text:
Wikiversity:Motto contest/Round 4

These are the instructions and results of round 4 for the motto and slogan contests:

Round 4
Please list your name below in support of only one motto group and only one slogan group.

In round 4, partly following the lead of the Wikiversity logo contest, similar mottos and slogans remain grouped together. Also following the lead of the logo contest, this selection round started with a blank slate. For round 4, in both contests, alternates from both the motto and slogan contests having support from at least four people are included.

The winning motto and winning slogan will be the options with strong majority support. A Round 5 may be needed to select amongst group alternates or resolve approximate ties.

Please share comments in the comment section below that help explain the meaning and intent of mottos and slogans.

List of Mottos
The motto contest fulfills two purposes as discussed in the goals section above. As noted, this contest now includes all options receiving support of four or more persons from both the motto and slogan contests. Please select one option:

Motto: "Set learning free" group

 * a. Because knowledge should be free.
 * b. Set Learning Free.
 * c. Knowledge is free. (Note: This variation, and similar ones, emerged in discussion points.)
 * Support:
 * 1) I support the "knowledge is free" option suggested above.  The Jade Knight 23:07, 15 October 2006 (UTC)
 * 2) I'm all for the "Knowledge is free" option :) --Pedro.Gonnet 09:18, 16 October 2006 (UTC)
 * 3) Mathboy965 16:40, 16 October 2006 (UTC)
 * 4) Support "Because knowledge should be free". --Cloud668 18:58, 26 October 2006 (UTC)
 * 5) Support for 'knowledge is free' Trevor Reid 20:56, 7 November 2006 (UTC)
 * 6) Definitely "Because knowledge should be free" --Harriska2 9:48, 08 November 2006 PST
 * 7) I Support the "knowledge is free" option.  Prasoon 09:33, 17 November 2006 (UTC)
 * 8) I suport "Knowledge is free" Heltec

Motto: "Opening minds..." group

 * a. Opening minds through open learning.
 * b. Open learning to open minds. (Note: This variation, and similar ones, emerged in discussion points.)
 * Support:
 * 1) Hardern 16:02, 20 October 2006 (UTC)
 * 2) Support the "Open learning to open minds" option.  Prasoon 09:34, 17 November 2006 (UTC)

Motto: "Open/free learning community" group

 * a. Open learning community / An open learning community
 * b. Free learning community / A free learning community
 * Support:
 * 1) sebmol ? 09:26, 16 October 2006 (UTC)
 * 2) Preferably a (to go along with the "opening minds.." slogan) - though possibly without the indefinite article, ie "Open learning community". Cormaggio 18:50, 16 October 2006 (UTC)
 * 3) Alarob 21:01, 18 October 2006 (UTC) (who hasn't created a user page yet)
 * 4) 'Open' describes this project best. Awolf002 00:46, 22 October 2006 (UTC)
 * 5) Wikiversity spirit. guillom 10:07, 24 October 2006 (UTC)
 * 6)  I like a also.  --Smithgrrl 02:15, 30 October 2006 (UTC)
 * 7) a. Matteo 01:46, 31 October 2006 (UTC)
 * 8) Without anything more inspiring, I would supporta. But I would reorder the words into Community for Open Learning, with the emphasis on Community.--Hillgentleman 05:58, 15 November 2006 (UTC)
 * 9) a. or b. -- Reswik 18:01, 17 November 2006 (UTC)
 * 10) a. or b. as well (got motto and slogan confused)--Rayc 21:05, 17 November 2006 (UTC)

Motto: "three principles" group

 * a. Learn. Teach. Know.
 * b. Read. Learn. Share.
 * Support:
 * 1) The 'Learn. Teach. Know. ' option has the best 'feel' for a motto to me. - Talonhawk 04:50, 16 October 2006 (UTC)
 * 2) The "Learn.  Teach.  Discover" option, then.  The Jade Knight 21:41, 16 October 2006 (UTC)
 * 3) I. Like. It. Rayc 06:25, 31 October 2006 (UTC) I think I got motto and slogan confused.

Motto: "open/free education/learning" group

 * a. Open education / Free education.
 * b. Open learning / Free learning.
 * Support:
 * 1) --Alexscho 20:51, 18 October 2006 (UTC)

Motto: "world wide wisdom" group

 * World Wide Wisdom
 * Support:
 * 1) SBL 20:17, 19 October 2006 (UTC)
 * 2) anon. on 11 November 2006
 * 3) Aidan 17:03, 17 November 2006 (UTC)

Motto: "learn and teach"

 * Where teachers learn and learners teach.
 * Support:
 * 1) Soahc 0 21:47, 19 October 2006 (UTC)
 * 2) See my comments below Deltinu 06:00, 5 November 2006 (UTC)

List of Slogans
This can be a short sentence or phrase - for listing at top of main page with "Welcome to Wikiversity". As noted above, by the end of round three, the initial alternates below received support from at least four people in either the motto or the slogan contest. Please list your support under one option group:

Slogan: "set learning free" group

 * a. Because knowledge should be free.
 * b. Set Learning Free.
 * c. Knowledge is free. (Note: This variation, and similar ones, emerged in discussion points.)
 * Support:
 * 1) I support the "knowledge is free" option suggested above.  The Jade Knight 23:07, 15 October 2006 (UTC)
 * 2) I'm all for the "Knowledge is free" option :) --Pedro.Gonnet 09:18, 16 October 2006 (UTC)
 * 3) Mathboy965 16:40, 16 October 2006 (UTC)
 * 4) Still the most pithy way to put it (b or c). But maybe not a good motto so use it as the slogan, please. Awolf002 00:44, 22 October 2006 (UTC)
 * 5) Changed vote to "Knowledge is free." Talonhawk 22:39, 26 October 2006 (UTC)
 * 6) Support: "Because knowledge should be free" Think outside the box 12:37, 31 October 2006 (UTC)
 * 7) Support: "Knowledge is free." Trevor Reid 21:02, 1 November 2006 (UTC)
 * 8) Definitely "Because knowledge should be free" --Harriska2 9:48, 08 November 2006 PST
 * 9) Supportting "Set Learning Free." Prasoon 09:36, 17 November 2006 (UTC)
 * 10) b. 'set learning/knowledge free' --Aidan 17:06, 17 November 2006 (UTC)

Slogan: "opening minds..." group

 * a. Opening minds through open learning.
 * b. Open learning to open minds. (Note: This variation, and similar ones, emerged in discussion points.)
 * Support:
 * 1) --Smithgrrl 05:59, 16 October 2006 (UTC)
 * 2) Cormaggio 18:48, 16 October 2006 (UTC)
 * 3) --Alexscho 20:53, 18 October 2006 (UTC)
 * 4) --CaseInPoint 13:03, 23 October 2006 (UTC)
 * 5) -- Matteo 01:47, 31 October 2006 (UTC)
 * 6) -- Reswik 18:01, 17 November 2006 (UTC)

Slogan: "open/free learning community" group

 * a. Open learning community / An open learning community / Community for Open Learning
 * b. Free learning community / A free learning community
 * Support:
 * 1) Plainly. Opening minds or not, let the events speak for themselves. Hillgentleman
 * 2) Support for "Community for Open Learning" Prasoon 09:38, 17 November 2006 (UTC)

Slogan: "three principles" group

 * a. Learn. Teach. Know.
 * b. Read. Learn. Share.
 * Support:
 * 1) I. Like. It. Rayc 21:05, 17 November 2006 (UTC)

Slogan: "open/free education/learning" group

 * a. Open education / Free education.
 * b. Open learning / Free learning.
 * Support:

Slogan: "world wide wisdom" group

 * World Wide Wisdom
 * Support:
 * 1) SDiwanji 11:34, 8 November 2006 (UTC)

Slogan: "learn and teach"

 * Where teachers learn and learners teach.
 * Support:
 * 1) See my comments below Deltinu 06:01, 5 November 2006 (UTC)

Comments
The comments sections for mottos and slogans have been combined for this stage:

Comments:"set learning free" group

 * Because knowledge should be free.
 * This one would be better if 'because' was dropped, 'because ' seems like we have to justify Wikiversity, "Knowledge should be free" is more powerful. CharlieCLC
 * Why even make it conditional? "Knowledge is free" is even more powerful. Pedro.Gonnet 09:33, 10 October 2006 (UTC)
 * Why not borrow from Shakespeare? "Thought is free" (The Tempest) --Lord Pheasant 03:05, 14 October 2006 (UTC)
 * It doesn't light my desire to learn.-Hillgentleman 09:22, 16 October 2006 (UTC)
 * The use of "Because" is very pertinent - it is a bit of a direct lashing out at the publishing companies and the idea that you NEED to pay for knowledge. Many people without the knowledge or understanding of the principles behind wikimedia, GNU, etc might be surprised that there is alternative.  The word "Because" brings that to light. --Harriska2 9:48, 08 November 2006 PST
 * I think the "Because" is awful - this slogan proposes that we have at the top of our front page: "Welcome to Wikiversity - because knowledge should be free". This doesn't even make sense as a sentence. I agree with Harriska2 that we are making a case for the freedom of knowledge, but I think we should make that case implicitly, rather than have to shout it out. Wikipedia doesn't have to cry out "because knowledge should be free" - it just says it implicitly. Cormaggio 18:21, 9 November 2006 (UTC)
 * In that case, use because somewhere else such as a slogan. I agree that it sounds terrible: "Welcome to Wikiversity - because knowledge is free"--Harriska2 11:24, 08 November 2006 PST
 * I'd also make the point that this phrase is entirely inappropriate for a motto. The motto is meant to be a short description of the project on the front pages of other sister projects. It should be just that - a description of the project. About half of the currently proposed mottos are completely unusable - they don't describe what the project is or does. Cormaggio 23:52, 11 November 2006 (UTC) Also, just to clarify, I was talking firstly about this is as a slogan - which goes at the top of the front page of Wikiversity. Mottos are what go on the front pages of other projects, like Wikipedia. In my view, to repeat, this proposal is a bad idea for a slogan - but far worse as a motto. Cormaggio 08:11, 16 November 2006 (UTC)

 * Set Learning Free
 * Pithy and to the point. Although I like the "Three Nouns" approach, too, cleary we must have the word Free in the motto! Awolf002 00:00, 25 September 2006 (UTC)
 * I like the context free is used in, meaning available and accessible. CharlieCLC
 * It doesn't motivate me.-Hillgentleman 09:22, 16 October 2006 (UTC)

 * Knowledge Is Free

 * Free learning tools
 * used on Wikibooks main page with Wikiversity logo -- selected by ?
 * It doesn't light a fire in my heart.-Hillgentleman 09:22, 16 October 2006 (UTC)

 * Free learning materials and activities
 * used on Wikipedia with Wikiversity logo -- selected by ?
 * It doesn't sound like a Motto. A motto is a set of words you keep for youself, and keep yourself going. Would you work hard for the Free Learning Communuty, or for Truth, Beauty,Wisdom? -Hillgentleman 09:17, 16 October 2006 (UTC)

 * Another alternative: How about a wordplay? "Priceless knowledge, at no price!" Bhaswar
 * Suggested by Ngober: "Learning Together Freely" and "Freedom to Learn" or "Priceless Knowledge" and "Free Knowledge for Freedom of Thought"
 * Suggested by anon. on 11/10/06: Learning across Boundaries.

Comments: "opening minds..." group

 * Opening minds through open learning
 * See my comment about "openness" under "an open learning community" in the motto comment section. Reswik 15:57, 12 September 2006 (UTC)
 * Also: Perhaps including "free" in a variant of the above is a better fit for the Wikiversity context? -- Reswik 13:17, 16 October 2006 (UTC). As in:
 * Opening minds through free learning

I like the parallel "open" idea, catchy! But I don't think we're taking full advantage of the versatility of the word "open". An adjective - verb parallel might sink it better... Other alternatives -- CaseInPoint 23:51, 18 October 2006 (UTC)
 * Opening school to open minds would be my preference.
 * Open school, open minds
 * Open learning to open minds
 * Open teaching to open minds
 * etc.

Comments: "open/free learning community" group

 * An open learning community
 * I switched my vote from "free learning community" to this for various reasons, including: 1) the appeal of the rich connotations of openness in the context of learning, in spite of my agreeing with the "free" side of debate in the politics of open source vs. free software; 2) the resonance with the slogan with most support below (so far) which uses "open."; 3) this offers our to-be-extensive project an opportunity to contribute (in discussions and on possible page(s) of explanation somewhere) to re-interpreting the implications of open, openness, and opening (in various senses such as development, awakening and liberation) in relation to the meaning of freedom in the free culture movement. Reswik 17:28, 12 September 2006 (UTC)
 * It doesn't light my desire to learn.-Hillgentleman 09:22, 16 October 2006 (UTC)

 * Free learning community
 * It doesn't sound like a Motto. A motto is a set of words you keep for youself.  Free learning community sounds more like a three-letter advertisement and is more suitable to be a SLOGAN.-Hillgentleman 09:12, 16 October 2006 (UTC)
 * Reswik, I would rather place the emphasis on learning, e.g. Community for Open Learning.--Hillgentleman 07:58, 18 October 2006 (UTC)
 * On reflection, for the motto contest, I prefer the open/free learning/education options -- simpler. --Reswik 14:13, 19 October 2006 (UTC)
 * It certainly is simple, straight forward, and accurate. If nothing else better comes up, why not stick with simplisty? --  Zanimum 16:41, 29 September 2006 (UTC)
 * Yes, plainly. Opening minds or not, let the events speak for themselves.--Hillgentleman

Comments"three principles" group

 * General comments on this group:
 * While examples given in this group do not (seem to me to) fit fully the purpose of the motto as stated in the goals of the contest, some variant of this group could possibly serve the descriptive purpose of the motto in a motto-name-logo context. -- Reswik 18:15, 16 October 2006 (UTC)
 * None motivates me.--Hillgentleman 07:41, 18 October 2006 (UTC)
 * Works better as a slogan then a motto--Rayc 21:06, 17 November 2006 (UTC)

 * Learn. Teach. Know.
 * I know the whole 'let's pretend we're an old European university by having a Latin motto' is pretty daft, but just in case anyone's interested, the Latin of the above could be  'cognosco. perdoceo. scio.' . --Sam 23:36, 12 September 2006 (UTC)
 * It doesn't light my desire to learn.--Hillgentleman 09:21, 16 October 2006 (UTC)

 * Read. Learn. Share.

 * Learn. Teach. Discover. -- option suggested by Scribe on 15 October 2006.
 * IT doesn't light a fire in my heart.--Hillgentleman 09:19, 16 October 2006 (UTC)

Comments: "open/free education/learning" group

 * Open education / Free education.
 * Open learning / Free learning.
 * It doesn't light my desire to learn.-Hillgentleman 09:23, 16 October 2006 (UTC)

 * Alternates (options suggested by Reswik, based on various options above):
 * Free learning
 * Open learning
 * Free education
 * It doesn't motivate me.--Hillgentleman 09:26, 16 October 2006 (UTC)

Comments: "world wide wisdom" group

 * World Wide Wisdom
 * In Latin, it may be like this: "sapientis ubi gentium" or "sapiens ubi gentium" which means mostly "wisdom where in the world". Sblisesivdin 16:25, 7 October 2006 (UTC)
 * It doesn't light my desire to learn. A motto is a set of words you keep for youself, and keep yourself going. Would you work hard for world wide wisdom or for Truth, Beauty,Wisdom?--Hillgentleman 09:20, 16 October 2006 (UTC)
 * I think this supports the overall goal of this venture, by expressing that knowledge should be freely available for anyone wishing to pursue it.--Jclayburn 06:41, 17 October 2006 (UTC)

Comments: "learn and teach"

 * Where teachers learn, and learners teach.
 * I suggest we adopt the "Teach. Learn.  Discover" motto here.  I figure no one will go for "Learn.  It's good for you", eh?  The Jade Knight 23:14, 15 October 2006 (UTC)
 * Personally, I think it's good. It gives this message: Where do you go to share knowledge? Wikiversity. Where do you go to gain knowledge? Wikiversity. Soahc 0 21:51, 19 October 2006 (UTC)
 * The versions of this phrase above ( Motto, Slogan) do not include the comma ("Where teachers learn , and learners teach"). I think that the motto sounds better with the comma Deltinu 05:50, 5 November 2006 (UTC)

Note: A discussion string about revising round 4 of the contest has been moved to the talk page.

title: Wikiversity:Motto contest/Round 4


text:
Talk:David Kirschner

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title: Talk:David Kirschner


text:
Wikipedia:WikiProject Spam/Local/worldkickboxingassociation.org

Links

 * worldkickboxingassociation.org 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 whitelist.
 * Link is not on the monitor list.

Selected additions

 * Displayed 1 additions out of 1 total.	 For more info see WikiProject_Spam/LinkReports/worldkickboxingassociation.org

Entry
Log entry for the MediaWiki:Spam-blacklist:

\bworldkickboxingassociation\.org\b# ADMINNAME # see [[Wikipedia:WikiProject_Spam/Local/worldkickboxingassociation.org ]]

Discussion
See COIBot report for more details.

New data reported. --COIBot (talk) 08:32, 20 September 2017 (UTC)


text:
Lucee

Lucee is an open source implementation of a lightweight dynamically-typed scripting language for the Java virtual machine (JVM). The language is used for rapid development of web applications that compile directly to Java bytecode, and is compatible with contemporary CFML script and tag language variants, and provides configurable support for legacy CFML.

The Lucee language supports multiple development paradigms, including object orientation with inheritance and interfaces, and functional constructs like higher-order functions, closures,, and.

Lucee was created by the Lucee Association Switzerland, and was forked from version 4.2 of the Railo Server, which is not being developed further.

Database access
Lucee has built-in support for Microsoft SQL Server, MySQL, Oracle, PostgreSQL, and many other popular relational database engines. Lucee also supports any database for which a JDBC driver is available.

Web services
Lucee has built-in support for calling and consuming data returned from existing web services, along with the ability to easily configure and expose web services to be consumed. Lucee supports three types of web services:

 * RESTful web services
 * WDDX / Soap web services
 * HTTP (An interface using HTTP verbs, similar to REST, but simplified)

ORM
Lucee has built-in support for the object relational mapping (ORM) framework Hibernate, facilitating Hibernate usage from Lucee code without complex and explicit configuration.

Caching
Lucee has built-in support for multiple caching systems, including Infinispan, Ehcache, and Memcached, and can be extended with additional systems. The cache implementations can be configured within the Lucee server, then used within an application—both explicitly and implicitly—for the caching of database results, function call results, external HTTP request results, serialized session storage, and as a flexible backing store for an in-process RAM-based file-system abstraction.

Virtual filesystems
Lucee supports multiple virtual file systems—built-in abstractions of various local and remote resources—including zip, HTTP, FTP, S3, and RAM. These allow the Lucee server and developer to treat access to an abstracted resource in the same manner as a local file system.

Sample Lucee code
Lucee is derived from the ColdFusion Markup Language (CFML) and therefore has support for both the tag-based and script-based versions of CFML:

Script example
Both the above examples will assign the string "Hello World" as the value of the variable, then output that value to the response buffer, typically for display in a web browser.

Lucee Association Switzerland
The Lucee project is led by the Lucee Association Switzerland, a non-profit Swiss association. The association consists of members who help fund and guide the project.

The project also has enterprise, corporate, and individual supporters; these supporters are not members of the Lucee Association, but help fund and promote the project in exchange for certain benefits.

title: Lucee


text:
Jean Duverger

Jean Duverger (born 5 April 1973) is a Mexican actor and entertainer.

Life and career
He is of French-Haitian ancestry. From 1981 to 1983, he studied at the Centro de Educacion Artística. Between 1988 and 1991, he was a backup dancer for the singer Yuri. Duverger was a member of Timbiriche from 1992-1993. He appeared in various telenovelas of Televisa from 1989 to 1999. In 2000 he began working for TV Azteca. He currently works for Fox Sports in Mexico and is the host of the television show "Fox Para Todos" (Fox for Everyone).

In June 2015, Duverger revealed that he was contacted by various "agencies" that offered monetary compensation for favorable tweets of the Green Party, which he refused. This revelation came after speculation that unusually supportive tweets by celebrities and sports figures in the days prior to the 2015 elections had been bought by the Partido Verde.

title: Jean Duverger


text:
Software Freedom/FOSS

The goal of this final section is to connect each of the above situations to the computer software on the students' desktop and to philosophy and practice of the free and open source software movement that has brought the students' software into being.

Explorations and Activities
Any use of this section should include an explicit period of discussion and reflections that connects the concepts and ideas introduced in this section to each of the areas that have been covered before.

The following activities or explorations might help the students explore and discover the key concepts in this section. Each is framed in terms of the key questions it raises.

Exploration: Defining Free Software and Open Source
A selection of readings from the Free/Open Source Software movement and enough background context into the alternative (i.e., proprietary) systems that predate it.

This is the only section in this curriculum that will be largely based on readings but the emphasis on definitions and background is essential.

There are a number of appropriate readings that could be used to define free software and to help seed discussion. A few of the very best include:

 * What is Free Software, Why Software Should Be Free and/or Why Software Should Not Have Owners by Richard Stallman
 * Selections from The GNU Manifesto by Richard Stallman
 * Selections from The Cathedral and the Bazaar by Eric S. Raymond.
 * The Open Source Definition and/or the Debian Free Software Guidelines

This should, of course, be accompanied with an opportunity to discuss and compare these ideas and readings and to connect them, explicitly or implicitly, with the projects done earlier in the curriculum.

Students might discuss a number of open questions raised by this definition of free software:

 * Do these requirements make collaboration easier or more difficult? What are the potential problems and benefits?
 * In what ways does the software on the students desktop reflect the values above? In which ways might they not?
 * In what ways can students use the freedom in their software to transcend their role as producers.

Activity: Extending a Free Software Platform
An activity that involves walking students through the process of finding the source code for any application of their system and introduces them to the possibilities of making this type of change.

Students should be demonstrated and walked through the process of a number of key Free and Open Source software issues including. This may be moved through quickly or, in more technically oriented settings, the teacher an students can spend more time on this. Explorations include:

 * A HOWTO on submitting a bug that they find int their project.

 * If applicable, a walk through of helping to submit or fix a translation in a piece of software on their computer.

 * If the students' technical capacity is high enough, it would be good to demonstrate the method through which students would "fix" a a piece of software on their computer by downloading, examining, modifying, and then rebuilding a piece of software. The process should also involve showing students how to submit their fix "upstream" so that the full community of users could benefit.

Key Concepts
The key concepts in this section are the idea that this machine was created by a massively collaborative community of individuals who agreed that, due to the nature of software as an information good, required a base set of freedoms:

 * That each piece of software could be run for any purpose.
 * That all users should be able to make copies to give to their friends.
 * That all users should be able to make modifications of their software.
 * That all modified copies could be redistributed.

Students should walk away from this final section with:

 * A basic understanding of free and open source software is.
 * An understanding of what this means in regards to them and the software on their computer.
 * An idea of how they would take advantage of the freedom free software gives them in terms of their own software (e.g., copying, modification).
 * An idea on how free software fit into the larger questions of information and information ownership, the impact of modifiability on communications technologies and mediums, and general issues of computation an expandability and modifiability of software.

title: Software Freedom/FOSS


text:
Miyazaki Prefectural Museum of Nature and History

Miyazaki Prefectural Museum of Nature and History (宮崎県総合博物館) is a prefectural museum in Miyazaki, Japan, dedicated to the natural history and history of Miyazaki Prefecture. The museum opened in the grounds of Miyazaki Jingū in 1971.


text:
Hesar, Zeberkhan

Hesar (, also Romanized as Ḩeşār; also known as Ḩeşār-e Ardovey and Ḩeşār-e Ardovī) is a village in Zeberkhan Rural District, Zeberkhan District, Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 853, in 233 families.

title: Hesar, Zeberkhan


text:
1998 in Angola

The following lists events that happened during 1998 in Angola.

Incumbents

 * President: José Eduardo dos Santos
 * Prime Minister: Dr. Fernando José de França Dias Van-Dúnem
 * President of the National Assembly: Roberto Victor de Almeida

August

 * August 29 - The rebels are reported to have evacuated the port city of Matadi, Democratic Republic of the Congo. Angolan troops are reported to have arrived supporting Kabila without fighting in the city.
 * August 31 - Angola admits to sending troops to DRC.

September

 * September 3 - South Africa now says it supports the intervention of the Democratic Republic of the Congo by Namibia, Zimbabwe and Angola, supporting Kabila.

December

 * December 5 - The rebel leader said that Angolan and Zimbabwean troops have launched a counter-offensive against his troops in the northwest of the Democratic Republic of the Congo.

title: 1998 in Angola


text:
Cookbook:Confections

| Desserts | Recipe Index

Confections, also known as sweets, lollies, candy, and occasionally sweetmeats (in British english), refers to any sweet, sugar-rich dish or food item. Confectionery items include sweets, lollipops, candy bars, chocolate and other sweet items of snack food.

Note: If you are going to list a recipe here, first check the dessert section to see if it would be better listed there.

For a complete, automatically generated, list of recipes which have been categorized, on their individual pages, as being confection recipes, visit Confection recipes.

Also, below is a list of a few selected confection recipes contributors have manually added to this page:

Chocolate

 * Brigadeiro (a Brazilian confectionary)
 * Chocolate Balls
 * Chocolate Truffle

Fudge

 * Chocolate Fudge
 * Penuche (Brown Sugar Fudge)
 * Maple Penuche
 * Red Cross Fudge

Squares

 * Chocolate Squares
 * Cranberry Orange Squares
 * Date Squares
 * Lemon Squares
 * Tropical Squares

Taffy

 * Honey Taffy
 * Chocolate Taffy
 * Molasses Taffy

Miscellaneous

 * Acid Drops
 * Granola Bars
 * Peanut Brittle
 * Marshmallows
 * Turkish Delight

title: Cookbook:Confections


text:
aranya

Etymology
(compare 🇨🇬, 🇨🇬, 🇨🇬). Probably a, from a Vulgar Latin derivative.

Noun

 * 1) spider
 * 2) chandelier
 * 3) weever any of nine species of fish in the family

Etymology
From or. .

Noun

 * 1) chandelier
 * 2)  spider

title: aranya


text:
Dichrostigma flavipes

Dichrostigma flavipes is a species of snakefly in the family Raphidiidae. It is found in Western Europe.

title: Dichrostigma flavipes


text:
anual

Etymology
, from.

Adjective

 * 1) annual

Etymology
, from.

Adjective

 * 1) annual

Etymology
, from.

Adjective

 * 1) annual

Etymology
. . Displaced.

Adjective

 * 1) annual, yearly

Etymology
and. .

Adjective

 * 1) annual happening once a year

Etymology
, from.

Adjective

 * 1) yearly, annual

title: anual


text:
Claude Antoine Gabriel de Choiseul, Duke of Choiseul

Claude Antoine Gabriel de Choiseul, Duke of Choiseul (26 August 1760, Lunéville – 1 December 1838) was a French soldier and émigré Royalist.

Biography
He was brought up at Chanteloup, under the care of his relative, Etienne François, duc de Choiseul, who was childless. In 1778, he married his cousin, Marie Stephanie de Choiseul, daughter of Etienne's younger brother Jacques Philippe de Choiseul, marquis de Stainville. The latter had only daughters, so Claude became heir to the family titles. When the French Revolution erupted, he was a colonel of Dragoons, and throughout the following period, he remained a Legitimist. Choiseul-Stainville took part in the attempt of King Louis XVI to escape from Paris on 20 June 1791, was arrested with the king, and imprisoned (see Flight to Varennes). Liberated in May 1792, he fled France in October, and fought in the émigré army of Louis Joseph de Bourbon, prince de Condé against the French Republic. Captured in 1795, he was confined at Dunkirk, escaped, set sail for India, was wrecked on the French coast, and condemned to death by the decree of the French Directory. Nevertheless, he was fortunate enough to escape once more. Napoleon Bonaparte allowed him to return to France in 1801, but he remained in private life until the fall of the First French Empire in 1815. After the Bourbon Restoration he was called to the new Chambre des Pairs (House of Peers) by King Louis XVIII. During the Revolution of 1830, he was nominated a member of the provisional government. He afterwards received from Louis-Philippe the post of aide-de-camp to the king and governor of the Louvre Palace. He died in Paris eight years later.

Marriage
On 6 October 1778 he married Marie Stéphanie de Choiseul (1763-1833) daughter of Jacques Philippe de Choiseul, Duke of Stainville and had two children.

Children

 * 1) Jacqueline Béatrix Gabrielle Stéphanie de Choiseul (24 February 1782 - 13 March 1861) married Philippe Gabriel, Duke of Marmier and had children.
 * 2) Étienne de Choiseul (1786 - died in battle in 1809)

Honours

 * 1833: Grand cordon of the Order of Leopold.


text:
Mária Temesi

Mária Temesi (born 29 July 1957) is a Hungarian operatic soprano, university (full) professor, and the head of the voice department at the faculty of music at the University of Szeged.

Biography and career
Temesi was born on 29 July 1957 in Szeged, Hungary. Her birth name was Mária Tóth.

Before her graduation she won the 4th prize at the International Maria Callas Grand Prix in Athens in 1979.

She took BA degree in music and piano teaching at the Franz Liszt College of Music at the Conservatory of Szeged in 1979 and M.A. degree in opera studies and in education in 1981 at the Franz Liszt Academy of Music, Budapest.

After her graduation she became the member of the Hungarian State Opera House in 1981.

Temesi won the 1st prize at the Luciano Pavarotti International Voice Competition in Philadelphia in 1985.

Temesi was appointed to the head of the department of the voice department as associate professor (docent, reader), and has been acting as the chairman from 1997.

She was awarded Doctor of Liberal Arts (D.L.A.) degree in 2003 and then he received the title of university (full) professor.

She is a notable and respected artist both in Hungary and around the world and developed significant artistic and professional relationships.

She has been one of the founders of the József Simándy International Singing Competition from 1998.

Repertoire

 * Sándor Szokolay: Ecce Homo....Lénió
 * Wagner: Tannhäuser....Princess Elizabeth
 * Wagner: Die Walküre....Sieglinde
 * Verdi: Il trovatore....Leonora
 * Verdi: Aida....Aida
 * Wagner: Siegfried....Brünnhilde
 * Wagner: The Flying Dutchman....Senta
 * Wagner: Götterdämmerung....Brünnhilde
 * Richard Strauss: Elektra....Chrysothemis
 * Mascagni: Cavalleria rusticana....Santuzza
 * Iván Madarász: Last waltz...Woman
 * Puccini: Tosca....Floria Tosca
 * Janáček: Jenůfa....Kostelnička Buryjovka
 * Wagner: Lohengrin....Ortrud
 * Giordano: Andrea Chénier....La comtesse di Coigny
 * Strauss: Der Rosenkavalier....Marianne
 * Mozart: Don Giovanni...Donna Anna
 * Verdi: Don Carlos....Élisabeth de Valois
 * Tchaikovsky: Eugene Onegin....Tatyana Larina
 * Wagner: Die Meistersinger von Nürnberg....Eva
 * Cilea: Adriana Lecouvreur....Adriana Lecouvreur

Discography

 * 2004: Wagner Hősnők (Heroines) Hungaroton - Budapest
 * 1999: Mozart: Requiem Bilkent University - Ankara
 * 1996: Britten: Háborús rekviem (War Requiem) University of Zagreb
 * 1990: Liszt: Hungaria 1848 Hungaroton - Budapest
 * 1986: Liszt: Missa Choralis Hungaroton - Budapest
 * 1984: Respighi: La fiamma (La Madre) Hungaroton - Budapest
 * 1983: Mahler: Symphony No. 8 (Mater Gloriosa) Hungaroton - Budapest

Awards and honours

 * The International Maria Callas Grand Prix, Athens - 4th prize (1979)
 * International Singing Competition of Toulouse, Théâtre du Capitole - 3rd prize (1980)
 * The Luciano Pavarotti International Voice Competition in Philadelphia - 1st prize (1985)
 * Bartók–Pásztory prize (1992)
 * Mihály Székely memorial plaquette (1995)
 * Juventus Music Award (1996)
 * Franz Liszt Prize (2000)
 * Artisjus Award (2003)
 * Order of Merit of the Republic of Hungary, Knight's Cross, 2016

title: Mária Temesi


text:
Botany/Kinds of plants

<< Contents Page | Chapter 6 | Chapter 7 | Chapter 8 >>

Chapter 7. Plant Systematics

The Kinds of Plants
The total number of species of plants is tremendous. Any attempt at representing their great diversity requires a system of ordering or arranging the many plant types—hopefully a system that itself contributes to our knowledge and understanding. We could take the straightforward approach of listing all plants alphabetically by their common name, or perhaps by their species name. This index approach would be handy, but would not tell us much about the plants themselves. We would have to know the plants whose names are included for the list itself to have any meaning to us. However, botanists developed a hierarchical system based on the fact—considering a variety of characteristics—that some plants are clearly more similar to each other than to other plants. Arranging all of the world's plants (and animals and minerals) by similarities to each other was an idea first promoted by Carolus Linnaeus.

 * Reread Plants ( Links need not be perused )
 * Read Linnaean taxonomy ( follow links )

Categorizing is an important process by which we humans gain understanding of the world around us, and something we all do to some degree as part of our observation of things and events that we encounter. In biology, as the concept of evolution was formulated, it became obvious that this concept could be the basis for categorization. If plants that are similar in form are indeed closely related—at least more closely related than plants that are dissimilar in form—then a system of classification could be devised that reflected these relationships. This approach has important implications. Related plants have common properties, a fact that can be exploited in agriculture and other practical botanical fields.

Initially, botanists had but one approach: physical examination. The careful examination (and detailed description) of plant structures allowed for arranging each species within a system that placed all more or less similar plants (in certain "important" features) together. This approach is not as easy as it sounds, but played off of and contributed to the expansion of descriptive botany in the 18th and 19th centuries. One problem that became evident is that as species evolved, unrelated plants could come to resemble each other in many respects. After all, form and function are closely related. Within similar habitats (say deserts), species of very distantly related plants might well evolve towards a similar form. Species do not have (or certainly did not have over geological time) unrestricted access to all places on the planet and species distribution is then an important part of interpreting the evolutionary process. As species evolved, they did so within the constraints to dispersion that existed at the time. This fact provides an important clue: unrelated but similar plants are likely to be distributed far from each other on the Earth's surface; and the corollary: plants that have similar structures but have widely separated distributions, may not be so closely related in an evolutionary sense.

At this point it is worthwhile to consider some examples. There are many succulent plants, as this form (typically thick, fleshy stems and/or leaves; often reduction or complete loss of leaves) incorporates adaptations necessary for a plant to survive very dry conditions. Non-botanists are tempted to classify all such plants as types of cacti. In fact, cacti evolved in the New World (the Americas), yet there are many succulents (and many plants that resemble cacti) that are not native to the New World, and evolved independently on the African continent. A large group of such plants are known as the euphorbs.

title: Botany/Kinds of plants


text:
Talk:Dennis Bock

External links modified (January 2018)
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I have just modified one external link on Dennis Bock. 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:
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title: Talk:Dennis Bock


text:
vendicato

Etymology
From, perfect passive participle of.

Adjective

 * 1) avenged; that has been avenged

title: vendicato


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

Links

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

Selected additions

 * Displayed 6 additions out of 6 total.	 For more info see WikiProject_Spam/LinkReports/everestexpeditionsnepal.com

Entry
Log entry for the MediaWiki:Spam-blacklist:

\beverestexpeditionsnepal\.com\b# ADMINNAME # see [[Wikipedia:WikiProject_Spam/Local/everestexpeditionsnepal.com ]]

Discussion
See COIBot report for more details.

New data reported. --COIBot (talk) 10:43, 22 September 2019 (UTC)

New data reported. No links left in here mentioned edits. Marked stale. --COIBot (talk) 11:00, 22 September 2019 (UTC)


text:
Stout rockfish

The stout rockfish, Acanthoclinus marilynae, is a longfin of the family Plesiopidae, found only in New Zealand's subtidal zone and in rock pools at low tide. Their length is up to 17 cm. The specific name honours Hardy's wife, Marilyn.

title: Stout rockfish


text:
Wikiversity talk:Cite sources

Votes

 * Rayc 05:33, 19 August 2006 (UTC)
 * -- sebmol ? 12:14, 20 August 2006 (UTC)
 * --Dario vet 12:21, 20 August 2006 (UTC)
 * Mirwin 13:15, 23 August 2006 (UTC)
 * --HappyCamper 13:24, 23 August 2006 (UTC)
 * -- After some thought, this policy as it stands is more compatible with writing an encyclopedia than creating learning materials or conducting research. A help page (or even a guideline) about the who, what, when, where, why and how of citing sources would be a better alternative. --SB_Johnny | PA! 14:11, 18 July 2007 (UTC)

Comments

 * I'm thinking of the Bloom clock project. I first thought we were going to have people send in pictures of the flowers, but it appears that we are just going to have people note when they see flowers blooming.  Saying "I saw a sunflower blooming on thursday, XX/XX/20XX" is not citeable.  The policy as it stands treats both research and coursework as needing citations.  Suggest rewrite. (As it stands now, it says "To improve the overall credibility and authoritative character of Wikipedia." I wonder where this policy came from? :) )  --Rayc 05:33, 19 August 2006 (UTC)
 * Agreed, this needs a "look over." I think we could make a 'cite' policy when OR is part of the project, by adding a "citation mechanims" or rule that references observations by members/participants of the project. "Non-citable" could then mean to not use data from an anon source. Just an idea... Awolf002 15:56, 19 August 2006 (UTC)

 * We need to develop our content first, create our own precedents and derive best practices from that. This policy is highly premature. -- sebmol ? 12:14, 20 August 2006 (UTC)
 * We need to use some common sense. There is probably no need to cite a source for Newton's Laws in every physics and engineering lesson.  Yet many will have links to more detailed presentations/explanations with citations. If someone is studying our material and challenges it, how are we too resolve the controversy in favor of more precision and correctness and understandibility if there is no requirement to cite a reputable source to backup initial claims of both parties for comparison?  We need to plan on documenting chains of reasoning and facts and provide further means of study for those inclined.  A cite provides both.  A paragraph or two could be added to introduce some gray wiggle room to help us get started and preserve potential for special projects.  Obviously no citation potential exists with original data.  Mirwin 13:20, 23 August 2006 (UTC)
 * One cannot answer ALL questions BEFORE they are asked.Hillgentleman 08:24, 27 August 2006 (UTC)

 * So this is policy now even though there are some concerns over the implementation?--Rayc 03:15, 14 February 2007 (UTC)
 * I think people are able to use common sense. When doubtful information is noticed on a page, people will ask for citations to sources. --JWSchmidt 16:04, 14 February 2007 (UTC)

 * For what it's worth, I support this policy as encouraging good practice - but I would not like, for example, to start mass-deletions of resources because they are not well-referenced, or adding "citation-needed" templates willy-nilly (not that I was suggesting this was what others suggested). The finding of citations for something submitted during an educational process can be encouraged through debate - it would not be productive to apply this policy miltantly, but within "common sense". Developing this "common sense" seems to be analogous to what Sebmol advises to "create our own precedents and derive best practices from that". Cormaggio talk 10:25, 18 July 2007 (UTC)

 * I think common sense is the path we should follow now. Cite sources when it's appropriate to do so, of course, but that's more appropriate for a help page, not an enforced policy. As was mentioned above, Wikiversity allows for OR, and depending on the type of OR, it might not really be possible to cite a source (on the contrary, we might be creating a source). A certain kind of verifiability can be reached by repeatability, rather than relying only on what's been said before. --SB_Johnny | PA! 14:08, 18 July 2007 (UTC)

 * I would like to see some examples of learning resources with inline citations. Maybe create them on WV:Cite sources/Examples or link to real examples that people have already done. --Devourer09 18:13, 30 September 2010 (UTC)

The page assumes "articles"
Wikiversity encompasses many types of materials, and articles are only one kind of writing. The proposed policy specifically is about "mainspace" pages, in part, and in part seems to refer to all pages. This was never thrashed out so that the application was clear, which is why this was not formally made policy. It's like a lot of Wikiversity "situations," the community never came together with a coherent expression, so various community members sailed long, each with their own ideas of what we are about. Leads to conflict, eh? We can be many things, we don't have to be just one, but if there is no commonly accepted unifying vision, we have a formula for endless dispute. --Abd 23:54, 31 March 2011 (UTC)
 * I have edited the Verifiability policy, on which this proposed guideline or policy is based. If that is shown to be stable, I would intend to edit this to show actual practice as well as normative guidelines for assuring verifiability and neutrality. The objections above about this policy being designed for encyclopedia articles are sound. Educational resources are very different from encyclopedia articles, and can even promote some particular point of view, as long as they are not deceptively presented.
 * The Wikipedia policies on neutrality and verifiability, if applied in an educational setting, can severely hamper education.
 * In brick-and-mortar schools, students are not only allowed but are encouraged to give their opinions and the results of their own investigations. Professors, as well, often state their opinions. If they are skillful, they will also note that their opinions are not widely accepted, if that is true. They do not always do so, and they are not fired as a result, normally. It is the overall school environment that is neutral. Other balancing opinions may also be presented.
 * As I often write, Wikiversity handles neutrality inclusively, not by exclusion, blanking and deletion. We do act here, to organize material, placing rigorously neutral material at the top level in mainspace, and setting up attributed sections, sometimes, or subpages with original research and opinion, perhaps briefly summarized at the top level. We handle conflicts of interest through disclosure, not through exclusion. The Wikipedia policies are largely appropriate for an encyclopedia, as a "sum" of knowledge, sum meaning summary of what is notable and verifiable, not full addition or inclusion (often misunderstood by naive users). --Abd (discuss • contribs) 15:22, 15 February 2015 (UTC)

title: Wikiversity talk:Cite sources


text:
Wikipedia:Articles for deletion/Islington Corinthians F.C.

The result was nomination withdrawn (non-admin closure). Sir Sputnik (talk) 20:56, 15 February 2015 (UTC)

Islington Corinthians F.C.

 * – ( View AfD View log  Stats )

WP:SPA creator has the same name as the writer of the main source for the article, Rob Cavallini. I'm only not prodding this because it does sound like an interesting story, but I don't think WP:Notability (sports), WP:ORG or WP:GNG are met. No good redirect or merge target available. Boleyn (talk) 10:09, 9 February 2015 (UTC)
 * Note: This discussion has been included in WikiProject Football's list of association football-related deletions. • Gene93k (talk) 16:11, 11 February 2015 (UTC)
 * Note: This debate has been included in the list of England-related deletion discussions. • Gene93k (talk) 16:12, 11 February 2015 (UTC)
 * Note: This debate has been included in the list of Organizations-related deletion discussions. • Gene93k (talk) 16:12, 11 February 2015 (UTC)
 * Note: This debate has been included in the list of Football-related deletion discussions. • Gene93k (talk) 16:12, 11 February 2015 (UTC)

 * Keep - seems like there is a reasonable amount out there aside from the book reviewed here by WSC. I can also find:
 * This london newspaper article,
 * This Reading newspaper article (subscription required),
 * This newspaper report from Singapore
 * This press release about an exhibition organised by the National Football Museum and the Qatar Olympic Museum which features exhibits from their world tour.

Their tour was back in the 1930s, so it is not surprising that there is a lack of online material but, the fact that there is a book published that is dedicated to them aside, the links above show that the team attracted newspaper coverage outside of the UK at the time of the tour at a national level and also continue to receive a degree of coverage today. Additionally the possession of articles relating to the tour by the national football museum also adds weight to the idea that this is an odd but nonetheless notable team. Fenix down (talk) 17:56, 11 February 2015 (UTC)
 * Keep and improve, based on Fenix down's research appears to meet WP:GNG. GiantSnowman 19:11, 11 February 2015 (UTC)
 * Keep - per Mr. down. 15:48, 15 February 2015 (UTC)
 * Nomination withdrawn' Thanks, Boleyn (talk) 16:39, 15 February 2015 (UTC)


text:
User:Leighblackall

Leigh lives on Mount Dandenong in Victoria, Australia. He works as an educational developer, focused on open and networked learning and research, and is currently employed with the College of Design and Social Context RMIT University. Leigh also designs and makes outdoor clothing and equipment under the label he started, Peak Oil Company.

Contact

 * eMail<EMAIL_ADDRESS><EMAIL_ADDRESS> * Phone: +61 0404 561 009
 * Blog: http://leighblackall.blogspot.com

Publications

 * 1) Humanist technology - A presentation to eLearning Korea, arguing for the humanities taking a much stronger role in the consideration of technology. This project relates to the An ethical framework for ubiquitous learning.
 * 2) Badges: identify talent and brand by association - A research and development project at RMIT, looking at how badges could be used to improve the employment prospects of graduates in the Advertising degree.
 * 3) An ethical framework for ubiquitous learning - Presented as work in progress to the IEEE Conference 2014
 * 4) Data and Power - A presentation to the Melbourne University Analytics Forum 2014
 * 5) Open Online Courses and Massively untold stories - published by Ascilite2014
 * 6) Journalism studies and Wikinews - A collaborative paper published in the Australian and New Zealand Communication Association conference: Communicating Change and Changing Communication in the 21st Century. 2013
 * 7) /Open Education Practices: A User Guide for Organisations/ - A manual for the New Zealand Ministry of Education 2009
 * 8) Sustainability considerations relating to the use of Second Life for education - A critical review for the New Zealand Ministry of Education 2009
 * 9) Socially constructed media and communications - A presentation to Ascilite 2007

Works in progress

 * 1) Identifying Success in Learning Management System Changeover: Implications for professional development - A critical review of a change in learning management system at a large Australian University, covering the impact on workload and professional development activities in the university
 * 2) Defining Networked Learning - A project that challenges the established definition, proposes an alternative, and develops a method for assessing networked learning outcomes
 * 3) ONPhD - Project plan and explanation for this pursuit of an Open and Networked Doctor of Philosophy award, as per the criteria developing on Wikiversity
 * 4) /A crisis for institutions, opportunities for teachers/
 * 5) /Education as instrument of colonisation/
 * 6) Institutions and communities
 * 7) /Notes on Bowers' False Promises of Constructivist Theories of Learning/
 * 8) Open academic practice and Excellence in Research Australia
 * 9) Open academia survey
 * 10) EResearch in education: Open and networked practices and the rise of the citizen researcher
 * 11) Open academia: Principles and practices
 * 12) Open education and research at the University of Canberra - A presentation to the Annual General Meeting of Knowledge Commercialisation Australasia

Engagement

 * Citizen science: the Cambewarra Range Nature Reserve project
 * /Wikipedia in Education Symposium, University of Sydney/
 * La Trobe University, Oral Health
 * Wikipedia Training Day, Bendigo 2013
 * /Wikimania 2013 Presentation/
 * Wikipedia training day, Kingston Tasmania
 * Wikipedia training day, Hobart VET
 * /Interview about open education/
 * Greater Access Choice and Flexibility: Learning at University of Canberra
 * Doctor of Philosophy
 * Orienteering
 * ACT Teaching Nursing Home Bid
 * The History of the Paralympic Movement in Australia
 * UCNISS
 * University of Canberra
 * OpenUC
 * Proposed policy on intellectual property
 * RCC2011
 * RCC2010
 * UCIP
 * /UCNISS Study tours/

Teaching and educational development

 * Doctor of Philosophy - A self directed, peer assessed PhD program, equivalent to a PhD by Publications
 * Wikipedia editing workshops
 * Wikipedia training day, LaTrobe Oral Health
 * Gold Coast Libraries
 * La Trobe University, Health Sciences, Principles of Health Informatics
 * Bendigo, Victoria
 * Kingston, Tasmania
 * Hobart, Tasmania

 * La Trobe Health Sciences - Working with staff at La Trobe University to develop and pilot a range of subjects with open educational practices.
 * Community Health - Working with Rick Hayes and the La Trobe Public Health team in 2014 to compile and develop a program around community of health, including introductory modules, modules to guide project work that may be useful for flexible assessment, and outreach work that promote this open and flexible project.
 * The Bouverie Centre - Working with Robyn Elliot in 2012 through 2013 developing post graduate courses in family therapy
 * Professional Development for Teachers of Health Professionals - A program of projects that are assessed and badged aimed at developing and supporting professional development for teachers of health professionals
 * La Trobe University Open Conference - Working with a group of staff from across the university, to convene an open conference about open education
 * Activity, assignments and assessment - Ongoing effort to collect short descriptions of alternative approaches to assignments and assessment
 * Using video - an asynchronous open conference with staff at La Trobe University, talking about the different uses of video in teaching and assessment work through 2014

 * News videography - Working with David Blackall in 2012 through 2013 at the University of Wollongong to develop an open online course
 * The Business, Politics and Sport 2011 - Working with Keith Lyons in 2011 at the University of Canberra to develop and deliver an open online course
 * Creating accessible courses
 * Otago Polytechnic 2006-2009
 * Facilitating Online - Working with Bronwyn Hegarty in 2007 through to 2009 to develop and deliver an open online course
 * Flexible learning - Working with Bronwyn Hegarty in 2007 through to 2009 to develop and deliver an open online course
 * Composing educational resources - A work in progress toward a multi disciplinary course in producing open educational media

 * Social Media - A work in progress toward a multi disciplinary course in social media
 * /Radical ideas for educational organisations/
 * /Assessment in open education/
 * /Teaching and learning through video/
 * /Making a multi media presentation/
 * Sustainable Business textbook

Less developed:

 * Open academia in practice
 * /Networked teaching/
 * /Networked learning/
 * Using social media for teaching and research
 * /Wikis for research/
 * /Everything you need to teach and learn online/

Other

 * /Performance review 2010/
 * Jean Pain composting

title: User:Leighblackall


text:
Ovechkino (station)

Ovechkino (Овечкино) is a rural locality (a station) in Ovechkinsky Selsoviet, Zavyalovsky District, Altai Krai, Russia. The population was 120 as of 2013. There are 3 streets.

Geography
Ovechkino is located 24 km north-east from Zavyalovo (the district's administrative centre) by road.

title: Ovechkino (station)


text:
Film Scoring/Marketing to distributors

Creating a marketing campaign to attract distributors
We are making an animated version of our movie in 2007 and a live action version in 2008.

One of the major decisions is deciding what actors are needed to make our project marketable. My initial reaction is to hire:

 * Sue Scott of Prairie Home Companion for the voice in the animated movie

 * The best voice over person in the USA is Sue Scott. And with her recent fame in the motion picture of Prairie Home Companion, Sue Scott is the ideal person for our movie.

 * We have begun negotiations with the agent for Sue Scott. This discussion will be posted on the Sue Scott page.

 * Erin Brockivich for the live action motion picture.

 * The ideal actress for the very wise person (aka Old Person) is Julia Roberts. With Julia Roberts attached to our movie, we should not have any problem getting a distributor.

 * The problem with Julia Roberts is she is SAG which means our production would have to be SAG and SAG will not allow us to create an editing workshop of our film dailies. This greatly limits us to non-SAG actors.

 * Therefore, we need someone famous and Erin Brockovich is the ideal person to stand in for Julia Roberts.

 * The only problem is I don't know how to contact Erin Brockovich. Any ideas?

Your teachers at the wiki film school

 * Instructor: Robert Elliott. To email me,  Click Here.

title: Film Scoring/Marketing to distributors


text:
Belidzhi (selo)

Belidzhi (Белиджи́; Билиж; Белиджи, Belici) is a rural locality (a selo) in Derbentsky District, Republic of Dagestan, Russia. The population was 4,282 as of 2010. The village has an Azerbaijani-majority. There are 43 streets.

Geography
Belidzhi is located 26 km southeast of Derbent (the district's administrative centre) by road. Novy Frig and Kullar are the nearest rural localities.

title: Belidzhi (selo)


text:
Historical Introduction to Philosophy/Determinism and the Problem of Free-Will

Home Back Forward

Free will: Key terms and theories
Determinism is a philosophical position which holds that every event is determined by natural laws. In this view, nothing can happen without an unbroken chain of causes that can be traced all the way back to the beginning of time and space. The opposite of determinism is sometimes called indeterminism. It is important to understand that free will is not necessarily the opposite of determinism. In fact, some people believe free will and determinism are wholly compatible. This belief is called compatibilism.

Free will is the ability to make something happen without the influence of the environment or heredity. The opposite of free will is hard determinism, the belief that all our choices are caused. Libertarianism is the belief that free will is true, and that there is no way for free will and determinism to both be true.

Additional Reading:
 * Determinism and Freedom Philosophy -- Its Terminology

Introduction
It is popular to believe we have free will. Many people believe they can hold other people (and themselves) personally accountable for their actions. Without free will, this would be impossible; we can not be held responsible for actions we did not cause. Though free will may seem attractive, there are some problems with the idea. We may ask ourselves:
 * Are some of our choices caused by other people or the environment? All of them?
 * Is it possible that free will is an illusion?

Hard determinists say free will is an illusion. Why would they make such a statement? As you will discover in this historical view of determinism and free will, people have long disputed the possibility of free will. The nature of philosophy is to provide reasons for beliefs. Therefore, we will focus on the reasons our philosophical ancestors gave for their beliefs about free will and determinism.

The first to consider physical determinism were Leucippus and Democritus, the first to theorize the existence of atoms. They reasoned that everything that happened in the world was due to the interaction of atoms. This theory was unpopular at the time, but it picked up popularity later on. Philosophers have pondered the implications of determinism in many contexts. We will consider Western thought on determinism in logic, theology, ethics, and physics. Then we observe determinism in Eastern thought, and contemporary issues involving brain science. Additional Reading:
 * Free Will and Determinism

Logic
The Stoics thought that determinism was supported by logic. The logic they saw behind determinism was the true/false nature of statements about the future. For example, either Jane will jump off a cliff tomorrow, or she will not. In this view, there is no “maybe”. We can claim either scenario to be true, but only one will turn out to be true. The same is true for all future events; they will happen or they will not, no matter what we believe. As a result, all future events are determined(1).

Diodorus Cronus, one of the Stoics, argued the following: Whenever something happens, it was going to happen before it actually happened. Therefore, nothing is going to happen except what actually ends up happening. This means no person can choose to do anything because once they have done something, that was what they were going to do, and there was no “maybe” as to whether or not they were going to do it(2).

Cronus’ conclusion brought about “the idle argument," which concludes that men should always be idle rather than bothering to prepare for the future; after all, events in the future will happen in the way they will happen despite our efforts to prepare for them or our attempts to prevent them. Another Stoic, Chrysippus, suggested that this “idle argument” did not take into consideration the interdependence of events. For instance, it may be true that John’s straw hut will survive a hurricane tomorrow, but it may also be true that John’s straw hut will only survive the hurricane tomorrow if he installs a steel netting around his hut. Thus, it can not be said that John’s hut will survive the hurricane whether he prepares for it or not(1).

Aristotle was critical of the Stoic’s position on logical determinism. He was not inclined to think that all possible events are true or false before they occur. In particular, he thought that events depending on the intentional decisions of humans were neither true nor false before they occurred. In this view, events resulting from intentional human decisions may or may not occur, depending on the free choice of the human(1).

Additional Reading:
 * Problem of future contingents

Theology
Some philosophers and theologians have reasoned that God exists, and that God truly knows everything that is going to happen in the future. If God knows what we will do in the future, then we can not choose to do anything other than what God knows we will do. If we can not choose to do anything differently than what God knows we will do, we can not choose freely (this is referred to as the Principle of Alternate Possibilities). On some elaborations of these basic premises, some have concluded that determinism is true(6).

Many Stoics believed that the world is in the only state it could possibly be in; how could God, being perfectly good, make anything but a good world? The Stoics considered God or Zeus to be the origin of the state of the world, and because no one can change God’s will to be less good, no one can change the state of the world. Therefore, enlightened people should seek to find their determined place in the world and embrace it(1).

St. Augustine believed that God existed and knew everything, including every action we will take in the future. From this belief, he reasoned that it would be impossible to act in a way that God did not foresee. However, St. Augustine did not believe this was a problem for free will. That is, he did not believe that our actions are determined by what God knows we will do; rather, God knows what we will freely choose to do. In defense of this belief, Augustine compared God’s foreknowledge to our memory of the past. We remember what we did a few seconds ago, but our knowledge of that does not imply that what we did was inevitable. In the same way, God’s ability to “remember the future” does not imply any inevitability of our future actions(1).

St. Anselm believed that people have free will in that their will has the power to do what it ought to do, or what it was designed to do, for the sake of doing what it ought to do. Drawing on Aristotle’s teleology, St. Anselm believed that everything has a purpose. The purpose of the will is to be just and judge the morality of things. Justice is doing what one ought to do. In judging the morality of things, the will judges whether things are in accordance with their purpose, or if they are otherwise. Freedom for Anselm is the power of the will to do what it ought to do for the sake of doing what it ought to do, rather than for the sake of bribery or for the sake of obeying authority. Interestingly, Anselm held that freedom of the will is not freedom to choose to do what something was not designed to do; he believed free will could exist without the choice of going for or against one’s purpose. In other words, Anselm argued that the will is free because it can choose between what it ought to choose for the sake of choosing what it ought to choose, or for the sake of something else.

Additional Reading:
 * Foreknowledge and Free Will

Ethics
Socrates’ view was that when people become aware of good, they become incapable of choosing to think or act in a bad way(3). Plato agreed with this, and believed that knowing good makes it impossible to choose bad(1). To illustrate, if a noble soldier thought he could save his comrades by jumping on a grenade, he could do so. If he did not think he could save anyone, or bring about any good greater than his own life by jumping on the grenade, he would be incapable of jumping on it. This view suggests that people’s choices are determined by their knowledge of good and evil.

Aristotle did not adopt the views of Socrates and Plato on ethical determinism. In his view, people’s minds are influenced by reason and desire/appetites. One can rationally determine an action to be bad, but desire to perform the action. The person has the ability to choose between these conflicting influences, and is thus free to choose good or bad behavior. John Locke illustrated this view with the scenario of a drunkard: He is aware that his excessive drinking behavior is bad for him, but he chooses to act on his desire to drink(1).

Additional Reading:
 * Nicomachean Ethics, Book VII

Scottish philosopher David Hume had his own take on the idea of free-will and determinism. Hume makes a great effort to make note of another conflict in this area. Hume states that free-will is incompatible with indeterminism. Try to imagine that your actions are not determined by what actions or events had taken place before, it would seem then that your actions would be really completely random - so you have no control over your actions still. Also, a point that is very important for Hume, is that these actions are not determined by what might be described as your character. Therefore, how can we hold someone responsible for their actions that did not seem to result from his character? How can they be responsible for an action that possibly could have randomly occurred? According to Hume, free-will requires determinism. So now most everybody seems or wants to believe in free-will. Hume's view is that human behavior, like most everything else, is caused.

Physics
Nowadays, when people argue for determinism, they often make reference to laws of physics. These laws were not recognized until their formation in the seventeenth and eighteenth century. Once these laws were established, people began seeing the universe in terms of physical laws that could be stated precisely. Early adopters of physical determinism began substituting physical laws for supernatural forces in their arguments for the inevitability of human actions.

The Epicureans (philosophers who followed the ideas of Epicurus starting in late 4th century BCE) believed the most basic, fundamental unit of matter to be the atom. They reasoned that the soul, which causes human actions, was entirely made up of atoms (because it was able to rouse the body to action quickly, the soul could not have been made up of larger particles which take a longer time to accelerate). These atoms, they believed, moved according to their speed, direction, and shape, and did not change direction unless bumped by other atoms. That meant the soul could not make its own decisions. This became a problem for them, so they reasoned that atoms were able to change direction without a cause.

Thomas Hobbes was a materialist. He rejected the idea that there was an immaterial soul or any other external forces controlling our behavior. He thought all our actions were the result of particles moving around in our brains, and that those particles obey the same physical laws that all other matter obeys. The only kind of “freedom” Hobbes recognized was the freedom of matter to move in its natural way without some outside force holding it back. For example, a rock that breaks free from the top of a mountain is free to tumble down to the base as it naturally will, unless someone catches it, a bear eats it, or some other external force acts on it, preventing it from reaching the base of the mountain.

However, Hobbes did not reject free will (see Compatibilism). His theory for an action to be free had two conditions: 1) that we desire to perform the action and 2) nothing may restrain us. This theory was adopted by many philosophers after him. To this day many philosophers believe Hobbes’ idea resolves the problem of free will.

Additional Reading:
 * Epicurus' Theory of Soul

Free will from the perspective of eastern history
The concept of determinism appeared in the East in the Buddhist doctrine of Dependent Origination. This is Buddha’s theory of the cause of all things. The theory posits that all action in the universe is dependent upon a complex of causes, none of which can be removed without also removing the action. No effect exists independently of multiple causes. These causes are not random, nor are they necessarily predetermined; they result from a complex of other causes. In Buddha’s words, “Because of this, that becomes; because of that, something else becomes…”(5)

In Hindu philosophy, there are several conceptions of free will. The beliefs of the Samkhya, a school of thought in Hindu philosophy, fall under hard determinism, while those of Advaita Vedanta, another Hindu school, fall under libertarianism. Free will is necessary for the Karma doctrine of the Vedanta; by exercising free will, we determine our soul's fate in future lives.

Additional Reading:
 * Buddhist Philosophy
 * Advaita Vedanta

Contemporary problems
Most scientists who study the brain believe we make decisions with our brains. This belief is supported by repeated studies demonstrating activity in certain areas of the human brain as it caries out certain thoughts or activities (including decisions), and careful studies revealing the necessity of specific brain regions for initiation of thoughts and behaviors. The brain is physical, subject to the same physical laws as the rest of the universe. This suggests physical determinism of our thoughts and actions.

Recent studies have revealed that the brain may begin initiating behaviors before we are consciously aware of it. In popular science, this is often taken to indicate that our brains 'know what we are going to do' before we become consciously aware of it, and hence that there is no free will. However, the outcome of these studies, if anything, only indicates that conscious awareness may sometimes be lagging behind a little bit, that there is a very slight delay between processes in the brain and processes in conscious experience. Although reinforcing the idea that physical processes (in the brain) underly mental processes, it says nothing about the existence or non-existence of free will.

Additional Reading:
 * Neuroscience and free will

Questions for review

 * 1) What is the opposite of determinism? Why is it not defined as free will?
 * 2) Why did the Stoics believe determinism was a logical truth?
 * 3) On what theological premise did the Stoics conclude the impossibility of free will?
 * 4) What is the idle argument? How did Chrysippus deal with it while maintaining determinism?
 * 5) How did Augustine use analysis of past events to support his belief that God's foreknowledge of the future does not imply determinism?
 * 6) What did Anselm mean when he referred to the "freedom" of the will?
 * 7) Why did Socrates and Plato believe our moral judgments are determined?
 * 8) What "inner conflict" did Aristotle and Locke refer to in support of free will?
 * 9) Why did the Epicurean's belief about the nature of the soul create a problem for free will? How did they attempt to resolve this problem?
 * 10) How did Hobbes attempt to reconcile physical determinism with free will? Is his idea plausible?
 * 11) How might modern-day neuroscience challenge free will?

Work on this page
/Content to be Synthesized/

Home Back Forward


text:
cur non

Phrase

 * 1) why not?

Usage notes

 * While cūr nōn? expects an answer, quid ni? is rather used in rhetorical questions.

title: cur non


text:
Wikipedia:Articles for deletion/Eriko Kawasaki

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

Eriko Kawasaki

 * – ( View AfD View log  Stats )

Twinkle stumbled when I tried this for the first time I think due to including a Japanese link. Anyway- Subject is a musician that does not appear to make WP:MUSICBIO because her albums have not charted nor seems to have a strong fan following. Discography section also looks like a copyvio from segaku.com. Time to go. Jip Orlando (talk) 13:06, 19 September 2017 (UTC)

Delete This musician has articles in both Japanese and Chinese Wikipedias, indicating a possibility of notability. Nevertheless, neither article offers evidence that the criteria is met. The Japanese article is unsourced, and there appears to be only one source in the Chinese version. If Eriko Kawasaki meets WP:GNG or WP:MUSICBIO, then it is neither demonstrated nor verified in this article. Looking online myself, I found I could do no better. This could perhaps be moved to draft, but as it stands, this has to be judged as non-notable. MartinJones (talk) 13:53, 19 September 2017 (UTC)
 * Note: This debate has been included in the list of Bands and musicians-related deletion discussions. AngusWOOF  ( bark  •  sniff ) 13:58, 19 September 2017 (UTC)
 * Note: This debate has been included in the list of Anime and manga-related deletion discussions. AngusWOOF  ( bark  •  sniff ) 13:58, 19 September 2017 (UTC)
 * Note: This debate has been included in the list of Japan-related deletion discussions. AngusWOOF  ( bark  •  sniff ) 13:58, 19 September 2017 (UTC)

 * Comment no notable singles or albums charting on Oricon despite having a profile there.  Is she associated with any particular idol group? AngusWOOF  ( bark  •  sniff ) 14:02, 19 September 2017 (UTC)
 * Comment She is associated with 'K-Ble Jungle' but I can't find anything about them in Oricon when entered in English. I don't speak a lick of Japanese so it's possible they exist as the Japanese translation of 'K-Ble Jungle' if indeed that is their Japanese name.  However, it doesn't appear that this group has charted either.  Jip Orlando (talk) 14:43, 19 September 2017 (UTC)
 * Note: This debate has been included in the list of Women-related deletion discussions. Coolabahapple (talk) 14:38, 19 September 2017 (UTC)

 * Comment It seems the majority of her recent work has been voice acting for anime, or narration for live action television. The Oricon profile listed above has her "appearing" on TV pretty much every week, but it seems it is mostly narration work. Her agency's page basically only shows her voice acting and narration work, so one could say the current article is out of date because it only focuses on her (perhaps former) career as a singer. Perhaps those who know voice actors better than I do can speak up. Michitaro (talk) 14:29, 21 September 2017 (UTC)
 * Comment OK, I think I've found the problem. The article is currently linked to the Japanese and Chinese Wikipedia articles on Eriko Kawasaki/川崎恵理子, but I am now pretty sure that is a DIFFERENT person than is introduced in the English article. That person is 44 years old from Saitama and has been a voice actor/narrator for over 20 years. The Oricon profile AngusWOOF introduced covers this person (who has a profile not because she is a singer but because she is a voice performer on some DVDs). The Eriko Kawasaki covered in the article is from Nagasaki and, while her own profile does not give her age, she seems to have still been in high school in 2002. She's also living in Italy. So we have to look for information on this person, not the other Eriko Kawasaki. Michitaro (talk) 14:55, 21 September 2017 (UTC)
 * Delete does not meet the inclusion criteria for musicians.John Pack Lambert (talk) 14:51, 23 September 2017 (UTC)


text:
Talk:David Doubilet

NPOV?
I've tried to move this article away from the NPOV issues identified by the non-NPOV template that was posted last September. Would some other editors please review and see if you think the template should now be removed? Pzavon 02:09, 4 April 2007 (UTC)

Completed a major updatge
Wow, this article was really dated. e.g. referred to his most recent book on the Great Barrier Reef but that was published over a decade ago. I have updated it with several new citations, all from 2016. Peter K Burian (talk) 16:48, 11 December 2016 (UTC)

title: Talk:David Doubilet


text:
Talk:David Secter

External links modified
Hello fellow Wikipedians,

I have just modified 1 one external link on David Secter. 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/20070928004125/http://www.chicagopride.com/news/article.cfm/ArticleID/3034656 to http://www.chicagopride.com/news/article.cfm/ArticleID/3034656

Cheers.— InternetArchiveBot  (Report bug) 11:34, 8 December 2016 (UTC)

title: Talk:David Secter


text:
Talk:Refael Shapiro

Hebrew words
I removed the world noted goan from the sentence
 * ''Shapiro gave Semicha to the noted goan R. Moshe Shatzkes, known as the Lomzer Rov, and Rabbi Meir Joshua Rosenberg.

I don't think that wikipedia should be using untranslated hebrew words when there are english words that would due. In this case goan is means genius, and noted goan is really not saying any more than the world rabbi does alone. Couldn't you count every rabbi as a noted goan? Jon513 21:18, 19 March 2006 (UTC)

Rabbis as Geonim

 * The vast majority of Rabbis are NOT Geonim
 * The word Gaon is untranslated in the article, but all a user has to do is click the link to direct themselves to a definition and explanation of the word
 * By definiton, a Gaon is a rarity, a genius etc. Therefore, it makes a huge difference whether you describe a person as a "Rabbi" - of which thousands become yearly, or a Gaon, when there are very, very few of the latter.

By using the word Gaon here, I am acknowledging and respecting the formidable and great reputation of the man known as the Lomzer Rov, doing far greater justice to his memory and legacy than by simply calling him Rabbi.
 * linking to a disambig page is very bad form, perhaps it should link to genius. but I think that would be even worse.  Furthermore Moshe Shatzkes is not listed a non-geonic gaon in the the disambig page gaon.  How about not linking as saying "the noted gaon (genius)"?  Jon513 21:47, 19 March 2006 (UTC)

Good idea, I'll do it Nesher 13:20, 20 March 2006 (UTC)

style
why does the article say "R. Shapiro" instead of the more encylopedic "Rabbi Shapiro"? Jon513 17:56, 20 March 2006 (UTC)

Well, it tends too become to wordy with Rabbi around the whole time. I've seen many scholarly sites that, after the word Rabbi is used in the beginning, revert to using R' or R. to save space and not get repetitive - Nesher 19:22, 20 March 2006 (UTC)

title: Talk:Refael Shapiro


text:
Wikipedia:WikiProject Spam/LinkReports/top-prop.com

Links

 * top-prop.com resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link would be caught by rule \btop-prop\.com\b on the monitor list (Automonitor: reported to m:Spam blacklist (diff - )).
 * Link is globally blacklisted by \btop-prop\.com\b
 * Link is not on the whitelist.
 * Link would be caught by rule \btop-prop\.com\b on the monitor list (Automonitor: reported to m:Spam blacklist (diff - )).
 * Link is globally blacklisted by \btop-prop\.com\b

Additions

 * Displayed all 2 additions.


text:
Wiktionary:Votes/sy-2007-10/User:Goldenrowley

User:Goldenrowley for admin

 * Nomination: I hereby nominate User:Goldenrowley as a local English Wiktionary Administrator. His work on clearing out hundreds of Transwikis has been very helpful.  But he'd be an order of magnitude more effective doing so if he could delete the leftovers himself.  And with over 4,000 Transwikis imported since the last automation drive, the backlog has only been increasing.  --Connel MacKenzie 20:55, 14 October 2007 (UTC)

 * Vote ends: 31 October 2007 23:59 UTC
 * Vote started: 15 October 2007 23:59 UTC

 * Acceptance: I will postively accept the position. Thank you.Goldenrowley 23:38, 14 October 2007 (UTC)
 * Languages: en.
 * Timezone: UTC−8

Support

 * 1) [[Image:Symbol support vote.svg|20px]] Support DAVilla 02:18, 15 October 2007 (UTC) First!!!!1111
 * 2) [[Image:Symbol support vote.svg|20px]] Support —Stephen 11:46, 15 October 2007 (UTC)
 * 3) [[Image:Symbol support vote.svg|20px]] Support EncycloPetey 23:10, 15 October 2007 (UTC)
 * 4) [[Image:Symbol support vote.svg|20px]] Support Williamsayers79 07:08, 16 October 2007 (UTC)
 * 5) [[Image:Symbol support vote.svg|20px]] Support Rod (A. Smith) 00:19, 17 October 2007 (UTC)
 * 6) [[Image:Symbol support vote.svg|20px]] Support Connel MacKenzie 05:10, 19 October 2007 (UTC)
 * 7) [[Image:Symbol support vote.svg|20px]] Support Cynewulf 01:25, 21 October 2007 (UTC)
 * 8) [[Image:Symbol support vote.svg|20px]] Support Jyril 13:05, 22 October 2007 (UTC)
 * 9) [[Image:Symbol support vote.svg|20px]] Support Robert Ullmann 14:18, 22 October 2007 (UTC)
 * 10) [[Image:Symbol support vote.svg|20px]] Support Tohru 03:15, 25 October 2007 (UTC)
 * 11) [[Image:Symbol support vote.svg|20px]] Support H. (talk) 18:43, 28 October 2007 (UTC) but please add a.
 * 12) [[Image:Symbol support vote.svg|20px]] Support ―Tohru 01:40, 8 November 2007 (UTC)

Decision

 * With 11 votes in favor (12 if you count one after the vote closed) and none opposed or abstaining, this vote passes; adminship will be granted as soon as we flag down a bureaucrat. —Ruakh TALK 02:07, 8 November 2007 (UTC)
 * Now made sysop. SemperBlotto 08:16, 8 November 2007 (UTC)


text:
St. Gertrude's Convent and Chapel

The Monastery of Saint Gertrude is a Benedictine nunnery near Cottonwood, Idaho County, Idaho. Founded by three Benedictine nuns from St. Andrew's Abbey, Sarnen, Switzerland who immigrated in 1882, it was designated the motherhouse for the community in 1909. Its main building and chapel were listed on the National Register of Historic Places as St. Gertrude's Convent and Chapel in 1979.

History
The community traces its history to Mother Johanna Zumstein and Sisters Magdalene Suter and Rosalia Ruebli, who left Sarnen on September 26, 1882, eventually reaching Gervais, Oregon. They established convents and schools in Uniontown and Colton, Washington, and staffed schools in Cottonwood and Genesee, Idaho, as well as conducting other missions in eastern Washington state and northern Idaho. In 1909, John Uhlenkott, whose two daughters had both joined the convent, invited the sisters to relocate to Cottonwood and start a school, donating 10 acres for the purpose on a promontory overlooking the town.

Jakob Engelbert Gier of Mt. Angel, Oregon was commissioned to design the chapel and convent building. A German immigrant, Gier had designed St. Mary's Church in Mount Angel, and may have become known to the nuns during their time in Oregon. Construction began in 1919 and was completed in 1924. Given the labor shortage in the area following World War I, some of the resident nuns helped quarry and transport the stone to the building site.

The community continued to operate schools throughout Idaho over the next half-century, including St. Gertrude's Academy in Cottonwood, which closed in 1970. The former campus is now home to Prairie Junior/Senior High School. The community celebrated its centennial in 2009.

Architecture
The historic structure consists of a 50x127 ft basilican chapel plus a 127x164 ft convent wing. The chapel has two 97 ft high corner towers capped by basilica roofs of red shingle tile and gold crosses. The towers house bells honoring the Sacred Heart and saints Joseph, Michael (archangel), and Gabriel. The statue in the niche between the towers depicts the Sacred Heart of Jesus.

The two-foot-thick walls of local blue porphyry are characteristic of the Romanesque Revival style. The structure rests on a three-quarter-story stone foundation, with a grand stairway leading to the balustraded front entry porch, presenting an imposing view. The chapel is divided along its length into seven bays supported by abbreviated buttresses, with a two-story arched window and oval window above in each bay, with surrounds of locally-made brick. The statue in the niche above the chapel's rear entry is of Saint Gertrude of Helfta, to whom the nunnery is dedicated.

The chapel's interior is richly decorated with hand-carved pieces. The high altar, a gift from a brother of one of the founding sisters, was built in 1928 in Sigmaringen, Germany, "by a company whose master recently had been awarded the insignia "Pro Papa Et Ecclesta" (for the Pope and Church) for outstanding service to the cause of religious art. This distinction is rarely conferred and this man was, as far as is known, the only one so honored in Germany up to that time." The side shrines were preserved from the original wooden building, purchased from the Philips Company of Dubuque, Iowa, in 1909. The emblems of the Apostles' Creed and other paintings on the chapel's ceilings and walls were painted by Alex Linenberger and Associates of Hays, Kansas, in 1947.

title: St. Gertrude's Convent and Chapel


text:
Web Design/Develop cascading style sheets

This unit defines the competency required to develop cascading style sheets (CSS) that are attached to a mark-up language document in order to externally define and control styles to enhance and achieve commonality between web documents.

This unit of competency can be viewed directly on the Australian National Training Information Service website:
 * (ICAITB171A) Develop cascading style sheets (CSS) (update to new competency when available).

The competency is outline here together with ideas for demonstrating your competence as well as related modules where you can learn more skills relevant to this unit.

Performance Criteria
Realistically, this unit is best undertaken together with ICAB4135A Create a simple mark-up language document to specification. Together these two units form a good grounding for ICAB4137A Produce basic client side script for dynamic web pages.

The following performance criteria are from the National unit of competency (add link when available).
 * 1) Define styles
 * 2) Identify and document the purpose of the mark-up language document
 * 3) Identify and document appropriate styles that are to be controlled by the CSS
 * 4) Define and document styles in accordance with established design or business guidelines
 * 5) Produce CSS
 * 6) Produce CSS using the determined styles
 * 7) Attach CSS to new mark-up language documents
 * 8) Start new mark-up language document
 * 9) Attach CSS to document
 * 10) Produce document, applying styles from CSS
 * 11) Repeat this process, attaching the same CSS to different document
 * 12) Attach CSS to existing mark-up language documents
 * 13) Open existing mark-up language document
 * 14) Attach CSS to document
 * 15) Apply styles from CSS to document, removing redundant tags
 * 16) Repeat this process, attaching the same CSS to different document
 * 17) Edit CSS
 * 18) Edit CSS and confirm changes in attached document
 * 19) Validate CSS
 * 20) Validate that the website functions correctly and that the styles satisfy the purpose of the document
 * 21) Validate that the website functions correctly using different browsers

Ideas for demonstrating competence

 * A Small Website Project - A small website project (with some advanced options) will provide an opportunity to demonstrate most, if not all of the outcomes for this unit of competence.
 * Other ideas? Edit and add your own ideas for demonstrating competence in this unit!

Related Modules

 * Learning Basic HTML and CSS


text:
User:Willardthecat/New sandbox

George_Lewis_(trombonist) improvement drafting

George Emanuel Lewis (born July 14, 1952) is an American composer, electronic performer, installation artist, trombone player, and scholar in the fields of improvisation and experimental music. He has been a member of the Association for the Advancement of Creative Musicians (AACM) since 1971 and is a pioneer of computer music.

Biography
Born in Chicago, Illinois, Lewis graduated from Yale University in 1974 with a degree in philosophy. In the 1980s, he succeeded Rhys Chatham as the music director of The Kitchen. Since 2004, he has served as Edward H. Case Professor of American Music at Columbia University in New York City, where he is now Vice-Chair of the Department of Music. He previously taught at the University of California, San Diego. In 2002, Lewis received a MacArthur Fellowship. He has also received a Guggenheim Fellowship (2015), a United States Artists Fellowship (2011), the Alpert Award in the Arts (1999), and the American Musicological Society's Music in American Culture Award in 2009. He became a Fellow of the American Academy of Arts and Sciences in 2015, a Corresponding Fellow of the British Academy in 2016, and a member of the American Academy of Arts and Letters in 2018.

He has recorded or performed with Anthony Braxton, Anthony Davis, Bertram Turetzky, Conny Bauer, Count Basie, David Behrman, David Murray, Derek Bailey, Douglas Ewart, Evan Parker, Fred Anderson, Frederic Rzewski, Gil Evans, Han Bennink, Irène Schweizer, J. D. Parran, James Newton, Joel Ryan, Joëlle Léandre, John Zorn, Karl E. H. Seigfried, Laurie Anderson, Leroy Jenkins, Marina Rosenfeld, Michel Portal, Misha Mengelberg, Miya Masaoka, Muhal Richard Abrams, Nicole Mitchell, Richard Teitelbaum, Roscoe Mitchell, Sam Rivers, Steve Lacy, and Wadada Leo Smith.

He was also a sometime member of Musica Elettronica Viva, the Globe Unity Orchestra, and the ICP Orchestra (Instant Composer's Pool).

Lewis has long been active in creating and performing with interactive computer systems, most notably his software called Voyager, which "listens to" and reacts to live performers. Between 1988 and 1990, Lewis collaborated with video artist Don Ritter to create performances of interactive music and interactive video controlled by Lewis's improvised trombone. Lewis and Ritter performed at venues in North America and Europe, including Festival International de Musique Actuelle de Victoriaville, Verona Jazz Festival, Art Institute of Chicago, The Kitchen (New York City), New Music America 1989 (New York City), The Alternative Museum (New York City), A Space (Toronto), and the MIT Media Lab (Cambridge, Massachusetts).

In 2008, Lewis published a book-length history of the AACM titled A Power Stronger Than Itself: The AACM and American Experimental Music (University of Chicago Press). The book received the 2009 American Book Award.

Lewis has received three honorary degrees: Doctor of Music from the University of Edinburgh in 2015, Doctor of Humane Letters from New College of Florida in 2017, and Doctor of Music from Harvard University in 2018.

Research areas
Lewis has spoken and published widely on topics of improvisation in music and the concept of creolization in music. His work on computer music explores performance by live musicians with interactive computer systems. His interest in pedagogy and practice of music improvisation explores issues of racial and cultural identity.

Appearances
In 1992, Lewis collaborated with Canadian artist Stan Douglas on the video installation Hors-champs which was featured at documenta 9 in Kassel, Germany. The installation features Lewis in an improvisation of Albert Ayler's "Spirits Rejoice" with musicians Douglas Ewart, Kent Carter and Oliver Johnson.

Lewis is featured extensively in Unyazi of the Bushveld (2005), a documentary about the first symposium of electronic music held in Africa, directed by Aryan Kaganof.

Lewis gave an invited keynote lecture and performance at NIME-06, the sixth international conference on New Interfaces for Musical Expression, which was held at IRCAM, Paris, in June 2006.

In 2008 his work "Morning Blues for Yvan" was featured on the compilation album Crosstalk: American Speech Music(Bridge Records) produced by Mendi + Keith Obadike.

title: User:Willardthecat/New sandbox


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Calculus II

Calculus II is the second course involving calculus, after Introduction to Calculus. Because of this, you are expected to know derivatives inside and out, and also know basic integrals. Calculus II covers integral calculus of functions of one variable with applications, specific methods of integration, convergence of numerical and power series, parametric equations and polar coordinates, and separable differential equations. In this course, we will cover series, calculus in more than one variable, and vectors. Because you should know basic calculus, we'll just start where you left off.

Tests
Wright State University Lake Campus/2017-1/MTH2310

/Test 1/ /Test 2/ /Test 3/ /Test 4/
 * The four midterm tests are on 2/2/17, 3/9/17, 3/30/17, and 4/20/17 (all Thursdays) from 11:30 - 12:50 pm.
 * The final exam is on Monday 4/24/17, at 3:15-5:15 pm.

Content

 * Chapter 1 - Vectors
 * Chapter 2 - /Vector Geometry Operation/
 * Chapter 3 - /Vector Algebra Operation/
 * Chapter 2 - /Vector operations/

Lessons

 * More ways to use the derivative
 * Partial derivative
 * Applying definite integrals
 * Integrals of solids and planes
 * Physics equations/Integrals for Maxwell's equations (Under construction)
 * Sequences and Series
 * Taylor's series
 * /Moments/
 * Complex Numbers
 * Models

 * Vector derivatives
 * Integrals of a line
 * Important theorems of the vector

External resources/References
̈* Vector calculus identities
 * K. Stein, Sherman. Calculus and Analytic Geometry. 2nd ed. New York: Mc-Graw Hill Book Company, 1973.
 * Integral Calculator

title: Calculus II


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User:BrittanieJonidi/be bold

Being bold is important on Wikipedia. Wikipedia is a chance to give reliable information regarding a topic without being bias or making connections that are not already made from a credited source.

title: User:BrittanieJonidi/be bold


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sodes

Etymology
A contraction of +, the second person singular present active indicative of - literally, "if you intend". Note the monophthongisation of /au̯/ to /oː/.

Adverb

 * 1) if you don't mind, if you please, by all means

title: sodes