text:
Soulce

Soulce is a former municipality in the district of Delémont in the canton of Jura in Switzerland. On 1 January 2013 the former municipalities of Bassecourt, Courfaivre, Glovelier, Soulce and Undervelier merged to form the new municipality of Haute-Sorne.

History
Soulce is first mentioned in 1148 as Sulza. The municipality was formerly known by its German name Sulz, however, that name is no longer used.

Geography
Soulce had an area of. Of this area, 3.98 km2 or 26.9% is used for agricultural purposes, while 10.44 km2 or 70.7% is forested. Of the rest of the land, 0.28 km2 or 1.9% is settled (buildings or roads), 0.01 km2 or 0.1% is either rivers or lakes and 0.04 km2 or 0.3% is unproductive land.

Of the built up area, housing and buildings made up 1.1% and transportation infrastructure made up 0.7%. Out of the forested land, 67.6% of the total land area is heavily forested and 3.1% is covered with orchards or small clusters of trees. Of the agricultural land, 5.8% is used for growing crops and 10.3% is pastures and 10.7% is used for alpine pastures. All the water in the municipality is flowing water.

The former municipality is located in the Delemont district, in a small valley east of Undervelier. The village grew up along a small stream in the valley.

Coat of arms
The blazon of the municipal coat of arms is Or, on Coupeaux Vert a Greyhound Gules passant.

Demographics
Soulce had a population of 233. , 3.6% of the population are resident foreign nationals. Over the last 10 years (2000–2010) the population has changed at a rate of 5.3%. Migration accounted for 3.7%, while births and deaths accounted for 4.9%.

Most of the population speaks French (210 or 89.4%) as their first language, German is the second most common (22 or 9.4%) and Italian is the third (1 or 0.4%).

, the population was 48.8% male and 51.2% female. The population was made up of 114 Swiss men (44.5% of the population) and 11 (4.3%) non-Swiss men. There were 126 Swiss women (49.2%) and 5 (2.0%) non-Swiss women. Of the population in the municipality, 99 or about 42.1% were born in Soulce and lived there in 2000. There were 70 or 29.8% who were born in the same canton, while 48 or 20.4% were born somewhere else in Switzerland, and 18 or 7.7% were born outside of Switzerland.

, children and teenagers (0–19 years old) make up 26.4% of the population, while adults (20–64 years old) make up 56.2% and seniors (over 64 years old) make up 17.4%.

, there were 93 people who were single and never married in the municipality. There were 116 married individuals, 16 widows or widowers and 10 individuals who are divorced.

, there were 95 private households in the municipality, and an average of 2.4 persons per household. There were 28 households that consist of only one person and 9 households with five or more people. , a total of 95 apartments (82.6% of the total) were permanently occupied, while 18 apartments (15.7%) were seasonally occupied and 2 apartments (1.7%) were empty. The vacancy rate for the municipality,, was 5.04%.

The historical population is given in the following chart:

Sights
The entire village of Soulce is designated as part of the Inventory of Swiss Heritage Sites.

Politics
In the 2007 federal election the most popular party was the SVP which received 38.17% of the vote. The next three most popular parties were the SPS (36.56%), the CVP (11.83%) and the FDP (6.99%). In the federal election, a total of 94 votes were cast, and the voter turnout was 54.0%.

Economy
, Soulce had an unemployment rate of 5%. , there were 17 people employed in the primary economic sector and about 6 businesses involved in this sector. 1 person was employed in the secondary sector and there was 1 business in this sector. 14 people were employed in the tertiary sector, with 5 businesses in this sector. There were 104 residents of the municipality who were employed in some capacity, of which females made up 38.5% of the workforce.

the total number of full-time equivalent jobs was 21. The number of jobs in the primary sector was 13, all of which were in agriculture. The number of jobs in the secondary sector was 1, all of which were in construction. The number of jobs in the tertiary sector was 7. In the tertiary sector; 2 or 28.6% were in wholesale or retail sales or the repair of motor vehicles, 2 or 28.6% were in the movement and storage of goods, 2 or 28.6% were in education.

, there were 4 workers who commuted into the municipality and 73 workers who commuted away. The municipality is a net exporter of workers, with about 18.3 workers leaving the municipality for every one entering. Of the working population, 6.7% used public transportation to get to work, and 67.3% used a private car.

Religion
From the, 171 or 72.8% were Roman Catholic, while 20 or 8.5% belonged to the Swiss Reformed Church. Of the rest of the population, there were 16 individuals (or about 6.81% of the population) who belonged to another Christian church. There was 1 individual who was Islamic. 34 (or about 14.47% of the population) belonged to no church, are agnostic or atheist, and 1 individuals (or about 0.43% of the population) did not answer the question.

Education
In Soulce about 74 or (31.5%) of the population have completed non-mandatory upper secondary education, and 17 or (7.2%) have completed additional higher education (either university or a Fachhochschule). Of the 17 who completed tertiary schooling, 58.8% were Swiss men, 35.3% were Swiss women.

The Canton of Jura school system provides two year of non-obligatory Kindergarten, followed by six years of Primary school. This is followed by three years of obligatory lower Secondary school where the students are separated according to ability and aptitude. Following the lower Secondary students may attend a three or four year optional upper Secondary school followed by some form of Tertiary school or they may enter an apprenticeship.

During the 2009-10 school year, there were no students attending school in Soulce.

, there were 8 students in Soulce who came from another municipality, while 23 residents attended schools outside the municipality.

title: Soulce


text:
User:Jovanmrls120

Through time Taoist Theology created its own deities. Similar to deities of Hinduistic and Yoruban beliefs these deities attributed certain qualities. Certain sects modeled thier temples to dedicate to certain deities.

source: wikimedia

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

title: User:Jovanmrls120


text:
Institute for Governance of Private and Public Organizations

Established in September 2005, the Institute for Governance of Private and Public Organizations (IGOPP) is a Canadian think tank and joint initiative of HEC Montréal and Concordia University (The John Molson School of Business) and the Jarislowsky Foundation. The Institute is committed to promoting strong corporate governance practices among organizations in Quebec and the rest of Canada.

Activity
Its operations focus primarily on key management activities, namely defining the corporate mission, evaluating strategic management and financial performance, recruiting and compensating officers and managing risk. It achieves this through:
 * Policy papers: The Institute supports academic research, takes part in public debates on governance issues, reinforces governance related skills;
 * Research: the aim is to stimulate debate on key issues of governance by providing rigorous research work;
 * Training: IGOPP organizes conferences and training seminars
 * Dissemination of information: The Institute promotes partnership and knowledge transfer.

Books
Yvan Allaire and IGOPP's books deal with the financial market, mining royalties, executive compensation, "good governance" in the public or private sector, takeovers of listed companies, regulation of financial markets, Davos, the presence of women on boards and many other themes relevant to governance. These books are constantly looking to provide a measured opinion, sensitive to others', by formulating policy proposals that respect the rights of the parties. Their authors' are concerned about the perverse and unexpected effects of good intentions.
 * On becoming an activist board... In the age of activist shareholders
 * A Capitalism of Owners : How Financial Markets Destroy Companies and Societies and What to Do About It
 * Black Markets and Business Blues : The Man-Made Crisis of 2007-2009 and the Road to a New Capitalism. Silver medal, Category : Current Events I (Political/Economic/Legal/Media) of the 2010 Independent Publisher Book Awards.
 * Beyond Monks and Minow: From Fiduciary to Value Creating Governance

Members of the board of directors
Chaired by Dr. Yvan Allaire, the board of directors of the institute is made up of 15 individuals from various fields: senior executives of large and small businesses, institutional investors, heads of public-sector organizations, university researchers and regulatory experts: Mary-Ann Bell, Isabelle Courville, Hélène Desmarais, Paule Doré, Robert Greenhill, Stephen Jarislowsky, Michel Magnan, Claudine Mangen, Andrew T. Molson, Louis Morisset, Michel Nadeau, Robert Parizeau, Guylaine Saucier and Sebastian Van Berkom.


text:
5 ft and 1520 mm gauge railways

Railways with a railway track gauge of first appeared in the United Kingdom and the United States. This gauge became commonly known as "Russian gauge", because the government of the Russian Empire chose it in 1843. Former areas and states of the Empire have inherited this standard. However in 1970, Soviet Railways re-defined the gauge as 1,520 mm.

With about 225000 km of track, 1,520 mm is the second-most common gauge in the world, after.

Great Britain, 1748
In 1748, the Wylam waggonway was built to a gauge for the shipment of coal from Wylam to Lemington down the River Tyne.

In 1839, the Eastern Counties Railway was constructed. In 1840, the Northern and Eastern Railway was built. In 1844, both lines were converted to. In 1903, the East Hill Cliff Railway, a funicular, was opened.

United States, 1827

In 1827, Horatio Allen, the chief engineer of the South Carolina Canal and Rail Road Company, prescribed the usage of gauge. Many other railroads in the Southern United States adopted this gauge. The presence of several distinct gauges was a major disadvantage to the Confederate States of America during the American Civil War. In 1886, when around 11,500 mi of gauge track existed in the United States, almost all of the railroads using that gauge were converted to, the gauge then used by the Pennsylvania Railroad.

Russian Empire, 1842
In 1837, the first railway built in Russia was a gauge, 17 km long experimental line connecting Saint Petersburg with Tsarskoye Selo and Pavlovsk. The choice of gauge was influenced by Brunel's Great Western Railway which used. The Tsarskoye Selo railway's success proved that a larger gauge could be viable for railways isolated from the extant gauge Western European network.

In 1840, work started on the second railway in the Russian Empire, the Warsaw–Vienna railway in Congress Poland. It was a standard gauge, with the express intention of allowing through-freight trains into Austria-Hungary.

The modern Russian railway network solidified around the Saint Petersburg–Moscow railway, built in 1842. There, the Tsar established a committee to recommend technical standards for the building of Russia's first major railway. The team included devotees of Franz Anton von Gerstner, who pushed to continue the Tsarskoye Selo gauge, and engineer Pavel Melnikov and his consultant George Washington Whistler, a prominent American railway engineer. Whistler recommended on the basis that it was cheaper to construct than  and cheaper to maintain than. His advice won over the Tsar.

At the time, questions of continuity with the European network did not arise. By the time difficulties arose in connecting the Prussian railroads to the Russian ones in Warsaw in the 1850s, it was too late to change.

A persistent myth holds that Imperial Russia chose a gauge broader than standard gauge for military reasons, namely to prevent potential invaders from using the rail system. The Russian military recognized as early as 1841 that operations to disrupt railway track did not depend on the gauge, and should instead focus on destroying bridges and tunnels. However, in both World Wars the break of gauge did pose some amount of obstacle to the invading Germans.

Expansion
The 5-foot gauge became the standard in the Russian Empire and later the Soviet Union.

Russian engineers used it on the Chinese Eastern Railway, built in the closing years of the 19th century across the Northeastern China entry to provide a shortcut for the Trans-Siberian Railway to Vladivostok. The railway's southern branch, from Harbin via Changchun to Lüshun, used Russian gauge. As a result of the Russo-Japanese War of 1904-1905, its southernmost section from Changchun to Lüshun was lost to the Japanese, who promptly regauged it to standard gauge, after using the narrow for a short time during the war. This formed a break of gauge between Changchun and Kuancheng, the station just to the north of Changchun, still in Russian hands, until the rest of the former Chinese Eastern Railway was converted to standard gauge, probably in the 1930s.

Unlike in South Manchuria, the Soviet Union's reconquest of southern Sakhalin from Japan did not result in regauging of the railway system. Southern Sakhalin has continued with the original Japanese gauge simultaneously with the Russian gauge railway, constructed in the northern part of the island in 1930-1932 (Moskalvo-Okha). The railway has no fixed connection with the mainland. Before 2019, rail cars coming from the mainland port of Vanino on the Vanino-Kholmsk train ferry, operating since 1973, had to have their bogies changed in the Sakhalin port of Kholmsk. In 2004 and 2008 plans were put forward to convert it to the Russian gauge. The conversion was completed in 2019.

There were proposals in 2013 for north-south and east-west lines in Afghanistan, with construction to start in 2013.

Panama, 1850
The Panama Canal Railway, first constructed in ca. 1850, was built in gauge. During canal construction (1904–1914), this same gauge was chosen for both construction traffic, canal operating services along the quays, and the newly routed commercial cross-isthmus railway. In 2000 the gauge for the commercial parallel railway was changed to to use standard gauge equipment. The original gauge was chosen under the influence of the pre-conversion southern United States railway companies. The electric manoeuvering locomotives along the locks (mules) still use the gauge that was laid during canal construction.

Finland, 1862
The first rail line in Finland was opened in January 1862. As Finland was then the Grand Duchy of Finland, an autonomous state ruled in personal union by Imperial Russia where railways were also built to the (5 ft) broad track gauge of. However the railway systems were not connected until the bridge over the River Neva was built in 1913. Russian trains could not have run on Finnish tracks, because the Finnish loading gauge was narrower, until the connection was made and the Finnish structure gauge was widened.

Redefinitions
In the late 1960s the gauge was redefined to in the Soviet Union. At the same time the tolerances were tightened. As the running gear (wheelsets) of the rolling stock remained unaltered, the result was an increased speed and stability. The conversion took place between 1970 and the beginning of the 1990s.

In Finland, the Finnish State Railways kept the original definition of, even though they also have tightened the tolerances in a similar way, but to a higher level.

After its independence from the Soviet Union in 1991, Estonia redefined its track gauge to, to match Finland's gauge. The redefinition did not mean that all the railways in Estonia were changed immediately. It was more a rule change, so that all renovated old tracks and new railways would be constructed in 1,524 mm gauge from then on. (See Track gauge in Estonia.)

Tolerances
Finland allows its gauge to be 1,520–1,529 mm on first class lines (classes 1AA and 1A, speed 220–160 km/h).

If the rolling stock's tolerance is kept within certain limits, through running between railways and Finnish  railways is allowed. Since both 1,520 and 1,524 mm tolerances overlap, the difference is negligible. The international high-speed Allegro's gauge between Helsinki and St. Petersburg was specified as 1,522 mm.

Loading gauge
The loading gauge, which defines the maximum height and width for railway vehicles and their loads, is larger for Russian gauge. This means that if a standard gauge railway, in Europe, is adapted for dual gauge, bridges must be rebuilt, double tracks must be placed further apart and the overhead wire must be raised. Or there must be restrictions on permitted rolling stock, which would restrict the benefit of such a railway. Dual gauge needs more width than single gauge. For double stacking on Russian gauge tracks, maximum height shall be 6.15 or 6.4 m above rails.

For standard gauge railways, double stacking maximum height shall be 6.15 m. For Indian gauge railways, double stacking maximum height shall be 7.1 m, and minimum overhead wiring height shall be 6.5 or 6.75 m above rails. Minimum overhead wiring height for double stacking, standard gauge railways shall be 6.5 m, and Indian gauge railways shall be 7.45 m above rails, respectively. This would apply to Russia and Europe (or North America), rather than to Russia and China (or Iran).

Primary usage
The primary countries currently using the gauge of 5 ft or 1,520 mm, include:

 * 🇦🇲 armenia
 * 🇦🇿 azerbaijan
 * 🇧🇾 belarus
 * 🇪🇪 estonia
 * 🇫🇮 finland
 * undefined
 * 🇰🇿 kazakhstan
 * 🇰🇬 kyrgyzstan
 * 🇱🇻 latvia
 * 🇱🇹 lithuania
 * 🇲🇩 moldova
 * 🇲🇳 mongolia
 * 🇷🇺 russia
 * 🇹🇯 tajikistan
 * 🇹🇲 turkmenistan
 * 🇺🇦 ukraine
 * 🇺🇿 uzbekistan

Extended usage
Short sections of Russian or 5 ft gauge extend into Poland, eastern Slovakia, Sweden (at the Finnish border at Haparanda), and northern Afghanistan.

There is an approximately 150 km long section in Hungary in the Záhony logistics area close to the Ukrainian border.

Following renovations in 2014, a 32 km section of dual Standard/Russian gauge was installed between Tumangang and Rajin stations in North Korea.

The most western gauge railway is the Polish LHS (Linia Hutnicza Szerokotorowa) from the Ukrainian border to the eastern end of the Upper Silesian Industrial Region.

Use in rapid transit and light rail systems
Although broad gauge is quite rare on lighter railways and street tramways worldwide, almost all tramways in the former USSR are broad gauge (according to terminology in use in these countries, gauges narrower than are considered to be narrow). Many tramway networks initially built to narrow gauges ( or ) were converted to broad gauge. As of 2015, only a few out of more than sixty tram systems in Russia are not broad gauge: in Kaliningrad and Pyatigorsk,  in Rostov-on-Don. There are two tram systems in and around Yevpatoria that use gauge.

Finland's Helsinki trams and Latvia's Liepāja trams use. Estonia's Tallinn trams use similar. Warsaw's tramway system, constructed with 1525 mm gauge, was regauged to 1435 mm during post-WWII reconstruction. Tampere tramway, built in 2021, uses.

Underground urban rapid transit systems in the former USSR, like the Moscow Metro, Saint Petersburg Metro, Kyiv Metro and Yerevan Metro use Russian gauge. Outside the former USSR, the Helsinki Metro in Finland that utilizes a unique track gauge of 1,522 mm, falls between the Russian gauge and broad gauge.

Similar gauges

These gauges cannot make 3-rail dual gauge with Russian gauge.
 * Indian gauge
 * Iberian gauge
 * Irish gauge
 * standard gauge

These gauges are within tolerance. Dual gauge between Russian gauge and another similar gauge can make these bonus gauges.
 *  as used by Helsinki Metro
 *  as used by Helsinki Metro
 * (Brunel gauge)
 * 2,503 mm (8 ft $2 1/2$ in) (the maximum bonus gauge from the gauntlet tracks).
 * (Brunel gauge)
 * 2,503 mm (8 ft ⇭⇭⇭ in) (the maximum bonus gauge from the gauntlet tracks).
 * 2,503 mm (8 ft ⇭⇭⇭ in) (the maximum bonus gauge from the gauntlet tracks).

title: 5 ft and 1520 mm gauge railways


text:
Talk:Koine Greek

Text of Greek Grammar

Untitled
Can you give a little framework of how you want the rest to be structured?

Pronounciation
I must refer to the wikipedia article regarding the pronounciation. The wikipedia article stresses that the changes in pronounciation have affected Koinè strongly, as one can find in the corresponding literature. What you describe here, is the classical pronounciation. Maybe you should review this chapter.2A02:587:C208:FEC2:CFC:F5F6:78B1:8F69 (discuss) 09:40, 8 July 2022 (UTC)

title: Talk:Koine Greek


text:
Wikijunior:Solar System

When working on this project, remember that it's aimed at children. Being understood is just as important as being accurate. Authors should concentrate on the most important concepts rather than getting wrapped up in every detail. Use technical vocabulary when you need to, but don't use big words where simple language would work.

If you have made contributions to this Wikibook and would like to have formal credit for being an author, please add your name to this list: Wikijunior Solar System Authors.

Contents

The pages included are:
 * 1) Title Page
 * 2) Introduction
 * 3) Our Solar System
 * 4) The Sun
 * 5) Mercury
 * 6) Venus
 * 7) Earth
 * 8) * Moon
 * 9) Mars
 * 10) * Phobos
 * 11) * Deimos
 * 12) Asteroid belt
 * 13) Jupiter
 * 14) * Amalthea
 * 15) * Io
 * 16) * Europa
 * 17) * Ganymede
 * 18) * Callisto
 * 19) Saturn
 * 20) * Mimas
 * 21) * Enceladus
 * 22) * Tethys
 * 23) * Dione
 * 24) * Rhea
 * 25) * Titan
 * 26) * Hyperion
 * 27) * Iapetus
 * 28) * Phoebe
 * 29) Uranus
 * 30) * Miranda
 * 31) * Ariel
 * 32) * Umbriel
 * 33) * Titania
 * 34) * Oberon
 * 35) Neptune
 * 36) * Proteus
 * 37) * Triton
 * 38) * Nereid
 * 39) Pluto
 * 40) * Charon
 * 41) Comets
 * 42) Kuiper Belt
 * 43) Oort Cloud
 * 44) Space exploration
 * 45) Puzzles
 * 46) Glossary
 * 47) Test

Major Questions
These major questions appear in every module:

 * 1) How big is this planet?
 * 2) What is its surface like?
 * 3) What are its moons like? Only for planets with moons.
 * 4) How long is a day on this planet?
 * 5) How long is a year on this planet? For moons: How long is its orbit around the planet?
 * 6) What is it made of?
 * 7) How much would this planet's gravity pull on me?
 * 8) Who is it named after?
 * 9) How was it discovered? Only for Saturn, Uranus, Neptune, and several moons.

Some pages replace "it" with the planet's or moon's name and some don't.

Other topics
Other topics in this book could be:
 * 1) /About gravity, mass, and weight/ (alternate version at /About weight and gravity/)
 * 2) /How the Solar System was born/
 * 3) /What will happen to the Solar System in the future/
 * 4) /The Mystery of Space/ just a general overview about how people have regarded space differently in different cultures throughout time
 * 5) /Is there life out there?/ looking at the old question; the possible Mars microbes are of note, sci-fi and speculation might be interesting to touch on.

Useful links

 * Windows to the Universe: our Solar System -- This website is first-rate for kids. You can choose text appropriate for elementary, middle-school, or high-school students.
 * Solar System on Wikipedia
 * Guide to our Solar System from CBBC Newsround
 * National Space Science Data Center (NSSDC) planetary science page
 * The Nine Planets Website
 * NASA Solar System exploration (Public domain - usable in this book - See acceptable use policy)
 * Astronomical Society of the Pacific education page
 * How to Compute Planetary Positions, by Paul Schlyter
 * Celestia, Celestia WikiBook - A free space simulation that lets you and your children explore our universe in three dimensions.

ar:ويكي الأطفال:النظام الشمسي Уикиджуниър Слънчева система Wiki junior Sunčev sistem ca:Viquijúnior:Sistema Solar Wikijunior Sonnensystem Wikichicos/Sistema Solar fr:Wikijunior:Système solaire Wikijunior Il sistema solare nl:Wikijunior:Zonnestelsel ja:Wikijunior:太陽系 pl:Wikijunior:Układ Słoneczny Astronomia Mirim วิกิเยาวชน ระบบสุริยะ Wikijunior Aurinkokunta zh:Wikijunior:太阳系 Wicigeonga Sunnlicu Endebyrdnes bn:Wikijunior:সৌরজগত

title: Wikijunior:Solar System


text:
2020 Armagh Senior Football Championship

The 2020 Armagh Senior Football Championship is the 120th edition of Armagh GAA's premier gaelic football tournament for senior clubs in County Armagh, Northern Ireland. The winners will not represent Armagh in the Ulster Senior Club Football Championship as the Club Championships were cancelled for 2020 due to the COVID-19 pandemic.

The original championship format was for all sixteen teams to compete in four groups of four teams before proceeding to a knock-out format with the overall winners receiving the Gerry Fegan Cup. Due to the emergence of the COVID-19 pandemic however, clubs were asked by the Armagh County Board to back the proposal to run a straight-knockout championship, which was passed.

Crossmaglen Rangers were the defending champions after they defeated Ballymacnab Round Towers in the 2019 final.

This was Grange St. Colmcille's and Mullaghbawn Cuchulainns' return to the senior grade after they claimed the 2019 I.F.C./I.A.F.L. titles and second in I.A.F.L. respectively.

Maghery Seán MacDermott's won their second Armagh Senior Football Championship by defeating Crossmaglen Rangers 4–9 to 0–17 in the final.

Team Changes
The following teams have changed division since the 2019 championship season.

Promoted To S.F.C. from I.F.C.

 * Grange St. Colmcille's -  (I.F.C. Champions)
 * Mullaghbawn Cuchulainns - (I.A.F.L. Champions)

Relegated to I.F.C. from S.F.C.

 * Sarsfields - (7th S.B.F.L.)
 * Culloville Blues - (8th S.B.F.L.)

Quarter-finals

 * Pearse Óg win 5 - 3 on penalties.


text:
Les Josiols

Les Josiols is a former Jewish quarter situated north of Mirabel-aux-Baronnies, a French commune in the southern Drôme department.

History
Mirabel, which was first mentioned in 1059, had a flourishing Jewish quarter until 1348. The Jews that inhabited Les Josiols were merchants with flourishing businesses. In 1348, the inhabitants were either expelled or assassinated due to the accusation that they had distributed the pest. In fact, the Black Death-outbreak of 1348 followed several years of bad harvests and had made numerous victims. It was therefore that the inhabitants of Mirabel felt that somebody had to be punished. Finally, the Jews were accused of having poisoned the drinking water wells of Mirabel. It has to be noted that the creek Françonne served as a source of drinking water for the Jews, so they did not suffer from the poison, was the hearsay. Their houses were completely destroyed, those who resisted were murdered, the ones that fled went to Carpentras. The Dauphin of the Dauphiné (later the French department Drôme) and even the Pope intervened but could do little to save the Jews of Mirabel.

Today
Today Les Josiols is just a hillside covered with bare saffre (sandstone), olive trees, vineyards, and some farms.

Climate
Situated on a hillside, Mirabel has a mild climate.

title: Les Josiols


text:
Talk:Lipotriches pulchriventris

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Lipotriches pulchriventris. 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/20150210084440/http://halictidae.lifedesks.org/pages/29359 to http://halictidae.lifedesks.org/pages/29359

Cheers.— InternetArchiveBot  (Report bug) 16:19, 16 May 2017 (UTC)

title: Talk:Lipotriches pulchriventris


text:
User:Kizer/Web Page/Dreamweaver/Flashmovie

flash movie

flash movie: First, click on the column or row or wherever that you want the flash movie in. Then, under the Common toolbar, click on the red circle button that has an “f” in it. Look into the folder which the flash movie is in. Find it, use the one that have the silver “f” button only. Double click it, then the flash movie should be in the place that you want it to be.

<IP_ADDRESS> 18:17, 19 January 2007 (UTC)


text:
More Java keyword flashcards

Flashcards for Java Keywords. Initial definitions from the WikipediaJava_keywords as pointed to in Lesson 2 of the Wikiversity introductory Java course. Please do not change them without a clear understanding that there is an error present. Consider discussing the error with others either here or at Wikipedia prior to changing the definitions here on the master flashcard file. Forking and tailoring is encouraged if you wish to personalize the definitions.

If you prefer to study a glossary style presentation see the definitions at Wikipedia for Java Key Words.[w:Java_keywords]

Another set of Java Flashcards is available that provides the definition and challenges you to think of the keyword before checking the answer. put link here

How to use.
 * 1) Consider the keyword and define for yourself how it is used. Consider using scratch paper if it is useful to your retention to write it down.
 * 2) Click Expand for the Java keyword for the concept defined to appear.
 * 3) Read the definition and evaluate your answer.
 * 4) If you have links (found while evaluating your answer or otherwise) to sample code that is illustrative or excellent discussion of the keyword and its concept please provide them to improve our materials incrementally.
 * 5) For another card, click on the link below

{{#switch:{{#expr:({{#time:U}} mod 53) + 1}}
 * 1=

 * abstract

Solution

 * Used in a class declaration to specify that a class is not to be instantiated, but rather extended by other classes. Used in a method declaration to declare a method without providing the implementation. An abstract class can have abstract methods that are not implemented in the abstract class, but in subclasses. All methods declared in an  are implicitly.

 * 2=

 * assert (as of J2SE 1.4)

Solution

 * A keyword used to make the assumed value of a condition explicit. If the condition is not true, an {{Javadoc:SE|java/lang|AssertionError}} is thrown.

 * This exception can be used for automated unit testing, debugging, or to support Design by Contract.

 * 3=

 * boolean

Solution

 * Refers to an expression or variable that can have only a true or false value. Java provides the  type and the literal values   and.

 * 4=

 * break

Solution

 * Used to resume program execution at the statement immediately following the current enclosing block or statement. If followed by a label, the program resumes execution at the statement immediately following the enclosing labeled statement or block.

Keyword 5

 * byte

Solution

 * An 8-bit integer. A keyword used to declare an expression, method return value, or variable of type byte.

 * 6=

 * case

Solution

 * Defines a group of statements to execute if the specified value matches the value defined by the enclosing  statement.

 * 7=

 * catch

Solution

 * Defines an exception handler—a group of statements that are executed if an exception is thrown in the block defined by a preceding  keyword. The code is executed only if the class of the thrown exception is assignment compatible with the exception class declared by the   clause.

 * 8=

 * char

Solution

 * A 16-bit Unicode character. A Java keyword used to declare an expression, method return value, or variable of type character.

 * 9=

 * class

Solution

 * A type that defines the implementation of a particular kind of object. A class definition defines instance and class fields, methods, and inner classes as well as specifying the interfaces the class implements and the immediate superclass of the class. If the superclass is not explicitly specified, the superclass is implicitly.

 * 10=

 * const (reserved without use)

Solution

 * This keyword is not used by current versions of the Java programming language.

 * 11=

 * continue

Solution

 * Used to resume program execution at the end of the current loop body. If followed by a label,  resumes execution at the end of the enclosing labeled loop body.

 * 12=

 * default

Solution

 * Defines a group of statements to begin executing if the value defined by the enclosing  statement does not match any value specified by a   keyword in the   statement.

 * 13=

 * do

Solution

 * Used to declare a loop that will iterate a block of statements. The loop's exit condition is specified with the  keyword. The loop will execute once before evaluating the exit condition.

 * 14=

 * double

Solution

 * A 64-bit floating point value. A Java keyword used to declare an expression, method return value, or variable of type double-precision floating point number.

 * 15=

 * else

Solution

 * Used to define a statement or block of statements that are executed in the case that the test condition specified by the  keyword evaluates to false.

 * 16=

 * enum (as of J2SE 5.0)

Solution

 * A Java keyword used to declare an enumerated type. Enumerations extend the base class.

 * 17=

 * extends

Solution

 * Used in a class declaration to specify the superclass; used in an interface declaration to specify one or more superinterfaces. Class X extends class Y to add functionality, either by adding fields or methods to class Y, or by overriding methods of class Y. An interface Z extends one or more interfaces by adding methods. Class X is said to be a subclass of class Y; Interface Z is said to be a subinterface of the interfaces it extends.

 * 18=

 * final

Solution

 * Define an entity once that cannot be changed nor derived from later. More specifically: a final class cannot be subclassed, a final method cannot be overridden, and a final variable can occur at most once as a left-hand expression. All methods in a final class are implicitly.

 * 19=

 * finally

Solution

 * Used to define a block of statements for a block defined previously by the  keyword. The   block is executed after execution exits the   block and any associated   clauses regardless of whether an exception was thrown or caught.

 * 20=

 * float

Solution

 * A 32-bit floating point value. A Java keyword used to declare an expression, method return value, or variable of type single-precision floating point number.

 * 21=

 * for

Solution

 * Used to define a loop that reiterates statements. The  loop specifies the statements to be executed, exit condition, and initialization variables for the loop. The exit condition is evaluated before the first iteration of the loop. Since J2SE 5.0, a form of the   loop specifies an  object where each iteration of the loop processes one of its contained elements.

 * 22=

 * goto (reserved without use)

Solution

 * This keyword is not used by current versions of the Java programming language.

 * 23=

 * if

Solution

 * Used to conduct a conditional test and execute a block of statements if the test evaluates to true. If an optional block is defined with the  keyword, then the   block is executed if the test evaluates to false.

 * 24=

 * implements

Solution

 * Included in a class declaration to specify one or more interfaces that are implemented by the current class. A class inherits the types and abstract methods declared by the interfaces.

 * 25=

 * import

Solution

 * Used at the beginning of a source file to specify classes or entire Java packages to be referred to later without including their package names in the reference. Since J2SE 5.0,  statements can import   members of a class.

 * 26=

 * instanceof

Solution

 * A binary operator that takes an object reference as its first operand and a class or interface as its second operand and produces a boolean result. The  operator evaluates to true if and only if the runtime type of the object is assignment compatible with the class or interface.

 * 27=

 * int

Solution

 * A 32-bit integer value. A Java keyword used to declare an expression, method return value, or variable of type integer.

 * 28=

 * interface

Solution

 * Used to declare a special type of class that only contains abstract methods, constant fields and   interfaces. It can later be implemented by classes that declare the interface with the   keyword.

 * 29=

 * long

Solution

 * A 64-bit integer value. A Java keyword used to declare an expression, method return value, or variable of type long integer.

 * 30=

 * native

Solution

 * Used in method declarations to specify that the method is not implemented in the same Java source file, but rather in another language.

 * 31=

 * new

Solution

 * A keyword used to create an instance of a class or array.

 * 32=

 * package

Solution

 * A group of types. Packages are declared with the  keyword.

 * 33=

 * private

Solution

 * An access modifier used in a method, field or inner class declaration. It signifies that the member can only be accessed by other elements of its class.

 * 34=

 * protected

Solution

 * An access modifier used in a method, field or inner class declaration. It signifies that the member can only be accessed by elements residing in its class, subclasses, or classes in the same package.

 * 35=

 * public

Solution

 * An access modifier used in a class, method or field declaration. It signifies that the class, method or variable can be accessed by elements residing in other classes or packages. All members declared in an  are implicitly.

 * 36=

 * return

Solution

 * Used to finish the execution of a method. It can be followed by a value required by the method definition that is returned to the caller.

 * 37=

 * short

Solution

 * A 16-bit integer value. Used to declare an expression, method return value, or variable of type short integer.

 * 38=

 * static

Solution

 * Used to declare a field, method or inner class as a class field. Classes maintain one copy of class fields regardless of how many instances exist of that class.  also is used to define a method as a class method. Class methods are bound to the class instead of to a specific instance, and can only operate on class fields. (Classes and interfaces declared as   members of another class or interface are actually top-level classes and are not inner classes.)

 * 39=

 * strictfp (as of J2SE 1.2)

Solution

 * A Java keyword used to restrict the precision and rounding of floating point calculations to ensure portability.

 * 40=

 * super

Solution

 * Used to access members of a class inherited by the class in which it appears. Allows a subclass to access overridden methods and hidden members of its superclass. The  keyword is also used to forward a call from a constructor to a constructor in the superclass.

 * 41=

 * switch

Solution

 * Used to evaluate a variable that can later be matched with a value specified by the  keyword in order to execute a group of statements.

 * 42=

 * synchronized

Solution

 * Used in the declaration of an instance method or code block to acquire the mutex lock for an object while the current thread executes the code. Guarantees that at most one thread at a time operating on the same object executes that code. The mutex lock is automatically released when execution exits the synchronized code.

 * 43=

 * this

Solution

 * Used to represent an instance of the class in which it appears.  can be used to access class members and as a reference to the current instance. The   keyword is also used to forward a call from one constructor in a class to another constructor in the same class.

 * 44=

 * throw

Solution

 * Causes the declared exception instance to be thrown. This causes execution to continue with the first enclosing exception handler declared by the  keyword to handle an assignment compatible exception type. If no such exception handler is found in the current method, then the method returns and the process is repeated in the calling method. If no exception handler is found in any method call on the stack, then the exception is passed to the thread's uncaught exception handler.

 * 45=

 * throws

Solution

 * Used in method declarations to specify which exceptions are not handled within the method but rather passed to the next higher level of the program. All uncaught exceptions in a method that are not instances of  must be declared using the   keyword.

 * 46=

 * transient

Solution

 * Declares that an instance field is not part of the default serialized form of an object. When an object is serialized, only the values of its non-transient instance fields are included in the default serial representation. When an object is deserialized, transient fields are initialized only to their default value.

 * 47=

 * try

Solution

 * Defines a block of statements that have exception handling. If an exception is thrown inside the  block, an optional   block can handle declared exception types. Also, an optional   block can be declared that will be executed when execution exits the   block and   clauses, regardless of whether an exception is thrown or not. A   block must have at least one   clause or a   block.

 * 48=

 * void

Solution

 * Used in method declarations to specify that the method does not return any value.  can also be used as a nonfunctional statement.

 * 49=

 * volatile

Solution

 * Used in field declarations to specify that the variable is modified asynchronously by concurrently running threads.

 * 50=

 * while

Solution

 * Used to declare a loop that iterates a block of statements. The loop's exit condition is specified as part of the while statement. If  appears before the body of the loop, the exit condition is evaluated before the first iteration. If   appears after the loop body then the   keyword designates the beginning of the loop body which is executed once before evaluating the exit condition.

 * 51=

 * false

Solution

 * A boolean literal value. A Reserved word for a literal value.

 * 52=

 * null

Solution

 * A reference literal value. A Reserved word for a literal value.

 * 53=

 * true

Solution

 * A boolean literal value. A Reserved word for a literal value.

}}

Card Number

Get new card

title: More Java keyword flashcards


text:
Talk:Hoover (seal)

Delete? (2006)
I could see this page up for deletion for notability or citation, but nonsense? Jeesh. Somebody's a bit triggerhappy. Aelffin 19:52, 11 August 2006 (UTC)
 * I've added some citations and I replaced some copyvio content. - Mgm|(talk) 10:16, 11 December 2006 (UTC)

title: Talk:Hoover (seal)


text:
User:MeLstaRR

you have a user page MU HU HAHAHA

yes muhaha to me.. thank you brett for letting me know

sup, my name is Melanie de Guzman and i'm sure what to write in these things. my buddy brett made me check this site out and have been contributing in my own way by correcting spelling and BASIC things like that. I'm not as "hardcore" and he and Mike are.

mikes not really hardcore. (chubbstar) — talk

title: User:MeLstaRR


text:
faoileann

Etymology
From.

Noun

 * 1) fair maiden

Etymology
From.

Noun

 * 1) seagull, common white gull, mew

Usage notes
See also.

title: faoileann


text:
Duty to protect

In medical law and medical ethics, the duty to protect is the responsibility of a mental health professional to protect patients and others from foreseeable harm. If a client makes statements that suggest suicidal or homicidal ideation, the clinician has the responsibility to take steps to warn potential victims, and if necessary, initiate involuntary commitment. The majority of people have, at some stage, had thoughts about killing someone, but the seriousness or intention of carrying out these thoughts may differ among persons and individual circumstances.

United States
The duty to protect was established by Tarasoff v. Regents of the University of California, which has been widely adopted by other states. This case determined that the clinician has the duty to warn an identifiable victim. Ewing v. Goldstein extended the duty to protect to include acting upon the statements of third parties that indicate possible threat, and determined that it was not sufficiently discharged by initiating involuntary commitment; warning identifiable victims is also necessary.

United Kingdom
Selwood v Durham City Council created a limited duty to warn in the United Kingdom. The case involved a social worker, Claire Selwood, who was seriously injured after being assaulted by an individual who was being treated by a mental health professionals employed by Durham City Council. Selwood worked closely with the mental health workers responsible for the individuals care, though did not have the same employer. During treatment the individual said of Selwood, that they would "kill her on the spot" if they saw her. In her ruling, Dame Janet Smith said that there was a distinction between a duty to someone working closely with a defendant, as in this case, and the public at large.

The Counter-Terrorism and Security Act 2015 created a duty of individuals working in healthcare and education to report individuals deemed at risk of radicalisation to the police where they will be invited to participate in Channel (part of the UK's CONTEST antiterrorism program), a program that refers individuals to other services. The passing of this legislation resulted in an open letter by academics predicting that this legislation would create a chilling effect and arguing that the lack of open debate would create greater risk for society.

Criticism
Statistical modelling estimate that duty to protect laws result in a 5% increase in homicides and an 8-10% increase in adolescent suicide. The increase in homicide may be due to patients withholding homicidal thoughts, therapists choosing not to explore homicidal thoughts, or therapists choosing not to treat high-risk patients due to legal risk.

The duty to protect has been criticized by some clinical psychologists because it may prevent people seeking help and in fact may cause unnecessary violence because it prevents clients from getting support in resolving their problems, and that it is peculiar that a friend or acquaintance has no duty to divulge information, while a psychotherapist who is seemingly in a position of trust must. In the Tarasoff case, the police had been warned about Podar resulting in his being questioned, released, and then ceasing to work with his psychiatrist. The violation of confidentiality in this case could be viewed as the cause of the murder. The implementation and enforcement of this law has been inconsistent and difficult.

title: Duty to protect


text:
Daniel Porter (pirate)

Daniel Porter (fl. 1718–1721) was a pirate and trader active in the Caribbean. He is best known for his associations with Benjamin Hornigold and Bartholomew Roberts.

History
Daniel Porter was involved with pirate Benjamin Hornigold, possibly as early as 1716. His brother Thomas Porter was a known crew member of Hornigold’s sloop Bennett, and was formerly master aboard Daniel Porter’s sloop Mayflower. Porter took the general pardon offered by King George in 1717 to all pirates who surrendered within a year.

Charleston pirate and merchant Richard Tookerman traded supplies between South Carolina and the Caribbean with the assistance of Porter, whose brother owned property in the state as well. Tookerman was arrested and released for his role in helping Stede Bonnet escape prison, then arrested again for robbing William Rhett, the militia Colonel who’d helped capture Bonnet both times. Tookerman escaped and fled to Virginia and then to Barbados. By June 1720 he was sailing with the Porters aboard the Mayflower.

Porter and Tookerman approached Bartholomew Roberts soon after, asking for supplies and advice on taking up piracy. The two "addressed the Pyrate, as the Queen of Sheba did Solomon, to wit, That having heard of his Fame and Achievements, they had put in there to learn his Art and Wisdom in the Business of pyrating, being Vessels on the same honourable Design with himself; and hoped with the Communication of his Knowledge, they should also receive his Charity, being in want of Necessaries for such Adventures. Roberts was won upon by the Peculiarity and Bluntness of these two Men and gave them Powder, Arms, and what ever else they had Occasion for, spent two or three merry Nights with them, and at parting, said, he hoped the Lord would Prosper their handy Works.” Roberts and his men referred to them as “private pirates” – men whose fortune was made trading with pirates rather than engaging in any actual piracy of their own.

Roberts claimed that he had been approached by two sloops, not one. Bahamas Governor Woodes Rogers wrote in July 1720 that he was suspicious of two pirates who’d sailed quickly after loading crew under a supposed commission from New York Governor Robert Hunter; one was Porter, the other a Captain named Fox. That August they captured another sloop out of New York and raided settlements near Saint-Domingue. Porter and Fox were soon joined by a third pirate named Miller.

Rumors heard by Rogers during a visit to Charleston in 1721 told that Tookerman and Porter had turned to piracy together, which the Roberts encounter agrees with. In Port Royal later that year Tookerman was arrested for firing a salute on King James II’s birthday, outing himself as a Jacobite; he was sent to London for trial then returned to America, though he died at sea soon after. Tookerman was acting as master of Captain Wells' sloop Adventure at the time, so Porter may have replaced Tookerman with his own brother Thomas by then; Daniel Porter’s further activities are not well recorded.

title: Daniel Porter (pirate)


text:
2019–20 Liga III (women's football)

The 2019–20 Liga III was the 4th season, since its introduction in 2016, of the third level women's football league of the Romanian football league system. The number of starting teams in Liga III increased from 18 to 19. Therefore, 19 teams divided in 4 series (of 4 or 5 teams) were to play in the competition that consists of a double round-robin lasting 6 or 10 stages, totalling 72 matches. Since one team withdrew before the start of the competition, the total number of matches to be played became 64. However, only 44 games were played until the season was frozen due to the 2019-20 coronavirus pandemic.

To Liga III
Relegated to Liga III
 * Viitorul Reghin (4th place in the 2018–19 Liga II, Seria I, decided to enroll in Liga III)
 * Măgura 2012 Bacău (8th place in the 2018–19 Liga II, Seria II, decided to enroll in Liga III)

New founded teams
 * FCM Târgoviște
 * Politehnica Timişoara
 * Viitorul Arad
 * Colţea 1920 Braşov
 * Măgura Cisnădie
 * Student Sport Alba Iulia

From Liga III
Promoted to Liga II
 * Carmen București (winners of 2018–19 Liga III, Seria I)
 * CN Nicu Gane Fălticeni (winners of 2018–19 Liga III, Seria II)
 * CSM Târgu Mureș (winners of 2018–19 Liga III, Seria III)
 * ACS Atletic Drobeta-Turnu-Severin (runners-up of 2018–19 Liga III, Seria I)

Disbanded
 * FC Onești
 * Independența 2 Baia Mare
 * Sporting Lugaș 2

Excluded and spared teams
Viitorul Reghin requested to be enrolled in Liga III for the 2019–20 season, so Măgura 2012 Bacău (8th place in 2018–19 Liga II, Seria I) was to be spared from relegation to Liga III, due to lack of teams. However, Măgura 2012 Bacău decided to play in Liga III anyway. Due to this vacated spot, ACS Atletic Drobeta-Turnu-Severin was promoted to Liga II.

Seria I League table
---

Seria II League table
---

Seria III League table
---

Seria IV League table
---

title: 2019–20 Liga III (women's football)


text:
Template:Did you know nominations/Complete & Unbelievable: The Otis Redding Dictionary of Soul

Complete & Unbelievable: The Otis Redding Dictionary of Soul

 * ... that Complete & Unbelievable: The Otis Redding Dictionary of Soul was Redding's last solo studio album?
 * Reviewed: Template:Did you know nominations/Fiery Gizzard Trail

Created/expanded by GreatOrangePumpkin (talk). Self nom at 13:17, 12 July 2012 (UTC)

 * Symbol confirmed.svg QPQ done. New enough and long enough.  Images have acceptable copyrights and/or fair use rationale.  Article is neutral enough.  Hook is properly formatted.  Hook fact appears in the article.
 * Pictogram voting keep.svg Offline sources support article and were not plagiarised in writing.
 * Symbol question.svg Article not fully supported by inline citations. Lead is not written in summary style, with facts presented in it that are not found cited elsewhere in the article.  Hooked fact is not supported by sources in the article. --LauraHale (talk) 05:38, 14 July 2012 (UTC)

Improving sources and lead. Once done, comment here and on my talk page so I can finish the review. --LauraHale (talk) 05:38, 14 July 2012 (UTC)
 * Thanks for your review. I am not sure why there need to be citatitions that it was mixed in the song Otis, as it is actually self-evident. The information for the other paragraph is found in the tracklist section, which on the other side is found in the liner notes. I am also not sure what is not supported in the lead. And citing the hook is nonsense as King & Queen was clearly a duet album. Regards.-- GoP  TCN 08:16, 14 July 2012 (UTC)

 * GOP, if you aren't willing to abide by the DYK rules, then your nominations will fail. It's as simple as that.
 * Rule: each paragraph must contain at least one inline citation. Your Side 2 paragraph doesn't. Laura used a "fact" tag here, which you removed, but a "citation needed" tag would have been as much in order, and I've added it to the article. Please don't point me to the tracklist section, as that isn't cited either, and it should be as well. I've added a tag there, and also to the personnel section: as always with Wikipedia, it isn't enough to know something is true, you have to cite reliable sources.
 * Rule: the hook fact must have an inline citation. In this case, that's "last solo studio album". I don't care how obvious you think it is that King & Queen is a duet album, or that the live album is a live album: you need to have an independent secondary source citation that says it's Redding's last solo studio album to satisfy DYK rules. I've just discovered that you actually have such a source used elsewhere in the article, the BBC review by Easlea, so I've added the fact into the body of the article at the end of the Background section, and cited it with that source. If I hadn't done so, you would have had to.
 * Point: "self-evident" goes back to the point that you need to cite sources in this article, even if they are already cited in another article that covers the matter in more depth. Each article is independent—using other articles as sources is not allowed on Wikipedia, so relying by indirection on their sources is also inappropriate.
 * Once you've supplied the necessary citations, which are indicated in the article, this will be ready for further review. BlueMoonset (talk) 05:11, 23 July 2012 (UTC)
 * Disagree with every comment. I removed the cn tag as the credits are clearly mentioned in the track listing section, which is cited to Allmusic. Also give me a policy which states that every paragraph should be cited. Regards.-- GoP  TCN 08:17, 23 July 2012 (UTC)
 * At the time, the Track listing credits were not referenced to Allmusic in any way as the revision history will show; your reversion of my changes including citation templates with the explanation "rv vandalism" was particularly uncalled for, and highly inappropriate given WP:AGF. Your "disagree with every comment" simply shows your ignorance of DYK requirements, and highlights your continuing resistance to working with us here to improve your article to DYK standards. The same resistance was seen when you submitted Ortrun Enderlein.

 * You should acquaint yourself with the DYK rules if you plan to continue submitting here. The main rules page at WP:DYK, 3b, deals with hook fact citation requirements, and the "each paragraph" rule can be seen on the supplemental page, WP:DYKSG, D2. While you're there, please take a look at D4, the contents of which I've mentioned previously. BlueMoonset (talk) 15:13, 23 July 2012 (UTC)

 * Symbol redirect vote4.png Needs a new reviewer. BlueMoonset (talk) 12:52, 2 August 2012 (UTC)

 * Symbol confirmed.svg Everything seems to be OK now. 5x expansion checks out, hook is verified, article is well-supplied with footnotes now, QPQ was done (albeit minimally). LauraHale already checked for plagiarism. --Orlady (talk) 20:59, 11 August 2012 (UTC)


text:
Canadian Constitutional Law

The following text is intended to provide an overview of the principles of Constitutional law of Canada and its related jurisprudence.

Table of Contents

 * /Sources of Constitutional law/
 * Unwritten Constitution

 * Constitution Act, 1867
 * Constitution Act, 1982
 * /Amending the Constitution/
 * Amending Formula
 * Courts of Canada
 * /Application of the Constitution/
 * Justicibility
 * Jurisdiction
 * Standing
 * Remedy
 * Methods of Judicial review
 * Purpose and Effect
 * Ancillary effects
 * Double Aspect
 * Concurrent jurisdiction
 * Paramouncy
 * Interdelegation
 * Territoriality
 * /Distribution of powers/
 * POGG
 * Trade and commerce
 * Criminal law
 * Federal works and undertakings
 * /Aboriginal peoples/
 * /Charter of Rights and Freedoms/
 * Application
 * Limits
 * Freedom of Expression
 * Freedom of Religion
 * Equality Rights

title: Canadian Constitutional Law


text:
Itsari

Itsari (Ицари; Dargwa: ИцIари) is a rural locality (a selo) and the administrative centre of Itsarinsky Selsoviet, Dakhadayevsky District, Republic of Dagestan, Russia. The population was 225 as of 2010.

Geography
Itsari is located 55 km southwest of Urkarakh (the district's administrative centre) by road. Khuduts and Dzilebki are the nearest rural localities.

Nationalities
Dargins live there.

title: Itsari


text:
Fire and emergency management/Current Research Projects

Fire Officer Projects
Community and Government Relations

 * Teenager Fire Safety Project Initiative
 * Unattended Cooking and Teenagers Project Initiative

Human Resource Management

 * Employment Opportunity Sample A
 * Employment Opportunity Sample B
 * Lieutenant Recruitment Process
 * Promotional Process

Safety

 * Health and Safety Policy


text:
User:Mr. Entertainment11/sandbox

Entertainment Entertainment Inc.
Entertainment Entertainment Inc. is a San Diego, CA based entertainment company registered with the Secretary of State of California on September 01, 2010. The corporations state entity number is: C3251875. Entertainment Entertainment Inc.(also know as EntEnt Inc.) was founded by Arias Webster-Berry in 2006.

title: User:Mr. Entertainment11/sandbox


text:
2005 in Greece

Events in the year 2005 in Greece.

Events

 * 21 May – Helena Paparizou wins the Eurovision Song Contest with the song "My Number One", Greece's first victory in the contest.
 * 14 August – Helios Airways Flight 522, a Boeing 737-300 en route from Larnaca to Athens crashed into a mountain near Grammatiko after suffering a loss of cabin pressure, killing all 121 passengers and crew on board.

title: 2005 in Greece


text:
Frying pan (Paros 2136)

The Cycladic Frying pan (Archaeological Museum of Paros, Inventory number 2136; National Archaeological Museum of Athens number 6291) is a ceramic object from the Bronze Age Cycladic culture of the Kampos type. The frying pan of the Early Cycladic period derives from grave 3 of the small cemetery of Kampos on the Cycladic island of Paros. It was discovered alone in autumn 1924 in the excavations led by Irini Varoucha and was first published in 1926. It is displayed in the Archaeological Museum of Paros with the inventory number 2136. The purpose of Cycladic frying pans is not known.

Description
The frying pan is composed of several sherds; gaps in the handle, side and back have been filled in with plaster. The dark grey-brown / red-brown clay frying pan is 6.15 cm high and 23.8 cm long. At 20.45 cm, the diameter of the rim is slightly smaller than the diameter of the base (21.2 cm). The outer surface and the inner wall of the basin are coated in a dark grey-brown to olive-brown overcoat. The surface of the basin is unevenly smoothed, with low traces of sinter. The surface plate is decorated with several irregular circles, stamped triangle borders and two elongated spiral bands. The edge is looped by a double line, elongated spiral band with a row of triangles above and below. Traces of white paint remain in the indentations.

Significance
Frying pans first appear in the early Cycladic Kampos group. They already include various characteristics. As a rule, there is a central motif surrounded by a group of incised concentric circles, bands of stamped triangles, and spirals linked with double lines. Star patterns are also common. The decoration does not take up the whole surface. Often the decorative elements of the back surface are repeated on the sides. The Π-shaped stirrup handle is set into the wall of the pan with thick arms.

There are two frying pans very similar to the example from Paros in form and decorations; one of unknown provenance in the Benaki Museum, Athens and a fragmentary example in the National Archaeological Museum of Athens, excavated by Christos Tsountas at Kato Akrotiri on Amorgos in 1898.

title: Frying pan (Paros 2136)


text:
Talk:Dennis Sharp

WikiProject class rating
This article was automatically assessed because at least one article was rated and this bot brought all the other ratings up to at least that level. BetacommandBot 11:12, 27 August 2007 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Dennis Sharp. 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/20051226192133/http://www.architects.com.cn/infomanagerb/newsmain.asp?id=141 to http://www.architects.com.cn/infomanagerb/newsmain.asp?id=141

Cheers.— InternetArchiveBot  (Report bug) 11:12, 26 November 2017 (UTC)

title: Talk:Dennis Sharp


text:
Wikibooks:How-tos bookshelf

Building, construction, craftwork, and repair
These how-tos provide instruction on the creation, modification, or repair of physical objects.

 * Do-It-Yourself

Use and maintenance

 * Automobile repair
 * Basic Automobiles
 * Car maintenance
 * Car Washing Techniques
 * Electric vehicle conversion convert a fossil fuel vehicle to battery electric
 * Jeep Liberty
 * Nissan 240SX Performance Modification
 * Reading spark plugs for racing

Carpentry and woodworking

 * Build a wooden boat
 * How To Build a Pinewood Derby Car
 * Frame a picture, How to
 * Carpentry

Computers, robots and electronics

 * How to recover lost data
 * Desktop PC, How To Assemble A
 * How To Backup Operating Systems step-by-step guide for creating backups
 * MythTV
 * nVidia
 * How to Prevent Link Rot on Your Web Site
 * WiFi how to build a community wireless network
 * Wifi:Building an antenna
 * Wireless Home Network Basics

Maintenance and repair

 * Bicycles/Maintenance and Repair
 * Electrical Fencing Equipment Repair
 * Marinette aluminum boat maintenance
 * Bagpipe Maintenance

Other projects

 * Making Armour
 * Designing a Training Manual
 * School science how-to
 * Silk Screen Printing, how to
 * Straw Bale Construction
 * Reconstruction
 * Telescope Making

Learn a skill
These how-tos provide instruction on how to perform a particular task or activity.

Animals and pets

 * Add short animal guides to Animal Care.

 * Animal Care
 * Basic Dog Training
 * Beekeeping
 * Dog Care
 * Raising Cattle
 * Raising Chickens

Business

 * Find Employment
 * Job Search, Conducting a
 * Manage money, How to
 * Run A Newspaper, How To

Food and drink

 * Brewing
 * Cookbook
 * Growing Edible Sprouts
 * Potato growing
 * Wine
 * Wine and Cheese Party

Games and hobbies

 * Arimaa
 * Backgammon
 * Building a House of Cards
 * Chess
 * Chess Opening Theory
 * Computer Go
 * Diplomacy
 * 5 in a Row
 * Go
 * Rubik's Cube, How to solve the
 * Juggling
 * Monopoly
 * Reversi
 * Scrabble

Media production

 * Amateur Radio Manual
 * LPFM Low-Power FM Community Radio
 * Podcasting
 * Zine making
 * How to Write a Good Book for Children

Software and computers

 * All About Converting From Several Video Formats To DVD
 * Change Your MAC Address
 * How to Convert DVD to iPod
 * Convert Videos for the iPod
 * Connecting to the Internet using BSNL Prepaid GPRS
 * Finding Your IP Address
 * Firewire Software RAID using Oxford 911 and Windows XP
 * Malayalam in Computer, Guide for Using
 * Polished aluminum paint tutorial
 * SolidWorks Model in Maya, Render a
 * Use a Motorola DVR
 * How-Tos about ZK Ajax web application framework
 * Touch typing

Other skills

 * Abacus, How To Use An
 * Becoming a Private Pilot
 * Fighting - Unarmed or with weapons
 * Gardening
 * Find a book, How to
 * Marksmanship
 * How To Pick Locks
 * Plastic Canvas Stitching Guide
 * Procrastination, Overcoming
 * Social Activity, Guide to
 * Steam Locomotive Operation
 * Wilderness Survival, Guide to
 * How to Wheelie

Domestics
These how-tos provide tips and suggestions to save energy, money, time, and other resources.

 * Automobile Repair
 * Packing & Moving Household Goods
 * Bicycles/Maintenance and Repair
 * Car Washing Techniques Become familiar with the logical procedures required to properly maintain the surface of an automobile.
 * Reduce energy usage
 * Get Out of Debt with the Debt Diet

External how-to sites

 * Wikihowto (now Wikihowto - January 2005)
 * wikiHow
 * Wiki of the uk.d-i-y usenet group

title: Wikibooks:How-tos bookshelf


text:
Mariamman Temple, Irukkankudi

Mariamman Temple is a Hindu temple in Irukkankdi, Virudhunagar District, Tamil Nadu, India.

Mariamman is the temple's Moolavar.

History
According to legend, three hundred years ago between the rivers Arjuna and Viparu, a priest wanted to carry home a basket of cow dung that he had collected but could not carry alone. He asked others to help him, but no one was able to carry the basket. The priest, under the influence of Amman, said that Amman was in the ground under the basket and ordered them to take him out and build a temple. The villagers found the idol of Mari Amman and built the temple.

The sanctum sanctorum is under a vimana. The Artha Mandapp and Maha Mandapp are close to the sanctum. Sri Nandeeswara and flag post-Kodimaram are in a line. Lord Vinayaka is under the Arasa Maram. On the west are Vazha Vandha Amman and Rakachi Amman. Pechi Amman and Muppidari Amman are in separate shrines in the northwest. Kathavarayan and Vairavamurthi are in the east. Karuppusami is in the southeast corner. Devotees worship all these deities and Mariamman in order.

title: Mariamman Temple, Irukkankudi


text:
1884 Indiana gubernatorial election

The 1884 Indiana gubernatorial election was held on November 4, 1884. Democratic former Governor Isaac P. Gray defeated Republican nominee William H. Calkins with 49.51% of the vote.

Candidates
Major party candidates
 * William H. Calkins, Republican, United States Representative from Indiana's 13th congressional district
 * Isaac P. Gray, Democrat, incumbent lieutenant governor of Indiana

Other candidates
 * Robert S. Dwiggins, Prohibition
 * Hiram Z. Leonard, Greenback

title: 1884 Indiana gubernatorial election


text:
Wikiversity talk:Main Page/Archive 3

Main Page | talk | archive

 * Archived conversations from September at Wikiversity talk:Main Page/Archive 2
 * Please do not edit these archived sections

Where are announcements about Content?
Good News! The first  Motion Picture Storyboard has been created for the WikiU Film School's short movie called Seduced by the Dark Side!

Where do I tell people about it? All the news and announcement pages that I can find are only about the site itself, not about the new and great lessons inside. Robert Elliott 16:04, 9 October 2006 (UTC)

 * That's great! I've added it to the featured content of Portal:Media for now. There's no place as of yet to make general announcements about content (apart from Colloquium) - though I've also been trying to get Examples going as an indication of the breadth of various types and levels of content on Wikiversity - it could be added there too (in an appropriate - ie probably new - section). Nice one! Cormaggio 16:58, 9 October 2006 (UTC)

Major problem!
Coming to this front page, no one understands (certainly not immediately) what the hell this wiki is for/about!? I still don't really get it!

The Main Page needs to state CLEARLY AND SUCCINTYLY exactly what this wiki is about: what kind of information is in the Main namespace. --<IP_ADDRESS> 02:50, 12 October 2006 (UTC) (w:User:Alfakim)

 * You might be able to help make the main page more user friendly by helping at User:Morley/Sandbox. --JWSchmidt 04:46, 12 October 2006 (UTC)

i think that wiki is a great source of help for all persons (Unsigned comment by User:<IP_ADDRESS> 14:42, 24 October 2006 (UTC))

What about Wiki tutors?
For students learning to write, what about Wiki tutors to give pointers and praise. Pointers could be to subject areas / writing advice subheadings the tutors may be familiar with, but the new learning students might not.--<IP_ADDRESS> 01:31, 16 October 2006 (UTC)
 * Maybe Wikiversity needs its own version of Writing Across the Curriculum. The basic unit of writing in a wiki is the page edit and everything we write is subject to correction by others. There could also be a more formal system in which Wikiversity participants could be encouraged to write essays that would be moved to subpages and subjected to corrections by "tutors" and re-writes by the student. --JWSchmidt 02:03, 16 October 2006 (UTC)

A Friendly Observation
There have been comments on the Main Page being inadequate to describe what this wiki is/does. I'd like to second these comments and provide a couple observations. There are two groups of people on this wiki, those from the original project at Wikibooks, and those who have joined since the split. I am noting a severe disconnect bewteen these groups regarding the impression of what the wiki is/does. I've noted, for example, that any attempt to mention "online courses" or anything thereto related has met with polite opposition from the old hands. The statement is that courses belong in Wikibooks, whereas learning projects belong here. I feel that this can be explained, in part, by the ambiguity and confusion with which the Wikiversity mission statement is articulated. The other major part of the problem is the name. Who would imagine that courses, not simply books, should be on Wikibooks? Who would imagine that courses should not be on Wikiversity? If the mission of this wiki is to do other than provide courses and learning materials and curricula, its name ought to be changed. I will keep doing what I am doing. I forsee that, unless something is done to hone the message being given to newbs, the newer members of this commuunity will think more and more like me and less and less like the originators of this site had intended. Part of it is the genuine lack of direction (save the polite requests to "stop it and go to Wikibooks"), and the issue of nomenclature. If the previous culture is fine with mission creep and a change of focus, just leave things as they are. If the old guard wants to preserve the mission statement, it would be best to elucidate it clearly, and change the name of this wiki.--Dnjkirk 07:34, 18 October 2006 (UTC)
 * Please provide links to examples of, "the statement is that courses belong in Wikibooks". "Who would imagine that courses should not be on Wikiversity?" <-- In November 2005 the Wikimedia Foundation Board of Trustees rejected the first Wikiversity project proposal and instructed the Wikiversity community to modify the proposal to "exclude online-courses". As far as I can tell, the Board was encouraging the Wikiversity community to think about learning activities that are suited for the wiki user interface rather than try to cram conventional course structures into wiki pages. Wiki technology facilitates online collaborative authoring of webpages. An interesting question is: can the Wikiversity community discover new, non-traditional structures for "wiki-courses" that build on the power of collaborative learning? About the name of this wiki.....why should it be changed? --JWSchmidt 04:25, 20 October 2006 (UTC)
 * "any type of material on here in Wikiversity which could (or should) belong in a book belongs on Wikibooks, including book-style self-teaching courses." (User_talk:Dnjkirk), "The one thing I think we want to avoid are self-teaching courses. These are the sort which are found in Wikibooks and belong in Wikibooks." (School_talk:History). As for the question of changing the name, that is not the statement I made. It was to either tighten the definition of what is done here, or change the name to discourage people from imagining this to be a place that is for University-style learning. Basically, if it isn't for courses and university-style learning, should it be called Wikiversity? And if it is, and this is all just a misunderstanding... then perhaps the Main Page should be rendered more clear? Where I work right now, education is very inaccessible to the bulk of the citizens and when it can be paid for it is not of the highest quality. My hope for Wikiversity is that it will be useful in spreading more accessible and free learning materials to people who live in places like this. I've been developing whatever pages I've been developing with this in mind, and in the hopes communities would form around these pages to create a more community-style approach to learning. In this, I feel I'm embracing the mission statement at least in spirit if not in nomenclature. What seems to be the problem is that my misuse (reinterpretation?) of your nomenclature seems to have sparked some belief that it shouldn't be here.--Dnjkirk 15:22, 21 October 2006 (UTC)
 * Wikibooks is the place for all textbooks that meet the requirements of that project, in particular, "A textbook is a book which is actually usable in an existing class." Wikiversity is a place that is open to other types of learning materials that do not fit the definition of a Wikibooks textbook. In addition, Wikiversity encourages participants to form Learning groups and engage in collaborative learning activities here at the Wikiversity website. In other words, Wikiversity is not just a collection of static learning materials for use at conventional educational institutions. I think we need to get creative with respect to the relationship between Wikiversity and Wikibooks. I think a good habit for Wikiversity participants is to be aware of what Wikibooks textbooks exist. Wikiversity participants should make use of Wikibooks textbooks and participate in the creation and improvement of Wikibooks textbooks. Participants in Wikiversity learning projects should be encouraged to develop Wikibooks textbooks; working to improve a textbook is a great way to learn. As for the name issue, it is true that many people will see the word "wikiversity" and think, "hmm, that must mean it is a university like other universities I am familiar with." The Wikiversity project proposal says, "What Wikiversity is not: A place to confer titles, A degree-granting institution, A library, A university." When the Wikiversity project website was launched, there were some people who thought they could re-write the proposal and make the claim that Wikiversity is a university. This made it very difficult to provide a coherent description of the project for new participants. In my view, a good starting point would be to encourage Wikiversity participants to actually read the approved project proposal. This might be a good time to re-do the main page to provide a clearer description of the project. There are similar on-going efforts at pages such as Welcome, newcomers. --JWSchmidt 16:27, 21 October 2006 (UTC)
 * There will continue to be contention on this issue, as there is more than adequate volition but inadequate definition. I read the documents you are pointing to above, I read them a while ago. An examination of what I've been putting together at Strategic Studies should allay any fears you have of my acting contrary to the Mission Statement. For example, I have been starting up Wikibooks textbooks for use in (and development by) students at the School of Strategic Studies. Courses are geared to learning around a Project that typically involves the creation, critique, or editing of Wikimedia articles. What is not settled is definition, and you are perfectly right in the assessment that the Main Page needs a re-vamp. I understand this is a beta, as Cormaggio mentioned, but the mission should be as clear as the light of day on the front page or there may be further confusion. Better to act sooner rather than later.--Dnjkirk 17:16, 21 October 2006 (UTC)
 * Thanks for the input Dnjkirk. I'm firstly disappointed you perceive some sort of split between "old hands" and newbies - that's absolutely not the way it should be - nor how I perceive it. I think the issues you outline, however, are down to the fact that Wikiversity has had such a long (and often painful) birth. The issue of "courses" is, as John points out, down to the original rejection of the proposal by the board in November 2005 - based, in part, on a nervousness about "online courses". However, this matter is still unresolved, in my eyes at least, and I think I will take it upon myself to respark this discussion within the whole Wikimedia community to see if we can find any clarity as to the exact reasoning behind the original rejection. (On second thoughts, I think I might leave it a week, seeing as the board are currently on a retreat in Frankfurt.) Overall, on the identity of the project and your work within it, I think it is perfectly ok to continue as you are, and to try to feed back to the wider community about what you are finding about your pedagogical style as you go. That's a key ingredient towards becoming a meta-learning community about learning - one of my personal goals for Wikiversity. :-) But I think there's absolutely no point in having to change the name - we are a community of teachers and learners in the classical sense of the word "universitas" - though we are defining ourselves as we go along. Cormaggio 10:40, 20 October 2006 (UTC) I should also note that we are in "beta phase" - in which the proposal that we put together over the last year is to be consolidated. I would urge that we work within that (very broad) format - which should not prevent you from working as you are doing - so that, if we have presented a sustainable project base at the six month mark, we should become a fully-fledged Wikimedia project. Cormaggio 10:48, 20 October 2006 (UTC)
 * Thanks Cormaggio, your comments have always been positive and encouraging and a testament to your patience. I also believe you understood my use of a rhetorical device to discuss the issue of definition rather than the silly suggestion of name changes for the site. I don't have much time in the day, but I do spend a lot of my spare time thinking, writing, and developing ideas for Wikiversity. I've become quite passionate. It's easy to be so when you see how much something like this is needed. Thanks for the understanding.--Dnjkirk 15:29, 21 October 2006 (UTC)

 * Suggestion: Research monograph $$ \in $$ wikiversity; Textbook $$ \in $$ wikibook.--Hillgentleman 11:08, 20 October 2006 (UTC)
 * rough work sheets$$ \in $$ wikiversity; research paper $$ \in $$ Established Journals for the moment, $$ \in $$ wikiversity ultimately;  Schaum outline $$\in$$ wikibook or wikipaedia--Hillgentleman 11:09, 20 October 2006 (UTC)

 * I lecture part time at a local college. At present I am entering post-graduate material, but I have found that my (undergraduate) students don't take notes and rarely read their textbooks.

 * Wikiversity is an ideal place to put a synopsys of lectures.
 * It has an advantage over conventional textbooks in that it can be updated immediately.
 * Academia is not accessable to all and I personally believe in the widest possible distribution of knowlege. If my notes help a student at a correspondent university, I would welcome that.
 * It will allow shy students to ask questions anonomously.
 * It allows Q & A sessions outside of class - particularly in study week when students are panicking.
 * I am intending to use it as a resource for real life teaching at a recognised college.
 * If it is not policy to promote recognised university courses, then I really believe that the policy should be reviewed to take cogniscence of these issues. If not, what is the point?
 * If I am at the wrong place, then does the Wiki system have a home for what I want to do?
 * In the mean time, I think it is a wonderful home, and fuly intend to continue to "lecture" here until I am told otherwise. Andrew massyn 03:33, 5 November 2006 (UTC)

 * "promote recognised university courses" <-- I have no idea what you mean by "promote". You are welcome to add content to Wikiversity that comes from conventional courses as long as that content can be placed under the GFDL. "does the Wiki system have a home for what I want to do?" <-- If your educational content is in the form of a textbook then it should be placed in Wikibooks. Most other educational content is welcome here at Wikiversity. --JWSchmidt 04:36, 5 November 2006 (UTC)
 * See also:Computer Architecture Lab--Hillgentleman|User talk:hillgentleman 10:47, 21 November 2006 (UTC)

Newest Additions

 * What about something like a "Newest Additions" section on the main page? It could show a newly founded school, department, course (whichever was founded latest). mehmetaergun 16:55, 19 October 2006 (UTC)
 * That would be nice, perhaps. Something like Wikipedia's "newest articles"?  The Jade Knight 02:58, 20 October 2006 (UTC)
 * There's always Special:Newpages. I was thinking this could be done somehow automatically (possibly even from Recent changes), just as it is done on many user-created sites. If someone was to write that script and implement it, I would have no problem with that. The only thing for me would be - isn't newest pages likely to show educational material in barely sketched stage, rather than other pages/materials which are more developed? (This is what I set up Examples to show, btw.) But perhaps this could be done cleverly - so I'll leave it to the clever technical people to figure out. ;-) Cormaggio 11:03, 20 October 2006 (UTC)
 * That's why wikipedia has featured articles. There could be featured schools/departments/courses. <IP_ADDRESS> 20:28, 3 January 2007 (UTC)

Other languages
Should people start building Wikiversity in other languages? AQu01rius > (User | Talk | Websites) 21:45, 22 October 2006 (UTC)
 * You need to make a request for a Wikiversity in another language. Also, you can use this site to start making Wikiversity pages for another language. --JWSchmidt 00:13, 23 October 2006 (UTC)
 * Wikiversity already exists in some other languages. Are you looking for a specific language?  The Jade Knight 05:15, 23 October 2006 (UTC)

 * Perhaps the Main Page should include a list of Wikiversity in other languages similar to some of the other Wikis. Talonhawk 22:41, 26 October 2006 (UTC)
 * Look down near the bottom, "Wikiversity in other languages". --JWSchmidt 22:50, 26 October 2006 (UTC)
 * Yeah, I just saw that and realized my mistake. So then this question seems to be well answered. Talonhawk 18:43, 27 October 2006 (UTC)

"where teachers learn, and learners teach"
Cringe... sounds like Wikiversity is embracing the worst criticisms of Wikipedia, where history is determined by who can stick at an edit war the longest. <IP_ADDRESS> 02:31, 27 October 2006 (UTC)

 * Actually, seven slogans are rotated currently, one for each day of the week, in the subtitle at the top of the main page. These are based on on suggestions made in a previous round of the motto and slogan contest. When this round is finished, those selections will be changed to the final selection(s). (Btw, based on greater support for other options in the last round, my guess is the "where teachers learn..." option probably won't be a final selection.) Please feel free to comment and select options in the motto and slogan contest. :) --Reswik 02:55, 27 October 2006 (UTC)

 * "I agree that this slogan does not communicate the true goal of wikiversity, for me the excitement of finding this site this morning came while I was doing research for an online english course offered at my university. I am a huge fan of online study, the freedom in scheduling and the overflowing fountain of information available is what makes learning online a wonderful creation to me. However, without my professors I know the learning would be unfocused and the structure they give would be absent. A slogan downplaying their role in learning would be a great mistake on Wikiversity's part."

Create and host free content, multimedia learning materials, resources, and curricula for all age groups in all languages
Oh great, but how I can host my free website on wikiversity?

 * Well, Wikiversity isn't about "hosting your free website", but you're free to upload or develop your resources on Wikiversity. You might find this page at Adding content useful, or perhaps on Welcome, newcomers. Cheers! Cormaggio 20:51, 13 November 2006 (UTC)

 * You might find wikia.com (formerly wikicities) useful in hosting a free web site if you meet their criteria. Mirwin 05:17, 13 December 2006 (UTC)

Schools
Nice to see the varied "schools," but where's the school of business? Legend78 14:18, 28 November 2006 (UTC)

Add School of Business
I think the wikiversity should include the school of business.
 * Portal:Professions>School:business

Wik Bullies, Thugs and Ferals
Howcome the Australian editors with the help of some offshore admins are being totally rude and ignorant to new editors and claiming they are using 'sockpuppets' when I had to look up what that was, and am not etc?

Registered user 'Gretaw' has been blocked along with my block when Gretaw is totally absolutely nil to do with me. The admins who did this are either Gretaw or they have attacked a totally not involved reg wik user.

Whatever, the go at me on wikipedia has been pretty disgusting and bad form wik that you allow this bully stuff to happen on your site. Check out that Gretaw stuff and what Thatcher131, Golden Wattle, Longhair/Durova, and any other whinney ones - oh I forgot the pompous Sarah Uhart. There was the spree slope Grahame something also.

Bad show wik. Poor form and disgusting org.

 * Um, there isn't any user Gretaw... Are you sure that this didn't happen in wikipedia?--Rayc 19:12, 24 November 2006 (UTC)

 * Just to clarify Rayc's comment: the administrators on wikiversity aren't the same people as the administrators on wikiversity (or wikibooks, commons, etc.). --SB_Johnny | talk 21:53, 24 November 2006 (UTC)

 * Hmm, presume Johnny means that the admins on Wikiversity aren't the same as those on Wikipedia ... :-) Cormaggio talk 10:59, 13 December 2006 (UTC)

title: Wikiversity talk:Main Page/Archive 3


text:
Portal talk:Participants

This and the new list either need to be combined, or one should be eliminated. Or something. The Jade Knight 03:07, 17 March 2007 (UTC)

title: Portal talk:Participants


text:
Pelinkovac

Pelinkovac is a bitter-sweet liqueur based on wormwood (Croatian and Slovenian: pelen or pelin), popular in Croatia, Serbia, Montenegro, Bosnia and Herzegovina, North Macedonia, Bulgaria as well as in Slovenia, where it is known as pelinkovec or pelinovec. The alcohol content is 28–35% by volume. It has a bitter-sweet taste.

History
Badel Pelinkovac was the first Croatian drink to be enjoyed in the court of Napoleon III of France.

In January 2017, Badel Pelinkovac started exports to the United States. It took two years for the company to get the permits to export to the USA. The drink was already exported to 30 countries worldwide.

Brands
In Croatia:
 * Pelinkovac by Dalmacijavino (Split, Croatia). 28% alcohol.
 * Maraska Pelinkovac by Maraska Distillery (Zadar, Croatia). 28% alcohol.
 * Rovinjski Pelinkovac by Darna Distillery (Rovinj, Croatia). 28% alcohol.
 * Badel Pelinkovac by the Badel Distillery (Zagreb, Croatia) since 1871. 32% alcohol.

In Serbia:
 * Gorki List made by Subotičanka (Subotica, Vojvodina). Since 2009, when Subotičanka went into bankruptcy, the production and bottling of this brand has been moved to Slovenia. Currently the brand is the property of the Slovenian company Grenki List.

In Bosnia-Herzegovina:
 * Zlatni Pelin by MB Impex (Banja Luka, Bosnia and Herzegovina) since 2006. Contains 23 herbs. 28% alcohol.

Pelinkovac is also produced by a number of small distilleries in Slovenia, Istria and in the city of Trieste and Friuli, Italy.

In United States:
 * Pelinkovac - Bottled by Marsalle Company, Louisville, KY. 35% alcohol

Variations

 * Half Pelinkovac
 * Pelinkovac Orange
 * Premium Pelinkovac (Antique Pelinkovac)
 * Štrukani pelinkovac - a slice of lemon is squeezed into serving of regular pelinkovac

Similar drinks

 * Bulgaria: the pelin (пелин) is a type of wine with up to 34 herbs and some fruits added, including wormwood, St John's wort, apple and quince. It is often sold carbonated.
 * Romania: the vin pelin is wormwood wine consisting mainly of bittered wine.
 * Poland: the liqueur called Piołunówka is considered a type of nalewka.

title: Pelinkovac


text:
1987 Kansas Jayhawks football team

The 1987 Kansas Jayhawks football team represented the University of Kansas as a member of the Big Eight Conference during the 1987 NCAA Division I-A football season. In their second and final season under head coach Bob Valesente, the Jayhawks compiled an overall record of 1–9–1 with a mark of 0–6–1 against conference opponents, tied for in seventh place in the Big 8, and were outscored by opponents by a combined total of 398 to 135. The team played home games at Memorial Stadium in Lawrence, Kansas.

The team's statistical leaders included Kelly Donohoe with 981 passing yards, Arnold Snell with 691 rushing yards, and Willie Vaughn with 672 receiving yards. Team captains were selected game by game.

title: 1987 Kansas Jayhawks football team


text:
User:HomG/Clemente crime family

The Clemente crime family is a crime family in the 2010 video game Mafia II. In the game, the family is the youngest of the three major families in the fictional city of Empire Bay. It gained its place on the Commission in 1929, and later gained considerable power after the two major families were weakened as a result of the Vinci-Moretti War.

History
Alberto Clemente began his life in organized crime working for his uncle Silvio, who was head of a Mafia faction in Palermo, Sicily. After moving to Empire Bay in 1926, Clemente established his own crew and made his mark smuggling liquor into the city. Throughout the next few years, his faction had strengthened and developed, therefore he was invited to join the Commission at some point during 1929.

Before and during the Vinci-Moretti War, the Vinci crime family controlled over 80 percent of Mafia businesses in the city. After the war, the Vinci family was considerably weakened, Clemente took advantage of this and obtained ownership of multiple businesses the Vinci family had owned.

The family was viewed as second rate by the other families due to the way that Clemente operated it.

Fall
During 1951, Luca Gurino, a capo of the family, met with Frank Vinci and Leo Galante at Vinci's Mansion. Luca tried to turn Vinci against the Falcone crime family, claiming that Falcone was involved in the drug trade, knowing that Vinci was strongly against drugs. Gurino says that something should be done about it. The Clemente family was already involved in drug trafficking at the time, Gurino and Clemente were attempting to get rid of the competition.

On May 6, 1951, the Clemente family is the first to act on Falcone as Clemente orders Gurino to kidnap Carlo Falcone's accountant Harvey Beans and his bodyguards Antonio "Tony Balls" Balsamo and Frankie the Mick to try and get information about Falcone's drug business; they are taken to Clemente's Slaughterhouse where they are tortured. Falcone's underboss Eddie Scarpa sends Vito Scaletta to find and save Falcone's men before they are killed. At the end of it, Frankie the Mick, Luca Gurino, and many other Clemente soldiers perish in the slaughterhouse and Falcone turns on Clemente.

On June 15, 1951, Falcone orders Joe Barbaro and Vito Scaletta to assassinate Clemente at his gang summit at the Empire Arms Hotel. Scaletta and Barbaro placed a bomb under the table in the conference room. The bomb kills all of Clemente's top men but not himself as he was in the bathroom at the time, he flees and more of his gangsters and the hitmen's driver, Marty die. It results in a car chase, which ends down the street from the hotel, Clemente is gravely wounded and Barbaro, angered over Marty's death, walks up to the Don's broken down limo and blasts him in the face and chest with his Thompson 1928, killing Clemente and crippling his family. The main reason Falcone killed Clemente was because he was stealing his dope customers and losing him money. Many Clemente members leave and join other families; for example, Henry Tomasino moves to the Falcone family after the fall of his family.

title: User:HomG/Clemente crime family


text:
Peace studies/Peace in Islam

''This learning project is brought to you by the Division of Peace Studies. When contributing to this learning project, please adhere to the Peace Studies learning project guidlines and the Peace Studies learning project template.''

Aims and Objectives
Idea of Ramish peace is very important for each country or each society Especially our country Afghanistan need to strong troops to provide agood security

Learning Materials

 * Including links to learning materials in wikiversity, wikipedia, and on the internet.

Islamica Magazine - A great tool for evaluating the views of Islam today.

Reading List
Ideally, readings should be available on the internet, and the links made available. Give a brief summary of each reading, and possibly some questions with which to address the text. Readings that are unavailable on the internet should be referenced in the following way:

 * Author, A., Title of Book (Location: Publisher, Year of Publication).

Assignments

 * Edit and improve this learning project.

title: Peace studies/Peace in Islam


text:
Wikipedia:Articles for deletion/Eng Kan Ti Nge Keini Chhung Hi

The result was delete. With the caveat that if sources exist in the Mizo language, it can be recreated with these. Jo-Jo Eumerus (talk, contributions) 19:08, 13 October 2017 (UTC)

Eng Kan Ti Nge Keini Chhung Hi

 * – ( View AfD View log  Stats )

Fails to meet WP:GNG. Seems to be self-produced movie without any supporting references. Shaded0 (talk) 15:43, 21 September 2017 (UTC)
 * Note: This debate has been included in the list of India-related deletion discussions. Mark the trainDiscuss 16:40, 21 September 2017 (UTC)
 * Note: This debate has been included in the list of Film-related deletion discussions. Mark the trainDiscuss 16:40, 21 September 2017 (UTC)

 Relisted to generate a more thorough discussion and clearer consensus.

Please add new comments below this notice. Thanks, —  Za  wl  16:04, 28 September 2017 (UTC)  Relisted to generate a more thorough discussion and clearer consensus. Relisting comment: As the film is (ostensibly) a Mizo language production, it may very well be that there are sources that don't show up in an English or even Hindi search. I'll ping WikiProject India.
 * Delete as per nom. power~enwiki ( π, ν ) 19:21, 3 October 2017 (UTC)

Please add new comments below this notice. Thanks,  A  Train talk 08:48, 6 October 2017 (UTC)
 * Delete My searches here, here, here, here hardly resulted in any reliable sources. Clearly fails GNG guideline. --Regards, Krishna Chaitanya Velaga (talk • mail) 11:06, 10 October 2017 (UTC)
 * Delete - per nom and above !votes. Inter&anthro (talk) 04:13, 11 October 2017 (UTC)


text:
Wikipedia:WikiProject Spam/UserReports/Minaahmadi7072

Links

 * rentkonim.com resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.

 * saadatrent.com resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * COIBot domainredlist search for link Minaahmadi7072 gives:
 * saadatrent.com (Automonitor: reported to en:MediaWiki talk:Spam-blacklist (diff))
 * saadatrent.com (Automonitor: reported to en:MediaWiki talk:Spam-blacklist (diff))
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link would be caught by rule \bsaadatrent\.com\b on the monitor list (Automonitor: reported to en:MediaWiki:Spam-blacklist (diff - )).
 * Link is blacklisted by \bsaadatrent\.com\b on [//en.wikipedia.org/wiki/Mediawiki:Spam-blacklist en.wikipedia.org]
 * Link is not on the whitelist.
 * Link would be caught by rule \bsaadatrent\.com\b on the monitor list (Automonitor: reported to en:MediaWiki:Spam-blacklist (diff - )).
 * Link is blacklisted by \bsaadatrent\.com\b on [//en.wikipedia.org/wiki/Mediawiki:Spam-blacklist en.wikipedia.org]

 * tarotamiz.net resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * Link is not on the whitelist.
 * Link is not on the monitor list.

Additions

 * Displayed all 18 additions.


text:
Talk:Alstom Coradia LINT

Infobox
This article could use template:Infobox train. Peter Horn User talk 13:41, 27 April 2012 (UTC)

iLint; maximum energy of lithium-ion buffer batteries?
good morning, I'm Italian.

I'm looking for information / sources for the iLint section of the wikipedia entry in Italian.

the buffer batteries that recover energy from the braking and excess production of fuel cells (2, arranged each under the floor of each of the 2 iLint carriages), how much energy can they deliver totally, at most? 2x225 kW or 2x112.5 kW?

(please put answers here below, if possible also in Italian)

thank you --<IP_ADDRESS> (talk) 06:53, 26 September 2018 (UTC)

title: Talk:Alstom Coradia LINT