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Talk:Mixed-orientation marriage/Archive 1

Support groups

 * The Straight Spouse Network is the largest organization for people in mixed-orientation marriages.
 * The Q Christian Fellowship contains a group aimed at couples in mixed-orientation marriages.
 * People Can Change is an ex-gay group aimed at men and contains a group for their wives.
 * Boston Gay & Bisexual Married Men's Support Group is a group based in Boston for gay and bisexual married men.
 * Women of Worth is an organization for women married to gay men. It is predominately for Latter-day Saints, though other people may attend.

Discussion
There are many good reasons to include or not include this information but wikipedia is not a yellowpages - a list, that is - of all groups that may fit this description. Plus we cannot source a claim about a group to the group itself. Also we don't bold these names as such. At this point I would support including the most notable of these groups, likely Straight Spouse Network, if we have a reliable source that supports their notability. Otherwise this comes off as POV-pushing which is likely unhelpful to our readers. Banj e b oi   00:15, 23 August 2008 (UTC)

Removed ex-gay category
I removed the ex-gay movement category from the article. It's beyond me what the justification was for putting it here in the first place. Apparently the only grounds are that mixed-orientation marriages are related to homosexuality, but by that logic everything related to homosexuality could have the ex-gay movement category added to it. Skoojal (talk) 04:32, 27 August 2008 (UTC)

borkeback reference deleted
The article had a sentence saying "these are sometimes refered to as 'Brokeback' marriages". I deleted it, because the only reference given to back up this assertion was the NYT article, which only uses the term in its title. AllGloryToTheHypnotoad (talk) 00:14, 5 January 2009 (UTC)

List of issues justifying deletion
This organised list is mentioned in the discussion to have Mixed-orientation marriage deleted located here.

Clear heterosexist bias:

All of the following numbered points appear within the three sentences that constitute the entry paragraph.

1. “Non-heterosexual”, albeit handy, swings attention in favour of heterosexual behaviour esp. immediately following “between a man and a woman”. It, therefore, creates false opposites or, worse, a norm and its deviation. To be neutral and to show equal treatment, no group, be it a minority or majority, should be defined in terms of an/the other.

2. The article focuses almost solely on the so-called difference of the “non-heterosexual” spouse/person. Remember, the partner whose (hetero)sexual orientation is not stated is thereby portrayed in a normal light. The article should have been based on the relationship, not the so-called difference.

3. “Many gay men and lesbians marry people of the opposite sex and go on to have children.” This framing is identical to “many people who suffer from XYZ disease/deformity go on to lead healthy and productive lives”. See comment on “support groups” below.

4. The sentence on bisexual men is based on the negative stereotype of bisexuals being confused or torn between two options, the key words here being “conflict” and “impulses”.

5. In third/last/topic sentence of the entry paragraph there is an outright endorsement of opposite-sex marriage, irrespective of serious personal issues, both for the heterosexual partner and the bi-/homosexual partner.

Style/language issues and further POV framing:

The biased “conventional marriage” is a euphemism for “opposite-sex marriage.”

“Support groups” line frames mixed-orientation marriages as a disease, addiction or physical problem.

The actual name is “conversion therapy”, i.e. “…underwent [conversion] therapy…”

The phrasing “heterosexually marry” is as lamentable as “heterosexually speaking” is.

Abundant weasel words in every other sentence or even more frequently to support conjecture or in order to sway opinion: “many”, “some”, “others”, “a significant number”, “one man/study”, “seven men”, “may”, “usually”, “often”, etc.

Heterosexism + sexism:

“Cohen’s [heterosexual] female narrator was married to a homosexual man.”

“…belief that [heterosexual] women should be warned about [male] homosexuals so they could avoid marrying one.”

And his [heterosexual] wife Linda Lee Thomas

A story of a [heterosexual] woman whose [gay or bisexual] husband has an affair with another [gay or bisexual] man.

…with his [best friend’s] [gay or bisexual] father

Faulty logic:

“Avoiding discrimination” is a form of social cover just as “wishful thinking” is a form of psychological cover despite how the article claims otherwise.

In a heterosexist society, the desire for a family clearly serves as cover even if there is no apparent desire to conceal one’s bisexual or homosexual orientation in a mixed-orientation marriage. Moreover, bisexuals, and gay men and lesbians, single or in committed same-sex relationships, are prohibited from adopting in most jurisdictions. So, for these people, an opposite-sex marriage may be the only legally accepted means to adopt, esp. if the adoption agency is run by a religious organisation.

The Megan Mullaly quotation does not support the article’s stance; in fact, it mocks it. Following her logic, in which everyone is innately bisexual, there would be no such thing as a mixed-orientation marriage.

False dichotomy/distinction:

The article states nothing about the absence of a separation between a marriage of convenience, a lavender marriage or a mixed-orientation marriage despite the sentence stating that “gay people do not heterosexually marry out of convenience or for a cover, but for complex reasons”. Obviously, complex reasons do include both convenience and concealment. Thus, the micro-mention of “lavender marriage” shifts blame on gay-slang termed cover-up, esp. in Hollywood, whereas the explanation of a mixed-orientation marriage does not address the fact that such a marriage indeed acts as a cover-up, in greater society, of both the “non-heterosexual” partner’s sexual orientation, and if there should lack (non-procreative) heterosexual sexual behaviour, regardless of intention. --CJ Withers (talk) 23:15, 10 June 2009 (UTC)

Does one partner have to be straight?
Vita Sackville-West and her husband were both bisexual and had numerous same-sex extramarital affairs. Can they be included on the list of famous couples? Also, I believe Keynes the famous economist should be on this list. Dec 12 2008 —Preceding unsigned comment added by <IP_ADDRESS> (talk) 22:28, 12 December 2008 (UTC)

I agree, shouldn't the definition be a marriage (or other conjugal relationship) between two people of different sexual orientations? If a marriage between a straight woman and a bisexual man is a 'mixed-orientation' marriage, then shouldn't a marriage between a lesbian and a bisexual woman also be 'mixed orientation'?

 * Logically it makes sense, but I haven't seen it used that way, and we can only report on the way that it is being used. Joshuajohanson (talk) 23:41, 22 July 2009 (UTC)

Original research and BLP concerns
I think we need to quite careful about listing people here as being in a marriage where one person is not heterosexual orientation. It may be true but we need to source it and our current policies emphasize strong sourcing in these areas. -- Banj e b oi   02:44, 13 August 2009 (UTC)
 * Fair enough. I mostly was relying on the bio page itself, but I understand that Wikipedia is not a source.  I was actually thinking on making a category for Category:People in mixed-orientation marriages.  The bios seem kind of vague and uninformative.  All it says is that they were married and that they were either bisexual or gay.  Nothing a category can't handle. I think because I was planning on just making it a category I go lazy. Joshuajohanson (talk) 03:24, 13 August 2009 (UTC)
 * Categories have to been sourced strongly when it comes to religion, gender and sexuality issues. The general rule is to apply the category the article needs to have well sourced content that supports the category. In these cases the bar is a bit high, you need to have sourcing to show each person's sexual orientation and that they are indeed "mixed". Their bio on Wikipedia may or may not have that already but it should be on this article clearly. X is gay while Y identifies as straight, etc., with the source(s). I didn't mean to imply that  OR was happening but we might as well get it right before someone deletes everything that isn't well sourced.  -- Banj e  b oi   20:03, 15 August 2009 (UTC)

Heterosexual/Homosexual vs. Straight/Queer
This entire article uses language that detracts from the main point. A mixed orientation marriage is not about a heterosexual and gay/bisexual parter, but about a queer person married to a straight person. For example, a bisexual man who is married to a heterosexual, transsexual woman shouldn't really fit the definition, because it is still a queer/queer marriage. (ie the woman is heterosexual but still queer.)

Also, this would go a long way to update the article into modern language, and help it with a lot of its biases. <IP_ADDRESS> (talk) 22:08, 25 June 2010 (UTC)

This article...
is a miserable piece of dribble. I can see it as a legitimate topic (that being the reason, I assume, that it wasn't deleted last year) but in it's current condition it's just inflammatory garbage. It doesn't really do anything, other than define the term and spew out random crap.Persephone12 (talk) 02:03, 11 August 2010 (UTC)

Also, the the section about sexual relationship disorder is longer (and very different!) than the stub it links to. Persephone12 (talk) 02:06, 11 August 2010 (UTC)

Honestly I think that this should be deleted still. Does anyone think that it's actually salvageable? Persephone12 (talk) 02:15, 11 August 2010 (UTC)

 * I couldn't say it better myself. Artsygeek (talk) 07:49, 19 September 2010 (UTC)

Gender bias in the article
The article claims to be as much about marriages of lesbians to straight men as of gay men to straight women, yet the detailed discussion of the issue, the quotes from the media, etc, all seem to have the latter case and not the former in mind. This should be corrected.--Bhuck (talk) 10:24, 13 December 2010 (UTC)

Nothing of this applies to bisexual men (or women, for that matter)
There are a lot of times where bisexuals aren't mentioned even if something applies to them too. Here te opposite is the case: sometimes it reads "gays (the focus is on men) and bisexuals" when it makes no sense. Ap articulary bad example:

"Gay and bisexual men continue to marry for complex reasons, many impelled not only by discrimination, but also by wishful thinking, the layered ambiguities of sexual love and authentic affection."[3]"

Bisexual men continue to marry -yes, I mean women!- because they can fall in love with women just like heterosexuals do. Nothing in this article applies to bisexuals. Bisexuals marrying heterosexuals has nothing to do with discrimination, wishfuö thinking or layered ambiguities. —Preceding unsigned comment added by <IP_ADDRESS> (talk) 19:17, 19 February 2011 (UTC)

There is little in this article about bisexual women much at all, and nothing of them marrying straight men. The bisexual spouses discussed in this article seem to be all men. For bisexual spouses, they may still love their opposite gender spouse like a heterosexual spouse would, but may merely be either bicurious, or just want to "dabble" with the same sex from time to time. The bisexual spouse may or may not have the support of their straight spouse in such "dabbling". Some heterosexual spouses may or may not even be aware of the bisexuality of their spouses, presuming the bisexual spouses to be heterosexual as well. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 08:04, 11 August 2011 (UTC)

Examples
Surely the list of famous examples is a bad idea? For starters, it could include almost every bisexual. <IP_ADDRESS> (talk) 00:51, 18 July 2012 (UTC)

Invisible bisexuals
This article seems to treat mixed-orientation marriages as disordered. There is no discussion whatsoever of marriages where one or both spouses is bisexual. Just because a person may be attracted to members of the same sex doesn't mean they can't also be equally or more attracted to members of the opposite sex, including their spouse. When these marriages are mentioned in the article (especially under the list of celebrity marriages) they're treated as disordered and out of the ordinary. This only adds to the general heterosexist slant of the article mentioned above. TrinityClare (talk) 04:05, 13 March 2010 (UTC)

This is indeed a problem with the article. Another problem is that when it states that most mixed-orientation marriages fail, it lumps marriages where one partner is bisexual into that group, despite a lack of evidence (and logical reasoning) to suggest that these marriages have a higher failure-rate than same-orientation marriages. In other words, while it makes sense that marriages involving homosexuals partnered with someone of the opposite sex would have a tendency to go pear-shaped, there is no reason to think that this would be the case where one of the partners is bisexual. A major re-write of this article is needed, methinks. <IP_ADDRESS> (talk) 03:23, 8 July 2010 (UTC)

 * The article is biphobic, pure and simple. The suggestion that bi people can't have a stable relationships with monosexual people is ridiculous. --Hirsutism (talk) 14:15, 19 November 2010 (UTC)

 * I agree with both of you 100%. The content of this article should be changed to focus much less on heterosexual-homosexual relationships (we already have an article on the Lavender Marriage anyway, so why retell it here?), and it makes it out to be that ALL mixed-orientation marriages are stuck in the binary. Meanwhile, a straight man who is with a bisexual or pansexual woman, for example, is either treated like his situation doesn't exist, while his situation would be entirely different from that of a lavender marriage or a same-orientation marriage. What's especially sad is that the original post was made three years ago and it's STILL riddled with those same problems. MVillani1985 (talk) 21:57, 15 March 2013 (UTC)

I see nothing about straight men marrying les/bi women
What of the discussions of straight men and bi/les wives?

There are issues there too. A straight man may like the idea of a bi wife, if for only the fantasy value, for example. He might encourage his wife's more lesbian tendencies, both for her sake, and for the "fun" value for him.

Or he may not care about his wife being bisexual/bicurious. He could let his wife "dabble" with a girlfriend of hers from time to time, just to keep her happy, for example.

Or the wife may choose to sacrifice her lesbian tendencies, with varying degrees of willingness to do so, to save her marriage to her straight husband.

Let's discuss this, eh? — Preceding unsigned comment added by <IP_ADDRESS> (talk) 22:22, 31 December 2011 (UTC)

 * Being bisexual doesn't mean you can't be monogamous ! If the woman you discuss commits to a man then that's it (well in practice I'm not a firm believer in monogamy, but that has nothing to do with sexual orientation). Aesma (talk) 20:44, 4 August 2013 (UTC)

Asexuality has been ignored
Hi... I normally don't participate in wikipedia's projects, but when I stumbled across this article I couldn't help but notice that there wasn't a single mention of asexuality. However, AVEN and other major sources of information on asexuality provide a variety of examples of marriages between an asexual and a person of another sexual orientation. I have practically no editing experience, and the article will probably need quite an overhaul to fix this problem, putting it way beyond my skill level. Hopefully the problem will be fixed soon by somebody who can reach that skill level. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 02:14, 30 August 2011 (UTC)

 * Agree, although as of today's article there is in fact one sentence devoted to asexuality, "If one of the partners is asexual, the marriage may involve romantic love but not sexual activity." That sentence is located in the lede, but the rest of the article ignores the topic. The lede is supposed to provide a summary of information that is explained in greater detail elsewhere in the article, so there is a need for asexuality to be expanded as a topic in this article. Anyone can edit provided their edits are based on facts, this is often proven by providing a citation. I've read this article a few times, my impression is that there is a heterosexual bias that manifests as a homosexual and bisexual fixation, however this may be more simply understood as a sexual fixation. Gzuufy (talk) 03:09, 20 April 2015 (UTC)

Are mixed-orientation marriages between people of the same sex notable?
Straight men married to gay/bi men? Straight women to lesbians/bisexual women? (Obviously, not talking about one gay one bisexual here.) —Preceding unsigned comment added by Rorrenigol (talk • contribs) 11:40, 23 November 2008 (UTC)
 * I haven't seen it used that way. We can't make up definitions.Joshuajohanson (talk) 23:39, 22 July 2009 (UTC)
 * Usage and definition are two different things--If I were to write about European perceptions of foreigners and crime, I might find that examples the media give of crime by foreigners tend to focus on crimes caused by foreigners from developing or Islamic countries, but no one would say that a crime committed by a Canadian in Germany would not be considered a crime committed by a foreigner, even if it would be difficult to find prominent examples in the public discourse (one finds many more populist claims of sending Turks back to Turkey when they commit crimes than of sending Canadians back to Canada when they commit crimes).--Bhuck (talk) 10:22, 13 December 2010 (UTC)

Good day Samrybrendan (talk) 14:23, 14 September 2017 (UTC)

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Derick Hetherington

Rear Admiral Derick Henry Fellowes Hetherington CB DSC & Bar (27 June 1911 – 23 November 1992) was a Royal Navy officer who became Flag Officer, Malta.

Early life and education
Hetherington was born on 27 June 1911, and educated at St Neot's School, Eversley and the Royal Naval College, Dartmouth.

In 1942 he married Josephine Mary Vavasour; they had a son and three daughters.

Naval career
Hetherington served in the Second World War becoming commanding officer of the destroyer HMS Windsor in early May 1943 and commanding officer of the destroyer HMS Lookout in March 1944. He saw action in the Battle of the Ligurian Sea, destroying two German Ships in March 1945. After the War he was appointed Captain, (D), 4th Destroyer Squadron from March 1956 to November 1957. In July 1959 he was appointed Flag Officer, Malta, retiring from the service in 1961.

Later life and death
After leaving the Royal Navy, Hetherington was appointed as Domestic Bursar of Merton College, Oxford in 1961, and made a Fellow of the college two years later.

In retirement he served as President of the Watlington Branch of the Royal British Legion from 1981 to 1989.

Hetherington died in 1992 and was buried at St Mary's Church in Pyrton in Oxfordshire.

source: wikimedia

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

title: Derick Hetherington


text:
User:Surya Bharti SP

SURYA BHARTI is an Indian Bhojpuri playback Singer and Film Actor. He was born in Jaunpur,Uttar Pradesh India. Years active 2015 present (singer),2017 Present (actor) Occupation:Actor,Singer,Director ,Choreography Know for :Chhummao Na Dihalas Ye Babu Ji Born:Jaunpur,Uttar Pradesh,India

title: User:Surya Bharti SP


text:
Born to the West (1926 film)

Born to the West is a 1926 American silent adventure film directed by John Waters and written by Zane Grey and Lucien Hubbard. The film stars Jack Holt, Margaret Morris, Raymond Hatton, Arlette Marchal, George Siegmann, Bruce Gordon, and William A. Carroll. The film was released on June 14, 1926, by Paramount Pictures.

Plot
As described in a film magazine, Kentucky schoolboys Dare Rudd and Bate Fillmore fight over Nell Worstall, and when the conflict ends both boys bear scars for life. Years later, after Dare moves to Colorado, they meet and again fight. The Dare loves his schoolgirl sweetheart Nell dearly, and learns that her father is in jail on a trumped up charge made by his rival, and that Nell has consented to marry Bate to save her father. The rival with his gang try to get rid of this man, who is saved by his pal. After several exciting incidents in which the young woman is forced to marry the rival, Belle, a dancing girl at the Paradise Bar, knifes Bate after he strikes her, and Nell escapes. The fight between the miner's and their rivals then ensues and the feud between the two rivals is ended in an interesting manner.

Cast

 * Jack Holt as 'Colorado' Dare Rudd
 * Margaret Morris as Nell Worstall
 * Raymond Hatton as Jim Fallon
 * Arlette Marchal as Belle of Paradise Bar
 * George Siegmann as Jesse Fillmore
 * Bruce Gordon as Bate Fillmore
 * William A. Carroll	as Nell's Father
 * Tom Kennedy as Dinkey Hooley
 * Richard Neill as Sheriff Haverill
 * Edith Yorke as Mrs. Rudd
 * E. Alyn Warren as Sam Rudd
 * Billy Aber as 'Colorado' Dare Rudd, as a child
 * Jean Johnston as Nell Worstall, as a child
 * Joe Butterworth as Bate Fillmore, as a child

Preservation
With no prints of Born to the West located in any film archives, it is a lost film.

title: Born to the West (1926 film)


text:
History of Quebec and Canada/Study Guide/Topic 3: Geographic Conditions

Topic 3: Geographic Conditions

What kinds of regions did the European explorers find in North America? North America has four main natural regions: The Canadian Shield contains a vast area of hard rocks, thousands of lakes, and many rivers. In the south it is covered by dense forest.The Europeans found it hard to cross the Shield. The Appalachians form a chain of old worn-down mountains on the east side of the continent.They are not high, but dense forest and rugged terrain made them difficult to cross. The Western Mountains are a broad system of high mountain ranges and plateaus along the western side of the continent. The Lowlands are found in the central parts of the continent and along the southeast coast.This region is mostly plain. Much of it is good farmland - the type of land that settlers wanted. The St. Lawrence River and the Great Lakes form one of the main entry routes to the continent. People and ships coming across the Atlantic Ocean from Europe can use this route to reach the interior of the continent.The entry route passes between the Canadian Shield to the north and the Appalachians to the south. Other entry routes to the continent include the Hudson River and Hudson's Bay. Do the following questions on Topic 3: Geographic Conditions

1. WHICH GEOGRAPHICAL FEATURE FAVOURED THE EXPLORATION OF NORTH AMERICA? A)    The extensive system of rivers and lakes B)     Rich and fertile soils C)    The temperate climate

D)    The variety of natural resources

ANSWER: A B C D

2. WHICH ONE OF THE FOLLOWING STATEMENTS CORRECTLY DESCRIBES A LINK BETWEEN GEOGRAPHY AND SETTLEMENT IN NEW FRANCE DURING THE 17TH CENTURY ?

A)The Appalachians were a natural barrier between the Iroquois territory and the French colony. B)The Canadian Shield made settlement of the colony easier. C)Harsh winters forced the French colonists to settle further south in the Appalachians. D)The St. Lawrence River attracted colonists to settle in the lowlands.

ANSWER: A B C D

3.WHICH GEOGRAPHIC CONDITION MADE SETTLEMENT EASIER FOR THE FIRST EUROPEANS IN NEW FRANCE BETWEEN 1608 AND 1642?

A)   The waterways of the Canadian Shield B)    The climate of the Appalachian Mountains C)   The existence of the St. Lawrence River D)    The fertile lands south of the Great Lakes ANSWER: A B C D

Go on to: Unit 2: Amerindian Civilization


text:
hydrogenosome

Noun

 * 1)  A membrane-bound form of organelles that produce molecular hydrogen and ATP in some anerobic ciliates, trichomonads and fungi, remarkable in that most forms contain no DNA.

Related terms

 * hydrogenosomal

title: hydrogenosome


text:
Modafen F.K.

Modafen Futbol Kulübü is a Turkish association football club located in the Çekmeköy district of Istanbul, Turkey.

History
The Club was established in 2011. The club has strong ties with Modafen Schools. After the establishment of the club in 2011, they promoted three times in row. 2014–15 season they participate amateur divisions but they relegated. In 2019–20 season they managed to promote one more time which means they promoted five times, relegated once, and lost chance to promote once at playoff game since they established.

The club gained professional status at the end of 2018-19 season after defeating 1877 Alemdağspor at play-offs of Regional Amateur League.

2019-20 season started like a disaster for the team. They were almost relegated but thanks to covid Turkish Football Federation canceled the leagues. 2020-21 season they were lucky again. 2021-22 season the club relegated back to Regional Amateur League.

Stadium
Modafen plays their home games at Alemdağ Stadium.

Crest
Modafen have had two main crests. The first version was original yellow and green colours and the second one current red and black.

Colours
The original colours of Modafen was yellow and green. Modafen Schools still use these colours. But the club changed their colours to red and black.

Support
The fans are known as the "Modamen".

Rivalries
Because of having short history and playing in different levels each year, club does not have any serious rivalry.

Records
Although club has a shorter history, they managed to set some interesting records.

Modafen's biggest winning scoreline in a competitive match is 11–0, achieved against Kocamustafapaşa in 2015-16 season. Modafen's biggest loss was against Diyarbekir 6-0 in 2019-20. Other heavy defeats were a 5–1 against Leventspor and a 4–0 against Yenibosna in 2014–15 season and 4-0 against Yesilyurt in 2019-20 season

Modafen hold a 16-game clean sheet streak (where they did not permit their opponent to score). They also hold a 13-game streak of keeping a clean sheet at home.

League participations

 * Turkish Regional Amateur League: 2014–15,2016-2017, 2017-2018, 2018-2019
 * Amatör Futbol Ligleri: 2011–2014,2015–16

title: Modafen F.K.


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Talk:Flash Brown

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Baygamut

Baygamut (Байгамут) is a rural locality (a settlement) in Orleansky Selsoviet, Blagoveshchensky District, Altai Krai, Russia. The population was 86 as of 2013. It was founded in 1820. There are 3 streets.

Geography
Baygamut is located 40 km southwest of Blagoveshchenka (the district's administrative centre) by road. Orlean is the nearest rural locality.

title: Baygamut


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User:Fdastur/TWA/Earth

The Earth is home to millions of species of plants and aminals, including humans.

Earth is the only planet in the galaxy which is known to support life. Earth has many places that are suitable for humans to live; although, some areas of the planet can be dangerous for humans or uninhabitable.

title: User:Fdastur/TWA/Earth


text:
Chris Williams (director)

Chris Williams (born December 19, 1968) is an American-Canadian animation film director, screenwriter and voice actor who is best known for directing the films Bolt (2008) and Big Hero 6 (2014) and co-directing the film Moana (2016) for Walt Disney Animation Studios, and for directing the film The Sea Beast (2022) for Netflix Animation.

Early life
Williams was born on December 19, 1968, in Missouri and spent the first 25 years of his life in Kitchener, Ontario, Canada, where his father was the director of Counselling Services at the University of Waterloo. Williams graduated from the University of Waterloo with a degree in Fine Arts and then enrolled in the animation program at Sheridan College, Oakville, Ontario. Upon graduation from Sheridan, he was recruited by Disney and moved to Los Angeles.

Career
Williams previously worked in the story department for Mulan (1998), The Emperor's New Groove (2000) and Frozen (2013), in which he also voiced the character Oaken. In February 2007, it was announced he would direct American Dog, which was re-titled Bolt (2008) and was later joined by Byron Howard, both of them replaced Chris Sanders who was the original director.

In July 2010, it was reported by various sources that Williams would direct King of the Elves based on the story by Philip K. Dick. However, in 2012, it was revealed that Williams had joined another Walt Disney Animation film, Big Hero 6, as a co-director inspired by the Marvel Comics of the same name.

In November 2018, it was reported that Williams had left Disney and he would write and direct The Sea Beast for Netflix. The Sea Beast was released on Netflix on July 8, 2022.

title: Chris Williams (director)


text:
Talk:Parkland Memorial Hospital

Untitled
JFK plaque I have a picture of it if anyone wants to add it to the main page. - Jedix123

How to update Parkland's logo
I fully disclose that I work for Parkland Health & Hospital System and I wish to only ever edit information directly if it is entirely incorrect. More disclosure - I just added a photo that I took because the use of images was confusing and I wanted to try it out. If it's against Wikipedia's standards that the photo should be deleted, that's 100% OK with me. I also did small edits in April as an exercise before I knew how rightfully strict Wikipedia was with conflict-of-interest.

This year marks the 50th anniversary of the death of President John F. Kennedy, and I believe that will lead many people to this page. I don't want a logo that we expired in 2008 to remain on the page when so many people view it. It's also, of course, an incorrect and outdated visual representation of Parkland.

The issue I'm having now is that I cannot find a way to update the company logo on our site. I went through the Commons but got lost in the weeds of the non-free copyright stuff. I'm not even sure if I should have gone through the Commons. I can easily get an email from our marketing director, who "owns" the logo, to sign off on using it. Put simply, I really don't know where to start with the upload or how to clear the logo with the correct copyright tags. I appreciate any help. Jporter1138 (talk) 17:01, 26 August 2013 (UTC)

 * Jporter1138, If you post a weblink to the new logo, I can take care of uploading it for you. Gamaliel  ( talk ) 17:08, 26 August 2013 (UTC)

 * Gamaliel The logo is now up to date, but I appreciate the offer to help! Jporter1138 (talk) 17:00, 27 August 2013 (UTC)

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External links modified
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title: Talk:Parkland Memorial Hospital


text:
Wikiversity:Welcome, newcomers

Welcome to Wikiversity!

Wikiversity is for learning. It is a place where you'll find free, multilingual learning materials and learning projects. Everyone can participate. There is no cost, no advertising, and no credentials required. No degrees are awarded — just learning.

Wikiversity hosts learning communities. This is a place where people who want to learn can come and interact.

Everyone can create and revise teaching materials. Anyone can participate in the learning activities. Everyone can take a course. Everyone can teach a course. There are no entrance requirements and no fees. All content in Wikiversity is written collaboratively, using wiki software, and everyone is welcome to take part through using and discussing content, adding content, and even contributing to our policies.

Feel free to dive in, and create or amend any page you think warrants improvement! Be bold! You don't even need to [ create an account] to contribute. However, doing so would help identify you to others as a regular editor and also at the same time provide you with a personal set of user pages.

If you have educational content you feel could be useful, or want to develop your own, you might find it useful to read our page on adding content before doing so. It may also be helpful to explore Wikiversity a bit, and just try to come away with a sense of how things have been done thus far in the endeavor. If you would like someone else to start the page for you, you can request a page creation. Perhaps you might also like to check out Introduction for the basics, take a longer guided tour to find your way around the project, or to work through an activity to make Wikiversity activities.

Read on below to explore some questions and answers about Wikiversity.

What's this all about?
Wikiversity is a learning community. Learning is a major part of life and never ceases. Wikiversity is a Wikimedia Foundation project which aims to further the discovery and distribution of knowledge in a very natural way, by helping each other to learn.

You can use Wikiversity to find information, ask questions, or learn more about a subject. You can explore knowledge at Wikiversity through advanced study and research. You can also use Wikiversity to share your knowledge about a subject with others by building learning materials around your knowledge.

For a longer description, see What is Wikiversity?

How is Wikiversity organized?
At the time of writing, there are eight major "Portals" in Wikiversity embracing disciplines such as Engineering and Technology · Interdisciplinary Studies · Humanities · Life Sciences · Physical Sciences · Practical Arts and Sciences · Professional Schools · Social Sciences. Over time, more will appear. Or you could start one.

Note: nomenclature at Wikiversity hasn't settled down. Some pages call these "Faculties", while others prefer "Portal" since the Wikiversity doesn't have faculty members. Over time terminology will sort itself out. In the meantime both terms refer to the same thing.

For example, The Faculty of the Humanities has organized itself into schools:
 * Art and Design · Classics · Mythology · Law · Language and Literature · Music · Philosophy · Theology
 * Each "School" has Departments, for instance within the School of Music is the Department of Music in Film.
 * Within that is Mad Max's Course in Film Scoring for Motion Pictures, which is an online learning project for non-musicians to learn how to write film music.

Each faculty or portal is free to organize itself its own way, suiting its own needs.

Will I earn a diploma at Wikiversity?

 * No. That's one thing we don't do. At the moment you cannot earn credentials here. But you can learn here and then earn your credentials elsewhere. For now this is about the learning itself, by itself.

Are there exams at Wikiversity?

 * Some course leaders may post some questionnaires so you can assess your learning progress. Course leaders may also give personal feedback on their observations of your progress. Wikiversity strives to help each person define and reach their personal learning goals, and so there shouldn't be any pressure to perform or fear of failure; instead, we promote learning through experience, which includes making mistakes.

Who gets to decide what gets posted here?

 * You do. Go ahead and post. A more complete answer is, "We all do." All Wikiversity pages may be created and revised by anyone. In this sense a Wikiversity page is being created by a community, by those who choose to be active in the process. The result is pages which reflect the current consensus. Note that older versions can always be revived. Any vandalism can be undone by any user.

 * If you're an expert (or, better, "have proven expertise"), we encourage you to be prepared to work with others in collaboration — just as they are encouraged to work with you. This encouragement of equal participation is a positive factor in building a healthy community of learning, for the sake of learning.

 * Appeal to non-present or non-proven authority is not the normal expectation here. Much less is learning by authoritatively stating a fact with no supporting reasoning. We encourage a reasoned dialogue showing a neophyte the reasons, assumptions, etc. that create a commonly accepted fact.

 * Wikiversity has no set-in-stone identification of authorship, or even a concept of single authorship. Each page version is preserved. You can easily step back and compare one version with any other, see who performed the edits and communicate with those editors. And indeed, enter into conversation with any of the editors about their choices. This is peer review of content.

How is "inappropriate" material kept off the site?

 * Hate speech is unacceptable. Propaganda used as propaganda is unacceptable. (Copyrighted material is immediately removed, on discovery.)

 * It's the community of active participants who decides what's irresponsible and inappropriate for Wikiversity. That community includes you, if you choose. Content is challenged all the time. Community consensus may cause sections or whole pages to be removed.

 * If you feel strongly certain material should not be published, then start by posting your concerns on the page's Discussion area, and/or by contacting the various editors of the page (available from the page's History tab), and/or by posting your concerns on the Colloquium.

 * Wikiversity is a Wiki driven by consensus building among its participants.

How reliable is the material on Wikiversity?

 * There's no simple black-and-white answer to this question. Realistically you should use your best judgement. Factual errors generally get squeezed out fairly quickly. Matters of point of view and opinion take longer to generate consensus.

 * In matters of authenticity and reliability we encourage you to contact editors of pages of interest and query them. Go the History tab of any page of interest and discover who has edited that page.

What about cheating and cheaters?

 * Wikiversity is not interested in catching cheaters nor participating in entrapping them for disciplinary purposes. At the same time, Wikiversity shall not become a repository for materials intended to allow illicit publication of that which can be construed as resources for cheaters. Cheating is explicitly discouraged throughout this website.

Learning materials
Wikiversity is in the process of developing learning materials ready for downloading for use for all age and education levels, in and out of formal learning environments. Discover what's available by clicking on a faculty name on the Main Page and proceed down from there.

Can I download materials here and use them in my own offsite classes? What are the terms of their use?

 * You are absolutely free to download and use our materials in your teaching. Our content is licenced under a free licence (GFDL) - basically, requiring that the content be distributed in a similar licence and with attribution for the content's creators - see the complete licence details and terms. You are also able - encouraged - to help revise our materials. Better yet, you could post your revisions back to Wikiversity. Also post your experiences using the materials to the page's Discussion area. Give back and make Wikiversity better.

How can I determine whether the material here is any good?

 * By questioning, and by striving to understand the material yourself. It's your judgement call. If you can make it better, go ahead and edit. Note that every page has a Discussion area where you can post your observations and questions. You can review the History of a page, see who wrote which version and enter into dialogue with these individuals. Together we can, and will, make the material here stronger and stronger.

 * What types of learning materials will be found here.
 * Fairly mature example links to explore, to give the new user a feeling for what to expect.
 * How to download and use this material.
 * Whether and how to fork to take a set of materials in a radically different direction.
 * How these materials are currently being protected from vandalism.

Learning Projects
Many Wikiversity pages are devoted to interactive learning activities taking place online. The Learning Projects page is a good place to recruit learners for your project and/or to discover an active learning opportunity for yourself.

Who can teach?

 * Everyone with the motivation to help others learn, no credentials required. Wikiversity is about people learning how to learn and teach — we value expertise and experience, but we also value learning through experience.

 * You will find all kinds of teachers here:   retired professional academics,  active ones,  folks from the industry and the self-taught fellows with no formal qualifications at all. Ask course leaders for their backgrounds, or not.

 * If your students like the course, good, they will probably continue working with you. If not, they may wander away, or raise objections. You can only maintain yourself in the role of instructor through meritorious contributions, positive feedback from the community and especially from those who participate in your online courses. Everything at Wikiversity is subject to peer review.

If I teach, will I get paid, or can I charge my students?

 * No, no fees are collected or paid for participation in Wikiversity. Everything is voluntary. Wikiversity is free to all.

How can I become involved?

 * By visiting the Community Bulletin Board. There's a link in the sidebar under the Wikiversity logo. Here you'll learn what tasks need to be done, what groups can be joined. [ You're vigorously encouraged to join]. It's free; as a member you identify your contributions and get a set of personal pages where you can engage in discussions.

 * Here's how to start a new page, some editing tips and the Edit Interface. And a whole page about adding content.

 * You don't need "sign" your submissions to content pages — that's recorded automatically and shown on the History of the page. But you are definitely encouraged to sign your contributions to the Discussion page and any Talk page. Do this with four tildes (~). Here's more about signatures.

 * Wikipedia's guidance on contributing generally apply to Wikiversity as well. If you don't want your writing to be edited or redistributed by others, do not submit it.

 * Be sure to visit the Colloquium for general discussions. For real-time chat with other Wikiversity users, check out our Chat page.

 * Go ahead and make what you see better.

Can I have my own User Page?

 * Absolutely. A clickable tab for it will appear at the top of every Wikiversity page. Use your personal page any way you like. Introduce yourself, add pictures. Best of all, add Wikiversity page links and other links you frequently visit. Your page will greatly help in your own navigation and help others connect with you. You'll also get a separate Talk page where others can post messages for you. [ Create your free membership here.]

Is there an Index? How can I find "stuff" I might be interested in?

 * There are several ways. Try All Pages. Use the popup to limit the selection by type of page. Or use the Search field in the Sidebar on every Wikiversity page to enter your search criteria. Or start at the Wikiversity Main Page and drill down through the various faculties, departments and schools to material of interest. Or jump to the Examples page.

Who pays for Wikiversity?

 * People like you do, by donations. Here's how you can make a donation (entirely voluntary). Notice there's no advertising on Wikiversity. We're non-commercial, entirely run by volunteers, operating costs covered by donations from people like you and by grants from various institutions.

What if someone wrecks a perfectly good course?

 * If you see a page which appears (at least in your eyes) to have been degraded from an earlier version, then enter into the editing process.

 * It's good practice to enter into dialogue with the editor who made the changes you feel are unfortunate. Propose a compromise. Discuss your feelings in the Discussion area of the page. Don't be afraid to be bold. Integrate what you liked about the older version into the current version. Use the History tab at the top of the page to compare any two versions of a page and see what changed.

 * There's also the option of "forking" a course into two equivalent and equal versions covering the same subject but in different styles. Nothing at Wikiversity is "definitive".

How can change be monitored?

 * Change happens. On wikis, it happens all the time. Right now, pages are being created and improved, and edits are being published. Take a look at the recent changes log and see for yourself!

 * Since our launch on August 15th, 2006, we've created  content pages. For other statistics, see Special:Statistics. Right now, the project is being actively built by people like you; as you read this, it is very likely someone will be editing or previewing changes to one or more pages on this site.

Where and how are Wikiversity policies formulated?

 * As a project in the early stages of development, Wikiversity is undergoing a huge amount of discussion relating to policies, technical issues, and establishing an initial content infrastructure and general layout. The main forum for discussions is the Colloquium — take a look there and feel free to drop a reply to anything which interests you. You might want to, for example, take a look at or contribute to our various policies.

What are the long range goals of Wikiversity?

 * Wikiversity was started in the summer of 2006, so we're still articulating them. However, here are a few relevant pages — What Wikiversity Is, What Wikiversity Is Not, Scope and Wikiversity community. Add your thoughts to these pages' discussion pages, or edit the pages themselves. Best yet, add your comments and recommendations to Colloquium. And here's how a Wikibooks project gave birth to Wikiversity — History of Wikiversity.

What's 'Wiki' all about?

 * The word is Hawaiian for "fast", and in this context refers both to the software underpinning Wikiversity and to the editing and contribution conventions that have evolved around wiki software. Learn a lot more at this Wikipedia link. And some more here.

What languages are supported?

 * Currently 10. The list, with links, is shown at the bottom of the Main Page.

What are the admissions requirements?

 * Wikiversity is open to all who are interested in learning or contributing what they know. A willingness to work with others, however, is required (see Collaborative learning).

From the learning point of view, what is different from Wikipedia to Wikiversity?

 * Wikipedia has a narrow mission: the creation of encyclopedia articles. Wikiversity has a broader mandate to explore how to use wiki technology to promote learning.

General information, guides & help

 * Learning — an exploration of how learning takes place on Wikiversity
 * Getting answers to questions — all kinds
 * Help pages – help on editing, starting new articles, and many other topics.
 * Where to ask questions – a list of departments where volunteers answer questions, any question you can imagine, not necessarily related to the Wikiversity project.

 * Policies and guidelines for contributors
 * Introduction – very basic introduction to Wikiversity
 * Manual of Style
 * Guided tour
 * Research guidelines
 * Templates used to welcome new users
 * Glossary – a glossary of common Wikiversity terms.

Overarching principles

 * Honesty
 * Civility
 * Neutral point of view
 * Cite your sources
 * Verifiability
 * Scholarly ethics

The Wikiversity community

 * Colloquium - where the community gets together to discuss Wikiversity
 * Community Portal - a gateway to the community, to find out what's happening.

Wikiversity is a facility for learning by doing

title: Wikiversity:Welcome, newcomers


text:
User:Jts1882/test/transclusion depth

Information on Transclusion

 * mw:Help:Expansion_depth
 * Category:Pages_where_expansion_depth_is_exceeded
 * Avoiding MediaWiki expansion depth limit
 * Template:Transclusion depth test

Pages with templates expansion depth issues with cladograms
Pages with cladograms where recent changes to templates expansion depth have caused an issue (see Category:Pages_where_expansion_depth_is_exceeded:

Biological phylogeny

 * Acherontiscus (fixed using subclades)
 * Afrophidia (fixed using subclades)
 * Alectrosaurus (doesn't show error on page; transclusion depth 41/40; uses Tyrannosauroidea tree)
 * Anomodont (doesn't show error on page; transclusion depth 41/40)
 * APG III system (fixed using subclades)
 * Caenophidia (fixed using subclades)
 * Ceratopsia (doesn't show error on page; transclusion depth 41/40)
 * Cucurbitaceae (fixed using subclades)
 * Deinococcus (fixed using subclades)
 * Dicynodontoides (doesn't show error on page; transclusion depth 41/40)
 * Flowering plants (fixed by splitting cladogram; old version)
 * Frog (doesn't show error on page; transclusion depth 41/40)
 * Micrococcineae (doesn't show error on page; transclusion depth 41/40)
 * Mussaurus     (doesn't show error on page; transclusion depth 41/40)
 * Neosuchia     (doesn't show error on page; transclusion depth 41/40)
 * Osteichthyes  (fixed by removing Neoteleostei cladogram; old version)
 * Paluxysuchus  (doesn't show error on page; transclusion depth 41/40)
 * Probainognathia (doesn't show error on page; transclusion depth 41/40)
 * Rhizobiaceae (fixed using subclades)
 * Riojasuchus (doesn't show error on page; transclusion depth 41/40)
 * Sauropodomorpha (doesn't show error on page; transclusion depth 41/40)
 * Solenodonsaurus (doesn't show error on page; transclusion depth 41/40)
 * Tinirau (genus) (doesn't show error on page; transclusion depth 41/40)
 * Tyrannosauroidea (doesn't show error on page; transclusion depth 41/40)

User pages:

 * User:4444hhhh/Phylogeny Practice
 * User:4444hhhh/Pythonomorpha Practice (fixed using subclades)
 * User:Videsh Ramsahai/Actinopterygii
 * User:Videsh Ramsahai/Chordata phylogeny (fixed using subclades)
 * User:Jeanflow/sandbox (fixed using subclade; seems a whole draft page for Somphospondylans))

Other
 * Various company acquisition and mergers (generally fixed with clade sequential
 * In Template:WikiProject India, e.g. Talk:Subrata Chowdhury

Transclusion depth test
See Category:Pages where expansion depth is exceeded for pages now giving errors.

Counting the depth
First instance is 4, each additional nested instance adds 2.

title: User:Jts1882/test/transclusion depth


text:
covert-coat

Noun

 * 1) A coat suitable for wearing while shooting game, usually with a neutral colour and windproof or waterproof qualities.

title: covert-coat


text:
Saka Oloko

Saka Akanni Oloko (born 10 May 1936) was a Nigerian hurdler. He competed in the men's 110 metres hurdles at the 1960 Summer Olympics.

title: Saka Oloko


text:
Cryptography/Further reading

 * Anderson, Ross — Security Engineering, Wiley, advanced coverage of computer security issues, including cryptography, by one of its foremost practitioners, and most likely its best writer. Covers much more than merely cryptography. Brief on most topics due to the breadth of coverage. Exceptionally clearly written.
 * Bamford, James — The Puzzle Palace : A Report on America's Most Secret Agency ISBN<PHONE_NUMBER>, and the more recent Body of Secrets. The best of a quite small group of books about the US Government's NSA. Most are inadequate, and untrustworthy, for various reasons, including an active reluctance to permit accurate information to be released in any form.
 * Ferguson, Niels and Bruce Schneier — Practical Cryptography, Wiley, 2003, ISBN<PHONE_NUMBER>. Up to date cryptography reference. Covers both algorithms and protocols. This is an in depth consideration of one cryptographic problem, including paths not taken and some reasons why. Most of the material is not otherwise available in a single source. Some is not otherwise available. In a sense, a follow-up to 'Applied Cryptography'.
 * Kahn, David — The Codebreakers ISBN<PHONE_NUMBER> The best available single volume source for cryptographic history, at least for events up to the mid '60s (i.e., to just before DES and the public release of asymmetric key cryptography). The added chapter on more recent developments (in the most recent edition) is regrettably far too thin. See also his other publications on cryptography, and cryptographic history, which have been uniformly excellent.
 * Katz, Jonathan and Yehuda Lindell - Introduction to Modern Cryptography, CRC Press, 2007. A textbook introduction to modern cryptography, aimed at undergraduate computer science/mathematics majors as well as the technically educated public.
 * A. J. Menezes, P. C. van Oorschot and S. A. Vanstone — Handbook of Applied Cryptography ISBN<PHONE_NUMBER> (online version). Equivalent to Applied Cryptography in many ways, but seriously mathematical. For the technically inclined. Covers few meta-cryptographic topics, such as crypto system design.
 * Paar, Christof and Pelz, Jan — Understanding Cryptography, A Textbook for Students and Practitioners Springer, 2009. Very accessible introduction to practical cryptography, focus on being a textbook, i.e., it has pedagocical approach, problem sets, further reading sections etc.
 * Piper, Fred and Sean Murphy — Cryptography : A Very Short Introduction ISBN<PHONE_NUMBER> This book quickly sketches out the major goals, uses, methods, and developments in cryptography.
 * Schneier, Bruce — Applied Cryptography, 2 ed, Wiley, ISBN<PHONE_NUMBER>. The best single volume available covering modern cryptographic practice and possibilities. About as comprehensive as a single volume could have been. Well written, not overly mathematical, and so accessible — mostly — to the non-technical.
 * Schneier, Bruce — Secrets and Lies, Wiley, ISBN<PHONE_NUMBER>, a discussion of the context within which cryptography and cryptosystems work. Meta-cryptography, if you will. Required reading for would-be cryptographers, and nearly so for all cryptography users.
 * Singh, Simon — The Code Book ISBN<PHONE_NUMBER>. An anecdotal introduction to the history of cryptography, but much better than such an approach might be expected to produce. Covers more recent material than does Kahn's The Codebreakers. Well written. Sadly, the included cryptanalytic contest has been won and the prize awarded; the cyphers are still worth having a go at, however.
 * Sweigart, Al — Hacking Secret Ciphers with Python ISBN<PHONE_NUMBER>374. A complete beginners guide to programming and classic cryptography ciphers. This free book presents several programs that attack various ciphers and explains how their source code works.
 * University of Cambridge. NRICH. "Codes and cryptography". Some of these resources are suitable even for very young students of cryptography.
 * Wikipedia: Wikipedia:WikiProject Cryptography, Wikipedia:WikiReader/Cryptography, Wikipedia Book:Cryptography

title: Cryptography/Further reading


text:
Wikiversity:Courses

There is nothing that prevents Wikiversity participants from leading and attending "courses" within Wikiversity. Wikiversity participants will do what they think is best for the project, and for many people education implies "courses". However, conventional courses typically imply certified teachers at accredited institutions in classes that exist for a specified duration and including a fixed group of students who are graded and earning credits towards a degree. Wikiversity does not have conventional courses. At best, Wikiversity can have non-conventional "wiki-courses".

Outside the Wikiversity context

 * Hierarchical meaning: a course can denote a learning object with a large level of granularity. That means it is relatively large and consists of many learning objects with smaller granularity. Depending on the nomenclature being used, smaller units at the next level might be "lessons", "modules" or "sessions", but other terms could also be used. In some educational institutions, "modules" have larger granularity than "courses" - i.e. one module may contain more than one course. A course in this sense is typically delivered over a period of time, with its constituent units being delivered at particular points during that period.
 * Evaluative meaning: the word "course" may also emphasize the evaluative side of education. Institutions of higher education may attach credit points, grades or other systems of evaluation to courses. However this is not always the case. Sometimes modules are the unit for evaluation, and sometimes stand-alone examinations which have no direct association with any particular course.

Inside the Wikiversity context
Within Wikiversity, the word "course" only has a hierarchical meaning (see WV:policy proposal on structural nomenclature). The Wikimedia board has explicitly guided Wikiversity away from offering courses which include Wikiversity-offered evaluations coupled to earning credit towards a degree.

A possible exception might be when the evaluative component is in fact provided by an accredited educational institution which explicitly makes use of a specific Wikiversity course. Such an arrangement might allow students to use Wikiversity as a medium for providing course content for use by a credit-awarding institution. Note: this is hypothetical; however courses at real institutions do seem to have made use of Wikiversity as a space for sharing some of their work.

Where are the courses?
The wiki user interface is not well-suited for conventional courses and the Wikimedia Foundation Board of Trustees has directed the Wikiversity community away from courses (the Board's comments). Wikiversity participants are encouraged to innovate and create learning experiences that take full advantage of the wiki format for online community interactions. Non-traditional Learning Projects and other projects oriented towards learning about conventional course subjects are encouraged within Wikiversity. See: Learning.

There is danger in using the word "course" in the names of Wikiversity pages. Visitors to Wikiversity are likely to assume that "course" means conventional course. It is better to not include "course" in Wikiversity page names. You can describe a Wikiversity learning project as a "non-conventional course" when you are describing the features of a "wiki course".

title: Wikiversity:Courses


text:
Verkh-Aya

Verkh-Aya (Верх-Ая) is a rural locality (a selo) in Aysky Selsoviet, Altaysky District, Altai Krai, Russia. The population was 306 as of 2013. There are 3 streets.

Geography
Verkh-Ya is located on the Aya River, 31 km east of Altayskoye (the district's administrative centre) by road. Aya is the nearest rural locality.

title: Verkh-Aya


text:
Talk:Puzzles/Geometric Puzzles/Connecting Utilities/Solution

^ Connecting Utilities ^

This problem can be analyzed using graph theory.

The problem is essentially showing that the bipartite graph K3,3 is planar. However, Kuratowski ' s theorem tells us that this graph must not be planar.

Essentially, there is no solution and the required construction cannot be done! Sorry! :)

 * That's right. However, if you absolutely want to find a solution you have to let the buildings be on a more complicated topology (with a plane, or even the surface of a ball it won't work). The problem is solvable if the buildings are located on a donut-shaped "planet". Thomas

/¯¯¯¯¯¯¯¯¯\       //¯¯¯¯¯¯¯¯¯\\       ///¯¯¯¯¯¯¯¯¯\\\       |||         |||      /---\'      /---\'      /---\'      | A |       | B |       | C | -      -       -       |||         |||         |||       |||         \\\_________///       |||          \\_________//       |||           \_________/       \\\        \\¯¯¯¯¯¯¯¯¯¯\___________        | ¯¯¯¯¯¯¯¯¯¯\           \       [G]         [W]         [E]

hmmm, I'm not sure if this picture is really a solution since B and C should be connected directly to G,W, and E. The solution with the donut (or more mathematically: torus) is quite hard to draw on a 2D screen I think :) Thomas

Here is the solution lying on a torus. The V signifes a looping around the torus, with the "border" marked in for clarity. Dysprosia __                               __   \    |   \     |      /  |     /  ==V===V====V====V=====V===V====V= : |  |     \   |    /    |   / :  : |  /-\'   |  /-\'  |   /-\' | :  : |  |A|    |  |B|   |   |C|  | : : | -  | -  |  - | :  : \__| |     \_| |___/   | |__/ :  :      \______     ______/      :  :             \   /             :  :              | |              :  :    [G]       [W]       [E]    : :  / | \       |       / | \   :  ===V==V==V======V======V==V==V=== __/  |   \     |     /   |   \__

 * Does G connect to C, and E to A, without crossing, in that? Cyp 23:58, 21 Oct 2003 (UTC)

Yes, it loops around the torus from the lower left to the upper right, same for the lower right to the upper left (Dysprosia, not logged in)

 * I made it a bit clearer that the G-C and E-A connections have to go around the whole torus (I assume this perspective is a frontal view on the torus). Also the connections G-C and E-A have to "cross without actually crossing" which can be done if one path does a turn around the torus tube. Thomas

Here is a version that is a bit simpler, I think. Thomas E_                               __G \       \            /        /  ==V========V==========V========V= : |        \        /        / :  : |  /-\'   |  /-\'  |   /-\' | :  : |  |A|    |  |B|   |   |C|  | : : | -  | -  |  - | :  : \__|||     \_|||___/   |||__/ :  :     |\______  |  ______/|     :  :     |       \ | /       |     :  :     |        |||        |     :  :    [G]       [W]       [E]    : :  /   \               /   \   :  ===V=====V=============V=====V=== C__/      \           /       \__A

Yep, that's fine too! I think they're rather equivalent in simplicity, though Dysprosia 05:21, 22 Oct 2003 (UTC)

 * Doesn't A-E and C-G cross? Here's the above, just repeated twice. Cyp 08:27, 22 Oct 2003 (UTC)

E_                               __G \       \            /        /E                                __G |       |          |        |  \        \            /        /  ==V========V==========V========V==V========V==========V========V= : |        \        /        / : |         \        /        / :  : |  /-\'   |  /-\'  |   /-\' | : |  /-\'   |  /-\'  |   /-\' | :  : |  |A|    |  |B|   |   |C|  | : |  |A|    |  |B|   |   |C|  | : : | -  | -  |  - | : | -   | -  |  - | :  : \__|||     \_|||___/   |||__/ : \__|||     \_|||___/   |||__/ :  :     |\______  |  ______/|     :     |\______  |  ______/|     :  :     |       \ | /       |     :     |       \ | /       |     :  :     |        |||        |     :     |        |||        |     :  :    [G]       [W]       [E]    :    [G]       [W]       [E]    : :  /   \               /   \   :   /   \               /   \   :  ===V=====V=============V=====V=====V=====V=============V=====V=== C__/      \           /       \__A |     |             |     | C__/      \           /       \__A

Hmmm, I think you're right Cyp, I'm going to redo my diagram: \   | |  |    |      /  |       ==V===V=V==V====V=====V===V====== : |  |  \  \   |    /    |     :  : |  /-\' | |  /-\'  |   /-\'   :  : |  |A|  | |  |B|   |   |C|    : : | - | | - |  -   :  : |__/ |  |  \_| |___/   | |    :  :      |   \____________/  |    :  :      \______     ________/    :  :             \   /             :  :              | |              :  :    [G]---\   [W]       [E]    : :    | \  |    |       / | \   :  ======V=V==V=====V=====V==V==V=== | | |    |     /   |   \

I think this solves the doubleedge problem! Dysprosia 08:42, 22 Oct 2003 (UTC)

That looks right. Ascii art is wonderful. Cyp 15:11, 22 Oct 2003 (UTC)

__G \           /        /  ===========V==========V========V= :          \        /        / :  :    /-\'   |  /-\'  |   /-\' | :  :    |A|    |  |B|   |   |C|  | : :  -   | -  |  - | :  :    |||     \_|||___/   |||__/ : _V____/|\______  |  ______/|  ___V_ :    |       \ | /       | /   :  :     |        |||        ||    :  :    [G]       [W]       [E]    : :  /   \               /       :  ===V=====V=============V========= C__/      \           /

 * A bit cleaner solution I think<IP_ADDRESS> 07:02, 6 Sep 2004 (UTC)


text:
Fujifilm X-A2

The Fujifilm X-A2 is a rangefinder-styled digital mirrorless camera announced by Fujifilm on January 15, 2015, and released in the UK on March 1, 2015.

Features
The Fujifilm X-A2 is the first X-mount camera with a 175° LCD screen. It is aimed at the growing selfie market, with new face detection and eye detection autofocus modes, for sharper results when taking Self portraits. It was also one of the first of the X-mount line up to have the new Chrome film simulation as a preset

The Fujifilm X-A2 sports a regular Bayer filter sensor array, as opposed to the X-Trans sensor that is typical among the X-mount camera system.

The camera was designed in such a way that it could be used one handed, so all of the most used settings are within reach when using the camera in selfie mode.

Key Features

 * 16.3 Megapixels
 * 23.6 x 16.6mm CMOS sensor (APS-C)
 * TTL 256-zone metering, Multi / Spot / Average
 * Face detection
 * Eye detection
 * 1080p HD video
 * WiFi connectivity

Reception
The Fujifilm X-A2 sold very well in the Asian markets, more so than in most Western countries, however this remains a popular camera among the younger generation.

title: Fujifilm X-A2


text:
Electronic structure

Electrons were believed to be particles until Louis de Broglie in 1924 suggested they have wavelike properties as well. A few years later Schrödinger calculated the energy of an electron in a hydrogen atom by using an equation that treated the electron like a wave. He obtained a series of energy levels, instead of a single energy — which means we can't tell where exactly an electron is located. We can only know where the electron is likely to be.

Classical (Newtonian) Structure
The basic electronic structure of atoms is that of energy levels, also called shells. These levels are certain distances away from the nucleus of the atom; the higher the level, the higher the energy of the electrons. The first energy level can hold up to two electrons, the second can hold up to eight, the third can hold 18, the fourth can hold 32, and shell n can hold 2n2 electrons. For neutral atoms (those with no charge (not ions)), the number of electrons is equal to the atomic number of the atom.

The Bohr Model
Niels Bohr was a pretty smart guy. He came up with a theory that atoms were composed of even smaller particles, with negatively charged electrons orbiting a small but massive positively charged nucleus, much like the earth orbits the sun. While this makes sense, it turns out that the real case is more complicated than even Bohr could imagine.

Quantum numbers
There are a set of four dimensionless quantum numbers'' associated with each electron in an atom. The principle quantum number is n, as mentioned above, and it is limited to positive integer values. The azimuthal quantum number l has a value of at most n-1, and it must be a non-negative integer (0 is a possible value). The magnetic quantum number ml may range from -l to +l in value. The spin project quantum number ms is the only one of the four whose domain does not depend on n, and it may only have values of either +1/2 or -1/2.''

Subshell nomenclature
Where l=0, the electron subshell is an s orbital. Where l=1, the electron subshell consists of 3 p orbitals. Where l=2, the electron subshell consists of 5 d orbitals. Where l=3, the electron subshell consists of 7 f orbitals. In hypothetical atoms, where l=4, the electron subshell is 9 g orbitals. The number of orbitals of a kind in the subshell is the number of possible ml values that subshell has. The higher the value of l for a particular subshell kind, the higher the n value must be for that subshell to exist at that energy level. This is because l has a maximum value of n-1, and for a particular kind of orbital, n must be a minimum value so l can have the requisite value.

The Pauli Exclusion Principle states that no two electrons in the same atom may have the same set of quantum numbers. Therefore, only two electrons at most may occupy any single orbital, because each orbital has the same n, l, and ml values, leaving only ms to vary (which only has two possible values).

Each subshell is denoted by n[orbital]; hydrogen's electron, for example, lies in the 1s orbital. Because each orbital can hold two electrons, the maximum number of electrons in a particular subshell is the number of orbitals in that subshell times 2. For example, the 2p and 3p subshells may each hold 2 electrons/orbital*(3 p orbitals)=6 electrons.

The Aufbau Principle states that the lowest-level subshells are filled before higher-level subshells in the ground state of the atom. For example, helium has 2 electrons total, and they fit into the 1s level. If either were in the 2s subshell, this would not be the ground state because the 2s subshell is filled before the 1s subshell is completely filled.

title: Electronic structure


text:
Portal talk:Learning Projects

If you want to experiment with a radical new version of Portal:Learning Projects you can work at Portal:Learning Projectsnew.

If you update featured content on this portal, make sure that you update Portal:Learning Projects/Featured.

Comments
This website is so awsome i got a ton of help on here. edit this and leave a message under this one to explain your experience
 * It gets even better if you register a username. --JWSchmidt 22:58, 26 August 2006 (UTC)

Learning projects v Portal:Learning Projects
I would like to propose merging these two pages. Having two pages that deal with the meta content of Learning projects is confusing. I'm unsure of what the fine distinction is between these pages and from the content on the pages so are a lot of other people. Also the titles are inconsistent on is title case with both words being capitalized and the other is sentence case with just Learning being capitalized. Mystictim 14:59, 8 September 2006 (UTC)

 * The portal is to help guide people to active projects. The page in project namespace is for meta-content such as planning new projects. --JWSchmidt 15:46, 8 September 2006 (UTC)

 * So I guess it should be noted that at the current time there is not much of a difference between the two (since we are still in a beta phase and almost no projects are up and running), but there will be in the future. - Trevor MacInnis 15:51, 8 September 2006 (UTC)

 * I think that active projects should be moved from Proposed Learning Projects to Portal:Learning Projects. --JWSchmidt 15:56, 8 September 2006 (UTC)

Can this be more explicit?
I was just commenting on School_talk:Strategic_Studies that I have a different understanding of learning projects. Here it seems they are presented as grand curricula of learning for a full class worth of information. I thought they were to be discreet activities with discreet learning objectives, and that Classes were made up of small projects. Is this not so? There seems to be a lot of ambiguity about this classification business. Also, since classes and projects can clearly be shared between programs/curricula/etc., should there not be a clear classification system (perhaps course prefixes and numbers per North American universities) and a full "Course Calendar" listing so that people creating curricula or degree programs find it easier to pick and choose classes to use?--Dnjkirk 05:04, 8 October 2006 (UTC)

 * A very general term for Wikiversity main namespace content is "learning resources". In my mind, it is easy to think about dividing all learning resources into two major subcategories: learning materials and learning projects. Learning projects should be concerned with activities that promote learning. Learning materials are more static learning resources that might be used by learners who are engaged in learning activities. I feel comfortable thinking of traditional courses as one type of learning project. We could probably divide a traditional course into many smaller learning projects such as a series of lectures, a set of discussion sessions, a group of assignments, etc. Wikiversity allows subpages for main namespace pages. Some Wikiversity participants might want to create a main namespace page that is like a syllabus for a course with links to many related subpages that each hold specific learning materials and narrowly focused learning activities....we can also call the narrowly focused activities "learning projects". If you are into categorization and numbering systems you might want to start here: Naming conventions. --JWSchmidt 06:11, 8 October 2006 (UTC)

 * I went back to the Strategic Studies School to experiment with the ideas you mention here and the ones found on the pages you recommend. I think you're right, it is easy to divide the resources/activities as you've said. In order to reflect this, I've started putting together pages using the Topic namespace all together in a resource section on the main page. While this may become oversized and have to be moved to another page (or given more depth and hierarchical organization) I hope it is a useful pile of material from which it would be easy to construct learning projects. I do still think that the concept of classes fits neatly between both Topics and Projects. The Class could obviously be a synergy of both, bringing together discreet learning objectives and learning resources into a cogent whole. Since real Universities are structured in this manner, I feel the idea should have some traction.--Dnjkirk 17:26, 10 October 2006 (UTC)

How to start a Learning project
How to start a Learning project is an attempt to write a general guideline for starting a Learning project. Srinivasasha 10:11, 22 November 2006 (UTC)

Guide to Learning projects
I think we can develop a Guide to Learning projects based on Guide to WikiProject in wikipedia. This could help clearer up things about Learning projects. Srinivasasha 06:16, 1 December 2006 (UTC)
 * A "Guide to Learning projects" is a good idea, but remember, Wikiversity "wikiprojects" (content development projects) are pages in the "School:" and "Topic:" namespaces. --JWSchmidt 22:56, 27 January 2007 (UTC)

New page format
Use Portal:Learning Projectsnew to design new versions of Portal:Learning Projects. My main goal was to include featured content and links to other Wikiversity content that can be called "learning projects". --JWSchmidt 03:40, 29 January 2007 (UTC)

ABC Islam - The Book
Dear Editor, I have written a rocking book that I wish to publish abroad due to its sensitivity and importance. My book is a Personal Development book promoting Spirituality and explains the Quran touching the taboos of religion, politics and sex.

The book addresses the people who feel there is something wrong with the current version of Islam but do not know what exactly is wrong, and why Muslims are lagging behind the world, and I make it clear that following the Religion of Abraham is the proper fashion of Islam. I have kept most of the Quranic terminology in Arabic without translation to avoid misconception. Yet, the innovation of this book lies in its being the first book written in a Brainstorming fashion and the Quran verses are being explained more liberally according to Personal Development concepts and theories and in light of the Bible which proves that the Quran and the Bible are both guiding us to a better life and vision than what we have now in the Arab World. The book addresses most of the taboos now causing conflict between the Arab world along with the Muslims all over the world and the rest of the world. Taboos as Palestine-Israel conflict, Relation with Jews and Christians, Politics and The Egyptian Revolution, Virginity, Veil, Marriage and the Woman taboo in general, Sexuality and Homosexuality, Praying, The Danish Cartoons about Muhammad, Karma, Reincarnation Theory, A Nobel prize agenda and more. It is a phenomenal study that proves the Quran is guiding us to live a life close to what the West is living today, and Islam is not at all guiding us to be a conservative and black or white society but on the contrary is guiding us towards liberty, and that there is acceptance room in the Quran for everyone even the Homosexuals in a religion which I call "Islam of Abraham".

I wish you would provide me the support needed to publish my book for I believe "ABC Islam" will make a dramatic change in the world's view and mentality as it is a revolution in Quran interpretation based on Personal development concepts and conforming with the Bible and Torah. The author of this book is me, Wessam Muhammad Abraham, Egyptian 41 year old Telecom Engineer who worked as Marketing and Sales Manager for Ericsson Telecom, Nokia Networks and Cisco Systems, BSc. University graduate and Personal Development specialist for 12 years. I have traveled to Europe and lived in Sweden, Spain and Finland for years. I have been writing this book for 5 years and only now I am finishing it.

I care to find a prestigious publisher abroad, and I trust you are the best resort to have this book see the light and I do hope you would assist me publish this book after you see the work and find it worth survival. Unfortunately the book is in Arabic text for I could not find a professional translator up to the level of this book, yet there are English captions on the brainstorming pages. A link on Google docs is available https://docs.google.com/leaf?id=0B84c0FlSZXoANDNhNDI3MzMtMTJlOS00OGY0LThlYzctMGIzZWY1MWM3NTBk&sort=name&layout=list&num=50

<IP_ADDRESS> 18:15, 20 May 2011 (UTC)

 * I'm not sure this is a appropriate place to ask about getting your book published. However if you made WV:learning resources on the subject of your book perhaps you could use your book as a learning material. These things will not get your book published though. I have no experience in publishing books but maybe someone else does and perhaps you should ask in the WV:colloquium. Devourer09  ( t · c ) 17:48, 21 May 2011 (UTC)

Significant Level of Confidence and Correlation (Under 5 Fundamental Analysis Observations)
Catagories of 5 fundamental analysis for Undervalued and Crash Stocks (more than 40% drop in value during a week period). They are

1) Industrial Focus not only on targeted industry but also related industries. For example - Oil and Electric car demand. Explanation - In Crude oil exploration, petroleum (gas) is not the only main product; it always links with natural gas and by products such as plastic industry. Or simply, it is the leading industry (Lithium exploration company due to the triple digit growth and demand from environment conscious (sustainability) Or the lagging ones (CDs companies).

2) Business or Economic The business cycle, M1 and M2 growth, Output gap, Leading and Lagging indicators etc.

3) Competitive Why should we invest in that particular company over the rest in the same industry?

4) Company or Employees How that particular company production efficiency, output quality, and services standpoint in that industry? Or for the service company, how the long-term employees feel or think of the company they are working now?

5) Government How does the local government look at that particular industry? For example, cash subsidiaries for buying electric car rebates and different levy on export and import to that particular industry.

To be continued...

Cổng thông tin
Bảo vệ XuanBach226700 (discuss • contribs) 13:55, 13 May 2020 (UTC)

title: Portal talk:Learning Projects


text:
Talk:Gennady Rozhdestvensky

Untitled
On a recent documentary, he is shown conducting various modern and non-modern repertoire with a baton. <IP_ADDRESS> 01:50, 20 March 2006 (UTC)

 * Yet, often he does not use a baton. In the symphony Gubaidulina wrote for him, for example, the conductor cannot use a baton (see the score). CRCulver 15:56, 20 March 2006 (UTC)

 * OK. Is that an unusual thing for a conductor to do? JackofOz 02:05, 20 March 2006 (UTC)

Some "free" advertising on this page?
00:54, 6 January 2010 <IP_ADDRESS> (talk). . (8,751 bytes) (+1,041). . (undo) This adds the information about the documentary about music in the USSR. The whole section seems much more focused on the documentary than on Rozhdestvensky himself! This seems as though someone was looking for some free promotion of the documentary. <IP_ADDRESS> — Preceding unsigned comment added by <IP_ADDRESS> (talk) 14:52, 12 September 2016 (UTC)

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Phrase might not be encyclopaedic
The section under the sub-heading interviews uses the phrase "On a lighter note". I wonder whether this phrase is really encyclopaedic in style. Vorbee (talk) 20:08, 18 June 2018 (UTC)

title: Talk:Gennady Rozhdestvensky


text:
List of Doctor Who anthologies (2009–present)

Since 2009, BBC Books have published several short story anthologies based on the TV series Doctor Who. Unlike their novels and audiobooks, which are published under the title of New Series Adventures, or their previous short story range Short Trips (1998–2000), these books are not considered part of a series, but are published irregularly and generally as stand-alones.

Previously, BBC had licensed out the rights to produce original prose fiction based on Doctor Who twice: to Virgin Publishing from 1994 to 1997, who published short story collections under the title Decalog; and to Big Finish Productions (better known for producing audio plays based on Doctor Who since 1999) from 2002 to 2009, who published their own line also titled Short Trips.

The Doctor Who Stories (2009)
A book containing fourteen stories, with one of each previously appearing in each fourteen volumes of the Doctor Who Files series (published by BBC Children's Books), and another, previously unpublished, story.

Tales of Trenzalore: The Eleventh Doctor's Last Stand (2014)
All these stories take place during the Eleventh Doctor's centuries-long defence of the town of Christmas on the planet Trenzalore, as depicted in the 2013 Christmas special "The Time of the Doctor".

The Shakespeare Notebooks (2014)
Following the Tenth Doctor's encounter with William Shakespeare as depicted in the 2007 episode "The Shakespeare Code", this anthology is presented as a series of found documents, mostly alternative drafts to or author's notes about Shakespeare's plays, that demonstrate encounters with or visions of the Doctor.

All stories were written (without individual authorship being given) by James Goss, Julian Richards, Justin Richards and Matthew Sweet.

Time Trips (2015)
These stories were first published as a series of e-books, appearing every month or so in 2014. The hardcover collected edition features an additional, original story printed on the dust jacket.

The Scientific Secrets of Doctor Who (2015)
A guide to some scientific elements of the Doctor Who universe, this volume featured a short story accompanying each chapter.

The Legends of Ashildr (2015)
Stories of Ashildr, the woman who lived, in the many years between the Doctor's first two encounters with her in "The Girl Who Died" and "The Woman Who Lived". Authors are Justin Richards, James Goss, David Llewellyn and Jenny Colgan.

The Legends of River Song (2016)
Five stories featuring the adventures of River Song, the Doctor's time-travelling wife, both with and without the Doctor. The stories' authors are Jenny Colgan, Jacqueline Rayner, Steve Lyons, Guy Adams and Andy Lane.

The American Adventures (2016)
Six stories, all written by Justin Richards, depicting adventures the Twelfth Doctor takes between his travels with Clara Oswald, and all taking place in the United States at various points in the nineteenth, twentieth and twenty-first centuries.

Myths and Legends (2017)
Stories based on Greek myths, presented as a collection of myths from many worlds in a Time Lord archive. All stories were written by Richard Dinnick.

Tales of Terror (2017)
Promoted as Hallowe'en stories, they focus on aspects of monsters and horror.

The Missy Chronicles (2018)
These stories tell of Missy's adventures mostly outside of those where her path crosses with the Doctor's.

Twelve Angels Weeping (2018)
Stories featuring monsters from the series, themed around the countdown of "The Twelve Days of Christmas". The anthology was written by Dave Rudden.

The Target Storybook (2019)
These stories are explicitly meant to be linked to televised stories through in-universe elements and characters.

Star Tales (2019)
Stories where the Doctor encounters famous figures from Earth's history, based on the Doctor's propensity to name-drop.

The Wintertime Paradox (2020)
A second Christmas-themed anthology by author Dave Rudden. An additional linking story, "Canaries", first released online and included in the e-book version, tied into the Time Lord Victorious multimedia storyline.


text:
fluorophore

Noun

 * 1)  A molecule or functional group which is capable of fluorescence.

Translations

 * French:
 * German: Fluorophor
 * Korean: 형광물질
 * Polish: fluorofor

title: fluorophore


text:
Talk:David Adjaye

David .........
David Adjaye is Britain's leading comtempory architect —Preceding unsigned comment added by <IP_ADDRESS> (talk) 13:53, 19 April 2009 (UTC)

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Publications?
A list of books by or about Adjaye would be an improvement to this article. Cheers Cl3phact0 (talk) 11:45, 8 December 2022 (UTC)

Edit Request
Hi all, I disclose that I have a conflict of interest with Adjaye Associates and would like to suggest the following changes to the article to represent recent changes more accurately:

1. In the second paragraph of the Controversies section, the first sentence is not accurate; this was a rumoured reduction of staff which apparently occurred in the London office of Adjaye Associates, not across the business as a whole. The Architects' Journal article, which is the current supporting citation for this claim, confirms all of these points. The corrected sentence could read:

 * "Following the allegations and clients withdrawing projects from Adjaye's practice, the business was reported to have begun a redundancy programme, with unnamed sources suggesting it was shedding up to half of its staff in its London office. This was not confirmed by the firm."

2. In the same paragraph, the workplace culture claims are all attributed to former employees rather than current, which the same Architects' Journal article confirms. Could this be reflected in the following sentence, rewritten as:

 * "Former employees also complained of a 'toxic' workplace culture at the practice."

3. I propose moving the third sentence of this paragraph, referencing the appointment of three new CEOs to the "Firm Operations" section, as this is a business operations update. At present the wording also omits how Adjaye's role has changed. This sentence could be rewritten as:

 * "In March 2024, the practice announced the appointment of three new CEOs, Lucy Tilley, Pascale Sablan and Kofi Bio, to lead each of the Adjaye Associates' three global studios in London, New York, and Accra. Adjaye was named the Executive Chair of the Group and remains as principal architect of the firm leading design direction."

The following sources corroborate this:
 * 1) https://www.archpaper.com/2024/03/adjaye-associates-shift-firm-run/
 * 2) https://www.dezeen.com/2024/03/18/adjaye-associates-restructure-ceos/

@Paul W, you previously advised using the Talk page to discuss these updates, so your input would be appreciated. I’m happy to provide any context, answer any questions you have, and to take on board any suggestions to ensure these additions meet Wikipedia guidelines on neutral point of view, sourcing etc.

Many thanks for considering these changes! Mewedmuse (talk) 08:38, 1 May 2024 (UTC)

 * Hi, Mewedmuse - I have implemented all of these changes, but I have retained a mention of the 2023 sexual abuse allegations in the 'Firm operations' section. It was reported as being a fundamental change in the AJ headline and its standfirst, and the allegations are also mentioned in the other two sources, so I think this aspect should be included. Paul W (talk) 09:56, 17 May 2024 (UTC)
 * Good afternoon @Paul W. Thanks so much for implementing most of the request changes – very much appreciated!
 * On your point regarding the "fundamental change" in Firm operations, the specific language used by the sources is "a 'fundamental change' in leadership which comes in the wake of allegations" (Architects' Journal), "the shift in management and the firm's organization comes less than a year after ..." (The Architect's Newspaper) and "has announced a new leadership structure, eight months after the studio lost numerous projects in the wake of sexual misconduct allegations against its founder" (Dezeen).
 * All sets of phrasing indicate that chronologically the announcement followed the allegations, but none make an explicit link. As this article comes under the Biographies of Living Persons policy, I think that non-explicit inferences/implications made by secondary sources should be kept out of the article in favour of objective fact and would suggest removing the "– described as a 'fundamental change' following 2023 allegations of sexual misconduct involving Adjaye" clause.
 * Your input would be greatly appreciated, and once again, I'm happy to answer any questions you have, and take on board any suggestions.
 * Many thanks for considering these changes! Mewedmuse (talk) 14:54, 20 May 2024 (UTC)
 * I am hesitant about completely removing the mention of the allegations from the 'Firm operations' section. WP:NPOV requires us to represent "fairly, proportionately, and, as far as possible, without editorial bias, all the significant views that have been published by reliable sources on a topic". The sources all make a clear connection between the 2023 allegations and the March 2024 CEOs' appointments, and I don't think this should be excised from the article. Paul W (talk) 15:24, 20 May 2024 (UTC)
 * Many thanks again for considering the argument and understood. Mewedmuse (talk) 16:33, 23 May 2024 (UTC)
 * Many thanks for considering these changes! Mewedmuse (talk) 14:54, 20 May 2024 (UTC)
 * I am hesitant about completely removing the mention of the allegations from the 'Firm operations' section. WP:NPOV requires us to represent "fairly, proportionately, and, as far as possible, without editorial bias, all the significant views that have been published by reliable sources on a topic". The sources all make a clear connection between the 2023 allegations and the March 2024 CEOs' appointments, and I don't think this should be excised from the article. Paul W (talk) 15:24, 20 May 2024 (UTC)
 * Many thanks again for considering the argument and understood. Mewedmuse (talk) 16:33, 23 May 2024 (UTC)

title: Talk:David Adjaye


text:
sesamin

Etymology
. It was isolated in 1893.

Noun

 * 1) An extract of sesame seeds; a component of sesame oil.

title: sesamin


text:
User:Abdallah albeltagy/Books/Eggs

World of eggs

 * Chapter (1) : Introduction
 * Chicken
 * Chicken egg sizes
 * Egg cell
 * Egg
 * Bird egg
 * Dinosaur egg
 * Egg incubation
 * Egg (food)
 * Gametogenesis
 * Oogenesis
 * Oogamy
 * Oology
 * Oval
 * Ovo vegetarianism
 * Eggshell
 * Eggshell membrane
 * Egg white
 * Yolk
 * Egg decorating
 * Egg marking
 * Organic egg production
 * Egg allergy
 * Chicken or the egg
 * Egg spoon
 * Egg timer
 * Mini Eggs
 * List of egg topics
 * Full breakfast

 * Chapter (2) : Egg dishes ( alphabetic )
 * List of egg dishes
 * Boiled egg
 * Chinese red eggs
 * Chinese steamed eggs
 * Creamed eggs on toast
 * Custard
 * Denver sandwich
 * Easter egg
 * Egg drop soup
 * Egg salad
 * Egg sandwich
 * Egg tart
 * Eggah
 * Eggs and brains
 * Frying
 * Frying pan
 * Fried egg
 * Omelette
 * Oyster omelette
 * Pastel de nata
 * Pasteurized eggs
 * Pickled egg
 * Powdered eggs
 * Quail eggs
 * Salted duck egg
 * Scotch egg
 * Scotch woodcock
 * Scrambled eggs
 * Separating eggs
 * Shakshouka
 * Spanish omelette
 * Steak and eggs
 * Tea egg
 * Tomato omelette
 * Trophic egg

 * Chapter (3) : Egg associations
 * American Egg Board
 * Australian Egg Corporation Limited
 * British Egg Industry Council
 * Chicago Butter and Egg Board
 * Egg Marketing Board
 * Manitoba (AG) v Manitoba Egg and Poultry Association
 * National Egg Coordination Committee
 * U.S. Poultry & Egg Association
 * United Egg Producers

title: User:Abdallah albeltagy/Books/Eggs