text:
Talk:Quenya/Verbs

 If you have questions on grammar or linguistics topic, start a new section. If you have question about the english wording, post in on the Incomprehension of text section.

Plural of "mallë"
Quote: "Because of the attestation of the plural of mallë, beeing maller, words ending in -lë are usually considered to belong to the first group of nouns, i.e. those forming the plural in -r."  Elistir, Do you mean,The first group consists of those nouns whose plurals end in an -r, an example of which is mallë (being''), whose plural is maller?--Hillgentleman 12:28, 27 October 2006 (UTC)

 * Yes and no Hillgentleman. This course has been created mainly as Lectures on the Textbook Q#R together with the Grammar Q#W. At the top of each section there's a box with the references (principally about Q#R) the informations below are lectures, notes or adding informations going in-depth. If you reas the references, you'll undertstand the sentence, because Q#R:16 doesn't say that words ending in -lë as beeing part of that group of nouns (forming the plural in -r). However, I see your point that this structure of the course should be cleared. However the reply to your questrion is:

 * as we have only two attestation of plural froms of words ending in -lë, the largest shared opinion is that those nouns should belong to the first class.

 * --Elistir 15:01, 27 October 2006 (UTC)

Incomprehension of text
elencation= ? --Hillgentleman 01:55, 27 October 2006 (UTC)

 *  list.Edited. --Elistir 12:20, 27 October 2006 (UTC

title: Talk:Quenya/Verbs


text:
aristate

Etymology
, from. See.

Adjective

 * 1)  Having a long bristle at its apex.
 * 2)  Having a pointed, beard-like process, like those of the glumes of wheat; awned
 * 3)  Having a slender, sharp, or spiny tip.

Translations

 * Finnish: otapäinen
 * French:
 * Portuguese: aristado
 * Tagalog: simain

source: wikimedia

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

title: aristate


text:
Linda Blackall

Linda Louise Blackall is an Australian microbiologist who has studied microbial communities and their applications in water management. She is professor of environmental microbiology at the University of Melbourne.

Career
Blackall has a bachelor's degree, master's degree, and Ph.D. from the University of Queensland, completed respectively in 1981, 1982, and 1987. Her dissertation, in the School of Molecular and Microbial Sciences, was Actinomycete scum problems in activated sludge plants.

She was professor of microbiology at the University of Queensland from 1992 to 2008, where she developed microbial techniques for wastewater treatment as scientific director of the Advanced Water Management Centre and director of research at the Environmental Biotechnology Cooperative Research Centre; in this time period she also held an appointment as professor of microbiology at the University of New South Wales, and in 2005 she became chair of Australia's Antarctic Science Advisory Committee. At the Australian Institute of Marine Science from 2008 to 2010, she shifted her focus to the study of marine microbial communities. She became head of biosciences at Swinburne University of Technology, from 2012 to 2016. She moved to the University of Melbourne in 2017.

Blackall's publications include the edited volume The Microbiology of Activated Sludge. Beyond her research, she collaborates with the publishing company Small Friends Books on science communication books for children, and is a coauthor of the Small Friends book The Squid, the Vibrio and the Moon.

Recognition
The Australian Society for Microbiology gave Blackall their Frank Fenner Research Award in 2001. The International Water Association gave her their Ardern–Lockett award in 2005. In 2020, Blackall was elected as a Fellow of the Australian Academy of Science.

title: Linda Blackall


text:
User:WindRunner~enwikiversity

Hello. I am merely a humble high school senior here to help a project with a lot of potential. I am (or was) knowledgeable in many different basic fields, though I excel in math and science. Physics and Chemistry are the areas I try to contribute the most in, though I still remember some Calculus from sophomore year. My other relatively good areas are geography, biology, meteorology (my favorite subject area!), photography, and anything techonology related. English, however, I have never perfected to the level that many of my teachers would have liked, but I know enough not to misspell anything (knock on wood).

Don't be surprised if you have to work on my explanations, though - I have never explained things well and probably never will. Such is the problem when you understand concepts without people having to explain them to you to begin with. While it is a blessing in many cases, it is a curse as well, especially when I try to do things like this.

About
Occupation: High school senior, at Liberty High School

Location: Warrenton, Virginia, Virginia, located in Fauquier County just outside of Northern Virginia and Washington, D.C.

Hobbies: Meteorology, Photography, running cross country running and track.

Other
Contact me directly!

title: User:WindRunner~enwikiversity


text:
User:Shebzeny

Politics, sports, and entertainment are my interests. New to Wikipedia. Any help will be appreciated.Shebzeny (talk) 10:03, 19 September 2017 (UTC)

title: User:Shebzeny


text:
St Alban's Church, Pauatahanui

St Alban's Church is an heritage-listed Anglican church located in Pāuatahanui, Porirua, New Zealand.

History
Built in 1898 and designed by Frederick de Jersey Clere in the Gothic Revival style, the current church is the second church to be built in Pāuatahanui. The church was listed in 1983 by Heritage New Zealand as a Category 2 historic place.

The building is on the old site of the Matai Paua pā, that was built by Te Rangihaeata, the Ngāti Toa leader in 1846.

Services are held weekly on Sundays at 11am.

title: St Alban's Church, Pauatahanui


text:
Talk:Delphine Pelletier

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 03:02, 27 August 2007 (UTC)

External links modified
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title: Talk:Delphine Pelletier


text:
Talk:Unsolved problems in neuroscience

This is a copy of a page that was nominated for deletion at Wikipedia. --JWSchmidt 04:51, 31 August 2006 (UTC)

title: Talk:Unsolved problems in neuroscience


text:
Talk:Sonique (musician)

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Birth year
1965 according to page 477 of. Primary sources also indicate 1965: https://beta.companieshouse.gov.uk/officers/RTRA9SLF_Bpda65PJFK50R4AF_s/appointments. Crisso (talk) 11:20, 9 May 2020 (UTC)

confusing please clarify
OK references hits like feels so good and sky, but this is just after about her work during the early to mid 2000s. Those are 90s dance hits, not stuff written 10 years later. Might be better to say she had top dance hits in the 90s as a solo artist not early to mid 2000s. It would make sense for the chronology to flow rather than go back and forth. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 17:12, 9 April 2022 (UTC)

title: Talk:Sonique (musician)


text:
User:Somwanshi dilip

I am a Wikipedia contributor and so proud to be a Wikipedian. I've joined wikipedia recently on June 2012. I like wikipedia because it is the major source of world's information. I look on wikipedia for information related to my assignments and project works as well as my free-time information search. It contains most comprehensive coverage on every articles and the great advantage of it is that we get it free and live on the Internet.

About me:
I like to know more about my favorite animes and discuss about them. I like to watch Disney channel as it features all the anime shows which I like and one of my best anime show which I like is Doraemon.

Most recent creations:
Anime-

 * 1) Doraemon: Nobita's the Night Before a Wedding
 * 2) The Doraemons: Goal! Goal! Goal!
 * 3) Dorami-chan: Mini-Dora SOS
 * 4) Doraemon: The Day When I Was Born

What I'm most proudest of and have spent more time working on it than anything else are my contributions to a most popular manga and anime series, Doraemon. The Doraemon is even mentioned on wikipedia. I've also created a recent page on Doraemon's short film Doraemon: Nobita's the Night Before a Wedding.(see above)

title: User:Somwanshi dilip


text:
Ramona Theater

The Ramona Theater, at 113 Broadway in Buhl, Idaho, was built in 1928. It was listed on the National Register of Historic Places in 1976.

It was designed by architect Burton Morse. Built during a decade of a numerous constructions of movie theatres with varying architectural themes, this featured a mix of "Spanish Mission and Islamic elements, suggesting something from the movie sets of the day—perhaps those in Douglas Fairbanks' Thief of Bagdad, produced in 1924. Its pink stucco mass is accented with a four story corner tower 41 feet tall, topped by a mosque-like dome." Parts of a predecessor building on the site, the Wade Building, were incorporated into the construction.

title: Ramona Theater


text:
Wikipedia:Articles for deletion/Lycaon (band)

The result was   keep. postdlf (talk) 00:22, 22 February 2015 (UTC)

Lycaon (band)

 * – ( View AfD View log  Stats )

A search for this band turns up nothing at all. Just directory listings and youtube videos. Ridernyc (talk) 21:33, 8 February 2015 (UTC)
 * Note: This debate has been included in the list of Bands and musicians-related deletion discussions. N ORTH A MERICA 1000 13:53, 9 February 2015 (UTC)
 * Note: This debate has been included in the list of Japan-related deletion discussions. N ORTH A MERICA 1000 13:53, 9 February 2015 (UTC)

 Relisted to generate a more thorough discussion so a clearer consensus may be reached.
 * Delete. Not seeing any in-depth third-party sourcing or coverage to demonstrate notability. --DAJF (talk) 01:24, 10 February 2015 (UTC)
 * Keep. The band has charted multiple times for both singles and albums, with the highest single coming in at 41 and the highest album at 48. This satisfies criterion number 2 of WP:BAND.　With a few online articles (, , etc.) and indications they regularly appear in the visual kei press , I believe they pass notability criteria. Michitaro (talk) 23:07, 11 February 2015 (UTC)

Please add new comments below this notice. Thanks, Missvain (talk) 05:54, 15 February 2015 (UTC)


text:
Echo Lake Country Club

Echo Lake Country Club is a private, member-owned country club located in Westfield, New Jersey. The club was founded in 1899, and the golf course was designed by Donald Ross in 1913.

History
The club was founded as the Cranford Golf Club in 1899, and a 9-hole golf course was designed by Willie Dunn on Lincoln Avenue in Cranford, New Jersey. Cranford business owners and trading-stamp magnates Thomas Sperry and William Miller Sperry were executives of the Cranford Golf Club on Lincoln Avenue, formerly known as Westfield Avenue and part of the Old York Road. The club's 19th-century grounds off Lincoln Avenue were a former estate said to have supplied lumber to build the USS Constitution ("Old Ironsides") in the 1700s. The grounds also included the largest sour gum ever recorded in the Northeastern states, known as the Cranford Pepperidge Tree or "Old Peppy."

Young men from the Cranford club went on to fame --- Max Marston of Central Avenue in Cranford, New Jersey won the National Amateur Golf Association Championship, and Dean Mathey won the National Clay Court Tennis Doubles Championship twice.

In 1912, the Cranford Golf Club purchased the Harper Farm in Westfield, New Jersey, and engaged Donald Ross to design the current course, which was completed in 1913. The clubhouse was built on a high bluff overlooking Echo Lake.

In 1921, the Cranford Golf Club and the Westfield Golf Club merged, choosing the name Echo Lake Country Club to reflect both the site, along the upper reaches of the Rahway River Parkway, and the broad country club activities offered.

National Championships
The club has hosted two national championships conducted by the United States Golf Association:

title: Echo Lake Country Club


text:
ferrotoroidicity

Etymology
From.

Noun

 * 1)  The presence in a material of an ordered arrangement of magnetic vortices

title: ferrotoroidicity


text:
Robert L. Goodale

Robert L. Goodale (1930 – July 17, 2014) was a surgeon and philanthropist at the University of Minnesota who was instrumental in developing noninvasive procedures that allow patients to return home the same day.

Early life and education
Goodale was born in Boston, Massachusetts, but grew up in Cambridge and Ipswich. A graduate of Groton School, he obtained his undergraduate degree from Princeton University. He then worked for his MD degree at the Columbia University College of Physicians and Surgeons which he got by 1956. Goodale spent the next three years as an intern at Boston City Hospital before joining the United States Army, and after the service got enrolled into the University of Minnesota from which he got his double Ph.D. in surgery and physiology in 1966.

Career
Following his dissertation, Goodale remained at the University of Minnesota (U of M) becoming an instructor at its Department of Surgery where he worked under the leadership of Owen Harding Wangensteen. During his early academic career at U of M, he became interested in endoscopy, and ended up spending two months in Kyoto University, developing new endoscopic techniques with Yu Kawai. His focus and persistence lead to the development of lasers, an advanced sclerotherapy and electrocautery and clipping which are currently used to cure gastrointestinal bleeding. His other achievement was the stenting of esophagus and biliary tract to ease airway obstruction.

Philanthropy
A year after retiring, Goodale and his wife, Katherine, became philanthropists and donated $1 million to endow a chair for minimally invasive procedure at the University of Minnesota Medical School. They also gave $3.4 million to Cowles Center for Dance and the Performing Arts to rebuild Shubert Theater, which now bears the names of Bob and Katherine Goodale. As a servant on the board of Ballet Arts Minnesota he traveled with his wife to Russia where they performed with Link Vostok, a Russia-based dance cultural-exchange program.

Personal life and death
Goodale was married to Katherine and has four children; Anne Esmonde, Katherine Prendergast, Margaret Mason, and Robert L. Goodale III. When he was not doing endoscopy and philanthropy, Goodale was busy with playing trombone and enjoyed recording music. He also was an avid sailor. Goodale died of cancer at the age of 84, while residing in Edina, Minnesota.

Awards and fellowships
Dr. Goodale was a fellow of the American Surgical Association and a recipient of Harold S. Diehl Award.

title: Robert L. Goodale


text:
Talk:Henyk

Name origin
From uk:Нижній Березів it appears that the surname is of Hutsul distribution. IMO it originates as a diminutive of Gennady, but I have no sources. Staszek Lem (talk) 17:16, 20 September 2019 (UTC)

title: Talk:Henyk


text:
Talk:List of United States Bureau of Reclamation dams

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text:
Alan Hirschfield

Alan James Hirschfield (October 10, 1935 – January 15, 2015) was an American film studio executive and philanthropist. Hirschfield served as the CEO of Columbia Pictures from 1973 to 1978 and the chairman of 20th Century Fox from 1982 until 1986. Outside of the film industry, Hirschfield helped Clive Davis establish Arista Records in the 1970s.

Early life and education
Hirschfield was born to a Jewish family in New York City on October 10, 1935, to Norman and Betty Hirschfield. The family moved to Oklahoma City when he was three-years old, where his father worked for Allen & Company's natural gas operations. Hirschfield received a bachelor's degree from the University of Oklahoma and a master's degree from Harvard Business School.

Career
After school, Hirschfield went to work for Allen & Company (he was a close friend with its founder Charles Allen Jr.) and after Allen & Company took a financial stake in the film studio Warner Bros., Hirschfield was appointed financial vice president.

In 1973, again after Allen & Co took a financial stake in Columbia Pictures, Hirschfield was appointed CEO serving in that position from 1973 to 1978. In 1978, Hirschfield was forced out of Columbia Pictures after being pressured by members of the board of directors, chiefly Herb Allen, into the disastrous reinstating of David Begelman, a studio executive who had embezzled $61,000 from Columbia, despite being vehemently against it. In 1981, Hirschfield was hired by Marvin Davis to be the chairman of 20th Century Fox; he resigned in 1984 and was replaced by Barry Diller. From 1990 to 1992, Alan Hirschfield served as a co-CEO and investment banker for the former Financial News Network. He was also the co-CEO of the Data Broadcasting Corp from 1992 to 2000.

The Begelman embezzlement and its aftermath were the subject of the best-selling 1982 non-fiction book Indecent Exposure by David McClintick.

In 1992, he opposed his friend, attorney Gerry Spence's decision to defend Randy Weaver on charges following the Ruby Ridge siege.

Personal life and death
In 1962, Hirschfield married Berte Schindelheim; they had three children: Scott Hirschfield; Marc Hirschfield; and Laura Hirschfield. Hirschfield died from natural causes at his home in Wilson, Wyoming, on January 15, 2015, at the age of 79.

title: Alan Hirschfield


text:
Talk:Paradise, Texas

City?
A population of 459. How is this a city? Guus Hoekman (talk) 05:57, 18 January 2009 (UTC)
 * Because under Texas law it is incorporated as one WhisperToMe (talk) 21:54, 18 October 2009 (UTC)

title: Talk:Paradise, Texas


text:
Talk:David Brown (American musician)

Proof positive
Does anyone know it D.B. is the same D.B. who played bass on the 1972 Boz Scaggs album My Time? It's around the time when he would have been active on the music scene. Regards, --Technopat (talk) 21:48, 1 August 2008 (UTC)
 * Gregg Allman's bass player David Brown was from Florida, and co-founded the band the 31st of February—different guy. Binksternet (talk) 06:19, 26 July 2022 (UTC)

David & Jeannette
Hello! My name is Jeannette. I was the woman who shared the last six years of Davids life, and I am just stopping in briefly to thank those who knew him and honor his memory by posting how they enjoyed his music, his friendship, or just his presence! I will be dropping in from time to time to read your comments, and maybe share thoughts and memories of our time together. For now God Bless Jeannette — Preceding unsigned comment added by Jeannettebrown (talk • contribs) 01:38, 22 June 2012 (UTC)

title: Talk:David Brown (American musician)


text:
Talk:Web Design/Build a basic web page

More Info
I think this is a growing community. But anyway i hope for there someday to be content here that surrpasses all that found on links to other sites.

 * Hi Kirby - I hope the site grows too! But I think there should be a difference between the "content" here and the resources out there on the web. I'd like to see the focus here be on learning activities, rather than "content" per-se. Activities that get people learning through doing... I'm interested to know what you yourself mean by "content"?

 * Hello, speaking as a person interested in learning web design I encourage the proposal of more learning activities, yet not at the expense or loss of learning content. Having come back to this site I've noticed much has changed.  How can one do these challenges without having the content as reference?  There are plenty of links to other online tutorials, but isn't that what this is supposed to provide?

 * Wikiversity certainly can provide content but that's not what it's about - Wikibooks is a great place for content as opposed to learning activities (for example HTML_Programming). I guess from my point of view, there is plenty of great content out there already. What isn't out there already is great free activities to learn and use content in fun ways (as opposed to just reading it). But that doesn't mean that we shouldn't include content here too... I guess I'm just trying to focus and fill an immediate need of my students. You're right, lots of the challenges don't link to resources to help you get going with them - trying to update that as we go. Cheers for the feedback. Michaelnelson 02:35, 27 January 2007 (UTC)

 * What Wikiversity provides is up to its participants, really. The project is still in the early stages, and to build useful and practical learning activities, it might be necessary to utilize outside resources such as books and third party websites. There may be some areas that this will always be the case, in fact.
 * In some areas, however, I'm sure we can expect some areas to provide a much richer set of content, maybe even covering all of the learning activity with GFDL content. This will take some time, though, and I do think it is better to offer a learning activity that has non-GFDL content it depends on then not to offer any activity at all.
 * My suggestion would be to check over at Wikibooks and see what shape the current offerings are in -- and to leave a comment there about what you'd like to see. I would also encourage interacting with site authors, asking if they would consider contributing a paticular tutorial or tip to a GFDL project (either here or Wikibooks). If we can encourage participation, even small bits, we can make up a greater whole. Historybuff 04:44, 27 January 2007 (UTC)

 * It would be good to get site authors donating some content - hard though. Most of the good tutorials are dependent on advertising. I tried with one excellent PHP tutorial, but never heard back :T. Will keep trying though! Of course, ideally we'd create the best tutorial ourselves here... but as HistoryBuff said... it takes time (and so much of it!)

title: Talk:Web Design/Build a basic web page


text:
New Hope, North Carolina

New Hope, North Carolina may refer to:

 * New Hope, Franklin County, North Carolina
 * New Hope, Perquimans County, North Carolina
 * New Hope, Surry County, North Carolina
 * New Hope, Wayne County, North Carolina

title: New Hope, North Carolina


text:
Top-rated United States television programs of 1999–2000

This table displays the top-rated primetime television series of the 1999–2000 season as measured by Nielsen Media Research.


text:
Agoura, California

Agoura is an unincorporated community of Los Angeles County, which is located southeast of the city of Agoura Hills, California, adjacent to the city of Calabasas in Los Angeles County. Agoura was the historical name of the area, before much of the area was developed and before the incorporation of the city of Agoura Hills. There are a few nearby pockets of unincorporated areas that contain a handful of houses. Much of the area is also often referred to as the neighborhood of Old Agoura. The ZIP code is 91301 and the area codes are 747 and 818.

History
A stagecoach stop here was known as "Vegar Junction" and in the 1920s the community was briefly known as Picture City, as Paramount Pictures owned the Paramount Ranch, a movie ranch  filming outdoor scenes and Western movies.

To obtain a post office of its own, the Postal Service required the residents to choose a one-word name, and in 1927 they chose the last name of Pierre Agoure. Pierre was a local French Basque immigrant who had settled in the area in 1871 to live the lifestyle of a Californio rancher, and styled himself Don Pierre Agoure. His name was chosen for the post office as it was the shortest name proposed, but it is unknown whether the changed final letter was an error or an attempt to make it easier to spell or pronounce.

The city of Agoura Hills incorporated in 1982 with the remaining unincorporated areas identified as Agoura.

Notable people

 * Erik Affholter (born 1966), American football NFL wide receiver
 * Brad Delson, lead guitarist of Linkin Park
 * Kario Salem, actor
 * Gintaras Grušas, archbishop of Vilnius, Lithuania

title: Agoura, California


text:
BFK

BFK may refer to

 * Battelle for Kids, a not-for-profit organization
 * BFK (song), by rapper Freddie Gibbs
 * BFK (Swiss Air Force), short for Berufsfliegerkorps
 * BFK (British Rail coach designation)
 * BFK (FAA airport code)
 * BFK (IATA airport code)

title: BFK


text:
User:Repletev/sandbox

Intro + Signs and Symptoms - Swana

Causes - Si Yuan

Diagnosis - Jonathan

Treatment - Caberry

Prognosis - Vlada

Epidemiology - Sophie

History & Culture - Susan

Bibliography for Assignment #2
Veillet-Chowdhury, M., Hassan, S. F., & Stergiopoulos, K. (2014). Takotsubo cardiomyopathy: a review. Acute cardiac care, 16(1),15-22.

title: User:Repletev/sandbox


text:
Antigonia (Syria)

Antigonia (Αντιγόνεια) also transliterated as Antigonea and Antigoneia was a Hellenistic city in Seleucid Empire, Syria (in modern Turkey), on the Orontes, founded by Antigonus I Monophthalmus in 307 BC, and intended to be the capital of his empire; the site is approximately 7 km northeast of Antakya, Hatay Province, Turkey. After the Battle of Ipsus, 301 BC, in which Antigonus perished, the inhabitants of Antigonia were removed by his successful rival Seleucus I Nicator to the city of Antioch, which Seleucus founded a little lower down the river. (Strabo xvi. p. 750; Diod. xx. 47; Liban. Antioch. p. 349; Malalas, p. 256.) Diodorus erroneously says that the inhabitants were removed to Seleucia Pieria. Antigonia continued, however, to exist, and is mentioned in the war with the Parthians after the defeat of Crassus. (Dion Cass. xl. 29.)

According to Malalas, Seleucus built a shrine to Tyche in the city; Demetrius I of Macedon later moved the statue of Tyche from this shrine to Arsuz.

title: Antigonia (Syria)


text:
Wikipedia:Articles for deletion/List of films with surprise ending/plot twist

The result of the debate was delete. Shanel 02:01, 25 March 2006 (UTC)

List of films with surprise ending/plot twist
Inherently POV list (what constitutes a surprise ending anyway?)... uncited, unexplained collection of titles, original research, listcruft, kill it with a stick. — Mar. 20, '06 [12:47]

Keep and rename I believe that this would be the wisest solution because 1) I wanted to rename it anyway, 2) I don't actually know what Citing is so if someone could do that for me it would be much obliged and 3) I don't think the /plot twist bit is valid. So I (the author) say rename it. FreemDeem 16:00, 20 March 2006 (UTC)
 * Hey, whoever this is (they were probably drunk when writing this) but a surprise ending is obviously an ending that the audience did not expect or predict. And i'm not even going to start on the "kill it with a stick" comment. FreemDeem 12:52, 20 March 2006 (UTC)
 * Delete Almost infinitely expandable. Vague and pointless. Osomec 13:06, 20 March 2006 (UTC)
 * Delete per nom, pretty much every film has a plot twist these days. I'm sure I've seen this come up somewhere before.  At the least, it needs to be renamed.    MLA 13:08, 20 March 2006 (UTC)
 * Rename and Keep. The "/plot twist" might be the problem.  "Surprise ending" is quite clear and definite - it will not be "infinitely expandable".  If you want a reliable source, well IMDB lists 34 of them.  So it passes WP:LIST. --Perfecto 14:56, 20 March 2006 (UTC)
 * Delete per nom. Kcordina 13:30, 20 March 2006 (UTC)
 * Delete per nom. ¡Dustimagic!  ( T / C ) 13:53, 20 March 2006 (UTC)
 * Delete Every film with a surprise ending or plot twist? How could this be kept up-to-date, consise and research-friendly?  What constitutes a surprise, anyway?  Potential POV violation inherent in the nature of the article.   (aeropagitica)   17:07, 20 March 2006 (UTC)
 * Delete per nom. --kingboyk 17:10, 20 March 2006 (UTC)
 * Delete as listcruft per above. FreemDeem, see WP:CITE for an explanation on citing. And no one will heed your comment very much if you don't say to what you want the article to be renamed. Sandstein 17:13, 20 March 2006 (UTC)
 * Delete as unmaintainable, POV, list that is not WP:V... unless someone is willing to stand around outside movie theaters, take a poll to prove that greater than 50% of people seeing a particular movie were actually surprised by a so-called "plot twist" or "surprise ending", and then publish the results for peer review in a reputable 3rd party publication so we have a WP:V sourcing to back up the labeling of something as a "plot twist" or "surprise ending".  In that case I'd be willing to change my opinion. IMO, too many "plot twists" are painfully obvious from the time the opening credits stop rolling to anyone with rudimentary cognitive abilities to make this a designation that can be seen as NPOV (see also The Village). --Isotope23 18:12, 20 March 2006 (UTC)
 * Delete; inherent POV and verification problems as to what constitutes a surprise (i.e., A Beautiful Mind, I believe I know to what the author is alluding, but I was hardly "surprised" by it.) I hardly consider the IMDb page listed above to be a reliable source, because a majority of that information (including the keywords) is also user submitted. -- Kinu t /c  19:13, 20 March 2006 (UTC)
 * Delete per above. --Khoikhoi 05:23, 21 March 2006 (UTC)
 * Delete. That the IMDb list of surprise endings is very different from this one, missing many listed here, should only further indicate that this is too POV. Problems with movie predictability and quality would also spoil intended surprise endings, further complicating the matter. -- Jugalator 13:00, 21 March 2006 (UTC)
 * Delete per nom. --<IP_ADDRESS> 16:43, 22 March 2006 (UTC)


text:
Wikiversity talk:Learning

Learning by editing Wikiversity pages
The wiki user interface facilitates collaborative editing of webpages. Wikiversity needs to strive to find ways to maximize opportunities for turning collaborative editing of Wikiversity webpages into useful learning experiences. WikiMedia projects have several fundamental types of webpages (see "namespace"). For example:
 * 1) the core project documents - these exist in the "main namespace"
 * 2) pages for user disussion of project documents - the "talk" namespace
 * 3) each user can make personal pages - these exist in the "user" namespace

Keeping a journal. It will be useful for Wikiversity participants to make known to the community what their learning objectives are, what their background is, and what frustrations they are experiencing as they try to attain their learning objectives. Each participant will be able to keep a personal journal that could include a fairly detailed account of their educational background, learning goals and frustrations experienced in trying to attain those goals. A natural place for user journals would be within the user namespace. However, Wikiversity should have ways of encouraging participants to take note of what is written in user journals and making use of that information to help guide users towards resources and activities that will facilitate learning objectives. How should Wikiversity be structured so as to maximize the utility of participant journals?

 * It seems to me that unless a way is provided to deliver only pertinent material to potential readers that journals will overwhelm participants with too much irrelevant information. Perhaps a common class/section "journal" could be established where participants could make class/maze/portal pertinent entries.  Essentially a question or feedback page linked to from the main class/syllubus/project/task page. user:lazyquasar

The main namespace. What should be the content of webpages in the Wikiversity main namespace? One possibility would be that Wikiversity would adopt project goals that are similar to Wikibooks. The webpages of the main namespace at Wikibooks are usually textbook modules. If we started a textbook called "Wikiversity for Dummies" then this page could be a textbook module for that Wikibook. Similarly, Wikiversity could have main namespace webpages that are "learning materials" such as lesson plans. The participants of Wikiversity would then be expected to collaboratively author lesson plans. For example, there could be a Wikiversity lesson plan for how to teach a course using a particular Wikibook. Such lesson plans would be like "skins" for textbooks. There could be one Wikiversity lesson plan for how to use Consciousness studies in a university course called "Consciousness studies" being taught in a bricks-and-mortar philosophy department. There could be another Wikiversity lesson plan that might make use of Consciousness studies as a secondary textbook for use in a conventional university neuroscience course. A third Wikiversity lesson plan could be centered on use of the Consciousness studies Wikibook for a "reading group" that would bring together a group of Wikiversity participants to study that particular textbook.

 * I think we should begin thinking in terms of "Portal" pages or entry points. These could be linked to from a variety of indexes or catalogs both maintained by departments, counselers, instructors, and random participants.  The portals could be tailored from a wide variety of templates that have been proven useful or interesting.  For example.  One portal might lead one through the basics of what is known about Mars, allow interactive self quizzes and restore a previous state of a Mars Simulation (available open from Mars Society) for the student.  Another portal might be designed for dry stodgy research planetolists who just wnat to get up to speed on the latest Mars developments before attending a professional conference on spacesuit design.  One thing is certain.  Many volunteers will have specific goals and groups for which they wish to design portals or courses or curriculums.  The Wikipedia's previous practice of confuse them with arbitrary definitions and policies and then allow a "regular" to pick a preferred alternative is unlikely to work in a large endeaver such as a successful wikiversity will become.  user:lazyquasar

Learning groups. How would a collaboration such as a Wikiversity-based "reading group" function within Wikiversity? If a "lesson plan" for the reading group existed within the Wikiversity main namespace, then one possibility would be that the learning activity of those participating in that reading group might largely involve editing the talk page corresponding to the lesson plan. However, it is not clear that a single talk page would adequately serve the needs of a reading group. Also, the talk page for a lesson plan should really be about how to improve the lesson plan. Should a Wikiversity learning group simply interact through some sort of chat page? An alternative would be that the lesson plan for a reading group would specify certain collaborative projects that would be the focus of "learning by doing". A project called, "chat about what you read" would not be a very scholarly learning project. Useful projects for such a reading group might include:
 * 1) find and fix errors in the Consciousness studies Wikibook.
 * 2) find and discuss additional sources and references that support or contradict or expand on what is in the Consciousness studies Wikibook.
 * 3) there could be a "rough spots" project in which members of the reading group identify and discuss parts of the Consciousness studies Wikibook that cause confusion.

The "learn by doing" activities of the reading group would then center on project pages that would be scholarly efforts relevant to the Consciousness studies Wikibook. This suggests the possibility that the webpages of the Wikiversity main namespace should be "learning project" pages. The main activity of Wikiversity participants would be the creation and editing of Wikiversity learning projects. Wikiversity would facilitate learning by helping participants to find existing projects and form new ones that match the learning goals of Wikiversity participants.  --JWSurf 17:48, 21 December 2005 (UTC)

We may need some kind of "flow control" over and above account login. For example, I have a bit of a wikification hit and run style that simply infuriates some people who would like to constrain everyone to a focused approach on a predefined subject. This might actually work with me after we attract a large enough population to have some space technology specific applied courses or projects. However, there will always be new emerging fields and innovators in search of birds of a feather or possibly useful other birds willing to flock together briefly. So ... how do we control the traffic a section or team or group receives by some standard programmable criteria such that we keep trolling, allegations of trolling, and other adverse interactions to a managable roar rather than all out chaos? Obviously I am talking about interference created by inappropriate mixing of participants not simply personality conflicts.
 * Types of Flow

 * Asynchronous seminar ... anybody anytime. We have this now for free. The wiki way! 8)
 * Specific traditional section. We gather x participants who have agreed to a schedule and format and proceed.  No one external to this group allowed into team space or materials unless invited until it is complete ... obviously this will need some kind of clean up phase after team is done even if just flipping an attribute bit so team assets become fully public access.
 * The above may be a specific case of the virtual organizations that the computer grid researchers talk about. Perhaps our Grid Engineering and Management group can find some applicable technologies in the near future.
 * Obviously at the moment each entry portal creates or tailors their own flow control and by documenting appropriately can allow responsible participants to weave their way around "closed" or inappropriate places.
 * Perequisite driven. What to do if neophytes will not seek recommended fundamentals before insisting on interacting with advanced participant processes inappropriately?  Neither flaming, labeling and lynching, or ignoring seem to work well.  What to do when Linus Pauling wanders into our "underwater basketweaving via teleoperated submarines on Europa" and insists that he has useful insight on scuba diving offworld?  Educate him? Direct him to a newly established Lunar Scuba Diving portal and hope he stays there or wanders elsewhere?  Whine loudly on the Wikiversity-L mailing list that Linus is at it again and must be lynched?  user:lazyquasar

There are many possible patterns of participant interaction that could take place in the Wikiverity community. Many of these are suggested by patterns of interaction that happen in conventional schools. However, conventional patterns of interaction, such as a fixed group of participants meeting together for a specified period of time, do not respect the mechanics of the wiki user interface. Wikiversity should center on the editing of project documents by "anybody anytime". Yes, there needs to be "flow control". If the main type of Wikiversity document is a "learning project", each main namespace page would naturally have an introduction section that describes what type of "learning project" exists at that page. Many learning projects would have "prerequisites". A description of the prerequisites could guide Wikiversity participants to sources of information that are useful for participation in that particular "learning project". The five world experts on "basket weaving via teleoperated submarines" might feel that they would make faster progress on a particular "teleoperated submarine-related learning project" if they could exclude from participation all basket weaving neophytes. However, the experts should not simply put up a sign saying "keep out unless you have a sound understanding of basket weaving". As participants in Wikiversity, part of their task should be to help the neophyte basket weavers. At the very least, the prerequisites section of an advanced "basket weaving via teleoperated submarines" learning project should have links to the introductory learning project Basket Weaving 101. If neophytes try to participate in an advanced "learning project", it is likely that their contributions will be removed. The experts will have to gently direct the neophytes to some other learning project that is more appropriate. A system of portal pages should grow to direct Wikiversity participants to "learning projects" that are suitable for their level of exprience. However, some basket weaving neophyte may have the goal of becoming the sixth world expert basket weaving via teleoperated submarines. Such a Wikiversity participant might want to learn basket weaving as an "apprentice" to one of the currently existing five world experts. If there is only one student in the whole world who wants to learn basket weaving, rather than create Basket Weaving 101, it might make sense to let this basket weaving neophyte learn about basket weaving by being a helper for the advanced "teleoperated submarine-related learning project" The neophyte could be given simple tasks related to the advanced project, such as cataloging the "classic" source texts for basket weaving. This would provide the neophyte with a chance to learn basket weaving under the direction of experts and the neophyte could actually be helping to construc what would evntually serve as the Basket Weaving 101 learning project page for the (hopefully) growing Wikiversity school of basket weaving. Maybe 5 years after Wikiversity opens, Wikiversity will be recognized around the world as a great place to learn basket weaving and thousands of people will participate in Basket Weaving 101 every year. At that point, it may make sense to take groups of 20 participants into "sections" of Basket Weaving 101 so that a group of learners with similar interests could interact for a specified period of time. However, the mechanics of such is a "traditional section" is an issue to be faced in the future. At the launch of Wikiversity what is needed is a flexible system that will faciitate the creation of Wikiversity content. This means attracting peopl who will participate in "learning projects" as wiki editors who add content to Wikiversity. --JWSurf 14:24, 31 December 2005 (UTC)

 * You are very persuasive JW. I feel confident your methods will help us grow our extraterrestrial basket weaving capability as they begin to permeate our wikiversity community.  I guess your real world experience as a university professor is applicable to at least our wikiversity starting point.  Thanks for your efforts on our behalf! *) Lazyquasar 18:57, 25 January 2006 (UTC)

a couple of thoughts: 1. the idea of making alot of the "work" that the wikiversitarians do, into wiki-inspired collaborative "papers" "essays' and other kinds of interpretative texts is very intriguing as it places "students" immediately in the process of doing organized writing/critical thinking in tandem/dialogue with others. i'm not exactly sure how that would play out in terms of assignments for a particular project, but i guess we'll find out.  such a practice would also instill "students' with the wikipedian etiquette of civility and an attempt at intellectual neutrality -- which is very difficult for most people, I would say. most Americans at least don't really know how to debate issues calmly and with respect for the other discussant(s), so i see this use of the collaborative as very crucial pedagogically to what the wikiversity might be about.

2. there's a fair amount of theoretical and critical work beginning to circulate in academics about pedagogy in the humanities and on the college level in general, and heavy-duty philosopher types like Martha Nussbaum of U of Chicago have weighed in on the question of pedagogy, as have more radical folks like the african american intellectual bell hooks, and before her the Latin American thinker, Paulo Freire. so i don't know as we want to limit our understanding of the issues to "teaching and teaching styles" although these are certainly important. do we maybe want a pedagogical theory/ies section or sub-section? --Smithgrrl 05:45, 21 August 2006 (UTC)

Merge from Learning community
Some stuff should either be moved into there, or out of there

Instructional scaffolding?
I think it might be useful if Wikiversity had some form of discussion software connected with it. Here's my idea of how it would work:
 * 1) On the Template:Learning project boilerplate page, have a link to a Discussion Groups page in the new, magic, discussion groups namespace.  I'll use the "Introduction to Basket Weaving project" (this is a fictional 13-lesson program, designed to be conducted over 13 weeks).
 * 2) On the Discussion Groups:Introduction to Basket Weaving, there is a list of discussion groups associated with this Learning Project, their number of participants, and the like (ie. possibly when they started, or the last time the group was emptied).  This list magically auto-updates
 * 3) Each of the discussion groups is actually just a plain old mailing list with archives.  The list could be cleared out at the end of each semester, so that old students wouldn't receive the messages from the new group, and so that the group starting date would be updated.
 * 4) We could even make queues, so that when the mailing list is cleared, the new group goes in automatically

Of course, this would require extension of the MediaWiki software. Point 1 could be done without extension. Point 2 might require some sort of modified "Category:" to be turned into the discussion group. Points 3 and 4 would be totally new.

 * We could require that people use the e-mail address associated with their Wikiversity username, so that we could match things up in the archives.

Thoughts, anyone?

TimNelson 13:00, 29 August 2006 (UTC)

Self-Learning
I think because learning in wikiversity is practically Self-Learning, i think there should be some information about it in learning page. Srinivasasha 02:52, 11 January 2007 (UTC)
 * Please feel free to edit the page. The ultimate hope is that there will be communities of learners so that individuals are not on their own. --JWSchmidt 02:56, 11 January 2007 (UTC)

title: Wikiversity talk:Learning


text:
Wikiversity:Candidates for Custodianship/Sebmol

This is an archive of community discussion related to the nomination for full custodianship of User:Sebmol.

The period for comments on this nomination starts on October 10, 2006, at 1:00 UTC and ends on October 15, 2006, at 1:00 UTC. I've been a temporary custodian since the beginning of Wikiversity and bureaucrat as of October 9. I joined mostly to get things started and help in any technical and other fashion I can. I'm mostly active on German Wikipedia but have contributed some to other projects as well. My technical experience comes mostly from tinkering with a MediaWiki installation at home, maintaining a MediaWiki-turned-Bug tracking system at my workplace and writing a few bots for some mindless tasks like archiving talk pages and renaming categories.

As a custodian, I see it as a primary duty to serve Wikiversity participants. I want to help them accomplish what they strive for while also keeping an eye on the goal and purpose of Wikiversity. I firmly believe that projects like Wikiversity live from the quality of content its participants produce and the community that builds around it. Out of that respect for our ambitious yet still small community, I want to ask for your support of my custodianship and bureaucratship at this time. -- sebmol ? 20:58, 9 October 2006 (UTC)

Nomination for Bureaucrat

 * For reference, here's the original nomination for bureaucrat.

Fantastic new contributor to Wikiversity. Full support. Cormaggio 17:05, 19 August 2006 (UTC)
 * I accept the nomination. About myself, I'm most active on German Wikipedia with about 9,100 edits, about a quarter of which in Wikipedia namespace. I started originally on English Wikipedia about two years ago but moved over to the German in March, where I'm also a mediator. I'm a software developer by profession, one of my tasks was writing extensions for the Mediawiki software to turn it into a bug tracking system. As a result, I have a lot of experience with the internal workings of the software.
 * To me, a bureaucrat, like a custodian and really every user, has to have the goals of the project and the development of the community as the highest priority. He's a servant of the project who should decide based on consensus and what is best for the project.
 * The most important goal for us right now is to create and maintain high quality content. To make that happen, our second most important goal has to be building a community of Wikiversity enthusiasts that can carry the content, attract more users, and further develop the project. We have a host of sister projects whose experience with community building we can use for Wikiversity, both the good and the bad. So, let's use that experience to do things right and well. -- sebmol ? 14:02, 20 August 2006 (UTC)

Discussion

 * I figured that Sebmol was already a full custodian (he was my mentor, as a matter of fact), but he of course has my full support as a great contributor and custodian.-- digital  _  me   23:57, 9 October 2006 (UTC)
 * In the beginning, a number of users were made custodians just to get things started (especially to import pages from Wikibooks and Meta). Naturally, there was no community decision at the time since there was no community. We're basically now making up for that. sebmol ? 19:12, 10 October 2006 (UTC)
 * I'm confused. Is this a for custodianship or bureaucratship? --HappyCamper 03:17, 10 October 2006 (UTC)
 * both. sebmol ? 19:09, 10 October 2006 (UTC)
 * Obviously. This is just a confirmation process. guillom 17:07, 10 October 2006 (UTC)
 * Thanks for all of your contributions to the project, sebmol. I hate to think what the past two months would have been like without sebmol's contributions to the project. I support the idea that the Wikiversity community should formally confirm sebmol as a custodian. Wikiversity does not have much need for bureaucrat action, but I think Wikiversity should have more than one bureaucrat and sebmol is an obvious choice so that Wikiversity can get started on a long future of taking full advantage of sebmol's talents. --JWSchmidt 23:55, 10 October 2006 (UTC)
 * At the moment, I'm very cautious about supporting bureaucratships - hear me out please, but if you have the time, also read into the subtle nuances I am using. From my native Wiki, there is a tremendous amount of Unspoken WikiPolitics surrounding bureaucratships, and at times, it can be very suffocating to witness and deal with. For the record, I don't want to see Wikiversity inherit this negativity. To address this (being just another regular contributor here), the best way is to be less uptight about the post. In a sense, there are two types of trustworthy bureaucrats - the first, is the WikiGnome type. This, we are generally familiar with, so I will not elaborate too much. The second, is the more public type - human, and gracious when dealing with malfeasance, and with an excellent sense of how to engage the community positively. The special bureaucratic bit is in some sense symbolic of a special sort of competence, and - if used properly - can work wonders when perceived authority is needed in the community. I wonder privately at times, how do smart thinking and community subservience work hand in hand? On another note, a new bureaucrat should be healthy for the community - bureaucratic functions should also be enjoyable for the account holder. I think this can help keep the poor soap operas dry. Taken all together, perhaps a cursory and minority idea, and admittingly, a fluid one - Sebmol, I trust that if promoted, you will make very wise use the post, and for that matter this applies to any such future candidates. So, with this writeup - full support - and may this help bring out the best there is on Wikiversity! :-) --HappyCamper 00:58, 11 October 2006 (UTC)
 * "He's a servant of the project who should decide based on consensus and what is best for the project." <-- I think that as long as Wikiversity functionaries have this attitude, it is hard for them to go far wrong. The community might go in one direction and a conflict arise between the views of a custodian or a bureaucrat and community consensus. Maybe sebmol can describe what he would do if he found his own views in conflict with community consensus. A side question for HappyCamper..... "when perceived authority is needed in the community".....can you provide a specific example of such a situation? --JWSchmidt 02:17, 11 October 2006 (UTC)
 * I think as a custodian or bureaucrat or really any position of responsibility, one has to be able to separate one's private from one's professional position. This gets complicated by the fact that others don't necessarily see the distinction, i.e. they will see what one says either as a view of TPTB or as a view of a "regular user". At least, that's what has happened a lot on Wikipedia, both German and English. The best way to counter that is in my opinion not to take sides in conflicts but offer to mediate when necessary and appropriate. From my experience as a mediator on German Wikipedia, I've seen that many conflicts wouldn't even arise if all parties involved actually listened to the others and assumed their perspectives for a second. That's the capacity in which I'm willing to work in at Wikiversity as well if needed and wanted. sebmol ? 09:18, 11 October 2006 (UTC)
 * I think Wikiversity will benefit immensely from Sebmol's bureaucratship. He has both the technical competence and the interpersonal skills to warrant the post, as well as a proven deep commitment to the project. Once again, my full support. Cormaggio 16:41, 11 October 2006 (UTC)

Closing comments
Sebmol was made an "acting custodian" at the launch of Wikiversity (15 August 2006). Cormaggio made Sebmol an "acting bureaucrat" on 9 October 2006. The custodianship and bureaucratship of Sebmol was open for community discussion from October 10 to October 15. All community comments supported full custodianship and bureaucratship for Sebmol. Sebmol became a community-approved custodian and bureaucrat on 16 October 2006. The full community discussion is at Candidates for Custodianship/Sebmol. --JWSchmidt 13:51, 16


text:
落去

Verb

 * 1)  to go down
 * 2) down
 * 3) on to continue; to go on
 * 4)  to go in; to enter
 * 1) on to continue; to go on
 * 2)  to go in; to enter
 * 1)  to go in; to enter
 * 1)  to go in; to enter

title: 落去


text:
Talk:Oliver Luck

Next WVU AD?
According to at least one Houston TV station, Luck is about to become the next Athletic Director at WVU. DarkAudit (talk) 03:28, 10 June 2010 (UTC)

Sidebar
The right sidebar includes Mr. Luck's photo with caption: "in office", "August 20, 2010 – December 17, 2014" but doesn't include what office. Just named XFL honcho. http://www.espn.com/nfl/story/_/id/23702411/oliver-luck-commissioner-ceo-xfl RaqiwasSushi (talk) 21:37, 5 June 2018 (UTC)

title: Talk:Oliver Luck


text:
George Lawrence

George Lawrence may refer to:

 * George Alfred Lawrence (1827–1876), British novelist and barrister
 * George Lawrence (painter) (1901–1981), Australian painter
 * George Lawrence (politician) (1857–1924), Manitoba MLA and cabinet minister
 * George Lawrence (footballer, born 1889) (1889–1959), former professional footballer with Derby County F.C.
 * George Lawrence (footballer, born 1962), former professional footballer with Southampton F.C. and A.F.C. Bournemouth
 * George Hill Mathewson Lawrence (1910–1978) American botanist, author and professor of botany
 * George Newbold Lawrence (1806–1895), American ornithologist
 * George R. Lawrence (1868–1938), American photographer and aviation designer
 * George P. Lawrence (1859–1917), U.S. Representative from Massachusetts, 1897–1913
 * Sir George St Patrick Lawrence (1804–1884), English soldier, born in Ceylon
 * George V. Lawrence (1818–1904), U.S. Representative from Pennsylvania

title: George Lawrence


text:
Cookbook:Wild Spinach and Lemon Salad

| Mediterranean | Middle Eastern | Vegetables | Salads

A feast for the eyes and a surprise for the tongue.

Ingredients

 * Spinach
 * Lemon or lime
 * Salt
 * Sumak
 * Black pepper
 * Olive oil

Procedure

 * 1) Clean the spinach leaves and remove stems.
 * 2) Blanch leaves in boiling water for 2–3 minutes.
 * 3) Rinse in cold water.
 * 4) Wash lemon thoroughly.
 * 5) Slice lemon paper-thin with sharp knife.
 * 6) Arrange plate circularly: loosely place a small bunch of leaves, then a slice of lemon, and so on.
 * 7) Sprinkle with coarse ground black pepper, salt, and sumak.

title: Cookbook:Wild Spinach and Lemon Salad


text:
Advanced Classical Mechanics/Continuum Mechanics

We can extend the formalism of Lagrangian mechanics to cover the motion of continuous materials: membranes, strings and fields.

Deriving the Lagrange Equations of a Continuum
We saw for a string that the potential and kinetic energy can be written as a integral over the length of the string.

$$ L = \int_0^L {\mathcal L} \left (\phi, \frac{\partial \phi}{\partial x},\frac{\partial \phi}{\partial t} \right ) dx $$ where $${\mathcal L}$$ is called the Lagrangian density.

The Action
Let's write out the action

$$ S = \int dx dt {\mathcal L} \left (\phi, \frac{\partial \phi}{\partial x},\frac{\partial \phi}{\partial t} \right ). $$

We would like to find the function $$\phi(x,t)$$ that minimizes the action, so we let $$\phi=\phi_0 + \eta$$ and calculate $$ \delta S = \int dx dt \left [ \left .\frac{\partial {\mathcal L}}{\partial \phi} \right |_{\phi_0} \eta + \left .\frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial x}\right )} \right |_{\phi_0} \frac{\partial \eta}{\partial x} + \left. \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial t}\right )} \right |_{\phi_0} \frac{\partial \eta}{\partial t} \right ]. $$

Let integrate the last two items by parts and drop the boundary term because we assume that the value of $$\eta$$ vanishes on the boundary, we get

$$ \delta S = \int dx dt \eta \left [ \left .\frac{\partial {\mathcal L}}{\partial \phi} \right |_{\phi_0} - \frac{d}{dx} \left .\frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial x}\right )} \right |_{\phi_0} - \frac{d}{dt} \left. \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial t}\right )} \right |_{\phi_0} \right ]. $$

Lagrange's Equations
Because the function $$\eta$$ is completely arbitrary then for the value of $$\delta S$$ to vanish, the integrand itself must vanish and we obtain the Lagrange equation for a field in one spatial dimension:

$$ \frac{d}{dx} \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial x}\right )} + \frac{d}{dt} \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial t}\right )} - \frac{\partial {\mathcal L}}{\partial \phi} = 0 $$

that the actual motion must satify.

Each new dimension that the field lives in adds a new term of the form

$$ \frac{d}{dz} \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial \phi}{\partial z}\right )} $$

to the equations of motion.

Electrostatics
Let's do an example of an electric field with a bunch of charges around. The energy density of an electric field with charges around is

$$ ??? \quad \left({\mathcal \phi}\right )^2 + \rho \phi $$

We would like to minimize the integral of $${\mathcal E}$$ over a volume so it is natural to take $$??? {\mathcal L} = $$. We have

$$ {\mathcal L} = \frac{\epsilon_0}{2} \left [ \left ( \frac{\partial \phi}{\partial x} \right )^2 + \left ( \frac{\partial \phi}{\partial y} \right)^2 \right ] + \rho \phi $$

and Lagrange's equations are

$$ ??? \quad \frac{d}{dx} \frac{\partial {\mathcal L} }{\partial \left ( \frac{\partial \phi}{} \right) } + \frac{d}{dy} \frac{\partial {\mathcal L}} {\partial \left ( \frac{\partial}{} \right)} $$

A String
As a problem toward the beginning of the term, you found that the potential energy of a string could be given by

$$ V = \int \frac{1}{2} \lambda \left ( \frac{\partial z}{\partial x} \right )^2 dx $$

where $$\lambda$$ is the string tension.

We can also write the kinetic energy of the string as an integral

$$ T = \int \frac{1}{2} \left ( \frac{\partial z}{\partial t} \right )^2 d m = \int \frac{1}{2} \left ( \frac{\partial z}{\partial t} \right )^2 \mu d x $$

where $$\mu=M/L$$, the mass per unit length of the string. We can combine these two expressions to get the Langrangian density

$$ {\mathcal L} = \frac{1}{2} \left [ \mu \left ( \frac{\partial z}{\partial t} \right )^2 - \lambda \left ( \frac{\partial z}{\partial x} \right )^2 \right ]. $$

Now let's apply Lagrange's equations to this Lagrangian density,

$$ \frac{d}{dx} \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial z}{\partial x}\right )} + \frac{d}{dt} \frac{\partial {\mathcal L}}{\partial \left ( \frac{\partial z}{\partial t}\right )} + - \frac{\partial {\mathcal L}}{\partial z} = 0 $$

$$ \mu \frac{d}{dt} \frac{\partial z}{\partial t} - \lambda \frac{d}{dx} \frac{\partial z}{\partial x} = 0 $$

$$ \frac{\partial^2 z}{\partial t^2} - \frac{\lambda}{\mu} \frac{\partial^2 z}{\partial x^2} = 0 $$

We can find a solution to this equation of the form, $$ z(x,t) = f(x-vt)\left. \right. $$ where $$v=\pm \sqrt{\lambda/\mu}$$. Let's substitute this into the equation to get

$$ v^2 f - \frac{\lambda}{\mu} f = \frac{\lambda}{\mu} f - \frac{\lambda}{\mu} f = 0 $$

This solution is a wave travelling in the positive or negative x-direction. The function f can take any form whatsoever and it always travels at the same speed. This type of wave is called a 'simple wave'.

The Discrete Fourier Transform
When a string vibrates it causes the air around it to vibrate as well; these vibrations travel through the air as waves that we can detect with the acoustic spectrometers attached to the sides of our heads. Our ears are sensitive to the pitch or frequency of the sound that the string produces so it is natural to look at the waves along a string as a sum of waves of a particular frequency, so we have $$ z(x,t) = g(x) \cos \left ( \omega t + \phi \right )\left. \right. $$ where φ is the phase of the wave.

Let's substitute this into the equation of motion to get

$$ -\omega^2 g(x) \cos \left ( \omega t + \phi \right )- \frac{\lambda}{\mu} g'' \left ( \cos\omega t + \phi \right ) = 0 $$ so $$ g'' = -\frac{\omega^2 \mu}{\lambda} g $$ and $$ g = A \sin \left ( \omega \sqrt{\frac{\mu}{\lambda}} x \right ) + B \cos \left ( \omega \sqrt{\frac{\mu}{\lambda}} x \right ) $$

Now we must apply the boundary conditions of the string. Specifically, we have $$z(0,t)=z(L,t)=0$$ so

$$ g = A \sin \left ( \frac{n\pi}{L} x \right ) $$

where n is an integer so we have a formula for the frequency of the wave in terms of the form of the oscillation along the string

$$ \omega = n \frac{\pi}{L} \sqrt{\frac{\lambda}{\mu}} $$

The general solution will allow a sum of different frequencies so

$$ z(x,t) = \sum_n A_n \sin \left ( \frac{n\pi}{L} x \right ) \cos \left ( n \frac{\pi}{L} \sqrt{\frac{\lambda}{\mu}} + \phi_n \right ) $$

Let's suppose that we pluck the string so that a t=0, the string is not straight but it is not moving either, so we have $$\phi_n=0$$ in the formula above, and we get

$$ z(x,0) = \sum_n A_n \sin \left ( \frac{n\pi}{L} x \right ). $$

We would like to find the coefficients $$A_n$$ that tell us what pitches the string will emit when it is released.

Let's take the integral of both sides times $$\sin\left ( \frac{m\pi}{L} x \right )$$ to get

$$ \int_0^L z(x,0) \sin\left ( \frac{m\pi}{L} x \right ) dx = \int_0^L \sum_n A_n \sin \left ( \frac{n\pi}{L} x \right ) \sin\left ( \frac{m\pi}{L} x \right ) dx. $$

$$ = \int_0^L \sum_n \frac{A_n}{2} \left [ \cos \left ( \frac{(n+m)\pi}{L} x \right ) + \cos\left ( \frac{(n-m)\pi}{L} x \right ) \right ] dx = \int_0^L \frac{A_m}{2} d x = \frac{A_m L}{2}. $$

Rearranging we have

$$ A_m = \frac{2}{L} \int_0^L z(x,0) \sin\left ( \frac{m\pi}{L} x \right ) dx $$

which defines the discrete Fourier transform.

A Membrane
As a problem toward the beginning of the term, you found that the potential energy of a string could be given by

$$ V = \int \frac{1}{2} \lambda \left [ \left ( \frac{\partial z}{\partial x} \right  )^2 + \left ( \frac{\partial z}{\partial y} \right  )^2\right ] dx dy $$

where $$\lambda$$ is the surface tension.

We can also write the kinetic energy of the membrane as an integral

$$ T = \int \frac{1}{2} \left ( \frac{\partial z}{\partial t} \right )^2 d m = \int \frac{1}{2} \left ( \frac{\partial z}{\partial t} \right )^2 \mu d x dy $$

where $$\mu=M/A$$, the mass per unit area of the membrane. We can combine these two expressions to get the Langrangian density

$$ {\mathcal L} = \frac{1}{2} \left [ \mu \left ( \frac{\partial z}{\partial t} \right )^2 - \lambda \left [ \left ( \frac{\partial z}{\partial x} \right )^2 + \left ( \frac{\partial z}{\partial y} \right  )^2 \right ] \right ] = \frac{1}{2} \left [ \mu \left ( \frac{\partial z}{\partial t} \right )^2 - \lambda \left ( \nabla z \right )^2 \right ] $$

If we apply Lagrange's equations we obtain,

$$ \mu \frac{d}{dt} \frac{\partial z}{\partial t} - \lambda \frac{d}{dx} \frac{\partial z}{\partial x} - - \lambda \frac{d}{dy} \frac{\partial z}{\partial y}= 0 $$

$$ \mu \frac{d}{dt} \frac{\partial z}{\partial t} - \lambda \nabla^2 z = 0 $$

Different Coordinates
The value of the action does not depend on the coordinates that you use, but as we shall see the Lagrangian density does. First let's write the action using Cartesian coordinates

$$ S = \int dx dy {\mathcal L} = \int dx dy = \frac{1}{2} \left [ \mu \left ( \frac{\partial z}{\partial t} \right )^2 - \lambda \left ( \nabla z \right )^2 \right ]. $$

Sometimes it is useful to use polar coordinates for a circular drum perhaps. Here the action is

$$ S = \int dr d\theta {\mathcal L} = \int dr d\theta r \frac{1}{2} \left [ \mu \left ( \frac{\partial z}{\partial t} \right )^2 - \lambda \left ( \nabla z \right )^2 \right ]. $$

Notice that an r appears in front of the "Cartesian" Lagrangian density. This is just so the units work out, so we find that

$$ {\mathcal L}_{\rm polar} = {\mathcal L}_{\rm Cartesian} \times r $$

In both coordinate systems the action has the same units but the Lagrangian density does not. We also need to rewrite the spatial derivatives in polar coordinates to get

$$ {\mathcal L}_{\rm polar} = \frac{1}{2} r \left [ \mu \left ( \frac{\partial z}{\partial t} \right )^2 - \lambda \left ( \nabla z \right )^2 \right ] = \frac{1}{2} r \left [ \mu \left ( \frac{\partial z}{\partial t} \right )^2 - \lambda \left [ \left ( \frac{\partial z}{\partial r} \right )^2 + \left ( \frac{1}{r} \frac{\partial z}{\partial \theta} \right )^2\right ] \right ] $$

If we apply the Lagrange equations we find that the Lagrange density depends explicitly on the coordinate r. We obtain,

$$ r \mu \frac{d}{dt} \frac{\partial z}{\partial t} - \lambda \frac{d}{dr} \left ( r \frac{\partial z}{\partial r} \right ) - \lambda \frac{1}{r} \frac{d}{d\theta} \frac{\partial z}{\partial \theta}= 0 $$

and divide both sides by r to get

$$ \mu \frac{\partial^2 z}{\partial t^2} - \lambda \left [ \frac{1}{r} \frac{d}{dr} \left ( r \frac{\partial z}{\partial r} \right ) + \frac{1}{r^2} \frac{\partial^2 z}{\partial \theta^2} \right ] = 0 $$

or using the definition of the Laplacian in cylindrical coordinates we get

$$ \mu \frac{\partial^2 z}{\partial t^2} - \lambda \nabla^2 z = 0 $$

Solutions to the Two-Dimensional Wave Equation
When analyzing a drum or something with boundary conditions, it is natural to look for solutions to these equations with the form $$ z(x,y,t) = X(x) Y(y) g(t) $$ in Cartesian coordinates, $$ z(r,\theta,t) = R(r) f(\theta) g(t) $$ in cylindrical coordinates, or $$ z(\theta,\phi,t) = Y(\theta,\phi) g(t). $$ Generally you can pick the function g to vary harmonically in time and the solutions to the spatial dependence are known as harmonics. In Cartesian coordinates we get sines and cosines (the harmonic functions). In cylidrical coordinates, we get sines and cosines in the $$\theta$$-direction and Bessel functions in the radial direction. If your drum is the surface of a sphere, the solutions are called spherical harmonics: sines and cosines in the $$\phi-$$direction and polynomials of $$\cos\theta$$ in the other direction.

A Slung Slinky
As a final example we will study a slinky hanging from a horizontal surface and the waves that can propagate along it. Let's first draw a picture to show what we are talking about

Let's use the variable $$\phi_i$$ to denote the angle that each pendulum makes with the vertical. Also let's restrict ourselves to the small-angle approximation. We can write the kinetic energy of each mass as

$$ T_i = \frac{1}{2} m r^2 {\dot \phi_i}^2 $$

There are two sources of potential energy: gravity and the springs. The expression for gravity is straightforward we have

$$ V_{{\rm gravity},i} = - m g r \left ( 1 - \cos \phi_i \right ) \approx \frac{1}{2} m g r \phi_i^2. $$

The potential energy of the springs is a bit more complicated. First, we have to come up with a convention so that we don't double count the springs. Let's identify a spring with the mass to its left so we have

$$ V_{{\rm spring},i} = \frac{1}{2} k \left \{ r \left[ \left ( \frac{b}{r} + \sin\phi_{i+1} - \sin\phi_i \right )^2 + \left (\cos \phi_{i+1}-\cos\phi_i\right)^2 \right ]^{1/2} - l \right \}^2 $$

Now let's take the small-angle approximation,

$$ V_{{\rm spring},i} \approx \frac{1}{2} k \left ( b + r \phi_{i+1} - r \phi_i - l \right )^2 = \frac{1}{2} k (b-l)^2 + k r (b-l) \left (\phi_{i+1}-\phi_{i}\right ) + \frac{1}{2} k  r^2 \left (\phi_{i+1}-\phi_{i}\right )^2. $$

We can simplify this further. The first term is a constant; let's drop it. The second term sums to zero when one combines the contribution from every spring. The final term is

$$ V_{{\rm spring},i} \approx \frac{1}{2} k  r^2 \left (\phi_{i+1}-\phi_{i}\right )^2 =   \frac{1}{2} k  r^2 l^2 \left (\frac{\partial \phi}{\partial x}\right )^2 $$

where we have replaced $$\phi_i$$ with $$\phi(x_i)$$.

The Lagrange density is given by

$$ {\mathcal L} = \frac{T_i - V_i}{l} = \frac{1}{2} \frac{m}{l} r^2 {\dot \phi}^2 - \frac{1}{2} \frac{m}{l} g r \phi^2 - \frac{1}{2} k  r^2 l \phi'^2 $$

The Klein-Gordon Equation
Let's apply Lagrange's equations to the Lagrange density to get the following equation of motion

$$ \mu {\ddot \phi} - \lambda \phi'' + \mu \frac{g}{r} \phi = 0 $$

where $$\mu=m r^2/l$$ and $$\lambda=k r^2 l$$. This equation of motion is very similar to that of the stretched string but there is an extra term. Let's divide both sides by $$\mu$$ to get

$$ {\ddot \phi} - \frac{\lambda}{\mu} \phi'' + \omega_0^2 \phi = 0 $$

where $$\omega_0^2=g/r$$ is the natural frequency of the hanging masses. This is known as the Klein-Gordon equation, and it describes the evolution of massive scalar field. If we let the spring constant $$k$$ go to zero, then $$\lambda$$ goes to zero as well and we have the simple equation for a pendulum.

$$ {\ddot \phi} + \omega_0^2 \phi = 0 $$

To get an appreciation for the solutions, let's substitute a harmoncally varying wave

$$ \phi = A(x) \cos \omega t $$

to get

$$ -\omega^2 A - \frac{\lambda}{\mu} A'' + \omega_0^2 A = 0 $$ and $$ A'' = - \frac{\mu}{\lambda} \left ( \omega^2 - \omega_0^2 \right ) A $$

If the frequency of the wave $$\omega$$ is greater than the natural frequency of the pendulum, the wave varies sinusoidally in space as well as time (it propagates along the slinky). On the other hand, low-frequency waves are damped, so the slung slinky acts as a high-pass filter.

The form of the equation above encourages us to use solutions of the form

$$ \phi = \cos \left ( k x - \omega t \right ) $$

with the dispersion relation

$$ k^2 = \frac{\mu}{\lambda} \left ( \omega^2 - \omega_0^2 \right ). $$

Phase Velocity
Again we see that when $$\omega<\omega_0$$ things get a bit funny. We can define the phase velocity of the wave

$$ v_{\rm phase} = \frac{\omega}{k} = \sqrt{\frac{\lambda}{\mu}} \left ( 1 - \frac{\omega_0^2}{\omega^2} \right )^{-1/2}. $$

This measures the speed at which the crest of a wave of a particular frequency passes by.

Group Velocity
Let's say that we want to send a signal down the slinky. How long fast will the signal travel? Specifically, we would like to displace the end of the slinky back and forth and watch the compression travel along the spring.

We could naturally think of a signal as the sum of two waves of a single frequency.

$$ A (x, t) = \cos \left [ \left ( k + \Delta k \right ) x - \left ( \omega + \Delta \omega \right ) t \right ] + \cos \left [ \left ( k - \Delta k \right ) x - \left ( \omega - \Delta \omega \right ) t \right ]. $$

Using some trignometric identites we see that this is just an amplitude-modulated wave

$$ A(x, t) = 2 \cos (k x - \omega t ) \cos ( \Delta k x - \Delta \omega t ). $$

The amplitude modulation is a wave that travels on top of the carrier wave at a speed of $$ \Delta \omega/\Delta k \approx d \omega/d k $$ for narrow bandwidth.

The group velocity measures the speed of a "wave packet" or how long a signal takes to travel along the slinky

$$ v_{\rm group} = \frac{d \omega}{d k} = \frac{\lambda}{\mu} \frac{k}{\omega} = \frac{\lambda}{\mu} \frac{1}{v_{\rm phase}} = \sqrt{\frac{\lambda}{\mu}} \left ( 1 - \frac{\omega_0^2}{\omega^2} \right )^{1/2}. $$

If we think about the wave described above in more detail, we have a rapid back-and-forth oscillation that travels at the phase velocity and on top of it a variation in the amplitude of the rapid oscillation. If we ignored the frequency of the pendulums (taking $$g\rightarrow 0$$ or $$r\rightarrow \infty$$), these two variations would travel at the speed $$\sqrt{\lambda/\mu}$$ and one would simply see a pattern travelling at a constant speed along the slinky.

Hanging the slinky introduces dispersion, this means that the pattern generally changes as it travels along the slinky.

The Sine-Gordon or Pendulum Equation
The slung Slinky is related to another important equation of physics. Let's take the exact expression for the gravitational potential energy

$$ V_{{\rm gravity},i} = - m g r \left ( 1 - \cos \phi_i \right ) $$

The new Lagrange density is given by

$$ {\mathcal L} = \frac{T_i - V_i}{l} = \frac{1}{2} \frac{m}{l} r^2 {\dot \phi}^2 - \frac{m}{l} g r \left ( 1 - \cos\phi \right ) - \frac{1}{2} k  r^2 l \phi'^2 $$

and the equation of motion is

$$ \mu {\ddot \phi} - \lambda \phi'' + \mu \frac{g}{r} \sin \phi = 0. $$

This is known as the sine-Gordon equation (those physicists are really good punsters). This equation is no longer linear in the variable $$\phi$$ so it is much more difficult to solve than the Klein-Gordon equation. Specifically, we expect that the velocity of the wave will depend not only on the frequency but also the amplitude.

We can define our scale of time ($$\sqrt{r/g}$$) and distance ($$\sqrt{\mu r/(g\lambda)}$$) so that the equation takes the simpler form

$$ {\ddot \phi} - \phi'' +  \sin \phi = 0. $$

Let's look for solutions that have a fixed pattern travelling at a fixed velocity. This was not possible (except for a monochromatic wave) for the Klein-Gordon equation because of the dispersion. Here we have dispersion and non-linearity. Let's use

$$ \phi = A(x - v t) $$

to get

$$ v^2 A - A + \sin A = 0 $$

so

$$ A'' = \frac{\sin A}{1-v^2} $$

Here the value of velocity depends on the amplitude of the wave, $$v=2$$ for an amplitude of 0.01, $$v=1.91$$ for an amplitude of 1 and 1.64 for an amplitude of 2.

Solitons
The solutions above are strictly periodic, but we can also find waves that travel at velocities less than one that are not periodic (i.e. they are solitary waves or solitons).

The wider waves have amplitudes closer to $$2\pi$$ and velocities closer to zero. The speed of the solitons are 0.1, 0.5, 0.8 and 0.9 from widest to narrowest and the amplitudes range from 6.17 down to 6.11.

The differential equation actually has a simple solution as well. It is called the "kink" solution

$$ \phi = 4 \tan^{-1} \left [ \exp \left ( \frac{x-vt}{\sqrt{1-v^2}} \right ) \right ] $$

The speed at which the kink travels depends on the maximum slope of the kink.

The steepest slope travels at $$v=0.9$$; then we have 0.8 and zero (a frozen kink).


text:
Cookbook:Tadka Dhal (Spiced Lentil Curry) II

| Indian Cuisine | Vegan

Tadka dhal is an everyday staple across South India.

Dhal

 * ½ cup moong dhal, washed
 * 2 cups water

Seasoning

 * 2–3 tablespoon cooking oil
 * 3–4 tablespoon finely diced onion
 * 2 cloves garlic, chopped
 * 1 small sliver of ginger, chopped, or ¼ teaspoon ginger paste
 * 4–5 curry leaves
 * ¼ teaspoon mustard seed
 * ¼ teaspoon cumin seed
 * ¼ teaspoon fenugreek seed
 * ¼ teaspoon of asafoetida (optional)
 * 1–2 tomatoes, cut into eighths
 * 1–2 green chillies, slit lengthwise
 * ¼ teaspoon turmeric powder
 * ¼ teaspoon red chilli (hot pepper) powder
 * 1 pinch of salt (to taste)

Procedure

 * 1) Set the dhal and water in an open pot on moderate heat until quite mushy, adding water if it becomes dry and stirring occasionally. This may take 30 minutes to an hour. A pressure cooker may be used to speed up this part of the process; this should take about 10–12 minutes at 5 psi.
 * 2) Heat the oil in a pan. Add mustard seed, standing well back (they tend to spatter).
 * 3) Add cumin seed, fenugreek, curry leaves, green chillies and onions
 * 4) Wait for the onions to turn translucent. Add garlic and ginger, turn the heat low until the garlic changes to a darker shade. Avoid caramelizing the garlic. Add turmeric, red chilli and asafoetida powder.
 * 5) Throw in tomatoes, and wait for 2–3 minutes, letting the tomatoes fry in the hot oil. This lets the tomatoes pick up the flavors from the spices and also lets the oil-spice (tadka) mixture cool down, stopping the hot frying process that has chilli powder in it. Pour in the mushy dhal, addding salt to taste.
 * 6) Simmer until the tomatoes become soft (5–10 minutes), stirring occasionally.
 * 7) Serve with rice or chapatis.


text:
Seminar in Tradecraft and HumInt/Moscow Rules/Moscow Rule 3

 Moscow Rule number 3: Murphy was right. This rule refers to Murphy's Law: Anything that can go wrong, will go wrong.

 Examples  Student Commentary on This Rule
 * If you drop toast it always lands butter side down.
 * List links to commentary here!

 Links and Offsite Content on this Topic Put links here!


text:
Talk:Haley Strode

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title: Talk:Haley Strode


text:
User:Kavkins/sandbox

The human gene C1orf74 makes the protein UPF0739 protein C1orf74, which is also known as URLC4. The gene is located on chromosome 1 at the locus 1q32.2 and contains 2 exons. There is an upstream in-frame stop codon present in the mRNA of C1orf74. This gene has homologs in many different species, including mouse, cow, zebra fish and chimpanzee.

The function of this gene is currently unknown, but its expression is up-regulated in lung cancer. The protein for this gene has 269 amino acids. One region of this protein, between amino acids 19 and 269, has a domain of unknown function (DUF). This protein seems to be expressed in all tissue types equally.

title: User:Kavkins/sandbox


text:
Akbarabad, Zeberkhan

Akbarabad (, also Romanized as Akbarābād) is a village in Ordughesh Rural District, Zeberkhan District, Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 35, in 6 families.

title: Akbarabad, Zeberkhan


text:
Löwenstein-Jensen medium

Noun

 * 1) A primary mycobacterial recovery medium composed of fresh whole eggs, defined salts, glycerol, potato flour, and malachite green.

title: Löwenstein-Jensen medium


text:
1989 Virginia Slims of Indianapolis

The 1989 Virginia Slims of Indianapolis was a women's tennis tournament played on outdoor hard courts in Indianapolis, Indiana in the United States and was part of the Category 2 tier of the 1989 WTA Tour. It was the 10th edition of the tournament and ran from October 30 through November 5, 1989. First-seeded Katerina Maleeva won her second consecutive singles title at the event.

Singles
🇧🇬 Katerina Maleeva defeated 🇮🇹 Raffaella Reggi 6–4, 6–4
 * It was Maleeva's only title of the year and the 6th of her career.

Doubles
🇺🇸 Katrina Adams / 🇺🇸 Lori McNeil defeated Claudia Porwik /  Larisa Savchenko 6–4, 6–4

title: 1989 Virginia Slims of Indianapolis


text:
Talk:French destroyer Le Malin/GA1

GA Review
The edit link for this section can be used to add comments to the review.''

Reviewer: Peacemaker67 (talk · contribs) 01:41, 22 September 2019 (UTC)

A few nitpicks: That is all I have. Placing on hold for the above to be addressed. Peacemaker67 (click to talk to me) 07:09, 22 September 2019 (UTC)
 * Lead
 * perhaps link flotilla leader as the more specific target than just destroyer?
 * They weren't intended to lead flotillas of destroyers, but rather as high-speed attackers able blow through their opponent's destroyer screen. Much more similar to the RN's Tribals than its flotilla leaders.
 * perhaps mention a return to the Med at "She screened French cruisers..."
 * link French West Africa
 * At "Badly damaged during the attack" I assume she was captured and taken over by the Free French at this point. If so, I'd suggest adding that.
 * "After many years in secondary roles" suggest adding that she was a breakwater for 11 years, as "secondary roles" implies being at sea (to me, at least...)
 * Body
 * perhaps state explicitly that the Mitrailleuse de 13.2 mm (0.52 in) CA Modèle 1929 were Hotchkiss machine guns
 * "During her 1942 refit in Casablanca, Le Malin had the aft superstructure remodeled in early 1942" two mentions of 1942, trim one?
 * This just needs to be addressed. Peacemaker67 (click to talk to me) 22:47, 22 September 2019 (UTC)
 * Done.--Sturmvogel 66 (talk) 23:24, 22 September 2019 (UTC)
 * the Le Fantasques or the Le Fantasque's?
 * "They departed Toulon on 9 September" if that is right?
 * "The Vichy French destroyers" if that is right?
 * suggest "Boiler No. 3"
 * explicitly mention that she was captured and transferred to the Free French
 * "Le Malin fir ing ed 80 shells"
 * link Bizerte
 * Thanks for the thorough review.--Sturmvogel 66 (talk) 20:35, 22 September 2019 (UTC)
 * No prob. This article is well-written, verifiable using reliable sources, covers the subject well, is neutral and stable, contains no plagiarism, and is illustrated by acceptably licensed images with appropriate captions. Passing. Peacemaker67 (click to talk to me) 01:41, 23 September 2019 (UTC)

title: Talk:French destroyer Le Malin/GA1


text:
Ῥωξάνη

Etymology
Borrowed from, from ,  from , from. .

Proper noun

 * 1) Roxana wife of Cambyses II
 * 2) Roxana wife of Alexander the Great

title: Ῥωξάνη


text:
Talk:The Stone Pilot

Support the project!
If you're interested in the Edge Chronicles and are also appalled by the terrible and unorganized state most of the pages are in, help! Voice your support for my proposal that we create an Edge Chronicles WikiProject here! MythCreator (talk) 22:12, 17 April 2009 (UTC)

title: Talk:The Stone Pilot


text:
International Standard Classification of Occupations

The International Standard Classification of Occupations (ISCO) is an International Labour Organization (ILO) classification structure for organizing information on labour and jobs. It is part of the international family of economic and social classifications of the United Nations. The current version, known as ISCO-08, was published in 2008 and is the fourth iteration, following ISCO-58, ISCO-68 and ISCO-88.

The ILO describes the purpose of the ISCO classification as: "a tool for organizing jobs into a clearly defined set of groups according to the tasks and duties undertaken in the job. It is intended for use in statistical applications and in a variety of client oriented applications. Client oriented applications include the matching of job seekers with job vacancies, the management of short or long term migration of workers between countries and the development of vocational training programmes and guidance."

The ISCO is the basis for many national occupation classifications as well as applications in specific domains such as reporting of teaching, agricultural and healthcare workforce information. The ISCO-08 revision is expected to be the standard for labour information worldwide in the coming decade, for instance as applied to incoming data from the 2010 Global Round of National Population Censuses.

The ISCO-08 structure
The ISCO-08 divides jobs into 10 major groups:
 * 1) Managers
 * 2) Professional
 * 3) Technicians and associate professionals
 * 4) Clerical support workers
 * 5) Service and sales workers
 * 6) Skilled agricultural, forestry and fishery workers
 * 7) Craft related trades workers
 * 8) Plant and machine operators, and assemblers
 * 9) Elementary occupations
 * 10) Armed forces occupations

Each major group is further organized into sub-major, minor and unit (not shown) groups. The basic criteria used to define the system are the skill level and specialization required to competently perform the tasks and duties of the occupations.

Major group 1
Managers

 * 11	Chief executives, senior officials and legislators
 * 111	Legislators and senior officials
 * 112	Managing directors and chief executives
 * 12	Administrative and commercial managers
 * 121	Business services and administration managers
 * 122	Sales, marketing and development managers
 * 13	Production and specialized services managers
 * 131	Production managers in agriculture, forestry and fisheries
 * 132	Manufacturing, mining, construction, and distribution managers
 * 133	Information and communications technology service managers
 * 134	Professional services managers
 * 14	Hospitality, retail and other services managers
 * 141	Hotel and restaurant managers
 * 142	Retail and wholesale trade managers
 * 143	Other services managers

Major group 2
Professionals

 * 21	Science and engineering professionals
 * 211	Physical and earth science professionals
 * 212	Mathematicians, actuaries and statisticians
 * 213	Life science professionals
 * 214	Engineering professionals (excluding electrotechnology)
 * 215	Electrotechnology engineers
 * 216	Architects, planners, surveyors and designers
 * 22	Health professionals
 * 221	Medical doctors
 * 222	Nursing and midwifery professionals
 * 223	Traditional and complementary medicine professionals
 * 224	Paramedical practitioners
 * 225	Veterinarians
 * 226	Other health professionals
 * 227 Medical Assistant professionals
 * 23	Teaching professionals
 * 231	University and higher education teachers
 * 232	Vocational education teachers
 * 233	Secondary education teachers
 * 234	Primary school and early childhood teachers
 * 235	Other teaching professionals
 * 24	Business and administration professionals
 * 241	Finance professionals
 * 242	Administration professionals
 * 243	Sales, marketing and public relations professionals
 * 25	Information and communications technology professionals
 * 251	Software and applications developers and analysts
 * 252	Database and network professionals
 * 26	Legal, social and cultural professionals
 * 261	Legal professionals
 * 262	Librarians, archivists and curators
 * 263	Social and religious professionals
 * 264	Authors, journalists and linguists
 * 265	Creative and performing artists

Major group 3
Technicians and associate professionals

 * 31	Science and engineering associate professionals
 * 311	Physical and engineering science technicians
 * 312	Mining, manufacturing and construction supervisors
 * 313	Process control technicians
 * 314	Life science technicians and related associate professionals
 * 315	Ship and aircraft controllers and technicians
 * 32	Health associate professionals
 * 321	Medical and pharmaceutical technicians
 * 322	Nursing and midwifery associate professionals
 * 323	Traditional and complementary medicine associate professionals
 * 324	Veterinary technicians and assistants
 * 325	Other health associate professionals
 * 33	Business and administration associate professionals
 * 331	Financial and mathematical associate professionals
 * 332	Sales and purchasing agents and brokers
 * 333	Business services agents
 * 334	Administrative and specialized secretaries
 * 335	Regulatory government associate professionals
 * 34	Legal, social, cultural and related associate professionals
 * 341	Legal, social and religious associate professionals
 * 342	Sports and fitness workers
 * 343	Artistic, cultural and culinary associate professionals
 * 35	Information and communications technicians
 * 351	Information and communications technology operations and user support technicians
 * 352	Telecommunications and broadcasting technicians

Major group 4
Clerical support workers

 * 41	General and keyboard clerks
 * 411	General office clerks
 * 412	Secretaries (general)
 * 413	Keyboard operators
 * 42	Customer services clerks
 * 421	Tellers, money collectors and related clerks
 * 422	Client information workers
 * 43	Numerical and material recording clerks
 * 431	Numerical clerks
 * 432	Material-recording and transport clerks
 * 44	Other clerical support workers
 * 441	Other clerical support workers

Major group 5
Service and sales workers

 * 51	Personal service workers
 * 511	Travel attendants, conductors and guides
 * 512	Cooks
 * 513	Waiters and bartenders
 * 514	Hairdressers, beauticians and related workers
 * 515	Building and housekeeping supervisors
 * 516	Other personal services workers
 * 52	Sales workers
 * 521	Street and market salespersons
 * 522	Shop salespersons
 * 523	Cashiers and ticket clerks
 * 524	Other sales workers
 * 53	Personal care workers
 * 531	Child care workers and teachers' aides
 * 532	Personal care workers in health services
 * 54	Protective services workers
 * 541	Protective services workers

Major group 6
Skilled agricultural, forestry and fishery workers

 * 61	Market-oriented skilled agricultural workers
 * 611	Market gardeners and crop growers
 * 612	Animal producers
 * 613	Mixed crop and animal producers
 * 62	Market-oriented skilled forestry, fishery and hunting workers
 * 621	Forestry and related workers
 * 622	Fishery workers, hunters and trappers
 * 63	Subsistence farmers, fishers, hunters and gatherers
 * 631	Subsistence crop farmers
 * 632	Subsistence livestock farmers
 * 633	Subsistence mixed crop and livestock farmers
 * 634	Subsistence fishers, hunters, trappers and gatherers

Major group 7
Craft and related trades workers

 * 71	Building and related trades workers, excluding electricians
 * 711	Building frame and related trades workers
 * 712	Building finishers and related trades workers
 * 713	Painters, building structure cleaners and related trades workers
 * 72	Metal, machinery and related trades workers
 * 721	Sheet and structural metal workers, moulders and welders, and related workers
 * 722	Blacksmiths, toolmakers and related trades workers
 * 723	Machinery mechanics and repairers
 * 73	Handicraft and printing workers
 * 731	Handicraft workers
 * 732	Printing trades workers
 * 74	Electrical and electronic trades workers
 * 741	Electrical equipment installers and repairers
 * 742	Electronics and telecommunications installers and repairers
 * 75	Food processing, wood working, garment and other craft and related trades workers
 * 751	Food processing and related trades workers
 * 752	Wood treaters, cabinet-makers and related trades workers
 * 753	Garment and related trades workers
 * 754	Other craft and related workers

Major group 8
Plant and machine operators and assemblers

 * 81	Stationary plant and machine operators
 * 811	Mining and mineral processing plant operators
 * 812	Metal processing and finishing plant operators
 * 813	Chemical and photographic products plant and machine operators
 * 814	Rubber, plastic and paper products machine operators
 * 815	Textile, fur and leather products machine operators
 * 816	Food and related products machine operators
 * 817	Wood processing and papermaking plant operators
 * 818	Other stationary plant and machine operators
 * 82	Assemblers
 * 821	Assemblers
 * 83	Drivers and mobile plant operators
 * 831	Locomotive engine drivers and related workers
 * 832	Car, van and motorcycle drivers
 * 833	Heavy truck and bus drivers
 * 834	Mobile plant operators
 * 835	Ships' deck crews and related workers

Major group 9
Elementary occupations

 * 91	Cleaners and helpers
 * 911	Domestic, hotel and office cleaners and helpers
 * 912	Vehicle, window, laundry and other hand cleaning workers
 * 92	Agricultural, forestry and fishery labourers
 * 921	Agricultural, forestry and fishery labourers
 * 93	Labourers in mining, construction, manufacturing and transport
 * 931	Mining and construction labourers
 * 932	Manufacturing labourers
 * 933	Transport and storage labourers
 * 94	Food preparation assistants
 * 941	Food preparation assistants
 * 95	Street and related sales and service workers
 * 951	Street and related service workers
 * 952	Street vendors (excluding food)
 * 96	Refuse workers and other elementary workers
 * 961	Refuse workers
 * 962	Other elementary workers

Major group 10
Armed forces occupations

 * 101	Commissioned armed forces officers
 * 1011	Commissioned armed forces officers
 * 102	Non-commissioned armed forces officers
 * 1021	Non-commissioned armed forces officers
 * 103	Armed forces occupations, other ranks
 * 1031	Armed forces occupations, other ranks