text:
Talyvel

Talyvel is a brand name for an instrument for setting horizontal lines.This instrument consists of an induction transducer.A conductive pendulum is held between the two halves of the induction transducer.So whenever the instrument tilts the pendulum also tilts giving rise to an electric impulse.This impulse can be measured by a galvanometer and thus the amount of tilt can be known.

title: Talyvel


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Nuffield Health Cambridge Hospital

Nuffield Health Cambridge Hospital is a private hospital in Cambridge, England.

History
The facility was founded by C Morland Agnew as the Evelyn Nursing Home in 1921. Agnew was motivated to establish the nursing home after his wife, Evelyn, had been poorly treated in another nursing home. Following a programme of modernisation initiated by Agnew's grandson, Julian, in 1974, which allowed the facility to specialise in acute medical and surgical cases, it was renamed the Evelyn Hospital in 1983. After the site was acquired by Nuffield Health in 2003, a new extension, built at a cost of £30 million, was opened in July 2015.

Services
In 2016 it was the first hospital ever to be classed overall as "outstanding" by the Care Quality Commission.

source: wikimedia

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

title: Nuffield Health Cambridge Hospital


text:
DGT

DGT or dgt may refer to:

Government

 * Directorate-General for Translation, European Commission
 * Directorate-General for Transport, European Commission
 * Directorate General of Traffic, Spain
 * Direction Générale du Travail, France

Other uses

 * Deansgate railway station, Manchester, England (station code)
 * DGT board, a chessboard
 * Diffusive gradients in thin films technique, for detecting chemicals
 * Discounted gift trust, in British law
 * Ndra'ngith language, spoken in Australia (ISO 639-3: )

title: DGT


text:
стакан

Etymology
, from, from , from , borrowed from dialectal  (compare 🇨🇬, 🇨🇬, 🇨🇬, 🇨🇬), borrowed from , , from , from  +.

Noun

 * 1) glass

Etymology
, from, from , borrowed from dialectal  (compare 🇨🇬, 🇨🇬, 🇨🇬, 🇨🇬), borrowed from , , from , from  +.

Noun

 * 1)  glass, cup, beaker, tumbler a cylindrical drinking vessel without a stem or handle
 * 2)  beaker
 * 3)  cylindrical case, (hollow) cylinder
 * 4)  cup a customary unit of measure used in cooking, equal to 200 ml
 * 1)  cylindrical case, (hollow) cylinder
 * 2)  cup a customary unit of measure used in cooking, equal to 200 ml

Etymology
, from, from , from , borrowed from dialectal  (compare 🇨🇬, 🇨🇬, 🇨🇬, 🇨🇬), borrowed from , , from , from  +.

Noun

 * 1) glass

Etymology
Borrowed from.

Noun

 * 1) glass

title: стакан


text:
Van Nest–Hoff–Vannatta Farmstead

The Van Nest–Hoff–Vannatta Farmstead is a historic property along County Route 519 (Belvidere Road) in Harmony Township in Warren County, New Jersey, United States. It is administered by the Harmony Township Historical Society. The farmstead was added to the National Register of Historic Places on December 28, 2005, for its significance in agriculture and architecture.

The tract of 768 acres was first settled by John Van Nest in 1763, and subsequently owned by John and Abel Hoff during the early 19th century, followed by William M. Vannatta. In 1856, Vannatta (originally van Etten) acquired the southern half of what was by then a 590 acre tract containing the farmstead. Vannatta moved to the Italianate-style house overlooking the farmstead sometime in the 1860s, after which the farmstead was rented to a succession of tenant farmers. These tenant farmers included Jacob Fry in the 1860s, John Koch in the 1930s, Russell Reeder in the 1940s, and Shorty Featherman from 1945 to 1960.

title: Van Nest–Hoff–Vannatta Farmstead


text:
Talk:List of archaeological periods

List of archaeological periods
I have renamed and restructured these articles - so we now have a formal Levantive article, North American article and a start of one for Mesoamerica. :: Kevinalewis  :  (Talk Page)  12:45, 20 March 2006 (UTC)

Hi Kevinalewis- I know very little about this, and thanks for your article. Question: Does Wikipedia have a standard for archaelogical date? You use BC/ BCE / AD/ BP. Question 2: on New Zealand, you have Archaic period (AD 1000 - 150)... I take it this should be (AD 1000-1350)? Thanks! I'll wait for a reply. --<IP_ADDRESS> 22:18, 14 April 2006 (UTC) --- too pro- europeany. needs badly changes.Xelas211 03:18, 29 July 2007 (UTC)

Bold text —Preceding unsigned comment added by <IP_ADDRESS> (talk) 11:07, 3 August 2008 (UTC)

Southeast Asia
Thailand's Ban Chiang (archaeological site) earliest grave was about 2100 BC, the latest about 200 AD, but I don't know of any systematic labeling of archaic periods for the region. --Pawyilee (talk) 12:57, 27 September 2011 (UTC)

East Asia
(East) Asia is lacking detail. Yangshao and Longshan cultures not mentioned and neither is Chinese Bronze Age (Xia and Shang). <IP_ADDRESS> (talk) 03:30, 5 June 2012 (UTC)

title: Talk:List of archaeological periods


text:
Scientific information on environmental issues in the age of digital media/Abstract

This paper consists of an investigation about the past, present and future of internal structures and processes of scientific information production and its management, with the focus on the analysis at institutions of environmental studies. Considering three dimensions of the communication process at academic institutions (technological, cultural and institutional), the research drawn near a philosophical review about some relations (economic, political and social) among these dimensions and therefore examine some aspects of the specialized information production and distribution.

Back to start page


text:
Jody Anschutz

Jody Anschutz (born October 18, 1962) is an American professional golfer. She competed as Jody Rosenthal prior to marrying Fred Anschutz on October 14, 1989.

Career
Rosenthal was born in Minneapolis, Minnesota. She attended the University of Tulsa. As an amateur she won the 1984 British Ladies Amateur and played for the United States in the 1984 Curtis Cup. Her debut season on the LPGA Tour was 1986 and she won Rookie of the Year honors. In her second season she won two tournaments including the du Maurier Classic, which was then one of the LPGA's major championships, and finished in the top ten in the other three majors on her way to fifth in the money list. From that time on however her career followed a downwards trajectory. She did not win again and did not make the top one hundred on the money list after 1992. She last played on the LPGA Tour in 2002.

LPGA Tour wins (2)
LPGA Tour playoff record (0–1)

LPGA of Japan Tour wins (1)

 * 1986 Daio Paper Elleair Ladies Open

U.S. national team appearances
Amateur
 * Curtis Cup: 1984 (winners)
 * Espirito Santo Trophy: 1984 (winners)

title: Jody Anschutz


text:
John Gosse Freeze

John Gosse Freeze (November 4, 1825 – July 8, 1913) was an American lawyer and writer. He was born in Montoursville and attended both private and common schools. After school, he briefly worked as a schoolteacher before turning to law in 1846. He was admitted to the bar of Columbia County in 1848 and served as a lawyer for more than 60 years. He was also the register and recorder of Columbia County from 1863 to 1869 and was on the staff of Pennsylvania governor William Bigler. Freeze wrote a book of poetry and two volumes of county history. He married in 1854 and had five children, but none lived past the age of 24.

Family
Freeze's ancestors originally resided in Germany or the Low Countries, but moved to the United States well before the American Revolutionary War. His ancestors settled in New Jersey, from where his grandfather relocated to Pennsylvania. Freeze's paternal grandfather, Peter Freeze, fought in the militia in the American Revolutionary War.

Early life and education
Freeze was born in the community of Montoursville at the mouth of Loyalsock Creek in Lycoming County, Pennsylvania on November 4, 1825. He was the eldest of eight children. His parents were Frances (Gosse) Freeze and James Freeze, a miller.

In addition to attending common schools, Freeze also attended private schools such as the Milton Academy and the Danville Academy. While at school, he learned various subjects, including Latin and Greek. His father also hired private tutors for him. J.H. Beers described Freeze as having "the best educational facilities this region afforded in his day" in his 1915 book Historical and Biographical Annals of Columbia and Montour Counties, Pennsylvania.

Legal career
Freeze briefly worked as a schoolteacher in the early 1840s, while under the age of 17. However, he eventually decided to practice law. He became a student-at-law under Joshua W. Cromley in Danville in 1846. He was admitted into the bar of Columbia County on April 19, 1848. Freeze served in this capacity for more than sixty years before retiring only shortly before his death.

In the early part of Freeze's career, he was mainly involved in lawsuits over land titles, especially those concerning the coal mining lands in southern Columbia County. He played a role in the Longenberger-McReynolds and Biggs-Doebler cases, which started in 1863 and continued until 1885.

Freeze was also active in homicide trials. He defended Hester, Tully, and McHugh in a Molly Maguires trial of 1877. The three men had been charged with the murder of Alexander Rea. Although all three were convicted and hanged, Freeze remained convinced that only Hester was guilty of the murder.

J.H. Beers' 1915 book Historical and Biographical Annals of Columbia and Montour Counties, Pennsylvania described Freeze as "skillful[ly] handling difficult situations" in the courtroom. He was commonly present at sessions of the Supreme Court. By 1905, Freeze was the oldest member of the Columbia County bar. He was also the president of the Columbia County Bar Association. Additionally, he was a member of the Pennsylvania Bar Association.

Freeze tended to avoid defending cases that hinged on a technicality.

Political and military careers
Freeze held few public offices, despite having influence in the politics of Columbia County and being active in the county's affairs. Between 1863 and 1869, he served two three-year terms as the register and recorder of Columbia County. In 1872, he was chosen to be a member of the Constitutional convention to amend the Constitution of Pennsylvania. He represented the Fifteenth District, which included Columbia County, Lycoming County, Montour County, and Sullivan County. However, he resigned from this position on the third day of the convention and Charles R. Buckalew took his place.

Freeze was a lieutenant colonel on the staff of Pennsylvania governor William Bigler.

Writing career
Freeze was once an editor of the Columbian. He also wrote several poetry books, with his largest work, A Royal Pastoral and other Poems, being over 300 pages in length. Other works of his include the North American Book and several pamphlets. The pamphlets were mainly on historical, literary, and theological matters. Additionally, he wrote History of Columbia County in 1876 and A History of Columbia County, Pennsylvania: From the Earliest Times in 1888. J.H. Beers described the latter book as being "undoubtedly the best written and considered the standard authority and an exhaustive work of reference on the subject".

Freeze may have written an anonymous 34-part series called "The Columbia County Invasion", which appeared in the Columbian and Democrat in 1869. However, it may have been written by Charles Brockway, the owner of the newspaper.

Other activities
In 1866, Freeze and several others organized the Bloomsburg Literary Institute. He became one of the institute's trustees in its early years and held that position until his death. Freeze also eventually became a trustee of the Bloomsburg Normal School after it succeeded the Bloomsburg Literary Institute. He was also a trustee of the Bloomsburg Public Library until his death and was vice-president of the library's board of directors.

Freeze was president of the Bloomsburg Bridge Company, the Rosemont Cemetery Company, and the Bloomsburg Banking Company.

Freeze was a member of the Pennsylvania Historical Society. He was also the historian of the Bloomsburg Centennial of 1902. Additionally, he was a chancellor of the diocese of Central Pennsylvania.

Freeze was a member and also a vestryman of Saint Paul's Episcopal Church. He was a Democrat.

On February 28, 1865, Freeze sent a letter to the President of the United States, requesting that he pardon six prisoners who were held in Fort Mifflin for their supposed involvement in the Fishing Creek Confederacy. Freeze stated that "there never was any actual resistance made by them, or any of them or by anyone else in the county to the military authority of the United States".

Personal life
The 1890 book Local and National Poets of America described Freeze as being 5 ft 9 in tall and weighing approximately 130 lb. He had gray eyes and dark hair that turned gray in his later years.

Freeze married Margaret Walker, a resident of Lancaster County, Pennsylvania, in 1854. They had five children. Freeze survived both his wife and all his children. Of his children, only the second, Maude, survived to adulthood, dying at the age of 24. Freeze's first child, Kate, died in infancy and his last three children (Hope, Helen, and Boyd) all died in childhood.

On July 8, 1913, Freeze died of old age at his home on Center and Third Streets in Bloomsburg. He was buried at the Rosemont Cemetery.

title: John Gosse Freeze


text:
Cookbook:Eggplant and Chickpea Skillet

| Vegan cuisine

Eggplant and chickpea skillet is a colorful and tasty dish suitable for vegans. It is important to use fresh basil in this recipe.

Ingredients

 * 1 Tbsp olive oil
 * 1 green bell pepper, diced
 * 2 cloves garlic, chopped
 * 1 small eggplant (aubergine) or 2 Italian eggplants, quartered and sliced
 * 6–8 mushrooms, sliced
 * 1 can (15 oz / 400 g) diced tomatoes
 * 1 can (15 oz / 400 g) chickpeas, drained
 * ½ tsp tarragon
 * 2–3 cups (200–250 g) broccoli, cut into small florets
 * 8–12 fresh basil leaves (preferably Thai basil)

Procedure

 * 1) Sauté the green bell pepper and garlic in the oil over medium heat for several minutes. Add mushrooms and eggplant and continue cooking, stirring often, for 5 minutes.
 * 2) Add the tomatoes with their juice, chickpeas and tarragon. Stir well, cover, and simmer for 10–12 minutes until eggplant has softened somewhat.
 * 3) Stir in the basil leaves and broccoli and simmer, partially covered, for 8–10 minutes or until broccoli is bright green.
 * 4) Season to taste with salt and freshly ground black pepper.
 * 5) Serve over rice or couscous.

title: Cookbook:Eggplant and Chickpea Skillet


text:
Waves/Optical Instruments

Thin Lens Formula and Optical Instruments
Given the laws of reflection and refraction, one can see in principle how the passage of light through an optical instrument could be traced. For each of a number of initial rays, the change in the direction of the ray at each mirror surface or refractive index interface can be calculated. Between these points, the ray traces out a straight line.

Though simple in conception, this procedure can be quite complex in practice. However, the procedure simplifies if a number of approximations, collectively called the thin lens approximation, are valid. We begin with the calculation of the bending of a ray of light as it passes through a prism, as illustrated in figure 3.4.

The pieces of information needed to find $$\theta $$, the angle through which the ray is deflected are as follows: The geometry of the triangle defined by the entry and exit points of the ray and the upper vertex of the prism leads to

 * $$ \alpha + ( \pi / 2 - \theta_2 ) + ( \pi /2 - \theta_3 ) = \pi, $$ (4.5)

which simplifies to

 * $$ \alpha = \theta_2 + \theta_3 . $$ (4.6)

Snell's law at the entrance and exit points of the ray tell us that
 * $$ n = \frac{\sin ( \theta_1 )}{\sin ( \theta_2 )} \qquad n = \frac{\sin ( \theta_4 )}{\sin ( \theta_3 )}, $$ (4.7)

where $$n$$ is the index of refraction of the prism. (The index of refraction of the surroundings is assumed to be unity.) One can also infer that
 * $$ \theta = \theta_1 + \theta_4 - \alpha . $$ (4.8)

This comes from the fact that the sum of the internal angles of the shaded tetrahedron in figure 3.4 is $$( \pi /2 - \theta_1 ) + \alpha + ( \pi/2 - \theta_4 ) + ( \pi + \theta ) = 2 \pi$$.

Combining equations (3.6), (3.7), and (3.8) allows the ray deflection $$\theta $$ to be determined in terms of $$\theta_1$$ and $$\alpha $$, but the resulting expression is very messy. However, great simplification occurs if the following conditions are met:

 * The angle $$\alpha \ll 1$$.
 * The angles $$\theta_1 \ll 1$$ and $$\theta_4 \ll 1$$.

With these approximations it is easy to show that
 * $$ \theta = \alpha (n - 1) \quad \text{(small angles)} . $$ (4.9)

Generally speaking, lenses and mirrors in optical instruments have curved rather than flat surfaces. However, we can still use the laws for reflection and refraction by plane surfaces as long as the segment of the surface on which the wave packet impinges is not curved very much on the scale of the wave packet dimensions. This condition is easy to satisfy with light impinging on ordinary optical instruments. In this case, the deflection of a ray of light is given by equation (3.9) if $$\alpha $$ is defined as the intersection of the tangent lines to the entry and exit points of the ray, as illustrated in figure 3.5.

A positive lens is thicker in the center than at the edges. The angle $$\alpha $$ between the tangent lines to the two surfaces of the lens at a distance $$r$$ from the central axis takes the form $$\alpha = C r$$, where $$C$$ is a constant. The deflection angle of a beam hitting the lens a distance $$r$$ from the center is therefore $$\theta = C r (n - 1)$$, as indicated in figure 3.5. The angles $$o$$ and $$i$$ sum to the deflection angle: $$o + i = \theta = C r (n - 1)$$. However, to the extent that the small angle approximation holds, $$o = r/d_o$$ and $$i = r/d_i$$ where $$d_o$$ is the distance to the object and $$d_i$$ is the distance to the image of the object. Putting these equations together and cancelling the $$r$$ results in the thin lens formula:
 * $$ \frac{1}{d_o} + \frac{1}{d_i} = C(n - 1) \equiv \frac{1}{f} . $$ (4.10)

The quantity $$f$$ is called the focal length of the lens. Notice that $$f = d_i$$ if the object is very far from the lens, i. e., if $$d_o$$ is extremely large.

Figure 3.6 shows how a positive lens makes an image. The image is produced by all of the light from each point on the object falling on a corresponding point in the image. If the arrow on the left is an illuminated object, an image of the arrow will appear at right if the light coming from the lens is allowed to fall on a piece of paper or a ground glass screen. The size of the object $$S_o$$ and the size of the image $$S_i$$ are related by simple geometry to the distances of the object and the image from the lens:
 * $$ \frac{S_i}{S_o} = \frac{d_i}{d_o} . $$ (4.11)

Notice that a positive lens inverts the image.

An image will be produced to the right of the lens only if $$d_o > f$$. If $$d_o < f$$, the lens is unable to converge the rays from the image to a point, as is seen in figure 3.7. However, in this case the backward extension of the rays converge at a point called a virtual image, which in the case of a positive lens is always farther away from the lens than the object. The thin lens formula still applies if the distance from the lens to the image is taken to be negative. The image is called virtual because it does not appear on a ground glass screen placed at this point. Unlike the real image seen in figure 3.6, the virtual image is not inverted.

A negative lens is thinner in the center than at the edges and produces only virtual images. As seen in figure 3.8, the virtual image produced by a negative lens is closer to the lens than is the object. Again, the thin lens formula is still valid, but both the distance from the image to the lens and the focal length must be taken as negative. Only the distance to the object remains positive.

Curved mirrors also produce images in a manner similar to a lens, as shown in figure 3.9. A concave mirror, as seen in this figure, works in analogy to a positive lens, producing a real or a virtual image depending on whether the object is farther from or closer to the mirror than the mirror's focal length. A convex mirror acts like a negative lens, always producing a virtual image. The thin lens formula works in both cases as long as the angles are small.

title: Waves/Optical Instruments


text:
User:Willems66/Books/Industry 4.0 V2 (1row)

Information Summary by FEST

 * Industry 4.0
 * Internet of things
 * Cyber-physical system
 * Big data
 * Cloud computing
 * Smart grid
 * Machine to machine
 * Overall equipment effectiveness
 * Predictive maintenance
 * Radio-frequency identification
 * MQTT
 * Computer security
 * Information security management
 * ISO/IEC 27001:2013
 * Industry 4.0
 * Internet of things
 * Cyber-physical system
 * Big data
 * Cloud computing
 * Smart grid
 * Machine to machine
 * Overall equipment effectiveness
 * Predictive maintenance
 * Radio-frequency identification
 * MQTT
 * Computer security
 * Information security management
 * ISO/IEC 27001:2013


text:
Makenna Cowgill

Makenna Cowgill (born September 11, 1998) is an American former child actress. She has provided voices for many animated and non-animated movies.

Filmography

 * Bambi II (2006)
 * Meet the Robinsons (2007)
 * The Time Traveler's Wife (2009)
 * Diary of a Wimpy Kid (2010)
 * Diary of a Wimpy Kid: Rodrick Rules
 * Kung Fu Panda 2
 * Astro Boy
 * Madagascar: Escape 2 Africa
 * Madagascar 3: Europe's Most Wanted"
 * Monster House
 * Megamind
 * Monsters University
 * Kung Fu Panda Holiday
 * Monsters vs. Aliens: Mutant Pumpkins from Outer Space
 * NCIS
 * CSI
 * Modern Family
 * Sordid Lives

title: Makenna Cowgill


text:
User:Lordcorvid

Aside from a few very minor, anonymous Wikipedia edits, I am entirely new to Wikidom. Yet as a non-traditional student, Wikiversity excites me, so I intend to contribute to and glean from courses in the following subject areas:

 * Ecology / Evolutionary Biology
 * Anthropology
 * Metalwork
 * Typography & Graphic Design

I am the creator of and a (semi)active contributer to the Welding Learning Project.

title: User:Lordcorvid


text:
User:Steve block

w:User:Steve block reserving log in name. Steve block 09:43, 30 October 2006 (UTC)

title: User:Steve block


text:
HMS Vengeur

Two ships of the British Royal Navy have been named HMS Vengeur.

 * The first HMS Vengeur (1809) was acquired by capture from France in January 1809, and sold within the year.
 * The second HMS Vengeur (1810) was a 74-gun third rate Vengeur-class ship of the line of the Royal Navy, launched on 19 June 1810 at Harwich. She was broken up in 1843.

title: HMS Vengeur


text:
Hammenhögs IF

Hammenhögs IF is a sports club in Hammenhög, Sweden, established in 1927.

The women’s soccer team played four seasons in the Swedish top division between 1978–1981.

title: Hammenhögs IF


text:
User:J.Steinbock~enwikiversity

This Custodian has been sadly missing from Wikiversity for some time. We hope to see this Custodian again, but meanwhile, any messages sent to J. Steinbock may not receive a quick reply.

If you are J. Steinbock, please delete this message to show that you are active on Wikiversity.

This user page is in the process of being modified
{| width=100% align=center style= "text-align:center;background:#87CEEB;-moz-border-radius: 30px;"
 * colspan=2 |
 * colspan=2 |

title: User:J.Steinbock~enwikiversity


text:
Cookbook talk:Onion

This module, or a version in the page history, uses text taken from the Wikipedia article Plant Families/Onion, and is used under the GFDL. The page history at the time the text was coppied is included below:

 * (cur) (last) . . M 13:32, 24 Feb 2004 . . Robbot (Andre Engels - Robot-assisted disambiguation: Biological cell)
 * (cur) (last) . . 19:27, 23 Feb 2004 . . <IP_ADDRESS> (+zh:)
 * (cur) (last) . . M 18:45, 23 Feb 2004 . . Elinnea (sv:)
 * (cur) (last) . . M 10:22, 19 Feb 2004 . . Yak (link)
 * (cur) (last) . . M 10:21, 19 Feb 2004 . . Yak (allium ursinum)
 * (cur) (last) . . 11:49, 16 Feb 2004 . . Wouterhagens (added picture)
 * (cur) (last) . . 22:45, 5 Feb 2004 . . WormRunner (onion as allium cepa, links to allium and some related taxa)
 * (cur) (last) . . M 14:15, 5 Feb 2004 . . Hephaestos
 * (cur) (last) . . 14:12, 5 Feb 2004 . . Hephaestos (some rewriting)
 * (cur) (last) . . 21:16, 22 Dec 2003 . . Rfc1394
 * (cur) (last) . . M 06:08, 28 Nov 2003 . . Kowey (ms: (?))
 * (cur) (last) . . 21:35, 2 Nov 2003 . . <IP_ADDRESS> (+ja)
 * (cur) (last) . . 22:37, 21 Oct 2003 . . <IP_ADDRESS> (fr:)
 * (cur) (last) . . 13:21, 16 Sep 2003 . . Mihai (wiki)
 * (cur) (last) . . 04:11, 1 Sep 2003 . . <IP_ADDRESS>
 * (cur) (last) . . 04:11, 1 Sep 2003 . . <IP_ADDRESS> (de)
 * (cur) (last) . . 01:20, 19 Jun 2003 . . Theresa knott (fixed link to cells. This is a stub article please expand)
 * (cur) (last) . . M 22:23, 18 Jun 2003 . . Jimfbleak (sp)
 * (cur) (last) . . M 15:13, 21 May 2003 . . KF
 * (cur) (last) . . 01:59, 20 May 2003 . . Theresa knott (Adding a link to how to prepare an onion cell slide)
 * (cur) (last) . . M 02:31, 10 Oct 2002 . . Olivier
 * (cur) (last) . . M 01:47, 10 Oct 2002 . . <IP_ADDRESS>
 * (cur) (last) . . M 04:49, 3 Oct 2002 . . Andre Engels (nl:)
 * (cur) (last) . . M 16:50, 20 Aug 2002 . . Zadcat (tweak, fix french)
 * (cur) (last) . . 20:17, 21 Jul 2002 . . Perique des Palottes
 * (cur) (last) . . M 19:07, 21 Jul 2002 . . Brion VIBBER (lang link: +eo)
 * (cur) (last) . . M 22:36, 3 May 2002 . . 0

title: Cookbook talk:Onion


text:
arrabbiare

Etymology
From.

Verb

 * 1)  to have rabies; to be rabid
 * 2)  to get angry, to lose one's temper

title: arrabbiare


text:
Calculus/Real Numbers and Their Development

Welcome to your first course in calculus! Help with exercises and general questions will be given on the Discussion Board for this page, which can be found on the top of this page. Suggestions are welcome.

In this lesson, we are going to talk a little about the "false history" of calculus and we are going to explicitly define the development of the numbers that we have used to do arithmetic and science everyday, but that we never really looked at too closely before. You may have been mystified by weird proofs that 0.999... repeating indefinitely is actually a valid expression for the number 1, but by the end of this lesson, though you might be amazed at the hidden properties of our everyday numbers, you'll be able to handle them and understand statements like the one above with confidence. To understand why mathematicians developed calculus to the point that it is today, we first need to look at our number system.

The Development of Numbers
What we will be looking at in this section is a pseudo-history of mathematics; it is very straightforward and every development follows logically from the one before. This is not how things actually occured, but to cover the true history of rises and falls and concepts that never made it would fill volumes and would use up all of our remaining time on Earth (for example, it is rather the case that calculus was developed first, and the analytical properties of the real number system were discovered/created to account for holes in our concept of continuity). We'll stick with the pseudo-history for now.

The Counting Numbers
It may be cool to think of a culture which has never developed a need to count anything, and thus has no need for numbers. Perhaps this culture consists of a single organism which receives no input from its environment. After all, any input would inspire the ability to differentiate between, for example, "I just ate." and "I just ate again." Even simpler animals have some ability to count. Experiments with birds have shown that they have some ability to account for whole quantities less than 5. The experiment was along the lines of having a certain number of people enter a building containing grain (that attracted the bird) and then having them leave one at a time over a long period of time. The bird would fly into the building to eat the grain whenever it thought there was no-one left in the building. Whenever the number of people was greater than 5, the birds would get confused and fly into the building even though there were still people there.

Similarly, there are certain primitive cultures in existence today that have the words in their language to separate small quantities of objects, but resort to words akin to "lots" for more than a few objects. Interestingly enough, some of these cultures have never separated the concept of quantity from quality, a basic step in the birth of mathematics. Their word for "two boats" would have nothing in common with their word for "two bowls". The concept of two is not separated from the quality (boat or bowl) of the object. We have similar primitive words left over in our language today, ie. a gaggle of geese or a pack of dogs, but we have long since abandoned their ties to quantitative quality.

Anyway, eventually humans came to embrace exact large numbers by using place value systems. (This is not historically accurate either. The Roman numeral system was not a place value system and survived for an incredibly long time, given the fact that calculations done in this system could only be done by highly skilled accountants and philosophers. The common person could not do much of anything with numbers.) We would assign one position to multiples of one, another position to multiples of some number b called the base, and so on. Today, we use ten as the base of our number system, but other bases were used throughout history. An artifact of this is most of our time concepts being based in base 60 (Babylonians). Every time more than 60 seconds passes, we increment the next place value (the minute) and reset the "seconds place" to 0.

The Rational Numbers

The ability to count a whole number of objects was great for money management (no-one cares about half a penny) or keeping track of your livestock (you don't really care about ratios when butchering; each part has its own whole number, ie. 4 legs go to Mrs. Brown and so forth), but philosophers needed a more flexible concept of quantity. They needed a way to compare two quantities to each other beyond simply saying one was larger and the other was smaller. How much larger one was than the other was very important to natural philosophy (which became the physical sciences in modern times). These ratios and the inevitable need to do arithmetic with them evolved into the system of rational numbers. Note that they are not called rational because they "make sense", even though they may make perfect sense to you. This is to forswear the abuse the poor irrational numbers, which we are about to introduce, have borne for years.

The study of geometry profited greatly from the application of rational numbers. Now, one could use any fraction of an existing measurement necessary to describe the length or size of a geometric object. For years, it had been known that one could easily construct a right angle by using a closed rope with 12 equally spaced knots and stretching out a triangle from this rope so that the hypotenuse had exactly 5 spacings between the knots and one of the legs had 3 spacings. The Egyptians made use of this simple tool to construct right angles in their architecture and fields.

The First Sign of Trouble: Irrational Numbers in Geometry
Philosophers during this period (and beforehand) explored many applications of the relationship that is now known as the Pythagorean theorem. It made perfect sense to them that every possible length should be able to be expressed as, at the least, a fraction of some whole amount. This can easily be argued without looking too deep. If you take a pencil and draw a line, then label that line with equally spaced whole numbers (we'll call this line "the number line"), then no matter where you place a point on that line, you should always be able to label it as being x times closer to 1 than to, say 2. It might not be a nice fraction like $$\frac{1}{4}$$, but it should still be a fraction. After all, between every two rational numbers there was an infinitude of rational numbers. What other type of length could there be?

Exercise 1.1: Show that if a and b are rational numbers with a < b, then there exists a rational number c such that a < c < b.

At this time, the Pythagoreans, followers of the philosopher Pythagoras, were seeking out number patterns everywhere, due to the success of rational numbers in music. They were very interested in calculating triples, sets of 3 integers that satisfied the Pythagorean theorem $$a^2 + b^2 = c^2$$. Unfortunately, there was a very simple triangle that could actually be made, yet did not seem to fit into the Pythagorean theorem. If you measured out a square plot of land, no-one at this time could tell you exactly how far it was to walk across the diagonal of that square. While they could tell you that the distance was between two numbers, it was maddening that they could not assign a workable exact quantity to that length. Occurences like this were actually kept very secret, and even up to the nineteenth century, irrational numbers, numbers that could not be expressed as the ratio of two whole amounts, were viewed with suspicion as in some way not being "real" numbers.

Exercise 1.2: ''If a number is even, it can be written in the form 2q for some whole number q. Similarly, if a number is odd, it can be written in the form 2p + 1 for some whole number p. Show that if a number is even, then the square of that number is also even. Show the same for odd numbers.''

Exercise 1.3: ''Remember from your knowledge of arithmetic (or at least accept it as a given for now) that two distinct numbers always have distinct prime factors. Said differently, two numbers with identical prime factors must be identical. This is the Fundamental Theorem of Arithmetic. Suppose $$1 + 1 = c^2$$ where $$c = \frac{m}{n}$$ where m and n are whole numbers. Using the Fundamental Theorem of Arithmetic, show that this cannot be the case (Use algebra and reasoning to deduce a contradiction to the statement that $$c = \frac{m}{n}$$ for all such whole numbers, assuming the first part of the supposition is true).''

''Tips for first proof: Remember that you're trying to convince a peer through logic that the statement above is false. This means you may have to write a few arguments, in addition to showing the mathematics. There are many ways of proving a statement. Can you find another method to prove the above statement?''

Somehow, these irrational numbers have filled in gaps that we could not see in our number line. As a matter of fact, it may be disturbing to realize that there are, in a sense that will be made clearer if you continue on to study real analysis, "more" irrational numbers than rational numbers on our number line.

Irrational numbers disturbed early mathematicians, and they developed creative methods of getting as close as they needed to the true value of the irrational quantity using rational numbers. Methods such as these are present in the work of Eudoxus and Archimedes, and are actually not that far away from modern calculus.

Continuity Saves the Day
We are now going to fast-forward quite a bit to the modern day. When you punch 2 into your calculator and press the square root function, you will most likely get quite a few digits, but a finite amount of them. You can always just put that amount over the proper power of ten to write it as a rational number, so what your calculator is giving you cannot be the square root of two. It is instead approximating the square root of two up to a certain amount of decimal places using methods that will become apparent in these very lessons. How does your calculator (or rather your calculator's programmers) know that the value it calculates is accurate? It's obvious that it is, since we depend on computers to calculate physical interactions dealing with things a lot more involved than simple square roots! This is the theoretical framework that requires numbers of completely arbitrary precision. Using this theory, we should be able to, at any moment, get a decimal, binary, or what-have-you equivalent of the abstract numbers that we will be dealing with. These abstract numbers that completely fill in all possible lengths on the number line, and including their negatives, are what we call the real numbers.

Wait, you may say. How do we know there aren't even more exotic and weird numbers hiding out on our number line that we just don't have the experience to see yet? This is where the notion of what mathematicians call continuity makes its first appearance. Continuity is the heart of calculus, and is actually what you already expect, as it helps define the real numbers to behave as if we had drawn the number line with an imaginary pencil. Informally, we say that a line is continuous if you can draw the line without lifting your pencil from the paper. Suppose you freeze the action of drawing the number line at a particular point in time. The pencil is currently in the act of drawing some point after 3 but before 4. In order to ensure that the line is continuous, we intend to make sure that the pencil is always drawing some point. This means that no matter how close we get to the point of the pencil, there will always be a line leading up to the point the pencil has stopped at.

Allow the pencil to draw the line and place your finger on the line. Your finger definitely starts touching the line at some point: we define that point to be a real number. In technical terms, the real number system ensures that if you can name a finite number greater than the length you're wondering about, then that length exists as a real number. In this way, we include every possible length on what we have idealized as a continuous line.

We are now going to state what was said above in mathematical terms, only because we need a precise definition independent of arbitrary things like the thickness of the pencil, how shaky our hand is, the nature of atoms, and so forth in order to prove things logically within the framework of calculus. Calculus is not about any of those things above; it is about applying algebra to analyze geometry, so the language of these two subjects is what the definition will be given in. We will need to introduce some language first. This type of language will be very useful to give concrete logical notions that we can use to prove the statements we will be making. It is language used in many areas of mathematics, so it is not exclusive to calculus. You may already know some of these terms.

Set: ''A set is a collection of objects. We can explicitly define sets by writing what they contain in curly braces, such as {1, 2, 3}. '1' is called an element of the set.''

Upper Bound and Lower Bound: ''A set of numbers has an upper bound if there exists some number q that is greater than (or equal to) each element in the set. Similarly, a lower bound p is a number that is less than (or equal to) each element of the set.''

We, logically, say that a set of real numbers is bounded if it has both an upper and lower bound. This is easily illustrated by placing an upper and lower bound somewhere on the number line and noting that if a set can claim to have those upper and lower bounds, then it must be inside the bounded region.

Back to the notion of finding the number c such that $$1 + 1 = c^2$$. We know that c must be less than 2 and greater than 1. Show this. Thus, c must be a real number (in respect, it must be on the imaginary number line we drew above)! We call this real number $$\sqrt{2}$$, and denote it by dividing the real number line into two sets: those numbers less than $$\sqrt{2}$$, and those numbers greater than $$\sqrt{2}$$. If we take a look at the former set, we see that the set of numbers greater than $$\sqrt{2}$$ is a set of upper bounds for our set. After a moment's thought, we can see that what we mean by real numbers can be defined by placing a simple requirement on all possible sets of real numbers.

The Construction of the Real Numbers: ''If a set of numbers has an upper bound, then it has a lowest possible upper bound that is a real number. Similarly, if a set of numbers has a lower bound, then it has a greatest possible lower bound that is a real number.''

These least upper bounds (called supremums) and greatest lower bounds (called infimums) are what Dedekind used to define the system of real numbers. Thus, every possible set of numbers that you can name, given that it has at least one bound, represents at least one real number. This formulation is exactly what Eudoxus and Archimedes were counting on as existing when they used their methods of exhaustion to find things like the area of a circle or the length of a section of a parabola. Their methods produced lists of numbers that they were able to prove had finite upper and lower bounds.

A Short Tour of the Real Numbers
As an introduction to the strangeness of real numbers, note that the irrational numbers have some oddities and monsters hiding within them, just out of reach of various tools. It is interesting to find out that each of the following sets of weirder and weirder numbers is actually "larger" than the sets preceding it, in a sense that will be made clear in a course on real analysis.

Unconstructible Numbers
The number $$\sqrt{2}$$ as explored before can easily be constructed using the old geometer's tools of a straight edge (an unmarked ruler) and a compass (a device for drawing circles centered at a point of your choice). It was proven using group theory that there exist unconstructible numbers, lengths which cannot be constructed on paper using a finite amount of steps. These include numbers as simple as the fifth root of 5.

Transcendental Numbers
While the fifth root of five can easily be described as being the root of the equation $$x^5 - 5 = 0$$, there also exist numbers that are not the root of any polynomial equation with rational coefficients. These are called transcendental numbers; they have transcended the need for any reference to rational numbers. These include, but are not limited to, the popular numbers e and $$\pi$$. They are the jewels of real numbers.

Uncomputable Numbers
Here is where the monsters start coming out of the dark forest of irrationals. You can use a computer to calculate what you believe to be many reals to any precision you need. Unfortunately, most reals are not computable to arbitrary precision by any finite algorithm! Interestingly enough, this does not affect our ability to do calculus, but it is a part of the study of complexity theory. e and $$\pi$$ are, lucky for us, computable numbers. One example of an uncomputable number is Chaitin's constant.

Undefinable Numbers
Horrors! Using the notion of countability you will learn in real analysis, it is easy to prove that almost all real numbers are not even definable. We can at least talk about a few uncomputable numbers, as was seen by Chaitin's constant above. These strange reals lurking in the shadows can never actually be described or even referred to directly! Luckily, once again, we don't have to worry about these shadowy characters, as they don't affect the behavior of calculus.

Hmm...A coffee break. I need to regroup, add some more motivation and reference links to some of the things I mentioned, as well as give a good closure to open the floor to both calculus and analysis. This page will be cross-posted to real analysis, as it is also a good impetus to analysis.


text:
User:Jamescookmd

James Cook, MD

software engineer for Linden Lab makers of the Second Life virtual world system

Former physician at Kaiser Permanente, a major hospital chain in California and the western United States

 * MD, University of California, Davis
 * MS, computer science California Institute of Technology
 * BA, computer science University of California, San Diego

I live in Sacramento, California with my wife and son.

title: User:Jamescookmd


text:
Wikipedia:Articles for deletion/Catme 06

The result of the debate was delete. Mailer Diablo 03:46, 25 March 2006 (UTC)

Catme 06
The article says "The Catme movement was created and announced on March the 19th, 2006 over the Internet, by three friends who were bored on a Sunday afternoon." I assume that refers to Wikipedia. Good old Vanispamcruftisement. Delete. Melchoir 02:09, 20 March 2006 (UTC)

 * Article was created in response to press release sent out by parties involved. I know them. It's legit.
 * I can see how this would be considered on the gray area of acceptable use policy, but I maintain that it fits.
 * If any "movement" were chronicled the day it was born, would it still be superfluous?
 * The people involved have a sense of humor, but it is not a joke, they put their actual filmmaking beliefs in their manifesto. And between the three of them, they have actual film credits, books on filmmaking in stores, reviews in Variety, Film Threat, etc.

Regarding "by three friends who were bored on a Sunday afternoon", The Dogme 95 movement was created exactly the same way.

 * Just my six cents, Eliza. —This unsigned comment was added by ElizaBarrington (talk • contribs) 02:15, 20 March 2006.

 * Delete per nom, see Wikipedia is not for things made up in school one day -- T B C [[Image:Confused-tpvgames.gif|18px|]] ???  ???   ??? 02:22, 20 March 2006 (UTC)
 * Delete If this ever extends beyond these three it might become notable. It's not now. Fan1967 02:24, 20 March 2006 (UTC)
 * Delete. Eliza, under our verifiability policy, we require sources such as newspapers, magazines and film journals to write about this before we can have an article on it. If it becomes verifiable under our policies, especially with coverage in multiple reliable sources then I would welcome an article on this movement. At the moment, it doesn't meet our standards. Capitalistroadster 02:46, 20 March 2006 (UTC)

-- Good point, Fan1967. --Eliza. ElizaBarrington
 * Delete per nom... and as for the "created today" part, WP:CHILL applies. Verifiability and notability first, then inclusion. -- Kinu t /c  02:52, 20 March 2006 (UTC)
 * Delete per Capitalistroadster. The problem is not how long it took to create this, or how many people. One person might conceivably create something notable in a short time, which could lead to a lot of publications by reputable sources. But here notability is not established, it fails the Google test, and worst of all it also appears to be unverifiable. The external link in the article redirects through a meta http-equiv="refresh" to Jeff and Genevieve's Photos, which don't seem that notable either, and whose connection to Catme 06 I am unable to grasp. Lambiam Talk 03:02, 20 March 2006 (UTC)
 * Comment Looks like the catme06.com domain is brand new, from GoDaddy; the redirect may have been left over from the previous renter of the IP. It's been fixed now, and basically matches the article. Also, it appears that one of the "three friends" who thought this up is, in fact, a cat. At least, there is a Julie Peasley whose website includes pictures with her cat, Squeaky McGee . This whole thing is starting to look more like a hoax. Fan1967 03:46, 20 March 2006 (UTC)

 * Delete per nom. ¡Dustimagic!  ( T / C ) 04:52, 20 March 2006 (UTC)
 * Delete. 2 hits on Google; not much for having been "announced over the Internet." Ditto Capitalistroadster. Hbackman 05:12, 20 March 2006 (UTC)
 * Delete per above. --Khoikhoi 05:20, 20 March 2006 (UTC)
 * Speedy delete WP:NFT --Icarus 08:11, 20 March 2006 (UTC)
 * Delete unverifiable, non-notable, would be Made Up In School One Day if it had been a weekday. Robin Johnson 11:12, 20 March 2006 (UTC)
 * Delete Lankiveil 11:14, 20 March 2006 (UTC).
 * Delete, possibly speedy. Wikipedia isn't for things made up in school one day, etc. Jud e (talk,contribs,email) 11:54, 20 March 2006 (UTC)
 * Speedy delete as above. ProhibitOnions 12:55, 20 March 2006 (UTC)
 * Delete per Wikipedia is not for things made up in school one day.--Isotope23 17:57, 20 March 2006 (UTC)
 * Delete. Cruft. — Preceding unsigned comment added by <IP_ADDRESS> (talk • contribs)


text:
User:Wazu17

Kenean Markina (Africa Ethiopian born 30 March 1998) is an Ethiopian professional footballer who plays as a forward for Ethiopian premiere league club St George football club and the Ethiopian national team. He has been considered as the best player and widely regarded as the Ethiopian Kaka.

Kenean Markina

title: User:Wazu17


text:
Talk:Arthur Gibson (rugby)

External links modified
Hello fellow Wikipedians,

I have just modified 1 one external link on Arthur Gibson (rugby union player). Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20110628183707/http://homepage.ntlworld.com/wbsltdcom/pages/stmarks.html to http://homepage.ntlworld.com/wbsltdcom/pages/stmarks.html

Cheers.— InternetArchiveBot  (Report bug) 22:29, 18 October 2016 (UTC)

title: Talk:Arthur Gibson (rugby)


text:
Noticias ECO

Noticias ECO (Empresa de Comunicaciones Orbitales, S.A. de C.V., lit. Orbital Communications Company), also known as ECO News, was a Mexican news channel, which broadcast from 1 September 1988 to 1 May 2001. It was the first 24-hour news channel in Spanish and was owned by Televisa. It closed due to low profits.

Its signal covered the Americas, Europe and Northern Africa via satellite, with correspondents in 32 countries. Some of the other Televisa networks, such as Galavisión and Canal de las Estrellas, included or simulcast ECO newscasts.

In 2010, Canal de la Ciudad, which had been airing programs targeted toward Mexico City, was relaunched as FOROtv with a full slate of news and opinion programs. This marks the first time since ECO's closure that Televisa has operated a mainly-news channel.

title: Noticias ECO


text:
User:Ujjwal raju/sandbox

Sabang Industrial Training Institute is one of best ITI college in west bengal as well as India.It offers the following courses 1.Electrician 2.Fitter 3.Plumber 4.Health Sanitary inspector

title: User:Ujjwal raju/sandbox


text:
Swimming at the 2019 African Games – Men's 50 metre butterfly

The Men's 50 metre butterfly competition of the 2019 African Games was held on 22 August 2019.

Records
Prior to the competition, the existing world and championship records were as follows.

Heats
The heats were started on 22 August at 10:55.

Final
The final was started on 22 August at 17:00.


text:
C Programming/Language Reference

ANSI (American National Standards Institute) C (C89)/ISO C (C90)
Very old compilers may not recognize some or all of the C89 keywords,  ,  ,  ,  , as well as any later standards' keywords.

ISO C (C99)
These are supported in most new compilers.

ISO C (C11)
These are supported only in some newer compilers

Although not technically a keyword, C99-capable preprocessors/compilers additionally recognize the special preprocessor operator, which acts as an alternate form of the   directive that can be used from within macro expansions. For example, the following code will cause some compilers (incl. GCC, Clang) to emit a diagnostic message: Some compilers use a slight variant syntax; in particular, MSVC supports   instead of.

Specific compilers may also—in a non-standards-compliant mode, or with additional syntactic markers like —treat some other words as keywords, including ,  ,  ,  ,  ,  ,  ,  , or. However, they typically allow these keywords to be overridden by declarations when operating in standards-compliant modes (e.g., by defining a variable named ), in order to avoid introducing incompatibilities with existing programs. In order to ensure the compiler can maintain access to extension features, these compilers usually have an additional set of proper keywords beginning with two underscores. For example, GCC treats,  , and   somewhat identically, but the latter two are always guaranteed to have the expected meaning since they can't be overridden.

Many of the newly introduced keywords—namely, those beginning with an underscore and capital letter like  or  —are intended to be used only indirectly in most situations. Instead, the programmer should prefer the use of standard headers such as  or , which typically use the preprocessor to establish an all-lower-case variant of the keyword (e.g.,  or  ). These headers serve the purpose of enabling C and C++ code, as well as code targeting different compilers or language versions, to interoperate more cleanly. For example, by including, the tokens  ,  , and  can be used identically in either C99 or C++ without having to explicitly use   in C99 or   in C++.

See also the list of reserved identifiers.

Table of operators
Operators in the same row of this table have the same precedence and the order of evaluation is decided by the associativity (left-to-right or right-to-left). Operators closer to the top of this table have higher precedence than those in a subsequent group.

Character sets
Programs written in C can read and write any character set, provided the libraries that support them are included/used.

The source code for C programs, however, is usually limited to the ASCII character set.

In a file containing source code, the end of a line is sometimes, depending on the operating system it was created on not a newline character but compilers treat the end of each line as if it were a single newline character.

Virtually all compilers allow the $, @, and ` characters in string constants. Many compilers also allow literal multibyte Unicode characters, but they are not portable.

Certain characters must be escaped with a backslash to represent themselves in a string or character constant. These are:

Additionally, some compilers allow these characters:

 * Carriage return
 * Alert (audible bell)
 * Backspace

\xhh, where the 'h' characters are hexadecimal digits, is used to represent arbitrary bytes (including \x00, the zero byte).

\uhhhh or \Uhhhhhhhh, where the 'h' characters are hexadecimal digits, is used to portably represent Unicode characters.

title: C Programming/Language Reference


text:
User:<IP_ADDRESS>/Evaluate an Article

Evaluate an article
This is where you will complete your article evaluation. Please use the template below to evaluate your selected article.

 * Martha Gellhorn
 * I have chosen to evaluate this article because I am interested in journalism and dont think women get enough recognition.

Lead

 * Guiding questions

 * Does the Lead include an introductory sentence that concisely and clearly describes the article's topic? Yes, it hits all of the main points.
 * Does the Lead include a brief description of the article's major sections? Yes, it shows what is to come ahead in the article.
 * Does the Lead include information that is not present in the article? No, all of the information that is claimed to be in the article is present.
 * Is the Lead concise or is it overly detailed? No, it is to the point.

Content

 * Guiding questions

 * Is the article's content relevant to the topic? Yes, very relevant to her and her life.
 * Is the content up-to-date? Yes, it was edited a few days ago.
 * Is there content that is missing or content that does not belong? No, all of the content makes sense.

Tone and Balance

 * Guiding questions

 * Is the article neutral? Yes, very neutral.
 * Are there any claims that appear heavily biased toward a particular position?
 * Are there viewpoints that are overrepresented, or underrepresented?
 * Does the article attempt to persuade the reader in favor of one position or away from another?

Sources and References

 * Guiding questions

 * Are all facts in the article backed up by a reliable secondary source of information? yes, there are several citations in this article.
 * Are the sources thorough - i.e. Do they reflect the available literature on the topic? Yes, they reflect the available literature on the topic.
 * Are the sources current? Yes! It is all very up to date.
 * Check a few links. Do they work? Yes, the links do work.

Organization

 * Guiding questions

 * Is the article well-written - i.e. Is it concise, clear, and easy to read? The article is very easy to understanding and follows a good order.
 * Does the article have any grammatical or spelling errors? There doesnt appear to be any grammatical errors.
 * Is the article well-organized - i.e. broken down into sections that reflect the major points of the topic? The way the article is broken down makes sense and is very easy to follow. It follows a chronological order while highlighting her life.

Images and Media

 * Guiding questions

 * Does the article include images that enhance understanding of the topic? Yes there are a few pictures.
 * Are images well-captioned? Yes
 * Do all images adhere to Wikipedia's copyright regulations? Yes
 * Are the images laid out in a visually appealing way? Yes

Checking the talk page

 * Guiding questions

 * What kinds of conversations, if any, are going on behind the scenes about how to represent this topic? Yes, there are conversations. It seems to be people correcting statements that were made in the article.
 * How is the article rated? Is it a part of any WikiProjects? It is not rated. It is apart several WikiProjects
 * How does the way Wikipedia discusses this topic differ from the way we've talked about it in class? We have not discussed this topic in class

Overall impressions

 * Guiding questions

 * What is the article's overall status? The article does not have a status
 * What are the article's strengths? The way it is set up is very easy to follow
 * How can the article be improved? There needs to more about her death and legacy if possible.
 * How would you assess the article's completeness - i.e. Is the article well-developed? Is it underdeveloped or poorly developed? I think it needs to have some work done, but overall this is alot written about her but there could be more.

Optional activity

 * Choose at least 1 question relevant to the article you're evaluating and leave your evaluation on the article's Talk page. Be sure to sign your feedback

with four tildes — ~

 * Link to feedback:

title: User:64.80.225.29/Evaluate an Article


text:
Talk:Dominic Dobson

Assesment
Why is he rated high? He has barely done anything in NASCAR, compared to drivers that have "Mid" important. Casey14 22:33, 3 August 2006 (UTC)

The assessment scale does not just consider what he has done in NASCAR, but his overall importance. He was a very important CART and Touring Car driver for a long time and was Important to the beginning of the Dodge NASCAR program. -Drdisque 23:47, 3 August 2006 (UTC)
 * This...was ten years ago. By today's standards, he's very much "low" importance. --Bcschneider53 (talk) 01:36, 14 July 2016 (UTC)

title: Talk:Dominic Dobson


text:
User:Skinnybae!

Bathabile Khuzawyo, born 2006 17 January broad and raised in South Africa , Gauteng in Johannesburg east-rand

title: User:Skinnybae!


text:
Younes Emami

Yones Emami (, born 30 March 1997) is an Iranian wrestler. He won two Bronze medal at the 2019 and 2022 World Wrestling Championships.

He won the gold medal in the men's 74kg event at the 2022 Asian Games held in Hangzhou, China.

He competed at the 2024 Asian Wrestling Olympic Qualification Tournament in Bishkek, Kyrgyzstan and he earned a quota place for Iran for the 2024 Summer Olympics in Paris, France.

title: Younes Emami


text:
Talk:Hindi

Untitled
Can someone guide me on how to enter letters in the Devanagari script? I can probably cover some of the basic grammar, having studied Hindi for 10 years now! Gokul madhavan 13:45, 14 Feb 2004 (UTC)

Well, I'm going to bed now. :) I just wanted to say that I know the book looks like a mess but I know what I'm doing and it's gonna be great. :) --Addicted2Sanity 08:18, 10 Jun 2004 (UTC)

Writing lessons
I would really like to see lessons teaching how to read and write Hindi step-by-step. It's hard to learn from an overview of letters. Lack of examples is another problem, but even if there were examples afterwards the learning situation would be far from perfect because the student would still have to memorise all letters at once in order to be able to begin practising.

What I have found really useful when learning non-Latin alphabets is a "divide and conquer" method that introduces few letters at a time and offers example words for practise immediately after each letter / each set of letters. What's even better is if those example words are understandable without prior knowledge of the language, that is, international words. For example: names of countries, cities or famous people (if their name isn't significantly different in Hindi than in English), common personal names, Hindi words that have entered English, English words that are used in Hindi, words that both Hindi and English have derived from Greek or Latin... The advantage of using these words is that students will be able to quickly see their own progress and the whole learning process becomes as fascinating as solving a puzzle. See the "Read Write and Pronounce Greek" lessons in the Modern Greek Wikibook for an example, or this external page on Cyrillic.

If you'd like to try this approach for teaching how to write Hindi, I'd be glad to help you, even though I don't know it yet (I'd learn it though and I have learned a variety of foreign alphabets already). Just create a big list of suitable words on a planning page like Modern Greek/Writing lessons plan, answer me here and I'll try to find an optimal order for letters.

Thanks for your efforts to teach a language that is hard to find in European schools!

Junesun 16:37, 11 July 2006 (UTC)

P.S.: If there's somebody generally unsure about how to create good language lessons, I really recommend reading the following two pages about it: Authoring Foreign Language Textbooks and Authoring Foreign Language Textbooks/Bite-sized language lessons.

Transliteration scheme
This book uses a ton of different transliteration schemes. It's confusing and it looks like a total mess. I suggest that ISO 15919 be used throughout the page. I'll look into doing some machine transliteration myself if I can find the proper software. Tasnu Arakun (talk) 18:24, 12 November 2008 (UTC)

In e-book/pdf format
There are tons of free online lessons on Hindi available but I haven't ever found one that is downloadable format. So maybe we can produce the Hindi Wikibook in a pdf format. I can do the compilation and editing and producing part. And the German wikibook has a great structure that could be followed. We'd need more content as well.Shyboy16 (talk) 10:14, 14 April 2010 (UTC)

title: Talk:Hindi


text:
User:Mr. Science

Mr. Science, whose real name is Tim Perkins, was the host of a television show which aired briefly on Time Warner Cable in the early 1990's. The program was called "the Mr. Science Show" and was based on Perkins' live performances.

Perkins was originally hired to manage a series of science programs to promote a chain of science supply stores. The pilot programs were broadcast in Central Florida and included children picked from the audience to perform science demonstrations. When the stores closed, Perkins continued to operate the programs as a traveling show.

Perkins' experience in television, radio and print advertising helped popularize the live programs throughout Florida's Spacecoast, an area which is known for it's aerospace and electronics industries. The hour long shows featured simple experiments mixed with odd stories and bizarre stunts. In it's first decade of performances, Mr. Science developed over 50 different presentations covering a multitude of science topics. The live shows were seen throughout the southeast from Florida to Louisiana in schools, malls, libraries, festivals, museums and theaters.

title: User:Mr. Science


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Πίνδος

Etymology
, usually something like Mount (Pre-Greek etymon).

Proper noun

 * 1) Mount Pindus

title: Πίνδος


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Talk:Edward Gawler Prior

Untitled
In case it is of use, an image of the person's tombstone at Ross Bay Cemetery is available at commons.wikimedia. KenWalker | Talk 16:11, 5 September 2006 (UTC)

title: Talk:Edward Gawler Prior


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Category:National members of the European Chess Union

The following category contains the national federations who are member of the European Chess Union, the continental association for World Chess Federation members.


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United States Government/Assignment

Welcome to American Government!

Government perhaps is one of the most perplexing, yet fully rewarding subjects of the twenty-first century. This course will provide applicable information pertaining to the American democratic process and will allow you to make wise decisions in terms of voting and political discussions.

Feel free to review the course information and requirements below. If you are interested in enrolling in this course, please send an email to. Classes will begin on October 27,2013.

Grading/Evaluation
Grading in this course follows a weights system as follows:

 * 50% Exams, Tests
 * 40% Reading Quizzes, Worksheets, etc.
 * 10% Regular Attendance

Course Materials
Students are expected to have some sort of access to the internet and/or a public library; Many reading assignments may be found online and libraries have a wide-range of texts relating to the political spectrum.

Although a standard text is not required, students are encouraged to have some sort of supplement. The wikibook for this topic maybe found with this link

First Assignment
Please read the first section of the wikipedia page "United States Of America." A short Quiz will be posted!

Wikimedia

 * United States budget process

title: United States Government/Assignment


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User:Markworthen/sandbox/Alcoholism-Informal-GAR

Informal good article review of Alcoholism
Note that I did not conduct a detailed review. I just wanted to get an overall sense of the article's status vis-à-vis the GA criteria. - Mark D Worthen PsyD  (talk)   (I'm a man—traditional male pronouns are fine.)  21:49, 16 August 2020 (UTC)


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User:Susi~enwikiversity

Personal information
Hello and welcome on my site! My name is Susanne and I am currently studying European Studies at the university of Eichstätt, a small town in Bavaria/Germany.

Current Project
Lithuania: Member of the European Union

de:Benutzer:Susi

title: User:Susi~enwikiversity


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User:Abishai28/sandbox

Agahozo-Shalom Youth Village
Agahozo-Shalom Youth Village is a full time residential high school in Rwanda, it was founded by Anne Heyman, and her husband Seth Merrin in 2008, modeled on Israeli youth village Yemin Orde. It was constructed to be a home and safe haven for orphaned youths after the 1994 Genocide in Rwanda. The village is located on a 58-hectare piece of land, and it is home to 500 young people and their caregivers. The village includes 32 dormitories, a high school (whose science and computer laboratories are equipped with the latest technological infrastructure), a health clinic, library, chapel, the Edmond J. Safra Community Center (which includes the dining hall), athletic fields, as well as a completely organic farm, which will, in addition to eventually providing for the Village’s complete nutritional needs, equip its students with the agricultural skills needed to be as self-sufficient as possible.

History
The devastation left behind in the wake of the 1994 Rwandan genocide was the result of close to 1.2 million Rwandan children left orphaned.The village was built with the intent to bring hope for many people where they could  live in peace. The significance of the name "agahozo" a Kinyarwanda word meaning "tears are dried" and "shalom" a Hebrew word meaning "peace", were matched together to signify a refuge for the refugees.

After attending a talk about the Rwanda Genocide in 2005, Seth Merrin and wife Anne Heyman were inspired to model the Isareli Youth Village Yemin Orde, since they learnt that the crisis of orphans was still plaguing Rwanda. Since Rwanda’s government had nothing in place to assist these individuals being left behind, Anne and Seth decided to establish the Agahozo-Shalom Youth Village.A team from Yemin Orde provided assistance to Agahozo-Shalom Youth Village with its training and leadership development.

Their mission statement emphasizes the provision of a safe haven for these youth who have great potential but o resources to assist them in reaching it.

The Elements of Agahozo-Shalom Youth Village(ASYV) Model
Education, Health and Wellness, Enrichment and Loving and supportive family are the key elements applied to facilitate the holistic growth and development of each child at ASYV. ASYV's programs and services are designed around two guiding principles: Tikkun Halev, or healing the heart, and Tikkun Olam, the healing that comes from helping others. ASYV is also rooted in its dedication to 7 essential core values: Commitment, Role Model, Integrity, Respect, Learning Community, Support and, most importantly, the Interest of the Child.

 A Loving Family

The Family Unit is purposefully fashioned with a family mama and big brother/sister mentor to accommodate developing minds and healing hearts. Each household has 16-28 students, all male or female. “Cousins” offer necessary financial support, these are the Village Fellows, but they are all one family so the term cousin integrates the family bond. The ASYV students receive individualized “parental” attention that helps to heal their trauma, builds their self-esteem, and prepares them to graduate with the skills they need to adhere to a healthy and fulfilling adult life.

 Education

A comprehensive academic curriculum was developed to include traditional secondary school and vocational subjects approved by the Rwandan Ministry of Education. ASYV has also implemented extra-curricular activities that draw on the cognitive enrichment programs of the world-renowned International Center for the Enhancement of Learning Potential (ICELP), based in Jerusalem. Reflecting the importance placed on complementary environments to classroom life, ASYV and ICELP have tailored individualized informal education plans.

 Enrichment

In order for children to develop holistically the LEAP or Life Enrichment Applied Programs were created. Through these programs children are able to harness their passions and feed their talents. Children are allowed to experience arts, sewing, painting, traditional dances, also sports activities like volleyball, football, karate, and basketball. Students also have access to clubs of their choice like: Theater, Poetry, Girl Up ASYV and Unity and Reconciliation.

 Health and Wellness

The trauma sustained by these orphaned youths require sound mental and physical health. The development of the Village’s Health and Wellness Center delivers front-line medical treatment and ongoing health education, covering such topics as diet, malaria prevention, and HIV/AIDS. Students are also offered psychological support along with basic health care services. Assigned to each grade, social workers collaborate with family mamas to identify students who may be in need. Utilizing individual and group counseling sessions and life skills education, social workers treat chronic conditions like PTSD and teach our students valuable skills like stress management techniques.

More Than Just A School
Various centers are available on the compound that are links in the chain where children are fostered to develop holistically.

EDMOND J SAFRA COMMUNITY CENTER

BARRY SEGAL HEALTH & WELLNESS CENTER

THE LIQUIDNET FAMILY HIGH SCHOOL

GELFAND FAMILY SCIENCE CENTER

THE SPORTS FIELD

ART AND MUSIC CENTER

THE FARM

THE SOLAR FIELD

LILY J SAFRA AMPHITHEATER

title: User:Abishai28/sandbox


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Menzies College

Menzies College is a Year 7 to 13 school in the South Island town of Wyndham in Southland, New Zealand.

The school was first established in 1971 on the former Wyndham District High School site. Previously the school was a Form 3 to 7 (Year 9 to 13) school. The majority of school buildings were built in the 1950s replacing buildings that were destroyed by fire. Additional buildings were added after 1971, including a new school hall, technology block with art, clothing and cooking rooms, administration area and a new library.

In 1993, a large section of the junior school block was destroyed by fire, rooms 3 to 6 and the Form 7 common room were all destroyed as well as surrounding resource rooms. This section of the school was rebuilt in 1994 and the science labs were also remodeled at the same time.

title: Menzies College


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User:Breakingdowninside

Things about Me

1. I'm a fan of My Chemical Romance.

2. I have Peutz- Jeghers syndrome.

3. I am from Kentucky.

4. I am a girl.

5. I am bisexual.

6. I am a avid video-gamer.

7. I can't stand homophobia.

8. I get bullied.

9. My pseudonym is Gerarda.

10. I am originally from Indiana.

title: User:Breakingdowninside


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歴史的仮名遣い

Noun

 * 1) "Historical kana usage", a prescriptive method of using kana to write Japanese. Devised in the  by   and taught in schools until 1946, it aims to be etymologically faithful and reflects earlier stages of the language ( and earlier).

title: 歴史的仮名遣い


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UK Constitution and Government/House of Stuart and the Commonwealth

Presentation
The House of Stuart and the Commonwealth (1603-1714)

Previous Chapter | Next Chapter --

James I
With the death of Elizabeth in 1603, the Crowns of England and Scotland united under James I. In 1567, when he was just a year old, James' mother Mary was forced to abdicate, and James became King James VI. Despite his mother's Catholicism, James was brought up as a Protestant.

One of James' first acts as King was to conclude English involvement in the Eighty Years' War, also called the Dutch Revolt. Elizabeth had supported the Protestant Dutch rebels, providing one cause for Philip II's attack. In 1604, James signed the Treaty of London, thereby making peace with Spain.

James had significant difficulty with the English Parliamentary structure. As King of Scots, he had not been accustomed to criticism from the Parliament. James firmly believed in the Divine Right of Kings—the right of Kings to rule that supposedly came from God—so he did not easily react to critics in Parliament. Under English law, however, it was impossible for the King to levy taxes without Parliament's consent, so he had to tolerate Parliament for some time.

King James died in 1625 and was succeeded by his son Charles.

Charles I
King Charles ruled at a time when Europe was moving toward domination by absolute monarchs. The French ruler, Louis XIV, epitomised this absolutism. Charles, sharing his father's belief in the Divine Right of Kings, also moved toward absolutist policies.

Charles conflicted with Parliament over the issue of the Huguenots, French Protestants. Louis XIV had begun a persecution of the Huguenots; Charles sent an expedition to La Rochelle to provide aid to the Protestant residents. The effort, however, was disastrous, prompting Parliament to further criticise him. In 1628, the House of Commons issued the Petition of Right, which demanded that Charles cease his use of arbitrary power. Charles had persecuted individuals using the Court of the Star Chamber, a secret court that could impose any penalty, even torture, except for death. Charles had also imprisoned individuals without a trial and denied them the right to the writ of habeas corpus. The Petition of Right, however, was not successful; in 1629, Charles dissolved Parliament. He ruled alone for the next eleven years, which is sometimes referred to as the eleven years of tyranny or personal rule. Since Parliamentary approval was required to impose taxes, Charles had grave difficulty in keeping the government functional. Charles imposed several taxes himself; these were widely seen as unlawful.

During these eleven years, Charles began instituting religious reforms in Scotland, moving it towards the English model. He attempted to impose the Anglican Prayer Book on Scottish churches, leading to riots and violence. In 1638, the General Assembly of the Church of Scotland abolished the office of bishop and established Presbyterianism (an ecclesiastic system without clerical officers such as bishops and archbishops). Charles sent his armies to Scotland, but was quickly forced to end the conflict, known as the First Bishops' War, because of a lack of funding. Charles granted Scotland certain parliamentary and ecclesiastic freedoms in 1639.

In 1640, Charles finally called a Parliament to authorise additional taxation. Since the Parliament was dissolved within weeks of its summoning, it was known as the Short Parliament. Charles then sent a new military expedition to Scotland to fight the Second Bishops' War. Again, the Royal forces were defeated. Charles then summoned Parliament again, this Parliament becoming known as the Long Parliament, in order to raise funds for making reparations to the Scots.

Tension between Charles and Parliament increased dramatically. Charles agreed to abolish the hated Star Chamber, but he refused to give up control of the army. In 1641, Charles entered the House of Commons with armed guards in order to arrest his Parliamentary enemies. They had already fled, however, and Parliament took the breach of their premises very seriously. (Since Charles, no English monarch has sought to set foot in the House of Commons.)

The unsafe monarch moved the Royal court to Oxford. Royal forces controlled north and west England, while Parliament controlled south and east England. A Civil War broke out, but was indecisive until 1644, when Parliamentary forces clearly gained the upper hand. In 1646, Charles was forced to escape to Scotland, but the Scottish army delivered him to Parliament in 1647. Charles was then imprisoned. Charles negotiated with the Scottish army, declaring that if it restored him to power, he would implement the Scottish Presbyterian ecclesiastic model in England. In 1648, the Scots invaded England, but were defeated.

The House of Commons began to pass laws without the consent of either the Sovereign or the House of Lords, but many MPs still wished to come to terms with the king. Members of the army, however, felt that Charles had gone too far by siding with the Scots against England and were determined to have him brought to trial. In December 1648 an army regiment, Colonel Pride's, used force to bar entry into the House of Commons, only allowing MPs who would support the army to remain. These MPs, the Rump Parliament, established a commission of 135 to try Charles for treason. Charles, an ardent believer in the Divine Right of Kings, refused to accept the jurisdiction of any court over him. Therefore, he was by default considered guilty of high treason and was executed on January 30, 1649.

Oliver and Richard Cromwell
At first, Oliver Cromwell ruled along with the republican Parliament, the state being known as the Commonwealth of England. After Charles' execution, however, Parliament became disunited. In 1653, he suspended Parliament, and as Charles had done earlier, began several years of rule as a dictator. Later, Parliament was recalled, and in 1657 offered to make Cromwell the King. Since he faced opposition from his own senior military officers, Cromwell declined. Instead, he was made a Lord Protector, even being installed on the former King's throne. He was a King in all but name.

Cromwell died in 1658 and was succeeded by his son Richard, an extremely poor politician. Richard Cromwell was not interested in his position and abdicated quickly. The Protectorate was ended and the Commonwealth restored. Anarchy was the result. Quickly, Parliament chose to reestablish the monarchy by inviting Charles I's son to take the throne as Charles II.

Charles II
During the rule of Oliver Cromwell, Charles II remained King in Scotland. After an unsuccessful challenge to Cromwell's rule, Charles escaped to Europe. In 1660, when England was in anarchy, Charles issued the Declaration of Breda, outlining his conditions for returning to the Throne. The Long Parliament, which had been convened in 1640, finally dissolved itself. A new Parliament, called the Convention Parliament, was elected; it was far more favourable to the Royalty than the Long Parliament. In May 1660, the Convention Parliament that Charles had been the lawful King of England since the death of his father in 1649. Charles soon arrived in London and was restored to actual power. Charles granted a general pardon to most of Cromwell's supporters. Those who had directly participated in his father's execution, however, were either executed or imprisoned for life. Cromwell himself suffered a posthumous execution: his body was exhumed, hung, drawn and quartered, his head cut off and displayed from a pole and the remainder of his body thrown into a common pit. The posthumous execution took place on the anniversary of Charles I's death.

Charles also dissolved the Convention Parliament. The next Parliament, called the Cavalier Parliament was soon elected. The Cavalier Parliament lasted for seventeen years without an election before being dissolved. During its long tenure, the Cavalier Parliament enacted several important laws, including many that suppressed religious dissent. The Act of Uniformity required the use of the Church of England's Book of Common Prayer in all Church services. The Conventicle Act prohibited religious assemblies of more than five members except under the Church of England. The Five Mile Act banned non-members of the Church of England from living in towns with a Royal Charter, instead forcing them into the country. In 1672, Charles mitigated these laws with the Royal Declaration of Indulgence, which provided for religious toleration. Parliament, however, suspected him of Catholicism and forced him to withdraw the Declaration. In 1673, Parliament passed the Test Act, which required civil servants to swear an oath against Catholicism.

Parliament's suspicions did turn out to be accurate. As Charles II lay dying in 1685, he converted to Catholicism. Charles did not have a single legitimate child, though he did have, while living in Europe, several illegitimate ones (over 300 by some estimates). He was succeeded, therefore, by his younger brother James, an open Catholic.

James II
James II (James VII in Scotland) was an extremely controversial monarch due to his Catholicism. Soon after he took power, a Protestant illegitimate son of Charles II, James Scott, Duke of Monmouth, proclaimed himself King. James II defeated him within a few days and had him executed.

James made himself highly unpopular by appointing Catholic officials, especially in Ireland. Later, he established a standing army in peacetime, alarming many Protestants. Rebellion, however, did not occur because people trusted James' daughter Mary, a Protestant. In 1688, however, James produced a son, who was brought up Catholic. Since Mary's place in the line of succession was lowered, and a Catholic Dynasty in England seemed ineveitable, the "Immortal Seven"—the Duke of Devonshire, the Earl of Danby, the Earl of Shrewsbury, the Viscount Lumley, the Bishop of London, Edward Russell and Henry Sidney—conspired to replace James and his son with Mary and her Dutch husband William of Orange. In 1688, William and Mary invaded England and James fled the country. The revolution was hailed as the Glorious Revolution or the Bloodless Revolution. Though the latter term was inaccurate, the revolution was not as violent as the War of the Roses or the English Civil War.

William and Mary
Parliament wished then to make Mary the sole Queen. She, however, refused and demanded that she be made co-Sovereign with her husband. In 1689, the Parliament of England declared in the English Bill of Rights, one of the most significant constitutional documents in British history, that James' flight constituted an abdication of the throne and that the throne should go jointly to William (William III) and Mary (Mary II). The Bill of Rights also required that the Sovereign cannot deny certain rights, such as freedom of speech in Parliament, freedom from taxation without Parliament's consent and freedom from cruel and unusual punishment. In Scotland, the Estates General passed a similar Act, called the Claim of Right, which also made William and Mary joint rulers. In Ireland, power had to be won in battle. In 1690, the English won the Battle of the Boyne, thereby establishing William and Mary's rule over the entire British Isles.

For the early part of the reign, Mary administered the Government while William controlled the military. Unpopularly, William appointed people from his native Holland as officers in the English army and Royal Navy. Furthermore, he used English military resources to protect the Netherlands. In 1694, after the death of Queen Mary from smallpox, William continued to rule as the sole Sovereign.

Since William and Mary did not have children, William's heir was Anne, who had seventeen pregnancies, most of which ended in stillbirth. In 1700, Anne's last surviving child, William, died at the age of eleven. Parliament was faced with a succession crisis, because after Anne, many in the line of succession were Catholic. Therefore, in 1701, the Act of Settlement was passed, allowing Sophia, Electress and Duchess Dowager of Hanover (a German state), and her Protestant heirs, to succeed if Anne had no further children. Sophia's claim stemmed from her great-grandfather, James I. Several lines that were more senior to Sophia's were bypassed under the act. Some of these had questionable legitimacy, while others were Catholic. The Act of Settlement also banned non-Protestants and those who married Catholics from the throne.

In 1702, William died, and his sister-in-law Anne became Queen.

Anne
Even following the passage of the Act of Settlement, Protestant succession to the throne was insecure in Scotland. In 1703, the Scottish Parliament, the Estates, passed a bill that required that, if Anne died without children, the Estates could appoint any Protestant descendant of Scottish monarchs as the King. The individual appointed could not be the same person who would, under the Act of Settlement, succeed to the English crown unless several economic conditions were met. The Queen's Commissioner refused Royal Assent on her behalf. The Scottish Estates then threatened to withdraw Scottish troops from the Queen's armies, which were then engaged in the War of the Spanish Succession in Europe and Queen Anne's War in North America. The Estates also threatened to refuse to levy taxes, so Anne relented and agreed to grant Royal Assent to the bill, which became the Act of Security.

The English Parliament feared the separation of the Crowns which had been united since the death of Elizabeth I. They therefore attempted to coerce Scotland, passing the Alien Act in 1705. The Alien Act provided for cutting off trade between England and Scotland. Scotland was already suffering from the failure of the Darién Scheme, a disastrous and expensive attempt to establish Scottish colonies in America. Scotland quickly began to negotiate union with England. In 1707, the Act of Union was passed, despite mass protest in Scotland, by Parliament and the Scottish Estates. The Act combined England and Scotland into one Kingdom of Great Britain, terminated the Parliament and Estates, and replaced them with one Parliament of Great Britain. Scotland was entitled to elect a certain number of members of the House of Commons. Furthermore, it was permitted to send sixteen of its peers to sit along with all English peers in the House of Lords. The Act guaranteed Scotland the right to retain its distinct legal system. The Church of Scotland was also guaranteed independence from political interference. Ireland remained a separate country, though still governed by the British Sovereign.

Anne is often remembered as the last British monarch to deny Royal Assent to a bill, which she did in 1707 to a militia bill. Due to her poor health, made worse by her failed pregnancies, her government was run through her ministers. She died in 1714, to be succeeded by George, Elector of Hanover, whose mother Sophia had died a few weeks earlier.


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User:Slfirme/more markup

italic text

Subsection
external link external link

bulleted list:

 * item 1
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numbered list:

 * 1) first item
 * 2) sub-item 1
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signature Slfirme (talk) 20:28, 8 February 2015 (UTC)

title: User:Slfirme/more markup


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In the Arms of a Killer

In the Arms of a Killer is a 1992 American television film written and directed by Robert L. Collins.

Plot
Maria Quinn (Smith) has only recently begun working as a detective in Manhattan, but is already assigned to investigate a horrendous murder, involving a drug lord who was shot with an overdose of heroin at a party. The case takes a personal turn when she finds out that the prime suspect is her lover.

Cast

 * Jaclyn Smith as Maria Quinn
 * John Spencer as Det. Vincent Cusack
 * Nina Foch as Mrs. Venible
 * Gerald S. O'Loughlin as Art Seidensticker
 * Sandahl Bergman as Nurse Henninger
 * Linda Dona as Chrissy
 * Alan Blumenfeld
 * Robert Miranda
 * Kristoffer Tabori as Dennis
 * Michael Nouri as Brian Venible

title: In the Arms of a Killer


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User:Alloys Rioba Morang'a

Born on 12 June 1999 Nairobi,🇰🇪 grew up in Kangemi.

Kenya Certificate of Primary Education Gesibei DOK primary School 2012

Kenya Certificate of Secondary Education Ananda Marga Academy 2017

National level inline skater Sprint skating club Kenya/ Kenya national team 2017/18.

Joined Technical Institute for Electrical and electronic engineering then quit after 3 months.

Enrolled in The Kenya institute of professional studies for Graphic Design and left half course.

2018 October moved to 🇦🇪 Dubai after signing a contract with Skateraati Emirates Services as a Skating Coach.

title: User:Alloys Rioba Morang'a


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fluit

Etymology 1
From, borrowed from , borrowed from.

Noun

 * 1)  flute or the sound it creates
 * 2) a whistle
 * 3) organ pipe
 * 4)   penis
 * , type of cargo ship
 * 1) shortened form of certain compounds, notably fluitglas
 * 1) shortened form of certain compounds, notably fluitglas

Noun

 * 1)  A flute.

title: fluit


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Wikipedia:Articles for deletion/Child Sacrifice in prehispanic cultures

The result was delete as unsourced stub. Awyong Jeffrey Mordecai Salleh 06:55, 21 August 2006 (UTC)

Child Sacrifice in prehispanic cultures
Already covered in Human sacrifice & Human sacrifice in Aztec culture. Nothing much to merge. Title sounds like an anti-Hispanic dig. --Uncle Ed 01:27, 11 August 2006 (UTC)
 * Redirect to Human sacrifice in Aztec culture maybe? I have trouble seeing it as anti-hispanic since the title explicitly says prehispanic. JoshuaZ 08:08, 11 August 2006 (UTC)
 * This AfD nomination was incomplete. It is listed now. DumbBOT 10:48, 11 August 2006 (UTC)

 * Delete. I cannot find any support of what's written there in Maya civilization or in Maya religion (the article says "widely rooted in all of the Prehispanic cultures that inhabited what is [...] called Mesoamerica"), and no sources are provided in the article itself. (Liberatore, 2006). 10:54, 11 August 2006 (UTC)
 * Delete as per nom and Paolo Liberatore. wikipediatrix 11:38, 11 August 2006 (UTC)