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Escadrille Spa.96

Escadrille Spa.96 (originally Escadrille N.96), was a French fighter squadron active during the World War I years of 1917 to 1918. They were an integral part of larger, more potent fighting formations for most of their existence. The squadron was credited with destroying 15 German airplanes and two observation balloons during the war.

History
Escadrille Spa.96 (originally Escadrille N.96) was founded drawing upon previously existing Detachment de Chasse 510. Established in II Armee during June 1917, the squadron was equipped with Nieuport fighters and dubbed Escadrille N.96. It shifted operations on 9 July 1917 to IV Armee, then on 22 July to V Armee. In February 1918, it and three other squadrons were incorporated into Groupe de Combat 19. At the same time, it refitted with SPAD fighters, changing the unit designation to Escadrille Spa.96.

Escadrille Spa.96 would be part of Groupe de Combat 19 until war's end. In fact, the Groupe would be one of several such further massed into Escadre de Combat No. 1. On 8 September 1918, the Escadre was tasked to the U.S. First Army for the Battle of Saint-Mihiel. On 4 October, Escadrille Spa.96, along with the rest of the Escadre, was Mentioned in dispatches. By war's end, Escadrille 96 was credited with the destruction of 15 German airplanes and two observation balloons.

Commanding officers

 * Capitaine Masse: June 1917 - 25 September 1917
 * Capitaine Eugene Verdon: 25 September 1917 - 6 January 1918
 * Lieutenant Maurice Barthe: 6 January 1918 - missing in action 6 May 1918
 * Lieutenant Charles Lefevre: 6 January 1918 - wounded in action 29 August 1918
 * Lieutenant Pierre Fauquet-Lemaitre: 29 August 1918 - 11 November 1918

Aircraft

 * Nieuport fighters: June 1917 - February 1918
 * SPAD fighters: February 1918 onwards

title: Escadrille Spa.96


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Gustaf Nielsen

Gustaf Nielsen (21 April 1910 – 25 June 1973) was a Danish sports shooter. He competed in two events at the 1948 Summer Olympics.

source: wikimedia

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

title: Gustaf Nielsen


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Wikiversity:Wiki as a tool for learning

This Wikiversity learning project is an exploration of the implications of wiki technology for online learning. This project will review existing ideas about how to use tools such as the wiki user interface to help meet the goals of active learners. Naeve et al have recently reviewed technologies that facilitate learner-centric online learning.

Explaining how learning groups work
In a discussion of collaborative learning, Barbara Davis described the importance of explaining to students exactly how collaborative learning works and what is expected from anyone who participates in group learning projects. Wikiversity needs to have in place an efficient system for explaining to new participants how the Wikiversity model for online learning works.

The duration of learning groups
Barbara Davis discussed different kinds of collaborative learning in terms of the length of time that a learning group exists. A good goal for Wikiversity is to provide flexible support for many kinds of learning groups.

Some Wikiversity collaborations might be very short-lived, being established to accomplish a task that will not take all that long. For these projects, it's essential to be able to find suitable collaborators quickly; nobody wants to spend more time trying to find people than it takes to actually do it yourself.

Other Wikiversity projects will have open-ended goals, such as continually updating a list of published sources on a particular topic. This kind of project needs a system of making sure that community members know that even long-standing projects are open to new participants, and Wikiversity must also provide a convenient way for its participants to find existing projects that interest them.

Some projects will become irrelevant and die a slow death. Wikiversity could learn about the factors that lead to success or failure in wiki-based learning collaborations by finding ways of summarizing the life history and dynamics of learning groups, their failures, and their accomplishments.

Project participants

 * JWSchmidt
 * Cormaggio
 * Piotrus 03:28, 14 September 2006 (UTC)
 * Mpleahy 02:05, 4 October 2006 (UTC)
 * Javier Carro 05:46, 7 October 2006 (UTC)
 * Saidkassem 18:31, 22 December 2006 (UTC)
 * Dionysios (talk), a Participant in the Wikiversity School of Advanced General Studies, Date: 2007-06-08 (June 8, 2007) Time: 221601 (UTC)
 * Historybuff 00:55, 9 June 2007 (UTC)

title: Wikiversity:Wiki as a tool for learning


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2017–18 Logan Cup

The 2017–18 Logan Cup was the 24th edition of the Logan Cup, a first-class cricket competition that took place in Zimbabwe. It started on 4 October 2017 and included a new team, the Rising Stars, along with the existing four teams. Mountaineers were the defending champions.

In December 2017, Zimbabwe Cricket postponed all the remaining fixtures scheduled to take place in the tournament. Zimbabwe Cricket were struggling to pay players' salaries for November and December and wanted to upgrade their facilities for the 2018 Cricket World Cup Qualifier, which took place in Zimbabwe in March 2018. Initially, the tournament did not resume after the Cricket World Cup Qualifier, with the final three rounds not being played. However, in April 2018, Zimbabwe Cricket confirmed that the tournament would restart, with the remaining rounds of the competition played during April and May 2018. Mountaineers retained their title, after the final match ended as a draw.

Point table
The following teams competed:

Champions

title: 2017–18 Logan Cup


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Template:Welcome cookie

Hello,, and welcome to Wikipedia! I hope you like the place and decide to stay. Below are some pages you might find helpful. For a user-friendly interactive help forum, see the Wikipedia Teahouse.
 * Introduction
 * The five pillars of Wikipedia
 * How to edit a page
 * How to write a great article
 * Simplified Manual of Style
 * Your first article
 * Discover what's going on in the Wikimedia community
 * Feel free to make test edits in the sandbox
 * and check out the Task Center, for ideas about what to work on.

I hope you enjoy editing here and being a Wikipedian! Please sign your name on talk pages using four tildes ( ~ ); this will automatically produce your name and the date. If you need help, please see our help pages, and if you can't find what you are looking for there, please feel free to place  on this page and someone will drop by to help. Again, welcome!

title: Template:Welcome cookie


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Anthony Rasch

Anthony Rasch von Tauffkirchen (c. 1778 - November 25, 1858) was a German-American silversmith, active in Philadelphia (1804-1820) and New Orleans (1820-1858). According to the Metropolitan Museum of Art, his works are credited with being "among the most sophisticated silver vessels produced in the United States in the early nineteenth century."

Rasch was born in Bavaria, probably in the Schloss Kleeberg, as the second son of Maximilian, Count von Tauffkirchen, and his third wife, Gertrude. He trained as a goldsmith in Germany before arriving in Philadelphia, with his wife, on April 16, 1804. By 1806 Rasch had joined the Holy Trinity Catholic Church, and by 1807 he began working in the shop of French émigré silversmith and retailer Jean-Simon Chaudron (1758–1846). In 1809 they became partners as Chaudron & Rasch, with Rasch running their manufactory on the Schuylkill River and Chaudron running the retail shop in Philadelphia. The 1810 federal census recorded 27 people living and working at Rasch's manufactory, the largest household in the township. The partners created sterling silverware sold as far away as New York and Virginia, usually stamped with two banner marks, "CHAUDRON'S & RASCH" and "STER•AMERI•MAN•" (an abbreviation for "Sterling, American Manufacture.")

After their partnership dissolved in 1812, Rasch relocated to 118 High Street, where he created his own maker's mark and sterling standard mark, "ANTY. RASCH" and "STERLING SILR." He dropped the sterling quality mark after two years but continued to mark his pieces "ANTY. RASCH" into 1817.

By 1817 Rasch was partnered with George Willig Jr. (ca. 1795–c. 1860), likely a journeyman in Rasch's shop, as A. Rasch & Co.. Their business flourished as they made large, handwrought sterling silver pieces in "either French or English taste," with applied cast ornament for customers in Boston, Maryland, and Philadelphia. They also made more affordable goods such as cups, goblets, and flatware, and retailed silver from France, Sheffield plate, and Saratoga water. However, the Panic of 1819 ruined them and in July 1819 they declared insolvency. In September they auctioned off their tools and household goods.

In November 1819 Rasch moved to New Orleans. There he advertised his new business in January 1820, proposing to execute "conformably to either FRENCH or ENGLISH taste: complete setts or services of Silver Ware" and asking "of a generous public that portion of patronage to which his skill as a workman and conduct as a citizen may entitle him." He was both a craftsman and merchant. In March 1821 he supplied the city of New Orleans with 200 street lamps for which he was paid $900 in May 1822. He also sold Saratoga water (1826) and the "celebrated Harrodsburgh Mineral Water" (1827). His shop and residence were in the Vieux Carré, from 1831 onwards at 75 (now 315) Chartres Street. In those years, Rasch often traveled to purchase goods for resale, including voyages to England, France, and Geneva. A cargo list from Rasch's 1829 trip to France includes eighteen cases, four trunks, two boxes, and one barrel of merchandise. In 1831 Rasch exhibited an elaborate musical clock made by Pierre Frédéric Ingold and Frères Rochat:

 * SPLENDID MECHANISM — Mr. A. Rasch, well known to our citizens for his enterprise, has imported from France a most splendid clock, made in Paris by a Genevean [sic] about 70 years of age. It may be seen at his store....The whole is a finished, very ingenious and costly piece of work, well worthy the attention of the curious.

The Panic of 1837 forced Rasch into a second bankruptcy. In 1842 he applied for relief from his creditors, and in 1845 his home, property, and most of his belongings were sold at public auction. However, his sons-in-law bought his slaves, home, and shop, and supported him for the remainder of his life. He returned to making silver. On January 20, 1849, Rasch advertised that "he continues to manufacture every variety of Gold and Silver Ware, and to set Diamonds in the most approved style." He was buried in Saint Louis Cemetery No. 1 in New Orleans.

His work is collected in the Art Institute of Chicago, Metropolitan Museum of Art, and the Museum of Fine Arts, Houston.

title: Anthony Rasch


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Talk:žralok

Category of fish
Shark is not a true fish. The Czech Wiktionary has the category paryby. --Daniel Polansky 05:37, 29 October 2007 (UTC)

title: Talk:žralok


text:
Ryotaro Hiramatsu

Ryotaro Hiramatsu (平松 遼太郎) is a Japanese footballer currently playing as a defender for Nara Club.

Club
.

 * Notes

title: Ryotaro Hiramatsu


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Earth Station/Centauri

Based in the Central Time zone, Earth Station/Centauri is likely the most nominal of the Earth Stations. It lies within a Temperate zone nested in the countyside but not within or near any Urban area. It was formed on private land within a region ruled according to capitalistic standards. The owner and some associates crafted a charter that is reminiscent of the ecovillage mentallity of the late twentieth and early twenty-first centuries in America.

title: Earth Station/Centauri


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User:Saeedrahdari/حمید الله سردارزهی

Hamidollah Sardarzehi (born April 6, 1980 in Qasr Ghand - died August 10, 1999 in Tehran) was the eldest son of Mir Moldad (one of the former rulers of Dashtiari and Chabahar). She was the granddaughter of Sardar Din Mohammad Khan the Great, who ruled Dashtiari during the Qajar period and was sentenced to exile and execution during the reign of Reza Shah. Din Mohammad was one of the influential and influential figures of that time in Balochistan.

Doost of Mohammad Khan Barakzehi, one of the provisional rulers of the Balochistan government (who was eventually executed by order of the Shah for rebellion and opposition to Reza Shah), is also the uncle of Hamidullah Sardarzehi's father.

Hamidullah was born on April 6, 1980 in Bog village of Qasr Ghand city and spent his primary education in Saadi Bog primary school in Qasr Ghand. He left high school in Chabahar to continue his education because most of his contemporaries went to Karachi in those years. He also graduated from Karachi University in 1990 with a master's degree in Islamic history in Karachi, Pakistan. He then went to Britain (London) to study foreign languages, learning English and French in two years, and returned to Iran in 1992. He was also fluent in German, Arabic, Urdu, Jadgali, and Sindhi. He got married in 1989, as a result of which 3 girls and 2 boys, the eldest son of which (Mahmoud), died in an accident in March 2017.

title: User:Saeedrahdari/حمید الله سردارزهی


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Talk:...And Then You'll Beg

Fair use rationale for Image:Cryptopsy andthenyoullbeg.jpg
Image:Cryptopsy andthenyoullbeg.jpg is being used on this article. I notice the image page specifies that the image is being used under fair use but there is no explanation or rationale as to why its use in this Wikipedia article constitutes fair use. In addition to the boilerplate fair use template, you must also write out on the image description page a specific explanation or rationale for why using this image in each article is consistent with fair use.

BetacommandBot (talk) 13:21, 25 February 2008 (UTC)

title: Talk:...And Then You'll Beg


text:
Paper-towel dispenser

A paper-towel dispenser is a wall-mounted device that dispenses paper towels in a public toilet so that hands can be dried after hand washing. Some are operated by a handle, some by pulling the paper from the dispenser, and others by automatic dispensation in response to a motion sensor, which is generally powered by an internal battery. Many dispensers also feature a lock-and-key mechanism to prevent paper theft.

Such dispensers are common in North America and other western countries. They are either used to replace hand dryers or used in tandem to offer users alternatives to drying their hands. Some areas opt not to use them as paper towels are more costly than hand dryers, create litter, and are less environmentally friendly than alternatives. However, replacing hand dryers with paper towels is seen as a way to reduce the further dispersal of toilet aerosols in public washrooms known as toilet plume.

Paper
The paper found in dispensers is usually white or brown, depending on whether or not it has been bleached. In some machines, the paper comes on a cardboard roll similar to household paper towels and has perforations allowing them to be easily ripped off, while other dispensers contain paper folded into stacked sheets, which are pulled out one at a time. These kinds of dispensers are sometimes combined with an integrated trash can, which is placed below the dispenser for easy disposal. The third kind of paper towel is torn by an integrated blade.

Hygiene
Research has shown that paper towels from a wall-mounted dispenser are generally more hygienic than electric hand dryers, which have been observed to dramatically increase the presence of bacteria on users’ hands following hand washing. Electric hand dryers also exacerbate the aerial circulation of germs, including fecal particles, found in most public restrooms, which is one of the many reasons most hospitals, clinics, and other areas in which cleanliness is an especially high priority generally prefer paper towel dispensers.

title: Paper-towel dispenser


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Talk:UML/MediaWiki

Is there anybody out there?

 * Nope :) Michael Billington (talk • contribs) 01:31, 6 January 2007 (UTC)

title: Talk:UML/MediaWiki


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Ruth Walczak

Ruth Walczak (born 15 September 1988) is a British rower.

Rowing career
Walczak made her British junior debut in 2005 and also made four appearances at the World U23 Championships. She won a bronze medal in the lightweight single scull at the 2013 World Rowing Championships in Chungju and finished in ninth place at the 2014 World Rowing Championships. Walczak was part of the British team that topped the medal table at the 2015 World Rowing Championships at Lac d'Aiguebelette in France, where she won a silver medal as part of the lightweight quadruple sculls with Brianna Stubbs, Emily Craig and Eleanor Piggott.

title: Ruth Walczak


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Guitar/Tablature and Standard Notation

Tablature and standard notation are two ways that musical information is shared. Sight-reading of standard notation is a requisite skill for teaching careers, session work, and the theater orchestra. Reading music increases your knowledge of music and allows you to notate your musical ideas. Each notation system has its advantages and disadvantages. Tablature does not convey timing and pitch information as well as standard notation does though it is more useful for showing bends and to what degree (1/4, 1/2 or full) they should be executed and other worded instructions such as pick scrapes and whammy bar effects. For these reasons many guitar transcriptions for rock, jazz and blues, use both standard notation and tablature.

Tablature
You do not need to know how to read music to use tablature. Each string is represented by a line and on those lines numbers are used to indicate which fret to press down.

Below is a simple melody in tablature.

Lower Section
In the lower section of the example above, the top line represents the thinnest string of the guitar (high e) and the lowest line represents the thickest string of the guitar (low E). Each number on a line represents a fretted note on that string. The number zero is an open string, the number one is the first fret, and so on.

The tab is divided into measures using bar-lines but the duration of the notes is not indicated. You can figure out the duration of the notes using the standard notation in the upper section. You can also work out the note values using the time signature; which in this example is four-four time. This means that there are four quarter-notes in each measure. The tempo or style, which is given at the top of a piece of sheet music, is also an indicator of how a song should be played.

The key signature is not shown in the example. Key signatures show which sharps, naturals, and flats are to be used; represented by #'s and b's. Each sharp or flat is shown on their respective line and space after the time signature.

Upper Section
The upper section of the example above is in standard notation and shows that the first bar has eight notes. Each note is represented by an oval note-head which indicates which note pitch is to be played. A stem with tails is used to indicate notes duration (how long the note is to be held). In standard notation only the whole-note is written without a stem. Because the notes in the first bar are all eighth notes with one tail they are connected with a single beam as shown in the example. The beaming of the same notes in a bar allows for easier reading. In a bar of music with mixed note values a single eighth note would be shown with a single tail. Sixteenth notes have two tails so a double beam is used when grouping.

The vertical bar-line after the last eighth note marks the end of one complete count of the time-signature. Bar-lines are used to show the pulse of the music and taken overall allows us to describe the form of a piece of music. The usefulness of using bar-lines to describe form is self-evident in the twelve bar blues whose title states that a cyclic group of twelve bars is to be performed. It is common to find musicians describing one complete thirty-two bar cycle of a jazz standard as a chorus. The term chorus is used to indicate how many times a song is to be repeated. A vamp on the thirty-two bar Jazz standard "Misty", written by the pianist Erroll Garner, would by convention start with all the musicians stating the melody with the following choruses dedicated to solo improvisation. The last chorus usually has the musicians stating the melody again without improvisation. The convenience of using the term chorus can be illustrated by imagining a four piece Jazz quartet with piano, saxophone, double bass and drums. If each musician is given a chorus to improvise over and the convention of all the musicians stating the melody on the first and last chorus is utilized then the song will have six choruses. The original hit recording of "Misty" as sung by Sarah Vaughan consisted of only one chorus with a four bar intro. Be aware that four and eight bar codas and intros are very common in Jazz and Blues and need to be taken into account when working out how many bars a chorus contains.

In some forms of music there is a strong emphasis placed on the first beat of each bar. This is easily demonstrated by the Waltz time signature where the first beat of a count of three is emphasized for the dancers benefit in accord with the dance steps to be performed. If a note is tied over the bar-line with a curved tie-line then the note duration is held over to the next bar. Bars never have more notes in them than is indicated by the time signature. In the next bar there is a whole note which is a white oval with no stem. The two vertical black lines at the end are called a double bar-line indicating that the piece of music has ended.

ASCII Tablature
There is a very informal and loose standard of "Internet Tablature" using only ASCII characters. The above example would be written like this: e---0-1-3-5-3-1-0|-|| B--3-|-1---|| G|-|| D|-|| A|-|| E|-|| It has the same disadvantages of tab and contains much less information than the standard notation of the upper section. Rhythm can only be suggested by spacing or by adding symbols above each note (such as Q for quarter note). Much Internet tablature does not even contain bar lines. The timing must be discerned by listening to the original piece. This is the major flaw of online tabs and this style of tab in general.

However, online tabs are often much more convenient than standard notation for precisely conveying a specific finger positioning. Especially with alternate tunings this is a clear advantage.

Common Tab symbols:

Chords are often written in the form: EADGBE EADGBE  EADGBE xx0232 x32010  320003

Notes On The Staff
Here are the notes as they appear in standard notation. The set of lines and spaces that run horizontally across the page is called the staff (plural - staves). Notes can be written on the lines and in the spaces. A common mnenomic for remembering the notes of the Treble Clef is:

"Every Good Boy Deserves Fudge" and the word "FACE

The musical alphabet starts at the letter A and ends on the letter G. There are twelve sounds in music and seven letters to represent them. The other five sounds are the sharps or flats of these seven notes. Each step up the staff is the next letter, so it goes A, B, C, etc. The first symbol on the staff is always the clef; which in this case is the treble clef. The word clef is French for key and gives you the position of the first note. The treble clef shown here is also called the G clef. It is drawn so that the note G is indicated as being on the second line.

title: Guitar/Tablature and Standard Notation


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General Mechanics/Work and Power

Work
When a force is exerted on an object, energy is transferred to the object. The amount of energy transferred is called the work done on the object. Mathematically work done is defined as the dot\scalar product of force and displacement, thus it is a scalar quantity. However, energy is only transferred if the object moves. Work can be thought of as the process of transforming energy from one form into another. The work W done is

 * $$	W=F\Delta x$$

where the distance moved by the object is Δx and the force exerted on it is F. Notice that work can either be positive or negative. The work is positive if the object being acted upon moves in the same direction as the force, with negative work occurring if the object moves opposite to the force.

This equation assumes that the force remains constant over the full displacement or distance( depending on the situation). If it is not, then it is necessary to break up the displacement into a number of smaller displacements, over each of which the force can be assumed to be constant. The total work is then the sum of the works associated with each small displacement. In the infinitesimal limit this becomes an integral

 * $$W=\int F(s)\,ds$$

If more than one force acts on an object, the works due to the different forces each add or subtract energy, depending on whether they are positive or negative. The total work is the sum of these individual works.

There are two special cases in which the work done on an object is related to other quantities. If F is the total force acting on the object, then by Newton's second law W=FΔx=mΔx·a. However, a=dv/dt where v is the velocity of the object, and Δx≈vΔt, where Δt is the time required by the object to move through distance Δx. The approximation becomes exact when Δx and Δt become very small. Putting all of this together results in
 * $$W_{total}=m\frac{dv}{dt}v\Delta t=\Delta t \frac{d}{dt} \frac{mv^2}{2}$$

We call the quantity mv2/2 the kinetic energy, or K. It represents the amount of work stored as motion. We can then say

 * $$W_{total}=\frac{dK}{dt}\Delta t=\Delta K$$

Thus, when F is the only force, the total work on the object equals the change in kinetic energy of the object. This transformation is known as "Work-Energy theorem."

The other special case occurs when the force depends only on position, but is not necessarily the total force acting on the object. In this case we can define a function

 * $$U(x)=-\int^x F(s)\,ds$$

and the work done by the force in moving from x1 to x2 is U(x1)-U(x2), no matter how quickly or slowly the object moved.

If the force is like this it is called conservative and U is called the potential energy. Differentiating the definition gives

 * $$F=-\frac{dU}{dx}$$

The minus sign in these equations is purely conventional.

If a force is conservative( The force whose effect doesn't depend on the path it has taken to go through), we can write the work done by it as

 * $$W=-\frac{dU}{dx}\Delta x= -\Delta U$$

where is the change in the potential energy of the object associated with the force of interest.

Energy
The sum of the potential( Energy by virtue of its position) and kinetic(Energy by virtue of its motion) energies is constant. We call this constant the total energy E:

 * $$E = K + U$$

If all the forces involved are conservative we can equate this with the previous expression for work to get the following relationship between work, kinetic energy, and potential energy:

 * $$\Delta K = W = -\Delta U$$

Following this, we have a very important formula, called the 'Conservation of Energy:

 * $$\Delta(K+U)=0$$

This theorem states that the total amount of energy in a system is constant, and that energy can neither be created nor destroyed.

Power
The power associated with a force is simply the amount of work done by the force divided by the time interval over which it is done. It is therefore the energy per unit time transferred to the object by the force of interest. From above we see that the power is

 * $$P=\frac{F \Delta x}{\Delta t}=Fv$$

where $$ v $$ is the velocity at which the object is moving. The total power is just the sum of the powers associated with each force. It equals the time rate of change of kinetic energy of the object:

 * $$P_{total}=\frac{W_{total}}{\Delta t}=\frac{dK}{dt}$$

title: General Mechanics/Work and Power


text:
User:Bjdrechs/sandbox

Article Evaluation of Things Fall Apart:
Article Evaluation -  https://en.wikipedia.org/wiki/Things_Fall_Apart.

- Mostly everything in the article is relevant to its topic. However, two sections presented aren’t entirely necessary in my opinion. The first being the “Novel’s title”, which while relevant, is not particularly important enough to warrant its own section. Incorporating this into a more broad section would be better. “Language Choice” is the second section that I feel would be better represented in a different article entirely. Since the section details Achebe and all his novels, it would be better served in the “Chinua Achebe” Wikipedia article.

- The article appears to be neutral in all respects. However, Wikipedia states "This article is written like a personal reflection or opinion essay that states a Wikipedia editor's personal feelings about a topic. (November 2014)".

- Viewpoints have a mostly balanced representation. The background section could use a little more detail possibly. However, Wikipedia states, "This article possibly contains original research. (December 2014)".

- Two of the Footnote citations come up as an error. All external links work properly. From looking over each of the links, I have concluded they are relevant and support the claims in the article.

- Each fact is referenced with reliable sources. Some of the external links are not as reliable such as "GradeSaver". Information seems to be up to date. As stated before more information regarding the background history of the novel's setting can be more elaborated upon.

- The Talk page was last active March 2012. It seemed to be critical towards the article being "badly written", adding more vital sections, and correcting factual mistakes. Some of these issues seem to be corrected since then.

title: User:Bjdrechs/sandbox


text:
Talk:666 International

Untitled
Does 666 International really sound like Metallica in any of the songs?

Fair use rationale for Image:Dodheimsgard 666International.jpg
Image:Dodheimsgard 666International.jpg is being used on this article. I notice the image page specifies that the image is being used under fair use but there is no explanation or rationale as to why its use in Wikipedia articles constitutes fair use. In addition to the boilerplate fair use template, you must also write out on the image description page a specific explanation or rationale for why using this image in each article is consistent with fair use.

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 01:37, 3 June 2007 (UTC)

title: Talk:666 International


text:
Trinity Catholic High School (Connecticut)

Trinity Catholic High School was a regional, coeducational Catholic school for grades 9-12 located in Stamford, Connecticut. The school closed at the end of the 2019–2020 academic year. It served parts of Fairfield County, Connecticut and Westchester County, New York. The school was a member of the FCIAC athletic conference. Trinity Catholic was accredited by the New England Association of Schools and Colleges, Inc. and the Connecticut Department of Education. It is located in the Roman Catholic Diocese of Bridgeport.

The school is situated on a 26 acre campus at 926 Newfield Avenue. The school had an initial capacity of approximately 1,200 students, however, due to cost concerns and the demand for smaller student to faculty ratios, has since reduced its enrollment in order to set itself apart from other schools. It was originally known as Stamford Catholic High School, but after other local Catholic Schools closed, was grouped with remaining students to create Trinity Catholic High School.

On February 27, 2020, the Most Reverend Frank J. Caggiano, Bishop of Bridgeport, announced that Trinity Catholic High School would not reopen its doors for the 2020–21 academic year due to enrollment and budget issues.

Notable alumni

 * Andrew P. Bakaj - Former Department of Defense and CIA official; lead counsel for the Whisteblower during the Impeachment Inquiry and the subsequent Impeachment of President Donald Trump.
 * Dave Puzzuoli, former NFL player (graduated at the school when it was called Stamford Catholic High School)
 * Dan Sileo, former NFL player (graduated at Stamford Catholic High School)


text:
Talk:Introduction to Programming/Scope

I fleshed out this page from the "placeholder" sentence that was provided. I notice that I left a good amount of generalizations unqualified, a few of which have common exceptions, but does this fit the theme of "Introduction to Programming"? Pnguyen 16:44, 16 February 2007 (UTC)

title: Talk:Introduction to Programming/Scope


text:
solar engine

Noun

 * 1) Any engine that converts energy from the sun into electrical or mechanical energy; especially such an engine used for the propulsion of a spacecraft.

title: solar engine


text:
Talk:Dee Nasty

WikiProject class rating
This article was automatically assessed because at least one article was rated and this bot brought all the other ratings up to at least that level. BetacommandBot 03:02, 27 August 2007 (UTC)

title: Talk:Dee Nasty


text:
Ken Kelley

Ken Kelley may refer to:

 * Ken Kelley (journalist) (1949–2008), American journalist and publisher
 * Ken Kelley (American football) (born 1960), American linebacker

title: Ken Kelley


text:
User:Kizer/Web Page/Dreamweaver/table

How to insert.. A table

1.	In dreamweaver,click on this toolbar section at top: 2.	After you have clicked on the table toolbar,you will then have to click on the table icon that looks like this: 3.	Once you have clicked on that icon,a box will appear: 4.	Under row,you want to type in the number of rows that you want for your table For example,If you want 6 rows,your table will look like this: 5.	Under columns,you want to put the number of columns that you want. n dreamweaver,click on this toolbar section at top: 6.	Type in the width of your choice on how big you would like it,and the border size if necessary. 7.	click ok,and your table will appear in your dreamweaver document

title: User:Kizer/Web Page/Dreamweaver/table


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Fier railway station

Fier railway station (Stacioni hekurudhor i Fier) is a railway station that serves the city of Fier in Fier County, Albania.

The station opened in 1968 after an extension from Rrogozhine was completed. It was a terminus until the line was extended southwards to Ballsh in 1975, though passenger services south of Fier did not commence until 1985.

Like Laç, Fier was a busy transportation hub in the days of the People's Socialist Republic of Albania for ores and fertiliser freight at a time when road infrastructure was still underdeveloped. In 1991, the International Fertilizer Development Center reported that 80-90% of fertiliser produced in Fier and Laç was transported by rail. Although the journey estimates were optimistic, the transportation methods were not suitable and were in need of revision.

title: Fier railway station


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User:Psnfee

--Psnfee (talk) 00:13, 8 February 2015 (UTC)--Psnfee (talk) 00:13, 8 February 2015 (UTC)ddddd--Psnfee (talk) 00:13, 8 February 2015 (UTC)dddddddddddddddd--Psnfee (talk) 00:13, 8 February 2015 (UTC)ddddddddddddddddd--Psnfee (talk) 00:13, 8 February 2015 (UTC)ddddddddddddddd--Psnfee (talk) 00:13, 8 February 2015 (UTC)dddddddddddd--Psnfee (talk) 00:13, 8 February 2015 (UTC)dddddddddd

title: User:Psnfee


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User:Jcwasheregt

Hello, this is my user page as a Wikipedia user. I am currently working translating some Spanish articles into English. Still actively learning about editing in Wikipedia.

title: User:Jcwasheregt


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Swanley Horticultural College

Swanley Horticultural College, founded in 1889, was a college of horticulture in Hextable, Kent, England. It originally took only male students but by 1894 the majority of students were female and it became a women-only institution in 1903.

Early history
The college was registered as The Horticultural College and Produce Company, Limited on 30 January 1889. Businessman Arthur Harper Bond (1853–1940) described how he had wished to "do something in the way of applying scientific principles to fruit-growing" and met a man who offered "his" property at Swanley as its base. Bond occupied the property to set up "the Horticultural College", but it later transpired that the property belonged to naval architect and politician Edward Reed. Bond bought it from Reed as "the only way to extricate myself from a difficult position and save my pet scheme from extinction". The college's lecture theatre was the saloon designed by Reed for SS Bessemer, which had been built to swing on gimbals in an attempt to relieve sea-sickness at the request of Henry Bessemer: Reed had installed it as a billiards room adjacent to the main house. The objectives stated in the initial company memorandum of association included "the training of pupils in agriculture and horticulture, and in all matters connected with the cultivation and utilization of land for horticultural farming, grazing, gardening or other purposes either at home or abroad".

Within the college's first month a woman had enquired about admission, but the college did not initially admit women. Alderman Emma Cons and her friend Ethel Gertrude Everest spent a few weeks in 1890 working at the college alongside the male students to demonstrate that women could cope with the physical labour, and in May 1891 Cons called a meeting in London at the Women's London Gardening Association's premises, at which the prospectus for the "Ladies' Branch" (later the "Women's Branch") of the college was drawn up. A residential hostel for women students, "South Bank" in Swanley run by Elizabeth Watson, opened in 1891, and the first female student, Mrs Benison, joined the college on 13 June 1891. By 1896 there were more female students than male, and in 1902 the board agreed to restrict admission to women students only: the last male student finished his studies in 1903.

College history
The first woman principal was Fanny Wilkinson from 1904 to 1916 and 1921 to 1922. Two of the college's first graduates, Annie Gulvin and Alice Hutchins became the first women gardeners at Royal Botanic Gardens, Kew. Later graduates were Brenda Colvin and Sylvia Crowe. Frances Micklethwait was Principal at Swanley in 1922, where she had once been a student. She had previously been a chemist at University College, London.

In 1939 with the outbreak of war the college and its students were evacuated to Sutton Bonington in Nottinghamshire, then the premises of the Midlands Agricultural and Dairy College, but they returned to Swanley in September 1942. The college was hit by Luftwaffe bombs on 1 March 1944, causing considerable damage to Hextable House.

Merger and current use
In 1945 the college was merged with South Eastern Agricultural College, and as Wye College became part of the University of London, finally closing in 2009. The Kent Horticultural Institute was established at Hextable in 1949 and later merged with the Kent Farming Institute to form Hadlow College, established in 1968, which traces its origins back to include Swanley.

The college's botany laboratory building is now used as a local heritage centre, and the gardens form a public park.

title: Swanley Horticultural College


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Antoshikha

Antoshikha (Антошиха) is a rural locality (a selo) in Masalsky Selsoviet, Loktevsky District, Altai Krai, Russia. The population was 106 as of 2013. There are 2 streets.

Geography
Antoshikha is located on the Paseka River, 35 km southeast of Gornyak (the district's administrative centre) by road. Kryuchki and Masalsky are the nearest rural localities.

title: Antoshikha


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Talk:Deborah Secco

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Deborah Secco. 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/20140103134822/http://www.cinemarcado.com.br/2013/11/17/primeiras-imagens-a-estrada-do-diabo-com-deborah-secco-e-lucio-mauro-filho/ to http://www.cinemarcado.com.br/2013/11/17/primeiras-imagens-a-estrada-do-diabo-com-deborah-secco-e-lucio-mauro-filho/

Cheers.— InternetArchiveBot  (Report bug) 06:48, 31 December 2017 (UTC)

title: Talk:Deborah Secco


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Wikibooks talk:Chemistry bookshelf

Hi. I'm working on the Wikiversidad:Departamento de Química. We are in serious need of wikibooks about chemistry in spanish. Maybe some of you are not aware of the Wikiversidad:Prácticas de traducción]. If some of you are interested in improving your spanish-writing skills by translating a wikibook about chemistry to spanish, I'm currently offered as a corrector :) -- 4lex 17:38, 8 Nov 2004 (UTC)

title: Wikibooks talk:Chemistry bookshelf


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Wikijunior:Big Cats/Tiger

Their speed and agility give the tiger the title of "Top Predator," over the larger but slower grizzly bear. The tiger is the largest and most powerful cat species living today. A well rounded athlete, the tiger can climb (though not well), swim, leap great distances and pull with five times the force of a strong human. The tiger is in the same group (Genus Panthera) as lions, leopards, and jaguars. These four cats are the only ones who can roar. The tiger's roar is not like the full-voiced roar of a lion, but more like a sentence of snarly, shouted words.

Where do tigers live?

Tigers live in forests and grasslands of eastern and southeastern Asia. They live in countries such as Bangladesh, Bhutan, China, India, Nepal, Cambodia, Laos, Malaysia, Myanmar, Thailand and Vietnam, Indonesia (Sumatra), and the Russian Far East. The Bengal Tiger is the national animal of Bangladesh and India. They also live in West Bengal, India.

What do tigers look like?

Like the other big cats, tigers are built much like the much smaller domestic cats that people often have as pets; they are just much bigger and more powerful.

Tigers are usually orange or reddish orange with very bold, uneven black stripes and white areas on the chest, neck, belly and inside of the legs. Their stripes act as camouflage, making it difficult for them to be seen when they are among the trees and shrubs of the jungle. The stripes will vary with each individual tiger.

A tiger usually is about 6 ft to 9 ft in length from nose to tail tip. A large tiger might be 10 ft (3 meters) long. The tail is about 36 inches (91 cm or 3 ft). Tigers weigh about 350 to 550 pounds (160 to 250 kg).

Tigers have very strong teeth and jaws. Their paws are soft and heavily padded, sheathing large, very sharp claws. They also have short, thick, and soft fur and thick long whiskers.

White tigers are those who are born with a certain genetic defect causing loss of pigment in their skin, eyes and fur. These tigers can be white with black, grey, very dark blue, or no stripes; they are not albino.

This loss of pigment is unfortunate for tigers in the wild because their camouflage becomes inadequate. However, this trait may be even more unfortunate for tigers held in captivity. White tigers held in captivity are often forced to breed with their mothers, fathers, siblings, etc. This is usually done to assure that another white tiger cub will be born due to the fact that they are rare and draw in large crowds to zoos, circuses and magic shows. Because these unusually colored tigers are so beautiful and rare, the majority of the public is oblivious to the horrible effects that inbreeding causes in tiger cubs.

These effects may include: an elevated incidence of recessive genetic diseases; reduced fertility both in litter size and in sperm viability; increased congenital defects such as cryptorchidism, heart defects, cleft palates, fluctuating asymmetry (such as crooked faces, or uneven eye placement and size); lower birthweight; loss of immune system function; slower growth rate, smaller adult size; mental retardation, and an increased risk of infant mortality.

What do tigers eat, and how do they catch their prey?
Tigers mostly feed on plant-eaters, or herbivores, like elk, deer, wild pigs, and buffalo. Like the majority of cats, they are solitary hunters, meaning they hunt alone. When a tiger has spotted its prey, it may seek out a good location where it can hide, staying close to the ground, and wait for the perfect moment to pounce and ambush its prey. But when prey becomes scarce tigers also hunt peacocks and rabbits. Resourceful as they are, they also catch and eat fish, as tigers are good swimmers.

People who traditionally live in areas where tigers hunt have learned to avoid tiger attacks by wearing a face-mask on the backs of their heads. Tigers prefer to approach other animals from behind and think twice about pouncing when they can see a face. Fortunately, they rarely attack humans unless they are too ill to hunt their normal prey. . Tigers that attack humans are called man-eaters. Jim Corbett was a famous hunter and conservationist who killed many man-eating tigers in India.

Fun facts

 * Tigers are striped through and through. If you were to shave a tiger, and few ever have, you would see the stripes on the skin.
 * Tigers are superb swimmers, unlike most other cats. They have been known to board fishing boats from the waters in which they swim. Usually they swim because they want to cool off.
 * No two tigers have exactly the same pattern of stripes.
 * The Siberian tiger is the world's largest naturally occurring cat.
 * A tiger was once measured to be 13 feet long.
 * Although the tiger is best known for killing with its jaws and teeth, a tiger is strong enough (like bears) to kill animals as large as cattle with a swipe of its paw.
 * A tiger named Shere Khan is the arch-villain of Rudyard Kipling's The Jungle Book as the nemesis of the "man-cub" Mowgli.
 * A Bengal tiger named "Richard Parker" is a key character in the novel (and highly-successful movie) "The Life of Pi" who must share a boat with a young man cast adrift at sea after the sinking of a ship during a hurricane.
 * Tigers are orange because it helps them to camouflague in the grass to catch their prey because their prey are colourblind.

For more information
Next Topic: Leopards
 * Tijgeritorium Everything you want to know about tigers!!!
 * Wikipedia: Tiger
 * Save the Tiger Fund

Wikijunior Großkatzen/ Tiger fr:Wikijunior:Les félins/Les tigres Wikijunior Grandi felini/Tigre zh:Wikijunior:大猫/老虎

title: Wikijunior:Big Cats/Tiger