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List of international goals scored by Alfredo Di Stéfano

Alfredo Di Stéfano was an Argentine-born professional footballer who played for both Argentina and Spain between 1947 and 1961, and scored 29 international goals during that time. He played as a deep-lying forward, and is considered one of the best players of all time. Di Stéfano was one of the first footballers to control matches by roaming the pitch, unusual in an era when most players did not stray from their set position. He was twice awarded the Ballon d'Or as European football's player of the year; in 1957 and 1959.

Di Stéfano made his international debut for Argentina in December 1947, scoring a goal during a 7–0 win against Bolivia. He scored six goals, including his first international hat-trick—against Colombia—during his six appearances for Argentina. These all came during the 1947 South American Championship, which Argentina won. In 1949, he was one of many Argentine players who left the country to play in an unsanctioned Colombian league which paid higher wages than those available in his native country. During his time there, he appeared four times for Colombia in matches that are not recognised by FIFA. He moved to Real Madrid in 1953, and gained Spanish citizenship three years later.

He debuted for Spain in January 1957, scoring a hat-trick in a friendly against the Netherlands. Generally, he was less successful internationally than with Real Madrid; The Guardian's Brian Glanville suggested that he was unable to dictate play within the defensive structure established by Spain's manager Helenio Herrera. Nevertheless, he scored 23 goals in 31 matches for his adopted country, becoming Spain's leading goal-scorer, which he remained until Emilio Butragueño surpassed his total in 1990.

Di Stéfano scored more goals against Chile than any other team, doing so five times: once for Argentina and four times for Spain. He was most prolific at the Estadio George Capwell and Santiago Bernabéu stadiums, scoring six goals at each. Of Di Stéfano's 29 goals, 16 were scored in friendlies. In competitive matches, he scored six times in the South American Championship, four times in FIFA World Cup qualification matches, and three times in his two UEFA European Championship qualification matches.

International goals

 * Di Stefano's team's score listed first, score column indicates score after each Di Stefano goal.


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User:Verduzco1987/sandbox

Mary Parker Follett had a younger brother, her parents were Charles Allen and Elizabeth Curtis (Baxter) Follett. They were of English-Scottish and Welsh decent.Thanks to an inheritance from her grandfather, (he was a banker in her mothers side), Marys theories as a social worker began by involving herself in community centers. By developing evening programs in public schools and vocational guidance programs, her lifes work and theories in group dynamics would be created. Her second book "The New State" which initially began as a report of her social work, turned into her center of attention and theories. Although her works would not be recognized until after her death, their main focus was dealing with social conflict. Verduzco1987 (talk) 05:33, 14 April 2015 (UTC)

Still learning how to use my sandbox. Verduzco1987 (talk) 04:37, 18 February 2015 (UTC)

source: wikimedia

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

title: User:Verduzco1987/sandbox


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Yoshitaka

Yoshitaka is a masculine Japanese given name and a Japanese surname.

Possible writings
Yoshitaka can be written using many different combinations of kanji characters. Here are some examples:

 * 義孝, "justice, filial piety"
 * 義隆, "justice, noble"
 * 義貴, "justice, precious"
 * 義高, "justice, tall"
 * 吉孝, "good luck,filial piety"
 * 吉隆, "good luck, noble"
 * 吉貴, "good luck, precious"
 * 吉高, "good luck, tall"
 * 善孝, "virtuous, filial piety"
 * 善隆, "virtuous, noble"
 * 善貴, "virtuous, precious"
 * 善高, "virtuous, tall"
 * 芳孝, "fragrant/virtuous, filial piety"
 * 芳隆, "fragrant/virtuous, noble"
 * 芳貴, "fragrant/virtuous, precious"
 * 芳高, "fragrant/virtuous, tall"
 * 好孝, "good/like something, filial piety"
 * 喜孝, "rejoice, filial piety"
 * 喜隆, "rejoice, noble"
 * 慶隆, "congratulate, noble"
 * 由貴, "reason, precious"
 * 由高, "reason, tall"

The name can also be written in hiragana よしたか or katakana ヨシタカ.

Notable people with the given name Yoshitaka

 * Yositaka Adachi (born 1962), Palauan politician
 * Yoshitaka Amano (天野 喜孝), Japanese artist
 * Yoshitaka Egawa (江川 嘉孝), Japanese basketball player
 * Yoshitaka Fujii (藤井 善隆), Japanese anesthesiologist
 * Yoshitaka Fujisaki (藤崎 義孝), Japanese footballer
 * Yoshitaka Fukuda (福田 吉孝), Japanese businessman
 * Yoshitaka Hatakeyama (畠山 義隆), Japanese daimyō
 * Yoshitaka Hirota (弘田 佳孝), Japanese video game composer and bass guitarist
 * Yoshitaka Hoshino (星野 良生), Japanese shogi player
 * Yoshitaka Iwamizu (岩水 嘉孝), Japanese long-distance runner
 * Yoshitaka Kageyama (影山 由高), Japanese footballer
 * Yoshitaka Komori (小森 由貴), Japanese footballer
 * Yoshitaka Kuki (九鬼 嘉隆), Japanese samurai
 * Yoshitaka Kuroda (黒田 孝高), Japanese daimyō
 * Yoshitaka Mizuo (水尾 嘉孝), Japanese baseball player
 * Yoshitaka Murata (村田 吉隆), Japanese politician
 * Yoshitaka Murayama (村山 吉隆), Japanese video game designer
 * Yoshitaka Muroya (室矢 芳隆), Japanese middle-distance runner
 * Yoshitaka Ouchi (大内 義隆), Japanese daimyō
 * Yoshitaka Nishimura (西村 宜隆), Japanese video game composer
 * Yoshitaka Sakurada (桜田 義孝), Japanese politician
 * Yoshitaka Shindo (新藤 義孝), Japanese politician
 * Yoshitaka Tamba (丹波 義隆), Japanese actor
 * Yoshitaka Tokunaga (德永 祥尭), Japanese rugby sevens player
 * Yoshitaka Watanabe (渡辺 佳孝), Japanese footballer
 * Yoshitaka Yamamoto (山本 善隆), Japanese golfer

Notable people with the surname Yoshitaka

 * Yukiharu Yoshitaka (吉鷹 幸春), Japanese judoka
 * Yuriko Yoshitaka (吉高 由里子), Japanese actress

Fictional characters

 * Yoshitaka Moriyama (森山 由孝), a character in the manga series Kuroko's Basketball
 * Yoshitaka Nakabayashi (中林 義貴), protagonist of the manga series He is my Master
 * Yoshitaka Waya (和谷 義高), character in Hikaru no Go

title: Yoshitaka


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The Cage (Tony Martin and Dario Mollo album)

The Cage is the first album by guitarist Dario Mollo and former Black Sabbath vocalist Tony Martin.

Personnel

 * Band Members
 * Tony Martin – vocals
 * Dario Mollo – lead guitar
 * Fulvio Gaslini – bass
 * Ezio Secomandi – drums
 * Don Airey – keyboards
 * Elio Maugeri – backing vocals

 * Production
 * Kit Woolven – production
 * Dario Mollo – production, cover art


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User:Naively/sandbox

Philippa Webb, Artist-- EDIT BELOW THIS LINE - Webb's earliest memories concern creating art in her own way. Born in Melbourne, Australia, encouraged by her non- artistic family, she has indulged her talents for drawing, painting, calligraphy and writing throughout her life, after winning her first prize for drawing aged three years! Despite a career, family and travel, Webb always found time to create pictures in various formats and styles. But although loving the painting process she was never completely satisfied with the results. On reviewing her aspirations she decided to combine her two great loves- painting and writing- to paint a story. An early effort, offered in a prestigious prize, won acceptance and she was astonished to be called a 'natural naive' -the noted judge encouraged her saying "Do not stop now you have found your own unique style" Webb's colourful, detailed and humourous paintings celebrating everyday family life are now eagerly sought after; her house portraits and cityscapes are particularly popular. Intrigued by the printmaking process, Webb learned etching and relief printing, surprisingly able to produce her naïve images in these diverse art forms. It was a natural progression to then write, design and illustrate artist books thus bringing together all her talents as writer, calligrapher, printmaker, designer and bookbinder. Always choosing an Australian theme, her books found ready acceptance in libraries in Australia, England and the United States. Almost eighty years since she won her first prize, Webb doubts she will ever run out of projects for her creative energy.

title: User:Naively/sandbox


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Charli Live Tour

The Charli Live Tour was a concert tour by British recording artist Charli XCX in support of her third studio album Charli (2019). The tour was announced alongside the album's official reveal on June 13, 2019. The tour started on September 20, 2019 in Atlanta, United States and concluded on October 21, 2020 in Mexico City, Mexico.

Set list
Encore
 * 1) "Next Level Charli"
 * 2) "Click"
 * 3) "I Don't Wanna Know"
 * 4) "Vroom Vroom"
 * 5) "Gone"
 * 6) "Warm"
 * 7) "Cross You Out"
 * 8) "February 2017"
 * 9) "Thoughts"
 * 10) "White Mercedes"
 * 11) "Official"
 * 12) "Shake It"
 * 13) "I Got It"
 * 14) "Track 10" / "Blame It on Your Love"
 * 15) "Silver Cross"
 * 16) "2099"
 * 1) "Unlock It"
 * 2) "I Love It"
 * 3) "Boys"
 * 4) "1999"

title: Charli Live Tour


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Talk:Learning Java/Objects and Classes

almost every example and answer on this page has errors when compiled, will someone with some java experience please work through this page and fix the errors? -- Koolaidman  Talk Contribs 19:20, 15 February 2007 (UTC)

Yes,

public int returnsInt {   return 5; }

or similar things cannot work, because you would need a class, and a main methode from witch you can call it. They are just examples how you would use them in a programm, with other context. Al-20 11:07, 30 May 2007 (UTC)

title: Talk:Learning Java/Objects and Classes


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Dueling Analogs

Dueling Analogs (a pun on the Dual Analog Controller) is a webcomic by Steve Napierski (also the creator of The Outer Circle). The website was launched on November 17, 2005, and new comics were posted every Monday and Thursday. Dueling Analogs is a gaming comic and as such most of the comics take place in the universe of the games discussed. There are few ongoing stories or plotlines as all of the comics are self-encapsulated (one exception is the trial of King Bowser ); however, there are repeated themes such as 'Rejected Mega Man Villains', 'Games that I am glad were never made' and 'What if...?'. Dueling Analogs is also a founding member of a webcomic group of gaming comics. The comic came to prominence in the webcomic community after the "So Dark the Contra of Man" strip.

On July 31, 2018, Napierski announced that he was no longer going to update the website.

Tagline
Dueling Analogs is a color semi-weekly webcomic that lampoons the characters, culture and subtext of modern gaming culture.

Characters

 * Harvey – Harvey is the voice of Dueling Analogs. Whenever the comic needs to talk directly to the audience about a topic, Harvey is there. Harvey's design is modeled after the look of its creator from his high school years. This is in contrast to the character Steve from The Outer Circle which was modeled after a more recent look of the creator.
 * First Appearance: 2005-11-29, strip 4.

 * Mario – Though not created by Steve Napierski, Mario has appeared in so many Dueling Analogs strips that he is considered a regular member of the comics cast.
 * First Appearance: 2005-12-01, strip 5.

 * Jeremy the Sony PR Gnome – The voice of Sony. Jeremy acts as the counterpoint to the voice of Harvey’s pro-Nintendo views. Could possibly be a parody of the gnome from Amélie or the gnome feature in the Travelocity commercials: Where is my Gnome?.
 * First Appearance: 2006-07-31, strip 76.

 * Xed Box – If Microsoft had a spokesperson in Dueling Analogs, Xed Box would be it. Unfortunately, Xed Box is nothing more than a box with a crudely drawn "X" on it.
 * First Appearance: 2006-08-16, strip 81.

 * Jon Shelf American – Jon Shelf American is what's considered Dueling Analogs` stereotypical gamer (introvert, unsociable and still living at home with his mother). Name based on George Liquor American created by John Kricfalusi.
 * First Appearance: 2007-01-15, strip 130.

Parodies
Dueling Analogs has featured such games as Final Fantasy VII, The Smurfs, Mega Man, Karnov, Super Smash Bros. and Final Fantasy X-2.

Awards and nominations
Dueling Analogs has been nominated for two Web Cartoonist's Choice Awards.
 * 2006: Outstanding Gaming Comic, Outstanding Web Design

Dueling Analogs has been voted best gaming webcomic of the week by the readers of Joystiq on nine occasions: May 23, 2006, June 3, 2006, June 24, 2006, February 13, 2007, March 27, 2007, May 22, 2007, October 23, 2007, April 23, 2008, May 29, 2008

Notables

 * Dueling Analogs is a featured webcomic on GameRevolution.
 * Dueling Analogs was a monthly comic in Hardcore Gamer Magazine from June through November 2007.

Reviews

 * Article about Dueling Analogs on Destructoid.
 * BBC Article about webcomics.
 * Article on 411mania discussing gaming webcomics.
 * Dueling Analogs Konami Code comic was mentioned in a TechRepublic article.
 * Dueling Analogs Living Achievements Vicariously comic was mentioned in a 411mania article.

Interviews

 * Interview with Steve Napierski on Joystiq.
 * Author Steve Napierski, was interviewed in Zoinks! Magazine about Dueling Analogs and his other comic, The Outer Circle in October 2006.

title: Dueling Analogs


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Instructional design/Affective behaviors/A Comprehensive Approach to Character Development/e-Learning Module Example Activity

Back to Page Two of this Lesson

Character Education e-Learning Module Review Activity
The e-Learning module we will be reviewing is Teaching and Expecting Appropriate Behavior. You have two choices right now 1) you can either explore and acquaint yourself with the lesson before proceeding with the rest of the activity that is presented below, or 2) you can go ahead and proceed with the rest of the activity below. It is your choice.

Getting Started
What we will be going through is essentially the design document for the Teaching and Expecting Appropriate Behavior module. Since we don’t have the original design document to go through, what we will go through is one that has been “reversed-engineered” based the on the module itself and may not be an accurate reflection of the original design document, but will meet our purposes for what we are trying to accomplish here in using this module as an example of character education instruction.

Background/Instructional Context of e-Learning Module
This Teaching and Expecting Appropriate Behavior module was designed by The Church of Jesus Christ of Latter-day Saints for use within a religious context. It was designed to help Primary (a Sunday School) teachers for children 3-11 years old. Primary classes usually have anywhere from between two and ten children in a class.

The purpose of Primary is to teach children the gospel of Jesus Christ and help them learn to live it. Please see specific objectives of Primary on the Primary page if you'd like more information.

As brought up in the “The Content of Character” section on page one of this lesson, since this example e-Learning Module is for a religious context, “faith-based reasons for leading a moral life (achieving union with God in this life and the next) and the ultimate source of goodness (God’s grace) is taught as truth.” Faith-based reasons serve as the underlying principles for this module.

Audience
The audience for this module is Primary teachers. Teachers can be either men or women and are eighteen years old or older. Teachers will have various experience in teaching. Some may be in the teaching profession and therefore are quite experienced, while for others, this may be their first time teaching a class.

Teacher’s may also be life-long members of the church and have a firm gospel understanding or they may be relatively new to the church and are developing in their gospel understanding. Regardless of how long a teacher has been a member of the church or what their teaching experience is, it is assumed that they understand that Jesus Christ is the ultimate example of good character and it is He that they strive to be like and in turn teach the children to be like.

Needs
Based on feedback from Primary teachers, it was determined that instruction on teaching an expecting appropriate behavior in the classroom was needed. It was determined that the topics of developing love for those they teach, understanding children and their needs, preparing the learning environment, helping children take responsibility, responding to disruptions, and uniting with others to reinforce appropriate behavior were needed.

Learning Objectives
The overall goal of the module is to provide ideas on how to teach and expect appropriate behavior in Primary. Each lesson within the module then has specific objectives. These objectives include:
 * Increasing love for Primary children based on the example of Jesus Christ
 * Understand children and their needs better by being able to recognize age characteristics
 * Understanding children and their needs better by learning about them individually and listening to them
 * Increasing appropriate behavior as they prepare and control the learning environment
 * Learning how to help children take responsibility
 * Learning how to respond positively to negative behavior
 * Learning progressive steps for responding to disruptions
 * Learning how to teach and encourage as you speak privately with a child
 * Knowing how to involve others as needed (parents and leaders)

Presentation
1. Setting Expectations
 * A statement on the purpose of the module (example)
 * A listing of the different lessons within the module so the learner can see what the module covers and also go directly to an individual module if they desire (example)
 * Each lesson also starts out with a quote from a manual the learner is familiar with in order to set the tone of the lesson (example)
 * A page counter is also at the bottom of each page so the learner knows how many pages are in each lesson and what page they are on (example)
 * The title of the lesson is on every page so the learner knows what lesson they are on (example)
 * The time that each lesson should take is not given. This would be helpful for the learner.

2. Gain & Maintain Attention
 * A statement of what the learner will gain by going through the module (example)
 * Questions to stimulate thinking or recall prior knowledge (example)
 * Scenarios and examples the learners can relate to (example 1), (example 2)
 * Different types of content (text, images, audio) (example 1), (example 2)
 * Interactive practice activities (example 1), (example 2), (example 3)

3.	Present Content
 * Used a variety of presentation methods throughout the module (text, graphics, animations, audio clips, interactive elements) (example 1), (example 2), (example 3),  (example 4)
 * Combined animation-narration or text-illustration rather than presenting them separately (example)
 * Text is concise, personalized, and presented in small chunks (see to previous examples)
 * Heading, italics, boldface, etc. are used to organize content (see to previous examples)
 * Graphics and other media added to instruction and are not merely decorative or “fill” the page (see previous examples)
 * Examples and scenarios that mimic the learner’s reality are used (example)
 * A table of content icon is used throughout all of the lessons so learners can select content and “jump” to different sections of the course (example)
 * Although there is a conclusion for each page, usually a quote is used. In addition to this, summaries could be used at the end of each lesson (example)

4. Making the Course Aesthetic Pleasing Look for the following in the example provided above or as you go through the module on your on.

 * “White space” is allowed. There is not too much information crammed on the pages
 * A harmonious color-scheme is used that fits into the context of the online learning environment
 * Template images are used consistently throughout the lessons to set the tone (images of children, scriptures, Jesus Christ, etc.)
 * Graphics are high-quality
 * Audio is high-quality and is crisp and clear
 * Placement of page numbers, navigation buttons, etc. are consistent throughout the lessons
 * Sans-serif font is used for body text since it is more readable
 * A light colored background is used with darker text

Character Education Strategies Used
The lessons in this module use almost all of the twelve strategies presented by Lickona. They are used not only throughout the module for the teacher who is the learner for the module, but these strategies are also used in helping the teacher when teaching in the classroom when the students are the learners.

Some of the most obvious strategies used in this module are listed below. Be sure to look for how these are used in the module as you look at the examples provided above or as you go through the module on your own.

 * Teachers should respect and care about their students, set a good example, and provide directive moral guidance.
 * Create a caring classroom community by helping students to know each other as persons; respect, care about, and affirm each other; and feel a valued member of the group.
 * Help students develop moral reasoning, self-discipline, and respect for others.
 * Involve students, through regular class meetings, in shared decision-making.
 * Teach students what the virtues are, how their habitual practice will lead to a more fulfilling life, and how each of us must take responsibility for developing our own character.
 * Create a positive moral culture in the church by defining, modeling, teaching, and upholding the church's character expectations in all areas of church life.
 * Recruit parents (and leaders) as partners.

Practice & Feedback
Practice Opportunities
 * Practice activities presented in the course reflect the course objectives. (see previous examples)
 * A variety of practice activities are used (see previous examples)
 * Interactive planning guide that can be printed (example)

Provide Immediate Feedback

Please refer to this example for the bullets listed below.

 * Feedback is provided after every practice exercise
 * Praise for correct answers is used
 * Encouragement and explanation of correct answer are used when answer is incorrect
 * Learners are given multiple tries to get the right answer
 * Hints are provided when incorrect answer is selected

Evaluation/Assessment
Assessment of how these lessons helped the teacher in the classroom does not appear to be part of the module.

One assessment, that was previously discussed on page two of this lesson, could be used. That would be an assessment of improvements in student character that can be observed or documented within the Primary class environment. The learner could be asked to think of the children in his/her class and make notes as to whether the content and techniques presented in the module helped with behavior in the classroom. This information could also be shared with the designers of the module if the learners were asked to fill out a survey relating to the effectiveness of the module on classroom behavior. This survey could be added to the last page of the module.

Summary
Overall, this module used character education strategies presented by Lickona well as well as the additional design guidelines presented by Simonson and Maushak as well as those by Smith and Ragan.

Hopefully, by completing this review, you now have specific ideas on how to use certain strategies and design guidelines when designing your own character education instruction.

Back to Page Two of this Lesson


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Cookbook:Nutrition

Human nutrition deals with the provision of essential nutrients in food that are necessary to support human life and good health. Carbohydrates, fats, and proteins are macronutrients, and provide energy. Micronutrients include minerals and vitamins.

Fat
Fats may be classified as saturated or unsaturated depending on their chemical structure. Saturated fats (typically from animal sources) have been a staple in many world cultures for millennia. Unsaturated fats (e.g., vegetable oil) are considered healthier, while trans fats are to be avoided. Saturated and some trans fats are typically solid at room temperature (such as butter or lard), while unsaturated fats are typically liquids (such as olive oil or flaxseed oil). Trans fats are very rare in nature, and have been shown to be highly detrimental to human health, but have properties useful in the food processing industry, such as rancidity resistance.

Protein
An essential part of organisms, proteins are made up of amino acids. Some amino acids can be synthesized by the human body while some must be obtained through food. Proteins are major contributors to cells' functions.

Protein is one of the nutrients that are needed in larger quantities (i.e., macronutrients) along with carbohydrates and fat. Proteins contain 17 kJ/g (4 cal/g) energy.

Sources of protein in the diet include nuts, legumes, grains, eggs, meats and dairy products. There is an ongoing debate about the differences in nutritional quality and adequacy of protein from vegan, vegetarian and animal sources, though many studies and institutions have found that a well-planned vegan or vegetarian diet contains enough high-quality protein to support the protein requirements of both sedentary and active people at all stages of life.

Proteins have a distinct behaviour in cooking compared to fats and carbohydrates. Proteins in general stiffen when heated, for example a egg yolk becomes more solid when heated, because it's rich in protein.

Some proteins are toxic for humans but become edible via cooking, for that reason some legumes must be boiled before they can be eaten.

Carbohydrates
Carbohydrates, also known as carbs, refer to starches (complex carbohydrates) and to sugars (simple carbohydrates). Grain products are rich sources of complex and simple carbohydrates, which make up a large part of foods such as rice, noodles, bread, and other grain-based products.

Strictly speaking, carbohydrates are not necessary for human nutrition because proteins can be converted to glucose, which the body uses for energy. The traditional diet of many peoples consists of nearly no carbohydrates, and these people have been shown to be perfectly healthy. However, carbohydrates require less water to digest than do proteins or fats.

Problems have been cited for the long term effects of a no-carbohydrate diet. These include reduced athletic performance, possible brain damage, and nephrotoxicity. The brain can only utilize carbohydrates for energy, and protein may not supply enough in many cases. The increase in protein means that more ammonia groups need to be removed from the blood.

Fiber
Dietary fiber is a type of carbohydrate that is incompletely absorbed in humans and in some animals. Insoluble dietary fiber consists mainly of cellulose, which is indigestible by humans. Soluble dietary fiber consists of a variety of carbohydrates that dissolve or gelatinize in water. Many of these soluble fibers can be fermented or partially fermented by microbes in the human digestive system. Whole grains, beans and other legumes, fruits (especially plums, prunes, and figs), and vegetables are good sources of dietary fiber.

Vitamins
Vitamins are essential nutrients that must either be ingested or synthesised to maintain health. There are two main varieties: water-soluble and fat-soluble. Because some vitamins are only soluble in fat, a totally fat-free diet can be unhealthy.

 * Vitamin A (also known as retinol) is a fat-soluble vitamin found in dairy products and in liver. Excessive vitamin A can poison you. The body can create vitamin A as needed from beta-carotine, which is water-soluble and not dangerous (large amounts can turn your skin and eyes orange, though). You can get plenty of beta-carotine from carrots, squash, and spinach. Vitamin A deficiency can affect the eyesight, so the popular belief that carrots help you see in the dark is not wholly false.
 * The Vitamin B group of water-soluble vitamins contains a number of separate vitamins. An excess of these vitamins is not harmful.
 * Vitamin B1 (or thiamine) can be found in beef, pork, legumes, yeast, egg yolks, milk, green leafy vegetables, and many grains, nuts, and seeds. Deficiency can cause beriberi.
 * Vitamin B2 (or riboflavin) can be found in beef, dairy products, nuts, and green, leafy vegetables.
 * Vitamnin B3 (or niacin) can be found in fish and poultry meats, liver, nuts, seeds, legumes, and green, leafy vegetables. Deficiency can lead to pellagra.
 * Vitamin C (or ascorbic acid) is a water-soluble vitamin found in citrus fruits and green vegetables. A deficiency can lead to scurvy.
 * Vitamin D (or calciferol) is a fat-soluble vitamin found in oily fish. With sufficient exposure to sunlight, most of the requirement can be met through the synthesis of vitamin D by the skin.
 * Vitamin E (or tocopherol) is a fat-soluble vitamin found in vegetable oils, nuts and green leafy vegetables.

Minerals
Minerals are inorganic chemicals, generally metallic, that are used by the body. Usually the body has a sufficient supply of minerals through eating a variety of foods in the correct amounts. Mineral distribution in the body falls into two categories: bulk minerals, and trace minerals (defined by the USRDA as greater than and less than 200 mg). The minerals required in the largest quantities are generally electrolytes, which include calcium, chloride, magnesium, phosphorus, potassium, and sodium.

Calcium
Calcium is the most abundant mineral in the human body, and is needed to form strong bones and teeth, and is also used for blood, muscle, nervous system transmission, and inter-cellular fluid. Calcium plays a part in the contraction of muscle cells and blood vessels, and the secretion of hormones and enzymes. Some typical sources of calcium include: dairy products (milk, cheese, yogurt), Chinese cabbage, kale, and broccoli.

Sodium
Sodium is found together with chloride as sodium chloride or common salt. In the body, sodium helps to balance the fluids inside the body cells and outside them. A lack of sodium can cause cramps. However too much salt in the body is harmful as it can cause hypertension, a condition that affects the blood system

Magnesium
The fourth most abundant mineral in the body - half of which is found in bones, while the other half is distributed amongst tissues and organs. It is a vital component in muscle and nerve function, immune system function, bone strength, blood sugar and blood pressure, and metabolism and protein synthesis. Most sources of magnesium are green vegetables and whole or unrefined grains and nuts, as magnesium is the central component of chlorophyll molecules, which give the green color of vegetables.

Selenium
A trace mineral that makes antioxidant selenoprotein enzymes, which prevent cellular damage from free radicals, regulate thyroid function, and play a role in the immune system. The amount of selenium in a particular food is related to the amount in the soil of the area the food was produced in. Typically it is found in grains and nuts, but also in the meats of animals that eat grain or plants from selenium-rich soil.

Iron
Iron is needed for the formation of hemoglobin in red blood cells which are responsible for carrying oxygen to all parts of the body. Most sources of iron are animal related (also called heme iron sources) and include beef, turkey, chicken, pork, oysters, crab, and tuna. Other sources, called nonheme iron sources, include beans, tofu, spinach, raisins, molasses, and some cereals and grains.

Zinc
Zinc can be found in almost every cell in the body, and stimulates about 100 different enzyme reactions. It is used by the immune system, for DNA synthesis, for healing wounds, and for normal growth and development during hormonally active periods. Zinc is provided by oysters, beef, pork, chicken, fish, beans, tree nuts, and some dairy products.

Copper
Copper aids in the formation of Red Blood Cells. Copper excess also mimics zinc deficiency and can promote impotence.

title: Cookbook:Nutrition


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Japanese/Pronunciation

Japanese is characterised largely by its small number of vowels and consonants (five and fourteen, respectively). Pronunciation of each syllable is highly regular with the written system and there are only a few exceptions such as vowel devoicing. This is in stark contrast to English where the written and spoken language can differ a great deal (e.g. the vowel digraph "ou" in "noun" and "cough" and the consonant "g" in "goat" and "giraffe").

Apart from a single isolated consonant (the moraic nasal, "n") and double consonants (e.g. "itte" and "kekkon") all consonants must be followed by a vowel to form syllables. Double consonants are always a pair of the same consonant, though vowel devoicing sometimes makes different consonants sound one after the other (e.g. "suki" and "suteki").

Japanese has a great deal of homophones that make correct pronunciation quite important. While language learners may have difficulty hearing the difference between nuances like long and short vowels, native speakers are used to these and might not understand incorrectly pronounced words.

The syllabary
There are five vowels in Japanese, normally transcribed into the English alphabet as: "a", "i", "u", "e" and "o". Spanish and Italian speakers may note that Japanese vowels produce the same sounds as their Spanish and Italian equivalents.

Japanese vowels always represent distinct phonemes and don't form digraphs — i.e. they don't blend together or sound differently when joined. When one vowel follows another they are pronounced separately. Examples are the names Sae (sa.e) and Aoi (a.o.i)

The rest of the syllabary is formed by combining the above vowels with a consonant.

Note that the sound which is written with a "y" is not considered a vowel, but a consonant. This will come as little surprise to German speakers where the same sound is written with a "j".

The -i line (ki, gi, shi, ji, chi, ni, hi, bi, pi, mi, ri) can be combined with the y- line (ya, yu, yo) to create the medial y combinations. These are just like regular consonant + vowel syllables, in that they should be pronounced as one mora (syllabic sound).

From this table one can see that the Japanese syllabary is highly systematic. There are a few exceptions, though, and these have been bolded in the table:
 * "si" becomes "shi"
 * "ti" becomes "chi" and "tu" becomes "tsu"
 * "zi" and "di" become "ji", and "du" becomes "zu"
 * "hu" becomes "fu"
 * "wo" becomes "o"

Mora
Japanese is quite regular in the timing and stress of its syllables. The basic timing unit is called mora. Each mora is pronounced with equal stress and should take about the same amount of time. Two morae should sound twice as long as a single one.

The following take up one mora:
 * a short vowel
 * a consonant followed by a short vowel
 * a medial y
 * a moraic nasal

Whereas these take up two morae:
 * a long vowel
 * a double consonant

Examples
The medial y often takes a long vowel.
 * a-o-i / あおい (e. blue): three morae, each vowel is short
 * mi-do-ri / みどり (e. green): three morae.
 * sha-shu / しゃしゅ (e. car model): two morae.
 * ni-n-ji-n / にんじん (e. a carrot): four morae.
 * ī-e / いいえ (e. no): three morae (note the long vowel "i", denoted by a macron)
 * a-k-ka / あっか (e. to worsen): three morae (note that the double consonant isn't pronounced twice, just twice as long).
 * gyūnyū / ぎゅうにゅう (e. milk): four morae.

Long vowels
A long vowel takes two morae. In rōmaji it's written with a macron: ā, ī, ū, ē and ō.

In hiragana, it's written with an extra "あ" (a), "い" (i) or "う" (u) depending on the vowel. In katakana, it's marked by appending a dash-like symbol "ー".

Devoicing
In standard Japanese the vowels i and u are not usually voiced when they occur between voiceless consonants (k, s, sh, t, ch, h, f). The phenomenon seems to have developed to facilitate the falling pitch intonation in the Kanto dialect. The mouth forms shape of the vowel and lasts for one mora, but the sound is not voiced. For final [su] in 'desu' and '-masu', all vestiges of the vowel have disappeared in standard Japanese, leaving a naked sibilant. Devoicing is not otherwise standard for word terminal i or u. Consecutive devoicing is rare, although exceptions exists (e.g. futsuka, 2nd day of the month, pronounced f-ts-ka). Devoicing can depend on context. E.g. 'Suzuki' has no devoicing; 'Suzuki-san' has a devoiced i: Suzuk-san. Some dialects do not demonstrate devoicing, notably Kansai.

Some examples:

Consonant variation
There are a couple of consonants that are pronounced differently from English: Except for the doubled consonants and the n (which we will cover later), consonants can never end a syllable. They can only begin it.

Moraic nasal
Normally, Japanese consonants must be followed by a vowel except where they double. There is an exception to this: the moraic nasal which is transliterated as n. It is usually found at the end of words, but can be found in the middle of composite words.

The difference between the moraic nasal and the syllables "na", "ni", "nu", "ne" and "no" can be difficult for language learners to spot, while native speakers may have difficulty understanding incorrect pronunciation.

 * kin'en (ki-n-e-n) no smoking vs. kinen (ki-ne-n) commemoration.
 * hon'ya (ho-n-ya-) bookstore (not ho-nya)

The pronunciation of the moraic nasal changes depending on what sound follows it. This is not so much an irregularity as a shortcut to bridge the sounds between the two morae. When followed by the bilabial plosives, "b" and "p", the moraic nasal is pronounced like an "m". An example:
 * "shinbun" is read as: shimbun

(OggVorbis, 151 KB)
 * 1) At the end of a word:
 * 2) *dan 段 "level"
 * 3) *kin 金 "gold"
 * 4) *fun 糞 "dung"
 * 5) *zen 善 "goodness"
 * 6) *hon 本 "book"
 * 7) Directly before a consonant:
 * 8) *banzai 万歳 "hurrah", "long live (the Emperor)"
 * 9) *kingyo 金魚 "goldfish" (pronounced like "ng")
 * 10) *kunrei 訓令 "directive"
 * 11) *zenchi 全知 "omniscience" (pronounced like "n")
 * 12) *honten 本店 "main office" (pronounced like "n")
 * 13) Before m, b, p
 * 14) *genmai 玄米 "unmilled rice"
 * 15) *honbu 本部 "headquarters"
 * 16) *tenpura 天ぷら (battered and fried vegetables or fish)
 * 17) Before a, i, e, y
 * 18) *zen'aku 善悪 "good and evil"
 * 19) *ken'i 権威 "authority"
 * 20) *han'ei 反映 "reflection"
 * 21) *sen'you 専用 "exclusive use"
 * 22) Note that before a, i, e, and y, moraic n is written n' (with an apostrophe). This is to distinguish it from the regular consonant n, which is pronounced differently and can produce different words. Some examples of cases where this becomes important are:
 * 23) *kani 蟹 "crab" vs. kan'i 簡易 "simplicity"
 * 24) *kinyuu 記入 "fill in" vs. kin'yuu 金融 "finances"
 * 25) *konyakku コニャック "cognac" vs. kon'yaku 婚約 "engagement (to be married)"

Consonant doubling (gemination)
There are four consonants that can become geminates (get doubled) in native Japanese words: /p/, /t/, /k/, and /s/. The geminate (represented linguistically as "Q") takes up an extra mora, with the general effect being to insert a pause that sounds as long as a regular syllable with a short vowel. The geminate is /t/ before ch and ts, /s/ before sh.

In the Japanese pronunciation of foreign loan words, the voiced consonants /b/, /d/, /g/, and /z/ can also be doubled.

Simply words

 * (OggVorbis, 75 KB)

Long and double vowels
(OggVorbis, 125 KB) Note in particular that "deiri" and "koushi" are not long vowels since the vowels are split between composite words.

Compound consonants
Audio missing

Moraic nasal

 * (OggVorbis, 91 KB)

Comparisons of similarly pronounced words
(OggVorbis, 190 KB)
 * 1) yuki 雪 "snow" and yuuki 勇気 "courage"
 * 2) soto 外 "outside" and souto 僧徒 "Buddhist disciple"
 * 3) soto 外 "outside" and sotou 粗糖 "unrefined sugar"
 * 4) soto 外 "outside" and soutou 相当 "suitable"
 * 5) soto 外 "outside" and sotto そっと "softly"
 * 6) sotto そっと "softly" and sottou 卒倒 "fainting"
 * 7) maki 巻 "scroll" and makki 末期 "last period"
 * 8) hako 箱 "box" and hakkou 発行 "publish"
 * 9) issei 一斉 "all at once" and isei 異性 "opposite sex"
 * 10) tani 谷 "valley" and tan'i 単位 "unit", "(course) credit"
 * 11) san'en 三円 "three yen" and sannen 三年 "three years"
 * 12) kinyuu 記入 "fill out" and kin'yuu 金融 "finances"
 * 13) kinen 記念 "commemoration" and kin'en 禁煙 "no smoking"

Normal speech
The narration of the following excerpt of Natsume Soseki's classic novel Botchan is spoken at a natural pace which may be difficult to follow for unaccustomed listeners.

 * (OggVorbis, 674KB)

 * Oyayuzuri no muteppou de kodomo no toki kara son bakari shite iru. Shougakkou ni iru jibun gakkou no nikai kara tobiorite isshuukan hodo koshi o nukashita koto ga aru. Naze sonna muyami o shita to kiku hito ga aru kamoshirenu. Betsudan fukai riyuu demo nai. Shinchiku no nikai kara kubi o dashite itara, doukyuusei no hitori ga joudan ni, "Ikura ibatte mo, soko kara tobioriru koto wa dekimai. Yowamushi yaai," to hayakashita kara de aru. Kozukai ni obusatte kaette kita toki, oyaji ga ookina me o shite "Nikai gurai kara tobiorite koshi o nukasu yatsu ga aru ka," to itta kara, "Kono tsugi wa nukasazu ni tonde misemasu," to kotaeta.

 * Shinrui no mono kara seiyousei no naifu o moratte kirei na ha o hi ni kazashite, tomodachi ni misete itara, hitori ga "Hikaru koto wa hikaru ga, kiresou mo nai," to itta. "Kirenu koto ga aru ka, nandemo kitte miseru," to ukeatta. "Sonnara, kimi no yubi o kitte miro," to chuumon shita kara, "Nan da yubi gurai kono toori da," to migi no te no oyayubi no kou o hasu ni kirikonda. Saiwai naifu ga chiisai no to, oyayubi no hone ga katakatta node, imadani oyayubi wa te ni tsuite iru. Shikashi kizuato wa shinu made kienu.

title: Japanese/Pronunciation


text:
Fubuhe station

Fubuhe station is a subway station in Changsha, Hunan, China, operated by the Changsha subway operator Changsha Metro. It is the largest subway station in Changsha.

Station layout
The station has one island platform.

History
Construction began in June 2015 and the station was completed in February 2019. The station opened on 26 May 2019.

Surrounding area

 * Central South University
 * Xiangcai Kindergarten
 * Dujiatang School
 * Yuenanlu School
 * Changsha Tianma Hospital

title: Fubuhe station


text:
W. K. H. Wegapitiya

Deshabandu Dr. Wegapitiya Kattadiyalage Hemachandra Wegapitiya, known professionally as Dr. W.K.H. Wegapitiya, is a Sri Lankan entrepreneur. He is one of the founders and the current chairman of LAUGFS Holdings Limited.

title: W. K. H. Wegapitiya


text:
Talk:Filmmaking Basics/Animatic/Film Scoring

'next page' button   no next page, just the button!

http://en.wikiversity.org/wiki/Image:Crystal_Clear_action_forward.png

Rough draft
Ops! I still need to finish that. The entire course should be finished by the end of the year. I spend about 8 hours a day on this and it just keeps growing and growing. Robert Elliott 11:15, 15 April 2007 (UTC)


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Wikipedia:Articles for deletion/Jürgen Handke

The result was keep. Calling this keep instead of NC because the sources provided seem to have satisfied everybody who commented after they were presented. -- RoySmith (talk) 21:02, 6 September 2020 (UTC)

Jürgen Handke

 * – ( View AfD View log  Stats )

Largely unsourced puff piece for a professor who does not appear to meet WP:NPROF. dewiki article is also largely unsourced. His book, published in 2012, has been cited 106 times according to Google Scholar. AleatoryPonderings (talk) 02:23, 18 August 2020 (UTC)
 * Note: This discussion has been included in the list of Academics and educators-related deletion discussions. AleatoryPonderings (talk) 02:23, 18 August 2020 (UTC)
 * Note: This discussion has been included in the list of Germany-related deletion discussions. AleatoryPonderings (talk) 02:23, 18 August 2020 (UTC)
 * Note: This discussion has been included in the list of Authors-related deletion discussions. TJMSmith (talk) 03:06, 18 August 2020 (UTC)

 Relisted to generate a more thorough discussion and clearer consensus. Relisting comment: Long book reviews are a good start to establish notability here, let's give it some more time.
 * Delete It certainly reads like a puff piece in multiple areas. Also largely unsourced. Amanuensis Balkanicus (talk) 03:50, 18 August 2020 (UTC)
 * Comment. Some reviews for possible WP:NCREATIVE case: . Russ Woodroofe (talk) 07:31, 18 August 2020 (UTC)

Please add new comments below this notice. Thanks, Tone 08:19, 25 August 2020 (UTC)
 * Keep based on WP:NAUTHOR and the sources Russ found. The sourcing and POV problems can be handled with cleanup tags. – Joe (talk) 12:33, 25 August 2020 (UTC)
 * Keep I think the reviews listed by Russ go a long way to establishing WP:NAUTHOR. As Joe mentions, this should be tagged for cleanup, but not deleted. Eddie891 Talk Work 14:37, 5 September 2020 (UTC)


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User:Esraa Ka/sandbox

Breastfeeding baby and colic

Although it is a common condition in children, colic or uncontrolled crying by an otherwise healthy baby, can be distressing to the parents. Find out more about this condition and what you can do to alleviate it.

What is Colic? If your baby cries at the same time everyday, and nothing you do seems to offer comfort, your baby may have colic. Colic is one of the major challenges of parenthood affecting 1 out of 4 babies and can be very stressful.

However, colic is relatively short-lived, ending in a matter of weeks or months:

Begins around the first 3 weeks of life Lasts at least 3 hours a day Occurs at least 3 days a week Continues for at least 3 weeks Seldom lasts longer than 3 months

What Causes Colic? The cause of colic is still unknown.

However, some possibilities include:

Gas in the intestinal tract Hypersensitivity to stimulation in the environment (e.g. sound, light) Intense temperament in the newborn period Immature nervous system

Dietary causes have been linked to:

Cow’s milk protein sensitivity Lactose intolerance Immature digestive system Researchers note that babies of mothers who smoke during or after pregnancy have a greater risk of developing colic.

https://www.apta-advice.com/baby/breastfeeding/breastfeeding-baby-and-colic/

title: User:Esraa Ka/sandbox


text:
Cookbook:Snezhanka (Bulgarian Cucumber and Yogurt Salad)

| Cuisine of Bulgaria

Ingredients

 * 1 liter of plain yogurt (two regular containers in Bulgaria)
 * ½ kg pickles or cucumbers or mixed
 * 1–2 tbsp of oil
 * 1 tbsp vinegar or lemon juice
 * 1 tsp seasoned salt (like "Vegeta") or salt (use no salt if you are using salty pickles)
 * 2–3 tbsp chopped dill
 * 2–3 cloves crushed garlic
 * 2–3 spoonfuls ground walnuts

Procedure

 * 1) Strain the yogurt, and cut the pickles/cucumbers into tiny cubes.
 * 2) Mix all the ingredients except for the walnuts.
 * 3) Sprinkle the walnuts on top of the salad. Enjoy!

Notes, tips, and variations

 * If you use thick American yogurt, use about ½ liter and skip the straining.


text:
tidsålder

Etymology
, like 🇨🇬

Noun

 * 1) an age, an era (great period in the history of the Earth)

title: tidsålder


text:
High school trigonometry for physics

Trigonometric Functions

The following trigonometric functions are defined for all right triangles. A right triangle is a triangle in which one of the angles is right, in other words 90 degrees. The sum of the two other angles always adds up to 90 degrees. The longest side in the triangle is called the hypotenuse, and it is always opposite to the right angle. The two remaining sides are called catheti. A cathetus is either one of the two sides which are adjacent to the right angle.

To make use of the trigonometric functions listed below, one has to understand that each and every one of them is always performed on a desired angle. One can imagine "standing" in the desired angle. The adjacent cathetus is the side directly connected with the angle, and the opposite cathetus is the side furthest away (not connected to the specific angle in any way). The dilemma arises when one is standing in the right angle, since then both catheti are adjacent and neither is opposite. To understand, for instance, why the cosine for 90 degrees is defined, it is necessary to understand the basics of the unit circle. For a high-school physicist, however, it is often more important to get the raw data, in this case the length of a side or the size of a specific angle, than understanding the mathematics behind it.

 * $$\sin \theta = { \mathrm{opposite} \over \mathrm{hypoteneuse} }$$

 * $$\cos \theta = { \mathrm{adjacent} \over \mathrm{hypoteneuse} }$$

 * $$\tan \theta = { \mathrm{opposite} \over \mathrm{adjacent} }$$

 * $$\cot \theta = \frac{1}{\tan\theta} = { \mathrm{adjacent} \over \mathrm{ opposite } } $$

A common mnemonic device for remembering these operations is Soh-Cah-Toa. Sin=Opposite/Hypoteneuse, Cos=Adjacent/Hypoteneuse, Toa=Opposite/Adjacent.

 * $$\sec \theta = \frac{1}{\cos\theta}={ \mathrm{hypoteneuse} \over \mathrm{adjacent} }$$

 * $$\csc \theta = \frac{1}{\sin\theta} = { \mathrm{hypoteneuse} \over \mathrm{opposite} }$$

Identities

 * $$\tan \theta = { \sin \theta \over \cos \theta } $$

 * $$\sin^2 \theta + \cos^2 \theta = 1  \, $$

 * $$1 + \tan^2 \theta = { 1 \over \cos^2 \theta} $$

 * $$\tan 2 \theta = { 2\tan\theta \over { 1 - \tan^2 \theta} } $$
 * $$c^2 = a^2 + b^2 - 2ab\cos(C)$$
 * $$c^2 = a^2 + b^2 - 2ab\cos(C)$$

title: High school trigonometry for physics


text:
Wikipedia:Peer review/Ethan Nelson/archive1

Ethan Nelson

I've listed this article for peer review because…

Thanks, Lv89119 (talk) 19:40, 19 August 2020 (UTC)
 * Well done on writing this article, however I don't think it meets our notability criteria, so I have nominated the article for deletion. I note that you are not active, so I am closing this review.


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SAASTE Science/Scientific Method

SCIENTIFIC METHOD
A method is a procedure for handling a set of problems. Every kind of problem requires a set of special methods or techniques. The general method of science, by contrast, is a procedure applying to a whole cycle of investigation into every problem of knowledge. The best way to learn how the scientific method works is to engage, with an inquisitive attitude, in some scientific research broad enough to ensure that the special methods or techniques do not overshadow the general pattern. (Bunge, M. 1967)

The webpage va.essortment.com/sientificresea_rqce.htm/ explains the scientific method as follows:
 * The first step to using the scientific method is to have some basis for conducting your research. This is based on observed phenomena that are either directly or indirectly related to the specific subject matter of your proposed research. The first step is then actually observations you make for scientific research.
 * The next step is to form a hypothesis to explain some aspects of your observations. The hypothesis is ready to be tested. You must now use your hypothesis to predict other phenomena that have not yet been observed.
 * The final step of the scientific method is to rigorously test your prediction. It is important to know that you can not "prove" your hypothesis. You can only fail to disprove it. While this is an example of how the scientific method is used in everyday research and hypothesis testing, it is also the basis of creating theories and laws. It should be noted that a theory or hypothesis is not meaningful if it is not quantitative and testable. If a theory does not allow for predictions and experimental research, than it is not a scientific theory. A common error encountered by people who claim to use the scientific method is a lack of testing. A hypothesis brought about by common observation and common sense does not have scientific validity.

SEQUENCE OF OPERATIONS
The following ordered sequence of operations are recommended by Bunge (1967)

 * 1. Ask well-formulated and likely fruitful questions.
 * 2. Devise hypotheses both grounded and testable to answer the questions.
 * 3. Derive logical consequences of the assumptions.
 * 4. Design techniques to test the assumptions.
 * 5. Test the techniques for relevance and reliability.
 * 6. Execute the tests and interpret their results.
 * 7. Evaluate the truth claims of assumptions and the fidelity of techniques.
 * 8. Determine the domains in which the assumptions and techniques hold, and state the new problems raised by the research.

RULES OF SCIENTIFIC METHOD
For the sake of illustration we shall mention and exemplify some quite obvious rules of scientific method.

Rule 1
State your problem precisely and, in the beginning, specifically.

For example, do not just ask "Does antacid increase the pH of gastric fluid?, but pose a wellcircumscribed question such as e.g., At what tempo does various brands of antacids increase the pH of gastric fluid?

Rule 2
Try definite and somehow grounded conjectures rather than noncommittal and wild hunches.

Formulate a hypothesis to explain the phenomenon with definite relations among clear-cut variables. e.g. "Antacid 1 would lower the pH value of gastric fluid the quickest".

Rule 3
Subject your assumptions to tough tests rather than soft ones.

e.g. by comparing four different brands of antacid under the same conditions. Devise an experiment test all antacids under the same conditions e.g. temperature ...

Rule 4
Do not pronounce a true satisfactorily confirmed hypothesis: regard it as, at best, partially true.

Allow yourself to be led to deductions/conclusions only by empirical results from experiment.

Rule 5
Ask why the answer should be as it is and not f*** otherwise

title: SAASTE Science/Scientific Method


text:
Nita Landry

Nita Landry (born Chenita Marie Landry), better known as Dr. Nita, is an American board-certified obstetrician and gynecologist (OB/GYN), author, and television correspondent. She co-hosted the Emmy Award-winning, daily syndicated talk show The Doctors for several seasons and has made recurring appearances on various national television shows. Landry is a contributor to several women's interest magazines and is a frequent speaker at public engagements related to women's health and public education.

Early life and career
Dr. Landry, who was born in Alexandria, Louisiana, is a graduate of Peabody Magnet High School and Dillard University. After graduating summa cum laude with a bachelor's degree in biology, Landry continued her studies at the University of South Alabama, where she earned her medical degree. Landry completed her OB/GYN residency at the University of Louisville.

After completing her training and becoming a board-certified obstetrician and gynecologist, Landry chose to practice medicine as a traveling doctor, rather than taking a traditional role in an established practice. Landry traveled across the US performing vaginal deliveries, gynecological surgeries, and working in clinics. She cared for women from a variety of backgrounds, including disadvantaged youth, women in domestic violence situations, and teenage mothers.

Television career
Landry co-hosted the daytime talk show The Doctors from 2016 to 2020. In the fall of 2020, the show switched to a single-host format, but she returned as a recurring co-host in January 2021. Landry made appearances on various other shows as a medical expert, including Home and Family, Dr. Phil, Today, Access Hollywood, Inside Edition, Good Day L.A., Essence Now's "Health Myths Busted", and Iyanla: Fix My Life. Landry has also appeared on BET and CBS News.

Other work
Landry is a Fellow of the American College of Obstetricians and Gynecologists and is the author of Dr. Nita's Crash Course for Women: Better Sex, Better Health, Better You. She is also an active speaker at public engagements. Landry is committed to educating teens and young adults about issues related to women's health. Landry has addressed topics related to sexual and reproductive health at events like the "Brain Food" lecture series, the 2019 Women's Health Expo, and LadyLike Day at UCLA in 2017. She was also an ambassador for National Women's Health Week in 2018 and 2019. Landry has been featured in various national media outlets, including US News & World Report, Good Morning America, The Atlantic, Cosmopolitan, Health Digest, HuffPost, Shape, and Popsugar magazine.

Selected publications

 * Landry, Nita. (2022). Dr. Nita’s Crash Course for Women: Better Sex, Better Health, Better You. New World Library. ISBN<PHONE_NUMBER>558
 * McGahan, Michele C; Ramos, Gladys A.; Landry, Chenita; Wolfson, Tanya; Sowell, B Brooke; D’Agostini, Deborah; Patino, Cesar; Nelson, Thomas R.; Pretorius, Dolores H. (2008). Multislice Display of the Fetal Face Using 3‐Dimensional Ultrasonography. Journal of Ultrasound in Medicine. Volume27, Issue11. DOI: 10.7863/jum.2<IP_ADDRESS>3. PMID 18946096.

title: Nita Landry


text:
Talk:Donna de Varona

Pavement Name Check
Please consider whether the reference to Ms. de Verona in the Pavement song "Harness your hopes" should be referenced in this article. As a note, please be aware that the lyrics in this song are the only reason I looked up Ms. de Verona - and I suspect other fans of indie/alt rock music may be led to this page for the same reason. —Preceding unsigned comment added by Phenylphree (talk • contribs) 05:45, 8 October 2010 (UTC)

 * Removed as unsourced. Quis separabit?  00:56, 21 November 2011 (UTC)

Birth name
As per this Ancestry.com-related site, she was born Donna Elizabeth DeVarona. Updated accordingly. Quis separabit? 00:56, 21 November 2011 (UTC)

title: Talk:Donna de Varona


text:
Talk:Introduction to Permaculture

Hydroponics
Implying that hydroponics is synonymous with permaculture is ridiculous sorry. <IP_ADDRESS> 14:24, 10 November 2012 (UTC)

title: Talk:Introduction to Permaculture


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Noor Al-Malki

Noor Hussain Al-Malki (born 21 October 1994) is an Arab sprinter, and a member of the Qatari Olympic Team at the 2012 Summer Olympics. By competing in London she became one of the first female athletes to represent the country at the Olympic Games.

Malki was born the youngest of six brothers and five sisters. She began training as an athlete in 2008, under the guidance of Tunisian coach and former international middle-distance runner Naima Ben Amara. Although at first she lacked consistency in her training, she soon built a strong relationship with her coach, and became the fastest female Qatari athlete, winning the Qatar Association of Athletics Federation’s (QAAF) ‘Best Female Athlete’ in 2010-11. Malki considers fellow Qatari Femi Ogunode to be her sporting idol, and hopes to "become an idol" for other Qatari girls in the future.

At the 2012 Summer Olympics, Malki suffered a pulled hamstring steps out of the starting blocks. Her race ended in sudden pain on the track, eventually taken off in a wheelchair.

title: Noor Al-Malki


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KMSI

KMSI (88.1 FM, "The Oasis") is an Inspirational radio station serving the Oklahoma City area and is owned by David Ingles Ministries Church, Inc.

History
The station began broadcasting in 1990 with the call letters KMSI. It has been a member of The Oasis Network.

title: KMSI


text:
Raúl García (footballer, born 2000)

Raúl García de Haro (born 3 November 2000) is a Spanish professional footballer who plays as a forward for La Liga club Osasuna.

Early career
Born in Olesa de Montserrat, Barcelona, Catalonia, García was raised in Guadix, Granada, Andalusia, and joined Guadix CF's youth setup in 2009. In 2013 he moved to UD Almería, and made his senior debut with the reserves on 29 October 2017 by coming on as a late substitute in a 1–0 Tercera División away loss against Atarfe Industrial CF.

Betis
On 12 July 2018, García joined Real Betis; initially assigned to the Juvenil A squad, he appeared regularly with the B-team also in the fourth division during the campaign, scoring 15 goals. He made his first team – and La Liga – debut on 24 September of the following year, replacing Borja Iglesias late into a 3–1 home success over Levante UD.

On 7 March 2022, García renewed his contract with Betis until 2025.

Loan to Mirandés
On 28 June 2022, García was loaned to Segunda División side CD Mirandés for the season. He scored his first professional goal on 13 August, in a 2–2 home draw against Sporting de Gijón; it was also his debut for Mirandés.

In December 2022, García scored three times in three matches (including a brace in a 2–1 home win over SD Ponferradina), as the club remained undefeated during the entire month. He ended the campaign with 19 goals, being the division's top national scorer, and second behind Granada CF's Myrto Uzuni.

Osasuna
On 10 August 2023, García signed a five-year contract with CA Osasuna in the top tier, for a € 6 million fee.

Honours
Betis
 * Copa del Rey: 2021–22

title: Raúl García (footballer, born 2000)


text:
User:JKizzieHumanities/Woonasquatucket River Greenway

The Woonasquatucket River Greenway is a 4.6 mi paved trail in Rhode Island. The path begins at Lyman Avenue in Johnston, Rhode Island and follows the Woonasquatucket River through Johnston, the Olneyville neighborhood of Providence, Rhode Island and terminated at Waterplace Park in Providence, Rhode Island. It is part of the East Coast Greenway, a 3,000-mile system of trails connecting the Canada–US border in Maine to Key West. and provides access to Black Locust Pocket Park, Donigan Park, Riverside Park, Woonasquatucket Adventure Park, Buttonhole Golf Course, Manton Gateway and Cricket Park.

The Woonasquatucket River Greenway was conceived of by Rhode Island State Representative Frederick Lippitt.

The Greenway features the work of artists both local and from outside of Rhode Island, including The Steel Yard, Mika Seeger and Keri King.


text:
Serre's criterion for normality

In algebra, Serre's criterion for normality, introduced by Jean-Pierre Serre, gives necessary and sufficient conditions for a commutative Noetherian ring A to be a normal ring. The criterion involves the following two conditions for A: The statement is: Items 1, 3 trivially follow from the definitions. Item 2 is much deeper.
 * $$R_k: A_{\mathfrak{p}}$$ is a regular local ring for any prime ideal $$\mathfrak{p}$$ of height ≤ k.
 * $$S_k: \operatorname{depth} A_{\mathfrak{p}} \ge \inf \{k, \operatorname{ht}(\mathfrak{p}) \}$$ for any prime ideal $$\mathfrak{p}$$.
 * A is a reduced ring $$\Leftrightarrow R_0, S_1$$ hold.
 * A is a normal ring $$\Leftrightarrow R_1, S_2$$ hold.
 * A is a Cohen–Macaulay ring $$\Leftrightarrow S_k$$ hold for all k.

For an integral domain, the criterion is due to Krull. The general case is due to Serre.

Sufficiency
(After EGA IV2. Theorem 5.8.6.)

Suppose A satisfies S2 and R1. Then A in particular satisfies S1 and R0; hence, it is reduced. If $$\mathfrak{p}_i, \, 1 \le i \le r$$ are the minimal prime ideals of A, then the total ring of fractions K of A is the direct product of the residue fields $$\kappa(\mathfrak{p}_i) = Q(A/\mathfrak{p}_i)$$: see total ring of fractions of a reduced ring. That means we can write $$1 = e_1 + \dots + e_r$$ where $$e_i$$ are idempotents in $$\kappa(\mathfrak{p}_i)$$ and such that $$e_i e_j = 0, \, i \ne j$$. Now, if A is integrally closed in K, then each $$e_i$$ is integral over A and so is in A; consequently, A is a direct product of integrally closed domains Aei's and we are done. Thus, it is enough to show that A is integrally closed in K.

For this end, suppose
 * $$(f/g)^n + a_1 (f/g)^{n-1} + \dots + a_n = 0$$

where all f, g, ai's are in A and g is moreover a non-zerodivisor. We want to show:
 * $$f \in gA$$.

Now, the condition S2 says that $$gA$$ is unmixed of height one; i.e., each associated primes $$\mathfrak{p}$$ of $$A/gA$$ has height one. This is because if $$\mathfrak{p}$$ has height greater than one, then $$\mathfrak{p}$$ would contain a non zero divisor in $$A/gA$$. However, $$\mathfrak{p}$$ is associated to the zero ideal in $$A/gA$$ so it can only contain zero divisors, see here. By the condition R1, the localization $$A_{\mathfrak{p}}$$ is integrally closed and so $$\phi(f) \in \phi(g)A_{\mathfrak{p}}$$, where $$\phi: A \to A_{\mathfrak{p}}$$ is the localization map, since the integral equation persists after localization. If $$gA = \cap_i \mathfrak{q}_i$$ is the primary decomposition, then, for any i, the radical of $$\mathfrak{q}_i$$ is an associated prime $$\mathfrak{p}$$ of $$A/gA$$ and so $$f \in \phi^{-1}(\mathfrak{q}_i A_{\mathfrak{p}}) = \mathfrak{q}_i$$; the equality here is because $$\mathfrak{q}_i$$ is a $$\mathfrak{p}$$-primary ideal. Hence, the assertion holds.

Necessity
Suppose A is a normal ring. For S2, let $$\mathfrak{p}$$ be an associated prime of $$A/fA$$ for a non-zerodivisor f; we need to show it has height one. Replacing A by a localization, we can assume A is a local ring with maximal ideal $$\mathfrak{p}$$. By definition, there is an element g in A such that $$\mathfrak{p} = \{ x \in A | xg \equiv 0 \text{ mod }fA \}$$ and $$g \not\in fA$$. Put y = g/f in the total ring of fractions. If $$y \mathfrak{p} \subset \mathfrak{p}$$, then $$\mathfrak{p}$$ is a faithful $$A[y]$$-module and is a finitely generated A-module; consequently, $$y$$ is integral over A and thus in A, a contradiction. Hence, $$y \mathfrak{p} = A$$ or $$\mathfrak{p} = f/g A$$, which implies $$\mathfrak{p}$$ has height one (Krull's principal ideal theorem).

For R1, we argue in the same way: let $$\mathfrak{p}$$ be a prime ideal of height one. Localizing at $$\mathfrak{p}$$ we assume $$\mathfrak{p}$$ is a maximal ideal and the similar argument as above shows that $$\mathfrak{p}$$ is in fact principal. Thus, A is a regular local ring. $$\square$$

title: Serre's criterion for normality


text:
1952 Iowa State Cyclones football team

The 1952 Iowa State Cyclones football team represented Iowa State College of Agricultural and Mechanic Arts (later renamed Iowa State University) in the Big Seven Conference during the 1952 college football season. In their sixth year under head coach Abe Stuber, the Cyclones compiled a 3–6 record (1–5 against conference opponents), finished in sixth place in the conference, and were outscored by their opponents by a combined total of 199 to 158. They played their home games at Clyde Williams Field in Ames, Iowa.

The team's regular starting lineup on offense consisted of left end Barney Alleman, left tackle Jack Lessin, left guard Gean Kowalski, center Rollie Arns, right guard Carl Brettschneider, right tackle Bob Matheson, right end Bob Rohwedder, quarterback Rich Mann, left halfback Dick Cherpinsky, right halfback Emory Eichorn, and fullback Max Burkett. Carl Brettschneider and Bill Byrus were the team captains.

The team's statistical leaders included Dick Cherpinsky with 278 rushing yards, Rich Mann with 389 passing yards, Bob Rohwedder with 167 receiving yards, and Stan Cozzi with 24 points (four touchdowns) each. No Iowa State players were selected as first-team all-conference players.

title: 1952 Iowa State Cyclones football team


text:
Operation Paul Revere IV

Operation Paul Revere IV was a United States Army operation of the Vietnam War that took place in the Plei Trap Valley, lasting from 20 October to 30 December 1966.

Prelude
In early October 1966 United States intelligence reported a buildup of People's Army of Vietnam (PAVN) units near Plei Djereng and Đức Cơ Special Forces Camps southeast of the Plei Trap Valley near the Vietnam-Cambodia border.

Battle
On 20 October the 3rd Brigade, 25th Infantry Division deployed to Plei Djereng and began to sweep northwest towards the southern Plei Trap and the Cambodian border engaging platoon-sized units from the PAVN 95B Regiment, 10th Division. On 22 October the 2nd Brigade, 4th Infantry Division arrived at Plei Djereng and began sweeping west.

The two US Brigades found abandoned PAVN base camps and few enemy, but were subjected to attacks on their night defensive positions. On 30 October the 2nd Brigade, 1st Cavalry Division deployed to Landing Zone Oasis to protect Đức Cơ and the rear of the US force. On 5 November 6 US Battalions moved north along two parallel lines of advance into the Plei Trap Valley, while a combined Army/Special Forces unit designated Task Force Prong (TF Prong) moved directly west towards the Cambodian border.

On 9 November the southern element of TF Prong was ambushed and fought a day-long battle with PAVN forces before the PAVN broke contact. On 10 November reinforced by a rifle Company, TF Prong moved back to the ambush area and was again ambushed by elements of the PAVN 88th Regiment. Reinforcements were deployed by helicopter and linked up with TF Prong by midnight. On the morning of 11 November the northern element of TF Prong was ambushed by the PAVN and had to mount a day-long fighting retreat.

On 11 November the 1st Battalion, 12th Infantry Regiment was deployed by helicopter to assist TF Prong, 2 helicopters were shot down by PAVN machine guns during the landing. The 1/12 Infantry established a firebase called Firebase Red Warrior (14.075°N, 107.39°W) near the landing zone and patrolled the immediate vicinity. On the evening of 12 November Red Warrior came under increasing mortar fire and two PAVN Battalions began human wave attacks on the north and west perimeters of the base. Two orbiting USAF A1E Skyraiders engaged the attackers with napalm, cluster-bombs and machine-gun fire. The PAVN withdrew at midnight and the following morning the US claimed that the 76 PAVN dead were found on the base perimeter while a helicopter pilot alleged a further 400 dead on the approaches to the base, while US losses were 5 killed and 41 wounded.

On 18 November units from the 2nd Brigade, 1st Cavalry discovered two large PAVN base camps, as they were destroying the bases they were attacked by units from the PAVN 33rd Regiment. US losses were 19 killed and 53 wounded while the US claimed that the PAVN lost over 165 killed.

On 21 November Company C 1st Battalion, 5th Cavalry Regiment patrolling near the Cambodian border was attacked by a Battalion of the PAVN 101C Regiment, one platoon was completely overrun (many of them captured and executed) before US air and artillery support could be brought to bear on the PAVN; US losses were 32 killed, while PAVN losses were 145 killed.

The US Battalions patrolling the northern Plei Trap were withdrawn by 20 November and the area was intensively bombed by B-52s from 20–30 November. The US Battalions were then sent to try to locate the PAVN 32nd and 95B Regiments with little success.

On 9 December the 1st Brigade, 101st Airborne Division was airlifted into the northern Plei Trap with little effect as the PAVN had apparently withdrawn into Cambodia. From mid-December the operation began to wind down as the US Brigades were redeployed elsewhere and finally concluded on 30 December 1966.

Aftermath
Operation Paul Revere IV appeared to end inconclusively for both sides; United States losses were approximately 376 dead and 1,441 wounded, while US after-action reports claimed 1,200 PAVN killed and captured. US intelligence reported that the PAVN 33rd Regiment were rendered combat ineffective for a year, the 95B Regiment never fought again and the 101C Regiment was downgraded to a Battalion and spread amongst the 32nd and 88th Regiments. These units typically changed names to confuse Allied intelligence.

Estimates of enemy casualties are largely unknown and mostly from battlefield reports and so the true estimates are not known. In a 1980 official history, the PAVN claimed victory in the battles and to have killed 2,400 Allied troops, including 2,000 Americans.

title: Operation Paul Revere IV


text:
Talk:Anatexis

Wiki Education Foundation-supported course assignment
This article was the subject of a Wiki Education Foundation-supported course assignment, between 5 September 2019 and 3 December 2019. Further details are available on the course page. Student editor(s): Maggiewhelan, Dsilerova.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 17:15, 17 January 2022 (UTC)

Reorganization of the article
We want to reorganize this article by creating new headings and subheadings for the information that is already on the page (as well as some new information). We can group conditions for crustal melting together under a "Conditions for crustal melting" heading, with more general subheadings, specifically "Temperature", "Pressure" and "Addition of volatiles" to discuss each of those conditions. We're still trying to sort out the exact layout for the rest of the article, but looking at having sections for melt extraction/segregation, melt transport, and melt emplacement. We think that the section named "'The Granite Problem' - where igneous and metamorphic petrology overlap" is confusing and doesn't fit well in the article, and therefore suggest removing it. --Dsilerova (talk) 17:30, 11 November 2019 (UTC)

Photos/diagrams needed
This article could definitely use some photos/diagrams. We weren't able to find any really good ones, so if anyone has anything that they could add to the article, that would be fantastic! Maybe some photos from the field or a phase diagram illustrating the effect of different parameters on the solidus. --Dsilerova (talk) 19:40, 28 November 2019 (UTC)

title: Talk:Anatexis


text:
Villy Moll Nielsen

Villy Moll Nielsen (born 22 November 1927) is a Danish field hockey player. He competed in the men's tournament at the 1960 Summer Olympics.

title: Villy Moll Nielsen


text:
File:Higglytown Heroes Poster.jpg

Summary
Higglytown Heroes: this image is a reduced resolution image of a poster for sale. See . Skybunny 01:28, 12 April 2006 (UTC)

Licensing
Fair use rationale: This is a poster of the television show Higglytown Heroes for use in critical commentary in the article Higglytown Heroes. The image depicts the main characters and the content of this poster cannot easily be reproduced in a copyright free image.

title: File:Higglytown Heroes Poster.jpg


text:
Simhada Guri

Simhada Guri is a 1998 Indian Kannada film, directed by U. Narayan Rao and produced by K. Raghava Rao. The film stars Vishnuvardhan, Amulya, Charulatha and Shobhraj in lead roles. The film had musical score by Shiva.

Cast

 * Vishnuvardhan
 * Amulya
 * Charulatha
 * Shobhraj
 * Lakshman
 * Lohithaswa
 * Sarigama Viji
 * Umesh
 * Karibasavaiah
 * Vasudeva Rao
 * Harish Roy
 * Sathyajith
 * M. S. Karanth
 * Srishailan
 * Nanjundaiah
 * M. N. Lakshmidevi
 * Rekha Das

Reception
The Hindu wrote "Vishnuvardhan complements V Narayana Rao’s pointed direction with a dignified and natural performance. “Simhada Gun’, despite its violence as almost justified by its genre, is absorbing and it retains that gripping quality almost until the end, notwithstanding its clichéd subject."

title: Simhada Guri


text:
Take Control (Amerie song)

"Take Control" is a song by the American singer Amerie from her third studio album, Because I Love It (2007). It was released as the album's lead single on October 17, 2006. The song was written by Cee-Lo Green, Mike Caren and Amerie, and was produced by Caren, with additional production by Cee-Lo, Amerie and Len Nicholson. "Take Control" contains excerpts from the 1970 song "Jimmy, Renda-se" by the Brazilian musician Tom Zé, and elements of the 1980 song "You Make My Dreams" by Hall & Oates.

Recording
After Cee-Lo wrote the song, he approached Amerie to record it. Amerie felt the song was not up-tempo enough to suit her, so she wrote a hook, a bridge, and added a horn section to add to the song her "signature" and "a different flavour", making it a "dance record".

Tori Alamaze, the reference singer on the song, said that it was originally offered to her, but Amerie denied this, saying she thought it "really wack on [Alamaze's] part" to make such a claim.

Release and reception
Many critics gave "Take Control" positive reviews. Rolling Stone placed "Take Control" at number 98 on its list of The 100 Best Songs of the Year. Ryan Dombal of Entertainment Weekly wrote, "'Take Control' may be an ode to submission, but it hardly holds back." Tom Breihan of The Village Voice named "Take Control" the fifth best single release of the fourth quarter of 2006, commenting on "how great Amerie's joyous chirp sounds over sharp, percussive old-school funk tracks. Here, Cee-Lo laces her with spy-movie guitars and horn-stabs and a drum track that keeps building and building, adding on congas and handclaps and tambourines without ever disturbing the tense little groove at the song's center [...] and Amerie finally finds room for a bit of grit in her voice." The Guardian's Alex Macpherson wrote that the track "twitches and jerks along a nagging Tom Zé sample, but it's a song with such a sparse arrangement that interest has to be sustained entirely by the voice, which Amerie does spectacularly, making it absolutely clear who is really cracking the whip".

According to Amerie, "Some Like It" was originally chosen as the first single from Because I Love It. Following the release of similar-sounding singles by Kelis ("Bossy"), Fergie ("London Bridge") and Justin Timberlake ("SexyBack"), and because Amerie thought "Take Control" was "kind of different", the decision was made to release it as the lead single instead.

The single entered the US Billboard Hot R&B/Hip-Hop Songs chart dated December 16, 2006, at number 72 and peaked two weeks later at number 66, while failing to chart on the Billboard Hot 100. After the single's underperformance, the US release of Because I Love It was pushed back repeatedly. Elsewhere, "Take Control" peaked at number 10 on the UK Singles Chart, becoming Amerie's second highest-charting single in the United Kingdom after "1 Thing", and also reached number nine in Finland, number 19 in Norway and number 23 in Ireland.

Music video
The music video was shot in late October 2006 and was premiered on the Internet on December 3. It was released to television in the United States on January 15, 2007, and was selected as MTV Jams's "Jam of the Week". Directed by Scott Franklin, it takes inspiration from Michelangelo Antonioni's 1966 film Blowup, with some of the key scenes recreated in a contemporary setting. Unlike the film, however, flashing captions onscreen make the assassination involved more obvious. Amerie and some acolytes are shown removing the photographer's blowups from his apartment, which is implied but not shown in the film. The video has a short introduction that involves Amerie singing another song from Because I Love It, "That's What U R".

Helin Jung of Entertainment Weekly called the video "nonsense, just the way I like my music videos to be" and "the stuff that music video dreams are made of [...] [it] pretends to make sense by taking on something more complex than Amerie shimmying around in hot pants and heels, but don't let it fool you. The hair tossing and strut-strutting is the same here as it is in '1 Thing', just on location this time—in a car, a park, a house with a sexy man sleeping under rumpled sheet, etc. Love it!"

Track listings

 * UK CD 1 and two-track digital single
 * German CD single and digital download
 * 1) "Take Control" (Main Version) – 3:44
 * 2) "Take Control" (Karmatronic Remix) – 3:26

 * UK CD 2
 * 1) "Take Control" (Album Version) – 3:44
 * 2) "Take Control" (Tracy's Taking Control Mix – Radio Edit) – 3:26
 * 3) "That's What U R" (Album Version) – 3:38
 * 4) "Take Control" (video)

 * German CD maxi single
 * 1) "Take Control" (Album Version) – 3:44
 * 2) "Take Control" (Karmatronic Mix) – 3:26
 * 3) "That's What U R" (Album Version) – 3:38
 * 4) "Take Control" (video)

 * French CD single and digital download
 * 1) "Take Control" (Main Version) – 3:44
 * 2) "Take Control" (Karmatronic Remix) – 3:26
 * 3) "Crunk Didi (Losing U)" (featuring Willy Denzey and Six Coups MC) – 3:38

 * US 12-inch single
 * A1. "Take Control" (Main) – 3:44
 * A2. "Take Control" (Instrumental) – 3:41
 * A3. "Take Control" (A Cappella) – 3:35
 * B1. "That's What U R" (Main) – 3:38

 * UK 12-inch single
 * A1. "Take Control" (Album Version) – 3:44
 * A2. "Take Control" (Instrumental) – 3:41
 * B1. "Take Control" (Tracy's Taking Control Mix) – 3:26
 * B2. "Take Control" (Karmatronic Mix) – 3:26

Credits and personnel
Credits are adapted from the liner notes of Because I Love It.

Recording
 * Recorded at Wonderland Studios (New Jersey)
 * Mixed at Larrabee North Studios (Los Angeles, California)
 * Mastered at Powers Studio (Florida)

Personnel

 * Amerie – vocals, additional production, vocal production, arrangement
 * Mike Caren – production
 * Cee-Lo Green – additional production, vocal production, arrangement
 * Len Nicholson – additional production
 * Cornell "Nell" Brown – recording
 * Manny Marroquin – mixing
 * Jared Robbins – mixing assistance
 * Herb Powers Jr. – mastering

title: Take Control (Amerie song)


text:
Yadgar Muhammad Mirza

Yadgar Muhammad Mirza (c. 1452 – 1470) was the Timurid ruler of Herat in opposition to Sultan Husayn Mirza Bayqarah for 6 weeks of 1470.

Yadgar Muhammad Mirza was born to Sultan Muhammad bin Baysonqor, who was a grandson of Shah Rukh. It was his family ties that caused Uzun Hasan, Sultan of the Ak Koyunlu confederation, to hand over to him Abu Sa'id Mirza, whom he had defeated and captured at the Battle of Qarabagh in 1469. Abu Sa'id, who had previously ordered the execution of Gawhar Shad, Yadigar Muhammad Mirza's great-grandmother, was subsequently killed.

Later in 1469, Uzun Hasan had Yadgar Muhammad Mirza proclaimed as Abu Sa'id's successor and provided him with Timurid forces so that he could take over Khurasan, which was then controlled by Sultan Husayn Mirza Bayqarah. Although Yadgar Muhammad Mirza was defeated by Husayn in battle in September, fresh reinforcements were sent by the Ak Koyunlu leader. Furthermore, two of Uzun Hasan's sons arrived to assist him. Eventually Husayn was compelled to evacuate Herat, which Yadgar Muhammad Mirza occupied in July 1470. Despite this, his troops were unreliable and Husayn re-entered Herat six weeks later. Yadgar Muhammad Mirza, who was captured, was promptly executed. He was the last descendant of Shah Rukh to play a dominant role in the politics of the Timurid principalities.

title: Yadgar Muhammad Mirza


text:
Clenchiellidae

Clenchiellidae is a family of sea snails, marine gastropod molluscs in the superfamily Truncatelloidea.

Genera

 * Clenchiella Abbott, 1948
 * Coleglabra Ponder, H. Fukuda & Hallan, 2014
 * Colenuda Ponder, H. Fukuda & Hallan, 2014
 * Coliracemata Ponder, H. Fukuda & Hallan, 2014

title: Clenchiellidae


text:
Portrait of a Young Man in Armor

Portrait of a Young Man in Armor is a c. 1620 oil painting on canvas by Peter Paul Rubens. it his held at the Timken Museum of Art, in San Diego.

title: Portrait of a Young Man in Armor


text:
User:Linaria1

Linaria1
I'm a Translation Studies MSc student at The University of Edinburgh.

My example list

 * Travelling
 * Studying
 * Languages

My example citation
I read an interesting story on the BBC news site about Donald Trump and North Korea.

title: User:Linaria1


text:
Yazdanabad-e Sharqi

Yazdanabad-e Sharqi (, also Romanized as Yazdānābād-e Sharqī; also known as Yazdānābād) is a village in Dughayi Rural District, in the Central District of Quchan County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 41, in 10 families.

title: Yazdanabad-e Sharqi


text:
User:Rachelgillman/Evaluate an Article

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

 * Name of article: (Biodegradable bag)
 * Briefly describe why you have chosen this article to evaluate. I thought it looked interesting and was relevant to our class.

Lead

 * Guiding questions

 * Does the Lead include an introductory sentence that concisely and clearly describes the article's topic? yes
 * Does the Lead include a brief description of the article's major sections? yes
 * Does the Lead include information that is not present in the article? no
 * Is the Lead concise or is it overly detailed? Concise

Content

 * Guiding questions

 * Is the article's content relevant to the topic? yes
 * Is the content up-to-date? The sources could be more current
 * Is there content that is missing or content that does not belong? no

Tone and Balance

 * Guiding questions

 * Is the article neutral? no
 * Are there any claims that appear heavily biased toward a particular position? anti plastic manufacturers
 * Are there viewpoints that are overrepresented, or underrepresented? yes
 * Does the article attempt to persuade the reader in favor of one position or away from another? yes

Sources and References

 * Guiding questions

 * Are all facts in the article backed up by a reliable secondary source of information? yes
 * Are the sources thorough - i.e. Do they reflect the available literature on the topic? yes
 * Are the sources current? not really
 * Check a few links. Do they work? yes

Organization

 * Guiding questions

 * Is the article well-written - i.e. Is it concise, clear, and easy to read? yes
 * Does the article have any grammatical or spelling errors? no
 * Is the article well-organized - i.e. broken down into sections that reflect the major points of the topic? yes

Images and Media

 * Guiding questions

 * Does the article include images that enhance understanding of the topic? no
 * Are images well-captioned? yes
 * Do all images adhere to Wikipedia's copyright regulations? yes
 * Are the images laid out in a visually appealing way? yes

Checking the talk page

 * Guiding questions

 * What kinds of conversations, if any, are going on behind the scenes about how to represent this topic? no
 * How is the article rated? Is it a part of any WikiProjects? no
 * How does the way Wikipedia discusses this topic differ from the way we've talked about it in class? We haven't discussed this topic yet

Overall impressions

 * Guiding questions

 * What is the article's overall status? yes
 * What are the article's strengths? very clear
 * How can the article be improved? a little more detail
 * How would you assess the article's completeness - i.e. Is the article well-developed? Is it underdeveloped or poorly developed? it is developed

Optional activity

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

with four tildes — ~

 * Link to feedback:

title: User:Rachelgillman/Evaluate an Article


text:
Talk:Web Design/Getting Your Site On the Web

Domains
I think there should be a section about getting a domain or something.--Devourer09 23:46, 14 March 2007 (UTC)
 * Great idea! It can sometimes be confusing as some hosting packages give you a domain for free, but that doesn't mean it's really free (just free for the first year). I agree, would be good to explain getting a domain. Michaelnelson


text:
Reaktor/Hardware/Computers

Processor

 * For audio processing, it’s usually much better to have a slower CPU with good hardware acceleration of floating-point operations (such as a Pentium) than a faster integer-based CPU (such as a Celeron)

Quiet computer

 * How To Assemble A Desktop PC/Silencing
 * Super-quiet Power Supplies at Sound on Sound

On the web

 * Setting Up A Computer Studio at Sound on Sound
 * New Intel Chipsets: Good For Musicians? at Sound on Sound. September 2004
 * Pentium-M laptops at Sound on Sound. December 2003

title: Reaktor/Hardware/Computers