cool ? Passive/insulation for a short period, or some type of active cooling ? - Rod57 (talk) 08:17, 8 June 2021 (UTC)


text:
Super Session

Super Session is an album by singer and multi-instrumentalist Al Kooper, with guitarists Mike Bloomfield on the first half and Stephen Stills on the second half. Released by Columbia Records in 1968, it peaked at No. 12 on the Billboard 200 during a 37-week chart stay and was certified gold by RIAA.

Background
Al Kooper and Mike Bloomfield had worked together on the sessions for Bob Dylan's ground-breaking classic Highway 61 Revisited, and played in the backing band for his controversial performance with electric instruments at the Newport Folk Festival in July 1965. Kooper had recently left Blood, Sweat & Tears after they recorded their debut album, and was now working as an A&R man for Columbia Records. Bloomfield was about to leave the Electric Flag, and at a loose end. Kooper telephoned Bloomfield to see if he was free to come down to the studio and jam; Bloomfield agreed, leaving Kooper to handle the arrangements.

Kooper booked two days of studio time at CBS Columbia Square in Los Angeles in May 1968, and recruited keyboardist Barry Goldberg and bassist Harvey Brooks, both members of the Electric Flag, along with well-known session drummer "Fast" Eddie Hoh. On the first day, the quintet recorded a group of mostly blues-based instrumental tracks. It included the modal excursion "His Holy Modal Majesty", which was a tribute to modal jazz musician John Coltrane, who had died the previous year, and was also reminiscent of "East-West" from the second Butterfield Blues Band album. On the second day, with the tapes ready to roll, Bloomfield returned to his home in Mill Valley in the San Francisco Bay Area, saying he had been unable to sleep.

Needing to have something to show for the second day of booked studio time, Kooper hastily called upon Stephen Stills, also in the process of leaving his band, Buffalo Springfield, to replace Bloomfield. Regrouping behind Stills, Kooper's session men cut mostly vocal tracks, including "It Takes a Lot to Laugh, It Takes a Train to Cry" from Highway 61 and a lengthy and atmospheric take of "Season of the Witch" by Donovan. Although Harvey Brooks's closing "Harvey's Tune" includes overdubbed horns added in New York City while the album was being mixed, the album only cost $13,000 to complete.

The success of the album opened the door for the "supergroup" concept of the late 1960s and 1970s, as exemplified by the likes of Blind Faith and Crosby, Stills & Nash. Kooper forgave Bloomfield, and the two of them made several concert appearances after the album was released. The results of one of those became the album The Live Adventures of Mike Bloomfield and Al Kooper.

Releases
Along with the stereo version, Super Session was released as a 4-channel quadraphonic version in the 1970s. The quadraphonic version was released on SQ matrix encoded vinyl and discrete 8-track cartridge tape. On April 8, 2003, Legacy Records reissued the album on compact disc with four bonus tracks, including both an outtake and a live track with Bloomfield, and two with the horn overdubs mixed out.

In the early 2000s, it was intended that it would be remixed for the new 5.1 channel version to be released on SACD. But in late 2004, Al Kooper commented: "To the best of my knowledge, based on an unnamed source, the new head of SONY/BMG shut down the 5.1 SACD department and let everyone go. A year and a half ago I remixed Super Session and Child Is Father to the Man for them in 5.1 SACD. They both came out incredible and so I mastered them with Bob Ludwig. Now it seems they will languish on the shelves under the current administration of SONY/BMG...Typical, in soooo many ways.""

Both 5.1 remixed SACDs were finally released in 2014 by Audio Fidelity.

Personnel
Additional personnel
 * Al Kooper – vocals, piano, Hammond organ, Ondioline, electric guitar, twelve-string guitar
 * Mike Bloomfield – electric guitar on side one, reissue tracks 10, 12, 13
 * Stephen Stills – electric guitar on side two, reissue track 11
 * Barry Goldberg – electric piano on "Albert's Shuffle" and "Stop"
 * Harvey Brooks – bass guitar
 * Eddie Hoh – drums, percussion
 * Horn section – unknown session players; arranged by Al Kooper and Joe Scott
 * Fred Catero, Roy Halee – engineering
 * Martin Greenblatt – digital mastering

title: Super Session


text:
Ericeia leichardtii

Ericeia leichardtii is a moth in the family Erebidae. It is found on Fiji, Tonga, the Loyalty Islands Samoa and in northern Australia.

title: Ericeia leichardtii


text:
Template talk:Christian culture

The formatting is wrong
The formatting messes with built-in Wikipedia formatting. When a template is added to an article on a subject, that subject is marked in bold, but the way this template is formatted, that isn't possible. Also, MOS:HEADING is broken where headings are linked. There are probably other problems, but I'll just stop there and wait for others to comment. Walter Görlitz (talk) 00:47, 10 February 2015 (UTC)

Painful
Aughhh! My eyes! Editor2020, Talk 02:51, 10 February 2015 (UTC)

 * Thanks for the note. True the colors need to be less harshness and background color easier on the eyes. I will try to change the background color.--Jobas (talk) 03:05, 10 February 2015 (UTC)
 * I don't know that it will help. There are a lot of problems here. Walter Görlitz (talk) 05:46, 10 February 2015 (UTC)
 * Thank you for you'r concern but the Template look was changed. The user:Tahc helping in improving the Template and the new one it's much better.--Jobas (talk) 10:29, 10 February 2015 (UTC)
 * Not enough. For instance, Christian Music is now piped to just "Music" and it's a heading so it's not at all clear that it's in the template.
 * The fact that this template was created and applied without discussion is a similarly large problem. Walter Görlitz (talk) 15:35, 10 February 2015 (UTC)
 * Rather Music is piped to Christian Music. I think headings here for Art, Music, etc. are better than headings that say Christian Art, Christian Music, etc.
 * Pages, even templates, are normally created without discussion and then discussed afterward on said talk pages. I am not sure just what you would do/discuss differently. tahc chat 18:23, 10 February 2015 (UTC)
 * And so, because it's piped and a heading, it's not obvious that it's in the template. Walter Görlitz (talk) 04:58, 11 February 2015 (UTC)

title: Template talk:Christian culture