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Sadikhanr Diar

Sadikhanr Diar is a village in the Jalangi CD block in the Domkal subdivision of Murshidabad district in the state of West Bengal, India.

Location
Sadikhanr Diar is located at 24.1328°N, 88.6507°W.

Villages at Sadikhanderah gram panchayat are: Arazi Sadipur, Bara Bil Raghunathpur, Bilaspur Nachharerpara, Damas Bil, Harishankarpur, Paranpur, Paschim, Mehedipara, Sahebrampur, Raghunathpur, Sadikhar Diar and Sadipur.

Area overview
While the Lalbag subdivision is spread across both the natural physiographic regions of the district, Rarh and Bagri, the Domkal subdivision occupies the north-eastern corner of Bagri. In the map alongside, the Ganges/ Padma River flows along the northern portion. The border with Bangladesh can be seen in the north and the east. Murshidabad district shares with Bangladesh a porous international border which is notoriously crime prone (partly shown in this map).The Ganges has a tendency to change course frequently, causing severe erosion, mostly along the southern bank. The city of Murshidabad, a centre of major tourist attraction, is located in this area. In 1717, when Murshid Quli Khan became Subahdar, he made Murshidabad the capital of Subah Bangla (then Bengal, Bihar and Odisha). The entire area is overwhelmingly rural with over 90% of the population living in the rural areas.

Note: The map alongside presents some of the notable locations in the subdivisions. All places marked in the map are linked in the larger full screen map.

Demographics
According to the 2011 Census of India, Sadikhanr Diar had a total population of 4,531, of which 2,284 (50%) were males and 2,247 (50%) were females. Population in the age range 0-6 years was 521. The total number of literate persons in Sadikhanr Diar was 2,922 (72.87% of the population over 6 years).

Transport
State Highway 11, running from Mahammad Bazar (in Birbhum district) to Ranaghat (in Nadia district) passes through Sadikhanr Diar. This section is locally popular as Berhampore-Jalangi Road.

Education
Murshidabad Minority B.Ed College situated at Sadikhanr Diar. It is affiliated to the University of Kalyani, offers a course in B Ed.

Healthcare
Sadikhanr Diar Rural Hospital at Sadikhanr Diar functions with 30 beds.

title: Sadikhanr Diar


text:
User:Jingw99/be bold

hhhhBeing bold is important on Wikipedia. Being bold is important on Wikipedia. Being bold is important on Wikipedia.

source: wikimedia

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

title: User:Jingw99/be bold


text:
User:Gnoone803/sandbox

Dr. Gale Wayne Myers •Disabled Veterans •Born 02/271956 •Father Walter Wayne Myers •Mother Rosa Malala

•Sister Karen Rose Myers

•Brother Lawrence Douglas Myers Six children •Alma Wayne Myers •Michael Moroni Myers •Grant Helamen Myers •Sariah Bernadette Myers [deceased] •Angel Christiean Myers •Nicole[Cole Trans] Sully •Served United States Army •Awarded Silver star •Ph.D. Astroparticle Physics/Applied mathematics

title: User:Gnoone803/sandbox


text:
USA Falcons (2005–2006)

The USA Falcons was one of two national representative rugby union teams from the United States that competed in the North America 4 Series.

Formation
The Falcons were founded in 2005 by the NA4 Committee. The NA4 Committee is made up of the International Rugby Board, Rugby Canada and USA Rugby. The committee is charged with operating and financing the four North American teams (the others being the USA Hawks, Canada East, and Canada West. In 2008, however, each franchise will be sold and become privately owned.

Inaugural Competition: 2006 North America 4 Series
The Falcons' first ever match occurred on 20 May 2006 during the inaugural NA 4 Series. They faced Canada East in pool play and won the match 29-14. They finished the competition with a 3-2-0 record and had an average of 29 points scored and 23 points scored against per match. They faced Canada West in the championship final and lost by a score of 20-31 on 29 July. South African native Patrick Bell, of Life University, captained the squad during the inaugural campaign.

PARMA Select XV
The PARMA Select XV is the All-Star squad composed of the best players of the competition as determined by the Pan-American Rugby Media Association. Patrick Bell, Hayden Mexted, Mark Aylor, Vaha Esikia, Andrew “Tui” Osborne, and Brian Barnard were selected to the starting XV. John Tarpoff, Alex Parker, Chad Erskine, and Jason Pye were named as reserves. Of the 22 spots on the PARMA XV, 10 were from the Falcons squad, the most of any NA4 club.

2006 squad
The 2006 NA4 squad is as follows

 * Jarvis Albury - Arkansas State
 * James Angus - Frederick
 * Kevin Armstrong - Santa Monica Rugby Club
 * Mark Aylor - Austin Blacks
 * Brian Barnard - San Francisco Golden Gate
 * Patrick Bell - Life
 * Matt Brown - OPSB
 * Chris Cowan - Santa Monica Rugby Club
 * Aaron Davis - Santa Monica Rugby Club
 * Vaha Esikia - Las Vegas Blackjacks
 * Chad Erskine - OMBAC
 * James Finau - Hayward
 * Mike French - OMBAC
 * Mark Griffin - Old Blue
 * Carl Hansen - Olympic Club
 * Jeff Hullinger - BYU
 * Scott Jones - Chicago Lions
 * Kimball Kjar - Dallas Harlequins
 * Saimone Laulaupeaalu - Hayward
 * Sean Kim - Charlotte Rugby Club
 * Andrew Locke - USMA
 * Hayden Mexted - St. Louis Bombers
 * Andrew Osborne - Washington
 * Alec Parker - Aspen
 * Mike Petrie - Penn State
 * Tony Petruzzella - Olympic Club
 * Jason Pye - Utah
 * David Rader - New York Athletic Club
 * Ronald Rosser - Caly Poly
 * Doug Rowe - Old Blue
 * Brian Schoener - OPSB
 * Kort Schubert - Cardiff
 * Garry Sullivan - Life
 * John Tarpoff - St. Louis Bombers
 * Alipate Tuilevuka - BYU
 * John Vitale - Chicago Lions

title: USA Falcons (2005–2006)


text:
Talk:Tsutomu Miyazaki

Comment 1
Wow, scary stuff JayKeaton 05:11, 8 May 2006 (UTC)

I added below but erased.

--- In 2005, the person related to the Yomiuri Shimbun confessed in his weblog that there was an inclination report. (The entry was deleted at once.) According to the entry, most of the magazines in Miyazaki's room were usual men's magazines. However, a certain private TV cameraman put an indecent magazine most up. And he took a movie as a scoop. Therefore, it had been reported that Miyazaki was a special sex pervert. The web community of Japanese geeks became a commotion about this confession. The truth is still uncertain. But it is true at least, that there was few kinky video programs in Miyazaki's six thousands of videocassettes. Most of them recorded usual TV programs. But a lot of Japanese people believed that Miyazaki collected thousands of indecent video contents. He was only a video Otaku. Is there any relationships between being a video mania and being a serial murderer? The voice to request the review of the history rises along with Otaku's generalization like this. ---

I know that my English is not smart. But there is a fact that there is a voice to request the review of reports about Tsutomu Miyazaki's man image in Japan. Kotoba Mamoru 18:19, 9 May 2006 (UTC)

A picture that can be used
It hails from the crime library, but considering a pic from there is used with Richard Trenton Chase, I think it will be good here - http://www.crimelibrary.com/graphics/photos/criminal_mind/psychology/movies_made_me_kill/Tsutomu-Miyazaki200.jpg

The awaiting death sentence
I didn't even know Japan still had death sentences, I figured they were more like Canada than America in not having them. Especially with something like hanging since even in the US they use injection or electrocution (I think they still have electrocution... not sure... or hell, there used to be gas chamber and hanging but I think that ended).

Anyway, it says he's been on death row, presumably while they go over things with the trial, and then over half a year ago they verify his sentence will be carried out... but has it yet? Or is he still alive and awaiting execution? Surely something large like that would make the news and it could be added to the article.

I'm sort of curious about what goes through the mind of a guy like this, anyone know if he speaks english, or if he's done any japanese interviews which could be translated? Tyciol 19:41, 10 July 2007 (UTC)

I don't think he made any interviews. He was executed in Japan on June 17th, thus that has been added to to the article. I know you're comment here is over a year old, but I thought someone replying would be better. Liquinn (talk) 13:12, 21 June 2008 (UTC)

Not encyclopedia-like
"Due to his deformity, he was ostracized when he attended Itsukaichi Elementary School, and consequently kept to himself.","The Police found out that the families of the victims had something else in common"-Im sorry,but some of this article doesnt realy read like an encyclopedia. --New Babylon 2 (talk) 13:41, 28 August 2008 (UTC)

Re: "It took 18 yrs for him to be actually executed even with 4 murders."

Not unusual in Japan at all. Standard procedure. Death sentence are handed out, but when and if they are carried out depends entirely on the whim of the justice ministry -- maybe decided by tossing dice. 18 years waiting time are not unusual.

Unnecessary Wording?
"A police search of his two-room bungalow turned up a collection of 5,763 videotapes, some containing anime and slasher films."

Is it necessary to mention "anime"? This sounds like an attempt at fearmongering, considering some misconceptions regarding anime as a medium. Slasher films are explained, but anime seems a little broad. It isn't a genre in fact, considering you can have slasher films that are, by definition, of the anime medium. -- Hidoshi (talk) 09:51, 23 February 2009 (UTC)

Unreliable source
Hi all! The information below is supported by an unreliable source (no editorial oversight) and has been moved to the talk page until a reliable source for this information can be found. Other information in the article based on this source should also be removed until reliable sources can be found. Thanks, Firecatalta (talk) 17:47, 31 March 2013 (UTC)

Believed to be insane, Miyazaki remained incarcerated throughout the 1990s while Saitama Prefecture put him through a battery of psychiatric evaluations. Teams of psychiatrists from Tokyo University diagnosed him as suffering from dissociative identity disorder (multiple personalities).

From the background section: Miyazaki's premature birth left him with deformed hands, which were permanently gnarled and fused directly to the wrists, necessitating him to move his entire forearm in order to rotate the hand. Due to his deformity, he was ostracized when he attended Itsukaichi Elementary School, and consequently kept to himself. Although he was originally a star student, his grades at Meidai Nakano High School dropped dramatically; he had a class rank of 40 out of 56 and did not receive the customary admission to Meiji University. Instead of studying English and becoming a teacher as he originally intended, he attended a local junior college, studying to become a photo technician.

unusual swiftness - 18 years
The trial began on March 30, 1990. Miyazaki was hanged on June 17, 2008. I have a legitimate question about "swiftness" part. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 15:43, 16 December 2014 (UTC)

External links modified
Hello fellow Wikipedians,

I have just added archive links to 1 one external link on Tsutomu Miyazaki. Please take a moment to review my edit. If necessary, add after the link to keep me from modifying it. Alternatively, you can add to keep me off the page altogether. I made the following changes:
 * Attempted to fix sourcing for http://afp.google.com/article/ALeqM5jNmP-nKTKmf5cYaGrRNZBaMtms2A

Cheers.—cyberbot II  Talk to my owner :Online 13:09, 9 January 2016 (UTC)

Gory Details
Why all the gory details? — Preceding unsigned comment added by <IP_ADDRESS> (talk) 08:07, 9 March 2017 (UTC)

"he was the result of his father's incestuous relationship with one of his sisters."
Does that mean that Tsutomu's father had brother-sister incest? Or did he have incest with his own daughter? SomeDude! (talk) 01:01, 24 April 2017 (UTC)
 * If we believe those sources that there is on the Internet, it's about Tsutomu's older sister, with whom he lived in the same room when he lived with his parents. But I did not find other sources that would have had weight, although the general the allegation of incest without clarification is fairly common in references. Solaire the knight (talk) 16:21, 15 November 2017 (UTC)

Miyazaki's hands
Regarding this section under "Background":

 * Miyazaki's premature birth left him with deformed hands, which were permanently gnarled and fused directly to the wrists, which meant he needed to move his entire forearm in order to rotate the hand.

This sentence doesn't make sense. Hands do not rotate on the wrist; that is an action of the forearm. *Everyone* has to move their entire forearm to rotate the hand. This differs from the cited source, which claims he could not "bend his wrists upward." I assume that means dorsiflexion?

Furthermore, Firecatalta indicated a few years ago that the source in question is not reliable, removing information from it until a more reliable source was located. I see that action was undone only a couple of weeks later, mistaken for vandalism. Should we simply remove this source and its information?-- The Ninth Bright Shiner 14:20, 23 November 2018 (UTC)

 * YES <IP_ADDRESS> (talk) 00:43, 13 September 2023 (UTC)

Article's final sentence
The last sentence of the article cites the opinion of Ryūzō Saki, who apparently wrote several books about this and several similar cases. This writer is not mentioned at all elsewhere in the article and I doubt most people who read it will know who he is or what his relevance is. Blarghwizard (talk) 11:15, 15 July 2022 (UTC)

 * As it currently stands, this article tags to Saki's article, so if the reader is curious as to who he is, they can just click Saki's name. So, is your feedback that the article should: give context as to why Saki's opinion is relevant - or - have that last sentence completely removed? Geeky Randy (talk) 20:27, 16 July 2022 (UTC)

title: Talk:Tsutomu Miyazaki


text:
War & Leisure

War & Leisure is the fourth studio album by American singer Miguel, released on December 1, 2017, through RCA Records. The album was preceded by the release of the first single: "Sky Walker" featuring Travis Scott. The album features further guest appearances from Rick Ross, Quiñ, Kali Uchis, J. Cole and Salaam Remi, with production led by Miguel himself, alongside a variety of contributors including Happy Perez, Steve Mostyn, David Andrew Sitek. Detail, Raphael Saadiq, Jeff Bhasker, Jerry "Wonda" Duplessis and Remi, among others.

Background
He describes the album as having "political undertones, because that’s what life feels like right now". He also announced that a Spanish version of the album is in the works.

Release and promotion
An early version of the song "Come Through and Chill" was uploaded to Miguel's SoundCloud page on June 23, 2016. It did not feature vocals by J. Cole, but ended up on the final version.

The album's lead single, "Sky Walker", featuring American rapper Travis Scott was released on August 24, 2017. The song charted at number 29 on the Billboard Hot 100, making it Miguel's second-highest charting single as a lead artist since 2012's "Adorn". The song was certified platinum by the Recording Industry Association of America (RIAA). It was also certified gold by Music Canada (MC), becoming Miguel's first certified single in that country.

"Told You So", was released on November 3, 2017, as the second single from the album.

Miguel partnered with Revolve Impact and headlined in Schools Not Prisons, along with other partners in late 2017 to spread awareness of the overuse of mass incarceration in California. Footage from his Adelanto stop was used in the music video for "Now". He premiered medleys of "Criminal", "City of Angels", and "Now" on the tour.

Promotional singles
The track "Pineapple Skies" was released on November 17, 2017, as a promotional single from the album.

Critical reception
War & Leisure was met with widespread critical acclaim. At Metacritic, which assigns a normalised rating out of 100 to reviews from mainstream critics, the album has an average score of 81 based on 19 reviews. Reviewing for The Observer, Kitty Empire noted the record's musical daring and scope, while writing that "Miguel's versatility and sureness of touch recall that of [Michael] Jackson in his pomp". Robert Christgau was less enthusiastic in his capsule-review column for Vice, citing "City of Angels" and "Sky Walker" as highlights while finding the album overall to be "more leisurely than the title might make you hope, believe, or fear".

Commercial performance
War & Leisure debuted at number nine on the US Billboard 200 and topped the Billboard US Top R&B/Hip-Hop Albums chart with sales 40,000 album-equivalent units in its first week of release. On January 24, 2019, the album was certified gold by the Recording Industry Association of America (RIAA) for combined sales and album-equivalent units of 500,000 units in the United States.

Track listing
Notes
 * $undefined$ signifies a co-producer.
 * $undefined$ signifies an additional producer.

Sample credits
 * "Pineapple Skies" contains a portion of the composition "Sexual Healing", written by Marvin Gaye, David Ritz and Odell Brown.
 * "Come Through and Chill" contains interpolations from "Crushin'", written by James Yancey.
 * "Now" contains interpolations from "Where Is My Mind?", written by Charles Thompson.

Personnel
Musicians

 * Miguel – lead artist
 * Rick Ross – featured artist (track 1)
 * Travis Scott – featured artist (track 3)
 * Quiñ – featured artist (track 5)
 * Kali Uchis – featured artist (track 9), background vocals (track 9)
 * J. Cole – featured artist (track 10)
 * Salaam Remi – featured artist (track 10)

Technical

 * Miguel - production (tracks 1, 3, 4, 6-9, 12), instrumentation (tracks 1, 3-8, 11, 12), programming (tracks 3, 6-8, 12), guitar (tracks 6, 7, 10, 12), keyboards (track 7), engineering (track 11)
 * Salaam Remi - production (track 10), co-production (track 2), bass (track 10), drums (track 10), keyboards (track 10)
 * David Andrew Sitek – production (track 1), instrumentation (track 1)
 * Noel "Detail" Fisher – production (track 2), engineering (track 2)
 * Happy Perez – production (tracks 3, 6-8, 12), instrumentation (tracks 3, 6-8, 12), programming (tracks 3, 6-8, 12), guitar (tracks 3, 6-8, 12), keyboards (tracks 3, 7)
 * Steve Mostyn – production (tracks 4, 9), instrumentation (track 4)
 * Raphael Saadiq – production (track 5), instrumentation (track 5)
 * Jeff Bhasker – production (track 7), instrumentation (track 7), programming (track 7), guitar (track 7), keyboards (track 7)
 * Jerry "Wonda" Duplessis – production (track 11), instrumentation (track 11)
 * Sidney Swift – co-production (track 2)
 * Arden "Keyz" Altino – co-production (track 11), keyboards (track 11)
 * Eyal Federman – co-production (track 2)
 * Sir Dylan – additional production (track 5), instrumentation (track 5)
 * David Davis – bass programming (track 1), drums (track 6), additional guitars (track 12), engineering (tracks 1-4, 6, 7, 9, 12), additional engineering (track 5, 11), mixing (track 1, 3, 4, 6, 12)
 * Rogét Chahayed – instrumentation (track 3), keyboards (track 3)
 * Ronald "RJ" Kelly – drums (track 4)
 * Bobby Avila – additional instrumentation (track 4)
 * Izzy Avila – additional instrumentation (track 4)
 * Jayme Silverstein – bass (track 7)
 * Bernard Grobman – additional guitar (track 11)
 * Brandyn Porter – additional guitar (track 11)
 * Gleyder "Gee" Disla – engineering (tracks 2, 10), mixing (track 10)
 * Hotae Alexander Jang – engineering (track 5)
 * Alex Williams – engineering (track 8)
 * Serge Tsai – engineering (track 11)
 * Bo Bodnar – engineering assistance (tracks 1-3, 6, 7, 12)
 * Chad Gordon – engineering assistance (tracks 1-3)
 * Cousin – engineering assistance (track 1)
 * Joshua Adams – engineering assistance (track 2)
 * Roberto Moreno – engineering assistance (track 4), mixing assistance (track 12)
 * Chaz Sexton – engineering assistance (track 6)
 * William Delaney VI – engineering assistance (tracks 7, 12)
 * Michael Peterson – engineering assistance (tracks 9, 12), mixing assistance (tracks 1, 3, 4, 6)
 * Jaycen Joshua – mixing (track 2)
 * Bobby Campbell – mixing (tracks 5, 11)
 * Mark "Spike" Stent – mixing (track 7)
 * Christian Plata – mixing (tracks 8, 9)
 * Gerry Brown – mixing (track 11)
 * David Nakaji – mixing assistance (track 2)
 * Ben Milchev – mixing assistance (track 2)
 * Scott Moore – mixing assistance (track 5)
 * Michael Freeman – mixing assistance (track 7)
 * Geoff Swan – mixing assistance (track 7)
 * Joseph Valdovinos – mixing assistance (tracks 8, 9)
 * Wesley Seidman – mixing assistance (track 11)
 * Casey Cuayo – mixing assistance (track 11)
 * Wayne Barrow – associate production
 * Mike Bozzi – mastering
 * Randy Merrill – mastering (track 3)

Miscellaneous

 * Miguel - A&R, executive production
 * Mark Pitts – A&R, executive production
 * Leticia Hilliard – A&R coordination
 * Jordan Feldstein – management
 * Elena Awbrey – management
 * Erwin Gorostiza – creative direction (RCA)
 * Brian Roettinger – art direction, design
 * Timothy Saccenti – photography
 * Van Van Alonso – styling
 * Nadia Mohammadpour – grooming
 * Heath Mattioli – set design
 * Annee Elliot – shoot production

title: War & Leisure


text:
How to Write an Essay/DBQ

A DBQ is a document-based question. It typically provides anywhere from 4 to 10 primary source documents and is primarily found on the European History, World History, and US History Advanced Placement classes.

Analyze the Question
1. Rask Words? - Analyze, compare, contrast, criticize, interpret, trace, etc.?

2. What are the key subjects and terms? - People, places and events?

3. What are the boundaries or limits? - Dates and periods

4. What is the source? ( Hint : In the source, look for anything that could have possibly influenced the author or documents' point of view)

Prewrite
1. Brainstorm a list of ideas to write about (i.e. P.O.V., frame of reference, credibility, bias, etc.)

2. Group your documents by category, which arouse you most?.

3. Practice writing a thesis sentence on scratch paper making sure to answer all parts of the question.

Write
1. The intro paragraph should include an introduction sentence, possibly including the historical setting, significance and/or history of the subject, and the thesis statement.

2. Each of the body paragraphs (2-3) SHOULD tie back to the categories in the thesis sentence.

3. Each of the body paragraphs (2-3) SHOULD explain the P.O.V. of at least 1 document, and what might have influenced this P.O.V. (i.e. frame of reference).

4. In each of the body paragraphs, explain what additional document P.O.V. would have helped you better answer the question and why.

5. Good essays have conclusions. Good writers will pick up one essay point in their conclusion. ( Hint : D.B.Q. conclusions could easily be used to discuss missing documents or “voices”) see #4.

title: How to Write an Essay/DBQ


text:
BNA Records

BNA Records, formerly known as BNA Entertainment, was a label group that shared ties with Arista Nashville and RCA Nashville from parent company Sony Music Nashville, which itself is a subsidiary of Sony Music Entertainment. Based in Nashville, Tennessee, BNA featured country music acts on its roster. The company derived its name from the IATA and ICAO airport codes for Nashville International Airport.

The label was founded by Boomer Castleman, who sold it to BMG Music in 1993. The first act signed was B. B. Watson.

In August 2011, Sony Nashville announced a major corporate restructuring which included the merger of Columbia Nashville into BNA. The BNA name was retired in June 2012, with the last remaining artists moving to a newly re-established Columbia Nashville.

Former artists

 * Rhett Akins
 * John Anderson
 * Marc Beeson
 * Wade Bowen
 * Shannon Brown
 * Tracy Byrd
 * Kenny Chesney
 * Terri Clark
 * Kellie Coffey
 * Dale Daniel
 * Jennifer Day
 * Bill Engvall
 * Tyler Farr
 * Pat Green
 * Merle Haggard
 * Kim Hill
 * Jesse Hunter
 * Casey James
 * Keith Whitley
 * Chris Janson
 * Sarah Johns
 * Jamey Johnson
 * George Jones (Bandit/BNA)
 * The Kentucky Headhunters
 * Blaine Larsen (Giantslayer/BNA)
 * Jim Lauderdale
 * Aaron Lines
 * Lonestar
 * The Lost Trailers
 * The Lunabelles
 * Mindy McCready
 * Craig Morgan
 * Lorrie Morgan
 * K. T. Oslin
 * Kellie Pickler
 * Pinmonkey
 * Rachel Proctor
 * The Remingtons
 * John Rich
 * Tim Ryan
 * Jason Sellers
 * Lisa Stewart
 * Doug Supernaw
 * Tebey
 * Turner Nichols
 * Ray Vega
 * The Warren Brothers
 * B. B. Watson
 * The Wilkinsons

title: BNA Records


text:
User:Meliss1/sandbox

=Dekpor School Development Organization=

Dekpor School Development Organization (DSDO) has been a registered non-governmental organization (NGO) working in Dekpor, Ghana with a focus on education since 2011. While the idea for the foundation began in 2009, Dekpor School Development Organization officially registered as an NGO in 2011. Dekpor School Development Organization was created with the intention of bettering the lives of students, teachers and the general community. Dekpor School Development Organization places large focus on a number of issues affecting the community on a daily basis. These areas of focus include: education, health care, water, nutrition, sanitation, the sponsorship of children and educators, and the building of schools.

Dekpor is located in Ghana, a country in West Africa with a population of roughly twenty-nine million citizens. With a long and extensive history, Ghana, formerly known as the Gold Coast, gained its independence from Britain in 1957. With the reputation of being a peaceful country in the West Coast of Africa, Ghana’s economy thrives off of agriculture. Ghana has a number of tourist attractions.

Dekpor consists of three villages known as Dekpor Horme, Dekpor Dome, and Dekpor Via. With a large part of the population of Dekpor being farmers, the local economy is primarily based off of crops such as rice, maize, and cassava. Dekpor is one of the poorest villages in Ghana.

Founding of the Organization
In the summer of 2005, Linda Chow Kordze, the founder of Dekpor School Development Organization, travelled to the Volta Region of Ghana to learn more about the culture and pursue her interest in Ghanaian drumming. As a former teacher in the Toronto District School Board, music is one of Linda’s interests. Moved by her findings, Linda returned to Ghana in 2008, and ended up in Dekpor, a village so small it does not appear on most maps.

During her visit to Dekpor, Linda discovered the poor conditions of the individuals residing in Dekpor, including the lack of clean water, lack of teaching materials, insufficient school infrastructure, and more. At this time, the conditions at the Dekpor Basic School were so minimal that there was no physical kindergarten classroom. Rather, school was held outside with one teacher for 150-170 students. The best classrooms at the time had no windows or doors, and the structure was deteriorating. Upon this discovery, Linda returned home and reached out to her friends and colleagues to collect books and some money for the Dekpor Basic School.

In 2009, Linda returned to Dekpor once again to deliver the materials she collected in Toronto. Upon the community wide celebration of the materials Linda delivered, and the clear gratitude the residents of Dekpor had for all the donations, Linda made the decision to sell her belongings in Toronto and move to Dekpor. Dekpor School Development Organization began its work with the improvement of the Dekpor Basic School and the basic needs of the residents of Dekpor, and has since expanded their goals to the empowerment of youth through education. Dekpor School Development Organization provides educational resources, food, and sanitation and health resources, and places focus on providing clean water, funding the building and improvement of schools, and sponsoring individuals in need.

Linda Chow Kordze
Born and raised in Toronto, Canada, Linda Chow Kordze graduated from Riverdale Collegiate followed by the University of Toronto. Upon her graduation, Linda worked as an elementary teacher for twenty-five years and spent the last nine years of her teaching career as a music teacher for the Toronto District School Board. Linda's love for music is what eventually brought Linda to visit Ghana. Linda has two daughters who are both very supportive of her work and her decision to move to Dekpor. Since living in Dekpor, Linda acts as a liaison with the Ghanaian government, host’s volunteer teachers who go to give their time to the community, and facilitates the sponsorship programme.

Carol Sheardown
Residing in Aurora, Ontario, and a mother of three, Carol Sheardown joined Dekpor School Development Organization in 2009 when the organization was just beginning. Carol graduated from University of Toronto and worked in marketing and finance. In 1991, Carol returned to school and earned her teaching degree from York University. She has since worked as a teacher and is currently employed by the York Region District School Board. Carol’s responsibilities for Dekpor School Development Organization include heading the growth strategy, running the day-to-day operations, correspondence, building awareness and raising money. Carol spends her time in Toronto focusing and school aged children in Ontario for fundraising campaigns and raising awareness.

Andrew Sanderson
Andrew Sanderson joined Dekpor School Development Organization after being approached by Linda and Carol in 2010 for guidance about auditing. Wanting to have a bigger hand in Dekpor School Development Organization, Andrew is responsible for registering Dekpor School Development Organization as a charity, and works with Carol to manage the day-to-day functions of the organization in Canada. As a Chartered Accountant who graduated from York University, Andrew is also responsible for Dekpor School Development Organizations’s financial records.

About Ghana
The Republic of Ghana, referred to simply as Ghana, is a democratic country located in West Africa. Ghana spans a landmass of 238, 533 sq km and is bordered by the the Ivory Coast, Burkina Faso, Togo, the Gulf of Guinea, and the Atlantic Ocean. Formerly a British colony as part of the Gold Coast, Ghana was the first sub-Saharan colony to gain independence from Britain on March 6, 1957.

Ghana has a population of roughly 29 million citizens. The country is comprised of a number of ethnic groups including Akan, Mole-Dagbon, Ewe, Ga-Dangme, Gurma, Guan, Grusi, Mande and others. While English is the official language, other languages spoken in Ghana include Asante, Ewe, Fante, Boron, Dagomba, Dangme, Dagarte, Kokomba, Akyem, Ga, along with a few others. Christianity is the most dominant religion.

The highest proportion of the population is under 14 years of age, followed by the age range of 25-54 years. The average life expectancy is 67 years of age.

Agriculture is a large part of the Ghanaian economy producing roughly 20% of Ghana’s GDP and employing almost half of the countries work force. Gold and cocoa are major sources of export. Since 2010, the oil industry has also been a factor of economic growth for Ghana.

Location of Dekpor: Volta Region
Dekpor is located in the Volta Region of Ghana. Volta Region is located to the east of Lake Volta, spanning roughly 8.6% of Ghana's whole landmass. The capital of Volta is Ho. In correlation to most developing countries, Volta has a younger demographic.

The largest ethnic group in Volta are the Ewe people, who make up roughly 68.5% of Volta's population. Acknowledging this cultural majority, Dekpor School Development Organization teaches Ewe to the adults who participate in evening literacy programs. The other ethnic groups with a large presence in the Volta Region are the Guan people, and the Akan people.

While literacy rates in the Volta Region reflect the national average, primary school enrolment rates are lower than national averages. Many of the children not enrolled in school are from rural areas of the region where citizens have less money. The quality of education in the Volta Region represents the lowest satisfaction rates in Ghana. The poor rates of satisfaction are attributed to lack of teaching resources, materials, and lack of teachers themselves. Dekpor School Development Organization addresses these concerns in their initiatives as an NGO.

Poverty in Ghana
In 2010, Ghana was granted middle-income country status, however poverty in many areas of the country remains an issue. The level of poverty experienced drastic improvements between 1992 and 2013. However, since 2006, this reduction has drastically slowed. Those living in urban areas experience lower levels of poverty than those in rural areas, with poverty levels decreasing much faster in urban areas. Rural poverty is roughly four times higher than urban poverty. The gap between the wealthiest and the poorest citizens of Ghana rose between the years of 2006 and 2013, pointing to increased inequality in Ghana.

Child poverty remains a large issue in Ghana. It is estimated that roughly 3.65 million children are living in poverty, with children being roughly 40% more likely to live in poverty than adults. Of these children, roughly 1 in 10 experience extreme poverty. Poverty amongst children is higher than adults due to the greater number of children poor households have in comparison to households with greater income. While overall poverty has decreased in Ghana, the prevalence of child poverty has increased.

Building of Schools and Educational Spaces
While quantity of care has often been a focus for developing countries, quality of care is in need of improvement. Quality of care can be classified into three elements: structure, process, and outcomes. Structure is an area of focus for Dekpor School Development Organization. Structure refers to the infrastructure and technologies used within organizations, and the resources these various organizations have access to. Education infrastructure refers to educational spaces that provide optimal learning environments. While education can take place in multiple types of spaces, education in the traditional sense of schooling most often takes place in a classroom. Having a sound physical structure for education to take place can contribute to enhanced learning, particularly when the community is involved in the process of building the school. Inadequate infrastructure may contribute to unsanitary conditions which can cause problems for health and sanitation.

Dekpor School Development Organization’s focus on infrastructure first began with their renovations of the school buildings, improving the high school rooms, primary block, administration building, and the washrooms. In March of 2014, the NGO built three thatched-roof classrooms, followed by the Pavilion classroom in June of the same year. Dekpor School Development Organization built a library in 2010 which has since been filled with a great number of books.

In addition to the improvement and building of new infrastructure, Dekpor School Development Organization arranged for desks and chairs, locking cabinets, and whiteboards in each classroom.

Sanitation and Health
In many developing countries, the qualities of water and sanitation services are subpar, causing a number of illnesses and deaths each year. Statistics estimate that roughly 1.1 billion individuals do not have access to sufficient water sources, while over 2.6 billion individuals are without sufficient water sanitation. Diarrheal diseases, intestinal helminths, schistosomiasis and trachoma are examples of common diseases caused by insufficient water, sanitation, and hygiene. Gastrointenstinal illnesses can be contracted by reminants of faeces entering the body through sources such as one’s own fingers, unclean water, food, flies, and so on. Water, sanitation and hygiene interventions in developing countries can reduce the risk of contracting illness and diseases. While intervening in any of the three areas of water, sanitation and hygiene, can help reduce the risk of contracting an illness or disease, intervention in all three areas is needed to make the largest difference. Access to drinking water sources is seemingly improving at a much faster rate than sanitation facility access.

In rural areas of Ghana, access to health care is difficult with lacking health facilities, often located in areas that provide travelling and distance hurdles for many in need of care. Even when access to medication or health services are provided to individuals, many still cannot afford to receive the help they need. In villages such as Dekpor, health insurance that helps to avoid malaria and typhoid costs five cedis, which equates to roughly eight Canadian dollars, an amount many cannot afford. The Ghanaian government has made steps in working towards achieving access to health care for its citizens through programmes such as the National Health Insurance Scheme. Facilities and medical services are needed to ensure that individuals in all rural locations have access to health services and care.

While quality of health care may not be up to par with other areas of the world, it is suggested by some that there is an underutilization of health care services and interventions that individuals in developing countries do have access to. It is estimated that roughly 52% of child deaths are caused by diarrhea, pneumonia, and malaria, each of which have forms of prevention and treatment. While interventions do exist and are available in developing countries, Health care services and medical supplies are often underutilizes due to economic constraints. Additionally, available medical supplies are often allocated to larger cities, and therefore do not reach the poor living in rural villages, such as Dekpor. Distribution of health resources are in need of a shift towards poorer communities who are in greater need of medical care, so effective utilization of existing medical resources can be achieved.

Previous to Dekpor School Development Organization’s intervention in Dekpor, individuals were receiving much of their water from a contaminated stream. Since entering Dekpor, the organization has installed three water reservoirs which capture rain water. After capturing the water in the reservoir, two water purification systems filter through the water, providing a much safer water alternative to the citizens of Dekpor. In 2014, hand washing stations were introduced, followed in 2015 by toilet facilities consisting of a number of stalls and hand washing stations, promoting healthier hygiene practices in the community. Dekpor School Development Organization installed a Borehole and Reverse Osmosis Unit, providing access to clean water in the village.

Through the help of donations received through the Dekpor School Development Organization, students were able to register for the National Health Insurance program. In the summer of 2014, a clinic located only a short walk from the school was opened, and is staffed with three nurses, and a number donated medical supplies.

Teaching Materials and Programs
Teaching materials are important resources in order to ensure top quality of education and success. These teaching materials are any materials teachers may use in order to teach a lesson, which can include worksheets, manipulatives such as blocks or games, chart paper, whiteboards, and more. Learning materials may enhance student learning and increase success through exploration and practice. Learning materials allow for a teacher to create structure to the planning and delivery of a lesson. Differentiation of instruction – teaching in a way that caters to multiple learning styles – is also made easier through a variety of teaching materials.

Research has shown that enrolment and graduation rates increase in developing countries when proximity is no longer an issue, when quality of education improves, and when education is made more affordable. Education, is also said to allow for individuals to reach higher incomes and greater potential later in life. The average school life expectancy in Ghana is 12 years of age.

Previous to interventions by Dekpor School Development Organization, teaching materials were scarce in the village. There were few desks and chairs, no technology, no manipulative, and very few teaching resources at all]. A teacher would maybe have one slab of chalk board, while many students did not have access to paper and would therefore, write in the sand. Many teaching materials such as books and gently used laptops, have been donated to Dekpor School Development Organization over the years. Whiteboards were installed in every classroom, and in 2014, teachers were provided with teaching materials to use with students. In 2015, text books were purchased for the Junior High School.

While Dekpor School Development Organization places large focus on helping students achieve higher standards of education, they have expanded their education programs to include adult literacy courses which occur in the evenings after the day working in the field has been completed. These classes teach the native language of Ewe to the majority, and English to those who show interest in taking their education farther. The adult education programme places focus on teaching literacy skills that will enhance daily life mainly as farmers.

Access to education may be limited due to financial constraints. One of the many sponsorship programs Dekpor School Development Organization offers is a food programme. This programme provides students with breakfast and lunch to provide them with the nutrients they otherwise may not receive. When a child is sponsored on the food programme, they also receive National Health Insurance and free summer school.

Dekpor School Development Organization offers sponsorship to individual students. These programmes allow for students to receive food programme benefits including National Health Insurance and summer school, have all school fees paid for, provide each student with school uniforms, shoes, school supplies, and resources such as mosquito nets, toothbrushes and toothpaste to improve overall health and sanitation.

Dekpor School Development Organization offers sponsorship programmes for high school students, as well as apprenticeships for individuals who wish to become seamstresses.

Teacher sponsorships contribute to the growing success of education in Dekpor. As of 2013, Dekpor School Development Organization had eight sponsored teachers. The growing number of teachers has allowed for a decrease in class sizes, contributing to growing student success.

Dekpor School Development Organization offers teacher outreach programs in which teachers from all over the world can volunteer a few weeks of their time during the summer to go and teach in Dekpor. Teachers who chose to participate in the program help students with literacy and numeracy, help to educate local teachers on practices and materials, and contribute to the overall improvement of the school and the community.

The Hen Project
In 2015, Dekpor School Development Organization launched “The Hen Project”. Students chosen to participate in the project are taught the life skills of building a chicken hutch, feeding the chickens, and monitoring the eggs that are laid. The eggs laid by the chickens involved in “The Hen Project” provide members of the village with sources of protein.

Donars and Sponsors
Funds donated to Dekpor School Development Organization come from a variety of sources. A large portion of funds and items collected come from various schools in Ontario. Funds and donations have also been received from teachers, clubs, teacher federations, banks, individual donors and more.

title: User:Meliss1/sandbox


text:
Talk:Charles G. Cleveland

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Cryptolestes ferrugineus

Cryptolestes ferrugineus  is a 1.5-2.5 mm long species of lined flat bark beetle, possibly native to Europe. It currently has a cosmopolitan distribution, and is referred to by the common name the rusty grain beetle. It is one of the most common pests of stored grains, grain products, dry plants and dry plant products.

title: Cryptolestes ferrugineus


text:
User:BotheredByBees

Hi, Peter Shanks here.

I've been a programmer since sometime in the 80s, and a TAFE teacher since about 1995. My LinkedIn page summarises most of the rest of my working life.

Back in 2007 I taught a bit of web development using the wikiversity, along with Michaelnelson. Since then I've been using various LMSs (including building one at SproutLabs using SilverStripe)

Lately I've been transitioning into retirement, part of which meant I could spend some time working on NTISthis!, a site I wrote for translating Australian Vocational Education training packages into some user friendly forms (marking guides, assessment templates etc.). One of those formats is wikimarkup tailored for making wikiversity ready subject pages.

title: User:BotheredByBees


text:
Talk:SSX 3

Characters and Soundtrack sections
Stop deleting them please.
 * While the soundtrack may be ok (if it's actually been released separately, I'm not sure), the list of characters is total WP:GAMECRUFT. Thanks! Fin©™ 20:00, 24 June 2009 (UTC)
 * Will go halves with you, will axe the characters but the soundtrack is very useful for people. User:Alexcason 23:37, 24 June 2009 (UTC)
 * Em, no. The characters are definitely WP:GAMECRUFT, the soundtrack is probably so. Like I said maybe having a list of songs on the actual released soundtrack (like the Mario Galaxy article) is ok. A list of "songs that are in the game" is not. Thanks! Fin©™ 22:43, 24 June 2009 (UTC)

DJ Atomika
Shouldn't there be a mention about him? and the fact that he mentioned what you were doing in the game? Because now, he's in other games as well.[[User:SonicNiGHT|SonicNiGHT]] (talk) 12:50, 13 December 2007 (UTC)

dnL
Did anyone else think this was a fictional drink and think that the appearance of it in this game was some kind of marketing ploy?Brando26000 (talk) 21:26, 24 October 2009 (UTC)

Improvements
I can see various things wrong with this article: BlookerG talk 01:48, 29 January 2015 (UTC)
 * As pointed out above, the list of characters may be considered WP:GAMECRUFT and could be deleted. The other information in the Characters section could be moved to Gameplay. Decided to delete it; I expect someone will be irritated about this. How I see it, it only benefits fans of the game. This article is meant to also be able to teach people who are new to SSX 3, and a list of names isn't going to be able to further explain how the controls work or how tricks are executed. I have moved useful information from the section into Gameplay.
 * The gameplay section is written in an exaggerated and maybe even opinionated manner, i.e. "The reward system is also revamped and improved." doesn't leave much room for people to have their own opinions on whether it's improved or not. I have now rewritten the gameplay section
 * Reception needs expanding with a general idea of what critics liked and disliked, plus individual reviews Done!
 * A development section should be created Added
 * Came here from the reassessment tag; upgrading this article to B-class. I'd add to your list that gameplay gets a little too detailed in spots, and repetative- you discuss the order of the races in two paragraphs in a row (the one with the image, and the one after it). -- Pres N  18:49, 7 December 2014 (UTC)
 * Welp, I've completed my list. I'm going to go ahead and nominate the article for GA status. BlookerG  talk 01:48, 29 January 2015 (UTC)

title: Talk:SSX 3


text:
Phostria latiapicalis

Phostria latiapicalis is a species of moth in the family Crambidae. It is found in Costa Rica and Panama.

title: Phostria latiapicalis


text:
The Unicyclopedia/Big wheels

Riding a big wheel, generally regarded as 29" and bigger, is generally fairly simple once you are up and riding. However, mounting can be significantly trickier, as you are sitting higher than on a smaller wheel. Big wheels make touring and distance riding a joy, and are graceful to look at.

This picture shows the custom-made Semcycle Big Wheel of Leo Vandewoestijne

Mounting Techniques (Always wear protection!)
The first thing to note is that the added mass of the wheel means that unless you have unusually strong legs, a rollback mount just isn't going to work at first. You probably won't be able to change the direction of the wheels rotation fast enough. That leaves two options, both of which are reasonably common - a static mount or a rolling mount. Bear in mind that in both cases, you will need to push off the ground somewhat harder than for a small wheel. For a static mount, some people find it helpful to bend forwards and hold the wheel, so they can pull themselves closer to the wheel after pushing off the ground. Some people find it easier to learn a rolling mount on a big wheel than on a small wheel.

Irregularities in the riding surface
Is there a bump in front of you? Don't worry! The advantage of a big wheel, other than speed, is that you barely notice bumps that you have to pay some attention to on a smaller wheel.

Stopping
For stopping, there are two issues. The first is that there's more unicycle to stop, because it weighs more, and the second is that you're likely to be going faster. Despite these, the stopping techniques are the same as for a small wheel, it just takes longer so you need to plan ahead more. Using a hand brake helps in reducing speed as you get ready to step off. A brake also comes in handy in moderating your speed on down-hills.

Idling
Slowly, slowly. For idling, what matters is not how far you move the pedal but how far the wheel moves. When you idle a small wheel, moving the pedals between 45 degrees either side of vertical gets you about the right amount of wheel movement, but that kind of pedal movement will get you too much wheel movement on a larger wheel. Try to override your instinct to pedal back and forth automatically and instead react to the current state of the wheel. Again here, though, the weight of the wheel can be problematic, so don't expect to be able to idle a Coker easily (though Terry Peterson - the famed "Unigeezer" - has posted videos of himself idling a Coker).

Turning
At first you will want to leave plenty of room for turns. More lean may be required to get the big wheel banked over. As you get used to the big wheel, turns will come easier and less room will be required. 180 degree and hop turns are well within reason.

No Limits
Most open speed and distance records are done on big wheels. 36" wheels have become popular due to the 36" tire made by the Coker company. Many different frames and configurations have used that tire. Several manufacturers such as The Unicycle Factory and RBR offer even larger wheeled unicycles. Sem Abraham has ridden the largest wheel at 73"...he required blocks to reach the pedals!

title: The Unicyclopedia/Big wheels


text:
Talk:Carol Laderman

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vanhentua

Verb

 * 1)  To become old, to grow old, age
 * 2)  To expire

Etymology
From. Akin to 🇨🇬.

title: vanhentua


text:
Al Young (wide receiver)

Al Young (born August 24, 1949) is a former gridiron football wide receiver who played in the National Football League (NFL) and the World Football League (WFL). He played college football at South Carolina State.

College career
Young was a member of the South Carolina State Bulldogs for four seasons. As a senior he had 19 catches for 273 yards and seven touchdowns. Young was inducted into South Carolina State's Athletic Hall of Fame in 2012.

Professional career
Young was selected in the 13th round of the 1971 NFL Draft by the Pittsburgh Steelers. He was inactive for most of his rookie year and only played in the final game of the season. In 1972, Young caught six passes for 86 yards and played in all 14 regular season games. Young was Pittsburgh's leading receiver with four catches for 54 yards and one touchdown in the 1972 AFC Championship Game.

Young was signed by the New York Stars of the newly-formed World Football League (WFL) in 1974. In his first season with the team, which relocated midway through the season and was renamed the Charlotte Hornets, he caught 33 passes for 399 yards and one touchdown. Young missed part of the 1975 season due to injury and had 13 receptions for 198 yards before the WFL folded.

Post-football
After his football career, Young taught physical education at North Augusta High School and coached the men's basketball and track and field teams for 37 years until retiring in 2014. He returned to coach the North Augusta Girls' Basketball Team, which he has built a dynasty, winning the State Championship 5 times in the past 7 years. His team has competed in the State Championship Game 6 of the past 7 years.

title: Al Young (wide receiver)


text:
Philadelphia Arrows

The Philadelphia Arrows was a professional ice hockey team that played in Philadelphia, Pennsylvania.

History
Founded in 1927, the club was Philadelphia's first professional hockey team and played in the Canadian-American Hockey League. The team changed its name to the Philadelphia Ramblers beginning with the 1935–36 season when it became affiliated with the National Hockey League's New York Rangers. The following season the Ramblers and the C-AHL began playing an interlocking schedule with the International Hockey League for two seasons before the two circuits formally merged to form a new International American Hockey League (renamed the American Hockey League in 1940) in June 1938. The Ramblers continued to play in this league until folding in 1941.

The Arrows'/Ramblers' coach and manager from 1929 to 1941 was Hall of Fame defenseman and Hart Trophy winner Herb Gardiner. Members of the Arrows included future Hart Trophy winner Tommy Anderson, and future Chicago Black Hawks defenceman Art Coulter.

When the NHL's Pittsburgh Pirates moved to Philadelphia in 1930 as the Philadelphia Quakers, the team lasted only one season due in part to the fact that the Arrows out-drew it in attendance as well as the NHL club's poor performance on the ice, winning just four games (4-36-4) of their 44-game schedule.

The Arrows played at the Philadelphia Arena.

title: Philadelphia Arrows


text:
Talk:Wikimirror

Wikimirror
Nothing on gbc. --Keene 12:47, 3 June 2007 (UTC)

Tagged as wjargon and removed rfv. The def. could use some scrutiny, though. DAVilla 05:13, 5 June 2007 (UTC)
 * struck Cynewulf 07:19, 28 October 2007 (UTC)

RFV discussion: September–October 2012
-- Liliana • 04:48, 24 September 2012 (UTC)

 * RFV-failed. - -sche (discuss) 21:46, 21 October 2012 (UTC)

title: Talk:Wikimirror


text:
Richard Robertson

Richard E. A. Robertson is a Professor of Geology and past Director of the University of the West Indies Seismic Research Centre. He studied Geology and Volcanology at Mona Campus of the University of the West Indies in Jamaica and Leeds University, United Kingdom.

Early life and education
Robertson was born in Saint Vincent. He became interested in volcanology after waking up to the La Soufrière eruption on 1979. He studied geology at the University of the West Indies and graduated with a bachelor's degree in 1987. After graduating he was appointed Head of the Soufriere Monitoring Unit in St. Vincent. He moved to the United Kingdom for his graduate studies, and earned a master's degree in volcanology at Leeds. Robertson moved back to the UWI for his doctoral degree and completed a PhD in geology at the University of the West Indies in 2003. For his doctoral studies he worked on the volcanic geology of pre-Soufriere rocks in St. Vincent. He was part of the team who were first on the ground monitoring the Soufriere Hills Volcano. In 1995 he published a paper based on his Master's research that was the first risk assessment of La Soufriere volcano.

Research and career
After six years leading the volcano-monitoring unit in St. Vincent, Robertson joined the staff of SRC in 1993. During the eruptions of Soufriere Hills Volcano, Montserrat, he served several tours of duty as Chief Scientist of the Montserrat Volcano Observatory from 1995-1999 and was Director from October 1998 – March 1999. He was appointed Director of the University of the West Indies Seismic Research Centre in 2008 and apart from a brief two year break from 2011-2013, he held this position until November 2019, when he was succeeded by Erouscilla (Pat) Joseph. As Director of SRC he secured grants from the United States Agency for International Development and Office of Foreign Disaster Assistance, as well as the Government of Trinidad and Tobago in order to develop a more robust monitoring network and enhance and diversity the education and outreach provided by the centre. In 2007 Robertson travelled to the University of Bristol supported by the Royal Commission for the Exhibition of 1851. Here he worked on geothermal fluid analysis using atomic absorption spectroscopy and ion chromatography. The Montserrat Volcano Observatory has been managed by Seismic Research Centre since 2008. He was promoted to Professor at the University of the West Indies in May 2017. Here he developed the volcanic hazard atlas of the Caribbean. He has been part of the large-scale NERC-funded STREVA and VOILA programmes. In 2018 he launched Volcano Ready, a project to help communities manage the impacts of the La Soufriere volcano of St. Vincent. Robertson played a key role along with the staff of SRC in managing the eruption of La Soufriere on St Vincent in 2021.

Robertson joined the crew aboard EV Nautilus in 2014. He took part in the Kick 'em Jenny Submarine Volcano Project, which was captained by expedition leader Katy Croff Bell. He has recently voiced his concern over whether Trinidad and Tobago is prepared for a strong earthquake.

Robertson has served as a consultant for UNESCO, the Organization of American States and the Foreign and Commonwealth Office. He is a member of the Trinidad and Tobago Environmental Commission. He was awarded the Anthony N Sabga Caribbean Awards for Excellence for science and technology in 2014.

title: Richard Robertson


text:
Italian/Grammar/Adjectives

Adjectives / Aggettivi
Unlike in English, adjectives may be placed both before or after the noun.

Example: La grande città (the large town) La città grande (the large town) - are both correct, with slightly different meaning

As a general trend, adjectives tend to follow nouns rather than precede them.

Adjectives must agree with the noun they modify both in gender (masculine or feminine) and in number (singular or plural).

Examples: La macchina rossa (the red car) Le macchine rosse (the red cars) Il divano rosso (the red sofa) I divani rossi (the red sofas)

Endings for adjectives: Masc.sing. Fem.sing. Masc.plur. Fem.plur. o          a           i          e     e           e           i          i

Adjectives that end in -e do not need to modify their endings for gender. Their endings change only depending on whether the noun is singular or plural.

Example: Il libro verde (the green book) La porta verde (the green door) I libri verdi (the green books) Le porte verdi (the green doors)

See also
 * Italian/Vocabulary/Adjectives
 * Italian/Grammar/Comparatives and superlatives

Italiano/Adjetivos

title: Italian/Grammar/Adjectives


text:
Talk:Charles Frederic Ulrich

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Music Theory/Rhythm

Rhythm is, aside from melody, one of the most basic aspects of music, and definitely the fundamental. Many early forms of music consisted only of rhythm; examples being drumming, clapping and shouting to a rhythm.

Basic durations
There are two systems for naming notes in the English language. Here, the American names are listed first and the European names are listed in parentheses. This book, for consistency's sake, will use the American names throughout.

The whole note is the longest unit we will consider in this book. Earlier music featured the breve, which is twice as long. (This is why the whole note is called the "semibreve" in Europe.) Each unit after that is half the length of the previous.

 * Whole note (semibreve)
 * Half note (minim)
 * Quarter note (crotchet)
 * Eighth note (quaver)
 * Sixteenth note (semiquaver)
 * Thirty-second note (demisemiquaver)
 * Sixty-fourth note (hemidemisemiquaver)

There are even shorter notes, such as the 128th note (semihemidemisemiquaver), but they are absurdly short for most music; even 32nd notes are uncommon. However, there are rare situations where they are appropriate. One piece with such notes is the Pathétique Sonata by Ludwig van Beethoven.

Music may also contain rests, in which no note is played or sung.

This image shows notes and rests, in order from longest to shortest.

More on durations
A staccatoed note is 'separated' from the other notes around it. Space is inserted between the notes by shortening the end of the note being played. Some musicians consider it to be "short and detached", whereas others suggest that a staccatoed note is half its value. This is more a feature of articulation and style, rather than rhythm, but it has rhythmic bearing as playing staccato can often cause musicians to play out of tempo. Staccato is shown by a dot below or above the note.

A very short note is known as appoggiatura or acciaccatura. They are both almost insignificantly short notes also known as "grace notes" for the purpose of expression. The shorter of the two is the acciaccatura. They are shown as shrunken eighth notes, with a score through the shorter and the longer having no such flourish. Common uses include on bagpipes as grace notes or on guitar for slides, string-bends and hammer-on/pull-offs.

A dotted note is 50% longer than the undotted version, i.e. a dotted half note would take 3 beats, lasting as long as three quarter notes tied together. A double-dotted note is 75% longer than the normal note, i.e. a double-dotted half note would take 3½ beats.

Do not confuse dotted notes with staccato notes. Dotted notes have a dot on the right side, while staccato notes have dots on the top or bottom.

Time signatures
Time signatures are the basic description for the feel of the rhythm; they define how to count the rhythm. They are also known as the meter. This is why one can listen to a piece and know what time signature it is in. It is like hearing Shakespeare and knowing how many syllables are in the lines and what meter it is in. By far the most common time signature is 4/4, the next most possibly being 3/4 (commonly associated with the waltz). A time signature is found at the first measure right after the clef and key signature.

It is made up of two parts. For all meters the top number gives the number of notes per measure and the bottom number gives the note type. The bottom number can be:
 * 1 - whole note (very rare)
 * 2 - half note (uncommon)
 * 4 - quarter note (extremely common)
 * 8 - eighth note (common in modern avant-garde music and much other non-western music)

The top number may also be any other power of 2, but they are rare. The bottom number is in most cases a power of two but non-dyadic (irrational) time signatures may be used in special cases, e.g. if a measure contains an incomplete set of triplets.

The time signature 4/4 means there are four quarter notes in a measure; the time signature 3/4 means there are three quarter notes in a measure. The time signature 2/2 is, in a way, the same as 4/4. However, 2/2 has two beats per measure (each a half-note in length), while 4/4 has four beats per measure. Beats are usually accented in some way in a song, especially with percussion in popular music. Usually the thesis is accented, while the arsis is unaccented. Traditionally the thesis is the down-beat and the arsis is the up-beat. The terms down-beat and up-beat come from the movements the director makes while conducting.

NB the Time Signature is not written as a fraction but instead as two numbers one on top of the other, with no line between.

We divide time signatures into three main types:
 * simple (each beat is divided into its sub-beats)
 * compound (notes are grouped together into beats by the type of sub-beat)
 * asymmetric (both duple and triple groupings for its notes)

Time signatures are classified by type (simple or compound) and sub-beat (duple or triple).

In simple meter, the beat is divided into sub-beats or subdivisions: However, for compound meters, the sub-beats are grouped into the beats by duples or triples:
 * 1 - In simple duple meter the beat (this is the type of note specified by the bottom number in the signature) is divided into two sub-beats.
 * 2 - In simple triple meter the beat is divided into three sub-beats.
 * 1 - In compound duple meter the notes are grouped into twos, these groups make up a whole beat. Example: 6/8, three beats each with two sub-beats.
 * 2 - In compound triple meter the notes are grouped into threes, these group make up a whole beat. Example: 6/8, two beats each with three sub-beats.

Asymmetric meters are a type of compound meter where beats are divided into duples and triples. In these the beat actually changes its length because the sub-beat is constant. Examples: 5/8, two beats; either the first with two sub-beats and the second with three, or the first with three sub-beats and the second with two. 7/8, three beats -- either 2, 2, 3; 2, 3, 2; or 3, 2, 2 (in sub-beats).

Tempo
Beats-per-minute (or BPM) indicate how fast a song is played. Each beat corresponds to one note of the type indicated by the bottom number in the key signature. For example, a song with 60 BPM will have 60 beats in a minute, or one beat per second. A song in 4/4 time at 60 BPM will have 15 bars in a minute, with 4 beats per bar; one each quarter note. A song at 120 BPM will have 30 bars in a minute and 2 beats per second. The number of beats per minute is usually specified at the beginning of a piece using one of two conventions. The first is something like, "M.M.=115". M.M. stands for Mälzel's metronome. (Johann Nepomuk Mälzel) The other common notation is a picture of the note value receiving the beat, an equals sign (=), and the BPM. Most musicians, even professionals, own and regularly use a metronome or drum machine for practicing or recording in order to ensure they play at the desired tempo.

title: Music Theory/Rhythm


text:
Data Structures/Introduction

Computers can store and process vast amounts of data. Formal data structures enable a programmer to mentally structure large amounts of data into conceptually manageable relationships.

Sometimes we use data structures to allow us to do more: for example, to accomplish fast searching or sorting of data. Other times, we use data structures so that we can do less: for example, the concept of the stack is a limited form of a more general data structure. These limitations provide us with guarantees that allow us to reason about our programs more easily. Data structures also provide guarantees about algorithmic complexity — choosing an appropriate data structure for a job is crucial for writing good software.

Because data structures are higher-level abstractions, they present to us operations on groups of data, such as adding an item to a list, or looking up the highest-priority item in a queue. When a data structure provides operations, we can call the data structure an abstract data type (sometimes abbreviated as ADT). Abstract data types can minimize dependencies in your code, which is important when your code needs to be changed. Because you are abstracted away from lower-level details, some of the higher-level commonalities one data structure shares with a different data structure can be used to replace one with the other.

Our programming languages come equipped with a set of built-in types, such as integers and floating-point numbers, that allow us to work with data objects for which the machine's processor has native support. These built-in types are abstractions of what the processor actually provides because built-in types hide details both about their execution and limitations.

For example, when we use a floating-point number we are primarily concerned with its value and the operations that can be applied to it. Consider computing the length of a hypotenuse:

let c := sqrt(a * a + b * b)

The machine code generated from the above would use common patterns for computing these values and accumulating the result. In fact, these patterns are so repetitious that high-level languages were created to avoid this redundancy and to allow programmers to think about what value was computed instead of how it was computed.

Two useful and related concepts are at play here:
 * Encapsulation is when common patterns are grouped together under a single name and then parameterized, in order to achieve a higher-level understanding of that pattern. For example, the multiplication operation requires two source values and writes the product of those two values to a given destination. The operation is parameterized by both the sources and the single destination.
 * Abstraction is a mechanism to hide the implementation details of an abstraction away from the users of the abstraction. When we multiply numbers, for example, we don't need to know the technique actually used by the processor, we just need to know its properties.

A programming language is both an abstraction of a machine and a tool to encapsulate-away the machine's inner details. For example, a program written in a programming language can be compiled to several different machine architectures when that programming language sufficiently encapsulates the user away from any one machine.

In this book, we take the abstraction and encapsulation that our programming languages provide a step further: When applications get to be more complex, the abstractions of programming languages become too low-level to effectively manage. Thus, we build our own abstractions on top of these lower-level constructs. We can even build further abstractions on top of those abstractions. Each time we build upwards, we lose access to the lower-level implementation details. While losing such access might sound like a bad trade off, it is actually quite a bargain: We are primarily concerned with solving the problem at hand rather than with any trivial decisions that could have just as arbitrarily been replaced with a different decision. When we can think on higher levels, we relieve ourselves of these burdens.

Each data structure that we cover in this book can be thought of as a single unit that has a set of values and a set of operations that can be performed to either access or change these values. The data structure itself can be understood as a set of the data structure's operations together with each operation's properties (i.e., what the operation does and how long we could expect it to take).

Big-oh notation is a common way of expressing a computer code's performance. The notation creates a relationship between the number of items in memory and the average performance for a function. For a set of $$n$$ items, $$O(n)$$ indicates that a particular function will operate on the set $$n$$ times on average. $$O(1)$$ indicates that the function always performs a constant number of operations regardless of the number of items. The notation only represents algorithmic complexity so a function may perform more operations but constant multiples of $$n$$ are dropped by convention.

The Node
The first data structure we look at is the node structure. A node is simply a container for a value, plus a pointer to a "next" node (which may be ).

The above is an abstraction of a structure:

In some languages, structures are called records or classes. Some other languages provide no direct support for structures, but instead allow them to be built from other constructs (such as tuples or lists).

Here, we are only concerned that nodes contain values of some form, so we simply say its type is "element" because the type is not important. In some programming languages no type ever needs to be specified (as in dynamically typed languages, like Scheme, Smalltalk or Python). In other languages the type might need to be restricted to integer or string (as in statically typed languages like C). In still other languages, the decision of the type of the contained element can be delayed until the type is actually used (as in languages that support generic types, like C++ and Java). In any of these cases, translating the pseudocode into your own language should be relatively simple.

Each of the node operations specified can be implemented quite easily:

// Create a new node, with v as its contained value and next as // the value of the next pointer function make-node(v, node next): node let result := new node {v, next} return result end // Returns the value contained in node n function get-value(node n): element return n.value end // Returns the value of node n's next pointer function get-next(node n): node return n.next end // Sets the contained value of n to be v function set-value(node n, v) n.value := v end // Sets the value of node n's next pointer to be new-next function set-next(node n, new-next) n.next := new-next return new-next end

Principally, we are more concerned with the operations and the implementation strategy than we are with the structure itself and the low-level implementation. For example, we are more concerned about the time requirement specified, which states that all operations take time that is $$O(1)$$. The above implementation meets this criteria, because the length of time each operation takes is constant. Another way to think of constant time operations is to think of them as operations whose analysis is not dependent on any variable. (The notation $$O(1)$$ is mathematically defined in the next chapter. For now, it is safe to assume it just means constant time.)

Because a node is just a container both for a value and container to a pointer to another node, it shouldn't be surprising how trivial the node data structure itself (and its implementation) is.

Building a Chain from Nodes
Although the node structure is simple, it actually allows us to compute things that we couldn't have computed with just fixed-size integers alone.

But first, we'll look at a program that doesn't need to use nodes. The following program will read in (from an input stream; which can either be from the user or a file) a series of numbers until the end-of-file is reached and then output what the largest number is and the average of all numbers:

program(input-stream in, output-stream out) let total := 0 let count := 0 let largest := $$-\infty$$ while has-next-integer(in): let i := read-integer(in) total := total + i count := count + 1 largest := max(largest, i) repeat println out "Maximum: " largest if count != 0: println out "Average: " (total / count) fi end

But now consider solving a similar task: read in a series of numbers until the end-of-file is reached, and output the largest number and the average of all numbers that evenly divide the largest number. This problem is different because it's possible the largest number will be the last one entered: if we are to compute the average of all numbers that divide that number, we'll need to somehow remember all of them. We could use variables to remember the previous numbers, but variables would only help us solve the problem when there aren't too many numbers entered.

For example, suppose we were to give ourselves 200 variables to hold the state input by the user. And further suppose that each of the 200 variables had 64-bits. Even if we were very clever with our program, it could only compute results for $$2^{64\cdot 200}$$ different types of input. While this is a very large number of combinations, a list of 300 64-bit numbers would require even more combinations to be properly encoded. (In general, the problem is said to require linear space. All programs that need only a finite number of variables can be solved in constant space.)

Instead of building-in limitations that complicate coding (such as having only a constant number of variables), we can use the properties of the node abstraction to allow us to remember as many numbers as our computer can hold:

program(input-stream in, output-stream out) let largest := $$-\infty$$ let nodes := null while has-next-integer(in): let i := read-integer(in) nodes := make-node(i, nodes) // contain the value i, // and remember the previous numbers too largest := max(largest, i) repeat println out "Maximum: " largest // now compute the averages of all factors of largest let total := 0 let count := 0 while nodes != null: let j := get-value(nodes) if j divides largest: total := total + j count := count + 1 fi    nodes := get-next(nodes) repeat if count != 0: println out "Average: " (total / count) fi end

Above, if n integers are successfully read there will be n calls made to make-node. This will require n nodes to be made (which require enough space to hold the value and next fields of each node, plus internal memory management overhead), so the memory requirements will be on the order of $$O(n)$$. Similarly, we construct this chain of nodes and then iterate over the chain again, which will require $$O(n)$$ steps to make the chain, and then another $$O(n)$$ steps to iterate over it.

Note that when we iterate the numbers in the chain, we are actually looking at them in reverse order. For example, assume the numbers input to our program are 4, 7, 6, 30, and 15. After EOF is reached, the nodes chain will look like this:

Such chains are more commonly referred to as linked-lists. However, we generally prefer to think in terms of lists or sequences, which aren't as low-level: the linking concept is just an implementation detail. While a list can be made with a chain, in this book we cover several other ways to make a list. For the moment, we care more about the abstraction capabilities of the node than we do about one of the ways it is used.

The above algorithm only uses the make-node, get-value, and get-next functions. If we use set-next we can change the algorithm to generate the chain so that it keeps the original ordering (instead of reversing it).

program (input-stream in, output-stream out) let largest := $$-\infty$$ let nodes := null let tail_node := null while has-next-integer (in): let i := read-integer (in) if (nodes == null) nodes := make-node(i, null) // construct first node in the list tail_node := nodes //there is one node in the list=> first and last are the same else tail_node := set-next (tail_node, make-node (i, null)) // append new node to the end of the list largest := max(largest, i) repeat println out "Maximum: " largest // now compute the averages of all factors of largest let total := 0 let count := 0 while nodes != null: let j := get-value(nodes) if j divides largest: total := total + j count := count + 1 fi    nodes := get-next(nodes) repeat if count != 0: println out "Average: " (total / count) fi end

The Principle of Induction
The chains we can build from nodes are a demonstration of the principle of mathematical induction:

For example, let the property $$P(n)$$ be the statement that "you can make a chain that holds $$n$$ numbers". This is a property of natural numbers, because the sentence makes sense for specific values of $$n$$:

 * you can make a chain that holds 5 numbers
 * you can make a chain that holds 100 numbers
 * you can make a chain that holds 1,000,000 numbers

Instead of proving that we can make chains of length 5, 100, and one million, we'd rather prove the general statement $$P(n)$$ instead. Step 2 above is called the Inductive Hypothesis; let's show that we can prove it:

let bigger-chain := make-node(i, chain)
 * Assume that $$P(n)$$ holds. That is, that we can make a chain of $$n$$ elements. Now we must show that $$P(n+1)$$ holds.
 * Assume  is the first node of the $$n$$-element chain. Assume   is some number that we'd like to add to the chain to make an $$n+1$$ length chain.
 * The following code can accomplish this for us:
 * Here, we have the new number  that is now the contained value of the first link of the  . If   had $$n$$ elements, then   must have $$n+1$$ elements.

Step 3 above is called the Base Case, let's show that we can prove it:

let chain := make-node(i, null)
 * We must show that $$P(1)$$ holds. That is, that we can make a chain of one element.
 * The following code can accomplish this for us:

The principle of induction says, then, that we have proven that we can make a chain of $$n$$ elements for all value of $$n\ge 1$$. How is this so? Probably the best way to think of induction is that it's actually a way of creating a formula to describe an infinite number of proofs. After we prove that the statement is true for $$P(1)$$, the base case, we can apply the inductive hypothesis to that fact to show that $$P(2)$$ holds. Since we now know that $$P(2)$$ holds, we can apply the inductive hypothesis again to show that $$P(3)$$ must hold. The principle says that there is nothing to stop us from doing this repeatedly, so we should assume it holds for all cases.

Induction may sound like a strange way to prove things, but it's a very useful technique. What makes the technique so useful is that it can take a hard sounding statement like "prove $$P(n)$$ holds for all $$n\ge 1$$" and break it into two smaller, easier to prove statements. Typically base cases are easy to prove because they are not general statements at all. Most of the proof work is usually in the inductive hypothesis, which can often require clever ways of reformulating the statement to "attach on" a proof of the $$n+1$$ case.

You can think of the contained value of a node as a base case, while the next pointer of the node as the inductive hypothesis. Just as in mathematical induction, we can break the hard problem of storing an arbitrary number of elements into an easier problem of just storing one element and then having a mechanism to attach on further elements.

Induction on a Summation
The next example of induction we consider is more algebraic in nature:

Let's say we are given the formula $$\frac{(n)(n+1)}{2}$$ and we want to prove that this formula gives us the sum of the first $$n$$ numbers. As a first attempt, we might try to just show that this is true for 1
 * $$\frac{(1)(1+1)}{2} = 1 = 1$$,

for 2
 * $$\frac{(2)(2+1)}{2} = 3 = 1 + 2$$,

for 3
 * $$\frac{(3)(3+1)}{2} = 6 = 1 + 2 + 3$$

and so on, however we'd quickly realize that our so called proof would take infinitely long to write out! Even if you carried out this proof and showed it to be true for the first billion numbers, that doesn't nescessarily mean that it would be true for one billion and one or even a hundred billion. This is a strong hint that maybe induction would be useful here.

Let's say we want to prove that the given formula really does give the sum of the first n numbers using induction. The first step is to prove the base case; i.e. we have to show that it is true when n = 1. This is relatively easy; we just substitute 1 for the variable n and we get ($$\frac{(1)(1+1)}{2} = 1$$), which shows that the formula is correct when n = 1.

Now for the inductive step. We have to show that if the formula is true for j, it is also true for j + 1. To phrase it another way, assuming we've already proven that the sum from 1 to (j) is $$\frac{((j))((j)+1)}{2}$$, we want to prove that the sum from 1 to (j+1) is $$\frac{((j+1))((j+1)+1)}{2}$$. Note that those two formulas came about just by replacing n with (j) and (j+1) respectively.

To prove this inductive step, first note that to calculate the sum from 1 to j+1, you can just calculate the sum from 1 to j, then add j+1 to it. We already have a formula for the sum from 1 to j, and when we add j+1 to that formula, we get this new formula: $$\frac{((j))((j)+1)}{2}+(j+1)$$. So to actually complete the proof, all we'd need to do is show that $$\frac{((j))((j)+1)}{2}+(j+1) = \frac{((j+1))((j+1)+1)}{2}$$.

We can show the above equation is true via a few simplification steps:

$$\frac{((j))((j)+1)}{2}+(j+1) = \frac{((j+1))((j+1)+1)}{2}$$

$$\frac{(j)(j+1)}{2}+j+1 = \frac{(j+1)(j+1+1)}{2}$$

$$\frac{(j)(j+1)}{2}+\frac{2(j+1)}{2} = \frac{(j+1)(j+2)}{2}$$

$$\frac{(j)(j+1)+2(j+1)}{2} = \frac{(j+1)(j+2)}{2}$$

$$\frac{j^2+j+2j+2}{2} = \frac{(j+1)(j+2)}{2}$$

$$\frac{j^2+3j+2}{2} = \frac{(j+1)(j+2)}{2}$$

$$\frac{(j+1)(j+2)}{2} = \frac{(j+1)(j+2)}{2}$$

title: Data Structures/Introduction


text:
Talk:World Congress of Imams and Rabbis for Peace

Logo
I have a request in to Hommes de Parole to use logo on this page. elizmr 01:10, 22 March 2006 (UTC)

Re Orthodox participation
The section about Orthodox protest is gratuitous and the comments that it is "almost exclusively the province of Reform and Conservative" is absolutely false. Take a look at the home page for the conference and look at the list of participants. All of the various city "chief rabbis" from Israel are Orthodox, as are those from Europe, and if you look at the pictures, the Orthodox appear to be the majority of the Jewish participants.

Any Orthodox issues with interreligious dialogue are in relation to other issues entirely.

This paragraph is incorrect and gratuitous and should be either edited for accuracy or removed.

Amyrpk 10:40, 4 January 2007 (UTC)amyrpk

 * The issue of the reason for the participation of the Israeli chief "rabbi" was addressed. The comments there ARE accurate percentage wise, in that only a fringe minority of "Orthodox" take part in these meetings and groups. All the rest shun them totally. In contrast to Reform and Conservative, who typically take part in these activities in one form or another. So I stand by my post. Yehoishophot Oliver 13:39, 4 January 2007 (UTC)

Your comments on Orthodoox opposition had nothing to do specificially with this event. If you find sources that criticise this event then [please add them, but until then it is just editorializing and Original Research. If you look at the Web site of the event - every rabbi who participated was Orthodox and over half were Haredi and members of Haredi Batei Din. --Jayrav 05:15, 24 January 2007 (UTC)


text:
Wikiversity Introduction

Welcome to Introduction to Wikiversity, a learning project for first time visitors to Wikiversity. Newcomers should also visit Introduction.

Learning objectives

 * What you can learn on this page:
 * 1) What a wiki website is
 * 2) What the Wikiversity project is all about
 * 3) How you can participate
 * 4) How to ask questions and get help
 * 5) How to find existing learning resources at Wikiversity
 * Help with jargon
 * Wikiversity participants use many technical terms that have special meaning within the Wikiversity project; see the glossary of terms.

What is a wiki?
A wiki is a type of website that allows users to easily add, remove, or otherwise edit and change the content of the webpages. Wikiversity is a wiki website. Wikiversity webpages have an "edit button" that you are invited to use. Everyone can edit and improve Wikiversity webpages. The openness and ease of editing page content makes a wiki an effective tool for collaborative authoring.

 * Q. Where can I learn more about editing Wikiversity webpages?
 * A. Click here for an introduction to editing.

 * Q. Where can I learn more about wiki?
 * A. Click here to learn more about collaborative webpage editing.

 * Q. Where can I discuss the contents of the page with other users?
 * A. Every wiki webpage has an associated page for discussions. For example, when you are at this page, click the "discussion" button to go to the Talk:Introduction to Wikiversity page where you can ask questions about this webpage. Also: text chat and voice chat.

 * Q. How is the content that I contribute to Wikiversity licensed? Who can use it?
 * A. Every time you use the "edit button", just below the edit window it says, "You agree to license your contributions under the Creative Commons Attribution/Share-Alike License GFDL." GFDL stands for "GNU Free Documentation License" and is the license that is applied to all the text added by editors to Wikiversity pages. Before you edit Wikiversity pages you should have a basic understanding of the GFDL. See: The GFDL and you.

What is Wikiversity?
Wikiversity is a site for the creation and use of free learning materials and activities. The mission of Wikiversity is to empower people to achieve their educational goals using resources produced by the free culture movement. The goal is to create a community of people on Wikiversity who support each other in their educational endeavors.

Wikiversity is a wiki-based learning community. Here you can use online courses and also create courses yourself. See this page for some ideas about what the Wikiversity might become. Also, see more of how Wikiversity supports learning. Different entry points and rough theory, as well as example forms are also available.

See:
 * About - Answers to frequently asked questions about Wikiversity
 * History of Wikiversity - How has Wikiversity evolved?

Asking questions
As a new visitor to Wikiversity you probably have many questions. First, try asking at the Colloquium page or at the Wikiversity live chat channel. You can also ask questions that are about this page by editing this page (example) or by editing this page's  discussion page. There are also other options for asking questions.

Page section navigation

Most pages are divided into multiple sections. To quickly navigate, you can click on a link in the Table of Contents. On this page, the first section is called "Learning objectives" and the Table of Contents is immediately above it.

See the figure to the right on this page.

Explore Wikiversity content
Browse our main subject areas:
 * Humanities
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Categories. Every Wikiversity learning resource should be in at least one Category. You can browse Wikiversity by category. See: Category:Categories.

Search. Try using the search feature to find learning resources. See: Searching.

Exercises

 * Not yet registered? See: Why create an account.
 * Edit your Wikiversity user page and add hypertext links to some Wikiversity pages that are of interest to you. Hint: make a link to this page so that you can keep returning here until you complete this introduction to Wikiversity. See: Making links.
 * True or false? B is the new C <-- A short lesson about learning at Wikiversity and learning by editing wiki website pages.

Try stuff! Learn by doing. Please make mistakes. If you make your edits in good faith, the worst thing can happen is someone coming along and saying that that is not the way things are standardly done, or that what is being done is outside the scope of the project. However, we try not to bite.

Still not sure about using the edit button? Watch a two minute-long video that offers encouragement to people who are new to editing Wikiversity and other wiki websites. Wikiversity uses the Ogg video format --> [[Media:WRSP Web 2.0.ogg|view Web 2.0 video]], 9.3 Mb download. (Help with Ogg video file play.)

See also: Wikiversity computer skills <-- includes a tutorial for how to play Ogg format audio and video files on your computer. Have you checked out that little toolbox there to the left? The What links here tool is nifty!

Things you can start doing

 * Begin the filmmaking courses.
 * Add or tweak some notes at a course portal. The School of History is now seeking students! The School of Mathematics is now seeking students: School of Mathematics:Calculus.
 * Tweak a random text for readability.
 * Create an interesting topic portal.
 * Create a random lesson plan.
 * Assemble an initial list of links useful to others interested in the topic.
 * Add an outline bullet
 * Add a factual paragraph or bullet to an article or its associated discussion page.
 * Publish an essay question and answer or a term paper at an appropriate location.
 * Write a draft quiz regarding a random Wikipedia article or other subject of interest and publish it as an appropriate link in a learning trail.
 * Review the standards of educational standards organisations.
 * Publish your course notes (Students please note that the copyright of handouts belongs to their creators and permission is required prior to submittal. Personal notes with short quotes compliant with fair use provisions of U.S. Copyright law, short quotes and citations, created to study the course material are very welcome. It is exactly what we wish to edit mercilessly and improve to leave behind published under the GFDL for others to encounter along the learning trails.), lesson plans, topical essays, or reference works for others to review, modify or fork.
 * Come discuss how to improve Wikiversity at our current mailing list.

Keep track of changes and discussions
How do you know when an edit/change is made to a page or someone has replied to a comment or a question you left on a Wikiversity discussion page? If you have registered a user name and are logged in, then at the top-right of each wiki page there is a "watchlist" link. Add pages you are interested in to your watchlist by favouriting them. You can also set your user preferences to automatically add pages you edit to your watchlist. Then periodically check your watchlist to keep track of changes.

Find a course
Browse the learning resources listed at Wikiversity Portals or the various Wikiversity Schools.

Discussing Wikiversity
For previous discussions see the Meta page on Wikiversity. Since there is now a formal proposal to set up Wikiversity as a new Wikimedia project, try to keep discussions of Wikiversity's scope and goals centralized at Meta. Utilize a #wikiversity-en IRC chat channel as well. If you're interested, you could add your name to the many participants lists, and see who else is involved.

Wikiversity Core Courses
One way to move Wikiversity forward is to create another core service course. Wikimedia projects are developed here at Wikiversity. Prior to formal establishment, projects were developed on other domains, but they are all now here at wikiversity.

title: Wikiversity Introduction


text:
Talk:cancan

You can't say "...they were doing their cancan s every night on Broadway for years.."? --Connel MacKenzie 16:46, 1 November 2007 (UTC)

title: Talk:cancan


text:
Talk:Ed Emberley

Untitled
If I remember correctly, one of Emberley's books was based around the premise of creating drawings using each numeral and letter of the alphabet. Does anyone remember which book that was? DeathbyChiasmus 23:25, 4 April 2007 (UTC)

Okay, nevermind...found it. DeathbyChiasmus 15:49, 13 April 2007 (UTC)

The link to his "official" page now goes to a parked domain with ad links and no longer appears to be his official website. Perhaps link to a cached version at the Internet Archive? https://web.archive.org/web/20200101000000*/edemberley.com - though many of the archived pages appear to require flash — Preceding unsigned comment added by <IP_ADDRESS> (talk) 04:14, 19 December 2023 (UTC)

title: Talk:Ed Emberley


text:
Cookbook:Liter

The liter (AE) or litre (BE), abbreviated l (or sometimes 'L' in the US, Canada and Australia), is a metric unit of volume. It is equal to 1000 ml, also known as 1000 cm³ (informally cc). The litre is a bit larger than a US liquid quart. One liter of pure water weighs 1 kilogram at 4°Celsius.

As many recipes have been roughly converted from one system to another, a similarly approximate conversion back may yield the original recipe. When converting recipes from one system to another, quantities should always be rounded to the nearest reasonable unit to avoid awkward measurements, e.g. 11½ ounces and 347 grams should be rounded off to 12 ounces and 350 grams respectively, and so on.

title: Cookbook:Liter


text:
tvrdý

Etymology
, from, from , from.

Adjective

 * 1) hard resistant to pressure
 * 2) difficult, hard demanding a lot of effort to endure
 * 1) difficult, hard demanding a lot of effort to endure

title: tvrdý