text:
Digamist

Digamist (26 March 1985 – February 2011) was an American-bred, British-trained Thoroughbred racehorse and sire. He raced only as a two-year-old in 1987 when he won two minor races and finished fourth in the Coventry Stakes before winning the Phoenix Stakes which was at that time the most valuable race for juveniles in Europe. He was well-beaten in two subsequent races and never appeared on the racecourse again. He sired many minor winners but made relatively little impact as a breeding stallion. He died in 2011 at the age of twenty-six.

Background
Digamist was a "rangy" chestnut horse with a broad white blaze and two white socks, bred in Kentucky by the bloodstock company Seahorse '84. As a yearling he was consigned to the Keeneland Select sale and was bought for $625,000 by representatives of Khalid Abdulla. The colt was sent to race in Europe and entered training with Jeremy Tree at Beckhampton in Wiltshire. He was ridden in most of his races by Pat Eddery.

He was sired by Blushing Groom, who won the Grand Critérium in 1976 and the Poule d'Essai des Poulains in 1977 before becoming a very successful breeding stallion. His progeny included Arazi, Blushing John, Nashwan, Rahy, Rainbow Quest and Snow Bride. Digamist's dam Disconiz was a successful racemare who won seven races including the 1980 edition of the Princess Stakes. Disconiz's female-line ancestors had been bred in South America for several generations, being descendants of the British mare Flitaway (foaled in 1905) who was exported to Argentina in 1910. Flitaway was a half-sister to the influential broodmare Sterling Balm.

1987: two-year-old season
Digamist finished third to Ship of Fools in a minor race over five furlongs at Ascot Racecourse on his track debut and then won a maiden race over the same distance at Kempton Park. The colt was then stepped up in class and distance for the Group 3 Coventry Stakes over six furlongs at Royal Ascot on 16 June and finished fourth of the thirteen runners behind Always Fair, Oakworth and Ship of Fools. He was equipped with a visor when he contested the Crowthers Stakes at York and won very easily from three opponents.

On 9 August Digamist was sent to Ireland for the Group 1 Phoenix Stakes at Phoenix Park Racecourse and started the 7/1 fourth choice in the betting behind Oakworth, Bellefella (runner-up to Warning in the Richmond Stakes) and Sadler's Wells's sister Fairy Gold. The other eight runners included Ship of Fools, Flutter Away (Railway Stakes) and Saintly Lass (second in the Queen Mary Stakes). The race carried first prize money of £149,954, making it by far the most valuable race for juveniles in Europe. After tracking the leader Ship of Fools he moved up to dispute the lead a furlong out and saw off a sustained challenge from Oakworth to win by a neck. Digamist failed to reproduce his best form in two subsequent races. In September he was sent to France and started favourite for the Prix de la Salamandre over 1400 metres at Longchamp but came home fifth of the six runners behind Common Grounds. In the Middle Park Stakes at Newmarket he finished last of the five runners in a race won by Gallic League.

In the official International Classification for 1987, Digamist was given a rating of 114, making him eleven pound inferior to the top-rated pair Ravinella and Warning. The independent Timeform organisation rated him on 100, seventeen ponds behind Warning, who was their top-rated juvenile.

Stud record
Despite reports that Digamist would resume his racing career in North America, he did not race again and was retired to become a breeding stallion. He was based at the Irish National Stud until 1993, and was then returned to his native Kentucky, where he stood at the Crown Colony Farm and later at the Margaux Stud. In 1997 he moved to Xanthus Farm near Gettysburg, Pennsylvania, where he remained for the rest of his life. He was euthanised in February 2011 owing to "complications from old age".

Digamist sired champions in Panama and Austria, while the best of his North American runners included the Canadian stakes winner Second Chance.

Pedigree

 * Digamist was inbred 3 × 4 to Nasrullah, meaning that this stallion appears in both the third and fourth generations of his pedigree.

title: Digamist


text:
daí

Contraction

 * 1)  then, afterwards
 * 2)  used after finishing a sentence; then, afterwards
 * 1)  then, afterwards
 * 2)  used after finishing a sentence; then, afterwards
 * 1)  used after finishing a sentence; then, afterwards
 * 1)  used after finishing a sentence; then, afterwards
 * 1)  used after finishing a sentence; then, afterwards

source: wikimedia

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

title: daí


text:
User:Jacquelinemfox/sandbox

Jackie Fox is an Irish journalist, working as a foreign news reporter for RTÉ.

Career
Fox began her career in RTÉ News as a summer intern on RTÉ Radio One's 'News at One' programme in 2012. Following the placement, she became a freelance journalist for the organisation working as a newsreader for RTÉ 2FM and as a reporter across a number of Radio One programmes including Ireland's most listened to radio show 'Morning Ireland' and 'Today with Sean O'Rourke'. In 2015, Fox joined the 'Morning Ireland' team permanently mostly reporting on social justice, the housing crisis and the arts.

Two years later, Fox travelled to the Caribbean island of Dominica where she reported for TV, radio and online on the aftermath of Hurricane Maria which devastated the island six months before. The trip was funded by the Simon Cumbers Media Fund.

The following year, Fox moved to television and currently works as a multimedia journalist on the foreign desk in RTÉ News. She has travelled with the European Commission to Ethiopia to report on gender equality and the influence of China on the African nation. She also reported from Saudi Arabia about the kingdom's restrictions on women.

In August 2019, Irish-Franco teenager Nora Quoirin went missing from the Dusun Rainsforest Resort Malaysia. Fox was the only Irish journalist on the scene for more than a week, where she reported on the daily efforts to find the 15-year-old and ultimately the tragic finding of her body.

Since March 2020, Fox has been producing and co-hosting RTÉ's US Election 2020 podcast 'States of Mind' with Washington Correspondent Brian O'Donovan.

Personal Life
Jacqueline ‘Jackie’ Fox was born in Galway City in 1990. She graduated with a BA in Communication Studies (2011) and a MA in Journalism (2012) from Dublin City University. Fox also completed a MA in American Studies from University College Dublin in 2015.

title: User:Jacquelinemfox/sandbox


text:
Man in the Mirror: The Michael Jackson Story

Man in the Mirror: The Michael Jackson Story is a 2004 biographical drama television film directed by Allan Moyle and written by Claudia Salter. It stars Flex Alexander as American pop star Michael Jackson, and follows his rise to fame and subsequent events. The film takes its title from one of Jackson's songs, "Man in the Mirror". Essentially a spiritual sequel to The Jacksons: An American Dream, which discussed the Jackson family as children, the film was primarily shot in Calgary, Alberta, Canada, and aired on VH1 on August 6, 2004, a month prior to when Jackson's criminal trial was scheduled to begin.

Plot
A warts and all look at Michael's search for identity via his own brand of extremism alongside his peak during the Thriller era and his troubled later years.

Award nominations

 * 2005 – Nominated NAACP Image Award Outstanding Actor in a Television Movie, Mini-Series or Dramatic Special – Flex Alexander.

Reception
The film originally aired on August 6, 2004, receiving a TV rating of TV-PG for language. The telefilm went on to receive generally negative reviews from both fans and critics alike as the film presented Jackson in a very unflattering manner and did not represent most of the true story alongside criticizing the dialogue. Unlike The Jacksons: An American Dream, none of Jackson's songs are heard, only mentioned in the telefilm.

Telelvision critic Melaine Mcfarland of the Seattle Post-Intelligencer called the "biopoem" (as described by the director) "one of those tastelessly timed works meant to coax forth any sympathy we might have for Jackson's situation".

Home media
It is available on DVD on February 8, 2005, where it is distributed by Paramount Home Entertainment and is rated PG-13 for some brief language and thematic elements by the MPAA.


text:
Talk:Campbell College

Untitled
This article needs to be added to by some Campbell College Students. Compared to the Methodist College Belfast and Royal Boys Academical Institution pages it is not patricularily informative about the school. I would add the school's description but I know very little about it.

WHO exactly alleged that the lamppost on the school drive was the inspiration for that mentioned in Lewis' The Lion, the Witch and the Wardrobe? Is there a reference for this?

Who is Mr McGary in the controversy section?

Fair use rationale for Image:Campbell College Shield.gif
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If there is other other fair use media, consider checking that you have specified the fair use rationale on the other images used on this page. Note that any fair use images uploaded after 4 May, 2006, and lacking such an explanation will be deleted one week after they have been uploaded, as described on criteria for speedy deletion. If you have any questions please ask them at the Media copyright questions page. Thank you.BetacommandBot 18:44, 1 June 2007 (UTC)

Fair use rationale for Image:Campbell College Book.jpg
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BetacommandBot (talk) 18:54, 13 February 2008 (UTC)

Assessment comment
Substituted at 10:46, 29 April 2016 (UTC)

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title: Talk:Campbell College


text:
Senate Ukraine Caucus

The Senate Ukraine Caucus (SUC) is a bipartisan caucus of the United States Senate that was inaugurated on February 9, 2015 in Washington, D.C. Its mission is "to strengthen the political, military, economic, and cultural relationship between the United States and Ukraine."

Its counterpart in the House of Representatives is the Congressional Ukraine Caucus, which was established in 1997 and consists of 93 representatives.

Members
Senators Dick Durbin (D-IL) and Roger Wicker (R-MS) co-chair the SUC. Senator Durbin co-founded the caucus along with now-retired Senator Rob Portman (R-OH). The two remained the caucus' Co-Chairs until Portman's retirement in 2023. Senators Chris Murphy (D-CT), Sherrod Brown (D-OH), Jeanne Shaheen (D-NH), and Ron Johnson (R-WI) are the caucus' Vice-Chairs.

The Senate Ukraine Caucus consists of 18 senators (9 Democrats and 9 Republicans):

Former members
After 2022 elections:
 * Sen. Jim Inhofe (R-OK) (resigned)
 * Sen. Rob Portman (R-OH) (retired)
 * Sen. Pat Toomey (R-PA) (retired)

After 2018 elections:
 * Sen. Joe Donnelly (D-IN) (lost reelection)
 * Sen. Bill Nelson (D-FL) (lost reelection)

After 2016 elections:
 * Sen. Kelly Ayotte (R-NH) (lost reelection)
 * Sen. Mark Kirk (R-IL) (lost reelection)

Relevant legislation

 * United States International Programming to Ukraine and Neighboring Regions (S.R. 2183), introduced on March 27, 2014
 * Ukraine Freedom Support Act of 2014 (S.R. 2828), introduced on September 16, 2014

title: Senate Ukraine Caucus


text:
Japanese/Lessons/What is that?

In this lesson you will learn how to ask and identify objects.

What is that?
When you want to ask someone what something is, you might ask
 * Kanji and hiragana: それは何ですか
 * Hiragana: それ　は　なん　です　か
 * Romaji: sore wa nan desu ka?
 * English: What's that?

Words

 * それ means "that" (sore)
 * 何 (なん, nan) means "what" (from なに, nani)
 * Recall that AはBです (A wa B desu) means "A is B."
 * か (ka) is the question particle. Questions are formed by adding か to the end of a sentence. Unlike English, the word order doesn't change. Question words, such as 何 ("what"), simply replace the words you are asking about.

As in English, you would ask about an object depending on its distance from yourself (speaker) and the person you are talking to (listener). In Japanese, there are three words denoting an object's distance from the speaker and listener.
 * これ (kore) "this" - refers to an object near the speaker (e.g., you are holding the object)
 * それ (sore) "that" - refers to an object near the listener (e.g., the person you are talking to is holding the object)
 * あれ (are) "that over there" - refers to an object that is far away from both speaker and listener.

To summarize, これ (kore, this), それ (sore, that), あれ (are, that - far).

That is a...
To reply to the question それは何ですか you would say これは___です. "This is a ___." You should use the name of the object in place of the blank.

In the above question, person A used それ to indicate the object is near person B. In response, person B uses これ to indicate the object is near person B.

Note: The distance of an object from the speaker and listener is taken into consideration when asking or responding to a question. You must familiarize yourself with これ・それ・あれ

Try to remember how to reply to a question with these tips.
 * When someone asks you これ, you reply それ.
 * When someone asks you それ, you reply これ.
 * When someone asks you あれ, you also reply あれ.

も - Also
When you want to ask or say that something is also a type of object, you use the particle も.
 * Question: これ / それ / あれも___ですか "Is this/that/that (far) also a ___?"

There are two possible responses to this question...

If the answer is affirmative, you say 「はい、これ/それ/あれも___です. 」.

If the answer is negative, you say 「いいえ、これ/それ/あれは___では　ありません」. (では is pronounced /dewa/, or /ja/ in less formal conversation.)

 * はい means "yes" or "correct"
 * いいえ means "no" or "incorrect"
 * ___では　ありません means "is not ___". When you want to say something is not a type of object you use this phrase.

の - Possessive particle
The possessive particle, の, is added after a noun or pronoun to indicate that an object belongs to them.

Example
Note: You can omit the name of the object.
 * それは私の___です. "That is my ___."
 * あれは___さんの___ですか. "Is that (far) ___-san's ___?"
 * これは私の___ではありません. "This is not my ___."
 * 私のです. "It's mine."
 * ___さんのです. "It's ___-san's."
 * 私のではありません. "It's not mine."

Whose is this?
A useful phrase to use is 「これは誰の___ですか. 」 (これは　だれの ___　ですか) "Whose ___ is this?" or 「これは誰のですか」 "Whose is this?"

More specific
これ・それ・あれ, which was used to indicate an object's location can be used in their more specific form of この・その・あの to refer to a specific object. Note: これ車, これペン is not possible.
 * この車 (この　くるま) "This (particular) car."
 * そのペン　"That (particular) pen."

Japanese
がくせい：　それはなんですか.

せんせい：　これはりんごです.

がくせい：　これもりんごですか.

せんせい：　いいえ、それはなしです.

English
Student: What is that?

Teacher: This is an apple.

Student: Is this also an apple?

Teacher: No, that is a pear.

Questions
1. How would you ask the following questions?
 * a) What is this?
 * b) What is that (far)?
 * c) What is that?

2. How would you reply to the following questions?
 * a) Q: それは何ですか A: (これ・それ・あれ) は___です.
 * b) Q: あれは何ですか A: (これ・それ・あれ) は___です.
 * c) Q: これは何ですか A: (これ・それ・あれ) は___です.

Answers

 * Answers to Lesson 2

title: Japanese/Lessons/What is that?


text:
καταγράφω

Etymology
. Morphologically, from. The modern senses,.

Verb

 * 1) to register, list
 * 2) to minute to write minutes

title: καταγράφω


text:
Talk:His Majesty's Theatre, Perth

The beginning
Just started. I used http://www.hismajestystheatre.com.au/about.asp a bit, but there is plenty more info on the site if anyone wants to use it.--Commander Keane 00:06, 22 March 2006 (UTC)

The Beatles
.Re: Noteable Performers: When the Beatles toured Australia in 1964, they performed in Sydney, Melbourne, Adelaide and Brisbane but didn't make it to Perth. See The Beatles' 1964 world tour. MBG <IP_ADDRESS> (talk) 18:12, 17 September 2010 (UTC)

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Wolf or Wolfe?
You're not even consistent within the same article. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 09:01, 23 April 2017 (UTC)

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title: Talk:His Majesty's Theatre, Perth


text:
Development West Coast

Development West Coast (DWC) is a charitable trust that operates in the West Coast region of New Zealand. DWC is the economic development agency and regional tourism organisation for the region.

Origin
Development West Coast has its origins in the controversy over logging native trees by Timberlands West Coast Limited, a former state-owned enterprise based on the West Coast. In the late 1990s, Timberlands' actions were supported by then-prime minister Jenny Shipley and opposed by environmental groups, led by Native Forest Action. The controversy became an election issue in the 1999 general election, with the Labour Party committing itself to stop logging. Investigative journalist Nicky Hager published a book, Secrets and Lies, just prior to the election, alleging that Timberlands had hired a public relations firm, Shandwick (now Weber Shandwick), to run a smear campaign against Native Forest Action.

Labour won the 1999 election and stopped logging on the West Coast. The forests were transferred to the Department of Conservation and in recognition this and the privatisation of much West Coast infrastructure in the late 1990s the region was compensated with an endowment fund of NZ$92 million. Development West Coast was set up in 2001 as a trust to administer this fund.

Finances
In the 2015–2016 financial year, Development West Coast approved 20 loans worth a total of $14.4 million; in 2016–2017 it loaned $12.3 million to 18 businesses. It returned a profit of $5.3 million, after running a deficit in 2015. It had 11.5 staff positions and the Chief Executive was Chris Mackenzie, on a salary of $223,000.

In 2021, in its 20th year, DWC's fund had grown from $92 million to $146 million. In 2019 it approved 80% of loan applications received, distributing $2.2 million, and gave $1.9 million to community projects. In the year ending March 2021, it issued $6.7 million in loans, distributed $3.5 million to the community, and made a $14.2 million net profit. It had 20 full-time staff under Chief Executive Heath Milne.

In the 20 years to 2021, DWC has invested $93.8 million into the region through commercial distributions and another $70.8 million through community distributions and projects.

Projects
In 2010, DWC contributed $3.25 million towards the development of the West Coast Wilderness Trail, and also invested $1.25 million in the creation of the 85 km Old Ghost Road, New Zealand's longest back country cycle trail.

In 2015, DWC added a $5 million Business and Industry Stimulus Fund to provide loans to new or struggling West Coast businesses. One outcome of this was the establishment of EPIC Westport, a Westport technology centre and business incubator able to house 25 full-time workers and a dozen "hot-desk" users. EPIC Westport was a spin-off of the Enterprise Precinct Innovation Centre in Christchurch.

In 2016 Fox Glacier received $1 million for a new community centre and the RSA in Hokitika $400,000 for a new hall.

DWC has financially supported the revival of Reefton, funding the Reefton Shop Front Project to restore its Victorian-era streetscape, and contributing to the Reefton Powerhouse Trust, which aims to restore the original 1888 powerhouse on the Inangahua River that gave Reefton the first electric streetlighting in the southern hemisphere.

DWC is a shareholder in Te Ara Pounamu Ltd, which will spend $17.87 million developing new visitor centres in Westport, Greymouth, Hokitika, and Haast. In response to the COVID-19 pandemic in New Zealand and the loss of tourism revenue, DWC pledged $5 million to support businesses in Fox Glacier and Franz Josef. They approached Tourism Minister Stuart Nash for an additional $35 million in support, but Nash suggested DWC release 10 per cent of its fund instead, suggesting the "rainy day" it was set up for had arrived. DWC supported the creation of Now Open, an online directory of 180 local businesses that were operating under Level 3 restriction, and funded rebates for businesses switching to online delivery.

Development West Coast Tertiary Scholarships were launched in 2022. Four scholarships are offered annually to first time tertiary students as a means to provide a pathway for West Coast students to attain tertiary qualifications and return to the West Coast to undertake their career. The scholarships are valued up to $32,500 per student.

In October 2022, DWC launched a global recruitment campaign called 'Cut out for the Coast'. The campaign was a collaboration between DWC, Te Whatu Ora – Te Tai o Poutini West Coast and the local business community aimed at attracting workers who are ‘Cut out for the Coast. The campaign initially targeted health workers and later expanded to recruitment in other sectors.

DWC invested $3 million into Westland Mineral Sands (WMS) in November 2023. WMS is a minerals, ports and logistics company, which extracts heavy mineral sands including ilmenite, garnet and rare earth elements for the global market, from a site at Cape Foulwind, near Westport.

Awards
In 2012, DWC won the 'Not for Profit' category at the AUT Excellence in Business Support Awards.

DWC won a Gold Award for 'Best use of Media Relations' at the 2022 Public Relations New Zealand (PRINZ) Awards. The award was for DWC's media outreach around the Ōkārito GorseBusters initiative. DWC was also runner up in the 'In-house PR Team of the Year' category.

DWC's media outreach around the 'Cut out for the Coast' campaign won a Silver Award for 'Best use of Media Relations' at the 2023 PRINZ Awards. DWC also received a Silver Award for 2023 'In-house PR Team of the Year'.

At the 2023 Economic Development New Zealand (EDNZ) Awards, DWC won the award for 'Best Practice in Collaboration' for the Upskill West Coast employment and training scheme.

DWC won a Gold Award for 'Most Innovative Campaign' for the 'West Coast Wikipedian at Large Project' at the 2024 PRINZ Awards. DWC also secured Silver Awards in four other categories: 'Best Use of Media Relations', ‘'Best Use of Digital and Social Media', 'Community Relations & Engagement', and ‘Best In-house PR Team’.

title: Development West Coast


text:
Talk:Introduction to Philosophy/Utilitarianism

who is this Proffessor James Rachels? The critisisms atributed to him are as far as I am aware as old as utilitarianism it'self and perhaps even older. Foolip, I am glad somebody else is on the case, I have done some work with historical utilitarianism, but am not so good on the modern side.

I applaud the work done on this wikibook, but find the quality of the section on utilitarianism to be unsatisfactory. I write this as notes to myself, so that I shall be able to come back at a later time and make improvements.
 * History of Utilitarianism (Bentham, Mill, Sidgwick).
 * Different types of utilitarianism: hedonistic and preference utilitarianism
 * Utilitarianism and equality (Singer's equal consideration of interests)
 * Utilitarianism today (mainly Peter Singer)
 * Other critiques of utilitarianism (and counter-claims!)

Foolip 23:00, 5 Jan 2005 (UTC)

There is an open-content list of objections to Utilitarianism, and responses to them from a Utilitarian perspective at http://cnx.org/content/m14375/latest/ --DouglasReay (talk) 13:35, 6 April 2009 (UTC)


text:
Alfonso Duarte Múgica

Alfonso Duarte Múgica is a Mexican general who leads a battalion that combats the drug cartels (such as the Tijuana Cartel and the Sinaloa Cartel) in Tijuana. In March 2009, President Felipe Calderón "hailed the Baja California anti-drug offensive as a model for the country."

General Duarte received media attention in 2011 after a video was released in which he commented that Cuauhtémoc Cardona, the secretary-general of Baja California, was "drunk, rude and disrespectful."

title: Alfonso Duarte Múgica


text:
Talk:Chief of staff

List vs. Disambig
Should this be a disambiguation page? if we start listing all possible Chiefs of Staff throughout history, this page would run into the millions. Also, this seems to me to be not really a disambig, since the meaning of all of these examples of "Chief of Staff" is essentially the same: namely, the chief of a staff! --Deville (Talk) 00:23, 22 March 2006 (UTC)

There are also three similar articles out there. I have come across Chief of Staff (Politics), Chief of Staff (Military), and Chef de Cabinet. <IP_ADDRESS> (talk) 13:52, 18 January 2008 (UTC)

I have made this a list page instead of a disambig; the meaning of Chief of staff is the same for all entries listed. - Canglesea (talk) 01:39, 12 January 2009 (UTC)

In other countries section
The Chief of Staff of the Irish Republican Army (see List of Irish Republican Army chiefs of staff) was employed by the Irish Republic, which was never recognized by any other state. To what extent should the page list people who are styled as the "chief of staff" of unrecognized states or terrorist groups?<IP_ADDRESS> (talk) 06:30, 4 April 2011 (UTC)
 * The Defence Forces (Ireland) has a chief of staff, and would be the person in question if anyone asked "who is the Irish chief of staff?".<IP_ADDRESS> (talk) 10:53, 10 April 2011 (UTC)

The lead does not reflect the content
Leads are supposed to reflect the content of the article and give due weight to the content of body of the article. The military section is by far the largest section of this article and as the lead of that section says:
 * "In general, the positions listed below are not 'chiefs of staff' as defined at the top of this page; they are the heads of the various forces/commands and tend to have subordinates that fulfill the "chief of staff" roles.

The lead needs to be rewritten to reflect that a Chief of Staff is no usually an aid-de-comp, and that in countries such as the United Kingdom "Chief of Staff" is usually a military designation both as a title "Chief of Staff" and also a position under all commanders of all large military formations. -- PBS (talk) 11:12, 19 June 2014 (UTC)

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List of defence chiefs
Propose the Military section of this article is spun off to List of defence chiefs. Whizz40 (talk) 09:59, 9 March 2021 (UTC)

2603:301B:D:600:5165:2550:C268:5F4E (talk) 06:11, 18 April 2023 (UTC)

title: Talk:Chief of staff


text:
Instructional design/Affective behaviors/Character Education - Back in Style/A Comprehensive Approach

Back to Page One of this Lesson

Strategies for Character Development
In order to develop character in cognitive, emotional and behavior dimensions, schools need a comprehensive approach. A comprehensive approach challenges schools to: (a) identify the character development opportunities present in every phase of classroom and school life and (b) plan deliberate ways to use those opportunities to foster character development and to minimize school practices that are antithetical to good character.

Lickona in his theory defines a comprehensive approach in terms of twelve mutually supportive strategies, nine that are classroom-based and three that are schoolwide.

These methods value and include the following:
 * Direct approaches (e.g., explaining the virtues, modeling them leading student in the study of virtues, and encouraging them to practice the virtues.
 * Indirect approaches (e.g., providing real moral experiences such as cooperative learning, conflict resolution, and service learning that help students understand and practice the virtues).
 * Adult authority and student responsibility
 * Passing on a legacy of moral wisdom and developing critical thinking
 * Helping students practice doing the right thing in clear cases
 * Help students figure out integrative solutions to moral problems where virtues conflict.

Classroom Strategies
Below are the nine classroom strategies with a brief description.

1. The Teacher as Caregiver, Moral Model, and Moral Mentor

 * In classrooms, as in families, our moral impact on children depends greatly on the quality of our relationship with them. In their relationships with their students, teachers can exert positive moral influence in three ways: respecting and caring about their students, setting a good example, and providing directive moral guidance.

2. Creating a Caring Classroom Community

 * Children need caring attachments to adults, but they also need caring attachments to each other. When their own needs for belonging and affirmation are met, they are more likely to care about others.

 * At any grade level, teachers can take steps to cerate a caring classroom community by helping students to: (a) know each other as persons; (b) respect, care about, and affirm each other; and (c) feel a valued membership in the group.

3. Moral Discipline

 * Discipline, if it is to serve character development, must help students develop moral reasoning, self-discipline, and respect for others. Rules should be established in a way that enables students to see the moral standards (e.g. courtesy and caring) behind the rules. The emphasis should not be on extrinsic rewards and punishment but on following the rules because it’s the right thing to do: because it respects the rights and needs of others.

4. Creating a Democratic Classroom Environment

 * This means involving students, on a regular basis, in shared decision-making that increases their responsibility for making the class a good place to be and to learn. The chief means of creating a democratic classroom is the class meeting.

5. Teaching Virtues Through the Curriculum

 * Teachers should look at their curriculum and ask, “What are the moral questions and character lessons already present in the subject I teach? How can I make those questions and lessons salient for my students?” All teachers can engage students in the study of men and women who have achieved moral or intellectual distinction in their fields.

6. Cooperative Learning

 * Cooperative learning gives students regular practice in developing important social and moral competencies, such as the habit of considering the perspectives of others, the ability to work as part of a team, and the capacity to appreciate others, at the same time that they are learning academic material. Cooperative learning also contributes to the development of a cohesive and caring classroom community by breaking down ethnic, racial, and other social barriers and by integrating every student into the small social structure of the cooperative group.

 * Cooperative learning, in order to be effective as an academic and character-building strategy must be designed to include both interdependence and individual accountability.

7. The Conscience of Craft

 * Our personal character often affects the lives of others through the quality of the work we do. When we do our work well, other people benefit; when we do it poorly, other suffer. One of the most important “voice” of conscience therefore is the conscience of craft, the voice that says: “Do a good job.” It is a mark of people’s character when they take care to perform their jobs and other tasks well.

 * A student’s schoolwork affords the opportunity to develop this conscience of craft and the work-related qualities of character: (a) self-discipline, including the ability to delay gratification to pursue future goals; (b) persistence in the face of discouragement; (c) dependability, including a public sense of work as affecting the lives of others; (d) diligence; and (e) responsibility (including making the most of one’s education). Teachers help students develop these work-related character qualities when they set a good example of responsible work through their own teaching (e.g., being well prepared and on time, returning student work promptly with appropriate feedback, and giving extra help where needed), combine high expectations and high support, provide a curriculum that engages all learners, and assign regular and meaningful homework.

8. Ethical Reflection

 * This strategy focuses on developing the various qualities that constitute the cognitive side of character. Especially important is teaching students what the virtues are, how their habitual practice will lead to a more fulfilling life, and how each of us must take reasonability for developing our own character.

9. Teaching Conflict Resolution

 * Teaching students how to resolve conflicts without force or intimidation is a vitally important part of character education for two reasons: (a) conflicts not settled fairly will prevent or erode a moral community in the classroom; and (b) without conflict resolution skills, students will be morally handicapped in their interpersonal relationships now and later in life and may end up contributing to violence in school and society.

Schoolwide Strategies
Below are the three schoolwide strategies with a brief description.

1. Caring Beyond the Classroom

 * Character education must extend students’ caring beyond the classroom into larger and larger spheres. Students can be helped to develop their awareness of the needs of others, their desire to help, and the skills of helping through exposure to altruistic role models and through continuing opportunities for service in their schools and communities. Service opportunities with potential develop character are those that involve students in face-to-face helping relationships so that they experience the fulfillment of touching another’s life.

2. Creating a Positive Moral Culture in the School

 * The moral culture of a school is defined by its operative values; ones that are reflected in actual school practices and behavior (e.g., do people respect each other? help each other? pay attention to moral problems in the school environment?). Operative values are true norms: what people expect of everybody else and are willing to help uphold. The school’s moral culture is important because it affects moral behavior (a positive moral culture pulls behavior up, whereas a negative culture pulls it down) and because it affects character development (a positive moral culture makes it easier to develop good character).

 * Creating a positive moral culture in the school involves defining, modeling, teaching, and upholding the school’s character expectations in all areas of school life. Part of this effort is mobilizing the peer culture on the side of virtue. One of the most effective ways to do that is partici8patory school democracy that involves students in sharing responsibility for the moral environment of the school.

3. Recruiting Parents and the Community as Partners in Character Education

 * Three ideas here are key: (a) Parents are a child’s first and most important moral teachers, and the school must do everything it can to support parents in this role; (b) parents must in turn support the school’s efforts to develop good character; (c) The impact of the school-parent partnership is enhanced when wider community (e.g., churches, businesses, youth organizations, local government, and the media) promotes the virtues that make up good character.

Additional Design Guidelines
In addition to Lickona’s strategies, Simonson and Maushak (2001) have drawn on findings from a number of studies to create a series of six guidelines for effective design of attitude instruction. These are:

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

Relating to the behavioral aspects of attitude learning, Smith and Ragan (1999) emphasize the importance of three key instructional approaches:

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

Assessment in the Character Education
Lickona states that as the character education movement gains momentum, questions of evaluation loom larger. In thinking about evaluation, it is helpful to identify three kinds of results schools hope for when they undertake character education:

1. Improvements in student character that can be observed or documented within the school environment.

 * Schools often begin character education programs because they hope to make the school a better place by effecting a positive change in student attitudes and behavior. Evaluation in this area asks questions such as: Has student attendance gone up? Fights and suspensions gone down? Vandalism declined? Drug incidents diminished? Attitudes toward cheating, and self-reported frequency of cheating, improved? Once can assess such before-and-after-the-program differences by keeping records of observable behavior and by anonymous questionnaires that measure student moral judgment (for example, “Is cheating on a test wrong?”), moral commitment (“Would you cheat if you were sure you wouldn’t get caught?”), and self-reported moral behavior, (“How many ties have you cheated on a test in the past year?”).

2. Character effects beyond the school environment.

 * This is a measure of generalization. Here evaluation asks: to what extent do students, when they are outside the school, engage in prosocial behaviors such as helping others in need? Stand up for a moral belief? Refrain from antisocial behaviors such as shoplifting? Refrain for high-risk behaviors such as drinking and driving and sexual intercourse? These behaviors outside the school environment, like in-school behaviors, can be assessed through anonymous self-report surveys.

3. Life outcomes after graduation.

 * This is a measure of the school’s enduring effects on character. To what do graduates become faithful spouses and responsible parents? Law-abiding citizens? Productive and contributing members of their communities? This third area can be assessed only through longitudinal research typically beyond the capacity of schools themselves. Other agencies can and must undertake such evaluations.

Task: Check Your Understanding of Character Development Guidelines, Strategies & Assessment
Now that you have reviewed strategies, guidelines, and assessment for character education, let's stop a moment to see what you have learned in this section. Please complete the following worksheet.

Lesson Summary

 * The affective domain is concerned primarily with feelings, attitudes and behaviors

 * In educational contexts, 'character' is often considered to refer to how 'good' a person is, whether or not a peson exhibits pesonal qualities which fit with tose considred desireable by a society. Commonly emphasized qualities include honesty, respect, and responsibility.

 * In its underlying philosophy, charachter education asserts the reality of objective moral truth, the notion that some tings are truly right and others truly wrong. Objective moral truths have a claim on our conscience and behavior.

 * The three goals of character education are: 1) Good People; 2) Good Schools; 3)Good Society.

 * Six Pillars of Character are: Trustworthiness, Respect, Responsibility, Fairness, Caring, and Citizenship.

 * Character education also involves the cognitive, psychomotor, and interpersonal domains.

 * Nine classroom and three schoolwide strategies have been identified for designing effective character education instruction.

 * Personal responsibility, self-disciplines, and participation can be assessed in character education.


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Wikipedia:WikiProject Spam/LinkReports/playing-traditional-jazz.blogspot.ca

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 * playing-traditional-jazz.blogspot.ca is hosted on playing-traditional-jazz.blogspot.com
 * playing-traditional-jazz.blogspot.com resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
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Talk:1p36 deletion syndrome

Source material statement
The article 1p36 Deletion is a summary of knowledge I personally have gained through study about my daughter who has this condition and from being in contact with other parents and medical professionals who are familiar with 1p36 deletion syndrome. To the best of my knowledge none of the information here is copyrighted or under any restriction from being redistributed under the licenses in place. —The preceding unsigned comment was added by Nate.hanson (talk • contribs).

Dead link

 * http://www.socialstyrelsen.se/en/rarediseases/1p36+deletion+syndrome.htm
 * In 1p36 deletion syndrome on 2011-05-25 06:50:37, 404 Not Found
 * In 1p36 deletion syndrome on 2011-06-09 12:33:31, 404 Not Found

--JeffGBot (talk) 12:33, 9 June 2011 (UTC)

title: Talk:1p36 deletion syndrome


text:
Talk:Casting out nines

Limitations to Casting out nines
While extremely useful, casting out nines does not "catch" all errors made while doing calculations. For example, 5x7 = 8. By the casting-out-nines method, it would appear that this multiplication is correct, which it is not. This would also happen with the result of 17, 26, et al. In other words there will be an "uncaught" mistake every nine numbers, this would yield a 90% effectiveness to the method.

This situation resembles a "typo" and thus is not a true or even a threadbare limitation of the Casting Out Nines method. 5x7 = 35. If and when 5x7 = 8 it is a case of a "typo" and therefore, the method is not applicable. — Preceding unsigned comment added by Mbidwai (talk • contribs) 01:03, 18 June 2014 (UTC)

 * I reverted your edits because you did not supply an explanation for section blanking. I think you have a good point, however, so I will leave the section alone for now.  If someone else has a good explanation of any "limitations", they will have to re-create the section and explain it better.  In the future, please leave a comment explaining any edit that you make. — Anita5192 (talk) 01:27, 18 June 2014 (UTC)

 * I'm afraid I don't understand this objection at all. If you make an error in a calculation and obtain a result whose digital root is the same as that of the correct answer, then the method of casting out nines will not flag it as an error.  Why on earth is it inappropriate to call that a "limitation" of the method?  I have now reworded the explanation to try and make it clearer.
 * David Wilson (talk · cont) 14:48, 11 July 2014 (UTC)

History
On checking out various references for the section on history, I have discovered there are several problems with it:
 * Equivocation on the expression "casting out nines". There are actually two closely related, but nevertheless different, senses in which this expression is used:
 * it is used to denote the procedure of merely calculating digital roots (or, equivalently, remainders mod 9) by some combination of computing digital sums and taking remainders on division by 9, irrespective of the purpose for which this is done; and
 * it is used to refer to the specific application of this procedure to the checking of arithmetical calculations.
 * The second of these is the only one currently acknowledged in the article, but it is only for the first that the procedure can reasonably be said to have been "known to the Roman bishop Hippolytus". In the passage from The Refutation of all Heresies where Hippolytus explained the form of casting out nines known to ancient Greek mathematicians, there's nothing at all to indicate any awareness of how it could be used to check the results of arithmetical calculations.  His only purpose for describing it was to explain how it was used by Greek practitioners of gematria.

 * Misleading citation of Latin expression. The use of the Latin expression "abjectio novenaria" in the first sentence seems gratuitous and is almost certainly anachronistic.  It certainly doesn't occur in Hippolytus's explanation of casting out nines, which was written in Greek.  The earliest known references to casting out nines in Latin appear to be those from the expositions and translations of Arabic arithmetical works in the high middle ages.  But neither John of Seville's Liber algorismi de pratica aritmetrice nor Fibonacci's Liber Abaci, two of the earliest such works, uses the term "abjectio novenaria".  Some of Leibniz's writings are the only places I have so far found where it has been used.  The editor responsible for  seems to have culled it from the reference he had just added with .   But the term "abjectio novenaria" is just one of two terms which the reference's editors merely imply were used by Leibniz to refer to casting out nines.  They do not imply that either term enjoyed any wider currency than that.
 * P.S: A previous comment on this talk page gives a quotation worded identically to the first sentence of the article's history section as it stood at the time, and says "This is a statement in Florian Cajori's history." I initially took this to mean that the quotation was alleged to have appeared verbatim in that work of Cajori's. I now suspect that I was mistaken, and that it was merely intended to assert that something roughly synonymous appears in Cajori's history.  At any rate, although Cajori does say, in the fifth edition of his history, that Hippolytus knew about casting out nines, he does not appear to have anywhere mentioned the expression "abjectio novenaria".

 * Irrelevant & misleading quotation. The article currently says:
 * "In the 17th century, Gottfried Wilhelm Leibniz not only used the method extensively, but presented it frequently as a model for rationality: "By means of this, once a reasoning in morality, physics, medicine or metaphysics is reduced to these terms or characters, one will be able to apply to it at any moment a numerical test, so that it will be impossible to be mistaken if one does not so desire..." "
 * But in the essay of Leibniz's from which the quoted passage has been taken, there's nothing at all to indicate that either the passage itself, or the essay as a whole, has anything whatever to do with casting out nines.  Casting out nines is mentioned only three times in the entire cited reference where the essay appears, all in footnotes by the reference's editors.  In my opinion none of those footnotes justifies the assertion that "Leibniz ... presented it [viz. casting out nines] frequently as a model for rationality".

David Wilson (talk · cont) 11:30, 18 July 2014 (UTC)

There is an error in the subtraction example.
To whomever produced the pictures of the math, there seems to be a mistake in the subtraction example. In the result of the subtraction (2752) the numbers 2, 5 and 2 are crossed out and the 7 remains, but according to the algorithm the first 2 and 7 add to 9 and should have been crossed out. The remaining 5 and 2 should then be added together giving (another) 7, which is the correct answer. <IP_ADDRESS> (talk) 23:43, 24 February 2018 (UTC)

 * It is no mistake, as the algorithm does not specify which digits to use: either approach yields the same result.  In fact, the result is what one would achieve by adding the digits, dividing by nine, and keeping only the remainder.—Anita5192 (talk) 23:53, 24 February 2018 (UTC)

"A variation on the explanation" needs clarification
Not really sure what the extended sequence of multiplication and digit sums is supposed to convey, and the formatting of equations and parentheses is very unclear. Also the language used is largely first- and second-person and should be revised. Not a mathematician so not sure how to fix. RookWeaver (talk) 09:50, 22 February 2022 (UTC)

 * I changed the second-person point of view in the Examples section to imperative mood to match the rest of the section. Other than that, I think the section is clear.—Anita5192 (talk) 17:05, 22 February 2022 (UTC)

Other bases
Does this also work in octal or hexadecimal, using the number one less than the base (7 or 0xF, respectively)? -- ~ SpareSimian (talk) 02:18, 6 April 2024 (UTC)
 * Sure does. It even works in binary i.e. you cast out all the 1 bits until either one 1 is left, or there is no 1 left. That's what we usually call the parity of the original binary representation, and parity is preserved under + - * and /.In fact, it even works in unary, but it's not very useful in that case, because the "digital root" is always 0. EEng 04:40, 6 April 2024 (UTC)

title: Talk:Casting out nines


text:
Baltimore City College athletics

Interscholastic athletics at Baltimore City College date back over 120 years. Though varsity sports were not formally organized until 1895, interscholastic athletics became a fixture at the school earlier in the 19th century. In the late-1890s, City competed in the Maryland Intercollegiate Football Association (MIFA), a nine-member league consisting of colleges in Washington, D.C., and Maryland. City College was the lone secondary school among MIFA membership. The 1895 football schedule included St. John's College, Swarthmore College, the United States Naval Academy, University of Maryland, and Washington College. Between 1894 and 1920, City College regularly faced off against the Johns Hopkins Blue Jays and the Navy Midshipmen in lacrosse.

Baltimore City College began competing against other secondary schools in 1919 when it was invited to join the Maryland Scholastic Association (MSA) as a founding member. After 75 years of governing Baltimore-metro area boys' high school athletics, the Maryland Scholastic Association dissolved in 1993 when its 15 public school members, including City College, withdrew from the league to join the Maryland Public Secondary Schools Athletic Association (MPSSAA). The Knights currently compete with other public secondary schools in the MPSSAA (Class 3A, North Region, District 9), more commonly referred to as the Baltimore City League (Division 1), but routinely schedule contests against area private schools in various sports.

The current City College varsity athletic program consists of 18 sports: six for boys, eight for girls, and five coeducational teams. The boys' sports includes baseball, basketball, football, lacrosse, soccer, and wrestling. The girls' sports are badminton, basketball, lacrosse, field hockey, soccer, softball, and volleyball. The five co-ed sports are cross country, indoor track and field, swimming, outdoor track and field, and tennis. Girls' sports were added to City's athletic department in the fall of 1978 when the school became coeducational for the first time in its then-139-year-old history.

The school's athletic teams are currently outfitted by Under Armour.

Championships
Baltimore City College's championship pedigree predates World War I. Since winning its first championships (baseball and ice hockey) in 1903, the Knights' athletic success has spanned every sport offered by the school. Though it no longer sponsors bowling, fencing, golf, and ice hockey, City has won titles in 20 different sports in its history.

The list below includes championships won in single-sport leagues before the school joined an athletic association in all sports in 1919, championships earned between 1919 and 1993 as members of the Maryland Scholastic Association (now Maryland Interscholastic Athletic Association), and Maryland Public Secondary Schools Athletic Association (MPSSAA) district, regional, and state championships won by the Knights since joining the MPSSAA in 1993.

Badminton (17 championships)
 * Pre-MPSSAA Championships – 1990–1992
 * MPSSAA District Championships – 1993, 1995–1997, 2004–2009, 2011–2014

Baseball (14)
 * Pre-MSA Championships – 1903, 1915
 * MSA Championships – 1926, 1934–1938, 1940, 1942, 1962. Star player on the baseball team was Dan Anshen. He made all the plays that day as if he were playing shortstop in the major leagues.

 * MPSSAA District Championships – 1994, 2017, 2019

Boys' basketball (28)
 * Pre-MSA Championships – 1916
 * MSA Championships – 1922–23, 1934–35, 1938–1940, 1961, 1963, 1965–1967, 1969
 * MPSSAA State Championships – 2009, 2010, 2014, 2023
 * MPSSAA Regional Championships – 1997–1999, 2009–10, 2014, 2022-23
 * MPSSAA District Championships – 2014, 2023

Girls' basketball (4)
 * MPSSAA State Championships – 2009
 * MPSSAA Regional Championships – 2004, 2005, 2009

Bocce (2)
 * MPSSAA District Championships – 2013, 2014

Boys' bowling (7)
 * MSA Championships – 1938, 1944, 1945, 1946, 1948, 1949, 1954

Boys' cross country (20)
 * MSA Championships – 1936–37, 1939, 1941, 1943, 1950, 1955, 1958, 1960–1969, 1983, 1989

Fencing (11)
 * MSA Championships – 1930, 1932, 1936, 1938, 1940, 1947, 1949, 1951, 1954–1956

Football (26)
 * MSA Championships – 1937–1942, 1961, 1964–1968, 1986–1988, 1991–92
 * MPSSAA Regional Championships – 1996, 2005, 2006, 2023

Boys' golf (10)
 * MSA Championships – 1935, 1940–1942, 1944, 1954–1957, 1960

Ice hockey (2)
 * Pre-MSA Championships – 1903
 * MSA Championships – 1941

Boys' lacrosse (20)
 * MSA Championships – 1933–1935, 1941, 1955, 1957–1962, 1984, 1987
 * MPSSAA District Championships – 1993, 2008–2010, 2015, 2019, 2021

Girls' lacrosse (12)
 * MPSSAA District Championships – 1998, 1999, 2000, 2009, 2011, 2013, 2014, 2015, 2016, 2017, 2018, 2019

Boys' soccer (14)
 * MSA Championships – 1934, 1935, 1938, 1939, 1941, 1963, 1982, 1985, 1986, 1987
 * MPSSAA Regional Championships – 2018
 * MPSSAA District Championships – 1994, 2018, 2019

Girls' soccer (3)
 * MPSSAA District Championships – 2000, 2012, 2013

Softball (2)
 * MPSSAA District Championships – 1994, 1996

Swimming (35)
 * MSA Championships – 1930–1942, 1943–44, 1946–47, 1949–1953, 1986–1990
 * MPSSAA District Championships — 2007–08, 2010–2013, 2019

Boys' tennis (14)
 * MSA Championships — 1923, 1925–1927, 1929, 1933, 1935, 1944, 1946, 1954, 1958, 1959, 1961, 1988

Co-ed tennis (6)
 * MPSSAA District Championships – 1990, 1991, 1992, 2007–2009, 2011

Boys' track and field (22)
 * MSA Championships – 1903, 1906, 1936, 1939, 1941, 1956–1967, 1969, 1986–87
 * MPSSAA Regional Championships – 1997

Volleyball (4)
 * Pre-MPSSAA Championships – 1980, 1982
 * MPSSAA District Championships – 1996, 2010

Wrestling (15)
 * MSA Championship – 1923, 1938, 1940, 1942, 1956, 1963–64, 1967–1970, 1973, 1975–76
 * MPSSAA District Championships – 2008

Boys' basketball
Basketball has been played at Baltimore City College for more than a century. One of the earliest recorded results in program history is a one-point overtime road loss to the University of Maryland Terrapins (then known as the Maryland Agricultural College Aggies) on January 25, 1913. The most successful head coach in school history was George Howard "Jerry" Phipps, who led the Knights to a record of 133–27, four Maryland Scholastic Association (MSA) championships, and a streak of forty straight games without a loss spanning two seasons between 1960 and 1968. In all, the school won twelve MSA A-Conference basketball championships (1922, 1923, 1934, 1935, 1938, 1939, 1940, 1961, 1963, 1965, 1966, 1967, 1969).

Baltimore City College currently competes in District 9 (Baltimore City League) of the MPSSAA. Since 2007, City College has earned berths in every MPSSAA state tournament and has posted seven 20+ win seasons. The Knights have won three MPSSAA state championships (2009, 2010, and 2014), one of just five schools in Maryland that have won three or more boys' basketball state titles since 2000. City has advanced to the MPSSAA state tournament semifinals six times (1997, 1998, 1999, 2009, 2010, and 2014), third most all-time among Baltimore City League teams. The Knights won the Baltimore City League Division I championship in 2014 and also appeared in the district championship game in 2011.

With a record of 27–0 in 2014, City College posted the third undefeated season in school history (1966, 1967) and became the first Baltimore City League team since 2008–2009 to finish the season without a loss. The Knights ended the 2014 season as the No. 18-ranked team in the country in the final USA Today Super 25 and Student Sports Fab 50 national boys' basketball polls, the team's highest national ranking since beginning the 2011–12 season as the No. 21-ranked team in the preseason USA Today national poll.

Daryl Wade, who coached the Knights to the 2014 MPSSAA state championship, three additional MPSSAA state semifinal appearances, and a 30-game win streak between December 2013 and December 2014, was replaced as head coach in 2017. The current City College head coach is Omarr Smith, B.C.C. '98, a long-time Wade assistant.

Football
The Baltimore City College football program began in the mid-1870s, and has won more than 20 MSA A-Conference and MPSSAA championships in its history. The Knights primarily competed against are colleges and universities throughout the 1880s and 1890s because few secondary schools existed at the time. The program began competing against other high schools at the beginning of the 20th century, and has held since 1941 the record for the longest streak of games played without a loss in MSA and MPSSAA history. The Knights played 54 consecutive games without a loss between 1934 and 1941. Harry Lawrence, who guided the Knights to a 38-game undefeated streak between 1936 and 1940 (including 35 wins, three ties, and four MSA championships), remains City College's most successful head football coach.

George Young became head football coach in 1959 and guided the Knights to six Maryland Scholastic Association A-Conference championships. Young left the program after the 1967 season to join the National Football League as an offensive line coach for the Baltimore Colts and would later become the general manager of the New York Giants. One of his star players was quarterback Kurt Schmoke, who later became States' Attorney for Baltimore City and served two terms as the Mayor of Baltimore, the first elected African-American mayor in the history of Baltimore City.

George Petrides was named head football coach in 1975 and remained in the same position for 40 years. Petrides, a 1967 graduate of the school, retired in 2015 with a coaching record of 257–144–1 and as the second winningest active coach in Maryland high school football. During his tenure, City had a 29-game winning streak en route to two Maryland Scholastic Association A-Conference championships in 1991 and 1992. Coach Petrides guided City College to appearances in the semifinals of the MPSSAA state football playoffs in 1996, 2001, and 2005. The Knights finished the 1987 and 1992 seasons ranked in the top-20 nationally in the USA Today high school football poll.

City–Poly rivalry (1889–present)
The City-Poly football rivalry is the oldest American football rivalry in Maryland, and one of the oldest public school football rivalries in the United States. The rivalry began in 1889, when City College met the Baltimore Polytechnic Institute (Poly) at Clifton Park for a football scrimmage in which City's freshman team beat Poly. City remained undefeated in the series until 1908. In the 1920s, the rivalry turned so fierce that riots erupted on the streets of downtown Baltimore on the day before "The Game" when opposing parades clashed resulting in the sons of both the Mayor of Baltimore and the Governor of Maryland were arrested in 1928. By the 1930s a "Peace Pact" was sworn annually and signed by student government leaders of both schools before the cameras of the press in the Mayor's Ceremonial Office in City Hall. Several student disturbances at games or on transit buses afterwards in the late-1960s and early-1970s threatened to put an end to the athletic tradition reflecting the tense tenor of the times, but goodwill eventually prevailed again by the quieter 1980s. By the 1950s, it had become a Baltimore tradition that after a morning of church services, parades and rallies, the two Catholic high school football powers of Loyola High School (Loyola Blakefield) and Calvert Hall College would play on Thanksgiving Day morning at 10 a.m., followed at 2 p.m. by City-Poly as the two public school rivals at Memorial Stadium on 33rd Street. That evening's TV news and sports casts led off with the scores and highlights of "The Game" and half-time shows and parades. Next day's The Sun and The News-Post and American had special sections and stories covering all facets of the day before.

One of the most memorable City-Poly games occurred on Thanksgiving Day 1965, at Baltimore's Memorial Stadium, with some 25,000 fans in attendance. City beat Poly 52–6, and completed a 10–0 season with the team finishing the season ranked eighth in the nation by a national sports poll. City's 52–6 victory over Poly in that game is the largest margin of victory in the history of the series. Former Baltimore Mayor Kurt Schmoke was the quarterback and Maryland Delegate Curt Anderson was the captain. The game is no longer played on Thanksgiving or at Memorial Stadium, but is now located at the home of the Baltimore Ravens, M&T Bank Stadium, at Camden Yards in downtown Baltimore. City College won the 127th meeting in 2015 by routing Poly by a final score of 42–6, the school's fourth consecutive victory in the series. Poly now leads the series 62–59–6.

title: Baltimore City College athletics


text:
Julie Chávez Rodriguez

Julie Chávez Rodriguez (born April 7, 1978) is an American political rights activist and campaign manager for President Joe Biden's 2024 re-election campaign.

She grew up in California in a well-known family of American labor and civil rights activists, the granddaughter of American labor leader César Chávez and American labor activist Helen Fabela Chávez.

From 2008 to 2016, Chávez Rodriguez served in the Obama administration, initially working for the United States Secretary of the Interior and later in the White House Office of Public Engagement. In 2016, She was appointed state director for Senator Kamala Harris and from 2017 to 2019 served on her 2020 presidential campaign. In 2020, Biden, the eventual Democratic presidential nominee, hired Chávez Rodriguez as senior advisor for Latino outreach in his presidential campaign. In 2021, Chávez Rodriguez was appointed to be the director of Biden's White House Office of Intergovernmental Affairs. In 2022 she was appointed senior advisor to the president, and, in 2023, as his campaign manager.

Early life and education
Rodriguez was born in Delano, California. She was raised in Tehachapi in a family of well-known labor activists affiliated with the United Farm Workers of America organization. She is the daughter of Linda Chávez Rodriguez and Arturo Rodriguez, and the granddaughter of American labor activist, Helen Fabela Chávez, and American labor leader, César Chávez. Her parents were full time volunteers for the UFWA. Rodriguez would often attend labor rallies with her parents and grandparents and assist them in UFWA community outreach activities.

Rodriguez attended Tehachapi High School, and later attended the University of California, Berkeley, where she received a Bachelor of Science degree in Latin American Studies. During her summer breaks, Rodriguez worked at the AFL–CIO. She also spent summers volunteering with the UFWA, organizing strawberry pickers in Watsonville, California.

Career
From 2001 to 2008, Rodriguez worked as a program director at the Cesar Chavez Foundation.

Obama Administration
Rodriguez worked as a full-time volunteer for Barack Obama's 2008 presidential campaign in Colorado. In 2009, Rodriguez was hired by the Obama administration, initially working as Director of Youth Employment and later as Deputy Press Secretary to former United States Secretary of the Interior, Ken Salazar.

From 2011 to 2017, Rodriguez served in the Obama administration in its White House Office of Public Engagement as deputy director of public engagement, and later served as Special Assistant to the President. Her work as deputy director initially involved immigration and Latino outreach, and evolved over time into the management of the White House's outreach program to Latino, LGBT, veteran, Asian American and Pacific Islander, Muslim, youth, education and progressive communities.

Kamala Harris Posts
On December 11, 2016, Rodríguez was appointed by California Senator Kamala Harris to serve as her state director. In 2017, Rodriguez was hired by Harris' 2020 presidential campaign and served on it until Harris withdrew her candidacy in late 2019. Rodriguez initially served as co-national political director and later took on the role of the campaign's traveling chief of staff.

Biden Administration
In 2020, Rodriquez was hired by Joe Biden's 2020 presidential campaign as senior advisor to oversee Latino outreach. She was the highest-ranking Latina who worked for the campaign.

On January 20, 2021, Rodriguez began her appointment as director of the White House Office of Intergovernmental Affairs.

On June 15, 2022, ahead of the 2022 midterm elections, Biden promoted her to be a senior advisor to the president, a senior staff position.

On April 25, 2023, it was announced that Rodriguez would serve as Campaign Manager of Biden's 2024 presidential campaign, with Quentin Fulks as Principal Deputy Campaign Manager. This is the first time a Latina and African American man were selected to run the campaign of an incumbent president. On May 16, 2023, she was replaced as director of the White House Office of Intergovernmental Affairs by Tom Perez.

title: Julie Chávez Rodriguez


text:
Channel 5 virtual TV stations in Canada

The following television stations operate on virtual channel 5 in Canada:

 * CBLT-DT in Toronto, Ontario
 * CBXT-DT in Edmonton, Alberta
 * CHAU-DT in Carleton, Quebec
 * CHAU-DT-2 in Saint-Quentin, New Brunswick
 * CHKL-DT in Kelowna, British Columbia
 * CIMT-DT-5 in Saint-Urbain, Quebec
 * CJCH-DT in Halifax, Nova Scotia
 * CKAL-DT in Calgary, Alberta
 * CKRT-DT-4 in Cabano, Quebec
 * CKRT-DT-6 in Trois-Pistoles, Quebec

title: Channel 5 virtual TV stations in Canada


text:
cucullated

Etymology
From, from.

Adjective

 * 1) Having a hood or cowl; hooded.
 * 2)  Having a hood-like covering or component; hood-shaped.
 * 3)  Having the edges toward the base rolled inward, as the leaf of the commonest American blue violet.
 * 1)  Having the edges toward the base rolled inward, as the leaf of the commonest American blue violet.

title: cucullated


text:
Portal:Mathematics/Featured Resource

Featured Resources

 * Mathematics for Applied Sciences (Osnabrück 2023-2024)/Part I/Link on portal
 * Geometry

title: Portal:Mathematics/Featured Resource


text:
Bhilai Institute of Technology

Bhilai Institute of Technology Durg (BIT DURG) is a private engineering college in Central India. Established in 1986, it was affiliated with Chhattisgarh Swami Vivekanand Technical University.

History
The commissioning of the Bhilai Steel Plant at Bhilai in 1959 necessitated having suitably trained and skilled personnel to perform specific technical tasks at the plant. Seeing this need, various organizations, industrialists, charitable institutions, and philanthropic societies decided to establish an engineering institution, and to this end, a trust was formed and registered. The Government of Madhya Pradesh accorded to open a self-supporting and self-financing engineering institute, and thus, in July 1986, the Bhilai Institute of Technology came into existence.

Seth Balkrishan was a philanthropist and a key founding member of BIT. His contributions in the fields of education, sports, social advancement, and the spiritual needs of the community are seen as legendary in Bhilai and the neighboring regions. The institute is therefore dedicated to him.

BIT-Durg was established in 1986, it was affiliated with Pandit Ravishankar Shukla University, Raipur and started offering Bachelor of Engineering in Civil Engineering, Electrical Engineering, Electronics and Telecommunication, and Mechanical Engineering with an intake capacity of 180 students. Over the years, it started offering Computer Science and Engineering and a Master of Business Administration (1998), a Master of Computer Applications (1999), Information Technology (2000), and Electrical and Electronics (2006). In 2005, the institute became affiliated with the newly formed Chhattisgarh Swami Vivekanand Technical University, Bhilai. On July 16, 2020, it became the first engineering college in Chhattisgarh to be awarded autonomous status.

Location
The institute is located at the threshold of Durg city beside NH-53 (GE Road), in Chhattisgarh, India. The whole establishment is spread over 62 ha of land, in Bhilai House, opposite the Circuit House. Its proximity to Durg bus depot and Durg railway station facilitates fast commuting. Additionally, it is connected to each and every corner of Bhilai-Durg agglomeration through various means of transportation such as minibuses, auto rickshaw etc.

Academics
The Programmes offered by the institute can be broadly classified as follows:
 * Undergraduate programmes
 * Postgraduate programmes
 * Doctorate programmes

All the Undergraduate programs are full-time courses, whereas postgraduate programs involve both full-time and part-time courses. It offers Bachelor of Technology (B.Tech) in Civil Engineering, Electrical and Electronics Engineering, Mechanical Engineering, Computer Science Engineering, Information Technology etc.

Apart from this, for the purpose of promoting higher studies and research, the institute has research centres in the fields of Civil Engineering, Electrical and Electronics Engineering, Mechanical Engineering, Engineering Mathematics, Environmental Engineering, and Engineering Chemistry.

The Institute admits undergraduate students through CGPET and JEE-Main.

The Institute admits MCA students through AIMCET, MBA students through MAT, and M.E./M.Tech students through GATE.

Campus
The institute has 5 blocks:
 * Administrative block, holding offices of various administrative departments and the central library
 * ECOMIT block, holds three departments Electronics, Computer and Information Technology, as well as the central computer lab
 * Mechanical Engineering Block
 * Electrical Engineering|Electrical/Civil Engineering Block
 * Engineering Sciences and Management Block, including facilities for research in basic sciences

There is also an auditorium and an open-air theater which host various cultural programmes and national and local seminars.

Open-Air Theater
The Open Air Theater of BIT is used for hosting several activities like skits, dramas, renditions, festivals, competitions, seminars, Annual function etc. It has a total build up area of 3300 sqft, seating capacity of 3000 people, 30 ft × 40 ft stage size, 300 sqft each of Gent's and Girl's green room, 400 sqft of Store room and 26000 sqft of open area.

Auditorium
The Auditorium of BIT was inaugurated in 2006. From then on it is responsible for hosting seminars, music shows and other activities. BITCON, the national conference is hosted in the Auditorium. The Auditorium has a build-up area of 10000 sqft, seating capacity of 500 persons, Stage size of 40 ft × 30 ft, Airconditioned hall, Air cooled entrance foyer area of 2000 sqft, Boy's and girl's green rooms each of area 200 sqft, Rest room, projector room, front area parking and electrical panel room.

Sports Complex
The institute has an outdoor field area of 2000 m2 comprising cricket, hockey and football fields and courts for volleyball, handball & basketball. The sports complex also has an athletics track of 400 metres. Supporting it are the Indoor Stadium and Gymnasium of 350 m2 for indoor events like table tennis, badminton, chess and carrom.

Cultural activities
The colleges hosts an annual national level techno-cultural fest called Ojas. It also takes place in the state level cultural, technical and sports competition conducted by the University. the local SPICMACAY chapter also organizes various annual programmes. Other activities ae organized by the Vista club and the astro and clicks club. It also has National level clubs like the National Service Scheme having the aim of "development of the personality of students through community service". It was established in the year 1986 under Pt. RSU, Raipur then transferred to CSVTU, Bhilai in 2006.

title: Bhilai Institute of Technology


text:
Wikipedia:Articles for deletion/Penguinoids

The result of the debate was delete. Mailer Diablo 02:04, 26 March 2006 (UTC)

Penguinoids
Simple flash game which has no features that distiguish it from the thousands of others out there. At best it may warrant a mention in the "variants" section of breakout. Deli nk 13:10, 21 March 2006 (UTC)
 * Delete per nom. --Ed (Edgar181) 14:03, 21 March 2006 (UTC)
 * Delete as non-notable flash game. J I P  | Talk 14:27, 21 March 2006 (UTC)
 * Delete per nom. JPD (talk) 15:20, 21 March 2006 (UTC)
 * Delete per nom.  OhNo itsJamie Talk 23:11, 22 March 2006 (UTC)
 * Delete per above. --Khoikhoi 04:12, 25 March 2006 (UTC)


text:
Instructional design/Interpersonal behaviors/Delivery

Back to Topic: Instructional Design

Back to Interpersonal Behaviors

Introduction
There are many different delivery methods and considerations that can be used within the Interpersonal domain. The questions is...which do you choose? First you need to start with what the specific need is in your area. If the group you are a part of feels "on edge" or is not open to new ideas, then Collaboration might be the right direction. Maybe the group can't make up their minds and make decisions about problems or projects, then Leadership or Decision Making might be right up your alley. This lesson consists of five sections:

 * 1) an overview of the different Interpersonal models for training
 * 2) strategies for developing the instructional content
 * 3) lesson summary
 * 4) practice session
 * 5) assessment

Learning Objective
Upon completion of this lesson:

 * Given the task of developing a course designed to teach interpersonal skills, the learner will be able to determine the delivery methods and considerations when developing instructional materials that target the interpersonal domain. This will be measured by the completion of the assessment at the end of the lesson.

In addition, the learner will also be able to:

 * List differences in each model
 * Name considerations when selecting instructional materials
 * Identify resources for developing instructional materials for the interpersonal domain

Overview
The interpersonal domain is all about people and relationships. It is all about how people interact with one another and the communication that does (or does not) occur between others. The instructional materials should allow for interaction or assimilation of the knowledge that is needed to deal with people. See Types of Interpersonal skills Whenever you create training for interpersonal skills, the final instrument should include a way so that activities can be practiced and measured.

The materials should identify the learning performance standards as these performances guide the design of the activities. In fact there are three different reasons or perspectives of Interpersonal skills. There is Developmental, Remedial, and Specialized. The first (Developmental) deals mostly with children. The second (remedial) deals more with trying to help others develop the Interpersonal skills that may be lacking from underdevelopment. The last (Specialized) is working more with adults in work or business settings.

We are now going to look at different possibilities that can be used when choosing a delivery method for your instruction.

Strategies for Choosing Delivery Methods
When choosing the delivery method fof your instruction, you must look at how people and groups interact and learn. Are your "students" more of the behaviorist mindset, wanting to see the information and digest it on their own, or are they more of the hands-on where they want to get involved with the learning? Remember, experience is the best teacher and with Interpersonal Skills, the only way to get better is to use them.

However, there are great ways to use self-study programs with behaviors. Lets look and some delivery methods and how they can be used to create the training you want your "students" to use and understand.

Lets discuss each type of instruction in more detail to determine when each should be used. There are some Interpersonal issused that can be address using self study techniques.

Self Study

Although, it is hard to change people's behavior when the information is not being communicated by another person, there are times when all that is needed is a friendly reminder. However, adults do not normally prefer to learn by self study. They would rather hear real life stories to determine what has worked and what has not. If there is a way to incorporate video or stories to help strengthen the learning, it should be done. (Molenda 2005)
 * Teamwork is one quick example that can be used in a self study. If you have ever gone through the drive thru of a fast food restaurant, you probably have seen the results of a self study to help the employees interact with the customers.  "The customer is always right" and "Remember to Smile" are two well known sayings that help the employee to stay calm in the face of adversity.

 * Another example deals with privacy.

Tayna works for a company that keeps a phone and information directory on the computer network. One afternoon, someone calls her pretending to be an employee of the company and needs confidential forms sent to them immediately for a meeting. The imposter named a couple executive names that worked for the company and Tayna send the information to the email the person gave. The imposter used the information against the company. Question: How do you train someone to review personnel information and know when and when not to give out confidential information? This would be perfect for a self study on paper or the computer. Giving cases that can be reviewed by the learner would give the correct information on what to do in the different possible interactions.

Instructor Led

Being with small groups, instructor led training in the Interpersonal realm works well when an individual or a very small group is in conflict. Seeking or giving information to solve a problem is how to start the training (conversation) Proposing new ideas to help resolve any conflict will help further the communication for best practices. Listening to others will help reinforce your awareness to sensitive situations. Refering back to Defining Terms, relationships can fall under this category. Anything from a boss-coworker, teacher-child, to friends at home or work could be within this area. An instructor based training could be created to handle difficult situations at work to help someone deal with a rude or insubordinate worker. As long as listening is involved to determine the root cause of the issue, the training will be sound.

"The presence of an instructor and fellow learners gives a social dimension that is difficult to replace ... The ability to adapt spontaneously and flexibly to the group’s needs, the ability to share stories, the opportunity to network, ... to learn to give the classroom environment numerous advantages. It is especially appropriate for pursuing interpersonal skills, seeing demonstrations of skills, and practicing those skills with immediate feedback and corrective guidance. " (Molenda 2005)

Computer Based Simulations

Quest Atlantis is a great example of computer based learning. It is a 3-D world in which you are a character in a virtual world. You can talk with different people who reside in the world as well as other players who are playing in the world. This type of learning is simulating a real world problem in a "safe" virtual world. Here, different models of problem solving can be employed. Imagine simulations where Interpersonal skills can be tried without actually hurting or helping others with conflict. Here, peer-sharing, cooperative learning and group simulations can be used in the Quest virtual world.

Simulations (role play workshops)

Simulations, or live role playing workshops, allow the learners to actually try the skills they have been taught. Role playing allows teams, departmens and larger groups to pretend and work through real problems or scenarios that could or have been problems that other groups have faced. An example for live simulations could be in interviews for a job. Cory is going to interview people for a job in your company. However, he has no idea what questions to ask the individuals. What can Cory do to learn what to ask? A simulation or role playing class would allow him to know what questions to ask, and what questions not to ask. Also, after playing each role (the interviewer and interviewee) Cory is more comfortable with the interview process. Simulations provide a way to improve the following skills:

 * Listening and communicating
 * Interpersonal interactions
 * Team games
 * Cooperative learning
 * Leadership activities
 * Peer Activities such as counseling and tutoring

Practice
To answer the following questions, use the lesson above to determine the correct answer.

 * 1) Which delivery method of Interpersonal skills is self paced and can be used to inform people of the changes that need to be made?
 * 2) Which delivery method can be used in small groups?

 * 1. Self Study. 2. Instructor Led and Simulations or Workshops (role play). Kei (discuss • contribs) 21:39, 22 February 2014 (UTC)
 * 1. Self Study.  2.  I think all of them can be used in small groups.  Elbow8703 00:30, 25 February 2014 (UTC)

Assessment
You are a teacher at an elementary school and one of the lessons for the year is manners and how to deal with people you don't like. Equipment at your disposal include your classroom, computers, and lessons on manners. Your class is very aclimated on computers and know how to play video games. This lesson is 2-3 days long. What different types of learning methods could you design to encompass the manners training?

Answer: If you as the teacher can program a computer program such as Quest Atlantis, this would be a great game-role playing scenario that would allow the students to play while learning manners. If they make mistakes in the computer progam, the activity would show them their mistakes and show them how to make the right decisions.

Role playing simulations such as acting out how to be nice ans ask how they feel when someone is mean to them. Using these two possible methods would allow the students to get hands on experience on how to behave (within reason) and what manners are and what they are for.

What's next?
Move to the next lesson

Strategies for Developing Instructional Materials for the Interpersonal Domain

Back to Interpersonal Behaviors


text:
Hermann Geibel

Hermann Geibel (14 May 1889 – 20 September 1972) was a German sculptor. His work was part of the sculpture event in the art competition at the 1936 Summer Olympics.

title: Hermann Geibel


text:
Wikipedia:Articles for deletion/Andre Gasiorowski

The result was delete. The shoddy nomination nonwithstanding, this has turned into an actual discussion. Jo-Jo Eumerus (talk, contributions) 19:38, 2 November 2017 (UTC)

Andre Gasiorowski

 * – ( View AfD View log  Stats )

Article needs to be wholly rewritten or deleted. — Preceding unsigned comment added by Riskmandi (talk • contribs) 05:17, September 21, 2017 (UTC)

 * Comment Discussion page was created without afd2 template by account with no other edits, and never transcluded to a daily log. Fixed now.  I haven't looked at the article itself in detail, but as no policy-based reason for deletion has been advanced here, this seems like it should be a procedural speedy keep.  -- Finngall   talk  16:41, 26 October 2017 (UTC)
 * Note: This debate has been included in the list of Poland-related deletion discussions. -- Finngall   talk  16:50, 26 October 2017 (UTC)
 * Note: This debate has been included in the list of Israel-related deletion discussions. -- Finngall   talk  16:50, 26 October 2017 (UTC)

 * Procedural keep - I see no rationale or effort given by nominator. He clearly feels the person is notable if rewriting will fix the issues. -  Galatz Talk  17:43, 26 October 2017 (UTC)
 * Delete I'll advance an arguement - poorly sourced article with major BLPCRIME issues. In BEFORE not clear he is notable, most of the coverage he does have is in relation to the Helping Hands NGO he's involved with.Icewhiz (talk) 17:47, 26 October 2017 (UTC)
 * Note: This debate has been included in the list of Businesspeople-related deletion discussions. Shawn in Montreal (talk) 18:48, 26 October 2017 (UTC)

 * Yeah, delete. There's just no there there after all the fluff is cut. Drmies (talk) 19:51, 26 October 2017 (UTC)
 * Delete fails multiple guidelines on biographies of living people. It either is fluff, or ends up being a major accusation of fraud with little justification.John Pack Lambert (talk) 00:18, 27 October 2017 (UTC)
 * Delete -- nn and WP:BLP concerns. K.e.coffman (talk) 19:22, 29 October 2017 (UTC)


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Tiverton riots

The Tiverton riots refers to riots which broke out in Tiverton, Devon in May 1738 and again in 1749.

1738 riot
Labourers employed in woollen manufacture rioted in May 1738, in protest at a publican's undercutting of prices for serge. The publican, Grimes, bought serges which had been returned from the merchants to the serge makers, and resold them to the same merchants at a lower price. This practice, which the merchants encouraged in order to increase their profit, was thought to be very unfair towards the manufacturers.

The labourers assembled in Tiverton, and were joined by those of Uffculme, Bampton, Silverton, Collumpton, Bradninch and Culmstock. They attacked Grimes' house, the Red Lion Inn in Gold Street and broke into it. Having found a great number of serges, they threw them out and dragged them through the streets, hanged some upon his sign post and tore others in pieces. Grimes was found in the oven of a bake house, at the bottom of Poundhill, a few doors below his house. The rioters sat him astride a staff borne on their shoulders. They carried him through the streets and at last set him down before the house of the Mayor, Robert Dunsford, in St. Peter's Street. The mayor had him taken away. A great number of constables were sworn in to resist the rioters, many of whom were taken and put into prison for a few hours only. This much enraged the rest and occasioned a great battle between them and the constables, before whom the rioters retreated to the top of Exeter Hill, a short distance from the town. Another skirmish took place there, when one man was killed and many were wounded, which put an end to the riot.

1749 riot
In the 1740s, difficulties with the wool trade led to another outbreak of rioting in 1749. Workmen assembled to attack the house of Thomas Beedle, who was accused of acting as Grimes had done. They met in the Castle yard, drank a hogshead of cider and proceeded to Beedle's house, at the end of Waterlane. The rioters remained in and about the house for five hours, smashing his goods, dragging his chains of wool and worsted about the streets, and letting his beer run about the house more than ankle deep. They emptied his house entirely, and would have burnt it, but for the presence of his child lying in a cradle. Failing to find Beedle (who lay concealed at the Crown and Comb Inn, on the opposite side of the street) the rioters seized Moses Quick, one of his woolcombers. Quick was set astride a staff and carried around the town. He was dragged through several pools and the mill leat. The rioters endeavoured to break his thumbs to disable him from combing, and at length conveyed him to their club house; having there revived him with liquor, they sent him home nearly dead, and then retired to their respective habitations.

title: Tiverton riots


text:
Putut Waringin Jati

Putut Waringin Jati (born 21 December 1986) is an Indonesian former footballer who plays as a winger.

title: Putut Waringin Jati


text:
User:Dactylonbrook

Visak S Nair. He is anEnglish Teacher, Short Film Director, Actor, Singer etc. He belongs to Kottayam. He is the first man in the History to make the Horror Short film by doing almost all the things related to the film alone. He has done the direction, camera, editing, acting, light setting, vfx mixing, sound mixing, art etc. Name of the film is " Don't Scare". He was awarded the seed Best Teacher Coordinator Award with cash prize.

title: User:Dactylonbrook


text:
Talk:Dona Massin

Notability
To be included in Wikipedia, all articles must meet notability standards and verifiability standards. Also, no original research is allowed per WP:OR. In addition, biographies of living persons require a high degree of citation and reliable sources. Check these policies out. Mattisse(talk) 16:23, 11 August 2006 (UTC)
 * Why has this article been slammed with so many tags and this comment by you, Mattisse? Dona Massin can be heard singing on the rehearsals for the Wizard of Oz soundtrack. She's certainly notable. Algabal 23:36, 14 May 2007 (UTC)

title: Talk:Dona Massin