text:
Wikiversity:Learning

This page is for exploring how learning takes place on Wikiversity. The model we are talking about is based on "learning by doing", or "experiential learning". So far, this seems to be the most appropriate model for a wiki-based environment, which is all about participation.

Introduction
Materials will be hosted on Wikiversity as stand-alone content—to be used as part of a non-Wikiversity course, or for self-study—but they could also act as an initiative for further work, on Wikiversity or other Wikimedia projects, or elsewhere in general. Furthermore, the use of these materials within the community will inevitably also constitute a type of collaborative learning. However, the material that Wikiversity hosts may be used in any way, depending on the people who use them and the context in which they are used.

Experiential learning

 * Everyone participates
 * It might be nice to have a page access/edit access ratio calculated and presented to give us an idea of what the reading participation is compared to the edit/crumb dropping participation.

 * Everyone "brings themselves" to the learning environment—i.e. your previous experiences
 * Everyone assists with improving the instructional scaffolding while using it.
 * Reflective cycle (keeping a journal)
 * other forms? Playing a simulation, deriving an equation, painting a landscape, making money on a stock exchange, presenting a business plan, filing organizational registration for a non profit, ...

 * See John DeweyDemocracy_and_Education, Lev Vygotsky, Jean Piaget, Kurt Lewin ...

Learning by doing
The process of actually learning on Wikiversity is primarily through experience—"learning by doing", "experiential learning", or "proactive learning". Editing a wiki is an active, participatory process, involving action (editing, being bold) and reflection (discussion). Learning activities on Wikiversity need to focus on their wiki-based potential and the fact that they are based on collaborative, communal processes—see Learning community, or some ideas for different learning groups below.

Learning together
Fundamentally though, learning is seen as inherent in the act of participating in Wikiversity—in this, the following quote from Lave and Wenger (1991) may be useful:

 * "There is a significant contrast between a theory of learning in which practice (in a narrow, replicative sense) is subsumed within processes of learning and one in which learning is taken to be an integral aspect of practice (in a historical, generative sense)." (pp:34-35)

In other words, it is through taking part in developing and critiquing materials that people will form learning groups/communities and both further their own and the group's learning and generate new knowledge in the process. Wikiversity is about facilitating learning, and, as well as hosting excellent materials which may be used off the shelf by casual users, it is also designed to allow for this type of collaborative learning to take place.

Learn as you teach (and vice versa)
Throughout reading and building learning materials, you might observe and gather new ideas worth documenting, as well as help yourself improve in that topic through memorizing repetition and by using your own creation and pages you contributed to as a handy resource, readily accessible from anywhere.

Critical thinking

 * The ability to critically assess information, beliefs etc—including your own beliefs
 * Media 113b:Wikiversity:Media113

 * A key skill in all areas of life Thinking_And_Moral_Problems
 * Common to educational programs on citizenship, media literacy ...

Learning groups
(This content was moved here from the Wikiversity project proposal)
 * A learning group on a subject might write lectures collectively using readings they have done (chosen collectively). These would be a way for the group to get down the major points that they have learned.  It might look like lecture notes that students take in regular university classes.  These notes act as a guide for users to then take the knowledge they have gained and apply it to improving Wikipedia articles and writing Wikibooks.  On the other hand, the group might choose to meet in chat rooms. These learning groups might not use wiki format lectures.
 * They might, collectively, create assignments to get a better understanding of the material and to contribute to the Wikimedia community. One example would be to have the group set out to improve a Wikipedia entry based on information learned from the readings and discussions. Another, most likely as a final project once the group has completed it's learning objectives, is to write a Wikibook based on what is learned from the group. This wikibook could then be used in future groups who decide to study the same subject, and they might perhaps again improve upon the wikibook based on what they have learned (possibly using sources the first group did not).
 * For example, users could form reading groups. Imagine an assignment where users read book X for author Y. User A learns information that is useful for Wikipedia, and adds a citation to book X in some Wikipedia articles. User B quotes a sentence of book X in Wiktionary to demonstrate how to use a word. User C mentions book X or author Y in a Wikibook. User D learned much from reading book X, but never contributed to Wikipedia, Wiktionary, or Wikibooks using that knowledge. All four users benefited by using talk pages at Wikiversity to discuss confusing or interesting parts of book X.
 * Another example would be the query expedition. It might be organized as a pool of best guesses with individuals or teams taking pro, con, strawman, idiot user, or other roles in the attack/defense/hybridization of the final answer to 1.) deliver to the query originator and 2.) evaluate per compare contrast procedures against initial WAGs for credit, glory and learning feedback.  This product would obviously be posted somewhere safe from deletionists until other teams had a chance to evaluate how best to integrate the newly found and created knowledge artifacts, data and links into other Wikiversity resources such as the brainstorming stash or inevitable to do and wishlists.

See: Catalogue of Learning Projects, About Learning Projects | Мне на кризис наплевать, вылез в топе гоу бухать.

Citing sources
Some Wikimedia projects, especially Wikipedia, need to cite sources. Learning groups at Wikiversity can study such sources and teach users to cite them.

For example, the Wikipedia article Effects of the automobile on societies cites no outside sources. But if it did, the article would not cite every outside source about said effects of automobiles. Wikiversity could make a list of references to outside sources (including ISBN numbers, URLs, and links to Wikisource and Wikiquote) for studying effects of automobiles on societies. Wikiversity users could study some of these sources and provide comments. They can also use the sources to edit the Wikipedia article, thus adding those sources as citations. See: Service community and Citing Sources

Assessment
One of the questions we will have to ask ourselves in providing for educational activities is: "how are we going to manage assessment?"

Consider the following quote:

 * "in order for students to become effective lifelong learners, they need also to be prepared to undertake assessment of the learning tasks they face throughout their lives" (Boud, 2000, p. 152)

We are developing a model of peer learning on Wikiversity - one in which people educate themselves and each other (through experience). A sustainable model of peer-learning involves giving people control over their learning - so that they, themselves, will be equipped with the skills they need in life, and also be able to apply those skills to help others in their learning. See also Keppell et al. (2006).

Other models of learning

 * "Acquisition and repetition of facts" (?)
 * Exposure to subtle models. Repeated exposure, daily (via many different individual models, people, personalities).
 * Sui generis. Creation from first principles.  Rediscovering the work of others through personal insight.
 * Original Work—Learning by doing creatively.
 * Dialectic:  Formal debate, analysis, or discussion with others.
 * Essentialism
 * Progressiveism
 * Perennialism
 * Existentialism
 * Behaviourism

Other Learning Communities or Possibly Useful Research Results Online

 * http://edu.tikiwiki.org
 * TikiWiki is a CMS/Groupware/whatever and is used in several educative contexts. This website is dedicated to help that use and gather useful components to make it easier. --<IP_ADDRESS> 19:21, 10 September 2006 (UTC)

 * http://h2oproject.law.harvard.edu/rotisserie.html
 * This software tool attempts to facilitate organized online classes by broadcasting messages and responses in rounds to all participants. Might be a way to tame wild wikis for courses which need or want more traditional accountable participation from registered members only. Downside, must initially complete "Who are the leaders here games and discussions" so management or facilitation authority is established and correctly setup in the software project for the group.  Introducing leader point of failure for the group.  user:lazyquasar

 * http://www.firstmonday.org/issues/issue8_2/keats/
 * This article analyzes open content production and potential advantages to the university system of Africa. It identifies as essential transparent comprehensive information access and communications between all team members as essential.  Cabals or secretive bilateral gossip or exchange of information is identified as destructive to the overall productivity and survival of the production team.  <IP_ADDRESS> 06:01, 13 February 2006 (UTC)

 * Wikireason This online learning community, presently hibernating, seeks formal debate, analysis, or discussion with others.  Could be incredibly useful site for specific groups of Wikiversity participants for appropriate activities which could later be referenced or incorporated into Wikiversity materials or processes.  "Wikiversity is not a debate club or chit chat student union .... wikireason exists for that! 8) <IP_ADDRESS> 03:08, 2 March 2006 (UTC)

 * Chains of Reason is a site which seeks to provide "a unique way for anyone to follow, present, and contribute to, arguments for and against particular beliefs - moral", "political", "scientific", "religious", "or whatever." As with Wikireason, could perhaps serve Wikiversity Participants as a site on which to engage in debate, such debate to be referenced or incorporated into Wikiversity materials and processes.  --  Dionysios  (talk), Founder of the Wikiversity School of Rhetoric and Public Speaking (RPS), Date: 2007-10-02 (October 2, 2007) Time:  1824 UTC

 * Debatepedia, the "free wiki encyclopedia of debates, arguments, evidence, and debate-related subjects" of the International Debate Education Association (IDEA) seeks to be "the home and future of sound debate and deliberation online". Users can edit and document arguments and evidence on any topic.  Debatepedia is designed as a participatory resource for debaters, students, citizens, politicians.  For debaters and debate teams, it is a way to gather evidence for competitions as well as a place to deposit evidence for the benefit of other debaters and the wider citizenry.  As with Wikireason, Debatepedia could perhaps serve Wikiversity Participants as a site on which to engage in debate, such debate to be referenced or incorporated into Wikiversity materials and processes.  --  Dionysios  (talk), Founder of the Wikiversity School of Rhetoric and Public Speaking (RPS), Date: 2007-10-02 (October 2, 2007) Time:  1824 UTC

 * http://www.learningwiki.com/ Apparently a group of learning communities with an emphasis on elearning communities.

 * http://econwiki.lse.ac.uk/wiki/Main_Page An economics course placed online within its own Wikimedia Wiki.
 * It identifies areas students in the course are invited to participate in documenting. It references Wikibooks as a resource: http://econwiki.lse.ac.uk/wiki/The_textbook
 * Its license is a creative commons sharealike (link on front page http://creativecommons.org/licenses/by-sa/2.5/) that would seem to preclude direct cut and paste interaction between its material and Wikibooks or Wikiversity. Obviously paraphrasing or cross checking facts remains legal.

 * http://cs.marlboro.edu/wikiacademia is an open source course wiki that looks a lot like Wikipedia. There's a poster on it at Wikimania2006. —Jim Mahoney 22:45, 2 August 2006 (UTC)

 * http://communitiesofinquiry.com/ A breakdown of issues, pedagogies and methodologies relevant to creating, developing and researching online learning communities - based on Rourke et al. (2001)

 * http://teachingwiki.org and http://writingwiki.org - (seemingly) interlinked wikis devoted to teaching writing and sharing teacher resources

 * http://wikieducator.org/Main_Page

We are not sure...
What all the possible learning modes, methods, preferences, factors, etc. are using wikis with other online and physical world resources are or may be. It would be extremely helpful to our Research Network and the School of Education if you share your thoughts, observations, wild ass guess (WAG), opinions or hearsay regarding how wikis and other resources can be used to aid and inspire useful, civilly responsible learning either directly or indirectly.

 * This is an interesting link with a table that discusses how overlapping groups influence each other and propagate information over networks.  Has some interesting implications for how Wikipedia, Wikiversity and other large global focal points might need to organize for effectiveness.  user:lazyquasar

title: Wikiversity:Learning


text:
deugniet

Etymology
From ; parallel to cognate 🇨🇬 and 🇨🇬 (the latter of which took on a somewhat different sense).

Noun

 * 1) (originally) good-for-nothing
 * 2) (usually) rascal, scamp, a naughty boy
 * 3) (term of endearment) knave, amusing boy

Synonyms

 * (kid) ,
 * (rascal),  ,

source: wikimedia

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

title: deugniet


text:
Lilium philippinense

Lilium philippinense, commonly known as the Benguet lily, or Philippine lily, is a lily native to Taiwan and to the Cordillera region, primarily to the province of Benguet, in the northern Philippines. This flower has several native names like us-usdong ("bowing", Kankanaey), kanyon (Ilocano from Spanish "tube") and sabong ti bantay ("mountain flower").

Description
It grows in well drained rocky slope soil under direct sunlight.

The plant's flowers are white trumpet-shaped, known to emit a fragrant odor.

Conservation status
Lilium philippinense is endangered and is known to thrive only in high altitudes of the Cordillera Central mountains mostly between 1,443 and 1,868 meters. In August 2013, the Baguio City Environment and Parks Management Office personnel had successfully raised the lilies for six months at the city's Botanical Garden.

title: Lilium philippinense


text:
Talk:Caroline Armington

External links modified
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title: Talk:Caroline Armington


text:
Talk:Brittany Gray

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title: Talk:Brittany Gray


text:
Gret Palucca

Gret Palucca (born Margarethe Paluka; 8 January 1902 – 22 March 1993) was a German dancer and dance teacher, notable for her dance school, the Palucca School of Dance, founded in Dresden in 1925.

Life and work
Margarethe Paluka was born in Munich. Shortly after birth, her family moved to San Francisco, returning with her mother to Dresden in 1909. She had ballet lessons with Heinrich Kröller from 1914 to 1916 and from 1917 to 1918, she attended Margarete Balsat's school for upper-class girls in Dresden.

From 1921, when she changed her name to Gret Palucca, until 1923, she studied with Mary Wigman and she performed as a member of her Chamber Dance Group.

In 1924, she married Friedrich Bienert, who worked in his father's mills. Through her mother-in-law, Ida Bienert, she was introduced to the Bauhaus artists.

In 1925, she opened her own dance school, the Palucca School of Dance, with the support of her husband, after which she and Mary Wigman became competitors. In 1927, she opened a branch of her school in Berlin. In 1931, another branch was opened in Stuttgart.

In 1939, because of her Jewish ancestry the National Socialist authorities closed her schools and she was not allowed to teach dance lessons, however she was permitted to continue dancing herself and in 1936 she even appeared in the Olympic Games in Berlin.

In 1945, during the air raid on Dresden, Palucca lost all her possessions. After 1945, the Russian style of ballet dominated the training in Palucca school.

She became founding member of the East German Academy of Arts. In 1959, East German culture policy officials wanted to see the school transformed into a Soviet-style socialist professional school of dance. To gain support for her demands, Palucca briefly went to West Germany.

In 1993, Palucca died in Dresden, aged 91.

Palucca's work was included in the 2021 exhibition Women in Abstraction at the Centre Pompidou.

Awards

 * Founding member of the German Academy of Arts, Berlin (1950, Vizepresident 1965–70)
 * Member of the Deutsche Akademie der Darstellenden Künste Hamburg (1965)
 * National Prize of the German Democratic Republic (II. class 1960 and 1976, I. class 1981)
 * Vaterländischer Verdienstorden of the GDR in Gold (1972)
 * Martin-Andersen-Nexö-Kunstpreis of the city of Dresden (1972)
 * Honorary Citizen of Dresden (1979)
 * Stern (1980) and Großer Stern der Völkerfreundschaft of the GDR (1987)
 * Deutscher Tanzpreis (1983)
 * Grand Cross of the Order of Merit of the Federal Republic of Germany (1992)

Legacy
Her students included Ruth Berghaus, Lotte Goslar and Dore Hoyer.

title: Gret Palucca


text:
Film editing/Editing dialog for music/Disk contents

Under Construction This Month
{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | Lesson #01 - A quick overview of narrative dialog editing
 * style="width: 50%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 50%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Two scenes

 * Scene 1
 * This is a very long scene (actually, three scenes in one.) The first scene sets the mood (and explains that the hero is blind but can still see what goes on around him.)  The second scene explains the two other people in the story.  The third scene presents all the emotions of the entire motion picture in a brief prologue.

 * Scene 2
 * The second scene is extremely short. There is nothing special about this scene (which is the last scene in the motion picture about these three characters.)  As the scene was filmed, there is absolutely no room for music except at the beginning and the end of the scene. That is not enough if you want to use narrative music.

 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"|

The course on film scoring for filmmakers

 * Complete the film scoring course
 * Before you start editing this scene, you need to complete the film scoring course. In the film scoring course for filmmakers, you learn to create simple musical sound effects from

 * Single notes
 * Repeating rhythms
 * Simple melodies

 * These are the elements that you will need to edit these scenes.

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

The Story

 * Scene 1
 * A man is talking to his client. As he finishes, we notice that he has a walking cane for blind people.  Another man offers him a ride but the blind man says that he has not been to his office yet.  Then the blind man says, "Nice suit."  The other man is happy that someone noticed his new suit but then is annoyed when he realizes that the blind man cannot see the new suit but only smelled it.

 * The blind man goes into his office. There his beautiful female partner tells the blind man that he does not have to worry.  There are not clients in the office.  The the blind man jokes with his female partner about what she ate for breakfast.

 * In this scene, we also meet the new assistant named "Al". The assistant accidently left a box on the floor which the blindman almost falls over.

 * After the blind man enters his office, the beautiful female partner enters the room and asks the blinkman about his blindness. She wants to know why he continually looks out the window.  The blindman says he looks out the window because the sun is warm there.  This allows the blindman to hold the hand of his beautiful female partner.  From her reaction, we believe that she might be in love with the blindman.

 * The assistant enters the room. He makes a mistake and we learn more about the assistant and the relationship of the partners.  Finally the assistant and the beautiful female partner leave.  The blindman stares out the window at the Fisk Tower which he wants to destroy.

 * Scene 2
 * The second scene, the beautiful female law partner and the assitant are looking out the window at the Fisk Tower. They are supprised to see that the tower is shorter than it was yesterday.  They ask the blindman to come and take a look.  Then the assistant realizes his mistake and is imbarased.  The blindman knows what happened but he does not tell the others who remain confused at this turn of events.

 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"|

The sections of the DVD-Video

 * Five sections
 * The first section is an overview movie of all the footage of the first scene. As you watch this, you will see the same dialog or action from different camera angles, one after the other.
 * A simple edit based on the audio and the action. When you listen to this edit, the conversations sound very natural even though the audio comes from many different takes.   Only the picture looks awkward.
 * Before you start editing this scene, you need to complete the film scoring course. In the film scoring course for filmmakers, you learn to create simple musical sound effects from

 * Single notes
 * Repeating rhythms
 * Simple melodies

 * These are the elements that you will need to edit these scenes.

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The next page

 * The next page explains how to add the gaps between the sentences of the dialog.
 * Creating the gaps for narrative music [[Image:Crystal Clear action forward.png|24px]]

Contact Your Instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }


text:
Schrankogel

The Schrankogel, 3497 m (called the Schrankogl on the AV map) is the second highest mountain in the Stubai Alps. The northeast side of the Schrankogel is steep and snowy; from all other sides the Schrankogel has a rocky character.

title: Schrankogel


text:
Wikipedia:Articles for deletion/TagTeam (software)

The result was Userfy. (non-admin closure) Winged Blades of Godric On leave 07:49, 29 September 2017 (UTC)

TagTeam (software)

 * – ( View AfD View log  Stats )

Seemingly NN open source product, created by apparent WP:COI editor. No assertion of importance. Failed Prod when creator objected. Toddst1 (talk) 22:21, 21 September 2017 (UTC)
 * Note: This debate has been included in the list of Software-related deletion discussions. North America1000 19:43, 22 September 2017 (UTC)

 * Delete Userfy. The deprod claims the software has unique features and is useful, or that knowledge of it is useful. That doesn't make it notable. Mduvekot (talk) 23:47, 22 September 2017 (UTC) Update: creator has requested userfication. The subject may become notable once it receives more coverage in RS. Mduvekot (talk) 11:41, 24 September 2017 (UTC)
 * Response. I'm sorry and embarrassed that I didn't understand the notability and COI rules as well as I should have. I am Peter Suber, and I direct the TagTeam development effort. I'm disclosing my name and involvement to show that I'm not trying to hide anything. I defer to the Wikipedia rules and thank you for your patience. I was only trying to write a valid article about a valid tool, and improve Wikipedia.
 * The draft article included links to two independent web sites recognizing TagTeam and properly classifying it according to its functions. I thought two would be enough. But in discussing this with some more knowledgeable friends, I realize that two are not enough. In light of that, I accept that it was premature to put this forward.
 * For background: There's an unfortunate chicken-egg problem here. For several years after the software development began, TagTeam was too immature to publicize, even if it was mature enough for me and many others to use in public work. Without publicity, or the systematic recruitment of new users, few people knew about it, which is why no one wrote about it. Through word of mouth, TagTeam has attracted 391 separate research projects, nearly all of them independent of me, the TagTeam developers, and Harvard. Now that it's mature enough to publicize, it's still much less well-known than weaker tools in the same category, including weaker tools with Wikipedia entries. Among other things, I was hoping the Wikipedia article could help spread basic factual information about it.
 * I ask that my existing draft be moved to my user sandbox, where I can continue to revise it, and add more independent discussions of TagTeam as they appear. I'm told that I shouldn't move it myself, but request that a Wikipedia editor "userfy" the current draft. Argonfulcrum (talk) 21:26, 23 September 2017 (UTC)
 * Userfy per the article creator's request herein. North America1000 19:30, 28 September 2017 (UTC)
 * Userfy per author's request.L3X1 (distænt write)  03:03, 29 September 2017 (UTC)


text:
Talk:Pawan Kumar Sharma

Speedy deletion declined
---, I declined your speedy deletion nomination of this article with no prejudice against its deletion through WP:AfD if its notability is in doubt because G11 does not applies to articles with little or no promotional wording. Wikic¤l¤gyt@lk to M£ 14:44, 15 July 2015 (UTC)

title: Talk:Pawan Kumar Sharma


text:
User:Pikacitospider/sandbox

Red underlines means that Grammarly has spotted a mistake in your writing. You’ll see one if you misspell something. (See what we did there?) You’ll also see an underline if you misuse a punctuation mark. If you’re worried about typos or grammatical errors that could affect your credibility, Grammarly will help you fix those too. Click any of Grammarly’s suggested corrections to apply them to your text, or open a brief explanation to learn more about the error and how to fix it.

But there’s more to good writing than spelling, punctuation and grammar. (Sorry, couldn’t resist.) Brilliant sentences are clear and concise. Blue underlines indicate that Grammarly has spotted an unnecessarily wordy sentence. Grammarly scores each text based on how clear it will be to your readers and guides you to revise it effortlessly. After all, some sentences are grammatically correct but still awkward and hard to follow. Sometimes you can improve a sentence by eliminating unnecessary words.

If you want even more feedback on your writing, check out Grammarly Premium. You’ll be able to catch all kinds of additional issues. For example, fragments and classical word-choice mistakes. You’ll see suggestions that make your writing sound more confident, polite, and engaging. You’ll even get vocabulary enhancements for bland or overused words.

Try Grammarly today! Or You can install the Extension! Have a good day getting Grammarly! (Helping you correct(Connect)

title: User:Pikacitospider/sandbox


text:
User:Kuzju53p/sandbox

Cliff Wilson Street, Wanaka Cliff Wilson Street, Wanaka, New Zealand is named after Clifford (Cliff) Sheppard Wilson (1907–1982): a long-serving county councilor, community board member and JP who established and volunteered for many community and sports organisations in the Upper Clutha area.

title: User:Kuzju53p/sandbox


text:
оухо

Etymology
From, from or possibly , from.

Noun

 * 1) ear
 * 2) eye of a needle
 * 3) hearing

Declension
The singular takes o-stem endings, the dual takes mostly i-stem endings, and the plural takes s-stem endings. Nonetheless оухо is conventionally considered an s-stem. Halla-aho considers the dual forms a remnant of an original i-stem which later became an s-stem, but Derksen reconstructs the Proto-Slavic form as an o-stem instead.

Reconstructed:

Attested:

†Only attested in later Church Slavonic.

title: оухо


text:
Talk:Leading Edge Devices

Hello everyone,

If you are interested in filling this article please fill free i will keep a watch on what is happening there and see if i can add more data and information related to leading edge devices.

Please leave comments about what has been written and how we could improve this page. thanks

title: Talk:Leading Edge Devices


text:
Talk:Cabin fever

Crime and Punishment
Is there a reference for this? I've read this book a long time ago and I don't remember cabin fever being a central theme - madness certainly was, but that isn't the same thing as cabin fever. I'm not saying it's wrong if it can be referenced but it struck me as an odd example from my memory of the book. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 13:14, 4 December 2023 (UTC)

Incidents of Cabin Fever
Cabin Fever was an incident of sudden berserk violence when two trappers, mountain men, attempted to overwinter in small cabins in the 1830's. Beaver and other pelts were at their best when in full winter thickness. They ran trap lines over the countryside during the winter. Accounts of Cabin Fever were in books about figures such as Jim Bridger. It happened when the men were snowed in and were confined in the small room for weeks.

There are stories of an Axe murder in Russian polar station during an argument over a chess game. When fistfights began to happen in Russian space missions, again over chess games, Russia banned chess in live and work in too-small single-room situations.

Those berserk episodes of violence still happen today in locations where families live in traditional or ethnic housing. These are usually single-room mud huts- Africa, Hogans- Navajo, Yurts and other tents in Lapp

Related Jumping Diseases
Jumping diseases may be associated and one way to understand this effect. Jumping Frenchmen of Maine was discovered when French Canadian lumberjacks began demonstrating strange startle-matching behaviors. The same behavior was found in Malaysia where it is called, Latah. Then other cases were found around the world. In all these locations where the subjects have vastly different beliefs, customs, and different levels of technological advancement, victims live in single-room housing. In 1880's Maine lumberjacks lived in bunkhouses. In Malaysia entire villages lived in longhouses.

Startle Matching Behavior and Subliminal Distraction
In his book "Boo!," Dr Simmons, recounts single cases of startle-matching behavior in workers on factory floors in the US. All those locations allow exposure to Subliminal Distraction.

The reason to study startle-matching to illustrate sudden violence, is that the S-M behaviors are so strange they cannot be mistaken and no argument can be made that it might be something else or one or more cases do not meet the standard for inclusion.

Why does one level of exposure produce violence and another startle-matching? I don't know except that the extreme hyper-suggestibility of the S-M cases indicates that operant conditioning is involved. When one is involved in a dispute the operant conditioning raises the dispute to a psychotic-like level so that when the mental break associated with Subliminal Distraction in business offices happens, violence is the outcome. It would follow that college suicides happen when the operant conditioning works with the worries of college failure or other issues.

Visual Subliminal Distraction is not recognized in the United States and has been ridiculed by moderators for Wikipedia. Here SD only refers to the physiology of sensor cells that do not stop sending neural impulses to your brain when stimulated even though you dissociate slightly, ignoring everything happening around you. You do that when you read, write, use a computer, become lost in thought or daydream. When the stimulation is movement in far peripheral vision it is detected as threat-movement to trigger a startle and vision reflex. Subliminal efforts your brain makes to force the startle are also a Subliminal Distraction.

In the 1960's that phenomenon caused mental breaks for knowledge workers using the first prototypes of movable close-spaced office workstations. The Cubicle solved that problem.

http://VisionAndPsychosis.Net index and page list. http://visionandpsychosis.net/Culture_Bound_Syndromes.htm http://visionandpsychosis.net/Astronauts_Insanity.htm L K Tucker <IP_ADDRESS> 03:07, 21 March 2006 (UTC)

 * any point of putting this on the talk page instead of the main page?

 * Well, if you can find piles of sources to back up all that stuff, aside from the unscholarly links given above, go for it. If not, let's just keep it on the talk page until someone can... Afrank 06:21, 24 December 2006 (UTC)

 * No, as fast as you can edit this into the article someone will come along and eliminate it. Information on the mental events that cause this problem are not in text books. A grad student who emailed me said that the information is only in lecture material. She said students are expected to "pick it up" during their course study in design. The business office problem does appear on TV shows as a novelty item. The last person I spoke with about that said it had been on a medical show aired over dish network in the last three years.

If you can name any one of the several shows that have featured this visit the site link above and email me.

L K Tucker <IP_ADDRESS> 21:07, 16 July 2006 (UTC)

 * Frank, although there is tons about where this condition come from, there is virtually no information about this condition and so this artical is not very informative.

Can you provide me more information.

Also, I would like to consider the effects of cabit fever in family life.

Effects of Subliminal Distraction on Family Life
I have been unable to carry out the next phase of my research project which is field interviews of subjects. That's probably what you wanted to know.

I can point to two cases where enough information was published in news accounts or TV video to establish Subliminal Distraction played a part in the episode. The Janet Marchcase and the Beverly Watson case resulted in deaths and convictions of the husbands.

The one local subject I found did not want to give an interview. He said he and his wife began to fight over nothing until they moved their business office. The disputes disappeared when that change was made.

Mark Bartonbelieved he was having a mental break. His suicide note mentioned unattributed fear so intense he said he could not bear it. That's one of the outcomes of SD exposure. He killed his wife and two children with a hammer before shooting up two investment companies in Atlanta. He placed his computer in the apartment living room where his family could walk around him as he used it.

I suggest you start with the recent Virginia Tech shooting. Cho created the "special circumstances" for exposure when he used the suite common room to study and use his laptop.

The effect on family life might be anything from children constantly fighting to a serious event with violence. You may use any information on my site to work on your project. I am the site owner and copyright holder.

L K Tucker <IP_ADDRESS> 05:55, 11 July 2007 (UTC)

Just wanted to thank Tucker. I found your website years ago, then lost it. I firmly believe you are correct with the SD influence on aggression and temp. pyschosis. Was lookign for the site this morning and am glad to see youi gaining mainstream ground a bit with your research — Preceding unsigned comment added by <IP_ADDRESS> (talk) 14:22, 27 July 2013 (UTC)

What are BTM's
Under the section other meanings it says It was derived from "Drink or Sink", an event created to bring together friends and celebrate the birthday of BTM's. Yet nowhere in the article does it define what BTM means. If someone knows what it is they should clarify that. Itsmeiam (talk) 06:52, 20 November 2007 (UTC)

I rewrote the article
Didn't do much, just kind of reorganized things, made it less of a mess, added some info from when the Mythbusters tested it. Some of the old references were either broken links or simply didn't add anything to the article. I also emphasized The Shining as a classic literary example, which may or may not be a good thing...I haven't read the book. There's probably other good examples, but I highly doubt Muppet Treasure Island is one. Feel free to add or expand. --UsaSatsui (talk) 04:48, 25 April 2008 (UTC)
 * For those people who are reverting some of my additions because the source is Mythbusters, I'd like to point out the show does meet the criteria in WP:RS as a "reliable, third-party published source with a reputation for fact-checking and accuracy." --UsaSatsui (talk) 10:49, 23 May 2008 (UTC)

Seasonal affective disorder
Someone has added this link to this article with no explanation. I can see no relationship between these topics and am removing it. --Hordaland (talk) 07:31, 30 May 2008 (UTC)

Seasonal affective disorder goes hand in hand with cabin fever a person gets depressed from being coupped up inside away from natural light or full spectrum lighting they get cranky and nasty to be around soon this progresses to angrier. Cabin Fever in its milder forms what folks in the northern states (usa) and northern Europe experience weeks of stuck inside they can go out but it is too nasty outside to really do much. You really want to feel the sun on your face again. hard to do when the sun is low in the sky. so Seasonal affective disorder so have a place here http://en.wikipedia.org/wiki/Seasonal_affective_disorder Mfr60 (talk) 02:31, 21 August 2008 (UTC)

Therapy for Cabin Fever? Review
One therapy for Cabin fever may be as simple as getting out and interacting with nature. Research has proven that even brief interactions with nature can promote improved cognitive functioning and overall well-being. -This new section was correctly cited and used its source as a whole not just one section. Nicolasa11 (talk) 21:26, 8 October 2011 (UTC)

Critiques
I think to make this article better you could add some pictures. I also think that What Cabin Fever really was could be explained better. I have never heard of cabin fever before i read the article and it was kind of hard to understand. The article could also use some more references --MeganJacobsmeyer94 (talk) 00:46, 15 September 2011 (UTC)MeganJacobsmeyer94

Instances in popular culture
I've just added the Malcolm in the Middle and the movie Pandorum instances of cabin fever. I'm pretty sure there are more instances of cabin fever on TV, movies and liturature.Megatonman (talk) 20:04, 7 December 2011 (UTC)

Going outside?
"One therapy for cabin fever is as simple as getting out and interacting with nature directly."

It's not simple when you are snowed in. See the previous paragraph. Dreadfullyboring (talk) 03:58, 14 August 2019 (UTC)

Unprofessional
The article is too unprofessional. The Mo-Ja'al (talk) 19:55, 17 March 2020 (UTC)

Origin of definition
The current citation for the definition stir crazy is a link to https://www.dictionary.com/browse/stir-crazy. That page does not directly provide an explanation for 'stir' meaning prison. It does link to https://www.dictionary.com/browse/stir which does provide such a definition. But a link that links to a reference is not itself a reference. I have attempted twice to provide a more informative source for this definition from Green's Dictionary of Slang, the largest historical dictionary of English slang, at https://greensdictofslang.com/entry/ddexyyy, but my attempts are being reverted with the justification that stir-crazy links to stir. I don't find this to be an adequate reason when the minimal definition "a slang word for prison" must be discovered by clicking through to a separate reference, and when Green's provides detailed, educational insight into the meaning of the slang. 2600:1700:17F1:8720:F1F0:504B:8FD2:3984 (talk) 17:19, 12 April 2020 (UTC)

title: Talk:Cabin fever


text:
World History/Golden Rule

<< World History

The Golden Rule of the World History is to assume good faith on the part of all contributors and to be kind to all those who participate or have constructive criticism; it really is helpful.

title: World History/Golden Rule


text:
Razumovka

Razumovka (Разумовка) is a rural locality (a selo) in Razdolnensky Selsoviet, Rodinsky District, Altai Krai, Russia. The population was 329 as of 2013. There are 8 streets.

Geography
Razumovka is located 40 km west of Rodino (the district's administrative centre) by road. Tizek is the nearest rural locality.

title: Razumovka


text:
Forensics

{| style="width:65%;"
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Active participants
If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).
 * , 9 March 2007
 * , 2 February 2008
 * }
 * }

{| style="width:65%;"
 * style="background-color: cream; border: solid 1px gray; padding: 1em;" valign="top" |

Project news

 * 23 April 2017 - Major overhaul
 * 17 January 2007 - Project founded!
 * }

title: Forensics


text:
1130 in Norway

Events in the year 1130 in Norway.

Incumbents

 * Monarchs – Sigurd I Magnusson (died 26 March); Magnus IV Sigurdsson, Harald IV Magnusson.

Events

 * The death of Sigurd the Crusader in 1130 was followed by a century-long period of civil wars and rivalry for the crown.

Deaths

 * 26 March – Sigurd the Crusader, King of Norway 1103–1130 (born c. 1090).

title: 1130 in Norway


text:
User:John P. Sadowski (NIOSH)/Edit-a-thon

 Join us for the...

 *  at

where

 * You may also join us remotely from wherever you are!


text:
E. H. Gibbs House

The E. H. Gibbs House (also known as "The Elms at Ridge Place" and "Griffith Hall"), was built in 1903 in Oskaloosa, Iowa. It was designed by Frank E. Wetherell in Classical Revival architecture. It was listed on the National Register of Historic Places in 1991.

Owner
E. H. Gibbs settled in town in 1869 and became a prominent member of the community. He was a banker, real estate developer, founder of an insurance company, and a developer of a coal mine. He helped to bring the railroad to town, and founded the Oskaloosa Times and served as its first editor.

Builder
Gibbs hired Oskaloosa architect Wetherell to design the house, which was completed in 1903. It was the third large commission Wetherell had received in a three-year period; the other two being St. James Episcopal Church and the Oskaloosa Public Library. Known contemporaneously as "The Elms at Ridge Place," the two-story brick house replaced a frame house at the same location, which had been the family farm. The E. H. Gibbs house architecture demonstrated Wetherell's continued interest in neoclassical detailing, but was his first executed in brick. Wetherell relocated to Des Moines, Iowa three years after the house was completed.

Later use
The Gibbs family gave the house to neighboring William Penn University, where it was renamed Griffith Hall. It was used for offices and music rooms. The house was listed on the National Register of Historic Places on December 13, 1991. The building has subsequently been torn down.

title: E. H. Gibbs House


text:
Wikipedia:Articles for deletion/Stealing Share

The result was delete. - Mailer Diablo 16:57, 16 August 2006 (UTC)

Stealing Share
non-notable corporation Akradecki 17:00, 11 August 2006 (UTC)
 * Comment - speedy tag removed twice, looks like a bit of sock puppetry, too, as two similar editors have worked on it, and it's the first edit for them. Akradecki 17:03, 11 August 2006 (UTC)
 * Comment What one person defines as "non-notable" someone else may find quite notable. — Preceding unsigned comment added by ThiefCorbin (talk • contribs)
 * You can demonstrate that something satisfies our Notability (companies and corporations) criteria by citing sources that are about the company. This article cites no sources at all. Uncle G 17:17, 11 August 2006 (UTC)
 * Comment Sources added more sorces forth coming ThiefCorbin
 * You'll have to do better than that...neither source/reference listed say anything about the company, just about the industry in general. Akradecki 17:59, 11 August 2006 (UTC)
 * Delete advertising. It's not quite that easy, Corbin. Gazpacho 17:14, 11 August 2006 (UTC)
 * Delete, unless some assertion of notability can be made (other than "we think it is"). This article reads like an ad, and a Google search for Stealing Share, inc only turns up 100 hits.  RedRollerskate 17:14, 11 August 2006 (UTC)
 * Delete, Not Notable, Advert.  The client list looks impressive, but unless external sources can be provided, I see it not notable.  --KPWM_Spotter 18:32, 11 August 2006 (UTC)


text:
Talk:Bruno Piceno

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Bruno Piceno. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20110629024348/http://xolos.com.mx/sitio/ficha-jugador.php?id_jugador=27 to http://www.xolos.com.mx/sitio/ficha-jugador.php?id_jugador=27

Cheers.— InternetArchiveBot  (Report bug) 21:18, 26 July 2017 (UTC)

title: Talk:Bruno Piceno


text:
23rd Yukon Territorial Council

The 23rd Yukon Territorial Council, the final term of the Yukon Territorial Council before it was replaced with the contemporary Legislative Assembly of Yukon, was in session from 1974 to 1978. Membership was set by the 1974 Yukon general election, with one follow-up by-election in 1975 after the election of Willard Phelps was overturned on conflict of interest grounds.

The election was noted for the expansion of the territorial council from seven to twelve members, the largest in its history. Nine of the twelve electoral districts were new ones which had not existed in the preceding election; although due to another redistribution when the Legislative Assembly was created, four of the new districts were represented only in the 23rd council and were not recontested in the 1978 election.

title: 23rd Yukon Territorial Council


text:
USA-1

USA-1 may refer to:
 * USA-1 (satellite), an early GPS navigation satellite
 * USA-1 (monster truck), a monster truck built in the 1970s

title: USA-1


text:
Talk:.hack (video game series)/GA1

GA Review
The edit link for this section can be used to add comments to the review.''

Reviewer: TBrandley (talk · contribs) 15:06, 11 July 2012 (UTC)

Issues:

 * Lede: Who has the series received mixed reviews from?
 * Reception: Use video game reviews template on side for the "Reception" section
 * Reception: Who has the series received mixed reviews from?
 * References: Various references use IGN.com when it should use IGN
 * References: Try not to double link

That's all, Good work. On hold for now. TBrandley 15:13, 11 July 2012 (UTC)
 * Thanks for the review! I changed the two review sentences in question to specify that critics were the ones reviewing the game. I chose to use the VG series review template because the standard review template would get extremely cluttered, trying to list scores for all four games in the series by source. The aggregate review template provides a good overview of the trends in review scores across the four game releases (i.e. slowly downward) and the reader can follow the link to the aggregator to see specific reviews not discussed in the prose. I replaced all the IGN.coms and delinked all publishers like I've gotten used to doing in articles I've worked on more recently. Axem Titanium (talk) 20:40, 11 July 2012 (UTC)

title: Talk:.hack (video game series)/GA1


text:
Talk:Carl Pfaffmann

Clarification needed
Article states, without references, that the subject was born in Brooklyn AND Manhattan. It is impossible to have been born in both places. Can someone who knows about Pfaffmann figure out the correct birthplace? Thanks. MensanDeltiologist (talk) 00:31, 22 March 2019 (UTC)

title: Talk:Carl Pfaffmann


text:
Arrowhead Refinery Company

The Arrowhead Refinery Superfund site is a 10-acre former waste oil recycling facility, located in Hermantown, Minnesota, within a white cedar wetland. The refining process generated a waste stream of highly acidic, metal-laden sludge which was disposed of in an unlined two-acre lagoon on the site and waste process water which was discharged into a wastewater ditch in a wetland area. Arrowhead Refining Company incorporated in 1961 and continued the re-refining activities until 1977. A public health risk assessment stated that if no action was taken to remedy the site, use or development of the site would result in unacceptable health effects on user populations. It was also determined that there was a future potential exposure risk for offsite drinking water wells across the road from the site and in the pathway of the contaminated groundwater plume. The record of decision (ROD) was issued in September 1986.

Threats and contaminants
Site investigations that began in May 1984 found volatile organic compounds (VOCs), polynuclear aromatic hydrocarbons (PNAs), carcinogenic PNAs, petroleum hydrocarbons, and metals in the source material, soils, and sediments. In addition, the pH of the sludge was found to be between one and two.

Cleanup progress
The site has been fully remediated. In 1990, 13 residents were taken off of their well water and placed on municipal water. Between 1991 and 1993, a groundwater extraction system was constructed onsite, which created a hydraulic barrier around the site, so that no off-site migration would occur. The original ROD also called for on-site incineration of soils and sludge materials. However, the ROD was amended in 1994 to the following:

The excavation and treatment of sludge was conducted in 1995 and 1996 and is complete. The excavation and off-site disposal of soils and sediments was conducted in 1996 and is complete. There has been an ongoing long-term remedial action with respect to the groundwater extraction system. The groundwater extraction system has been shut down because it appears that the groundwater cleanup goals have been met.

A five-year review report was submitted in September 1997, which showed that contaminant levels in the underlying aquifer had dropped steadily. The system will continue to operate until cleanup objectives are fully met. A second five-year review report was issued in September 2002. The five-year review concluded that the source material phase, the groundwater phase, and the soil and sediment phase are currently protective of human health and the environment. A final protectiveness statement cannot be made for the soil and sediment phase until further information is obtained, regarding potential impacts to aquatic organisms in the site ditch, soil settlement issues and a plugged culvert, and finalization of restrictive covenants.

A third five-year review completed in September 2007 determined that all of the issues from the second five-year review were addressed with the exception of the finalization of the property restrictive covenants. Restrictive covenants are one of several legal or administrative controls which help to minimize exposure to contaminants and are generally referred to as institutional controls. The third five-year review determined that the remedy is expected to be or is protective of human health and the environment, and in the interim, exposure pathways that could result in unacceptable risks are being controlled. However, in order for the remedy to be protective in the long-term, some further actions need to be taken, including more robust institutional controls to ensure the remedy is not disturbed in the future. A trial shut-down of the groundwater extraction system has been started by the Minnesota Pollution Control Agency (MPCA) and ground water monitoring will be performed for several more years to verify that groundwater cleanup goals have been achieved. Groundwater will also be monitored to determine if surface water is being impacted by the site. The MPCA and the EPA are in the process of implementing more institutional controls that will achieve long-term protectiveness at the site.

A fourth five-year was completed in August 2012. The review concluded that the site was protective of human health and the environment in the short term, and that to ensure the site is protective of human health and the environment in the long term, more robust institutional controls, such as restrictive covenants, should be placed on the site. The MPCA and the EPA are in the process of implementing these institutional controls, and will soon begin the process to delist the site from the National Priorities List.

Property reuse
The property has been purchased by a developer who is interested in using the property for commercial use.

title: Arrowhead Refinery Company


text:
Talk:Simon Holloway

Feedback from New Page Review process
I left the following feedback for the creator/future reviewers while reviewing this article: Thank you for this new article, but note that other editors have raised issues with the writing style. Wikipedia writing should be encyclopedic and should avoid promotional or personal prose. For pointers, follow the links in the notice at the top of the article..

 DOOMSDAYER 520 | TALK | CONTRIBS 20:26, 22 October 2020 (UTC)

title: Talk:Simon Holloway


text:
Talk:Women in African cinema

Wiki Education Foundation-supported course assignment
This article was the subject of a Wiki Education Foundation-supported course assignment, between 23 August 2021 and 11 December 2021. Further details are available on the course page. Student editor(s): Daisha.Scott.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 18:42, 18 January 2022 (UTC)

title: Talk:Women in African cinema


text:
Rodnikovy, Republic of Dagestan

Rodnikovy (Родниковый) is a rural locality (a selo) in Madzhalissky Selsoviet, Kaytagsky District, Republic of Dagestan, Russia. The population was 757 as of 2010. There are 21 streets.

Geography
Rodnikovy is located 11 km northeast of Madzhalis (the district's administrative centre) by road. Madzhalis and Sanchi are the nearest rural localities.

Nationalities
Dargins live there.

title: Rodnikovy, Republic of Dagestan


text:
брати

Verb

 * 1) to fight

Etymology
.

Verb

 * 1)  to pick (grasp and pull with the fingers or fingernails)
 * 2)  to pick (to remove a fruit or plant for consumption)

Etymology 1
From, from. Ultimately from.

Verb

 * 1)  to take, to grab
 * 2)  to gather, to pick up
 * 3)  to fetch (liquid)
 * 4)  to pick (mushrooms, berries, etc.)
 * 5)  to pull out (plants, etc.)
 * 6)  to retrieve
 * 7)  to obtain for use
 * 8)  to charge (fine, tax, etc.)
 * 9)  to loan
 * 10)  to capture
 * 11)  to perceive
 * 12)  to bring
 * 13)  to hire, to employ
 * 14)  to arrest
 * 15)  to marry
 * 16)  to deliver, to assist in the birth of
 * 17)  to eat bait (about fish)
 * 18)  to execute an action (about machine, instrument)
 * 19)  to overcome a difficult area, obstacle
 * 20)  to change direction of movement
 * 21)  to fill, to use up (time), to exhauste
 * 22)  to assume control of something (about a feeling, physical condition)
 * 23)  to wear
 * 24)  used before a verb to emphasize imperative mood, or to indicate the beginning of action

title: брати


text:
User:Quintana4

Please tell us about yourself! (Erase this and begin.) Robert Elliott 06:10, 12 January 2007 (UTC)

title: User:Quintana4


text:
Portal:TESOL

Teaching English to speakers of other languages (TESOL) is a topic in the School:Education and the English Language Division and covers all matters relating to teaching English as a second or foreign language.

Little content here yet -- this is a very white whiteboard because Wikiversity is new. Don't let this slow you down...

Plunge ahead and write pages, including lesson plans and materials, about how you teach English and categorize them with   plus appropriate.

How to participate

 * 1) Create pages in the main namespace (page names without a colon in them are in the "main" namespace, eg Example page name ) and write how you teach
 * 2) *teaching tips, obvious or profound, if it works for you write about it
 * 3) *lesson plans
 * 4) *even methodology and approach if you write that way
 * 5) Categorize your new pages with   plus appropriate.
 * 6) Type   on your user page to keep the Topic:TESOL-nav box handy.
 * 7) Use Teamspeak. audio example - using teamspeak for language learning (active listening).

TEFL and TESL, too
TEFL and TESL are part of Topic:TESOL -- let's not spread ourselves too thin; let's bump elbows and share categories for now.

title: Portal:TESOL


text:
Cookbook:Pezzetti di Cavallo (Italian Horse and Tomato)

Pezzetti di cavallo (pieces of horse) is a dish from Italy.

Ingredients

 * 1 kg horse meat
 * 1 L tomato sauce
 * Onions, chopped
 * Olive oil (extra virgin)
 * Parsley
 * Carrots
 * Celery
 * Chilli peppers
 * 2 leaves laurel

Procedure

 * 1) Cut the horse meat in cubes, and fry it in a pan with some onion until it turns brown.
 * 2) Add tomato sauce.
 * 3) Add carrots, parsley, celery, laurel, and chilli peppers to taste.
 * 4) Cook on low heat (preferably in a clay pot).
 * 5) Skim the foam on the top and let simmer for 4 hours.
 * 6) Serve with home-made bread.


text:
L'Ampolla

L'Ampolla is a municipality in the comarca of the Baix Ebre in Catalonia, Spain. It was created in 1990 by the division of the municipality of el Perelló. It is situated on the coast south of l'Ametlla de Mar, and is an important tourist centre and minor fishing port. The town is served by the A-7 autopista, the N-340 coast road and by a station on the RENFE railway line between Tarragona and Valencia.

The GR 92 long-distance footpath, which roughly follows the length of the Mediterranean coast of Spain, has a staging point at L'Ampolla. Stage 29 links northwards to L'Ametlla de Mar, a distance of 15.3 km, whilst stage 30 links southwards to Amposta, a distance of 16.3 km.

title: L'Ampolla


text:
Talesh

Talesh may refer to:

 * Talesh County, in Gilan Province, Iran
 * Talesh, Iran, a city and capital of the above county
 * Talish (region)

title: Talesh


text:
чистити

Etymology
From.

Verb

 * 1) to clean
 * 2) to purify

Conjugation
First person singular indicative present is actually.

Etymology
. Synchronically from.

Verb

 * 1)  to clean

Etymology
From.

Verb

 * 1) to clean

title: чистити


text:
Deorar, Bhojpur

Deorar is a village in Jagdishpur block of Bhojpur district in Bihar, India. As of 2011, its population was 3,080, in 548 households.

title: Deorar, Bhojpur


text:
User:Frenchgeek~enwikibooks

Right now, my major project is to improve the French language book, by streamlining it, and making it more comprehensive and useable. If you'd like to help me, drop me a line!

title: User:Frenchgeek~enwikibooks


text:
Magdalena Mira

Magdalena Mira Mena (1859–1930) was a Chilean painter and sculptor. Together with her younger sister Aurora, she was one of the earliest recognized female painters not only in Chile but in the whole of Latin America. She was also one of the earliest women to study art at the Santiago School of Painting.

Biography
Born in Santiago in 1859, Mira was the daughter of the painter Gregorio Mira Iñiguez and his wife Mercedes Mena Alviz. Raised in a well-to-do environment, she was introduced to painting by her father who had studied under the French painter Raymond Monvoisin, the first director of the Chilean School of Painting. She went on to study under the school's third director Juan Mochi and the sculptor José Miguel Blanco (1839–1897) at a time when it was quite unusual for women to undertake formal art studies.

As a painter, she worked with oils, creating portraits, usually in profile, which were warmly depicted with a good understanding of her subjects. Often prepared for display in an oval frame, her portraits exhibit a fine appreciation of form and excellent technical execution. One of her finest works, La Viuda (The Widow), is enhanced by careful representation of the details surrounding the subject.

At a time when it was unusual for women to paint professionally, Chilean society was taken aback when the two sisters began to exhibit in the salon of the Museum of Fine Arts in the 1880s under José Manuel Balmaceda's presidency. Competing with such established artists as Pedro Lira, Juan Francisco González and Alfredo Valenzuela Puelma, Magdalena was awarded the Salon's Gold Medal in 1884. Magdalena Mira exhibited her paintings at the Salón Oficial from 1883 to 1897. A number of her works can be seen in the collections of Chile's Museo National de Bellas Artes.

Magdalena Mira died in Santiago on 14 October 1930.

title: Magdalena Mira


text:
2012 Challenger Banque Nationale de Granby

The 2012 Challenger Banque Nationale de Granby was a professional tennis tournament played on outdoor hard courts. It was the 19th edition, for men, and 2nd edition, for women, of the tournament and part of the 2012 ATP Challenger Tour and the 2012 ITF Women's Circuit, offering totals of $50,000, for men, and $25,000, for women, in prize money. It took place in Granby, Quebec, Canada between July 16 and July 22, 2012.

Seeds

 * 1 Rankings are as of July 9, 2012

Other entrants
The following players received wildcards into the singles main draw:
 * 🇨🇦 Philip Bester
 * 🇨🇦 Frank Dancevic
 * 🇨🇦 Pavel Krainik
 * 🇨🇦 Samuel Monette

The following players received entry from the qualifying draw:
 * 🇺🇸 Reid Carleton
 * 🇨🇦 Isade Juneau
 * 🇨🇦 Milan Pokrajac
 * 🇯🇵 Takao Suzuki

Men's singles

 * 🇨🇦 Vasek Pospisil def. Igor Sijsling, 7–6(7–2), 6–4

Women's singles

 * 🇨🇦 Eugenie Bouchard def. 🇨🇦 Stéphanie Dubois, 6–2, 5–2, retired

Men's doubles

 * 🇨🇦 Philip Bester / 🇨🇦 Vasek Pospisil def. 🇯🇵 Yuichi Ito / 🇯🇵 Takuto Niki, 6–1, 6–2

Women's doubles

 * 🇨🇦 Sharon Fichman / 🇨🇦 Marie-Ève Pelletier def. 🇯🇵 Shuko Aoyama / 🇯🇵 Miki Miyamura, 4–6, 7–5, [10–4]


text:
baúl

Etymology
. Compare 🇨🇬.

Noun

 * 1) chest, trunk, footlocker, steamer trunk
 * 2)  trunk, boot  of a car
 * 1)  trunk, boot  of a car

Usage notes

 * See.

title: baúl


text:
Film editing/Editing dialog for music/Creating gaps

Under Construction This Month
{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | Lesson #01 - A quick overview of narrative dialog editing
 * style="width: 50%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 50%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

The necesasry coverage

 * Special filming for narrative music
 * When you film a conversation, you can film it two ways.

 * You can film the scene with a single shot showing both actors talking. If you do, there is absolutely no way to add gaps between the sentences of the dialog.  Don't do this if you want to have a narrative film score in the middle of the conversation.

 * You can film the scene from multiple camera angles so that you only see the mouth of one of the actors at a time. This is currently the way more serious conversations are filmed.  Therefore, there is nothing special you have to ask the director for.  It will be provided for you.

As you might guess, the scenes that are on this disk were filmed in the traditional way with lots of coverage. Therefore, the footage is ideal for adding narrative dialog by adding gaps between the sentences of the actor's dialog.
 * The scenes of "Blindman's Bluff Production"

 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"|

The ping pong match

 * Talking back and forth
 * In both scenes, the actors talk back and forth like a ping pong match.

 * As soon as one actors is finished, the next actor starts. This natural rhythm continues through the entire conversation.

 * Editing without narrative music
 * When you edit a conversation, you use this natural rhythm when you edit. Probably, you will use the exact same pause between the words of the different actors in your edit.  Even though you will take the audio from different shots, the audio will be combined to sound exactly like the original conversation.  There will be only a tiny gap between the words of one actor and the words of the other actor.

 * This will sound perfectly natural. No one will be able to tell that the dialog came from different shots.

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Who is talking now?

 * The trick to add narrative music
 * When you watch one person listening to someone else speaking, you have no idea who who is talking. The facial expression of the actor does not tell the audience who is talking.

 * Therefore, when you add narrative music in the middle of a conversation, you show someone listening. The audience will not know if the music is talking or another actor is talking.

 * Not complicated
 * This sounds extremely complicated but it is surprisingly easy. You do not need to add cut away shots or anything.

If you edit a scene without adding narrative music, your first step is to edit together all of the pieces of the conversation. That is, you edit together all the audio.
 * The normal way

 * Example
 * If you have two people talking back and forth, you might start with the establishing shot for the first actor's dialog. Then you will cut to an over the shoulder shot for the second actor's dialog.  Then you cut to an over-the-shoulder shot of the other actor talking.  You will do this back and forth.  Finally, you begin cutting back and forth with the close up shots.  Finally you end the scene by cutting to the establishing shot for the final actor's dialog.

 * Separate tracks
 * When you edit the scene this way, it is much easier if you put the different actor's dialog in different tracks. This makes adding the gaps so much easier.

 * Figure out the music
 * Before you add gaps for the narrative music, you need to have the narrative music. That is why the film editor should also be the film composer.

 * Our example continued

 * For our example, we will add the following music

 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"|

The ping pong match

 * Talking back and forth
 * In both scenes, the actors talk back and forth like a ping pong match.

 * As soon as one actors is finished, the next actor starts. This natural rhythm continues through the entire conversation.

 * Editing without narrative music
 * When you edit a conversation, you use this natural rhythm when you edit. Probably, you will use the exact same pause between the words of the different actors in your edit.  Even though you will take the audio from different shots, the audio will be combined to sound exactly like the original conversation.  There will be only a tiny gap between the words of one actor and the words of the other actor.

 * This will sound perfectly natural. No one will be able to tell that the dialog came from different shots.

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The next page

 * The next page looks at the musical software you will need to compete this scene.
 * Software for creating narrative music [[Image:Crystal Clear action forward.png|24px]]

Contact your instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }


text:
Pterotragula leucoloma

Pterotragula leucoloma is a species of beetle in the family Cerambycidae, and the only species in the genus Pterotragula. It was described by Laporte de Castelnau in 1840.

title: Pterotragula leucoloma


text:
Talk:Service econosystem

There are specific application domains that I am targeting for the creation of initial service econosystems.

mises.org

biomedcentral.com

(specific projects within) sourceforge.net

These will each serve as learning examples that will enable the invention(s) to be reduced to practice.

A key motivation for developing information currency is the acceleration of information utilization.

title: Talk:Service econosystem


text:
User:Juniper.styles/sandbox

History

In 1976, lesbian and gay Rhode Islanders organized their first pride march with about 75 people in attendence. Called the "76ers," these individuals marched through downtown Providence despite state and city leaders attempting to block the parade. However, organizers litigated for legal permission to march. This event marked an important step in formal organizing for LGBTQ rights in Rhode Island, establishing the foundation for the group that would become Rhode Island Pride. In the next four decades, participation grew annually from just under 100 in 1976 to over 60,000 at RI PrideFest in 2019. In RI, early gay pride celebrations were some of the first steps that eventually led to civil rights protections being extended to gay men, lesbians, and bisexuals in 1995, and to transgender individuals in 2001.

In the 1980's, the previous loosely organized, grassroots marches became more organized and yet less radical parades. Under pressure from conservative community members, the marches dropped "Liberation" and "Freedom" from their names, replacing them with the philosophy of "Gay Pride." However, the Greek lambda symbol and the pink triangle, which had been revolutionary symbols of the Gay Liberation Movement, were incorporated into the Gay Pride, or Pride, movement, providing some symbolic continuity with its more radical beginnings.

In 1997, the very first rainbow flag was flown over a government building in the state of RI. Soon after, in 2001, the Illuminated Night Parade that transformed the Pride celebration was launched.

title: User:Juniper.styles/sandbox


text:
User:CampWood/Voice confrontation

In psychology, voice confrontation, also called self-confrontation, is the phenomenon of a person not liking the sound of their own voice. The phenomenon is generally caused by disappointment due to differences between what a person expects their voice to sound like to other people and what they actually hear in recordings. These differences arise both in audio quality, including factors such as audio frequency, and in extra-linguistic cues about their personality.

Causes
The auditory perception of a person's own voice is different when the person hears their own voice live and through recordings. Upon hearing a recording of their own voice, a person may experience disappointment due to cognitive dissonance between their perception and expectation for the sound of their voice. The differences arise from differences in audio frequency and quality as well as extra-linguistic cues about personality.

Audio differences
The perception of hearing in humans is performed by the auditory system receiving mechanical sound waves in the eardrum. When the source of sound is another person, the sound waves are only received through the air (an external stimulus). However, when the source of sound is the observer's own vocal cords, sound waves also travel through the person's body to their ears (an internal stimulus).

Laryngologist Martin Birchall described hearing one's own voice while talking as "hearing it through a cave complex inside our own heads" due to the sound traveling through sinuses and various parts of the cranial cavity. As a result, a combination of internal and external stimuli has a different sound quality and different frequencies than external stimuli alone.

However, audio quality differences are not the sole factors in voice confrontation, as participants of a 2013 study gave significantly higher ratings to their voice when they did not recognise it as their own.

Extra-linguistic cues
In 1966, Philip Holzman and Clyde Rousey concluded from their studies that voice confrontation also arises from differences in "extra-linguistic cues" that reveal aspects of personality which are only perceivable through recordings, such as anxiety levels, indecision, sadness, and anger. People are accustomed to the sound of their voice from the combination of internal and external stimuli, so people "build our self-image and vocal self image around what we hear, rather than the reality" according to Birchall. In a 1967 study, only 38% of people were able to identify recordings of their own voice within 5 seconds.

The disappointment from extra-linguistic cues can be especially problematic for people with body dysmorphia and gender dysphoria since they may perceive their voice as sounding like someone of the opposite gender.

In specific populations
In 1967, Holzman, Andrew Berger, and Rousey published a follow-up study on voice confrontation in bilingual people who had learned a second language after age 16. The study showed that the bilingual subjects experienced greater discomfort when hearing their own recorded voices in their first language.

Another study in 1970 found that people with speech disorders experienced greater voice confrontation than those without such issues. The results of the same study also found that females show a "significantly greater semantic differential reaction to hearing their own voices".

title: User:CampWood/Voice confrontation


text:
Miljana Border Bridge

Miljana Border Bridge (Pogranični most Miljana; Mejni most Miljana) is a bridge over the Sutla River, between Croatia and Slovenia.

It was built in 2012 and opened on 11 July by Croatian and Slovene ministers of infrastructure, Siniša Hajdaš Dončić and Zvonko Černač.

title: Miljana Border Bridge


text:
Wikipedia:Sockpuppet investigations/Absakomal/Archive

08 January 2015

 * Suspected sockpuppets

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

A large number of editors promoting Punjab-region schools, colleges and technical institutions, many of which are listed as "private" and otherwise appear of very dubious nature (nonfunctional websites, websites with phony CGI campus buildings, apparent diploma and visa-fraud mills, or religious madrassas seeking secular accolades), etc.

Absakomal created his account Dec 20 and immediately began creating articles (such as this one, his second edit) with an advanced knowledge of Wikipedia templates, which leads me to assume that Absakomal is either the sockpuppet of a banned user or a "mule" following a check-list. (Two on the list, TJ47 and WaleedIjaz83, are already banned for sockpuppety. Side-note: WaleedIjaz83 is banned for being a sockpuppet of Taimurijaz97, but Taimurijaz97 does not appear to have been blocked...oversight?)

None of the editors above appear to have any "human interaction" with other Wikipedians: they create and edit articles in the same subjects but do not edit subjects outside of Punjab institution articles, they do not create and maintain their user and talk pages, do not respond on their talk pages, or seem to notice when AfD candidates are deleted - those articles are simply recreated, sometime multiple times, as in the ongoing "Swedish" college saga.

I do not expect that all of these persons are the same user (although I would guess there are a few sockpuppet pairs); the larger concern is that they are acting in a coordinated manner as a multi-SPA meatpuppet nest.  Pax 06:47, 8 January 2015 (UTC)

Comments by other users
 * See also Sockpuppet investigations/Taimurijaz97 who appears to be the sockmaster by date so far. I added one of the below there yesterday, along with some behavioral analysis. Crow  Caw  17:05, 10 January 2015 (UTC)

Clerk, CheckUser, and/or patrolling admin comments

 * I'm going to decline this as it stands now. Meatpuppetry cases cannot be proved or disproved by checkuser, and the reporting party even states "I do not expect that all of these persons are the same user". Checkusers are also unable to act on the large number of IPs presented in the report. Perhaps a Clerk could review the evidence and, if there is evidence of sockpuppetry between any of the named accounts, they can reset the case status to CU at that time if necessary? -- Jezebel's Ponyo bons mots  19:22, 8 January 2015 (UTC)

 * Question: by clicking the Checkuser box during submission, have I made it less likely that this nest will be investigated? If so, I'd rather request close and start over from scratch (unless that's even worse). Pax 00:55, 9 January 2015 (UTC)

 * A number of the accounts have been blocked as socks in the case mentioned above. The IPs all geolocate to the same country, with a majority locating to the same city, so I think it's reasonable to assume that they are operated by the same person/organization. To help combat that, I've semi-protected Army Public College of Management Sciences for 6 months. When the checks were run Usamahaq and Salar.Khalid.89 did not come up, despite having edited prior to the other case. Thus I think it's fair to assume they are technically unrelated. Mike V • Talk 22:20, 5 February 2015 (UTC)


text:
Wikipedia:WikiProject Spam/LinkReports/villaborromeo-pd.it

Links

 * villaborromeo-pd.it resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.

Additions

 * Displayed all 4 additions.


text:
User:Jsonstein

I often teach the Java programming language at RIT (in New York State, USA), and it is good to see this sort of effort emerge. I will try to find time over the next few months to adapt some of my lecture/handout materials to this purpose. You can find my RIT webspace at http://www.it.rit.edu/~jxs/ and my personal webspace at http://ariadne.iz.net/~jeffs/

Feel free to make corrections or to contact me (via the above-mentioned webspaces) to make suggestions.

title: User:Jsonstein


text:
metsäkaartilainen

Etymology

 * 'a member of the "Woods Guard"'

Noun

 * 1)  A Red who hid himself/herself in the forest.
 * 2)  A deserter who hid himself in the forest.

Usage notes

 * The term originated in the Finnish Civil War, after which hudreds of Reds hid themselves in the forests in order to avoid being prosecuted for war crimes. The term is used also when referring to the Finnish deserters in the Continuation War, who also hid themselves in the forest — for the same purpose.

title: metsäkaartilainen


text:
Java programming notes for Macintosh

These notes describe the experiences of new Java programmers using the Wikiversity Introduction to Programming in Java pages.

OSX 10.4
This section has notes for OSX 10.4, but if you are using a different version of OSX, please start a new section and document any differences.

Introduction to Java
"Apple sets everything up for you" <-- this may be true, but I wondered if I have the latest version of the Java files for Macintosh. I went to the Apple website in search of information about Java versions and updates. According to that webpage at the Apple website, "Mac OS X includes the full version of Java 2, Standard Edition" and according to the introduction, "Java 2 Standard Edition (J2SE) ... is the one this course uses". I also followed the link from Introduction to Programming in Java to the Java Programming book module at Wikibooks. I went to Java Programming/Installation and found instructions for how to check the version of the "Java Development Kit". The instructions start with "first open a terminal window". If you have never opened a terminal window on a Macintosh, look for the Terminal utility in the Utilities folder of the Applications folder. Here is what my Terminal session looked like when I entered "javac -version": Last login: Tue Mar 13 15:44:45 on console Welcome to Darwin! john-schmidts-emac:~ johnschmidt$ javac -version javac 1.5.0_07 javac: no source files Usage: javac where possible options include: -g                        Generate all debugging info -g:none                   Generate no debugging info -g:{lines,vars,source}    Generate only some debugging info -nowarn                   Generate no warnings -verbose                  Output messages about what the compiler is doing -deprecation              Output source locations where deprecated APIs are used -classpath         Specify where to find user class files -cp                Specify where to find user class files -sourcepath        Specify where to find input source files -bootclasspath     Override location of bootstrap class files -extdirs           Override location of installed extensions -endorseddirs      Override location of endorsed standards path -d            Specify where to place generated class files -encoding      Specify character encoding used by source files -source         Provide source compatibility with specified release -target         Generate class files for specific VM version -version                  Version information -help                     Print a synopsis of standard options -X                        Print a synopsis of nonstandard options -J                  Pass directly to the runtime system At the Apple downloads page, I searched for "Java" and found Java for Mac OS X 10.4 Release 5 as the first item. It says that it updates your J2SE 5.0 to version 1.5.0_07. I assume this means I have the latest version.

Hello world
"Open up a text editor" I used TextWrangler to create my HelloWorld.java text file.

I created a "Java" folder in my documents folder and saved my HelloWorld.java text file in that folder.

"navigate to the folder that you saved HelloWorld.java to" To find the path to my HelloWorld.java file, I did a drag and drop of the file's icon into the Terminal utility. I deleted the name of the file, just leaving the path in the Terminal input line. I used the left arrow key to move the input cursor to the start of the input line, and entered cd (change directory):

john-schmidts-emac:~ johnschmidt$ cd /Users/johnschmidt/Documents/Java

After changing the directory, the prompt in Terminal looked like:

john-schmidts-emac:~/Documents/Java johnschmidt$

I then entered "javac HelloWorld.java" as shown below:

john-schmidts-emac:~/Documents/Java johnschmidt$ javac HelloWorld.java

After entering that line into the Terminal utility, there was a new "HelloWorld.class" file in my Java folder. I then entered "java HelloWorld" as shown below:

john-schmidts-emac:~/Documents/Java johnschmidt$ java HelloWorld Hello World!

The text "Hello World!" was returned in the next line of the Terminal window.

Integer Variables
In the Integer Variables lesson, it was mentioned that Java represents text characters as a type of integer according to the Unicode standard numbering system. Since any Java program is a collection of characters, is it possible to allow Java programs to treat themselves as integer data files? Could a Java program print itself? Could a Java program replicate itself?

Reading

 * Self-printing programs by David Madore
 * Self-printing Java, without using semicolons by Macneil Shonle

Quine challenge
Confirm that you can find a Java program that will print itself. Describe your results below.

mshonle:~/Desktop$ java Quine > QuineOutput mshonle:~/Desktop$ diff Quine.java QuineOutput mshonle:~/Desktop$

I'm guessing that the above three lines first store the "printed" output of the program "Quine" in a container called "QuineOutput". Then "diff Quine.java QuineOutput" probably compares the text in the Quine.java source code file to the printed output stored in "QuineOutput". The last of the three lines above apparently indicated that there is no "diff, the program has printed its own source code.

title: Java programming notes for Macintosh


text:
American Football (EP)

American Football is the debut release from American emo and math rock band American Football.

Reception
Editors at AllMusic Guide scored this release three out of five stars, with reviewer Blake Butler writing that "this three-song disc will leave you anxious to hear more".

Track listing

 * 1) "The One with the Tambourine" – 4:01
 * 2) "Letters and Packages" – 3:21
 * 3) "Five Silent Miles" – 4:10

Personnel
American Football
 * Steve Holmes – guitar
 * Mike Kinsella – guitar, vocals
 * Steve Lamos – drums

Additional personnel
 * Gregg Bernstein – graphic design
 * Brendan Gamble – recording engineering

title: American Football (EP)


text:
Bartending/Cocktails

This is an index of the recipes for various mixed alcoholic drinks, and their non-alcoholic equivalents. Cocktails of historical significance are also listed at Wikipedia.

Alphabetical list of all cocktails: A-Z glossary of cocktails

Cocktails categorized by major ingredients:
 * Cocktails with beer
 * Cocktails with bourbon
 * Cocktails with brandy
 * Cocktails with gin
 * Cocktails with rum
 * Cocktails with tequila
 * Cocktails with vodka
 * Cocktails with whiskey
 * Cocktails with wine

Other categories:
 * Cocktails with amaretto
 * Cocktails with Jägermeister
 * Cocktails with orange flavored liqueur
 * Cocktails with sake
 * Cocktail shots and shooters
 * Flaming beverages
 * Other cocktails
 * Non-alcoholic cocktails

Lista över drinkar zh:酒:鸡尾酒 Livre de cuisine/Boissons/Cocktails

title: Bartending/Cocktails


text:
Cathy Engelbert

Catherine Engelbert (born November 14, 1964) is an American business executive and Commissioner of the Women's National Basketball Association (WNBA). Before joining the WNBA, she had been with Deloitte for 33 years, including as its first female CEO from 2015 to 2019.

Early life and education
Engelbert was born circa 1964 and grew up in Collingswood, New Jersey. She grew up with five brothers and two sisters, and attended Collingswood High School. She was inducted into the Collingswood Athletic Hall of Fame in 1993. Her father was an IT manager, and her mother a medical practice administrator. She graduated from Lehigh University in 1986, with a degree in accounting. At Lehigh, she tried out for the basketball team as a walk-on under Hall of Fame coach Muffet McGraw, and later became a team captain. She also played lacrosse, and became a captain of that team as well. After graduation, she received her CPA certification and became a member of the American Institute of Certified Public Accountants.

Career
Catherine Engelbert joined Deloitte in 1986 and worked with the company until retiring in 2019. She joined the WNBA later in 2019. In an interview, she credited Deloitte's early focus on supporting women in the workplace as being important for her career.

Prior to being appointed the CEO of Deloitte in March 2015, she was the chairman and CEO of the audit subsidiary, Deloitte & Touche LLP.

Other senior positions Engelbert held at Deloitte include: national managing partner - regions for Deloitte & Touche; deputy national professional practice director; and financial accounting and reporting services quality risk manager. She was named a partner in 1998.

On May 15, 2019, she was named the first commissioner of the WNBA (previous WNBA leaders had been titled "president"). Engelbert officially assumed her new role on July 17, 2019.

On becoming CEO for Deloitte, this rendered Engelbert the first female U.S. CEO of a Big Four firm. News media outlets, including The Wall Street Journal highlighted Engelbert's appointment as cracking the "glass ceiling." While serving as Deloitte's CEO, the company's revenue has increased nearly 6% year over year to $18.6 billion.

Engelbert also serves on the boards of McDonald’s Corporation, Royalty Pharma and Catalyst, and on the executive committee of the USGA.

Personal life
Engelbert has two children, Julia and Thomas, and lives in Berkeley Heights, New Jersey.

title: Cathy Engelbert


text:
User:Abdussalamkuet/sandbox

Hey, this is Abdus Salam. From Kuakata, Kalapara, Patuakhali. i was born in a poor family. My father is a farmer. My mother is a housewife. i have three brother. I am eldest one of them. They study in honers and intermediate level in our country. My life is so peaceful because i am a single.

title: User:Abdussalamkuet/sandbox


text:
Talk:Dancing with Demons

A Commons file used on this page or its Wikidata item has been nominated for speedy deletion
The following Wikimedia Commons file used on this page or its Wikidata item has been nominated for speedy deletion: You can see the reason for deletion at the file description page linked above. —Community Tech bot (talk) 01:38, 18 July 2021 (UTC)
 * Dancing with demons.jpg

title: Talk:Dancing with Demons


text:
Cookbook:Baked Leeks

Baked leeks (Tavë me presh) is an Albanian recipe.

Ingredients

 * 2 lb (900 g) leeks
 * ½ cup oil
 * ¾ cup chopped onion
 * ½ lb (225 g) ground meat
 * 1 tablespoon tomato sauce
 * Mild red pepper
 * Salt
 * Pepper

Procedure

 * 1) Cut off the green leaves from leeks. Wash and cut leeks diagonally into 1-inch thick slices.
 * 2) Sauté in a little oil and place in a baking pan.
 * 3) Sauté onion and ground meat in remaining oil.
 * 4) Add beef stock, tomato sauce, red pepper, salt and pepper, and bring to a boil.
 * 5) Pour meat mixture over the sautéed leeks.
 * 6) Bake for 1 hour at 375°F (190°C).
 * 7) Serve hot.

title: Cookbook:Baked Leeks


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2013 IAAF Road Race Label Events

The 2013 IAAF Road Race Label Events were the sixth edition of the global series of road running competitions given Label status by the International Association of Athletics Federations (IAAF). All six World Marathon Majors had Gold Label status. The series included a total of 74 road races: 36 Gold, 21 Silver and 17 Bronze. In terms of distance, 46 races were marathons, 12 were half marathons, 11 were 10K runs, and 5 were held over other distances.

Races

 * {{Legend|#ccccff|World Marathon Majors}}

title: 2013 IAAF Road Race Label Events


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Bahá'í Faith/Prophecy/Islam

 Prophecy in Islam

Succeeding Messengers

 * Qur'an 2 (The Cow) And we gave Moses the Book, and after him sent succeeding Messengers: and We gave Jesus...the clear signs... and whensoever there came to you a Messenger with that your souls had not desire for, did you become arrogant, and some cry lies to, and some slay.

Fill the Earth with Equity

 * Hadith of Abu Dawud The Apostle of Allah said, 'Were there remaining but one day of the duration of all time, God would send forth a man from the people of my house, who will fill the earth with equity as it has been filled with oppression

Day of Severance

 * Qur'an 77 By those sent forth one after the other... Verily that which ye are promised is about to happen. So when the stars are blotted out, And when the sky is rent asunder... when the Messengers have a time set: For what Day is this being arranged? For the Day of Severance

A Sign of the Hour [of Judgment]

 * Qur'an 43:61 And [Jesus] shall be a Sign of the Hour [of Judgment]; therefore have no doubt about it, but follow Me: this is a straight way

Bring Succor to Humanity

 * Nahjul Balagha, Khutba 141, 187 The Imam who will create a world state will make the ruling nations pay for their crimes against society. He will bring succor to humanity. He will take out the hidden wealth from the breast of the earth and will distribute it equitably amongst the needy deserving. He will teach you simple living and high thinking. He will make you understand that virtue is a state of character which is always a mean between the two extremes, and which is based upon equity and justice. He will revive the teaching of the Holy Qur'an and the traditions of the Holy Prophet after the world has ignored them as dead letters.... He will protect and defend himself with resources of science and supreme knowledge. His control over these resources will be complete. He will know how supreme they are and how carefully they will have to be used. His mind will be free from desires of bringing harm and injury to humanity. Such a knowledge to him will be like the property which was wrongly possessed by others and for which he was waiting for the permission to repossess and use. He, in the beginning, will be like a poor stranger unknown and uncared for, and Islam then will be in the hopeless and helpless plight of an exhausted camel who has laid down its head and is wagging its tail. With such a start he will establish an empire of God in this world. He will be the final demonstration and proof of God's merciful wish to acquaint man with the right ways of life.

title: Bahá'í Faith/Prophecy/Islam