text:
Wikipedia:Reference desk/Archives/Humanities/2017 September 16

= September 16 =

Textual lacunae and a Gnostic text
The well-known Trimorphic Protennoia has a lacuna near the end, a condition that's well attested in lots of sources. But how can we know that it's a lacuna and not merely a scribal error such as haplography or a big (intentional) whitespace in the text? In particular, how do we know that the lacuna is five lines long, as is stated by lots of sources? Unlike poetry, this source doesn't appear to have had standard lines; I expect that saying that it's missing five requires more effort than saying that a nine-line sonnet is missing five lines. https://books.google.com/books?id=GSciDAAAQBAJ discusses a lacuna in the text, but apparently it's a different spot where the text isn't lost: a piece of parchment adhered to the cover of a codex, so a piece of the manuscript is detached, but it was found attached to the cover and its proper place was identified. This doesn't appear to have had any such discovery. Nyttend (talk) 04:43, 16 September 2017 (UTC)

 * I don't know about this text specifically and our article is totally unhelpful, using the text itself as the only source and being vague about where the lacuna is and why it exists and who has said what about it. There could be a hole in the material where the text used to be, or someone could have erased that text later. It could simply be illegible now. But it would be unlikely for a text this ancient to have intentional whitespace. Writing material was expensive and writers used all the available space (no paragraphs, punctuation, or even spaces between words). As for how editors know how many lines are missing, sometimes it is easy to tell from the script itself. Looking at the transcriptions in the book you linked to, the script is some kind of Greek uncial, so that usually means that the number of lines per page and the length of each line (in terms of number of letters) is pretty regular. If there's a hole, it should be possible to tell how many letters are missing (at least) and maybe even exactly what word should be there. So I'm not sure how anyone knows five lines are missing, but there is probably a logical reason, if that is an accurate statement in our article. Adam Bishop (talk) 14:50, 17 September 2017 (UTC)

Hand signal?
What is the significance, at 12:42, in this video, of a hand held up, as it is. The only thing I notice is that two fingers are separated from two fingers. But that, to me, means nothing. What is going on? I looked at List of gestures but I don't see anything obvious. Bus stop (talk) 18:25, 16 September 2017 (UTC)
 * I think he's showing her that he has no wedding ring. ←Baseball Bugs What's up, Doc? carrots→ 18:39, 16 September 2017 (UTC)
 * I guess so. I considered that. It seemed weak symbolism, especially given her response. She says "I'm sorry", as if he just presented her with a fact that is tragic. Bus stop (talk) 18:54, 16 September 2017 (UTC)

 * I think it fits in perfectly with the context of that scene. He is holding up his hand (fingers) to say "Look.  See.  I don't have a wedding ring on." (as was indicated by an editor above).  But, he also says, "Yeah, I know what you mean.  I just went through the same thing as you did.   My partner/wife just left me, too." (or words and sentiments to that effect).  So, she says "I'm sorry", because he did present her with a (somewhat) "tragic" fact.  The (implied) divorce / break-up was tragic to him.  Joseph A. Spadaro (talk) 22:51, 16 September 2017 (UTC)  22:50, 16 September 2017 (UTC)
 * He doesn't say "I just went through the same thing as you did. My partner/wife just left me, too." Maybe you are saying that the acting is so good that he says that nonverbally. Bus stop (talk) 03:01, 17 September 2017 (UTC)

 * Of course. He says some of it verbally and some of it non-verbally. As my post above stated:  he "said" the comment with words and sentiments to that effect.  So, yes.  Partially, it was verbal.  Partially, it was non-verbal.  In any event, that is my interpretation of the scene.  And, I am quite sure, that was the director's interpretation of that scene.  And, in fact, how the director wanted that scene to be interpreted (by the audience).    Joseph A. Spadaro (talk) 04:29, 17 September 2017 (UTC)

 * He doesn't verbally say it, but that's how I read it. ←Baseball Bugs What's up, Doc? carrots→ 04:16, 17 September 2017 (UTC)
 * It seems clear enough as a 'me too'. There's no real change of expression rather than any grimace or downturn of the mouth, that indicates to me he accepts the situation but is a bit depressed about it. Dmcq (talk) 12:08, 17 September 2017 (UTC)
 * He says "I know what you mean." She says "You do?" Then he holds up his hand. Then she says "I'm sorry". Then he replies "Me too." You can't say that But, he also says, "Yeah, I know what you mean. I just went through the same thing as you did. My partner/wife just left me, too." (or words and sentiments to that effect). You've got to stick to the script. Bus stop (talk) 12:18, 17 September 2017 (UTC)

 * Of course, he said "Yeah, I know what you mean. I just went through the same thing as you did.   My partner/wife just left me, too.".  He said some of that verbally and he said some of that non-verbally.  In any event, he "said" it.  Or, rather, he communicated that to the other character.  Your contention is that human communications are limited to the four corners of the script and the actual words verbally spoken.  That is a very basic, rudimentary, and simplistic -- and, rather naive -- understanding of how human beings communicate.  A lot more is being communicated, above and beyond the verbal words spoken.  This is not a very controversial topic and it is not even a bone of contention.  So, I am not sure why you are disagreeing or "picking a fight" over this non-issue.  There may be some subtleties or nuances to interpreting this scene in question (or any scene).  But, I am quite sure that 99.99% of the audience would interpret this scene as I did above.  The alternative interpretation is yours of bewilderment: namely, "Huh?  What's going on? This makes no sense!  Why did she say that she was sorry?  Why did he hold up his fingers like that?  Why does she seem like she has been presented with a tragic fact?".  I think my interpretation fits better and makes more sense.  As opposed to your interpretation, by which we would all be left befuddled, bewildered, and confused. (How does that help to advance the plot of the story?)  If you truly believe that human communications (interactions) are totally constrained and bound by the actual words that are verbally spoken (i.e., "the script"), then you certainly do not understand how humans communicate.  Nor do you understand how films are made.  So, again, I am not sure why you are making an "issue" of this non-issue.   Joseph A. Spadaro (talk) 22:55, 17 September 2017 (UTC)

 * See also body language (I think that oculesics is excellently expressed by the actors, both unknown to me). Clearly, much / all of this is cryptic / unintelligible to observers diagnosed with Asperger´s Syndrome and related neurodevelopmental disorders in the spectrum. --Cookatoo.ergo.ZooM (talk) 14:55, 17 September 2017 (UTC)

 * There is no (implied) divorce / break-up. There is no body language or hand gesture or facial expression in that particular scene conveying a "divorce". You are expanding upon that with which you have been presented. "Divorce" is a word representing a concept. If a word is not uttered you are not at liberty to insist to others that it exists unless there can be specified some nonverbal means of conveying that concept. "Divorce" in fact implies a previous state of "marriage". Is "marriage" also implied? It is not I who is not accepting that the absence of a wedding ring signifies that a person isn't married. I said in response to that suggestion "I guess so. I considered that." And I am not unaware that every person responding so far agrees that the upheld hand signifies in the context of the film that the man is not married. You are even entitled to the widest type of interpretation including your understanding that the upheld hand plus nonspecific nonverbal aspects of his behavior communicates that My partner/wife just left me, too. But I don't have to agree that such specificity is warranted. In my opinion nonverbal communication is not always accomplished by nonspecific body language, facial expression, etc. Bus stop (talk) 23:46, 17 September 2017 (UTC)

 * Wow. Some people -- not necessarily you -- must have a pretty difficult time watching TV and films.  Well, not "watching" them per se.  But understanding and comprehending them.  And, perhaps, these "some people"  have great difficulty in communicating with people in everyday life, also?  If every little thing needs to be spelled out for them, that is.  There absolutely is an "implied break up or divorce".  That girl in the film was complaining (grieving) that she "lost" her relationship with her girlfriend (or, maybe, wife).   The guy says: "Yeah, me, too.  Look, I am not wearing a wedding ring."  You ask 1 million people what that scene represents ... and 999,999 will agree with what I posted (interpreted) above.  So, if you want to be that one exception, so be it.  I have no idea why you are making an issue of this non-issue.  Quite frankly, if it were me, I myself would be embarrassed.   Joseph A. Spadaro (talk) 04:49, 18 September 2017 (UTC)

 * And, just for shits and giggles, please enlighten us with your interpretation of that scene? I would love to hear it.  So far, what I got from your interpretation is: "Huh?  What's going on? This makes no sense!  Why did she say that she was sorry?  Why did he hold up his fingers like that?  Why does she seem like she has been presented with a tragic fact?".  But, I could be mistaken.  So, please give us your interpretation.  Which -- presumably -- you think makes more sense than my interpretation.  Thanks!    Joseph A. Spadaro (talk) 04:57, 18 September 2017 (UTC)

 * Don't get carried away. I haven't watched this film, but of the ones I have watched I doubt that any scene is clear to 99.9999% of viewers.  Actually my impression is that the literary geeks would be disappointed if they could not extract multiple potential interpretations from a good scene, at least in print or theater. Wnt (talk) 11:58, 18 September 2017 (UTC)

 * Let's not split hairs with the 99.99% figure. It means "the vast majority".  And I am quite sure that you knew that.  So, putting that aside, what is your interpretation of that scene?  Please offer it.  Thanks.  Joseph A. Spadaro (talk) 15:53, 18 September 2017 (UTC)

 * —what makes you think that there is an interpretation of the scene? Bus stop (talk) 16:03, 18 September 2017 (UTC)

 * Yes, you are correct. A film is not supposed to communicate something to us.  A film is not supposed to get a message across to us.   And those purposes -- which the film does not even have -- do not require understanding, comprehension, and interpretation.  Not sure what I was thinking.  I must be crazy.  Wow.  Just wow.  Gotta love our American educational system.  Wow.   Joseph A. Spadaro (talk) 16:16, 18 September 2017 (UTC)
 * I'm hardly a product of the American educational system. Bus stop (talk) 16:19, 18 September 2017 (UTC)

 * Which misses the point. You claim that "a film scene does not require interpretation".  Yet, ironically, you came here to this board asking for exactly that.  Your question was: "How is this film scene to be interpreted"?   LOL.  Unreal.    Joseph A. Spadaro (talk) 16:23, 18 September 2017 (UTC)

 * —you say "Your question was: 'How is this film scene to be interpreted'"? If you are going to put quotation marks around words you are implying it is an actual quote. But I did not explicitly ask "How is this film scene to be interpreted?" You are playing fast and loose with that which is explicitly said and what you may feel is a justifiable paraphrasing of what has been said. This not only applies to what I have said but to what the characters have said in the film. We have discussed in this thread the distinction between the verbal and the nonverbal. But you are blurring the distinction between the verbal and the nonverbal when you place your understanding of the nonverbal component of the film within quotation marks. Bus stop (talk) 19:10, 18 September 2017 (UTC)

 * will be unable to reply for several months.  General Ization  Talk   19:13, 18 September 2017 (UTC)

 * Yes it would be nowhere like like, possibly something like 95% but I would certainly not venture past that. Bus stop is right in that in everyday life holding up a hand like that in that situation may sometimes mean something else, but that was a film using actors who are trained to show things like that in a fairly conventional way so the audience understands and empathizes with the character. The idea that a person viewing it must not then follow those conventions in their interpretation is ludicrous. Dmcq (talk) 13:12, 18 September 2017 (UTC)

 * As I stated above to another editor. Let's not split hairs with the 95% versus 99% figure.  That's a silly argument.  I meant "the vast majority".  And I am quite sure that you knew that.  So, putting that aside, what is your interpretation of that scene?  Please offer it.  Of course, the hand signal "could" mean anything.  Maybe that guy was in some secret fraternity in high school and that was a hand signal that they used.  Maybe that guy belongs to some weird group that searches for aliens and that is a hand signal to say "hello" to aliens.  Of course, the hand signal "could" mean anything.  But, I am quite sure the director intended the scene to play in a way that most normal sensible intelligent viewers would understand and interpret.  (Which is the interpretation that I offered.)  Why on God's earth would a director or writer or actor employ some bizarre hand signal that no one in the world would ever recognize?  Like, for example, the two weird examples I just mentioned.  Why would they put that in a film?  How would that advance the plot at all?  How would that be in any way effective if no one understands what they are communicating to us?  Again, clearly, the hand signal "could" mean anything.  But, with 99% probability (or whatever high number, if you want to split hairs), it means exactly what I interpreted it to mean.  Saying that the hand signals "could mean anything", is saying nothing at all.   Please answer the questions I posed here. Thanks.  Joseph A. Spadaro (talk) 15:53, 18 September 2017 (UTC)
 * —you are asking others and you are asking me what interpretations we have of that scene. But why must there be an interpretation of that scene? You as an individual are free to lavish any meaning you choose on that scene. But nobody is required to lavish any meaning on it. Bus stop (talk) 16:09, 18 September 2017 (UTC)

 * Wow, you are correct. When watching a scene, we should not understand or comprehend or interpret it.  Geez, what was I thinking?  I must be nuts.   Wow.  Just wow.  Our American education system is working absolute wonders!    Joseph A. Spadaro (talk) 16:13, 18 September 2017 (UTC)

 * I really don't need people pinging me if they can't read the discussion or read what I said. And as a person well versed in statistics I do get a little annoyed with 99.99999 etc % with the percentage of mental illness or stupidity or just plain face blindness or lack of empathy prevalent in the general population. Dmcq (talk) 17:28, 18 September 2017 (UTC)

 * A side issue is cultural differences in wedding ring use. For example  says that men wearing wedding rings in Britain was uncommon, and describes various people (like Donald Trump) who don't use them often.  I have the subjective impression that the custom is declining but I don't know if that's true. Wnt (talk) 13:42, 18 September 2017 (UTC)

 * In my opinion a distinction should be made between gratuitous elaboration and that which is actually contained within the film. The film tells us that the man does not have a wedding ring on his finger. The film does not tell us that "[m]y partner/wife just left me, too". Many would consider that a valid interpretation but that is not actually contained within the film. I am making a distinction between that which is strictly contained within the film and that which merely constitutes an elaboration provided gratuitously by a viewer. I too am a viewer and I need not accept another viewer's interpretation. Bus stop (talk) 14:17, 18 September 2017 (UTC)

 * So, once again, indeed what is your interpretation of that scene? I would love to hear it.  So far, what I got from your interpretation is: "Huh?  What's going on? This makes no sense!  Why did she say that she was sorry?  Why did he hold up his fingers like that?  Why does she seem like she has been presented with a tragic fact?".  But, I could be mistaken.  So, please give us your interpretation.  Which -- presumably -- you think makes more sense than my interpretation.  Thanks!  Joseph A. Spadaro (talk) 16:06, 18 September 2017 (UTC)

 * And, actually, you just contradicted yourself. The scene does not tell us -- as you claim -- "that the man does not have a wedding ring on his finger".  The film does not tell us that at all.  The film just shows a man holding up his hand and fingers.  So, the film does not tell us that he is missing a wedding ring.  Maybe his finger is itchy and he wants the girl to know that his finger is itchy.  Maybe he just cut his finger and he wants the girl to see the cut.  There are a million interpretations.  Mostly, silly and ludicrous.  But, you contradict yourself.  The film does not say "that the man does not have a wedding ring on his finger".  That is an interpretation of that scene.  And you said that we must stick 100% without deviation from what the film literally "tells" us.  Joseph A. Spadaro (talk) 16:11, 18 September 2017 (UTC)

 * —for the purposes of this discussion I have no interpretation of that scene. Bus stop (talk) 16:12, 18 September 2017 (UTC)

 * LOL. Then why, pray tell, did you come here to this message board, asking for the interpretation of other editors?  When you claim that "golly, gee, a film scene does not even require any interpretation whatsoever"?  Wow.     Joseph A. Spadaro (talk) 16:19, 18 September 2017 (UTC)

 * Because interpretation can be more obvious and less obvious. That is the distinction I am making—between the higher degree of interpretation and the lower degree of interpretation. Bus stop (talk) 16:24, 18 September 2017 (UTC)

 * Well, then ... to quote you: What makes you think that there is an interpretation of the scene?  What makes you think that there is any interpretation of the scene?  What makes you think that there is a "higher degree" of interpretation of the scene? What makes you think that there is a "lower degree" of interpretation of the scene?   Joseph A. Spadaro (talk) 16:29, 18 September 2017 (UTC)

 * This started as one discussion but it has evolved into another. Yes, I initially questioned the significance of the upraised hand. You and others have told me that what you see in the upraised hand is the conspicuous absence of a wedding ring. I have to accept that because it answers my question. Everyone sees it as a hand that lacks a wedding ring. But the discussion evolved when you presented in quote marks words that are not found in the film. I corrected you on that, and we were off to the races. Now we are distinguishing between the proximal interpretation and the distal interpretation. Bus stop (talk) 16:36, 18 September 2017 (UTC)

 * Which in no way answered my question. But, I am done with this, um, "conversation".  I was told by some other editor (User:Floquenbeam) that I am now banned from this page.  LOL.  And, after 100 messages and 100 requests, you still have not offered your interpretation of the scene.  You keep skirting that question.  Or, re-framing the issue at hand (for example, claiming, ironically, that there need not necessarily be any interpretation of that scene.  This, after you specifically asking for interpretation of that scene.).   LOL.  Joseph A. Spadaro (talk) 17:21, 18 September 2017 (UTC)


text:
Sysquake

Sysquake is a numerical computing environment and a programming language mostly-compatible with MATLAB. It offers facilities for interactive graphics which give insights into the problems being analyzed. It is used in teaching, research, and engineering.

Sysquake supports two kinds of codes: libraries (collections of related functions which extend Sysquake capabilities), and SQ files, applications with interactive graphics which can have their own menus. Sysquake Pro can also be extended with plugins.

Code
Several applications share a large part of Sysquake code:

 * Sysquake Application Builder : program which creates stand-alone executable applications (bundled with Sysquake Pro)
 * Sysquake for LaTeX : Sysquake's language and graphics directly in LaTeX (package file and compiled application)

Libraries are usually compatible with all these applications.

History
Sysquake 3 supported MySQL and SQLite databases, TCP/IP and audio input and output.

source: wikimedia

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

title: Sysquake


text:
Talk:Kai's Power Tools

Reorganize Sections?
It's possible the section labelled "Versions" should be renamed "Filters", as it barely discusses the various versions of the tools that are available, instead discussing various filters.

Alternatively, the section could be broken into two sections, one for "Versions" and one for "Filters". The "Versions" section could then be expanded to list the components included in each version...

Rccarman 13:45, 21 March 2006 (UTC)

 * Totally agree the heading doesn't match, will make the changes

Jack-McLangley 19:21, 13 April 2006 (UTC)

 * There isn't enough information in the article already to warrant a section about the differences between the versions and I honestly do not know enough about the subject to add it. So I've changed the heading to "Filters" and moved any information that doesn't fit to the intro or into the new "Other effects" section.
 * Am I right in thinking that a lens-flare effect is not a filter?
 * It is not referred to as a filter in the article...
 * Jack-McLangley 19:45, 13 April 2006 (UTC)

Reads like an advert...
...or a corporate brochure. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 01:00, 1 May 2012 (UTC)

title: Talk:Kai's Power Tools


text:
Adrian Consett Stephen

Major Adrian Consett Stephen MC (1894 – 14 March 1918) was an Australian artillery officer and playwright. He was awarded the Military Cross during World War I.

History
Stephen was the second son of solicitor Consett Stephen, of the Sydney firm of Stephen, Jaques, and Stephen. He was educated at Sydney Grammar School and the University of Sydney, graduating BA in 1913 and LL.B in 1915. He enlisted in 1916 and fought in France with the Royal Field Artillery. He was mentioned in despatches in May 1917, awarded the Croix de Guerre in June 1917 for action on The Somme, then the Military Cross in October 1917 for his conduct at the Battle of Passchendaele.

Works

 * 1908 Echoes
 * 1918 Four plays
 * 1918 Stories, burlesques and letters from Hermes
 * 1918 An Australian in the R.F.A. (letters and diary)

Productions
On 7 December 1922 his "hopelessly pessimistic" play Futurity was presented at the Institute of Arts and Letters clubroom by members of the Institute, led by Beresford Fowler.

Commemoration
In 1930 Stephen's father presented to the Community Playhouse the "Adrian Consett Stephen Cup" to be awarded to the "Australian one-act play of greatest literary merit".

title: Adrian Consett Stephen


text:
User:Bhati chetan

Hi I am chetan singh Bhati from India. I am a student of commerce and know the true value of the wikiversity site. I love this site and hope that soon every one know about that site and get benifited from this site.

title: User:Bhati chetan


text:
Introduction to Game Theory/Strategic games

Like most sciences, Game theory is an attempt to model the world in a useful and objective way. The simplest model, the strategic game, is often a suitable analog for an analysis. Strategic games have three components: a set of players, for each player a set of strategies, and additionally a payoff function indicating how desirable each game outcome is for the player. The players in the game are the same as the players in the strategic model. Each player plays the game based on the strategic preference of that particular player. By giving each player a strategy, we get the outcome of the game. In mathematical notation:

 * Players: $$\{1, 2, \dots N\}$$

 * Strategy sets: $$\{S_1, S_2, \dots S_N\}$$ where $$S_i$$ is the set of possible strategies for player i and we could denote a specific strategy in the set by $$s_i \in S_i$$

 * Payoffs: $$\{u_1(\cdot), u_2(\cdot), \dots u_n(\cdot)\}$$ where each function is defined over the whole outcome of the game (i.e. the chosen strategies for each player) $$u_i(s_1, s_2, \dots, s_N)$$


text:
Glyaden, Altai Krai

Glyaden (Глядень) is a rural locality (a selo) and the administrative center of Glyadensky Selsoviet, Blagoveshchensky District, Altai Krai, Russia. The population was 684 as of 2013. There are 6 streets.

Geography
Glyaden is located 40 km southeast of Blagoveshchenka (the district's administrative centre) by road. Glyaden-2 is the nearest rural locality.

title: Glyaden, Altai Krai


text:
New Zealand Pilot License/Meteorology/Private

The Atmosphere
State the composition of the atmosphere

Describe the presence and importance of the following in the atmosphere:

 * carbon dioxide

 * ozone

 * water vapour

Explain how temperature influences the ability of air to hold water vapour

Define tropopause

State how density of air affects the height of the tropopause in high, middle and low latitudes

Define pressure

Describe what is meant by:

 * cold advection

 * warm advection lapse rate

Define:

 * isobar

 * wind velocity

 * anticyclone ("high")

 * depression ("low")

 * ridge of high pressure

 * trough of low pressure

 * ccl

 * pressure gradient

Explain the relatonship between pressure gradient, isobars and wind velocity (airflow around pressure systems)

State the concept of convergence and divergence and describe how the associated subsidence or ascent of air influences the type of weather commonly associates with pressure systems

State the unit of pressure commonly used in meteorology

List the assumed conditions on which the International Standard Atmosphere (ISA) is based

Explain how a deviation from ISA calues influences performance of aircraft and their engines

Define

 * QNH

 * QNE

 * altitude

 * heaight

 * pressure altitude

Explain why an altimeter requires a subscale adjustment

Explain the importance of correct subscale setting

Temperature and Heat Exchange Processes
Explain what is meant by solar radiation

Describe the elements that influence or reject the amount of incoming solar radiation

Explain what is meant by terrestrial radiation

Descibe the elements that influence or restrict the escape of terrestrial radiation

Explain the effect of solar and terrestrial radiation on the air temperature (in the atmosphere)

Describe the:

 * conduction process

 * convection process

Define albedo

Describe the dirunal variation of surface air temperature and explain the effects of different types of surface on the variation

Atmospheric Moisture
Define:

 * condensation

 * evaporation

 * deposition

 * sublimation

 * melting

 * freezing

 * latent heat

Explain the function of condensation nuclei during condensation

State the effect of the following on the rate of evaporation:

 * air temperature

 * moisture content of air

 * atmospheric pressure

 * the wind

Describe the processes that produce changes of state of moisture and explain how latent heat is involved in each

Explain what is meant by relative humidity

Explain the effects of changes in temperature and moisture content of air on relative humidity

Explain what is meant by dew point

Explain how the effect of moisture content of air opn the value of the dew point

Explain how density of moist air affects aircraft and engine performance

Explain how temperature, relative humidity and dew point values can be used to indicate differences in wter content of air

The Wind
State the direction in which the following to forces act:

 * pressure gradient

 * coriolis force

State the effect of wind speed on the strangth of the coriolis force

Explain how the inter-relation between pressure gradient and coriolis force determine the circulation around pressure systems

Explain what is meant by the "friction layer", and describe the elements that influence the density of the layer

Explain how the friction layer affects the surface wind velocity

Define:

 * veering of the wind; and

 * backing of the wind

Describe the diurnal variation of the surface wind:

 * over land and

 * over sea

State the changes in wind velocity when climbing out of, or descending into, the friction layer

State the function of the rotating cup anemometer

Describe how an approximate wind velocity can be determined from a 25-knot windsock when at an angle of 30 degrees, 45 degrees, 75 degrees and 90 degrees from the vertical

Describe how an approximate wind direction can be determined from:

 * ripples on the water; and

 * windlanes on water

State Buys Ballot's Law

Explain how applying Buys Ballot's Law can:

 * determine the location of high and low pressure areas; and

 * establish possible errors in altimeter reading

Define wind shear

Describe the effects of vertical and horizontal wind shear on aircraft operations

[link title[link title[link title]]]==Stability of Air==

Explain what is meant by:

 * stable air

 * unstable air

 * neutrally stable air

State the two ractors that determine the stability of air

Describe what is meant by "environment lapse rate" (ELR)

Explain the adiabatic process

Draw graphs of steep and shallow environment lapse rates including inversions and isothermal layers

State the dry adiabatic lapse rate (DALR)

Explain how the relationshi[ between the ELR and DALR can be used to determine the stability or instability of unsaturated air

State the saturated adiabatic lapse rate (SALR)

Explain how the relationship between the ELR and SALR can be used to determine the stability or instability of saturated air

Explain the factors involved in thermal rising of air

Describe how different dew point values determine the cloud base of convective cloud, given a constant moisture content

Describe the types of cloud that could be expected in:

 * stable saturated air

 * unstable saturated air

Describe weather conditions and degrees of visibility in:

 * stable air and

 * unstable air

Local Winds
Describe the sea breeze process, including typical:

 * timing of the occurance

 * average strength of the sea breeze

 * horizontal and vertical limits

 * associated cloud development

 * associated turbulence

Describe the land breeze process, and state:

 * typical timing of the occurance

 * average speed of the wind

 * most likely season for the occurance

Describe the katabatic and anabatic wind processes, and state the:

 * typical timing of each offurance

 * average strength of the winds

 * effect of moist vally air on cloud / fog formation

 * effect of gravity on katabatic winds; and

 * effect of aiabatic cooling and warming

Define, and differentiate between, gusts and squalls

Describe the fohn wind process

Given environment temperatures, dew points and mountain heights, determine the:

 * cloud base on the windward side

 * cloud base on the lee side

 * temperature at stated datum's on the lee side

Describe the flight conditions associated with fohn wind conditions

Describe the mountain mountain wave (standing, or lee wave) process

Explain the wind and weather conditions, and associated main dangers to aircraft operations, in mountain wave conditions

Describe the rotor streaming process and explain the associated dangers to aircraft operations

Explain the dangers involved in attempting to out climb a slope in light aircraft, and describe the alternatives and remedies available under the circumstances

Inversions
Define:

 * inversion; and

 * isothermal layer

Explain the effect of inversions on:

 * the formation and development of cloud

 * visibility

 * turbulence

 * the relative humidity and dew point

 * the increased risk of carburettor icing

 * the presence of wind shear

Describe the flight conditions in the presence of inversions

Explain the factors involved in a:

 * radiation inversion

 * turbulence inversion

 * subsidence inversion; and

 * frontal inversion

Cloud
Describe the basic cloud formation process

State the most common method through which:

 * cloud is formed; and

 * air is cooled to produce cloud

Explain what is meant by "buoyancy" of air

Differentiate between cloud drops and rain / shower drops

State the approximate altitude limits (in NZ latitudes) of:

 * high cloud

 * middle cloud; and

 * low cloud

Describe the following types of cloud and include a description of likely icing, turbulence and precipitation:

 * cirrostratus

 * cirrocumulus

 * cirrus

 * altostratus

 * altocumulus

 * stratus

 * cumulus

 * cumulonimbus / towering cumulus

 * nimbostratus

Describe the terms used for the reporting of cloud

Describe the following methods whereby air is lifted, and include the effect of stability / instability on the type of cloud:

 * orographic lifting

 * mechanical lifting

 * convective lifting

 * slow widespread ascent

 * frontal lifting

Explain the processes that contribute to cloud dispersal

Precipitation
Define

 * precipitation

 * virga (aka virgo)

Explain how drops can grow through:

 * the presence of ice crystals

 * coalescence

Describe the following types of precipitation:

 * rain

 * drizzle

 * snow

 * sleet

 * hail

Describe the following characters of precipitation:

 * continuous

 * intermittent

 * showers

Visibility
Define (meteorological) visibility

Explain what is meant by transparency of air

Explain the effect of illumination on visibility distance

Differentiate between visibility distance and visibility range

Describe the effects of the following on visibility distance:

 * precipitation

 * fog or mist

 * have

 * smoke

 * sea spray

Explain the factors involved in slant range

Fog
Define fog

Describe the principals of formation, required meteorological conditions, factors affecting extent of, and dispersal of:

 * radiation fog

 * advection fog

 * valley fog

 * sea fog

 * steaming fog

 * frontal fog

Describe the operational problems associated with fog

Fronts and Depressions
Describe the polar front theory

Define airmass

List the airmass catagories

Defne the source region and state of typical global areas where source regions are found

Describe what is meant by:

 * cold advection

 * warm advection

Explain the typical weather conditions in New Zealand when affected by cold and warm advection

Describe how divergence aloft affects the atmospheric pressure near sea level

Describe how the characteristics of the:

 * polar depression

 * warm sector depression

 * orographic depression

 * thermal (heat type) depression

Draw the symbols, and colour codes, used to describe the following fronts on weather charys:

 * cold front

 * warm front

 * occluded front

 * stationary front

Draw a cross-section of the typical cold front influding cloud, temperature and freezing level changes, precipitation, and typical widgh

State the events before, at, and after, an idealised cold front in terms of:

 * pressure

 * temperature

 * wind velocity

 * cloud

 * precipitation

 * visibility

Draw a cross section of the typical warm front including cloud, temperature and freezing level changes, precipitation and typical width.

State the events before, at, and after, an idealised warm front in terms of:

 * pressure

 * temperature

 * wind velocity

 * cloud

 * precipitation

 * visibility

Draw a cross section of the following occlusions and explain how each type develops:

 * a cold occlusion

 * a warm occlusion

Describe the potential dangers to FVR flight through fronts

Sescribe the techniques, and precautions that can be taken to reduce or eliminate the dangers of VFR flight through fronts.

Thunderstorms
Explain the conditions to be met for the development of thunderstorms

Describe the three stages of thunderstorm development

Explain the development, and describe the characteristics of:

 * orographic thunderstorms

 * heat type thunderstorms

 * frontal thunderstorms

Describe the haxards associated with thunderstorms and explain why light aircraft should avoid them

Explain the orogin and development of tornadoes and state the main hazards

Icing
Explain what is meant by supercooled water, and describe the influence of latent heat on the formation of ice.

Explain the process of freezing and melting.

With regard to airframe icing, explain the processes involved in the formation of:

(a) clear ice;

(b) rime ice;

(c) hoar frost;

(d) freezing rain.

State the types of cloud, and cloud drop size, that are conducive to the formation of each type of ice listed in

State the altitudes relative to the freezing level where rime ice or clear ice can be expected in cloud.

Give examples of conditions that could cause:

(a) freezing rain.

(b) hoar frost

State the hazards for light aircraft from:

(a) snow;

(b) sleet;

(c) hail.

Explain the influence of the following on the rate of ice accretion:

(a) water content of cloud;

(b) aircraft characteristics, components and airspeed.

State the dangers of icing to aircraft in flight and on the ground.

Explain the methods that can be used to minimise or eliminate the dangers of aircraft icing.

Explain the factors involved in carburettor icing.

State the maximum temperature range in which carburettor ice can form.

Explain how the accretion rate of carburettor ice is governed by:

(a) moisture content of air; and

(b) throttle setting.

Explain the conditions that can cause carburettor icing while on the ground.

Describe the methods commonly available in light aircraft to combat carburettor icing.

Explain the dangers and possible remedies for icing of engine and pitot system intakes.

Turbulence
Describe the cause(s), factors involved, dangers, and techniques commonly used to avoid or minimise:

(a) thermal (convective) turbulence;

(b) mechanical turbulence - small scale and large scale;

(c) wind shear turbulence;

(d) wake turbulence.

New Zealand Climatology
Describe how the following items govern the NZ climate:

(a) latitude;

(b) oceanic surroundings;

(c) topography.

In general terms, describe cloudiness, gustiness, visibility and turbulence at various locations within New Zealand during typical:

(a) northwest wind regimes;

(b) northeast wind regimes;

(c) southwest wind regimes;

(d) southeast wind regimes.

With regard to VFR flight in light aircraft over the Southern Alps, describe:

(a) the need for through flight planning;

(b) in-flight considerations;

(c) adverse winds;

(d) favourable winds;

(e) selection of tracks.

Meteorological Services for Aviation
With respect to NZ Domestic VFR operations, interpret, understand and assess information of all descriptions contained in:

(a) area forecast (ARFOR);

(b) meteorological reports (METAR/SPECI);

(c) trend forecasts (TTL);

(d) aerodrome forecasts (TAF);

(e) SIGMET;

(f) special aerodrome reports (SPAR);

(g) automatic terminal information service (ATIS);

(h) aerodrome and weather information broadcasts (AWIB);

(i) basic weather reports (BWR);

(j) pilot reports.

Interpret, understand and assess weather information made available by television, Internet, newspapers and radio.


text:
gagaku

Etymology
From, from. .

Noun

 * 1) the ancient court ritual classical music of Japan, of Chinese and Korean origin

title: gagaku


text:
Top-rated United States television programs of 2013–14

This table displays the top-rated primetime television series of the 2013–14 season as measured by Nielsen Media Research.


text:
Talk:Diarmuid O'Sullivan

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title: Talk:Diarmuid O'Sullivan


text:
Oorlam people

The Oorlam or Orlam people (also known as Orlaam, Oorlammers, Oerlams, or Orlamse Hottentots) are a subtribe of the Nama people, largely assimilated after their migration from the Cape Colony (today, part of South Africa) to Namaqualand and Damaraland (now in Namibia).

Oorlam clans were originally formed from mixed-race descendants of indigenous Khoikhoi, Europeans and slaves from Mozambique, Madagascar, India and Indonesia. Similar to the other Afrikaans-speaking group at the time, the Trekboers, Oorlam originally populated the frontiers of the infant Cape Colony, later living as semi-nomadic commandos of mounted gunmen. Also, like the Boers, they migrated inland from the Cape, and established several states in what are now South Africa and Namibia. The Oorlam migration in South Africa also produced the related Griqua people.

History
Beginning in the late 18th century, Oorlam communities migrated from the Cape Colony north to Namaqualand. They settled places earlier occupied by the Nama. They came partly to escape the colonial Dutch East India Company conscription, partly to raid and trade, and partly to obtain herding lands. Some of these emigrant Oorlams (including the band led by the outlaw Jager Afrikaner and his son Jonker Afrikaner in the Transgariep) retained links to Oorlam communities in or close to the borders of the Cape Colony. In the face of gradual Boer expansion and then large-scale Boer migrations, such as the Dorsland Trek, away from British rule in the Cape, Jonker Afrikaner brought his people into Namaqualand by the mid-19th century, becoming a formidable force for Oorlam domination over the Nama and against the Bantu-speaking Hereros for a period.

Emerging from populations of Khoikhoi servants raised on Boer farms, many of them having been orphaned and captured in Dutch commando raids, Oorlams primarily spoke a version of Dutch or proto-Afrikaans and were much influenced by Cape Dutch colonial ways of life, including adoption of horses and guns, European clothing, and Christianity.

However, after two centuries of assimilation into the Nama culture, many Oorlams today regard Khoekhoe (Damara/Nama) as their mother tongue. The distinction between Namas and Oorlams has gradually disappeared, such that they are regarded as a single ethnic group, despite their differing origins.

Clans
The Orlam people comprise various subtribes, clans and families. In South Africa, the Griqua are an influential Oorlam group.

The clans that migrated across the Oranje into South West Africa are, in order of their time of arrival:

 * The ǀAixaǀaen (Orlam Afrikaners), the first group to enter and permanently settle in Namibia. Their leader Klaas Afrikaner left the Cape Colony around 1770. The clan first built the fortress of ǁKhauxaǃnas, then moved to Blydeverwacht, and finally settled at Windhoek.
 * The ǃAman (Bethanie Orlam) subtribe settled at Bethanie at the turn of the eighteenth century.
 * The Kaiǀkhauan (Khauas Nama) subtribe formed in the 1830s, when the Vlermuis clan merged with the Amraal family. Their home settlement became Naosanabis (now Leonardville), which they occupied from 1840 onward. This clan ceased to exist after military defeat by Imperial German Schutztruppe in 1894 and 1896.
 * The ǀHaiǀkhauan (Berseba Orlam) subtribe formed in 1850, when the Tibot and Goliath families split from the ǃAman to found Berseba.
 * The ǀKhowesin (Witbooi Orlam) subtribe was the last to take up settlement in Namibia. They originated at Pella, south of the Orange River. Their home town became Gibeon.

Notable Oorlam people

 * Oude Ram Afrikaner
 * Klaas Afrikaner
 * Jager Afrikaner
 * Jonker Afrikaner
 * Christian Afrikaner
 * Jan Jonker Afrikaner
 * Hendrina Afrikaner
 * Amraal Lambert
 * Kido Witbooi

title: Oorlam people


text:
Talk:Amberin Zaman

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title: Talk:Amberin Zaman


text:
File:Tribes of Redwall Mice.jpg

Summary
Book cover for Tribes of Redwall Mice by Brian Jacques.

Rationale of fair use for Tribes of Redwall Mice

 * 1) No free or public domain images have been located for this novel.
 * 2) The image is of lower resolution than the original cover.
 * 3) The image does not limit the copyright owners' rights to distribute the novel in any way.
 * 4) For an article about a novel, the cover artwork is often a crucial source of critical commentary about the novel, and as such the artwork adds significantly to the article.
 * 5) This image is used on various websites, so its use on Wikipedia does not make it significantly more accessible than it already is.
 * 6) The cover is being used for informational purposes only.

title: File:Tribes of Redwall Mice.jpg


text:
Bugryshikha

Bugryshikha (Бугрышиха) is a rural locality (a selo) and the administrative center of Bugryshikhinsky Selsoviet, Kuryinsky District, Altai Krai, Russia. The population was 74 as of 2013. There are 5 streets.

Geography
Bugryshikha is located 70 km southeast of Kurya (the district's administrative centre) by road. Posyolok imeni 8 Marta is the nearest rural locality.

title: Bugryshikha


text:
PHP Programming/Integration Methods (HTML Forms, etc.)

Integrating PHP
There are quite a few ways that PHP is used. Following are a few methods that PHP can be called.

Forms
Forms are, by far, the most common way of interacting with PHP. As we mentioned before, it is recommended that you have knowledge of HTML, and here is where we start using it. If you don't, just head to the HTML Wikibook for a refresher.

Form Setup
To create a form and point it to a PHP document, the HTML tag is used and an action is specified as follows:

Once the user clicks "Submit", the form body is sent to the PHP script for processing. All fields in the form are stored in the variables $_GET or $_POST, depending on the method used to submit the form.

The difference between the GET and POST methods is that GET submits all the values in the URL, while POST submits values transparently through HTTP headers. A general rule of thumb is if you are submitting sensitive data, use POST. POST forms usually provide more security.

Remember $_GET and $_POST are superglobal arrays, meaning you can reference them anywhere in a PHP script. For example, you don't need to call global $_POST or global $_GET to use them inside functions.

Example
Let's look at an example of how you might do this. This form would look like the following:

And here's the script you'd use to process it (login.php):

Let's take a look at that script a little closer. As you can see, $_POST is an array, with keys matching the names of each field in the form. For backward compatibility, you can also refer to them numerically, but you generally shouldn't as this method is much clearer. And that's basically it for how you use forms to submit data to PHP documents. It's that easy.

For More Information
PHP Manual: Dealing with Forms

PHP from the Command Line
Although PHP was originally created with the intent of being a web language, it can also be used for commandline scripting (although this is not common, because simpler tools such as the bash scripting are available).

Output
You can output to the console the same way you would output to a webpage, except that you have to remember that HTML isn't parsed (a surprisingly common error), and that you have to manually output newlines. The typical hello world program would look like this:

Notice the newline character at the end-of-line - newlines are useful for making your output look neat and readable.

Input
PHP has a few special files for you to read and write to the command line. These files include the stdin, stdout and stderr files. To access these files, you would open these files as if they were actual files using fopen, with the exception that you open them with the special php:// "protocol", like this:

To read from the console, you can just read from stdin. No special redirection is needed to write to the console, but if you want to write to stderr, you can open it and write to it:

Bearing how to read input in mind, we can now construct a simple commandline script that asks the user for a username and a password to authenticate himself.

Note that this script just serves as an example as to how to utilise PHP for commandline programming - the code contained here demonstrates a very poor way to authenticate a user or to store a password. Remember that your PHP scripts are readable by others!

For More Information

 * PHP Manual: PHP from the Command Line


text:
Solonovka, Novichikhinsky District, Altai Krai

Solonovka (Солоновка) is a rural locality (a selo) in Solonovsky Selsoviet, Novichikhinsky District, Altai Krai, Russia. The population was 776 as of 2013. There are 9 streets.

Geography
Solonovka is located on the Priobskoye plato, 42 km south of Novichikha (the district's administrative centre) by road. 10 let Oktyabrya is the nearest rural locality.


text:
Raising (sound change)

In phonology and phonetics, raising is a sound change in which a vowel or consonant becomes higher or raised, meaning that the tongue becomes more elevated or positioned closer to the roof of the mouth than before. The opposite effect is known as lowering. Raising or lowering may be triggered by a nearby sound, when it is a form of assimilation, or it may occur on its own.

In i-mutation, a front vowel is raised before or, which is assimilation.

In the Attic dialect of Ancient Greek and in Koine Greek, close-mid were raised to. The change occurred in all cases and was not triggered by a nearby front consonant or vowel. Later, Ancient Greek was raised to become Koine Greek  and then. For more information, see

In Czech, the alveolar trill was raised before  to become the raised alveolar trill, spelled $⟨ř⟩$ as in $⟨Dvořák⟩$. That is a form of palatalization, and it also occurred in Polish in which it became a simple sibilant fricative (spelled $⟨rz⟩$ or $⟨ż⟩$) around the 16th century. The pronunciation in Polish is considered to be nonstandard and is used only by some older speakers.

title: Raising (sound change)


text:
File:Andrey Ermakov, a ballet dancer, performs Le Corsaire, July 2012.jpg

Well, whatever, though I don't think this file will be of biig value in Commons. This is just a portrait of a dancer, there are two Wiki articles (Russian and English) about this dancer, both are under my watch and I prefer to use unique pictures for each article.:-)) Copy or not copy, but please, DO NOT DELETE LOCAL FILE. Besides, rules of Commons change often. I would like this file here on en.wikipedia.org. Should I use a keepLocal template? Thanks anyway.Natalieaqua (talk) 23:11, 10 February 2015 (UTC)

Summary
First published by myself, check out the date of publication and the person tagged. I hereby affirm that I am the creator and/or sole owner of the exclusive copyright of this photography.
 * Other information:

I agree to publish the above-mentioned content under the free license: Creative Commons Attribution-Share Alike 4.0 International.

I acknowledge that by doing so I grant anyone the right to use the work in a commercial product or otherwise, and to modify it according to their needs, provided that they abide by the terms of the license and any other applicable laws.

I am aware that this agreement is not limited to Wikipedia or related sites.

I am aware that I always retain copyright of my work, and retain the right to be attributed in accordance with the license chosen. Modifications others make to the work will not be claimed to have been made by me.

I acknowledge that I cannot withdraw this agreement, and that the content may or may not be kept permanently on a Wikimedia project.

Natalieaqua (talk) 21:47, 9 February 2015 (UTC) February 9, 2015.


text:
Wiktionary:Translation requests/archive/2007-06

Translation from English into Hebrew please!
I am trying to find out how to write the phrase "Yours in frienship and peace" or "in friendship and peace" in Hebrew. Thank you so much!
 * I have never seen anyone sign a letter with this phrase in Hebrew, but that doesn't mean they don't. In any event, a translation could be "בשלום וריעות" ("b'shalom v'reut"). I hope that this helps. —msh210 13:15, 31 July 2007 (UTC)

translate in hindi
"exposure" in hindi

translate in hindi
Please translate the word "exposure" in hindi

 * दिखावा (dikhāvā) or दिखावत (dikhāvat). --Dijan 00:02, 15 June 2007 (UTC)

need english word translated in aramaic
Can someone please translate the english word "UNBROKEN" into aramaic- please show how the word is written in aramaic! Thank you, DJ

How does one say "I miss you" in Greek language?
I need to know how to say "I miss you" in the Greek language.

 * You could say σε νοσταλγώ. —Stephen 21:20, 22 June 2007 (UTC)
 * Alternatively, μου λείπεις. ArielGlenn 02:15, 19 July 2007 (UTC)

I need a name translated into Arabic script and phonetically
First name is "DEBORAH"

Second name is "KAYE"

Third name is "JONES"

To put them together would you just write them the same?

Also can the fonts be enlarged for better viewing? Or would I need to have this sent to my email address to be enlarged?

 * DEBORAH is ; KAYE is ; JONES is.
 * All together: (díbura kay jonz) —Stephen 17:44, 24 June 2007 (UTC)

THANK YOU STEPHEN!!!!!!!

Longarm
Longarm is an Afrikaan dance. I would love to know what the translation is for that word and know the steps to the dance.

Hi im from south africa,it is a boere dance, in afrikaans its called sakkie sakkie, and its very easy!


text:
User:Chaplin~enwikiversity

My information
Hi, I'm Chaplin. Chaplin in my pen-name, and my name is Peter. But if you want to call me, you'd better call me Chaplin. I like this pen-name more than my name.

What's Wikiversity?
Actually, I don't really know what's Wikiversity and what can I do here.

Connections
You can send E-mail to<EMAIL_ADDRESS>or go to my disscussion page and talk with me.

Wikipedia
I've accounts in many different languages of Wikipedia. My user names are:

Chinese Wikipedia: Chaplin

English Wikipedia: Professor Chaplin

German Wikipedia: Chaplin

French Wikipedia: Chaplin

title: User:Chaplin~enwikiversity


text:
Talk:Bob Mortimer (evangelist)

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 * Added archive https://web.archive.org/web/20120308123138/http://www.kitsapsun.com/news/2008/jun/24/Triple-amputee-and-his-family-en-route-to-New-York/ to http://www.kitsapsun.com/news/2008/jun/24/Triple-amputee-and-his-family-en-route-to-New-York/
 * Added archive https://web.archive.org/web/20120403011048/http://www.bpnews.net/bpnews.asp?id=25690 to http://www.bpnews.net/bpnews.asp?id=25690
 * Added archive https://web.archive.org/web/20120402202923/http://www.king5.com/on-tv/evening-magazine/Powerline-Survivor-119355644.html to http://www.king5.com/on-tv/evening-magazine/Powerline-Survivor-119355644.html

Cheers.— InternetArchiveBot  (Report bug) 14:44, 22 July 2017 (UTC)

title: Talk:Bob Mortimer (evangelist)


text:
User:PinjaLeh

I'm from Helsinki, Finland, and I really miss the Baltic Sea. The loch on campus just isn't the same.

title: User:PinjaLeh


text:
igitt

Etymology
19th century, of northern German origin. Probably a minced oath/veiled use of a phrase like, compare. Or, an extended form of (the presumably ) possibly influenced by the former.

Interjection

 * : yuck!, ew!, phew!, ugh!

title: igitt


text:
Talk:Ramesh Babu

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Ghattamaneni Ramesh Babu. 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:
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title: Talk:Ramesh Babu


text:
Peribleptos Monastery, Mystras

The Peribleptos Monastery (Μονή Παναγίας Περιβλέπτου) is a late Byzantine-era monastery in Mystras, Greece. It was probably built in the mid-14th century by the first Despot of the Morea, Manuel Kantakouzenos, and named after one of the most celebrated monasteries of Byzantine Constantinople. The frescos in the main church, dating between 1348 and 1380, are a very rare surviving late Byzantine cycle, crucial for the understanding of Byzantine art. It is named after St. Mary of Peribleptos, of Byzantine, Constantinople (Istanbul). The Monastery is built into the side of a cliff with a cave supporting the structure. This architectural style is known as the "Mystras style" and is prevalent in several churches and monasteries in the area, this style is typified by a resemblance to a castle. It is constructed of squared stones with inlaid tiles. The complexity and unique variations of the shape of the structure of the exterior create an interior surface inside the monastery that lends itself to the ethereal quality of the frescoes covering the walls. These have been described as "delicate and subdued" in Byzantine Architecture and Decoration (Hamilton 194-95)

Frescoes and relics
The extensive frescoes covering the interior of Peribleptos Monastery were created from 1350-1375. These works have been connected with the Cretan and Macedonian art schools (Hamilton 195). As art historian Annie Labatt says: "space and movement are treated with a Western feel in these frescoes". Because of the apse and other surfaces that create dramatic spatial surfaces, the artists' that painted these works had the advantage of displaying New Testament images with a perpetual flow with one fresco leading into another. It unclear who the artists' were. Dedication to the Virgin Mary has been proven as a prominent iconic focus in the religious art in churches and monasteries in Mystras.In Peribleptos Monastery, Relics include a fresco of Saint John the Baptist in a scene of The Baptism of Christ. Another notable relic is the head of Saint Gregory of Nazianzus, 4th-century Archbishop of Constantinople.

Influence and importance
Peribleptos Monastery, Mystras which fell to the Ottoman Turks in 1460, Greece retained its Byzantine architecture and art, though it was surrounded by westerners (Cormack 198). The extensive art and architecture survived and some Byzantine artists were still commissioned. In Peripheral Byzantine Frescoes in Greece: The Problems of Their Connections, Karin M. Skawran asserts that even with the advancing technique of painterly art from other locations, art and painting retained a monastic appearance coming directly from Constantinople. Regardless of Political control and influence, the mosaics and earlier Christian paintings and frescoes of the Byzantine Empire left an indelible mark on the history and tradition of Christian Icons, relics, and art.

Articles of interest

 * Cormack, Robin, "Byzantine Art" Oxford: Oxford University Press, (2000) pp. 198–99
 * Hamilton, J. Arnott, M.A., B.D., PhD., Hon. F.R.I.A.S. "Byzantium Art and Decoration" London: Jarrold and Sons, (1956) pp. 194–95
 * Labatt, Annie. "Frescoes and Wall Painting in Late Byzantine Art." In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000– museum (October 2004) Web: Retrieved Mar 10, 2016
 * Meagher, Jennifer. "Italian Painting of the Later Middle Ages." In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000 (September 2010)
 * Skawran, Karin M.. "Peripheral Byzantine Frescoes in Greece: The Problem of Their Connections". British School at Athens Studies Vol.8, MOSAIC:Festschrift for A.H.S. Megaw (2001): 75–83. Web: Retrieved: Mar 10, 2016

title: Peribleptos Monastery, Mystras


text:
Kainuu

Etymology
. In some way related to 🇨🇬 and 🇨🇬, (whence ).

Proper noun

 * 1) Kalix town in Norrbotten County, Sweden
 * 1) Kalix town in Norrbotten County, Sweden
 * 1) Kalix town in Norrbotten County, Sweden

title: Kainuu


text:
Richard Gilbert Scott

Richard Gilbert Scott (12 December 1923 – 1 July 2017) was a British architect, born in London, the son of Giles Gilbert Scott and great-grandson of the great Gothic Revival architect George Gilbert Scott. He was educated at Harrow, Charterhouse School, Bartlett School of Architecture London University, and Regent Street Polytechnic School of Architecture.

Scott was the designer of three churches which have been given the status of Grade II listed buildings: St Mark's Church, Biggin Hill, the Our Lady Help of Christians Church, Tile Cross, Birmingham and the Church of St Thomas More, Sheldon, also in Birmingham.

Scott worked for the family firm, retiring in 1999. Amongst other works he was responsible for the West Wing of the Guildhall, London (1974) and the Guildhall Art Gallery 1999. Both buildings contrast with the Gothic architecture of the Guildhall (which his father was in charge of restoring after World War II), the West Wing being in a modernist tradition, and the Art Gallery being in the post-modern tradition.

Works
A comprehensive list of Richard Gilbert Scott's designs:
 * Rockware Glass, Greenford – office extension (1956–58)
 * St Mark's Church, Biggin Hill (1957–59)
 * Cotts House, City of London – office building (1960–62)
 * National Central Library & Library Association, London WC1 – offices and book stack (1960–63)
 * Reconstruction plan around London Guildhall, (phases 1–5) (1960–65)
 * Whitelands College, Putney – teaching and hostel buildings (1961–1965)
 * Forth Road Bridge and subsidiary bridges: Consultant Architect (1964–67)
 * Our Lady Help of Christians Church, Tile Cross, Birmingham (1966–67), Grade II listed
 * Church of St Thomas More, Sheldon, Birmingham (1968–69)
 * Exhibition Hall, temporary Magistrates' Courts and underground car park, Guildhall, London (1968–70)
 * Restoration of Dance Porch, and installation of new gallery, London Guildhall (1969–71)
 * Feasibility study for 5 new Boys' Houses, Charterhouse School, Godalming, Surrey (1969–71)
 * Consultant Architect for travolator, Bank Station, London Underground (1970)
 * Office building for Guildhall Library, ambulatory, members' accommodation, and Alderman's Court, Guildhall, London (1971–76)
 * Restoration of West Crypt and alteration of west window, Guildhall, London (1974–75)
 * 7 new Boys' Houses (60 boarders in each) and Dining Block seating 500, and conversion of museum to classrooms, Charterhouse School (1975–78)
 * Refurbishment of Guildhall House, London EC2 (office block) (1975–76)
 * Consultant Architect for Redhaugh Road Bridge, Newcastle upon Tyne (1975)
 * Conversion into flats of 1–5 Shepherds Place, Mayfair, London W1 (1977–78)
 * School of Technology, Music School, and Ben Travers Theatre, Charterhouse School (1978–83)
 * Conversion of 'Big School' to theatre, and alteration of 4 boys' residential Houses Eastbourne College (1982–83)
 * New HQ building for Blue Circle Industries, plc, at Aldermaston, Berks (1983–85)
 * Women students' building, Padworth College, Berks (1985–88)
 * New Guildhall Art Gallery and East Ambulatory, together with new layout of Guildhall Yard and retention of remains of London's Roman Amphitheatre, discovered beneath the site (1989–99)
 * Meg's Cottage (own house) in North Norfolk (1996)

title: Richard Gilbert Scott


text:
Church of St John of Beverley

Church of St John of Beverley may refer to:
 * St John of Beverley Church, Beverley
 * Church of St John of Beverley, Scarrington
 * Church of St John of Beverley, Whatton

title: Church of St John of Beverley


text:
Wikipedia:Motto of the day/February 13, 2015

This motto is empty! Please, take a moment to review the nominations and nominate your own new mottos at Wikipedia:Motto of the day/Nominations/In review and Wikipedia:Motto of the day/Nominations/Specials. Any help would be appreciated. –p joe f (talk • contribs) 07:30, 10 February 2015 (UTC)


text:
Baptist Ridge, Tennessee

Baptist Ridge is an unincorporated community in Clay County, Tennessee, in the United States.

History
The community was named for the activities of a Baptist minister, according to local history.

Geography
Baptist Ridge is located in southern Clay County along State Route 292 (Baptist Ridge Road) between Standing Stone State Forest and State Route 53 (at Butlers Landing). Baptist Ridge is approximately 5 mi south of downtown Celina. The community largely consists of a cluster of homes and two churches nested in the mountains, almost entirely centered along State Route 292.

title: Baptist Ridge, Tennessee


text:
Talk:Daood Az-Zahiri

Source for the spelling variant: WhisperToMe (talk) 13:55, 23 September 2019 (UTC)

title: Talk:Daood Az-Zahiri


text:
User:Nater Attano/sandbox

= Business Ethics Article Summaries = This wikipage serves as the medium for the user to write down summaries of certain articles.

Business Ethics Article Summaries
This wikipage serves as the medium for the user to write down summaries of certain articles.

title: User:Nater Attano/sandbox


text:
User:Jhammerb

Hey, I like Wikipedia. I hope to contribute.

I've edited:
 * Zagat Survey
 * Resource Description Framework
 * Type inference

Here's my website.

title: User:Jhammerb


text:
Turki, Barhara

Turki is a village in Barhara block of Bhojpur district in Bihar, India. As of 2011, its population was 730, in 119 households.

title: Turki, Barhara


text:
Talk:Diego Walsh

External links modified
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title: Talk:Diego Walsh


text:
Corporate finance

Finance is among the most stereotypically MBA things an MBA will learn.

Aim of 'Corporate Finance' is to help financial managers value assets and make informed decisions.

If you want to understand corporate finance, learn thoroughly:
 * the implications of the Modigliani-Miller theorem
 * the time value of money
 * how to calculate the NPV of a project
 * how to calculate the WACC of a project or company
 * how to do a decent DCF

Putting it all together, you'd get something called a model. That model will tell you how much any asset that generates cash flows (such as a stock) is worth. People in business think that this might be useful to know.

More specifically, these tools are useful for evaluating the potential returns of various courses of action, including but not limited to capital investments.

title: Corporate finance


text:
двадцать семь

Numeral

 * 1) twenty-seven (27)

Usage notes

 * два́дцать се́мь in the nominative and accusative case governs the genitive plural of the noun. There is no animate/inanimate distinction.

 * два́дцать се́мь in other cases governs the appropriate plural case of the noun.

title: двадцать семь


text:
2017 Dallas Wings season

The 2017 WNBA season will be the 20th season for the Dallas Wings franchise of the WNBA. This will be the franchise's 2nd season in Dallas. The season tips off on May 14. Dallas started the season steadily posting an 8–8 record in May and June. It was a rocky July (3–6) but the team recovered in August by going 5–3. Despite losing their lone September game, the team qualified for the playoffs as the 7th seed with a 16–18 record. Dallas lost in the first round of the playoffs to the Washington Mystics, ending their season.

Preseason

 * - style="background:#fcc;"
 * 1
 * April 29
 * San Antonio
 * L 81–87
 * Davis (13)
 * ''3 Tied (6)
 * Phillips (4)
 * AT&T Center 2,834
 * 0–1

 * - style="background:#bbffbb;"
 * 2
 * May 6
 * Indiana
 * W 80–75
 * Davis (14)
 * College Park Center
 * 1–1
 * College Park Center
 * 1–1

Regular season

 * - style="background:#bbffbb;"
 * 1
 * May 14
 * Phoenix
 * W 68–58
 * Davis (20)
 * Johnson (14)
 * Davis (4)
 * Talking Stick Resort Arena 9,640
 * 1–0
 * - style="background:#fcc;"
 * 2
 * May 20
 * Minnesota
 * L 87–89
 * Diggins-Smith (22)
 * Johnson (7)
 * Diggins-Smith (8)
 * College Park Center 5,169
 * 1–1
 * - style="background:#bbffbb;"
 * 3
 * May 25
 * San Antonio
 * W 94–82
 * Christmas (18)
 * Johnson (11)
 * Diggins-Smith (8)
 * AT&T Center 9,621
 * 2–1
 * - style="background:#fcc;"
 * 4
 * May 27
 * Phoenix
 * L 65–107
 * Johnson (12)
 * 2 Tied (6)
 * Diggins-Smith (4)
 * Talking Stick Resort Arena 9,245
 * 2–2
 * - style="background:#bbffbb;"
 * 5
 * May 30
 * Indiana
 * W 89–62
 * Christmas (27)
 * Gray (9)
 * Diggins-Smith (7)
 * College Park Center 3,076
 * 3–2

 * - style="background:#fcc;"
 * 6
 * June 2
 * New York
 * L 89–93
 * Diggins-Smith (20)
 * Christmas (9)
 * 2 Tied (3)
 * Madison Square Garden 7,426
 * 3–3
 * - style="background:#fcc;"
 * 7
 * June 3
 * Indiana
 * L 85–91
 * Johnson (22)
 * Johnson (13)
 * Diggins-Smith (5)
 * Bankers Life Fieldhouse 6,529
 * 3–4
 * - style="background:#fcc;"
 * 8
 * June 6
 * Washington
 * L 89–101
 * Diggins-Smith (23)
 * 2 Tied (8)
 * Diggins-Smith (7)
 * College Park Center 2,805
 * 3–5
 * - style="background:#bbffbb;"
 * 9
 * June 9
 * Los Angeles
 * W 96–90
 * Johnson (24)
 * Johnson (12)
 * Diggins-Smith (8)
 * College Park Center 3,169
 * 4–5
 * - style="background:#fcc;"
 * 10
 * June 11
 * Minnesota
 * L 74–91
 * Christmas (21)
 * Johnson (8)
 * Diggins-Smith (4)
 * College Park Center 3,998
 * 4–6
 * - style="background:#fcc;"
 * 11
 * June 13
 * Los Angeles
 * L 87–97
 * Diggins-Smith (28)
 * Johnson (10)
 * Diggins-Smith (7)
 * Staples Center 7,233
 * 4–7
 * - style="background:#fcc;"
 * 12
 * June 16
 * New York
 * L 93–102
 * Diggins-Smith (23)
 * Johnson (11)
 * Johnson (3)
 * College Park Center 3,152
 * 4–8
 * - style="background:#bbffbb;"
 * 13
 * June 18
 * Washington
 * W 87–83
 * Johnson (27)
 * Plaisance (8)
 * Diggins-Smith (8)
 * Verizon Center 7,285
 * 5–8
 * - style="background:#bbffbb;"
 * 14
 * June 21
 * San Antonio
 * W 81–78
 * Johnson (25)
 * Johnson (10)
 * Diggins-Smith (6)
 * College Park Center 4,617
 * 6–8
 * - style="background:#bbffbb;"
 * 15
 * June 23
 * San Antonio
 * W 81–69
 * Diggins-Smith (30)
 * Plaisance (8)
 * 2 Tied (5)
 * AT&T Center 7,086
 * 7–8
 * - style="background:#bbffbb;"
 * 16
 * June 25
 * Connecticut
 * W 96–82
 * Christmas (24)
 * Plaisance (9)
 * Diggins-Smith (9)
 * College Park Center 3,408
 * 8–8

 * - style="background:#fcc;"
 * 17
 * July 1
 * Seattle
 * L 69–89
 * Johnson (18)
 * Johnson (10)
 * Diggins-Smith (4)
 * College Park Center 4,038
 * 8–9
 * - style="background:#bbffbb;"
 * 18
 * July 5
 * Atlanta
 * W 94–84
 * Diggins-Smith (21)
 * Johnson (7)
 * Diggins-Smith (7)
 * College Park Center 3,555
 * 9–9
 * - style="background:#fcc;"
 * 19
 * July 9
 * Atlanta
 * L 78–98
 * Diggins-Smith (22)
 * Johnson (13)
 * Diggins-Smith (7)
 * McCamish Pavilion 4,109
 * 9–10
 * - style="background:#fcc;"
 * 20
 * July 12
 * Chicago
 * L 84–90
 * Diggins-Smith (20)
 * Plaisance (5)
 * Diggins-Smith (5)
 * Allstate Arena 14,102
 * 9–11
 * - style="background:#bbffbb;"
 * 21
 * July 16
 * Chicago
 * W 112–106
 * Diggins-Smith (26)
 * Johnson (9)
 * Christmas (3)
 * College Park Center 3,693
 * 10–11
 * - style="background:#fcc;"
 * 22
 * July 19
 * Minnesota
 * L 74–100
 * Diggins-Smith (23)
 * Johnson (8)
 * Diggins-Smith (9)
 * Xcel Energy Center 17,834
 * 10–12
 * - style="background:#bbffbb;"
 * 23
 * July 25
 * Indiana
 * W 84–82
 * Diggins-Smith (21)
 * Paris (10)
 * Diggins-Smith (4)
 * College Park Center 3,701
 * 11–12
 * - style="background:#fcc;"
 * 24
 * July 28
 * Seattle
 * L 93–109
 * Diggins-Smith (18)
 * Johnson (8)
 * Diggins-Smith (7)
 * KeyArena 7,797
 * 11–13
 * - style="background:#fcc;"
 * 25
 * July 30
 * Los Angeles
 * L 74–95
 * Powers (23)
 * Johnson (5)
 * Diggins-Smith (6)
 * Staples Center 11,053
 * 11–14

 * - style="background:#bbffbb;"
 * 26
 * August 4
 * Seattle
 * W 93–80
 * Diggins-Smith (23)
 * Johnson (16)
 * Diggins-Smith (7)
 * College Park Center 3,712
 * 12–14
 * - style="background:#bbffbb;"
 * 27
 * August 6
 * Los Angeles
 * W 85–79
 * Johnson (23)
 * Johnson (13)
 * 3 Tied (3)
 * College Park Center 3,903
 * 13–14
 * - style="background:#fcc;"
 * 28
 * August 10
 * Phoenix
 * L 100–101
 * Johnson (25)
 * Johnson (15)
 * Johnson (5)
 * College Park Center 4,165
 * 13–15
 * - style="background:#fcc;"
 * 29
 * August 12
 * Connecticut
 * L 88–96
 * Gray (21)
 * Johnson (12)
 * Diggins-Smith (5)
 * Mohegan Sun Arena 6,898
 * 13–16
 * - style="background:#bbffbb;"
 * 30
 * August 19
 * Atlanta
 * W 90–86
 * Johnson (23)
 * Johnson (13)
 * Diggins-Smith (11)
 * College Park Center 4,962
 * 14–16
 * - style="background:#fcc;"
 * 31
 * August 23
 * Connecticut
 * L 87–93
 * Diggins-Smith (19)
 * Thornton (9)
 * Diggins-Smith (6)
 * Mohegan Sun Arena 6,465
 * 14–17
 * - style="background:#bbffbb;"
 * 32
 * August 26
 * Washington
 * W 83–78
 * Diggins-Smith (20)
 * Johnson (11)
 * Diggins-Smith (7)
 * Capital One Arena 8,656
 * 15–17
 * - style="background:#bbffbb;"
 * 33
 * August 30
 * Chicago
 * W 99–96
 * Diggins-Smith (28)
 * 2 Tied (9)
 * Diggins-Smith (8)
 * Allstate Arena 5,896
 * 16–17

 * - style="background:#fcc;"
 * 34
 * September 3
 * New York
 * L 81–82
 * Johnson (17)
 * Johnson (8)
 * 2 Tied (4)
 * College Park Center 4,701
 * 16–18

Playoffs

 * - style="background:#fcc;"
 * 1
 * September 6
 * Washington
 * L 86-76
 * Powers (21)
 * Johnson (14)
 * 4 Tied (3)
 * Capital One Arena 6,483
 * 0–1

title: 2017 Dallas Wings season


text:
User:Kaying119/sandbox

Kei Inoo ( Inoo Kei, 伊野尾慧), born 22th June(Blood group A, Cancer), 1990, is a singer of Hey! Say! JUMP, a boy band under the management of Johnny & Associates. He belongs to the elder group : Hey! Say! BEST in Hey! Say! JUMP. He was born in Iruma, Saitama, Saitama Prefecture, Japan. He currently height 174cm, weight 52kg. He graduated from Toyo High School and is now studying in Science and Technology, Meiji University, Japan Faculty of building discipline.

Before he joined Johnny & Associates, he once belong to another Japanese entertainment company called "OSCAR PROMOTION". He then quit and joined Johnny & Associates on 23th September, 2001. In March 2004, he and Kouta Matsumoto, Takashi Nikaido and Yuta Tamamori together formed a group named M.I.N.T.(named after the first letter of each of their first name). In May 2004, he and Yuto Nakajima, Daiki Arioka and Kohei Matsumoto formed the first generation of J.J.Express.

On 21th September 2007, he and Yuto Nakajima, Yuri Chinen, Keito Okamoto, Kota Yabu, Hikaru Yaotome, Daiki Arioka, Ryosuke Yamada, Yuya Takaki, Ryutaro Morimoto formed a Volleyball Supporter Group named Hey! Say! JUMP. Later in November 2007, Hey! Say! JUMP official debut as a boy band.

title: User:Kaying119/sandbox


text:
Kulidzha

Kulidzha (Кулиджа; Kaitag and Dargwa: Кьулижа) is a rural locality (a selo) in Shilyaginsky Selsoviet, Kaytagsky District, Republic of Dagestan, Russia. The population was 401 as of 2010. There are 8 streets.

Geography
Kulidzha is located 12 km southwest of Madzhalis (the district's administrative centre) by road. Shilyagi and Dzhigiya are the nearest rural localities.

Nationalities
Dargins live there.

title: Kulidzha


text:
Template talk:Hani-forms

For usage, see Wiktionary:About Chinese#.

Language tag
As stated by the i18n group of the W3C, the language tag for traditional and simplified Chinese should be zh-Hant zh-Hans and not zh-TW / zh-CN, see Internationalization Best Practices. Cheers —surueña 11:39, 6 November 2007 (UTC)

 * I have posted a message at Beer_parlour so that others have an opportunity to discuss this. -- A-cai 23:11, 6 November 2007 (UTC)

 * Unless we have a specific and fairly compelling reason not to make the change, I think we should do so. It's simply logical, especially for a project like ours that's so intimately concerned with issues of language, dialect, and script, to distinguish between dialect variants (using country codes) and script variants (using script codes), and not to use the former when we mean the latter. —Ruakh TALK 07:03, 7 November 2007 (UTC)

 * Back when I worked on Chinese entries, the tw and cn did confused me a lot (before I figured out what the hell they meant). However, I'm not really sure Hant and Hans would help. When I see those I just think "Hanyu" and it took me a minute to realize that we were talking about traditional and simplified. I personally would use "zh-trad" and "zh-simp" (or even zh-t and zh-s) but that's basically for the sake of simplicity. However, Hant and Hans are still better than tw and cn. — [ ric | opiaterein ] — 16:09, 7 November 2007 (UTC)

 * Well, keep in mind that all these codes are destined for computers. If we wish, we can have a and a  that editors can use; the point is that in the HTML, we should be using   and , as this is what computers will understand (going into the future). —Ruakh TALK 22:10, 7 November 2007 (UTC)

 * Yeah I get that...I just figured maybe we were talking about using those codes specifically. I don't always think big. lol — [ ric | opiaterein ] — 04:49, 8 November 2007 (UTC)

 * We do have and  ... fixing this template is easy (done) but are we sure the set of browsers out there will understand this? They all understand zh-cn and zh-tw as legacy codes. Robert Ullmann 12:03, 19 November 2007 (UTC)

OK, that's great. So if we all agree about this, how can we contact with an admin to modify the template? Thanks surueña 11:45, 19 November 2007 (UTC)

Include Kanji
I suggest adding Kanji into this template, because some of the Kanjis are another kind of simplifed Hanzi, as those in the category:CJKV characters simplified differently in Japan and China. --Wihwang 02:33, 29 July 2009 (UTC)

 * The template can be used for this purpose.  For an example of its use, see: 図書館.  -- A-cai 10:52, 30 July 2009 (UTC)

 * These two templates should be the same. It's better to merge them together to one single template. Look at the 圖書館, the Mandarin, Min Nan and Korean sections are using the ja-forms template, which is not suitable. How about using this template for all chinese character and its simplified forms and variants? --Wihwang 02:06, 28 August 2009 (UTC)
 * Not ideal. Not every Mandarin editor is an expert in Japanese. Besides, having to find the Japanese Kanji form (including both shinjitai and kyujitai) after researching whether it exists for a given Chinese character, simply in order to create a Mandarin entry is beyond crazy. Jamesjiao → T ◊ C 03:03, 17 January 2012 (UTC)

 * I think it merits a discussion. If the languages beyond editor's skills are optional, then a language can be added later. So, a Chinese editor just adds Chinese and a Japanese just Japanese. It's also worth discussing merging with, so that if jiantizi and fantizi (maybe also kanji, hanja and Hán tự) coincide (like ), then the template would only need one parameter. --Anatoli (обсудить) 03:24, 17 January 2012 (UTC)

Should Traditional Chinese goes on top of Simplified Chinese
Traditional Chinese has been used for thousands of years, and it is still used widely today. Simplified Chinese is a modified form of the original Chinese just like the Kanji in Japanese, therefore it should be positioned under the main (Traditional) one. Or at least provide an option to choose which one goes first. Derekleungtszhei (talk) 06:21, 20 December 2012 (UTC)

RFDO discussion: September 2016–February 2017
Unused, and essentially redirects to Template:zh-hanzi-box. —suzukaze (t・c) 11:03, 22 September 2016 (UTC)
 * RFD failed. —Μετάknowledge discuss/deeds 07:32, 20 February 2017 (UTC)

title: Template talk:Hani-forms


text:
caveo

Etymology
From, from earlier *kawējō, from Proto-Italic stative *(s)kewh₁-éh₁-(ye)-ti, from.

Cognate with 🇨🇬, 🇨🇬, 🇨🇬, 🇨🇬, 🇨🇬.

Verb

 * 1) to take precautions, beware, take care; to guard against, attend to a thing for a person, provide
 * 2)  to beware of, keep away from, avoid
 * 3)  to guard against, to be on one's guard against, to take care that (not)
 * 4)  beware not to!, refrain from!, make sure that not, mind that you don't!
 * 5)  to look out in the interests of
 * 6)  to make legal provisions, to order, decree, stipulate
 * 7)  to give surety or guarantees, to secure bail; to pledge, certify
 * 8)  to procure bail or surety from
 * 1)  to look out in the interests of
 * 2)  to make legal provisions, to order, decree, stipulate
 * 3)  to give surety or guarantees, to secure bail; to pledge, certify
 * 4)  to procure bail or surety from
 * 1)  to procure bail or surety from

Usage notes
The primary sense ("beware") may either govern a noun in the accusative or a subjunctive clause joined with, with the meaning "beware not to, make sure that you don't". However, the latter use became idiomatic early on with the particle nē omitted. In either case, the semantically-weakened cavĕ regularly has a short final vowel through iambic shortening. C.f. the parallel positive.

title: caveo


text:
Talk:Barney

This page and the Barney & Friends page are identical (right down to the vandalism too, in some cases. I suggest that the two pages be combined. <IP_ADDRESS> 22:26, 26 May 2006 (UTC)

And that is exactly what has been done. This page is now a disambiguation of the name. trainfan01 —Preceding undated comment added 01:41, 26 June 2010 (UTC).

title: Talk:Barney


text:
Western Canadian Championship (Gaelic football)

The Western Canadian Championship is a Gaelic football championship tournament of the Western Divisional Board of the Gaelic Athletic Association, played every year in British Columbia and Alberta, Canada. The championship includes Men's and Ladies' Gaelic football, two of the sports which make up Gaelic games.

History
In 2004, the first formal GAA sanctioned Western Canadian Championships were played. The Divisional Board, in order to facilitate tournaments that include unaffiliated teams (i.e. not in the Western Divisional Board), and to allow each teams host critical games (understanding the travel distances between venues), agreed that the Championship would be played out in a League format. Each member team would play each other team twice, over two tournaments. The venue for Championship games would be rotated so that each team is required to cross the Rockies only once each year. Only the 5 member clubs (5 men's & 3 ladies' teams) compete in this Championship.

The Fraser Valley Gaels won the 2016 championship.


text:
Talk:Carlos de la Torre y Huerta

External links modified
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title: Talk:Carlos de la Torre y Huerta


text:
Talk:Cornell University Southeast Asia Program

Copyright problem removed
Prior content in this article duplicated one or more previously published sources. The material was copied from: https://web.archive.org/web/20110519173958/http://www.einaudi.cornell.edu/SoutheastAsia/resources/research.asp. Copied or closely paraphrased material has been rewritten or removed and must not be restored, unless it is duly released under a compatible license. (For more information, please see "using copyrighted works from others" if you are not the copyright holder of this material, or "donating copyrighted materials" if you are.)

For legal reasons, we cannot accept copyrighted text or images borrowed from other web sites or published material; such additions will be deleted. Contributors may use copyrighted publications as a source of information, and, if allowed under fair use, may copy sentences and phrases, provided they are included in quotation marks and referenced properly. The material may also be rewritten, providing it does not infringe on the copyright of the original or plagiarize from that source. Therefore, such paraphrased portions must provide their source. Please see our guideline on non-free text for how to properly implement limited quotations of copyrighted text. Wikipedia takes copyright violations very seriously, and persistent violators will be blocked from editing. While we appreciate contributions, we must require all contributors to understand and comply with these policies. Thank you. Moneytrees🌴Talk🌲Help out at CCI! 02:37, 28 April 2020 (UTC)


text:
polar stratospheric cloud

Noun

 * 1)  A relatively rare type of clouds that occurs high in the stratosphere; polar stratospheric clouds often resemble mother-of-pearl as they shine in vivid colours, known as irisation

title: polar stratospheric cloud


text:
World History

'' Welcome to...  The World History Project ''

Welcome to the World History Project. This organization is dedicated to making a free, open-content, standardized textbook on World History based on the /AP World History Standard/. The goal is to create a standard of quality which will suffice for a secondary and post-secondary environment. The World History Project is the "brains" behind the organization. We are a set of regular contributors who organize and give the major guidance to the World History page. We welcome contribution of any who wish to help (whether as part of the World History Project or no), as well as collaboration with other projects - contact us here at our main discussion page or here at our Authors page.

Those who cannot remember the past are condemned to repeat it... If history always repeats itself, and we are to expect the unexpected, how incapable must man be to not learn from it?

Standards | Our Golden Rule | The Authors |

 * Operation: Blank Check- Finalization of structure and basic articles- See The Rise of Dictatorship and Totalitarianism for an example of the type of article completeness desired Current

Prologue - An Introduction to World history and the Advanced Placement examination

Period 1- Technological and Environmental Transformations, to c. 600 B.C.E

 * 1) /Big Geography/- Peopling of the Earth
 * 2) Ancient Civilizations - The Beginning of Agriculture and Ancient Cultures
 * 3) The First Chinese Dynasties - From Mythical Period to The Xia, Shang, and Zhou dynasties
 * 4) Civilization and Empires in the Indian Subcontinent - Indus Valley Civilization and the Mauryan and Gupta Empires
 * 5) World Religions - Religions of the past
 * 6) Ancient Greece and Alexander the Great - From Minoans to the rise of Hellenistic Empires, through Alexander the Great

Period 2- Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.

 * 1) The Roman Empire
 * 2) The Unification of China
 * 3) Middle Eastern Empires and the spread of Islam.
 * 4) The Middle Ages in Europe- - The beginning of the west
 * 5) The Norman empire- - The beginning of England
 * 6) Precolumbian History of the Americas - Immigration of ancient peoples, Mexico, Mesoamerica, and North/South America
 * 7) Ancient Kingdoms of Africa - Eastern and Western African nations through colonization

Period 3- Regional and Interregional Interactions, c. 600 C.E. to c. 1450

 * 1) Samo's Empire - The beginning of Czechia, Slovakia and Austria

Period 4- Global Interactions, c. 1450 to c. 1750

 * 1) Changes in Eurasia - Mongol Conquest and Aftermath
 * 2) The Renaissance in Europe
 * 3) Age of Discovery & Imperialism
 * 4) Religious Wars in Europe
 * 5) The Rise of Nationalism and the Nation-state
 * 6) Revolution, Change, and philosophy - English Civil War and Bill of Rights, American, French, and Glorious Revolutions, the spread of Democratic and Libertarian ideas
 * 7) Napoleonic Europe and Reactionism

Period 5- Industrialization and Global Integration, c. 1750 to c. 1900

 * 1) The Industrial Revolution - Its beginnings and consequences.
 * 2) Changes in East Asia
 * 3) The Age of Imperialism, Part II

Period 6- Accelerating Global Change and Realignments, c. 1900 to the Present

 * 1) Causes and course of the First World War
 * 2) Effects of the First World War
 * 3) The Russian Socialist Revolution - The Russian Revolution, Civil War, and the advent of Communism
 * 4) The Interwar Years - The Great Depression and the changes in society and culture during the interwar period
 * 5) The Rise of Dictatorship and Totalitarianism - Fascism and the like.
 * 6) Causes and course of the Second World War - The Axis and Allies.
 * 7) Consequences of the Second World War - The shift of powers, and the change of world order.
 * 8) The Collapse of Imperialism - Freedom, Change, and Revolution - The end of the Empires
 * 9) The Cold War
 * 10) The World Economy
 * 11) A New Millennium - Challenges and developments in the present day.

Appendices

 * 1) Conflicts
 * 2) Major Figures
 * 3) Technology
 * 4) Preparing for the AP Exam

Other

 * 1) Authors

Světové dějiny 世界史 World History 世界歷史

title: World History


text:
Wikipedia:Articles for deletion/Satya Tiwari

The result was soft delete. WP:REFUND applies.  A  Train talk 08:31, 6 October 2017 (UTC)

Satya Tiwari

 * – ( View AfD View log  Stats )

fails WP:NACTOR and WP:GNG Domdeparis (talk) 16:13, 20 September 2017 (UTC)
 * Note: This debate has been included in the list of Actors and filmmakers-related deletion discussions. Coolabahapple (talk) 01:57, 22 September 2017 (UTC)
 * Note: This debate has been included in the list of India-related deletion discussions. Coolabahapple (talk) 01:57, 22 September 2017 (UTC)

 Relisted to generate a more thorough discussion and clearer consensus.

Please add new comments below this notice. Thanks, Malcolmxl5 (talk) 22:56, 28 September 2017 (UTC)
 * Delete: the only coverage from a major, reliable source is this Times of India article, of which he still isn't the primary topic of discussion. There's a clear conflict of interest here, as indicated by the phrase My picture.    Dr Strauss   talk   09:36, 2 October 2017 (UTC)


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User:Jems Panther

Name : Jems Penther

Nationality : Indian

State : Uttar Pradesh, India

I am Jems Panther i live in Lucknow Uttar Pradesh India. I am Wikipedia manager and new creat page writer Jems Panther (talk) 01:50, 29 September 2017 (UTC) Main ek New page create kar rha houn plz koi bhi help kar sakte hain main aapko samman ke sath apni friends list or dil main jagah dunga Aas Mohammad Abbasi this is new page Jems Panther (talk) 01:57, 29 September 2017 (UTC)

title: User:Jems Panther