text:
Talk:German/Level III/Mach Dir Keine Sorgen!

Untitled
The text sounds strange. "Beim Ballspiel" seems very formal (use "Beim ballspielen"). And the doubling of "Ja." conveys an annoyingly boring formality!

Thinking about it, this is more complicated. The form changes for a bestimmter Artikel (article the instead of a): ein erster Mann but der erste Mann.

nominative case - Nominativ (who - wer): der erste Mann / ein erster Mann die erste Frau / eine erste Frau das erste Kind / ein erstes Kind

genitive case - Genitiv (wessen) des/eines ersten Mann(e)s der/einer ersten Frau des/eines ersten Kind(e)s

dative case - Dativ (wem) dem/einem ersten Mann der/einer ersten Frau dem/einem ersten Kind

accusative case - Akkusativ (wen) den/einen ersten Mann die/eine erste Frau das erste Kind / ein erstes Kind

Boy, is it! - Marsh 09:28, 3 Nov 2003 (UTC) Simply requires more depth be put into the lessons. For example, we could have a third level (more advanced lesson 2B). The first pass through should be aimed at highschool students and beginners and not too overwhelming! - Marsh 09:33, 3 Nov 2003 (UTC)

I changed the muß to muss. In older books you will find muß but after the reform of German orthography a couple of years ago it changed to muss. A more prominent example is the change from daß to dass (example: Ich glaube, dass Wikibooks eine gute Sache ist = I believe that Wikibooks is a good thing). Thomas

 * I'm happy. Vulture has been bringing in the modern changes as well. My German is coming back "pretty" fast. I'll  stop making those case errors with der words once I write the lesson on that. I'm actually pleased that the errors you are finding are not gross ones (numerous, but not large) as I am writing some of the Gespräch totally from scratch, hopefully (with your all help) to be more interesting than the old texbook stuff about Mutter and Vater ....etc. I was so bold this last hour to translate an article from the German Wikipedia (on geography of Lower Austria) and move it into the English Wikipedia! I know, no big deal, but I'm proud of me - Marsh 06:04, 5 Nov 2003 (UTC)

 * Hi Marsh. I am really impressed that you write much of the "Gespräche" vom scratch, considering that you haven't been using German much lately. And you are right: your mistakes are absolutely minor ones (cases, stylistical) and I hope that by adding these "detail-comments" that you get an even better feel for the German language than you already have. Vielen Dank für die ganze  Arbeit, die du in das Deutschbuch steckst. Mach' weiter so!  Thomas

 * Bitte, sehr Without looking anything up I think you said: "Many thanks for the entire effort that you have put into the German Textbook. Carry on!" Or something to that effect. Question: is it that all the ess-tset s are gone, or is there a rule that specifies only certain ones become ess-ess? - Marsh 07:45, 5 Nov 2003 (UTC)

 * Kamm (comb) has a short 'a', kam (came) has a long 'a'. The double consonant makes the vowel before it short if it's not a compund word. So the 'ss' is the doubling of 'ß'. Fuß (foot) has a long 'u' so it's written with 'ß', but Fass (barrel) has a short 'a' so it's written with 'ss'. After diphtongs (au, ei, eu) you also write 'ß' because they are long. In Switzerland, 'ß' is always written as 'ss'. --Vulture 09:07, 5 Nov 2003 (UTC)

 * Thanks. I can understand that. In essence it maintains consistency by considering the 'ß' a single consonant. Need to work on those rules in Appendix 1 - Marsh 17:52, 5 Nov 2003 (UTC)

"Ein volksmäßig Restaurant": A restaurant where the locals eat or "ein gutbürgerliches Restaurant", "ein R. mit gutbürgerlichem Essen" (gutbürgerlich: homely, good plain)? --Vulture 08:59, 6 Nov 2003 (UTC)
 * I was aiming for a "locally popular resaurant" - Marsh 16:23, 6 Nov 2003 (UTC)


text:
Talk:Calculus/Definite integral

Archive
I archived all the topics on this page. Some of the topics may still be relevant, but it is difficult to be sure since the content and organization of this page and the whole book have changed significantly since many of those topics were written. If you are looking for suggestions to improve this page, you may want to have a look in the archive. --Greenbreen (discuss • contribs) 17:55, 3 June 2011 (UTC)

Removed material
I removed the following material from this page:

A geometrical proof that anti-derivative gives the area
Suppose we have a function F(x) which returns the area between x and some unknown point u. We don't even know if something like F exists or not, but we're going to assume it does and investigate the implications.

We can use F to calculate the area between a and b, for instance, which is obviously F(b)-F(a). F is something general. Now, consider a rather peculiar situation, the area bounded at $$x$$ and $$x+\Delta x$$ (see Figure 5), in the limit of $$\Delta x \to 0$$. Of course it can be calculated by using F, but we're looking for another solution this time. As the right border approaches the left one, the shape seems to be an infinitesimal rectangle, with the height of f(x) and width of $$\Delta x$$. So, the area reads:

 * $$\mbox{Infinitesimal area} = \lim_{\Delta x \to 0} f(x) \Delta x$$

Of course, we could use F to calculate this area as well:

 * $$\mbox{Infinitesimal area} = \lim_{\Delta x \to 0} F(x + \Delta x) - F(x)$$

By combining these equations, we have

 * $$\lim_{\Delta x \to 0} F(x + \Delta x) - F(x) = \lim_{\Delta x \to 0} f(x) \Delta x$$

If we divide both sides by $$\Delta x$$, we get

 * $$\lim_{\Delta x \to 0} \frac{F(x + \Delta x) - F(x)}{\Delta x} = f(x)$$

which is an interesting result, because the left-hand side is the derivative of F with respect to x. This remarkable result doesn't tell us what F itself is, however it tells us what the derivative of F is, and it is $$f$$. This material was originally on this page, and this page was originally after Indefinite Integrals and the Fundamental Theorem of Calculus. After reordering, I wanted to remove mention of antiderivatives until they were introduced in the Fundamental Theorem of Calculus. I planned to add it to one of those two later pages. However, the argument is basically just the same proof given at the Fundamental Theorem of Calculus, just not as rigorous. So I decided to leave it out altogether. --Greenbreen (discuss • contribs) 18:46, 3 June 2011 (UTC)

source: wikimedia

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

title: Talk:Calculus/Definite integral


text:
Portal talk:European History

"Faculty"
I'm making a list of active participants here. I hope we can work together to establish a strong departmental curriculum. If you get involved, please list yourself below. I hope to eventually make a list of active, contributing faculty, including credentials and area of expertise. Jade Knight 09:46, 7 October 2006 (UTC)
 * Jade Knight 09:46, 7 October 2006 (UTC)
 * Kfitton 14:12, 10 October 2006 (UTC)
 * Gabriel Spiro 17:57 December 6, 2006 (Montgomery College, Germantown Campus)
 * DanSto 04:30, 23 June 2007 (UTC)
 * Megaera 22:00, 4 September 2007 (UTC)
 * Dctrainor 20:31, 24 November 2007 (UTC)
 * Zakman93  8:30,  November 3 2008  (UTC)  I Just joined and I signed up to teach the History Of Germany Course.
 * dilos1 10:30, November 6, 2008
 * Berek 21:46, 8 October 2011 (UTC) Currently working on History of Scotland - grateful for any feedback!

Subjects
What kinds of courses/subjects/learning projects would people like to see? List them here, and we'll do our best to come up with something!
 * French Revolution
 * From Fascism to Communism - Political Groups in European History
 * British Isles
 * The European Union
 * The Balkan countries and their histories
 * Feudalism and The Middle Ages

Goals*
What should the goals and structure of this department be? Jade Knight 09:47, 7 October 2006 (UTC)

 * The same goal as any history department - to study the human condition and develop the skills that historians require to complete the task (research, critical analysis, and developing cohesive arguments/documentations). --Kfitton 14:26, 10 October 2006 (UTC)

 * I was thinking more along the lines of short-term goals, but yes, that's good as a general overview of what we're after. The Jade Knight 01:01, 11 October 2006 (UTC)

Department Policy*
I suggest that we adopt a policy that encourages new users to be bold when developing new content (=lessons/learning projects), but to be less bold when changing the nature of this Department; in other words, discuss all major changes, proposed policies and systems, etc., before adopting them here. Don't just say "This is how things are run here in the European History Department." What do you think? The Jade Knight 00:02, 10 October 2006 (UTC)

 * Well there is always going to be resistance, due to the nature of wiki. There are always going to be people that want to jump into the deep end and start upending everything.  However, there needs to be at least some consensus between participants, otherwise no one is going to understand the format.  I'm all for having a wide and varied content base, but there has to be some sort of structure with which to organize it all.  As historians, we should be taking the long-term view to this by not moving too fast at the department level.  A forum style approach might serve us well in this regard and generally agreeing to keep edits to a minimum on the main page.  --Kfitton 14:26, 10 October 2006 (UTC)

 * I think so, too. Shall we make that "official policy" of the department, then?  The Jade Knight 01:02, 11 October 2006 (UTC)

Red-linked courses/departments*
I think we should avoid listing sub-departments here until they actually exist… I'm removing the red-linked departments for now. The Jade Knight 01:39, 12 October 2006 (UTC)
 * Actually, I think department is the lowest level of organization on wiki...I don't think there is an extreme complexity in wiki that would require a sub-department, or enough large-scale participation to warrant such a need. --Kfitton 14:27, 13 October 2006 (UTC)
 * I don't particularly care if we have "lower levels of organization", but I don't think there's any point in creating links to things that don't exist here unless they're requested materials. There probably isn't much point in creating sub-departments at this point, either.  Perhaps when this Department gets much larger there will be a point, but for now…  The Jade Knight 16:29, 13 October 2006 (UTC)
 * I agree. --Kfitton 20:24, 13 October 2006 (UTC)

 * I think keeping it simple is the best approach, especially in the early stages we are in now. You want to connect people to resources in as quick a manner as possible. When we get bigger, we may have need for further breakdown to keep the pages manageable and readable, but not yet.
 * I like redlinks for courses, as it shows participants where people would like to go, and can inspire visitors to create content for a course. Often once the first few paragraphs are there, more people jump in and add/correct with an easier feeling. Historybuff 20:50, 5 March 2007 (UTC)
 * For content pages I don't mind so much, but the creation of a department is more of an administrative thing—someone could go and create a link for "Topic:The History of Slavery in Wales", for example, but if there's not much interest in that (and would there ever be enough to justify a department, in that case?), it really doesn't do much good to have a redlinked department like that. My thoughts are that subdepartments should only be listed when they actually exist.  And then, when there's interest, new departments can be created.  In the meantime, people are certainly welcome to contribute content and keep it under the Department of European History.  The Jade Knight 08:51, 6 March 2007 (UTC)

Course Names and Titles*
I have taken the liberty to suggest several Course Name/Numbers for these courses. I have implemented the basic number system I have found on other department sites, basically it is a four digit code which the first two refer to level. A 1000-2000 level course is a basic course which could be taken in the first two years at a university. 3000-4000 are more specific classes that must require a higher level of intensity. The course names are based off the country or major title. Specifically, World War I becomes a WW class (World War) and the Title should reflect the exact subject at hand. Any thoughts? Gabriel Spiro 05:17, 12 December 2006 (UTC)
 * I don't think we can effectively start organization coursework into numbers (or that we should try) until we have a context to do this in. What is the purpose of the numbering system?  How does it tie in with the goals of the Department?  The Jade Knight 08:01, 14 January 2007 (UTC)
 * It was my belief that we should start as soon as possible with the course numberin so we wouldn't have any issues later. We can go back to no course numbers but I wouldn't do that. The G 04:57, 16 January 2007 (UTC)
 * Please see the discussion above under "Department Policy". Before we adopt a numbering system, I really think it should be discussed.  So, can you please tell me:
 * What is the purpose of the numbering system?
 * How does it tie in with the goals of the Department?
 * The Jade Knight 11:11, 21 January 2007 (UTC)
 * A: To give a unified standard to the department before we become too big to fix the problem later.
 * B: I made my original comment in December; I think there has been enough of a time delay that people really didn't find it too strange. Besides, I ended my comment with "Any thoughts?"; I didn't call it a policy or a law, if you don't like it then let's talk more about it and possibly you're right.The G 04:30, 22 January 2007 (UTC)
 * A total of 3 people have ever commented on this page, including you. Out of the other 2 people on this page, 50% of them seriously questions your decision, and the other 50% hasn't said anything here since October.  There just aren't many of us here in the European History department, and we get busy from time to time; if people don't much respond, or it takes them a while, that doesn't mean they necessarily agree with something.  'tany rate, I've given my opinion.  I really think we need to think through and discuss the particulars before adopting anything.  I don't expect we'll see 100s of European History courses coming out in the next few months.  We can afford to deliberate, at least as far as "before we get too big" is concerned.  Right now we have, what, 1 functioning course?
 * So, you think we should have a numbering system "to give a unified standard to the department['s courses]." Well, that's an interesting thought.  Let's discuss it.  What kind of a standard do we want?  How does it tie in the departments goals?  What are the needs of the department?  Feel free to give your opinion on the other department-related issues raised above, as well.  The Jade Knight 08:06, 24 January 2007 (UTC)
 * I guess the question is, do you want the numbering system or not?The G 18:02, 25 January 2007 (UTC)
 * That's why I'm trying to figure out why we'd have one, before we decide what to have. Feel free to answer my questions and engage in discussion.  The Jade Knight 08:30, 26 January 2007 (UTC)
 * The system of course names/numbers used here should be documented in a section on the page.Nannus 13:30, 25 February 2007 (UTC)
 * As far as I can tell, there is no particular system right now (what does 15th century Britain have in common with WWI or Farming in Britain?). This is what I was trying to discuss.  The Jade Knight 18:51, 25 February 2007 (UTC)

 * Honestly, I think we should try and resist the urge to "number" courses. It's much better to give the course a descriptive title, and explain what _level_ the course is aimed at. "2000" may mean one thing in one country, and something completely different in another. "2nd year University level" is more bang on, and people can relate better. Historybuff 20:54, 5 March 2007 (UTC)
 * I lean towards your opinion—I'd rather not adopt a numbering system unless we have a really good reason to have one. The Jade Knight 08:52, 6 March 2007 (UTC)
 * If no one objects, then, I'll go ahead and remove them for now. What do you folks think of my structuring proposal, below?  The Jade Knight 06:27, 19 March 2007 (UTC)
 * Done The G 15:28, 21 March 2007 (UTC)
 * Thanks. Mind adding your opinion on the other various proposals floating around?  The Jade Knight 22:19, 21 March 2007 (UTC)

Structuring Proposal*

 * See European History/Class Structure

This topic has been moved to another page to keep this talk page clean and tidy. Class Structuring Proposal The G 00:15, 20 July 2007 (UTC)

Tasks
I've added a page of Tasks for the department where Projects can list stuff they need/want help with in a very user-friendly manner to help encourage new contributions. What do you think? The Jade Knight 09:21, 6 March 2007 (UTC)

Requested Courses/Projects
We need to have a better way of marking interest in certain subjects—as it is, people can just currently add links to anything they would like to see, but that's all based on one individual, and gives us no idea how popular said courses would be. Can anyone come up with a better way of finding out/showing the interest in various European History topics that may exist? The Jade Knight 08:06, 6 July 2007 (UTC)

 * Maybe we need to start to flesh out those pages and make them more like what I did over at the American History department... I made a page for every major part of American History can others can add others but its a start. The G 17:03, 11 July 2007 (UTC)

 * Well, I'm not sure that it's a good idea to create pages until we have some sort of content to put on them. But I'm asking more how we can gauge where the interest in the School lies—right now, you can't really tell if 10 people want a project on Scottish History, or just 1, you know?  Actually, I may have an idea.The Jade Knight 00:58, 13 July 2007 (UTC)

 * Jade Knight, look at the American History Section, there are three "active" members and we just made pages for every major parts of American History so that there is no confusion as to what a class is about. The G 17:07, 13 July 2007 (UTC)

 * I'm sorry, but I'm having trouble seeing how that relates to my question. While a project currently does not exist, how do you gauge interest in it?  My test above didn't work—people can't leave comments with their signatures.  I guess we could create a blank page with nothing but "if you're interested in seeing this project, leave your name below" or something like that.  I'm not sure if I like that idea, but at least it would help us to gauge where the interest lies.  The Jade Knight 07:03, 14 July 2007 (UTC)

 * I think we need to just expand the possible class lists to encompas all major parts and start to invite people to add to them.The G 15:13, 14 July 2007 (UTC)

 * That sounds like quite a project. Perhaps we should create a survey class, perhaps broken into two Chunks?  Like, European History to 1600, and European History after 1600, and use that as a starting point, and an introduction to the major themes in European History for new learners?  I don't think we should create blank projects, though—but if people request a project, we could made create an "interest" list there so that we could get an idea of how popular something is.  The Jade Knight 18:56, 14 July 2007 (UTC)

 * Or we could just create the general course (European History) and then as we work on it, then divide it into the two or more sections. That way we can have some quality work.The G 21:26, 15 October 2007 (UTC)

 * That's actually not a bad idea. The Jade Knight 21:36, 23 October 2007 (UTC)

 * Let me see if I can create one as it is a subject (general European history) that I have taught 100s of times.Dilos1 09:46, 7 November 2008 (UTC)

Courses offered
Why is "Life of Alexander" being offered here? Not that I'm against it, its just not our area (or is Greece a part of Europe?)The G 17:16, 11 July 2007 (UTC)
 * Greece is indeed a part of Europe. The Jade Knight 03:15, 12 July 2007 (UTC)
 * My mistake. The G 16:15, 12 July 2007 (UTC)

European History Page Organization*
I suggest a better organization for the main European History page. I noticed that in the Courses/Project Currently Offered section, some course have a lot more material that others. I suggest we move the courses that are in preparation in the next section entitled Planned Courses/projects there where I have placed my Survey course in preparation.

For the time being I have rearranged in chronological order the titles of all sections. Any objections? Dilos1 08:30, 8 November 2008 (UTC)
 * This comment almost certainly belongs on the European History talk page. Mind if I move it there?  The Jade Knight (d'viser) 10:50, 8 November 2008 (UTC)
 * Please do. I was a bit confused with the talk and discuss pages of the European History page at the beginning.Sorry. Dilos1 16:31, 8 November 2008 (UTC)

 * Chronological order how? The Jade Knight (d'viser) 12:33, 9 November 2008 (UTC)

title: Portal talk:European History


text:
Carl Herget Mansion

The Carl Herget Mansion is a historic house located at 420 Washington Street in Pekin, Illinois. The house was built in 1912 for Carl Herget, a businessman and member of one of Pekin's most prominent families.

Architecture
Prominent Peoria architectural firm Hewitt & Emerson designed the Classical Revival house; the style was in vogue in the early twentieth century, mainly due to its use at the 1893 Columbian Exposition. The front entrance features a full-height porch topped by a pediment and supported by four Corinthian columns and two Corinthian pilasters. The entrance itself is flanked by Ionic pilasters and topped by a fanlight and dentillated segmental pediment. The south and east sides each feature porches with Doric columns and balustrades.

There are fourteen rooms, three fireplaces, and a third floor ballroom.

History
The house served as the headquarters for Vogel's Inc and its subsidiary, Bird Provision Co in 1961. It then became attorney's offices until 1992. It later housed a bed and breakfast named Herget House Bed and Breakfast.

The house was listed on the National Register of Historic Places on August 18, 1992. The yard was restored to original landscaping and certified as a National Wildlife Habitat.

title: Carl Herget Mansion


text:
troia

Etymology
From, , of uncertain origin, but possibly from   (“(hog of) Troy”), after the Trojan horse, or alternatively from a Gaulish root, or possibly simply of imitative origin, from the sound of a pig's grunt. Compare 🇨🇬, 🇨🇬.

Noun

 * 1) sow female pig
 * 2)  slut
 * 1)  slut

title: troia


text:
History of computing

Course Navigation

This is a lesson in the course, Introduction to Computer Science, which is a part of The School of Computer Science

Objective
To familiarize the student with the historical development of the modern (or present kind of) computer and its predecessors (or the old type). In this manner, the student can advance certain knowledge and ideas regarding the computer as a unit in itself. This could help students have a more critical understanding of the development of a computer in terms of sizes, the prices associated with selling individual units, and, more important, how computers have drastically changed society.

Assignment
Students should do the required reading and assignments, then are encouraged to take one or more of the quizzes below.

Required Work
1. Read the following Wikipedia articles, and write summaries of each that are the specified number of pages. You may find the Timeline of computing helpful for this part of the assignment.
 * History of computation (1/4 pp.)
 * The History of Computing Hardware (2 pp.)

2. Read about one of the early pioneers in the field: Pascal, Leibniz, Jacquard, Babbage, Lovelace, Hollerith, Eckert, Mauchly, Aiken, Zuse, Atanasoff, Turing, or Von Neumann. Write a 2 pp., single spaced paper describing in detail that person's contribution to computing and computer science. You should consult more than one reputable source outside Wikipedia. Be sure to cite all references!

Quiz

 * Quiz for The Computer
 * Quiz for IT Quiz: Computer History Quiz

title: History of computing


text:
Talk:Gang of Four (Australian Democrats)

Relevant links for article expansion

 * http://www.abc.net.au/worldtoday/stories/s662101.htm
 * http://www.cpa.org.au/z-archive/g2002/1106democrats.html
 * http://www.crikey.com.au/2002/09/01/whats-happened-to-the-australian-democrats-and-what-happens-now/
 * http://www.smh.com.au/articles/2003/10/05/1065292459077.html --Danimations (talk) 11:58, 25 November 2015 (UTC)


text:
Jean-Claude Duplessy

Jean-Claude Duplessy, born in 1942, is a French geochemist. He is Director of Research Emeritus at the CNRS and a member of the French Academy of Sciences.

Biography
Jean-Claude Duplessy, a former student of the Ecole Normale Supérieure (Ulm), a physics graduate, is a geochemist. His work has contributed to a better understanding of how the ocean has functioned over the recent history of the Earth. He is a recognized pioneer in rebuilding ocean dynamics through the use of carbon isotopes and foraminiferous shell oxygen in marine sediments. He was one of the first to see the importance of a high quality chronology for a reliable interpretation of measurements related to climate variations in the Earth's past.

Scientific work
He began his research just as the foundations of isotopic geochemistry were beginning to be well established through the work of Harold Urey and Cesare Emiliani in Chicago. The analysis of stable isotopes and natural radioactive elements makes it possible to approach the study of major biogeochemical cycles in an original way and to reconstruct changes in the Earth's climate and environment by applying current principles.

Jean-Claude Duplessy initially focused on the concretions of the caves and demonstrated that they were good recorders of the hydrological cycle and air temperature at the time they were formed. He obtained the first reconstructions of air temperatures and climatic conditions in the south of France for the last millennia and for the previous interglacial period Recently, this type of study has been resumed in Europe due to the development of new dating methods and the study of stalagmites seems open to a great future.

Duplessy turned to the ocean because of its role as a climate regulator and its major impact on biogeochemical cycles, particularly the carbon cycle. His doctoral thesis work has focused on the geochemistry of stable carbon isotopes in the sea. He showed how the distribution of the stable heavy carbon isotope, carbon-13, was governed by biological fractionations related to chlorophyll assimilation by phytoplankton, then by ocean circulation and finally, to a lesser extent, by gas exchanges between the ocean and the atmosphere. All these phenomena, which dominate the carbon cycle in the ocean, are now being taken into account to study the fate of carbon dioxide emitted by human activities.

Duplessy led numerous oceanographic campaigns and showed that variations in the isotopic composition of fossil foraminifera present in the sediments of the various oceans made it possible to reconstruct changes in the isotopic composition of the ocean and ocean circulation on a large scale, which opened a new scientific field, paleo-oceanography. This has grown to the point where there is now an international journal devoted to this discipline, of which he was one of the first associate editors.

He established the first reconstructions of the deep ocean circulation during the height of the last ice age and during the last interglacial period. This has led him to highlight a disruption in the functioning of the ocean: the North Atlantic deep water disappears under glacial conditions, accompanied by a general slowdown in large-scale ocean circulation, the intensity of the Gulf Stream and the heat flux transported by the Atlantic Ocean to the coasts of Western Europe.

The deep waters of the world ocean are formed by convection and diving of dense surface waters during winter periods. To understand the causes of changes in deep ocean circulation, it was necessary to develop a method to reconstruct not only the temperature (which was already known), but also the salinity of surface waters in the past. Duplessy has developed a method based on fractionations that affect stable oxygen isotopes during the water cycle. This has allowed him to reconstruct the salinity of the Atlantic Ocean during the last glacial maximum with sufficient accuracy for major modelling groups to use this data to simulate global ocean circulation using general ocean circulation models. These results have provided the basis for understanding ocean circulation in glacial climates and the role that the ocean can play in disrupting climate, as outlined in a book written for the general public entitled "When the ocean gets angry ". He is also the co-author of "Gros temps sur la planète ", "Paléoclimatologie : Tome 1,  and Tome 2 "Paléoclimatologie : Tome 2, Emboiter les pièces du puzzle : comprendre et modéliser un système complexe ".

Chronology plays an essential role in understanding the evolution of climates and the links with astronomical theory initiated by Dr. Milankovitch and developed by André Berger in Louvain-La-Neuve and John Imbrie at Brown University. Duplessy launched the first accelerator mass spectrometry laboratory, one of the objectives of which is the fine measurement of carbon-14 to date marine sediments. With his collaborators, he was able to provide the first evidence of a ten-degree change in seawater temperature in times compatible with human life. These results were confirmed and further refined by the study of drilling in Greenland ice. Today, rapid climatic variations are recognized as a major feature of climate change.

While developing this research and a group of marine paleoclimatology, he has endeavoured to bring to light in France the study of biogeochemical cycles within the surface envelopes of our planet. With the support of the CNRS, he launched the program to study the flow of matter in the ocean. This programme would bring together the actions of biologists, chemists and geochemists by highlighting the fundamental role of the coupling between biology and geochemistry, which led to the now recognized notion of biogeochemistry. This effort led the French teams to initiate, with their American and European colleagues, the International Joint Global Ocean Flux Study program to quantify carbon fluxes in the ocean and the role of plankton-produced particulate matter transfer in supplying the deep ocean environment with carbon, food and energy.

By the late 1980s, it had become clear that understanding living conditions on the Earth's surface required studying the couplings between the geosphere and living things. At the request of COFUSI (Comité français des unions scientifiques internationales), Duplessy chaired the French scientific committee of the International Geosphere-Biosphere Programme. He federated research on the physical, chemical and biological mechanisms that govern the evolution of our environment. This research program initiated the study of the variability of the coupled geosphere-biosphere system, giving high priority to palaeoclimatic and palaeo-environmental reconstructions over geological time. These studies have thus made it possible to highlight phenomena as unexpected as the great variability of the carbon cycle in relation to changes in vegetation. These themes will become increasingly important in the coming years in the study of human-induced climate change, as the future evolution of greenhouse gas concentrations can only be realistically simulated if the interactions between the biosphere and biogeochemical cycles are well understood, so that they can be taken into account in models simulating the behaviour of the "Earth" system. The last interglacial period of 120,000 years, often taken as an analogue of a significantly warmer climate than today, reflects major changes in global ocean temperature and circulation that have contributed to destabilizing the West Antarctic ice cap.

Honours and awards

 * Jean-Claude Duplessy was one of the lead authors of the "paleoclimatology" chapter of the report of the Intergovernmental Panel on Climate Change (IPCC), which was published in 2007.
 * His mission was to coordinate the activities of some twenty scientists from the international community with the objective of showing how the study of ancient climates makes it possible to better understand the mechanisms that could come into play in a world whose climate is disrupted by greenhouse gas and dust emissions. He was co-recipient, with his IPCC colleagues, of the 2007 Nobel Peace Prize in this capacity.
 * He has been a member of the French Academy of Sciences since 2011 in the "Sciences of the Universe" section.
 * He is a member of the European Academy of Sciences, Academia europaea since 1989
 * Winner of the Aimé Berthé Prize of the Academy of Sciences (1987)
 * Milankovitch Medal of the EGS (1995).
 * Winner of the Georges Lemaître Prize of the Catholic University of Louvain (1997)
 * Dr Honoris Causa from the University of Kiel, Germany (2003).
 * Grand Prix Louis D of the Institut de France 2004.
 * Prestwich Prize of the French Geological Society 2004.
 * Grand Prix Dolomieu of BRGM awarded by the Academy of Sciences in 2004.

title: Jean-Claude Duplessy


text:
Spanish/Future

Spanish/Verbs

I will think, he will shout, you will die, ...

Pensaré, gritará, morirás, ...

—  or  —

Voy a pensar, va a gritar, vas a morir, ...

There are two ways to communicate future events in Spanish. In the first one, add an ending to the unchanged infinitive form of the verb. These same endings are used for all three types of verbs (-AR, -ER and -IR), which makes learning them easier:

-é -ás -á -emos -án

Pensaré: I will think Pensarás: you will think Pensará: it will think Pensaremos: we will think Pensarán: they will think

Iré: I will go Irás: you will go Irá: she will go Iremos: we will go Irán: y'all will go

There are 12 verbs which change their infinitives before adding the ending, and they can be classified into 3 catigories: First, the "drop 'e's" are "querer," "poder," "caber," "haber," and "saber." Each of these loses the 'e' before the final 'r' when forming the future tense. These can be remembered by the mnemonic "Quick People Can't Have Sushi." Next, the "add 'd's" are "venir," "valer," "salir," "tener," and "poner." For these, the 2nd to last letter of the infinitive is replaced with a 'd'. These can be remembered by the mnemonic "Vroom Vroom, Said The Porsche." Finally, the verbs "decir" and "hacer" change their infinitives to "dir" and "har" respectively before adding the ending. These must simply be memorised.

The alternate way to describe the future is to use the present tense of "ir," followed by the infinitive of the action verb.

Voy a saber: I am going to know Vas a mentir: You are going to lie Va a cazar: He/she is going to hunt Vamos a contar: We are going to count Van a poner: They are going to put

title: Spanish/Future


text:
File:Smear Sticker.png

Summary
author: Smear, Cristian Gheorghiu source: photograph of Smear sticker 2006 in Los Angeles url: no url

title: File:Smear Sticker.png


text:
eusociality

Etymology
From.

Noun

 * 1)  Reproductive specialization, in which most individuals of a species are genetically infertile; the state of being eusocial.

Translations

 * French:

title: eusociality


text:
User:Laerodar

Welcome to my user page,

if you want to leave me a message, please do not refrain from reaching out to me per my user talk page.

title: User:Laerodar


text:
1968–69 WCHL season

The 1968–69 WCHL season was the third season of the Western Canada Hockey League (WCHL), featuring eight teams and a 60-game regular season. The Flin Flon Bombers topped the season's standings with 47 wins, and in the playoffs defeated the Edmonton Oil Kings to win the club's first President's Cup championship. The Bombers advanced to a national series organized by the Canadian Hockey Association to rival the Memorial Cup. In the series the Bombers defeated the St. Thomas Barons from the Western Ontario Junior A Hockey League.

League business
The Western Canada Junior Hockey League changed its name to the Western Canada Hockey League on June 8, 1968, and broke away from the Canadian Amateur Hockey Association (CAHA), affiliating instead with the fledgling rival Canadian Hockey Association (CHA) over disputes about age limits. Ron Butlin was named president of both of the WCHL and the CHA. The league changed its name since it no longer conformed to CAHA's age limit of 19, but rather raised its age limit to 21. The break-up made the WCHL ineligible to compete for the Memorial Cup.

Due to the dispute with CAHA, the Regina Pats chose to withdraw from the WCHL and helped revive Saskatchewan Junior Hockey League (SJHL) under the jurisdiction of the Saskatchewan Amateur Hockey Association. Butlin expected the WCHL to go ahead with the remaining ten teams separated into two divisions, but actively searched for prospective owners for a team in Regina to replace the Pats. In fact, the Pats attempted to lure the Saskatoon Blades to join the SJHL, but the Saskatoon team declined. However, the Weyburn Red Wings, weary of the growing costs of an expanding WCHL, opted to follow the Pats. Then, on July 20, 1968, Butlin suspended the Moose Jaw Canucks for failure to fulfill financial obligations to the league; the Canucks opted to join the SJHL as well. This left the WCHL down to eight teams by the start of the 1968–69 season.

The WCHL sought payments from the National Hockey League (NHL) as per the existing NHL amateur draft agreement in which CAHA members were paid for developing future professional players.

In February 1969, the Dauphin Kings of the Manitoba Junior Hockey League challenged the validity of the Canadian Hockey Association contract when it signed Butch Goring from the Winnipeg Jets. Merv Haney also departed the Jets for the Kings, and Butlin stated that the WCHL would seek a court injunction to prevent both from playing for Dauphin and take legal action to seek damages.

Regular season
The WCHL was split into two four-team divisions with an interlocking season schedule.

Scoring leaders
Note: GP = Games played; G = Goals; A = Assists; Pts = Points; PIM = Penalties in minutes

League playoffs
Butlin arranged for the WCHL to compete in an east-west national championship under the auspices of the Canadian Hockey Association against the champions of the Western Ontario Junior A Hockey League. WCHL playoffs saw the first team to secure eight points winning their series.

Quarterfinals

 * Calgary defeated Swift Current 8 points to 0
 * Edmonton defeated Saskatoon 8 points to 0
 * Estevan defeated Brandon 8 points to 2
 * Flin Flon defeated Winnipeg 9 points to 5

Semifinals

 * Flin Flon defeated Estevan 9 points to 1
 * Edmonton defeated Calgary 9 points to 5

Finals

 * Flin Flon defeated Edmonton 8 points to 4

National championship
The national final was scheduled to begin April 25, pitting the WCHL champion Flin Flon Bombers against the Western Ontario Junior A Hockey League champion St. Thomas Barons. The teams were to compete for the Father Athol Murray Trophy. The series was arranged as a best-of-seven series to begin in St. Thomas, Ontario. The series would be the first Canadian national junior hockey championship not under the jurisdiction of CAHA.

The Barons ultimately withdrew from the championship series during the fourth game, played at the Whitney Forum in Flin Flon on May 5. The team left after an on-ice brawl during the second period. The referee defaulted the game to the Bombers, who were leading by a 4–0 score at the time. The Bombers led the series three games to one after the default win. Game five was scheduled for May 7 in Flin Flon, and games six and seven would have been in St. Thomas if necessary.

The Barons were escorted from the arena to their hotel by the Royal Canadian Mounted Police, and abandoned the series, claiming it was in the interest of player safety. The team departed for St. Thomas on May 6. The Canadian Press described the Barons as being over-matched in the series and not up to the calibre of WCHL teams. On May 7, Butlin awarded the series and the championship to the Flin Flon Bombers.

All-star game
The 1968–69 WCHL all-star game was held in Flin Flon, Manitoba, with the WCHL All-stars and Flin Flon Bombers playing to a 4–4 draw before a crowd of 2,100.

All-star team

 * Goaltender: Ray Martyniuk, Flin Flon Bombers
 * Defenceman: Dale Hoganson, Estevan Bruins
 * Defenceman: Herb Howdle, Estevan Bruins
 * Centerman: Bobby Clarke, Flin Flon Bombers
 * Left winger: Greg Polis, Estevan Bruins
 * Right winger: Reggie Leach, Flin Flon Bombers

title: 1968–69 WCHL season


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Zaveri

Zaveri is an Indian surname, mainly found among the Gujarati people. The word "Zaveri" (also spelled Jhaveri) means jeweler, and is derived from the Arabic Javahari. Though not all people with surname Zaveri are jewellers by profession, the surname indicates that their ancestors must have been jewelers. Notable people with the name include:

 * Shantidas Zaveri (c. 1580s–1659), influential Indian jeweler and merchant during the Mughal era
 * Tribhovandas Bhimji Zaveri, who founded the eponymous jewelers
 * Anjala Zaveri (born 1972), Indian actress
 * Pankaj Manubhai Zaveri, Indian cricketer
 * Ashna Zaveri, Indian actress
 * Rakesh Jhaveri, Indian spiritual Guru

title: Zaveri


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User:Raymond Ramos r2fx/sandbox

"One Chance" the Robert Quiroga story is a feature documentary film directed by Raymond Ramos and Jason Rivera. The film is about the life, death and legacy of the first world champion boxer from San Antonio. This boxer grew up on the west side of San Antonio, a rough and poor neighborhood. He was a stand out at a local boxing gym - Joe Angels Boxing Gym, his trainer Joe Lopez, organized youths and trained them boxing to keep them off the streets. This was a make shift boxing gym and although didn't have a roof, was the staple of the young boxing community on the west side of San Antonio, producing great boxing champions. Robert, was a stand out since he was a child, it was not long before he turned pro at the age of 17.

title: User:Raymond Ramos r2fx/sandbox


text:
Alpine skiing at the 2015 Winter Universiade – Women's super-G

The women's super-G competition of the 2015 Winter Universiade was held at Universiade slope, Sierra Nevada, Spain on February 6, 2015.


text:
Wikiversity:Vision

Vision statements
Here are some possible vision statements. Feel free to create alternative versions, make comments, improve, etc.:

 * Our vision is to create a world where everyone has resources to freely learn about anything and everything, both known and unknown, in order to better themselves and society.

 * Our vision is to create a world in which everyone can freely access and develop learning resources in any topic, and to build knowledge for themselves and society.

 * Wikiversity's vision is to create freely accessible and editable learning resources for all people and subject areas.

Extended vision statement
[A vision needs more than a single sentence statement (though it needs that too!) - so this section is to develop such a vision.]

Wikiversity intends to be a comprehensive repository of learning resources and knowledge in all subjects, for all ages and types of learners. It also intends to be a space for learning - through collaborating, participating, discussing, and questioning. Wikiversity strives to create an open platform in which people can connect with others in order to learn - as well as offering a means for self-study, or creating a more personalised space for learning. Wikiversity is also open to questioning and discussion around how Wikiversity works - it is a self-reflexive experiment in learning, the 'wiki way'.

Many individual visions exist for Wikiversity, just as many methods and ideologies exist around learning. For example, some people like to think of Wikiversity as an evolution of the ancient Grecian discursive model of learning, and others believe that it should be a more formalised, didactic system. In practice, Wikiversity strives to be as inclusive of these visions as possible - though it does operate within a wiki methodology, and therefore does have a strong bias towards openness and collaboration. However, true to its experimental roots, Wikiversity is in a constant engagement with how best to provide for an open learning platform and repository. Your own vision is welcome...

Detailed vision

 * A vision also needs meat on the bones. Thus, a detailed vision for 2009 is currently being fleshed out - contributions welcome.

No vision statement

 * Is a vision statement necessary, in addition to a mission statement? (e.g., perhaps the Vision could be considered as the package of Motto, Slogan, Mission, Strategy, etc.?)

Connection with sister projects

 * Check how the structure of vision, mission, goals, slogans, mottos, etc. is set up on other WMF projects, and the WM foundation itself.
 * Check how the proposed WV vision connects/disconnects with sister projects and the WMF.

Wikimedia Foundation

 * Vision

title: Wikiversity:Vision


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Tributum

In Ancient Rome, Tributum was a tax imposed on the citizenry to fund the costs of war. The Tributum was one of the central reasons for the conducting of the census on assets, as it rose with wealth. It included cash assets, land, property and moveable goods (i.e. slaves). Several types of tributum have been attested to, including tributum in capita, tributum temerarium (emergency levy), and tributum ex censu (amount proportional to citizen's census financial rating).

Purpose
With money as the mainstay of the Roman Republic’s military success, the collection and use of tributum allowed Rome and its allies to pay their soldiers and bestow their armies with food, transport, equipment and support personnel, which effectively enabled Rome’s legions to remain in the field for lengths at a time. Long service, alongside the training undertaken during wartime, allowed legions to cultivate skill at arms and unit cohesion. The development of these skills and not being required to send soldiers home to attend to the agricultural needs of the state ensured many successful military campaigns.

The tributum can not be fully considered a 'tax', as there was an underlying idea that it could be paid back once military pressure was relieved. There was often an assumption that the military was supported by the monetary gains made in wartime conquests. However, it was very rare that spoils from an army’s victories equaled the money it took to win them – in fact, only half of the campaigns resulting in triumphs produced riches greater than the payments of the involved soldiers.

Origins
The origins of tributum are traditionally linked to the Siege of Veii (406 – 398), in which the fund was used to pay soldiers. The siege was described as a campaign in which the army served for a time longer than usual, which prompted the Senate to decree "'...that the soldiers should receive pay out of the public treasury, whereas up to that period every one had discharged that duty at his own expense.'"

- Livy Dionysius also comments on the origins of tributum, however, notes that “due to a lack of reliable sources, it is impossible to describe or date with any degree of certainty either the genesis of the system or its subsequent development into the complex structure which Livy and Dionysius describe”. Furthermore, both Dionysius and Livy argue that tributum was an element of the Servian system, with its introduction occurring in the sixth century under Servian reign. This view is not supported, with warfare in Rome's early city-state military service was considered an obligation without remuneration (stipendium) for soldiers. However, tributum and stipendium appear inextricably linked, with stating “theoretically, tributum could have existed prior to the war against Veii… the two institutions were so closely connected that imagining the one without the other is hardly feasible”.

Senate and decree
The introduction and the enforcement of tributum relied on decisions made by the Senate. Unlike other Roman taxes, tributum was not established under a binding law but required a senatorial decree to be enforced. Throughout the history of the tax, it had been opposed by plebeians, and incited by tribunes, yet it was the authority of the Senate which saw it enforced, repaid when circumstances changed, and determined depending on the number of soldiers deployed and the material goods they demanded.

Collection
Tributum was not technically a tax in the true sense and was seen as a loan that must be paid by the adsidui to fund Rome's military expansion. The assidui were Roman citizens who were eligible for military servicebecause of their wealth but were not conscripted to serve in any particular year. The loan was not usually expected to be repaid, but there were instances of reimbursement after victories, as was the case following the defeat of the Samnites around 293 BCE. The tributum was paid proportionate to an individual's wealth established by their census group. It was not a flat rate of taxation but was instead determined by Rome's annual military needs. Some years' estimated military costs could be higher than others based on what military operations were to be undertaken in that given year, therefore a fluctuating rate of taxation was needed. This cost would have been divided by the total wealth of the adsidui to establish a rate of taxation for that year. This rate was multiplied by the wealth of each adsiduus to establish the amount of tributum owed by each group respectively. There is little evidence as to who physically collected tributum, but it is believed that the tribuni aerarii were responsible for its collection. Recent attempts to reconstruct the tributum owed in a particular year have been met with difficulty because of the impossibility of accurately calculating the estimated military expenditure for that year, as the cost of the logistical aspects of warfare are too difficult to ascertain.

Exemptions
While tributum, as with any form of taxation was largely applicable to all, there were some cases in which the collection of tributum was suspended and of citizens being granted immunity and therefore exempt from collection. The collection of tributum was steady and an accepted aspect of civic life, where a brief period of suspension sparked by a significant acquisition of funds rendered tributum superfluous for the following century. After the defeat of Macedon in 167BC, Rome began to function without the Tributum because of booty accumulated through battle and the decrease in legions which needed material support. After the death of Julius Caesar, the state demanded increased funds for the civil war and so reintroduced the tributum.

Citizens in the provinces had continued to pay unless they were subject to immunity, as was seen in the case of Egypt, but that did not free them from their obligation to hand in a declaration for the census.

The Roman citizens who qualified to pay tributum were known as assidui; essentially, those who were not serving as legionaries paid for the benefit of those who were. The latter therefore paid no tributum as they effectively would have been paying double tax on both money and military service. In terms of exemptions, “those of the last century” (a kind of sixth class below the five property ratings), the proletarii or capite censi, were neither taxed nor liable for military service. This also extended to individuals who did not own property if their lack of contribution to revenue exempted them from paying tributum.

Women
According to, while women were usually excluded, they voluntarily contributed to tributum during the Second Punic War. The Triumvirs later demanded woman paid the tax. Hortensia then argued that woman had never paid tax before that point and were not obliged, which resulted in the exemption of most of the 1,400 women who were requested to pay.

title: Tributum


text:
Wikipedia:Sockpuppet investigations/Pocoyohasan8/Archive

Suspected sockpuppets

 * ( original case name)

Aside from the fact that the usernames are exactly the same save for the last digits, they are most recently responsible for vandalizing edits to Candace Flynn. –WPA (talk) 00:09, 14 August 2020 (UTC)
 * For the record, the 01 and 02 accounts are already indefinitely blocked, it's just that this person has been blatantly obvious with having made several accounts that begin with "ReaderWrecker0" in the past couple days that are all solely made to vandalize articles. I do not know if they have also made further accounts with similar names. –WPA (talk) 00:18, 14 August 2020 (UTC)

Comments by other users
 * All CUconfirmed socks of, along with ReaderWreckers 04-09. —Mdaniels5757 (talk • contribs) 16:50, 14 August 2020 (UTC)

Clerk, CheckUser, and/or patrolling admin comments

 * as noted by Mdaniels5757 ReaderWreckers01-09 are confirmed CU blocked socks. Moved case to oldest account. Nothing left to do here. Close. Dreamy Jazz talk to me | my contributions 20:21, 14 August 2020 (UTC)


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Wikibooks:WikiProject

A WikiProject is a metadata page that serves as a reference point for those who wish to be involved in a specific project to create a set of highly-related books.

Structural principles for a WikiProject page:
 * defines the scope of the particular project
 * establishes the formatting conventions for individual pages and books (e.g. how each individual item should be structured)
 * lists participating contributors
 * provides subject-specific forums

What are the advantages?

 * Standard of look and feel. There are existing pages that deal with standards, but they cannot be applied to specific books. The conventions for books on mathematics or chemistry are worlds apart from the conventions for foreign languages.
 * Allows the development of special interest communities within Wikibooks. This can happen organically, but the WikiProject page makes the process formal.
 * Permits strategic planning and consensual discussion by creating a central location for discussion instead of fragmented discussion over several different talk pages.
 * Allows controlled dynamic evolution. The inherent problem in any communal project is that without central authority chaos emerges. But with excessive central authority, stagnation sets in. The WikiProject is a 'central authority' (thus providing the benefits of stability), but the WikiProject page itself remains consensual and dynamic. Where evolution occurs, the process can be centrally managed.
 * Helps to build community among users, by creating common goals that people can work towards. Wikibookians tend to be focused on their own books and their own pet projects, and WikiProjects allow users to get together and work collaboratively on greater goals.

What a WikiProject is not
A WikiProject is not a place for subject information or book content. It is not a place to write a book, but it can be used to help plan a book, or to organize the authors of a book.

Is it worth the effort?
The value of such a metadata management model increases with the volume of contributors. In a case where only a handful of contributors are working on a project the actual value of a WikiProject page is negative - it only adds additional work. However, as the volume of contributors increases the work required to maintain the WikiProject pages is substantially less than the work required to correct the fragmentation of style and content, and the duplication which will otherwise occur.

How to Start a WikiProject
Use project on your page. WikiProjects should have a clear objective in mind, and should work to meet some goal. Once a new WikiProject is started, it can be advertised on the bulletin board or in the reading room. It is currently advised that WikiProjects's hyperlink be in the form of: Wikibooks:WikiProject_YourProjectName

If a WikiProject becomes inactive, it can be labeled with inactive. If it has only recently seen a slowdown in activity, semi-active may be more appropriate.

List of WikiProjects
it:Wikibooks:Progetto ja:Wikibooks:ウィキプロジェクト

title: Wikibooks:WikiProject


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Web Design/About the web design learning project

Given that everything we need to learn about Web Design is already freely available online, the purpose of this course isn't to provide yet more content! Instead, this resource aims to provide a flexible learning pathway linking the excellent online resources together with fun learning activities. The best bit is, if you find a great resource or can improve this course in any way, you can update it (Be bold!)

Oduma World

Group/classroom activities
If you are lucky enough to be learning together with a group of people, you might want to break up your class or project work with some fun group activities related to your Web Design course that challenge the way the web is used for learning!


text:
S. R. Mahesh

Saligrama Ramegowda Mahesh is an Indian politician who served as Minister of Tourism and Sericulture from 6 June 2018 to 8 July 2019 and he is currently Member of Karnataka Legislative Assembly from Krishnarajanagara Assembly constituency since 2008.

title: S. R. Mahesh


text:
Media information cognition

The School of Media Information & Cognition explores the boundaries and crossing of boundaries between Information, the vehicles that transmit it - Media, and the faculties by which we absorb, digest, or reject it.

Department of Referentiality and Organization
Increasing International Online Communication Efficacy From Wikiversity Jump to: navigation, search

Online communications via text e-mail and instant messaging can bring a sense of anonymity to the people engaged in the communication. This perception is not necessarily borne out during the exchange as there are many clues to a persons background and status to be found in their spelling, their choice of individual words, their grammar and their prosaic style. Fortunately, there are some online tools that are readily available to help level the communication playing field.

Contents [hide]

* 1 Languages- Common Tongues and Specialized Vocabularies * 2 Stereotype Threat Concerns * 3 The Usefulness of Embedded Dictionaries and Web Page Dictionary Resources * 4 The Usefulness of Web Based Thesauruses * 5 Using The Open Source Dictionary and Wordnick * 6 Using Specialized Scientific Vocabulary * 7 Using Google Translator * 8 Places for Teachers to use These Communication Tools * 9 References

Languages- Common Tongues and Specialized Vocabularies: [edit]

Because I reside in America, I am used to using English as my common tongue. Personally I recognize that English is not homogeneous in its usage across the world. It is also not homogeneous in America nor in my region of the southwestern portion of the country and not in my state of California and not in my city of San Diego. None the less, I can discern things in my own communication which may give anyone communicating with me a clue as to who and where I am just by my use of this common tongue.Because I use a relatively refined vocabulary and write with a fair amount of clarity, someone communicating with me would find it easy to assume that I am well educated. If my communication is of a formal business nature they may have a hard time gaining more insight into anything more about me including my nationality, my race, and even my gender. If I am using a user name online it can hide or reveal things about me depending on how I craft it. I am comfortable in my communication abilities and I also feel that I am a fair judge of other people's communication skill. In addition to common speech forms I also have some knowledge of several specialized vocabularies. My background in general science and biology allow me to understand and exchange information in these subject areas that would be less comprehensible to others who have little background in these areas. I also have some background with several foreign languages but I do not have enough mastery over them to feel comfortable on my own with any extensive communications with anyone who is fluent in those languages.

Stereo Type Threat Concerns:

A stereotype threat is faced by someone when anything they do or say makes someone else and perhaps even themselves be likely to characterize them as being a typical example of the stereotype.When the stereotype is a negative one, it can be self threatening enough that it can be disruptive to the efforts of the effected person just by the existence of this threat alone. African American students have historically labored under this condition. "Whenever they perform an explicitly scholastic or intellectual task, they face the threat of confirming being judged by a negative societal stereotype- a suspicion- about their race's intellectual ability and competence." (Stereotype Threat and the Intellectual Test Performance of African Americans, Steele & Aronson 1995). In regards to online communications, this threat can have a dampening effect upon the participation of African Americans and other potential groups who would be negatively stereotyped. Even though written communications via e-mail or instant text messages should carry some anonymity, the threat could stop their participation before they even begin. Hopefully if they know that there resources available in real time for them to use while communicating online, they will be less likely to fall prey to the stereotype threat.

The Usefulness of Embedded Dictionaries and Web Page Dictionary Resources

To be honest, my spelling is atrocious (ha ha I actually spelled that right the first time by some miracle). I tend to be phonetic when I attempt to write out the words I am thinking about. I am quite grateful for embedded dictionaries in most text programs that are on the computer and in email and other online communication programs. I also have an online dictionary bookmarked and in those times when I am using a simple text program without an embedded dictionary or those times when I need to hand write something, my browser is usually opened to the online dictionary for quick reference. My dictionary of choice for this is: http://www.merriam-webster.com They have a nice search bar that works with those of us who can get close to the spelling but not hit the mark and they have an alphabetized listing for those who are further from getting the right spelling.

The Usefulness of Web Based Thesauruses

So after you have the spelling of the word you want to use and you successfully use it in your communications, you may find that you are worried about being redundant. A good thing repeated the same way can be too much of a good thing. This is where the online thesaurus comes in handy. For example, if I am talking about a boat, I don't want to sink my link by using that appellation over and over, so I click on the tab I have open to: http://thesaurus.reference.com. I type in boat in their search bar and here is what I get;

"Main Entry: 	boat Part of Speech: 	noun Definition: 	vehicle for water travel Synonyms: 	ark, barge, bark, bateau, bottom, bucket, canoe, catamaran, craft, dinghy, dory, gondola, hulk, ketch, launch, lifeboat, pinnace, raft, sailboat, schooner, scow, ship, skiff, sloop, steamboat, tub, yacht Notes: 	a boat is a vessel that can be hauled aboard a ship, according to the Navy, with a ship being somewhat larger."

This information gives me lots of ways to call a boat by any other name, though it will not necessarily be as sweet. It keeps you afloat on the sea of communication and not foundering on the rocks of redundancy.

Using The Open Source Dictionary and Wordnick

This is all well and good if someone is just needing to communicate one way. But when an online exchange is more instantaneous, you may need an additional resource or two at your disposal. Fortunately you can have multiple tabs and full browser pages open on most modern computers. If someone you were communicating with was to throw the term "carbolicious" at you, you might have nary a clue as to it's meaning and your online dictionary may not have it either. there are several places though where this term may be found. One is: http://www3.merriam-webster.com/opendictionary They have alphabetized listings and a search bar as well so just type in the term in the search bar and you have improved your chances of knowing what the other person is talking about. Another good site for this type of communication impediment is: http://www.wordnik.com They also have listings of unusual words and phrases. If neither the traditional resources or these alternate resources have this information the I suggest calling out your online communication partner by asking did you just make that up or something?

Using Specialized Scientific Vocabulary

I advise caution when you encounter the need to use specialized vocabulary or encounter it being used by someone else. Scientific vocabulary can be especially tricky. Terms such as carrying capacity have nothing to do with weight in the scientific discipline of Ecology. The term is used when describing what amount of a certain type of living organism a particular ecosystem can sustain. It would be difficult to anticipate all the potentials for miscommunication with specialized vocabularies and just smarter to admit that you do not know everything instead.

Using Google Translator

Venturing you online communications into the realm of internationalism can be daunting. Not only do you not share a language with many of the people across the world, you also may lack an understanding of their cultural norms. The way to go when you encounter someone from a foreign country online who does not speak your language is to proceed cautiously and respectfully. It is not generally too hard to establish names and country affiliations but after that you may be at a loss as to how to proceed. If the other person speaks and writes in one of a few of the most common languages, I suggest using: http://translate.google.com This is not a perfect translator so expect that there may be snags to your communication, but overall it is a good way to have conversations longer than the equivalent of "Me Tarzan, You Jane".

Places for Teachers to use These Communication Tools

I have found several teacher's resource web sites that have chat enabled that could be a good place to try out theese tools. they are: http://teachers.net/mentors and: http://www.theteacherscorner.net/forums Good luck with the chatting and be careful of those specialized vocabularies and foreign tongues. [edit]

[Press edit (above) to contribute here]

References

"Stereotype Threat and the Intellectual Test Performance of African Americans" in the Journal of Personality and Psychology, 1995. Vol. 69, No. 5 by: Claude M. Steele & Joshua Aronson

"The Language of Science, The Language of Students" Heldref Publications 2005 by: Edyth Young

title: Media information cognition


text:
Introduction to Computer Science/Development environment and language principles

Course Navigation

Choosing the right Development Environment, whether you may use Windows, some flavour of Unix or another operating system, the development environment will go a long way in helping you to begin programming in your preferred language. First, we will need to know the type of language we are going to choose, whether it is a compiled or interpreted language will be dependent on your programming needs.

 * Next Lesson
 * Previous Lesson
 * Course Home Page


text:
Talk:Northern Pashto

Requested move 17 June 2015

The result of the move request was: moved. Jenks24 (talk) 14:05, 6 July 2015 (UTC)

Northern Pashto dialect → Northern Pashto – The word "dialect" can be removed from the title, as per WP:NCLANG. Varieties can be named by prepending a modifier to the name of the parent language, as at Standard German and African American Vernacular English. This is useful when there is disagreement as to whether a variety is an accent or a dialect, as at Estuary English, or a dialect or a separate language, as at Egyptian Arabic and Mandarin Chinese, or whether it constitutes a single dialect or several, as at Southern American English. The subject of the article is a group of several related dialects and accents which vary regionally. --Relisted. George Ho (talk) 11:18, 24 June 2015 (UTC) Khestwol (talk) 09:37, 17 June 2015 (UTC)
 * Support per above. Khestwol (talk) 10:00, 17 June 2015 (UTC)
 * Support per our language naming conventions and for consistency with Central Pashto. — kwami (talk) 19:31, 24 June 2015 (UTC)

title: Talk:Northern Pashto


text:
líð

Etymology
From, from.

Noun

 * 1) slope (mostly bank slope at the coast)

Noun

 * 1)  strong drink, alcohol

title: líð


text:
masturboida

Etymology
(see 🇨🇬), ultimately from and adapted with the verbal suffix.

Verb

 * 1) To masturbate.

title: masturboida


text:
GCSE Science/Electricity multiple choice practice question 3

This is the same circuit as in question 3. But this time you are being asked to work out the current through each resistor.

 * The 4Ω resistor has 1.5A and the 2Ω resistors each have 3A
 * The 4Ω resistor has 1.5A and the 2Ω resistors each have 1.5A
 * The 4Ω resistor has 3A and the 2Ω resistors each have 3A
 * The 4Ω resistor has 3A and the 2Ω resistors each have 1.5A


text:
Small nucleolar RNA TBR4

Small nucleolar RNA TBR4 is a non-coding RNA (ncRNA) molecule identified in Trypanosoma brucei which functions in the modification of other small nuclear RNAs (snRNAs). This type of modifying RNA is usually located in the nucleolus of the eukaryotic cell which is a major site of snRNA biogenesis. It is known as a small nucleolar RNA (snoRNA) and also often referred to as a guide RNA.

snoRNA TBR4 belongs to the C/D box class of snoRNAs which contain the conserved sequence motifs known as the C box (UGAUGA) and the D box (CUGA). Most of the members of the box C/D family direct site-specific 2'-O-methylation of substrate RNAs.

TBR4 was one of seventeen snoRNAs identified in Trypanosoma brucei by immunoprecipitation with anti-fibrillarin antibodies. Together with TBR12, TBR6 and TBR2 it is a part of snoRNA gene cluster that is tandemly repeated. These 4 snoRNA genes are transcribed as a polycistronic RNA transcript.

Other snoRNAs

 * TBR5
 * TBR7
 * TBR17

title: Small nucleolar RNA TBR4


text:
William Harris (born 1504)

William Harris (born 10 March 1504), of Radford in the parish of Plymstock in Devon, was a Member of Parliament for Newport-juxta-Launceston in Cornwall.

Origins
He was the son and heir of Francis Harris (1475–1509) of Radford, by his wife Phillipa Grenville (d. 1524), a daughter of Sir Thomas Grenville (d. 1513), lord of the manors of Bideford in Devon and of Stowe in the parish of Kilkhampton, Cornwall, Sheriff of Cornwall in 1481 and in 1486. She survived her husband and remarried to Humphry Arundell of Lanherne, Cornwall, younger brother of Sir John Arundell (1474–1545), her brother-in-law.

Career
He was a Member of Parliament for Newport-juxta-Launceston in Cornwall, for the fifth (1529–1536) parliament of King Henry VIII, probably served in the sixth (1536) parliament, and may have served in either or both of that king's seventh (1539–1540) and eighth (1539–1542) parliaments.

Family
At some time before June 1527, he married Catherine Trecarrel, a daughter and co-heiress of Henry Trecarrell (alias Esse) of Trecarrell in Cornwall, by whom he had progeny as follows:
 * Christopher Harris (c. 1553–1625), a Member of Parliament for Plymouth. He married Barbara Arscott (d. 1597/8), a daughter of John Arscott of Dunsland in the parish of Bradford (or Cookbury) in Devon. His son John Harris died young and pre-deceased his father, thus Radford passed to the descendants of Christopher's  sister Jane Harris
 * Jane Harris, only daughter, who in 1562/3 at Menheniot in Cornwall married he cousin John Harris (d. 1579) of Lanrest in Cornwall. As her brother's son died young, her progeny became the heirs to Radford.

title: William Harris (born 1504)


text:
Takako Katō (basketball)

Takako Katō (born April 12, 1971) is a Japanese female former professional basketball player. She won a silver medal with the Japan women's national basketball team at the 1994 Asian Games. Katō also competed at the 1996 Summer Olympics, where Japan's team came in seventh place.

title: Takako Katō (basketball)


text:
User:Shakeel Sohil/sandbox

Khah is an indo Aryan language spoken primarily in Ramban district of Jammu and Kashmir.it has 200000 number of speakers.it has three dialects sirazi,zundhari and neeravi.it has various alternate names like khasha,khashali,poguli,pogali,pogli,pugij, Banihali, khah and panchaali.it is the language of khasha tribe who got settled in between jehlam and Chenab.

Khah language Khah (English: /kha:h/ کھاہ) or Khasha/khashah (English: /kha:ʃah/kha:ʃa /    کھاشاہ [ is a language from North Western  Pahari subgroup of Indo-Aryan languages, spoken by around 2 lakh, primarily in the Ramban district of Indian territory of Jammu and Kashmir. There are also speakers in parts of the neighbouring districts Reasi,Udhampur Jammu ,Doda,rajouri, Anantnag and Baramulah districts  of jammu and  Kashmir.

Khah کھاہ The word "Khah" in Perso-Arabic script کھاہand Devanagari Native to India, Pakistan Region Jammu and Kashmir, Azad Kashmir Ethnicity Khasha tribe Native speakers 2 lakh (2011 census) Language family Indo-European Indo-Iranian Indo-Aryan North Western Pahari Khah Writing system Perso-Arabic script (contemporary, official status),[3] Devanagari (contemporary) Official status

Language codes ISO 639 kha Glottolog khah000 This article contains IPA phonetic symbols. Without proper rendering support, you may see question marks, boxes, or other symbols instead of Unicode characters. For an introductory guide on IPA symbols, see Help:IPA. Although the official language of Jammu and Kashmir is Urdu, Kashmiri and Dogri is recognised as a regional languages in the state and are also among the 22 scheduled languages of India.other languages and dialects of jammu andkahmir are Shina,Gojri,Pahari,bhaderwahi,Kishtwari,Bhalesi,Padri,Bodhi,Khah,Sirazi,Zundhari, Neeravi,etc

Khah has two word orders  verb-second and verb-final  word order.

Geographic distribution and status Edit There are about 2 lakh  speakers of Khah in Jammu and Kashmir. Most Khah speakers are located in the Ramban district of Jammu and Kashmir.

Khah is also spoken in Udhampur,Reasi,Doda,Jammu,Anantnag,Baramula,Srinagar and Rajouri. The Khah speakers have also settled in Pakistan,America and Soudi Arabia.

The Khah language is one of the lesser known and less documented languages of India, and has been wrongly written as Poguli. Most Khah speakers use Urdu,Kashmiri,Dogri or English as a second language. the Khah language has not been included as  a  subject in all government schools in this region.

Phonology Edit Khah has the following vowel phonemes:

Vowels Edit Front Central Back High i iː - - u uː Mid e eː ə əː o oː Low  - -  a aː ɔ ɔː Consonants Edit Bilabial Dental Alveolar Retroflex Alveolo -palatal Velar Glottal Stop unaspirated  p  b  t  d   ʈ  ɖ    k  ɡ Stop aspirated pʰ  bh  tʰ dh   ʈʰ ɖh   kʰ  gh Fricative    s z  ʃ  h  zh Affricates   ts tsh ʧ ʧh ʤ ʤh Trill  r Flap    ɽ   ɽh Lateral    l Nasal     m   n Archaisms Edit Khah is an indo Aryan language. As this is the language of khasha tribe who migrated from central Asia and finally settled in khashalya/khashali a place in between Vitasta(jehlam) and Chandra bhaga(Chenab) and even upto Kastavata(Kishtwar).so this language has preserved some of the archaic elements for  example, the prefixing form of the number 'two', which is found in Sanskrit as dvi-, has developed into ba-/bi- in most other Indo-Aryan languages, but dva- in Khah (preserving the original dental stop d). twenty two ,thirty two, forty two. Fifty two is dva vih,doytrih doytәlih,duvanzah in Khah.

Certain features in khah even appear to stem from Indo-Aryan even predating the Vedic period. For instance, there was an /s/ > /h/ consonant shift in some words that had already occurred with Vedic Sanskrit (this tendency is even stronger in the Iranian branch of Indo-Iranian), is present in khah. The word rahit in Vedic Sanskrit and modern Hindi-Urdu (meaning 'excluding' or 'without') corresponds to roht in Khah. Similarly, sahit (meaning 'including' or 'with') corresponds to seet in Khah.

Writing system Grammar Edit Khah is an indo Aryan language with verb-second (V2) and verb final word order.Several of Khah grammatical features distinguish it from other  languages.

Nouns Edit Khah nouns are inflected according to gender, number and case. There are no articles, nor is there any grammatical distinction for definiteness, although there is some optional adverbial marking for indefinite or "generic" noun qualities.

Gender Edit The Kashmiri gender system is divided into masculine, feminine and neuter. Feminine forms are typically generated by the addition of a suffix (or in most cases, a morphophonemic change, or both) to a masculine noun.There is relatively small group of feminine nouns have unique suppletion forms that are totally different from the corresponding masculine forms. The following table illustrates the range of possible gender forms:

Process Masculine Feminine Meaning Adding of affixe /gaguɽ/

/gagɽi/

mouse vowel change /koʈ/ /kәʈ/

claf consonant change /mo:r/

/mo:rni/

peacock vowel/consonant change /tot/

/tət/

hot suppletive form /maɽad/

/kuɽhmәn/

man/woman Neuter /do:st/ friend /yatim/

Some nouns borrowed from other languages, such as Persian, Arabic, Sanskrit, Urdu ,kashmiri or English, follow a slightly different gender system. Notably, many words borrowed from Urdu have different genders in Khah.

Case Edit There are four cases in Khah: nominative, dative, ergative and vocative. Case is expressed via suffixation of the noun.Other case distinctions, such as genitive, locative, instrumental and ablative, are marked by postpositions rather than suffixation.

Noun morphology Edit The following table illustrates Khah noun declension according to gender, number and case.

Masc. Sing. Masc. Pl. Fem. Sing. Fem. Pl. Nom. –/un//us//uth//eh//am/ Erg. -/әn,ni//nay/th//ov//m//n/

Dat. -/nay/ /nan //th//nay//m//nay/

Voc. -/aː/

-/e;/

Verbs Edit Khah verbs are declined according to tense and person, and to a lesser extent, gender. Tense, along with certain distinctions of aspect, is formed by the addition of suffixes to the verb stem (minus the infinitive ending - /nu//ni/), and in many cases by the addition of various modal auxiliaries.Postpositions fulfill numerous adverbial and semantic roles.

Tense Edit Present tense in Khah is an auxiliary construction formed by a combination of the copula and the imperfective suffix -/ti/ added to the verb stem. The various copula forms agree with their subject according to gender and number, and are provided below with the verb /likhnu/ (to write);

Present Masculine Feminine 1st Person Sing. /t͡ʃʰos likhti/

/t͡ʃʰas likhti/

2nd Person Sing. /t͡ʃʰos likhti/

/t͡ʃʰas likhti/

3rd Person Sing. /t͡ʃʰu likhti/

/t͡ʃʰi/thi likhti/

1st Person Pl. /t͡ʃʰasam /

/t͡ʃʰasam likhti/

2nd Person Pl. /t͡ʃʰath /

/t͡ʃʰath /

3rd Person Pl. /t͡ʃʰeh likhti/

/t͡ʃʰeh likhti/

Simple Past (Transitive) Masc. Sing. Masc. Pl. Fem. Sing. Fem. Pl. 1st Person /likhtum/ /likhtum/

/likhtun/

/likhtun/

2nd Person

/likhtutʰ/

/likhtutʰ/

/likhtuv/

/likhtuv/ 3rd Person /likhtuәn/

/likhtuәnyeh/

/likhtunay/

/likhtunay/

A group of irregular intransitive verbs (special intransitives), take a different set of endings in addition to the morphophonemic changes that affect most past tense verbs.[52]

Simple future Masc. Sing. Masc. Pl. Fem. Sing. Fem. Pl. 1st Person /likheh//likhun/ /likheh//likhun/ 2nd person /Likhus//likhuth/ Likhus//likhuth/ 3rd person /Likh//likhun/ /likh//likhun/

title: User:Shakeel Sohil/sandbox


text:
Boštjan Kline

Boštjan Kline (born 9 March 1991) is a Slovenian World Cup alpine ski racer, and specializes in the speed events of downhill and super-G. He has competed in four World Championships, and the 2018 Winter Olympics.

Career
Kline made his World Cup debut in December 2009 in a super combined at Val d'Isere, France. He competed for Slovenia at the 2015 World Championships. He failed to finish the super-G, finished 33rd in the downhill, and was disqualified during the slalom run of the super combined.

In January 2016, Kline attained his first podium, a second-place finish in downhill at Garmisch-Partenkirchen, Germany, finishing behind Aleksander Aamodt Kilde. About a month later, he achieved a second place podium finish in Hinterstoder in the super G, again finishing behind Kilde.

He gained his first World Cup victory in Norway at Kvitfjell in a downhill in February 2017.

World Cup results
Standings through 17 January 2021

Race podiums

 * 1 win – (1 DH)
 * 3 podiums – (2 DH, 1 SG)

title: Boštjan Kline


text:
User:Jpasa002/sandbox

LAMP3 also known as DC-LAMP (Dendritic cell lysosomal associated membrane glycoprotein) is a member of the LAMP family along with LAMP1 and LAMP2, these proteins make up the members of the glycoconjugate coat present on the inside of the lysosomal membrane. In humans, this protein is almost exclusively found in mature Dendritic cells. While LAMP3 can be observed on the surface of dendritic cells, the protein is mainly found within lysosomes. In cells, LAMP3 aids in the identifying and processing of an antigen during an immune response. LAMP3 protein is linked with the maturation of dendritic cells, as a marker for transformed type II pneumocytes or alveolar cells. Studies have linked LAMP3 with the viral replication of Influenza A cells.

title: User:Jpasa002/sandbox


text:
User:Godlord2

Well, here is my Wikiversity page. If you care to know about me, head to my Wikipedia page. My Other Page

title: User:Godlord2


text:
User:Muhammad Mursaleen Khan (27-May-1995)

The Ottoman Empire (/ˈɒtəmən/; (Ottoman language:|دولت عليه عثمانیه), Devlet-i ʿAlīye-i ʿOsmānīye; literally The Supreme Ottoman State) was a Persianate[8][9][10][11] empire founded at the end of the thirteenth century in northwestern Anatolia in the vicinity of Bilecik and Söğüt by the Oghuz Turkish tribal leader Osman.[12] It also known in Europe as the Turkish Empire,[13] or Ottoman Turkey.[14][15]After 1354, the Ottomans crossed into Europe, and with the conquest of the Balkans, the Ottoman Beylik was transformed into a transcontinental empire. The Ottomans ended the Byzantine Empire (known to the Ottomans as the Roman Empire) with the 1453 conquest of Constantinople by Muhammad Mursaleen Khan the Conqueror.[16]


text:
Ochus subvittatus

Ochus subvittatus, the tiger hopper, is the only species in the monotypic moth genus Ochus of the family Hesperiidae. The genus was erected by Lionel de Nicéville in 1894. The species was first described by Frederic Moore in 1878. It is found in the Khasi Hills and Naga Hills of India, Myanmar, Thailand, Laos, Vietnam and Yunnan.

Wingspan
The wingspan of the tiger hopper is 20-25 mm.

Subspecies
The subspecies of Ochus subvittatus found in India is:
 * Ochus subvittatus subradiatus Moore, 1878 – Khasi tiger hopper

Distribution
This species is found from Sikkim to Arunachal Pradesh in India, and in Bhutan, Nepal and several places in Myanmar.

Description
Both wings of upside are iridescent Van Dyke brown. In the forewing, several bright yellow streaks divided by the veins placed obliquely beyond the end of the cell; or even immaculate; with all the cilia are lighter yellow than the spots when present and broadly interested with the brown opposite to the end of the veins. In underside, both wings and the bases of the cilia are rich in Van Dyke brown throughout with darker than the above; veined and margined with rich chrome yellow.

In the forewing the costal margin is little beyond its middle, the costal and subcostal nervules to the costal and outer margins. The extremity of the third median nervule veined, and the external machines, and the extremity of the third median nervule veined, and the outer margin bordered, with chrome-yellow, so that the wings may be described as increasingly bordered from base to the apex, and increasingly from the apex to the sub-median nervule with yellow streaked with dark brown.

The hindwing is yellow bordered, with the yellow veins broadly pointed on both sides with yellow.

The upperside of the head, thorax and the abdomen are dark Van Dyke brown with a yellow underside.

Habit and habitat
The tiger hopper is mostly found in the high evergreen forests that experience ample rainfall. It prefers to fly close to the ground. The flight is weak and follow the fluttering pattern. Shaded or semi-shaded forest tracks are its preferred area. Males are sometimes found puddling in damp soil or wet rock. Females are hardly seen. They also spotted basking in the sun, opening their wings.

Seasonality
The flight period for the tiger hopper is from April to October.

title: Ochus subvittatus


text:
Cookbook talk:Bengal Potatoes

page history form Bengal Potatoes

* (cur) (last). . M 09:44, 14 Dec 2003. . Jimfbleak (tweaked a bit) * (cur) (last). . M 03:39, 11 Jul 2003. . ²¹²   * (cur) (last). . M 03:37, 11 Jul 2003. . Jimfbleak (context) * (cur) (last). . 03:31, 11 Jul 2003. . Claypipe (Here is the recipe)

title: Cookbook talk:Bengal Potatoes


text:
Talk:Arthur Thomson (anatomist)

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Cheers.— InternetArchiveBot  (Report bug) 01:16, 19 October 2016 (UTC)

title: Talk:Arthur Thomson (anatomist)


text:
Folgefonna Tunnel

The Folgefonna Tunnel (Folgefonntunnelen) is a 11150 m long road tunnel in Vestland county, Norway. The tunnel connects the village of Eitrheim and the town of Odda at the head of Sørfjorden in Ullensvang Municipality to the village of Austrepollen at the head of Maurangsfjorden in Kvinnherad municipality. The tunnel runs under the large Folgefonna glacier and Folgefonna National Park. The tunnel opened in 2001 and is Norway's fourth longest road tunnel. It reduced travel time between these two places from four hours all the way down to ten minutes. It is part of County Road 49.

In year 2012, the 10.4 km long Jondal Tunnel was built a short distance from this tunnel. Using these two tunnels and a ferry, the road distance between the E134 highway in the town of Odda and the city of Bergen is much shorter than before. Using this route to travel from Oslo to Bergen is shorter than taking the E16 highway, and this route is much less sensitive to snow storms in the winter (which is fairly long in the mountains) than by taking Norwegian National Road 7 (which is the shortest route between Oslo and Bergen).

title: Folgefonna Tunnel


text:
Petawawa (disambiguation)

Petawawa is a town located in the eastern portion of Southern Ontario.

Petawawa may also refer to:

 * Petawawa Heliport, located 3.5 nautical miles northwest of Petawawa, Ontario Canada
 * Petawawa River, a river in the Saint Lawrence River drainage basin in Nipissing District and Renfrew County in eastern and northeastern Ontario, Canada.
 * Garrison Petawawa, located in Petawawa, Ontario, it is operated as an army base by the Canadian Army

title: Petawawa (disambiguation)


text:
Wikipedia:Articles for deletion/Tales from the Pandoran Age

The result was   delete. — Crisco 1492 (talk) 03:10, 18 July 2012 (UTC)

Tales from the Pandoran Age

 * – ( View AfD View log  •  Stats )

Appears to be a self-published series with no evidence of notability. There are a number of ghits but all are social media and or involved with the title & its publication. Can't find any evidence it meets any notability guidelines. StarM 04:19, 10 July 2012 (UTC)
 * Delete The article is relatively new from June 27 but from this it fails WP:RS The sources given are youtube or amazon or self-published sites. None from a reliable site such as the New York Times, LA Times, Washington Post, etc. --Artene50 (talk) 06:16, 10 July 2012 (UTC)
 * Note: This debate has been included in the list of Literature-related deletion discussions.  • Gene93k (talk) 00:59, 11 July 2012 (UTC)

 * Delete Non-notable series of self-published books that according to Amazon have rankings such as "#2,579,814 in Books". No reliable sources. Article has no sources and makes no attempt to establish notability. CodeTheorist (talk) 22:27, 17 July 2012 (UTC)


text:
vypnout

Etymology
From.

Verb

 * 1)  to turn off, to shut down, to disable to put a mechanism, device or system out of operation

title: vypnout


text:
Aliabad, Nishapur

Aliabad (, also Romanized as ‘Alīābād) is a village in Binalud Rural District, in the Central District of Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 87, in 18 families.

title: Aliabad, Nishapur


text:
2006 Brent London Borough Council election

The 2006 Brent London Borough Council election took place on 4 May 2006 to elect members of Brent London Borough Council in London, England. The whole council was up for election and the Labour Party lost overall control of the council to no overall control.

Background
Since the last election in 2002, a Conservative councillor, Carol Shaw of Brondesbury Park ward, had defected to the Liberal Democrats, while in April 2006, Labour councillor, Jonathan Davies of Queen's Park ward; also joined the Liberal Democrats. In the Brent area, the Liberal Democrats had also gained the parliamentary seat of Brent East from Labour at a 2003 by-election and held the seat at the 2005 general election. The defections meant that before the election Labour had 34 seats on the council, compared to 15 for the Conservatives and 11 for the Liberal Democrats.

Election result
The Liberal Democrats gained 18 seats to leave no party with a majority on the council, but the Liberal Democrats became the largest party with 27 councillors. The Liberal Democrat gains were mainly at the expense of Labour, who suffered a net loss of 14 seats.

Following the election a coalition between the Liberal Democrats and Conservatives took control of the council, with Liberal Democrat Paul Lorber becoming the leader of the council and Conservative Bob Blackman deputy leader.

 * }