text:
2024. The Chair of the Wikimedia Foundation Board of Trustees, Nataliia Tymkiv, shared the result of the vote, the resolution, meeting minutes and proposed next steps.

With this, the Wikimedia Movement Charter in its current revision is not ratified.

We thank you for your participation in this important moment in our movement’s governance.

The Charter Electoral Commission,

Abhinav619, Borschts, Iwuala Lucy, Tochiprecious, Der-Wir-Ing<section end="announcement-content" />

MediaWiki message delivery (discuss • contribs) 17:54, 18 July 2024 (UTC)

source: wikimedia

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

title: Wikiversity:Colloquium


text:
Probability

Welcome to the Wikibook of PROBABILITY

This book is an introduction to the mathematical theory of probability.

Contents

 * /Local Manual of Style/

Preliminaries

 * 1) /Introduction/
 * 2) /Set Theory/

General probability

 * 1) /Combinatorics/
 * 2) /Probability Spaces/
 * 3) /Conditional Probability/

Random variables

 * 1) /Random Variables/
 * 2) /Important Distributions/
 * 3) /Joint Distributions and Independence/
 * 4) /Properties of Distributions/
 * 5) /Conditional Distributions/
 * 6) /Transformation of Random Variables/

title: Probability


text:
Talk:Edith Bliss

PROD January 2010
I have removed the prod (Unsourced BLP) and the BLP unsourced tags from the article as a result of overhauling the article and adding several references. There are references for basically everything apart from the fact that she married a Wonder World crew member (which is hardly contentious - but then nothing in the article is.) The large number of blue links in the new material and the fact that she started as a presenter on a nationally broadcast tv series c. 1979 and was still on the show (reporting from Rome) five years later, in my opinion, establishes her notability. Format (talk) 06:20, 23 January 2010 (UTC)

title: Talk:Edith Bliss


text:
knuckle dragger

Etymology
An allusion to the practice of some large primates of walking upright with their knuckles close to the ground.

Noun

 * 1)  A large, strong, and rather dimwitted person.

title: knuckle dragger


text:
Talk:Phenomenal concept strategy

Errors of criticism

As in the "two-dimensional argument against materialism," as in the "zombie argument," David Chalmers substitute concepts. He says that "P & ¬Q is metaphysically possible, materialism is false" - while in fact, materialism says that "if materialism is true, then our world is P & ¬Q". He says that "If P & ~ C is not conceivable, then C cannot explain our epistemic situation", while in fact materialism says that "if materialism is true, then P & ~ C is impossible and ideally unconceivable". ∎

title: Talk:Phenomenal concept strategy


text:
User:Andytheicandy/sandbox

Labrador Husky
'''The Labrador Husky is a spitz type of dog that was bred for work as a very strong, fast sled dog; it is a purebred originating from Canada. Although the breed's name may be baffling, it is not a mix between a Labrador Retriever and a husky. The breed is very little known, and there are no breed clubs that currently recognize it.'''

The Labrador Husky is a spitz purebred sled dog originating from Newfoundland and Labrador, a Canadian province. It is believed to be first developed by the Thule Inuit people between 1250 AD and 1450 AD. This intelligent breed is similar in size and weight as a Siberian Husky however, the breed is not a mix between a Labrador Retriever and a Husky.

''The Labrador Husky is a breed of sled dogs originally developed in Canada for sledding over long distances across rough snowy terrain. This breed is a medium-sized to large-sized, double-coated dog that occurs in two general color forms. As with dogs from other sledding breeds, the Labrador Husky is energetic and intelligent. It responds well to structured training, particularly if it is interesting and challenging. It forms a strong attachment to its owners, and can be protective of them and their possessions.''

The biggest step in a successful article is with some main points that need to be covered with any biography of a music group. History and name origin, early years, band legacy. Members, awards (if any), music/songs/albums. All information should be cited accordingly. There also needs to be clear communication from writer to reader. No arguments are needed and no to bias writing. write about the history of the band and all major topics surrounding the band.

I think the most important step to a good Wikipedia article is having the right sources. For example, in the article about AC/DC there were 133 sources cited in the article. Most were articles from credible websites like Rollingstone.com and AC/DC’s own website. Information can be taken from all these sources and still not make a great article. It is up to the writer to use the information they just witnessed to make a biography.

Just because there are 133 sources doesn’t mean every source is the best and is the most credible. Sources should be read numerous times and evaluated. There should be a reason for the inclusion of this source. For example, an article writes on a band member that had past away. Think of why this is important to the article. In the case with AC/DC they stated that the passing of a member added motivation for creating better music. The articles length should be from 5,000 to 8,000 words. The article shouldn't be too long making it drag or too short not covering enough information.The talk page should be well organized allowing for communication.

History
There is a band you are covering. So think and evaluate what you need to cover. Band Members. Create a small introduction about each member. Present how this person is important or when did they join the band? Major Songs or Albums? Crime involved? or perhaps drug use? Present unbiased backstories of the band members to continue the article. History in the name? If its an older band present the different decades in which they had a successful year and what not.

Timeline
The article should be arranged in a timeline format.. After the introduction, present major plot points in the bands history. Success, Deaths, Rebirth are all good examples.

After the article is finished create a legacy paragraph and write the legacy the band had.

Wildfires are a common problem for Americans especially for those who live in California and southern areas near. Policies have been implemented starting in 1908 with the Forest Fire Emergency Fund Act. Since then numerous policies have been in place such as the "10AM Policy". FEMA and NFPA created policies to help with damages to buildings and houses. The U.S. Army and U.S. Forest Service also take part in preserving timber. Wildfires were seen to be a major problem. Smokey the Bear was introduced to the pubic to spread awareness to adolescence. Wildfires have been a problem for years and the most notable fire recently was the 2016 Nevada Wildfires.

History of wildfire policy in the U.S.
Since the turn of the 20th century, various federal and state agencies have been involved in wildland fire management in one form or another. In the early 20th century, for example, the federal government, through the U.S. Army and the U.S. Forest Service, solicited fire suppression as a primary goal of managing the nation's forests. At this time in history fire was viewed as a threat to timber, an economically important natural resource. As such, the decision was made to devote public funds to fire suppression and fire prevention efforts. For example, the Forest Fire Emergency Fund Act of 1908 permitted deficit spending in the case of emergency fire situations. As a result, the U.S. Forest Service was able to acquire a deficit of over $1 million in 1910 due to emergency fire suppression efforts. Following the same tone of timber resource protection, the U.S. Forest Service adopted the "10 AM Policy" in 1935. Through this policy, the agency advocated the control of all fires by 10 o'clock of the morning following the discovery of a wildfire. Fire prevention was also heavily advocated through public education campaigns such as Smokey Bear. Through these and similar public education campaigns the general public was, in a sense, trained to perceive all wildfire as a threat to civilized society and natural resources. The negative sentiment towards wildland fire prevailed and helped to shape wildland fire management objectives throughout most of the 20th century. Beginning in the 1970s public perception of wildland fire management began to shift. Despite strong funding for fire suppression in the first half of the 20th century, massive wildfires continued to be prevalent across the landscape of North America. Ecologists were beginning to recognize the presence and ecological importance of natural, lightning-ignited wildfires across the United States. It was learned that suppression of fire in certain ecosystems may in fact increase the likelihood that a wildfire will occur and may increase the intensity of those wildfires. With the emergence of fire ecology as a science also came an effort to apply fire to ecosystems in a controlled manner; however, suppression is still the main tactic when a fire is set by a human or if it threatens life or property. By the 1980s, in light of this new understanding, funding efforts began to support prescribed burning in order to prevent wildfire events. In 2001, the United States implemented a National Fire Plan, increasing the budget for the reduction of hazardous fuels from $108 million in 2000 to $401 million.

In addition to using prescribed fire to reduce the chance of catastrophic wildfires, mechanical methods have recently been adopted as well. Mechanical methods include the use of chippers and other machinery to remove hazardous fuels and thereby reduce the risk of wildfire events. Today the United States' maintains that, "fire, as a critical natural process, will be integrated into land and resource management plans and activities on a landscape scale, and across agency boundaries. Response to wildfire is based on ecological, social and legal consequences of fire. The circumstance under which a fire occurs, and the likely consequences and public safety and welfare, natural and cultural resources, and values to be protected dictate the appropriate management response to fire" (United States Department of Agriculture Guidance for Implementation of Federal Wildland Fire Management Policy, 13 February 2009). The five federal regulatory agencies managing forest fire response and planning for 676 million acres in the United States are the Department of the Interior, the Bureau of Land Management, the Bureau of Indian Affairs, the National Park Service, the United States Department of Agriculture-Forest Service and the United States Fish and Wildlife Services. Several hundred million U.S. acres of wildfire management are also conducted by state, county, and local fire management organizations. In 2014, legislators proposed The Wildfire Disaster Funding Act to provide $2.7 billion fund appropriated by congress for the USDA and Department of Interior to use in fire suppression. The bill is a reaction to United States Forest Service and Department of Interior costs of Western Wildfire suppression appending that amounted to $3.5 billion in 2013.

Wildland-urban interface policy
An aspect of wildfire policy that is gaining attention is the wildland-urban interface (WUI). More and more people are living in "red zones," or areas that are at high risk of wildfires. FEMA and the NFPA develop specific policies to guide homeowners and builders in how to build and maintain structures at the WUI and how protect against property losses. For example, NFPA-1141 is a standard for fire protection infrastructure for land development in wildland, rural and suburban areas and NFPA-1144 is a standard for reducing structure ignition hazards from wildland fire. For a full list of these policies and guidelines, see http://www.nfpa.org/categoryList.asp?categoryID=124&URL=Codes%20&%20Standards. Compensation for losses in the WUI are typically negotiated on an incident-by-incident basis. This is generating discussion about the burden of responsibility for funding and fighting a fire in the WUI, in that, if a resident chooses to live in a known red zone, should he or she retain a higher level of responsibility for funding home protection against wildfires. One initiative aimed at helping U.S. WUI communities live more safely with fire is called fire-adapted communities.

Economics of fire management policy
Similar to that of military operations, fire management is often very expensive in the U.S. and the rest of the world. Today, it is not uncommon for suppression operations for a single wildfire to exceed costs of $1 million in just a few days. The United States Department of Agriculture allotted $2.2 billion for wildfire management in 2012. Although fire suppression purports to benefit society, other options for fire management exist. While these options cannot completely replace fire suppression as a fire management tool, other options can play an important role in overall fire management and can therefore affect the costs of fire suppression.

Fire suppression and climate change has resulted in larger, more intense wildfire events which are seen today. In economic terms, expenditures used for wildfire suppression in the early 20th century have contributed to increased suppression costs which are being realized today.

Regional burden of wildfires in the United States
Nationally, the burden of wildfires is disproportionally heavily distributed in the southern and western regions. The Geographic Area Coordinating Group (GACG) divides the United States and Alaska into 11 geographic areas for the purpose of emergency incident management. One particular area of focus is wildland fires. A national assessment of wildfire risk in the United States based on GACG identified regions (with the slight modification of combining Southern and Northern California, and the West and East Basin); indicate that California (50.22% risk) and the Southern Area (15.53% risk) are the geographic areas with the highest wildfire risk. The western areas of the nation are experiencing an expansion of human development into and beyond what is called the wildland-urban interface (WUI). When wildfires inevitably occur in these fire-prone areas, often communities are threatened due to their proximity to fire-prone forest. The south is one of the fastest growing regions with 88 million acres classified as WUI. The south consistently has the highest number of wildfires per year. More than 50,000 communities are estimated to be at high to very high risk of wildfire damage. These statistics are greatly attributable to the South's year-round fire season.

Notable wildfires in the United States
(Chronological)
 * Peshtigo Fire, 1871; most loss of life in a US wildfire.
 * Great Fire of 1910 in the US; shaped 20th-century wildfire policy
 * 1988 Yellowstone wildfires
 * 2011 Texas wildfires
 * 2013 Beaver Creek Fire in Idaho.
 * 2016 Nevada wildfire

title: User:Andytheicandy/sandbox


text:
Göran Stenius

Göran Erik Stenius (9 July 1909, Viipuri – 21 June 2000, Helsinki) was a Swedish Finnish journalist, official in the  Foreign Ministry and writer.

Stenius undergraduate as student in 1927 and graduated as a Bachelor of Philosophy in 1935. As a journalist, he worked from 1933  to 1941 and was employed by the Information Center of the Council of State from 1940 to 1941 and was the Information Center's  Representative in Stockholm from 1941 to 1942.

Duringh his service in the Ministry for Foreign Affairs Stenius was the  Chargé d'Affaires to the Holy See from 1947 to 1951, and a Secretary in the Ministry from 1951 to 1965 and Head of Division in 1965 and Counselor in London from 1969 to 1973. Stenius got the title of  professor in 1995.

Stenius books are mainly about Karelia. The book Femte Akten, published in 1937, tells about Olavi Paavolainen’s visit to Nazi Germany with Stenius. Klockorna i Rom (1955) was an international success.

Stenius was a convert to Catholicism.

title: Göran Stenius


text:
1976 NCAA Division I baseball rankings

The following poll makes up the 1976 NCAA Division I baseball rankings. Collegiate Baseball Newspaper published its first human poll of the top 20 teams in college baseball in 1957, and expanded to rank the top 30 teams in 1961.

Collegiate Baseball
''Currently, only the final poll from the 1976 season is available. ''

title: 1976 NCAA Division I baseball rankings


text:
User:Dean96/sandbox

DIVINE TRUTH

Divine Truth is an Organisation (not a religion) started by Alan John Miller who is believed to be Jesus Christ, reincarnated. This organisation is said to be a cult by manny and has been brought to light by Channel 7's show "Sunday Night" Divine Truth, the term, is used by the organisation when they refer to their god's universal truths, which goes in to science.

There are aproxmently 9,000 people who follow it in Australia (organisation home) and around 30,000 followers in the rest of the world. they give sermons and give answers to questions on Youtube.com and their website. Alan John Miller is the founder along with Mary Luck and it is spiritualistic denomination of Christianity, but the followers claim that it is a whole different religion and a few australian followers call the religion "divinuthism" and call the followers 'truthest'.

title: User:Dean96/sandbox


text:
Kaat Hannes

Kaat Hannes (born 21 November 1991) is a Belgian former road cyclist, who rode professionally between 2011 and 2017, and also in 2020, for the, , and  teams. She participated at the 2012 UCI Road World Championships.

Major results

 * 2008
 * 7th Road race, UEC European Junior Road Championships

 * 2009
 * 6th Road race, UCI Junior World Championships

 * 2011
 * 10th Gooik–Geraardsbergen–Gooik

 * 2012
 * 4th Erondegemse Pijl
 * 6th Halle-Buizingen
 * 8th Omloop van het Hageland
 * 9th Le Samyn

 * 2013
 * 9th Sparkassen Giro Bochum
 * 10th Road race, UEC European Under-23 Road Championships

 * 2014
 * 8th Trofee Maarten Wynants

 * 2015
 * 3rd Bronze medal blank.svg Team road race, Military World Games
 * 7th Diamond Tour

 * 2016
 * 1st MaillotBélgica.PNG Road race, National Road Championships
 * 5th 7-Dorpenomloop Aalburg

 * 2017
 * 6th Trofee Maarten Wynants

 * 2018
 * 1st Stage 5 Gracia–Orlová
 * 4th Flanders Ladies Classic
 * 6th Omloop van Borsele
 * 7th Road race, UEC European Road Championships
 * 8th 7-Dorpenomloop Aalburg
 * 10th Overall Belgium Tour
 * 10th Omloop van het Hageland
 * 10th Trofee Maarten Wynants

 * 2019
 * 9th Diamond Tour

title: Kaat Hannes


text:
Cookbook talk:Wheat Modak (Coconut Pastries)

This is a fascinating recipe, but once again we need English translations for what the ingredients actually are or nobody in the Western world will be able to make it! KJ 06:45, 16 Apr 2004 (UTC)

Good point. I changed the two flour names and added a jaggery entry. Everyone knows what semolina is, right? --Paulcox 08:18, 19 Apr 2004 (UTC)

Featured recipe
This recipe was the featued recipe on the main Cookbook page from June 19, 2004 - June 25, 2004. Gentgeen 10:23, 19 Jun 2004 (UTC)

The recipe was again featured from August 12, 2004 - September 6, 2004. Gentgeen 12:48, 6 Sep 2004 (UTC)


text:
User:UserNumber/History of Mymensingh

The vast region of Greater Mymensingh predominantly includes the current districts of the Mymensingh Division in Bangladesh along with the neighbouring districts of Tangail and Kishoreganj. Prior to 1960, it was the largest district of Bengal and its capital, Mymensingh City, is one of the oldest cities in the country.

Ancient
Not much history can be found about this region during the Vedic period (1500 BCE - 500 BCE). It is suggested that the region was inhabited by non-Aryans although may have been considered a part of the Āryāvarta. Much of Mymensingh was under water. Megasthenes, an Ancient Greek historian, drew a map in his Indica which suggests that Mymensingh was a part of the Ancient Kamrup kingdom. Towards the end of the 4th century, Mymensingh came under Magadha.

Maimansingh, a district of British India, was in the Maimansingh division of Eastern Bengal and Assam. It occupies a portion of the alluvial valley of the Brahmaputra east of the main channel (called the Jamuna) and north of Dacca. The administrative headquarters are at Nasirabad, usually called Mymensingh town. Area, 6332 sq mi Pop. (1901) 3,915,068, showing an increase of 12.8% in the decade. The district is for the most part level and open, covered with well-cultivated fields, and intersected by numerous rivers.

The district was acquired by the East India Company with the Dewani Grant from the Mughal emperor in 1765. At that time its greater part was included in the Niabat (sub-province of Dhaka) and a small portion in the Zamindaries of Atia, Kagmari, Pukuria and Patilandaha (of Rahahahi Zamindari). At the time of Permanent Settlement in 1793, it included northwest Garo-Hills and the Brahmanbaria subdivision but did not include north Tangail and north-west Jamalpur. In 1799 Taluk Amirabad was transferred to Tippera. In 1809, Patiladaha, situated north-east of the Brahmaputra came to district form Rangpur. In 1811, the river Banar and Brahmaputra were declared boundary between Dhaka and Mymensingh district and the river Brahmaputra and Meghna as boundary between Tippera (now Comilla) and Mymensingh and Dhaka. In 1811 west Gar-Hills were transferred to Rangpur district. In 1812 Patiladaha, was retransferred to Rangpur. In 1830, Parganas Sarail, Daudpur, haripur, Bejra, and Satarakhandal, were transferred to Tippera and Public convenience. In 1855, due to change in river course part or Serajganj thana was transferred from Mymensingh to Pabna and in 1866, the whole of it was transferred to Pabna. In 1866, thana Dewanganj was transferred to Mymensingh from Bogra and thana Atia from Dhaka. In 1867 for the administrative convenience boundaries of five subdivisions (including Tangail) and Thanas were notified. In 1874 on the basis of survey, the district boundaries were notified. In 1874 the Jamuna (or Daokoba) River was declared the western boundary between Mymensingh and Bogra and as such, 165 villages were transferred to Bogra. In 1875, the Brahmaputra was Made the boundary between Mymensingh and Rangpur and the portion of Patiladaha, east of the river, was transferred to this district form Rangpur. In 1877, the Jamuna was declared the boundary between Pabna and Mymensingh, in the west. On the first of December 1969, Tangail subdivision was separated from Mymensingh and a new District of Tangail was formed. Then in 1977 another new district Jamalpur (including Sherpur) was formed.

Timeline

 * 1772 1790 Fakir and Sannyasi revolt
 * 1787 Floods
 * 1788 Famines
 * 1897 Earthquake
 * 1905 Swadeshi Movement
 * 1947 Breakdown of British India
 * 1971 Liberation war
 * 2015 8th division of Bangladesh

Since ancient times, the area has been inhabited by the Garo people. During the reign of the Palas and Senas, it came under the administration of a samanta. Muslim rule in the region started during the reign of Sultan Alauddin Husain Shah in the early fourteenth century. During the Mughal period, a mosque was built in the village of Darsha in Dhobaura which is now in ruins.

From 1937 to 1949, Moni Singh's tanka movement was initiated. During the Bangladesh Liberation War of 1971, a confrontation took place in Dhobaura between the freedom fighters and the Pakistan Army on 19 July. 11 people were killed including two freedom fighters. On 3 October at midnight, the Pakistani army surprise attacked the Mukti Bahini camp at Guatala Bazar, murdering four freedom fighters. A mass killing was conducted the next day in the same place as well as in Taraikandi Ferry Ghat leading to 120 deaths. 7 mass graves were discovered in Guatala, Taraikandi, Zigatala, Defulia Para, Digalbagh, Milagara and Goborchena. Afsar Uddin Ahmed (Sub-sector Commander of Sector 11) collected arms and ammunition, and founded the Afsar Bahini - challenging the Pakistan Army. The Pakistan Army established military camps at Mallikbari, Ashka, Tamat, and Bhaluka Bazar.

Sep
Noakhailla (নোয়াখাইল্লা) is an Eastern Indo-Aryan language variety. It is spoken by an estimated 7 million people worldwide today, primarily in the Greater Noakhali region of Bangladesh's Chittagong Division as well as in southern parts of Tripura in India. Outside of these regions, there are substantial numbers of Noakhailla speakers in Dhaka; as well as diaspora communities in the United States, the United Kingdom and the Middle East.

It is generally considered to be a dialect of Bengali, as a part of the Vangiya dialect group, though some linguists and natives consider it an independent language with a vague resemblance to Bengali. For many native speakers, Noakhailla forms the diglossic vernacular with standard Bengali forming the codified lect. Some consider it as a corrupt form of Bengali, and there is a reported language shift from Noakhailla to Bengali in Bangladesh, India and the diaspora. Bengali speakers not familiar with Noakhailla may render it as undecipherable.

Distribution
Noakhailla is spoken in the Bangladeshi districts of Noakhali, Feni and Lakshmipur; known as the Greater Noakhali region. It also extends to Mirsharai, Sandwip, southern Comilla, [Bhola District|Bhola]] and Patuakhali.

Features

 * Most of [e] sounds of Standard Bengali are [ɛ].
 * [o] sounds are [ʊ].
 * gulo, gula, gulain use as plural number instead of guli in some subdialects.
 * Aspirations are lite or is not used.
 * Standard Bengali /tʃ/ and /tʃʰ/ are /s/ and /tsʰ/ or /ts/.
 * Most subdialects have tones.
 * Standard Bengali /ʃ/ is /ɦ/ or absent especially in non-final positions in many subdialects.
 * Standard Bengali /p/ and /pʰ/ are /ɸ/ in some subdialects and /ɦ/ in Nokhailla subdialect.
 * Many subdialects have [m] and [n] which are nasal on vowels in Standard Bengali.

title: User:UserNumber/History of Mymensingh


text:
Talk:John W. Davis

Misc.
Gov Davis of RI served his first term from 1887 until 1888, and Davis-Candidate was born in 1870s! There are no one person!
 * I was just going to ask that... I can't find any info on the RI Davis. Need to be fixed--Rayc 05:15, 15 January 2007 (UTC)

The paragraph on the English Speaking Union and the Pilgrim Society labels these groups "conspiracies." Unless the originator of this article knows something he or she's not saying, this is incorrect, and the tone of the entry needs to be changed. Jperrylsu 00:26, 3 July 2007 (UTC)

Under the Death and Legacy section, it is stated that a dormitory at Washington and Lee Univ. is named after him. Davis Hall is no longer a dormitory, but rather houses ITS. RoseMHein (talk) 14:40, 23 April 2019 (UTC)

Davis is Incumbent?
The data table at the top of the page states that Davis was appointed to his (current!) office in 1924 and is the incumbent of this office, despite having died in 1955, and this office is not mentioned. This obviously has to be researched for correction. I do not know what office Davis assumed in 1924 nor do I know when he left that office, so I cannot edit it myself. Mal7798 (talk) 06:32, 18 July 2008 (UTC)
 * I fixed it, but I'm not sure being a nominee for an office belongs in the info box. If no one objects, I may remove it. Coemgenus 12:24, 18 July 2008 (UTC)
 * You did right.--EchetusXe (talk) 19:06, 18 September 2008 (UTC)

Brown v. Board of Education
This case was even more important than his presidential run. Why wasn't it mentioned here?Ericl (talk) 16:33, 10 August 2008 (UTC)
 * It is, now at least.--EchetusXe (talk) 19:06, 18 September 2008 (UTC)

Lack of clarity in the Family Connections secion
This section is unclear and its relevance is debatable. For example, it took me several readings to infer that Julia's father was John Davis, not Cyrus Vance. I don't know enough about Davis' family connections to feel comfortable making corrections. CairoEast (talk) 03:04, 25 November 2008 (UTC)

Calico?
"Davis started college at the age of sixteen, and graduated from Washington & Lee's Literary Department in 1892 with a major in Latin.[12] He joined the Phi Kappa Psi fraternity, participated in intramural sports, and "took calico" by attending mixed parties."

What on earth is "taking calico?" Doug O'Connell (talk) 17:44, 4 January 2009 (UTC)

 * That sure does not sound right? I have no idea. Garkeith (talk) 20:13, 4 January 2009 (UTC)

 * The biography describes it as slang for attending mixed parties. It is a confusing term so I deleted it. Kaltenmeyer (talk) 22:35, 11 July 2013 (UTC)

Number of cases
The biography, Lawyer's Lawyer, by William H. Harbaugh lists 140 cases that Davis argued before the US Supreme Court. Based on language in the cases themselves saying he argued the case, it appears the list is missing a few such as Far East Conference v. United States 342 U.S. 570 (1952) and Federal Power Comm'n v. Niagara Mohawk Power Corp., 347 U.S. 239 (1954). On the other hand, it is possible he should not be credited with U.S. v. United States Steel Corp., 251 U.S. 417, in which the case says Davis argued at an earlier hearing. He had resigned as Asst. Solicitor two years earlier. Kaltenmeyer (talk) 22:41, 11 July 2013 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified 2 external links on John W. Davis. 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/20071222121508/http://registrar.wlu.edu/honors/davis-prize.htm to http://registrar.wlu.edu/honors/davis-prize.htm
 * Added archive https://web.archive.org/web/20071229091314/http://dpw.com/ to http://www.dpw.com/

Cheers.— InternetArchiveBot  (Report bug) 03:36, 29 November 2017 (UTC)

Cyrus Vance (adoptive son)
I added Cyrus Vance, the 57th United States Secretary of State, in the Relatives section of the Infobox. It is referenced in the page and John W Davis is in Cyrus Vance's infobox as Relatives: adoptive son.

The source of the adoption is pp. 389–390.

P37307 (talk) 10:38, 16 March 2018 (UTC)

1st nominee after civil war from a slave state.
John W Davis was the first nominee from a former slave state, Virginia. An IP user keeps changing it. Let's talk it out before any other edits regarding this subject. P37307 (talk) 23:45, 30 May 2018 (UTC)

"Old Right (United States)"
That category should be removed. While Davis broke with FDR over the New Deal, his overall voting record was liberal, and he defended communist Alger Hiss against Joseph McCarthy. That's in addition to the fact that Davis was a Wilsonian internationalist (as opposed to members of the Old Right who were isolationists). Total random nerd (talk) 04:49, 10 September 2021 (UTC)
 * Please see the note I left on your talk page regarding your frequent and persistent use of the blog "fascinating politics" as a source. It is not a reliable source per our guidelines. Without a reliable source to back up your assertion, or a policy/guideline which you can argue is being violated here, there is not much to discuss. Generalrelative (talk) 02:42, 12 September 2021 (UTC)
 * An unreliable source calling themselves "Generalrelative" says FascinatingPolitics isn't reliable and trolls my relevant discussion post with an off-topic remark. Why don't you just address my point about Davis with some specific/detailed facts instead of clutching your pearls? Total random nerd (talk) 02:50, 12 September 2021 (UTC)
 * That's not how this works. Please consult WP:RS to learn how we use sources here, and WP:TALK to learn how we conduct discussions on article talk pages. Generalrelative (talk) 03:04, 12 September 2021 (UTC)

title: Talk:John W. Davis


text:
South African Law

This department will provide learning resources for Wikiversity participants to consider various substantive aspects of South African Law.

Courses to be covered will be
 * /Cession/
 * /Agency/
 * /Persons/
 * /Contract/

title: South African Law


text:
Portal talk:Thermodynamics

I do not know what the contents are for, but they are in the wrong place. This is mathematical physics.--Hillgentleman|User talk:hillgentleman 12:27, 24 November 2006 (UTC)
 * I changed it to thermodynamics. --HappyCamper 05:11, 25 November 2006 (UTC)
 * This is a little obscure. I'm not sure what the author was intending to do here, but it certainly isn't the sort of thing we'd be looking for from a general thermodynamics course. Sojourner001 17:22, 27 November 2006 (UTC)
 * Yes, this is somewhat more specialised than a general thermodynamics course. The author is using the result dH = TdS + VdP. --HappyCamper 17:44, 27 November 2006 (UTC)

I cannot see the point of the whole engineering section. It's like it doesn't belong here, but in an introduction to... something. --Jorge 14:47, 3 February 2007 (UTC)

title: Portal talk:Thermodynamics


text:
FC Oshawa

FC Oshawa was a Canadian women's semi-professional soccer club based in Oshawa, Ontario. The club was founded in 2019 to compete in the League1 Ontario women's division, as a partnership between two local area youth clubs - Oshawa Kicks SC and FC Durham Academy.

Founder clubs
The club was founded in 2019 as a joint partnership between Durham Region clubs Oshawa Kicks Soccer Club and FC Durham Academy.

Oshawa Kicks SC
Oshawa Kicks SC is a youth soccer club located in Oshawa, Ontario. It was founded in 1975.

FC Durham
FC Durham Academy is a youth soccer academy located in Oshawa, Ontario. It was founded in 2013. After FC Oshawa folded, they continued to their own team in the League1 Ontario Reserve division, under the FC Durham name.

History
They had originally planned to join for the 2020 season, however the opportunity arose to join a year earlier and the clubs approved the earlier entry. In addition to the two founder clubs, they also used some players from the third local team in the city, Oshawa Turul. Oshawa Kicks had previously been part of the partnership with L1O club Durham United FA. They are one of three clubs representing Durham in League1 Ontario.

The club's first team entered the League1 Ontario women's division in 2019. They played their first match on May 4 against DeRo United. On July 20, they set a team record with a 10-0 victory over North Mississauga SC. They finished in a three-way tie for fifth place in their debut season (ultimately finishing sixth after tie-breakers) and advanced to the playoffs, where they were eliminated in the first round by eventual champions FC London. Their second season was cancelled due to the COVID-19 pandemic, which resulted in the cancellation of the entire league season. The club did not return in 2021.

Seasons
Women

Notable former players
The following players have either played at the professional or international level, either before or after playing for the League1 Ontario team: • 🇬🇾🇨🇦 Aneesa O'Brien

• 🇬🇾🇨🇦 Nailah Rowe

• 🇬🇾🇨🇦 Rylee Traicoff

title: FC Oshawa


text:
Dawid Botha

Dawid Hercules Botha (born 1 July 1988) is a Namibian cricketer, who has played for Namibia's national cricket team. He is a right-handed batsman. He has represented Namibia's national team in first-class cricket since 2006. He had previously represented the Namibia Under-19s.

Botha was born in Windhoek. He represented Namibia during the 2006 Under-19s World Cup. Botha was part of the Namibian Under-19 team which won the Under-19 African Championship in 2007. He made his first-class cricket debut on 11 May 2006, for Namibia against Scotland in the 2006–07 ICC Intercontinental Cup.

title: Dawid Botha


text:
User:Abdallah albeltagy/Books/Egyptians

With Nobel Prize

 * Alfred Nobel
 * Nobel Prize
 * Nobel Peace Prize
 * Anwar Sadat
 * Mohamed ElBaradei
 * Nobel Prize in Literature
 * Naguib Mahfouz
 * Nobel Prize in Chemistry
 * Ahmed Zewail

title: User:Abdallah albeltagy/Books/Egyptians


text:
Luis Bolín

Luis Antonio Bolín Bidwell (1897 Málaga – 3 September 1969) was a Spanish lawyer, journalist and tour-operating expert. That led to his appointment as Head of the National Union of Catering and Allied Attorney in Parliament during the first four legislatures of Francoist Spain. In his memoirs, he simply uses the English spelling, Bolin.

Early life
Bolín was born into a well-to-do family of wine merchants in Málaga, Spain, in 1897. His mother was English. He studied at the Universities of Granada and Madrid, and later in London.

Career
During World War I, Bolín worked in France with the British Army as a war correspondent. In 1920, he was press attaché at the Spanish Embassy in London. He also became a correspondent for the conservative and monarchist Spanish newspaper ABC, and in 1921, he became a member of the information section of the League of Nations. He was an ardent monarchist and opposed the coming of the Spanish Republic in 1931 after the abdication of Alfonso XIII. He was even more alarmed by what he perceived as the revolutionary tendencies that started after the electoral success of the Popular Front in early 1936 and believed that they could not be controlled by the legal government. In 1928, Bolín became the regional delegate of the Spanish National Tourist Board in Andalusia, the Canary Islands and the Spanish protectorate in Morocco by royal appointment.

Spanish Civil War
In late May 1936 in Reigate, Bolín and his family met with Paco Andes, a former cabinet minister of Miguel Primo de Rivera. Before Bolín left, Andes pulled him aside and said, "something is brewing in Spain. No date has been fixed, but something is bound to happen soon. Are you willing to act?" To this, Bolín replied that he was "more than willing" and "expressed the hope that General Franco would direct the rising", according to his memoir.

In July 1936, Bolín played an important role in the events leading up to the Spanish Civil War by organising the flight of a de Havilland Dragon Rapide aircraft from Croydon to the Canary Islands to transport General Francisco Franco from the Canaries to Spanish Morocco. Franco arrived on July 19 in Tétouan to lead the insurrection and to prepare the transport of the troops to the mainland. That was some days before the murder of José Calvo Sotelo, which triggered the generals to start their rebellion earlier than foreseen, on July 18. Otherwise the rebellion would have come probably a few weeks later. The flight itself was planned over lunch at Simpson's-in-the-Strand, where Bolín met with Douglas Francis Jerrold, the conservative Roman Catholic editor of The English Review, and Major Hugh Pollard. Pollard contracted Captain Cecil Bebb as pilot and took his daughter Diana Pollard and one of her friends to pose as tourists.

Immediately thereafter, Bolín flew to Rome to request in the name of Franco the delivery of twelve bombers with and a sufficient number of bombs. At first, Benito Mussolini refused, because he did not have proof that the initiative was backed up by General Emilio Mola to whom he had promised help in 1934. On July 25 Mussolini gave his permission to the delivery after a message from Mola that consented. The bombers were necessary to break the blockade of the Moroccan waters by Loyalist Spanish warships and enable Franco's troops to reach the mainland. Bolín was passenger of one of the nine bombers that reached Spanish Morocco safely. Two planes crashed, and one made a forced landing in French Morocco.

In return for his assistance, Bolin was appointed by Franco honorary captain of the Spanish Foreign Legion. He also became Franco's chief press officer and during the Spanish Civil War was responsible for taking journalists on tours of the various battlefields. His fierce advocacy for Franco earned him the dislike of left-wing journalists. He harboured a particular hatred for Arthur Koestler and vowed that if he ever laid hands on him, he would "shoot him like a dog". After the fall of Málaga to Italian forces, which had been sent by Mussolini to support Franco’s rebellion, Koestler was sheltering with Sir Peter Chalmers Mitchell, a 72 year-old-retired zoologist (and driving force behind Whipsnade Zoo), who had also provided safe haven to Bolín’s own uncle and aunt and their five daughters during the early months of the rebellion. Bolín arrested them both.

Mitchell was quickly released thanks to his diplomatic connections, but Koestler languished for several months in a fascist prison under a death sentence. The episode is recorded both in Mitchell's memoirs and in Koestler's Spanish Testament. Bolín's efforts during the Civil War could not outdo the clever propaganda of the Republican government, which he claimed had generally a much better hearing in the western media only because the rebels had no telephone facilities and so messages from journalists working in their territory reached the Western world much later.

Later life
In 1967, Bolin published his memoirs, Spain, the Vital Years. He died in 1969.

title: Luis Bolín


text:
Leinwand

Etymology
From, reshaped under influence of ; compare 🇨🇬.

Noun

 * 1)  fabric, linen, canvas
 * 2)  canvas
 * 3)  screen

title: Leinwand


text:
Benburb Castle

Benburb Castle is a castle situated in Benburb, County Tyrone, Northern Ireland. It is built on a limestone cliff overlooking the River Blackwater, the border between County Tyrone and County Armagh. A 19th-century tower house occupies the south west area of the bawn. The castle has been restored and stands in the grounds of the imposing Servite Priory, a religious order based in the village.

Benburb or Wingfield's Castle is a State Care Historic Monument in the townland of Benburb, in Dungannon and South Tyrone Borough Council area, at grid ref: H8146 5199.

title: Benburb Castle


text:
Albanisation

Noun

 * 1)  A cultural change in which something ethnically non-Albanian is made to become Albanian.

Translations

 * Portuguese: albanização
 * Russian:
 * Serbo-Croatian:
 * Cyrillic: албаниза́ција
 * Roman: albanizácija

title: Albanisation


text:
School talk:Education

Older discussion from Wikibooks
The text in this section came from Wikibooks.

suggestion
I suggest more and more poeple to join this part, for Education is the way who we transfer our knowledge and who we influence the future.

I use the "Educating", "Teaching", "Answering" to envolve the differnt School of Education, mainly Authoritic Education and Democratic Education; but as believing the democratic way, I cannot write objectively.

This topic of 'Education' is so vast, that it might be too imposing for people to start. I would love to start a sub-topic, say 'Distance Education'. If that was possible. - anyway, just a suggestion.

I moved the topics of elearning, instructional design, blended learning, and (new) learning management systems to the Instructional Technology page, thinking these were properly sub-topics.

For the next few weeks (April, 2005) my students have an assigment to contribute to this section. We welcome your comments and additions.

 * Tspannaus

Introduction
I think some serious planning is needed to get the School of Education up and running. There are many methods for this and I'd like to suggest one particular approach. You can thank Rudyard Kipling's Just So Stories and in particular the poem that comes after "The Elephant's Child"

I keep six honest serving-men

(They taught me all I knew);

Their names are What and Why and When

And How and Where and Who.

Creating a strategy for the School of Education
First we need to ask why a School of Education is needed. Then taking into account the answer to the why question we need to look at what outcomes the School of Education should provide. We need to answer this question in the context of what technology will be used, who will be involved in the project, where they come from and the time frame for the project. Then we can work out how to achieve these outcomes. At this early stage it's important to clarify why the School of Education is needed. Without a clear motivation for the project people are unlikely to commit time and energy into building this project. If there is no clear reason for the project it's likely to get bogged down in the myriads of possible outcomes for the project.

A method of deciding why we need the School of Education
There is a two part method to clarify the reason for the project. The first step is to generate a long list of as many reasons as possible. This should be done without any constraints as to what is feasible or even sensible. The second step is to priorities this list and select the reasons that participants feel are most important. The reason for the long list is to explore a wide range of possibilities for the project. Things out of the leftfield sometimes produce a wining combination.

Fantasy School of Education
To generate a long list of reasons to setup the School of Education we could ask as many people as possible to describe their fantasy School of Education. This could be a description of the School 10 years from now or the kind of School they would want to study or teach at. We can then conduct a pole or some other voting system on this list to identify the most important reasons. Mystictim 01:43, 4 August 2006 (UTC) 01:43, 4 August 2006 (UTC)

My Fantasy School of Education
Please add your version of a fantasy School of Education below:

Our approach to learning hasn't changed much since Plato's Academy. The School of Education will lead the coming revolution in learning. With the massive changes in technology we need a new approach to learning and the School of Education will be where this change takes place. The School will be a cutting edge center of excellence for the study of learning through out the world. It will lead the way in developing and implementing learning strategies and tactics focusing on virtual delivery but with application to traditional methods. It will lead they way in promoting a truly international curriculum for world citizens of today and the future. Education needs to move from a proprietor and authoritarian approach to a shared and egalitarian one. The School of Education will work with all the other schools to identify and promote the best methods for learning and the appropriate use of technology. Any institute running teacher training course at all levels will come to this site for the best teacher training learning materials. The School of Education will be the place for research into education and learning. Mystictim

Newer discussion after the move from Wikibooks to Wikiversity
Do you think the School of education is better under Social Sciences or Professions? IMHO, I believe it should be under Professions.--Ningbojoe 05:22, 19 August 2006 (UTC)

I am new to Wikiversity, but as a student of education (and hopeful future school teacher), I don't think Education should be under professions. Education goes way beyond a profession. Education is a part of life. Everyone in the world is both a student and an educator, whether in a classroom or not. Fokion 02:16, 9 September 2006 (UTC)

What about ESL teaching?
I started a "lesson" page for ESL teaching and didn't know where to put it. For now it's under English as a Second Language, under Foreign Language Learning. But theoretically it should be under the teaching school, shouldn't it? Where can I put it? I'm a teaching assistant teaching English as a second language, and would love to see more material to help untrained ESL teachers everywhere, and am willing to help create it. Where should I look? This unsigned comment was added by Laserenite 13:29, 11 November 2006 (UTC)

 * You're referring to the page English as a second language, I presume? Or ESL for Primary School perhaps? (I found the first through Topic:Foreign Language Learning, and the second link through the first one.) Generally, if it's a lesson, it's fine as long as it's in the "Main" namespace - both those first two links are in the Main namespace and Topic:Foreign Language Learning is in the "Topic" namespace. (See Naming conventions for more.) But, you're asking where it should be in terms of school-affiliation - well, I would ask you what you feel to be the most appropriate place ;-). Would it be better served by a school or portal do you feel? My own feeling is that it's probably best to keep it within the subject area, rather than type of activity - but we will hopefully find better ways of cross-referencing these descriptors - through metadata perhaps. An idea for now might be to use categories to label your material and have them findable that way. In any case, the important thing is that you have a space to develop your materials, and that other people can find them easily. This is still something we're working on throughout wikiversity - so feel free to help us out, and make suggestions on how we could improve. Overall, though, I'm very happy you're working on this subject - it's such a vital area and could be really useful. I'd like to be able to help you in any way I can. Cormaggio 15:33, 11 November 2006 (UTC)
 * A final comment - I predict it will be standard practice to have material like this which will fall into different categories and so will be pointed to from different schools, portals, and/or departments (ie "Topic:"s). In other words, you should probably point to this material from any organiser pages that deal with, for example, "English", "Language learning", "TEFL", "TESOL" etc, and/or "Teaching". Hope this helps. Cormaggio 15:40, 11 November 2006 (UTC)

The importance of this school
This school is, without a doubt, the most important one in Wikiversity. Every school/department/community will be about implementing ideas that should be accessible here, both for reading and discussion. The model for learning that has been drafted for Wikiversity so far at Learning is only a start (see also Portal:Education), but we need to go much further in actually spelling out and co-constructing what kinds of learning we are actually providing for in Wikiversity (eg. from didacticism to equal participation). I'm encouraged by the "fantasy" thoughts above - though they were developed before Wikiversity separated from Wikibooks. I hope the people who contributed above will pitch in here again. But, in any case, I'd ask everyone who is interested in education - and surely this includes everyone who is interested in developing Wikiversity? - to help out with the brainstorming, discussing, debating, and critiquing of the various dimensions of education, both relevant within Wikiversity, and also to the wider world - outside the wiki :-). I'm extremely motivated to help out - and I very much hope others will join me in sharing this enthusiasm... What are your visions of education? Cormaggio 12:23, 12 November 2006 (UTC)

 * I'm there with you Cormaggio! It's really exciting to be able to share ideas and work together with others who are excited about learning and education! I've been thinking lots over the past year or so as we've worked on the Web Design course (and previously at WikiBooks) and used it for a Web Design course. We've tried lots of things, some work, others dissolve into nothing, but two points are standing out as important for me when creating resources on Wikiversity: (1) Providing learning activities - not content. The importance of Learning by doing just grows and grows for me (as outlined in Learning). In our Web Design course, it's been the Javascript Challenges, XML Challenges, PHP Challenges, that have drawn people into doing webdesign (rather than reading about it). There's plenty of stuff to read on the net, but not much in terms of doing. (2) Connecting learners with qualifications in their country - and helping them understand them. It's only in the last few weeks that we've started thinking about this again, but we've updated the Web Design qualifications to encourage people to add qualifications from their country. The idea being that the learner can see exactly what skills they need to demonstrate (or collect evidence for), if they choose to work towards a formal qual (see Cert IV Websites Australia for an example). This has become increasingly important to help learners match their skills and learning against the requirements of a formal qual (if they are wanting to do so!).

 * Hope these ideas/experiences might be useful to others in other areas! (If you're interested to read more about the thinking behind the ideas above, see Demonstrating Webdesign. Cheers, Michaelnelson 23:55, 14 November 2006 (UTC)

 * This is fascinating. So, first of all, when you say "we", do you mean the people who are contributing to the Web design pages on Wikiversity and/or Wikibooks, or does it refer to people you are connected with through work? Or is it some sort of amorphous network that combines all of these spaces? :-)
 * Also, when you say you've "tried lots of things", what do you mean? Where and by what means have you tried things? And what things? And, crucially, how have you figured out what works and what doesn't? What does 'not working' mean? Have you asked people about their perceptions of your materials?
 * Phew! I'll save my million other questions for another time, perhaps. I'm just trying to tease out some sort of experiential perspective on your work here and how these experiences can be learnt from - hopefully, by anyone who is interested. I really feel that we need to lay out our practices, and open them to discussion, and possibly even collegial critique, in order to really engage with what learning is in the context of Wikiversity (or wikis in general), and how we can provide for it. And likewise, I'm delighted that there are other people who are willing to have this conversation - and hopefully we can begin to widen and deepen this conversation into something really meaningful. Glad to see another blog too - I'll add it to mine now ;-). Cormaggio 00:28, 15 November 2006 (UTC)

 * Hi Cormaggio... I'm probably just being really ambiguous and unspecific! By "we" I meant the amorphous network that combines all these... I try to get lots of feedback from my students in class, but they don't edit the wiki much (yet... a few do, but I wish more did!). So their feedback goes in, but atm usually through me :(. There's a few of us (from around the globe) who edit WebDesign... maybe 3 including me atm. But I'm hoping that will continue to grow... I'm learning myself how to foster growth and participation (not something I'm great at!).

 * By "tried lots of things" I mean lots of things to help students learn, and specifically, learn towards a qualification. When I initially setup the Webdesign wikibook, I hoped that we could easily connect the learning resources to the competencies for a qualification... but this had lots of issues. Main one being that learning needs to be fun - and often the qualification documents sound incredibly boring. So I left the qualification aspect for the past year, and focused on trying to create fun challenges that are inherently useful and practical (see links above to the Challenges). These were used much more (by my students anyway) than the other resources that I'd created in the past. Often resources (that I've created) in the past have "taught" a subject using categories that make excellent sense to a person who already understands the subject (see any intro to programming to get an idea, categories like "control structures" etc.), but just overload the brain of a person who's new.

 * Other things we're trying - using the wiki just for learning resources, students also use an email group (to connect with each other and facilitators), an RSS Reader (to connect with professionals and each other alike), their own blogs (not a huge take-up there, only a few passionate ones!), and a course blog (ours is http://designwebsites.blogspot.com) for relevant news and announcements. We use Basecamp to manage our learning (a project management tool, that is a real tool that professional web designers use). So the wiki plays is one tool (for learning resources) in a wider context. There's been a lot of trials, failures and successes along the way (you can read about them on the post that I linked to previously if interested for more detail!).

 * On the idea of opening up our practices, maybe it would be a good idea for each course to have a page about how (different) people are using the resources there? I'll put it on my todo list for the Web Design course.

 * Great! Just added your blog to Google Reader :) (need to update my wordpress template so I can include a blogroll!)

Wiki teaching support
I would like to ask, if you are going to support a wiki teaching by anyway. To the future, there might be a need to have a special lessons for carer teachin, such as botany teaching, history teaching...--Juan 20:41, 6 December 2006 (UTC)

Cooperation
Hi, I have just founded Pomology Teaching Tools Project, under Department of Pomology, School of Agriculture, where people from the School of Education may cooperate.--Juan 16:45, 15 December 2006 (UTC)

Navigation
The school of education is hard to navigate.

 * Naming conventions should be strictly followed so that people can navigate the site well. Incorrectly named pages should be moved to a correct page names without delay. Even incorrectly capitalized page names should be moved because MediaWiki page names are case sensitive. --Rogerhc 23:43, 9 February 2007 (UTC)
 * Navigation would be easier if MediaWiki were modified so that all page names were *case insensitive.* --Rogerhc 23:43, 9 February 2007 (UTC)
 * Can you give a specific example of a navigation problem? --JWSchmidt 00:15, 10 February 2007 (UTC)

http://www.insidehighered.com/news/2008/03/03/hunter
http://www.insidehighered.com/news/2008/03/03/hunter --Remi 08:07, 4 March 2008 (UTC)

Volunteer education experts for new initiative?
Anyone interested in helping with this? http://en.wikiversity.org/wiki/Wikiversity:ImprovingTechnicalContent#Making_Technical_Wikiversity_Topics_Better_Teaching_Tools_by_Utilizing_the_Skills_of_a_Hyper-Multidisciplinary_Team

Daviddoria 18:38, 13 June 2010 (UTC)

Editor Here
Hi there, I'm looking to contribute to the writing and usability quality of this page. It's very "meta" (learning about teaching, teaching about learning, etc. etc.), and has the potential to become huge if it's done right. I'm opening a sandbox and I hope people will comment on my changes there, before made to the main page! --User:Romistrub, 15:46, 15 February 2011, signature added by Abd 17:00, 15 February 2011 (UTC)]]

 * The sandbox page Romistrub created is at User:Romistrub/sandbox/School:Education. However, that page is an exact copy of permanent link. Certainly any user may use the Sandbox or a private sandbox to test changes, but it is much easier to check the changes through page history. These are the changes Romistrub made. As can be seen from the permanent link, there are some serious formatting problems. --Abd 17:00, 15 February 2011 (UTC)

Some ambiguity in the key purposes
I notice that a lot of this school's activity was consumed by the overall dimensions of learning through Wikiversity. There is a constant ambiguity between a Wikiversity focus and a pedagogical focus. It makes sense to throw out non-pedagogical references or push them away from the main Education subject's pages. The education school could have a rule for all contributors to use references to Wikiversity only in terms of case study or operational instruction. Many instances of pedagogy lessons don't even need to be run through the portals or schools. It makes no sense to establish a grand vision of Wikiversity from within what should be predominantly pedagogical resources. I'm planning to make edits according to this ambiguity dilemma wherever possible. However, I'm still open to noticing if pages should be flagged as archived for historical purposes. Brett Johnston (discuss • contribs) 10:56, 22 April 2020 (UTC)

 * There tend to be two types of Wikiversity content contributors: those who have a big vision for what Wikiversity should be, and those who have a specific interest in one or more learning projects. Those with a big vision come in and create organizational resources with lots of red links that no one else ever follows up on. Those with specific interests focus on those interests and generally ignore the big picture.
 * At its peak, Wikiversity had more than 300 "schools", most of which had little content and drew few visitors. In 2017 an effort was made to eliminate schools with less than one visit per day. See School Review for more information.
 * While low-interest school pages were cleaned up and eliminated or moved to portals, the remaining pages were not modified significantly. I can run the MaintenanceBot listing again if you'd like current data on school interest and usage. Anything you'd like to do to clean this and other schools up would be appreciated. -- Dave Braunschweig (discuss • contribs) 17:26, 22 April 2020 (UTC)

title: School talk:Education


text:
User:Hallward's Ghost/My Wikipedia History

As a Fort Worth-based IP address (October 2006 to early 2007)
I worked primarily on music, literature, and presidential articles, removing vandalism I found, and making some minor improvements. I most often worked out of the Fort Worth Library branch in (I believe) the close-in suburb of North Richland Hills. I have no way of discovering just how many edits (and to exactly what) I made during this 5-6 month time period.

== Kscottbailey (2007; briefly reactivated in mid-2008) ==

Generated using XTools on 2020-08-16 03:28

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== MrWhich (Late 2007) ==

Generated using XTools on 2020-08-16 03:31

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== Bellwether BC (Early-to-mid-2008) ==

Generated using XTools on 2020-08-16 03:36

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== SDJ (Mid-2008 to Early 2009) ==

Generated using XTools on 2020-08-16 03:47

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==Watershipper (Early 2009) == Generated using XTools on 2023-05-13 23:02

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== Unitanode (March 2009 to March 2010) ==

Generated using XTools on 2020-08-16 03:38

Lithistman (Early 2010 to November 2014)
Generated using XTools on 2020-08-16 03:41

Hallward's Ghost (2014 to the present)
Generated using XTools on 2020-08-16 04:04


text:
Cookbook:Bread

Bread is a type of cooked preparation made from a dough of flour and water, often with additional ingredients.

Varieties
There are many types of bread across the world, each with its own history, style, and taste. Typically, these can be described according to a couple characteristics.

Leavened vs unleavened
Leavened breads include a component to lighten and expand the crumb, while unleavened breads do not. As a result, unleavened bread is usually denser. Beyond the simple presence/absence of leavener, breads can also be classified as yeasted breads, which use yeast as the leavener, or quickbreads, which use a chemical leavener like baking powder or baking soda—either way, the resulting carbon dioxide gas is what leavens the bread.

Loaves vs flatbreads
Loaves are shaped to have several inches of height, with an outer crust and inner crumb that have different textures—they are almost always leavened and made with a significant proportion of wheat flour. On the other hand, flatbreads are thin and usually crustless, though they may be either leavened or unleavened. Because of their simplicity and non-reliance on leavening, flatbreads are the most basic and widespread type of bread worldwide,  and they can use a range of flours. Typically, flatbreads local to a culture will incorporate the grains or starches local to that area.

Lean vs enriched
Lean breads have little to no fat in them, while enriched breads contain fat, eggs, and or sugar, all of which impact the texture. Typically, enriched breads have a much softer and more tender crumb as a result. Like cheese, bread is made from very simple ingredients, and it is the specific choices made during the multi-stage production process that create the wide array of options we see.

Mixing
The vast majority of breads begin by simply combining the ingredients into a dough, followed by a period of continuous kneading in gluten-based doughs. In the first or "pickup" step, all the ingredients are combined on a low speed to make a rough and shaggy dough. If needed, adjustments can be made at this point. The dough is then kneaded at a medium (not high) speed for several minutes until all flour is incorporated, the dough is smooth and shiny, and the gluten is properly developed. Add-ins like nuts or fruit may then be incorporated. Kneading time depends on the type of dough being made, as well as the type of flour used—harder wheat flours require more kneading. One good way to tell if a wheat dough is ready is through the "windowpane test". Here, a piece of the dough is gently stretched as thin as possible into a square—if the gluten network is strong enough, the dough will form a nearly translucent membrane through which you will be able to see light. Conversely, if the dough is ropy and tears, the dough is not ready. Note that it is technically possible to over-knead dough, at which point the gluten network will start to break down and the dough will become a sticky mess that cannot be rescued. However, this is typically not a concern when hand-kneading or using a basic mixer—rather, it is more of a concern in large-scale bakeries with powerful mixers.

Kneading serves several important purposes. As the dough is mixed, the water begins to hydrate both the starch and the proteins. The continued agitation of the hydrated mixture detangles glutenin and gliadin proteins and encourages them to bond to each other, thus creating a strong and flexible gluten network that is necessary to trap gas bubbles, retain moisture, and provide structure to the bread. Kneading also increases the dough's temperature via friction and distributes the yeast throughout.

Serious bread bakers will often seek to carefully regulate the temperature of the dough as it comes out of the mixing stage, in order to get it off to a desirable start during fermentation. In order to do so, the baker will often take the temperature of the ingredients and the room, then use a formula to calculate the required temperature of the water to get the desired final dough temperature with the given parameters. For example, ice-cold water may be used to counterbalance a hot environment or long mixing time, or to otherwise slow down fermentation.

Direct vs indirect method
While all yeasted wheat doughs are mixed and kneaded, there are two primary methods used, which produces slightly different results. In the "straight" or "direct" mixing method for yeasted wheat doughs, the ingredients (flour, liquid, yeast, salt, and additions) are simply combined in one stage and mixed. The yeast may or may not first be activated by mixing with sugar and warm water, depending on the variety. The dough then proceeds to the bulk fermentation stage. On the other hand, the "preferment" or "indirect" mixing method builds the final dough in separate stages, with an intermediate fermentation stage between them. Owing to the long fermentation time, this type of dough creation results in more complex flavor and improved texture, especially in breads with a proportion of non-wheat flour like rye. There are several types of pre-ferment, which range in texture and fermentation style. A pâte fermentée is just a piece of bread dough from a day or two prior that has been kept in the fridge. A sponge combines a recipe's yeast, liquid, and half the flour, allows this mixture to ferment for about an hour until doubled, and then mixes in the remaining flour and other ingredients. A poolish is a thin mixture of approximately equal weights flour and water, with variable quantities of yeast depending on the desired fermentation time—less yeast and water means a longer fermentation. The poolish is then allowed to ferment a little past its peak rise (typically several hours) before incorporation into the final dough. A biga is a stiff mixture of only 50% hydration and 1% yeast that is allowed to ferment for 16–18 hours before incorporation into the final dough. Due to the lower hydration, bigas tend to be more stable over time than thinner pre-ferments like poolish. A sourdough starter is a long-term, living mixture that sustains an ongoing population of wild yeast and bacteria in a flour-and-water mixture. It must be regularly fed, and it contributes complex, sour flavors to the final dough that incorporates it. A levain or leaven sponge is simply a sponge that uses sourdough starter instead of commercial yeast.

First rise
After mixing, yeasted doughs must undergo a period of fermentation, sometimes called the "first rise", "bulk fermentation", or "proofing". In this stage, the entire dough is covered, greased, or placed in a humid environment to prevent a skin from forming, and the entire mass is allowed to rest and rise until doubled in volume. The exact duration of this rising period will depend on the amount of yeast in the dough, the ambient temperature, and whether the dough is enriched—less yeast, cooler temperatures, and greater enrichment will all slow down the process. You can tell whether the dough is ready by gently poking it with a finger or two—when ready, the dough should no longer spring back, instead leaving an impression. Some recipes call for the dough to be gently folded over itself periodically during rising. This is said to help further develop the gluten and properly distribute the carbon dioxide.

This rising period causes several key effects. First, the fermentation of the dough by the yeast and any bacteria generates various organic molecules such as alcohols and acids, which add a more complex flavor. Many of these substances also have a conditioning effect on the dough by tenderizing the gluten network, thereby making them stretchier, with better structure and mouthfeel. This gluten network also traps the carbon dioxide produced by the microbes in the dough, giving it a lighter crumb.

Note that the temperature can be adjusted to regulate the dough and its qualities. The base temperature range that optimizes yeast growth is 24–27°C (75–80°F). Below 21 °C (70 °F), the yeast's activity is slowed, and bacteria and their byproducts are favored —deliberately fermenting the dough at cool temperatures (3–10°C/38–50°F) is called retardation, and it causes greater acidity and development of the dough's flavor. Note that dough can still become over-proofed while refrigerated if left too long.

A good environment for rising bread is an oven; turning the oven on to a low setting for a few minutes prior to putting the dough in will encourage better leavening, but remember to turn the oven off for when the dough is in. Professionals will have dedicated proofing boxes, which ensure an optimum environment for bread to rise.

Deflating
The next step after fermentation is to gently deflate the dough, which is sometimes confusingly called "punching down" or "knocking down", even though you should not actually be so rough with the dough. This process involves gently folding and pressing down on the dough, which releases excess carbon dioxide and breaks large bubbles into smaller, finer ones. It also evens out the temperature and relaxes the gluten network, which helps with shaping.

Shaping
Bread dough can be shaped into a multitude of shapes/styles, through various techniques like stretching, rolling out, rolling up into a spiral, folding, twisting, and molding. Flatbreads are often patted or rolled out thin. Free-form loaves may be shaped using the hands, baskets, or thick cloths. The dough may also be placed in a loaf pan or pot to give it a rigid form. In some cases, the dough may be slashed or scored with a sharp tool, either before or after the second rise, to help the bread rise properly in the oven and to give it an appealing design.

Sometimes, a brief 10–20 minute rest period is enacted before the final shaping in order to let the gluten relax further.

Second rise
Some yeasted breads—typically loaves—are given a second rising stage after shaping, and it is this rise that governs the final crumb in the oven. Many of the same principles apply as with the first rise, and this rise is typically always done at warm room temperature. However, unless making small items like rolls, the dough should not be allowed to rise to its maximum, or it may over-proof in the oven and collapse.

Garnishing
Garnishes may be applied to the outsides of some breads before baking, providing added texture and flavor. These garnishes are as varied as those that can go into a loaf. Some common garnishes include sesame seeds, poppy seeds, herbs, cheese, coarse salt, and onion. Some garnishes will stick better if applied on top of an egg or milk wash.

Cooking
Breads are typically cooked by baking, steaming, or frying. Frying is the simplest method, achieved by placing a flatbread on a hot stone, pan, or metal sheet. Some breads can be steamed in a simple pot steamer setup to yield a soft bread with no significant crust.

In baking, the bread is typically placed in a very hot oven, where it begins to cook from the outside in. As the dough is warmed, the yeast gets a final rapid proofing stage and produces extra carbon dioxide before being killed by the heat. The protein network also weakens slightly, allowing the gas bubbles in the dough to expand further. This expansion of the dough in the oven is called "oven spring". Around 60°C (140°F), the starch begins to gelatinize and set, and proteins denature and set around 71–74°C (160–165°F), contributing to the finished structure of the loaf. Once the crust is fully set at around 90°C (194°F), the oven spring halts, as further expansion is no longer possible. From this point on, the inner structure continues to set, water evaporates, and the crust dries out and browns. Finally, the bread is cooked when it sounds hollow when tapped, usually around 82–88°C (180–190°F) for enriched breads and 88–99°C (190–210°F) for lean breads—instant-read thermometers are helpful here.

It is usually very important to use a very hot oven when baking loaves, in order to cause a rapid expansion and setting, avoiding collapse. This is especially important when baking free-form loaves. In many cases, steam is added to the oven early in the baking process, which helps to form make a crisp and shiny crust by gelatinizing the starch and facilitating enzymatic reactions at the surface. Note that this effect is only applicable in the early stages of baking; injecting steam into the oven at later stages would just re-moisten the bread.

Cooling
With loaves of bread, cooling is an important stage. They must be allowed to rest so the starch can cool and set properly. You also want to make sure it is removed from any pans and cooled on a rack in order to prevent condensation and softening of the crust.

Characteristics
The specific properties of bread are governed by a variety of factors.

Flour
Wheat flour is the most popular flour to use in loaves, because wheat has many qualities that contribute to a good loaf. White flour is used more frequently than unrefined whole wheat flour. Additionally, older, more oxidized flour will form a stronger gluten network. Other flours used include those of rye, corn, oat, and barley. Using a mixture of different flours can make an interesting loaf of bread.

Liquid
Water, or some other liquid, is used to form the flour into a paste or dough. The volume of liquid required varies between recipes, but a ratio of 1 part liquid to 3 parts flour is common for yeast breads, while recipes that use steam as the primary leavening method may have a liquid content in excess of one part liquid to one part flour by volume. In addition to water, other types of liquids that may be used include dairy products, fruit juices, or beer. In addition to the water in each of these, they also contribute additional sweeteners, fats, and/or leavening components.

Flavor
In lean breads made mainly with wheat flour and water, the flavor comes primarily from the byproducts of fermentation and from Maillard/caramelization reactions at high heat. In these breads, longer fermentation and interesting microbial cultures (e.g. sourdough) are typically the key to more developed flavors. In enriched doughs, the fat contributes and carries additional flavor. Flavor can also be developed in breads by incorporating ingredients with distinctive flavors, such as non-wheat flours, flavorful liquids, spices and herbs, and dairy products.

Texture
Texture in breads is generally governed by the flour, water, and fat in the dough. The flour is typically what contributes starch and protein, including gluten, to the bread. High-gluten breads like those made from wheat have the ability to incorporate air bubbles and a light, elastic crumb. Whole-grain flours make a denser and less soft bread. Breads with higher hydration levels have a more open and chewy texture.

Fats also play an interesting role in bread texture, generally contributing a tenderizing quality. In gluten-containing doughs, a small amount (3% by weight) of fat will help reinforce the gluten network and increase the viscoelastic nature of the bread —however, greater than that, the fat will interfere with the gluten network, producing a softer crumb and crust. In all breads, fats will coat the starch granules, which helps delay staling by delaying the release of moisture from the bread.

Salt tightens the gluten network, but it also helps inhibit enzymes that can digest and degrade the gluten network.

Add-ins
Once the basic ingredients have been considered, a lot of the experimentation comes in the extra additions to a loaf. Nuts and seeds can add both extra nutrition and variety in taste and texture. Some dried fruit, such as raisins, cranberries, or apricots, may be found enjoyable in a loaf, especially a sweeter one. Cheese in bread is popular, and it may be mixed in directly with the dough or rolled in during the final shaping stages. Adding different herbs and spices can change how a loaf is perceived dramatically.

Selection and storage
When selecting bread, decide what attributes you want. Generic commercial "sandwich" bread and rolls are very soft, with minimal crust and flavor, but they are easy to eat with sandwiches. If you're looking for a more flavorful and textural bread, artisan-style breads with crisp crust and well-developed interior are better. Flatbreads are great for eating with the hands and/or containing foods, and gluten-free options are available.

Bread going stale is not just a matter of it losing moisture and drying out, although this is a part of the problem. The main reason for staling is the crystallisation of the starch molecules within bread, whereby the molecules lock together. Moisture in bread sits between the starch molecules, inhibiting the crystallisation process. Evaporation of this moisture, which is accelerated by increased surface area, therefore contributes to a speedier staling. The crystallisation takes place over time, so the longer the bread sits out, the more it occurs and the harder the bread gets. Breads with high moisture and/or fat will stale more slowly. Breads that undergo a long fermentation period also stale more slowly. Refrigerating bread accelerates the staling process, and freezing interrupts it. As a result, bread is best stored at room temperature for up to a day or so, followed by freezing for longer-term storage. With slightly stale bread, moistening and heating it can temporarily reverse the staling by interfering with the starch crystallization —moistening and toasting slightly stale bread can help recover it for eating.

Autolyse
The autolyse is a special technique sometimes used when mixing lean wheat bread doughs. In this process, the flour and water are gently combined on low speed, then left to rest and hydrate for 10–30 minutes. This rest period allows enzymes to break down the gluten proteins into smaller pieces that will align more quickly into a stronger network, and it also helps high-fiber flour to better absorb water. Ultimately, this shortens the kneading stage after the remaining ingredients are incorporated and makes the dough easier to handle.

Soakers
If incorporating grains and seeds into a bread dough, it's good practice to pre-soak them in liquid overnight before incorporating into the dough. This prevents them from pulling moisture out of the dough, which would negatively affect the bread's final texture.

Use
Breads are nearly ubiquitous across the world, playing a range of roles in cuisine. Flatbreads like roti, naan, and more are often used to help pick up foods. Tortillas and sliced breads are used to enclose fillings for consumption. Breads of all kinds may also be served alongside dishes to soak up liquids and add bulk to a meal. Loaves of bread can even be hollowed out to make "bread bowls" that contain soups, soften, and take on additional flavor. Breads soaked in egg or other rich liquids can be baked or fried, making a hearty breakfast or sweet dessert. Breads have also historically been used as thickeners for soups and sauces, and they can be processed into croutons and breadcrumbs for incorporation into dishes.

Substitution
Some breads can be substituted for each other if they have similar properties, especially if they are simply to be served alongside a dish or used as a vehicle for food. Crackers or crispbreads may also be substituted, depending on the function.

title: Cookbook:Bread


text:
danewort

Etymology
, since it was traditionally believed to grow on battlegrounds of the Danes.

Noun

 * 1) A European dwarf version of the elder,, that has a bad smell

title: danewort


text:
File:ArtRage2SBTDS3160.jpg

Used with the WikiU Film School Lesson on how to draw thumbnail storyboards with ArtRage2 free version.

title: File:ArtRage2SBTDS3160.jpg


text:
sapa

Etymology
Borrowed from.

Noun

 * 1) A reduction of must in Ancient Roman cuisine, made by boiling down grape juice or must in large kettles until reduced to a third of the original volume.

Noun

 * 1)  head

Etymology 1
.

Noun

 * 1) a stream
 * 2) a creek, brook

Noun

 * 1) munch

Etymology
From.

Noun

 * 1) a small river; a creek

Etymology
From.

Noun

 * 1) creek

Etymology
From.

Noun

 * 1) stream; creek

Noun

 * 1) bubble; foam

Etymology
From. Related to 🇨🇬.

Noun

 * 1) tail of an animal more specifically the solid part of a tail

Noun

 * 1) greeting

Pronoun

 * 1)  who

Etymology
From.

Noun

 * 1) a reduction of must (syrup) in Ancient Roman cuisine, made by boiling down grape juice or must in large kettles until reduced to a third of the original volume

Etymology
From, from ,. Compare the English cognate.

Noun

 * 1) A reduction of must in Ancient Roman cuisine, made by boiling down grape juice or must in large kettles until reduced to a third of the original volume.

Descendants

 * Padanian:
 * Northern Gallo-Romance:
 * Southern Gallo-Romance:
 * Borrowings:
 * Southern Gallo-Romance:
 * Borrowings:
 * Southern Gallo-Romance:
 * Borrowings:
 * Southern Gallo-Romance:
 * Borrowings:
 * Borrowings:
 * Borrowings:
 * Borrowings:
 * Borrowings:
 * Borrowings:

Etymology
Akin to 🇨🇬.

Verb

 * 1) to swear

Noun

 * 1) water

Etymology 1
Cognate 🇨🇬.

Noun

 * 1) address, speak, greet

Noun

 * 1) hoe

Adjective

 * 1) every, each, any
 * 2) alone, only, unique, one and only

Noun

 * 1)  singular

Etymology 1
Feminine form of.

Noun

 * 1) ; a female toad or peeper

Etymology 2
.

Noun

 * 1) a reduction of must in Ancient Roman cuisine, made by boiling down grape juice or must in large kettles until reduced to a third of the original volume

Etymology 1
From.

Noun

 * 1) small stream; rivulet; brook; creek

Noun

 * 1) chewing into a pulp
 * 2) pulp or residue of something chewed
 * 3) chewed betel pepper
 * 1) chewed betel pepper
 * 1) chewed betel pepper

Etymology
From.

Noun

 * 1) a small river; a stream

Etymology 1
, from, from , morphologically.

Adjective

 * 1) Away from the centre, secluded, remote; off the beaten path.
 * 2) Out of the main road, accessed by deviating to a side road.
 * 1) Out of the main road, accessed by deviating to a side road.

Etymology 2
From

Etymology
From.

Noun

 * 1) brook; rivulet; creek

Noun

 * 1) blood

Etymology
From 🇰🇲.

Verb

 * 1) to endeavour; to make an effort; to strive

title: sapa


text:
Nowruzabad, Nishapur

Nowruzabad is a village in Darbqazi Rural District of the Central District of Nishapur County, Razavi Khorasan province, Iran.

Population
At the time of the 2006 National Census, the village's population was 951 in 233 households. The following census in 2011 counted 979 people in 281 households. The 2016 census measured the population of the village as 960 people in 299 households. It was the most populous village in its rural district.

title: Nowruzabad, Nishapur


text:
Talk:Dumsor

Ended?
http://allafrica.com/stories/201512310350.html says the load shedding was proclaimed over last month. Would require a significant change in tone of the text but should be incorporated if true. Ataru (talk) 19:22, 27 January 2016 (UTC)

Semi-protected edit request on 14 February 2015

 * 1) wOnemusic Delivered ‘Dumsor’ to create awareness for the power issues we are facing in Africa.‘Dumsor’ is part of a social conversation wOne is having through his music, to inspire and empower his audiences. Although the song was inspired by a tragic event wOne witnessed whilst at a local hospital, it offers a light-hearted approach at bringing to attention to the need for alternative energy sources. Energy is a growing global problem that Africa can take the lead on. Follow the link to listen to the Inspirational track"Dumsor" by wOne. the name 'Dumsor' was given by Eben Egyir(a.k.a Afrifa Bulla) <IP_ADDRESS> (talk) 14:28, 16 February 2015 (UTC)

Wonemusic (talk) 23:35, 14 February 2015 (UTC)
 * That would require secondary sources that think your work is relevant and notable in this context. Your account has been blocked due to violations of the username policy, however you are welcome to create a new account, find these sources and re-submit a request. § FreeRangeFrog croak 23:57, 14 February 2015 (UTC)

Contested deletion
This page should not be speedy deleted as an attack or a negative unsourced biography of a living person, because... (Dumsor is a popular word in Ghanaian parlance now. It has no negative attack on any personality just that some reckless people want to use it to undermine the incumbent president and political party but Dumsor as a saying even predates the current Government in Ghana) --Rberchie (talk) 09:35, 16 February 2015 (UTC)
 * —Sadat ( Masssly ) ❤Talk☮C☺Email☯ 16:48, 16 February 2015 (UTC)
 * — Flixtey (talk) 08:48, 2 March 2015 (UTC)

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title: Talk:Dumsor


text:
User:Javier Carro/Test Quiz

 * 1) How much is 2+2?
 * 1
 * 2
 * 3
 * 4
 * 1) In which continent is Leipzig?
 * 2) *Europe
 * 3) *Germany
 * 4) *Asia
 * 5) *America
 * 6) In which year did the Second World War finished?
 * 7) *1034
 * 8) *1987
 * 9) *1945
 * 10) *1942
 * 4
 * 1) Europe
 * 2) 1945

title: User:Javier Carro/Test Quiz


text:
Heidrun Gerzymisch

Heidrun Gerzymisch (8 May 1944) is a German Translation scholar and emeritus professor at Saarland University in Saarbrücken, where she held the Chair for "English Linguistics and Translation Science" from 1993 to 2009. She is in 2014 responsible for the international PhD prep school "MuTra" at Saarland University’s Graduate Center GradUS and lectures Translation at the Zurich University of Applied Sciences (ZHAW).

Early life and education
Gerzymisch was born in Gusow, near Seelow, Germany. She graduated from the "Institut für Übersetzen und Dolmetschen" (Institute for Translation and Interpreting) of the Heidelberg University in 1969 with the degree as "Diplom-Übersetzer" (M.A. Translation) for English and Spanish with a minor in Economics, following a student internship at RTP, New York (1964) and language studies at the Polytechnic of Central London (1965) and the University of Zaragoza, Spain (1968). She subsequently worked as (certified) free lance translator and interpreter largely in the field of international business & economics.

Career
From 1979 to 1993 Gerzymisch was Lecturer at the "Institut für Übersetzen und Dolmetschen" (Institute for Translation and Interpretation) of the Heidelberg University where she taught Translation seminars and practical (economics) translation courses. In 1986 she received her PhD (Dr. phil.) from Johannes Gutenberg University of Mainz-Germersheim with a dissertation on the information structure (theme-rheme analysis) of American business texts (in German).

She held professorships in 1987-1988, 1990 and 1991 at the "Department of Translation and Interpretation" at Monterey Institute of International Studies, Monterey, California, and completed her post-doctoral "Habilitation" in Translation Science at the Heidelberg University in 1992. She held an interim professorship in the area of translation science at the "Institut für Übersetzen und Dolmetschen" at the Heidelberg University in 1993 and then received a tenured appointment to the Chair for English Linguistics and Translation Science of Saarland University which she held until 2009. She was a visiting professor at the Translatology Institute of the Charles University in Prague in 1999, the Institute for Theoretical and Applied Translatology at the University of Graz in 2002, the Institute of Translation and Interpreting at the Zurich University of Applied Sciences (ZHAW) from 2008 to 2018, as well as at the Centre for Translation Studies at the University of Vienna in 2010.

In 1994 Heidrun Gerzymisch founded the Advanced Translation Research Center (ATRC) at Saarland University, and also in 1996 with Saarland foundation "Stiftung zur Förderung des wissenschaftlichen Nachwuchses im Übersetzen und Dolmetschen" ("Foundation for the Promotion of Young Scholars in Translation and Interpreting"). The ATRC organized a series of EU-financed Marie Curie Euroconferences at the Universities in Aarhus, Copenhagen, Prague, Saarbrücken and Vienna between 1999 and 2007. This later led to the founding of the international PhD "prep school" MuTra. In 2010, MuTra became integrated into Saarland University’s Graduate Center GradUS.

Gerzymisch is the chairperson of the EST (European Society for Translation Studies) Young Scholar Prize Committee.

Research
Gerzymisch studies the processes involved in translation. Her research is strongly influenced by the ideas and principles of Heidelberg physicist and linguist Klaus Mudersbach. She developed a translation methodology based on Mudersbach's atomistic-holistic-holatomistic principle, expanding it to include what she calls "transparent subjectivity", or individualism into the translation process. Her research topics include: the role of holistic structures in comparison and transfer procedures in translation processes; comparative analyses of common traits and differences in language, knowledge and cultural systems; and the role of writing processes in the translation of audiovisual and hybrid texts.

Gerzymisch has published a number of books and journal articles about decision-making in translation processes, as well as coherence, information structure repetition of ideas in translated work. She has written about the interpretation of culture during the translation process and about the comparison of knowledge systems and discourse preferences. She has lectured and written about the evaluation of translations and about translation of subtitling, audio description and written interpretation of visual works. A collection of articles, edited by Juliane House, Werner Koller and Klaus Schubert, were published in German as Neue Perspektiven in der Übersetzungs- und Dolmetschwissenschaft in 2004, in honor of her 60th birthday.

Personal
Heidrun Gerzymisch has family ties in the USA and Canada and lives in Germany and Switzerland.

Selected works

 * 1987: Zur Thema-Rhema-Gliederung in amerikanischen Wirtschaftsfachtexten. Eine exemplarische Analyse. Tübingen: Narr (Dissertation, in German).
 * 1989 (with Klaus Mudersbach): "Isotopy and Translation". In: Peter W. Krawutschke (Ed.): Translator and Interpreter Training. New York: SUNY (= American Translators Association Scholarly Monograph Series. Vol. III). 147-170. Revised: Gerzymisch-Arbogast (2004): "On the Translatability of Isotopies". In: Antin, F./Koller, W. (Eds.): Les limites du traduisible. In: FORUM. Paris: Presses de la Sorbonne Nouvelle KSCI. Vol. 2 No. 2. 177-197
 * 1996: Termini im Kontext: Verfahren zur Erschließung und Übersetzung der textspezifischen Bedeutung von fachlichen Ausdrücken. Tübingen: Narr. (post-doctoral "Habilitationsschrift", in German). Summary in English: (1994): "Identifying term variants in context: The SYSTEXT approach". In: Snell-Hornby, M./Pöchhacker, F./Kaindl, K. (Eds.): Translation Studies: An Interdiscipline. Amsterdam - Philadelphia: Benjamins (= Benjamins Translation Library. Vol. 2). 279-290.
 * 1998 (with Klaus Mudersbach): Methoden des wissenschaftlichen Übersetzens. Tübingen - Basel: Francke. (in German). Revised, simplified and updated in English 2008 as "Fundamentals of LSP Translation" in: Gerzymisch-Arbogast, Heidrun/Budin, Gerhard/Hofer, Gertrud (Eds.): LSP Translation Scenarios. MuTra Journal 02.
 * 1999: "Kohärenz und Übersetzung: Wissenssysteme, ihre Repräsentation und Konkretisierung in Original und Übersetzung". In: Gerzymisch-Arbogast, Heidrun/Gile, Daniel/House, Juliane/Rothkegel, Annely (Eds.): Wege der Übersetzungs- und Dolmetschforschung. Tübingen: Narr. 77-106. Updated (2007): "Visualisierte Textrepräsentationen und Translation". In: Villiger, Claudia/Gerzymisch-Arbogast, Heidrun (Eds.): Kommunikation in Bewegung. Multimedialer und multilingualer Wissenstransfer in der Experten-Laien-Kommunikation. Frankfurt: Lang. 57-75.
 * 2001: "Equivalence Parameters and Evaluation". In: Lee-Jahnke, Hannelore (Ed.): Évaluation: Paramètres, Méthodes, Aspects Pédagogiques. META Vol. 46, no.2. 227-242.
 * 2003: "Norm and Translation Theory. Some Reflections on its Status, Methodology and Implications." In: Schubert, Klaus (Ed.): Übersetzen und Dolmetschen: Modelle, Methoden, Technologie (= DGÜD Jahrbuch Übersetzen und Dolmetschen Band 4/I). Tübingen: Narr. 47-68.
 * 2005: "That rising corn...ce blé qui lève...die aufgehende Saat... Towards a Common Translation Profile". In: Götz, Katrin/Herbst, Thomas (Eds): Translation and translation theory: uni- or bilateral relationship?. ZAA Zeitschrift für Anglistik und Amerikanistik Würzburg: Königshausen & Neumann. 117-132.
 * 2005 (with Martin Will): "Kulturtransfer oder Voice Over: Informationsstrukturen im gedolmetschten Diskurs". In: Braun, Sabine/Kohn, Kurt (Eds.): Sprache(n) in der Wissensgesellschaft. Proceedings der 34. Jahrestagung der Gesellschaft für Angewandte Linguistik. Frankfurt: Lang.
 * 2007: "Am Anfang war die Leipziger Schule". In: Wotjak, Gert (Ed.): Quo vadis Translatologie? Ein halbes Jahrhundert universitäre Ausbildung von Dolmetschern und Übersetzern in Leipzig. Rückschau, Zwischenbilanz und Perspektiven aus der Außensicht. Berlin: Frank & Timme. 59-78.
 * 2008: Challenges in Multidimensional Translation. Proceedings of the MuTra Conference series 2005 – 2007, ed. by Heidrun Gerzymisch-Arbogast et al.
 * 2011: "Translatorisches Verstehen im Spannungsfeld von Handeln und Reflexion: Akteur- und Betrachterperspektive". In: Pöckl, Wolfgang/Ohnheiser, Ingeborg/Sandrini. Peter (Eds.): Translation. Sprachvariation. Mehrsprachigkeit. Festschrift für Lew Zybatow zum 60. Geburtstag. Frankfurt: Lang. 139-148.

title: Heidrun Gerzymisch


text:
Talk:Beppe Croce

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title: Talk:Beppe Croce