text:
Talk:2018 California gubernatorial election

Removed parties from infobox
California has a nonpartisan blanket primary for governor, meaning that the two candidates that run in the general election could be of any party affiliations. As such, I removed the Party row from the infobox. Zeldafanjtl (talk) 20:54, 25 May 2016 (UTC)

Campaign websites in external links?
What's common Wikipedia policy on this? I see that United States Senate election in California, 2016 links to the general election candidates' websites, but from my experience when it comes to election articles we tend to have different rules for upcoming elections versus past elections.

If we're going to do this, we have to establish some sort of standard for notability; linking to the website for every candidate listed in this article would be unwieldy. For now, I'm removing Jacob Morris and Grant Handzlik's websites since they don't work. Zeldafanjtl (talk) 21:53, 15 December 2016 (UTC)

Klement Tinaj
Is he independently notable enough to be listed alongside Newsom, Chiang, Eastin, and Vilaraigosa? I can't see him being and more serious than the four perennial candidates above the big box.

Ueutyi (talk) 06:02, 19 October 2017 (UTC)

Reference: Can my name be added under the Republican Candidate for Governor (Declared) for California Governor race 2018?
I am also running for California Governor 2018.

Can you please add my name (Robert Patton Kleinberger) and a link to my website information on your page at https://en.wikipedia.org/wiki/California_gubernatorial_election,_2018 I am also announced and registered with the Sec of State of Ca as well as with the FPPC. My website is www.kleinbergerforgovernor.com

I would like to also upload my photo but the page seems to freeze when I upload a photo to this page. Current and Previous Positions are:

SG1 SOC (2016 - Current) Aerospace & Rocket Engineering 1987 - 2016 US Army  ( 1981 - 1987 Active) Reserves 1987 - Jan 7th 1999 Member US Army Ranger Association Thank you. Robert P Kleinberger — Preceding unsigned comment added by Kleinberger.us (talk • contribs)
 * Are there any secondary references (newspapers, etc.) that describe your candidacy? Or an official statement from the Secretary of State that's available online? I don't know how to do the images, but I can do the rest with one of those links. power~enwiki ( π,  ν ) 16:02, 24 October 2017 (UTC)

Ed Lee
Should now deceased Ed Lee be removed from the endorsements section? Prcc27 (talk) 01:00, 14 December 2017 (UTC)
 * I don't see why. His endorsement still carries weight, even posthumously. Zeldafanjtl (talk) 23:27, 26 December 2017 (UTC)
 * Agree with Zeldafantjl. For example, dead Montana governor Judy Martz is still listed as an endorsement for Russ Fagg in at United States Senate election in Montana, 2018. MB298 (talk) 00:18, 27 December 2017 (UTC)

Presentation/position of candidates on page
The most relevant candidates should be closer to the top of the page. I think everyone can agree on this. But there seems to be disagreement over who are the more relevant candidates. I believe that actual minor party and independent candidates should be higher on the page than major party members that withdrew or potential candidates declined to run and were never actually connected to the race. There was a table that listed all the actual candidates at the top of the page, but this got removed by this commit.

This moves minor party and independent candidates to the bottom of the page, while people like George Clooney move to the top. This doesn't seem in the best interest of readers trying to find out about the election. Dhalsim2 (talk) 00:30, 7 April 2018 (UTC)

Update the results by county section table
Please update the primary results by county table with the numbers from the official statement of vote. Kart2401real (talk) 01:28, 18 July 2018 (UTC)

County results map gives an inaccurate impression
In the primary election map, the saturation levels for Cox's red counties does not match the saturation levels for the corresponding percentages for Newsom's blue counties giving an incorrect impression of the amount of Cox's support relative to Newsom. Few counties voted over 50% for either too. Color staturation should scale to percentage, with 100% being fully saturated and 0% being white.

Can someone recreate that image? — Preceding unsigned comment added by OriEri (talk • contribs) 00:25, 20 June 2019 (UTC)

Yes, the county map in the top section doesn't match the county chart. The bad numbers/colors are misleading but apparently on both sides. For example, both Orange & San Diego counties voted for Cox & are red in the chart but both show as blue (Newsom) in the map. This is important because many people will only look up the information on the map & not bother to look at the detailed chart & they will be given wrong information. In fact, I already used the map to tell someone the incorrect information (OC voted for Newsom) before I discovered the mistake. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 20:09, 8 October 2020 (UTC)

I don't understand the ± column in the table
What do the 1.98% numbers refer to in the table at the beginning of the election results section (copied here)?

California gubernatorial election, 2018[315] Party	Candidate	Votes	%	± Democratic	Gavin Newsom	7,721,410	61.95%	+1.98% Republican	John H. Cox	4,742,825	38.05%	-1.98% Total votes	12,464,235	100.0%	N/A Democratic hold

Morris (talk) 14:53, 31 October 2019 (UTC)


text:
1999 North Carolina A&T Aggies football team

The 1999 North Carolina A&T Aggies football team represented North Carolina A&T State University as a member of Mid-Eastern Athletic Conference (MEAC) during the 1999 NCAA Division I-AA football season. Led by 11th-year head coach Bill Hayes, the Aggies compiled an overall record of 11–2 with a mark of 8–0 in conference play, winning the MEAC title. North Carolina A&T earned an automatic bid to the NCAA Division I-AA Football Championship playoffs, where the Aggies beat Tennessee State in the first round before losing to eventual national runner-up, Youngstown State, in the quarterfinals. The team's performance earned them the program's third black college football national championship. North Carolina A&T played home games at Aggie Stadium in Greensboro, North Carolina.

2000 NFL Draft
The 2000 NFL Draft was held on April 15–16, 2000 at The Theater at Madison Square Garden in New York City. The following A&T players were either selected or signed as undrafted free agents following the draft.

source: wikimedia

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


text:
Wikipedia:WikiProject Spam/LinkReports/louisebrooks.ws

Links

 * louisebrooks.ws resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * louisebrooks.ws is hosted on thedarkwoods.free.fr
 * thedarkwoods.free.fr resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.

Additions

 * Displayed all 1 additions.


text:
San Zan Degola

The church of San Zan Degolà, which in the Venetian dialect is the abbreviation for San Giovanni Decollato, in English St John (the Baptist) beheaded, is a Byzantine-Romanesque-style church and belltower in the sestiere of Santa Croce in Venice, Italy.

History
A church was built on the site in the 11th century by the Veniera family in gratitude and celebration for a Venetian victory, in which this family had participated, over the Genoese in Negroponte. In 1213, the church was restored by the Pesaro family. A later reconstruction occurred in 1713.

The church contains some of its original early medieval frescoes. Reconstructions were pursued over the centuries, and funded by noble families of Venice. The church is now also used for Russian Orthodox services in Venice.

title: San Zan Degola


text:
Talk:Take a Break (album)

A lot of this is wrong. "I'll be there" isnt done in the style of "Just what i needed" at all. only the intro is, just like all the other MFATGG songs that reference another song. and how does Isnt She Lovely reference I Want You To Want Me?...It has nothing in common with that song! Unless someone has some sort of proof to offer up, I'm deleting that and including The INTRO to I'll Be There in with the others. Also, Nothing Compares 2 U should be listed as Prince, as the song was written by him and the focus of the CD (according to the liner notes) is songs by black people. Last time I checked, Sinead O'Connor = Irish woman. --<IP_ADDRESS> 16:21, 11 August 2006 (UTC)

title: Talk:Take a Break (album)


text:
User:SSEBUWUFU QURAISH

SSEBUWUFU QURAISH also known as SEQMU is a Ugandan businessman and entrepreneur. He serves as the Chief Executive Organization organization called SEQMU FOUNDATION.

title: User:SSEBUWUFU QURAISH


text:
魔法

Noun

 * 1) magic; wizardry; witchcraft; sorcery

Usage notes
In modern times, this term is often associated with magic in Western fairy tales and popular culture.

Etymology
Apparently from compound. Compare modern 🇨🇬 reading mô͘-hoat.

Noun

 * 1) The arts of magic, spellcraft, witchcraft, wizardry, sorcery.
 * 2) Spellwork such as magical formulas, incantations, spells, etc.
 * 3) An organized body or system of magical use, i.e. Wicca, the Kabballah and Onmyōdō.
 * 1) An organized body or system of magical use, i.e. Wicca, the Kabballah and Onmyōdō.

Usage notes
The term for as a trick performed by a modern magician is.

Derived terms

 * , : magic master or specialist, sorcerer
 * : magic circle
 * : magical girl
 * : magician
 * : vacuum flask
 * : magic wand

title: 魔法


text:
User:Jengnubles

There are two things I enjoy in life: free stuff and learning. Learning stuff for free just seems to be a natural progression.

title: User:Jengnubles


text:
Channel 5 TV stations in Canada

The following television stations broadcast on digital or analog channel 5 in Canada:

 * CFCN-TV-4 in Burmis, Alberta
 * CFCN-TV-9 in Cranbrook, British Columbia
 * CFJC-TV-6 in 100 Mile House, British Columbia
 * CHAU-DT in Carleton, Quebec
 * CHRO-TV in Pembroke, Ontario
 * CICI-TV in Sudbury, Ontario
 * CIHC-TV in Hay River, Northwest Territories
 * CJDC-TV in Dawson Creek, British Columbia
 * CKCW-TV-2 in St. Edward, Prince Edward Island
 * CKTN-TV-1 in Castlegar, British Columbia
 * CKVU-TV-1 in Courtenay, British Columbia

The following television stations, which are no longer licensed, formerly broadcast on channel 5 in Canada:

 * CKBI-TV in Prince Albert, Saskatchewan

title: Channel 5 TV stations in Canada


text:
Menachem Birnbaum

Menachem Birnbaum (born 1893 in Vienna, died probably 1944), was an Austrian Jewish book illustrator and portrait painter.

Life
Birnbaum was the second son of the Jewish philosopher Nathan Birnbaum and his wife Rosa Korngut. Birnbaum married Ernestine (Tina) Esther Helfmann, with whom he had two children: Rafael Zwi and Hana. Birnbaum lived in Berlin from 1911 until 1914, and again from 1919 until 1933.

Exile, deportation and death
In 1933 he emigrated to the Netherlands. In the spring of 1943 he was arrested by the Gestapo along with his relatives and transported on 10 March 1943 to a Nazi concentration camp, presumably Auschwitz. Menachem was seen alive and spoken to in Auschwitz in October 1944 by a Dutch Jewish survivor, who told about it to his brother Uriel Birnbaum in Holland after WW2. He must therefore have died between October 1944 and January 27, 1945, when Auschwitz was liberated by the Soviets. His family - Tina, Rafael Zwi, and Hana Birnbaum - were killed earlier, probably in Auschwitz as well. It is likely that he died during or just before the Death March from Auschwitz in mid-January, 1945. This would mean that the theory of him dying in March 1943 in the Sobibor extermination camp is incorrect, a theory based solely on an unconfirmed assumption by the Red Cross that the trains from the German holding camp at Westerbork, Holland were sent to Sobibor on the day of his arrest and deportation.

Works

 * Das Hohe Lied (The High Song), Berlin 1912
 * Der Aschmedaj (Humorous periodical), Berlin-Warsaw 1912
 * Schlemiel (Humorous periodical), Berlin 1919-1920 (Schriftleitung des künstlerischen Teils)
 * Chad Gadjo, Berlin 1920
 * Chad Gadjo, Scheveningen 1935
 * Menachem Birnbaum Zeigt, Den Haag 1937
 * Numerous book cover/jacket designs, portrait drawings.

Literature

 * Kitty Zijlmans, Jüdische Künstler im Exil: Uriel und Menachem Birnbaum; in: Hans Wuerzner (Hg.), Österreichische Exilliteratur in den Niederlanden 1934-1940, Amsterdam 1986

title: Menachem Birnbaum


text:
Wikipedia:Articles for deletion/List of electronic and industrial music artists

The result was keep. W.marsh 02:42, 22 August 2006 (UTC)

List of electronic and industrial music artists
An endless, subjective and impossible to maintain list Nuttah68 20:44, 11 August 2006 (UTC)
 * Keep - All artists are unique and do their own music and we badly needed a place to collect all electronic artists in a same place Shandristhe azylean 20:50, 11 August 2006 (UTC)
 * Comment thats what categories, which update on linking, are for. Nuttah68 21:14, 11 August 2006 (UTC)

 * Keep - Industrial music is a noted, popular and busy genre. I nearly went for a weak keep due to the lumping together with "electronic" which is pretty much a meaningless term and would, in strict application, exclude some of the acts listed. However, the fact that something needs work is not a criteria for deletion. Ac@osr 21:00, 11 August 2006 (UTC)
 * Weak keep - not a list fan, especially when the only thing they add over a category is redlinks, but there are 226 different lists in Category:Lists of musicians and this one is as valid and maintainable as most there. If you want to put the other 225 up I'll change to delete. - Yomangani talk 21:34, 11 August 2006 (UTC)
 * Turn into a category, because this will be impossible to maintain in its current state. If people add an article to the category, the category page automatically updates, providing a more thorough list, not to mention that it seems to be the precedent around here to make such collections into categories. - Thorne N. Melcher 21:42, 11 August 2006 (UTC)
 * Comment - Many people either don't know how to or never add categories to articles. Shandristhe azylean 22:31, 11 August 2006 (UTC)
 * Comment and many people will not search for lists to see is the article they have created belongs on it. Nuttah68 22:57, 11 August 2006 (UTC)

 * Keep lists of artists by genre. Gazpacho 02:36, 12 August 2006 (UTC)

 * This list is a fusion of the List of EBM artists with the List of industrial music artists, nothing more. For more details, read this discussion. --Menorrhea 06:12, 12 August 2006 (UTC)

 * I'll remove the template. The discussion is gone to sleep. --Menorrhea 11:18, 15 August 2006 (UTC)


text:
Talk:Hindi/Introduction

Untitled
नमस्ते

Namaste is hindi's universal greeting, as well as goodbye. It is common to hold ones hands together in front of the chest as praying and bow slightly when saying it.

The 'e' is like the'é'in Café.It will always be like this. In Hindi every letter is pronounced the same in every word. In fact the script used to write hindi is the most phonetic script. This makes learning Hindi very easy compared to english and other languages. In this lesson i will cover the vowels and the difference between dental, retroflex, aspirated and non aspirated consonants. Devanagari is important to know but too lengthy discussion for this, if you do not know it you should learn. But it is not necessary for this lesson.

In hindi, consonants in which you touch the tongue to the back of your teeth are called 'dental' those which the tongue curls slightly and touches the roof of the mouth just behind the gums are called 'retroflex'. Dentals will be lowercase and retroflex will be uppercase letters in my translations.

Aspirated consonants are ones in which a puff of air is released with the saying of the letter. Put your hand to your mouth and say 'pit' with a good amount of force, feel the air? now say 'spit' with less force. not as much air right? The first p in pit is aspirated and in hindi it is important that you do not mix the two.

Vowels in hindi are as follows.

'a' is the schwa and the short a of the language. It is like the 'a' in 'alive', 'about', 'america' and 'associate'. More of an 'uh' sound.

'aa' is long a and like 'a' in 'father'.

'i' is short i and like that in 'liter of coke'.

'ee' is long i and like the two ee's in 'seek'.

'u' is short u and like the 'oo' in 'soot' (NOT as in poo =)

'uu' is the long u like in 'poo' =)

'e' has already been explained

'ai' this is like the 'a' in 'mad' 'dad' 'sad'

'o' is like long o in bolt, and bowl. though remember PURE vowel. no movement.

'au' this is like in caw. but dont move your tongue or mouth to produce the w at the end. remember "pure vowels". Another important matter, 'c' in hindi is not 'k' or 's' as in english. it is always 'ch' like in church. careful not to aspirate it too much because theres a difference between 'c' and 'ch' in hindi.

Finally, in hindi there is nasalation of vowels. this just means that the vowel is pronounced more through the nose than usual. Say while holding your nose to approximate the sound. In my transliteration it is ~ after the letter.

Now, i think were ready for some script. You should read this aloud as this will help implant it in your brain, you may not notice but you will learn alot just by reading it to yourself even if you do not understand most of it! At the end i will explain most of it and you should read it again.

िहन्दी पाठ

आदमी : नमस्ते ! आप कैसी हैं ?

औरत : मैं अचछी हूँ, और आप?

आदमी : मैं भी अचछा हूँ ।

औरत : अचछा !

आदमी : क्या आप अंग्रेज़ी बोलती हैं?

औरत : नहीं, मैं अंग्रेज़ी नहीं बोलती हूँ । आप कहाँ से हैं?

आदमी : मैं अिर्का से हूँ ।

औरत : अचछा ? और आप िहन्दी बोलती हैं?

आदमी : हाँ, मैं थोड़ा थोड़ा बोलता हूँ, लेिकन बहुत ज़्यादा नही ।

औरत : अचछा ,तो आपकी िहन्दी बहुत अचछी है ।

आदमी : धन्यवाद,नमस्ते ।

औरत : नमस्ते ।

aaj ka hindi paTH.

aadmee: namaste! aap kaisee hai~?

aurat: mai~ acchee hoo~, aur aap?

aadmee: mai~ bhee acchaa hoo~

aurat: acchaa!

aadmee: aap angrezi boltee hai~?

aurat: nahee~, mai~ angrezi nahee boltee hoo~. aap kahaa~ se hai~?

aadmee: mai~ amrikaa se hoo~.

aurat: acchaa? aur ap hindi boltaa hai~?

aadmee: haa~, mai~ thoRaa thoRaa boltaa hoo~,lekin mai~ bahut zyaadaa nahee~.

aurat: accha, to apkee hindee bahut acchee hai.

aadmee: dhanyavaad. namaste.

aurat: namaste.

Hindi Lesson.

Man: hello, how are you?

Woman: I am well, and you?

Man: I too am well.

Woman: Good!

Man: Do you speak english?

Woman: No, i do not speak english. Where are you from?

Man: I'm from america.

Woman: Really? And you speak hindi?

Man: Yes, i speak a little, but i don't understand very much.

Woman: I see, your hindi is very good!

Man: Thank you. Goodbye!

Woman: Goodbye!

look at this.

mai~ hoo~ - I am.

aap hai~ - you are

yah hai - this is

Now, i will explain something very important in hindi. Look at the sentence 'aap kaisi hai~?' It is translated as 'how are you?' in english. Now as an english speaking person you would look at this and say 'aap = how, kaisi = are, you = hai~'. But this is incorrect. In hindi the word order is very different. the verb comes at the end of the sentence! so the auxillary verb 'hai~' (are) is at the end while 'aap' (you) is at the beginning. So it is really 'you how are?'. In english this sounds strange but in hindi it feels quiet natural! So the word order is Subject + object + verb. 'mai~ hindi bolta hoon~' (i speak hindi).

You may also notice that 'acchaa' is translated as 3 phrases/words. 'i see' 'good' and 'really?'. this is because the word is a sort of catchall for these types of things. It's a very useful word to know.

In 'mai~ amrika se hoo~' the word 'se' means 'from' but in hindi its not from america but america from! they are postpositions and not prepositions as in english.

Ajectives come before the noun they describe. but something very important is that they agree with their noun in gender. all nouns in hindi have gender. this is too much to explain here but just know that 'bolti' and 'bolta' both mean 'speaks' but 'yah aurat boltee' and 'yah aadmee boltaa' mean this woman speaks, this man speaks. the difference is the ending sound. this is not for all words but a majority of words. some do not change at all.

Questions. in english a question can be formed by changing the word order, or simply indicated in tone. ie. 'you speak hindi.' as opposed to 'you speak hindi?'. This is similar in hindi but you do not change the word order. you simply place 'kya' in front of the sentence. 'kya aap hindi boltaa hai~?'

and finally some vocabulary to help you get through the proper Hindi lesson.

nahee - no/not

haa~ - yes

acchaa - good, really?, i see, ect.

aadmee - man

aurat - woman

bhi - too

Well, thats all and I hope this introduces you to the language of Hindi and encourages you to learn more! Hindi is a beautiful language and has been called the language of songs because it is very musical. Many people speak Hindi and a widely unknown fact is that it is 3rd or 4th most spoken language in the world behind English and Chinese. It is spoken in India. =)

title: Talk:Hindi/Introduction


text:
ξύλο

Etymology
From.

Compare 🇨🇬,.

Noun

 * 1) wood
 * 2) stick
 * 3)  beating, thrashing
 * 1)  beating, thrashing

title: ξύλο


text:
Talk:John T. Morgan

J.P. Morgan connection
Is this man a member of the Morgan Banking dinasty? —Preceding unsigned comment added by <IP_ADDRESS> (talk) 21:16, 13 March 2011 (UTC)

No.

External links modified
Hello fellow Wikipedians,

I have just modified 1 one external link on John Tyler Morgan. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit User:Cyberpower678/FaQs for additional information. I made the following changes:
 * Added archive http://web.archive.org/web/20070812054500/http://www.texasgop.org/site/DocServer/civil_rights_platform_comparison.pdf?docID=103 to http://www.texasgop.org/site/DocServer/civil_rights_platform_comparison.pdf?docID=103

Cheers.—cyberbot II  Talk to my owner :Online 19:02, 14 June 2016 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified 2 external links on John Tyler Morgan. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20081212055830/http://www.familysearch.org/eng/default.asp to http://www.familysearch.org/eng/default.asp
 * Added archive https://web.archive.org/web/20060617163644/http://findarticles.com/p/articles/mi_qa3880/is_200404/ai_n9363921 to http://www.findarticles.com/p/articles/mi_qa3880/is_200404/ai_n9363921

Cheers.— InternetArchiveBot  (Report bug) 03:20, 26 April 2017 (UTC)

Common name
Regarding the move of this page, John T. Morgan (44%), John Morgan (41%), and J. T. Morgan (10%) are the only iterations of Morgan's name that constitute over 5% of references to him on newspapers.com in Alabama. Star Garnet (talk) 05:36, 15 June 2023 (UTC)

title: Talk:John T. Morgan


text:
extensión

Etymology
.

Noun

 * 1) tract (an area)
 * 2) extension
 * 3) expanse wide stretch of space
 * 4)  extension cord, extension lead , power extender, drop cord
 * 5)  hair extension
 * 1)  hair extension

title: extensión


text:
Talk:Dmitri Nabokov

Odd sentence
Although it is well known that Nabokov also writes, he does not share his pen name, unlike his father.

 * What does this mean? My gut-hunch is that "does not share his pen name" actually means that he does write under a pen name; but if so, it's a very odd way of putting it.  --   Jack of Oz   [your turn]  08:53, 2 April 2011 (UTC)

 * I don’t understand what is the confusion. Yes, Dmitri Nabokov does or did write under a pen name. He said that in the interview linked in the footnotes, where he also explains why he keeps this pen name a secret. – AmbrosiaSnail —Preceding undated comment added 02:39, 13 November 2011 (UTC).

 * Nabokov isn't a pen name, it was their real name, so it should say that he wrote under a pen name, unlike his father who wrote under his real name. Jim Michael (talk) 18:09, 24 February 2012 (UTC)

 * So, when it says "he did not share his pen name", what it's trying to say is that he did not reveal or disclose his pen name. The word "share" in this context is very misleading and ambiguous, because it would normally mean having the same pen name as some other writer.  But since we don't know what his pen name was (because he never revealed it publicly), "share" is veyr inappropriate.  I'm changing it.   --   Jack of Oz   [your turn]  21:43, 24 February 2012 (UTC)

Dmitri's date of death
The following appeared in the New York Times:

Correction: July 13, 2012

An obituary on Feb. 26 about Dmitri Nabokov, the son and literary executor of Vladimir Nabokov, misstated the date of his death. It was Thursday, Feb. 23 — not Wednesday, Feb. 22. (Though his death was announced in the United States on Feb. 22, he died in Switzerland, where it was already Feb. 23.) The error recently came to the attention of Times editors during the preparation of an essay about Mr. Nabokov that will appear in the Book Review on Sunday, July 22.

<IP_ADDRESS> (talk) 16:20, 5 July 2014 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified 6 one external links on Dmitri Nabokov. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Corrected formatting/usage for http://opera.stanford.edu/Puccini/LaBoheme/disco.html
 * Added archive https://web.archive.org/web/20110903023710/http://classes.harvard.edu:80/college/1955/obits.html to http://classes.harvard.edu/college/1955/obits.html
 * Added archive https://web.archive.org/web/20090320142940/http://etc.dal.ca/noj/volume2/articles/05_StringerDNabokov.pdf to http://etc.dal.ca/noj/volume2/articles/05_StringerDNabokov.pdf
 * Corrected formatting/usage for http://www.theparisreview.com/results.php
 * Corrected formatting/usage for http://www.imdb.com/title/tt0181610/
 * Corrected formatting/usage for http://www.lcmedia.com/mind357.htm

Cheers.— InternetArchiveBot  (Report bug) 08:58, 14 December 2016 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Dmitri Nabokov. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20120319172344/http://www.wiredforbooks.org/dmitrinabokov/index.htm to http://www.wiredforbooks.org/dmitrinabokov/index.htm

Cheers.— InternetArchiveBot  (Report bug) 23:16, 27 November 2017 (UTC)

title: Talk:Dmitri Nabokov


text:
Roy Ziv

Roy Ziv (born August 20, 1991), is a Canadian guitarist, YouTuber, and producer. Known for his videos performing guitar solos over pop songs and his work with Queen Extravaganza, Ziv released his first EP Distant Visions in September of 2020.

Early life
Born in 1991 in Israel, Ziv began playing music at a young age before moving to Canada in 1999. After finishing high school in 2009 Ziv traveled to Ramat Hasharon where he was enrolled in Rimon School of Music, and in 2010 was accepted into Berklee College of Music.

Career
In 2011 Ziv was selected as a finalist in the Queen Extravanganza competition formed by Roger Taylor in honor of the band's 40th anniversary. In 2017 Ziv joined JTC Guitar as a masterclass instructor and shortly after began work with Positive Grid showcasing their Spark amplifier. In October of 2020 Ziv hosted the Global Connections: Audience Building and Entrepreneurship webinar for Berklee.

Musical style
Although musically diverse, Ziv is often compared to virtuoso guitarists Joe Satriani and Steve Vai for his soundscapes and shredding. In addition to guitar (most notably his 2005 Music Man Silhouette Special), Ziv is also a proficient pianist.

Discography
Albums
 * Distant Visions EP (2020)

Singles
 * Currents (2020)
 * Showtime (2018)
 * Defying Gravity (2017)
 * Leap Of Faith (2016)

title: Roy Ziv


text:
List of fellows of IEEE Education Society

The Fellow grade of membership is the highest level of membership, and cannot be applied for directly by the member – instead the candidate must be nominated by others. This grade of membership is conferred by the IEEE Board of Directors in recognition of a high level of demonstrated extraordinary accomplishment. These individuals are part of the IEEE Education Society.


text:
James Dean (Sussex cricketer)

James Dean (7 April 1842 – 6 March 1869) was an English cricketer. Dean was a right-handed batsman. He was born at Petworth, Sussex.

Dean made his first-class debut for Sussex against the Marylebone Cricket Club at Lord's in 1862. He made eleven further first-class appearances for the county, the last of which came against Kent in 1866 at the Bat and Ball Ground, Gravesend, In his twelve first-class appearances, he scored 220 runs at an average of 12.22, with a high score of 39 not out. With the ball, he took a single wicket.

He died at Duncton, Sussex, on 6 March 1869. His brother, David, played first-class cricket, as did Jemmy Dean, his uncle.

title: James Dean (Sussex cricketer)


text:
SA NC Doing Investigations/Chapter 7

Materials developed by the winning educators
This resource book is not meant to be a textbook on investigations with pages of ideas for teachers. Any examples given are intended to illustrate how even the most common classroom activities can be done with an investigative bias. The materials here, taken from the portfolios of winners of the MSTotY 2003 demonstrate this clearly. The first activity is the investigation of "fractions" for Intermediate Phase learners. Because it tackles the topic using measurement it is appropriate to both science and mathematics. The second and third activities are common in FET physics (Newton's Second Law and the electromagnetic motor rule). The reader will appreciate that by re-shaping them ever so slightly, even familiar activities can conform to the requirements of an "investigative approach." We might assume that "to investigate" means learners working alone and researching private topics that catch their imaginations. But this is not necessarily the case and activities with a specific focus and educator-directed can also be investigations.

In the first of the three examples learners are given a sequence of activities that follow the logic of fractions and learners study them through measurements. Indeed, measurement itself is an important aspect of investigation. So instead of talking about the "free investigation of private topics" by learners, which is the pure form, we now have what is an "investigative approach" to teaching and learning. Free investigations by learners are a special subset of the investigative approach. The important point is that whether learners follow their own curiosity or are led through a logical sequence by their educator, in both cases they are investigating in a way that follows the logic and nature of mathematics and science. The advantage of educator-led investigations is that learners can be shown a logical approach (e.g. asking and then answering a key question before moving to the next stage) even if it may not be as neat and sequenced in "the real world". By gaining this guided experience learners should adopt a similar approach in their free investigations. The first investigation was produced by Vanessa Thayer, winner of the 2003 award for Maths and Science Educator of the Year. Vanessa acknowledges the original inspiration for the activity and the source of some of the content. It is important for professionals to do this as they, of all people, must be above plagiarism and the unacknowledged use of other people's ideas. Using decimetres to investigate fractions: an investigation into fractions and measurement

SPECIAL NOTE All activities in this module were adapted from teaching material and ideas received at the in-service course for Intermediate Phase mathemaics educators at WCED, Cape Teaching Institute.

The history of fractions
Early Egyptians made mention of fractions even before the pyramids were built, over 4000 years ago. Measurement was used to survey farms. They first used their elbows and fingers, but this did not work too well because elbows and fingers were of different lengths for different people.

In their quest for accuracy, they used standard units as equal parts of a bigger unit, e.g. the decimetre ruler. However, they now found that they had a whole bag of rulers, which was also inconvenient. So they later used tenths, hundredths, thousandths (decimals) but had to keep to common fractions (halves and quarters) and couldn't, for instance, measure of a metre in decimals. (Take the learners back in time and make the context real.)

We teach fractions to provide a basis for decimal fractions. We deliberately investigate common fractions in the context of measurement to allow learners the opportunity to discover the context within which fractions started and, most importantly, to see the logic behind equivalent, simple, mixed fractions etc and the relationship between common fractions and decimals. In this way learners are able to formulate their own rules / methods and will also, in the higher grades, understand the logic behind rules, methods and formulae.

The module of activities offer many opportunities for learners to talk about what they have done and engage with other learners and this is an effective way of making learners aware of how they are learning, building on their communication skills and most importantly, engaging with logic.

Try not to rush the concrete support of using the rulers. In this way learners will internalise the logic and will later be confident in working with abstract contexts. Ensure that the learners get the fraction language correct. Encourage them to say, e.g. 3 quarters and not 3 over 4. In the next module of activities, learners will have the opportunity of working with fractions in many other, varied contexts.

Assessment Plan Learning Area: Mathematics, RNCS Grade 5 Learning Outcome: L 01: Number, Operations and Relationships L 04: Measurement

Grade 4

 * Recognises and represents common fractions with different denominators including halves, thirds, quarters, fifths, sixths, sevenths, eighths, in order to describe and compare them.
 * Recognises and uses equivalent forms of common fractions with denominators that are multiples of each other and decimal fractions of the form 0.5  2,5 etc. in the context of measurement.

Grade 5

 * Recognises and represents common fractions to at least twelfths in order to describe and compare them.
 * Recognises and uses equivalent forms of common fractions with denominators that are multiples of each other and decimal fractions of the form 0.5 2,5 etc. in the context of measurement.

Grade 6

 * Recognises and represents common fractions including specifically tenths, hundredths, and percentages.
 * Recognises and uses equivalent forms of common fractions with 1 digit or 2 digit denominator
 * Decimal fractions to at least 2 decimal places
 * Percentages

Grade 7

 * Recognises, classifies and represents decimals (to at least 3 decimal places), fractions and percentages.
 * Recognises and uses equivalent forms of rational numbers including common fractions, decimals, percentages

Baseline assessment task
Intended Outcome: The learner will be able to demonstrate an understanding of "an hour" in fraction notation. Method: Pen and Paper Technique: Worksheet Assessment Tool: Assessment Grid

The exit assessment task
Intended Outcome: The learner will be able to recognize, represent, describe, compare and convert between equivalent forms of common fractions in the context of measurement. Method: Pen and Paper Technique: Worksheet Assessment Tool: The rubric below, using four achievement level descriptors.

Formative assessment task
[LO1: Number, operations and relationships L 04: Measurement] Grade assessment standard: The learner will be able to recognize, represent, describe, compare and convert between equivalent forms of common fractions in the context of measurement.

RUBRIC for Using Decimetres to Investigate Fractions.
Reporting Code: Comments:

________________________________________________________________________________

________________________________________________________________________________

Measuring with decimeters
Put your ordinary rulers away. You will only work with the special rulers provided here.

You will use the decimetre as a unit. Here you can see approximately how long a decimetre is:

Task 1
1. Cut out a strip of paper as long as the "practice decimetre" above. Now you have made a "one decimetre ruler" for yourself.

2. Use your practice ruler to check whether the pencil below is exactly 2 decimetre long. If not, is it more than or less than or about (approximately) 2 decimetres long?

3. Measure the length and the width of the marble slab below with your practice decimetre. Is it a square?

4. Measure the edges of your desk top with your practice decimetre.

5. Was it possible to measure your desk top accurately with the practice decimetre ruler? Discuss this with a friend.

[Use the next two pages as photocopy masters or as exemplars, if they are copied. Make sure that Rulers ABCD, EFGH and JKMN are all exactly 20cm when they have been photocopied. The pages may require a slight enlargement. If you redraw them make sure that the sub-divisions are all exactly equal in any one ruler. For example, all the small sub-divisions in Ruler D must be exactly 1cm long.]

[KEY: E (30ths), F (15ths), G (24ths), H (16ths), J (20ths), K (25ths), M (40ths), N (50ths)]

Task 2
Cut out the ruler (with Rulers A, B, C and D on it) and fold it along the dotted lines. In this way you will make your own set of decimetre ruler.

1. How long is each small part on the lower section of ruler B? Write down your answer.

2. How long is each small part on the lower section of ruler C? Write down your answer.

3. How long is each small part on the lower section of ruler D? Write down your answer.

Simphiwe has measured each of the pencils on the next page. Here are his results:

 * Pencil A is a bit less than 1.5 decimetres long.
 * Pencil B is about halfway between 1.5 decimetres and 2 decimetres long
 * Pencil C is precisely 2 decimetres long.
 * Pencil D is a bit less than 2 decimetres long.
 * Pencil E is precisely 1.5 decimetres long.
 * Pencil F is precisely halfway between 1.5 decimetres and 2 decimetres long.
 * Pencil G is a bit more than 2 decimetres long.

4. Use your new decimetre ruler to check each of Simphiwe's measurements. When you have completed your measurements, compare your findings with your group.

o0o

Mr. Marota tried to measure this earthworm.

First he tried to measure it with the tenths-ruler:

Can you see that the tenths-ruler does not work well for this worm? You can only say that the worm is a bit longer than 6 tenths of a decimetre, and shorter than 7 tenths of a decimetre.

Then Mr. Marota tried a twelfths-ruler:

Next he tried the eighths-ruler:

Mr. Marota was very happy now. He had succeeded in measuring the earthworm quite accurately. He wrote: The earthworm is 5 eighths of a decimetre long.

Task 3
1. How long is the earthworm below?

2. Measure each of the pencils below. For each pencil you must find the ruler that fits exactly. In each case write your answer down like Mr Marta did.

Task 4
1. Measure pencils B, E and F accurately using your new rulers.

2. Compare your results with your group.

3. Work alone again. Use one of your rulers to draw a line exactly 7 tenths of a decimetre long.

4. Use one of your rulers to draw a line exactly 5 sixteenths of a decimetre long.

5. Explain to your group how you managed to do Question 4.

6. Use one of your rulers to draw a line exactly 17 twentieths of a decimetre long.

Equivalent Fractions

Smaller parts

Simphiwe wants to investigate how fish grow when they get different kinds of food. So he wants to measure this little fish accurately.

Simphiwe tries all the different decimetre rulers that he has.

Task 5
1. Can Simphiwe now say accurately how long the fish is?

2. Ben says the fish is 9 twelfths of a decimetre long. Do you agree?

3. Make two new decimetre rulers, one by cutting out and folding Ruler EFGH and the other by cutting out and folding Ruler JKMN. 4. For each new ruler, count the small sub-divisions of a decimetre and write on the ruler what fraction of a decimetre the y are e.g. Ruler E (30ths).

4. Measure the fish above accurately with Ruler EFGH. Write down your answer.

'The language of fractions (equivalent fractions)

Task 6
Measure these fish accurately using Rulers EFGH and JKMN. Write down your best answer like this: Fish X is 19 twenty fourths of a dm.

Compare your results with your group.

Equivalent Fractions: Different descriptions of the same length

Settling a disagreement

Tswanelo and Simphiwe disagree about the lengths of fishes D, F and G. Here are Tswanelo's results:
 * Fish D is 3 quarters of a decimetre long.
 * Fish F is 8 tenths of a decimetre long.
 * Fish G is 21 twenty-fourths of a decimetre long.

Here are Simphiwe's results:
 * Fish D is 15 twentieths of a decimetre long.
 * Fish F is 16 twentieths of a decimetre long.
 * Fish G is 7 eighths of a decimetre long.

Task 7
Work on your own. 1. Using all of your decimetre rulers, investigate the situation regarding the lengths of fishes D, F and G.

2. Write a letter to Tswanelo and Simphiwe, to help them to resolve their differences. (Group work)

This is how Tswanelo measured Fish D.

Tswanelo sees that he can describe the length of Fish D in two ways. He can say it is 3 quarters of a decimetre.

He can also say it is 6 eighths of a decimetre.

3. Can one also measure Fish D with other rulers?

Simphiwe sees that Fish D can also be measured more accurately using twelfths of a decimetre. Write down the fish's length in twelfths of a decimetre.

4. Vuyo says: Fish D is 4 12 sixths of a decimetre long. Is he correct?

5. Explain in writing why 3 quarters of a decimetre and 9 twelfths of a decimetre are actually the same length. Compare your explanation with your group.

6. Work on your own again. Explain in writing why 4 12 sixths of a decimetre and 9 twelfths of a decimetre are actually the same length. Compare your explanations within your group.

Task 8
Equivalent Fraction problems

1. Use your rulers to check if 15 twentieths of a decimetre is the same length as 9 twelfths of a decimetre? Write down the reason for your answer.

2. Compare your response to question 6 with your group.

3. If Fish C is 23 thirtieths of a decimetre long, do you think it can be measured more accurately in sixtieths of a decimetre? First think about it by yourself and come to your conclusion, do not discuss this with your group just yet.

4. A certain Fish X is precisely 3 fifths of a decimetre long. Write down all the other ways that you can describe the length of Fish X accurately.

5. Compare your answers with your group.

6. Another fish, Fish Y is precisely 10 sixteenths of a decimetre long. Write down all the other ways that you can describe the length of Fish Y accurately.

7. Compare your answers with your group.

Combining parts

Houses are sometimes built with cement building sheets instead of bricks. The cement sheets that are made in factories are not all the same thickness. Since sheets of different thicknesses are used for different purposes and sold at different prices, it is sometimes necessary to measure the sheets quite carefully.

The cement sheet sample below is {frac}3/24 dm (three twenty-fourths of a decimetre) thick, as you can see.

Task 9
Measure the thickness of each of the following cement sheet samples. Use the decimetre rulers that you have cut out, and take trouble to make very accurate measurements.

Compare your answers with your group. You must reach agreement.

Task 10
Two or more sheets are sometimes joined to make one thicker sheet. You can see an example of this below. These combined sheets are called composite sheets. Measure the thickness of the dark and the light part of the composite sheet below. Make the most accurate measurements you can.

1. Using the twentieths ruler (Ruler J),
 * measure the darker sheet:
 * measurement _____________ dm.

 * measure the lighter sheet:
 * measurement _____________ dm

 * measure the composite sheet:
 * measurement _____________ dm

2. Using the twenty fourths ruler (Ruler G),

 * measure the darker sheet:
 * measurement _____________ dm.

 * measure the lighter sheet:
 * measurement _____________ dm

 * measure the composite sheet:
 * measurement _____________ dm

3. Working very accurately, draw your own composite sheet as follows:
 * The total thickness of the composite sheet must be dm. (Use Ruler A)
 * The darker sheet must be dm. (Shade it in.)

4. Give the thickness measurements of the darker, lighter and composite sheets in Number 3 using Rulers, A, E, D, F.

5. Examine all the measurements for your light sheet and compare them with the measurements for the dark sheet. Do you see a pattern? Write down what you notice.

6. Work in a group. Discuss how you can use this pattern to get the measurements of rulers A, E, D and F for your composite sheet without using rulers A, E, D and F.

7. What were the most important conclusions from your discussion? Write them down. ____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________

Use the logic of equivalent fractions to find a method for working out patterns.

Task 11: classroom assessment
Diane measures some samples of composite sheets and records her results. These are given in the table below. For each measurement show which other rulers could also be used to measure the sheet exactly. Write down the accurate measurement from that ruler in the columns. (Check your answers by comparing rulers. Place them next to one another to do this.)

Copy this table and write in your answers.

3. List all the fraction units on your rulers from largest to smallest. ____________________________________________________________________________ ____________________________________________________________________________

4. What went through your mind when you had written down the sequence? ____________________________________________________________________________ _____________________________________________________________________________

Tenths and hundredths.

This is a very fine decimetre ruler.

It is actually a tenths-ruler, but each tenth of a decimetre is again divided into 10 smaller units.

Task 12
1. How many small units are there in the above ruler?

2. Measure the thickness of all the sheet samples on the next page with one of your "old" decimetre fraction rulers (ABCD, EFGH or JKMN).

3. Now measure the sheet samples with your new (hundredths) ruler.

4. Calculate the thickness of each of the following composite sheets in two ways, first by adding your measurements in other fraction parts of a decimetre, and then by adding your measurements in hundredths of a decimetre.

Using the Tenths and Hundredths Ruler

Group work: Discuss this task only when you have completed it.

1. Circle the rulers that made it easier to measure the thickness of the sheets a. our old dm rulers b. tenths and hundredths ruler

2. When we use the tenths and hundredths rulers to measure, we call this kind of fraction
 * ____________________________.

3. Measure Sheet A (above) using your old dm ruler and your tenths and hundredths ruler. Write down the measurements in numbers and in words.
 * _______________________________________________________________________
 * _______________________________________________________________________
 * _______________________________________________________________________

4. Why do you think the tenths and hundredths rulers were invented?
 * _______________________________________________________________________
 * _______________________________________________________________________
 * _______________________________________________________________________
 * _______________________________________________________________________

5. Do tenths and hundredths rulers do the same job as the old dm rulers?
 * ______________

6. What is the difference between them? What is different?
 * _______________________________________________________________________
 * _______________________________________________________________________
 * _______________________________________________________________________

Writing fractions using decimal notation - A different way to write fractions

Instead of writing 7/10, we can write 0,7. "0,7" is read as "nought comma seven", or just as "comma seven".

Instead of writing 7/100, we can write 0,07. This is read as "nought comma nought seven", or just as "comma nought seven".

Instead of writing 2 37/100, we can write 2,37. This is read as "two comma three seven".

This way of writing tenths and hundredths is called the decimal notation.

Task 13
1. Write each of the following lengths in the decimal notation and then find the sum of the lengths: a. 3 dm + 1/10 dm + 4/100 dm b. 1 dm + 7/10 dm + 4/100 dm c. 3 dm + 5/10 dm + 9/100 dm d. 3 dm + 5/10 dm e. 3 dm + 5/100 dm

2. With a partner or in a group, check your answers and compare the methods you used.

3. Arrange Sheet A-F from thickest to thinnest using your tenths / hundredths measurements.

4. Write down their thicknesses in decimetres using decimal notation.

5. Calculate the thickest composite sheet you could make from any two of these sheets and write down the thickness in decimetres and in decimal notation.

6. Calculate the thinnest composite sheet you could make from any two of these sheets and write down the thickness in decimetres and in decimal notation.

Task 14: Calculator Task
a. Enter ".2 + .05 =" and write the answer:
 * __________

b. Write the answer to (a) as an ordinary fraction:
 * __________

c. 25 hundredths is also equal to a ____ part of a decimetre. ( 1 1/10, 4/12, 3/4, 1/2, 1/4

d. Do the following calculations and write them out in the same way as in (a), (b) and (c) above:
 * .7 + .05 = ___
 * .3 + .45 = ___
 * .12 + .13 = ___
 * .2 + .55 = ___
 * .38 + .12 = ___

FET Physics
The next activities cover two important topics in FET physics. They are presented in a very conventional form but, like the Intermediate Phase investigation of fractions, these activities can be taught in an investigative style. The difference is that if the educator's control is strong, the activity will be less of an investigation. If it is less educator-centred i.e. he/she gives more control over the activity to the learners, it will be more of an investigation way. Again we must make the point that the spirit of investigation lies largely in the approach taken by the individual educator to teaching and learning.

Outcomes
At the end of the lesson, learners should be able to:
 * Draw a graph of force versus acceleration and interpret it.
 * State the relationship between acceleration of an object and the force producing the acceleration.
 * Apply this relationship to their everyday life experiences

Teaching method
Experimental/investigative

Teaching aids
Ticker tape timer, ticker tape, metre rule, runway, books to support the runway, thin string, pulley, some 10g mass pieces, graph paper, worksheets, pencil, rubber, ruler, scientific calculator, chalk, board duster.

Tips
Most Grade 12 textbooks and practical worksheets suggest that when doing this investigation the force can be applied on the trolley with rubber bands or spring balances double or triple the force. Anyone who has tried this method will have found that it is very difficult to move along with the trolley while at the same time stretching one or two rubber bands to a constant length. This difficulty can be avoided by using mass pieces (i.e. "weights" as described) instead of rubber bands. Any identical objects, e.g. 10g mass pieces will do the trick.

 * Tie a mass piece to a thin, strong thread.
 * Use an oiled pulley. (See sketch above.)
 * Start the ticker tape timer and then release the trolley. Prevent it from crashing.
 * Increase the number of mass pieces one at a time and repeat the procedure until the trolley accelerates at too high a rate for useful results.
 * Problems to overcome: ticker tape timer not making clear marks and the trolley running skew.
 * Learners must grasp the concept under investigation AND the fact that experimental results are never "perfect".
 * A runway for the trolley can be made from an old door.

Start of lesson
Divide learners into groups at most four learners per group.

Introduction
The educator draws this diagram on the chalkboard ... ... and asks: "What will happen to the object if the two forces act on it simultaneously?"

 * (Anticipated answer: "The object will remain a rest because there in resultant force on it.")

The educator then draws another diagram ... ... and asks: "What will happen if these two forces are applied to the object?"

 * (Anticipated answer: "The object will move to the right because there is a resultant force of 2N acting on it.")

The educator consolidates the answers by referring to previous knowledge: A body will, if at rest, remain at rest or, if moving, continue moving in a straight line at constant speed forever if there are no resultant forces acting on it. (NI)

The educator then writes the aim of the investigation on the chalkboard.

Aim
To investigate the effect on acceleration when mass is increased

Method

 * The educator distributes prepared worksheets and describes the experimental procedure (no mention of "acceleration" at this point) including how the motion of the object can be determined from the ticker timer and tapes.
 * Mention here that when there are sufficient data, these can be plotted on graphs.
 * Learners gather around the table and observe the educator as he/she produces the first tape.
 * Agree with the class on the series of masses to be used and let the learners produce the rest of the tapes for themselves.
 * Agree on the method of finding the time interval between each dot on the tapes and calculate T.
 * Learners now analyze each tape. (Discard the first few points and the last few points on the tapes and use the middle section.)
 * NOTE: if ticker timers are not available it is possible to make ticker tapes with dots that can be analysed. While this is less than ideal to do it this it is certainly better than doing the activity purely as a textbook exercise.
 * Learners calculate the average velocities for each interval (i.e. between dots on the tape) and record these on their worksheets.
 * On the same sheet of graph paper?, plot graphs of velocity vs time for each tape and calculate the "rate change in velocity" for each tape (i.e. for varying masses).
 * Ask questions that get the learners to understand that by varying the masses on the string, they have varied the force applied to the trolley.

 * Introduce the concept of acceleration: the rate of change of velocity. Work out the units of acceleration.
 * Express the slopes of the graphs on the series of v-t graphs as accelerations.

number of mass pieces.")
 * Ask the question: "what is responsible for the acceleration of the trolley?"
 * (Anticipated answer: "The changing force applied on the trolley by changing the
 * Suggest drawing a graph to look for a relationship between force and acceleration. Plot the graph using "number of mass pieces" as the independent variable (x-axis) against the acceleration (y-axis).
 * Is there a straight line relationship? Draw a "best fit" line (i.e. a line that goes closest to most points) on the acceleration vs resultant force graph.

Discussion
object need not be discussed here since the affect is probably within the experimental error anyway.)
 * Is there a straight line trend on the graph? (Carefully executed tests on this apparatus usually lead to one.)
 * If not, what could affect the experimental procedure? (Friction will affect the size of the acceleration but since it is a force in the direction of movement it will not affect the linearity of the graph. The fact that friction varies with the velocity of the moving
 * The educator discusses the questions with the class and clarifies the meaning of a straight line graph relating acceleration to the resultant force. (10 min)

Conclusion
If there is a straight line trend this shows a linear relationship that can be stated:
 * "a is proportional to 1/F"
 * Explain that this is known as Newton's Second Law of motion and show the class the mathematical formulation including mass (of the trolley and NOT the number of mass pieces) as the constant (of proportionality).

Homework
Learners are asked to bring along written information about situations where the relationship between acceleration and force is evident in their everyday experiences/practical situations e.g. The difference between one and two people pushing a stalled car and the resultant accelerations.

Electromagnetism and electromagnetic forces
''The beauty of this investigation, on electromagnetism, is that it is almost identical to the kind of investigations done by Michael Faraday in England and Joseph Henry in the USA in the early part of the nineteenth century. Their pioneering work has led to the great motors and generators that keep our industries moving today.''

Outcomes
At the end of the lesson, learners should be able to:
 * Apply Fleming's Left Hand Rule to determine the force experienced by an electrical conductor in a magnetic field.
 * State and understand the factors which influence this force.
 * Name practical, everyday applications of this force.

Teaching method
Learner investigation

Teaching aids
Retort stand, U-magnet, copper leads (x2), torch cells (x4), circuit board, copper pieces designed for this experiment.

Start of the lesson
The educator divides learners into 3 groups- at least 8 learners per group.

Introduction
The educator asks the following question: "What effects does the electrical current in a wire show? Describe any you have seen."
 * (Anticipated answers: heating, lighting, magnetic and chemical effect.)

The educator starts with phenomena already known to the learners. Make no explanation at this point of the relationship between electric current and its magnetic effect

The educator writes the day's topic on the board. "Investigating forces on current-carrying conductors in magnetic fields."

Aim
To investigate the force experienced by a current carrying conductor in a magnetic field.

The educator issues worksheets, explains the apparatus (see diagrams below) for the investigation and allows the learners to follow the instructions.

Discussion
The educator discusses any effects of forces observed (i.e. movement &Acirc &shy see NII) and draws out learner observations/opinions on the variables affecting the observed forces e.g. increasing the magnetic field strength or increasing the length of the conductor in the magnetic field. Make a chalkboard summary and let learners note the additional information.

Apparatus
For this investigation, set up this apparatus using the suggested materials or others like them. The apparatus is not complicated and can be assembled using scrap or low costs materials.

NOTE: Magnets are easy to come by in the doors of discarded fridges. Old electrical flex and torch cells can also be found or bought very cheaply.

Obtain 3 metal wires, preferably copper and form them into the three shapes below.

Set up the apparatus for the investigation as shown in the diagram.

When electricity flows in the conducting wires, wire 1 must be able to move freely on the loop joints it makes with wires 2 and 3.

Apparatus for the investigation
Wire1 must be free to move into or out of the magnet as shown by the dotted arrows. Know which end of the U-magnet is its North pole.

Now connect the terminals of the battery to wires 2 ands 3 to complete the apparatus. (In a perfect world and with unlimited time, one would leave learners with the question &Acirc &shy "find the relationship among ... etc." &Acirc &shy  and let them both design the apparatus to test the relationships and come up with answers. Unfortunately few educators can afford this luxury and so the apparatus for the investigation is a "given".)

Method and questions to answer by investigation
1. Set up the apparatus as shown in the diagrams.

2. Close the switch and note what happens to conductor 1.

3. What direction does the conductor move?

4. Change the polarity of your connections. i.e. positive and negative terminals. What direction does conductor 1 move now?

5. Will changing the polarity of the terminals affect the movement of the conductor?

6. Close the switch. Observe and note what happens.

7. Reverse the polarity of your magnetic field. Will this affect the movement of the conductor?

8. Are your observations in 2 &Acirc &shy 7 consistent? Would you have expected what you observed? Respond and explain your response.

9. Draw diagrams that show the relationships between magnetic field direction (convention: North to South), the direction of the current in conductor 1 (convention: from positive to negative battery terminals) and the direction of the force on conductor 1.

10. Having drawn your explanatory diagrams (the three directions are all at right angles to one another i.e. the diagrams must show three dimensions: up-down on page left-right on page  and into-out of page.)

11. With the diagrams complete, return to the apparatus and check the predictive value of your diagrams. Introduce Fleming's Left Hand Rule and let learners check the consistency of this rule with their diagrams.

12. Increase the number of cells in the circuit and note the deflection of conductor 1. Does it deflect more or less than when only one cell was used?

13. Is the direction of the force as you would have predicted it, even though current strength is increased?

14. Does the force experienced by the conductor increase or decrease when the number of cells is increased?

15. What can be concluded from this observation, given that increasing the number of cells also increases the current (Ohm' Law)

16. Draw a concept map and write an overall conclusion about the effect on a current- carrying conductor in a magnetic field.

title: SA NC Doing Investigations/Chapter 7


text:
1906 Kansas Jayhawks football team

The 1906 Kansas Jayhawks football team was an American football team that represented the University of Kansas as an independent during the 1906 college football season. In their third season under head coach A. R. Kennedy, the Jayhawks compiled a 7–2–2 record and outscored opponents by a total of 148 to 55. The Jayhawks played home games at McCook Field in Lawrence, Kansas. Prentiss Donald was the team captain.

title: 1906 Kansas Jayhawks football team


text:
Ada Programming/Keywords/interface

Used to declare an interface. Interfaces are the most important innovation in Ada 2005. The basic semantic has been taken from the interface concept of the Java programming language. Interface inheritance is a reduced form of multiple inheritance.

Interface types
There are various forms of interfaces available:

Normal interface
The normal interface is declared as:

Printable ;

Limited interface
Can be used as interface to limited tagged type.

Printable  ;

Synchronized interface
Printable  ;

All synchronized interfaces are also limited.

Task interface
Can be used as an interface to a task type.

Printable  ;

All task interfaces are also synchronized.

Protected interface
Can be used as an interface to a protected type.

Printable  ;

All protected interfaces are also synchronized.

Wikibook

 * Ada Programming
 * Ada Programming/Keywords
 * Ada Programming/Object Orientation
 * Ada Programming/Multiple Inheritance
 * Ada Programming/Tasking
 * Ada Programming/Pragmas/Interface (obsolescent)

Ada Quality and Style Guide

|Interface

title: Ada Programming/Keywords/interface


text:
Business Today (Australian TV program)

Business Today is an Asian-Pacific television program, which began airing on the Asia-pacific channel Australia Network in August 2006, and on ABC News 24 (Australia) on 23 July 2010. It is hosted by Whitney Fitzsimmons. The program provides daily rundowns of Australian, Australasian, and International economies, as well as commentaries on financial and political outcomes.

title: Business Today (Australian TV program)


text:
Talk:Duncan Jupp

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Duncan Jupp. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20080107060435/http://www.gillinghamfootballclub.premiumtv.co.uk/page/NewsDetail/0%2C%2C10416~1192664%2C00.html to http://www.gillinghamfootballclub.premiumtv.co.uk/page/NewsDetail/0%2C%2C10416~1192664%2C00.html

Cheers.— InternetArchiveBot  (Report bug) 19:08, 14 September 2017 (UTC)

Wrong information re: Wimbledon?
With the page recently being featured on the front page, the claim of 'first (league) goal in more than a decade' caught my eye. On this page, the 'Senior Career' section in the sidebar suggests 3 goals while at Wimbledon (1996-02) and it is supposed to be domestic league goals only.

However, his Soccerbase page shows no goals scored while at Wimbledon, and therefore the 'more than a decade' is right and refers back to his goals at Fulham. Can't see where in the references these 3 goals would have come from. There may also be a minor discrepancy in his appearances figure for Southend.

Will leave this up for a while and if no objections, will amend based on the Soccerbase figures. Nodrog75 (talk) 12:21, 2 April 2021 (UTC)

title: Talk:Duncan Jupp


text:
Introduction to Programming/Boolean Variables

Boolean
Boolean variables use a single bit and thus can store only two values. They can be thought of as on and off or 1 and 0 but they are most often thought of as being true or false. Boolean variables are useful for handling information such as, "Did the customer order cheese on her burger?"

Boolean variables and expressions are of fundamental importance in writing computer programs—you will see why in the very next section.

 * Reading assignment: Boolean algebra (Wikiversity math department)

Boolean Literals
Many languages do not have either Boolean variables or literals, only Boolean expressions. For those languages that do have them, there are only two, true and false (though the case may vary).

Boolean Expressions
Within the context of computer programming, most Boolean expressions do not have any Boolean variables or literals, but rather look something like a > 5. Where > is a Boolean operator that causes the left and right hand operands to be evaluated and the resulting values compared. In the case of a > 5, the expression will be true if the variable a contains a value larger than 5 and false otherwise.

Relational Operators
Most programming languages have some form of the following comparison operators:

Please note that the type of a > 5 (or its equivalent in other languages) is Boolean. This means that 7 > a > 5 is an illegal expression in most languages because 7 > a is a boolean. If a had a value of 6, then this would evaluate to:

(7 > 6) > 5 (true) > 5

Boolean values cannot be compared to integer values.

Logical Operators
So how would you write the expression 7 > a > 5 in a computer program? The answer is that it is really two sub-expressions, is 7 > a? and is a > 5? and both have to be true for the full expression to be true.

Most programming languages have Boolean operators for and, or and not.

And is a binary operator that takes two Boolean operands. The result is true if and only if both operands are true.

Or is a binary operator that takes two Boolean operands. The result is false if and only if both operands are false.

Not is a unary operator that takes one Boolean operand. The result is the opposite of the value of the operand.

The logical operators usually have a lower precedence than the relation or comparison operators. So, in Java, then, we could write the expression above as 7 > a && a > 5 where && is the Boolean and operator. For the sake of readability, parenthesis are recommended though, i.e. (7 > a) && (a > 5).

Review of Concepts

 * relational operator – a binary operator that compares two values (such as integers) and produces a Boolean result
 * logical operator – an operator that takes one or two Boolean values and produces a Boolean result

Exercise
It's time to take another break and do some hands-on work. Follow the link to the appropriate section for your language—if there is one. Boolean expressions and operators for languages that do not have Boolean variables will be handled in the next section.

 * Boolean variables in Java

 * Next Lesson
 * Previous Lesson


text:
Wikipedia:Reference desk/Archives/Miscellaneous/2015 February 4

= February 4 =

Kennedy Center Honors
See how the ribbon of the Kennedy Center Honors is splayed out with the golden bands on each side? Are those bands pinned to the honoree's clothing? What makes the ribbons splay out like that? Dismas |(talk) 12:48, 4 February 2015 (UTC)

 * I don't see them splaying out, the two vertical sides hang parallel to each other and are connected with a V-shaped piece of ribbon at the bottom. The ugly gold-coloured bars appear to be covering (and probably stabilizing) the joins in the material Richard Avery (talk) 08:14, 5 February 2015 (UTC)

 * What is the material anyway? Some sort of cloth? At first glance it looked like paper, making the whole awards look like cheap party decorations. No offense to Led Zeppelin or the Kennedy Center intended. J I P  | Talk 12:43, 5 February 2015 (UTC)
 * This does say joined/clipped together by three gold coloured bars . If you take a look at other examples, it's clear that the bands are probably not pinned [//cbsbaltimore.files.wordpress.com/2014/12/52.jpg?w=620] [//www.bing.com/images/search?q=kennedy+centre+honours&scope=images&count=100] [//www.google.com/search?tbm=isch&q=kennedy+centre+honours&num=100], although it seems the ribbon does have a golden clasp behind it . Anyway from those sources and more like   or our article, the ribbons including gold coloured bars, whatever people may think of them seem to be an iconic part of the award. Note that whatever support the gold bars offer, if any, they also seem to have another purpose namely for info on the award. If you look at the above picture, the left bar says "Kennedy Center Honor", the right bar has the date, and the bottom bar has the name of the person or group being honoured. BTW, this hard a close up of the ribbon, it's clearly a cloth ribbon and not paper. Nil Einne (talk) 15:12, 5 February 2015 (UTC)

 * It looks like either the gold bars are very heavy - which could maybe produce that shape - or possibly they have some kind of clip at the back to clip them to the lapels. It might also be that the cloth in the two arms of the 'V' has been stiffened in some manner. SteveBaker (talk) 15:30, 5 February 2015 (UTC)

Maybe "splay" is the wrong word. They certainly have a bend to them at the upper two bars. They don't just dangle like Olympic medals such as those pictured on the right. Dismas |(talk) 15:20, 5 February 2015 (UTC)


text:
Quantum Mechanics/Fermions and Boson

The fermions are the particles that obey Pauli's exclusion principle, which states that two particles can not have the same quantic numbers. They also have non integer spin. The fermions are divided in two groups (by the standard model) : leptons and quarks. Some well known fermions are: the electron, muon, tau. They are described by the statistical laws stated by Fermi and Dirac.

The bosons do not obey Pauli's exclusion principle. They have integer spin (or zero). Some common bosons are: the photon, the graviton and the He 4 nuclei; mesons are included here. Bosons are described by statistical laws stated by Bose and Einstein.

Identical Particles
Fermions and bosons arise from the theory of identical particles. Consider two cars. Even if they are the same make and model, you can be fairly sure that there are tiny differences that make each car unique. If even that fails, you know which car is which based on which car is where. But electrons have no similar identifying marks. They only have simple properties, such as intrinsic spin, intrinsic parity, electric charge, and the like. To make it worse, they also may lack well-defined positions. If the wave functions of two electrons mix, when you force those functions to collapse through direct observation, which electron is which?

For a two particle system, if the two particles are not identical (i.e., are of different types), and their Hamiltonian is separable, we can write down their wave function simply. Let us assume that we have one particle in state a, and the other particle in state b. Since the particles are distinguishable, we can tell which particle is which.

$ \Psi(\mathbf{r}_1, \mathbf{r}_2) = \Psi_a (\mathbf{r}_1)\Psi_b (\mathbf{r}_2) $

This is a simple enough exercise. But what if we have the same situation with identical particles? Then we can't tell the difference between having particle 1 in state a, or having it in state b. All we know is that there are two particles, one is in state a and one is in state b.  To account for both of those states, we have to write the total state as a superposition of those two states.

The easiest way to write this, of course would be to write:

$ \Psi_{+}(\mathbf{r}_1, \mathbf{r}_2) = \frac{1} {\sqrt{2}}[\Psi_a (\mathbf{r}_1)\Psi_b (\mathbf{r}_2) {+} \Psi_a (\mathbf{r}_2)\Psi_b (\mathbf{r}_1)] $|undefined

But as we should know from our study of Quantum Mechanics so far, things are not quite this easy. There are actually two different final states that we can end up in, and this is only the first one. The second one is actually:

$ \Psi_{-}(\mathbf{r}_1, \mathbf{r}_2) = \frac{1} {\sqrt{2}}[\Psi_a (\mathbf{r}_1)\Psi_b (\mathbf{r}_2) - \Psi_a (\mathbf{r}_2)\Psi_b (\mathbf{r}_1)] $|undefined

The first expression is the symmetric expression, and the second is the anti-symmetric expression. That difference between + and - looks fairly insignificant, but it is perhaps the fundamental difference between elementary particles. To illustrate this, let us examine the peculiar case when we have two particles in the same state. If a and b are identical, then the symmetric expression is written as:

$ \Psi_{+}(\mathbf{r}_1, \mathbf{r}_2) = \frac{1} {\sqrt{2}}[\Psi_a (\mathbf{r}_1)\Psi_a (\mathbf{r}_2) + \Psi_a (\mathbf{r}_2)\Psi_a (\mathbf{r}_1)] $|undefined

an expression that is fairly easy to simplify. However, the anti-symmetric expression simplifies to something completely different:

$ \Psi_{-}(\mathbf{r}_1, \mathbf{r}_2) = \frac{1} {\sqrt{2}}[\Psi_a (\mathbf{r}_1)\Psi_a (\mathbf{r}_2) - \Psi_a (\mathbf{r}_2)\Psi_a (\mathbf{r}_1)] = 0 $|undefined

Because those two wave function expressions cancel out, the anti-symmetric wave function obeys a fundamental rule, no two identical, anti-symmetric particles can be in the same state. If they were, their wave functions would cancel out to zero, a physical impossibility! This is a theoretical derivation of the famed Pauli Exclusion Principle, whose effect on the world of Chemistry and Particle Physics has been tremendous.

Particles that are symmetric are referred to as bosons. If you examine Fermi and Bose statistics, you will find that bosons tend to congregate in the ground state, because there are no barriers to this accumulations. Anti-symmetric particles are known as fermions, and their inability to stay in the same state as their neighbors has lead to the intricate structure of electron valence orbitals.

Practically speaking, the difference between fermions and bosons is greatest when dealing with elementary particles. There bosons are the force carriers, particles like the graviton and the photon that are the mechanism by which particles interact. Fermions become the building blocks, out of which all matter is made. This distinction is one of the foundations of the Standard Model, a major topic which will be covered later in this book.

title: Quantum Mechanics/Fermions and Boson


text:
gama

Etymology
From.

Noun

 * 1) gamma

Etymology
Compare 🇨🇬.

Verb

 * 1) to create, manufacture, make into something

Verb

 * 1) to reason

Etymology
.

Noun

 * 1) gamma Greek letter

Declension
when feminine:

Indeclinable when neuter.

Etymology
From.

Noun

 * 1) name

Verb

 * 1) to cultivate
 * 2) to pay

Verb

 * 1) to milk

Etymology
, from, from , from. .

Noun

 * 1) gamut
 * 2)  scale

Etymology 1
.

Noun

 * 1) gamma Greek letter

Noun

 * 1) series

Etymology 2
.

Noun

 * 1)  chewing gum

Etymology
.

Noun

 * 1) gamma

Etymology
From.

Noun

 * 1) gamma, the Greek letter Γ, γ

Etymology 1
, the Greek letter, once used to start the musical scale. Compare 🇨🇬.

Noun

 * 1) color scale, palette
 * 2) range, array, variety, spectrum, gamut
 * 3) a series or line of products, items or services belonging to same category
 * 4) musical scale

Etymology 2
From, with the feminine ending.

title: gama


text:
unquestioning

Adjective

 * 1) Believing without question; having absolute loyalty
 * 2) Naive.
 * 1) Naive.

Translations

 * Finnish:
 * Serbo-Croatian:

title: unquestioning


text:
Radiation Oncology/Cancer genetics

=List of Chromosomes and their related cancer genes= Chromosome 1

Chromosome 2

Chromosome 3
 * 3p26: Von-Hippel Lindau, VHL gene (3p26)

Chromosome 4

Chromosome 5 Chromosome 6
 * 5q deletion: Familial Adenomatous Polyposis (FAP) Syndrome and Hereditary Colorectal Syndromes

Chromosome 7

Chromosome 8

Chromosome 9
 * 9q34.1: Abl, involved in bcr-abl fusion gene
 * 9q34: TSC1, involved in tuberous sclerosis

Chromosome 10

Chromosome 11 ATM is located on human chromosome 11 (11q22.3) Chromosome 12

Chromosome 13
 * 13q15: Rb, retinoblastoma, other tumors

Chromosome 14

Chromosome 15

Chromosome 16
 * 16p13: TSC2, involved in tuberous sclerosis

Chromosome 17
 * 17p13.1: p53 (TP53) tumor suppressor

Chromosome 18
 * 18q21.3: Bcl-2 gene, follicular lymphoma, t(14;18)(q32;q21)

Chromosome 19

Chromosome 20

Chromosome 21

Chromosome 22
 * 22q11.2: Bcr gene, bcr-abl translocation (Philadelphia chromosome), CML
 * 22: EWS gene, Ewing's sarcoma

Chromosome X

Chromosome Y

=Chromosomal translocations involved in oncology=
 * See also List of chromosomal translocations at Wikipedia
 * See also Lymphoma Triangle

A Cancer Cell Biological changes that should happen so a cell becomes cancerous:  proliferate independently of growth signals circumvent programmed cell death replicate indefinitely induce vascular formation invade tissues  Cancer Related Genes! There are three types of such gene.   Tumor suppressor genes  Function = restrain cell proliferation

 Oncogenes

Oncogene is a gene whose protein produt contributes to the development and or progression of CANCER.

If activated by mutation or amputation ==> They have transforming properties

 DNA mismatch repair genes

Encode for proteins that correct errors that normally occur during DNA replication

 Tumour suppressor genes

Prevent the uncontrolled growth of cells that may result in cancerous tumors.

 PTCH

On chromosome 9q

Protein patched homolog 1

A member of the patched gene family

A tumor suppressor gene

Receptor for sonic hedgehog

Molecule responsible in the formation of embryonic structures and in tumorigenesis

Nevoid basal cell carcinoma

Esophageal SCC

Bladder TCC

Gorlin syndrome (with a midline cleft lip)

Medulloblastoma

 p53

Where the name come from?!

On some form of electrophoresis it is weighted 53 kilo-daltone

Chromosome 17p

codone 72

Protein 53 or tumor protein 53

Regulates the cell cycle and, thus, functions as a tumor suppressor that is involved in preventing cancer

"the guardian of the genome" because of its role in conserving stability by preventing genome mutation

Anticancer function

Role genomic stability, and inhibition of angiogenesis

After DNA damage

Activate DNA repair proteins

Induce growth arrest by holding the cell cycle at the G1/S regulation point

If it holds the cell here for long enough, the DNA repair proteins will have time to fix the damage and the cell will be allowed to continue the cell cycle

Initiation of apoptosis

p53 negative regulator is MDM2

Common in Lung Ca

NSCLC : 50%

SCLC : 90%

Common in Pancreas Ca

 RB1

Retinoblastoma protein

On chromosome 13

Active when not phosphorylated; means when phosphorylated is not active

The active form attachs to a transcription factor name: E2F 1

So active Rb makes E2F inactive ==> no cell division!

Imagine Rb and E2F like parent and child.

and imagine phosphorylation like making the parent drunk ( no control on child! )

Inactive when phosphorylated

Phosphorylation of Rb is by Cdk (Cyclin dependent kinase)

Cyclin D and Cdk4

Cyclin E and Cdk2

Know one more thing and that's p21

p21 inhibits the formation of Cyclin D

==> Inhibits the phosphorylation of Rb

==> Inhibits the release of E2F

==> inhibits the cell cycle division

So all in all p21 is good good for cell cycle control

p21 become active when there is DNA damage

So you can imagine this is a great cell cycle protection mechanism

If there is a DNA damage who wants the cell progress from G1 to S? nobody sure!

So we want E2F protein not active and not free

So we need Rb tumor suppressor gene active

so it can bind to E2F and inactivates E2F

To keep Rb activated one should inhibit the phosphorylation (you remember phosphorylation inactivates Rb)

What p21 does is that in detection of DNA damage inhibits Cdk ==> inhibits Rb phosphorylation

Tumor suppressor protein

So if Rb gene is mutated ==> It does not bind to E2F ==> E2F is constantly released ==> cell pass the restriction G1-S point

Prevent excessive cell growth <== inhibiting cell cycle progression until a cell is ready to divide

Dysfunction ( loss of heterogeneity ) ==> Cancer

Mutated gene is recessive

pRb prevents the cell from replicating damaged DNA <== preventing its progression along the cell cycle through G1 into S

Binds and inhibits transcription factors of the E2F family

 CDKN2A (p16)

Cyclin-dependent kinase inhibitor 2A

Multiple tumor suppressor 1 (MTS-1)

Tumor suppressor protein

Encoded by the CDKN2A gene

Regulating the cell cycle

Mutations ==> Cancer

Melanoma

Common in NSCLC

Rare in SCLC

Common in Pancreas Ca

Mucoepidermoid Ca (Salivary Gland)

increased invasiveness

Chromosome 9

 SMAD4

in pancreas ca

 BRCA2 MAP2K4

in pancreas ca

 APC

Adenomatous Polyposis Coli

Has been found in all mammals ( so far )

Long arm(q) of chromosome 5

Involved in several cellular processes that determine whether a cell may develop into a tumor

Control how often a cell divides

Cells attachment to each other

Cell movement within or away from a tissue

Ensures that the chromosome number in cells produced through cell division is correct

 —> increase in colon Ca

in FAP

 Oncogenes c-KIT/CD117

Membrane tyrosine kinase receptor

Binding to the ligands stem cell factor or mast cell growth factor ==> Become ACTIVATED

==> signals for:

Cell Survival

Proliferation

Differentiation

Overexpression

Adenoid Cystic Ca(Salivary Gland)

 Imatinib

Small molecule tyrosine kinase inhibitor

Inhibits the activation of c-KIT receptor and other TK receptor

 bcl-2

 B C ell L ymphoma gene 2

produce anti-apoptotic protein

found in follicular lymphoma ( NHL )

t(14:18)

Located on chromosome 18

 MYC

Produce transcription factors

Activity in the nucleus

Regulator gene

If persistently expressed ==> unregulated expression of many genes

 * Some of these genes are involved in cell proliferation ==> cancer

A common translocation involving MYC

 * t(8;14)
 * t(1;12)(q21;p13)
 * Acute myelogenous leukemia
 * t(1;13)
 * PAX7-FKHR: Rhabdomyosarcoma
 * t(2;5)(p23;q35)
 * Anaplastic large cell lymphoma
 * t(2;13)
 * PAX3-FKHR: Rhabdomyosarcoma
 * t(8;14)
 * c-myc
 * Burkitt's lymphoma
 * t(9;12)(p24;p13) CML, ALL
 * t(9;22)(q34;q11)
 * BCR-ABL (Philadelphia chromosome). Role of BCR is not completely clear, but appears to be involved with superoxide production. Abl has 2 isoforms: nuclear abl is involved with regulation of cell death after DNA damage. Cytoplasmic abl appears to function in cell adhesion
 * Results in CML, ALL
 * t(11;14)
 * Mantle cell lymphoma
 * t(11;18)
 * MALT lymphoma - associated with antibiotic resistance in gastric MALT
 * t(11;22)(q24;q11.2-12)
 * EWS-FLI1: Ewing's sarcoma
 * t(12;16)
 * TLS-CHOP: Myxoid liposarcoma
 * t(14;18) (q32;q21)
 * Bcl-2 (18) is translocated next to the immunoglobulin heavy chain locus. See Apoptosis for further discussion of Bcl-2
 * Follicular lymphoma 80-90%
 * DLBCL ~30%
 * t(15;17)
 * Acute promyelocytic leukemia
 * t(17;22):
 * PDFGB-COL1A1: Dermatofibrosarcoma protuberans
 * t(21;22)
 * EWS-ERF: Ewing's sarcoma
 * t(X;18)(p11.2;q11.2)
 * SYT-SSX: Synovial sarcoma

* Common in Burkitt's Lymphoma

Chromosome 8

regulate global chromatin structure by regulating histone acetylation

Overexpression and amplification seen in SCLC

 * Chemoresistant

* Rare in NSCLC ErbB (EGFR)

Epidermal Growth Factor Receptor

Family of 4 structurally related receptor tyrosine kinases

When activated ==> mitogenic signals

ErbB-1, also named epidermal growth factor receptor (EGFR)

ErbB-2, also named HER2 in humans and neu in rodents

Breast Ca

Lung Ca

Particularly in adenoca

poor prognostic factor

less responsive to Herceptin than breast Ca

Erlotinib (Tarceva)

Gefitinib (Iressa) —> EGFR inhibitor

Reported for Salivary Gland

Strong overexpression in mucoepidermoid & salivary duct ca

Rare in adenoid Cystic

ErbB-3, also named HER3

ErbB-4, also named HER4

Excessive ErbB signaling ==> solid tumor

Involved in cell growth and cell survival.

 RAS family of gene

A family of related proteins found inside cells

Also a family of genes that encode these proteins

A class of protein called small GTPase2

Involved in transmitting signals within cells ( cellular signal transduction ).

Name —> 'Rat sarcoma'

The way they were were discovered

These proteins when are switched on by a signal ==>

Cell growth

Differentiation

 Mutations in ras genes ==> Permanently activated RAS proteins

Overactive RAS signaling ==> cancer

Subfamilies:

HRAS

NRAS

KRAS

Adenocarcinoma and NSCLC

Only in Smokers

Very rarely in non-smokers

Tumours with mutated KRAS almost never respond to EGFR tyrosine kinase inhibition (EGFR-TKI)

Adverse prognostic factor

Rare in SCLC

Common in pancreas ca

 DNA mismatch repair genes Microsatellite instability=Simple Sequence Repeats(SSRs)

Condition manifested by damaged DNA

It is due to defects in the normal DNA repair process

Sections of DNA called microsatellites, which consist of a sequence of repeating units of 1-6 base pairs in length, become unstable and can shorten or lengthen.

Identified in the HNPCC syndrome of colon cancer

4% of pancreatic cancers

Unique morphologic appearance, the presence of wild-type (normal) KRAS, diploidy, and improved prognosis

Risk factor for gastric ca

Footnotes 1. E2F: A protein which when is free initiate further cell division and move the cell pass the G1-S restriction point and move from G1 to S phase. 2. a large family of hydrolase enzymes that can bind and hydrolyze guanosine triphosphate (GTP)

title: Radiation Oncology/Cancer genetics


text:
Talk:Charlene Holt

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Charlene Holt. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20150723232939/ http://askville.amazon.com/Charlene-Holt-famous/AnswerViewer.do?requestId=14953781 to http://askville.amazon.com/Charlene-Holt-famous/AnswerViewer.do?requestId=14953781

Cheers.— InternetArchiveBot  (Report bug) 01:29, 3 August 2017 (UTC)

everything needs fixing
this article is horrible, i don't even know where to start. there is so little information, the formatting is nothing like wikipedia articles usually look, and the sources are unreliable Bigwiggy (talk) 00:12, 18 January 2024 (UTC)

title: Talk:Charlene Holt


text:
vést

Etymology
, from, from , from.

Verb

 * 1) to lead to guide
 * 2) to conduct to transmit, as heat, light, electricity, etc.
 * 3)  to be doing, to do, to fare

Usage notes
Vést is in the class of Czech concrete verbs. Its counterpart,, is an abstract verb.

title: vést


text:
Gaetano Pusterla

Gaetano Pusterla (born 20 October 1947) is a former Italian male long-distance runner who competed at 2 editions of the IAAF World Cross Country Championships (1971 and 1973).

title: Gaetano Pusterla


text:
Talk:French/Lessons/Introduction

Untitled
Hi is Monoco a typo or an actual thing?

{Spoken Wikipedia request|Innovvenkat (discuss • contribs)|will be great if it is speaking the contents. so the slang also will become easier}}

One thing I noticed was That there was no forward button on the bottom of the page. Other then that good Job Bawolff 05:23, 4 Dec 2004 (UTC)

Navigational template
I also say good job. I noticed that your navigation system was makeshift, and I couldn't find a better one, so here's an idea: use the template that I created specifically for this:.

For example, you currently use this: ^ French ^ | [[French/Contents|<

As far as I care, the template is free to be changed. I just wanted something that I knew would perform this function. Let me know what you think.

Actually, the "back" in this case shouldn't even exist, and the "up" should be the ToC. But my template as it is doesn't allow for nonexistent "back" or "next." Maybe someone can change that. -- D. F. Schmidt 05:55, August 12, 2005 (UTC)

Deletions
I've deleted the stuff about French having invaded England and modified the bit about 1/3 of English being French. The invasion was a Norman one, not a French one (the French had no say in the matter). William was Norman, the chroniclers of the event were Norman, and Wace, writing about it in the 12th century, was a Norman who wrote positively of the Normans, and quite negatively of the French. Moreover, the dialects were distinct then, and are separate languages now. Moreover, the French fought against the Normans and conquered much of their territory in 1204. Jade Knight 01:26, 14 October 2006 (UTC)

Links for definitions
I've noticed the expression "Allons-y" here (that now[] I know it means "let's go!") and thought that maybe we could include links for these definitions (wiktionary, wikibooks, whatever works), when expressions that were not introduced yet appear. Is this practice allowed, or there is a style guide telling us not to? Thanks for any clarification! --MirianBruckschen (talk) 14:32, 22 June 2009 (UTC)
 * As a book, it is better to not use links, as in the other wikis, as these books also have a printed version. Thus, it would be better to make your definitions in-place. There is a guide on this, but damned if I can find it :-) Coupe (discuss • contribs) 11:23, 25 February 2012 (UTC)

title: Talk:French/Lessons/Introduction


text:
Members of the Western Australian Legislative Council, 1832–1870

Western Australia was a crown colony from its establishment in 1829 as the Swan River Colony until the advent of representative government in 1870. During this time executive and legislative power was vested in the Governor of Western Australia, but from 1832 he had Executive and Legislative Councils to assist and advise him. The Western Australian Legislative Council met for the first time on 7 February 1832. This is a list of members of the Western Australian Legislative Council between 1832 and 1870.

Official members, 1832–1870
The Western Australian Legislative Council was initially composed of five ex officio members; that is, members by virtue of their official government positions. These official positions were: the Governor, the Commandant, the Colonial Secretary, the Surveyor-General and the Advocate-General. The Collector of Revenue was added in 1847, and the Comptroller-General in June 1852.

This is a list of official members of the Western Australian Legislative Council between 1832 and 1870. Due to gaps in official records, some dates are approximate and the list may omit some members who were acting in official positions.

Unofficial nominee members, 1839–1867
In 1839 provision was made for the addition of four non-official nominee positions on the Legislative Council. The first four nominee members were sworn in on 4 March 1839. This is a list of non-official nominee members of the Legislative Council between 1839 and 1867.

Unofficial nominee members, 1868–1870
During the 1860s there was much public debate about the possibility of instituting representative government. This culminated in June 1865 with the submission of a petition to the Legislative Council asking for a larger and partially elected Legislative Council. As a compromise, the Legislative Council sought permission to add two more nominee members. This permission was received in September 1867, but the Governor then went further by allowing the colony to informally elect six persons whom he would then nominate to the Legislative Council. The colony was divided into six districts: Perth, Fremantle, Guildford, Eastern Districts, Murray and Champion Bay. The first five of these district elected representatives who were then nominated to the Legislative Council as promised. The Champion Bay district, which had led the push for representative government, refused to participate in what it saw as a sham election, so the Governor nominated to the final seat his ally John Wall Hardey, who had polled only four votes in the Guildford district election. This arrangement prevailed until July 1870, when the Legislative Council was reconstituted under a system of representative government.


text:
Upe Atosu

Upe Atosu (born April 21, 1993) is a Nigerian basketball player for Butler Bulldogs women's basketball and the Nigerian national team.

She participated at the 2017 Women's Afrobasket.

title: Upe Atosu


text:
Wikipedia talk:Today's featured article/October 4, 2019

The referring to this as "an unsigned painting (along with a nearly identical but much smaller piece)" a precedence is being given to the larger piece that is not borne out in the article. The current opening sentence of the article covers the same info without suggesting greater status to one than the other. Kevin McE (talk) 22:13, 21 September 2019 (UTC)
 * That wording is mine, and it was a hard call. WP:LEAD says: "Keep the first sentence focused on the subject by avoiding constructions like "[Subject] refers to..." or "...is a word for..." – the article is about the subject, not a term for the subject". I don't think I've ever at TFA had to start a blurb with "[name] is the name given to". How do we get around the prohibition at WP:LEAD? I'm open to changing it, but I couldn't think of anything else that works. - Dank (push to talk) 22:26, 21 September 2019 (UTC)

 * Yeah: I don't actually like the phrasing at the article much myself. But it is hard to see a way around it unless the article were renamed to Van Eyck's Saint Francis Receiving the Stigmata paintings, and that is not a name format that we normally go for.  It did get through FA scrutiny with that opening sentence.  I just don't think there is justification for such prioritising of one over the other.  Could we have something like "Two unsigned paintings of Saint Francis Receiving the Stigmata, both completed around 1430, are  usually now attributed to the Flemish artist Jan van Eyck. "?  But that almost moves the article name away from being the main subject of the sentence, which isn't great either. Kevin McE (talk) 22:59, 21 September 2019 (UTC)
 * I'm getting ready to stop for a few hours ... but at first glance, I like it. - Dank (push to talk) 23:11, 21 September 2019 (UTC)

 * How about "Saint Francis Receiving the Stigmata is the subject of two unsigned paintings, both completed around 1430, and both usually now attributed to the Flemish artist Jan van Eyck." It sort of skirts the prohibition. --Wehwalt (talk) 00:10, 22 September 2019 (UTC)
 * Both your methods get around the prohibition ... whatever works for you guys will be fine. - Dank (push to talk) 00:26, 22 September 2019 (UTC)
 * I prefer Wehwalt's. Kevin McE (talk) 09:31, 22 September 2019 (UTC)
 * Okay I went with the "subject of" ... feel free to tweak it. - Dank (push to talk) 23:25, 25 September 2019 (UTC)


text:
Cambodia at the 2019 World Athletics Championships

Cambodia competed at the 2019 World Championships in Athletics in Doha, Qatar, 4–13 August 2019.

Results
(q – qualified, NM – no mark, SB – season best)

Men

 * Track and road events


text:
Girolamo Lancerotti

Girolamo Lancerotti (fl. early 1600s) was an Italian painter, active mainly in the Veneto. He was born at Verona, and is best known for an altarpiece of St Jerome in Santa Maria Consolatrice and frescoes in the chapel of St Sebastian de'Gesuiti in Venice. He painted in the style of Paolo Veronese.

title: Girolamo Lancerotti


text:
User:Michael Moon DTTP

Hi, Guys, It's me, Michael Moon, I'm starting with my article on Wikipedia, To seen this, I got hacked on my old channel never renamed as "MICHAEL MOON UTTP TV STUDIOS". And all I have to say, Good luck

title: User:Michael Moon DTTP


text:
Talk:Ousmane Bangoura

RV
Sorry about the RV, went to check on this topic today and saw that someone? erased the page USING my username. I'll change my password immediatly.

Poor guy
Jeez. --The does (talk) 14:35, 26 November 2009 (UTC)

title: Talk:Ousmane Bangoura


text:
User:Dheerendra Mishra

Dheerendra Mishra is a B.Tech Engineer, Belongs to Sitapur, Uttar Pradesh, India, likes to listening music, reading and writing.

title: User:Dheerendra Mishra