text:
Wikipedia:Files for discussion/2020 August 19

File:Combiner.gif

The result of the discussion was: delete.  MBisanz  talk 15:34, 29 August 2020 (UTC)
 * File:Combiner.gif ([ delete] | talk | [ history] | links | [ logs])  – uploaded by Gerry Ashton ( [ notify] | contribs | uploads | upload log).

unused locally, already on Commons, no reason to retain local copy  F ASTILY   02:06, 19 August 2020 (UTC)
 * Delete, redundant to Commons file. Salavat (talk) 06:28, 22 August 2020 (UTC)

File:McGuffey marker.JPG

The result of the discussion was: relisted on. Jo-Jo Eumerus (talk) 08:34, 31 August 2020 (UTC)

 * File:McGuffey marker.JPG ([ delete] | talk | [ history] | links | [ logs])

File:I-89 Over Winooski bridge in VT.jpg

The result of the discussion was: Delete; deleted by AnomieBOT ⚡  04:06, 27 August 2020 (UTC)
 * File:I-89 Over Winooski bridge in VT.jpg ([ delete] | talk | [ history] | links | [ logs])  – uploaded by Superbug2399 ( [ notify] | contribs | uploads | upload log).

Very similar to the photo at http://www.vtgrandpa.com/forum/index.php?action=profile;u=2;sa=showPosts;start=14040 (dated 2006). In effect it becomes questionable and unworthy for Commons. JWilz12345 (Talk|Contrib's.) 05:28, 19 August 2020 (UTC)

 * Delete as a copyright violation. The claimed source of "Took this in the car when driving on I-89" does not square up with the link in the nomination which shows this is an image credited to "ALISON REDLICH -- Free Press Photo". -- Whpq (talk) 17:00, 20 August 2020 (UTC)
 * Delete, orphaned with questionable licensing. Salavat (talk) 06:28, 22 August 2020 (UTC)

File:Gundam firefighting.jpg

The result of the discussion was: Delete; deleted by AnomieBOT ⚡  04:06, 27 August 2020 (UTC)
 * File:Gundam firefighting.jpg ([ delete] | talk | [ history] | links | [ logs])  – uploaded by Mythsearcher ( [ notify] | contribs | uploads | upload log).

The file is a poster including Gundam, describing its cultural importance. However, the poster itself can be described in plain text (perhaps with an external link), and its usage lacks contextual significance (IMO even a picture of the moving Gundam in Yokohama is more significant when compared with this little poster?). As a result, the file fails WP:NFCC, and should be deleted. 廣九直通車 (talk) 05:30, 19 August 2020 (UTC)

File:Ben &

The result of the discussion was: Delete; deleted by AnomieBOT ⚡  04:06, 27 August 2020 (UTC)
 * File:Ben & ([ delete] | talk | [ history] | links | [ logs])  – uploaded by Superbug2399 ( [ notify] | contribs | uploads | upload log).

Very similar to the photo at https://www.brandeating.com/2013/04/my-ben-jerrys-adventure-day-one.html dated April 18, 2013. In effect it becomes questionable and unworthy to Commons. JWilz12345 (Talk|Contrib's.) 05:30, 19 August 2020 (UTC)

 * Delete as a copyright violation. The claimed source of "I was at the headquarters, and was randomly driving around South Burlington." is clearly false given the link in the nomination which uses the image 2 years before it was uploaded to Wikipedia. -- Whpq (talk) 17:04, 20 August 2020 (UTC)
 * Delete, orphaned with questionable licensing. Salavat (talk) 06:29, 22 August 2020 (UTC)
 * The above discussion is preserved as an archive of the debate. Please do not modify it. Subsequent comments should be made on the appropriate discussion page (such as the media's talk page or in a deletion review).  No further edits should be made to this section.

File:Collage of Burlington, VT, USA.jpg

The result of the discussion was: Delete; deleted by AnomieBOT ⚡  04:06, 27 August 2020 (UTC)
 * File:Collage of Burlington, VT, USA.jpg ([ delete] | talk | [ history] | links | [ logs])  – uploaded by Superbug2399 ( [ notify] | contribs | uploads | upload log).

Montage/Collage might be OK for Commons, but without verification of individual files, I can't be sure if those are really of the uploader or not. This might get deleted on Commons because of lack of source information of the component photos. JWilz12345 (Talk|Contrib's.) 05:34, 19 August 2020 (UTC)

 * Delete - Given the uploader's outright lies about taking pictures in the nomination above and apparent string of copyright violations based on their talk page, the claim that the uploader "Took these photos in downtown, and the waterfront photo was taken while I was rowing on Lake Champlain." is simply not credible. -- Whpq (talk) 17:06, 20 August 2020 (UTC)
 * Delete, orphaned with questionable licensing. Salavat (talk) 06:29, 22 August 2020 (UTC)
 * The above discussion is preserved as an archive of the debate. Please do not modify it. Subsequent comments should be made on the appropriate discussion page (such as the media's talk page or in a deletion review).  No further edits should be made to this section.


text:
User:Account.Markus.17.05/sandbox

= ABC (filling station chain) = ABC is a filling station chain in Finland. It also has shops, restaurants and car washes. It has 437 stations.

source: wikimedia

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

title: User:Account.Markus.17.05/sandbox


text:
Be Near Me

"Be Near Me" is a song by English pop band ABC. It was released in April 1985 as the second single from their third studio album, How to Be a ... Zillionaire!. It peaked at No. 26 on the UK Singles Chart in 1985, and was the only single from the album to reach the UK top 40. It was more successful in the United States where it reached No. 9 on the Billboard Hot 100. The song also went to number-one on the U.S. Hot Dance Club Play chart in September of that year, remaining on top for two weeks.

Composition
The song is written in F major (C mixolydian mode) with a BPM of 125.

Music video
The song's music video was directed by Peter Care and shows the four band members in colourful attire playing oversized, cartoonish, instruments, against a white background and floor while the camera makes a series of rolling, panning and swooping shots.

7" version
US release
 * 1) "Be Near Me" – 3:38
 * 2) "A to Z" – 2:50

UK release
 * 1) "Be Near Me" – 3:38
 * 2) "A to Z" – 2:50

12" version
US release
 * 1) "Be Near Me" (Munich Disco Mix) – 5:28
 * 2) "Be Near Me" (Ecstasy Mix) – 4:45
 * 3) "What's Your Destination?" (instrumental version of "Be Near Me") – 3:36

UK release
 * 1) "Be Near Me" (Munich Disco Mix) – 5:27
 * 2) "A to Z" – 2:50
 * 3) "What's Your Destination?" (instrumental version of "Be Near Me") – 3:38

Personnel
Credits adapted from the original album liner notes, "One Two Testing" and "International Musician".

ABC
 * Martin Fry - lead and backing vocals
 * Mark White - E-mu Emulator II, Fairlight CMI programming

Additional Musicians
 * Gary Moberley - Fairlight CMI programming
 * Don Snow - piano, Oberheim OB-X and Yamaha DX7 synthesizers
 * Brad Lang - bass guitar
 * Keith LeBlanc - E-mu Drumulator programming
 * David Palmer - hi-hat

title: Be Near Me


text:
User:Aaron Einstein~enwikibooks

Hi! I'm Aaron Einstein I'm 13 years old, like to play computer games, like to surf the net, and I'd also wouldn't mind ruling the world someday. I've been around the internet alot And have also used the following other Aliases:

 * Aaron9123 (used on Westwood online)
 * AaronEins (Shattered Galaxy)

Other Wiki-Projects' Profiles of Me

 * Wikipedia
 * Wikisource
 * Wikiquote

My other sites

 * My MSN Spaces Blog

Email
<EMAIL_ADDRESS>
MSN
Add the contact<EMAIL_ADDRESS>(on often).

AIM
Chat with AaronEins3 (rarely online)

Well I would now tlike to close with saying... something... now I forget! Dang! Thanks alot!... Just kiddin'

-Æ

title: User:Aaron Einstein~enwikibooks


text:
Objective structured clinical examination

Welcome to the content development project for the Objective structured clinical examination. This project is where Wikiversity participants create, organize and develop learning resources for the OSCE.

OSCE
The OSCE is the objective structured clinical examination, the exam where medical students interview an actor playing the role of patient. These usually consist of scenarios typifying cases that students are likely to come across multiple times in their medical training.

Modules
Each module corresponds to a common OSCE station.


text:
Singapore Cancer Society

The Singapore Cancer Society (SCS), founded in 1964, is the largest cancer advocacy and support organisation in Singapore.

History
Established in 1964, Singapore Cancer Society is a self-funded voluntary welfare organisation which is dedicated to minimize the impact of cancer in Singapore through the provision of cancer treatment subsidies, financial and welfare aid to needy cancer patients, home hospice care services for terminally-ill cancer patients, as well as rehabilitation support programs for recovering cancer patients and cancer survivors.

The organization was formed by the members of the Lions Club, the Jaycees and the Rotary Club of Singapore West.

In addition, the Society also provides free cancer screening services and promotes cancer awareness and prevention through its public education and community outreach programmes. Annually, the SCS helps more than 2,000 needy cancer patients and reaches out to more than 100,000 individuals through its cancer screening, public educational and community outreach programmes.

title: Singapore Cancer Society


text:
Template:Did you know nominations/Gotham House

Gotham House
Created/expanded by Dr. Blofeld (talk), Moswento (talk). Nominated by Dr. Blofeld (talk) at 14:59, 12 July 2012 (UTC)
 * ... that several historical items have been found in the basement of Gotham House in Tiverton, Devon, including documents signed by Oliver Cromwell?

 * QPQ as co-creator: Bronwen Watson Moswento talky 15:02, 12 July 2012 (UTC)
 * Could go snappier with ALT1:
 * ... that documents signed by Oliver Cromwell have been found in the basement of Gotham House in Tiverton, Devon? Moswento talky 15:04, 12 July 2012 (UTC)
 * Symbol confirmed.svg ALT1, since its shorter and better. QPQ Done, Long enough and new enough. Good to go. — Hahc 21  01:53, 16 July 2012 (UTC)
 * Symbol confirmed.svg ALT1, since its shorter and better. QPQ Done, Long enough and new enough. Good to go. — Hahc 21  01:53, 16 July 2012 (UTC)

authors: ಮಲ್ನಾಡಾಚ್ ಕೊಂಕ್ಣೊ


text:
Talk:Volvo C30

The car will not be based upon the European Ford Focus or the Mazda Mazda3. So i removed the line saying so. It will share platform with the focus and the mazda 3 thats a whole other thing. That platform was co developed by Ford, Volvo and Mazda. --Dahlis 18:24, 21 March 2006 (UTC) That is true but Ford owned both Volvo and most of Mazda back in 2003 so it is Ford's platform because for was boss! Simple as that!ZunaOFP (talk) 21:20, 1 January 2013 (UTC)ZunaOFP

I removed a statement indicating that the hybrid C30 would be introduced in 2008. I can't find any confirmation of this, and the statement may have stemmed from confusion related to the fact that the US introduction of the standard C30 will be in 2008. If anyone knows differently regarding the release of the hybrid C30, please add a release date with citation.

Can anyone confirm whether the diesel-electric hybrid will be made available in American, specifically Californian, markets?

The article has a reference to Volvo Development Center in California. There is no such center here, I have verified with Volvo people and a Ford engineer. There is the sales HQ in Orange County (near Los Angeles), but they do not deal with engineering. There is a VolvoTech center elsewhere (I believe Virginia), but there ares no details about the type of research. As a research engineer in an automotive company in California, I can say with quite some certainty - THERE IS NO HYBRID PRODUCTION C30 IN THE DEVELOPMENT. The news was pure speculation -more like wishful thinking, unfortunately.

Mini Cooper is not C30's rival
The C30's rivals should be 3-door hatchbacks or coupes in the same class: BMW 1 Series Coupe, VW Scirocco, Opel Astra, Audi A3, Citroen C4 Coupe, Honda Civic Coupe... But NOT Mini Coopes which belongs to entirely different class.

C30 Hybrid Availability
I've scoured the web myself looking for an answer to this question, but as best as I can tell, as of today, the only public statement from Volvo is that they're working on it, and hope to show an operational prototype in late 2007. I'll be like those guys camping on the sidewalk for the new Playstation when the hybrid C30 reaches the US market.

The technical hurdles for this car are probably similar to those facing the Chevy Volt, a car that GM says has a 90% chance of being in dealerships by 2010. Toyota will still be using parallel hybrid technology (internal combustion engine directly drives the wheels) for the new Prius, due in 2009. So GM (or Ford/Volvo) could actually leap-frog Toyota with a more advanced serial hybrid design (where the internal combustion engine just charges the batteries, and never drives the wheels). The Volt or hybrid C30 could in theory never use any gasoline/diesel, for those driving less than about 40 miles / 60 km per day (most people). That's pretty huge.

So with nothing more to go on than that, I'd guess 2010 to 2012 for a serial hybrid C30. Volvo is so much cooler than Chevy, but if GM succeeds in 2010 where Ford and Toyota have thus far failed, I'll swallow my pride and become a Chevy owner in 2010.

Vjockin 22:53, 27 March 2007 (UTC)

The important thing to note is that all of the necessary parts and technology are available, except for the batteries. The main difficulty for Volvo will be to integrate all of the parts into an existing platform and then go through all of the engineering and validation tests.

The current weight of the C30 is pretty high, which is what is making me lean towards the 2009 Toyota Prius. They will have to make significant weight reductions in order to meet their range and performance goals. --Ng.j 00:39, 28 March 2007 (UTC)

Range of Hybrid version
Under Hybrid, bottom most sentence, it says "Range, 100km". However, if one follows the citation (4), you will find information mentioning 60. If you follow citation (5), it says 100. This may need attention, since 60km (45mi) is more commonly found when doing a search on this subject. Regards. Tkemmere 20:03, 25 October 2007 (UTC)

Shooting Brake
could this car possibly be classified as a shooting brake ?

just asking Retroqqq (talk) 16:06, 19 September 2008 (UTC)

 * Hard to say. The shooting-brake article lists the Volvo C30's predecessors as examples, although the rear of the C30 is more slanted like a hatchback.  But then, the New York Times article linked to in the article does give the C30 as an example.  The question is, do people consider it more of a wagon or a hatchback.  If the former, then you can call it a shooting brake.  I don't know if there's any size "rules" for it (such as length behind the side doors). --Vossanova o< 16:26, 19 September 2008 (UTC)
 * Also, I myself tend to think of shooting brakes as variants of 2-door sports cars - the BMW M Coupe being a perfect example. The C30 is not based on any other 2-door model. --Vossanova o< 16:30, 19 September 2008 (UTC)

AWD Variant
Several sources are talking about a 350hp awd model to come out in the next few years. worth a mention? Benshimshak (talk) 15:23, 22 December 2008 (UTC)
 * At this point, it's speculation - even if a bunch of reliable sources mention it, they're still speculating. This article shouldn't be spreading rumors, just facts. --Vossanova o< 16:48, 22 December 2008 (UTC)

Picture of the rear-end
Love it or loathe it, the rear-end of this car is one of its most distinguishing features, I'm surprised that a picture of it doesn't feature in this article. Oosh (talk) 12:35, 30 March 2010 (UTC)

Diesel version in North America?
The article doesn't seem to say the diesel versions aren't available in North America. They aren't available here, are they?... --<IP_ADDRESS> (talk) 03:25, 23 January 2013 (UTC)

External links modified
Hello fellow Wikipedians,

I have just added archive links to 1 one external link on Volvo C30. Please take a moment to review my edit. If necessary, add after the link to keep me from modifying it. Alternatively, you can add to keep me off the page altogether. I made the following changes:
 * Added archive https://web.archive.org/20070210152249/http://www.channel4.com:80/4car/rt/volvo/c30/1042/7 to http://www.channel4.com/4car/rt/volvo/c30/1042/7

Cheers.—cyberbot II  Talk to my owner :Online 20:39, 7 January 2016 (UTC)

Cleanup
I've begun article re-organizing and cleanup which has been badly needed. The "Initial version" and "2010 update" sections should be merged, since they are not separate generations. They don't need separate engine/transmission tables -- I've grouped them together but they should still be combined. There is WAY too much emphasis on individual special editions and concepts in this article, as well as too many laundry lists of model features (WP:NOTCATALOG/WP:IINFO). The grammar needs work (e.g. sections starting with "It is a.."). I know which editor was behind all this; he's done it with many other car articles. But I've at least laid out a basic structure we can work off: 1. Pre-production, 2. Production, 3. Special editions (& post-production concepts), 4. The DRIVe version (another special edition, really, but has enough content to go in its own section), 5. Motorsports, 6. Marketing & sales, and 7. See also/refs/external links. --Vossanova o< 22:47, 31 January 2019 (UTC)

Why does the history only go up to 2013? I
It’s still a current car in the Volvo rangeTalltim (talk) 11:40, 17 March 2019 (UTC)

Actually, ignore that, seems I’m wrong!Talltim (talk) 11:44, 17 March 2019 (UTC)

title: Talk:Volvo C30


text:
2011 Giro d'Italia Femminile

The 2011 Giro d'Italia Femminile, or Giro Donne, was the 22nd running of the Giro d'Italia Femminile. It was held over ten stages from 1 to 10 July 2012, starting in Rome and finishing with an individual time trial in San Francesco al Campo near Turin.

Stage 1

 * 1 July: Rome > Velletri – 86 km

Stage 2

 * 2 July: Pescocostanzo > Pescocostanzo – 91 km

Stage 3

 * 3 July: Potenza Picena > Fermo – 104,3 km

Stage 4

 * 4 July: Forlimpopoli > Forlì – 101 km

Stage 5

 * 5 July: Altedo > Verona – 129 km

Stage 6

 * 6 July: Fontanellato > Piacenza – 128 km

Stage 7

 * 7 July: Rovato > Grosotto – 122 km

Stage 8

 * 8 July: Teglio > Valdidentro – 70 km

Stage 9

 * 9 July: Agliè > Ceresole Reale – 114,8 km

Stage 10

 * 10 July: San Francesco al Campo – Individual time trial – 16 km

Classification
There were five different jerseys awarded in the 2011 Giro Donne. These followed the same format as those in the men's Giro d'Italia, and as in the men's race, the leader of the general classification received a pink jersey. This classification was calculated by adding the combined finishing times of the riders from each stage, and the overall winner of this classification is considered the winner of the Giro.

The other jerseys differ in colour from those of the men's Giro:
 * The points classification was awarded the maglia ciclamino or mauve jersey. Points are awarded for placements at stage finishes as well as at selected intermediate sprint points on the route, and the jersey is received by the rider with the most overall points to their name.
 * The mountains classification was awarded the green jersey (maglia verde). Points were allocated for the first few riders over selected mountain passes on the route, with more difficult passes paying more points, and the jersey is received by the rider with the most overall points to their name.
 * The white jersey (maglia bianca) for the best young rider was given to the highest-placed rider on the general classification aged 23 or under on 1 January 2011 (i.e. born in or after 1988).
 * The blue jersey (maglia azzura) was given to the highest-placed Italian rider on the general classification.

General classification
Source:

title: 2011 Giro d'Italia Femminile


text:
verschneiden

Verb

 * 1) to castrate; to neuter (to remove sex organs, usually male ones, from an animal or person)
 * 2) to blend or mix different sorts of a drink (e.g. wine, beer, whiskey); to make a cuvée

title: verschneiden


text:
Mohammad Bassam Imadi

Mohammad Bassam Imadi (born 1950) is the former Syrian ambassador to Sweden, who defected from the Bashar al-Assad government in 2011 and became a member of the opposition Syrian National Council.

Career
Imadi resigned from his post as Syrian ambassador to Sweden in 2009. He began working with the opposition at the start of the uprising in March 2011.

Defection
Imadi fled to Turkey with his family in December 2011.

title: Mohammad Bassam Imadi


text:
дѫти

Etymology
From, from , from.

Verb
(imperfective; present 1st sg дъмѫ, 2sg дъмеши)

 * 1) to blow

Usage notes

 * Attested 2 times and in Supr. as ,
 * 1 time:

Derived terms

 * надꙑмати сѧ
 * надꙑмати сѧ

Etymology
From, from , from.

Verb

 * 1) to breathe, blow

title: дѫти


text:
Antonina Riasanovsky

Antonina Riasanovsky (March 8, 1895 – February 1985) was a Russian Empire-born writer who, under the pen name Nina Fedorova, wrote The Family, the tenth highest selling fiction book in the United States 1940. The book won the 1940 $10,000 fiction novel prize from the Atlantic Monthly. The Family tells the story of an exiled White Russian family in Tianjin, China.

Biography
Born Antonina Fedorovna Podgorinova in Lokhvytsia, Russian Empire in 1895, she moved to Verkhneudinsk (now known as Ulan-Ude) after her father's death and mother's remarriage. She left for Harbin in China shortly before the 1917 revolution, and married historian Valentin Riasanovsky in 1923. The Riasanovskys ended up in Tianjin themselves in 1936, though she claimed The Family was not autobiographical. The Riasanovskys came to the United States and moved to Eugene, Oregon in 1938, where Antonina taught Russian literature at the University of Oregon.

A sequel to The Family, The Children, was published in 1942. Her last novel, Life, was written in Russian. She also translated her first two novels into Russian, and published a book of plays for children in 1964.

Riasanovsky and her husband had two sons. Nicholas V. Riasanovsky was a leading scholar of Russian history. She died in Oakland, California in February 1985.

Works

 * The Family (1940)
 * The Children (1942)
 * Theater for Children (1964)
 * Life (1964 – 1966)

title: Antonina Riasanovsky


text:
Ardjoeno-class sloop

The Ardjoeno class was a ship class of paddle-steamers of the Royal Netherlands Navy. The class comprised Ardjoeno, Gedeh (1850), Amsterdam and Gedeh (1874).

The Dutch East Indies
After the Netherlands had regained their independence in 1813, the United Kingdom returned the former Dutch possessions in nowadays Indonesia and Malaysia. The Netherlands then had to reinstate their authority in the far east, but this was not easy for the small and ruined country. The English were soon encroaching on their territory and founded Singapore in 1819, causing huge damage to Dutch interests. It was an ultimate consequence of the Dutch not being able to put up a fight against the United Kingdom, but this was not all.

The Dutch had a low measure of actual control of their East Indian possessions. Outside their few centers of power, most of their rule was indirect, via local rulers. Without actual control of more remote parts of the Indonesian archipelago, other states could occupy territory without immediately coming to blows with the Dutch military. In such cases it was doubtful whether the international community would see the invading state as the aggressor. This would be especially the case if a territory was plagued by piracy.

Steamships for the Indies
In the vast area of the Dutch East Indies the Dutch had a surprisingly limited number of ships. On 1 January 1842 these were: The guard ship Van Speijk (later Medusa), The medium frigates Bellona (44) and Rotterdam (28), the corvettes Triton (28). Argo (32), and Boreas (28), the brigs Koerier (18), Panter (18), Meermin (18), Vliegende Visch (14), Postillon (14) and two other brigs, 10 schooners, 5 row-gunboats, the paddle-steamer Phoenix (7), and the iron paddle-steamers Banda (ex-Hekla) and Etna (ex-Ternate).

On 1 June 1842 RA J.G. Rijk started as director for the navy. What was above all necessary were steamships and small well-sailing vessels. One can imagine that the heavier units of the Dutch fleet could easily defeat pirates, but then they first needed catch up with the pirates. For the schooners their supremacy over pirate ships was not that obvious. On 5 July 1842 the navy schooner Krokodil was attacked in Bali Strait by 7 pirate ships which tried to board her. The attacks were repealed with the loss of four wounded and some damage to the ship.

In 1844 the paddle steamers Bromo and Merapi arrived in the Dutch East Indies. These each had two 22 cm grenade guns and six medium 30-pounder cannon, 220 nominal hp, and displaced 1,367 t. The later influential writer M.H. Jansen was impressed by the Bromo class. He described the ideal type of steamship for the Indies as a 450-550 hp ship, modeled on Bromo, and with suitable arrangements to embark and land troops. He also thought to give these ships high caliber grenade guns (60-pounders) as well as some high caliber Smooth Bore Muzzle Loading cannon (36-pounders).

While naval minister (since 18 June 1844) Rijk had not ordered the Bromo class, he did order the Ardjoeno class.

Construction
Construction started when on 4 February 1848 Ardjoeno was laid down at the Rijkswerf Amsterdam.

Naming
Adjoeno was named after Arjuno-Welirang, a volcano on Java. Gedeh was named after Mount Gede on Java. Amsterdam was first named Salak, after Mount Salak on Java.

Design
As regards dimensions, the Ardjoeno class was the biggest steamship built up to that date in the Netherlands. The class was only about 10% larger than the preceding Bromo class, and might have had the same armament from the start. The real difference was a 36% increase in engine power.

Armament
When Ardjoeno arrived in Nieuwediep in April 1850, it had 2 grenade guns of 80 pound, 4 'grenade guns' of 30 pound, and 2 long 'grenade guns' of 30 pound. What was probably meant was 2 * 80-pdr grenade guns, 4 medium 30-pdr, 2 long 30-pdr. On 1 January 1869 Ardjoeno and Amsterdam were said to have 2 grenade guns of 80 pounds, and 6 long 30-pounders.

Propulsion
The Ardjoeno class had two engines which combined generated 300 nominal hp. The engines of Ardjoeno were made by Fijenoord, those for Gedeh by Van Vlissingen en Dudok van Heel. On 30 May 1850 Ardjoeno made her first trial run from Nieuwdiep. The machinery was good, but had an unexpectedly high coal consumption. In a head wind Ardjoeno made 9.5 knots, with a tail wind 11 knots. It was noted to be faster than other steamships of the Dutch navy

The class had three masts with a barque sail plan. The second Gedeh is shown on photographs without a mizzen mast.

Construction dates
The fourth ship of the class, HNLMS Gedeh (1874), is a special case. During the treatment of the 1871 budget for the East Indies, there was talk about a plan to build a new ship of the Gedeh type in order to re-use the steam engines of Gedeh (1850). Critics disapproved the idea, saying that a smaller ship could do the same service, and that the old machinery was very inefficient. Nevertheless, in Surabaya construction of 'a paddle-steamer first class of 300 hp (type Amsterdam)' was started. Later, authorities concluded that the duties of the big paddle-steamers could indeed be done more efficiently by smaller ships, and in May 1873 they decided to finish Gedeh (1874) as a Guard ship.

title: Ardjoeno-class sloop


text:
Talk:Hans Clüver

Notability
Does not meet WP:SOLDIER & sig RS coverage not found link.

Please also see a note at MilHist Talk Archives for background behind the redirect.

K.e.coffman (talk) 06:39, 12 December 2016 (UTC)

title: Talk:Hans Clüver


text:
Maintain website performance

From the official document:
 * "This unit defines the competency required to ensure that a website maintains its performance levels during peak traffic times and during full utilisation access."

Basically, that means ... (translate above into plain english)

You can read more about this unit on the National Training Information Systems Official document for ICAS4191A.

This unit is part of the following qualifications:
 * Cert IV Websites Qualification in Australia

This unit has now been superseded by new units: ICAWEB406A Create website testing procedures and ICAWEB407A Conduct operational acceptance tests of websites You can find out more details about these and other units at Training Australia website

How this unit will help you
After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:

 * translate the above elements and performance criteria into plain english and summarise here...

Ideas for learning the required skills
...

Ideas for demonstrating this unit
The best way to demonstrate these skills is ...

Grading
If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:

title: Maintain website performance


text:
User:Tcb604/sandbox

Potential topics
Tail wagging in dogs - not a whole lot written on this topic, very broad and much room for attentional information. Could be a good choice.

Rearing horses - The bare minimum was written on this topic and not a lot of information portrayed throughout.

Instinctive drift - - Very little information, no pictures, very few examples. Very good article to draft and add to.

Chosen article
I will be adding to the existing article on Wikipedia called Instinctive Drift]. This article over all is really not informative on the topic, does not provide sufficient examples for explanation, it really only discusses in brief terms what it is and where it had originated. The nature vs. nurture theory isn't brought up and how instinctive drift has to do with innate behaviours that all members of a species preform. They only discussed the raccoon example, though I believe it should be noted and discussed how different species have different instinctive behaviours and a few more examples should be provided which is one thing I'm going to contribute to the article.

Improving existing article
The article on instinctive drift is a stub page, it's underrepresented. The information provided by this page is accurate but lacking additional information that could be given. The two references used are from reliable sources so this article is neutral. There is only one comment on the talk back, dating back to 2011, stating that at that point there were no references provided. That's all that is on the talk page besides my comment providing various reliable sources to find information on this topic. Pictures could be provided to attract future readers as well. I will improving the article on instinctive drift to include all additional information that should be provided on the topic.

Outline
Lead Paragraph - A lead section was provided in this article, but it could be expanded, which is what I'm going to do.

P1. Origin of the term will be discussed, though mentioned in the lead, further detail will be added. (which I think is necessary)

P2. The nature vs. nurture controversy will be discussed.

P3. Examples of instinctive drift in different species will be discussed, with the purpose of enhancing further understanding on the topic.

P4. Evolution of instinctive drift - The background to the evolution of instinctive drift will be discussed.

Lead
Instinctive drift also known as instinctual drift is the tendency of an animal, of any species, to revert to unconscious and automatic behaviour that interferes with operant conditioning and the learned responses that come with it. B.F Skinner was an American psychologist who coined the term operant conditioning or instrumental conditioning, which is to learn by means of being granted either a reward or punisher for the action. It's through the association of the behaviour and consequence that follows that depicts if an animal will learn to practice the behaviour, or if the behaviour will become extinct. The concept of instinctive drift originated by the two former students of B.F Skinner's, Keller and Marian Breland when they taught racoons to deposit money into a bank slot (actually dip the money in). In nature racoons dip their food into water several times and turn it over with their paws, thus it could be argued that this is an example of instinctive drift and not the result of learned behaviour through means of operant conditioning. Instinctive behaviour is innate, it isn't learned. it's usually automatic and unplanned, a natural reaction. Thus, it's clear that natural behaviours can interfere with learning. This topic is relevant and discussed when it comes to the nature and nurture controversy. Many experimental studies have been conducted on this topic which proves its reliability. Natural behaviours are easier to learn and often easier expressed, even subliminally.

Origin of Instinctive Drift
The term instinctive drift was coined by Keller and Marian Breland, former students of B.F Skinner at the University of Minnesota (Marian in 1938, Keller in 1940). B.F Skinner coined the term operant conditioning. The Breland's followed Skinners principles of control and decided to live off this principle through creation of "Animal Behaviour Enterprises. They began the commercial training of animals instead of finishing their degrees . They began their business on a farm, but as multiple contracts were being created with various companies, the Breland shows ended up spreading nationwide . It was Keller and Marian Breland who discovered the meaning of and coined the term instinctive drift through their research . They were working with racoons and conducted an experiment which involved teaching racoons to deposit money into a bank slot successfully. The Brelands had concluded that this was an instinct that racoons already had . In nature, racoons dip their food in water several times and turn it over with their paws. In other words, They concluded that learned behaviour through operant conditioning drifts toward instinctive behaviour.

Nature vs. Nurture
The nature vs. nurture controversy is a major topic discussed in psychology and pertains to animal training as well. Both sides of the nature vs. nurture debate have valid points and this controversy is one of the most debated in Psychology. A common question asked today by many experts in various fields is if behaviour is due to life experiences or if it's predisposed in DNA. Today, partial credit is given to both sides and in many cases nature and nurture are given equal weight. With animal training it is often questioned if the training and shaping is the cause of a behaviour exhibited by an animal (nurture), or if the behaviour is actually innate to the species (nature). Instinctive drift centers around the nature of behaviour more so than learning being the sole cause of a behaviour. Species are obviously capable of learning behaviours, this is not denied in instinctive drift. Instinctive drift says that animals often revert to innate (nature) behaviours that can interfere with conditioned responses (nurture).

Examples in Nature
Instinctive drift was found to occur via experiments conducted on various species in nature. Experiments have been conducted such as the one by Keller and Marian Breland. As previously mentioned, they worked with racoons and taught them how to deposit money into a bank machine. They concluded that this action was actually instinctive as raccoons dip their food in water and manoeuvre it with their paws. A similar experiment was conducted on pigs. In this experiment, a pig was trained to insert wooden coins into a piggy bank. The pig over time began to throw the wooden coins up and down with their snout and play with them. This is a normal behaviour seen by pigs in nature and is referred to as rooting. It was concluded that digging by the dog was an instinctive behaviour performed when trying to get warm or stay cool, to bury valued items, and to entertain themselves. The following are examples of instinctive drift by various species and all actions by these species could be explained by means of innate, instinctive behaviours.

Evolution and Instinctive Drift
Instinctive drift can and should be discussed in association with evolution. Evolution is commonly classified as change occurring over a period of time. Instinctive drift says that animals will behave in accordance with evolutionary contingencies, as opposed to operant contingencies of their specific training. Evolutionary roots of instinct exist. Evolution of traits and behaviours occur over time and it is by means of evolution and natural selection that adaptive traits and behaviours are passed on to the next generation and maladaptive traits are weaned out. It is the adaptive traits of species over time that is exhibited in instinctive drift and that species revert back to that interferes with operant conditioning. Much knowledge on the topic of evolution and natural selection can be credited to Charles Darwin. Darwin developed and proposed the theory of evolution and it was through this knowledge that other subjects could be better understood, such as instinctive drift.

Review
I think your bibliography is good so far however I think a few more sources would be beneficial to support your paragraphs as even with your contributions, the article is still low in references. I think your lead paragraph needs more sources to support some of the statements that you've made such as the definitions of operant conditioning. Operant conditioning isn't just learning from reward or punishment, it involves positive/negative reinforcement, extinction, positive/negative punishment, chaining, shaping and trial and error. The word reward must be used carefully as it isn't used in many of the mentioned paradigms. There are a few run on sentences and grammatical errors however this is only a draft and you seem to be on the right track otherwise. I also think you need to expand on the last 3 sentences of your origins section. I think it would be beneficial to add how they came to the conclusion that the behaviour they observed was instinctual ie. did they observe it? Otherwise, great start, good layout! Yellow Martin (talk) 01:03, 24 October 2017 (UTC)

title: User:Tcb604/sandbox


text:
K. S. Nabi

Kazi Shahidun Nabi was a Bangladeshi lawyer who served as the 9th Attorney General of Bangladesh from 1996 until 1998. He died on July 8, 2018, in his Dhanmondi Residence in Dhaka.

Career
Nabi was called to the bar at Lincoln's Inn, London in 1961. He served as a faculty member of Central Law College in Dhaka. He was enrolled to Bangladesh Supreme Court in 1986.

In the Seventh National Parliamentary Elections in 1996, Nabi was a candidate of Bangladesh Awami League from the Munshiganj-1 constituency and lost to A. Q. M. Badruddoza Chowdhury. He served as the chairmen of the Bangladesh Bar Council during 1996–1998.

In 1999, Nabi served as the lawyer of Bangladeshi businessman Aziz Mohammad Bhai after he was arrested by the Special Branch of police in the allegation of being involved in film actor Sohel Chowdhury's murder, using women in smuggling and supply of secret government information and documents abroad.

Personal life
Nabi is the son of one of the cousins of Humayun Rashid Choudhury, former speaker of the Bangladesh National Parliament.

title: K. S. Nabi


text:
Film editing/Analyzing film dailies/Morning Coffee

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

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

"Morning Coffee"

 * Like the previous scene, this is a simple scene which is great for practicing dialog editing.

 * The motion picture

 * The scenes of the family reunion are from a motion picture which was made based on a popular television show. The family reunion takes place about ten years after the end of the TV series and all of the children have grown up and left home.  Now they return for one last family gathering in the old house.

 * The characters

 * In this scene, we learn about the youngest daughter who has returned from Europe. Early the next morning, the mother and the daughter have a conversation over coffee.

 * The story

 * The daughter cannot sleep because of jet lag so she is up making coffee. However, she is not making the normal coffee but rather she is making a special coffee for herself.  She offers her mother a cup from Switzerland and they sit down and talk.  The mother tells of her life, getting married and raising a family while she was very young.  The daughter wonders what she should do with her life.

 * The challenge

 * In this story, the mother and the daughter have a simple converstion. Your challenge is to keep the conversation flowing as naturally and warmly as possible.  Therefore, your major task is to get the dialog to flow naturally.

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

Edit this scene

 * Loan only

 * This disk is available from your instructor for a one month loan.

 * The Overview Movie

 * Start by looking at the overview movie. You need QuickTime Movie Player to view this movie (and the dailies.)  The overview movie shows you the more important parts of the film dailies in chronological order.

 * Transfer the dailies

 * Copy the dailies (not the overview movie) to your hard drive. If necessary, convert the dailies to whatever format your editing program prefers. This will probably require QuickTime Pro.  Import them into your editing program.

 * Edit the scene

 * Start by looking for the best audio. Once the audio (along with the picture) is edited and lock the audio.  Then simply roll the picture edits to find the best visual transition.  (Note: See below for some special written instructions.  I reviewed these instructions and found a few of the frame numbers are incorrect so be careful.)

 * Music needed

 * Only a small amount of music is needed. Can you see where?  Maybe even a Swiss yodal.

 * Submit your finished scene
 * This scene is worth 10 points without music and 20 points additional for the music. @undefined  [[Image:Crystal Clear app xfmail.png|24px]]

 * style="width: 50%; background-color: #ffff77; border: 1px solid Red; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |
 * style="width: 50%; background-color: #ffff77; border: 1px solid Red; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Analyze the Dailies

 * Extra rehearsal time on the set

 * Notice that all of the first shots are of the mother. The mother does all of her lines before the daughter.  The daughter is not as experienced as the mother so the daughter is still practicing her lines while her back is to the camera.  If the daughter makes any mistakes, the audience will not know about the mistake when the camera is pointed at the mother.

 * Above all, notice how few takes are necessary for this scene. The actors are very well prepared for filming the scene.  Compare this with filming you have done.  Are your actors as well prepared BEFORE you begin filming?

 * style="width: 50%; background-color: #f0fff0; border: 2px solid Green; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Special Written Instructions

 * Download special editing instructions for "Morning Coffee".

 * To learn more about editing this scene, you can download step-by-step PDF instructions. These instructions are not on the disk.

 * The Star Movie Shop prepared these step-by-step instructions which you can download at http://www.starmovieshop.com/pdfs/m_coffee.pdf. I think that you will want to download these instructions and print them out before you begin editing the scene.  (Please note!  I looked at the instructions and found at least one error so be careful. Not all the frame numbers are accurate.)

 * }

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

The next scenes

 * Next are a series of scenes about the store keeper, his wife and their run-away daughter.

 * The scenes about Amy on the disk "24 Unedited Scenes" DVD-Data disk [[Image:Crystal Clear action forward.png|24px]]

Contact your instructor

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

 * }


text:
Category:People associated with the London Academy of Music and Dramatic Art

People associated with the London Academy of Music and Dramatic Art, London, England.


text:
Talk:2009–2010 Massachusetts legislature

Wikidata list
List of members of the 2009–2010 Massachusetts legislature in Wikidata: < https://w.wiki/37uF >. -- M2545 (talk) 14:39, 15 December 2020 (UTC)


text:
User:Danny1loo

I am currently a student of languages and literature. I hope that I will soon have a degree in English, Spanish and Portuguese, which is my mother tongue, by the way. I am Brazilian and a good speaker of English and Spanish. I also speak some French.

title: User:Danny1loo


text:
Philosophy of History/Civilization, Cultural Diffusion, and Innovation

Bradley Commissioner, William H. McNeill, discusses implications of the theme "Civilization, Cultural Diffusion, and Innovation."

The central theme of human history on earth is the accumulation of human skills and power over nature and over one another. This is the overriding theme of the history of the world. I believe history is the story of how one group of humans invented-then exploited-new techniques and ideas to attain superior power; of how that spread to other peoples across time until some new people, somewhere else, bringing new skills and ideas to bear, improved upon the first model and became in turn a center of radiation of their patterns of skill-and so on ad infinitum, with a plurality of centers arising very soon within the varied face of the earth, down to our own time. And now we have seen first the U.S. and then Japan take industrial primacy-and may be about to see Japan dethroned in its turn by other Pacific Rim countries. This theme of the accumulation of human skills and power, of Civilization, Cultural Diffusion, and Innovation, must be included in any history course. It is the human story on Earth.

The story is relatively straightforward: human beings first became the most efficient hunters and moved to the top of the food chain in ancient Africa by learning to use tools-and, probably, by using languages to assure cooperation and to sharpen observation. Next they learned to use animal skins to keep warm in colder climates, and so spread rapidly round the earth. This was a geographic shift without parallel in biological evolution.

Then, in agriculture human being in different parts of the world began to acquire knowledge of various plants and skills of cultivation. A noticeable series of improvements in agriculture occurred thereafter: from slash-and-burn to permanent fields with the plow and fallowing. Then there was the diffusion of crops from one part of earth to another, including as the most dramatic, the spread of American food crops after 1500.

The story of human expansion within the ecosystem is quite familiar. However, it is necessary to put the main landmarks together into a time pattern, and explain how they fit together into a pattern of increasing human power over nature, allowing larger and larger numbers of human beings to live at the same time on the surface of the earth. Yet it is also a story with setbacks, for instance: the salting of early irrigation fields or the erosion of the Mediterranean.

A goal of history is to show the consequences that flowed when people and ideas crossed previously insulating barriers from time to time. Of course other dimensions of human experience in the natural world could be added: the impact of infectious disease, for instance; the diffusion of skills; or the emergence first of a series of civilizations, then of an ecumenical interactive whole, beginning about 1,000 A.D.

An Example of how Civilization, Cultural Diffusion, Innovation might be stranded through the Elementary:

K: Children of Other Lands and Times Colonial children in America, pioneer children, children in Ancient Egypt, children in medieval Europe

1. Families Now and Long Ago Sumerian family, Roman family, family in feudal Europe and Japan, modern families in USA

2. Local History: Neighborhoods and Communities (adapt to your location) historic landmarks, oral history, field trips to historical museums

3. Urban History: How Cities Began and Grew life in colonial communities in NE, MW, SE, SW, FW; life in rural community in 1800s; growth of cities, suburbs; historical past of selected cities in USA today; history of selected cities of the world

4. State History and Geography: Continuity and Change early colonization of our state, growth of cities in our state, innovations in our state that have spread to other states, ideas from other cultures that have come to our state

5. National History and Geography: Exploration to 1865 cultures of American Indian groups, early American colonial settlements, growth of cities in our country, ideas explorers and colonists brought with them

6. World History and Geography: The Growth of Civilization Aztecs, Mayas, Incas; ancient Sumer, Egypt, Indus River Valley; Greece and Rome; development of cities in Indus Valley, Latin America, Sumer; Songhai, Mali, Benin of Africa; medieval civilizations of Europe, Africa, Asia.


text:
Talk:Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaab

Improve Context
It would be nice if this article were put into better context. When I read it, I feel as though I should have read something that comes just before this, but there is no clear reference to whatever it is I'm missing. --Jimmytharpe 17:54, 29 January 2007 (UTC)

This is one page of an experiment...
As far as I know, Wikiversity does not allow for dynamic pages created by instructors as part of a lesson or quiz.

Therefore, this page was part of an experiment in branching to create a custom-built storyboard. The storyboard had 12 levels (12 pieces of dialog.) Each choice had an average of two possible answers (many more at the beginning). Rather than dynamically calculate the items for each page, I tried to create all the pages.

This proved impractical. When I started, I obviously did not have my thinking cap on. 12 levels with two options each is 2 to the 12 power which is about 4,000 pages. I stopped after a dozen pages.

To try this out, I created the pages for when the answer to the question was picture "A". Hence the names of the page "aaaab". Obviously, the previous page is "aaaa". So on up the chain.

It is impractical to complete this (the 4,000 pages). Therefore, I must find a way to use a database of pictures and to develop a way of calling the pictures depending on the level that I am at. If anyone knows a way to access MySQL directly from the Wiki language, let me know. Robert Elliott 00:01, 30 January 2007 (UTC)


text:
Puerto Limón, Putumayo

Puerto Limón is a settlement in the municipality of Mocoa, in the Putumayo department of Colombia.

Climate
Puerto Limón has a wet tropical rainforest climate (Af) with heavy rainfall year-round.

title: Puerto Limón, Putumayo


text:
Romanian/Lesson 2

GENUL / The Gender
Romanian nouns are divided into three genders (genuri). They are masculine (m.), feminine (f.), neuter (n.).

Romanian pronouns and articles are only masculine and feminine. When needed for neuter nouns, they use the masculine singular form and feminine plural form.

Pronumele Personale / Personal Pronouns
In Romanian there isn't a neuter pronoun for inanimate things. Either el or ea is used, depending on the gender of the noun. Ei is used when at least one of the beings referred is masculine. Use ele only when all beings referred to are feminine and/or neutre.

Pronumele de politeţe / Polite pronouns
Remember when writing to capitalise Dumneavoastră. This pronoun always demands its verb to be at the 2nd person plural form. The singular form of the verb may be perceived as disrespectful, even rude.

Colloquial
These pronouns don't require the verb to be at the plural form, though this is considered more respectul. The pronouns themselves are more polite than tu, but less polite than Dumneavoastră.
 * dumneata / mata / matale - you (sg.)

Articolul nehotărât / The Indefinite Article
The indefinite article in Romanian precedes the noun.

Because neuter nouns function as masculine in the singular and feminine in the plural, they take the indefinite article "un/unui."

Male
 * un copil (m., a child)
 * nişte copii (m., some children)
 * un bărbat (m., a man)
 * nişte bărbaţi (m., some men)

Neuter
 * un tablou (n., a painting)
 * nişte tablouri (n., some paintings)
 * un tatuaj (n., a tattoo)
 * nişte tatuaje (n., some tattoos)

Feminine
 * o casă (f., a house)
 * nişte case (f., some houses)
 * o femeie (f., a woman)
 * nişte femei (f,. some women)

Feminine nouns take their plural forms in the singular genitive/dative case.

 * casa unui bărbat (a man's house)
 * casa unei femei (a woman's house)
 * casa unor bărbaţi (some men's houses)
 * casa unor femei (some women's houses)

Articolul hotărât / The Definite Article
The definite article in Romanian is enclitic (it is attached to the end of the noun).

For masculine and neuter nouns, the article is simply added to the end of the word. Note that in everyday speech, the 'l' is often left unpronounced. For instance, bărbatul (the man) would be pronounced bărbatu.

For feminine nouns, the last letter changes to a. In the genitive, "i" is added to the plural form of the noun.

 * Singular, m. & n.: +l (the). The article has a u (called prosthetic) between it and the noun.
 * bărbat (m., man) - bărbatul
 * savant (m. scholar) - savantul
 * tablou (n., painting) - tabloul
 * Singular, m. & n., ended in e: +le (the).
 * câine (m., dog) - câinele
 * Singular, .f: -a (the).
 * femeie (woman) - femeia
 * portocală (orange, the fruit) - portocala

 * Plural, m.: +i to the indefinite plural form
 * bărbaţi (men) - bărbaţii
 * Plural, f. & n.: +le to the indefinite plural form
 * femei (f., women) - femeile
 * portocale (f., oranges) - portocalele
 * tablouri (n., paintings) - tablourile

Genul / The Gender
Romanian nouns are divided into three genders (genuri). They are masculine (m.), feminine (f.), neuter (n.).

Numărul / The Number
The nouns of neutre gender may bear a masculine article in their singular form and a feminine article in their plural one.

Singularul / The Singular
Masculine singular nouns and neuter singular nouns generally end in:
 * a consonant: om (m., man), copac (m., tree)
 * -u: ou (n., egg)
 * -e: rege (m., king)
 * -ă: tată (m., father)

Feminine singular nouns generally end in:
 * -ă: copilă ([little] girl)
 * -e: femeie (woman)
 * -are: floare (flower)
 * -ere: distrugere (destruction)
 * -ire: convertire (conversion)
 * -siune: sesiune (session)
 * -ţie: producţie (production)
 * -ţiune: naţiune (nation)
 * -ziune: televiziune (television)

Pluralul / The Plural
Masculine plural:
 * ending in vowel change ending to i:
 * câine (dog) -> câini
 * ending in consonant: +i:
 * nor (cloud) -> nori
 * poliţist (policeman) -> poliţişti

Feminine plural:
 * ending in -ă change ending to -e
 * copilă ([little] girl) -> copile
 * fată (girl) -> fete
 * fereastră (window) -> ferestre
 * profesoară (female teacher) -> profesoare
 * ending in -ă change ending to -i
 * uşă (door) -> uşi
 * maşină (car) -> maşini
 * stradă (street) -> străzi
 * bancă (bank) -> bănci
 * ending in -e: change ending to -i
 * carte (book) -> cărţi
 * clădire (building) -> clădiri
 * femeie (woman) -> femei
 * noapte (night) -> nopţi
 * pasăre (bird) -> păsări

Neuter plural:
 * +e:
 * calculator (computer) -> calculatoare
 * creion (crayon) -> creioane
 * oraş (town, city) -> oraşe
 * scaun (chair) -> scaune
 * telefon (phone) -> telefoane
 * televizor (TV set) -> televizoare
 * ziar (newspaper) -> ziare
 * verb (verb) -> verbe
 * +uri:
 * radio (radio station, radio receiver) -> radiouri
 * sens (meaning) -> sensuri
 * tren (train) -> trenuri
 * zid (wall) -> ziduri

Orthographic changes

 * -ea- add +i >>>> -e-
 * -oa- add +i >>>> -o-
 * -d add +i >>>> -z
 * -t add +i >>>> -ţ
 * -s- add +i >>>> -ş-
 * -st- add +i >>>> -şt-

 * -a- add +e >>>> -e-
 * -e- add +e >>>> -ea-
 * -o- add +e >>>> -oa-
 * -î- add +e >>>> -i-

< Previous Lesson | Next Lesson >

title: Romanian/Lesson 2


text:
Senator Leland

Senator Leland may refer to:

 * Burton Leland (1948–2018), Michigan State Senate
 * Phineas W. Leland (1798–1870), Massachusetts State Senate
 * Sherman Leland (1783–1853), Massachusetts State Senate

title: Senator Leland


text:
viool

Etymology
From, from , from.

Noun

 * 1) a  string instrument.

Etymology 1
Borrowed from, from. .

Noun

 * 1)  violin, fiddle

Etymology 2
From, older , from , from , from.

Noun

 * 1)  Any violet, an ornamental fragrant plant of the genus Viola (including the pansy).

title: viool


text:
User:Rajputmaneshchouhan

Rajput Manesh Chouhan Is a Digital Creator, Social Media Influencer, Digital Marketer and Blogger He is Primarily Know For His Blog Writing Skill.

title: User:Rajputmaneshchouhan


text:
KIMEP University

KIMEP University (formerly: Kazakhstan Institute of Management, Economics, and Forecasting) is a private university founded in 1992 in Almaty, Kazakhstan.

History
KIMEP was founded in 1992 under the instructions of then-President Nursultan Nazarbayev. Its campus in south-central Almaty occupies the premises of the former Higher Party School of the Communist Party of Kazakhstan. It was among the first private institutions of higher education founded in the former Soviet Union. Nazarbayev appointed Chan-Young Bang, his former economic advisor, as the institute's first executive director.

The first MBA and MA in Economics programs were launched in 1992 and the MPA program began enrolling students in 1993. The first class, consisting of 81 MBA and MA students, graduated from KIMEP in 1994.

In 1998 the International Executive Center was created with the help of McGill University, Montreal, Quebec, Canada. In 1999 KIMEP introduced its first four-year bachelor programs in Business Administration and Social Sciences. 424 students enrolled in the undergraduate program.

In 2001 KIMEP became the first institution in Central Asia to implement an American-style course credit system for all academic programs.

Over the course of the decade, KIMEP launched new master's degrees, a Doctor of Business Administration program, a leadership certificate and many professional programs. Enrollment increased tenfold, thus the campus saw significant renovation, including the addition of a new library, an academic building and a gym.

In 2000, Chan-Young Bang became president of KIMEP, a position he still holds today. In 2004, KIMEP became a private, non-profit educational institution, with a 60% stake held by Dr. Bang and a 40% held by the Ministry of Education and Science of the Republic of Kazakhstan.

In 2008 the institute awarded nearly 600 bachelor's degrees and 152 master's degrees.

On January 26, 2012 the institution was renamed to KIMEP University.

Divisions and programs
KIMEP has four academic colleges and two learning centers:

Colleges
The Bang College of Business (BCB) is the oldest (since 1992) and largest college within KIMEP University and offers Bachelor of Science degrees in Management, Marketing, Finance, Accounting and Business Information Systems, Master of Business Administration as well as Masters and PhDs degrees in management, marketing, accounting and finance areas. In 2022, the Bachelor in Finance program received the European Foundation for Management Development Program (EFMD) accreditation, making BCB the first and only business school to have received the EFMD program accreditation in Kazakhstan and Central Asia.{https://www.efmdglobal.org/accreditations/business-schools/efmd-accredited/efmd-accredited-programmes/} Dr. Nejat Capar serves as the Dean of the Bang College of Business.

The College of Social Sciences (CSS) consists of four departments:

 * Department of Economics
 * Department of International Relations and Regional Studies.
 * Department of Media and Communication
 * Department of Public Administration

It offers bachelor and masters’ degrees in: economics, international relations, journalism, public and municipal administration, PhD programs in economics and in public administration and dual degree programs with Humboldt University Berlin (Master of Economics and Management Science) and with Yonsei University (Master of Global Affairs and Policy).

The Department of International Relations is member of an international consortium that offers a joint Erasmus Mundus international masters’ degree in Central & East European, Russian & Eurasian Studies.

Prominent faculty members at CSS are Nadeem Naqvi, PhD, Francis Amagoh, PhD, Aigerim Kalybay, PhD, and Dr. Gulnara Dadabayeva. Dr. Gerald Pech serves as dean of the College.

The School of Law, established in 2010, is a Member of the International Association of Law Schools. It offers two undergraduate Law degree programs: a Bachelor of Laws (LL.B.) and a Bachelor of International Law (B.I.L.). Each program has a minor in Public Law and in Private Law. Both may lead to eligibility to practice law in Kazakhstan. The programs also feature required Experiential Learning in the KIMEP Legal Clinic, Ask-A-Lawyer Project and/or international moot court and moot arbitration competitions. The Law School offers a Master of Laws (LL.M.) degree with tracks in either International Commercial Law or International Human Rights Law. The current Dean is Richard Linstrom, J.D.

The College of Humanities and Education (CHE) was established in 2019. The College offers four bachelor's degree programs: Two Foreign Languages (TESOL), Translation Studies, Cognitive Science, and Psychology; and three graduate programs:  MA in Foreign Languages (TESOL) and MA in Education Policy and Management, PhD in Education Policy and Management. The CHE also offers the English Foundation, Academic English and General Education courses.

The founding and current dean of the College is Juldyz Smagulova, Ph.D.

Learning Centers
The Language Center offers the English language foundation course, which most students must take upon entry to KIMEP. The Language Center teaches courses in English, Russian, Kazakh, Chinese, Korean, German. It offers a master's degree in teaching English as a second language (MA in TESOL). First-year undergraduates at KIMEP take interdisciplinary courses from the Language Center as a part of the general education program.

In addition, KIMEP has an Executive Education Center (EEC), which offers certificate courses and professional development programs to adults and professionals in Almaty. It offers courses to high school students preparing them for the KIMEP entrance examination.

Rankings
In 2019, the Independent Quality Assurance Agency of Kazakhstan (IQAA) named KIMEP the best universities for humanities and economics in Kazakhstan.

License and attestation
KIMEP has a license to offer academic programs from the Ministry of Education and Science of the Republic of Kazakhstan.

KIMEP is in the process of applying for accreditation at international accreditation agencies. The Bang College of Business has received regional (level II) accreditation from the Asian Forum on Business Education, making KIMEP the first academic institution in Central Asia to receive this honor. The Department of Public Administration received accreditation from the European Association for Public Administration Accreditation.

In 2019 the university received an Institutional Accreditation from Foundation for International Business Administration accreditation (FIBAA) until 2025.

Campus
KIMEP's campus in south-central Almaty occupies the premises of the former Higher Party School of the Communist Party of Kazakhstan. It includes three main academic buildings, a library, sports center, dormitory, various fields, benches and other facilities.

Library
The Olivier Giscard d'Estaing Library (OGEL), named after the founding dean of INSEAD, has the largest English-language collection in Central Asia (approximately 64,000) in addition to large Russian and Kazakh collections (approximately 36,000 total). The main collection specializes in publications on business, social sciences, law and languages. It offers KIMEP students access to several electronic libraries and resources. The library has space for studying, an electronic resources laboratory and a large computer room. OGEL librarians have created a major database of reference materials on Central Asia, which they continually update.

Sports Center
In November 2010, KIMEP opened a new Sports Center. The 325-square-meter facility includes a basketball court, two fitness rooms and a yoga studio. Beginning in 2011, the Sports Center offered a variety of curricular and extra-curricular courses to students. Students have free access to the facility, which is open six days a week.

ExxonMobil Media Center
In October 2009, KIMEP launched a media laboratory for its journalism students. The facility was named the ExxonMobil Media Center after ExxonMobil Kazakhstan, which donated US$44,000 to pay for the center's equipment. The digital equipment enables students to work with internet publications, digital photography, cinematography, sound, editing, and advertising.

Student life
About 3,000 students enrol to KIMEP each semester. Roughly 50% of KIMEP students come from outside Almaty. International and exchange students enrol from more than 25 countries, including China, India, Kyrgyzstan, Peru, South Korea, Spain, Tajikistan, United States, and Uzbekistan.

The KIMEP Students Association is a student-elected body to represent the interests of students to the administration. The KSA participates with full voting rights on all management committees. The KSA is also responsible for organizing and providing funding for all student clubs at KIMEP.

There are more than 30 student clubs at KIMEP, including the Kimep Fashion Industry, eClub (Entrepreneurship Club), KIMEP Times, Kimep Voice, Future Business Group, KIMEP Film Society, Intellectual Debate Club, Math Club, Luca Accounting Club, Zhas Kenes Charity Group, CrEAteam and KVN. In addition, there is a weekly English Club.

The Leadership Development Program invites guest lectures from the business, politics, and academia in Kazakhstan and around the world to speak to students about personal development, leadership, and other issues.

Alumni
So farwhen? KIMEP has graduated more than 15,000 alumni. The KIMEP Alumni Association organizes events and networking for alumni of all programs. KIMEP alumni tend to work in the private and public sectors. According to a 2022 study, 93% of KIMEP graduates had full-time employment within six months of graduation.

Notable alumni include:

 * Alikhan Smailov, Prime Minister
 * Asset Irgaliyev (BAE 2008), The Chairman of Agency for strategic planning and reforms
 * Asel Karaulova (MBA 1994), President of Press Club of Kazakhstan
 * Rinad Temirbekov (MBA 1999), Director of Eurasia Foundation, Kazakhstan
 * Galina Umarova (MPA 2000), Vice President of Air Astana
 * Gani Uzbekov (MA 1997), Founder and CEO, S1LK
 * Dana Inkarbekova (MBA 1995), Country Managing Partner, PricewaterhouseCoopers
 * Aigerim Khafizova (BSSPS 2010), Founder and CEO, Edgravity
 * Saken Zhumashev (MBA 2007), Country Managing Partner, KPMG
 * Aizhan Suleimenova (BAIJ 2014), Chief Editor, Forbes Women Kazakhstan
 * Aisha Shaya (BSS 2008), Co-founder, The Neue

Faculty and research
KIMEP has over 200 faculty members coming from more than 40 countries. KIMEP has 84 instructors, 77 of which have PhDs.

Notable faculty members include:
 * Amin Aloysius Ajab, Chair of the Economics Department, economics and development scholar, former deputy director and Head of Training at the United Nations African Institute for Economic Development and Planning (IDEP)
 * Zhuldyzbek Abylkhoznin, a scholar of Kazakhstan History;
 * John JA Burke, former Rector and Professor of Law of the Riga Graduate School of Law, Latvia
 * Nadeem Naqvi, former chief economist at the World Bank Johannesburg.
 * John Dixon, public policy scholar.
 * Zhenis Kembayev, scholar of Public International Law, Law of the European Union and Constitutional Law of Kazakhstan, expert in the field of regional integration theory and regional integration processes in the post-Soviet states
 * Gavin Kretzschmar, PricewaterhouseCoopers Chair of Accounting, co-serves as Director of Finance and Risk at the University of Edinburgh, formerly the Finance Director of Standard Bank (SA) Retail
 * Kanat Kudaibergenov, mathematician
 * Tomas Balco, a tax expert and founder of the Central Asian Tax Research Center at KIMEP
 * Roman Podoprigora, frequent consultant to the Supreme Court and Ministry of Justice of Kazakhstan; Deputy Chair, Financial & Tax Law Research Institute, since 2008.
 * Vassily Voinov, statistician.

Partner universities
KIMEP has active partnerships with more than 95 universities globally. Last academic yearwhen?, 175 KIMEP students enrolled in study abroad programs, while KIMEP hosted more than 300 international students. Some of KIMEP's partner universities are:

KIMEP has established several dual-degree programs with universities outside of Kazakhstan. These include:
 * Humboldt University Berlin, Germany (MA Economics/MSc in Economics and Management Science)
 * University of Glasgow, UK (MIR/Master in Russian, Central and Eastern European Studies)
 * IESEG School of Management/Catholic University of Lille, France (MBA/MIB)
 * EM Strasbourg Business School/University of Strasbourg, France (BSc Business & Accounting/Bachelor in European Management)
 * Yonsei University, South Korea (MA Economics/Master in Global Economy & Strategy, MIR/Master is Global Affairs & Policy, MIR/MA Korean Studies, MIR/Master in Global Economy & Strategy)

Controversies
In 2006 certain former faculty members published letters accusing the university of corruption and cronyism. In a letter to the Chronicle of Higher Education, the former faculty members claimed contracts and salaries were "compromised" at the institution. Former faculty published another letter in the opposition newspaper Respublika which accused several administrators of professional misconduct and lack of qualifications. The letter addressed the awarding of KIMEP tenders to USKO, a company chaired by Dr. Bang.

Responding in the same newspaper, Bang claimed that the accusations by the former faculty were not true. He noted that in 2006, 95% of KIMEP employees said they would recommend the school as a good place to work. He said four faculty members were regrettably fired because "their actions did not correspond to the mission and goals of the institute". He noted that those faculty members who left KIMEP voluntarily usually did so for personal reasons or because their time in Kazakhstan had come to a scheduled end. The letter also pointed out that out of eleven on-going or recently completed construction projects at KIMEP, only two were done by USKO, and that all such projects at KIMEP are examined by an independent committee.

In September 2010, the Ministry of Education and Science issued a decree showing an intention to suspend KIMEP's license for six months. The Ministry cited technical issues such as student-teacher ratio, classroom sizes and the templates of diplomas for the suspension. KIMEP filed an appeal against the suspension in Astana and continued to operate. Observers pointed out that the university had been operating for almost two decades and suggested that the sudden emergence of this problem after such a long period was politically motivated. Two weeks later, the Ministry fully reinstated KIMEP's license, stating that all violations had been resolved. Zhansit Tuimebayev, the Minister of Education and Science who had issued the suspension of KIMEP's license, was moved to a different government position and replaced by Bakhytzhan Zhumagulov.

title: KIMEP University


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Portal:Engineering and Technology/Things you can do

 * Create audio files, like Blues basics for use as background music in cisLunarFreighter
 * Create Foley Effects like Rocket Engines at liftoff and thrusters when manuevering cisLunarFreighter


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Adobe Photoshop/Workspace

The Photoshop Workspace
The image below is a screenshot of Photoshop's default workspace. There are seven key elements of the default workspace, keep in mind that you can change the workspace to better suit your needs. The first key element is the canvas (not labeled), the canvas is the editable white area where your artwork is displayed. The next thing you'll notice is the menu bar, these menus are where you'll find all the functionality of photoShop. You'll be learning more about the functions found in these menus in a later lesson. To the left of the screen is the tools palette. As the name implies, the tools palette contains various tools found in Photoshop, as well as basic view and color controls.

To the right of the screen is the navigator window, the navigator can be used to move around the canvas. In most cases, the navigator will not be needed. However, you might find use for it when working with especially large images. Below the navigator window is the color window, which can be used to quickly mix colors and get colors from swatches. Another key element in the workspace is the history window, this window is very helpful for undoing mistakes and keeping track of which edits you have performed. Lastly, you'll see the layers window, this is a critical part of the photoshop workspace, it helps you manage all the layers in your artwork. We'll be discussing how to use the layers window and the concept of layered editing in another lesson.

title: Adobe Photoshop/Workspace


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Concept Classification/Skill Builder Practice

Back to Topic: Instructional Design > Cognitive Menu > Concept Classification > Define >  Learn >  Teach >  Routine >  Power >  Try >  References

Try it !
Your task is to teach a concept in no more than one paragraph. Pick a concept (a person, place, thing, or idea), develop your solution using the model in this lesson, and add it below.

 * I will teach you about Sushi. As you might already know, Sushi is a type of Japanese food. Sushi always consists of vinegared rice and one or a couple of ingredients such as raw fish or an omelet. There are mainly two types of Shushi: Maki and Nigiri. Maki means roll, so Maki Sushi is also called Roll Sushi. Maki Sushi always consists of one or a couple of ingredients wrapped by vinegared rice which is wrapped by dried seaweed. Now, what about Nigiri Shushi? Nigiri means grasp. So, the vinegared rice for Nigiri Shusi is grasped to form a rice ball. In some cases, the side of rice ball is covered by dry seaweed, but often the rice part of Nigiri Sushi is a simple rice ball. Nigiri Sushi always consists of the rice ball and one or a couple of ingredients put over the rice ball. Now, you need to be careful about the difference between Don and Nigiri Sushi. Don is a type of Japanese food consists of rice, sometimes vinegared rice, and one or a couple of ingredients put over the rice. It is similar to Nigiri Sushi in this sense, but the amount of rice used to make Don is much larger than the amount of rice used for Nigiri Sushi. While the rice part of Nigiri Sushi is a small rice ball, the rice part of Don generally fill the half of bowl. Yes, Don means bowl. Kei (discuss • contribs) 14:01, 20 February 2014 (UTC)

 * A stay at home mom wants to teach her young child the difference between a house cat and the larger cats that are at the zoo. The points out their house cat for the prototype. The mom focuses the child on the specific defining elements of their house cat. Snuggle is small. You can pick up Snuggle. Snuggle has a pink nose. She pulls out photographs of the neighborhood cats and dogs. She shows the young girl images of cats to discriminate. She shows a picture...this is a cat...this is a cat...this is a cat...this is not a cat...this is a dog. Then, when they go to the zoo the next day they go visit the Afrian Serval--the generalizes for the young girl--this is a cat. She visits the tiger--this is a cat---. They visit the lion---this is a cat. The next day they go through various cards of both cats and other animals that also include house cats and also wild cats. Through the picture cards the young girl flips and points, this is a cat. The mom is there to give immediate feedback when the young girl mislables the animals. gdysard 21:38 (EST), 15 February 2014
 * When teaching inclined plane problem in physics, there is only one thing that MUST exist: an incline with a mass on it (prototype). Any problem that does not involve an incline is not an inclined plane problem (discrimination). There are many types of inclined plane problems: the mass on the incline can be at rest, moving at a constant velocity, or accelerating. The mass may be staying still, moving up the incline, or moving down the incline. As long as there is a mass and an incline, these variable characteristics do not exclude it from being an inclined plane problem (generalization). There are 14 types of inclined plane problem possibilities, and by knowing key pieces of information (1. Is the object at rest, constant velocity, or accelerating? 2. Is the object staying still, moving up the incline, or moving down the incline? 3. Is friction present?) you can develop algorithms for solving the problem. When first presenting these to my students, I spend much time showing them how to recognize those three key pieces of information. We then practice problems together with myself giving feedback, followed by them practicing in groups with their peers giving feedback, and finally practicing on their own using our online homework system that provides immediate feedback electronically (and provides an unlimited number of tries). I facilitate encoding by using diagrams, labeling parts on the diagrams, and helping students to identify the critical characteristics of these types of problems. Smccorma 02:49, 3 February 2012 (UTC)smccorma

 * Concept lesson: What is a metaphor?

 * 1. Present the prototype: The lake was glass. 2. Prompt discrimination: Why is this a metaphor? What is the sentence doing with its component parts? Present definition: a sentence or phrase that links two non-alike things as though they are alike. 3. Establish critical characteristics with matched nonexample: The lake was like glass. Is this a metaphor? Why or why not? Present definition of a simile: a sentence or phrase that compares two things using “like” or “as.” 4. Promote generalization: present critical characteristics via examples diagrammed to show link between non-alike things (e.g., “Life is a box of chocolates.”) and nonexamples diagramming comparisons between things. (e.g., “Life is like a box of chocolates.”) 5. Practice with feedback: Encode by having learners 1.) diagram links between nonalike things (examples) and comparisons (nonexamples) and answering the question: is this a metaphor?); offer immediate feedback on learner choices. 2.) create their own metaphors; offer immediate feedback to reinforce generalization. Kevmcgra 20:44, 3 February 2012 (UTC)

 * Concept of a Prototype.

A prototype is a test example of a product. The prototype is often the first physical formation of a product. For example, before a vacuum cleaner is placed on the market, it may be prototyped several times. That means that one vacuum cleaner will be manufactured based on a design plan. After the prototype has been created, it will be evaluated to see how well it works. Changes to the design and/or materials used may be suggested. A product may go through many prototypes before the final product is put on the marker. After each prototype of the vacuum is created and evaluated, a new prototype is created that incorporates the changes that need to be done based on the previous evaluation. A prototype will often use cheaper materials or processes than will the final product. A prototype is sometimes called a “model”. However, a model is usually a finished representation of the product; the one that will go to market. Aabrell 01:47, 4 February 2012 (UTC)

 * Concept of a Proper Noun

I would present a prototype for a person, place, and thing (e.g., President Obama, Washington DC, and the White House). I would then present some matched non-examples (e.g., man, city, and building). I would ask what makes the first group proper nouns. How do they differ from the common nouns? This will hopefully prompt the class to guess the two key features of a proper noun, that they name a specific item and are always capitalized (discrimination). I would present many more examples to show how proper nouns can vary. Hatch.nicole 04:04, 4 February 2012 (UTC)

 * Concept: squash (vegetable)

(In Chinese, yellow squash is called pumpkin. While the green, lean ones are called differently. "Squash" may be a little bit confusing for Chinese learners of English.) 1. I would show a picture of a yellow, pear-shaped squash (or a real one), and tell students the name "squash". 2. Show pictures of squashes in several other colors or shapes, and ask students whether they are squash. Tell students the correct answer. 3. Present the dictionary definition: any of several types of large gourd common in the US and eaten as a vegetable. And list the characteristics of squash. 4. Show some pictures of squashes in other colors or shapes that haven't be presented before. Ask students whether they are squash. Then give feedback (confirm or correct). 5. Show a picture of pumpkin, and let students guess. Tell them that pumpkin is not squash. 6. Ask students to tell the distinction between squash and pumpkin. Summarize their distinctions. Shuya Xu 05:46, 4 February 2012 (UTC)

 * Teach concept (triangle) to preschoolers

I would like to take an “examples-generality-practice” process to teach this concept.

1).	There should be no better way than showing all types of triangles, of all sizes and colors, to preschoolers at the very beginning. 2). After that I would ask them to generalize the feature of triangle. If they cannot hit the most critical feature—a triangle has three angles, I will present more shapes, a circle, a rectangle, a polygon etc.(nonexamples), and ask them the difference between a triangle and these shapes, and remind them to focus on the number of angles each shape has. 3).	Generalize the feature of triangle, and confirm the concept. 4). Practice includes: find out triangles among several groups of shapes; find out triangles in our daily life; draw triangles; use triangle paper pieces to make collage.Zhaomeng 06:44, 4 February 2012 (UTC)

 * Teaching "Fruits"

I will do prototype - generalization - example - practice. In this case, students already know "vegetables". I would like to start with providing prototypes of fruits such as images of oranges, grapes, and apples that students usually see in their daily lives. The images of prototypes will be followed by a definition of fruits. And then, I would provide a couple images of fruits shuffled with a couple images of vegetables with explanations of what it is and why it is by comparing and contrasting with one another. After this activity, students will be given a task in which they need to take several pictures of what they think is fruits and explain why they are fruits. When they bring those pictures, students will discuss their pictures with their partners and decide if the images are of fruits or vegetables, or something else, and present their pictures with their explanation. I would give informational and motivational feedback. Dablee 21:14, 5 February 2012 (UTC) First, I would present a prototype of the sonnet from Shakespeare's Romeo and Juliet that most of learners may be familiar with. Then, I would give criterion definitions of the sonnet such as 14 lines and rhyme scheme and also give them matched non-examples of sonnet such as other general poetry or lyrics. Then, I would continue to give them other examples of sonnets from various authors from various period of time explaining how the criteria is met with all those different examples. Lastly, I would give them practice opportunity where they need to determine whether given practice examples meet the criteria of being a sonnet and at the same time, they will receive my timely feedback based on their performance.Yeolhuh 21:25, 5 February 2012 (UTC)
 * Concept of Sonnet

 * What is a credit card?

(I may first pass around a collection different credit cards (relatively more), debit cards, as well as charge cards (as prototypes) that I entirely made out of paper and list the overview of each card on the back of the "card", for example, credit line, bill payment terms etc. as prompt for generalization.) A credit card is a type of card that may repeatedly allow users to borrow money or purchase products and services on credit (definition). Credit cards are issued by banks or other businesses such as retailers. For example, Megan Adams has a Bank of America credit card as well as an Amazon credit card with a credit limit of $3,000 on each. Megan can use the credit card to access money up to $3,000 as the limit that she cannot exceed, pay it back and borrow it again when she shops online or pays bills (example). However, credit cards are different from debit cards which are directly linked to a user's bank account, used for buying goods or withdrawal of cash. The amount is taken from a bank account with sufficient balance right after the purchase. Credit cards are neither charge cards (i.e. American Express Charge Cards) that allow no pre-set spending limit while the card holder must repay full balance at the end of each month. (non-examples/discrimination)

(There is practice and feedback at the end to ask the learner to design/customize a credit card for a family member or to allow learners to compare or contrast a list of cards such as credit cards (example; not the one already mentioned in the paragraph above) and other non-credit cards. Informational and motivational feedback will be provided based on the learner's responses.) Y.Zhang 03:11, 6 February 2012 (UTC)

 * Guitar

I’d like to teach a concept of “guitar” following these steps. (1) Prototype formation: I would introduce a concept of guitar in general (probably with some pictures). For prototype formation, a guitar can be introduced as a musical instrument that makes sound by the playing of its strings; (2) Discrimination: Giving some examples and nonexamples together and pointing out why the nonexamples are not a guitar. For example, one of the matched nonexample is a violin. A violin produces sound by a bow across strings, but a bow is not used for playing a guitar; (3) Generalization: To support generalization, I’d provide more information of guitar. For example, guitar sound is projected either acoustically or through electrical amplification. Songd (discuss • contribs) 21:47, 19 February 2014 (UTC)

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