text:
Calculus of generating functions

The main idea behind the calculus of generating functions is to figure out how to compute the generating function of a sequence that is the product (or sum, etc.) of two other sequences whose generating functions are known. There are different rules for dealing with different types of generating functions; for instance, the rules that hold for manipulating ordinary generating functions may have analogues with their exponential generating function counterparts, but the rules are often not the same. Hence, we must be careful when manipulating formal power series, and note which type of generating function we're working with.

Ordinary generating functions
Similar to differentiation in the subject of calculus, we have a lot of rules we can use to manipulate ordinary power series. We'll start with the shift rule.

Shift rule
To start, let's consider an easy example. Suppose we have that
 * $$f(x) \longleftrightarrow\!\!\!\!\!\!\!\!\!\!^{\text{ops}}\ \left\{a_n\right\}$$,

and we want to find the generating function for the sequence $$\left\{a_{n+1}\right\}_{n\geq 0}$$. Formally, we want the function g(x) that has power series representation
 * $$g(x) = \sum_{n\geq 0} a_{n+1} x^n$$.

Since we know that
 * $$f(x) = \sum_{n \geq 0} a_n x^n$$,

We have that
 * $$f(x) - a_0 = \sum_{n \geq 1} a_n x^n$$,

and reindexing gives
 * $$f(x) - a_0 = \sum_{n \geq 0} a_{n+1} x^{n+1}$$.

Finally, dividing both sides by x, we achieve
 * $$\dfrac{f(x) - a_0}{x} = \sum_{n \geq 0} a_{n+1} x^n$$,

which was precisely the function we wanted. Setting $$g(x) = \dfrac{f(x) - a_0}{x}$$, we now have
 * $$g(x)\longleftrightarrow\!\!\!\!\!\!\!\!\!\!^{\text{ops}}\ \left\{a_{n+1}\right\}_{n \geq 0}$$, as desired.

From this example, we can derive a rule. If $$f(x) \longleftrightarrow\!\!\!\!\!\!\!\!\!\!^{\text{ops}}\ \left\{a_n\right\}$$, then the ordinary generating function for the sequence $$\left\{a_{n+k}\right\}_{n \geq 0}$$ is the function
 * Shift rule
 * $$g(x) = \dfrac{f(x) - a_0 - a_1x - a_2x^2 - \cdots - a_{k-1}x^{k-1}}{x^k}.$$

Polynomial multiplier rule
Again, let
 * $$f(x) \longleftrightarrow\!\!\!\!\!\!\!\!\!\!^{\text{ops}}\ \left\{a_n\right\}$$.

Suppose we want the generating function for $$\left\{na_n\right\}_{n \geq 0}$$. How can we get this to come about?

Here, we have to be a bit more clever than we were with the shift rule above. Notice that if $$f(x) = a_0 + a_1x + a_2x^2 + a_3x^3 + \cdots$$ then
 * $$f'(x) = 0 + a_1 + 2a_2x + 3a_3x^2 + \cdots,$$

which is almost what we want. If we multiply both sides by x, we get
 * $$xf'(x) = 0 + a_1x + 2a_2x^2 + 3a_3x^3 + \cdots,$$

which is exactly what we want. So, if
 * $$f(x) \longleftrightarrow\!\!\!\!\!\!\!\!\!\!^{\text{ops}}\ \left\{a_n\right\},$$

then
 * $$xf'(x) \longleftrightarrow\!\!\!\!\!\!\!\!\!\!^{\text{ops}}\ \left\{na_n\right\}.$$

Immediately, we see the use for some operator notation; notation that will tell us to perform the operation "differentiate f once with respect to x, then multiply the result by x".

We elect to use notation similar to Euler's differential operator (for ease); that is, D. To express this more precisely, we'll stipulate that
 * $$D f = f'(x)$$

and that
 * $$(xD)f = xf'(x).$$

Applying a similar idea to the one above, if we want to find the OPS for $$\left\{n^2a_n\right\}_{n \geq 0}$$ given the generating function for $$\left\{a_n\right\}_{n \geq 0}$$, we would apply the "xD" operator twice. Notation for this would be
 * $$(xD)^2f,$$

and in words means "differentiate f, multiply by x, differentiate again, and then multiply by x". This leads to the intermediate rule that $$(xD)^kf \longleftrightarrow\!\!\!\!\!\!\!\!\!\!^{\text{ops}}\ \left\{n^ka_n\right\}_{n \geq 0}$$ whenever f is the generating function for the sequence $$\left\{a_n\right\}_{n \geq 0}$$. Now that we have a rule for multiplying a sequence by nk, by default we have a rule for multiplying a sequence by any polynomial in n. If
 * Polynomial multiplier rule
 * $$f(x) \longleftrightarrow\!\!\!\!\!\!\!\!\!\!^{\text{ops}}\ \left\{a_n\right\}_{n \geq 0}$$

and p is any polynomial, then
 * $$p(xD) f(x) \longleftrightarrow\!\!\!\!\!\!\!\!\!\!^{\text{ops}}\ \left\{p(n) a_n\right\}_{n \geq 0}.$$

title: Calculus of generating functions


text:
2012–13 SV Darmstadt 98 season

The 2012–13 SV Darmstadt 98 season is the 116th season in the club's football history. In 2012–13 the club played in the 3. Liga, the third tier of German football. It is the club's second season in this league, having been promoted from the Regionalliga in 2011.

Review and events
The club lost coach Kosta Runjaic on 3 September to second division side MSV Duisburg. Runjaic was replaced with Jürgen Seeberger two days later.

At mid-season, Darmstadt were sitting in dead last, 20th place, in the relegation zone.

At the end of the season, the club finished in 18th, which is in the first spot of the relegation zone of the 3. Liga. But due to the fact that Kickers Offenbach had their license revoked, Darmstadt was not relegated.

source: wikimedia

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

title: 2012–13 SV Darmstadt 98 season


text:
User:Herr Klugbeisser

I am one of the friendly contributors to the German Wikipedia. If you want to contact me, it would be cool if you could do it on my German talk page here.

de:Benutzer:Herr Klugbeisser

title: User:Herr Klugbeisser


text:
Cookbook:Phở Gà (Vietnamese Chicken Noodle Soup)

| Cuisine of Vietnam

Pho ga is a Vietnamese chicken noodle soup dish. It is considered one of the culinary gems of Vietnamese cuisine, available within a mile radius of almost every person in the community of Little Saigon, a Vietnamese enclave located in Orange County, California. Although the flavors are complex, the technique is simple, and the result is delectable.

Seasoning pouch

 * 1 tsp fennel seed
 * 1 tsp peppercorns
 * 3 whole star anise
 * 1–2 dried cardamom pods
 * ½ stick cinnamon
 * 3 whole cloves

Soup

 * 1 small to medium chicken (whole)
 * 12 cups chicken broth
 * 3–4 slices of fresh ginger (whole)
 * 1 medium whole brown onion, peeled
 * 1 tbsp salt or more (to taste)
 * Fish sauce, to taste

Serving

 * Pho rice noodles (often called bánh phở, rice noodles, or rice sticks)
 * Chopped cilantro and green onion
 * A few fresh basil leaves, torn
 * Fresh bean sprouts
 * Thinly sliced brown or white onion (several pieces per serving)
 * Hoisin sauce (1 tsp per serving, or to taste)
 * Lime (squeezed into broth before eating)
 * Jalapeños, serranos, or other chilli peppers
 * Sriracha or similar chilli sauce
 * Additional fish sauce

Procedure

 * 1) Combine ingredients for seasoning pouch in a small strainer or a pouch made from cheesecloth and twine.
 * 2) In a large stock pot, boil soup ingredients together with seasoning pouch until the chicken is thoroughly cooked
 * 3) Remove the chicken and strain broth back into the pot for additional simmering. Once the chicken is cool, pull apart the meat into bite sized pieces and discard bones.
 * 4) In a separate pot, boil the pho noodles in sufficient water. Stop when they're no longer chewy (basically the way you'd boil spaghetti). Make sure you don't overdo it or the noodles will fall apart and you'll end up with porridge. When done, pour the noodles into a colander and rinse them with lukewarm water. Then, leave them to drain.
 * 5) Once the noodles have drained, add them to a bowl. Combine the chicken, serving ingredients, and enough broth to cover the noodles.

Notes, tips, and variations

 * All of these ingredients can be found in Asian markets and some large supermarkets.


text:
Luca Bogdano

Luca Bogdano (Llukë Bogdani, Luca Bogdano; 16?? - 1687) was an Ottoman poet of Albanian origin.

Life
Born near Prizren he studied in the Catholic school of Yanova (now Janjevo), joined the Austrian forces during the Great Turkish War under the guidance of his cousin Archbishop Petro Bogdano and died near Kaçanik in 1687. An eight-line poem titled Pjetër Bogdanit, argjupeshkëpit Skupsë, kushërinit tim dashunit (Lit. To my dear cousin Petro Bogdano, Archbishop of Skopje) and written by Luca Bogdano was published in the first version Cuneus Prophetarum in 1685. Petro Bogdano apparently polished the verses of panegyric improvised by Llukë. In later versions of the work the poem was removed as it was considered laudatory, and thus religiously inappropriate.

title: Luca Bogdano


text:
Talk:Don Maloney (author)

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title: Talk:Don Maloney (author)


text:
Tom Rozantz

Tom Rozantz is an American former professional gridiron football quarterback who played in the Canadian Football League (CFL) and the United States Football League (USFL). He played college football at William & Mary.

Early life and high school
Rozantz attended Fairview High School where he was a member of the baseball, basketball, football and wrestling teams. As a senior, he completed 140 of 266 passes for 2338 yards and was named All-County for a second straight season.

College career
Rozantz was a four year starter at quarterback for the William & Mary Indians. As a freshman in 1975, he helped lead the team to an upset win over Richmond. He was named All-Southern Conference in his sophomore season and was named an honorable mention All-American by the Associated Press as a junior and senior.

Professional career
Rozantz was signed by the New Orleans Saints as an undrafted free agent in 1979 but was cut during training camp. He was signed by the Saskatchewan Roughriders of the Canadian Football League (CFL) in 1980. He was traded to the Hamilton Tiger-Cats midway through the season. He was traded to the Toronto Argonauts shortly before the 1981 season and was released on September 8.

Rozantz was signed by the Chicago Blitz of the newly-formed United States Football League (USFL) in 1983. He was signed by the Pittsburgh Maulers in 1984. Rozantz was a member of the Birmingham Stallions in 1985 and spent the season as the team's third string quarterback.

title: Tom Rozantz


text:
Korean Language/Introduction

The Korean written language is properly called Hangul, although its English spelling is not always identical across sources.

Korean was written with Chinese characters, but this was replaced by the hangul alphabet. Both the old logographic system and the newer phonetic system are in use in Korea today, however hangul is predominant in everyday usage.

One who learns Hangul's phonetic alphabet might sound out printed words without the least understanding of their content. As an amusement, one might write English sentences using Hangul's phonetic alphabet.

There are two counting systems in Hangul, the native counting system and a system borrowed from Chinese. They are used for enumerating different things. For comparison, think of the English cardinals "one, two, three,...", ordinals "first, second, third,..." and prefixes "uni-, bi-, tri-,...".

The native counting system is used for counting among others things, people, furniture, meals and hours.

The Sino-Korean system is used commonly for measurements, such as metres, seconds, minutes, money and floors (in a building).

Vowels are pronounced roughly as in Spanish, except the combination "eo" is pronounced like "u" in "fun." The "l" at the end of words is non-velarized.

Shawn's Hangul page - describes the phonetic Korean alphabet.

title: Korean Language/Introduction


text:
Instructional design/Affective behaviors/A Comprehensive Approach to Character Development/Task Two Worksheet Answers

Back to Page 2 of Lesson 3:  Page Two: A Comprehensive Approach to Character Development

Task Two Worksheet

1. List the six guidelines presented by Simonson and Maushak for effective design of attitude instruction.

 * 1) Make the instruction realistic, relevant, and technically stimulating
 * 2) Present new information
 * 3) Present persuasive messages in a credible manner
 * 4) Elicit purposeful emotional involvement
 * 5) Involve the learner in planning, production or delivery of the message
 * 6) Provide post-instruction discussion or critique opportunities

If you listed the six guidelines above, good job! If not, please review the additional design guidelines section again.

2. List the three key instructional approaches relating to the behavioral aspects of attitude learning presented by Smith and Ragan.

 * 1) Demonstration of the desired behavior by a respected role model
 * 2) Practice of the desired behavior, often through role playing
 * 3) Reinforcement of the desired behavior

If you listed the three instructional approaches above, good job! If not, please review the additional design guidelines section again.

3. Identify each of the strategies listed below as either being a classroom strategy or a schoolwide strategy by putting a C for classroom or S for schoolwide next to each strategy.

 * Develop students' caring beyond the classroom through exposure to altruistic role models and continuing opportunities for service (in face-to-face relationships) in their schools and communities. S
 * Teachers should respect and care about their students, set a good example, and provide directive moral guidance. C
 * Create a caring classroom community by helping students to know each other as persons; respect, care about, and affirm each other; and feel a valued member of the group. C
 * Help students develop moral reasoning, self-discipline, and respect for others. C
 * Involve students, through regular class meetings, in shared decision-making. C
 * Teach virtues through the curriculum by "mining" it for its moral potential. C
 * Recruit parents and the community as partners in character education. S
 * Use cooperative learning to give students regular practice on important social and moral competencies while learning academic material and to contribute to the development of a cohesive and caring classroom community. Students should regularly reflect on how well they cooperated, and should develop guidelines. C
 * Help students develop the "conscience of craft" (desire to do a good job), including self-discipline, persistence, dependability, diligence, and responsibility, by setting a good example, combining high expectations and high support, engaging all learners, and assigning regular and meaningful homework. C
 * Create a positive moral culture in the school by defining, modeling, teaching, and upholding the school's character expectations in all areas of school life. Participatory school democracy is a powerful tool for mobilizing the peer culture on the side of virtue. S
 * Teach students what the virtues are, how their habitual practice will lead to a more fulfilling life, and how each of us must take responsibility for developing our own character. C
 * Teach students how to resolve conflicts. C

If you identified the strategies above correctly as classroom or schoolwide, good job! If not, please review the strategies section again.

Back to Page 2 of Lesson 3:  Page Two: A Comprehensive Approach to Character Development


text:
Headache (EP)

Headache is the fourth EP by American post-hardcore band Big Black. The record generated some controversy due to a cover photograph of a shotgun suicide victim whose head was split in half; it only appeared on a very limited edition of the record and was later replaced with a drawing by Savage Pencil. The identity of the dead man in the original album cover remains unknown.

Original pressings bore a sticker reading, "Warning! Not as good as Atomizer, so don't get your hopes up, cheese!" as a frank communication from the members of Big Black to their fans that they did not regard the Headache EP to be as strong as the band's previous release. This also came at a time when major labels were first starting to warn parents that albums contained "explicit lyrics", and while all of Big Black's records contained such lyrics, Headache's sticker was an ironic dig at mainstream music. Copies of the sticker also appeared on the vinyl release of Sonic Youth's Master=Dik EP as an independent music in-joke.

Track listing

 * 1) "My Disco" – 2:51
 * 2) "Grinder" – 2:22
 * 3) "Ready Men" – 3:50
 * 4) "Pete, King of all Detectives" – 2:40

title: Headache (EP)


text:
1983 NC State Wolfpack football team

The 1983 NC State Wolfpack football team represented North Carolina State University during the 1983 NCAA Division I-A football season. The team's head coach was Tom Reed. NC State has been a member of the Atlantic Coast Conference (ACC) since the league's inception in 1953. The Wolfpack played its home games in 1983 at Carter–Finley Stadium in Raleigh, North Carolina, which has been NC State football's home stadium since 1966.

Schedule
Clemson was under NCAA probation, and was ineligible for the ACC title. Therefore, this game did not count in the league standings.

title: 1983 NC State Wolfpack football team


text:
Tim McIntyre

Timothy McIntyre (born 9 April 1989) is an Australian rules footballer who played for the Adelaide Football Club in the Australian Football League (AFL). He was recruited by the club in the 2012 Rookie Draft, with pick #41. McIntyre made his debut in round 15, 2012, against at AAMI Stadium in Showdown XXXIII.

title: Tim McIntyre


text:
προσθήκη

Etymology
From. Morphologically, from.

Noun

 * 1) addition, supplement

Etymology
From. Morphologically, from.

Noun

 * 1) addition, extension, affix
 * 2) addition, inclusion

title: προσθήκη


text:
List of protected heritage sites in Alken, Belgium

This table shows an overview of the protected heritage sites in the Flemish town Alken, Belgium. This list is part of Belgium's national heritage.

 * }


text:
Talk:Frederic M. Richards/GA1

GA Review
The edit link for this section can be used to add comments to the review.''

Reviewer: Antony-22 (talk · contribs) 15:53, 12 July 2012 (UTC)

In progress.

GA review – see WP:WIAGA for criteria

 * 1) Is it reasonably well written?
 * A. Prose quality:
 * Detailed comments below
 * B. MoS compliance for lead, layout, words to watch, fiction, and lists:
 * Detailed comments below
 * 1) Is it factually accurate and verifiable?
 * A. References to sources:
 * B. Citation of reliable sources where necessary:
 * See comment below on Ref. 1, all others are fine
 * C. No original research:
 * 1) Is it broad in its coverage?
 * A. Major aspects:
 * B. Focused:
 * 1) Is it neutral?
 * Fair representation without bias:
 * 1) Is it stable?
 * No edit wars, etc:
 * 1) Does it contain images to illustrate the topic?
 * A. Images are copyright tagged, and non-free images have fair use rationales:
 * B. Images are provided where possible and appropriate, with suitable captions:
 * 1) Overall:
 * Pass or Fail:
 * I am satisfied that this meets the GA criteria. Antony–22 (talk⁄contribs) 02:12, 14 July 2012 (UTC)
 * 1) Does it contain images to illustrate the topic?
 * A. Images are copyright tagged, and non-free images have fair use rationales:
 * B. Images are provided where possible and appropriate, with suitable captions:
 * 1) Overall:
 * Pass or Fail:
 * I am satisfied that this meets the GA criteria. Antony–22 (talk⁄contribs) 02:12, 14 July 2012 (UTC)
 * Pass or Fail:
 * I am satisfied that this meets the GA criteria. Antony–22 (talk⁄contribs) 02:12, 14 July 2012 (UTC)

More detailed comments:
 * Reference 1 should link to the specific posts containing the information cited. I feel that using this type of blog as a source is borderline acceptable under WP:RS, but it would be preferred if the information could be referenced to a more traditional source.
 * I found substitutes for 2 of the 4 blog cites; it's a one-page, one-time post, just hosted on a "blog" site. Dcrjsr (talk) 21:45, 12 July 2012 (UTC)
 * Great. The blog would make a good external link, though.  Antony–22 (talk⁄contribs) 17:38, 13 July 2012 (UTC)
 * I'm uneasy about making it an external link, because I thought they were not supposed to duplicate things in the ref list. What do you think? Dcrjsr (talk) 23:40, 13 July 2012 (UTC)
 * Oh, I missed it because it fell down to number 8. Never mind, then.  Antony–22 (talk⁄contribs) 01:49, 14 July 2012 (UTC)

 * The citations in the first paragraph are unnecessary per WP:LEADCITE.
 * Fixed. Dcrjsr (talk) 21:45, 12 July 2012 (UTC)

 * Words introducing quotations should be in the past tense, e.g., "...which he describes as 'uneventful'" should be "...which he described as 'uneventful'", and so on.
 * Fixed. Hope I caught them all. Dcrjsr (talk) 21:45, 12 July 2012 (UTC)

 * The Summary of career events section should be integrated elsewhere in the main text, per WP:PROSE. Lists of awards are discouraged, so only the few most notable awards should be mentioned in the article.
 * Comment: Lists of works and timelines presents a different point of view. RockMagnetist (talk) 21:58, 12 July 2012 (UTC)
 * I tried out moving the career events to other places, and found it awkward (of course there may be better ways than what I tried. It ended up with an unwieldy award section in the infobox, esp since I didn't want to lose the date and ref info.  So I ended up reverting it, but am certainly still open to persuasion on the issue. Dcrjsr (talk) 01:22, 13 July 2012 (UTC)
 * Timelines aren't particularly standard for biographies, and it borders on looking like the sort of awards list that there would be in a resume. The items relating to degrees and postdoctoral appointments could easily be included as prose in the Personal biography section, and in fact many of them already are.  As for the awards, many of these are already mentioned in the lead. I'd recommend putting a prose paragraph about the awards in the Administration, etc. section and renaming it to something like Other accomplishments.  Antony–22 (talk⁄contribs) 04:53, 13 July 2012 (UTC)
 * OK, will work on that line. Dcrjsr (talk) 05:40, 13 July 2012 (UTC)
 * I still can't get that set of information to work as integrated into the prose flow. I've compromised by shortening the list of career events, moving the degree dates into the infobox, and mentioning fewer awards in the lead. Dcrjsr (talk) 23:40, 13 July 2012 (UTC)

More to follow. Antony–22 (talk⁄contribs) 18:05, 12 July 2012 (UTC)

I made some copyedits myself, mostly for minor grammar and punctuation issues. Some remaining issues:
 * "RNase S (and, separately, RNase A) became the third protein structure determined by X-ray diffraction of crystals..." This sentence is confusing. Was RNase A the fourth?  If so it should be stated; if not then that's an awkward place to mention it.
 * Tried to clarify with a minor rewrite. Dcrjsr (talk) 05:40, 13 July 2012 (UTC)
 * I'm still a bit confused. These were two structures published in two different articles, so they would be the third and fourth structures, right?  Antony–22 (talk⁄contribs) 18:25, 13 July 2012 (UTC)
 * They are two forms of the same protein. I've tried again on the clarification. Dcrjsr (talk) 23:40, 13 July 2012 (UTC)

 * The last two subsections under Research career contain many short, choppy paragraphs, which should be combined in an appropriate way.
 * Combined items in the packing section. In "Other research areas", they are still left separate, because they describe truly unrelated pieces of work.  Maybe I should find more to say about some or all of them? Dcrjsr (talk) 05:40, 13 July 2012 (UTC)

 * Some of the more laudatory sentences in Administration, mentoring, and outside activities should be worded more neutrally by attributing the statements, such as by adding the phrase "According to X...", as these are opinions rather than facts.
 * Have worked in two cases of this kind of softening. Dcrjsr (talk) 05:40, 13 July 2012 (UTC)

 * Including the times cited in the list of papers at the end is unnecessary, and is likely to go out of date quickly anyway. Antony–22 (talk⁄contribs) 04:54, 13 July 2012 (UTC)
 * Done. Dcrjsr (talk) 05:40, 13 July 2012 (UTC)

Thanks very much for your well-considered wording shifts! I've reverted just one: back to "Sally's Baage" -- a slide in the video in Sally's in memoriam on the Guilford Land Trust site 2011 shows the boat with that name on the side, presumably a comment on her Maine accent. I've tried to explain it very briefly without overloading the point. Dcrjsr (talk) 12:17, 13 July 2012 (UTC)

 * No worries. The cited source said "Barge" but I trust your discretion here. Antony–22 (talk⁄contribs) 17:38, 13 July 2012 (UTC)
 * My original source (Rose; ref 6) called it barge and I originally did also, but the Land Trust piece now cited (ref 7) is more authoritative because it shows the actual boat. Dcrjsr (talk) 23:40, 13 July 2012 (UTC)

A couple more issues, likely the last set:
 * Is Voronoi diagram the correct article to wikilink for "Voronoi polyhedra"? (I added this but I just want to make sure.)
 * Comment: Voronoi polygon redirects to Voronoi diagram. Maybe Voronoi polyhedron should too. Then, if someone later creates a separate article on Voronoi polyhedra, the link still works. RockMagnetist (talk) 19:26, 13 July 2012 (UTC)
 * Voronoi diagram is the best we can do - Delaunay triangulation describes the dual relation of the two, but would make for a confusing link. Indeed probably Voronoi polyhedron could redirect - but I hope no one makes it a separate article. Dcrjsr (talk) 23:40, 13 July 2012 (UTC)

 * "...some used primarily for structure validation and others primarily for homology modeling or protein design." The word 'primarily' is used twice in the same sentence.
 * Fixed. Dcrjsr (talk) 23:40, 13 July 2012 (UTC)

 * "...apart from a rather small compaction in size." Was the change in size small, or did it change to a small size?
 * Change was small; clarified wording. Dcrjsr (talk) 23:40, 13 July 2012 (UTC)

 * "'quickly gained pre-eminent stature'" Quote needs an attribution, or could be reworded without a direct quotation. Antony–22 (talk⁄contribs) 18:25, 13 July 2012 (UTC)
 * That is indeed a direct quote from the source cited right afterward, which is how I handled all the other quotes. I believe I've now responded to all the comments & suggestions, and fixed a few minor formatting problems myself as well.Dcrjsr (talk) 23:40, 13 July 2012 (UTC)
 * One more thing - I noticed that you changed the wording in the first paragraph of the packing section. But that whole last bit was a direct quote from Rose, so I've changed it back. Dcrjsr (talk) 23:50, 13 July 2012 (UTC)
 * I see, there was an errant extra quotation mark in the old version that caused me to misinterpret where the quote ended. Antony–22 (talk⁄contribs) 02:06, 14 July 2012 (UTC)

title: Talk:Frederic M. Richards/GA1


text:
Klein Constantia

Klein Constantia is a wine estate in the suburb of Constantia in Cape Town, South Africa.

History
Constantia, the first wine farm in Southern Africa, was established in 1685 by the VOC Governor of the Cape Simon van der Stel, and was used to produce wine as well as other fruit and vegetables and cattle farming. Van der Stel, a keen viticulturist, had been the first to recognize the potential of the decomposed granite soil in the sheltered valley facing False Bay and bounded by sea on both sides after he had had soil samples collected from all over the Cape. He chose this area to plant his vines and named it Constantia.

Following van der Stel's death in 1712 the estate was broken up and sold in three parts (Groot Constantia; Klein Constantia; and Bergvliet). Johannes Colijin, a son of a freed slave, ended up owning the Klein Constantia, which was renamed Hoop op Constantia. Johannes resumed winemaking from 1718 and began shipping around the world.

The Cloete family
In 1778 the portion of the estate surrounding van der Stel's mansion was sold to the Cloete family, who planted extensive vineyards of mostly Frontignac, Pontac, red and white Muscadel and a little Steen (Chenin blanc) and extended and improved the mansion. On the death of Hendrik Cloete in 1818, the estate was split, and the upper portion became the property of Cloete's son Johan Gerhard Cloete under the name Klein Constantia.

Constantia wine
It was under the Cloete family ownership that Constantia's sweet dessert wine "Vin de Constance" made primarily from vine-dried Muscat de Frontignan grapes reached the height of its fame. Napoleon Bonaparte had as much as 1,126 liters (297 gallons) of Constantia wine shipped in wooden casks each year to Longwood House, his home in exile on St Helena from 1815 until his death in 1821. The Count de las Cases reported that, on his deathbed, Napoleon refused everything offered to him but a glass of Constantia wine.

In Sense and Sensibility, Jane Austen's character Mrs Jennings recommends a little Constantia for "its healing powers on a disappointed heart".

In Charles Dickens' last (and unfinished) novel, The Mystery of Edwin Drood, Constantia wine is served to the reverend Septimus by his mother. "As, whenever the Reverend Septimus fell a-musing, his good mother took it to be an infallible sign that he ‘wanted support,’ the blooming old lady made all haste to the dining-room closet, to produce from it the support embodied in a glass of Constantia and a home-made biscuit."

In Charles Baudelaire's Les fleurs du mal poem XXVI entitled  sed non satiata Baudelaire compares the charms of his beloved to the pleasures of the night and Constantia wine: "Even more than Constantia, than opium, than Nuits, I prefer the elixer of your mouth, where love performs its slow dance."

The De Villiers family
In 1913 Klein Constantia was purchased by Abraham Lochner de Villiers, a wealthy milliner from Paarl, and his American heiress wife, Clara Hussey. The house and its estate were restored when the couple made the Klein Constantia manor house their home during the year before the First World War. Life at Klein Constantia took an exuberant turn. "It was like something out of the Great Gatsby" said one enthusiastic guest. "You cannot imagine the glamour of it all".

Dressed in the latest fashion, Clara, whose grandfather was the first Pittsburgh steel tycoon, threw parties which were the talk of Cape Town, where Russian caviar was served, swathed in barrels of ice, together with oysters and smoked salmon; orchestras played, and peacocks strolled on the lawns.

The Pittsburgh fortune was not confined to fine motor cars and caviar. Abraham and Clara set about the transformation of Klein Constantia with style and determination. Fine furniture and paintings were brought for the house, they added a dining hall, with a minstrel's gallery, a private chapel, and then a classical pavilion which stood beside a large swimming pool set in landscaped gardens. Winemaking continued to play an important role and the farm produced good wine and excellent port.

Devoted to Klein Constantia as they were, Clara and Abraham were determined that the farm should remain within the de Villiers family. As they had no children of their own, their nephew Jan, son of Rocco and Annie de Villiers of Paarl, was designated as their heir, and sent to the University of California at Berkeley for two years to study viticulture. When Jan returned to Klein Constantia he remained until Abraham's death in 1930, when he then left for the Transvaal, returning only in 1955 when his Aunt Clara died, whereupon he inherited the property. With the passing of Clara Hussey de Villiers, the era of glamour and splendour came to an end.

The Jooste Era
In 1980 Duggie Jooste bought Klein Constantia, redeveloped it, and with the help of Professor Chris Orferr of Stellenbosch University and winemaker, Ross Gower, created and began selling a new recreated version of Constantia wine made from Muscat Blanc à Petits Grains. Duggie's son, Lowell, joined the team and together they helped to revive Klein Constantia's wines and the entire estate: completing work on a full cellar and tasting room by the mid 1980s.

Klein Constantia released its first vintage of the modern era in 1986 to much critical acclaim and quickly developed a reputation as one of South Africa's top wine estates.

New ownership
In May 2011 the Jooste family sold Klein Constantia to Czech businessman Zdenĕk Bakala and Charles Harman from the UK. Both have been regular visitors to South Africa for the past twenty years, and together with their families now divide their time between their respective homes in Europe and Cape Town. Mr Bakala is co-founder of the global diversified investment group, BXR, of which Mr Harman is the CEO.

In June 2012, Klein Constantia merged with Stellenbosch-based vineyard, Anwilka (formerly co-owned by Lowell Jooste, Hubert de Boüard and Bruno Prats) and Klein Constantia welcomed two new shareholders in de Boüard, of Château Angélus and Prats, formerly of Château Cos d'Estournel.

Wine production
Klein Constantia is noted particularly for its production of high-quality white wines, including Sauvignon blanc and Riesling and is world-renowned for its revival of the famous 18th and 19th century Constantia dessert wine, known today as Vin de Constance. Today, Vin de Constance consistently scores over 90 points in Wine Spectator Magazine and other rating publications like Robert Parker and in September 2012 Neal Martin of eRobertParker awarded Vin de Constane 2007 a 97-point rating.

The current portfolio of Klein Constantia wine includes the super-premium Estate range and the lifestyle KC range as well as special release wines like the single vineyard Perdeblokke Sauvignon blanc and a Méthode Cap Classique. Anwilka produces a flagship eponymous red wine and a second label 'little brother' red wine called, Petit Frère. Klein Constantia's icon wine remains, Vin de Constance.

Cape Muslim heritage

Klein Constantia is the site of the kramat or grave of a revered Cape Muslim teacher and cleric, Sheik Abdurachman Matebe Shah, who is said to have been one of the three teachers who brought Islam to southern Africa in the seventeenth century.

After being captured during the Dutch conquest of Sumatra, Sheik Abdurachman was banished to the Cape Colony in 1661, only ten years after it was founded. He is thought to have died on the site that the kramat now stands in either 1681 or 1682.

title: Klein Constantia


text:
Vietnam at the 2017 World Games

Vietnam competed at the 2017 World Games held in Wrocław, Poland.

Ju-jitsu
Vietnam competed in the women's duo event.

Muay Thai
Bùi Yến Ly won the gold medal in the women's 51 kg event.

title: Vietnam at the 2017 World Games


text:
User:Icruz5

“Atlanta” is a television series that is a milestone for the new generation. Throughout the series, in each episode, there have been subtle messages that are relevant in today’s society. The set itself has a crucial and robust meaning since it is an all-black casting crew, and it is depicting real-life events that are familiar to some.

Plot: The series depicts Earn, Donald glover, and Alfred, Brian Henry, as two cousins that are working to make a name for themselves. Throughout this journey, they come face-to-face with many hardships that have to do with social and economic issues (race, poverty, status, parenthood). Although Earn is new to managing a rapper, he is quickly trying to learn the ropes of the music industry and getting Alfred to the next level. When they are not working, Earn spends his free time with Van, his ex-girlfriend and mother of his child, and his daughter. As a rising rap star, Alfred is struggling to balance being a known rapper and his personal life, which leaves him in a couple of sticky situations.

Cultural Misrepresentation: There is a cultural misrepresentation that affects how audiences may react to specific television shows. According to Communication & Mass Media Complete, “Findings revealed that Blacks were actually “invisible” on network news, being underrepresented as both violent perpetrators and victims of crime.” They also mentioned how Whites dominated the network news coverage as sources or experts. Glover takes action to change the perception that is critical to the representation of black people. At the beginning of the first season, he sets the scene in strip clubs, and trap houses to show how the city of Atlanta became famous. Progressing more into the season, it focuses on the individuals and the character’s hardships living in Atlanta and being black. Because of the nominations and awards from “Atlanta,” some individuals stated that there is hope for better representation of black people in America instead of being depicted as criminals or drug dealers.

title: User:Icruz5


text:
Instructional design/Cognitive behaviors/Teaching Procedures, page 9

Instructional Design > Cognitive behaviors > Teaching Procedures > Define > Learn > Teach > Routine > Power > Steps > Try > Example

Exercise Synthesis
The following are possible responses (prepared by the original authors of this lesson) to the exercise on the Try page. Note that these responses are purposely placed on a separate screen from the exercise to provide general guidance should you become stuck, but NOT to imply a single correct response to the case scenario.

What to teach ? How to teach it ?
Question: That friend of yours, Jennifer, from the  Invariant Tasks lesson has now been hired to tutor Sam's younger brother, Joe, in adding fractions. She remembered what wonderful advice you gave her for tutoring Sam, so she is back for more help. After you recover from the flattery, you remember that you should start with the view that the most important concerns in any instruction are "what to teach" and "how to teach it".

Possible Answer: She should do a needs analysis to make sure that Joe really needs to know how to add fractions. Rodger Kaufman (1982) has described this as identifying the gap in knowledge between what should be and what is. This requires both a  goals analysis and a  learner analysis. Joe's mother has already told Jennifer that he should know how to add fractions. Jennifer could try to confirm this by talking to Joe's math teacher, but it is probably not necessary in this situation. Jennifer could then find out what he already knows with a few questions at their first session together.

But what if she had a group of students and needed to prepare some instructional materials ahead of time ? It would be a lot harder to figure out what they already know. It might be necessary to sample the learners and conduct several interviews to identify the lowest level of entering knowledge. But then you would want to have some mechanism (like a pretest) to avoid teaching the more knowledgeable learners anything they already know. That would just waste their time and demotivate them. However, in many instructional development (ID) situations, you may not have enough time or money to sample the “target” learners, but you may be able to talk to someone who has taught the same content to the same kinds of learners. This is a more cost-effective but less reliable way to conduct a learner analysis.

Let's assume that Jennifer is confident that Joe needs to learn how to add fractions. Can we now turn Jennifer's attention to "how to teach it" ? Have we really spelled out what to teach ? Not exactly. Jennifer will need to be precise (refresh her memory) as to what the procedure is for adding fractions. This is called a task analysis (or content analysis), and entails identifying all the required steps. On your advice, after digging around in the depths of her gray matter, Jennifer comes up with a flowchart like the one on page 3. So now she is all finished with "what to teach," right ?

Not exactly. She really ought to break down some of those steps into substeps (such as steps 2, 3, and 6) until all steps are at a level that Joe can understand. Part of this analysis process is to identify any concepts that Joe may not be familiar with, such as denominator, common denominator, and numerator. Jennifer doesn't have to use those terms (unless the post-instructional situation will require their use), but some term will be needed (e.g., "top number" and "same bottom number") to communicate efficiently. These analysis activities are also called  task (or content) analysis, and the term "prerequisites analysis" is often used for identifying such substeps and concepts.

What are the recommended teacher actions ?
Question: Based on your advice, Jennifer has done all these analyses, so now she has truly identified "what to teach" and can proceed to think about how to teach it. You remember how useful the notion of presentation-practice-feedback was for Jennifer to teach the Presidents to Sam. Do you think that notion would help for teaching this procedural skill ? Clearly, practice is important for learning a skill. We all know that "Practice makes perfect." But what should that practice be like ? Joe shouldn't just do the same practice over and over again like memorization practice, should he ?

Possible Answer: The practice should be as similar as possible to the post-instructional requirements (the conditions of performance after the instruction is all over). Joe will probably be given two or more fractions and be asked to add them, in which case that's what Jennifer's practice should require him to do. But the post-instructional requirements may entail reading a story problem and figuring out what mathematical operation is needed, and then using the right procedure, in which case that's what the practice should do. This is called consistency (or authenticity or performance-based learning). Similarly, the post-instructional requirements may call for Joe to be able to handle all kinds of fractions, in which case Jennifer should give him practice adding all kinds of fractions. This is called divergence.

Furthermore, we know that some cases of adding fractions are a lot more difficult than others. To be consistent, Jennifer should include the full range of difficulty required after the instruction is over. But should she start out with difficult practice ? Clearly, it will be easier for Joe to learn from if it is an easy case, unless he already knows how to handle easy ones (in which event he wouldn't learn anything from it!), although it would help you to diagnose his entering skill. If even the easiest authentic case was quite difficult for Joe, it would probably be helpful to compromise on the consistency rule in some ways. This is a form of prompting—what behaviorists call shaping and cognitivists call scaffolding.

What if the learner does it wrong ?
Question: Now, you know well that if Joe is doing a lot of practice and getting them all wrong, it could actually make things worse. His error would become ingrained to the point where it would be much more difficult for Jennifer to correct it. So feedback is clearly also important for skill learning. But what should the feedback be like ?

Possible Answer: Errors most often occur in a single step of a procedure. So Jennifer's feedback should point out the specific step that Joe did wrong and should help him to do it right. The feedback could demonstrate the correct performance of the step, or it could give a hint that helps Joe to figure out what he was doing wrong. When Joe gets the practice right, on the other hand, Jennifer's feedback should probably just confirm that it was right. You should also remind Jennifer that motivational feedback (encouragement when wrong and praise when right) can also be useful.

What else should the teacher do ?
Question: Imagine Jennifer asking Joe to add a couple of fractions. If he couldn't do it in school, it's not likely that he can do it now for Jennifer! So what other guideline should you give Jennifer ?

Possible Answer: Jennifer should probably show Joe how to add two fractions. This is often called a demonstration or example of the skill. But some cases (demonstrations) are a lot more difficult than others. So again, it will be easier for Joe to learn if it is an easy one. Now, if Jennifer just demonstrates the procedure without saying anything, would that be good instruction ? Not exactly. So what should she say ? Think about it before you read on!

She should explain what she is doing. This explanation could be in a form that generalizes to other cases within a given equivalence class, in which event it is called a generality. Or it could be in a form that relates the generality to this particular case, which is called attention focusing.

When is the best time ?
Question: When is the best time to present the generality ?

Possible Answer: There are several options as to when Jennifer could give the generality: before the demonstrations (which is a deductive approach), after several demonstrations (which is an inductive approach), or during a demonstration. No one approach is always best.

What about motivation ?
Question: How often have you heard, "I hate fractions!" ? Joe is probably no exception. What can Jennifer do to keep him from getting discouraged—to keep his attitude positive and his concentration high ? High motivation translates into high effort, and that means quicker and better learning. What would you recommend to Jennifer ?

Possible Answer: Encourage him when he falters: "That's closer!" Give praise when he is correct: "All right! You got it this time! You're smart!"

Source
Procedure Using by Charles M. Reigeluth. Used by Permission.


text:
Willy Brandt Schule

Willy Brandt Schule may refer to:

Schools in Germany:
 * Willy-Brandt-Schule Kassel
 * Willy-Brandt-Schule Lübeck-Schlutup
 * Willy-Brandt-Schule Norderstedt

Schools outside of Germany:
 * Willy-Brandt-Schule in Warsaw, Poland

title: Willy Brandt Schule


text:
Wikipedia:Wiki Ed/Las Positas College/LIBR 1 Working with Sources (Fall 2019)

Introduction to using sources as supporting documentation in a college-level research project. Teaches the skills needed to successfully find, evaluate, use, cite, and document information using the library and open web sources. Focus on identifying appropriate sources and proper use of sources. Students will learn to distinguish between source types, how to avoid plagiarism, and how to use sources in their research projects. The semester project requires students to build an annotated bibliography on a research topic within the African Diaspora and culminates with a scholarly contribution to a related Wikipedia article.

Week 11
Thinking about sources and plagiarism

Welcome to your Wikipedia assignment's course timeline. This page guides you through the steps you'll need to complete for your Annotated Bibliography & Wikipedia projects, with links to training modules and your classmates' work spaces.

Your course has been assigned a Wikipedia Expert. You can reach them through the Get Help button at the top of this page.

Resources:

 * Editing Wikipedia, pages 1–5
 * Evaluating Wikipedia

Create an account and join this course page, using the enrollment link your instructor sent you. (Because of Wikipedia's technical restraints, you may receive a message that you cannot create an account. To resolve this, please try again off campus or the next day.)

This week, everyone should have a Wikipedia account.

Week 12
What's a content gap?

Assignment Introduction
In this assignment, we will apply what we have learned so far about evaluating sources for credibility and appropriateness to our Wikipedia articles. You will also use these skills to identify content gaps. When people look to a source of information and the information isn't there, it's a content gap. Content gaps exist on Wikipedia within articles when they don't cover all of the various aspects of an issue and at the global level when Wikipedia does not have an article on a particular topic at all. Content gaps can also exist in your own research projects. Developing the ability to identify content gaps is an ability that scholars apply when critically evaluating and thinking about a topic and research. Practicing this critical evaluation technique with your Wikipedia article will help you critically evaluate your readings in ENG 1A, other classes, and as you evaluate and improve your own research projects.

Step One: Continue your Wiki-Scholar Training
Complete the two above trainings. You will need the information from the trainings in order to successfully complete the next tasks. Make sure you are logged in to Wikipedia so that you get credit!

 * 1) In a separate browser tab pull up the Wikipedia topic article that you assigned for yourself.  Do not choose a different article for this assignment.

Step Two: Complete the Evaluate an Article Exercise
Take notes in your sandbox

 * 1) Get to your Sandbox by clicking on the link in the Evaluate an Article Exercise from Wikipedia or by clicking on "Sandbox" in the upper right corner of your Wikipedia article. https://clpccd.instructure.com/courses/8333/files/2076959/download?wrap=1
 * 2) Create a section in   your sandbox   titled "Article evaluation" where you'll leave notes about your observations and learnings.
 * 3) As you read the article you've chosen, consider the questions presented in the exercise and below as they relate to the article's content, tone, and sourcing.
 * 4) Copy and paste the questions into the sandbox and then answer the questions in the sandbox.

Evaluate article content by answering the following questions:

 * Is everything in the article relevant to the article topic? Is there anything that distracted you?
 * Is any information out of date? Is anything missing that could be added?
 * What else could be improved?

Evaluate the article's  tone by answering the following questions:

 * Is the article neutral? Are there any claims that appear heavily biased toward a particular position?
 * Are there viewpoints that are overrepresented, or underrepresented?

 Evaluating the article's sources by answering the following questions:

 * Check a few citations. Do the links work? Does the source support the claims in the article?
 * Is each fact referenced with an appropriate, reliable reference? Where does the information come from? Are these neutral sources? If biased, is that bias noted?

Now take a look at how others are talking about this article on the talk page.

 * What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
 * How is the article rated? Is it a part of any WikiProjects?

Optional activity (extra credit)

Choose at least 1 question relevant to the article you're evaluating and leave your evaluation on the article's Talk page. Be sure to sign your feedback with four tildes — Raayyyya (talk) 02:01, 13 December 2019 (UTC).

NOTE: You will not submit anything to me in class. I will be checking your sandboxes (and the timestamps) to see that they were completed and completed on time.

Week 13
In the next couple of weeks, you will work to gather sources to help us add well-supported information along with citations to your Wikipedia topic. You will work to create a robust   of worthy and reliable sources that help you understand your topic.

An annotated bibliography helps you track important information that you find, record your thoughts and reflections, and help to begin building your ideas on how the sources are related and might help you support a position or thesis on the topic.

You will end up using one or more of these sources to contribute to your Wikipedia topic page. To learn about the types of sources that meet Wikipedia's requirements, review the

 * 1) Begin by reviewing pages 103-106 in our textbook about annotated bibliographies.
 * 2) Create a document titled "LIBR 1 Annotated Bibliography for __Topic____" in your LIBR 1 Google Doc folder that is shared with me.
 * 3) Find one online news article related to your topic that meets Wikipedia's standards on the open web.
 * 4) Find one audiovisual item (movie, video, or image) related to your topic that meets Wikipedia's standards on the open web.  Note: do not include a direct quote for this item.
 * 5) Find one book related to your topic in the library's collection.
 * 6) Find two scholarly journal articles (research articles, not opinions or short editorials).
 * 7) Create annotations/entries for each of the five sources you found in your annotated bibliography using the following examples as a guide.

Each annotation entry must include (in the following order):
A full citation for the source in MLA style (using the EASYBIB add-on). Be sure to correct any errors in the computer-generated citation. Use our textbook's chapter on "Using MLA Style," pages 326-354 to review what the citation is supposed to look like.

"A direct quote that highlights the main thesis, point, or argument of the source" (with a proper in-text citation).

An annotation of the source, in paragraph format with three sentences:  a sentence summarizing the key thesis, point, or argument of the source ;  a sentence evaluating the source ; and  a sentence relating the source to your topic and how you could use the source to enhance your assigned Wikipedia page.

==== Here is an example of an annotated bibliography entry from the : ====

Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life. Anchor Books, 1995. Ebsco eBook Collection.

"In the meantime, we are going to concentrate on writing itself, on how to become a better writer, because, for one thing, becoming a better writer, will help you become a better reader..." (Lamott 10).

Lamott's book offers honest advice on the nature of a writing life, complete with its insecurities and failures. Taking a humorous approach to the realities of being a writer, the chapters in Lamott's book are wry and anecdotal and offer advice on everything from plot development to jealousy, from perfectionism to struggling with one's own internal critic.

In the process, Lamott includes writing exercises designed to be both productive and fun. Lamott offers sane advice for those struggling with the anxieties of writing, but her main project seems to be offering the reader a reality check regarding writing, publishing, and struggling with one's own imperfect humanity in the process. Rather than a practical handbook to producing and/or publishing, this text is indispensable because of its honest perspective, its down-to-earth humor, and its encouraging approach.

Chapters in this text could easily be included in the curriculum for a writing class. Several of the chapters in Part 1 address the writing process and would serve to generate discussion on students' own drafting and revising processes. Some of the writing exercises would also be appropriate for generating classroom writing exercises. Students should find Lamott's style both engaging and enjoyable.

In the sample annotation above, the writer includes three paragraphs: a summary, an evaluation of the text, and a reflection on its applicability to his/her own research, respectively.

Print out your annotated bibliography, with your 5 entries, and bring it to class on November 7, 2018.

Exercise
Add a citation

Biographies

Ecology

Films

History

LGBT+ Studies

Sociology

Women's Studies

Everyone has begun writing their article drafts.

Week 16
It's the final week to develop your article.

 * Read Editing Wikipedia page 15 to review a final check-list before completing your assignment.
 * Don't forget that you can ask for help from your Wikipedia Expert at any time!

Continue to expand and improve your work, and format your article to match Wikipedia's tone and standards. Remember to contact your Wikipedia Expert at any time if you need further help!

Thinking about Wikipedia

Everyone should have finished all of the work they'll do on Wikipedia, and be ready for grading.


text:
Nazaré

Proper noun

 * 1) the letter N in the Portuguese radio alphabet
 * 1) the letter N in the Portuguese radio alphabet
 * 1) the letter N in the Portuguese radio alphabet
 * 1) the letter N in the Portuguese radio alphabet
 * 1) the letter N in the Portuguese radio alphabet

title: Nazaré


text:
Gaurav Sharma (politician)

Gaurav Mrinal Sharma (born 1987) is a New Zealand doctor and former Member of Parliament. Elected in 2020, Sharma was a Member of Parliament (MP) for the Labour Party, representing the electorate of Hamilton West. In August 2022, he made allegations of bullying within the Labour Party, and was expelled from its caucus in the same month. He briefly served as an independent, before resigning from Parliament in October 2022. He announced the formation of the New Zealand Momentum Party, an unregistered political party, in November 2022. In December, Sharma contested and lost the 2022 Hamilton West by-election.

Early life and schooling
Sharma was born in Himachal Pradesh, India, and his family moved to New Zealand when he was 12 years old. Sharma went to Auckland Grammar School where he was the proxime accessit to the dux in his final year of high school. In 2005, The New Zealand Herald named him as one of the top six students in the country as per Sir John Graham's NZ Education and Scholarship Trust.

He has a Bachelor of Medicine, Bachelor of Surgery degree from the University of Auckland and a Master of Business Administration from George Washington University.

Medical career
Volunteer work as a caregiver in a rest home when he was in high school inspired Sharma to pursue a career in medicine. Sharma qualified as a medical doctor from University of Auckland's School of Medicine in 2011 where he was also involved with the New Zealand Medical Students' Association. Sharma undertook an internship with the World Health Organization in 2012, working within the Non-Communicable Diseases unit.

When he returned from Geneva, Sharma practised medicine in different hospitals across Auckland until 2015. Sharma has been registered with the Medical Council of New Zealand under a general scope requiring he practise under supervision in the GPEP training programme. His certificate to practise expired on 31 August 2022, and was renewed in 2023 after his political career ended.

Fulbright and MBA
In 2015, Sharma received the Fulbright Scholarship to complete a MBA at George Washington University in Washington DC, with a specific focus on business, politics and public health. During this time, Sharma was involved on campus in Hillary Clinton's campaign for the United States Presidency in 2016. He was also a Senator on the George Washington University's Student Senate during his time there as a student.

Start of career and election to parliament
Sharma worked for Phil Goff's campaign in the 2014 election. Upon returning from the United States after his MBA, Sharma stood for the Labour Party in the electorate in the  and was placed 70th on Labour's party list. He did not win a seat; he received 31% of the electorate vote compared to the incumbent's 52%. Following his loss, Sharma practised as a GP in Hamilton for two years.

In the 2020 election Sharma again stood for the Hamilton West electorate. This time, Sharma won the seat, receiving 52% of the electorate vote. Sharma was the first MP to take the Oath of Allegiance in Sanskrit, after first completing it in te reo Māori. Sharma was the first MP of Indian origin to represent an electorate for the Labour Party.

Roles in parliament
As well as representing his electorate, Sharma was a member of the Health Select Committee.

Allegations of bullying within Parliament
On 11 August 2022, Sharma wrote an opinion piece for The New Zealand Herald newspaper in which he alleged widespread bullying within Parliament. The piece included specific allegations aimed at party whips, party leadership, and the Parliamentary Service. The next day, he expanded on these allegations with a Facebook post detailing specific grievances against Labour Whip Duncan Webb, former Whip Kieran McAnulty, and the office of Prime Minister Jacinda Ardern.

In the following days and weeks, Sharma continued to publish allegations, such as another Facebook post on 15 August, and a further post of 29 August, in which Sharma published a 4,700 word social media post detailing his complaints with the work performance of three former staff members and accused the Parliamentary Service of fabricating information about him.

In October 2022, The Spinoff claimed Sharma had presented little in the way of evidence to back his allegations of bullying and harassment.

Government responses
Parliamentary Service chief executive Rafael Gonzalez-Montero disputed Sharma's allegations and defended his organisation's work on countering bullying within parliament. Labour Party MPs, including Damien O'Connor, Chris Hipkins, and Anahila Kanongata'a-Suisuiki, questioned Sharma's claims.

The Parliamentary Service rebutted one of Sharma's allegations that another Labour MP and a parliamentary staff member had misspent taxpayer money in August 2021. Gonzalez-Montero responded that the duo had travelled to the MP's electorate for the purposes of team-building, which he described as a normal procedure for MPs who were establishing a new team within their electorates.

On 19 August, Newshub reported that the Chief Ombudsman Peter Boshier had sent a letter to Ardern querying Sharma's allegations that Labour MPs had been trained to circumvent the Official Information Act 1982.

Support
National Party MPs Matt Doocey, Chris Bishop, and Chris Penk claimed that Sharma's allegations raised questions about alleged bullying and victimising within the Labour Party. Twenty members of Sharma's Hamilton West electorate committee sent a letter to the Labour Party and Labour parliamentary caucus defending Sharma and calling for an independent investigation into his bullying allegations.

Accusations against Sharma
Following the allegations, an employment dispute from Sharma's office became public. The employment matter centred on a former staffer who felt bullied by Sharma; that they were being isolated from other staffers by him and subsequently sought therapy after it. Sharma, however, said that their contract was not extended because of poor employment performance. Gonzalez-Montero, Webb, and Ardern confirmed that their offices were working with Sharma to resolve an employment dispute in his parliamentary office. The New Zealand Herald reported that three of Sharma's staff members had resigned during his first year after raising concerns about him; which allegedly prompted the Parliamentary Service to suspend the hiring of new staff for Sharma's parliamentary office.

In response to Sharma's Facebook post of 29 August, a former staff member accused Sharma of breaching confidentiality rules and bringing back past trauma.

Expulsion from Labour
On 15 August, Ardern confirmed that the Labour Party parliamentary caucus would be holding a special meeting that week to discuss Sharma's bullying allegations. That same day, Sharma also claimed that he was being silenced after Labour leaders ordered him to raise his concerns with party whips and leaders and to avoid speaking with the media.

On the evening of 15 August, the Labour Party held a Zoom meeting for all its MPs except Sharma, to discuss Sharma's future within the party. Sharma found out about this meeting after "accidentally" receiving a message with a photo of fellow Labour MP Kelvin Davis on Zoom call. Prior to that, Sharma had agreed to attend a special caucus meeting on 16 August to discuss Sharma's bullying allegations. After learning about the evening meeting on 15 August, Sharma refused to attend the 16 August meeting and claimed that his fate had been "pre-determined." During the special caucus meeting held on 16 August, Labour MPs voted unanimously to suspend Sharma from the party caucus effective immediately until December 2022. While Sharma would remain the Labour MP for Hamilton West, he was excluded from caucus events.

Ardern defended Sharma's suspension, claiming it was an appropriate response to what she described as his "repeated breaches of trust." Ardern also claimed that Sharma had rejected the party's offers of coaching, mentoring and temporary staff over the past 18 months. In return, Sharma had accused the Labour leadership of ignoring his concerns, gaslighting him, and creating a cover-up culture. Sharma accused the Prime Minister of lying "every step of the way".

In an interview with public broadcaster Radio New Zealand on 17 August, Sharma claimed he had recorded an hour-long phone conversation with a senior Labour MP, who called him after the 15 August meeting to warn his fate was sealed and multiple times tell him the decision made by the Labour caucus on 16 August was pre-determined. Asked if he would stay in Parliament if he was expelled from the Labour caucus, Sharma admitted "I haven't thought this through to that".

In mid August, Ardern indicated that Sharma would face a motion to expel him from the Labour Party caucus for breaching party protocol. However, she ruled out using the Electoral (Integrity) Amendment Act 2018, colloquially known as the waka-jumping act, to expel Sharma from Parliament. Ardern stated this was to avoid the "unnecessary burden" on taxpayers by triggering a by-election. Ardern also refused Sharma's appeal for an independent inquiry, claiming that his allegations were unfounded. Ardern also indicated that the Party would consider expelling him from the Labour Party.

On 23 August, Ardern confirmed that the Labour caucus had voted to expel Sharma permanently from its caucus. She added that the caucus had also voted to refer the matter to the New Zealand Council of the Labour Party for them to consider any further disciplinary action. Being expelled from the Labour caucus meant that Sharma was an independent MP, still representing his electorate.

On 24 August, during the election of the new Speaker of the House Adrian Rurawhe, Sharma used parliamentary privilege to accuse the outgoing Speaker Trevor Mallard of ignoring his concerns about bullying within Labour and reporting his complaint to the Labour Whips' office. Sharma was halted during his speech by Rurawhe and told to sit down for going off topic.

On 19 October 2022, party president Claire Szabó confirmed Sharma had been expelled from the party and stated that the party had not considered invoking waka-jumping rules to remove him from Parliament. Szabó also confirmed an investigation had taken place into alleged misconduct by Sharma, which he had participated in, while also saying that Sharma had released the details of the investigation after ignoring a confidentiality requirement. On 20 October 2022, the New Zealand Council, Labour's governing body, expelled Sharma from the party with immediate effect. In a statement, party president Szabó said the council "took this decision because it found Gaurav Sharma had brought the party into disrepute", a breach of the party's constitution.

Resignation, by-election, and launch of the Momentum Party
On 18 October 2022, Sharma announced on his Facebook page that he had resigned from Parliament, and that he would contest the by-election for Hamilton West that would result from this. Sharma also used the post to announce his intentions to start a new "centrist" political party.

Sharma claimed that Labour planned to use the waka-jumping legislation to force him out of Parliament six months before the 2023 New Zealand general election, and that this would mean a by-election could be avoided. Sharma also used the post to announce his intentions to start a new "centrist" political party. Labour leader Jacinda Ardern denied that the party was considering acting to remove Sharma from Parliament, saying she did not know on what basis Sharma believed this.

The by-election was held on 10 December 2022, with writ day designated as 2 November. Sharma's campaign for re-election was financially supported by Roshan Nauhria, one of New Zealand's richest Indian businessmen and who was previously the leader of the New Zealand People's Party. During the campaign period Sharma launched the New Zealand Momentum Party, claiming that most of his core campaign team had left Labour for Momentum. While the party wasn't registered, Sharma said that 800 people had an intention to join it.

Sharma lost the Hamilton West by-election, which was won by the National Party candidate Tama Potaka. Sharma came fourth place with 1,242 votes.

title: Gaurav Sharma (politician)


text:
Talk:Cyrus Cylinder/GA1

GA Review
The edit link for this section can be used to add comments to the review.''

Reviewer: Maclean25 (talk · contribs) 18:26, 12 July 2012 (UTC)

 * GA review (see here for criteria)

 * 1) It is reasonably well written.
 * a (prose): b (MoS):
 * 1) It is factually accurate and verifiable.
 * a (references): b (citations to reliable sources):  c (OR):
 * 1) It is broad in its coverage.
 * a (major aspects): b (focused):
 * 1) It follows the neutral point of view policy.
 * Fair representation without bias:
 * 1) It is stable.
 * No edit wars, etc.:
 * 1) It is illustrated by images, where possible and appropriate.
 * 10 images used:
 * File:Cyrus Cylinder front.jpg - Commons-hosted, cc-by-sa/GFDL
 * File:Hormuzd.Rassam.reclined.jpg - Commons-hosted, tagged public domain
 * File:Babylon 1829 cropped.gif - Commons-hosted, tagged public domain
 * File:Cyrus cylinder extract.png - Commons-hosted, tagged public domain
 * File:Cyrus Cylinder detail.jpg - Commons-hosted, cc-by-sa/GFDL
 * File:Nabonidus cylinder sippar bm1.jpg - Commons-hosted, tagged public domain
 * File:Nabonidus.jpg - Commons-hosted, cc-by-sa/GFDL
 * File:Cyrus cylinder Mesopotamia.svg - Commons-hosted, cc-by-sa/GFDL
 * File:House of Iran - Cyrus cylinder.jpg - Commons-hosted, cc-by-sa
 * File:London 307.JPG - Commons-hosted, cc-by-sa/GFDL
 * 1) Overall:
 * Pass/Fail:
 * Notes
 * 1a. In "The text", ...it has been edited... - does "it" refer to the false translation. The false translation circulated on the internet has been edited?
 * That bit's ambiguous, I agree - I've taken out the reference to being edited to avoid confusion. Prioryman (talk) 23:44, 20 July 2012 (UTC)
 * 1) Overall:
 * Pass/Fail:
 * Notes
 * 1a. In "The text", ...it has been edited... - does "it" refer to the false translation. The false translation circulated on the internet has been edited?
 * That bit's ambiguous, I agree - I've taken out the reference to being edited to avoid confusion. Prioryman (talk) 23:44, 20 July 2012 (UTC)
 * That bit's ambiguous, I agree - I've taken out the reference to being edited to avoid confusion. Prioryman (talk) 23:44, 20 July 2012 (UTC)

 * 1a. In "Analysis of the Cylinder's claims", Briant comments that... - unclear who Briant is.
 * Clarified this. Prioryman (talk) 23:44, 20 July 2012 (UTC)

 * 2a. The Encyclopedia of library and information science is listed in the references but doesn't seem to have an associated footnote. Was it actually used in the article? If not it can be removed or placed in a "Further reading" section. Also, it appears the "Books and journals" is going for an alphabetical list, but the last two are not in order.
 * Well spotted, I think the thing for which the encyclopedia was used as a citation must have been removed at some point. The last two also seem to be leftovers and don't seem to be in use for anything (and one of them is a dubious source anyway). I've removed all three unused references. Prioryman (talk) 23:44, 20 July 2012 (UTC)

 * 2b. In "The text", "brought relief...to their (main) complaints". - no citation. Is this from [28] like the rest of the quotes?
 * No, [29], the following citation. Prioryman (talk) 23:44, 20 July 2012 (UTC)

 * 2b. In "Interpretations", As Fowler and Hekster note, this "creates a problem for...his predecessors." - please provide a footnote for the quote.
 * The supporting citation for this paragraph is [47], at the end of the para. Prioryman (talk) 23:44, 20 July 2012 (UTC)

 * 2b. In last paragraph of "Pre-revolutionary Iranian government's view", there are several quotes in which it is unclear which source they are coming from.
 * Could you possibly highlight the particular quotes you mean? Prioryman (talk) 23:44, 20 July 2012 (UTC)
 * "the history of our empire...in the history of mankind."
 * "the heritage of Cyrus...human liberty".
 * "the question of Respect for Human Rights in Armed Conflict".
 * "an ancient declaration of human rights." maclean (talk) 19:03, 21 July 2012 (UTC)
 * OK, tackled all of these. Prioryman (talk) 22:33, 22 July 2012 (UTC)

 * Wouldn't Hassan Pirnia's opinion be better placed in the "Pre-revolutionary Iranian government's view" section, rather than the "Scholar" section?
 * Not really, because Pirnia wasn't writing in an official category - he had retired from public service and was acting purely in the capacity of a scholar when he wrote his history of Iran. Prioryman (talk) 23:44, 20 July 2012 (UTC)

 * 3b. The "Dispute between Islamic Republic of Iran and the British Museum" section is given excessive weight over sections more relevant to the Cylinder. I suggest condensing to one paragraph and under the "Exhibition in Iran (2010-11)" section.
 * I've condensed it quite drastically - see what you think of it now. Prioryman (talk) 22:51, 22 July 2012 (UTC)

 * One dead link.
 * Removed, it wasn't necessary anyway as there was already an alternative link. Prioryman (talk)

 * Should use WP:LQ consistently.
 * I've gone through and fixed any examples that I found. Prioryman (talk) 22:51, 22 July 2012 (UTC)

 * Conclusion
 * I am placing the review on hold (~one week) pending resolution or explanation of the numbered points above. maclean (talk) 18:57, 14 July 2012 (UTC)

 * Conclusion
 * This is an excellent and valuable article (and well-illustrated!). If you have FA ambitions, it would be best to do a peer review first or at least get one of the FA-regulars to give you an opinion first. maclean (talk) 00:26, 25 July 2012 (UTC)

title: Talk:Cyrus Cylinder/GA1


text:
User:Hasib742/sandbox

Sheikh Mujibur Rahman (Bengali: শেখ মুজিবুর রহমান; 17 March 1920 – 15 August 1975), shortened as Sheikh Mujib or just Mujib, was a Bangladeshi politician and statesman. He is called the "Father of the Nation" in Bangladesh. He served as the first President of Bangladesh and later as the Prime Minister of Bangladesh from 17 April 1971 until his assassination on 15 August 1975. He is considered to be the driving force behind the independence of Bangladesh. He is popularly dubbed with the title of "Bangabandhu" (Bôngobondhu "Friend of Bengal") by the people of Bangladesh. He became a leading figure in and eventually the leader of the Awami League, founded in 1949 as an East Pakistan–based political party in Pakistan. Mujib is credited as an important figure in efforts to gain political autonomy for East Pakistan and later as the central figure behind the Bangladesh Liberation Movement and the Bangladesh Liberation War in 1971. Thus, he is regarded "Jatir Janak" or "Jatir Pita" (Jatir Jônok or Jatir Pita, both meaning "Father of the Nation") of Bangladesh. His daughter Sheikh Hasina is the current leader of the Awami League and also the Prime Minister of Bangladesh.

Early life and education
Mujib was born in Tungipara, a village in Gopalganj District in the province of Bengal in British India, to Sheikh Lutfur Rahman, a serestadar (court clerk) of Gopalganj civil court, and his wife Sheikh Sayera Khatun. He was born into a Muslim Bengali family as the third child in a family of four daughters and two sons.

Political activism in British India
He joined the Bengal Muslim League in 1943. During this period, Mujib worked actively for the League's cause of a separate Muslim state of Pakistan, and in 1946 he went on to become general secretary of the Islamia College Students Union. M. Bhaskaran Nair describes that Mujib "emerged as the most powerful man in the party" because of his proximity to Huseyn Shaheed Suhrawardy.

Early political career
After the Partition of India, Mujib chose to stay in the newly created Pakistan. On his return to what became known as East Pakistan, he enrolled in the University of Dhaka to study law and founded the East Pakistan Muslim Students' League. He became one of the most prominent student political leaders in the province. During these years, Mujib developed an affinity for socialism as the solution to mass poverty, unemployment, and poor living conditions.

title: User:Hasib742/sandbox


text:
ploua cu găleata

Etymology
lit. 'to rain with the bucket'.

Verb

 * 1)  to rain cats and dogs to rain very heavily

title: ploua cu găleata


text:
thundergod

Noun

 * 1) * 1978. Vidayniwas Misra - Studies in Vedic and Indo-Iranian Religion and Literature
 * Some trait common between the Vedic thundergod Rudra and some phallic deity may also be perhaps discerned, Meteoric stones have been connected with thunder...
 * 1) * 2004. Jacob Ludwig Carl Grimm - Teutonic Mythology
 * Did the German thundergod in particular have he-goats and...
 * Did the German thundergod in particular have he-goats and...

title: thundergod


text:
Talk:10 daily

COI declaration
I created this article. I also work as a freelance writer. While 10 daily have purchased opinion pieces off me, they did not pay me or even ask me to create or work on this article. I created this article for the same reason I have created 121 other articles on Wikipedia since 2008; I noticed it didn't exist and I thought it should as the subject is notable. Damien Linnane (talk) 13:59, 24 September 2019 (UTC)

title: Talk:10 daily


text:
Wikipedia:Articles for deletion/Fever (poem)

The result was delete.  Sandstein  19:02, 8 October 2019 (UTC)

Fever (poem)

 * – ( View AfD View log  Stats )

Non-notable individual poem. –Roscelese (talk ⋅ contribs) 15:52, 24 September 2019 (UTC)
 * Note: This discussion has been included in the list of Poetry-related deletion discussions. Shellwood (talk) 15:54, 24 September 2019 (UTC)
 * Note: This discussion has been included in the list of Nepal-related deletion discussions.  CAPTAIN RAJU (T) 16:07, 24 September 2019 (UTC)

 Relisted to generate a more thorough discussion and clearer consensus.

Please add new comments below this notice. Thanks, RL0919 (talk) 16:05, 1 October 2019 (UTC)
 * Delete -- Agreed.  Usedtobecool  TALK ✨ 11:05, 8 October 2019 (UTC)


text:
NGC 4103

NGC 4103 is an open cluster in the constellation Crux. It was discovered by James Dunlop in 1826. It is located approximately 5,000 light years away from Earth, in the Carina-Sagittarius arm.

Characteristics
NGC 4103 is a young open cluster. Its age has been determined to be 30 Myr by Sagar & Cannon (1997), 20 ± 5 Myr by Sanner et al. (2001) and 6 Myr by Piskunov et al. (2004). The metallicity of NGC 4103 is subsolar (−0.47). The tidal radius of the cluster is 12.1 - 15.9 parsecs (39 - 51 light years) and represents the average outer limit of NGC 4103, beyond which a star is unlikely to remain gravitationally bound to the cluster core.

Members
There are 421 probable member stars within the angular radius of the cluster and 199 within the central part of the cluster. No blue straggler has been detected in the cluster. The cluster is not very richly populated and is dominated by moderately bright stars of 10th magnitude and fainter. The hottest stars of the cluster are of spectral type B2. No red giants have been found to be members of the cluster. One member of the cluster is a Be star.

Among the members of the cluster is AI Crucis, a short-period semi-detached massive close binary star, with orbit period 1.41771 days. The orbital period of the binary is continuously increasing and this has been explained on the grounds of mass transfer from the less massive component to the more massive one and strong stellar wind from the hot component. It is estimated that 4.1 have been transferred from the hot component to the more massive.

title: NGC 4103


text:
Winchcombe railway station

Winchcombe railway station is a heritage railway station which serves the town of Winchcombe in Gloucestershire, England. The stations itself is actually located in the nearby village of Greet. It is located on the Honeybourne Line which linked Cheltenham and Stratford-upon-Avon and which was opened by the Great Western Railway in 1906. The station closed to passengers in 1960, although the line itself remained open for freight and diversionary use until 1976, when a freight train derailed near Winchcombe and damaged the track.

By the late 1970s, the line had been dismantled. The stretch between Toddington and Cheltenham Racecourse, including Winchcombe, has since been reconstructed and reopened by the heritage Gloucestershire Warwickshire Railway. A new station has been erected in Greet, Winchcombe, on the site of the original building, the building being the former station at Monmouth Troy. Nearby is the 693 yd Greet Tunnel, the second longest on any preserved line in Britain.

History
On 9 July 1859, the Oxford, Worcester and Wolverhampton Railway opened a line from Stratford-upon-Avon to Honeybourne. The OW&W became the West Midland Railway in 1860 and was acquired by Great Western Railway in 1883 with a view to combining it with the Birmingham to Stratford Line to create a high-speed route from the Midlands to the South West. The GWR obtained authorisation in 1899 for the construction of a double-track line between Honeybourne and Cheltenham and this was completed in stages by 1908.

Winchcombe was opened on 1 February 1905. It is situated close to the small village of Greet but 3/4 mi to the north of Winchcombe. Two 400 ft facing platforms were provided; the original station building built of red brick on a plinth of blue brick was situated on the Down platform. A verandah canopy, similar to that at Broadway, extended from the front of the building to a covered footbridge linking the two platforms. On the Up platform was a passenger waiting shelter and gentlemen's lavatory. The goods yard lay on the south-eastern side of the station and comprised cattle pens, a goods shed, weighbridge and 6-ton crane. A brick-built 31-lever signal box controlled access to the yard, while a 50-wagon Up refuge siding led to the rear of the Up platform. As with Toddington, the station was lit by acetylene lamps with the gas hut situated behind the weighhouse.

From February 1905 to June 1906, Winchcombe was the southern terminus of the line and buses to Cheltenham were provided pending the extension south. From June 1906, eight local services each way ran between Honeybourne and Cheltenham (St James). The completion of the North Warwickshire Line in July 1908 saw the first through services from Wolverhampton to Penzance. By 1938, nine Down and ten Up services ran daily, with three on Sundays. Traffic receipts for 1913 showed that 21,824 passengers had been carried, representing £1,436 in fares collected (equivalent to £0 in ), whilst 11,828 tons of goods traffic had been handled (mainly coal/coke and livestock), giving a total income of £5,837 (equivalent to £0 in ). By 1933, both of these figures had fallen: receipts to £4,436 (equivalent to £0 in ) and goods tonnage to 8,320. The Second World War however saw tonnage peak at 17,045, with the bulk of it consisting in agricultural machinery, fertilisers and foodstuffs.

Winchcombe closed to passenger traffic on 7 March 1960, the distance between the town and its station contributing to its demise. The goods yard remained open for a further four years until 2 November 1964. By March 1965, the station site had been levelled, leaving only the weighhouse, goods shed and residential accommodation. The signal box remained in operation until 24 February 1965, shortly after which it was demolished. The line remained open to goods and diversionary traffic until 25 August 1976 when the 06.35 Toton to Severn Tunnel Junction derailed at a point east of the bridge carrying the B4632 road linking Winchcombe and Toddington over the line. The incident prompted British Rail to announce the line's closure.

Stationmasters

 * William Joseph Edwards 1905  - ca. 1911 (formerly station master at Leckhampton)
 * Mr. Price from 1915 (afterwards station master at Bourton on the Water)
 * William Henry Rabjohns ca. 1923
 * Percy William Tow ca. 1928
 * W. Williams ca. 1928 - 1932 (afterwards station master at Chipping Norton)
 * Mr. Jilkes from 1932
 * S. Woodward 1940 - 1946 (afterwards station master at Moreton-in-Marsh)
 * William Maurice Jennings 1946–1952 (afterwards station master at Littleton and Badsey)

Present day
The Gloucestershire Warwickshire Railway reopened the line between Toddington and Winchcombe on 2 August 1987. A signal box was obtained from Hall Green and rebuilt on the foundations of the original structure, with the 37-lever frame coming from Honeybourne West Loop Box. The former Great Western Railway station building at Monmouth Troy was dismantled stone-by-stone and re-erected at Winchcombe in 1986. The platform slabs came from Birmingham Snow Hill and Cheltenham St James. The only original buildings left are the old goods shed, now the main workshop for the carriage and wagon group on the railway, and the weighbridge. Bidirectional signalling has been installed as has a passing loop through the station, which has been operational since 12 July 1997. Since 2012, the station, and indeed parts of the line itself, have been used for scenes in the television series Father Brown.

title: Winchcombe railway station


text:
Talk:James River

Lynchburg
It's my understanding that the river doesn't actually divide the city of Lynchburg. The river divides Lynchburg from the Amherst County. Madison Heights is on the north side of the river. Is this correct, or are MapQuest and my official Virginia map both lying to me? --MPD01605 (T / C) 02:41, 27 August 2006 (UTC)
 * You are correct based on the GIS maps I have. The city line is essentially the west bank of the river except for the portion between Daniel Island and US 29 where it runs on the east bank. Saying the river divides Lynchburg is incorrect. --Polaron | Talk 04:02, 27 August 2006 (UTC)
 * I may have been the editor who made this error. Can someone correct it, please? Vaoverland 08:32, 28 August 2006 (UTC)

Longest in a single state?
It states: "It is the largest river in the United States that remains entirely in a single state.", and in Trivia: "The James River is the longest waterway that is wholly contained in one state (Virginia) in the United States.".

This isn't true: the Trinity and Neches in Texas and the Innoko in Alaska are longer; there may be others, depending on what your definition of "wholly contained" is. — Preceding unsigned comment added by Vaoverland (talk • contribs) 07:45, 30 August 2006 (UTC)

 * I removed that claim because, even with the weasel-words "one of the.." it is still not even close to true. Longer rivers (James River at 340 miles) that are wholly contained in a state include Sacramento River (382 miles), Salmon River (Idaho) (425 miles), Penobscot River (350 miles), Brazos River (1,280 miles)-starts in NM, Colorado River (Texas) (862 miles)-starts in NM, Trinity River (Texas) (550 miles), Nueches River (340 miles), Wisconsin River (430 miles)-starts in Michigan, Innoko River (500 miles), and how knows how many others in Alaska.  The states that don't make the list are either smaller than the James River is long (like Massachusetts), or relatively flat or dry states with few rivers arising in their bounds (like South Dakota and Nevada).  Anyway, superlatives are the #1 source of misinformation. Pfly 04:41, 14 December 2006 (UTC)

 * The longest and largest river entirely in one state is the Kuskokwim in Alaska, 720 miles long and a 41,000 cubic ft./sec. average discharge (compared to 7,500 for the James.) It's followed by:
 * 2. Trinity River, Texas  710  /  7,100
 * 3. Sacramento - Pit River, California 690 / 15,000
 * 4. Tanana, Alaska  660  /  24,000
 * 5. Koyukuk, Alaska  520   /  14,000
 * 6. Innoko, Alaska  500
 * 7. Altamaha, Georgia  470  /  14,000
 * 8. Yazoo, Mississippi  465  /  10,000
 * 9. Guadalupe, Texas  460  /  2,100
 * 10. Kentucky, Kentucky  430  /  8,300
 * 11. Salmon, Idaho  420  /  11,000
 * 12. James, Virginia  410  /  7,500
 * River lengths are always measured in official lists along the longest watercourse, in this case, the source of the Jackson River downstream to where the river begins being called the "James River", and then on to the Chesapeake.
 * The USGS includes the tidal portions in its official lists, which have the James at 410 miles. It's also 410 miles in World Facts and Figures (John Wiley and Sons)

DLinth 20:08, 11 September 2007 (UTC)

Only big city with Class III rapids in North America?
This may be true for the US, but not for N. America, as St. John, New Brunswick has Class III rapids part of each tidal cycle within sight of its tall buildings. DLinth 15:43, 13 September 2007 (UTC)

Proposal to move page to "James River"
move Anthony Appleyard (talk) 16:11, 5 June 2009 (UTC)
 * James River (Virginia) → James River — Proposal - Periodically over the past few years I have gone to the James River disambiguation page to clean up the links that point to it. Over 95% of the time, I would find that the correct link was to this river in Virginia.  It's time to reflect that reality and move this page to James River and move the dab page to James River (disambiguation).  I understand that the James River (Dakotas) is longer, but it is not nearly as significant in U.S. history or culture.  A similar situation exists with the Colorado River (Texas).  It is a major river in its own right, but it is understood that the Colorado River in the southwestern U.S. is far more significant.  --Ken Gallager (talk) 12:56, 29 May 2009 (UTC)

 * Support per nom. The Colorado River/Colorado River (Texas) situation is a good analogy.  If anything, the relative importance of the James Rivers is even more skewed toward the one in Virginia, USA. —   AjaxSmack   19:17, 31 May 2009 (UTC)
 * Support, I agree. Pfly (talk) 03:42, 1 June 2009 (UTC)
 * Support, after checking the page view statistics. Jafeluv (talk) 13:48, 2 June 2009 (UTC)
 * Support The Virginia river appears to indeed be the primary topic for the term. --Polaron | Talk 21:09, 2 June 2009 (UTC)

Environment
This page contains no environmental information about the river at all! That is a major deficiency. I was recently in Richmond and saw signs warning people not to eat fish caught in the river do to PCB contamination. Where did that come from? Other signs mentioned the type of fish in the river, particularly the highly endangered (enormous!) Atlantic sturgeon. Still other signs described in detail the process by which sewage is dumped into the river during heavy rains. It would really improve the article if an expert could add something about these or similar things. Echocampfire (talk) 18:49, 14 June 2011 (UTC)

OK. I just saw there is a little bit about fish in the recreation section, but I think environmental issues deserve their own section. — Preceding unsigned comment added by Echocampfire (talk • contribs) 18:55, 14 June 2011 (UTC)

Assessment comment
Substituted at 19:28, 29 April 2016 (UTC)

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some refs on the contamination event

 * Unger, Michael A., and George G. Vadas. " Kepone in the James River Estuary: past, current and future trends ." (2017).
 * Luellen, Drew R., George G. Vadas, and Michael A. Unger. "Kepone in James River fish: 1976–2002." Science of the Total Environment 358.1-3 (2006): 286-297.

 * Huggett, Robert J., and Michael E. Bender. "Kepone in the James River." Environmental science & technology 14.8 (1980):

--Stone (talk) 11:02, 16 March 2021 (UTC)
 * Reich, Michael R., and Jaquelin K. Spong. "Kepone: a chemical disaster in Hopewell, Virginia." International journal of health services 13.2 (1983): 227-246

title: Talk:James River


text:
Talk:Mukachevo Radar Station

Duplication of articles about Russian Mukachevo base
Hi, this is a duplication about the same subject, compare the shorter article Mukachevo (air base). The shorter article should be deleted!--Stonepillar (talk) 18:35, 10 March 2014 (UTC) I have read both articles again and found a solution. I added in both articles a link "See also", because this article here is about the radar station, the other about the airfield. Both installations are at the same place at Mukachevo. So it is not rally a duplication of articles, but two articles about the same base - about the radar and the airfield. --Stonepillar (talk) 18:53, 10 March 2014 (UTC) .

External links modified
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 * Added archive https://web.archive.org/20120520123241/http://www.novosti-kosmonavtiki.ru:80/content/numbers/339/04.shtml to http://www.novosti-kosmonavtiki.ru/content/numbers/339/04.shtml

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Текст на українській
Мукачівська радіолокаційна станція — Preceding unsigned comment added by KHMELNYTSKYIA (talk • contribs) 18:45, 5 October 2017 (UTC)

External links modified (February 2018)
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title: Talk:Mukachevo Radar Station


text:
Listed buildings in Worsley

Worsley is a town in the City of Salford Metropolitan Borough, Greater Manchester, England. The town, together with the areas of Walkden and Little Hulton, contains 56 listed buildings that are recorded in the National Heritage List for England. Of these, two are listed at Grade I, the highest of the three grades, and the others are at Grade II, the lowest grade.

Worsley was an ancient manor, and coal was mined there from the 14th century. In the 18th century the 3rd Duke of Bridgewater introduced a canal system to transport the coal to Manchester, which developed into the Bridgewater Canal. The earlier listed buildings are houses and other structures in the manor. Many of the later listed buildings are associated with the coal mine and canal system, and are houses and other buildings that later developed as a result of it.

title: Listed buildings in Worsley


text:
Talk:Software testing/history of testing

LINKS in: history of testing > phases in software development models
I added here the links to Wikipedia. One of my goals it is with this initiative to clean up the different software testing articles in the wikis. As you can see many of them are not finished and have comments. Reason I propose this is: Why invent something new, when already somebody started an article? Saves time. Also with this approach people who are not participants of this course will profit in the better articles. Disadvantage is: Until the "external" wikipedia-links are not finished/reviewed, participants will not have that good info. But for the sake of finishing the translation and in hope, that later people will join, this approach is selected. --Erkan Yilmaz 16:17, 30 November 2006 (UTC)
 * This entry was translated into German here. --Erkan Yilmaz 16:27, 30 November 2006 (UTC)

Inter-lingua

 * The discussion in German.

Missing link in "Methods & Tools survey: How is unit testing performed at your location?"
Dear all, unfortunately, the page "Methods & Tools survey: How is unit testing performed at your location?" points to a dead link, since the good people from Methods & Tools doesn't offer it anymore.

I found two interesting articles on the subject, and I would like to know if I can replace the missing link to Methods and Tools to one of them.

All the best --Hgfernan (discuss • contribs) 12:58, 24 June 2021 (UTC)

 * The link is available from archive.org, so I updated it. However, you are welcome to add new or replace it with better link(s). Thanks! -- Dave Braunschweig (discuss • contribs) 17:09, 24 June 2021 (UTC)

 * Thank you, ! This course is very interesting. I'm following it, and I hope to follow it, and if possible I'll be glad to contribute. Have a nice day.

 * --Hgfernan (discuss • contribs) 11:13, 25 June 2021 (UTC)