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Luis Federico Leloir

Luis Federico Leloir (September 6, 1906 – December 2, 1987) was an Argentine physician and biochemist who received the 1970 Nobel Prize in Chemistry for his discovery of the metabolic pathways by which carbohydrates are synthesized and converted into energy in the body. Although born in France, Leloir received the majority of his education at the University of Buenos Aires and was director of the private research group Fundación Instituto Campomar until his death in 1987. His research into sugar nucleotides, carbohydrate metabolism, and renal hypertension garnered international attention and led to significant progress in understanding, diagnosing and treating the congenital disease galactosemia. Leloir is buried in La Recoleta Cemetery, Buenos Aires.

Early years
Leloir's parents, Federico Augusto Rufino Leloir Bernal and Hortensia Aguirre de Leloir, traveled from Buenos Aires to Paris in the middle of 1906 with the intention of treating Federico's illness. However, Federico died in late August, and a week later Luis was born in an old house at 81 Víctor Hugo Road in Paris, a few blocks away from the Arc de Triomphe. After returning to Argentina in 1908, Leloir lived together with his eight siblings on their family's extensive property El Tuyú that his grandparents had purchased after their immigration from the Basque Country of northern Spain: El Tuyú comprises 400 km2 of sandy land along the coastline from San Clemente del Tuyú to Mar de Ajó which has since become a popular tourist attraction.

During his childhood, the future Nobel Prize winner found himself observing natural phenomena with particular interest; his schoolwork and readings highlighted the connections between the natural sciences and biology. His education was divided between Escuela General San Martín (primary school), Colegio Lacordaire (secondary school), and for a few months at Beaumont College in England. His grades were unspectacular, and his first stint in college ended quickly when he abandoned his architectural studies that he had begun in Paris' École Polytechnique.

It was during the 1920s that Leloir invented salsa golf (golf sauce). After being served prawns with the usual sauce during lunch with a group of friends at the Ocean Club in Mar del Plata, Leloir came up with a peculiar combination of ketchup and mayonnaise to spice up his meal. With the financial difficulties that later plagued Leloir's laboratories and research, he would joke, "If I had patented that sauce, we'd have a lot more money for research right now."

Buenos Aires
After returning again to Argentina, Leloir obtained his Argentine citizenship and joined the Department of Medicine at the University of Buenos Aires in hopes of receiving his doctorate. However, he got off to a rocky start, requiring four attempts to pass his anatomy exam. He finally received his diploma in 1932 and began his residency in the Hospital de Clínicas and his medical internship in Ramos Mejía hospital. After some initial conflicts with colleagues and complications in his method of treating patients, Leloir decided to dedicate himself to research in the laboratory, claiming that "we could do little for our patients... antibiotics, psychoactive drugs, and all the new therapeutic agents were unknown [at the time]."

In 1933, he met Bernardo Houssay, who pointed Leloir towards investigating in his doctoral thesis the suprarenal glands and carbohydrate metabolism. Houssay happened to be friends with Carlos Bonorino Udaondo, the brother-in-law of Victoria Ocampo, one of Leloir's cousins. Following the recommendation of Udaondo, Leloir began working with Houssay, who in 1947 would later win the Nobel Prize for Physiology or Medicine. The two would develop a close relationship, collaborating on various projects until Houssay's death in 1971; in his lecture after winning the Nobel Prize, Leloir claimed that his "whole research career has been influenced by one person, Prof. Bernardo A. Houssay".

Cambridge
After only two years, Leloir received recognition from the medical department at the University of Buenos Aires for having produced the best doctoral thesis. Feeling that his knowledge in fields such as physics, mathematics, chemistry, and biology is lacking, he continued attending classes at the university as a part-time student. In 1936 he traveled to England to begin advanced studies at the University of Cambridge, under the supervision of another Nobel Prize winner, Sir Frederick Gowland Hopkins, who had obtained that distinction in 1929 for his work in physiology and in revealing the critical role of vitamins in maintaining good health. Leloir's research in the Biochemical Laboratory of Cambridge centered around enzymes, more specifically the effects of cyanide and pyrophosphate on succinic dehydrogenase; from this moment Leloir began to specialize in researching carbohydrate metabolism.

United States
Leloir returned to Buenos Aires in 1937 after his brief stay at Cambridge. 1943 saw Leloir marry; Luis Leloir and Amelia Zuberbuhler (1920-2013) would later have a daughter also named Amelia. However, his return to Argentina was amidst conflict and strife; Houssay had been expelled from the University of Buenos Aires for signing a public petition opposing the Nazi regime in Germany and the military government led  by Pedro Pablo Ramírez. Leloir fled to the United States, where he assumed the position of associate professor in the Department of Pharmacology at Washington University in St. Louis, collaborating with Carl Cori and Gerty Cori and thereafter worked with David E. Green at the College of Physicians and Surgeons, Columbia University as a research assistant. Leloir would later credit Green with instilling within him the initiative to establish his own research in Argentina.

Fundación Instituto Campomar
In 1945, Leloir ended his exile and returned to Argentina to work under Houssay at the Instituto de Investigaciones Bioquímicas de la Fundación Campomar, which Leloir would direct from its creation in 1947 by businessman and patron Jaime Campomar. Initially, the institute was composed of five rooms, a bathroom, central hall, patio, kitchen, and changing room. During the final years of the 1940s, although lacking financial resources and operating with very low-cost teams, Leloir's successful experiments would reveal the chemical origins of sugar synthesis in yeast as well as the oxidation of fatty acids in the liver; together with J. M. Muñoz, he produced an active cell-free system, a first in scientific research. It had initially been assumed that in order to study a cell, scientists could not separate it from its host organism, as oxidation could only occur in intact cells. Along the way, Muñoz and Leloir, unable to procure the costly refrigerated centrifuge needed to separate cell contents, improvised by spinning a tire stuffed with salt and ice.

By 1947 he had formed a team that included Ranwel Caputto, Enrico Cabib, Raúl Trucco, Alejandro Paladini, Carlos Cardini and José Luis Reissig, with whom he investigated and discovered why a malfunctioning kidney and angiotensin helped cause hypertension. That same year, his colleague Caputto, in his investigations of the mammary gland, made discoveries regarding carbohydrate storage and its subsequent transformation into a reserve energy form in organisms.

Sugar nucleotides
At the beginning of 1948, Leloir and his team identified the sugar nucleotides that were fundamental to the metabolism of carbohydrates, turning the Instituto Campomar into a biochemistry institution well known throughout the world. Immediately thereafter, Leloir received the Argentine Scientific Society Prize, one of the many awards he would receive both in Argentina and internationally. During this time, his team dedicated itself to the study of glycoproteins; Leloir and his colleagues elucidated the primary mechanisms of galactose metabolism (now called the Leloir pathway ) and determined the cause of galactosemia, a serious genetic disorder that resulted in lactose intolerance.

The following year, he reached an agreement with Rolando García, dean of the Faculty of Exact and Natural Sciences at the University of Buenos Aires, which named Leloir, Carlos Eugenio Cardini and Enrico Cabib as titular professors in the university's newly founded Biochemical Institute. The institute would help develop scientific programs in budding Argentine universities as well as attract researchers and scholars from the United States, Japan, England, France, Spain, and other Latin American countries.

Following Jaime Campomar's death in 1957, Leloir and his team applied to the National Institutes of Health in the United States desperate for funding, and surprisingly was accepted. In 1958, the institute found a new home in a former all-girls school, a donation from the Argentine government. As Leloir and his research gained greater prominence, further research came from the Argentine Research Council, and the institute would later become associated with the University of Buenos Aires.

Later years
In his later years Leloir continued to study glycogen and other aspects of carbohydrate metabolism. As his work in the laboratory was coming to an end, Leloir continued his teaching position in the Department of Natural Sciences at the University of Buenos Aires, taking a hiatus only to complete his studies at Cambridge and at the Enzyme Research Laboratory in the United States.

In 1983, Leloir became one of the founding members of the Third World Academy of Sciences, later renamed the TWAS.

Nobel Prize
On December 2, 1970, Leloir received the Nobel Prize for Chemistry from the King of Sweden for his discovery of the metabolic pathways in lactose, becoming only the third Argentine to receive the prestigious honor in any field at the time. In his acceptance speech at Stockholm, he borrowed from Winston Churchill's famous 1940 speech to the House of Commons and remarked, "never have I received so much for so little". Leloir and his team reportedly celebrated by drinking champagne from test tubes, a rare departure from the humility and frugality that characterized the atmosphere of Fundación Instituto Campomar under Leloir's direction. The $80,000 prize money was spent directly on research, and when asked about the significance of his achievement, Leloir responded: ""This is only one step in a much larger project. I discovered (no, not me: my team) the function of sugar nucleotides in cell metabolism. I want others to understand this, but it is not easy to explain: this is not a very noteworthy deed, and we hardly know even a little.""

Legacy
Leloir published a short autobiography, entitled "Long Ago and Far Away" in the 1983 Annual Review of Biochemistry. The title, Leloir claims, is derived from one of William Henry Hudson's novels that depicted the country wildlife and scenery of Leloir's childhood.

He died in Buenos Aires on December 2, 1987, of a heart attack soon after returning to his home from the laboratory, and is buried in La Recoleta Cemetery. Mario Bunge, a friend and colleague of Leloir, claims that his lasting legacy was proving that "scientific research on an international level, although precarious, was possible in an underdeveloped country in the middle of political strife" and credits Leloir's vigilance and will for his ultimate success. With his research in dire financial straits, Leloir often resorted to homemade gadgets and contraptions to continue his work in the laboratory. In one instance, Leloir reportedly used waterproof cardboard to create makeshift gutters in order to protect his laboratory's library from the rain.

Leloir was known for his humility, focus and consistency, described by many as a "true monk in science". Every morning his wife Amelia would drive him in their Fiat 600 and drop him off at 1719 Julián Alvarez Street, location of Fundación Instituto Campomar, with Leloir wearing the same worn out, gray overalls. He worked sitting on the same straw seat for decades and encouraged colleagues to eat lunch in the laboratory to save time, bringing enough meat stew to share with everyone. Indeed, despite Leloir's frugality and extreme dedication to his research, he was a sociable man, claiming not to like working alone.

The Fundación Instituto Campomar has since been renamed Fundación Instituto Leloir, and has grown to become a 21000 sqft building with 20 senior researchers, 42 technicians and administrative personnel, 8 post doctorate fellows, and 20 Ph.D. candidates. The institute conducts research in a variety of fields, including Alzheimer's disease, Parkinson's disease, and multiple sclerosis.

title: Luis Federico Leloir


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Catadioptric sensor

A catadioptric sensor is a visual sensor that contains mirrors (catoptrics) and lenses (dioptrics), a combined catadioptric system. These are panoramic sensors created by pointing a camera at a curved mirror.

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

title: Catadioptric sensor


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Parent–teacher association

A parent–teacher association/organization (PTA/PTO), parent–teacher–friend association (PTFA), or parent–teacher–student association (PTSA) is a formal organization comprising parents, teachers and staff that is intended to facilitate parental participation in a school.

Australia and New Zealand
In Australia, the function of PTAs is filled by parents and citizens associations, which are governed by both state and national organizational bodies.

National Policy on Education, 1986
"A 1992 'Program on Action' for the 1986 National Policy on Education encouraged giving pre-eminence to people's involvement, including the association of non-governmental and voluntary efforts.

Government schemes
Government education schemes such as Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and Sarva Shiksha Abhiyan (SSA) have advocated for community mobilization and involvement. RMSA dictates that every school should have a PTA, School Development Management Committees (SDMCs) should co-exist with PTAs and leverage their functions, PTAs should conduct meetings at least once a month and present SDMCs with a register of complaints, suggestions, and actions taken. From 2013 to 2014, 37.54 percent of schools in India had a PTA. A 2010 study suggested that 50% of parents in rural areas and 45% in urban areas were aware of the existence of school PTAs.

Maharashtra
In 1996, the Maharashtra government declared PTAs mandatory for all schools within the state. By 2014, 50% of the schools had a PTA. State guidelines for PTAs include:
 * The parents of every student shall be members of a PTA
 * The PTA does not interfere in the day-to-day administration of the schools
 * 50% of PTA members should be women
 * The duties of the PTA committee should involve assisting the school in planning and organizing educational programs, monitoring the completion of syllabi, and collecting/presenting information regarding school fees

Delhi
The government of Delhi made PTAs mandatory in government-aided and private unaided schools. All parents are members of the PTA. Elections should be held every other year, and the PTA should hold a general meeting at least once a year. 78.21% of the schools in Delhi have a PTA.

Madhya Pradesh
Decentralization of school management was promoted through the installation of PTAs under Sarva Siksha Abhiyan. A 2016 government report stated that 25% of parents were aware of the existence of PTAs, 43% of schools had PTAs, and 39% of PTAs met regularly.

Tamil Nadu
Tamil Nadu government policy dictates that PTAs should work towards pupil enrolments and attendance as well as assist in enhancing the quality of teaching and learning.

PTAs in India
A 2010 survey of parents of schoolchildren for the government of India reported that 50% of respondents were aware of PTAs or MTAs (Mother Teacher Associations) and 16% were members.

United Arab Emirates
There are plans to organize a PTA in the United Arab Emirates at government schools such as ATHS (Applied Technology High School).

United Kingdom
In the United Kingdom, parent–teacher associations are common and present in the majority of schools. They are sometimes referred to as home school associations. A 2007 NFER study found that 83% of primary schools in England and Wales and 60% of secondary schools had a "PTA or equivalent".

In England, Wales and Northern Ireland, PTAs may choose to join Parentkind, which describes itself as "the national charity representing over 13,750 PTAs across England, Wales and Northern Ireland" that seeks "to advance education by encouraging the fullest co-operation between home and school, education authorities, central government and all other interested parties and bodies." Unlike the USA, the fact that a body is called a PTA does not, in itself, imply membership with any national organization. There is a separate, similar body for Scotland entitled "The Scottish Parent Teacher Council".

PTAs are generally not involved in the management of schools – that is a matter for the school governing bodies — but in practice, parents who are active in the PTA will tend to engage in the election of parent representatives (parent governors).

History
When the modern school system was introduced to Japan during the Meiji period (1868-1912), the cost of establishing and maintaining each school was considered to be mainly borne by town and village expenses, but school budgets were not necessarily abundant. To reduce the financial and labor burden on school management, many voluntary groups such as Parents Association and Mothers' Association were formed by parents of students attending school and residents of school districts.

Since the Showa 10's (1935), due to the intensification of World War II and the subsequent confusion, group activities had stagnated temporarily. After the end of the war, the activities started again. Activities and movements anticipating the spirit of the later PTA were also attempted across various locations.

In the spring of Showa 21 (1946), the Supreme Commander for the Allied Powers announced the Report of the United States Education Mission to Japan. In the report, ideas that extend to the PTA were presented. In October Showa 27 (1952), the Japan Parents and Teachers National Association Formation Conference was held in Tokyo, and the Japan PTA National Assembly was formed.

PTA
In the U.S., PTAs are part of the National Parent Teacher Association (National PTA), a non-profit organization based in Alexandria, Virginia.

Most public and private elementary and middle schools have either a PTA (public schools only), a parent–teacher organization (PTO), or an equivalent local organization. These organizations also exist, although less frequently, at high schools and preschools. Every person who joins a local PTA automatically becomes a member of both the state's PTA and National PTA. PTA membership – including the number of affiliated units and of individual members – has been declining for several decades.

Today, there are 54 PTA congresses: U.S. states, the District of Columbia, the U.S. Virgin Islands, Puerto Rico and Europe (military families, through the U.S. Department of Defense). There are 23,000 local organizations recognized by the National PTA in the United States.

Programs

 * The Reflections Arts in Education Program is a preschool-12th grade national art contest program, often featuring school-wide displays at schools with PTAs. It was founded in 1969 by Mary Lou Anderson.

Early history
The National Parent Teacher Association was founded on 17 February 1897, in Washington, D.C., as the National Congress of Mothers by Alice McLellan Birney and Phoebe Apperson Hearst at a meeting of over 2,000 parents, teachers, workers, and legislators. In 1908, the organization changed its name to the National Congress of Mothers and Parent-Teacher Associations..

Alice Birney's original vision coupled with Phoebe Hearst's (wife of California U.S. Senator George Hearst and mother of publisher William Randolph Hearst) social and financial assistance came together in a burst of synergy that drew 2,000 people from across the country to discuss the issues affecting their children at a three-day event. The National Congress of Mothers quickly fanned out into a grassroots organization at national, state, and local levels.

History notes

 * In 1908, the organization delegates voted to change its name to the National Congress of Mothers and Parent-Teacher Associations.
 * In 1910, charter and board member, Mary Grinnell Mears, moved that "Founders Day be observed every February 17th of the year…"
 * In 1925, the association adopted the name the National Congress of Parents and Teachers.
 * In 1926, National PTA President Mrs. A. H. Reeve helped set up the National Congress of Colored Parents and Teachers to function in the District of Columbia and states where separate schools for the races were maintained, so that African-American children might have PTA service. On 7 May, the National Congress of Colored Parents and Teachers was formed.
 * In 1966, the National PTA registered the terms PTA and Parent-Teacher Association as service marks with the U.S. government.
 * In 1970, the National Congress of Parents and Teachers (National PTA) and the National Congress of Colored Parents and Teachers (NCCPT)—founded by Selena Sloan Butler in Atlanta, Ga.—merged to serve all children.

Advocacy
The National Congress of Mothers, now known as the National Parent Teacher Association, became a grassroots organization that influenced the local, state, and national levels. Pamphlets written on how to organize "parents' auxiliaries" in public schools and offer suggestions on formation and meeting were distributed. Collections of loaned materials on child-development and parenting skills were made available to parents.

The PTA has helped institute countless changes, from the institution of school lunch and inoculation programs to the institution of child labor laws to the promotion of transportation safety, sex education, and tobacco and alcohol education.

National PTA's Annual Public Policy

National PTA's annual public policy agenda outlines policy priorities and recommendations for Congress. The priorities are selected based on the timeliness of issue, opportunities for National PTA to provide leadership and expertise to Congress, alignment to National PTA's mission and resolution and ability to achieve a meaningful policy change that will produce positive results for children and their families

Examples include:
 * Creation of Kindergarten classes
 * Child labor laws
 * Public health service
 * Hot and healthy lunch programs
 * Juvenile justice system
 * Mandatory immunization
 * Arts in Education
 * School Safety
 * Special Education
 * Education Funding
 * Early Childhood Education
 * Elementary and Secondary Education
 * Child nutrition

Our Children magazine
The first issue of National Parent Teacher Association's Our Children magazine – then named The National Congress of Mothers Magazine – was printed in November 1906. The purpose of the magazine was to voice the National PTA's ambitions and to spread the word of its work and mission.

The magazine's title was changed in December 1909 to Child Welfare as this was the organization's main concern at the time. By the 1930s, the magazine then featured longer articles by leading experts in fields such as education, health and child welfare. Starting in September 1934, the magazine received another makeover where it was published in an oversized format and renamed as the National Parent-Teacher, "to more definitely associate the publication with the parent–teacher movement."

More changes came in 1961 with another new name—The PTA Magazine—under the editorial leadership of Eva Grant. She led the magazine to its period of widest influence and greatest circulation from 1939 to 1972. During that time, the magazine featured prominent regular contributors such as J. Edgar Hoover and Margaret Mead.

In 1975, The PTA Magazine was replaced by PTA Today, publication that evolved from the former National PTA Bulletin and initially appeared in tabloid form for its first three years. Eventually, PTA Today returned to a typical magazine format that was circulated mostly to local PTA units and kept them abreast of National PTA events and programs and provided parenting information.

The final major makeover took place in September 1995 when it was made more colorful and became Our Children in line with the founders' theme of the first convention that "All Children Are Our Children." In recent years, Our Children was published bi-monthly, five times per year and distributed to local and state PTA presidents, state PTA board members, state office personnel and a limited number of paid subscribers.

In fall 2015, Our Children moved to a digital online format geared towards parents. It is now a monthly online publication, with one print edition distribution in the spring.

Parent teacher organization
A parent teacher organization (PTO) is a formal organization that consists of parents, teachers, and school staff. The organization's goals may vary from organization to organization but the core goals include parent volunteerism, teacher and student encouragement, community involvement, and student and family welfare. It is not affiliated with the national Parent-Teacher Association (PTA) or Parent-Teacher-Student Association (PTSA). The PTA is a national association of millions of members and thousands of local units that provides leadership training and staff support.

Goals and/or mission statement
Individual organizations typically establish goals and/or a mission statement. Here is a sample PTO Mission Statement from the New Franklin School PTO:

"The New Franklin School PTO is a nonprofit parent/teacher organization whose membership includes all parents, legal guardians and staff at New Franklin Elementary School.

The PTO's mission is to promote open communication and understanding between parents and staff of the New Franklin Elementary School. Our efforts serve to enhance and maximize the education of every child while aiding them in achieving their highest potential.

The PTO sponsors assistance to teachers in classroom setting, holds fund-raisers for supplemental educational materials and experiences, supports school and family social interaction, and provides a non-biased forum for sharing information on issues that impact our children.

It is our belief that the team effort of a parent teacher organization offers the best possible learning environment for our children."

PTO board
A PTO generally consists of a board. These members may include a president, vice president, secretary and treasurer. They may also include various specialty positions, such as hospitality, or programs. The board typically governs the PTO by creating and voting on meeting dates, general meeting programs, etc.

PTO versus PTA
A PTO is not the same as a parent–teacher association (PTA). They are similar in that both promote parent participation, but the PTA takes a more active role in developing programs, advocacy, and training. PTA operates at the school building, district, state and national levels and works on policy to better support children. Local PTA units set their own goals and missions, but they also join together to advocate and partner as a larger group. PTA is membership based and uses money from dues to offer staff support and grants and to develop national programs, such as their Reflections arts in education program and their Standards for Family-School Partnerships implementation guide. A PTO is unaffiliated, local and does not pay dues to a national umbrella organization.

Activities
PTOs encourage parent, teacher, and community involvement by providing programs that facilitate various activities, including bicycle safety, drug awareness, energy conservation, reading programs, science programs, math programs, and pedestrian safety.

PTO parents get involved by supporting their students, teachers and staff. Parents can volunteer to be room parents to assist with class parties or field trips. They can help set up at a carnival or health fair. They can help teachers and staff by making copies for the class.

Teachers and staff may become involved by helping to plan events that encourage the education of the students. These may include workshops, tutoring or special family nights (math, science, reading).

The students reap the benefits by the involvement and support of all the adults involved in the PTO. The PTO supports the educational goals of the school, thus extending those goals to the students.

Notable members

 * Kate M. Ainey, member
 * C. Louise Boehringer, president Arizona chapter
 * Leah Belle Kepner Boyce, Corresponding secretary of the California Parent-Teacher Association
 * Laura Chenoweth Butz, well known as lecturer
 * Javiera Caballero, President of the PTA at Club Boulevard Magnet Elementary in Durham, North Carolina
 * Saidie Orr Dunbar, Member
 * Thora B. Gardiner, Member
 * Cora Bussey Hillis, early member and president of the Iowa chapter
 * Mary Hughes, Active
 * Kate Wetzel Jameson, Member
 * Nannie S. Brown Kramer, active in club and civic affairs and very much interested in P. T. A. work'; held several important offices in P. T. A. organizations, including vice-president, California Congress of P. T. A. and chairman of several committees, serving her second term as a member of the Oakland Board of Education
 * Laura Adrienne MacDonald, president of Tonopah Parent-Teacher Association
 * Jane Brunson Marks, served on board of H. S. Parent-Teacher Association for several years
 * Sara E. Morse, Member
 * Vesta C. Muehleisen, held several executive offices in the Congress of PTA and taught a Summer Session Course on the P.T. movement in the San Diego State College
 * Mary Elizabeth Parsons, gave programs of own music and talks
 * Beatrice A. Pedersen, secretary of Parent-Teacher Association
 * Ada E. Purpus, President of the Parent-Teacher Association at the John Muir Junior High School
 * Violet Richardson Ward, president of the local chapter
 * Miriam Van Waters, active
 * Vivian L. Stephens, Grand Duchess of Parent-Teacher Association

title: Parent–teacher association


text:
PTA

PTA may refer to:

Organizations

 * Andalusia Technology Park (Spanish: Parque Tecnológico de Andalucía), a science park in Málaga, Spain
 * Pakistan Telecommunication Authority, an agency in Pakistan responsible for communication networks.
 * Parent–teacher association, an organization of parents, teachers, and staff at a school
 * Passenger transport authority, a United Kingdom local government authority
 * Public Transport Authority (Denmark)
 * Public Transport Authority (Western Australia)

Science and medicine

 * 1,3,5-Triaza-7-phosphaadamantane, organic compound
 * Percutaneous transluminal angioplasty, surgical procedure
 * Peritonsillar abscess
 * Persistent truncus arteriosus, congenital heart disease
 * Pharmacy Technical Assistant
 * Phosphate acetyltransferase, enzyme
 * Physical Therapist Assistant
 * Plasma thromboplastin antecedent, blood enzyme
 * Plasma Transferred Arc, coating technology
 * Post-traumatic amnesia, state of confusion following a traumatic brain injury
 * Pulsar timing array, technique to detect gravitational waves
 * Pure tone audiometry, hearing test
 * Purified terephthalic acid, organic compound used to make polyester

Other uses

 * Paul Thomas Anderson, American filmmaker
 * Planes, Trains and Automobiles, a 1987 American film by John Hughes
 * Pohakuloa Training Area, a military training facility
 * Point of total assumption, a contract term
 * Preferential trading area, a type of trading bloc
 * Pretoria, the administrative and de facto capital of South Africa
 * Prevention of Terrorism Act, the name of several countries' Acts of Parliament
 * Program test authority, after a construction permit but before a broadcast license
 * Port Talbot Parkway railway station in Wales (station code)
 * a possible mnemonic symbol for Peseta, the former Spanish currency

title: PTA


text:
Eberhard Arnold

Eberhard Arnold (26 July 1883 – 22 November 1935) was a German theologian and Christian writer. He was the founder of the Bruderhof in 1920.

Early life
Arnold was born in Königsberg, East Prussia, Germany, the third child of Carl Franklin and Elizabeth (Voight) Arnold. His father was a doctor of theology and philosophy, and his paternal grandfather was a pastor and missionary of the Evangelical State Church of Prussia's older Provinces. Eberhard Arnold's life as a youth was unconventional. In 1899 at age 16, Arnold experienced an inner change, which he acknowledged as God's acceptance and the forgiveness of sins, and felt a calling to "go and witness to my truth."

After he finished school, Arnold studied education, philosophy, and theology in Breslau, Halle, and Erlangen. He engaged in Christian youth work and in evangelism among the poor through the Salvation Army. While in Halle, he became part of the German Student Christian Movement, and its General Secretary. In 1907 he and his wife von Hollander seceded from the Evangelical State Church, or Evangelische Kirche. His work with the Salvation Army increased his sympathy for the oppressed classes of people and strengthened his stand for preaching conversion and salvation. Here in Halle, he also met Emmy von Hollander and married her in 1909.

Arnold was a sought-after speaker in early 20th-century Germany. He became troubled by the church's connection to the state, and in 1908, at age 25, Arnold was baptized and left the Protestant state church. He began to thoroughly investigate Anabaptist history, which apparently influenced his taking his life and ministry in a radical direction. In 1915 he became editor of Die Furche (The Furrow), the periodical of the Student Christian Movement, and editor of the Das Neue Werk (New Venture) Publishing House in Schlüchtern, Germany, in 1919.

Founding the Bruderhof Community
At age 37, he abandoned middle-class life and the established church, believing it to be complicit in the atrocities of the war. In 1920, he moved with his wife and children to the village of Sannerz in central Germany, and founded the Bruderhof with seven adult members and five children. The community experienced both trouble and growth, but by the mid-1920s the Sannerz farm was too small. In 1926, they bought a farm in the Fulda district and established the Rhön Bruderhof. When Arnold discovered that Hutterite communities still existed in North America, he contacted them and engaged in a long period of correspondence. In 1930 he traveled to America and stayed for about a year, visiting all the communities of Hutterian brethren in the United States and Canada. In December of that year, he was commissioned by them as a missionary to Europe.

In November 1933, the Bruderhof community was raided by the Gestapo, who searched for arms and anti-Nazi literature, and closed the community's school. The Bruderhof sent their school children to Switzerland, and began to search for another place to establish their community. When the teacher sent by the government arrived in 1934, he found no children to teach. Property was acquired in the Alps in Liechtenstein, and in March 1934, the Alm Bruderhof was founded. Arnold spent the last two years of his life suffering from a leg injury that would lead to his death, while attempting to shepherd his flock to safety. Nevertheless, he remained active in travelling, lecturing and writing until his death in Darmstadt on 22 November 1935.

The Bruderhof is still operational as an intentional community in the United States, Paraguay, the United Kingdom, Germany, Austria, and Australia. Plough, the publishing house he helped to found, is still operated by the Bruderhof, and carries many of his works.

Family
Eberhard Arnold married his wife Emmy (1884–1980), née von Hollander, 20 December 1910. She outlived her husband by 45 years, following the Bruderhof to England, Paraguay, and eventually the United States. The couple had five children: Emi-Margret, born 1911, Eberhard-Heinrich, called Hardy, born 1912, Johann Heinrich, called Heini, born 1913, Hans-Hermann, born 1916 and Monika, born 1918.

Works

 * Das Gewissen, Silum 1936.
 * Licht und Feuer, 1933. (Title of the English translation: Salt and Light)
 * Der Gott Mammon, 1930. (Title of the English translation: God and Anti-God)
 * Die ersten Christen nach dem Tode der Apostel, Berlin 1926. (Title of the English translation: The early Christians after the death of the apostles )
 * Warum wir in Gemeinschaft leben, 1925. (Title of the English translation: Why we live in community)
 * Liebesleben und Liebe, Sannerz, 1921. (Title of the English translation: Love and marriage in the spirit)
 * Die Religiosität der heutigen Jugend, Berlin, 1919.
 * Innenland, Berlin, 1918. (Title of the English translation: Inner Land)
 * Die drei Bücher im Felde, Gotha, 1915.
 * Der Krieg, ein Aufruf zur Innerlichkeit, Gotha, 1914.
 * Lebensweise lebendiger Gemeinden, Kassel, 1913. (Title of the English translation: Living Churches: the essence of their life)
 * Urchristliches und Antichristliches im Werdegang Friedrich Nietzsches, Eilenburg, 1910.

Literature

 * Markus Baum: Against The Wind: Eberhard Arnold and the Bruderhof, 1998 Rifton, NY: Plough Publishing House, 1998.
 * Yaacov Oved: The Witness of the Brothers: A History of the Bruderhof, New Brunswick, NJ: Transaction, 1996.
 * Stephan Wehowsky: Religiöse Interpretation politischer Erfahrung: Eberhard Arnold und die Neuwerkbewegung als Exponenten des religiösen Sozialismus zur Zeit der Weimarer Republik, Göttingen 1980.
 * Emmy Arnold: Eberhard Arnold's Life and Work, 1964.

title: Eberhard Arnold


text:
Hajar

Hajar may refer to:

 * Hajar an-Nasar, a fortress and sometime capital of northern Morocco
 * Hajar Eddou (born 1999), Moroccan sprinter
 * Pen name of Abdurrahman Sharafkandi, a Kurdish writer and poet
 * Hajar Khatoon Mosque, ancient Muslim mosque (now a tourist destination) in the city of Sanandaj in the Kurdistan province of Iran.
 * Hajar Mountains, mountains in northern Oman and also the eastern United Arab Emirates
 * Central Hajar Mountains, the central subrange of the Hajar, entirely in Oman
 * Eastern Hajar Mountains, the eastern subrange, entirely in Oman
 * Western Hajar Mountains, the western subrange, shared between Oman and the UAE

title: Hajar


text:
4-H

4-H is a U.S.-based network of youth organizations whose mission is "engaging youth to reach their fullest potential while advancing the field of youth development". Its name is a reference to the occurrence of the initial letter H four times in the organization's original motto head, heart, hands, and health, which was later incorporated into the fuller pledge officially adopted in 1927. In the United States, the organization is administered by the National Institute of Food and Agriculture of the United States Department of Agriculture (USDA). 4-H Canada is an independent non-profit organization overseeing the operation of branches throughout Canada. There are 4-H organizations in over 50 countries; the organization and administration varies from country to country.

The goal of 4-H is to develop citizenship, leadership, responsibility and life skills of youth through experiential learning programs and a positive youth development approach. Though typically thought of as an agriculturally focused organization as a result of its history, 4-H today focuses on citizenship, healthy living, science, engineering, and technology programs. Clubs in today's 4-H world consist of a wide range of options each allowing for personal growth and career success. The 4-H motto is "To make the best better", while its slogan is "Learn by doing" (sometimes written as "Learn to do by doing"). As of 2016, the organization had nearly 6 million active participants and more than 25 million alumni.

History

The foundations of 4-H began in 1902 with the work of several people in different parts of the United States. The focal point of 4-H has been the idea of practical and hands-on learning, which came from the desire to make public school education more connected to rural life. Early programs incorporated both public and private resources. 4-H was founded with the purpose of instructing rural youth in improved farming and farm-homemaking practices. By the 1970s, it was broadening its goals to cover a full range of youth, including minorities, and a wide range of life experiences.

During this time, researchers at experiment stations of the land-grant universities and USDA saw that adults in the farming community did not readily accept new agricultural discoveries. However, educators found that youth would experiment with these new ideas and then share their experiences and successes with the adults. As a result rural youth programs became a way to introduce new agriculture technology to the adults.

Club work began wherever a public-spirited person did something to give rural children respect for themselves and their ways of life and it is very difficult to credit one sole individual. Instances of work with rural boys and girls can be found all throughout the 19th century. In the spring of 1882, Delaware College announced a statewide corn contest for boys, in which each boy was to plant a quarter of an acre, according to instructions sent out from the college, and cash prizes, certificates, and subscriptions to the American Agriculturalist were rewarded.

In 1892, in an effort to improve the Kewaunee County Fair, Ransom Asa Moore, the president of the Kewaunee Fair, the Agricultural Society, and Superintendent of the Kewaunee County Schools in Wisconsin, organized a "youth movement", which he called "Young People's Contest Clubs", in which he solicited the support of 6,000 young farm folks to produce and exhibit fruits, vegetables, and livestock. The fairs were quite successful. In 1904, while working for the University of Wisconsin–Madison and trying to repeat what he had accomplished in Kewaunee County over a decade before but with different intentions, "Daddy" R.A. Moore convinced R.H. Burns, then Superintendent of Schools of Richland County, Wisconsin, to have the Richland County Boys and Girls organize and assist in a corn-project activity to help market and distribute improved seeds to the farmers in the state of Wisconsin (and beyond).

A. B. Graham began one of the youth programs in Clark County, Ohio, in 1902, which is also considered one of the births of the 4-H program in the United States. The first club was called "The Tomato Club" or the "Corn Growing Club". T.A. "Dad" Erickson of Douglas County, Minnesota, started local agricultural after-school clubs and fairs also in 1902. Jessie Field Shambaugh developed the clover pin with an H on each leaf in 1910, and, by 1912, they were called 4-H clubs. Early 4-H programs in Colorado began with youth instruction offered by college agricultural agents as early as 1910, as part of the outreach mission of the Colorado land grant institutions.

The national 4-H organization was formed in 1914, when the United States Congress created the Cooperative Extension Service of the USDA by passage of the Smith-Lever Act of 1914, it included within the CES charter the work of various boys' and girls' clubs involved with agriculture, home economics and related subjects. The Smith-Lever Act formalized the 4-H programs and clubs that began in the midwestern region of the United States. Although different activities were emphasized for boys and girls, 4-H was one of the first youth organizations to give equal attention to both genders (cf., erstwhile Boys Clubs of America). The first appearance of the term "4-H Club" in a federal document was in "Organization and Results of Boys' and Girls' Club Work," by Oscar Herman Benson (1875–1951) and Gertrude L. Warren, in 1920. By 1924, the clubs were organized as 4-H clubs, and the clover emblem was adopted. Warren expanded the scope of girls' activities under the program (promoting garment making, room decorating, and hot lunches), and wrote extensive training materials.

The first 4-H camp was held in Randolph County, West Virginia. Originally, these camps were for what was referred to as "Corn Clubs". Campers slept in corn fields in tents, only to wake up and work almost the entirety of each day. Superintendent of Schools G. C. Adams began a boys' corn club in Newton County, Georgia, in 1904.

4-H membership hit an all-time high in 1974 as a result of its popular educational program about nutrition, Mulligan Stew, shown in schools and on television across the country. Today, 4-H clubs and activities are no longer focused primarily on agricultural activities, instead emphasizing personal growth and preparation for lifelong learning. Participation is greatest during the elementary school years, with enrollment in programs and activities peaking in the 4th grade.

In the southern United States during the mid-1960s 4-H began to broaden its programming to cover life experiences unrelated to agriculture. It merged its segregated African American and white programs, but full-fledged integration proved elusive. 4-H was successful in removing gender-based restrictions on participation.

The organization is funded by the USDA and by state and local governments. The National 4-H Council's programs are also supported by a number of corporations including Google, Verizon, Microsoft, Land O'Lakes Inc., and Tractor Supply Co.

Past Honorary Chairmen of Council have included U.S. Presidents Calvin Coolidge, Herbert Hoover, Franklin D. Roosevelt, Harry Truman, Dwight Eisenhower, John F. Kennedy, Lyndon B. Johnson, Richard Nixon, Jimmy Carter, Ronald Reagan, George H. W. Bush, and Bill Clinton.

Pledge
The 4-H pledge is: "I pledge my head to clearer thinking, my heart to greater loyalty, my hands to larger service, and my health to better living, for my club, my community, my country, and my world."

Otis E. Hall wrote the original pledge of Kansas in 1918. Some California 4-H clubs add either "As a true 4-H member" or "As a loyal 4-H member" at the beginning of the pledge. Minnesota and Maine 4-H clubs add "for my family" to the last line of the pledge. Initially, the pledge ended in "and my country," but in 1973, "and my world" was added.

It is a common practice to involve hand motions to accompany these spoken words. While reciting the first line of the pledge, the speaker points to their head with both of their hands. As the speaker recites the second line, they place their right hand over their heart much like during the Pledge of Allegiance. For the third line, the speaker presents their hands, palm side up, before them. For the fourth line, the speaker motions to their body down their sides. For the final line, the speaker usually places their right hand out for the club, left hand for the community, brings them together for the country, and then brings their hands upwards in a circle representing the world.

Emblem

The official 4-H emblem is a green four-leaf clover with a white H on each leaf standing for Head, Heart, Hands, and Health. The stem of the clover always points to the right.

The idea of using the four-leaf clover as an emblem for the 4-H program is credited to Oscar Herman Benson (1875–1951) of Wright County, Iowa. He awarded three-leaf and four-leaf clover pennants and pins for students' agricultural and domestic science exhibits at school fairs.

The 4-H name and emblem had U.S. federal protection, previous under federal code 18 U.S.C. 707. The federal protection made it a mark unto and of itself with protection that supersedes the limited authorities of both a trademark and a copyright. The Secretary of Agriculture is given responsibility and stewardship for the 4-H name and emblem, at the direct request of the U.S. Congress. These protections placed the 4-H emblem in a unique category of protected emblems, also along with the U.S. Presidential Seal, Red Cross, Smokey Bear, and the Olympic rings. Protections for the 4-H emblem were repealed by Title XI of the Consolidated Appropriations Act, 2021.

Youth development research
Through the program's tie to land-grant institutions of higher education, 4-H academic staff are responsible for advancing the field of youth development. Professional academic staff are committed to innovation, the creation of new knowledge, and the dissemination of new forms of program practice and research on topics like University of California's study of thriving in young people. Youth development research is undertaken in a variety of forms including program evaluation, applied research, and introduction of new programs.

Volunteers
Over 540,000 volunteer leaders help to coordinate the 4-H program at the county level. Volunteers plan and conduct 4-H related activities, develop and maintain educational programs, or assist in fundraising. Activities include youth development programs, project groups, camps, conferences, or animal shows. The volunteers' goal is to help youth achieve greater self-confidence and self-responsibility, learn new skills, and build relationships.

Volunteers are directed by 4-H's professional staff.

The National 4-H Hall of Fame honors 4-H volunteers, extension professionals and staff employees, donors and others, according to a criterion of "significant impact on the 4-H program and/or 4-H members through the contribution of time, energy, financial resources, etc.". The hall of fame was established in 2002 by the National Association of Extension 4-H Youth Development Professionals (NAE4-HYDP).

After-school
4-H Afterschool helps 4-H and other youth-serving organizations create and improve programs for students in communities across the U.S. 4-H Afterschool is an extension-enhanced program that: 4-H Afterschool programs utilize experimental and cooperative learning activities and provide interaction with competent adults. Results of retrospective pre/post-surveys indicate that children enrolled in the program showed life skill gain over time, and that gains on specific life skills differed as a function of age, gender, and ethnicity.
 * Offers youth a safe, healthy, caring and enriching environment.
 * Engages youth in long-term, structured learning in partnership with adults.
 * Addresses the interests of youth and their physical, cognitive, social and emotional needs.

The life skills gained through 4-H Afterschool give children the tools they need for perceiving and responding to diverse life situations and achieving their personal goals. Participation in these quality programs which use experiential and cooperative learning have all been found to contribute to children's social development and academic success.

Camping
Each state runs its own camping program. The world's first 4-H camp was held in July 1915 on the Crouch family farm along the Tygart Valley River near Elkwater, West Virginia. The youth in attendance named the location "Camp Good Luck."

The first state 4-H camp was held at Jackson's Mill outside of Weston, West Virginia. 4-H camping programs in most states are run through land-grant institutions, such as Washington State University, which runs the Washington program, and Pennsylvania State University runs Pennsylvania's. The Georgia 4-H camping program has the largest youth center in the world, called Rock Eagle.

On July 8, 2015, to mark the centennial of 4-H camping, youth from Randolph County, West Virginia traveled back to the original Camp Good Luck site for a special commemoration and campfire program. A stone marker honoring Camp Good Luck had been placed adjacent to US 219 near the site, but was moved to a spot off of Bell Crouch Rd. for greater safety and accessibility through the efforts of Randolph County 4-H volunteers and the West Virginia Division of Highways.

Five- to eight-year-old youth
Some states offer programs for youth in grades K-2 called Cloverbuds, Cloverkids, 4-H Adventurers, Primary Members, or Mini 4-H. Some states prohibit this age group from competition due to research in child development demonstrating that competition is unhealthy for youth ages five to eight.

Collegiate
Many colleges and universities have collegiate 4-H clubs. Usually members are students who are 4-H alumni and want to continue a connection to 4-H, but any interested students are welcome. Clubs provide service and support to their local and state 4-H programs, such as serving as judges and conducting training workshops. They are also a service and social group for campus students. The first collegiate 4-H club started in 1916 on the Oklahoma State University - Stillwater campus.

All Stars
Finding its roots in the early 4-H movement in West Virginia, the 4-H All-Star program strives to recognize and challenge 4-H members and volunteers. State 4-H Club Leader William H. "Teepi" Kendrick sought to develop youth to "be yourself at your best" and to "make the best better" through a fourfold personal development pattern involving the head, hands, heart, and, at that time, hustle. It was with this philosophy, in collaboration with others, that the 4-H emblem was born. In an attempt to harbor further individual growth, Kendrick recognized excellence with pins bearing one, two, three, and four H's. Recognition for outstanding participation was rewarded from 1917 to 1921 with trips to a Prize Winner's Course at West Virginia University. Members who demonstrated outstanding qualities at these courses were awarded five-pointed red pins with five H's, with this additional H to symbolize honor. The recipients of these pins were referred to by Kendrick as "All Stars". It was following the pin consecration ceremony in 1919 that the official West Virginia 4-H All Stars organization was chartered, becoming the Alpha Chapter of the nationwide 4-H honorary.

The symbol of the All Stars is a red star enveloping a gemstone chip over the 4-H emblem. Each point of the star represents a pillar of character: "Beauty, Fortitude, Service, Truth, and Love".

Many states have All Star programs, although All Star programs vary from state to state. Selection as a 4-H All Star is a recognition of achievement. In California for example, it is the highest achievement award at the county level and is a position awarded annually. Similarly, the capstone award in Texas 4-H is the Gold Star Award, which is given to Seniors who have shown outstanding leadership and proficiency in their project areas.

In Virginia, on the other hand, All-Stars are not simply those who have achieved an All-Star award, but are those who have gained membership into the Virginia All-Stars organization. After reaching the age of 15, 4-H members are eligible to apply for membership into the All-Stars organization, which promotes the continuation of 4-H principles.

Conferences
Many conferences are held at various levels of the 4-H program for youth and adults. The National 4-H Conference, which was held at the National 4-H Youth Conference Center in Chevy Chase, Maryland, until it was sold in 2021, is the USDA Secretary's premier youth development opportunity to engage youth in developing recommendations for the 4-H Youth Development Program. The Conference still meets annually in and around Washington, DC. The 2024 National 4-H Conference will be held in Arlington, VA.

The National 4-H Congress is an annual educational conference that brings together 4-H delegates between the ages of 14 and 19 from across America to share cultural experiences and discuss important issues facing youth. This five-day event is typically held during the weekend of Thanksgiving and has been hosted in Atlanta, since 1998. Throughout the conference, 4-H delegates attend numerous workshops, participate in community service activities, and listen to speakers in an effort to develop compassion and increase social awareness.

Citizenship Washington Focus is a week-long conference offered for high school-aged students. At the conference, students have the opportunity to learn how to be citizen leaders in their communities. Throughout the week in Washington, D.C, participants visit monuments, meet with members of Congress, and develop communication, leadership and citizenship skills.

The following national conferences are held yearly, and are focused on specific activities inside of 4-H:

Other conferences are held by regional and state entities for youth, for volunteer development, or for professional development for staff.
 * National 4-H Dairy Conference
 * Eastern National 4-H Horse Roundup
 * Western National 4-H Horse Roundup
 * National 4-H Shooting Sports Invitational Match
 * National 4-H True Leaders in Equity Institute
 * National 4-H Youth Summit Series
 * STEM Summit
 * Healthy Living Summit
 * Agri-science Summit

Use of Native American terminology
For many years, use of Native American names and certain themed activities was part of the summer camping programs of some eastern states. However, the practice was considered to be offensive and protests were raised. A complaint to the U.S. Department of Agriculture's Office of Civil Rights in 2002 and an ensuing investigation that threatened to cut off funds to the state's program prompted the West Virginia University Extension Service to abandon offensive and stereotypic practices such as face-painting, and use of imagery not a part of the culture of local Native people, such as tepees and totem poles. They also eliminated the practice of having children wear feather headdresses, and stopped having campers engage in "stereotypical motions and dances," including chanting "Ugh! Ugh! Ugh!". However, the state program deemed the dividing of campers into groups, called "tribes" named after actual Indian Nations, to be respectful and acceptable. In the same year, the Virginia Extension Service removed all references to symbols or camp "traditions" related to Native Americans, including the decades-long practice of dividing campers into "tribes" using names of nations considered native to Virginia, replacing the group names with animal names.

Alumni
Some 4-H alumni credit the program with helping them in later life.

In 2021, Minnesota-based photographer R. J. Kern, along with writer Alison Nordström, published, "The Unchosen Ones: Portraits of an American Pastoral" The book highlights portraits of dozens of youth, who spent a year raising and training their animal and then entered into a 4-H livestock competition, but were unsuccessful in winning the top award in their competitions, then revisits the same youth four years later, and asked the young subjects what they had carried forward from their previous experience.

title: 4-H


text:
AS-101

AS-101 (also designated SA-6) was the sixth flight of the Saturn I launch vehicle, which carried the first boilerplate Apollo spacecraft into low Earth orbit. The test took place on May 28, 1964, lasting for four orbits (about six hours). The spacecraft and its upper stage completed a total of 54 orbits before reentering the atmosphere and crashing in the Pacific Ocean on June 1, 1964.

The flight experienced a single anomaly: one of the eight first-stage Saturn I engines shut down early, but the guidance system compensated by burning the remaining seven engines longer. AS-101 was followed by four more flights to verify the launch aerodynamics of the Apollo command and service module (CSM) and its launch escape system (LES) tower.

Boilerplate Apollo
The first five launches of the Saturn I had carried Jupiter nosecones, a proven design which allowed engineers to focus on development of the rocket. To verify the launch aerodynamics of the CSM, AS-101 carried BP-13, a boilerplate spacecraft that weighed 17000 lb and duplicated the size and shape of the CSM, and a dummy LES tower. A flight-weight command module (CM) weighed around 12000 lb. The boilerplate spacecraft was instrumented with 116 sensors reading strain, pressure, temperature, heat flux, and acceleration.

Flight
It took three attempts to launch the rocket from Cape Kennedy Air Force Station Space Launch Complex 37B. The first attempt was scrubbed after the liquid oxygen damaged a wire mesh screen during a test, causing fuel contamination. The second attempt was scrubbed after the rocket's guidance system overheated due to failure of an air conditioning compressor.

The vehicle finally lifted off on May 28, 1964. There had been several delays during the countdown as liquid oxygen vapors obscured an optical window in the SA-6's instrument unit, so that a ground-based theodolite could not see it. This theodolite was required by the countdown computer in order for launch to proceed. Engineers deemed it non-critical and reprogrammed the computer, allowing the launch to proceed.

The ascent was normal up to 116.9 seconds after liftoff, at which point engine number eight shut off early. This was not planned, as it had been on SA-4 as a test, but the rocket compensated perfectly by burning the remaining fuel in the other seven engines for 2.7 seconds longer than planned. The first stage separated and the second stage ignited. Ten seconds later, the launch escape system was jettisoned as planned. Also jettisoned from the first stage were eight film cameras that observed separation of the stages.

The second stage cut off at 624.5 seconds after launch (1.26 seconds earlier than predicted), with the stage and boilerplate spacecraft in a 182 km by 227 km orbit. It continued to transmit data for four orbits, after which the batteries failed. The vehicle made a total of 54 orbits, re-entering the atmosphere east of Kanton Island in the Pacific Ocean on June 1.

Engine failure cause
Engineers were quick to find the cause of the failure of engine number eight. The teeth on one of the gears in the turbopump were stripped off. This did not cause any delays in the next launches as engineers had already decided that the gear design was inferior and were planning to change it for the next launch. This was the only problem encountered with an H-1 engine during a flight.

title: AS-101


text:
User talk:Daniel Quinlan/redirects4

Since there are so many broken links caused by incorrect cases, why not change the site's linking protocols so that titles are case-insensitive?

Of course, I have no idea how much work that would entail, but if it saves having to laboriously type out dozens or hundreds of redirects wouldn't it be worth it? Lee M 03:27, 8 Dec 2003 (UTC)

 * While it may not be an issue, but by making it case insensitive you run into the problem where you could have "X xxx" relating to a book article and "X Xxx" relating to a film with the exact same name. Of course like I say it might not be a problem as the articles could instead become "X xxx (Book)" and "X Xxx (Film)" but would this cause more effort than what we're currently doing? - Al b 22:04, 16 Dec 2003 (UTC)

 * "X xxx (Book)" and "X Xxx (Film)" would be much easier to tell apart. And it would be closer to most users' experience with computers (Windows is not case sensitive) or books (paper encyclopedias aren't case sensitive either).

AdBusters
It is actually spelled with the capital B in both magazine and media foundation. I've moved the page back, could we please continue the discussion on Talk:AdBusters if necessary. Beta m (talk)

Portland stone
... is no longer a redirect page. Michael Hardy 03:59, 31 March 2006 (UTC)

title: User talk:Daniel Quinlan/redirects4


text:
MediaWiki talk:Protectedpagewarning

Proposal
Proposal: something like this:

WARNING: This page has been locked so that only users with sysop privileges can edit it. Be sure you are following the protected page guidelines, and specifically that you are not involved with this page and are making only very minor changes such as linking NPOV disputes if this page is temporarily protected.

Is this too long? -- Pakaran 03:27, 8 Dec 2003 (UTC)

 * I'm not sure all that is necessary. I've added a link to the policy, and really should know they shouldn't be editing a protected page. There seem to be more issues with sysops protecting pages they are involved with rather than editing them after they protected anyway. Angela. 03:31, 8 Dec 2003 (UTC)

 * Agreed. It was just a thought.  I think the number one thing to keep in mind is just not to do anything that might have the appearance of protecting a page in order to force an opinion on the community.  -- Pakaran 03:32, 8 Dec 2003 (UTC)

Another idea
Since this warning can look rather close to the warning about 'This page is in excess of 30KB', I think making it stand out more (e.g. putting it in some nice red text :-) might be a good idea. Any thoughts? — Kate Turner | Talk 17:22, 2004 Sep 14 (UTC)

Semi-protection
At the moment, this page is also served on semi-protected pages. This is confusing! Either the software needs to put up a different page, or this page needs to mention s-p. William M. Connolley 13:41, 21 January 2006 (UTC).

 * I think it should use a different message as well. I also think that this message (as well as any new semi-protected message) needs to be formatted differently. See MediaWiki talk:Editingold for a format that is small but hard to ignore/miss. I'd suggest an identical box (using the "usermessage" CSS class), but perhaps with a yellow or green color scheme. (To indicate this isn't an error or an important warning, but just a notice/minor warning). Something like this–

This page has been protected so that only administrators can edit it. Be sure you are following the protected page guidelines.

 * And something like this for any semi-protection message–

This page has been semi-protected temporarily, preventing anonymous and very new users from editing it.

 * Thoughts? The wording for the semi-protection message is just a suggestion, there's probably a better way to word it. =) (And could use some input at MediaWiki talk:Editingold since the discussion there has gone stale...) —Locke Cole • t • c 23:44, 21 January 2006 (UTC)

 * How hellish. Get rid of the colours immediately! -Splash talk 01:48, 22 January 2006 (UTC)
 * Better: "This page has been semi-protected temporarily, preventing anonymous and very new users from editing it." I hate to break it to you, but four-day-old editors are not experienced. :) Superm401 - Talk 06:18, 25 January 2006 (UTC)
 * Yeah, I'll confess the wording was poor, I was more concerned with the appearance. =) But I did change the wording to what you suggested because it does sound better, heh. —Locke Cole • t • c 06:45, 27 January 2006 (UTC)

Make sure non-admins know it's okay to proceed
I'm seeing a drastic reduction in editing on George W. Bush which is semi-protected, and I wonder if it's because the wording doesn't make it plain that, if the user can see the notice, he is allowed to edit it.

So here's my wording:

 * Important Note: Editing of this page is currently restricted, but you are allowed to edit it. Administrators are advised to read the protected pages policy first.  All other editors may proceed.

--Tony Sidaway|Talk 04:45, 27 January 2006 (UTC)

 * I'm a little confused by why we ask admins to first read protected pages policy, but instruct all other editors to proceed. This language would make more sense if admins didn't get warnings on semi-protected pages (only on fully protected), but I don't believe this is the case. Is it possible to display different messages based on whether the page is semi-protected of fully protected? This would be the ideal solution, though from reading above, this message is apparently used for both cases (and thus the wording that attempt to cover both cases). —The preceding unsigned comment was added by Carbonite (talk • contribs).
 * Until very recently, this message was not displayed at all on semi'd pages, and I continue to think we should return to that. User:Robchurch is the person to bug; it was some change he made that caused it to appear on semi'd pages in the first place. He says it's not possible to have a unique semi'd page warning since MediaWiki has no concept of semi-protection; it's just one of a large number of configurations that can be made available (or something). -Splash talk 11:10, 27 January 2006 (UTC)
 * Well, we now have MediaWiki:Semiprotectedpagewarning, so I've reverted to the original message. 01:19, 10 February 2006 (UTC) —The preceding unsigned comment was added by Ral315 (talk • contribs).

Proposed improvement
Frankly, I find the current warning message aweful. I much prefer this one:

Comments? Ingoolemo talk 22:20, 2 August 2006 (UTC)
 * What is your point exactly? -Splash - tk 22:26, 2 August 2006 (UTC)
 * Ugh, no. — xaosflux  Talk  02:02, 3 August 2006 (UTC)

More similarity to this warning?
Could someone change the display to that similar to the warning on the aforementioned page? ~ Magnus animum  ∵ ∫ φ γ 21:14, 10 May 2007 (UTC)
 * Why? – Steel 21:17, 10 May 2007 (UTC)
 * Just to keep a consistent style between prot-warnings. ~ Magnus animum  ∵ ∫ φ γ 01:10, 11 May 2007 (UTC)
 * Editing a semi-protected page is rather trivial. Editing a fully protected page is slightly less so, hence why this message is in red to ensure people see it. – Steel 16:35, 12 May 2007 (UTC)

 * Perhaps something like:

 WARNING: This page has been fully protected so that only administrators can edit it. When editing this page, please ensure that you are following the protected page guidelines.
 * would work? ~ Magnus animuM BRAIN FREEZE! 20:23, 12 May 2007 (UTC)
 * This appears to be change for the sake of it. – Steel 21:48, 12 May 2007 (UTC)
 * It's — like I said above — just to keep consistency between prot warnings that a sysop may see while editing; in addition to that, it's just a walk on the creative side, instead of red text.
 * Also, your replies are quite prompt; do you have this page watched or something?  ~ Magnus animuM  Brain Freeze!  02:27, 13 May 2007 (UTC)

Div?
Would anyone object to me adding a div box to the this message (like below), for consistency?

 WARNING: This page has been protected so that only administrators can edit it. Ensure that you are following the protected page guidelines.

--MZMcBride 20:02, 18 September 2007 (UTC)

Proposed change
I have proposed a change to the format of this box in this AN/I thread. Bovlb (talk) 04:30, 31 March 2008 (UTC)

 * The discussion you are linking to seems to be this one that now is in the archives: Administrators' noticeboard/Archive80. But I don't see any proposal there to change the format of this box and I don't see any comments from you on that page.
 * --David Göthberg (talk) 12:54, 25 October 2008 (UTC)

Standardised styles
A discussion to standardise the styles for boxes of this kind has been started at Template talk:Fmbox.

--David Göthberg (talk) 12:47, 25 October 2008 (UTC)

wording
I was just thinking that at the end where it says "..can make edits" sounds kinda weird and redundant; and that it should follow the same format as the semi-protected warning and end with "... only those with administrative rights can edit it." Thanks, —Tommy 2010 21:48, 2 June 2010 (UTC)

Update for template editors
Instead of an edit COI, I'm just pinging and asking him to take a look at this. :P

Or something like that. Thoughts?

See magic word demonstration at Wikipedia:Sandbox/Template editor thing.

 — PinkAmpers  &  ( Je vous invite à me parler )  16:49, 17 October 2013 (UTC)
 * ✅, thanks. Legoktm (talk) 16:53, 17 October 2013 (UTC)

Edit request on 18 October 2013
Change: WARNING:

To: WARNING:

This removes some complexity (no need to refer to templates or modules specifically, "page" is good for everything), and it also handles any future case where PROTECTIONLEVEL might not be sysop or templateeditor, by replacing sysop with #default. Also, changes "administrative and template-editor rights" to "administrative or template-editor rights". Jackmcbarn (talk) 19:32, 18 October 2013 (UTC)
 * Yes check.svg Done — Mr. Stradivarius  ♪ talk ♪ 03:51, 19 October 2013 (UTC)

Protected edit request on 24 February 2015
Please replace the administrative |undefined with [[Wikipedia:User access levels#Administrators_and_bureaucrats|administrative |undefined in both places where that occurs because the section name at [[WP:UAL has changed.

--L235 (t / c / ping in reply ) 21:53, 24 February 2015 (UTC)
 * ✅ — xaosflux  Talk 23:28, 24 February 2015 (UTC)
 * Hi xaosflux, you replaced administrative |undefined with [[Wikipedia:User access levels#Administrators_and_bureaucrats_and_stewards|administrative |undefined, however the section name is "Administrators and bureaucrats", so could you replace it with [[Wikipedia:User access levels#Administrators_and_bureaucrats|administrative |undefined in both places? Thanks, --[[User:Lixxx235|L235 (t / c / ping in reply ) 23:10, 25 February 2015 (UTC)
 * ✅ — xaosflux  Talk 00:11, 26 February 2015 (UTC)

Question
How come "extended confirmed" protection is covered under this warning? Should it be covered under MediaWiki:Semiprotectedpagewarning? It seems like extended protection is more similar to semi-protection than it is to admin or template editor protection. epicgenius @ 15:35, 6 April 2016 (UTC) (talk) 15:35, 6 April 2016 (UTC)
 * It should be under semi instead of this. This will require something along the lines of T126607 to be completed by a dev. — JJMC89  (T·C) 16:09, 6 April 2016 (UTC)
 * This is being worked on. — JJMC89  (T·C) 17:46, 6 April 2016 (UTC)
 * Thanks for the update on the Phabricator task. epicgenius @ 20:20, 6 April 2016 (UTC) (talk) 20:20, 6 April 2016 (UTC)
 * The software now uses MediaWiki:Semiprotectedpagewarning for extendedconfirmed (qqx example) so I have added a check to that message.[//en.wikipedia.org/w/index.php?title=MediaWiki:Semiprotectedpagewarning&diff=714224585&oldid=419357245] MediaWiki:Protectedpagewarning now has unnecessary code for extendedconfirmed but new software features sometimes regress so let's keep it for the moment. PrimeHunter (talk) 12:36, 8 April 2016 (UTC)

Protected edit request on 21 May 2016
Per the change at the protection policy page,  should be changed to.

Mz7 (talk) 03:20, 21 May 2016 (UTC)
 * ✅, thanks. Nakon  03:35, 21 May 2016 (UTC)

title: MediaWiki talk:Protectedpagewarning


text:
Talk:Geneva Initiative

Full Text
Why not post full text? Is there any reason?

 * Wikipedia is not a source repository. See http://sources.wikipedia.org/ for somewhere that is. Morwen 22:18, Dec 23, 2003 (UTC)

 * Not only not the full text, not even enough to compare this proposal to others. OneVoice 12:28, 26 Jan 2004 (UTC)

Regarding Mr Beilin's sources of funds....sources have some measure of influence on the outcomes....how much is very difficult to determine, yet the effect or potential for effect is undeniable. In the USA there is a law regarding such matters: The Foreign Agents Registration Act (FARA). The purpose of FARA is to insure that the American public and its law makers know the source of information (propaganda) intended to sway public opinion, policy, and laws. Similar logic applies to campaign funding contributions. Policies and procedures of other countries may require a different standard of disclosure. One can also argue the extent to which Mr Beilin is under the direction or control of a foreign principal.

However, it is telling that Mr Beilin sought funds overseas to promote the proposal. It begs the question of whether or not the proposal could/can though domestic donations fund its own promotion. If it can not, the viability of the proposal is questionable.

This is not to say that American law applies to Mr Beilin or that Israel has a foreign agents registration act (does it?). Rather the principle is universal in application and therefore important to the Accords. OneVoice 12:28, 26 Jan 2004 (UTC)

 * Beilin's salary is utterly irrelevant. Nor did you establish that the European Union provided any direct  funding at all; the CAMERA article where you got that information only refers to members of the EU providing funding, not the EU itself.  The link you gave to ECF is on an Israeli goverment web site, which shows that your attempt to paint it as a subversive foreign organization is a bit off, to put it mildly.  --Zero 13:06, 26 Jan 2004 (UTC)

Zero0000, if you can find another link for the ECF, I would prefer to use it. I believe that you would as well. The salary is of material interest to people. Who butter's a person's bread or provides that bread, gives possible insight into the person's actions. Please find a non-Israeli government ECF site. OneVoice 17:31, 26 Jan 2004 (UTC)

 * This is an article about the Geneva Accords, not about Yossi Beilin. His salary is irrelevant.  Why don't we put in Sharon's salary (and maybe his alleged take on the side) as well?  Mention of ECF is only relevant if it has a substantial role, which you have not demonstrated.  --Zero 23:16, 26 Jan 2004 (UTC)

Zero0000, I regret that we have been unable to find a link to the ECF that you find more acceptable. If you want to add Sharon's salary, etc to a page regarding some initiative or agreement, that would be appropriate. The considerations I have outlined (FARA, etc) apply to all. Even you and I. There are no conspiracy theories, only facts that Mr Beilin would corraborate. Was there a reason to remove the size of the promotional budget? You did not mention that in your comment above. OneVoice 10:22, 27 Jan 2004 (UTC)

 * I have no objection to the link -- I object to mentioning ECF at all without proof of its importance. everyone can see that Beilin's salary is NOT important.  rubbish like this is just to avoid the content of the accords. --Zero 11:51, 27 Jan 2004 (UTC)

Zero0000, Yale, the Simon Weisenthal Center and CAMERA are not trash websites. The Geneva Accords sponsor do not provide public information on their funding. This is most regrettable. We would both much prefer the information to come from them. However that does not seem to be an option at this time. (verifable information required, something that can be viewed by more than one person.) Hopefully, it will change in the near future. Please add additional sources or information that you find.

I'll move Mr Beilin's salary to the ECF page.

"avoid the content of the accords" ??? How does this information "avoid the content of the accords"?

Zero0000, rather than "argumentation by assertion" would you care to respond to the first section of this page regarding FARA and the stated reasons that FARA, campaign financing and other disclosure laws/regulations have been adopted. OneVoice 14:26, 27 Jan 2004 (UTC)

OneVoice, what is your evidence about Maale Adumin? Do you have the map that shows the proposed border in the Jerusalem region? --Zero 23:04, 17 Feb 2004 (UTC)

Zero0000, thank you, at my age I should check each time rather than rely upon my memory. There is a "lollipop" that would include Maale Adumim in Israel. I have changed to the page to reflect this. Ariel would not be included per maps OneVoice 19:34, 18 Feb 2004 (UTC)

Move article

 * The following discussion is an archived discussion of the proposal. Please do not modify it. Subsequent comments should be made in a new section on the talk page. No further edits should be made to this section.

The result of the proposal was moved. --BDD (talk) 18:02, 29 July 2013 (UTC)

Geneva Accord (2003) → Geneva Initiative – Current title is misleading, as it was never signed. It was not an accord, merely a draft. Geneva Accord would be the name after signing. Better move to "Geneva Initiative".--Wickey-nl (talk) 15:30, 16 July 2013 (UTC) Fixed malformed request. Wbm1058 (talk) 13:52, 22 July 2013 (UTC)
 * To give an additional reason: We have already Geneva Accord (1954), Geneva Accord (1988) and Geneva Accord (1991). For disambiguation alone enough reason to use a different, unique name, which easier appears in the suggestion search box.--Wickey-nl (talk) 11:59, 29 July 2013 (UTC)
 * The above discussion is preserved as an archive of the proposal. Please do not modify it. Subsequent comments should be made in a new section on this talk page. No further edits should be made to this section.

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title: Talk:Geneva Initiative


text:
User:Iowahwyman

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title: User:Iowahwyman


text:
User talk:Nosferatu~enwiki

Hello, and welcome to Wikipedia. Here are some useful links in case you haven't already found them;

 * How to edit a page
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If you have any questions, see the help pages, add a question to the village pump or ask me on my talk page. I hope you enjoy editing here and being a Wikipedian!

Alexandros 03:40, 8 Dec 2003 (UTC)

Soldiers
If you consider the Hezbollah terrorists who invaded Israel and murdered 8 and kidnapped 2 soldiers from Israeli territory to be 'soldiers', I have news for you. A 'soldiers' is someone who acts on behalf of a sovereign state, a government. Apparently then, you consider these Hezbollah 'soldiers' to operate on behalf of the Lebanese government. In that case, I should inform you that invading another country's territory and murdering and kidnapping on that country's territory is seen in international law as being an act of war. So according to your version, Lebanon declared war on Israel. Is that really what you wanted to say? --Daniel575 02:28, 14 August 2006 (UTC)
 * I have to agree with Daniel as Hezbollah is technically not a state, and is considered by the west to be a terrorist organization. Axeman89 02:50, 14 August 2006 (UTC)
 * (Reply from my talk page) Personally I agree that Hezbollah can be considered the army of Lebanon. But if you want to see it that way, it implies that Lebanon declared war on Israel. We don't want to imply that, do we? So 'terrorist' would be the best way to describe it. --Daniel575 03:41, 14 August 2006 (UTC)
 * Yes, you are right, 'militant' is the best word we can use. Everybody agrees on that word, I think. You're right in what you say, definitely. May I ask where you are from, are you yourself Arab? You seem to be pretty well aware of the situation in the Arab world. By the way, when you post a comment on a talk page, you should sign it with this: --~, then you get: --Daniel575 04:21, 14 August 2006 (UTC) Thanks!

Your account will be renamed
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title: User talk:Nosferatu~enwiki


text:
Microcar

Microcar is a term often used for the smallest size of cars, with three or four wheels and often an engine smaller than 700 cc. Specific types of microcars include bubble cars, cycle cars, invacar, quadricycles and voiturettes. Microcars are often covered by separate regulations to normal cars, having relaxed requirements for registration and licensing.

Predecessors
Voiturette is a term used by some small cars and tricycles manufactured from 1895 to 1910.

Cyclecars are a type of small, lightweight and inexpensive car manufactured mainly between 1910 and the late 1920s.

Europe 1940–1970: Microcars
The first cars to be described as microcars (earlier equivalents were called voiturettes or cyclecars) were built in the United Kingdom and Germany following World War II, and remained popular until the 1960s. They were originally called minicars, but later became known as microcars.

France also produced large numbers of similar tiny vehicles called voiturettes, but they were rarely sold abroad.

Characteristics
Microcars have three or four wheels, although most were three-wheelers which, in many countries, meant that they qualified for lower taxes and were licensed as motorcycles. Another common characteristic is an engine displacement of less than 700 cc, although several cars with engines up to 1000 cc have also been classified as microcars. Often, the engine was originally designed for a motorcycle.

History
Microcars originated in the years following World War II, when motorcycles transport was commonly used. To provide better weather protection, three-wheeled microcars began increasing in popularity in the United Kingdom, where they could be driven using only a motorcycle licence. One of the first microcars was the 1949 Bond Minicar.

Microcars also became popular in Europe. A demand for cheap personal motorised transport emerged, and their greater fuel efficiency meant that microcars became even more significant when fuel prices rose, partly due to the 1956 Suez Crisis.

The microcar boom lasted until the late 1950s, when larger cars regained popularity. The 1959 introduction of the Mini, which provided greater size and performance at an affordable price, contributed to the decline in popularity of microcars. Production of microcars had largely ceased by the end of the 1960s, due to competition from the Mini, Citroën 2CV, Fiat 500 and Renault 4.

Bubble cars
Several microcars of the 1950s and 1960s were nicknamed bubble cars. This was due to the aircraft-style bubble canopies of vehicles such as the Messerschmitt KR175, Messerschmitt KR200 and the FMR Tg500. Other microcars, such as the Isetta, also had a bubble-like appearance.

German manufacturers of bubble cars included former military aircraft manufacturers Messerschmitt and Heinkel. BMW manufactured the Italian Iso Rivolta Isetta under licence, using an engine based on one from one of their own motorcycles.

The United Kingdom had licence-built right-hand-drive versions of the Heinkel Kabine and the Isetta. The British version of the Isetta was built with only one rear wheel, instead of the narrow-tracked pair of wheels in the normal Isetta design, in order to take advantage of the three-wheel vehicle laws in the United Kingdom. There were also indigenous British three-wheeled microcars, including the Peel Trident.

Examples include the Citroën Prototype C, FMR Tg500, Fuldamobil, Heinkel Kabine, Isetta, Messerschmitt KR175, Messerschmitt KR200, Peel P50, Peel Trident, SMZ S-1L, Trojan 200, and Kleinschnittger F125.

Worldwide 1990–present
Recent microcars include the 2001 Aixam 5xx series, Renault Twizy, Citroën Ami, and XEV Yoyo.

Electric-powered microcars which have reached production include the 1987 CityEl, the 1990 Automobiles ERAD Spacia, the 1999 Corbin Sparrow, the 2001 REVAi, the 2005 Commuter Cars Tango, the 2009 Tazzari Zero and the resurrected Peel P50 of 2011 (the original model of 1962 - 65 being petrol powered).

The Smart Fortwo is often called a microcar in the United States; although it requires a regular licence to drive.

Quadricycle legislation
The European Union introduced the quadricycle category in 1992. In several European countries since then, microcars are classified by governments separately from normal cars, sometimes using the same regulations as motorcycles or mopeds. Therefore, compared with normal cars, microcars often have relaxed requirements for registration and licensing, and can be subject to lower taxes and insurance costs.

Junior cars
Junior cars are motorized cars for children, typically copies of real designs. Originally powered either by electric engines or small internal combustion engines, electric engines currently dominate. From the 1926 Baby Bugatti until today, junior cars are often as expensive as a real car and are built to a higher standard than a ride-in toy car. As with the Bugatti, these are frequently sold directly by real car manufacturers such as Porsche and Ferrari. In the 1990s Aston Martin built a half-scale junior car version of the then-new Aston Martin Virage Volante, with a handmade aluminium body, leather interior, and 160-cc Honda engine. It cost as much as a brand new Mercedes-Benz 190E.

Manufacturers include Pocket Classics, the Little Car Company, Eshelman, and Hackney.

Microcar trucks
There are also a variety of microcar trucks, usually of the "forward control" or van style to provide more cargo room. These might be used for local deliveries on narrow streets that are unsuited to larger vehicles. The Piaggio Ape is a three-wheeled example. The Honda Acty is a four-wheeled example.

title: Microcar