text:
Aidan Girt

Aidan Girt is a Canadian drummer for the Montreal-based post-rock collectives Godspeed You! Black Emperor, and Exhaust. He is also a solo electronic artist under the names OSB, 1-Speed Bike, and Bottleskup Flenkenkenmike and continues to record (with others) in Some Became Hollow Tubes.

Career
In 1994, Girt co-founded Godspeed You! Black Emperor. Girt, along with Gordon Krieger and Mike Zabitsky, formed the group Exhaust; they performed in Montreal for a short time and released a single in 1996. In 1998, the three released a self-titled album and, in 2001, a studio album, Enregistreur.

Girt played drums as a guest musician on the debut album of A Silver Mt. Zion in 2000.

As 1-Speed Bike, Girt released a number of solo albums and EPs, including El Gallito in 2004

In 2019 Girt began releasing music as a duo with guitarist Eric Quach under the name Some Became Hollow Tubes.

Godspeed You! Black Emperor

 * F♯A♯∞ (Constellation Records, 1997)
 * Slow Riot for New Zero Kanada (Constellation Records, 1999)
 * Lift Your Skinny Fists Like Antennas to Heaven (Constellation Records, 2000)
 * Yanqui U.X.O. (Constellation Records, 2002)
 * 'Allelujah! Don't Bend! Ascend! (Constellation Records, 2012)
 * Asunder, Sweet and Other Distress (Constellation Records, 2015)
 * "Luciferian Towers" (Constellation Records, 2017)
 * G_d's Pee at State's End! (Constellation Records, 2021)

Exhaust

 * 230596 7" cassette (self-released, 1996)
 * Exhaust (Constellation Records, 1998)
 * Enregistreur (Constellation Records, 2002)
 * Grenadilla Splinters (self-released, 2011)

A Silver Mt. Zion

 * He Has Left Us Alone but Shafts of Light Sometimes Grace the Corner of Our Rooms... (Constellation Records, 2000)

1-Speed Bike

 * Droopy Butt Begone! (Constellation Records, 2000)
 * I'm a Pretzel on a Stealth Mission to Kill the President (Broklyn Beats, 2002)
 * Limp Penis (self-released, 2003)
 * El Gallito (Broklyn Beats, 2004)
 * Klootzak Keizer (Broklyn Beats, 2005)
 * Someone Told Me Life Gets Easier in Your 50s (Broklyn Beats, 2005)
 * A Swimmer in the Ocean Is Not Afraid of the Rain (Bully Records, 2006)
 * Pashto Translator Needed (self-released, 2010)
 * This Country is Torture (Bad Panda Records, 2011)
 * Robbery (self-released, 2013)

Bottleskup Flenkenkenmike

 * Untitled 12" (Toolbox, 2002)
 * Looks Like Velvet, Smells Like Pee (Broklyn Beats, 2002)

Some Became Hollow Tubes

 * In 1988 I Thought This Shit Would Never Change (self-released, 2019)
 * Keep it in the Ground (Gizeh Records, 2019)

title: Aidan Girt


text:
Talk:John M. Scholes

What Wadler paper is it that inspored dfns? I only find the editorial in that time period: https://academic.oup.com/comjnl/search-results?q=wadler&fl_SiteID=5271&SearchSourceType=1&allJournals=1&rg_ArticleDate=01/01/1988%20TO%2012/31/1990&dateFilterType=range&noDateTypes=true&rg_SearchResultsPublicationDate=01/01/1988%20TO%2012/31/1990&rg_VersionDate=01/01/1988%20TO%2012/31/1990 — Preceding unsigned comment added by <IP_ADDRESS> (talk) 17:59, 25 February 2024 (UTC)

source: wikimedia

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

title: Talk:John M. Scholes


text:
Cell Biology/Introduction/What is living

The question, "What is life?" has been one of many long discussions and the answer may depend upon your initial definitions.

Life is cells. Cell theory consists of three basic points.
 * 1) All living things are made of cells.
 * 2) The cell is the smallest living thing that can perform all the functions of life.
 * 3) All cells must come from preexisting cells.

Some definitions of life are:
 * 1) The quality that distinguishes a vital and functional being from a non-living or dead body or purely chemical matter.
 * 2) The state of a material complex or individual characterized by the capacity to perform certain functional activities including metabolism, growth, and reproduction.
 * 3) The sequence of physical and mental experiences that make up the existence of an individual.

Seven Criteria
In biology, whether life is present is determined based on the following seven criteria:

 * 1) It should maintain some balanced conditions in its inner structure. This is called Homeostasis
 * 2) Its structure is highly organized.
 * 3) It should be able to break down or build up nutrients to release or store energy based on need. This is called Metabolism
 * 4) It should grow, which means its structure changes as time goes by in an advantageous manner.
 * 5) It should show adaptation to the environment.
 * 6) It should be able to respond to environmental stimuli on demand (as opposed to adaptation, which occurs over time).
 * 7) It should be able to reproduce itself.

Another way of remembering the seven life processes for children is:-

Movement Respiration Sensitivity Growth Reproduction Excretion Nutrition

Note the beginning letter of all the seven life processes, it spells out MRS GREN.

Virus Controversy
This definition of life has got some problems to it though: As an example, let's take viruses. Just by your intuition, what would you say: Are viruses alive or dead? Most people's intuitive answer is: Viruses are alive. When we suffer from any viral infection, we have the feeling that these viruses that cause our infection are alive. According to the seven principles as shown above, viruses are dead, as dead as a piece of plastic: They can't reproduce themselves. To understand that, we want to make a quick excursion to the replication mechanism of viruses: Viruses are really strange in their reproduction technique. Humans and other animals reproduce by the means of sexual intercourse, bacteria do something called binary fission: They divide. One cell divides itself into two, the two daughter cells divide again an so on. The point here is that both bacteria and animals or humans reproduce actively without any help from outside. Keep this point in mind as we move on to the viruses. Viruses need other cells to reproduce. They "drill" their way into another cell, called the host cell. Here, they release the genetic material they carry and, by a complex mechanism that shouldn't be explained further at this point, force their host cell to produce exact copies of the virus. After some time, the host cell is full of viruses and bursts, releasing the new viruses into the environment. Thus viruses need help to reproduce. They can't reproduce at all without a host cell and therefore do not fulfill the requirement "It should be able to reproduce itself". Looking at the other parts of the definition we find that viruses maintain some degree of homeostasis (1), being able to keep its protenatious and nucleic machinery separated from the outside world. Viruses also show adaptation(5), with their ability to mutate in order to affect new organisms. In addition to the reproduction problem, they also fail to meet the other requirements, showing no cellular organization (2) (or indeed cells at all), metabolism (3), or growth (4).

This example is just to illustrate the problems that arise using this definition. Life is not something one can define as any other technical term in science. Life arose from dead matter around 4 billion years ago. When life can arise from dead matter, there can't be a precise border line between these two.

The cell is alive, what about parts of it?
Organelles are parts of eukaryotic cells (ones having a nucleus). They help the cell carry out its task. But, are they alive? Do they meet 7 criteria?

When a cell divides into two, organelles also 'reproduce'. They also age from young to old and then die. Some of them carry out the task of taking food, converting it to nutrients and energy. They can also react to stimuli, and surely they can evolve. Of course one can argue that all the above are coordinated by the nucleus. But it seems there are some signs of life there.

Yes, there are! Scientists have proven that some bacteria, in its evolutionary way, had found a home in other cells. They felt comfortable when living there, and gradually, they have become a part of that cell. Chloroplasts, for example, used to be bacteria. At some point in their evolutionary history these cyanobacteria formed a mutual symbiosis with the proto-eukaryote ancestors of algae. Since that time, chloroplasts have been helping plant cells photosynthesize.

Another example is mitochondria, organelles that produce energy for eukaryotes. Very likely a parasitic organism originally, the ancestor of the mitochondria we see today colonized the larger proto-eukarotes. It is unknown if the mitochondrial ancestor originally had a metabolic role in its life cycle or if it adapted to the changing conditions after it was engulfed.


text:
File:Allaglowagain!.jpg

Fair use in the album article All Aglow Again!
This image is subject to copyright, and its use is covered by the U.S. fair use laws because:
 * 1) It is a low resolution copy of a CD album cover.
 * 2) It does not limit the copyright owner's rights to sell the album in any way.
 * 3) There is no possibility of making illegal copies of the album artwork on another CD.
 * 4) The image on the cover is significant as it portrays Peggy Lee. Gareth E Kegg 09:28, 26 May 2007 (UTC)

title: File:Allaglowagain!.jpg


text:
User:CadCossie/sandbox

50 tips to win in the Pixel Gun 3D Battle Royale game mode

1. The best and cheapest trails and shovels come from the battle pass 2. If you lack a good glider or are new to

https://www.commonsensemedia.org/movie-reviews/x-men-first-class the game mode, play Mainland. Small Isle, depending on chest formation, may be a game of “who lands first”. 3.

title: User:CadCossie/sandbox


text:
subulate

Adjective

 * 1)  Awl-shaped; tapering into a sharp point from a broader base.

Usage notes
"Subulate" is usually used for organs with volume; acuminate describes only the apex of an organ; a lanceolate shape is broadest somewhere below the middle, not at the base.

title: subulate


text:
User:Theperryboy

the perry boy. aka charlie roberts. father. ex-husband. sharpe skinhead.

born in newark, nottinghamshire 1970 august 9.

he is a diamond geezer.

title: User:Theperryboy


text:
User:Jennifer (Kray) Parker

Jennifer Parker (born 1968) is a Professor of Art and founding Director of the OpenLab Collaborative Research Center at the University of California Santa Cruz where she has worked since 1999. After receiving her BA in art from the College of Creative Studies at the University of California Santa Barbara in 1990. She attended the Skowhegan School of Painting and Sculpture in Maine in the summer of 1990 and an MFA in sculpture from Mason Gross School of the Arts of Rutgers University in 1992.

title: User:Jennifer (Kray) Parker


text:
Wikiversity talk:Archive/No early policies

Votes

 * Eclecticology 18:12, 22 August 2006 (UTC)
 * IlyaHaykinson 01:48, 23 August 2006 (UTC)
 * TimNelson 07:55, 28 August 2006 (UTC)
 * mirwin 11:38, 26 October 2006 (UTC)

Hypocrisy?
This page was moved here by TimNelson. Therefore there is no hypocrisy involved in its being a proposed policy (which is what it essentially is)

Comments
Without a straw poll how are individuals to reach a conclusion regarding the "accumulated wisdom" of the participating community? Certainly no poll today is binding on the future community. Are any of the policies above not wise? If so, how should the community go about reversing/modding them without some kind of poll to gauge the current community members views? Mirwin 11:30, 23 August 2006 (UTC)

Without even temporary policies, how should wikiversity deal with vandalism, plagiarism, and other issues? Do you propose to give each custodian a blank cheque?--Hillgentleman 11:54, 26 October 2006 (UTC)


text:
ISCO

Isco (born 1992) is a Spanish footballer. ISCO or Isco may refer to:

 * Innermost stable circular orbit, The smallest stable orbit around a black hole
 * International Standard Classification of Occupations, an International Labour Organization (ILO) classification structure
 * Information Sharing Customer Outreach, a directorate within the office of the Chief Information Officer (CIO) under the Office of the Director of National Intelligence (ODNI) of the U.S.A.
 * In situ chemical oxidation, a way to remediate organic contamination below the ground surface by direct injection of oxidants
 * ISCO (videogame developer) (イスコ) of Japan

title: ISCO


text:
Talk:The Lovers

Untitled
I removed the "Examples" section since it was entirely Original Research which Wikipedia does not allow. I left the "mythopoeteic interpretation" section because that may have come from a reputable source but it seems to be something based on personal interpretation like the "Examples" section. - DNewhall

Unverifiable and unbalanced content
The article is just personal opinions from an occult enthusiast about the nature and meaning of a particular tarot card. No peer reviewed books or journal articles are cited. No references or footnotes are given. When a new statement is added, the source needs to be cited, and the source needs to be verifiable, and reliable. Waite is not an unbiased, factual source on the history or evolution of tarot cards. The work can be cited properly, however: "Waite's opinion in his book The Pictorial Key to the Tarot ... etc" The other sources are completely suspect as to their academic nature.

The card in question has a history of over 500 years in European card games in which it is used as trump card (see Tarocchi). The article is unbalanced in that it only features the recent uses of the card for divination. This makes the article biased due to its recentism. Since the article ignores use of the card for game play in Europe and other parts of the world, it offers an anglo-american perspective that raises NPOV issues. There are academic sources and sources from international organizations discussing the history and evolution of the Lovers card (know original as the Love card) as well as its use in games. These need to be utilized. - Parsa 06:45, 23 January 2007 (UTC)

title: Talk:The Lovers


text:
August Schmidt (journalist)

August Schmidt (9 September 1808 – 13 October 1891) was an Austrian music writer, journalist, association organizer and musician.

Education and career
Born in Vienna, August Schmidt, son of the musician as well as civil servant Adam August Schmidt (1777-1847), took the school-leaving examination at the Viennese Bundesgymnasium Wien 8 in 1824. Schmidt, who had already received violin lessons from his father at the age of five, was subsequently trained as a singer by Johann Baptist Henneberg and Ludwig Schwarzböck. In 1828 he began his military service, and in 1834 he was transferred to the national debt register in the position of a cash officer. After he had been promoted there, he retired in 1870.

Activities
The active musician and composer of Liedern, Waltzs and concert pieces for violin made a name for himself as a music writer, journalist and organiser of associations. August Schmidt played a leading role in the founding of the Vienna Philharmonic. (1842), of the Wiener Männergesang-Verein (1843) and the mixed choir association Wiener Singakademie (1858). Schmidt, who had been publishing poems, stories and travelogues in newspapers and magazines since 1836, founded the "Allgemeine Wiener Musikzeitung" in 1841, which was influential in the development of Viennese musical life, and he was its publisher and editor until 1847. Afterwards he was correspondent of the Süddeutsche Musik-Zeitung from 1852 to 1854 and from 1856 to 1872 music advisor of the Wanderer.

Schmidt published, among other things, his music biographical compilation Denksteine in 1848, Geschichte des Wiener Männergesang-Vereins in 1860 and Monographie des Madrigals in 1890.

His grave is located at the Vienna Central Cemetery.

Honors
In 1839 the philosophical faculty of the Friedrich-Schiller-Universität Jena awarded Schmidt an honorary doctorate (Dr. phil.) in recognition of his services. On 24 February 1840, the same university also awarded Robert Schumann this title.

Work

 * Orpheus. Musikalisches Album, Vienna: Volke 1840–1842 (Orpheus : musikalisches Album on Heinrich Heine Universität)
 * Denksteine. Biographien, Vienna 1848 (Numerized)
 * Der Wiener Männergesang-Verein. Geschichtliche Darstellung seines Entstehens und Wirkens zur Feier seines fünfundzwanzigjährigen Jubiläums, Vienna 1868 (Numerized)

title: August Schmidt (journalist)


text:
Humberto Grondona

Humberto Grondona (born 27 October 1957) is an Argentine football coach.

Career
He is the son of Julio Grondona, former president of the Argentine Football Association. During the 2014 FIFA World Cup, match tickets were sold on the black market with his name printed on.

In 2013, he coached the Argentina national under-17 football team at the 2013 South American Under-17 Football Championship to their third title.

A year later, he coached the Argentina national under-20 football team at the 2015 South American Youth Football Championship.

Honours

 * Argentina U17
 * South American Under-17 Football Championship: 2013
 * Argentina U20
 * South American Youth Football Championship: 2015

title: Humberto Grondona


text:
Kristin Pudenz

Kristin Pudenz (born 9 February 1993) is a German athlete specialising in the discus throw. She won a gold medal at the 2017 Summer Universiade and a bronze medal at the 2015 European U23 Championships.

Pudenz won the silver medal at the 2020 Summer Olympics and 2022 European Championships, where she set a personal best of 67.87 metres.

title: Kristin Pudenz


text:
Algebra/Arithmetic/Numerical Axioms

Numerical Axioms
It is possible to define a regular set of numbers in a formal fashion. The set of Peano axioms define the series of numbers known as the natural numbers. They are as follows:

 * 1) There is a whole number 0.
 * 2) Every natural number a has a successor, denoted by a + 1.
 * 3) There is no natural number whose successor is 0.
 * 4) Distinct natural numbers have distinct successors: if a <> b, then a + 1 <> b + 1.
 * 5) If a property is possessed by 0 and also by the successor of every natural number it is possessed by, then it is possessed by all natural numbers.

Let us attempt to motivate these axioms. We want these axioms to eliminate any set which is not the natural numbers. E.g., any set fulfilling the above should at least be infinite.

The first two are obvious properties of the natural numbers (and of integers) as we know them. Note that some prefer to use 1 as the lowest number. The reason for choosing zero has root in [set theory], in which the first natural number is chosen as the empty set $$\emptyset$$.

The 3rd axiom prevents circularity. If this axiom was not included, defining $$0 + 1 = 0$$ would trivially fulfill the remaining axioms --- prove this for yourself by considering each remaining axiom!

The 4th prevents a partial loop. Consider a the set $$\{0,1\}$$ and set $$0+1=1$$ and $$1+1=1$$. This set fulfills every axiom but the 4th --- prove this for yourself.

The 5th is sometimes called the induction axiom. It ensures that the set is connected, i.e. that we can reach any number by using the 2nd axiom repeatedly on 0. An example of a set that fulfills every axiom but the 5th is $$\left\{0, \frac{1}{2}, 1, \frac{3}{2}, \dots\right\}$$ with the usual meaning of +1.

From this we can deduce the existence of a series of quantities like this:

 * 0
 * 0 + 1
 * 0 + 1 + 1
 * 0 + 1 + 1 + 1
 * 0 + 1 + 1 + 1 + 1
 * 0 + 1 + 1 + 1 + 1 + 1
 * and so on

where '0' is a constant and the first natural number and '1' is a constant natural number equivalent to the difference in value between two consecutive natural numbers.

This set is sufficient for counting. However, it is inconvenient to refer to a large natural number as '0' followed by the requisite large number of '+ 1' expressions. Due to this, each of the natural numbers is given a label, and to make the labelling easier another axiom is introduced:

 '0 + 1' is equivalent to '1'.

Thus the series of natural numbers may be written so for some brevity:

 * 0
 * 1
 * 1 + 1
 * 1 + 1 + 1
 * 1 + 1 + 1 + 1
 * 1 + 1 + 1 + 1 + 1
 * and so on

Once this is done, giving each quantity its own label is trivial. And so the series of natural numbers can then be written:

 * 0
 * 1
 * 2
 * 3
 * 4
 * 5
 * and so on

title: Algebra/Arithmetic/Numerical Axioms


text:
Talk:David Richardson (Australian journalist)

Ranking
David is arguably one of Australia’s top journalists Neil Jenman (talk) 00:29, 12 November 2014 (UTC)


text:
Talk:List of beaches in Israel

External links modified
Hello fellow Wikipedians,

I have just modified 12 external links on List of beaches in Israel. 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/20140904000351/http://www.tel-aviv-insider.com/beaches-south.php to http://www.tel-aviv-insider.com/beaches-south.php
 * Added archive https://web.archive.org/web/20140903063350/http://www.cityguide.co.il/tel-aviv-areas/west/tel-aviv-beaches/charles-clore-beach/ to http://www.cityguide.co.il/tel-aviv-areas/west/tel-aviv-beaches/charles-clore-beach/
 * Added archive https://web.archive.org/web/20140903112418/http://www.jspace.com/guide/venues/dado-south-beach-the-southern-beach/3088 to http://www.jspace.com/guide/venues/dado-south-beach-the-southern-beach/3088
 * Added archive https://web.archive.org/web/20140903075128/http://www.cityguide.co.il/tel-aviv-areas/west/tel-aviv-beaches/drummers-beach/ to http://www.cityguide.co.il/tel-aviv-areas/west/tel-aviv-beaches/drummers-beach/
 * Added archive https://web.archive.org/web/20140903063334/http://www.cityguide.co.il/tel-aviv-areas/west/tel-aviv-beaches/gordon-beach/ to http://www.cityguide.co.il/tel-aviv-areas/west/tel-aviv-beaches/gordon-beach/
 * Added archive https://web.archive.org/web/20140903063339/http://www.cityguide.co.il/tel-aviv-areas/west/tel-aviv-beaches/metzitzim-beach/ to http://www.cityguide.co.il/tel-aviv-areas/west/tel-aviv-beaches/metzitzim-beach/
 * Added archive https://web.archive.org/web/20140903063344/http://www.cityguide.co.il/tel-aviv-areas/west/tel-aviv-beaches/jerusalem-beach/ to http://www.cityguide.co.il/tel-aviv-areas/west/tel-aviv-beaches/jerusalem-beach/
 * Added archive https://web.archive.org/web/20151208045705/http://www.deadseaguide.com/PageTemplates/Article.aspx?PageId=451 to http://www.deadseaguide.com/PageTemplates/Article.aspx?PageId=451
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 * Added archive https://web.archive.org/web/20151208091256/http://www.deadseaguide.com/pagetemplates/article.aspx?pageid=654 to http://www.deadseaguide.com/pagetemplates/article.aspx?pageid=654
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Cheers.— InternetArchiveBot  (Report bug) 00:15, 29 December 2017 (UTC)

Change title, or remove beaches
Many (all?) of the beaches mention under the heading "Dead Sea" are in the occupied Palestinian territories. This article needs either to:
 * move to another name (List of beaches in Israel and Palestine??), or
 * remove those Dead Sea beaches.

What does people prefer? Huldra (talk) 22:54, 5 December 2019 (UTC)
 * Ok, if you don't hear any objections within a couple of days, I will mv it to List of beaches in Israel and Palestine, Huldra (talk) 20:33, 6 December 2019 (UTC)

Missing beaches
Hi fellow editors. Since I don't meet the 500 edit criterion, maybe somebody else can add the missing beaches on the Bat Yam Seafront, which can be found on that article. Jerusalem9000 (talk) 22:09, 25 March 2021 (UTC)

title: Talk:List of beaches in Israel


text:
J Awards of 2019

The J Award of 2019 is the fifteenth annual J Awards, established by the Australian Broadcasting Corporation's youth-focused radio station Triple J. The announcement comes at the culmination of Ausmusic Month (November). A new award was added in 2019, You Done Good Award. This was added to the existing four awards; Australian Album of the Year, Double J Artist of the Year, Australian Music Video of the Year and Unearthed Artist of the Year.

The eligible period took place between November 2018 and October 2019. The winners were announced live on air on Triple J on Thursday 21 November 2019.

You Done Good Award
An award to an Australian who has "made an impact on the industry through outstanding achievement, social change or altruistic endeavours".

title: J Awards of 2019


text:
Talk:Amherst Area Chamber of Commerce

Is this related to the article...at all?
There are also bounce houses and face painting for children and a beer tent for adults. The Taste of Amherst has had a large effort in the past few years to "green up the event". All of the plates and silverware are made of compostable materials. There are three stations where patrons bring their trash to be sorted into recycling, compost, and waste. Geardona (talk) 14:16, 22 November 2023 (UTC)

title: Talk:Amherst Area Chamber of Commerce


text:
Gases and gas laws

Gases and their Properties
A gas is a state of matter with unique physical properties.

Gases assume the volume and the shape of their container and as such mix evenly and completely. In addition, a gas is the most compressible state of matter (having the lowest density).

The individual molecules which make up a gas can make collisions with the edges of their containers. As such, they exert a force on the container. We call this force the pressure of a gas.

Gasses are the only state of matter that are governed by universal laws. The universal gas constant, R, is unique in that it has relevance to all gasses.

Ideal Gases
A hypothetical "ideal" gas would satisfy the following requirements:

1. A gas molecule has neglible volume, and is separated from other molecules in a gas by distances far greater than its own size.

2. A gas molecule travels in random directions and frequently collide with other gas molecules. These collisions are perfectly elastic, which means that kinetic energy is conserved.

3. Gases exert neither attractive nor repulsive forces on one another.

4. The average kinetic energy of the molecules is proportional to the temperature of the gas.

However, gases do exert forces on one another: that is how they can condense into liquids. And a gas does have volume which is not negligible. This is deviation from ideal behavior (real gas behavior).

Gas Laws
The following gas laws assume ideal behavior:

Avogadro's Law: If temperature and pressure are constant, then the amount of moles of gas in a system is directly proportional to the volume of the system.
 * $$\qquad {n}$$ represents the number of moles in the system. $$\qquad {V}$$ represents the volume of the system.
 * $$\frac{V_1}{n_1} = \frac{V_2}{n_2}$$.

Boyle's Law: If temperature and the number of moles of gas are constant, then the pressure of a system is inversely proportional to the volume of the system.
 * $$\qquad {P}$$ represents the pressure of the system. $$\qquad {V}$$ represents the volume of the system.
 * $$ \qquad P_1V_1 = P_2V_2$$

Charles's Law: If pressure and the number of moles are constant, then the volume of a system is directly proportional to the temperature of the system.
 * $$\qquad {T}$$ represents the temperature of the system. $$\qquad {V}$$ represents the volume of the system.
 * $$\frac{V_1}{T_1} = \frac{V_2}{T_2}$$.

Gay-Lussac's Law: If volume and the number of moles of gas are constant, then the pressure of a system is directly proportional to the tempreature of the system.
 * $$\qquad {T}$$ represents the temperature of the system. $$\qquad {P}$$ represents the pressure of the system.
 * $$\frac{P_1}{T_1}=\frac{P_2}{T_2}$$

The Ideal Gas Law: When we combine together the above laws, we get the ideal gas equation, where P is pressure, V is volume, n is moles, T is temperature, and R is the gas constant, which has various values depending on the unit on pressure:

$$\qquad PV=nRT$$

However, if we take into account some real behavior, we can get an improved version of the Ideal Gas Law. The observed pressure is less than the ideal gas law predicts because the molecules do have interactions with each other, and when they do, it will reduce collisions with the container, and low pressure. The volume is bigger than it should be, because the molecules take up space, which must be accounted for. So, the corrected equation, known as the van der Waals equation, is

$$(P+a\frac{n^2}{V^2})(V-bn)=nRT$$

The value of a depends on how strong the interactions are between molecules. The value of b is related to the size of the molecule. The term bn approximates the excluded volume that is associated with the finite volume that the molecules would occupy.

Many other equations exist relating pressure, temperature and volume of gases. These equations of state are empirically derived and attempt to correct for the real behavior of gases. Some of these equations of state include: Redlich-Kwong, Soave-Redlich-Kwong, Peng-Robertson and the Virial equations of state among others.

Lab(s)

 * /Boyle's law lab/ that measure atmospheric pressure using a hospital syring with weights used to enhance pressure.

title: Gases and gas laws


text:
Wikipedia:Articles for deletion/Austria women's national under-19 floorball team

The result was delete.  So Why  14:17, 4 October 2017 (UTC)

Austria women's national under-19 floorball team

 * – ( View AfD View log  Stats )

No evidence could be found that this is a notable youth team, getting attention beyond routine couverage. Fram (talk) 20:10, 18 September 2017 (UTC)
 * Note: This debate has been included in the list of Women-related deletion discussions. ʍaɦʋɛօtʍ (talk) 22:08, 18 September 2017 (UTC)
 * Note: This debate has been included in the list of Sports-related deletion discussions. ʍaɦʋɛօtʍ (talk) 22:08, 18 September 2017 (UTC)
 * Note: This debate has been included in the list of Austria-related deletion discussions. ʍaɦʋɛօtʍ (talk) 22:12, 18 September 2017 (UTC)

 Relisted to generate a more thorough discussion and clearer consensus.
 * Lovely to see how one of thew worlds highest ranking international youth floorball teams is non-notable and routine... Α Guy into Books ™  § ( Message ) -  20:54, 25 September 2017 (UTC)
 * "One of the workds highest ranking" or one of the only one in the world? It is ranked 15 out of 19, big deal (or it was in May 2016, the ranking hasn't even been updated since). Does it have any notability or is this just WP:ILIKEIT? Fram (talk) 06:41, 26 September 2017 (UTC)

Please add new comments below this notice. Thanks, ansh 666 08:19, 26 September 2017 (UTC)
 * Delete: Merely routine coverage, no indicia of notability.   Montanabw (talk) 02:05, 1 October 2017 (UTC)
 * Delete per nom - can't think of any way of improving this article. Ritchie333 (talk) (cont)  09:45, 4 October 2017 (UTC)


text:
Quadrasteer

Quadrasteer is the name of a four wheel steering system developed by Delphi Automotive while under the ownership of General Motors for use in automobiles. It was available as an option on GM's full-size pickup trucks and 2500 Suburbans for model years 2002 through 2005.

The system enables the vehicle to turn tighter. It was initially a $7,000 option. The cost was lowered to $5,600, $2,000 and eventually $1,000 in order to boost sales. The steering system was popular for applications frequently towing boats, fifth wheels, or other large equipment.

Mechanics
The system was primarily used on pickup trucks. At lower speeds, it turns in opposite direction of the forward wheels to a maximum of 15°, or 12° in trailer mode, decreasing the turning radius as much as 21%. At higher speeds the system will turn the rear wheels slightly in the direction of the front wheels so as to increase stability and control. The rear axle is based on the Dana 60 axle.

Vehicles that offered the upgrade include:

 * Chevrolet Silverado / GMC Sierra models
 * Chevrolet Suburban / GMC Yukon XL

title: Quadrasteer


text:
Portal talk:Professions

If you want to experiment with a radical new version of Portal:Professions you can work at Portal:Professionsnew.

If you update featured content on this portal, make sure that you update Portal:Professions/Featured.

Question
Why does the "Professions" Portal contain various school but few professions? Majority of the contents need to be changed. Rayshan 21:53, 23 August 2006 (UTC)

Practical Arts and Sciences
There is another portal "Practical Arts and Sciences." It seems redundant. --Remi0o 11:40, 14 December 2006 (UTC)

New page format
Use Portal:Professionsnew to design new versions of Portal:Professions. My main goal was to include featured content and links to other Wikiversity content about professions. I used lists of professions such as those mentioned at Professional degree and Profession. --JWSchmidt 00:08, 27 January 2007 (UTC)

title: Portal talk:Professions


text:
Talk:Gottfried von Cramm

Fair use rationale for Image:Von Cramm Bowing to Hitler.jpg
Image:Von Cramm Bowing to Hitler.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) 03:05, 12 February 2008 (UTC)

template "German title|Von"
The template "German title|Von" is used here, but there is no entry for "Von" in that template, hence no explanation shown what that stands for. — Preceding unsigned comment added by Malyacko (talk • contribs) 09:00, 25 May 2013 (UTC)

The template needs to be rewritten. It seems to have been written by a native German speaker and falls into German word order, resulting in confusion in English. "Von" means "of" - see any German dictionary. "Freiherr von Cramm" is equivalent to English "Baron of Cramm." Wallace McDonald (talk) 19:19, 1 October 2014 (UTC)

External links modified
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West German?
...he won the German national championship in 1948 and again in 1949
 * Presumably we should state 'West German'. Valetude (talk) 10:05, 19 December 2020 (UTC)

title: Talk:Gottfried von Cramm


text:
Ülle Madise

Ülle Madise (née Anton; born 11 December 1974) is an Estonian lawyer who has served as Chancellor of Justice since 2015. Madise is the daughter of former member of the Supreme Court of Estonia Tõnu Anton. In December 2021 Madise was re-appointed by the Riigikogu for a second term as Chancellor of Justice.

Biography
Her father is Tõnu Anton, a former member of the Supreme Court of Estonia and signatory of the ratification of the Estonian restoration of Independence. Ülle Madise is also a professor of constitutional law at the University of Tartu.

Education
Madise graduated in 1993 from Tartu Descartes School and in 1998 received a cum laude from the University of Tartu, Faculty of Law.

Work

 * 1997–1998 Specialist, Department of Public Law, Ministry of Justice
 * 1998–2002 Head of the Department of Public Law, Ministry of Justice
 * 2001–2005 Lecturer at the University of Tartu
 * 2002 Parliamentary Adviser to the Minister for Justice
 * 2002–2005 Adviser to the Constitutional Committee of the Riigikogu
 * 2005–2009 Teacher at the Ragnar Nurkse Department of Innovation and Governance, Tallinn University of Technology
 * 2006–2010 Member of the Estonian National Electoral Committee
 * 2009–2015 Legal adviser to the President of Estonia
 * 2009–2011 Professor of Public Law at the Tallinn University of Technology
 * From 2011, professor of constitutional law at the University of Tartu, Department of Public Law, Department of State and Administrative Law
 * From 2015, The Chancellor of Justice of Estonia

title: Ülle Madise


text:
Organic Chemistry/Foundational concepts of organic chemistry/Atomic structure

< History | Electronegativity >

Atomic Structure
Atoms are made up of a nucleus and electrons that orbit the nucleus. The nucleus consists of protons and neutrons. An atom in its natural, uncharged state has the same number of electrons as protons.

The nucleus
The nucleus is made up of protons, which are positively charged, and neutrons, which have no charge. Neutrons and protons have about the same mass, and together account for most of the mass of the atom.

Electrons
The electrons are negatively charged particles. The mass of an electron is about 2000 times smaller than that of a proton or neutron at 0.00055 amu. Electrons circle so fast that it cannot be determined where electrons are at any point in time. The image depicts the old Bohr model of the atom, in which the electrons inhabit discrete "orbitals" around the nucleus much like planets orbit the sun. This model is outdated. Current models of the atomic structure hold that electrons occupy fuzzy clouds around the nucleus of specific shapes, some spherical, some dumbbell shaped, some with even more complex shapes.

Electron shells
Electrons orbit atoms in clouds of distinct shapes and sizes. The electron clouds are layered one inside the other into units called shells, with the electrons occupying the simplest orbitals in the innermost shell having the lowest energy state and the electrons in the most complex orbitals in the outermost shell having the highest energy state. The higher the energy state, the more energy the electron has, just like a rock at the top of a hill has more potential energy than a rock at the bottom of a valley. The main reason why electrons exist in higher energy orbitals is because only two electrons can exist in any orbital. So electrons fill up orbitals, always taking the lowest energy orbitals available. An electron can also be pushed to a higher energy orbital, for example by a photon. Typically this is not a stable state and after a while the electron descends to lower energy states by emitting a photon spontaneously. These concepts will be important in understanding later concepts like optical activity of chiral compounds as well as many interesting phenomena outside the realm of organic chemistry (for example, how lasers work).

Electron orbitals
Each different shell is subdivided into one or more orbitals, which also have different energy levels, although the energy difference between orbitals is less than the energy difference between shells.

Longer wavelengths have less energy; the s orbital has the longest wavelength allowed for an electron orbiting a nucleus and this orbital is observed to have the lowest energy.

Each orbital has a characteristic shape which shows where electrons most often exist. The orbitals are named using letters of the alphabet. In order of increasing energy the orbitals are: s, p, d, and f orbitals.

As one progresses up through the shells (represented by the principal quantum number n) more types of orbitals become possible. The shells are designated by numbers. So the 2s orbital refers to the s orbital in the second shell.

S orbital
The s orbital is the orbital lowest in energy and is spherical in shape. Electrons in this orbital are in their fundamental frequency. This orbital can hold a maximum of two electrons.

P orbital
The next lowest-energy orbital is the p orbital. Its shape is often described as like that of a dumbbell. There are three p-orbitals each oriented along one of the 3-dimensional coordinates x, y or z. Each of these three "p" orbitals can hold a maximum of two electrons.

These three different p orbitals can be referred to as the px, py, and pz.

The s and p orbitals are important for understanding most of organic chemistry as these are the orbitals that are occupied in the type of atoms that are most common in organic compounds.

D and F orbitals
There are also D and F orbitals. D orbitals are present in transition metals. Sulphur and phosphorus have empty D orbitals. Compounds involving atoms with D orbitals do come into play, but are rarely part of an organic molecule. F are present in the elements of the lanthanide and actinide series. Lanthanides and actinides are mostly irrelevant to organic chemistry.

Filling electron shells
 On WP: Electron configuration

When an atom or ion receives electrons into its orbitals, the orbitals and shells fill up in a particular manner.

There are three principles that govern this process:
 * 1) the Pauli exclusion principle,
 * 2) the Aufbau (build-up) principle, and
 * 3) Hund's rule.

Pauli exclusion principle
 On WP: Pauli exclusion principle

No two electrons in an atom can have all four quantum numbers the same. What this translates to in terms of our pictures of orbitals is that each orbital can only hold two electrons, one "spin up" and one "spin down".

Hund's rule
This states that filled and half-filled shells tend to have additional stability. In some instances, then, for example, the 4s orbitals will be filled before the 3d orbitals.

 On WP: Hund's rule

This rule is applicable only for those elements that have d electrons, and so is less important in organic chemistry (though it is important in organometallic chemistry).

Octet rule
The octet rule states that atoms tend to prefer to have eight electrons in their valence shell, so will tend to combine in such a way that each atom can have eight electrons in its valence shell, similar to the electronic configuration of a noble gas. In simple terms, molecules are more stable when the outer shells of their constituent atoms are empty, full, or have eight electrons in the outer shell.

The main exception to the rule is helium, which is at lowest energy when it has two electrons in its valence shell.

Other notable exceptions are aluminum and boron, which can function well with six valence electrons; and some atoms beyond group three on the periodic table that can have over eight electrons, such as sulphur. Additionally, some noble gasses can form compounds when expanding their valence shell.

Hybridization
 On WP: Orbital hybridization

Hybridization refers to the combining of the orbitals of two or more covalently bonded atoms. Depending on how many free electrons a given atom has and how many bonds it is forming, the electrons in the s and the p orbitals will combine in certain manners to form the bonds.

It is easy to determine the hybridization of an atom given a Lewis structure. First, you count the number of pairs of free electrons and the number of sigma bonds (single bonds). Do not count double bonds, since they do not affect the hybridization of the atom. Once the total of these two is determined, the hybridization pattern is as follows:

Sigma Bonds + Electron Pairs    Hybridization 2                      sp               3                       sp2 4                      sp3

The pattern here is the same as that for the electron orbitals, which serves as a memory guide.

<< Foundational concepts | < History | Atomic Structure | Electronegativity > | Alkanes >>


text:
Talk:French/Archive 2

I can help you

 * I correct some (small) grammar errors (french grammar is horrible and so complicated). I can help you if you want me to verify the french. Sorry i can not speak english very well. I am french. Merrheim 16:25, 3 March 2006 (UTC)
 * et si vous voulez parler français écrivez des phrases et je les corrigerais. Merrheim 16:50, 3 March 2006 (UTC)
 * Merci de votre aide. La majeure partie de ce livre est des tables de grammaire et de vocabulaire. On doit créer "une voix unique" pour ce livre. La chose la plus importante que vous pouvez faire est écrire un introduction and un lecture pour chaque leçon, particulièrement si vous avez la connaissance de la vie et la culture en France. Par le niveau trois de ce livre, je crois qu'on pourrait parler normalement (sans simplification) dans ces lectures. (exemples de lectures: comment le système bancaire en France fonctionne, des entrevues d'emploi, école, description des parties politiques, pas simplement listes) C'est une tâche longue et difficile, et il serait compréhensible si vous choisissez de ne pas le faire. Si c'est le cas, j'écrirai les lectures et vous pouvez les corriger. Deuxièmement, quand vous corrigez la grammaire et le vocabulaire dans les tables, ajoutez une apostille avec le détail au sujet de pourquoi un certain mot est employé au lieu des autres. Si vous voudriez, vous pourriez écrire les apostilles en français, et je les traduirais. Répondez à ma page de discussion. Merci encore. --Hagindaz 00:26, 4 March 2006 (UTC)

Parallèles (Pearson Prentice Hall)
Something I would recommend is taking a look at the staging and format of some popular French textbooks. The one I'm currently using is Parallèles. It's March of my second college semester and we're just now getting to lui and leur, yet they're stuck right in the first lesson section, before you've even hit a different tense! I've posted below the chapter contents for the first three chapters in my current book to give an idea of how they do it. (Please excuse me for not using accents, it's hard to do in Firefox!)

 * Prèliminaire - Entrée en scène
 * Introductions (Bonjour, comment vous appelez-vous, je m'appelle, au revoir, etc.)
 * Identification (Qu'est ce que c'est? C'est... Voila... Voici...)
 * Le jour, la date, et les nombres cardinaux
 * Phonetique: Alphabet, accents et consonnes
 * 1. Premiers contacts
 * People, origin, and profession
 * Les pronom sujets; le verbe etre; la negation ne...pas
 * Le genre et le nombre a trente, articles definis et indefinis, contractions
 * Les verbes en -er; changements orthographiques de quelques verbes en -er (-ger, -cer, -érer)
 * Expressions de fréquence (ne...jamais, parfois, etc.) et de quantité (assez, beaucoup, peu, plus)
 * Questions oui/non (intonation, est-ce que, n'est-ce pas)
 * 2. On rejoint la communaute francophone
 * Le verbe avoir; l'expression il y a
 * Les mots de la famille
 * Les adjectifs reguliers: accord et place
 * Les nombres cardinaux de 31 a un millard
 * Questions d'information (Combien, Comment, Pourquoi, etc.); inversion

As you can see, they take it rather slowly. I think that if we're going to create a dynamite wikibook, we'll want to follow a similar pattern. In between all of that, they add tons of culture, stories, etc.

I am a writer by nature, but very, very limited in my French ability. I would be more than willing to work with someone or different people to add flavor text to the wikibook (such as conversations, stories, characters, etc) if they could translate for me? (Granted, I'm certain there are people who could do that themselves without having to go through English to get there.) I would guess it might help, though, to produce French from an Anglophone learner's perspective. --Averykrouse 04:49, 4 March 2006 (UTC)

Yes, I don't really like the organization of the first four lessons (1. Intorductions, 2. Gender, Subject pronouns, 3.Date and Time, 4. Description). Your book has the alphabet and pronunciation, which we have in our introduction, as part of a general preliminary lesson. Maybe we should combine the "reading French" lesson with lesson 1. We defintately need to reorganize from the introduction to lesson 1.4.

Right now level one covers the present tense, etre, avoir, and faire, and basic pronouns. Could you make a list of all the grammar your book covers other than tenses and irregular verbs?

We're horribly lacking in stories and conversations. Luckily, Merrheim, a native French speaker, has agreed to write stories for each lesson, so the book would improve at least a little in that regard. --Hagindaz 16:14, 4 March 2006 (UTC)

ps. Remeber alt + 1 3 0 on the numpad for é, which is where most accents are used. For the others, use the "insert" box below the editor. The first set is accent aigu, the second accent grave, and the third the carot marks.

As far as grammar specifically is concerned, here is the rundown by chapter. (I went ahead and listed the tenses and verbs as well because that is one area that I'd like to address in our organization styles. I've also given the general topic used in each chapter to exemplify the vocab used as it relates to the grammar.)

P. L'alphabet, accents et consonnes, le jour et la date (avec les nombres cardinaux de 1 à 30)

1. (Indentifying people, objects, and daily activities) Les pronoms sujets, le verbe être, la négation ne...pas; le genre et le nombre, articles définis et indéfinis; contractions; les verbes en -er, changements orthographiques de quelquesverbes en -er; Questions oui / non (intonation, est-ce que, n'est-ce pas); syllabation et liason

2. (Describing personality, tastes, family, friends) Le verbe avoir, l'expression il y a; Les adjectifs réguliers: accord et place; Les nombres cardinaux de 31 à un milliard; Questions d'information; inversion

3. (A tour of France, weather, seasons) Les adjectifs qui précèdent le nom; Le verbe faire; Le verbe aller et le futur proche; L'adjectif interrogatif quel; l'adjectif démonstratif ce

4. (City life, directions, and shops) Les adjectifs possessifs (ma, tes, notre, etc); L'impératif et le conditionnel de politesse (je voudrais, je pourrais only); Les verbes réguliers en -re, le verbe prendre;

5. (A person's physical features, personality, and character) Les verbes réguliers en -ir, les verbes comme ouvrir; Adjectifs irréguliers, les pronoms toniques, c'est vs. il est/elle et; Le passé composé avec avoir; Le comparatif et le superlatif de l'adjectif

6. (House, furnishings, chores, and daily routines) Les verbes partir, sortir, dormir; Le verbe venir, le passé récent; Les verbes pronominaux au présent et à l'impératif

(This point is where first semester college French ends and second begins in this book.)

7. (Food, shopping, and table manners) L'article partitif, révision de l'article défini et indéfini (le café vs. du café, etc); Les verbes mettre, boire, et recevoir; Expressions de quantité; Les verbes pronominaux au passé composé

8. (Holidays, events, memories) Les pronoms relatifs qui et que; L'imparfait (description); L'imparfait (habitudes); Les verbes vouloire, pouvoire, et devoir

9. (de lycée) Les verbes connaître, savoir, et suivre; Les pronoms compléments d'objet direct; La narration au passé: l'imparfait vs. le passé composé; Les expressions de temps depuis, il y a, pendent

10. (la fac, university life) Les verbes dire, lire, et écrire; Les pronoms compléments d'objet indirect; Les pronoms y et en; Le conditionnel

11. (careers, clothes) Les pronoms interrogatifs; Le pronom interrogatif lequel; Les verbes croire et voir; Le présent du subjonctif: verbes réguliers, les expressions impersonnelles d'obligation

12. (travel and leisure) Les noms géographiques et les prépositions; Le subjonctif d'être et d'avoir, l'emploi du subjonctif après les expressions de volonté; Le sobjonctif des verbes irréguliers; Le subjonctif après les expressions d'émotion

13. (heath and the environment) Les adverbes, le comparatif et le superlatif de l'adverbe; Les pronoms indéfinis; L'emploi du subjonctif après certaines conjonctions; Le futur

Voilà! --Avery W. Krouse 21:12, 4 March 2006 (UTC)

Thanks for the list. Sections we could have:

 * contractions - in French? what kind of contractions?
 * L'adjectif interrogatif quel; l'adjectif démonstratif ce
 * changements orthographiques de quel
 * Les pronoms compléments d'objet direct - what are these?
 * L'impératif et le conditionnel de politesse (je voudrais, je pourrais only) - Basic introductions to tenses might be a very good idea.
 * Les expressions de temps depuis, il y a, pendent - definately add to level two
 * Questions d'information; inversion

I think that level one is way too early for the subjunctive and the more difficult pronouns like lequel. I also don't view lui and leur as anything special that takes more than five minutes to learn.

Anyway, I'm interested in hearing your views on the progression. I think having the difficulty level increase is the best course. If you haven't done so already, check the structure lesson on the planning page. If you have a better structure, we should reorganize as soon as possible. On a related note, would copying the organization straight out of a book be any kind of legal infringement? --Hagindaz 00:56, 5 March 2006 (UTC)

Actually, I would say that just the organization structure itself wouldn't be an infringement on copyright. If we're dividing those fourteen chapters into three sections (perhaps Étages or Étapes), the chapter numbering wouldn't even match up. And for the flavor text, I would highly recommend a theme per chapter, but we could probably use different themes than the ones they use. (They also focus a lot on French / American parallels (hence the name) and connections to other Francophone places.)

In general, it's important to give things one at a time. One tense at a time, one irregular at a time, one regular set at a time, one pronoun at a time, etc, especially considering that if a student gets lost in the first chapter, they wouldn't carry anything over to build with in the second chapter, and so forth.

To make it more presentable as a textbook, I would definitely like to see more dialogues, character profiles, etc. (Wow, I just had a great idea!) Let's introduce a character. Luc Beauchamp, let's say. And we see him start in a new college (introductions, basic vocabs, etc.) to lycée (friends, interactions, after school stuff), to the bac (testing, adjectives, careers), to the fac (college life), to graduation (reminiscing about old times = l'imparfait!), to choosing a career (the conditional), to starting a family, and so forth. It gives us clear story lines, something the reader can relate to, and a format to work towards when adding the meat of the chapter. The bones are the bones one way or the other, grammar is grammar, but vocabulary and comprehension is the meat.

What do you think? Something we could flesh out, maybe using the above grammar outline to format around? --Avery W. Krouse 07:18, 5 March 2006 (UTC)

The problem with giving tenses and verbs one at a time is that later on you can't. For example, ~4 verbs are conjugated irregularly in the subjunctive, and ~10 more have irregular stems. 40 verbs have irregular passé simple stems. (See the section). The verbs that were irregular in the present indicative will for the most part be irregular in all the other tenses, and you can't devote a chapter to each verb. The book has to get more rigorous as it progresses.

But I wholeheartedly agree to starting off as simply as possible. Level one has one regular set/irregular verb section and one misc grammar section in each lesson. Level two has 3-4 irregular verbs per lesson. After level two, we're done with introducing new irregular verbs.

I also agree with guiding the reader and explaining things rather than simply showing vocabulary charts. The problem is that we need to introduce the grammar and vocabulary first. Level one should be mostly vocabulary, and four mostly prose French. There should also be just as many practice exercises as sections and a test for each lesson. Things like dialogues should be included to force the reader to go back and reread vocabulary and grammar.

As for Luc, I think that's a great idea and will make the course a lot more interesting. If we follow the current structure, level one could be the summer before he goes to university, where Luc describes himself, we meet his family and see his house, watch him play with his friends, take trips to the science and art museum, etc. Level two could be Luc in university, where we learn about his daily life. Level three could be Luc taking a vacation before going to an interview and getting a job, and later having a kid of his own.

Finally, I'm for whatever book organization you feel is best. To see another French book as an example, go here and enter user: BONVL105 and pass: w6pUtRux for level 1 and user: BONVL205 pass: yaN6pRef  for level two. --Hagindaz 09:06, 5 March 2006 (UTC)

During the next few days I should have all the grammar sections completed and expanded, so we won't have to worry about that anymore, or at least until level four. I've pretty much given all the vocabulary I have so either someone else will have to finish what's left or we'll just use basic Google translations. Whatever book organization we choose, we'll still have the same grammar and vocabulary, so that will be taken care of. --Hagindaz 09:37, 5 March 2006 (UTC)

One of the comments I would make is that it's not necessary to devote a chapter to each verb, just make sure that the basic verbs are covered well, and as we get to harder tenses and different irregulars, group them in simple sets. Partir/sortir/dormir, vouloir/pouvoir, etc. With tenses, I don't see it that necessary to place every single irregular stem in the page, just a good selection of frequently used ones. Then, we should have a chart of verbs (one each for er, re, and ir, then for each orthographic group like cer and ger, then for each of the irregular verbs we've presented (and a handful extra)). After all, this is just a textbook designed to take the reader through approximately three semesters worth of French, correct?

Also, for vocabulary, let's try and make a balance between pure vocab lists, contextually-learned vocab (vocab placed inside of stories and dialogues), and sets of examples (Luc se coucher. Il se leve. Il s'habille. Etc.) The way my book does it is to do the dialogues and stories and whatnot and at the end of each section, have a list of new vocab that was used in that section, so that you end up with a handful of vocab lists in each chapter. That way, anything the student didn't catch in context they can pick up manually. --Avery W. Krouse 01:55, 6 March 2006 (UTC)

Also also, we need to consider the dialogues that are already in place. For example, the two at the end of the introductory lesson contain reflexive pronouns, imperfect tense, etc. This is way too far ahead for introductory. The general rule for staging this kind of thing ought be: 80% What they already have, 15% what they will get next, 5% other vocabulary (often with translated citations). Right now, the students should be able to learn both by rote and by context. The dialogues and stories become useless when they would require an outside source to translate them (if only because most people aren't going to go to that much trouble). We have to consider that right now, most of our readers will be learning on their own. We should be as explanatory as possible, at least throughout the first lesson, including lots of full sentence French examples with full sentence English translations. --Avery W. Krouse 02:06, 6 March 2006 (UTC)

Ideally, this course should teach dedicated and hard-working readers to speak the language fluently. By the end of level four, all French grammar will be covered in depth. Five should be conducted in French. The Glencoe books I've linked to commonly have grammar that hasn't been formally taught, but that translates straightforwardly. Other grammar should be included, but with footnote translations. I completely agree with everything else you said. As for what we should do now, first we should get the core content (grammar and vocabulary) done, then we can build around that complete all-encompassing lessons. The student should never have to leave the book (or ideally the lesson) to look anything up.

The higher level Glencoe books have texts accompanying chapters structured as introduction/context, vocabulary for the text, the text, questions on the text. I have started one to accompany the Revolution lesson, found here. We should have many more of these in the later levels. Finally, I would like to ask you to write English introductions to the beginning lessons, since I know you can right a lot better than I can. We're making progress! --Hagindaz 03:40, 6 March 2006 (UTC)

One more thing: how do you think we should handle grammar review? The Glencoe books did this by combining lessons from the previous book. For example a tense learned in three lessons in the previous book would be reviewed in one lesson in the next. The new grammar lessons would also be the bigger size. The third Glencoe book is almost all grammar review. We could follow that example, which is what I did, or we could have a review lesson at the end of each level before the test, like the German Wikibook, since our levels aren't separate year courses. --Hagindaz 04:45, 6 March 2006 (UTC)

Ma voie
Oui juste ma voie Merrheim 16:13, 13 March 2006 (UTC)
 *
 * désolé le format est wav.
 * la qualité est-elle correcte ?
 * est-ce trop rapide ?
 * je peux lire ce que vous voulez. Dites moi juste ce qu'il faut lire.
 * en ogg
 * French/Lessons/Vacations vous trouvez ça bien ?

 * Je pense qu'elles sont parfaites. Et pour ce qu'il faut lire, lisez toutes les tables qui ont le mot "audio" en rouge, et qui sont complets, comme les verbes. Employez les noms de fichier que les liens produisent, et dites le titre de la section avant les mots.
 * Plus tard, je veux avoir des dialogues avec les expressions d'une personne fait par l'audio et des pauses après chaque expression pour parler l'élève (ma plus longue phrase française!).
 * Aussi, il y a une autre personne qui a dit qu'il ait la faire. Voyez là.
 * Aussi, est-ce que vous pouvez ajouter plus de textes particulièrement dans les sections intitulé "Adolescence", "History" and "Revolution", qui sont important mais que les Français ne savent que.
 * Vous savez pourquoi les tables "NavFrame" comme Template:Solution se rendent compacts s' il y a une autre table sur la page, mais ne le font s'il n'y a que une table sur la page? Merci. --Hagindaz 00:33, 14 March 2006 (UTC)
 * Non étrange. On peut se dire tu non ?

Merrheim 18:33, 14 March 2006 (UTC)
 * Si, mais il vaut mieux inclure des prononciations pour les premières leçons parce que si on apprend quelquechose incorrectement, on l'emploiera incorrectement jusqu'à on soit corrigé. Mais ce n'est pas important maintenant. Vous savez fixer les tables "NavFrame?" --Hagindaz 02:08, 15 March 2006 (UTC)

etre

ju      suis  (I am) tu      es    (you are) il,elle est    (he/she is) nous    sommes  (we are) vous    etes    (they all are) ils,elles sont   (they are)

title: Talk:French/Archive 2


text:
User:THJ1

Hi I am THJ1. My goal is to help improve, mantain, and add information to Wikipedia's articles on prehistoric creatures. I have always loved prehistory and will add my knowledge to the archives. If you need any help with improving the articles contact me on this page.

THJ1

title: User:THJ1


text:
Irisbus Crossway

The IVECO Bus Crossway is an urban and intercity bus produced by IVECO Bus since 2006.

Features
Body is semi-self-supporting with frame and engine with manual gearbox and automatic gearbox placed to the rear ('pusher bus'). Only rear axle is powered. All axles use air suspension. On the right side are two or three doors. Interior seating is cloth. The drivers cab is integral with the rest of the vehicle.

Production and operation

In 2006, the Crossway was put into serial production. In 2013 a modernised version was introduced, with a Euro VI engine and a refreshed appearance.

Irisbus Crossway (2006–2013)
Launched in 2006 and continued production until 2013, it was the first vehicle to comply with the Euro IV Emission Standards, the ABS and ASR are standard equipment.

The Irisbus Crossway was offered in four lengths:
 * Crossway 10.8 m
 * Manufactured since 2007 until 2013 as the replacement for Arway 10.6 m.
 * Crossway 12 m
 * Manufactured from 2007 to 2013 together with Crossway 10.8 m. It replaces the Arway 12.8 m and Axer 12.8 m.
 * Crossway 12.8 m
 * Manufactured from 2007 until 2013 replacing the Arway 12.8 m and Axer 12.8 m, in 2013, the Crossway 12.8 m was replaced with the 13 m variant.
 * Crossway 13 m
 * Manufactured since 2013 as the replacement for Crossway 12.8 m.

IVECO Crossway (2013–)
The New Iveco Crossway was launched in 2013 with five variants:

 * Crossway Pop
 * Production: 2013–Present
 * Dimensions: 10.8 m, 12 m, 12.8 m, 13 m (until 2013).
 * Engines: IVECO Tector 6 or IVECO Tector 7 mated to 6-speed manual or 4 or 6-speed automatic gearbox.

 * Crossway Line
 * Production: 2013–Present
 * Dimensions: 10.8 m, 12 m, 12.8 m, 13 m (until 2013).
 * Engines: IVECO Tector 6/7 or IVECO Cursor 8/9, mated to a 6-speed manual or 4/6 speed automatic transmissions.

Stands for High Value. Equipped with integrated air conditioning, Vetilator and Individual Lighting systems, powered by the Cursor Engine mated to an Automatic gearbox.
 * Crossway HV

Intended for Regional Transport.
 * Crossway Pro
 * Production: 2007–Present
 * Dimensions: 10.8 m, 12 m, 12.8 m, 13 m (until 2013).
 * Engines: IVECO Cursor 8 or 9 mated to a 4 or 6-speed automatic gearbox.

The low floor version of the Crossway is launched in 2007 with two variants:
 * Crossway LE
 * City: Available for Urban and Suburban trips.
 * Line: Available for Suburban and Intercity trips.

Engine and Powertrain

 * IVECO Tector 6 - 5.9 litre Turbocharged and Intercooled Inline-six cylinder engine with Euro IV and V emission compliant.
 * IVECO Tector 7 - 6.7 litre Turbocharged and Intercooled Inline-six cylinder engine with Euro V and VI emission compliant.
 * IVECO Cursor 8 - 7.9 litre Turbocharged and Intercooled Inline-six cylinder engine with Euro IV, V and EEV Emission Compliant.
 * IVECO Cursor 9 - 8.7 litre Turbocharged and Intercooled Inline-six cylinder engine with Euro V and VI emission compliant.

Operators

 * Austria: ÖBB Postbus, 'over 200' buses
 * Czech Republic: Operate for Exprescar Kladno on route 399 between Kladno and Prague.
 * Denmark: Midttrafik, Sydtrafik, Movia, Tide Bus, Arriva Aalborg operating 118 high-floor and 24 low-floor (Crossway LE) models
 * Estonia: Operating total 88 high-floor and 43 low-floor (Crossway LE)
 * Finland: Transdev Finland, (Transdev 's operations in finland ended in 2019.)
 * France: Aix-les-Bains (operated by Ondea) Côtes-d'Armor (operated by Ti'bus).
 * Germany: OIE AG (Idar-Oberstein)
 * Iceland: Operate services in Reykjavík for Straeto bs.
 * Italy: TPER (Bologna), SACA Bus, CO. ER. BUS, SAB (Bergamo), SAD (South Tyrol), AIR (Avellino), Air Pullman Malpensa, Ferrovie Nord Milano Autoservizi and Azienda Trasporti Milanesi (Milan), CTT Nord, Tiemme Toscana Mobilità and Autolinee Toscane (Tuscany), GTT, Sadem (Turin), Trasporto Unico Abruzzese (Abruzzo), Cotral (Lazio), SAI (Treviglio), ATP Esercizio (Liguria), ARST (Sardinia), Azienda per la Mobilità Integrata (Pesaro), STAV (Vigevano), TPL Linea (Savona), TPL FVG (Udine), CLP (Caserta)
 * Netherlands: Amstelveen. Connexxion, operating 68 Iveco Crossway Low Entry
 * Portugal: TST - Transportes Sul do Tejo SA, operates Crossway City LE and Crossway Line models.
 * Spain: Intercitybus (Lanzarote)
 * Sweden: Jönköpings Länstrafik operates 2 Crossways owned by Aneby Buss AB

title: Irisbus Crossway


text:
Health effects from noise

Noise health effects are the physical and psychological health consequences of regular exposure to consistent elevated sound levels. Noise from traffic, in particular, is considered by the World Health Organization to be one of the worst environmental stressors for humans, second only to air pollution. Elevated workplace or environmental noise can cause hearing impairment, tinnitus, hypertension, ischemic heart disease, annoyance, and sleep disturbance. Changes in the immune system and birth defects have been also attributed to noise exposure.

Although age-related health effects (presbycusis) occur naturally with age, in many countries the cumulative impact of noise is sufficient to impair the hearing of a large fraction of the population over the course of a lifetime. Noise exposure has been known to induce noise-induced hearing loss, tinnitus, hypertension, vasoconstriction, and other cardiovascular adverse effects. Chronic noise exposure has been associated with sleep disturbances and increased incidence of diabetes. Adverse cardiovascular effects occur from chronic exposure to noise due to the sympathetic nervous system's inability to habituate. The sympathetic nervous system maintains lighter stages of sleep when the body is exposed to noise, which does not allow blood pressure to follow the normal rise and fall cycle of an undisturbed circadian rhythm.

Stress from time spent around elevated noise levels has been linked with increased workplace accident rates, aggression, and other anti-social behaviors. The most significant sources are vehicles, aircraft, prolonged exposure to loud music, and industrial noise. Prolonged exposure to noise at home has been linked to decreased mental health.

There are approximately 10,000 deaths per year as a result of noise in the European Union.

Noise induced hearing loss

Noise-induced hearing loss is a permanent shift in pure-tone thresholds, resulting in sensorineural hearing loss. The severity of a threshold shift is dependent on duration and severity of noise exposure. Noise-induced threshold shifts are seen as a notch on an audiogram from 3000 to 6000 Hz, but most often at 4000 Hz.

Exposure to loud noises, either in a single traumatic experience or over time, can damage the auditory system and result in hearing loss and sometimes tinnitus as well. Traumatic noise exposure can happen at work (e.g., loud machinery), at play (e.g., loud sporting events, concerts, recreational activities), and/or by accident (e.g., a backfiring engine.) Noise induced hearing loss is sometimes unilateral and typically causes patients to lose hearing around the frequency of the triggering sound trauma.

Tinnitus
Tinnitus is an auditory disorder characterized by the perception of a sound (ringing, chirping, buzzing, etc.) in the ear in the absence of an external sound source. There are two types of tinnitus: subjective and objective. Subjective is the most common and can only be heard "in the head" by the person affected. Objective tinnitus can be heard from those around the affected person and the audiologist can hear it using a stethoscope. Tinnitus can also be categorized by the way it sounds in one's ear, pulsatile tinnitus which is caused by the vascular nature of Glomus tumors and non-pulsatile tinnitus which usually sounds like crickets, the sea and bees.

Though the pathophysiology of tinnitus is not known, noise exposure can be a contributing factor, therefore tinnitus can be associated with hearing loss, generated by the cochlea and central nervous system (CNS). High frequency hearing loss causes a high pitched tinnitus and low frequency hearing loss causes a roaring tinnitus. Noise-induced tinnitus can be temporary or permanent depending on the type and amount of noise a person was exposed to.

Cardiovascular effects
Noise has been associated with important cardiovascular health problems, particularly hypertension, as it causes an increase in levels of stress hormones and vascular oxidative stress. Noise levels of 50 dB(A) or greater at night may increase the risk of myocardial infarction by chronically elevating cortisol production.

Traffic noise has several negative effects, including increased risk for coronary artery disease, with night-time exposure to noise possibly more harmful than day-time exposure. It has also been shown to increase blood pressure in individuals within the surrounding residential areas, with railways causing the greatest cardiovascular effects. Roadway noise levels are sufficient to constrict arterial blood flow and lead to elevated blood pressure. Vasoconstriction can result from elevated adrenaline levels or through medical stress reactions. Long-term exposure to noise is correlated to increase in cortisol and angiotensin-II levels which are respectively associated with oxidative stress and vascular inflammation. Individuals subject to great than 80 dB(A) in the workplace are at increased risk of having increased blood pressure.

A 2021 systematic review on the effect of occupational exposure to noise on ischemic heart disease (IHD), stroke and hypertension, coordinated by the World Health Organization (WHO) and the International Labour Organization (ILO) located 17 studies that met the inclusion criteria, comprising a total of 534,688 participants (7.47% females) in 11 countries and in three WHO regions (the Americas, Europe, and the Western Pacific). The study found the low quality of evidence the effect of occupational exposure to intense noise (≥85 dBA), compared to occupational exposure below 85 dBA (<85 dBA). They concluded that there is an inadequate evidence of harmfulness for the studied outcomes with the exception for the risk of acquiring IHD, which was 29% higher for those exposed to noise in their workplace.

Other physical health effects
Traffic noise may also increase the risk of sleep disturbances, stroke, diabetes, and becoming overweight. Noise pollution is an environmental health concern since it is often a risk factor for developing other diseases like tinnitus or impaired speech discrimination.

Psychological impacts of noise
Causal relationships have been discovered between noise and psychological effects such as annoyance, psychiatric disorders, and effects on psychosocial well-being. Exposure to intense levels of noise can cause personality changes and violent reactions. Noise has also been shown to be a factor attributed to violent reactions. The psychological impacts of noise also include an addiction to loud music. This was researched in a study where non-professional musicians were found to have loudness addictions more often than non-musician control subjects.

Psychological health effects from noise also include depression and anxiety. Individuals who have hearing loss, including noise induced hearing loss, may have their symptoms alleviated with the use of hearing aids. Individuals who do not seek treatment for their loss are 50% more likely to have depression than their aided peers. These psychological effects can lead to detriments in physical care in the form of reduced self-care, work-tolerance, and increased isolation.

Auditory stimuli can also serve as psychological triggers for individuals with post traumatic stress disorder (PTSD).

Stress
Research commissioned by Rockwool, a multi-national insulation manufacturer headquartered in Denmark, reveals that in the UK one third (33%) of victims of domestic disturbances claim that loud parties have left them unable to sleep or made them stressed in the last two years. Around one in eleven (9%) of those affected by domestic disturbances claims it has left them continually disturbed and stressed. More than 1.8 million people claim noisy neighbours have made their life a misery and they cannot enjoy their own homes. The impact of noise on health is potentially a significant problem across the UK given that more than 17.5 million Britons (38%) have been disturbed by the inhabitants of neighbouring properties in the last two years. For almost one in ten (7%) Britons this is a regular occurrence.

The extent of the problem of noise pollution for public health is reinforced by figures collated by Rockwool from local authority responses to a Freedom of Information Act (FOI) request. This research reveals in the period April 2008 – 2009 UK councils received 315,838 complaints about noise pollution from private residences. This resulted in environmental health officers across the UK serving 8,069 noise abatement notices, or citations under the terms of the Anti-Social Behaviour (Scotland) Act.

Westminster City Council has received more complaints per head of population than any other district in the UK with 9,814 grievances about noise, which equates to 42.32 complaints per thousand residents. Eight of the top 10 councils ranked by complaints per 1,000 residents were in London.

Annoyance
Sudden impulse noises are typically perceived as more bothersome than noise from traffic of equal volume. Annoyance effects of noise are minimally affected by demographics, but fear of the noise source and sensitivity to noise both strongly affect the 'annoyance' of a noise. Sound levels as low as 40 dB(A) can generate noise complaints and the lower threshold for noise producing sleep disturbance is 45 dB(A) or lower.

Other factors that affect the annoyance level of sound include beliefs about noise prevention and the importance of the noise source, and annoyance at the cause (i.e., non-noise related factors) of the noise. Many of the interpretations of the level of annoyance and the relationship between noise levels and resulting health symptoms could be influenced by the quality of interpersonal relationships at the workplace, as well as the stress level generated by the work itself. Evidence for impact on annoyance of long-term noise versus recent changes is uncertain.

Approximately 35% to 40% of office workers find noise levels from 55 to 60 dB(A) extremely irritating. The noise standard in Germany for mentally stressful tasks is set at 55 dB(A), however, if the noise source is continuous, the threshold level for tolerability among office workers is lower than 55 dB(A).

Child physical development
The U.S. Environmental Protection Agency authored a pamphlet in 1978 that suggested a correlation between low-birthweight (using the World Health Organization definition of less than 2500 g) and high sound levels, and also high rates of birth defects in places where expectant mothers are exposed to elevated sound levels, such as typical airport environments. Specific birth abnormalities included harelip, cleft palate, and defects in the spine.

According to Lester W. Sontag of The Fels Research Institute (as presented in the same EPA study): "There is ample evidence that environment has a role in shaping the physique, behavior, and function of animals, including man, from conception and not merely from birth. The fetus is capable of perceiving sounds and responding to them by motor activity and cardiac rate change." The effects of noise exposure are highest when it occurs between 15 and 60 days after conception, a period in which major internal organs and the central nervous system are formed.

Later developmental effects occur as vasoconstriction in the mother reduces blood flow and therefore oxygen and nutrition to the fetus. Low birth weights and noise were also associated with lower levels of certain hormones in the mother. These hormones are thought to affect fetal growth and to be good indicators of protein production. The difference between the hormone levels of pregnant mothers in noisy versus quiet areas increased as birth approached.

In a 2000 publication, a review of studies on birthweight and noise exposure note that while some older studies suggest that when women are exposed to >65 dB aircraft noise, a small decrease in birthweight occurs, in a more recent study of 200 Taiwanese women including noise dosimetry measurements of individual noise exposure, the authors found no significant association between noise exposure and birth weight after adjusting for relevant confounders, e.g. social class, maternal weight gain during pregnancy, etc.

Cognitive development
When young children are regularly exposed to levels of noise that interfere with speech, they may develop speech or reading difficulties, because auditory processing functions are compromised. Children continue to develop their speech perception abilities until they reach their teens. Evidence has shown that when children learn in noisier classrooms, they have more difficulties understanding speech than those who learn in quieter settings.

In a study conducted by Cornell University in 1993, children exposed to noise in learning environments experienced trouble with word discrimination, as well as various cognitive developmental delays. In particular, the writing learning impairment dysgraphia is commonly associated with environmental stressors in the classroom.

High noise levels have also been known to damage the physical health of small children. Children from noisy residences often have a heart rate that is significantly higher (by 2 beats/min on average) than those of children from quieter homes.

Prevention
A hearing protection device (HPD) is an ear protection device worn in or over the ears while exposed to hazardous noise to help prevent noise-induced hearing loss. HPDs reduce (not eliminate) the level of the noise entering the ear. HPDs can also protect against other effects of noise exposure such as tinnitus and hyperacusis. Proper hygiene and care of HPDs may reduce chances of outer ear infections. There are many different types of HPDs available for use, including earmuffs, earplugs, electronic hearing protection devices, and semi-insert devices. One can measure the personal attenuation rating through a hearing protection fit-testing system.

Earmuff style hearing protection devices are designed to fit over the outer ear, or pinna. Earmuff HPDs typically consist of two ear cups and a head band. Earplug style hearing protection devices are designed to fit in the ear canal. Earplugs come in a variety of different subtypes. Some HPDs reduce the sound reaching the eardrum through a combination of electronic and structural components. Electronic HPDs are available in both earmuff and custom earplug styles. Electronic microphones, circuitry, and receivers perform active noise reduction, also known as noise-cancelling, in which a signal that is 180-degrees out-of-phase of the noise is presented, which in theory cancels the noise. Canal caps are similar to earplugs in that they consists of soft tip that is inserted into the opening of the ear canal.

OSHA requires the use of hearing protection. But the HPD (without individual selection, training and fit testing) does not significantly reduce the risk of hearing loss. For example, one study covered more than 19 thousand workers, some of whom usually used hearing protective devices, and some did not use them at all. There was no statistically significant difference in the risk of noise-induced hearing loss.

Regulations
Environmental noise regulations usually specify a maximum outdoor noise level of 60 to 65 dB(A), while occupational safety organizations recommend that the maximum exposure to noise is 40 hours per week at 85 to 90 dB(A). For every additional 3 dB(A), the maximum exposure time is reduced by a factor 2, e.g. 20 hours per week at 88 dB(A). Sometimes, a factor of two per additional 5 dB(A) is used, however, these occupational regulations are acknowledged by the health literature as inadequate to protect against hearing loss and other health effects. In an effort to prevent noise-induced hearing loss, many programs and initiative have been created, like the Buy Quiet program, which encourages employers to purchase quieter tools and equipment, and the Safe-In-Sound Award, which recognizes organizations with successful hearing loss prevention strategies.

With regard to indoor noise pollution in residences, the U.S. Environmental Protection Agency (EPA) has not set any restrictions on limits to the level of noise. Rather, it has provided a list of recommended levels in its Model Community Noise Control Ordinance, which was published in 1975. For instance, the recommended noise level for indoor residences is less than or equal to 45 dB.

Noise pollution control in residences is not funded by the federal government in part because of the disagreements in establishing causal links between sounds and health risks, since the effect of noise is often psychological and also, because it leaves no singular tangible trace of damage on the human body. For instance, hearing loss could be attributed to a variety of factors including age, rather than solely due to excessive exposure to noise. A state or local government is able to regulate indoor residential noise, however, such as when excessive noise from within a home causes disturbances to nearby residences.

Effects on dogs
While people are often educated on the effects of noise exposure in humans, there are also different noise exposure effects in animals as well. An example of this would be in dogs, and the noise exposure levels occurring within kennels. Dogs experience this noise exposure whether it be a long stay at an animal shelter, or a weekend stay at a boarding facility.

Organizations like NIOSH and OSHA have different regulations when it comes to the noise exposure levels in industrial workers. Currently there are no regulations related to the noise exposure for dogs even with such damaging effects related to their health. Health risks dogs are exposed to include ear damage and behavioral changes.

The average noise exposure in a kennel is greater than 100 dB SPL. According to OSHA these levels would yield in the use of hearing protection for the workers of those kennels due to the risk of noise induced hearing loss. The anatomical structures of the human and dog ears are very similar, so it is thought that these levels will negatively impact the hearing of canines in kennels. The ABR can be used to estimate the hearing threshold of dogs, and can be used to show either a temporary threshold shift or permanent threshold shift after being exposed to excessive sound levels.

Behavioral effects to excessive noise exposure include hiding, urinating, defecating, panting, pacing, drooling, disregard to commands, trembling, and barking. These behavioral patterns pose a much greater problem to canines than meets the eye. All of these behavioral patterns are characteristics that result in a longer stay at the kennels before being adopted. A longer stay at the shelter results in a longer duration of noise exposure and therefore more likely to show either a temporary or permanent threshold shift in the canine's hearing.

These excessive noise levels are not only harming the dogs physical and psychological state, but the workers' and potential adoptive families' physical and psychological state as well. The workers' psychological state could affect the care provided to the dogs. These loud noise exposures also have the potential to reduce the amount of time that potential adoptive families spend in the facility. This can result in less dogs being adopted and more time being exposed to excessive sound levels.

To reduce the level of noise exposure poses a little more difficulty because the majority of the noise is coming from the dogs (barking), but structural changes can be made to the facilities in order to reduce the noise. Structural changes could include how many dogs are put in one area, more absorbing material rather than metal cages and cement walls and floors, and possibly in the future use of hearing protection devices (HPD) for the dogs. All of these structural changes would also benefit the humans involved as well as the use of HPD's (ear plugs).

title: Health effects from noise


text:
Wikipedia:WikiProject Spam/LinkReports/exhibits.library.villanova.edu

Links

 * exhibits.library.villanova.edu resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.

Additions

 * Displayed all 2 additions.


text:
Český klub skeptiků Sisyfos

Český klub skeptiků Sisyfos (English: Czech Skeptics' Club Sisyfos) is a Czech skeptical nonprofit organisation founded in 1994 and headquartered in Prague. Its primary goal and mission is to spread and defend the findings and results of contemporary science, to promote rational, critical thinking, to acquaint the public with the principles of scientific method, to speak out against the spread of paranormal ideas and unproven procedures, to ensure that universities, scientific societies and institutions are actively responsible for defending science and critical thinking, to investigate controversies and false claims, to provide assistance to citizens in protecting against fraudulent products and ineffective or dangerous alternative medicine products and healing methods. In line with mission and goals, the club refuses to interfere with religious, moral and political issues.

Organization
The organization has around 400 members. It is a partner of the American Committee for Skeptical Inquiry and is a member of the European Council of Skeptical Organisations (ECSO). Since 2000, it is a member of the Czech organisation Rada vědeckých společností České republiky (The Council of Scientific Societies of the Czech Republic). Some of the leading members include the astronomer and science communicator Jiří Grygar and the publicist Věra Nosková. The name of the organization refers to mythological Sisyphus and it symbolises the founders' belief that Labors of Sisyphus (long and ultimately unsuccessful work) await them.

Chairpersons

 * MUDr. Ivan David, CSc.
 * prof. MUDr. Jiří Heřt, DrSc.
 * Věra Nosková
 * doc. RNDr. Čeněk Zlatník, CSc.
 * Bc. Leoš Kyša
 * MUDr. Jaromír Šrámek

Activities
The organisation publishes the Sisyfos newspaper online and as a daily press, organises the series of lectures called Věda kontra iracionalita (Science vs Irrationality), publishes several book collections and offers a paranormal challenge. It has also participated in the worldwide 10:23 campaign to raise awareness about the inefficacy of homeopathy.

Paranormal challenge
Sisyfos offers czk3400000 (about 143000 EUR anno 2023) to anyone who can prove paranormal phenomena.

Erratic Boulder award
The organisation issues an anti-award called Bludný balvan (Erratic Boulder) "to highlight the contribution of individuals and societies in misleading the Czech public and the development of a muddy way of thinking."

Newsletter Sisyfos
Since 1995, the organisation issues a periodic newsletter three or four times a year entitled Neperiodický zpravodaj občanského sdružení Sisyfos (Non-periodical Report of the Sisyfos Organisation). It contains articles by Czech and foreign experts, as well as current events inside the organisation. The newsletter is available free of charge on the website since 2000.

Events
In 2017, Český klub skeptiků Sisyfos and Klub Sceptyków Polskich organised the seventeenth European Skeptics Congress (ESC). The ESC has been held every two years since 1989, each time hosted by a different member of the European Council of Skeptical Organisations (ECSO). The Congress included lectures and panels, and involved discussion on topics such as science and religion, exorcisms and genetically modified organisms. Speakers included Amardeo Sarma, Gerald Ostdiek, Holm Gero Hümmler and Mark Lynas as well as many others. Also, Massimo Polidoro interviewed James Randi on the topic of paranormal investigation. Free, public workshops also ran during the Congress on topics like "Quantum Mechanics vs Common Sense", "What can we infer from children's drawings", and "Mission to Mars".

Sisyfos and religion
According to its mission statement, the organisation refuses to interfere within the religious area. The members of the club are both atheists and religious believers. Nevertheless, several articles on the issue of science, skepticism and religion were published. After an internal debate among the members, in February 2001 the organisation finally decided that, for practical reasons, it will not deal with religious issues.

title: Český klub skeptiků Sisyfos


text:
Talk:Adelaide Perry

I have extended the lead section to provide more information to introduce Adelaide Perry. Thank you for encouraging this upgrade to the article. I haven't been creating long introductions in other artist pages I have created. Please point me in the direction of an artist's page that I can look at if you think my articles would benefit from an even longer introduction. MaryannM53 (talk) 01:24, 9 September 2020 (UTC)

title: Talk:Adelaide Perry


text:
User:Hawkeye7/War/Selected anniversaries/March 26

March 26

 * 1913 - Balkan War: Bulgarian forces take Adrianople.
 * 1917 - World War I: First Battle of Gaza - British troops are halted after 17,000 Turks block their advance.
 * 1943 - World War II: Battle of Komandorski Islands - In the Aleutian Islands the battle begins when United States Navy forces intercept Japanese attempting to reinforce a garrison at Kiska.
 * 1975 - The Biological Weapons Convention enters into force.


text:
Solanum cinereum

Solanum cinereum, commonly known as Narrawa burr, is a species of flowering plant in the family Solanaceae. It has dark green, spiny leaves and purple flowers and grows in open woodland in south eastern Australia.

Description
Solanum cinereum is a small, upright, sparse, sprawling or bushy, perennial shrub to 1 m high. The leaves are oval to elliptic shaped, 6-10 cm long, 3-6 cm wide, heavily lobed, shiny, smooth, upper surface dark green, with conspicuous, long, spiny thorns to 15 mm long, lower surface whitish to light yellow, covered densely with small star-shaped hairs and the petiole 5-15 mm long. The flowers are borne singly or in small clusters with four yellow stamens, 20-30 mm in diameter, mauve to purple on a peduncle usually 2-10 mm long. Flowering occurs mostly from spring to autumn and the fruit is a globose-shaped berry, usually 15-20 mm in diameter, pale green with darker streaks and turning brown at maturity.

Taxonomy and naming
Solanum cinereum was first formally described in 1810 by Robert Brown and the description was published in Prodromus florae Novae Hollandiae. The specific epithet (cinereum) means "ash-coloured" referring to the lower surface of the leaves.

Distribution and habitat
Narrawa burr grows in woodland, dry forests and disturbed sites in New South Wales, Victoria, Queensland and the Australian Capital Territory. It is considered a weed in farmland, because it is poisonous to sheep, cattle, and possibly horses.

title: Solanum cinereum


text:
Microtubule associated scaffold protein 2

Microtubule associated scaffold protein 2 is a protein that in humans is encoded by the MTUS2 gene.


text:
嫌い

Etymology
→ →

The of verb.

Adjective

 * 1) hateful, detestable, disagreeable
 * 2) discriminating, distinctive
 * 1) discriminating, distinctive
 * 1) discriminating, distinctive
 * 1) discriminating, distinctive

Usage notes
The one who dislikes is marked using as the topic marker, or just omitted. What is disliked is marked using as the contrastive marker, or using  as the subject marker.

Noun

 * 1) discrimination, distinction
 * 2)  a suspicion, a tendency, to smack of
 * 3)  in  and, arrangement of verses that tend to be avoided or otherwise disliked
 * 1)  in  and, arrangement of verses that tend to be avoided or otherwise disliked

Suffix

 * 1) hating, hater

title: 嫌い


text:
Talk:Peter MacNicol

Deletion?
What is going on with this page? It has a tag saying it's been deleted and yet the article and there is no given reason for such a deletion. Could someone either fix this article or explain what's happening? Fearfulsymmetry 00:40, 4 September 2006 (UTC)

Well, I did something that removed the tag. Feel free to revert my edit if I've done something wrong, but there was no reason given for it's presence. Fearfulsymmetry 00:57, 4 September 2006 (UTC)

Trivia
Should the Trivia section be better formatted? Also, some of this stuff is already stated, which I will fix. -Diabolos 02:47, 18 April 2007 (UTC)

odd info
It appears to say he has a 20 year old wife.... that cant be right when hes in his 50's... On the Tonight Show 7/19/1989 he told Johnny Carson he was originally from Gill, Texas. Gill is about 150 miles east of Dallas near the Louisianna line. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 07:03, 22 October 2016 (UTC)

Better photo
The photo of this actor on the top of the article is of bad quality! Please, use another better one! <IP_ADDRESS> (talk) 16:25, 8 April 2024 (UTC)

 * Wikipedia can only use freely licenced or public domain photos, for biographies of living people. Please find or take one! Belbury (talk) 16:27, 8 April 2024 (UTC)

title: Talk:Peter MacNicol


text:
Jack Vreeswijk

Lars Jacob Jack Vreeswijk (25 January 1964 – 3 April 2023) was a Swedish ballad singer, song lyricist and composer. The son of troubadour Cornelis Vreeswijk, he followed in his father's footsteps and released three albums of his own, often singing his father's songs. He was usually accompanied by guitarist Love Tholin.

In summer 2006, Jack Vreeswijk appeared in a biographical musical show about his father Från James Dean till Nationalskald (meaning From James Dean to National Bard), on Lundsbrunns Health Resort in Götene. The screenplay was written by him and he also played the lead role as the older Cornelis. The acting was interspersed with songs.

Vreeswijk composed music for a film about Cornelis Vreeswijk's life, and produced eight of the tracks on Hans-Erik Dyvik Husbys' album I ljuset av Cornelis (meaning In light of Cornelis). In 2009, he released a tribute album to his father's music titled Jack Vreeswijk sjunger Vreeswijk.

Personal life and death
Jack Vreeswijk lived in Uddevalla with his wife and two sons, Calle and Olle. In 2000, he received the Cornelis Vreeswijk scholarship and in 2008, the Fred Åkerström scholarship.

Vreeswijk died from colon cancer on 3 April 2023, at the age of 59.

Filmography

 * 2010: Cornelis (composer)

title: Jack Vreeswijk