text:
Elementary curriculum and training

Created: 2007 05 14

Curriculum in Development

 * Elementary Curriculum and Training (this page) [[Image:100%.png]]
 * Direct Instruction Approach Specifications [[Image:75%.png]]
 * Preschool Language and Skills [[Image:50%.png]]
 * Elementary Science K [[Image:25%.png]]
 * Elementary Reading K [[Image:00%.png]]
 * Elementary Math K [[Image:00%.png]]
 * Elementary Math 3 [[Image:00%.png]]
 * Elementary Math Facts [[Image:25%.png]]
 * Elementary Typing [[Image:25%.png]]
 * Elementary Writing & Logic 4 [[Image:25%.png]]

What is Elementary Curriculum and Training [[Image:100%.png]]
Elementary Curriculum and Training is an electronic form of curriculum for parents and teachers in Science, Reading, and Math based on the teaching principles of explicit instruction. Depending on the use, it employs either a summary of what is to be taught or is a fully scripted curriculum that ensures an efficient teaching of skills and knowledge to mastery. Don't let the scripted option give you a sense of simplicity. There is much research and history in the principles of explicit instruction.

Currently there are no finished curriculum products. The starting points are Elementary Science K (Kindergarten Science), Elementary Math Facts, Elementary Math 3, and Elementary Writing & Logic 4. Once finished, next in line are Elementary Reading K and Elementary Math K (kindergarten level).

Benefits of wiki [[Image:100%.png]]
By placing curriculum into an electronic media format you gain the following benefits:
 * Adaptable - if a set of instructions is weak, a teacher using the curriculum or a field testing teacher might login and either add to the discussion for the module (see tabs) or make a change in the module for the section. Furthermore, a teacher can make their own copy and customize it for his or her own use.
 * Portable - curriculum and scripted teacher instruction can be placed on a laptop and/or printed out. No more lugging books around.  Student booklets can be easily printed in black and white or color and easily replaced.
 * Reduced costs - Student books can currently cost $50-$80 each. Workbooks can currently cost $10 to $20 each.  Printed teacher editions can cost $80 on up.
 * Durable - electronic media can often be put into various types of formats such as a database, web page, or even printed in sections. Currently, teacher editions are spiral bound which can compress and become difficult to turn pages.
 * Expandable - the use of hyperlinks to get more information on an idea or item can assist teachers in learning the curriculum more completely and quickly.
 * Format/media - using electronic media allows curriculum to be developed in a way that is quicker for the teacher to learn to efficacy, thereby, allowing the teacher more time to work on student errors or more time to "punch up" the curriculum to make more fun. The use of small icons as cues can assist teachers in learning the curriculum more quickly.
 * Multimedia - the ability for a teacher to use pictures and short videos to make a point. Also allows the multimedia to include current events thus making the lessons more timely and linked to the students point of view.
 * Helpful for parents - parents of students (especially students with disabilities) can help pre-teach or firm areas for students that need extra practice. A teacher can print the information/workbooks or direct the parent to the wikiversity website.
 * Transformable - can translate the curriculum to different languages and even communication style (i.e. from written to sign language).

Who Should Contribute [[Image:100%.png]]
NEEDED: Illustrator, copyright attorney, funding, and direct instruction curriculum expert

Anyone interested in explicit, direct instruction curriculum development and a belief that knowledge should be free (see GNU Free Documentation License)

The idea of providing schools with free, effective, field tested curriculum will save money and give us a more educated, competitive populace.

How to Prepare in order to Contribute [[Image:100%.png]]
To truly understand and participate in this community, it would be best to review the following sites & books:

Basic Definitions and Open Source

 * Definition of curriculum
 * Definition of Direct Instruction or DI
 * Definition of Free Curriculum - read and extrapolate from Free Software Foundation (FSF). I realize that FSF is for software but you can use your imagination to extrapolate.
 * Definition of GNU Free Documentation Licence (GFDL)
 * How do I know what makes a DI program really based on DI? Direct Instruction Approach Specifications

Direct Instruction Methodology

 * Direct Instruction Approach Specifications [[Image:75%.png]]
 * Direct Instruction Rubric - large PDF file
 * Zig Site
 * Association for Direct Instruction
 * National Institute for Direct Instruction
 * Jeff Lindsay's DI Site
 * Martin Kozloff's DI Site
 * SRA Direct Instruction website

DI books [[Image:100%.png]]

 * Introduction to Direct Instruction
 * Direct Instruction Reading, Fourth Edition
 * Teaching Struggling and At-Risk Readers: A Direct Instruction Approach
 * Designing Effective Mathematics Instruction: A Direct Instruction Approach (4th Ed)

Wikibook links [[Image:100%.png]]

 * Newcomers
 * Contributing FAQ

Copyright links [[Image:100%.png]]

 * Copyright Basics
 * US Copyright
 * US Internet Law/Copyright
 * What is Not Protected by Copyright
 * Merger Doctrine
 * Idea Expression Divide
 * Limitations and Exceptions to Copyright

How to Contribute [[Image:100%.png]]
NEEDED: Illustrator, copyright attorney, funding, and direct instruction curriculum expert

 * If you wish to contribute please read the Direct Instruction links above and join us at the Contributors lounge.

OR

click on the discussion tab at the top of this page

 * DO NOT SUBMIT COPYRIGHTED WORK even with permission! We can most certainly reinvent this wheel with enough time and energy.  Might as well get started now - the sooner we get started the sooner schools can use this curriculum.

Authors and contributors [[Image:100%.png]]
This Wikicurriculum has been written by (please add your name here if you are a contributor in order to comply with licensing):

 * Harriska2 (Contributions)
 * Margoschaefer

title: Elementary curriculum and training


text:
Talk:Eamon Gilmore

Worker's Party Origins
Article needs to include his early political origins particularly his time in the WP. Anyone got a copy of the Lost Revolution? Exiledone (talk) 23:27, 31 January 2011 (UTC)

Irish atheists category
Please stop adding the category Irish atheists to this article. The category quite clearly states that is it for people "whose atheism was or is a defining characteristic or related to their notability." Gilmore is notable for being a politician, not an atheist.It is not a defining characteristic of him, he just happens to be one and this fact is clearly mentioned in the text. Bertie Ahern's article mentions that he is a Catholic, but for the same reasons, he is not in the Irish catholics category. Snappy (talk)

 * normal service will resume tomorrow evening as all the IPs and red accounts depart ClemMcGann (talk) 19:15, 24 February 2011 (UTC)
 * It is a related to his notability (note also others who are in the same category). It is also mentioned directly in the article in the question "is ireland ready for an atheist taoiseach", which indicates it is a notable characteristic. IRWolfie- (talk) 11:38, 25 February 2011 (UTC)
 * He is not notable for being an atheist, nor is it a notable characteristic, merely an interesting fact which is why it is mentioned in the article. Also, others are incorrectly in this cat which needs a clear out. Snappy (talk) 15:08, 25 February 2011 (UTC)
 * If the edit Jolene22 does not discuss their reasons for edit warring here, then I will have to report them to ANI. Snappy (talk) 00:38, 27 February 2011 (UTC)
 * There is precendent for this in the more notable articcle Clement Attlee. Agnostics should stay in the infobox. Laurel Lodged (talk) 17:18, 17 April 2012 (UTC)

Has Gilmore ever had a proper job?
Is there any real work experience here besides being a trade unionist and student unoin leader - neither of which are actually jobs. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 13:44, 26 October 2011 (UTC)

 * Yes. He worked full time as a Union official before entering politics. That is already covered in the article. — Preceding unsigned comment added by SGlennonB (talk • contribs) 10:43, 4 January 2012 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified 3 external links on Eamon Gilmore. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added tag to http://www.belfasttelegraph.co.uk/news/local-national/republic-of-ireland/irish-labour-leader-evasive-on-former-links-with-sinn-fein-14968291.html
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 * Added archive https://web.archive.org/web/20120305094014/http://www.labour.ie/press/listing/12715316113515565.html to http://www.labour.ie/press/listing/12715316113515565.html
 * Added archive https://web.archive.org/web/20160304023801/http://castroller.com/podcasts/RtMorning/3819349 to http://castroller.com/podcasts/RtMorning/3819349
 * Added archive https://web.archive.org/web/20100421090642/http://www.labour.ie/eamongilmore/ to http://www.labour.ie/eamongilmore/

Cheers.— InternetArchiveBot  (Report bug) 19:00, 4 June 2017 (UTC)

Edit request January 11 2024
Eamon Gilmore (born 24 April 1955) is a European Union diplomat, and an Irish former Labour Party politician. He serves as European Union Special Representative for Human Rights since February 2019. He is also the European Union Special Envoy for the Colombian Peace Process since 2015. He was Tánaiste and Minister for Foreign Affairs and Trade from 2011 to 2014, Leader of the Labour Party from 2007 to 2014, Chair of the Organization for Security and Co-operation in Europe from 2012 to 2013, Minister of State at the Department of the Marine from 1994 to 1997. He was a Teachta Dála for the Dún Laoghaire constituency from 1989 to 2016.[2][3]

At the 2011 general election he led the Labour Party to its best electoral performance, with a record 37 Dáil seats. Labour entered into a coalition government with Fine Gael, with Gilmore being appointed Tánaiste and Minister for Foreign Affairs and Trade.

As Minister for Foreign Affairs he led Ireland's seventh presidency of the European Council during the first half of 2013. Throughout 2012, he held the role of Chairperson-In-Office of the Organisation for Security and Cooperation in Europe (OSCE).[4]

Born in County Galway, Gilmore graduated from University College Galway (UCG), becoming President of the Union of Students in Ireland. Later, he entered local politics and worked as a trade union organiser. As a Democratic Left TD, he helped to negotiate that party's merger with Labour. Gilmore was elected unopposed as Labour Party leader in 2007; he resigned the post in July 2014, and was succeeded by Joan Burton.

 * What I think should be changed (include citations):
 * 1. Tánaiste should be Deputy Prime Minsiter (Tánaiste) ✅
 * 2. Chair of the Organization for Security and Co-operation in Europe from 2012 to 2013, should be removed ❌ argument for removal of properly sourced info is unpersuasive
 * 3. Teachta Dála should be Member of Parliament (Teachta Dála) ✅

 * Why it should be changed:
 * 1. To increase readability for a wider audience
 * 2. Information too detailed and not relevant in the context of this listing
 * 3. To increase readability for a wider audience

N/A; see above explanation Editor COMS (talk) 10:06, 11 January 2024 (UTC)
 * References supporting the possible change (format using the "cite" button):
 * See above. STEM info  (talk) 19:57, 1 February 2024 (UTC)

source: wikimedia

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

title: Talk:Eamon Gilmore


text:
jugging

Noun

 * 1) The process of stewing in an earthenware jar.
 * juggings of hares or of partridges
 * 1)  A crime where a suspect observes a customer at a bank or high-end store and then follows the customer after they leave the establishment in order to steal their money or valuables.

title: jugging


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Portal:Wikiversity/Featured learning resource

Wikiversity began within the Wikibooks project (see the Wikibooks Wikiversity pages). A Wikiversity project proposal was approved that called for two major components of Wikiversity: 1) learning materials and 2) learning activities. The Wikiversity model for e-learning is discussed at the Education Portal. For more details about the origins of the Wikiversity project, see History of Wikiversity. Wikiversity policy for research is at the beta.wikiversity.org multilingual hub. Policies specific for the English language Wikiversity are listed at Policies.


text:
selenocysteine

Noun

 * 1)  A naturally-occurring amino acid, present in several enzymes, whose structure is that of cysteine but with the sulfur atom replaced by one of selenium

title: selenocysteine


text:
Graves's emergent cyclical levels of existence

Graves's emergent cyclical levels of existence (E-C theory or ECLET) is a theory of adult human development constructed from experimental data by Union College professor of psychology Clare W. Graves. It produces an open-ended series of levels, and has been used as a basis for Spiral Dynamics and other managerial and philosophical systems.

Names
Graves used a variety of names for his theory during his lifetime, ranging from the generic Levels of Human Existence in his earlier work to lengthy names such as Emergent Cyclical, Phenomenological, Existential Double-Helix Levels of Existence Conception of Adult Human Behavior (1978) and Emergent Cyclical Double-Helix Model of the Adult Bio-Pyscho-Social Behaviour (1981).

In his posthumously published book, The Never Ending Quest, Graves titled the chapter introducing the theory "The Emergent Cyclical Model," and used the phrases "emergent cyclical conception" ("E-C conception") and "emergent cyclical theory" ("E-C theory") repeatedly as short names throughout the subsequent chapter on verifying his work.

However, "levels of existence" is the more commonly known part of the phrase, and was used in the title of the peer-reviewed 1970 article in the Journal of Humanistic Psychology, the single such academic psychology publication Graves made during his lifetime (although he also presented at academic conferences).

Graves himself considered the levels to be artifacts of the theory, therefore this article adopts the following conventions:

 * emergent cyclical theory (E-C theory) is used for the theory itself
 * levels of existence refers to the open-ended set of levels generated by the theory
 * Gravesian theory, Gravesian thought, or ECLET is used when such precision is not needed, or when there is need to discuss the body of work as a whole

Typographically, this article adopts the letter pair formatting chosen for The Never Ending Quest, which places the letters directly adjacent to each other (AN) rather than hyphenated (A-N). This is the form used in the manuscript abandoned in 1977. Graves used both hyphenated and unhyphenated forms, both before and after abandoning his manuscript. In contrast, in the same source "E-C" for "emergent cyclical" is always hyphenated.

Motivation and experimental design
Graves began his work in response to questions from his students regarding which of various conflicting psychological theories was correct. Rather than construct a hypothesis about how the conflicting systems could be resolved, Graves posed several open-ended questions and looked to see what patterns would emerge from his data. While not typical at the time, these approaches would later become known as grounded theory and inductive thematic analysis.

Graves settled on the following questions to frame his experiments:

 * 1) What will be the nature and character of conceptions of psychological maturity, in the biologically mature human being, produced by biologically mature humans who are intelligent but relatively unsophisticated in psychological knowledge in general, and theory of personality in particular?
 * 2) What will happen to a person's characterization of mature human behavior when s/he is confronted with the criticism of his/her point of view by peers who have also developed their own conception of psychologically mature behavior?
 * 3) What will happen to a person's conception of mature human behavior when confronted with the task of comparing and contrasting his/her conception of psychologically mature human personality to those conceptions which have been developed by authorities in the field?
 * 4) Into what categories and into how many categories, if any, will the conceptions of mature human personality produced by intelligent, biologically mature humans fall?
 * 5) If the conceptions are classifiable, how do they compare structurally and how do they compare functionally?
 * 6) If the conceptions are classifiable, how do the people who fall into classes compare behaviorally as observed in quasi-experimental situations and in every day life?
 * 7) If the conceptions are classifiable, how do the people who fall into one class compare to people who fall into other classes on standardized psychological instruments?

These questions led him to design a four-phase experiment, in which collected pertinent data from his psychology students and others. His initial research, conducted between 1952 and 1959, involved a diverse group of around 1,065 men and women aged 18 to 61. Supplemental studies were carried out over the next twelve years.

Phase one: Essays on personal conceptions of the mature adult human
Students in Graves's class on "Normal Psychology" were assigned to develop their own personal conception of the psychologically mature adult human. These students included full-time male undergraduates, coed graduate students in teacher education and industrial management, and coed night school students. The students were given four weeks to produce the essay, during which the class covered relevant topics around the nature of personality and relevant human behavior for developing such a conception.

Graves's students were not aware of the research project, and were told that the papers would be graded on:

 * 1) Breadth of coverage of human behavior.
 * 2) Concurrence with established psychological fact.
 * 3) The internal consistency of the conception.
 * 4) The applicability of the conception.

Next, the students spent four weeks in small groups where each student presented their conception to the group and received criticism, after which they turned in a defense of their existing conception, or a modified conception. This step demonstrated the reaction of students to peer criticism. Finally, after another four weeks of small group study of existing conceptions of mature personality in academic psychological literature, the students once again turned in a defense or modification of their conception. This step demonstrated the reaction of students to being confronted by authority. Graves observed the students in their small group work, without their knowledge as logistics allowed, and interviewed each student after the final defense or revision was turned in.

Phase two: Classification of the essays
Each year, Graves recruited seven to nine new judges who knew nothing of the project, and instructed them as follows:

Take these conceptions of mature personality, study them, then sort them into the fewest possible categories if you find them to be classifiable. Do not force any into categories. If some do not fit any category you decide upon, just place them into an unclassifiable group.

Each judge first produced their own classification, and then the judges produced a single classification by unanimous agreement. Essays for which no unanimous classification could be determined were added to the unclassifiable group.

Phase three: Observation of behaviors of groups of people with similar conceptions
Graves also taught classes in Organizational/Industrial, Experimental, and Abnormal Psychology, and most of his students from the Phase One studies took one of those classes from him the semester after taking Normal Psychology. These classes were structured such that students were organized into groups which, unknown to them, each contained students with the same classification of mature personality. Students who had not participated in Phase One were grouped together, providing what Graves called a "moderate control" effect. Students in the Organizational and Experimental Psychology classes were given specially designed problems to solve, while those in the Abnormal Psychology class were given many standard psychological tests as part of that class's normal approach. Graves studied the groups through one-way mirrors, gathering data on how they organized themselves, interacted with each other, solved problems, and performed on standard tests.

Phase four: Making sense of the data through research
From 1960 until his retirement in the late 1970s, Graves researched other work in order to make sense of confusing aspects of his data. Since many adult humans do not take psychology classes (the source of his data), including those from cultures who do not participate in western educational systems, this phase also included research on how such adults might fit with Graves's collected data.

Development of the theory
Graves's analysis of the data collected and researched through the experiments described above became the basis for emergent cyclical (E-C) theory.

Graves theorized that in response to the interaction of external conditions with internal neurological systems, humans develop new bio-psycho-social coping systems to solve existential problems and cope with their worlds. These coping systems are dependent on evolving human culture and individual development, and they are manifested at the individual, societal, and species levels. While there is an ordered progression of stages, later stages are not presented as "better" in the sense of moral superiority. Rather, each level is best suited to the existential problems that caused it to emerge.

E-C theory produces an open-ended system of levels, which set Graves's work apart from many of his contemporaries, such as Abraham Maslow, who sought a final, perfectible state of human development. Both progression and regression through the levels are possible in response to environmental conditions.

The emergent cyclical double-helix

Emergent cyclical theory is more broad than just the well-known set of levels of existence, and Graves considered the levels themselves to simply be artifacts of the theory. E-C theory holds that new bio-psycho-social coping systems emerge within humans in response to the interplay of external life conditions or existential problems with internal neurobiology. It is this interaction, which cycles between what Graves referred to as "express self" and "sacrifice self" systems, which is the core of the theory

Graves identified the existential problems / life conditions with letters in the first half of the alphabet (A, B, C, D, E, F...), and the emergent coping systems with letters in the second half (N, O, P, Q, R, S...). Each system emerges in response to the corresponding existential problems. (N in response to A, O in response to B, etc.) Color codes, which are common in later systems built on E-C theory, are not something that Graves ever used.

When parallel conditions and systems are paired (AN, BO, CP, DQ, ER, FS...), they describe a level of existence. In these states, the active neuronal system is the one most suited to solving the existential problems that are present in their environment. It is also possible to have non-parallel situations, such as a person in an environment with E level problems who has developed the Q neuronal system but not yet the R. This person will often find the world confusing and stressful. On the other hand, a person who is centralized at FS but finds themself in an environment of primarily E problems will be frustrated for other reasons, such as everyone around them seeming to focus on the "wrong" problems and solutions.

Old systems remain available even after new systems are developed, and the level at which a person is centralized can move forwards or backwards. A person centralized at ER who feels the need for more community and spirit can, if conditions are right, move up to FS. Or they might shift back to the familiar DQ at which they were centralized in the past. For most people, multiple systems will be available, although one may dominate.

The six upon six hypothesis

For most of Graves's original period of research, GT was the latest state to appear. Near the end, a small number of subjects expressing GT in his study shifted to a new state, HU. This emergence, seven or so years into his experiment, of a rare new system is what prompted Graves to view the set of states as open-ended, with no final, ultimate state existing.

Additionally, Graves noted a remarkable similarity between the HU and BO systems, leading him to re-evaluate GT, finding it to have similarities with AN. From this observation, he hypothesized that there are six fundamental coping systems, AN through FS. Beyond FS the cycle repeats with additional neurobiological systems adding much more development on the fundamental states, with the result that "motivations are recapitulated in a much vaster conceptual context." In recognition of this, he began using primes to mark the higher-order systems, renaming GT to A'N' and HU to B'O'. While Graves viewed this hypothesis as unproven, he felt that the data demanded its consideration.

Conditions for change
A key part of E-C theory is the change process by which a person moves from one level of existence to the next. There are six conditions for change in this process:

 * 1) Potential
 * 2) Solutions of existing problems
 * 3) Feeling of dissonance
 * 4) Gaining of insights
 * 5) Removal of barriers
 * 6) Opportunity to consolidate

Consider a person centralized at ER, who is facing new problems of the F sort, which will require a change to being centralized at FS. The person must have the potential to change, including openness to change. They must have solved the problems of their current level (the E problems), in order to have available energy and resources to focus on the next set of problems (the F problems). They must have felt the dissonance that comes from their currently dominant R system failing to solve the F problems. They must gain insight into how the R system is failing them, and how the S system will help. Any barriers to making this change must be removed or overcome, and once newly centralized at FS, the person needs a supportive environment while they come to fully understand how to successfully exist at this new level.

The levels of existence
While the levels are the most well-known part of E-C theory, Graves emphasized that they are theoretical constructs rather than realities, calling them "the base points from which the living, behaving human varies." In contrast to the values focus of the later Spiral Dynamics formulation, Graves focused on the motivations that he saw as underlying each level, with alternating "express" and "sacrifice" themes.

Unless otherwise noted in the column heading or individual cell, the information in the following table is adapted from the first few pages of each level's description in The Never Ending Quest.

Verification of the theory
Graves compared his conception of adult development with those of many of the leading thinkers of his time, concluding that most were compatible with his view, but often had gaps compared to his set of levels, or only addressed part of the range. In a lengthy examination of Graves's work, Nicholas Reitter considers that in reaching these conclusions "Graves appears in his relative isolation to have convinced himself of greater scientific support than can reasonably be claimed for a particular developmental view such as his, however great its appeal and other merits." However, in his review of The Never Ending Quest, Allan Combs agrees that Graves's theory shows "broad similarities to the highly researched stage the- ories of Lawrence Kohlberg (1981) and Carol Gilligan (1993), as well as Robert Kegan (1994) and others."

Graves also validated aspects of his change process against other researchers who had used recognized scales for measuring a person's psychological state.

Using the theory with individuals
Graves demonstrated that individuals react more quickly to words associated with their value system than with those associated with others. More recent research has built on this to show differences in neurological activation among those operating from individualistic vs collectivistic stages. While some academic research has been done on assessing the presence of bio-psycho-social coping systems in individuals,  Graves did not publish any such tools. He noted:

Those who have tried to develop instruments have based them on what people think, do or believe, which is not the proper base for assessment devices. They should be based not on what the person thinks but how s/he thinks, not on what people do or what they believe but how they do what they do, and how they believe that which they do believe.

In the time since Graves's death, assessments have been produced by practitioners of Spiral Dynamics, which is built on E-C theory.

While some have treated Graves's levels as a "simplistic categorization tool," Graves noted that even a person centralized at a particular level drew only roughly 50% on that level, 25% on the level before it, and 25% on the level after. In his original data, Graves found that about 60% of his subjects were centralized around one level, while 40% were more mixed. A person might operate from different levels at home vs at work or in other contexts, and might change to be centralized at either a later or earlier level depending on their environment.

Criticism
Graves's primary data set, which produced the CP-B'O' levels, consisted entirely of students taking his "Normal Psychology" course, raising concerns of sampling bias and lack of diverse life perspectives. During the 1970s, Graves collected additional data from prison populations, industrial workers, and other educational institutions, although it is not documented how this compared to his original methodology, or the degree to which it impacted the theory. Furthermore, the BO and AN levels were the result of research in anthropological literature and therefore not the product of the same methodology as the other levels.

Validating Graves's results is viewed as challenging as his raw data was thrown out towards the end of his life, with only collated results retained. Graves's results as presented in his posthumous writing have been criticized as too vague to support the universality of his conclusions.

Graves's approach of using his students as subjects without their knowledge would be considered ethically dubious today.

Graves's assertions regarding neurobiology lack direct evidence, and are in need of validation by experts in that field.

In his review of The Never Ending Quest, Allan Combs notes that the timeline of the emergence of the levels, while "at home with modern scholarship on the history of consciousness," is speculative beyond what Graves's data could support.

While some variations of Spiral Dynamics have been criticized for producing cult-like communities of practice, several people who level that criticism note that it does not apply to Graves's work itself. In an examination of Graves's work in the June 2018 issue of the Journal of Conscious Evolution, however, Nicholas Reitter connects this phenomenon with Graves having not fully published his ideas during his lifetime. He observes that Graves's ideas are "more often cited, used in conversation, or otherwise recognized tangentially, than they are examined straightforwardly and thus subjected to deliberate acceptance, refutation, or criticism," and that furthermore by "leaving his legacy in not-quite-finished form, and in cultivating followers who have elaborated his ideas leaving them essentially unquestioned, [Graves] appears to have succeeded in leaving us a provocative and important theory, while so far avoiding anything like a debate about its merits."

Influence
E-C theory has primarily been influential in the field of business management, having first been published to a broad audience in the Harvard Business Review after Graves encountered difficulty finding a psychology theory-oriented journal interested in publishing his work. Other researchers in this field built on Graves's work during his lifetime, and his work continues to be cited in journals regarding business-related topics such as change management, cross-cultural management, marketing, sustainability, hiring of workers with disabilities, and the neurology of decision-making. Additionally, Graves's work has formed the basis of several non-academic books on business strategy and change.

Gravesian theory has also been applied in the field of education.

While sometimes referenced in the context of academic publications on psychology, or cited alongside other developmental psychologists such as Jane Loevinger or Lawrence Kohlberg, Graves's ideas are not broadly influential in mainstream psychology or philosophy academia. However, Graves is neither entirely unknown nor entirely dismissed among mainstream developmental psychologists. For example, Loevinger cited his observations on relative developmental levels of managers and employees while of defending her concept of ego development as the "master trait" in response to a competing proposal of neuroticism or conscientiousness occupying that role.

Graves's work influenced Ken Wilber's integral theory starting no later than 1995, prior to the publication of Spiral Dynamics. By way of Spiral Dynamics, this influence became increasingly prominent during the 2000s, although subsequent changes by Wilber have diverged from Graves in some respects such as truncating the second "tier" of stages to two, contradicting the "six upon six" hypothesis.

E-C theory has also influenced, again by way of Spiral Dynamics, developmental metamodernism.


text:
User:Hlaguerre/Choose an Article

Article Selection
Please list articles that you're considering for your Wikipedia assignment below. Begin to critique these articles and find relevant sources.

Discrimination

 * Article title: Discrimination Based on Skin Color
 * Article Evaluation
 * Sources
 * Sources
 * Sources

Crimes

 * Article title: Crimes Against Humanity
 * Article Evaluation
 * Sources
 * Sources
 * Sources

Dogs

 * Article title: Dogs Eating Dogs
 * Article Evaluation
 * Sources
 * Sources
 * Sources

Women Sports

 * Article title: WomenSports
 * Article Evaluation
 * Sources
 * Sources
 * Sources

LGBTQ+

 * Article title: Transgender People in Sports
 * Article Evaluation
 * Sources
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title: User:Hlaguerre/Choose an Article


text:
Taylor Harwood-Bellis

Taylor Jay Harwood-Bellis (born 30 January 2002) is an English professional footballer who plays as a centre-back for club Southampton.

Coming through the youth academy at Manchester City, he made his first team debut in 2019, scoring his first goal the following year. He has since spent time on loan with Blackburn Rovers, Anderlecht, Stoke City, Burnley and Southampton, before joining the latter club at the end of the 2023–24 season.

Harwood-Bellis has represented his country at U16, U17, U19, U20, and U21 levels.

2018–2020
From Stockport, Harwood-Bellis started playing with Manchester City from the age of six. He came through the same Stockport Metro Junior League that produced City team-mate Phil Foden. Harwood-Bellis formed a centre-back partnership with Eric Garcia as part of the City youth side that made it to the FA Youth Cup final in 2019.

On 24 September 2019, Harwood-Bellis made his professional debut when he was named in the starting line up for Manchester City's EFL Cup tie away against Preston North End. He made his second appearance for City and his debut in European competitions with his 82nd-minute introduction during a 4–1 victory over Dinamo Zagreb in the Champions League group stage on 11 December 2019.

On 4 January 2020, Harwood-Bellis scored his first goal for Manchester City in a 4–1 win against Port Vale in the FA Cup. On 7 December 2020, Harwood-Bellis signed a four-year contract extension, keeping him at the club until 2024.

Blackburn Rovers and Anderlecht loans
On 1 February 2021, Harwood-Bellis joined Championship side Blackburn Rovers on loan for the remainder of the 2020–21 season. Five days later, he made his debut for Blackburn as a substitute for Ryan Nyambe in a 1–0 away league defeat by Queens Park Rangers.

On 27 June, Harwood-Bellis joined Belgian First Division A side Anderlecht on a season-long loan deal.

Stoke City (loan)
On 11 January 2022, Harwood-Bellis joined Championship side Stoke City on loan until the end of the 2021–22 season. Harwood-Bellis was a regular in the side for the remainder of the season, playing 24 times as Stoke finished in 14th position.

Burnley (loan)
On 1 July 2022, Harwood-Bellis joined Championship side Burnley on loan for the 2022–23 season. He scored his first goal for the club on 13 September in a 1–1 draw against Preston North End. On 31 May 2023, he returned to his parent club, Manchester City, upon expiration of his loan.

Southampton
On 1 September 2023, Harwood-Bellis joined Championship side Southampton on a season-long loan with an obligation to buy for £20 million, if the club are promoted to the Premier League. He made his debut on 15 September 2023 in a 1–4 defeat to Leicester City. On 28 October 2023, Harwood-Bellis scored his first goal for the club in a 3–1 victory against Birmingham City. Following Southampton's victory in the Championship play-off final on 26 May 2024, he joined the club permanently, with the move effective from 1 July when he signed a four-year contract.

International career
Harwood-Bellis captained the England under-17 team at the 2019 UEFA European Under-17 Championship and scored in a group stage defeat against the Netherlands.

Harwood-Bellis made his U20 debut during a 2–0 victory over Wales at St. George's Park on 13 October 2020.

On 27 August 2021, Harwood-Bellis received his first call up for the England U21s. On 7 September 2021, he made his England U21 debut during the 2–0 European Championship qualification win over Kosovo U21s at Stadium MK. On 25 March 2022, Harwood-Bellis captained the U21s for the first time during a 4–1 win over Armenia at Dean Court in Bournemouth.

On 14 June 2023, Harwood-Bellis was included in the England squad for the 2023 UEFA European Under-21 Championship, and won the tournament beating Spain 1–0 in the final.

Honours
Burnley
 * EFL Championship: 2022–23

Southampton
 * EFL Championship play-offs: 2024

England U21
 * UEFA European Under-21 Championship: 2023

Individual
 * UEFA European Under-21 Championship Team of the Tournament: 2023

title: Taylor Harwood-Bellis


text:
Ensure site usability for full range of users

From the official document:
 * "This unit defines the competency required to ensure that clients can use a website once a connection has been established."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAT4184A.

This unit is part of the following qualifications:
 * Cert IV Websites Qualification in Australia

How this unit will help you
After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
...

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

Grading
If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:


text:
SAASTE Science/Guidelines for Scientific Investigations

Guidelines for selecting suitable investigations
How do I go about selecting and initiating a suitable investigation for my learners?

Many investigations deal with the selection of the appropriate materials to perform a particular function e.g.
 * Perform an investigation to determine which material is best for insulation purposes
 * Perform an investigation to determine which material is best to create a specific structure or product.

Investigations concerning events in the school's immediate surrounding should also be considered. The following is a suggested route for the educator to assist his/her learners in arriving at a suitable investigation: Perform a few focus tasks to improve the learners' observational skills. One must bear in mind that observations can include all five senses (taste, touch, hearing, sight and smell).

A possible way of improving observation in terms of hearing:
 * pair learners
 * one learner from each pair is blindfolded
 * one learner leads the blindfolded learner
 * the blindfolded learner mentions all the sounds he/she hears and reports happenings in the surroundings to the other learner who records it on a sheet

A possible way of improving observation in terms of touch:
 * put different objects in a container
 * learners identify objects in the container by means of touch only (learners are not to see the objects in the container)

A warning in the case of tasting: This observational skill should be practiced under controlled circumstances

Once the focus tasks on observation have been completed the educator can ask learners to prepare a list of events which occur in their immediate surroundings e.g.
 * Gardening
 * Making a noise
 * Working
 * Littering

Ask the learners to indicate what events they are happy or unhappy about - this will lead to problem identification.

A hypothesis can then be formulated.

The extent of the problem can then be determined quantitatively, which implies that measurements have to be made.

The educators now have to assess whether the measurements can be performed within a reasonable time frame.

If the outcome of this assessment is positive the educator can confidently go ahead with this investigation, knowing his/her learners will be exposed to the majority of the science process skills.

A look at a few science process skills:

Text books
Bunge, M. (1967) Scientific Research I - The Search for System - Springer-Verslag Berlin Heidelberg New York

Petrucci, R.H. (1985) General Chemistry: Principles and modern applications. 4th edition: Macmillan Publishing Company. New York.

Internet
www.epa.gov/radon/index.html

www.lungusa.org

sedwww.cr.usgs.gov:8080/radon/georadon/2.html

va.essortment.com/sientificresea_rqce.htm


text:
Robert Frier

Robert Frier RSA (1855 –1912) was a Scottish artist. He specialised in landscapes.

Life
His father Robert Frier [Snr] (14 March 1818 - 16 September 1893) was a draper with a shop on the Lawnmarket in the Old Town and living at Ratcliffe Terrace in the South Side. He exhibited at the Royal Scottish Academy from 1853 and in later censuses he was recorded as a landscape artist.

His mother was Margaret Palmer (24 August 1823 - 29 April 1888) from Kirkcudbright. Robert [Snr] and Margaret married on 7 November 1845 in Edinburgh. Most of their children were artists.

Robert Frier [Jnr.] was born in Edinburgh on 1855. His older brother Henry (Harry) Frier (1849-1921) was also an artist.

In 1880 he was living in a flat at 62 Queen Street, Edinburgh.

By 1890 he is living in a much larger house at 108 George Street and is listed as a "landscape artist and teacher of drawing and painting".

By 1895 he has left Edinburgh, possibly to live with his brother Henry in London.

Known works

 * Stormy Highland Scene with Fishermen
 * Scottish Landscape with Stick Gatherer
 * Boat on a Canal with Trees
 * Two Figures on a Bridge
 * Scottish River Scene
 * On the Lochside near Luss
 * In the Leny Glen

title: Robert Frier


text:
Talk:Battle-Pieces and Aspects of the War

Articles about individual poems?
Should there be articles created about some/all of the individual poems in Battle-Pieces? Pete unseth (talk) 16:56, 8 June 2016 (U
 * My initial reaction is that it might be more helpful to readers to add sections on individual poems, then, if a section gets too big, to split if off into an article of its own. This would also mean that there would be coverage of more poems rather than articles on just a few poems. I hope you can make this contribution!ch (talk) 17:54, 8 June 2016 (UTC)


text:
Talk:Puzzles/Riddles

Format
The format effecively treats the whole set of riddles as a single puzzle. People should be able to check their guesses, or even add new riddles, without accidentally seeing the answers to the ones they haven't yet thought about or are still thinking about. I therefore suggest that we split up the answers into one page per riddle. -- Smjg 14:57, 29 Nov 2004 (UTC)

 * Sounds great. It would also handle the problems of the huge ToC and the oversized page. - SamE 05:16, 4 Dec 2004 (UTC)

 * Logic puzzles has a good format for this. -<IP_ADDRESS> 05:47, 4 Dec 2004 (UTC)

Does it seem navigable now that I've put the solutions on individual pages? It might be good to split the riddles themselves into groups of 10, so that the table of contents will fit within the page. (e.g. riddles 1-10 on Riddles, 11-20 on Riddles 2, etc.) -Tormod 06:40, 4 Dec 2004 (UTC)
 * The only objection I have is that we have many incredibly small pages; then again, that's the only way to do it (that I know of). One other way I found in a riddle book was to title each and every riddle and organize them alphabetically for the answers and by difficulty for the riddles. I do like your plan for splitting up the riddles; see Chip's Challenge for a way I did this. - SamE 02:06, 8 Dec 2004 (UTC)
 * Does it take up a lot more memory to have many little pages than one big one? I think hyperlinking is easier for the reader than looking through an index like the book of riddles you mention.  Chip's Challenge looks good. -Tormod 19:08, 9 Dec 2004 (UTC)
 * I ran into the many-little-pages problem with SMW: Yoshi's Island 1. I tried to explain the walkthrough using what would have ended up becoming about 100 pages. I wanted to make it completely comprehensive, but that took so long to copy-paste, rewrite and test, that I gave up on it and put the 30 or so pages I had written on VfD. I don't know if it takes more memory or what, but it sure takes a lot of time and energy to make them all work. This especially applies when you want to make a change to all of them at once and you don't have a bot. So I would go with the strategy I used on Chip's Challenge. - SamE 03:44, 10 Dec 2004 (UTC)
 * I actually really like the format now - as a user, it's super-convenient to click on the link to see the solution. If there was a hints/discussion page for each one, that'd be perfect!  -PK

I came to this page to have a look and was totally put off. No one wants to see "Riddle 1, Riddle 2" all the way down to 40. No one, equally, wants those riddles just listed off underneath. Furthermore, some of the riddles are pathetically easy (eg the first) and some are really quite hard. If someone's looking for a hard riddle, how are they going to find it? They can't read every one.

I suggest that the riddles be split up by difficulty: Very-Easy, Easy, Average, Hard, Very-Hard. Aesthetically, it would also be nice to give each riddle a title rather than a number. A hints/discussion page for each one would also be extremely nice. However those are extraneous. The splitting into difficulty categories is essential. --<IP_ADDRESS> 18:49, 27 Jun 2005 (UTC)

Hints?
why are you giving hints before giving people the chance to figure things out? put the hints in a link. —Preceding unsigned comment added by <IP_ADDRESS> (discuss • contribs) 02:50, 10 September 2005

Hiding the answer in a template instead
In an attempt to help fix some of the problems with the solutions being deleted by over zealous administrators seeking to delete very small pages, I've tried to put the answers into a special template called Template:Riddle.

I've also gone and deleted the first two solution pages, and it would be useful to transfer the talk pages that may have been started for each answer to be here instead as well. I'm not going to go any further at the moment, but instead I'm looking for general input in this matter before I add this template to all of the rest of the answers. --Rob Horning 15:56, 20 March 2006 (UTC)

 * Since there hasn't been any arguments either for or against this proposal, I'm going to go ahead and make the changes and delete the various Riddles sub-modules that are mostly one or two words anyway. --Rob Horning 16:57, 31 March 2006 (UTC)

The title stays as one line regardless of line breaks in firefox. --Hagindaz 04:45, 14 April 2006 (UTC)

Riddle 2
This riddle could mean anything black on white, eg text, an oven, washing machine, etc...

scholar
The word scholar suggests that the answer is supposed to be book. huhahua

Riddle 9
Thats a sick riddle.

Really? I think is pretty cool.

Riddle 12
How does a shadows footsteps talk?

Riddle 14
My best guess is: bokrage
 * Bok is Afrikaans for antelope. The springbok is the best known.
 * Okra is a pepper-like vegetable.
 * Rag is a bit of a stretch for a utensil, but it's the best I can do.
 * While by some definitions a person's age does change from year to year, it can also mean forever, which shouldn't change. (Ago could also fit here, but I don't think it works any better.)

Brilliant work, but I don't think it answers the question - 1234567 was supposed to be a 7 letter word, too, and as far as I can tell, it's not.

I have also seen this riddle saying "changes every year" instead of being the same every year. Age would fit very well there. The answer is Cabbage - Sudhish

Other suggestions that I've seen: PROPEND
 * PRO = professional sports teams get named after animals (lions, bears, ducks) -- doesn't really work
 * ROPE = slang for licorice
 * PEN = a writing utensil
 * END = December 31st

GARBAGE
 * GAR = A fish
 * ARBA = American Rabbit Breeders Association (ARBA) -- doesn't really work
 * BAG = A Bag is a utensil
 * AGE = Age itself does not change just the ###'s that represent our age or Age of our waste is unproved.

Has anyone worked this one out?

Riddle 15
This can also be the wind.

I agree most with wind. Mostly because of the breathing and how dying down doesnt really mean ending with wind.

''I disagree. The wind doesn't breathe, because it IS breath, actually. Though it may breeze. In order to breathe, you need another substance to breathe. The wind is made up of air, so it can't also breathe air. Fire, however, is kept alive by the oxygen in the air, so it breathes.''Balthus 07:40, 4 April 2006 (UTC)
 * I believe something is wrong with the format as I can't see anything on firefox or internet explorer Aznph8playa 04:43, 22 May 2006 (UTC)

Riddle 16
and

other suggestions:

death -Jahrl Eriksen

the later A

air

Riddle 17
A Window

Other suggestions:

Smith's Patented SpectroGasmic, Cold Fusion Powered, X-ray Goggles (the oldest, functional pair were uncovered in an Egyptian tomb in Thebes c. 1942)

Riddle 18
Lighthouse

--Frontier 12:30, 8 Feb 2005 (UTC)

Other suggestions: the Sun

"[B]lue fields" can be interpretted as either a body or water or the sky. problem: the sun burns.

The North star or big dipper

A compass needle "never moves" applies to the needle, while the compas moves, the needle, when working properly and without too much interference from local magnetic sources, does not move or turn. It only appears to turn when you move the compass.

---The Day.---

Guides travelers... Rises East, Sets West

never moves... As opposed to day being in the nighttime.

Always turning... Time of day

never looks... Just to confuse the issue, from the phrase "turn & look"

Always shining... The Sun

never burns... It never burns out.

Looks on blue fields with each of its turns... The Sky is Blue. Each of it's turns just means the day.

---Dylan Campbell---

I vouch for the North Star.

Guides travelers, never moves. - It is stationary in the sky. Always turning, never looks. - It is (from our perspective) revolving 360 degrees per day because of the rotation of the planet, though we can't really tell because it's a sphere. Always shining, never burns. - It is always shining, and doesn't burn anything on the Earth, unlike, say, the sun. Obviously it is burning because it's a star, but... You could apply this to lighthouses too. Stand directly in front of the light and tell me it doesn't burn. Looks on blue fields with each of its turns. - Referring to blue sky during the day.

--<IP_ADDRESS> 06:42, 15 April 2006 (UTC)

Riddle 19
Bowling

 * Ok, then, what's the 3 black eyes?
 * The holes in the bowling ball, of course! -star882

Riddle 20
It's a dictionary, or you're holding the book upside down.

You could be in east asia, they format their books to be read back to front, relative to our norm. -Jahrl Eriksen

Riddle 21
I am confused. Lungs? —Preceding unsigned comment added by <IP_ADDRESS> (discuss • contribs) 9 November 2005

"I feast on your body, your soul, and your mind," This doesnt make any sense for a shadow, or am I missing something?

um i think because little kids, (and even adults) play games with shadows and avoid them or whatever. also, the later in the day it gets, the farther up your body a shadow would be if someone walked past you. ;)

Deletion and undeletion
Three times, users created this page and wrote "shadow" or "a shadow". Twice, sysops deleted the page, but missed it the third time. I decided that this page was okay, so I undeleted the older versions. See deletion log.

Generally, a page containing only "a shadow" is nonsense, and eligible for speedy deletions. What those sysops did not know is that this page, Riddles: 21, is linked from Puzzles:Riddles. "A shadow" is the answer to riddle 21.

However, visitors to Riddles: 21, unless they come from Puzzles:Riddles, have no idea what this page is about. There is no link back to Puzzles:Riddles or anywhere, and the module title does not show that module is part of the Puzzles book. This is another reason to support the requirement for slash convention in Naming policy. --Kernigh 05:16, 14 February 2006 (UTC)

Riddle 22
Pearl white connotates lustre, an egg shell has no lustre, its is dull. I'm just bitter because my best guess was a tooth with a gold crown. -Jahrl Eriksen

Riddle 33
I don't understand, "But many have the strength to lift a man", having to do with a human hair.

Perhaps if you made a rope out of the hair. Or Perhaps the hair of a woman could "lift" the man if you catch my drift -Jahrl Eriksen

Riddle 39
Ridonculous -Jahrl Eriksen

Riddle 41
I don't get it. Elton John? I was expecting something else. --Rob Horning 04:33, 14 April 2006 (UTC)

major formatting errors
using latest firefox.

Template:Riddle doesnt appear to work. and its not exactly printworthy.

but "not work" i mean all the text on this page is being bunched together and overlapping. in short its totally gone wrong. suggest this:

 * I as well am having errors with this template while using firefoxAznph8playa 03:41, 22 May 2006 (UTC)
 * I'm using Internet Explorer and also having these problems.

Riddle 6
Both Dreams and Stars come at night without summons and flee the world in the morning, so I added dreams to the answer Aznph8playa 03:52, 22 May 2006 (UTC)

We are tall, straight and upright. Who are we?
Discussion: We are tall straight and upright. What are we? GiftyOxox (discuss • contribs) 16:22, 16 March 2017 (UTC)

Completely clean up
Hi guys, I think, I might re-do a complete makeover to the riddles. Encik Tekateki (discuss • contribs) 02:03, 25 May 2019 (UTC)

title: Talk:Puzzles/Riddles


text:
Oreke Mosheshe

Oreke Mosheshe is a British actress, TV presenter, blogger and model.

Background
Oreke graduated from Brunel University with a degree in management and law - modelling part-time to pay the bills. With a job in business development lined up, Oreke decided to take a year off after university 'to see the world'. She only got as far as her native North London however, as she was approached by publicity guru Camilla Storey to take up acting full-time. Oreke also studied drama at college, and the Meisner technique with Scott Williams at the Impulse school of acting.

Career
Oreke has appeared in several BBC, ITV and Channel 4 productions. She can also be seen at the end of the year in British comedy 'rabbit fever' which has been voted best British comedy of the year by Toby Young (Tatler.)

Oreke has featured alongside various British actors such as the late Sir John Mills, Lesley Sharp and James Nesbitt as well as Hollywood actors such as Ray Liotta. Her acting roles have taken her to Africa where she guest appeared in popular soap 'Sun City'.

Oreke has modelled for various fashion houses including Matthew Williamson, Vivienne Westwood, Armani and Joseph. She was the face of T-Mobile Web 'n' Walk campaign and has starred in the international Star beer campaign.

Oreke can be seen in several commercials ranging from high fashion to playing a young mum in a Huggies international campaign.

Film credits

 * Lights2 - Action Hero, The Shadow (with Marcus Dillistone and Sir John Mills)
 * Lights2; Return of The Shadow - Action Hero, The Shadow, sequel (with Marcus Dillistone and John Quentin)
 * Revolver - Foxy: Dancer (with Guy Ritchie)
 * Planespotting - Nkechi: Prisoner (with Chris Menaul and Francis Hopkinson Granada)
 * Rabbit Fever - Rude Girl
 * Double O - Lola: Secret Agent
 * Johnny English - (with Rowan Atkinson and Peter Howitt)

Television acting

 * The Lenny Henry Show - Model/Singer (BBC Television)
 * 20 Things To Do Before You're 30 - Sarah (BBC Television)

Television presenting

 * Live Roulette TV - Sky digital channel 847
 * Hawaiian Tropics 2004 - International, E Channel
 * Grab-a-Grand Game Show - Skytele Media
 * Hawaiian Tropics International - E! Entertainment Channel
 * Psychic Interactive Show - Skytele Media
 * Spin and Win - Hollywood TV

Commercial modelling

 * Africa Kicks - (BBC Television)
 * Top of the Pops - (BBC Television)
 * KFC
 * Orange Mobile
 * Nestle

Theatre

 * Round and Round - Wrote and Directed
 * The End - Solin Woman Show
 * Cabaret - Charity Tour

Modelling

 * Catwalk, House of Fraser
 * Skin Care/ Fashion, GMTV
 * Showroom, Armani Collective club 21
 * Product Launch/Campaign, PlayStation
 * Mathew Williamson, London Fashion Week
 * Showroom, Vivienne Westwood
 * Showroom, Joseph

Music videos

 * Appleton - "Fantasy"
 * Million Dan - "Dogs And Sledges"
 * So Solid Crew - "Rid Wid Us"
 * Adam F And Li'l Mo - "Where's My…"
 * t.A.T.u. - "Not Gonna Get Us"

Qualifications

 * Scott Williams Impulse School of Acting (London)
 * Ravenscroft College - Three years Theatre Studies
 * RADA “Unarmed combat course” Led by Bret Young
 * BBC Intensive Presenting course

Miscellaneous
In 2006, Oreke came fifth in the Miss Great Britain contest.

title: Oreke Mosheshe


text:
Japanese submarine I-18

I-18 was one of five Type C cruiser submarines of the C1 sub-class built for the Imperial Japanese Navy. During World War II, she operated as the mother ship for a midget submarine during the attack on Pearl Harbor and the attack of Diego-Suarez, conducted a war patrol in the Indian Ocean, and served in the Guadalcanal campaign before she was sunk in February 1943.

Design and description
The Type C submarines were derived from the earlier KD6 sub-class of the Kaidai-class submarine with a heavier torpedo armament for long-range attacks. They displaced 2554 LT surfaced and 3561 LT submerged. The submarines were 109.3 m long, had a beam of 9.1 m and a draft of 5.3 m. They had a diving depth of 100 m.

For surface running, the boats were powered by two 6200 bhp diesel engines, each driving one propeller shaft. When submerged each propeller was driven by a 1000 hp electric motor. They could reach 23.6 kn on the surface and 8 kn underwater. On the surface, the C1s had a range of 14000 nmi at 16 kn; submerged, they had a range of 60 nmi at 3 kn.

The boats were armed with eight internal bow 53.3 cm torpedo tubes and carried a total of 20 torpedoes. They were also armed with a single 140 mm/40 deck gun and two single or twin mounts for 25 mm Type 96 anti-aircraft guns. They were equipped to carry one Type A midget submarine aft of the conning tower.

Construction and commissioning
Ordered under the 3rd Naval Armaments Supplement Programme and built by the Sasebo Naval Arsenal at Sasebo, Japan, I-18 was laid down on 25 August 1937 with the name Submarine No. 38. Launched on 12 November, 1938, she was completed and commissioned on 31 January 1941, by which time she had been renamed I-18.

Pre-World War II
Upon commissioning, I-18 was attached to the Yokosuka Naval District, assigned to Submarine Division 2 in Submarine Squadron 1 in the 6th Fleet In the autumn of 1941, she underwent conversion into a mother ship for a Type A midget submarine. The submarines JAPANESE SUBMARINE I-16, JAPANESE SUBMARINE I-20, JAPANESE SUBMARINE I-22, and JAPANESE SUBMARINE I-24 also underwent the conversion. By 15 November 1941, I-18 was a part of Submarine Division 3 — which also included JAPANESE SUBMARINE I-19 and I-20 — in Submarine Squadron 1 in the 6th Fleet.

At the Kure Navy Club in Kure, Japan, on 17 November 1941, the commander of Submarine Division 3 briefed the commanding officers of the five converted submarines on the upcoming attack on Pearl Harbor and on the role of their submarines in it. He had been designated the commander of the Special Attack Unit, made up of all five submarines, each of which was to launch a Type A midget submarine off Pearl Harbor so that the midget submarines could participate in the attack. I-22 was to serve as flagship of the Special Attack unit.

On 18 November 1941, the five submarines moved from Kure to the Kamegakubi Naval Proving Ground, where each embarked a Type A midget submarine. At 02:15 on 19 November 1941, the five submarines got underway from Kamegakubi bound for the Hawaiian Islands, taking a direct route that took them south of Midway Atoll. While at sea, they received the message "Climb Mount Niitaka 1208" (Niitakayama nobore 1208) from the Combined Fleet on 2 December 1941, indicating that war with the Allies would commence on 8 December 1941 Japan time, which was on 7 December 1941 on the other side of the International Date Line in Hawaii.

Pearl Harbor
At 02:15 on 7 December 1941, I-18 launched her midget submarine, No. 17, south of Oahu about 13 nmi from the entrance to Pearl Harbor. No. 17 was depth charged and sunk with the loss of its two-man crew outside the harbor in Keehi Lagoon. Its wreck was discovered resting in 75 ft of water on 13 June 1960, and the United States Navy submarine rescue ship USS Current (ARS-22) refloated it on 6 July 1960, finding no human remains inside. At the request of the Government of Japan, the United States returned the wreck to Japan, where it is displayed at the Naval Academy Etajima in Etajima.

I-18 and the other four "mother" submarines proceeded to the planned recovery area for their midget submarines west of Lanai, where they spent the night of 7–8 December 1941. None of the midget submarines returned. Early on 9 December 1941, I-18, I-20, and I-24 received orders to leave the recovery area. I-18 departed the Hawaiian Islands on 12 December 1941 and arrived at Kwajalein on 22 December 1941.

First war patrol
On 4 January 1942, I-18, I-22, and I-24 departed Kwajalein to begin their first war patrol, assigned patrol areas off the Hawaiian Islands, with the commander of Submarine Division 2 embarked on I-18. I-18 sighted U.S. Navy Task Force 11, including the aircraft carrier USS Lexington (CV-2), steaming 550 nmi west of Hawaii on 9 January 1942, and on 10 January, while 130 nmi northeast of Johnston Island, she sighted two SBD Dauntless dive bombers from Lexington flying west, allowing her to calculate Lexington′s approximate position and report it.

On 18 January 1942, I-18, I-22, and I-24 received orders to depart their patrol areas,  the orders calling for I-18 and I-24 to make for the Northwestern Hawaiian Islands and bombard Midway Atoll. On 24 January 1942, I-18 conducted a periscope reconnaissance of Midway, and on 25 January 1942, the two submarines surfaced in darkness off Midway to begin their bombardment. I-24 opened fire with her 140 mm deck gun, and United States Marine Corps coastal artillery promptly  returned fire, forcing I-24 to submerge after firing only six rounds. I-18 also submerged without ever having opened fire on the atoll.

After the bombardment attempt, I-18 and I-24 as well as I-22 set course for Japan. Unknown to them, the U.S. submarine USS Gudgeon (SS-211) had received Ultra intelligence information alerting her to their activities and routes. She did not sight any of them, but while searching for them she encountered and sank the submarine JAPANESE SUBMARINE I-73, which was following the same route, 240 nmi west of Midway on 27 January 1942. I-18 arrived at Yokosuka along with I-22, I-24, and the submarines JAPANESE SUBMARINE I-4, JAPANESE SUBMARINE I-5, JAPANESE SUBMARINE I-6, and JAPANESE SUBMARINE I-7 on 2 February 1942.

February–April 1942
After her port call at Yokosuka, I-18 moved to Kure, then departed Kure on 18 March 1942. She remained in Japan into April 1942.

During I-18′s stay in Japan, the German naval staff in Berlin formally requested on 27 March 1942 that Japan begin attacks on Allied convoys in the Indian Ocean. On 8 April 1942, the Japanese formally agreed to meet this request by dispatching submarines to operate off the coast of East Africa, and that day they withdrew Submarine Division 1 of Submarine Squadron 8 from its base at Kwajalein to Japan. By 16 April 1942 they had created the "A" detachment within Submarine Squadron 8, consisting of I-18 and the submarines JAPANESE SUBMARINE I-10, I-16, I-20, and JAPANESE SUBMARINE I-30, as well as midget submarines and the auxiliary cruisers  Aikoku Maru and  Hōkoku Maru, which were to operate as supply ships for the submarines. That morning, the commander of the 6th Fleet, Vice Admiral Teruhisa Komatsu, the commander of Submarine Squadron 8, their staffs, and the midget submarine crews paid a courtesy call on the commander-in-chief of the Combined Fleet, Admiral Isoroku Yamamoto, aboard his flagship, the battleship JAPANESE BATTLESHIP Yamato, at Hashirajima anchorage. After the visit with Yamamoto, the detachment got underway at 11:00, bound for Penang in Japanese-occupied British Malaya.

During the detachment's voyage, 16 United States Army Air Forces B-25 Mitchell bombers launched by the aircraft carrier USS Hornet (CV-8) struck targets on Honshu in the Doolittle Raid on 18 April 1942. The detachment received orders from the 6th Fleet that day to divert from its voyage and head northeast, passing north of the Bonin Islands, to intercept the U.S. Navy task force that had launched the strike. The detachment failed to find the U.S. ships and soon resumed its voyage.

I-30 and Aikoku Maru called at Penang from 20 April to 22 April 1942 before heading into the Indian Ocean to conduct an advance reconnaissance of the "A" Detachment's planned operating area. The rest of the "A" Detachment reached Penang on 27 April 1942, where the seaplane carrier JAPANESE SEAPLANE CARRIER Nisshin — which had undergone modifications allowing her to carry Type A midget submarines — rendezvoused with it. I-16, I-18, and I-20 each embarked a midget submarine at Penang.

Indian Ocean operation
I-18 and the other "A" detachment units got underway from Penang on 30 April 1942, headed westward into the Indian Ocean with I-10 serving as the detachment's flagship. The submarines refueled at sea from Aikoku Maru and Hōkoku Maru on 5, 10, and 15 May 1942. I-18 suffered a mishap on 17 May when her port diesel engine flooded in heavy seas and four of its cylinders seized, damage which prevented her from reaching the launch area for the midget submarines on schedule.

I-10′s Yokosuka E14Y1 (Allied reporting name "Glen") floatplane began reconnaissance flights over ports in South Africa by reconnoitering Durban on 20 May 1942, followed by flights over East London, Port Elizabeth, and Simon's Town over the next week. On the night of 29 May, the plane flew over Diego-Suarez, Madagascar, sighting the battleship HMS Ramillies (07) among the ships anchored there. The "A" detachment commander selected Diego-Suarez as the target for a midget submarine attack, scheduled for 30 May 1942. I-16 and I-20 launched their midget submarines 10 nmi off Diego-Suarez on 30 May, but I-18′s midget suffered engine failure and she could not launch it.

After the midget submarine attack, the "A" detachment began anti-shipping operations. I-18 sank the Norwegian 2,158-gross register ton merchant ship Wilford in the Mozambique Channel at -20.33333°N, 36.78333°W on 8 June 1942, then jettisoned her midget submarine on 9 June. On 1 July 1942, she heavily damaged the Dutch 1,805-ton merchant ship De Weert, and De Weert sank on 3 July at -25.2°N, 35.93333°W.

On 2 July 1942, I-18 attacked the British 7,406-ton armed merchant ship Phemius. Her torpedoes detonated prematurely, and Phemius opened fire on I-18′s periscope. I-18 escaped undamaged. She was in the Indian Ocean south of St. Lucia Bay, South Africa, on 6 July 1942 when she torpedoed the 7,341-ton British India Steam Navigation Company steamer SS Mundra, which was carrying a large number of survivors of other ships. She then attacked Mundra with gunfire, sinking her at -28.75°N, 32.33333°W. One hundred fifty-five men survived Mundra′s sinking, which prompted a large number of Royal Air Force and South African Air Force sorties to find I-18, but I-18 went undetected.

I-18 conducted a reconnaissance of Rodrigues on 20 July and of Diego Garcia on 31 July 1942, then proceeded to Penang. As she neared Penang on 2 August 1942, she detected an unidentified enemy — probably Royal Navy — submarine stalking her, but she arrived at Penang safely later that day. She later set course for Japan, arriving at Yokosuka on 23 August 1942 to undergo an overhaul.

Guadalcanal campaign
By mid-November 1942, the Japanese had decided to organize a system of submarine supply runs to Guadalcanal in the Solomon Islands, where Japanese forces had been fighting in the Guadalcanal campaign since August 1942. With her overhaul complete, I-18 got underway from Kure on 17 December 1942 and, after a stop at Truk, proceeded to Shortland Island in the Shortland Islands to begin her supply runs. Early on the morning of 3 January 1943, the submarine USS Grayback (SS-208) sighted I-18 on the surface in the Solomon Sea southwest of Rendova at -8.81667°N, 157.15°W and launched a torpedo attack. Grayback′s torpedoes detonated, and Grayback′s commanding officer believed she had sunk I-18, but the torpedoes apparently exploded prematurely, because I-18 submerged and escaped unscathed.

I-18 made three supply runs to Guadalcanal, in each case dropping her cargo off at Cape Esperance on the island's northwest coast. She delivered 15 tons of cargo in supply drums on 5 January 1943 and 25 tons in supply drums on 11 January 1943. On 22 January 1943, she departed Truk on her last supply run, delivering 18 tons of cargo in a supply container at Cape Esperance on 26 January 1943.

On 28 January 1943, I-18 was attached to Submarine Force "A". She deployed to waters north of Rennell Island and south of Guadalcanal, where she formed a patrol line with the submarines JAPANESE SUBMARINE I-11 — which served as the force's flagship — I-16, I-17, I-20, JAPANESE SUBMARINE I-25, I-26, JAPANESE SUBMARINE I-32, and JAPANESE SUBMARINE I-176, targeting any Allied naval forces attempting to interfere with Operation Ke, the Japanese evacuation of their forces on Guadalcanal. On 2 February 1943, Submarine Force A received orders to intercept a U.S. Navy aircraft carrier task force 100 nmi southeast of San Cristobal, but they failed to find the task force.

The Japanese completed Operation Ke on 8 February 1943. That day, Submarine Force A received orders to intercept a U.S. Navy force 150 nmi south-southeast of Rennell Island. Two of the submarines, including I-18, found and engaged the American force before losing contact with it. Later that day, the commander of Submarine Force A ordered all its submarines except for I-11 and I-17 to proceed to Truk.

Loss
On 11 February 1943, I-18 reported sighting an American task force in the Coral Sea 200 nmi south of San Cristobal. An OS2U Kingfisher floatplane of Cruiser Scouting Squadron 9 (VCS-9) from the light cruiser USS Helena (CL-50) sighted her about 9 nmi from the task force, dropped a smoke marker to indicate her location, and summoned the destroyer USS Fletcher (DD-445). Fletcher gained sonar contact on I-18 directly ahead at a range of 2,900 yd and dropped depth charges at 15:27. At 15:39, she saw a large bubble of oil and air reach the surface, and she heard a heavy explosion at 15:43. She dropped three more depth charges in the center of the oil slick. After 15:46, she saw cork, wood, and other wreckage rise to the surface in what had become a very large oil slick. It marked the end of I-18, sunk with the loss of all 102 men on board at -14.25°N, 161.88333°W.

The Japanese declared I-18 missing on the day she was sunk. She was struck from the Navy list on 1 April 1943.

After World War II, the U.S. Joint Army-Navy Assessment Committee identified the submarine Fletcher sank on 11 February 1943 as JAPANESE SUBMARINE Ro-102. However, Ro-102 conducted patrols from Rabaul after 11 February and reported to Rabaul until 9 May 1943.

title: Japanese submarine I-18


text:
Talk:Hayago Championship

Are the time limits simply 10 seconds per move or is it something like 5 minutes thinking time plus 10 seconds of byo yomi? Funkyj 21:37, 11 August 2006 (UTC)

title: Talk:Hayago Championship


text:
Talk:Jean-Baptiste de La Salle

Name in Latin?
I am trying to find and translate his name into latin. I would appreciate any help.--Jondel 01:03, 22 March 2006 (UTC)

 * The pedestal of his founder's statue in St. Peter's Basilica in Rome has the spelling IO BAPT DE LA SALLE. Without the abbreviations and in sentence case, this would be Iohannes Baptista de La Salle. See http://www.stpetersbasilica.info/Statues/Founders/JohnBaptistdelaSalle/John%20de%20la%20Salle.htm Piperh (talk) 18:00, 9 January 2022 (UTC)

Need of cleanup
Sorry, I have no time, but this needs to be cleaned, it reads like a high school biography. Not as good as Wikipedia deserves. —Preceding unsigned comment added by <IP_ADDRESS> (talk) 05:40, 7 August 2008 (UTC)

 * I have cut it right back. Charles Matthews (talk) 07:39, 25 September 2008 (UTC)

Capitalization in La Salle
His name is spelt "de  La Salle" and not "de  la Salle", "de" in French meaning "of". He is "Jean-Baptiste of La Salle", not "of la Salle". We should consider creating a new page with the correct capitalization and direct this page there, or delete it completely. -- S Masters (talk) 07:20, 23 February 2010 (UTC)

you do realise you could just edit the capitals in you don't have to radirect the whole page. Alienboxer13 (talk) 15:54, 14 October 2013 (UTC)

Requested move

The result of the move request was: page moved.  Ron h jones (Talk) 20:22, 10 March 2010 (UTC)

Jean-Baptiste de la Salle → Jean-Baptiste de La Salle — "La" needs to be capitalized. It is currently incorrect. He is Jean-Baptiste of La Salle S Masters (talk) 14:09, 24 February 2010 (UTC)

Survey

 * Feel free to state your position on the renaming proposal by beginning a new line in this section with  or  , then sign your comment with  . Since polling is not a substitute for discussion, please explain your reasons, taking into account Wikipedia's policy on article titles.

 * Support La Salle is the correct name of the city of ref.--Labattblueboy (talk) 14:44, 24 February 2010 (UTC)

Discussion

 * Any additional comments:

Which La Salle is he of? There are 8 in France. Do we have references? Being a teacher, "de la Salle" ("of the room") would not be entirely strange. --Closeapple (talk) 09:02, 28 February 2010 (UTC)

 * According to the Italian Wikipedia version of this page, he was born into nobilty, the firstborn of lawyer Louis de La Salle and Nicole de Moet de Brouillet. Importantly, the entire Italian version spells his name as "de La Salle". Looking at all the official websites, they all spell his name as "de La Salle". However, the version from the Catholic Encyclopedia spells his name "de la Salle" throughout. My guess is that the original work to move parts of that body of work to Wikipedia resulted in this spelling. It does not mean that their version is correct. This is especially true when all official websites related to him spell it consistently with a capital L. -- S Masters (talk) 14:41, 28 February 2010 (UTC)

more information about free school
i really think someone should put in more info about rhe free school like the subjects french (literacy for them) i have found a good source that someone can use. http://www.newadvent.org/cathen/08444a.htm Alienboxer13 (talk) 16:02, 14 October 2013 (UTC)

Requested move 2

 * The following discussion is an archived discussion of the proposal. Please do not modify it. Subsequent comments should be made in a new section on the talk page. No further edits should be made to this section.

The result of the proposal was no consensus. --BDD (talk) 22:39, 2 December 2013 (UTC)

Jean-Baptiste de La Salle → John Baptist de La Salle – Move to match the name to the most common form in the English language sources, as shown in the entry on him in the Catholic Encyclopedia given above, per the MOS. Relisted. BDD (talk) 18:19, 19 November 2013 (UTC) Daniel the Monk (talk) 23:12, 8 November 2013 (UTC)
 * Oppose - sorry but a 1910 source, as any website referencing it, fails WP:RS as a reliable source. Note an academic source, Wanner (1975) "No survey of French education in the seventeenth century would be complete without reference to the educational work of Jean-Baptiste de La Salle." Per WP:CRITERIA of Recognisability Precision and Consistency, we do not usually give English translated personal names to 17th Century French people. In ictu oculi (talk) 03:25, 9 November 2013 (UTC)
 * Incidentally, I'm not sure what "MOS" is being referred to, certainly WP:FRMOS does not say to anglicize French people. In ictu oculi (talk) 03:38, 9 November 2013 (UTC)
 * I fail to see how the date of a major English-language academic work fails to be a reliable source, since the MOS to which you refer makes no mention of that as a criterion. I would think that it is to the contrary, as it shows my suggested form of his name in English as having already being established a century ago. But additionally there are various citations available on the English-language websites of the religious order he founded, such as that of the Brothers worldwide,, as well as in the United States, and the U.K. Also this is the form of his name used in general English-language Church sources., and for publications both of his writings and about him. Further, it is the form used for a movie about his life. The use by one author you cite clearly does not show the "most common" form in English-language sources indicated by the MOS.
 * The MOS to which I refer is, of course, WP:ENGLISH, with whom I am sure you are familiar. Daniel the Monk (talk) 20:14, 11 November 2013 (UTC)
 * Please indent. The MOS for French bios is MOS:FR
 * The reason 100-year old reference works are not considered reliable when modern works are available is because this is 2013, I'm not sure any further justification is required. The name of the schools should be excluded from searches. In ictu oculi (talk) 07:02, 20 November 2013 (UTC)
 * The WP:ENGLISH says nothing about dates. Further, an encyclopedia is clearly a reliable source per WP:Reliable sources. Again, the fact that the form I am proposing has been in use for 100 years shows provenance for the English form. Additionally, the other works I have given as references are modern. So I don't see the basis for your comments. I agree with you about the schools, but only because they do not show his first name. Daniel the Monk (talk) 00:54, 21 November 2013 (UTC)

 * Abstain (formerly: Oppose). I've never seen him referred to as "John Baptist." SnowFire (talk) 23:10, 11 November 2013 (UTC)
 * Where have you seen reference to him? Did you bother to look at the references I have given? Daniel the Monk (talk) 23:37, 11 November 2013 (UTC)
 * I can't really recall. However, from the article, the sole book in "Further reading" apparently uses "Jean Baptist" (?  No Baptiste?).  The internet links seem more split, though.  I've downgraded to a weak oppose. SnowFire (talk) 17:30, 12 November 2013 (UTC)
 * From the ngram link below, switching to an abstain. Not sure if John Baptist really is more common or this is some quirk of Google ngrams.

 * Interesting. If you actually check that source, you will find that the book in fact uses the form of his name which I'm suggesting. You can add that to the list of references I have already given. Daniel the Monk (talk) 02:38, 16 November 2013 (UTC)
 * Support. The main legacy of JB de la Salle is the Brothers of Christian Schools, a group of schools and educators commonly known as "Lasallian schools". Modern English-language literature produced by Lasallian schools predominantly refer to him as "John Baptist de la Salle":
 * La Salle College, Hong Kong
 * Christian Brothers Conference, North America
 * Lasallian Heritage Europe
 * Lasallian Association in Britain
 * De La Salle University, the Philippines)
 * Deryck C. 12:45, 16 November 2013 (UTC)
 * How is this relevant to the bio? And obviously they do, yes, but do those sources count as independent? What do independent sources call him? All the independent sources in the article use French names from French people. In ictu oculi (talk) 07:01, 20 November 2013 (UTC)

 * I'm confused by the lack of sources on either side. We only use English names for people who are best-known in English by those names--hence John the Baptist but Jean-Baptiste Bagaza. So, yeah. In ictu oculi correctly noted that a good general rule of thumb is how recently he lived, but the reason we do that is to follow primacy of sources in English, so... I'm gonna ngram this. BRB. Red Slash 23:29, 19 November 2013 (UTC)
 * I'm confused by your statement about the lack of sources. I've listed three websites, three academic-level books and a movie, all of which show him as John Baptist. Daniel the Monk (talk) 04:38, 20 November 2013 (UTC)
 * So that shows that people have referred to him at John Baptist. Where's the evidence that this is the most common name? Red Slash 04:58, 20 November 2013 (UTC)
 * I've given my evidence. Do you have evidence to the contrary? Daniel the Monk (talk) 00:54, 21 November 2013 (UTC)
 * No offense to anyone, at all. But a lot of trouble could've been avoided had you consulted... this link. Vehemently strong oppose--the subject's name in English is definitely and definitively Jean-Baptiste de La Salle. Red Slash 23:58, 19 November 2013 (UTC)
 * User:Red Slash: I think you stumbled across a quirk of GBooks, those results are way too high. If you add "Jean-Jacques Rousseau" to your query above, you'll see almost the same graph, but a tad smaller - in other words, you were graphing occurrences of "Jean" that do NOT include Baptiste de la Salle.  The line for Rosseau is marginally less, which makes sense as he's better known.
 * I'm not sure this query is accurate, but skipping the dash, "John Baptist" wins, barely. Although I'm not sure that all the Jean-Baptistes are properly translated to "Jean Baptistes" so this win may be illusory.  Ugh, impossible to say.  Switching to an abstain, myself.
 * https://books.google.com/ngrams/graph?content=Jean+Baptiste+de+La+Salle%2CJohn+Baptist+de+La+Salle%2CJean-Jacques+Rousseau&year_start=1808&year_end=2008&corpus=15&smoothing=3&share=&direct_url=t1%3B%2CJean%20Baptiste%20de%20La%20Salle%3B%2Cc0%3B.t1%3B%2CJohn%20Baptist%20de%20La%20Salle%3B%2Cc0%3B.t1%3B%2CJean%20-%20Jacques%20Rousseau%3B%2Cc0  SnowFire (talk) 01:19, 20 November 2013 (UTC)
 * Hi, can you please take the schools out of that search? What do modern sources unconnected with the organisation call him? In ictu oculi (talk) 07:01, 20 November 2013 (UTC)
 * Ngrams containing "The characters +, -, *, / require parentheses to be interpreted as a composition": | Like this walk victor falktalk 04:27, 29 November 2013 (UTC)

 * Oppose Per the ngram I cite above showing that "Jean-Baptiste" is used by general English-speaking sources (in contrast to those associated with the schools based on his legacy, which use "John Baptist"). walk victor falktalk 04:27, 29 November 2013 (UTC)
 * The above discussion is preserved as an archive of the proposal. Please do not modify it. Subsequent comments should be made in a new section on this talk page. No further edits should be made to this section.

Title
The title of this article is Jean-Baptiste de La Salle (with a dash between Jean and Baptiste and with an "e" at the end of Baptiste). However, within the article, his name is given without the dash and without the "e". Which is correct? Shouldn't the article employ his name in a consistent manner throughout? Any thoughts? Thanks. Joseph A. Spadaro (talk) 20:31, 7 April 2014 (UTC)

External links modified
Hello fellow Wikipedians,

I have just added archive links to 1 one external link on Jean-Baptiste de La Salle. Please take a moment to review my edit. If necessary, add after the link to keep me from modifying it. Alternatively, you can add to keep me off the page altogether. I made the following changes:
 * Added archive https://web.archive.org/20120717090611/http://www.delasalle.org/resources/resources-signs-of-faith/sof_fall00/f00life.htm to http://delasalle.org/resources/resources-signs-of-faith/sof_fall00/f00life.htm

Cheers.—cyberbot II  Talk to my owner :Online 04:56, 26 February 2016 (UTC)

Institute of the Brothers of the Christian Schools
There appears to be some duplication in this short section - it starts "De La Salle thereby began a new religious institute, the first one with no priests at all among its members: ..." and ends with "The De La Salle Brothers were the first Roman Catholic teaching religious institute that did not include any priests."

Could I suggest: "De La Salle thereby began a new religious institute: the Institute of the Brothers of the Christian Schools ... Irish Christian Brothers.) Thus the De La Salle Brothers were the first Roman Catholic teaching religious institute that did not include any priests."

Haynesta (talk) —Preceding undated comment added 14:13, 25 February 2017 (UTC)

General
There is inconsistency with the spelling of the French city of Reims. In four places this appears as Rheims.

Cheers Haynesta (talk) —Preceding undated comment added 14:17, 25 February 2017 (UTC)

 * This has been fixed for now, accepting the "Reims" spelling used (consistently) in the WP article about the city. Piperh (talk) 17:50, 9 January 2022 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Jean-Baptiste de La Salle. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20100807182500/http://www.lasallian.info/template/page.cfm?id=151 to http://www.lasallian.info/template/page.cfm?id=151

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title: Talk:Jean-Baptiste de La Salle


text:
Cookbook:Breaded Fried Oysters

Ingredients

 * 1 pint shucked large oysters, cleaned and dried
 * 2 eggs
 * ¼ cup cream
 * 2 cups fine bread crumbs or cracker crumbs
 * Salt, to taste
 * Black pepper, to taste
 * Cayenne pepper, to taste
 * Vegetable oil, to fry

Procedure

 * 1) Take the cleaned oysters, place them on a clean towel, and dry them.
 * 2) Beat the eggs and cream together, and place in a shallow bowl.
 * 3) Combine the bread or cracker crumbs with the salt, pepper, and cayenne. Place in a shallow bowl or on a plate.
 * 4) With a fork, dip each oyster individually in the egg, then in the crumbs. With the back of a spoon, pat the crumbs to adhere them to the oysters.
 * 5) Heat the oil in a frying pan—the amount of oil will vary with the cooking method used.
 * 6) Deep fry, pan fry, or sauté the oysters in the pan, but do not crowd them; cook in batches if needed. Fry quickly until light brown on both sides; 1 or 2 minutes a side should be enough.
 * 7) Serve hot.

title: Cookbook:Breaded Fried Oysters


text:
Life in Pictures

Life in Pictures was a post-hardcore and metalcore band from Prescott, Arizona that formed in 2000. The band released an EP titled Songs From the Sawmill in 2003 on Limekiln Records, and later a full-length record titled By the Sign of the Spyglass in 2005 on Clockwork Recordings. As of early 2006 the band has stated that they are inactive and the members are working on other projects. Guitarist Addison Matthew, bassist Pat Callaway, drummer Dustin Hanna and vocalist Hank Hampton are currently in Hour Of The Wolf.

title: Life in Pictures


text:
Government Arts College for Women, Pudukkottai

Government Arts College for Women, Pudukkottai, is a women's general degree college located in Pudukkottai, Tamil Nadu. It was established in the year 1965. The college is affiliated with Bharathidasan University. This college offers different courses in arts, commerce and science.

Science

 * Physics
 * Chemistry
 * Mathematics
 * Statistics
 * Computer Science
 * Botany
 * Zoology

Arts and Commerce

 * Tamil
 * English
 * History
 * Economics
 * Commerce

Accreditation
The college is recognized by the University Grants Commission (UGC).


text:
Talk:JavaScript/Variables and types

Contrary to what this page says, JavaScript supports pretty much all of the OO features that it says it does not.

http://intertwingly.net/wiki/pie/JavaScript

function Foo { this.test1 = function { print("Hi from foo (1)"); } this.test2 = function { print("Hi from foo (2)"); } } function Bar { Foo.apply(this); // Bar inherits from Foo this.test1 = function { print("Hi from bar") }; } var foobar = new Bar; foobar.test1; foobar.test2;

<IP_ADDRESS> 13:22, 5 Feb 2005 (UTC)

I agree. A quick google for "classes in JavaScript" and "object-oriented Javascript" shows quite a few pages about classes (and other OO features) in Javascript.
 * http://www.google.com/search?hl=en&q=classes+in+Javascript&btnG=Google+Search
 * http://www.google.com/search?hl=en&lr=&q=object-oriented+Javascript&btnG=Search

Definitely we'll want to talk about this in the JavaScript book. Should we stick information about implementing "classes" and "member methods" in Javascript at the end of the "JavaScript:Variables and types" chapter for now? --DavidCary 23:40, 15 December 2005 (UTC)
 * JavaScript can imitate classes, but it is important to stress that it does not actually have them. Instead it has a more flexible paradigm.   --Jesdisciple (talk) 09:15, 11 May 2010 (UTC)

Perhaps this is a simplistic question, but what is the definition of a "type"? Webchoc (talk) 04:53, 19 November 2009 (UTC)
 * Every constructor function is, in effect, a type. All of the basic types have constructor functions, even though best practice is to use their literal forms (if applicable) instead. --Jesdisciple (talk) 09:12, 11 May 2010 (UTC)

IIRC, JavaScript strings are Unicode. If this is true, it is important enough to go into this page. Yaronf (discuss • contribs) 11:49, 23 March 2011 (UTC)

More Types
The current primitive types in JavaScript are: undefined, null, boolean, string, symbol, number. We should probably add some sections on undefined and null as they're missing from the page. There are also object forms of Number, Boolean and String which are needed to explain why we can call methods on them. <IP_ADDRESS> (discuss) 15:26, 2 July 2016 (UTC)

Very outdated content!
Content seems very outdated, misses let and const which are both part of ES6 which was released in 2015 which is 8 years ago! MrUnoDosTres (discuss • contribs) 05:46, 18 January 2023 (UTC)
 * This page is no longer part of the Wikibook. I would be happy if someone deletes it. What the OP is missing, is integrated into the actual Wikibook. --Kelti (discuss • contribs) 04:32, 19 January 2023 (UTC)

title: Talk:JavaScript/Variables and types


text:
Eudaphisia albonotata

Eudaphisia albonotata is a species of beetle in the family Cerambycidae. It was previously identified as the only species in the genus Eudaphisia. It was described by Pic in 1926.

title: Eudaphisia albonotata


text:
National Trade Union Promyana

The National Trade Union Promyana is a trade union centre in Bulgaria.

It is affiliated with the International Trade Union Confederation.

title: National Trade Union Promyana


text:
Lotfabad, Nishapur

Lotfabad (, also Romanized as Loţfābād) is a village in Rivand Rural District, in the Central District of Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 854, in 238 families.

title: Lotfabad, Nishapur


text:
Nelja Energia

Nelja Energia AS (also branded as 4Energia) is a renewable energy developer based in Tallinn, Estonia. The main areas of business of the company are the development of the renewable energy industry and the operation of power production. The name of the company, meaning Energy of Four, is referring to the four type of renewable energy: wind, water, biomass and solar. The company is focused on the renewable energy development in the Baltic countries. The CEO of the company is Aavo Kärmas.

Nelja Energia owns and operates eleven wind farms in Estonia with the total capacity of 140.8 MW, and four wind farms in Lithuania with the total capacity of 78.9 MW. In addition, the company operates two biogas-fuelled co-generation plants in Estonia. In Latvia, it owns and operates a cogeneration plant and pellet factory in Brocēni. The company plans a 700–1,100 MW offshore wind farm off Hiiumaa, Estonia.

The company operates since 2005. It started as an operator company for the wind farms owned by Vardar Eurus, a company owned by Norwegian Vardar AS (90%) and the Nordic Environment Finance Corporation (10%), and Freenergy, a company owned by Estonian investors and the European Bank of Reconstruction and Development, and it was owned equally by both companies. In 2012, Freenergy merged with Nelja Energia and the current ownership structure was adopted. The main shareholder of Nelja Energia was Vardar Eurus (77%). Estonian private investors owned 23% of the shares.

On 29 May 2018, it was announced that Enefit Green, a subsidiary of Eesti Energia, will acquire 100% of Nelja Energia shares for €289 million. In addition, it will take over €204 million of Nelja Energia loans. The deal was approved and completed in November 2018.

title: Nelja Energia


text:
Dynamism of a Cyclist

Dynamism of a Cyclist (Dinamismo di un Ciclista) is a 1913 oil painting by Italian Futurist artist Umberto Boccioni (1882–1916) that demonstrates the Futurist fascination with speed, modern methods of transport, and the depiction of the dynamic sensation of movement.

Background
Futurism was an early twentieth-century movement in Italy that sought to free the country from what the Futurists saw as the dead weight of its classical past. The Futurists were preoccupied with the technology and dynamism of modern life. The movement found its expression primarily in literature and art.

Subject and composition
Boccioni's preparatory drawings for the painting (two shown below) depict a head-down racing cyclist, behind in the air, his movement indicated by the characteristic Futurist "force lines" and echoing curves. Force lines, which the Futurists claimed to have invented, show how an object would resolve itself if it followed the tendencies of its own forces and reflected the interest of the Futurists in the philosophy of Henri Bergson, who believed that material objects exist in a state of continual flux. The painting is therefore an attempt to represent the dynamic sensation of a cyclist moving through time and space rather than a snap-shot of a particular moment in time. The bicycle, figure, and the surrounding space seemingly fuse together in a single form. Although the bicycle had been invented in the early nineteenth century, it did not come into widespread use until the 1890s. Even in 1913, the bicycle, and the high speeds obtainable on it, still represented for the Futurists one of the modern forms of transport that they idealised.

In the final work, the lines of the preparatory drawings are translated into curves and cones, outlined using Boccioni's characteristic divisionist technique. This technique was primarily derived from the early Futurist Giacomo Balla. Boccioni, after visiting Parisian avant-garde painters, added new elements to the style, including the typical Cubist segmentation of planes. The discordant colour choices reflect the failure of the Futurists to develop a coherent colour theory to match their theories in other areas.

Related works
This work is one of a series of "dynamism" paintings he created in 1913, including Dynamism of a Human Body, The Dynamism of a Soccer Player, Dynamism of a Footballer, and Plastic Dynamism: Horse + Houses. In these paintings, Boccioni utilized a more vivid color palette than in his previous works, and his application of the paint was thicker and denser.

The Russian Futurists explored many of the same themes as the Italians. Natalia Goncharova's Cyclist (1913) includes some of the same techniques for portraying movement used by Boccioni and the other Futurists, although the work is far more directly representational than Dynamism of a Cyclist and much less ambitious.

title: Dynamism of a Cyclist


text:
Ozoir

Ozoir may refer to two communes in France:
 * Ozoir-la-Ferrière, in the Seine-et-Marne department
 * Ozoir-le-Breuil, in the Eure-et-Loir department

title: Ozoir