text:
Toni Lopopolo

Toni Lopopolo is a literary agent whose book publishing career began in 1970 in the publicity department of Bantam Books, where she helped publicize authors such as Philip Roth, Barbara Cartland, Isaac Asimov and Louis L'Amour.

She next worked as library promotion director at Harcourt Brace Jovanovich and visited almost every major library in the USA. Then Houghton Mlfflin offered her a position in Boston as marketing manager, paperback books. Her big campaigns included Even Cowgirls Get the Blues by Tom Robbins. When Macmillan made her executive editor, she moved back to New York City and published Judy Mazel’s Beverly Hills Diet and Elvis 56 by Al Wertheimer among other hits.

St. Martin's Press made an offer she could not refuse, so Lopopol became executive editor there from 1981 to 1990 and published Hot Flashes by Barbara Raskin, Rich and Famous by Kate Coscarelli, Elsa Lanchester, Myself by Elsa Lanchester, On the Other Hand: A Life Story by Fay Wray and many more titles.

In 1991, Lopopolo opened Toni Lopopolo Literary Management. She has since sold books for authors including Sol Stein, Lee Silber, Lillian Glass, Steve Duno, Nancy Baer, Flo Fitzgerald, Judith Smith-Levin, Howard Olgin, Jeanette Baker, Larry Seeley, Robin Winter and E. Van Lowe. Lopopolo relocated her company to Santa Barbara, California, in 2011.

Lopopolo is also known for her Fiction Bootcamp workshops, taught with Shelly Lowenkopf, where she uses a unique method that helps first-time novelists to master the skills needed to successfully write book-length fiction, and she aids non-fiction writers to produce compelling narrative non-fiction, using fiction techniques. Lopopolo has held workshops at Temple University in Philadelphia and at the Writer's Room of Bucks County, Pennsylvania, as well for the Ventura County Writers' Club and the Santa Barbara Writers' Conference in California.

title: Toni Lopopolo


text:
User:MrWonka

A little bit about me
*Pulls out notecard* Good Morning Sunshine, the Earth says "Hello"!

I primarily make small edits, with the intent to fix grammar, spelling, and citations. I also sometimes do article cleanup, because quite a few articles are guilty of being very long and rambling on and on about a point, not adding much useful information, and seemingly going nowhere with the goal of scaring users into abandoning all hope in regards to finishing reading an article.

I've graduated with a Bachelor's degree in Communications.

Pages Ive made or made significant contributions to (In chronological order)
Cambridge Prep Academy (created)

Willy Wonka (disambiguation) (created)

Minecraft (re-wrote multiplayer)

Kid Spark Education (re-wrote most of the article)

source: wikimedia

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

title: User:MrWonka


text:
User:SpoolSpun

Bio
Welcome to my user page! I am a college student who will be working with Wikipedia to edit and create articles. I'm interested in games, math, and tennis. I'm a junior in high school doing running start to get a degree faster. I read often, usually realistic fiction or fantasy. I used to play flute but I've dropped it over time. I'm currently playing tennis at the high school at varsity level. For my career, I don't have a well defined plan yet. I'd like to go into either accounting/finance or medical school. Currently I am trying to complete my associates degree while also completing high school.

As a student, Wikipedia is apart of my classes and a useful tool. Subjects I'd like to contribute to on Wikipedia are smaller gaming developers and their creations. I could also see myself writing about speedruns or TASs(Tool Assisted Speedruns). Both are communities that work around games. I know a very small amount of coding, so I could also try to help with coding language's pages. I usually have a good eye for other's grammar errors, but reading my own work is harder.

Article evaluation
I spend a lot of time online and a lot of time looking for games to play. Because of this, I tend to find a lot of smaller games that don't have as much popularity as games produced by big companies. One of the games I've found and enjoyed is called Minit. It was made by a group of three people and published by Devolver Digital. I visited the Minit page on Wikipedia, and found three aspects of it worth commenting on: the lack of pictures, the missing plot section, and the current platforms.

Lack of images
I've noticed that Wikipedia doesn't usually put a ton of images in it's articles. However, this article doesn't have a single image of the game, only its stylized name. Nobody can tell what the game actually looks like, so putting in one or two pictures would drastically help the article. In particular, the article could use images of the title screen, the credits, and the initial gamplay.

Missing plot section
The gameplay section of the article doesn't contain much information to begin with, but an entire section of this article is missing. There should be a section detailing the plot of the game, including its beginning and end. The entirety of the game is small, and it could be played beginning to end in one or two hours. Despite this, Minit has enough of a plot in it to deserve a section dedicated to the story.

Current platforms
The article does have some of the platforms Minit can be played on, but it's missing several more recently added platforms. The game could be played on Linux, macOS, and Windows computers, as well as on the Xbox One and the Playstation 4 when it first came out. I noticed that the article has a lot of early 2018 citations, but it's missing two platforms that Minit came out for after its initial release. It doesn't state that the game came out for the Nintendo Switch, and only mentions that it was announced to be put on the Nintendo Switch in the future. In addition, the game came out for mobile devices earlier this year, and I don't see that mentioned anywhere. The side table of the article does include the missing platforms, like the Nintendo Switch and mobile devices, but this information isn't present in the introduction.

Summary
The article has decent citations and a good introduction to the game, but it lacks depth. The article contains an accolades section, even though Minit didn't get any farther than getting nominated for an award. While the introduction is well done, it's not current information and the gameplay section is lacking a large amount of detail. There's no pictures or a plot section either. The accolades section is more up-to-date than the rest of the article, because it has 2019 sources on it.

title: User:SpoolSpun


text:
Wikiversity:CheckUser policy/Archived proposal

At this time stewards will need to run any requested checks on Meta as there are no local CheckUsers.

CheckUser is a tool which is used to combat serial vandals and/or abusive sockpuppets. It works by either providing the IP address of a user account, or showing all accounts that have used a particular IP. Checkuser access is given on an individual basis, and is always given to a user who is already a custodian, so that he or she can block if appropriate.

Checkuser logs for any one project are visible to Stewards and any CheckUser on any other Wikimedia project. In the interests of assuring privacy, the checkuser mailinglist is not readable to non-checkusers.

The CheckUser feature in MediaWiki is a special interface for users with the checkuser permission. An editor with CheckUser status on a wiki can check if a user isn't a sockpuppet of another user on that wiki. Those with CheckUser status are able to:

 * Determine from which IPs a user has edited Wikiversity
 * Determine the edits on the Wikiversity wiki of a specific IP (even when logged in)

Data collected from the database via the CheckUser feature may be used by custodians and users with CheckUser access may investigate when a user has been vandalizing articles or persistently behaving in a disruptive way. Data obtained via the CheckUser feature may be used to assist in the targeting of IP blocks, or to assist in the formulation of a complaint to relevant Internet Service Providers.

Wikiversity has no assigned CheckUsers, so checkuser requests must be made at Steward requests/CheckUser and are subject to Meta policy.

Privacy and limits on use
On Wikimedia projects, privacy policy considerations are of tremendous importance. Unless someone is definitely violating policy with their actions (e.g. massive bot vandalism or spam), revealing their IP, whereabouts or other information sufficient to identify them is likely a violation.

The CheckUser feature is to be used to fight vandalism or check abuse of sockpuppets, for example when there is a suspicion of illegal voting. It must be used only to prevent damage to one or several of Wikimedia projects.

'''One is not allowed to use the tool for political control, nor to apply pressure on editors, nor as a threat towards an editor with whom you are in disagreement. There must be a valid motive to check a user (a bare disagreement with the leaders of a wiki is not a valid motive).'''

Sockpuppets are not generally forbidden (editors may edit Wikiversity under several accounts). It is the abuse of sockpuppets use (and in particular voting twice under two different names) which is severely frowned upon.

At Wikiversity, notice to the community of each use of the CheckUser feature must be made. This is mandatory, but private information is not released, only the fact that a check was performed. The CheckUser feature is used to check if UserX is a sockpuppet of UserY. Community members can request such checks at Requests for CheckUser by listing the users and explaining why asking for such a check (with links to offending edits). A Wikiversity user with CheckUser rights will answer you if these two users are from the same IP, same proxy, same network, same country, or they are completely unrelated.

Information on and requests for access are below at.

Vandalism and persistent disruption
CheckUser is not intended for casual use. There must be a clear reason for each use of the CheckUser feature.

Vandalism of Wikiversity
Vandalism of Wikiversity usually takes the form of a page edit deliberately made with the intention of altering the content of the page in a way that does not contribute to the mission of Wikiversity. Common types of vandalism include the addition of obscenities to pages, page blanking, or the insertion of useless content. Vandalism can also take the form of disruptive page moves.

Any good faith effort to contribute to Wikiversity, even if misguided or ill-considered, is not vandalism. Committing blatant vandalism, however, can lead to loss of your ability to make further edits. Not all vandalism is obvious, nor are all massive or controversial changes vandalism; careful attention needs to be given to whether changes made are beneficial, detrimental but well intended, or outright vandalism.

Persistent disruption
Editors can be disruptive without trying to be disruptive. When an editor is disruptive, Assume good faith and make attempts to discuss the problem. If disruption is persistent and the problem cannot be solved by discussion, then tools like CheckUser can be used to deal with the disruption. CheckUser should not be used to respond to disruptive events that are not persistent. CheckUser is for preventing likely future disruption, not responding to isolated disruptive events that appear to be over and isolated to the past.

Vote fraud
Use of multiple accounts to "stack" votes or alter the outcome of discussions is not allowed. In general, accounts created after a discussion starts or accounts used only to participate in discussions need not be taken into account in judging community consensus. Such accounts can become persistently disruptive.

Access
If you are interested in getting involved with CheckUser work, please list yourself at Nominations for CheckUser. To apply for access, there must be at least two CheckUsers, so they can monitor each other (see), they must be identified to the foundation, and each must be at least 18 years of age and the age of majority in their country (see). Requests here must be advertised (News, mailing list and Colloquium). If approved by the Wikiversity community (70-80% approval, with at least 25-30 approving votes), you can list yourself at Requests for permissions with a link to the page with the community's decision.


text:
rušiti

Etymology
.

Verb

 * 1)  to demolish, raze
 * 2)  to destroy, wreck (also figuratively)
 * 3)  to collapse, fall to pieces

title: rušiti


text:
Channel 8 TV stations in Canada

The following television stations broadcast on digital or analog channel 8 in Canada:

 * CBNT-DT in St. John's, Newfoundland and Labrador
 * CFCN-TV-8 in Medicine Hat, Alberta
 * CFCN-TV-12 in Moyie, British Columbia
 * CFCN-TV-18 in Coleman, Alberta
 * CFJC-TV-3 in Merritt, British Columbia
 * CFJC-TV-5 in Williams Lake, British Columbia
 * CFQC-DT in Saskatoon, Saskatchewan
 * CFRN-TV-6 in Red Deer, Alberta
 * CFWL-TV-1 in Invermere, British Columbia
 * CFYK-DT in Yellowknife, Northwest Territories
 * CHBC-TV-3 in Oliver, British Columbia
 * CHEM-DT in Trois-Rivières, Quebec
 * CICT-TV-1 in Drumheller, Alberta
 * CIHF-DT in Halifax, Nova Scotia
 * CITM-TV-2 in Quesnel, British Columbia
 * CIVA-DT-1 in Rouyn-Noranda, Quebec
 * CIVV-DT in Saguenay, Quebec
 * CJDC-TV-2 in Bullhead Mountain, British Columbia
 * CJOH-TV-8 in Cornwall, Ontario
 * CKCK-DT in Regina, Saskatchewan
 * CKCW-DT-1 in Charlottetown, Prince Edward Island
 * CKNX-TV in Wingham, Ontario
 * CKTN-TV in Trail, British Columbia
 * CKYA-TV in Fisher Branch, Manitoba

title: Channel 8 TV stations in Canada


text:
Robert Bourdeau

Robert Bourdeau (born November 14, 1931) is a Canadian photographer whose career bridges modernists of the early 20th century and contemporary photographers.

Biography
Bourdeau was born in Kingston, Ontario, in 1931. In 1957, he moved to Toronto for a year to attend the University of Toronto, before returning to Kingston. After coming across a copy of Aperture magazine, Bourdeau corresponded with then-editor Minor White in Rochester, New York in 1958, then met him, and for the next ten years, the two men were in contact. Bourdeau soon decided, encouraged by White, that taking photographs was the correct path for him, although he worked in a job as an architecture technologist (1960–1985). Another mentor was Paul Strand who he corresponded with, then met, in New York in 1965. With these photographers as mentors, he was drawn in his early work to modernism. He has also spoken of Paul Cézanne and Giorgio Morandi as being influential.

At first, his chosen subject was landscape which he photographed in black-and-white. His choice of scenes in Canada, Ireland and elsewhere were presented in luminous detail but gave the viewer not the surface but the spirit of the natural world. His work developed over time to a more measured, meditative view and he introduced architecture into his subject matter, preferably architecture which spoke to an historical time. Generally, his work is marked by a sense of growth and change. Bourdeau says: "I hold the conviction that emotional forces generated by a place can be made visible."

Since the 1970s, Bourdeau has created large camera format images, which he methodically prepares from contemplating a site for a lengthy period before making an extended exposure that allows a maximum of detail. He is known for his technical perfection, and for the unique gold chloride solution that adds a warm tone to his silver gelatin prints. The Encyclopedia of Twentieth-Century Photography calls his work remarkable for its rigorous consistency while the  Globe and Mail in 2005 called his photographs of abandoned or inactive industrial sites and buildings of the past "beautifully precise" and "immaculate". The Calgary Herald, in 1989, said of a show of his work at the Glenbow Museum, that his work is "beautiful, meditative, alive with tonal richness and compressed details, and still in atmosphere, all in ways that reward long looking".

In 1966, he had his first exhibition in Canada at the National Film Board Still Photography Division and in 1969, the National Gallery of Canada acquired his work for the first time. Another breakthrough occurred in 1980 when Jane Corkin, who had an important photography gallery in Toronto, decided to represent him. Only in 1985 was he able to work at photography full-time. His commitment was crowned by success: in 1990, he had a retrospective at the National Gallery of Canada, Robert Bourdeau: Retrospective. That same year, he began his keynote series of photographs of industrial sites.

He has exhibited his work widely throughout North America and Europe. In Canada, he has been included in photographic surveys at the National Gallery of Canada and the Canadian Museum of Contemporary Photography (now the Canadian Photography Institute or CPI) of the National Gallery of Canada. In 2016, Linda Jansma curated the exhibition Edge of the Visible for the Robert McLaughlin Gallery in Oshawa. In 2011, Robert Bourdeau: The Station Point, a comprehensive survey of his work, was published by the Magenta Foundation and Stephen Bulger Gallery.

His work is in the collections of the Centre Georges Pompidou, Paris; the Smithsonian Institution, Washington, DC; the Museum of Contemporary Art, Chicago; and The Renaissance Society, Chicago; the Museum of Fine Arts, Boston; the Los Angeles County Museum of Art; the Art Gallery of Ontario, Toronto; the National Gallery of Canada, the Canadian Photography Institute, Ottawa; the Robert McLaughlin Gallery, Oshawa; as well as Library and Archives Canada, Ottawa and the Canadian Centre for Architecture, Montreal.

Bourdeau taught photography at the University of Ottawa from 1980 to 1994. He currently lives in Ottawa.

Awards and honours
He was elected to the Royal Canadian Academy of Arts in 1983. He was named a member of the Order of Canada in 2011. In 2017, Canada Post issued a stamp using his work.

title: Robert Bourdeau


text:
Talk:Bleadon Hill

External links modified
Hello fellow Wikipedians,

I have just modified 1 one external link on Bleadon Hill. 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/20061013122608/http://www.english-nature.org.uk/citation/citation_photo/2000359.pdf to http://www.english-nature.org.uk/citation/citation_photo/2000359.pdf

Cheers.— InternetArchiveBot  (Report bug) 03:38, 4 November 2016 (UTC)

title: Talk:Bleadon Hill


text:
Greater Antilles mangroves

The Greater Antilles mangroves is a mangrove ecoregion that includes the coastal mangrove forests of the Greater Antilles – Cuba, Hispaniola, Jamaica, and Puerto Rico.

Geography
Mangroves are estimated to cover 5,569 km$2$ in Cuba (or 4.8% of the country); 134 km$2$ in Haiti; 325 km$2$ in the Dominican Republic; and 106 km$2$ in Jamaica.

Some ecoregion systems include the Greater Antilles mangroves, Bahamian mangroves, and Lesser Antilles mangroves within a single Bahamian-Antillean mangroves ecoregion.

Protected areas
30.5% of the ecoregion is in protected areas. These include the Zapata Swamp in Cuba, La Cahouane and Three Bays Protected Area in Haiti, Los Haitises National Park in the Dominican Republic, and the Piñones State Forest and Jobos Bay National Estuarine Research Reserve in Puerto Rico.

title: Greater Antilles mangroves


text:
Talk:White tin

Untitled
Now I have even more questions. Why was a talk page deleted?  I'm curious, why is this not a redirect to a subsection in Tin? ~ender 2012-07-12 21:47:PM MST

 * The reason it was deleted, was because someone made a statement of fact that could have gone in the article, then blanked it. Then an admin deleted the page, requested by author as the reason. Graeme Bartlett (talk) 23:39, 14 June 2014 (UTC)

title: Talk:White tin


text:
History of the Wikimedia projects

Welcome to the History of the Wikimedia Projects learning project where participants explore the history of Wikimedia Foundation wiki projects.

Wikipedia
See: History of Wikipedia. See also:Topic:Wikipedia studies

Activity. Create History of Wikipedia and make an expanded history of Wikipedia. For example, the "History of Wikipedia" article at Wikipedia says nothing about how it was decided to use the GFDL.

Wikiversity
See: History of Wikiversity.

Activity. Maintain a "living history" of Wikiversity.

Questions

 * Which wiki projects do not use the GFDL? Why do they not use the GFDL?
 * example: German Wikiversity

title: History of the Wikimedia projects


text:
User:Araisyohei

w:User:Araisyohei ja:利用者:Araisyohei

My name is Arai-Syohei (japanese 荒井　翔平) I'm the first grade of junior high-school of a Japanese birth. English can be spoken only a little.

title: User:Araisyohei


text:
User:Artix Kreiger/Chusquea mimosa

Chusquea mimosa  is a species of Chusquea bamboo in the grass family.

Distribution
Chusquea mimosa is endemic to

title: User:Artix Kreiger/Chusquea mimosa


text:
Cookbook:Clay Pot Cooking

Clay pot cooking is a technique of cooking food in an unglazed clay pot (or Dolbier which is a French Clay Pot) which has been soaked in water so as to release steam during the cooking process. This technique has a long history, stretching back at least to ancient Roman times.

Typically, an unglazed clay pot is submerged for 15 to 30 minutes to absorb water before cooking, then filled with the food and placed into an oven. The walls of the pot help to diffuse the heat, and as the pot warms it releases the water as steam.

The food inside the clay pot loses none of its moisture because it is surrounded by steam, creating a tender, flavorful dish. The evaporation of the water prevents burning so long as the pot is not allowed to heat until it is completely dry. Because no oil needs to be added with this cooking technique, food cooked in a clay pot may be lower in fat compared with food prepared by other methods such as sautéing or frying. And unlike boiling, nutrients are not leached out into the water.

Because of the heat lost to the evaporation of water, clay pot cooking requires higher oven temperature and longer cooking times than traditional roasting with dry heat. Clay pots may be cleaned by scrubbing them with salt; soaps or detergents should not be used, because the clay may absorb them.

title: Cookbook:Clay Pot Cooking


text:
List of Meitei people

The following is a list of prominent people belonging to the Meitei people.

Activists

 * Binalakshmi Nepram
 * Irom Chanu Sharmila
 * Licypriya Kangujam

Actors

 * Abenao Elangbam
 * Bala Hijam
 * Bijou Thaangjam
 * Biju Ningombam
 * Gokul Athokpam
 * Hamom Sadananda
 * Kaiku Rajkumar
 * Lin Laishram
 * Maya Choudhury
 * Priyakanta Laishram
 * Soma Laishram

Athletes

 * Bombayla Devi Laishram, Archery, Padma Shri, Arjuna Award
 * Dingko Singh, Boxing, Padma Shri, Asian Games Medallist
 * Kunjarani Devi, Weightlifting, Padma Shri, Khel Ratna, Commonwealth Games Medallist
 * Laishram Sarita Devi, Boxing, Asian Games Medallist
 * Ningthoujam Pritam Singh, Football
 * Ningthoujam Samananda, Football
 * Saikhom Mirabai Chanu, Weightlifting, Olympic Medallist

Dancers

 * Elam Endira Devi, Padma Shri
 * Haobam Ongbi Ngangbi Devi, Padma shri
 * Rajkumar Achouba Singh
 * Kshetrimayum Ongbi Thouranisabi Devi

Fashion Designers

 * Robert Naorem

Physicians

 * Laishram Nabakishore Singh, Padma Shri

Politicians

 * Mairembam Koireng Singh
 * N Biren Singh
 * Okram Ibobi Singh
 * Radhabinod Koijam
 * Rajkumar Dorendra Singh
 * Rajkumar Imo Singh
 * Rajkumar Jaichandra Singh
 * Rajkumar Ranbir Singh
 * Wahengbam Nipamacha Singh

Royalty

 * Leishemba Sanajaoba

Spiritual Leaders

 * Bhaktisvarupa Damodar Swami

Theatre & Film Artists

 * Aribam Syam Sharma, Padma Shri
 * Bobby Wahengbam, National Film Award
 * Makhonmani Mongsaba
 * Moirangthem Inao
 * Ratan Thiyam, Theatre, Padma Shri

Writers & Scholars

 * Atombapu Sharma
 * Chingsubam Akaba
 * Kulamani Thingbaijam
 * Ningthoukhongjam Khelchandra
 * M. K. Binodini Devi
 * Moirangthem Kirti Singh
 * Priyakanta Laishram
 * Rajkumar Jhalajit Singh
 * Rajkumar Shitaljit Singh
 * Khwairakpam Chaoba
 * Hijam Anganghal
 * Lamabam Kamal

title: List of Meitei people


text:
Aziza Shoukry Hussein

Aziza Shukry Hussein, also spelt as Aziza Shoukri Husayn, (30 May 1919 - 2015) was an Egyptian social welfare expert and leading advocate of family planning. She was active in Egypt's feminist movement. In 1962 Hussein became the first woman to represent Egypt at the United Nations and served on its Status of Women Commission for fifteen years.

She received her honorary degrees from the University of Maine and the American University in Cairo.

Personal life
Hussein was born in Zifta; her Egyptian father was a surgeon and her mother was of Turkish origin.

In 1947 she married the Egyptian diplomat Dr Ahmed Hussein.

She died in 2015.

Biography
"A Pilgrim's Soul: Memoirs", by Aziza Shoukry Hussein.

title: Aziza Shoukry Hussein


text:
Talk:Just for Men

I have no association with Just for Men, so I am not advertising it. Furthermore, I would suspect that nearly every household in America has an individual who knows what Just for Men is. It's sold in Wal-Mart (attesting to its notability). Unfortunately, a Yahoo! search for "Just for Men" was unproductive, as the over 2 million hits obviously aren't all related to this product. But certainly a speedy deletion has to be way out of line in this case. Chicken Wing 18:32, 11 August 2006 (UTC)

More info please
What's the dye used? How does it work - does it build up gradually amd the color deepen if you use it more often? Could you just mix some with your normal shampoo? If you suddenly stop using it, is it obvious? Is the dye safe? <IP_ADDRESS> (talk) 19:36, 6 April 2008 (UTC)

 * I've added some information on ingredients, availability, and customer reviews. For the record, I have no connection with the product or the stores that sell it, and I am not a customer.  However, it is heavily advertised and certainly notable.  The Wired article provides information on active ingredients, but I did not find other articles with further details.  The WP article already includes a link to the manufacturer's official site, which includes directions and lists additional ingredients that (according to the manufacturer) may be healthy for the hair.  Customer reviews indicate varying experience, but are mostly favorable.  It would be good to see a systematic comparison between this product and salon dyes, from an independent reliable source, but so far the Wired article and customer reviews are the closest I've found.TVC 15 (talk) 10:02, 8 December 2008 (UTC)

 * Looking at customer reviews, it seems like the company changed ingredients between 2006 and 2007. The linked reviews on follica.com are along the lines of, 'this product used to be the best, now the package looks different and the product causes burns and allergic reactions.'  I don't know if there is a public statement from the company about the change, but it would be worth adding.  Evidently, a product that might be 'new and improved' for some can be much worse for others.TVC 15 (talk) 20:32, 4 March 2009 (UTC)

 * To call the reviews "mixed" is tautological and misleading. Quite a few reviews are downright vitriolic and justifiably so.  Accusations of causing chemical burns are serious; they should be mentioned and the manufacturer's response, if any.  Asat (talk) 04:23, 10 March 2012 (UTC)

 * Quite right that many reviews (and my own experience) are very negative. I've added sourced detail about allergic reactions and alternatives to meet these concerns. cwmacdougall 18:32, 8 December 2013 (UTC)
 * It's a semi-permanent dye, similar to others except that it has a very short set time (5m) and very convenient packaging, especially for facial hair (which is also a thicker formula).
 * The facial hair products are sold in only one size, relatively small amount of product (considering how often men would be likely to use such a product), and the company is resistant to packaging in more environment-friendly sizes.
 * The facial hair product in particular is also used by women for spot-retouching.
 * Drsruli (talk) 23:05, 6 May 2022 (UTC)

Editorialising
There was quite excessive emphasis on repeating the content of the adverts, or discussing them in the style of a magazine article. I've partly amended this, but as with many Wiki entries on products, content from advertisers and manufactureres can sometimes be inappropriate, so please take care on this front.Marty jar (talk) 20:46, 16 January 2012 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Just for Men. 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/20160303232753/http://www.newstribune.com/news/2012/oct/23/just-men-hair-dye-users-report-allergic-reactions/ to http://www.newstribune.com/news/2012/oct/23/just-men-hair-dye-users-report-allergic-reactions/

Cheers.— InternetArchiveBot  (Report bug) 20:47, 29 April 2017 (UTC)

Serious reactions
"Meta analysis of several individual studies has suggested a linkage between some permanent hair dye products for men and an increased risk for leukemia." However, "Just for Men" is NOT a permanent hair dye product. (It's "semi-permanent".) (New formulation (apparently c. 2020) apparently even less permanent.) Drsruli (talk) 22:59, 6 May 2022 (UTC)

title: Talk:Just for Men


text:
Talk:Douglas Fraser

External links modified
Hello fellow Wikipedians,

I have just modified 1 one external link on Douglas Fraser. 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/20080216183945/http://www.frasercenter.wayne.edu:80/ to http://www.frasercenter.wayne.edu

Cheers.— InternetArchiveBot  (Report bug) 07:17, 16 December 2016 (UTC)

title: Talk:Douglas Fraser


text:
Salahi, Razavi Khorasan

Salahi (, also Romanized as Sālaḥī; also known as Sālakī) is a village in Mazul Rural District, in the Central District of Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 636, in 156 families.

title: Salahi, Razavi Khorasan


text:
besta

Etymology 1
From, from.

Noun

 * 1) beast quadruped animal
 * 2) horse or any other equine
 * 3) mount
 * 4) mare
 * 5)  brute
 * 1) mare
 * 2)  brute
 * 1)  brute
 * 1)  brute

Etymology
Probably borrowed from.

Noun

 * 1)  a non-human animal, especially large vertebrate quadrupeds
 * aue nen beſta dele non comiu per ren.
 * Neither bird nor beast would eat him for anything.
 * 1) beast of burden, donkey
 * a beſtia de balaam
 * Balaam's donkey
 * a beſtia de balaam
 * Balaam's donkey

Etymology 1
, probably borrowed from. .

Noun

 * 1) beast any large animal
 * 2) beast of burden animal used to transport cargo
 * 3) ass any of several species of horse-like animals
 * 4)  fool; idiot stupid person
 * 5)  the Beast; Satan
 * 6)  a monster

Adjective

 * 1)  idiotic, stupid
 * 2) astonished, speechless extremely surprised

Etymology 2
, from, from.

Noun

 * 1) crossbow weapon consisting of a bow mounted on a stock

title: besta


text:
Instructional design/Psychomotor behaviors/Psychomotor Behaviors in Practice

Lesson Introduction
Psychomotor behaviors are a vital part of many professions, including the medical profession. In this lesson you will learn about psychomotor behaviors by investigating the work and practice of Respiratory Therapists. The medical profession, in its many facets, makes extensive use of the three major learning domains; cognitive, affective and psychomotor. The education of doctors, the practice of medicine, its corollary disciplines of nursing, out-patient care, therapists, clinicians (such as respiratory), and others, engage all aspects of the learners’ and practitioners’ capabilities.

In summary, medical professionals draw upon the three domains in the following ways:

 * Cognitive (knowing) domain: Focusing on knowledge acquisition and intellectual skills and abilities (e.g. the diagnosis of disease, strategizing treatment options).
 * Psychomotor (doing) domain: Relating to skills that require varying levels of well-coordinated physical activity and precise manipulative procedures (e.g. simple suturing of an open wound, performing an endoscopic examination, performing sophisticated surgical procedures).
 * Affective (feeling) domain: Dealing with feelings, emotions, mindsets and values, including the nurturing of desirable attitudes for personal and professional development (e.g. allaying the concerns and fears of patients, displaying empathy for the relatives of a patient who has just died, displaying mutual trust and respect in working with members of the healthcare team, upholding high ethical standards in practice).

The importance of proficiency in the learning domains is reflected in the accreditation requirement for respiratory clinicians educated by the University of Texas Medical Branch (MTMB). The accreditation statement of standards and objectives includes the following expectations of graduates in each learning domain:

 * Objective #1: Affective domain: Upon completion of the program, graduates will demonstrate professional behavior consistent with employer expectations as advanced-level respiratory therapists
 * Objective #2: Cognitive domain: Upon completion of the program, students will demonstrate the ability to comprehend, apply, and evaluate clinical information relevant to their role as advanced-level respiratory therapists.
 * Objective #3: Psychomotor Domain: Upon completion of the program, students will demonstrate technical proficiency in all the skills necessary to fulfill their roles as advanced-level respiratory therapists.(http://sahs.utmb.edu/respiratory_care/)

Lesson Objectives and Learning Task
In order to help you identify and classify psychomotor behaviors, an overview of the work of respiratory therapists will be provided. As a profession that focuses on the implementation of medical treatments more than making medical decisions, a respiratory clinician draws greatly upon psychomotor skill sets from a cognitive framework. This framework arises from both the clinician’s medical knowledge within his/her field as well as the expertise of doctors that prescribe treatment. You will use a taxonomy as a guide to classifying recognized psychomotor behaviors.

A taxonomy is the science of classification according to a pre-determined system, with the resulting catalog used to provide a conceptual framework for discussion, analysis, or information retrieval. A taxonomy, or classification, provides a process-oriented method for understanding a learning or training process. Benjamin Bloom, an Educational Psychologist, pioneered the use of taxonomies in understanding how people learn.

Learning Objectives
Upon completion of this lesson:

 * 1) Learners will be able to describe the appropriate taxonomy that supports the development of instruction for respiratory therapists.
 * 2) Using the appropriate psychomotor taxonomy, learners will be able to identify basic motor actions that become components for skilled actions.
 * 3) Provided with a description of respiratory therapists tasks, the learner will be able to match tasks with corresponding psychomotor behaviors.

Learning Task:
Classifying the Psychomotor Behaviors of Respiratory Therapists

Since psychomotor behaviors are physical activities, it is necessary to examine the work of respiratory therapists in order to discover those tasks that are peculiar to the profession. Review Part One and Part Two of the learning task below.

Part One
Visit the web links below that describe the work of respiratory therapists. From your reading of the descriptions, identify and classify three actions that you can identify as psychomotor items specific to the work of respiratory therapists.

 * http://www.bls.gov/oco/ocos321.htm
 * http://www.careerplanner.com/Job-Descriptions/Respiratory-Therapy-Technicians.cfm

 * Inserting a ventilation tube into a patient's windpipe (P). Use testing instruments to measure lung capacity (A). Connect patients to ventilators that deliver pressurized oxygen into the lungs (A). Markanna (discuss • contribs) 04:09, 20 February 2014 (UTC)
 * "Use ventilators and various oxygen devices and aerosol and breathing treatments in the provision of respiratory therapy (M), Set equipment controls to regulate the flow of oxygen, gases, mists, or aerosols (P), Provide respiratory care involving the application of well-defined therapeutic techniques under the supervision of a respiratory therapist and a physician. (N)"gdysard 21:08 (EST), 14 February 2014
 * I cannot get the first link to work. Three psychomotor items from the job description for respiratory therapists are: (1) Read physicians' orders and patients' chart information: I; (2) evaluate physicians' orders and patients' chart information: P; and (3) determine patients' treatment protocols: A. Cahonen (discuss • contribs) 01:10, 19 February 2014 (UTC)

 * 1. Set equipment controls to regulate the flow of oxygen, gases, mists, or aerosols. (P) 2. Provide respiratory care involving the application of well-defined therapeutic techniques under the supervision of a respiratory therapist and a physician. (M) 3. Use ventilators and various oxygen devices and aerosol and breathing treatments in the provision of respiratory therapy. (A) Jpankin (discuss • contribs) 01:21, 19 February 2014 (UTC)
 * (1)Set equipment controls to regulate the flow of oxygen, gases, mists, or aerosols. (2) Use ventilators and various oxygen devices and aerosol and breathing treatments in the provision of respiratory therapy. I believe these professionals should have achieved a level of "N" for these skills. Megablev (discuss • contribs) 06:38, 23 February 2014 (UTC)

 * 1. Clean and Sterilize respiratory therapy equipment.  2.  Administer breathing and oxygen procedures.  3.  Set equipment controls to regulate the flow of oxygen.  Elbow8703 00:01, 25 February 2014 (UTC)

Part Two
After entering three actions, classify those psychomotor behaviors by using the first letter of the classifications shown below.

Conclusion
For respiratory therapists, psychomotor behaviors range from simple (imitation) to complex (articulation). Think about how these psychomotor behaviors might differ or be similar to those of surgeons. Also consider other, less skilled, behaviors such as providing first aid. In what ways is the above taxonomy applicable to medical actions of greater or lesser skill? In what ways are the cognitive and psychomotor domains applied to the work of giving first aid, doing respiratory therapy, and performing surgery?

This is the end of the lesson. Click here to return to the main menu. Instructional Design


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Template talk:cs-conj-at

See also Template:cs-conj.

I have expanded this template fully, and now all verb forms are included, including the archaic trangressive. I stole the table from de:Vorlage:Tschechisch Verb Flexion 3 2 Imp, and corrected and translated parts, as much as possible. --Ro-manB 18:14, 9 November 2008 (UTC)
 * Perhaps the template could use some improvement in terms of layout. (But is it really true that all verbs possess a passive participle? I don't think so.) -- Gauss 18:22, 9 November 2008 (UTC)

title: Template talk:cs-conj-at


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User:Koolaidman~enwikiversity/courses/java

General
I started learning Java elsewhere on December 28th, 2006. In only 1.5 weeks I had gotten about halfway through a book then took a break. That break lasted a month and I slipped back down to the bottom of the learning curve and forgot everything. I started learning Java on Wikiversity on Febraruy 12, 2007. This page outlines my studies.

Woes

 * Java_Objects_and_Classes excercise one returns the following error when compiled:

Operation.java:12: non-static variable message cannot be referenced from a static context message = "Message2"; ^ 1 error
 * solved -- thanks to Dmclean
 * Java_Objects_and_Classes The start of the section if very badly worded and doesn't even work.


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8:00 class/9 June 2007

This is an archive of Wikiversity current events from 9 June 2007.

Colloquium summary
Short summaries of active discussions at Colloquium.
 * Dynamic page lists - requesting new feature for Wikiversity
 * E-mail blocking - future feature for custodians.

Internet Relay Chat topics of the day
Re-cap of topics discussed in #wikiversity-en.
 * Should WikiMedia projects have WikiProjects or WorkGroups?
 * The Wiki Way
 * Nature of wikis
 * Audacity
 * Boot loader
 * The "-versity" problem

Email discussions and blogs
Summaries of Email discussions and blogs with relevance to Wikiversity participants.
 * Web 2.0 and Medicine - Related link: Hunter-gatherers project.

Recent changes
Today's trends in active editing efforts.
 * Recorder: 2nd Lesson
 * Template:Cellular automaton rule 30/next
 * Event-Driven Design in VB6
 * Bloom clock project/2007 part one
 * Film scoring for Musicians:Foreground Background

title: 8:00 class/9 June 2007


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FHSST Physics/Introduction

<< Main Page -- First Chapter (Units) >>

Introduction
Physics is the study of the laws which govern space, structure and time. In a sense we are more qualified to do physics than any other science. From the day we are born we study the things around us in an effort to understand how they work and relate to each other. For example, learning how to catch or throw a ball is a physics undertaking.

In the field of study we refer to as physics we just try to make the things everyone has been studying more clear. We attempt to describe them through simple rules and mathematics. Mathematics is merely the language we use. The best approach to physics is to relate everything you learn to things you have already noticed in your everyday life. Sometimes when you look at things closely, you discover things you had initially overlooked.

It is the continued scrutiny of everything we know about the world around us that leads people to the lifelong study of physics. You can start with asking a simple question like "Why is the sky blue?", which could lead you to electromagnetic waves, which in turn could lead you to wave particle duality and energy levels of atoms. Before long you are studying quantum mechanics or the structure of the universe.

In the sections that follow notice that we will try to describe how we will communicate the things we are dealing with. This is our language. Once this is done we can begin the adventure of looking more closely at the world we live in.

title: FHSST Physics/Introduction


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D'ni/Verbs

The common verb form is formed by 3 parts: the tense prefix, the verb stem and the pronoun suffix e.g. Do-húr-et 'We are finding'

Inflexion
As we said, pronoun suffixes are used for every person except the 1st singular. Here is for example the conjugation in simple present tense of the verb ken ‘to be’

 * Ken	'I am'
 * Kenem	'Thou art'
 * Kenen	'He is'
 * Kenet	'We are'
 * Kentí	'You-plural are'
 * Kenít	'They are'

Tenses
There are four basic tense prefixes:

 * le = perfect
 * ko = past
 * do = present progressive
 * bo = future

Present tense has no prefix.

Their combinations can provide other tenses. The rule of the prefixes series says that they must follow the priority bo-ko-do-l(e)

Attested tenses are the following:

 * Present
 * Húr	'I find'

 * Present cont.
 * Do-húr	'I am finding'

 * Present perfect
 * Le-húr	'I have found'

 * Past
 * Ko-húr	'I found'

 * Past cont.
 * Ko-do-húr	'I was finding

 * Past perfect
 * Ko-l-húr	'I had found'

 * Future
 * Bo-húr	'I will find'

 * Future cont.
 * Bo-do-húr	'I will be finding'

 * Future perfect
 * Bo-ko-húr	I will have found'

 * Future perfect cont.
 * Bo-do-l-húr	I will have been finding'

Other prefix combinations are possible, and some of them hint at tenses missing from the above... for example *do-l-húr 'I have been finding' etc.

Voice
We have conflicting information on how passive is formed. The Kenen Gor text shows that passive participles can be formed with ken and the ending -ij. This formation could be applied for present tense. Therefore 'I am known' can be translated as ken tagamij

Most other passive voice examples are in past tense; even then we have three different ways of passive formation

 * In one example, passive is expressed by simple past (Kotokituen lit. 'it determined', understood as 'it was determined'; kohúren lit. 'it found', understood as 'it was found')
 * Passive is also formed with past continuous (kodobarelen 'it was making/was made' and kodolasaen 'it was sealing/was sealed')
 * However there are some instances where the verb ken 'be' is also added to form the passive, as in English; ken is followed by the past tense of the verb in the 3rd person: kokenen kosayen lit. 'it was it designed' understood as 'it was designed'; kokenen kohúren 'was found'.

All the above attested examples have a problem: not only are passive but also refer to the past as well; therefore we can't determine if the tense expressed the voice, the time, or both.

The following possibilities can be considered: or
 * As in English, passive voice is formed always with the past tense.
 * No distinction between active and passive; For example dotagen means both 'I give' and 'I am given'. The above examples are found in past tense simply because they refer to a past time and this hasn't to do with the passive formation

Imperative
The suffix -a denotes Imperative.

 * húr-em-a! 'find!' (command to one person)
 * húr-tí-a! '[all of you] find!' (command to a group excluding you)
 * húr-et-a! 'let’s find!' (command to a group including you)

Negation
Negative phrases are formed with the word for ril which means 'no'. It contains all the English used of 'doesn't', 'isn't' etc.

 * Gen kenen renavaox Riven, rúb ril bokenen navaot 'Gen is the master of Riven, but will not be our master'
 * Étrus ril lesel Myst. Étrus lesel Edanna 'Atrus did not write Myst; Atrus wrote Edanna'

Formation
Note that verbs can become adjectives, nouns and persons with -al, -tav and -tan respectively

 * marn-al 'creating' (e.g. the creating spirit)
 * húr-tav 'finding' (e.g. the finding of the book)
 * lon-tan 'discoverer'

title: D'ni/Verbs


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Ministry of Environment (Albania)

The Ministry of Environment was the department of the Government of Albania responsible for developing the government policy on prevention of pollution, protecting the natural heritage, biodiversity, forests, sea, water and energy.

From 15 September 2017, the department joined that of tourism forming Ministry of Tourism and Environment.

History
The Department of Environment was first established on 13 April 1992, in what is called the first Meksi I Government, where together with that department of Health they created the Ministry of Health and Environment. This came as a need for better management of natural resources, protection of forests, and better management of waste and natural pollution. Also with the establishment of the capitalist system in the country, the need for a special department that would give permissions for the use of natural and mineral resources became even greater until in 2001, while in the new Meta Government this department became a separate ministry and was considered one of the most important government ministries as it depended on functions directly related to the livelihood of the population. Such as environmental pollution, management of protected areas, forest management, air, water, and acoustic pollution, and many others. Today this department has joined the Department of Tourism by forming the Ministry of Tourism and Environment by linking two of the areas that according to Prime Minister Edi Rama are inseparable from each other in terms of objectives set by his government.

Reorganization

 * Ministry of Health and Environment (1992–1998)
 * Ministry of Environment (2001–2005)
 * Ministry of Environment, Forests and Water Administration (2005–2009)
 * Ministry of Environment (2013–2017)
 * Ministry of Tourism and Environment (2017–present)

title: Ministry of Environment (Albania)


text:
User:Artix Kreiger/Chusquea lehmannii

Chusquea lehmannii is a species of Chusquea bamboo in the grass family.

Distribution
Chusquea  is endemic to

title: User:Artix Kreiger/Chusquea lehmannii


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Kernytsia

Kernytsia (Керни́ця) is a village (selo) in Lviv Raion, Lviv Oblast, of Western Ukraine. Chuchenosy villages name has been in antiquities. The modern name of village was constituted in 1780. It belongs to Horodok urban hromada, one of the hromadas of Ukraine. Local government is administered by Kernytska village council.

Geography
The village is located at a distance of 3 km from the highway in Ukraine  connecting Lviv with Przemyśl. A distance from Kernytsia to Horodok is 8 km, to the regional center of Lviv is 28 km and 75 km to Przemyśl.

History and Attractions
The first mention of Kernytsia dates from the year 1465. On the territory of village was a German colony Brundorf before World War II. The village was burned during World War II.

Until 18 July 2020, Kernytsia belonged to Horodok Raion. The raion was abolished in July 2020 as part of the administrative reform of Ukraine, which reduced the number of raions of Lviv Oblast to seven. The area of Horodok Raion was merged into Lviv Raion.

The village has an architectural monument of local importance of Horodok Raion (Horodok district) – Church of the Exaltation of the Cross 1888 (1572 –м).

Literature

 * Історія міст і сіл УРСР : Львівська область. – К. : ГРУРЕ, 1968 р. Page 259

title: Kernytsia


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Ada Programming/Delimiters

Single character delimiters

 * & : ampersand (operator)
 * ' : apostrophe, tick
 * ( : left parenthesis
 * ) : right parenthesis
 * * : asterisk, multiply (operator)
 * + : plus sign (operator)
 * , : comma
 * - : hyphen, minus (operator)
 * . : full stop, point, dot
 * / : solidus, divide (operator)
 * Ada Programming/Delimiters/: : colon
 * ; : semicolon
 * < : less than sign (operator)
 * = : equal sign (operator)
 * > : greater than sign (operator)
 * | : vertical line

Compound character delimiters

 * => : arrow
 * .. : double dot
 * ** : double star, exponentiate (operator)
 * = : assignment
 * /= : inequality (operator)
 * >= : greater than or equal to (operator)
 * <= : less than or equal to (operator)
 * << : left label bracket
 * >> : right label bracket
 * <> : box

Others
The following ones are special characters but not delimiters.

 * " : quotation mark, used for string literals.
 * # : number sign, used in based numeric literals.

The following special characters are unused in Ada code - they are illegal except within string literals and comments (they are used in the Reference Manual Backus-Naur syntax definition of Ada):

 * [ : left square bracket
 * ] : right square bracket
 * { : left curly bracket
 * } : right curly bracket

Wikibook

 * Ada Programming

Ada 2005 Reference Manual

|Delimiters

title: Ada Programming/Delimiters


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Mahidhara Nalinimohan

Mahidhara Nalinimohan (4 August 1933 – 23 October 2005) was an Indian space scientist and writer from Andhra Pradesh. He wrote many articles on popular science in Telugu. His father Mahidhara Rammohan Rao was a noted novelist, journalist and freedom fighter.

Early life
He was born on 4 August 1933 in Munganda, East Godavari district of Andhra Pradesh in a patriotic family. His father Mahidhara Rammohan Rao was a noted novelist, journalist and freedom fighter. Having grown up in a house of literary movement, he began writing poetry at the age of 15 years. He later turned to be a science writer. He completed his master's in physics from Osmania University in 1955 and got his Ph.D from Moscow university in 1963.

Career
After carrying out research in countries like Sweden, Bulgaria, he came to India and joined National Physical Laboratory in New Delhi. He took part in launching 16 satellites. He carried out research on atmospheric changes in the upper ionosphere in the capacity of deputy director of the Laboratory.

Awards

 * Kavi Kokila Duvvuri Ramireddy Vignana Bahumati
 * Indira Gandhi Vignana Bahumati

Death
Nalini Mohan died on 23 October 2005 in an old-age home in Hyderabad. He was survived by his son and three daughters.

title: Mahidhara Nalinimohan


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Wikipedia:Articles for deletion/Mark Jewell

The result was delete. Malcolmxl5 (talk) 21:14, 26 August 2020 (UTC)

Mark Jewell

 * – ( View AfD View log  Stats )

Not notable Yannick (talk) 20:45, 19 August 2020 (UTC)
 * Note: This discussion has been included in the list of Authors-related deletion discussions. Shellwood (talk) 20:53, 19 August 2020 (UTC)
 * Note: This discussion has been included in the list of California-related deletion discussions. Shellwood (talk) 20:53, 19 August 2020 (UTC)

 * Delete The article has plenty of sources however none of them ticks all 3 boxes - independent, reliable, significant coverage. Many are dead links, others - connected to the subject. WP:BEFORE hasn't added much to that. Fails WP:GNG, WP:ANYBIO,WP:AUTHOR.Less Unless (talk) 14:09, 20 August 2020 (UTC)
 * Delete an overly promotional article.John Pack Lambert (talk) 19:45, 21 August 2020 (UTC)
 * Delete non notable, PR, fails  WP:GNG, quite a few SPA's have been involved in editing this wikipage  -- Devoke water   (talk)  11:11, 24 August 2020 (UTC)


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Talk:Ancestry of Muhammad

Merger proposal
I propose that Family tree of Muhammad be merged into Ancestry of Muhammad. I think that the content in the Family tree of Muhammad article can easily be explained in the context of Ancestry of Muhammad, and the Ancestry of Muhammad article is of a reasonable size that the merging of Family tree of Muhammad will not cause any problems as far as article size or undue weight is concerned. <IP_ADDRESS> (talk) 20:05, 29 March 2016 (UTC)
 * As the family tree article is more comprehensive, older and already contains most of the ancestry, the ancestry article should be merged into the family tree rather than the other way around. DrKay (talk) 18:43, 25 April 2016 (UTC)
 * I agree with DrKay (talk that this article should be merged into Family tree of Muhammad. --DThomsen8 (talk) 19:05, 23 June 2016 (UTC)

title: Talk:Ancestry of Muhammad


text:
Jere-Matias Alanen

Jere-Matias Alanen (born April 27, 1996) is a Finnish professional ice hockey winger. He is currently playing for RoKi of the Mestis.

Alanen made his Liiga debut for Tappara, playing three games during the 2016–17 season. He played a further two games for Tappara during the 2017–18 season.

title: Jere-Matias Alanen


text:
Metanil Yellow

Metanil Yellow (Acid Yellow 36) is a dye of the azo class. In analytical chemistry, it is used as a pH indicator and it has a color change from red to yellow between pH 1.2 and 3.2.

Although illegal for food use, Metanil Yellow has been used as an adulterant in turmeric and pigeon pea based food products, particularly in India.

Animal studies have suggested that Metanil Yellow is neurotoxic and hepatotoxic.

title: Metanil Yellow


text:
Wikiversity:Threaded discussions with NavFrames with subst/20070521140309

NOEDITSECTION added. No more comments-out-of-order.
20070521182637
 * Comment:

--Hillgentleman|Talk 18:26, 21 May 2007 (UTC)
 * reply[]

What links here


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Talk:homograph

WRONG!!! Homographs do have same spelling, but not necessarily the same pronunciation. Homonyms do have same spelling AND same pronunciation! Thus, a homonym is always a homograph, but NOT vice versa!

 * Isn't that what our entry says? --Connel MacKenzie 18:18, 11 November 2007 (UTC)

 * This (angry) comment is actually incorrect. You state, "a homonym is always a homograph", which is completely incorrect. In fact, the word homonym is used two ways: 1) as a synonym for homophone, or 2) for words that are both homophones and homographs (e.g. "bear" with me; there's a "bear" in the woods). When the word 'homonym' is used in school, it is taught to include both homophones and homographs. Technically, though, both homophones and homographs belong to the broader category of homonyms. Here is a source: https://www.dictionary.com/browse/homonym Melissa60515 (talk) 10:35, 13 February 2024 (UTC)

 * No, it says "All homographs are homonyms." I spent the past half hour trying to figure that out, because it's the exact opposite of what I thought. And of course that's because it's wrong. :/

Difference in meaning
From the definition, I have removed difference in meaning as a key characteristic of a homograph, in. As several dictionaries do mention the difference in meaning in their definitions of "homograph", I feel the need to explain the edit.

Homographs do have different meanings, but that is not what makes them up, what marks them as homographs. Homographs are different words, while a single word often has several meanings. Thus, "cat" (meowing domestic animal often kept as a house cat) and "cat" (a strong tackle used to hoist an anchor to the cathead of a ship) are not homographs, regardless of their having a different meaning. --Dan Polansky (talk) 11:30, 3 November 2012 (UTC)

title: Talk:homograph


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User:Natbax74/sandbox

Devlopement
Originally, Gillian Armstrong wasn't on board with directing Little Women. She rejected the offer several times due to the similarities between Little Women and her previous film, My Brilliant Career. However, with persuasion from the Denise DiNovi and Amy Pascal (producers), Armstrong came to realize that the two films were different after all. With the help of screenwriter, Robin Swicord, they aimed to portray more mature themes than the previous adaptations— such as, family, growing up, and progressive feminism.

Filming
The 1994 adaptation of Little Women was filmed primarily in parts of Canada, such as, British Columbia, and Vancouver. However, certain scenes were shot in The United States throughout Massachusetts. The overall film aesthetic for the 1994 Little Women, was heavily influenced by photographs, paintings, and drawings. Armstrong and her team sought inspiration from artwork that was created during the Civil War Era, when Little Women was written. They used these works of art as guidelines for the sets, costumes, color coordination, and even camera lighting. Gillian Armstrong was adamant about creating a look that remained faithful to Little Women's time period.

title: User:Natbax74/sandbox


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Talk:Japanese/Lessons/Introduction/Konnichiwa/Formal salutations

"As for me..."
'This whole sentence means "As for me, I am ___." '

I'm just beginning with Japanese, but I've noticed that a lot of translations use the phrase "As for ___" to translate "___ は". Why? Although it is technically correct, no English speaker in the world introduces himself with: "As for me, I am Bob." The sentence really 'means' "I am ___," so why not just say that?

It seems to me that "as for ___" is an attempt to keep an English translation's phrases in the same order as the Japanese words, but it reads poorly and only goes halfway. If showing the correspondence between Japanese and the English translation is important, I think it would be better to show an intermediate translation, like "I (subject marker) ___ are", and then show the actual translation, "I am ___".

Also, I am confused by the term "copula verb" which shows up a couple times on this page. I'm sure it makes sense to grammaticians and linguists -- people who casually throw around words like "schwa" and "gerund" -- but it is not helpful to a person trying to make sense of a new language.

Joe Lee 01:17, 26 August 2005 (UTC)

 * Hi. I think, in this case(when you say your name), you don't need "As for me". I've never seen the Japanese textbooks in the English world, but at least in the English texts we use in Japan, はじめまして is "Nice to meet you." and わたしはBobです is just "I am Bob."
 * However, it's true that "___ は" generally might have the nuance "As for ___". For example;

 * Imagine there're Bob and I here. Now if I say, 「Bob は 読書(reading books) が 好き(likes) です」, then you can interpret this in the two ways:
 * Bob likes reading books. (Just that. I don't say I like or not)
 * Bob likes reading books, but I do not.
 * If I say は weak(naturally), probably it's the case 1. If I emphasize は, it can be the case 2.

 * Application: Imagine there're Bob, Jack and I here. Now if I say, 「Bob は 読書(reading books) が 好き(likes) です」...
 * Bob likes reading books. (Just that)
 * Bob likes reading books, but I do not. (I don't know about Jack)
 * Bob likes reading books, but I guess Jack does not.
 * Bob likes reading books, but I do not and I guess Jack does not, neither.
 * In another word, "At least this can be said: Bob likes reading books." or "As for Bob, he likes reading books." Does it make sense? I don't know this is something to do with the word order... - Marsian / talk 05:00:17, 2005-08-26 (UTC)

 * Hi. Yes, that makes more sense to me, thanks.  I suppose this is something like stresses in spoken English, like the difference between "Bob likes reading books" and "Bob likes reading books."  I still don't like "As for ___" -- after all, all your interpretations above don't use it and sound much better for it -- but now I understand that it's a convenient way of emphasizing the subject of a sentence.

 * I also like your "Nice to meet you" better than "I am meeting you for the first time", as it is given in the lesson. But wouldn't "Nice to meet you" be a better translation for "どうぞ　よろしく"?  Or do both phrases roughly serve the same purpose as "Nice to meet you" in English?

 * Thanks. Joe Lee 21:49, 26 August 2005 (UTC)

 * A-ha, yeah, smiliar to the stresses in English, I think it's right.
 * Speaking of "Nice to meet you", ... well, in fact I don't think I understand enough the situations where "Nice to meet you." is used but... When you use どうぞよろしく, it should be placed at the end of your self-introduction (though I feel よろしくお願いします is much more common). Thus, the suitable English expression for どうぞよろしく might be "Thank you." at the end of the speech. Please see the search results of Eijiro, a famaous online Ja↔En dictionary. However, thinking about the inverse case(English to Japanese), I'm not so sure whether "Nice to meet you." can be translated to どうぞよろしく. - Marsian / talk 05:24:22, 2005-08-27 (UTC)

 * I agree that as for 〜 is totally unnatural English. Furthermore, I agree that it's unnecessary in simple sentences like watashi wa 〜 desu. Maybe it should be removed from the Introductions, and it should be avoided once the student has mastered wa. Having said that,  I think that it's a useful way to think about wa in sentences where the topic is not the grammatical subject. This is very common in Japanese.
 * watashi wa ashi ga nagai desu
 * I [topic marker] leg [subject marker] are long [polite ending]
 * As for me, (my) legs are long.
 * I have long legs.
 * I don't know about you, but I find the word-for-word translation harder to read and less informative than "as for me". I mean, if you know enough to understand all the [ 〜　marker] labels, then the word-for-word version probably doesn't add much to your understanding. Any thoughts?
 * -ToothingLummox 06:33, 5 September 2005 (UTC)

 * There's no reason to expect a natural English translation of yoroshiku onegaishimasu. English speakers don't say anything like that. ToothingLummox 06:40, 5 September 2005 (UTC)

kochira koso
For the first conversation, comparing the Romaji and English:

 * Hayasaka: Kochira koso, yoroshiku o-negai shimasu.
 * Hayasaka: Likewise.

When this is translated into English, does "Kochira koso, yoroshiku o-negai shimasu" literally translate to "Likewise, I look forward to working with you"? Does the rest of the sentence need to follow "Kochira koso" to emphasize what is likewise? I'm a little confused, perhaps because I read too literally into things.

--Fushigidane 05:04, 16 February 2006 (UTC)

 * With a few reservations, I would say, yes, it literally translates to "Likewise, I look forward to working with you". And, no, you do not always have to repeat the sentence after kochira koso, but at least in this case (formal introductions), I think it sounds better if you do repeat it. Maybe a better literal translation of kochira koso would be "It is me who (is looking forward to working with you)". -ToothingLummox 08:32, 22 February 2006 (UTC)

 * I am sorry to say this ToothingLummox, but your answer to Fushigade's question is not correct. The correct answer to Fushigidane's question here is NO, it does NOT litterally translate to "Likewise, I look forward to working with you"!!!
 * As with lots of Japanase words and phrases, also this one is difficult to translate litterally. What is said here, is the following:
 * こちらこそ, しく おいします. (Kochira koso, yoroshiku onegai shimasu).
 * こちら, kochira: "this side/way"
 * こそ, koso: "for sure".
 * こちらこそ, kochira koso can be translated as "it is I who should say so" (usually used in cases where you want to say "the thanks is all mine").
 * しく, yoroshiku: "well (in the adverbial sense of "good"), properly, suitably", also (more freely) translates as "best regards".
 * おいします, onegai shimasu: "do this humble request". Shimasu comes from the verb suru (to do), negai is a request or a wish and the o in front of negai makes it humble and therefore this makes the sentence more polite, so that it can be translated as "please, grant me this wish".
 * しく おいします, yoroshiku onegai shimasu can now be translated as "please, treat me nice/good", but it can also be used as "(please), my best regards". In a first meeting with somebody it can be freely translated as "nice to meet you"...

 * So, coming back to the complete sentence, if you want to translate it litterally (which you should not want do with Japanese! ;-) ) it would come to something like: "This side for sure, treat me good". But a better translation into an English sentence that would be used in similar situations is something like "Likewise (or: the pleasure is mine), it's nice to meet you". The last one you might find contradictory with Hajimemashite, wich was also used in the same conversation in the module and this also translates as "Nice to meet you". However, also this is not a litteral translation. Hajimemashite litterally means "we have started", and the Japanese combine this in a formal introduction with "(douzo) yoroshiku onegai shimasu". Personally, I think it's better to translate hajimemashite into "How do you do" which is used in the same way in (British) English, and yoroshiku onegai shimasu into "it's nice to meet you".
 * Japanese is and remains difficult to translate litterally, but it's sometimes interesting to do that... Shinjitsu 06:41, 9 November 2007 (UTC)

"Kanji"
Someone has been a little overenthusiastic here, or has read a dictionary without ever reading a Japanese book. There are also some places where the writer seems not to know the language.

The greetings that are all in kanji aren't generally used as such unless one is reading Edojidaibungaku.

Ohayou is always kana, and Kon'nichiwa likewise, because you can't differentiate Kyou wa (today is) from Kon'nichi wa "Nowadays" from the greeting. youkoso is never in kanji. The translation for yoroshiku onegai shimasu is wrong. Kochira koso is never in kanji, and neither is arigatou gozaimasu (and it should be Doumo arigatou gozaimasu anyway, because it's more formal). dou itashimashite is also never in kanji.

If the usage notes say there is a mixture of forms, then the chart is useless as it stands, because not only does the reader not know what's what yet, the chart says formal greetings. Ohayou can be used the first time you meet somebody on a given day, as long as it's not too late in the day.

The grammatical constructions are wrong, or at least fanciful: "ohayou" doesn't come from an adjective; if it comes from anything, it comes from a Classical Japanese verb, hence the "-oo" ending only goes on verbs. Moreover, these are all kimarimonku, or set phrases, and therefore constructing them is unnecessary; you just need to learn them like words.

I'm going to make some changes to fix some of this.

 * I have removed the kanji for greetings.
 * I have fixed the romanization.
 * I have removed the grammatical construction section, as the greetings are all set phrases.

I'll fix the Japanese when I'm on a Japanese enabled machine. MSJapan 18:56, 23 May 2006 (UTC)

 * Speaking of kanji, should the names (and also onegai) really be in kanji? I know that the names have furigana over them so that people will still be able to read them using the hiragana chart, but isn't it just confusing for a beginner to add in kanji symbols in the introductory chapters?

 * It makes sense in the vocabulary section where words that aren't going to appear until later are used as examples, but even then, kun should just be written in hiragana to match san.

 * I guess you could say that it makes it easier to see where the names are in the sentences because they look so different, but I think it would be better to stick with the kana in the introductory lessons and then add in kanji in the basic lessons. Hiragana is much easier to read than th furigana sitting on the kanji IMO Ikarsik 02:22, 3 November 2007 (UTC)


text:
Talk:Tourism/Introduction

The tourism industry is emerging to be the largest money genarating industry in the world.This is not so far as the the infrastucture for the development of this industry is devolping at devastating phase.tourism with the right ethics and culture has a great effect in the human civikization as whole as its the opertunity of the humans to see and understand the mere co-Existence of same species

title: Talk:Tourism/Introduction


text:
Guide to Unix/BSD/OpenBSD

This module contains information that is specific to OpenBSD.

Background
OpenBSD calls itself the "multi-platform, ultra-secure operating system". The OpenBSD team believes in strong security and code correctness. The OpenBSD team has between six and twelve developers working on finding bugs and security holes in the system. OpenBSD also strives to be secure by default, meaning that the user does not have to be a security expert to secure the system. The OpenBSD project normally makes a new version every six months.

OpenBSD is known for having strict rules regarding bugs, such as an application not having a manual is considered a bug and therefore the application will not be included in the port (or package) tree. These rules are also included in the operating system. Should an application pose a security risk, OpenBSD will kill the process on the spot. If there is a bug, and it is announced on the mailing list, then the OpenBSD team will come out with a patch in a matter of days. OpenBSD has only had two remotely exploitable bugs (both were in SSH and patched soon thereafter), after a default install (with no additional services turned on) in over 10 years.

Notable Security Features

 * strlcpy and strlcat
 * Memory protection purify
 * W^X
 * .rodata segment
 * Guard pages
 * Randomized malloc
 * Randomized mmap
 * atexit and stdio protection

 * Privilege separation
 * Privilege revocation
 * Chroot jailing
 * New uids
 * ProPolice

Installation
OpenBSD has an easy, although non-graphical, installer.

Customization
You can change the default configuration files and install additional packages, by creating your own custom ISO file.

As a firewall
OpenBSD uses pf ("packet filter") as a firewall. Although the authors originally contributed pf to OpenBSD because it is free, other operating systems are including pf as well.

As a webserver
As of OpenBSD 5.6, OpenBSD ships with its own webserver, httpd(8). A hardened fork of Apache 1.3 (was in base prior to 5.6), upstream Apache 2.2, nginx (in base prior to upcoming 5.7) and other webservers are available from ports.

As a desktop
Despite its reputation for being only for servers OpenBSD can also serve as a great workstation/desktop. OpenBSD uses pkg_add as their binary package management system. The pkg_add automatically resolves dependencies. If you get the packages from ftp, pkg_add is able to resolve all of the dependencies for you. Some of the desktop related packages in the binary package system include: KDE (3.5), Xfce, Gnome, fluxbox, blackbox, and e16. Many other packages are available through the port system which also resolves and compiles the dependencies for you.

title: Guide to Unix/BSD/OpenBSD


text:
ungefähr

Etymology
Borrowed from.

Adverb

 * 1)  approximately

Etymology
From, mostly. Equivalent to +. Cognate with 🇨🇬.

Adjective

 * 1) approximate

Adverb

 * 1) about
 * 2) approximately

title: ungefähr


text:
Wikipedia:WikiProject Spam/LinkReports/starallianceemployees.com

Links

 * starallianceemployees.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.

Additions

 * Displayed all 11 additions.


text:
Diplasiotherium

Diplasiotherium is an extinct genus of litoptern belonging to the family Proterotheriidae, that lived between the late Miocene and the early Pliocene (in the SALMAs Huayquerian and Montehermosan). The fossils of this animal have been found in Argentina, in the Monte Hermoso Formation.

Diplasiotherium is distinguished from other proterotheriids by the crown of its molars, which were higher than in other related genera (protohypsodont), and by its larger body size; the species D. robustum reached approximately 395 kg in weight, making it the largest known proterotheriid.

title: Diplasiotherium


text:
Talk:Charles Cochrane (engineer)

Useful reference
Useful reference -- Clem Rutter (talk) 08:45, 5 June 2015 (UTC)

title: Talk:Charles Cochrane (engineer)


text:
Instructional design/Psychomotor behaviors/Psychomotor Skills in Practice

Psychomotor Skills in Practice

The Work of Respiratory Therapists

Lesson Rationale:

To aid in understanding practical applications of the Psychomotor domain, this lesson will use, as an object lesson, the medical field. The medical profession, in its many facets, makes extensive use of the three major learning domains; cognitive, affective and psychomotor. The education of doctors, the practice of medicine, its corollary disciplines of nursing, out-patient care, therapists, clinicians (such as respiratory), and others, engage all aspects of the learners’ and practitioners’ capabilities.

In summary, medical professionals draw upon the three domains in the following ways:

 * Cognitive (knowing) domain: Focusing on knowledge acquisition and intellectual skills and abilities (e.g. the diagnosis of disease, strategizing treatment options).
 * Psychomotor (doing) domain: Relating to skills that require varying levels of well-coordinated physical activity and precise manipulative procedures (e.g. simple suturing of an open wound, performing an endoscopic examination, performing sophisticated surgical procedures).
 * Affective (feeling) domain: Dealing with feelings, emotions, mindsets and values, including the nurturing of desirable attitudes for personal and professional development (e.g. allaying the concerns and fears of patients, displaying empathy for the relatives of a patient who has just died, displaying mutual trust and respect in working with members of the healthcare team, upholding high ethical standards in practice).

The importance of proficiency in the learning domains is reflected in the accreditation requirement for respiratory clinicians educated by the University of Texas Medical Branch (MTMB). The accreditation statement of standards and objectives includes the following expectations of graduates in each learning domain:

 * Objective #1: Affective domain: Upon completion of the program, graduates will demonstrate professional behavior consistent with employer expectations as advanced-level respiratory therapists
 * Objective #2: Cognitive domain: Upon completion of the program, students will demonstrate the ability to comprehend, apply, and evaluate clinical information relevant to their role as advanced-level respiratory therapists.
 * Objective #3: Psychomotor Domain: Upon completion of the program, students will demonstrate technical proficiency in all the skills necessary to fulfill their roles as advanced-level respiratory therapists.(http://sahs.utmb.edu/respiratory_care/)

Psychomotor Priorities

For medical professionals, activities within the psychomotor domain can be summarized as follows (from prior descriptions):

Relating to skills that require varying levels of well-coordinated physical activity and precise manipulative procedures. Demonstrate technical proficiency in all the skills necessary to fulfill roles in one’s chosen medical profession.

LESSON OBJECTIVES AND TASKS

Expected outcomes of this lesson fall under the larger objective of the Psychomotor Team Wikiversity project goal:

“Training developers will be able to create and/or select instructional strategies for teaching specific interpersonal topics. Additionally, they will be able to effectively and correctly evaluate different methods and strategies within the psychomotor domain, and will be able to decide which training or instructional options would be the best option to meet very specific training goals within the domain. The result shall be an instructional unit that is efficient, effective, and appealing.” (http://en.wikiversity.org/wiki/Talk:Psychomotor_behaviors)

The scope of this lesson is limited to using the profession respiratory therapy to illustrate psychomotor behaviors. As a profession that focuses on the implementation of medical treatments more than making medical decisions, a respiratory clinician draws greatly upon psychomotor skill sets from a cognitive framework. This framework arises from both the clinician’s medical knowledge within his/her field as well as the expertise of doctors that prescribe treatment.

Upon completion of this lesson:

 * 1) Learners will be able to describe the appropriate taxonomy that supports the training of respiratory therapists.
 * 2) Using the appropriate psychomotor taxonomy, learners will be able to identify basic motor actions that become components for skilled actions.
 * 3) Provided with a description of respiratory therapists tasks, the learner will be able to match tasks with corresponding psychomotor behaviors.

LEARNING TASK #1: What is a taxonomy and how does it help in identifying psychomotor behaviors?

A taxonomy is the science of classification according to a pre-determined system, with the resulting catalog used to provide a conceptual framework for discussion, analysis, or information retrieval. A taxonomy, or classification, provides a process-oriented method for understanding a learning or training process. Benjamin Bloom, an Educational Psychologist, (http://en.wikipedia.org/wiki/Benjamin_Bloom) pioneered the use of taxonomies in understanding how people learn. Below is Bloom’s taxonomy for the psychomotor domain:

Bloom's Taxonomy: Psychomotor Domain http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual10.htm

LEARNING TASK #2: The Work of Respiratory Therapists

Review the following links that describe the work of respiratory therapists.

http://www.bls.gov/oco/print/ocos084.htm

http://www.careerplanner.com/Job-Descriptions/Respiratory-Therapy-Technicians.cfm

While reviewing the descriptions, perform the following task:

Identify 10 actions that can you classify as psychomotor items specific to the work of respiratory therapists?

[Convert this to a web form or interative graphic for user simulation]

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

LEARNING TASK #3: The Psychomotor Actions of Respiratory Therapists

Using the 10 actions from the previous learning task, use Bloom’s Psychomotor Taxonomy to classify the actions of respiratory therapists. Use your judgment based on information learned from learning tasks 1 – 3. Use the first letters of the key words to indicate your classification:

 * Imitation - early stages in learning a complex skill
 * Manipulation - individual continues to practice a particular skill
 * Precision - skill has been attained.
 * Articulation - involved an even higher level of precision.
 * Naturalization - response is automatic.

The results of this task will be evaluated and feedback will be provided by your instructor

[Convert this to a web form or interative graphic for user simulation]

Action Classification (s)

Examples:

Identifying labored breathing (I, M)

Evaluate a patient’s lung capacity (A, N)

1. ____________________________________________ __________________

2. ____________________________________________ __________________

3. ____________________________________________ __________________

4. ____________________________________________ __________________

5. ____________________________________________ __________________

6. ____________________________________________ __________________

7. ____________________________________________ __________________

8. ____________________________________________ __________________

9. ____________________________________________ __________________

10. ___________________________________________ __________________


text:
User:Callanecc/CVUA

I am an instructor at the Counter Vandalism Unit Academy (or CVUA). This means that I teach new vandal patrollers how to identify and deal with vandalism and a whole lot more. I have developed a programme which covers all of the basics of anti-vandalism and some more which you will come across around Wikipedia. I am happy to adapt this where necessary for users with experience in some areas, or where a user wishes to focus on a specific area.

Each person I tutor will get their own "Academy" page, where I will keep updates on the progress of their course. I will use that provide lessons and give tasks to users I tutor to help them develop their anti-vandalism skills. Once a user has completed the course, I will give them five days, during which I will monitor their activity; at the end of this time, I will set them a test. If there are no major problems during the monitoring phase and they are successful at the test, the user will graduate.

As well as this programme, I will offer whatever extra support is required to those I teach. I always welcome users raising questions or problems at my talk page and will do my best to address them. Once a user has graduated, I am still completely happy to give them all the advice and/or support that they need.

Current students

 * (Academy page)

Graduated students

 * (Academy page)

Note: I have stolen all of the CVUA stuff from User:ItsZippy, and will change it as I go to suit my "style" - thanks Zippy.

title: User:Callanecc/CVUA


text:
Zorin

Zorin may refer to:

People

 * Andrei Zorin (born 1997), Russian footballer
 * Leonid Zorin, (1924–2020), Russian playwright
 * Sergey Zorin (1891–1937), Soviet politician
 * Simcha Zorin (1902–1974), Soviet Jewish partisan in World War II
 * Valentin Zorin (1925–2016), Russian author
 * Valerian Zorin (1902–1986), Soviet diplomat
 * Yuriy Zorin (born 1947), Russian athlete

Other uses

 * Max Zorin, a fictional James Bond character
 * Zorin Blitz, a fictional Nazi vampire from Hellsing, a manga by Kouta Hirano
 * Zorin OS, a Linux distribution based on Ubuntu

title: Zorin


text:
Dipika Chikhlia

Dipika Chikhlia (born 29 April 1965) is an Indian actress and politician known for playing Sita in Ramanand Sagar's 1987 television series  Ramayan. She was also known for her debut film Sun Meri Laila (1983), opposite Raj Kiran and three Hindi films with Rajesh Khanna, which were Rupaye Dus Karod, Ghar Ka Chiraag and Khudai.

She did one Malayalam film Ithile Iniyum Varu (1986), with Mammootty, her Kannada hits were Hosa Jeevana (1990) with Shankar Nag and Indrajith (1989) with Ambareesh. She had one Tamil hit film, Nangal (1992), with Prabhu, and one Bengali hit film, Asha O Bhalobasha (1989), opposite Prosenjit Chatterjee.

Early career
Chikhlia made her debut as lead actress in Sun Meri Laila (1983), opposite Raj Kiran. Bollywood was part of the television serial Dada Daadi Ki Kahani in 1985. She meanwhile did supporting roles in hit films like Bhagwan Dada (1986), Kala Dhanda Goray Log (1986) and Doorie (1989) and played lead heroine in the horror film Cheekh (1986) and Raat Ke Andhere Mein (1987).

Success (1987-95)
Later in 1987, Chikhlia played the female lead role of Sita in Ramanand Sagar's television series Ramayan. Before starring in Ramayan, she was the part of Ramanand Sagar's Vikram Aur Betaal. She continued getting lead roles in hit TV serials like The Sword of Tipu Sultan and Luv Kush (both in 1989). Her only hits in Hindi films were Ghar Ka Chiraag (1989) and Rupaye Dus Karod (1991), both of which had Rajesh Khanna in the lead. She got more footage in the film Khudai, but the film was a commercial failure in 1994. She played the romantic lead of Rajesh Khanna in two films, Ghar Ka Chiraag and Khudai. Her Kannada film as the lead heroine opposite Shankar Nag was a box office hit in 1990 and her Bengali films Asha O Bhalobasha (1989), opposite Prosenjit Chatterjee and Tamil film Naangal (1992) opposite Prabhu were box office hits. She also got a supporting role in a Malayalam movie, Ithile Iniyum Varu (1986), which had Mammootty in the lead. She met with limited success in Hindi films after 1992, as Sanam Aap Ki Khatir (1992) flopped, which had her as main lead heroine, she only got supporting roles in Hindi films.

Later career
Chikhlia was also seen in the TV serial Chutta Chheda (2017) on Colors Gujarati channel. The Gujarati film Nattsamrat is to be released in August 2018 and she will be seen in her Hindi movie Gaalib (2018-2019). Dipika Chikhlia is working again.

She was last seen in the movie Bala (November 2019) as Pari's (Yami Gautam) mother. In the upcoming biopic of freedom fighter - Sarojini Naidu, she will be seen playing the role of her.

In August 2023, she has turned producer with the TV show Dhartiputra Nandini.

Politics
Dipika Chikhlia Topiwala followed up her television and film career with a move into politics, becoming a Member of Parliament in the Indian Lok Sabha from Baroda constituency in 1991 as a Bharatiya Janata Party candidate.

Personal Life
On 23 November 1991, Dipika married Hemant Topiwala, owner of Shingar Bindi and Tips and Toes Cosmetics. They have two daughters: Nidhi Topiwala and Juhi Topiwala.

title: Dipika Chikhlia


text:
User:Prasanna tpk

prasanna kumar thotakura born on 2 Jun 1987) is an Indian film actor from Telugu Cinema and an accomplished equestrian.[1] Born from a middile class family and he made his debut as lead actor with the film enduko in 2011.

title: User:Prasanna tpk


text:
NY Med

NY Med is a medical documentary series which premiered on ABC on July 10, 2012. It follows the medical staff and patients of Columbia University Medical Center, Weill Cornell Medical Center, and Morgan Stanley Children's Hospital (all three a part of NewYork–Presbyterian Hospital in New York City) as well as NYU Lutheran Medical Center in Brooklyn, New York. The series is produced by ABC News. A second season of NY Med premiered on June 26, 2014, which also includes University Hospital in Newark, New Jersey and St. Luke's-Roosevelt Hospital.

Critical reception
NY Med received "universal acclaim" based on an aggregate score of 84 out of 100 from six critics on Metacritic. Verne Gay of Newsday called the series "beautiful and moving," adding "NY Med brings it all home with power, beauty, insight and a degree of emotion that's an occasional sharp uppercut to the jaw." New York Magazine's Matt Zoller Seitz said the series "is filled with warm, honest moments like this — some poignant, others comic — and characters who would be plenty compelling even if they didn't keep revealing surprising new sides." Mary McNamara of the Los Angeles Times called the series "surprisingly addictive", adding "NY Med appears less self-conscious about its medical pedigree than its predecessors, more willing to embrace the dramatic pacing and elasticities of television." The New York Times' Mike Hale thought the series was "predictably absorbing" but added "NY Med and its predecessors have an interesting, though certainly unintentional, effect: The intense focus on the heroics of the nurses and doctors can make the patients look just as helpless and pathetic as we fear we will be when our day in the ward comes."

Patient privacy lawsuit
One episode of NY Med depicted the case of an elderly man, Mark Chanko, who arrived at NewYork–Presbyterian hospital after he was hit by a garbage truck. The episode showed Chanko's final moments as he died from his injuries. While his face was blurred, Chanko's widow was able to identify him when she watched the episode. The patient's family had not granted ABC or the hospital permission to film his treatment, and they were deeply upset by the episode. The family sued ABC and New York–Presbyterian Hospital for violating Mark Chanko's privacy. The case was dismissed by an appellate court. However, the family appealed and the NY judiciary felt there was sufficient reason to bring it before the state's highest appellate court. New York–Presbyterian agreed to a $2.2M settlement with the Department of Health and Human Services, Office for Civil Rights, who investigated this as a HIPAA violation. ABC removed the segment from the DVD version of the episode and from future broadcasts.

title: NY Med


text:
Federal Science and Technical College, Usi-Ekiti

Federal Science and Technical College, Usi-Ekiti is a technical secondary college in north Ekiti, Nigeria.

The secondary school was established in 2002 by the federal government of Nigeria and is youngest unity school in South West Nigeria.


text:
Monetary Economics

Contents

 * 1) /Preface/
 * 2) /What is Money?/
 * 3) /Economic Uses of Money/
 * 4) /Measuring the Money Supply/
 * 5) /The Demand for Money/
 * 6) /The Quantity Theories/
 * 7) /The Baumol-Tobin Model/
 * 8) /Overlapping Generations/
 * 9) /The Supply of Money/
 * 10) /Monetary Intermediation/
 * 11) /The Banking System/
 * 12) /The Supply of Credit/
 * 13) /Monetary Policy/
 * 14) /Goals of Monetary Policy/
 * 15) /The Problem of Time Inconsistency/
 * 16) /Central Banks and Strategies/
 * 17) /Monetary Economic History/

title: Monetary Economics


text:
Tondidarou

Tondidarou is a small town and megalithic archaeological site in Niafunké Cercle, Timbuktu Region, Mali, northwest of Niafunké, about 150 kilometres south-west of Timbuktu. The site, located on the eastern bank of Lac Tagadji, was discovered by Jules Brévié in 1904 and is said to be "defined by three groups of stone megaliths", monoliths which are a "remarkable collection of phalliform stone monuments." Ancient Egypt in Africa refers to the site as "Diop's 'Egypt-influenced' phalliform stone circle of Tondidarou". Eugene Maes was the first to seriously document the stones at Tondidarou in 1924. It was extensively excavated in around 1980. The site is dated to 670 - 790 AD.

title: Tondidarou


text:
Cookbook:Turmeric

Turmeric, or yellow ginger, is a spice similar to ginger in appearance, but it has a totally different taste, and it gives its characteristic yellow color to the food.

Turmeric is often used as a low-cost substitute for saffron. The color is similar, but the taste is very different.

Turmeric, along with dill, gives pickles their characteristic taste.

Be careful using Turmeric, as it can overpower a dish easily.

hy:Եփութուխ:Դեղին կոճ Kookboek/Kurkuma

title: Cookbook:Turmeric


text:
Wikipedia:Articles for deletion/Micri

The result was   delete. -- Ed (Edgar181) 21:58, 18 February 2015 (UTC)

Micri

 * – ( View AfD View log  Stats )

As for dimi this does not warrant an article. Imaginatorium (talk) 09:38, 11 February 2015 (UTC)
 * Delete No reliable sources show that this word satisfies WP:GNG as a topic. I cannot even find a source to verify the dictionary definition in the article. Johnuniq (talk) 10:13, 11 February 2015 (UTC)
 * Delete: not included in Metric prefix which appears to be a solid and well-sourced article; not listed in OED (while "kilo-" as a prefix is listed); no source other than the dubious Cardarelli.  Pam  D  10:40, 11 February 2015 (UTC)
 * See also Lacta. Pam  D  10:59, 11 February 2015 (UTC)
 * Note: This debate has been included in the list of Science-related deletion discussions. • Gene93k (talk) 21:54, 11 February 2015 (UTC)

 * Delete. Regardless of the reliability of Cardarelli, something that can be sourced only to a single line of a single table in a single book is not notable. (The same comment applies to all three of the units micri, lacta, and dimi, which should probably have been merged into a single AfD.) —David Eppstein (talk) 22:06, 11 February 2015 (UTC)
 * Keep/merge Once again we see people rushing to delete something which they do not seem to understand. Accusations that Cardarelli is "dubious" are ill-founded in such circumstances.  As for this case, a quick search soon turns up another source: A Dictionary of Scientific Units.  If, as it seems, the prefix was only used with the erg, then perhaps we might merge into that page. Andrew D. (talk) 12:36, 12 February 2015 (UTC)
 * What is the function of your first sentence? I proposed this, saying "...does not warrant an article". Can you explain what this suggests I "do not understand"? And you do? Anyway, it would be more sensible to include a list of obsolete, propsed, abandoned (etc) prefixes in the metrix prefix article, even if "micri-" was only ever suggested for ergs. Notice incidentally that the source you cite, though not quite as simplistic as Cardarelli's offering, is still from something called a "Dictionary". WP does not aspire to be a dictionary, so it should not model its articles on dictionary entries. Imaginatorium (talk) 05:51, 16 February 2015 (UTC)

 * Merge to Erg as verified per, , . The topic does not appear to have enough coverage to qualify for a standalone article. N ORTH A MERICA 1000 17:37, 15 February 2015 (UTC)
 * Delete insufficiently notable. PianoDan (talk) 16:11, 17 February 2015 (UTC)

title: Wikipedia:Articles for deletion/Micri


text:
Fujifilm XQ2

The Fujifilm XQ2 is a digital ultracompact camera announced by Fujifilm on January 15, 2015. It distinguishes itself from the predecessor XQ1 with the addition of a Classic Chrome film simulation mode.

title: Fujifilm XQ2


text:
Talk:James O'Brien (filmmaker)

Obvious promotion
The only reviews of Western Religion that Rotten Tomatoes catalogues (link) are two highly negative reviews from mainstream sources, The Village Voice and the Los Angeles Times. Instead, this article (and that one, previously) go to self-published bloggers to find nice things to say. There is obvious puffery going on here, and I suspect those involved to have an undeclared conflict of interest – notice how this bio has all kinds of details that random people wouldn't know, like what sports teams O'Brien joined in high school. NinjaRobotPirate (talk) 05:24, 7 August 2020 (UTC)

title: Talk:James O'Brien (filmmaker)


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Eagle River Stadium

The Eagle River Stadium is an ice rink and arena located in Eagle River, Wisconsin.

History
The Eagle River Stadium, which seats roughly 2,000 people, was designed by German immigrant architect and engineer Max Hanisch, Sr. and constructed by local volunteers and community residents. Constructed mainly of wood in 1925, it is the first indoor hockey arena built in the state of Wisconsin. The roof framing is a wooden lamella design, using solid-sawn timbers interconnected in a unique honeycomb pattern. The facility is affectionately referred to as "The Dome" because of its dome-like shape. It has received major renovations once, in 1963–1964, when new locker rooms, indoor plumbing, and a concession stand were added.

The arena is home to the local high school hockey team, the Northland Pines Eagles; the ERRA Youth Hockey Association; a semi-pro hockey team, the Eagle River Falcons; a tier II junior ice hockey team, the Wisconsin Windigo; and the Wisconsin Hockey Hall of Fame.

title: Eagle River Stadium


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nonflying

Etymology
From.

Adjective

 * 1) Not flying; traveling by means other than flight.
 * 2)  Unable to fly, as of a bird.

title: nonflying


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Portal:Guatemala/Intro

The Republic of Guatemala (República de Guatemala, ), is a country in Central America bordered by Mexico to the northwest, the Pacific Ocean to the southwest, Belize and the Caribbean Sea to the northeast, and Honduras and El Salvador to the southeast.

The most populous nation in Central America, Guatemala is a representative democracy with its capital at Guatemala City. Although the nation has been relatively stable since 1996, Guatemala's recent history has been plagued by civil war and military coups, which have slowed the nation's development. Large portions of Guatemala's interior remain wholly undeveloped, including the nation's many rainforests and wetlands. Guatemala's abundance of biologically significant and unique ecosystems contribute to Mesoamerica's designation as an important biodiversity hotspot. Guatemala is known for its many ancient Maya cities such as Tikal located in the municipality of Flores, in the department of Petén.

More about Guatemala ...

title: Portal:Guatemala/Intro