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User:Information Ecologist

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Information ecologist
I evolved into the role of Information Ecologist - now Professor of Information Ecology - at Information Habitat: Where Information Lives  in the spring of 1996, in response to a conception of information ecology as an embryonic holistic life science and operating system for sustainability and peace. This evolution took place in the context of the final stages of preparation for the 1996 Habitat II Conference in Istanbul, for which Information Habitat - an NGO in Special Consultative Status with the UN Economic and Social Council had built and managed the web site and the principal electronic mailing lists. The seeds of information ecology had been planted with the conceoption of Information Habitat: Where Information Lives in May 1990 at an interfaith Caring for Creation conference in preparation for the 1992 Earth Summit. in appreciation of the remarkable transformations taking place in the nature, magnitude and accessibility of information habitats in an era of microcomputers and information and communications technology and the recognition of information and information systems as rapidly evolving new life forms.

Information Habitat has pioneered the systematic use of information and communications technology in support of broad-based access to and exchange of information, plans and ideas throughout the preparation for the major series of UN Conferences from the 1992 Earth Summit in Rio de Janeiro to the 1996 Habitat II Conference, and in the follow-up to the resulting global agreement - especially through the UN Commission for Sustainable Development.

Currrent focus is on the development of an open source, common content interactive platform for the NGO Committee on Education of the CONGO - Conference Of Non-Governmental Organizations in Consultative Relationship with the United Nations - incorporating a supportive environment for Wiki spaces, blogs, podcasting, vblogs, etc., with a focus on the United Nations Decade of Education for Sustainable Development and the International Decade for a Culture of Peace. An initial component of the site incorporates an extensive hyperlinked collection - the first of its kind - of several hundred United Nations documents relating to sustainability, a culture of peace, water, human rights, etc. at http://www.un-documents.net

My life's work up to that time had prepared me for the profession of information ecologist. I had been headed for a promising academic career as a mathematical sociologist with degrees in mathematics and economics at Cambridge and social science research & methodology at Johns Hopkins. However I withdrew from academia in 1972 in the context of participation in the Vietnam Peace movement and concern as to the dominance of academia by a military-industrial complex.

I learned much about information ecology in more than thirteen years at the Baltimore City Jail - as librarian for eight and a half years, and the remaining five years an an administrative analyst - and in the course of thirty years of experience with advocacy & activist organizations that focused on peace, health, community development and interfaith dialogue at local, national and international levels.

The ecological dimensions of my training in information ecology have grown out of a love for the natural environment and my experiences as an organic gardener - with a passion for composting that I had learned as a child - combined with an appreciation of holistic processes. Through the recent discovery of and involvement in La Perla Gardens- beginning with an Independence Day Worm Feast, I have been able to reconnect to the earth in ways that have brought me great joy.

Since May, 1989, my attention had been focused on the preparations for the 1992 Earth Summit / UNCED, and on the vital role that information technology could play in support of broad-based participation of NGOs in the conference, and I had developed an outline proposal for an information, public participation and communications system that had led to the 1990 Earth Day launch of a "Global Environmental Network" by the UNCED Secretariat, whle as a Co-Chair of the Religious Outreach Committee for the 1990 Earth Day in Baltimore, organized a sunrise interfaith dedication of a fifth verse of the U.S. National Anthem at Fort McHenry, Birthplace of the Star-Spangled Banner -

Increasingly a focus has been towards gathering, compiling and organizing geographical information, including maps and satellite images. This has included a 1996 focus on the Mesopotamian Marshlands: Between the Rivers - A Cradle of Civilization in support of the New Eden Project - and the observation of  Mesopotamian Summer, with the purpose of engaging in dialogue and appreciative inquiry - inter alia making use of a Wiki platform - into the feasiblity of a holistic approach to restoring and regenerating the decimated Marshes, and of the development of an open source wireless Internet Protocol platform for a new knowledge-based civilization. I had begun working on several wikibooks related to the restoration of the Marshes and information ecology. however, much of what I had published has been deleted - although it could be easily regenerated. In the wake of the massve October 2005 Kashmir Earthquake the gathering and organizing of information, maps and satellite images expanded to addressing the needs and opportunities for open source platforms combined with handheld wireless devices in facilitating coordination of logistics and relief efforts. An immediate down-to-earth focus is on preparation for an interactive online learning environment, featuring a biodiversity resources map of La Perla Gardens intended to sere as a prototype for use by community gardens, parks, etc anywhere.

Although I have no recognized academic affiliation, I have begun to use the title of Professor of Information Ecology - using the dictionary definition of "professor" as one who professes - marking a new phase that will focus on teaching information ecology. Since 1996, I had been using the title Information Ecologist; during these eight years, my focus had been on development of the theory and practice of Information Ecology and believe it is now time for me to begin the task of teaching about information ecology.

Education

 * Whitgift School, Croydon, Surrey, UK. Croydon County Council Scholarship - 1956-1962

 * Corpus Christi College, Cambridge, UK. Open Exhibition in Mathematics - 1963-1966

 * Cambridge University, B.A. Honours in Mathematics and Political Economy, 1966

 * The Johns Hopkins University, Baltimore, MD, 1967-1972

 * Graduate Fellow in Social Relations

 * M.A. in Social Relations, 1972 - completed all requirements for Ph.D. except for thesis

 * Community College of Baltimore, Baltimore, MD. Continuing Education courses in Systems Analysis and Human Anatomy

Research

 * Quantitative Analysis of the French Revolution, Institute of Human Sciences, Boston College. Project Director: Gilbert Shapiro, funded by the National Science Foundation. Research Assistant. 1966.07 - 1967.06.

 * more coming soon.

 * detailed, lengthy cv, 2003

Publishing
While I have published many brief articles on the web as well as via many electronic mailing lists, most of my work in the area of print publication has been in nn editorial capacity, with a focus on the document's organizational coherence and from a concern with developing inclusive consensus-based documents.

 * Policy and Procedures Manual: Baltimore City Jail. . Baltimore, Maryland, 1984. (Editor and principal writer)

 * The Alternative Press Index . The Alternative Press Center, Baltimore Maryland. Designed the datataperfect database and WordPerfect Syles and Macros that were used to gnerate the body of the Alternative Press Index.

 * Queries on Unity with Nature . Friends Committee on Unity with Nature. Baltimore, Maryland, 1989. Republished in the United Nations Environment Programms's 1989 Environmental Sabbath
 * Report Card on Baltimore Elementary Schools . Citizens Planning and Housing Association, Baltimore, Maryland, 1990. Compiled and presented the quantitative information in the Report.

 * Network '92. Centre for Our Common Future, Geneva, Switzerland, 1991.04 - 1992.06. Distributed an eletronic edition of Network '92, the monthly newsletter with news and reports of preparations for the Earth Summit. Th electronic version was generally distributed - and received - approximately one month before the print edition arrived.

 * ''' ... more to come

 * Da Zi Bao: An Interactive Process . Environment Liaison Centre International, '92 Global Forum and International Synergy Institute. Paris, France; Washington, DC; Tucson, AZ, Sidney, Australia; New York, NY; Rio de Janeiro, Brazil. 1991-12 - 1992.06

 * The NGO Alternative Treaties and the NGO Treaty Process International NGO Forum, Ottawa, Canada, 1994. Editing and format; Three earlier editions of the Alternative Treaties published, from 1992.09

 * Agenda 21 & the Rio Agreements . United Nations Conference on Environment and Development, Rio de Janeiro, Brazil. French & Spanish versions published as zipped files; first html publication of Agenda 21; also distributed inexpensive diskette copies - including draft versions and background documents throughout the preparatory process.

 * The Habitat Agenda, 2nd United Nations Conference on Human Settlements. Istanbul, Turkey, June 14, 1996. Published on World Wide Web and via email list and diskette - in Engish, French & Spanish.

 * Toward Earth Summit II : NGO Recommendations for Actions and Commitments at Earth Summit II. New York, NY, 1997.

 * Petition for an Emergency UN Resolution on Iraq . Uniting for Peace Coalition, New York, NY 2003.05.01

 * UN Documents - Gathering a Body of Global Agreements, NGO Committee on Education, Conference of NonGovermental Organizations in Consultative Relations with the United Nations, New York, NY 2006.

Wikibooks in Development

 * Note: development of the wikibooks listed below is temporarily in abeyance, pending access to a wiki space that supports the database approach to the development of wikibooks that was a key contributing factor in the deletion of most of the materials in the initial drafts of tese wikibooks.

 * Information Ecology [] - the elements of information ecology, an evolving holistic life science for a knowledge-based universe that acknowledes in formation and information systems s evolving life forms, with vital significance for the continuity of intelligent life on Earth. Status: Extensive database-generated outline, some preliminary sections elaborated, and link to Information Habitat's information ecology achives.

 * Information Habitat: Where Information Lives a case study of the use of information and communications technology in support of broad-based NGO participation and access to and exchange of information by NGOs in the series of UN Global Conferences of the 1990s and the home of Information Ecology and the Light Cubes / Virtual Light and Colour Cubes.

 * Mesopotamian Marshlands - a holistic, watershed-based approach to the restoration of the Mesopotamian Marshlands, home of the cradle of civilization, and the lungs and digestive system of the Mesopotamian watershed, incorporating a wireless, Internet Protocol-based platform for the marshes, and for a knowledge-based platform for an Iraqi society. Initiated on Memorial Day, 2004.06.01.

 * Alice in Cyberwonderland . Preliminary draft of a modern-day update of Lewis Carroll's Alice in Cyberwonderland. The new version, in which Alice follows the White Rabbit through the screen of her new notebook computer, has also been writen under a pseudonym - John Doe. Like Rev. Charles Dodosn - Lewis Carroll's alter ego - is a mathematician - educated at Cambridge, instad of Dodoson's Oxford, and loves reading to, and playing with, young children.

 * Morphometrics Measurement of changes in shape of living organisms, with particular attention to measuring and analyzing past and future changes with espect to the Mesopotamian Marshes, the Shatt-al Arab / Arvand Rud watershed, information ecosystems and the field of morphometrics itself. Status. Initial opening page and outline, with some external links.

 * DataPerfect - coming soon - on open source curriculum in DataPerfect, a brilliant and exceptionally versatile DOS relational database companion of the classic WordPerfect for DOS. Status

 * Light Cubes: Elements of Light and Colour - coming soon - an open source curriculum in the Elements of Light and Colour and the transformative eye-opening properties of the Virtual Light and Colour Cubes - virtual cubes, with dimensions of red, green and blue, in which the colour at any point is equal to the sum of its red, green and blue coordiates, as expressed in the HTML expression #rrggbb.

Wiki profiles

 * Grandpa Ruh @ The Wealth of Networks

 * User:Information Habitat @ Wikipedia

 * Information Ecologist @ Metawiki

Other profiles

 * Grandpa Ruh @ Blogspot

 * Grandpa Ruh @ TakingITGlobal

 * Ruh Nabil @ Common Content
 * An information ecologist's weblog

 * Annotated chronology / detailed cv to 2003

Other web sites

 * Seasons of Peace Cooperation Circles

 * Information Habitat: Where Information Lives

 * Gandhi-King Season for Nonviolence

 * Light Cubes

 * }

title: User:Information Ecologist


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File:ArtRage2EndFace.jpg

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

source: wikimedia

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

title: File:ArtRage2EndFace.jpg


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Gleb Gurban

Gleb Gurban (Глеб Гурбан; Глеб Гурбан; born 15 May 2001) is a Belarusian footballer who plays for Minsk.

title: Gleb Gurban


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Talk:Software testing/Overview

next steps
Hello, I have put on every page the link to the German page (see in the left wiki-menu "In other languages"). So, that also some other person capable of German language can help. First I will translate the German topic-pages, then I will add each discussion-page (but only the important points, because some of the points were because of the kick-off of the project). The advantage of this approach is: people can see sooner all pages of the course (please remember: the German course is also not yet finished) and since having no translated discussion-pages yet, perhaps we can gather some new ideas. --Erkan Yilmaz 08:23, 28 November 2006 (UTC)

Inter-lingua

 * The discussion in German.

Software tutors
There are a lot of projects that are using outside software, like Aladin previewer, BoomCode, 3DTheater.org, and [Finaldraft]. Instead of testing your own software, could you test these guys out?--Rayc 00:15, 7 December 2006 (UTC)
 * Hi Rayc, will have a look at these in the evening. CU, --Erkan Yilmaz 07:42, 7 December 2006 (UTC)

title: Talk:Software testing/Overview


text:
Talk:Independence of Croatia

Report of the NGO “Veritas”: Serb Victims in Croatia 1990–1998

 * To Independence of Croatia

International Court of Justice Case concerning application of the convention on the prevention and punishment of the crime of genocide (Croatia v. Serbia). Counter-Memorial. Submitted by the Republic of Serbia. Annexes. Volume V.

Section X. List of Serb Victims on the Territory of Croatia 1990–1998. December 2009.

Annex 66. Report of the NGO “Veritas”: Serb Victims of War and Post-War in the Territories of Croatia and the former Republic of Serbian Krajina 1990–1998 dated 31 October 2009. 5.1. On the basis of the above criteria, “Veritas” verified 6,792 killed and missing persons until 31 October 2009.

Of the total number of those killed and missing, so far, 4,613 persons have been buried (families confirmed their identification, collected and buried their remains), whereas 2,179 persons are still considered as missing (according to groups: missing – 1,132; missing/killed – 496; missing/buried – 551). — Yuriy Dzyаdyk (t•c), 11:01, 26 December 2016 (UTC).

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Orphaned references in Independence of Croatia
I check pages listed in Category:Pages with incorrect ref formatting to try to fix reference errors. One of the things I do is look for content for orphaned references in wikilinked articles. I have found content for some of Independence of Croatia's orphans, the problem is that I found more than one version. I can't determine which (if any) is correct for this article, so I am asking for a sentient editor to look it over and copy the correct ref content into this article.

Reference named "icty": From Croatian War of Independence: Milošević indictment, p. 17 From Ante Gotovina:

I apologize if any of the above are effectively identical; I am just a simple computer program, so I can't determine whether minor differences are significant or not. AnomieBOT ⚡ 17:58, 31 January 2023 (UTC)

title: Talk:Independence of Croatia


text:
Talk:David Demchuk

Infobox
This article doesn't have an infobox.

I recently encountered a handful of contributors who very aggressively claimed that placing an infobox on a BLP article required talk page consensus. If no one responds, after a reasonable period of time, I will place one here. Geo Swan (talk) 15:27, 14 June 2020 (UTC)
 * Yes, I object. And please note that the ArbCom sanctions (about which you were warned three weeks ago) states that insults and personal attacks, soapboxing and casting aspersions are ... unacceptable. You post, bearing examples of that (as well as being untruthful), breaches those restrictions. – SchroCat (talk) 14:33, 16 June 2020 (UTC)

title: Talk:David Demchuk


text:
Talk:Challah/Archive 1

Advertising?
I'm translating texts about Jewish holiday quisine and customs, and have found the Wikipedia pages very helpful. When I came to the challah page, though, I was surprised that there were things that looked far too commercial for Wikipedia here -- such as the name and address of the bakery under the challah photo, and also the link to "organic whole wheat" challahs in New York City or whatever it was, in the External Links section below the text. Is this really appropriate? It kind of turned me off. I thought I should point this out, just in case. <IP_ADDRESS> 08:13, 9 October 2007 (UTC) Christina

Pictures
Would it be possible to get a picture of what more common Challah looks like, with the egg batter and seseme seeds as a additional picture? yeah

Prayer
The words of the special prayer will be interesting to know. What are they? How old are they? This is a gesture of very great antiquity, clearly, with parallels in the Ancient Near east and the Aegean. The identical egg bread, formed as a braid, is part of Portuguese cuisine too. (Im familiar with both.) Wetman 04:16, 19 Oct 2004 (UTC)
 * Which prayer? The one before eating bread, or the one before separating the challah from the dough? Flourdustedhazzn 04:46, 7 February 2006 (UTC)

Many Jews prepare challah
I was just watching "New Jewish Cuisine", a TV cooking show, and they were preparing a challah recipe. My question is whether Sephardic Jews also had a tradition of preparing Challah.
 * Challah is an Ashkenazi bread similar to other festive breads found throughout Europe. Different non-Ashkenazi Jewish cultures (usually inaccurately lumped as "Sefaradim") do have their own special Shabbat breads, but they do not generally resemble challah. The closest you're likely to get is Moroccan pain petri, which is a round loaf containing eggs and anise seed.
 * This is a bit inaccurate and, especially, unnuanced. Similar breads are not found "throughout" Europe, but only in certain regions of Europe -- central and eastern Europe, particularly; southern Europe, to a lesser degree, including Greek, Armenian, and Turkish loafs.  In few of these cases are the breads "festive".  Finally, while it may once have been true that non-Ashkenazim rarely included hallah among their shabbat foods, that is not true today: it has become common among many "Sephardic" families and communities, just as many Sephardic customs became common among Moroccan Jews, etc.

 * I was going to comment on the "traditional challah uses eggs" when actually traditional Sephardic challah avoids using eggs. Using eggs makes the item mezonot --> cake, so no bread blessing. more on this from someone with more expertise than I? --mkg

The Hungarian term 'kalács' primarily means sweet bread with eggs and milk. Therefore although the term could have been used for challah, is absolutely not identical with the meaning of challah in Juadism. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 12:14, 23 January 2014 (UTC)

Hebrew transliteration / vocalization
The text of 'birkat hamotzi' given in the article gives the shem adnut ("Adonai") intact, but gives a truncated second name ("Elokim"), presumably in order to avoid writing God's name. Why the discrepancy? I feel that the K ought to be changed to an H — text on a computer screen is not halakhically considered to be writing, and therefore cannot be erased.

Midrash about challah?
What is the source for the midrash about Eve's hair? My understanding is that challah postdates most classic midrash by several centuries. Flourdustedhazzn

Also called egg bread?
Should egg bread redirect here? <IP_ADDRESS> 06:25, 13 November 2007 (UTC)

Why was the external link to the Virtual Challah Lessons deleted?
It's a popular tutorial about all the aspects of making challah, on a non-commercial site, was listed as an external link. It has been used to help many people - and a number of groups - learn to bake challah.

Please explain.

WikiProject Food and drink Tagging
This article talk page was automatically added with WikiProject Food and drink banner as it falls under Category:Food or one of its subcategories. If you find this addition an error, Kindly undo the changes and update the inappropriate categories if needed. The bot was instructed to tagg these articles upon consenus from WikiProject Food and drink. You can find the related request for tagging here. If you have concerns, please inform on the project talk page -- TinucherianBot (talk) 15:38, 3 July 2008 (UTC)

Yeast?
Does challah contain no yeast? A leavening agent is conspicuously missing from the discussion of ingredients. Since challah clearly is not an unleavened bread, whatever is used to leaven it should be mentioned along with the other ingredients. I assume it must be yeast, since challah doesn't have the characteristic taste and texture it would have if sourdough or baking powder were the leaven. However, routinely using yeast to leaven bread may be a relatively modern development, so challah may use some other leaven I'm not familiar with.--Jim10701 (talk) 20:15, 19 September 2010 (UTC)

Challah and non-practicing Jews & gentiles
I think the article needs a rewrite of the intro. The way the article is currently written would be fine if this where strictly a Jewish encyclopedia but it's a general encyclopedia and as such I have a few issues with the text of the intro. First, the article seems to imply that Challah is strictly a a religious bread eaten on the sabbath and holidays when in this day and age may Jews, especially non-practicing ones eat it all the time and may not impart any religious significance in it. To them it's just another type of bread. The article should start with mentioning that it's a type of Jewish bread, then mention it has religious significance to practicing Jews, but also make it clear that many people consume it just as regular food. Second, Challah is sometimes called "egg bread" among gentiles/non-Jews as is the case in the Joy of Cooking cookbook and this alternate name should be included in the intro. --Cab88 (talk) 18:44, 3 August 2012 (UTC)

Salt and Sugar
All actual modern recipes include sugar and salt; bread without salt is unappetizing. The section on Salt should clarify that the ritual salt is additional, or is challah made for a formal meal specially baked without salt? Since sugar as an ingredient didn't exist in antiquity, the Ingredients section should also clarify whether the ancient version contained honey, etc. The present wording implies that honey is a modern alternative.<IP_ADDRESS> (talk) 10:18, 2 August 2013 (UTC)

Removal of "other" names for the bread
I have boldly removed the following from the lede, as it seems frankly irrelevant: It is also named khale (eastern Yiddish and German), barches (western Yiddish, Czech and Slovak), berches (Swabian), Zopf (Switzerland), barkis (Gothenburg), bergis (Stockholm), birkata in Judeo-Amharic, vianočka in Slovak language, Tsoureki in Greek, kalács (Hungarian), chałka (Polish), colaci (Romanian), and kitke (South Africa). While the information is properly sourced and presumably fundamentally correct, the paragraph is confusing since several of the linked articles are to various local non-Jewish variations of the recipe that are not used in Jewish custom, whilst this article is about the Jewish-specific bread and its use in Jewish custom. AnotherNewAccount (talk) 16:15, 2 June 2015 (UTC)

 * I agree that this information doesn't belong in the lead. However, it contains two useful kinds of information: other names for this bread in Jewish communities; and related breads in non-Jewish communities. Both of these belong somewhere in the article, probably not just in See Also. --Macrakis (talk) 17:33, 2 June 2015 (UTC)
 * I have mentioned this briefly in a short introductory section after the lede. AnotherNewAccount (talk) 22:24, 2 June 2015 (UTC)

 * I would say, the other Jewish names for the same bread must be put back to the lede, as before in bold, as these denote the same bread. The names of similar breads in other cultures should be put somewhere in a separate sentence, may be closer to the end of the article, and put in italic or, where available, as links to the respective other articles. --Off-shell (talk) 19:23, 2 June 2015 (UTC)
 * But how many of these are alternate words used in common parlance in English, and how many of these are simply foreign language words for challah? The article isn't a translation dictionary.
 * From reading the sources, the only one used in common parlance is kitke in South Africa, and possibly kahle. Do Ethiopian Jews use "birkata" in English or Hebrew at all? I have personally never heard anyone use anything but "challah". AnotherNewAccount (talk) 22:24, 2 June 2015 (UTC)
 * At least Yiddish is a purely Jewish language, hence Yiddish words should be mentioned, even if not used in English. "I personally never heard" is a bad argument :). The terms identified as Jewish by a reliable source such as [1] above ("Volume III of the YIVO Institute for Jewish Research’s Language and Culture Atlas of Ashkenazic Jewry...") should be mentioned, unless you prove that the source is not reliable, or that these terms are and were historically so rarely used that they are not worth mentioning. (Historical usage is also important.) --Off-shell (talk) 23:51, 2 June 2015 (UTC)

Have just noticed that the part I removed may well have been a copyright violation from, so I was right to remove it. AnotherNewAccount (talk) 22:44, 2 June 2015 (UTC)
 * The referenced article was published on July 7, 2012, while the basic list of the different names was on this Wiki page since 2005 (check the history). The sentence was expanded and modified over time. It was almost stable since 2008. (Originally there were only Jewish words in the list, but later other similar breads were added to the list.) So it is probably vice versa: the author of that article took the list from this page. --Off-shell (talk) 23:51, 2 June 2015 (UTC)

Translation
The translation of the Blessing on Bread strikes me as odd. There are a bunch of words that are not in the Hebrew text and I'm not sure why they're there. I've highlighted them in bold. Transliteration of original: "Baruch atah Adonai, eloheinu melech ha'olam, hamotzi lechem (Le Khemekh) min ha'aretz." Translation: "For a slight moment I bestow LORD our God, The King, The Universe, who executes by force the bread from the earth."

I think this translation on Chabad.org is much more accurate: "Blessed are You, Lord our God, King of the Universe, Who brings forth bread from the earth." — Preceding unsigned comment added by Zetametroid (talk • contribs) 12:30, 15 November 2018 (UTC)

I'm interested to know where that wacky translation it had came from. — Preceding unsigned comment added by Ari1891adler (talk • contribs) 05:20, 18 November 2019 (UTC)

Keying a Challah
In modern talk, to "key" a car is to mark or scratch it with a key. (Arrests have been made for this).

Some groups have "keyed" their bread to make a cross on it; that doesn't mean we can't place a key inside a Challah - Shlissel Challah. To key the Shlissel Challah section of a nice article with "some this" and "some dispute" -- isn't needed. An External Link has been added to an article on this, and the dispite is for now parked here:

'' This practice has been criticized for its alleged origins as a non-Jewish custom. However, others dispute this claim, and assert that there is no evidence connecting schlissel challah to Christian custom.

The practice of baking Easter breads, also known as hot cross buns, have been documented to exist at least since the 1500s. Two cross-marked buns have also been found in the Roman city of Herculaneum in modern-day Italy dating back as early as 79 CE. It is uncertain, however, how cross buns are similar to 'shlissel challah', other than the fact that people have always made signs or symbols on their bread. '' The External link is : Pi314m (talk) 06:59, 21 January 2019 (UTC)
 * http://www.5tjt.com/schlissel-challah-an-analysis-by-rabbi-yair-hoffman
 * April 3, 2013
 * Schlissel Challah – An Analysis BY Rabbi Yair Hoffman

Spelling Schlissel as Shlissel
Since both can be in the article. Note that "Shlissel" looks more like the way it's pronounced. Pi314m (talk) 07:33, 21 January 2019 (UTC)
 * both spellings have similar usage/"hit" counts (7,420 vs. 7,520), and
 * YeshivaWorld and VosIzNeis use both

Meaning of the word Challah
I don't seem to find a source for the paragraph which claims (incorrectly) that the original meaning of the word challah is the tithe from the dough. The addendum that it "sometimes means a kind of loaf" at the end of that paragraph is in fact the original meaning, with the meaning of the dough tithe not appearing until Rabbinic Hebrew. — Preceding unsigned comment added by Ari1891adler (talk • contribs) 05:10, 18 November 2019 (UTC)

title: Talk:Challah/Archive 1


text:
Talk:South African Law/Cession

If this is a course, it should probably be moved out of the Topic: namespace. The Jade Knight 06:06, 4 November 2006 (UTC)
 * Yeah, I was going to ask somebody to do that, i.e. redirect to the relevant place. I have still not got my head around the naming conventions but would be grateful if you would redirect to where it has to go. Thanks. Andrew massyn 06:13, 4 November 2006 (UTC)

title: Talk:South African Law/Cession


text:
ällös

Usage notes

 * Partially synonymous with the imperative form, but more polite and subtle. The optative mood is used mainly in (older) poetry. If used in standard Finnish, it has a jocular and playful sense.

title: ällös


text:
Kevin Gross

Kevin Frank Gross (born June 8, 1961) is an American former Major League Baseball pitcher who played from 1983 through 1997.

Gross played for five different teams during his career: the Philadelphia Phillies (1983–1988), Montreal Expos (1989–1990), Los Angeles Dodgers (1991–1994), Texas Rangers (1995–1996), and Anaheim Angels (1997). He made his Major League Baseball debut on June 25, 1983, pitching $6 1⁄3$ innings, surrendering 2 earned runs to the New York Mets en route to a 4–2 victory. He played his final game on July 25, 1997.

On August 10, 1987, Gross was caught ball scuffing; he had sandpaper in his glove, and he was suspended for 10 games. He was selected to the National League All-Star team in 1988. On August 17, 1992, as a member of the Los Angeles Dodgers, Gross threw a no-hitter versus their rivals, the San Francisco Giants, in a 2-0 victory.

On September 9, 1986, Gross surrendered the first of Rafael Palmeiro's 569 career home runs.

On May 14, 1990, pitching for the Expos in Los Angeles, Gross and Dodgers starter Fernando Valenzuela accomplished the rare feat of hitting homers off each other in the same inning.

As a hitter, Gross posted a .161 batting average (106-for-660) with 41 runs, 6 home runs, 36 RBI and 31 bases on balls.

In 2002, he was named to the Ventura County Sports Hall of Fame.

title: Kevin Gross


text:
Visual Basic/Basic Graphical User Interfaces

 * This lesson is part of the course on Visual Basic. Previous lesson: Functions and Subroutines in VB6. Next lesson: Event-Driven Design in VB6.

This lesson will cover basic Graphical User Interface methods in Visual Basic. Before proceeding with this lesson, please ensure that you have read and understood all of the lessons from Topic:Visual Basic up until this point, with particular emphasis on Control Structures and Logical Expressions in VB6 and Functions and Subroutines in VB6.

Overview
At this point, you're probably saying to yourself, "I thought this was supposed to be Visual Basic!" Indeed, Visual Basic is very much so an interface-oriented language, far more than other languages, and designing even complex graphical user interfaces (or GUIs) is quite simple.

In contrast to traditional, command-line interfaces, almost all user interfaces in Visual Basic are constructed using the WIMP, or "windows, icon, menu, pointer," GUI style. This means that Visual Basic programs interact with users almost exclusively using graphical elements, such as windows, buttons, toolbars, etc., with very few console-based applications (in fact, creating a console-based VB application is quite difficult, requiring advanced API techniques, which will be covered much later). While in previous lessons, we've made use of , which is not a WIMP element, it's important to note that the debugging, or intermediate, window is only visible in design mode, and not during typical program execution.

In this lesson, we'll introduce and expand upon three basic methods of creating WIMP interfaces in Visual Basic: using the MsgBox function (which you've seen before), the InputBox function, and forms and controls.

MsgBox revisited
Up until now, we've blindly used this magical MsgBox function to display text without really understanding what it was, how it worked, or what could be done with it. Now that we have a bit more understanding of functions, subroutines, and control structures, let's take a somewhat closer look at it.

MsgBox is a actually a function, like many of the functions we've used and created before, provided by the standard VB runtime. Its function declaration is the following:

Having read Functions and Subroutines in VB6, you should now be able to recognize a few useful attributes of the MsgBox function. For one, MsgBox has a return type--Integer, which implies that we can not only display data in a MsgBox, but also get information back. The information we are able to retrieve from calling the MsgBox function is a numerical expression equating to a constant value that describes which button on the MsgBox was clicked. Legal return values for the MsgBox function are:.

Furthermore, we can specify which buttons and styles we want displayed on our message boxes using the "buttons" argument. If, for instance, we want to display a msgBox with the buttons "Abort," "Retry," and "Ignore," we can use the construct:. If we further want to display this message box with a "Question" icon, we can use this construct:. There are many possible values for the button argument, and you can find a full list in the MSDN library.

With the title argument, we can also change the text we want to display in the caption of the message box by passing any legal String. The "helpfile" and "context" arguments will be explained later on in the course when we cover contextual help in VB6.

MsgBox examples
Now let's took a look at a simple example that makes use of MsgBox.

And voila! We have a program that's capable of responding to user input! Now what if we to give the user three different options? We could do this:

However, you may notice one major problem with this code: it displays two message boxes instead of just one, which is what we expected. This is because each time you call MsgBox, a new message box is created. To respond to three different return types for one MsgBox, it's best to store the value in a variable and then perform tests on that variable. For example:

InputBox
Now let's take a quick look at a function similar to MsgBox that allows the user to provide a much, much wider array of valid inputs, namely the InputBox function. This function is provided by the standard VB6 runtime, and its declaration is as follows:

This function displays an InputBox, or a single dialog requesting a single line of ASCII input from the user, with the given,  , default text (specified by  ), and other argument values (which we won't get into in depth) and returns the String that the user provided the dialog. Let's take a look at a simple example:

This simple little program prompts the user for his or her name and then displays it in a MsgBox. If the user selected cancel the string returned will be an empty string. This very simple function now allows your program to behave in an infinite number of ways, as the InputBox dialog can accept an infinite number of various inputs.

Forms and controls
In Introduction to VB6, you gained some basic knowledge of forms and controls. In this section, we'll attempt to expand upon that knowledge by discussing basic control-based GUI design, looking at some common controls, and introducing the properties of controls.

Forms
In Visual Basic, the Form is the primary component of every GUI application. A form is a unique kind of control, known as a top-level container, a control that can contain within it any number of controls but that cannot itself be contained by other containers. Forms can come in many shapes and sizes (we'll learn about modifying the appearance of forms a bit later), but typically they are solid gray boxes with a surrounding frame, a caption bar, and a variety of clip controls (a context menu, a close button, a minimize button, etc.) Forms can be created quite easily by starting a new project and selecting "Add Form..." from the project menu. If you specify this form as your project's start-up object (from Project / Properties), when you run this code, your form will appear, and the program will end when the form is closed.

Properties of forms
Like all controls, forms have a variety of properties associated with them. Some of these properties can be set at runtime (which we'll cover later) or by modifying them in the Properties Window. To access the Properties Window, simply select the Form (in design mode, of course), and you should see the properties for the form appear in the right-most docking-window directly beneath the Project Explorer. From here, you can change almost every property of your form.

The most important property of a form is its Name. This property can be set only at design, and should appear as the first item in the properties list. You can set this to anything you want; however, it is common convention that all form names begin with a form identifier, such as "Form" or "frm". By default, the first form in a project is named "Form1," the second "Form2," etc. Choosing a clear, descriptive name for your forms is very important because everytime you call methods on or change the properties of a form from runtime, you will use the form's name as an identifier.

Another important property of a form is its Caption. This property specifies what text will be displayed in the form's caption bar. You can change it by selecting "Caption" from the properties list, and then specifying any single line of text you would like. You can adjust the width and height of your forms by either explicitly specifying the property in the Properties Window or by simply resizing the form in design mode. There are many other physical properties of forms that we won't get into here, but please, feel free to play around with them.

Form modules
So far, every VB6 application we've dealt with has been executed from a Basic module (or .bas file), by creating a project, adding a new module, and adding to that module a. In traditional BASIC, all programs were constructed this way; however, with the advent of Visual Basic a new kind of module, known as a form module, was introduced. A form module is a unique kind of module that contains code that is owned by one, and only one, form. Every form has one, and only one, form module associated with it, and form modules contain all of the code that can be directly invoked by the form or by controls contained by the form in response to an action by the user. The code in these modules can only be accessed once the form is constructed, and form modules typically contain primarily only Private subroutines and functions, though they may also contain Public helper routines to allow accessibility to components of the form to other modules.

To access a form's code module, simply select the form in the Project Explorer, right-click, and select "View Code." This will open up an empty editor window like we're used to seeing with Basic modules--the only difference is what we can put in a form module. The most common starting point for a form is. This routine is called immediately after the form is created and drawn, but before the form has begun waiting for user input. To start, let's try rewriting an example you've seen before to use  instead of  :

Immediately after this form is loaded, a MsgBox will be displayed with the text "Hello, world!". It is important to note that every form can have a  and that, unlike with Sub Main, the Form_Load routine can be accessed only by the form module (due to its Private access).

The "Me" identifier
Now let's say we want to access the properties and methods of our form from within our form module. We could use something like, but this is very bad practice, as you'll understand fully once we begin dealing with ActiveX controls and control arrays (much later on!). Instead, Visual Basic provides an identifier known as the "Me" identifier, which is similar to "this" in languages such as C and Java. It allows us, basically, to access ourselves--that is, the form module it's used in. For example:

This will change the Form's caption to "Hello, world!" after the form is loaded, regardless of what property we specified at design-time.


text:
Veterinary Medicine

Contents

 * 1) /Introduction/
 * 2) /History of Veterinary Medicine/

Self-help

 * 1) /Home-Diagnosis Guide/
 * 2) /First Aid/
 * 3) /Nutrition/

Anatomy of the domestic animals
A very broad topic, for which 2 years of intense study doesn't seem to be enough. Even seasoned practitioners have to consult their books from time to time. As new discoveries are made, various parts are rewritten.

 * 1) /Comparative Anatomy/
 * 2) /Equine Anatomy/
 * 3) /Canine Anatomy/
 * 4) /Feline Anatomy/
 * 5) /Small Ruminant Anatomy/ - sheep and goats
 * 6) /Bovine Anatomy/
 * 7) /Rodent Anatomy/
 * 8) /Avine Anatomy/
 * 9) /Reptile Anatomy/
 * 10) /Piscal Anatomy/

Pet psychology

 * 1) /Deshying/
 * 2) /Domestication/
 * 3) /Danger Potential/

獣医学

title: Veterinary Medicine


text:
File:BuildWall2.jpg

Summary
Illustration for building the wall of the movie set for the WikiU Film School created using FrameForge 3D Studio 2 Demo Version.

title: File:BuildWall2.jpg


text:
User:Elatanatari~enwikiversity/draft1

=Under Construction This Week= {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #fffff0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

Français I

 * style="width: 55%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |
 * style="width: 55%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Lessons in Français I
"Français I" is a course in the French Department. In this Begining course, students are introduced to simple vocabulary, elementary grammatical structures, and the present and past tenses of regular verbs. Students practice the fundamentals of the language through listening, repitition, reading and writing French. An understanding of French culture is intiated.

La France
 * Lesson #1Introducing Yourself
 * style="width: 40%; background-color: #efefff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |

The French Republic or France (French: République française or France) is a country whose metropolitan territory is located in Western Europe and that also comprises a collection of overseas islands and territories located in North America, the Caribbean, South America, the Indian Ocean, the Pacific Ocean, and Antarctica. The French Republic is a democracy which is organised as a unitary semi-presidential republic. It has the seventh-largest economy in the world. Its main ideals are expressed in the Declaration of the Rights of Man and the Citizen. France is one of the founding members of the European Union, and has the largest land area of all members. France is also a founding member of the United Nations, and a member of La Francophonie, the G8, and the Latin Union. It is one of the five permanent members of the United Nations Security Council wielding veto power, and it is also one of eight acknowledged nuclear powers. With almost 75 million foreign tourists each year, France is also the most popular international tourist destination in the world.

 * }

title: User:Elatanatari~enwikiversity/draft1


text:
afterwit

Etymology
From.

Noun

 * 1) Wisdom which comes after the event.
 * 2) * 1692, (translator), , London: R. Sare et al., Fable162, “A Nightingale and a Bat,”
 * There’s No Recalling of what’s Gone and Past; so that After-Wit comes too Late when the Mischief is Done.
 * 1) The lack of forethought.
 * 2) A good comeback, retort one thinks of only after the end of discussion or after leaving a social gathering.
 * 1) The lack of forethought.
 * 2) A good comeback, retort one thinks of only after the end of discussion or after leaving a social gathering.
 * 1) A good comeback, retort one thinks of only after the end of discussion or after leaving a social gathering.
 * 1) A good comeback, retort one thinks of only after the end of discussion or after leaving a social gathering.

title: afterwit


text:
Talk:CPA Magazine

Talk:CPA Magazine I have added links and categories, however the Major Improvements needed message still exists. Any help is appreciated. thanks, DanielFasterOne DanielFasterOne (talk) 19:11, 9 February 2015 (UTC)

title: Talk:CPA Magazine


text:
User:Terrymcrane/sandbox

The Riviera Sonora ( Spanish pronunciation: ( rih-vi-ruh soh-noh-roh) is a tourism and resort district located along the western coast of the Sea of Cortez, Sonora, Mexico. Extending south from Agiabampo north 800 kilometers ro to Alto Golfo de California y Delta del Río Colorado. It straddles the coastal western coat of Sonaora on the Seaf of CortezFederal Highway 307, Historically, this district started at the city of Playa del Carmen and ended at the village of Tulum, although the towns of Puerto Morelos, situated to the north of Playa del Carmen, as well as the town of Felipe Carrillo Puerto, situated 40 kilometres (25 mi) to the south of Tulum, are both currently being promoted as part of the Riviera Maya tourist corridor.

The Riviera Maya was originally called the "Cancun–Tulum corridor", but in 1999, it was renamed as the Riviera Maya with the aid of Lic. Miguel Ramón Martín Azueta. At the time, he was the municipal president of Solidaridad, Quintana Roo. The municipality of Solidaridad includes the whole of the official Riviera Maya from Playa del Carmen in the north, to Tulum in the south, and extends approximately 40 kilometres (25 mi) inland, to the border with the state of Yucatán.

title: User:Terrymcrane/sandbox


text:
Talk:Bob Peak

art for 1989 Licence Revoked (Licence to Kill) film
Where could one find and buy concept and poster art for the Licence to Kill 1989 Bond film? Is there such an art book? An online gallery at the very least? I have found nothing with LTK by he. --Haris 09:37, 11 August 2006 (UTC)

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

BetacommandBot (talk) 04:08, 12 February 2008 (UTC)

External links modified
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title: Talk:Bob Peak


text:
User:Student Galaxy

'''I am on a long term wikiversity vacation. It just seems this project isn't right for me, for some reason Wikipedia is a more comfortable place for me.'''

Return date October 30th 2009.

I will return...

title: User:Student Galaxy


text:
Talk:Spanish/Verbs List

Someone who is familiar with Wiktionary, please let me know if it would make any sense to try to link these verbs over to that site. --Karl Wick

 * I took a look at Wiktionary (Spanish). First of all, to link these to Wiktionary would be wicked tedious. Also, it isn't a bilingual dictionary (i.e. it gives the definitions in Spanish), which wouldn't be very useful to students. It appears however, that each verb has a table of its conjugations, which would be useful. It would be tedious, as I said, but doable (if we had multiple people working on it, of course). --Fenoxielo 18:43, 3 Jul 2005
 * I know the previous comments were written years ago, but you should know that each Wiktionary is multilingual, meaning that if you want any word defined in English, you would look on the English Wiktionary, where Spanish words are also included. It would certainly make sense to have words link to Wiktionary. --Yair rand (talk) 02:05, 26 November 2009 (UTC)

Namespace?
I'm not very familiar with the organisation of Wikibooks, but wouldn't it be more logical if there was a namespace called Spanish and pages like this and Los Deportes were renamed 'Spanish:Lista de verbos' and Spanish:Vocabulario:Deportes etc? Is this easy to do? Redlentil 10:42, 1 Jan 2005 (UTC)

Update
I added some links at the bottom of the page to some Spanish verb books. --Fenoxielo 18:36, 3 Jul 2005

title: Talk:Spanish/Verbs List


text:
Talk:Travix International B.V.

Contested deletion
This page should not be speedy deleted as an unambiguous copyright infringement, because it corresponds to the description of a company, namely Travix, and that I slightly re-worded that description -- Denis.arnaud (talk) 14:57, 9 February 2015 (UTC)

Contested deletion
This page should not be speedy deleted as an unambiguous copyright infringement, because I re-worded it so as to remove the sentences originated from Travix Web site --Denis.arnaud (talk) 15:09, 9 February 2015 (UTC)
 * You need to find reliable sources and then start the article again from scratch, not based on wording from the company's website. Harry Let us have speaks  15:14, 9 February 2015 (UTC)

title: Talk:Travix International B.V.


text:
I'll Take You There

"I'll Take You There" is a song written by Al Bell (using his real name Alvertis Isbell), and originally performed by soul/gospel family band the Staple Singers. The Staple Singers version, produced by Bell, was released on Stax Records in February 1972, and spent a total of 15 weeks on the charts and reached #1 on the Billboard Hot 100. By December 1972, it had sold 2 million units and is ranked as the 19th biggest American hit of 1972. It remains one of the best-selling gospel songs of all time.

The song was also a significant chart hit in two later cover versions. A 1991 cover version by BeBe & CeCe Winans, with Mavis Staples featured as a guest artist, made it to #1 on the R&B chart, and also reached #90 on the Hot 100. In 1994, the British band General Public released a cover of "I'll Take You There" which peaked at #22 on the Hot 100. Rap trio Salt-N-Pepa sampled "I'll Take You There" in their 1991 hit "Let's Talk About Sex".

Original Staple Singers version
Included on the group's 1972 album Be Altitude: Respect Yourself, "I'll Take You There" features lead singer Mavis Staples inviting her listeners to seek Heaven. The song is almost completely a call-and-response chorus, with the introduction and bassline being lifted—uncredited—from "The Liquidator", a 1969 reggae hit written by Harry Johnson and performed by the Harry J Allstars. In fact, the entire song, written in the key of C, contains but two chords, C and F. A large portion of the song is set aside for Mavis' sisters Cleotha and Yvonne and their father "Pops" to seemingly perform solos on their respective instruments. In actuality, these solos (and all music in the song) were recorded by the Muscle Shoals Rhythm Section. When Mavis Staples says "Daddy, now, Daddy, Daddy" (referring to "Pop's" guitar solo), it is actually Eddie Hinton who performs the solo on the record. Muscle Shoals Rhythm Section bass player David Hood performs the song's bassline. Terry Manning added harmonica and lead electric guitar. Roger Hawkins played drums, Barry Beckett was on Wurlitzer electronic piano, and Jimmy Johnson and Raymond Banks contributed guitar parts. The horn and string parts were arranged by Detroit arranger Johnny Allen. The horns and strings were recorded at Artie Fields Recording Studios in Detroit Michigan.

Quite a few Staple Singers songs reference civil rights and social conditions. Many people interpret this song as describing an imagined world in which the civil rights movement has succeeded: "No more smilin' faces/lyin' to the races."

Rolling Stone editor David Fricke described this song as the "epitome of the Muscle Shoals Sound". It was recorded in Sheffield, AL at the famous Muscle Shoals Sound Studios, and overdubbed and mixed at Ardent Studios in Memphis by Engineer Terry Manning.

Bolstered by a "feel-good" vibe, "I'll Take You There" peaked at #1 on the Billboard R&B Singles chart for four weeks May 1972. In June, "I'll Take You There" reached the top of the Billboard Hot 100 for one week. Billboard ranked it as the #19 song for 1972. The song, ranked #276 on the Rolling Stone list of the 500 Greatest Songs of All Time and inducted into the Grammy Hall of Fame in 1999, remains the most successful and recognizable single of the Staples' half-century-long career.

Personnel
Partial credits from Richard Buskin and Terry Manning.

 * The Staple Singers
 * Mavis Staples - vocals
 * Pops Staples - vocals
 * Cleotha Staples - harmony and backing vocals
 * Yvonne Staples - harmony and backing vocals
 * Muscle Shoals Rhythm Section
 * Jimmy Johnson - guitar
 * David Hood - bass
 * Barry Beckett - keyboards, Wurlitzer electric piano
 * Roger Hawkins - drums
 * Additional musicians
 * Staple Sisters - harmony and backing vocals
 * Terry Manning - lead guitar, guitars, fuzz guitar, Moog synthesizer, harmonica
 * Eddie Hinton - lead guitar
 * Raymond Banks - guitar
 * The Memphis Horns (including Wayne Jackson and Andrew Love - horns (saxophones, trumpets, baritone saxophone, trombone)
 * Ben Cauley - horns
 * Production and technical staff
 * Al Bell – arranger, producer
 * Johnny Allen - arranger
 * Terry Manning – engineer, additional production (uncredited), additional arrangements (uncredited)
 * Jerry Masters – engineer
 * Ralph Rhodes – engineer

Cover recordings
In 1991, the song returned to number-one on the US R&B chart when it was covered by BeBe & CeCe Winans, with Mavis Staples featured as a guest artist on the track. The single also peaked at number 90 on the Hot 100 and number 11 on the Holland National Airplay chart.

In 1994, the British band General Public released a cover of "I'll Take You There" featured in the film Threesome. It peaked at #22 on the weekly Billboard Hot 100 chart and #95 on its year-end chart. It also peaked at #38 on the year-end chart of Canadian RPM Top Singles. This version features an added toasted verse specific to this rendition.

In 2005, Sammy Hagar and The Waboritas released a cover titled "Let Me Take You There" as the first single from their 2006 album Livin' It Up!

title: I'll Take You There


text:
Talk:Neue Osnabrücker Zeitung

External links modified (February 2018)
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title: Talk:Neue Osnabrücker Zeitung


text:
Cookbook:North American Cuisines

 * Cuisine of Canada (including regional and other identifiable cuisines of Canada.)
 * Caribbean cuisines
 * Cuisine of the Bahamas
 * Cuisine of Cuba
 * Cuisine of Haiti
 * Cuisine of Jamaica
 * Cuisine of Puerto Rico
 * Cuisine of Trinidad and Tobago
 * Cuisine of Mexico (including regional and other identifiable cuisines of Mexico.)
 * Native North American cuisine
 * Cuisine of Guatemala
 * Cuisine of El Salvador
 * Cuisine of Honduras
 * Cuisine of Costa Rica
 * Cuisine of Panama
 * Cuisine of the United States (including regional and other identifiable cuisines of the United States.)

title: Cookbook:North American Cuisines


text:
Talk:Teun Koopmeiners

Position update.
He has played mostly as an attacking midfielder for Atalanta for second season now. I guess that should be his main position in the article. <IP_ADDRESS> (talk) 22:19, 21 March 2024 (UTC)
 * Thanks, <IP_ADDRESS>. I have changed Koopmeiners' position from "defensive midfielder" to "midfielder" for now. Robby.is.on (talk) 09:45, 22 March 2024 (UTC)

title: Talk:Teun Koopmeiners


text:
Scouting/BSA/Wilderness Survival Merit Badge

Requirements
Requirement 1a:Explain to your counselor the hazards you are most likely to encounter while participating in wilderness survival activities, and what you should do to anticipate, help prevent, mitigate, or lessen these hazards.

COMMENT: While risk reduction is an important concept and while this requirement opens the way to learning about the previously-omitted hazards that cause 75% of wilderness fatalities, this new requirement overlaps requirements 1b, 3, 4, 5, 6,  7, 8, 9, 10, 11, and 12.

Requirement 1b:Show that you know first aid for and how to prevent injuries or illnesses likely to occur in backcountry settings, including hypothermia, heat reactions, frostbite, dehydration, blisters, insect stings, tick bites, and snakebites.[emphasis added]

COMMENT: A great improvement over prior language that required knowledge of first aid for all possible illness or injuries. However, still omits listing first aid for heart attack and drowning, which cause about half of all wilderness fatalities, and omits first aid for falls, which cause kill about another 25%. Still omits animal bites (rabies and plague).

Requirement 2:''From memory, list the seven priorities for survival in a backcountry or wilderness location. Explain the importance of each one with your counselor.''

Page 20 of the pamphlet states that there is "an order of priority" for seven "priorities for survival" without reference to the actual facts on the ground. The official priorities are, in this order:

A. "STOP" (Stop/Think/Observe/Plan, a tool to help you think properly about how to deal with a survival situation and establish what you need to do and in what order.  Admitting there is a problem and thinking about it in a positive, productive, and creative fashion increases the chances for a good outcome.  Control your fears and avoid panic. Decide to live. Focus on what you can do --- not what you cannot do.  Analyze your situation and plan a course of action only after considering all of the aspects of your predicament and keeping in mind your safety at all times. Don't make unnecessarily quick judgments. How you think about your situation is the key to survival in an outdoor emergency.

B. First Aid - Serious first aid problems need to be dealt with consistent with proper mental approach. First aid may be your top priority. Scouts are far more likely to have needed first aid information and skills than the general population.

C. Shelter - Staying at or near 98.6 F is essential to survival. If the survival situation takes place in dangerous cold or heat, getting sheltered as best you can (starting with clothing) is critical -- first priority.

D. Fire - Fire is not a survival need but a tool that addresses several survival needs, including staying at 98.6 when it is cold; signaling; purifying water; and boosting your morale.

E. Signaling - If you are lost and want to be found than make yourself visible. A "signal" is something that stands out from the surroundings by virtue of its color, movement, sound or shape.

F. Water - Water is often critical to survival. In great heat, water may be needed in a few hours. Dehydration interferes with the functioning of our bodies, including thinking straight.

G. Food - Food is listed last in the pamphlet and is apparently not regarded as a priority at all: Don't worry about food. However, food is an important necessity, however, not as important as water.

COMMENT: The requirements ignore the need to navigate safety to avoid trouble or deal with it ("self-rescue") and the needs to conserve energy and sleep. These are critical omissions and conflict with other official B.S.A. literature..

While the pamphlet discusses the importance of leaving trip information with responsible parties who will "miss" you, that critical tool does not find its way into the requirements.

Requirement 3:Discuss ways to avoid panic and maintain a high level of morale when lost, and explain why this [sic] is important.

COMMENT: Former editions of the pamphlet required that the candidate explain how to maintain a "positive mental attitude" without expressly explaining how that objective could be accomplished. The 2008 edition (the 2007 edition with colored pictures) urges in the text (p. 19) "Keep a Positive Attitude," explained as a "conscious choice to . . . endure." It then discusses the STOP process as the invariable first "priority," implying that STOP is a way to maintain a positive attitude, avoid panic, and maintain morale.

OTHER COMMENTS: (a) Be positive about your problem situation. Things have gone wrong, but you are NOT helpless. There ARE things you can do to make the situation better. As a Scout, you have skills and experience that will help. Having a shelter and fire (light) built before dark helps you conclude that you are safer and that you will make it through the emergency. Getting dark? So what? It gets dark on every campout you have experienced. Noises in the dark? That's normal. Nothing new there. You left a Trip Plan at "home," so you will be missed, and help will be on the way.

(b)Thinking realistically and creatively are keys to survival.

Requirement 4:Describe the steps you would take to survive in the following conditions:
 * a. Cold and snowy
 * b. Wet (forest)
 * c. Hot and dry (desert)
 * d. Windy (mountains or plains)
 * e. Water (ocean or lake)

COMMENT: The pamphlet vastly overrates waterproof-breathable garments and ignores the existence of polyester, dating the material to a period decades ago when the first waterproof-breathables were uncritically hailed, "polypro" was king, and wool was the number 1 insulation layer.

The pamphlet inconsistently suggests both t-shirts and shorts and long-sleeved shirts and trousers for "hot" weather and shows many illustrations of Scouts at Philmont in t-shirts, shorts and no head ware whatsoever ("Crispy Critters")

Requirement 5:Put together a personal survival kit and explain how each item in it is useful.

COMMENT: The text does not explain the reasoning behind a "personal survival Kit" (AKA "PSK"); namely, a collection of basic gear so small and light that one will never be tempted to leave it behind. The pamphlet confuses a PSK with the "Ten Essentials" approach to selecting gear for a wilderness trek.

Requirement 6:Using three different methods (other than matches), build and light three fires.

COMMENT: While the text (p. 29) recognizes that the survival need is an ability to start a fire with something other than "matches and lighters," the requirement continues to technically allow any means other than matches (such as a butane or propane torch).

Much of the information in the pamphlet on fire-building is incorrect. Hard woods, such as oak, are poor choices for fire-by-friction. The illustration that accompanies the discussion of natural flint and steel is a ferrocerium rod (man-made "flint" like that in a cigarette lighter or "Hot Spark"), and such a tool would easily be broken if you "strike the steel against the edge of the flint" (not that the ferrocerium rod has an edge)(The correct technique is, of course, to scrape the ferrocerium rod with a sharp, hard edge.)  Charred cloth is not mentioned but is almost essential for most to make fire-by-friction or with natural flint and steel. Natural "flint" is not common in much of North America. Best firewood is not "dead and downed," but is dead and attached to the tree or shrub (The pamphlet amazingly advises that Leave No trace be followed even in a survival situation. Inconsistently, it also says the opposite.) The Teepee Fire lay has become the only lay illustrated in Scout literature, and it is the only lay illustrated in the pamphlet. There are other, more effective and secure fire lays, such as the Log Cabin or Hunter's Fire.

Requirement 7:Do the following:
 * a. Show five different ways to attract attention when lost.
 * b. Demonstrate how to use a signal mirror.
 * c. Describe from memory five ground-to-air signals and tell what they mean.

COMMENT: Smoke signals can be seen for miles and fire is visible even further in the dark. A whistle can be heard for greater distances and uses far less energy than yelling. A mirror or other object that reflects the sun can make you visible to a helicopter or plane. Millions of people have been trained that three flashes, three whistle blasts, three smoke signals - three of any signal - stands for distress (HELP!).

Requirement 8:''Improvise a natural shelter. For the purposes of this demonstration, use techniques that have little negative impact on the environment. Spend a night in your shelter.''

COMMENT: B.S.A. is trapped between Leave No Trace and the wishes of property owners on one side and, on the other, a desire for candidates to learn something about building an expedient shelter from leaves, grasses, and branches. So they try to have it both ways: "natural" but with "little impact on the environment." ("Unnatural" materials are only available around Halloween.) A realistic requirement would be to make a shelter from one or two plastic trash bag(s)and a framework of light, dead branches -- unless the situation allows building an expedient shelter from vegetation. The main "takeaway" from building a brush shelter is that Scouts almost invariably greatly underestimate the time and work required to build a shelter that insulates and keeps out rain.

Be creative and use your surroundings the best you can. The shape of the ground may block wind in some places, as can trees or brush. If cold, try and find shelter and build a safe fire. If in really hot weather get out of the sun and dry wind. In the cold it may be easier to sleep in the day and stay awake at night by a warm fire. In very hot weather you may also want to seek shelter and/or sleep during the day. The pamphlet illustrates Scouts inadequately dressed for hot, sunny conditions and gives inconsistent advice on wilderness clothing.

Requirement 9:Explain how to protect yourself from insects, reptiles, and bears.

COMMENT: Omits very significant categories of animals with which there are unpleasant interactions: 1) homo sapiens; 2) rodents and other small mammals

Partial overlap with Requirement 1.

Requirement 10:Demonstrate three ways to treat water found in the outdoors to prepare it for drinking.

COMMENT: The discussion of chemical disinfecting of water is incorrect. While they eliminate some risks, chlorine (except Chlorine dioxide) and iodine are not fully reliable to treat wild water according to all private and public authorities (W.M.S.; Red Cross; Mayo Clinic; U.S.C.D.C; U.S. Surgeon General; U.S.E.P.A.), as is pointed out in other B.S.A literature.

There is inadequate discussion of where water is more likely to be found in nature. There is no discussion of field-expedient filtering. Only commercial filters are discussed. There is no discussion of: digging mini wells next to a body of water; SODIS (q.v.); or boiling without metal containers. There is no discussion of gathering dew or use of transpiration bags.

The combination of any commercial filter AND chlorine or iodine is extremely safe. Newer filters eliminate all microorganisms.

Requirement 11:Show that you know the proper clothing to wear in your area on an overnight in extremely hot weather and extremely cold weather.

COMMENT: While layers are mentioned, there is no explanation of what materials or construction are used for different layers. Polyester fleece is not mentioned, nor are polyester wicking garments. Though polypropylene is mentioned, it is obsolete when compared to polyester wicking garments.

There is no mention of clothing as a barrier to insects, thorns, poisonous plants, or other sources of abrasions and cuts.

The MBP suggests a brimmed hat for warm weather, omitting the need to avoid sunburn in cold weather. It repeatedly shows illustrations of Scouts in sunny mountain scenes with no hats whatsoever.

There is no discussion of eye protection from solar radiation in summer or when snow covers the ground.

Requirement 12:Explain why it usually is not wise to eat edible wild plants or wildlife in a wilderness survival situation.

COMMENT: Food is a need but is usually the least important wilderness survival need. A person can typically survive for many days without food. While you should use whatever food you have with you, gathering wild food uses energy and is unlikely to produce as many calories of energy as you use up trying to gather it. If you can acquire food easily then go for it. (Eating proteins and carbohydrates increases dehydration if water is in short supply.)

OVERALL COMMENT: There is good information in the MBP, but also internal conflicts, conflicts with other B.S.A. literature, omissions, and simply incorrect information. There is no table of contents and the material does not track the requirements.


text:
File talk:Wiktionary-favicon-en.png

RFD discussion: May–July 2020
Duplicate of File:Landscape English Wiktionary logo.png on Wikimedia Commons. Unused. GreenComputer (talk) 16:12, 23 May 2020 (UTC)
 * RFD-deleted. —Μετάknowledge discuss/deeds 02:04, 13 July 2020 (UTC)

title: File talk:Wiktionary-favicon-en.png


text:
Émile-Florent Lecomte

Émile-Florent Lecomte (1866, in Braine-le-Comte – 1938, in Uccle) was a Belgian painter. His work was part of the painting event in the art competition at the 1936 Summer Olympics.

title: Émile-Florent Lecomte


text:
User:PRASAD SUNDARARAJAN

Prasad sundararajan also called vishalayam Prasad. Working hard for the uplifting life's of special children and mentally challenged children. dr .prasad sundararajan working with hundreds of special children for their betterment of life. also involved in many celebrations and awareness programs for mentally challenged children.

title: User:PRASAD SUNDARARAJAN


text:
Nakazukh

Nakazukh (Наказух; НакӀкӀазухъ) is a rural locality (a selo) in Sogratlinsky Selsoviet, Gunibsky District, Republic of Dagestan, Russia. The population was 136 as of 2010.

Geography
Nakazukh is located 31 km southwest of Gunib (the district's administrative centre) by road, on the Batikh River. Batsada and Shulani are the nearest rural localities.

title: Nakazukh


text:
Hungen station

Hungen station is a station on the Gießen–Gelnhausen railway (also known as the Lahn-Kinzig Railway) in the town of Hungen in the German state of Hesse. From 1 June 1890 to 4 April 2003, the Friedberg–Mücke railway (also known as the Horloff Valley Railway, Horlofftalbahn) branched off to Mücke via Laubach and to Friedberg via Wölfersheim and Beienheim. The station is classified by Deutsche Bahn (DB) as a category 6 station.

History
The first section of the Gießen–Gelnhausen railway (Hungen–Gießen) was opened on 29 December 1869 and Hungen station went into operation. On 29 June 1870, the Gießen–Gelnhausen railway was extended to Nidda station and Hungen became a through station.

The Hungen–Laubach section of the Horloff Valley Railway was opened on 1 June 1890 and the Friedberg–Hungen section was opened on 1 October 1897. The whole line from Friedberg to Mücke was open to traffic on 1 November 1903, making the station into a junction station on the Gießen–Gelnhausen and the Horloff Valley Railway. On 31 May 1959, passenger services was abandoned on the Hungen–Laubach section. Freight traffic was abandoned on this section on 31 December 1997 and it was closed in 1999. The tracks were dismantled around 2007. In the spring of 2010 a bike path was opened on the old railway line in the Hungen district.

Passenger traffic on the Wölfersheim-Södel–Hungen section ended on 4 April 2003. Freight traffic had already been abandoned on 31 December 1997.

Infrastructure
The platforms have not been made accessible for the disabled. The listed station building is owned by the town of Hungen and is scheduled to be completely renovated, starting in 2016 and to be completed in 2018.

Operations
The station is located in the area of the Rhein-Main-Verkehrsverbund (Rhine-Main Transport Association, RMV).

Rail
Hungen station has not been a railway junction since the abandonment of passenger traffic on the Friedberg–Mücke railway. Services on the Gießen–Gelnhausen railway are operated by Hessische Landesbahn (Hessian State Railway, HLB) with GTW 2/6 sets at hourly intervals between Gießen and Gelnhausen. In the morning peak and after lunch an extra service runs to Gießen and after lunch and in the evening peak an extra service runs from Gießen.

Buses
There are several bus stops at the station. Bus route 363 runs from here to nearby cities, towns and villages along the disused Friedberg–Mücke railway. Another bus route is route 375, which provides a direct connection to Gießen via Lich and the municipality of Pohlheim (along the Gießen–Gelnhausen railway).

Future
There are concrete plans to reactivate the disused Wölfersheim-Södel–Hungen section. In July 2010, negotiations began for the sale of the railway line by Deutsche Bahn to the local communities.

title: Hungen station


text:
nongovernmental

Adjective

 * 1) Not governmental; not derived from a government; civilian.

Derived terms

 * (nongovernmental organization)

title: nongovernmental


text:
Talk:Denis Ranque

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Talk:David Wilson, Baron Wilson of Tillyorn

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text:
allit

Etymology 1
<, after Alli Paasikivi, wife of the President.

Noun

 * 1) flabby skin or flesh under upper arms

title: allit


text:
Moyra Fraser

Moyra Fraser (3 December 1923 – 13 December 2009) was an Australian-born English actress and ballet dancer, who is best known for playing Penny in the long-running sitcom As Time Goes By. Her sister was the actress Shelagh Fraser. She married author Douglas Sutherland, with whom she had a daughter, and Roger Lubbock, by whom she had two sons.

Early life
Moyra Fraser was born in Sydney, Australia to John Newton Mappin Fraser, a director of Mappin & Webb, and Vera Eleanor (née Beardshaw) on 3 December 1923 and with her family emigrated to the United Kingdom in June 1924. Educated at St Christopher's, Kingswood, and Eversfield, Sutton, she left school at 14 to take up a scholarship with Sadler's Wells Ballet, where she was befriended by Robert Helpmann.

Stage career
Fraser joined the Sadler's Wells Ballet after training, dancing the title role in Giselle, the Lilac Fairy in The Sleeping Princess and creating the role of Hope in The Quest (Ashton/Walton after Spenser). She left the company to play the principal role in Song of Norway at the Palace Theatre, London. Following that Fraser appeared as Venus in The Olympians at Covent Garden, and starred in many plays and pantomimes. These included Girl in the Window and the musical romance Golden City; she was in the revue Airs on a Shoestring at the Royal Court Theatre from 1953 to 1955. The Country Wife followed at the same theatre. She was part of the Old Vic Company in 1959–60, appearing in As You Like It, The Double Dealer and The Merry Wives of Windsor.

In the 1960s and 1970s, she was seen in Through the Looking Glass at the Lyric, Hammersmith, the revue See You Inside, The Buxom Muse, Ring Round the Moon at the Haymarket Theatre in 1968, and for four years was in the farce No Sex Please, We're British.

Film and television
Fraser's first film role was in the musical The Dancing Years (1950), and she then appeared in the David Lean film Madeleine (also 1950). She appeared in the film Here We Go Round the Mulberry Bush (1968) and starred in The Boy Friend (1971). Fraser's television career began in the 1960s, and she appeared on The Benny Hill Show, ITV Playhouse and an episode of Comedy Playhouse in 1973. In 1975, she appeared in two episodes of the BBC Television series The Good Life as Felicity, the wife of Jerry's boss, Andrew.

From 1985 to 1986, Fraser played Annie Jolly in From the Top appearing in a total of 12 episodes. She first played Penny, the sister of Jean's first husband, in 1993, on As Time Goes By. She continued with the part until the programme's final episode in 2005. During the show's run, Fraser appeared in other programmes including Rumpole of the Bailey and Jeeves and Wooster.

Selected filmography

 * Madeleine (1950) – Highland Dancer
 * The Dancing Years (1950) – Minor Role (uncredited)
 * Moulin Rouge (1952) – Cancan Dancer (uncredited)
 * The Man Who Loved Redheads (1955) – Ethel
 * The V.I.P.s (1963) – Air Hostess
 * Here We Go Round the Mulberry Bush (1968) – Mrs. McGregor
 * Prudence and the Pill (1968) – Woman in Tea Shop
 * The Boy Friend (1971) – Moyra Parkhill / Madame Dubonnet
 * Take Me High (1974) – Molly Jones
 * A Handful of Dust (1988) – Mrs. Northcote

title: Moyra Fraser


text:
World History/Revolution, Change, and philosophy

====10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.====

1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).

2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).

3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.

4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.

5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.


text:
Angels Toruń

Angels Toruń is an American football team based in Toruń, Poland. The team currently competes in the PLFA II of Polish American Football League.The club also hosts the Angels Junior (PLFA J for under-17 players) and reserve team Metropolitans in eight-man football competitions PLFA 8.

History
The team was founded on November 24, 2011. It was an open invitation and became the most effective recruitment in Poland with over 70 applicants. The high level of interest was recognised by its selection as the "sports event in 2011 in Torun" according to Gazeta Wyborcza. The club was officially registered on December 15, 2011 in the register of clubs conducted by the Mayor of Toruń at No 69. The Angels joined the PLFAII in 2012 PLFA season as the youngest team in league. On May 5, 2012 the team played their first league game, which was also the inauguration of PLFAII against Olsztyn Lakers, winning in debut 28:6.

The team name comes from Toruń coat of arms, which includes the Angel. Toruń is sometimes called the City of Angels. The Angels Cheerleaders are known as the "Angels Ladies". All home games are broadcast on www.kpsport.tv.

The team is heavily involved in charity activities and events. They are particularly well known for their unusual promotions. on April 23, 2012 the Angels players appeared in an artistic show "Antelope" by Polish performance group "Institute B61", along with Polish artists Mariusz Lubomski, Bartek Staszkiewicz (SOFA) and Wojtek Zadrużyński. On December 21, 2013 take part in another "Institute B61" performance show "Slapstick Operation" once again with Lubomski and Staszkiewicz; Zadrużyński has been replaced by SOFA drummer Robert Markiewicz. On June 7, 2012 the Angels organised what is widely considered to be the first ever football match in the city center- Old Market Square (the Stary Rynek) against Bydgoszcz Archers. September 2 in Inowrocław and on September 30 in Ciechocinek the Angels organized football friendly matches in the cities, where there are no current teams to popularize American football. On February 15, 2013 they became the 1st in the sport to record a now legendaryHarlem Shake (meme) video. On March 6, 2013 in Torun they played arena football at halftime of local derby Polski Cukier SIDEn Toruń- Astoria Bydgoszcz the men's first Polish basketball league, also playing against local rivals- Archers.

The club also runs a junior team (14–17 years old players) called the Angels Junior which competes in the Polish junior championship (PLFAJ) since the 2013 season. In 2012 six Angels players guest started in Warsaw Eagles junior team and achieved gold medals. In 2013, the Angels got their own junior team, which were promoted to the national finals in Bielawa. They finished in 8th place in Polish National Junior Championship. Furthermore, on November 11, 2013 Słupsk they won "National Independence Day Cup" against the Griffons.

Game-by-game record
2012 2013 2014 2015
 * May 5- Toruń v. Olsztyn Lakers 28:6 W
 * May 19- Warsaw @ Królewscy Warszawa 14:23 L
 * June 7- Bydgoszcz @ Bydgoszcz Archers (exhibition game)
 * June 17- Toruń v. Cougars Szczecin 0:42 L
 * July 29- Sopot @ Sabercats Sopot 8:20 L
 * August 25- Szczecin @ Cougars Szczecin 0:30 L
 * September 2- Inowrocław v. Bydgoszcz Archers 24:7 W (exhibition game)
 * September 9- Toruń v. Warsaw Werewolves 24:6 W
 * September 30- Ciechocinek v. Sabercats Sopot 14:20OT L (exhibition game)
 * March 23- Toruń v. Lowlanders Białystok 0:21 L (exhibition game)
 * April 7- Toruń v. Crusaders Warszawa 50:6 W (exhibition game)
 * May 5- Bydgoszcz @ Bydgoszcz Archers 24:35 W
 * May 26- Toruń v. Cougars Szczecin 19:21 L
 * June 22- Gdynia @ Seahawks Gdynia 16:22 W
 * July 6- Toruń v. Bydgoszcz Raiders 40:14 W
 * July 27- Słupsk @ Griffons Słupsk 0:32 W
 * August 17- Metropolitans Toruń/Bydgoszcz @ Ostrołęka (reserve team tournament)
 * v. Sabercats B Sopot 12:34 L
 * v. Kurpie Ostrołęka 12:24 L
 * August 24- Toruń v. Sabercats Sopot 15:20 L
 * September 1- Angels Junior team tournament @ Bydgoszcz
 * v. Olsztyn Lakers J 12:22 L
 * v. Bydgoszcz Archers J 31:18 W
 * September 7- Metropolitans Toruń-Bydgoszcz (reserve team 2. tournament) @ Sicienko
 * v. Crusaders Warszawa 14:35 L
 * v. Kurpie Ostrołęka 6:30 L
 * September 15- Angels Junior team 2. tournament @ Olsztyn
 * v. Bydgoszcz Archers J 36:0 W
 * v. Olsztyn Lakers J 6:24 L
 * September 28- Angels Junior team final tournament @ Bielawa
 * v. Bielawa Owls J 0:44 L
 * v. Olsztyn Lakers J 6:18 L
 * v. Patrioci Poznań J 6:28 L
 * November 11- Słupsk Angels Junior @ Griffons Słupsk 22:45 W (National Independence Day Cup)
 * March 22- Toruń v. Husaria Szczecin 12:16 L (exhibition game)
 * March 29- Toruń v. Lowlanders Białystok 8:37 L (exhibition game)
 * April 13- Brwinów @ Warsaw BEagles 13:22 W (exhibition game)
 * May 3- Słupsk @ Griffons Słupsk 2:36 W
 * May 24- Toruń v. Seahawks Sopot 30:27 W
 * June 21- Toruń v. Griffons Słupsk 35:0 W
 * July 12- Sopot @ Seahawks Sopot 38:6 L
 * July 27- Poznań @ Patrioci Poznań 20:32 W
 * August 15- Toruń v. Bydgoszcz Archers 33:32
 * August 17- Toruń v. Mustangs Płock (junior exhibition game)
 * August 30- Toruń v. Warsaw Eagles 20:18 W (junior exhibition game)
 * September 6- Angels Junior team tournament Słupsk
 * v. Griffons Słupsk 25:0 W
 * v. Bydgoszcz Archers 32:0 W
 * September 20- Warsaw @ Crusaders Warszawa PLFAII quarterfinal
 * September 28- Angels Junior team tournament Toruń
 * v. Seahawks Gdynia 36:14 W
 * group A final v. Seahawks Gdynia 38:8 W
 * October 5- PLFAII semifinal- Sopot @ Seahawks Sopot 33:18 L
 * October 11/12- Angels Junior team final tournament Wrocław
 * quarterfinal v. Gorzów Grizzlies 0:28 L
 * repechage v. Kraków Kings 34:8 W
 * 5. place game v. Bielawa Owls 20:8 W
 * December 27- The National Day of Junior Flag Football Warsaw
 * v. Prażmów Pistols 24:0 W
 * v. Szczytno Sixers 8:12 L
 * v. Tytani Lublin 6:6 (tie)
 * March 1- Toruń v. Warsaw Sharks 21:38 L (exhibition game)
 * March 15- Białystok v. Lowlanders Białystok L (exhibition game)
 * March 28- Radom @ Greenducks Radom 22:27 W (exhibition game)
 * April 11- Toruń v. Bielawa Owls 20:46 L (junior exhibition game)
 * PLFAI
 * PLFAJ

International transfers

 * Maxwell Germain- 2012 from University of Michigan 🇺🇸 USA
 * Malcolm Garrett- 2012 from LA (London Area) Panthers (Capital League) 🇬🇧 GBR
 * Mathieu Cadoux- 2012 from Frelons de Morlaix (Division Régionale) 🇫🇷 FRA
 * Mathieu Cadoux- 2013 to Aix-en-Provence Argonautes (Casque d'or- Division 2) 🇫🇷 FRA
 * Łukasz Melerski- 2013 to Saarland Hurricanes (GFL) 🇩🇪 GER
 * Bill Moore- 2014 from Wernigerode Mountain Tigers 🇩🇪 GER

Honours

 * "Sports event in 2011 in Torun" according to Gazeta Wyborcza
 * CEO Dawid Witnik was nominated to "2012 Toruń Resident of the Year" according to Gazeta Wyborcza
 * City Inowrocław Mayor's Cup winner
 * Toruń Municipal Sport and Recreation Center Manager's Cup winner

title: Angels Toruń


text:
Introduction to Calculus/Limits/Problems

An Informal Definition
Find the limit as x approaches 10 for the following statements by finding their values at 9, 9.9, 9.99, 10.01, 10.1, and 11. What values do they surround?
 * 1) $$x^2$$
 * 2) $$1/x$$
 * 3) $$x^3+4x+15$$
 * 4) $$(10-x)/(10-x)$$

Basic Theorems for Limit Operations

 * 1) Find the limit of f(x)+g(x) and f(x)/g(x) as x approaches 10 with the following functions
 * 2) *$$f(x) =x^2,\,\ g(x) =\sin x$$
 * 3) *$$f(x) =x^3-4x^2+13,\,\ g(x) =\log(x)$$


text:
Systematic Phonics/Dividing syllables

Systematic Phonics

If we can divide a word into syllables, it essentially divides it into easy, bite-size chunks that very easy to pronounce. In this way anyone can pronounce even very large and difficult words.

There are a few simple steps to divide a word into syllables.

 * 1) Mark the talking vowels
 * 2) Linkvowels with looping lines un  rneath
 * 3) Mark the consonants
 * 4) Identify consonant patterns
 * 5) Divide word into syllables

Consonant patterns
Take a word and grab any two talking vowels (the two vowels should not have any other talking vowels in-between them). These are the bookends, the beginning and the end of the part of the word that we are going to look at.

There are just five possible combinations of vowels and consonants that can occur:

 * 1) '''VV
 * 2) '''VCV
 * 3) '''VCCV
 * 4) '''VCCCV
 * 5) '''VCCCCV

VV
This vowel pattern always starts with an open syllable. If the vowels make different sounds, split them. If not, keep them together.

VCV
This is the trickiest one of the five, the only one that will trip you up if you are not careful.

First, tentatively divide the syllables between the first vowel and the consonant. Then pronounce the result. If it sounds right, this is the correct division. If it does not sound right, try dividing the syllables between the consonant and the second vowel.

How do you know how to pronounce the syllables ? If the syllable ends with a consonant, it is a short vowel. If it ends in a vowel, it is a long vowel.

Think about it this way: imagine that an ending consonant has hands, and can use them to shut things like a Jack-in-the-box. If the box is shut by that ending consonant, the Jack-in-the-box is stuffed down in the box and real short, just like the vowel will be short. If there is no consonant to shut the box, the Jack-in-the-box springs out and is real long, just like the vowel will be real long.

VCCV
Always break syllables between the two consonants. Almost always, even if the two consonants are the same one repeated, like a double "s". The only exception would be if the two consonants are a single diagraph such as "th" and "sh". With three to five, find the blends, glued sounds, or digraphs, and split. But… if it's a compound, it's the middle point.

title: Systematic Phonics/Dividing syllables


text:
Bragino, Yeltsovsky District, Altai Krai

Bragino (Брагино) is a rural locality (a selo) in Martynovsky Selsoviet, Yeltsovsky District, Altai Krai, Russia. The population was 86 as of 2013. There is 1 street.

Geography
Bragino is located 36 km southwest of Yeltsovka (the district's administrative centre) by road. Martynovo is the nearest rural locality.


text:
Talk:Oh Love

Title
Why not just name it Oh Love? It just redirects to Uno! Joseph507357 (talk) 13:55, 18 July 2012 (UTC)
 * I actually created 2 redirects. This 1 and the other Oh Love. I planned to expand Oh Love but this occurred: . Then due to few fixes, it is tough to move now. I have requested G7 for Oh Love.I will move as soon as my redirect gets deleted. Thanks! — TheSpecialUser  ( TSU ) 14:10, 18 July 2012 (UTC)

Billboard source
Here's a Billboard article for a bit of background and the song's #1 Rock Songs debut, for anyone to use. http://www.billboard.com/news/green-day-no-doubt-make-rockin-returns-to-1007645552.story#/news/green-day-no-doubt-make-rockin-returns-to-1007645552.story Noreplyhaha (talk) 13:26, 24 July 2012 (UTC)

title: Talk:Oh Love