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User:MinorProphet/Draft subpages/Territory of Willoughbyland

Willoughbyland was an early British colony in Suriname, founded in 1650 by Lord Willoughby, the governor of Barbados.

History
He furnished out a vessel to settle a colony in Suriname. At his own cost he equipped a ship of 20 guns, and two smaller vessels with things necessary for the support of the plantation. Major Anthony Rowse settled there in his name. Two years later, for the better settling of the colony, Willoughby went in person, fortified and furnished it with things requisite for defence and trade.

'Willoughbyland' consisted of around 30000 acre and a fort. In 1663 most of the work on the ca. 50 plantations was done by native Indians and 3,000 African slaves. There were around 1,000 whites there, joined by Brazilian Jews, attracted by religious freedom which was granted to all the settlers by the English. They were granted freedom of conscience, the right to erect a synagogue (the first of which was built in 1654), eligibility for election as burgesses and from seven to 12 years’ exemption from taxation.

There was even democracy, described by one settler as ‘a peculiar form of government, elective in the people’, with the annual election of a governor from among the planters.

By the end of the 1650s there were 4,000 settlers and this number grew weekly with incomers and with ‘succeeding generation, for the women are very prolifical and have lusty children’. There were around 200 plantations lining the rivers that constituted the sole method of travel and transport, of which 50 were now growing what was considered the finest sugar in the world.

William and Robert appear to have come to Willoughbyland from Barbados

 * "There was even democracy, described by one settler as 'a peculiar form of Government, elective in the people' – under threat from the changed circumstances of the Restoration.3 Clearly, some of the Suriname planters, particularly those of an antiRoyalist disposition, saw Willoughby's proposed power over the colony as excessive, even monstrous.
 * "with an assembly of twenty-one men chosen by and from the colony's wealthier male landowners, and a six-man council appointed by the governor. The governor and council administered justice and proposed measures - such as raising money for defence or building a prison - which would then be voted on by the assembly, who would meet every few months, usually in one of the larger plantation houses." (Parker)

Yet the colony had already reached its zenith. The Restoration triggered a series of disasters in Willoughbyland. The elected governor, William Byam, described by Aphra Behn as ‘the most fawning fair-tongu’d fellow in the world ... not fit to be mentioned with the worst of slaves’, used the return of the king to declare himself permanent governor. As he later explained: "Here democracy fell, by the loyal concessions to monarchy." The scheduled elections were cancelled as a ‘needlesse and unnecessary Charge and Trouble to the inhabitants’. There were fierce protests and Byam started locking up or expelling his critics. Soon the colony had descended into angry factionalism.

As a reward for his constant plotting, after the Restoration in 1660 Willoughby was given the governorship of the ‘Charibbee’ islands and also proprietorship of Willoughbyland, to be held jointly with the Earl of Clarendon. This gave him almost unlimited power, a state of affairs unwelcome to many planters there.

Aug. 27 1662. 359. Warrant to (the Attorney-General). To prepare a bill containing a lease to pass the Great Seal to Francis Lord Willoughby of Parham, and his assigns, for 7 years from Christmas Day next, of all his Majesty's islands, colonies, and plantations, known by the name of the Caribbee Islands and others, between 1 and 20 N. Lat. from the island of St. John de Porto Rico to 324 easterly, rendering to his Majesty, his heirs and successors, one moiety of all fines, customs, rents, dues, &c. raised out of the same, the other moiety to be kept by the said Lord Willoughby and his assigns for his or their own benefit. 1 p. [Dom. Entry Bk., Chas. II., Vol. VII., pp. 205, 206.]

Chief Justice

 * "Part of his Royal grant gave him or his appointee [ie Byam?] responsibility to administer justice, including the death penalty.

":It seems that Willoughby himself, and his establishment in Suriname, was above the law. Wasn't this the mistake that Charles I had made and had been punished for? To preserve order at home, plans had been made by Parliament three weeks before Charles II landed at Dover, that officials such as sheriffs, mayors and constables should continue in their duties in the Kings name. Rumours of this reached Byam in Suriname at the same time as he learnt of the return of the King. He then claimed to have received a similar order to keep in his post, even though his year's office had only a month to run." (Parker ibid)

Assassination attempt
When at last Willoughby visited his colony in November 1664, he only narrowly survived assassination. Worse, his entourage introduced a fever into the colony, which killed as many as a third of the population. (Parker)

Fair exchange?
But the Second Anglo-Dutch War broke out in March 1665 (partially brought by the colony's behaviour towards its French & Dutch neighbours?) It was captured in 1667, and the town was renamed Fort Zeelandia. Under the Treaty of Westminster (1674), Willoughbyland was exchanged for New Amsterdam, (now New York City, part of New Netherland, now New York State

NB Remind me about the Cromwellian Treaty of Westminster (1654),,,


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General Chemistry/Properties of matter

The fundamental properties that we use to measure matter in are; Inertia, Mass, Weight, Volume, Density and Specific Gravity. The periodic table is a visual method of interpreting the chemical properties of elements which effect the measurements below.

These measurements can be classified into two categories, intrinsic and extrinsic.

the overall weight is equal to to another extrinsic properties

Extrinsic properties (also called extensive), such as volume and weight, are directly related to the amount of material being measured.

 * Inertia - the resistance of an object to changes in motion (Newton's first law).
 * Measured as mass because it is intimately related to mass. Mass has inertia by virtue of its nature.
 * Common units: kilograms (kg), grams (g), pounds (lb).
 * Fundamental property of matter.
 * Mass - a) the amount of matter in an object; b) a measure of resistance to acceleration that an object has.
 * Common units; kilograms (kg), grams(g), pounds (lb), ounces (oz).
 * Sometimes equated with weight, but only valid when the acceleration due to gravity is understood to be 9.81 m/s2 (i.e., earthly conditions), or when a different definition of the word "weight" is used, as is normal in commerce and the medical sciences.
 * Weight:
 * 1) Mass times the acceleration of gravity.
 * 2) Note that Weight is very different from Mass, a common misconception for students. However, weight and mass are related. An easy way to remember the difference is that no matter what planet you are on, you will always be the same mass. However, if you enter a different planet or go on the moon, your weight will change.
 * 3) The measure of the attraction between two objects, one of which is generally much larger than the other.
 * 4) Common units: newtons (N), pounds-force (lbf), ounces-force (ozf).

 * Force:
 * Common units: pounds-force (lbf) or newtons (N).
 * Relevant equation(s):
 * F = m a ( Force = Mass * acceleration )
 * W = m g ( Weight = Mass * Gravity )
 * N = 1 kg m/s2 ( newtons = kilograms * meters per second squared )
 * Notes: The acceleration of gravity near the surface of the earth is 9.81 meters per second squared or 9.81 m/s2.
 * Volume - the amount of space that an object occupies.
 * Common units: liters (l), cubic meters (m³), cubic feet (ft³), fluid ounces, pints, quarts, gallons.

Density- the amount of how much an object/ matter is or how compact it is

Intrinsic Properties
Intrinsic properties (also called intensive) are those which are independent of the quantity of matter present. For example, the density of gold is the same no matter how much gold you have to measure. Common intrinsic properties are density and specific gravity.

 * Density - units of mass per unit of volume.
 * Common units: g/cm3 and kg/m3
 * Relevant equation(s):
 * D = m/v ( Density = mass/volume )
 * These measurements are relative to temperature. The density of water (at 4 degrees Celsius) is 1.00 g/cm3. Above and below that temperature, the density will be slightly different.
 * Specific Gravity - ratio of a substance's density relative to the density of water. Usually table values use a water temperature of 25 degrees Celsius. See current reference books for examples.
 * Since specific gravity is a ratio with the same numerator as denominator, it has no units.
 * Specific gravity is usually measured with a hydrometer.
 * Specific gravity can be an ambiguous measurement if the temperatures of the two substances are different.
 * Specific Heat - the amount of energy required to raise the temperature of one gram of a pure substance by one degree Kelvin.
 * Common units J/(g*K) (Joules per gram-Kelvin).

source: wikimedia

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

title: General Chemistry/Properties of matter


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Orhan Kuntay

Orhan Kuntay (28 May 1939 – 16 April 2018) was a Turkish architect and professor of City and Regional Planning specializing in Urban Sustainability and Tourism. He was the led the development of the master plan for the Eastern Anatolia Project (DAP), which encompasses 14 cities and has begun implementation in 2011. Kuntay was the architect of several prominent buildings in Turkey, notably the Queen Sunrise Hotel and the Mosque of Kumbet. He served as a department chairman at the Gazi University and was the author of several published books.

Early life and education
Orhan Kuntay was born as the son of Mustafa and Fatma Kuntay in the Northeastern city of Tokat, in 1939. His grandfather, Hacı Ömer Mustafa Kuntay, was the Mufti of Tokat Province of the Ottoman Empire during the WWI.

Kuntay received his bachelor's degree in Architecture from Istanbul Technical University (ITU) in 1963. He continued his education at University of Paris (Sorbonne), earning a Ph.D. in 1969, shortly before the university changed its name in 1970.

Career
After completing his 24-month mandatory military service, Kuntay practiced architecture until starting postgraduate studies. During this time, he designed the Mosque of Kümbet in Tokat, which was completed in 1966. The mosque has a futuristic design.

Upon receiving the Ph.D. from University of Paris, Kuntay returned to Turkey and began working at the Karadeniz Technical University. Following the 1980 Turkish coup d'état until 1989, he worked in Algiers as consultant for the Algerian Ministry of Tourism.

Kuntay returned to Turkey in 1989 and worked in an architectural office, during which he designed the Queen Sunrise Luxury Resort, a 1000-bed luxury hotel in Antalya, along with two other large hotels.

Starting from 1993, Kuntay served as the chair of the City and Regional Planning department of Gazi University. He often led major conferences on City Planning throughout Turkey. As a juror for Antalya Environmental Protection Agency he helped preserve several national parks, most notably Köprülü Canyon in 1994.

Kuntay was the General Manager of the master plan for the Eastern Anatolia Project (DAP), which, following the former Southeastern Anatolia Project, aims at developing the Eastern region of Turkey in many aspects. The project has been ongoing for over 20 years and it is seen as pivotal for the sustainability of the region.

In 2008 he designed a second mosque for Tokat GOP University. This mosque has unique features such as calligraphic roundels similar to those in Hagia Sophia and glass walls that lead to the perception that the dome is hovering over the ground.

Kuntay was the author of the books Pedestrian Zones, Sustainable Parking Design, and Sustainable Turism Planning. He also has written several articles in the Cumhuriyet newspaper

Death
Orhan Kuntay died in Ankara on 16 April 2018, at the age of 78.

title: Orhan Kuntay


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Wikiversity:Moving Wikiversity forward

Note: ''This page was created at the Mediawiki meta-wiki (see Moving Wikiversity forward). It is reproduced here as an historical archive. Summary: this page contains discussions about the future of Wikiversity held starting from shortly after the community vote on the original project proposal (page created 7 November, 2005). In mid-December the discussions shifted to Modified project proposal''

Wikiversity currently means different things to different people. This page is meant to try to define what is realistic for Wikiversity to achieve for the moment and what it could develop in the future. We may need to do more research (possibly facilitated by the Wikimedia Research Network) to get a clearer picture of this, possibly in the guise of one or a number of feasability studies.

What is Wikiversity?
Universities are communities of learners and teachers. University communities are devoted to exploring existing cultures, facilitating the advancement of human endeavors and creating new knowledge and other cultural elements. Wikiversity will apply wiki technology as a new medium within which to construct a university. What follows is an attempt to predict how wikiversity will develop. A central concern of Wikiversity will be discovering how to use wiki technology to facilitate productive human interactions within online communities of learners and teachers. As a new Wikimedia project, the early development of Wikiversity will largely be determined by how Wikiversity interacts with Wikipedia, Wikibooks, and other existing Wikimedia projects. Initially, Wikiversity will draw upon the pool of existing Wikimedia project members and in so doing, Wikiversity must find ways to satisfy the needs of other Wikimedia projects. What kinds of teaching and research services can Wikiversity supply to other Wikimedia projects?

Wikipedia. As wikipedia matures it increasingly needs to cite its sources and provide a systematic way of evaluating the validity of its contents. Wikiversity can perform a vital function in support of Wikipedia editors as they work to find good sources of information and attain objective evaluations of information. Experts within the Wikiversity community can help guide Wikipedia editors to good sources and provide open collaborative research space where the groundwork can be laid for ongoing decisions about [what] should be presented within Wikipedia articles.

Wikibooks. Many good textbooks arise from the experiences of active university members. As Wikiversity members discover how best to use the wiki user interface to support communities of learners and teachers, they will compile that knowledge in the form of dynamic living textbooks in wiki format.

 * As Wikiversity participants start following the learning trails laid out by early pioneers and serious scholars Wikibooks in the curriculum will start receiving frequent new review useful for fixing typos, accumulating sources and useful tidbits, and identifying confusing material or cruft via comments on talk pages from participatory readers.

Wikimedia Commons/Wikisource. Wikiversity will draw upon archived media and also contribute new material. Some of the products of Wikiversity will be lesson plans and other teaching materials. As members of an active university, Wikiversity members will also produce peer-reviewed manuscripts documenting their studies and research activities.

Wikinews. Wikiversity can provide support for Wikinews. Wikiversity can perform studies of Wikinews so as to identify ways to improve the quality of Wikinews stories and counter systemic biases. Wikiversity can provide space and facilities for journalistic research and a systematic analysis of biases in the sources that Wikinews reporters make use of.

(See the Wikiversity Core Courses Initiative)

In forming constructive links to other Wikimedia projects, many Wikiversity webpages will initially be devoted to research projects aimed at supporting the creation of authoritative wikipedia articles, textbooks, and other teaching resources. These research-oriented pages could be organized into Wikiversity "courses" devoted to particular topic areas, roughly corresponding to traditional academic disciplines. One of the exciting aspects of Wikiversity is the opportunity to escape from traditional academic categories and create new multidisciplinary projects that will best suit the needs of the Wikimedia community.

As Wikiversity becomes established and matures beyond its initial dependencies on other Wikimedia projects, there are a number of services and projects that Wikiversity could come to manage. Below is an outline of these mid- and long-term possibilities, including what each service requires in terms of human and other resources.

Resource repository
To begin, Wikiversity might be a repository of teaching materials, learning resources, lesson plans to be freely available in multilingual format. This could be hosted on Wikibooks, and could interface with other projects, like Wikipedia and, indeed, other books on Wikibooks.

E-Learning platform
Not simply creating material, Wikiversity could move on to using wikis in an educational way, creating learning communities for activities like brainstorming and creating research designs/proposals/business plans or creating collaborative media content, like wikimentaries.

Wikimentaries
See Wikimentary

Academic publishing
A few "Academic publishing" projects have been proposed:
 * Communitas

Learning Objects
Learning objects have been defined as:
 * "Any entity, digital or non-digital, that may be used for learning, education or training"
 * "Any digital resource that can be reused to support learning"
 * "Web-based interactive chunks of e-learning designed to explain a stand-alone learning objective"

As a Virtual learning environment, Wikiversity shall most likely implement a structured approach to dealing with Learning object metadata intricically incorporated into the MediaWiki software platform. To distribute the workload for adding Wikiversity as a Wikimedia project, a page Learning object metadata is being created to expedite the process of customizing "The IEEE 1484.12.1 – 2002 Standard for Learning Object Metadata is an internationally-recognised open standard (published by the Institute of Electrical and Electronics Engineers Standards Association) for the description of “learning objects”" for Wikiversity's purposes.

Accredited University
Accreditation is quite possible, but needs substantial thought and preparation.

The discussion so far follows closely Harold Wilson's idea of a University of the Air in the early 1960s in Britain. The discussion resulted in the Open University, which is Britan's largest university as well as a very credible institution.

Teaching is the easiest part, although access to qualified, responsible instructors is a bigger challenge than it looks. Wikis are so far best for providing written explanatory materials (teriary sources) and not so good for secondary and primary materials. The very dubious assumption is that people will learn all they need to know by reading.

The biggest questions are: - Under what accreditation agency and regime? European, North America, other? The answer is more political than educational.

- What model of learning will it use? There is a great deal of innovative energy in wikiversity, wikibooks, wikipedia, etc. We still need a model to follow. I wonder if we have most of the ideas somewhere on the site, but they need to be collated and analysed.

- How would you ensure authenticity, that any work submitted for credit is really the students own work?

- Risk analyis. Running an accredited university this way is not really too hard. Some of the technology has been around for may years. But living is such a high-risk environment could be more difficult.

- What level of qualification? The easy options are the lower certificates. Next hardest is the research graduate school, which really depends on having excellent staff.

The four-year bachelor degree consumes most resources and is the hardest possible place to start, although that is where most North Americans expect to begin. Some higher diplomas are nearly as difficult. The graduate school of professional practice is also a realistic option, but working with professional associations would be very difficult.

- How can the the extremely democratic (almost anarchic) wiki system be made compatible with the accountability and quality assurance systems need for any kind of accreditation? In particular, what do you do with someone who really wants to learn something but just doesn't have the background? You don't want to exclude people, but you can't admit anyone who wants to log on. So there can be value in foundatonal courses that are separate from advanced courses. And someone will have to be authorised to make the hard decisions, even if they are sometimes unpopular.

 * This is a non issue. Most people who arrive at advanced material and are ignored or deleted when they attempt to participate will quite naturally shift to more appropriate environments.  There are also mechanisms available that can differentiate and restrict read/write access to specific pages within the wiki.  Some are already present in the wikimedia software others would require extensive developer effort to add to the wikiversity interface. At any rate this is a potential problem for the future.  Our current problems are mostly traceable to a lack of participants.  Lazyquasar 04:18, 25 January 2006 (UTC)

Could you have a system where a subject matter expert simply says, "This book is ready" and produce it as a non-wiki and use it as the textbook? Let the wiki become the draft next edition that people can still change.

How can we better coordinate different kinds of wiki resources? For example, could teaching materials use links to wikipedia articles?

- How can it build credibility? Any plan for an accredited (or accreditable) insitution must have some means for building credibility and reputation. No matter how good it is, it helps nobody if it is seen to be a diploma mill.

- How will money flow? The ideal of completely free accredited education is not at all realistic at present. Some money has to flow just to pay the bills. How much do you charge? Do you charge some people more than others? How else do you pay the bills?

 * The volunteer model is well proven in online open/free projects. Distributed technologies exist which can be modified to allow the Wikimedia Foundation (or other founding infastructure) to remain as a primary organizing resource within a distributed peer to peer and server to server and variations component based grid with adequate accounting to assure that individuals or groups contribute necessary fractions of resources sufficient to guarantee adequate resource response times to all users according to pre-established and financed priority based resource allocations.  Obviously this will take some serious volunteered developer effort to achieve.  Lazyquasar 04:23, 25 January 2006 (UTC)

 * The volunteer model just won't work if you want to do anything substantial. *However*, the idea that most people working on free/open source projects are volunteers is a myth.  In fact most people working on open source projects are getting paid to do so, and there are lots of business models for this.

 * The *good* thing about free culture is that right now, the "middlemen" (i.e. publishers and universities) are making huge amounts of money. If you change the distribution system, less of the money should flow to the distributors, and you can move things directly between content producers and content consumers.  Also, I'd expect that the effective costs of some things will go to zero, which will allow resources to be more rationally allocated.  Instead of paying for textbooks, students can pay for one-on-one personalized teaching.  Instead of paying for the lecture, students can pay to get their papers graded with detailed personal comments, and suggestions rather than just getting a letter grade.

 * Roadrunner 13:22, 8 August 2006 (UTC)

- What software will it need? A learning environment system would be better that wikis for some things, and wikis alone can't yet do everything. A videoconference would be helpful, and a teleconfernce would be a good start. Enrolled students could speak, and others would be welcome to listen. The internet would be a good support for that kind of community.

At least some answers are simple:

Don't accept students into courses for which you don't have staff and suitable teaching and assessment materials. It's not only unethical and unaccreditable, but usually contravenes honesty in advertising laws.)

Have a system of admission standards. They must be flexible and creative, but they must also be there and be enforced. Prepare people for assessments. In many cases they would comprise a portfolio of work (e.g. verifiable third-party references, testing results from trusted third parties, etc.) and a viva voce. At graduate school, it would be either original research or professional projects. Nothing difficult there.

Ross Woods, ACAS

 * The above simple answers assume an authoritarian model which in my view is unlikely to prosper in a wiki based volunteer based community. Lazyquasar 04:25, 25 January 2006 (UTC)

People interested in conducting this research

 * Cormaggio @ 00:23, 8 November 2005 (UTC) - would like to conduct a feasability study (possibly on using wikis for learning)

Timeline
Q: How long will any/all of this take?

A: The journey has started and no detectable/falsifiable theory of completion date articulated, at least to my satisfaction. To infinity and beyond might take forever and a bit more. I propose recess at 2nd coming and judgement day.

A: Consider Wikipedia as a prototype. As a prototyping project, it took a few years to simultaneously co-evolve an effective community while developing the Wikimedia software and Foundation. It started in 2000-2001. Some allege it has not even yet proven itself or matched pre-existing encyclopedias standards of quality. It is interesting to note that once the Wikipedia community started self consciously attempting to grow itself and its learning and self maintenance capabilities that growth quickly became limited by available internet infrastructure. Independent sources now report that wikipedia.org is among the top 50 visited web sites on the internet.

Proposed Milestones & Goals
Get some classes running.

Establish an independent Foundation & Board organized appropriately for a Free University

Organize competing for profit internet universities to provide adequate competition for success. (Without corrupting conflicts of personal interest please, until better learning communities come along we need Wikimedia Foundation's internet infrastructure and supporting communities of volunteers.)

 * http://academia.wikicities.com/wiki/Main_Page
 * The above is not an independent competitor. It is in fact owned and operated by two Wikimedia Foundation Board Members as documented here: http://wikicities.com/wiki/About_Wikicities  This apparent conflict of interest might be useful in explaining the Board's willingness to defy community votes with terse confusing requests for proposal modifications.  It is good to a have a stacked Board!  They can protect us from ourselves!

Find the results of Wikimedia Foundation's alleged board meeting & decision.

Find creditable source regarding the vote results for the project .... possibly in minutes of the 13 November secret/private/nonpublic/not transparent/not open Board Meeting.

Establish some action oriented barnstar awards to encourage participation, provide candidates below:
 * OOPS! (I did something without Board permission or praying to the God King.)

Goals and Milestones Initiated or Completed

 * Interest Vote/Survey Completed - Results here

 * List of Courses Initiated

 * Wikiversity:School of Engineering Barnstar Program Initiated []

 * Vote Results Scheduled/Presented for 13 Nov 2005 Wikimedia Foundation Board Meeting - Place links to Scheduled Meeting Agenda and Minutes/Results/Answer herein.
 * http://wikimediafoundation.org/wiki/Meetings/November 13, 2005

 * Wikiversity:School of Fire and Emergency Management is initiated and going. Building course and curriculum repository now. One online course ready to go in February and two more ready in March.

 * Discussions of Wikiversity proposal modifications requested by the Board, see: modifications to the Wikiversity proposal for a central place to discuss modifications that will satisfy the Board.

Materials

 * A Powerpoint presentaion on the topic of Wikiversity (in English) has been prepared by WiseWoman. It can be found in the Example discussion room at  under Press Office.

title: Wikiversity:Moving Wikiversity forward


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Sovkhozny, Altai Krai

Sovkhozny (Совхозный) is a rural locality (a settlement) and the administrative center of Sovkhozny Selsoviet, Aleysky District, Altai Krai, Russia. The population was 549 as of 2013. There are 8 streets.

Geography
Sovkhozny is located 16 km south of Aleysk (the district's administrative centre) by road. Alexandrovsky is the nearest rural locality.

title: Sovkhozny, Altai Krai


text:
User:Sfinamore

Main Information
Salvatore Finamore is an Italian national. He holds a BS in Political Science (Laurea in Scienze Politiche) awarded cum laude in 2005 by Luiss University (Rome, Italy), where he is currently studying for a MS (Laurea magistrale) in International Relations. His main fields of interest are International Relations Theory, International Law, History of International Relations, Foreign Policy Analysis and Game Theory.

He speaks Italian, English and French, and he is learning Spanish and Esperanto.

He loves hiking, chess, and Star Trek.

title: User:Sfinamore


text:
Talk:Nadjib Mohammedi

External links modified (February 2018)
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 * Added archive https://web.archive.org/web/20150208021727/https://ca.sports.yahoo.com/video/sntv-meet-french-algerian-boxer-113956199.html to https://ca.sports.yahoo.com/video/sntv-meet-french-algerian-boxer-113956199.html

Cheers.— InternetArchiveBot  (Report bug) 08:14, 11 February 2018 (UTC)

title: Talk:Nadjib Mohammedi


text:
User:SAGE12

Andy Kimbel(born December 26, 1955) is an American singer, and songwriter.[1][2] A primarily acoustic artist, Kimbel plays blues, folk, Americana and rock and roll. He is known for his ability to improvise, often composing material and musical passages on the fly, humorous often impromptu lyrics, and also the ability to play rhythm and lead guitar at the same time. On addition to his own shows, Kimbel has opened for many famous musicians, including [Little_Feat|, [The Chambers Brothers], [Buckwheat Zydeco], [Guy_Davis_(musician)|Guy Davis], and others. His styles are influenced by early Country Blues artists Lightning Hopkins, Bukka White Robert Johnson, and contemporary singer songwriters Chris Smither, John Prine and Bob Dylan.[4]

title: User:SAGE12


text:
ambasadorski

Etymology
From. .

Adjective

 * 1)  ambassador's, ambassadorial

Adjective

 * 1)  embassy or ambassadors

Adverb

 * 1) as an ambassador

title: ambasadorski


text:
C19H21NO

The molecular formula C19H21NO (molar mass: 279.38 g/mol, exact mass: 279.1623 u) may refer to:

 * Cidoxepin
 * Doxepin

title: C19H21NO


text:
Talk:Chinese (Mandarin)/Lesson 7

Untitled
England is translated as 英国 or "country of the brave"? I don't know that! i think it's transliterated from England ['ing-]. it may be an abbreviation for 英格兰 or 英吉利 or something. --Yacht (talk)Q 02:28, 11 Feb 2004 (UTC)

 * Well, I suppose the transliteration serves both the phonetic and semantic purposes, but you bring up a good point. --Taoster

Vocabulary list and pinyin
1. The vocabulary list looks different to lesson 1 and 2, they should the same, i would change it, but we should choose one or the other a standard, please some suggestions. My suggestion would be the style of lesson 1 and 2.

2. Pinyin, sometime with numbers for the tones, sometimes with tone marks, i think the tone marks are better. Suggestions are welcome here as well.

title: Talk:Chinese (Mandarin)/Lesson 7


text:
Search techniques

Purpose of searching: Find path to desired Goal State from all future states possible.

Uninformed search
Uninformed search, also called blind search or unguided search, is a class of general purpose search algorithms that operate in a brute-force way. The term 'uninformed'means that they have no additional information about states beyond that provides in the problem definition.These algorithms can be applied to a variety of search problems, since they don't take into account the target problem.

Breadth-first search
Breadth- first sear
 * Each level (or depth) of the search tree is explored before expanding its nodes to search their children. Breadth- first search is a simple strategy in which the root node is expanded first, then all the successors of the root node are expanded next, then their successors and so on..
 * Uses a FIFO QUEUE
 * Advantage: Simple to implement
 * Disadvantage: Heavy memory requirements

Depth-first search

 * Drills deep into the hierarchy, exploring one lineage until it reaches the child/leaf node with no successors (or it's goal, of course).
 * Advantage: Improves on the memory requirements by deleting entire line once explored.
 * Disadvantage: Potential to run into infinitely deep search path (non-complete)

Depth-limited search

 * Depth-first search with a limit on the depth.
 * Depth- first search always expands the deepest node in the current fringe of the search tree.
 * Mitigates infinite depth path of Depth-first search by cutting the tree on the limit depth.
 * Will fail to reach goal if goal resides deeper than depth limit.

Iterative deepening depth-first search

 * Performs iterations of depth-limited searches with increasing depth limits.
 * Advantage: Unlike normal depth-first search and depth-limited search, it is complete. It also does this without greatly increasing the expected runtime.

Bidirectional search
2.Less time complexity.
 * Searches from initial state to last state and also from the last state to initial state, stopping when the two searches meet at a node in between (or when found the goal state).
 * Advantage: 1.Time and memory requirements good, comparatively
 * Disadvantage: Not always feasible, or possible, to search backward through possible states.

Informed search

 * If information is available about the problem this could guide the search (for example in finding the shortest route in a map: information about distances between places on map).
 * Information is put in an evaluation function f(n) to be able to give a value to each state.
 * Sometimes a heuristic function h(n) is used to guess the value if the information isn't perfect.

(Greed) best-first search

 * Define f(n) to be the distance to the goal (Or a good guess to the goal h(n), then f(n)=h(n)).
 * Expand child with lowest f(n) value.
 * advantage:
 * Disadvantage: Does not always find the shortest path to the goal.

A* (A star) search

 * Define f(n) to be the distance to the current state plus the expected distance to the goal: f(n) = g(n) + h(n).
 * h(n) must be an admissible heuristic, ie it doesn't overestimate the distance to the goal.
 * Expand child with lowest f(n) value.
 * Advantage: Always finds most optimal solution.

Self Guided Projects on Search Techniques

 * 1) Uninformed Search Project - Make a program that can help Homer Simpson find his way around Springfield
 * 2) Simulated Annealing and Gradient Descent - Use simulated annealing to find the correct placement of baby lizards in a nursery so that they can't eat each other

title: Search techniques


text:
User:Magnunnr

Unnr
I just like learning stuff. I would like to be doing things in a more formal way, but have the usual problems (no background, no money, etc.)

I hope I'm not jumping in too fast!

General areas of Interest

 * archaeology and history, primarly of the viking age
 * experimental archaeology and living history/re-enactment as ways of "doing" history.
 * visual communication
 * aphasiology

Particular Interests

 * Old West Norse
 * the cut and construction of Norsewomen's clothing c1000
 * tents and other temporary shelters in Iceland c1000

Background

 * Native speaker of Canadian English
 * Graphic designer, videographer & aphasia-friendlifier. http://www.aphasia.ca
 * Active Member of the SCA, sometime participant with other re-enactment groups.

title: User:Magnunnr


text:
Help talk:Contents

Which pages should we still link to?
I assume all the pages of the old help hierarchy that we no longer link to should be deleted in the future. (I've included Help:Introduction 2 in them in order to mark them.) Should we still link to Help:Introduction? Doesn't Welcome and Wikibooks:About cover the same information and more? I would like to keep a link to Help:Contributing to Wikibooks for a while because this was my primary source of information about editing (or at least of links to the corresponding pages). --Martin Kraus (talk) 19:49, 19 December 2008 (UTC)

 * @Martin Kraus Ndaba Sinothando (discuss • contribs) 08:55, 6 July 2023 (UTC)

Should we include a link to Templates? I think it is about the only useful directory of templates. --Martin Kraus (talk) 15:54, 23 December 2008 (UTC)

 * i think so too Ndaba Sinothando (discuss • contribs) 08:56, 6 July 2023 (UTC)

PDF Books
I have spent the last 4-6 months working on the Commons Category:Pdf files and have created several subcategories. Many of the saves and deletions are books, University theses, manuals etc in Pdf format. It was suggested on a discussion page at one time that Pdf books and Theses go in wikibooks. If so how do I go about linking or moving these book files to here? WayneRay (talk) 15:50, 30 December 2008 (UTC)WayneRay

 * You might want to discuss this question at WB:RR. I think University theses don't belong in Wikibooks because (at least in the Universities I know) they usually include original research, which should not be published at Wikibooks (WB:NOR). Moreover, you would have to convert the PDF files to the wiki markup language, as the hosting of existing books (in the PDF format) is discouraged (WB:SOURCE and WB:HOST). --Martin Kraus (talk) 16:41, 30 December 2008 (UTC)

 * Last I heard in a recent reform of Commons' inclusion policy, PDF files are still allowed on Commons. I don't see any reason why they would need to be moved anywhere. They can be accessed from any project where they might be appropriate. -- dark lama  14:14, 11 January 2009 (UTC)

Help cleanup
Some clean up effort has been going on for some time now, on and off again, to make Wikibooks' help more useful. I propose that Wikibooks' help space be treated like a book. By formatting pages like is done within our books, people unfamiliar with Wikibooks' style can quickly become familiar with how things are done differently on Wikibooks. Using this approach the help space can teach and help people understand how to do things on Wikibooks by following its own example. To this end, I think some requirements are a must: each page must include a 2 level heading with the page/chapter title; additional headings must use 3 level heading or greater; text must not come before the first level 2 heading; and the help space must have a consistent style, which means discussion needs to happen to develop a style guide for the help namespace.

I also think the help space could be made more useful by including more media, diagrams, illustrations, etc. However media should be used to compliment rather than substitute for missing information, in order to make Wikibooks' help accessible to more people, such as the blind.

Any thoughts, ideas, opinions, or any other suggestions? -- dark lama  14:41, 11 January 2009 (UTC)

 * I don't have any objections as such to treating the Help name-space as a book, but would caution against forcing it into that mold. First of all, I don't foresee anyone really reading this cover to cover. It should, therefore, be treated more as a handbook with a strong emphasis on structure to help readers quickly locate useful information.
 * Linear navigation aids will not necessarily be of much use for such a book. As for other Wikibooks conventions, I would think it more useful to point to various featured books for examples as there often exist multiple approaches to similar issues.
 * Whiteknight wants to take the book-approach a step further and deprecate the Help name-space all together. I'm not sure which approach is the best. I've so far just been trying to wrap my head around the sprawling set of pages that we have here. For the time begin, I think it would be best to implement changes in increments, first organising the available contents and then molding it into whatever we deem best. --Swift (talk) 03:49, 12 January 2009 (UTC)
 * Your saying what I really meant anyways. I was trying to suggest a strong emphases on structure, as well as a strong emphases on consistent style. I wasn't suggesting that there necessarily be a specific reading order or navigation aids. I guess I'm a bit ahead of you in that regard, I've already wrapped my head around the help pages, years ago. -- dark lama  18:01, 12 January 2009 (UTC)
 * Great! It sounds like we have a similar enough a vision. Let's get to work! --Swift (talk) 01:48, 13 January 2009 (UTC)

 * So, how will the redesigned help space be different from Using Wikibooks? One of the major differences between the current help pages and Using Wikibooks is probably that help pages are full of links (and should be in my opinion) while the pages in Using Wikibooks have less links (since they should be self-contained as in a good textbook). Do you intend to keep this difference? --Martin Kraus (talk) 12:40, 13 January 2009 (UTC)

 * Well I guess to me the most obvious differences will be in presentation and audience. I think Using Wikibooks is intended to be read in a certain order and is intended to be read by an audience already familiar with most wiki concepts, while the help space is likely to depend less on a specific reading order and should be intended to be read by people not familiar with most wiki concepts. I would like to make the help space more self-contained and limit links to important things explained in greater detail that don't quite fit the beginner audience, by linking only to Using Wikibooks and to the MediaWiki website if I can. I think links should be used more sparingly than they currently are. Does that answer your questions?

 * It does, thanks. I wasn't aware that Using Wikibooks is intended for an audience who is already familiar with most wiki concepts. Since I'm rather new I often read help pages and in fact I'm often missing links. In particular, I often know that I have read some information but don't find the page to read it again. The most recent case was Help:Category which didn't link to the Wikibooks-specific information at Categories (I added that link); thus, I was searching quite a bit for that page. Thus, at least currently I think links to the Wikibooks namespace should also be included. --Martin Kraus (talk) 14:22, 13 January 2009 (UTC)

 * I could be wrong about the intended audience or what assumptions Using Wikibooks makes. Even if there is some overlap, I don't think that is going to be a problem. I think linking to related Wikibooks policies like with your example is fine. Don't get me wrong, I'm not suggesting that links be blindly deleted. I just think the help space relies too much on external links in an attempt to make up for what is missing or what is lacking, rather than expanding the available help. -- dark lama  20:00, 13 January 2009 (UTC)

Deleting non-Wikibooks-specific pages
I've mentioned this to Darklama, but I figured I'd add this here in case others would like to comment.

We have a number of help pages that explain how to use markup. The problem is that they are unmaintained versions of content that rather belongs at Meta and the MediaWiki wiki. I've gone through these and have found nothing of use to describe Wikibooks related syntax. I propose that the following be deleted:

 * (See mw:Extension:EasyTimeline/syntax)
 * (See meta:Help:HTML in wikitext)
 * (See meta:Help:List)
 * , (See: mw:Help:Magic words)
 * (See meta:Help:Navigational image)
 * ,, Help:Turkish characters}} (See: [[meta:Help:Special characters).
 * , (See meta:Help:Displaying a formula
 * redirect to Help:Editing?

The parenthesised links indicate where I believe we should point users who might be looking for this sort of content. --Swift (talk) 22:11, 4 February 2009 (UTC)

Oh, and this one too: --Swift (talk) 07:29, 5 February 2009 (UTC)
 * Help:ISBN links (See mw:Manual:ISBN)

 * I don't think these pages are needed because the majority of the markup is described already in Help:Editing or should be described there. I think Help:Templates should also discuss variables and magic words. I don't think there will really be a need to point users to content on the other projects.

 * Also I think a lot of the help on Meta is in the process of being moved to MediaWiki, because its not specific to Wikimedia projects. I think there also has been some talk of using Wikibooks to aid in improving the mediawiki documentation. In either case the lack of stability is one more reason not to rely on Meta or MediaWiki much. -- dark lama  05:58, 6 February 2009 (UTC)

 * As far as I know, the transfer from Meta to MediaWiki to the help namespace was abandoned after the MediaWiki Help namespace was put in the public domain (the manual and extension namespace are still transwikied). The MediaWiki Help namespace has since been built from scratch. It is steadily improving and I recommend that we help direct our non-Wikibooks specific documentation efforts there. --Swift (talk) 07:22, 6 February 2009 (UTC)

 * I think it may still be happening. I have tried to improve some help on Meta for instance only to go back to it to find that the page had moved to MediaWiki. I have also occasionally went to a help page to double check something only to find that that its been marked to be moved to MediaWiki or a notice that updates should now be done at MediaWiki. I think Wikibooks needs to maintain some local documentation, because linking to Meta and MediaWiki doesn't seem to be enough for most users. I just think that these pages are unneeded because local documentation is either already present on another page or should be. -- dark lama  09:08, 6 February 2009 (UTC)

 * [[Image:Yes_check.svg|15px| ]] Done Whew! I've updated a bunch of links, but left most of those on pages in the help namespace as we'll have to go through those anyway. --Swift (talk) 10:17, 13 February 2009 (UTC)

Page headings

 * The following discussion was moved here from Help talk:Tracking changes after it moved on to a more general discussion about the sectioning of content in the help namespace. --Swift (talk) 04:06, 11 February 2009 (UTC)

I've just reverted part of an earlier edit. I removed a section header titled "Stable revisions" that spanned the entire page, and bumped the sub-section headers. If a section really spans the entire page, then the page should probably be renamed to its title.

I wasn't sure what the most proper page name would be so I checked mw:Help:FlaggedRevs which states that stable revisions are only revisions of a certain limit. On Wikibooks that limit is currently at the lowest (sighting). It might be more useful to keep a more general title for this page in line with the help page currently being developed over at MediaWiki.org. --Swift (talk) 07:57, 3 February 2009 (UTC)

 * Don't think of it as a section heading, but as a page heading. Books do that all the time, its considered part of Wikibooks' style. This goes back to my suggestion on Help talk:Contents to make the help pages follow some basic book style guidelines. -- dark lama  14:47, 3 February 2009 (UTC)

 * Oh. But we already have page headings: the page titles. I'd agree that designating the help pages with a certain look could be useful. Instead of a "page heading" we could adda navigation bar with a nice, helpful looking icon. The useful template helps with creating a standard look, but, ironically, isn't very useful itself. I'd be rather opposed to adding these page headings. --Swift (talk) 17:09, 3 February 2009 (UTC)

 * I disagree. A page's title isn't a heading. The page title doesn't even show up in the TOC that is generated. Why would you be rather opposed to using page headings? I've been trying to add them to every help page I've edited for awhile now. I don't think a page's title is very useful on paper. I'd like the help pages to eventually be printed as a way of attracting more contributors to Wikibooks. Also I thought we had already agreed on Help talk:Contents that navigational templates shouldn't be used? I guess you could say I'd be rather opposed to not using page headings. -- dark lama  04:57, 6 February 2009 (UTC)

 * The page title is a h1-heading. That isn't just technical hair-splitting as that's how it's rendered both on screen and in print. I remember reading in some W3C document on HTML recommending that pages have only a single h1 level heading each, but be sectioned up with h2 and higher. A single section for the entire page just seems redundant.
 * I consider it a feature that this doesn't show up in the generated TOC. The "Stable Revisions" heading in this version serves little purpose on that page and forces every other section to be pushed down one level. I, furthermore, prefer having the h2 level headings to section pages up into logical parts as they render by default with that line underneith and the higher level headings as rather small and similar.
 * If you'd like this type of page-wide sections to make it easier to stich them together in a print version, how about adding h1 level headings on the print version page (which I'd consider the the most logical approach) or create a collection?
 * I think I misunderstood you a bit in the Help cleanup discussion. I think we shouldn't necessarily conform to a linear navigation, but consider a template with an overview of useful pages, well ... useful. It might be useful to move these two topics to Help talk:Contents. --Swift (talk) 06:34, 6 February 2009 (UTC)

 * First off I was using a h2 heading, not a h1 heading, so there was only a single h1 level heading on the page. I think h1 headings should correlate to the sections of the help (like Introduction, Browsing Wikibooks, etc) and h2 headings should be used to divide the help into "chapters". I think this is what books do, although the separation tends to depend on whether a book merely has chapters or needs to be divided further than that. From there h3 level headings and higher are used to further divide content. This still is in line with W3C's recommendation, so I don't see the problem.
 * As I'm sure you know, modules are often chapters or parts of a chapter. I think if a module is a chapter it should only have one h2 heading, or if a module is part of a chapter it should only have one h3 heading. I think doing this does serve a purpose beyond pushing page sections down. I think how the help is divided should be reflected in the use of different heading levels, and should reflect more than just how a module is divided, so that readers and writers understand how a book is divided. Plus I don't think there should be any text above a page's generated TOC. I think having text above a page's generated TOC interferes with or interrupts the flow of reading the page.
 * Some printed books don't require that they be read from front to back in a liner order. I think this could be considered that type of book, so that's why I don't see a problem with not using navigational aids. Feel free to move this discussion there. -- dark lama  08:51, 6 February 2009 (UTC)

 * I've just moved the discussion here: Help talk:Contents. --Swift (talk) 04:06, 11 February 2009 (UTC)

 * I know you used a h2 heading. I thought that was clear from the first paragraph of my previous comment: "[Pages should be] sectioned up with h2 and higher. A single section for the entire page just seems redundant." I do realise that you had a useful purpose in mind with your edits. I never said that "pushing page sections down" was the purpose, but noted it as the effect.
 * I think we may have been mis-reading each others comments a bit lately on issues where we don't see eye to eye. Do you see how I think you've misinterpreted my previous comment? Do you find that I'm misunderstanding you as well? I'd appreciate it if we could sort that out as I feel like we're talking in two different dialects and not progressing much because of it. --Swift (talk) 04:30, 11 February 2009 (UTC)

(reset)

I still don't understand what you're trying to say or why you disagree with my approach. Whatever you were trying to explain wasn't clear to me from the context. I guess I don't understand your reference to h1 and W3C's recommendations. To me what you said suggested that you think I wasn't following W3C's recommendation because I was using h1 headings, which wasn't apparently what you meant.

I only see that I must have misunderstood your previous comment, but not how I misunderstood it because you haven't provided any further explanation. I can't tell yet if you've misunderstood me as well. What have I said that you think you've misunderstood? If I understand you right, you seem to think the purpose of section headings is to separate a module into sections. I on the other hand think section heads are for separating a book into sections and subsections. I guess you see each help page as standing on it own, and I see the each help page as being part of a book where each chapter can be read independently. Other than trying to explain in our own words what we each think the other person is saying and trying to clarify what is misunderstood, I'm not sure what else we can do to reduce any misunderstandings, without knowing what is misunderstood. -- dark lama  13:24, 11 February 2009 (UTC)

 * Sorry for the late reply. What I disagree with is your use of a single section to encompass the entire page. I was concerned that you might think my approach didn't tie the sections of the page together tightly enough. Rather than just saying that I disagreed with the use of only a single h2 heading per page, I therefore lead into it with the reference to the W3C's recommendation. My aim was to clarify that I didn't think the sections should just dangle unconnected, and that the h1 section (the title) should — and already does — do this.
 * I don't, actually, think that I'm misunderstanding you a lot, but figured I'd still ask.
 * I think we have fairly similar ideas of what to do with these pages, but differ mostly on formatting (well, and that I want to "outsource" simple syntax stuff to ; but that's a different topic). I don't think the help pages shouldn't form a whole, but feel (like you) that it's important that they be able to stand on their own. I'm less interested in printing these out, than in having them accessible and organised for users. Would you be willing to accept the compromise to place h1 headings between page inclusions on print versions? I don't think we should be formatting individual pages in for how they should come out on print and should focus on how they display to online users of Wikibookians. --Swift (talk) 06:58, 19 February 2009 (UTC)

Weeding
I'd like to get the community input before weeding out a few practically unused pages in the help namespace:

 * None of these is linked from anywhere useful. I suggest we delete them all. --Swift (talk) 00:18, 18 January 2010 (UTC)
 * None of these is linked from anywhere useful. I suggest we delete them all. --Swift (talk) 00:18, 18 January 2010 (UTC)
 * None of these is linked from anywhere useful. I suggest we delete them all. --Swift (talk) 00:18, 18 January 2010 (UTC)
 * None of these is linked from anywhere useful. I suggest we delete them all. --Swift (talk) 00:18, 18 January 2010 (UTC)
 * None of these is linked from anywhere useful. I suggest we delete them all. --Swift (talk) 00:18, 18 January 2010 (UTC)
 * None of these is linked from anywhere useful. I suggest we delete them all. --Swift (talk) 00:18, 18 January 2010 (UTC)
 * None of these is linked from anywhere useful. I suggest we delete them all. --Swift (talk) 00:18, 18 January 2010 (UTC)
 * None of these is linked from anywhere useful. I suggest we delete them all. --Swift (talk) 00:18, 18 January 2010 (UTC)
 * None of these is linked from anywhere useful. I suggest we delete them all. --Swift (talk) 00:18, 18 January 2010 (UTC)

 * The only meaningful link to this page is from a ) --Swift (talk) 00:18, 18 January 2010 (UTC)
 * The only meaningful link to this page is from a ) --Swift (talk) 00:18, 18 January 2010 (UTC)

 * A borderline case in my book. The only link to it is through a redirect at and may not have been intnetional.  is in need of an overhaul anyway and I just don't see this to be very useful. --Swift (talk) 00:18, 18 January 2010 (UTC)
 * A borderline case in my book. The only link to it is through a redirect at and may not have been intnetional.  is in need of an overhaul anyway and I just don't see this to be very useful. --Swift (talk) 00:18, 18 January 2010 (UTC)

Agree on deletion of them all. I had never seen them before you pointed them out, so how would they be useful to anyone who might need to see them if regulars don't even come across them? Plus, they are either lacking in meaningful content or the results of over-importing from other projects without regard to redundancy with other help pages. -- Adrignola talk contribs 00:26, 18 January 2010 (UTC)

 * Yes check.svg Done Those interested can browse User:Swift/Help pages to see a (once full) list of help pages. I'm trying to merge, refactor or rewrite these to make our support pages more accessible. --Swift (talk) 19:16, 30 January 2010 (UTC)

Good point people for WikiBooks to help new editors from Wikipedia?
Hi everyone. I'm looking to gather 1-3 contacts for WikiBooks who would be interested in serving as point people for new editors from Wikipedia. I don't expect that it'll be too time consuming, but, just in case we have a new editor stop by the Teahouse who expresses interest in participating in media contributions and you can be friendly and welcome them and perhaps direct them to an area that might interest them. You're welcome to respond here, or even better, on my talk page if you're interested in being added to this list. Thanks :D SarahStierch (discuss • contribs) 15:53, 1 March 2012 (UTC)
 * I've copied your post to Reading room/General due to a likely lack of attention to this page; I linked to this discussion so that responses can be seen here by yourself, though posting to your talk page will be preferable, of course. – Adrignola discuss 17:47, 2 March 2012 (UTC)
 * Thank you! SarahStierch (discuss • contribs) 22:22, 2 March 2012 (UTC)

title: Help talk:Contents


text:
Ohrfeige

Etymology
, cognate of 🇨🇬.

Noun

 * 1) A box on the ear, cuff on the ear
 * 2)  slap in the face

title: Ohrfeige


text:
Tsundi

Tsundi (Цунди) is a rural locality (a selo) in Tsudni-Shabdukhsky Selsoviet, Gumbetovsky District, Republic of Dagestan, Russia. The population was 368 as of 2010.

Geography
Tsundi is located 14 km southwest of Mekhelta (the district's administrative centre) by road. Shabdukh and Kizhani are the nearest rural localities.

title: Tsundi


text:
Talk:David Hemp

Untitled
Ashely Amber is a cartoon made by Emem Solomom Umoh who likes this cool wikepedia. David Hemp is nice.Dian Bob (talk) 18:27, 20 August 2012 (UTC)

A Commons file used on this page or its Wikidata item has been nominated for deletion
The following Wikimedia Commons file used on this page or its Wikidata item has been nominated for deletion: Participate in the deletion discussion at the. —Community Tech bot (talk) 21:46, 12 October 2020 (UTC)
 * David Lloyd Hemp.jpg

title: Talk:David Hemp


text:
Talk:ActivityPub

It is my intent to begin writing the text for the ActivityPub page to eventually have ActivityPub have its own page instead of redirecting to Pump.io as it currently does. Algotruneman (talk) 14:14, 18 September 2017 (UTC)

The articles linked in the "See Also" section may not contain references to ActivityPub. Algotruneman (talk) 20:43, 20 September 2017 (UTC)

 * If not, that's because those pages need updating too, to reflect the fact that the ActivityPub spec has been published, and developers are busy working on implementing it. Danylstrype (talk) 16:46, 27 April 2018 (UTC)

List of implementations discussion
If a particular entry on this list is deemed not notable enough then remove that entry specifically. Stop removing the entire list. Many entries on here such as Pleroma and PeerTube are quite notable. If a short list of examples is desired perhaps we could instead rename the section to "Notable Implementations" rather than "List of Implementations" and include some more detailed entries for a few key items that we decide are major examples. The short-list that this section keeps getting reverted to is a strange mix of major and minor implementations and creates the false impression that the standard is not used by anything notable but Mastodon, which is not the case. The last reversion cited the guidelines on stand-alone lists to justify it. This is not a stand-alone list. Even if the guideline applied, this list meets CSC criteria 3: A short list less than 32K of every verifiable member of the group. --<IP_ADDRESS> (talk) 19:39, 21 May 2018 (UTC)
 * I've not removed the entire list. WP:BURDEN on Plemora and PeerTube. Reminder: Wikipedia is an encyclopedia, not a directory. Please add reliable sources (independent, third party) establishing notability, or possibly link more specifically to the activitypub.rocks list in external section. activitypub.rocks is part of W3C and the ActivityPub standard. <IP_ADDRESS> (talk) 15:43, 24 May 2018 (UTC)
 * WP:EL too. The software listed should have its own article or be expected to be created soon, if WP:REDLINK. <IP_ADDRESS> (talk) 15:44, 24 May 2018 (UTC)

 * I understand the "Wikipedia is an encyclopedia, not a directory" rationale, but IMHO it's a silly excuse for removing information from a Wikipedia article when a) it's a non-controversial fact about the subject, and b) removing it results in an article that leaves readers misinformed about the subject. This is a common problem on articles about new internet tech, because it is too new to have generated many (accurate) secondary sources (see the talk page for Mastodon for an example). Having a representative list of ActivityPub implementations is necessary to give the reader an accurate impression of the variety of software supporting ActivityPub, and the current truncated list does not achieve this.

 * Having ActivityPub support mentioned the homepage or source code repository (on GH or wherever) of a project on the list is sufficient to ensure this article's accuracy. If this is not sufficient for Wikipedia's sources standard, or formatting standard, I would appreciate an explanation of why. --Danylstrype (talk) 15:35, 3 June 2018 (UTC)

List cleaned up again: Special:Diff/965228693. The external links point to a more extensive list, already. <IP_ADDRESS> (talk) 04:05, 30 June 2020 (UTC)

Pump.io as implementation?
Pump.io is a predecessor to activitypub, but should not be listed as an implementation. Baldersmash (talk) 22:40, 15 July 2018 (UTC)

The official documentation of W3C is also not listing Pump.io as THE source of the ActivityPub Protocol! They refer on the ActivityStreams 2.0 data format as its base. See [| ActivityPub W3C recommendation] --Vilby (talk) 14:54, 2 January 2019 (UTC)

Nextcloud as a activitypub implementation?
Nextcloud doesn't have any activitypub implementation, am i missing something or should this be fixed? <IP_ADDRESS> (talk) 21:43, 7 November 2022 (UTC)

 * https://nextcloud.com/blog/no-need-to-trust-musk-we-go-federated-with-nextcloud-social/ <IP_ADDRESS> (talk) 21:52, 7 November 2022 (UTC)

ActivityPub has been deemed "Unreliable"
User:David Gerard and User:Maddy from Celeste are claiming that ActivityPub is WP:SPS and is therefore unreliable and cannot be cited in the Wikipedia article on Mastodon (social network) -- and presumably anyplace else. See [https://en.wikipedia.org/wiki/Talk:Mastodon_(social_network)#Tagging_re._%7B%7Bunreliable_sources%7D%7D talk:Mastodon (social network)#Tagging re. ]. If you agree this is appropriate, do nothing. If you think, like I do, that this is inappropriate censorship, then I recommend you join the discussion on the Mastodon talk page and elsewhere. Thanks, DavidMCEddy (talk) 18:59, 26 February 2023 (UTC)

SNAC2 is here to stay...
Code: https://codeberg.org/grunfink/snac2

Author: https://comam.es/snac/grunfink

2003:DD:6F4B:5E34:825:1895:73E3:FBBA (talk) 22:52, 11 April 2023 (UTC)

Perhaps add ciritism of desigh issues section?
Activity pub has many implementation iissues including:

- Sending cross instance data is super inefficient. There is no request batching and a new message has to be sent to each person seeing said message resulting in tons of lag and delay in messages showing up.

- Fake instances allow easy DDOSing of instances by making fake instances which follow a lot of accounts and the above issue makes this very effective.

- Encryption is deployed in public messages which is totally unnecessary and causes issues.

- And more.

There has been critisism about these and other design issues that activitypub has and it has been a barrier in the adoption of the technology so adding a section detailing the critism would be a good fit. H44dyss9900 (talk) 21:52, 4 June 2023 (UTC)

kbin
kbin claims to support ActivityPub, https://kbin.pub/en but this needs investigation. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 16:46, 19 June 2023 (UTC)

 * Yes, kbin.social able to federates with lemmy.world https://lemmy.world/post/594445 Dorakuthelekor (talk) 09:57, 17 September 2023 (UTC)

Mbin self promo.
I'll be reverting last 2 edits done by User:Danger89 to lgv<PHONE_NUMBER>, Seems like he is behind the kbin fork Dorakuthelekor (talk) 12:19, 26 October 2023 (UTC)

title: Talk:ActivityPub


text:
Portal:Arabic/Arabic stream

Part of the Arabic Department.

Purpose of the
Major: If all units in this stream are completed, it will be the equivalent of a Major

Minor: If all units up to level X in this stream are completed, it will be the equivalent of a Minor

Units in the
...
 * Course code: Unit name

Participants
(moved from Wikibooks)

Interested students

 * 1) --Hellohello 10:01, 15 January 2006 (UTC) Interested in learning arabic. Know most of the alphabet but otherwise not much knowledge of the language.
 * 2) -- Ditto on the Arabic. I would LOVE to learn Arabic. Someone with knowlege, HELP US.
 * 3) --amthomas I studied French in public school (I'm Canadian), and am now learning Japanese. To round out my list of strange and disconnected languages, I'd love to learn some arabic. The script is beautiful, and the language (apparently) uses many gutteral sounds that other languages lack, giving it a very distinct feel. (again, so I'm told.) Would love to learn more about it through a structured course.
 * 4) --cestillo Hi,i need to learn arabic for work,i've got already a basic knowledge but i understand is better to get a course cause alone is too difficult,help us please.See you soon (i hope so)
 * 5) --BorgQueen 15:09, 3 March 2006 (UTC)
 * 6) --Junesun 13:46, 22 May 2006 (UTC) I know the alphabet but nothing more.
 * 7) --Who Ph.D I know arabic script and pronounciation, but little meaning. That's something that I would like to learn. 11 July 2006
 * 8) --lapo3399 02:33 16 August 2006 (UTC) Very little, but very interested.
 * 9) --Balloonguy 20:14, 22 August 2006 (UTC) Know script and pronounciation.
 * 10) --Regress 16:21, 7 September 2006 (UTC) I'm also Arab, and am starting modern standard Arabic classes at a University this semester. I would be happy to contribute the teaching style and method used and/or suppliment what I'm learning...
 * 11) --CSM 11:04 29 September 2006 (Central Daylight Time) I would love to learn Arabic, I wish to study for a future job. I know the Alphabet and I can speak it, I just need to learn the words etc... I also am having a hard time learning to connect letters. Does this have any planned start date?
 * 12) --mpalla 5:32 pm 28 September 2006 (Pacific Daylight Time). I know the script and pronounciation
 * 13) --Roytales 18:15 30 September 2006 (Central Daylight Time) I am an intrested party with no previous experience in Arabic.
 * 14) --Alam 19:13, 12 October 2006 (UTC)I could read Arabic and write it but not fluently and would like to expand my vocabulary.
 * 15) --CoachMcGuirk 11:27, 14 October 2006 (Pacific Daylight Time). I know most of the alphabet and script and a few "getting around" words.  Would love to participate!
 * 16) --Elatanatari 00:10, 11 November 2006 (UTC) I know how to write and read the script, but can't understand the language.
 * 17) --Smyn 10:28, 5 December 2006 (UTC)would really really like to learn Arabic from scratch
 * 18) --Theonlykman 13:18, 4 January 2007 (Pacific Daylight Time). I'm very confident in my knowledge of Arabic script and pronunciation, and I know a decent amount of vocabulary and grammar, but not enough to communicate. I would love to learn to communicate with it.
 * 19) -- Ian Know intermediate Spanish and basic Russian.  Very interested in languages in general.  Would like to learn Arabic gradually - maybe only an hour per week.
 * 20) --Fbkook 10:52, 17 January 2007 (UTC) One of my next big goals is to learn Arabic. Teachers, you have a very motivated student here!
 * 21) --Lizardbliz 07:06, 25 January 2007 (UTC) HI i want to learn Arabic and I have no idea how this works.
 * 22) --Mina_S 10:08, 4 February 2007 (UTC) Hello, everyone! I speak Spanish, French and Serbian-and I would really like to add one more language to my list! Could you help us all? P.S.I have no experience in Arabic.
 * 23) --T Skillet 11:32, 4 March 2007. I would also like to learn Arabic.  I know the alphabet, but that's all I know.  Thanks!
 * 24) --arttic00 i would like to learn arabic, i do not know the alphabet.
 * 25) --AaronRichard I would like to learn Arabic, I have some knowledge of the alphabet, but read very slowly... Can also teach German and English...
 * 26) --Klaasvanschelven I am currently studying (Palestine) Arabic, using a number of resources. I know the alphabet and some phrases
 * 27) --Schweppy I have no previous knowledge of Arabic, but am interested in learning to speak it fluently.
 * 28) --Mockryan Ditto to above. No working knowledge of Arabic, but interested in learning.
 * 29) --Mafidufa 04:24, 6 September 2007 (UTC)i speak south sudanese arabic but would really like to learn classical, and how to read and write
 * 30) --tsekachun 07:00, 17 October 2007 (UTC) I work in an Arab country, would like to learn the language for interest. I know very little about the language.
 * 31) -- This site here looks pretty innactive... people looking for resources might check out efatwa.com as they have a pretty good amount of resources including script and basic textbooks
 * 32) -- My name is Ben. I'm going to be serving in Morocco in the Peace Corps and want to learn as much Arabic as I can before I go!
 * 33) -- I have read Quran in Arabic, can pronounce the language, but can't understand and speak fluently, would like to learn in.
 * 34) --Sarruby I'm a high schooler taking Arabic, and I'm going to share whatever I can!
 * 35) --Ilya.vyalyh Moving to the UAE, plan to devote to learning Arabic an hour or two a day in the upcoming month. Would appreciate company and help! --Ilya.vyalyh (talk) 15:22, 17 June 2012 (UTC)

 * 1) --NikeNikNakNu I am really interested in Middle Eastern culture from a language, dance, music and culinary perspective. I feel that learning the language is part of learning all the others and the others are tied to the language. --NikeNikNakNu (talk) 02:25, 31 August 2012 (UTC)

Interested teachers

 * 1) -- http://www.arabicpod.net ArabicPod.. Learn Arabic with free podcasts and transcripts. Download lessons to your pocket.
 * 2) -- <IP_ADDRESS> I am ready to write 30 modules Classical Arabic Language Course. Classical Arabic is vocabulary and grammar used by Quran, The Holy Book of Islam.
 * 3) -- Frdwnr i'm arabian, not a teacher, but i'd love to help .. how would this thing work??
 * 4) -- NRudolph I speak English natively, but I have a decent grasp of Arabic, and I would be glad to help.
 * 5) -- Timiciousknid Native English/ intermediate arabic speaker, but would still like to help novices.
 * 6) -- salwa31 :I am native arabic speaker but I am specialized in english language and would like to help.
 * 7) -- Coolio93 I'm a native arabic speaker n I'll be glad to help anybody

title: Portal:Arabic/Arabic stream


text:
Talk:Hollies (disambiguation)

Requested move 7 February 2015

The result of the move request was: already moved boldly  to Hollies (disambiguation) Malcolmxl5 (talk) 13:21, 15 February 2015 (UTC)

Hollies (The Hollies album) → Hollies (album) – I screwed up this disambiguation page title. Perhaps someone can help? I believe that it should actually be the aforementioned title, unless there are indeed other albums out there with this title. Bossanoven (talk) 22:25, 7 February 2015 (UTC) Note: There is also an EP entitled The Hollies (EP). - Bossanoven (talk) 22:30, 7 February 2015 (UTC)
 * There's also The Hollies: 20 Golden Greats

CN¥
 * Rename to: Hollies (disambiguation) -- much simpler, and this is a disambiguation page. It also allows for other "hollies" such as Eric Hollies -- <IP_ADDRESS> (talk) 00:12, 8 February 2015 (UTC)

title: Talk:Hollies (disambiguation)


text:
Kalateh-ye Ali Morad

Kalateh-ye Ali Morad (, also Romanized as Kalāteh-ye ‘Alī Morād) is a village in Binalud Rural District, in the Central District of Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 33, in 7 families.

title: Kalateh-ye Ali Morad


text:
Talk:Eustreptospondylus

Eustreptospondylus/Streptospondylus cuvieri tussle
Walker (1964) noted that Streptospondylus cuvieri was too ill-preserved to be defined as valid, and demonstrated that one specimen originally assigned to S. cuvieri, and then to Megalosaurus, wasdiagnostic enough to be a new genus and species of dinosaur, which he named Eustreptospondylus oxoniensis. Streptospondylus cuvieri is therefore not synonymous with E. oxoniensis. Therefore, update the Eustreptospondylus page.

Walker (1964). "Triassic reptiles from the Elgin area: Ornithosuchus and the origin of carnosaurs". Philos. Trans. R. Soc. London B 248: 53-134. - Vahe Demirjian

Streptospondylus cuvieri
Streptospondylus cuvieri is from the early Bathonian Chipping Norton Formation (Owen 1842), whereas Eustreptospondylus comes from the late Callovian Middle Oxford Clay (Martill 1988), so it's unlikely S. cuvieri is the same as Eustreptospondylus.

Owen R (1842). "Report on British fossil reptiles". Report of the British Association for the Advancement of Science 11: 60–204.

D. M. Martill. 1988. A review of the terrestrial vertebrate of fossils of the Oxford Clay (Callovian-Oxfordian) of England. Mercian Geologist 11(3):171-<IP_ADDRESS>.168 (talk) 16:27, 22 February 2012 (UTC)Vahe Demirjian

Another species?
I have a personal record of another species, E. divensis. Can anyone else verify this?Ninjatacoshell 20:12, 12 April 2007 (UTC)
 * E. divesensis is the same as Piveteausaurus divesensis. ArthurWeasley 20:27, 12 April 2007 (UTC)

Fair use rationale for Image:Eustreptospondylus.jpg
Image:Eustreptospondylus.jpg is being used on this article. I notice the image page specifies that the image is being used under fair use but there is no explanation or rationale as to why its use in Wikipedia articles constitutes fair use. In addition to the boilerplate fair use template, you must also write out on the image description page a specific explanation or rationale for why using this image in each article is consistent with fair use.

If there is other other fair use media, consider checking that you have specified the fair use rationale on the other images used on this page. Note that any fair use images uploaded after 4 May, 2006, and lacking such an explanation will be deleted one week after they have been uploaded, as described on criteria for speedy deletion. If you have any questions please ask them at the Media copyright questions page. Thank you.BetacommandBot 06:50, 4 June 2007 (UTC)

The Name Translation
There's no such translation as "true Streptospondylus". Its name means "well curved vertebrae". It's meant to be in reference to the additions on the animal's spine. --<IP_ADDRESS> (talk) 02:04, 15 February 2019 (UTC)

title: Talk:Eustreptospondylus


text:
User:Abdallah albeltagy/Books/The Solar System

The magnificent existance

 * Astronomy
 * Outer space
 * Milky Way
 * Hertzsprung–Russell diagram
 * Star
 * Star formation
 * Sun
 * Solar System
 * Sun path
 * Orbit
 * Planet
 * Planetary system
 * Small Solar System body
 * Dwarf planet
 * List of gravitationally rounded objects of the Solar System
 * List of natural satellites
 * Comet
 * Meteoroid
 * Mercury (planet)
 * Venus
 * Earth
 * Moon
 * Mars
 * Jupiter
 * Saturn
 * Uranus
 * Neptune
 * Pluto
 * Haumea (dwarf planet)
 * Eris (dwarf planet)


text:
giuria

Etymology
, from. Same etymon as.

Noun

 * 1)  jury
 * 2)  panel of judges

Noun

 * 1) jury

title: giuria


text:
business as usual

Etymology
Popularized by as motto in World War I.

Noun

 * 1)  The normal course of an activity, particularly in circumstances that are out of the ordinary.
 * 2)  The normal execution of standard functional operations within an organisation, particularly in contrast to a project or program which would introduce change (although that change may itself become business as usual).
 * 1)  The normal execution of standard functional operations within an organisation, particularly in contrast to a project or program which would introduce change (although that change may itself become business as usual).
 * 1)  The normal execution of standard functional operations within an organisation, particularly in contrast to a project or program which would introduce change (although that change may itself become business as usual).
 * 1)  The normal execution of standard functional operations within an organisation, particularly in contrast to a project or program which would introduce change (although that change may itself become business as usual).

Translations

 * French:
 * German:
 * Hungarian: szokásos ügymenet/üzletmenet, mintha semmi sem történt volna, mintha mi se történt volna, az élet megy tovább
 * Portuguese:
 * Russian: обы́чный поря́док ве́дения дел
 * Spanish: como si nada ocurriera, zona de conflicto, como si tal cosa

Adjective

 * 1)  That is usual, expected, not extraordinary.

title: business as usual


text:
Pompeo Mignucci

Pompeo Mignucci, O.S.H. (1597–1654) was a Roman Catholic prelate who served as Archbishop (Personal Title) of Acquapendente (1650–1654) and Archbishop of Dubrovnik (1617–1650).

Biography
Pompeo Mignucci was born in Offida, Italy in 1597 and ordained a priest in the Order of Saint Jerome. On 22 August 1617, he was appointed during the papacy of Pope Paul V as Archbishop of Dubrovnik. On 29 September 1647, he was consecrated bishop by Marcantonio Franciotti, Cardinal-Priest of Santa Maria della Pace, with Ranuccio Scotti Douglas, Bishop of Borgo San Donnino, and Alessandro Vittrici, Bishop of Alatri, serving as co-consecrators. On 10 January 1650, he was appointed during the papacy of Pope Innocent X as Archbishop (Personal Title) of Acquapendente. He served as Archbishop (Personal Title) of Acquapendente until his death in October 1654.

While bishop, he was the principal co-consecrator of Marin Ibrišimović, Bishop of Beograd (1647).

External links and additional sources

 * (for Chronology of Bishops) $[self-published]$
 * (for Chronology of Bishops) $[self-published]$
 * (for Chronology of Bishops) $[self-published]$
 * (for Chronology of Bishops) $[self-published]$

title: Pompeo Mignucci


text:
Talk:Jane Channell

Conflicting sources
There's a bit of confusion regarding Channell's competitive timeline and place of residence in the sport between the IBSF database, the Bobsleigh Canada Skeleton database, and the written Bobsleigh Canada Skeleton biographical sketch, and there's not a whole lot of reason to believe one over the other. The IBSF Media Guide for Igls 2017 says that she works in accounting; the BCS profile says she got her B.Sc. in physical geography -- I've left both of these out although they might be relevant. 121a0012 (talk) 02:32, 21 December 2017 (UTC)

Which North Vancouver?
We've had two dab edits to this article for North Vancouver, one that went for North Vancouver (city) and one that went for North Vancouver (district municipality). None of the sources make any distinction (they all say just "North Vancouver" if they say anything at all), so the correct answer is probably that "reliable sources don't say" and should just point to the dab page. 121a0012 (talk) 16:33, 14 January 2018 (UTC)

title: Talk:Jane Channell


text:
Talk:David Heyes

External links modified
Hello fellow Wikipedians,

I have just modified 2 external links on David Heyes. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20060822050230/http://www.labour.org.uk/maps/locinfo.phtml?ctid=2313&mnu=3 to http://www.labour.org.uk/maps/locinfo.phtml?ctid=2313&mnu=3
 * Added archive https://web.archive.org/web/20100612104809/http://www.blakesparliamentaryyearbook.co.uk/mp/HEYES-David-1-3912.shtml to http://www.blakesparliamentaryyearbook.co.uk/mp/HEYES-David-1-3912.shtml

Cheers.— InternetArchiveBot  (Report bug) 09:51, 11 December 2017 (UTC)

title: Talk:David Heyes


text:
User:DELutz/The Duel (disambiguation)

The Duel could refer to:

 * A duel is a type of formalized combat. See List of famous duels.
 * The Duel is the title of multiple films and books. See Duels in fiction.

title: User:DELutz/The Duel (disambiguation)


text:
Blake McGrath

Blake James McGrath (born November 21, 1983) is a Canadian professional dancer, pop singer, actor, model, and choreographer. He was known for being on the first season of So You Think You Can Dance in 2005, and on the MTV reality dance show DanceLife. He has also developed a solo singing career with a debut album Time to Move in 2010.

On May 27, 2023, McGrath got married.

Early career
McGrath was born in Mississauga, Ontario. He attended Cawthra Park Secondary School, School of the Arts and Applewood Heights Secondary School in Mississauga as well as St. Jean de Brebeuf Catholic Secondary School in Hamilton, Ontario.

His early television appearances include: Choices of the Heart: The Margaret Sanger Story (1997) playing Stuart Sanger, and the TV show recreation of Goosebumps book "Stay Out of the Basement", in which he played the brother Casey.

In 2015, McGrath was chosen to perform on Michael Jackson's thirtieth anniversary special. In 2006, he performed alongside Paulina Rubio at the 2004 Latin Grammy Awards. Also in 2006 he has an appearance in the documentary Freestyle (with Brian Friedman). He has appeared in Gap campaigns (with Sarah Jessica Parker), and in advertisements for iPod, JCPenney (which he also choreographed), and Hummer.

He has danced with stars such as Madonna, Britney Spears, Kylie Minogue, Janet Jackson, Adam Lambert, Ashanti, Destiny's Child, Katy Perry, Craig David, and Jewel.

In addition to his appearances on television shows, McGrath has also appeared in the films Butterbox Babies, Life With Mikey, Chicago, and Rent. He was also featured as a dancer in The Suite Life of Zack & Cody in the episode Commercial Breaks. He was a waiter, and studied at Tiffany Dance Academy in Hamilton Ontario, Deborah Thomson School of Dance in Brampton, Ontario and Joanne Chapman School of Dance in Brampton, Ontario.

He is owner of VIP Dance Events which tours major cities throughout Canada. Lastly, he appeared on the 9/10/13 episode of Dance Moms as a guest choreographer.

Dancing career
In 2005, McGrath participated as a contestant on So You Think You Can Dance. He appeared in the 2007 reality TV show DanceLife produced by Jennifer Lopez. In 2014, he appeared in the Lifetime hit Dance Moms as a guest choreographer for the Candy Apples Dance Center (CADC), the main rival of the Abby Lee Dance Company.

Choreography in So You Think You Can Dance Canada series (2008-2010)
He is the lead choreographer for the audition cities and alternating third judge on So You Think You Can Dance Canada. He has had contributions for all three seasons to date of the Canadian series as follows:

Musical career

 * Blake started pursuing a music career and released his first single "The Night (Only Place To Go)" on April 27, 2010, on MuchMusic. He presented an award with Girlicious at the 2010 MuchMusic Video Awards on June 20, 2010. His follow-up single was Relax on August 3, 2010, which also won an MMVA award. On November 2, 2010, he released his first studio album Time to Move. It peaked at 39 on the Canadian Album charts. It was later released March 14, 2011, but failed to chart.
 * He released his second studio album entitled "Love Revolution" on September 30, 2013.
 * Blake's EP I am Blake McGrath was released in 2017 with the lead singles 'Love Myself' and  'Harder Than The First Time'.
 * Blake's third studio album 'INNERvention' was released on September 6, 2019, with the lead singles 'Dive in the Water', 'Innervention' and 'Breakthrough'. The album debuted in the top 20 the first week of sales on the Billboard Christian/Gospel album chart.

Personal life
As of 2019, McGrath lives in Los Angeles, California.

McGrath acknowledged he was bisexual in a 2009 interview with the Canadian gay magazine fab. "I've been attracted to men and attracted to women... My feelings change all the time. One day I can feel like I'm gay, another day like I'm straight. But I'm not just one or the other, I'm Blake McGrath and I'm attracted to somebody on the inside."

Tours
Stage Fright Tour (2011)
 * First tour for Blake McGrath's debut studio album "Time To Move"

Filmography

 * 1993: Life with Mikey as an acrobat
 * 1995: Butterbox Babies as Simon (age 7/8)
 * 1995: Choices of the Heart: The Margaret Sanger Story as Stuart Sanger (TV movie)
 * 1996: Goosebumps as Casey Brewer (in 2 episodes in TV series)
 * 2002: Chicago as a male dancer
 * 2004: Britney Spears Live from Miami as a dancer (TV movie)
 * 2005: Rent as dancer (uncredited)
 * 2007: Dancelife as himself
 * 2013: Dance Moms as himself

title: Blake McGrath


text:
Talk:David Mullich

Heroes of Might and Magic hero
The hero Sir Mullich in Heroes of Might and Magic III: Armageddon's Blade is named after him - citation needed Could his own site/blog be used as a reference? https://davidmullich.com/tag/heroes-of-might-magic/ — Preceding unsigned comment added by <IP_ADDRESS> (talk) 01:05, 27 January 2019 (UTC)

title: Talk:David Mullich


text:
Talk:Dave Checketts

David Checketts is a member of The Church of Jesus Christ of Latter Day Saints and co-Director of Burnley Football Club.

title: Talk:Dave Checketts


text:
CACS/Glossary/ACWP

Actual Cost of Work Performed (ACWP) (Project Management) The total direct and indirect costs of accomplishing work completed to date. It usually refers either to a given time period or to a completed project phase, activity, or task. Some management techniques compare it to a budget to determine a variance or status. In other cases, when it is usually called earned value, ACWP may be used to determine interim payments to a contractor.

title: CACS/Glossary/ACWP


text:
Category:User es

This category lists native Spanish speakers.

The other levels of Spanish knowledge are:
 * 0 for no knowledge
 * 1 for basic knowledge
 * 2 for intermediate knowledge
 * 3 for advanced knowledge
 * 4 for fluent or near native knowledge

For a list of language specific tags, see Babel templates.

title: Category:User es


text:
Education Endowment Foundation

The Education Endowment Foundation (EEF) is a charity established in 2011 to improve the educational attainment of the poorest pupils in English schools. It aims to support teachers and senior leaders by providing evidence-based resources designed to improve practice and boost learning.

On its creation, the EEF became the biggest funder of schools research in England.

History
The Education Endowment Foundation (EEF) was founded in 2011 by lead charity the Sutton Trust, in partnership with Impetus Trust (now part of Impetus–Private Equity Foundation), with a £125 million founding grant from the Department for Education.

The EEF was initiated in November 2010, when the Secretary of State for Education, Michael Gove, announced plans to establish an education endowment foundation intended to help raise standards in challenging schools, inspired by the Obama administration's Race to the Top initiative in the US.

The EEF was formally launched in July 2011, with Chairman Sir Peter Lampl declaring its aim would be to "develop initiatives to raise the attainment of the poorest pupils in the most challenging schools". The EEF took over from the Sutton Trust the development of the Teaching and Learning Toolkit, and Sir Kevan Collins, former Chief Executive of the London Borough of Tower Hamlets, was appointed the EEF's first chief executive.

In 2012, the EEF was awarded a further £10 million by the Department for Education to identify and evaluate high-potential interventions aimed at improving literacy for 10 and 11 year-olds at the transition from primary to secondary school.

In October 2019, it was announced that Professor Becky Francis would replace Sir Kevan Collins as chief executive of the EEF.

Teaching and Learning Toolkit
The Sutton Trust-EEF Teaching and Learning Toolkit was developed from the Pupil Premium Toolkit commissioned by the Sutton Trust and produced by Durham University in May 2011. The Toolkit summarises the findings of more than 13,000 trials from around the world.

Projects
In the autumn of 2012, the EEF announced trials of its first four grant-funded projects. Since 2012, the EEF has funded a total of 145 projects involving 9,400 schools, nurseries and colleges.

In 2014, the EEF published its first independent project evaluation. To date, 84 evaluations have been published, with the majority of these designed as randomised controlled trials. The EEF have commissioned more than 10 per cent of all known trials in education around the world.

Families of Schools database
The EEF Families of Schools database, launched in 2015, is an interactive tool that puts schools into families of 50 based on factors including prior attainment, percentage of pupils eligible for free school meals and the number of children with English as an additional language. The attainment of pupils on a range of measures can then be compared with similar schools.

It allows schools to understand the size and nature of their attainment gap in relation to other similar institutions and provides new information, with the aim of helping schools to learn from the best performing school in each family.

Early years
In 2014, the EEF extended its remit to include early years, with the aim of developing an understanding of how to support the learning of 3-4 year olds, in particular those eligible for free school meals.

The EEF launched the Early Years Toolkit in 2015, which aims to provide guidance for early years professionals on how to use their resources to improve the learning of disadvantaged children. The toolkit covers 12 topics and summarises research from 1,600 studies.

Research Schools Network
The Research Schools Network is a collaboration between the EEF and the Institute for Effective Education (IEE) to create a network of schools to support the use of evidence to improve teaching practice.

Research Schools act as regional hubs for the Research Schools Network. Through the network, they attempt to share what they know about putting research into practice, and support schools to make better use of evidence to inform their teaching and learning.

Launched in 2016, the Network initially consisted of 11 schools. In 2017, Education Secretary Justine Greening announced plans to set up 12 new research schools in the government's "opportunity areas" – identified as social mobility 'coldspots' – areas with both poor social mobility and schools that face challenges.

The Network currently numbers 32 schools.

International partnerships
In 2014, the EEF began working with school systems in Australia to develop an Australian version of the Teaching and Learning Toolkit, taking the global evidence base that underpins the Toolkit and contextualising it with recent examples of local research to enhance its relevance for Australian teachers.

The Australian work was joined in February 2017 by the work of Education Scotland, which has led to the development of a Scottish version of the Toolkit to strengthen the use of evidence underpinning the Scottish Attainment Challenge.

In July 2017, the EEF entered into a new partnership in Latin America and the Caribbean with SUMMA (the Laboratory of Education Research and Innovation for Latin America and the Caribbean).

title: Education Endowment Foundation