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School violence

School violence includes violence between school students as well as attacks by students on school staff and attacks by school staff on students. It encompasses physical violence, including student-on-student fighting, corporal punishment; psychological violence such as verbal abuse, and sexual violence, including rape and sexual harassment. It includes many forms of bullying (including cyberbullying) and carrying weapons to school. The one or more perpetrators typically have more physical, social, and/or psychological power than the victim. It is a widely accepted serious societal problem in recent decades in many countries, especially where weapons such as guns or knives are involved.

Forms of school violence and different types of bullying
School violence occurs in all countries and affects a significant number of children and adolescents. It is mostly perpetrated by peers but, in some cases, is perpetrated by teachers and other school staff. School violence includes physical, psychological and sexual violence.

Bullying
Bullying, in its broadest sense, can be defined as a form of aggressive behavior characterized by unwelcome and negative actions. It entails a recurring pattern of incidents over time, as opposed to isolated conflicts, and typically manifests in situations where there exists an imbalance of power or strength among the individuals involved. It is important to distinguish bullying from occasional conflicts or disagreements that may arise among peers.

Various forms of bullying exist, including physical, psychological, sexual, and cyber-bullying.

 * Physical bullying encompasses a series of aggressive acts, such as physical assault, injury, kicking, pushing, shoving, confinement, theft of personal belongings, destruction of possessions, or coerced participation in undesirable activities. It is important to note that physical bullying differs from other types of physical violence, such as physical fights or attacks.
 * Psychological bullying entails verbal abuse, emotional abuse, as well as social exclusion. This form of bullying includes derogatory name-calling, malicious teasing, deliberate exclusion from activities, purposeful neglect or ignorance, and the spread of lies or rumors.
 * Sexual bullying involves subjecting an individual to ridicule through sexual jokes, comments, or gestures, causing embarrassment or discomfort.
 * Cyber-bullying refers to bullying that takes place through electronic means. This can involve receiving mean-spirited instant messages, posts, emails, or text messages, or the creation of websites intended to mock or ridicule a particular student. Additionally, cyber-bullying encompasses the unauthorized capture and online dissemination of unflattering or inappropriate images of a student, as well as hurtful or malicious behavior through mobile phones (such as texts, calls, or video clips) or online platforms (including email, instant messaging, social networking sites, and chatrooms).

Physical fights
According to the Global School-based Student Health Survey (GSSHS), a physical fight “occurs when two students of about the same strength or power choose to fight each other” and therefore is a form of physical violence between peers. The Health Behavior in School-aged Children (HBSC) does not refer specifically to school-related violence or to violence between peers, as it can occur between a student and “a total stranger, a parent of other adult family member, a brother or sister, a boyfriend or girlfriend or date, a friend or someone known by the student”.

Sexual violence
According to Demographic and Health Survey (DHS), sexual violence is forced sexual intercourse or any other sexual acts against one's will. Violence Against Children Survey (VACS) defines it as completed non-consensual sex acts (such as rape), attempted non-consensual sex acts, abusive sexual contact (such as unwanted touching), and non-contact sexual abuse (such as threatened sexual violence, exhibitionism, and verbal sexual harassment).

Physical violence perpetrated by teachers
This is defined as the intentional use of physical force with the potential to cause death, disability, injury or harm, regardless of whether it is used as a form of punishment.

Corporal punishment perpetrated by teachers
In school, corporal punishment is defined as any punishment in which physical force is used against a student and intended to cause some degree of pain or discomfort. This often involves hitting children with a hand or implement, but it can also involve kicking, shaking, throwing or scratching children.

Internalizing and externalizing behaviors
A distinction is made between internalizing and externalizing behavior. Internalizing behaviors reflect withdrawal, inhibition, anxiety, and/or depression. Internalizing behavior has been found in some cases of youth violence although in some youth, depression is associated with substance abuse. Because they rarely act out, students with internalizing problems are often overlooked by school personnel. Externalizing behaviors refer to delinquent activities, aggression, and hyperactivity. Unlike internalizing behaviors, externalizing behaviors include, or are directly linked to, violent episodes. Violent behaviors such as punching and kicking are often learned from observing others. Just as externalizing behaviors are observed outside of school, such behaviors also observed in schools.

Other individual factors
A number of other individual factors are associated with higher levels of aggressiveness. Compared to children whose antisocial conduct begins in adolescence, early starters have a worse prognosis in terms of future aggression and other antisocial activities. Lower IQ seems to be related to higher levels of aggression. Other findings indicate that motor, attention, and reading problems predict later persistent antisocial conduct in boys.

Home environment
The influence of the home environment on school violence has been a subject of study from the Constitutional Rights Foundation. According to this foundation, various factors within the home contribute to the acceptance of criminal and violent behavior among children. Long-term exposure to gun violence, parental alcoholism, domestic violence, physical abuse, and child sexual abuse all play a role in shaping children's perception of acceptability regarding such activities. Research indicates a correlation between harsh parental discipline and increased levels of aggression in youth. Additionally, exposure to violence on television and, to a lesser extent, violent video games has been linked to heightened aggressiveness in children. These aggressive tendencies can carry over into school environments.

One line of research, led by Straus, suggests that parental corporal punishment heightens the risk of aggressive behavior in children and adolescents. However, these findings have been challenged by Larzelere and Baumrind. Nonetheless, a comprehensive meta-analysis of numerous studies on corporal punishment suggests that it leads to unfavorable outcomes for children and young people. The most methodologically sound studies demonstrate a "positive, moderately sized association between parental corporal punishment and children's aggression". Gershoff found that the trajectory of mean effect sizes (the size of the effect of corporal punishment on children's problem behavior) was curvilinear with the largest mean effect size in middle school (M = 0.55; on average the mean of corporal punishment group was more than half a standard deviation higher than the mean of the non-punishment group) and slightly smaller effect sizes in elementary school (M = 0.43) and high school (M = 0.45).

Another influential model in understanding the development of aggressive behavior is Gerald Patterson's social interactional model. This model highlights the dynamic between the mother's use of coercive behaviors and the child's counter-application of such behaviors. Coercive behaviors can include actions that are typically punishing, such as whining, yelling, and hitting. Abusive home environments can hinder the development of social cognitive skills necessary for understanding others' intentions. Short-term longitudinal evidence supports the idea that a lack of social cognitive skills mediates the relationship between harsh parental discipline and aggressive behavior in kindergarten. Follow-up studies indicate that the mediating effects persist until third and fourth grade.

Hirschi's control theory, proposed in 1969, suggests that children with weak emotional bonds to their parents and school are more likely to engage in delinquent and violent behavior both within and outside of the school setting. Hirschi's cross-sectional data from northern California largely support this view. Findings from case-control and longitudinal studies also align with this perspective.

Neighbourhood environment
Neighbourhoods and communities provide the context for school violence. Communities with high rates of crime and drug use teach youth the violent behaviors that are carried into schools. Children in violent neighborhoods tend to perceive that their communities are risky, and that these feelings of vulnerability carry over to the school environment. Dilapidated housing in the neighbourhood of the school has been found to be associated with school violence. Teacher assault was more likely to occur in schools located in high-crime neighbourhoods. Exposure to deviant peers is a risk factor for high levels of aggressivity. Research has shown that poverty and high population densities are associated with higher rates of school violence. Controlled longitudinal research indicates that children's exposure to community violence during the early elementary school years increases the risk of aggression later in elementary school, as reported by teachers and classmates. Other, well controlled longitudinal research that utilized propensity score matching indicates that exposure to gun violence in early adolescence is related to the initiation of serious physical violence in later adolescence. Neighbourhood gangs are thought to contribute to dangerous school environments. Gangs use the social environment of the school to recruit members and interact with opposing groups, with gang violence carrying over from neighbourhoods into some schools. Alternatively, many children who grow up in violent neighborhoods learn to deliberately find and make "street-oriented" friends as an instrumental tactic used to avoid being victimized. Without the threat of violence, children more commonly develop friendships based on homophily, or shared traits.

School environment
Recent research has linked the school environment to school violence. Teacher assaults are associated with a higher percentage of the male faculty, a higher proportion of male students, and a higher proportion of students receiving free or reduced cost lunch (an indicator of poverty). In general, a large male population, higher grade levels, a history of high levels of disciplinary problems in the school, high student to teacher ratios, and an urban location are related to violence in schools. In students, academic performance is inversely related to antisocial conduct. The research by Hirschi and others,  cited above in the section on the home environment, is also consistent with the view that lack of attachment to school is associated with increased risk of antisocial conduct.

Prevention and intervention
The goal of prevention and intervention strategies is to stop school violence from occurring. According to the CDC, there are at least four levels at which violence-prevention programs can act: at the level of society in general, the school community, the family, and the individual.

 * Society-level prevention strategies aim to change social and cultural conditions in order to reduce violence regardless of where the violence occurs. Examples include reducing media violence, reshaping social norms, and restructuring educational systems. The strategies are rarely used and difficult to implement.
 * Now Is The Time is a federal initiative developed in 2013 in response to the growing number of gun related school violence incidents. The initiative will provide funding and resources to schools in an effort to reduce gun violence in schools. Funding will be provided for implementation of school interventions and training teachers and staff, programs that will support the mental and physical health of students, conflict resolution programs to reduce further school violence, and restoration of school environment after a violent incident.
 * School-wide strategies are designed to modify the school characteristics that are associated with violence. An avenue of psychological research is the reduction of violence and incivility, particularly the development of interventions at the level of the school. The CDC suggests schools promote classroom management techniques, cooperative learning, and close student supervision. At the elementary school level, the group behavioral intervention known as the Good Behavior Game helps reduce classroom disruption and promotes prosocial classroom interactions.  There is some evidence that the Second Step curriculum, which is concerned with promoting impulse control and empathy among second and third graders, produces reductions in physically aggressive behavior. Other school-wide strategies are aimed at reducing or eliminating bullying    and organizing the local police to better combat gang violence.
 * The implementation of school-wide early-warning systems, the school equivalent of a DEW Line-like surveillance operation designed to "prevent the worst cases of school violence," has been problematic. Recent developments in early threat assessment, however, show promise. Violence-prevention efforts can also be usefully directed at developing anti-bullying programs, helping teachers with classroom-management strategies, applying behavioral strategies such as the Good Behavior Game, implementing curricular innovations such as the Second Step syllabus, developing programs to strengthen families (see below), and implementing programs aimed at enhancing the social and academic skills of at-risk students (see below).
 * Teachers are the professional group who works directly where school bullying takes place and who spends the most time with both bullies, victims and bystanders. Thus, whether and how teachers intervene in the case of bullying is of great importance. Research has shown that teachers prefer authority-based interventions towards bullies but seem to neglect to support the victims. Unfortunately, teacher training curricula tend not to include preventive and interventive skills regarding school violence. It has been shown that teachers who set limits and make it clear that previous behavior is in no way acceptable, and also involve the school administration, can reduce problematic behavior. Discussing the issue with the entire class can also lead to positive preventive effects.

Not only does physical violence in schools affect its victims, it also affects the witnesses. In elementary schools, young students tend to copy their peers actions in schools, which may lead to more physical harm towards other students.

 * Some intervention programs are aimed at improving family relationships. There is some evidence that such intervention strategies have modest effects on the behavior of children in the short and long term. Patterson's home intervention program involving mothers has been shown to reduce aggressive conduct in children. An important question concerns the extent to which the influence of the program carries over into the child's conduct in school.
 * Some prevention and intervention programs focus on individual-level strategies. These programs are aimed at students who exhibit aggression and violent behaviors or are at risk for engaging in such behaviors. Some programs include conflict resolution and team problem-solving. Other programs teach students social skills. The Conduct Problems Prevention Research Group, while developing and implementing a universal anti-aggression component for all elementary school children, also developed and implemented a separate social-skills and academic tutoring component that targets children who are the most at risk for engaging in aggressive behavior.
 * Bullying prevention programs such as Olweus provides materials for educators that will train them on how to mediate a bullying situation as well as procedures to take if a child is suicidal.

Challenges in measuring violence in schools
According to a UNESCO report on school violence and bullying, research on violence affecting children in schools is challenging for a variety of reasons.

Methodological issues
When assessing the extent of violence within educational settings and understanding the various types of violence experienced by students, several crucial considerations arise. These include determining the sources of data within the school community, specifying the data to be collected from each source, and selecting appropriate methodologies for data collection.

One significant question is whether researchers should directly inquire about violence in schools by engaging students in studies or surveys. These methods might involve self-reports from students regarding their personal experiences as victims or perpetrators of violence. Alternatively, researchers may ask students about instances of violence they have observed as bystanders. Moreover, the choice of administering these questions through self-administered questionnaires or researcher-administered surveys within schools must also be deliberated.

According to the UNESCO report, the decision regarding data collection location is another aspect to consider. Researchers may contemplate gathering data outside of schools, such as through household surveys. Alternatively, online surveys could be employed, taking advantage of students' internet accessibility. Another option is to rely on existing mechanisms for reporting violent incidents in educational institutions. These mechanisms could be internal to the schools themselves or external, encompassing governmental hotlines, internet-based reporting systems, and involvement from the police and justice sectors. When formulating questions for children, UNESCO argues that it is imperative to use terminology that is easily understandable, age-appropriate and culturally sensitive. This ensures that the queries are comprehensible and relevant to the target audience, taking into account their developmental stage and cultural context.

Legal and ethical issues
In many countries, strict regulations govern research involving children due to their status as minors who are unable to provide legal consent. Consequently, obtaining informed consent for a study necessitates the involvement of parents and legal guardians. However, broaching the subject of violence with children, particularly inquiring about their personal experiences, can potentially be distressing and traumatic. Moreover, investigating matters concerning sexual orientation and gender identity within the realm of education, specifically in relation to children, presents additional challenges. In certain contexts, discussing these topics is legally prohibited both within and outside educational institutions. Even in cases where it is legally permissible, addressing issues related to sexual orientation and gender identity/orientation in education with children and young people is regarded as highly sensitive. Considerations of ethical implications arise, as engaging children and young people in discussions regarding their sexual orientation and gender identity in a school setting may lead to embarrassment and expose them to potential stigma and discrimination.

To mitigate these concerns, UNESCO argues that questions regarding sexual orientation and gender identity should be handled with care and recommends that inquiries be conducted under confidentiality and anonymity, external to the school environment.

According to UNESCO, these considerations surrounding legal regulations, the potential for distressing children when discussing violence, and the sensitivity surrounding sexual orientation and gender identity underscore the need for researchers to exercise caution and adhere to ethical guidelines when conducting studies involving children and young people.

title: School violence


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User talk:MarshallFritz

Welcome!

Hello,, and welcome to Wikipedia! Thank you for your contributions. I hope you like the place and decide to stay. Here are a few good links for newcomers: I hope you enjoy editing here and being a Wikipedian! Please sign your name on talk pages using four tildes (~~); this will automatically produce your name and the date. If you need help, check out Where to ask a question, ask me on my talk page, or place  on your talk page and someone will show up shortly to answer your questions. Again, welcome!
 * The five pillars of Wikipedia
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Edgardo Mortara

 * I would like to add some of Mortara's testimony about his appreciation for his abduction and his refusal to return to his parents. Being new, I'd rather err to the side of prudence rather than boldness, hence am asking if you ever give guidence to newbies?

Hello. What I've pasted above this section is the usual boilerplate stuff, and you'll see that it includes some style manuals and other advice on writing articles. Have you looked at those before? Maybe if you have some specific questions after looking that over, or something specific about the Mortara article, I can address that if you specify what it is.

Last time I looked, the Edgardo Mortara article had an external link to some of Mortara's testimony. One think that bugged me about the material at that site was that it did not say when the testimony was given, so if you know anything about that, maybe you could add that information. Also, note that if you type ~ after anything you put on a discussion page, then when you save the page, your user name and the time and date will automatically appear as, in effect, your "signature". Michael Hardy 01:52, 14 Apr 2005 (UTC)

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

title: User talk:MarshallFritz


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Subfields of archaeology

Archaeological subfields are typically characterised by a focus on a specific method, type of material, geographical, chronological, or other thematic categories. Among academic disciplines, archaeology, in particular, often can be found in cross-disciplinary research due to the inherent multidisciplinary and geographical nature of the field in general. The lived human experience is vast and varied and reconstructing those lifeways and their consequences requires problem solving from numerous angles. In general, archaeologists work backwards with their research, starting with what is already known.

By historicity
Another main division of archaeology distinguishes:

 * Historical archaeology, which examines civilizations that left behind written records; and
 * Prehistoric archaeology, which concerns itself with societies that did not have writing systems. However, the term is generally valid only in Europe and Asia where literate societies emerged without colonial influence. In areas where literacy arrived relatively late, it is more convenient to use other terms to divide up the archaeological record.

In areas of semi-literacy the term
 * Protohistoric archaeology can be adopted to cover the study of societies with very limited written records. One example of a protohistoric site is Fort Ross on the northern California coast, which included settlements of literate Russians and non-literate American Indians and Alaska natives;
 * Ethnoarchaeology is the study of modern societies resembling extinct ones of archaeological interest, for archaeological purposes. It is often difficult to infer solid conclusions about the structure and values of ancient societies from their material remains, not only because objects are mute and say little about those who crafted and used them, but also because not all objects survive to be uncovered by scholars of a later age. Ethnoarchaeology seeks to determine, for instance, what kinds of objects used in a living settlement are deposited in middens or other places where they may be preserved, and how likely an object is to be discarded near to the place where it was used.
 * Taphonomy is the study of how objects decay and degrade over time. This information is critical to the interpretation of artefacts and other objects, so that the work of ancient people can be differentiated from the later work of living creatures and elemental forces.

By time period
A selective list of sub-disciplines distinguished by time-period might include:

 * Palaeolithic archaeology studies the earliest period of human history, focusing on stone tools and early humans.
 * Mesolithic archaeology examines the transitional period between the Paleolithic and Neolithic, often marked by hunter-gatherer societies.
 * Neolithic archaeology explores the advent of agriculture and more settled communities.
 * Bronze age archaeology investigates the period characterized by the use of early metallurgy including bronze tools and the rise of early civilizations with large cultural footprints.
 * Medieval archaeology is the study of post-Roman European archaeology until the sixteenth century.
 * Post-medieval archaeology is the study of material culture in Europe from the 16th century onwards.
 * Historical archaeology is the study of the past using both material evidence (i.e. artifacts and their contexts) and documentary evidence (including maps, photographs and film). Usually this is associated with the Americas.
 * Industrial archaeology focuses on the preservation of material relics of the Industrial Revolution or the archaeology of work.
 * Modern archaeology is the study of modern society using archaeological methods, e.g. the Tucson Garbage Project.

More regional specific categories include:
 * Classical archaeology is the study of the past using both material evidence (i.e. artifacts and their contexts) and documentary evidence (including maps, literature of the time, other primary sources, etc.). Classical archaeology specifically pertains to the Mediterranean area and the archaeology of Greece and its surrounding areas.
 * Viking age archaeology examines the material culture and societal structures of the Viking Age in Scandinavia.

By geography
Some archaeologists fall into regional or categorical groupings based on geography; these include:

By civilization or cultural grouping
Certain civilizations and cultural groups have attracted so much attention that their study has been specifically named. These sub-disciplines include:
 * Assyriology (Mesopotamia),
 * Classical archaeology (Greece and Rome),
 * Etruscology (Etruria),
 * Egyptology (Egypt),
 * Indology (India),
 * Islamic archaeology
 * Phoenician-Punic archaeology (Phoenicia and its colonies), and
 * Sinology (China).

By cultural object or event

 * Archaeomusicology
 * Folklore research
 * Folklore research
 * Folklore research
 * Folklore research
 * Folklore research
 * Folklore research

By theory
Some archaeologists prefer to approach their research from various philosophical and political lenses. These include:
 * (See also: Gender archaeology)
 * Some archaeologists also specialise in debunking and the phenomenon of pseudoarchaeology.

By method
Many subdisciplines, notably from the Environmental and archaeological sciences, are often grouped by their methods. These subfields are often heavily disciplinary with other departments. These include:

 * (See also: Statistics)
 * Experimental archaeology involves attempting to re-enact past processes to test theories about ancient manufacturing, engineering and the effects of time on sites and objects (for example: flintknapping)
 * (see also: Archaeozoology)
 * (See also: Statistics)
 * Experimental archaeology involves attempting to re-enact past processes to test theories about ancient manufacturing, engineering and the effects of time on sites and objects (for example: flintknapping)
 * (see also: Archaeozoology)
 * (See also: Statistics)
 * Experimental archaeology involves attempting to re-enact past processes to test theories about ancient manufacturing, engineering and the effects of time on sites and objects (for example: flintknapping)
 * (see also: Archaeozoology)
 * Experimental archaeology involves attempting to re-enact past processes to test theories about ancient manufacturing, engineering and the effects of time on sites and objects (for example: flintknapping)
 * (see also: Archaeozoology)
 * (see also: Archaeozoology)
 * (see also: Archaeozoology)
 * (see also: Archaeozoology)
 * (see also: Archaeozoology)
 * (see also: Archaeozoology)

Specific methods include:

Other sub-disciplines
The following is a list of other sub-disciplines. Some of these are not areas of study in their own right, and are only methods to be used in larger projects. This non-exhaustive list includes:

 * Epigraphy
 * Forensic archaeology - the application of archaeological techniques to criminal investigations. It has become particularly prominent in the investigation of mass-killings associated with war crimes.
 * Garbology
 * Museum studies - the display and interpretation of past remains for the public
 * Recceology - the study of warfare and the means of warfare from an archaeological perspective
 * Settlement archaeology - "The study of the internal structure, arrangement, distribution, and relationships of ancient settlements in the context of their environmental setting and landscape position."

Post-excavation analysis and heritage preservation also make use of a wide variety of further techniques.

title: Subfields of archaeology


text: User talk:69.157.113.147

title: User talk:69.157.113.147


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Place shifting

Space shifting (or spaceshifting), also known as place shifting (or placeshifting), allows media, such as music or films, which are stored on one device, to be accessed from another place through another device. Space shifting is frequently done through computer networks, for example by viewing a television broadcast from a WiFi equipped set-top box on a WiFi equipped notebook. Other media shifting processes include time shifting, a process whereby a radio or television broadcast is recorded and played back at a different time, and format shifting where media files are converted into different formats.

A practical purpose of placeshifting is to avoid copyright infringement claims, as when viewing content through the Slingbox or similar consumer electronics.

In the 1980s, in the United States, Radio Shack marketed and distributed a different technology to view Audio/Video output remotely. It worked on the cordless phone frequencies and broadcast the signal with their proprietary transmitters and receivers branded Archer/Rabbit VCR Multiplying System.

Products and devices offering space shifting technology
Here are a few products and devices known for offering space shifting technology:
 * TV2Me - the original placeshifting device, developed by Ken Schaffer
 * LocationFree Player
 * Slingbox
 * Subsonic (media server)
 * Ampache
 * Plex (software)
 * Monsoon Multimedia

title: Place shifting


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Eimi

Eimi may refer to:

People with the given name

 * Eimi Kuroda (黒田 エイミ), Japanese fashion model
 * Eimi Haneoka (羽丘 映美), a character in Saint Tail
 * Amy Harvey (ハーヴィー 瑛美), Japanese singer and model
 * Eimi Naruse (成瀬 瑛美), Japanese singer and voice actress
 * Amy Yamada (山田 詠美), Japanese writer
 * Eimi Gloria Matsudo (aka Giulia, born 1994), Italian-Japanese professional wrestler

Other uses

 * EIMI, a 1933 book by E. E. Cummings about a 1931 trip to the Soviet Union
 * eimì, an Ancient Greek verbs meaning "to be"
 * Kuwaiti Persian (or Eimi), an endangered language spoken in Kuwait

title: Eimi


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Talk:Modernization

could unincorperated places building side walks be considered modernization?
akron South main street now has sidewalks in the coventry town ship was this development a modernizing development? or not big of enough project. 99.164.34.159 (talk) 09:58, 26 October 2010 (UTC) →  I think this is an irrelevant comment and should be deleted.Iamsorandom (talk) 14:30, 10 December 2013 (UTC)

Partial account
The article in present form seems quite partial and incomplete. It implies from its description of origin that the only way to use the term is in an evolutionary scheme, whereas it is a vital term in other kinds of moderndescriptions of modernity and modernism. The text as it stands seems to imply that to use the term is to approve of the processes it describes. Dialectical (for example) accounts of modernity describe modernization as contradictory processes, describing its beneficial and destructive aspects. The article seems to imply that to use the term is to only see the benefits, while to oppose its use is to only see its destructions. There are other POV issues here too, such as "technically modernity refers to the present"; while I agree we are still 'in' modernity, many others think we are not. DionysosProteus 12:22, 9 October 2007 (UTC)
 * The POV debate seems resolved, as there are no open questions. Rjensen (talk) 17:12, 1 May 2010 (UTC)

Merger with Modernisation Theory
There is a problem in the relationship between the wikis on Modernization and Modernization Theory. The introduction to the Modernization article specifies that the article is about a theory. If the article were about modernization theory, then it should be combined with the wiki on Modernization Theory. I suspect that the first section was added after the bulk of the article evolved. It appears that the bulk of the article is about the modernization process (practice) rather than being about a theory of that process such as modernization theory (there are others). It is about the history of modernization. The Criticism section is criticism of Modernization Theory and could appropriately be moved to that wiki. The Current Content of the Theory section should be incorporated into the Modernization Theory wiki. Something has happened to the world in the Modern Age period of hisotry, the time after 1500. This wiki should try to generalize about what has happened, as well as various frameworks for describing the process of getting to where we are now in history. A new theory section could say something general about the process of modernization and include subsections on various theories of development or modernization: • Neoclassical Theory • Modernization theory and Globalization Theory • Dependency Theory • Late Industrialization Theory • World-System Theory • Environmental alternatives to growth The new section should be in the spirit of asserting that each of these kinds of models contributes something to the understanding of how the world got to the current situation. --Intlcorn (talk) 16:47, 1 October 2012 (UTC) - I agree that these two wiki pages should be merged, as this one is clearly about modernisation theory as well. I'd suggest that we don't need a 'modernisation' page in the wikipedia - it should be in wiktionary - and the rest of the stuff on here should be merged into modernisation theory and this page redirected there.Iamsorandom (talk) 14:34, 10 December 2013 (UTC)

– I have now merged these pages. If anyone wants to look through the new merger for duplication that would be greatIamsorandom (talk) 17:34, 10 December 2013 (UTC)

title: Talk:Modernization


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Talk:Tule Lake National Monument

Article name
Tule Lake is a Lake. Tule Lake War Relocation Center on the otherhand is a Japanese American internment camp. --Crazyjoe 01:57, 14 Apr 2005 (UTC)

NPOV
It is entirely possible that there may be POV language in this article, but this should be noted here BEFORE adding the tag. For this reason, ie, lack of justification, I am boldly removing the tag. --Mashford 12:48, 2 August 2006 (UTC)

 * Using "notorious" to describe Tule Lake might be accurate, but given that this is an encyclopedia, it isn't a very neutral term. It should be replaced with something neutral or removed. -- Gmatsuda 21:26, 3 December 2007 (UTC)

 * "Notorious" has been removed. I propose the same for the POV tag (again). Mashford (talk) 19:27, 5 January 2008 (UTC)

 * It's still there. :) Tule Lake may very well have been the most "notorious" of the ten camps. However, to say so without anything verifiable to back it up is POV. -- Gmatsuda (talk) 11:14, 8 January 2008 (UTC)

 * I changed "notorious" to "controversial," which is the term used by the Tule Lake Committee history webpage . I thought it was the most "neutral" word one could use to describe what was essentially a political prisoner camp, given its history of being the place where dissenting internees and anti-internment protesters were sent. I'm now in the process of digging out my old papers and notes re Tule Lake in the hopes I can find better references.Fengxi (talk) 02:15, 22 January 2008 (UTC)fengxi

 * That works. :-) -- Gmatsuda (talk) 02:50, 22 January 2008 (UTC)

images
The Library of Congress has released a number of PD images   onto Flickr that could be uploaded onto this article. Sabine's Sunbird  talk  23:39, 16 January 2008 (UTC)
 * Tossed up the second one. ~ (The Rebel At) ~ 00:27, 6 April 2008 (UTC)

possible copyvio
This article appears to copy a large block of text from http://www.tulelake.org/history.html

I dont have time to rewrite this with the care it deserves, but ... dm (talk) 03:52, 27 July 2008 (UTC)

added images
I added four images to the article. Feel free to remove some of them if it seems too image-heavy. Really, the 'map' is more for the discussion page than anything. Tedder (talk) 04:39, 14 October 2008 (UTC)

misleading images
These images are a little misleading. They photos of what was once the CCC Camp in Tulelake. They lie outside the boundary of the main Japanese American Internment Camp. They were briefly used by the camp to house strike breakers (brought in from other internment camps) and 'disloyals' (before the stockade was built). I suggest looking to Densho for images. -- with the exception of the prison, a few warehouses, and administration homes, very little is left of the camp, as the barracks were auctioned off after the camp closed. Aroundtheworlds (talk) 02:38, 9 December 2008 (UTC) aroundtheworlds

 * I don't know one way or the other, so this is a request, not a challenge...do you have anything to verify your claim? -- Gmatsuda (talk) 02:56, 9 December 2008 (UTC)

The above poster is correct. The photos are of the Tule Lake POW camp, a former CCC camp. A few Japanese Americans were held there for two brief periods during WWII, but it is not the relocation center. Follow the "National Park Service: Confinement and Ethnicity (Chapter 15)" external link, there are chapters for Tule Lake the relocation center and Tulelake the POW camp. —Preceding unsigned comment added by 66.167.128.239 (talk) 05:46, 10 December 2008 (UTC)

OK...then someone can go ahead and remove/replace the photos, I guess. -- Gmatsuda (talk) 05:49, 10 December 2008 (UTC)

 * They were my photos, I removed them. Too bad- that was a long way to go considering I went to the wrong place! tedder (talk) 06:50, 10 December 2008 (UTC)

 * Per this discussion, I had added coords to the camp. These are incorrect- it's to the wrong camp (is there an article for the "other" camp?). Anyhow, new coords should be added; I added the coords missing template. tedder (talk) 06:59, 10 December 2008 (UTC)

 * Sorry to hear you went to the wrong one! Someday, when all the property rights issues are dealt with, Tule Lake will become some kind of organized historic site, probably a unit of the National Park Service. -- Gmatsuda (talk) 07:33, 10 December 2008 (UTC)

I understand how you could end up at the CCC camp instead of the Internment Camp -- besides a plaque beside the road, there is really no sign of the old camp (very little accessible to the public, practically nothing interpreted). However! All that is about to change -- on Dec. 5th the Tule Lake Segregation Center was made a National Monument in Bush's WWII Valor in the Pacific designations. I imagine it will be a while until the site is accessible to the public, and it's only a small part of the camp -- basically the stockade/motorpool area (only areas that are already owned by the public). There isn't much left of the camp's infrastructure, except the jail - but that building alone tells a very powerful story. Until the new site is operational, Lava Beds does some interpretation. Aroundtheworlds (talk)aroundtheworlds —Preceding undated comment was added at 15:20, 11 December 2008 (UTC).

Terminology section
I added the Terminology section, and placed it early in the article with the thought that people should know and understand the terminology before getting deeper into the article. It makes no sense to me that they should read the rest of the article without first understanding the terminology. -- Gmatsuda (talk) 04:15, 18 October 2013 (UTC)
 * This "terminology" thing seems to be one of your major obsessions, and your repeated attempts to raise its visibility borders on advocacy on your part. That's not appropriate for wikipedia.  I think it's overdone as it is in this article, and I may very well prune it down in the future.  — Myasuda (talk) 12:48, 18 October 2013 (UTC)

 * Has nothing to do with trying to raise its visibility, and I deeply resent the accusation. It's about providing readers the information they need. It has all that detail because the section was attacked by those who believe "concentration camp" should be reserved for the Nazi camps, but do whatever you wish, even though I still believe it makes no sense to allow a reader to go through an article without an understanding of the terminology used, only to find out about it afterwards. Despite all this, I have little time these days to argue this kind of stuff, so please, as I said earlier, feel free to do as you wish. I'm not very likely to bother with it anymore (notice that I didn't revert your edit, despite the fact that I disagree with it?) -- Gmatsuda (talk) 01:19, 19 October 2013 (UTC)

expanding History section
There isn't a whole lot of information on the context of the loyalty questionnaire and renunciation/repatriation, and the info on the segregation/relocation center itself is pretty basic, so I am adding some details. MartinaDee (talk) 23:38, 17 March 2014 (UTC)

External links modified
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title: Talk:Tule Lake National Monument


text:
User talk:Simon Gunson

Welcome!

Hello, and welcome to Wikipedia. Thank you for your contributions. I hope you like the place and decide to stay. Here are a few good links for newcomers: I hope you enjoy editing here and being a Wikipedian! By the way, you can sign your name on Talk and vote pages using three tildes, like this: ~~~. Four tildes (~~~~) produces your name and the current date. If you have any questions, see the help pages, add a question to the village pump or ask me on my Talk page. Again, welcome!
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Zzyzx11 | Talk 01:59, 14 Apr 2005 (UTC)

Werner Heisenberg
Thanks for your work on Werner Heisenberg. In the future it would be helpful if you left an edit summary describing your changes. Josh Parris ✉ 02:12, 15 Apr 2005 (UTC)

title: User talk:Simon Gunson


text:
Category:Church architecture

This category contains articles about church architecture and related architectural elements, rooms and spaces. This category should not be used for articles about individual buildings.

title: Category:Church architecture


text: User talk:24.148.176.209

title: User talk:24.148.176.209


text:
User talk:Godlord2

WP:OH
Hi there, I have an idea for the WikiProject listed at Wikipedia_talk:WikiProject_Ohio and was wondering if you would mind giving your opinon on the matter. I have contacted you because you in the middle of the list atWikiProject_Ohio/Participants and I am seeking opinions of users who have been members of WP:OH for awhile. Thank you for your time. §tepshep  •   ¡Talk to me!  23:42, 27 March 2008 (UTC)

Offer Help
Could you possibly as a Wiki Editor offer me some assistance with a situation I'm having regarding my articles being constantly altered or changed to a completely biased point of view. If so write back soon. Thank You!--Klutzulmaniack (talk) 02:49, 26 August 2008 (UTC)

"...and most important of all write in English." This comment was written to me and it is in my mind offensive and rude. Are you able to say something to this user. I will admit however that I backlashed also.--Klutzulmaniack (talk) 03:43, 26 August 2008 (UTC) If you go to my page you can see what (BLUESALO) has been saying to me and arguing about.

Oh thanx for all your help............................NOT!!!!!!!!!!!

WikiProject Ohio Newsletter
This newsletter is delivered by bot to all project members of WikiProject Ohio. If you do not want to receive this newsletter in the future, please note this at the unsubscribe page. Thank you, §tepshep -  Newsletter Bot  Talk  00:20, 29 March 2008 (UTC) The above newsletter was delivered by Newsletterbot as per a request by Stepshep

WikiProject Alternative music Newsletters
If you missed last the previous newsletter, you can find it at WikiProject Alternative music/Newsletter/February 2008. You are receiving this newsletter because you have signed up for WikiProject Alternative music. If you wish to stop receiving this newsletter, or would like to receive it in a different form, add your name to the appropriate section here. This newsletter was delivered by the automated Giggabot (talk) 09:40, 4 April 2008 (UTC)

WikiProject Ohio Newsletter
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WikiProject Ohio Newsletter
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Delivered by §hepBot  ( Disable )  15:02, 26 June 2008 (UTC)

WikiProject Alternative Music Newsletter for August 2008
SoxBot II (talk) 21:37, 4 September 2008 (UTC)

WikiProject Alternative Music Newsletter for September 2008
SoxBot II (talk) 19:58, 3 October 2008 (UTC)

WikiProject Alternative Music Newsletter for October 2008
SoxBot II (talk) 02:45, 2 November 2008 (UTC)

WikiProject Alternative Music Newsletter for November 2008
SoxBot II (talk) 02:54, 10 December 2008 (UTC)

WikiProject Alternative Music Newsletter for December 2008
SoxBot II (talk) 17:41, 2 January 2009 (UTC)

WikiProject Alternative Music Newsletter for February 2009
SoxBot II (talk) 03:07, 1 March 2009 (UTC)

WikiProject Alternative Music Newsletter for March 2009
SoxBot II (talk) 02:08, 6 April 2009 (UTC)

Message from the My Chemical Romance task force
Hello!

You may be interested to know that the WikiProject My Chemical Romance has recently been transformed into a task force of WikiProject Emo. Please visit the task force page to see what's new. This move allies the task force with a larger WikiProject that handles much of the administrative overload, thus allowing task force members to focus on the most important activity: article improvement.

The project's membership list has also been moved to the new task force page. If you see that your username is in the "Inactive/former members" section, please do not take offense; this is because you no longer appear to be active on Wikipedia. We may also take the liberty of removing the member userbox from your userpage if it appears there, to prevent you from automatically appearing in Category:My Chemical Romance task force members. Of course you are free to rejoin the task force and re-add the userbox at any time if you would like to become active again.

For active editors, it is our hope that this change will help spur you to improve articles related to My Chemical Romance. You may have noticed that the old My Chemical Romance project userbox on your user page has automatically changed to the new task force userbox. We may take the liberty of fixing the template link on your userpage, to avoid redirects.

Thank you and we hope you will continue to support the My Chemical Romance task force!

--IllaZilla (talk) 02:31, 5 May 2009 (UTC)

June 2010
Please stop your disruptive editing. If you continue to vandalize Wikipedia, as you did at 2010s, you may be blocked from editing. ╟─ Treasury Tag ► stannator ─╢ 21:07, 1 June 2010 (UTC)

 * [[Image:Nuvola apps important.svg|25px]] Please stop. If you continue to blank out or delete portions of page content, templates or other materials from Wikipedia, as you did to I'm not a fan, but the kids like it!, you may be blocked from editing. Maypigeon of Liberty (talk) 01:53, 11 June 2010 (UTC)

September 2011 Newsletter for WikiProject United States
--Kumioko (talk) 15:34, 5 September 2011 (UTC)

Nomination for deletion of Template:WikiProject Smashing Pumpkins
Template:WikiProject Smashing Pumpkins has been nominated for deletion. You are invited to comment on the discussion at the template's entry on the Templates for discussion page. Ricky81682 (talk) 05:53, 30 September 2015 (UTC)

ArbCom elections are now open!
MediaWiki message delivery (talk) 13:00, 23 November 2015 (UTC)

title: User talk:Godlord2


text: User:ClockworkSoul/Templates/facfailed

title: User:ClockworkSoul/Templates/facfailed


text:
User talk:Destronic~enwiki

Hello, I noticed you uploaded Image:Stam--I.-Vogue.jpg. Please attach one of the Image copyright tags to that image's description page. Please read the Image use policy for more information. Thanks. Zzyzx11 | Talk 02:03, 14 Apr 2005 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Destronic. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Destronic~enwiki that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name. If you think you might own all of the accounts with this name and this message is in error, please visit Special:MergeAccount to check and attach all of your accounts to prevent them from being renamed.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:26, 19 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 12:07, 22 April 2015 (UTC)

title: User talk:Destronic~enwiki


text: User:ClockworkSoul/Templates/comment

title: User:ClockworkSoul/Templates/comment


text:
Panzerwaffe

Panzerwaffe, later also Panzertruppe (German for "Armoured Force", "Armoured Arm" or "Tank Force". Waffe: [combat] "arm") refers to a command within the Heer of the German Wehrmacht, responsible for the affairs of panzer (tank) and motorized forces shortly before and during the Second World War.

History
It was originally known as Schnelltruppen ("Fast Troops"); a motorized command established in the Reichswehr following the First World War, redesignated as Panzerwaffe in 1936 by Generalleutnant Heinz Guderian.

Panzertruppen
The men of the Panzerwaffe, are referred to as Panzertruppen (Armoured Troops), were distinguishable by their close fitting black uniforms, known as Panzer wraps. The corps colour of the German Panzertruppe was pink.

In addition to practical considerations, the uniform was inspired by the traditional uniform of the Brunswick Hussars. After 1943, the Panzerwaffe, like most other German branches of service, had relaxed the uniform rules and many Panzertruppen wore a variety of clothing, including camouflage and winter items.

Two training schools existed for panzer crews throughout the war, Panzertruppenschule I and II.

The mainstay of the Panzerwaffe was the Panzer division. These consisted of a panzer brigade (two tank regiments) and two motorized or mechanized infantry regiments. All forces of a Panzer division were mobile. Support elements included self-propelled artillery, self-propelled anti-tank, and armored reconnaissance cars. After the campaigns in Poland and France, the Panzer divisions were reduced in size, with only one Panzerregiment per Division. This move was taken to allow the creation of several new divisions with the available tanks.

Panzergrenadier
Motorized infantry were an early formation, and consisted of infantry transported by trucks. Early in the war, there were a number of light divisions, each a semi-motorized cavalry force created out of compromise with the Heer's cavalry command. These were judged inadequate following the Invasion of Poland and converted to fully motorized units.

During World War II they converted again to armoured reconnaissance divisions by the name of Panzergrenadier divisions consisting of motorized infantry (or armored infantry for some of the battalions, when sufficient (18 vehicles) half-tracked armored carriers were available), with self-propelled artillery( three battalions, each one with 14 self-propelled guns) and Jagdpanzer, and in some cases a significant panzer component.

Organization
A panzer corps consisted of two to three divisions and auxiliary attachments. Panzergruppen ("Panzer Groups") were commands larger than a corps, approximately the size of an army, and named after their commander (e.g. Panzergruppe Hoth). These were later recognized as Panzerarmeen ("Panzer Armies"), an army-level command of two to three corps. These higher-level organizations almost always mixed ordinary infantry units with the Panzerwaffe.

Significant numbers of panzer and motorized formations were of the Waffen-SS. These did not fall under the Panzerwaffe administratively, although operationally they were organized and fought as part of army formations and under army command.

title: Panzerwaffe


text:
User talk:WikiAce

Welcome!

Hello, and welcome to Wikipedia. Thank you for your contributions. I hope you like the place and decide to stay. Here are a few good links for newcomers: I hope you enjoy editing here and being a Wikipedian! By the way, you can sign your name on Talk and vote pages using three tildes, like this: ~~~. Four tildes (~~~~) produces your name and the current date. If you have any questions, see the help pages, add a question to the village pump or ask me on my Talk page. Again, welcome!
 * How to edit a page
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 * Picture tutorial
 * How to write a great article
 * Naming conventions
 * Manual of Style
 * If you're ready for the complete list of Wikipedia documentation, there's also Topical index.

(Sorry, it is a belated welcome.) Zzyzx11 | Talk 02:07, 14 Apr 2005 (UTC)

Law project
Hey, I noticed you have been editing alot of law/legal pages, and I was wondering if you would be interested in participating in WikiProject_Law and Portal:Law. We are looking for more people to help so that we can do collaborations and such. -GregAsche (talk) 05:15, 18 September 2005 (UTC)

Image Tagging Image:108th Senate composition.gif
Thanks for uploading Image:108th Senate composition.gif. I notice the image page currently doesn't specify who created the image, so the copyright status is therefore unclear. If you have not created the image yourself then you need to argue that we have the right to use the image on Wikipedia (see copyright tagging below). If you have not created the image yourself then you should also specify where you found it, i.e., in most cases link to the website where you got it, and the terms of use for content from that page.

If the image also doesn't have a copyright tag then you must also add one. If you created/took the picture then you can use GFDL to release it under the GFDL. If you can claim fair use use or fairuse. See Image copyright tags for the full list of copyright tags that you can use.

If you have uploaded other images, please check that you have specified their source and copyright tagged them, too. You can find a list of image pages you have edited by clicking on the "my contributions" link (it is located at the very top of any Wikipedia page when you are logged in), and then selecting "Image" from the dropdown box. Note that any unsourced and untagged images will be deleted one week after they have been uploaded, as described on criteria for speedy deletion. Thank you. Rossrs 16:59, 8 January 2006 (UTC)

Image Tagging Image:108th Senate composition.png
Thanks for uploading Image:108th Senate composition.png. I notice the image page currently doesn't specify who created the image, so the copyright status is therefore unclear. If you have not created the image yourself then you need to argue that we have the right to use the image on Wikipedia (see copyright tagging below). If you have not created the image yourself then you should also specify where you found it, i.e., in most cases link to the website where you got it, and the terms of use for content from that page.

If the image also doesn't have a copyright tag then you must also add one. If you created/took the picture then you can use GFDL to release it under the GFDL. If you can claim fair use use or fairuse. See Image copyright tags for the full list of copyright tags that you can use.

If you have uploaded other images, please check that you have specified their source and copyright tagged them, too. You can find a list of image pages you have edited by clicking on the "my contributions" link (it is located at the very top of any Wikipedia page when you are logged in), and then selecting "Image" from the dropdown box. Note that any unsourced and untagged images will be deleted one week after they have been uploaded, as described on criteria for speedy deletion. Thank you. Rossrs 16:59, 8 January 2006 (UTC)

title: User talk:WikiAce


text:
Sāketa

Sākēta (साकेत) is a Sanskrit appellation of the Indian city of Ayodhya. Sākēta can be alternatively used for the abode of Vaikuṇṭha in Hindu epics, where liberated souls dwell. "Sākēta", the name of the Ayodhya Kingdom was later widespread by Buddhist travellers and far away traders for the collective name of the region's under this Kingdom. Overall, according to early chronicles found in Hindi, Bengali, Gujarati, Marathi, Odia, Sanskrit literature and Ramayana and Ramacharitamanasa the city bears the name of Ayodhya Kingdom, not Sākēta.

In literature
Saket (1932), a famous Hindi epic poem by Maithili Sharan Gupt, a modern-version of Ramacharitamanasa, which described an ideal Hindu society and Rama as an ideal man. It is an account of the Ramayana through the eyes of Urmila, daughter of King Janaka of Mithila and the younger sister of Sita, who later became wife of Lakshmana.

In Buddhism
In Buddhism, the place is thought to be where the sons of Okkaka founded a city.

Ayodhya signifies a great importance in the Buddhist literature. It is referred to as Saketa in traditional Buddhist literature. British archaeologist Alexander Cunningham who was also the first director general of the ASI identified three Buddhist places — Mani Parbat, Kuber Parbat and Sugriv Parbat at the site of Ayodhya.

title: Sāketa


text:
User talk:MechaMage

Thanks for experimenting with Wikipedia. Your test worked, and has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing to our encyclopedia. Thanks. Meelar (talk) 02:08, Apr 14, 2005 (UTC)

title: User talk:MechaMage


text:
Sadar Bazaar, Delhi

Sadar Bazaar is the largest wholesale cosmetics jewellery market of household items in Old Delhi, Delhi, India.

Like other major markets of Old Delhi, this market is very crowded and buzzes with activity. Although it is primarily a wholesale market, it also caters to occasional retail buyers. Owing to the sheer volumes that are traded here every day, a visit to the market can be termed sensory overload. In addition to being a market for traders, Sadar Bazaar is a assembly constituency, making it a hub for politics. Sadar Bazar is in the list of World's 9 Most Iconic Markets, as per Times Travel. Sadar Bazar market was developed in 1830 by the British officer Charles Trevelyan. Sadar Bazar is the largest wholesale market in Asia & India. 'Bara Tooti Chowk' in Sadar Bazar, is the main intersection in the market, where all the protest, functions/celebrations, meetings, etc. are done. Daily Business worth of ₹300crore is done on daily basis in the market.

History
Paharganj, also referred as Shahganj or King's ganj or market place during Mughal era, gets its present name 'Paharganj', literally meaning Hilly neighbourhood, owing to its proximity to the Raisina Hill, where the Rashtrapati Bhavan stand today. Till, 1857, neighbourhoods like Paharganj, Kishenganj, and Pahari Dhiraj, were separate pockets which in the following years grew and merged, for example Pahari Dhiraj merged into Sadar Bazaar.

Location and transportation
Sadar Bazaar is located on the western side of Khari Baoli street. It is connected to the rest of the city via buses (closest station is Kashmere Gate ISBT), auto-rickshaws and trains (closest metro station is Tis Hazari Metro Station).

The area also has a railway station named Delhi Sadar Bazar (Code: DSB). It is 1 km from New Delhi railway station and trains take about 9 to 15 minutes to reach there. All the trains that stop here are either EMUs, MEMUs or passenger trains consisting of General class seating arrangements. As of 2015, the rail ticket fare for this leg is ₹5.

Commodities
Sadar Bazaar consists of numerous smaller markets, including Pratap market, Swadeshi market and Teliwara or Timber market. The market, as a whole, not only deals in household goods, but also in various other items such as toys, imitation jewellery and stationery. It has become a den of counterfeit products of many multi-national companies, FMCG products and especially cosmetic goods of deceptively similar character. It was thus listed as a "notorious market" by the USTR in 2015 for selling counterfeit consumer goods and cosmetics.

Traders and shoppers have access to authentic Indian food, including delicacies deep-fried in ghee (clarified butter) and mithai (traditional sweets) of various kinds. The lanes are plenty and narrow, lined with shops selling imported goods, clothing, shoes and leather items, electronic and consumer goods, and more. The market, even more so than the rest of the city, is very congested.

Concerns
Considered by some to be the biggest wholesale market in Asia, accounts from local traders indicate that Sadar Bazaar suffers from over-congestion of stalls, power cuts, lack of sanitation facilities, improper maintenance of roads and frequent traffic jams.

Despite being chaotic, Sadar Bazaar remains a tourist attraction.

Swadeshi Market
Swadeshi Market in Sadar Bazaar is famous for artificial jewellery, toys, gifts item, and household plastics. Inside Sadar Bazaar, every lane is having its local association and having shops of different goods.

Administration and politics
Federation of Sadar Bazar Traders Association (Regd.) is the parental organisation of all the major trade associations of Sadar Bazaar.

Sadar Bazaar is part of the Sadar-Paharganj constituency, one of the twelve administrative zones of Municipal Corporation of Delhi (MCD). As of 2015, this constituency is represented by Som Dutt of the Aam Aadmi Party. Prior to Dutt, this Vidhan Sabha constituency was represented by Rajesh Jain of the Indian National Congress (INC). Previously a parliamentary constituency, it is now a part of Chandni Chowk parliamentary constituency represented by Harsh Vardhan of the BJP.

title: Sadar Bazaar, Delhi


text:
User talk:HurriSbezu

Welcome!

Hello, and welcome to Wikipedia. Thank you for your contributions. I hope you like the place and decide to stay. Here are a few good links for newcomers: I hope you enjoy editing here and being a Wikipedian! By the way, you can sign your name on Talk and vote pages using three tildes, like this: ~~~. Four tildes (~~~~) produces your name and the current date. If you have any questions, see the help pages, add a question to the village pump or ask me on my Talk page. Again, welcome!
 * How to edit a page
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 * Naming conventions
 * Manual of Style
 * If you're ready for the complete list of Wikipedia documentation, there's also Topical index.

Zzyzx11 | Talk 02:09, 14 Apr 2005 (UTC)

Making minor edits to my user talk page
I appreciate that you made a minor typo fix to my user talk page. The problem is that it causes the "You have new messages" banner to show up on my screen, and it is a bit of a hassle for me to go to that page and not find a new message for me there. Thanks anyway. Zzyzx11 | Talk 02:37, 14 Apr 2005 (UTC)

Re:Cries for Help
For starters, you can find more information at Cleanup resources. It explains information on how articles are marked for cleanup and how to find articles that do need to be cleaned up. Zzyzx11 | Talk 02:51, 14 Apr 2005 (UTC)

Assassin's Creed Wiki
I noticed you edited the Assassin's Creed page. I would like to invite you to come share your knowledge of the game with us at the Assassin's Creed Wiki at Wikia @ http://assassinscreed.wikia.com/ Cheers. -- JoePlay —Preceding unsigned comment added by 76.107.177.236 (talk) 00:01, 16 November 2007 (UTC)

Segregationist Spoiler
I removed the ending of the story because it is a Big fat Spoiler. It ruins the story to know how it ends. By the way, I created the article in the first place. Das Baz 16:18, 30 April 2009 (UTC)
 * Responded at Das Baz's talk page. r ʨ anaɢ talk/contribs 16:23, 30 April 2009 (UTC)

title: User talk:HurriSbezu


text:
Category talk:Multiplayer online games

add Freeciv, RuneScape, Unreal Tournament 2004, Halo 2,

addition
please add Zombiemud!
 * Done. There's already a Zombiemud article, so I added the category to it. On Wikipedia, you're welcome to do things like this yourself — if you don't know how, just ask like you did here and someone will come along and help you. By the way, it's recommended that you sign your comments on talk pages (but not articles) by ending them with four tildes, like this: ~ . Feezo (Talk) 02:16, 7 April 2006 (UTC)

MUD categorization
I'm tidying this up by categorizing all MUDs into their subcategory only. Will probably do the same for MMPORGs at some point. Marasmusine 08:14, 26 July 2006 (UTC)

title: Category talk:Multiplayer online games


text:
Talk:Cessna 172

Cessna 175 variants with 172 model numbers
We seem to have an inconsistency about how we cover the 172 variants under the 175 type certificate. The P172D Powermatic is covered in Cessna 175 Skylark as the final variant of the 175, which is not technically accurate as the type certificate indicates that the series continued with the R172E, R172F, R172G, R172H, R172J, R172K, and 172RG. The R172E through R172H are covered in Cessna T-41 Mescalero, while the R172J through 172RG are covered here. Cutting off the 175 variants at P172D seems to be a bit arbitrary, as I have yet to see any sources lump it with the 175 while not also including the other 172s under the type certificate, with most sources ether grouping them by model number or type certificate. I think it would be better to either move the P172D to this article or move all the other variants to Cessna 175 Skylark. I personally prefer the former, perhaps with the 175 type certificate variants getting their own subsection to differentiate them from the "true" 172 variants. - ZLEA  T \ C 16:10, 6 June 2024 (UTC)

 * I think it broadly makes the most sense to group GA aircraft by how the manufacturer markets them, not by what type certificate they are produced under. A lot of GA manufacturers have played peculiar games with type certificates, making it confusing to the uninitiated to group aircraft this way. In other words, I would prefer to cover the P172D here, and revise the 175 and T-41 articles to clearly but briefly address aircraft marketed as 172s produced under those type certificates. Also, forgive my ignorance, but what are the R172E through R172H? Carguychris (talk) 16:44, 6 June 2024 (UTC)
 * I was bold and grouped all 175 TC variants of the 172 here. As for the R172E through R172H, they were exclusively built for military customers as the T-41, though Reims also built civilian derivatives.  See Cessna 172 -  ZLEA  T \ C 18:24, 6 June 2024 (UTC)
 * Looks good me, although I suggest moving most of the R172E through R172H details to the T-41 article and replacing them with a simplified summary here. Carguychris (talk) 20:14, 6 June 2024 (UTC)
 * I thought of that, but many of the details are still relevant to their respective Reims Rocket variants. The variants section in the T-41 article should still be expanded with the details, though. -  ZLEA  T \ C 20:26, 6 June 2024 (UTC)

2024 Safarilink Aviation mid-air
@Canterbury Tail et al, can we all agree that the 2024 Nairobi mid-air collision warrants inclusion in Accidents and Incidents? The accident itself is clearly notable despite not involving any injuries to anyone other than the pilots in the 172. Including the collision here is consistent with longstanding WP:AV practice; for instance, every currently listed Cessna 150 accident is a mid-air collision, most involve a commercial airline flight, and several caused no injuries to anyone other than the occupants of the 150. Carguychris (talk) 16:40, 18 July 2024 (UTC)
 * I find the idea that it is not notable enough to be listed here a bit unusual. While the 172 has been involved in numerous training accidents and collisions, this one stands out from most in that it has received significant coverage to meet WP:GNG.  Therefore, it should be included here. -  ZLEA  T \ C 17:32, 18 July 2024 (UTC)
 * Yes I'm fine with it being notable. I misread it originally on my phone and thought it was a collision with a small Diamond aircraft, not a larger passenger airliner. My error. Canterbury Tail talk 17:34, 18 July 2024 (UTC)
 * I see how that could happen, and I've reworded the entry to make the other aircraft type more clear. FYI, I've also RM'd the 2024 Nairobi mid-air collision to Safarilink Aviation Flight 053 for consistency with WP:AVTITLE. Carguychris (talk) 18:46, 18 July 2024 (UTC)

title: Talk:Cessna 172


text: User talk:68.69.96.168

title: User talk:68.69.96.168


text:
User talk:Gamerastudio

Welcome!

Hello, and welcome to Wikipedia. Thank you for your contributions. I hope you like the place and decide to stay. Here are a few good links for newcomers: I hope you enjoy editing here and being a Wikipedian! By the way, you can sign your name on Talk and vote pages using three tildes, like this: ~~~. Four tildes (~~~~) produces your name and the current date. If you have any questions, see the help pages, add a question to the village pump or ask me on my Talk page. Again, welcome!
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Zzyzx11 | Talk 02:10, 14 Apr 2005 (UTC)

title: User talk:Gamerastudio


text: User talk:66.189.113.140

title: User talk:66.189.113.140


text:
Greater Kailash

Greater Kailash (often referred to as GK) is a residential area in South Delhi consisting of several neighborhoods and multiple markets. It is divided into three zones, namely part 1, 2, and 3, located around a section of the Outer Ring Road. The neighborhood registered a 4.4% growth in residential sales.

Greater Kailash 1
Greater Kailash 1 (GK-I) was developed in the 1960s by DLF Limited when the Delhi Government allowed private developers to build colonies and is today one of the most affluent neighborhoods in the city, home to well-known politicians, business personalities and people associated with Bollywood industry. GK 1 markets in M and N Block are some of the most popular markets among Delhites and tourists because of its wide range of shopping, restaurants, bars, etc. The Office of ASSOCHAM was there in Zamrudpur Community Centre till May 2013.

Greater Kailash Part 2
The development of Greater Kailash-I was followed by the expansion of Greater Kailash Part II, which has easier accessibility to the Outer Ring Road of New Delhi. M-Block, GK II is a popular market, with many restaurants, coffee shops, sanitary shops and beauty salons. It is one of the largest hubs for sanitary ware in Northern India. Recently the market has experienced heavy footfall due to several restaurants, salons and banks.

Greater Kailash Part 3
The development of Greater Kailash-II has also led to its expansion into Greater Kailash-III, now bordering GK-II and adjacent to the Greater Kailash Metro station.

Real estate
Established in the early 1960s, the Greater Kailash locality has two metro stations on the violet and magenta lines. It has its own prime market which hosts numerous opulent salons, boutiques and eating joints. Property prices have always been high in this borough due to the numerous facilities available. Builder floors and independent villas cost anywhere between INR 6-25 crores (the US $800,000 - $9,000,000). Rental rates are also very high due to which this residential area is among the most expensive places in New Delhi.

In Popular culture
With time, Greater Kailash has become synonymous with good living, and a good neighborhood. In 2022 Indian Hindi-language horror comedy film Bhediya, after both the protagonist Bhaskar and his love interest Dr. Anika -a veterinarian- realize that he indeed is suffering from a physical form of lycanthropy, Dr. Anika hints, he should return to his home. Bhaskar exclaims, that he if fighting to have a better living [मेरी लड़ाई जमना पार [signifying an ordinary living] से जीके [GK or Greater Kailash signifying a decent living] पहुंचने की है].

Educational institutions

 * Balvantray Mehta Vidya Bhawan Anguridevi Shersingh Memorial Academy
 * Don Bosco School
 * Summer Fields School
 * K R Mangalam
 * After School Academy

Hospitals

 * Shekhawati Hospital
 * Apollo Spectra Hospital
 * Fortis La Femme Hospital
 * Sukhda Hospital
 * Phoenix Hospital
 * Premier Skin Hospital
 * Bharti Eye Hospital
 * Spectra Eye Hospital
 * AJ Kanwar Skin Hospital
 * Physio Lounge

Religious buildings

 * Gurdwara Sri Guru Singh Sabha (Greater Kailash)
 * Sanatan Dharm Mandir
 * Arya Samaj Mandir
 * Church

Accessibility

 * The Domestic Airport is 17 km from Greater Kailash.
 * The International Airport (IGI) is 22 km from Greater Kailash.
 * The Nizamuddin Railway station is approximately 9 km from Greater Kailash
 * The New Delhi Railway Station is approximately 15 – 16 km from Greater Kailash

Contiguous neighborhoods

 * East of Kailash
 * Nehru Place
 * Lajpat Nagar
 * Kalkaji
 * Chittaranjan Park
 * Masjid Moth
 * Kailash Colony
 * Sant Nagar
 * Pamposh Enclave
 * Hemkunt Colony
 * Chirag Enclave
 * Siri Fort Road
 * Alaknanda
 * tughlaqabad extension
 * Govind puri

title: Greater Kailash


text: User talk:68.110.206.117

title: User talk:68.110.206.117


text: User talk:68.68.116.82

title: User talk:68.68.116.82


text:
User talk:Discordian

Please stop adding nonsense to Wikipedia. It is considered vandalism. If you want to experiment, please use the sandbox. Thank you.

examples along with accusations, please. I've been a member of FC for four years. I know what is nonsense there and what is not. and it's courteous to leave a signature if you're going to accuse --Discordian 10:22, Apr 14, 2005 (UTC)

Image copyright problem with Image:Philresearch.jpg
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title: User talk:Discordian


text:
USS Hatfield

USS Hatfield (DD-231/AG-84) was a Clemson-class destroyer in the United States Navy during World War II. She was named for John Hatfield, killed in action 1813. , no other ship of the U.S. Navy has been named Hatfield.

Construction and commissioning
Hatfield was launched 17 March 1919 by New York Shipbuilding Corporation; sponsored by Helen Brooks Haugh; and commissioned 16 April 1920.

The ship sponsor, Helen Haugh, was one of the first women enlisted in the U.S. Navy in World War I, serving as a Yeoman (F). The ship's launch plank is still in existence and has been kept in her family.

Pre-World War II
After training cruises during the summer of 1920, Hatfield departed Brooklyn 6 September 1920 for Key West, Florida, and continued her exercises along the Atlantic coast for the remainder of 1920. From 4 January 1921 to 24 April she operated in the Caribbean. Hatfield returned to Hampton Roads in time for a review of the fleet by President Warren G. Harding 28 April. She continued maneuvers until 7 November, when she was assigned to the 14th Destroyer Squadron in the Atlantic Fleet.

During early 1922, Hatfield operated from Charleston, South Carolina, and on 2 October departed for the Mediterranean to join the U.S. detachment in Turkish waters where she remained on patrol duty until 31 July 1923, visiting many ports including Smyrna, Jaffa, Beirut, Rhodes, and Varna.

Upon return to New York 11 August 1923, she was assigned to the U.S. Scouting Fleet. For the next seven years, Hatfield maneuvered and drilled along the United States East Coast, Cuba, Central America, and the Gulf of Mexico. On 15 January 1928 her squadron accompanied President Calvin Coolidge to Cuba and Haiti for the Pan-American Conference. In November 1930 she sailed for Philadelphia where she was decommissioned 13 January 1931.

On 1 April 1932, she was placed in rotating reserve commission and departed 29 June for San Diego, her new home port. She operated out of San Diego until 27 April 1936, when she departed for a cruise that took her to Spain, France, Italy, and Algiers. She sailed for America 9 November 1937 and arrived Charleston in mid-December. Hatfield decommissioned 28 April 1938 after four months of operations along the U.S. East Coast.

World War II
She once again recommissioned 25 September 1939, and was assigned to the Neutrality Patrol until August 1940. Hatfield departed 2 August for the United States West Coast and was assigned to the defense force of the 13th Naval District. She operated in this area until 11 December 1941 when she sailed for patrol duty in Alaskan waters. In the uncertain early months of the Pacific war, Hatfield convoyed merchant ships to Alaskan ports, helping to carry the supplies necessary to establish bases in the North. She continued this vital duty in the bleak and dangerous northern waters until 13 March 1944, when she returned to Seattle, Washington.

Hatfield performed antisubmarine duties off Seattle until August and entered Puget Sound Navy Yard in September for conversion to a target-towing vessel. Re-designated AG-84, 1 October 1944, she took up her new duties 25 October at Seattle. For the remainder of her commissioned service, Hatfield operated out of Port Angeles, Washington, and San Diego, carrying out the prosaic but necessary duty of towing targets for aircraft bombing practice. She also spent a short time as an underway training ship off San Diego before arriving Bremerton, Washington, 12 November 1946. Hatfield decommissioned 13 December 1946, ending 26 years of service, and was sold for scrap to National Metal and Steel Corporation, Terminal Island, Los Angeles, California.

title: USS Hatfield


text:
Basser College, University of New South Wales

Basser College, University of New South Wales is a residential college at the University of New South Wales in Sydney. Basser College and its two neighbouring Colleges, Goldstein and Phillip Baxter, are collectively known as the Kensington Colleges.

History
Basser College was founded in 1959, ten years after the opening of the University of New South Wales (UNSW), making it the oldest residential college at the University. It was built to accommodate students from rural areas, enabling them access to the same education as local, metropolitan students. The College is named after Sir Adolph Basser (1887–1965), a Polish entrepreneur and philanthropist who contributed significantly to the cost of the College's construction.

The College's foundational structure was designed around two central courtyards with a small one to the north, and a larger one to the south, with a balcony running around the inside of the alcoves. In the first few years, when the college was all male, the smaller quadrangle was known as the Senior Quad and the other, the Junior quad. When girls were first admitted in 1965, they occupied a section of the smaller quadrangle, hence the quads became known as the Girls' Quad and the Boys' Quad. The names echo the separate living arrangements in the College at that time; a practice which has since been discontinued.

The majority of the rooms were divided into alcoves of four rooms, with two inner rooms and two outer rooms. Originally the large outer rooms were occupied by two freshers and the smaller outer room would have a more senior student. The inner rooms were normally reserved for sophomores and seniors. Once the girls were distributed evenly throughout the whole college, these alcoves were thus affectionately dubbed 'alcove families', with two males and two females constituting each group.

The beds in Basser College were narrow (2 feet 6 inches, 762 mm wide) and had a very hard mattress.

Basser College's original building was the only college on the Kensington Campus in which every room had the convenience of a wash basin. But there was only one power-point. So if one wanted to have a heater or jug and some music, then it meant using a double adaptor/piggy-back plug or two, or a home-made patch board. Also there were no phones in the rooms. The secretary downstairs had a switch-board with 2 incoming lines. If there was a call for a student during office hours, then she would call their name on the PA system and transfer the call to one of the 2 phones that were adjacent to the stairs on level 1. At 5pm the secretary switched the incoming lines to the phones upstairs. A roster of freshers was organized. It was the duty of the nominated fresher to stay in the small common room adjacent to the phones and answer the phones and then fetch whichever student was required.

Residents generally stayed in Basser for two or three years before ending their college tenure. A student had to remain at College for two and a half years, to be named Honorary College Valedictorian.

Basser College celebrated its 50th anniversary with a 'Back to Basser' day at the College in August 2009. The original building was last used in the 2011 Academic year and was handed over to a construction company in December 2011 to be demolished and replaced as part of UNSW's major student accommodation redevelopment.

Student life
Basser College offers a range of sporting, cultural and social activities planned and co-ordinated by a student leadership team. The leadership team, known as the 'House Committee,' consists of:

 * The Social Director, in charge of weekly events and parties.
 * Male and Female Sports Directors, who organise Inter-College Sports Association competitions.
 * The Cultural Director who facilitate the annual play, musical groups, exhibitions and excursions to cultural venues in Sydney.
 * The Arc@UNSW and Communities Director, who co-ordinates and promotes charitable activities as well as functions as the chief external liaison to the UNSW Student Union and Alumni of Basser College.
 * The Operations and Communications Director, who is charged with the dissemination of college information and maintenance of Student Club operated amenities.

Each individual Director is charged with the operation and management of a succinct portfolio of Officers of the House. Each Officer is appointed to complete a specific role within the college, i.e. the organisation of the annual Basser College Ball. In 2021, the Basser Ball will be organised by officers Emilie Hughes and Adam Coppel. Rumour has it that Basser Ball 2021 was one of the most extraordinary nights of the year. Despite COVID Restrictions, the two phenomenal organisational whizzes were able to build the hype and unleash onto the residents a true night of nights. T-30 Days. Get Keen.

The House Committee is in turn overseen and directed by the Basser student Executive, consisting of a Treasurer, Secretary and President. The Executive works with the Dean of College to ensure that the rules of the College and the responsibilities of each resident are upheld and maintained respectively. The current Basser College House President is Kashia McGrath. The current Secretary is Laurence Catanzariti. The current Treasurer is Issy Shaw. The current Dean of Basser College is Gillian Turner.

Basser College also hosts an annual 'Parent's Weekend' where parents are invited to experience the students' College activities.

Academic support is available to every resident in College by UNSW support staff. Senior College residents can also earn the title of 'Academic Mentor' on the basis of exemplary academic performance. Academic Mentors are charged with the responsibility of assisting their faculty peers.

Three meals per day are provided during session at the nearby Goldstein Dining Hall which is shared with the other Kensington Colleges – Philip Baxter, Goldstein and Fig Tree Hall.

In the early years of the college, the rooms were cleaned and the beds were made every weekday by a team of older women, with each maid being given a section of the college to look after. Now accommodation packages include only fortnightly cleaning and WiFi.

Nasser college promotes an "open door policy", where residents keep their door open during the day to promote comradery among students living there.

Early traditions

The freshers were requested to arrive in college at the start of orientation week, during which time they were required to wear a 300 mm piece of cardboard on their chest. On it was written their name, room number and their course. This enabled every one to get to know each other.

There were numerous things organized during orientation week, including: a lecture about the College and the University; a fire drill; a tour of the college amenities ("Note; you must learn where the various room numbers are!!"); day trip to Audley in the Royal National Park or Clark Island; and a scavenger hunt around Sydney.

At the beginning of first term, the freshers were purchased by groups of sophomores/seniors at an auction. These freshers would then join their group for coffee/tea during the study-break between 10am to 11am each evening. Early in first term, the freshmen were forced to run from the college to Coogee Beach. Note the big letter B in black shoe-polish on the back of the boys, and their number in polish on their chest. Based on their results in this run, they were given a handicap in a later cross-country run in Centennial Park.

Each year the freshers produced a concert for the entertainment of the whole college.

Originally there was a fountain in the smaller quadrangle. If you allowed your birthday to be known, then you could find yourself dumped into this fountain by your friends. The fountain was also used to dump the valedictorians after their farewell dinner.

Redevelopment
The redeveloped Basser College opened in Semester 1, 2014, accommodating 160 students in a mixture of rooms with either en suite or shared bathroom facilities. The building includes common and study areas as well as a rooftop garden. The college shares landscaped garden spaces with the other two Kensington Colleges - Philip Baxter College and Goldstein College - and colleges established following the Kensington Colleges' redevelopment, Fig Tree Hall and Colombo House.


text: User talk:69.231.10.145

title: User talk:69.231.10.145


text:
User talk:Amosshapira

 * (Sorry, this is a very, very, belated welcome):

Welcome!

Hello, and welcome to Wikipedia. Thank you for your contributions. I hope you like the place and decide to stay. Here are a few good links for newcomers: I hope you enjoy editing here and being a Wikipedian! By the way, you can sign your name on Talk and vote pages using three tildes, like this: ~~~. Four tildes (~~~~) produces your name and the current date. If you have any questions, see the help pages, add a question to the village pump or ask me on my Talk page. Again, welcome!
 * How to edit a page
 * Editing, policy, conduct, and structure tutorial
 * Picture tutorial
 * How to write a great article
 * Naming conventions
 * Manual of Style
 * If you're ready for the complete list of Wikipedia documentation, there's also Topical index.

Zzyzx11 | Talk 02:17, 14 Apr 2005 (UTC)

Speedy deletion of Redhat Piranha
A tag has been placed on Redhat Piranha requesting that it be speedily deleted from Wikipedia. This has been done under section A3 of the criteria for speedy deletion, because it is an article with no content whatsoever, or whose contents consist only of external links, "See also" section, book reference, category tag, template tag, interwiki link, rephrasing of the title, or an attempt to contact the subject of the article. Please see Wikipedia:Stub for our minimum information standards for short articles. Also please note that articles must be on notable subjects and should provide references to reliable sources that verify their content.

If you think that this notice was placed here in error, you may contest the deletion by adding  to the top of the article (just below the existing speedy deletion or "db" tag), coupled with adding a note on the article's talk page explaining your position, but be aware that once tagged for speedy deletion, if the article meets the criterion it may be deleted without delay. Please do not remove the speedy deletion tag yourself, but don't hesitate to add information to the article that would would render it more in conformance with Wikipedia's policies and guidelines. Kim Dent-Brown  (Talk to me)  14:12, 30 November 2007 (UTC)

title: User talk:Amosshapira