text:
Wikipedia:Cleanup Taskforce/Judy Ann Santos

Judy Ann Santos
Added to My Desk-- Reverend Lee 13:19, 13 February 2007 (UTC)

The Judy Ann Santos article used too many uppercase letters, which in netiquette corresponds to shouting. Obviously the person who last edited the article does not know how to put formatting in an article (such as italics and quotation marks).

Somebody should fix this. - 上村七美 | talk 13:29, 11 August 2006 (UTC)

Article is long and tone is not appropriate for an encyclopedia article. RJFJR 20:26, 11 August 2006 (UTC)

Removed heading capitals. Derby Dave 06:17, 12 August 2006 (UTC)

Fixed most, if not all, cap problems. I also made some grammatical fixes. Still way too POV, needs to be fixed.-- Joe  Jklin  (  T   C  )  05:33, 31 August 2006 (UTC)

The article was a copyvio from this site. I reverted it to the last non-copyvio, non-vandalized version. The next cleanup step would be integrating the facts from that site to this article. -- bluemask (talk) 05:55, 10 October 2006 (UTC)

 * I think I'll try it. Reverend Lee 13:10, 13 February 2007 (UTC)

 * I looked it over, and it looks like someone raided imdb.com and filmbug.com for this information. There should not be any verbatim reproduction of a copyrighted web page.  Granted, in the case of a filmography, it's a difficult thing to do:  Provide information without seeming to copy from another site.  However, with the lack of biographical information, I feel this page needs to be downgraded to a STUB page.  Any thoughts?  I have also reformatted some of the existing page.  It can be found here. My Desk
 * Reverend Lee 23:55, 13 February 2007 (UTC)

 * The formatting looks good. The facts are up to the people monitoring the page regularly.  I'll keep looking in on it to make sure things don't get too wacky.  If there are no objections, I'll pull the Cleanup ticket in about a week (22 Feb. 2007). -- Reverend Lee 07:15, 15 February 2007 (UTC)

Closed
I closed this article on 22 February 2007, but I will continue to drop in and see what is going on. The decision to add a section linking to a complete filmograhpy is up to the regular editors of this page. I would suggest that the link be added. Use a == Selected Filmography == header and then provide a link to Judy_Ann_Santos_filmography where the complete table can be located. I do not know enough about Ms. Santos to decide which films should be listed on the main page. But I would suggest that the Selected Filmography section be formatted something like:

Selected Filmography
A complete filmography is also available.

 * film
 * film
 * film
 * film

See Humphrey Bogart and Humphrey Bogart filmography for examples. — Reverend Lee 03:12, 23 February 2007 (UTC)


text:
ganga undir

Verb

 * 1)  to go down
 * 2)  to be subject to, to have (a test, an operation)
 * 3) to be called, to go by (a name)
 * 1) to be called, to go by (a name)

source: wikimedia

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

title: ganga undir


text:
Detlef Blöcher

Detlef Blöcher (born 15 January 1953 in Frankfurt am Main) has been Director of the Christian Relief and Missionary Work DMG interpersonal in Sinsheim near Heidelberg from 2000 to May 2018. In the years before he worked as a lecturer in the Arab world and as human resources manager for the DMG. He is the author of several international studies and numerous specialist articles.

Biography
The promoted physicist worked in medical research and teaching in Germany, later in his specialty in cancer research and as a lecturer in the Middle East. In 1991 he became human resources manager at DMG. In 2000, he took over the management of Manfred A. Bluthardt.

Since 1996 Detlef Blöcher is also an associate of the World Evangelical Alliance (WEA), on whose behalf he has directed several missiological research projects. In this context specialized articles about the studies REMAP I and REMAP II, dealing with the methods, effectiveness and limitations of modern Christian mission work, have been published. In addition Blöcher is an expert on Christian missions and development aid and has published numerous specialist articles in Christian journals such as the magazine Entscheidung and idea spectrum.

Since 2004 Blöcher has also been active as chairman of the "Arbeitsgemeinschaft Evangelikaler Missionen" (AEM, Arbeitsgemeinschaft Evangelical Missions).

title: Detlef Blöcher


text:
incatenare

Etymology
From, possibly also corresponding to a , from. Compare 🇨🇬, 🇨🇬, 🇨🇬, 🇨🇬.

Verb

 * 1) to chain (to)
 * 2) to fetter or shackle

title: incatenare


text:
Charles Doughty (politician)

Charles John Addison Doughty, QC (21 September 1902 – 10 July 1973) was a British barrister and Conservative Party politician in the United Kingdom.

A son of Sir Charles Doughty, QC and Lady Alison (née Addison) Doughty, one of four siblings. Educated at Eton and Magdalen College, Oxford, Doughty was called to the bar in 1926 by the Inner Temple. During the Second World War, he saw service with the Coldstream Guards.

He was Member of Parliament for East Surrey from 1951 to 1970. It was he who in 1954 persuaded then Prime Minister Sir Winston Churchill to go through with the presentation of his famous but disliked portrait by Graham Sutherland to avoid offending the members of Parliament who financially contributed to it.

In 1955, he succeeded to his father as Recorder of Brighton, serving until 1971, becoming honorary recorder afterward.

Doughty married fellow Conservative Party member Adelaide Baillieu Shackell (1908–1986), on 29 July 1931 at St Margaret's, Westminster. They had a son and a daughter. She served from 1967 to 1968 as Chairperson of the National Union of Conservative and Unionist Associations. In 1978 she was named President. She was appointed a Dame in 1971.

title: Charles Doughty (politician)


text:
Ramada (Odivelas)

Ramada is a former civil parish in the municipality of Odivelas, Portugal. In 2013, the parish merged into the new parish Ramada e Caneças. It covers an area of 3.86 km² and had a population of 15,770 as of 2001.

title: Ramada (Odivelas)


text:
Ameghino

Ameghino may refer to:

People

 * Carlos Ameghino (1865-1936), Argentine paleontologist and explorer
 * Florentino Ameghino (1853-1911), Argentine naturalist, paleontologist, anthropologist and zoologist
 * Sabrina Ameghino (born 1980), Argentine sprint canoeist

Locations

 * Argentina
 * Florentino Ameghino, Buenos Aires, town in Buenos Aires Province
 * Florentino Ameghino Partido, district in the northwest of Buenos Aires Province
 * Carlos Ameghino Provincial Museum, natural science museum in La Plata, Buenos Aires Province
 * Centro Ameghino, hospital in Buenos Aires
 * Florentino Ameghino Department, in Chubut Province
 * Florentino Ameghino Dam, gravity dam in Chubut Province
 * Villa Dique Florentino Ameghino, commune in Chubut Province
 * Florentino Ameghino, Misiones, municipality in Misiones Province
 * Elsewhere
 * Ameghino Gully, landform in Longing Peninsula, Nordenskjold Coast, Antarctica
 * Ameghino (crater), lunar crater

title: Ameghino


text:
Talk:The 'Original' Bad Co. Anthology

Fair use rationale for Image:Album The Original Bad.jpg
Image:Album The Original Bad.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.

Please go to the image description page and edit it to include a fair use rationale.

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 19:08, 31 May 2007 (UTC)

Co. as Company
I know that the artwork (album sleeve) reads Bad Co. but the band is called Bad Company so the title of the compilation should written as The ‘Original’ Bad Company. Just as the first album artwork reads Bad Co. and is called Bad Company. Discogs, Amazon etc. wrote it Bad Company. Danzigthecat (talk) 23:05, 15 December 2022 (UTC)

title: Talk:The 'Original' Bad Co. Anthology


text:
German/Level I/Essen

Lesson I.6: Essen

Food!
Section Problems >>

Accusative Case
As you know from the introduction, in German, there are four cases. Three are used often. The first, Nominative Case, you learned in Lesson 1. It covers the subject, and the predicate noun (in "He is (noun).", (noun) is the predicate noun). The second, the Accusative Case, you will learn now. It covers the direct object and the object of several prepositions. The third, the Dative Case will be taught later on. It covers the indirect object and the object of many other prepositions.

The object of a sentence will be in accusative case. In, "You hurt me.", 'me' would be accusative.

Note: The Accusative Case and Dative Case are identical in English; that's why German has one case extra.

Articles
'''* The indefinite article for plurals is non-existent. However related words, such as possessives and the kein- words that you will learn later this lesson, will end in eine for plurals.'''

In the articles, the memory hook for accusative case is "Der goes to den (pronounced "dane" ) and the rest stays the same." The masculine indefinite article goes to einen, and everything else stays the same there. Therefore above, der Hamburger goes to den Hamburger and ein Hamburger goes to einen Hamburger when the hamburger is the direct object, such as in "Er hat einen Hamburger." ("He has a hamburger.")

If you are getting confused, it's fine. This topic is one of the hardest for English speakers to grasp. Here are some solutions:

To find out the case of something, first find the verb. The verb rules the sentence. Everything revolves around it. Next you find the subject of the sentence. The subject is the thing/person that is doing the verb. The subject is always in the Nominative Case, so it takes on the der, die, das, die, or ein, eine, ein.

Now you look back at the verb. If it is a being verb (am, are, is, etc.), the next noun after the verb is the predicate noun. An easy way to figure this out is to write an equation. If the verb can be replaced with an equals sign (=), then the following noun is a predicate noun. If it can't be replaced by an equals sign, refer to the next paragraph. The predicate noun is also always in the Nominative Case, so the same rules apply to it.

Ich bin ein Junge. Sie ist eine Frau.

If the verb of the sentence is an action verb (playing, throwing, making, eating), find what the subject is doing the verb to. For example, if the verb is "makes" (macht), you look for what is being made. That is the direct object. The direct object is always in the Accusative Case, so it takes on the den, die, das, die, or einen, eine, ein.

Sie haben den Cheeseburger. Habt ihr einen Salat ?

The indefinite articles, when you just look at their endings, select e, -, e for nominative case, and en, e, -, e for accusative.

Remember, between nominative and accusative, the only third-person change is in the masculine form.

Section Problems >>

Pronouns
The pronouns experience a much bigger change than the articles. This is also true in English, as the articles (a, an, the) do not change ever, but I goes to me, we goes to us, etc.

Not everything is the same, though. While me is mich and us is uns, the second and third persons undergo different changes. In third person, as in the articles, the only change is in masculine singular. Following the "der goes to den" rule, er goes to ihn when in the accusative case.

The second person in English never changes. In German, du goes to dich and ihr goes to euch. Sie, the formal version of either, stays the same. Remember, Sie (2nd person formal) and sie (3rd person plural) only differ in their meanings and the fact that the former is capitalized and the latter is not. This stays true throughout German grammar.

Here is a tabular representation of the above.

Section Problems >>

Antecedents
Note: ''This is just a quick lesson in English grammar applied into German. If you already know all about antecedents in English, skip the first paragraph.''

When using a pronoun, you have to know what it is for it to work. There are some rare exceptions, such as in mysteries or drama, but otherwise this is always true. Sometimes in dialogue this is taken care of by pointing or making some other gesture, but most of the time, the pronoun modifies something already mentioned. The object/person mentioned earlier that turns into a pronoun later is called the antecedent.

In German this is very useful. You can't simply say 'it' any more. Many food words are masculine and feminine, and when you turn them into pronouns, they turn into 'he', 'she', 'him', and 'her', not always 'it'. For example, the sentence "The cheeseburger tastes good. It's very crunchy." turns into "The cheeseburger tastes good. He's very crunchy." Note: You will learn how to say this in German later in this lesson.

Why is it "he"? This is where the antecedent comes in. Because there are foods that are masculine and feminine in German, you can't assume the 'es'. You have to look back at the previous sentence, at the antecedent, der Cheeseburger. "Der Cheeseburger" is replaced by er (since it is the subject, and therefore in Nominative Case). Therefore, all you need to know are these connections: der/den-er/ihn, die-sie, das-es, die-sie.

Section Problems >>

Food-Related Verbs

 * essen (I) - to eat, to be eating, to do eat
 * trinken - to drink, to be drinking, to do drink
 * bekommen - to get/receive, to be getting/receiving, to do get/receive
 * möchten (M) - would like
 * wollen (M) - to want, to be wanting, to do want

Of these five verbs, only trinken and bekommen are regular. Essen is irregular (that's what the "I" means). Do you remember from the last lesson 'lesen' and 'sehen'? In both of them, the first 'e' changed to 'ie' in the du- and er/sie/es-forms. Well essen experiences the same change, except that it changes to 'i', not 'ie'. Also, it acts the same as 'lesen' in the du-form: You don't have three s's in a row.

Isst sounds and looks a lot like ist. The minute difference happens to be in the way you pronounce the s. When you mean eats it is sometimes an overstressed hissing (i.e. extremely sharp) sound. In normal life Germans, too, can only tell which verb is meant from knowing the context.

Just like in last lesson, where you could say, "Ich spiele gerne Fußball.", you can also extend it to food. "I like to eat cheeseburgers." is translated as ''"Ich esse gerne Cheeseburger." ''

Before 1996, the usage of ißt and eßt were common, but the new reform rules specify that these spellings are now the only correct spellings.

The last two verbs (marked (M)) are modals. They will be discussed in the next section.

Section Problems >>

Modals
In the introduction, you learned that German has no helping verbs. Instead, they have modals, words that basically do the same thing.

Modals are conjugated very differently from normal verbs. The ich- and er/sie/es-forms are always the same, while the du-form adds an 'st'. Most modals experience a vowel change from singular to plural, and the rest is the same.

Möchten
'Möchten' isn't technically a modal, but it acts exactly the same. There is no vowel change, and the ich- and er/sie/es forms are "möchte". Here is the complete conjugation:

'Möchten' means "would like" and can be applied to food (e.g. Ich möchte einen Cheeseburger.). Möchten can be translated even more literally as "would like to", and is traditionally used with an infinitive verb at the end of the sentence (e.g. "Ich möchte jetzt gehen"/"I would like to go now"). However, this infinitive is not necessary if it's completely obvious what you're talking about (If you say "Ich möchte einen Cheeseburger", everyone will assume that you would like a cheeseburger to eat.)

(Note: Technically, "möchten" is not a word. The above cited conjugation is actually the "Konjunktiv" of "mögen", which has become so popular as a phrase, that even many Germans today aren't aware of it any more, so you don't need to worry about it. "Etwas mögen" means "to like to", and "I would like" is the closest translation of "ich möchte.")

Wollen
'Wollen' is a true modal; it even changes vowels. Ich/er/sie/es will and du willst. Here is the complete conjugation:

'Wollen' can also be applied to food, but may be considered impolite and demanding ("Ich will einen Cheeseburger!" roughly means "I demand a cheeseburger!" Möchten should be used instead: "Ich möchte einen Cheeseburger!" = "I want a cheeseburger!").

'Wollen' should not be confused with the future tense, despite the presence of the English word 'will' in the conjugations. However, will can also mean an intent or a document showing what one wants to happen. So it is not so different from 'to want' as possibly originally presumed.

Modals with other verbs
This is very important. When you need to use another verb with a modal (such as expressing you would like or want to perform an action), the sentence's word order is somewhat different than it would be in English. In English, you would state the subject pronoun (such as "I"), an English equivalent to the modal verb (such as "want"), the action you want to perform (such as "to eat") and then what the action will be performed on (such as "hamburger"), making the sentence "I want to eat a hamburger." In German you must put the action at the end of the sentence, making the sentence "I want a hamburger to eat." ("Ich will einen Hamburger essen.")

Section Problems >>

Hunger and Thirst
In German, instead of saying, "I'm hungry."(Ich bin hungrig), you may also say "I have hunger."(Ich habe Hunger) The same applies to thirst. Here are the German translations of the corresponding nouns:

Hunger - der Hunger

Thirst - der Durst

Like in English, these two words do not have a plural form. When using them, you don't need to worry about the 'der'; you can just say, "Ich habe Hunger" to say "I am hungry" and "Ich habe keinen Hunger" for "I am not hungry."

Somewhat archaic but still in use are the adjectives hungrig and durstig. Those are often used when talking about someone (especially animals): "Der Löwe ist hungrig" for "The lion is hungry".

Section Problems >>

Formal Conversations
In Lesson 1, you learned how to talk formally, using phrases like "Guten Morgen!" and "Wie heißen Sie?". There are, however, a few words that are 'survival words' in Germany, specifically:

Danke - Thank you, Thanks

Bitte - Please and You're welcome.

To make this even more formal, you can tack on the word 'schön' to the end of "Thank you" and "You're welcome" to make 'dankeschön' and 'bitteschön' (both one word) in response. 'Schön' literally means 'pretty' (you'll relearn this next lesson).

Some other ways to say "thank you":
 * Dankeschön - Thank you very much
 * Danke sehr - Thanks a lot
 * Herzlichen Dank ("herzlichen" means sincere or from the heart; you may remember it from " Herzlichen Glückwunsch zum Geburtstag!" last lesson)
 * Vielen Dank - Thanks a lot
 * Tausend Dank* - Thanks a million (literally meaning a thousand, but English is more generous)
 * Aufrichtigen Dank* - would be "thank you sincerely" (very formal)

* - You will not be tested on these phrases.

Some other ways to say "You are welcome":

 * Bitteschön!
 * Bitte sehr!
 * Gern geschehen! - Don't mention it
 * Gerne! - also meaning "gladly"
 * Kein Problem! - No problem
 * Dafür nicht!* - (Do) not (thank me) for this (only used in Northern Germany)

* - You will not be tested on this phrase.

These might also be useful:

Entschuldigung - Excuse me, Pardon

Es tut mir leid - Sorry, I'm sorry

Section Problems >>

Kein-words
Twice you have been taught that the ending of the indefinite article for plurals would be eine (for Nominative and Accusative cases), if there was an indefinite article for plurals. Now that lesson applies. The kein-words have the same endings as the ein-words, and they mean the opposite: no, not any, none. For example, "kein Cheeseburger" means "no cheeseburger". "Keine Cheeseburger" (in this case Cheeseburger is plural) means "No cheeseburgers". Notice the 'e' at the end of 'keine'. That's the ending for plurals and feminine nouns and can be likened to the "der, die, das -> die" relationship, where the feminine article serves for the plural as well.

Section Problems >>

Ordering at a Restaurant in Germany
das Restaur'ant' (French pronunciation) - Restaurant

There are many restaurants you might find in Germany. Much like in English-speaking countries, you would more likely use the name of the restaurant than name what kind of restaurant. If you want to address the wish to eat a certain food, there are two ways:

example: "wanting to eat chinese food"

1. "Ich möchte gerne zum Chinesen." - literally: "I want to go to the Chinese (restaurant)." 2. "Ich möchte gerne chinesisch essen (gehen)." - literally: "I want to (go) eat Chinese (style food)."

Here are some more restaurants you can find in Germany:

* "zum Amerikaner" is often used in a jokey way, to express that one is going to either McDonald's or Burger King. There are few American restaurants, in Germany and they are mostly referred to as "(American) Diner", so it is not used like "zum Italiener".
 * American food: "zum Amerikaner" / "amerikanisch essen"*
 * Arabic food: "zum Araber" / "arabisch essen"
 * Chinese food: "zum Chinesen" / "chinesisch essen"
 * French food: "zum Franzosen" / "französisch essen"
 * Greek food: "zum Griechen" / "griechisch essen"
 * Italian food: "zum Italiener" / "italienisch essen"
 * Indian food: "zum Inder" / "indisch essen"
 * Japanese food: "zum Japaner" / "japanisch essen"
 * Mexican food: "zum Mexikaner" / "mexikanisch essen"
 * Spanish food: "zum Spanier" / "spanisch essen"
 * Turkish food: "zum Türken" / "türkisch essen"

Accusative case prepositions
You read at the beginning of this lesson that the Accusative Case covers the direct object and the objects of some prepositions. Here are those prepositions that always fall under Accusative Case

bis - until

durch - through

entlang - along

für - for

gegen - against

ohne - without

um - at, around

You learned um last lesson, and ohne earlier this lesson. Bis, durch, entlang and gegen will be taught in depth later, and für will be taught now.

Up until this point, you have only worried about the Accusative Case in third person. Für, meaning 'for', can and should be used in the first and second persons, too. Here's an example:

"The cheeseburger is for me." - "Der Cheeseburger ist für mich."

As you can see, 'me' is put into accusative case because the preposition is für.

Section Problems >>

Saying How Food Tastes
In German (as in English) there are several ways of telling how food tastes. You can do this with 'gut' and 'schlecht' from Lesson 1 to say:

Der Cheeseburger schmeckt gut - The cheeseburger tastes good

Der Cheeseburger schmeckt schlecht - The cheeseburger tastes bad

But this is bland. Hopefully the food has more flavor than the description of it. You can use the following words to more colorfully describe how the cheeseburger tastes:

 * delicious - lecker

 * delicious - delikat* (a lot more formal than lecker)

 * tasty - schmackhaft

 * juicy - saftig*

 * crunchy - knackig (can also mean crispy)

 * crispy - knusprig*

 * spicy - würzig, pikant

 * stale, tasteless - fade* (Austria: fad)

 * salty - salzig

 * oversalted - versalzen* oder zu salzig

 * sweet - süß

 * bitter - bitter

 * sour - sauer

 * creamy - cremig*

 * hot (in the sense of "very spicy") - scharf - literally meaning "sharp"

 * hot (in the sense of "very warm") - heiß

 * burnt - angebrannt*

 * cold - kalt

 * disgusting, terrible - schrecklich

* - You will not be tested on these descriptors.

Schmecken is a regular verb. Here is its conjugation:

The first and second persons really shouldn't be used. No one is going to say, "You guys taste salty" or "I taste creamy." So the only forms you really need to know are er/sie/es schmeckt and sie (plural) schmecken.

You can use 'schmeckt' and 'schmecken' or 'ist' and 'sind' to state how the food tastes. Just use whichever one you would use in English and it'll usually be correct.

Although the English meaning of schmecken is simply to taste, "Schmeckt der Cheeseburger?" can be taken in a positive way to mean "Do you like the cheeseburger?". In other words, schmecken alone can mean to taste good.

Section Problems >>

Dieser-forms
"The cheeseburger tastes good." does not sound that specific as to which cheeseburger you are talking about. You could be talking about a cheeseburger that is not directly in front of you. It just isn't clear. Now, if you said, "This cheeseburger tastes good.", it would be obvious that you're talking about the cheeseburger you're eating. 'Dieser' is the German translation for 'this': "Dieser Cheeseburger schmeckt gut."

Dieser
'Dieser' is a special adjective. It changes forms in different situations: different genders and different cases. It can also mean 'these' when modifying a plural. Here are its forms:

As you can see, dieser is only appropriate for modifying masculine nouns in nominative case. But 'Cheeseburger', which is masculine, is the subject of the sentence, "Dieser Cheeseburger schmeckt gut." So it is correct in that circumstance.

Jeder
Jeder means 'every'. It acts exactly like 'dieser' in its endings, so it should be easy to remember. Here are the different forms:

Notice the absence of the plural form. When you think about this, it's the same in English: no one says 'every books'.

Welcher
'Welcher' is the third of this threesome of adjectives. 'Welcher' means 'which' and is used like the other interrogatives (wer, was, wann, wo, warum, wie, and welcher). However, because the general subject has to be specified, welcher must be inflected before use: "Welcher Hamburger ist seiner?" Its forms have the same endings as 'dieser'.

Connection with Time
You might want to say 'every day', 'this week', 'every morning', or 'which Tuesday night?'. But to do this, not only do you need to know the jeder-forms, but also the genders of the times and the cases. The second one is easy: Whenever you do something at a certain time, that time is put into Accusative Case . Last lesson, you learned the gender of one time: der Tag. So now you know everything to say 'diesen Tag', 'jeden Tag', and 'welchen Tag?' (this day, every day, and which day?). Here are the cases of all the times in Lesson 2:

When extending to 'which Tuesday night?', remember that the night stays feminine on Tuesday, so it stays "Welche Dienstagnacht?". Likewise, you can say 'every June' the same as 'every month': 'jeden Juni'.

This and That
''Ich möchte einen Cheeseburger. Der schmeckt sehr gut.''

''Ich esse jeden Tag Cheeseburger. Die habe ich gern.''

Look at the second sentence of each of these German dialogues. What's missing? That's right, instead of "Der Cheeseburger schmeckt sehr gut." and "Die Cheeseburger habe ich gern.", both of the 'Cheeseburgers, so to speak, are dropped. We're left with just the articles, only in this case, they aren't articles. They're demonstrative pronouns.

Demonstrative pronouns aren't scary. They're just the same as the normal pronouns, only they give more oomph to the sentence. They can be translated as either 'this' or 'that' ("I'd like a cheeseburger. That tastes very good."), or 'these' or 'those' for plurals ("I eat cheeseburgers every day. These I like.").

Demonstrative pronouns are exactly the same as the definite articles (well, there is one change in dative, but that will be covered in Lesson 7). If you are not sure of the gender (meaning in context, the speaker doesn't know, not that you've forgotten that it's 'der Cheeseburger'), use 'das', like in "Was ist das?" (What is that?).

Money and Paying
Germany, Austria, Luxemburg, Belgium and Südtirol – in other words: all German speaking regions except Switzerland and Liechtenstein– have given up their former currencies and adopted the Euro as of 1999. One Euro is worth 100 Cents. Because they are not members of the European Union, Switzerland and Liechtenstein have kept the Swiss Francs (Franken = 100 Rappen).

'Euro' normally does not change in the plural in German, so you would still say "Ich habe 500 Euro." Nevertheless, there is an exception: Euro coins. If you say "Ich habe vier Euros.", you actually are saying that you have four 1-Euro coins. Because the backsides of euro coins look different in each country, many people in Europe have started collecting foreign euro coins. In this case you can say "Ich habe irische Euros." (I have Irish euro coins.) for example.

There is not yet a rule whether or not the word "Cent" has a different plural form. The majority of Germans are using the word "Cent" as a plural form, but when they don't it is simply "Cents".

In German "euro" is pronounced [‘oi-ro], not [you-ro]. For "Cent" there are two pronunciations: you can either pronounce it as in English or you say "tzent". The latter version seems to be preferred by older people.

When at a restaurant, you will want to pay at the end. You can use this vocabulary to help you.

 * to pay - zahlen

 * the bill - die Rechnung*

 * the waiter - der Kellner, die Bedienung (also der Ober)**

 * the waitress - die Kellnerin (but not die Oberin because this means Reverend Mother)

 * "How much is that?" - "Was macht das?" ("What does that make?") or the "umgangssprachliche" "Wie viel kostet das?"

* To ask for the bill you can say, "Bitte zahlen!", or make it a complete sentence: "Ich würde gern zahlen!", or "Wir möchten/wollen zahlen!". You can also say, "(Herr Ober), die Rechnung bitte!". The term "der Ober" is the waiter, but this sounds very old fashioned and is hardly ever used today. To address the waiter you would probably say "Entschuldigen Sie, ..." ("Pardon, ...") as in "Entschuldigen Sie, wir würden gern zahlen" (Pardon me, we would like to pay").

** Although it is perfectly OK to say “Bedienung” or “Kellner” when talking about a waiter or a waitress, you should not address the waiter by saying "Bedienung!" or even “Fräulein!” which is regarded very impolite since the 1980s.

Section Problems >>

Test
The test will be located here, but the test for this lesson is not yet completed.

title: German/Level I/Essen


text:
Template talk:WikiProject Japan

Fix alphabetical ordering for Ainu and Ryukyu task forces
The documentation lists the parameters for the task forces all in alphabetical order (which makes sense).

Almost all of them are also displayed by the template in alphabetical order (if the leading descriptor of "Japanese" is ignored for some of them, at least): Japanese baseball, Bibliography, Biography, Business and economy, Japanese cars, Japanese cinema, CJKV, Culture, Districts and municipalities, Education, Flora and fauna, Food and drink, Gaijin tarento, Geography and environment, History, Infrastructure, Law and government, Japanese military history, Music, Mythology, Owarai, Photo, Politics, Prefectures, Religion, Royalty and nobility, Science and technology, Shinto, Sport, Tokyo, Trains in Japan, and Transwiki Update.

...But the last two task forces – the Ainu and Ryukyu task forces – are listed at the very end, for some reason. Please move them into alphabetical order with the other task forces (the Ainu task force should be listed first, before the Japanese baseball task force; the Ryukyu task force should be listed between the Royalty and nobility task force and the Science and technology task force). V2Blast (talk) 22:06, 25 September 2020 (UTC)
 * These two task forces were the last to be added, see relating to this request, and  relating to this request. -- Red rose64 🌹 (talk) 20:07, 26 September 2020 (UTC)

Show photo request when collapsed
Would it be possible to make a some sort of indicator appear in the collapsed form of the template (such as when is used) when one or more of the photo request parameters is filled? I know the BLP indicator does this. It could contain information similar to the template, but indicating what photo is needed and/or where it might be found (based on the parameter info). ··· 日本穣 ·  投稿  · Talk to Nihonjoe ·  Join WP Japan ! 18:23, 17 November 2020 (UTC)
 * Do you mean in the Japan template or in the banner shell template? — Martin (MSGJ · talk) 18:48, 17 November 2020 (UTC)
 * How it shows when collapsed in the WPBS, I guess. For example, this is how it currently appears:
 * "WikiProject Japan / Military history (Rated Stub-class, Low-importance)"
 * If it could appear something like this, that would be great:
 * "WikiProject Japan / Military history (Rated Stub-class, Low-importance, Photo/Image requested)"
 * Is that doable? ··· 日本穣 ·  投稿  · Talk to Nihonjoe ·  Join WP Japan ! 18:53, 17 November 2020 (UTC)
 * A very rough and ready mockup: — Martin (MSGJ · talk) 19:26, 17 November 2020 (UTC)

 * I like it! Can we have the text "Photo requested" (to keep it short) next to the icon? ··· 日本穣 ·  投稿  · Talk to Nihonjoe ·  Join WP Japan ! 21:50, 17 November 2020 (UTC)
 * Feel free to play around with the HOOK_NESTED_ASSESS parameter (see the diff). We can probably put that icon so it appears after the rating/importance (would that be better?) But getting it inside the brackets would require significant coding changes to the meta template. — Martin (MSGJ · talk) 09:28, 18 November 2020 (UTC)
 * Here's a bit of tweaking:

 * Thoughts? ··· 日本穣 ·  投稿  · Talk to Nihonjoe ·  Join WP Japan ! 23:45, 18 November 2020 (UTC)
 * Looks good on a wide screen, not so good on a smaller screen. Try reducing the width of your browser window to compare. I've moved the icon to the right side of the ratings, which I think is much neater. — Martin (MSGJ · talk) 11:53, 19 November 2020 (UTC)
 * Android Emoji 1f4f7 red.svg can't really compare as whatever you did messed with my version. However, I think the camera icon you switched to works fine, though I think it should be a little smaller (perhaps 20px). Also, I made this red version, if you want to use it. ··· 日本穣  ·  投稿  · Talk to Nihonjoe ·  Join WP Japan ! 17:09, 20 November 2020 (UTC)

Edit request 2 October 2022
Description of suggested change:

Diff: TKsdik8900 (talk) 05:55, 2 October 2022 (UTC)
 * Red information icon with gradient background.svg Not done: why? This doesn't seem like a clear improvement. Elli (talk | contribs) 08:24, 2 October 2022 (UTC)
 * The file which I suggested to change, ITŌ Hirobumi.jpg, is the original version of the current file Itô Hirobumi.jpg. Please see its Wikimedia Commons file page and National Diet Library. --TKsdik8900 (talk) 08:48, 2 October 2022 (UTC)

Edit requested (grammar)
"within the scope of the WikiProject Japan" should probably just be "within the scope of WikiProject Japan", without a definite article before the name.

RadioactiveBoulevardier (talk) 03:15, 18 January 2023 (UTC)
 * ✅.  P.I. Ellsworth  , ed.  put'r there 05:49, 18 January 2023 (UTC)

Template-protected edit request on 5 July 2023
The parameter "TF_6_NESTED = Cinema" is duplicated. One should be deleted so that this template and all pages that use it do not appear on lists of pages or articles with CS1 errors. Thanks. Ira Leviton (talk) 14:58, 5 July 2023 (UTC)

 * .  P.I. Ellsworth  , ed.  put'er there 16:48, 5 July 2023 (UTC)

title: Template talk:WikiProject Japan


text:
Music Theory/Complete List of Chord Patterns

A Major scale has 7 different notes and then ends back on 1, making a total of 8 notes. Each note in the scale is called a scale degree. Each scale degree represents a potential chord. The scale degrees are numbered with Roman numerals so that you can use upper and lower case letters. Upper case represents a Major chord, lower case are minor chords, and lower case with a little circle in the upper righthand corner of the Roman numeral is diminished. In western music chords are traditionally built by using every other note beginning on each scale degree - giving you a choice of 7 diatonic chords in a Major scale.

The formula to make a Major scale is the same for every single Major key. The I, IV, and V are the only major chords in a traditional major scale. The remaining chords are minor with the exception of the 7th which is diminished. The scale numbers would look like this I ii iii IV V (the 5th should have lines above to show its Major) vi vii(o) I. For example in the key of C the scale would be CDEFGABC. Since triad chords are built by using every other note from the one you begin on - a C Major chord would be CEG. The 1st note (in this case C) is called the root, after that you count steps away, starting with C - making the 3rd E. G is then 5 steps away from the root (C) making it the 5th. You can keep extending chords making 6th, 7th, 9th, 11th, 13th chords, and sus4 chords. Since every Major scale has the same formula this can make transposition fairly easy because if you recognize a piece of music is playing a I chord or any other degree of chord from your original key to transpose all you would need to play is the same chord degree in the new key you desire. You also need to know that you can raise and lower notes if desired in the chords you’re writing. If you see a C7#9 it means you raise the 9th a half step.

This is one of the chord trees that will aid in the writing and analysis of music. You can move down the tree but you may not retrograde (go backwards) until reaching the bottom. There are, of course exceptions including cadencing using the IV to I which is called the Amen cadence because of its use in older church hymns. At the end of a hymn people would sing Amen from the IV to I. A good example of a song that uses an amen cadence is ”Let it be” by the Beatles (Amen means let it be!). Moving from a V to vi chord is called a deceptive cadence because traditional western music is usually a battle between the Major V and Major I. You may think of the I of a scale (also called the tonic) as home and the V (also known as the dominant chord) as the car that drives you back home. All chords that have a number immediately after the letter are actually dominant chords with added notes. Dominant chords contain a major triad with a minor 7th. If they are not dominant they will say something like G Maj7 which has a dreamy feel but in the key of C - G is dominant so its notated G7. A G9, G11,or G13 all can be used as a dominant chord. All dominant chords must contain a seventh, though it is possible to leave out the 5th from extended chords such as 13th chords. The I chord is your musical home but you may go other places during your journey but you usually drive back home using the V (the car of the key) to get there. If you end your phrase or piece using V to a vi chord this is also (see above) called a deceptive cadence (or ending. This is because the Major 5th makes you feel like you are going home to your happy home the I chord but instead you land on a minor chord which will sound sad but still complete.

You may move across the degrees and interchange the chords or can skip degrees entirely if so desired but here is a nice chord progression: Example- I, IV, ii, V, I, vi, ii, V, I) A good key to practice it in would be C because there are no sharps or flats to remember but you can do it in ANY major key. In C this Progression would be C Maj, F Maj, D minor, G major, C Maj, A minor, D minor, G Major, and back home to C Maj.

I IV  ii  V  I  vi  ii  V  I

In the key of C
 * I: C Maj
 * vi - iii: A minor to E minor
 * IV - ii: F Major to D minor
 * V - vii°: (vii° the little circle at the end means diminished) these chords can also be notated as G Major to Bmin♭5 (Minor flat 5 chords are the jazz notation for diminished)

Note numbers in parentheses are optional:

Dominant/Seventh
Normal

The dominant seventh is sometimes just called the "seventh", even though it contains a minor seventh and not a major seventh.

Altered

Suspended

Any chord with a major third can have the third replaced by a major second or perfect fourth to form a suspended chord. Given a chord C, this would be written Csus2 ("C suspended second") and Csus4 ("C suspended fourth") for a major chord. As these only apply to the major second and perfect fourth, there is no such thing as, say, a Csus6, which would probably be properly written as Gsus4/C or C5add6 if it has a fifth, or else Am/C. However, in certain circles it is thought that replacing the fifth in a triad with a sixth is a type of suspension, eg Csus6 would contain C, E and A, rather like an Am. This is however more accurately notated as C6.

Minor
Normal

Diminished

Notice the diminished seventh chord has a double-flatted seventh, which is enharmonically the same as a sixth, so you may find the diminished chord alternately written as "1 ♭3 ♭5 6". The double-flat notation is more correct because it shows how the seventh is further diminished from the half-diminished state.

Sometimes a diminished seventh chord is notated the same way as a diminished triad. Even more confusingly, sometimes both forms are called the "diminished chord"! You can make the distinction between the two to avoid ambiguity. However, keep in mind that they're ultimately very similar chords anyways, and you can usually interchange them.

Other
It's worth mentioning that you might hear some individuals (usually rock guitarists) call fifth chords 'power chords'.

9th, 11th, and 13th chords
7th chords can be extended to 9th, 11th and 13th chords. If you have a C7 (C dominant seventh), then the corresponding chords would be C9, C11 and C13. The C9 is a C7 with a major ninth (or second) added. The C11 is a C7 with an eleventh (or perfect fourth) added as well as the major ninth. The C13 is a C7 with a major thirteenth (or sixth) added as well as the major eleventh and major ninth added.

The same principles that can be applied to seventh chords apply to minor and major 7th chords. For instance, you can have a minor 13th: 1 ♭3 (5) ♭7 9 11 13. The notes added are always the same: ninth, eleventh, and/or thirteenth, not augmented or diminished. Only the seventh chord base changes.

It is very uncommon to extend a major 7th chord with an 11th. This is because there would be an interval of a minor ninth between the third and the eleventh. If an eleventh is played, it is usually altered (this is dealt with below).

Additions
When a note is added to these chords in a manner that does not fit the tables above, it is often written "addX", where X is the number of the added note, e.g., add6 for an added sixth. For instance, C major with an added sixth would usually be written Cadd6. If the number is above 7, then it will be an octave higher than the root note.

Do not confuse Csus2 and Cadd2, or Csus4 and Cadd4. Suspended chords must not have a major third, but major chords with additions must. (Note that in jazz, suspended chords sometimes have a major third added, but only when the player wants dissonance).

Do not confuse Cadd9 with C9; the latter has a minor seventh, but the former does not.

An "added second" and "added ninth" are often considered synonymous, because a ninth is a second. Some musicians argue they imply different voicings of the chords, for instance, add9 should have the second raised an octave, but add2 should not. The "added ninth" is more common, especially since it is rare that one wants to add a major second that is literally one whole tone away from the first (and possibly a third as well).

The 9th here is what is often referred to as a compound interval, that being an interval greater than an octave, such as a 9th being an octave up from a 2nd, a minor 10th being an octave up from a minor 3rd... Greater intervals, e.g. a minor 17th, theoretically exist (this being a minor 3rd raised 2 octaves) but such things above a modification of a 13th are never spoken of. To create a compound interval one would add 7 (once for every octave) raised to the number in the name to raise the interval. The same applies subtracting seven to lower the pitch by octaves.

Alterations
Sometimes something such as "♭5" or "♯5" (also written "-5" and "+5", respectively) will be appended to the end of the chord; this means play the chord as normal but flatten or sharpen the fifth respectively. (This is why Cø is sometimes written Cm7♭5, because a minor 7th with a flatted fifth has the same notes as a half-diminished chord. Similarly, it may also be pronounced "C minor seventh flat five".)

Any of the extension notes (9th, 11th and 13th) can also be altered, something fairly common in jazz. The possible alterations are ♭9, ♯9, ♯11 and ♭13. You may be wondering why there is no ♭11 or ♯13. Stop and think for a second about which notes they would be in the key of C major. The ♭11 would be E, which is the major third in C, and the ♯13 would be B♭, the minor 7th, so a chord symbol like C ♭11 ♯13 would imply C7. Which would you rather read?

The table below shows common altered chords:

The names in brackets after the full name refer to the mode from which the chord is derived (there should be a section on this eventually).

Bass notes
The bass note of a chord is the lowest note of the chord. The most common case is that the bass note is the root note, for instance, in a C major chord C-E-G ascending in pitch from left to right, the bass note is C, which is the root note. But if the chord were instead G-C-E, it is still a C major chord (specifically, an inverted C major), but G is the bass note, while C is still the root note. Sometimes the bass note is omitted for brevity when it is still a part of the chord, which may be needed, for instance, when many rapid chord changes would otherwise make the names illegible on a printed score.

Occasionally, bass notes are not a part of the original chord. For instance, a D minor does not have a C note, but sometimes Dm/C is seen, meaning the D minor chord is played normally but with a C note below it. These are often called slash chords.

This notation can also indicate a polychord.

Polychords
Polychords are superimposed chords. They are more common in some kinds of music (jazz) than others (classical).

This may occur, for instance, when a piano player plays a D minor with the left hand (possibly omitting its fifth) and a G major with the right hand. The most common notation for a polychord is $upper chord⁄lower chord$, for example: $G⁄Dm$ (D–F–A—G–B–D). In case a very specific voicing is needed, the individual chords can be written in their desired inversions, for example: $E♭m/G♭⁄Cdrop2$ (C–G–E—G♭–B♭–E♭).

A common use of polychords is arpeggiating one chord against a different chord. For instance, on a piano, the left hand may be holding down a G5 chord while the right hand arpeggiates D minor chords. This would be notated Dm/G.

Polychords might be used as exotic voicings for many chords. The following examples use a pipe (|) to separate the upper chord from the lower one. (the examples are given here for a C chord)

Quartal chords
Some arrangements use chords based on fourths, often two fourths in the upper notes with an independent bass, which gives the following possibilities:

Of course, the fourths part of the chord can be present in two other inversions - sus4 or sus2, making B♭7sus4/C, Ebsus4/C and Absus2/C equivalent for instance.

Chord implication
Sometimes chords are not specifically indicated by notes, but are indicated by the chord structure, or even notes that don't form chords by themselves but sound like they belong to a certain chord. The most usual way to handle this is to put the chord name in parentheses. Implied chords are also often used when there are constant chord changes throughout a section (several per measure), and marking each one would make little sense, so the "underlying" chord is chosen (usually a chord the others are temporarily centered around). Sometimes sheet music will use only implied chords, in which case often chord names will appear normally, and perhaps a footnote will state something such as "chords reflect implied harmony".


text:
Evolutionary psychology

Welcome to the Evolutionary Psychology learning project.

Summary
Evolutionary Psychology is a scientific exploration of the evolution of mind and patterns of behavior. This learning project provides activities for exploration of psychology from the perspective of evolutionary biology.

Learning materials
Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.
 * Do women and men think differently? - Readings and discussion

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

The Wikimedia Foundation Board of Trustees has directed the Wikiversity community away from courses (the Board's comments). Wikiversity participants are encouraged to innovate and create learning experiences that take full advantage of the wiki format of online community interactions. Non-traditional Learning Projects that are oriented towards learning about conventional course subjects are encouraged within Wikiversity. See: Learning and Portal:Education.

Activities

 * Help develop book modules such as How Men Select Women at Wikibooks

Readings

 * Evolutionary psychology - Wikipedia article

Recommended Texts

 * Evolutionary Psychology: the New Science of the Mind (2nd Ed.). Written by David M. Buss.
 * The Blank Slate: the Modern Denial of Human Nature. Written by Steven Pinker.
 * The Adapted Mind: Evolutionary Psychology and the Generation of Culture. Written by Jermoe Barkow, John Tooby and Leda Cosmides.

title: Evolutionary psychology


text:
solletico

Etymology 1
.

Noun

 * 1) tickling, tingling
 * 2) itch teasing desire
 * 3) small effect; nothing;
 * 1) small effect; nothing;

title: solletico


text:
Wikipedia:WikiProject U.S. Roads/Redirects/Virginia

This completion list or redirect list feeds the Recent Changes application for the Virginia Task Force of WikiProject U.S. Roads.


text:
Wakefield, North Carolina

Wakefield is a former unincorporated community and current area within the Zebulon, North Carolina, United States town limits in extreme eastern Wake County. It is centered on Pearces Road (SR 1001) between Pippin Road (SR 2337) and Arendell Avenue (NC 96), northeast of the center of Zebulon. It was annexed by Zebulon in 1997.

title: Wakefield, North Carolina


text:
Wikipedia:Featured article candidates/35 mm film

35 mm film
This article is the first collaboration of the new WikiProject Filmmaking, and has also recently gone through a peer review. I've mainly spent the last few days adding further references in the areas it seemed to be lacking. I also welcome all critiques, as I don't feel it got a rigorous enough shake in peer review, to be quite honest. Thanks! Girolamo Savonarola 12:59, 11 August 2006 (UTC)
 * Support Comment : I haven't read through the entire article yet, but after a quick skim I noticed a few things, mostly minor:
 * Several short paragraphs. These should be merged or expanded if possible.
 * It would be good if you used the Cite web, Cite book etc templates for your inline citations where possible, but especially for the inlines with no or poor descriptions (ie. endnotes 28, 29, 34, 35, 39 and 42).
 * Can the specifications be moved into some sort of table instead of a straight list? I found it confusing to try and read the list as it is.
 * This is not really a problem, but a few people have been mentioning the use of the svg format instead of png, jpg and especially gif for diagrams. I think this would be especially useful for this diagram, since it should probably be represented accurately no matter how the image is resized.
 * The image at the start of the article is huge, and I'm running at a 1280x1024 screen res. Maybe this could be reduced a little?
 * Any chance of an extra image or two? Especially of the film in use or in storage.
 * I hope this helps. Cheers, darkliight[πalk] 13:51, 11 August 2006 (UTC).

 * Darkliight, thanks very much for your comments! I'll address them one by one, to make it easier.
 * I believe the short paragraphs have been remedied. I've also done some major overhauling of the article's structure in any case, especially regarding ordering of sections and hierarchy.
 * I've corrected those specific citations (though the numbers probably have changed with editing), although I've simply written them out instead of using the template. I just feel they're too cumbersome; however, if this is something that must be implemented as template rather than text, I'll slog through rewriting all the citations.
 * I'm not certain that the specifications can be turned into a table, merely because the different formats mainly have different concepts they are defining. The 35 mm spherical, for example, contains a slew of TV specs that don't exist for the other format, and vice versa. But if someone has a way of implementing a table effectively, I'm certainly open to try it. If the specifications are confusing, maybe you could clarify which ones and why? That probably will help towards elucidating the matter.
 * I'll ask the image editors of that particular diagram about making an SVG format; however, as I'm not a graphics guy, I can't guarantee any progress there.
 * Image resized.
 * More images added. Let me know if you think more are needed, or if the ones added are inadequate.
 * I think that's it for now. Thanks very very much! Look forward to hearing more comments. Girolamo Savonarola 22:03, 11 August 2006 (UTC)
 * Hello again Girolamo Savonarola, thanks for addressing the concerns.
 * I still think you should use the templates for your cites, but I won't object if you don't. There are still some issues with some of the cites though, in particular #10 (it's description is really lacking :)) and #32 is just a URL.
 * I believe that was mainly oversight from the restructuring. I've corrected the matter. Thank you also for your lenience on the template matter - if the content is displayed more or less identically with either method, and the template is designed to make things "easier", then I'd prefer to simply do it by hand, as I don't believe that the template is easier (at least for me). That's my simple rationale, but if there is a flaw in it, let me know.
 * I think one of the big advantages of templates is that if, for whatever reason, the display style is changed, then a single change to the template will bring every article that uses the template into line. Another plus is that is encourages other users, especially newer ones that aren't sure how how to go about adding a reference, to use them instead of just posting an external link or the like. Whenever I add references to an article, I can almost always just copy and paste a previous cite template, change the required parameters and hit submit without worrying about style. A third advantage, is that it makes it easy for bots to check reference URL's, ISBN's etc. These reasons are just off the top of my head so there are surely other reasons. darkliight[πalk] 04:32, 13 August 2006 (UTC)
 * Throughout the article, inches and mm are used in most cases, but they should follow a similar format. For example, in the intro we have "The photographic film is cut into strips 1 3/8 inches or 35 mm wide", the Super 35 section where we have "an overall negative area of 240 mm2 (9.45"2), only a mere 9 mm2 (.35"2) less than the 1.85:1 crop", and then later on we just have "Known as "Kodak Standard" (KS), they are 0.078" high by 0.11" wide". I'd prefer measurements to be set out like "The photographic film is cut into strips 35 mm (1 3/8 inches) wide" - I've given precedence to the metric measurement for a few reasons, but mostly because the articles title is a metric measurement. " can be supplemented for inches later on ofcourse.
 * Ah, welcome to the wonderfully odd world of film standards! :) The format is labelled in metric, however most of its standards were created by Americans in "standard" units, and thus the metric numbers are conversions in those cases and are identified as such. Furthermore, in my research today I've discovered that despite the name, the format is actually precisely 1 3/8 inches wide, due to historical reasons - now clarified in a footnote. However, apparently the most strictly accurate name for the format in millimeters would be 34.8 mm! I have, however, added metric equivalents for the omitted measurements in the perforations section. But bear in mind that they are standardized to inches by Eastman Kodak, not millimeters, hence the inch measurements are given primacy. In the case of accepted names for formats, such as 8 mm and 16 mm, I have left no conversion, as these are the common names for the gauges rather then measurements, per se.
 * Thanks for putting in a few extra pictures, though I was really hoping for a pic of the film being used in a projector so people unfamiliar with its use could get an idea of how the picture gets from the film to the screen.
 * I've added a clearer image of the digital formats as well now. However, I'm not certain that a projection picture could easily show this - there are several you might want to take a look at on the movie projector page. My question would be that wouldn't such an image be more germane to that article instead? Let me know your thoughts and I'll see what I can produce... :)
 * My concern was that complete novices to the topic of film (students doing an assignment for example) would be able to see why we put the images onto film. I know it must seem very obvious to everyone here, and I agree with you that an explanation is for another article, but if a school kid comes home from watching a movie and gets curious and they stumble accross this article, I think it would be interesting to actually see the film in use in a projector and the result on a screen - I think even a diagram would suffice for this if you come accross one. Ofcourse, that was just an idea and I'm not going to demand it, so consider it struck. darkliight[πalk] 04:32, 13 August 2006 (UTC)
 * Cheers, darkliight[πalk] 09:45, 12 August 2006 (UTC)
 * Once again many thanks! Girolamo Savonarola 22:34, 12 August 2006 (UTC)
 * PS - Where is everyone else?!?!?! The more opinions the merrier, right? :)

 * Support. I whole-heartedly support this nomination.  It's well referenced, and I don't see any major things, but there are two minor things one minor thing that I thought I'd mention.  First of all, if I understand it correctly, in the 1950s movie studios experimented with 3D, Smell-o-Vision, and all sorts of other things, before coming up with widescreen.  In addition, there was a lot of competition among the studios to create the dominant widescreen format (i.e. WarnerScope, CineMiracle, etc.)  I believe this is important to mention, however briefly, in this article.  Number two: Most studio films are shot with a DI these days, you might want to mention that.  Great article! Green451 22:14, 13 August 2006 (UTC)
 * One more thing, and remember that I'm being really nitpicky here, is that it might be worth mentioning somewhere in the article the increased competition 35mm is facing from digital formats. Keep up the good work! Green451 04:09, 14 August 2006 (UTC)
 * As it turns out, one of the things I mentioned was already in the article. Sorry about that. Green451 03:26, 15 August 2006 (UTC)

 * Comment Please fix the footnote punctuation. Also, you've got places where there is no space before the next sentence (e.g.; single frame of film at 4 perforations high.[8]Edison claimed exclusive patent rights) Sandy 01:13, 15 August 2006 (UTC) Wow, that was fast!  Sandy 01:36, 15 August 2006 (UTC)
 * Thank you, well spotted! Done. Girolamo Savonarola 01:30, 15 August 2006 (UTC)
 * No sense wasting time... ;) Girolamo Savonarola 01:40, 15 August 2006 (UTC)

 * Comment, the article seems to lack detail on its use in still photography - which is where the average reader would be most familiar with it. Why?--Peta 02:01, 15 August 2006 (UTC)
 * The article is about 35 mm film as used in motion pictures (which predates 35 mm stills film; see the Early History section). What you're looking for is 135 film, which you'll see is already linked at the top of the article. Girolamo Savonarola 02:05, 15 August 2006 (UTC)
 * Thanks.--Peta 02:06, 15 August 2006 (UTC)

 * Comment Changing the title to something like "35 mm cinema film" would clarify that, and make the introductory remark unnecessary. Hundreds of millions of people have used 35 mm film cameras and call the film "35 mm film" whereas they have not used 35 mm cinema cameras and aren't commonly aware of the film that is used for the movies they watch. So, the title seems to attract the wrong reader. I would find it easier to support the article under a more precise title. Fg2 01:26, 19 August 2006 (UTC)
 * I'm not certain I necessarily agree with that assertion, especially with 35 mm stills film already having had severe losses to the digital crowd. Furthermore, it is a very common film terminology term just as likely to be widely known by hundreds of millions of moviegoers, and unfortunately doesn't seem to have another commonly used term, as 35 mm stills/135 film does. Is there a problem with having a "see this article for this term" sign at the top? Plenty of other articles do, including film, which no doubt has different meanings to the stills crowd as well as the scientific community. Girolamo Savonarola 21:31, 19 August 2006 (UTC)
 * Additionally, the histories of both 35 mm film and 135 film show that they were split like so from their inception(s). The decision to split them like so is even noted in Talk:35 mm film, where it is noted that most readers will be equally split between which two they'd want to see, so the one with the more precise and equivalent term (135 film) is given a toplink, while the other (for movies) will remain the primary topic of the article. The talk pages of these articles also give no indication of any users wishing to change this at any time in the past 3.5 years since these articles began to co-exist. My predominant feeling is to leave it be, unless there is a sizable objection to the current situation. Girolamo Savonarola 21:46, 19 August 2006 (UTC)

 * Support Very good now. Nice job. Sumoeagle179 20:28, 2 September 2006 (UTC)


text:
Sahel Borj

Sahel Borj was a village in, and the former capital of, Ordughesh Rural District, Zeberkhan District, Nishapur County, Razavi Khorasan province, Iran. The capital has been transferred to the village of Ordughesh.

Population
At the time of the 2006 National Census, the village's population was 1,726 in 459 households.

After the census, the district was separated from the county in the establishment of Zeberkhan County, which was divided into two districts of two rural districts each, with Qadamgah as its capital and only city.

title: Sahel Borj


text:
Hempstead High School

Hempstead High School can refer to:

 * Hempstead High School (Iowa) in Dubuque, Iowa
 * Hempstead High School (Texas) in Hempstead, Texas
 * Hempstead High School (New York) in Hempstead, New York
 * Hempstead High (album) an album by rapper, A+. Named for Hempstead High School in Hempstead, NY.
 * West Hempstead High School in West Hempstead, New York

title: Hempstead High School


text:
The Point, Louisville

The Point was a thriving 19th century neighborhood in Louisville, Kentucky, east of Downtown Louisville and opposite Towhead Island along the Ohio River. It was also located north of the present day Butchertown area.

Overview
Starting in the 1840s it was home to many upper income residents who had moved from New Orleans, giving the area on Fulton Street the nickname "the Frenchmen's Row". They built many mansion houses in the area, the best known of which was the Heigold House (completed in 1853), which featured a very detailed facade with the faces of early American leaders engraved on it. It was built by immigrant stonemason Christian Heigold.

In 1854 many houses were demolished when Beargrass Creek was rerouted from its original outflow near 4th Street in downtown Louisville to its current location through the area. Many more houses were torn down after the great Ohio River flood of 1937. It was also the site of The Louisville Municipal Yacht Basin (later Municipal Boat Harbor) built in 1936.

Contemporary Louisville leaders of the time wanted the entire area depopulated and replaced with a park called Point Park Project, which was done to the extreme northern part of the area, now called Thruston Park. This remained the preferred urban public park throughout the 1940s and 50s. The park was severely disrupted by the construction of I-64 in the early 1960s and by the 1980s, it was in a neglected and dismal state. The harbor remained until it was closed by the city in 2005.

Today only two remaining historical structures remain. The first is the decorated front facade of the Heigold House, which originated in the former Ohio Street neighborhood's Marion Street (present location of the Waterfront Botanical Gardens). Secondly, the Paget House, the last remaining of the riverfront mansions along Fulton Street. Both are listed on the National Register of Historic Places. The Heigold facade was moved to a roundabout on Frankfort Avenue near River Road, while the fate of the historic Paget House remains uncertain, but remains across River Road on the River Park Place development property.

title: The Point, Louisville


text:
User:NR Lecker

My name is Ratinan Leela-Ngamwongsa (รตินันท์ ลีลางามวงศา/李荣钦). I come from Thailand, born in Bangkok in 1989. I am now a student in Nawamintarachinutid Horwang Nonthaburi School in Pak Kret, majoring in Science and Mathematics Program. My native language is Thai but I also like English and Chinese. So I can write some topics about Thailand for Wikipedia, to help other users like Ahoerstemeier who writes many topics about Thailand.

title: User:NR Lecker


text:
prooidier

Etymology
Compound of.

Noun

 * 1)  (animal which typically serves as food for carnivores or flesh-eating plants)

title: prooidier


text:
Stepnoy Kuchuk

Stepnoy Kuchuk (Степной Кучук) is a rural locality (a selo) and the administrative center of Stepno-Kuchuksky Selsoviet, Rodinsky District, Altai Krai, Russia. The population was 1,040 as of 2013. There are 7 streets.

Geography
Stepnoy Kuchuk is located on the Kuchuk River, 16 km northeast of Rodino (the district's administrative centre) by road. Stepnoye is the nearest rural locality.

title: Stepnoy Kuchuk


text:
Dibgalik

Dibgalik (Дибгалик; Dargwa: Дибгалихъ) is a rural locality (a selo) in Guladtynsky Selsoviet, Dakhadayevsky District, Republic of Dagestan, Russia. The population was 554 as of 2010. There are 6 streets.

Geography
Dibgalik is located 6 km southeast of Urkarakh (the district's administrative centre) by road. Buskri and Chishili are the nearest rural localities.

Nationalities
Dargins live there.

title: Dibgalik


text:
1888 New York Athletic Club football team

The 1888 New York Athletic Club football team was an American football team that represented the New York Athletic Club in the American Football Union (AFU) during the 1888 college football season. The New York team compiled a 1–3–1 record (all against AFU opponents).


text:
Miss World America 1980

Miss World America 1980 was the 3rd edition of the Miss World America pageant and it was held in Studio 54 in New York City, New York and was won by Brooke Alexander of Hawaii. She was crowned by outgoing titleholder, Carter Wilson of Virginia. Alexander went on to represent the United States at the Miss World 1980 Pageant in London later that year. She finished as 6th Runner-Up at Miss World.

Delegates
The Miss World America 1980 delegates were:

 * Alabama - Joanne Henderson
 * Alaska - Gay Nel Wilson
 * Arizona - Liz Van Houten
 * Arkansas - Kim Ferguson
 * California - Kelly Bailey
 * Colorado - Donna O’Dell
 * Connecticut - Marie Beach
 * Delaware - Patrice Boyle
 * District of Columbia - Cynthia Yoscak
 * Florida - Lisa Marie Smith
 * Georgia - Kimberly Byrd
 * Hawaii - Brooke Alexander
 * Idaho - Janene Stuart
 * Illinois - Annette Marroquin
 * Indiana - Julie Like
 * Iowa - Kay Lawson
 * Kansas - Suzanne Harness
 * Kentucky - Dee Anne Ennis
 * Louisiana - Lisa Thompson
 * Maine - Nadine Greenlaw
 * Maryland - Lori Estep
 * Massachusetts - Nerine Kidd
 * Michigan - Diane Marie Arabia
 * Minnesota - Lori Swenson
 * Mississippi - Karen Davis
 * Missouri - Sally Hampton
 * Montana - Jurrette Sindler
 * Nebraska - Lori Muehlich
 * Nevada - Valerie Valow
 * New Hampshire - Debra Peltonovich
 * New Jersey - Patricia Charlene La Terra
 * New Mexico - Penny Beeson
 * New York - Patty Blanchfield
 * North Carolina - Monica Boston
 * North Dakota - Jill Indergaard
 * Ohio - Nancy J. Stepien
 * Oklahoma - Kathy Ecker
 * Oregon - Shari Miner
 * Pennsylvania - Christine LaBrasca
 * Rhode Island - Sharon McGarry
 * South Carolina - Donna Rice
 * South Dakota - Lori Sweere
 * Tennessee - Suzanna Timberlake
 * Texas - Sharri Gorrell
 * Utah - Michelle Linford
 * Vermont - Yvonne West
 * Virginia - Cathy Bohannon
 * Washington - Kellie Colleen Jones
 * West Virginia - Tammera Lord
 * Wisconsin - Debbie Riedel
 * Wyoming - Pollie Ostlund

Returns
Last competed in 1978:
 *  Washington, D.C.

Crossovers
Contestants who competed in other beauty pageants:

 * Miss USA
 * 1978:  Rhode Island: Sharon McGarry
 * 1978:  Tennessee: Suzanna Timberlake
 * 1981:  Alabama: Joanne Henderson
 * 1982:  Florida: Lisa Marie Smith
 * 1982:  Maryland: Lori Estep (as  Washington, D.C.)
 * 1982:  Michigan: Diane Marie Arabia

 * Miss World America
 * 1978:  Alaska: Gay Nel Wilson
 * 1979:  Wisconsin: Debbie Riedel

title: Miss World America 1980


text:
pareggiare

Etymology
From.

Verb

 * 1)  to make equal (in all senses)
 * 2)  to level or to balance
 * 3)  to equalize
 * 4)  to draw (have equal scores in sport)

title: pareggiare


text:
User:MrItty

I am a Perl afficianado. After learning Perl in 1998, I started teaching Perl for two years at Rensselaer Polytechnic Institute. I am a frequent poster to comp.lang.perl.misc. During 2003 I was contracted by Atomic Dog Publishing to create the supplemental material for a proposed online edition of "Learning Perl", by Randal Schwartz (which was eventually scrapped due to miscommunication by Atomic Dog and O'Reilly).

My only goal at Wikibooks is to expand and impove the Perl book.

Reach me via email at<EMAIL_ADDRESS>mritty@gmail.com]

title: User:MrItty


text:
Portal:Learning Materials/Learning Materials news

"No Longer Free to Choose" by Michael W. Brandl "instructors and colleges are demanding more 'freebies' from publishers, such as PowerPoint slides, computerized test banks, videos and class management programs. All of these items force up the price of textbooks"


text:
User:Unicyclehusby

My name's Joe. I like working with computers, whether it be programming, networking, troubleshooting, etc. I graduated summa cum laude in computer science from the University of Minnesota Honors IT program. I am currently employed at Lockheed Martin in Eagan, MN working on next generation air traffic control software.

title: User:Unicyclehusby


text:
Beauty Museum

Beauty Museum or Museum of Enduring Beauty (Muzium Kecantikan) is a museum about beauty standards and concepts in Malacca City, Malacca, Malaysia, which was opened in 1996. It occupies the top floor of the former Historical City Municipal Council building, originally constructed in the 1960s and believed to be built on top of the ruins of Dutch building, which also houses the People's Museum and Kite Museum at the ground and the upper floor respectively.

The museum exhibits the standard of beauty since ancient until modern times and different concepts of beauty as practiced by different cultures. Among those different beauty concepts are skin tattooing, lip stretching by round discs insertion, tooth filing, scarification, head molding into oval shapes and feet growth restricting. It opens everyday from 9.00 a.m. to 5.00 p.m.

title: Beauty Museum


text:
Talk:Festival au Désert

Location
What is the difference between Essouk and Essakane? Badagnani 09:38, 20 March 2006 (UTC)

I see they're different towns, in different Regions (and with different festivals). I've made the changes. Badagnani 10:00, 20 March 2006 (UTC)

 * Just to further confuse things, there is a town in Burkina Faso called Essakane; it is not too far from the Mali border. Just so you know ;) Chris 17:28, 15 May 2007 (UTC)

I don't see it on my map. What's it near? Badagnani 18:19, 15 May 2007 (UTC)

Source to use
See https://read.atavist.com/the-desert-blues I'm too tired to integrate this into the article but it's a great source to add. —Justin ( koavf ) ❤T☮C☺M☯ 04:24, 15 May 2015 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Festival au Désert. 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/20150924082337/http://www.primature.gov.ml/index.php?option=com_content&view=article&id=5562%3Atombouctou-le-festival-du-desert-aura-bien-lieu&catid=12 to http://www.primature.gov.ml/index.php?option=com_content&view=article&id=5562%3Atombouctou-le-festival-du-desert-aura-bien-lieu&catid=12

Cheers.— InternetArchiveBot  (Report bug) 05:58, 30 September 2017 (UTC)

title: Talk:Festival au Désert


text:
Biblical Studies/Old Testament Commentaries

5 Major
Genesis | Exodus | Leviticus | Numbers | Deuteronomy

12 Minor
Joshua | Judges | Ruth | 1 Samuel | 2 Samuel | 1 Kings | 2 Kings | 1 Chronicles | 2 Chronicles | Ezra | Nehemiah | Esther

Experiential
Job | Psalms | Proverbs | Ecclesiastes | Song of Solomon

5 Major
Isaiah | Jeremiah | Lamentations | Ezekiel | Daniel

12 Minor
Hosea | Joel | Amos | Obadiah | Jonah | Micah | Nahum | Habakkuk | Zephaniah | Haggai | Zechariah | Malachi

Deuterocanonical Books
Tobit | Judith | Additions to Esther | Wisdom of Solomon | Ecclesiasticus | Song of Three Young Men | Susanna | Bel and the Dragon | Baruch | Letter of Jeremiah | 1 Macabbees | 2 Macabbees


text:
Talk:Ella Emhoff

Full name - primary source
The Congressional Record is a primary source. Per WP:BLPPRIMARY we must never base such articles on such sources. We need to find a reliable secondary source that supports the name or it cannot be included. Elizium23 (talk) 16:26, 1 February 2021 (UTC)

Citations for birthday
The Tweet from her father has been removed per WP:SPS: it is making a claim about a third party. Elizium23 (talk) 22:36, 17 June 2021 (UTC)
 * I would argue that since he is the father, the date he became her father is (also) a claim about himself. But regardless, I'm pretty sure that the policy does not mean such claims when it talks about "claims about third parties". I think per WP:COMMONSENSE we can assume that most parents will not lie about their children's birthdays even in self-published sources. Regards So  Why  10:31, 18 June 2021 (UTC)

title: Talk:Ella Emhoff


text:
Wikipedia:Articles for deletion/Crowdhorsing

The result was   delete. WP:SNOW. Wikipedia is not for things you made up one day. The Bushranger One ping only 00:27, 15 July 2012 (UTC)

Crowdhorsing

 * – ( View AfD View log  •  Stats )

Non-notable neologism and possibly a hoax. jfd34 ( talk ) 11:50, 12 July 2012 (UTC)
 * Delete Probably a joke. If not, it's a non-notable neologism whose sole purpose is to advertise a website (which itself looks like a joke or a scam). Pichpich (talk) 12:08, 12 July 2012 (UTC)
 * Automated comment: This AfD was not correctly transcluded to the log (step 3). I have transcluded it to Articles for deletion/Log/2012 July 12.  Snotbot   t • c »  12:11, 12 July 2012 (UTC)
 * Delete per above, but most of all: Wikipedia is not a place for things made up one day. (At least not unless it's covered in multiple independent and reliable sources, which this term is most assuredly NOT.)Tokyogirl79 (talk) 12:42, 12 July 2012 (UTC)
 * Speedy delete as a dumb joke. OhNo itsJamie Talk 14:39, 12 July 2012 (UTC)
 * Note: This debate has been included in the list of Sports-related deletion discussions.  • Gene93k (talk) 15:01, 12 July 2012 (UTC)
 * Note: This debate has been included in the list of Business-related deletion discussions.  • Gene93k (talk) 15:02, 12 July 2012 (UTC)

 * Delete As per comments above. There are no external sources.  A Google search leads to the name of a blogger.  This page is not suitable for Wikipedia unless the term becomes used more widely and is reported in reliable independent sources. Kooky2 (talk) 16:02, 13 July 2012 (UTC)


text:
User:Fikku fiq

Hey there! and I'm from Terengganu, 🇲🇾Malaysia. I had my tertiary education in Sabah and Selangor, focusing on TESL. Right now, I'm working as an English teacher of a secondary school located in a small town in Pahang. My aim on Wikipedia is to improve Malaysian topics, especially those related to historical or cultural buildings, train or metro systems, and geography.

These are my   ★ Barnstars ★

 Kuala Terengganu - Bukit Puteri - Kuala Terengganu Drawbridge - Rumah Warisan Haji Su - Duyong Old Fort - St. Michael's Church, Penampang - St. Michael's and All Angels Church, Sandakan

13:02, 2 January 2021 1000th - 1:37, 27 July 2015 500th - 21:09, 7 February 2015 100th - 19:02, 25 June 2014 1st

title: User:Fikku fiq


text:
Talk:Marcionites

Useful quote:

"The story proceeds to say that he asked the Roman presbyters to explain the texts, 'A good tree cannot bring forth evil fruit,' and 'No man putteth a piece of new cloth unto an old garment': texts from which he himself deduced that works in which evil is to be found could not proceed from the good God, and that the Christian dispensation could have nothing in common with the Jewish. Rejecting the explanation offered him by the presbyters, he broke off the interview with a threat to make a schism in their church.'"

Arch O. LaTalk TCF 03:15, 21 March 2006 (UTC)

title: Talk:Marcionites


text:
Filmmaking Basics/Matte Painting/Tux Paint (short)

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffa0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" | Quick Start with Tux Paint

 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Tux Paint

 * Tux Paint is a free and fun painting program for kids. You can download a free version for just about any operating system from Linux to Macintosh.

 * The Tux Paint advantage
 * Tux Paint has a special advantage for creating matte paintings. Tux Paint was specially designed for doing matte paintings. It has a built in feature called "Starters" which are blank pages for matte paintings.

 * Master protected pages
 * Tux Paint allows you to create a master page (called a starter page and a starter page background) which has everything needed for kids to begin painting. With the master page (the two starter pages), part of the picture is protected and the rest is free for the student to create a painting.

 * Because the kids do not have to worry how they draw, this makes matte painting very fun. Few other programs have this automatic feature built in.

 * Completed master pages
 * I have already created the starter pages for you. They are available in three different sizes. All you have to do is put them into Tux Paint's Starter's folder. And if you want to create a custom starter page, go to the next page in this lesson.

Protected    Completely foolproof Here is the matte painting in Tux Paint. See how part of the picture is protected from paint. This is why drawing a matte painting is extremely easy in Tux Paint (but not in other paint programs). Even kids can do it!!!!
 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |
 * }

Small

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Load the two starter files

 * The background
 * The first step is to load two picture files into the folder called Starters for Tux Paint. Click on the pictures to the right to see the full size pictures.  Both files must have the same name except that one file (the file without the alpha channel mask) ends with "-back".

 * Set the Window size to 600 by 800. If you use another size window for Tux Paint, you should use different staters which are designed specifically for that window size.

 * Start Tux Paint and open the template (starter) and begin painting.

How to get the picture files   Upload Out_For_A_Walk_600_800.png at: http://en.wikiversity.org/wiki/Image:Matte_Painting_600_800.png and  Upload Out_For_A_Walk_600_800.png at: http://en.wikiversity.org/wiki/Image:Matte_Painting_600_800-back.png

 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

 * }

Medium = the most common size

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffaaaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |

Ready-to-use Starter Pages Window size of 1024 wide by 768 tall

 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

A larger window size

 * The background
 * If you have a window size of 1024 wide by 768. tall, use these pages instead. The first step is to load two picture files into the folder called Starters for Tux Paint. Click on the pictures to the right to see the full size pictures.  Both files must have the same name except that one file (the file without the alpha channel mask) ends with "-back".

 * Set the Window size to 1024 wide by 768 tall. If you use another size window for Tux Paint, you should use different staters which are designed specifically for that window size.

 * Start Tux Paint and open the template (starter) and begin painting.

How to get the picture files   Upload Out_For_A_Walk_1024_768.png at: http://upload.wikimedia.org/wikiversity/en/3/36/Out_For_A_Walk_1024_768.png  and  Upload Out_For_A_Walk_1024_768.png at: http://upload.wikimedia.org/wikiversity/en/3/36/Out_For_A_Walk_1024_768-back.png

 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

 * }

Large

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ccccff; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |

Ready-to-use Starter Pages Window size of 1280 wide by 1024 tall

 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #ffffe0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Very large window size

 * The background
 * If you have a window size of 1280 wide by 1024 tall, use these pages instead. Click on the pictures to the right to see the full size pictures.  Both files must have the same name except that one file (the file without the alpha channel mask) ends with "-back".

 * Set the Window size to 1280 wide by 1024 tall. If you use another size window for Tux Paint, you should use different staters which are designed specifically for that window size.

 * Start Tux Paint and open the template (starter) and begin painting.

How to get the picture files   Upload Out_For_A_Walk_1280_1024.png at: http://upload.wikimedia.org/wikiversity/en/2/2e/Out_For_A_Walk_1280_1024.png and  Upload Out_For_A_Walk_1280_1024.png at: http://upload.wikimedia.org/wikiversity/en/2/2e/Out_For_A_Walk_1280_1024-back.png

 * style="width: 40%; background-color: cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 200px;" |

 * }

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

Put both of these files in the STARTERS folder
Each version of Tux Paint is different so look at the instructions for your version to see where to put starter pages. {| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * }
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Send me your finished matte painting

 * When you are finished with your matte painting, please email a copy to me.

 * If you do not like my starter pages (with the movie set in the middle of the frame), you can make your own starter pages with Photoshop, etc. at Building your own starter page set for Tux Paint

 * }


text:
Saulcy, Switzerland

Saulcy is a municipality in the district of Delémont in the canton of Jura in Switzerland.

History
Saulcy is first mentioned in 1327 as Sacis.

Geography
Saulcy has an area of. Of this area, 3.67 km2 or 46.7% is used for agricultural purposes, while 3.98 km2 or 50.6% is forested. Of the rest of the land, 0.26 km2 or 3.3% is settled (buildings or roads).

Of the built up area, housing and buildings made up 1.7% and transportation infrastructure made up 1.7%. Out of the forested land, 46.8% of the total land area is heavily forested and 3.8% is covered with orchards or small clusters of trees. Of the agricultural land, 6.9% is used for growing crops and 22.8% is pastures and 16.8% is used for alpine pastures.

The municipality is located in the Delemont district. It consists of the village of Saulcy and the hamlet of La Racine.

The municipalities of Bassecourt, Boécourt, Courfaivre, Glovelier, Saulcy, Soulce and Undervelier are considering a merger on at a date in the future into the new municipality of Haute-Sorne.

Coat of arms
The blazon of the municipal coat of arms is Or on a Base Vert a Ram Sable passant attired, langued and hoofed Gules, in front of a Willow of the second.

Demographics
Saulcy has a population of. , 2.0% of the population were resident foreign nationals. Over the ten years 2000–2010 the population fell by 5.9%. Net migration contributed −7%; births and deaths +1.1%.

Most of the population speaks French (256 or 97.0%) as their first language, German is the second most common (7 or 2.7%) and Portuguese is the third (1 or 0.4%).

, the population was 47.8% male and 52.2% female. The population was made up of 116 Swiss men (45.5% of the population) and 6 (2.4%) non-Swiss men. There were 132 Swiss women (51.8%) and 1 (0.4%) non-Swiss women. Of the population in the municipality, 153 or about 58.0% were born in Saulcy who lived there in 2000. There were 72 or 27.3% who were born in the same canton, while 18 or 6.8% were born somewhere else in Switzerland, and 15 or 5.7% were born outside of Switzerland.

, children and teenagers (0–19 years old) make up 31.8% of the population, while adults (20–64 years old) make up 50% and seniors (over 64 years old) make up 18.2%.

, there were 119 people who were single (and never married) in the municipality. There were 133 married people, 8 widows or widowers and 4 divorcees.

, there were 94 private households in the municipality, and an average of 2.8 persons per household. There were 23 households that consist of only one person and 18 households with five or more people. , a total of 90 apartments (81.8% of the total) were permanently occupied, while 14 apartments (12.7%) were seasonally occupied and 6 apartments (5.5%) were empty. , the construction rate of new housing units was 7.8 new units per 1000 residents. The vacancy rate for the municipality,, was 3.48%.

The historical population is given in the following chart:

Politics
In the 2007 federal election the most popular party was the CVP which received 35.47% of the vote. The next three most popular parties were the SPS (30.23%), the CSP (16.86%) and the SVP (12.79%). In the federal election, a total of 89 votes were cast, and the voter turnout was 44.3%.

Economy
, Saulcy had an unemployment rate of 3.3%. , there were 30 people employed in the primary economic sector and about 12 businesses involved in this sector. 23 people were employed in the secondary sector and there were 3 businesses in this sector. 23 people were employed in the tertiary sector, with 5 businesses in this sector. There were 110 residents of the municipality who were employed in some capacity, of which females made up 44.5% of the workforce.

the total number of full-time equivalent jobs was 60. The number of jobs in the primary sector was 22, all of which were in agriculture. The number of jobs in the secondary sector was 22, all of which were in construction. The number of jobs in the tertiary sector was 16. In the tertiary sector; 7 or 43.8% were in wholesale or retail sales or the repair of motor vehicles, 6 or 37.5% were in a hotel or restaurant, 2 or 12.5% were in education.

, there were 28 workers who commuted into the municipality and 70 workers who commuted away. The municipality is a net exporter of workers, with about 2.5 workers leaving the municipality for every one entering. Of the working population, 5.5% used public transportation to get to work, and 68.2% used a private car.

Religion
From the, 237 or 89.8% were Roman Catholic, while 9 or 3.4% belonged to the Swiss Reformed Church. Of the rest of the population, there were 18 individuals (or about 6.82% of the population) who belonged to another Christian church. There was 1 individual who was Islamic. 6 (or about 2.27% of the population) belonged to no church, are agnostic or atheist, and 2 individuals (or about 0.76% of the population) did not answer the question.

Education
In Saulcy about 86 or (32.6%) of the population have completed non-mandatory upper secondary education, and 14 or (5.3%) have completed additional higher education (either university or a Fachhochschule). Of the 14 who completed tertiary schooling, 57.1% were Swiss men, 35.7% were Swiss women.

The Canton of Jura school system provides two year of non-obligatory Kindergarten, followed by six years of Primary school. This is followed by three years of obligatory lower Secondary school where the students are separated according to ability and aptitude. Following the lower Secondary students may attend a three or four year optional upper Secondary school followed by some form of Tertiary school or they may enter an apprenticeship.

During the 2009-10 school year, there were a total of 19 students attending 2 classes in Saulcy. There were no kindergarten classes in the municipality. The municipality had 2 primary classes and 19 students. There are only nine Secondary schools in the canton, so all the students from Saulcy attend their secondary school in another municipality.

, there were 29 students from Saulcy who attended schools outside the municipality.

title: Saulcy, Switzerland


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File:TMNTtournamentfightersgenesisscreenshot.gif

Summary
Screenshot of the Mega Drive/Genesis version of the game Teenage Mutant Ninja Turtles: Tournament Fighters


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User:Smurph24

Hello! I am a Business and Film and Media Student. Interesting fact, there are two of me... Not mentally but physically. Yes, I am a twin, and yes people joke about seeing double.

title: User:Smurph24


text:
Alastair Montgomerie

Alastair Aitken Montgomerie was the Criminal Deemster of the Isle of Man from 2011 until his retirement on 16 December 2019. He was appointed as a Deemster by the Lieutenant Governor.

Montgomerie was educated at Fettes College Edinburgh, Manchester University and the College of Law and was admitted as a Solicitor of the Supreme Court of England and Wales on 2 July 1979.

From 1980 to 1991 Montgomerie was involved in a wide range of criminal cases in England. He went to the Isle of Man in 1991 and worked within the Attorney General's Chambers.

Between June 2003 and April 2011 Montgomerie held the position of Deputy High Bailiff and acted as a panel Deemster, from time to time presiding over numerous General Gaol matters.

Montgomerie is married and has two adult sons.

title: Alastair Montgomerie


text:
Talk:Ada Programming/Type System

Are Constants Constant?
I'm not sure this page is the best place for this topic, but I do not see a better one.

 * Maybe Ada Programming/Variables could be expanded to cover constants. But then, it should be renamed to Objects, I guess, and I'm not sure if that it's a good idea, since many people would understand object as in Object Oriented Programming. Moreover, that Variables page is one of those pages with a version in pseudocode and a version in Ada, both sharing texts using transclusion, a maintenance headache. -- ManuelGR (discuss • contribs) 19:35, 25 October 2022 (UTC)

 * @CKWG - Ada Magica: I think you have written enough content to deserve its own page. In fact, I've seen we have two links to a still-non-existent page in Special:WhatLinksHere/Ada_Programming/Constants -- ManuelGR (discuss • contribs) 19:39, 27 October 2022 (UTC)
 * Hi Manuel,
 * if you think so, that's OK - see my remark at the very start.
 * I would propose to link to the new page Ada_Programming/Constants in /Ada_Programming#Language_Features directly after Type System.
 * Will you do this? CKWG - Ada Magica (discuss • contribs) 15:26, 28 October 2022 (UTC)
 * BTW: I think the page Ada_Programming/Variables is ghastly beyond hope. CKWG - Ada Magica (discuss • contribs) 15:37, 28 October 2022 (UTC)
 * OK, I've added the link in Ada_Programming. -- ManuelGR (discuss • contribs) 18:22, 28 October 2022 (UTC)

title: Talk:Ada Programming/Type System


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Wikipedia:Miscellany for deletion/User:JethroGrantham

 __NOINDEX__

The result of the discussion was delete all. JohnCD (talk) 09:10, 20 July 2012 (UTC)

User:JethroGrantham

These three identical user pages (for users who are presumably socks of each other) have been created and maintained by these users who have made no other contributions to Wikipedia for the 8 months they have been editing. Per WP:NOTWEBHOST, they should be deleted. Peacock (talk) 16:43, 12 July 2012 (UTC)
 * Delete per nom. They don't appear to serve any useful purpose.—Yutsi Talk/  Contributions  ( 偉特 ) 17:38, 12 July 2012 (UTC)
 * Delete per nom.  Theopolisme TALK 19:33, 12 July 2012 (UTC)
 * Delete per nom. --Epeefleche (talk) 06:43, 16 July 2012 (UTC)


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Chattanooga, Ohio

Chattanooga is an unincorporated community located in Mercer County, Ohio.

Demographics
Chattanooga has a population of 418, with approximately 49.51% males and 50.49% females.

History
A post office called Chattanooga was established in 1882, and remained in operation until 1905. Chattanooga is derived from the Cherokee name for "crow's nest". In 1907, Chattanooga had 100 inhabitants. Cities near Chattanooga, Ohio are Celina, OH and New Haven, IN.

title: Chattanooga, Ohio


text:
doncella

Etymology
Borrowed from. .

Noun

 * 1) A fish of Florida and the West Indies.
 * 2) A ladyfish  of the same region.

Etymology
From a (compare 🇨🇬, 🇨🇬, 🇨🇬), based on. .

Noun

 * 1) maid, maiden, damsel girl or an unmarried young woman
 * 2) abigail, lady's maid female servant employed by an upper-class woman to attend to her personal needs

title: doncella