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Medical school in the United Kingdom

In the United Kingdom, medical school generally refers to a department within a university which is involved in the education of future medical practitioners. All leading British medical schools are state-funded and their core purpose is to train doctors on behalf of the National Health Service. Courses generally last four to six years: two years of pre-clinical training in an academic environment and two to three years clinical training at a teaching hospital and in community settings. Medical schools and teaching hospitals are closely integrated. The course of study is extended to six years if an intercalated degree is taken in a related subject.

Admissions
In the United Kingdom students generally begin medical school after secondary education. This contrasts with the US and Canadian (outside Quebec) systems, where a bachelor's degree is required for entry to medical school. Entry to British medical schools is very competitive.

Application
Applications for entry into medical school (in common with other university courses) are made through the Universities and Colleges Admissions Service (UCAS). UCAS allows four applications per applicant for medicine, as opposed to the usual five. The remaining one can either be left blank, or be used to apply for a non-medical course.

Most UK medical schools now also require applicants to sit additional entrance tests such as the Universities Clinical Aptitude Test (UCAT) (required by 26 universities) and the BioMedical Admissions Test (BMAT) (required by 8 universities).

The number of available medical school places had risen by 3,500 since 1998. There are national quotas imposed on the number of places for students on medicine and dentistry courses in the UK as much of the training needs to occur in a healthcare setting. In 2016, places at medical school were offered through the clearing process for the first time, with St George's, University of London opening up places on its five-year medical degree undergraduate course.

The UCAS personal statement gives applicants the opportunity to write about why they are suitable for medicine. Common subjects discussed during these statements include work experience, subject research and extra-curricular activities. Personal statements are reviewed by university admission boards and applicants scoring highly in tests and with a good personal statement will be called to interview.

The interview
Interviews for medicine differ between individual universities. The majority of medical school interview applicants using either a Traditional interview or the Multiple Mini Interview (MMI) formats. Oxford and Cambridge medical schools have their own distinct way of interviewing with focus on science questions and other medical schools also use group tasks to assess applicants.

Traditional
The traditional medical interview consists of 2–4 interviewers sat across a table from the candidate. Interviewers take turns to ask the candidate set questions and rate their responses on a Likert scale. Interviews last between 15–30 minutes. Questions cover a range of desirable criteria that future doctors should possess.

Multiple Mini-Interview (MMI)
Developed at McMaster University Medical School in Canada in 2004, the MMI format assesses candidates as they cycle through a selection of 'mini' interview stations similar to the medical school OSCE. 1-2 interviewers assess candidates at each station (which typically last 5-8 minutes each ) and each station is focussed on a particular skill desirable of a doctor. Criteria assessed at individual stations may include:
 * Reasons for application to study medicine
 * Influence of work experience
 * Contribution to school and society
 * Academic ability and intellect
 * Knowledge of the course and medical careers
 * Descriptive skills
 * Dexterity
 * Empathy
 * Communication skills
 * Initiative and coping under pressure
 * Reasoning and problem solving skills
 * Teamwork skills

Degree awarded
After successful completion of clinical training a student graduates as a Bachelor of Medicine, Bachelor of Surgery, abbreviated as
 * 'MB ChB' for Aberdeen, Anglia Ruskin, Aston, Birmingham, Bristol, Buckingham, Dundee, Edinburgh, Glasgow, Keele, Lancaster, Leeds, Leicester, Liverpool, Manchester, Sheffield
 * 'MB ChB' for Warwick requires a first degree;
 * 'MB BS' for schools currently or previously part of the University of London (King's College London GKT School of Medical Education, Barts and The London School of Medicine, St George's, UCL Medical School) and also Norwich Medical School, Hull York Medical School, Imperial College School of Medicine, University of Central Lancashire, and Newcastle University.
 * 'MB BCh' for Cardiff;
 * 'MB BCh' for Swansea requires a first degree;
 * 'BM BCh' for Oxford,
 * 'BM BS' for University of Nottingham, Peninsula Medical School - now split into the University of Exeter Medical School and the University of Plymouth Medical School and Brighton-Sussex,
 * 'BMBS' for Southampton,
 * 'MB BChir' for Cambridge.
 * Queen's University Belfast gives the degree of 'MB BCh BAO' (BAO is Bachelor of the Art of Obstetrics).
 * The University of St Andrews offers a pre-clinical BSc or BSc(Hons) with subsequent entry to either Manchester, Barts, Glasgow, Dundee, Edinburgh or Aberdeen for Clinical Teaching and a Subsequent MB ChB/equivalent

Course types
Broadly speaking, undergraduate medical education in the United Kingdom may be thought of along two continuums: These two can be combined in different ways to form different course types, and in reality few medical schools are at the extremes of either axis but occupy a middle ground.
 * The teaching method is one continuum - on which problem based learning is one extreme, and lecture based learning is the other extreme.
 * The course structure - on which a clear pre-clinical/clinical divide is one extreme, and a totally integrated curriculum would be the other extreme.

Problem-based learning
Problem-based learning (PBL) is a principle based on the educational philosophy of the French educationalist Célestin Freinet in the 1920s, and is used in many subject areas including medicine. It was first developed in relation to medical education at McMaster University Medical School in the late 1960s,. It was introduced to the UK by Manchester University. It refers to a whole process, and not merely to a specific event (the PBL tutorial).

In the UK, the focus is on a PBL-tutorial which is conducted in small groups of around 8–10 students (although this varies with seniority and between medical school) with a tutor (or facilitator) who usually comes from either a clinical or academic background, depending on the level of the course. There is an academic, clinical or ethical scenario, where the students select which areas of study to pursue in their own time. Academics at Maastricht University developed seven steps of what should happen in the PBL process:
 * 1) The group read the scenario and clarify terms they do not understand
 * 2) They define what the problem is
 * 3) They brainstorm possible hypotheses or explanations
 * 4) Come up with a possible solution
 * 5) Define a series of learning objectives they should achieve by the next tutorial, arising out of the problem
 * 6) Gather information to fulfil the learning objectives - this can be in the form of private study or reading; attending a lecture; having a discussion or teaching session with a relevant "expert"; attend a ward round or clinic; interview a relevant patient
 * 7) At the next tutorial, students share the information they have gathered since the last tutorial, and discuss areas where information they have gained conflicts - this may lead to further learning objectives if they find they are still not clear.

In keeping with the ethos of self-directed learning, during sessions it encourages a shift in power from an academic tutor to the students in a PBL group. However, it will be seen that lectures, tutorials and clinical teaching sessions can play a part in problem-based learning - but the emphasis is on the student to decide how these will enable them to fulfil their learning objectives, rather than passively absorb all information.

The introduction of PBL in the UK coincided with a General Medical Council report in 2003, Tomorrow's Doctors, which recommended an increased proportion of learning should be student-centred and self-directed. This encouraged medical schools to adopt PBL, however some medical schools have adopted other methods to increase self-directed learning, whilst others (notably Oxford and Cambridge) have always had a high proportion of student-centred and self-directed learning, and have therefore not introduced PBL. Manchester Medical School adopted a new PBL curriculum in 1994, and were followed by Liverpool Medical School and Glasgow Medical School. The Norwich Medical School, at the University of East Anglia also uses a PBL based curriculum. Some of the UK medical schools created since that time have adopted problem based learning. Brighton and Sussex Medical School has a lecture-based approach supported by small-group and self-directed work. Similarly, Imperial College London employs mostly lecture-based teaching but uses supplementary teaching methods such as PBL to deliver a more rounded education.

Tomorrow's Doctors also criticised the amount of unnecessary scientific knowledge irrelevant to clinical practice that medical students were required to learn, meaning that the curricula were altered in other ways around the same time that PBL was introduced in the UK. One study criticising problem-based learning found that some medical specialist registrars and consultants believe that PBL can promote incomplete learning and educational blind spots; particularly in anatomy and basic medical sciences, due to ultimate decision making within the PBL group resting with the students. This has also brought into question whether the lack of anatomical knowledge adequately prepares graduates for surgery, or negatively affects enthusiasm to enter certain specialties; including academic medicine, surgery, pathology and microbiology., although the purposeful reduction in anatomy teaching within all medical curricula which occurred following Tomorrow's Doctors may be in part to blame for reduced anatomical knowledge, rather than it being due to PBL.

Studies have shown that students believe that PBL increases the educational effect of self study and their clinical inference ability, and although studies are conflicting, one showed that UK PRHO graduates believed that they were better at dealing with uncertainty and knowing their personal limits. Students feel less detached from clinical medicine through PBL and thus this may increase their enthusiasm for learning.

Notably, universities that pioneered successful Problem-based-learning such as University of Montreal or McMaster are themselves prestigious institutions that hold worldwide reputations for clinical and academic excellence, taking the top few percent of worldwide graduate applicants. PBL can be considered to be more suitable to teaching of graduate medicine, whose students may benefit from the maturity of an existing degree and previous experience of self-directed learning, and perhaps unsuitable for less able students and undergraduates.

Lecture-based learning
Lecture-based learning (LBL) consists of information delivered mainly through large lectures or seminars. This had been the predominant method of delivering pre-clinical medical education at many UK medical schools prior to the introduction of Tomorrow's Doctors. Teaching is delivered            via large teaching events at which several hundred students may be present, which guides learning. Students are encouraged to do their own reading between lectures as the lectures will only cover the main points.

Key points in support of LBL include that students gain the opportunity to listen to leading clinicians or academics, whereas PBL tutors may be underused. Lecture-based learning is also considerably cheaper to organise, requiring fewer staff members who can deliver lectures to large numbers of students at once, rather than the large number of separate tutors needed to deliver problem-based learning to small groups of eight students.

Criticisms of lecture based learning include that students get much less interaction with both tutor and colleagues - they passively absorb information in lectures rather than questioning and searching out answers. The lack of interaction also means it is harder for tutors to know if individual students are struggling as they will only find out if students have not understood the lectures in exams, when arguably it is too late, whereas in problem-based learning, the tutor can assess how much each student is learning based on the student's participation in discussion within the weekly tutorials, and may be able to help students who are struggling earlier.

LBL has been criticised for 'spoon feeding' students and thus not preparing them for future continued medical education, which is by necessity, self-directed. However, most lecture-based curricula involve a significant proportion of students doing self-directed reading between lectures. Some have also criticised lecture based learning for overloading students with information that may not be relevant to their first years in clinical practice, however this has more to do with curriculum design and course structure than teaching method.

Both lecture-based learning and problem-based learning may involve teaching from academics who are not medically qualified themselves.

One meta-analysis has suggested that PBL education produces graduates with no better factual or clinical knowledge than students from a lecture-based course, despite in some cases the graduates' belief that they are, questioning whether PBL learning is merely a popular trend.

Course structure
Undergraduate medical curricula can be divided on the basis of how they integrate or separate the theoretical learning in areas such as anatomy, physiology, ethics, psychology and biochemistry from the clinical areas such as medicine, surgery, obstetrics, paediatrics.

Traditionally, medical courses entirely split the theoretical learning, teaching this on its own for 2–3 years in a pre-clinical course before students went on to study clinical subjects on their own for a further 3 years in a clinical course. In some cases, these were taught at geographically distinct sites or even separate universities, with an entirely separate staff for each course, sometimes with the award of a BA or BSc at the end of the pre-clinical course. St Andrews, Cambridge and Oxford Universities are three of the most traditional pre-clinical medical schools- For example, the Cambridge first year of the Medical Sciences tripos is split into anatomy, biochemistry and physiology. Whilst there is a nominal "Preparing for Patients" aspect to the course when the students speak to real patients, this comprises a total of three afternoons over the entire year.

There has been a move for universities have tended to integrate teaching into "systems-based teaching" rather than "subject-based teaching". E.g. rather than studying separate distinct modules in anatomy, physiology, ethics, psychology and biochemistry, students study distinct modules in different body systems, e.g. "heart and lungs" or "nervous system" - during which they will study the anatomy, physiology, biochemistry, psychology, etc. relevant to that system. The same also has happened with clinical subjects, so for example rather than studying "medicine" and "surgery" separately, students may have a "heart" module in which they study clinical cardiology and cardiothoracic surgery together. In some medical schools there is integration of clinical and pre-clinical subjects together - e.g. a "heart" module would include anatomy of the heart, physiology of the heart, clinical examination, clinical cardiology and cardiothoracic surgery being studied in one module.

Since Tomorrow's Doctors, there has been a move in the UK towards integrating clinical and non-clinical subjects together to a greater extent. This has varied considerably between universities, always with an emphasis towards non-clinical subjects towards the start of the course and clinical subjects towards the end. A variety of models are in operation. Any model may use PBL or LBL learning methods: for example Manchester has a PBL-based curriculum but a strong pre-clinical/clinical divide, whilst Brighton and Sussex Medical School has a more integrated curriculum, delivered via a lecture-based programme. Many factors influence the choice of model, including the educational philosophy of the institution and the distance of the attached teaching hospitals to the university base (it is much easier for universities with teaching hospitals nearby to offer an integrated curriculum).

Models include:
 * 2/3+2+1 (London, St Andrews, Edinburgh, Oxford and Cambridge)
 * 2/3 year pre-clinical course in which predominantly non-clinical subjects are studied, with occasional day or half-day "early experience" events where students will visit a hospital, a General Practice or visit a family in their home. Reference to clinical application of knowledge may be made, but little interaction with patients at this stage.  Exam at end of this in pre-clinical subjects only.
 * 2 years clinical subjects studied
 * 1 year "preparing for practice" where students will consolidate knowledge, go on elective attachments, sit finals exams with emphasis of finals on clinical subjects
 * 1+3+1
 * 1 year basic introduction to general principles of pre-clinical subjects
 * 3 years combination of pre-clinical and clinical teaching with a ratio of 1:2 nonclinical:clinical subjects, often taught in systems-based "blocks" - 'e.g. 4 weeks studying anatomy and physiology of heart followed by 8 weeks studying clinical cardiology'
 * 1 year consolidating knowledge, elective attachments, sit finals exams - often integrated exams incorporating clinical and non-clinical testing
 * 1+2+2 (e.g. Cardiff)
 * 1 years studying basic principles of pre-clinical subjects
 * 2 years studying pre-clinical and clinical subjects with equal weight given to both, again in system based blocks 'e.g. 6 weeks studying anatomy and physiology of heart followed by 6 weeks studying clinical cardiology'
 * 2 years predominantly clinical teaching and consolidation of knowledge, during which time electives and finals exams will occur

Support for a less integrated course includes that it achieves a basic scientific foundation from which to build clinical knowledge upon in later years. However it is criticised for producing graduates with inferior communication skills and making transition into the clinical environment more difficult in year 3 or 4. Support for a more integrated course includes that by allowing patient interaction early, the course produces students who are more at ease with communicating with patients and better developed interpersonal skills. Criticisms include, questioning whether students in the first year have a place in the healthcare environment, when actual clinical knowledge may be virtually nil.

Tomorrow's Doctors also led to the introduction of significant student choice in the syllabus in the form of student selected components.

Immediate post-graduation period
After graduation medical students enter paid employment, as a Foundation House Officer (FHO), during which they will complete the first year of Foundation Training. Foundation training focusses on the seven principles of the MMC training ethos: trainee centred, competency assessed, service based, quality assured, flexible, coached, and structured & streamlined. Graduates are still a year away from obtaining full registration with the General Medical Council. During this year trainees are legally only able to work in certain supervised jobs, as a Foundation House Officer 1 (FHO1), and cannot legally practise independently, and it is the responsibility of the medical school they attended to supervise this year until they are fully registered with the General Medical Council.

Students in their final year will begin the process of applying for jobs. The new system, called the UK Foundation Programme, (implemented by the NHS Modernising Medical Careers) involves a simplified online application process, without interviews, based on a matching scheme. Students rank their preferred Foundation Schools (which often comprise a catchment area of two or three cities). They are ranked based both on the answers given on their application form, and their marks gained in examinations during their undergraduate career, the resulting score determines which job the student will get when they graduate. After being selected to a Foundation School, applicants are then selected into specific jobs by a selection procedure determined locally by each Foundation School, which may include an interview, submission of a CV or use of the score gained in MTAS.

Previously, another online system called Multi-Deanery Application Process (MDAP) system was used for applications to the Foundation Programme in some areas of the UK. This was criticised in the media and in some medical publications, and was replaced by Medical Training Application System in 2006.

Graduate entry programmes
Recently several four year graduate entry schemes have been introduced in some English and Welsh medical schools which cover a similar range and depth of knowledge to the undergraduate scheme but at a more intensive pace. The accelerated pace is largely in the pre-clinical phase of the medical programme, with the GMC mandating a minimum number of clinical hours in the clinical phase of medical degrees.

These courses have a limited number of spaces and include some funding after the first year, so competition is very high. Some sources report in the region of 60 applicants for each place as these courses have become more widely known. Until relatively recently, people over thirty were strongly discouraged from applying. Entrance to these programmes usually involves sitting a competitive selection test. The most common entry examinations are the GAMSAT (Graduate Australian Medical Schools Admissions Test) or MSAT (Medical Schools Admissions Test). Some schools may use existing entrance examinations that school leavers are also usually required to take e.g. UKCAT or BMAT (see above).

The admissions criteria for these graduate entry programmes vary between universities - some universities require the applicant's first degree to be in a science-related discipline, whereas others will accept a degree in any subject as sufficient evidence of academic ability.

The following universities offer four year graduate entry programmes:

 * University of Bristol
 * University of Cambridge (candidate may offer BMAT)
 * Cardiff University
 * University of Dundee (as part of Scottish Graduate Entry Medicine) (require UKCAT and GAMSAT)
 * Keele University (require GAMSAT)
 * King's College London (require UKCAT)
 * University of Leicester (last entry September 2014) (require UKCAT)
 * University of Liverpool (require GAMSAT)
 * Newcastle University (require UKCAT)
 * University of Nottingham (require GAMSAT)
 * University of Oxford (require BMAT)
 * Barts and The London, Queen Mary's School of Medicine and Dentistry (require UKCAT)
 * University of Southampton (require UKCAT)
 * St George's, University of London (require GAMSAT)
 * Bute Medical School (St Andrews) (as part of Scottish Graduate Entry Medicine) (require UKCAT and GAMSAT)
 * Swansea University (require GAMSAT)
 * University of Warwick (require UKCAT)
 * Imperial College London (require BMAT)

However, graduates are free to apply to some of the regular five/six year courses. Indeed, universities offering both graduate entry and school leaver entry courses often encourage applications to one of the two course types, depending on the graduate's educational background.

Intercalated degrees
Some medical students spend one or two additional years at medical school (lengthening a five-year course to six or seven years) studying for an intercalated degree. This is an extra degree awarded in addition to their medical degrees, giving the student the opportunity to gain an extra qualification, and aids students' research and individual study skills. At the end of this intercalated year or two students are awarded a degree, which is variously styled as BSc, BA, MSc, BMSc (Hons), BMedSci(Hons), MA, MPH, MClinEd depending on the university, level of award, and subject studied. Usually students complete an intercalated bachelor's degree the year after completing the second or third year of their medical course. Master's degrees are offered at some schools for students who have completed the fourth year of their medical course. Higher research related masters and academic doctorates are typically undertaken at the end of the fifth year of the course. There is typically strong competition to secure funding from external institutions such as pharmaceutical companies, as such research related intercalated degrees may be in an area the student has little long-term interest, a frequent criticism. The major benefit of an intercalated degree is the increased chance of selection to competitive training routes such as Academic Medicine or Surgery.

The way the programme is implemented varies across the country: sometimes the intercalated degree will be specifically for medical students (e.g. a supervisor-led research project culminating in a dissertation), whilst sometimes the intercalated student will complete taught courses offered to final year BSc or masters students, or a combination of these. At some medical schools the intercalated degree may be undertaken in a specific subjects (e.g. Immunology, Pathology, Cardiovascular Science, Respiratory Science, Social Medicine, Management, History Of Medicine, Humanities etc.), whilst at other medical schools there is a common curriculum for all intercalated students (often with some choice within it).

At many medical schools, the year is optional, and a relatively small percentage of students elect to study for it. At the University of Nottingham, all students undertake a research project and dissertation under the supervision of schools within the Faculty of Medicine and Health Sciences, leading to a BMedSci (Hons) Degree in the third year. Whilst this additional degree is uniquely awarded within the five-year period of study, Nottingham medical students undertake heavily extended third and fourth years of up to 48 weeks in order to accomplish both the BMedSci and early clinical training.

In contrast to this, all students at University College London, Imperial College London, Bute Medical School (St Andrews), University of Oxford, University of Edinburgh and University of Cambridge study for a BSc/BA in addition to their medical degrees. These five medical schools have a six-year curriculum, in which students complete a three-year pre-clinical course, which leads to a BSc or BA, followed by a three-year clinical course, which in combination with the BSc or BA leads to a full medical degree. The degree awarded is BA at Oxford and Cambridge (which later becomes an MA), and BSc at the others. At these five medical schools, it is sometimes also possible to spend extra optional year(s) where one can study for an intercalated masters or doctoral degree in addition to the BSc/BA which all students receive, for example, the University of Cambridge offers an MB PhD programme of nine years total duration comprising preclinical training, the intercalated BA (see above), clinical training and within the clinical training period a PhD. University College London also offers an MB PhD programme which can be completed in nine years of study.

Degrees are classified according to the British undergraduate degree classification system. This is taken into account in the Foundation Schools Application Form, in which applicants are awarded extra points for a higher class degree. As of 2012, intercalated degrees are able to contribute the maximum of 4 points to the foundation year 1 posts application. The number of points awarded is as following: 4 for a first class, 3 points for a 2.1 class, 2 points for 2.2 class and 1 point for a third class.

Medical student life
Most UK medical students belong to student unions, or groups set up within the university's students' union and run by and for medical students, typically organising social events (such as Balls/formals), sporting events (e.g. the National Association of Medics' Sports (NAMS) and academic events or career events. Four medical schools have separate student unions for medical students: Imperial College School of Medicine Students' Union, Edinburgh's Royal Medical Society, UCL (RUMS: Royal Free, University College and Middlesex Medical Students' Society) & Barts & The London Student's Association.

The United Kingdom Medical Students Association (UKMSA) is a nationally based student-doctor collaboration which unites medical societies and their student members across different universities in the UK. The current (2017) president is Andrew Cole, and the vice president is Michael Grant.

Meducation is an online revision and learning tool that encourages social interaction between medical students worldwide. It has 30,000 users.

The largest free publication in the UK for medical students is the award-winning Medical Student Newspaper. It is written and produced entirely by medical students and is distributed in hard copy to the five medical schools of London, and available online for all.

Many students also focus on extracurricular academic activities, for example many UK schools have their own student society dedicated to improving health both within the local area through various action projects and globally, through campaigning and working abroad. Medsin is a fully student run network of healthcare students and is the UK's member of the International Federation of Medical Students' Associations. Other societies are dedicated to raising awareness about careers in specialties such as surgery and general practice.

There are many student awards available, varying in prestige, from local university awards to national awards. Considered the most prestigious award for a medical student in the UK is the currently Medical Student of the Year, hosted by The Royal Society of Medicine and the Royal College of Psychiatrists. This is largely because the other colleges have no such award, with the normal national prizes being named after experts in that field.

title: Medical school in the United Kingdom


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Labia

The labia are the major externally visible portions of the vulva. In humans and other primates, there are two pairs of labia: the labia majora are large and thick folds of skin that cover the vulva's other parts while the labia minora are the inner folds of skin between the outer labia that surround and protect the urethral and vaginal openings.

In other mammals, the labia majora are not present and the labia minora are instead referred to as the labia vulvae.

Etymology
Labium (plural labia) is a Latin-derived term meaning "lip". Labium and its derivatives (including labial, labrum) are used to describe any lip-like structure, but in the English language, labia often specifically refers to parts of the vulva.

Structure
The labia majora are lip-like structures consisting mostly of skin and adipose (fatty) tissue, which extend on either side of the vulva to form the pudendal cleft through the middle. They enclose and protect the other tissues of the vulva. The labia majora often have a plump appearance, and are thicker towards the anterior. The anterior junction of the labia majora is called the anterior commissure, which is below the mons pubis and above the clitoris. To the posterior, the labia majora join at the posterior commissure, which is above the perineum and below the frenulum of the labia minora. The grooves between the labia majora and labia minora are known as the interlabial sulci or interlabial folds.

The labia minora are two soft folds of fat-free, hairless skin between the labia majora. They enclose and protect the vulvar vestibule, urethra and vagina. The upper portion of each of the labia minora splits to join both the clitoral glans, and the clitoral hood. The labia minora meet posteriorly at the frenulum of the labia minora (also known as the fourchette), which is a fold of skin below the vaginal orifice. The fourchette is more prominent in younger women, and often recedes after sexual activity and childbirth. When standing or with the legs together, the labia majora usually entirely or partially cover the moist, sensitive inner surfaces of the vulva, which indirectly protects the vagina and urethra, much like the lips protect the mouth. The outer surface of the labia majora is pigmented skin, and develops pubic hair during puberty. The inner surface of the labia majora is smooth, hairless skin, which resembles a mucous membrane, and is only visible when the labia majora and labia minora are drawn apart.

Both the inner and outer surfaces of the labia majora contain sebaceous glands (oil glands), apocrine sweat glands, and eccrine sweat glands. The labia majora have fewer superficial nerve endings than the rest of the vulva, but the skin is highly vascularized. The internal surface of the labia minora is a thin moist skin, with the appearance of a mucous membrane. They contain many sebaceous glands, and occasionally have eccrine sweat glands. The labia minora have many sensory nerve endings, and have a core of erectile tissue.

Diversity
The color, size, length and shape of the inner labia can vary extensively from woman to woman. In some women, the labia minora are almost non-existent, and in others, they can be fleshy and protuberant. They can range in color from a light pink to brownish black, and texturally can vary between smooth and very rugose.

Embryonic development and changes over time
The urogenital folds form the labia minora while the labioscrotal swellings become the labia majora.

The genital tissues are greatly influenced by natural fluctuations in hormone levels, which lead to changes in labia size, appearance, and elasticity at various life stages. At birth, the labia minora are well-developed, and the labia majora appear plump due to being exposed to maternal hormones in the womb. The labia majora have the same color as the surrounding skin. Labial adhesions can occur between the ages of 3 months and 2 years, and may make the vulva look flat. These adhesions are not usually a cause for concern, and usually disappear without treatment. Treatment options may include estrogen cream, manual separation with local anesthesia, or surgical separation under sedation.

During early childhood, the labia majora look flat and smooth because of decreasing levels of body fat, and the diminished effects of maternal hormones. The labia minora become less prominent.

During puberty, increased hormone levels often significantly change the appearance of the labia. The labia minora become more elastic, prominent, and wrinkled. The labia majora regain fat, and begin growing pubic hair close to the pudendal cleft. Hair is initially sparse and straight, but gradually becomes darker, denser, and curlier as growth spreads outward and upward toward the thighs and mons pubis. At the end of puberty, pubic hair will be coarse, curly, and fairly thick. The patch of pubic hair covering the genitals will eventually often form a triangle shape.

By adulthood, the outer surface of the labia majora may be darker than the surrounding skin, and may have wrinkles. During the reproductive years, if a woman delivers a child, the fourchette will flatten. Pregnancy may cause the labia minora to darken in color.

Later in life, the labia majora once again gradually lose fat, becoming flatter and more wrinkled, and pubic hair turns grey. Following menopause, falling hormone levels cause further changes to the labia. The labia minora atrophy, making them become less elastic, and pubic hair on the labia majora becomes more sparse.

Sexual arousal and response
The labia are an erogenous zone. In particular, the labia minora are sexually responsive, and sensitivity varies greatly. In some, they are so sensitive that anything other than light touch may be uncomfortable, whereas stimulation may elicit no sexual response in others. The labia may be sexually stimulated as part of masturbation or with a sex partner, such as by fingering or oral sex. Moving the labia minora can also stimulate the extremely sensitive clitoris.

During sexual arousal, the labia majora swell due to increased blood flow to the region, and slightly draw back, revealing the inner labia. The labia minora become engorged with blood, causing them to expand in diameter by two to three times, and darken or redden in color. Because pregnancy and childbirth increase genital vascularity, the inner and outer labia will engorge faster in women who have had children.

After a period of sexual stimulation, the labia minora will become further engorged with blood approximately 30 seconds to 3 minutes before orgasm, causing them to redden further. In those who have had children, the labia majora may also swell significantly during this period, becoming dark red. Continued stimulation can result in an orgasm, and the orgasmic contractions help remove blood trapped in the inner and outer labia, as well as the clitoris and other parts of the vulva, which causes pleasurable orgasmic sensations.

Following orgasm or when no longer sexually aroused, the labia gradually return to their unaroused state. The labia minora return to their original color within 2 minutes, and engorgement dissipates in about 5 to 10 minutes. The labia majora return to their pre-arousal state in approximately 1 hour.

Society and culture
In many cultures and locations all over the world, the labia, as part of the genitalia, are considered private, or intimate parts, whose exposure (especially in public) is governed by fairly strict socio-cultural mores. In many cases, public exposure is limited, and often prohibited by law.

Views on pubic hair differ between people and between cultures. Some women prefer the look or feel of pubic hair, while others may choose to remove some or all of it. Temporary methods of removal include shaving, trimming, waxing, sugaring and depilatory products while permanent hair removal can be accomplished using electrolysis or laser hair removal. In Korea, pubic hair is considered a sign of fertility, leading some women to have pubic hair transplants. Some women are self-conscious about the size, color or asymmetry of their labia. Viewing pornography may influence a woman's view of her genitals. Models in pornography frequently have small or non-existent labia minora, and images are often airbrushed, so pornographic images do not depict the full range of natural variations of the vulva. This can lead viewers of pornography to have unrealistic expectations about how the labia should look. Similar to how some women develop self-esteem issues from comparing their faces and bodies to airbrushed models in magazines, women who compare their vulvas to idealized pornographic images may believe their own labia are abnormal. This can have a negative impact on a woman's life, since genital self-consciousness makes it more difficult to enjoy sexual activity, see a gynecologist, or perform a genital self-examination. Developing an awareness for how much the labia truly differ between individuals may help to overcome this self-consciousness.

In several countries in Africa and Asia, the vulva is routinely altered or removed for reasons related to ideas about tradition, purity, hygiene and aesthetics. Known as female genital mutilation, the procedures include clitoridectomy and so-called "pharaonic circumcision," whereby the inner and outer labia are removed and the vulva is sewn shut. FGM is mostly outlawed around the world, even in countries where the practice is widespread.

Labiaplasty is a controversial plastic surgery procedure that involves the creation or reshaping of the labia. Labia piercing is a cosmetic piercing, usually with a special needle under sterile conditions, of the inner or outer labia. Jewelry is worn in the resulting opening.

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

title: Labia


text: Category:Chemical mixtures

title: Category:Chemical mixtures


text:
User:Mentat37

I'm in my 40's, married, two step kids.

I first came across Wikipedia in 2003. Having an interest in world religions, I thought at first I had found an encyclopedia dealing with wiccanism. Since then I have read hundreds of articles and corrected numerous typos along the way. I finally decided to create an account and contribute a bit more here and there as I am able and inclined.

My interests include Science- especially physics and astronomy Sci-fi- especially the Dune universe (as evidenced by my username) Philosophy Religion- my personal inclination is towards reformed (non-metaphysical) Buddhism Psychology Mythology Cooking- striving towards gourmet status Art- My secondary vocation as a mural painter and portrait artist Music- My primary vocation. Have been a bluegrass musician for 28 years and play all the related instruments (guitar, banjo, upright double bass, fiddle, mandolin, and dobro) to varying levels of proficiency. Also compose/record New Age music in my home studio.

I occasionally write articles for a small-town newspaper in south Georgia dealing with science, origins of holidays or beliefs, and other things.

title: User:Mentat37


text:
Wikipedia talk:WikiProject Lace

MfD Result Notice
This page was the subject of an MfD discussion closed on 13 August 2007. The result was no consensus. Xoloz 01:31, 13 August 2007 (UTC)

Goals
On Wikipedia in general my understanding is that technique information is fine, but How-To articles are not so good - pcr 01:46, 2 Jun 2005 (UTC)
 * Hmm. What is the distinction? I assume that a general description of the equipment used would be okay, but if we were to show the steps involved in the stitches, would that constitute How-To, or technique? -- Julie E. 02:08, 2 Jun 2005 (UTC)
 * I think that the shuttle tatting description is a reasonable example, it discusses the equipment and in a general sense how it is used without getting bogged down in a detailed step by step how-to. -- pcr 02:36, 2 Jun 2005 (UTC)
 * The How-to article has a good discussion about this and suggests that detailed procedural knowledge may be more appropriate in a Wikibook. A Wikibook about textile crafts would be a great resource. Coming from a software background where increasingly large amounts of high quality information are in the public domain I get frustrated at how fiercly craft related information is protected (information that was once handed down as part of a tradition) -- pcr 02:07, 4 Jun 2005 (UTC)
 * So, the Wikipedia lace pages would generally describe the textiles, techniques, materials, history, etc., and contain links to any Wikibooks for more detailed "how-to" type information? That makes sense to me. Does the Wikibook become part of the Wikiproject on Lace, or is it a separate project? -- Julie E. 18:36, 5 Jun 2005 (UTC)
 * I think that it is a seperate project! Getting Wikiproject Lace to a level of "completeness" (whatever that is) is going to be a large project, writing a comprehensive how-to book on textile crafts would be huge. -- pcrtalk 01:00, 6 Jun 2005 (UTC)
 * A Wikibook ~ That's brillliant! (More like a whole shelf full!) I have had a longstanding habit of sending little notes to eBay sellers who misidentify their laces.  Most of the advice is on the level of this is crochet, this is knitting, this is tatting (by far the most common misidentification, crossword authors have a lot to answer for).  Sometimes I get into extended conversations.  I do not see lace identification as a topic, except perhaps implicitly in the list of the types of lace.  What was the intent?  PattyD 06:11, Jun 10, 2005 (UTC)
 * Should lace identification be a separate topic, or should ID information be a part of each type of lace?--Julie E. 21:56, 10 Jun 2005 (UTC)

I have a nice collection of historic examples of laces. It is my intention to first upload as many examples of laces as I can. Since I own the laces in question, there shouldn't be any copyright issues. PattyD 06:15, Jun 10, 2005 (UTC)

Lace ID
Maybe it would be a good idea to create a template for lace id. Then we could put the template on each lace page and just fill in the blanks as it were. This way the identification information would be in the same format on each page.

What fields should be in this template? I have made a first guess, but I suspect that others may be needed. -- pcrtalk 18:55, 12 Jun 2005 (UTC)

Lace types
Some of these are not necessarily clear cut. I would say Armenian Needlelace, not Bebilla and categorize it as a needle lace (because it is generally made with a needle, all laces involve knots!). I also wouldn't know how to distinguish between Lacis and Filet - pcr 01:46, 2 Jun 2005 (UTC)
 * They are, indeed, not clear-cut. Many of these laces are categorized in conflicting ways in different references. I am hoping that experts in the various lace types will help with their categorization. I am inviting participation on the lace email list, Arachne, which I hope will enrich this project. Not all laces involve knots, by the way; bobbin lace, in particular, is a weaving technique! Would it make sense, do you think, to redirect the Bebilla page to Armenian Needlelace, or perhaps the other way around? -- Julie E. 02:19, 2 Jun 2005 (UTC)
 * My preference is to refer to it as Armenian Needlelace and redirect the other names - but that is only because I know it as Armenian Needlelace! other people will have other ideas. I suspect the easiest thing to do is to let people write the pages and see who gets there first! Maybe I should start an Armenian Needlelace page just to get the ball rolling! -- pcr 02:39, 2 Jun 2005 (UTC)
 * Yes! (By the way, I just read on Arachne that OIDFA might be offering a bebilla class at the next convention.) -- Julie E. 03:01, 2 Jun 2005 (UTC)
 * Well, that has the ball rolling on that one. I need to upload a nice picture! -- pcr 03:12, 2 Jun 2005 (UTC)
 * Wow, that was fast! -- Julie E. 03:41, 2 Jun 2005 (UTC)
 * Rosemary Shepherd has a rather interesting category for the knotted laces. She classifies them as knotted needle laces.  I think that is a very good way to think of them.  They are made with needle and thread and they are made with knots, as opposed to buttonhole stitches in needle lace. PattyD 06:12, Jun 10, 2005 (UTC)

Other
Much that has been written about lace has a Western European bias ("lace didn't exist before the Venetians invented it" kind of stuff) it would be good to get away from that viewpoint if possible! pcr 01:46, 2 Jun 2005 (UTC)

This is exciting! - pcr 01:46, 2 Jun 2005 (UTC)

 * The more types of lace we can include, the better--but documenting lace before 1400s Europe is tricky and rather controversial, as I understand it, so a Western European bias may be likely. I know of few non-Western European laces, bebilla being one, but the others I know about (Russian lace, Nanduti, Greek bobbin lace) all derived from the European, as far as I know. I would love to be enlightened, though! Isn't that what this is all about? -- Julie E. 02:38, 2 Jun 2005 (UTC)
 * After buying and reading several hundred lace books, I don't see any significant evidence that lace is anything but a Western pheonomena. There are a few sorties into independent thread work in China and other eastern countries, but lace does seem to have been a western thing.  There have been openwork textiles in ancient Egypt, Peru and other places, but while their effect is lacy, there is no sustained development of the technique.  The textiles in these places remained focused on creating a fabric with ornament. I would suspect that after the Crusades, when Europe received a lot of Arab cultural influence, that something between the two cultures jelled into lace.  It may be that if we create enough interest in our work, people from other regions and cultures may be able to add some of the missing links.  The known history of lace is about 450 years of the western experience of it.  PattyD 06:12, Jun 10, 2005 (UTC)
 * I was thinking about a variety of things, Filet appears to have antecedents in ancient Egypt, Armenian needlelace has some archeological evidence of great antiquity and a culture that had steel needles a thousand years before Europe (Armenia is also a candidate for the origin of siticulture, as mulberry trees are native there), there are also remnants of lace-like materials from south-america. On the other hand there are also journal articles and books still being produced that consider only a European tradition of lace-making. I am not arguing that the known history of lace is incorrect, just that that is merely the most recent 450 years of the known history of lace. I do agree that the rise of european lace-making, the status of the Venetian trading empire, the interaction with Arab cultures and the growth of trade on the Silk-Road all are probably intertwined. -- pcrtalk 06:33, 10 Jun 2005 (UTC)

 * The Wiki ideal is a neutral point of view. From that standpoint, our story goes something like this:  The written history of lace covers blah blah and blah, mostly a Western tale with cross fertilization from the Silk Road and the Middle East.  There are intriguing examples of open worked textiles from ancient Egypt, Peru, and other non-Western cultures.  Their stories have not become available.  So there are other open textiles, but not much history for them.   PattyD 09:07, Jun 11, 2005 (UTC)

EB2004
I'm working on the the EB2004 project, and I thought I should alert you of a few types of laces that are mentioned in the Encyclopedia Brittanica, but don't seem to be in your template yet. It's possible that they're pseudonyms, and a redirect would take care of the problem. I know nothing about lace, so I'll leave it to the experts. I've also included a link to Brittanica showing what they have to say about the laces. (Warning: Some people think looking at the Brittanica link makes writing an original article without plagarism difficult. If you think that'll be a problem, you may want to skip the links.)  -- Norvy (talk) 04:33, 13 Jun 2005 (UTC)

 * 1) Application Lace [Brittanica]
 * 2) Buckinghamshire Lace [Brittanica]
 * 3) Burano Lace [Brittanica]
 * 4) Duchesse Lace [Brittanica]
 * 5) Irish Needle Lace [Brittanica]
 * 6) Spanish Lace [Brittanica]
 * 7) Torchon Lace [Brittanica]
 * 8) Venetian Needle Lace [Brittanica]

 * I think that all of these are going to be covered one way or another. Several of these are categories, for example: Venetian Needle Lace covers a number of laces including Punto in Aria, Point de Venise, and Reticella; likewise Irish Needle Lace would encompass Limerick lace, Youghal lace, and Carrickmacross lace. So to maintain parity with the EB2004 we would either need to create disambiguation pages, or overview pages that describe the category in general (where there is something interesting to be said about the category). It seems to me to be a reasonable proposition that the Lace project take on responsibility for the EB2004 lace related articles. -- pcrtalk 21:07, 13 Jun 2005 (UTC)

Project directory
Hello. The WikiProject Council has recently updated the WikiProject Council/Directory. This new directory includes a variety of categories and subcategories which will, with luck, potentially draw new members to the projects who are interested in those specific subjects. Please review the directory and make any changes to the entries for your project that you see fit. There is also a directory of portals, at User:B2T2/Portal, listing all the existing portals. Feel free to add any of them to the portals or comments section of your entries in the directory. The three columns regarding assessment, peer review, and collaboration are included in the directory for both the use of the projects themselves and for that of others. Having such departments will allow a project to more quickly and easily identify its most important articles and its articles in greatest need of improvement. If you have not already done so, please consider whether your project would benefit from having departments which deal in these matters. It is my hope that all the changes to the directory can be finished by the first of next month. Please feel free to make any changes you see fit to the entries for your project before then. If you should have any questions regarding this matter, please do not hesitate to contact me. Thank you. B2T2 21:18, 25 October 2006 (UTC)

Inactive
Is this project completely inactive? I had added material to some of the stubs (reticella, Broderie Anglaise) and will probably add more. I'd also like to tweak the template (move Armenian lace to needlelace since the link goes to Armenian needlelace. Comments?  - PKM 19:40, 29 December 2006 (UTC)

Wikipedia Day Awards
Hello, all. It was initially my hope to try to have this done as part of Esperanza's proposal for an appreciation week to end on Wikipedia Day, January 15. However, several people have once again proposed the entirety of Esperanza for deletion, so that might not work. It was the intention of the Appreciation Week proposal to set aside a given time when the various individuals who have made significant, valuable contributions to the encyclopedia would be recognized and honored. I believe that, with some effort, this could still be done. My proposal is to, with luck, try to organize the various WikiProjects and other entities of wikipedia to take part in a larger celebrartion of its contributors to take place in January, probably beginning January 15, 2007. I have created yet another new subpage for myself (a weakness of mine, I'm afraid) at User talk:Badbilltucker/Appreciation Week where I would greatly appreciate any indications from the members of this project as to whether and how they might be willing and/or able to assist in recognizing the contributions of our editors. Thank you for your attention. Badbilltucker 22:57, 29 December 2006 (UTC)

New WikiProject?
Hi,

Several of us are exploring the possibility of setting up a more general WikiProject for the textile arts, including not only lace, but also knitting, crochet, weaving, spinning, fabrics, clothing, fashion and the like. Would you all be willing to join? The initial proposal may be found here. We would try to keep your projects going, while expanding into new areas and developing a larger base of editors. One key advantage of a WikiProject is the Mathbot, which allows us to evaluate our articles by importance and quality; such assessments may be important for including articles in future paper versions of Wikipedia. Regardless of your feelings about a new Wikiproject, it would be nice to hear from people here, especially if you have any suggestions for us! :) Willow 21:24, 7 February 2007 (UTC)

Comment on the WikiProject X proposal
Hello there! As you may already know, most WikiProjects here on Wikipedia struggle to stay active after they've been founded. I believe there is a lot of potential for WikiProjects to facilitate collaboration across subject areas, so I have submitted a grant proposal with the Wikimedia Foundation for the "WikiProject X" project. WikiProject X will study what makes WikiProjects succeed in retaining editors and then design a prototype WikiProject system that will recruit contributors to WikiProjects and help them run effectively. Please review the proposal here and leave feedback. If you have any questions, you can ask on the proposal page or leave a message on my talk page. Thank you for your time! (Also, sorry about the posting mistake earlier. If someone already moved my message to the talk page, feel free to remove this posting.) Harej (talk) 22:47, 1 October 2014 (UTC)

get rid of empty talk pages
The project page encouraged to put a template on each talk page. The project, and even the related textile project is defunct for years. As a project distracts from the actual work I'm not interested in reviving the project, though it is good to keep the project page for historical reasons or contact former members when new wikipedians start extending the subject.

My question: the template on otherwise empty talk pages made me look for old discussions that were not there at all. Quite annoying. Can we somehow get rid of these talk pages? It is enough to have the template on talk pages that do have discussions.

Jo Pol (talk) 12:16, 10 December 2014 (UTC)

 * Firstly, WT:WikiProject Textile Arts looks active enough to me, with roughly one discussion per month on its talk page. Secondly, I don't see how the talk pages with only WikiProject banners do any harm, but if you want to have a general discussion on whether to get rid of talk pages only holding WikiProject banners, a stale WikiProject's talk page is not the best place to do so. A more centralized location such as WT:WikiProject Council/Guide would be much more likely to elicit a response from the community. Huon (talk) 13:18, 10 December 2014 (UTC)

 * Huon, Probably you did not look further than the last two months. I can't find more than three "discussions" since July 2008, the last two have no-one answering. The project page itself contains a defunct template. But thanks for pointing out a better place to get help. Jo Pol (talk) 14:27, 10 December 2014 (UTC)

 * Behold the archive. Huon (talk) 14:29, 10 December 2014 (UTC)

WikiProject X is live!

Hello everyone!

You may have received a message from me earlier asking you to comment on my WikiProject X proposal. The good news is that WikiProject X is now live! In our first phase, we are focusing on research. At this time, we are looking for people to share their experiences with WikiProjects: good, bad, or neutral. We are also looking for WikiProjects that may be interested in trying out new tools and layouts that will make participating easier and projects easier to maintain. If you or your WikiProject are interested, check us out! Note that this is an opt-in program; no WikiProject will be required to change anything against its wishes. Please let me know if you have any questions. Thank you!

Note: To receive additional notifications about WikiProject X on this talk page, please add this page to WikiProject X/Newsletter. Otherwise, this will be the last notification sent about WikiProject X.

Harej (talk) 16:57, 14 January 2015 (UTC)

title: Wikipedia talk:WikiProject Lace


text:
Valter

Valter is a spelling variant of the German name Walter, Walther, from Old High German walt "rule" and her "army". The spelling variant in V- is adopted in a number of European languages, including Scandinavian (North Germanic), Finnic (Finnish, Estonian), Slavic (Slovenian, Croatian), Baltic (Latvian, Lithuanian) and Romance (Italian, Portuguese).

Notable people with the name include:

Given name

 * Valter (Brazilian footballer) (born 1975), Brazilian football striker
 * Valter Birsa (born 1986), Slovenian football player
 * Valter Bonča (born 1968), Slovenian racing cyclist
 * Valter Borges (born 1988), Cape Verdean football player
 * Valter Chifu (born 1952), Romanian volleyball player
 * Valter Costa (born 1949), Portuguese football player
 * Ricardo Valter da Costa (born 1981), Brazilian football player
 * Valter Dešpalj (1947–2023), Croatian cellist
 * Valter Di Salvo (born 1963), Italian fitness coach
 * Valter Ever (1902–1981), Estonian track and field athlete
 * Valter Gabrielsen (1921–1999), Norwegian politician
 * Valter Giuliani (born 1960), Italian astronomer
 * Valter Guchua (born 1975), Georgian football player
 * Valter Heuer (1928–2006), Estonian chess player, chess journalist and chess historian
 * Lars Valter Hörmander (1931–2012), Swedish mathematician
 * Valter Matošević (born 1970), Croatian team handball player
 * Valter Neeris (1915–1942), Estonian footballer
 * Valter Ojakäär (1923–2016), Estonian composer, instrumentalist and author
 * Valter Palm (1905–1994), Estonian boxer
 * Valter Perić (1919–1945), Yugoslav partisan
 * Daniel Valter Rogelim (born 1972), Brazilian racing cyclist
 * Valter Roman (1913–1983), Romanian communist activist and soldier
 * Edgar Valter Saks (1910–1984), Estonian statesman, amateur historian and author
 * Valter Sanaya (1925–1999), Soviet football player
 * Valter Skarsgård (born 1995), Swedish actor
 * Valter Soosõrv (1903–1969), Estonian actor, theatre director and theatre historian
 * Valter Tomaz Junior (born 1978), Brazilian football player
 * Valter Wredberg, Swedish sprint canoer
 * Valter Župan (born 1938), Croatian Catholic prelate

Surname

 * Attila Valter (born 1998), Hungarian cyclist
 * Edgar Valter (1929–2006), Estonian writer and illustrator of children's books

Fictional characters

 * Valter, a character from a tactical role-playing game Fire Emblem: The Sacred Stones

title: Valter


text:
Wikipedia:Articles for deletion/David N. Snyder, Ph.D.

 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 - deleted - SimonP 23:57, Jun 15, 2005 (UTC)

David N. Snyder, Ph.D.
8 Google hits for "David N. Snider" buddhist. Fairly much non-notable. Denni ☯ 01:48, 2005 Jun 2 (UTC)
 * Note: David Snyder, Ph.D. is also up for deletion. - Nat Krause 19:02, 4 Jun 2005 (UTC)

Keep The comments made above for deletion have no basis or evidence. This person has a Ph.D. from a recognised university, The Univ. of Texas, which by itself is still not sufficient, but his work in the Buddhist world is enormous, but you would probably need to be Buddhist to know that. That is why he is listed ONLY in the Buddhist section of Wikipedia. He makes no money from tens of thousands of book sales, but if you are not Buddhist, I know that may not mean much to you. Again, that is why he should ONLY be listed in the Buddhist section.Maitreya11 17:55, 3 Jun 2005 (UTC)
 * "David N. Synder" doesn't have much more luck (about 23, mainly genaology sites). Delete. Hedley 02:43, 2 Jun 2005 (UTC)
 * Delete, NN K1Bond007 05:02, Jun 2, 2005 (UTC)
 * Delete nn --Xcali 05:59, 2 Jun 2005 (UTC)
 * Keep As an unpublished author, I'm loath to chop such an arty. No dog in this hunt.Fabartus 06:20, 2 Jun 2005 (UTC)
 * Finally, "David N. Snyder" gets 40, and quite a few of them are about this guy. Still though, not notable, delete. --platypeanArchcow 06:26, 2 Jun 2005 (UTC)
 * Delete. Not notable, and most authors who use 'Ph.D.' in their title haven't got a doctorate from a recognised university anyway. Average Earthman 10:36, 2 Jun 2005 (UTC)
 * Delete as unpublished and therefore not notable author. Anyone can write a book and distribute it. Mgm|(talk) 15:33, Jun 2, 2005 (UTC)
 * Delete, as above CDC   (talk)  18:57, 2 Jun 2005 (UTC)
 * Delete: Unpublished is only the start of it. 99% of published authors are not notable enough for an encyclopedia entry, and pretty much all of them (if that's all they are) are. Encyclopedias are not the phone book, not even Amazon.com.  Geogre 19:22, 2 Jun 2005 (UTC)
 * NOTE. At this point, all "delete" votes were removed by 24.127.147.7. --Carnildo 21:29, 2 Jun 2005 (UTC)
 * Delete. — Phil Welch 23:35, 2 Jun 2005 (UTC)
 * Note: User's first edit. --Carnildo 19:38, 3 Jun 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:
File:Victory -streetlight.jpg

These pictures were taken by me with a Sony Cyber-Shot 5.0. They are free for anyone to use.

Copyright (c) 2005 Adam Backstrom. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled "GNU Free Documentation License".

title: File:Victory -streetlight.jpg


text:
Ted Johnson

Ted Curtis Johnson (born December 4, 1972) is an American former professional football player who was a linebacker for the New England Patriots of the National Football League (NFL). He grew up in Carlsbad, California where he graduated from Carlsbad High School in 1991. He played college football for the Colorado Buffaloes and was selected by the Patriots in the second round of the 1995 NFL Draft with the 57th overall pick.

Playing career
In his ten-year professional career, Johnson played in 125 regular season games and recorded 763 tackles, 11.5 sacks, one interception, 16 passes defensed, six forced fumbles, and seven fumble recoveries. He was noted for his ability to generate many tackles and for his smart play at the linebacker position. He also was able to make an impact for the Patriots without tackling the ballcarrier, as former Fox Network analyst and NFL player Matt Millen states, "What you didn't see is Ted Johnson stoning the guard, getting off the guard, taking on the fullback and freeing up (Todd) Collins to make the tackle. That play does not get made except for Ted Johnson."

Johnson retired before the 2005 NFL season after sustaining many documented and undocumented concussions during his career.

Post-playing career
In an interview with USA Today in 2005, Johnson indicated he would know the opposing team's private signals or audibles prior to the game in order to have a competitive advantage. He claims that he never knew the source of the confidential information. "Every now and then I'd get a sheet, one hour before the game, with a list of audibles for our opponent. I don't know how, but they just showed up.'"

On February 1, 2007, Johnson told the New York Times that he suffers from amphetamine addiction, depression and headaches related to post-concussion syndrome and Second Impact Syndrome. He placed some blame on his former coach Bill Belichick for pressuring him to participate in full contact practice drills three days after suffering a concussion in an exhibition game against the New York Giants in August 2002. Johnson reported that during the drills, he suffered a second concussion, and he argues that Belichick asked him to participate against the advice of the team's head trainer. Belichick denies these allegations. Some thought Johnson's revelation was suspect based upon a December 20, 2006 column in the Boston Herald where columnist Michael Felger said Johnson told him that he would have considered playing for the Patriots in 2006 had they asked (in the wake of a season-ending injury to linebacker Junior Seau). However, in a February 14, 2007 interview on the Dennis and Callahan Show on WEEI, Johnson claimed he wasn't being serious when he said that, and in fact stated he said it sarcastically.

On January 28, 2009, he discussed his problems with concussions sustained during his pro football career and the impact it had on his life in a CNN article. He indicated he was very inactive for two years following his retirement, barely leaving the house, and described those as bad days. He described himself as still occasionally suffering from anger, depression, and throbbing headaches. The implication was that he had since improved; however, no details were provided.

Personal
Johnson served as an adjunct professor for two years at Suffolk University in the Boston area. In 1984, Ted Johnson Sr., his father, and Sylvia Johnson, his stepmother, opened The Original Rib Tickler barbecue restaurant in Tomball, TX. He currently resides in Massachusetts with his longtime girlfriend.

Sports radio
Johnson spent the 2005 season as a football analyst for Boston television station WBZ-TV, but resigned from the station in 2006.

Johnson served as a co-host of "The Triple Threat" afternoon show on KILT (SportsRadio 610) in Houston. During his radio sports talk show on March 21, 2013, he was asked who was the ugliest wife in the NFL. He named Bianca Wilfork, wife of his former teammate Vince Wilfork. After receiving widespread criticism for his comment, including from Wilfork, Johnson issued an apology. Johnson left the Triple Threat and SportsRadio 610 in summer 2018 to return to the northeastern US.

In December 2018, 98.5 The Sports Hub in Boston hired Johnson.

title: Ted Johnson


text:
James H. Aitchison

James Hermiston Aitchison (1908 – July 12, 1994) was a Canadian academic and politician and leader of the Nova Scotia New Democratic Party.

Born in Innerleithen, Scotland, he was the son of James Charles Aitchison and Elizabeth Fleming. He came to Canada at an early age and was raised in Saskatoon, Saskatchewan. He received his Bachelor of Arts and Bachelor of Education from the University of Saskatchewan. He would go on to earn a Bachelor of Science in economics from the University of London and a Ph.D. from the University of Toronto.

During World War Two, he served in the Canadian Army as a major from 1942 to 1946. After his service Aitchison taught high school and eventually lectured at Brandon College, Manitoba; University of Toronto; McMaster University; and Victoria College, Victoria, British Columbia. From 1949 to 1973 he taught political science at Dalhousie University in Halifax, Nova Scotia. He served for a period as chairman of the department, and remained professor emeritus within the department until his retirement in 1983.

During his time at Dalhousie University, he served as the first president of the Dalhousie Faculty Association, as well as president of the Canadian Association of University Teachers, chairman of the Social Sciences Research Council of Canada; vice-president of the Canadian Political Science Association as well as vice president of the Institute for Public Administration of Canada. He also served as a council member for many years on the Atlantic Council of Canada.

Political career
In 1961 the Co-operative Commonwealth Federation (CCF) joined with the Canadian Labour Congress to form the New Democratic Party. Aitchison became the provincial party's leader in 1963. He led the party through the 1963 and 1967 provincial elections. His critics accused him of being part of the Halifax elite that was believed to have taken the party from its traditional roots and leadership in industrial Cape Breton. He declined to re-offer in 1968 and was replaced by Cape Bretoner, Jeremy Akerman. However, Aitchison continued to be active within the party until the early 1970s, when he ceased involvement.

He ran as a candidate for the Nova Scotia Legislature in the 1967 provincial general elections. Both he and the party failed to win any seats during this election, leaving the NDP without representation in the Legislature. Aitchison also ran for the House of Commons of Canada in the federal elections of 1962 and 1967, but again failed to win a seat. Under his leadership, the Nova Scotia NDP achieved its worst electoral results. In the two provincial elections he led the party, it recorded its lowest percentage of the popular vote in the modern era. The 1963 campaign reached a twenty-five-year low (if including its predecessor, the CCF), when the party received just about four percent of the popular vote.

Aitchison married Oriole Faram and had one daughter. In 1994, he died at the age of 86, in Halifax, Nova Scotia.

Academic bibliography

 * 1940 - Canada at War (Toronto: Canadian Institute of International Affairs).
 * 1953 - The Development of Local Government in Upper Canada (Thesis (Ph.D.) University of Toronto).
 * 1963 - The Political Process in Canada: Essays in Honour of R. MacGregor Dawson (Toronto: University of Toronto Press).

title: James H. Aitchison


text:
Lawrence Frank

Lawrence Adam Frank (born August 23, 1970) is an American basketball coach and executive who serves as president of basketball operations for the Los Angeles Clippers of the National Basketball Association (NBA). Frank formerly served as head coach of the Detroit Pistons and the New Jersey Nets, he has also been an assistant coach for the Boston Celtics and the Nets.

Frank was honored with the 2020 NBA Executive of the Year Award after acquiring both Paul George and Kawhi Leonard during the 2019 offseason.

Early life and education
Frank was born in New York City, and grew up in Teaneck, New Jersey. He graduated from Teaneck High School in 1988 but never made the school's basketball team. He attended Camp Greylock for Boys, a sports camp in the Berkshires. Frank, who is Jewish, played for a Jewish Community Center team and was also a player-coach for a Catholic Youth Organization team.

He earned his B.S. in education from Indiana University in 1992, where he spent four seasons as a manager for the Hoosier basketball team coached by Bob Knight. During his time at Indiana the Hoosiers won the Big Ten Conference championship twice, once in the 1988–89 season and again in the 1990–91 season. His senior year, during the 1991–92 season, Indiana reached the 1992 NCAA Final Four but fell to Duke in a foul-plagued game in Minneapolis.

Frank has frequently cited Knight as a role model and mentor. Asked what he learned most of Knight, he said, "It's more of what he stood for. If you work hard and are trustworthy it will carry you a long way. Master your subject matter, have confidence, be reliable and sincere. He is a great mentor and teacher to have at age 18. With him you started at the bottom and were given nothing. Everything you got, you earned—sweat equity."

Assistant coach
Frank served as an assistant coach at the University of Tennessee for three seasons under Head coach Kevin O'Neill. Frank first worked with O'Neill as a staff assistant at Marquette University in 1992 and during his tenure, helped lead the Marquette Warriors to two NCAA tournament berths and a Sweet Sixteen appearance in 1994.

Frank then spent three seasons as an assistant coach for the Vancouver Grizzlies under Brian Hill. Hill would later serve as Frank's assistant with the New Jersey Nets. His responsibilities with the Grizzlies included scouting upcoming opponents as well as practice and bench coaching duties.

Head coach
Frank became the interim head coach of the New Jersey Nets on January 26, 2004, succeeding Byron Scott, after serving as an assistant coach with the team since the 2000–01 season. He officially became the head coach of the Nets on June 21, 2004.

Frank began his NBA head coaching career by achieving a 13–0 record from January 27 to February 24, 2004, setting a new NBA record for the most consecutive wins by a rookie NBA head coach. The 13-game winning streak was also the longest winning streak of a rookie head coach in any of North America's four major professional sports leagues. During this streak, the Nets won six consecutive games on the road, giving Frank the mark for the most consecutive road-game wins by a rookie head coach.

The Nets picked up the extension option in Frank’s contract on June 6, 2006, and added a two-year extension on July 23, 2007. However, Frank's tenure as Nets head coach ended on November 29, 2009, after the Nets began the season with an 0–16 record. This streak was ongoing at the time of his dismissal and continued afterwards. Frank was the only coach ever in the NBA to start and end his tenure with a team with a double-digit winning streak and losing streak. Following his firing, Frank worked as an analyst for NBATV. On July 15, 2010, Frank was hired by the Boston Celtics, replacing Tom Thibodeau as the lead assistant coach on Doc Rivers' coaching staff. On August 3, 2011, Frank was introduced as the head coach of the Detroit Pistons.

After a loss to Oklahoma City Thunder on November 12, 2012, the Pistons fell to 0–8. This made Frank the third coach in the history of the NBA to start at least 0–8 with two separate franchises.

On April 18, 2013, Frank was fired by the Pistons after going 54–94 in two seasons.

On June 28, 2013, he gave in to rookie coach Jason Kidd's rather public recruiting efforts to make Frank (who had coached Kidd when he played for the Nets) his lead assistant coach on the now-Brooklyn Nets. Frank's contract made him the highest-paid assistant coach in the NBA at the time (approximately $6 million over 6 years). Preferring to delegate his authority, Kidd stated that Frank's role would be to run the team's defense, while being Kidd's head-coaching mentor. Kidd placed another assistant coach, John Welch, in charge of the team's offense.

On December 3, 2013, Frank was demoted—relegated by Nets head coach Jason Kidd to merely filing team evaluation reports. This so-called "re-assignment" meant that Frank would be banned from being on the bench during games and from even attending team practices. This resulted from escalating tensions and squabbling between the two over the 'right' coaching philosophies, strategies, and tactics for the team.

On September 25, 2014, Frank joined the Los Angeles Clippers staff after reaching a buyout agreement with the Nets.

Executive career
On June 30, 2016, the Clippers promoted Frank to Executive Vice President of Basketball Operations.

On August 4, 2017, Frank was promoted to President for Basketball Operations, replacing Doc Rivers. Clippers chairman Steve Ballmer removed Rivers from his position as team president to focus on his role as head coach.

Personal life
Frank has a wife and two daughters and lives in New Jersey during the offseason.

In addition to his degree from Indiana University Bloomington, Frank also holds an M.S. in education administration from Marquette University.

title: Lawrence Frank


text:
Stella (American TV series)

Stella is an American sketch comedy television series that originally ran from June 28 to August 30, 2005 on Comedy Central. It was created by and stars Michael Ian Black, Michael Showalter, and David Wain, former cast members of MTV's The State (1993). As a comedy troupe, Stella started in 1997 and played to sold out shows across the United States with a cult following. In September, after 10 episodes, Stella's timeslot was succeeded by Mind of Mencia. The DVD was released on September 12, 2006.

The "Guys"

 * Michael Ian Black as Michael Ian Black
 * Michael Showalter as Michael Showalter
 * David Wain as David Wain

The Girls Downstairs
In the pilot only, the third roommate was played by Rashida Jones.
 * Andrea Rosen as Jennifer. In real life, Rosen is Showalter's former roommate.
 * Samantha Buck as Amy
 * Heidi Neurauter as Stacy

Recurring

 * Justin Lord as Co-Op Board President, Company CEO, Don Robinson, and Justin Lord

Format
Stella is an adaptation of the Stella comedy troupe's stage show and short films. The series centers on Michael, Michael, and David, three childlike men who consistently wear suits, live together in a New York apartment, and seemingly have no employment. The show blends sketch comedy with a sitcom format, featuring a central plot for each episode along with recurring characters, but it disregards continuity and often embraces surreal elements.

The trio had made 28 short films between 1998 and 2002, which were shown as part of the live show. The shorts cover various topics such as searching for Santa, mustache growing, pizza eating, and other absurd situations. The group cleaned up much of its material for the show, much of which had been often derived from taboo or adult topics like necrophilia and dildos.

The show employs absurdist humor. Notable guest stars include Paul Rudd, Rashida Jones, Sam Rockwell, Topher Grace, Tim Blake Nelson, Alan Ruck, Janeane Garofalo, Elizabeth Banks, and Edward Norton.

title: Stella (American TV series)


text:
Paulos Tesfagiorgis

Paulos Tesfagiorgis is an Eritrean human rights activist. Fought for his people by establishing the only PFDJ licensed Regional Centre for Human Rights and Development in Eritrea. (The People's Front for Democracy and Justice) Tesfagiorgis was also co-founder and head of the Eritrean Relief Association during the Eritrean war of independence.

Early career after independence
During the Eritrean war of independence Paulos Tesfagiorgis was the head of the Eritrean Relief Association, coordinating international aid for Eritreans, particularly during the 1983–1985 famine in Ethiopia. Following Eritrean independence Tesfagiorgis was appointed to the commission which drafted Eritrea's constitution. The constitution was ratified in 1997. In 2002 Tesfagiorgis and 17 other Eritreans set up the "Citizens Initiative for the Salvation of Eritrea" (CISE)

Political views
In his Paper A Personal Observation, Tesfagiorgis explains his political views on “What Went Wrong?: The Eritrean People’s Liberation Front from Armed Opposition to State Governance”,and democracy.

He believes that only democratically elected governments have legitimacy, because they are always accountable to the people they govern. For this reason he also abstains from violence. He joined the UK based non partisan activist group Eritrea Focus in 2018 to promote non violent transition to democratic rule. https://www.eritrea-focus.org

Exile
From his exile in London, and later in South Africa,Tesfagiorgis has been working for the advocacy organisation Justice Africa, and has spent much time working for agreement among other Eritrean dissidents on a non-violent democratic alternative for Eritrea. He also abstains from violence. In June 2015 a United Nations Commission on Human Rights of Inquiry accused President Afwerki of systematic, widespread and gross human rights violations that may constitute crimes against humanity.

Education
He has a master's degree in law from McGill University, Canada and has been a lecturer in law at the University of Asmara, Eritrea.

While he was a Faculty of Law at McGIII University, Montreal, October 1991 wrote his Thesis: " HUMAN RIGHTS, DEVELOPMENT AND NON-GOVERNMENTAL ORGANIZATIONS IN THE HORN OF AFRICA" "A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES AND RESEARCH IN PARTIAL FULFILLMENT OF THE REQUIAEMENTS OF THE DEGREE OF MASTER OF LAWS (LL.M.)."

Honors and awards
Paulos Tesfagiorgis was awarded the Thorolf Rafto Memorial Prize for 2003 for his work for human rights and democracy.

title: Paulos Tesfagiorgis


text: Wikipedia:Featured picture candidates/June-2005


text:
Talk:Achang people

Wiki Education Foundation-supported course assignment
This article was the subject of a Wiki Education Foundation-supported course assignment, between 19 August 2019 and 6 December 2019. Further details are available on the course page. Student editor(s): Cgh101ft. Peer reviewers: Feinn1.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 13:19, 16 January 2022 (UTC)

Untitled
I'm currently studying the Achangs.

From what little I know so far, they speak a language that is also called Achang, and many of them are Buddhists.

If anyone on here actually IS of Achang ethnicity, can you give me any info? Gringo300 01:54, 2 Jun 2005 (UTC)

External links modified
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 * Added archive https://web.archive.org/web/20070203064030/http://www.chinaculture.org/gb/en_aboutchina/2003-09/24/content_23859.htm to http://www.chinaculture.org/gb/en_aboutchina/2003-09/24/content_23859.htm

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Hello Everyone, I have been working on the History of the Achang People to help add to this article.Cgh101ft (talk) 14:15, 13 November 2019 (UTC)

title: Talk:Achang people


text:
Talk:Howard Simons

Untitled
This page previously conflated the Washington Post editor and the economist. See Howard L. Simons for the economist. Jokestress 01:54, 2 Jun 2005 (UTC)

title: Talk:Howard Simons


text:
Talk:List of hard rock CCM artists

Suggestion about Christian metal article's list
It looks like we're getting a longer, more comprehensive list at the main Christian metal article. I'd merge it over here, but it seems not all of the bands on this list are metal. Should we just make this the hard rock artists' list, and have a new List of metal CCM artists? Some of the content is redundant as it currently stands. --Idont Havaname 01:54, 2 Jun 2005 (UTC)

title: Talk:List of hard rock CCM artists


text:
Watchkeeping

Watchkeeping or watchstanding is the assignment of sailors to specific roles on a ship to operate it continuously. These assignments, also known at sea as watches, are constantly active as they are considered essential to the safe operation of the vessel and also allow the ship to respond to emergencies and other situations quickly. These watches are divided into work periods to ensure that the roles are always occupied at all times, while those members of the crew who are assigned to work during a watch are known as watchkeepers.

On a typical seafaring vessel, be it naval or merchant, personnel "keep a watch" in various locations and duties across the ship, such as the bridge and engine room. Typical bridge watchkeepers include a lookout and a deck officer who is responsible for the safe navigation of the ship; whereas in the engine room, an engine officer ensures that running machinery continues to operate within tolerances.

Types of watches
A wide variety of types of watches have developed due to the different needs aboard merchant and naval vessels. This table gives some examples:

Watch systems
A watch system, watch schedule, or watch bill is a method of assigning regular periods of watchkeeping duty aboard ships and some other areas of employment. A watch system allows the ship's crew to operate the ship 24 hours a day while also allowing individual personnel adequate time for rest and other duties.

Watch durations vary between vessels due to some reasons and restrictions; some watch systems aim to ensure that each team takes turns to work late at night, while other systems ensure the same team consistently works at the same hours every day.

Many watch systems incorporate the concept of a dog watch, whereby one watch is split into two shorter watches so that there is an odd number each day. Doing so allows crew members to have a different watch schedule each day. Often, the dog watches are set at dinner time to allow the entire crew to be fed in short order.

Traditional system
The traditional watch system arose from sailing ships of the late 19th century and was used by the Royal Navy and many other Commonwealth navies. It consisted of 5 four-hour periods and 2 two-hour periods. Those members of the crew whose work must be done at all times of the day were assigned to one of two divisions: the starboard or the port division. These can be further divided into two parts, e.g., First Port, Second Starboard.

The Royal Navy traditional submarine three watch system is 2 on 4 off during the day (8 a.m. to 8 p.m.) and 3 on 6 off during the night (8 p.m. to 8 a.m.).

Traditional system with three sections
The same arrangement of watch times can also be used with a crew divided into three sections. This gives each sailor more time off-duty, sometimes allowing sleeping periods of over seven hours. Names for the three watches—instead of Port and Starboard—vary from ship to ship. Naming schemes such as "Foremast", "Mainmast" and "Mizzen"; and "Tomato", "White" and "Blue" are common.

Five and dime
The so-called "five-and-dime" arrangement splits the day into five-hour watches, with the exception of a four-hour watch from 22:00 to 02:00.

Six-hour shift
The "six-hour shift" splits the day into four six-hour watches, permitting a three-section crew to maximize rest time in a three-day working cycle. Also, this watch system takes into better account the meal times (of a four-meals-a-day system), so that the ingoing team will be fed first, then keep watch, while the outgoing team will be relieved of watch, and then proceed to the mess deck.

US submarine system with three sections
Aboard United States submarines, the crew is typically divided into three sections, with each section keeping 8 hours of watch followed by 16 hours off-watch. This schedule has been a fairly recent change to submariner work and rest routines. For nearly 45 years before 2015, submariners were on 18-hour days with 6 hours of watch followed by 12 hours off watch. The 12 hours off-watch were further divided into the first 6 hours being used for maintenance, cleaning, and entertainment; while the second 6 hours were usually for sleeping.

Note that this arrangement resulted in one of the sections having two watches in one (24-hour) day, and there were no dog watches. Also, watch reliefs occurred no later than the bottom of the hour (2330, 0530, 1130, 1730). Typically, the first 30 minutes of the hour were used for the oncoming section to eat while the second 30 minutes of the hour were used for the off-going section to eat.

One-in-two watch system
Some warships now use the one-in-two system, also known as 7s and 5s, for the duration of the watches. This watch system is also sometimes referred to as Port and Starboard watches. This gives the sailors a longer sleeping period than the traditional two-watch system, while still maintaining the ability for the ship to function. Meals are generally scheduled around the watch turnovers at 0700, 1200, and 1700; sometimes a light midnight meal known as mid-rats (midnight rations) is provided for the 0000 turnover.

Swedish system
Various alternative watch schedules have been devised, which are typically referred to as Swedish watches. Although there is no standard for what constitutes a Swedish watch, the variations all feature some element of extended watches to accommodate longer time off. Like the traditional watch system, they begin at 0000 hours. Some popular variations have durations of 6, 6, 4, 4, 4 and 5, 5, 5, 5, 4.

Merchant ships
On merchant ships, watchkeepers typically keep watch for six periods of four consecutive hours. This system has a couple of advantages: it is easy to remember and it is consistent. For example, a member of watch team 1 will only have to remember that he is on the "4–8" watch, and knows that he goes on watch at 4 a.m. and 4 p.m. This scheme also allows inexperienced watchkeepers to keep watch from 8–12 a.m. and 8–12 p.m., when senior watchkeepers are likely to be awake and ready to assist in case of trouble.

By custom, in a ship with five deck officers the junior third mate takes the 8 to 12 watch, the senior third mate the 12 to 4 watch, and the second mate the 4 to 8 watch. This enables the second officer, who is the ship's navigator, to take morning and evening star sights. In ships with only four deck officers, the third officer will keep the 8 to 12, the second officer the 12 to 4, and the Chief Mate (equivalent to the Executive Officer in a navy ship) the 4 to 8 watch. The reason for this is to enable the Chief Mate to assign work to the deck gang before the ship's day begins, and to inspect it before going on watch at 1600 hours.

Ship's bell

A ship's bell is used in concert with a watch system to indicate the time using bell strikes to mark the time and help sailors know when to change watches. Unlike civil clock bells, the strikes of a ship's bell do not accord to the number of the hour. Instead, there are eight bells, one for each half-hour of a four-hour watch. Bells would be struck every half-hour, and in a pattern of pairs for easier counting, with any odd bells at the end of the sequence.

title: Watchkeeping


text:
National Day Against Homophobia

The National Day Against Homophobia is a Canadian event organized by the Fondation Émergence.

June 1, 2005, marked the event's third anniversary, which was celebrated with a posthumous award to the late Prime Minister Pierre Trudeau, who as Minister of Justice introduced legislation which repealed anti-gay clauses from the Criminal Code. Trudeau is also famous for saying that "The state has no business in the bedrooms of the nation" (a sentence taken from an editorial in The Globe and Mail).

In 2006, Fondation Émergence changed the day of observance to May 17, to join the International Day Against Homophobia movement (IDAHO).

title: National Day Against Homophobia


text:
Talk:Jason Priestley

Untitled
this guy doesnt have much of a canadian accent. did he grow up in canada?

Yes he did.

Hipinion.com
In filmography (spelling), it says he will play in the movie hipinion.com in 2008, whats that? Hipinion.com is a website and i doubt a movie will go under that name.

I added info on his daughter, from http://www.mercurynews.com/news/ci_6333519?nclick_check=1. Might need to be edited. 192.229.17.103 09:13, 10 July 2007 (UTC)

Birthname
The sidebar and the article contradict each other. Was he born "Priestley" or "Prestley"?

Filmography
His television projects list his next appearance is in a TV movie called "The Other Woman" as the character named Pete. I believe this is an error; it was announced that he will be in the movie "Expecting a Miracle" as Pete. It is a Hallmark Channel TV movie that will be shown next year. (This information comes from co-star Shalim Ortiz's website.) Cactusjump (talk)

Article says the Justine is his twin, but further down the page in the personal section says that she is his older sister and not a twin. —Preceding unsigned comment added by 77.102.215.129 (talk) 20:05, 13 August 2010 (UTC)

Canadian - American
Well, I don't see a reason to call him "canadian-American". I think it should read "Canadian" only. True, he became the naturalized American in 2007, but he became famous way before then..before he obtain the US citizenship. Norum 02:57, 11 August 2012 (UTC)

title: Talk:Jason Priestley


text:
User:Jimmyshek

Jimmy Shek born on October 21,(Shek Ming Hon in Chinese). In 2000, he completed the study of Bachelor of Social Science in Economics in the Chinese University of Hong Kong. In 2002, he got another degree of Master of Philosophy in Economics in the same place. His interests are reading and surfing internet. My discussion of politics and economics can be find in Politics and Economics.

title: User:Jimmyshek


text: User talk:84.67.90.146

title: User talk:84.67.90.146


text:
Talk:Zakimi Castle

Copy right violation?
It just occurred to me that the site I cited as being the source of this article may actually be the copyright violator, rather than the copyright violated.*Kat*

title: Talk:Zakimi Castle


text: User talk:68.98.131.100

title: User talk:68.98.131.100


text:
The Couriers

The Couriers is a series of graphic novels created and written by Brian Wood and illustrated by Rob G. and published by AiT/Planet Lar.

Publication history
Woods has discussed a fourth volume, saying, in mid-2009:

Rob G and I have an agreement that should The Couriers film ever go into production, we'd be fools not to do a sequel. We've read the film script and it's good, but still no director has been attached, so I think it's a way's off.

Plot
The story depicts the near-future world of New York City where two gun toting couriers deliver questionable goods by questionable means. Very heavily influenced by the Hong Kong style of cinema and Japanese manga style comics, The Couriers is an action driven graphic novel that returns the artform of comic books to its pulp/action oriented stories, albeit with an updated modern feel.

Connections with other comics
Some of the characters first appeared in the Couscous Express. It is also a part of Wood's Channel Zero universe as Jennie 2.5 showed up in the last chapter of the first trade.

Books
The series comprises:

 * The Couriers (88 pages, March 2003, ISBN 1-932051-06-6)
 * Dirtbike Manifesto (88 pages, February 2004, ISBN 1-932051-18-X)
 * The Ballad of Johnny Funwrecker (88 pages, February 2005, ISBN 1-932051-31-7)

Film
It was announced in 2007 that Intrepid Pictures has picked up the option to make a film based on the series, with Javier Grillo-Marxuach pencilled in to write the screenplay.

title: The Couriers


text:
Talk:Bulang people

Talk
Reportedly, the Blangs speak a language also known as Blang, but i don't know enough about this to feel confortable contributing that to the article. At least yet. Gringo300 02:00, 2 Jun 2005 (UTC)
 * yes, they have their own language (bulang). prat 07:28, 16 April 2006 (UTC)

actually i think this page should be moved to bulang, unless there's some well-trusted source to the contrary. they are called bulang (with a 'u') by everyone in china. i will go ahead and do it. prat 07:28, 16 April 2006 (UTC)

"related groups" info removed from infobox
For dedicated editors of this page: The "Related Groups" info was removed from all Infobox Ethnic group infoboxes. Comments may be left on the Ethnic groups talk page. Ling.Nut 23:36, 18 May 2007 (UTC)

Requested move 4 April 2023

 * The following is a closed discussion of a requested move. Please do not modify it. Subsequent comments should be made in a new section on the talk page. Editors desiring to contest the closing decision should consider a move review after discussing it on the closer's talk page. No further edits should be made to this discussion.

The result of the move request was: moved. (closed by non-admin page mover) { {ping|ClydeFranklin }} (t/c) 00:29, 12 April 2023 (UTC)

Blang people → Bulang people – Always officially spelled as "Bulang" in China, almost never as "Blang". The proper pinyin spelling is Bulang 布朗, which covers many different subgroups ranging from "Plang" (not "Blang", since it's unvoiced) to "U", and more. Lingnanhua (talk) 19:56, 4 April 2023 (UTC)
 * Weak oppose. English-language sources seem to prefer "Blang" at first glance.  O.N.R.  (talk) 23:35, 4 April 2023 (UTC)

 * Support. I've encountered both terms in RSs, but Google Ngrams suggests that "Bulang" is much more common in modern sources. Google Scholar searches also find more hits for "Bulang": 79 hits for "Blang people" and 144 hits for "Bulang people". —Mx. Granger (talk · contribs) 13:38, 5 April 2023 (UTC)
 * Support precisely per nom and User:Mx. Granger. BD2412  T 19:18, 11 April 2023 (UTC)

The discussion above is closed. Please do not modify it. Subsequent comments should be made on the appropriate discussion page. No further edits should be made to this discussion.

title: Talk:Bulang people