text:
I.B.M. Haruna

Ibrahim Bata Malgwi Haruna (born 24 July 1940) is a retired officer of the Nigerian Army. He was a Federal Commissioner for Information and Culture between 1975 and 1977. He was also the Chairman, Executive Council, of Arewa Consultative Forum from 2009 to 2012. He holds the traditional title of Walin Garkida. He has notably been accused for ordering the Asaba Massacre, an atrocity committed during the Nigerian Civil War, but this is actually untrue; the massacre was ordered by Ibrahim Taiwo, as Haruna was not in command at that area. See Elizabeth Bird and Fraser Ottanell's "The Asaba Massacre: Trauma, memory, and the Nigerian civil war" (Cambridge University Press, 2017), pp. 77.

Early life
Ibrahim Bata Malgwi Haruna was born on 24 July 1940 in Maiduguri, Borno State.

He was among the first 30 recruits enrolled into the Boys Company (later known as the Nigerian Military School) in 1954. They were known as the “First Platoon”. In 1958, IBM Haruna went to Regular Officers' Special Training School, Teshi, Ghana and later to Mons Officers' Cadet School, Aldershot, England (1959). He was commissioned into the Nigerian Army in 1961 upon his graduation as a member of RMA 27 of the Royal Military Academy Sandhurst, United Kingdom.

Military career
As an army officer, IBM Haruna attended various courses. These include Joint-Services Staff College (JSSC) Latimer, United Kingdom (1972-1973). Prior to this he had qualified as an Ordnance Officer at the Royal Army Ordnance Corps, Blackdown, United Kingdom in 1963.

He was appointed the Principal Provision Control and Accounts Officer, Army Base Ordnance Depot, Yaba, Lagos (1964); Commanding Officer, Base Ordnance Depot, Yaba-Lagos (1965); Chief Ordnance Officer Nigerian Army and Ordnance Corps Commander (1966-1967); Leader, Army Delegation to U.S.A. Orientation Visit (1966). At the onset of the Nigerian Civil War he was appointed Rear Commander, 1 Division Nigerian Army, Kaduna (1967). He was once Commandant, Lagos Garrison Organisation and 3 Marine Commandant.

He was also the Quarter Master General, Nigerian Army (1968); General Officer Commanding (GOC), 2 Division (Main), Nigerian Army, Onitsha (1968-1969); Principal Staff Officer (PSO), Supreme Headquarters, Dodan Barracks Lagos (1969); Quartermaster General, Nigerian Army Headquarters (AHQ) (1970); Member of the General Adebayo Committee for the Re-Absorption of Biafran former Nigerian Army Officers (1970); Chairman Ceremonial Committee, 2nd All African Games (1970); and the Federal Commissioner for Information and Culture (1975-1977).

On 14 December 1973 he was appointed General Officer Commanding of the First Infantry Division.

As the Federal Commissioner for Information and Culture, he established the National Television Authority (NTA) in 1975 and the News Agency of Nigeria (NAN), he also advocated for the Press Council of Nigeria. He attended UNESCO Conference on Culture Accra-Ghana (1975) and Non-Aligned Nations Conference, New Delhi, India (1976).

He left the Nigerian Army as a Major General in 1977.

He was also the Chairman at Nigeria’s Participation in Africa’s Festival of Arts and Culture (FESTAC 1977); Chairman of Nigerian Institute of International Affairs (NIIA), Lagos (1978-1985); Chairman, National Institute for Policy and Strategic Studies (NIPSS), Kuru, Jos (1985-1992) Board of Governors; Member, Constitutional Conference (1988–89); Short term Chairman of Nigerian Railway Reform Committee (1992); a Member of  the 19-Member Committee for the National Constitutional Conference Commission, under the Chairmanship of Justice Kawu, (1994); Advocate of Arewa consultative Forum (ACF) at the Oputa Panel (2005); Chairman, Executive Council, Arewa Consultative Forum (ACF) (2009-2012).

He is a Solicitor and Advocate of the Supreme Court of Nigeria. He is also a Notary Public of the Federal Republic of Nigeria as well as a Fellow of the Nigerian Institute of Management.

IBM Haruna is an avid golfer and he is the Life President of the Nigerian Professional Golfers Association (NPGA), the Chairman, Board of Trustees of the IBB Golf and Country Club Abuja; a member of the Board of Trustees, Ladies Golfers Association of Nigeria (LGAN), and a member of the Advisory Board of the West African Golf Tour, Abuja. He was also given the National Honour as an Officer of the Federal Republic (OFR) in 1980 by the then President Shehu Shagari GCON. In 2014, he was given the Integrity Magazine Merit Award, Accra, Ghana He is a public analyst and commentator. He is married with children and grand-children.

In September 2017, he was made the Life Patron of the Nigerian Military School (NMS) Zaria Ex-Boys Association (FCT Chapter). Four other eminent alumni - Lt. Gen. Isaac Chikadibia Obiakor (rtd), Col. John Okoli (rtd), Col. Musa Shehu (rtd) and Gp. Capt. Yakubu Suleiman - were decorated as Patrons of the Chapter for the year 2017/2018.

title: I.B.M. Haruna


text:
lucredzu

Etymology
Probably from with the Aromanian suffix, or less likely ultimately from Latin. Compare 🇨🇬,.

Verb

 * 1) to work

source: wikimedia

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

title: lucredzu


text:
Femonationalism

Femonationalism, sometimes known as feminationalism, is the association between a nationalist ideology and some feminist ideas, especially when driven by xenophobic motivations.

The term was originally proposed by the researcher Sara R. Farris to refer to the processes by which some powers line up with the claims of the feminist movement in order to justify aporophobic, racist, and xenophobic positions, arguing that immigrants are sexist and that Western society is entirely egalitarian.

The main critiques of this phenomenon focus on the partial and sectarian use of the feminist movement to further ends based on social intolerance, ignoring the sexism and lack of real social equality in Western society as a whole.

title: Femonationalism


text:
Talk:Fuel gauge

Untitled
I got my airplane info first hand by talking to someone whos makes them. Zginder 01:56, 11 August 2006 (UTC)

 * Thanks for the expanded text.

 * Atlant 12:54, 11 August 2006 (UTC)

Low fuel indicator
When does it light up? I heard it's when reaching 1/8 of gas tank capacity. Can anyone confirm this? <IP_ADDRESS> (talk) 05:13, 27 June 2010 (UTC)

 * On current car it does indeed light up at 1/8 of a tank, but others I've owned have differed. Mr Larrington (talk) 13:06, 19 August 2010 (UTC)

a gas hatch indicator arrow
The fuel icons in modern cars do inform drivers which side to refuel on, but it's not the placement or shape of the fuel icon that carries that information: Nearly all newer models of automobiles include a small arrow or triangle next to the fuel icon that indicates which side of the vehicle bears the fuel door. See: http://lifehacks.stackexchange.com/a/2091/2272 — Preceding unsigned comment added by Kenorb (talk • contribs) 11:48, 2 February 2015 (UTC)

Fuel Gauge sensitivity ?
Not explained in the article is how a fuel gauge is able to get an accurate level for the fuel of a driving vehicle. Driving through the mountains going up and down grades of 5% - 8% the fuel gauge level doesn't seem to change. Do full guauges in autombiles, air craft, and water craft use an averaging system or multiple gauges to determine the fuel level? — Preceding unsigned comment added by Jiwhit01 (talk • contribs) 20:20, 23 April 2017 (UTC)

The gauge is mounted near the center of the tank, so tilting the tank in either direction has little effect. — Preceding unsigned comment added by 2600:1003:B012:8792:93C:762B:87A2:6A80 (talk) 12:38, 13 October 2018 (UTC)

Battery fuel gauge
For batteries there are devices which call industry "fuel gauge". See https://www.maximintegrated.com/en/products/power/battery-management/MAX17055.html/tb_tab0. Should such a thing not be mentioned here too? Asks Harald wehner (talk) 11:33, 23 August 2017 (UTC)

title: Talk:Fuel gauge


text:
orribile

Etymology
Probably borrowed from.

Adjective

 * 1) horrible, loathsome
 * 2) awful, dreadful
 * 3) revolting, hideous

title: orribile


text:
Wikibooks talk:Templates/Maintenance

I don't like the idea of a stub module, it doesn't sound professional, perhaps changing it to "under construction" would be better. Gentgeen 13:09, 16 Dec 2003 (UTC)

Does anyone notice the fact that the stub link currently goes to a nonexistent page, and the list under Find or fix a stub is empty? It seems, from my new-user perspective, that some administrative tasks need to be done here that haven't been... if you're going to have boilerplate stub text (which nobody, incidentally, seems to be using) it really ought to link to something that exists! Glenn Willen 13:43, 9 May 2004 (UTC)

rename and moveto confusion
It seems that the names of these two templates should be the other way round. --Wmheric (talk) 08:19, 9 May 2010 (UTC)

title: Wikibooks talk:Templates/Maintenance


text:
Talk:René Lacoste

Untitled
by the age of 25 rene lacoste had already had 6 children

Crocodile or Alligator
In France René Lacoste has been rarely called "l'Alligator" but more often (not to say almost exclusively) "le crocodile" because as many people, the French do not know in general the differences between the two kinds of animals (alligators are characterized by a wider snout and eyes more dorsally located than their crocodile cousins. Also, in alligators only the upper teeth can be seen with the jaws closed (in contrast to true crocodiles, in which upper and lower teeth can be seen), though many individuals bear jaw deformities which complicate this means of identification.).

But perhaps in the U.S.A. the term "alligator" is more used because of the lyrics See you later....

Carlo Colussi 09:42, 16 April 2007 (UTC)

Layout
Perhaps the layout of this article needs some editing... 09 FEB 2008

Fair use rationale for Image:3 Musketeers cropped.jpg
Image:3 Musketeers cropped.jpg is being used on this article. I notice the image page specifies that the image is being used under fair use but there is no explanation or rationale as to why its use in this Wikipedia article constitutes fair use. In addition to the boilerplate fair use template, you must also write out on the image description page a specific explanation or rationale for why using this image in each article is consistent with fair use.

BetacommandBot (talk) 18:33, 13 February 2008 (UTC)

Fair use rationale for Image:Lacoste in Car.jpg
Image:Lacoste in Car.jpg is being used on this article. I notice the image page specifies that the image is being used under fair use but there is no explanation or rationale as to why its use in this Wikipedia article constitutes fair use. In addition to the boilerplate fair use template, you must also write out on the image description page a specific explanation or rationale for why using this image in each article is consistent with fair use.

BetacommandBot (talk) 23:42, 13 February 2008 (UTC)

Fair use rationale for Image:Lacoste in USA 1926.jpg
Image:Lacoste in USA 1926.jpg is being used on this article. I notice the image page specifies that the image is being used under fair use but there is no explanation or rationale as to why its use in this Wikipedia article constitutes fair use. In addition to the boilerplate fair use template, you must also write out on the image description page a specific explanation or rationale for why using this image in each article is consistent with fair use.

BetacommandBot (talk) 23:43, 13 February 2008 (UTC)

Discussion concerning this article
A discussion that may affect the name or title of this article is ongoing here. Please voice any opinions or concerns on that page. After the discussion concludes, this article may be moved to a different title, in accordance with Wikipedia's Naming Conventions. Thank you. Tennis expert (talk) 19:31, 11 May 2008 (UTC)

title: Talk:René Lacoste


text:
Samadiyeh, Razavi Khorasan

Samadiyeh (, also Romanized as Şamadīyeh) is a village in Eshqabad Rural District, Miyan Jolgeh District, Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 503, in 124 families.

title: Samadiyeh, Razavi Khorasan


text:
Talk:David Chipperfield

External links modified
Hello fellow Wikipedians,

I have just modified 5 external links on David Chipperfield. 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/20141207113719/http://www.architects24.com/news/328-internat-news/2343-renovation-haus-der-kunst-munich/index.html to http://www.architects24.com/news/328-internat-news/2343-renovation-haus-der-kunst-munich/index.html
 * Added archive https://web.archive.org/web/20140903050933/http://www.labiennale.org/en/architecture/news/board27-12.html to http://www.labiennale.org/en/architecture/news/board27-12.html
 * Added archive https://web.archive.org/web/20120405141431/http://www.henleystandard.co.uk/news/news.php?id=708403 to http://www.henleystandard.co.uk/news/news.php?id=708403
 * Added archive https://web.archive.org/web/20120405141431/http://www.henleystandard.co.uk/news/news.php?id=708403 to http://www.henleystandard.co.uk/news/news.php?id=708403
 * Added archive https://web.archive.org/web/20160509000008/http://www.bmvi.de//SharedDocs/DE/Pressemitteilungen/2011/139-ramsauer-architekturpreis.html to http://www.bmvi.de//SharedDocs/DE/Pressemitteilungen/2011/139-ramsauer-architekturpreis.html

Cheers.— InternetArchiveBot  (Report bug) 13:12, 3 December 2017 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified one external link on David Chipperfield. 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/20150923173110/http://www.architecturetoday.co.uk/?p=12615 to http://www.architecturetoday.co.uk/?p=12615

Cheers.— InternetArchiveBot  (Report bug) 17:59, 2 January 2018 (UTC)

title: Talk:David Chipperfield


text:
Talk:You're Skitting Me

You're Skitting Me Wikia
Hey y'all, Snowy66 here, the creator and moderator of the You're Skitting Me page. Just letting you know, for those unaware You're Skitting Me now has it's own Wikia, however it's severely lacking in content and needs your help. I'm just one person and writing up an entire wiki for a whole series is a mammothian task. So I invite any Wikipedia users who are huge fans of the show to come edit on the Wikia, and give the show the credit it deserves.

Oh, and over on the Wikia my username is "Stryzzar". Hope to see you there! Snowy66 (talk) 09:00, 27 May 2014 (UTC)

title: Talk:You're Skitting Me


text:
Bicycles/Maintenance and Repair/Brakes/Adjusting Rim Brakes

ADJUSTING RIM BRAKES Rim brakes on bicycles are simple to adjust, and the term rim is used to distinguish them from hub brakes. Rim brakes include all brake designs that depend on using brake pads to close on the rims of a bicycle's wheels. The brake parts for the most common configuration are identified in Figures 1 and 2.

Although brakes are usually mandatory on bicycles, the laws and rules for brake performance vary, and some countries, while making law for new bicycles, ('at the point of sale'), have few specifications for the operation of bicycles after that point. Bike riders are advised to use the sources of law that apply in their own countries, but where the rules there are incomplete or unclear, they are advised to use any point of sale specifications that are available. Because the matter might then still be unclear in some countries, a table below repeats the braking distances of British Standard BS6102/1 for new bicycles.

Bike shops can perform any number of tasks for the bicycle owner, but the basic brake adjustments are easy to do for yourself. At the simplest level they consist of screw adjustments on the handlebars, while knowing what gaps you intend to produce. At other times, (rarely), the cable length needs to be changed, but this too can be done by anybody with a practical leaning. It is perhaps when the conventional adjustments fail to solve the problem that most people resort to such pages to learn more. This page includes a selection of the most common confusions for brake adjustment and explains how to correct them.

Bear in mind that the best way to learn the adjustment of brakes is to be shown by somebody while it is being done; in this way much of the mystery vanishes. The next best way is to follow a fairly stolid description of the sort below, and although it lacks interaction, should at least leave the reader better informed than when he started.

Preliminaries
Consider these few things before carrying out brake adjustments. Doing so might save time in the long run:

 * Is a full adjustment really needed? Before doing any elaborate brake adjustments it is a good idea to decide whether or not a simple barrel adjustment might fix it. If you just need a slight gap adjustment or to balance the brake arms refer to  Fine Adjustments below.

 * Make sure that the wheels are correctly set.  The wheels should be fully engaged in the dropouts and centered in the wheel arches if brake balancing is to work.  If they are not centered, then this might be your problem as opposed to the brakes themselves; so correct the matter first.

 * Inflate the tires first. Before adjusting the brakes, make sure that the tires are properly inflated, since flat tires will affect the results. Metal rims can move as tire pressures change.

 * Preset the barrel adjusters. Before starting any cable length adjustments, first set the brake levers' barrel adjusters so that they are out by two full turns, instead of being tightened all the way in.  This allows some fine adjustment in both directions at any stage, and will allow the cable to be slackened enough to release the wheel from the brake blocks when necessary.

 * Check that the rims are clean. Remove any dirt and oil from the rims, and if necessary clean them with detergent and wire wool, being careful to avoid the rubber of the tires.

 * Check the brake blocks for wear.  Make sure that the brake block contact areas have not been badly reduced.   If the surface grooves on the blocks have been removed by wear, then replacing them will improve braking greatly.   When replacing them be sure to replace both at the same time.

The Full Procedure

The full adjustment procedure is summarized below but it should be emphasized that slight adjustments might solve the problem. In any case, it is quite usual to repeat balancing at various stages throughout the adjustment.

 * Position each brake block so that it presses cleanly onto its wheel rim.

 * Set the brake cable length to roughly establish the brake blocks' clearance.

 * Adjust the brake-arm balance screws so that both blocks close onto the rims together.

 * Fine-adjust the handlebar barrel-adjuster for the required brake performance.

 * Test the brakes both off and on the road.

These above points are all described in some detail in the text that follows.

Brake Block Alignment
The brake blocks need to be aligned with the metal rims. Refer to Figs 1 and 3. The leading edge of each block should be slightly closer to the rim than its trailing edge. This prevents brake squealing and is called "toeing-in". Use a coin, a credit card, or any other thin material under the back end of the block while adjusting it. Some suggest tying an elastic band temporarily to the trailing end of the block to allow more freedom while working.

To make the adjustment, slacken the screw that holds the block. Usually a 5mm hex wrench is used. Swing the brake arm in so that the block is pressed squarely against the metal rim, and then re-tighten it while holding the block hard with your "toeing-in" device in place. Avoid the rubber of the wheel; the block should contact only the rim. The block should be parallel to the rim, noting that some blocks are curved to fit its shape. Do one block at a time, and just let each arm relax after the block is set. If there is insufficient clearance to work or if you intend adjusting the cable length later in any case, then unhook the cable bridge (Figure 1, D) or undo the cable clamp (Figure 1, F) before carrying out the work.

Block Clearance
Decide whether or not the block clearance is correct by trying the feel of the brake lever. (Figure 2, D). The brake should feel responsive without too much handbrake slack prior to the start of braking. Some mountain bike V-brakes might need only a 1mm gap, while many other brakes need about 2mm. If in doubt, refer to your bicycle handbook. If a significant adjustment is needed, resetting the cable length should do it. If a small change will do then use the brake lever barrel-adjusters on the handlebars, as described in the Fine Adjustments   below.

Rough Adjustment

 * To reset the cable length slacken the brake cable clamp (Figure 1, F), usually with a 5mm hex wrench, and let the brake side arms relax.     Move both of the side arms toward the rims until the blocks are about the right distance away; although you can do this in any way that you like, it is easiest to hold one arm against its rim and adjust the other's gap so that it is about double the intended block clearance.   Pull up any cable slack and re-tighten the cable clamp.  This may take a couple of tries to get the blocks close to, but not touching, the rim.   In any case, fine adjustments can be made with the barrel adjusters (Figure 2, B), provided not too much range is expected of them.

Alternatively, to set cable tension, back the barrel adjusters off a few extra turns, squeeze both pads against the rim, tighten the cable pinch bolt, then back of the barrel adjuster until the wheel spins freely between the pads.

 * In the absence of documentation about the brakes, aim for the combined clearance of the two blocks on v-brakes to be about 2mm; this will give 1mm gaps after balancing.  For less demanding brakes, assume about double this figure.   Some manufacturers provide internet sites with technical information of this kind.   A good example of a manufacturer's brake manual can be found in pdf format here, and its parts list  here.

Fine Adjustment

 * Fine adjustments are made with the handbrakes' barrel-adjusters. (Figure 2, B).  If not on the handlebars they may be near the brake blocks.   If the brakes just need a small adjustment, this may be all that you need.

 * Barrel adjustment; after undoing the barrel-adjuster's locknut (Figure 2, C) the brake blocks can be moved by turning the barrel screw (Figure 2, B).   To move both brake blocks inward, simply unscrew the barrel (counter clockwise).  Conversely, to move both brake blocks outward, turn the barrel inward, (clockwise).   This feature gives a much finer adjustment of cable length than setting the cable clamp.   Check the feeling of the brake frequently while getting the adjustment right, and tighten the locknut again when it is done.  Lastly, decide whether or not to re-balance the brake arms.

 * Notes on barrel range:  There are differences of opinion as to the ideal amount of thread to leave on the adjusters when the brake adjustments are complete.   The main ideas are these:
 * For maximum barrel range; screw the barrel adjusters all the way in before making any brake adjustments to allow the widest range of inward adjustment of the blocks.  This might be the case where compensating for block wear is the main consideration.
 * To unhook the brakes; for a wide wheel removal, you might wish that you left more play in the cable.  That is to say, provided that the barrel has always about two turns of thread showing, then tightening it all the way in will allow the cable nipple, (the end of the cable guide), to be unhooked from the housing detent without touching the cable clamp.  Some find this method useful. Decide which is best for your routine.

Brake Block Balance
'The brake arms should be adjusted so that both blocks apply pressure to the rim at the same time. As a result, at balance, there is no sideways displacement of the wheel during braking. Although slight imbalance is not always critical, displacement of the wheel by even a small amount can cause damage when small-clearance devices such as distance counters are installed on the spokes. Balancing the spring tensions keeps the wheel centered even during braking.

For brakes like V-brakes, there is a small screw near the bottom of each brake arm to adjust the spring tension.( Fig 5). It is often a  posidrive screw, (M4x6mm), with a tightening insert. Turning this screw clockwise will cause the brake block to move outward slightly, and turning it counterclockwise will cause the block to move inward. As one block moves, so does the other, to maintain the distance between them. Adjust these until the clearances are about equal. In this way, operating the brake causes the blocks to reach the rim at about the same time.

Be careful not to withdraw the screws too far since they may not be captive. At the other extreme, if a screw is too far in, the brake arm will bind; if a brake arm seems inactive, or unresponsive, this might be the case, or the spring may just have popped out of its slot. Try to avoid the limits and to reach a balance with the screws near their mid-range. This is easier than it sounds since making an identical adjustment on both screws will leave the balance unchanged. Brakes usually can be balanced unless the wheel is not centered in the wheel-arch. (See Common Brake Problems on this page for more on this).

Final Check
Test the brakes on the spinning wheels before riding. If these work well enough then test the brakes again by riding the bicycle in a quiet place. The brakes should stop the bicycle decisively in a fairly short distance. Some v-brakes in particular have a short stopping distance; on these you should not need a deep pull on the brake lever for a good braking effect since this is a sign that the blocks are set too far from the rims. In any case be sure to refer to the manual if there is doubt.

Figure 4 is an extract of maximum braking distances as given by the CTC Hire Standard, that is itself related to the content of British Standard BS6102/1 for new bikes. The CTC standard is an attempt to consider used bikes, as opposed to bikes at the point of first sale. In any case, these stopping distances are useful until such time as the European standards properly address the issue.

The most common reason for long braking distances, apart from maladjusted brakes, is the degradation of the brake block surface area. Be sure if replacing these to replace both together.

Balance Problems
Sometimes, despite best efforts, the brake arms will not balance. The spring balance screws are designed to have limited range since they are only expected to handle the difference between the arm tensions to achieve balance. So, faults that only slightly bind any part of the braking system can cause trouble with balancing. Possible faults include:  The lack of general lubrication, the binding of brake arms, the slipping of faulty adjustment screws, unseated brake-arm springs, unseated housing ferrules or nipples, or a quick-release wheel that needs re-clamped closer to the  centre of the wheel arch. See these points below.
 * Lubrication
 * Small changes in brake arm resistance are often corrected by lubrication alone.  As a last resort, to identify the source of binding, undo the cables at the brake levers, and at the cable clamp; this can isolate the three parts of the system.   In this way, each section could be studied without being affected by the other parts.   Any roughness in operation could  then be observed.   Many problems of this kind however, are solved by routine cable lubrication.

 * The moving parts of brake assemblies, with the exception of blocks and rims, should be oiled.  Use a light machine oil of the type sold as 'bicycle oil'.   Brake lever assemblies, cables, and the brake arms should all be lubricated.   A cable is oiled by dropping oil onto the cable with the brake lever operated to expose it.   A single drop of oil at the point where a cable enters a housing will travel the length of the cable by capillary action. Rub some oil also onto any other visible steel cables.   When the brake arms are removed, do not forget to clean and grease the  mounting pins before reassembly.   The rotating parts at the back of the brake arm's pivot-assembly should not be disassembled, though a drop of bike oil is useful when they seem a bit gritty in operation.

 * Balance Screws
 * The balance screws work by pushing and releasing the coiled ends of the springs, so increasing and decreasing their strength. However, things sometimes go wrong.

 * In some brakes the brake arm binds up when the screw is all the way in.   In others, the screw slips off the end of its spring because of bent parts or poor design.   When either of these things happens it will be difficult or impossible to balance the brakes.

 * If the balance screws seem to lack range of adjustment. then look for these problems on the underside of the brake arms.  In the case of binding screws it is simple to release the screw a bit and reattempt the balance.  Bear in mind that carrying out an identical adjustment on both balance screws should leave the balance unchanged, so unless there is some other problem, it will usually be possible to correct binding in this way. A better fix for a binding screw is to add a washer under the balance screw head to avoid binding in the future.   This limit should be set to avoid the worst case; found usually with the block against the rim. If the screws are ever replaced, avoid using screws that are longer, unless the extra is padded out as mentioned above.   This will avoid brake binding.   Balance screws are usually fitted with nylon inserts to make sure that they are fairly tight, though a drop of thread tightening fluid might also help avoid their getting lost on the road.

 * Sometimes the spring on a brake arm slips out of its groove, and this is seen as one side of the brakes doing nothing at all.  This happens at times when the bridge has been undone.   Fix it by moving the spring back behind the arm into its groove.   At other times, the springs of cheaper brakes can slip off the balance screws, but this is largely a fabrication problem; consider a new set of brakes if this happens, since these springs are not easily reworked.

 * Brake arms have location pins to fix them to the flats on the bike frame.  The frame often has three holes to choose from but some frame mountings have only one.   The hole chosen decides the spring strength and the work needed to pull the brake lever.   If the pins of each brake arm in a set are located in different positions, then the resulting tensions cannot be balanced.   If there is an obvious imbalance in the brake arms and the arms were recently reinstalled, then consider this possibility.   Although some frames are provided with three holes for the location pins, some brakes only work on one particular position, so take note during any disassembly as to which holes were used.

 * Obstructed Cables and Housings
 * It has been noted that accessories such as straps, lock cables, and bungee cords are easily forgotten, and can bear upon brake cables in such a way as to make the balance seem impossible.  The same condition is possible when the parts at the ends of cable housings (ferrules), become unseated during brake work; the entire brake balance suffers.   Baggage on the front handlebars can kink cable housings, and a similar binding can be found in folding bicycles; in the latter case, when the bike is unfolded, make sure that any tight loops near the hinge points are straightened before making off.  If the change is fairly sudden, and in particular after parking the bike or unhooking the cable bridge, then look for these simple solutions.

 * Wheel not Centered
 * Many brake balance problems are associated with wheel positioning.  There are at least three situations to consider:
 * When a quick-release wheel is positioned within the wheel arch it can happen that it is not fully engaged in the dropouts.  This happens when a wheel is installed with the bike in a stand or otherwise above ground.   A gap is often visible.   This problem causes the brake blocks to close on the rubber of the wheels instead of the rims, so it is not subtle.   Reset the wheel.
 * Brakes are adjusted for the quick release lever positioned on the left of the bike.  When a front wheel is wrongly installed with the clamp on the right, the existing brake balance will be upset.   Reinstall the wheel with the lever on the left.
 * When a wheel's skewer-clamp is tightened it is important to hold the wheel in a correctly centered position during the process. Bad centering can also cause the bike to run poorly, might feel a bit heavy, and can make shifts a bit less certain. The two springs, one on each end of the skewer, (both with their pointed ends inwards) are there to help the skewer start off in the center.  The springs are not strictly necessary for the skewer to work, and as such they might be missing.  In any case a wheel can be centered by adjusting both the lever and the locknut. One way to do this is to slacken both ends until the exposed screw threads look about equal, then tighten both the locknut and the lever a little bit at a time.   Make final adjustments in the same way until resistance is first noted when the closing of the lever approaches the horizontal.   Some tires have a center ridge that is  useful for checking that the wheel is centered.   When this problem is corrected the brake balancing adjustments will come into range, and the bike might even run better.

 * Brake Arm Spacers
 * Each brake arm has a brake block and on its screw thread there are various washers and spacers.  One of these spacers is wider than the other, and they can be interchanged, in order to get the brake arm spacing within range for effective balancing.   If the brake blocks (pads) were recently changed or removed, check that there is symmetry in their choice.   If one pad has the wide washer near to the pad and the other has the narrow one then the distance of each brake block to the rim will be different and they will not balance.   The Tektro brake manufacturer has a pdf file that explains how to decide which spacer to use for their products, though it has been found to have some generality.

 * Badly Worn Brake Blocks
 * If one brake block has been worn down much more than the other then that might affect whether or not the brakes balance, especially if it is combined with some other trivial factor.  Inspect the blocks and if changing them be sure to change both at the same time.    Generally speaking, if a brake block has been worn down so that any part of any of any of its grooves is no longer clear then they both need replaced.

 * All Else Fails
 * If the brakes balance, but at opposite screw extremes, then further adjustments are prevented. First consider all of the above solutions; i.e., is the tighter of the two binding, etc.?   If you are stuck with unmatched springs in the brake arms, (rare, since the set that came with the bike are matched in manufacture), it may be possible to get the screws back into mid-range with a washer or two.    Add thin 6mm washers, as shown in Figure 6, to the brake block assembly that habitually has the wider of the two gaps.   Adjust the number of washers until the balance is achieved closer to the balance screws' midpoints.   When all else has failed, and a fix of this kind is being considered, do not forget to consider the buying of a new set of brakes, and getting the bike shop to first take a look.

Soft Brakes
If brakes are softer than intended, even after adjustment, then it might be that the toeing-in is excessive. Also, if wheel wobble causes rubbing on the brake blocks, widening the gaps will necessarily soften the brakes. See the comments below.

 * Excessive Toeing-in
 * It is impossible to set firm brakes if the blocks cannot be set close to the rims.  For brakes needing narrow' clearances, e.g. 1mm to 1.5mm, the toeing-in needs also to be narrower than usual.   If the toeing-in were set to the usual 1mm more than the front of the block, then for the above example, the average clearance for each block would be 1.5mm to 2mm, and the brake would feel soft.   Thus, the toeing-in needs to be minimal if a firm or hard brake is required.   In fact some brake manufacturers recommend no toeing-in for their products.   Brakes that use wider settings by design, are affected  less by toeing-in.

 * Wheel Wobble
 * Wheel wobble causes repetitive brake noise but most brake noises are unimportant.  The most common cause is debris from the road.   Also, new tires have rubber tails on them that rub on brake blocks, but these can be trimmed.   Badly centered wheels can  also cause some rubbing of the brakes.   It is as well to check this if the problem follows recent wheel work.   These noises are not serious.

 * If there is even a slight wheel wobble then brake block clearances will need to be widened to avoid the repetitive rubbing noise.  Although some wheel wobble is inevitable, when it is excessive then repairs may be required.   In that case see:  Truing a bicycle wheel, in an attempt to handle it yourself, or consider getting some advice from your bike shop.

 * For brakes that need narrow clearances, say 1mm, the issue of wheel balance is more critical.  Widening the block clearances to 2mm, to accommodate a slight wobble makes softer brakes, but in most cases these will still be safe.   However, if the wobble worsens, then continuing to widen the clearances will lead to ineffective brakes long before the wheel itself becomes unusable.   Brakes designed for wider clearances will accommodate more wobble before the brakes suffer.

Cables and Housings
The subject has been given a separate page at Cables and Housings.


text:
barit

Verb

 * 1) to sharpen

Noun

 * 1)  barite

Noun

 * 1) palace, large building

Etymology
.

Noun

 * 1) baryte

Noun

 * 1)  barite

title: barit


text:
Andrei Dapkiunas

Andrei Dapkiunas (Андрэй Дапкюнас, born 11 April 1963, Minsk) is a Belarusian diplomat who is currently Ambassador-designate of Belarus to Austria and Slovenia, Permanent Representative of Belarus to the international organisations in Vienna and to the Organisation for Security and Co-operation in Europe (OSCE). He holds the rank of Ambassador Extraordinary and Plenipotentiary since 2011.

Background and education
Dapkiunas was born in Minsk in a family related to Yanka Kupala, the foremost Belarusian poet and a symbolic figure in the Belarusian national revival of the early 20th century. He holds a PhD degree in political science from the Belarusian State University (1991) and a graduate degree in languages (English and French) from the Minsk State Institute for Foreign Languages (1985). Alumnus of the London School of Economics and Political Science (Research Fee student, 1989–1990).

Early diplomatic career
Dapkiunas joined the Ministry of Foreign Affairs of Belarus in February 1992 and is currently among the longest-serving members of the Belarusian diplomatic service. As a junior diplomat, in 1992–1994 he had his first foreign assignment at the Permanent Mission of Belarus to the United Nations. After returning to Minsk in 1994, for more than nine years he headed the Ministry's department responsible for bilateral relations of Belarus with the US and Canada and later – with all countries of the Americas.

Ambassadorship in New York
From 2004 to 2017, he was the Permanent Representative of Belarus to the United Nations and is the longest-serving Belarusian ambassador to the United Nations. In 2011 he was briefly withdrawn from his position as ambassador to the UN following allegations of a link to one of opposition candidates in the presidential election.

While at the UN in New York, Dapkiunas served as President of the executive board of the UN Children's Fund, UNICEF (2006) and vice-president of the United Nations Economic and Social Council, ECOSOC (2008). Member of the executive board of the International Association of Permanent Representatives to the United Nations.

Deputy Minister of Foreign Affairs
From 2017 to 2020, Dapkiunas served as Deputy Minister of Foreign Affairs of Belarus. His responsibilities included multilateral diplomacy, humanitarian cooperation and relations of Belarus with countries of Africa and Asia.

Ambassadorship in Vienna
In July 2020, Dapkiunas was appointed as Ambassador of Belarus to Austria and Slovenia, Permanent Representative of Belarus to the international organisations in Vienna and to the Organisation for Security and Co-operation in Europe (OSCE).

title: Andrei Dapkiunas


text:
nonrepresentational

Adjective

 * 1) Not representational.
 * 2)  That does not represent a physical object realistically.

Translations

 * French:

title: nonrepresentational


text:
Hippuristanol

Hippuristanol is a small molecule found in the coral Isis hippuris which was discovered by Jerry Pelletier and others of McGill University in Montreal, Quebec, Canada. It appears to have anti-viral activity and may hold promise as a cancer therapy. Binds to and inhibits the eukaryotic translation initiation factor protein eIF4A.

title: Hippuristanol


text:
Template talk:Logo requested

Template-protected edit request on 20 September 2019
Please replace:

with:

So that articles for schools and universities can be sub-categorized. Thanks! — swpb T • go beyond • bad idea 14:46, 20 September 2019 (UTC)
 * Red information icon with gradient background.svg Not done: There are many ways to put the talk page into the appropriate subcat. For example, Talk:Adventist Girls High School uses, which categorizes it into Category:Wikipedia requested images of schools. If you wanted that school placed into Category:Wikipedia requested logos of schools and universities then either change  to   or add a second parameter with that value. In other words, the template doesn't need to be updated to include what you want. Primefac (talk) 17:23, 22 September 2019 (UTC)
 * . I'm not trying to put articles in Category:Wikipedia requested images of schools and universities. I know the template can do that. I'm trying to put them in Category:Wikipedia requested logos of schools and universities. The template isn't set up for that. — swpb T • go beyond • bad idea 13:12, 23 September 2019 (UTC)
 * I can see your point, but other than that one line of code the template puts everything into "requested images" cats or subcats. I think a discussion about how this template sorts the page in question is in order - is there a reason why it goes into a generic "requested logo" supercat but then subcats into "requested images"? I guess it just seems like a "requested logo" is a type of "requested image". Happy to go with whatever consensus emerges, but with only 3 page watchers you might want to try having the discussion somewhere else. Primefac (talk) 13:47, 23 September 2019 (UTC)
 * Where? Wouldn't the talk page of the template to be changed be the right place, and the fact it has only three watchers indicate that not many people are interested? The "image of" sub-catting comes from the template that was used to make this one. The change doesn't break it. Obviously, an image of a school is not the same as an image of a logo of a school, and doesn't belong in the same directory. — swpb T • go beyond • bad idea 19:24, 23 September 2019 (UTC)
 * Fair enough. I didn't realize that (as near as I can tell) you are pretty much the only one involved with this (either here or at the category). I've turned the request back on since I'm walking out the door, but I'll take a look at it when I get time; I feel like there's a more clever solution that would allow for expansion to other potential subcats. Primefac (talk) 20:36, 23 September 2019 (UTC)
 * Any movement on this? — swpb T • go beyond • bad idea 13:39, 1 October 2019 (UTC)
 * Yes check.svg Done: implementing for now, seems like it would be easy enough to change if a different solution is found. WMSR (talk) 17:07, 1 October 2019 (UTC)

September 2020
Please replace: with:

Hundreds of calls to this template use the argument "schools" rather than "school" (likely from familiarity with image requested); this causes the template to fail to place these articles in Category:Wikipedia requested logos of schools and universities as intended. This edit will allow the template to recognize both "school" and "schools" for the purpose of putting articles in Category:Wikipedia requested logos of schools and universities. Thank you! — swpb T • go beyond • bad idea 16:33, 1 September 2020 (UTC)
 * ✅ using slightly simpler markup than requested here. * Pppery * it has begun... 17:28, 1 September 2020 (UTC)
 * Thanks! Did not know the conditional worked that way. — swpb T • go beyond • bad idea 18:53, 1 September 2020 (UTC)

 * This change is causing the category redirect Category:Wikipedia requested images of school to fill up. Please can this be fixed - I don't know the code to do it myself beyond simply reverting. Timrollpickering (talk) 09:17, 2 September 2020 (UTC)
 * Fixed. – Jonesey95 (talk) 13:58, 2 September 2020 (UTC)

Where do you actually ask for the logo?
Unless I am missing something obvious, this places the page in question into the category. But I know there is also a page where one actually requests new images, Graphics Lab/Illustration workshop. I think this should be mentioned at the top of this page? Maury Markowitz (talk) 13:58, 17 November 2021 (UTC)

title: Template talk:Logo requested


text:
Asturias Airport

Asturias Airport, is the only international airport of Asturias, Spain, in Castrillón. Traffic consists primarily of scheduled domestic flights and some seasonal scheduled international flights. In 2012, the airport handled 1,309,640 passengers and managed 13,252 operations. The airport is located in Anzu, parish of Santiago del Monte, municipality of Castrillón, 15 km from Avilés, 40 km from Gijón and 47 km from the regional capital, Oviedo.

History
The airport first opened on 11 June 1968. The first commercial route was established with Madrid and soon after another route came into operation, which linked Santiago de Compostela with Barcelona via Asturias and Bilbao.

In 1980, the airport underwent its first major expansion in preparation for the 1982 football World Cup in Spain. In 1982, the aircraft parking platform doubled in size. An additional 5 check-in desks were added to the existing ones. 2 boarding gates and 2 arrival gates, a new cafeteria-restaurant and several shops were also new additions.

Further improvements occurred in 1994 and 2000 which included upgrading of the building and expansion of the apron.

In 2003, a series of improvements were made to the airport, that would enable it to handle a higher volume of passengers and aircraft traffic. Construction work on adding a second floor to the airport, that was accessible to passengers, was completed, and 3 jet bridges were also installed, allowing passengers to embark directly from the terminal building onto the aircraft.

Airlines and destinations
The following airlines operate regular scheduled and charter services to and from Asturias:

Ground transport

 * Road - The airport may be reached by both the A-8 motorway and the N-632 national road.
 * Bus - Alsa coach company offers a service between the airport and the cities of Avilés, Gijón and Oviedo. Some routes also stop in Piedras Blancas and Salinas.
 * Taxis - These are available at the airport.
 * Car Rental Services - Avis and Hello Rent a Car.

title: Asturias Airport


text:
User:Kaveen sivasubramanian/Books/self development

design procedure introduction

 * Professional ethics
 * New product development
 * Engineering design process
 * Industrial design
 * Transgenerational design
 * DFMA
 * Lean product development
 * Flexible product development
 * Quality function deployment
 * FMEA
 * Phase–gate model
 * User-centered design
 * Axiomatic product development lifecycle
 * Product lifecycle management
 * Design for Six Sigma


text:
Hungary at the 2017 World Games

Hungary competed at the 2017 World Games held in Wrocław, Poland.

Air sports
Ferenc Tóth won the gold medal in the glider aerobatics event.

Ju-jitsu
Kristó Szűcs won the gold medal in the men's ne-waza open and the silver medal in the men's ne-waza 94 kg event.

title: Hungary at the 2017 World Games


text:
J Awards of 2017

The J Award of 2017 is the thirteenth annual J Awards, established by the Australian Broadcasting Corporation's youth-focused radio station Triple J. The announcement comes at the culmination of Ausmusic Month (November). For the fourth year, four awards were presented; Australian Album of the Year, Double J Artist of the Year, Australian Music Video of the Year and Unearthed Artist of the Year.

The eligible period took place between November 2016 and October 2017. The winners were announced live on air on Triple J on Thursday 23 November 2017.

Unearthed Artist of the Year
Perth-based, Stella Donnelly uploaded her debut track "Mechanical Bull" to the Triple J Unearthed site in April 2017. Following this, Donnelly performed with San Cisco, Ali Barter and Polish Club as well as performing on the Unearthed stage at Bigsound.

Donnelly said "It's just been a year of doors opening. I've been really lucky to meet so many amazing people from the music scene. Big shout-out to Alex the Astronaut, Confidence Man, Baker Boy and Ruby Fields - you're all amazing and been such a strong year. [Let's] just go bowling, hang out!"

title: J Awards of 2017


text:
Talk:Introduction to Calculus/Differentiation

This is good as a study sheet to supplement a lesson plan. To make it a lesson plan, one has to motivate the definitions as well as prove theorems. Pretend that you're preparing a plan for an actual class of students. Why should the student want to define the derivative in that manner? PS. Also, it is rather backwards to note that the derivative of ln(x) is 1/x, as ln(x) was defined as the integral of 1/t dt from 1 to x, as this integral, a "hole" in the power rule, was found to behave like a logarithm if one gave the logarithm the base e. The discovery of this fact would make a great exercise sheet. For more info on the history of ln(x), see "e: the Story of a Number" by Maor. Ron 01:56, 23 August 2006 (UTC)

Pedagogy
Hey Hypermorphism. I wanted to thank you for taking interest. I am sort of in the process of trying to make what I wrote make a little more sense and be a little more pedagogical, and I was hoping others would help out, but in the meantime I figured I'd post what I had, to get this ball rolling. Feel free to add examples or change my sometimes awkward phrasing. That's what wiki's for right? Anyway, I'll see what I can do.

By the way, I disagree that it's backward or redundant to discover the derivative of ln the way I did. There are a number of equivalent ways to present ln(x) and it is a matter of taste what to call a definition and what to call a result (as long as there's only one of the former of course). I was taking as the definition of ln(x) that it was the inverse funciton of $$e^x$$, or in other words that the statements $$ln(x)=y$$ and $$x = e^y$$ are equivalent. Daniel M. Roberts 02:26, 23 August 2006 (UTC)

 * I don't quite understand why there is so much emphasis on e? --HappyCamper 04:35, 23 August 2006 (UTC)

Reply
Hey Daniel, I was just nitpicking, as mathematicians are wont to do. :-) I like exposing the history of mathematics as much as possible to the student, in order to humanize a topic that may sometimes seem sterile of human foibles. Most textbooks and courses never talk about the historical development of the subject in any amount of detail; they present only pristine results and well-polished "remarkable" relationships. Many students are unaware that calculus only recently went through two revolutions of rigor after the initial formulation, where hand-waving was the norm when it came to the actual machinery. The players (Ie., Kronecker with his "God created the integers. All else is Man's invention.") were fascinating, but that level of detail is for another course. I would only just comment on little stuff like the meandering discovery of e. :D

 * I might do some little additions here or there, but I'll be focusing on building a series of lessons that start from defining the real number system (the playground) that then naturally leads to limits, from which derivatives and integrals are only one leap of logic away. Keep creating lessons! :-) Ron 02:46, 23 August 2006 (UTC)

 * Hmm. That's interesting what you have to say about math and math history. I've done a little bit of research in the past on the history of calculus, although you probably have more of that than I do. Anyway, I'm hoping to add the kind of stuff you were talking about, after I get the basic skeleton of the page down. I know what you mean about glossy-eyed kids uhuh-ing their way through a lecture. Again, feel free to pose some take-a-step-back kind of questions or a few excersizes along the way if any come to mind. Thanks for your ideas. I mean, of course you're right. Daniel M. Roberts 04:29, 23 August 2006 (UTC)

 * As an example, the fact that we are studying calculus is highly nontrivial - for example, the Greeks were not able to understand limits the way we do today. We should be very thankful that so many great minds thought carefully about these things!! --HappyCamper 04:33, 23 August 2006 (UTC)

Duplication
Hmm...better be careful that this doesn't duplicate Calculus/Differentiation too much... --HappyCamper 05:09, 23 August 2006 (UTC)

Reorganization
Hey HappyCamper, thanks for the reorganization you did last night. The only thing I would change is the placement of the whole compound-interest excursion. I know it makes sense to you and to me to jump right into what a derivative is and what all its rules are, but imagine how much sense that would make if you had never been exposed to that. To me the point of the compound-interest excursion was to warm them up with It may seem like an arbitrary way to lead up to derivatives, but I think it's important in that it submerges the abstract talk in a context that is obviously related to real life.Daniel M. Roberts 16:46, 23 August 2006 (UTC)
 * The idea of functions (i.e. the relationship between one variable and another)
 * The idea of limits and why you would ever use them
 * A knowledge of binomial expansion, which is necessary to prove a number of things including the $$x^n$$ rule
 * Finding a friend in $$e$$ so that when they get into the later section about transcendental functions etc, they already see a familiar face.

 * Hmm...the binomial expansion is not necessary to derive the Power Rule - it can be done with the chain rule and induction. Then, one could make a "leap of faith" and say that it works for arbitrary n. This of course, can be stated in the article.

 * Euler's number is not quite so fundamental for limits and such - its derivation does not address notions of existence of a limit, continuity, or differentiability. I can understand why it is introduced so early, but from my perspective, it is presented too soon for it to be useful.

 * As for familiarity, I think a variety of examples would suffice. Generally speaking, newcomers to calculus do not have the notion of piecewise continuous functions yet.

 * What I'm worried about now, is whether this is duplicating the effort over at Wikibooks... --HappyCamper 17:22, 23 August 2006 (UTC)

 * I know what you mean about all that stuff, but I don't know if you remember learning calculus or not (sometimes I hardly do) but back then, the last thing that you wanted to know about was the formal epsilon-delta formulation of the limit, for example. That goes for smaller things too. It's okay to gloss over the difference between piecewise and non-piecewise continuous functions for example to begin with and bring up the discussion about continuity and differentiability after it is motivated by the knowledge of what a derivative is. As for the importance of $$e$$, I would argue that it is at the heart of calculus and has the interesting quality that without calculus, it's just a number, and with calculus it is God's number. That type of thing I think can be cool to someone just learning calculus.Daniel M. Roberts 17:37, 23 August 2006 (UTC)

 * I wasn't thinking of an epsilon delta proof - this set of notes seems more like a set of notes for high school students. I actually still have mine, and all the pieces of scrap paper where I was struggling with everything. Well, I'm not very keen on where this e stuff is located at the moment, but since I'm not being too productive with editing the article, I guess I'll leave it as is. There are other gaps I want to fill in, like these differentiation rules for general exponentiation. But sooner or later, I suspect that "units" of knowledge will be split into its own pages, and when lesson plans are drawn up, one can simply say that we'll learn units 1,2,3,16,17 in perspective X, and 1,4,5,6,7 in perspective Y. --HappyCamper 17:54, 23 August 2006 (UTC)

 * Sounds good to me. I mean you're right, it'll probably be split up and there's a lot to add anyway before we can see how to organize it. Anyway, thanks for working on it with me. --Daniel M. Roberts 23:03, 23 August 2006 (UTC)

I'm a little dubious about this explanation:

 * $$1+r+\frac{r^2}{2}+\frac{r^3}{3!}+\frac{r^4}{4!}+\dots = \lim_{n\rightarrow \infty}\bigg(1+nr\bigg(\frac{1}{n}\bigg)+\frac{nr(nr-1)}{2}\bigg(\frac{1}{n}\bigg)^2

+\frac{nr(nr-1)(nr-2)}{3!}\bigg(\frac{1}{n}\bigg)^3 + \dots \bigg)$$

First of all, the fact that the k-th term of the expansion of the binomial converges to $$\frac{r^k}{k!}$$ is not sufficient to justify the limit under the infinite sum. (Otherwise, on the same line, 1= 1/n + 1/n +..+ 1/n (n terms) would converge to 0+0..+0=0 ) We need a dominate convergence principle for series, which is indeed available, but it would be more correct at least to mention it.

 * $$ = \lim_{n\rightarrow\infty}\bigg(1+\frac{1}{n}\bigg)^{nr} = \Bigg(\lim_{n\rightarrow\infty}\bigg(1+\frac{1}{n}\bigg)^n\Bigg)^r = \bigg(1+1+\frac{1}{2}+\frac{1}{3!}+\frac{1}{4!}+\dots \bigg)^r$$

Second, here we are using an expansion where r and n are positive integers (unless we are using an even less elementary tool, the binomial series). Why should the expansion be valid for r=√2? --PMajer (discuss • contribs) 20:44, 16 December 2018 (UTC)

Quiz
Need a quiz? I would love to try out the ABCD template some more.--Rayc 01:32, 22 September 2006 (UTC)

 * Yes, yes, yes :-) Can we do something like this?

 * Q: What is the derivative of x?
 * A) 1
 * B) 0
 * C) x
 * D) none of the above

 * --HappyCamper 03:21, 28 September 2006 (UTC)

Under the heading of Implicit Differentiation, you make reference to the quotient rule (i.e. 'One could find [the derivative] with the quotient rule...') without ever having mentioned what the quotient rule is. If you're going to mention it (which you may choose not to), you ought to show it (i.e. as an application of the product rule).

explicite multiplication signs
Consider including multiplication signs in the formulas.

For
 * $$A=A_0(1+\frac{r}{n})^{nt}$$

write
 * $$A=A_0\cdot \left(1+\frac{r}{n}\right)^{n\cdot t}.$$

Bo Jacoby 19:20, 29 September 2007 (UTC)

Proposals
Hi sirs! I just jumped into this, as User:Un-predictable was asking me for help in derivatives. There's so much work already done here! Congrats for your job!

I have thought of a few proposals, and wanted to know your opinion:

When I was taught this, the letter h was also used for the shrinking difference in x. But looking backwards, I think it's easier to understand the formulas if instead of h we write $$\Delta x$$, which is already used when talking about slopes. (I know it's important to teach that bound, or dummy, variables can be called whatever; but being able to doesn't mean it's a good idea, and in this case the name $$\Delta x$$ carries semantic meaning).

Another thing I think would improve the lesson is the inclusion of tons and tons of graphics, depicting e.g. a function f(x), a couple of points f(x) and f(x+h), and such things. I am myself a visual learner, and understand things a lot quicker if I can see or imagine them. I think I could do some graphics on Matlab (I don't have Mathematica installed right now), but I doubt I'd be able to put the labels and colors needed to make it pedagogical. I also ignore the license issues regarding a graphic produced by those programs (which I don't own legally). Is there any software to create such graphics, as are seen in the textbooks?

When teaching derivatives to my cousin I found that it made it easier to present them to him like this (with the aid of a sheet of paper to draw):

$$f'(x) = \lim_{\Delta x \rightarrow 0} \frac{f(x+\Delta x)-f(x)}{(x+\Delta x) - x} = \lim_{\Delta x \rightarrow 0} \frac{\Delta f}{\Delta x} = \frac{df}{dx}$$

That made him understand $$d w$$ as a shorthand for "$$\Delta w$$ when $$\Delta w \rightarrow 0$$". And some properties were made easier to demostrate, e.g. the product rule:

$$\frac{d\left(f\cdot g\right)}{dx} = \frac{\left(f+df\right)\cdot \left(g+dg\right) - f\cdot g}{dx} = \frac{f\cdot g + df\cdot g + f\cdot dg + df\cdot dg - f\cdot g}{dx}$$

$$ = \frac{df\cdot g + f\cdot dg + df\cdot dg}{dx} = \frac{df}{dx}\cdot  g + f\cdot \frac{dg}{dx} + \frac{df}{dx}\cdot dg$$, with this last term going to 0 with dg

It is probably longer than the definition using limits, but it made him see it less like magic but like something reasonable. (It also aided much a picture of a rectangle of sides f and g which was prolonged by df and dg, being the third term up here the little rectangle df·dg which appears in the corner).

Has anybody at wikiversity tried yet ways to present different explanations for the same thing?

Good day --Jorge 15:11, 13 April 2008 (UTC)


text:
Talk:Self-consciousness

Proposed Merge Self-awareness and Self-consciousness
Hi Spencerk. What are your reasons? The two terms means wildly different things to me. Particularly consider this quote from the self-consciousness page: "Unlike self-awareness, self-consciousness has connotations of being unpleasant, and is often linked to self-esteem." ॐ Metta Bubble puff  08:27, 20 March 2006 (UTC)

 * Discuss at Talk:Self-awareness

They are two separate and unique terms.

Don't merge them!
They are completely different things to me. One is sort of a philosophical thing, one is an everyday description of a common emotional state. "I believe I have finally created a robot that is self-aware! muhahahah!" vs. "do these pants make my ass look fat? They make me a bit self-conscious"

If anything, merge consciousness and self-awareness.--Robbrown 07:30, 20 November 2006 (UTC)

Question
What's with the "I'm watching you" picture? Seems like it should be removed... unsigned comment by User:Jesselnz

I don't see anything wrong with it. It connotes the apparent sensation of the self-conciousness individual. People are always aware of them, and they are 'watching them'.

Apostate 16:55, 08 May 2006 (UTC)

That picture creeps me out.

mental disorder
What about the possible implications to mental disorders possibly caused by extreme cases of self-consciousness? Deepinthought 17:13, 7 June 2006 (UTC)

i would agree with the opinion to not merge these two topics: for me, one (self-aware) refers to a discovery that produces knowledge or enlightment of one's self. the other (self-conscious) is more about a paranoia that might be unfounded and not is necessarily based on any specific knowledge of oneself or others. Mimistar 22:48, 26 December 2006 (UTC)

EXTREME Self-consciousness
extreme Self-consciousness would lead to paranoi, axiety disorders and possibly love shyness

Merge with self-conscious emotions
The self-conscious emotions article does not present sufficient information to stand on its own. It should be merged into this article. Neelix (talk) 22:53, 10 November 2008 (UTC)

Acute
the acute link goes to medical definition of acute and should go to definition of acute in language —Preceding unsigned comment added by <IP_ADDRESS> (talk) 18:02, 18 October 2010 (UTC)

Self-consciousness as a concept in psychology
The current article is about the word as it is used in common everyday language. However, this is not the only meaning, as per Websters dictionary, self-consciousness means:

1.  a : conscious of one's own acts or states as belonging to or originating in oneself : aware of oneself as an      individual b : intensely aware of oneself : conscious ; also : produced or done with such awareness  2. : uncomfortably conscious of oneself as an object of the observation of others : ill at ease

In psychology, self-consciousness and self-awareness are more or less the same but for some (e.g Charles S. Carver), self-awareness would be more acute (a "state") whereas self-consciousness would be a more permanent disposition (a "trait"). There is also a distinction between private self-consciousness (paying attention to one's thoughts or feelings, the "inner states") and public self-consciousness (paying attention to how one might appear to others). The former is sometimes divided into internal state awareness (good) and rumination (bad). Etc. —Preceding unsigned comment added by Lebatsnok (talk • contribs) 10:08, 19 November 2010 (UTC)

Drastically different versions of the article
I'm concerned by the difference between the current article and that which was deleted several days ago:. While the previous version would profit from expansion, it offered an essentially encyclopedic overview of the topic; its substitution is a doctoral dissertation. I may request input from other editors who are more familiar with the subject. JNW (talk) 17:41, 27 November 2013 (UTC)
 * I completely agree with you, and I'll revert to the previous version.  Lova Falk     talk   08:48, 28 November 2013 (UTC)

Interwiki links
I unlinked this article from Q238372, because at least a few other articles there are about the self-awareness meant in Mirror test (linked to Q1314553). However, the German article is about something explicitly distinguished from the English "self-awareness". --AVRS (talk) 20:25, 22 April 2014 (UTC)

'Self-consciousness' in English and its 'equivalents' (NOT!) in other languages
The problem is that English - once again the linguistic odd man out! - makes a clear distinction that is not made in other languages between 'self-consciousness' (close to 'embarrassment', and generally perceived as a bad thing) and 'self-awareness', or simply 'awareness' or 'consciousness' (generally perceived as a good thing). When non-native speakers and writers of English use the term, they almost invariably use it (wrongly) in the meaning they know from their own languages, for they are seldom aware of the distinction. The Wikipedia article on 'self-consciousness' wrongly refers readers to terms in other languages (such as Norwegian 'selvbevissthet') that only have the positive, 'self-awareness' meaning. Dutch uses 'zelfbewustzijn' in the same positive meaning, but it also has the adjective 'opgelaten' which means much the same as 'self-conscious' in the negative English sense - but if there were a Dutch-language version of this article I bet it would refer to the positive meaning!<IP_ADDRESS> (talk) 15:40, 10 August 2016 (UTC)

title: Talk:Self-consciousness


text:
Talk:Thomas Point Shoal Light

Requested Move
I've requested this lighthouse be moved to it's officially sanctioned name according to the US Coast Guard, US Forrest Service, and US Lighthouse Service. Gateman1997 02:12, 11 August 2006 (UTC)

This article has been renamed as the result of a move request. Vegaswikian 21:00, 17 August 2006 (UTC)

Photos available
Photos are available for upload.
 * Two photos accompanying NRHP document (one from 1885, one from 1990, linked in article) are taken by NPS or other Federal employee or otherwise are public domain and can be used. Search NPS focus here, please select the highest resolution JPG versions
 * Also, HABS or HAER photos may be available for this site. Search HABS/HAER here
 * Perhaps additional new photos of interior, say, would be helpful, too. doncram (talk) 17:29, 12 June 2008 (UTC)

title: Talk:Thomas Point Shoal Light


text:
User:Embrittled/checklist

Policy checklist:
 * notable
 * verifiable
 * not a dictionary entry: is it mostly or simply defining a term, and simply covering usage of that term?
 * not original thought: is the idea made up by Wikipedia's contributors?
 * soapbox or means of promotion: is it just here because somebody wants something from it being here, or is it simply here to inform?
 * not a mirror or a repository of links, images, or media files: is it just a copy of something that first appeared somewhere else?
 * a blog, webspace provider, social network, or memorial site
 * directory:
 * a manual, guidebook, textbook, or scientific journal
 * crystal ball: is it trying to predict the future
 * newspaper
 * indiscriminate collection of information

title: User:Embrittled/checklist


text:
General Chemistry/Chemical equations

Chemical equations are a convenient, standardized system for describing chemical reactions. They contain the following information.

 * The type of reactants consumed and products formed
 * The relative amounts of reactants and products
 * The electrical charges on ions
 * The physical state of each species (e.g. solid, liquid)
 * The reaction conditions (e.g. temperature, catalysts)

The final two points are optional and sometimes omitted.

Anatomy of an Equation
$$\hbox{H}_{2 (g)} + \hbox{Cl}_{2 (g)} \to 2\hbox{HCl}_{(g)}$$

Hydrogen gas and chlorine gas will react vigorously to produce hydrogen chloride gas. The equation above illustrates this reaction. The reactants, hydrogen and chlorine, are written on the left and the products (hydrogen chloride) on the right. The large number 2 in front of HCl indicates that two molecules of HCl are produced for each 1 molecule of hydrogen and chlorine gas consumed. The 2 in subscript below H indicates that there are two hydrogen atoms in each molecule of hydrogen gas. Finally, the (g) symbols subscript to each species indicates that they are gases.

Reacting Species
Species in a chemical reaction is a general term used to mean atoms, molecules or ions. A species can contain more than one chemical element (HCl, for example, contains hydrogen and chlorine). Each species in a chemical equation is written:

$$\hbox{E}_{x(s)}^y$$

E is the chemical symbol for the element, x is the number of atoms of that element in the species, y is the charge (if it is an ion) and (s) is the physical state.

For example, ethyl alcohol would be written $$\hbox{C}_2\hbox{H}_6\hbox{O}_{(l)}$$ because each molecule contains 2 carbon, 6 hydrogen and 1 oxygen atom. A magnesium ion would be written $$\hbox{Mg}^{2+}$$ because it has a double positive ("two plus") charge. Finally, an ammonium ion would be written $$\hbox{NH}_4^+$$ because each molecule contains 1 nitrogen and 4 hydrogen atoms and has a charge of 1+.

Coefficients
The numbers in front of each species have a very important meaning—they indicate the relative amounts of the atoms that react. The number in front of each species is called a coefficient. In the above equation, for example, one H2 molecule reacts with one Cl2 molecule to produce two molecules of HCl. This can also be interpreted as moles (i.e. 1 mol H2 and 1 mol Cl2 produces 2 mol HCl).

It is important that the Law of Conservation of Mass is not violated. There must be the same number of each type of atoms on either side of the equation. Coefficients are useful for keeping the same number of atoms on both sides:

$$2\hbox{H}_2 + \hbox{O}_2 \to 2\hbox{H}_2\hbox{O}$$

If you count the atoms, there are four hydrogens and two oxygens on each side. The coefficients allow us to balance the equation; without them the equation would have the wrong number of atoms. Balancing equations is the topic of the next chapter.

Other Information
Occasionally, other information about a chemical reaction will be supplied in an equation (such as temperature or other reaction conditions). This information is often written to the right of the equation or above the reaction arrow. A simple example would be the melting of ice.

$$\hbox{H}_2\hbox{O}_{(s)} + heat \to \hbox{H}_2\hbox{O}_{(l)}$$, which could be written as $$\hbox{H}_2\hbox{O}_{(s)} \xrightarrow{heat} \hbox{H}_2\hbox{O}_{(l)}$$

Reactions commonly involve catalysts, which are substances that speed up a reaction without being consumed. Catalysts are often written over the arrow. A perfect example of a catalyzed reaction is photosynthesis. Inside plant cells, a substance called chlorophyll converts sunlight into food. The reaction is written:

$$6\hbox{CO}_2 + 6\hbox{H}_2\hbox{O} + sunlight \xrightarrow{chlorophyll} \hbox{C}_6\hbox{H}_{12}\hbox{O}_6 +  6\hbox{O}_2$$

title: General Chemistry/Chemical equations


text:
Dany Laferrière

Dany Laferrière (born Windsor Kléber Laferrière, 13 April 1953) is a Haitian-Canadian novelist and journalist who writes in French. He was elected to seat 2 of the Académie française on 12 December 2013, and inducted in May 2015.

Life
Born in Port-au-Prince, Haiti, and raised in Petit-Goâve, Laferrière worked as a journalist in Haiti before moving to Canada in 1976. He also worked as a journalist in Canada and hosted television programming for the TQS network.

Laferrière published his first novel, How to Make Love to a Negro Without Getting Tired (Comment faire l'amour avec un nègre sans se fatiguer) in 1985. The novel was later adapted into a screenplay by Laferrière and Richard Sadler, earning a Genie Award nomination for best adapted screenplay at the 11th Genie Awards in 1990. The film adaptation of the novel starred Isaach De Bankolé and was directed by Jacques W. Benoit.

Laferrière writes exclusively in French, although some of his works have been published in English translation by David Homel.

Several further films have been adapted from his work, including On the Verge of a Fever (Le Goût des jeunes filles) in 2004 and Heading South (Vers le sud) in 2005. He also wrote the original screenplays for Voodoo Taxi in 1991 and How to Conquer America in One Night (Comment conquérir l'Amérique en une nuit) in 2004, and was the director of the latter.

In 2009, Laferrière won the prestigious Prix Médicis for his 11th novel, L'énigme du retour. Upon receiving the prize, he commented on its ability to open up a new readership in France, giving him visibility there. In the past, Laferrière had always refused to be published in the fall, a season associated with the great literary prizes, but had been recommended to do so with L'énigme du retour by his editors. The novel follows Laferrière as he returns to his birthplace in Haiti, 33 years after he left it, upon learning of his father's death in New York City. The narrative blurs the line between prose and poetry, resembling haiku structures in some sections.

On 12 December 2013, Laferrière was elected on the first round of balloting to Seat no. 2 of the Académie française, becoming the first Haitian, the first Canadian and the first Quebecer to receive that honour. He is the second black person to have been inducted, the first being Senegalese writer and statesman Léopold Sédar Senghor in 1983.

On 3 June 2014, he was awarded the International Literature Award by the House of World Cultures for his novel The Return (L'enigme du retour).

In 2014, he was appointed officer of the National Order of Quebec. In 2015, Laferrière was awarded the Order of Canada with the grade of officer.

In 2016, Laferrière won the Martin Luther King Jr. Achievement Award for his literary achievements.

Laferrière lives in Miami, Florida.

Works

 * Comment faire l'amour avec un nègre sans se fatiguer, 1985 (Éditions VLB)
 * English translation How to Make Love to a Negro Without Getting Tired, 1987 (Coach House Press)

 * Éroshima, 1987 (Éditions VLB)
 * English translation Eroshima, 1991 (Coach House Press)

 * L'odeur du café, 1991 (Éditions VLB)
 * English translation An Aroma of Coffee, 1993 (Coach House Press)

 * Le goût des jeunes filles, 1992 (Éditions VLB)
 * English translation Dining with the Dictator, 1994 (Coach House Press)

 * Cette grenade dans la main du jeune nègre est-elle une arme ou un fruit?, 1993 (Éditions VLB), Prix RFO du livre (2002)
 * English translation Why Must a Black Writer Write About Sex?, 1994 (Coach House Press)

 * Chronique de la dérive douce 1994 (Éditions VLB, poetry)
 * English translation A Drifting Year, 1997 (Douglas & McIntyre)

 * Pays sans chapeau, 1996 (Éditions Lanctôt)
 * English translation Down Among the Dead Men, 1997 (Douglas & McIntyre)

 * La chair du maître, 1997 (Éditions Lanctôt)
 * Le charme des après-midi sans fin, 1997 (Éditions Lanctôt)
 * Le cri des oiseaux fous, 2000 (Serpent à plumes)
 * J'écris comme je vis ; Entretien avec Bernard Magnier, 2000 (Éditions La passe du vent)
 * Je suis fatigué, 2000 (Les librairies initiales)
 * Je suis fou de Vava, 2005 (Éditions de la Bagnole)
 * Pays sans chapeau, 2006 (Éditions du Boréal)
 * Vers le Sud, 2006 (Grasset)
 * English translation Heading South, 2008 (Douglas & McIntyre)

 * Je suis un écrivain japonais
 * English translation I Am a Japanese Writer, 2010 (Douglas & McIntyre)

 * La fête des morts, 2009 (Éditions de la Bagnole)
 * L'énigme du retour, 2009 (Québec: Boréal, France: Grasset)
 * English translation The Enigma of the Return, 2011 (Douglas & McIntyre)

 * Tout bouge autour de moi, 2010 (Mémoire d'encrier)
 * English translation "The World is Moving Around Me", 2013 (Arsenal Pulp Press)

 * L'Art presque perdu de ne rien faire, 2011 (Boréal)
 * Journal d'un écrivain en pyjama, 2013 (Montréal: Mémoire d'encrier)
 * Tout ce qu'on ne te dira pas, Mongo, 2015 (Montréal: Mémoire d'encrier)

Further reading
 * Beniamin Vasile, Dany Laferrière: l'autodidacte et le processus de création, Paris: l'Harmattan, collection "Critiques Littéraires", 2008

title: Dany Laferrière


text:
Botany/Introduction discussion

Further Discussion
The questions posed in '''Chapter 1. Introduction''' are discussed further on this page. Remember, some questions are intended to be thought-provoking and more than one answer may be "correct". Users are encouraged to expand upon the discussions here.

1-1. Do you think the scientific method is something only a scientist would use?

The scientific method is something that is taught, so we might question just how natural or intuitive an approach it is. Think about how you discovered answers to interesting or difficult questions as a child. You might have first sought the opinion of an expert (like your dad, right?). That is the first step used by a scientist as well. Scientists learn to seek the expertise of others that have asked similar questions and come up with at least partial answers. This does not require contacting other scientists; more often it is a matter of becoming very familiar with the literature (the written and published record) on the subject of interest. Scientists rarely formulate hypotheses without first learning all they can about a subject from what has been published already. In effect, they learn how to put their question at the very forefront of knowledge about a subject. There are so many questions to be answered in science that no one would want to expend a lot of energy asking and answering questions to mysteries already solved. Of course learning is different. Asking questions and seeking answers from books, journals, and other sources is a valid approach to this first step of learning, and one you and any scientist would have in common.

Formulating a proper question or a hypothesis is perhaps the most difficult step. Recall that the hypothesis is not really a question but an answer. The question is the wonder about something; the hypothesis is a testable answer to that question. It is not THE answer, just a reasonable one posed in such a way that an experiment can be conducted to ascertain its validity. You may see this step expressed as making a guess; but consider that after he or she has completed the step described above—learning everything written about a subject—the scientist is in a position to make a pretty good guess. This step could be difficult for the scientist because he or she must have in mind one or more experiments to conduct to test the hypothesis. This step may be difficult for you for the same reason, and because it probably feels odd to answer a question before investigating it. The hypothesis step is included in the scientific method to promote intellectual honesty and to allow others to better understand a scientist's reasoning when reviewing what was done and how a conclusion was reached. Compare these scenarios:
 * Conversation over a radio from technician defusing a bomb –

 * OK. I have the device out. There are two black wires and a red one to the timer. Let me try this...!

Or

 * OK. I have the device out. There are two black wires and a red one to the timer.
 * I think the red one controls the detonation (Hypothesis: An intact red wire is necessary for detonation)
 * I am going to cut the red wire (Testing the hypothesis)
 * oops

In the absence of any further report from this technician, only the second procedure provides any information to the next technician faced with a second, similar bomb. He at least knows what not to do! Note also that the hypothesis is falsifiable. Testing demonstrated whether an intact red wire was or was not needed for detonation (apparently it controlled the undetonated state). Framing the hypothesis thusly: the red wire serves a purpose cannot be proven false; what test could you devise to satisfactorily demonstrate it has no purpose? It may in fact have no purpose (not in the example above), but eliminating by testing every possible purpose under the sun is an unsatisfactory approach.

1-3. When you catch a cold a virus has infected your body. Why do you think there is reason to question whether the virus is living or not? After all, if you took some ricinin (a plant poison), you would get very sick, but no one would suggest the toxin were alive or that the plant had entered your body.

Ricinin is an alkaloid and, along with the toxalbumin ricin (a plant protein), constitute extremely toxic substances found in the seeds of the castor bean (Ricinus communis) plant. Were you to ingest several raw seeds, you would experience nausea and vomiting, stomachache, bloody diarrhea, headache, cold sweat, sleepiness, disorientation, fever, shortage of breath, seizures, and possibly collapse and death. While there are a number of different ways that a virus could enter your body, the most common would be breathing in virus particles while in the presence of an infected person. The outcome of such exposure could be pretty much the same as that described for ricinin ingestion, depending upon the type of virus and your body's ability to respond appropriately to the "infection". Or, perhaps the infection you "catch" is cholera—the Vibrio cholerae bacterium. These bacteria are typically ingested in drinking water contaminated by improper sanitation. Again, you might display many of the same symptoms described, including the really unpleasant part about dying. The point here is to consider which of these problems constitute an "attack" by another living organism and which represent simply a poisoning of your living body by a non-living chemical. You cannot use the resulting symptoms as an indication because....; well, because they are just symptoms: what you "feel" as your body reacts to the chemical or biological attack.

In the case of ricin, this protein inhibits protein synthesis within the cells of the body. Organ damage results. Vibrio cholerae in the body produce a chemical that results in a loss of fluid and salts across the lining of the gut. The resulting diarrhea allows the bacterium to spread to other people under unsanitary conditions, and can result in death due to dehydration (an inability to retain water). So both the non-living chemical and the living bacterium cause illness by toxicity to our bodily functions.

You should recognize one pretty significant difference between an illness caused by a living organisms and an illness caused by a non-living, but toxic, chemical. In the latter case, the severity of our symptoms will be pretty much dependent upon the dose of toxin we ingest. There will be just so much chemical entering the body, and the damage should be proportional to that amount. In the case of the bacterium, something like a million cells need to be ingested to result in an infection, but once established, the living organism is a tiny factory that cranks out toxin and reproduces more identical factories (more cells) that themselves produce toxin. So the dose of toxin we get from the bacterial infection is not obviously limited. Living cells metabolize (break down and produce chemicals for various purposes) and reproduce (increase their numbers).

In essence, this is what is meant by an infection: another life form has taken up residence in or on our body, and is utilizing organic substances that are a part of our life processes to carry out its life functions, to further its existence and numbers. In the case of chlorea, the bacterium has some nasty habits that make us very ill; but there are a number of other bacteria (Escherichi coli, for example) that live in perfect harmony within or digetive tract and help us digest food. So not every "alien" that invades our body necessarily causes an infection.

<< Chapter 1

title: Botany/Introduction discussion


text:
User:Έκτωρ

5 October 2007
My name is Έκτωρ (= Hector)

My concern is an everlasting journey on the wonderful line of communication:

concepts --> terms --> words --> code ...... code --> words --> terms --> concepts

Έκτωρ

title: User:Έκτωρ


text:
Thirumalai Engineering College

Thirumalai Engineering College is an engineering college located in Kilambi, Kanchipuram, Tamil Nadu, India. The college is affiliated with Anna University, Chennai.

History
Thirumalai Engineering College was established in 1999. The college is approved by the All India Council for Technical Education (AICTE) and affiliated with Anna University, Chennai. The college provide bachelor degree courses and diploma courses in engineering.

Facilities

 * Laboratories
 * Computer Center
 * Library
 * Auditorium
 * Hostel
 * Transport facilities
 * Sports Complex

title: Thirumalai Engineering College


text:
Talk:Poncho Sanchez

Fair use rationale for Image:Ponchosanchez1.jpg
Image:Ponchosanchez1.jpg is being used on this article. I notice the image page specifies that the image is being used under fair use but there is no explanation or rationale as to why its use in this Wikipedia article constitutes fair use. In addition to the boilerplate fair use template, you must also write out on the image description page a specific explanation or rationale for why using this image in each article is consistent with fair use.

BetacommandBot (talk) 10:25, 21 January 2008 (UTC)

Birth name
According to Spanish Wikipedia, his birth name is Idelfonso Pablo Sánchez, though it doesn't offer a source. <IP_ADDRESS> (talk) 19:45, 4 December 2017 (UTC)

title: Talk:Poncho Sanchez


text:
BSK

BSK is a three-letter abbreviation that may refer to:

Sports

 * OFK Beograd, Serbian football club
 * FK BSK Borča, Serbian football club
 * FK BSK Batajnica, Serbian football club
 * FK BSK Banja Luka, Bosnian-Herzegovinian football club
 * FK BSK Ledinci, Bosnian-Herzegovinian football club
 * BSK Saint Petersburg, a former Russian bandy club

Other uses

 * Banashankari, a neighborhood in Bangalore, India
 * Basingstoke railway station, station code
 * Brake Standard Corridor, a railway coach type in the U.K.
 * The British School of Kuwait
 * Brödraskapet, a Swedish prison gang
 * BSK Defense, a Greek manufacturer of aerial target and aerial observation products
 * BSk, cold semi-arid climate
 * BSK Jr. books, in the Bailey School Kids series
 * ISO 639:bsk or Burushaski, a language spoken by Burusho people in Pakistan and India
 * Bone Street Krew, a professional wrestling group

title: BSK


text:
United States Government/Civics Glossary

Act: A Bill that has been passed by Congress and become law. (Note: "Act" refers to a bill that has become law. "Act of Congress" refers to a bill passed by Congress but has not yet become law. "Act of the Senate" or "Act of the House" refers to a bill passed by one house only.)

Amendment: A change to a Constitution or to a bill.

Anti-Federalist: One who opposed the ratification of the Constitution.

Bill: Proposed legislation.

Bicameral: Having two branches of a legislature.

Bill of Rights: The first ten amendments to the United States Constitution.

Checks and Balances: A system whereby the different branches of government balance each other so that one branch does not gain too much power.

Commerce: Trade or exchange of goods and money.

Concurrent Powers: Powers shared by both the federal and the state governments.

Delegate: A representative entitled to exercise powers on behalf of a government, such as a in a convention.

Equal Representation: System under which all political entities such as states receive representation in the legislature equal to each other.

Executive Branch: The branch of government in charge of enforcing and executing the laws.

Federalism: System under which a national government as well as regional governments (the states) have certain powers of legislation.

Federalist: One who supported the ratification of the Constitution.

Impeachment: An accusation made by a legislature, or part of legislature, against an executive or judicial officer. The Impeachment is only the accusation and does not indicate guilt, which is determined at a trial in the other part of the legislature.

Judicial Branch/ Judiciary: The branch of government in charge of interpreting the laws; the courts.

Judicial Review: The power of a court to rule laws unconstitutional and therefore null and void.

Legislative Branch/ Legislature: The branch of government in charge of making the laws and overseeing their enforcement.

Probable Cause: Cause (for an action such as searching a home) that has a reasonable basis.

Proportional Representation: System under which a political entity such as a state receives representation in the legislature in proportion with its population.

Quarter: To provide room and board for. Usually used in the context of boarding soldiers.

Ratification: 1. the approval of a constitution or an amendment by a state through a legislature, convention, or other method. 2. the executive act of approving a treaty. In the US, the President may ratify treaties, but only with the advice and consent of two-thirds of the Senate.

Subpoena: A court order commanding a person or entity either to surrender documents to the court or to testify.

Veto: The rejection of a bill by the executive.


text:
File:Solanum cinereum.png

Summary
Photo of Solanum cinereum, in the Manning Valley, NSW, Australia. Taken by me, naught101 (talk) 05:06, 8 February 2015 (UTC)

title: File:Solanum cinereum.png