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Hossein Amanat

Hossein Amanat (, b. 1942 ) is an Iranian-Canadian architect. He is best known as the architect of the Shahyad Tower (renamed as Azadi Tower after the 1979 revolution) in Tehran, Iran, the Baháʼí Arc buildings in Haifa, Israel and the House of Worship in Samoa. He has also been designated as the architect of the Shrine of ʻAbdu'l-Bahá currently under construction.

Practice
As a young graduate from the University of Tehran. He is one of the students of Hooshang seyhoon. He won a nationwide competition in 1966 to design the Shahyad Tower, renamed the Azadi Tower in 1979. This first architectural project led to the opportunity to create some of Iran's most distinctive projects with reference to traditional Persian architecture. Amongst them are the initial buildings of the Sharif University of Technology in Tehran, Iran., the Persian Heritage Center, the Faculty for Business Management of the Tehran University and the Embassy of Iran in Beijing, China. As a member of the persecuted Baháʼí Faith, Amanat fled the country during the 1979 Iranian Revolution. He is the brother of Abbas Amanat, Professor of History & International Studies at Yale University.

Since moving to Canada in 1980, Hossein Amanat designed the three administrative buildings on the Baháʼí Arc in Haifa, Israel, the Baháʼí House of Worship in Samoa,  the Jiang'an Library for the Sichuan University, the media library for the Beijing Broadcasting Institute. He designed religious and cultural centers for the Baháʼí Faith near Dallas, Seattle and Washington, D.C., several multifamily condominiums in Santa Monica, and mixed-use high-rise buildings in San Diego and Burnaby.

On 7 May 2019 the Universal House of Justice announced Amanat as the architect of the future Shrine of ʻAbdu'l-Bahá.

List of projects

 * 1) Shahyad monument ( Azadi tower )   1971
 * 2) Pasargad archeological museum  1973
 * 3) Sharif university ( Aryamehr  university)  1975
 * 4) Faculty of business management university 1980
 * 5) Iranian embassy in Beijing  1983
 * 6) Seat of the Universal House of Justice 1983
 * 7) Samoa Bahá'í house of worship  1984
 * 8) Center for the study of the texts  2001
 * 9) International Teaching Center   2001÷
 * 10) International Archives extension 2001
 * 11) Bahá'í Faith world administrative center  2001
 * 12) Horizons tower 2001
 * 13) Plano Bahá'í community center 2004
 * 14) Sichuan university center library  2005
 * 15) Bellevue Bahá'í community center 2006
 * 16) Loudoun County, Virginia Baha`i community center 2007
 * 17) Legacy  2008
 * 18) Bayside  2009
 * 19) Amanat office 2009
 * 20) Beijing broadcasting institute library  2011
 * 21) National holocaust monument competition  2011
 * 22) zonda  2016
 * 23) Arris  2017
 * 24) Savina  2017
 * 25) One 88  2018
 * 26) 777 front  2019

Awards

 * 2024 Recipient of the Honorary Degree from The University of British Columbia
 * 2001 American Concrete Institute Award
 * 1995 Excellence in Building Design, Marble from Greece Competition
 * 1985 Tucker Award for Architectural Excellence
 * 1975 Royal Pahlavi Medal for Design
 * 1971 Medal of Art - Iranian Ministry of Education

title: Hossein Amanat


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Hofmann elimination

Hofmann elimination is an elimination reaction of an amine to form alkenes. The least stable alkene (the one with the fewest substituents on the carbons of the double bond), called the Hofmann product, is formed. This tendency, known as the Hofmann alkene synthesis rule, is in contrast to usual elimination reactions, where Zaitsev's rule predicts the formation of the most stable alkene. It is named after its discoverer, August Wilhelm von Hofmann.

The reaction starts with the formation of a quaternary ammonium iodide salt by treatment of the amine with excess methyl iodide (exhaustive methylation), followed by treatment with silver oxide and water to form a quaternary ammonium hydroxide. When this salt is decomposed by heat, the Hofmann product is preferentially formed due to the steric bulk of the leaving group causing the hydroxide to abstract the more easily accessible hydrogen.

 * Example of the Hofmann Elimination Reaction.png

In the Hofmann elimination, the least substituted alkene is typically favored due to intramolecular steric interactions. The quaternary ammonium group is large, and interactions with alkyl groups on the rest of the molecule are undesirable. As a result, the conformation necessary for the formation of the Zaitsev product is less energetically favorable than the conformation required for the formation of the Hofmann product. As a result, the Hofmann product is formed preferentially. The Cope elimination is very similar to the Hofmann elimination in principle, but occurs under milder conditions. It also favors the formation of the Hofmann product, and for the same reasons.

An example of a Hofmann elimination (not involving a contrast between a Zaitsev product and a Hofmann product) is the synthesis of trans-cyclooctene. The trans isomer is selectively trapped as a complex with silver nitrate (in this diagram the trans form looks like a cis form, but see the trans-cyclooctene article for better images):

 * [[Image:Trans-cycloocteneSynthesis.svg|Synthesis of trans-cyclooctene]]

In a related chemical test, known as the Herzig–Meyer alkimide group determination, a tertiary amine with at least one methyl group and lacking a beta-proton is allowed to react with hydrogen iodide to the quaternary ammonium salt which when heated degrades to methyl iodide and the secondary amine.

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

title: Hofmann elimination


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Learning management system

A learning management system (LMS) or virtual learning environment (VLE) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. LMSs have been adopted by almost all higher education institutions in the English-speaking world. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic.

Learning management systems were designed to identify training and learning gaps, using analytical data and reporting. LMSs are focused on online learning delivery but support a range of uses, acting as a platform for online content, including courses, both asynchronous based and synchronous based. In the higher education space, an LMS may offer classroom management for instructor-led training or a flipped classroom. Modern LMSs include intelligent algorithms to make automated recommendations for courses based on a user's skill profile as well as extract metadata from learning materials to make such recommendations even more accurate.

Purpose
An LMS delivers and manages all types of content, including videos, courses, workshops, and documents. In the education and higher education markets, an LMS will include a variety of functionality that is similar to corporate but will have features such as rubrics, teacher and instructor-facilitated learning, a discussion board, and often the use of a syllabus. A syllabus is rarely a feature in the corporate LMS, although courses may start with a heading-level index to give learners an overview of topics covered.

History
There are several historical phases of distance education that preceded the development of the LMS.

Correspondence teaching
The first known document of correspondence teaching dates back to 1723, through the advertisement in the Boston Gazette of Caleb Phillips, professor of shorthand, offering teaching materials and tutorials. The first testimony of a bi-directional communication organized correspondence course comes from England, in 1840, when Isaac Pitman initiated a shorthand course, wherein he sent a passage of the Bible to students, who would send it back in full transcription. The success of the course resulted in the foundation of the phonographic correspondence society in 1843. The pioneering milestone in distance language teaching was in 1856 by Charles Toussaint and Gustav Langenscheidt, who began the first European institution of distance learning. This is the first known instance of the use of materials for independent language study.

Multimedia teaching: The emergence and development of the distance learning idea
The concept of e-learning began developing in the early 20th century, marked by the appearance of audio-video communication systems used for remote teaching. In 1909, E.M. Forster published his story 'The Machine Stops' and explained the benefits of using audio communication to deliver lectures to remote audiences.

In 1924, Sidney L. Pressey developed the first teaching machine which offered multiple types of practical exercises and question formats. Nine years later, University of Alberta's Professor M.E. Zerte transformed this machine into a problem cylinder able to compare problems and solutions.

This, in a sense, was "multimedia", because it made use of several media formats to reach students and provide instruction. Later, printed materials would be joined by telephone, radio broadcasts, TV broadcasts, audio, and videotapes.

The earliest networked learning system was the Plato Learning Management system (PLM) developed in the 1970s by Control Data Corporation.

Telematic teaching
In the 1980s, modern telecommunications started to be used in education. Computers became prominent in the daily use of higher education institutions, as well as instruments to student learning. Computer-aided teaching aimed to integrate technical and educational means. The trend then shifted to video communication, as a result of which Houston University decided to hold telecast classes to their students for approximately 13–15 hours a week. The classes took place in 1953, while in 1956, Robin McKinnon Wood and Gordon Pask released the first adaptive teaching system for corporate environments SAKI. The idea of automating teaching operations also inspired the University of Illinois experts to develop their Programmed Logic for Automated Teaching Operations (PLATO) which enabled users to exchange content regardless of their location. In the period between 1970 and 1980, educational venues were rapidly considering the idea of computerizing courses, including the Western Behavioral Sciences Institute from California which introduced the first accredited online-taught degree.

Teaching through the internet: The appearance of the first LMS
The history of the application of computers to education is filled with broadly descriptive terms such as computer-managed instruction (CMI), and integrated learning systems (ILS), computer-based instruction (CBI), computer-assisted instruction (CAI), and computer-assisted learning (CAL). These terms describe drill-and-practice programs, more sophisticated tutorials, and more individualized instruction, respectively. The term is currently used to describe a number of different educational computer applications. FirstClass by SoftArc, used by the United Kingdom's Open University in the 1990s and 2000s to deliver online learning across Europe, was one of the earliest internet-based LMSs.

The first fully-featured Learning Management System (LMS) was called EKKO, developed and released by Norway's NKI Distance Education Network in 1991. Three years later, New Brunswick's NB Learning Network presented a similar system designed for DOS-based teaching, and devoted exclusively to business learners.

Technical aspects
An LMS can be either hosted locally or by a vendor. A vendor-hosted cloud system tends to follow a SaaS (software as a service) model. All data in a vendor-hosted system is housed by the supplier and accessed by users through the internet, on a computer or mobile device. Vendor-hosted systems are typically easier to use and require less technical expertise. An LMS that is locally hosted sees all data pertaining to the LMS hosted internally on the users′ internal servers. Locally hosted LMS software will often be open-source, meaning users will acquire (either through payment or free of charge) the LMS software and its code. With this, the user is able to modify and maintain the software through an internal team. Individuals and smaller organizations tend to stick with cloud-based systems due to the cost of internal hosting and maintenance.

There are a variety of integration strategies for embedding content into LMSs, including AICC, xAPI (also called 'Tin Can'), SCORM (Sharable Content Object Reference Model) and LTI (Learning Tools Interoperability).

Through an LMS, teachers may create and integrate course materials, articulate learning goals, align content and assessments, track studying progress, and create customized tests for students. An LMS allows the communication of learning objectives, and organize learning timelines. An LMS perk is that it delivers learning content and tools straight to learners, and assessment can be automated. It can also reach marginalized groups through special settings. Such systems have built-in customizable features including assessment and tracking. Thus, learners can see in real time their progress and instructors can monitor and communicate the effectiveness of learning. One of the most important features of LMS is trying to create a streamline communication between learners and instructors. Such systems, besides facilitating online learning, tracking learning progress, providing digital learning tools, managing communication, and maybe selling content, may be used to provide different communication features.

Managing courses, users and roles
Learning management systems may be used to create professionally structured course content. The teacher can add text, images, videos, pdfs, tables, links and text formatting, interactive tests, slideshows, etc. Moreover, they can create different types of users, such as teachers, students, parents, visitors and editors (hierarchies). It helps control which content students can access, track studying progress and engage students with contact tools. Teachers can manage courses and modules, enroll students or set up self-enrollment.

Online assessment
An LMS can enable instructors to create automated assessments and assignments for learners, which are accessible and submitted online. Most platforms allow a variety of different question types such as: one/multi-line answer; multiple choice answer; ordering; free text; matching; essay; true or false/yes or no; fill in the gaps; agreement scale and offline tasks.

User feedback
Students' exchange of feedback both with teachers and their peers is possible through LMS. Teachers may create discussion groups to allow students feedback, share their knowledge on topics and increase the interaction in course. Students' feedback is an instrument which help teachers to improve their work, helps identify what to add or remove from a course, and ensures students feel comfortable and included.

Synchronous and asynchronous learning
Students can either learn asynchronously (on demand, self-paced) through course content such as pre-recorded videos, PDF, SCORM (Sharable Content Object Reference Model), discussion forums or they can undertake synchronous learning utilizing video conference communication, live discussions and chats.

Learning analytics
Learning management systems will often incorporate dashboards to track student or user progress. They can then report on key items such as completion rates, attendance data and success likelihood. Utilising these metrics can help facilitators better understand gaps in user knowledge.

Learning management industry
In the relatively new LMS market, commercial providers for corporate applications and education range from new entrants to those that entered the market in 1990. In addition to commercial packages, many open-source solutions are available.

In the U.S. higher education market as of spring 2021, the top three LMSs by a number of institutions were Canvas (38%), Blackboard (25%), and Moodle (15%). Worldwide, the picture was different, with Moodle having over 50% of the market share in Europe, Latin America, and Oceania.

Many users of LMSs use an authoring tool to create content, which is then hosted on an LMS. In some cases, LMSs that do use a standard include a primitive authoring tool for basic content manipulation. More modern systems, in particular SaaS solutions have decided not to adopt a standard and have rich course authoring tools. There are several standards for creating and integrating complex content into an LMS, including AICC, SCORM, xAPI, and Learning Tools Interoperability. However, using SCORM or an alternative standardized course protocol is not always required and can be restrictive when used unnecessarily.

Evaluation of LMSs is a complex task and significant research supports different forms of evaluation, including iterative processes where students' experiences and approaches to learning are evaluated.

Advantages and disadvantages
Both supporters and critics of LMSs recognize the importance of developing 21st century skills; however, the controversy lies in whether or not they are practical for both teachers and students.

In one study, an LMS led to a reported higher computer self-efficacy, while participants reported being less satisfied with the learning process that is achieved in the LMS. A study among Indian students has suggested that a negative experience with an LMS can leave "the learner with a passive, un-engaging experience, leading to incomplete learning and low performance".

Advantages
There are six major advantages of LMS which in themselves constitute the concept of LMS.

 * Interoperability: Data standards on LMS allow information to be exchanged from one system to another
 * Accessibility: The consistent layout using on LMS provides students with disabilities better opportunity to access web content.
 * Reusability: Reusability refers to the LMS system's ability to be reused for educational content. A critical aspect in lowering the high expenses of developing educational experiences in e-learning settings.
 * Durability: Due to the rising adoption of technology into academics, the growth of LMS market is expected to reach a CAGR of 17.1% by 2028.
 * Maintenance ability: LMS allows developers to continually enhance their software and better adapt them to their user base.
 * Adaptability: LMS is always improving, updating, and learning new behaviours quickly. LMS has been active since 1990s and keeps adjusting to the changing society today.

Disadvantages

 * Teachers have to be willing to adapt their curricula from face-to-face lectures to online lectures.
 * There is the potential for instructors to try to directly translate existing support materials into courses which can result in very low interactivity and engagement for learners if not done well.

COVID-19 and learning management systems
The suspension of in-school learning caused by the COVID-19 pandemic started a dramatic shift in the way teachers and students at all levels interact with each other and learning materials. UNESCO estimated that as of May 25, 2020, approximately 990,324,537 learners, or  56.6% of the total enrolled students have been affected by COVID-19 related school closures. In many countries, online education through the use of Learning Management Systems became the focal point of teaching and learning. For example, statistics taken from a university’s LMS during the initial school closure period (March to June 2020) indicate that student submissions and activity nearly doubled from pre-pandemic usage levels.

Student satisfaction with LMS usage during this period is closely tied to the information quality contained within LMS modules and maintaining student self-efficacy. From the teacher perspective, a study of K-12 teachers in Finland reported high levels of acceptance for LMS technology, however, training support and developing methods for maintaining student engagement are key to long-term success. In developing nations, the transition to LMS usage faced many challenges, which included a lower number of colleges and universities using LMSs before the pandemic, technological infrastructure limitations, and negative attitudes toward technology amongst users.

title: Learning management system


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User talk:Elarredondo

Welcome!
Hello. I see you've just made your first edit. Welcome to Wikipedia!

Here are some tips to help you get started:

 * Read the Tutorial, and feel free to experiment in the Sandbox.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * If you need help, post a question at the Help Desk or ask me on my talk page.
 * Explore, be bold in editing pages, and, most importantly, have fun!

Good luck! –Hajor

P.S. One last helpful hint. To sign your posts like I did above (on talk pages, for example) use the '~' symbol. To insert just your name, type ~~~ (3 tildes), or, to insert your name and timestamp, use ~~~~ (4 tildes).

title: User talk:Elarredondo


text:
User talk:Henchperson

Welcome!

'''Hello,, Welcome  to Wikipedia! '''I hope you like working here and want to continue. If you need help on how to name new articles, look at Naming Conventions, and for help on formatting the pages visit the Manual of Style. If you need general help, look at Help and the FAQ, and if you can't find your answer there, check the Village pump (for Wikipedia related questions) or the Reference Desk (for general questions). There's still more help at the Tutorial and the Policy Library. Also, don't forget to visit the Community Portal — and if you have any more questions after that, feel free to post them on my New-Users' Talk Page.'''

Additional tips:
 * Here are some extra tips to help you get around Wikipedia:
 * If you want to play around with your new Wiki skills, try the Sandbox.
 * Click on the Edit button on a page, and look at how other editors did what they did.
 * You can sign your name using three tildes, like this: ~~~. If you use four, you can add a datestamp too. Always sign comments on Talk pages, never sign Articles.
 * You might want to add yourself to the New User Log
 * If your first language isn't English, try Contributing to articles outside your native language

Happy editing! Mel Etitis ( Μελ Ετητης ) 21:26, 12 Apr 2005 (UTC)

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title: User talk:Henchperson


text:
Samuel Bourne

Samuel Bourne (30 October 1834 – 24 April 1912) was a British photographer known for his prolific seven years' work in India, from 1863 to 1870. Together with Charles Shepherd, he set up Bourne & Shepherd first in Shimla in 1863 and later in Kolkata (Calcutta); the company closed in June 2016.

Early life and education
Samuel Bourne was born on 30 October 1834, at Napley Heath, near Mucklestone, on the Staffordshire and Shropshire border to Thomas Bourne (b. 1804) and his wife Harriet née Dobson (b. 1802). After being educated by a clergyman near Fairburn, he secured a job with Moore and Robinson's Bank, Nottingham in 1855. His amateur photographic activities started at about this time and he quickly became an accomplished landscape photographer, soon lecturing on photography and contributing technical articles to several photographic journals.

In 1858, Bourne made a photographic tour of the Lake District, and in 1859, displayed photographs at the Nottingham Photographic Society's annual exhibition. The following year, his photographs were also shown in London, at the London International Exhibition of 1862. This reception he received motivated him to give up his position at the bank, and set sail for India to work as a professional photographer; arriving in Calcutta early in 1863.

Work in India
He initially set up in partnership with an already established Calcutta photographer, William Howard. They moved up to Simla, where they established a new studio 'Howard & Bourne', to be joined in 1864 by Charles Shepherd, to form 'Howard, Bourne & Shepherd'. By 1866, after the departure of Howard, it became 'Bourne & Shepherd', which became the premier photographic studio in India, and until it closed in June 2016 was perhaps the world's oldest photographic business. Charles Shepherd evidently remained in Simla, to carry out the commercial and portrait studio work, and to supervise the printing and marketing of Bourne's landscape and architectural studies, whilst Bourne was away travelling around the sub-continent.

Bourne spent six extremely productive years in India, and by the time he returned to England in January 1871, he had made approximately 2,200 fine images of the landscape and architecture of India and the Himalayas. Working primarily with a 10x12 inch plate camera, and using the complicated and laborious Wet Plate Collodion process, the impressive body of work he produced was always of superb technical quality and often of artistic brilliance. His ability to create superb photographs whilst travelling in the remotest areas of the Himalayas and working under the most exacting physical conditions, places him firmly amongst the very finest of nineteenth century travel photographers.

On 29 July 1863, he left Simla on the first of his three major Himalayan photographic expeditions. With a retinue of some 30 porters to carry his equipment, he travelled across the Simla Hills to Chini, in the Valley of the Sutlej River, 160 miles north-east of Simla, and spent some time photographing in the Chini-Sutlej River area, before heading up to the borders of Spiti, and returning to Simla on 12 October 1863, with 147 fine negatives.

In the following year, Bourne set out on another major trip, this time a nine-month trip to Kashmir. Leaving Lahore on 17 March, he journeyed north-east to Kangra and from there, via Byjnath, Holta, Dharmsala and Dalhousie, to Chamba. From there, he went on to Kashmir, arriving on the borders on 8 June; by the middle of the month had reached the Chenab Valley. The following weeks were spent photographing the scenery of Kashmir before proceeding to Srinagar, where he stopped for some weeks, sight seeing and photographing before continuing his journey on 15 September. The return journey took in the Sind Valley, Baramula, Murree, Delhi and Cawnpore (now Kanpur) before arriving in Lucknow on Christmas Eve 1864.

Bourne's third and last major trip was perhaps his most ambitious; consisting of a six-month journey in the Himalayas with the goal of reaching and photographing the source of the Ganges. He left Simla on 3 July 1866, in the company of Dr. G.R. Playfair (brother of the famous English politician Dr. Lyon Playfair), and travelled with him through Kulu and Lahaul, over the Kunzum Pass into the Spiti valley, where they later parted company. Bourne then continued on alone (except for his forty porters!); over the Manirung Pass, where he took spectacular views of the 18,600 foot high pass; which held the record for the highest altitude photographs that had yet been taken for twenty years. Thence, down to the junction of the Spiti and Sutlej Rivers and on to Sungnam and the Buspa Valley. He then climbed up over the Neela Pass, and down into the Upper Ganges Valley, where he journeyed on up to the Gangotri Glacier. There he went on to photograph one of the prime sources of the Ganges, as it issued from the mouth of the glacial ice cave at Gaumukh. His return journey took in Agra, Mussoorie, Roorkee, Meerut and Naini Tal, and he arrived back in Simla, again in time for Christmas! He wrote extensively about his travels in the Himalayas (one of the very few photographers in India to do so), in a long series of letters, which appeared in The British Journal of Photography, between 1863 and 1870.

The studio business prospered, and in 1866, they opened a second branch in Calcutta, where they ran a portrait studio, and their work was widely retailed throughout the subcontinent by agents and in Britain through wholesale distributors. In 1867 he went briefly back to England, in order to marry Mary Tolley, daughter of a wealthy Nottingham businessman; and they both returned to India again later that year, where he continued to travel around the country, producing some 500 more fine images. He departed Bombay for England permanently in November 1870. His work as travelling landscape and architectural photographer for Bourne & Shepherd studios was taken over by Colin Murray, who continued taking fine images of India, in a very similar style, and later went on to take over the management of the business.

Some time shortly after his return to England, he sold off his interests in Bourne and Shepherd studios, and from then on, had nothing more to do with commercial photography; however his archive of some 2,200 glass plate negatives remained with the studio, and were constantly re-printed and sold over the following 140 years, until their eventual destruction in a Calcutta fire on 6 February 1991.

Return to England
Bourne settled back in Nottingham, where he founded a cotton-doubling business, in partnership with his brother-in-law J.B. Tolley. The business prospered, and Bourne become a local magistrate. Although continuing to photograph as a relaxation, and belonging to the local Photographic Society, much of his creative energy from this time onwards was devoted to watercolour. He died in Nottingham on 24 April 1912.

Bourne is justly regarded as one of the finest landscape and travel photographers of 19th-century India; combining a fine eye for composition with high technical expertise.

Collections
Bourne's work is held in the permanent collections of several museums, including the Princeton University Art Museum, the Harvard Art Museums, the National Gallery of Art, Washington, DC, the Detroit Institute of Arts, the Clark Art Institute, the Museum of New Zealand Te Papa Tongarewa, the Museum of Modern Art, the Brooklyn Museum, the Victoria and Albert Museum, the Metropolitan Museum of Art, the University of Michigan Museum of Art, the Museum of Fine Arts, Houston, the National Galleries of Scotland, and the San Francisco Museum of Modern Art.

title: Samuel Bourne


text:
Nowhere in Africa

Nowhere in Africa (Nirgendwo in Afrika) is a 2001 German drama film that was written and directed by Caroline Link. The screenplay is based on the 1995 autobiographical novel of the same name by Stefanie Zweig. It tells the story of the life in Kenya of a German-Jewish family that emigrated there in 1938 to escape persecution in Nazi Germany. The film won the Academy Award for Best Foreign Language Film as well as the 2001 German Film Award (Deutscher Filmpreis) in five categories, including Best Fiction Film.

Plot
In 1938, the Redlich family flees to Kenya from Leobschütz in Silesia, Nazi Germany, to escape the increasing persecution of the Jews. Walter, a former lawyer, finds work as a farm manager and sends for his family. His wife Jettel has trouble adjusting to life in Africa, although their daughter Regina quickly adapts to her new environment, easily learning the language of the country and showing interest in local culture. Regina soon forms a close friendship with the farm's cook, Owuor, who helped save Walter's life when he contracted malaria. The only German contact that Jettel has is through a friend of Walter's named Süsskind, an ex-German who has lived in Africa for years. Jettel asks Süsskind why he was never married, and he states that he had a habit of falling in love with married women.

When war breaks out, the British authorities round up all German citizens and intern them, including Jews, separating men from women. The Redlichs' marriage begins to deteriorate and Walter accuses Jettel of not wanting to sleep with him since he is only a farmer. Jettel sleeps with a German-speaking British soldier to secure work and a home on a farm for the family, and Regina and Walter both find out.

Walter decides to join the British Army and wants Jettel to go to Nairobi with him, but she refuses and stays to run the farm with Owuor. Regina is sent to an English boarding school, and is kept there for years, only being able to come back every so often during the harvest season. Jettel becomes fluent in Swahili and runs the farm competently, gaining an appreciation for African culture and hard work that she did not have before. During this time, Jettel and Süsskind develop a relationship; she kisses him, but he seems to decline to have a relationship (whether they slept together or not remains unclear).

Walter comes back from the war for which Jettel is overjoyed and reconciles with him. Later, he tells her that his father was beaten to death and his sister died in a concentration camp. He applies for a law position in Germany and receives word that he can immediately be placed as a judge. He states that the British Army's policy is to send all soldiers and their families back home. Jettel refuses to go with him, saying the farm needs her and that she is tired of following him around. She also refuses to believe that a country that killed their relatives could ever really be considered home. An angry Walter replies that she hated Africa at first and couldn't wait to get back to Germany, and that she is being selfish. Walter asks Regina if she wants to go with him, but Regina does not want to leave Owuor.

As Walter is preparing to leave alone, a swarm of locusts appears and threatens the harvest. Jettel sees Walter returning to fight off the locusts, and is touched at his dedication to the family. Eventually the locusts leave without serious damage to the crops and the farmers celebrate. Jettel and Walter make love and reconcile, and she tells him that she is pregnant with his child, leading him to conclude that she didn't sleep with Süsskind. Owuor decides to go on a journey, realising that the Redlichs' life is back in Germany, and he and Regina tearfully say goodbye. Jettel allows Walter to decide whether or not they should leave, and he acquires tickets back to Germany.

The final scene shows Walter, Regina, and Jettel travelling on a train on the way to leave Africa. As it stops, an African woman offers Jettel a banana. In a narration, Regina states that her brother was born healthy and was named Max, after her paternal grandfather.

Reception
The film was very well received by many international critics. Michael Wilmington of the Chicago Tribune called Nowhere in Africa "stunning". Kenneth Turan of the Los Angeles Times hailed the film as being "laced with poignancy and conflict, urgency and compassion." David Edelstein was less enthusiastic, writing "The movie isn't boring, but it's shapeless, more like a memoir than a novel, and threads are left dangling—as if it was meant to be four hours instead of 140 minutes."

On review aggregator website Rotten Tomatoes, the film holds an approval rating of 85% based on 99 reviews, and an average rating of 7.5/10. The website's critical consensus states that the film is "a visually lovely epic with compelling, three-dimensional characters." On Metacritic, the film has a weighted average score of 72 out of 100, based on 31 critics, indicating "generally favorable reviews".

Accolades

 * Deutscher Filmpreis ("German Film Award": "Golden Lola") 2002
 * Best Film
 * Best Cinematography: Gernot Roll
 * Best Director: Caroline Link
 * Best Music: Niki Reiser
 * Best Supporting Actor: Matthias Habich
 * Bayerischer Filmpreis ("Bavarian Film Award") 2002: Best Production (Producer's Award)
 * Bayerischer Filmpreis ("Bavarian Film Award") 2003: Public Award
 * 37th Karlovy Vary International Film Festival: Special Jury Prize

title: Nowhere in Africa


text:
Talk:Legacy of the Great Irish Famine

Revisionism
Coming to this through answers.com, it appears that some rosy revisionist assumptions need to be taken on. Broad Irish support for Queen Victoria? A startling claim, not least when there seems to be some creative sleight of hand going here on as to who is being counted as "the Irish". And to think that Americans are being taken to task and lectured on historical truth and accuracy! It is hardly surprising that the Protestant, Unionist descendants of English colonists would welcome her with shows of patriotism. And why is the Land War not _at all_ mentioned as part of the aftermath of the Famine?

 * Actually, whoever you are (ever think about signing your comment???) until the late 1870s Irish political meetings, nationalist Irish political meetings, finished with the singing of God Save the Queen. In the 1880s the Prince and Princess of Wales and the Duke of Clarence were able to walk through Dublin without bodyguards. The Prince of Wales was a regular visitor to Ireland all through that period. Indeed in the mid 1920s, the Princess Royal and her husband holidayed in Ireland, including in the Galway gaeltacht, without any hostility whatsoever. And that was only a couple of years after the War of Independence and the Civil War. When George V visited Ireland in 1911 he drew bigger (nationalist) crowds than assembled at any stage up until Pope John Paul II's visit in 1979. And nationalists marked the visit by selling drawings on the street of Dublin of the King opening the new Home Rule parliament in Grattan's old parliament building. (You can still find those drawings around Dublin.) Oh and by the way, in the 1930s, Dublin sold more poppies in the days leading up to Remembrance Day that Belfast and Liverpool combined! And crowds of 100,000+ used to attend ceremonies for Remembrance Day in College Green, while the Catholic Archbishop of Dublin used to celebrate a High Mass on Remembrance Sunday in the Pro-Cathedral in Dublin. De Valera himself was due to open the gardens in honour of the Irish First World War dead in 1939, but pulled out when the Second World War was due to start lest it compromise Irish Neutrality.

 * It wasn't the "Protestant Unionist descendants of English colonists" who sang the God Save the Queen, it was people like Issac Butt - while Tim Healy wanted a member of the Royal Family made Governor-General in a home rule Ireland in the 1880s (he told a radical British MP who was so surprised he recorded it in his diary). Actually Protestant Unionist descendants of English colonists, as you put it, weren't fans of Victoria because she was famously critical of anti-Catholic and anti-Irish attitudes in Britain in the 1880s. She told one senior Tory who had a function delivered a diatribe against "Roman Paddies" - "How dare you insult my Irish subjects. I will not tolerate that sort of disrespect for anyone in my home." (She ordered him to be removed and barred from any events she attended in future.) Some unionists were so critical of her they called her "Mrs O'Brien" and noted the rumours that her actual father was her mother's Irish secretary, Sir John Conroy.

 * Your knowledge of 19th and 20th century Irish history is somewhat flawed, to put it mildly. The reality is a good deal more complex than you seem to know. If you spent some time reading the archives you might just realise the true complexities. Fear ÉIREANN  01:11, 13 Apr 2005 (UTC)

Impact on the Irish language
I'm not sure I know enough about this to write it myself (and I am sure I don't have time to research it myself), but it would be good if someone could add a section on the impact of the Famine on the Irish language: native Irish speakers from the west were, I believe, disproportionately more likely to have died or emigrated because of the famine than English speakers. I'm sure I've seen Irish linguists state the opinion that the Famine was the beginning of the end for the Irish language. Angr (talk • contribs) 16:05, 18 April 2006 (UTC)

 * I was going to put in the same request. The omission is glaring. LeoO3 04:49, 27 June 2006 (UTC)

Main Article
Shouldn't this be combined with the main article, Irish_Potato_Famine_%281845-1849%29? It just seems like a waste to have two articles about one thing. Paulintheflesh 00:33, 25 January 2007 (UTC)

Irish Accusing Irish?
I changed the confusing statement to "sometimes accusing some other historians" which I understand doesn't flow very well, but I'm not completely sure of what the previous statement was trying to say. Originally, it sounded (in context with what the paragraph before had said as well) as if it was belittling the Irish and American historians as simply being stubborn and whining about "modern historians'" research, (although granted I am tired right now so I could have been reading it incorrectly) yet that still doesn't explain how the "many Irish historians" are accusing "Irish historians" of rewriting history...at the very least there needs to be a citation or expansion on who exactly is accusing who, and of what specifically. Irish♣Pearl 02:24, 12 March 2007 (UTC)
 * There were two references for this - both dead links. I removed one, and found the quote on another page on the same site for the second.  It doesn't appear to be "many historians" after all - instead it's one librarian.  Adjusted accordingly, and moved it further up in the section so that the pro- and anti- voices are together. Bastun Ėġáḍβáś₮ŭŃ! 09:00, 24 April 2011 (UTC)

POV statement
I've flagged this following sentence as POV. I think it needs rephrasing, feels like "flamebait".

"What is undeniable is that the British government reacted in a far different way than they would have if the famine had occurred in England, even though Ireland was part of the United Kingdom of Great Britain and Ireland"

Weasel-wording: "What is undeniable". Plus I'd like to know how the author of the sentence can give us proof that the British Government would have acted "far different(ly)" if the famine had occurred in England instead of Ireland. Very likely this is true, but can it be proved? Are there records of conversations or statements made by politicians so indicate so? --mgaved 14:39, 9 April 2007 (UTC)

 * I'm going to delete it.
 * Seraphim Whipp 15:59, 1 May 2007 (UTC)

Errors of fact and interpretation
I believe there are several statements of fact and interpretations appearing in this entry that are, to my mind, questionable and far from neutral, and should be edited. The first is this: 'Many Irish and American historians, however, still insist that what happened was genocide....' Such a statement implies that the question of the Irish famine as genocide is a hypothesis which has considerable weight among professional historians of Ireland, which it does not. After many years of attending conferences on the Famine (as an Irish historian myself at a major university) I know of no major historians of the Famine who would support the genocidal hypothesis, with perhaps the exception of Christine Kinealy. Of the major recent historians of Famine (by this I mean individuals who have published book-length histories of the Famine, including Donnelly, O'Grada, Gray, Daly, Mokyr, and perhaps Miller) none would support this view; to suggest that this is otherwise is a distortion. If others dispute this statement, please provide a list of corresponding published references (by reputable and institutionally-affiliated academics) where the authors make such a claim. I do agree with the statement that the genocidal hypothesis is one held by many (particularly in the U.S.)-- just not by professional historians of the Famine.

I similarly think the Seamus Metress quote should be deleted, as in any case it only represents one side of the revisionist argument (at this stage an exhausted debate which is better and more objectively covered elsewhere). At the very least there is no little irony in the fact that Metress claims revisionists 'present sociopolitical propaganda under the guise of scholarly writing.', when one's own office door at university is plastered with stickers of Bobby Sands, a bumper sticker demanding the return of Northern Ireland to Ireland, and photographs glamourising IRA militants (http://media.www.independentcollegian.com/media/storage/paper678/news/2006/01/30/News/Profs.Use.Doors.To.Open.Peoples.Minds-1520652.shtml).

On another subject, the statements appearing about the 100th anniversary of the Famine are incorrect: 'Then, no commemorations were held.' Commemorations were indeed held, though it is true they in no way approached the scale of the 1990s commemorations. In addition to the scholarly volume on the Famine commissioned by de Valera as a commemoration (delayed for publication until the 1960s), the Irish folklore commission also undertook a major oral history project of Famine memories (often referred to as The Famine Survey) in 1945, consisting of thousands of pages of material, now held in the Irish Folklore archives at University College Dublin. If one surveys regional papers in Ireland around 1947 (as I have done), you will also find occasional references to famine commemorative masses and ceremonies held around the country. Two of the scholars who have published interesting work on the subject of commemoration of the famine (who have examined the historical record and are not just working off assumptions) are Cormac O'Grada and Christopher Morash.

I would also question the suggestion that 'The horrors of the recent Holocaust may also have played a role in preventing people from wanting to relive the Famine' -- is it reasonable to suggest that in Ireland of 1945 the full extent of the Holocaust was understood as it is now? I have not yet come across a reference to both Famine and the holocaust in any newspaper or text from the 1940s which I have seen, but would welcome any corrections or citations that can be offered.

Acabado 11:23, 12 August 2007 (UTC)

Fields of Anfield Road
In the section 'the famine in song' it states that Liverpool fans sing fields of athenry which is not true. They sing fields of Anfield rd which is sung to the tune, but made up of lyrics that have nothing to do with the famine —Preceding unsigned comment added by 213.121.151.142 (talk) 22:17, 4 May 2008 (UTC)

WikiProject Food and drink Tagging
This article talk page was automatically added with WikiProject Food and drink banner as it falls under Category:Food or one of its subcategories. If you find this addition an error, Kindly undo the changes and update the inappropriate categories if needed. The bot was instructed to tagg these articles upon consenus from WikiProject Food and drink. You can find the related request for tagging here. Maximum and careful attention was done to avoid any wrongly tagging any categories, but mistakes may happen... If you have concerns, please inform on the project talk page -- TinucherianBot (talk) 21:38, 3 July 2008 (UTC) I find this tagging to be just a tad strange, as the article is talking about the sociopolitical effects of a historical event. But I do not know the system used by WikiProject, within that framework it may be logical. —Preceding unsigned comment added by 138.188.100.224 (talk) 00:22, 27 May 2009 (UTC)

Conversion rate?
The article states that Queen Victoria donated: "£2,000, the equivalent of €70,000" in 21st scentury Irish currency. Where did this figure come from? It seems inaccurate since it is a rule of thumb that applies generally that £1 of the Victorian period is equivalent in spending power to £100 today. Therefore the £2,000 would be roughly equivalent to £200,000 in today's pounds and something like 230,000 in Euros.  Xan  dar  21:18, 5 December 2009 (UTC)

Fenians?
An important omission from this article seems to be any account of the development of the revolutionary Fenian movement and Fenian Brotherhood which came to the fore following the Great Famine in Ireland, and among exiles in the United States. I think this is something that deserves a section.  Xan  dar  21:24, 5 December 2009 (UTC)

External links modified
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Was Ireland a "threat"?
"However, while it could easily be said that the famine and its after-effects ended conclusively any chance of Ireland ever being a military or economic threat to Britain again"

I don't think this is more than hyperbole. During the industrial revolution and with the Royal Navy there could be no "threat". Ireland wasn't producing anything that Britain couldn't buy elsewhere.78.17.1.50 (talk) 11:25, 5 April 2019 (UTC)

title: Talk:Legacy of the Great Irish Famine


text:
Harry Hart

Harry Hart may refer to:

People

 * Harry Hart (athlete) (1905–1979), South African discus thrower and shot putter
 * Harry Hart (basketball), player for Omonia B.C.
 * Harry Hart (footballer) (1926–2012), English footballer
 * Harry Hart (mathematician), inventor ~1874 of Hart's inversor

Characters

 * Harry Hart, character in Something for the Boys
 * Harry Hart, character in Kingsman: The Secret Service

title: Harry Hart


text:
Power seat

A power seat in an automobile is a seat in a passenger compartment that can be adjusted using a button, switch or joystick and a set of small electric motors. Most cars with this feature have controls for the driver's seat only, though almost all luxury cars also have power controls for the front passenger seat.

In addition to fore and aft adjustments, power seats can be raised or lowered and tilted to suit the comfort of the driver and/or passenger. Many power seats allow occupants to adjust the seat lumbar or seatback recline, all at the push of a button or flick of a switch.

Cars which do not have this feature have a lever or bar to provide fore and aft adjustments.

Memory seat
Some cars also have memory adjustments, which can recall (usually) two different adjustments of the seat by pressing a button. The 1981 Cadillac was the first car to offer this feature in its modern version. By the 1990s, these systems began allowing customized settings and adjustments for such conveniences as side mirrors, steering wheel, and lumbar support.

History
Power seats began appearing in automobiles in the late 1940s. Most early seats were fore-aft only, which saved little work. The four way power seats showed up in the introduction of the 1955 Ford Thunderbird allowing fore/aft and up/down controls. A six-way power seat appeared in the late 1950s. Most power seats in newer cars are either six- or eight-way.

The earliest form of a "memory" seat was introduced by Ford Motor Company on two of its 1957 models: the Ford Thunderbird and the Mercury Turnpike Cruiser. The "Dial-a-Matic" seat used a letter-and-numerical dial that adjusted the height and either fore or aft of the front seat to the driver's tastes; when the ignition was switched off, it moved back to the rearmost, lowest position to allow easy exit and entry, then moved back to the last "dialed" position when the ignition was started again. The "Dial-a-Matic" seat was dropped after the 1958 model year.

title: Power seat


text:
Bramalea—Gore—Malton (federal electoral district)

Bramalea—Gore—Malton (formerly known as Brampton—Malton and Bramalea—Gore—Malton—Springdale) was a federal electoral district in Ontario, Canada, that was represented in the House of Commons of Canada. In 2015, it was dissolved into the ridings of Brampton East, Mississauga—Malton, Brampton Centre and Brampton North.

The district was created as "Brampton—Malton" in 1987 from Brampton—Georgetown and Mississauga North. The name was changed to "Bramalea—Gore—Malton" in 1990, and to "Bramalea—Gore—Malton—Springdale" in 1998

In 2003, Bramalea—Gore—Malton—Springdale was abolished when it was redistributed between a new "Bramalea—Gore—Malton", Brampton—Springdale and Mississauga—Brampton South ridings.

In 2001, it had a population of 119,886 and an area of 151 km2.

It includes the neighbourhoods of Colerane, Ebenezer, Woodhill, Bramalea and Gorewood Acres in the City of Brampton and the neighbourhoods of Malton, Marvin Heights and Ridgewood in the City of Mississauga.

41.9% of people in Bramalea—Gore—Malton are of East Indian ethnic origin, the highest such percentage in Canada. Slightly more than a quarter of the population (25.1%) are immigrants from Southern Asia, which is also the highest such figure for any riding.

Member of Parliament
This riding has elected the following members of Parliament:

Federal election results
Note: Conservative vote is compared to the total of the Canadian Alliance vote and Progressive Conservative vote in 2000 election.

Bramalea—Gore—Malton—Springdale
Note: Canadian Alliance vote is compared to the Reform vote in 1997 election.


text:
Hepburn (band)

Hepburn were a four-piece British all-female pop rock band. The band released an album and three singles between 1999 and 2000, but were best known for their first single "I Quit", which reached number 8 on the UK charts. Hepburn was best known to American audiences when they appeared on the soundtrack to the TV series Buffy the Vampire Slayer. The band was made up of Jamie Benson (vocals), Lisa Lister (guitar), Sarah Davies (bass), Beverley Fullen (drums), Lisa Gordon (drums, replacement for Fullen), and Tasha Baylis (drums, replacement for Gordon).

Background
The band began in 1997 when singer Jamie Benson met Lisa Lister at a party. Drummer Fullen knew Jamie from music school, and Davies was added to complete the lineup. Their name was inspired by the actress Audrey Hepburn.

Their first single, "I Quit", was a song co-written by Phil Thornalley. Thornalley had recently had major chart success with "Torn", which made Natalie Imbruglia a huge success, and Imbruglia reportedly had declined to record "I Quit." "I Quit" was released by Hepburn in May 1999 and peaked at number 8 on the UK Singles Chart.

Though a music video accompanied the release of the single, later in the year, a new video for "I Quit" shot using scenes from Buffy the Vampire Slayer, including scenes of the band on the sets of the show, and also with the band acting like vampires at The Bronze. The track appeared on the official Buffy soundtrack and was pushed to radio as a key track with the CD release, despite the fact that the song never appeared on the show (reportedly it was supposed to appear on the show with the band playing the background scenes, some of which appear in the video, but never did). The music video also appears on the Region 2 and 4 DVD release of the first season of Buffy the Vampire Slayer.

In September 1999, drummer Beverly Fullen left and was replaced by Lisa Gordon, and then Tasha Baylis. According to bassist Davies, Fullen left when her boyfriend, band co-manager Ashen Datchler, resigned. Datchler is brother of former Johnny Hates Jazz singer Clark Datchler, and friends with Thornalley, who was also a member of Johnny Hates Jazz in its later years.

Hepburn disbanded in the summer of 2000 after being dropped by Columbia Records, having released a total of three singles, all of which went top 20 in the UK, and one album. The album reached the UK Top 30 Albums despite receiving a scathing review from NME.

Afterwards
After the breakup, Jamie Benson released a solo album in 2002 called Jamie Benson - My Confession. The album had four singles recorded for it, but only one was released commercially: "Invincible,” which was released in mid-2001, but only charted in the top 100. Davies herself, after a long time away from the public eye, appeared as a guest on the identity parade segment of Never Mind the Buzzcocks on 10 January 2008. Phill Jupitus' team failed to correctly identify Davies, while Lauren Laverne (the guest team member), totally ruled out Davies as a possible correct answer from the beginning. Davies is now a detective constable with Nottinghamshire Police.

Members

 * Jamie Benson - vocals
 * Lisa Lister - guitars
 * Sarah Davies - bass
 * Beverley Fullen - drums
 * Lisa Gordon - drums
 * Tasha Baylis - drums

Compilations

 * Hepburn (Columbia, 1999) - five-track sampler

Video compilation appearances

 * 124606 8" Lasersdisk (Diamond Time Ltd) - "Deep Deep Down"

title: Hepburn (band)


text:
Wikipedia:Articles for deletion/Bushmaster XM-15

 This page is an archive of the discussion about the proposed deletion of the article below. This page is no longer live. Further comments should be made on the article's talk page rather than here so that this page is preserved as an historic record. The result of the debate was keep. ugen 64 20:40, 26 Apr 2005 (UTC)

Bushmaster XM-15
This is not only a substub that isn't going anywhere, it states that the Bushmaster XM-15 is the civilian version of the M16 rifle series. This is completely false, seeing that a.) many rifles are designed to look like the M16, and b.) if anything can be classified as a civilian version of the M16, it's the AR-15.
 * Keep but mark for cleanup and expand. When the October 2002 series of sniper attacks was ongoing around Washington DC, an ex-military friend predicted that this make and model of rifle would prove to be the primary weapon involved.  That wound up being true.  Thereafter, the Bushmaster XM-15 got a lot of mentions in legitimate news media and in all kinds of blogs.  I would argue that (if only because of the Beltway Sniper) it's the most widely known variety of rifle not made primarily for military use.  I'd do a rewrite if I knew more about it than that.  Barno 02:48, 13 Apr 2005 (UTC)
 * Keep but mark for cleanup and expand. Ditto Barno's reasons.  KickAir8P~ 02:51, 2005 Apr 13 (UTC)
 * Merge to either M16 or Beltway Sniper. Radiant_* 09:04, Apr 13, 2005 (UTC)
 * Keep, per Barno's suggestions. --Idont Havaname 03:31, 17 Apr 2005 (UTC)

 * This page is now preserved as an archive of the debate and, like some other VfD subpages, is no longer 'live'. Subsequent comments on the issue, the deletion, or the decision-making process should be placed on the relevant 'live' pages. Please do not edit this page.


text:
Talk:Fruit tree pollination

Untitled
I live in central Calif.,have a Bing cherrie tree, I need to get another one to polinate,my question is there such a thing as a male/female tree?

I have another question along the lines of the male/female question. I rent a home as does a neighbor. The landlord planted a Nashi pear (Asian pear) tree in front of each of our houses 3 years ago. My tree, though still very small (under 3m high), is bearing copious fruit, too much to bear without breaking limbs, so the fruit had to be thinned. The neighbor's, while close to the same size, has no fruit at all. What might be the reason? --Shyland 14:24, 16 September 2006 (UTC)

Decidious tree that blooms in April with hermaphrodite flowers
Got this info from ibiblio.org (don't know if they're correct) : Most Asian Pear tree flowers are hermaphrodite (have both male and female organs). They require pollination by insects, or manual pollination.

The rest of the article provides contradictory information (says it likes acidic, neutral, and base soil). One thing it doesn't contradict itself on is lighting. They like semi shade.

You might want to contact your local college's agriculture department. Penn State for example provides a level of ag advice, and has a good site here: http://www.cas.psu.edu/GeneralPublic/Default.html

I have had a couple citrus plants for a couple years, and have just started seeing blooms this year. Maybe your pear tree just not ready?

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Combine topics, add sections?
While trees described are described well, there are gaps.

"Fruits from temperate climates include apples, pears, plums, peaches, cherries, berries, grapes, and nuts which are considered dry fruits.[1] Fruits from tropical climates include bananas, pineapples, papayas, passion fruit, avocado, mango, and members of the genus Citrus". Edit - am inserting these new sections as blanks for inspiration.

What about fruit pollination of vines -- kiwifruit e.g. or shrubs -- blueberries e.g. The means are similar, why do we need fruit trees as independent article - especially when we list pineapple - a bromeliad shrub, and bananas - i.d.'d as both tree and shrub - as tropical fruit examples.

GeeBee60 (talk) 17:22, 5 February 2019 (UTC)

title: Talk:Fruit tree pollination


text:
Qutrit

A qutrit (or quantum trit) is a unit of quantum information that is realized by a 3-level quantum system, that may be in a superposition of three mutually orthogonal quantum states.

The qutrit is analogous to the classical radix-3 trit, just as the qubit, a quantum system described by a superposition of two orthogonal states, is analogous to the classical radix-2 bit.

There is ongoing work to develop quantum computers using qutrits  and qudits in general.

Representation
A qutrit has three orthonormal basis states or vectors, often denoted $$|0\rangle$$, $$|1\rangle$$, and $$|2\rangle$$ in Dirac or bra–ket notation. These are used to describe the qutrit as a superposition state vector in the form of a linear combination of the three orthonormal basis states:
 * $$|\psi\rangle = \alpha |0\rangle + \beta |1\rangle + \gamma |2\rangle$$,

where the coefficients are complex probability amplitudes, such that the sum of their squares is unity (normalization):
 * $$| \alpha |^2 + | \beta |^2 + | \gamma |^2 = 1 \,$$

The qubit's orthonormal basis states $$\{|0\rangle,|1\rangle\}$$ span the two-dimensional complex Hilbert space $$H_2$$, corresponding to spin-up and spin-down of a spin-1/2 particle. Qutrits require a Hilbert space of higher dimension, namely the three-dimensional $$H_3$$ spanned by the qutrit's basis $$\{|0\rangle,|1\rangle,|2\rangle\}$$, which can be realized by a three-level quantum system.

An n-qutrit register can represent 3n different states simultaneously, i.e., a superposition state vector in 3n-dimensional complex Hilbert space.

Qutrits have several peculiar features when used for storing quantum information. For example, they are more robust to decoherence under certain environmental interactions. In reality, manipulating qutrits directly might be tricky, and one way to do that is by using an entanglement with a qubit.

Qutrit quantum gates
The quantum logic gates operating on single qutrits are $$3 \times 3$$ unitary matrices and gates that act on registers of $$n$$ qutrits are $$3^n \times 3^n$$ unitary matrices (the elements of the unitary groups U(3) and U(3n) respectively).

The rotation operator gates for SU(3) are $$\operatorname{Rot}(\Theta_1, \Theta_2, \dots, \Theta_8)=\exp \left( -i\sum_{a=1}^8 \Theta_a \frac{\lambda_a}{2} \right)$$, where $$\lambda_a$$ is the a'th Gell-Mann matrix, and $$\Theta_a$$ is a real value (with period $$4\pi$$). The Lie algebra of the matrix exponential is provided here. The same rotation operators are used for gluon interactions, where the three basis states are the three colors ($ of the strong interaction.

The global phase shift gate for the qutrit is $$\operatorname{Ph}(\delta) = \begin{bmatrix} e^{i\delta} & 0 & 0 \\ 0 & e^{i\delta} & 0 \\ 0 & 0 & e^{i\delta} \end{bmatrix} = \exp \left( i\delta I \right) = e^{i\delta}I$$ where the phase factor $$e^{i\delta}$$ is called the global phase.

This phase gate performs the mapping $$|\Psi\rangle \mapsto e^{i\delta}|\Psi\rangle$$ and together with the 8 rotation operators is capable of expressing any single-qutrit gate in U(3), as a series circuit of at most 9 gates.

title: Qutrit


text:
Talk:Bramalea—Gore—Malton (federal electoral district)

Em-dashes
I wonder if the em-dashes are intentional or should they just be hyphens? --Onlyemarie 21:32, 12 Apr 2005 (UTC)
 * completely intentional -- [[Image:Flag of Canada.svg|20px]] Earl Andrew - talk 21:37, 12 Apr 2005 (UTC)
 * Thanks! :)  --Onlyemarie 21:41, 12 Apr 2005 (UTC)


text:
Wikipedia:Footnote4

'This proposal is obsoleted by Help:Footnotes. Please see that page for details on how to implement footnotes in practice on Wikipedia.'

This is a brief introduction to yet another footnote proposal. Please see other articles listed at the end of this description to understand the context.

Please note that this proposal is not a primary footnoting system proposal. This system is designed to complement other systems which provide automatic numbering by covering articles where automatic numbering does not work properly. The system is also designed to be very easily convertable to automatic numbering if automatic numbering systems improve in future.

 * Please see Footnote3 which includes design information which has been reused in this system

How to use
Just choose a one word descriptive name for your reference and put  { {mn| | }} at each point where you want the footnote number to be and put notes at the bottom of your document  # { {mnb| | }}. See the example below.

The number is the number with which to visually label each link reference; usually the same number will be used for each source.

Example
This is an example of a whole document in wiki format. The document has two references to the same note. ==Notes== and this is a note about the text from page 25 of a book. If known, give full reference including title, author, and ISBN.

It is encouraged that references use citation templates such as shown in Cite your sources.

Style Recommendations etc.
Please see Footnote3 for style recommendations about using footnotes. The systems are similar in usage and style should be the same.

Why a new method
The benefits of this method are that

 * even if the number sequences get out of sync, it is easy to work out how to fix it.
 * references occur as a small number in the text which does not disturb the flow of the writing
 * there is no need for manual renumbering as had to be done with previous proposals
 * it is possible to reuse the same footnote twice, critical in tables
 * we continue to use small numbers, but in square brackets making them accessible.

Limitations

 * numbering can get out of sequence
 * back links always go to the first link, not the one which was clicked on

title: Wikipedia:Footnote4


text:
The Misanthrope

The Misanthrope, or the Cantankerous Lover (Le Misanthrope ou l'Atrabilaire amoureux; ) is a 17th-century comedy of manners in verse written by Molière. It was first performed on 4 June 1666 at the Théâtre du Palais-Royal, Paris by the King's Players.

The play satirizes the hypocrisies of French aristocratic society, but it also engages a more serious tone when pointing out the flaws that afflict all humans. The play differs from other farces of the time by employing dynamic characters like Alceste and Célimène as opposed to the flat caricatures of traditional social satire. It also differs from most of Molière's other works by focusing more on character development and nuances than on plot progression. The play, though not a commercial success in its time, survives as Molière's best-known work today.

Because both Tartuffe and Don Juan, two of Molière's previous plays, had already been banned by the French government, Molière may have softened his ideas to make the play more socially acceptable. As a result, there is much ambiguity about whether the main character Alceste is intended as a hero for his uncompromising honesty, or as a quixotic fool. Molière has been the target of much criticism for The Misanthrope over the years. The French philosopher Jean-Jacques Rousseau claimed in his Letter to M. D'Alembert on Spectacles that it was Molière's best work, but hated that it made Alceste the butt of its humor. He believed the audience should support Alceste's high ideals rather than laugh at his misadventures.

Characters and cast of premier

 * Alceste (first played by Molière): The protagonist and misanthrope of the title. He is quick to criticize the flaws of everyone around him, including himself. He cannot help but love Célimène though he loathes her behaviour.
 * Célimène (first played by Armande Béjart-Molière): A young woman who is courted by Alceste, Oronte, Acaste, and Clitandre. She is playful and flirtatious and likes to point out the flaws of everyone she meets behind their backs. Célimène pays much attention to social appearances.
 * Philinte (first played by La Grange): A polite man who genuinely cares for Alceste, and recognizes the importance of occasionally veiling one's true opinions in a social context. He is mainly thought of as Alceste's foil.
 * Acaste (first played by André Hubert): A young, pompous marquis who believes he deserves Célimène's love.
 * Oronte (first played by Marie Claveau): An outgoing, seemingly confident man who also loves Célimène for a time. His insecurity is revealed when he is unable to handle Alceste's criticism of his love sonnet.
 * Arsinoé (first played by Mlle. de Brie): A highly moralistic older woman who is jealous of the attentions which Alceste pours onto Célimène.
 * Éliante (first played by Marquise-Thérèse de Gorla): Love interest to Philinte and cousin to Célimène, who initially pines for Alceste. She possesses a good balance between societal conformity and individual expression.
 * Clitandre (first played by La Thorillière): Another marquis who attempts to woo Célimène and win her love, and enjoys gossiping with her about notable social figures.
 * Basque : Célimène's loyal manservant.
 * Du Bois (first played by Louis Béjart): Alceste's farcically blundering manservant.
 * Guard (likely first played by M. de Brie): A messenger of the Marshals of France who asks Alceste to answer for his criticism of Oronte's poetry.

Synopsis
Much to the horror of his friends and companions, Alceste rejects la politesse, the social conventions of the seventeenth-century French ruelles (later called salons in the 18th century). His refusal to "make nice" makes him tremendously unpopular and he laments his isolation in a world he sees as superficial and base, saying early in Act I, "... Mankind has grown so base, / I mean to break with the whole human race."

Despite his convictions, however, Alceste cannot help but love the coquette and playful Célimène, a consummate flirt whose wit and frivolity epitomize the courtly manners that Alceste despises. Though he constantly reprimands her, Célimène refuses to change, charging Alceste with being unfit for society because he hates humanity.

Despite his sour reputation as the misanthrope, Alceste does have women pining for him, particularly the prudish Arsinoé and the honest Éliante. Though he acknowledges their superior virtues, his heart still lies with Célimène. His deep feelings for her primarily serve to counter his negative expressions about mankind, since the fact that he has such feelings includes him amongst those he so fiercely criticizes.

When Alceste insults a sonnet written by the powerful noble Oronte, he is called to stand trial. Refusing to dole out false compliments, he is charged and humiliated and resolves on self-imposed exile.

Arsinoé, in trying to win his affection, shows him a love letter Célimène wrote to another suitor. He discovers that Célimène has been leading him on. She has written identical love letters to numerous suitors (including to Oronte) and broken her vow to favor him above all others. He gives her an ultimatum: he will forgive her and marry her if she runs away with him to exile. Célimène refuses, believing herself too young and beautiful to leave society and all her suitors behind. Philinte, for his part, becomes betrothed to Éliante. Alceste then decides to exile himself from society, and the play ends with Philinte and Éliante running off to convince him to return.

Stage productions
There have been five known productions on Broadway:
 * Richard Mansfield starred as Alceste in the very first Broadway production April 10–15, 1905 at the New Amsterdam Theatre.
 * A production in French was performed at the Winter Garden Theatre February 7–9, 1957.
 * Richard Easton starred as Alceste at the Lyceum Theatre October 9, 1968 - April 26, 1969 with Brian Bedford as Acaste, Christina Pickles as Celimene, Sydney Walker as Philinte, Keene Curtis as Oronte in a production directed by Stephen Porter using the Richard Wilbur translation.
 * Alec McCowen starred as Alceste at the St. James Theatre March 12 - May 31, 1975 with Nicholas Clay as Acaste, Diana Rigg as Celimene and Robert Eddison as Philinte in a production directed by John Dexter using an adaptation by Tony Harrison.
 * Brian Bedford returned to Broadway to star as Alceste at the Circle in the Square Theatre January 27 - March 27, 1983 with Carole Shelley as Arsinoe, Mary Beth Hurt as Celimene and Stanley Tucci as Dubois in a production directed by Stephen Porter using the Richard Wilbur translation.

The Misanthrope was first performed at the Stratford Festival in 1981. The most recent production ran from August 12 - October 29, 2011, at the Festival Theatre using the Richard Wilbur translation; Ben Carlson starred as Alceste and Sara Topham as Celimene. Brian Bedford was originally slated to direct and perform as Oronte but was forced to step down due to illness, so the production was directed instead by David Grindley.

Sequel
In 1992, the playwright Jacques Rampal's sequel Célimène and the Cardinal was published, which - written in Alexandrians - continues the story of Célimène and Alceste 20 years later. The play received three Molière Awards, France's highest theatre prize, in 1993. Well-known actresses such as Ludmila Mikaël (1992-1993) and Claude Jade (2006) embodied Célimène on French stages. The play has also been performed on English stages.

Adaptations
German-Russian composer Zinaida Petrovna Ziberova composed a musical setting for The Misanthrope in 1934.

Modern adaptations of the play have been written by Tony Harrison and Liz Lochhead. Lochhead's version is set in the early years of the revived Scottish Parliament and satirises Scottish Labour's relationship with the media. Originally written in 1973, Harrison's version was updated and revived at the Bristol Old Vic in 2010.

A 1996 verse adaptation by Martin Crimp for the Young Vic updated the play to the "media-celebrity complex" of contemporary London. Uma Thurman and Roger Rees starred in a run of this version for Classic Stage Company in New York in 1999 directed by Barry Edelstein. and it was revived by Thea Sharrock at the Comedy Theatre, London starring Damian Lewis and Keira Knightley in December 2009.

Robert Cohen's 2006 translation into heroic couplets was praised by the Los Angeles Times as "highly entertaining... with a contemporary flavor full of colloquial yet literate pungency." Professor Cohen's version has been popular in productions staged by his former students, and it is the version staged by Keith Fowler in 2011 for UC Irvine's celebration of Cohen's fifty years at the university. The Grouch, a more modern verse version of The Misanthrope by Ranjit Bolt was first performed at West Yorkshire Playhouse in February 2008. It is set in contemporary London, and most of the characters' names are recognisably linked to Molière's: in the sequence of the above cast list they are Alan, Celia, Phil, Eileen, Orville, Fay (Arsinoe), Lord Arne, Chris, and manservant Bates. Another adaptation by Roger McGough was premiered by the English Touring Theatre at the Liverpool Playhouse in February 2013 prior to a national tour – this adaptation is largely in verse, but has Alceste speaking in prose. In June 2014, Andy Clark, Rosalind Sydney and Helen MacKay appeared in a three-handed 50-minute Classic Cuts version of The Misanthrope, written in rhyming couplets by Frances Poet, set and performed in the basement theatre of Glasgow's Òran Mór. The Scotsman noted 'the sheer, sharp-edged wit of Poet’s rhyming text, which pays perfect homage to the original, while diving boldly into the new world of fall-outs and friendships conducted on social media.'

The School for Lies by David Ives (2011) was described by the New York Times as a "freewheeling rewrite of The Misanthrope". Justin Fleming has translated and adapted The Misanthrope in varied rhyme scheme with Alceste as a woman and Celimene as a young man for Bell Shakespeare Company and Griffin Theatre Company co-production in the Sydney Opera House Playhouse Theatre 2018.

Audio

 * in 1969, Caedmon Records recorded and released on LP a production originally performed that same year at the Lyceum Theatre in New York City using the Richard Wilbur translation and directed by Stephen Porter (see "Stage Productions" above). The cast included Richard Easton as Alceste, Ellis Rabb as Acaste, Keene Curtis as Oronte and Christina Pickles as Celimene.
 * In 1997, L.A. Theatre Works performed and released a production using the Richard Wilbur translation (ISBN 1-58081-364-X) featuring Kevin Gudahl as Alceste, Hollis Resnick as Celimene and Larry Yando as Clintandre. A L.A. Theatre Works production starring Brian Bedford, recorded in 2012, was released in 2014.

title: The Misanthrope


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Samuel White (American politician)

Samuel White (December 1770 – November 4, 1809) was an American lawyer and politician from Wilmington, in New Castle County, Delaware. He was a member of the Federalist Party, who served as U.S. Senator from Delaware.

Early life and family
White was born December 1770, in Mispillion Hundred, Kent County, Delaware, near Harrington, close to Whitesburg, the son of Judge Thomas White. The future Methodist Bishop, Francis Asbury, hid in this house during the Revolutionary War years of 1778 to 1780. Methodists were generally suspected of being Loyalists, and Thomas White was arrested on this charge. While in the White home, Asbury developed many of the ideas that would shape the future of American Methodism. Converted by Asbury, the previously devout Anglican family became members of the Methodist Church.

Samuel White was admitted to the Delaware Bar in 1793 after graduating from Cokesbury College in Maryland. White served two years as a captain in the United States Army and was named adjutant general of Delaware in 1803.

White's father, Judge Thomas White, was a member of the colonial Maryland legislature, the Delaware House of Assembly, the Chief Justice of the Kent County Court of Common Pleas, and delegate to the Delaware Constitutional Conventions of 1776 and 1792.

Political career
Upon the resignation of Dr. Henry Latimer in 1801, White was chosen as U.S. Senator. He was then elected for full terms of his own in 1802 and 1808, and would serve as a senator from February 28, 1801, until his death November 4, 1809.

White strongly opposed slavery, but was especially known for his opposition to the Louisiana Purchase. He is quoted as saying "When I contemplate the evils that may arise to these States, from this intended incorporation of Louisiana into the Union, I would rather see it given to France, or to Spain, or to any other nation ... upon the mere condition that no citizen of the United States should ever settle within its limits ..."

"During the U.S. Senate trial of Timothy Pickering in 1809, on the charge of the embezzlement of public funds, White defended him in the words: 'The accused is not in default, but under the awful visitation of God: and, as he is deranged, our proceedings scarcely deserve the name of a mock trial.' Wilson Cary Nicholas, then congressman from Virginia, called out: 'I will not submit to hear our proceedings called by the name of a mock trial." Whereupon White at once replied: "It is a mock trial, and I am ready to give the gentleman, if he is offended, satisfaction at any time or place.' The sentiment in favor of dueling was so strong at that time that it does not appear on the records that the president of the senate administered any rebuke to the contestants. Mr. White had a national reputation as a marksman, and performed remarkable feats in shooting." By the time of his last session in the U.S. Congress he was one of only a very few Federalists still in office.

Death and legacy
White died at Wilmington and is buried there in the Old Swedes Episcopal Church Cemetery.

Almanac
The General Assembly chose the U.S. Senators, who took office March 4 for a six-year term. In this case he was initially completing the existing term, the vacancy caused by the resignation of Henry Latimer.

Places with more information

 * Delaware Historical Society; website
 * University of Delaware; Library website

title: Samuel White (American politician)


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David Tkachuk

David Tkachuk (born February 18, 1945) is a Canadian teacher, executive and politician. Tkachuk was a member of the Senate of Canada, representing Saskatchewan from 1993 to 2020.

Life and career
David Tkachuk was born on February 18, 1945, to George and Pauline (née Berezowski) in Saskatoon, Saskatchewan. He had a younger sister named Darlene who died in 2004. He is a second generation Canadian-Ukrainian as maternal grandparents were from the region of Sokal, Ukraine. The origin of his paternal grandparents is unknown.

Tkachuk graduated from the University of Saskatchewan with a Bachelor of Arts in 1965 and earned a teaching certificate in 1966. Tkachuk joined the Saskatchewan Progressive Conservative Party in 1974. He helped build the then-moribund organization into an electoral force that was able to form government in Saskatchewan under Grant Devine. Tkachuk served in the Premier's Office as Devine's principal secretary. Tkachuk also worked for the British Columbia Social Credit Party for one year.

Also a long time worker for the federal Progressive Conservative Party, Tkachuk was appointed to the Senate in June 1993 on the recommendation of Brian Mulroney weeks before his retirement as Prime Minister of Canada.

He served in the Senate as a Progressive Conservative until the merger of the Canadian Alliance and the Progressive Conservatives in 2003, then sat as a member of the Conservative Party of Canada. In March 2005, Conservative leader Stephen Harper appointed Tkachuk to the position of Senate Chair for the party's 2006 election campaign. Tkachuk previously served as co-chair of the Progressive Conservative's 1997 election campaign.

Tkachuk has been chairman of the John Diefenbaker Society since 1992, and was instrumental in arranging funding to keep the former prime minister's papers at the University of Saskatchewan's John G. Diefenbaker Centre. He also serves as president of Blackstrap Hospitality Corporation, and is on the board of Calian Technologies Ltd. He is also active in the Ukrainian community.

Following the retirement of Raynell Andreychuk on August 14, 2019, he was the longest-serving member of the Senate, until his own retirement on February 18, 2020. He was the last remaining senate appointee of the Mulroney ministry.

Controversy
Tkachuk was involved in the Canadian Senate expenses scandal, serving as one of a three-member senate committee whose report was accused of seeking to whitewash Duffy's fallacious claims for living expenses.

Senator David Tkachuk while speaking to the pro-pipeline crowd at Parliament Hill on February 20, 2019, urged the group to "roll over every Liberal left in the country". He continued, "When they are gone, these bills are gone." Given that 10 people were killed in the terrorist attack in April 2018 in North York after being run over by a van, Member of Parliament for Willowdale Ali Ehsassi released a statement which condemned the Senator for inciting violence against Canadians and demanded that Senator Tkachuk be forced to resign and called for his removal from the Conservative Caucus. CPC leader Andrew Scheer, who also attended the event, was criticized for failing to take action against Tkachuk, who has refused to apologize and claimed that he was speaking figuratively.

title: David Tkachuk


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Wikipedia talk:Footnote4

This system is already in use, so I decided it should be documented. It is very quick and easy to convert to other older systems such as fn/fnb (Footnote2) or an/anb ref/note (Footnote3) if there aren't duplicate notes. This means that I am happy if people test this out since we can get rid of it quickly if it turns out to be a mistake. Mozzerati 21:35, 2005 Apr 12 (UTC)

Technical problems
It seems that, when used in Wikipedia, this template eats section breaks, but not when used in my own installation of WikiMedia 1.4beta6. Does anyone have a suggestion?

note template
Is mnb supposed to be used with note? It looks like there may be some unedited cut-and-paste in the project page, so the definitions are not clear. (SEWilco 05:05, 7 May 2005 (UTC))

fn_
Are mnb and mn supposed to be using IDs beginning with fn_ or should they use their own namespace? (SEWilco 05:09, 7 May 2005 (UTC))

Absorbed in Footnote3
This is basically being absorbed into Footnote3. The concepts are indeed needed, due to various MediaWiki characteristics. I found enough situations which needed this labeled-footnote ability that I created ref_num and ref_label, which effectively replace mn and mnb. I'll have SEWilcoBot convert the articles soon from mn/mnb to equivalent Footnote3 forms. (SEWilco 8 July 2005 23:21 (UTC))

title: Wikipedia talk:Footnote4


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Rhamphospermum nigrum

Rhamphospermum nigrum (syns. Brassica nigra and Sinapis nigra), black mustard, is an annual plant cultivated for its dark-brown-to-black seeds, which are commonly used as a spice. It is native to cooler regions of North Africa, temperate regions of Europe, and parts of Asia.

Description
It is an upright plant, with large stalked leaves. They are covered with hairs or bristles at the base, but on the stem smoother. It can reach up to 1.2 m tall in moist fertile soil. It blooms in summer, from May (in the UK) onwards. The flowers have four yellow petals, which are twice as long as the sepals. Each stem has around four flowers at the top, forming a ring around the stem. Later, the plant forms long seed pods, that contain rounded seeds.

Taxonomy
It was formally described by Karl Koch in "Deutschl. Fl." (or Deutschlands Flora) ed.3 on page 713 in 1833. This was based on a description by the Swedish botanist Carl Linnaeus.

The Latin-specific epithet nigrum is derived from the Latin word for black. This is due to the black seeds.

Distribution and habitat
It is native to tropical regions of North Africa, temperate regions of Europe and parts of Asia.

Range
It is found in North Africa, within Algeria, Egypt, Eritrea, Libya, Ethiopia, Morocco and Tunisia. Within Asia, it is found in Afghanistan, Armenia, the Caucasus, China (in the provinces of Gansu, Jiangsu, Qinghai, Xinjiang and Xizang), Cyprus, India, Iran, Iraq, Israel-Palestine, Kazakhstan, Lebanon, Syria and Turkey. In eastern Europe, it is found in Belarus, Moldova and Ukraine. In middle Europe, it is found in Austria, Belgium, Czech Republic, Germany, Hungary, Netherlands, Poland, Slovakia and Switzerland. In northern Europe, in Ireland and the United Kingdom. In southeastern Europe, within Albania, Bosnia and Herzegovina, Bulgaria, Croatia, Greece, Italy, Montenegro, North Macedonia, Romania, Serbia and Slovenia. Also in southwestern Europe, it is found in France and Spain.

It was introduced to the Pacific coast of North America and is considered an invasive species. The plant was brought here centuries ago by Catholic missionaries during the era of Spanish exploration and colonization, as a food crop, according to Matt Loftis, a manager of Mountain Forestry Department at TreePeople in Los Angeles, California. It has since thrived unchecked, aided by a similar Mediterranean climate in Southern California.[20] Ng, Fiona https://laist.com/news/climate-environment/yellow-wildflowers-socal-bad-for-our-environment 1 June 2024 LAist

Uses
More than 2,000 years ago, the plant was used as a condiment; it was mentioned by the Roman author Columella in the 1st century A.D. The plant leaves were also pickled in vinegar. In 13th century France the seeds were ground and used. They were mixed with unfermented grape juice (must) to create "moût-ardent" ("burning must"). This became later "moutarde", or mustard in English.

A spice is generally made from ground seeds of the plant, with the seed coats removed. The small (1 mm) seeds are hard and vary in color from dark brown to black. They are flavorful, although they have almost no aroma. The seeds are commonly used in Indian cuisine, for example in curry, where it is known as rai. The seeds are usually thrown into hot oil or ghee, after which they pop, releasing a characteristic nutty flavor. The seeds have a significant amount of fatty oil, mainly oleic acid. This oil is used often as cooking oil in India, where it is called "sarson ka tel".

The young leaves, buds and flowers are edible. In Ethiopia, where the plant is cultivated as a vegetable in Gondar, Harar and Shewa, the shoots and leaves are consumed cooked and the seeds used as a spice. Its Amharic name is senafitch.

Black mustard is thought to be the seed mentioned by Jesus in the Parable of the Mustard Seed.

Since the 1950s, black mustard has become less popular as compared to brown mustard, because some cultivars of brown mustard have seeds that can be mechanically harvested in a more efficient manner.

Folk medicine
In the UK, the plant was used to make "hot mustard baths", which would aid people with colds. Ground seeds of the plant mixed with honey are widely used in eastern Europe as a cough suppressant. In Eastern Canada, the use of mouche de moutarde to treat respiratory infections was popular before the advent of modern medicine. It consisted in mixing ground mustard seeds with flour and water, and creating a cataplasm with the paste. This poultice was put on the chest or the back and left until the person felt a stinging sensation. Mustard poultice could also be used to aid muscular pains.

Similar plants
Despite their similar common names, black mustard and white mustard (genus Sinapis) are not in the same genus. Black mustard belongs to the same tribe as cabbage and turnips.

R. nigrum also resembles Hirschfeldia incana, or hoary mustard, (formerly Brassica geniculata), which is a perennial plant.

title: Rhamphospermum nigrum


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Liz O'Donnell

Liz O'Donnell (born 1 July 1956) is an Irish former Progressive Democrats politician, who represented Dublin South as a Teachta Dála (TD) from 1992 to 2007.

Early and personal life
O'Donnell was born in Dublin in 1956, where her father worked for Guinness. She moved with her family to Limerick when she was 11. She was educated at the Salesian Convent, Limerick, and Trinity College Dublin, where she was an honours graduate of the Law School in 1981. Prior to embarking on a political career, O'Donnell was a Vice Chair of the Women's Political Association and a delegate to the National Women's Council. O'Donnell is divorced and has 2 children.

Political career
In 1991, she was elected to Dublin City Council for the Progressive Democrats for the Rathmines local electoral area. She served on the council until 1994.

At the 1992 general election, she was elected to Dáil Éireann for the Progressive Democrats, representing Dublin South. She was opposition spokesperson on Health and Social Welfare from 1992 to 1993. She was Party whip and Justice spokesperson from 1993 to 1997. Following her return to the 28th Dáil at the 1997 general election, she negotiated the Programme for the Coalition Government between Fianna Fáil and the Progressive Democrats, along with her party colleague Minister of State Bobby Molloy.

O'Donnell was appointed Minister of State at the Department of Foreign Affairs with responsibility for Overseas Development Assistance and Human Rights. She was among the representatives of the Irish Government at the multi-party talks at Stormont, which culminated in the Good Friday Agreement in 1998. She was also a member of the Cabinet sub-committee on Asylum Immigration and related matters. Following the resignation of Bobby Molloy she was appointed Minister of State to the Government in April 2002.

She was re-elected to the 29th Dáil at the 2002 general election as TD for Dublin South. In December 2002, she was awarded the Doolin Memorial Medal for her contribution to Overseas Development and Human Rights. She was the Deputy Leader of the Progressive Democrats from 2006 to 2007. She lost her seat at the 2007 general election.

Since leaving public office, she has worked in the media and in public affairs consultancy.

In 2015 O'Donnell was appointed to chair the Road Safety Authority.

title: Liz O'Donnell