text:
. I'm saying that each individual project should look the same (or as close as possible) by default for all users of graphical browsers.  This is nonstandard, non-W3C-compliant HTML (a bad idea for a free, open project) and it causes the site's appearance to significantly vary depending upon the browser in use.  As you now can see, the rounded corners also look terrible for some users.  (That they look okay for you is beside the point.)  It also makes little sense for you to disregard opinions expressed here, in favor of opinions purportedly expressed via IRC.  —David Levy 09:52, 24 August 2006 (UTC)

 * There's still a lot to do in Wikiversity, visual design questions included. The Community portal could use some help because at the moment it indeed looks "ghastly" and not inviting at all. Similarly, the school and portal pages could use a little more work in that regard as right now they organized more like articles than like portals. -- sebmol ? 09:18, 24 August 2006 (UTC)

 * The fact that there are other matters in need of attention doesn't mean that this one should be ignored. —David Levy 09:52, 24 August 2006 (UTC)

Ok, everybody - deep breath :-). If this is a problem for some people in some browsers, we should clearly be aware of it and make it easier for people to address. Is this being done at the moment? If not, clearly something needs to be done. Thanks for bringing this up, David. Can anyone address this? Cormaggio 10:17, 24 August 2006 (UTC)

 * I'm not a fan of the rounded corners, though I tweaked my custom CSS so they aren't an issue for me. I agree that they make the interface less consistent between browsers and users. I disagree with the amount of arguing taking place, this early in a small project, over what is a fairly trivial issue. If a group of users prefer one visual interpretation, then they can customise their CSS.

 * It might be advisable for us to keep the straight edges, to maintain a consistent look and feel with most of the other projects. Or should we go all-out and have our own skin? robchurch | talk 11:11, 24 August 2006 (UTC)

 * Most users have no idea how to set up custom CSS, so the default is what they'll always see.
 * I'm disappointed by Sebmol's instance upon retaining the rounded corners because "they don't appear like that on [Sebmol's] screen" and "nobody from the project has complained" (meaning that anyone who hasn't contributed an arbitrary amount of content isn't "from the project" and has no valid opinion on the subject). Even after I provided the requested screenshot (proving that the appearance is extremely sloppy for some), my concerns were dismissed.
 * Sebmol's attitude ignores the fact that the most important users of any Wikimedia project are its readers (not merely those who edit). This matter pertains not to editorial decisions, but to the interface that almost all readers see by default.  Telling people that their viewpoints are irrelevant (regardless of an issue's triviality) is likely to alienate readers (many of whom are potential contributors).  —David Levy 13:54, 24 August 2006 (UTC)

 * I never said anything about irrelevance. I do not have much patience however for new or anonymous users coming to the project who start demanding that something be done, especially if it's done in an uncivil tone. If you take a look at prior comments (not yours), you'll see what I'm talking about. Either way, in the interest of civility and constructive discussion I've disabled the rounded corners for the time being. -- sebmol ? 14:08, 24 August 2006 (UTC)

 * Thank you. Please keep the above points in mind when pondering any future decision regarding this feature.  I realize that the rounded corners looked good on your computer, but the non-rounded corners look good on everyone's computer.  While this isn't nearly as important as the articles' content, it is something that many people care about. —David Levy 14:24, 24 August 2006 (UTC)

 * My own position hasn't changed, I'm just not interested in arguing this anymore. -- sebmol ? 14:35, 24 August 2006 (UTC)

 * As far as I can tell, your position is based upon what looks good to you. No offense, but that's rather selfish.  —David Levy 15:26, 24 August 2006 (UTC)

Key Wording
At the bottom of the main page the macro "Sisterprojects" included in curlicues states that "Wikiversity is run by the Wikimedia Foundation". This is incorrect. Wikiversity is "run" by its participants. The line should read that "Wikiversity is sponsored by the Wikimedia Foundation or something similar. Mirwin 04:14, 24 August 2006 (UTC)
 * I changed it to hosted. That's also the language used on Wikipedia. I hope that's not a problem. -- sebmol ? 07:31, 24 August 2006 (UTC)

Oooh, wording controversies. Love it. Wikimedia provide hosting and financial sponsorship for the projects, and set out key policies that they must follow...ultimately, the Board of Trustees has final say over what happens (with respect to user behaviour, management, policies, etc.). So what's the correct term? robchurch | talk 11:09, 24 August 2006 (UTC)
 * "hosted" works for me. I have not seen Wikimedia Foundation Board Members creating policy for Wikiversity yet. Final veto over use of servers by a community that can always fork off is not exactly a traditional top down management like "runs" implies. Mirwin 05:40, 25 August 2006 (UTC)
 * Please stop telling us we can "fork off", Michael :-) Cormaggio 09:08, 25 August 2006 (UTC)
 * Why? It is educational for people to evaluate the effort required.  It provides a certain background to evaluate the sincerity of people shouting "Like it, lump it, or fork it!".  Besides, sooner or later (with enough advertising) someone with some serious interest in distributed computing will contact me privately and we will get started building a technical capability easier on the finances and local bandwidth even if we never actually use it for a fork.  No "evil vote" required. Plenty of other potential projects exist which could use a distributed infrastructure. Mirwin 06:59, 26 August 2006 (UTC)
 * Interesting - thanks for making your motives clear. You're, of course, free to set up your own project with whatever mission etc you want, using the content of Wikiversity, under an appropriate licence. But until you do so, can we please stop pretending that we are somehow not a part of (and, yes, "run by") the Wikimedia Foundation? We're trying to build a community here. Thanks. Cormaggio 08:11, 26 August 2006 (UTC)
 * Difficult to build a community by telling people to shut up all the time. You yack about what you want and I will yack about what I want to. Mirwin 07:05, 28 August 2006 (UTC)
 * Hmm, I can't see how that comment helps us in any way. Nor do I wish anyone - including yourself to "shut up". I want to make the best Wikiversity we can. I think you do too. But my point is that there is no point in talking about forking when there is no reason to do so. Cormaggio 14:54, 8 September 2006 (UTC)

Actually, Mirwin, this project is already bound by some policies that govern all Wikimedia projects; the licencing arrangements being one. Various non-discrimination stuff also applies, as do several other of the "pillars of Wikipedia", which were adopted Wikimedia-wide. robchurch | talk 22:24, 26 August 2006 (UTC)

 * Oh, and can we drop the "Wikimedia are evil" attitude when using their server space? The project is more likely to be underlined and written up as a failure if all we do is bitch about how much we dislike Jimbo being in charge. You've got a break here; a wiki hosted on the largest wiki farm in the world, opportunities to advertise the concept off the back of Wikipedia (and pinch or borrow several of their contributors), etc. - take it. robchurch | talk 22:26, 26 August 2006 (UTC)
 * Never have I said "Wikimedia are evil". You must be confusing me for someone else.  Mirwin 07:05, 28 August 2006 (UTC)

On IRC #wikiversity-en
From a new Wikiversity editor: "You rely too much on people." --JWSchmidt 21:44, 24 August 2006 (UTC)
 * 8) After some quality time here he/she shall really be nervous! Mirwin 05:31, 25 August 2006 (UTC)

= 25 August, 2006 =

showcase
The learning projects seem to be developing nicely, but now they need people to man them. Once the main page is switched over, we should start working on some way of showcasing things like projects and/leassons. Right now, only the people who created the learning projects know how to get to them and where they are. --Rayc 15:09, 25 August 2006 (UTC)
 * We have Portal:Learning Projects which is linked to from the main page. Rather than list schools on the main page the major portals could be listed. (These portals need to be worked on.) Also, Featured needs to be linked to from the main page and developed by the community. --JWSchmidt 18:50, 25 August 2006 (UTC)

Whole Department / Lesson thing too confusing
Hi all. I just want to add some Latin grammar notes and am finding this whole school, department, course, lesson thing just too confusing and complicated. What am I meant to do if I just want to add some content, pure and simple?

 * Navigate to the Wikiversity page that is closest to your topic of interest. Click on the edit button and then type new page name in the edit window; this will create a hypertext link to the new page. Click the "Save" button. Now find the red link you just created that says "new page name". Click on that link and start editing the new page. Type in your information. --JWSchmidt 18:38, 25 August 2006 (UTC)
 * Content files can also be moved easily later by using the move tab that is enabled on everybodys' screen after a certain small number of edits. If you find or someone creates a better place for the content you are creating you can also request help from other users or a custodian in moving the file.  Here would be a good place to make such a request.  Mirwin 06:47, 26 August 2006 (UTC)

= 26 August, 2006 =

Wikiversity the Movie
The next new learning project, Wikiversity the Movie, has been created. For people who want to act, people who want to write scripts, and maybe even people who play videogames. Enjoy!--Rayc 04:39, 26 August 2006 (UTC)

Post/pole construction
I am trying to get information on learning to build agriculural buildings for my small farm. This is my first time on this site so please excuse method of use. Thanks, Edwin Harris

 * At this point, I'd suggest using Google, as Wikiversity is still in the self-organisation stages; we'll have better ways of answering that question in 6 months to a year.
 * Barn raising
 * TimNelson 09:11, 28 August 2006 (UTC)

= 28 August, 2006 =

Research
Hello, I followed your discussions about original research on wikiversity and I wonder how many projects on en.wikiversity are currently doing original research (or aim to do this)? I'm pretty interested in this matter and I would be very grateful for an answer. Greetings from the german Wikiversity. --Frank Schulenburg 22:00, 27 August 2006 (UTC)

 * At the moment, I only know of one, which is the Bloom clock project. I don't think we have talked too much about this here yet. --HappyCamper 22:04, 27 August 2006 (UTC)

 * During the six month beta phase of Wikiversity there will be community discussion of guidelines for Wikiversity research activities. Please join the effort at the Wikiversity Hub to create a system for multi-language discussions about Wikiversity research policy. --JWSchmidt 23:16, 27 August 2006 (UTC)

 * Welcome! I'm glad to finally see someone from the german wikiversity. How do we compair? WE have a bunch of research proect being propsoed, though they are sometimes called "learning projects"--Rayc 03:00, 28 August 2006 (UTC)

Report from the german Wikiversity
As Rayc asked how the two wikiversities compare, I would like to give you some information about the things going on at de.wikiversity: So far for today. Warm greetings from the german Wikiversity --Frank Schulenburg 11:33, 28 August 2006 (UTC)
 * We completely restarted the project on August, 26 with a team of three experienced users coming from the german wikimedia community. During the last four days more than thirty new user accounts were created. Most of them by wikimedians already active in the german wikipedia and wikisource projects.
 * Actually the department of history is the most active of our ten departments (in german: Fachbereiche). Somewhat away from conventional universities we invited users to create new departments like "Department of virtual construction of knowledge" (Fachbereich Virtuelle Wissenskonstruktion), founded on the german Wikiversity by a professor at the university of Eichstätt-Ingolstadt in Bavaria.
 * We have two research projects, one dealing with the edition of a manuscript from the 16th century (which is being transcribed on the german Wikisource), and another one which is underway to do some oral history about the daily life in the city of Hamburg during the last year of World War II (interviews with contemporary witness).
 * Yesterday a course on palaeography (in close cooperation with the german wikisource) started. Most of the course participants are Wikisourcians who want to improve their ability to read old manuscripts.

 * Fascinating - thanks very much, Frank. Those research projects sound great, and I particularly like your tie-in with other Wikimedia projects. I'd just like to re-iterate John's point above that we really need to work on common (ie international) research guidelines that are realistic to apply to any newly created language Wikiversity. This should be done at beta.wikiversity.org. Any help from the participants of the German Wikiversity would be deeply appreciated. Thanks again. Cormaggio 13:35, 28 August 2006 (UTC)

 * (Edit conflict with Cormaggio) I have copied your report into the Reports section of Wikiversity beta, as it deals with multilingual coordination. Thanks for your work Frank! guillom 13:47, 28 August 2006 (UTC)

= 30 August, 2006 =

Fantasy School of Education
School talk:Education is looking for examples of what partisipants think their "Fantasy School of Education" would be like. All are welcome.--Rayc 03:55, 30 August 2006 (UTC)

= 31 August, 2006 =

Certification
I wonder will it be possible to give people certificates that they achieved some degree on Wikiversity? At least Brainbench ones are recognized, so why not "Bachelor of Science, 2010, Wikiversity, Earth"? DarkFighter 01:39, 31 August 2006 (UTC)

 * An idea: we should create coveted Wikiversity Barnstars! --HappyCamper 03:11, 31 August 2006 (UTC)

 * How could we veriiy that they did something? They could just give it to themselves--Rayc 04:23, 31 August 2006 (UTC)
 * Well, most people will try to pass themselves. We can make tests in-person for every country - an accredited representative of Wikiversity will check the exam. However, certifaction is in far future anyway... DarkFighter 17:45, 31 August 2006 (UTC)
 * I, too, believe that accreditation/"certification" is a far, remote possibility, if at all. But I've been wondering if it would be possible to make connections with accredited institutions/universities so that they would certify someone for having completed a course in Wikiversity(?) Just a thought.. and FWIW, User:Roadrunner is interested in this and has posted briefly at Accreditation. Cormaggio 18:08, 31 August 2006 (UTC)

 * I know that there are certain tests in USA that give you college credit. There are also GEDs.  Does anyone know if people can take Advanced Placement Program exams without actually going through a class?--Rayc 05:13, 1 September 2006 (UTC)

source: wikimedia

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

title: Wikiversity:Colloquium/archives/August 2006


text:
Talk:Equal Ground

External links modified
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title: Talk:Equal Ground


text:
Web Design/Introductory algorithm challenges

One of the most difficult things about learning any new language (spoken or computer) is learning how to express yourself!

Most people seem to think that it's much easier to learn to read another language - or even listen and understand bits and pieces - but much more difficult to use that new language to express your own ideas! Why do you think this is? It's no different for us when we're learning computer programming... it is a totally new language - a new way of expressing ideas. It takes a lot of time and practice to be able to express simple ideas, let alone become fluent! These activities are designed to help you start speaking your first words in computer programming.

An algorithm is a process used to solve a specific problem. It's just like a recipe - a small set of instructions in a language that takes some ingredients and does something with them to produce a cake! We're not going to learn anything too complicated about algorithms (if you're after more detail, you can read the Wikipedia article on Algorithms), we're going to instead focus on learning to think like a computer and express our ideas to a computer!

We actually use algorithms all the time in our lives, from serving people a cup of coffee, through to making a decision whether to go out on Saturday night... but we do it all without thinking because it's so familiar to us. For the following tasks, we might need to slow down and examine our own thinking (also called metacognition) to find out exactly what goes on in our minds!

If you find it helpful for revision, you might also be interested in the Introductory algorithm quiz questions

Challenge 1: Be specific and in the right order!
We'll start with something that you've done so often in life that it's probably hard to actually define what you do - serving coffee! Here's the scenario:

You've just purchased a new toy called a Servitude3000 - a small robot that can handle most tasks around the house and understands plain English. After adoringly giving him the name "ScrapMetal', you decide to invite a few friends around to show off!

Note: Even though Scrappy understands plain English, he needs everything spelled out very precisely. Any ambiguity and he starts doing his dance routine for "Do the Locomotion", so be very careful!

After inviting Neville, Bhim and Addye over for some coffee, you decide to get Scrappy ready. Using the examples below from Scrappy's instruction manual, write down the steps that you will take to make a cup of coffee for your friend Neville who's always early.

Note to self: you remember that Neville doesn't take any sugar, but can't quite remember whether he has milk in his coffee!

Example statements to use (not in order, and not exhaustive - you'll probably need more!)
 * Pour ...... into ......;
 * Get ...... from ......;
 * Give ...... to ......;
 * Put ...... in/on .......;
 * Fill ...... with ......;
 * Move to ......;
 * If Neville takes milk then do the following:

Once you've got your algorithm down, give it a name, such as ServeNevilleCoffee and get someone else to follow your algorithm to see if it works! It should look something like this: PROCEDURE ServeNevilleCoffee

Get mug from cupboard; ... (lots of instructions here) ... Give mug to Neville;

END PROCEDURE

Isn't it amazing how complicated a simple process like making a cup of coffee can be!

Challenge 2: Writing Algorithms Visually
Some people are much better at thinking visually - with pictures and lines. Flowcharts provide a way for us to do exactly that: visualise our algorithms! You can read more about Flowcharts on Wikipedia.

Click on the provided image and print out the full size version (or just draw it yourself!), and then have a go at adding arrows to indicate how our ServeNevilleCoffee algorithm works!

As usual, test your algorithm by running through it using your flowchart. If it seems to work, take a few minutes to convert this into pseudo-code. Did you find it easier to write your pseudo-code from the flowchart? If so, perhaps flowcharts are the way to go for you!

Challenge 3: Making decisions in an algorithm
The doorbell rings and it's your next friend, Bhim, who has a sweet tooth. Now you'll need to modify your algorithm so that you can put a teaspoon of sugar into our coffee as required by your friends! Although, you can't quite remember how many sugars Bhim takes...

Create a new algorithm called ServeBhimCoffee using the pattern above, but adding the following commands for Scrappy:
 * Put a teaspoon of sugar into mug;
 * If Bhim likes 1 sugar then do the following:
 * If Bhim likes 2 sugars then do the following:
 * End If

Your new algorithm should follow this pattern (you'll need to fill in the instructions!): PROCEDURE ServeBhimCoffee

Get mug from cupboard; ... (lots of instructions here) ... Give mug to Bhim;

END PROCEDURE

As always, test your code by pretending to follow it yourself. When you are happy with your code, create a visual flowchart for your ServeBhimCoffee algorithm.

Challenge 4: Loops are repetitions
You might have noticed when testing your algorithm above that it works fine if Bhim likes 1 or 2 sugars, but if he likes 3 sugars then we've got a problem. Of course we could always add the following to our algorithm: If Bhim likes 3 sugars then do the following: Put teaspoon of sugar in mug; Put teaspoon of sugar in mug; Put teaspoon of sugar in mug; End if but then what if he asks for 4 sugars? 5 sugars? We can't keep adding more and more code to our algorithm like this! We need to ask our friends how many sugars they would like and then remember this value (we might use a variable called 'numsugars' to remember this). But how will we modify our algorithm so that it puts this many sugars in the cup? Unfortunately we can't just say to scrappy "put 4 sugars in the cup" - if you think about your own thought process, you count out each spoon without thinking too much. If you don't think this is the case, imagine if a friend asked for 13 sugars in their coffee!

Try arranging the following statements in an algorithm for putting the right amount of sugar in cup:
 * Set numSugarsInCup to 0;
 * Add one teaspoon of sugar to cup;
 * Add 1 to numSugarsInCup;
 * Ask Bhim how many sugars he likes and remember this as numSugars;
 * While numSugarsInCup < (is less than) numSugars, do the following:
 * End While

Re-write your ServeBhimCoffee algorithm using this new way of adding sugar. Again, try getting someone else to follow your execute your algorithm for you and see if it works!

Once you're happy with your algorithm, let us see how Repitition works with a flowchart! Try re-arranging the displayed flowchart symbols to describe an algorithm that adds the correct amount of sugar to your cup:
 * click on the "How many sugars?" image,
 * print out the full resolution version,
 * cut out the shapes
 * have a go at arranging them on a blank sheet of paper
 * when you're happy with your arrangement, stick them with glue and add your arrows!

As always, test your algorithm by going through your flowchart yourself, or ask others to test it for you! Make sure that you try it with both 0 sugars and 3 sugars.

Making toast for your friends
You're away on a holiday weekend with a bunch of 15 friends. You're in charge of programming Scrappy the robot to toast the bread slices in the morning! Initially, let's assume that your toaster can only toast one slice at a time.

You will need:
 * a variable to store how many slices of toast we need to make
 * a variable to store how many slices of toast have been made already (you'll need to set it to 0 initially)
 * a "while-loop" that keeps on going until Scrappy's made all the toast required.

Here's some suggested statements (not in the right order):
 * Press Toaster down
 * Put slice of bread in toaster
 * add 1 to .............
 * Set .............. to 0
 * While .......... is less than .............
 * Ask how many people would like toast and remember as .............

Have a go at working together with a few others to write your procedure for Scrappy! Make sure you test it by running through your code with real examples!

If you get a working procedure, try the following extra challenges:
 * 1) Modify your procedure to work with a new toaster that can toast 4 slices at a time. Initially, don't worry if you toast a few extra slices than required.
 * 2) Modify your procedure so that it toasts only the exact number of pieces in the most efficient way!

Setting the table for a dinner party
Everything you need is stacked on the bench. 8 Forks, 8 knives, 8 spoons, 8 plates and 8 glasses. Scrappy knows the seats as Seat 0, Seat 1, Seat 2, ...., Seat 7.

Here's some suggested statements:
 * Put .......... on ..........
 * Set .......... to 0
 * Move to seat number ..........
 * Get .......... from ..........
 * Add 1 to ..........
 * while .......... is less than ............

To make this one really efficient, we'll need to learn what an Array is, but we can still do it without this knowledge.

Adding up the numbers from 1-50
You might want to try this one in a group! Have a go at designing an algorithm to add all the numbers between 1 and 50! Try doing this with a flowchart first, then convert your flowchart into pseudo-code.

Hint: Make sure that you break this problem down into two smaller problems:
 * 1) Design your algorithm to count from 1 to 50 (you will need statements like "set myCounter to 0" and "Add 1 to myCounter".
 * 2) Modify your algorithm to keep a running tally, adding up the numbers as you go through.

Challenge 6: Something from your everyday life
Take 5-10 minutes to choose a simple task from your own everyday life (it could be "leaving the house", "rolling a cigarette", or "tending the garden") and create an algorithm describing your task! Try to find something that involves making simple decisions as well as repeating some steps.

If you find it difficult to write pseudo-code, have a go at creating a flowchart instead! Once you have described your algorithm using a flowchart, you can then turn it into pseudo-code a lot easier.

Challenge 7: Passing arguments!
Finally your friend Addye arrives - and she's brought 4 other friends too! We don't really want to create a separate algorithm for every person...

We need to quickly generalise our ServeNevilleCoffee and ServeBhimCoffee algorithms into something like: PROCEDURE ServeFriendCoffee(friend) ...  If friend has milk then do the following: ...    ...   ... END PROCEDURE

That way we can just call ServeFriendCoffee(Neville) or ServeFriendCoffee(Bhim) and it should work. Use this template to create your own ServeFriendCoffee algorithm.

Challenge 10: Ordering objects (a sorting algorithm)
(Too hard for here!) Alls these every-day tasks seem a long way from our JavaScript, but bear with us! What we're learning is how to use the fundamental structures of all computer programming languages:
 * Sequence (executing our statements in order)
 * Selection (if-statements, or decision statements)
 * Repetition (loops such as while or for-each loops)

One last task before we move out of the real world! If you're in a class, get a bunch (say 8) people to stand up in a row. (If you're not in a class, any bunch of objects of different heights will do!)

Sorting without thinking
First, just have a go at re-arranging yourselves into order - from tallest to shortest.

What strategy or algorithm did you use? Would this work with Scrappy?

Your first sorting algorithm
We want to see if we can get scrappy to arrange your friends into order! Working in small groups where possible, see if you can come up with an algorithm together!

In addition to the statements we've already used, you may need some of the following:
 * currentPerson is person number 1
 * If ..... > ...... then do the following:
 * tallestPerson is person number 1
 * Remove tallestPerson out of the group
 * Measure the height of the currentPerson and store the measurement as currentPersonHeight
 * set tallestPerson equal to the currentPerson
 * set maxheight equal to currentPersonHeight

Note: This activity is quite difficult! Don't worry if you need lots of help! It's pretty amazing to think that we do all this automatically without even thinking much about it!


text:
Hugh Culber

Hugh Culber is a fictional character in the Star Trek franchise. He appears in the television series Star Trek: Discovery. Culber is portrayed by actor Wilson Cruz. Originally introduced as a recurring character in the first season of the series, Culber is promoted to a main character in the second season. Within Discovery's narrative, he is the ship's senior medical doctor and partner to its engineer Paul Stamets (Anthony Rapp).

Concept and casting
In July 2016, Wilson Cruz was cast as Culber, Paul Stamets' love interest, after having previously worked with Anthony Rapp on the musical Rent. Cruz was revealed to be reprising his role of Culber for the series' second season, as well as being promoted to the main cast, on July 23, 2018. The character's appearance in the third season was confirmed in October 2019, a year before its premiere. In October 2020, just prior to the third season's premiere, Culber's role in the fourth season was confirmed, when it was announced that the series was renewed.

Characterization
About the character in an interview about being promoted to the main cast in season two with Anthony Pascale, Cruz said: "this season for this couple [Culber and Stamets] is really about deepening them individually. We get to find out a lot about Culber–who he is, what he wants, what makes him tick, what his ambitions are–separate and apart from this relationship. But we get to learn a lot about this relationship and it is put through the test." Cruz also confirmed that the reason he was only in the recurring cast because he was in 13 Reasons Why at the same time.

Culber is one-half of the first openly gay regular character couple in a Star Trek television series. On creating the first gay couple in a Star Trek series, Cruz said he "felt like it was a long time coming ... What's great about the way that the show is handling it is it's not like we are having a special two-hour episode about gay relationships in space. It's not that. They just happen to be in love, and they happen to be coworkers. And, I hope by the time we get to [the 23rd] century that it will be exactly like that." In the season three episode "Su'Kal", Culber appears a member of the Bajoran alien race briefly in a hologram simulation.

Talking toward the fourth season, Michelle Paradise noted that Stamets and Culber would form a "really lovely" family unit with the non-binary Adira Tal, who was introduced in the previous season, and their transgender boyfriend Gray.

Fictional biography
In the first season, Culber treats Ash Tyler, who is struggling to contain his alternate Klingon personality, but is later killed by his patient. In the second season episode "Saints of Imperfection," Stamets travels into the mycelium to find a copy of Culber, and brings him back to life.

Reception
Various publications described how the character set a precedent in both the Star Trek world and generally in media as a depiction of a gay character. In 2019, Hugh Culber was ranked the 10th-sexiest Star Trek character by Syfy.

title: Hugh Culber


text:
Skyline series

The Skyline series is a fleet of 18 lightweight streamlined dome-buffet-lounge cars built by the Budd Company for the Canadian Pacific Railway in 1954–55. Via Rail acquired the fleet from the Canadian Pacific in 1978 and the cars remain in active service.

Design
The cars were constructed of stainless steel; save for a Tuscan red letterboard bearing the name "Canadian Pacific" they were unpainted. The cars were dubbed "Skyline" and numbered 500–517 but did not carry individual names. In their original configuration the cars had three separate sections: the dome seating area, a second seating area on the lower level, and a lounge area. The dome area sat 24. On the lower level, there was a 26-seat passenger area. Behind that was a small kitchen and small buffet area. At the end of the car was the "Skyline Coffee Shop", a 17-seat buffet area with "curved settees, banquette seats and tables."

In 1982 Via eliminated the lower-level passenger section and small buffet area, replacing them with a dining room and snack bar, respectively.

Operation
Budd delivered 18 Skyline cars for the Canadian Pacific in 1954–55 as part of a massive 173-car order which equipped the new transcontinental Canadian and re-equipped the Dominion. The Delaware and Hudson Railway leased two cars from the Canadian Pacific in 1974 for use on Amtrak's new Adirondack. The D&H repainted the cars in blue and yellow. Via Rail acquired the entire fleet from Canadian Pacific in 1978. 16 remain on the roster.

title: Skyline series


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

Links

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

Additions

 * Displayed all 3 additions.


text:
Gayle Harris

Gayle Elizabeth Harris (born February 12, 1951) was ordained as Bishop Suffragan of the Episcopal Diocese of Massachusetts in 2003, succeeding Barbara Harris (no relation). This was the first time in the Episcopal Church in the United States that a woman was succeeded as bishop by another woman.

Early life and ministry
Harris was born on February 12, 1951, in Cleveland, Ohio. She studied at the Lewis & Clark College and then at the Church Divinity School of the Pacific, from where she earned a Master of Divinity. She was awarded an honorary Doctor of Divinity by the Church Divinity School of the Pacific in 2002, and an honorary Doctor of Humanity from the New England Law Boston.

Harris was ordained as a deacon in June 1981 and as a priest in February 1982. She served as assistant to Grace Church Van Vorst in Jersey City, New Jersey, and as diocesan Urban Resident at St. Philip's Church in Washington, D.C., from 1982 to 1984. In 1984, she became priest-in-charge of Holy Communion Church in Washington, D.C., and simultaneously as a member of the clergy at Washington National Cathedral. She left Washington for Rochester, New York, in 1992, to become the rector of St. Luke and St, Simon Cyrene's Church, where she remained until 2002.

She was elected Suffragan Bishop of Massachusetts on June 1, 2002, and was consecrated on January 18, 2003, at Trinity Church, Boston, by Bishop Arthur Benjamin Williams Jr. She chairs the House of Bishops Pastoral Development Committee and is the convenor of the Episcopal Bishops of African Descent.

In 2022, she retired as Bishop Suffragan of Massachusetts. In April 2023, she became the Assistant Bishop of the Diocese of Virginia.

Accusations and apology
In 2018, Harris said that she personally saw Israeli security personnel arrest a 3-year-old on the Temple Mount for bouncing a ball that fell among worshipers at the Western Wall, and also saw Israeli soldiers respond to a comment by a 15-year-old boy by shooting him 10 times in the back. Harris was accused by the Simon Wiesenthal Center and other Jewish organizations of fabricating "defamatory and incendiary" stories of "Israeli heartlessness and criminality" in support of an Episcopal Church General Convention resolution condemning Israel. The Simon Wiesenthal Center said that her "anti-Israel rhetoric borders on a 'blood libel'" Several weeks later, Harris apologized, stating that "I now acknowledge that I reported stories which I had heard and unintentionally framed them as though I had personally witnessed the alleged events." She added, "I did not take the opportunity to verify these stories. ... I was ill-advised to repeat the stories without verification, and I apologize for doing so."

title: Gayle Harris


text:
OnePixcel

OnePixcel was a Japanese idol girl group formed in 2015. They released their debut EP, Zero, on June 22, 2016. They disbanded on June 25, 2021.

History
OnePixcel was formed in late 2015 and debuted in June 2016 with the EP, Zero. Their first single "Tondeke / Analoganize" was released in November 2016, followed by their second single "Time" in April 2017. They released their first studio album, Monochrome, in October 2017. Their third single, "Lagrima", was released in March 2018 as their major label debut and was featured in Dragon Ball Super as the ending theme. Their fourth single, "Sparkle", was released in August 2018, followed by their fifth single, "Girls Don't Cry" in December 2018, and their sixth single, "Final Call", in May 2019. They released their second studio album, Libre, in February 2020. They released their seventh and final single, "Sha La La La", in November 2020. They announced on March 29, 2021, that they would hold their final concert on June 25.

Final line-up

 * Nanami Tanabe (田辺奈菜美)
 * Ami Kanuma (鹿沼亜美)
 * Ayaka Den (傳彩夏)

Former

 * Raia Kozuka (狐塚来愛)

title: OnePixcel


text:
jumelle

Adjective

 * 1) Twin; paired; said of various objects made or formed in pairs, such as a binocular opera glass, a pair of gimmal rings, etc.

Noun

 * 1) An object made or formed as a pair, such as a binocular opera glass.

Related terms

 * gemel

Noun

 * 1) a female twin;
 * 2)  A pair of binoculars.
 * 3)  gemel

title: jumelle


text:
Botany/Introduction Botany

<< Contents Page | Chapter 1 | Chapter 2 >>|

Chapter 1. Introduction to Botany

Botany as a Science
Botany is the branch of biology concerned with the scientific study of plants. Traditionally, botanists studied all organisms that were not generally regarded as animal. However, advances in our knowledge about the myriad forms of life, especially microbes (viruses and bacteria), have led to spinning off from Botany the specialized field called Microbiology. Still, the microbes are usually covered in introductory Botany courses, although their status as neither animal nor plant is firmly established.

Plants are living entities, and material presented within Biology will have relevance here, most particularly at the cellular and subcellular levels of organization (Chapter 2). Both plants and animals deal with the same problems of maintaining life on planet Earth — their approaches seem quite different, but the end result is the same: continued existence in an organized state, as part of a universe whose tendency is towards greater disorganization. Back on Earth, however, it is a fact that microbes, plants, and animals comprise a very interdependent system. We divide them apart, because our minds work best that way. We categorize and learn common features or properties of the categories. This approach is neither right nor wrong, but is clearly efficient for our minds. Nonetheless, it is desirable to regularly step back and realize that the boundaries between categories are often just constructs, and exceptions to our categories usually abound.

It was alluded to in the opening definition that Botany is a science. Just what makes Botany, or anything else a science? It is important to acquire a grasp of the fundamentals of science itself to fully appreciate both how botanical knowledge was gained as well as how it can be used. It usually becomes uninteresting to acquire facts simply for the sake of knowing. Humans do not just appreciate mountains because they are there, they climb them because they are there!

Living Systems
Biology is defined as the study of life, and Botany is that discipline within Biology concerned with the study of living organisms called plants and with certain other living things that have been traditionally studied with plants i.e. Fungi and Algae.

Defining 'Plant'
Like many words in common usage that apply to biological entities or concepts, the term plant is more difficult to define than might be at first obvious. Although botanists describe a Kingdom Plantae, the boundaries defining members of Plantae are more inclusive than our common concept of a "plant". We are tempted to regard plant as meaning a multicellular, eukaryotic organism that generally does not have sensory organs or voluntary motion and has, when complete, a root, stem, and leaves. However, botanically only vascular plants have a root, stem, and leaves, and even some vascular plants, such as certain carnivorous plants and duckweed, fall afoul of that definition. But to be fair, the vascular plants are the plants we tend to encounter every day and that most people would readily regard as "plants".

A more significant point of departure between Plantae and plants occurs among the seaweeds. Technically, only a relatively minor group of seaweeds (the chlorophytes or green algae) are members of the Kingdom Plantae. The majority of seaweeds, like the kelps (very large brown algae from the Order Laminariales), despite a superficial appearance of such, lack true stems, leaves, roots, and any kind of vascular systems as found in higher plants. Thus, the kelps are not Plantae; but are they plants? Certainly if we regard the green algae as plants, it is difficult to exclude the more prominent red and brown algae of our coastal waters.

Another, much broader definition for plant is that it refers to any organism that is photoautotrophic—produces its own food from raw inorganic materials and sunlight. This is not an unreasonable definition, and is one that focuses on the role plants typically play in an ecosystem. However, there are photoautotrophs among the Prokaryotes, specifically photoautotrophic bacteria and cyanophytes. The latter are sometimes called (for good reasons) blue-green algae. Then there arises the problem that many people would consider that a mushroom is a plant; a mushroom is the fruiting body of a fungus (Kingdom Fungi) and not photoautotrophic at all, but saprophytic. However, there are more than a few species of flowering plants, fungi, and bacteria that are not autotrophic, but parasitic.

We cannot hope to offer a firm answer. The list of characteristics that separate the Plantae from the other biological kingdoms provides at least a technical definition, but realize it is only a technical definition. The problem this lack of precision or agreement in the definition of "plant" presents is one of understanding statements, often encountered in Wikipedia (and other) articles, of the sort: ...xylem is one of the two transport tissues of plants. In general it cannot be assumed this means all plants, algae through flowering plants. It very probably does not include fungi or bacteria. Indeed, it is usually safest to assume the discussion is about vascular plants (essentially the ferns, conifers, flowering plants, and a few others; see discussion below on "General Terminology") unless stated differently (e.g., ...in vascular and non-vascular plants this is such and such).

Plants as Organisms
The distinction between life and non-life is not as easily made as you might think. There exist intracellular "parasites" that are progressively less alive in terms of being metabolically active.

Plants and their Uses
There can be no disputing the fundamental significance of plants to the ecology of our planet. Photosynthetic plants utilize energy arriving from the sun to create complex organic molecules from inorganic substances, and by this process contribute oxygen to the atmosphere. Advanced animal life is very much dependent upon this source of oxygen, as well as the organic molecules that form the basis of nearly every food web on the planet. However, humans utilize plants in many ways, especially as sources of pleasure, food, and material for shelter, clothing, and more. Consider here the role plants play in our everyday lives and in our economy.

Introduction to Plant Classification
At the beginning of this chapter it was suggested that each of us categorizes information we encounter on a daily basis. Our minds seem to want to find relationships between facts and observations, to erect mental bins in which to place new items with previous "facts". This natural human process is the basis for prejudice, in as much as "facts" categorized together can become strongly associated. But these are personal constructs. In order for scientists of many races, speaking many languages, and coming from all manner of backgrounds and experiences to work productively together to solve common problems, the objects with which they work must be classified within a universally accepted framework.

The classification of living things is called systematics, or taxonomy, and ideally should reflect the evolutionary history (phylogeny) of the different organisms.

Taxonomy arranges organisms in groups called taxa, while systematics seeks clues to their relationships. The dominant system of Scientific Classification is called Linnaean taxonomy, and includes classification ranks as well as an organism naming convention called binomial nomenclature.

Traditionally, all living things were divided into five kingdoms:

 * Monera — Protista — Fungi — Plantae — Animalia

However, this five-kingdom system has been replaced by Carl Woese's three-domain system, which focuses on phylogenic roots and comparison of DNA structures. The older approach utilized visual observation as the basis of classification. The three domains reflect whether cells have nuclei (eukaryotic) or not (prokaryotic), as well as differences in cell membranes and cell walls.

 * Archaea — Eubacteria — Eukaryota

Recall (and review as necessary) how these groupings relate to the sequence of events in the evolutionary history of life as summarized in Timeline of Evolution. You will return to the subject of Scientific Classification to consider in much more detail the groups of organisms studied in Botany, beginning with Chapter 7. First, however, we shall turn our attention to the structure and function of cells and eventually to gain an understanding of plant structure (plant anatomy) and function (plant physiology).

General Terminology
In Section II of this text we will delve much deeper into "plant" systematics. But you should be aware of some general terms related to classificatory schemes that are used regularly in discussing plants. You have probably encountered these terms many times, although may not be aware of their exact definitions. For example, much of the material in Section I of this textbook is biased towards flowering plants. That is, much of the descriptive material here as well as at Wikipedia refers specifically to these. Flowering plants are angiosperms; plants that have flowers and produce seeds, and comprise the majority of the plants we would normally encounter in say a nursery if not on the street, field, or empty lot. Seed-bearing plants include both the angiosperms and the gymnosperms, the latter now treated as a modern group called conifers. The conifers are also common plants, especially in higher latitudes, but bear cones instead of flowers. Both conifers and flowering plants develop vascular tissues internally that conduct fluids (especially water) throughout the plant. Included in the vascular plants are ferns. Ferns have vascular tissue, but reproduce by spores. They do not produce seeds and do not bear flowers.

title: Botany/Introduction Botany


text:
CACS/Glossary/Application

An Application is: Typically, the application uses a single set of libraries and is considered a single project.
 * 1) A bundle of computer software sold, installed, or considered as a whole.
 * 2) (PC Programming) A single program or suite of program modules that may be executed from the desktop.
 * 3) (IDE) An integrated and interrelated set of program modules developed as a whole.

title: CACS/Glossary/Application


text:
antifeedant

Adjective

 * 1)  That inhibits normal feeding behaviour.

Noun

 * 1)  Any substance that inhibits normal feeding behaviour.

title: antifeedant


text:
Νίτωκρις

Etymology
Borrowed from ; as a name for a pharaoh, this seems to have originated as an error for.

Proper noun

 * 1) Nitocris

title: Νίτωκρις


text:
Cookbook:Cuisine of the United States

| Recipe Index

The Cuisine of the United States is very diverse, with many diverse cuisines from the various regions of the country. Here is a partial list of the regional and ethnic cuisines of the United States.

 * California cuisine
 * Hawaiian cuisine
 * Italian-American cuisine
 * Midwestern U.S. cuisine
 * Mid-Atlantic U.S. cuisine
 * New England cuisine
 * New York City cuisine
 * Cuisine of Puerto Rico
 * Southern U.S. cuisine
 * Cajun cuisine
 * Louisiana Creole cuisine
 * Soul Food
 * Southwestern U.S. cuisine
 * Texas cuisine
 * Tex-Mex cuisine

Recipes
These recipes are considered to be a part of the culinary tradition of the United States in general, or are from a regional cuisine that does not yet have a module written.

 * 1-2-3-4 Cake
 * Apple Pie
 * Apple Pie I
 * Apple Pie II
 * Artichoke Hearts Attack
 * Barbecued Spare Ribs
 * Barbecue Sauce - Kansas City style
 * Beef and Barley Stew
 * Biscuits
 * Chocolate Chip Cookies
 * Cottage Cheese Eggs
 * Crème Brûlée
 * Denver Crunch
 * Grilled Cheese Sandwich
 * Grilled Peanut Butter Sandwiches
 * Low Country Shrimp and Grits
 * No Bake Chocolate Chip Cookie Pie
 * One-Hour Thanksgiving Dinner
 * Peach Cobbler
 * Pizza, Deep Dish
 * Pumpkin Pie
 * Hamburger Deluxe
 * Rice and Beef Soup
 * Sloppy Joes
 * Southwestern Scramble
 * Spicy Chicken Casserole
 * S'more
 * Toasted Cheese Sandwich
 * Tomato with Cheese Stuffing
 * Turkey Biscuit

title: Cookbook:Cuisine of the United States


text:
Talk:Dave Merrington

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title: Talk:Dave Merrington