text:
Talk:David Cal

External links modified
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Cheers.—cyberbot II  Talk to my owner :Online 03:29, 2 July 2016 (UTC)

External links modified
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title: Talk:David Cal


text:
Wikipedia:Wiki Ed/Georgetown University/WRIT 015-11 Banned and Challenged Books (Fall 2017)

Writing and Culture course

Week 1
Welcome to your Wikipedia project's course timeline. This page will guide you through the Wikipedia project for your course. Please complete the following on Sept. 21 by 11:59pm in lieu of a class meeting.

This page breaks down writing a Wikipedia article into a series of steps, or milestones. These steps include online trainings to help you get started on Wikipedia.

Your course has also been assigned a Wikipedia Expert. Check your Talk page for notes from them. You can also reach them through the "Get Help" button on this page.

To get started, please review the following handouts:

 * Editing Wikipedia pages 1–5
 * Evaluating Wikipedia

Please complete the following on Sept. 21 by 11:59pm in lieu of a class meeting:

 * Create an account and join this course page, using the enrollment link your instructor sent you. (To avoid hitting Wikipedia's account creation limits, this is best done outside of class. Only 6 new accounts may be created per day from the same IP address.)
 * It's time to dive into Wikipedia. Below, you'll find the first set of online trainings you'll need to take. New modules will appear on this timeline as you get to new milestones. Be sure to check back and complete them! Incomplete trainings will be reflected in your grade.
 * When you finish the trainings, practice by introducing yourself to a classmate on that classmate’s Talk page.
 * Each training module completed on time is worth 20 participation points.

Begin a blog about your experiences on BB. You can use discussion questions to frame your entries, or reflect on the research and writing process. Use this blog to keep track and share your experiences. You will use them to help you write your final reflection on the Wikipedia assignment. Create approximately one blog entry each week during the Wikipedia assignment, or five total. Each blog entry is worth 20 participation points.

This week, everyone should have a Wikipedia account.

Week 2
For class, please read Chapter 3: “The Case Against Wikipedia” in Thomas Leitch’s Wikipedia U, available through Blackboard under “Assignments.”

It's time to think critically about Wikipedia articles. You'll evaluate a Wikipedia article related to the course and leave suggestions for improving it on the article's Talk page. Please see the list of articles to evaluate provided by your professor. This assignment is worth 30 participation points, with the training marked separately.

 * Complete the "Evaluating Articles and Sources" training (linked below) by Oct. 2 at 11:59pm.
 * Create a section in your sandbox titled "Article evaluation" where you'll leave notes about your observations and learnings in response to these questions and those below on content gaps.
 * Choose an article on Wikipedia related to your course to read and evaluate. As you read, consider the following questions (but don't feel limited to these):
 * Is everything in the article relevant to the article topic? Is there anything that distracted you?
 * Is the article neutral? Are there any claims, or frames, that appear heavily biased toward a particular position?
 * Are there viewpoints that are overrepresented, or underrepresented?
 * Check a few citations. Do the links work? Does the source support the claims in the article?
 * Is each fact referenced with an appropriate, reliable reference? Where does the information come from? Are these neutral sources? If biased, is that bias noted?
 * Is any information out of date? Is anything missing that could be added?
 * Check out the Talk page of the article. What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
 * How is the article rated? Is it a part of any WikiProjects?
 * How does the way Wikipedia discusses this topic differ from the way we've talked about it in class?
 * Choose at least 2 questions relevant to the article you're evaluating and leave your evaluation on the article's Talk page. Be sure to sign your feedback with four tildes — Fuiszl (talk) 15:30, 28 November 2017 (UTC).

Now that you're thinking about what makes a "good" Wikipedia article, consider some additional questions.

 * Wikipedians often talk about "content gaps." What do you think a content gap is, and what are some possible ways to identify them?
 * What are some reasons a content gap might arise? What are some ways to remedy them?
 * Does it matter who writes Wikipedia?
 * What does it mean to be "unbiased" on Wikipedia? How is that different, or similar, to your own definition of "bias"?

 * Blog posts and press releases are considered poor sources of reliable information. Why?
 * What are some reasons you might not want to use a company's website as the main source of information about that company?
 * What is the difference between a copyright violation and plagiarism?
 * What are some good techniques to avoid close paraphrasing and plagiarism?

Week 3
Today in class, based on your evaluation from Sept. 28, please make at least two edits to Wikipedia pages. Be sure to sign your contributions. Each edit is worth 2 points. Option 1: Familiarize yourself with editing Wikipedia by adding content that is cited to an article. There are two ways you can do this:

 * Add 1-2 sentences to a course-related article, and cite that statement to a reliable source, as you learned in the online training.
 * The Citation Hunt tool shows unreferenced statements from articles. First, evaluate whether the statement in question is true! An uncited statement could just be lacking a reference or it could be inaccurate or misleading. Reliable sources on the subject will help you choose whether to add it or correct the statement.

Today in class, based on your evaluation from Sept. 28, please make at least two edits to Wikipedia pages. Be sure to sign your contributions. Each edit is worth 2 points. Option 2: Copyediting. Improve the language, such as fixing grammatical mistakes and punctuation errors, and eliminate typos. You don’t need to contribute new information to the article.

Now that you've done some reading about Wikipedia and done some editing, please reflect on the process so far. You might write about what worked and what was challenging. You might write about your opinions about Wikipedia as a source of information.

Week 8

 * Nov. 7 in class. It's time to choose an article. The instructor will make assignments based on your preferences, using a google poll prior to class.

 * Review page 6 of your Editing Wikipedia guidebook.
 * Review the list of "Available Articles" on the Articles tab on this course page. After you receive your assignment from your instructor, click Select to assign it to yourself.
 * Complete the "Evaluating Wikipedia Article" worksheet provided by your instructor.
 * In your sandbox, write a few sentences about what you plan to contribute to the selected article.

 * What do you think of Wikipedia's definition of "neutrality"?
 * What are the impacts and limits of Wikipedia as a source of information?
 * On Wikipedia, all material must be attributable to reliable, published sources. What kinds of sources does this exclude? Can you think of any problems that might create?
 * If Wikipedia was written 100 years ago, how might its content (and contributors) be different? What about 100 years from now?

 * Make sure everyone in the group is assigned to the same Wikipedia article on the Students tab of this course page.
 * Select one group member whose Sandbox space you'll all share to draft your article. Each person should link to that shared Sandbox from their own Sandbox page. A sandbox is like any other page on Wikipedia, and anyone can edit it.
 * Wikipedia doesn't allow multiple people to edit from different devices at the same time. If you're working together in person, one person should add the work to the Sandbox. If you are all working independently, make small edits and save often to avoid "editing conflicts" with classmates. Make sure that you're logged in under your own Wikipedia account while editing in your classmate's sandbox to ensure your edits are recorded.
 * Don't create a group account for your project. Group accounts are prohibited.

As you did on Oct. 3, please make at least two small edits to your page by 11:59pm on Nov. 9. You can copyedit the language, punctuation, etc. OR you can fix citations OR add 1-2 sentences to the content.

Please reflect on the process so far. You might write about what worked and what was challenging. You might write about your opinions about Wikipedia as a source of information.

Week 9
Please meet in the Dubin room in the Lauinger Library (Rm. 156). Please bring your "Evaluating Wikipedia" handout that you completed in class on Nov. 7 to help guide your research.

Please meet in the Dubin room in the Lauinger Library (Rm. 156).

By the end of the week, Sunday, Nov. 19, by 11:59pm, please post your plan for improving the Wikipedia article along with your bibliography to the Article Talk page. Please check the article talk page periodically to see if any Wikipedians have made comments on your plans.

Week 10
You've picked a topic and found your sources. Now it's time to start writing.

'''Improving an existing article?

'''

 * Draft your contributions to the Wikipedia article in your sandbox.
 * Keep reading your sources, too, as you prepare to write the body of the article.
 * Resources: Editing Wikipedia pages 7–9
 * Please complete the two trainings listed below today, Nov. 27, by 11:59pm.

Everyone has begun writing their article drafts.

Please reflect on the process so far. You might write about what worked and what was challenging. You might write about your opinions about Wikipedia as a source of information.

Week 11
Directions for peer review forthcoming.

You probably have some feedback from other students and possibly other Wikipedians. It's time to work with that feedback to improve your article!

 * Read Editing Wikipedia pages 12 and 14.
 * Return to your draft or article and think about the suggestions. Decide which ones to start implementing. Reach out to your instructor or your Wikipedia Expert if you have any questions.

Do additional research and writing to make further improvements to your article, based on suggestions and your own critique.

 * Read Editing Wikipedia page 12 to see how to create links from your article to others, and from other articles to your own. Try to link to 3–5 articles, and link to your article from 2–3 other articles.
 * Consider adding an image to your article. Wikipedia has strict rules about what media can be added, so make sure to take Contributing Images and Media Files training before you upload an image.
 * Please complete the training below by 11:59pm today, Nov. 30.

Please reflect on the process so far. You might write about what worked and what was challenging. You might write about your opinions about Wikipedia as a source of information.

 * Keep working on transforming your article into a complete first draft. Get draft ready for peer-review.
 * If you'd like a Wikipedia Expert to review your draft, now is the time! Click the "Get Help" button in your sandbox to request notes.

Week 12
Once you've made improvements to your article based on peer review feedback, it's time to move your work to Wikipedia proper - the "mainspace."

 * '''Editing an existing article?

'''

 * NEVER copy and paste your draft of an article over the entire article. Instead, edit small sections at a time.
 * Copy your edits into the article. Make many small edits, saving each time, and leaving an edit summary. Never replace more than one to two sentences without saving!
 * Be sure to copy text from your sandbox while the sandbox page is in 'Edit' mode. This ensures that the formatting is transferred correctly.
 * '''Creating a new article?

'''

 * Read Editing Wikipedia page 13, and follow those steps to move your article from your Sandbox to Mainspace.
 * You can also review the Sandboxes and Mainspace online training.

Continue to expand and improve your work, and format your article to match Wikipedia's tone and standards. Remember to contact your Wikipedia Expert at any time if you need further help!

Please reflect on the process so far. You might write about what worked and what was challenging. You might write about your opinions about Wikipedia as a source of information.

Week 13
It's the final week to develop your article.

 * Read Editing Wikipedia page 15 to review a final check-list before completing your assignment.
 * Don't forget that you can ask for help from your Wikipedia Expert at any time!

Write a reflective essay (5-7 pages) on your Wikipedia contributions.

Consider the following questions as you reflect on your Wikipedia assignment:

 * Critiquing articles: What did you learn about Wikipedia during the article evaluation? How did you approach critiquing the article you selected for this assignment? How did you decide what to add to your chosen article?
 * Summarizing your contributions: include a summary of your edits and why you felt they were a valuable addition to the article. How does your article compare to earlier versions?
 * Peer Review: If your class did peer review, include information about the peer review process. What did you contribute in your review of your peers article? What did your peers recommend you change on your article?
 * Feedback: Did you receive feedback from other Wikipedia editors, and if so, how did you respond to and handle that feedback?
 * Wikipedia generally: What did you learn from contributing to Wikipedia? How does a Wikipedia assignment compare to other assignments you've done in the past? How can Wikipedia be used to improve public understanding of our field/your topic? Why is this important?

Everyone should have finished all of the work they'll do on Wikipedia, and be ready for grading.

source: wikimedia

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


text:
Talk:Richard Livingstone (businessman)

Semi-protected edit request on 10 December 2018
I work for Mr Livingstone and we would prefer to remove certain items on the page that are infringing on his privacy. I had made an edit before and now it seems I can't. Not sure why anyone would continue to revert it back to an older version when the person the article is about has requested not too.

Seems quite unfair. Arsham1984 (talk) 13:50, 10 December 2018 (UTC)
 * Red question icon with gradient background.svg Not done: it's not clear what changes you want to be made. Please mention the specific changes in a "change X to Y" format and provide a reliable source if appropriate. Given that you have a clear conflict of interest, you should not attempt to edit the article yourself, but rather only use edit requests, even if the page's protection expires DannyS712 (talk) 15:46, 10 December 2018 (UTC)
 * Presumably the changes that you are requesting are those made in your previous edit. They are all backed by a citation from the Evening Standard. Your edit summary stated that they were incorrect; in that case, you might ask the Standard to publish a retraction. Until then, the information is considered verifiable, and is valid content to remain in this article.
 * You may find it helpful to read Wikipedia's policy on privacy in biographies at Biographies_of_living_persons, in case this gives grounds to remove certain information from the article. – Fayenatic  L ondon 14:35, 13 December 2018 (UTC)

title: Talk:Richard Livingstone (businessman)


text:
Talk:Geometry

Prerequisites for geometry readers
I love math but I know the frustration of trying to learn math by myself when the source is obtuse, ambiguous and incomplete. Wiki's geometry readers might not have teachers or tutors to help them. We should specify particular prerequisites for such readers. We should build only on material already presented in previous more elementary wikibooks.

 * In this case that means Geometry for elementary school which is great. Some arithmetic and simple algebra is needed, but unfortunately I haven’t found a good wikibook source that isn't too advanced.

--Cretaceous9 (talk) 14:54, 5 January 2009 (UTC)
 * Each new paragraph should be tested to be sure it is built on these basic assumed skills plus what was taught in the previous paragraphs. It is easier for a well prepared reader to deal with a presentation that is too basic in the first few chapters than for someone new to geometry to bridge that gap when advanced material is introduced too early.

Aligning with California Standards
Okay I like the concept aligning with California standards and creating a High School Level textbook. Nothing has been done in awhile. I am thinking about taking this up. My only qualification is that I teach this subject in a CA highschool.

A great looking intro page. I can't wait 'till it's finished as I really want to learn about advanced geometries. Theresa knott 22:25, 26 Sep 2003 (UTC)

Who has a right to dictate the syllabus?
However, why is the book set up so the contents are set in stone? Why did I only have that chapter available to edit for where I wanted to define R^3? I am asking not just because it seems hard to find out, but because it might help me as a student but also tutor who may one day more formally teach math. If there is some sort of 'standard curricula' in academia I need to know who thinks they are qualified to make it up and why.--Dchmelik (talk) 23:55, 26 September 2009 (UTC)

Book 1 / Book 2 Structure
This book is gaining a similar structural problem to what the Trigonometry book had - advanced material being added that is beyond a high school level. The solution there was to split the ToC into two parts, a book 1 and a book 2. I think the same could and should be done for this book. JamesCrook (talk) 11:35, 13 November 2010 (UTC)

Categorisation of pages, please
Please fix the links so that each chapter of this book is not categorized as a whole book of its own! --Daniel 09:47, 3 May 2004 (UTC)

More illustration, please
Seconded.DroEsperanto 12:24, 21 June 2006 (UTC)
 * A book about Geometry with few or none ilustrations...

Appendix for definitions and postulates, please
I think there should be an appendix listing out all the major postulates and definitions, grouping them by topic (e.g., SSS and SAS would go in "Triangle Congruency," whereas the Corresponding Angles Postulate and that parallel-transitivity property would go in "parallel lines."DroEsperanto 12:24, 21 June 2006 (UTC)

Appendix for Theorems, please
I think there should also be an appendix listing all of the important theorems, also grouped by categories. I think there should also either be a list of the theorems with their proofs or, since that might be seen as helping students cheat, doing what my old geometry textbook did: having a two-column proof chart with only some of the boxes filled in, and having the student fill statements for a given reason or reasons for a given statement to have the complete the proof.DroEsperanto 12:24, 21 June 2006 (UTC)

Vocab, please
I think there should be bolded vocabulary words throughout the text, and a glossary. These don't need to be the precise words used by California (we should try to keep this pretty even and not tailored to one state!), but whatever comes up.--HereToHelp (talk) 02:45, 22 October 2006 (UTC)

I'm adding information as I go
I'm starting to add information on some of the subjects listed in geometry. --Isipeoria 01:08, 23 December 2005 (UTC)

Possibility of students working on this
I am a teacher in a small high school and would like to use this text next semester and have my students help edit and illustrate as we work through the subject. I am new to Wikiland and would appreciate any comments or suggestions. Is anyone working on this subject intensely right now? --Forrestbrinker 18:41, 2 December 2006 (UTC)Forrestbrinker

What styles should new terms be in?
I want to know how the style of the book is outlined. Should new terms or definitions be bold or italicized or underlined. Musical Inquisit (discuss • contribs) 22:30, 8 July 2019 (UTC)

Chapter Order
Hello, I'm currently editing "Parallel Lines, Quadrilaterals, and Circles" and noticed that it comes before polygons. I think polygons should come before it and before triangles since a discussion of either requires a knowledge of what a polygon is.

Exercises Too Complex
The exercises at the end of chapter 2 require concepts that have not yet been introduced. These should be simpler exercises that clearly explain the basic proof concepts introduced in chapter 2. I'm going to change these exercises shortly, if nobody objects.

Euclid Old Fashioned
The five postulates of Euclidean geometry? Which set of postulates are you using? Euclid's? That's has been shown not to stand up to rigorous standards a long time ago...

Isn't it a bit old-fashioned to teach 2D Euclidean geometry along the lines of Euclid's elements?

I agree. And I believe that Euclid's fifth "postulate" was derived from his other four in the 19th century.DroEsperanto 12:24, 21 June 2006 (UTC)

Euclid's fifth postulate
Euclid's Fifth was shown to be independent of (i.e., not derivable from) the other four axioms by the work of Lobachevsky, Bolyai, and Riemann, and secretly by Gauss, in the 19th century, a result reconfirmed by many others in the years since. Although Euclid did not have the insight we have today, Euclidean Geometry is every bit as good a tool for helping build a working understanding of deduction as it has been for the past 2300 years. It is the responsibilty of the instructors and modern mathematicians to point out and amend the program as needed.

Seriously try Euclid
The original The Elements of Euclid, and the best. I wish I had this when I was learning geometry at school. It is crystal clear and free of "pedagogical" techniques. It takes time to gain any mastery over the content, but it is better then any textbook I have had to suffer through in 16 years of schooling (up to Bachelors degree). As a bonus it's in the public domain. --<IP_ADDRESS> (talk) 14:39, 19 August 2008 (UTC)

More modern than Euclid
I think I agree with the poster that says 'seriously try Euclid,' except I wrote the chapter 11 that defines R^3, etc., so I think there is value in a geometry text using modern set theory--surely it is necessary now that Topology exists or just that some teachers and even students think it is worth it to them.--Dchmelik (talk) 23:55, 26 September 2009 (UTC)

Geometry ..
.. зиждетца .. как бы на костях. Без суставов лишних! Ну и конечно .. от ненужных соблазнов и в стороны - не имеющие какой-либо ?? толщины !! .. вооот .. А далее - от брассываем и мясожирыблоньикровьигной .. бррр .. Нет мяса! Нет "буквы" "м" ! Нет "метра" длины. Только "цифра". Теперь - всё хорошо! Всё отлично!! Всё по-вы-брос-или !! ))) ..

А дальше всё - элементарно! Числим! Вся "Геометрия" - одна "теорема Пифпафпуфгора"-а .. Плоская гора. Без объёма! Потомушто длина, плющщадь, мясса и объём - весь этот ненужный хлам как бы "жизни", но! - реально грязного мозгоуродства .. Ура! Вперёд! Даёшь семиПифагоровы числа! 13! 21! 10! Нискоко!! )))

P.S. Vыccocov..or. "Шизофрения" всё это. Нельзя отдалять себя от жизни. Жизнь всегда больше нашей Галактики и других. Што есть "на самом деле" её жизнь ? Ну и конешно в "окружении" всех иных. Не "тел". Тело живёт своей жизнью. "И у опарыша есть тело" - говорил великий Черчиль ) .. "Я - да и не видел?!" - возмущался великий Дарвин. И плюнув на трибуну ! уходил .. ) !! .. О которых мы ничего не знаем! Ну и я пойду .. <IP_ADDRESS> (discuss) 06:32, 2 June 2020 (UTC)

title: Talk:Geometry


text:
Långsele AIF

Långsele AIF is a sports club in Långsele, Sweden, established on 11 June 1920 as IF Renen before changing name on 25 October the same year.

The women's soccer team, which began to play league games in 1975, played three seasons in the Swedish top division between 1978 and 1982.

title: Långsele AIF


text:
Template talk:Taxonomy/Coelolepida

Template-protected edit request on 20 September 2019
Please remove the redirect of Clade Coelolepida to Thelodonti.

Coelolepida are within the taxomony for moths and butterflies. Thelodonti are jawless fish. Bigfun137 (talk) 21:40, 20 September 2019 (UTC)
 * Yes check.svg Done I have converted the redirect to an unreferenced stub at that location. If you can add a reference to the new stub, it would be helpful. – Jonesey95 (talk) 00:09, 21 September 2019 (UTC)

title: Template talk:Taxonomy/Coelolepida


text:
Talk:David Lumsdaine

David Lumsdaine & Warumpi Band
A David Lumsdaine recorded and mixed Warumpi Band's 3rd album Too Much Humbug (1996). Unusual surname, same person seems a stretch, child of the composer? Brunswicknic (talk) 14:09, 28 August 2017 (UTC)

Not a child or DL but probably a (distant?) Australian relation. 2A00:23C6:1C81:6501:42E:9F6C:817E:B6AE (talk) 15:45, 25 May 2021 (UTC)

title: Talk:David Lumsdaine


text:
User:SaltBarista

Grammar: A Haiku
Fix the grammar.

It's annoying, so I fix.

That is what I do. (I also do other things too). __NOINDEX__

title: User:SaltBarista


text:
User:Piotrus/Sociology of the family

Intro
This is a wiki page for Piotr Konieczny's recitations (Friday 0800 to 1100) of Sociology of the Family (SOC0438), Fall 2006, University of Pittsburgh.

For students
Dear students, welcome to our wiki page. Wikis are very user-friendly and easy to use, see this quick Wiki-editing tutorial. We will be using this page, hosted at Wikiversity (see here for What Wikiversity is Tutorial), for our optional online activities; remember that quality postings here can earn you additional activity points. If you follow a link above marked 'discussion' or click here you will see the discussion section of our course, where you can post anything you want.

Please note that if you want to post something anonimous, you can do so simply by posting while not being logged in. On the other hand, if you want your post to be considered for activity points, please log in - unsigned, anonimous posts will not be considered for activity points (for obvious reasons).

Study for mid-term and final

 * Mid-Term Study Guide
 * Final-Term Study Guide

Crossword

 * See the crossword activity #1
 * See the crossword activity #2

Collaborative notes
We all take notes. Some do it better, some worse, but there is no such thing as perfect notes. However working together we can combine our notes and create an easy-to-understand, online and hyperlinked study notes. The best places to add your notes would be relevant Wikipedia and Wikibooks articles on 'Sociology of the Family' - see the section below. Substantial contribution to those section will also be recognized with activity points.
 * Notes

Collaborative presentations
We can use wiki to collaborativly work on the presentations.
 * Presentation grade rubric

Ask questions
We learn by asking questions. If you have any questions about this course, answers to which may be useful to others, ask them here - this way we can create our own 'Frequently Asked Questions' database about this course. Whether it's something about the technical aspects of this course (where is the midterm? etc.) or about something that was unclear in the lecture, this site is the best place to ask them first.
 * Discussions

General

 * Syllabus
 * Sociology of the family entry on Wikipedia
 * Sociology of the family entry on Wikibooks

Presentations

 * Example of Evaluating Student Presentations
 * Garr Reyonolds Presentation Tips
 * Presentation Zen - blog about presentations

title: User:Piotrus/Sociology of the family


text:
Talk:RealmsCon

call for expansion
This article about a notable anime convention needs expert attention to describe the features and programming of the event. I have added a couple of articles from the Corpus Christi Caller-Times as references which can be mined for data. I would also recommend searching the CCC-T archives for more references as source material to expand this article. - Dravecky (talk) 21:24, 9 September 2008 (UTC)

title: Talk:RealmsCon


text:
Guryong Falls

Guryong Falls is a group of nine waterfalls located on Sogeumgang River in the Odaesan National Park in South Korea.

title: Guryong Falls


text:
Talk:Anthony Wreford-Brown

relations
I have made some changes to all three, Charles, Oswald and Anthony. One of the entries stated that Oswald and Anthony were brothers and that Charles was their father. Obviously this doesn't make sense, since Charles was born in 1866 and Oswald in 1877. I doubt he became a father when he was 11 years old. Norum 22:22, 29 September 2015 (UTC)

title: Talk:Anthony Wreford-Brown


text:
Talk:David Linx

External links modified
Hello fellow Wikipedians,

I have just modified 2 one external links on David Linx. 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/20091225220559/http://www.jazz.com:80/music/2008/2/14/david-linx-the-brussels-jazz-orchestra-black-crow to http://www.jazz.com/music/2008/2/14/david-linx-the-brussels-jazz-orchestra-black-crow
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Copyright problem removed
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title: Talk:David Linx


text:
Talk:Guillermo Hernández-Cartaya

Inaccuracies
Guillermo Hernandez-Cartaya was born circa 1932 not the 20's and is currently 74 as per Federal BOP data. There may be a blending of info with that of his father Marcelo who was also a participant in World Finance and developer of Brownsville Country Club (Texas). Other facts may be inaccurate. —Preceding unsigned comment added by <IP_ADDRESS> (talk • contribs)

 * Well, I did the best I could with those old NY Times and Miami Herald articles. But I'm not sure how to make use of your BOP data- I searched their site (which I didn't even know existed) and the listing seems ambiguous; it isn't clear whether he was 74 when he was released in 1987, or whether he is 74 right now. I would guess the former, simply because it makes the system easier, but there doesn't seem a compelling reason to choose between the 1932 and 1913 dates, since if you fudge appropriately, they are equally close to the 20's.
 * I've never seen his father mentioned, so any blending is completely inadvertent. And what other facts might be inaccurate? Just saying there might be other problems doesn't help me- I've exhausted the sources available to me. --maru  (talk)  contribs 16:44, 20 May 2006 (UTC)

 * Actually, scrap that whole first paragraph. I just read the BOP's FAQ: "Age: This is based on the inmate's date of birth, so it shows current age rather than age at release. If the inmate is known to be deceased, that will appear in the "Date Released" column." Never mind; anon, you were right about that. --maru  (talk)  contribs 16:49, 20 May 2006 (UTC)

title: Talk:Guillermo Hernández-Cartaya


text:
pallottola

Etymology
From.

Noun

 * 1) ; small ball of paper etc.
 * 2)  bullet, lead
 * 1)  bullet, lead

title: pallottola


text:
Wikipedia:Articles for deletion/Takuya Iwata

The result was   keep. postdlf (talk) 02:17, 15 February 2015 (UTC)

Takuya Iwata

 * – ( View AfD View log  Stats )

He has not played a professional senior game at club or international level. Article fails WP:NFOOTBALL. Also fails WP:GNG. Simione001 (talk) 01:09, 8 February 2015 (UTC)

 * Note: This debate has been included in the list of Football-related deletion discussions. Simione001 (talk) 01:09, 8 February 2015 (UTC)
 * Note: This debate has been included in the list of Japan-related deletion discussions. Simione001 (talk) 01:09, 8 February 2015 (UTC)
 * Note: This debate has been included in the list of Sportspeople-related deletion discussions. Simione001 (talk) 01:09, 8 February 2015 (UTC)

 * Keep. Note that there was a mistake in his name kanji which I have corrected. I also linked the article to the Japanese and Catalan articles. At least for Japanese coverage, I could find articles such as:, , , , , , , , , , , etc. Also note that he has been the subject of multiple national TV reports: . With a smattering of English coverage, such as , I think this just passes WP:GNG even if it does not pass WP:NFOOTBALL. Michitaro (talk) 02:12, 8 February 2015 (UTC)
 * Keep Per Michitaro passes WP:GNG.Pharaoh of the Wizards (talk) 06:52, 8 February 2015 (UTC)
 * Keep per Michitaro passes WP:GNG. – Davey 2010 Talk 21:09, 8 February 2015 (UTC)
 * Note: This discussion has been included in WikiProject Football's list of association football-related deletions. • Gene93k (talk) 14:24, 11 February 2015 (UTC)

 * Keep - appears to meet WP:GNG; needs improving, not deleting. GiantSnowman 19:14, 12 February 2015 (UTC)


text:
Gerald Seligman

Gerald Seligman (26 March 1886 – 21 February 1973) was the founder of the International Glaciological Society and the Journal of Glaciology. He was born in London, educated at Harrow, and studied at Trinity Hall, Cambridge. He was the first president of the Association for the study of Snow and Ice, founded in 1936, which was renamed the British Glaciological Society after the war; the "British" was dropped in 1962, and the following year Seligman resigned his post as president. He launched the Journal of Glaciology in the late 1940s and was on its original editorial board, remaining as editor until 1968. He received the Victoria Medal of the Royal Geographical Society in 1959. The Seligman Crystal award, given by the Glaciological Society, is named in his honour.

title: Gerald Seligman


text:
School:Computer Science/School News Archive

 * August 16, 2006 - School founded!
 * August 18, 2006 - jlguinn, joins! - I am working on.....
 * August 18, 2006 - Codebunnie, joins! - I am working on.....
 * August 18, 2006 - Somefilename, joins! - I am working on.....
 * August 18, 2006 - Tastymangojuice, joins! - I am working on.....
 * August 18, 2006 - Spacey, joins! - I am working on.....
 * August 18, 2006 - Digitalme will be helping out where he can, but probably not taking a main teaching role.
 * August 18, 2006 - Ade1982, joins- I am working on.....
 * August 19, 2006 - Three lessons and two two project proposals have been started.
 * August 29, 2006 - Magus, joins- I am working on.....
 * September 26, 2006 - Draicone joins - I'm working on Topic:Computer Programming
 * October 9, 2006 - bakert joins - I am working on Topic:The Art of Computer Programming
 * October 10, 2006 - ArrowStomper - I am working on Topic:Python
 * October 10, 2006 - CQ joins - Kicking off Topic:Perl ...wouldn't mind helping with Topic:Computer Programming au generale
 * October 11, 2006 - KJ joins- I am working on PHP
 * October 28, 2006 - Object-Oriented Programming subdivision starts
 * October 30, 2006 - SJ teaches Mako how to ruffle feathers
 * November 9, 2006 - Linux_Server_Administration Proposed - discuss
 * November 13, 2006 - Database division expands - details
 * November 14, 2006 - Geoinformatics Department founded - Film at 11
 * December 18, 2011 - Efforts Restarted to complete the school.
 * August 8, 2012 - Please familiarize yourself with the naming conventions if you haven't already.


text:
Wikipedia:WikiProject Spam/LinkReports/sportsphysiouk.co.uk

Links

 * sportsphysiouk.co.uk resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * Link is not on the whitelist.
 * Link is not on the monitor list.

Additions

 * Displayed all 1 additions.


text:
Canadian History

This is a work in progress, if you have suggestions or ideas to add in feel free but please do not completely rewrite what has already been written unless grossly inaccurate, if you have suggestions use the discussion page. Correct spelling, grammar, dates, names, places and any other such faux pas liberally; all spellings however are in Canadian English and not American.

Contents

 * /Preface/
 * /Introduction/
 * The First Settlers

North America Before the Europeans

 * /The Wildlife of the Lands/
 * /The Geography of the Lands/

The People of the Lands (Aboriginals)

 * The Inuit (Eskimo)
 * The Metis
 * "First Nations"
 * The Carrier
 * The Dogrib
 * The Slavey
 * The Chipewyan
 * The Naskapi
 * The Tlinkit
 * The Tsimshian
 * The Beothuk
 * The Haida
 * The Musqueam
 * The Cree
 * The Nuxalk (Bella Coola)
 * The Sekani
 * The Kwakiutl
 * The Nitsitapii (Blackfoot)
 * The Montagnais
 * The Mi'Kmaq
 * The Malecite
 * The Nootka (Nuu-chah-nulth)
 * The Assiniboine
 * The Ojibwa
 * The Algonkin
 * The Wendat (Huron)
 * The Petun
 * The Neutral
 * The Haudenosaunee (Iroquois)
 * The Tsuu T'ina (Sacree)
 * Okanagon first nations

The Coming of the Europeans

 * The Vikings Landings
 * Cabot through Cartier (1497 - 1534)

Foundations of European Settlement (1534 - 1760)

 * French Settlement and New France (1534 - 1760)
 * Acadia and Nova Scotia (1534-1763
 * Newfoundland (1610 - 1832)

British Colonial Period (1763 - 1867)

 * Upper Canada and Canada West (1791 - 1867)

From Confederation to the Statute of Westminster (1864 - 1931)

 * Confederation (1864 - 1873)
 * The Macdonald Era (1867 - 1896)
 * /Louis Riel/
 * /Canadian Pacific Railway/
 * /Northwest Rebellion/
 * /Red River Rebellion/
 * /Prairie Provinces/
 * /The Whiskey Traders and the NWMP/
 * /Treaties with the Native Peoples/
 * The Laurier Era (1896 - 1911)
 * The Great War Era (1911 - 1921)
 * First World War (1914 - 1918)
 * The 1920s (1921 - 1931)

Canada at its Present (1945 - )

 * /Quebec Segregation/
 * /The October Crisis (1970)/
 * /Nunavut (1999)/
 * /War on Terror (2001-)/

Appendices

 * Turning Points in History
 * Icons and Notable Historic People
 * /Prime Ministers/
 * /Governors General/
 * /Bibliography/

Provincial and Territorial First Ministers

 * 1) Ontario
 * 2) Quebec
 * 3) New Brunswick
 * 4) Nova Scotia
 * 5) Manitoba
 * 6) British Columbia
 * 7) Prince Edward Island
 * 8) Saskatchewan
 * 9) Alberta
 * 10) Newfoundland (and Labrador)
 * 11) The Northwest Territories
 * 12) Yukon Territory
 * 13) Nunavut

Lieutenant Governors

 * 1) Ontario
 * 2) Quebec
 * 3) New Brunswick
 * 4) Nova Scotia
 * 5) Manitoba
 * 6) British Columbia
 * 7) Prince Edward Island
 * 8) Saskatchewan
 * 9) Alberta
 * 10) Newfoundland (and Labrador)
 * 11) The Northwest Territories
 * 12) Yukon Territory
 * 13) Nunavut

title: Canadian History


text:
Hidden Stash II: The Kream of the Krop

Hidden Stash II: The Kream of the Krop is the third studio album by American rap rock group Kottonmouth Kings. It was released on October 9, 2001 via Suburban Noize/Capitol Records. Recording sessions took place at DJ Bobby B's 211 Hip-Hop Shack, Electric Ghetto Studios, The Green Room in Los Angeles and The Jungle Room. Production was handled by members Daddy X, who also served as executive producer, DJ Bobby B and D-Loc, as well as Mike Kumagai and Dog Boy. It features guest appearances from Dog Boy and Judge D.

The album peaked at number 100 on the Billboard 200.

While the album title refers to Hidden Stash, the KMK's post-Royal Highness collection of b-sides, rarities, and remixes, the album itself is a regular studio album. The only song on Hidden Stash, Vol. 2 that had been previously released was "My Mind's Playin' Tricks on Me", a Geto Boys cover version that was recorded for the compilation album Take A Bite Outta Rhyme.

On September 15, 2009, Hidden Stash II was re-issued with the Dopeumentary DVD as Double Dose V3, the third and final double dose set.

Personnel

 * Brad "Daddy X" Xavier – vocals (tracks: 2-7, 9, 10, 12-14, 16), producer (tracks: 2-7, 9, 10, 12, 13, 15, 16) , executive producer
 * Dustin "D-Loc" Miller – vocals (tracks: 2-7, 9-14, 16), scratches & producer (track 11)
 * Timothy "Johnny Richter" McNutt – vocals (tracks: 2-10, 12-14, 16)
 * Robert "DJ Bobby B" Adams – producer (tracks: 8, 14), recording (track 1)
 * Daniel "The Judge" Rogers – vocals (track 2)
 * Adam "Lazy Dread" Gonzalez – bass (track 14)
 * Mike Kumagai – producer (tracks: 2-7, 10, 12, 13, 15), mixing (tracks: 2-7, 10, 13, 15) , engineering (tracks: 3, 7, 10)
 * Robert "Dogboy" Rogers – producer (track 14)
 * Patrick Shevelin – mixing (tracks: 8, 9, 12, 14, 16), engineering (tracks: 5, 8, 9, 12, 14, 16)
 * Tom Baker – mastering
 * Rob Sturtcman – artwork

title: Hidden Stash II: The Kream of the Krop


text:
(I Would) Die for You

"(I Would) Die for You" is a song recorded by Greek-Swedish duo Antique. It in the Eurovision Song Contest 2001 held in Copenhagen, placing third.

Conception
The song, with lyrics by Antonis Pappas and music by Nikos Terzis, –who would later compose "Love Me Tonight" for –, is an up-tempo number inspired in part by Greek folk music. Lyrically, it deals with the realization on the part of the singers, who sing in unison for most of the performance, that their love is all that matters. They tell each other that "I would die for you/Look into my eyes and see it's true".

It was recorded by the duo Antique, composed by Helena Paparizou and Nikos Panagiotidis, both born and raised in Sweden by Greek parents. The duo had had two Top 10 hits in both Greece and Sweden, "Opa Opa" and "Dinata Dinata".

Eurovision
6 March 2001, "Die for You" performed by Antique competed in the of Ellinikós Telikós, the national selection organised by the Hellenic Broadcasting Corporation (ERT) to select its song and performer for the  of the Eurovision Song Contest. The song won the competition so it became the, and Antique the performers, for Eurovision.

On 12 May 2001, the Eurovision Song Contest was held at the Parken Stadium in Copenhagen hosted by the Danish Broadcasting Corporation (DR), and broadcast live throughout the continent. Antique performed "(I Would) Die for You" twenty-second on the evening, following 's "Another Summer Night" by Fabrizio Faniello and preceding 's "Never Ever Let You Go" by Rollo & King. They performed the song in English and Greek, becoming the first entry from Greece not to be performed entirely in Greek. The performance was a relatively static affair, with both singers as well as the backing vocalists standing in front of microphones to sing. Paparizou, however, wore a tight white outfit, standing out against the black-clad backing singers and her duet partner. While the contest had by this point embraced pre-recorded music, Nikos Panagiotidis performed with the traditional Greek instrument bouzouki throughout.

At the close of voting, it had received 147 points (12 points from and ), placing third in a field of twenty-three. This third-place was Greece's highest place until, when Paparizou, this time performing solo, won the contest with "My Number One". It was succeeded as Greek representative at the by "S.A.G.A.P.O." by Michalis Rakintzis.

Aftermath
"(I Would) Die for You" was released as a CD single by Bonnier Music and EMI International following the contest. The CD single was certified platinum in Greece and gold in Sweden. The song was included on Antique's second album, Die for You, released as Die for You/Tha Pethaina Gia Sena in the Greek market.

Track listing

 * Greek release
 * 1) "(I Would) Die For You" (English Version) (3:00)
 * 2) "(I Would) Die For You" (Eurovision Version) (3:00)
 * 3) "(I Would) Die For You" (Greek Version) (3:00)
 * 4) "(I Would) Die For You" (Extended Version)

 * Promo single
 * 1) "(I Would) Die For You" (Eric S Radio)
 * 2) "(I Would) Die For You" (Die For Disco Radio)
 * 3) "(I Would) Die For You" (Nordlight Vs C&N Project)
 * 4) "(I Would) Die For You" (BGTH Remix Radio)
 * 5) "(I Would) Die For You" (Eric S Club)
 * 6) "(I Would) Die For You" (BGTH Remix Extended)
 * 7) "(I Would) Die For You" (Die For Disco Instrumental)
 * 8) "(I Would) Die For You" (Eurovision Version)
 * 9) "(I Would) Die For You" (Extended Version)

title: (I Would) Die for You


text:
Talk:Arthur Noel Edwards

Move?

 * The following discussion is an archived discussion of a requested move. Please do not modify it. Subsequent comments should be made in a new section on the talk page. Editors desiring to contest the closing decision should consider a move review. No further edits should be made to this section.

The result of the move request was: uncontested move. DrKiernan (talk) 20:17, 28 November 2012 (UTC)

A. Noel Edwards → Arthur Noel Edwards – per the bulk of the references User:Richard Arthur Norton (1958- ) 05:25, 19 November 2012 (UTC)

title: Talk:Arthur Noel Edwards


text:
1987 Lafayette Leopards football team

The 1987 Lafayette Leopards football team was an American football team that represented Lafayette College during the 1987 NCAA Division I-AA football season. Lafayette finished fourth in the Colonial League.

In their seventh year under head coach Bill Russo, the Leopards compiled a 4–7 record. Jim Johnson and Dave MacPhee were the team captains.

Despite posting a losing record, the Leopards outscored opponents 264 to 257. Lafayette's 2–3 conference record placed fourth in the six-team Colonial League standings.

Lafayette played its home games at Fisher Field on College Hill in Easton, Pennsylvania.

title: 1987 Lafayette Leopards football team


text:
Cristóbal Tauler

Cristóbal Tauler (born 19 October 1894, date of death unknown) was a Spanish sports shooter. He competed in the 50 m rifle event at the 1948 Summer Olympics.

title: Cristóbal Tauler


text:
Talk:Oak Lawn, Dallas

Untitled

 * The following discussion is an archived debate of the . Please do not modify it. Subsequent comments should be made in a new section on the talk page. No further edits should be made to this section.

PAGE MOVED per request. -GTBacchus(talk) 04:22, 19 November 2006 (UTC)

Requested move
Oak Lawn, Dallas → Oak Lawn, Dallas, Texas — Rationale discussed at WP:DALLAS and across United States city WikiProjects. drumguy8800  C   T  11:01, 14 November 2006 (UTC)

Survey

 * ''Add  * Support   or   * Oppose   on a new line followed by a brief explanation, then sign your opinion using ~.

 * Support. All neighborhoods in Philadelphia, Los Angeles, Seattle, quite a few Columbus ones, and more importantly in this instance, all other Dallas ones are in the neighborhood, Dallas, Texas format.  This article would already be moved except that at one point the exact reverse operation was taking place due to a different community consensus.  The process of going through an administrator is just a formality in this instance, and there really isn't much to vote on.  drumguy8800   C   T  04:17, 15 November 2006 (UTC)

Discussion

 * ''Add any additional comments:
 * The above discussion is preserved as an archive of the debate. Please do not modify it. Subsequent comments should be made in a new section on this talk page. No further edits should be made to this section.

Government and infrastructure
I'm not sure this section is needed, but if it is, it should be fully populated.

A better section might be "Major buildings," "Major landmarks," or "Government offices," which would include major buildings or government offices not listed elsewhere, i.e. not schools, etc. Other items I'd like to see in such a category: police and fire stations, libraries, etc. for government buildings, and historic or other notable landmarks in a major buildings or major landmarks category. JFK died in Parkland Hospital which I think is a government-run hospital. Is that in this neighborhood? If so, it should go in this section. davidwr/ (talk)/(contribs)/(e-mail)  15:57, 4 December 2008 (UTC)

Article
Need to find: It might be in a print source too. WhisperToMe (talk) 20:37, 19 November 2011 (UTC)
 * Flick, David. "Closing time for Crossroads, center for gay activism." The Dallas Morning News. December 1, 2007.
 * Is this the wanted article? "Closing Time For Crossroads, Center For Gay Activism." - Jennasl (talk) 20:48, 27 November 2012 (UTC)

This article requires a total rewrite. There are claims that are not supported by facts or reference, and old references such as "gayborhood" which is no longer true except for the bars. I will be happy to take it on. SecTreOLC (talk) 22:03, 4 May 2015 (UTC)

Assessment comment
Substituted at 01:39, 30 April 2016 (UTC)

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title: Talk:Oak Lawn, Dallas


text:
Texas Jack Vermillion

John Oberland Vermillion (c. 1845–1921), also known as "Texas Jack" or later as "Shoot-Your-Eye-Out Vermillion", was a gunfighter of the Old West known for his participation in the Earp Vendetta Ride and his later association with Soapy Smith.

Early life
Vermillion was born in about 1845 in Culpeper County, Virginia. He fought in the Civil War for the Union after enlisting in Ohio.

Out West
Vermillion wound up in Kansas in the late 1870s. From Dodge City, Kansas, he went to Tombstone, Arizona (Arizona Territory), where he possibly previously knew the Earps and Doc Holliday. He was listed by Virgil Earp as special policeman (i.e., deputy city policeman) June 22, 1881. This is the day of the large Tombstone fire of 1881, with which Virgil had to cope as acting city marshal; the date suggests that Vermillion was one of the extra men Virgil hired to help cope with looting, during and after the disaster.

Nickname
The origin of Texas Jack, Vermillion's nickname, is unknown, but he is first listed by this moniker on a wanted poster, for shooting a man during an argument at cards. When asked about why he was called Texas Jack, he replied: "Because I'm from Virginia".

Earp Vendetta Ride
Vermillion did not accompany Virgil Earp as a member of the protective squad which escorted him to Tucson, on March 20, 1882. Instead, Vermillion joined the vendetta posse March 21, 1882 in Tombstone, a day after the killing of Frank Stilwell in Tucson; thus Vermillion was not one of the five men indicted for Stilwell's killing. He presumably did participate in the killing of Florentino Cruz on March 22.

Vermillion had his horse shot out from under him during the fight at Iron Springs (March 24), in which "Curly Bill" Brocius was killed. Vermillion was himself not hit in that fight, but he had to be picked up by Doc Holliday after exposing himself to fire from the cowboys, while trying to retrieve the rifle wedged under his fallen horse. This episode, combined with Wyatt's memory in the Flood manuscript and Vermillion's family history suggest that Vermillion may have participated in the Earp posse more as a friend of Holliday's, who was a fellow Methodist and fellow southerner. Note that Holliday's father had also served as a Confederate soldier.

In the unpublished 1926 John H. Flood manuscript of Wyatt Earp's biography, Vermillion is mentioned (as "Texas Jack") several times as not being a close friend of the Earps', but rather a relative stranger. This fact caused Wyatt some chagrin in memory, since Vermillion stayed by him at Iron Springs when the other three men in his posse at the time (Holliday, Johnson, and McMasters) fled under fire. (Warren Earp was away on an errand for the posse.).

Later life
Sometime around 1890, Vermillion returned permanently to Virginia, settled near the town of Big Stone Gap, and worked as a Methodist preacher. He and his second wife, Nannie Fleenor (whom he wed in 1883?), had a son, Opie Vermillion, and a daughter, Minnie Bell Vermillion.

Death
Vermillion is said in many sources (including Earp's biography by Flood, which is probably the primary source for the information) to have drowned in Lake Michigan near Chicago, about 1900. Young states that Vermillion's body was returned to Virginia for burial, but Flood does not say this, and Young does not cite his source. Young may have assumed the body was returned, since there is evidence that Vermillion is buried in Virginia (see below).

In contrast to the ca. 1900 drowning theory, Vermillion family records suggest that Jack Vermillion died peacefully in his sleep in 1911. A photograph of him and his second wife ca. 1910 survives in the family record. A John W. Vermillion (farmer) is also listed in the 1910 census in Washington Co., Virginia (this is just South of Russell County and the town of Big Stone Gap). This man, listed as aged 66, is listed as being born in Virginia, married in Virginia, 35 years(?) to wife Nannie. Whether or not this is the same man is not definitely known. The implied birth date would be wrong, but reasonably close (circa 1844, not 1842); however, the given marriage date would be far off (35 years from 1910 is 1875, not 1883). The place of residence is in the same relatively small area in the western tail of Virginia where Vermillion was born and is said in other sources to have returned. The issue is not resolved. Visually, the elderly man in the 1910 photograph could well be the young J.W. Vermillion from the Civil War photo (see comparison photo).

According to Vermillion family history, Jack killed a man in a gunfight in 1890 and was forced to move 60 miles east to Mendota, Virginia, in Washington County (which fits with the census report), where he spent the rest of his days. John W. Vermillion's grave and that of his wife are in the Mendota Cemetery.

Portrayals in the media
Vermillion appears as a minor character in most Wyatt Earp films. For example, he is portrayed in Hour of the Gun (1967) by actor William Windom, in Tombstone (1993) by actor Peter Sherayko and (in a cameo appearance) in Wyatt Earp (film) by Adam Taylor (actor).

title: Texas Jack Vermillion


text:
Talk:Odem, Texas

External links modified
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title: Talk:Odem, Texas


text:
Waves/1D Examples

Examples
We now illustrate some examples of phase speed and group velocity by showing the displacement resulting from the superposition of two sine waves, as given by equation (1.38), in the $$x$$-$$t$$ plane. This is an example of a spacetime diagram, of which we will see many examples later on.

Figure 1.16: Net displacement of the sum of two traveling sine waves plotted in the $$x - t$$ plane. The short vertical lines indicate where the displacement is large and positive, while the short horizontal lines indicate where it is large and negative. One wave has $$k = 4$$ and $$\omega = 4$$, while the other has $$k = 5$$ and $$\omega = 5$$. Thus, $$\Delta k = 5 - 4 = 1$$ and $$\Delta \omega = 5 - 4 = 1$$ and we have $$u = \Delta \omega / \Delta k = 1$$. Notice that the phase speed for the first sine wave is $$c_1 = 4/4 = 1$$ and for the second wave is $$c_2 = 5/5 = 1$$. Thus, $$c_1 = c_2 = u$$ in this case.

Figure 1.16 shows a non-dispersive case in which the phase speed equals the group velocity. The regions with vertical and horizontal hatching (short vertical or horizontal lines) indicate where the wave displacement is large and positive or large and negative. Large displacements indicate the location of wave packets. The positions of waves and wave packets at any given time may therefore be determined by drawing a horizontal line across the graph at the desired time and examining the variations in wave displacement along this line. The crests of the waves are indicated by regions of short vertical lines. Notice that as time increases, the crests move to the right. This corresponds to the motion of the waves within the wave packets. Note also that the wave packets, i. e., the broad regions of large positive and negative amplitudes, move to the right with increasing time as well.

Since velocity is distance moved $$\Delta x$$ divided by elapsed time $$\Delta t$$, the slope of a line in figure 1.16, $$\Delta t / \Delta x$$, is one over the velocity of whatever that line represents. The slopes of lines representing crests (the slanted lines, not the short horizontal and vertical lines) are the same as the slopes of lines representing wave packets in this case, which indicates that the two move at the same velocity. Since the speed of movement of wave crests is the phase speed and the speed of movement of wave packets is the group velocity, the two velocities are equal and the non-dispersive nature of this case is confirmed.

Figure 1.17: Net displacement of the sum of two traveling sine waves plotted in the $$x$$-$$t$$ plane. One wave has $$k = 4.5$$ and $$\omega = 4$$, while the other has $$k = 5.5$$ and $$\omega = 6$$. In this case $$\Delta k = 5.5 - 4.5 = 1$$ while $$\Delta \omega = 6 - 4 = 2$$, so the group velocity is $$u = \Delta \omega / \Delta k = 2/1 = 2$$. However, the phase speeds for the two waves are $$c_1 = 4/4.5 = 0.889$$ and $$c_2 = 6/5.5 = 1.091$$. The average of the two phase speeds is about $$0.989$$, so the group velocity is about twice the average phase speed in this case.

Figure 1.18: Net displacement of the sum of two traveling sine waves plotted in the $$x$$-$$t$$ plane. One wave has $$k = 4$$ and $$\omega = 5$$, while the other has $$k = 5$$ and $$\omega = 4$$. Can you figure out the group velocity and the average phase speed in this case? Do these velocities match the apparent phase and group speeds in the figure?

Figure 1.17 shows a dispersive wave in which the group velocity is twice the phase speed, while figure 1.18 shows a case in which the group velocity is actually opposite in sign to the phase speed. See if you can confirm that the phase and group velocities seen in each figure correspond to the values for these quantities calculated from the specified frequencies and wavenumbers.

title: Waves/1D Examples


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GCSE Science/Circuits answers

Did you get many right? You should already know, cell, battery, bulb, switch and resistor. You will have to learn the others as well before the exam.

<<Back

title: GCSE Science/Circuits answers


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User:Chris train/sandbox

Article Evaluation
I chose to improve the wikipedia article for the entry, Afrocubanismo. In looking how to improve my article, I took a look at the page for Négritude, which is similar to my article in that they are both political/social movements that dealt with Black identity. I think that the Négritude article does a good job of staying relevant to the topic. It is rife with information about the movement's origins, some of Négritude's key figures, and it closes by reactions and reception towards the movement throughout scholarly/literary history. I think that the article entry for the Harlem Renaissance is the ideal template for how I should think about structuring my article. I want to organize my Afrocubanismo page in a way that makes sense to the reader, but also follows the chronology of the events of the movement.

Afrocubanismo
Afrocubanismo was an artistic and social movement in black-themed Cuban culture with origins in the 1920s, as in works by the cultural anthropologist Fernando Ortiz. The movement developed in the interwar period when white intellectuals in Cuba acknowledged openly the significance of African culture in Cuba, which had been unvalued by the mainstream population. During its inception, the movement notably exhibited racist portrayals of black culture influenced by Cuba's White nationalist ideology. Eventually, a newfound appreciation of African art and symbols allowed Afro-Cubans to establish the legitimacy of black identity in Cuban society, culture, and art. Since its inception, Afro-Cuban Humanities has emerged as a major area of collegiate studies, and Afrocubanismo's influences can be seen in Cuban literature, painting, music, theater, and sculpture. [Afrocubanismo played an important role in the way race is discussed in Cuba today and the formation of identity/self for black Cubans today.]

Background
Racial dynamics in Cuba had been tense for decades before the movement’s inception during the early 20th century. Slavery in Cuba was abolished in October 1886. Prior to the movement, the Afro-Cuban population struggled with fragmentation and an unbalanced social hierarchy. Before the abolition of slavery, the Afro-Cuban community consisted of working slaves, freed slaves, and a small number of black middle-class elites and intellectuals. The disparities within the black community were exacerbated by the unequal treatment and racist policies inflicted upon them by White Cubans.

In the 1912 Race War (guerrita del doce), civil war erupted between Afro-Cuban farmers and protesters versus Cuban armed forces and White militias. Conflict broke out after Afro-Cuban protesters attempted to stage uprisings out of frustration due to failed protests to stop a law prohibiting black political parties. The end result was the death of an estimated 2,000 to 6,000 Afro-Cuban farmers and workers.

Even after abolition, Afro-Cubans were barred from higher education, white-collar professions, government positions, bars, restaurants, clubs, and given restricted access to public spaces like parks and recreation areas. Afro-Cuban frustration was further worsened by the fact that many had anticipated inclusion and progressive change after Cuba’s War of Independence against Spain, where the majority of Cuba’s armed forces consisted of black and mixed-race soldiers, many of whom were slaves and former slaves.

In spite of their efforts in the War of Independence, Afro-Cubans were outraged at the failure of Cuban legislature to enact policies that would benefit the black population. It wasn’t until the establishment of universal male suffrage that White Cubans had to acknowledge the value of the Afro-Cuban citizen, since the black population now made up 30 percent of Cuba’s total voting population.

In addition to the political and economic hostilities between the two racial groups, White Cuban attitudes towards Black and African culture were bitter and hostile. Many White Cuban authors held contempt for African customs and traditions. Fernando Ortiz, the founder and advocate of Afro-Cuban studies, described African art and cultural practices in his earlier writings as “infantile,” “barbaric,” “primitive,” “savage,” and “repugnant.” White Cuban nationalists described African expression as an infection that was invading Cuban culture.

Origin of Afrocubanismo
Although thought of mainly as a black phenomenon, the roots of Afrocubanismo originated from White Cuban interests. Afrocubanismo as an art form was first developed by formally trained White Cuban elites, not Afro-Cubans. White Afrocubanista art typically depicted black subjects using highly stylized forms. White Cubans appropriated certain aesthetics of African art and interpreted them using Euro-centric techniques and philosophies of aesthetic beauty. White Afrocubanista artists were not concerned with accurately portraying Afro-Cuban life or customs. Rather, White Afrocubanistas sought to create an art form that would make traditional elements of African art more palatable for mainstream Cuban society. In an essay entitled "Uniting Blacks in a faceless nation," author Arnedo-Gomez describes this cultural appropriation by White Cubans explaining, “…the movement accommodated and folklorised Afro-Cuban... forms in order to make them acceptable within the dominant European-derived tradition...”

“While progressive in many respects, the movement was characterized by fundamental contradictions. Most exponents of Afrocubanismo tended to be middle-class Euro-Cubans who drew inspiration from black working-class culture but created highly stylized representations of it, depictions that at times bordered on being racist.” (Afrocubanismo)

“Formally trained (and primarily white) middle-class artists created representations of black culture that had a tremendous impact on national consciousness.” (Afrocubanismo)

“While progressive in many respects, the movement was characterized by fundamental contradictions. Most exponents of Afrocubanismo tended to be middle-class Euro-Cubans who drew inspiration from black working-class culture but created highly stylized representations of it, depictions that at times bordered on being racist.” (Afrocubanismo)

Afro-Cuban responses to White Afrocubanista art were complex and varied. Many members of the black middle class found white portrayals of black identity and culture to be racist and derogatory. Some groups of Afro-Cubans found that the Euro-centric interpretations improved the overall quality of Afro-centric art (These Afro-Cubans were likely influenced by the desire to accept the nationalistic ideologies dominant in White Cuban culture, and didn't want to "rock the boat.") Still other Afro-Cubans found that Afrocubanista art, in spite of racist depictions, opened opportunities for Black Cuban art forms to become part of the Cuban cultural sphere. All of these factors contributed to what Arnedo-Gomez calls the “reformulation” of Afrocubanismo. According to Gomez, Afro-Cubans repurposed Afrocubanista art to move away from the stereotypical portrayals that White Afrocubanista artists depicted. Black middle class and working class Afro-Cubans contributed their own influences.

“Afro-Cubans ‘were not just passive objects of representation. They were active participants in the contested formulation of an ideological and cultural product that was neither stable nor coherent.’”

“Afrocubanismo was intimately linked to the ideological impulses and nationalist interests of white Cuban intellectuals, but the present article demonstrates that from a wider perspective that also takes into account 1930s black Cuban intellectual prose writings, Afrocubanismo appears as “an ideological and cultural product that was neither stable, nor coherent” and, like Martı’s vision of Cuba’s republic, open to divergent interpretations.”

(Arnedo-Gomez “Uniting blacks in a raceless nation: Afro-Cuban reformulations of Afrocubanismo and mestizaje in 1930s Cuba”)

Major Themes
While rooted in White ideologies and problematic conceptualizations of African culture, the Afro-Cuban perspective on the themes of the movement were more concerned with social justice, equality, and questioning of the status quo. The purposes behind Afrocubanismo’s various expressions were different. For some White Cubans, the significance of Afro-Cubanismo was the revalorization of African art as an expression of Cuban identity. Some scholars, like Fernando Ortiz, argued that Afrocubanismo and African derived art forms were important for the anthropological pursuit of acknowledging the history behind Cuban identity in all forms. These White Afrocubanistas idealized the concept of a "raceless" Cuba where all its citizens shared a single national identity. The problem for Afro-Cubans with this idealized view of Afrocubanismo and race was that it trivialized the experiences of blacks in Cuba and ignored the serious systemic racial issues underpinning Cuban interracial relations. “…Ortiz can be cited from the mid-1930s onwards referring to Afrocuban arts as "an abandoned [cultural] treasure," something of value to be carefully studied and protected, and is in vocal in his support of the analysis of all forms of Afrocuban music and literature.” Even in his notably racist earlier works that attack African customs, Ortiz inadvertently captured the depth, complexity, and richness of African cultural practices and expression. “…Ortiz even in this earliest study provide[d] detailed descriptions of African-derived deities, their personalities, their iconic representations, the altars and shrines devoted to them, the religious ritual associated with their worship, and the songs and dances incorporated into such worship. Indeed, the majority of Ortiz's study mutely testifies to the complexity and poetic cohesiveness of the religious beliefs which he condemns as savage and dangerous.”

Black Afrocubanistas were less focused on describing and idealizing African art and more concerned with capturing the reality of African life. The poetry of Nicholas Guillen, an Afro-Cuban poet, celebrates black street culture and music. Afro-Cuban literature of the 1930's was often political and served as a form of protest and criticism of the dominant White nationalism of Cuba. Afro-Cuban visual arts too served as a statement against the homogeneity of White Cuban culture. Many black Afrocubanista artists used their art to counter the ideals of equality and the perceived unity among blacks and whites that White Cubans claimed existed. Afro-cuban art served to question the ideologies of White Cubans. "…Guillen’s poetry celebrated black street culture and Arozarena and Pedroso ‘chant to workers and the dispossessed and criticise what Arozarena described as the bourgeois conception of Afro-Cuban culture’.

Some Afro-Cuban poets and artists actually rejected the term “Afro-Cuban” and its use as a classifying term for African-derived art. Nicholas Guillen and Arredondo, two black Afrocubanismo authors, rejected the term because it felt constructed, it separated/distinguished between categories of black Cuban and white Cuban, and it made the goal of a single unified mulatto Cuban identity impossible. In this sense, themes of Afrocubanismo also include this type of anti-Afro-Cuban perspectives held by black intellectual*Afro-Cuban literature expressing criticism over the existing systemic racism and glossing over of issues of racial inequality. An example of themes of Afrocubanismo?

Major Artists
Fernando Ortiz: A White Cuban author and advocate of Afrocuban studies.

Nicholas Guillen: an Afro-Cuban poet

Alberto Pena: Afrocuban painter

Teodoro Ramos Blanco: Afro-Cuban sculptor

Andres Alvarez Naranjo: Afro-Cuban sculptor

Angel Pinto: Afro-Cuban author and critic

Afrocubanismo Sources
1. Arnedo-Gómez, M. (2012). Uniting blacks in a raceless nation: Afro-Cuban reformulations of Afrocubanismo and mestizaje in 1930s Cuba. Journal Of Iberian & Latin American Studies, 18(1), 33-59. doi:10.1080/14701847.2012.716644

http://jpllnet.sfsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=a9h&AN=82248349&site=ehost-live

This article provides a good deal of background on the political climate preceding the birth of the Afrocubanismo movement. It is helpful in describing the role of other figures during the movement, like Gerardo Machado, the dictator-like president during the early 20th century who led a racially toxic and politically divisive administration.

2. Moore, Robin D. Representations of Afrocuban Expressive Culture in the Writings of Fernando Ortiz. Latin American Music Review/Revista de Musica Latinoamericana, 1994 Spring-Summer, Vol.15(1), pp.32-54. This source is helpful because it analyzes the works of Fernando Ortiz, who wasn't an Afro-Cuban, but was known for popularizing Afro-Cuban studies. His works will show how Afro-cubanism was perceived by both Whites and minorities during its inception in the early 20th century.

3. Helg, Aline. Our Rightful Share: The Afro-Cuban Struggle for Equality, 1886-1912. 1953. The University of North Carolina Press.

This book describes the racial tensions arising between Cuban whites and Afro-cubans and looks at the relationship between the groups starting from the abolition of slavery in Cuba in the 1880's to the mounting unrest after the Cuban war for Independence.

4. Edwards ; R. "Afrocubanismo." 2005. Africana: The Encyclopedia of the African and African American Experience, Second Edition.

A reference entry for Afrocubanismo. It describes the movement in dictionary-like terms, and gives a brief overview of the background and present state of the movement. Is important in defining the movement as a construction of Black/Latino identity.

5. Edwards ; R. "Nicolás Guillén" 2005. Africana: The Encyclopedia of the African and African American Experience, Second Edition.

Another reference entry, this is a overview of Afro-cuban poet Nicolas Guillen, who is one of the most noteworthy Afrocuban literary figures. The source describes a meeting between Langston Hughes and Guillen. It could be helpful in drawing parallels between Afrocubanismo and other major Black-centric ideological/artistic movements.

title: User:Chris train/sandbox


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Swimming at the 1976 Summer Olympics – Women's 100 metre backstroke

The women's 100 metre backstroke event for the 1976 Summer Olympics was held in Montreal. The event took place on 20 and 21 July 1976.

Heats
Heat 1

Heat 2

Heat 3

Heat 4

Heat 5

Semifinals
Heat 1

Heat 2


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User:Santoshbhattarai1

Santosh Bhattarai also known as Bhatta is a resident of remote part of Assam Sadiya bordering Upper Dining valley of Arunachal Pradesh.

title: User:Santoshbhattarai1


text:
Azuoma Dike

Azuoma Dike (born 7 December 1989) is a Nigerian basketball player for Kano Pillars and the Nigerian national team. An established name in the Nigerian Premier League, Dike is a four-time champion and two-time MVP.

Early life
Born in Amuzari, Ehime Mbano in the Imo State, in a sport-loving family and was the fourth of seven kids. His family originates from Ajegunle. Dike first played table tennis and football before switching to basketball.

Club career
Dike began his senior club career in 2006 with Union Bank in the Nigerian Premier League (NPL). He joined the Lagos Islanders in 2009, but returned to Union Bank after just one season. After this, Dike played with the Royal Hoopers and guided them to their 2011 and 2012 NPL championship.

The following season, in 2013, he played for Dodan Warriors and was the league's top scorer. Dike transferred to Mark Mentors and helped them to their first-ever championship in 2015. The same year, he played for Abidjan Ramblers from Ivory Coast in the African Basketball League and the Ivorian Basketball Championship. He won the ABL championship with the Ramblers.

He joined Kano Pillars in 2017, and won the NPL championship in his first year with the team.

National team career
Dike made his debut for Nigeria junior team in the National Sports Festival in 2016, he was later called up for the Nigeria under-18 team.

With the Nigeria senior team, Dike participated at the AfroBasket 2017 and won a silver medal. He also played at FIBA AfroCan 2019. At the African Games, Dike won a gold medal in 2011 and a bronze medal in 2015.

Personal
Dike is married and has a son who was born in Oklahoma.

title: Azuoma Dike


text:
Bulatovo, Altai Krai

Bulatovo (Булатово) is a rural locality (a selo) in Kuyagansky Selsoviet, Altaysky District, Altai Krai, Russia. The population was 42 as of 2013. There are 3 streets.

Geography
Bulatovo is located 72 km WSW of Altayskoye (the district's administrative centre) by road. Kazanka is the nearest rural locality.

title: Bulatovo, Altai Krai


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List of protected heritage sites in Gembloux

This table shows an overview of the protected heritage sites in the Walloon town Gembloers, or Gembloux. This list is part of Belgium's national heritage.

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Central Theological College, Tokyo

The Central Theological College (Japanese: 聖公会神学院 Seikōkai Shingakuin) is the Anglican theological college of the Nippon Sei Ko Kai in Yōga, Setagaya, Tokyo, Japan.

Founded in 1908 from the amalgamation of three older Japanese Anglican seminaries it has trained more than 600 lay and ordained graduates for work in the Anglican Church in Japan.

History
Prior to the formal opening of the college in 1912, graduate level study and clergy training in the Anglican Church in Japan was divided between three separate schools; the Trinity Divinity School in Tsukiji, Tokyo established by the Episcopal Church mission in 1877; the CMS sponsored Holy Trinity School in Osaka in established in 1884 and the SPG sponsored school at St. Andrew's Church, Shiba Koen, Tokyo established in 1886.

The idea of a central theological college in Tokyo to train all Japanese clergy was first mooted by Bishop William Awdry. Initial funding for the college came from a grant approved at the Pan-Anglican Congress held in London in 1908. The first buildings of the college were located at Ikebukuro opposite the main campus of Rikkyo University. The intention being that students would spend three years in the college department of the university studying a broad liberal arts curriculum, and then three years focused on ministry training in the theological college. Initial staffing of the college was drawn from the ranks of the Episcopal, SPG and CMS missions each contributing one overseas missionary and one experienced Japanese clergy. The first college Principal was the Rev. John Toshimichi Imai.

Between 1913 and 1919 British theologian Fr. Herbert Kelly SSM served as Professor of Apologetics at the college.

The college buildings and library were destroyed by Allied incendiary bombing in the closing stages of the Second World War. The college relocated to its current suburban location at Yōga, Setagaya, in 1953.

Daily life
All resident students are expected to attend Matins and Evensong in the college chapel. Sundays, students are expected to join local parish churches as part of their pastoral formation.

Both single and married full-time students are given the opportunity to live in accommodation on the college grounds. The college also provides on site housing for faculty.

Programmes
The college offers the following degree programmes:

Normally a three-year full-time residential program as a pathway to ordination in the Anglican Church in Japan.
 * Bachelor of Divinity (B.D.)

On submission of a graduating thesis usually one year full-time or two years part-time. Available for ordination candidates and external lay students.
 * Master of Theology (M.Th)

The college also serves as a center for lay ministry training. All courses at the college are taught in Japanese. Through grants made available from overseas mission societies, English-language library resources are also available on site.

title: Central Theological College, Tokyo


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combinator

Noun

 * 1)  A lambda expression which has no free variables in it.

Translations

 * Serbo-Croatian:

title: combinator


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Takin' Back My Name

Takin' Back My Name: The Confessions of Ike Turner is a 1999 autobiography by American musician Ike Turner with British writer Nigel Cawthorne.

Overview
After Ike Turner's ex-wife Tina Turner revealed that his violent behavior and infidelity drove her to attempt suicide in her 1986 autobiography, I,Tina: My Life Story (dramatized in the 1993 film What's Love Got to Do with It), he became a social pariah whose personal life overshadowed his musical contributions. In Takin' Back My Name, Turner tells his story from his childhood through the pinnacle of his career with the Ike & Tina Turner Revue, his cocaine-fueled downfall, and his career revival in the 1990s.

Narrative
Takin' Back My Name begins with an introduction by musician Little Richard who emphasizes Ike Turner's influence as a rock 'n' roll pioneer. Turner then recounts his life woven with inner thoughts and newfound perspectives.

Izear Luster Turner, better known as "Ike Turner," was born in Clarksdale, Mississippi. Early in his musical career, he worked for the Los Angeles–based Bihari brothers as an A&R man at Modern Records, scouting the Delta blues scene in search of artists to record. With his own band the Kings of Rhythm, Turner recorded "Rocket 88," a distorted-guitar ode to the Oldsmobile 88, which is credited as being the first rock ‘n’ roll record, at Sam Phillips’ Memphis recording studio in 1951. Instead of Turner's name on the record, his saxophonist (and vocalist on the track) Jackie Brenston was credited. He then worked as a talent scout and session musician at Sun Records.

In 1954, Turner relocated his band to East St. Louis, Illinois. There he met Ann Bullock who joined his band. He called her "Little Ann" and he eventually created her stage name Tina Turner. He formed the Ike & Tina Turner Revue in 1960 which was followed by a string of hit records and relentless touring in the 1960s. At the peak of their commercial success in the early 1970s, they toured internationally and had their own recording studio, Bolic Sound, which became Turner's playground, rife with explicit tales of sex and cocaine use. By the mid 1970s, the Turners' relationship was deteriorating, and after a physical altercation in 1976, they divorced in 1978.

In 1986, after making a success of her comeback, Tina Turner released her autobiography I, Tina, which was filled with recounts of spousal abuse. At the time, Turner was on a downward spiral, which ended with an 18-month stint in prison for drug possession. After his release in the early 1990s, Tina's book was adapted into the film What’s Love Got To Do With It. Laurence Fishburne's menacing portrayal of Turner in the film and the alleged fabrications in the script further damaged Turner's reputation. Despite this, Turner reformed a new Revue, and after a long absence from the stage he resumed performing.

Critical reception
Reviewing the book for The Guardian, Caroline Sullivan wrote: "Takin' Back My Name is one of the few celebrity memoirs unbelaboured by excuses for bad behaviour. Admirably, Turner refuses to blame anyone but himself for a life of excess that began at the age of six when he was seduced by a certain Miss Boozie in Clarksdale."

Glyn Brown wrote for The Independent: "In it, he comes over as an egotist just doing the best he can in difficult circumstances and, though you wonder if it's maybe 100 per cent unreliable, Ike's an old man now, and he deserves a break. Problem is, Ike doesn't really help himself."

title: Takin' Back My Name


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User:Limekennie

Hello, I'm limekennie from Chicago, IL. I major in Computer Science at the Illinois Institute of Technology. I'm interested in men's (and a little bit of women's) fashion, e-sports, and traditional sports. In my free time, I like to browse fashion forums, read articles relating to fashion, and play and watch video games, basketball, and football. I hope to learn about human interaction here on Wikipedia, and the idea of a community-based, collaborative encyclopedia.

title: User:Limekennie


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User:Sechon/sandbox

MF Ghost is a Japanese manga series written and illustrated by Shuichi Shigeno. It has been serialized in Kodansha's Weekly Young Magazine since September 4, 2017. Following Shigeno's previous work Initial D, MF Ghost is a continuation of the series about motor sport racing in a world where self-driving cars are everywhere.

Story overview
Based in 2020s Japan, in a world where electric cars equipped with automatic driving systems have replaced the old combustion engines of the past. At the same time, a world renowned racing competition is held in Japan with the fastest motorcars competing one after another called MFG. Kanata Rivingston, a 19 year old genius driver who graduated from Royal Donington Park Racing school, comes to Japan to participate in the MFG. He is also returning to Japan to find his missing Japanese father.

title: User:Sechon/sandbox


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Ecology/Introduction

<< Contents page | Chapter 1 | Chapter 2 >>

Chapter 1. Introduction to Basic Ecology

The objective of this wikibook, A Study Guide to Basic Ecology, is to give the reader a better understanding of the way life functions on Earth, and how it is organized. This section will introduce basic concepts and definitions required to establish a course that is both biological and ecological in approach. You will learn that there are numerous terms in ecology which basically mean the same thing, and that there are also a plethora of views on precise definitions. As ecology emerged in the 19th and early 20th centuries, many concepts of ecological organization were proposed. These came from both zoologists and botanists—whom seldom read the other's literature—and from different schools of thought.

Definition of Ecology
The term oekologie (ecology) was coined in 1866 by the German biologist, Ernst Haeckel from the Greek oikos meaning "house" or "dwelling", and logos meaning "science" or "study". Thus, ecology is the "study of the household of nature". Haeckel intended it to encompass the study of an animal in relation to both the physical environment and other plants and animals with which it interacted.

A contemporary definition of ecology is: The scientific study of the distribution and abundance of organisms and the interactions that determine distribution and abundance. This definition encompasses not only the plants and animals that Haeckel recognized but microscopic organisms such as Bacteria, Archaea and protozoa, as well. The interactions that determine an organism's distribution and abundance are processes that include energy flow, growth, reproduction, predation, competition and many others.

Basic Ecology Definitions
To fully understand the science of ecology, there are some common terms that must be defined. The term environment describes, in an unspecified way, the sum total of physical and biotic conditions that influence an organism (Kendeigh, 1961). The subset of the planet earth environment into which life penetrates is termed the biosphere. With respect to the planet earth, the biosphere penetrates only a limited distance into the rock beneath the land and the oceans, and a limited distance out away from the planet towards space. All human effort so far has failed to demonstrate that the biosphere extends beyond these limits or that other biospheres exist elsewhere in the universe. We cannot therefore conclude that they do not exist, only that we know nothing of that existence. Ecosystem is perhaps the most widely used term in ecology. It is defined as the system of organisms and physical factors under study or consideration. Although the boundaries of ecosystems are sometimes quite difficult to define in nature, ecosystems—however bounded—comprise the basic units of that nature (Tansley, 1935). Habitat is generally considered by biologists to be the physical conditions that surround a species, or species population, or assemblage of species, or community (Clements and Shelford, 1939).

The basic physical units of the biosphere are the lithosphere (the land), hydrosphere (the water), and atmosphere (the air). Apparently there is no permanent biota of the atmosphere, although insects and birds among others utilize that environment extensively (Hesse, et al., 1951). These basic units are easily recognized in any landscape, as for example shown in the scene at right from Belarus in Europe.

 * Read Biosphere ( Follow links that interest you. Most subtopics will be covered in later chapters )
 * Read Ecosystem ( Links need only be followed to deepen your interest at this time )

NOTE: Definitions of terms used in this textbook have been collected into various glossaries, the basic one being Basic Ecology Glossary.

Scope of Ecology
Humanity has been studying nature for thousands of years and formally for several centuries under the science of biology, so why do we say that Ecology is a relatively new science? (Note, the term "ecology" is only about 150 years old). What is it that ecologists do or study that biologists might not? Kendeigh (1961, p. 3) wrote that "[e]cology is one of three main divisions of biology; the other two being morphology [organism structural aspects] and physiology [organism functional aspects]". The behavioral sciences encompass one facet of the interaction of an organism with its physical and biological surroundings, and therefore are part of ecology.

Several techniques are used to study Ecology; one of the methods is known as strong inference. Strong inference is defined as the method of testing a hypothesis by deliberately attempting to demonstrate the falsity of the hypothesis (Kinraide and Denison, 2003). Performing experiments is the preferred method of using strong inference. The point of an experiment is to control variables and/or patterns and to predict the outcomes.

Traditionally, Ecology is based more on weak inference (the other type of inference) rather than strong inference. In weak inference there are no experiments; rather, there are correlations between observations. Weak inference is defined as a "common sense" approach using simple system models to build understanding (Elner and Vadas).

Both weak and strong inference have been used throughout many different science courses over the last several thousands of years (Kinraide and Denison). However, strong inference is said to be more advantageous because weak inference is more prone to error. Weak inference makes people try to cling to one point of view; whereas strong inference (doing experimentation) causes people to think from more than one point of view and keep coming up with different hypotheses to test as their old hypotheses get falsified.

Ecology incorporates and overlaps with many other disciplines in both the biological and physical sciences. Certainly on one level, there is no information about the natural environment that does not have some applicability to ecology. On the other hand, such interrelationships between the sciences are much more the norm than most people realize. Ecology, according to Kendeigh (1961, p. 1), is a distinct science because of the way information about the natural world is organized; and because of its unique methodologies and point-of-view by which knowledge is extracted from such information.
 * Ecology has no aim, but ecologists have. The problems of the ecologist are not fundamentally different from those of any other kind of naturalist. The superficial differences in aim are due to the different points of view, or methods of approach, rather than to any essential differences in the character of the problems — (Charles Adams, 1913; cited in Hedgepeth, 1957).

It may be helpful here to list the phenomenon that ecologists are particularly interested in if only to better clarify the boundaries of this text covering basic ecology (list modified from Kendeigh, 1961, p 1). Ecologists study:
 * 1) structural, functional, and behavioral adaptations of organisms in relation to their environment (Chapter 3);
 * 2) interrelationships between species and their populations, and populations in their communities (Chapter 4);
 * 3) local and geographic distributions of organisms;
 * 4) regional variations in organism abundances;
 * 5) temporal changes in the distribution, abundance, and behaviors of organisms; and
 * 6) evolution of the interrelationships described.

Ecology is both a biological and an environmental science, something that should certainly be evident from the definition provided above. Many environmental sciences are minimally concerned with biology (meteorology, for example) and others (environmental toxicology, for example) necessarily combine physical and biological sciences. Environmentalism on the other hand is a political position involved with various aspects of managing the environment.

 * Read Ecology ( Neither links nor extended ("Main") articles need be pursued at this time )

There are many subcategories of Ecology. Plant Ecology looks at the differences and similarities of various plants in differing climates and habitats. The origins of Animal Ecology can be traced to two Europeans, R. Hesse of Germany and Charles Elton of England. Physiological Ecology, or ecophysiology, studies the responses of the individual organism to the environment. The idea of Population Ecology was brought forward by two famous men, Charles Darwin, who looked at the similarities and dissimilarities of populations and how they replaced each other over time, and Gregor Mendel. The last subcategory is Ecosystem Ecology, which brought about terms such as limnology, introduced by A. Thienemann.

Early History of Ecology
Because ecology is a facet of biology, it is not possible to clearly define a time or person that represents the beginning of ecological thought as distinct from biology. One of the first ecologists was probably Theophrastus, a contemporary and student of Aristotle. Theophrastus described various interrelationships between animals and between animals and their environment as early as the 4th century BC (Ramalay, 1940).

 * Read Theophrastus ( Links need not be pursued at this time except as necessary to clarify points )

Over the next several centuries biological knowledge gradually expanded as naturalists, such as Bufon and Linnaeus, contributed to a growing understanding of the nature of plants and animals. These early naturalists of course understood that organisms had a relationship with the environment, and especially that the distribution of forms was related to physical aspects of the geography.

 * Read Carolus Linnaeus ( Follow links only as needed to clarify terms and points made )

 * Read Alexander von Humboldt ( Follow links only as needed to clarify terms and points made )

The modern ecological concept of integrated communities of organisms began in the 19th century with the studies of August Grisebach (1838), a German botanist. A contemporary and fellow countryman, Ernst Haeckel, coined the term "ecology" in 1866. Other biologists followed Grisbach's ecological approach to natural history studies: K. Möbius (1877) investigating Danish oyster banks, Stephen A. Forbes (1887), describing a lake community as a microcosm, J. E. B. Warming (1895), describing Danish plant communities, and C. C. Adams conducting ecological stuidies in northern Michigan (1905) and at Isle Royale (1909).

 * Read Ernst Haeckel ( Follow links only as needed to clarify terms and points made )

 * Read History of Ecology ( Pursue only links that interest you to gain additional insight )

title: Ecology/Introduction