text:
Wikipedia:WikiProject Spam/LinkReports/tamilcomicsulagam.blogspot.in

Links

 * tamilcomicsulagam.blogspot.in resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * tamilcomicsulagam.blogspot.in is hosted on tamilcomicsulagam.blogspot.com
 * tamilcomicsulagam.blogspot.com resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link would be caught by rule \bblog(?:cu|fa|harbor|mybrain|post|savy|spot|townhall)?\.(com|in)\b on the monitor list (Automonitor: reported to en:User:XLinkBot/RevertList (diff - )).
 * Link is revertlisted by \bblog(?:cu|fa|harbor|mybrain|post|savy|spot|townhall)?\.(com|in)\b on [//en.wikipedia.org/wiki/User:XLinkBot/RevertList en.wikipedia.org]
 * Link would be caught by rule \bblog(?:cu|fa|harbor|mybrain|post|savy|spot|townhall)?\.(com|in)\b on the monitor list (Automonitor: reported to en:User:XLinkBot/RevertList (diff - )).
 * Link is revertlisted by \bblog(?:cu|fa|harbor|mybrain|post|savy|spot|townhall)?\.(com|in)\b on [//en.wikipedia.org/wiki/User:XLinkBot/RevertList en.wikipedia.org]

Additions

 * Displayed all 2 additions.


text:
Access to Justice Act

Access to Justice Act may refer to

 * Access to Justice Act 1999, an Act of the Parliament of the UK
 * Equal Access to Justice Act, US federal judiciary legislation
 * Servicemember's Access to Justice Act, US federal defense and national security legislation

source: wikimedia

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

title: Access to Justice Act


text:
1987 Cornell Big Red football team

The 1987 Cornell Big Red football team was an American football team that represented Cornell University during the 1987 NCAA Division I-AA football season. Cornell tied for fourth in the Ivy League.

In its fifth season under head coach Maxie Baughan, the team compiled a 5–5 record and was outscored 197 to 154. Lee Reherman, Gary Rinkus and Dave Quarles were the team captains.

Cornell's 4–3 conference record tied for fourth in the Ivy League standings. The Big Red was outscored 138 to 128 by Ivy opponents.

Cornell played its home games at Schoellkopf Field in Ithaca, New York.

title: 1987 Cornell Big Red football team


text:
Buff-rumped warbler

The buff-rumped warbler (Myiothlypis fulvicauda) is a New World warbler that is resident from Honduras south to northwestern Peru and disjunctly in the western Amazon. It is found in forests at up to 1500 m altitude, always near water.

The pair builds a bulky domed nest with a side entrance on a sloping bank next to a stream or path, and the female lays two white eggs which are incubated for 16–17 days with another 13–14 days to fledging.

The buff-rumped warbler is 13–13.5 cm long and weighs 14.5 g. The nominate race M. f. fulvicauda of western Amazonia in Colombia, Ecuador, Peru and Brazil is dark olive-brown above with a grey head, buff supercilium, and the conspicuous rich buff rump and upper tail that give this species its English and scientific names. The lower half of the tail is blackish. The underparts are whitish with some buff on the flanks. The sexes are similar, but the young bird is browner on the upperparts, head and breast, and its rump is paler.

There are five other subspecies.

 * M. f. semicervina, is found in the Chocó from eastern Panama to north-western Peru. It is similar to fulvicauda, but the buff area of the tail is larger and paler, and the buff on the flanks is more extensive.
 * M. f. motacilla, from the Magdalena Valley in Colombia, is similar to semicervina, but the buff area of the tail is paler, and upperparts more olive.
 * M. f. leucopygia, from the Caribbean slope in Central America is a distinctive form, with a much paler buff rump, a white supercilium, dark legs, and dark spotting on the breast.
 * M. f. veraguensis, from the Pacific slope in Central America is like leucopygia, but less spotted and with a somewhat darker rump.
 * M. f. significans of south-eastern Peru and northern Bolivia has a less extensive buff rump than other subspecies, and olive upperparts.

This is a common species, easily seen and identified as it hops on the ground, pumping and swinging its broad tail constantly. The buff-rumped warbler primarily feeds on insects, spiders and other small invertebrates, taken on the ground or in flight in open areas along the banks of streams, puddles, roadsides or tracks. Pairs defend their linear feeding territories along a stretch of stream throughout the year.

The call note of the buff-rumped warbler is a hard tschik like northern waterthrush, and the male's song is a warble followed by a series of 8-15 ringing chew notes. The female may give a soft reply.

title: Buff-rumped warbler


text:
Wikipedia:Articles for deletion/Hayden Baker

The result was speedy deleted per CSD A7. Malcolmxl5 (talk) 00:10, 11 July 2012 (UTC)

Hayden Baker

 * – ( View AfD View log  •  Stats )

This youth player doesn't yet pass WP:NFOOTY, and I can't find any sources that would indicate they pass WP:GNG. — Mr. Stradivarius  (have a chat) 15:36, 10 July 2012 (UTC)


text:
Talk:Norman Alden

A Commons file used on this page or its Wikidata item has been nominated for deletion
The following Wikimedia Commons file used on this page or its Wikidata item has been nominated for deletion: Participate in the deletion discussion at the nomination page. —Community Tech bot (talk) 22:02, 24 April 2020 (UTC)
 * Norman Alden in Rango 1967.jpg

Foo
They have with and the fotvtgtu 2A02:C7E:31B:AB00:4DA2:EE23:5AFE:7394 (talk) 19:25, 20 August 2022 (UTC)

title: Talk:Norman Alden


text:
School talk:Project management

Slash and burn
I am a construction worker /SLASH/ Engineer |slash| a lot of other things. I have felt the burn of being fired only once, but that was in an unrelated discipline, altogether. So, suffice it to say, I know successful Project Management when I see it. I have been an electrical contractor for many years and I think that in the context of construction, particularly in a capitalistic environment should be a sensitive study, tempered with Experience. 19:13, 8 January 2007 (UTC)

title: School talk:Project management


text:
2008 African Men's Handball Championship

The 2008 African Men's Handball Championship was the 18th edition of the African Men's Handball Championship, held in Angola, from 8 to 17 January 2008. It acted as the African qualifying tournament for the 2008 Summer Olympics in Beijing and the 2009 World Championship in Croatia.

Egypt win their fifth title beating Tunisia in the final game 27–25.

Qualified teams

 * (hosts)
 * (hosts)

Group stage
All times are local (UTC+1).

Knockout stage

 * 5–8 place bracket


text:
User:OutsiderOfficial/sandbox

Outsider is an Irish songwriter, producer and multi instrumentalist. He blends both Gaeilge and English lyrics in his songs. Outsider is the first person in history to introduce the Irish language to mainstream video gaming with his debut single 'MÍOL MÓR MARA; on the EA Sports FIFA 2018 soundtrack.

title: User:OutsiderOfficial/sandbox


text:
GCSE Science/Circuits Part2

GCSE Science/Electricity

Now we have learned Ohm's Law we can start applying it to some circuits.

The test circuits below can be used to investigate how the voltage across a component varies with the current flowing through the component. Either circuit can be used. The one on the left is easiest to set up, the one on the right is easiest to use once it is set up, but does require you to use the rheostat as a potential divider.

Note that the voltmeter is in parallel with the component and the ammeter is in series with it.This is necessary so that the ammeter and voltmeter do not interfere with the circuit in anyway. An ideal meter does not change either the current or the voltage.

The wire should be resistance wire, such as nichrome. Ordinary copper wire would short circuit the power pack and blow the pack's fuse.

Set up either circuit and then by turning the voltage setting on the power pack and the slider on the rheostat, adjust the current to read 0.1 A. Take a reading of the voltage. Repeat for 0.2 A, 0.3 A up to 1.0 A. Repeat the readings but this time go from 1.0 A to 0.9 A and so on down to 0.1 A.

Set your results out in a table like this.

Now plot the average voltage against the current on graph paper. You should find the points all fall approximately on a straight line. The slope of the line =Voltage/Current. This is the resistance.

Below is a typical voltage/current graph for a wire. Note that all the points fall approximately on a straight line.

The slope of the line is 1.1 V/A.

Therefore the resistance of this wire is 1.1 Ω

All Ohmic components have a constant resistance like this. However, non-Ohmic components (that is, components that do not obey Ohm's law) do not have such a resistance. A bulb, for example, has a resistance that increases as the current flowing through it goes up, because the filament is heating up. A current-voltage graph for a bulb would be a curve.

Q1) Plot a current/voltage graph for the following set of data for a 12V filament bulb.

Answers | <>

title: GCSE Science/Circuits Part2


text:
remobilization

Noun

 * 1) The return of a substance to circulation within a system, such as substances which had been locked in sediments.
 * 2)  A return to mobility.
 * 1)  A return to mobility.

title: remobilization


text:
Bondra

Bondra is a surname. Notable people with the surname include:

 * Anna Bondra (1798–1836), Austrian operatic soprano and mezzo-soprano
 * Dávid Bondra (born 1992), American-born Slovak ice hockey player, son of Peter
 * Peter Bondra (born 1968), Soviet-born Slovak ice hockey player

title: Bondra


text:
Cookbook:Garlic

| Herbs and Spices

Garlic is a pungently odoriferous member of the allium family (like onions and leeks). Garlic is generally used as a spice or a seasoning rather than as a vegetable due to its extremely strong flavour.

Harvesting
Garlic grows in large papery clusters. These clusters are called 'heads', 'bulbs' or 'knobs'. Each small, individual segment of a garlic head is a clove.

Freshly-harvested garlic bulbs must be cured prior to long-term storage. This curing dries out the exterior of the head, protecting the inner cloves from moisture and rot. Uncured garlic must be used quickly as it is more prone to spoilage.

Storing
Cured garlic heads will keep for a long time as long as they are stored in a cool, dark place. Do not keep them in the fridge or they will start to sprout and become bitter. They can be frozen without ill-effect, or simply stored in a dark cupboard away from moisture. Garlic braids should be hung to prevent crushing any of the cloves.

If you want to store the cloves individually and ready for use, the garlic must be either dried or processed. One good way to freeze prepared garlic is to crush or mince it in a food processor and mix it with a little water, then freeze it in ice cube trays so you can get cubes out as needed. Otherwise it can be frozen in olive oil, or frozen whole.

Never store garlic in olive oil at room temperature or leave garlic in oil to sit on the counter. Because garlic is grown in the ground it is frequently contaminated with botulism spores, which are almost impossible to remove. These are harmless in their normal state, but because they are an anaerobic bacteria they will grow at room temperature if submersed in oil. The spores can not grow in the cold, so freeze or refrigerate it, or better yet, store the garlic in vodka, wine or vinegar rather than oil.

Peeling
Before using cured garlic, the cloves must be separated from their papery casing. One method of extracting the clove from the bulb is to hold it in your hand and then use a paring knife to gently stab at the center of a clove, pulling it out from the skin. One can also grasp the top (or point) of the clove, and push the coarse base into a hard surface (such as a cutting board) until the paper "cracks", allowing it to be easily peeled from the clove.

Processing
As a rule, the finer you chop or especially crush fresh garlic, the stronger the flavour will be. This is because the flavour compounds are released by breaking cell walls. It is usually crushed with the side of a knife (which also aids in peeling) or finely minced. You can also use a garlic press, or crush it in a pestle and mortar with a bit of salt added to help reduce the garlic to a smooth paste. But it can also be used in slivers or as whole cloves, with a much milder result. Whole cloves are often roasted, and as they cook their flavour changes dramatically to become sweeter and less pungent.

Garlic can be purchased pre-crushed or pre-chopped in a jar. This type of pre-prepared garlic keeps for a long time in the fridge or freezer, and the garlic odour cannot penetrate the glass. It is milder and often sweeter than fresh garlic because the garlic flavor declines slightly with time.

Measurement
For cooking purposes, garlic is often measured in cloves. However, depending on the head of garlic, an average clove can vary from 1 g to 6 g, and personal judgment must be used to determine the amount to use. North American manufacturers of pre-packaged minced garlic consider one clove as 2.5 g. One teaspoon of minced garlic would contain the equivalent of 2 cloves.

Recipes featuring garlic
Many recipes use garlic, but those listed below feature garlic as a major contributor to the recipe.
 * Le Tourin
 * Pesto
 * Tahini Goddess Dressing
 * Garlic Bread
 * Aioli

Kookboek/Knoflook

title: Cookbook:Garlic


text:
Wikipedia talk:FAQ/Administrators

Question about phrasing.
Under "What is an administrator? What is a sysop?" it list as things they can do as "blocking and unblocking IP addresses." this may be confusing to new users. Should this be edited to make it clear that they can block registered users? (I don't want to mess with an FAQ without prior approval) JoshuaZ 05:41, 20 March 2006 (UTC)

 * Mess with it all you want :) And yes, that might be a useful addition.  Equazcion •✗/C • 14:13, 12/21/2007

Where do I go?
I can not seem to find where to go to get a page semi protected, who do I contact?--Migospia 02:34, 4 April 2007 (UTC)

A Criticism section from Iyer gets deleted by unregistered visitors. Can that be stopped. Also is this the right way I am asking for help?? I would like to be on the right way. Since I am new to all these tools available at Wikipedia Please suggest me the right steps. BalanceRestored 07:38, 20 April 2007 (UTC)
 * Go to WP:RFPP.  Real96  07:42, 20 April 2007 (UTC)

Wikipedia in portuguese
Problens in languages turco-tartaras, theis speak turcomano, error name. Please, it is a bad page. —The preceding unsigned comment was added by Special:Contributions/ (talk)

Contradiction
This page says: "You can report problems with admins misusing their privileges at Wikipedia:Administrators' noticeboard." The top of WP:AN says however: "For evasion of blocks, abuse of admin tools, or other incidents, see Wikipedia:Administrators' noticeboard/Incidents (WP:ANI)"

Which is true? --Yooden ☮
 * Thank for pointing that out, I've fixed the link here to point to WP:ANI. --Philosopher Let us reason together. 00:16, 26 April 2009 (UTC)

Being a Wikipedia administrator
I’m currently not an administrator, but might want to be one someday. How do I become an administrator? Seventyfiveyears (talk) 13:39, 7 July 2020 (UTC)

Shouldn't this be at FAQ/Administrators?
"Administration" seems like it reinforces the idea that there is a paid workforce here. —valereee (talk) 12:20, 20 July 2021 (UTC)

Abuse of power.
I wish to report we sadly may have a case of peer being misused. Adamston.97 I believe has been misusing his power for his own selfish gains and constantly barring anyone from being able to contribute to a Wikipedia page and even making un called for threats and insults. Farmer4-89 (talk) 15:00, 10 May 2024 (UTC)

 * you made one edit before this and haven't been reverted...? ltb d l (talk) 15:47, 10 May 2024 (UTC)
 * It’s true Adamston.97 is abusing his power. <IP_ADDRESS> (talk) 01:50, 14 May 2024 (UTC)
 * and who are you? ltb d l (talk) 02:33, 14 May 2024 (UTC)

title: Wikipedia talk:FAQ/Administrators


text:
Malakhovo

Malakhovo (Малахово) is a rural locality (a selo) in Aleysky Selsoviet, Aleysky District, Altai Krai, Russia. The population was 215 as of 2013. There are 7 streets.

Geography
Malakhovo is located on the Aley River, 13 km south of Aleysk (the district's administrative centre) by road. Zelyonaya Polyana is the nearest rural locality.

title: Malakhovo


text:
Maraia Lum On

Maraia Lum On is a former international lawn bowls competitor for Fiji.

Bowls career
Lum On started bowling in 1976 and was the 1982 Fiji Sportswoman of the Year. She had been inducted into the Fiji Sports Hall of Fame and in 1986 was the joint flag bearer for Fiji at the opening ceremony of the Commonwealth Games in Edinburgh, Scotland.

Lum On won the pairs silver medal with Willow Fong at the 1981 World Outdoor Bowls Championship in Toronto, Canada and four years later won the singles and pairs silver medal at the 1985 World Outdoor Bowls Championship in Melbourne, Australia.

She won four medals at the Asia Pacific Bowls Championships including two gold medals in the 1987 pairs, in Lae, Papua New Guinea and the 1989 pairs in Suva, Fiji.

title: Maraia Lum On


text:
Talk:Peenemünde Army Research Center

Polish intelligence?
I have removed the following poorly-written text from the article:

''However, witnesses and documents state that Polish underground army (Armia Krajowa or AK) intelligence and some information from others (including a Danish pilot who photographed something looking like a V rocket nearby) unmasked Peenemünde. British intelligence for years denied that it received any information about Peenemünde from Poland. However copies of reports emerged after the war in Poland. R. V. Jones contradicted himself: first he denied that fact, and later in his book The Wizard War he wrote that many bombs fell on camps for Foreign POWs who gave the allies information; he failed to point out that these Polish workers had AK membership. Within the last few years Polish politicians and historians have demanded access to British archives (since Britain held archives of most if not all AK reports). So far the British authorities have answered that all AK reports were destroyed.''

 * 1) "witnesses and documents"? Which witnesses, and what documents? Sounds like propaganda.
 * 2) Who is R.V. Jones, and what does whether or not he 'contradicted himself' have to do with this article?
 * 3) What on Earth is that AK Membership story going on about?
 * 4) This is heavily biased against Britain - see point 1.

Can someone (perhaps using English-language sources) please rewrite this and add any relevant information back to the article? Colonel Mustard 08:56, 20 March 2006 (UTC)

I have reinserted the info. Rewrite it if you want. The previous article about Pennemunde was heavily biased against Poles. R.V.Jones was one of the authors who wrote book about Pennemunde. Sources (in Polish, use babelfish to translate), for example: http://www.angelfire.com/nj/odszkodowania/rzecz19990807.html

Or just insert "Armia Krajowa Peenemunde" in google.

It must be noted, that Brits were getting two copies of every report. In 1945 they demanded even originals. Bortnowski, supsecting something, denied this information. Suprisingly after the war no document was found left in British archives. They were all erased.

Polish government asked about Polish intelligence archives. The answer from Brits that they were destroyed, because they have no significance; then they changed their position that they were destroyed by accident. There are no English sources on that, mostly probably because it were English which created the controversy in the first place. Szopen 10:36, 20 March 2006 (UTC)

Have a look at this https://en.wikipedia.org/wiki/Blockhaus_d'%C3%89perlecquesThe Geologist (talk) 16:11, 21 October 2013 (UTC)

Polish and Chechen historical Revisionism

I must note here just as a comments, that I read a lot of the second world war related articles and that a lot have a polish nationalistic touch. I would not say they lie, but they shift the focus towards a polish view of things and hinder details, witch are under not political historians well known to come up. So is the polish influence in the bombe raid against Peenemünde more a myth. One must know that their where always especially the Swedish, from witch I personally know, and other diplomats and scientist, witch where close enough to such projects and gave informations.I am sure, that the British analyzed a lot of sources, not only polish, before they hit.

I must say there is a kind of Polish and Chechen historical Revisionism taking place in some pages about the second world war, and resent polish and Chechen national history.

Johann

 * If Britain had received Polish intelligence, why deny it? Bastie 17:16, 17 January 2007 (UTC)
 * Good question. That's why Polis-British commission was established and that's why they published the report, which showed that British have used A LOT of Polish intelligence. In fact, almost HALF of British info came from Polish sources.

http://www.radio.com.pl/polonia/article.asp?tId=24739&j=2 http://forum.axishistory.com/viewtopic.php?t=81019 Between 1940 and 1944 Polish intelligence gave British more than 70.000 raport, of which British value 25% of extremely valuable, 60% as very valuable, 12% as valuable, 2% as low value, 1% as without value. Szopen 08:46, 18 January 2007 (UTC)

R V Jones said that the first mention of Peenemunde was in the Oslo Report and acknowledges the reports from the 'foreign labourers" even if he does not say that they were Polish, AK Hugo999 13:47, 6 March 2007 (UTC)

 * Many of the participants would still have been alive at the time Jones wrote the book - 1977 - and as Poland was still behind the Iron Curtain he may well have been (justifiably) circumspect in revealing names of people who may have been vulnerable to their own country's intelligence services. Naming Poles who had had contact with the British intelligence services could have lead to these Poles being arrested by their own government. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 15:10, 12 January 2015 (UTC)

POV
The tone of this article is rater POV. It seems to be operating on the assumption that the Poles are correct, and seems even accusatory towards the British. —Marshall19 <IP_ADDRESS> 05:51, 11 March 2007 (UTC)

 * Well, Poland dragged Britain into a World War and then surrendered so I suppose they may be feeling a bit embarrassed as regards Polish contributions. Poland was also behind the Iron Curtain for much of the intervening years, so much of what the official Polish line says must be considered suspect, their political master, Stalin, having no love for the UK, it being in his perceived interest to stir things up. The point is also made by them about the Warsaw Uprising, where various suspicious and ungallant motives are attributed to the UK in not doing more to support the Polish resistance fighters. The point there is that it was a LONG way away, and the aircraft available couldn't carry more than a token load as far as Warsaw and then hope to get back to friendly territory. They were lucky to get that, as not only were the Nazis trying to shoot them down, but Russian aircraft were reported to have attacked British aircraft supplying Warsaw too.

 * There seems to be a widespread revisionism that tries to paint Britain as some sort of bogeyman that deserves the blame for the military shortcomings of the countries involved. The point is that if these countries had bothered to actually fight with any sort of aggressiveness and vigour in 1939/40 then they might have been spared the German Occupation and subsequent Soviet domination, instead in most cases they gave up, leaving Britain and her Empire/Commonwealth, so to speak, in the lurch. If it hadn't been for the British and her Empire/Commonwealth then Poland would probably still be under Nazi rule today, and the Poles as a people would no longer exist. —Preceding unsigned comment added by <IP_ADDRESS> (talk) 18:59, 30 October 2009 (UTC)

Belka
Does anyone know that Peenemunde and its research center is based on Mund Valley, Belka from Ace Combat Zero? Scarlet Marines (talk) 11:50, 10 November 2016 (UTC)

David Irving as a source.
David Irving is referenced as a source for some information, particularly in section 2, which is a problem for multiple reasons. Irving is an anti-Semite and a Holocaust denier, and it has been proven that he intentionally mistranslated sources and actually altered them to make Nazi crimes look less severe or disappear altogether. At the very least any information taken from his work should be reevaluated in order to make sure it is valid, and/or it should be removed on the basis of principle.

title: Talk:Peenemünde Army Research Center


text:
ið

Etymology
From, eastern form of (originally the dual), from. Compare 🇨🇬.

Pronoun

 * 1) you, ye plural, subject

Etymology
From, from. Compare also 🇨🇬

Pronoun

 * 1) who, which, that

Conjunction

 * 1) as, when
 * 2) * har ið
 * there where
 * 1) * hvar ið
 * where(ever)
 * 1) * nú ið
 * now that
 * 1) * tá ið
 * when, as
 * 1) * ið hvussu er
 * however

Etymology
From the verb.

Noun

 * 1) a continual moving about, fidgeting, not staying still

title: ið


text:
vè

Etymology 1
From.

Noun

 * 1) worm

Etymology 2
From.

Noun

 * 1) drinking glass

Etymology 3
From.

Adjective

 * 1) green

Etymology 1
Inherited from.

Etymology 2
Inherited from.

Etymology 1
.

Noun

 * 1)  a rhyming poetic and song form, most typical of northern Vietnam

Noun

 * 1)  shoot (of rice plant)

Noun

 * 1)  pole erected to mark water level in a river or ditch

Verb

 * 1)  to draw near or nearer
 * 2)  to come alongside (another boat)

Noun

 * 1)  mudguard

title: vè


text:
User:Mukundan15

'''Name: Mukundan Mahalingam DOB: 15th July,2001 Place of Birth: Ambernath City: Ambernath State: Maharashtra Country:INDIA'''

title: User:Mukundan15


text:
Howling Dogs

Howling Dogs is a Twine game and piece of interactive fiction created by Porpentine in 2012. The game is text-based and includes occasional abstract pixel art. In 2017, the game was included in the Whitney Biennial.

Gameplay
Howling Dogs opens with a quote from The Day He Himself Shall Wipe My Tears Away by Kenzaburo Oe and starts off in a metal room. The game makes the user repeat basic actions, such as eating, drinking, sleeping and bathing, in a repetitive cycle. As the setting deteriorates over the course of the game, the tasks become harder to perform. The user can escape their surroundings momentarily by putting on a virtual reality visor, which becomes accessible after they perform some of their basic tasks. The virtual reality allows users to escape their cell-like surroundings, and displays a bizarre alternative world and imagery, before ending and bringing the user back to the same room. The game closes with a quote from theologian John Wesley.

The game's visuals consist of a black background with white text and blue hyperlinks, with occasional pixelated images shown when accessing the virtual reality visor.

Development and reception
The game was written within a week, after Porpentine began hormone therapy treatment. She wrote the game while living in her friend's barn. She has stated the game evokes a feeling of someone not being able to take care of themself when they are broke and in a bad living situation. While speaking about the game to The New York Times, she has compared dealing with trauma as similar to being in a dark room.

Writing for Gamasutra, Leigh Alexander called the game an "abstract, often surreal experience centralized on the concept of confinement". According to Mallika Rao of The Village Voice, Howling Dogs "is a commentary on trauma" and "isn’t so much a video game as a genre-mash, redolent of choose-your-own-adventure books, an unwritten Black Mirror plot, a poem, a depressive spiral, a manic flight."

In 2012, Howling Dogs won two XYZZY Awards for Best Writing and Best Story. That year, it was also nominated for the categories of Best Game, Best Setting, and Best Use of Innovation.

At the Independent Games Festival in 2013, game designer Richard Hofmeier used his booth for the game Cart Life, which won that year's Grand Prize, to instead display Porptentine's Howling Dogs. He said he wanted to give greater exposure to Porpentine's game, at one point stating "It's really dear to me, this game... it's fucked with my guts in a way that nothing else has".

title: Howling Dogs


text:
Alexandrovsky, Altai Krai

Alexandrovsky (Александровский) is a rural locality (a settlement) in Sovkhozny Selsoviet, Aleysky District, Altai Krai, Russia. The population was 348 as of 2013. There are 15 streets.

Geography
Alexandrovsky is located 26 km southeast of Aleysk (the district's administrative centre) by road. Sovkhozny is the nearest rural locality.

title: Alexandrovsky, Altai Krai


text:
Kuyacha

Kuyacha (Куяча) is a rural locality (a selo) and the administrative center of Kuyachinsky Selsoviet, Altaysky District, Altai Krai, Russia. The population was 465 as of 2013. There are 6 streets.

Geography
Kuyacha is located 63 km southwest of Altayskoye (the district's administrative centre) by road. Kuyagan is the nearest rural locality.

title: Kuyacha


text:
Talk:Suzanne Ildstad

Move discussion in progress
There is a move discussion in progress on Talk:Suzanne Ildstad, MD which affects this page. Please participate on that page and not in this talk page section. Thank you. —RMCD bot 22:52, 17 April 2021 (UTC)

PROD
before you prodded this article, there was a move request (shown here) that resulted in merging the since deleted article (shown here). My purpose of getting the deleting admin to userfy these two pages was so I could merge in the extra information after checking it for copyright violations. Then I saw your prod, so I don't want to go to the trouble if this article is to be deleted. Do you think with the additional info from the deleted article that it passes GNG and is savable?  P.I. Ellsworth   ed.  put'r there 16:05, 24 April 2021 (UTC)
 * As regards GNG, all the information is again from the same two sources as here (along with a WP:CIRCULAR reference to this). This needs "significant coverage from multiple reliable independent sources" - receiving FDA approval for a trial, or receiving a grant, or publishing papers in peer reviewed journals is WP:RUNOFTHEMILL for someone in this discipline, so we need something more substantial. Cheers, RandomCanadian (talk / contribs) 17:49, 24 April 2021 (UTC)
 * okay, thank you! We'll wait and see what happens.  P.I. Ellsworth   ed.  put'r there 18:53, 24 April 2021 (UTC)
 * As I say, the solution is to do some bit of research and try to see if you can find adequate sources which amount to WP:GNG. If you do, then you are free to improve the article with those and remove the prod. Otherwise the outcome is what you'd expect. Cheers, RandomCanadian (talk / contribs) 19:34, 24 April 2021 (UTC)

I've deprodded the article. A Google Books search quickly demonstrates that she's notable. pburka (talk) 22:58, 28 April 2021 (UTC)

title: Talk:Suzanne Ildstad


text:
純真

Adjective

 * 1) sincere; pure

Adjective

 * 1) pure of mind or intentions

Noun

 * 1) purity (of mind or intentions)

title: 純真


text:
UK Constitution and Government

Presentation
UK Constitution and Government

The Constitution and Government of the United Kingdom

 * View UK Constitution and Government Edition 1.0 as a single PDF document, for speed right click on the link "PDF File 1.0" and "save target as" or click directly on [[Media:UK Constitution and Government.pdf|PDF File 1.0]].
 * Print version - view the whole book as a continuous file. ( [ edit] ) [[Image:Exquisite-print printer.png|22px]]

Part I: Political History

 * 1) The Normans
 * 2) The Plantagenets
 * 3) The Houses of Lancaster and York
 * 4) The House of Tudor
 * 5) The House of Stuart and the Commonwealth
 * 6) The House of Hanover
 * 7) The Houses of Saxe-Coburg-Gotha and Windsor

Part II: Present System

 * 1) The Constitution
 * 2) The Sovereign
 * 3) The Parliament
 * 4) His Majesty's Government
 * 5) The Judiciary
 * 6) /Devolved Administrations/
 * 7) /Elections/

Part III: Appendices

 * 1) List of British Monarchs

Sistema político del Reino Unido Système politique du Royaume-Uni Perlembagaan dan Kerajaan United Kingdom

title: UK Constitution and Government


text:
Talk:2015 Sprint Unlimited

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External links modified
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title: Talk:2015 Sprint Unlimited


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

Links

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

Selected additions

 * Displayed 3 additions out of 3 total.	 For more info see WikiProject_Spam/LinkReports/iicana.org

Entry
Log entry for the MediaWiki:Spam-blacklist:

\biicana\.org\b             # ADMINNAME # see  [[Wikipedia:WikiProject_Spam/Local/iicana.org ]]

Discussion
See COIBot report for more details.

New data reported. --COIBot (talk) 09:29, 21 September 2019 (UTC)


text:
Ferry Carondelet

Ferry Carondelet (also Ferricus Carondelet) (1473 – 27 June 1528) was a Habsburg diplomat, advisor to Margaret of Austria and abbot  at Montbenoît. He was the younger brother of Jean Carondelet.

Biography
Ferry Carondelet was born in Mechelen, Flanders, to a rich, bourgeois and influential family originally from Dole. He grew up in Burgundy, at the time a Habsburg province under Emperor Maximilian I, and matriculated at the University of Franche-Comté, where he took clerical orders. In 1504 he was named Archdeacon of the Besançon church.

In 1508 Ferry Carondelet became confessor (church advisor) to Margaret of Austria, the regent of the Spanish Netherlands, and incidentally to her ward, the future Holy Roman Emperor, Charles V. In 1510 he was made Papal Legate to the court of Emperor Maximilian. In 1515 he returned to Burgundy and became the abbot of the abbey in Montbenoît.

Ferry Carondelet is known as a major benefactor of the Montbenoît abbey and the cathedral in Besançon. He commissioned the Italian painter Fra Bartolomeo to create the Carondelet Altar for Besançon, and he completely rebuilt the church for the Montbenoît abbey. He died on 27 June 1528 and is buried in a marble tomb in the Cathedrale Saint Jean in Besançon.

title: Ferry Carondelet


text:
User:Ishbel Dyke

Ishbel Dyke
I am at a training session at the University of Edinburgh about Wikipedia editing.

Profile

 * University: University of Edinburgh
 * Subject: Chemistry
 * Favourite fact: Glass is not, entirely solid at room temperature.
 * Favourite sport: Figure skating.
 * Favourite band: IDLES.

title: User:Ishbel Dyke


text:
City ham

City ham is a term used in some parts of the United States for any lightly cured and/or smoked ham which must be refrigerated to preserve it. It is generally "wet cured", that is injected with or soaked in a brine solution containing high concentrations of salts (including sodium chloride, sodium nitrate, and sodium nitrite). This is distinguished from country hams which are dry cured by being packed in crystalline curing salts and stored at room temperature. In parts of the U.S. where country ham is not consumed, city hams are often the only available hams and are just called ham.

City hams may be sold pre-cooked and "ready-to-eat", or simply cured and smoked, which must then be cooked before consuming. Many types of city ham are sliced as cold cuts in delicatessens and served as part of a ham sandwich.

title: City ham


text:
incurvate

Etymology
.

Adjective

 * 1) bending inwards.
 * 2) Curved; bent; crooked.
 * 1) Curved; bent; crooked.

Verb

 * 1)  To bend (especially inwards); to give a curved shape to.
 * 2)  to have a curved or bent shape; to bend or curve inwards.
 * 1)  to have a curved or bent shape; to bend or curve inwards.

title: incurvate


text:
魔術

Noun

 * 1) magic; illusionism

Etymology
Appears to be a coinage in Japanese of -derived roots, as a compound of. First appears in texts from the early 1500s.

Noun

 * 1) spellcraft, sorcery, witchcraft

Derived terms

 * , : magician, sorcerer
 * : white magic
 * : black magic

title: 魔術


text:
Oakton Classic

The Oakton Classic is an annual invitational high school marching band competition held at Oakton High School in Vienna, Virginia. The 32nd Annual Oakton Classic will be held on October 21, 2017. The George Mason University Green Machine and the Oakton High School Marching Cougars will be the exhibition bands this year.

Traditionally, a college marching band and the Oakton High School Marching Band perform for exhibition. College bands that have performed at the competition in the past include the James Madison University Marching Royal Dukes, the Marching Virginians of Virginia Tech, the Christopher Newport University Marching Captains, etc.

October 2, 2004, was named "Oakton Classic Day" in Fairfax County, Virginia in honor of the 20th anniversary of this competition.

==Previous Grand champions ==
 * 2017 - Westfield High School
 * 2016 - McLean High School
 * 2015 - Rock Ridge High School
 * 2014 - James Madison High School
 * 2013 - McLean High School
 * 2011 - Parkview High School
 * 2010 - Battlefield High School
 * 2009 - Robinson Secondary School
 * 2008 - Westfield High School
 * 2007 - Westfield High School
 * 2006 - Robinson Secondary School
 * 2005 - Robinson Secondary School
 * 2004 - Thomas Jefferson High School for Science and Technology
 * 2003 - Chantilly High School
 * 2002 - Hickory High School
 * 2001 - Chantilly High School
 * 1993 - Herndon High School
 * 1992 - Herndon High School

Competition

 * Brentsville District High School
 * Briar Woods High School
 * Centreville High School
 * Chopticon High School (Division A Winner)
 * Courtland High School
 * Dominion High School
 * Fairfax High School
 * Falls Church High School
 * Freedom High School
 * Gar-Field Senior High School
 * Hayfield Secondary School
 * Henry E. Lackey High School
 * Heritage High School
 * Herndon High School (Division AAAA Winner and 2nd place overall)
 * Liberty High School
 * Loudoun County High School
 * Loudoun Valley High School
 * Luray High School
 * Manassas Park High School
 * Mount Vernon High School
 * Ocean Lakes High School (Division AA Winner)
 * Osbourn High School
 * Rappahannock County High School
 * Riverbend High School
 * Robert E. Lee High School
 * Sherando High School
 * South County Secondary School (Division AAA Winner)
 * South Lakes High School
 * Wakefield High School
 * Westfield High School (Division AAAAA Winner and Grand Champion)

Exhibition

 * James Madison University
 * Oakton High School
 * Virginia Polytechnic Institute and State University

Competition

 * Brentsville District High School
 * Caroline High School
 * Clarke County High School
 * Courtland High School (Division AA Winner)
 * Falls Church High School
 * Hayfield Secondary School
 * Henry E. Lackey High School
 * Lake Braddock Secondary School
 * Mount Vernon High School
 * Robert E. Lee High School (Division A Winner)
 * Thomas Jefferson High School for Science and Technology (Division AAA Winner)
 * Wakefield High School
 * Westfield High School (Division AAAAA Winner and Grand Champion)

Exhibition

 * Oakton High School
 * University of Virginia

Competition

 * Annandale High School (Division AAAA Winner)
 * Caroline High School
 * Centreville High School
 * Falls Church High School
 * Hayfield Secondary School (Division A Winner)
 * Manassas Park High School
 * Mount Vernon High School
 * Potomac Falls High School
 * Robert E. Lee High School
 * Robinson Secondary School (Division AAAAA Winner and Grand Champion)
 * Thomas Jefferson High School for Science and Technology (Division AAA Winner)
 * Wakefield High School
 * Washington-Lee High School (Division AA Winner)
 * York High School
 * Yorktown High School

Exhibition

 * Oakton High School

title: Oakton Classic


text:
Mechatronics engineering

Mechatronics Engineering is the trade that combines methodologies, techniques and applications from Electrical Engineering, Electronic Engineering, Mechanical Engineering, Automatic Control and Computer Science, hence the prefix "Mecha"; stands for Mechanics involved engineering, and "tronics"; stands for the Electronics/Computer Science involved engineering: Mechatronics.

Syllabus
CS035-Design of Algorthms

 * ADVANCED ALGORITHMS

Polynomials - Evaluation - Matrices - Multiplication - FFT and Convolution - Binary matrices - Transitive closure - Number theoretic Algorithm - Chinese remainder theorem - RSA Public - Key crypto system.
 * DIVIDE AND CONQUER

General method - Typical problems - Finding the minimum and maximum - Strassen's matrix multiplications -Convex Hull.
 * GREEDY METHOD

General method - Knapsack problem - Tree vertex splitting - Job sequencing with deadlines.
 * DYNAMIC PROGRAMMING

General method - 0/1 knapsack - Traveling salesman problem - Flow shop scheduling.
 * BACKTRACKING AND BRANCH AND BOUND TECHNIQUES

General method - 8 Queens problems - Graph coloring - Branch and bound method - 0/1 knapsack - Traveling Salesman.

Text Books:
 * 1) Thomas H. Cormen, Charles E. Leiserson, Ronald L. Rivest, "Introduction to Algorithms", Prentice Hall of India Pvt. Ltd., 1998.

References:
 * 1) Sara Baase, "Computer Algorithms - Introduction to Design and Analysis", Addison - Wesley Publishing Company, 1989.
 * 2) Ellis Horowitz, Sartaj Sahni, Sanguthevar Rajasekaran, "Computer Algorithms ", Galgotia Publications Pvt. Ltd, 1999.
 * 3) S. Sahni, "Data Structures, Algorithms and Applications in C++", McGraw Hill, 1998.

CS064 Embedded System and Design

 * BASICS OF EMBEDDED SYSTEMS AND HARDWARE REQUIREMENTS

Introduction - Examples of embedded systems: Telegraph - Cordless bar - Code scanner - Laser printer -Underground tank monitoring - Nuclear Reactor monitor. Advanced hardwares: Programmable array logic;Application Specific Integrated circuits (ASIC) and Field Programmable Gate arrays (FPGA) - Watch dog timers- Built - Ins on the microprocessor - Interrupt.
 * EMBEDDED SOFTWARE ARCHITECTURE

Round robin - Round robin with interrupts - Function Queue scheduling Architecture - Real time operating systems Architecture - Selecting architecture.
 * REAL TIME OPERATING SYSTEM

Tasks and Task states - Tasks and Data - Semaphore and shared data - Message queues, mail boxes and pipes -Encapsulating semaphores and queues - Timer functions - Events - Memory management - Interrupt routines in an RTOS Environment.
 * BASIC DESIGN USING A REAL TIME OPERATING SYSTEM

Overview - Principles - Design of an embedded system (Underground tank monitoring System). Linker/Locators for embedded software - embedded software into the target system - Testing on host machine:Basic techniques - more advanced techniques - Limitations and shortcomings - Instruction set simulators - The assert macro - Testing using laboratory tools.
 * EMBEDDED SOFTWARE DEVELOPMENT TOOLS AND DEBUGGING

Text Book :
 * 1) David E. Simon, An embedded software primer, Addition - Wesley 1999. Indian Edition Reprint 2000, Second Edition Reprint 2001, Published by Addition - Wesley Longman (Singapore) Pte.Ltd., Indian Branch 482, FIE Patparganj, New Delhi - 110 092.

EC046 Very Large Scale Integrated Circuit Design

 * MOS TECHNOLOGY AND CIRCUITS

MOS Technology and VLSI, Process parameters and considerations for BJT, MOS and CMOS, Electrical properties of MOS circuits and Device modeling.
 * MOS CIRCUIT DESIGN PROCESS

MOS layers, Stick diagram, Layout diagram, Propagation delays, Examples of combinational logic design, Scaling MOS circuits.
 * DIGITAL CIRCUITS AND SYSTEMS

Programmable Logic Array (PLA) and finite state machines, Design of ALU's, Memories and Registers.
 * ANALOG VLSI AND HIGH SPEED VLSI

Introduction to analog VLSI, Models for analog switches, active resistors, current sources / sinks, current references, BJT and CMOS operational amplifiers for simulation. Layout of typical circuits like common source amplifier, current source and differential amplifier, Sub-micron technology and GaAs VLSI technology.
 * HARDWARE DESCRIPTION LANGUAGES

VHDL Background and basic concepts, Structural specification of hardware and Design organisation and parameterization.

Text Books:
 * 1) Dougles A. Pucknell and Kamran Eshrafhian, " Basic VLSI Design systems and circuits ", Prentice Hall of India Pvt. Ltd., 1993.
 * 2) Randall L. Geiger and P. E. Allen, " VLSI design techniques for analog and digital circuits ", McGraw-Hill Int. Co. 1990.
 * 3) Peter J. Ashenden, " The Designer's guide to VDNL ", Harcourt Asia Pvt. Ltd. 1995.

References:
 * 1) Amar Murkherjee, " Introduction to NMOS and CMOS VLSI system design ", Prentice Hall, 1986.
 * 2) Fabious. E., " Introduction to VLSI design ", McGraw-Hill, 1990.
 * 3) Navabi. Z., " VHDL analysis and modeling of digital systems ", McGraw-Hill, 1993.
 * 4) Mohammed Ismail and Terri Fiez, " Analog VLSI, Signal and Information Processing ", McGraw-Hill, 1994.
 * 5) Neil H. E. Weste, Kamran Eshraghian, " Principles of CMOS VLSI Design ", Addison Wesley, 1998.

Undergraduate Elective

 * Open Source 3-D Printing

Graduate Electives

 * 3D Printing of Open Source Hardware for Science
 * Open Source 3-D Printing

Wikimedia

 * Mechatronics engineering
 * Embedded_systems

title: Mechatronics engineering


text:
CACS/Glossary/PKI

Public Key Infrastructure (PKI) (Internet) An evolving system of protocols that define the Digital Certificates and Certificate Authorities that identify and validate the parties in an electronic commerce transaction to each other.

title: CACS/Glossary/PKI


text:
Great Debates in Media Literacy

Agenda of Media Literacy: Empowerment or Activist?
Media literacy has developed from two theoretical views: inoculation theory and cultural studies theory. These two views originate from different assumptions about subject matter, how audience is impacted, and how the subject matter is taught (Christ & Potter, 1998). One camp of scholars see the agenda of media literacy as empowering individuals to explore and to control the effects of media on themselves. Another camp sees the agenda of media literacy as transforming society through activist work where individuals are motivated to change institutions to make them more democratic (Christ & Potter, 1998).

"Teachers need to consider where they are comfortable on the spectrum of activism…we need to consider what we want action to mean…Teachers might also make a distinction between how they are personally involved and how they might more safely channel their students’ activities” (Anderson, quoted in Schwarz, p. 236). Renee: I wonder what "safely" means in this context. Safe for whom? One of the most wonderful and maddening professors I had as an undergraduate was an English teacher who urged us to engage politically with the world. As in intellectual leadership to urge students to step into activist work or is it essentially coercive?  There is a split within media literacy organizations which further illustrate this conflict between empowerment and activism. [The Alliance for a Media Literate America] (AMLA) situates critical thinking, analysis and creative production at the fore of its mission. Although the [Action Coalition for Media Education] [](ACME), supports a similar mission, they remain driven by an underlying critique of commercial media and corporate involvement in media literacy. Through their work and project materials, ACME further investigates how the media is shaped by advertising, censorship and communication regulations.

Critics fear that media literacy education can become a substitute for social and political action. One concept that deserves further exploration is the question of what constitutes action. Among media reform groups, there is often an implicit (and sometimes explicit)hierarchy of what constitutes the most important issues on the reform agenda and what forms of action are more significant. Drawing upon the work of scholarship on service learning, there is a need for research that examines how students interpret educational experiences which invite them to take various forms of political and social action.

Conceptual Issues
Scholars conceptualize and debate over media literacy differently according to a variety of reference points. Christ and Potter (1998) offer a summary of the different approaches to defining the media literacy field and its boundaries. “Media literacy” can be regarded as a public policy issue; a critical cultural issue; a set of pedagogical tools for school teachers; suggestions for parents; a McLuhanesque speculation; or a topic of scholarly inquiry from a physiological, cognitive or anthropological standpoint. Media literacy has also been defined as the study of textual interpretation; of context and ideology; or of the audience. The terms “media” and “literacy” acquire yet additional connotations when considered separately. Studies with a focus on a specific “medium” may favor oral and written language; still and moving images; computers; television; or multimedia. “Literacy”, on the other hand, can be regarded as a skill; as an accumulation of knowledge; or as a perspective on the world (Christ and Potter, 1998).

'Applications of media literacy'

Media literacy practioners often disagree on media literacy's role within the school curriculum. For example, some practitioners of media literacy in higher education aim to train students in a specific skill they will need to acquire a job. This approach to media literacy is challenged by practioners who believe this focus is too narrow. The latter approach focuses on the importance of educating students in a broad manner to participate in a complex society (Christ & Potter, 1998).

Practioner Coalitions for Media Education Progression

History has proven that a people are stronger and make more progress when united for a common goal. In the case of media education the same lesson applies. According to media literacy strategist Kathleen Tyner, ‘by emphasizing the central goal of teaching about the media in order to develop democratic citizenship skills, successful coalitions can be formed to overcome barriers to media education in the United States.’

It is with this premise in mind that Tyner identifies 4 categories to which media education currently falls under in The Tale of the Elephant: Media Education in the United States. Tyner gives both the traditional problems with each stance and shares the changes that educators are making to improve curriculum.

Protectionism This view states that educators act as the ‘gatekeepers’ and ‘arbitrators’ of taste. Tyner points out that because protectionist are always on the defense to popular culture, they approach change through a ‘knee-jerk political response to educational reform’ that reaps ‘disjointed funding and confused teaching practices in the United States.’ As media becomes more and more entertaining and pleasurable, and as students grow in their skepticism to educators being the vessels of truth, this conservative view leaves little room for effective teaching of what quality culture is or is not.

Technology Education Tyner notes that much of what is considered media education currently in America falls in this category and is favored for its perpetuation of job readiness through student acquisition of technology skills. Problems arise in its computer-centered approach which discounts other needed media skills, its avoidance of technology’s influence on content, as well as its partnerships with communications corporations whose motivations are typically self-serving.

Media Arts Education This category focuses on the self-expression and creativity of students. The funding and participation of educators, media professionals, and out-of-school programs is growing in this area. The problem lies in the risk that as students gain confidence and positive self-esteem through their creations, they misinterpret empowerment. According to Tyner, ‘true self-esteem that enables students to give back to their communities grows out of a mastery of skills, and also out of identifying, analyzing and overcoming the daily erosion of human dignity in an unjust society.’

Democracy Education The development of citizenship skills is critical for educators of this stance. The problem is the lack of good examples in the daily operations of American schools. It’s hard to teach citizenship when the very institution they teach in contradicts what they say. Furthermore, as classrooms become more culturally diverse the lack of diversity in textbooks reflects the challenge of teaching critical analysis of media representation.

Despite theses problems and other barriers identified, there is hope. Tyner states, ‘they are beginning to see past their blinkers in order to forge common goals and objectives, long-range planning and practical ideas for implanting media education in the United States.’ For the sake of the future of media education, I hope she is right.

Media Literacy as a Special Subject or Integrated Across the Curriculum
Whether media literacy should be taught as its own specialist subject or integrated throughout the curriculum of science, social studies, history, the arts, and literature depends on a school's context of educational policy, funding, administration, and teachers. Media literacy can be integrated into classrooms most easily by teachers discussing the media texts they use in the classroom. Hobbs (1998) gives the example of a ninth-grade science teacher who had students visually analyze two different documentaries about the Exxon-Valdez oil spill disaster--one produced by Jacques cousteau and the other by Exxon. Buckingham (2003) argues for media education across the curriculum in all subjects. Media education can work with a wide range of subject areas and address learning objectives, as "many media education activities involve competencies such as literacy and numeracy, as well as skills in areas such as technology, problem-solving and research" (Buckingham, 2003, p. 89). Buckingham (2003) explains how media education can be studied in history, science, foreign languages, and music (pp. 90-91). On the other hand, media literacy as a separate subject usually happens as a "pragmatic option" yet it can be successful. For instance, the University of Maryland offers a popular Media Literacy course to undergraduates as part of their core courses. Integrating media literacy across the curriculum may enhance each subject, however the downfall is that teachers may be untrained in media literacy and incoherently include key media literacy concepts. Teaching media literacy as a separate course would provide a coherent coverage of media analysis and production, but the course may be marginalized as a "soft option" that is seen as less rigorous than traditional subjects (Buckingham, 2003).

Focus on Popular Culture
As Hobbs (1998) points out in the "Great Debates" article, some teachers worry that the texts of popular culture are not rich enough, not substantial enough, to warrant significant levels of attention in the classroom. English teachers, at both the high school and college levels, often use texts that speak about the human condition in ways that reflect the deeply humanistic orientation of their field.

This idea is often dismissed by those approaching the field from the perspective of cultural studies. Some, like John Fiske, claim that the texts of mass media and popular culture are just as rich and nuanced as classic works of literature, but that they reflect different values than those found in the literary canon. Others, like Robert Scholes, acknowledge that the texts of mass media and popular culture may often be more simplistic than literary texts, but that the reading process can be made more complex in responding to these texts. While most educators agree that the inclusion of mass media and popular culture connects to students' lived experience and increased perceived relevance, some media literacy educators prefer to focus on those classic works of film and visual media that have "stood the test of time."

Financing Media Literacy Efforts: Accept Funding from Media Corporations?
A rift in the field exists between those that believe media literacy efforts should not accept any corporate sponsorship or funding from media corporations (Heins & Cho, 2003), and those that believe that accepting funding from media organizations is an opportunity to advance the field and carry out projects that might otherwise go unfunded. For instance, The Alliance for a Media Literate America (AMLA) accepts funds from a variety of sources including media corporations, but the AMLA includes several restrictions in its operational policies, such as not being fully dependent on corporate funders, not allowing them to vote on issues related to AMLA, and not accepting direction or policy from the corporate interests (Alliance For a Media Literate America, 2005). Conversely, others believe that accepting funding for media literacy initiatives from media corporations is like sleeping with the enemy. Citizens for Media Literacy, for example, does not accept any funding from media corporations because they believe it is a conflict of interest and they stand a philosophical ground against Big Media (Heins & Cho, 2003). Thus, the issue of accepting funding from media corporations has created divisions between those in the media literacy movement.

The Role of the "Practitioner" in Media Literacy
While the ultimate goals of media literacy are being debated, so are the approaches. This is not only debated in the k-12 setting, but also in higher education. The question remains - is it more helpful to bring in a person representing the current hierarchical media system or is it more beneficial to bring in a representative that will explain new advancements in technology? Advancements that will progress the future of media – challenge the current the media systems (Christ and Potter, 1998)? Which option is a media educator to choose? Being as that two levels( K-12 and higher education) intertwine (both levels are encouraging/creating practitioners), following and implementing the current media systems would ultimately defeat the premise behind media literacy.

This leads to Blanchard and Christ’s idea that there are two different types of learning experiences – media workshops and laboratories. The former is based on the current systems of management and content. While the latter challenges all of the current ideals and make recommendations for the future (Christ and Potter, 1998). The latter is favored by Blanchard and Christ as these laboratories will most likely encourage students who want to become practitioners, to improve these media industry outlets (Christ and Potter, 1998).

The Role of the Teacher in Media Literacy
The role of the teacher is questioned by many media literacy scholars. Some scholars advocate that media literacy can contribute to a nonhierarchical classroom environment. The teacher student relationship becomes based on "reflection and dialogue" (Christ & Potter, 1998). Other scholars insist this method is contradictory; a teacher cannot be the bearer of truth and an "equal partner in dialogue"(Christ & Potter, 1998, p. 11).

Traditional v. Nonhierarchical Teaching Methods
Effective media literacy programs create an environment for students to find questions in need of answering. A non-traditional method of teaching is needed to foster this kind learning where student-teacher interaction creates a democratic learning environment. The teacher becomes an equal in the inquiry of the media, contrary to his or her traditional hierarchical role as the all-knowing mentor. Many see this as an opportunity for students to learn how to learn independently of the traditional system but others see it as jeopardizing the teacher’s authority and professionalism (Christ & Potter, 1998).

Application Issues
Curriculum

Among the many aspects of the on-going discussion, scholars are grappling with the issue of whether or not to include the teaching of the aesthetics and the language of media production in Media Literacy curricula. Those in favor claim that that learning the techniques of production leads to an increased awareness of the construction of media messages and their underlying meanings, which in turn could potentially foster the much desired attitude of skepticism. In opposition, others argue that this inclusion could, instead of developing a critical attitude, lead to the students being 'seduced' into mindless imitation of such media constructions. Still others encourage training students in media production for the purpose of instilling in them a proactive attitude and will to 'better' the 'status quo' of the industry (Christ & Potter, 1998).

Besides the purpose and content of curriculum, scholars have also found varying approaches to the structure of Media Literacy programs. In some, media studies is a distinct discipline; in others media education is an element within a curriculum or across the entire curriculum; and for others, it is incorporated as a topic within an intergrated, interdisciplinary curriculum. Each has their objectives and governing ideologies, but is ultimately determined by 'resources and will' (Christ & Potter, 1998).

Hobbs and Frost through a study in 1995, demonstrated that Media Literacy was most effective when integrated across disciplines. Project Look Sharp also advocates (through its various publications) the incorporating of media education into existing curricula as opposed to having it as a distinct course, claiming that this approach is not just more effective, but also less burdensome on the teachers (Heins & Cho, 2003).

Instead of defining media literacy with a certain set of skill or knowledge, it can be looked at in terms of the key concepts of production, language, representation and audience. This is advantageous because “it does not specify particular objects of study (a ‘canon’ of prescribed texts, for example); and this enables media education to remain responsive to students’ interests and enthusiasms” (Buckingham, 2003, p. 53). The production of media texts is important to study in order to make connections between media, better know the industry structure, technologies and regulations and how media texts are accessed and made. The language of media looks at meanings, conventions and codes found in texts as well as recognizing genres, decisions of language choices and how technology can change its meaning. When students investigate bias, stereotyping, authenticity and realism in texts they are learning how influences manipulate representations of reality in the media. Who the media address, how and why they address them, and how receivers of media make sense and use it is all explored under the key concept of audience. Students interactively address these concepts through exercises in which they research and produce media, log and reflect on diaries of their own media use, and critically compare and analyze media texts (Buckingham, 2003).

This allows students to draw on their own experiences with media, keeping them interested and utilizing texts that are relevant to the child’s social experiences. This can help lessen the dilemma of the student’s social background affecting the teacher’s ability to assess and create curricula. Renee: I'm not sure what is meant by the 'dilemma of the student's background.' It is important to talk about how social class affects media discourse and taste.It is also important to not only look critically at mainstream texts, but to think about how "alternative" media function.

Teaching

Assessment

Since institutional support for media literacy in K-12 programs translates into funding, assessment and outcomes are central elements of a politicized debate over media literacy assessment standards and methods (Christ and Potter, 1998). There are arguments on whether assessment should focus on knowledge, skills, behavior, attitudes, affect, values or other concepts. Christ and Potter (1998) point to the two (out of 23) most relevant to media literacy standards developed by the National Communication Association as the closest approximation to "certified" national guidelines, which measure an understanding of media's impact and media use.

How “media literate” a child is does not depend specifically on their age, grade level, or level of literacy in general, but depends more on the child’s social background and experience with media. The child’s level of media literacy should not be accessed by a set of vocabulary or notions of media theory at certain ages. Children are empowered by questioning media texts and their reality or meaning. These critical reflections of media are related to a socializing function in which children can demonstrate their critical competence. Therefore, their social background is important in observing their level of literacy. This “suggests that making sense of the media is not simply a matter of what goes on inside children’s heads: it is an interpersonal phenomenon, in which social interests and identities are unavoidably at stake” (Buckingham, 2003, p. 48).

This can create a great deal of difficulty for the media literacy instructor who may have students from a variety of different social backgrounds. The more diverse the student body, the more difficulty the teacher will probably have in not only assessing the student but creating curricula to benefit everyone.

Media Literacy for What Ends? Creativity, Vocationalism, Critical Thinking
When addressing the application of media literacy in the higher education classroom setting, many media education programs in the United States look at the purpose of their curriculum as a way to prepare students to work in media industry after they graduate. They focus only on their task to make their pupils technically efficient and competent in writing for media. But this often overlooks the need to make their students literate in reading media texts critically and not just producing them. The practitioner oriented approach can be problematic if you have professional newscasters speak to students about how to create the “status quo” news broadcast unless you can counter it by reviewing the presentation through a critical lens afterwards (Christ & Potter, 1998).

Media education for Vocation

Because media literacy debates often relate k-12, vocational purpose is rarely discussed. However, in the US, the mission of media education programs in higher education is to train students to have the competitive ability to get a job in a media industry. Such a limited focus has been questioned by works in the media literacy field. The consequences for not having courses of production and writing skills for employment but educating students to be media literate citizens need to be further discussed. (Christ & Potter, 1998)

Media literacy for Critical Thinking

Developing critical thinking has been one of the major educational goals for media literacy because it is believed to enhance people’s intellectual development. Being media literate includes adopting critical stance toward popular culture. During the early stage of media literacy, critical viewing skills were encouraged to counteract the presumed negative effects of media violence. However, critical thinking skills in this more media embedded society are advocated for young people to be able to deconstruct the messages, to see producers and senders of the message and to analyze the purpose of the message. Young people’s critical stance toward popular culture can help them to fully acknowledge and appreciate the complexity, creativity and potential of the mass media. (Heins & Cho, 2003)

Protectionism vs. Empowerment
Many media literacy educators oppose the "protectionist" approach to media literacy, which focuses on preventing children from consuming "objectionable" media messages. These educators feel that by labeling certain media messages as "bad" and others as "good", there is a strong possibility of alienating students. Bob McCannon, head of the New Mexico Media Literacy Project, insists that protectionist media literacy helps students to analyze and criticize mass media. Critics assert that this philosophy merely teaches students to pass value judgments on popular media instead of employing critical analysis skills (The Free Expression Policy Project).

One critic of the protectionist method is Goodman, who advocates that after school programs "move beyond models of prevention and protection" (Goodman, 2003, p. 104) to the learner-centered, youth empowerment model. The former, instead of encouraging decision-making, ownership, and actively engaging students in community problem-solving, often treats students as "passive recipients of knowledge" (p. 104), focusing more on the problems that need fixing, and failing to initiate the involvement that is required to tackle these issues.

Media literacy is especially important to students from disadvantaged backgrounds as a means of empowerment over their environment. Many students from low-income families also have poor vocabularies and writing skills. Other forms of media that they can identify with and are literate in like music, television and film, allow them to express themselves where writing would not. “As producers, authors, and artists fluent in multuple literacies, inner-city youth can frame their own place in society” (Goodman, 2003, p. 31).

Media Literacy and Media Advocacy
Goodman (2003) through his work with the youth at the Educational Video Center, has demonstrated the power of both the 'process' and the 'product' of the students' work in procuring both social and political capital. The development of vital relationships with community leaders, the building of social networks, the creation of work that serves as leverage for disseminating information and stimulating action in the community, are a few reflections of how his "media production students find a unity of purpose in their learning as students, their work as artists, and their engagement as citizens" (p.107).

Buckingham (2003) makes a firm stance on the Protectionism-Empowerment continuum, strongly advocating for a shift in the curricular paradigm towards goals of 'preparation'. From this same perspective, he acknowledges the importance of harnessing the 'participatory potential' of the newer technologies for the development of students' creativity through conscious incoporation of media production in the classrooms; one of the benefits of which is the "enabling [of] their voices to be heard" (p.14). Although he vocalizes his support for the much-debated practical aspects of media literacy, he seems cautious in awarding it the status of a potential tool in the hands of youth for garnering social capital. He dismisses the positions of technological or 'media' determinists - Postman and Tapscott - who in viewing the relationship between childhood and media technologies, propound a more direct link between technology and social change. He claims that "technologies do not produce social changes irrespective of how they are used" (p. 23) but yet recognizes youth as 'cultural producers' given their increased access to and participation in new technologies. He is careful to discern "consumer sovereignty masquerading as... cultural rights" (p. 31) in the larger discourse of 'childrens' rights' and is hesitant to accept claims of children as 'independent social and political actors'. Yet in spite of Buckingham's insistent disunion between media production and social currency, he places media literacy in the larger social theory of literacies - a theory that implies that "acquiring literacy (in whatever form) makes possible social action" (p. 39). It seems that Buckingham recognizes the possible theoretical links between media literacy, media production and social action but is yet to be convinced of these practically playing out. Although he declares some of these claims 'exaggerated', it would be problematic to entirely dismiss the potential of media production as a catalyst to not only general literacy, possible cognitive and psychological change, but also social change.

Consider and discuss the following quote:

 * "For media production in order to become really emancipatory, it is necessary that the means of  production, the media infrastructure, is controlled by the public" (Ebersbach & Glaser, 2004, p. 74)

Role of Media Corporations
There has been much debate over the role of media corporations in the media literacy movement. Some scholars believe that media corporations should not be part of the media literacy movement, since their main goal is monetary profit, not an educated audience. Others believe that since media corporations provide access to mass audiences, it is beneficial to have media literacy experts working within these structures as well as outside of them. Some media corporations have created their own media literacy programs and/or offered corporate funding to media educators. Many media literacy experts view this as a conflict of interest.

According to The Free Expression Policy Project: "The conflict over corporate sponsorship also highlights a philosophical rift between those who focus on analysis of media content and those who view the structure of the media industry as an equally important concern."

Channel One

One example of the controversy involves Channel One, which "had been widely criticized as a cynical and educationally dubious marketing scheme that sold a captive audience of schoolchildren to advertisers" (The Free Expression Policy Project, 2003). The school district of Billerica, Massachusetts took advantage of Channel One's offer to provide schools with media equipment in exchange for broadcasting 12 minutes of news and two minutes of advertising to students daily. The school district received much criticism for this decision, and in 1992 they hired Renee Hobbs to create a comprehensive program to train teachers to teach media literacy using Channel One. Hobbs later became a paid consultant to Channel One.

In 1999, Channel One was a sponsor of The National Media Education Conference. Due to this sponsorship, several media literacy experts refused to attend. In addition, conference organizers were pressured to create a special meeting to discuss the controversy over Channel One's sponsorship. The debate over Channel One continued long after the conference. According to The Free Expression Policy Project:

"In one post-conference note to a media literacy listserv, Renee Hobbs recounted how she had been 'deeply troubled' by Channel One's presence in classrooms when first approached by the Billerica School District, but eventually found that it provided 'regular daily opportunity for a media literacy lesson.' In particular, she said, Channel One's teen-directed advertising made teachers acutely aware of the need to teach media literacy skills. Hobbs accused 'ivory tower' colleagues of demonizing Channel One, which, she pointed out, was now received by 40% of U.S. secondary schools (Renee Hobbs, e-mail communication to<EMAIL_ADDRESS>Dec. 22, 1999). Bob McCannon of the New Mexico Media Literacy Project responded to Hobbs: 'You, for better or worse and, undoubtedly, with the sincerest motives, are now a paid part of the PR process' (Bob McCannon, e-mail communication to<EMAIL_ADDRESS>Dec. 22, 1999). McCannon told journalist Manning that 'media literacy is being hijacked by corporate interests who are using the movement to buy legitimacy and deflect criticism of their products.' Hobbs responded: 'If I gave workshops every day for the rest of my life, I could never reach the eight million children Channel One reaches every day.' (Manning, 'Channel One Enters the Media Literacy Movement' as cited in The Free Expression Policy Project)"

title: Great Debates in Media Literacy


text:
User:ThomasStrohmann

I joined Wikibooks on Aug 1, 2003 and started the Spanish and the Puzzles Wikibooks. Other books I've contributed to is so far just the German one.

If you want to leave me a message, please visit my Talk page.

Cheers, Thomas

My university home page: http://ml.cs.colorado.edu/~strohman

title: User:ThomasStrohmann


text:
Christian Civic League of Maine

The Christian Civic League of Maine is a political lobbying group founded to support prohibition of alcohol and later advocating for various conservative Christian policies in the government of the US state of Maine. It is the Focus on the Family affiliate organization (known as a Family Policy Council) for Maine, and its policy priorities today resemble that of this parent organization. It has worked to oppose same-sex marriage and adoption, to censor pornography, to oppose gambling, to legally permit LGBT employment discrimination, and to support conversion therapy.

Founding
The Christian Civic League of Maine was founded in 1897 at Fort Fairfield, Maine for the purpose of "the suppression of the saloons." At the League's first organizational meeting in Waterville, Bowdoin College president William DeWitt Hyde served as the first (temporary) chairman.

A mass Temperance movement was sweeping the United States at this time, particularly Maine, which had passed the nation's first prohibition law in 1851. Many similar Temperance organizations were founded in the 19th century. The Temperance movement declined during Prohibition in the 1920s and 1930s, and most Temperance organizations ended. The Christian Civic League of Maine would prove to be unusually durable, advocating for the prohibition of alcohol into the 1980s.

Benjamin Bubar tenure
In March of 1949 Maine considered a bill legalizing the sale of wine at grocery stores. The Christian Civic League denounced this as "an attempt to Europeanize our consumption of liquor." The attempt was defeated.

The next month, Maine representative Ben Bubar introduced a prohibition bill. When his bill failed, Bubar became angry with the Christian Civic League for not supporting his bill strongly enough because they were focused on anti-gambling bills instead. Bubar had tried alcohol one time in his life, and his displeasure with the experience lead him to dedicate his career to teetotaling. Bubar would begin working at the Christian Civic League in 1952, serving as its head until 1983.

Throughout the 1960 the Christian Civic League lead campaigns to outlaw the sale of alcohol on Sunday. They opposed a 1966 vote recount when an apparent vote miscount favored their side.

Bubar ran for president in 1976 and 1980 as nominee of the Prohibition party.

Jasper Wyman tenure
A former member of the Maine House, Jasper Wyman, succeeded Bubar as the head of the League in 1983. Wyman turned the organization away from temperance and anti-gambling and toward issues of sexual morality, education, and welfare.

LGBT activists in 1985 proposed a gay civil rights bill, LD 1249, although the strength of the Christian Civic League's lobbying caused debate among activists about the merit of even introducing the bill. LD 1249 did not pass.

Wyman and the League sponsored a 1986 ballot measure to censor pornography. Under the proposed law, the sale of anything that appeals to "the prurient interest in sex" would have been punishable by a jail term of five years. A coalition of Maine feminist groups defeated the law.

In 1992 Wyman called for a donor boycott of the United Way of Greater Portland because they banned sexual orientation bias.

Wyman described himself in 1992 as opposed to abortion but "pro-choices." Wyman said his organization had learned a lesson from the ineffectiveness of prohibition. "I don't see us resolving this by force of law. The only thing we can do is persuade women and men by offering better choices." Wyman expressed support for sex education and welfare for pregnant women, and said that "pro-lifers must drop their unreasonable and indefensible opposition to birth control."

Wyman left the Civic League in 1994 to run for governor, but lost the primary to Susan Collins.

Michael Heath tenure
In 1997 the Maine Legislature passed a law prohibiting discrimination based on sexual orientation. Michael Heath, now head of the Christian Civic League, commented "discrimination is not necessarily a bad thing" because "it's appropriate to discriminate against wrongdoing."

Under Heath, the League pushed to overturn the law in 1998. Maine became the first US state to repeal a gay rights statute. Heath attributed the success to Maine residents who "have appropriate moral concerns with homosexuality and bisexuality."

The League handed out anti-gay leaflets at a 2003 civil rights conference where the play The Laramie Project was to be performed. They called it "homosexual indoctrination for 13-year-olds."

Michael Heath asked the public to send him "tips, rumors, speculation and facts" about lawmakers and other state officials who might be gay in 2004. Heath planned on outing gay officials on the League's website. He was widely criticized for this request and placed on one-month administrative leave from the League.

In March 2005, Governor John Baldacci signed a law extending the Maine Human Rights Act to make discrimination based on sexual orientation illegal in employment, housing, credit, public accommodations and education. The Christian Civic League opposed the change, claiming the law would lead to gay marriage, though this was already banned under existing Maine law. The League held rallies in 2005 to condemn the LGBT protection, and supported a referendum to repeal it.

"Outraged" by California's 2008 decision to legalize gay marriage, the League started a petition drive to permit discrimination against gay and lesbians in employment and other areas, to prohibit unmarried and gay adoption, to prohibit civil unions, and to reaffirm Maine's prohibition of gay marriage. Heath called all LGBT rights "special rights based on sexual misbehavior."

Maine would briefly legalize gay marriage in 2009, then repeal the measure in the same year.

Carroll Conley tenure
Under executive director Carroll Conley, the Christian Civic League of Maine made another push against gay marriage in 2012, when LGBT activists were working to restore its legality. The ballot question passed, and same-sex marriage has been legal in Maine since 2012.

The League opposed the opening of casinos by Maine's tribal nations in 2018.

In 2019, the organization attempted to keep conversion therapy (the pseudoscientific practice of trying to change an person's sexual orientation) legal in Maine. The League gathered signatures supporting the veto of a law providing abortion care through medical insurance, but failed to gather enough to put the question on the ballot.

Tax violations
Investigative reporter Christine Young discovered that the League had violated IRS rules on funneling donations into campaigns against gay rights and abortion. The reporter and her TV station, WMTW received the DuPont Award in 2000 for investigating the tax violations.

title: Christian Civic League of Maine


text:
Web Design/An Introduction to Programming with JavaScript

JavaScript has a tainted history of image-rollovers and marquee-texts flashing across the page, but it's now coming of age with heaps of amazing effects and new possibilities for Web Design! As an example, Google Maps is just one application that uses JavaScript to enable excellent user interaction on a web page. But getting back to the basics where we'll begin...

Outline
This topic aims to help you learn the basics of programming with JavaScript. Specifically,

 * How to include JavaScript code in your Web pages
 * Using the JavaScript 'alert' function
 * Events in a web-browser (onmouseover, onclick, etc.)
 * Creating pop-up windows
 * Getting your program to make decisions: if-statements
 * Form validation: Checking a HTML form with JavaScript.
 * Expanding/Collapsing sections of your HTML Page with JavaScript.

Suggested Activities

 * Alice in Wonderland - Have fun creating and interacting with your own 3D world... and learn the fundamentals of computer programming while you're at it!
 * Web Design/Getting to know JavaScript events - Taking your first steps through JavaScript with a bit of fun!
 * Web Design/Getting to know the Document Object Model with JavaScript - See how using the document and a few IF statements can help validate forms!
 * JavaScript Challenges Build on your skills with the document and window objects and apply your knowledge to solve these problems!
 * Debugging your JavaScript with Firebug - Learn how to find the errors in your JavaScript and fix them (using Firebug)!

 * Web Programming Intro - Research some of the fundamental principles of computer programming to create an ongoing resource of your own!
 * JavaScript Pen-n-paper Activities - Sometimes it's helpful to get away from the computer and get an old-fashioned pencil out and learn! These activities will help re-enforce your JavaScript skills.
 * Web Design/AJAX Challenges - (Advanced) Get started with some tutorials and challenges to learn the basics of AJAX.

Online tutorials

 * Web Development And Design Tutorials - This website provides a series of web development tutorials from creating simple HTML pages to more complex dynamic web pages.
 * Introduction to creating dynamic webpages! - This tutorial lets you learn through interactive coding, it sets you goals and progresses easily but thoroughly.
 * Introduction to Programming - This tutorial starts right from the beginning helping you to learn what programming is as a non-programmer (Written by a graphic artist!). Part 2 of this tutorial introduces some Object-Oriented programming concepts. It might be good to read this before going on to other more practical tutorials.
 * Learn to write JavaScript - An excellent free online intro to JavaScript! Includes basics through to form validation and DHTML! (Moves quite fast).
 * W3Schools JavaScript tutorial - Lots of info with some interactive activities (and lots of ads).
 * Code Avengers JavaScript course - Fun and effective course; especially great for the absolute beginner.

Examples
The following examples from W3Schools demonstrate some typical uses of JavaScript
 * Simple Popup - Opening a popup window.
 * More useful Popup - Controlling the popup window's size and other properties.
 * Form Validation 1 - Checking the number of characters entered into a form field.
 * Form Validation 2 - Validating a few fields on a form.
 * Basic email validation - Making sure the user included an '@' symbol in an email field.

Online Reference

 * CSS Cheat Sheet - everything you'll ever need to remember about CSS all packed onto one page!
 * Web Design References - A huge mega-reference (nearly 6,000 links) of information and articles about web design and development. It is dedicated to disseminating news and information about web design and development with emphasis on elements of JavaScript CSS, accessibility, web standards, user experience, and much more.
 * - Web Design Update - A a plain text email digest newsletter. It typically goes out once a week.  All web designers and developers are invited to join.

More advanced JavaScript
The following links might give you an idea of what's possible even though they go well beyond the scope of this topic!
 * Apple's Form Validation - a page explaining the JavaScript code that Apple recommends for email, numbers etc (more advanced - includes scary regular expressions!)
 * JavaScript form validation - Input validation that displays messages on your actual page (without using alert boxes). Looks great but is quite complex.
 * script.aculo.us - Examples of some of the visual effects and interactivity that's possible with modern JavaScript and CSS.
 * Getting started with jQuery - jQuery is an amazing JavaScript library that makes it easy to create wonderful web effects in just a few lines of code.

Books

 * JavaScript - A wikibook for learning JavaScript!

Related Qualifications
You can find out how what you've learned in this module relates to qualifications in your country on the An Introduction to Programming with JavaScript:Quals page.


text:
bamboccione

Etymology
From.

Noun

 * 1)  a bachelor who lives with his parents
 * 2) baby face
 * 1) baby face
 * 1) baby face

title: bamboccione


text:
Talk:Cover meter

How does the detection process differ from generic metal detectors? --Hooperbloob (talk) 07:49, 17 October 2017 (UTC)

title: Talk:Cover meter


text:
Ovidiu Lazăr

Ovidiu Traian Lazăr (born 3 December 1965) is a Romanian former professional footballer who played as a forward for teams such as: FC Bihor Oradea, Steaua București, Budapest Honvéd or Politehnica Timișoara, among others.

title: Ovidiu Lazăr


text:
Topic talk:Engineering

Topic talk:Engineering/Archive1 - from before the move to the beta site

Archive
I was going to archive everything on this page, but I'm going to ask here first, waite a day and then do it.--Rayc 23:51, 16 August 2006 (UTC)
 * Done--Rayc 01:37, 18 August 2006 (UTC)

Name
Shouldn't this be Portal:Engineering? Ah I see... why is there a Portal:Engineering and a School:Engineering? Shouln't we find a way to name this less confusingly? <IP_ADDRESS> 06:48, 16 September 2006 (UTC)

title: Topic talk:Engineering


text:
2020 Catalan motorcycle Grand Prix

The 2020 Catalan motorcycle Grand Prix (officially known as the Gran Premi Monster Energy de Catalunya) was the ninth round of the 2020 Grand Prix motorcycle racing season and the eighth round of the 2020 MotoGP World Championship. It was held at the Circuit de Barcelona-Catalunya in Montmeló on 27 September 2020.

Impact of the COVID-19 pandemic
The opening rounds of the 2020 championship were heavily affected by the COVID-19 pandemic. Several Grands Prix were cancelled or postponed after the aborted opening round in Qatar, prompting the Fédération Internationale de Motocyclisme to draft a new calendar. On 11 June, a new schedule based solely within Europe was announced. The Catalan Grand Prix, originally scheduled for June 7, was placed on September 27.

MotoGP Championship standings before the race
After the eighth round at the 2020 Emilia Romagna and Rimini's Coast Grand Prix, Andrea Dovizioso on 83 points, lead the championship by one point over Fabio Quartararo and Maverick Viñales, with Joan Mir a further 4 points behind.

In the Teams' Championship, Petronas Yamaha SRT with 147 points, lead the championship from Monster Energy Yamaha with 141. Suzuki Ecstar Team is third with 124 points, by 9 points over Ducati Team, while Red Bull KTM Factory Racing sat 5th on 110 points.

MotoGP Entrants

 * Stefan Bradl replaced Marc Márquez from the Czech Republic round onwards while he recovered from injuries sustained in his opening round crash.

MotoGP
The first practice session ended with Fabio Quartararo fastest for Petronas Yamaha SRT ahead of Ducati Corse's Andrea Dovizioso and Team Suzuki Ecstar's Joan Mir. The second practice session ended with Franco Morbidelli fastest for Petronas Yamaha SRT, followed by Johann Zarco and Brad Binder.

Combined Free Practice 1-2-3
The top ten riders (written in bold) qualified in Q2.

Personal Best lap

Championship standings after the race
Below are the standings for the top five riders, constructors, and teams after the round.

MotoGP

 * Riders' Championship standings

 * Constructors' Championship standings

 * Teams' Championship standings

Moto2

 * Riders' Championship standings

 * Constructors' Championship standings

 * Teams' Championship standings

Moto3

 * Riders' Championship standings

 * Constructors' Championship standings

 * Teams' Championship standings

title: 2020 Catalan motorcycle Grand Prix


text:
Redondo Union High School

Redondo Union High School (RUHS) is a public high school in Redondo Beach, California.

Redondo Union High School is a part of the Redondo Beach Unified School District. All residents of Redondo Beach are zoned to Redondo Union. In addition, residents of Hermosa Beach may choose to attend Redondo Union or Mira Costa High School of the Manhattan Beach Unified School District.

Since opening in 1905, Redondo Union High School has developed into the second largest high school campus in the State of California, with an overall area of 56 acre.

History
Redondo Union High School was organized in the summer of 1905. The first classes were held in two upstairs rooms of the Masonic Building in Redondo Beach. In December of that same year, a site known as Old Chautauqua Place was selected as the location for the school.

In 1939, the Science Building was dedicated. Residents of Manhattan Beach attended Redondo Union until 1950, when Mira Costa High School opened.

Redondo Union High School was a part of the South Bay Union High School District until 1993, when it dissolved.

In 2013 RUHS Boys' Basketball defeated College Park to win the Division II CIF State Championship.

In 2015 the Girls' Volleyball team won the CIF State Championship. The RUHS Marching Band & Guard won first place in CSBC in Division 4A for their show "Above and Beyond".

In 2016 Boys' Baseball again won the CIF title in Division III.

In 2022 both Boys' and Girls' Soccer won the CIF Southern Section Division 2 Championships on their home stadium on the same day.

In 2024 the RUHS Boys' Volleyball team won the first CIF Division II State Championship in school history when they defeated St. Margaret's 3-2.

Advanced courses
Redondo offers Advanced Placement classes in: English Language, English Literature, Biology, Chinese, Chemistry, Environmental Science, Physics 1, Physics 2, European History, United States History, Government and Politics: United States, Psychology, Calculus AB, Calculus BC, Statistics, Studio Art, French, Spanish Language, Computer Science A, Computer Science Principles, Art History, Macroeconomics, and Music Theory.

Honors courses
Redondo offers honors courses in Biology, Chemistry, English 9, and English 10.

Fall sports

 * Boys Beach Volleyball (2013)
 * Cross-Country (Co-ed)
 * Football
 * Boys Water Polo
 * Girls Tennis
 * Girls Volleyball
 * Girls Golf
 * Surfing
 * Cheerleading
 * Marching Band/Dance Guard

Winter sports

 * Boys Basketball
 * Girls Basketball
 * Wrestling (Co-ed)
 * Girls Water Polo
 * Boys Soccer
 * Girls Soccer
 * Surfing (Co-ed)
 * Rugby

Spring sports

 * Track (Co-ed)
 * Baseball
 * Boys Golf
 * Boys Lacrosse
 * Girls Lacrosse
 * Softball
 * Swimming (Co-ed)
 * Boys Tennis
 * Boys Volleyball

Sports

 * 2 Indoor Gyms: Redondo Union High School has a large gym and a small gym.
 * 14 lane Swimming Pool
 * Football Field a.k.a. Sea Hawk Bowl.
 * Lacrosse Field
 * Wrestling Room
 * Track
 * Two Weight-Training and Conditioning Facilities
 * Tennis Courts
 * Volleyball Courts
 * Baseball Fields
 * Softball Fields
 * Soccer Fields
 * Golf Practice Course

Arts

 * Video Production Facilities
 * Ceramics
 * Fine Arts Facilities
 * Dance Room
 * Band Room
 * Choir Room
 * Drama Room

Other resources

 * Library
 * Computer Lab
 * College/Career Center

Film

 * The movie The Hot Chick was filmed here.
 * Kurt Russell wears an RUHS Senior class ring in the 1988 film Tequila Sunrise

Television

 * In Season 3, Episode 27 of The Beverly Hillbillies, Alan Reed Jr., as a beatnik, stepped out of a car in the Clampetts' driveway, stared at the front of the mansion and said, "Man! This place looks like Redondo High!"

Notable alumni

 * Jim Allison – AFL player – San Diego Chargers
 * Dez Cadena – Singer for Black Flag
 * Iris Cummings – Aviator and competition swimmer
 * Keith Ellison – NFL – Buffalo Bills
 * Kevin Ellison – University of Southern California Trojans
 * Morgan Ensberg – MLB – New York Yankees
 * Carla Esparza (née: O'Connell) – Professional mixed martial artist, inaugural UFC Strawweight Champion (2014)
 * Lynette "Squeaky" Fromme – Member of the Manson family
 * Nona Gaye – Recording artist and daughter of Marvin Gaye
 * Lynn Hoyem – NFL – Dallas Cowboys and Philadelphia Eagles
 * Jermar Jefferson – NFL player
 * Charles Lindbergh Sr. – The world renowned pilot, the first to cross the Atlantic non stop in an aircraft, in 1927. (attended for one year, and transferred)
 * Traci Lords – Actress (dropped out at age 15)
 * Demi Moore – Actress (transferred to Fairfax High School after freshman year)
 * Ty Page – Professional skateboarder
 * Donald Peterman – Academy Award-nominated cinematographer
 * The Smothers Brothers – Comedians who hosted a prime time television series in the 1960s.
 * Ted Stevens – Former United States Senator for Alaska
 * Dijon Thompson – Former NBA player with the Phoenix Suns and Atlanta Hawks, currently playing for Hapoel Jerusalem of the Israeli Basketball Premier League.
 * Byron McMackin – Drummer for Pennywise
 * Sean Rosenthal – Olympic Beach Volleyball player
 * Dominik Eberle – NFL Kicker
 * Claire Wineland – activist, author and speaker

title: Redondo Union High School


text:
User:Ajaythandre

Ajay, he is from Thandre, KR Nagara tq, mysore karnataka. and he was born on 26th may 1998 he working as a government employee at chamundeshwari electric supply company

title: User:Ajaythandre