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Alexandre Francois Auguste de Grasse

Alexandre Francois Auguste de Grasse, known as Auguste de Grasse and Comte de Grasse-Tilly (February 14, 1765 – June 10, 1845), was a French career army officer. He was assigned to the French colony of Saint-Domingue in 1789, where he married in Cap Français, and acquired a plantation and 200 slaves before the Haitian Revolution. Following the Royal Navy's defeat of the French fleet in Saint-Domingue in 1793, de Grasse was allowed to resign his commission and leave with his family and in-laws for Charleston, South Carolina.

There he and several fellow French colonial refugees joined the Freemasons in Charleston, forming a French chapter. In 1796 de Grasse was made a Director Inspector General of Freemasonry in Charleston; in 1801 he was among the eleven founders there of the Supreme Council of the Scottish Rite. He was later chosen as Grand Marshal of the South Carolina Ancient Grand Lodge.

De Grasse later returned to France after Napoleon came to power, and was able to resume his military career. He was also instrumental in founding new Scottish Rite councils in Paris and major European cities. In 1840 he published a biography of his father, Notice biographique sur l'amiral comte de Grasse d'après les documents inédits. It included reflections on his own life and experiences in Saint-Domingue and the United States.

Life
Alexandre Francois Auguste de Grasse, known as Auguste de Grasse, was baptized in St. Louis Parish, Versailles, France. He had a younger brother Maxime, who became a knight of Malta and died in 1773. He had four younger sisters: Amélie Rosalie Maxime, Adélaide, Mélanie Veronique Maxime, and Silvie de Grasse. His father, François Joseph Paul de Grasse, also known as Comte de Grasse, was a career naval officer who helped rebuild the navy after France's defeat in the Seven Years' War. Their mother Antoinette Rosalie Accaron died young, after the birth of her last child.

Their father married again, to Catherine Pien, widow of M. de Villeneuve. After Catherine's death, their father married for a third time, to Marie Delphine Lazare de Cibon, who survived him.

France committed naval forces and other resources to support the rebels in the American Revolutionary War. Commanding the French fleet in the Battle of the Chesapeake, Admiral de Grasse became a hero of the war. His forces surprised the English fleet and defeated it, leading to the surrender by Cornwallis at Yorktown in 1781. But the next year, Admiral de Grasse suffered a defeat and was captured by the British in the Caribbean at the Battle of the Saintes. He was cleared of fault by a court martial in France.

Military career
The younger Auguste de Grasse had a career in the French army. After his father's death in 1788, he was assigned to the French colony of Saint-Domingue in 1789. His stepmother, Marie Delphine Lazare de Cibon (his father's third wife), and four sisters joined him in Saint-Domingue. They were fleeing the violence and disruption of the French Revolution. While stationed there, de Grasse married the daughter of Jean-Baptiste de La Hogue (also recorded as Delahogue). The young couple had a daughter who was born at Cap Français. De Grasse acquired a large plantation and 200 slaves.

In 1793 the Haitian Revolution was underway, and Great Britain attempted to intervene, hoping to get a toehold in the rich French colony. The Royal Navy defeated the French fleet at Saint-Domingue, and its commanders allowed French military officers to leave the island after they resigned their commissions. French forces and thousands of colonists left Saint-Domingue because of the violence of the Haitian Revolution. De Grasse lost all his property there, including the slaves.

He and his family, including his father-in-law and mother-in-law de La Hogue, went to Charleston, South Carolina, along with numerous other French colonial refugees. They arrived on August 14, 1793, aboard the ship Thomas. The refugees were received by John B. Holmes and lived with him for some time at his residence, now 15 Meeting Street.

In July 1794, de Grasse's four sisters traveled to Washington, D.C., via the ship Thorn to Boston. They solicited the American government in a claim for the war pension due their father and his estate, as they had become impoverished due to their father's death, followed by the French Revolution and its overturning of aristocratic families. Later the next year, Congress awarded the daughters annual pensions of one thousand dollars each in gratitude for their father's "extraordinary services" to the American cause.

Also in 1794, de Grasse wrote to President George Washington pleading for assistance to survive since he and his family had been forced to leave Saint-Domingue. He noted that he and other officers had to resign their commissions in the French army in order to be permitted to leave. No response is documented. After stopping at Washington, D.C., the sisters rejoined de Grasse and his family in Charleston. While living there, de Grasse had two of his daughters baptized, probably at St. Mary's Church.

His youngest sister Silvie married M. Francis de Pau, also a French refugee from Saint-Domingue, and they settled in New York City. (She lived to January 5, 1855, age 83, and had two sons and five daughters.) In the summer of 1799, Adélaide died on August 23 and Mélanie died September 19, both of yellow fever in the epidemic of that year. Both sisters were buried at St. Mary's Church in Charleston. Their sister Amélie never married and died years later.

In 1798 de Grasse traveled to Saint-Domingue to offer his services to General Théodore-Joseph d'Hédouville, who had been sent to Saint-Domingue by the French Directory to try to divide the two leaders, Toussaint Louverture and André Rigaud, who controlled the island. De Grasse was captured, put in jail, and put in irons. The American Consul intervened, showing proof that de Grasse had become a naturalized American citizen. He was freed and put on the next ship to Charleston.

By 1800 his father-in-law de La Hogue (who also became known as Delahogue) had established a school in Charleston, and added military classes. His ad in the City Gazette and the Advertiser (Charleston) on October 16 announced the following: "'Those persons who may desire their children to learn the principles of Fortifications and Artillery will pay an additional price per month. He [Delahogue] has made arrangements for this purpose with Mr. Auguste de Grasse, his son-in-law.'"

De Grasse was also teaching in order to make a living. On January 10, 1801, he advertised in the Times paper in Charleston, announcing he had opened a new "Fencing Room" for classes, located at his house on Federal Street. Also listed were its hours of operation.

Scottish Rite
De Grasse's father-in-law Jean-Baptiste de La Hogue became a founder of a Masonic lodge named La Candeur at Charleston. The founding members were primarily French Roman Catholics, most of them refugees from Saint-Domingue or from the Revolution in France.

On December 12, 1796, in Charleston, the Comte de Grasse-Tilly, along with his father-in-law de La Hogue and six other French refugees from Saint-Domingue, was issued a patent by Hyman Long making each man a Deputy Grand Inspector General (DGIG). This appointment was a title recognizing that the bearer was in possession of the secrets of the "Rite of the Royal Secret". After a fire destroyed the building at Church and Broad streets along with all the Masonic records, the lodge was temporarily inactive for some time.

Long, born in the British colony of Jamaica, had gained qualification as a medical doctor and emigrated to New York City. He had received the appointment and right to appoint new DGIGs by Moses Cohen. Cohen in turn had received his appointment the year before from the American Barend M. Spitzer of Georgia.

The eight French emigres organized a Consistory of the 25th Degree, or "Princes of the Royal Secret." By 1798 de Grasse was recorded as the Master of La Candeur Masonic Lodge in Charleston. On August 4, 1799, de Grasse demitted from Loge La Candeur. On August 10, he became a founder of Loge La Réunion Française at Charleston.

A few years later in 1801, de Grasse and de La Hogue were among the eleven founders of the first Supreme Council of the Scottish Rite. It was the Mother Council of the Ancient and Accepted Scottish Rite. All other Supreme Councils of the world derive their authority from it. De Grasse was appointed by the Council as Grand Marshal of the South Carolina Ancient Grand Lodge.

1802
 * February 21 – Brother de Grasse, Deputy Inspector General was appointed by the Supreme Council as the new Grand Inspector General, and Grand Commander of the French West Indies. Establishes a Supreme Council for the West Indies.
 * Also appointed at this time was Illustrious Brother Jean-Baptiste Marie de La Hogue, Deputy Inspector Grand Commander of the West Indies.

Later years
De Grasse returned to France with his family after Napoleon came to power. He was allowed to re-enter the military. In 1816 he was asked to resign, at the age of 51.

He continued his development work with Masons in France and across Europe. In March 1805 he established a Supreme Council of the Scottish Rite for Italy, based in Milan. In October 1809 he established a Supreme Council for Spain, based in Madrid. He was elected as the Grand Commander of the Supreme Council of France, a position he held until 1821, when he resigned. Disagreements had arisen starting in 1818, especially in relation to the Supreme Council of the Grand Orient. France eventually developed three Supreme Councils.

De Grasse published a biography of his father in 1840, as Notice biographique sur l'amiral comte de Grasse d'après les documents inédits. In the book he also described his own journey to the New World, and his time in Cap Francais, Saint-Domingue; and Charleston, South Carolina, in the United States. He describes himself as being "76 years old, a worthy father, and after a life so full, he has reached old age without his rights to the gratitude of his country having ever been recognized." He wrote that as military men, he and his father were both victims of political upheavals in France.

On June 10, 1845, Count de Grasse, Alexandre Francois Auguste, Major, age 80, was registered at the Infirmary de l’Hotel des Invalides (Military Hospital) in Paris. He died around 12:30 AM of chronic bronchial pneumonia.

title: Alexandre Francois Auguste de Grasse


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ILR-33 AMBER

ILR-33 AMBER (BURSZTYN) is a Polish multistage suborbital rocket designed by Warsaw Institute of Aviation – Łukasiewicz Research Network. The main goal of development of AMBER is gaining experience in building rocket engines and rockets themselves. AMBER can be used in sounding the atmosphere, performing various experiments in microgravity and as a rocket and space technologies testing platform.

Description
The rocket is 5 meters tall and has the diameter of 230 mm. It consists of two solid boosters and hybrid main engine. The main engine is a Polish construction which uses highly concentrated hydrogen peroxide as oxidiser. Hight test peroxide is produced in-house by Institute of Aviation and has concentration of 98%, offering increased specific impulse and density in comparison with more commonly used 85-87.5% peroxide. AMBER has reusable head. The recovery of payload is done by pyrotechnical separation from head and deploying drogue and main parachutes. Payload touches the ground with speed of about 8 m/s.

ILR-33 AMBER is designed to reach the Kármán line with 10 kilograms of payload. AMBER is a flagship project of Warsaw Institute of Aviation – Łukasiewicz Research Network.

History
The rocket is in development since 2014. The oxidising agent of main engine is highly concentrated H2O2. as researchers from Institute have patented unique method on obtaining this compound by distillation. The project was repeatedly awarded: the jury of International Invention and Innovation Show INTARG 2018 gave the platinum medal in category "Industry" and Ministry of Investment and Economic Development diploma. On Moscow International Salon of Inventions and Innovation Technologies 2019 Łukasiewicz Research Network – Institute of Aviation has received silver medal for solution: "ILR-33 AMBER rocket as system of inventions and innovative platform to conduct experiments in micro-g environment".

Because of the need to adjust regulations to perform flights of AMBER and similar rockets, the boundaries of air space of CPSP Ustka were extended.

Since 2019 a new version with higher performance is under development. New version is designated as the ILR-33 BURSZTYN 2K – which refers to Meteor 2K rocket. AMBER 2K will be equipped with enlarged boosters. Mass optimization of subsystems is also taking place. Service module is being prepared to host payloads – atmospheric sounding equipment or experiments using a micro-g environment

Missions
The first test flight took place in 2017 on Drawsko Military Training Ground, during which there were basic assumptions, mechanisms and infrastructure of rocket verified in-flight. The maximum altitude of flight was limited due to restrictions of area where AMBER was tested. Another flight, planned on the end of 2018 was cancelled due to intense jet streams.

The second successful test was in may 2019 in Drawsko Pomorskie. There was modified rocket and new systems tested, i.a. steering module. On 10 September 2019 there was another flight performed to test steering system and the recovery of payload from the surface of the Baltic Sea

source: wikimedia

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

title: ILR-33 AMBER


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Trihydroxyflavanone

Trihydroxyflavanone may refer to:

 * Butin (molecule) (3',4',7-trihydroxyflavanone)
 * Garbanzol (3,7,4'-trihydroxyflavanone)
 * Naringenin (4',5,7-trihydroxyflavanone)
 * Pinobanksin (3,5,7-trihydroxyflavanone)

title: Trihydroxyflavanone


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Kira Nam Greene

Kira Nam Greene is a New York-based painter known for combining ethnographic imagery, meticulous realism, and layered patterns. Greene has expressed her commitment to painting as a way to explore feminism, materialism, and beauty.

Biography
Greene was born in Seoul, Korea and lives and works in Brooklyn, New York. She received a BFA from San Francisco Art Institute and an MFA from the School of Visual Arts. Prior to becoming an artist, Greene earned her PhD in Political Science from Stanford University and a degree in International Relations from Seoul National University.

Career
Greene has exhibited at Sheldon Museum of Art, Muskegon Museum of Art, Brown University, Salisbury University, Wave Hill, Bronx Museum of Art, Noyes Museum, A.I.R. Gallery, Accola Griefen Gallery, Lodge Gallery, Kiechel Fine Art and Jane Lombard Gallery. She has also been a visiting artist and lectured at the Brooklyn Museum, Maryland Institute College of Art, Union College, Salisbury University, SFAI, School of Visual Arts, and Rutgers University. She teaches in the MFA and BFA programs at Parsons (The New School). where in 2018 she was the MICA Geneviève McMillan/Reba Stewart Endowed Chair in painting. Also in 2018, she was a semi-finalist for the Outwin Boochever painting prize and a Bennet Prize finalist for women working in figurative painting. In October 2021, Greene was a finalist for the Smithsonian’s National Portrait Gallery Outwin Boochever painting prize, whose winners were due to be announced on April 29, 2022.

Work
Greene's work primarily focuses on the feminist exploration of painting via a combination of abstract patterns and representational forms. This strategy seeks to "defamiliarize natural space and invite extended, sensual encounters with the paintings, where diverse representational modes coexist, and where the body appears as if seen for the first time." Instead of human figures, her earlier work used still lifes, especially food items, as allegorical stand-ins for the female body. Art writer and curator Emily Colucci commented about Greene's use of food and bodily imagery, "Greene's painting not only provided a twist on Trump's notorious pussy-grabbing comment, but it also hinted at the papaya's vaginal qualities. The painting, particularly in the context of its title, humorously references the long legacy in feminist art of using food as a stand-in for the body as seen in works like Marilyn Minter's 100 Food Porn paintings." Spurred by recent developments in the politics in America, Greene paints women in creative fields, posed to echo historical figurative paintings. Interviewing them and researching their working lives generates ways to render pictorially—through allusions, icons, objects, patterns, and symbols—the rich personhood of the subjects. Jorge Daniel Veneciano, former Director of the Sheldon Museum of Art, commenting on the vibrancy of the still-life genre in the era of transnationalism and globalism, states, "Greene's recent painting provides an arch interpretation of the still-life genre and the promises it makes. The pun in the title, Archway to Happiness, may or may not be her intention, but it supports a reading of the work as satirically commenting on the very rhetoric of the genre. It also foregrounds the transnational nature of still lifes, carrying allusions to Celtic, Moorish, and pan-Asian cultures."

Influences
Greene has expressed how the Pattern and Decoration movement of the 1970s and '80s had a large influence on her work. Her adoption of decorative patterns as the political statement of the marginalized also informs the status of her subjects. Greene states that her political science training informs the deep research into her paintings' subjects. Greene has studied under Brett Reichman at SFAI and Jake Berthot at SVA, both of whom she cites as having influenced her approach to painting.

title: Kira Nam Greene


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Light Balance

Light Balance are a Ukrainian LED dance troupe formed in 2012 and based in Dnipro, Ukraine. They are best known for television appearances in competition shows.

History
Light Balance competed in the 8th series of Britain's Got Talent in 2014. They placed 4th in the public voting in semifinal 4 and were eliminated.

In 2017 they competed in the 12th season of America's Got Talent, where they got a golden buzzer from host Tyra Banks during their audition and therefore, advanced straight to the live shows. They had a technical issue with their equipment in the quarterfinals, so their dress rehearsal performance was televised and judged. They received enough votes to advance to the semifinals. After their semifinal performance, they received enough votes to reach the finals. They placed 3rd for the season, behind Angelica Hale and Darci Lynne. In the finale, they performed with guest Derek Hough. They came in 3rd place like other similar acts previously on the show, Fighting Gravity and Team iLuminate.

In 2018, Light Balance performed at NET.'s Indonesian Choice Awards 2018 in Sentul, West Java.

In the Winter of 2018, Light Balance performed on Broadway in New York City with The Illusionists: Magic of the Holidays."

In 2019, they were invited to compete in America's Got Talent: The Champions, but they did not advance to the finale.

Light Balance performed on Broadway as part of the famous show "The Illusionists" and worked on the stage with such famous artists as Jessie J and The Jacksons as part of the Art on Ice shows all across Switzerland. The group made appearances as special guests for Warner Bros., MGM Grand, Buick, Volkswagen, Nike, Siemens, McDonald's, Coca-Cola, ZAIN, NSP, Staples, Accor Hotels Group, and many other corporate clients throughout the world.

In April 2019, they teamed up with Netherrealm Studios for a special performance to celebrate the release of Mortal Kombat 11, the characters featured were Raiden, Scorpion, Sub-Zero, Baraka, Shao Kahn, and Skarlet.

In 2023, Light Balance Kids were invited to compete in America's Got Talent: All-Stars but due to the ongoing conflict in Ukraine some of their members were unable to leave the country. As such, the act combined with some members of Light Balance (though were still credited as Light Balance Kids).

title: Light Balance


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Tommy Bell (American football player)

Thomas James Bell (July 10, 1932 – August 14, 2019) was an American football player. He played for the Army Cadets football teams from 1950 to 1954 and was the first Army player to rush for 1,000 yards in a season. He was selected as a first-team halfback on the 1954 All-America college football team.

Early years
Bell was born in 1932 in The Bronx, the son of Irish immigrants. He was a star football player at the Mount Saint Michael Academy, a Catholic high school in the Wakefield neighborhood of The Bronx. He was recruited by Vince Lombardi to play football at the United States Military Academy.

Army football
Bell attended the United States Military Academy and played college football at the halfback position for the Army Cadets football team from 1950 to 1954. In 1951, he led the Army backs in rushing. He was principally used as a defensive back in 1952 and returned to offense in 1953.

As a senior in 1954, Bell's eligibility was called into question. Bell had played on Army's "plebe" team in 1950, but repeated his plebe year in 1951 after failing a course. Because of the Korean War, the Eastern College Athletic Conference (ECAC) waived the freshman rule in 1951, and Bell played on Army's varsity team. The ECAC in 1953 undertook an investigation to determine whether Bell was permitted to play in his fifth year at the Academy. The ECAC ultimately issued a special ruling holding that the Academy had misinterpreted the freshman waiver rule, but had acted in good faith. Accordingly, Bell remained eligible to continue playing in the 1954 season.

Bell had his most successful season in 1954. While he had previously been regarded as a "workhorse runner with drive and spirit," he developed a talent for following blockers in 1954. He ran for three touchdowns, including a 64-yard spring against undefeated Yale. He followed with an 80-yard run against Duke. Against Virginia, he rushed for a career-high 165 yards. He also excelled on defense, knocking down a pass in the end zone as time expired to preserve a 21-20 victory over Virginia. He helped lead the 1954 Army team to the No. 7 ranking in the final AP Poll, rushing for 1,020 yards on 96 carries. He was the first player in Army history to compile more than 1,000 rushing yards in a season, and his 1954 average of 10.6 yards per carry is the third highest in Army history. He also ranked third nationally in scoring during the 1954 season with 78 points on 13 touchdowns. He was selected by the Football Writers Association of America and the International News Service as a first-team halfback on their respective 1954 All-America college football teams.

Later years
After graduating from West Point, Bell served as a pilot in the Air Force. He later worked in sales for companies, including Stanley and Ingersoll-Rand. He was inducted into the Army Athletic Hall of Fame in 2016. He died in 2019.

title: Tommy Bell (American football player)


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Flexible learning/old version

''This is an old version of Flexible learning. Please do not edit this any more. It is kept for the edit history.''

Flexible Learning is a set of educational philosophies and systems, concerned with providing learners with increased choice, convenience, and personalisation to suit the learner. In particular, flexible learning provides learners with choices about where, when, and how learning occurs. Wikipedia Dec 06

This page will assist you in understanding the principles of Flexible Learning by exploring related information, ideas and new practices in formal education. After reading through this information, and taking up opportunities for learning support it is hoped you will be able to apply flexible teaching and learning techniques in your own contexts.

This topic is also used in:
 * Teaching and Learning Online
 * Designing for flexible learning practice

Learning support and accreditation

 * Otago Polytechnic offers formal learning and acreditation services with their Designing for Flexible Learning Practice course.
 * The Flexible Learning Practice weblog is used by Otago Polytechnic to advise learners in this subject. Feel free to follow along and make contact through that blog.
 * The Flexible Learning Practice email list is available for people to ask questions, network and generally discuss this topic. At the moment the list is quiet, and is made up of people engaged in a teacher trainnig course at the Otago Polytecnic. The facilitators hope to grow the list into a more global membership with a wider range of skills and backgrounds.

Content
Flexible Learning is a recent concept with many varying interpretations. No one interpretation is correct, leaving room for many interesting and useful ideas. This is one reason why the information resources used here are in a wiki format. It makes it easier for others to contribute and for contributors to keep the information up to date.

What is flexible learning?

 * Flexible learning can be viewed as an incentive to reflect on teaching and learning environments, and develop new ways to engage with students. Flexible learning is not a goal in itself, the goal is to improve the learning experience and the learning outcomes. Flexible learning is a method by which educational goals can be achieved. This means that the decision to implement particular flexible learning strategies should be informed by educational values and goals and by specific educational contexts.
 * Read more about flexible learning from the perspective of the Australian Flexible Learning Framework's Flexways site.

Why we need flexible learning
In adult education and training, flexible learning has alway been available. Most vocational education and training organisations have an early history providing after hours workshops and training sessions to work around normal working hours, and to not interrupt industry production schedules.

Today, there are increasing pressures on workers and industry that create demand for similar options for education and training. Many employers are asking for training to take place in the workplace. Others are preferring block training so as to more easily manage interruptions to normal opperations. Individuals who wish to further their personal development or skills and qualifications may prefer after hours, part time and/or distance learning options so as not to impact on their current employment and income status. Whatever the need, flexible learning opportunities are something that all education and training providers should keep in mind.

 * Listen to Learning and teaching in the twenty-first century: new challenges, Gregory Whitby to hear a compelling arguement of why and how new technologies influence younger generations and what schools can do to meet the flexibility challenge.

Examples of Flexible Learning

 * Strategies in Designing for eLearning - a guide put out by the Australian Flexible Learning Framework that has tips on a wide range of mostly online learning strategies and ideas.
 * CyberOne: Law in the Court of Public Opinion is an online course offered by Harvard Law. They use a course blog in conjunction with a course wiki to deliver notes and video recorded lectures. They also use the 3D virtual world platform Second Life to facilitate communication.
 * MIT Open Courseware offers free access to online learning resources
 * OIL - online information literacy is a self-directed series of online modules.
 * elearning guidelines and case studies in the New Zealand tertiary sector.
 * Videos of teaching staff at Otago Polytechnic talking about their flexible learning opportunities.
 * Please feel free to add additional examples here for review.

Issues with flexible learning
In this topic you will analyse and evaluate challenges that arise in the design of flexible learning environments.

There are many issues and consideration to do with flexible learning. From privacy and copyright, to access and usability. The range of issues are wide. Following are information resources that refer directly and indirectly to issues that affect flexible learning. You may be aware of others - please feel free to add them to this list. Focus on at least one of these issues and pursue research on it. Make notes to your weblog, add bookmarks to your resource list and finally, develop a teaching resource around your chosen issue. See Projects.

The modern Internet
Web 2.0 and socially constructed learning is an emergent theme in eLearning circles. Watch this short video that explains Web 2.0. What are the issues that this video highlights? How do they relate to Flexible Learning? Especially flexible learning that uses the Internet. Further reading related to web 2.0: Wikipedia entry, Networked learning,

Copyright
Copyright in the Internet age is a perplexing issue. Watch these series of videos explaining copyright issues in terms of the Creative Commons. Creative Commons is a working solution to digital Copyright issues. What issues to do with Copyright do these videos talk about? How does copyright affect flexible learning? Further reading relating to copyright:
 * Wikipedia entry

Information formats
You are having trouble creating handouts using pictures and diagrams, and the formatting goes haywire, - this is an issue. So you need to find a solution. A short term solution may be to provide the students with hard copies of the handouts - of course this creates other issues or considerations such as the expense and resource sustainability, as well as how you will get the handouts to students studying off-campus. A longer term solution might be to better understand publishing software and formats. You might need to upgrade your skills and use a more advanced image editing programme. Further reading on software and formats:
 * free software
 * Image formats
 * open formats
 * learning objects,

teacher and learner workloads
Because flexible learning often entails self directed, or self paced learning teachers and learners can often lose sight of what would be a reasonable workload. Time management are important skills to have. Further reading on teacher and learner workloads:

Your issues
Please add issue to do with flexible learning that you identify with. It might be the question of the practical nature of your subject area, it might be Internet bandwidth and digital divides, whatever the issue, please give a quick description and links out to further reading.

Flexible learning in educational organisations
In this topic you will explore and justify the strategies for the development of flexible learning environments.

Locate your educational organisations strategic plan. It is a document with mission statements, aims and objectives, and performance indicators. Highlight statements that refer to things related to flexible learning. Discuss these statements with your peer group and use them to help you develop your plan.

Planning for flexible teaching and learning
In this topic you will create and evaluate a plan for the implementation of a flexible learning experience.

Identify a course or unit within a course in your educational organisation that you think could develop flexible learning opportunities. Note down the basics to your idea in your blog and seek feedback from your colleagues and facilitators. After gaining this feedback and taking on suggestions, prepare a more complete project plan that includes aims and objectives, timelines and milestones, risks and risk responses, and of course a budget.

You might find it useful to take into account the following considerations:

Learner profiles
Before you can design materials for flexibility in your courses, not only do you need to know who your learners are (Learner Profile), you also need to be clear about the achievements and characteristics they will leave with when they finish your course/programme (Graduate Profile). The issues and considerations associated with how your students learn will influence how you support them and the resources you will provide.

Projects
The following projects are designed for you to start learning about flexible learning for yourself, and contributing what you learn to the general pool of knowlege, skills and understandings on the topic.

Weblog
20% For this assignment you will be asked to keep a record of the what, how and why of your learning and this will be ongoing throughout the course.
 * To do this you will be asked to keep a written record as an online blog, and you may also like to keep pictorial, audio and video records as well.
 * Consider whether you want to make your weblog private or public.
 * The weblog will need to include references for material you have been reading and exploring, and evidence of how you have gone about planning for flexible learning in your workplace.
 * Use the [Hegarty Reflective Framework and Template] as a guide to how you can record your learning.

Reference list
20% You will be shown how to use and maintain http://del.ici.ous – a social bookmarking facility on the web – to search for and store material you will need for flexible learning.
 * Write brief notes in del.ici.ous about the usefulness of each resource.
 * Watch this video on how to use Del.icio.us

Teaching Resource
10% For this assignment you will need to develop a digital resource which shows others (students or colleagues) how to use software or technologies or other materials in an educational setting.
 * You will need to outline and discuss your ideas with the class and with the facilitators.
 * You will be assisted to scope and prepare a plan for creating the resource.
 * The resource could be an audio recording with an expert, a slide presentation, a screen recording of a particular piece of computer software, a video on how to use some form of hardware, or a text-based handout.
 * Announce and publish the resource through your web log.

Develop a flexible learning plan
50% All the other assignments lead into this final assignment which is a plan for how you intend to introduce flexibility into a course or programme in your work area. The facilitators will assist you with design ideas and will help you to develop your plan.

Use the [Flexible Learning Scope template] to record your initial design ideas. Your scope will need to include the following:
 * A profile of student characteristics both at enrolment and on completion (learner profile and graduate profile)
 * Issues and considerations and solutions to address these. For example, not all students will have access to broadband, therefore one solution may be to provide material online and on CDROM.
 * Strategies and methods you intend to use to create a flexible learning experience. For example, students will be asked to take digital photos of plants in the Botanic Gardens and prepare an identification chart for an assessment. This will replace a formal lecture.
 * Gather feedback from your peers on your draft flexible learning scope, and modify your scope as necessary.

title: Flexible learning/old version


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Enguun

Tseyendashiin Engüün (Цэендашийн Энгүүн, born 7 September 2000) is a Mongolian professional violinist, and singer. She is the winner of season 1 of The Voice of Mongolia at the age of 17. After winning the show, Engüün was signed to Mongol Content LLC.

Career
At her age of 5, Engüün enrolled in Mongolian State Conservatory as a disciple of professional violinist Enkh. J who is a graduate of Komitas State Conservatory of Yerevan. Engüün graduated in Mongolian State Condervatory in 2020. She majored in Musician of String Music Orchestra.

The Voice
Engüün mentioned on an interview that she always had a thought that she would enter if "The Voice" was organized in Mongolia. When Mongol TV announced that they were holding the show with official rights, she directly signed up for blind audition. It was her very first singing competition.

title: Enguun


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The Book of Souls: Live Chapter

The Book of Souls: Live Chapter is a live album and video by Iron Maiden, recorded throughout their 2016–2017 The Book of Souls World Tour. Released on 17 November 2017, the album was produced by Tony Newton, with Steve Harris serving as co-producer. This makes it the band's first live album since 2002's Beast over Hammersmith not to be produced by Kevin Shirley.

On 11 November, the video was livestreamed on YouTube. It is also available for digital purchase alongside its audio counterpart, although it was not released on physical media.

Iron Maiden

 * Bruce Dickinson – lead vocals
 * Dave Murray – guitars
 * Janick Gers – guitars
 * Adrian Smith – guitars, backing vocals
 * Steve Harris – bass, backing vocals
 * Nicko McBrain – drums

Additional musicians

 * Michael Kenney - keyboards

Technical personnel

 * Tony Newton - recording, production, engineering, mixing
 * Ade Emsley - mastering
 * Hervé Monjeaud - illustrations
 * Anthony Dry - illustrations
 * Stuart Crouch - artwork
 * John McMurtrie - photography
 * Justin de Reuck - photography
 * Rod Smallwood - management
 * Andy Taylor - management
 * Dave Shack - management

title: The Book of Souls: Live Chapter


text:
Acrolepia chalcolampra

Acrolepia chalcolampra is a moth of the family Acrolepiidae. It was described by Edward Meyrick in 1931. It is found in Chile.

title: Acrolepia chalcolampra


text:
Oddbjørn

Etymology
From ; equivalent to.

Usage notes
Patronymics
 * son of Oddbjørn: Oddbjarnarson / Oddbjørnsson
 * daughter of Oddbjørn: Oddbjarnardóttir/Oddbjørnsdóttir

Etymology
and.

title: Oddbjørn


text:
User:Chintavamsi

kapu caste=Since it is a large, diverse and geographically well spread with multiple divisions there is no one root or origin but the most prevalent theories of their origin are mentioned below.

Kapu seem to be the earliest inhabitants of the Deccan region who migrated from the North and cleared Forests for Agriculture and built Towns in the Deccan. They are considered to be the Original Aryan Descendants who migrated to South India.

Kapu Community are believed to be the descendants of migrants of the Kaampu tribe from Kampilya (near Ayodhya) and were one of the earliest inhabitants of South India who took to clearing the forests and starting agriculture in the Deccan and of the current day Andhra Pradesh.

Kapu Community are also referred to as the Kaampu tribe in the Ancient Texts, which was also referred to as the Kossar tribe, who some historians believe established the Satavahanas and other ancient dynasties. Kapu Community shares a similar history to the Kurmi, kunbis and Maratha caste Brief Notes  Some of the very common Gothrams found in the Kapu community are Janakula, Mahipala, Paidipaala, Raghukula, Kasyapa, Dhanunjaya, Athreya, Achyuta to name a few and there are lots of other Gotrams

Naidu in Andhra refers to the Kapu/ Telaga/ Balija/ Ontari/ Turpu Kapu community. Balijas have the title Naidu and Setty In Tamil Nadu and Karnataka they are called Balija Naidu. In Southern T.N Districts Balijas have the title Naicker Munnuru Kapu's have the title Rao and Reddy in Telangana. Kapu/Balija/Telaga/Munnuru Kapu communities have the title Setty in their Surnames who served as Traders during the Kakateeya and Viajayanagar Empires..

(Indicating their Ancestors established Powerful Trading Guilds Surnames like Bandreddy, Ramiesetty, Polisetty, KaliSetty, Muthamsetty, Kamisetty, Tirumalasetty, Rangisetty, Singamasetty, Chennamsetty, chinta etc)

Telaga/Kapu Community also has the title Reddy in their Surnames in Coastal Andhra Region. Telaga/Kapu Community also has the title Reddy in their Surnames in Coastal Andhra Region.

(Indicating some of their ancestors were village heads. Maddireddy, Muthareddy, Kunapareddy, Katreddy, kasireddy, rayapureddy, Siddireddy, dharapureddy, peddireddy etc.)

Some Kapu/Telaga Surnames end with the title Neni which is a derivation of Senani.

(Indicating the Ancestors of these families served as Commanders under the Kakateeya Dynasity. Samineni, Lakkineni, Padalaneni, Vallabhaneni, Chitikineni, Kasineni etc   Kapu and Telaga community have the title Rayudu in Coastal and Rayalseema Regions which is a legacy of the communities association with the Vijayanagar Empire.    Chola-Chalukyas used titles Udayar or Odeyar for certain period of time. Kapu Community primarily served as Protectors of villages from Bandits in the Medieval Ages who later took to other Professions like Village heads and Farmers during times of peace.

During times of war they also served as Soldiers, Governors (Nayaks), Commanders in many of the Andhra Dynasties.

Hence the term Nayaka/Naidu becamse synonymous with the community

Modern day Kapu Community is predominantly are an Agrarian community diversified into Business, Industry, Films, Academia, and IT etc.Sub CastesThere are many sub castes within the Kapu community but most of them prefer to be simply called Kapu.

Kapu Balija/Balija Naidu Munnuru Kapu Ontari Telaga Turpu Kapu NaiduThe following are the major Balija ruling clans or Dynasities which comprised the heart of Vijayanagar Empire. It is also said the great Emperor KrishnadevaRaya had a Balija/Kapu Origin.

Araveeti Dynasity the last Dynasty of Vijaynagar and its ruler Ramaraya the last ruler of the Vijaynagar Empire was a Kota Balija. Maduri Nayaks Tanjavur nayaks Ceylon Khandi Kings Penukonda Kalyanadurg RayaDurgam Chandragiri Udayagiri

title: User:Chintavamsi


text:
Wikipedia:WikiProject Spam/LinkReports/dentalshome.com

Links

 * dentalshome.com resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * dentalshome.com is hosted on dentalprove.com
 * dentalprove.com resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * COIBot Monitorlist search for link dentalshome.com gives:
 * dentalshome.com (link spam)
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * dentalshome.com (link spam)
 * 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:
Talk:Ancient Greek

Untitled
Hi folks. I jumped on this text because I think it'll be reasonably straightforward, at least in the early stages. Everyone has to learn the alphabet, definite articles, and so on, so I thought I'd get it started and hope some other folks join in.

I'm going to set up a page on the alphabet and pronunciation, which is the necessary first chapter. Then I'll worry about what comes next. Do please offer suggestions.

--George McAllister 21:02, 24 Jul 2004 (UTC)

Is there any activity on this anymore, or just the initial creation? I would like to help. Have you thought about the structure of the wikibook?

I may be adding things as I think of them, but it would be nice to keep flow with a ToC or other pre-planned format.

--Michael Greene 12:23, 23 Oct 2004 (UTC)

I would also be interested in helping, however, I lack the experience and knowledge to take a leadership role. I am a beginning ancient/classical Greek student with goals of studying post-grad classics. My hope is that working on a wiki like this from the early stages will reinforce my grammar studies, provide experience in shaping how the language can be taught, and learn more about the wikibook project.

As a beginner, where I might be of best use now would be in populating grammar tables and paradigms, researching examples, and other important, though time-consuming details. It could be that a more experienced Greek teacher could provide guidance about the overall arc of the course, the pace, etc., but would be less enthusiastic, as an example, about sitting down to type out tables. Perhaps that's where I can help.

Michael, I agree that a ToC is the place to start, at least one that covers the true and most unavoidable fundamentals, e.g. all parts of speech, present tense verbs, esp. to be.

To keep things moving, I typed up a table of definite articles (one of those unavoidables). I would post it but 1) I'll have to figure out how to edit/supplement the current ToC and 2) The table presupposes some other fundamentals, such as case and number, that may need to be written first.

Sorry for the dry first post, but you have to start somewhere. This could be fun (if we're already at the point of reading the AG discussion page, we must get some pleasure from studying the language, right?).

-Patrick

--Tomatosoupcake 16:13, 26 October 2005 (UTC)

Anyone still coming around here to talk? I can help on a limited basis. I've done page layout work for myself and professionally. I have taught Latin and Greek at the college level part time (got the sheepskins and everything), and I have some experience with computers. One thing that will help right up front, is a resource that's been around for a long time. It's a really good web page, though my thought is that this Wikibook either needs to create a similar page, or we need to get permission to link directly to the page I am referring to.

The page has a very nice list of free and for sale Greek fonts, as well as instructions for displaying ancient Greek in a web browser and sections of test text that the viewer can use to verify that the browser is working properly. The URL is http://www.tlg.uci.edu/help/UnicodeTest.html.

The main site is for the TLG (Thesaurus Linguae Graecae), which is an academic project to digitize all remaining Greek literature to make it computer usable-accessible. The project has already been around for about 20 years.

Another good source to link to would probably be the Perseus Project at Tufts University: http://www.perseus.tufts.edu/. They have a wicked large amount of stuff already available on the web, including pictures, grammar aids, texts, maps, etc. Though I'm thinking the text portion might best be saved until after the students of this book here are ready for more challenging Greek texts! :-)

Darklon 09:50, 15 February 2006 (UTC)

 * Ah, great! The unicode fonts page looks good: I've added Perseus as a general resource, though I'm not sure if we should have a section (or even a page) directed at fonts. I suppose Wikibooks predetermines most of the layout, but it's still customiseable (e.g. see the modern greek pages). I'm aware that I may have messed up the IPA for the alphas and etas on the alphabet page, by the way (I did it all from memory); I will check - the problem comes trying to work out what changes came when!
 * Anyway, what I propose be done is that in each chapter, we havbe three sections: one for technical details: grammar, morphology, and so forth, one for teaching: Greek sentences or paragraphs with English translations (possibly some vocab), and the third for exercises: parsing, translations, compositions, and perhaps comprehension exercises (perhaps vocab glossed).
 * Bearing in mind that we won't have the resources to write our own lexicon, I suspect we willl have to encourage people to use Perseus beyond the first few chapters.

--NemaFakei 13:40, 15 February 2006 (UTC)

Hi all, I've added some material to the nouns section. Does anyone know of a way to put a line over the vowels to indicate that they're long? It'd be really helpful since accentuation depends so much on vowel quantity.

Umop Apsdn 19:03, 3 December 2006 (UTC)

down the bottom of the edit window there are a whole lot of vowels with accents and macrons etc. (macrons are what you are looking for - the line over the long vowels) if that it too laborious then you can write your edit in a word processing document with greek script and then copy it into the editing window. hope this helps Storeye 11:58, 21 April 2007 (UTC)

Hello everyone. I was tempted to append the nouns page with a simple explanation of the second declension and modify the table that's already been posted for the first declension to include some masculine and feminine omicron-sigma stem nouns and maybe one or two neuter omictron-nu stems, but I decided I should run it by the group before I do anything (I could e-mail or post my handiwork if it sounds like a good idea to run it by everybody). I agree with a previous post that maybe it should be more divided up with some exercises, as it is an instructional text and if its present form is expanded it may just read like the wikipedia article on ancient greek. I'm only a beginner, and I study alone at that (out of Mastronarde's Attic Greek, which I only recommend for the very serious), but working with such grammars I can do quite a bit of grunt work (though my knowledge of the differences between the different dialects is severely deficient, so i can really only speak for the Attic variety). Nice work so far, hope I can be of some assistance because I'm very excited about such a project.

p.s. I don't know how to use whatever code it is that's been used for the tables and script thus far, and i've been trying to work with my character map, which takes a long time and lacks a rough breathing sign. If anyone could fill me in on the right way to do this, I'd be glad to.

Slamoureux1 22:08, 6 May 2007 (UTC)Spencer Lamoureux

Homeric, Attic, or Koine?
Well, I'm new to this site, so I'll admit I haven't looked through this much; but at a quick glance and a scroll, I haven't been able to tell just how ancient this Greek is. Will this be Homeric, Attic, Koine, or what? -Thanks.

Work on Ancient Greek
Hi people,

I was planning on doing some work on this textbook since it looks like it hasn't been modified in a few years. I'm a PhD student in classics and I thought I would add a bunch of material, but I don't want to step one anyone's toes. Let me know if I should refrain because someone is currently working on it.

Thanks.

Anyone here?
Hey folks, I am interested in seeing if i can contribute to our ancient greek pages as its something I am have been studying in university, but this looks very inactive. Just want to check if anyone is still watching the page and is interested in contributing when they can.

I also second the question above regarding what variation of greek we will be focusing on here. My experience extends to Attic Greek. Wobblywatch (discuss • contribs) 22:56, 3 January 2019 (UTC)

Please do so, contribute! Attic Greek would be great. Genoskill (discuss • contribs) 01:09, 7 April 2022 (UTC)

typo
I believe that the word ἰπποπόταμος in the section Rules for Accentuation has the wrong breathing mark over the ἰ (a smooth breathing mark instead of a rough breathing mark).

My knowledge of ancient greek is very small, so I hesitated to go ahead and change it myself, but I wanted to point it out as a possible typo to a knowledgeable person DlronW (discuss • contribs) 23:19, 11 May 2023 (UTC)

title: Talk:Ancient Greek


text:
Talk:Kopust/Archive 1

Untitled section
I think the context is fairly well dealt with through the hyperlinking to articles about the TT, MaHaRaSH, and RaSHaB. Am I wrong?

--Meshulam 05:09, 21 March 2006 (UTC)

External links modified
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I have just modified 2 one external links on Kopust. 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 http://web.archive.org/web/20131029191710/http://hebrewbooks.org/6594 to http://hebrewbooks.org/6594
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Cheers.— InternetArchiveBot  (Report bug) 00:10, 21 July 2016 (UTC)

title: Talk:Kopust/Archive 1


text:
Alexandru Marin (rugby union)

Alexandru Marin (born 28 November 1957) in Bucharest, is a former Romanian rugby union football player and currently coach. He played as fullback and as wing.

Career
In his career, Marin played for R.C. Grivița.

International career
Marin was first capped in the match against Czechoslovakia, in Bucharest, on 9 April 1978. He also played the 1987 Rugby World Cup, with his only match in the tournament, against Zimbabwe, being also the last of his international career.

Honours

 * R.C. Grivița
 * Cupa României: 1982-83, 1984–85, 1985–86

 * Romania
 * FIRA Trophy: 1980-81

title: Alexandru Marin (rugby union)


text:
ficcare

Etymology
From, based on.

Verb

 * 1) to shove (something) in, to stick (something) in, to thrust in
 * 2)  to stick, to put
 * 3) to fix (one's gaze)
 * 4)  to fuck

title: ficcare


text:
Abstractionism

Abstractionism is the theory that the mind obtains some or all of its concepts by abstracting them from concepts it already has, or from experience. One may, for example, abstract 'green' from a set of experiences which involve green along with other properties. Also, for example, one may abstract a generic concept like 'vegetable' from the already possessed concepts of its instances (carrot, broccoli, onion, etc.) This view was criticized by George Berkeley and Peter Geach.

Development
Abstractionism has its roots in Aristotle's writings, particularly those rejecting the Platonic theory of Forms. They were adopted and developed further by the Scholastics so that the doctrine became entrenched in the seventeenth century. John Locke also developed his own theory of abstract ideas although it was against the Scholastic theory of essences. For him, ideas originate through the senses and the materials or the sensory data provided by these become the basis of the way we form general ideas of classes of things. His theory contradicts the empiricist standpoint due to its focus on intuitive and demonstrative knowledge as demonstrated in Locke's recognition that pure mathematics and pure morals are founded on intuition and demonstration.

There are several modern versions of abstractionism and these include those developed by theorists such as Noam Chomsky and Jerry Fodor, who proposed that concepts are preformed at birth and that we learn to match the words of our language onto the pre-existing concepts. Chomsky, for instance, explained the "deep structure" of the Internet or the grammar of meaning hidden beneath the surface of words by citing that "linguists isolate from an essentially heterogeneous linguistic reality a standard and homogeneous system, thus grounding abstraction."

Berkeley's opposition to abstractionism is considered to be primarily directed at Locke's claim that words are made general through the mediation of general ideas. This is due to the view that Locke's argument is tantamount to claiming that the word "triangle" can be applied to many different triangles because the abstract general idea of the form is used as a template or standard when identifying new instances as being of the same sort.

title: Abstractionism


text:
Pomegranate Council

The Pomegranate Council is a non-profit agricultural commodity marketing organization based in Sonoma, CA.

Founded in 1997 by California-based international produce marketer Tom Tjerandsen, in association with charter members Simonian Fruit Company and Roll International (the parent company of what would later become POM Wonderful), the Pomegranate Council is a non-profit organization that exists to promote the pomegranate fruit and its variety of uses. Patterned after the successful Apricot Council, the Pomegranate Council’s activities range from consumer-awareness programs to developing and distributing tools for use by pomegranate producers. The Council has been credited with contributing to the recent marked increase in consumption and awareness of pomegranates and pomegranate products.

The Pomegranate Council provides a variety of non-branded commodity marketing support, including press relations, distribution of printed material such as point-of-sale usage guides for retailers and the foodservice industry, and representation at food-related trade shows to distribute literature and product samples. The Council's website also serves as a source of product availability and trade information, as well as pomegranate history and health benefits, recipes, crafting ideas, and answers to frequently asked questions. In addition to the website, the Council uses both domestic and overseas advertising agencies, as well as field promotion programs, to achieve its goals of international pomegranate awareness. The Council provides information and marketing materials to promote increased usage for the fresh market in the U.S. and for all export markets.

Much of the Pomegranate Council’s current emphasis is focused on developing selected overseas markets with the help of the MAP program, under the auspices of the USDA Foreign Agricultural Service.

title: Pomegranate Council


text:
reincorporation

Noun

 * 1) The act of reincorporating.
 * 2) The condition of being reincorporated.

title: reincorporation


text:
Theory of basic human values

The theory of basic human values is a theory of cross-cultural psychology and universal values that was developed by Shalom H. Schwartz. The theory extends previous cross-cultural communication frameworks such as Hofstede's cultural dimensions theory. Schwartz identifies ten basic human values, each distinguished by their underlying motivation or goal, and he explains how people in all cultures recognize them. There are two major methods for measuring these ten basic values: the Schwartz Value Survey and the Portrait Values Questionnaire.

A particular value can conflict or align with other values, and these dynamic relationships are typically illustrated using a circular graphic in which opposite poles indicate conflicting values.

In a 2012 article, Schwartz and colleagues refined the theory of basic values with an extended set of 19 individual values that serve as "guiding principles in the life of a person or group".

Motivational types of values
The theory of basic human values recognizes eleven universal values, which can be organized in four higher-order groups. Each of the eleven universal values has a central goal that is the underlying motivator.

Openness to change

 * Self-direction – independent thought and action—choosing, creating, exploring
 * Stimulation – excitement, novelty and challenge in life

Self-enhancement

 * Hedonism – pleasure or sensuous gratification for oneself
 * Achievement – personal success through demonstrating competence according to social standards
 * Power – social status and prestige, control or dominance over people and resources

Conservation

 * Security – safety, harmony, and stability of society, of relationships, and of self
 * Conformity – restraint of actions, inclinations, and impulses likely to upset or harm others and violate social expectations or norms
 * Tradition – respect, commitment, and acceptance of the customs and ideas that one's culture or religion provides

Self-transcendence

 * Benevolence – preserving and enhancing the welfare of those with whom one is in frequent personal contact (the 'in-group')
 * Universalism – understanding, appreciation, tolerance, and protection for the welfare of all people and for nature

Other

 * Spirituality was considered as an additional eleventh value, however, it was found that it did not exist in all cultures.

The structure of value relations
In addition to identifying the ten basic values, the theory also explains how these ten values are interconnected and influence each other, since the pursuit of any of the values results in either an accordance with one another (conformity and security) or a conflict with at least one other value (benevolence and power). Tradition and conformity share particularly similar motivational goals and consequently are consolidated in the same wedge. Values can lightly or more strongly oppose each other, which has led to the organization of the values in a circular structure along two bipolar dimensions. The first dimension is openness to change versus conservation, which contrasts independence and obedience. The second bipolar dimension is self-enhancement versus self-transcendence and is concerned on the one side with the interests of one-self and on the other side of the welfare of others.

Although the theory distinguishes ten values, the borders between the motivators are artificial and one value flows into the next, which can be seen by the following shared motivational emphases:

 * 1) Power and Achievement – social superiority and esteem
 * 2) Achievement and Hedonism – self-centered satisfaction
 * 3) Hedonism and Stimulation – a desire for affectively pleasant arousal
 * 4) Stimulation and Self-direction – intrinsic interest in novelty and mastery
 * 5) Self-direction and Universalism – reliance upon one's own judgement and comfort with the diversity of existence
 * 6) Universalism and Benevolence – enhancement of others and transcendence of selfish interests
 * 7) Benevolence and Tradition – devotion to one's in-group
 * 8) Benevolence and Conformity – normative behaviour that promotes close relationships
 * 9) Conformity and Tradition – subordination of self in favour of socially imposed expectations
 * 10) Tradition and Security – preserving existing social arrangements that give certainty to life
 * 11) Conformity and Security – protection of order and harmony in relations
 * 12) Security and Power – avoiding or overcoming threats by controlling relationships and resources

Furthermore, people are still able to follow opposing values through acting differently in different settings or at different times. The structure of Schwartz's 10-value type model (see graph above) has been supported across over 80 countries, gender, various methods such as importance ratings of values (using the surveys listed below), direct similarity judgment tasks, pile sorting, and spatial arrangement, and even for how the values of other people, such as family members, are perceived.

Measurement methods
Several models have been developed to measure the basic values to ensure that the values theory is valid independent of the methodology employed. The main differentiator between the Schwartz Value Survey and the Portrait Values Questionnaire is that the former is explicit, while the latter is implicit.

Schwartz Value Survey
The Schwartz Value Survey (SVS) reports values of participants explicitly, by asking them to conduct a self-assessment. The survey entails 57 questions with two lists of value items. The first list consist of 30 nouns, while the second list contains 26 or 27 items in an adjective form. Each item is followed by a brief description for clarification. Out of the 57 questions 45 are used to compute the 10 different value types, of which the number of items to measure a certain value varies according to the conceptual breath. The remaining 12 items are used to allow better standardisation in calculation of an individual's value. The importance of each of value item is measured on a non-symmetrical scale in order to encourage the respondents to think about each of the questions.

 * 7 (supreme importance)
 * 6 (very important)
 * 5, 4 (unlabelled)
 * 3 (important)
 * 2, 1 (unlabelled)
 * 0 (not important)
 * −1 (opposed to my values)

The survey has been conducted so far on more than 60,000 individuals in 64 nations.

Portrait Values Questionnaire
The Portrait Values Questionnaire (PVQ) has been developed as an alternative to the SVS. The PVQ has been created primarily for children from 11–14, however, it has also shown to produce coherent results when given to adults. In comparison to the SVS the PVQ relies on indirect reporting. Hereby, the respondent is asked to compare himself/herself (gender-matched) with short verbal portraits of 40 different people. After each portrait the responded has to state how similar he or she is to the portrait person ranging from "very much like me" to "not like me at all". This way of research allows to how the individual actually acts rather than research what values are important to an individual. Similar to the SVS the portraits for each value varies according to the conceptual breath.

Ordering and group differences
The order of Schwartz's traits are substantially stable amongst adults over time. Migrants values change when they move to a new country, but the order of preferences is still quite stable. Motherhood causes women to shift their values towards stability and away from openness-to-change, but not fathers.

Men are found to value achievement, self-direction, hedonism, and stimulation more than women, while women value benevolence, universality and tradition higher.

Relationship to personality
Personality traits using the big 5 measure correlate with Schwartz's value construct. Openness and extraversion correlates with the values related to openness-to-change (openness especially with self-direction, extraversion especially with stimulation); agreeableness correlates with self-transcendence values (especially benevolence); extraversion is correlated with self-enhancement and negatively with traditional values. Conscientiousness correlates with achievement, conformity and security.

Limitations
One of the main limitations of this theory lies in the methodology of the research. The SVS is quite difficult to answer, because respondents have to first read the set of 30 value items and give one value the highest as well as the lowest ranking (0 or −1, depending on whether an item is opposed to their values). Hence, completing one questionnaire takes approximately 12 minutes resulting in a significant amount of only half-filled in forms.

Furthermore, many respondents have a tendency to give the majority of the values a high score, resulting in a skewed responses to the upper end. However, this issue can be mitigated by providing respondents with an additional filter to evaluate the items they marked with high scores. When administering the Schwartz Value Survey in a coaching setting, respondents are coached to distinguish between a "must-have" value and a "meaningful" value. A "must-have" value is a value you have acted on or thought about in the previous 24 hours (this value item would receive a score of 6 or 7 on the Schwartz scale). A "meaningful" value is something you have acted on or thought about recently, but not in the previous 24 hours (this value item would receive a score of 5 or less).

Another methodological limitations are the resulting ordinal, ipsatised scores that limit the type of useful analyses researchers can perform.

Practical applications
Recent studies advocate that values can influence the audience's reaction to advertising appeals. Moreover, in the case that a choice and a value are intervened, people tend to pick the choice that aligns more with their own values. Therefore, models such as the theory of basic human values could be seen as increasingly important for international marketing campaigns, as they can help to understand values and how values vary between cultures. This becomes especially true as it has been shown that values are one of the most powerful explanations of consumer behaviour. Understanding the different values and underlying defining goals can also help organisations to better motivate staff in an increasingly international workforce and create an according organizational structure.

Schwartz's work—and that of Geert Hofstede—has been applied to economics research. Specifically, the performance of the economies as it relates to entrepreneurship and business (firm) creation. This has significant implications to economic growth and might help explain why some countries are lagging behind others when labor, natural resources, and governing institutions are equal. This is a relatively new field of study in economics, however the recent empirical results suggest that culture plays a significant role in the success of entrepreneurial efforts across countries—even ones with largely similar governmental structures. Francisco Liñán and José Fernandez-Serrano found that these cultural attributes accounted for 60% of the difference in Gross Domestic Product (GDP) variance per capita in countries within the European Union (EU).

title: Theory of basic human values


text:
Sangaman Kanda

Sangaman Kanda or Sangaman Kandy (சங்கமன் கண்டி; සංගමන් කන්ද) is a small village in Ampara. It is located within Eastern Province of Sri Lanka. It is the east extreme points of Sri Lanka and located at 3 meters above the sea level.

title: Sangaman Kanda


text:
Wikipedia:Articles for deletion/Halen particles

The result was delete. - Mailer Diablo 16:53, 16 August 2006 (UTC)

Halen particles
Original research or hoax. 0 GHits. Unencyclopedic in tone. ➨  ЯEDVERS  15:27, 11 August 2006 (UTC)
 * Delete. Author is hereby advised to write future hoaxes in a more encyclopedic tone. Weregerbil 15:48, 11 August 2006 (UTC)
 * Delete as pure bollocks. Akradecki 15:50, 11 August 2006 (UTC)
 * Delete as a hoax. Nuttah68 21:38, 11 August 2006 (UTC)


text:
Talk:Relationship and Sex Education

Proposed merger with Sex Education
Most of this information echoes what is already detailed on Sex Education. It's unusual to have a page about Sex Education in Australia and the UK when there is another page dedicated to detailing sex education practices worldwide. What do you guys think? Emmybris (talk) 15:05, 25 February 2023 (UTC)

title: Talk:Relationship and Sex Education


text:
Talk:Abraham Lincoln Memorial Bridge

Abraham Lincoln Memorial Bridge
The Abraham Lincoln Bridge is the longest bridge in Illinois. —Preceding unsigned comment added by <IP_ADDRESS> (talk) 13:41, 17 November 2008 (UTC)

title: Talk:Abraham Lincoln Memorial Bridge


text:
Talk:Indosuchus

January 2020
Why would you reinstate an empty parm removed through script here. Also your reverts are unexplained. Do not unnecessarily edit war. - Fylindfotberserk (talk) 20:17, 10 January 2020 (UTC)

Fylindfotberserk I didn’t mean to do it accidents happen. I didn’t know what I was doing. Stop acting like I did it on purpose. JaneciaTaylor (talk) 20:20, 10 January 2020 (UTC)

title: Talk:Indosuchus


text:
Ivar

Etymology
Ultimately from.

Etymology
From.

Etymology
From.

Etymology
From, from , from + ; also partly merged with Old Norse. Cognate with 🇨🇬, 🇨🇬, 🇨🇬, and 🇨🇬.

Pronunciation

 * Note: Akin to the final r dropping in and  of some western dialects.
 * Note: Akin to the final r dropping in and  of some western dialects.
 * Note: Akin to the final r dropping in and  of some western dialects.

Derived terms
Place names:

Etymology
From.

Interjection

 * 1) The letter "I" in the Swedish spelling alphabet

title: Ivar


text:
Atlas Shrugged

This annotated text both summarizes and analyzes Ayn Rand's epic novel, Atlas Shrugged. In addition, the Appendix singles out the significance of certain Characters, Companies, Concepts, Places, Technologies, and other things in the novel.

Analyses and summaries
All quotes are taken from Ayn Rand. Atlas Shrugged (New York: Penguin 1992.).

The author of this book is Ayn Rand. Other works by Ayn Rand include The Fountainhead, Anthem and We the Living.

Components

 * /Characters/
 * /Companies/
 * /Concepts/
 * /Places/
 * /Technology/
 * /Things/

title: Atlas Shrugged


text:
Wikipedia:Wikipedia Signpost/2006-03-27/Technology report

Last week in servers
Server-related events, problems, and changes included:

 * 21 March — Traffic slowness fixed
 * 23 March — English Wikipedia database dump restarted after odd error ends process
 * 25 March — Maximum article size reduced to 1MB


text:
Talk:Music/Software/Creating music with your PC

...or :Computer Science meets Music

Established 00:28, 4 November 2006 (UTC)

WikiSound and beyond
I'm wondering if we can't revive the old Wikisound discussion in this new context, now that we have a platform for originality. CQ 00:32, 4 November 2006 (UTC)

Audacity
Audacity looks like an excellent resource! What a neat site! CQ 00:37, 4 November 2006 (UTC)

huge scope
This actually seems like a huge subject. There are so many aspects and ways and environments in which one can make music on computer.
 * Sequencers (reason, cubase, logic, nuendo, Rosegarden, MusE, GarageBand...)
 * DAWs (ardour, protools...)
 * Trackers (renoise,buzz...)
 * graphical patcher languages(Pure Data, Max/MSP...)
 * programming languages (SuperCollider, ChucK, Csound...)

The questions is, what level to take and what to omit from this vast pool of knowledge... Also, I'd personally go towards free solutions - LinuxAudio is now very very functional and usable, even on Pro level. Novadeviator 10:00, 29 April 2010 (UTC)


text:
Beginning Mathematics/Logic and Deductive Reasoning

Logic has a long history, and is one of the central tenets of western thought. Going back to the ancient philosophers, logic has been the attempt to devise a system for ascertaining truth via thought. Logic falls under the category of deductive reasoning, meaning it is used to establish truth based upon already established truths, called postulates or axioms.

The oldest and most influential axiom system would be from Euclid's Elements, the classic geometry text, which ranks as one of the most important books of all time. Euclid starts off his first book with 23 definitions and 5 postulates. The postulates basically describe what can be done with an unmarked ruler and a compass. For instance, the first postulate says that a line can be drawn between two points. The second says that lines can be extended, and the third says that circles can be drawn with a center and a given radius.


text:
application software

Noun

 * 1)  A set of computer programs that work together to solve a particular problem or to be used for a particular user-defined application.

Translations

 * Chinese:
 * Mandarin: ,
 * Esperanto: aplika programo
 * French:
 * German: Anwendungssoftware, Anwendersoftware
 * Maori: pūmanawa tautono
 * Romanian: aplicație software
 * Russian:
 * Spanish:
 * Thai:
 * Vietnamese: phần mềm ứng dụng

title: application software


text:
Sahi Ram

Sahi Ram is an Indian politician and a member of the Sixth Legislative Assembly of Delhi and re-elected to Seventh Legislative Assembly of Delhi in India. He represents the Tughlakabad constituency of Delhi and is a member of the Aam Aadmi Party political party. He won from Tughlakabad Assembly on an Aam Aadmi Party Ticket in the years 2015 & 2020.

Early life and education
Sahi Ram was born in Delhi on 10 October 1959. He was brought up in Tekhand Village, Delhi. He attended the Government Boys Senior Secondary School in Badarpur and was educated to tenth grade.

Political career
Sahi Ram is a Second Term MLA, representing the Tughlakabad constituency in the Sixth and Seventh Delhi Legislative Assembly. He is a member of the Aam Aadmi Party.

In 2013, Sahi Ram was elected as Deputy Mayor of South Delhi Municipal Corporation. Also, he was elected as two times Councillor.

Convictions
Sahi Ram was first convicted under West Bengal Prevention of Defacement Property Act 1976 in July 1998.

In July 2017, he was convicted for a second time for the offences punishable under sections 324 (voluntarily causing hurt by sharp object), 341 (wrongfully restrain) and 34 (common intention) of Indian Penal Code.

title: Sahi Ram


text:
Native Americans and the horse

Native Americans before and after their conquest of the Horse
There seems to be a lot of the 'urban legend' quality about this topic. While it doesn't rank with crocodiles in the sewers of New York or the Torn Off Hand of the Hitchiker chained to the Doorhandle of the the Chevvy, the account(s) of SHIPWRECK(S) of Spanish supply convoys in the early 1520s (1522 and 1524) in the Gulf of Mexico in which the Spanish bred horses escape and swim ashore to become the ancestors of the Mustang have a credibility (50%, maybe) that the aforementioned do not. The problem is ; how to verify? ( I do not read 16th C Spanish, nor even modern Spanish)We know that Native Americans rustled these "large dogs" as they are called in some of their languages, from settlers, garrisons and missionaries but at the time in question, the Spanish were still busy with Central and South America. New Spain ( Northern Mexico, California and the future Texas) had hardly been 'touched' -so to speak. There is one authenticated shipwreck in 1523 but that was off the coast of modern-day Florida.They were carrying horses (as all the Spanish convoys did) but did they get ashore? Nothing I've yet come across in Seminole folk-tales-memories-histories-oral tradition culture make reference to what would have been an unforgettable meeting.

Second point: For the Plains Indians (first in Texas we may assume) to get their hands on rustled horses assumes a very long contact-migration down into the southern States of present day Mexico. There is and would have been the desert and the Pueblo to circumnagate; ( or bargain wirh, maybe. But nothing suggests the Pueblo were great horse-traders). The probabilities point to a meeting;- now feral Spanish horses roaming free up the western Crescent of the Mississippi Basin bounded only by the Rockies and the Great Lakes;( If the first of them got there in the 1520s they would have easily been up to the Canadian border by, say 1560/70) meet the Shoshoni just before these divide into Cheyenne, Kiowa, Sioux, Blackfeet and their brothers.

Romantic, isn't it? But could it really be the case?

(And the women-folk of the newly-mounted men? Anthropology tells us that after the crossing of the Bering Strait (20,000 years ago?) the tribes  remained Matriarchial, static, short-distance (relatively )migrators subsisting on gathering, fishing and small-game trapping. The guys get the Horse and in one or two generations they are transformed into warrior and buffalo hunting Patriarchies. Their physical resistance improves. (almost exclusively red meat protein rich diet). They grow up to 2,5cms taller on average and live longer. They can follow the buffalo south and escape the worst deprivations of the winter in the North)

Seriously though, what I have to ask is; what hard evidence is there for the Culture-Shattering Meeting theory? I must admit it is something I'd Italic textlikeItalic textto believe; but I need help with refences, sources, booklists to carry out research as objectively as possible. I'm frankly surprised nobody seems to have done it before. (There are any number of books about the Indians with their horses -in fact it's difficult to imagine them apart - but what was life like for them before they subdued the Mustang?)

Any ideas, comments, suggestions,source references etc; would be most welcome

lauren imbierski

title: Native Americans and the horse


text:
Talk:Neville Hill TMD

Merger
Neville Hill Railway Depot should be merged into this article. This is becuase both articles contain duplicate information. This article should be kept becasue it follows the same naming pattern as other pages about train depots. --Jorvik 13:12, 24 May 2007 (UTC)

Class 322s
Neville Hill is the only electrified depot Northern have access to. They also share duties with the 321/9s.

http://www.scot-rail.co.uk/page/Class+322

http://www.railbrit.co.uk/imageenlarge/imagecomplete.php?id=35539

http://www.flickr.com/photos/sjdavison28/5975119324/in/photostream

http://www.flickr.com/photos/sjdavison28/6286730518/

http://www.therailwaycentre.com/Picture%20of%20the%20Day%20index/Old_POD_Oct2011.html (29 October 2011)D47817 (talk) 12:10, 9 October 2012 (UTC)
 * ok - so they moved to Neville Hill in 2011 (month ?) - There must be a proper source for this - maybe someone at WikiProject_UK_Railways will have access to a source - it must have been mentioned in the press.Oranjblud (talk) 15:08, 9 October 2012 (UTC)
 * (I'll see if I can find one - but don't hold your breath).
 * By the way do you know when the depot was electrified?Oranjblud (talk) 15:10, 9 October 2012 (UTC)

First two moved in July 2011 http://www.scot-rail.co.uk/page/Class+322 Neville Hill was electrified as part of the ECML project, would have been some time circa 1988. Correcting my earlier statement, Heaton depot is also electrified but as the 322s operate around Leeds unlikely they are based here.D47817 (talk) 19:41, 9 October 2012 (UTC)
 * Yes thanks. Scot-rail is obviously right, about the trains going from Scotland > Heaton > Neville Hill - easily verified on youtube etc. I'll add that with a "fact" - and add a source when a suitable allocation list is updated. I think I've seen a list for the Mk3 allocations but need to find it.
 * Be careful with dates - the Network rail source is only good to 2011.
 * Thanks for adding the infor about the HST prototype. -I didn't know thatOranjblud (talk) 12:36, 10 October 2012 (UTC)

Grand Central
Grand Central's 180s do not stable at NL, they are serviced at Crofton:

http://www.opentraintimes.com/schedule/G02001/2012/10/22

http://www.opentraintimes.com/schedule/G02020/2012/10/22

http://www.opentraintimes.com/schedule/G02023/2012/10/22

http://www.opentraintimes.com/schedule/G02025/2012/10/22D47817 (talk) 19:34, 20 October 2012 (UTC)

External links modified (February 2018)
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title: Talk:Neville Hill TMD


text:
Prince of Peace

Etymology

 * 1611, King James Version of the Bible, Isaiah, 9:6
 * For unto us a child is born, unto us a son is given: and the government shall be upon his shoulder: and his name shall be called Wonderful, Counsellor, The mighty God, The everlasting Father, The Prince of Peace.

Proper noun

 * 1)  Jesus

Translations

 * Bengali: সালামতের শাহজাদা
 * Chinese:
 * Cantonese: 和平的君, 和平之君 , 和平嘅君王
 * Hakka: 和平個君王
 * Hokkien: 和平的人君, 和平的君王
 * Mandarin: 和平的君, 和平之君
 * French: Prince de la paix
 * German: Friedensfürst
 * Japanese:
 * Korean: ^평강-의 ^왕
 * Persian: شاهزاده سلامت
 * Spanish: Príncipe de Paz
 * Tagalog: Prinsipe ng Kapayapaan

title: Prince of Peace


text:
Naomi Kawashima

Naomi Kawashima (川島 なお美) was a Japanese actress, singer and radio entertainer. She was born on November 10, 1960, in the city of Moriyama, Aichi (now Moriyama-ku, Nagoya, Aichi Prefecture), Japan and graduated from Aoyama Gakuin University. She made her singing debut in 1979; in 1982 she got an early break on the television show Owarai Manga Dōjō. Noteworthy radio and television appearances include Miss DJ Request Parade (radio, 1981), Expo Scramble (1985), Wakamono no Subete (1994), Meibugyō Tōyama no Kin-san (1995), Shitsurakuen (1997), Magarikado no Kanojo (2005) and Shichinin no Onna Bengoshi (2006). She is the subject of several photo books, including Woman (1993). Kawashima died on September 24, 2015, from bile duct cancer. She was 54.

Dramas

 * Keiji 110 kg 2 (TV Asahi / 2014) - Miyuki Akiba (ep.6-2)
 * Egoist (Fuji TV / 2009)
 * 4 Shimai Tantei Dan (TV Asahi / 2008)
 * Oniyome nikki: Ii yu da na (Fuji TV / 2007)
 * Seven Female Lawyers | Shichinin no onna bengoshi (TV Asahi / 2006)
 * New Woman of the Crime Lab 7 | Shin Kasouken no Onna (TV Asahi / 2006) - ep.5
 * At Home Dad - Iwasaki Marie (Fuji TV / 2004)
 * The Aaah Detective Agency | Aatantei Jimusho (TV Asahi / 2004)
 * Beauty Seven (NTV / 2001)
 * Kizudarake no Love Song (Fuji TV / 2001)
 * The Chef (NTV / 1995)
 * Wakamono no Subete (Fuji TV / 1994)

Movies

 * Mokka no koibito (2002)
 * Ghost Shout (2010)
 * Chai Koi (2013)

title: Naomi Kawashima


text:
Talk:Desmond Harrington

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title: Talk:Desmond Harrington


text:
Wikipedia:Articles for deletion/Vykunta Raju

The result was delete. czar 04:43, 1 September 2020 (UTC)

Vykunta Raju

 * – ( View AfD View log  Stats )

This looks like a resume for a subject who does not meet either WP:BASIC or WP:NPROF, but I'm not sure. He has some publications (e.g., ). The article also says he's on the editorial board of Pediatrics and Therapeutics: Current Research, which not appear to have an ISSN per. AleatoryPonderings (talk) 03:41, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of Medicine-related deletion discussions. AleatoryPonderings (talk) 03:41, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of India-related deletion discussions. AleatoryPonderings (talk) 03:41, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of Academics and educators-related deletion discussions. AleatoryPonderings (talk) 03:44, 17 August 2020 (UTC)

 Relisted to generate a more thorough discussion and clearer consensus.

Please add new comments below this notice. Thanks, Salvio 11:24, 25 August 2020 (UTC)
 * Delete no indication of meeting any of the notability guidelines for academics.John Pack Lambert (talk) 15:39, 25 August 2020 (UTC)
 * Delete per nom Spiderone  18:05, 28 August 2020 (UTC)


text:
Unearthed

Unearthed  may refer to:

Film and television

 * Unearthed (film), a 2006 horror film
 * "Unearthed" (Fringe), a 2010 episode of the television series Fringe
 * "Unearthed" (Prison Break episode), an episode of the television series Prison Break

Music

 * Unearthed (Johnny Cash album), a posthumous Johnny Cash album
 * Unearthed (Crimson Thorn album), a 1997 album by unblack metal band Crimson Thorn
 * Unearthed (Nic Jones album), 2001
 * Unearthed (E.S. Posthumus album), an E.S. Posthumus album

Radio

 * Unearthed, an emerging artists music initiative and radio station run by Australian radio network Triple J

Video games

 * Unearthed: Trail of Ibn Battuta, an action-adventure video game developed in Saudi Arabia

Organizations

 * Unearthed Films, a U.S. film distribution company
 * Unearthed (publication), an investigations unit set up by Greenpeace UK in 2012

title: Unearthed


text:
Cookbook:Tomatoes with Cheese Stuffing

| Side Dishes

The addition of cheese to the stuffing used in these stuffed tomatoes means added flavor, as well as nutritive value in the form of protein, the food substance in which the tomatoes themselves are lacking. The bread crumbs used for the stuffing supply a large amount of carbohydrate, so that the completed dish, besides being a very attractive one, contains all the food principles in fairly large quantities. Stuffed tomatoes may be served as the main dish in a light meal or as a vegetable dish in a heavy meal.

Ingredients

 * 6 tomatoes
 * 1 cup bread crumbs
 * 1 cup grated cheese
 * ½ tsp salt
 * ⅛ tsp black pepper
 * 2 tbsp butter
 * ¼ cup hot water

Procedure

 * 1) Select medium-sized tomatoes and hollow out the centers, reserving the pulp.
 * 2) Mix the crumbs, cheese, salt, pepper, butter, and hot water with the pulp from the centers of the tomatoes.
 * 3) Fill the tomatoes with this stuffing, place in a pan, and bake in a moderate oven until the tomato can be pierced easily with a fork.
 * 4) Serve hot.

title: Cookbook:Tomatoes with Cheese Stuffing


text:
Wikipedia:WikiProject Spam/LinkReports/viacom.com

Links

 * viacom.com 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.
 * Link is not on the whitelist.
 * Link is not on the monitor list.

Additions
Too many link additions (1033)


text:
Template talk:Participants

Instructions?
What's this for and how will it work? Could/should this be added to the Template taskforce worklist? CQ 15:17, 16 January 2007 (UTC)

 * I didn't know there was such a beast, and I'm not sure what it does.
 * It is for those boilerplate pages that say "participants, sign up here". Logically, they shouldn't have to go any place but that page, but physically I think it would be nice to separate it into another file. We could categorize that file and list participants auto-magically, removing people who have become inactive, etc.
 * I also found that people were "pooing" all over the categories, since the participant list is the last thing in the file before it. This approach would logically separate participant sign up from the underlying file. Historybuff 15:49, 16 January 2007 (UTC)

title: Template talk:Participants


text:
File:Wikipediacitethisarticle.png

Summary
This screenshot was made for Wikiversity by me (John Schmidt) for use in discussing a feature of Wikipedia.

title: File:Wikipediacitethisarticle.png


text:
YecM bacterial protein domain

In molecular biology, YecM refers to a protein domain found in Escherichia coli. It is a conserved, hypothetical protein with sequence homologues found exclusively in bacteria. Several bacterial YecM proteins in this particular family are of unknown function.

Function
The precise function of the YecM domain remains to be elucidated. However, YecM structural homologues reveal that all the proteins bind a divalent metal cation. This comparison suggests that YecM may be a metal-binding protein and therefore may function as an enzyme.

Structure
The protein domain, YecM, is a monomer. The eight, mostly antiparallel beta-strands form around C-terminal alpha-helix. There are four alpha helices in total.

title: YecM bacterial protein domain


text:
Doumel

Louis Alfred Doumet, known by his stage name of Doumel, (born 2 December 1889 in Marseille; died 23 May 1954 in Reillanne) was a French actor and comedian active in the inter-war years.

Biography
Having moved to Paris thanks to the passion for the southern style, which flowered at the time with operettas and films on the subject, Doumel started to appear in small music halls and theatres, entertaining audiences with comic stories from Marseille, where he met other actors such as Gorlett and Rellys. Louis Doumel also appeared in various operettas and plays and recorded some discs of tall stories and Marseille jokes.

He appeared in his first film in 1926 and continued making films until the Second World War. He is best known for his appearances in César directed Marcel Pagnol, as the ill-advised friend of Marius, and with Fernandel in Ignace directed by Pierre Colombier.

Filmography

 * 1926 : L'Inconnue des Six Jours (dir. René Sti)
 * 1931 : Atout cœur (dir. Henry Roussell) - Cinema client
 * 1931 : Durand contre Durand (dir. Eugène Thiele and Léo Joannon)
 * 1931 : Les Galeries Lévy et Cie (also known as Les Galeries Washington and The Levy Department Stores) (dir. André Hugon) - César Patenolle
 * 1931 : La belle Madame Moïse (dir. Edmond T. Gréville, short film)
 * 1931 : Crime passionnel (dir. Edmond T. Gréville, short film)
 * 1932 : La Guerre des sauterelles (dir. Edmond T. Gréville, short film)
 * 1933 : The Illustrious Maurin (dir. André Hugon) - Capoufigue
 * 1933 : La Prison de Saint-Clothaire (dir. Pierre-Jean Ducis)
 * 1934 : Le Prince Jean (dir. Jean de Marguenat) - Café waiter
 * 1934 : Deux mille deux cent vingt deux C F 2 (dir. Victor de Fast, short film)
 * 1935 : Arènes joyeuses (dir. Karl Anton)
 * 1935 : Dora Nelson (dir. René Guissart) - Taxi driver
 * 1935 : Juanita (dir. Pierre Caron)
 * 1935 : Marseille (dir. Jean Monti and Jean Margueritte, short film)
 * 1936 : Aventure à Paris (English title: Adventure in Paris) (dir. Marc Allégret)
 * 1936 : Blanchette (dir. Pierre Caron)
 * 1936 : César (dir. Marcel Pagnol) - Fernand
 * 1936 : Prête-moi ta femme (dir. Maurice Cammage)
 * 1936 : Sept hommes, une femme (Eng. title: Seven Men, One Woman) (dir. Yves Mirande)
 * 1936 : Une gueule en or (dir. Pierre Colombier) - The Barman
 * 1937 : Balthazar (dir. Pierre Colombier)
 * 1937 : L'Escadrille de la chance (dir. Max de Vaucorbeil)
 * 1937 : Ignace (dir. Pierre Colombier) - The Ajudant-chef
 * 1937 : Les Rois du sport (English title: The Kings of Sport) (dir. Pierre Colombier) - Boxing Club President
 * 1938 : Alexis, Gentleman Chauffeur (dir. Max de Vaucorbeil) - Napoleon I
 * 1938 : Les Pirates du rail (dir. Christian-Jaque) - Morganty
 * 1938 : L'Avion de minuit (dir. Dimitri Kirsanoff)
 * 1938 : Ceux de demain / L'enfant de troupe (dir. Adelqui Millar and Georges Pallu)
 * 1938 : Le Dompteur (dir. Pierre Colombier)
 * 1938 : Lights of Paris (dir. Richard Pottier) - The Manager
 * 1938 : The President (dir. Fernand Rivers) - Marius
 * 1939 : Grey contre X (dir. Pierre Maudru and Alfred Gragnon)
 * 1940 : La Comédie du bonheur (English title: Comedy of Happiness) (dir. Marcel L'Herbier) - Pernamboc

title: Doumel


text:
User:Lenchover

Welcome
Hi, my name is Larry Overholt. I have been a missionary to Honduras, Central America since 1982.

title: User:Lenchover