text:
Guitar/Alternate Tunings

Many guitar players use alternate tunings, which differ from standard tuning. The use of alternate tunings (non-standard tunings) are found throughout the history of the classical guitar and are a major factor in the playing of blues slide guitar. Many alternate tunings involve downtuning ("dropping") strings.

Dropped D (DADGBE)
The most common alternate tuning is the dropped D (or "drop D") tuning. The lower E string is tuned down to a D. This tuning allows one to play power chords on the fourth, fifth and sixth strings with only one finger, and of course allows for lower bass notes. Used commonly in heavy metal, but also in nearly every other form of guitar music.

Waylon Jennings used this frequently, even dropping to D with the use of a scruggs banjo tuner on his famous telecaster in the middle of a song.

Drop C tuning CGCFAD
This progressive tuning is used in metal but often used by bands who stick with 6 string guitars to achieve an extra deep tone. Bands such as CydeDish, Deftones, System of a Down, KSE, August Burns Red and As I Lay Dying.

Drop B (BF#BEG#C#)
Alternatively, you can tune to BF#BEG#C#, if you are looking for a deep heavy hitting sound. This tuning is mostly used by nu-metal bands like Slipknot, August Burns Red, many deathcore bands, and some death metal bands.

Drop A (AEADF#B)
Alternatively, you can tune to AEADF#B, if you are looking for a deep heavy hitting sound. This tuning is mostly used by nu-metal bands like Slipknot, August Burns Red, many deathcore bands, and some death metal bands.

Double dropped D (DADGBD)
Similar to Dropped D above, for this tuning just drop both 'E' strings a full tone. Neil Young often tunes his guitars this way.

Regular tunings

Among alternative guitar-tunings, regular tunings have equal musical-intervals between the paired notes of their successive open-strings. Regular tunings simplify the learning of the fretboard of the guitar and of chords by beginning students. Regular tunings also facilitate improvisation by advanced guitarists.

Guitar tunings assign pitches to the open strings of guitars. Tunings can be described by the particular pitches that are denoted by notes in Western music. By convention, the notes are ordered from lowest to highest. The standard tuning defines the string pitches as E, A, D, G, B, and E. Between the open-strings of the standard tuning are three perfect-fourths (E-A, A-D, D-G), then the major third G-B, and the fourth perfect-fourth B-E.

In contrast, regular tunings have constant intervals between their successive open-strings:
 * 4 semitones (major third): Major-thirds tuning,
 * 5 semitones (perfect fourth): All-fourths tuning,
 * 6 semitones (augmented fourth, tritone, or diminished fifth): Augmented-fourths tuning,
 * 7 semitones (perfect fifth): All-fifths tuning

For the regular tunings, chords may be moved diagonally around the fretboard, indeed vertically for the repetitive regular tunings (minor thirds, major thirds, and augmented fourths). Regular tunings thus appeal to new guitarists and also to jazz-guitarists, whose improvisation is simplified. On the other hand, some conventional chords are easier to play in standard tuning than in regular tuning.

Major thirds tuning
[[Image:First and second inversions of C-major chord on six-string guitar with major-thirds tuning.png|right|thumb|alt=The C major chord and its first and second inversions. In the first inversion, the C note has been raised 3 strings on the same fret. In the second inversion, both the C note and the E note have been raised 3 strings on the same fret.|Chords are inverted by shifting notes three strings on the same fret.

Major-thirds tuning was introduced by jazz-guitarist Ralph Patt in 1964. All of the intervals between its successive open strings are major thirds; in contrast, the standard guitar-tuning has one major-third amid four perfect-fourths.

Major-thirds tuning reduces the extensions of the little and index fingers ("hand stretching"). Major and minor chords are played on two successive frets, and so require only two fingers; other chords—seconds, fourths, sevenths, and ninths—are played on three successive frets. For each regular tuning, chord patterns may be moved around the fretboard, a property that simplifies beginners' learning of chords and that simplifies advanced players' improvisation. In contrast, chords cannot be shifted around the fretboard in the standard tuning E-A-D-G-B-E, which requires four chord-shapes for the major chords. There are separate chord-forms for chords having their root note on the third, fourth, fifth, and sixth strings. Major-thirds tuning repeats its octave after every two strings, which again simplifies the learning of chords and improvisation; Chord inversion is especially simple in major-thirds tuning. Chords are inverted simply by raising one or two notes three strings. The raised notes are played with the same finger as the original notes.

All fourths tuning

 * E-A-d-g-c'-f'

This tuning is like that of the lowest four strings in standard tuning. Consequently, of all the regular tunings, it is the closest approximation to standard tuning, and thus it best allows the transfer of a knowledge of chords from standard tuning to a regular tuning. Jazz musician Stanley Jordan plays guitar in all-fourths tuning; he has stated that all-fourths tuning "simplifies the fingerboard, making it logical". Contemporary players are also moving to fourths tuning, noted players include Alex Hutchings and Tom Quayle.

 * Eb-Ab-Db-Gb-B-E

A less commonly used version of fourths tuning is retaining the regular tuning on the first and second strings (E and B) and lowering the other strings by a semitone. This version can make playing classical pieces more accessible.

New Standard Tuning (CGDAEG)

The tuning, invented and introduced by Robert Fripp of King Crimson, is: C(6th) - G(5th) - D(4th) - A(3rd) - E(2nd) - G(1st).

Basically this tuning is efficient because it utilizes the tuning that is common is a cello (CGDA), violin, and mandolin (both GDAE), in which it is in fifth, from a low C. The second string is a fourth up from the B to an E, and the first string is a minor third up from the E to a G.

Since the lowest five strings are tuned in fifths, typical fingerings for chords and scales used on the violin, cello, and mandolin are applicable here. The minor third between the top strings allow denser chords in the high range of the scale, and easier access to some elementary chord tones (typically the thirteenth for chords with the root note on the sixth string, and the ninth and flat ninth for chords with the root note on the fifth string, see chord). NST has a greater range than the Old Standard Tuning, approximately a perfect fifth (a major third lower and a minor third higher).

Scales across two strings in NST also line up nicely into coherent tetrachords or four-note patterns that have a visually rational relationship (whole and half-tone relationships have a remarkable symmetry that can be easier to learn than the OST whose intervals from 6 to 1 have the (inconsistent) major third thrown in the middle of the scale.

Open A (EAC#EAE)
Alternatively you could tune the guitar to EAC#AC#E

"Slide" Open A (EAEAC#E)
This tuning is identical to Open G tuning but with every string raised one step, or two frets

Open C (CGCGCE)
Used notably by Devin Townsend in his bands Strapping Young Lad and Devin Townsend Project.

Open D (DADF#AD)
Open D, like all open tunings, produces a major chord (in this case, D major) when all strings are strummed. Drop the sixth, first, and second strings down two semitones, and the third string one semitone. It is also called "DAD-fad" after its notes.

Uses the same chord shapes as Open E but is easier on a guitar neck as the strings are detuned lessening the tension.

Open D is a common tuning for folk, blues, and slide guitar. A variation of this tuning is open d minor. Open D minor is tuned DADFAD, meaning the only change is that the F# is tuned down to an F.

Chord shapes
Here are some handy chord shapes: G/D: (020120) Em7/D: (022120)

Open E (EBEG#BE)
Used by Cat Stevens and a popular choice for slide guitarists. Strumming in the open position yields a Emajor chord. You can easily play any chord by barring across the neck at different fret positions. This does however have some disadvantages; mainly that it is slightly more difficult to play minor chords. Some artists overcome this by tuning to EBEGBE. This allows both minor and major chords to be played easily. Because tightening the strings more than is intended can break the strings or put unneeded stress on the neck, many players opt to tune in Open D and put a capo on the second fret; the result is the same.

Open C6 (CACGCE)
This tuning is rarely used. It has been used by Jimmy Page on "Bron-Yr-Aur", "Friends", and "Poor Tom". J. M. Smig uses this tuning on "Fingers In The Forest".

Open G (DGDGBD)
This is sometimes referred to as "Spanish Tuning", popular with slide guitarists. Tune the 1st and 6th strings down to D, and the 5th string to G.

Keith Richards uses this tuning extensively after 1968. (See Brown Sugar, Honky Tonk Women, Start Me Up) He also removes the 6th string (low E in standard tuning) because the root of the chord is on the 5th string in Open G.

DADGAD
DADGAD (pronounced as a word: "DAD-gad"), one of the most versatile tunings, is named after the tuning of its strings. The sixth, second, and first strings are dropped two semitones to D, A, and D. Strumming all the strings open forms a Dsus4 chord; fretting the second fret of the third string (or muting the third string) produces a D5 chord, or D power chord. Most songs for DADGAD are in D major, or in G major with a capo at the fifth fret. Jimmy Page of Led Zeppelin played Kashmir in this tuning.

DADADD
This is essentially one huge power chord. Each string neatly divides the scale in half and it is easy to make simple patterns then repeat them anywhere on the fretboard.

Standard E-flat (EbAbDbGbBbeb)
In this tuning, each string is tuned down a half step, or one fret. This is a popular tuning throughout the history of blues and rock, and many modern bands perform with it. Stevie Ray Vaughn frequently used this tuning with heavier strings to get a full, rich tone.

Standard D (DGCFAD)
Made popular by death metal band Death. Commonly used in metal today.

Standard C (CFBbEbGC)

Used by John Petrucci on 3 songs from Dream Theater’s Train Of Thought.

Apprendre la guitare/Accordage

title: Guitar/Alternate Tunings


text:
1947 Memphis State Tigers football team

The 1947 Memphis State Tigers football team represented Memphis State College (now known as the University of Memphis) as an independent during the 1947 college football season. In its first season under head coach Ralph Hatley, the team compiled a 6–2–1 record and outscored opponents by a total of 238 to 60. Fred Medling was the team captain.

In the final Litkenhous Ratings released in mid-December, Memphis State was ranked at No. 167 out of 500 college football teams.

The team played its home games at Crump Stadium in Memphis, Tennessee.

source: wikimedia

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

title: 1947 Memphis State Tigers football team


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Megadictyon

Megadictyon is a genus of Cambrian lobopodian with similarities to Jianshanopodia and Siberion. Occasionally mis-spelt Magadictyon.

Description
Megadictyon is a large lobopodian, with a body length (excluding appendages) possibly up to 20 centimeters in total. The head has a pair of robust frontal appendages associated with rows of spines and terminal claws. Located on the underside of the head is a radiodont-like mouthpart formed by multiple layers of plates and tooth-like structures. The trunk is wide and annulated, with a pair of well-developed lobopodous limbs on each body segment. Only 8 segment/limb pairs are countable in the incomplete fossil materials which are lacking the posterior region, so it may have had more (possibly up to 11 to 13) in nature. It also has pairs of digestive glands similar to those of basal arthropods.

Phylogeny
Phylogenetic position of Megadictyon according to Pates et al. (2022).

title: Megadictyon


text:
2014 Shreveport mayoral election

The 2014 Shreveport mayoral election resulted in the election of the Democrat Ollie Tyler as the first African-American female mayor of Shreveport. She defeated Victoria Provenza in the runoff election to succeed the term-limited incumbent Cedric Glover. The nonpartisan blanket primary was held on November 4, 2014, and as no candidate obtained the required majority, the general election followed on December 6, 2014.

No Republican sought the position.

Results

 * }

 * }

title: 2014 Shreveport mayoral election


text:
vražda

Etymology
, from.

Noun

 * 1) murder act of deliberate killing

Etymology
.

Noun

 * 1)  enmity, hostility
 * 2)  feud, domestic dispute
 * 3)  wergeld, blood money

Etymology
.

Noun

 * 1) murder (act of deliberate killing)

title: vražda


text:
Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaa

Excellent Decision!
Now the first four frames are

$$\Rightarrow$$ Fae In $$\Rightarrow$$ $$\Rightarrow$$ Cut To  $$\Rightarrow$$   $$\Rightarrow$$ Dolly Out  $$\Rightarrow$$      $$\Rightarrow$$ Pedestal Down $$\Rightarrow$$

EXTERIOR - The local movie theater - NIGHT

(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

(2) Young Person: "That was a great movie..."

(3) Young Person (contined): "but I do not understand one thing."

Next Frame?
You have a choice of how you can show the poster.

 * Option A
 * With his back to the camera, the Young Person says, "That was a great movie...". Then the Young Person turns toward the Old Person and says, "but I do not understand one thing."

 * Option B
 * The Young Person says, "That was a great movie...". Then cut to the Young Person turns to the  Old Person and says, "but I do not understand one thing."

Now Decide!

 * Select either option A or B

 * If you change your mind, you can go back to the previous page.

 * Reference Material
 * All the thumbnail storyboard frames.
 * The unformatted script.
 * The original story.
 * The [[Media:SBTDS Script Ciprian2.pdf|formatted script]].
 * To start over, go back to the beginning.


text:
Emblem of Chandigarh

The Emblem of Chandigarh is the official seal of the government of the Indian union territory of Chandigarh.

Design
The emblem consists of a circular shield depicting a representation of Le Corbusier's Open Hand Monument sculpture which is widely regarded as a symbol of the city of Chandigarh.

Government banner
The administration of Chandigarh can be represented by a banner depicting the emblem of the territory on a white background.

title: Emblem of Chandigarh


text:
Wikipedia:Articles for deletion/Line of succession to the former Brazilian throne

The result was delete. Tone 13:20, 24 August 2020 (UTC)

Line of succession to the former Brazilian throne

 * – ( View AfD View log  Stats )

This throne has been defunct since 1889. WP:DEL-REASON 6: Articles that cannot possibly be attributed to reliable sources, including neologisms, original theories and conclusions, and articles that are themselves hoaxes (but not articles describing notable hoaxes). It is impossible to attribute the current line of succession to this throne to WP:RELIABLE sources, because there is no current line of succession, because monarchy doesn't exist anymore. See also WP:NOTGENEALOGY. There are also WP:BLP concerns about the people who are listed here.

So basically, the same reasons as the previous 25 lines of successions to defunct thrones that have been deleted recently (1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25). TompaDompa (talk) 12:17, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of Lists of people-related deletion discussions. TompaDompa (talk) 12:17, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of History-related deletion discussions. TompaDompa (talk) 12:17, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of Brazil-related deletion discussions. TompaDompa (talk) 12:17, 17 August 2020 (UTC)

 * Delete per nom and the many valid arguments in prior similar deletions, too many to repeat. Without an existing legal framework providing rules of succession, any listing of an order of succession is based on arbitrary rules. Agricolae (talk) 14:58, 17 August 2020 (UTC)
 * Delete as per nom and above comment. Balle010 (talk) 15:56, 17 August 2020 (UTC)

 * Keep - First of all Brazil is a most interesting case, since it's one of the few countries in modern time who have actually had a referendum about the possibility of restoring the monarchy. Secondly this article is a little different from the other articles with this theme, since it also includes fictional cases of restoring the Brazilian monarchy from litterature etc..
 * Thirdly: The idea stated in the nomination that there can't be a line of succession, when there isn't an existing monarchy is more or less bogus. It's a private and so far unsourced opinion.
 * There will in by far the most cases always be a line of succession to a monarchial institution, if that institution was based on the principle of inheriting the tile, unless the family in question has run out of heirs. The assumption that the line of succession to a former throne dosen't exist any more is pretty much an (unsourced) opinion, a private opinion not based in any international rules or resolutions. I can't think of a UN-resolution that mentions anyting about that the line of succession to defunct thrones dosen't exist any more?
 * We do actually have a number of cases, where referendums have been held about the question whether an abolished monarchy should be restored. If we put the 1947 Spanish referendum aside, because it didn't involve reinstating an actual monarch in the job, then there are at least four known examples of such referendums: 1935 Greek monarchy referendum, 1953 Maldivian constitutional referendum, 1993 Brazilian constitutional referendum & 1997 Albanian monarchy referendum. These referendums would have been meaningless, if the nations where they took place didn't think a) there is actually a former royal family, we can put back on the throne and b) there is a line of succession in that family that determins, who will become monarch and who will become first, second, third and so forth in the line of succession if we the people/nation decides to bring back the monarchy to our country.
 * I didn't get around having classes in law at university, but I'm pretty confident, that most lawyers would say, that it is/was the latest law of succession from before the monarchy was abolished, that defines the line of succession in that particular royal/princely family. Isn't that just a statement on my behalf? Perhaps, but if we take a look at the historical examples it is evident, that when a republic is abolished and a former monarchy comes into existence once more, then the restored monarchies have had no need for defining who would be the monarch and who would be the heirs in the line of succession once more, they simply followed the laws or rules from the last time, the monarchy had been in function. The examples of this, that I can think of is:
 * Britain (England and Scotland) 1660
 * Kingdom of France 1814
 * French Empire 1852 (though Napoleon III changed the law of succession immediately after he had acceded the throne)
 * Spain 1874
 * Greece 1935
 * Maldives 1953
 * Of course a restored monarchy can make the choise, that they will follow a new set of rules conserning succession to the throne, but in these cases it's a deliberate choise in the situation. The examples could be Hungary (1920), Spain (1947/1975) and Cambodia (1993).
 * So the historical evidence strongly points to the conclussion, that lines of successions is maintained within a royal/princely family, even if the family no longer functions as reigning family within an existing independent monarchy.
 * Of course there will be cases, where a line of succession can't be established - Hungary would make such an example, since the latest Hungarian monarchy (1920-1946) didn't recognice anyone as eligible for being the monarch of the country, and therefore the country didn't have and didn't recognice (while still a monarchy) a particular line of succession. Oleryhlolsson (talk) 16:01, 17 August 2020 (UTC)
 * The rules that governed succession to existing monarchies have changed (in some monarchies repeatedly), and there is no reason were Brazil to reestablish a monarchy they would be bound by rules from the 19th century. Yes, there could hypothetically be a referendum that installed the person legitimists consider to be the heir to the former monarchy as king, but there could just as well be referenda that choose someone other than that legitimate heir. When Spain restored a monarchy in 1975, the person chosen was not the person next in line based on the prior rules of succession.  Keeping this page under the supposition that the a country hypothetically restoring a monarchy at some point in the future is in any way bound by the rules that no longer exist is simply groundless and subjective. Agricolae (talk) 17:59, 17 August 2020 (UTC)
 * That there is no line of succession when there is no monarchy isn't an opinion, it's what there being no monarchy means. This is easily demonstrated by asking a simple question: Who succeeded Pedro II of Brazil as Emperor of Brazil when he died in 1891? That's right, nobody did. That's all there is to it. And you also have the WP:BURDEN of proof backwards: All content must be verifiable. The burden to demonstrate verifiability lies with the editor who adds or restores material, and it is satisfied by providing an inline citation to a reliable source that directly supports the contribution. You're the one arguing for the inclusion of material, so you're the one who needs to demonstrate that the line of succession to the defunct throne still exists. Which you can't, because it doesn't. Your own line of reasoning here acknowledges that this is all hypothetical. In other words, it's speculative, alternative history – real-life fan fiction, if you will. However, Wikipedia is WP:NOTSPECULATION. TompaDompa (talk) 19:33, 17 August 2020 (UTC)

 * Delete per nom and the comment above. There is no throne to succeed to, there is no line of succession to this non existent throne. Pure OR fantasy.Smeat75 (talk) 21:09, 17 August 2020 (UTC)
 * Delete This thrown was abolished 132 years ago. This is absurd ahistorical materia.John Pack Lambert (talk) 00:21, 18 August 2020 (UTC)
 * Delete non notable, defunt Royal Family   Devoke water   (talk)  22:09, 22 August 2020 (UTC)


text:
Template:Attached KML/Minnesota State Highway 236

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text:
honey dipper

Noun

 * 1) A turned kitchen tool used to transfer honey.
 * 2)  A worker who collects household sewage from sewage tanks.
 * 1)  A worker who collects household sewage from sewage tanks.

Translations

 * Finnish: hunajalusikka
 * French:
 * German: Honiglöffel
 * Hebrew:
 * Hungarian: mézcsepegtető
 * Japanese: ハニーディッパー
 * Korean: 꿀 국자
 * Polish: czerpak do miodu
 * Russian: ло́жка для мёда
 * Spanish: cuchara para miel

title: honey dipper


text:
2011 IAAF Road Race Label Events

The 2011 IAAF Road Race Label Events were the fourth edition of the global series of road running competitions given Label status by the International Association of Athletics Federations (IAAF). All five World Marathon Majors had Gold Label status. The series included a total of 65 road races: 26 Gold, 25 Silver and 14 Bronze. In terms of distance, 39 races were marathons, 13 were half marathons, 9 were 10K runs, and 4 were held over other distances.

The Yokohama Women's Marathon featured twice in the series, as the 2010 event was delayed from November to February 2011 due to a schedule clash with the APEC Japan 2010 meeting, also held in Yokohama.

Races

 * {{Legend|#ccccff|World Marathon Majors}}

title: 2011 IAAF Road Race Label Events


text:
Talk:HTML/Lists

I did a bit of reorganization, but kept essentially the same content. I think it's better now, obviously, or I wouldn't've made the changes. If you feel, however, that I have been unjust, the matter is completely open to discussion. -- Xlbnushk 06:08, 4 November 2006 (UTC)

title: Talk:HTML/Lists


text:
Waldo, Oregon

Waldo is a ghost town located in Josephine County, Oregon, United States, about three miles from the California border. It was settled in 1852 as a gold mining camp called Sailor's Diggings. The place was later renamed "Waldo" in honor of William Waldo, who in 1853 was the Whig candidate for governor of California. This was apparently because, believing the settlement was in California, William Waldo campaigned there and convinced the populace that they should vote for him. The town was the first county seat of Josephine County. The post office for Waldo was established in 1856; service was discontinued in 1928.

title: Waldo, Oregon


text:
galin

Etymology
From, from , whence also 🇨🇬.

Adjective

 * 1) mad, crazy, senseless
 * 2) wrong

Noun

 * 1) gallium

title: galin


text:
Giulio Orlandini

Giulio Orlandini (active early 17th century) was an Italian painter active in his native Parma. He worked alongside Fortunato Gatti and Giovanni Maria Conti. He painted in the presbytery of the church of Santa Maria del Quartiere, Parma.

title: Giulio Orlandini


text:
Lars Castellucci

Lars Castellucci (born 24 February 1974) is a German politician of the Social Democratic Party of Germany (SPD) who has been serving as a member of the German Bundestag since 2013.

Early life and career
Castellucci studied political sciences, medieval and modern history and public law at the Universities of Heidelberg, Mannheim and at the San Francisco State University (SFSU) of California from 1995 to 2000, graduating with Magister Artium. He obtained doctorate (Dr. phil.) at the Technische Universität Darmstadt in 2008. His dissertation explored possible courses of action for the labor market policy facing social outlawing in Germany.

Castellucci worked as project leader for community and regional development and public participation at IFOK GmbH from 2001 to 2013. He is Professor of sustainable management, with a focus on integration and diversity management, at the University of Applied Management Studies (HdWM) in Mannheim since April 2013.

Political career
Castellucci joined the Social Democratic Party of Germany (SPD) in 1991. From 1995 to 2001 he was chairman of the Wiesloch local branch of the SPD and was elected member of the municipal council in Wiesloch in 1999. In 2001 he became chairman of the SPD group on Wiesloch municipal council.

Castellucci also filled the position of chairman of the Rhein-Neckar county branch of the SPD from 2001 to 2009. He was elected deputy chairman of the Baden-Württemberg branch of the SPD in 2005.

Member of the Bundestag, 2013-present
On 22 September 2013, Castellucci was first elected Member of the German Bundestag. From 2013 to 2021, he was a member of Committee on Internal Affairs and member of Committee on the Affairs of the European Union, where he served as his parliamentary group’s rapporteur on asylum and migration. He was also deputy chairman of the Parliamentary Advisory Council on Sustainable Development and chairman of the German-Italian Parliamentary Friendship Group. Since 2021, he has been serving on the Committee on Economic Cooperation and Development. In 2022 he was elected deputy chairman of the Committee of Internal Affairs and Community.

Since 2014, Castelucci has also been serving on the Advisory Committee on Sinti and Roma at the Federal Ministry of the Interior.

In 2018, Castellucci campaigned to succeed Leni Breymaier as chair of the SPD in Baden-Württemberg; he eventually lost against his competitor Andreas Stoch.

Other activities

 * World Vision Germany, Member of the Board of Trustees (since 2020)
 * Evangelical Church in Germany (EKD), Member of the Committee on Migration and Integration (since 2016)
 * Foundation "Remembrance, Responsibility and Future", Alternate Member of the Board of Trustees (since 2014)
 * Bündnis für Demokratie und Toleranz, Member of the Advisory Board
 * Education and Science Workers' Union (GEW), Member
 * Friends of Nature, Member

Personal life
Castellucci lives with his partner in Heidelberg.

title: Lars Castellucci


text:
School:Zoology

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).

 * Since 22:21, 18 May 2014, with contributions to Zoology on 26 November 2019. --Marshallsumter (discuss • contribs) 16:33, 11 January 2020 (UTC)
 * Steven Smith,10ber 27,2023

Inactive participants

 * Christian
 * Amara Collins
 * Amanda
 * AFriedman (also runs an online Zoology laboratory, participation is encouraged)
 * User:K9Alliance2Train Interested in mammqpian neurobiology, esp canine and cetaceanK9Alliance2Train (discuss • contribs) 23:17, 23 August 2014 (UTC)

School news

 * 6 December 2007  - School founded!
 * 8 December 2007 - Looking for reviewers of the literature and proposals currently posted and/or outlined, teachers, and, of course, students! Constructive criticism, critiques, and opinions vastly appreciated!
 * 18 May 2014 - lecture/resource Zoology started at 22:21.

Zoología fr:Département:Zoologie

Other news

 * Gharials dying from cirrhosis of liver
 * Research counters old idea that humpbacks use tunes to impress the ladies
 * Dinosaur Mummy Unveiled
 * New, rare and threatened species discovered in Ghana
 * Research Reads: The Best Science Books of 2007
 * Major North American science media
 * Zoology News From Science Daily

Basic Study Guide For Beginners
Areas of note for the beginner in the study of Zoology might include:

 * An introduction to natural philosophy and history can broaden your understanding of what Zoology is, what it was once used for and how, as well as how it has changed to serve people and animals today
 * Basic Greek and Latin terminology can help you to understand Zoological nomenclature you might encounter in your studies. For example, nomenclature is Latin nomen, name + calare, to call. As most written accounts of the ideas of studying animals, their environment, how they lived, et cetera begin with Greek literature, which is retold or improved upon by Romans, understanding these two languages is helpful (though other languages will also be beneficial)
 * Anatomy and physiology are the core foundations of Zoology and are often expressed through comparative anatomy
 * Museums can provide a wealth of understanding through visual exposure to osteological remains, as well as put forth data of this kind already disseminated for the viewing public
 * Visiting parks, preserves, watersheds, and other such areas with proper gear to observe wildlife in situ- this gives you an idea of locomotion, behavior, and other concepts relevant to Zoology. Make sure to follow safety measures which relate to the environment you visit and the animals you might encounter. Notify park rangers and other relevant individuals if you are planning excursions deep into uninhabited areas, especially if you plan to be there for any length of time. Some places may require permission and/or permits in order to gain access
 * Zoos and aquariums have living collections which you can observe safely and without any disturbance to wildlife, as well as staff often educated in Zoology whom might take a moment to talk about their profession
 * Foci in mathematics, biology, and general science (Zoology can be applied to many fields, especially science-oriented ones, so it can be beneficial to review related fields to see if any suit you for specialization, or, forge your own path by applying what you learn in Zoology to other fields)
 * Volunteering, internships, externships, and employment in fields which apply to Zoology

Study Guides By Specialization
With so many branches of zoological expression from which to choose, where do you start?

 * Areas of Specialization in Zoology from the Free Dictionary
 * Guide to the branches of zoology from BioExplorer
 * Types of Zoologists from the Zoological Society of Southern Africa

Zoologists

 * Thomas Bell, turtles.
 * Mark A. Wilson, Professor, Department of Geology, The College of Wooster, although a paleontologist his collection of fossil images there is PD.

Projects For Developing Learning Resources
Zoology Powerpoint

From Natural Philosophy to Natural History
In order to understand the changes in philosophical world views as they relate to animals and their environment and how it all ties in with modern expressions of Zoology, we will examine in brief the ideas of some of the earliest Greek and Roman philosophers, naturalists, scientists, and laymen whom have contributed to changing the way people look upon the world through the eyes of a Zoologist.

 * Nature Philosophy
 * Chalenas
 * Thales
 * Anaximander
 * Anaximenes
 * Heraclitus

 * Galen
 * Aristotle
 * Machiavelli
 * Francis Bacon
 * Thomas Hobbes
 * Natural History
 * Empiricists
 * Introduction to the History of Life Science

Latin and Greek Prefixes, Suffixes, and Root Words
Latin and Greek words are used in Zoology to define scientific nomenclature, as well as in classification of animals and other applications.
 * Terminology for Zoological Latin and Greek
 * Introductory Greek Course
 * Latin Stream Course
 * Latium, the Latin learning podcast

Biosystematics: origin, distribution, identification and classification of species

 * Biosystematics
 * Origins
 * Distribution
 * Identification and classification of species
 * Biostatistics
 * Ecosystems

Taxonomy

 * Introduction To Taxonomy
 * Animal Phyla
 * Plant Divisions (Phyla)

Anatomy and Physiology
Physiology of different organ systems: digestive, pulmonary, vascular, nervous, excretory, endocrine, musculoskeletal and reproductive systems

 * Overview of Basal Animal Structures
 * Anatomical Terminology

 * Skeletal System
 * Muscular System
 * Muscles Terminology

 * Integumentary System
 * Lymphatic and Cardiovascular Systems
 * Respiratory System
 * Gastrointestinal System
 * Genitourinary System
 * Endocrine System
 * Nervous System
 * Sensory Systems
 * Immune System

Related Topics and Discussions

 * Community_Portal
 * School:Veterinary_Medicine
 * Research Ethics
 * Topic:Genetics
 * Topic:Laboratory_Techniques
 * Topic:Anatomy
 * Topic:Animal physiology
 * Topic:Paleontology
 * Wetlands interview with Michigan State University professor of zoology and wetlands expert Tom Burton
 * What determines the structure and function of stream and wetland ecosystems? Thomas M. Burton Professor of Zoology

 * Michigan State University Department of Zoology
 * Tom Burton, Michigan State University faculty

 * [[Media:10dayMouseEmb.jpg|Mouse Embryo]]
 * WiseGeek On What is Zoology?
 * What are Some Careers in the Life Sciences?
 * The Anatomy of Vesalius
 * Tabulae Anatomicae Vesalius

Quizzes and Tests

Write notes on this information - copy definitions on notecards.

Fun Stuff

 * Bird Clock
 * Crocodile
 * The Learning Zone at Oxford University

Things you can do!

 * Clean up Draft:Ammonoids and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Animal physiology and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Cytokinesis and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Deoxyribonucleic acids and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Epigenetics and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Epigenomes and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Eukaryotes and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Evolution and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Mammalogy and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Melanocytes and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Molecular genetics and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Teeth and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Zoology and move it to become a subpage of a supporting main page learning project.

title: School:Zoology


text:
Trok Mo Market

Trok Mo Market (ตลาดตรอกหม้อ,, ; or spelled Trok Mor), also known as Thesa Market (ตลาดเทศา, , ), or officially as Ratchabophit Phatthana Community (ชุมชนราชบพิธพัฒนา), is a wet market and community in Bangkok. It is regarded as one of Bangkok's busiest and oldest with most vibrant markets. Located in the area of Wat Ratchabophit Subdistrict, Phra Nakhon District, or Rattanakosin Island, the Bangkok's old town zone. It is considered one of inner Bangkok's wet markets, in addition to Pak Khlong Talat and Tha Tian Market.

The market site along the lane of Soi Thesa, the side-street branching off Ratchabophit Road beside Wat Ratchabophit and links to Bamrung Mueang Road in the area near Giant Swing and Wat Suthat with Bangkok City Hall.

This market is older than 70 years or more. Its name refers to "pottery lane". Because in the past, about 100 years ago, this area used to be a pottery store before being sold to Ban Mo nearby.

In those days, the market had a wider area than today, which extends to the Giant Swing ground and the current location of Bangkok City Hall. In which it was called "Sao Chingcha [Giant Swing] Market" until the year 1973, vendors therefore moved to sell at the present location. Due to the construction of the Bangkok City Hall to replace. Currently, it is known as a market for various goods, such as seafood, fresh fruits, vegetables, rice and curry, and clothes. In addition, it is also a popular place to make merit by giving food to monks, a daily routine. Besides, the tip of the market at the Bamrung Mueang Road is a center of Buddhist alms shops as well. They are all shophouses built in Sino-Portuguese architecture and most are run by Thai Chinese.

Trok Mo Market is a morning market, open from 05.00 am to about 11.00 am only.

title: Trok Mo Market


text:
Adolph Matz

Adolph Matz (April 25, 1905 – October 1, 1986) was a German/American organizational theorist, and Professor of Accounting at the Wharton School of the University of Pennsylvania, known for his work on cost accounting.

Life and work
Matz was born in Karlsruhe or Heidelberg, Germany and started his studies in Weimar Republic. In the early 1930s he came to the United States, and obtained the American citizenship in 1933. He obtained his BA in 1932 at the Wharton School of the University of Pennsylvania, where he also obtained his MA in 1933 and his PhD in 1937. He started his academic career at the Wharton School of the University of Pennsylvania, and became Professor of Accounting.

Matz is noted for his 1946 prediction, that "completion of the first all-electronic general-purpose computing machine [would open] the future to the development of business machines heretofore undreamed of... and may well also revolutionize methods and systems of dealing with everyday business transactions." These ideas were however dismissed as "too ephemeral," and his article initially rejected.

Matz died October 1, 1986, in Blue Bell, Montgomery County, Pennsylvania.

Selected publications

 * Matz, Adolph, Othel J. Curry, and George W. Frank. Cost Accounting: Management's Operational Tool for Planning, Control, and Analysis. South-Western, 1962.
 * Matz, Adolph, and M. F. Usry. Cost Accounting, Planning and Control South. western Publishing Co (1984).

Articles, a selection:
 * Matz, Adolph. "Accounting as a tool for economy in German business." Accounting Review (1940): 177-185.
 * Matz, Adolph. "Electronics in Accounting." Accounting Review (1946): 371-379.
 * Adolph Matz. "A Bibliography of Cost Accounting: Its Origins and Development to 1914, 2 Vols. by M. C. Wells," The Accounting Historians Journal, Vol. 8, No. 2 (Fall 1981), pp. 129–133.

title: Adolph Matz


text:
close up

Etymology
Dissimilated from.

Verb

 * 1)  To close remove a gap completely or fully.
 * 2)  To move nearer together so that a gap is removed.
 * 3)  To shut a building or a business for a period of time.
 * We finally managed to close up the shop for the night at about 10 o'clock.
 * The car factory has closed up for the August holidays.
 * 1)  Of a cut or other wound: To heal.
 * With stitches, the cut should close up in a week to ten days.
 * 1)  To become less 'open' or communicative; to shrink back.
 * 2)  To stop talking.
 * With stitches, the cut should close up in a week to ten days.
 * 1)  To become less 'open' or communicative; to shrink back.
 * 2)  To stop talking.
 * 1)  To stop talking.

Derived terms

 * close up shop

Translations

 * Finnish: ,

 * Finnish:
 * Norwegian:
 * Bokmål: holde stengt, stenge

 * Finnish:
 * Norwegian:
 * Bokmål:

title: close up


text:
mähkä

Etymology
. In the botanical sense, for Flora Fennica (1860).

Noun

 * 1)  lesser clubmoss,
 * 2) spike moss any plant in the family
 * 3)  embers glowing remains of a fire

title: mähkä


text:
Talk:Desmond Haynes

WikiProject Cricket
I've changed the importance of this article to high; as a Cricketer of the Year, I think he falls into the category of "top-rated world-class players" U+003F? 12:00, 11 November 2010 (UTC)

title: Talk:Desmond Haynes


text:
posttranslational

Adjective

 * 1)  Of or pertaining to the period after a protein has been translated from mRNA.

Derived terms

 * posttranslational modification

Translations

 * French: post-traductionnel
 * Italian: post traduzionale
 * Portuguese: pós-traducional
 * Spanish: posttraduccional

title: posttranslational


text:
User:Bottomnote/sandbox

Mark Haynes – Wiki Page Introduction Mark Haynes (Born ) is an American musician, bass player, arranger and composer. He is known internationally through his tenure as a songwriter and session musician at Flyte Tyme Studios under hit-makers Jimmy “Jam” Harris and Terry Lewis. Mark has recorded on two platinum and three gold albums with Janet Jackson, Patti Labelle and Gladys Knight as well as soundtracks for Hollywood motion pictures, “Money Train” and “Mo’ Money” for which he co-wrote a track. Mark is a member of the Grammy Award-winning ensemble, Sounds of Blackness. Early Life Mark Haynes was born in Saint Paul, Minnesota. He began learning to play music at the age of five after discovering an old acoustic guitar in his elder brother’s closet. Mark received formal music education in elementary school and chose to play bass while in junior high; around the age of fifteen Mark joined a band called “Kritical Mass”, playing covers at local venues around the Twin Cities. Also in his mid-teens Mark joined the group, “Steel Xperience” led by Trinidadian steel drum musician, Cliff Alexis, a family friend and mentor. Under Cliff’s tutelage Mark learned about reggae, calypso and Latin music and spent hours jamming with his childhood friends, Stokley Williams, Lawrence Waddell and O’Dell (Mint Condition); together they formed a band called “Rampart”, named for the birthplace of jazz. At that time, the Black community in Saint Paul was small and close knit which meant that Mark frequently crossed paths with local gospel and soul artists at music events. At one such event Mark was introduced to Terry Lewis of Flyte Tyme Productions, who soon became his mentor, often giving him bass instructions and advice. Mark’s first professional performance came at the age of sixteen when he began accompanying renowned soul singer and fellow Saint Paul native, Jearlyn Steele which then led to backing Jearlyn’s sister, Academy Award-nominated singer, Jevetta Steele. During that time Mark also began performing with the prestigious Penumbra Theatre Company. Mark eventually joined a band called “Kalahari” which was managed by Micah McFarland. Kalahari opened for Hugh Masekela, George Wallace, Daniel Lanois, Del Jones and Cassandra Wilson; during an opening stint Mark met famed bass player, Lonnie Plaxico, who subsequently became a mentor and friend.

Music Career In 1991, at the age of twenty-one, Mark was hired to record live bass with the popular new-wave group, King’s English; the album was to be produced by Terry Lewis Jimmy and Jam at Flyte Tyme Studios. The recording was eventually shelved; however, Mark was retained by Flyte Tyme Productions as a songwriter and session musician. At Flyte Tyme Mark was taught the ins-and-outs of studio production by Terry Lewis, Jimmy Jam and Grammy-winning engineers, Steve Hodge and Brad Yost. At that time Terry and Jimmy were producing the soundtrack for the Hollywood motion picture, “Mo’ Money” starring the Wayans Brothers, and Terry asked Mark to come up with a rock song for the soundtrack; Mark co-wrote “Brother Will” with Jimmy, Terry and Frank Stribling (aka Binky Griptite of the Dap-Kings) who was also Mark’s roommate at the time. The song was released under the band name, “Harlem Yacht Club”. After “Mo’ Money”, Harlem Yacht Club became popular, playing several shows and even recording an album, which was never released. In 1993, Mark was introduced to Janet Jackson who was at Flyte Tyme recording her fifth album, “Janet”, and she asked him to record on the album with her. Mark, programmed the drums and arranged and recorded the bass for the song, “What’ll I Do”, which featured members of Sounds of Blackness, well as Mark’s friends and collaborators, Jellybean Johnson and Stokley Williams. The album went multi-platinum worldwide, shooting up to number four on the U.S. Billboard. It was nominated for two Grammys, eventually winning in the category of “Best R&B Song”; In 2007 it was listed at number eighty-six in the Rock and Roll Hall of Fame’s “The Definitive 200: 200 Top Albums of All-Time”. After that, Mark continued session work at Flyte Tyme Productions, recording with several well-known artists including: Gladys Knight, Patti Labelle, Ann Nesby, Karyn White, Caron Wheeler (Soul II Soul), Chuck D (Public Enemy), Babyface, Raja-Nee, Stokley Williams (Mint Condition), Mike Scott (Justin Timberlake), Salt n Pepa, Martha Wash, Ralph Tresvant, Johnny Gill, and with Yoko Ono and Sounds of Blackness, on a John Lennon tribute album which was never released. He also recorded with 4.0 on the soundtrack for the film “Money Train” starring Wesley Snipes and Woody Harrelson. In 1994 Mark recorded on the Marvin Gaye tribute album, “Inner City Blues” along with Sounds of Blackness. A few months later the group’s director asked him to join the group on their 1995 world tour. Mark soon became a member of the ensemble which led to several international tours including a performance with Stevie Wonder at the Free Jazz Festival in Brazil; Mark remains a member of the group to this day. In 1997 Mark relocated to New York City where he worked for EMI Publishing and later for Motown as a session musician. During that time he continued to tour and back many of the artists he had recorded with, performing at prestigious venues and events such as: Hammersmith Apollo, Royal Albert Hall, the 1996 Olympics, the Montreux Jazz, the Lincoln Center and the North Sea Jazz Festival. Mark has also collaborated with artists such as Joe Bataán and multiple Latin Grammy nominee, Viviana Pintado, with whom he formed a trio. In 1996 performed with Ashford and Simpson at Motown Café for the ASCAP Award Ceremony in which they received a Founder’s Award. Some of his recent tours include a week-long residency with Sounds of Blackness hosted by Mica Paris on BBC Radio 1 Jazz Café in London, England; and the Blues Caravan tour backing Sue Foley, Deborah Coleman and Roxanne Potvin, both in 2007. Discography http://www.cduniverse.com/search/xx/music/artist/Mark+Haynes/a/albums.htm Links

http://en.wikipedia.org/wiki/Jimmy_Jam_and_Terry_Lewis

http://en.wikipedia.org/wiki/Jevetta_Steele

http://en.wikipedia.org/wiki/Penumbra_Theatre_Company

http://en.wikipedia.org/wiki/Janet_Jackson

http://en.wikipedia.org/wiki/Janet.

http://en.wikipedia.org/wiki/Mo%27_Money_%28soundtrack%29

http://en.wikipedia.org/wiki/Money_Train_%28soundtrack%29

http://en.wikipedia.org/wiki/Dap-kings

http://en.wikipedia.org/wiki/Sounds_of_Blackness

http://en.wikipedia.org/wiki/Lonnie_Plaxico

title: User:Bottomnote/sandbox


text:
1887 Iowa gubernatorial election

The 1887 Iowa gubernatorial election was held on Tuesday November 8, 1887. Incumbent Republican William Larrabee defeated Democratic nominee Thomas J. Anderson with 50.18% of the vote.

Candidates
Major party candidates
 * William Larrabee, Republican
 * Thomas J. Anderson, Democratic

Other candidates
 * M. J. Cain, Union Labor
 * V. G. Farnham, Prohibition

title: 1887 Iowa gubernatorial election


text:
User:Rogerhc

Gnome
Mabye -- green hat. Thinks he is a leprechaun.

Thne -- Pink hat. Knows.

Jara

Toyon

California coastal live oak

Valley oak

Poison oak

California bay laurel -- Umbellularia -- https://en.wikipedia.org/wiki/Umbellularia

Mustard

Lupin

 * Mint
 * Common coyote mint Monardella villosa

Skunk weed

Yellow late season wildflower

Lavender early season wildflower

White wildflower stick to you seeds

Wild radish

Redwood

Grape

Rosemary

Lilly of the valley

Calla lily -- https://en.wikipedia.org/wiki/Zantedeschia_aethiopica

Black calla lily -- https://plants.ces.ncsu.edu/plants/arum-palaestinum/

Dudleya -- https://calscape.org/Dudleya-caespitosa-(Coast-Dudleya) -- sea lettuce

Trumpet vine
Campsis.

Prune

 * Trumpet vine
 * Campsis
 * Flowers bloom on current season branches. On mature plants prune to one or two buds of new growth in late winter/early spring. "When pruning an established plant, remember that they flower in mid- to late summer on the current season's wood. The young growths produced during the previous season should be cut back to one or two of the lowest buds, to produce spurs close to the main stem, and new growths will flower in the summer."

 * Cherry
 * Disinfect blades with rubbing alcohol, or bleach:water (1:9) but rinse bleach off with water. Open vase shape to allow for light and air. Remove suckers, inward growing shoots, weak branches. Head tree in fall or winter -- remove part of shoot, branch, or limb, up to one-third to one-half its length. Heading is cutting off the top of the leader, the central trunk to encourage growth of lateral branches. This is done in the first year or two to control the tree’s shape. Leave tree 24 to 36 inches tall. In subsequent year, create first scaffold whorl -- four lateral branches about 24 inches long each extending out from the tree. Prune out the others. You want limbs that are 45 to 60-degree angles to the leader and at least 8 inches apart vertically -- lowest branch about 18 inches off the ground. The year after that, create a second scaffold whorl -- another set of four branches above the first set. Choose branches that are not above each other, so that we have spokes of a wheel when seen from above. Once the tree is three years old, promote outward growth by pruning out new vertical limbs with loppers or pruning saws. Discourage disease -- disinfect tools, clean up and green bin all trimmings.

Summarized from Gardening Know How: Cherry Tree Pruning: How And When To Trim A Cherry Tree (midway down page) -- https://www.gardeningknowhow.com/edible/fruits/cherry/cherry-tree-pruning.htm

 * Apple, Pear, Peach, Persimmon, Apricot, Almond
 * Prune same as Cherry actually, right?

Orchard

 * Apricot
 * Text

 * Almond
 * Text

 * Yuzu (not) lacks stem leaflet

 * Wild marigold

 * Fig

 * Royal Ann Cherry
 * Labeled "Semi-dwarf" on root bag.
 * https://en.wikipedia.org/wiki/Royal_Ann_cherry

 * Stella Cherry
 * https://en.wikipedia.org/wiki/Stella_cherry
 * https://en.wikipedia.org/wiki/Stella_cherry

 * Hachiya persimmon
 * https://en.wikipedia.org/wiki/Diospyros_kaki
 * https://en.wikipedia.org/wiki/Persimmon

 * Fuyu persimmon
 * https://en.wikipedia.org/wiki/Diospyros_kaki
 * https://en.wikipedia.org/wiki/Persimmon

 * 20th Century Asian pear
 * "Also called 'Apple Pear.' Wonderful fruit is juicy, sweet, refreshing, mild-flavored and crisp like an apple when ripe. Yellow and green skin, white flesh. Keeps well in refrigerator. Heavy-bearing tree is relatively small (15-20 ft.). For easy care and harvest, it may be kept under 10 ft by summer pruning." Self-fruitful, Mid-season harvest (September). [Grower's tag] Dave Wilson Nursery https://www.davewilson.com

 * Gala Apple
 * "Wonderhful summer dessert apple -- one of the West's favorite varieties. Crisp texture, nice blend of sweetness and tartness, rich flavor. Very sweet when fully tree-ripened. Skin striped red, glossy, free of russet. Flesh is creamy yellow. Early harvest, 2-3 weeks before Red Delicious. Keeps well. Good pollenizer for other varieties. For easy care and harvest, the tree may be kept under 10 ft. high by summer pruning." Self-fruitful, Mid-season harvest (September). [Grower's tag] Dave Wilson Nursery https://www.davewilson.com

 * Honeycrisp Apple
 * "Red with yellow background skin, sweet/tart flavor akin to watermelon, ripens late September, white flesh with excellent flavor, Matures to 20' tall cold hardy to USDA zone 5." [Grower's tag] Performance Nursery, Corp, Somis, CA.
 * Labeled "Semi-dwarf" on root bag.

 * Veteran Peach
 * "Medium, golden yellow skin with red blush, freestone, yellow, sweet, fresh, self-fertile, ripens August-September, cold hardy to USDA zone 5-9, excellent for Southern California." [Grower's tag] Performance Nursery, Corp, Somis, CA.
 * Labeled "Semi-dwarf" on root bag.

Plant websites

 * Wikipedia: List of California native plants -- https://en.wikipedia.org/wiki/List_of_California_native_plants
 * Calscape: California Native Plant Society -- https://calscape.org/
 * Sonoma County Beekeppers Association: Gardening for bees -- https://www.sonomabees.org/Gardening

Javascript

 * Topic:JavaScript

TEFL
I poke a TEFL wiki (Teflpedia.com). I want a clean easy to grasp category tree structure. Progress is at http://teflpedia.com/contents.

Now the research

Oh! ChinesePod and English as a Second Language Podcast

I saw this at Wikipedia

 * w:Category:English as a foreign or second language

 * Teaching English as a foreign language

 * w:Category:English_as_a_Second_Language_teachers--A list of people and media with wikipedia articles who/that have taught English as a Second Language

 * Interwiki linking:http://meta.wikimedia.org/wiki/Help:Interwiki_linking

 * I joined Wikipedia's WikiProject Applied Linguistics

more... w:User:Rogerhc

Wiki help
Wikipedia:Training/For students/Citing books

title: User:Rogerhc


text:
The Voynich Manuscript/Alphabet

The following alphabet layout is based on the number correspondences of f49v. When other researcher's letter values are laid against this table, distinct patterns are formed.

First the number layout:

X  X   X   X 1   X   X   X 2   X   X   X 3   7   X   X 4   X   9   X 5   X   X   X 6   X   X   X 8   X   X   X X   X   X   X X   X   X   X

Here is the alphabet layout (in EVA):

f  p   cFh  cPh o  q   i    x r   ir  iir  iiir y  s   g    b e   ee  ch   sh l   il  iil  iiil k  t   cKh  cTh d  a   u    j m   im  iim  iiim n  in  iin  iiin

Glen Claston's Standard Glyph Set ("S" means "standard"):

S  S   X   X S   S   X   X S   X   X   X S   S   X   X S   S   S   S S   X   X   X S   S   S   S S   S   X   X S   X   X   X X   S   S   X

Jorge Stolfi's (c)rust-(m)antle-(k)ore paradigm:

k  k   k   k c   c   X   c c   X   X   X c   c   c   X m   m   m   m c   X   X   X k   k   k   k c   c   X   X c   X   X   X c   X   X   X

title: The Voynich Manuscript/Alphabet


text:
Psychofagist

Psychofagist (pronounced sahy-kohf-uh-jist, from Ancient Greek element psykho- meaning "mind, mental" and Latin suffix -phagus or -fagus meaning "to eat") is a band originally formed in 2002 in Novara, Italy.

Their style can be described as an avant-garde grindcore which incorporates elements of noise music, technical death metal, punk jazz and free improvisation.

Psychofagist recorded two full-length studio albums, four split-CDs, one CD-EP and one 7"-EP.

Their debut was a split-CD with Belgian grindcore band Hybrid Viscery, entitled Selfless Spite (2003), while their first self-titled full-length album was released in 2004. It was followed by some split and EP releases, until the follower Il Secondo Tragico came out in December 2009. At the beginning of 2011 the band started to work on their latest release, a split-CD with polish industrial-grinders Antigama entitled 9 Psalms of an Anti-music to come, which was issued in January 2012, featuring a cover version of Tom Waits's "Misery Is the River of the World".

On 9 December 2013, the band announced through their Facebook page that the band was no longer active. Guitarist Stef and drummer Fed went on to form experimental metal band Syk with singer Dalila Kayros and bassist Luca Pissavini. The band has since released two albums, atoma (2014) and I-Optikon (2016) through Philip Anselmo's Housecore Records.

Over the years, Psychofagist have played about 140 shows, including international festivals, and shared the stage with acts such as Brutal Truth, Zu, Ephel Duath, Extreme Noise Terror, Damo Suzuki, Misery Index, and Fuck the Facts.

Members

 * Marcello Sarino – vocals and bass
 * Stefano Ferrian – guitar
 * Federico de Bernardi di Valserra – drums

 * Former members
 * Luca T. Mai – baritone saxophone (2008, 2011)
 * Luca Fiameni – drums (2003, 2007)

Discography

 * 2004 – Psychofagist (Subordinate Productions)
 * 2009 – Il Secondo Tragico (Subordinate Productions)
 * 2013 – Songs of Faint and Distortion (Fobofile Productions)

Split albums

 * 2003 – Selfless Spite (Amputated Vein Records, con gli Hybrid Viscery)
 * 2007 – A Bullet Sounds the Same (In Every Language) (Bar La Muerte, with OvO and Inferno)
 * 2008 – Raiz Diabolica (NothingPositive Records, with Thousandswilldie)
 * 2012 – 9 Psalms of an Antimusic to Come (Subordinate Productions, with Antigama)

EPs

 * 2008 – Raiz Epileptica (Concubine Records)
 * 2009 – The Optician (The Spew Records)
 * 2012 – Unique.Negligible.Forms.

title: Psychofagist


text:
Wikipedia talk:Wikipedia Signpost/2006-03-20/News and notes

Perhaps Requests for CheckUser or Special:Listusers/checkuser would be a more useful link than Special:Checkuser? Just a thought. — Catherine\talk 18:46, 20 March 2006 (UTC)

 * Thanks for the suggestion; I'm not quite sure why I added that link. I've changed it to m:CheckUser Policy. Flcelloguy (A note? ) 22:37, 20 March 2006 (UTC)


text:
tacco

Etymology 1
.

Noun

 * 1) heel of a shoe
 * 2) chock to stop a wheel
 * 1) chock to stop a wheel
 * 1) chock to stop a wheel

title: tacco


text:
Wisdom

Introduction
Wisdom begins with the observation that some things turn out better than others. Long ago our ancestors discovered that eating certain berries is tasty, healthy, and nutritious, while eating poison berries tastes bad, is unhealthy, and may be fatal. The wisdom of berries has a very long history.

Although the subject of wisdom has been contemplated and debated by philosophers for millennia, there is little consensus on its definition. More importantly, although wise choices could help us increase human well-being, there is little understanding, discussion, or application of wisdom in our lives. This course explores the topic of wisdom with a particular emphasis on applying wisdom to solve practical problems. lbeaumont Philosopher Nicholas Maxwell defines wisdom as “the capacity, the desire, and the active endeavor to realize what is of value in life, for oneself and others.”

At its simplest, wisdom is choosing humanity. This will become more clear as we progress through the course.

Objectives
The objectives of this course are to:
 * Explore the definitions and nature of wisdom,
 * Examine how wisdom can help solve important problems,
 * Describe a path of study and experience that can increase your wisdom,
 * Help to increase your wisdom and well-being,
 * Suggest areas for your further study and growth.

This course is part of the Applied Wisdom /Curriculum/.

The list of wise affirmations on the topic of wisdom may help you develop habits based on the ideas in this course.

If you wish to contact the instructor, please click here to send me an email.

Defining Wisdom
Definitions of wisdom are as elusive as they are numerous. In his doctoral dissertation The Scientific Approach of Wisdom researcher Dr. Richard Trowbridge surveys candidate definitions organized into sections labeled: wisdom as optimal choice, cultural differences, kinds of wisdom, difficulty of distinguishing wisdom, wisdom as a distinct, unique ability, wisdom and the good life, and wisdom and the common good. Of these “seeing through illusion” is perhaps the most intriguing, if somewhat ambiguous characterization of wisdom.

Here is a gallery of selected definitions of wisdom:
 * “the capacity, the desire, and the active endeavor to realize what is of value in life, for oneself and others.” ~ Nicholas Maxwell
 * “Wisdom is an understanding of what is important, where this understating informs a (wise) person’s thought or action.” ~ Robert Nozick
 * “the application of successful intelligence and creativity as mediated by values toward the achievement of a common good.” ~ Robert Sternberg
 * “Wisdom is the comprehension of things just as they are.” ~ Hugh of St. Victor
 * “Seeing through illusion” ~ Patrick McKee and Clifton Barber
 * “To know that you know what you know, and that you do not know what you do not know, that is true wisdom.” ~ Confucius
 * “knowledge of means to good ends” ~ John Kekes
 * “Wisdom is that understanding which is essential to living the best life” ~ Richard Garrett
 * “Wisdom is nothing more than the vision of things as they are, the vision of the cosmos as it is in the light of reason.” ~ Pierre Hadot
 * “Wisdom is the highest expression of self-development and future consciousness. It is the continually evolving understanding of and fascination with the big picture of life, of what is important, ethical, and meaningful, and the desire and creative capacity to apply this understanding to enhance the well being of life, both for oneself and others.” ~ Tom Lombardo
 * “Practical wisdom consists in the capacities needed to make good judgments about what matters in life and to bring one’s actions into accordance, insofar as this is in one’s control.” ~ The Rosewood Report
 * “Competence in, intention to, and application of, critical life events to facilitate the optimal development of self and others”.
 * “morally grounded excellence in social-cognitive processing” ,
 * S is wise if and only if: 1) S has a wide variety of epistemically justified beliefs on a wide variety of valuable academic subjects. 2) S has a wide variety of justified beliefs on how to live rationally (epistemically, morally, and practically). 3) S is committed to living rationally, and 4) S has very few unjustified beliefs and is sensitive to her limitations.

Practical and Ultimate Wisdom
In Book 6 of the Nicomachean Ethics, Aristotle distinguishes between two intellectual virtues which are sometimes translated as "wisdom": sophia and phronesis.

Sophia is the true conception of the first principles of existence and that which follows from them. This is perfect wisdom, the wisdom of the gods, unattainable by mortal men. This ultimate form of wisdom is sometimes called “Theoretical wisdom” and is often intimately tied to theology.

Phronesis, sometimes translated as “practical wisdom” is the highest level of insight attainable by mortals; the wise deliberation about human affairs.

This course concentrates on practical wisdom.

Wisdom as a virtue
Wisdom is the virtue of good judgment.

Wisdom is a virtue because folly is not. The deliberation, decision, and action of wisdom guide the other virtues toward the good.

Prudence—knowing what to do—is one of the four classic western cardinal virtues. Aristotle recognized prudence is what makes it possible to decide correctly what is good and what is bad for man. Wisdom tells us what best to do—what we should do—for the good

Wisdom is using good judgment to consider how today’s choices may determine how we confront the future. It is the good sense to go to the dentist today, enduring the brief inconvenience and pain, to avoid more trouble later. Wisdom differentiates action from impulse, and heroes from hotheads. Wisdom seeks to do for our future what memory does for our past.

To Socrates and Plato, philosophy was literally the love of Wisdom (philo-sophia).

Assignment
Complete the Wikiversity course on the virtues.

Personal Aspects of Wisdom
Wise people characteristically exhibit several personal qualities. Read pages 61-84 of The Scientific Approach of Wisdom to learn about these personal aspects of wisdom.

Exemplars of Wisdom
Any list of wise people will be criticized for its omissions as well as its inclusions. Ideally a group of people, already widely acknowledged as wise, would work together to establish such a list. That has not yet happened. Alternatively, an assessment instrument, such as the Three-Dimensional Wisdom Scale developed by Monika Ardelt or the wisdom assessment form could be used to identify wise people. None the less, it is helpful to browse a well-chosen list of people considered wise, and to study their lives to help understand their way to wisdom. “To really know what wise people are like, it is important to actually study them.”

Here is a candidate list of wise people (ordered by birth date) for you to consider, study, and learn from:

 * The ancients – We will never know the names of those ancient innovators who first developed stone tools, cave paintings, the wheel, pottery vessels, writing, music, poetry, constructive uses of fire, and so many great ideas that have allowed humanity to move forward. More recently we know of Confucius, Buddha, Lao-Tzu, Socrates, Plato, Aristotle, Jesus of Nazareth, Muhammad and many other wise humanitarians from ancient times.
 * Baruch Spinoza — was a Jewish-Dutch philosopher who established the groundwork for the 18th century Enlightenment and modern biblical criticism, including modern conceptions of the self and, arguably, the universe. He came to be considered one of the great rationalists of 17th-century philosophy.
 * Mary Wollstonecraft — was an eighteenth-century British writer, philosopher, and advocate of women's rights. During her brief career, she wrote novels, treatises, a travel narrative, a history of the French Revolution, a conduct book, and a children's book.
 * Dorothea Dix — was an American activist on behalf of the indigent insane who, through a vigorous program of lobbying state legislatures and the United States Congress, created the first generation of American mental asylums. During the Civil War, she served as Superintendent of Army Nurses.
 * Abraham Lincoln — was the 16th President of the United States, serving from March 1861 until his assassination in April 1865. Lincoln successfully led his country through its greatest constitutional, military, and moral crisis – the American Civil War – preserving the Union while ending slavery, and promoting economic and financial modernization.
 * Susan B. Anthony — was a prominent American civil rights leader who played a pivotal role in the 19th century women's rights movement to introduce women's suffrage into the United States.
 * Anton Chekhov — was a Russian physician, dramaturge and author who is considered to be among the greatest writers of short stories in history. Read more.
 * Mahatma Gandhi — was the preeminent leader of Indian nationalism in British-ruled India. Employing non-violent civil disobedience, Gandhi led India to independence and inspired movements for non-violence, civil rights and freedom across the world.
 * Friedrich Nietzsche — was a German philosopher known for his controversial criticisms of religion, and his views on humankind.
 * Bertrand Russell — a British philosopher, logician, mathematician, historian, and social critic. He is widely held to be one of the 20th century's premier logicians.
 * Robert Frost — an American poet highly regarded for his realistic depictions of rural life and his command of American colloquial speech.
 * Eleanor Roosevelt — Though widely respected in her later years, Roosevelt was a controversial First Lady for her outspokenness, particularly for her stands on racial issues.
 * David Ben Gurion — the main founder and the first Prime Minister of Israel. He believed in the equal rights of Arabs who remained in and would become citizens of Israel.
 * Carl Sandburg — was an American writer and editor, best known for his poetry. He was the recipient of three Pulitzer Prizes: two for his poetry and another for his biography of Abraham Lincoln. H. L. Mencken called Sandburg "indubitably an American in every pulse-beat". His wife Lilian (Paula) Steichen shares credit for their work. Read more.
 * Dorothy Day — was an American journalist, social activist, and devout Catholic convert; she advocated the Catholic economic theory of distributism. Day "believed all states were inherently totalitarian," and was considered to be an anarchist who did not hesitate to use the term. Read more.
 * E. F. Schumacher — was an internationally influential economic thinker, statistician and economist in Britain, serving as Chief Economic Adviser to the UK National Coal Board for two decades. He is best known for his critique of Western economies and his proposals for human-scale, decentralized and appropriate technologies. Read more.
 * Nelson Mandela — a South African politician who served as President of South Africa from 1994 to 1999, the first to be elected in a fully representative democratic election. Before being elected President, Mandela was a militant anti-apartheid activist.
 * Andrei Sakharov — was a Soviet nuclear physicist, dissident, and human rights activist. He became renowned as the designer of the Soviet Union's Third Idea, a codename for Soviet development of thermonuclear weapons. Sakharov was an advocate of civil liberties and civil reforms in the Soviet Union. He was awarded the Nobel Peace Prize in 1975. Read more.
 * Martin Luther King, Jr. — an American clergyman, activist, and prominent leader in the Civil Rights Movement. He is best known for his role in the advancement of civil rights using nonviolent civil disobedience.
 * Tenzin Gyatso — The 14th Dali Lama won the Nobel Peace Prize in 1989, and is also well known for his lifelong advocacy for Tibetans inside and outside Tibet.
 * Aung San Suu Kyi — is a Burmese opposition politician and chairperson of the National League for Democracy (NLD) in Burma.

In addition to these luminaries, perhaps there are people in your life, a grandparent, teacher, colleague, or acquaintance, who you consider to be wise. Learn what you can from them.

Choosing a working definition
There are so many disparate definitions of wisdom that we can become overwhelmed by its scope, diversity, and the challenges and choices it presents us. But to make progress we need to become energized and focused by the possibilities of wisdom, not paralyzed by it. Therefore I present three working definitions of wisdom, chosen to align with your own level of understanding, achievement, and progress toward all that wisdom can be.

Each definition of wisdom surveyed above emphasizes the importance of: 1) Good judgment, 2) taking action, and 3) working toward the common good. These themes are preserved in the three definitions proposed below.

Basic Wisdom: “Pursuit of well-being”. Begin by doing whatever improves your well-being, without jeopardizing the well-being of others. When it becomes possible for you to improve the well-being of others, then take the opportunity to do good for others. First, do no harm; reduce the folly. This is essential wisdom.

Wisdom: “The capacity, the desire, and the active endeavor to realize what is of value in life, for oneself and others.” A narrow focus on well-being may neglect important aspects of wisdom. This may include creating and enjoying various art forms such as poetry, music, theater, and the visual arts. It may include development of the various personal qualities associated with wisdom described above, and it may include exploring advanced mental states such as meditation, mindfulness, awareness,, and natural inclusion.

Ultimate Wisdom: “All knowing, all caring, all loving”. We can only begin to imagine the ultimate potential of the human mind and spirit.

Assignment:
Part 1:

Consider a wide variety of candidate definitions for wisdom drawn from those cited above, the references to this course, or other reliable sources. Choose the one you consider to be the most fitting. Discuss and defend your choice.

Part 2:

Choose one of the three working definitions of wisdom, presented above, best suited to your current experience, situation, resources, and aspirations. Work toward fulfilling that definition in the way you think and act everyday.

Part 3: (Optional)

View this video on "Defining Wisdom".

Toward Wisdom
Increasing maturity along three paths: thinking, feeling, and doing, moves us toward wisdom. We often progress along the paths described below.

Emerging from Chaos
We are born essentially unaware of the wonderful world we live in. As infants and young children, we learn quickly about our world, but see such a small slice we are almost entirely misinformed about the world. We are born fussy but largely passive, able only to cry and squirm and we must rely on others to feed us, move us, protect us and care for us. Because our emotions are undeveloped we are apathetic toward the world, unless our comfort is at stake. Infants have no empathy for others—they are apathetic.

Considering the three dimensions of doing, feeling, and thinking, we are:

 * Unaware
 * Passive
 * Apathetic

We become more wise as we begin to mature and move beyond this chaos and struggle to survive on our own.

Survival
Eventually our curiosity is armed with language, reasoning, exploration opportunities, number skills, and reading skills. Now we can ask our own questions and seek our own answers. We begin to become factually informed, at least in those areas where our curiosity takes us and we can find reliable answers to our questions. But this realm is still treacherous. Certain questions are off limits, myths and traditions may present falsehoods as facts, trusted people may disagree on the answers to certain questions, or we may accept the first answer we hear. Formal schooling, self study, adventures, and life experiences combine to increase our information base. Some of that information is factual, and some is false, incomplete, invalid, or misleading.

As we gain control over our muscles, we eventually learn to roll over, crawl, walk, and then run. We can now move, but we travel in small circles, repeat actions endlessly, and our thrashing around does not seem to accomplish anything more than pass time as we entertain ourselves and perhaps our parents and friends.

As our emotions begin to emerge infants soon learn to reflect the smile on their mother’s face, and react simply and predictably to other’s facial expressions, movements, fears, frustration, and pain. While raw and immediate reactions to emotions represent a growth stage for infants, this reactive behavior is immature, destructive, and unacceptable in adults. Violent tirades, hateful actions, spiteful revenge, humiliation, and ego rants have no wise place among responsible adults.

We are struggling to survive with our skills at these nascent levels:

 * Misinformed — Believing falsehoods
 * Thrashing — Motion without purpose
 * Reactive — Impulsive and Destructive Emotional Reactions

Clear and critical thinkers eventually develop their own theory of knowledge to help them decide what to believe in the face of incomplete or misleading answers and conflicting information sources. Here the rules of evidence, logic, inference, and critical thinking begin to take shape. The ability to integrate information and “connect the dots” to get a larger and consistent understanding of the world becomes important. Falsehoods and fallacies become easier to detect and reject. Inconsistencies become apparent and careful investigation begins to reveal larger and more durable truths about our fascinating world. We are better able to assimilate diversity, learn from ambiguity, suspend judgment, and become comfortable with complexity. These skills allow us to integrate factual information with our own investigations, knowledge base, and world view as we begin to truly know the world for ourselves.

Eventually we form goals and we focus and engage our actions to meet those goals. These goals may be modest and self-centered requiring little action, or we may set bolder goals to learn, gain strength, achieve, and help others.

Emotionally competent adults develop the essential social skills to recognize, interpret, and respond constructively to emotions in themselves and others. Understanding and impulse control allows reason to prevail over passion as we regulate and interpret our emotions. With study and practice we can each become emotionally competent.

We are now surviving by living at the following levels along the three tracks:

 * Factually Informed — Holding rigorously verified beliefs
 * Engagement — Activity toward goals
 * Emotionally Competent — Deliberate and constructive emotional responses

At this level we are doing well, we are certainly surviving, but we may not yet be thriving or successful.

Success
As we mature we are better able to assimilate diversity, learn from ambiguity, suspend judgment, and become comfortable with complexity. These skills allow us to integrate factual information with our own investigations, knowledge base, and world view as we begin to truly know the world for ourselves.

As we begin to explore more of the world, we see opportunities that can only be seized by taking more risks. We can go away to summer camp or stay home. We can go far away to a challenging college ideally suited to us or play it safe and stay near home. We can seek a challenging job or tolerate a boring one. We either decide to yield to temptation and avoid taking risks, or we summon the courage to act on our values and do what we believe is right, despite the temptations of an easier path. Running a marathon, graduating from college, job interviews, serious relationships, and studying for tomorrow’s test all require us to leave comfort behind to attain a greater outcome. Achievement requires courage.

Fortunately some people are emotionally talented—they are gifted with a special aptitude for interpersonal skills, or they learn emotional competency at an early age and practice it all their lives. They seem to know exactly what to say or do to bring out the best in each of us, comfort us during times of distress, and quickly reach a rapport even with total strangers. These are the warm and charismatic people among us who often excel at counseling professions.

We are now living at the following levels along the three tracks:

 * Knowing — Combining Facts, drawing Conclusions
 * Courage — Value-based action despite temptation
 * Emotionally Talented — Naturally warm and constructive emotional responses

We are thriving and successful, perhaps even significant, when we are behaving at this level.

Transformation
When we can reflect on our reliable and broad knowledge, exercise good judgment, and apply it to solve significant problems to enhance human well-being we begin to understand the world as it is. Examining knowledge from multiple viewpoints, adopting a global perspective and long-term view, understanding interrelationships, and gaining insight all contribute to our holistic understanding of the world. Being curious about what happened, creative about what can happen, and open to new possibilities allows us to make surprisingly good decisions that benefit all.

Climbing a mountain or completing a marathon are courageous personal achievements that don’t do much to move the world forward. Action must be combined with well-chosen, human-based values to make a significant difference. Courageous achievements that help others around the globe for all time is wisdom in action. When Rosa Parks kept her bus seat and Martin Luther King Jr. organized and sustained the Montgomery Bus Boycott their actions created substantial and lasting progress for all people. This is real progress; this is doing good.

A few people have dedicated their lives to achieving compassion. One example is Dr. Matthieu Ricard who is a molecular geneticist, Buddhist monk, author, translator, and photographer sometimes described as the happiest person in the world. He was a volunteer subject in studies on happiness performed at the University of Wisconsin-Madison, scoring significantly beyond the average obtained after testing hundreds of other volunteers. He radiates calm and compassion.

We are now living at the following high levels along the three tracks:

 * Holistic Understanding — Knowing why
 * Doing Good — Lasting improvement in human well-being, world-wide
 * Compassionate — Joyously Radiating Calm and Compassion

This brings us to the threshold of wisdom.

Assignment:
Part 1:

 * Where are you now along this three-track path toward wisdom?
 * Are you farthest along in the thinking, feeling, or doing dimension?
 * What steps are most important for you to take to progress to the next level toward wisdom?

Part 2:

Study the text and complete the assignments provided in the Wisdom topic of the Virtues course.

Folly brings us problems
Perhaps because folly is more common than wisdom, we face grand challenges.

Assignment
Complete the Applied Wisdom course on grand challenges.

Can wisdom bring us solutions?
If folly has lead us to problems, perhaps wisdom, and its global perspective, can lead us to solutions.

Assignment
Part 1:

Complete the Applied Wisdom course on global perspective.

Part 2:

To improve well-being, focus on what matters. Complete the Applied Wisdom course on what matters.

Part 3:

Choose to live wisely.

Assessing Wisdom
Can we determine who is wise, or at least who is more wise?

There are times when you have to choose one person from a pool of candidates to fill an important position in which wisdom is very important. Examples include deciding what candidate to vote for in an election, who to hire for some job or business partnership, who to consult for advice, and even who to choose for a romantic commitment, or an important friendship.

Assessing the relative wisdom of each candidate, using this /wisdom assessment form/, can help. Follow the instructions on the form.

Assignment

 * 1) Read the essay Wisdom, Intelligence, and Artificial Intelligence.
 * 2) Choose an exemplar of wisdom from the list provided above, or from your own experience.
 * 3) Complete the /wisdom assessment form/ using yourself as "Candidate 1" and the exemplar identified above as "Candidate 2". It may be best to assign each characteristic the same importance value, e.g. 1.
 * 4) What can you learn from analyzing this chosen exemplar that can help you become more wise?
 * 5) Optionally, view this video on Measuring Wisdom.
 * 6) Optionally, read this short entry on measuring wisdom.

Wise Decision Making
How can we use wisdom to make better decisions in our lives? Since good judgment and optimal choice are at the core of wisdom, good decisions should be a natural outcome. Follow each link below to study these tools, tips and guidance for making important decisions:

The seven steps to making a wise decision.
 * Step One – Be Clear about What to Decide
 * Step Two – Gather the Facts
 * Step Three – Set the Criteria for a Successful Decision
 * Step Four – Develop Your Options
 * Step Five – Evaluate Your Options
 * Step Six – Assess Risk
 * Step Seven – Make the Decision and Carry Through

To ensure a wise decision, be certain to include criteria that adequately address each of these questions:
 * Are you working to solve the right problem? Can the problem be recast with a different point of view or a different scope to be more beneficial? Try to: "take flight to where there is a free view over the whole single great problem."
 * Identify all of the assumptions you are relying on. Pay particular attention to the assumptions you are making implicitly. (e.g. Housing prices always increase.) Write them down, and check them out.
 * Are the short term, midterm, and long term benefits and consequences of this decision each being given appropriate consideration? Have I avoided hyperbolic discounting when considering the long term?
 * How do I define my own well-being? How will this decision contribute to, or detract from my well-being? Am I adequately separating economic considerations from broader considerations of well-being?
 * How have I defined success for the purposes of this decision? Have I defined success broadly enough? Am I truly pulling the problem out by the roots?
 * Am I adopting a global perspective in making this decision? Who else is affected by this decision? How will they be affected? Can I involve them to understand their points of view on this issue? What are the externalities of this decision? How are their costs being met? How does this decision contribute to the greater good?
 * Based only on my own moral reasoning and moral integration, what decision would I make? What is the virtuous choice? Make that decision.
 * Am I accurately evaluating the evidence for and against this decision? Am I applying a robust Theory of Knowledge to evaluate the evidence and arrive at well-founded beliefs? Have I adequately researched reliable sources to understand the situation, the possibilities, the likely outcomes, and consequences? Is my decision based on true beliefs? How do I know?
 * Are my heart (emotions, intuition) and my head (rational decision making) pointing me in the same direction or opposite directions? If they are in conflict, can I explain why? Have I spent enough time reflecting on this decision? Have I been creative enough in generating alternatives? Have I sought guidance in making this decision from people I trust, people who care most about me, and from objective people expert in the domain? Who is the wisest person I can consult with to get advice on this decision? When is the best time to make this decision? Can the decision be delayed to gain a better understanding without jeopardizing the outcome?
 * Getting beyond false dilemmas and inventing new alternatives for mutual gain is often essential to making the wisest decisions. Integrate more considerations to arrive at a surprisingly elegant solution. Get beyond the same old list of options, as King Solomon so wisely did in making his most famous judgement.
 * What does each of the Six Thinking Hats have to say about this decision?
 * Have I adequately acknowledged limits to growth in foreseeing the future consequences of this decision? How will this decision affect people in each of the next seven generations?

Also, please study these examples of /wise decisions/ to learn to recognize wise decisions and improve your ability to make wise decisions.

Assignment
Part 1: Part 2: Part 3:
 * 1) Study the materials in this section.
 * 2) Identify an important decision you face.
 * 3) Apply the techniques in this section to clarifying, analyzing, and making that decision.
 * 1) Watch the movie Thirteen Days.
 * 2) Notice all the thoughts, consultations, actions, and precautions that contributed to the wise decision making portrayed in this film.
 * 1) Complete the assignment in the section on Examples of Wise decisions.

Resources

 * The Wikipedia entry for wisdom.
 * The Wisdom Page — a website dedicated to helping us better understand wisdom — that vitally important but poorly understood pinnacle of human functioning.
 * Wisdom 101 — A Course in Practical Wisdom
 * The Wise Path — progress toward wisdom.
 * Knowledge to Wisdom — helping humanity acquire more wisdom by rational means.
 * Sophos is a web portal that is all about Wisdom
 * The Rosewood Report on Practical Wisdom summarizing discussions in July, 2010 by a small group of philosophers and psychologists about practical wisdom.
 * Defining wisdom, a project from the University of Chicago on the nature and benefits of wisdom.
 * The Global Oneness Project produces films, media and educational materials that explore how the simple notion of interconnectedness can be lived in today's complex world.
 * The Quotes About Wisdom site catalogs nearly 22,000 quotations pertaining to wisdom.
 * Suarez, Juan Francisco, "Wise by Design: A Wisdom-Based Framework for Innovation and Organizational Design and its Potential Application in the Future of Higher Education" (2014). Dissertations & Theses. Paper 131.
 * The Evidence Based Wisdom site is making the new science of wisdom research more accessible.

Discussion questions and essay ideas

 * Is intentionally seeking wisdom an effective way to actually become more wise?

title: Wisdom


text:
Wikipedia:Articles for deletion/Wallows

The result was delete.  MBisanz  talk 02:31, 27 September 2017 (UTC)

Wallows

 * – ( View AfD View log  Stats )

Article about a band with no strong claim to passing WP:NMUSIC, and no strong reliable source coverage. This is a band just formed this year by two guys who are known as actors rather than as musicians, but whose WP:BLPs are not properly sourcing that they even pass WP:NACTOR for their acting (they're depending far too strongly on blogs and facebooks, and not nearly enough on reliable sources) -- so we cannot hand the band an NMUSIC #6 pass just because they have two members with standalone BLPs. The only other notability claim here is "got X number of streams on Spotify for a song", which satisfies no Wikipedia inclusion whatsoever. And for sourcing, all we have here is one blurb on one clickbait "new media" website that is not an acceptable reliable source -- and even if it were, it still takes more than just one source to pass GNG. No prejudice against recreation in the future if and when they ever do actually have an NMUSIC pass, but nothing here is an NMUSIC pass today. Bearcat (talk) 23:46, 18 September 2017 (UTC)
 * Note: This debate has been included in the list of California-related deletion discussions. CAPTAIN RAJU (T) 00:28, 19 September 2017 (UTC)
 * Note: This debate has been included in the list of Bands and musicians-related deletion discussions. CAPTAIN RAJU (T) 00:28, 19 September 2017 (UTC)

 Relisted to generate a more thorough discussion and clearer consensus.
 * Delete: Nom's excellent summation works for me. Wikipedia is not for wannabe garage bands, even if they're formed by bit-part alleged actors.  Nha Trang  Allons! 20:39, 19 September 2017 (UTC)

Please add new comments below this notice. Thanks,  Bobherry Userspace  Talk to me!   Stuff I have done  20:46, 19 September 2017 (UTC)
 * Weak delete. Sourcing seems a bit thin to warrant a standalone article at this time. I would be fine with redirecting this to Dylan Minnette since existing coverage refers to this act as "Dylan Minnette's band" and it's mentioned within his article.  gongshow  talk  22:33, 26 September 2017 (UTC)

title: Wikipedia:Articles for deletion/Wallows


text:
User:Feefifofunmom/sandbox

FeeFiFoFun is a children's entertainment and publishing company. Founded by world renowned designer Marc Brickman (Pink Floyd, Sir Paul McCartney, Bruce Springsteen, et.al.) and Stanford University grad Catherine Malcolm (APEC, GM Place, Pepsi Arena, author: Singing Trout, Floppy Ear Flora, Crowing Poodle).

title: User:Feefifofunmom/sandbox


text:
Lyall McCarthy

Lyall McCarthy OAM (born 19 May 1956) is a former Australian national champion lightweight rower and national rowing coach. He has coached Australian crews to gold medals at the World Rowing Championships and the Olympic Games.

Club and state rowing
McCarthy competed as a lightweight oarsman and rowed for a number of clubs in Sydney and in Melbourne over a fifteen year first class rowing career from 1977 to 1992.

He contested national championships titles at the Australian Rowing Championships in Drummoyne Rowing Club lightweight crews in 1977 and 1978. In 1980 he competed for the national lightweight pair title racing for the Mercantile Rowing Club. In 1981 he moved to the Melbourne University Boat Club, the home of the world champions Simon Gillett and Charles Bartlett. He won his first Australian national title in MUBC colours in a lightweight eight with Gillett, Bartlett and Peter Antonie and also contested the national lightweight coxless four title that year. In 1982 he was back in Sydney and raced for the Balmain Rowing Club at the Australian Championships that year contesting the national men's lightweight eight title. In 1985 he contested the national lightweight eight championship in a composite Sydney crew.

In 1981 McCarthy was first selected as a Victorian state representative to contest the Penrith Cup for lightweight fours in the Interstate regatta within the Australian Rowing Championships. In 1985 he raced for New South Wales in that same event. In 1990 he was back in Victorian dark blue for that event and that year they won the interstate championship title. His final state appearance in the Penrith Cup was in 1992 competing for Victoria.

International representative rowing
His first major international event was the 1978 FISA Lightweight Championships where he won a bronze medal in the Australian men’s lightweight eight. It was twelve years before he again held a seat in the Australian lightweight eight in 1990 at the World Championships for a fifth placing. He represented again at the 1991 and 1992 World Championships and retired in 1992.

Coaching career
McCarthy began coaching in 1994 with the Barwon Rowing Club at Geelong, Victoria and was appointed Australian Institute of Sport/Rowing Australia's Head Women's Coach located in Canberra in 1997. After the 2016 Rio Olympics, he was appointed Rowing Australia's Pathways Head Coach.

McCarthy's coaching medal record at the Olympic Games and World Championships.

Olympic Games

 * 1996 Sixth – Men's Lightweight Coxless Four
 * 2000 Fifth – Women's Eight
 * 2004 Bronze medal – Women's Quad Scull
 * 2008 Sixth – Women's Eight ; Tenth – Women's Pair
 * 2012 Silver medal – Women's Double Scull ; Bronze medal – Women's Single Scull (Kim Crow)
 * 2016 Gold medal – Women's Single Scull (Kim Brennan nee Crow)

World Championships
McCarthy coached crews at the World Championships and was appointed Head Women's Coach for 2009, 2010 and 2011 World Championships.
 * 1995 Ninth – Men's Lightweight Coxless Pair ; Tenth – Men's Lightweight Coxless Four
 * 1997 Gold medal – Men's Lightweight Eight
 * 1998 Fifth – Men's Lightweight Coxless Pair
 * 2001 Gold medal – Women's Four ; Gold medal – Women's Eights
 * 2002 Gold medal – Women's Four ; Silver medal – Women's Eights; Sixth – Women's Pair
 * 2003 Gold Medal – Women's Quadruple Scull ; Sixth – Women's Double Scull ; Eighteenth – Women's Single Scull
 * 2005 Silver medal- Women's Pair ; Bronze medal – Women's Double Scull ; Seventh – Women's Single Scull
 * 2006 Silver medal- Women's Quad Scull
 * 2007 Fourth – Women's Eights
 * 2010 Silver medal – Women's Double Scull ; Fourth – Women's Quad Scull
 * 2011 Silver medal – Women's Double Scull
 * 2013 Gold medal – Women's Single Scull (Kim Crow)
 * 2014 Silver medal – Women's Single Scull (Kim Crow)
 * 2015 Gold medal – Women's Single Scull (Kim Crow)
 * 2022 Bronze medal – Men's Double Scull

Recognition
In 2003 and 2005, he was named Australian Institute of Sport Coach of the Year. In 2015 and 2016, he was Rowing Australia's Coach of the Year. In the 2018 Queen's Birthday Honours, he was awarded Medal (OAM) of the Order of Australia for service to rowing.

title: Lyall McCarthy