text:
Hematemesis (OSCE)

DDx

 * peptic ulcer disease
 * gastritis/gastropathy (NSAID, alcohol, stress related)
 * Mallory-Weiss tear
 * variceal rupture
 * erosive esophagitis
 * foreign object
 * vascular malformations (Dieulafoy’s lesion, AVMs, aorto-enteric fistula)
 * neoplastic disease (esophageal or gastric)
 * other
 * systemic bleeding disorder
 * epistaxis
 * hemoptysis

ABCs

 * hematemesis can be life threatening

Vomiting

 * onset
 * precipitant (coughing, forceful vomiting)
 * frequency
 * characteristics (dry retching and strenuous, protracted)

Vomitus

 * volume
 * color (bright red, dark red, black)
 * properties (coffee grounds - specks of congealed blood, pure blood, mixed with stomach contents)

Accompanying symptoms

 * non GI source → epistaxis, hemoptysis, bleeding in gums/mouth, bruising, petechiae
 * gastritis → GERD
 * Mallory Weiss tear → strenuous or protracted vomiting
 * PUD → dysphagia, odynophagia, retrosternal/epigastric discomfort
 * varices → jaundice, ascites, generalized edema
 * melena → bleeding > 12 hour old
 * Anemia (ominous signs)
 * orthostatic lightheadedness, dyspnea, fatigue, edema
 * pallor, headache

Medications

 * NSAID, ASA
 * anticoagulants: warfarin, heparin, clopidegrel

PMHx

 * prior episodes (diagnosis and outcome)
 * PUD → smoking and EtOH
 * neoplasm, malnutrition, stress ulcers → systemic illness, recent weight loss, major surgery

title: Hematemesis (OSCE)


text:
2017–18 Belarusian Premier League (basketball)

The 2017–18 Belarusian Premier League season was the 26th season of the top tier basketball league in Belarus.

Competition format
Ten teams joined the regular season, that consisted in a four-legged round-robin competition. The eight first qualified teams would join the quarterfinals.

Playoffs
Quarterfinals were played in a best-of-three games format and the rest of series in a 2-2-1 format.

Source: BBF.by

source: wikimedia

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


text:
A-level Mathematics/OCR/C1/Polynomials

You are already familiar with expressions such as $$3x+5$$ or $$2x^2 + 8x + 2$$ and perhaps $$x^3 + 2x - 2$$. The general word for an expression that can be written in this form is a polynomial. Excluding the constant term, every power of $$x$$ in a polynomial is a positive integer. Expressions that have $$x$$ to a non-integer or negative power are not polynomials.

Basics of polynomials
All polynomials can be written in the form:

$$a_0 + a_1x + a_2x^2 + a_3x^3 + a_4x^4\dots a_nx^n$$.

The numbers $$a_0,a_1,a_2,a_3,a_4\dots$$ are known as the co-efficients, and will often already be known. For example in $$4x^2 + 3x + 9$$ the coefficient of $$x^2$$ is 4. The co-efficients may be 1 or even 0, for example $$x^3 + x$$ is still a polynomial.

Degrees of polynomials
The number $$n$$, i.e. the highest power in the polynomial is known as the degree, or sometimes the order, of the polynomial. For example, $$x^4 + 4x^2 + 9$$ is a degree 4 polynomial. Certain degrees have names, and are often written using certain letters for the coefficients when they are unknown:

 * Degree 0 - Constant - $$c$$ or $$k$$
 * Degree 1 - Linear - $$ax + b$$ or $$mx + c$$
 * Degree 2 - Quadratic - $$ax^2 + bx + c$$
 * Degree 3 - Cubic - $$ax^3 + bx^2 + cx + d$$
 * Degree 4 - Quartic $$ax^4 + bx^3 + cx^2 + dx +e$$

Notation
Most of the polynomials on this page are written in terms of $$x$$, for example, $$4x^2 + 2x - 9$$, although polynomials can be written with other letters. $$3z^2 + z - 2$$, for example, is called a polynomial in $$z$$.

It is conventional to write polynomials in descending powers for clarity, although a polynomial may have the powers in any order. By writing polynomials in descending powers it is possible to see what the degree of the polynomial is simply by looking at the first term. Performing operations with two or more polynomials are also much simpler when the powers are in order, since like powers are usually grouped during calculations.

Indeed, you may lose marks in your exam if you don't simplify things like $$x^2 + 5x - 3x$$ to $$x^2 + 2x$$.

Addition
To add polynomials you simply add the co-efficients of each term. If that sounds confusing don't worry as you will probably already know how to do this, it is basically the same as collecting like terms. You add the co-efficients of $$x$$ together, the co-efficients of $$x^2$$ together, and so on. For example:

$$\left(4x^2 + 2x + 9\right) + \left(6x^2 - 2\right) = 10x^2 + 2x + 7$$

Notice that $$4+6=10$$ and $$9-2=7$$. Some find it helpful to write this out like numerical addition: When using this method it is essential that terms with $$x$$ to the same power are lined up, leaving spaces if necessary as in the example above.

Subtraction
For subtraction of polynomials, it is possible to use the same method as above, except subtracting instead of adding. It may get confusing when there are negative terms involved, so it is preferred to reverse the signs in the second row and then add the two polynomials together.

This:

Would become this:

This method is desirable in the exam because subtracting negative numbers may cause confusion, and mistakes may be overlooked in the pressure of the exam.

Multiplication
To multiply polynomials you simply multiply all the terms in one by all the terms in the other and then sum the results. This method is known as the FOIL Method. It stands for First Outer Inner Last. For example:

$$\left(3x^2+2x\right) \times \left(2x^2 - 5\right)$$ can be broken down into:

Multiply the First terms together.

$$3x^2 \times 2x^2 = 6x^4$$

Then multiply the Outer terms together.

$$3x^2 \times -5 = -15x^2$$

Then multiply the Inner terms together.

$$2x \times 2x^2 = 4x^3$$

Then multiply the Last terms together.

$$2x \times -5 = -10x$$

Then we add the results together to give us $$6x^4 + 4x^3 - 15x^2 - 10x$$, written in descending powers.

As you become confident with the process, you'll be able to do the entire multiplication in one go without splitting it up, like this:

$$\left(3x^2+2x\right) \times \left(2x^2 - 5\right) = 6x^4 + 4x^3 - 15x^2 - 10x$$

Multiplication table
Some people find it helpful to show this in a table, with one polynomial as rows and the other as columns: The headings are then multiplied to produce:

The answer is the sum of all the cells:

$$6x^4 + 4x^3 - 15x^2 - 10x$$, as before. This method is particularly useful for multiplying longer polynomials where the answer might not fit on a single line and cause mistakes.

Long multiplication
The polynomials to be multiplied can also be laid out like regular long multiplication, like this:

Division
Division of polynomials can be done just like regular long division. However, you will need to be quite adept at addition, subtraction and multiplication of polynomials to divide.

For example, to divide $$x^3 - 12x^2 - 42$$ by $$x-3$$ you write it like this:

 * $$x-3\overline{\vert x^3 - 12x^2 + 0x - 42}$$

1. Divide the first term of the dividend by the highest term of the divisor. Place the result above the bar (x3 ÷ x = x2).

\begin{matrix} x^2\\ \qquad\qquad\quad x-3\overline{\vert x^3 - 12x^2 + 0x - 42} \end{matrix} $$	 2. Multiply the divisor by the result you just obtained (the first term of the eventual quotient). Write the result under the first two terms of the dividend (x2 * (x-3) = x3 - 3x2).

\begin{matrix} x^2\\ \qquad\qquad\quad x-3\overline{\vert x^3 - 12x^2 + 0x - 42}\\ \qquad\;\; x^3 - 3x^2 \end{matrix} $$	 3. Subtract the product you just obtained from the appropriate terms of the original dividend, and write the result underneath. This can be tricky at times, because of the sign. ((x3-12x2) - (x3-3x2) = -12x2 + 3x2 = -9x2) Then, "pull down" the next term from the dividend.

\begin{matrix} x^2\\ \qquad\qquad\quad x-3\overline{\vert x^3 - 12x^2 + 0x - 42}\\ \qquad\;\; \underline{x^3 - \quad3x^2}\\ \qquad\qquad\qquad\quad\; -9x^2 + 0x \end{matrix} $$	 4. Repeat the last three steps, except this time use the two terms that you have just written as the dividend.

\begin{matrix} \; x^2 - 9x\\ \qquad\quad x-3\overline{\vert x^3 - 12x^2 + 0x - 42}\\ \;\; \underline{\;\;x^3 - \;\;3x^2}\\ \qquad\qquad\quad\; -9x^2 + 0x\\ \qquad\qquad\quad\; \underline{-9x^2 + 27x}\\ \qquad\qquad\qquad\qquad\qquad -27x - 42 \end{matrix} $$	 5. Repeat step 4. This time, there is nothing to "pull down".

\begin{matrix} \qquad\quad\;\, x^2 \; - 9x \quad - 27\\ \qquad\quad x-3\overline{\vert x^3 - 12x^2 + 0x - 42}\\ \;\; \underline{\;\;x^3 - \;\;3x^2}\\ \qquad\qquad\quad\; -9x^2 + 0x\\ \qquad\qquad\quad\; \underline{-9x^2 + 27x}\\ \qquad\qquad\qquad\qquad\qquad -27x - 42\\ \qquad\qquad\qquad\qquad\qquad \underline{-27x + 81}\\ \qquad\qquad\qquad\qquad\qquad\qquad\;\; -123 \end{matrix} $$	 The polynomial above the bar is your answer, and the number left over (-123) is the remainder.
 * $$\frac{x^3 - 12x^2 - 42}{x-3} = x^2 - 9x - 27$$ remainder $$-123$$

Curves of polynomials
It is possible to look at a polynomial and get an idea to the general shape of its curve. The most important factors are the degree of the polynomial, and the sign of the co-efficient of the highest power. For a more accurate sketch of the graph, you will need to know where the curve has turning points and where it intersects the $$x$$ and $$y$$ axis. A sketch with this information will often be sufficiently detailed, and is usually much quicker and easier than plotting the curve point by point.

Turning points
A turning point is where a curve that is decreasing changes to increasing, or vice versa. On a graph, the curve simply changes direction, hence the name turning point. In $$y=x^2$$, the turning point is at (0,0), the trough of the "bucket". The turning point in $$y=x^2$$ is a minimum (plural minima), and a maximum (plural maxima) is the same bucket shape, but upside down. For a polynomial of degree $$n$$, its curve will have at most $$n-1$$ turning points.

Behaviour with extreme values of $$x$$
What happens to a polynomial at large positive and negative values for $$x$$?

If we say $$1000$$ is our large number, we can put it into $$6x^4 + 4x^3 - 15x^2 - 10x$$, we can take a look at what happens:

First for $$x=1000$$: $$6000000000000 +<PHONE_NUMBER> - 15000000 - 10000 =<PHONE_NUMBER>000$$

Now for $$x=-1000$$: $$6000000000000 -<PHONE_NUMBER> - 15000000 + 10000 =<PHONE_NUMBER>000$$

The most change in the final answer is made by the $$x^4$$ term. This is the dominant term. For a polynomial of degree $$n$$, $$x^n$$ is the dominant term as $$x \rightarrow \pm\infty$$.

Once you have investigated the behaviour of polynomials with extreme values of $$x$$, you may notice that if $$n$$ is even, it will share the same general shape as $$x^2$$, and if $$n$$ is odd it will share the same general shape as $$x^3$$.

If the coefficient of $$x^n$$ is positive, curves with an even value of $$n$$ will have a bucket shape, and curves with an odd value of $$n$$ will generally be negative when $$x$$ is negative, and positive when $$x$$ is positive (like $$y = x$$).

If the coefficient of $$x^n$$ is negative, curves with an even value of $$n$$ will have an upside down bucket shape, and curves with an odd value of $$n$$ will generally be positive when $$x$$ is negative, and negative when $$x$$ is positive (similar to $$y = -x$$).

Intersections with axes
To find where the curve crosses the $$y$$ axis, you can simply look at the constant term. $$y = x^3 + 2x^2 - 9x - 18$$, for example, would cross the $$y$$ axis at $$-18$$. If there is no constant term, the curve will go through the origin, (0,0), and would therefore cross the $$y$$ axis at $$0$$.

In factorised form, you can find the points at which the curve crosses the $$x$$ axis. $$y = (x+3)(x+2)(x-3)$$ would cross the $$x$$ axis at $$-3$$, $$-2$$, and $$3$$, because by making one of the brackets equal to $$0$$, it makes the whole polynomial equal to $$0$$, and $$y$$ equal to $$0$$. $$y = 0$$ is of course the line of the $$x$$ axis. Each instance of the curve crossing the $$x$$ axis is a root of the equation. A polynomial of degree $$n$$ will have at most $$n$$ roots.

To solve an equation means to find every root. Polynomials of degree 2 can be solved using the quadratic formula. For higher degree polynomials you may need to factorise the equation like above, plot the graph point by point and look at where the curve crosses the $$x$$ axis, or use a numerical method. You can check your answers by substituting them into the original equation and seeing if the result is $$0$$.

Quadratic expressions
A quadratic is a polynomial of degree 2, in the form $$f(x)=ax^2+bx+c$$.

Graph
A quadratic graph is one that can be written in the form $$y=ax^2+bx+c$$. The graph of $$y=2x^2 + 8x + 2$$ is shown on the right, and as you can see it has the same characteristic "bucket" shape that all quadratics have, called a parabola. The vertex is the maximum or minimum point. The line of symmetry is the line that divides the graph into two mirror halves. It can be found by the formula $$\frac{-b}{2a}$$.

However, these properties can be more easily deduced from its completed square form ( $$a(x + d)^2 + e$$ ). In this form we know that, - d is the axis of symmetry, and that e is maximum or minimum point. If a is greater 0 then the vertex (-d,e) will be a minimum point. If a is less than 0 the vertex (-d,e) will be a maximum point.

Completing the square
Completing the square is the process of changing a quadratic from the form $$ax^2 + bx +c$$ to the equivalent form $$a(x+d)^2 + e$$, where a, d and e are constants. For example, the quadratic $$2x^2 + 8x +2$$ would become $$2(x+2)^2 - 6$$.

Changing a quadratic to completed square form makes it easy to find several things, such as the roots of the quadratic and the vertex of the quadratic, without even requiring a sketch.

Here are the steps for completing the square. Don't worry, it's easier than it looks.

So the completed square form of $$y=2x^2 + 8x + 2$$ is $$2(x+2)^2 -6$$. The $$-6$$ tells us that the lowest point of the curve is at $$y=-6$$ and the $$x+2$$ tells us that the line of symmetry is at $$x+2=0$$ or $$x = -2$$. Therefore the vertex is at $$(-2,-6)$$, and if you look at the graph, you can see that is the case.

The quadratic formula
The quadratic formula is derived from the general case of completing the square:

$$x =\frac{-b \pm \sqrt{b^2-4ac}}{2a}$$

It can be used to find the roots of a quadratic by putting numbers directly into it. For example, for $$y=2x^2 + 8x + 2$$:

$$x =\frac{-8 \pm \sqrt{64-16}}{4} = -2 \pm \sqrt{3}$$

so $$ x = -2 + \sqrt{3}$$ and $$x = -2 - \sqrt{3}$$. The factors of the equation are $$ x + 2 - \sqrt{3}$$ and $$x + 2 + \sqrt{3}$$.

Here is the way that the quadratic formula is derived from the completing the square formula.

The discriminant
Notice that the quadratic equation contains $$b^2 - 4ac$$ inside a square root sign. This part is called the discriminant and can be considered on its own to determine the number of roots of the equation.

 * If $$b^2 - 4ac<0$$ then you will be unable to find the square roots as you don't know how to square root a negative number. The type of numbers you have encountered so far are known as real numbers and so it is said that the quadratic has no real roots.
 * If $$b^2 - 4ac=0$$ then changing the $$\pm$$ sign in front of the square root won't make any difference, because it is zero either way. You will therefore get the same root twice, so it is said the quadratic has one repeated root.
 * If $$b^2 - 4ac>0$$ then the $$\pm$$ will mean you get two answers, and so you can say the quadratic has two distinct (i.e. different) roots.

title: A-level Mathematics/OCR/C1/Polynomials


text:
The Girl from Manhattan

The Girl from Manhattan is a 1948 American comedy drama film directed by Alfred E. Green, starring Dorothy Lamour, George Montgomery, and Charles Laughton.

The guest house setting allows a multiplicity of characters to interact with the main characters.

Plot
New York actress and fashion model Carol arrives to stay with her uncle Homer Purdy in a boarding house in the mid-west America town of Pittsfield.

Meanwhile, ex-football player, the handsome Tom Walker, appears in the same state to chat with the bishop regarding his becoming a minister in the town. It is concluded that the church needs new heroes and his background as a football star should be a benefit not a hindrance. The bishop has arranged for him to stay at Purdy's boarding house. On arrival he meets Carol and they recognise each other. Tom is cryptic about his plans.

Tom meets the church council who present a local benefactor Mr Birch who is going to buy the 150-year-old church and build a new church closer to the town centre: the chosen site is Purdy's boarding House.

Uncle Homer is revealed to be giving most of his rooms free until the various residents get rich, and is involved in many of their madcap schemes. He makes little money and the old house is crumbling. Carol and Homer rearrange one of the rooms to serve as Tom's study until the new church is built. They do not know the chosen site is their house.

The bishop calls in Tom to discuss his reputation if being seen with a fashion model.

Oscar, one of the more eccentric guests, is allowed to build a miniature railway in Purdy's basement. Mr Birch appears at the boarding house to assess its demolition. Everyone knows the plan except Carol. Uncle Homer has squandered the $3,000 Carol sent him on investing in his guests crazy ventures. The train engine blows up and Homer is injured. Tom and carol join forces to save the boarding house. Several guests also start to raise money.

Ultimately Rev Tom sends his own $3,000 to pay off Homer's debts and Mr Birch's "generous" offer for the old church is proven to be a scam. Although they will need to keep using the old church, the bishop approves.

Cast

 * Dorothy Lamour as Carol Maynard
 * George Montgomery as Rev. Tom Walker
 * Charles Laughton as The Bishop
 * Ernest Truex as Homer Purdy
 * Hugh Herbert as Aaron Goss
 * Constance Collier as Mrs. Brooke
 * William Frawley as Mr. Bernouti
 * Sara Allgood as Mrs. Beeler, the bishop's cook
 * Frank Orth as Oscar Newsome
 * Howard Freeman as Sam Griffin
 * Raymond Largay as Wilbur J. Birch
 * George Chandler as Monty the taxi driver
 * Selmer Jackson as Dr. Moseby
 * Adeline De Walt Reynolds as Old Woman
 * Maurice Cass as Mr. Merkle
 * Eddy Waller as Jim Allison

title: The Girl from Manhattan


text:
Wikiversity:Threaded discussions with NavFrames with subst/20070522165516

such as this
20070522165546
 * Comment:

--Hillgentleman|Talk 16:55, 22 May 2007 (UTC)
 * reply[]

What links here

All threads are created equal
20070522194432 --Hillgentleman|Talk 19:44, 22 May 2007 (UTC)
 * Comment: This suggestion is not advisable. All threads are created equal
 * reply[]

What links here

the test
20120528223359
 * Comments: Simple test --Be nt all (talk) 22:33, 28 May 2012 (UTC)

--Be nt all (talk) 22:33, 28 May 2012 (UTC)

 * reply[]

What links here


text:
Shah Rag

Shah Rag is a village in Dowlatkhaneh Rural District of Bajgiran District, Quchan County, Razavi Khorasan province, Iran.

Population
At the time of the 2006 National Census, the village's population was 747 in 202 households. The following census in 2011 counted 715 people in 221 households. The 2016 census measured the population of the village as 788 people in 250 households. It was the most populous village in its rural district.

title: Shah Rag


text:
Wikipedia:Articles for deletion/Ambuj Dixit

The result was delete. Eddie891 Talk Work 23:26, 25 August 2020 (UTC)

Ambuj Dixit

 * – ( View AfD View log  Stats )

Has not received significant coverage in independent sources, neither meets WP:GNG nor WP:NPOL. Being spokesperson of a youth wing organization is usually not considered a claim to notability here. – Thjarkur (talk) 22:45, 18 August 2020 (UTC)
 * Note: This discussion has been included in the list of Politicians-related deletion discussions. – Thjarkur (talk) 22:45, 18 August 2020 (UTC)
 * Note: This discussion has been included in the list of India-related deletion discussions. – Thjarkur (talk) 22:45, 18 August 2020 (UTC)

 * Comment The article needs more editing, which will be included in some time. The editing is not done yet. There are several things which contribute to notability of a person and those will be added. — Preceding unsigned comment added by Daishworya (talk • contribs) 04:51, 19 August 2020 (UTC)
 * Delete - fails WP:NPOL. --RaviC (talk) 14:17, 23 August 2020 (UTC)
 * Delete - zero evidence of notability Spiderone  20:36, 23 August 2020 (UTC)
 * Delete - fails WP:NPOL and WP:GNG. Best, GPL93 (talk) 01:17, 24 August 2020 (UTC)


text:
Wikipedia:Articles for deletion/Second Fußball-Bundesliga 2006/07

The result was speedy keep, technical nomination with not a single editor arguing for deletion. --Sam Blanning(talk) 17:38, 15 August 2006 (UTC)

Second Fußball-Bundesliga 2006/07
Referred from the speedy deletion queue. Technical nomination. theProject 21:13, 11 August 2006 (UTC)
 * Keep- There is 4 other season articles for the 2nd Bundesliga and there is an article for every first Bundesliga season. There is no need to delete. Kingjeff 23:14, 11 August 2006 (UTC)
 * Comment- isn't it a bit hasty to add such articles? I mean, the season hasn't happened yet, and there's really not much to write about. Always puzzled as to why people want to detail every ball that's kicked, rather than leave it for a bit and write articles when there's something notable to mention. Robotforaday 01:43, 13 August 2006 (UTC)
 * Speedy keep - German 2nd division, equivalent to the English Championship league. Obviously notable. BlueValour 02:28, 13 August 2006 (UTC)
 * Rename to Second Fussball-Bundesliga 2006/07 <IP_ADDRESS> 02:50, 13 August 2006 (UTC)
 * Keep Obviously notable. Assume as somebody went ot great lengths to produce the 'template' for it it will ke kept up to date,just hope it won't turn into a 'ball by ball' type article Dodge 04:51, 13 August 2006 (UTC)
 * 'Speedy Keep as per above. Vickser 06:17, 13 August 2006 (UTC)
 * Keep What I don't understand is that how was this recommended for deletion but it's 1st Bundesliga counterpart wasn't when it just contains the same data aswell as what Kingjeff says about there being 4 other season articles. I plan to keep it updated round by round, but not as you say, detailing every ball that is kicked, but maybe add external links to match reports. --shanda 17:49, 13 August 2006 (UTC)
 * Keep Second level of German league system is notable -- Alias Flood 20:13, 14 August 2006 (UTC)


text:
Wikipedia:Articles for deletion/2014 Udon Thani F.C. season

The result was   redirect to 2014 Thai Division 2 League North Eastern Region. — Coffee //  have a cup  //  beans  // 16:44, 19 February 2015 (UTC)

2014 Udon Thani F.C. season

 * – ( View AfD View log  Stats )

Contested PROD and redirect on the grounds that WP:NSEASONS doesn't have to apply. As a guideline it does. This is a club that plays in a non-fully professional league, which lies at third level (regional) of Thai football. Previous consensus is that clubs that do not play in FPLs should not have individual season articles unless they can be shown to meet WP:GNG. This stat heavy article fails to do that. Would be happy with a redirect to the regional season article. Fenix down (talk) 12:15, 11 February 2015 (UTC)
 * Delete Fails WP:GNG. Walter Görlitz (talk) 14:38, 11 February 2015 (UTC)
 * Note: This discussion has been included in WikiProject Football's list of association football-related deletions. Fenix down (talk) 14:43, 11 February 2015 (UTC)

 * Merge/redirect to league season page, as there is no need for a stand-alone page for such a low-level team. The game scores are probably an appropriate part of a league season article (would need the games involving other teams too, of course). --ThaddeusB (talk) 16:06, 11 February 2015 (UTC)
 * Delete - no evidence of notability, from WP:NSEASONS or WP:GNG. GiantSnowman 19:14, 11 February 2015 (UTC)
 * Note: This debate has been included in the list of Thailand-related deletion discussions. • Gene93k (talk) 22:11, 11 February 2015 (UTC)
 * Note: This debate has been included in the list of Events-related deletion discussions. • Gene93k (talk) 22:12, 11 February 2015 (UTC)
 * Note: This debate has been included in the list of Football-related deletion discussions. • Gene93k (talk) 22:12, 11 February 2015 (UTC)

 * Merge/redirect to league season page. Nfitz (talk) 16:07, 15 February 2015 (UTC)


text:
Cookbook:Cabbage Rolls in Yogurt Sauce (Sarmi)

Sarmi is a Bulgarian dish of stuffed cabbage leaves, which shows significant Greek influences. For a gathering you may wish to consider presenting these somewhat 'white' rolls side-by-side with a dish of cabbage rolls in tomato sauce (see Cabbage Rolls in Tomato Sauce (Holubtsi)).

Ingredients

 * 500 g (about 1 ⅛ lb) minced (ground) veal or beef
 * 300 g (about ¾ lb) minced (ground) pork
 * 1 bunch of spring onions
 * ½ cup uncooked rice
 * 1 cup yogurt
 * Parsley
 * Mint
 * Paprika (optional)
 * Pepper
 * 30–40 grape or cabbage leaves (depending on the size, a substantially smaller number of leaves may be needed)
 * 100 g butter or ½ cup sunflower oil
 * Salt

Procedure

 * 1) Boil the vine or cabbage leaves in salted water until they look cooked and are just bendable enough to roll. Drain and allow to cool during the following steps.
 * 2) Lightly fry the finely chopped onions in a small amount of oil, and stir in a teaspoon or more of paprika.
 * 3) Add the meat, rice, pepper, mint, and finely chopped parsley, then cook until the meat looks almost done.
 * 4) Add ¾ cup of water, bring to a boil, then immediately cover and reduce heat to a bare minimum for 10 minutes, until the water is absorbed by the rice. Uncover and fluff as needed with a small spatula or spoon. Allow to cool to handling temperature.
 * 5) Put 1 teaspoon of the meat mixture on each leaf and make into a rolled, fully enclosed, package, similar to a small egg roll. A bit more filling can be used if you are using large cabbage leaves, but try to make all the rolls somewhat uniform in size.
 * 6) Arrange the rolls in a saucepan, add 1½ cups of warm water, cover, and simmer gently over low heat.
 * 7) In the meantime, mix the yogurt with a bit of paprika for color (or omit if you wish to keep the dish somewhat white in color), and other spices as you desire.
 * 8) When rolls are done, allow to cool a bit, gently transfer to a dish, and add the yogurt mixture to coat.
 * 9) Serve with vegetables of your choice. Enjoy!


text:
User:Artix Kreiger/Chusquea tomentosa

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

title: User:Artix Kreiger/Chusquea tomentosa


text:
2001 Fed Cup Americas Zone Group II – Pool C

Group C of the 2001 Fed Cup Americas Zone Group II was one of four pools in the Americas Zone Group II of the 2001 Fed Cup. Three teams competed in a round robin competition, with each team being assigned to its respective play-off region.


text:
Filmmaking Basics/Animatic/Film Scoring

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | Creating the film score for the animatic

 * style="width: 40%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 40%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

The music

 * Step 1 - Complete the film scoring course
 * Before you can do the scoring for the animatic, you need to complete the course on film scoring for filmmakers.

 * Steps 2 - Create the pieces of music
 * Since you are a filmmaker and not a film composer, we will create the music for our movie using the same techniques you learn in the film scoring course. For this, you only need to create moods.  That is all.  You don't need to create a musical masterpiece.  Keep it simple.

 * Study the spotting session
 * To the right is the spotting session. You can do more if you want but this is the basics.  The only great challenge is the opening shots which can be done in a variety of different ways.  See below.

Music Sources

 * Butchering Midi files
 * If you know how to pull Midi files apart, try this music:

http://www.galaxyfaraway.com/Sounds/swtheme.mid.

Another URL is http://www.galaxyfaraway.com/Sounds/swtheme.mid.
 * style="width: 60%; background-color: #ffe; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

Spotting Session

 * Here is the necessary music for this movie.

Seduced by the Dark Side!
An very old and wise person and a young person (about 12 years old) are outside a movie theater. They have just seen the movie, Star Wars and are going home. They now stand in front of the theater, looking at the poster of the movie on the wall outside the theater.

1. Opening Music see below

The younger person says, "That was a great movie... but I don't understand one thing." The older person says, "Hum, what's that?". The younger person says, "I don't understand how anyone can be 'seduced by the dark side'".

The elderly person thinks for a while...

2. Thinking music

and then answers, "What computer do you use at home?"

The young person immediately responds eagerly, "A Macintosh."

3. The sound of joy

Then the elderly person slowly says, "But what computer does your father use at work?"

The young person thinks for a while...

4. Thinking music 2

and then smiles in amazement, exclaiming loudly, "Seduced by the Dark Side!!!"

5. The sound of joy 2

The old person smiles knowingly at the young person. The young person is very happy knowing he has just learned a very important lesson. Now the two have formed a bond that will last a lifetime.

6. The sound of joy 3

They begin walking slowly home together.

7. Walking home music

The End.

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: BlanchedAlmond; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

The Opening Shots

 * See the pop quiz
 * Previously, I asked you what two shots you wanted for the opening of the scene.

 * Then I asked you what moods you want to open the scene with. That is much more important.

 * So hopefully, after thinking about it, you finally know how you want to open the scene.

Here are some music cues you can use:
 * 1) Musical mood : [[Media:Fanfare mystery.ogg|Fanfare mystery.ogg]]
 * 2) Musical mood : [[Media:Ending short.ogg|Ending short.ogg]]
 * 3) Musical mood : [[Media:Short bang.ogg|Short bang.ogg]]
 * 4) Musical mood : [[Media:Tension.ogg|Tension.ogg]]
 * 5) Musical mood : [[Media:Long drama.ogg|Long drama.ogg]]
 * 6) Musical mood : [[Media:Bold 2.ogg|Bold 2.ogg]]
 * 7) Musical mood : [[Media:Bold.ogg|Bold.ogg]]
 * 8) Musical mood : [[Media:Mystery.ogg|Mystery.ogg]]
 * 9) Musical mood : [[Media:Awakening.ogg|Awakening.ogg]]
 * 10) Musical mood : [[Media:Ending long.ogg|Ending long.ogg]]
 * 11) Musical mood : [[Media:Bang long.ogg|Bang long.ogg]]
 * 12) Musical mood : [[Media:Attention long.ogg|Attention long.ogg]]
 * 13) Musical mood : [[Media:Attention.ogg|Attention.ogg]]
 * 14) Musical mood : [[Media:Delicate thinking .ogg|Delicate thinking .ogg]]
 * 15) Musical mood : [[Media:Delicate thinking softer.ogg|Delicate thinking softer.ogg]]
 * 16) Musical mood : [[Media:Long serious thinking.ogg|Long serious thinking.ogg]]
 * 17) Musical mood : [[Media:Short exclamation.ogg|Short exclamation.ogg]]
 * 18) Musical mood : [[Media:Short exclamation 2.ogg|Short exclamation 2.ogg]]
 * 19) Musical mood : [[Media:Trumpet call heavy.ogg|Trumpet call heavy.ogg]]
 * 20) Musical mood : [[Media:Trumpet call light.ogg|Trumpet call light.ogg]]

These are OGG files which is a type of audio file. If you need help setting up your computer to play OGG files, go to Wikipedia:Media help (OGG)

 * style="width: 50%; background-color: #ffe; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

The Choices

 * 1. Star Wars Openning
 * Many people have said that they want to open the scene looking at the poster of Star Wars movie. This requires you to have music from Star Wars.

 * 2. People first
 * Other students have said that they want to see the people first before showing the poster. Then you must decide if you want curious music, happy music, dark music, etc.

 * 3. People Second
 * Some students have said they want to show the poster first without people and then show the people second. Therefore, the Star Wars music must morph into the mood of the people watching the poster.  (This might not be much of a change if any... or it can be a great change.)

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The next page

 * Before we can edit the movie together, we need to complete all the elements.

 * To be finished soon!!!  [[Image:Crystal Clear action forward.png|24px]]

Contact your instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }

title: Filmmaking Basics/Animatic/Film Scoring


text:
User:Cmmcdowell2/sandbox

Story telling in healthcare education
In a world where people want evidence and facts, storytelling is being explored as a form of giving information. Storytelling used to be viewed as an impractical way to get answers, but it is now seen as possibly making better medical field workers. The skills that storytelling in healthcare education can provide are the ability to follow a story and accept parts that may be vague and listen to the whole situation despite that, acceptance of different views and ideas, the ability to step into the storyteller's shoes and understand their side of the situation, and understanding images and metaphors. Storytelling isn't just good for medical professionals, but for the patients as well. Considering that teaching medical students storytelling as a method to connect with those they work with encourages evaluating themselves and more learning opportunities.

title: User:Cmmcdowell2/sandbox


text:
Wikipedia:Community health initiative on English Wikipedia/Research on dispute resolution and harassment

Background research on dispute resolution and harassment
Analysis of the under-researched area of dispute resolution and policy enforcement is badly needed to inform discussions about new tool and potential policy changes. The first stage in this effort are two studies about English Wikipedia's Administrators’ Noticeboard/Incidents, and a survey about Administrator Confidence in managing cases.

English Wikipedia's Administrators’ Noticeboard/Incidents research
The first study is a quantitative data analysis of posts to AN/I and is currently underway. The second is a qualitative survey to be sent to English Wikipedians about their perception of and use of AN/I (November 2017).

Why AN/I?
The Administrator’s Noticeboard/Incidents page is one of the longest running and most-frequented forums for user disputes and problems on the Wikimedia projects. It has hundreds of archives and tens of thousands of threads, making it a rich source of data on how we manage user problems on the projects.

Why look at English Wikipedia only?
The Community Health initiative will be working with members of our many projects, not just those on English Wikipedia. The AN/I research is a good starting point, though, due to the age and high usage of the board. Many projects have not yet developed similar processes, and lessons learned from large projects can be very valuable to communities looking to expand and refine how they deal with problems.

What does the Foundation plan to do with this research?
This research will help inform the Wikimedia Foundation’s efforts to support community development, whether through software and technical improvements, or through discussions and proposals to improve processes and policies. The results of this data will be shared with contributors, and will help communities make data-driven decisions about how they develop their community norms and workflows.

Preliminary (experimental) queries run on the AN/I archives from April 1 to May 30 2017
Experimental queries were performed in order to see if we can pull data to determine the number of case, number of cases resolved, types of case, number unique users participating, and other patterns such as the types of policy/guidance pages linked to.

According to the ANI archives, in April and May 2017:
 * 533 total ANI cases, 315 of which were resolved (as determined by resolved templates)
 * 1,008 unique usernames left signatures, 183 of which were admins.
 * 40 cases included the keyword '3RR', 26 'COI', 18 'harassing', 14 'hounding' and 22 'boomerang'
 * Of the 183 admins, 111 participated in 2 or more cases, 24 participated in 10 or more cases, with the most active admin participating in 73 different cases.
 * 68 users filed 2+ cases in this time period, with 5 opening 10 or more cases, with the most active opener opening 55 different cases.
 * Sunday was the most popular day of the week to post a new case to ANI.
 * The average time for a case (as determined by signature timestamps) was 41.4 hours, with the fastest case being opened for one minute (likely due to lack of discussion) and the longest running for 62 days.
 * The biggest case included 39 different users, 13 sub-sections, and 191 total signatures.
 * Top three policy/guidance linked pages were (in order of popularity): What Wikipedia is Not (linked to 59 times) Edit Warring (linked to 48 times) Here to Build an Encyclopedia (linked to 46 times)

Next steps:
 * Review the documentation about the type of data that can be pulled with queries.
 * Analyse the preliminary finding.
 * Share the preliminary finding with English Wikipedia community.
 * Discuss the types of data to pull in further queries.

English Wikipedia Administrator Confidence Survey
The Wikimedia Foundation Anti-Harassment Tools Team is conducting a survey to create measurements on how to better support admins who are addressing disputes on Wikipedia. This includes measuring how well current tools, training, and information exists for admins in recognizing and mitigating things like sockpuppetry, vandalism, and harassment. This is specifically designed to learn more about and improve the admin experience. The survey ended on September 24th 2017.

Results
See Administrator confidence survey for a more detailed description of the survey, alternative methods of release of the results, or to discuss the results.
 * Community health initiative on English Wikipedia/Administrator confidence survey/Results
 * PDF

Administrators'Noticeboard/Incidents Experiences Survey
For more information, please see Research about Administrators' Noticeboard Incidents results


text:
User:Chaudhary Manish singh

Chaudhry Manish singh was born in the year 1994 at barbakpur,Chunar,Mirzapur.

title: User:Chaudhary Manish singh


text:
Talk:Alicto

Origins
I have tentatively added English language surnames as a category for this SIA as I could not find anything that hinted at where this surname came from other than Guam, but if there's anyone that can find a source as to where this surname comes from, please feel free to change the category. Thank you. jd22292 (Jalen D. Folf) (talk • contribs) 18:24, 30 October 2017 (UTC)
 * After some advice in WP:DISCORD, I figure one would need to create a category for surnames in Chamorro (Guam's official language apart from English) and add this page to it as an SIA that would fit the category. Since I am not inclined to make such a category, is it possible to make one anyway? jd22292 (Jalen D. Folf) (talk • contribs) 01:40, 1 November 2017 (UTC)

title: Talk:Alicto


text:
Airplane Flying Handbook/Ground Operations (Part 2)

COCKPIT MANAGEMENT
After entering the airplane, the pilot should first ensure that all necessary equipment, documents, checklists, and navigation charts appropriate for the flight are on board. If a portable intercom, headsets, or a hand-held global positioning system (GPS) is used, the pilot is responsible for ensuring that the routing of wires and cables does not interfere with the motion or the operation of any control.

Regardless of what materials are to be used, they should be neatly arranged and organized in a manner that makes them readily available. The cockpit and cabin should be checked for articles that might be tossed about if turbulence is encountered. Loose items should be properly secured. All pilots should form the habit of good housekeeping.

The pilot must be able to see inside and outside references. If the range of motion of an adjustable seat is inadequate, cushions should be used to provide the proper seating position.

When the pilot is comfortably seated, the safety belt and shoulder harness (if installed) should be fastened and adjusted to a comfortably snug fit. The shoulder harness must be worn at least for the takeoff and landing, unless the pilot cannot reach or operate the controls with it fastened. The safety belt must be worn at all times when the pilot is seated at the controls. If the seats are adjustable, it is important to ensure that the seat is locked in position. Accidents have occurred as the result of seat movement during acceleration or pitch attitude changes during takeoffs or landings. When the seat suddenly moves too close or too far away from the controls, the pilot may be unable to maintain control of the airplane.

14 CFR part 91 requires the pilot to ensure that each person on board is briefed on how to fasten and unfasten his/her safety belt and, if installed, shoulder harness. This should be accomplished before starting the engine, along with a passenger briefing on the proper use of safety equipment and exit information. Airplane manufacturers have printed briefing cards available, similar to those used by airlines, to supplement the pilot’s briefing.

GROUND OPERATIONS
It is important that a pilot operates an airplane safely on the ground. This includes being familiar with standard hand signals that are used by ramp personnel. [Figure 2-9]

ENGINE STARTING
The specific procedures for engine starting will not be discussed here since there are as many different methods as there are different engines, fuel systems, and starting conditions. The before engine starting and engine starting checklist procedures should be followed. There are, however, certain precautions that apply to all airplanes. Some pilots have started the engine with the tail of the airplane pointed toward an open hangar door, parked automobiles, or a group of bystanders. This is not only discourteous, but may result in personal injury and damage to the property of others. Propeller blast can be surprisingly powerful. When ready to start the engine, the pilot should look in all directions to be sure that nothing is or will be in the vicinity of the propeller. This includes nearby persons and aircraft that could be struck by the propeller blast or the debris it might pick up from the ground. The anticollision light should be turned on prior to engine start, even during daytime operations. At night, the position (navigation) lights should also be on. The pilot should always call "CLEAR" out of the side window and wait for a response from persons who may be nearby before activating the starter. Figure 2-9. Standard hand signals.

When activating the starter, one hand should be kept on the throttle. This allows prompt response if the engine falters during starting, and allows the pilot to rapidly retard the throttle if revolutions per minute (r.p.m.) are excessive after starting. A low r.p.m. setting (800 to 1,000) is recommended immediately following engine start. It is highly undesirable to allow the r.p.m. to race immediately after start, as there will be insufficient lubrication until the oil pressure rises. In freezing temperatures, the engine will also be exposed to potential mechanical distress until it warms and normal internal operating clearances are assumed. As soon as the engine is operating smoothly, the oil pressure should be checked. If it does not rise to the manufacturer’s specified value, the engine may not be receiving proper lubrication and should be shut down immediately to prevent serious damage.

Although quite rare, the starter motor may remain on and engaged after the engine starts. This can be detected by a continuous very high current draw on the ammeter. Some airplanes also have a starter engaged warning light specifically for this purpose. The engine should be shut down immediately should this occur. Starters are small electric motors designed to draw large amounts of current for short periods of cranking. Should the engine fail to start readily, avoid continuous starter operation for periods longer than 30 seconds without a cool down period of at least 30 seconds to a minute (some AFM/POH specify even longer). Their service life is drastically shortened from high heat through overuse.

HAND PROPPING
Even though most airplanes are equipped with electric starters, it is helpful if a pilot is familiar with the procedures and dangers involved in starting an engine by turning the propeller by hand (hand propping). Due to the associated hazards, this method of starting should be used only when absolutely necessary and when proper precautions have been taken.

An engine should not be hand propped unless two people, both familiar with the airplane and hand propping techniques, are available to perform the procedure. The person pulling the propeller blades through directs all activity and is in charge of the procedure. The other person, thoroughly familiar with the controls, must be seated in the airplane with the brakes set. As an additional precaution, chocks may be placed in front of the main wheels. If this is not feasible, the airplane’s tail may be securely tied. Never allow a person unfamiliar with the controls to occupy the pilot’s seat when hand propping. The procedure should never be attempted alone.

When hand propping is necessary, the ground surface near the propeller should be stable and free of debris. Unless a firm footing is available, consider relocating the airplane. Loose gravel, wet grass, mud, oil, ice, or snow might cause the person pulling the propeller through to slip into the rotating blades as the engine starts.

Both participants should discuss the procedure and agree on voice commands and expected action. To begin the procedure, the fuel system and engine controls (tank selector, primer, pump, throttle, and mixture) are set for a normal start. The ignition/ magneto switch should be checked to be sure that it is OFF. Then the descending propeller blade should be rotated so that it assumes a position slightly above the horizontal. The person doing the hand propping should face the descending blade squarely and stand slightly less than one arm’s length from the blade. If a stance too far away were assumed, it would be necessary to lean forward in an unbalanced condition to reach the blade. This may cause the person to fall forward into the rotating blades when the engine starts.

The procedure and commands for hand propping are: Person out front says, "GAS ON, SWITCH OFF, THROTTLE CLOSED, BRAKES SET."

Pilot seat occupant, after making sure the fuel is ON, mixture is RICH, ignition/magneto switch is OFF, throttle is CLOSED, and brakes SET, says, "GAS ON, SWITCH OFF, THROTTLE CLOSED, BRAKES SET."

Person out front, after pulling the propeller through to prime the engine says, "BRAKES AND CONTACT."

Pilot seat occupant checks the brakes SET and turns the ignition switch ON, then says, "BRAKES AND CONTACT."

The propeller is swung by forcing the blade downward rapidly, pushing with the palms of both hands. If the blade is gripped tightly with the fingers, the person’s body may be drawn into the propeller blades should the engine misfire and rotate momentarily in the opposite direction. As the blade is pushed down, the person should step backward, away from the propeller. If the engine does not start, the propeller should not be repositioned for another attempt until it is certain the ignition/magneto switch is turned OFF.

The words CONTACT (mags ON) and SWITCH OFF (mags OFF) are used because they are significantly different from each other. Under noisy conditions or high winds, the words CONTACT and SWITCH OFF are less likely to be misunderstood than SWITCH ON and SWITCH OFF.

When removing the wheel chocks after the engine starts, it is essential that the pilot remember that the propeller is almost invisible. Incredible as it may seem, serious injuries and fatalities occur when people who have just started an engine walk or reach into the propeller arc to remove the chocks. Before the chocks are removed, the throttle should be set to idle and the chocks approached from the rear of the propeller.

Never approach the chocks from the front or the side. The procedures for hand propping should always be in accordance with the manufacturer’s recommendations and checklist. Special starting procedures are used when the engine is already warm, very cold, or when flooded or vapor locked. There will also be a different starting procedure when an external power source is used.

TAXIING
The following basic taxi information is applicable to both nosewheel and tailwheel airplanes. Taxiing is the controlled movement of the airplane under its own power while on the ground. Since an airplane is moved under its own power between the parking area and the runway, the pilot must thoroughly understand and be proficient in taxi procedures.

An awareness of other aircraft that are taking off, landing, or taxiing, and consideration for the right-ofway of others is essential to safety. When taxiing, the pilot’s eyes should be looking outside the airplane, to the sides, as well as the front. The pilot must be aware of the entire area around the airplane to ensure that the airplane will clear all obstructions and other aircraft. If at any time there is doubt about the clearance from an object, the pilot should stop the airplane and have someone check the clearance. It may be necessary to have the airplane towed or physically moved by a ground crew.

It is difficult to set any rule for a single, safe taxiing speed. What is reasonable and prudent under some conditions may be imprudent or hazardous under others. The primary requirements for safe taxiing are positive control, the ability to recognize potential hazards in time to avoid them, and the ability to stop or turn where and when desired, without undue reliance on the brakes. Pilots should proceed at a cautious speed on congested or busy ramps. Normally, the speed should be at the rate where movement of the airplane is dependent on the throttle. That is, slow enough so when the throttle is closed, the airplane can be stopped promptly. When yellow taxiway centerline stripes are provided, they should be observed unless necessary to clear airplanes or obstructions.

When taxiing, it is best to slow down before attempting a turn. Sharp, high-speed turns place undesirable side loads on the landing gear and may result in an uncontrollable swerve or a ground loop. This swerve is most likely to occur when turning from a downwind heading toward an upwind heading. In moderate to high-wind conditions, pilots will note the airplane’s tendency to weathervane, or turn into the wind when the airplane is proceeding crosswind. When taxiing at appropriate speeds in no-wind conditions, the aileron and elevator control surfaces have little or no effect on directional control of the airplane. The controls should not be considered steering devices and should be held in a neutral position. Their proper use while taxiing in windy conditions will be discussed later.

[Figure 2-10]

Steering is accomplished with rudder pedals and brakes. To turn the airplane on the ground, the pilot should apply rudder in the desired direction of turn and use whatever power or brake that is necessary to control the taxi speed. The rudder pedal should be held in the direction of the turn until just short of the point where the turn is to be stopped. Rudder pressure is then released or opposite pressure is applied as needed.

More engine power may be required to start the airplane moving forward, or to start a turn, than is required to keep it moving in any given direction. When using additional power, the throttle should immediately be retarded once the airplane begins moving, to prevent excessive acceleration.

Figure 2-10. Flight control positions during taxi.
 * Use Up Aileron on LH Wing and Neutral Elevator
 * Use Up Aileron on RH Wing and Neutral Elevator
 * Use Down Aileron on LH Wing and Down Elevator
 * Use Down Aileron on RH Wing and Down Elevator

When first beginning to taxi, the brakes should be tested for proper operation as soon as the airplane is put in motion. Applying power to start the airplane moving forward slowly, then retarding the throttle and simultaneously applying pressure smoothly to both brakes does this. If braking action is unsatisfactory, the engine should be shut down immediately.

The presence of moderate to strong headwinds and/or a strong propeller slipstream makes the use of the elevator necessary to maintain control of the pitch attitude while taxiing. This becomes apparent when considering the lifting action that may be created on the horizontal tail surfaces by either of those two factors. The elevator control in nosewheel-type airplanes should be held in the neutral position, while in tailwheel-type airplanes it should be held in the aft position to hold the tail down.

Downwind taxiing will usually require less engine power after the initial ground roll is begun, since the wind will be pushing the airplane forward. [Figure 2-11] To avoid overheating the brakes when taxiing downwind, keep engine power to a minimum. Rather than continuously riding the brakes to control speed, it is better to apply brakes only occasionally. Other than sharp turns at low speed, the throttle should always be at idle before the brakes are applied. It is a common student error to taxi with a power setting that requires controlling taxi speed with the brakes. This is the aeronautical equivalent of driving an automobile with both the accelerator and brake pedals depressed.

When taxiing with a quartering headwind, the wing on the upwind side will tend to be lifted by the wind unless the aileron control is held in that direction (upwind aileron UP). [Figure 2-12] Moving the aileron into the UP position reduces the effect of the wind striking that wing, thus reducing the lifting action. This control movement will also cause the downwind aileron to be placed in the DOWN position, thus a small amount of lift and drag on the downwind wing, further reducing the tendency of the upwind wing to rise.

When taxiing with a quartering tailwind, the elevator should be held in the DOWN position, and the upwind aileron, DOWN. [Figure 2-13] Since the wind is striking the airplane from behind, these control positions reduce the tendency of the wind to get under the tail and the wing and to nose the airplane over. The application of these crosswind taxi corrections helps to minimize the weathervaning tendency and ultimately results in making the airplane easier to steer.

Figure 2-11. Downwind taxi. Upwind Aileron Up Downwind Aileron Down Elevator Neutral

Figure 2-12. Quartering headwind. Upwind Aileron Down Downwind Aileron Up Elevator Down

Figure 2-13. Quartering tailwind.

Figure 2-14. Surface area most affected by wind.

Normally, all turns should be started using the rudder pedal to steer the nosewheel. To tighten the turn after full pedal deflection is reached, the brake may be applied as needed. When stopping the airplane, it is advisable to always stop with the nosewheel straight ahead to relieve any side load on the nosewheel and to make it easier to start moving ahead. During crosswind taxiing, even the nosewheel-type airplane has some tendency to weathervane. However, WHEN TAXIING DOWNWIND *Keep engine power to a minimum. *Do not ride the brakes. *Reduce power and use brakes intermittently.

the weathervaning tendency is less than in tailwheel-type airplanes because the main wheels are located farther aft, and the nosewheel’s ground friction helps to resist the tendency. [Figure 2-14] The nosewheel linkage from the rudder pedals provides adequate steering control for safe and efficient ground handling, and normally, only rudder pressure is necessary to correct for a crosswind.

BEFORE TAKEOFF CHECK
The before takeoff check is the systematic procedure for making a check of the engine, controls, systems, instruments, and avionics prior to flight. Normally, it is performed after taxiing to a position near the takeoff end of the runway. Taxiing to that position usually allows sufficient time for the engine to warm up to at least minimum operating temperatures. This ensures adequate lubrication and internal engine clearances before being operated at high power settings. Many engines require that the oil temperature reach a minimum value as stated in the AFM/POH before high power is applied.

Air-cooled engines generally are closely cowled and equipped with pressure baffles that direct the flow of air to the engine in sufficient quantities for cooling in flight. On the ground, however, much less air is forced through the cowling and around the baffling. Prolonged ground operations may cause cylinder overheating long before there is an indication of rising oil temperature. Cowl flaps, if available, should be set according to the AFM/POH.

Before beginning the before takeoff check, the airplane should be positioned clear of other aircraft. There should not be anything behind the airplane that might be damaged by the prop blast. To minimize overheating during engine runup, it is recommended that the airplane be headed as nearly as possible into the wind. After the airplane is properly positioned for the runup, it should be allowed to roll forward slightly so that the nosewheel or tailwheel will be aligned fore and aft.

During the engine runup, the surface under the airplane should be firm (a smooth, paved, or turf surface if possible) and free of debris. Otherwise, the propeller may pick up pebbles, dirt, mud, sand, or other loose objects and hurl them backwards. This damages the propeller and may damage the tail of the airplane. Small chips in the leading edge of the propeller form stress risers, or lines of concentrated high stress. These are highly undesirable and may lead to cracks and possible propeller blade failure.

While performing the engine runup, the pilot must divide attention inside and outside the airplane. If the parking brake slips, or if application of the toe brakes is inadequate for the amount of power applied, the airplane could move forward unnoticed if attention is fixed inside the airplane. Each airplane has different features and equipment, and the before takeoff checklist provided by the airplane manufacturer or operator should be used to perform the runup.

AFTER LANDING
During the after-landing roll, the airplane should be gradually slowed to normal taxi speed before turning off the landing runway. Any significant degree of turn at faster speeds could result in ground looping and subsequent damage to the airplane.

To give full attention to controlling the airplane during the landing roll, the after-landing check should be performed only after the airplane is brought to a complete stop clear of the active runway. There have been many cases of the pilot mistakenly grasping the wrong handle and retracting the landing gear, instead of the flaps, due to improper division of attention while the airplane was moving. However, this procedure may be modified if the manufacturer recommends that specific after-landing items be accomplished during landing rollout. For example, when performing a short-field landing, the manufacturer may recommend retracting the flaps on rollout to improve braking. In this situation, the pilot should make a positive identification of the flap control and retract the flaps.

[CLEAR OF RUNWAY
Because of different features and equipment in various airplanes, the after-landing checklist provided by the manufacturer should be used. Some of the items may include:

PARKING
Unless parking in a designated, supervised area, the pilot should select a location and heading which will prevent the propeller or jet blast of other airplanes from striking the airplane broadside. Whenever possible, the airplane should be parked headed into the existing or forecast wind. After stopping on the desired heading, the airplane should be allowed to roll straight ahead enough to straighten the nosewheel or tailwheel.

ENGINE SHUTDOWN
Finally, the pilot should always use the procedures in the manufacturer’s checklist for shutting down the engine and securing the airplane. Some of the important items include:
 * Set the parking brakes ON.
 * Set throttle to IDLE or 1,000 r.p.m. If turbocharged, observe the manufacturer’s spool down procedure.
 * Turn ignition switch OFF then ON at idle to check for proper operation of switch in the OFF position.
 * Set propeller control (if equipped) to FULL INCREASE.
 * Turn electrical units and radios OFF. *Set mixture control to IDLE CUTOFF.
 * Turn ignition switch to OFF when engine stops. *Turn master electrical switch to OFF.
 * Install control lock.

]POSTFLIGHT
A flight is never complete until the engine is shut down and the airplane is secured. A pilot should consider this an essential part of any flight.

SECURING AND SERVICING
After engine shutdown and deplaning passengers, the pilot should accomplish a postflight inspection. This includes checking the general condition of the aircraft. For a departure, the oil should be checked and fuel added if required. If the aircraft is going to be inactive, it is a good operating practice to fill the tanks to the top to prevent water condensation from forming. When the flight is completed for the day, the aircraft should be hangared or tied down and the flight controls secured.


text:
Instructional design/Cognitive behaviors/Understanding/Page 4

Principles for Learning Meaningful Knowledge
How does understanding occur? David Ausubel, a pioneer in studying this type of learning, pointed out that two things are necessary for understanding to occur: (1) the content must be potentially meaningful, and (2) the learner must relate it in a meaningful way to his or her prior knowledge. For potentially meaningful knowledge to become meaningful knowledge to a learner, it is usually, according to Ausubel, subsumed under a broader, more inclusive piece of meaningful knowledge closely related to it. Understanding of the concept "sonnet" is enhanced when we learn that it is a kind of poem (assuming we understand what a poem is). The more distinct the new knowledge is from the relevant subsumer, the harder it is to understand. The key to understanding, it appears, is relating it to appropriate prior knowledge. But sometimes, particularly when one's understanding is incorrect, subsumption does not come easily ó it doesn't fit right. Then there is a restructuring of knowledge Ausubel calls "integrative reconciliation". Schema theory extends Ausubel's theory of meaningful learning by identifying other types of relationships which help lend meaning to new knowledge. But the same two processes remain, only with different names: what Don Norman refers to as "accretion" (plugging new ideas into a schema) and "restructuring" (making important changes to a schema). He has also identified an intermediate process, which he calls "tuning" (making smaller changes to a schema), which shows that there is a continuum between these two extreme forms of understanding. Assimilation occurs when you plug new knowledge into an existing schema, whereas restructuring occurs when the new knowledge results in your reconceptualizing (significantly modifying a schema) in order to understand (reconcile conflicts with your prior knowledge). Understanding is like a light bulbóit changes suddenly from darkness to lightóin contrast to the gradual process by which rote memorization and skill application occur (see Fig. 6.1 below). Small steps are taken when accretion occurs; medium steps when tuning occurs; and large steps (momentous insights) when restructuring occurs.

Figure 6.1. An important difference between understanding and skill application.

The issue of what is understanding is a difficult one. One view is that there are two major kinds of understanding: understanding things (concepts), and understanding how things change (principles, or causal models).


text:
Talk:Li Donghua

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title: Talk:Li Donghua


text:
User:Alexlavin99/sandbox

Article Evaluation:

I reviewed the "Opinion Poll" Wikipedia page. The page was very focused on opinion polls-- they explored the history of the opinion poll, noted different types of polls, the possible difficulties of accuracy, and their impact on the world and politics. There was no one section that seemed as if it did not belong. I also believe that this article is fairly neutral. The topic of opinion polls is not itself controversial. Yes, the things that the polls are asking or their results may be divisive, but it is unlikely that the writer of this article could influence people's feelings on opinion polls themselves through their information or wording. One aspect of this page that is underrepresented is the section explaining the impact opinion polls have had on politicians. There are only five sentences, three of which are a quote from Douglas Bailey about how they effected Gerald Ford's election. I think there is no question that opinion polls have a great deal of influence on the campaigns and actions of politicians when they are in office. However, the page does note that this section needs expansion, and links to where one could add to it. About 60% of the links from the citations work-- many of them are listed, but cannot be clicked on. While most that I was able to click on did give the information provided, a few did not. For instance, the writer cited a website for the claim that cell phone use was noted as an issue in opinion polling for the first time in 2004, but when I looked at the website there was no mention of the date 2004, and the article was written in 2008. That saying, the sources that do work and have the information needed are generally from reliable sources-- a number are from Pew Research, and many are from news sources like ABC or CNN. Most of the conversation going on this page is not very inflammatory. Most of the corrections are either about grammar or clarification. For instance, someone changed a dead link to an active source, and someone else added more information about the 2016 election. The article is involved in three WikiProjects: politics, psychology, and statistics. They are all rated C, for mid-importance. In the talk section, the only comment made was that there was a link about approval ratings that did not lead to any conclusive information, and that it should be changed.

Overall, much of this article is very similar to how we have discussed opinion polls in class. The issues with reliability, how the way questions are worded can effect answers, and modern day limitations of polling are all very similar to what has been discussed in the classroom. There definitely needs to be more information about how political polls effect how politicians act, and there should be more current and updated links.

Sources for Wikipedia Project:

Adam J. Bernisky and James N. Druckman.“Public Opinion Research and Support for the Iraq War”.Public Opinion Quarterly, Vol. 71, No. 1, Spring 2007, pp. 126–141.

Craighill, Peyton M. “Public Opinion Is Settled as Iraq War Concludes.” The Washington Post, 6 Nov. 2011. Core, Kevin. “Television News, Public Opinion, and the Iraq War: Do Wartime Rationales Matter?”

Dugan, Andrew. “Fewer in U.S. View Iraq, Afghanistan Wars as Mistakes.” Gallup News, Gallup, 12 June 2015.

Dugan, Andrew. “On 10th Anniversary, 53% in U.S. See Iraq War as Mistake.” Gallup News, Gallup, 18 Mar. 2013.

Dutton, Sarah, et al. “Most Americans Say Iraq War Wasn’t worth the Costs: Poll.” CBS News, 23 June 2014.

Saad, Lydia. “Top Ten Findings About Public Opinion and Iraq.” Gallup News, Gallup, 8 Oct. 2002.

Smith, Caroline, and James M. Lindsey. “Rally ‘Round the Flag: Opinion in the United States before and after the Iraq War.” Brookings, 2 June 2003.

title: User:Alexlavin99/sandbox


text:
Talk:S. Clinton Hinote

24 days as a major general
Authoritative sources confirm Hinote served only 24 days as a major general. The Congressional Record reveals DoD nominated him on May 19, 2020 as a brigadier general to serve as a lieutenant general. This DoD press release reveals his nomination to grade O-8 eight days prior on May 11, 2020. The Congressional Record confirmed his second star on May 21, 2020, two days after his nomination for a third star. His official bio notes he pinned his second star on May 22, 2020 and pinned his third star on June 15, 2020. USAF sent Congress an official document on July 22, 2020 listing Hinote as a Lieutenant General. Oh, and Hinote's LinkedIn profile lends credence (as if we needed any more). My comparison charts for current 3-star USAF generals show Hinote's O-1 to O-6 time-in-grade all fall within the first standard deviation. Rob Rosenberger (talk) 04:38, 6 August 2021 (UTC)

title: Talk:S. Clinton Hinote


text:
User:EvanOLeary/sandbox

Background
Steven was born in 1995. He grew up in Spain with his two sisters, Jamie and Sarah, and brother Peter. When he was 7 the family moved to ireland and bought a house in Dunboyne. He then attended St Peters secondary school, graduating in 2013.

Hobbies
Stevens favourite hobbies are cave diving and knitting. he was once badly injured while working on a scarf. he also plays bubble football twice a month with friends and can do a hanstand for a reasonable long time. he was once badly injured while dismounting.

title: User:EvanOLeary/sandbox


text:
User:Dr Tinku

Tinku Kumbhakar known as Dr Tinku, is an Indian business executive.

Born in Purulia, India, Tinku dropout his college from Raghunathpur College in B.A (General).

title: User:Dr Tinku


text:
Talk:Dwayne Hickman

Roxbury
Should we add information re. the movie Night at the Roxbury, in which he costarred? Svyatoslav (talk) 08:46, 12 August 2009 (UTC)

present home
I've heard that he now lives in the town of Bluefield West Virginia. But I havn't found any proof. Herogamer (talk) 14:26, 14 August 2009 (UTC)

My wife's brother in law is his one of his doctors and he lives in Maryland so he must live somewhere down that way... — Preceding unsigned comment added by Jackh54 (talk • contribs) 08:14, 28 June 2012 (UTC)

Incoherent
The last paragraph of this entry is entirely incoherent. If no one repairs or removes it soon, I will remove it. Darvon.guppy (talk) 21:22, 25 May 2010 (UTC)

External links modified
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title: Talk:Dwayne Hickman


text:
Kakerlake

Etymology
Formed back from the plural of Kakerlak, which is the more original form of the word. The latter from.

Noun

 * 1) cockroach (insect)

title: Kakerlake


text:
Wikipedia:Sockpuppet investigations/Public Information CCC/Archive

31 January 2015

 * Suspected sockpuppets

 * User compare report Auto-generated every hour.
 * Editor interaction utility

Signs of sock puppetry:
 * Single-purpose accounts: section blanking, content removal, removal of reliable source references from Dorothy A. Brown; WP:IDENTICAL, WP:SPASOCK
 * Engaging in an edit war: repeated content removal, reverted with comment by multiple editors; WP:EWS
 * Uncivil editing: refusal to engage in talk page discussion despite multiple enjoinders from multiple editors; please see User talk:Jstrongshaw and User talk:Exclusive hall
 * Block evasion: User:Public Information CCC blocked 25 November 2014 by User:Drmies; User talk:Jstrongshaw first edit repeats same disapproved activity next day 26 November 2014; WP:BLOCKEVASION
 * Good hand/bad hand: please see User talk:Jstrongshaw; User:Exclusive hall created shortly after admin warning from User:Drmies to User:Jstrongshaw; WP:GHBH
 * Role account: User:Public Information CCC username implies shared use; WP:ROLE, WP:ISU

Diffs of repeated content removal and removal of reliable source references from Dorothy_A._Brown history:
 * 30 January 2015 -9,661 Exclusive Hall
 * 20 January 2015 -8,555 Exclusive Hall
 * 13 January 2015 -8,543 Exclusive Hall
 * 13 January 2015 -1,087 Exclusive Hall
 * 12 January 2015 -8,077 Exclusive Hall
 * 12 January 2015 -1,087 Exclusive Hall
 * 22 December 2014 -7,707 Jstrongshaw
 * 26 November 2014 -8,658 Jstrongshaw
 * 25 November 2014 -7,820 Public Information CCC

The "CCC" in name User:Public Information CCC may refer to "Clerk of the Circuit Court of Cook County," the title of the elected office held by Dorothy A. Brown; possible conflict of interest, possible paid editor. Content removals tend toward late afternoon local time (US Central) edits, so checkuser may cluster in Cook County government IP address ranges.

Thank you. Hugh (talk) 19:21, 31 January 2015 (UTC), Hugh (talk) 20:17, 1 February 2015 (UTC), Hugh (talk) 03:00, 3 February 2015 (UTC), and Hugh (talk) 20:07, 4 February 2015 (UTC)

Comments by other users
''Accused parties may also comment/discuss in this section below. See Defending yourself against claims.'' Not sure if this is relevent, but PICCC seems like a role account to me as PICCC looks like a company (paid editor perhaps?) <IP_ADDRESS> (talk) 08:15, 1 February 2015 (UTC)

Clerk, CheckUser, and/or patrolling admin comments
Checkuser note: The following are ✅:

As well, is }. Risker (talk) 05:57, 10 February 2015 (UTC)
 * With the technical evidence and the behavioral evidence, I think it's more than reasonable to link the two accounts to PI CCC. Mike V • Talk 06:06, 10 February 2015 (UTC)


text:
caor

Etymology
From. Further etymology unknown.

Noun

 * 1) berry
 * 2) round thing; ball
 * 3) glowing object

title: caor


text:
Telugu

Welcome to the Telugu wikibook, a free Telugu textbook on the Telugu language.

మీకు తెలుగు చదవటం వ్రాయటం వస్తే, సహాయపడండి. Note: To use this book, your web browser must first be configured to display Telugu characters. If the characters in the grey box to the right appear as blank boxes or garbage such as �?�?, it is not properly configured.

Table of Contents

 * /Introduction/
 * /Alphabet and Pronunciation/

 * /History/
 * /Dialects/
 * /Literature/
 * /Transliteration/
 * /Alphabet/
 * /Grammar/
 * /Common Phrases/

Chapters

 * 1) Greetings
 * 2) Talking about oneself
 * 3) Asking questions
 * 4) Liking and disliking
 * 5) Food and Drink
 * 6) Numbers
 * 7) Shopping
 * 8) Staying at hotels
 * 9) Housing
 * 10) Letters
 * 11) Traveling
 * 12) Staying well
 * 13) Emergencies
 * 14) Zodiac Signs

Grammar

 * 1) Sentence Formation
 * 2) Noun
 * 3) Pronoun
 * 4) Verb
 * 5) Adjective
 * 6) Adverb
 * 7) Postpositions
 * 8) Auxiliaries

Vocabulary

 * 1) Animals
 * 2) Birds
 * 3) Body parts
 * 4) Colors
 * 5) Days and Months
 * 6) Directions
 * 7) Dressing
 * 8) Flowers
 * 9) Foods
 * 10) Food Grains
 * 11) Fruits
 * 12) Household objects
 * 13) Music and dance
 * 14) Plants and trees
 * 15) Family relations
 * 16) Stationary
 * 17) Tools
 * 18) Vegetables

title: Telugu


text:
Vivid: The David Braid Sextet Live

Vivid: The David Braid Sextet Live is the second album by Canadian jazz pianist and composer, David Braid, as well as the second album to feature the group the David Braid Sextet. It was recorded live at Toronto club Top o' the Senator in 2003.

It won the Juno Award for Traditional Jazz Album of the Year in 2005.

Track listing

 * All pieces composed and arranged by David Braid

 * 1) "Reverence" 7:06
 * 2) "Seraphim" 10:56
 * 3) "Mister Wallace" 8:54
 * 4) "The Golden Years" 8:11
 * 5) "The Music Room" 5:30
 * 6) "The Call" 8:29
 * 7) "For JM" 9:31
 * 8) "What Is This?" 14:44

Personnel

 * David Braid – piano
 * Mike Murley – saxophone
 * John McLeod – flugelhorn
 * Gene Smith – trombone
 * Steve Wallace – bass
 * Terry Clarke – drums

Source:

title: Vivid: The David Braid Sextet Live


text:
User:Quis~enwiki

I'm a student of Typography & Graphic Design, living in the South of the UK. I run a personal website at quis.cc, among others. I am also interested in BMX, photography and listen to an overwhelming amount of fine music.

title: User:Quis~enwiki


text:
User:GodknowsMuzila/sandbox

Godknows is a Graduate who holds a Computer Systems Engineering Honors Degree. I possess a sound background in working with programming languages such as php, java along with database management systems like SQL and Oracle 10g. Experienced in working with the Microsoft family of operating systems like WINXP and LINUX during my academic years.

A highly-motivated, productive and customer-focused team player with strong communication, interpersonal, organizational, time management, analytical and problem solving skills. Reliable and dedicated with the ability to grasp and apply new procedures quickly; organize and prioritize tasks to meet deadlines and adapt readily to new challenges of which most of the qualities grown and discovered during my time working for Barclays Bank of Botswana.

Employment History Current career level     Entry level

Quality Assurance Assessor (DATA ENTRY)

Barclays Bank of Botswana October 2013 – Present

DEPARTMENT: KYC - Quality Assurance

ROLES:

Working in the KYC Quality Assurance department included;

• Manually check listing all customer records • Remediating customer records • System check listing of all customer records • Amending customer records on e-box, ensuring they comply with the KYC standards as required by the Bank. • Scanning, sorting and storing customer records into the system • Ensuring that the company presented itself to a high level of customer service. • Ensuring that all customer details are captured and updated. • Proof reading all customer details to make sure they are 100% correct. • Making sure that all queries and complaints were resolved within the company's set Service Level Agreements. • Contributed to and participated in team meetings and activities • Working flexible hours

UNDERTAKEN SHORT TRAINING ONLINE COURSES IN:

o Know Your Customer (KYC) o Risk management o Anti-money laundering o Anti-bribery and corruption o Sanctions o Customer care o Fraud

Secretary General

Junior Chamber international October 2010 – November 2011

Volunteering (Community based Affairs)

Education History

Highest qualification     Honors Degree

Botswana Accountancy College & The University of Sunderland, UK Jul 2009 – May 2013 ( 3 years 11 months ) 2nd class (1st Division) Bsc. Honors Degree in Computer Systems Engineering

Modules Covered, amongst others;

o	Business Management (including financial accounting) o	Information Systems Project Management o	Corporate Business Communication (CBC) o	Computer Systems Administration (CSA 1 & 2) o	Research o	Advanced web Design (HTML, PHP) o	Distributed System o	Computer Networks (CN) o	Database Design & Development (basics and advanced) o	Internet Software Architectures

St. Josephs College Jan 2007 – Nov 2008 (1 year 11 months) O' level (BGCSE) 38 Points

Mogoditshane Junior Secondary School Jan 2004 – Nov 2006 ( 2 years 11 months ) Junior Secondary Certificate (JCSE) B

Skills and Personal Interests

Technical Skills:

o	Research; o	Information Systems Project Management; o	Database Design and Development; o	Systems Administration; o	Information System Design; o	Technical Documentation, o	Corporate Banking; o	Data Entry

Languages: Java, Php

Applications: Microsoft Office Suite, Internet Explorer, Dreamweaver and several email packages.

Operating Systems: Linux (basic), Windows XP

oProficient IT user. Competent with Word, Excel and PowerPoint, Visio, oHighly familiar and proficient with Relational database management systems oFamiliar with various report documentation tools such as Visio for efficient presentation oHighly numerate with strong attention to detail, achieving strong grades in my exams and continuing to use maths in my degree course. oFully computer literate with extensive software knowledge and proficiency covering a wide variety of applications.

title: User:GodknowsMuzila/sandbox


text:
jedynka

Noun

 * 1) one
 * 2)  something assigned the number one: bus line, road, candidate on a ballot, etc.
 * 3) bad mark; F
 * 4)  incisor
 * 5) single room
 * 6)  number one, urine

title: jedynka


text:
Nikolayevka, Pospelikhinsky District, Altai Krai

Nikolayevka (Николаевка) is a rural locality (a selo) and the administrative center of Nikolayevsky Selsoviet, Pospelikhinsky District, Altai Krai, Russia. The population was 1,336 as of 2013. There are 12 streets.

Geography
Nikolayevka is located 21 km southeast of Pospelikha (the district's administrative centre) by road. Gavrilovsky is the nearest rural locality.


text:
Wikipedia:GLAM/MonmouthpediA/Wikimania

Wikimania 2012 pages to open
Monmouth

GLAM/MonmouthpediA

GLAM/MonmouthpediA/Participate

GLAM/MonmouthpediA/Visit

GLAM/MonmouthpediA/New_and_Improved_Articles

GLAM/MonmouthpediA/Images

GLAM/MonmouthpediA/Charles_Rolls_Challenge/The_Challenge

openstreetmap for monmouth

Monmouth_Museum

Shire Hall,_Monmouth

mcc test page

title: Wikipedia:GLAM/MonmouthpediA/Wikimania


text:
User:RedJulianG40/sandbox

Two Chairman
The Two Chairman is one of the oldest public houses in Westminster

http://www.thefunctionroomuk.com/venue/two_chairmen_westminster/

http://bitaboutbritain.blogspot.co.uk/2014/11/two-chairmen.html

http://www.twochairmen.com/

This is the Conservation Area Appraisal for the area around the Two Chairmen, which states: 3.5 After the mid 17th century, this part of Westminster declined somewhat in importance. As the area of St James’s became increasingly fashionable to the north, Tothill Street was rebuilt with smaller properties. A large number of these were used to provide inns and coaching yards, as the area offered good access for coach traffic from the west. The Two Chairman, in Dartmouth Street, is often identified as the oldest Westminster pub business; the sign can be traced to 1729, and its licensee, William Swain, for some 10 years before that. It’s on page 10 of this document: http://transact.westminster.gov.uk/docstores/publications_store/Birdcage%20Walk%20%20CAA%20SPD.pdf This is copy from the same document about The Royal Cockpit, a cockfighting theatre opposite the pub that the ‘chairmen’ waited for their aristocratic bosses to come out of: 3.17 On the eastern most point of the Christ’s Hospital Estate stood the Royal Cockpit, at the foot of the present day Cockpit Steps. It is thought this may have been built in 1671 by Charles II. The cockpit was certainly operational by 1741 when the lease was renewed, and it continued as a place of entertainment until its demolition in 1810 This copy is on page 12.

http://www.britishlistedbuildings.co.uk/en-207488-the-two-chairmen-public-house-greater-lo

title: User:RedJulianG40/sandbox


text:
avoir une brioche au four

Etymology
lit. 'to have a brioche in the oven'.

Verb

 * 1) to have a bun in the oven

title: avoir une brioche au four


text:
User:Sagesiren~enwikiversity

Hi there. I'm interested in many things, but what comes to mind at the moment regarding Wikiversity is mneumonic devices. I'm interested in using song/rhythm/rhyme and other things as a way to remember things that might otherwise be hard to have stick in your brain. I'd like to somehow have a page devoted to mneumonic devices for all sorts of things with links to different areas of knowledge. Many of them may be geared more toward elementary level learning, but I think that's okay. I think there are plenty of adults who have forgotten many things they learned as kids that might come in handy. I think it might be a good reference for grammar school teachers as well.

title: User:Sagesiren~enwikiversity


text:
Randy Cartwright

Randy Cartwright (born October 31, 1951, in Virginia) is an American animator.

Career
Randy Cartwright graduated from UCLA in 1974, where he made his student animated film, Room and Board, which won several awards and was included in the Fantastic Animation Festival. While going to school he worked at Disneyland in the character department and portrayed Pluto, Practical Pig, Dopey, Prince John and many other characters during the three years he worked there.

In 1975 he was accepted into the Walt Disney Studios animation training program headed by the veteran Disney animator Eric Larson. He began his career as an inbetweener for Ollie Johnston on The Rescuers and progressed to full animator on Pete's Dragon.

Ollie asked Cartwright to work with him on The Fox and the Hound in 1981. When Ollie retired to write the book, The Illusion of Life with co-veteran animator Frank Thomas, Randy inherited Ollie's supervising animator assignments for the characters of Chief and the adult Copper.

After animating on Mickey's Christmas Carol and doing early experimental animation for Who Framed Roger Rabbit, he received an offer to work for TMS in Japan training animators on Little Nemo: Adventures in Slumberland. From there, he moved to Taiwan as a directing animator on The Brave Little Toaster.

In 1986, he returned to Disney as the Artistic Lead for the Disney CAPS development team. He combined his knowledge of animation with an understanding of computers to help design and build the first fully digital animation production system. He won a Scientific or Technical Academy Award for this work.

He animated Belle in Beauty and the Beast and became the directing animator for the Magic Carpet in Aladdin. He went on to animate on Zazu for The Lion King and moved into the story department for Hercules.

He headed the story departments for the DreamWorks films, Antz and Shrek.

He also worked at Disney with John Musker and Ron Clements storyboarding and animating on The Princess and the Frog.

He filmed two Super 8 sound home movies of the Disney animation department in 1980, 1983 with John Lasseter as his cameraman. He also filmed one more in 1990 on video tape which was 10 years to the day of the first movie with Joe Ranft as the cameraman. Excerpts of these movies have been seen in the documentary The Pixar Story and more extensively in Waking Sleeping Beauty.

title: Randy Cartwright


text:
25th Division (Spain)

The 25th Division was one of the divisions of the Spanish Republican Army that were organized during the Spanish Civil War on the basis of the Mixed Brigades. It participated in the battles of Huesca, Belchite, Teruel and Levante.

History
The division was created in April 1937, within the incipient Eastern Army. It was organized from the old Jubert Division, which in turn had been the former Ortiz Column of anarchist militiamen.

The new unit was made up of the 116th, 117th, 118th mixed brigades, and a few weeks later was integrated into the also recently created 12th Army Corps. In June it participated in the Huesca Offensive. On the night of June 9–10, troops from the 25th Division began a diversionary action on the enemy front, occupying various positions; The general operation, however, did not yield the desired results and would eventually fail. At the end of August some of its units took part in the Zaragoza Offensive —especially, the 116th Mixed Brigade, standing out significantly during the Battle of Belchite. However, the commander of the division, Antonio Ortiz Ramírez, was dismissed after the battle of Belchite and replaced by Miguel García Vivancos.

In December, during the Battle of Teruel, it was integrated together with the 11th Division into the 22nd Army Corps. The forces of the 25th Division managed to conquer the Old Cemetery, the Hermitage of Santa Bárbara and the position of «El Mansueto», although they came out of the fighting very broken. After the battle was over, the unit was placed in the rear as a reserve force. During the Aragon Offensive, in March 1938, the unit was forced to withdraw due to enemy pressure. It ended up retreating to the south of the Ebro, after the Republican zone was cut in two. During these weeks the division was attached to various army corps.

Later it was integrated into the 17th Army Corps, together with the 40th and 65th divisions. Between May and July it intervened very actively in the Levante Offensive, taking outstanding action during the republican defense of Caudiel. For the remainder of the war, the unit remained at rest, not participating in any further interventions.

Leaders

 * Commanders
 * Antonio Ortiz Ramírez;
 * Miguel García Vivancos;
 * Manuel Cristóbal Errandonea;
 * Eusebio Sanz Asensio;
 * Víctor Álvarez González

 * Commissars
 * Saturnino Carod Lerín;
 * Antonio Ejarque Pina

 * Chief of Staff
 * Alfredo Navarro Sanganetti

title: 25th Division (Spain)


text:
ложе

Noun

 * 1) bed

Etymology 1
, from. Cognate to лежать.

Noun

 * 1)  bed, couch
 * 2) riverbed; channel
 * 3) gunstock
 * 1) gunstock
 * 1) gunstock

Etymology
.

Noun

 * 1)  bed
 * 2) wooden handgun stock handle or stem to which the working part of an implement or weapon is attached

title: ложе


text:
Robotics/Types of Robots/Contest Robot

Here are a few examples of contests with robots: (Here's a list of different contests)

Fire fighter
In a fire fighter contest the robot has to find the flame of a candle and extinguish it.

See this site for an example.

Maze
Find the way through the maze as fast as possible.

For example: see this site.

For a video examples:
 * video 1
 * video 2
 * video 3 (multiple contestants--both successful and not)

Obstacle Course
There are many different obstacle course to build for a robot contest. The Melexis Safety Trophy has tin cans with small candles inside and concrete bricks as obstacles and tennis balls (which the robot had to touch) for extra points. Another contest uses traffic signs with arrows to direct the way.

See this site for an example.

Soccer robot
Robots playing soccer. The goal of this type of contest is to build a team of robots that can work together.

See this site for an example.

Sumo Robot
In this type of contest 2 robots are placed on a playground within a large circle. The goal is to push the other robot out of this circle.

See here for an example.

title: Robotics/Types of Robots/Contest Robot


text:
Movie Making Manual/Short Films/Fresh Films Cafe

Fresh Film's independent, film café 2005 programme is here. All events from Fresh Films London Ltd are not for profit. Look out for:
 * 1) Regular screenings on Tuesdays
 * 2) Children’s Film Festival and a Music and Film season both to be held in March and April 2005. This season is generously funded by Film London and New Cross Gate New Deal for the Community. The above programme is subsidised, supported by the National Lottery through the UK Film Council and Film London Regional Investment Fund for England. Full details to follow shortly.  We are now open for submissions for shorts and B movies

Tuesday screenings:

February 8th 2005:
and touching film. Paths not taken and lives not tasted are meshed in this part western, part odd couple film which manages to be funny and subtle whilst never straying into farce. As Hallyday cases the local bank his host prepares for surgery and the two develop an unspoken interconnection. A film to be savoured over wine.
 * L’homme Du Train: 2002. Patrice Leconte, starring Jean Rochefort and Johnny Hallyday.
 * ‘A charming melancholic divertissement’ Time Out. It’s a beautiful

 * February 22nd: La Haine (second in our online film poll)

 * March 8th:Delicatessen (winner of the online film poll)

£5.00 gets you a hot meal and entrance. The Café is fully licensed; bottled beer and wine available plus Fair Trade tea and espresso/ hot chocolate. Fabulous cake.

Films start at 8.00, café open from 7.00. Call Chris for more info: 07905 961 876. Or phone the café on: 020 8320 2317. Tickets can be bought in advance from the café. Early arrival advised, it gets packed.

More info: www.freshfilmslondon.com

=Where is it?= Café Crema, 306 New Cross Road. Close to New Cross and New Cross Gate tube stations on the East London Line. Easy on the bus.

=User's reviews=

/Short films /Sales and exhibition


text:
Wikipedia:Articles for deletion/Wafflefest

The result of the debate was delete. Mailer Diablo 01:39, 26 March 2006 (UTC)

Wafflefest
Prod removed. Prod text was: Not-notable wafflevanityspamcruftisement made up in school one day--Fuhghettaboutit 04:58, 21 March 2006 (UTC) Wafflefest is very much a real thing and so are the ideas behind Waffle World. This is event is the creation of a group of people who share the same ideas, passions, and personalities. The idea behind the article was to produce the entire history of the event from its inception to today. People have been requesting the history of Wafflefest, so I have produced it. In my opinon, it is very notable.--MickelMouse87 05:16, 21 March 2006 (UTC)
 * Delete as nonsense, though its interesting to note that there actually is a relatively notable comedy festival in Texas also called "Wafflefest" (but its clearly different from the festival described in the article nominated for deletion) -- T B C [[Image:Confused-tpvgames.gif|18px|]] ???   ???   ??? 05:03, 21 March 2006 (UTC)
 * Delete as per nom (great, now I want waffles)--Tony Fox 05:46, 21 March 2006 (UTC)
 * Delete rubbish.Blnguyen | Have your say!!! 05:52, 21 March 2006 (UTC)
 * Delete this is not notable enough to have a wikipedia article.--B.U. Football For Life|Talk 05:52, 21 March 2006 (UTC)
 * Delete WP is not for things made up in school one day.  (aeropagitica)   06:43, 21 March 2006 (UTC)
 * Delete, non-notable, WP:NFT and WP:VSCA apply. -- Kinu t /c  07:09, 21 March 2006 (UTC)
 * Comment: In the case of the new article about the Austin comedy festival, I'd say no vote... my delete extends only to the original content about the non-notable Wafflefest. -- Kinu t /c  08:06, 22 March 2006 (UTC)
 * Delete as per above. --Khoikhoi 08:39, 21 March 2006 (UTC)
 * Comment: This appears to be the output from a forum, wdwmagic.com. How come they can't host the article, or the history of Wafflefest, on their own site?  -- E lkman - (talk) 16:49, 21 March 2006 (UTC)
 * Comment: A user has changed the article to point to the comedy festival. You must go to history and open prior version to see the text underlying this AFD vote. --Fuhghettaboutit 17:03, 21 March 2006 (UTC)

I am very disappointed with all of the negativity towards Wafflefest on here. Wafflefest is far from being just something that was made in school one day. It has been in planning for month and has a good following. I'm sorry that you do not see the relevance. I felt that it was interesting thing to share with the world. Do as you wish, but I do not see the harm of restoring the article.--MickelMouse87 03:00, 22 March 2006 (UTC)
 * Keep If the local paper writes about it, it should stay here --DragonWR12LB 07:09, 22 March 2006 (UTC)
 * I'm assuming you're referring to the new version about the Austin comedy festival? -- Kinu t /c  08:04, 22 March 2006 (UTC)
 * Comment. I'm going to change the article back to the prior version. I think it's too confusing to have an open AFD with the article text not at all what is being voted on. --Fuhghettaboutit 13:28, 22 March 2006 (UTC)


text:
Gertrud Morneweg

Gertrud Morneweg (died 1301) was a businesswoman and banker in Lübeck in the 13th-century.

She was married to the merchant Bertram Morneweg (d. 1286) and was the mother of Hermann Morneweg, one of the wealthiest men in Lübeck and mayor of the city in 1312. After the death of her spouse, she took over his business and fortune of 13,500 Lübeck Marks. She managed a large scale banking enterprise and lent the city of Lübeck great funds, out-competing her rivals with her low interest rate of 6.25 percent. She died in Lübeck in 1301 and left a great fortune behind her.

Legacy
The Hanseatic City of Lübeck honors Gertrud Morneweg as part of a traveling exhibition about women in Lübeck's history.

title: Gertrud Morneweg