text:
SA NC Doing Investigations/Chapter 3

The wisdom of the winners: hints and ideas for science and mathematics educators
"Wisdom is not about saying things that no-one has ever said before but rather about saying truths clearly that everyone else says confusedly." (Anonymous)

"Knowledge comes, but wisdom lingers." (Alfred Lord Tennyson, the English poet)

In the Mathematics and Science Teacher of the Year competitions, finalists are asked to list classroom management tips, projects they have found successful and general suggestions for educators that they have found personally useful. Many of these pieces of teaching wisdom come from finalists in the retired educator category. It is wonderful to meet older educators who are still enthusiastic about teaching and willing to sift through their years of experience to pass on good advice to their younger colleagues.

In a workshop attended by all the finalists, a brainstorming session produced still more ideas. Here are some pearls from the brainstorm and the portfolios of the 2003 Mathematics, Science and Technology Educator of the Year winners and runners up. They provide ideas, suggestions and food for thought. Bear in mind that the list is not meant to be exhaustive Â it is just a resource to spark better ideas in your own mind. If you like anything you find here don't copy it blindly. Assess it carefully and think how it could be adapted for your circumstances, your school and your classes. On the other hand, don't just dismiss it saying "that could never work for me because my learners are too poor and my school is too rural and the roof is leaking and I am too overworked ... ." Good ideas apply everywhere and anywhere if you have a will to make them work. Development for the professional educator means constantly trying new ideas and strategies and making them work. The educator who doesn't try new ideas will never develop and isn't very professional.

One can see from the suggestions and hints that follow why their authors are amongst the top science and mathematics educators in the country. Most of them, it must be said, also teach in the most disadvantaged communities in the country. The lists are categorized alphabetically for easy reference:

A. Assisting memory

B. Change and the dynamic classroom environment

C. Classroom atmosphere

D. Classroom management

E. Developing an interest in science, technology and mathematics

F. Developing a relationship with your learners

G. Enlivening your presentation style

H. Games

I. Groups work; working in groups

J. Language issues and development

K. Links and continuity in science and mathematics teaching

L. Motivating learners

M. Policies, preparation and planning

N. Professional relationships amongst colleagues

O. Projects in and around the school

P. Respect for others

A. Assisting memory
positive in first quadrant, only the S ine is positive in second, only the C osine is positive in third and only the T angent is positive in fourth) help learners to recall and link content.
 * Mnemonics (eg: " A ll S tudents T ake C offee" = In trigonometry A ll functions are

 * Use music to memorize geometry theorems (and to relieve stress!).

 * Compose rhymes and songs; reciting and singing them to memorize lists and orders.

 * Dramatize events or ideas.

B. Change and the dynamic classroom environment
with opportunities for learners to sit where they want to.
 * Assign seating in the classroom according to the nature of the activity. Balance this

key or difficult concepts. a bit confusing- which educators
 * Do block tutorial where all educators co-operate in setting tutorials for learners on

stereotyped in your approach.
 * Vary your teaching and use different techniques. Don't become dull, stale and

aware of e.g. did you know that the fuel gauge in a car uses an electric circuit with a variable resistor to detect the amount of fuel in the tank? This encourages learners to start asking themselves "how?, stimulating inquiry and hence learning in science.
 * The element of surprise: surprise your learners; give them information they were not

C. Classroom atmosphere

 * Make the classroom welcoming and enjoyable to be in.

are like movies of actors standing still. Activities stimulate learner interest; improve understanding; stimulate inquiry; and make learners more aware of their environment.
 * Every lesson should be planned with an activity in mind. Lessons without activities

 * Use photographs and other visuals and maintain a notice board.

(and boring) display.
 * Change the notice board's contents regularly so that it does not become a static

especially those that relate to problems in their community.
 * Encourage learners to bring science articles from magazines and newspapers etc.

 * Collect resource books and keep these handy in your classroom.

D. Classroom management
this theme is "don't smile before Easter"!)
 * Be friendly to learners but avoid the familiarity that breeds contempt. (A variation on

 * Know and take into consideration any problems specific learners may have.

allowed and make sure that learners stay "on task."
 * Allow learners the freedom to discuss ideas amongst themselves. Specify the time

security; have teams of learners act as "lab assistants" to keep things clean, report breakages and maintain equipment.
 * Keep equipment and apparatus in containers or cabinets in the classroom for

bottles made from 2-litre cold drink bottles.
 * Use waste material available in the community for teaching purposes e.g. volume

occasions to lapse into aimless (and noisy) debates based on untested assumptions rather than logically set out arguments based on well-founded information or knowledge.
 * Allow learners to explain their thoughts or answers to their peers. Do not allow these

E. Developing an interest in science, technology and mathematics
they can be learned and understood.
 * Have a positive attitude to science and mathematics because like any other subject,

science.
 * Stress that every learner has the potential to learn and understand mathematics and

learn from others and improve your skills and abilities.
 * Take part in science and mathematics competitions (Expos and Olympiads). You

 * Make learning mathematics and science fun.

motion of two moving bodies etc.
 * Let learners enact moving or bonding molecules, the motion of planets or the relative

 * Form a science and a mathematics club at your school.

they can coincide with major events.
 * Hold regular science awareness weeks (posters, presentations etc.) especially when

(for example as part of environmental education).
 * Hold demonstrations (with appropriate permission) to protest important local issues

 * Hold mock conferences to resolve environmental problems.

start playing around with numbers to make your own patterns. You will love it!
 * Identify patterns formed by numbers and marvel at what numbers can do. Then

 * Make discoveries with numbers.

classroom's dimensions; now calculate requirements for tiling the whole room. How many off-cuts etc.?
 * Let learners do practical science and mathematics e.g. measure a tile and the whole

F. Developing a relationship with your learners

 * Know your learners and not just the subject.

 * Try to find out what learners' own expectations are.

go / what they want to be.
 * Encourage learners to set goals and aims and have a vision for where they want to

 * Tell learners in advance what your expectations are and set them high.

class. Explain their right to free, quality, public education but also their responsibility as learners to learn. Explain other rights like privacy, clean water, shelter etc.
 * Plan a session to explain rights, duties and responsibilities of the learners in the

learning still continues in the rest of the class.
 * Individual attention to slower learners to make sure they are not left behind but

Rather ask probing questions so that learners can see for themselves where their thinking is illogical or incorrect. In other words work with learners towards a correct answer or understanding.
 * Don't say outright that an answer is wrong as it might discourage sensitive learners.

G. Enlivening your presentation style

 * Do little demonstrations throughout a lesson. (Bite-sized chunks!)

 * Use color to highlight important issues/facts and to make associations.

makes learning more meaningful.
 * Use teaching media e.g. flip charts etc. as it enhances the teaching atmosphere and

 * Using the media (magazines, newspapers, radio, TV etc.) in class wherever possible.

H. Games

 * Games play a role in learning even if the learning is not conscious.

 * Play games to illustrate principles e.g. Monopoly in EMS.

terminology.
 * Play mathematical and number games to do remedial work and assist with

I. Groups work; working in groups
as a group and not just as individuals sitting together in a group.)
 * Let class work in groups or pairs and encourage team work. (Make sure they work

 * Let groups set their own rules to make the group work effectively

these tasks. Make tags with responsibilities written on them.
 * Encourage learner flexibility by assigning tasks within a group and then rotating

 * Composition of learner groups should be varied.

share knowledge.
 * Group work (cooperative learning; whole group participation) encourages learners to

J. Language issues and development
the differences between the formal, colloquial and mathematical/scientific meanings of words and phrases e.g. "at least" which, to some learners, means "the least" or "the minimum."
 * Impact of language on the teaching of science and mathematics; always point out

 * Because of the language we use, some concepts can be misinterpreted.

a learner understands by them and to develop their ability to express themselves.
 * Write poetry and short passages on scientific or mathematical ideas to assess what

 * Do sessions of reading aloud.

understand terminology and the particular form of language usage from the onset.
 * Use the language of the subject and of the examinations so that learners can

K. Links and continuity in science and mathematics teaching
concept behind constructivist teaching.) Brainstorming can be useful.
 * Before you teach something find out what learners already know. (This is the

continuity.
 * Link work being done currently with work done previously to make links and ensure

 * Relate subject matter to real life experiences.

from learners' experience e.g. applications of gas behaviour in car tires and combustion engines etc. Science becomes meaningful because it is linked to the world beyond the classroom walls.
 * Make science a living subject, relevant to real life situations. Take relevant examples

teaching.
 * Use the school's local environment and community as much as possible in your

debaters research their topics beforehand. Great outpourings of passion based on incorrect facts and poor assumptions are counter-productive to science and technology education.)
 * Rational debate on important scientific and technological issues. (Make sure that

arts, culture and technology through investigation of local technologies (A&C and Technology) or survey to determine how cell phones have influenced local social and business practices (SS, EMS & Technology).
 * Integrate learning areas through events and/or joint investigations and surveys e.g.

mathematics, engineering and technology.
 * Spend time regularly on keeping up with current events that relate to science,

and further education.
 * Relate any particular section of the work to its applications in commerce, industry

L. Motivating learners

 * Motivational talks from successful former students.

improvement e.g. a pen to a learner who does not have one. (Do not overdo this kind of incentive otherwise it loses its value and significance.)
 * Offer small prizes and incentives from time to time for a significant piece of work or

them to read books on "how it works" as many scientific applications are found in them. In general encourage them to find answers themselves.
 * Encourage learners to ask the question "how?" (how does it work?) and encourage

 * Find or devise activities that involve all learners.

 * During class allow time for Independent learning

 * Publicly or privately appreciate and acknowledge good work done by learners.

 * Point out that science and mathematics underpin the world's technological advance.

 * Demonstration of mathematical content by real life examples.

good assessment tool.)
 * Do geometry orals where learners solve geometric problems orally. (This is also a

 * Focus on study skills by holding short but regular seminars. Start early in the year.

"how"?
 * Encourage inquiry by constantly asking the two critical questions: "why?" and

range of scientific applications in almost every item we use in our daily lives.
 * Look for books in the library on the subject "How it works" and discover a wide

concept you learn (or teach) in your science class. This way the understanding of science and the importance of science in your life becomes real.
 * Always make an effort to find relevant, practical, everyday applications of every

everyone involved and focused.
 * Active participation by learners is essential. Ask directed questions to keep

solutions. (You will be surprised at how fulfilling completing even a small project is.)
 * Do informal investigations which challenge learners to come up with different

 * Encourage learners to do self assessment after each lesson.

 * Let the learners evaluate you.

of work.
 * Encourage learners to make their own mind maps, especially at the end of a section

 * Provide materials and opportunity for learners to do their own research.

M. Policies, preparation and planning
willingness to control homework.
 * Draft school homework policy and include parent body to get their "buy-in" and

 * Establish a school academic support program based on enrichment and diagnosis.

to work towards the outcomes of the lesson. She can spend time figuring out the best method to use, the materials and teaching aids needed, the type of questions to ask and generally how to get learners to where she wants them to be by the end of the lesson.
 * Prepare lessons. A well prepared lesson gives an educator direction and helps her

 * Always be prepared for the unforeseen.

is going.
 * Always select a variety of examples to use and select according to the way a lesson

 * Plan lessons to accommodate for special needs.

 * Thorough planning is vital for success.

 * Do long term planning (broken into weeks, days, hours).

N. Professional relationships amongst colleagues
during their teaching recently. The strategy of class visits by educators to colleagues also helps in that one sees problems that other educators encounter and how they remedy them e.g. learners with disabilities and measures for coping.
 * Hold educators' phase and grade meetings to discuss what educators have learnt

 * Hold phase, grade and subject meetings for strategic- and year planning.

one is doing.
 * Team teaching helps all to move at the same pace; all know more or less what every

keep all abreast of latest developments.
 * Continuous reporting back from workshops and other in-service training helps to

 * Evaluate and reflect on one's successes, failures and ways of improving

O. Projects in and around the school
Department of Education, non-governmental organizations (NGOs) and an international funding scheme. We exchanged views about getting across the message of HIV/AIDS awareness and prevention. The community was sensitized to the scourge of HIV/AIDS by children placing cards with their writings on the school walls and other places where the community usually congregates. People in the community started talking and advising others on the epidemic. An HIV/AIDS centre has been established as a result.
 * We organized an HIV/Aids awareness campaign in the community by involving the

can be used in the science, mathematics and technology classroom.
 * Train learners to collect and obtain equipment and items (often thrown away) that

even without knowing it. You then have a chance of highlighting the principles when you assess their projects or when they explain them. A project like building a model of a house with an electrical light system lets learners discover how, in practice, bulbs are connected in a house.
 * Give your learners projects to work on. They will use scientific principles, at times

situations from doing things themselves and making informed judgments.
 * Allow a reasonable time frame to complete a project. Children deduce real-life

the area to be paved, choose the tiles, their color and suitable texture/finish of the material. Do calculations.
 * Calculate the cost of materials and labour for paving the school courtyard. Sketch

P. Respect for others
would like their rights to be respected. be ridiculed.
 * Encourage punctuality as a mark of respect for educators and others learners.
 * Explain the importance of respecting the rights of others, just as every individual
 * Respect the rights of each other and their property.
 * Establish a classroom code of conduct with regard to mutual respect.
 * Learners should feel free to participate in lessons in the knowledge that they won't
 * Respect each other's language.

title: SA NC Doing Investigations/Chapter 3


text:
fleurir

Etymology
, variant of (influenced by fleur 'flower'), from, from , from.

Verb

 * 1) to flower; to produce flowers
 * 2) to bloom
 * 3) to flourish

source: wikimedia

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

title: fleurir


text:
User:Acstconnor

Hi, My name is Aiden, And I have been using Wiki for a long while now, but only just recently created my account!

title: User:Acstconnor


text:
Film school:Narrative Dialog Editing:Story of Penny and Eggbert:The Dailies

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" An example for the course on Narrative Film Editing
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

{| border=0 cellspacing=0 cellpadding=5 style="margin:0em 0em 0em 0em; width:100%"
 * bgcolor=Cornsilk |

The dailies

 * I selected three camera setups. I think that is all I need.

 * bgcolor=Cornsilk |

 * bgcolor=Cornsilk colspan="2" |Note: Penny and Eggbert are 3D Poser models created by 3D Universe.  For this lesson, these characters were posed and rendered with the free DAZ Studio.
 * }

 * }

{| border=1 cellspacing=0 cellpadding=5 style="border: Red solid 1px;" Camera setup #1 - Wide-angle two shot {| border=0 cellspacing=0 cellpadding=5
 * bgcolor="#fcc" |
 * style="width:300px" bgcolor="White" |
 * bgcolor="White" |

Penny and Eggbert - Master shot

 * This wide shot is a typical establishing shot showing both actors. It also shows both actor's mouths so I must be extremely careful when doing "L-Cuts" (which requires me to roll the picture edits without rolling the audio) or add narrative music (which requires gaps in the dialog.)  You will see why later.

 * Notice that all the dialog for this scene (both Penny and Eggbert) is recorded softly since a boom microphone will not be able to be close to either of the actors. Also the single microphone must be tilted back and forth while over the heads of the actors so that the microphone will point at the person who is speaking.

 * colspan="2" bgcolor="White"| [[Image:Dailies Penny Eggbert 150.png|800px]]
 * }
 * }

 * }

{| border=1 cellspacing=0 cellpadding=5 style="border: green solid 1px;" Camera setup #2 - Over-the-shoulder shot {| border=0 cellspacing=0 cellpadding=5
 * bgcolor="#dfd" |
 * style="width:300px" bgcolor="White" |
 * bgcolor="White" |

The shot of Penny

 * Here is a shot of Penny over the shoulder of Eggbert. This shot is for the entire story, not just part of the story.

 * I filmed Eggbert so I could not see his mouth. Therefore, I will have no problem creating "L-Cuts" or adding narrative music which requirs extra gaps between the dialog.

 * Notice that the dialog for Penny is much louder than the dialog for Eggbert. That is because there is only one microphone and one microphone is pointed at Penny for the entire scene.  And because the camera is much closer in this shot than the master shot, the microphone can be much closer to the actor who is talking.

 * colspan="2" bgcolor="White"| [[Image:Dailies Penny 150.png|800px]]
 * }
 * }

 * }

{| border=1 cellspacing=0 cellpadding=5 style="border: Blue solid 1px;" Camera setup #3 - Over-the-shoulder shot {| border=0 cellspacing=0 cellpadding=5
 * bgcolor="#ddf" |
 * style="width:300px" bgcolor="White" |
 * bgcolor="White" |

The shot of Eggbert

 * Here is a shot of Eggbert over the shoulder of Penny. I filmed Penny so I could not see her mouth.  Therefore, I can easily create "L-Cuts" or add narrative music which requirs extra gaps inserted between the dialog.

 * Notice that the dialog for Eggbert is much louder than the dialog for Penny for this camera setup. That is because the microphone is pointed at Eggbert for the entire scene.  The camera is much closer to Eggbert so the microphone can be closer too.

 * colspan="2" bgcolor="White"| [[Image:Dailies Eggbert 150.png|800px]]
 * }
 * }

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Trim and assemble the rough edit
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

The next page

 * Next, I must trim the clips so they can be edited together. If you think about it, the selection is already made for you.

 * 1. The establishing shot will be Eggbert's first dialog.  The remained will be trimmed away.

 * 2. Penny's dialog.  This is the over-the-shoulder shot of Penny when she says her dialog.  All the rest of this clip will be trimmed away.

 * 3. Eggbert's final dialog.  This is the over-the-shoulder shot of Eggbert when he says his dialog.  All the rest of this clip will be trimmed away.

 * When these three clips are trimmed and assembled together, this will be the rough edit of the scene.

 * Click here to go to the next page.

 * }


text:
Robotics/Components/Actuation Devices/Piezoelectric Actuators

Piezoelectric actuators are actuators that take advantage of the piezoelectric effect found in certain materials.

Piezoelectric Effect

Certain materials have a characteristic of generating an electric potential when compressed or expanded. The amount of potential across the surface is determined by the force of displacement.

Because an electric potential is created from a change in volume, a change in temperature also has the ability of generating an electric potential.

The piezoelectric effect also has an inverse effect. When a voltage is applied to a material with piezoelectric properties, the material expands or contracts depending on the polarity of the voltage applied. The inverse piezoelectric effect is the basis of piezoelectric motors.

Materials with the Piezoelectric properties
Piezoelectricity naturally occurs in symmetrical crystals. Piezoelectric materials can also be manufactured as ceramics.

Crystals Ceramics " All Crap"
 * Quartz
 * Tourmaline
 * Barium Titanate

More Materials can be found by going here, and filtering for the piezoelectric category.

Piezoelectric Actuators
The ability to change shape when a voltage is applied can be used to displace objects. This basically allows electrical energy to be converted to mechanical energy. This can be used to rotate motors or even

Linear
The concept behind a linear piezo motor is layering a stack of piezoelectric discs that will push on each other and eventually push on a surface at an angle which will propel the object forward. The distance the propeller pushes is limited, but the frequency can be very rapid. The input voltage can change the output speed and allows a great amount of accurate movements. The force exerted is minimal and lessens the worry of breaking smaller objects.

Rotary
A rotary motor can work in the same fashion as the linear motor, except when you apply this concept at a much steeper angle to an axle, the linear motion is turned into a rotational motion. Two of these linear motors applied on both sides of a disc in the same direction can spin the disc. This is the same concept in a pitching machine used to sling baseballs.

Stepper
Using a piezoelectric material for a stepper motor can give you better precision due to the short distances involved. By placing piezoelectric motors in opposing directions operating at frequencies that are slightly out-of-phase, the rotation is slight between the time when piezoelectric motors have the disc in a “hold” state. The slight movements and rapid response allow the rotation to be precise.

Squiggle Motor
New Scale Technologies has taken this concept and applied it to a nut and bolt to create a type of screwing effect. The vibrations caused by the piezoelectric material cause the nut to exhibit a “hula hoop” effect to the threads, moving the screw up or downward depending on polarity. This can be used to push an object on a small scale very accurately.

Robotics Applications
Piezoelectric motors have the benefit of being very precise at very fast frequencies. They can also operate on a very small scale allowing robots to become smaller. Piezoelectric motors have the benefit of being able to exert a large displacement with a low driving voltage. Another benefit is the minimal amount of EMI/RFI noise created.

They can be wired in such a way to be sensors as well. They can be used to determine the number of rotations, or if there is a force being exerted against a surface.


text:
putka

Etymology
Borrowed from.

Noun

 * 1) A drunk tank, jail, usually located in a police station.

title: putka


text:
2012 Michigan's 11th congressional district special election

The 2012 special election in Michigan's 11th congressional district was a special election that took place in Michigan on November 6, 2012, to replace Republican United States Congressman Thaddeus McCotter, who resigned after a failed presidential campaign and a series of scandals. Former autoworker David Curson, the Democratic nominee, narrowly defeated Republican nominee Kerry Bentivolio, a reindeer farmer, to win the seat for the last few months of McCotter's term.

Schedule
As a matter of convenience and cost saving, this special election was held in conjunction with the regularly scheduled general election on November 6, 2012. Voters were asked on the November ballot to select two candidates: one to serve the remainder of McCotter's term in the 112th Congress, and the other to serve the full 2-year term in the 113th Congress beginning in January 2013.

Candidates

 * David Curson, labor activist

Despite the fact that Canton Township Trustee Syed Taj was the Democratic nominee in the regularly-scheduled general election, Taj did not opt to run in the special election and Curson did not opt to run in the general election.

Candidates

 * Kerry Bentivolio, reindeer farmer
 * Nancy Cassis, former State Senator
 * Kenneth Crider, steel worker
 * Carolyn Kavanagh
 * Steve King, former member of the Livonia School Board

General election
The election to fill the remaining 6 weeks of McCotter's term was largely ignored as the attention was focused on the presidential election and the race for the full two-year term between Bentivolio and Taj.

Candidates

 * Kerry Bentivolio, Republican nominee
 * David Curson, Democratic nominee
 * John J. Tartar, Libertarian Party nominee
 * Marc J. Sosnowski, Constitution Party nominee


text:
thirni

Etymology
From Proto-Pama-Nyungan *cirni. Compare Yir-Yoront then, thenelh, thene "penis", YMel then "penis", Koko-Bera then "tail", Central and Eastern Arrernte arne "tree; stick; thing", and Western Arrernte irne "tree; stick".

Noun

 * 1) Tree; stick; wood.

title: thirni


text:
Arrighetto

Arrighetto is an opera in one act by Carlo Coccia. The Italian-language libretto was by Angelo Anelli, after Madonna Beritola, sixth tale of the second day of the Decameron by Giovanni Boccaccio. It premiered on 9 January 1813 at the Teatro San Moisè, Venice.

Synopsis

 * Place: Lunigiana, Italy
 * Time: 13th century

The plot is inspired by the tale of Madonna Beritola, told by Emilia in the second day of the Decameron by Giovanni Boccaccio, with significant variations.

In the tale, Giuffredi and Scacciato, the two sons of Arrighetto Capece, nobleman fallen into disfavour and arrested after the fall of the king of Sicily Manfredi, reach adventurously Genoa and find refuge with the Doria, a prominent family of the city. Many years later, one of them, Giuffredi, under the false name of Giannotto, arrives in Lunigiana and falls in love with the daughter of Corrado Malaspina, with whom the mother of Giuffredi and Scacciato, Beritola, had found refuge after her escape. Corrado discovers the relation between Giuffredi, become his servant, and his daughter and has them both imprisoned. But short time later Charles I of Naples, who had defeated and killed Manfredi, is in his turn defeated and Arrighetto is set free. When the news arrives in Lunigiana Giuffredi exults, such that his true identity is discovered. Corrado, friend of Arrighetto, releases Giuffredi and agrees to the marriage with his daughter. Arrighetto's family can be reunited.

In Coccia's opera, the action takes place in the palace of Corrado, with some modifications to the roles. It is supposed that Arrighetto handed his sons over to the servant Pasquale, who brought them to the Doria in Genoa. Many years later Arrighetto, Pasquale and Arrighetto's sons meet again in the house of Corrado, but too much time has passed and they can not recognize each other.

Arrighetto, in order not to be discovered by his enemies, conceals himself behind the name of Tebaldo, gardener of Corrado. Corrado has decided that his daughter Despina will marry the rich Count Ludovico. Ludovico, actually the younger son of Arrighetto, adopted by the Doria, arrives accompanied by Pasquale, the only one that knows his true identity. But Despina is in love with Giannotto, servant of Corrado, the elder son of Arrighetto, fled from Genoa some years before. Pasquale realizes that Tebaldo is actually Arrighetto, but Arrighetto cannot disclose his true identity because he is in fear of his life. Pasquale however reveals to Arrighetto that Ludovico is his son.

Despina refuses to marry Ludovico, and this causes the disdain of Rosa, her stepmother. But Ludovico, keeping watch on Giannotto, realizes that he is his missing brother and resolves on giving up his project of marrying Despina. As in Boccaccio's tale, the plot reaches its epilogue when the news of the defeat of Charles I arrives: Arrighetto can now reveal his identity and rejoice with his sons, and Giannotto will marry Despina.

title: Arrighetto


text:
Wikipedia:Articles for deletion/Kashana Home

The result was keep. Eddie891 Talk Work 12:13, 11 September 2020 (UTC)

Kashana Home

 * – ( View AfD View log  Stats )

An article that is about a WP:NORG failing organization that is only covered in the context of one event which fails WP:NEVENT. W 42 15:12, 18 August 2020 (UTC)
 * Note: This discussion has been included in the list of Organizations-related deletion discussions.  W 42  15:12, 18 August 2020 (UTC)
 * Note: This discussion has been included in the list of Pakistan-related deletion discussions.  W 42  15:12, 18 August 2020 (UTC)

 Relisted to generate a more thorough discussion and clearer consensus.
 * Delete: I found no significant coverage that isn't within the context of the one event. SL93 (talk) 22:48, 20 August 2020 (UTC)
 * Changing to Keep. SL93 (talk) 01:53, 5 September 2020 (UTC)
 * Weak keep The girl's death (around which most of the sources revolve) occurred around 8 Feb 2020. There are sources dated March 1 as well as Dec 2019. I haven't looked very closely but there appear to be two different events for which this has been in the news. Not sure if WP:NEVENT is applicable as such. SD0001 (talk) 13:49, 21 August 2020 (UTC)

Please add new comments below this notice. Thanks, North America1000 15:47, 25 August 2020 (UTC)  Relisted to generate a more thorough discussion and clearer consensus.

Please add new comments below this notice. Thanks, – Joe (talk) 07:43, 4 September 2020 (UTC)
 * Keep Fixed and updated all the existing references. This article only needed some clean up work. It already had 6 references from newspapers and major Pakistani TV News websites in addition to a Government of Punjab, Pakistan reference. Ngrewal1 (talk) 23:00, 4 September 2020 (UTC)

 * Keep per above.  killer bee    14:50, 7 September 2020 (UTC)


text:
User:Gjheff/sandbox

= == Wanda Dalla Costa =

Wanda Dalla Costa is a practicing architect, professor, and mom. Her teaching and research focuses include indigenous place-keeping, culturally responsive design, sustainable housing, and climate resiliency in architecture. Dalla Costa currently teaches at Arizona State University as Institute Professor and Associate Professor in The Design School and the School of Sustainable Engineering and the Built Environment. She is a member of Saddle Lake Cree Nation and the first First Nations woman architect in Canada. She is founding principal and owner of the firm, Redquill Architecture Inc., which is based in Phoenix, Arizona. She is one of eighteen indigenous architects representing Canada in the Venice Architecture Biennale 2018.

Early life
Wanda Dalla Costa's mother is one of six children and is from Saddle Lake First Nation, Alberta. All but one of the children went to residential school. Her grandfather is from Goodfish Lake, Alberta and her grandmother is from Saddle Lake, Alberta.

In 1990, she began a formative backpacking journey through Australia and New Zealand. Although the trip was intended to be a gap year abroad, her travels continued for seven years and included thirty-seven countries.

Career
Dalla Costa founded Redquill Architecture Inc. in 2010 in order to exclusively work with tribal communities.

Publications
• Dalla Costa, W. (2018 in press). “Teaching Indigeneity in Architecture: Indigenous Placekeeping Framework.” In Kiddle, R., Stewart. L.P  & O’Brien, K. (eds). Our Voices: Indigeneity and Architecture,  ORO Editions, New York, NY, USA: 146-153.

• Dalla Costa, W. (2018 in press). “Metrics and margins: Envisioning frameworks in Indigenous architecture in Canada.”  In Grant, E., Greenop, K. & Refiti, A. (eds). Handbook of Contemporary Indigenous Architecture. 2017, Springer International, The University of Adelaide, Sydney, Australia: xx-xx.

•  Dalla Costa, W. (2016) “Contextualized Metrics and Narrating Binaries: Defining Place and Process in Indigenous North America,” A Conference paper presented at Association of Collegiate Schools of Architecture (ACSA), 2016 International Conference. Santiago, Chile.

•  Dalla Costa W.(2017). “Housing Equity and Heat Vulnerability: A Case Study for Indigenous Design and Construction.” In: M. Young (ed.), AMPS Proceedings Series 9. Living and Sustainability: An Environmental Critique of Design and Building Practices, Locally and Globally. London South Bank University, London, 08 – 09 February, 2017. pp: 543-554.

“Contextualized Metrics and Narrating Binaries: Defining Place and Process in Indigenous North America,” Conference Paper for Association of Collegiate Schools of Architecture (ACSA), 2016 International Conference, Santiago, Chile.

title: User:Gjheff/sandbox


text:
Talk:Sugar industry of Mauritius

A Commons file used on this page has been nominated for deletion
The following Wikimedia Commons file used on this page has been nominated for deletion: Participate in the deletion discussion at the. —Community Tech bot (talk) 06:22, 2 September 2019 (UTC)
 * Mru cyclone tracks.jpg

Sugarcane
Where is sugarcane planted in Mauritius <IP_ADDRESS> (talk) 12:37, 5 March 2022 (UTC)

title: Talk:Sugar industry of Mauritius


text:
Northern Arizona University/Philosophy of Law/Discussion of Online Texts/Week 9

[CQ 4: Grotius’ Discrepancy Between Innate Law and Human Corruption

“For since the law of nature is perpetual and unchangeable, nothing contradictory to it could be commanded by God, who is never unjust (16).” Therefore, in creation God could not have commanded corruption, contrariety, or unrest to become manifest in the natural world.

If it is believed that God is the necessary and efficient cause of all that exists, having implanted in each thing a unique nature and instinct by which “the wolf attacks with its teeth (19)” and which forms “the original complexion of our frame (22)”, then how does a creature in a pure state, such as at the beginning of creation, initially disobey the law? Cicero’s speech for Milo states that, “this law, which is not written, but innate, which we have not received by instruction, hearing or reading, but the elements of it have been engraven in our hearts and minds (22).” The law is so fundamental that even gentiles, who have not received the law and are not bound to act accordingly “do by nature the things contained in the law (15).”  If the essence of human nature necessarily proceeds from the eternally just and peaceful divine law, how did humanity stray from the object of its authority thereby falling into a state of rights deprivation and war as a means for attaining the ends of peace? It seems to be axiomatic that by the nature of creation and the instillation of law, humanity was initially harmonious. If this is the case, how did discord arise from a perfect state causing society to degenerate to the point where it is conceivable for one member to usurp the rights of another?

To account for this discrepancy, Groitus’ original sin theology must be justified or else it can be assumed that he is positing a Hobbsian-esque state of nature. The Hobbsian justification also appears to fall into the same trap as Grotius by being unable to account for the discrepancy between innate law, asserted by Grotius, and human corruption.

---Karlie c. Knudtsen]

First of All, I am not sure this is the right week to be posting this, so live with it if I am wrong.

In section XI of the first chapter of Hugo Grotius's book, he points out a third signification fo the word right which he likens to the word law. In this signification, he explains that it denotes a rule of moral action, or to do what is proper. He goes on to say that the word right, or law in this section, means not only to do what is just, but what is proper. Grotius makes the claim that right, under this notion applies not only to justice, but to all other virtues. By his whole distinction, I believe that grotius is trying to make the point that when we refer to rights in reference to laws, there should be a distinction with natural rights. In the next section, Grotius begins talking about natural laws, and they are, by his definitions, quite distinct from rights in laws. When rights become entangled with laws, we can no longer simplify rights to what is just or natural, but what must also consider what is proper within the boundaries of the law and society.

A major problem with this concept, is if what is proper to the law and or society is in direcct contradiction with what is a natural right. If laws go beyond what is mere justice, and include a bunch of other "virtues," than it is quite possible to adulterate the laws in provding for only what the law makers or politicians want. When people do what is only "proper" by the letter of the law, many of their natural rights can be obscured, or even lost to that which is un-proper by the law.

While I do not recall seeing an answer from Grotius to this question (though I will admit many of the sections are blurring together as I try to recall, I can very well imagine what some resonable objections would be. It could be said that it is up to the people to defend their natural rights when they are threatened by the letter of the law. When ever it seems that that which is proper conflicts far to much with that which is a natural right, the people that are governed by the laws have the right to fight the law and rebel if possible. This would lead to a very similar problem however. Soon, some people would be wrapped up in getting rid of supposedly infringing laws that were actually beneficial and were merely blinded by some desire to live in anarchy.

-Quintin Lucas


text:
Talk:Enterprise Resource Planning/Open Source

=Learner's Wishlist= Hi learners and professors!

Do join in and tell us what else u expect to learn on this subject. I happened to be involved in some Open Source ERP Projects such as Compiere ERP/CRM and ADempiere Bazaar. We have lots of resources, experience but most important the benevolent attitude of working with any Institution of Learning and Research in giving the world the best options. Not bias to own project namesake, we work with many other parties and thus wish to render the audience here the best possible prepared resources of documented learning. Do drop a line in my talk page if u find anything amiss and need to knock me on my head! I am used to it :) - Red1 12:02, 13 May 2007 (UTC)

=About this initiating lecturer - red1=
 * Born Singapore 1961, male of Chinese descent, habitually speaks Malay, English and local Chinese dialects
 * Career covers both sides of the fence in vendor-client relationships, contracting mostly in IT and Busines areas
 * Involves conducting courses, running websites, advising business and leading projects
 * Prefers to lecture and motivate than collecting debt and serving eviction notices
 * Concerned with the lack of common-sense materials that is up-to-date taking into account real-life scenarios but given in a professional and ISO style.

I'm looking for a similar resource but in "Closed Source ERP" MSWarrior 02:52, 2 April 2009 (UTC)


text:
List of protected heritage sites in Genappe

This table shows an overview of the protected heritage sites in the Walloon town Genepiën, or Genappe. This list is part of Belgium's national heritage.

 * }


text:
Transwiki:How to distinguish a monocot from a dicot

Monocots and dicots are the two broad groups of flowering plants (Division Magnoliophyta). While it is generally easy to distinguish most dicots and monocots from one another, the basis for the split in classification is a characteristic of the developing embryo, a feature that is no longer observable on the adult plant unless one can access the internal structure of a seed. Therefore, the following characteristics can be applied in the absence of knowledge about the cotyledon. However, be mindful that no 'single' characteristic will absolutely distinguish a dicot from a monocot, other than by definition monocots have one cotyledon and dicots have two. In general, monocots are simpler in structure than dicots, although monocots evolved from dicots.

Stem
In monocot stems, the vascular tissues — the phloem and xylem — are in bundles scattered throughout the stem, and they typically lack a vascular cambium. In dicot stems, the phloem and xylem are in rings around each other. They nearly always have cambium. Despite a pine's stem structure resemblance to dicots, it is neither a dicot nor a monocot. A pine is a conifer, which is not a flowering plant at all.

Partly as a consequence of the arrangement of the vascular tissue, in monocots, there is very little new phloem and xylem added to the stem. Thus, monocot stems do not grow significantly thicker each year. Any change in thickness is due to the cells getting slightly larger. For this reason there are very few monocot trees (palms being an important exception). On the other hand, dicot stems can add new vascular tissue and thus grow thicker with time. Most flowering trees are dicots.

Root
In monocot roots, the phloem and xylem alternate like the spokes of a wheel. In dicot roots, there is a single, X-shaped mass of xylem at the centre, with phloem between the arms of the X. Throughout the whole plant, monocots have more vascular tissue than dicots of similar size. Monocot roots grow from nodules on the stem, forming prop roots if close to the surface. In dicots, root growth is from the apical meristem, and often centered around a tap root.

Leaf
The veins in monocot leaves are usually parallel, although palmate (arising from a common point at the base of the leaf) vein patterns are common. Dicot leaves have a branching pinnate vein network, rather like a feather, but can also be palmate.

Flower
Monocot flowers have flower parts in multiples of three. Dicot flower parts are in multiples of four or five. Monocot pollen has a single pore on the outer layer. This means it is monosulcate. Dicot pollen is triporate. In other words, it has three pores on the stem..


text:
мѫка

Alternative forms

 * Glagolitic:

Etymology 1
From.

Noun

 * 1) torment, torture

Etymology 2
From.

Noun

 * 1) flour

title: мѫка


text:
πρωτοκολλώ

Verb

 * 1) to register on the official logbook that keeps records of incoming and outgoing documents

Usage notes
Double conjugation with different active present endings and different passive present.

Conjugation
1) present endings: -ώ, -άς, -ά

2) present endings -ώ, -είς, -εί

title: πρωτοκολλώ


text:
Wikipedia:Sockpuppet investigations/Sarkarsanju/Archive

06 February 2015

 * Suspected sockpuppets

 * User compare report Auto-generated every hour.
 * Editor interaction utility

Block evasion. Sock's first edit was to create Sanjib Composer. Dai Pritchard (talk) 18:37, 6 February 2015 (UTC)

Comments by other users

Clerk, CheckUser, and/or patrolling admin comments

 * ✅ - Sock blocked, master indefed. Tiptoety  talk 07:26, 10 February 2015 (UTC)
 * Closing. Mike V • Talk 07:31, 10 February 2015 (UTC)


text:
Reaktor/Artists

Please add only official releases on CDs, not all people who uploaded some MP3s somewhere
 * Native Instruments page dedicated to artists, who use Reaktor

 * Cibelle
 * Lazyfish also great Reaktor builder
 * Artur Nowak
 * Ticklish
 * Mouse on Mars
 * Nine Inch Nails
 * Kid 606
 * Fluorescent Grey
 * Tim Exile
 * Richard Devine also worked on several new instruments and snapshots for the Electronic Instruments Vol. 2 library
 * Speedy J ditto
 * Photek (Rupert Parkes) ditto
 * VNV Nation
 * Squarepusher
 * Merzbow
 * Bitmud

title: Reaktor/Artists


text:
1907 in baseball

Champions

 * World Series: Chicago Cubs over Detroit Tigers (4–0–1)

Events

 * February 27 – The New York Highlanders acquire catcher Branch Rickey from the St. Louis Browns in exchange for infielder Joe Yeager. As a condition, Rickey specifies that he will not play on Sundays. Fritz Buelow replaces him on the Browns as their new catcher.
 * March 6 – John Rogers and A.J. Reach, owners of the Philadelphia Phillies, are formally acquitted in court from damages from the 1903 Baker Bowl incident. Suit had originally been filed against the owners after a balcony at the stadium collapsed. The collapse left 232 fans injured, and another 12 perished.
 * April 11
 * Boston's American League team plays its first game with the name Red Sox. They beat the Philadelphia Athletics, 8–4, at Columbia Park.
 * On Opening Day, New York Giants catcher Roger Bresnahan wears shin guards for the first time in a major league game. The leg guards, usually used in cricket, come in handy, protecting Bresnahan from a fifth-inning foul tip. Other catchers will soon follow Bresnahan's lead and wear similar shin guards.
 * April 26 – Boston Doves outfielder Johnny Bates hits for the cycle in a 4–2 Boston victory over the Brooklyn Superbas.
 * May 8 – Big Jeff Pfeffer tosses a no-hitter as the Boston Doves defeat the Cincinnati Reds, 6–0.
 * May 10 – The Chicago White Sox purchase the contract of First baseman Jake Stahl from the Washington Senators.
 * May 21 – The Chicago Cubs defeat the New York Giants 3–0, knocking the Giants out of first place. Giants fans begin to riot and charge the field, anger focused on umpires Hank O'Day and Bob Emslie, who are surrounded and led to safety by players for the Cubs and Giants, while Pinkerton guards fire into the air to keep the crowd at bay.
 * June 15 – Lave Cross is released by the Washington Senators.
 * June 28 – The last-place Washington Senators steal a record 13 bases off catcher Branch Rickey in a 16–5 victory over New York Highlanders. Rickey, acquired last February from the St. Louis Browns, is pressed into service despite a bad shoulder because of an injury to starting pitcher Red Kleinow. Rickey's first throw to second base ends up in right field and the subsequent tosses are not much better. He almost nips Jim Delahanty on a steal of third base. In his eight innings, relief pitcher King Brockett helps Washington with a deliberate windup. Only pitcher Long Tom Hughes and second baseman Nig Perrine are steal-less, while Hal Chase swipes one for New York.
 * August 2 – Walter Johnson made his major league debut with the Washington Senators and lost to the Detroit Tigers, 3–2. The first hit Johnson yielded was a bunt single by Ty Cobb.
 * August 11 – In the second game of a doubleheader, shortened by agreement, Ed Karger of the St. Louis Cardinals pitched a seven-inning perfect game, beating the Boston Doves, 4–0.
 * September 8 – Future hall of fame inductee Bill McKechnie makes his major league debut, getting one hit in four at bats. It was as a manager, that McKechnie would make his mark, winning four pennants and two World Series titles.
 * September 20 – One week after recording a shutout in his major league debut, Pittsburgh Pirates pitcher Nick Maddox hurled a no-hitter against the Brooklyn Superbas in a 2–1 Pirates win. At the age of 20 years and ten months, Maddox becomes (and still is) the youngest pitcher to throw a no-hitter in major league history.
 * September 25 – Honus Wagner steals four bases, including second base, third base and home plate in the second inning against the New York Giants. Not to be outdone, his teammate Fred Clarke also swipes four bases for the only time in his career.
 * October 12 – In Game 5 of the World Series the Chicago Cubs would win their first World Championship by defeating the Detroit Tigers, 2–0. The Cubs would take the final four games of the series after Game 1 was declared a tie due to darkness with the score knotted at 3–3 in the 12th inning.
 * November 5 – The New York Highlanders purchase the contract of infielder Hobe Ferris from the Boston Americans. Ferris' stay in New York is short as just hours later, he, along with infielder Jimmy Williams, and outfielder Danny Hoffman, are traded to the St. Louis Browns in exchange for Pitcher Fred Glade, outfielder Charlie Hemphill and Outfielder/infielder Harry Niles.
 * November 7 – The Tigres del Licey club is founded in the Dominican Republic.
 * November 16 – The baseball film How Brown Saw the Baseball Game is released in theatres.

January

 * January 2 – Ted Gullic
 * January 2 – Red Kress
 * January 14 – Chet Brewer
 * January 16 – Buck Jordan
 * January 20 – Bob Adams
 * January 20 – Jesse Hill
 * January 20 – Herm Holshouser
 * January 22 – Ivey Shiver
 * January 23 – Bobby Burke
 * January 25 – Jimmy Adair
 * January 25 – Roy Sherid

February

 * February 2 – Jerry Byrne
 * February 7 – Bill Steinecke
 * February 13 – Wayne LaMaster
 * February 17 – Orlin Collier
 * February 21 – Snipe Hansen
 * February 22 – Dan Dugan
 * February 22 – Marty Hopkins
 * February 24 – Earl Grace
 * February 24 – Bob Seeds
 * February 26 – Cy Malis
 * February 27 – Hilton Smith

March

 * March 2 – Jack Knott
 * March 3 – Jim Tennant
 * March 12 – Leroy Matlock
 * March 15 – Lou Fette
 * March 20 – Vern Kennedy
 * March 22 – Johnny Scalzi
 * March 24 – Gus Dugas
 * March 28 – Walt Masters

April

 * April 2 – Luke Appling
 * April 5 – John Goodell
 * April 5 – Sugar Cain
 * April 7 – Oral Hildebrand
 * April 7 – Leo Schrall
 * April 10 – Cliff Bolton
 * April 17 – Bobby Stevens
 * April 19 – Bill Ferrazzi
 * April 22 – Tom Lanning
 * April 23 – Dolph Camilli
 * April 25 – Roy Parmelee
 * April 30 – Jumbo Brown

May

 * May 4 – Milt Galatzer
 * May 6 – Ivy Andrews
 * May 9 – Ed Cihocki
 * May 11 – Rip Sewell
 * May 15 – Ed Baecht
 * May 26 – Emil Roy
 * May 28 – Marv Olson
 * May 29 – Phil Gallivan

June

 * June 4 – George Washington
 * June 6 – Bill Dickey
 * June 13 – Gene Desautels
 * June 22 – George Puccinelli
 * June 23 – Dusty Cooke
 * June 24 – Rollie Hemsley
 * June 26 – Debs Garms
 * June 28 – Joe Cascarella

July

 * July 5 – Bill Byrd
 * July 7 – Harold Greiner
 * July 10 – John Michaels
 * July 12 – Bob Cooney
 * July 16 – Reggie Grabowski
 * July 17 – Hank Patterson
 * July 25 – Bill Andrus
 * July 25 – Joe Zapustas
 * July 27 – Ed Carroll

August

 * August 4 – George Caster
 * August 6 – Tom Hughes
 * August 7 – Clarence Heise
 * August 11 – Jim Galvin
 * August 11 – Woody Jensen
 * August 11 – Bobo Newsom
 * August 11 – Gordon Rhodes
 * August 13 – George Susce
 * August 17 – Ed Durham
 * August 20 – Beau Bell
 * August 20 – Bill Crouch
 * August 21 – Art Garibaldi
 * August 21 – Wally Hebert
 * August 21 – Cobe Jones
 * August 24 – Beryl Richmond
 * August 25 – Rufus Meadows
 * August 28 – Paul Dixon
 * August 29 – Pep Young
 * August 31 – Ray Berres
 * August 31 – Jack Burns

September

 * September 2 – Ben Sankey
 * September 3 – Ralph Burgin
 * September 7 – Bill McAfee
 * September 8 – Buck Leonard
 * September 12 – Ollie Bejma
 * September 12 – Spud Chandler
 * September 13 – John Campbell
 * September 15 – Fritz Ostermueller
 * September 17 – Charlie Bates
 * September 27 – Josh Billings
 * September 27 – Walter Murphy
 * September 27 – Whit Wyatt

October

 * October 5 – Frank Doljack
 * October 12 – Al Smith
 * October 12 – Phil Weintraub
 * October 16 – Bill Breckinridge
 * October 22 – Provine Bradley
 * October 22 – Jimmie Foxx
 * October 23 – Lee Grissom
 * October 24 – Grant Bowler
 * October 28 – George Hennessey
 * October 31 – Ray Treadaway

November

 * November 1 – Larry French
 * November 6 – Earl Clark
 * November 8 – Tony Cuccinello
 * November 11 – Hank Erickson
 * November 22 – Dick Bartell
 * November 26 – Gowell Claset
 * November 28 – Lynn King

December

 * December 8 – Bill Beckmann
 * December 21 – Freddie Muller
 * December 26 – Harry Taylor

January–March

 * January 10 – Bob Langsford, 41, shortstop for the 1899 Louisville Colonels
 * January 16 – Jake Evans, 50, right fielder who played from 1879 through 1885 with four National League teams
 * January 19 – William A. Nimick, 58, president of the Pittsburgh Alleghenys (1885–1890) and part-owner of the team
 * March 12 – Pat Hynes, 23, outfielder for the St. Louis Browns/Cardinals from 1903 to 1904
 * March 28 – Chick Stahl, 34, outfielder for Boston teams in the NL and AL, and manager of the Red Sox since August, who batted .305 lifetime; had three triples in 1903 World Series, and led AL in triples in 1904
 * March 29 – Doug Crothers, 47, pitcher for the 1884 Kansas City Cowboys and 1885 New York Metropolitans
 * March 29 – Cozy Dolan, 34, right fielder who hit .269 in 830 games for five teams from 1895 to 1906

April–June

 * April 16 – Bill Zies, 39, catcher for the 1891 St. Louis Browns
 * April 21 – Nat Hicks, 62, catcher/manager in four seasons with the New York Mutuals
 * April 22 – Jeremiah Reardon, 38, pitcher for the Cincinnati Red Stockings (1886) and St. Louis Maroons (1866)
 * May 6 – Frank Selman, 55[?], utility player from 1871 through 1875 for five teams of the National Association
 * May 7 – Sam Moffet, 50, outfielder/pitcher for the 1884 Cleveland Blues and 1888 Indianapolis Hoosiers
 * June 10 – Tun Berger, 39, catcher for the Pittsburgh Alleghenys/Pirates (1890/1891) and Washington Senators (1892).
 * June 12 – George Bryant, 50, second baseman for the 1885 Detroit Wolverines.
 * June 17 – Frank McCarton, 52, outfielder for the 1872 Middletown Mansfields
 * June 20 – Ezra Sutton, 56, third baseman for Boston who led the National League in hits in 1884, was fifth player to collect 1000 hits, and batted .300 three times in the National Association and four times in the National League
 * June 24 – Billy Klusman, 42, second baseman for the 1888 Boston Beaneaters and 1890 St. Louis Browns

July–September

 * July 4 – Connie McGeehan, pitcher/left fielder for the 1903 Philadelphia Athletics
 * July 22 – Pat Dillard, 34, OF/IF utility for the 1900 St. Louis Cardinals
 * August 14 – Scott Hastings, 60, catcher/outfielder/manager for seven seasons from 1871 to 1877
 * September 14 – Jack Wentz, 44, second baseman for the 1891 Louisville Colonels
 * September 21 – Claude Gouzzie, 34, second baseman for the 1903 St. Louis Browns
 * September 23 – Charlie Buffinton, 46, pitcher for Boston and Philadelphia teams who won 233 games, including 48 for the 1884 Boston Beaneaters

October–December

 * October 4 – Frank Leary, 26, pitcher for the 1907 Cincinnati Reds
 * October 12 – Whitey Gibson, 39, catcher for the 1888 Philadelphia Athletics
 * October 28 – Ted Kennedy, 42, pitcher for the Chicago White Stockings (1885) and Louisville Colonels (1886)
 * November 26 – Eddie Burke, 41, outfielder for the Philadelphia Phillies, Pittsburgh Alleghenys, Milwaukee Brewers, Cincinnati Reds, and New York Giants from 1890 to 1895, who topped the National League in games played (135) and times hit by pitches (25) in 1893
 * December 8 – Washington Fulmer, 67, outfielder for the 1875 Brooklyn Atlantics
 * December 27 – Jim Andrews, 42, right fielder for the 1890 Chicago Colts.
 * December 31 – Jocko Flynn, 43, pitcher/outfielder for the 1886 Chicago White Stockings

title: 1907 in baseball


text:
List of Sanskrit universities in India

The Sanskrit Universities are specialized universities that aim to promote and spread sanskrit education, shastraic education and related research.

The following is a list of at least 18 Sanskrit universities in India (3 central, 1 deemed and 14 state universities) which are only focused on Sanskrit revival and Sanskrit studies along with related disciplines like Ayurveda.

title: List of Sanskrit universities in India


text:
rewiring

Noun

 * 1) A new wiring
 * 2)  A new configuration of neurons in the brain.
 * 1)  A new configuration of neurons in the brain.

Translations

 * Italian: ricablaggio

 * Italian: ricablaggio

title: rewiring


text:
Zian Flemming

Zian Flemming (born 1 August 1998) is a Dutch professional footballer who plays as a attacking midfielder for side Millwall.

Jong Ajax
Flemming played in the youth departments of ZSGOWMS, RKSV Pancratius and Ajax. He made his professional debut for Jong Ajax on 1 September 2017 in a game against Jong PSV and scored on his debut. Flemming made 25 appearances during the 2017–18 season and won the Eerste Divisie title with Jong Ajax.

PEC Zwolle
On 2 May 2018, Flemming signed a three-year contract with PEC Zwolle, starting from 1 July 2018. There he made 28 appearances and six goals in his first season. His most notable performance came in the KNVB Cup against De Graafschap, where he scored four goals in a 5–2 victory.

Loan to NEC
On 2 September 2019, Flemming was sent on loan to NEC for the 2019–20 season, who were competing in the second-tier Eerste Divisie. On 13 September, he made his debut in the 2–2 away draw against FC Den Bosch. He scored his first two goals for NEC on 27 September, when the club drew 3–3 against Go Ahead Eagles. With 13 goals, he became club top scorer of NEC for the 2019–20 season. As the season ended, he returned to PEC Zwolle.

Fortuna Sittard
On 26 August 2020, Flemming signed a four-year contract with Eredivisie club Fortuna Sittard. He made his debut on 12 September in a 2–0 away loss to Twente. On 26 September, he scored his first two goals in a 3–3 home draw against AZ, one of them coming deep into injury time to secure the one point for Fortuna. He finished the season with 35 appearances, in which he scored 25 goals, as Fortuna finished in 11th place.

Millwall
On 25 June 2022, Flemming joined Championship club Millwall on a three-year contract for a fee of £1.7m rising to £2.5million. He made his competitive debut for the club on 30 July, the opening day of the season, replacing George Honeyman in the 76th minute of a 2–0 home victory against Stoke City. On 17 September, he netted his debut goal for the Lions, breaking the deadlock in the 14th minute with a header from Scott Malone's cross. The ball deflected off keeper Daniel Grimshaw and secured his team's lead in a 2–1 victory against Blackpool. He secured his second goal on 5 October during a match against Rotherham United from a long-distance strike. Just three days later, he achieved his first brace for Millwall, propelling them to a 2–0 victory against Middlesbrough at The Den. He continued his impressive form the following week, on 15 October, by netting the decisive goal that secured a 2–1 away win against Bristol City. This marked Flemming's fifth goal in five consecutive games. On 12 November, Flemming scored his first hat-trick for the club, once again proving decisive in a 4–2 away victory against Preston North End. He concluded the season with 15 goals in 44 appearances across various competitions, securing the position of the team's second-highest goalscorer, behind only Tom Bradshaw. Millwall finished eighth in the league, narrowly missing the playoffs by just one point behind sixth-place Sunderland in the play-offs. In recognition of his contributions, Flemming was honoured as the Millwall Player of the Season in May 2023.

Honours
Jong Ajax
 * Eerste Divisie: 2017–18

Individual

 * Millwall Player of the Season: 2022–23

title: Zian Flemming


text:
-ul

Derived terms
See.

Usage notes

 * Variants:
 *  is added to back-vowel words. The final vowel is dropped.
 *  is added to front-vowel words. The final vowel is dropped.
 *  is added to front-vowel words. The final vowel is dropped.

Suffix

 * 1)   as, with the intention of

Usage notes

 * Variants:
 *  is added to back-vowel words. Final -a changes to -á-.
 *  is added to front-vowel words. Final -e changes to -é-.

Etymology
Identical to -l (a contracted form of an older -lu). Due to the misunderstanding of modern speakers it is assumed to be a separate suffix. In older Romanian (still dialectially attested and present in place names) masculine nouns end in -u for example: focu (now foc). A tendency to drop the pronunciation of final -u sounds lead to the modern pronunciation. Accordingly the old definite form for focu is foculu. Thus when subjected to final u dropping it results in the modern form focul. It is not that -ul is a suffix, but that the indefinite form is contracted, such that its not immediately obvious.

Compare 🇨🇬.

Suffix

 * the
 * the

Usage notes
This form of the definite article is used for both masculine and neuter singular nouns in the nominative and accusative cases which do not end in a vowel, except for -i (which is somewhat uncommon in Romanian):

 * , from
 * , from
 * , from
 * , from
 * , from
 * , from
 * , from

The suffix is also used with masculine and neuter singular adjectives in the nominative and accusative cases to make the articulated definite form, often for emphasis, and it is used before the noun it modifies:

 * , from (both meaning "the smart man")
 * , from (both meaning "the brave soldier")

In informal speech, the final -l is often not pronounced.

Derived terms
See.

title: -ul


text:
Category:Argentine expatriates in Malaysia

A list of Argentines who have resided temporarily or permanently in Malaysia. For the most part, they did not become Malaysian citizens.


text:
User:LouisAragon/sandbox/Abbas Mirza

https://www.tandfonline.com/doi/full/10.1080/05786967.2021.1960884

https://www.hermitagemuseum.org/wps/portal/hermitage/digital-collection/08.+applied+arts/234588

http://islamicart.museumwnf.org/database_item.php?id=object;EPM;my;Mus21;2;en Malaysia

Abbas Mirza (August 20, 1789 – October 25, 1833) was a Qajar crown prince of Persia. He developed a reputation as a military commander during the Russo-Persian War of 1804-1813 and the Russo-Persian War of 1826-1828, as well as through the Ottoman-Persian War of 1821-1823. He is furthermore noted as an early modernizer of Persia's armed forces and institutions, and for his death before his father, Fath Ali Shah. Abbas was an intelligent prince, possessed some literary taste, and is noteworthy on account of the comparative simplicity of his life.

Nevertheless, with Abbas Mirza as the military commander of the Persian forces, Iran lost all of its territories in the Caucasus comprising Transcaucasia and parts of the North Caucasus (Dagestan) to Russia in conformity with the 1813 Treaty of Gulistan and the 1828 Treaty of Turkmenchay, following the outcomes of the 1804–1813 and 1826–1828 wars.

Biography
Abbas Mirza was born on August 20, 1789 in Nava, Mazandaran. He was a younger son of Fath Ali Shah, but on account of his mother's royal birth was destined by his father to succeed him. Considered the favorite son by his father, he was named governor (beglarbeg) of the Azerbaijan region of Persia, in approximately 1798, when he was 10 years old. In 1801, three years after Agha Mohammad Khan's death, the Russians capitalized on the moment, and annexed Kartli-Kakheti. As (Eastern) Georgia had been under intermittent Iranian suzerainty since the early 16th century, this act by the Russians was seen as intrusion into Iranian territory. In 1804, eager to take the rest of Iran's territories, the Russian army led by general Pavel Tsitsianov, besieged, captured and sacked the city of Ganja, thereby initiating the Russo-Persian War (1804–13). Fath-Ali Shah appointed Abbas Mirza as commander of the expeditionary force of 30,000 men. His aid was eagerly solicited by both England and Napoleon, anxious to checkmate one another in the East, especially as Persia bordered a common rival, namely Imperial Russia. Preferring the friendship of France, Abbas Mirza continued the war against Russia's young General Kotlyarevsky, aged only twenty-nine but his new ally could give him very little assistance.

The early stages of the war following Fath Ali Shah's orders to invade and regain Georgia and the northern parts of the contemporary Azerbaijani Republic ended up in years of relatively territorial stale warfare. However, as Prof. Alexander Mikaberidze adds, Abbas Mirza led the army in an overall disastrous campaign against the Russians, suffering defeats at Gyumri, Kalagiri, the Zagam River (1805), Karakapet (1806), Karababa (1808), Ganja (1809), Meghri, the Aras River, and Akhalkalaki (1810). The tide started to decisively turn as Russia was sending more and more advanced weaponry and increasing numbers of soldiers. Commanding the southernmost Russian divisions during the long war, Kotlyarevsky defeated the numerically superior Persian army in the Battle of Aslanduz (1812) and in early 1813 stormed and took Lankaran. The Russians were encamped on the opposite bank of River Aras when his two British advisers Capt Christie and Lt Pottinger told him to post sentry pickets in short order, but Mirza ignored the warnings. Christie and other British officers tried to rally an army retreating in panic; for days the Russians launched fierce assaults, but at last Christie fell, and Mirza ordered a full retreat. Complacency cost 10,000 Persian lives; Mirza believing wrongly in the weight of superior numbers. In spite of the absence of leadership, The Persians at Lenkoran held out for weeks until, breaking through, the Russians slaughtered the garrison of 4,000 officers and men.

In October 1813, with Abbas Mirza still commander-in-chief, Persia was compelled to make a severely disadvantageous peace known as the Treaty of Gulistan, irrevocably ceding swaths of its territory in the Caucasus, comprising present-day Georgia, Dagestan, and most of what most recently became the Republic of Azerbaijan. The only promise the Shah received in return was a lukewarm guarantee the Mirza would succeed to his throne, without let or hindrance. Persia's dire losses attracted the attention of the British Empire; following the reversal of initial successes, the Russians now posed a serious threat from the Caucasus.

The drastic losses suffered by his forces made him realize that he needed to train Persia's military in the European style of war, and he started sending his students to Europe for military training. By introducing European-style regiments, Abbas Mirza believed it would enable Iran to gain the upper hand over Russia and to reclaim its lost territories. Influenced by Sultan Selim III's reforms, Abbas Mirza set out to create an Iranian version of the Ottoman Nizam-ı Cedid, and reduce the Qajar dependence on tribal and provincial forces. In 1811 and 1815, two groups were sent to Britain, and in 1812 a printing press was finished in Tabriz as a means to reproduce European military handbooks. Tabriz also saw a gunpowder factory and a munitions depot. The training continued with constant drilling by British advisers, with a focus on the infantry and artillery.

He received his opportunity to test his newly reformed military when the Ottoman–Persian War (1821–1823) began, and they proved themselves adept with several victories. This resulted in a peace treaty signed in 1823 after the Battle of Erzurum. The war was a victory for Persia, especially considering they were outnumbered, and this gave much needed confidence to his forces. His second war with Russia, which began in 1826, started off on a good note as he won back most of the territory lost in the Russo-Persian War (1804–13); however it ended in a string of costly defeats after which Persia was forced to cede the last of its Caucasian territories, comprising all of what is modern day Armenia, Nakhchivan, the rest of the remainder of the contemporary Azerbaijani Republic that was still in Iranian hands, and Igdir Province, all conform the 1828 Treaty of Turkmenchay. The eventual loss was due less to his and his armies skill and more to do with lack of reinforcements and overwhelming superiority in numbers. The irrevocable losses, which in total amounted up for all of Qajar Iran's territories in the North Caucasus and the South Caucasus, affected Abbas Mirza severely and his health began to suffer. He also lost enthusiasm for any more military reform. In 1833, he sought to restore order in the province of Khorasan, which was nominally under Persian supremacy, and while engaged in the task died at Mashhad in 1833. In 1834 his eldest son, Mohammed Mirza, succeeded Fath Ali Shah as the next king. R. G. Watson (History of Persia, 128-9) describes him as “the noblest of the Qajar race”.

He is most remembered for his valor in battle and his failed attempts to modernize the Persian army. He was not successful in part due to the lack of government centralization in Iran during the era. Furthermore, it was Abbas Mirza who first dispatched Iranian students to Europe for a western education. He was unable to prove successful in the long run in his wars with Russia as he ended up losing more territory than he gained.

In popular culture

 * Tabriz in Fog: an Iranian historical drama about Abbas Mirza's life.

Sons

 * Prince Mohammed Mirza, to become Mohammad Shah Qajar
 * Prince Bahram Mirza Mo'ez ed-Dowleh
 * Prince Djahangir Mirza
 * Prince Bahman Mirza
 * Prince Fereydoun Mirza Nayeb-ol-Eyaleh
 * Prince Eskandar Mirza
 * Prince Khosrow Mirza
 * Prince Ghahreman Mirza
 * Prince Ardeshir Mirza Rokn ed-Dowleh
 * Prince Ahmad Mirza Mo'in ed-Dowleh
 * Prince Ja'far Gholi Mirza
 * Prince Mostafa Gholi Mirza
 * Prince Soltan Morad Mirza Hessam-al-Saltaneh
 * Prince Manouchehr Mirza
 * Prince Farhad Mirza Mo'tamed ed-Dowleh
 * Prince Firouz Mirza Nosrat ed-Dowleh
 * Prince Khanlar Mirza Ehtesham ed-Dowleh
 * Prince Bahador Mirza
 * Prince Mohammad Rahim Mirza
 * Prince Mehdi Gholi Mirza
 * Prince Hamzeh Mirza Heshmat ed-Dowleh
 * Prince Ildirim Bayazid Mirza
 * Prince Lotfollah Mirza Shoa'a ed-Dowleh
 * Prince Mohammad Karim Mirza
 * Prince Ja'ffar Mirza
 * Prince Abdollah Mirza

title: User:LouisAragon/sandbox/Abbas Mirza


text:
Wikipedia:WikiProject Spam/Local/hill-country-visitor.com

Links

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 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
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 * Link is not on the whitelist.
 * Link is not on the monitor list.

Selected additions

 * Displayed 23 additions out of 23 total.	 For more info see WikiProject_Spam/LinkReports/hill-country-visitor.com

Entry
Log entry for the MediaWiki:Spam-blacklist:

\bhill-country-visitor\.com\b# ADMINNAME # see [[Wikipedia:WikiProject_Spam/Local/hill-country-visitor.com ]]

Discussion
See COIBot report for more details.

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text:
Talk:Alfonsina Storni

Wiki Education Foundation-supported course assignment
This article was the subject of a Wiki Education Foundation-supported course assignment, between 25 August 2021 and 7 December 2021. Further details are available on the course page. Student editor(s): Jds94.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 17:06, 17 January 2022 (UTC)

Wiki Education Foundation-supported course assignment
This article is or was the subject of a Wiki Education Foundation-supported course assignment. Further details are available on the course page. Student editor(s): Ykvargas, Julissa9901.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 13:48, 16 January 2022 (UTC)

Literary Movements
It seems ridiculous to state that Alfonsina Storni was a postmodernist. Both the historical period she inhabited and the style of her poetry would clearly make her a modernist. Thus, I have amended the article, which -by the way- still seems to require a lot of changes. Stylistically and otherwise.
 * Just saying to provide an edit summary why.. not saying you're wrong. A8  UDI  17:17, 31 October 2009 (UTC)

Fair enough. —Preceding unsigned comment added by <IP_ADDRESS> (talk) 17:19, 31 October 2009 (UTC)
 * I think one of the critical distinctions that needs to be made for understanding how she fit or didn't into literary movements is the difference between "modernism" and "modernismo" which was a distinct and different literary movement in Latin America. A lot of the characterizations of her as being "Post modernist" may be referring to the fact that she wrote after the decline of the modernismo movement, though I have seen arguments that put her work as postmodern due to its rendering of the female body as "fractured". -Sarahwarmker (talk) 22:02, 23 July 2019 (UTC)

I added a blog-link in the external links section. I feel that the link's content outweighs the fact that it's a blog. Szfski (talk) 14:53, 20 November 2009 (UTC)

Feminism and Writings on Men
This sentence seems ambiguous: "Storni once referred to men as el enemigo, "the enemy." Much of Storni's work focuses on what she sees as the repression of women by men. This often takes the form of personal insults directed at men in general." How can insults directed at men in general be personal? AND there is no source for that pointed statement? — Preceding unsigned comment added by <IP_ADDRESS> (talk) 09:51, 31 March 2013 (UTC)

Breast Cancer and Palm reading, need for Spanish Wiki version to be translated
So I read some of the Wikipedia in Spanish version on Alfonsina Storni and it covers much more detail. This English version does not mention her Breast cancer and the complications from the surgery and its emotional toll on the author. My Spanish ability is not good enough to attempt such a detailed translation. There is some mention of a Palm reading the author had but it is unclear to me what effect that had on the author. So I suggest that someone better in Spanish try to make the translation in order to properly expand the English version of the topic. — Preceding unsigned comment added by Ribazole (talk • contribs) 05:42, 29 July 2018 (UTC)
 * I have made some basic adjustments to the organization of this page and corrected some glaring errors and omissions, but the page still needs quite a bit more work. I would be able to translate some of the information from the Spanish Wikipedia page, but wonder about the conventions here on Wikipedia of using sources in other languages - most of the sources cited there are in Spanish, and it relies heavily on one work from one person who is one of her main biographers. However, there have been numerous studies and biographies written on her in English. Is there a best practices on translating or using sources in other languages here on Wikipedia? Thanks - Sarahwarmker (talk) 21:56, 23 July 2019 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Alfonsina Storni. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20050831063321/http://www.gabrieladecicco.com.ar/ensayos-articulos/alfonsina_storni.html to http://www.gabrieladecicco.com.ar/ensayos-articulos/alfonsina_storni.html

Cheers.— InternetArchiveBot  (Report bug) 19:38, 9 January 2018 (UTC)

Relevancy of Nosotros paragraph?
Hi, I understand that the paragraph beginning with "The magazine Nosotros was influential in spearheading the rise of new Argentine literature" is interesting, but it fails to demonstrate why it's a relevant and important part of her life story. Did she write about the situation? Was it important to her? Pale Green Thing (talk) 03:01, 12 January 2024 (UTC)

title: Talk:Alfonsina Storni


text:
LPI Linux Certification/LPIC1 Exam 102/Detailed Objectives

The following material is directly from the Linux Professional Institute at Objectives 102 reprinted with their permission. Note that their inclusion in this book in no way signifies endorsement on the part of LPI.

This is a required exam for LPI certification Level 1. It covers basic system administration skills that are common across all distributions of Linux.

Each objective is assigned a weighting value. The weights range roughly from 1 to 10, and indicate the relative importance of each objective. Objectives with higher weights will be covered in the exam with more questions.

1.105.1 Manage/Query kernel and kernel modules at runtime

 * Weight: 4

Description: ''Candidates should be able to manage and/or query a kernel and kernel loadable modules. This objective includes using command-line utilities to get information about the currently running kernel and kernel modules. It also includes manually loading and unloading modules as appropriate. It also includes being able to determine when modules can be unloaded and what parameters a module accepts. Candidates should be able to configure the system to load modules by names other than their file name.''

Key files, terms, and utilities include:
 * /lib/modules/kernel-version/modules.dep
 * /etc/modules.conf & /etc/conf.modules
 * depmod
 * insmod
 * lsmod
 * rmmod
 * modinfo
 * modprobe
 * uname

1.105.2 Reconfigure, build, and install a custom kernel and kernel modules

 * Weight: 3

Description: ''Candidates should be able to customize, build, and install a kernel and kernel loadable modules from source This objective includes customizing the current kernel configuration, building a new kernel, and building kernel modules as appropriate. It also includes installing the new kernel as well as any modules, and ensuring that the boot manager can locate the new kernel and associated files (generally located under /boot, see objective 1.102.2 for more details about boot manager configuration).''

Key files, terms, and utilities include: /usr/src/linux/* /usr/src/linux/.config /lib/modules/kernel-version/* /boot/* make make targets: config, menuconfig, xconfig, oldconfig, modules, install, modules_install, depmod

1.106.1 Boot the system

 * Weight: 3

Description: ''Candidates should be able to guide the system through the booting process. This includes giving commands to the boot loader and giving options to the kernel at boot time, and checking the events in the log files.''

Key files, terms, and utilities include: /var/log/messages /etc/conf.modules or /etc/modules.conf dmesg LILO GRUB

1.106.2 Change runlevels and shutdown or reboot system

 * Weight: 3

Description: ''Candidates should be able to manage the runlevel of the system. This objective includes changing to single user mode, shutdown or rebooting the system. Candidates should be able to alert users before switching runlevel, and properly terminate processes. This objective also includes setting the default runlevel.''

Key files, terms, and utilities include: /etc/inittab shutdown init

1.107.2 Manage printers and print queues

 * Weight: 1

Description: ''Candidates should be able to manage print queues and user print jobs. This objective includes monitoring print server and user print queues and troubleshooting general printing problems.''

Key files, terms, and utilities include: /etc/printcap lpc lpq lprm lp

1.107.3 Print files

 * Weight:1

Description: ''Candidates should be able to manage print queues and manipulate print jobs. This objective includes adding and removing jobs from configured printer queues and converting text files to postscript for printing.''

Key files, terms, and utilities include: lpr lpq mpage

1.107.4 Install and configure local and remote printers

 * Weight: 1

Description: ''Candidate should be able to install a printer daemon, install and configure a print filter (e.g.: apsfilter, magicfilter). This objective includes making local and remote printers accessible for a Linux system, including postscript, non-postscript, and Samba printers.''

Key files, terms, and utilities include: /etc/printcap /etc/apsfilter/* /var/lib/apsfilter/*/ /etc/magicfilter/*/ /var/spool/lpd/*/ lpd

1.108.1 Use and manage local system documentation

 * Weight: 4

Description: ''Candidates should be able to use and administer the man facility and the material in /usr/share/doc/. This objective includes finding relevant man pages, searching man page sections, finding commands and man pages related to them, and configuring access to man sources and the man system. It also includes using system documentation stored in /usr/share/doc/ and determining what documentation to keep in /usr/share/doc/.''

Key files, terms, and utilities include: MANPATH man apropos whatis

1.108.2 Find Linux documentation on the Internet

 * Weight: 3

Description: ''Candidates should be able to find and use Linux documentation. This objective includes using Linux documentation at sources such as the Linux Documentation Project (LDP), vendor and third-party websites, newsgroups, newsgroup archives, and mailing lists.''

Key files, terms, and <tt>utilities</tt> include: not applicable

1.108.5 Notify users on system-related issues

 * Weight: 1

Description: ''Candidates should be able to notify the users about current issues related to the system. This objective includes automating the communication process, e.g. through logon messages.''

Key files, terms, and <tt>utilities</tt> include: /etc/issue /etc/issue.net /etc/motd

1.109.1 Customize and use the shell environment

 * Weight: 5

Description: ''Candidate should be able to customize shell environments to meet users' needs. This objective includes setting environment variables (e.g. PATH) at login or when spawning a new shell. It also includes writing bash functions for frequently used sequences of commands.''

Key files, terms, and <tt>utilities</tt> include: ~/.bash_profile ~/.bash_login ~/.profile ~/.bashrc ~/.bash_logout ~/.inputrc function (Bash built-in command) export env set (Bash built-in command) unset (Bash built-in command)

1.109.2 Customize or write simple scripts

 * Weight: 3

Description: ''Candidate should be able to customize existing scripts, or write simple new (ba)sh scripts. This objective includes using standard sh syntax (loops, tests), using command substitution, testing command return values, testing of file status, and conditional mailing to the superuser. This objective also includes making sure the correct interpreter is called on the first (#!) line of scripts. This objective also includes managing location, ownership, execution and suid-rights of scripts.''

Key files, terms, and <tt>utilities</tt> include: while for test chmod

1.111.1 Manage users and group accounts and related system files

 * Weight: 4

Description: ''Candidate should be able to add, remove, suspend and change user accounts. Tasks include to add and remove groups, to change user/group info in passwd/group databases. The objective also includes creating special purpose and limited accounts.''

Key files, terms, and <tt>utilities</tt> include: /etc/passwd /etc/shadow /etc/group /etc/gshadow chage gpasswd groupadd groupdel groupmod grpconv grpunconv passwd pwconv pwunconv useradd userdel usermod

1.111.2 Tune the user environment and system environment variables

 * Weight: 3

Description: ''Candidate should be able to modify global and user profiles. This includes setting environment variables, maintaining skel directories for new user accounts and setting command search path with the proper directory.''

Key files, terms, and <tt>utilities</tt> include: /etc/profile /etc/skel env export set unset

1.111.3 Configure and use system log files to meet administrative and security needs

 * Weight: 3

Description: ''Candidate should be able to configure system logs. This objective includes managing the type and level of information logged, manually scanning log files for notable activity, monitoring log files, arranging for automatic rotation and archiving of logs and tracking down problems noted in logs.''

Key files, terms, and <tt>utilities</tt> include: /etc/syslog.conf /var/log/* logrotate tail -f

1.111.4 Automate system administration tasks by scheduling jobs to run in the future

 * Weight: 4

Description: ''Candidate should be able to use cron or anacron to run jobs at regular intervals and to use at to run jobs at a specific time. Task include managing cron and at jobs and configuring user access to cron and at services.''

Key files, terms, and <tt>utilities</tt> include: /etc/anacrontab /etc/at.deny /etc/at.allow /etc/crontab /etc/cron.allow /etc/cron.deny /var/spool/cron/* at atq atrm crontab

1.111.5 Maintain an effective data backup strategy

 * Weight: 3 Description:

Description: ''Candidate should be able to plan a backup strategy and backup filesystems automatically to various media. Tasks include dumping a raw device to a file or vice versa, performing partial and manual backups, verifying the integrity of backup files and partially or fully restoring backups.''

Key files, terms, and <tt>utilities</tt> include: cpio dd dump restore tar

1.111.6 Maintain system time

 * Weight: 4

Description: Candidate should be able to properly maintain the system time and synchronize the clock over NTP. Tasks include setting the system date and time, setting the BIOS clock to the correct time in UTC, configuring the correct timezone for the system and configuring the system to correct clock drift to match NTP clock.

Key files, terms, and <tt>utilities</tt> include: /usr/share/zoneinfo /etc/timezone /etc/localtime /etc/ntp.conf /etc/ntp.drift date hwclock ntpd ntpdate

1.112.1 Fundamentals of TCP/IP

 * Weight: 4

Description: ''Candidates should demonstrate a proper understanding of network fundamentals. This objective includes the understanding of IP-addresses, network masks and what they mean (i.e. determine a network and broadcast address for a host based on its subnet mask in "dotted quad" or abbreviated notation or determine the network address, broadcast address and netmask when given an IP-address and number of bits). It also covers the understanding of the network classes and classless subnets (CIDR) and the reserved addresses for private network use. It includes the understanding of the function and application of a default route. It also includes the understanding of basic Internet protocols (IP, ICMP, TCP, UDP) and the more common TCP and UDP ports (20, 21, 23, 25, 53, 80, 110, 119, 139, 143, 161).''

Key files, terms, and <tt>utilities</tt> include: /etc/services ftp telnet host ping dig traceroute whois

1.112.3 TCP/IP configuration and troubleshooting

 * Weight: 7

Description: ''Candidates should be able to view, change and verify configuration settings and operational status for various network interfaces. This objective includes manual and automatic configuration of interfaces and routing tables. This especially means to add, start, stop, restart, delete or reconfigure network interfaces. It also means to change, view or configure the routing table and to correct an improperly set default route manually. Candidates should be able to configure Linux as a DHCP client and a TCP/IP host and to debug problems associated with the network configuration.''

Key files, terms, and <tt>utilities</tt> include: /etc/HOSTNAME or /etc/hostname /etc/hosts /etc/networks /etc/host.conf /etc/resolv.conf /etc/nsswitch.conf ifconfig route dhcpcd, dhcpclient, pump host hostname (domainname, dnsdomainname) netstat ping traceroute tcpdump the network scripts run during system initialization.

1.112.4 Configure Linux as a PPP client

 * Weight: 3

Description: ''Candidates should understand the basics of the PPP protocol and be able to configure and use PPP for outbound connections. This objective includes the definition of the chat sequence to connect (given a login example) and the setup commands to be run automatically when a PPP connection is made. It also includes initialisation and termination of a PPP connection, with a modem, ISDN or ADSL and setting PPP to automatically reconnect if disconnected.''

Key files, terms, and <tt>utilities</tt> include: /etc/ppp/options.* /etc/ppp/peers/* /etc/wvdial.conf /etc/ppp/ip-up /etc/ppp/ip-down wvdial pppd

1.113.1 Configure and manage inetd, xinetd, and related services

 * Weight: 4

Description: ''Candidates should be able to configure which services are available through inetd, use tcpwrappers to allow or deny services on a host-by-host basis, manually start, stop, and restart Internet services, configure basic network services including telnet and ftp. Set a service to run as another user instead of the default in inetd.conf.''

Key files, terms, and <tt>utilities</tt> include: /etc/inetd.conf /etc/hosts.allow /etc/hosts.deny /etc/services /etc/xinetd.conf /etc/xinetd.log

1.113.2 Operate and perform basic configuration of sendmail

 * Weight: 4

Description: ''Candidate should be able to modify simple parameters in sendmail configuration files (including the "Smart Host" parameter, if necessary), create mail aliases, manage the mail queue, start and stop sendmail, configure mail forwarding and perform basic troubleshooting of sendmail. The objective includes checking for and closing open relay on the mailserver. It does not include advanced custom configuration of Sendmail.''

Key files, terms, and <tt>utilities</tt> include: /etc/aliases or /etc/mail/aliases /etc/mail/* ~/.forward mailq sendmail newaliases

1.113.3 Operate and perform basic configuration of Apache

 * Weight: 4

Description: ''Candidates should be able to modify simple parameters in Apache configuration files, start, stop, and restart httpd, arrange for automatic restarting of httpd upon boot. Does not include advanced custom configuration of Apache.''

Key files, terms, and <tt>utilities</tt> include: httpd.conf apachectl httpd

1.113.4 Properly manage the NFS, smb, and nmb daemons

 * Weight: 4

Description: ''Candidate should know how to mount remote filesystems using NFS, configure NFS for exporting local filesystems, start, stop, and restart the NFS server. Install and configure Samba using the included GUI tools or direct edit of the /etc/smb.conf file (Note: this deliberately excludes advanced NT domain issues but includes simple sharing of home directories and printers, as well as correctly setting the nmbd as a WINS client).''

Key files, terms, and <tt>utilities</tt> include: /etc/exports /etc/fstab /etc/smb.conf mount umount

1.113.5 Setup and configure basic DNS services

 * Weight: 4

Description: ''Candidate should be able to configure hostname lookups and troubleshoot problems with local caching-only name server. Requires an understanding of the domain registration and DNS translation process. Requires understanding key differences in configuration files for bind 4 and bind 8.''

Key files, terms, and <tt>utilities</tt> include: /etc/hosts /etc/resolv.conf /etc/nsswitch.conf /etc/named.boot (v.4) or /etc/named.conf (v.8) named

1.113.7 Set up secure shell (OpenSSH)

 * Weight: 4

Description: ''The candidate should be able to obtain and configure OpenSSH. This objective includes basic OpenSSH installation and troubleshooting, as well as configuring sshd to start at system boot.''

Key files, terms, and <tt>utilities</tt> include: /etc/hosts.allow /etc/hosts.deny /etc/nologin /etc/ssh/sshd_config /etc/ssh_known_hosts /etc/sshrc sshd ssh-keygen

1.114.1 Perform security administration tasks

 * Weight: 4

Description: ''Candidates should know how to review system configuration to ensure host security in accordance with local security policies. This objective includes how to configure TCP wrappers, find files with SUID/SGID bit set, verify packages, set or change user passwords and password aging information, update binaries as recommended by CERT, BUGTRAQ, and/or distribution's security alerts. Includes basic knowledge of ipchains and iptables.''

Key files, terms, and <tt>utilities</tt> include: /proc/net/ip_fwchains /proc/net/ip_fwnames /proc/net/ip_masquerade find ipchains passwd socket iptables

1.114.2 Setup host security

 * Weight: 3

Description: ''Candidate should know how to set up a basic level of host security. Tasks include syslog configuration, shadowed passwords, set up of a mail alias for root's mail and turning of all network services not in use.''

Key files, terms, and <tt>utilities</tt> include: /etc/inetd.conf or /etc/inet.d/* /etc/nologin /etc/passwd /etc/shadow /etc/syslog.conf

1.114.3 Setup user level security

 * Weight: 1

Description: ''Candidate should be able to configure user level security. Tasks include limits on user logins, processes, and memory usage.''

Key files, terms, and <tt>utilities</tt> include: quota usermod

Objectifs_détaillés_(LPIC102)


text:
User:M3rkury~enwikiversity

about: My name is Randy Kimball and I am currently a 4th year medical student at Albany Medical College. I am applying for a residency in General Surgery, and hope to find a spot come March.

interests: My academic interests include how open collaboration and peer review can advance the field of surgery. I recently started the online entity openSurgical as an early experiment. We'll see how it goes.

title: User:M3rkury~enwikiversity


text:
Talk:Doseone

Birthplace/date
Categories says 1979 births, but the page says 1977, so which is it? —Preceding unsigned comment added by <IP_ADDRESS> (talk) 18:18, 17 October 2008 (UTC) Also http://anticon.com/index.php?section=artist&target=Themselves&js=yes say's he was born in Napa Idaho (I think they mean Nampa though, there is no Napa that I can find). <IP_ADDRESS> (talk) 18:52, 14 November 2008 (UTC)

Interview that can be used for sourcing...
Just read a recent (June 2012) interview here. If someone wants to trawl through it to add to this article, go ahead. He talks about his recent solo album G Is For Deep but also talks about the Adult Swim show he's doing, "Mars Safari". Shnakepup (talk) 16:44, 14 June 2012 (UTC)

title: Talk:Doseone


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Wikipedia:Miscellany for deletion/User:816phloh/sandbox

 __NOINDEX__

The result of the discussion was  delete. MER-C 05:53, 21 February 2015 (UTC)

User:816phloh/sandbox

Stale draft for of a sockpuppet account for ViSalus which exists in article space. Whpq (talk) 12:49, 11 February 2015 (UTC)
 * Delete. Stale draft or copy from June 2013 of existing article that is much more up to date. --Hobbes Goodyear (talk) 01:06, 17 February 2015 (UTC)


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1949 in Thailand

The year 1949 was the 168th year of the Rattanakosin Kingdom of Thailand. It was the fourth year in the reign of King Bhumibol Adulyadej (Rama IX), and is reckoned as year 2492 in the Buddhist Era.

Incumbents

 * King: Bhumibol Adulyadej
 * Crown Prince: (vacant)
 * Prime Minister: Plaek Phibunsongkhram
 * Supreme Patriarch: Vajirananavongs

Births

 * 26 July- Thaksin Shinawatra, Former Thai Prime Minister

title: 1949 in Thailand


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User:The Herald/sandbox 2

Medals tally
States yet to win medals
 * Sikkim
 * Nagaland
 * Lakshwadeep
 * Daman and diu
 * Dadar and Nagar Haveli
 * Pondicherry

title: User:The Herald/sandbox 2


text:
Dum Dekor

Dumnamene Robinson Dekor (born 1968) also known as '''Rt. Hon. Dum Dekor''' is a Nigerian politician who was Deputy Speaker of the Rivers State House of Assembly from 2007 to 2011. He represented Khana II in the 6th Rivers State House of Assembly. On 15 September 2017, he was sworn in as a commissioner-designee by Governor Ezenwo Nyesom Wike and on 20 September, he was assigned to the Rivers State Ministry of Works. Rt. Hon. Dum Dekor was elected to the House of Representatives as member representing Khana/Gokana Federal Constituency of Rivers State since 2019. He is a member of Rivers State Peoples Democratic Party (PDP).

Early life and education
Dekor attended the University of Port Harcourt and graduated in 1991, obtaining a bachelor's degree in Geography.

Political career
Dumnamene Deekor was one time Deputy speaker of Rivers State House of Assembly, and was later (on 15 September 2017) sworn in as Commissioner of works under Gov. Nyesom Wike regime and later ran for the Rivers State House of Representative of which the result is still pending. He is from beeri community in Khana Local Government Area of Rivers State in Nigeria. He is the second son of the family.

title: Dum Dekor