text:
User:Moswento/Tiverton Baptist Church

Tiverton Baptist Church is a Baptist church in Tiverton, Devon, England. It was one of the first Baptist churches to be founded in England, being established by Dutch exiles in 1607. These exiles were weavers who had travelled to England via Spain to escape anti-Christian persecution, settling in Tiverton as it was an important town in the wool industry. Initially, the church was theologically aligned with Arminianism, but by the 1656 meeting of the Baptist Western Association, they were closer to Calvinism. By 1769, the church had 66 members. The current building is dated to 1876. Formerly, the church's meeting house was built by Richard Haydon.

 *
 * References in Baptist Quarterly

title: User:Moswento/Tiverton Baptist Church


text:
Alisa

Usage notes
Matronymics
 * son of Alisa: Alisuson
 * daughter of Alisa: Alisudóttir

Etymology
Borrowed from.

source: wikimedia

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

title: Alisa


text:
Sivanthi Aditanar College

Sivanthi Aditanar College, is a general degree college located in Pillayarpuram, Kanyakumari district, Tamil Nadu. It was established in the year 1984. The college is affiliated with Manonmaniam Sundaranar University. This college offers different courses in arts, commerce and science.

Science

 * Physics
 * Chemistry
 * Zoology
 * Mathematics
 * Computer Science
 * Computer Application (P.G)

Arts and Commerce

 * Tamil
 * English
 * Business Administration
 * Commerce

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

title: Sivanthi Aditanar College


text:
Shahrak-e Emam

Shahrak-e Emam may refer to:
 * Shahrak-e Emam, Mohr, Fars Province
 * Shahrak-e Emam, Neyriz, Fars Province
 * Shahrak-e Emam, Qir and Karzin, Fars Province
 * Shahrak-e Emam, Ilam
 * Shahrak-e Emam, Khuzestan
 * Shahrak-e Emam, Lorestan
 * Shahrak-e Emam, Razavi Khorasan

title: Shahrak-e Emam


text:
Wikiversity:Userboxes

In order to promote collaborative learning within the Wikiversity community it is relevant to know the interests of other users. The userboxes can be a useful way to introduce yourself to the community. Please make responsible use of these templates to develop the Wikiversity community. Templates that are counter to the educational mission of Wikiversity or otherwise disrupt the community will be deleted.

Users by language skills
See the sub-categories of Category:Users by language for a complete list of language userboxes.

Knowledge user templates
Knowledge userboxes (or user templates) are used to advertise your level of knowledge in a certain subject. You can also use them to find other students of that subject.

More: Category:Knowledge user templates.

title: Wikiversity:Userboxes


text:
Category:Ontario Hockey League players

This category is for tracking all of the players who play or have played for any of the teams in the Ontario Hockey League, even when those teams played in the OHL's precursor Ontario Major Junior Hockey League. Players who played for these clubs prior to formation of the OMJHL are still included on these pages. Note that players who played for clubs not defunct are listed under d.

title: Category:Ontario Hockey League players


text:
miniate

Etymology
, past participle of. See.

Adjective

 * 1) Of or relating to the colour of red lead or vermilion; painted with vermilion.

Verb

 * 1) To paint or tinge with red lead or vermilion, or with red letters, as in a manuscript.

title: miniate


text:
Calculus/Series

Introduction
A series is the sum of a sequence of terms. An infinite series is the sum of an infinite number of terms (the actual sum of the series need not be infinite, as we will see below).

An arithmetic series is the sum of a sequence of terms with a common difference (the difference between consecutive terms). For example:
 * $$1+4+7+10+13+\cdots$$

is an arithmetic series with common difference 3, since $$a_2-a_1=3$$, $$a_3-a_2=3$$, and so forth.

A geometric series is the sum of terms with a common ratio. For example, an interesting series which appears in many practical problems in science, engineering, and mathematics is the geometric series $$r+r^2+r^3+r^4+\cdots$$ where the $$\cdots$$ indicates that the series continues indefinitely. A common way to study a particular series (following Cauchy) is to define a sequence consisting of the sum of the first $$n$$ terms. For example, to study the geometric series we can consider the sequence which adds together the first n terms:
 * $$S_n(r)=\sum_{i=1}^n r^i$$

Generally by studying the sequence of partial sums we can understand the behavior of the entire infinite series.

Two of the most important questions about a series are:
 * Does it converge?
 * If so, what does it converge to?

For example, it is fairly easy to see that for $$r>1$$, the geometric series $$S_n(r)$$ will not converge to a finite number (i.e., it will diverge to infinity). To see this, note that each time we increase the number of terms in the series, $$S_n(r)$$ increases by $$r^{n+1}$$, since $$r^{n+1}>1$$ for all $$r>1$$ (as we defined), $$S_n(r)$$ must increase by a number greater than one every term. When increasing the sum by more than one for every term, it will diverge.

Perhaps a more surprising and interesting fact is that for $$|r|<1$$, $$S_n(r)$$ will converge to a finite value. Specifically, it is possible to show that
 * $$\lim_{n\to\infty}S_n(r)=\frac{r}{1-r}$$

Indeed, consider the quantity
 * $$(1-r)S_n(r)=(1-r)\sum_{i=1}^n r^i=\sum_{i=1}^n r^i-\sum_{i=2}^{n+1} r^i=r-r^{n+1}$$

Since $$r^{n+1}\to 0$$ as $$n\to\infty$$ for $$|r|<1$$, this shows that $$(1-r)S_n(r)\to r$$ as $$n\to\infty$$. The quantity $$1-r$$ is non-zero and doesn't depend on $$n$$ so we can divide by it and arrive at the formula we want.

We'd like to be able to draw similar conclusions about any series.

Unfortunately, there is no simple way to sum a series. The most we will be able to do in most cases is determine if it converges. The geometric and the telescoping series are the only types of series we can easily find the sum of.

Convergence
It is obvious that for a series to converge, the $$a_n$$ must tend to zero (because sum of an infinite number of terms all greater than any given positive number will be infinity), but even if the limit of the sequence is 0, this is not sufficient to say it converges.

Consider the harmonic series, the sum of $$\frac{1}{n}$$, and group terms
 * $$\begin{matrix}

\sum\limits_{n=1}^{2^m} \frac{1}{n}&=&1+\frac{1}{2}&+&\frac{1}{3}+\frac{1}{4}&+&\frac{1}{5}+\frac{1}{6}+\frac{1}{7}+\frac{1}{8}&+\ \cdots &+&\sum\limits_{p=1+2^{n-1}}^{2^n} \frac{1}{p} \\ \\ &>&\frac{3}{2}&+&\frac{2}{4}&+&\frac{4}{8}&+\ \cdots &+&\frac{2^{n-1}}{2^n} \\ \\ &=&\frac{3}{2}&+&\frac{1}{2}&+&\frac{1}{2}&+\ \cdots &+&\frac{1}{2} \end{matrix}$$ This final sum contains m terms. As m tends to infinity, so does the sum, hence the series diverges.

We can also deduce something about how quickly it diverges. Using the same grouping of terms, we can get an upper limit on the sum of the first so many terms, the partial sums.
 * $$1+\frac{m}{2}\le\sum_{n=1}^{2^m} \frac{1}{n}\le 1+m$$

or
 * $$1+\frac{\log_2(m)}{2}\le\sum_{n=1}^m \frac{1}{n}\le 1+\log_2(m)$$

and the partial sums increase like $$\log_2(m)$$, very slowly.

Comparison test
The argument above, based on considering upper and lower bounds on terms, can be modified to provide a general-purpose test for convergence and divergence called the comparison test (or direct comparison test). It can be applied to any series with nonnegative terms:
 * If $$\sum b_n$$ converges and $$0\le a_n\le b_n$$, then $$\sum a_n$$ converges.
 * If $$\sum b_n$$ diverges and $$0\le b_n\le a_n$$, then $$\sum a_n$$ diverges.

There are many such tests for convergence and divergence, the most important of which we will describe below.

Absolute convergence
Theorem: If the series of absolute values, $$\sum_{n=1}^\infty |a_n|$$, converges, then so does the series $$\sum_{n=1}^\infty a_n$$

We say such a series converges absolutely.

Proof:

Let $$\epsilon>0$$

According to the Cauchy criterion for series convergence, exists $$N$$ so that for all $$N<m,n$$ :
 * $$\sum_{k=n}^m |a_k|<\epsilon$$

We know that:
 * $$\left|\sum_{k=n}^m a_k\right|\le\sum_{k=n}^m |a_k|$$

And then we get:
 * $$\left|\sum_{k=n}^m a_k\right|\le\sum_{k=n}^m |a_k|<\epsilon$$

Now we get:
 * $$\left|\sum_{k=n}^m a_k\right|<\epsilon$$

Which is exactly the Cauchy criterion for series convergence.

$$Q.E.D$$

The converse does not hold. The series $$1-\frac12+\frac13-\frac14+\cdots$$ converges, even though the series of its absolute values diverges.

A series like this that converges, but not absolutely, is said to converge conditionally.

If a series converges absolutely, we can add terms in any order we like. The limit will still be the same.

If a series converges conditionally, rearranging the terms changes the limit. In fact, we can make the series converge to any limit we like by choosing a suitable rearrangement.

E.g., in the series $$1-\frac12+\frac13-\frac14+\cdots$$, we can add only positive terms until the partial sum exceeds 100, subtract 1/2, add only positive terms until the partial sum exceeds 100, subtract 1/4, and so on, getting a sequence with the same terms that converges to 100.

This makes absolutely convergent series easier to work with. Thus, all but one of convergence tests in this chapter will be for series all of whose terms are positive, which must be absolutely convergent or divergent series. Other series will be studied by considering the corresponding series of absolute values.

Ratio test
For a series with terms $$a_n$$, if
 * $$\lim_{n\to\infty}\left|\frac{a_{n+1}}{a_n}\right|=r$$

then
 * the series converges (absolutely) if $$r<1$$
 * the series diverges if $$r>1$$ (or if $$r$$ is infinity)
 * the series could do either if $$r=1$$, so the test is not conclusive in this case.

E.g., suppose
 * $$a_n=\frac{n!n!}{(2n)!}$$

then
 * $$\frac{a_{n+1}}{a_n}=\frac{(n+1)^2}{(2n+1)(2n+2)}=\frac{n+1}{4n+2}\to\frac{1}{4}$$

so this series converges.

Integral test
If $$f(x)$$ is a monotonically decreasing, always positive function, then the series
 * $$\sum_{n=1}^\infty f(n)$$

converges if and only if the integral

 * $$\int_1^\infty f(x)\,dx$$

converges.

E.g., consider $$f(x)=\frac{1}{x^p}$$, for a fixed $$p$$.

 * If $$p=1$$ this is the harmonic series, which diverges.
 * If $$p<1$$ each term is larger than the harmonic series, so it diverges.
 * If $$p>1$$ then

 * $$\int_1^\infty x^{-p}dx$$
 * $$=\lim_{s\to\infty}\int_1^s x^{-p}dx$$
 * $$=\lim_{s\to\infty}-\frac{1}{(p-1)x^{p-1}}\Bigg|^s_1$$
 * $$=\lim_{s\to\infty}\left(\frac{1}{p-1}-\frac{1}{(p-1)s^{p-1}}\right)$$
 * $$=\frac{1}{p-1}$$
 * }
 * $$=\lim_{s\to\infty}\left(\frac{1}{p-1}-\frac{1}{(p-1)s^{p-1}}\right)$$
 * $$=\frac{1}{p-1}$$
 * }
 * $$=\frac{1}{p-1}$$
 * }
 * }

The integral converges, for $$p>1$$, so the series converges.

We can prove this test works by writing the integral as
 * $$\int_1^\infty f(x)\,dx=\sum_{n=1}^\infty \int_n^{n+1} f(x)\,dx$$

and comparing each of the integrals with rectangles, giving the inequalities
 * $$f(n)\ge\int_n^{n+1} f(x)\,dx\ge f(n+1)$$

Applying these to the sum then shows convergence.

Limit comparison test
Given an infinite series $$\sum a_n$$ with positive terms only, if one can find another infinite series $$\sum b_n$$ with positive terms for which
 * $$\lim_{n\to\infty}\frac{a_n}{b_n}=L$$

for a positive and finite $$L$$ (i.e., the limit exists and is not zero), then the two series either both converge or both diverge. That is,
 * $$\sum a_n$$ converges if $$\sum b_n$$ converges, and
 * $$\sum a_n$$ diverges if $$\sum b_n$$ diverges.

Example:
 * $$a_n=n^{-\frac{n+1}{n}}$$

For large $$n$$, the terms of this series are similar to, but smaller than, those of the harmonic series. We compare the limits.
 * $$\lim\frac{a_n}{b_n}=\lim \frac{n^{-\frac{n+1}{n}}}{\frac1n}=\lim\frac{n}{n^\frac{n+1}{n}}=\lim\frac{1}{n^\frac{1}{n}}=1>0$$

so this series diverges.

Alternating series
Given an infinite series $$\sum a_n$$, if the signs of the $$a_n$$ alternate, that is if
 * $$a_n=(-1)^n|a_n|$$

for all n or
 * $$a_n=(-1)^{n+1}|a_n|$$

for all $$n$$, then we call it an alternating series.

The alternating series test states that such a series converges if
 * $$\lim_{n\to\infty}a_n=0$$

and
 * $$\bigl|a_{n+1}\bigr|<|a_n|$$

(that is, the magnitude of the terms is decreasing).

Note that this test cannot lead to the conclusion that the series diverges; if one cannot conclude that the series converges, this test is inconclusive, although other tests may, of course, be used to give a conclusion.

Estimating the sum of an alternating series
The absolute error that results in using a partial sum of an alternating series to estimate the final sum of the infinite series is smaller than the magnitude of the first omitted term.
 * $$\left|\sum_{n=1}^\infty a_n-\sum_{n=1}^m a_n\right|<\bigl|a_{m+1}\bigr|$$

Geometric series
The geometric series can take either of the following forms
 * $$\sum_{n=0}^\infty ar^n$$ or $$\sum_{n=1}^\infty ar^{n-1}$$

As you have seen at the start, the sum of the geometric series is
 * $$s=\lim_{n\to\infty}S_n=\lim_{n\to\infty}\frac{a(1-r^n)}{1-r}=\frac{a}{1-r}\quad\mbox{ for } |r|<1$$.

Telescoping series

 * $$\sum_{n=0}^\infty (b_n-b_{n+1})$$

Expanding (or "telescoping") this type of series is informative. If we expand this series, we get:
 * $$\sum_{n=0}^k (b_n-b_{n+1})=(b_0-b_1)+(b_1-b_2)+\cdots+(b_{k-1}-b_k)$$

Additive cancellation leaves:
 * $$\sum_{n=0}^k (b_n-b_{n+1})=b_0-b_k$$

Thus,
 * $$\sum_{n=0}^\infty (b_n-b_{n+1})=\lim_{k\to\infty}\sum_{n=0}^k (b_n-b_{n+1})=\lim_{k\to\infty}(b_0-b_k)=b_0-\lim_{k\to\infty}b_k$$

and all that remains is to evaluate the limit.

There are other tests that can be used, but these tests are sufficient for all commonly encountered series.

title: Calculus/Series


text:
Biochemistry/Catalysis

<< Biochemistry | << Thermodynamics | Catalysis | Metabolism and energy >>

Catalysis refers to the acceleration of the rate of a chemical reaction by a substance, called a catalyst, that is itself unchanged by the overall reaction. Catalysis is crucial for any known form of life, as it makes chemical reactions happen much faster than they would "by themselves", sometimes by a factor of several million times.

A common misunderstanding is that catalysis "makes the reaction happen", that the reaction would not otherwise proceed without the presence of the catalyst. However, a catalyst cannot make a thermodynamically unfavorable reaction proceed. Rather, it can only speed up a reaction that is already thermodynamically favorable. Such a reaction in the absence of a catalyst would proceed, even without the catalyst, although perhaps too slowly to be observed or to be useful in a given context.

Catalysts accelerate the chemical reaction by providing a lower energy pathway between the reactants and the products. This usually involves the formation of an intermediate, which cannot be formed without the catalyst. The formation of this intermediate and subsequent reaction generally has a much lower activation energy barrier than is required for the direct reaction of reactants to products.

Catalysis is a very important process from an industrial point of view since the production of most industrially important chemicals involve catalysis. Research into catalysis is a major field in applied science, and involves many fields of chemistry and physics.

Two types of catalysis are generally distinguished. In homogeneous catalysis the reactants and catalyst are in the same phase. For example acids (H+ ion donors) are common catalysts in many aqueous reactions. In this case both the reactants and the catalysts are in the aqueous phase. In heterogeneous catalysis the catalyst is in a different phase than the reactants and products. Usually, the catalyst is a solid and the reactants and products are gases or liquids. In order for the reaction to occur one or more of the reactants must diffuse to the catalyst surface and adsorb onto it. After reaction, the products must desorb from the surface and diffuse away from the solid surface. Frequently, this transport of reactants and products from one phase to another plays a dominant role in limiting the rate of reaction. Understanding these transport phenomena is an important area of heterogeneous catalyst research.

Enzymes
Enzyme (from Greek, in ferment) are special protein molecules whose function is to facilitate or otherwise accelerate most chemical reactions in cells. They are simply biological catalysts. Most enzymes are proteins, although a few are catalytic RNA molecules called ribozymes. Many chemical reactions occur within biological cells, but without catalysts most of them happen too slowly in the test tube to be biologically relevant.

Enzymes can also serve to couple two or more reactions together, so that a thermodynamically favorable reaction can be used to "drive" a thermodynamically unfavorable one. One of the most common examples is enzymes which use the dephosphorylation of ATP to drive some otherwise unrelated chemical reaction.

Chemical reactions need a certain amount of activation energy to take place. Enzymes can increase the reaction speed by favoring or enabling a different reaction path with a lower activation energy (Fig. 1), making it easier for the reaction to occur. Enzymes are large globular proteins that catalyze (accelerate) chemical reactions. They are essential for the function of cells. Enzymes are very specific as to the reactions they catalyze and the chemicals (substrates) that are involved in the reactions. Substrates fit their enzymes like a key fits its lock (Fig. 2). Many enzymes are composed of several proteins that act together as a unit. Most parts of an enzyme have regulatory or structural purposes. The catalyzed reaction takes place in only a small part of the enzyme called the active site, which is made up of approximately 2 - 20 amino acids.

The substrates (A and B) need a large amount of energy ( E1 ) to reach the intermediate state A...B, which then reacts to form the end product (AB). The enzyme ( E ) creates a microenvironment in which A and B can reach the intermediate state ( A... E ...B ) more easily, reducing the amount of energy needed ( E2 ). As a result, the reaction is more likely to take place, thus improving the reaction speed.

Enzymes can perform up to several million catalytic reactions per second. To determine the maximum speed of an enzymatic reaction, the substrate concentration is increased until a constant rate of product formation is achieved (Fig. 3). This is the maximum velocity (Vmax) of the enzyme. In this state, all enzyme active sites are saturated with substrate. This was proposed in 1913 by Leonor Michaelis and Maud Menten. Since the substrate concentration at Vmax cannot be measured exactly, enzymes are characterized by the substrate concentration at which the rate of reaction is half its maximum. This substrate concentration is called the Michaelis-Menten constant (KM). Many enzymes obey Michaelis-Menten kinetics.

The speed V means the number of reactions per second that are catalyzed by an enzyme. With increasing substrate concentration [S], the enzyme is asymptotically approaching its maximum speed Vmax, but never actually reaching it. Because of that, no [S] for Vmax can be given. Instead, the characteristic value for the enzyme is defined by the substrate concentration at its half-maximum speed (Vmax/2). This KM value is also called Michaelis-Menten constant.

Several factors can influence the reaction speed, catalytic activity, and specificity of an enzyme. Besides de novo synthesis (the production of more enzyme molecules to increase catalysis rates), properties such as pH or temperature can denature an enzyme (alter its shape) so that it can no longer function. More specific regulation is possible by posttranslational modification (e.g., phosphorylation) of the enzyme or by adding cofactors like metal ions or organic molecules (e.g., NAD+, FAD, CoA, or vitamins) that interact with the enzyme. Allosteric enzymes are composed of several subunits (proteins) that interact with each other and thus influence each other's catalytic activity. Enzymes can also be regulated by competitive inhibitors (Fig. 4) and non-competitive inhibitors and activators (Fig. 5). Inhibitors and activators are often used as medicines, but they can also be poisonous.

A competitive inhibitor fits the enzyme as well as its real substrate, sometimes even better. The inhibitor takes the place of the substrate in the active center, but cannot undergo the catalytic reaction, thus inhibiting the enzyme from binding with a substrate molecule. Some inhibitors form covalent bonds with the enzyme, deactivating it permanently (suicide inhibitors). In terms of the kinetics of a competitive inhibitor, it will increase Km but leave Vmax unchanged.

Non-competitive inhibitors/activators ( I ) do not bind to the active center, but to other parts of the enzyme ( E ) that can be far away from the substrate ( S ) binding site. By changing the conformation (the three-dimensional structure) of the enzyme ( E ), they disable or enable the ability of the enzyme ( E ) to bind its substrate ( S ) and catalyze the desired reaction. The noncompetitive inhibitor will lower Vmax but leave Km unchanged.

An uncompetitive inhibitor will only bind to the enzyme-substrate complex forming an enzyme-substrate-inhibitor (ESI) complex and cannot be overcome by additional substrate. Since the ESI is nonreactive, Vmax is effectively lowered. The uncompetitive inhibitor will in turn lower the Km due to a lower concentration of substrate needed to achieve half the maximum concentration of ES.

Several enzymes can work together in a specific order, creating metabolic pathways (e.g., the citric acid cycle, a series of enzymatic reactions in the cells of aerobic organisms, important in cellular respiration). In a metabolic pathway, one enzyme takes the product of another enzyme as a substrate. After the catalytic reaction, the product is then passed on to another enzyme. The end product(s) of such a pathway are often non-competitive inhibitors (Fig. 5) for one of the first enzymes of the pathway (usually the first irreversible step, called committed step), thus regulating the amount of end product made by the pathway (Fig. 6).

 * 1) The basic feedback inhibition mechanism, where the product (P) inhibits the committed step (A⇀B).
 * 2) Sequential feedback inhibition. The end products P1 and P2 inhibit the first committed step of their individual pathway (C⇀D or C⇀F). If both products are present in abundance, all pathways from C are blocked. This leads to a buildup of C, which in turn inhibits the first common committed step A⇀B.
 * 3) Enzyme multiplicity. Each end product inhibits both the first individual committed step and one of the enzymes performing the first common committed step.
 * 4) Concerted feedback inhibition. Each end product inhibits the first individual committed step. Together, they inhibit the first common committed step.
 * 5) Cumulative feedback inhibition. Each end product inhibits the first individual committed step. Also, each end product partially inhibits the first common committed step.

Enzymes are essential to living organisms, and a malfunction of even a single enzyme out of approximately 2,000 present in our bodies can lead to severe or lethal illness. An example of a disease caused by an enzyme malfunction in humans is phenylketonuria (PKU). The enzyme phenylalanine hydroxylase, which usually converts the essential amino acid phenylalanine into tyrosine does not work, resulting in a buildup of phenylalanine that leads to mental retardation. Enzymes in the human body can also be influenced by inhibitors in good or bad ways. Aspirin, for example, inhibits an enzyme that produces prostaglandins (inflammation messengers), thus suppressing pain. But not all enzymes are in living things. Enzymes are also used in everyday products such as biological washing detergents where they speed up chemical reactions, (to get your clothes clean).

Digestive and Metabolic Enzymes
In the previous section we have been talking about the digestive enzymes, both the ones produced by the body, such as salivary amylase, and the food enzymes. Their primary role is for the digestion of food. Another class of enzymes is called metabolic enzymes. Their role is to catalyze chemical reactions involving every process in the body, including the absorption of oxygen. Our cells would literally starve for oxygen even with an abundance of oxygen without the action of the enzyme, cytochrome oxidase. Enzymes are also necessary for muscle contraction and relaxation. The fact is, without both of these classes of enzymes, (digestive and metabolic,) life could not exist. Digestive enzymes function as biological catalysts in which it helps to breakdown carbohydrates, proteins, and fats. On the other hand, metabolic enzymes function as a remodel of cells. Digestion of food has a high priority and demand for enzymes; digestive enzymes get priority over metabolic enzymes. Any deficiency in metabolic enzyme can lead to over work, which could lead to enlarge organs in order to perform the increased workload. The result is unhealthy and could cause enlarged heart or pancreas. The deficiencies of metabolic enzymes can have a tremendous impact on health. As we grow older enzyme level decline and the efficiency in the body decline.

Enzyme naming conventions
By common convention, an enzyme's name consists of a description of what it does, with the word ending in "-ase". Examples are alcohol dehydrogenase and DNA polymerase. Kinases are enzymes that transfer phosphate groups. The International Union of Biochemistry and Molecular Biology has developed a nomenclature for enzymes, the EC numbers; each enzyme is described by a sequence of four numbers, preceded by "EC". The first number broadly classifies the enzyme based on its mechanism:
 * EC 1 Oxidoreductases: catalyze oxidation/reduction reactions
 * EC 2 Transferases: transfer a functional group (e.g., a methyl or phosphate group)
 * EC 3 Hydrolases: catalyze the hydrolysis of various bonds
 * EC 4 Lyases: cleave various bonds by means other than hydrolysis and oxidation
 * EC 5 Isomerases: catalyze isomerization changes within a single molecule
 * EC 6 Ligases: join two molecules with covalent bonds

Some other important enzymes are: Protease: breaks the protein into amino acids in high acidity environments such as stomach, pancreatic and intestinal juices. Act on bacteria, viruses and some cancerous cells. Amylase: Break complex carbohydrates such as starch into simpler sugars (dextrin and maltose). It found in the intestines, pancreas and also in salivary glands. Lipase: breaks down fats and some fat soluble vitamins (A,E,K, and D). helpful in treating cardiovascular diseases. Cellulase: break down cellulose that found in fruits, grains, and vegetables. It increases the nutritional values of vegetables, and fruits. Pectinase: break down pectin that found in citrus fruits, carrots, beets, tomatoes, and apple. Antioxidants: protect from free radical negative effect that can damage cell in the body. Cathepsin: break animal protein down. Lactase: break down lactose that found in milk products. the production of lactase decrease with age. Invertase: assimilate sucrose that can contribute to digestive stress if not digested properly. Papain: break down protein and help the body in digestion. Bromelain: Break proteins that found in plants and animals. it could help the body to fight cancer and treat inflammation. Glucoamylase: break down maltose that found in all grains in to two glucose molecules.

<< Biochemistry | << Thermodynamics | Catalysis | Metabolism and energy >>

title: Biochemistry/Catalysis


text:
Talk:David Carnegie, 14th Earl of Northesk

Northesk died at the age of 55 from cancer[1] and was succeeded in the earldom (despite the efforts of his daughters to prevent it)[citation needed]

https://www.dailymail.co.uk/news/article-2421073/Earl-Northesks-3-daughters-miss-earldom-title-claimed-8th-cousin-removed.htmlEDLIS Café Press (talk) 19:49, 17 June 2021 (UTC)


text:
Deh Now, Fazl

Deh Now (also known as Deh Now-e Ḩājj Abdol Beyḵ) is a village in Fazl Rural District, in the Central District of Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 157, in 37 families.

title: Deh Now, Fazl


text:
Zavety Ilyicha, Altai Krai

Zavety Ilyicha (Заветы Ильича) is a rural locality (a settlement) and the administrative center of Zavetilyichyovsky Selsoviet, Aleysky District, Altai Krai, Russia. The population was 600 in 2013. There are 11 streets.

Geography
Zavety Ilyicha is located on the Gorevka River, 8 km northwest of Aleysk (the district's administrative centre) by road. Aleysk is the nearest rural locality.

title: Zavety Ilyicha, Altai Krai


text:
User:Kingkay1/TWA/Earth/2

Shape and structure
==

Heading text
== Earth is a terrestrial planet. This means it is made up of solid rock unlike a gas giant such as Jupiter. It is the largest out of the four terrestrial planets in mass and diameter. The Earth's shape is an oblate spheroid. This means it is basically a sphere but it bulges around the middle. The circumference of the Earth is about 40,000 kilometers; the average width of the Earth is about 12,700 kilometers. The highest point on Earth is the peak of Mount Everest at 8,848 meters above sea level. The lowest natural point is the bottom of the Mariana Trench at 10,911 meters below sea level. Because of the bulge at the middle or the equator, the farthest point from the Earth's center is the top of Mount Chimborazo in Ecuador.

Tectonic plates

Surface
Sunset in El Porto, California<PHONE_NUMBER>).jpg The Earth changes greatly from place to place. Over 70% of the Earth surface is covered by water. The underwater surface has many of the same features as the above sea with volcanoes, mountains and trenches or canyons. The 30% not covered by water is mostly forests, deserts plains, mountains and plateaus. Human civilization has led to increasing urbanisation — the growth of cities. Many things can change the surface of the Earth. Plate tectonics is main cause of change but there are others such as erosion from wind and rain, erosion by the oceans or meteorite impacts. There are three main types of rock that make up the Earth's surface: Igneous rock is made when magma or lava from the mantle reaches the surface and cools. As it gets colder it turns into rock or solidifies. Sedimentary rock is made from sediment, like sand or small bits of other rock, that has been crushed and packed tightly together. Metamorphic rock which is made when either of the other two types are changed by high or low temperatures and pressures.

Atmosphere

Weather, climate, and water cycle

Orbit and rotation

References

title: User:Kingkay1/TWA/Earth/2


text:
Template:Did you know nominations/The Doon School Weekly

The Doon School Weekly
Created/expanded by TheKumarAtNo.42 (talk). Self nom at 10:37, 10 July 2012 (UTC)
 * ... that The Doon School Weekly, established in 1936, is the oldest publication of The Doon School?

 * Pictogram voting keep.svg - Hook related criteria all good; length and date fine; source is offline for hook. Appears neutral, no plagiarism/copyvio issues. Refs could be better formatted, but not enough of an issues to fail. Aboutmovies (talk) 07:08, 15 July 2012 (UTC)


text:
World History/The Industrial Revolution

Causes of Industrial Revolution

 * 1. Agricultural Revolution; people at the time before this major event relied on crops and plantations to make food, shelter, and clothing.
 * 2. Labor Supply
 * 3. Markets
 * 4. Entrepreneurs
 * 5. Transportation; Just take a moment to briefly think about how hard and complicated the process of transportation was before the 1800s for example.
 * 6. Investment Capital
 * 7. Inventions; Both scientific and technological inventions improved the quality of life very much.
 * 8. Natural Resources
 * 9. Stable Political Climate
 * 10. Religious Attitudes (Protestant/Christian ethic)
 * 11. Need for growth; Nothing is permanent, and there always need to be a change, in each political and individual level.

Negative aspects of the Industrial Revolution

 * Low wages
 * Long hours
 * Unsafe conditions
 * Child Labor
 * Exploitation of women
 * Insecure employment
 * Slums
 * Pollution

Responses to industrialism

 * Socialism
 * Unions
 * Parliamentary system

Objectives
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.

1. Analyze why England was the first country to industrialize.

2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison). 3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.

5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.

6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.

The Industrial Revolution

In 1750, most people in Europe lived on small farms and produced most of their needs by hand. By the middle of the 19th century, many people lived in cities and most of their needs were produced by complex machines using steam power. The Industrial Revolution began in Great Britain and spread to Belgium, France, Germany, the United States and Japan. It was a fundamental change in the way goods were produced, and altered the way people lived. The Industrial Revolution is a major turning point in world history.

Why Great Britain?
Great Britain became the focus of the Industrial Revolution for a variety of reasons: the start of the Agrarian Revolution, an abundance of natural resources, available capital, and the political will to support innovation.

The Agrarian Revolution was a change in farming methods that allowed for a greater production of food. This revolution was fueled by the use of new farming technology such as the seed drill and improved fertilizers. The results of this revolution in farming was a population explosion due to the higher availability of food. Also, the Enclosure Movement, which was the consolidation of many small farms into one large farm, left many people jobless and homeless. These people provided the workforce of the Industrial Revolution.

Great Britain's geography provides them with an abundance of the natural resources needed for industrialization, such as iron ore and coal. Britain also had access to many navigable rivers and natural harbors which provided for the easy movement of goods both within the country, and overseas. The British overseas empire provided them with a strong economy, this produced the capital (money) needed to build railroads, factories, and mines.

Politically, British entrepreneurs enjoyed a high degree of freedom from state control, compared to their counterparts in France, Russia and other parts of Europe. A relatively fair court system existed to enforce contracts and settle disputes among capital owners. These factors may have allowed new technologies and energy resources to take root and flourish. Britain experienced a revolution in energy use as they switched from animal power, to water power, to steam power in a few short years. The steam engine was the power source of the Industrial Revolution.

Philosophy
The philosophy of Communism appeared as a reaction to the condition of the Working Class in industrial society. Karl Marx wrote in The Communist Manifesto (1848) that all of human history is based on the conflict between the bourgeoisie (those who control the means of production) and the proletariat (working class). He predicted that the proletariat would rise up in a violent revolution to overthrow the bourgeoisie and create a society with an equal distribution of goods and services. This socialist theory would form the basis for the Bolshevik, Chinese, and Cuban Revolutions in the 20th Century. The United States had a very strong reaction to these events.

Imperialism
Due to the need for raw materials and new markets, the industrialized nations took control of Africa, India, South East Asia, and others. Imperialism had a negative effect on most of these cultures, and did not completely end until after World War II. Most of the benefits of imperialism accrued to the European nations.

The Industrial Revolution was a major turning point in world history as it resulted in a complete change in society on all levels. Effects of the Industrial Revolutions were long reaching, and influenced many other cultures both positively and negatively.

title: World History/The Industrial Revolution


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Matter and measurements

Introduction
Matter is everything that is made out of atoms. Matter can be defined as anything that has mass and volume. Mass is very similar to a property of matter called inertia (resistance to a change in motion), but for our purposes, it is a measurement of matter (how much matter an object contains). Volume is the amount of space occupied by an object. Weight is the force of gravity on an object, and its formula is $$w=mg$$ (mass and acceleration of gravity).

Atoms are thus called the building blocks of the universe. An atom is the smallest unit of an element that still maintains the properties of that element. An element is a pure substance made of only one type of atom. For example, the air around you is largely nitrogen gas (with a mix of other gases, such as oxygen). Nitrogen is an atom, and no two nitrogen atoms are distinguishable from one another if they are the same isotope (same number of neutrons). They have identical properties, thus they're the same element. There are approximately 118 different atoms/elements. These elements are available on the The periodic table.

The term "atom" comes from the Greek word for indivisible, because it was once thought that atoms were the smallest things in the universe and could not be divided. We now know that atoms are made up of three particles: protons, neutrons and electrons — which are composed of even smaller particles, such as quarks.

Physical states of Matter
In a solid, the molecules are arranged in designated, stiff patterns due to strong forces between the molecules. Although strongly squeezed together with little room, they can vibrate [in their limited area].

In a liquid, the molecules are more spaced out but are still kept relatively near each other and are able to flow around each other. They are kept from flying around by the attractive forces between them. Liquids take the shape of whatever container they're put in (a glass of water, for example).

In a gas, the molecules freely fly all over the place. What happened to that attractive force? Well, since they are so spaced apart, their attractive force is very insignificant.

In a plasma (high temperatures in a star), the atoms lose their electrons. Plasma is basically electrons + nuclei that results from the atoms losing their elections.

Intensive vs. Extensive Properties

 * see more: https://www.thoughtco.com/intensive-vs-extensive-properties-604133

Intensive Properties are properties that depend upon the type of substance, not the amount of sample--examples are density, boiling point, and freezing point.

Extensive Properties are properties that depend on the amount of sample present--examples are mass, volume, and weight.

Chemical vs. Physical Properties

 * see http://www.mcwdn.org/chemist/pcchange.html

Physical properties/changes are the quality or conditions that can be observed without changing the composition of substance; change where you can get back the original components. Examples are phase changes, b. p., f. p., density, melting point, etc.

Chemical properties/changes are changes that form a new substance and energy is either absorbed or given off. Examples are rusting, burning/combustion, digesting food and baking/cooking.

Pure Substance vs. Mixture
A pure substance has a well-defined structure and constant composition. They're either an element or compound. An element is composed of one type of atom (such as gold, oxygen, lead--remember Br2I2N2Cl2H2O2F2) while a compound is 2+ chemicals/molecules combined (H2O, NaCl, CO2). An element is only seperable by nuclear reactions--either fission or fusion. Fission is where a heavy nucleus is separated, which happens in nuclear powerplants/atomic bombs. Fusion is where two light nuclei are merged together (which, surpisingly, releases way more energy than fission). An example is in the sun, where two hydrogen nuclei merge together in order to make helium. A compound is only separable into elements by chemical reactions.

Mass
Mass measures how matter responds to acceleration - the more mass, the more force it takes to make matter accelerate by the same amount.

There are two SI base units of mass:

Volume
Volume is the amount of physical 3D space that matter takes up.

The SI base unit of length is metres (m), in one dimension. Area is measured in 2D, so the base unit of area is m2. Volume is measured in 3D, so the base unit of volume is m3.

Density
Density is a simple function defined as follows:

density = mass / volume

This gives the amount of mass a given volume of matter takes up, and vice versa.

物質と測定

title: Matter and measurements


text:
Seven Wonders of Portuguese Origin in the World

The Seven Wonders of Portuguese Origin in the World are a list of seven significant landmarks across the world which were built by the Portuguese during the six centuries of the Portuguese Empire (1415-1999). The competition was held in conjunction with the Ministry of Culture of Portugal and the Portuguese Institute for Architectural Heritage.

The objective of the list and competition was to promote the architectural heritage and legacy of the Portuguese across the world. A commission pre-selected 27 notable monuments of Portuguese origin from 16 countries across Asia, Africa, and the Americas. The results of the competition were announced at a ceremony at the Portugal Day celebrations in 2010.

Finalists
The 20 finalists for the competition were:


text:
User:Paintspot/common.js

importScript('User:Writ Keeper/Scripts/orangeBar.js'); //Linkback: User:Writ Keeper/Scripts/orangeBar.js

importScript( 'User:Joeytje50/JWB.js/load.js' ); // Backlink: User:Joeytje50/JWB.js/load.js

title: User:Paintspot/common.js


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Talk:CitizenGO

I think this article should be redone.
No corresponds to a neutral view of the organization and is obsessively focused on LGBT issues.

There are a mistake in organization's name, CitizenGO, not CitizenGo. The only way to solve this I think is the redirect.

I change the infobox type PadreElías (talk) 12:55, 14 February 2015 (UTC)
 * Welcome to Wikipedia. As this is your third edit, I would recommend that you familiarise yourself with the five pillars of Wikipedia. Wikipedia is not a place for self-promotion, advertising, PR or propaganda and editors must disclose if they are paid for any contributions they make to Wikipedia (I edit wikipedia as an individual citizen, and all of my contributions are my own and I am not paid by any orgaisation for any of my edits).
 * Wikipedia cannot include loaded phrases designed to promote organisations. Wikipedia values reliable sources that are nationalistically independent from their funding sources and objective in their reporting, such as academic sources, particularly in articles on controversial topics. Also, note that the Wikimedia foundation's projects exist to "serve the Information Needs of Individuals, Not Groups" ""it is important to note as essential the principle that Wikimedia projects exist to serve individuals, as individuals, in their full autonomy, and consequently, the projects, as a general rule, do not and should not consider as legitimate censorious demands by institutions, of any kind, political, commercial or voluntary claiming to represent those individuals, or making demands, which, in the community’s opinion, represent only their own interests""

 * The changes you have made to this article are not in keeping with Wikipedia guidelines. You are welcome to create a fork of the article with your own point of view and improve the article until it is closer to meeting Wikipedia's standards. I have placed your version of this in my sandbox, and will revert this back to the previous version, then include your additions back in, including criticism of the organisation while avoiding a dedicated section. -- Aronzak (talk) 12:48, 17 February 2015 (UTC)
 * I've merged some of your content into the article. Sections that are written like an advertisement, or don't include citations, or don't attribute statements to the people that said them were removed in the merge. The earlier version is in the history, or on my sandbox -- Aronzak (talk) 14:15, 17 February 2015 (UTC)

I added information about the right to life--Hofmeister318 (talk) 17:00, 17 February 2015 (UTC)
 * The Associated Press style guide recommends using the terms 'anti-abortion' and 'abortion rights' to describe sides of the Abortion debate without using political framing techniques. There is some contention with these terms, with anti-abortion side of the debate not wanting to be labelled as 'anti'. -- Aronzak (talk) 23:46, 17 February 2015 (UTC)

I modify information about abortion and euthanasia. This article had ben vandaliced by Aronzak, introducing terms as "bombing" to describe sending emails to MEPs by citizens, which is a partisan manipulation of the article. Moreover, although Associated Press have his views on the adjectives that should apply to the pro-life movement, delete the definition that movement used to define themselves only be interpreted as an act of partisan censorship. Wikipedia should not be used to censor ideas or terms that dislike to a user or to distort reality according to his views, but to gather the facts. Talk of "abortion rights" is taking sides on an issue that affects human lives, taking a partisan stance in favor of so-called "pro-choice" or pro-abortion movement. — Preceding unsigned comment added by HughTemple (talk • contribs) 04:11, 18 February 2015 (UTC)

I deleted paragraph about Scott Lively petition. CitizenGO's TOS say: "CitizenGO.org acts solely as a Service which provides communication between the parties, and is not not responsible for any content contrary to the general conditions which could be sent by the parties". So CitizenGO is not responsible for the particular requests that publish their users. Tick this here is as published in the entry of Change.org that this website hosted petitions against abortion, hiding those posted by individuals and that the website is not responsible for them. These texts introduced by Aronzak induce deception and have a clearly partisan intent. HughTemple (talk • contribs) 04:37, 18 February 2015 (UTC)
 * Wikipedia uses citations from reliable sources, not original research. Do not remove cited and relevant information. If you can find a reliable source that contradicts one used in an article, add that, but do not add original research. Wikipedia uses reliable secondary sources that are independent of the primary sources they reference. -- Aronzak (talk) 11:16, 18 February 2015 (UTC)

 * Capitalization changed. --Error (talk) 17:14, 13 November 2023 (UTC)

CitizenGO is not responsible of the contents of petitions created by its users
CitizenGO has not created any petition in favor of Scott Lively. It was the "Committee to Elect Scott Lively" the entity that created the petition. You can see clearly at the petition page who is the creator of the petition: http://www.citizengo.org/en/608-nominate-true-conservative-governor

There you can read that the petition was created "By Committee to Elect Scott Lively · 10/28/2013".

Actually, any individual or organization can create a petition at CitizenGO filling up a very simple form: http://www.citizengo.org/en/create-your-petition

No prior censorship. I encourage you to create a petition, you will find out that the petition is automatically published. I did it the other day.

Further, in the petition created by the "Committee to Elect Scott Lively" (and any other user-generated petition) you can read the following text: "This petition has been created by a citizen or association not affiliated with Citizen GO. Citizen GO is not responsible of its contents." This text does not appear in petitions created by CitizenGO...

And there are hundreds of petitions created by CitizenGO that you can highlight to show the platform's ideas and values. You don't need to pick one petition created by another organization not affiliated with CitizenGO at all, you have plenty of petitions actually created by CitizenGO you can choose: www.citizengo.org — Preceding unsigned comment added by <IP_ADDRESS> (talk) 09:01, 18 February 2015 (UTC)
 * Wikipedia uses citations from reliable sources, not original research. Do not remove cited and relevant information. If you can find a reliable source that contradicts one used in an article, add that, but do not add original research. -- Aronzak (talk) 11:16, 18 February 2015 (UTC)

Centroeuropa keeps on reverting my changes without any reason
Furthermore, Centroeuropa shows a hateful attitude towards CitizenGO, both at Wikipedia and at his website (linked at his Wikipedia User page).

Most of his contributions to the CitizenGO entry are either false or manipulations. For instance, he says that CitizenGO has been questioned by the bishop of Toledo and the bishop of Getafe. In reality, the bishop of Toledo and the bishop of Getafe have never mentioned CitizenGO in any of his documents or speeches. Only the auxiliary bishop of Getafe, José Rico, a friend of Centroeuropa (according to his Website), mentioned in an interview CitizenGO.

Another example: he says that the bishops questioned CitizenGO "for being controlled by members of the Mexican secret organization El Yunque". In reality, the auxiliary bishop of Getafe, in an interview, mentioned the alleged presence (but not control) of members of El Yunque.

If we read the two official statements by the bishop of Getafe and the bishop of Toledo on the issue, CitizenGO is never mentioned. That's why I understand that this "controversy" should not appear on the Wikipedia page of CitizenGO.

Carlos B Montoya (talk) 13:10, 20 March 2016 (UTC)

Why adding new information was reverted?
Foundation origin is relevant in this article, and also knowing all the members of the Board of Directors CounterYUnit (talk) 18:17, 2 February 2017 (UTC)

CitizenGo linked to El Yunque
This article states that "The foundation [referring to CitzenGo] has ties to El Yunque.

However, the Wikipedia site on El Yunque ends with the statement, "There is no evidence that this organization exists." One must question how ties can be be proven between CitizenGo and an organisation that is not even proven to exist. Itsdale (talk) 03:38, 8 October 2019 (UTC)

Russian agent
from vk.com her name Александра Машкова - Благих

Consider more thorough revision of article as a whole
The article suggests editorial bias, please.

From the introduction, which immediately depicts the group as ULTRA-conservative, ULTRA-catholic (and I had to wonder what that even meant -in context of course), etc., to the overall outlay which seemed to talk about campaigns AGAINST practically everything. It was curious that even the introduction could barely find a single reference to the group itself. It may have been nicer to find at least one citation of the group itself if we are introducing a group. Surely, if we could dig up so many articles which are largely from blogs and newspapers (some of which are already apparently set out against the group), it may be only fair to try hide our bias behind a few "counter-balanced contents/citations?

I think another look at Wikipedia's core principles may show this article seems to be in overt violation of neutral point of view and verifiability.

Regarding neutral point of view, someone suggested creating a forking. I think this may not be appropriate, as the policy states:

"A POV fork is an attempt to evade the neutrality policy by creating a new article about a subject that is already treated in an article, often to avoid or highlight negative or positive viewpoints or facts. POV forks are not permitted on Wikipedia. All facts and significant points of view on a given subject should be treated in one article except in the case of a spinoff sub-article."

Regarding verifiability, there are issues around objectivity of sources; and citing a number of non-English sources, especially on delicate areas (without clearly pointing out the evidence).

It apparently contains quite a number of problematic citations and hence my caution with deleting a number of content here and there or inserting a hundred citations just in an attempt at balancing the weight of information. Hence my suggestion of a possible overhaul, IF there are no nicer ways of creating a balance?

Thank you. Xtologic (talk) 21:33, 16 January 2023 (UTC)

 * @Xtologic I find it *very* curious as to why your entire edit history has been devoted to this article, including disputing the stated ideological description that is backed up to multiple cited sources, and inserting a section alleging work against "police brutality" while omitting context (i.e. transphobia) that was mentioned |access-date=2023-09-02 in the very citation you included that linked back to the organization's own website. Iostn (talk) 23:03, 24 May 2024 (UTC)
 * Thanks for your comment with the interesting introduction about my edit history. Please feel free to let me know your inference from that and/or the purpose of your introduction.
 * Having noticed the significant lean of the article at the time I read it, I think that made me question the citations. Some discussion with some resolution was had around that elsewhere on the talk page.
 * Regarding the inserted section, do you have evidence to think there was no work done against police brutality, or why have you called it an allegation? I'm not sure which article you were referring to, but the cited source implied the posters were not transphobic. That was the context in that article. Please let me know how transphobia was used in the one you found. Nevertheless, the section was about police brutality which was reported in the source. Is that in question? How far do you want contexts explained for every part of the whole article and should we apply that principle across board which may produce long and tortuous articles?
 * Thank you. 👍 Xtologic (talk) 19:35, 5 June 2024 (UTC)

Review done 06.02.2023
Introduction may more appropriately report what the organisation stands for. This may then be balanced by other reports as in Wikipedia's NPOV. An introductory overemphasis based on apparent opponents may be misconstrued as editorial bias. Kindly consider a more balanced report. Thank you.

First reference was a non-specific one to a German website. Please refer to the Wikipedia guideline on citing non-English sources -Wikipedia:Verifiability - Wikipedia sub-heading 4.2. The reference to opendemocracy.net was allowed largely because they seem to be established. Though they seem to show editorial bias against CitizenGO looking at a couple of articles they published, this does not exclude their use in referencing as per Wikipedia guidelines. It is perhaps down to us to try minimize our own editorial bias in expressing their report. The reference to time.com I found was a sentence which appeared to be a repetition of opendemocracy's wording, and hence an over-representation of data.

I welcome thoughts please, and we can always review further. Xtologic (talk) 22:07, 6 February 2023 (UTC)

All mainstream sources depict the group as such and are given preference. If you object to a particular reference we can find more, the group is almost always referred as ultra-conservative in the mainstream press. The slogan or self-definition of a group should not be included in the lead. In fact, I think it was even removed from the sidebox. Cardnewman (talk) 16:59, 17 February 2023 (UTC)

 * Hi Cardnewman,
 * When you say all mainstream sources, what kinds of sources are you referring to -books, journals, organizations?
 * Also, when dealing with sensitive areas, it is advised to more carefully consider the perspectives, and weight of evidence should reflect.
 * I do not object to a reference. References to a different language may be used but in the way Wikipedia policy explains. If there are a lot of Spanish references, perhaps, you may consider working more on the Spanish?
 * When you say "we can find more", who are the "we"?
 * Regarding including a group's stated description: kindly keep in mind Wikipedia is not an original publication site but representation of knowledge. I do not recollect Wikipedia's policy stating that an organisation's website can't be used. I have used the quote as advised in the policy.
 * Further, I did not remove the aspect of ultra-conservative. So I am not sure why you seem particular about that.
 * Finally, please, the talk page is for considerations. Kindly present your thoughts and please allow for some time before going ahead to make major edits or articles may be subject to inconsistencies. Thank you. Xtologic (talk) 20:00, 17 February 2023 (UTC)

 * Thanks for your answer. Even though we disagree, you are very polite and that's great.
 * There are also journals that refer to the organziation as ultraconservative like https://academic.oup.com/sp/advance-article/doi/10.1093/sp/jxad001/7030764.
 * Yeah, but Spanish references are okay, we simply should give preference to the English ones.
 * I was using a majestic plural. We, "the editors", sorry for the confusion,
 * I don't disagree with including the organization's motto and self-description. As I said I think it was in the sidebox but some editors remove it. What I object to is to include it in the lead.
 * Cardnewman (talk) 11:49, 18 February 2023 (UTC)
 * Hello.
 * I suppose there would be little point to Wikipedia and perhaps getting along in life if we automatically assume every other person always has a malicious agenda or simply lives to win arguments? 😀
 * Hmm. Again, I was never against the mention of ultra-conservative. That's an established opinion and should be included in Wikipedia.
 * As for non-English sources: did you maybe interpret differently that Wikipedia article I linked to (in my 06.02.2023 comment) about how Non-English sources may be used in an English article? It helps to play along with the policies, and they are generally not meant to be subject to editorial consensus. It seems you also kept one or two duplicated content (like the times.com).
 * Re: majestic plural :- Ah, right! Thanks for clarifying. 🙂
 * Re: self-description in the intro :- Again, I am not aware of a policy on this. Kindly show me if there is.
 * I think it flows naturally if one is presenting a body and one refers to the aims it has stated it wants to achieve. This is done in other articles, like for red cross (ICRC), American Society for the Prevention of Cruelty to Animals, Center for Inquiry, etc. Honestly, it's easy to think that suggests bias, but again, we are to try present information outside of Wikipedia. And, I thought my presentation it clear it was the aim the organisation stated. I suppose that should sound less biased than if I had spelt it out as though it was a widely accepted fact.
 * So, we may open with that, and then can follow up with what others have reported -in order to try balance it out. That's a less adversarial presentation, I think. Xtologic (talk) 19:40, 4 March 2023 (UTC)
 * English sources take precedence but non-English sources are A-Okay.
 * In Wikipedia, secondary sources and reporting also takes preference before self-description, an example of this philosophy can be seen in the article of Alliance Defending Freedom: in the lead is mentioned "that works to curtail rights for LGBTQ people" even though the organisation rejects such view.
 * I don't know what else to say, I think your proposal edits are not proper. Perhaps you can seek dispute resolution in order for more people to give their opinion. Cardnewman (talk) 15:30, 7 March 2023 (UTC)
 * Hi,
 * Thanks for your reply. I had to look again and indeed in the policy, it shows there is preference for third party reports. As for dispute resolution, thanks for that concession but it would not be necessary for me to go that route where there is a Wiki policy on the matter. Wiki policies can't just be tossed aside even when there is editorial consensus on a matter. So, I suppose we are okay with the intro. Thanks.
 * Regarding non-English sources: again, I never said they were not allowed but ,in line with the policy on verifiability I mentioned previously, the relevant portions of the source should be specified and translated.
 * This also helps in addressing weight of evidence due to duplication of facts.
 * I will allow some time for this to be done. If this is difficult to address, I think the citations that are not in line with the policy may need to be removed. This would apply to the duplicated facts also.
 * Cheers. Xtologic (talk) 20:06, 16 March 2023 (UTC)
 * I have include the statement in the second paragraph.
 * Cardnewman (talk) 11:56, 18 February 2023 (UTC)

title: Talk:CitizenGO


text:
wet dock

Noun

 * 1)  A dock that has a constant level of water in which a vessel floats despite the tide; usually achieved by separating the dock from the sea by a lock.
 * 2) * 1957, J. D. Salinger, "Zooey", in, 1961, Franny and Zooey, 1991 LB Books edition, page 90,
 * It was rather as though, after being in makeshift wet dock for days, the Queen Mary had just sailed out of, say, Walden Pond, as suddenly and perversely as she had sailed in.

Translations

 * Finnish: laivatokka
 * French:
 * Hebrew: ,
 * Polish:, basen portowy

title: wet dock


text:
Justus Buchler

Justus Buchler (March 27, 1914 – March 19, 1991) was an American philosopher, author and professor. He made contributions to the subjects of naturalism and metaphysics, introducing the concept of the natural complex.

Biography
Buchler was born in New York City, the eldest of three children of rabbi Samuel Buchler and Ida Frost Buchler. Buchler's sister, Beatrice Buchler Gotthold, was the founding editor of Working Woman magazine, and the first female vice president of the New York Times Company.

Buchler earned his Ph.D. in 1938 from Columbia University; his dissertation was published in 1939 as Charles Peirce's Empiricism. In 1942, Buchler became a full-time instructor at Columbia, where he and mentor John Herman Randall Jr. co-authored the textbook Philosophy: An Introduction. In 1950, Buchler became an associate professor at Columbia; in 1956 he was promoted to full professor.

In 1971, Buchler became Distinguished Professor of Philosophy at the State University of New York at Stony Brook, where he founded a graduate program in philosophical perspectives. In 1972, Buchler was among the founders of the Society for the Advancement of American Philosophy. In 1973, he was awarded the Butler Silver Medal by Columbia University.

Philosophical work
Buchler's keystone work, Metaphysics of Natural Complexes, builds upon two major principles: ontological parity, which asserts the equal reality of whatever is, and ordinal metaphysics, which asserts the indefinite complexity of whatever is.

Contrasted most clearly with pre-Socratic philosophers, Buchler believed there was no most simple, fundamental substance or element that comprised the universe. Rather, everything is a complex—specifically a natural complex.

All complexes are located within orders, which Buchler defines as 'a sphere of relatedness'. "Every complex—whether entity, process, relation, or possibility—is what it is in virtue of its locatedness in orders, or 'ordinal locations'. Every complex shares traits or locations with other complexes. Moreover, every complex is itself an order and, hence, is uniquely determinate, that is, different from every other complex."

Buchler's earlier books develop his 'metaphysics of human process'. In Toward a General Theory of Human Judgment, Buchler exchanges experience with a broader concept that he calls proception. "According to Buchler, judgment appraises and discriminates some feature or features of the world... and moves toward 'justification' or validation... As a proceiver, one assimilates features of the world in which one is located and seeks to communicate both to oneself and to others aspects of oneself and of the world that is being proceived."

Critical reception
In 1959, a double issue of The Journal of Philosophy was devoted to Buchler's work. Since original publication, however, Buchler's work has been considered to be outside the dominant analytic trends in philosophy. In Creativity in American Philosophy (1984), Charles Hartshorne comments on Buchler's central concept of natural complexes: "I think almost the entire history of philosophy is against such an idea. Only considerable courage could have made it seem worth while to challenge this tradition."

In his 2002 book Socrates Cafe, Christopher Phillips wrote that "Buchler's novel approach to metaphysics seems to herald what Lee Smolin calls 'the lightness of the new search for knowledge'. This search, he says, is based on an underlying philosophy that 'the universe is a network of relations'."

Political activism
Buchler was an active opponent of McCarthyism, co−authoring the paper "Academic Due Process: A Statement of Desirable Procedures Applicable within Educational Institutions in Cases Involving Academic Freedom" in 1954. In 1961, he co−authored Academic Freedom and Civil Liberties of Students in Colleges and Universities and Teacher Disclosure of Information about Students to Prospective Employers; the latter was adopted as a policy statement of the ACLU. From 1958 to 1965, Buchler was Vice Chairman for the National Academic Freedom Committee of the ACLU.

Works
Primary books
 * Charles Peirce's Empiricism (1939)
 * Toward a General Theory of Human Judgment (1951)
 * Nature and Judgment (1955)
 * The Concept of Method (1961)
 * Metaphysics of Natural Complexes (1966)
 * The Main of Light: On the Concept of Poetry (1974)

Other books
 * Editor: The Philosophy of Peirce: Selected Writings (1940)
 * With John H. Randall Jr.: Philosophy: An Introduction (1942)

Selected articles
 * "Russell and the Principle of Ethics", in The Philosophy of Bertrand Russell (1944)
 * "The Liberal Arts and General Education" (1952)
 * "What Is the Pragmaticist Theory of Meaning?", in Studies in the Philosophy of Charles Sanders Peirce, pp. 21−32 (1952)
 * "On the Problem of Liberal Education" (1954)
 * "What Is a Discussion?" (1954)
 * "Reconstruction in the Liberal Arts" (1954)
 * "Ontological Parity", in Naturalism and Historical Understanding: Essays on the Philosophy of John Herman Randall, Jr. (1967)
 * "On the Concept of 'The World"', Review of Metaphysics 31, pp. 555–79 (1978)
 * "Probing the Idea of Nature", Process Studies 8, pp. 157–68 (1979)

title: Justus Buchler


text:
Wiki 101

Learning and thinking
Wikiversity seeks to engage participants in explorations of those topics that they are most interested in. Wikiversity seeks to collect and organize information and make it accessible to learners, but Wikiversity is not just concerned with a collection of facts. Each domain of human knowledge and each collection of facts can be explored by making use of various organizational strategies and patterns of thinking. Wikiversity seeks to make explicit and learnable the patterns of thought that that experts find useful in the study of different subjects. Wikiversity is not about tests and grades. So how is anyone to judge if learning is taking place, if learners are thinking at Wikiversity?

Wiki 101
Wikiversity is devoted to the idea that Wikiversity participants should be active learners. In a wiki, a major activity is editing wiki pages. The wiki editing interface can be a source of confusion for new users. "Wiki 101" is a Wikiversity project devoted to the task of providing new Wikiversity editors with everything they need to start editing Wikiversity pages.

It is through the editing of wiki pages that we can, as a learning community, judge if learning is taking place within Wikiversity. Did something you saw at Wikiversity make you think? If so, share your thoughts and experiences by being a wiki editor.

Prerequisites

 * Introduction to Wiki - this project aims to function as a service project for the Wikiversity community and provide learning resources that will aid new Wikiversity editors.
 * Guided tour - Take this tour to get an overview of how Wikiversity works.

MediaWiki Handbook
The definitive guide to editing pages at Wikiversity or any of the Wikimedia projects is the MediaWiki Handbook. MediaWiki is the software that runs Wikiversity servers. You can open the handbook in a separate browser window or tab keeping it handy while editing away at Wikiversity.

Namespaces
Namespaces are ways to keep large sections of content organized. The following are some that Wikiversity editors should become familiar with:

 * 1) Main Namespace - This is where lessons and shared learning materials reside. These are the only content titles without prefixes.
 * 2) Help Namespace - Prefixed with  Help: , this namespace has a top-level table of contents at Help:Contents which links to other help pages. The Help link appears in the left navigation panel on every Wikiversity page.
 * 3) User Namespace - Prefixed with  User: , this namespace is where your userpage resides if you have created an account and logged in. Creating an account gives MediaWiki a way to provide you with a Watchlist, keep track of your contributions and many other features.
 * 4) Special Namespace - Prefixed with  Special: , this namespace contains many types of pages like Special:Recentchanges, Special:Allpages and many others. Just click on Special:Specialpages to see.
 * 5) Category Namespace - Prefixed with  Category: , This is how things are classified and organized at Wikiversity.
 * Template Namespace - Prefixed with  Template: , this namespace allows pieces of content to be used on several pages for messages, navigation aids, or other reusable information. A template is "called" by placing a tag like  in the page you are editing.
 * Image Namespace - Prefixed with  Image: , this namespace holds pictures and image files that anyone can Upload to Wikiversity. See Special:Newimages for examples.
 * 1) Talk namespaces - Prefixed with  Talk: , this namespace is for the discussion area that goes with each article in the main namespace. For prefixed pages, the prefix is appended with  _talk  to link to its discussion page. Examples: User talk:CQ (my user talk page), Template talk:Translators, Image talk:Wiki.png, ...
 * 2) Wikiversity namespace - Prefixed with  Wikiversity: , this namespace is for pages that are about Wikiversity and its administration. It is known also as the project namespace. Examples: About, Welcome, newcomers, Introduction, ...
 * 3) Portal namespace - Prefixed with  Portal: , this namespace is for navigating general areas of interest through what we call portals. Examples: Portal:Education, Portal:Practical Arts and Sciences, ...
 * 4) School namespace - Prefixed with  School: , This namespace is for major areas of interest and general study organized in a more traditional form. Examples: School:Medicine, School:Computer Science, etc.
 * 5) Topic namespace - Prefixed with  Topic: , This namespace is for Department, Divisions or specialized areas of interest or study. They are usually linked to Schools and/or Portals. Examples: Topic:Web Design, Topic:Translation, Topic:Public International Law, etc.

Learning to work within and among namespaces is essential to understanding how Wikiversity is built, organized and maintained.

Text formatting
Text formatting is easy with MediaWiki:

Bold renders Bold Italic renders Italic Bold Italic renders Bold Italic

Adding a space before some text renders:

A space before some text renders the text in a gray box like this one

See the MediaWiki Handbook for much more information about starting new pages, text formating, creating sections and subsections, and all sorts of tips and tricks.

Linking pages
Linking pages is usually as simple as surrounding a word with square brackets: Some word or phrase. If you link to a page that does not exist, you produce a red link. Clicking on a red link automatically opens the editor at that page. If the page exists, you will see a blue link.

Make sure you are linking to the correct page. For example, Public International Law produces a red link because the actual article is at Topic:Public International Law. You can hide the fact that it is in the Topic namespace by adding a pipe (|) at the end like this: Public international law causing it to appear like this: Public International Law.

Sometimes it is necessary to create a redirect from one page to another. For example, Wikiversity links to Wikiversity which is a REDIRECT to About. Notice that when you get to Wikiversity:About you see "Redirected from Wikiversity" which is the #REDIRECT page.

You can link to articles outside of Wikiversity. Wikipedia - Some Wikipedia article Meta-Wikimedia - An article at Meta Wikibooks - A title at Wikibooks This is called Interwiki linking is an easy way to link to existing articles at Wikiversity sister projects.

Finally, you can link to external resources like this: Google Which renders: Google Notice that we use one square bracket instead of two and that the url can contain no spaces. The first space encountered acts to separate the url from the face that we want to appear. Always use courtesy and common sense when linking to outside sites. See external link for more info

Lists and listings
You can add a bullet to an item by simply adding an asterisk (*) to a new line:
 * Bulleted Item

You can create a bulleted list like this: *Item *Another item *Yet another item Renders:
 * Item
 * Another item
 * Yet another item

A numbered list is created using: Which renders:
 * 1) Item
 * 2) Another item
 * 3) Yet another item
 * 1) Item
 * 2) Another item
 * 3) Yet another item

It is customary to make lists with descriptions:
 * 1) Item - Description of item
 * 2) Another item - More detailed description of a numbered item that may use more than one line.
 * 3) Yet another item - Very terse and lengthy description of yet another item that may include a number of sentances. You may not add a line break or paragraph break and expect your numbering to be continued. It will start over.
 * 4) Still yet another item - Not starting a new paragraph or break allows this numbered listing to continue.

 * 1) Item - A paragraph break restarted the numbering
 * 2) Nested item 1 - nested item using ##
 * 3) Nested item 2 - another nested item using ##
 * 4) Another Item - counter returns to higher level with #
 * 5) Start a set of nested bulleted items using ##
 * 6) * nested bulleted item using ##*
 * 7) * nested bulleted item using ##*
 * 8) Start another set of nested bulleted items using ##
 * 9) * nested bulleted item using ##*
 * 10) * nested bulleted item using ##*
 * 11) Yet another Item - Counter keeps its place in a mixed hierarchy of items

These are some commonly used listing basics. See the MediaWiki Handbook for much more about lists and listings.

Table basics
Tables are frames that can be easily created using wiki syntax to make sets of data more logical and aesthetically pleasing. The basic syntax is: Which renders:

Not too pretty yet. MediaWiki includes some table attributes using a predefined classes, such as class="wikitable" that we add to the table's opening tag: {| class="wikitable" By simply adding the wikitable class, the same code gives us:

A bit nicer, eh? If we really want to get fancy, we can customize with more table and style attributes: Which renders:

These color atrributes were made with Named Colors, but other web colors and methods can be used. A host of other attributes can be used to alter the look and feel of a table. There are as many ways to make tables as there are Wiki editors! See the MediaWiki Handbook for more.

Explore
Take a look at the code used on the Main Page and its subpages:
 * 1) Main Page/Welcome
 * 2) Main Page/Communications and community
 * 3) Main Page/Related links

Use the edit tab, but please don't change these without clearance. Look for table elements and how they work together to form the Main Page at Wikiversity.

Don't be shy about studying the code that drives Wikiversity, just hit cancel when you are done. It's best not to edit high-traffic pages but if you do accidently "mess up" a page, notify one of the Custodians. (...and be more careful next time).

Templates
Sometimes it is desirable to create templates that can be reused on many pages. These are created in the Template namespace and can be quite complex for even experienced editors.

One of the simpler types is a reusable list. Template:Wikiversitysister-list is an example of a handy way to show all of Wikiversity's sisterprojects. Simply add the code to a page. It renders:

Referring to a template
A way to refer to a template and the tag that calls it without transcluding it is like this: Wikiversitysister-list which renders: Wikiversitysister-list Notice that the text inside the curly brackets links to Template:Wikiversitysister-list.

Page templates
Sometimes it is handy to create whole pages from templates called "boilerplates". These are usually used for Schools, divisions and departments. See Category:Page creation templates for ideas on how to create whole pages from templates.

Explore
Go to Template:Wikiversitysister-list and click edit. Notice the combined use of table attributes, interwiki links, embedded HTML tags and other tricks to get the list to render the way its author intended. Please do not make any changes to this template. Hit cancel after youve had a long look.

If you want, you can copy and paste the code into the Sandbox or a subpage of your user page. (See Sub pages and Userboxes for more about subpages and userboxes.

Template documentation
Instructions on how and where to use a template should appear on its associated  Template talk:  page. Example: Template talk:Wikiversitysister-list. Unfortunately, many Wikiversity templates remain undocumented.

Userboxes
Userboxes are a popular tradition around Wiki sites. They are often artistic, witty and complex to create. User oops is a cute one:

Explore that one. Notice the extensive use of MediaWiki variables such as and.

Template Taskforce
If you wish to learn more about creating and using templates, consider joining the Wikiversity Template Taskforce.

Advanced editing
This lesson touched on some basic editing principles. When you want to go further, See (and help to develop) more Wiki and MediaWiki lessons.

title: Wiki 101


text:
Franklin High School (Portland, Oregon)

Franklin High School (FHS) (formally Benjamin Franklin High School) is a public high school in Portland, Oregon, United States. It is located in central southeast Portland in the South Tabor neighborhood. It is the largest high school in the Portland Public School District. Its attendance boundary is expansive, with six middle schools feeding into it and covering the neighborhoods of Southeast Portland, Mt. Tabor, Lents, and Belmont.

History
Founded in 1914, Franklin is Portland's fourth high school. The city's high schools were filled to capacity at the time, and the population in southeast Portland was rapidly growing. It was initially founded in part of the Creston Elementary School, with nine instructors and 115 students in the spring 1914 semester. The current building, designed by Floyd Naramore, opened in September 1917.

In 1942, a statue of Benjamin Franklin, after whom the school was named, was installed outside of Franklin High School.

Due to the baby boom and the passing of a $25 million building levy by the school district in 1947, a new addition for arts, industrial arts, and home economics departments was slated.

In October 2010 the school decided to discontinue its competitive robotics team due to the lack of any school official sanctioning the team, allegedly by locking the team out of their workspace without access to their tools, or the more than $7000 the team had raised to sustain the program. The team had been a part of the school for seven years.

Between 2015 and 2017, the school was modernized and expanded, with funding from a $482 million bond measure in 2012. The modernization included a new arts center, a new gym, biomedical, and culinary arts building, seismic retrofitting, and a new entrance.

Student profile
In the 2017–2018 school year, Franklin's student population was 48.9% White, 20.5% Hispanic, 16.4% Asian, 5.6% African American, 0.6% Pacific Islander, 0.6% Native American, and 7.4% mixed race.

In 2008, 80% of the school's seniors received a high school diploma. Of 354 students, 282 graduated, 52 dropped out, five received a modified diploma, and 15 were still in high school the following year. In 2009, 31% of the students were transfers into the school.

Notable alumni

 * Robin Reed, US Olympic Gold Medalist wrestling 1924
 * Bob Amsberry, actor on The Mickey Mouse Club
 * Douglas Engelbart, inventor of the computer mouse
 * Tamara Fazzolari, Miss Oregon 1987
 * Vic Gilliam, Oregon State Representative from the 18th District
 * Chris Gorsek, Oregon State Representative from the 49th District
 * Howard Hobson, head men's basketball coach at the University of Oregon (1936–47); led the team to the first NCAA Men's Division I Basketball Championship in 1939
 * Steve "Snapper" Jones, former basketball player in the ABA and NBA; color analyst for Portland Trail Blazers broadcasts
 * Jack Landau, Oregon Supreme Court Justice
 * Gerald Mahan, physicist and member of the National Academy of Sciences
 * Rod Monroe, Oregon State Senator from the 24th District
 * Legedu Naanee, former NFL player
 * Claire Phillips, spy in the Japanese-occupied Philippines during World War II; recipient of the Medal of Freedom
 * Johnnie Ray, singer
 * Shoni Schimmel, WNBA player with the Atlanta Dream
 * Melvin Storer, United States Navy shipfitter
 * Richard Unis, Oregon Supreme Court Justice
 * Denorval Unthank Jr., architect and University of Oregon Faculty member

title: Franklin High School (Portland, Oregon)


text:
apartman

Noun

 * 1) apartment

Etymology
From, from , with a change in meaning.

Noun

 * 1) apartment building

title: apartman


text:
Pterois russelii

Pterois russelii, the largetail turkeyfish, plaintail firefish, plaintail turkeyfish, Russell's firefish, Russell's lionfish, spotless butterfly-cod or the spotless firefish, is a species of ray-finned fish with venomous spines belonging to the family Scorpaenidae, the scorpionfishes and lionfishes. It is native to the Indo-Pacific Ocean from the eastern part of Africa to the Persian Gulf.

Taxonomy
Pterois russelii was first formally described in 1831 by the English naturalist Edward Turner Bennett with the type locality given as Coromandel Coast in India. Molecular studies, and some morphological data too, have indicated that this species and the luna lionfish (P. lunulata) are the same species, P. russelii. The specific name honours the Scottish surgeon and herpetologist Patrick Russell, who had illustrated and described, without naming, this species in 1803. Bennett, misspelt Russell's name by leaving out the final l, as Cuvier and Valenciennes did on a consistent basis.

Description
Pterois russelii has 13 spines and between 10 and 12 soft rays in its dorsal fin and 3 spines and 7 or 8 soft rays in its anal fin. It has a whitish body striped vertically with reddish brown. This species has no rows of small dark spots on the soft dorsal, anal and caudal fins which are a feature of related species, and it has comparatively short dorsal-fin spines. The maximum published standard length of Russell's lionfish is 30 cm.

Distribution and habitat
Pterois russelii has a wide Indo-Pacific distribution from the coast of eastern Africa as far south as South Africa. It then occurs from Oman east to Japan and Australia. It has been recorded in the Red Sea but this was only confirmed in 2016. In Australian waters Russell's lionfish is found from the Exmouth Gulf in Western Australia around the northern tropical coasts to the Great Barrier Reef in Queensland. It occurs at depths of 15 to 60 m, where it is found in areas of muddy substrate in shletered shallow estuaries, bays and coastal waters down to deeper waters in quiet offshore reefs.

Biology
Pterois russelii is a solitary species which has venom bearing spines. It feeds on smaller fishes, crabs and shrimp.

Utilisation
Pterois russelii is infrequently found in the aquarium trade.

title: Pterois russelii


text:
GCSE Science/Electricity multiple choice practice question 7

What is the maximum power that an appliance should have if it connect to a 230V supply by a 5A cable ?

 * 46W
 * 1.15kW
 * 115W
 * 4600W


text:
Dudley Coulson

Dudley Henry Barton Coulson (22 March 1929 – 1 August 1999) was a British-Kenyan field hockey player. He competed in the men's tournament at the 1956 Summer Olympics.

title: Dudley Coulson


text:
Talk:2020 United States state legislative elections

Linking in Tennessee Senate election page with the upper house map
To whom it may concern: I have been developing the page for the Tennessee Senate elections for this year. However, I want to link this page in with the state legislative upper chambers map, and I am clueless as to how I can do that. When I click on the state of Tennessee, it gives me the option of creating a page for the 2020 Tennessee State Senate election. The article I have worked on is titled 2020 Tennessee Senate election, and I believe it is this typographical difference which is preventing this page from being tied in. Would anyone be able to fix this? It would truly be appreciated! Count Awesome (talk) 12:38, 20 December 2020 (UTC)
 * I think I fixed it. For future reference, here is the page that needs to be edited, and you can see the edit I made here Orser67 (talk) 19:56, 20 December 2020 (UTC)

Issues with HTML map
I've noticed a problem related to the previous topic brought up in December 2020 and I feel it is big enough to merit its own topic. It seems the map showing the winning party in each state legislature links to the wrong pages. The map for the upper chambers always links to "2020 [X State] State Senate election", which sometimes doesn't exist. In many cases, the page that should be linked is "2020 [X State] Senate election".

You can more easily understand the issue by clicking on various states yourself. Can someone please fix this by linking the correct pages? Editorsince99 (talk) 02:23, 11 July 2023 (UTC)


text:
Talk:Progreso, Texas

Fiber Optic Cable Internet Availability in the Cities of Progreso and Progreso Lakes, Texas
Since the inception of the Internet, the City Of Progreso has been under served regarding Internet services. SmartCom Telephone and Internet based out of McAllen, realized this gap and came up with a solution. SmartCom has installed fiber optic cable all over the city, including the City of Progreso Lakes, the Subdivisions of Ranchitos 88 and Gran Esperanza along Military Highway and Highway 88, south of the Floodway.

Every resident and business is able to obtain Fiber Optic Cable Internet for "Speed of Light" Internet access, and the consistency of being wired into a robust reliable network. Fiber is the technology of the future, and out performs any copper, satellite, or Radio Wireless product based product in the Market. Pricing for this product is less than Wireless Radio and Satellite. Given the nature of Fiber vs. Wireless Radio, Satellite, or Copper product, brings a value that is far beyond any Internet product in the Marketplace. <IP_ADDRESS> (talk) 16:01, 26 April 2023 (UTC)

title: Talk:Progreso, Texas


text:
Wikiversity:Learning materials

 * For a guide to Wikiversity projects devoted to learning materials, see: Portal:Learning Materials

Part of the Wikiversity mission is to provide a collection of learning materials and links to online learning resources. Some Wikiversity participants are devoted to these tasks.

Wikiversity is not a platform for commercial enterprises to advertise education-related products. Wikiversity is devoted to free education. Wikiversity provides server space for public domain and copy-left learning materials. Wikiversity provides links to online learning resources that are available for free to students and teachers.

An important function of Wikiversity is to provide critical evaluations of learning materials and online learning resources. The Wikiversity Hunter-gatherers project is devoted to finding learning resources on the internet. Hunter-gatherers participate in the critical evaluation of learning resources by editing the Wikiversity pages that are devoted to evaluating learning materials and describing how to integrate them into courses of study.

Wikiversity participants can take on ambassadorial functions and participate in Wikiversity projects that seek to establish collaborations between Wikiversity participants and outside educators. These collaborations can involve the development of new learning materials for use either in the wiki user environment or outside of Wikiversity.

Other Wikiversity projects are devoted to the development of new learning materials.

One goal of Wikiversity is to catalog learning resources and integrate them into the Wikiversity learning system.

title: Wikiversity:Learning materials


text:
Franklin High School (El Paso, Texas)

Franklin High School is a public high school located on the west side of El Paso, Texas, which is part of the El Paso Independent School District. It opened in 1993. Its name refers to the nearby Franklin Mountains. Although the student population of the school is usually between 2,000 and 3,000 annually, as of the 2023-24 school year, it exceeds 3,100. Since 2022, the principal has been Amanda Bowser.

Feeder schools
Franklin's middle school feeder schools include: Brown Middle School, Hornedo Middle School, and Lincoln Middle School. Franklin's elementary school feeder schools include: Polk, Lundy, Tippin, Kohlberg, Oran Roberts, Rosa Guerrero, Mitzi Bond, and Herrera Elementary.

Academics
Since 2016, Franklin offers a magnet STEAM/New Tech program with emphasis on preparing students for nursing programs, music production, and engineering. The school partners with Texas Tech's Health Sciences Center El Paso and El Paso Community College.

High Q
The Franklin High Q team has enjoyed national success in recent years, taking three consecutive second-place trophies at the Ysleta High School Invitationals, losing only to in-city rivals and Coronado High School. The team has also reached the bracket championship on KCOS' televised tournament.

Student Council
The Franklin Student Council held the position of the Texas Association of Student Councils (TASC) State President for the 2013–2014 school year.

The council has received the National Association of Student Councils (NASC) Gold Council of Excellence award for the past nine years.

Franklin has held the positions of President, Vice President, Treasurer and Parliamentarian at the district level.

Band
The Franklin High School Band includes:
 * Marching Band
 * Color Guard
 * 3 Concert Bands
 * 2 Jazz Bands
 * Winter Guard

All of Franklin's ensembles consistently receive 1st Division ratings at EPISD, UIL Area Contests, and other festivals locally, statewide and nationwide. Each year, a large number of students participate in All Region Band, advance to the Area level, and make the Texas All State Band. The "Star of the West" band hosts the district's Solo and Ensemble each year.

The Franklin Band has a nationally recognized drumline that was awarded second place at P.A.S.I.C. in Austin, Texas, in the Stand-still division in 2006.

The Franklin Drum Line has won the Coronado-Hosted Drumline competition, "Thunder Drums", numerous times, including 2008. The Ensemble got first place, Best Overall, and Best Front Ensemble.

The Franklin Band has achieved many awards including:
 * N.M.S.U. Tournament Of Bands Finalist - 8 times
 * S.I.S.D. MarchFest Finalist 2012
 * UTEP Day Of Percussion Champions 1997, 1998
 * Thunderdrums Percussion Festival first place 2006, 2008, 2010
 * U.I.L. Region Marching Contest 12 years First Division

Newspaper
The Chronicle is Franklin High School's student newspaper. It has won numerous local and national awards. On March 20, 2009, The Chronicle was presented with a Silver Crown award at Columbia University in New York. In 2012, The Chronicle also earned a second Silver Crown.

Yearbook
Pride is the Franklin yearbook. It has been recognized as one of the best yearbooks in the nation by the National Scholastic Press Association and the Columbia Scholastic Press Association.

For the 2013 20-year anniversary yearbook, themed Icon, Pride earned both a CSPA Gold Crown and a Pacemaker, a feat accomplished by only five yearbooks in the entire nation.

Pride was named a Pacemaker Finalist in 2008, 2009, 2010 and 2011. Pride was awarded a CSPA Silver Crown award for the 2009 and 2010 yearbooks. In 2011, Pride, for the first time, earned a CSPA Gold Crown award and received it again in 2013. In addition to these national awards, Pride also received the ILPC (Interscholatic League Press Conference) Gold Star Award and the ILPC Award of Distinguished Merit. ILPC is particular to the state of Texas.

Pride 2014, themed RADICAL, earned a CSPA Silver Crown and a NSPA Pacemaker nomination.

Pride 2015, themed HUMAN, was one of 13 high schools nationally to be awarded a Columbia Scholastic Press Associations's Gold Crown.

Air Force JROTC
Franklin High School is home to TX-9410, a unit formed jointly with nearby Coronado High School. Consisting of one cadet squadron, the unit is reputable for its award-winning drill teams, high unit assessments, and the success of its graduates outside of high school. The program has had two cadets move into the U.S. military academies.

Notable alumni

 * Andre Anchondo - victim of the 2019 El Paso shooting
 * Baylor Romney - former college football quarterback for the BYU Cougars
 * Bryan Safi - comedian and co-host of the podcast Throwing Shade and the TV Land late-night show of the same name.
 * Cris Valerio - News anchor and interviewer.
 * Fernando Rodriguez - Major League Baseball relief pitcher

title: Franklin High School (El Paso, Texas)


text:
ecotoxicology

Noun

 * 1) The toxicology of a substance towards a wide range of organisms or towards an ecosystem; the study of ecotoxicity.

Translations

 * Greek:
 * Swedish: ekotoxikologi

title: ecotoxicology


text:
Wikipedia:Articles for improvement/2017/41/picture/caption

Wikipedia is sometimes criticized for being used as a source of circular reporting.


text:
Marie-Catherine de Maraise

Marie-Catherine de Maraise née Darcel (1737–1822) was a French businesswoman.

She married the rich Parisian investor Alexandre Sarrasin de Maraise in 1767. Her spouse was the business partner of the pioneer industrialist Christophe-Philippe Oberkampf, founder of the royal manufacture of printed cotton in France. Her husband lacked knowledge of business details and allowed her to represent his interests in the business, and with his permission, she managed the company in collaboration with Oberkampf. This was an epoch when married women where legally minors under the guardianship of their husbands, but she was allowed to do so because of her husband's support. This made Marie-Catherine de Maraise uncommon in her position of a married businesswoman in large business enterprise.

She is described as a talented woman with a keen business sense. She was essentially active as the company's accountant, responsible for its economy and for managing its contacts with authorities and business contacts, acting as the public face of the company, particularly as Oberkampf was a Protestant which made it impossible for him to be seen in certain ceremonial situations in public. With her sense of economy, she reportedly played an important part in making the firm the second most successful in France, and she acquired many valuable business contacts through her social life, among them Suzanne Curchod.

It is noted that she found out that France was going to participate in the American Revolutionary War beforehand through her contacts and used the information to try to secure an army contract for the company. In 1789, Oberkampf ended the companionship with her husband, which automatically also ended her involvement in the firm.

title: Marie-Catherine de Maraise


text:
Talk:David Allen (cricketer)

Telegraph obituary
At long last David Allen's obituary has appeared in the Daily Telegraph. It might be worth mining for information. JH (talk page) 16:45, 3 June 2014 (UTC)

title: Talk:David Allen (cricketer)


text:
2019–20 Southeastern Louisiana Lions basketball team

The 2019–20 Southeastern Louisiana Lions basketball team represented Southeastern Louisiana University during the 2019–20 NCAA Division I men's basketball season. The Lions were led by first-year head coach David Kiefer, and played their home games at the University Center in Hammond, Louisiana as members of the Southland Conference. They finished the season 8–23, 5–15 in Southland play to finish in a tie for 11th place. They failed to qualify for the Southland Conference tournament.

Previous season
They finished the season 17–16 overall, 12–6 in Southland play to finish in a three-way tie for third place. As the No. 3 seed in the Southland tournament, they advanced to the semifinals, where they lost to Abilene Christian. Head coach Jay Ladner left at the conclusion of the season to become head coach at Southern Miss. Former Lion assistant David Kiefer was hired as his replacement.

Schedule and results
!colspan=9 style=| Exhibition

!colspan=9 style=| Regular season

 * Source:


text:
aunswere

Verb

 * 1) * 1559 Book of Common Prayer
 * And that ye shoulde aunswere to every sentence. Amen.
 * And that ye shoulde aunswere to every sentence. Amen.

title: aunswere