text:
Death Valley Germans

The Death Valley Germans (as dubbed by the media) were a family of four tourists from Germany who went missing in Death Valley National Park, on the California–Nevada border, in the United States, on 23 July 1996. Despite an intense search and rescue operation, no trace of the family was discovered and the search was called off. In 2009, the remains of the two adult members of the family were discovered by experienced hikers, Les Walker and Tom Mahood, who were carefully searching a remote area for evidence of the fate of the tourists, and conclusive proof of the fate of the male adult was later established.

Background
The family consisted of 34-year-old architect Egbert Rimkus, his 11-year-old son Georg Weber, Rimkus's 27-year-old girlfriend Cornelia Meyer and her 4-year-old son Max Meyer, all of whom were from Dresden, Germany. The group arrived in the United States on 8 July 1996 at Seattle–Tacoma International Airport, immediately flying on to Los Angeles International Airport, where they rented a green 1996 Plymouth Voyager minivan. They spent some time in the San Clemente area of Southern California, then drove to Las Vegas, Nevada, where they stayed at the Treasure Island Hotel and Casino. During the trip, Rimkus called his bank in Germany requesting $1,500 to be wired to them in California and then faxed his ex-wife asking for additional funds (which were never sent) before entering the park.

The family then drove to Death Valley National Park on 22 July, where they bought two copies of the "Death Valley National Monument Museum Text" (in German) at the Furnace Creek Visitors Center and spent their first night camping out in Hanaupah Canyon near Telescope Peak. The next day, the group traveled to various tourist sites, with Cornelia signing the names of all the family members on a visitors' log at an abandoned mining camp. She included with the signature that they would be headed over the pass, most likely indicating Mengel Pass. A U.S. flag taken from the Geologist's Cabin in Butte Valley was discovered in the van, making it clear the Germans had also visited that location.

Disappearance and search
The family had booked a flight from Los Angeles to return to Germany on 27 July 1996, but there was no evidence that they boarded the flight or departed the United States. Rimkus's ex-wife Heike Weber became concerned when her ex-husband and son did not return from their vacation, and she began to inquire about their whereabouts.

On 21 October 1996, the family's rental minivan was discovered in an extremely remote part of the park (35.9272°N, -117.0249°W) known as Anvil Canyon, east of Willow Spring in Death Valley National Park (DVNP) by a ranger aboard a helicopter, who was conducting a routine aerial surveillance mission looking for illegal drug manufacturing labs. Subsequent inspection found three of the four tires were flat, the wheels damaged by driving over rocky terrain, and the vehicle had been driven on them for over 2 mi. The van had been reported stolen by the rental company and was determined to be the one rented to the tourists. A brand new Coleman sleeping bag, tent, numerous toys and an unused tire jack were all found inside the van. Over 200 search and rescue workers performed an extensive search of the area near the minivan. At the time, the search cost around $80,000 and included over 45 searchers at almost all times. Some groups involved were the China Lake Mountain Rescue Group and the Indian Wells Valley Search and Rescue Group. The search failed to yield any clues to the whereabouts of the family except for a single beer bottle that was discovered under a bush over 1 mi away from the stranded vehicle (35.9289°N, -116.998°W). A ledge had been cleared next to the beer bottle with a seat mark indicating that one of the tourists, presumably Rimkus due to the size of the mark, had used it for shade.

On 26 October 1996, the authorities called off the search for the missing tourists.

Discovery of remains
On 12 November 2009, Les Walker and Tom Mahood, two hikers who were off-duty search and rescue personnel looking for traces of the family, discovered the skeletal remains of two adults (35.8674°N, -116.9747°W), one male and one female, with identification belonging to the missing tourists found near the remains. Cornelia's passport and bank ID were both found near the remains. Other belongings such as a journal with German writing and a wine bottle were found and attributed to the missing family. Although DNA was recovered only from the bones of Rimkus, authorities claimed they were fairly certain that the bones belonged to the missing tourists. The remains of the children were never officially discovered, although the sole of a shoe, possibly from one of the children, was found. Supposedly, bones resembling those of children were found by searchers near where the adults' remains were found, but no official report was made following up on this discovery.

Mahood speculated that, while vacationing in Death Valley on 23 July 1996, the family, short on time and wanting to visit Yosemite National Park on their way back to Los Angeles, attempted to take a shortcut to Yosemite on a route whose difficulty they underestimated. He believed they may have seen an AT&T tower and approached it to find help, but his field work led him to realize that the tower would not have been visible from their route. Mahood then explored the theory that after their vehicle became stranded in the wash, the family traveled on foot southwards to seek help at Naval Air Weapons Station China Lake, where they may have expected to find a well-patrolled fenced perimeter, a common feature of military bases in Germany but not of military bases in the desert areas of the Southwestern United States. The family likely succumbed to heat stroke (average high temperature of 116.5 °F in July), dehydration and lack of shelter halfway to the base perimeter.

title: Death Valley Germans


text:
2019 Iberia Cup

The 2019 Iberia Cup was a Twenty20 International (T20I) cricket tournament held in Spain between 25 and 27 October 2019. The participating teams were the hosts Spain, along with Gibraltar and Portugal. The teams competed for the Iberian Cup, which was contested in the 1990s, and was last played in 2008 as a double match series between Spain and Gibraltar. Gibraltar and Portugal played their first matches with T20I status during the tournament, following the decision of the International Cricket Council (ICC) to grant full Twenty20 International status to all its members from 1 January 2019. Spain won the series with a 100% record.

source: wikimedia

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

title: 2019 Iberia Cup


text:
kalkoen

Etymology
From.

Noun

 * 1) turkey,

Etymology
From older Dutch (modern ), from, the then-used name for the Indian city , modern. Although the bird originated in the Americas, confusion arose due to its similarity to the, which was exported to and imported from India since the 15th century by Portuguese traders.

Noun

 * 1) The turkey,

Etymology
Borrowed from.

Noun

 * 1)  turkey (bird)

title: kalkoen


text:
авгиев

Etymology
Ultimately from.

Adjective

 * 1) Augean pertaining to king Augeas

Usage notes

 * Principally only found in the collocation . Use referring directly to king Augeas or anyone else by the same name is much rarer.
 * Does not bear the meaning of "Herculean", nor of "filthy", as in English.

title: авгиев


text:
User:Tuf abbas

Mr.Mehdi baquer abbas born on 15 may 2000 in Hyderabad India ........on Monday satya hospital uppal.................

title: User:Tuf abbas


text:
Portal:Life sciences/Intro

Welcome to the Life sciences Portal!

This page connects Wikiversity visitors to the learning resources that have been developed by the various Wikiversity Life sciences content development projects. Wikiversity participants who are interested in the life sciences are invited to create and develop learning projects and learning resources and help organize them by developing this portal.

Browse the major Life sciences categories: Biology - Marine sciences - Medicine - Neuroscience - Plant Sciences - Zoology

title: Portal:Life sciences/Intro


text:
Talk:Doug Hawkins

External links modified
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Cheers.— InternetArchiveBot  (Report bug) 04:52, 16 December 2016 (UTC)

title: Talk:Doug Hawkins


text:
albanez

Etymology
, from. Compare also the obsolete or archaic synonyms, , , , which albanez replaced.

Adjective

 * 1) Albanian (Of or pertaining to Albania)

Noun

 * 1) a male Albanian person

title: albanez


text:
Hogback Mountain (Loudoun County, Virginia)

Hogback Mountain is part of Catoctin Mountain, located southwest of Leesburg in Loudoun County, Virginia. The mountain ridge rises immediately to the west of U.S. Route 15, just south of Sycolin Creek and extends 2.5 mi south to the banks of Goose Creek. It is so named for its appearance when approaching it from the north of resembling a pig on its back. The ridge is mislabeled on older USGS topographic maps as being located to the north, between Sycolin Creek and Leesburg.


text:
Muhammad 'Alawi al-Maliki

Al-Sayyid Muhammad al-Hasan bin ‘Alawi bin ‘Abbas bin ‘Abd al-‘Aziz (1944–2004), also known as Muhammad ibn Alawi al-Maliki, was one of the foremost traditional Sunni Islamic scholar of contemporary times from Saudi Arabia. He is considered to be the Mujaddid of 20th-21st century.

Family background
The Maliki family is one of the most respected families in Mecca and has produced great scholars who taught in the Haram of Mecca for centuries. In fact, five of the Sayyid's ancestors have been the Maliki Imams of the Haram of Mecca. Muhammad ibn Alawi al-Maliki was born in Mecca. Due to the well-known nature of their family, they preferred to teach themselves in the Sacred Holy Mosque.

Education
With his father's instruction, he also studied and mastered the various traditional Islamic sciences of Aqidah, Tafsir, Hadith, Seerah, Fiqh, Usul, Mustalah, Nahw, etc. Scholars of Mecca, as well as Medina, all of whom granted him full Ijazah to teach these sciences to others. Some of the scholars from whom he obtained ijazahs and chains of transmission from include: His father, 'Alawi ibn 'Abbas al-Maliki al-Hasani, al-Habib Ahmad Mashhur Taha al-Haddad, Hasanain Makhlouf, Muhammad al-'Arabi al-Tabbani, Muhammad Hafidh al-Tijani, Amin Kutbi, Mustafa Raza Khan, and numerous others.

Career
Despite criticism of him, al-Maliki retained prominence. In an attempt to counter Wahabism in the early 1990s, the Government of Saudi Arabia began supporting practitioners of Sufism in the Hijaz region as a way to bolster religious support of the state; al-Maliki became the self-imposed leader of Hijazi Sufism under state sponsorship, with several thousand supporters.

Death
He died in 2004 and was buried in Mecca. After his death, Saudi dignitaries made condolence visits to his family. Crown Prince 'Abd Allah (the future king) was quoted as stating that al-Maliki "was faithful both to his religion and country" as one western journalist noted, "the rehabilitation of his legacy was almost complete."

Literary works
Al-Maliki has written on a variety of religious, legal, social and historical topics.

Aqidah

 * Mafahim Yajib an Tusahhah (Conceptions That Need to Be Corrected)
 * Bidaah Menurut Ulama Salaf
 * On Celebrating the Birthday of Prophet

Seerah

 * Muhammad the Best of Creation
 * Prophet's Night Journey and Heavenly ascent
 * Al-Anwar al-Bahiyyah fi Isra wa M’iraj Khayr al-Bariyyah
 * Al-Zakha’ir al-Muhammadiyyah
 * Prophet in the Barzakh and the Hadith of Isra and Miraj

Miscellaneous

 * Salawat Quraniyyah
 * Meluruskan Kesalahpahaman
 * Dialah Allah

title: Muhammad 'Alawi al-Maliki


text:
Τριτογενής

Etymology
From +, the root of ,. The of  is lengthened to  for the sake of meter: the three short syllables in the sequence short–short–short–long–long of  would break the rules of dactylic hexameter.

Proper noun

 * 1)  an epithet of Athena

title: Τριτογενής


text:
Talk:Gondwanatitan

External links modified
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I have just modified one external link on Gondwanatitan. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20040904120126/http://membres.lycos.fr/dinomania/Index/gondwanatitan.html to http://membres.lycos.fr/dinomania/Index/gondwanatitan.html

Cheers.— InternetArchiveBot  (Report bug) 23:51, 20 October 2017 (UTC)

title: Talk:Gondwanatitan


text:
Life of Alexander

Part of the Department of European History.

This course will be focusing on the time period in the Classical Greek and Persian world from the birth of Alexander's father, Philip II, up to Alexander's untimely death. The course will examine not only Alexander's life, but also the many personalities, nations and concepts which were drastically altered due to Alexander and his army. The end result of the course will hopefully be to improve the student's understanding of the effects which Alexander's conquests had on all subsequent eras of history, up to and including modern times.

Student/Instructor Registration
Sign up here if you are interested in either learning about the life of Alexander the Great or helping add to this project.

Instructors
Strothatynhe 19:19, 22 June 2007 (UTC)

Students

 * stopsignnamedcat, 12:41, 8 December 2007
 * Gradvmedusa 17:31, 13 December 2007 (UTC)
 * you
 * Victoria Butler 17:50, 01 December 2011

Materials/Suggested Reading
I am constructing this course from a number of different printed sources which will prove useful for students who desire a greater immersion in the subject. These include:
 * Alexander of Macedon, 356-323 B.C., A Historical Biography by Peter Green. (Highly useful!)
 * Alexander the Great by Heckel and Yardley. (Historical sources in translation)
 * The Ancient World: A Social and Cultural History by Nagle, Sixth Ed. (Broad overview)
 * The Ancient World: Readings in Social and Cultural History by Nagle and Burstein, Third Ed.
 * Greece and the Hellenistic World by Boardman, Griffin and Murray.

Of course, any text on Alexander from today draws its information from ancient sources and authors (such as Arrian, Plutarch, Quintus Curtius Rufus, etc). Nearly all of these ancient sources can be found in completion and free of charge at Perseus Digital Library.

Additionally, students may use the Wikipedia pages on the subject to supplement their knowledge.

Format of the Course/Assignments
This course will be taught following a lecture format. As of right now I don't plan to assign any work or give any tests, but if there is any interest in adding something like this to the course, I am open for discussion. I am also open to address any questions/confusion on the discussion page. At some point I would like to be able to have a discussion regarding each week's different lesson, but this is once again pending student interest.

title: Life of Alexander


text:
Wikipedia talk:Meetup/DC/Vaccine initiative pilot editing event

Peanut gallery?
My medical knowledge and WP contributions in the field being negligible, I don't expect to participate, but can outsiders look in? Jim.henderson (talk) 00:10, 19 August 2020 (UTC)
 * We will have bigger events if this one goes well but we're keeping this one small, trying to get a particular set of Wikipedia and vaccine experts to meet. Of course edit on vaccines as you like.  We hope to open up soon!  And we added a link to NYC's upcoming vaccine editathon in September. -- econterms (talk) 16:43, 21 August 2020 (UTC)

WikiProjects to notes on talk pages of articles

 * WP:Medicine, WP:Pharmacology, WP:Skepticism (the last for pseudoscience)
 * This is the kind of syntax to put on a talk page, optionally:


text:
Emergency Medicine/Stencil Chapter

Open-Content Textbook of Emergency Medicine (OCTEM)

This is a Disease Oriented Template - Consider other Templates (to come soon) that are structured in different manners, e.g. a symptom or symdrome Template, to discuss the workup of a severe acute headache, or syncope in a young person.

Title
Blah blah blah.

Quick Summary
Blah blah blah.

Bullet Summary

 * Bullet 1
 * Bullet 2
 * Bullet 3
 * Bullet 4

Introduction to Current Edition
Blah, Blah

Historical Aspects
Blah blah blah.

Background
Blah blah blah.

Definition
Blah blah blah.

Pathophysiology / Etiology
Blah blah blah.

Epidemiology
Blah blah blah.

Risk factors
Blah blah blah.

Morbidity and Mortality
Blah blah blah.

ED Presentations
Blah blah blah.

Diagnosis
Blah blah blah.

Symptoms (with LRs)
Blah blah blah.

Signs (with LRs)
Blah blah blah.

Investigations (with LRs)
Blah blah blah.

Lab
Blah blah blah.

Imaging
Blah blah blah.

Bedside
Blah blah blah.

Invasive
Blah blah blah.

Other
Blah blah blah.

Consultations
Blah blah blah.

Differentials
Blah blah blah.

Complications
Blah blah blah.

Therapy, with indications and evidence
Blah blah blah.

Prehospital
Blah blah blah.

ABCs
Blah blah blah.

Medication
Blah blah blah.

Procedures
Blah blah blah.

Disposition
Blah blah blah.

Admission criteria
Blah blah blah.

Type of admission
Blah blah blah.

Discharge (criteria)
Blah blah blah.

Follow-up (with timing)
Blah blah blah.

Prognosis
Blah blah blah.

Cost and impact of care
Blah blah blah.

Patient Education Leaflet
Blah blah blah.

Evidence Based Medicine
Blah blah blah.

Controversies and Consensus
Blah blah blah.

Changes in practice
Blah blah blah.

Pitfalls
So where is the content?

Common questions on examinations
Blah blah blah.

title: Emergency Medicine/Stencil Chapter


text:
User:BIOalgorithm/sandbox

In graph theory, an interval graph is the intersection graph of a multiset of intervals on the real line. It has one vertex for each interval in the set, and an edge between every pair of vertices corresponding to intervals that overlap.

Definition
Let {I1, I2, ..., In} ⊂ P(R) be a set of intervals.

The corresponding interval graph is G = (V, E), where
 * V = {I1, I2, ..., In}, and
 * {Iα, Iβ} ∈ E if and only if Iα ∩ Iβ ≠ ∅.

From this construction one can verify a common property held by all interval graphs. That is, graph G is an interval graph if and only if the maximal cliques of G can be ordered M1, M2, ..., Mk such that for any v ∈ Mi ∩ Mk, where i < k, it is also the case that v ∈ Mj for any Mj, i ≤ j ≤ k, i.e., there exists a linear order of its maximal cliques such that for each vertex v, all maximal cliques containing v are consecutive.

Efficient recognition algorithms
Several algorithms have been designed to recognize interval graphs in O(|V|+|E|) (linear) time. The original linear time recognition algorithm of is based on their complex PQ tree data structure, but  showed how to solve the problem more simply using lexicographic breadth-first search, based on the fact that a graph is an interval graph if and only if it is chordal and its complement is a comparability graph.

All of the algorithms above rely on seeking an ordering of the maximal cliques of G that is consecutive with respect to vertex inclusion, and the precomputation of all maximal cliques is required. A simpler off-line recognition algorithm was provided by which directly places the intervals without precomputing maximal cliques.

Hsu's Algorithm
The algorithm consists of four main steps: 1 function CLO(G(V, E)): 2 ( ω-1(1), ω-1(2),..., ω-1(n) ) := sort V by their degree in descending order; 3 create a list L of sets with ( ω-1(1), ω-1(2),..., ω-1(n) ) as the only set in it; 4 /* each set in L is kept as a doubly linked list */ 5 for i := 1 to n do 6   begin 7       v := the first element of the first set in L; 8       remove v from L; 9       π(i) := v; 10      split each Lj ∈ L into { N(v) ∩ Lj || Lj \ N(v) }; 11      /* the ω order should remain inside each {N(v) ∩ Lj} and {Lj \ N(v)} */ 12      remove empty sets; 13  end 14 return ( π(1), π(2),..., π(n) );
 * Compute a cardinality lexicographic ordering (CLO) for G. If G is not chordal, stop.

 * Construct subgraph G".
 * In the subgraph, each pair of vertices connected with an edge are strictly adjacent, i.e., the two edges are adjacent but each has a neighbor not adjacent to the other vertice.

 * V" := V

 * E" := { (u, v) | u, v ∈ D, π-1(u) < π-1(v), f(u) ∉ N(v)}

 * D := V - S; S is the set of simplicial vertices in G.

 * f(u) := u's neighbor vertex with the smallest π-index.

1 function G construction((π(1), π(2),..., π(n)), (N(1), N(2),..., N(n))): // N(i) is the neighbor of π(i). 2 keep two arrays with n elements: initialize all n elements of count[n] to FALSE; initialize all n elements of largestN[n] to 0; 3 for i := 1 to n do 4   begin 5       for j := 1 to sizeof N(i) do: 6          begin 7              largestN[N(i)[j]] := i;  8           end 9       for j := 1 to sizeof N(i) do: 10         begin 11             if count[N(i)[j]] equals FALSE do: 12                   count[N(i)[j]] := TRUE; 13                   /* the vertices turned to TRUE in this iteration make up U(π(i)) = {u | f(u) = π(i)} */ 14                   for k := [N(i)[j]] + 1 to n do: 15                      begin 16                          if largestN[k] != i do: 17                              E" += (N(i)[j], k);  18                       end  19               endif  20          end   21    end  22 return E";

 * Compose an S-decomposition tree of G based on the connected components of G".
 * First, we need to obtain the containment relationship of the intervals. The Hasse diagram is built at the same time. In the Hasse diagram, vertices strictly adjacent to each other are grouped and treated as one vertex. This can be done by inserting additional steps into last procedure.
 * (Two lenth-n arrays are added, one integer NewVertex[n] is initialized to NewVertex [ i ] = i; another boolean connected [n] is initialized to FALSE. A counter is kept to record the largest vertex index till now.)

17 E" += (N(i)[j], k);

1  if (connected[N(i)[j]] == TRUE) do 2      connected[k] = TRUE; 3      NewVertex[k] = NewVertex[N(i)[j]]; 4  endif 5  else if (connected[k] == TRUE) do 6      connected[N(i)[j]] = TRUE; 7      NewVertex[N(i)[j]] = NewVertex[k]; 8  end elseif 9  else do 10     connected[N(i)[j]] = connected[k] = TRUE; 11     NewVertex[N(i)[j]] = NewVertex[k] = counter++; 12 end else

 * Then we can get the S-decomposition tree. One thing to note is that we need to avoid cycle in G" while building it. To do this, for each group of connected edges(and vertices), we assign one represented vertex to all edges(and all vertices) in the group, then the check before each edge addition becomes easy. For example, before we add the new edge E(u, v), we only need to compare the represented vertex of u and that of v, no cycle will occur if the two are different.

 * Test each S-prime component to see if it is an interval graph.
 * This can be done by truly building the corresponding interval graph; first adding the non-simplicial vertices, then adding the simplicial vertices through a linear scan. The second part is intuitive; the first part needs more detailed discussion.

Lemma Let uk be the next interval to be placed, which is not a neighbor of previously chosen intervals. Let uj be the parent of uk and ui be the parent of uj in the BFS-tree. It can be determined uniquely which endpoints of uj or ui is contained in uk.

There are three cases, place each edge according to its category.
 * Case 1: (f(ui), uj) ∉ E. If ui ,uk are on the different side of uj, uk would contain uj.
 * Case 2: (f(uk), uj ) ∉ E. Again, if ui, uk are on the different side of uj, uk would contain uj.
 * Case 3: (f(uj), uk) ∉ E and (f(uj), ui) ∉ E. If ui ,uk are on the different sides of uj, uk cannot be adjacent to ui.
 * (f(u) := u's neighbor vertex with the smallest π-index.)

Related families of graphs
Interval graphs are chordal graphs and hence perfect graphs. Their complements belong to the class of comparability graphs, and the comparability relations are precisely the interval orders.

The interval graphs that have an interval representation in which every two intervals are either disjoint or nested are the trivially perfect graphs.

Proper interval graphs are interval graphs that have an interval representation in which no interval properly contains any other interval; unit interval graphs are the interval graphs that have an interval representation in which each interval has unit length. Every proper interval graph is a claw-free graph. However, the converse is not true. Every claw-free graph is not necessarily a proper interval graph. If the collection of segments in question is a set, i.e.,  no repetitions of segments is allowed, then the graph is unit interval graph if and only if it is proper interval graph.

The intersection graphs of arcs of a circle form circular-arc graphs, a class of graphs that contains the interval graphs. The trapezoid graphs, intersections of trapezoids whose parallel sides all lie on the same two parallel lines, are also a generalization of the interval graphs.

The pathwidth of an interval graph is one less than the size of its maximum clique (or equivalently, one less than its chromatic number), and the pathwidth of any graph G is the same as the smallest pathwidth of an interval graph that contains G as a subgraph.

The connected triangle-free interval graphs are exactly the caterpillar trees.

Applications
The mathematical theory of interval graphs was developed with a view towards applications by researchers at the RAND Corporation's mathematics department, which included young researchers—such as Peter C. Fishburn and students like Alan C. Tucker and Joel E. Cohen—besides leaders—such as Delbert Fulkerson and (recurring visitor) Victor Klee. Cohen applied interval graphs to mathematical models of population biology, specifically food webs.

Other applications include genetics, bioinformatics, and computer science. Finding a set of intervals that represent an interval graph can also be used as a way of assembling contiguous subsequences in DNA mapping. Interval graphs are used to represent resource allocation problems in operations research and scheduling theory. Each interval represents a request for a resource for a specific period of time; the maximum weight independent set problem for the graph represents the problem of finding the best subset of requests that can be satisfied without conflicts. Interval graphs also play an important role in temporal reasoning.

title: User:BIOalgorithm/sandbox


text:
Physics with Calculus/Mechanics/Measurement

Measurement is one of the fundamental concepts in experimental sciences, including physics. What is exactly meant by "measurement" is not precisely defined, and in fact it is one of the frontiers of research in quantum physics, where the act of measurement plays an important role in the commonly accepted interpretations of quantum mechanics. For our purposes, we can say measurement is the act of writing down a physical quantity, such as time or length, in objective terms.

Measurement is how one tests theories in experimental sciences as physics. In order to test a theory, one uses the theory to make predictions in a specific physical situation, and then perform an experiment, that is, a series of measurements, to see if the prediction is true. For example, the Newtonian theory of gravity predicts as a consequence of Earth's gravity near its surface that an object in free fall travels a distance D in time T, so that D is proportional to T$2$. Then we devise an arrangement of equipment and a plan to test this prediction: we can drop a steel marble from height of 25 cm, 50 cm, 75 cm, 1.0 m, 1.25 m and 1.5 m, and measure how long it takes to fall that distance using a stopwatch. If our measurements roughly indicate D ∝ T$2$, then this is a confirmation of the theory in this particular situation. To be more specific, our observations do not contradict the prediction of the theory, and so we can assume it holds in all cases (unless otherwise shown by further experimental data) via an argument such as Occam's razor.

Physical Quantities
A physical quantity is anything that we use to describe a physical phenomenon quantitatively. We used a few examples of physical quantities earlier without discussing them further: distance, time, area, and mass. And we will make what we know of those quantities from intuition more precise here.

Some physical quantities can be defined from other quantities. Area and volume are good examples: when we have a square and a cube we can define their respective area and volume in terms of the length of the sides. Such quantitative definition also tells us how to calculate that particular physical quantity, given some other physical quantities.

Intuition tells us that we can't define all physical quantities in such manner, not without making a circular definition that will not be very useful to us. Physical quantities that cannot be defined in terms of other physical quantities are considered to be fundamental and we can define them only by stating how we measure them. Such definition is called operational definition.

Distance, time, and mass are such fundamental physical quantities. These cannot be defined in terms of other measurable quantities (note that there is some arbitrariness in this choice: it is possible, although not practical, to choose area to be a fundamental physical quantity and define distance as length of the side of a square having certain area). In fact, how we choose to define them determines our unit system, which is a topic of next chapter.

Previous: Introduction Top: Physics with Calculus: Part 0--Units, Vectors, and Physical Quantities Next: The SI unit system


text:
Ekbom syndrome

Ekbom syndrome may refer to:

 * Delusional parasitosis
 * Wittmaack-Ekbom syndrome, a synonym of restless legs syndrome

title: Ekbom syndrome


text:
Talk:David Yencken

close paraphrasing
. I have rewritten the sections taken from close paraphrasing|date=September 2019|source=https://about.unimelb.edu.au/__data/assets/file/0030/15897/yencken.pdf and added a little more from another source.Garyvines (talk) 01:44, 30 September 2019 (UTC)

title: Talk:David Yencken


text:
Animal Behavior/Army Ants - Social Hierarchy, Life Cycles, and Migration

Army Ants (Eciton burichelli)
Army ant colony castes consist of queen ants, soldier ants, and multi-purpose worker ants. In the army ant colony, the queen ant lays eggs, the soldiers focus their attention to the defense of the colony, and the worker ants are split between being foragers or tending to the queens brood.

The Army ant is abundantly found in humid lowland forests or heavily forested areas of Central/South America. The changes in temperature and precipitation have no effect on the life cycles or migration of these ants.

The social structure and life cycles of army ants have two distinct phases. Army ant colonies go through a stationary phase and a migratory (nomadic) phase. The phases are based on the ability of a queen to produce many eggs in a very short period of time (from 100 000 to 300 000 eggs in five to ten days); thus, the queen overpopulates a given area, which then triggers migration of the colony.

In the stationary phase, the army ant queen's abdomen swells to hold 55 000 to 66 000 eggs. As the eggs develop into mature ants, tens of thousands of adult workers appear, triggering the nomadic phase: colony activity increases exponentially, and "swarm raids" increase in size and intensity. With a colony of this size, the army ant colony must emigrate daily. The migration continues until "larval pupation" begins. Once this occurs, the colony re-enters the stationary phase, and the cycle repeats.

Due to their large colony sizes, army ants migrate in order to find food. Most ants are "column feeders." Army ants are what are called "swarm feeders." The foraging workers form a fan-shaped swarm with a broad front. Along with feeding, army ants also have a unique way of forming nests. The army ant nest is made up of army ants themselves. The ants form walls and fasten onto each other by using their mandibles. The ant colony forms these walls almost anywhere in order to enclose the queen and her brood. The nest is very structured, as it provides corridors within itself for transporting food and eggs throughout the many areas of the nest.

Army ant colonies march and nest in different phases as well. In the nomadic phase, army ants march at night and stop to camp during the day. The colony begins a nomadic phase when available food has decreased. During this phase, the colony makes temporary nests that are changed everyday. Each of these nomadic rampages or marches lasts for approximately 17 days.

Army ants are notorious for eating anything that gets in their path. They can kill and eat up to 100 000 animals in a day! They normally consume lizards, snakes, chickens, pigs, goats, scorpions, tarantulas, beetles and other ants. Army ants can also climb trees, and feed on animals within its canopy.

Army ants communication is completely dependent on chemical messaging and trail pheromones. These methods of communication act as a stimuli for changing behavior patterns. Unlike other ants, army ants do not have compound eyes, but instead have single eyes. Army ants are also blind and have to use their antennae to sense smell and touch. The army ants use these senses to communicate in nesting and raiding.


text:
Pavel Cebanu

Pavel Cebanu (born 28 March 1955) is a former Moldovan football player who played as a midfielder. He spent his entire career, from 1973 to 1985, at the Moldovan side FC Nistru Chişinău. He was captain for many years and played 372 games scoring 46 goals.

He was the president of the Football Federation of Moldova, for 22 years from 1997 to 2019 and was succeeded by Leonid Oleinicenco.

In November 2003, to celebrate UEFA's Jubilee, he was selected as the Golden Player of Moldova by the Football Federation of Moldova as their most outstanding player of the past 50 years.

Playing career
Cebanu played at his local team, Lokomotiv Reni. In 1972, after a match in the Chișinău-Odesa railway cup played in Chișinău, he was approached by Valentin Mirgorodschi, the manager of Nistru Chișinău. He transferred to the Sports School of Chișinău and played for the Moldovan team in the pupil's spartakiad of USSR. He was later invited to play for Nistru Chișinău.

In 1973 and 1974 Cebanu mostly played for the youth-reserve team of Nistru Chișinău. On 31 May 1974 he debuted in the Soviet Top League as substitute against CSKA Moskow. In the same year he scored 5 goals for the "second team" and one for the "first team". Beginning with 1975 he became a regular starter playing as a midfielder. He was nicknamed "Ze Maria" by the fans for his elegant and intelligent play. He was the team captain in 1978-1980 and 1982 and was chosen the Moldovan footballer of year in the same years. In the 1980 season Cebanu scored 12 goals, a personal best. He played his last match on 15 October 1985. During his career he was invited to play for many teams from the Soviet Top League, including FC Spartak Moscow, but he remained loyal to his team. He scored 46 goals in 372 matches in the Soviet Top League and Soviet Cup.

Cebanu represented the Moldovan SSR at the 1979 Spartakiad of USSR. He played in all qualification group matches and scored the winning goal in the match against the Turkmenistan SSR. Moldova placed third in the group and went to play in the consolation tournament, but it is unknown whether Cebanu played in this stage.

Managerial career
Cebanu graduated the Moscow Higher School of Coaches and started his managerial career at Nistru Chişinău in 1990, which placed 7th in the Soviet First League. In the first season of the Moldovan National Division he coached the newly-formed Amocom Chișinău, which placed 5th, only below teams that played in USSR championships. In the 1993-94 season he managed FC Olimpia Satu Mare, becoming the first Moldovan to coach a Romanian team. The following season he coached both Codru Lozova, which placed last in Divizia A, and Speranța Nisporeni, which promoted to the Moldovan National Division. At the end of 1995 he retired from coaching to focus on his work at the Moldovan Football Federation.

Later career
On 23 December 1995 Cebanu was appointed as general secretary of Moldovan Football Federation. On 1 February 1997 he elected president of the federation at the general assembly, a position for which he was re-elected 5 times. In 1998 the headquarters of MFF were open. In 2002 Stadionul CPSM was opened, which is used as a training hub for the national football teams. During his presidency "FMF Futsal Arena" was opened and a school for licensed coaches was created. He left the position on 22 April 2019.

In 2007 Cebanu was appointed vice-president of UEFA football committee. He also was a member of FIFA organisational committee for Under-17 World Cup.

Personal life
Cebanu's son, Ilie is also a former footballer. He was a goalkeeper, having played between 2003–2018. He also played for the Moldova national football team.

Honours and Awards

 * USSR Master of Sports
 * Order of Work Glory (2000)
 * Golden Player of Moldova (2004)
 * "Honoured Man" (Romanian: "Om Emerit") (2007)
 * Order of Honour (2010)
 * Order of Orthodox Church of Moldova "Good-faithul Voievode Stephen the Great and Saint" (Romanian: "Binecredinciosul Voievod Ștefan cel Mare și Sfânt”) of grade II (2010)
 * Order of the Republic (2015)

title: Pavel Cebanu


text:
Talk:German/Grammar

Untitled
I think the original author used a somewhat unorthodox sequence of persons and cases. The more common one is:

1st person singular ich 2nd person singular du 3rd person singular  er, sie, es, Sie 1st person plural   wir 2nd person plural   ihr 3rd person plural   sie, Sie

 * There is one mistake above: "Sie" is 2nd person: in Singular it is the polite form of "du", and in plural of "ihr".

1. Nominative der Mann 2. Genitive   des Mannes 3. Dativ      dem Mann 4. Accusative den Mann

Perhaps the corresponding chapters should be changed accordingly? (CKWG)

 * Yes, I did. Feel free to change it to your liking.  I don't know why either the cases or the pronouns are in an "orthodox" order, but there seems to be a typical order for some reason...

---

This seems a bit redundant. Why not just contribute to the existing books? I'll give you an example. Your article on future tense is good. Although there is yet no lesson on that subject in Level I, II, or III, we could easily prepare one using your input as the basis for it. It takes a long time to develop a "complete" lesson, but you have a good start there already. I do not think we need to plan completely out where it must fall (that is, exactly what chapter it needs to be). We simply stick it in as a chapter of, say Level II, then later, move it (actually, change the chapter number) as it becomes obvious that other lessons should proceed or follow it. When you asked about a "grammar" book, I assumed you were going to do just grammar rules. Level III is intended to concentrate more on grammar, which might suit you fine. It appears you would be a good contributor to advancing the book we have already started. What do you say? - Marshman 04:13, 19 Nov 2004 (UTC)

 * Then, in my eyes, I see two options. Collecting all of the Grammar notes already written and then putting them in this grammar section (perhaps summarising some areas) and also using the grammar section to write grammar help that has not found a home inside one of the lessons.
 * This seems to be what you are presently doing, although for some grammar concepts you are ahead of the "homes". - Marshman
 * OR

 * Simple grammar reference with only the most summarised and basic information and keep the explanations of grammar in the lessons (perhaps links back and forth between the lessons and the notes). --Boit 23:06, 19 Nov 2004 (UTC)

 * This was basically the idea for the appendices to the book: basic grammar rules, mostly in tables.

 * If you feel comfortable proceeding with what you are presently preparing, then I'd say continue on. But we should agree that as your lessons become redundant (or actualy, become useful to incorporate into the existing book), we simply move them (or rename the module) into the existing German book.  For example, your lesson on the alphabet is really not much  different from what exists in the first appendix. So that should simply be merged. Other stuff you are or will prepare may be advanced relative to where the book is now, and we can worry about merging it all later. Does this approach make sense? - Marshman 05:31, 1 Dec 2004 (UTC)

--

I think there should be a topic about "Modalität" (Indikativ, Konjunktiv I, Kunjunktiv II, Imperativ). Here some information if you don't know what I mean:

Indikativ: normal form (the here teached forms). No special mode. Konjunktiv I: Form for the German "reporting speach". There's no other use. Konjunktiv II: Form der Möglichkeit (form of posibility). Imperativ: Form for commands / Befehlsform.

Beispiele:

Indikativ: Er geht aus dem Haus.

Konjunktiv I: Er sagte, er gehe aus dem Haus. ODER Er sagte, er würde aus dem Haus gehen (Mündlich öfter genutzt, aber eigentlich nur erlaubt, wenn die Indikativform sich nicht vom Konjunktuv I unterscheidet.). (Präsens-Stamm + Personalendung).

Konjunktiv II: Wenn du aus dem Haus gingest, wäre ich glücklicher. ODER Wenn du aus dem Haus gehen würdest, wäre ich glücklicher. (Präteritumstamm + Personalendung).

Imperativ: Geh aus dem Haus! (Präsensstamm und selten + "e").

Personalendungen (Konjunktiv I und II):

1. Sg. e 2. Sg. est 3. Sg. e 1. Pl. en 2. Pl. et 3. Pl. en

Bei der würden-Methode wird der Konjunktiv von werden genommen und danach der Imfinitiv des Verbs genommen.

It would be nice if someone writes a topic about that. And for the adjectives: A topic about comparison (Steigerung) is missing.

Prepositions - sentencte unusual
Actually good work now, but there is a little thing (→ Preopsitions) that I as a native would on no way say so:

Nach dem Pfarrer sei Gott gut. Dem Pfarrer nach sei Gott gut.

'Nach' is very unusual at this point. It could be missunderstoud as (Someone said that) after the priest (died), god will be good. -- at least the first version. It is better to use laut:

Laut Pfarrer ist Gott gut.

Also Konjunktiv I is not very common there. One example for Konjunktiv I:

The priest said that good is good. Der Pfarrer sagte, Gott sei gut (/ dass Gott gut sei).

And at last an example for a usage of nach:

Nach Meier gibt es für ein solches Verhalten keinen Grund. (let Meier be the family name of a famous, historical person) According to Meier, there is no reason for such a behavior.

But also there, laut would at no way be uncommon (so if you are not sure, use laut). I don't know how you think about this, but I as an English learning German learn most of all grammar better when I have some examples, not with the rules (But also, I don't know how one can use this for learning German, because of its strict grammar). —Preceding unsigned comment added by <IP_ADDRESS> (discuss • contribs) 23:16, 18 February 2009

 * Thanks for your interest in the book! Unfortunately, as the page edit history shows, there hasn't really been much activity on this book since 2006. Please feel free to be bold and update it to imrove this module. That's what makes the wiki great. :-D --Swift (talk) 16:36, 18 February 2009 (UTC)

 * That's a good objection, but it would be written as follows:

Laut dem Pfarrer sei Gott gut.
 * MrPalpatine 21:23, 27 November 2009 (UTC)

title: Talk:German/Grammar


text:
Popielids

The Popielids (Popielidzi) were a legendary ruling dynasty of either the Polans, Goplans or both tribes, founded by Leszko II. They supposedly ruled the lands of Poland prior to the start of the Piast dynasty. Two Polish families claim descent from the Popielids: the Pobog-Pobodze clan is a junior branch of the Popielid dynasty, rulers of Poland from the 7th through 9th centuries, before the era of Bolescic-Piast dynasty (9th to 14th centuries) another junioral branch of the Popielid dynasty.

The first document mentioning the dynasty, as well as the last of its members, is the medieval chronicle of Gallus Anonymus. According to it, Popiel II was ousted by a certain Piast the Wheelwright, who in turn gave power to his son, Siemowit. According to a popular legend, Popiel II was then eaten by mice in his tower on the Gopło lake. The predecessors of Popiel II are mentioned by Wincenty Kadłubek and Jan Długosz.

Because of a lack of tangible archaeological evidence of the dynasty's existence, little is known of it. Some scholars speculate, basing mostly on the linguistic analysis of personal names, that the Piasts (whose name in Slavic means the one to care for or the one to educate) were initially Popielid mayors of the house responsible for education of the princes, in a similar relation as the Carolingians and Merovingians. Some also speculate that the legend of carnivorous mice (myszy in modern Polish) might contain a grain of truth as the word bears semblance to the name of the first historical ruler of the Piasts, Mieszko (whose name meant bear in old Polish, but see the name section of the article on Mieszko I for controversy on the subject).

Legendary descendants

 * Leszko II – alleged progenitor of the dynasty
 * Leszko III
 * Popiel I
 * Popiel II – last member of the pre-Piast dynasty
 * Bolesław – inherited lower Pomerania
 * Kazimierz – inherited Kashubia
 * Władysław – inherited Kashubia
 * Wratysław – inherited Rania (Mecklenburg-Vorpommern)
 * Oddon – inherited Dytywonia (Holstein)
 * Barwin – inherited lower Pomerania
 * Przybysław – inherited Dytywonia (Holstein)
 * Przemysław – inherited Zgorzelica (Brandenburg)
 * Jaksa – inherited White Serbia
 * Semian – inherited Serbia
 * Siemowit – inherited Zgorzelica (Brandenburg)
 * Siemomysł – inherited Zgorzelica (Brandenburg)
 * Bogdal – inherited lower Pomerania
 * Spicygniew – inherited Bremen
 * Spicymir – inherited Glain (Lüneburg)
 * Zbigniew – inherited Szczecin
 * Sobiesław, Prince of Dalen – inherited the Castle of Dalen (Dahlenburg)
 * Wizymir – inherited Wyszomierz (Wismar)
 * Czestmir – inherited Dytywonia (Holstein)
 * Wisław – inherited Międzyborze (Magdeburg)

title: Popielids


text:
skynja

Etymology
From, from.

Verb

 * 1)  to sense, to perceive
 * 2)  to understand, to comprehend
 * 1)  to understand, to comprehend

Verb

 * 1) perceive

title: skynja


text:
User:CheyenneSciacca/sandbox

CheyenneSciacca (talk) 19:25, 21 September 2017 (UTC)19:15, 21 September 2017 (UTC)19:15, 21 September 2017 (UTC) <!-- EDIT BELOW THIS LINE Cheyenne Sciacca Aka Cheyenne Wilson was born October 12,1971 in Milwaukee,Wisconsin to John Wilson and Therese (Orlikowski) Wilson, Sciacca Is of Native American (Cherokee) ,Polish, German,Scottish, and some Italian ancestry. Sciacca was Exotic Entertainer Of the year in 1994. She was a dancer at various night clubs around, San Diego, Las Vegas, & Milwaukee--Such as Pacers,Nitelife Uptown, Airport Lounge, Heartbreakers And the famous Crazy Horse 2 in Las Vegas. She then moved on to be a pharmacy technician, in 1998 until 2002 when in 2002 ,Sciacca retired for Health and family reasons. She lives in Las Vegas with her Mother and her dog, Paco. Sciacca was never married and has no children.

Just press the "Save changes" button below without changing anything! Doing so will submit your article submission for review. Once you have saved this page you will find a new yellow 'Review waiting' box at the BOTTOM of your submission page. If you have submitted your page previously, either the old pink 'Submission declined' template or the old grey 'Draft' template will still appear at the top of your submission page, but YOU SHOULD IGNORE it. Again, please don't change anything in this text box. Just press the "Save changes" button below. ↓    ↓      ↓     ↓      ↓     ↓      ↓     ↓      ↓     ↓      ↓     ↓      ↓     ↓      ↓     ↓      ↓     ↓      ↓     ↓      ↓     ↓      ↓     ↓      ↓     ↓

title: User:CheyenneSciacca/sandbox


text:
Bambara

Bambara, or Bamanakan in the language itself, is a language in West Africa, mostly in Mali, where it is mother tongue of the Bambara people (30% of the population), and where 80% of the population can communicate in the language. Bambara will also be useful in Burkina Faso, Côte d'Ivoire, and Gambia. Together with Jula (French spelling Dioula), Malinké, and Mandingo, it belongs to the Mandekan family of more or less mutually comprehensible languages, which itself part of the Mande group, which is a Niger-Congo language subgroup. The bambaran tribe were mostly Muslim.

It is a Subject Object Verb language and it is a tonal language with two tones. It uses seven vowels a, e, ɛ, i, o, ɔ and u (a like in car, e like in echo, ɛ similar to the second e in echelon but more open, i like in India, o like in for, ɔ like the final sound in gnaw, and u like in the name Honolulu).

History, influences
In the past and present Bambara has strongly been influenced by French. Any knowledge of French is of great use when learning Bambara. And during your first attempts of actually speaking the language you can try to use French words if you don't yet know the Bambara word for something.

Sound
It is a tonal language, with two different tones, high and low. Within a word the tone can only be rising.

Grammar
Like Turkish and Japanese, it is an agglutinative language, meaning that morphemes are glued together to form a word.

The basic sentence structure is Subject Object Verb. Take the phrase, "n t'a don" (I don't know [it]). "n" is the subject (me), "a" is the object (it), and "[ka] don" is the verb ([to] know). The "t'" is from the present tense marker "té." "té" is the negative present tense marker and "bé" is the affirmative present tense marker. Therefore, "n b'a don" would mean "I know it".

Contents

 * Verbs
 * Vocabulary

Particles
There are no definite particle in Bambara.

Gender
Gender can explicitly be expressed by using the suffixes -muso for feminine and -kè for masculine. For instance

 * jakuma
 * cat

 * den
 * child

Questions
In Bambara there are three different ways for turning a sentence into a question. The first is simply using a question mark, or a change of expression, of tone, which is common in French, and the other two are like Japanese and Chinese where an interrogative particle is used to indicate that the sentence is a question:

 * 1) .. wa?  - at the end of a sentence
 * 2) ¿yali .. - at the beginning of a sentence

Interrogatives

 * min? (at the end of the sentence)
 * where?

 * mun .. ?
 * what?

 * munna .. ?
 * why

 * jon .. ?
 * who?

Plural
The plural is indicated with a w at the end of a word, and uu for words ending in u.

 * musow
 * women

Pronouns

 * ne : me, I, my, mine
 * i : you, your, yours
 * a : he, she, him, her, his, hers, it
 * aw : you, your, yours (plural)
 * an : us, our, ours
 * u, alou : they, their, theirs

Note that Bambara doesn't have a special possessive pronoun. Possession is formed using the ka particle, e.g. ne ka mobili - my car.

title: Bambara


text:
Talk:Earnie Stewart

WikiProject class rating
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Nickname
"BiG Ern" are you kidding me for a skinny 5'9 guy? I call BS. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 19:10, 21 January 2016 (UTC)
 * Removed. It remained unsourced for over a year. Walter Görlitz (talk) 04:17, 30 March 2017 (UTC)

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title: Talk:Earnie Stewart


text:
Kevgürk Castle

Kevgürk Castle (Kevgürk Kalesi) is a castle in the Akkuş district of the Ordu Province in Turkey.

The castle is located 30 kilometers south of Akkuş, at a height of 300 m from the base next to the Tifi Creek, which is the continuation of Gökçebayır Creek. It is located on a steep cliff, and from a distance, can be mistaken for a part of the rock. There is a gate on the eastern side which is half-buried in the soil, the gate can be accessed by climbing the cliff on the eastern side. There are houses in the castle, made of brick and shards of marble. It has a dominant position that oversees its surroundings.

title: Kevgürk Castle


text:
D'ni/Idioms

There are some idioms to the D'ni that differentiate it from English. A D'ni fanfic writer should have these rules handy:

Word order

 * The adjectives follow the noun they describe. 'Small rock' is Præd prin
 * Articles always precede the noun they refer to, never the adjective: 'the natural rock' is 'the-rock natural', so we must say repræd vogec, and not **re-vogec præd.
 * When a word has several modifiers (adjectives, adverbs), the closer a modifier is to that word, the greater its significance. While English has them scattered on both sides of the noun, D'ni arranges them all afterwards in descending order of significance, single-word adjectives first, then adjectival phrases.
 * The bond between verb and object is very strong and can never be broken. Thus, when adverbs are introduced into a sentence that has both verb and object, they don't come directly after the verb as would be expected but rather are placed after the object.

Commas

 * The repeating ‘and’ ga between a series of words is correct, so it is okay to say 'I walked between rocks and plants and trees and mountains and caves and animals' while in English it might be annoying...

Quantity

 * Quantity factor such as 'a bit', 'very' or 'a lot' are expressed with preposition b'  followed by a number between 1 and 25. B'fasí ('to 25') means 'absolutely'. Numbers above 25 are used for exaggeration. See also ../Numbers/

title: D'ni/Idioms


text:
Talk:United States Government/Civic Society

What is this book suppose to discuss?--Alsocal 03:28, 6 Jan 2005 (UTC)


text:
चिट्टी

Etymology
Feminine of. Per Turner, ultimately a borrowing of, from , from , from. Related to 🇨🇬, 🇨🇬.

Noun

 * 1) a type of bird

title: चिट्टी


text:
Talk:Battlefield Line Railway

Fair use rationale for Image:DSCN1131.JPG
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BetacommandBot 01:21, 24 July 2007 (UTC)

Fair use rationale for Image:18072007168.jpg
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title: Talk:Battlefield Line Railway


text:
User:Filelakeshoe/dashboard

Recurring drudgery

 * Category:Unassessed_Czech_Republic_articles

Czech IPA cleanup
DONE!!!

check back here for more in a few months

Stress

 * Czech stress is always on the first syllable (bunch of citations in Czech language to prove it) except:
 * In Lach dialects, which have penultimate stress
 * When the word is preceded by a preposition at least one whole syllable in length (the preposition carries the stress).
 * Arguably in some foreign names (e.g. Andrea_Sestini_Hlaváčková)
 * Whether a vowel is long or short has absolutely no bearing on whether or not it is stressed in Czech.
 * Czech vowels are not reduced in tone when unstressed; thus an Anglophone might hear a vowel like [a], or [ɛ], or actually basically anything except the short [ɪ], and think that means "stressed", because as an unstressed vowel in English it would be centralised.
 * English "stress" is more than just stress - it's stress plus length plus vowel "complexity" all in one. In Czech stress is just stress, i.e. a slightly more accented syllable in terms of pitch and perhaps also volume. This misunderstanding creates plenty of confusion when low-quality pronunciation audio files are involved, as has happened on e.g. Rusalka (opera), Bedřich Smetana, Leoš Janáček, Emmy Destinn and probably more.

Articles that need to be monitored

 * Leo Express and RegioJet (for promo waffle by undisclosed paid editors)
 * Ostrava (the mestsky urad has overwritten this entire article in the past)
 * Tom Henning Øvrebø (Ch*lsea fans will still be vandalising this article in the year 2100)

Articles to create

 * Transitional dialect
 * Western Slovak dialects
 * Central Slovak dialects
 * Bohemian dialects (and merge bits of Czech language into it?)
 * Dialects of Czech
 * Dialects of Slovak
 * Besední dům
 * Czech phonetic alphabet (start from cs:Česká fonetická transkripce)
 * Riegrovy sady
 * Lachia (cs:Lašsko)

Hantec slang
Prolítlo už hafo jařin vod dob, co se dával do pucu Oltecové rathaus. To jednó véšky z Rathausu hodili drát jednomu známýmu borcovi, keré bóchal se šutrama a keré chodil do bódy k jednemu névymakanějšímu a nénabitěšímu mistrovi z Práglu. Sice se mu do Česka moc klapat nechcelo, ale když fotr prolepil ňáké škopek, nebylo co řešit. Hodil na sebe mantl a solidní traťůvky a vodklapal. Ňáké jár krmil lepóchy rozumama toho šéfa z Práglu a když už byl skoro hotové, tak se vo něm domákli véšky ze Štatlu a že pré má naklapat do Brniska a helfnót jim s oltecovým Rathausem.

sajtna nad bahnem

Expand

 * Electronic_dance_music
 * Josef Valčík

Cool RD threads
User:Filelakeshoe/RD

Můj Janáček
"'Characters may be able to hold no communication, may be essentially alone; but they are all of the same species. Death and difference do not answer appeals; otherness is persistent, a fact, as is failure; but a C♯ can become a D♭, and that is what is meant by humanity.'"

–

Thoughts on hovorová x obecná čeština

 * Abstract. B. Havránek’s view of Common Czech is useful and it is basically correct in presenting the characteristic properties of the given formation, but it is not exact to call it an interdialect, since it constitutes the basic colloquial form of the Czech language. The view of colloquial Czech as one of the variants of Standard Czech is not realistic.—

Dojč
"Vltava; Moldau. As always, a German name stands like a Gothic shadow behind the Czech – Praha, Prag; Malá Strana, Die Kleinseite; Vltava, Moldau – just as German history looms behind Czech history, occasionally reaching forward to tap it on the shoulder and remind the Czechs that they only occupy a narrow Slavic salient thrust into the heart of the Teutonic world." — Simon Mawer, Prague Spring.

My first edit
My first edit was on 20 November 2006, to London Underground.

IPA and WP:V
"[...] unsourced? Give me a break, IPA is just a written transcription of how words are pronounced. [...] I trust Wikipedia editors to know how words in their native languages are pronounced (except in rare cases of genuine doubt) just like I trust them to be able to distinguish grammatical sentences in their native languages from ungrammatical ones, a task historically very difficult for grammarians to explicate precisely, and which is still beyond the reach of computers. And I trust our resident IPA weenies to be able to check transcriptions of spoken pronunciation into IPA orthography just like I trust our content contributors to spell words correctly (even if there's an occasional error). The last thing I want is Wikipedia's WP:RS goon squads tag bombing IPA transcriptions all over the project.  Next we'll get a tag next to every sentence in every article asking for citations that that the sentence is grammatical, and a tag next to every word asking for a link to an external RS saying that the word is spelled correctly. Stop this, just stop it, IPA is (usually) part of the presentation and not part of the content, and as such it's something that we have to get right on our own." — diff

title: User:Filelakeshoe/dashboard


text:
Talk:Damir Vrabac

External links modified
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title: Talk:Damir Vrabac


text:
The Private Life of Helen of Troy (book)

The Private Life of Helen of Troy by John Erskine was a novel published in 1925 by Bobbs Merrill. It was the best-selling work of American fiction in 1926, according to the Publishers' Weekly. The book was adapted from the Greek legend of Helen of Troy and follows the famous woman's life after the burning of Troy.

Plot summary
In the beginning, Menelaus - Helen's husband - leaves Troy in search of her and plans to kill her for all the trouble her beauty has caused. Instead, the two set out on a week-long voyage back to Sparta. Menelaus questions why his wife ran away from Sparta to begin with, saying that he did not believe her involvement with Paris was enough. Once at home, Helen talks with Charita and tells her that in the beginning, she thought she loved Paris and that is why she ran away with him, but she realized she only loved something he made her think of, and in the end, she only felt sorry for him. She goes on to say that she felt sorry for Paris because she could see he was "lost in the madness" just as she was. She tells her that marriage starts with love, but the people in the marriage get lost along the way and calls marriages fatal errors.

The book follows Helen's family and how she navigates friendships, her marriage, and parenting her children after what many in her life call, 'the scandal.'

Themes
Helen is a progressive woman by American standards in the 1930s, and would certainly be considered radical in ancient Greece. She defends her decision to run away with Paris and even encourages other women in the book to embrace their sexuality. Because of this, many have read the book as a satirical nod to gender politics. There is also a common feminist reading of the book because of Helen's attitude toward marriage and sexuality.

Because the book was published only five years after the 19th Amendment to the U.S. Constitution was ratified, it can be argued that a cultural focus on feminism and women's suffrage influenced why this book was so well received. Helen, in the book, represented a new kind of woman, who did what she wanted rather than what she was told, and defied male authority, which can be argued perpetuated the book's success.

Film
The book was adapted into a silent film The Private Life of Helen of Troy in 1927, written by Gerald Duffy and directed by Alexander Korda. The film, and Duffy, were nominated for an Academy Award for Best Title Writing in 1929 (the first year the awards were held).


text:
Movie Making Manual/Casting Directors

To help you to get some actors for your movie, you're going to need some Casting Directors. Casting Directors are the people who help pick out people to act in your movie. The Casting Directors hold auditions to get actors to act out a snippet of the script and the person who does it best gets picked for the movie.

Where do I get actors?
One of the best places to announce auditions, is of course institutions like drama/theater schools. Also use online community forums like IMDB Pro.

Drama students can often be convinced to do a movie very cheap or for free — especially if it's their first and it's a low budget film.

/Actors /Pre-production /Directing

title: Movie Making Manual/Casting Directors


text:
Borselan

Borselan (, also Romanized as Borselān; also known as Borselān-e ‘Olyā) is a village in Dughayi Rural District, in the Central District of Quchan County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 391, in 110 families.

title: Borselan


text:
Template:Bcp3

This page was created using. One more page (the Logs page) still need to be created, and this page needs to be categorized. To do this, follow the steps below to complete the log page for this plant:

 * Step One: Follow this link, add the text below, then hit save:

(If you saw the plant today, you can also log it on that page).

Usage Notes: This template creates a new "Bloom Clock Plant" page in the "BCP" pseudonamespace (a redlink to this page is automatically created when adding a plant to a text list using bcp).

To use this template add the following to the new page:

 * (images are no longer added by this template!)

(replacing all cap type... note that you do not include the prefix "Image:" in the image name). If there is no image available on commons, just leave the last two fields blank and the template will automatically categorize the page as lacking an image.

The page this template creates will guide you through two more steps for finishing the page (creating a logs page and categorizing).

Note: This template should always be substituted. This template creates a page which in turn functions like a template, and the inclusion/exclusion wikicode will not work properly if not substituted.

title: Template:Bcp3


text:
IB Cultural Anthropology/The Nature of Anthropology/Fields of Anthropology

Anthropology is the study of humans. There are four major subdivisions of this discipline: physical anthropology, linguistic anthropology, archaeology, and cultural anthropology. This course will concentrate on cultural anthropology.

Physical Anthropology
Physical Anthropology is the study of the connection between human physiology and culture. It seeks to explain human variation and evolution in biological terms. For example, why do the Netsilik Eskimos tend to be short and stout, whereas the Nuer and Afar of Ethiopia are generally tall and slim?

Within physical anthropology are several subfields such as forensic anthropology, paleoanthropology, and primate anthropology. Forensic anthropology is concerned with studying the remains of humans for legal purposes. Paleoanthropology is the study of human evolution. Primatology is the study of non-human primates in order to find connections between these species and humans that help understand the evolution of Homo sapiens. Behaviors and physical features found in both human and non-human primates sometimes point to ancient traits held by a shared ancestor more than six million years ago.

Linguistic Anthropology
This is the study of the connection between human language and culture. It seeks to explain why a culture communicates the way it does. For example, why do the Yanomamo not have a word for “thank you” in their language?

Linguistic anthropology also has several subfields, some of which being sociolinguistics and historical linguistics.

Archaeology
This is the study of extinct human cultures by excavating their remains.

Certain subfields of archaeology cross over with other disciplines. For example, paleoanthropology is both a subfield of archaeology and physical anthropology. It is actually a part of a more general subfield of archaeology- prehistoric archaeology. Other subfields of archaeology include classical archaeology and modern archaeology. Classical archaeology is the study of past cultures with a written history (the Greeks, for example). Modern archaeology is the study of modern cultures through excavations. Modern archaeologists might, for example, conduct excavations in city dumps to understand American culture in the 1950s.

Cultural Anthropology
This course will spend most of its time on this subfield of anthropology. This is the study of the cultures of present-day groups.

Like the other three, this subfield has its own subfields. Some of these include applied anthropology, medical anthropology, ethnology, and ethnography.

Applied Anthropology
Applied anthropology is the use of the knowledge of the culture of a group to ease interaction between that group and a group with a different culture. 50% of all anthropologists are applied anthropologists. They are used by the UN, corporations, and other organizations. It’s the most profitable field of anthropology, with many jobs in the six-figure range.

Medical Anthropology
Medical anthropology is a branch of applied anthropology. It is the joint use of both a group’s culture and Western medicine to treat illnesses in developing nations. Knowledge of the local culture can be very important. The Trobrianders, for example, believe in witchcraft. If you are sick, then someone has used witchcraft to make you sick. Thus, saying that a previously sick person made someone sick is accusing them of witchcraft. Needless to say, the consequences of that accusation can be severe!

Ethnology and Ethnography
Ethnology is the comparative study of multiple cultures. Ethnography is a detailed study of a single culture.

Back to The Nature of Anthropology/


text:
Talk:Dylan Lewis

Attack of The Clones
According to Talkin' 'Bout Your Generation he was an extra in Attack of The Clones. Kausill (talk) 12:12, 12 May 2009 (UTC)

The link to 'The Postman' is incorrect. It takes you to a novel with the same name. Can it be corrected? —Preceding unsigned comment added by <IP_ADDRESS> (talk) 23:50, 18 June 2009 (UTC)

Ethnicity: Australian
What? Even if his ethnicity was somehow relevant or interesting I'm pretty sure 'Australian' isn't an ethnicity. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 13:45, 23 May 2013 (UTC)

Assessment comment
Substituted at 13:56, 29 April 2016 (UTC)

title: Talk:Dylan Lewis


text:
Talk:Claude Massop

External links modified
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title: Talk:Claude Massop


text:
User:Jyoti Ranjan Parida

Jyoti Ranjan Parida was (born 16 may, 1983)[1] is a District Level Officer under National Rural Health Mission,IT-Trainer,SW Developer an Indian nationality.He was Called BOSS by all the friends and colleges. He is always known for his Bindas attitude and attitude towards work.

title: User:Jyoti Ranjan Parida


text:
St. Paul's Cathedral, Kolkata

St. Paul's Cathedral is a Church of North India (CNI) cathedral of Anglican background in Kolkata, West Bengal, India, noted for its Gothic architecture and dedicated to Paul the Apostle. It is the seat of the Diocese of Calcutta. The cornerstone was laid in 1839; the building was completed in 1847. It is said to be the largest church in Kolkata and the first Anglican cathedral in Asia. It was also the first new-built cathedral in the overseas territory of the British Empire. The edifice stands on Cathedral Road on the "island of attractions," the site chosen in order to provide for more space for the growing population of the European community in Calcutta in the 1800s.

The architectural design of the cathedral is "Indo-Gothic", a Gothic architectural style designed to meet the climate of India. Following the 1897 earthquake and the subsequent massive earthquake of 1934, when Calcutta suffered substantial damage, the cathedral was reconstructed to a revised design. The cathedral complex has a library, situated over the western porch, and a display of plastic art forms and memorabilia.

Apart from that of Bishop Daniel Wilson, the founder of the cathedral, the other notable burial in the church is that of John Paxton Norman, an acting Chief Justice who was assassinated on the steps of Kolkata Town Hall in 1871.

Location
The cathedral is across from the Bishop's House at 51, Chowringhee Road, in a direct line of sight from the Victoria Memorial. The cathedral is located to the east of the Victoria Memorial and at the southern edge of the maidan, the largest open space in the city.

The building stands on Cathedral Road, on the "island of attractions" in Kolkata, along with the Victoria Memorial, Nandan, Rabindra Sadan theatre complex and the Birla Planetarium.

History
The cathedral was built to replace St. John's Church, which had become too small for Calcutta's growing European community; by 1810 there were 4,000 British men and 300 British women in Bengal.

In 1819, at the request of Francis Rawdon-Hastings, 1st Marquess of Hastings – then Governor-General of Bengal – Royal Engineers officer William Nairn Forbes produced a design for the proposed cathedral; however, it was not accepted as it was deemed too expensive to build. Bishop Middleton suggested as a site for the new cathedral the part of the city now known as "Fives Court", where the cathedral now stands. In 1762 the area had been described as a forest so wild that it harbored tigers and at first it was regarded as "too far south" to serve as a location for the cathedral. Middleton died in 1822 before building plans took shape. The next three bishops – Reginald Heber, Thomas James and John Turner – all died after brief tenures, and it was not until 1832, under Bishop Daniel Wilson, that the project to build the cathedral was revived.

Following acquisition of 7 acre of land to build the cathedral, a Cathedral Committee was set up to build it. The military engineer, Major William Nairn Forbes (1796–1855) (who later became a Major-General in the Bengal Engineers), at the request of Bishop Wilson, designed the cathedral with the assistance of architect C. K. Robinson, modelling the tower and spire on Norwich Cathedral.

On 8October 1839, construction was initiated by laying the cornerstone. The cathedral was completed after eight years and consecrated on 8October 1847. The consecration ceremony, to mark which Queen Victoria had sent "ten pieces of silver-gilt plate" for the cathedral, was largely attended by Europeans and local people. The cathedral was built in Gothic revival style, but with modern construction elements, including an iron framework. It was built with a chancel, a sanctuary, chapels and a 201 ft tall spire; the cost of construction of the edifice was then Rs.4,35,669. The cathedral can accommodate 800 to 1,000 people.

In the 1897 earthquake the cathedral suffered damage and was refurbished. In the subsequent massive earthquake of 1934, when Calcutta was devastated, the cathedral's steeple tower collapsed. It was reconstructed to a revised design. Following the 1934 Calcutta earthquake, the tower was rebuilt along the lines of the central Bell Harry tower of Canterbury Cathedral. On its completion, St.Paul's replaced St.John's Church as the cathedral. The cathedral also has a statue of Bishop Heber (1783–1826), Second Bishop of Calcutta; the statue was sculpted by Francis Leggatt Chantrey. The Bishop's House across the street is also architecturally notable.

The cathedral is well maintained in a serene and peaceful atmosphere. People of all religious denominations can visit the church. Service is held regularly. Christmas is a special occasion when a large number of people assemble to participate in the festivities.

Features

The Imperial Gazetteer defined the architectural design of the cathedral as "Indo-Gothic", to mean a Gothic architectural style built to meet the climatic conditions of India. It was also called a "spurious gothic adapted to the exigencies of the Indian climate." The cathedral's design, otherwise known as Gothic Revival style, includes three stained-glass windows and two frescoes in the Florentine Renaissance style; the West Window was created by Morris & Co. to a design by Sir Edward Burne-Jones. The nave of the cathedral is very long at 247 ft, and its width is 81 ft. The nave is fitted with well-crafted wooden pews and chairs. The central spire rises to a height of 201 ft, and the tower on which it stands is square in shape and was patterned on the lines of the 12th-century Canterbury Cathedral, England. The tower was fitted with five clocks, each of which weighed about three tons. The stained-glass windows on the western side were the creation of Sir Edward Burne-Jones, a pre-Raphaelite master, which were fitted in half-sunk arches; these were designed in 1880 in memory of Lord Mayo who was assassinated in the Andaman Islands.

When completed in 1847, the cathedral as a whole was compared to Norwich Cathedral in England. The East window, which had original stained glass, was destroyed by a cyclone in 1964. It was replaced with a new one in 1968. The roof of the cathedral (it was the largest span when built) is in the shape of a shallow curve arching over iron trusses decorated with Gothic tracery. The nave of the cathedral is built spaciously without any aisles on its flanks. The materials used in the construction of the cathedral consisted of special bricks, light in weight and with good compression strength. The ashlars used were of Chunar stone. The external and internal surfaces of the cathedral were plastered with fine chunam (lime plaster) in the form of stucco.

The cathedral's interior has a display of many plastic art forms and memorabilia. There is an episcopal throne on the southern flank of the altar and a reredos or decorative wall on its liturgical east end dated to 1879; it has carvings of episodes related to the life of St.Paul, the Annunciation, the Adoration of the Magi, and the Flight into Egypt, all the work of Sir Arthur Blomfield. The parish hall within the premises of the cathedral is the venue for holding social functions. The eastern wall in the cathedral has paintings of the life of St.Paul, painted by Blomfield in 1886. Also notable is the font, with its sculpture of Bishop Heber in a kneeling posture. The Cathedral housed an organ, with 41 stops, made by Henry Willis and Sons of London. It was dismantled and replaced with a reed organ. Following this, the reed organ was replaced with a 1938 Hammond Model E Organ. Currently, the church has and uses a Viscount Vivace 40, a 2 Manual, 31-stop electric organ. It is played by the present organists, Mr. George Sudeep Pande and Mr. Shreejit Saha.

The cathedral complex also has a library, situated over the western porch, to dimensions of 61 x with a height of 35 ft. It was built at the initiative of Bishop Wilson, who donated 8,000 of his books and manuscripts. Further donations of books to the library were from W.Gordon and Rev.J.Nath of the University of Oxford and the Calcutta Bible Society. The library also has a sculpture of Bishop Wilson made in marble.

Entry to the cathedral is from the north through a large gate made of wrought iron called the Sir William Prentice Memorial Gate, which is named after Sir William Prentice, who was a member of cathedral's congregation for many years. The cathedral is surrounded by a well-tended garden. In 1847, 63 species of trees had been planted in this garden.

Burials
Bishop Daniel Wilson, who had requested burial in the cathedral and also that memorial tablets be placed at St.Pauls' Cathedral, in Bishop's College Chapel at Calcutta, and in the St Mary's Church, Islington, lies in an underground chamber of the cathedral, where a plaque conferred on him by Queen Victoria is also on display. Sir John Paxton Norman, an acting Chief Justice who was assassinated, is memorialized by a large, decorated plaque, surmounted by a cross, with an engraving depicting Justice with her scales against a background of tilework flowers evoking Judge Norman's interest in botany. Arthur William Garnett, an English engineer who died in India in 1861, was buried here.

title: St. Paul's Cathedral, Kolkata


text:
Wikipedia talk:Articles for deletion/Sun Valley Magazine

Hi there! I'm the founder of this page, an amateur on Wikipedia. I thought it'd be nice to create this page, I just don't have a good enough understanding of how to make professional references on Wikipedia I suppose. If anyone would like to help me reference this nice, that would be nice of you. Thank you!
 * Hi and welcome to wikipedia!  You should place your comments/arguments re retaining the article at the bottom of the discussion page here just hit the edit and add comments - remember to sign your comments by typing ~ .  I will also post links and advice topics on your own talk page about creating articles, adding reliable sources etc., in a few minutes.  Thank you and best wishes  JW 1961   Talk  21:27, 18 August 2020 (UTC)


text:
2018 Davis Cup Europe/Africa Zone Group I

The Europe/Africa Zone was one of the three regional zones of the 2018 Davis Cup.

In the Europe/Africa Zone there were three different tiers, called groups, in which teams competed against each other to advance to the upper tier. Winners in Group I advanced to the World Group play-offs, along with losing teams from the World Group first round. Teams who lost their respective ties competed in the relegation play-offs, with winning teams remaining in Group I, whereas teams who lost their play-offs were relegated to the Europe/Africa Zone Group II in 2019.

Participating nations
Seeds: All seeds and  received a bye into the second round.

Remaining nations:

Draw

 * and relegated to Group II in 2019.
 * ,, , and advance to World Group Play-off.


text:
kuvittaa

Verb

 * 1)  To illustrate adding illustrations to a publication.

Related terms

 * adjectives:
 * nouns:, , , , ,
 * verbs:, frequentative ,

Etymology
From. Akin to 🇨🇬.

Verb

 * 1)  to illustrate

title: kuvittaa


text:
milio

Noun

 * 1) millet

Etymology
Borrowed from, , , , , , all ultimately from , , plural of ,. Then extra i was added so not to be confused with, which can be derived to , , etc.

Noun

 * 1) mile

Etymology
.

Noun

 * 1)  milium

title: milio


text:
User:Aliakram310

Ali Akram: nickname is TUSHAR. born in 29th JULY, 1993. He is not any kind of extraordinary person but he is exceptional. His facebook is

he started his school in 1998 and got SSC in 2010, HSC in 2012. Now he is in Undergraduate program in AIUB

title: User:Aliakram310


text:
Wiki Campus Radio/Guidelines

Wiki Campus Radio is a mört stand-alone project that acts as an initiative for further work, on Wikiversity or other Wikimedia projects, or elsewhere in general, but tempered toward Wiki users of many sorts. It is two-sided:
 * 1) Educational - Wikiversity initiative side
 * 2) Communicational - Wiki resource side

Educational Tool
Wiki Campus Radio is an experiment in collaborative learning. It is also an interdisciplinary study in community dynamics that is being designed from several standpoints:
 * that of an open source development community extending to here from the MediaWiki developers as an application – (Embed Media, Wikisound, etc.)
 * that of an open content development community extending to here from the Wikipedia community as a knowledge base – (Wikipedia, Wikipedia:WikiProjects, etc.)
 * that of an open content repository for learning materials offered from here to the Public Internet – This may be of interest to Wikia communities of interest, for example.
 * that of an open source application for facilitating collaborative learning – SchoolForge, WikiEducator, etc..

These are community-wide standpoints. The materials that Wikiversity hosts may be used in any way, depending on the people who use them and the context in which they are used.

The first step in building the WCR platform is to establish a user base. The next step is to find mentors who know how to implement the technologies involved. see Whole Wheat Radio

title: Wiki Campus Radio/Guidelines


text:
User:ProfGray/Exercise wife-sister edits

Wikipedia Assignment 2b: Introductory edits on wife-sister narratives Due: Week 4-5 2015 Return to the course page

Learning outcomes
See: User:ProfGray/ExerciseIntroEdit. This exercise focuses on facility with reading (or skimming) and utilizing academic articles for brief WP edits.

Principles behind the assigned steps
The assigned procedure is built upon the following principles:

 * 1) Talk to people. Raise questions or proposing improvements before editing on Talk pages. (Though other approached can work, too. Wikipedia runs more smoothly when people chat about a topic and develop good working relationships.
 * 2) Know your stuff and back it up. Do initial work to get your citations in order. Master the intellectual content!
 * 3) Find where you can add value. Evaluate existing WP article sections in comparison to selected academic sources:
 * 4) * Paraphrase the main claim or other aspects of an academic source
 * 5) Take small steps. Do low stakes WP editing, such as single sentences with verifiable citations.
 * 6) * You'll avoid frustration and get better feedback or collaborative input to the article.
 * 7) * Better to write in a sandbox, practice good paraphrasing and citing, and get vetted by peers, rather than commit plagiarism on this public website
 * 8) Be responsive to other WP editors, or classmates, who want to modify, dispute, or add to your contributions. Check the Article Talk page.
 * 9) * You are part of a Big Project. If your specific words get deleted or revised, let it go. You will find ways to contribute much more down the road.

Your scholarly sources and Wikipedia article(s)
For weeks 4-5, students will work in teams on Wife-sister narratives in Genesis, or related articles, such as Abimelech, Sarah, Rebekah, or Genesis.
 * Sources: Each team will receive scholarly, academic sources. The pdfs for academic sources are in Niihka > Resources > Wife-sister
 * At the Instructor's discretion, individuals or teams with sufficient Wikipedia and research skills may be welcome to edit alternative Articles

 * Objective: Each team will collaborate to place its sources' facts, findings, and claims into the Article(s) in a fair (WP:UNDUE) and neutral way

Step 1: Work as a Team player: Week 4

 * Coordinate and peer review work through your Team page (and User Talk pages), hence
 * Every day, check your watchlist
 * You MUST keep watch over any Article that you are editing
 * Keep watch over your Team page

Step 2: Prepare your list of scholarly sources: Week 3-4, due Monday Feb. 16

 * On your Sandbox or Team page, write a list of the scholarly sources (that I will provide you in class) for the Wife-sister article. You might include JSB annotations.
 * Use Wikipedia citation tools, which should be helpful.
 * Do not include any non-academic sources.
 * Optional: you can list relevant Biblical texts; however, except for a synopsis of a Biblical narrative, do NOT write sentences that are supported only by a verse WP:OR

Step 3: Analyze sources and compare to WP articles: Week 4
♥ Bring a printout of your notes to class. Student analysis and identified gaps/errors will be discussed in class!
 * Take proper notes on the scholarly sources:
 * Figure out the author's main claim(s). Put these in your own words -- do not mimic the author's sentence structure. You can use the author's theoretical or other key terms.
 * Find key facts and explanatory/analytical points
 * Outline arguments (evidence, reasons, claim) by scholars
 * Keep track of quotations in " " or QQ marks
 * Find gaps and errors in the wife-sister narrative or other WP articles, find where you can make a contribution with your notes!

 * Never put raw notes into Article or Article Talk pages. You can use your sandbox, or another user subpage, the Team page, or simply keep notes off Wikipedia.

Step 4: Write your sentences with refs, sandboxed: Week 4 by Monday, Feb. 16

 * Write up 1 to 5 sentences for the Wife-sister narratives or other Wikipedia article(s):
 * Put the sentences in your personal Sandbox or your Team page
 * Each sentence MUST include a reference to a scholarly source. Sentences can share a source, of course.
 * References must include the page number(s) in the scholarly article.
 * IDEA: To ease peer review, provide "exact quotations" from the scholar that supports your sentence!

Step 5: Introduce your ideas and role on Wikipedia Article Talk page(s): Week 4 by Wednesday, Feb. 18

 * 1) Introduce yourself! Each individual should mention their involvement and proposed edits.
 * 2) Put the Course Banner (assignment template) at the top of the Article Talk page, if it's not there already!
 * 3) *To do this, copy the following -- with the squiggly brackets -- and insert at the top of the article's Talk page:
 * 4) All proposed specific edits could include both the sentence(s) and mention your reliable, scholarly source.

Step 6: Peer review each other's sentences and references: Week 5, Monday, Feb. 23
Review another student's sentence and ref, and comment in their sandbox (or sandbox Talk):
 * Check the reference for all its elements (e.g., author, title, publication, date) and page number
 * Explain to the student any discrepancy

 * Look at the cited page yourself. Does the sentence fit the author's intended meaning?
 * Or look at the exact quotations provided by your Team member! (See "recommended" above)
 * Explain clearly if the sentence(s) do not fit the source

 * Does the sentence describe the scholar's idea and intent in a NEUTRAL (see WP:NPOV) manner? If the content is controversial or disputed, let the sentence attribute the idea to the scholar.

Step 7: Edit the assigned Article(s) with vetted sentences, due: Week 5, Wednesday, Feb. 25

 * All specific edits must include a reference to a reliable source.
 * For now, only use sources approved by our course
 * Exception: feel free to write section "lead" sentences that summarize the rest of the section. These can often simply rely on the sources cited below.

 * Your first edits should be vetted (peer reviewed) with your Team.
 * After your sentences are vetted (peer reviewed), put them in your portfolio and -- if feasible -- into the Article(s)
 * Don't worry if the sentence is reverted (rejected) by other Wikipedia users. To avoid reverts, you will first discuss your ideas on Article Talk pages. Regardless: Your grade does NOT depend on whether your contributions are actually accepted in Wikipedia.

♥ Place all your substantive edits, i.e., sentences and references, in your Portfolio page for grading. Or print them out. Or provide permanent links. Note: you do NOT have to edit the actual articles for a grade. You can submit proposed edits instead.


text:
Talk:David Sambar

External links modified
Hello fellow Wikipedians,

I have just modified 2 one external links on David Sambar. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
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title: Talk:David Sambar


text:
Talk:Devon McTavish

WikiProject class rating
This article was automatically assessed because at least one article was rated and this bot brought all the other ratings up to at least that level. BetacommandBot 11:13, 27 August 2007 (UTC)

External links modified
Hello fellow Wikipedians,

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 * Added archive https://web.archive.org/web/20120107172836/http://www.dcunited.com/press-release/2011/12/devon-mctavish-announces-retirement-from-soccer to http://www.dcunited.com/press-release/2011/12/devon-mctavish-announces-retirement-from-soccer

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title: Talk:Devon McTavish


text:
Talk:Bonifacio Arévalo

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title: Talk:Bonifacio Arévalo


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User:Wartainian/sandbox

https://research-repository.griffith.edu.au/bitstream/handle/10072/16760/44333_1.pdf?sequence=1

https://www.annualreviews.org/doi/pdf/10.1146/annurev.ps.31.020180.002325

https://academic.oup.com/jcr/article-abstract/4/1/29/1829344

https://psycnet.apa.org/record/1981-24524-001 https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-6494.1979.tb00202.x

https://www.sciencedirect.com/science/article/pii/S0065260108601070

https://psycnet.apa.org/record/1972-27156-001

https://psycnet.apa.org/buy/1986-14532-001

title: User:Wartainian/sandbox