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Wikipedia:Articles for deletion/The Third Temple

 This page is an archive of the proposed deletion of the article below. Further comments should be made on the appropriate discussion page (such as the article's talk page or on a Votes for Undeletion nomination). No further edits should be made to this page.

The result of the debate was KEEP. Paul August ☎ 20:26, August 29, 2005 (UTC)

The Third Temple
Wikipedia is not a crystal ball. -Satori 20:56, 22 August 2005 (UTC)

 * planning or preparation for the event is already in progress and the preparation itself merits encyclopedic inclusion — Preceding unsigned comment added by 68.6.75.31 (talk • contribs) 21:01, 22 August 2005 (UTC)
 * Delete Non-encyclopedic. --PhilipO 21:14, 22 August 2005 (UTC)
 * Keep; Needs rewrite and update including massive references | Celcius 21:33, 22 August 2005 (UTC)
 * A well-written article on the movement to build a Third Temple would be encyclopedic. However, unless and untill such a structure is actually built, an article on the Third Temple itself is crystal balling. -Satori 21:44, 22 August 2005 (UTC)
 * Keep, 56,800 google hits . Kappa 22:28, 22 August 2005 (UTC)
 * Keep I would expect enough people want to see this project succeed. I don't have a problem with the article, it's not like guessing who/what/where/why/name of a future happening. Alf 01:59, 23 August 2005 (UTC)
 * Keep, given someone makes it encyclopedic. As for "crystal ball", this is an important concept of Messianism. We don't really need to have a material object to describe it.  ←Humus sapiens←ну? 02:43, 23 August 2005 (UTC)
 * Keep. Article appears to be about the religious significance of belief in the temple, not about the temple itself.  That said, article could use some cleanup/expansion.  --Alan Au 07:41, 23 August 2005 (UTC)
 * The above discussion is preserved as an archive of the debate. Please do not modify it. Subsequent comments should be made on the appropriate discussion page (such as the article's talk page or in an undeletion request). No further edits should be made to this page.


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Games behind

In some North American sports, the phrase games behind or games back (often abbreviated GB) refers to a common way to reflect the gap between a leading team and another team in a sports league, conference, or division.

Example
In the standings below from the 1994 Major League Baseball season, the Atlanta Braves are six games behind the Montreal Expos. Atlanta would have to win six games, and Montreal would have to lose six games, to tie for first. The leading team is by definition zero games behind itself, and this is indicated in the standings with a dash, not a zero.

Computing games behind
Games behind is calculated by using either of the following formulas, in which Team A is a leading team, and Team B is a trailing team. Example math in this section uses the above standings, with Montreal as Team A and Atlanta as Team B.

 * $$\text{Games Behind} = \frac{(\text{Team A's wins – Team A's losses}) - (\text{Team B's wins – Team B's losses})}{2}$$

 * $$\text{Games Behind} = \frac{(\text{74 – 40}) - (\text{68 – 46})}{2} = \frac{\text{34 – 22}}{2} = \frac{12}{2} = 6$$

Alternately:
 * $$\text{Games Behind} = \frac{(\text{Team A's wins – Team B's wins}) + (\text{Team B's losses – Team A's losses})}{2}$$

 * $$\text{Games Behind} = \frac{(\text{74 – 68}) + (\text{46 – 40})}{2} = \frac{\text{6 + 6}}{2} = \frac{12}{2} = 6$$

Notes:
 * It can alternately be said that Montreal is six games ahead of Atlanta.
 * A games behind situation can change rapidly when two teams contesting for the lead play each other. For example, Atlanta could cut Montreal's lead in half (to three games) by sweeping a three-game head-to-head series.
 * The leading team, in terms of games behind, is the team with the best won–loss difference. This is not always the team with the most wins. For example, a team with an 80–70 record (10 more wins than losses) would be one game behind a team with a 79–67 record (12 more wins than losses).

Anomalies
A games behind calculation can be misleading when attempting to compare teams that have played an unequal number of games. This is because the games behind calculation simply computes the difference between wins and losses for each team, and then averages those two numbers. Essentially, this treats each unplayed game as being a tie (i.e. $1/2$ win and a $1/2$ loss).

 * In an extreme example, attempting to compare the records of the 2007 New England Patriots (16–0; 1.000 winning percentage) and the 1972 Detroit Tigers (86–70; .551 winning percentage) finds that the teams are equivalent on a games behind calculation, as each team won 16 more games than it lost. However, the Tigers played 140 more games than the Patriots. The Patriots' 140 "unplayed" games are essentially treated as 70–70; indeed, if the 16–0 Patriots had 70 more wins and 70 more losses, their 86–70 record would match that of the Tigers.

In reality, teams in an actual sports league can have an unequal number of games played due to various scheduling anomalies, postponements, or cancellations. This can result in:

 * Two teams with different winning percentages may be tied in terms of games behind. For example, Team A at 6–4 would be tied with Team B at 4–2, in terms of games behind; however, Team B has the better winning percentage, at .667 compared to .600 for Team A.
 * A team with a lower winning percentage may lead (in terms of games behind) a team with a higher winning percentage. For example, Team A at 6–4 would lead Team B at 2–1 by a half-game when calculating games behind. However, Team B has the better winning percentage at .667, compared to .600 for Team A.

Such conditions have occurred multiple times in major sports leagues, examples include:

Leagues generally use winning percentage to order teams in official standings. However, standings appearing in newspapers or online may order teams based on games behind.

Usage
The games behind calculation is often used in professional baseball and basketball, where tie games are not permitted. Standings for these sports appearing in print or online during a season usually will have teams ordered by winning percentages, with a "GB" column provided as a convenience to the reader. Games behind is used less often in American football, where ties are possible but relatively uncommon. Games behind is rarely used in ice hockey and soccer, where ties are or were traditionally common and standings points are typically used.

Major League Baseball
Major League Baseball (MLB) defines games behind as "the average of the differences between the leading team wins and the trailing team wins, and the leading teams losses and the trailing team losses." A games behind column almost always appears in MLB standings for each five-team division.

Wild card race
In the 1994 MLB season, the American League and National League each split into three divisions, and each added a wild card team to the playoffs. Following this change, it became common for the media to publish an additional set of standings for the wild card race. It included all teams from a league, with the exception of the division leaders, and games behind was calculated with respect to the team with the highest standing in the wild card race.

In the 2012 MLB season, both leagues added a second wild card team, and a third wild card team was added for each league starting with the 2022 MLB season. Games behind in the wild card race is now calculated with respect to the final wild card position. MLB's website distinguishes this statistic as wild card games behind, abbreviated WCGB. Unless all wild card qualifying teams are tied, this results in some teams being shown as some number of "games ahead" of the final qualifier, indicated by a plus sign ("+") in the standings. For example, see the 2012 NL Wild Card standings, which shows the Atlanta Braves six games ahead of the St. Louis Cardinals, and the 2022 AL Wild Card standings, which shows the Toronto Blue Jays and Seattle Mariners six games and four games, respectively, ahead of the Tampa Bay Rays.

National Basketball Association
National Basketball Association (NBA) standings typically report games behind within each five-team division. However, it is not as closely followed as in baseball, because more teams qualify for the NBA playoffs, and the divisional statistics are not as important for playoff qualification. Sometimes, especially nearing the end of the regular season, games behind will be given with respect to the sixth through tenth positions in the Eastern Conference and Western Conference, due to the significance of the seeds in relation with the NBA’s play-in tournament.

National Football League
National Football League (NFL) standings sometimes report games behind, although the statistic is not emphasized; winning percentage is used, computed from each team's win–loss–tie record. This is especially true since the introduction of the bye week in 1990, exacerbating differences in the number of games that teams have played at various points in time, in addition to the possibility of tied games, which while highly uncommon since the introduction of overtime in the regular season starting in 1974 do still occur on occasion. Games behind is omitted from standings on the NFL's website and is absent from most published standings.

Other sports
The games behind statistic is eschewed in sports where tie games are traditionally common, such as ice hockey and soccer. Leagues in these sports typically rank teams by awarding a certain number of points for each win or tie. In competitions where ties have been abolished (especially in hockey), points are still awarded for an "overtime loss" such that they are often (but not always) the same value as ties previously were, while in soccer the traditional value of two points for a win has been replaced by three points, while ties are still worth one point. These changes would make calculating a "games behind" statistic even more complicated compared to if it were to be used under the traditional system in which a tie was effectively worth a "half-win."

The Canadian Football League (CFL) also does not use games behind, and awards standings points. However, unlike leagues such as the National Hockey League (NHL), the CFL does not award points for overtime losses, although it experimented with such a system in the early 21st century. Also, unlike most other football codes that award three points for a win, the CFL still uses the traditional values of two points for a win and one for a tie. Therefore, a tie in the CFL is still effectively worth a "half-win" as it always has been in Canadian football (and also as it has been in the NFL since 1972).

Related usage
Teams are sometimes referred to as being over or under "five hundred", in comparison to a winning percentage of .500 (percentage being a misnomer in the usual North American expression; .500 meaning 50% in this context). The calculation for this is simple subtraction. For example, a team at 29–19 is "10 games over five hundred", as they could lose their next 10 games and still have a .500 record, while a team at 12–17 would be "five games under five hundred", as the quickest they could reach .500 would be by winning their next five games. "Above" and "below" can be substituted for "over" and "under", respectively.

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

title: Games behind


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Nancy Drew: Treasure in the Royal Tower

Treasure in the Royal Tower is the fourth installment in the Nancy Drew point-and-click adventure game series by Her Interactive. The game is available for play on Microsoft Windows platforms. Players take on the first-person view of fictional amateur sleuth Nancy Drew and must solve the mystery through interrogation of suspects, solving puzzles, and discovering clues. There are two levels of gameplay, Junior and Senior detective modes, each offering a different difficulty level of puzzles and hints, however neither of these changes affect the actual plot of the game. The game was loosely based on a book titled The Treasure in the Royal Tower (1995).

Plot
Nancy Drew is snowed-in at the Wickford Castle Ski Resort in Wisconsin. Not long after she arrived, the castle's historic library was vandalized, and one of the guests was shouting that her room had been robbed. The castle was originally owned by a millionaire who had Marie Antoinette’s tower from the Château Rochemont in France taken apart and rebuilt into Wickford Castle, but the entrance is hidden and sealed off. Nancy needs to explore the castle for clues and find her way into the Queen's tower.

Characters

 * Nancy Drew - Nancy is an 18-year-old amateur detective from the fictional town of River Heights in the United States. She is the only playable character in the game, which means the player must solve the mystery from her perspective.
 * Dexter Egan - Dexter was an orphan who was adopted by the castle's original owner, millionaire Ezra Wickford. Dexter grew up in the castle and now resides there as the caretaker. Are there secrets about the castle that he's trying to hide?
 * Jacques Brunais - Jacques is a former French Olympic skier who has now retired as a ski instructor at Wickford Castle. He has a fiancé named Isabelle whom he is very eager to marry. His great grandfather helped prepare the castle's tower for shipment to Wisconsin, so perhaps his ties to the castle run deeper than meets the eye.
 * Lisa Ostrum - Lisa is a photojournalist who is at the castle to write an article about old Midwestern mansions. She loves to gossip about the other people in the castle, and she seems very interested in the castle's tower. Could she have an ulterior motive for picking this castle for her story?
 * Professor Beatrice Hotchkiss - Professor Hotchkiss is an eccentric woman who was robbed but refuses to leave her room to talk to anyone about what happened. Chatty and knowledgeable, she is a scholar of French History specializing in Marie Antoinette. Is she trying to keep the treasure hidden by the doomed queen for herself?

Cast

 * Nancy Drew - Lani Minella
 * Dexter Egan - Thomas Stewart
 * Jacques Brunais - Justin Barrett
 * Lisa Ostrum - Tara V. Smith
 * Professor Beatrice Hotchkiss - Keri Healey
 * Ned Nickerson - Scott Carty
 * Bess Marvin - Claire Gallagher
 * George Fayne - Maureen Nelson

Reception
According to PC Data, Treasure in the Royal Tower sold 42,363 units in North America during 2001, and another 18,301 units in the first three months of 2002. Its sales in the region for the year 2003 totaled 36,847 units. In the United States alone, the game's computer version sold between 100,000 and 300,000 units by August 2006. Combined sales of the Nancy Drew adventure game series reached 500,000 copies in North America by early 2003, and the computer entries reached 2.1 million sales in the United States alone by August 2006. Remarking upon this success, Edge called Nancy Drew a "powerful franchise".

Treasure in the Royal Tower received a "Gold" Parents' Choice Award in fall 2001.

title: Nancy Drew: Treasure in the Royal Tower


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Nancy Drew: The Final Scene

The Final Scene is the fifth installment in the Nancy Drew point-and-click adventure game series by Her Interactive. The game is available for play on Microsoft Windows platforms. Players take on the first-person view of fictional amateur sleuth Nancy Drew and must solve the mystery through interrogation of suspects, solving puzzles, and discovering clues. There are two levels of gameplay, including a Junior and Senior detective mode. Each mode offers a different difficulty level of puzzles and hints, but neither of these changes affect the actual plot of the game. The game is loosely based on a book of the same name, The Final Scene (1989).

Plot
Nancy Drew and her friend Maya Nguyen are at the Royal Palladium theater in St. Louis for the premiere of a new movie Vanishing Destiny. Maya is set to interview the star of the film, Brady Armstrong, for her school's newspaper, but as Maya goes into his dressing room, she is kidnapped. Nancy has to race against time to find Maya and the kidnapper before the theater is demolished in three days.

Characters

 * Nancy Drew - Nancy is an 18-year-old amateur detective from the fictional town of River Heights in the United States. She is the only playable character in the game, which means the player must solve the mystery from her perspective.
 * Brady Armstrong - Brady is the star of the movie Vanishing Destiny that Maya intended to interview before she was kidnapped from his dressing room. Brady's life and appearance are often under the control of his agent Simone. Is Brady worried that his show might not go on after the theater has been demolished?
 * Simone Mueller - Simone is Brady's self-centered agent who is always on the phone in the women's dressing room. When Maya disappears, she decides to cancel the Vanishing Destiny premiere because she thinks Maya's kidnapping is a great opportunity to drum up more press. Could she have set up the kidnapping as a publicity stunt for Brady?
 * Joseph Hughes - Joseph is the caretaker of the theater who works in the projector room. He is very open and friendly. Joseph has worked at the Royal Palladium his entire life and is deeply connected to it, but he acts as though he is fine with the demolition. How far would he go to save his beloved theater?
 * Nicholas Falcone - Nicholas is the leader of "H.A.D I.T" or "Humans Against the Destruction of Illustrious Theaters". They are leading a protest against the demolition of the theater. He acts as if he's innocent and only wants to help, but the police say that he has previously faked a kidnapping to save a theater. Would kidnapping Maya be a means to his end?

Cast

 * Nancy Drew - Lani Minella
 * Brady Armstrong / The Amazing Monty - David S. Hogan
 * Nicholas Falcone / Construction Worker - Max Holechek (as Alan Smythe)
 * Joseph Hughes / Sergeant Mac Ramsey - Bob Heath
 * Simone Mueller / Madeline - Keri Healey
 * Eustacia Andropov - Alena Saunders
 * Ned Nickerson / Sherman Trout - Scott Carty
 * Bess Marvin - Punchy LaRue
 * George Fayne - Maureen Nelson

Reception
According to PC Data, The Final Scene sold 23,557 units in North America during 2001, and another 15,947 units in the first three months of 2002. Its sales in the region for the year 2003 totaled 38,064 units. In the United States alone, the game's computer version sold between 100,000 and 300,000 units by August 2006. Combined sales of the Nancy Drew adventure game series reached 500,000 copies in North America by early 2003, and the computer entries reached 2.1 million sales in the United States alone by August 2006. Remarking upon this success, Edge called Nancy Drew a "powerful franchise".

Charles Herold of The New York Times declared The Final Scene one of the best games of 2001. Praising its characters, he wrote that the game "sticks to the [Nancy Drew] formula but refines and improves it, adding a little suspense, more interesting suspects and sharper dialogue." The Final Scene also received a "Gold" Parents' Choice Award in summer 2002.

title: Nancy Drew: The Final Scene


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Hans Hartung

Hans Hartung (21 September 1904 – 7 December 1989) was a German-French painter, known for his gestural abstract style. He was also a decorated World War II veteran of the Legion d'honneur.

Life
Hartung was born in Leipzig, Germany, into an artistic family. He developed an early appreciation of Rembrandt, German painters such as Lovis Corinth, and the Expressionists Oskar Kokoschka and Emil Nolde. In 1924, he enrolled in Leipzig University, where he studied philosophy and art history. He subsequently studied at the Fine Arts academy of Dresden, where he copied the paintings of the masters. The modern French and Spanish works he saw in 1926 at the Internationale Kunstausstellung in Dresden were a revelation to him, and he decided that he would leave his native country to prevent succumbing to provincialism. Consequently, after a bicycle trip through Italy, he moved to Paris.

In Paris, Hartung had little contact with other artists and copied the works of old and modern masters. He visited the south of France, where the landscape inspired him to a close study of the works of Cézanne, and he developed a great interest in principles of harmony and proportion such as the golden section. In 1928 he visited Munich where he studied painting technique with Max Doerner. In 1929, he married the artist Anna-Eva Bergman and established himself in the French towns of Leucate, and then in the Spanish Balearic Islands, eventually settling in Menorca. He exhibited for the first time in 1931 in Dresden. The death of his father in 1932 severed Hartung's last bonds with Germany. He was rejected from Nazi Germany on account of being a 'degenerate', because his painting style was associated with Cubism – an art movement incompatible with Nazi Germany's ideals. In 1935, when he attempted to sell paintings while visiting Berlin, the police tried to arrest him. He was able to flee the country with the help of his friend Christian Zervos.

After he returned to Paris as a refugee, Hartung and his wife divorced, and he became depressed. His paintings were becoming more abstract and did not sell well. His friends tried to help him with his financial difficulties, and the sculptor Julio González offered him the use of his studio. In 1939 Hartung married González's daughter Roberta. In December 1939, he became a member of the French Foreign Legion. He was closely followed by the Gestapo and arrested for seven months by the French police. After they learned he was a painter, he was put in a red cell in an attempt to disturb his vision. After being released he rejoined the Legion to fight in North Africa, losing a leg in a battle near Belfort. He earned French citizenship in 1945, and was awarded the Croix de Guerre.

In 1947, in Paris he had his first solo exhibition. By the late 1950s, he had achieved recognition for his gestural paintings, which were nearly monochromatic and characterized by configurations of long rhythmical brushstrokes or scratches. In 1960, he was awarded the International Grand Prix for painting at the Venice Biennale. In 1957, Hans Hartung was the first painter to receive the Rubens Prize of the City of Siegen.

Hartung's freewheeling abstract paintings set influential precedents for many younger American painters of the 1960s, making him an important forerunner of American Lyrical Abstraction of the 1960s and 1970s. He was featured in the 1963 film documentary School of Paris: (5 Artists at Work) by American filmmaker Warren Forma.

In 1957, Hartung and Anna-Eva Bergman remarried. He died on 7 December 1989, in Antibes, France.

title: Hans Hartung


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User talk:Mota shakeel

Hello, Mota shakeel, and welcome to Wikipedia. Thank you for your contributions. I hope you like the place and decide to stay. Here are a few good links for newcomers:

 * The five pillars of Wikipedia
 * How to edit a page
 * Help pages
 * Tutorial
 * How to write a great article
 * Manual of Style

I hope you enjoy editing here and being a Wikipedian! By the way, please be sure to sign your name on talk pages using four tildes ( ~ ) to produce your name and the current date, or three tildes for just your name. If you have any questions, you can post to the help desk or ask me on my talk page. On a personal note, I would also like to invite you to WikiProject Cricket, seeing as you have made an edit to a cricket-related page (Javed Miandad). Again, welcome! Sam Vimes 20:59, 22 August 2005 (UTC)

title: User talk:Mota shakeel


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User:A.BigHead

A.BigHead 08:39, 10 September 2005 (UTC)

title: User:A.BigHead


text: User talk:69.109.200.11

title: User talk:69.109.200.11


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Robert Finn

Robert Finn may refer to:

 * Robert Emmett Finn (1877–1951), lawyer and political figure in Nova Scotia, Canada
 * Robert Finn (mathematician) (1922–2022), American mathematician
 * Robert Finn (1930–2011), chief music critic of The Plain Dealer, 1964–1992
 * Robert Finn (diplomat) (born 1945), American ambassador to Afghanistan
 * Robert Finn (bishop) (born 1953), Roman Catholic prelate, former bishop of Kansas City, Missouri

title: Robert Finn


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Stuffo

Stuffo is the name of a supposed Germanic god, who originates from various late medieval legends from Germany related to Saint Boniface.

Origin
Stuffo first appears in a few late medieval/early modern Bonifacian legends. A 1756 image of the god being overthrown by the saint is found in the village of Küllstedt. The legend was taken up by German Romanticism in the 18th and 19th centuries, which saw in Stuffo even a legendary origin for noble families like the Stauffenbergs. Such etymologies and myths of origin are no longer accepted.

Locations and backstory
Two mountain-top locations have been proposed as sites of worship for Stuffo: the Staufenberg near Gießen, in Hesse; and the Stuffenberg, now Hülfensberg, in the Eichsfeld district, Thuringia. At any rate, there are over half a dozen mountains of a similar name in Hesse alone (stouf meaning something like "sharp mountain peak").

The source for the latter designation comes from the 1602 Historia S. Bonifacii by Johannes Letzner, who claims that after Boniface destroyed the Donar Oak near Geismar (now in Fritzlar, Hesse) he traveled to the Stuffenberg in Eichsfeld, where the god Stuffo was worshiped by the local population. Boniface fought and defeated the god, who fell into a hole, still called "Stuffo's hole," a story retold by Johann Nepomuk Seppin Die Religion der alten Deutschen (1890). Afterward, Boniface turned the pagan place of worship into a church in which he placed a priest to teach Christianity to the locals. Later versions expand on the account, conflating it with popular myth about Charlemagne; Erfurt bishop Nikolaus Elgard wrote in 1575 that "der heilige Bonifatius dort ein Götzenbild, durch das ein Dämon redete mit Namen Stauff, zerstört und bei dem Berge ein Heer der Ungläubigen geschlagen habe. Darum nannte er den Berg Hülfensberg (Inde salvatus salvatoris montem vocavit)" ("there, Saint Boniface destroyed an image of a god through which a demon called Stauff spoke, and at the mountain he defeated an army of unbelievers, which is why he named the mountain Hülfensberg"). A nineteenth-century Eichsfeld historian, Dr. Konrad Zehrt, combines the Donar Oak and the Stuffo accounts, and locates them both on the Hülfensberg.

Etymology
Various etymologies were offered for the name, including derivation from the Middle High German word sûfen ("drinking to excess"), which led to Stuffo being associated with drunkenness. Graf's Gardenstone, which accepts Stuffo's existence, lists Becher ("drinking cup") as a possible etymology. However, as early as 1802, Eichsfeld historian Johann Vinzenz Wolf had stated that "seine Gottheit hat Stuffo der falschen Deutung des Wortes Stuffenberg zu verdanken" ("Stuffo owes his divinity to a false interpretation of the name Stuffenberg").

title: Stuffo


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HMS Scarborough

Ten ships of the Royal Navy have borne the name HMS Scarborough, after the town of Scarborough:

 * HMS Scarborough (1691) was a 10-gun ketch launched in 1691 and captured by the French in 1693.
 * HMS Scarborough (1694) was a 32-gun fifth-rate frigate launched in 1694. She was captured later that year by the French who renamed her Duc de Chaulnes, but she was recaptured in 1696 and renamed HMS Milford.  She was rebuilt in 1705 and wrecked in 1720.
 * HMS Scarborough (1696) was a 32-gun fifth rate launched in 1696 and captured by the French in 1710. She was recaptured in 1712 and renamed HMS Garland.  She was sold in 1744.
 * HMS Scarborough (1711) was a 32-gun fifth rate launched in 1711. She was rebuilt in 1720 as a 20-gun sixth rate and was sold in 1739.
 * HMS Scarborough was a hospital ship purchased in 1739 and sold in 1744.
 * HMS Scarborough (1740) was a 20-gun sixth rate launched in 1740 and sold in 1749.
 * HMS Scarborough (1756) was a 22-gun sixth rate launched in 1756 that foundered in 1780.
 * HMS Scarborough (1812) was a 74-gun third rate launched in 1812 and sold in 1836.
 * HMS Scarborough (L25) was a Hastings-class sloop sloop launched in 1930 and sold in 1949.
 * HMS Scarborough (F63) was a Whitby-class frigate launched in 1955 and sold to Pakistan in 1975. She was not taken over however and was scrapped in 1977.

title: HMS Scarborough


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Outdoor education

Outdoor education is organized learning that takes place in the outdoors, typically during school camping trips. Outdoor education programs sometimes involve residential or journey wilderness-based experiences in which students participate in a variety of adventurous challenges and outdoor activities such as hiking, climbing, canoeing, ropes courses and group games. Outdoor education draws upon the philosophy, theory, and practices of experiential education and environmental education.

Scope
Outdoor education has diverse goals and practices, but always involves learning about, in, and through the outdoors.

Definitions
Outdoor education can be simply defined as experiential learning in, for, or about the outdoors. The term 'outdoor education', however, is used broadly to refer to a range of organized activities that take place in a variety of ways in predominantly outdoor environments. Common definitions of outdoor education are difficult to achieve because interpretations vary according to culture, philosophy, and local conditions.

Outdoor education is often referred to as synonymous with outdoor learning, outdoor school, forest schools and wilderness education. Outdoor education often uses or draws upon related elements and/or informs related areas, such as teaching students how to pitch tents and cook over a campfire. The hallmark of outdoor education is its focus on the "outdoor" side of this education; whereas adventure education would focus on the adventure side and environmental education would focus on environmental. Expeditionary education involves expeditions into wilderness "where man is but a visitor." All of these activities typically involve experiential education.

Education outside the classroom
"Education outside the classroom" describes school curriculum learning, other than with a class of students sitting in a room with a teacher and books. It encompasses biology field trips and searching for insects in the school garden, as well as indoor activities like observing stock control in a local shop, or visiting a museum. It is a concept currently enjoying a revival because of the recognition of benefits from the more active style. The Education and Skills Committee of the House of Commons of the United Kingdom has reported that it brings history and art to life, develops social skills, and clearly enhances geography and science.,. There are key policies in place for outdoor learning in England, Scotland and Wales.

Despite the evidence supporting an extension of educational camping and outdoor learning for children, there are a number of obstacles in the way. One of these obstacles is risk aversion amongst teachers, parents and others, raising reluctance to such diverse and physical tasks. The journalist Tim Gill has written about parental and institutional risk aversion affecting many activities with children in his book "No Fear". Another obstacle is the perceived high cost of facilitating outdoor learning. Creating an outdoor learning environment needn't cost a great deal, however. The UK Early Years Framework Stage, which outlines best practice in Early Years teaching, asserts that: "Outdoor learning is more effective when adults focus on what children need to be able to do rather than what children need to have. An approach that considers experiences rather than equipment places children at the centre of learning and ensures that individual children's learning and developmental needs are taken account of and met effectively"

Linda Tallent, a UK-based educational consultant who has worked extensively with schools to develop their outdoor spaces into learning environments, agrees. She believes that by focusing on activities and skill development, it is possible to develop an outdoor learning curriculum on a 'shoe string'. She cites a comment by Will Nixon, who reminds readers that 'Using the real world is the way learning has happened for 99.9% of human existence. Only in the last hundred years have we put it into a little box called a classroom.'. Tallent also refers to evidence from a number of studies that the most effective way of learning is through participation, and calls on educators to make a special effort to create opportunities for children to participate in their learning.

Aims
Some typical aims of outdoor education are to:
 * learn how to overcome adversity;
 * enhance personal and social development;
 * develop a deeper relationship with nature;
 * boost self-confidence when camping with classmates;
 * raise attainment through better teaching and learning experiences.

Outdoor education spans the three domains of self, others, and the natural world. The relative emphasis of these three domains varies from one program to another. An outdoor education program can, for example, emphasize one (or more) of these aims to:
 * teach outdoor survival skills
 * improve problem solving skills
 * reduce recidivism
 * enhance teamwork
 * develop leadership skills
 * understand natural environments
 * promote spirituality
 * provide an active, first-hand learning experience

Outdoor education is often used as a means to create a deeper sense of place for people in a community. Sense of place is manifested through the understanding and connection that one has with the area in which they reside. Sense of place is an important aspect of environmentalism as well as environmental justice because it makes the importance of sustaining a particular ecosystem that much more personal to an individual.

History
Modern outdoor education owes its beginnings to separate initiatives. Organized camping was evident in the late nineteenth century and early twentieth century in Europe, the UK, the US, Australia, and New Zealand. The Scouting movement, established in the UK in 1907 by Robert Baden-Powell, employs non-formal education with an emphasis on practical outdoor activities. The first Outward Bound centre at Aberdyfi in Wales was established during the Second World War. The Forest schools of Denmark are examples of European programs with similar aims and objectives.

Key outdoor education pioneers include Kurt Hahn, a German educator who founded schools such as the Schule Schloss Salem in Germany; the United World Colleges movement, the Duke of Edinburgh Award scheme (which emphasizes community service, craftsmanship skills, physical skill, and outdoor expeditions), and the Outward Bound movement.

The second half of the twentieth century saw rapid growth of outdoor education in all sectors (state, voluntary, and commercial) with an ever-widening range of client groups and applications. In this period Outward Bound spread to over 40 countries, including the US in the 1960s. Other US based outdoor education programs include Project Adventure and the National Outdoor Leadership School (NOLS). Project Adventure focuses on day use of ropes courses. NOLS uses the outdoor setting to train leaders for outdoor programs and for other settings including training every new US astronaut and 10% of the US Naval Academy. The Association for Experiential Education is a professional association for "experiential" educators. The Wilderness Education Association (WEA) is a consortium of college outdoor education programs with a standard curriculum based on an academic model. (See also North America in the Around the World section.)

A history of outdoor education in the UK has been documented by Lyn Cook (1999), and a history of outdoor education in New Zealand has been published in Pip Lynch's Camping in the Curriculum (2007).

Philosophy and theory
Philosophy and theory about outdoor education tends to emphasize the effect of natural environments on human beings, the educative role of stress and challenge, and experiential learning.

One view is that participants are at their "rawest" level when outdoors because they are "stripped" of many of the conveniences of modern life. Participants can become more aware that they are part of a greater ecosystem and are not as bound by social customs and norms. In essence participants can be true to themselves and more able to see others as people regardless of race, class, religion etc. Outdoor education also helps instill the basic elements of teamwork because participants often need to work together and rely on others. For many people a high ropes course or an outdoor activity may stretch their comfort zone and cause them to challenge themselves physically which in turn can lead to challenging oneself mentally.

The roots of modern outdoor education can be found in the philosophical work of:
 * Comenius
 * John Dewey
 * William James
 * Aldo Leopold
 * John Locke
 * John Muir
 * Jean-Jacques Rousseau
 * Henry David Thoreau
 * Johann Heinrich Pestalozzi

Foundational work on the philosophy of outdoor education includes work by:
 * Kurt Hahn
 * Willi Unsoeld

A wide range of social science and specific outdoor education theories and models have been applied in an effort to better understand outdoor education. Amongst the key theoretical models or concepts are:
 * Experiential education theories
 * Group development theories
 * the Outward Bound Process Model
 * Stress, optimal arousal, comfort zone, and psychological flow theories
 * Psychoevolutionary theory and the Biophilia hypothesis

Around the world
Outdoor education occurs, in one form or another, in most if not all countries of the world. However, it can be implemented very differently, depending on the cultural context. Some countries, for example, view outdoor education as synonymous with environmental education, whilst other countries treat outdoor education and environmental education as distinct. Modern forms of outdoor education are most prevalent in the UK, US, Australia, New Zealand, Europe and to some extent Asia and Africa. Many outdoor Education programs were cancelled in 2020 due to the COVID-19 Pandemic.

UK
The English Outdoor Council, an umbrella body, defines outdoor education as a way for students and teachers to be fully engaged in a lesson, all the while embracing the outdoors. The EOC deems outdoor education as "providing depth to the curriculum and makes an important contribution to students' physical, personal and social education.". In the UK, Learning through Landscapes champion the use of School Grounds as a cost effective, easily accessible place of learning and play. Forest School. is also fashionable in the UK, providing a very specialist approach to personal development within the wider context of Outdoor Learning.

Australia and New Zealand
Throughout Australia & New Zealand many school students undertake outdoor / outdoor and environmental education. Aust / NZ have several outdoor education degrees and vocational outdoor recreation programs. Once teachers and outdoor leaders have completed their studies, many have opportunities to work in schools, private organizations or various outdoor education centres in either country. Outdoor Education is mandated as part of the New Zealand Health and Physical Education as one of the 7 key areas of learning. The Australian Curriculum Assessment and Reporting Authority with support from Outdoor Education Australia has developed curriculum documents to support schools to conduct outdoor education throughout the country primarily through the learning areas of Science, Health and Physical Education and Humanities.

Canada
Environmental education, most notably outdoor education in Canada is seen through outdoor camp and residential programs, school-based programs and commercial travel operations. Outdoor education in Canada is based around "hard" technical skills—often travel and camping skills—and the "soft"—group skills and personal growth qualities—are blended with, one might say, the "green" and "warm" skills of a complementary eco-adventure focus." Adventures are found whether one is partaking in environmental awareness or team-building workshops throughout Canada.

Denmark
Denmark is known as one of the more environmentally conscious countries in the developed world. One of the ways in which this presents itself, is through the forest school system that exists there. Children are taught in the woods using nature and animals to learn about basic environmental education as well as the fundamental elementary education that is required.

Finland
At Finnish schools, the term “outdoor education” represents teaching and learning that takes place outside the classroom with the aim to achieve goals in the National core curriculum for basic education as and in the National core curriculum for upper secondary schools. In the upper secondary schools (students aged 16–18), the theme is “Sustainable development”. Students are encouraged to pursue a sustainable lifestyle, to take action for sustainable development, and to examine the challenges of SD. Some vocational institutes offer secondary lever degree in Nature and Environmental Studies focusing mainly to tourism and experience industries. Humak University of Applied Sciences offers a bachelor's degree in Adventure and Outdoor Education in its English language programme focusing on the technical skills for the adventure sports and pedagogy, tourism and entrepreneurship. Annually 20 students are taken in to the programme. In addition Humak University of Applied Sciences offers updating education for teachers and persons active in adventure sports in their Open University of Applied Sciences.

France
Alain Kerjean founded in 1986 "Hors Limites-Outward Bound France", adaptation to adults of active pedagogy and introduces in France apprentissage par l'expérience movement. The first Latin country member of this network. Honnor president : SAS Prince Albert of Monaco. In 1994 was founded two bodies : Association Apprendre par l'expérience (youth), and SARL Expérientiel (corporate). From 2008, Alain Kerjean develops Outdoor Education for universities in Romania and advises in France training organizations wishing to design programs based on this pedagogy. His books and articles make available Anglo-Saxon research and publications on the subject to the French public.

Spain
The first major and highly publicized outdoor learning project was Ruta Quetzal. Launched with assistance of king Juan Carlos in 1979, it was heavily focused on exploring cross-Atlantic Hispanidad cultural links and for decades was managed by the adventurer and media celebrity, Miguel de la Quadra-Salcedo. The project is ongoing. There are numerous similar though less ambitious schemes currently operational, e.g. Rumbo al Sur, annual tours in Africa managed by a TV reality-show star Telmo Aldaz de la Quadra-Salcedo.

Research and critical views
There is much anecdotal evidence about benefits of outdoor education experiences; teachers, for example, often speak of the improvement they have in relationships with students following a camping trip. However, hard evidence showing that outdoor education has a demonstrable long-term effect on behaviour or educational achievement is harder to identify; this may be in part because of the difficulty involved in conducting studies which separate out the effects of outdoor education on meaningful outcomes.

A major meta-analysis of 97 empirical studies indicated a positive overall effect of adventure education programs on outcomes such as self-concept, leadership, and communication skills. This study also indicated that there appeared to be ongoing positive effects. The largest empirical study of the effects of outdoor education programs (mostly Outward Bound programs) found small-moderate short-term positive impacts on a diverse range of generic life skills, with the strongest outcomes for longer, expedition-based programs with motivated young adults, and partial long-term retention of these gains.

In "Adventure in a Bun", Chris Loynes has suggested that outdoor education is increasingly an entertainment park consumption experience. In a paper entitled "The Generative Paradigm", Loynes has also called for an increase in "creativity, spontaneity and vitality".

Outdoor education has been found more beneficial to those students who find classroom learning more challenging. Maynard, Waters & Clement (2013) found that, resonating with their previous findings, the teachers in their study reported "that when engaged in child-initiated activity in the outdoor environment, over half of the children who in the classroom were perceived to be 'underachieving' appeared to behave differently" (p. 221). Their work aims to support the notion that the more natural outdoor spaces in which child-initiated activities take place both directly and indirectly diminish the perception of underachievement. This is important because a number of studies have shown that expectations based on perception of students is important for student learning.

This may also be due to a non-academic family background, or a personal psychological trait such as attention deficit hyperactivity disorder.

When German children from forest kindergartens went to primary school, teachers observed a significant improvement in reading, writing, mathematics, social interactions and many other areas. A yearlong study was done where a group of 9th and 12th grade students learned through outdoor education. The focus was on raising the critical thinking skills of the students as a measure of improvement, where critical thinking was defined to be, "the process of purposeful self-regulatory judgment and decision making". The problem solving capabilities included the ability of students to interpret, to analyze, to evaluate, to infer, to explain and to self-regulate. Researchers found that both 9th and 12th graders scored higher than the control groups in critical thinking by a significant amount. Using the Environment as an Integrating Context for learning (EIC) is the foundation of a substantial report which found benefits in learning outside the classroom on standardized measures of academic achievement in reading, writing, math, science, and social studies; reduced discipline problems; and increased enthusiasm for learning and pride in accomplishments.

Trends
There are several important trends and changing circumstances for outdoor education, including:
 * Climate change
 * Nature deficit disorder
 * Exercise trends and fitness culture
 * Rationalization (sociology)
 * Standards-based education reform

Activities

 * Abseiling
 * Adventure park
 * Backpacking
 * Camping
 * Canoeing
 * Geocaching
 * Kayaking
 * Nature study
 * Questing
 * Rafting
 * Rock climbing
 * Ropes course
 * Sail training
 * Snowboarding
 * Orienteering / Wayfinding
 * Slacklining
 * Skateboarding

Associations

 * American Camp Association
 * Association for Experiential Education

Organizations

 * Learning through Landscapes - UK based champions of school grounds for outdoor learning and play.
 * The Duke of Edinburgh's Award – award for personal achievement, including outdoor activities
 * National Outdoor Leadership School
 * Boy Scouts of America – youth leadership and outdoors training, "Venturing" co-ed for 14-20
 * Nature's Classroom – environmental education program in the US
 * Boston Schoolyard Initiative – elementary school based outdoor environmental education
 * Outdoor Education Group – educational organization in Australia
 * Outward Bound – international educational organization
 * Solid Rock Outdoor Ministries – Christian Outdoor Leadership and Education organization.
 * John Muir Award (disambiguation)
 * Forest School

People

 * Robert Stephenson Smyth Baden-Powell: Founder of the Scout Movement and The Scout Association.
 * Juliette Gordon Low: Founder of the Girl Scouts of the USA
 * Daniel Carter Beard: Outdoorsman. Founder of the Boy Pioneers. Co-founder of the Boy Scouts of America and the Camp Fire Girls.
 * Harold C. Bryant: worked on US national parks in education
 * Edward Urner Goodman: Scoutmaster. Camp Director, Treasure Island Scout Reservation. National Program Director, Boy Scouts of America. Founder, Order of the Arrow.
 * Bear Grylls / Edward Michael Grylls: Outdoor adventurer; summitted Mt. Everest. Chief Scout of The Scout Association.
 * Luther Halsey Gulick: Proponent of Playground Education. Co-founder of the Boy Scouts of America and the Camp Fire Girls.
 * Kurt Hahn / Kurt Matthias Robert Martin Hahn: Experiential educator. Founder of Schule Schloss Salem, Gordonstoun, and United World Colleges system. Founded Outward Bound with Lawrence Durning Holt and Jim Hogan. Originator of the Moray Badge, the forerunner of the County Badge
 * William Hillcourt: Boy Scout; Scoutmaster; Scouting professional. Authored many books and articles on Scouting, outdoor activities, and Scout skills, including the first Scout Fieldbook and three editions of the Boy Scout Handbook of the BSA. Endeavored to maintain the outdoor orientation of US Boy Scouting.
 * Clifton F. Hodge: nature study with an evolutionary perspective
 * James Kielsmeier: Outward Bound instructor. Proponent of experiential education and service learning. Founder of the National Youth Leadership Council and the Center for Experiential Education and Service-Learning (University of Minnesota).
 * Ernst Killander: Soldier; Boy Scout leader; propagator of orienteering.
 * Richard Louv: Journalist. Proponent of nature awareness and opponent of what he termed "nature-deficit disorder."
 * John P. Milton: Conducted life transformation journeys in wilderness areas of Asia, Africa, North America, and South America. Founder of Sacred Passage and The Way of Nature Fellowship.
 * Joshua Lewis Miner, III: Worked at Gordonstoun; took Kurt Hahn's ideas to the US. Co-founder of Colorado Outward Bound School with Charles Froelicher. Founder of Outward Bound USA. Inspired use of outdoor education in the Peace Corps.
 * Ohiyesa / Charles Alexander Eastman: North American Indian of the Isáŋyathi tribe of the Dakota nation; physician; author; worked closely with YMCA, Woodcraft Indians, and YMCA Indian Guides; co-founder of the Boy Scouts of America and Camp Fire Girls.
 * Tony Pammer: Canoeing instructor. Co-founder and CEO of the Outdoor Education Group.
 * Jerry Pieh: Outward Bound instructor and school principal who pioneered the introduction of Outward Bound methods into the mainstream school system; father of Project Adventure (founded with Mary Ladd Smith, Robert Lentz, Karl Rohnke, Jim Schoel and others), which gave impetus to Adventure-Based Counseling.
 * Edgar Munroe Robinson: YMCA summer camp director. Set up the fledgling Boy Scouts of America organization.
 * Ernest Thompson Seton: Founded the Woodcraft Indians and the Woodcraft League. Inspiration and major source of Baden-Powell's Scouting for Boys. Co-founder of the Boy Scouts of America and the Camp Fire Girls. Chief Scout of the Boy Scouts of America.

Topics

 * Adventure therapy
 * Adventure travel
 * Deep ecology
 * Ecopsychology
 * Educational progressivism
 * Environmental psychology
 * Green exercise
 * Minimal impact code
 * Natural environment
 * Outdoor recreation
 * Rite of passage
 * Summer camp
 * Team building
 * Wilderness therapy
 * Forest kindergarten

title: Outdoor education


text:
Wikipedia:Articles for deletion/Jujimufu

 This page is an archive of the proposed deletion of the article below. Further comments should be made on the appropriate discussion page (such as the article's talk page or on a Votes for Undeletion nomination). No further edits should be made to this page.

The result of the debate was Delete. --Ryan Delaney talk 04:56, 30 August 2005 (UTC)

Jujimufu
Keep it! I doubt that Juji wrote this himself, and he has done alot for the sport. nonsense, almost speediable Ben-w 21:02, 22 August 2005 (UTC)
 * Birthday...check. Place of birth...check.  Attempt to sound important...double-check.  Anyone for a game of speedy? - Lucky 6.9 21:06, 22 August 2005 (UTC)
 * Delete; Vanity | Celcius 21:25, 22 August 2005 (UTC)
 * KEEP IT! unsigned vote by 130.123.128.117 (talk • contribs) 2005-08-22 01:09:00 UTC
 * Delete as vanity, though not speedily as he attempts to assert notability. - Mgm|(talk) 11:13, August 23, 2005 (UTC)
 * Delete per nominator. --GraemeL (talk) 11:15, 23 August 2005 (UTC)
 * Delete per nominator. Dottore So 18:24, 23 August 2005 (UTC)
 * Delete per nominator. Al 02:09, August 26, 2005 (UTC)
 * Delete already. Vandal targeted page with nonsense. --WCFrancis 18:44, 27 August 2005 (UTC)

 * The above discussion is preserved as an archive of the debate. Please do not modify it. Subsequent comments should be made on the appropriate discussion page (such as the article's talk page or in an undeletion request). No further edits should be made to this page.


text: Template:Europe (band)

title: Template:Europe (band)


text:
Tony Sergeant

Tony Sergeant (born 6 June 1977) is a retired football midfielder who last played for Cercle Brugge in the Belgian Pro League.

Sergeant started his career at Antwerp, before moving to Zulte-Waregem in the summer of 2004. During the 2005-06 season, he scored 10 goals, before moving to Italian Serie B team AS Bari in 2007. This move was not a big success, and as a result, Sergeant went back to his home country only six months later. Cercle Brugge made a loan deal with Bari and thereafter completed a full transfer before Sergeant retired in 2012.

Honours

 * Zulte Waregem
 * Belgian Cup: 2005–06

title: Tony Sergeant


text:
Wikipedia:Articles for deletion/Black Bat

 This page is an archive of the proposed deletion of the article below. Further comments should be made on the appropriate discussion page (such as the article's talk page or on a Votes for Undeletion nomination). No further edits should be made to this page.

The result of the debate was DELETE. Paul August ☎ 20:29, August 29, 2005 (UTC)

Black Bat
Nothing to do with an animal; it's a company vanity page. --Firsfron 20:58, 22 August 2005 (UTC) (Sorry, I messed something up)
 * Note: This debate has been included in the list of Australia-related deletions.  -- Cyberjunkie | Talk 04:54, 29 August 2005 (UTC)

 * Delete - vanity page--Hurricane111 21:07, 22 August 2005 (UTC)
 * Delete - as above. --PhilipO 21:12, 22 August 2005 (UTC)
 * Delete; nn | Celcius 21:31, 22 August 2005 (UTC)
 * No the company is real, is the Fox network page a vanity page? Is the Mcdonalds page a vanity page? Is the St George page a vanity page? Just because it talks about a company dosen't mean it should be deleted. — Preceding unsigned comment added by 203.62.10.9 (talk • contribs) 23:36, 23 August 2005
 * Delete - Fox and McDonald's are multinational conglomerates. Saint George is the patron saint of several countries.  This is neither.  That's the difference. -- Francs2000 | Talk [[Image:Flag of the United Kingdom.svg|25px|  ]] 11:23, 24 August 2005 (UTC)
 * Delete --Cyberjunkie | Talk 04:54, 29 August 2005 (UTC)
 * Delete - vanity+NN--inks 05:19, 29 August 2005 (UTC)
 * The above discussion is preserved as an archive of the debate. Please do not modify it. Subsequent comments should be made on the appropriate discussion page (such as the article's talk page or in an undeletion request). No further edits should be made to this page.


text:
User:ENDelt260

User:ENDelt260/sandbox

title: User:ENDelt260


text:
Wikipedia:Articles for deletion/Eratosthenes stadia

 This page is an archive of the proposed deletion of the article below. Further comments should be made on the appropriate discussion page (such as the article's talk page or on a Votes for Undeletion nomination). No further edits should be made to this page.

The result of the debate was Delete. --Ryan Delaney talk 04:58, 30 August 2005 (UTC)

Eratosthenes stadia
The contents of this article is mostly just a copy of large sections of Eratosthenes, but spiced up a bit with the contributors ideas. Nothing points here. Delete -- Egil 21:03, 22 August 2005 (UTC)
 * Comment; Either poorly written (wikify) or poorly explained (context). Can't determine validity (possible delete). | Celcius 21:30, 22 August 2005 (UTC)
 * Redirect to Eratosthenes, I think. Ken talk 11:00, August 26, 2005 (UTC)
 * This article is a discussion of the various different combinations of stadia and feet, remen or nibw tthat either make Eratosthenes calculations work or not work. Just because Egil lacks the knowledgebase to see the value in this discussion doesn't mean it should be deleted or redirected. Its too much info to put in the main page and properly focused on just what it says it is focused on. It is not poorly written and its very difficult to wikify until Egil stops marking pages for deletion.Rktect
 * Weak delete. I have to agree with Celcius's comment above: if I understood what this was about, I might vote to keep this -- but as it currently stands it does not fit in an encyclopedia. And if Egil's tagging is preventing you from making it useful, then finish writing it offline until it is. -- llywrch 21:38, 27 August 2005 (UTC)
 * Thanks, thats a good suggestion maybe one of the first good constructive criticisms I have encountered here. Rktect 03:24, August 28, 2005 (UTC)

 * Comment: The article seems to be meant to prove that the ancient Egyptians knew the exact circumference of the Earth, and that they defined their units of measure directly from it. There has been a number of articles on this theme from the same author on VfD before, and this is more of the same. For more info, see User:Egil/Sandbox/rktect. -- Egil 09:02, 28 August 2005 (UTC)

 * Delete as original research.--Dell Adams 09:10, 28 August 2005 (UTC)

 * Delete. This article is not about a specific, distinguished-from-others-by-the-Eratosthenes-name variety of the units of measure called stadia.  Rather, it is known that Eratosthenes used stadia of some sort or another, and that he got the number of 250,000 (probably not 252,000) of them in the circumference of the Earth.  This article is speculative stuff about possible theories which would fit that 250,000 to 252,000 and make it very close to modern values for the circumference of the Earth, and make it part of some system supposedly hardwired into the human brain or something like that.   Gene Nygaard 13:51, 28 August 2005 (UTC)
 * Delete reposting of research that has already gone through may vfds. -- (drini|☕) 01:42, 30 August 2005 (UTC)
 * Delete as original research. Haven't I seen this stuff go through VfD before? --Carnildo 03:44, 30 August 2005 (UTC)

 * The above discussion is preserved as an archive of the debate. Please do not modify it. Subsequent comments should be made on the appropriate discussion page (such as the article's talk page or in an undeletion request). No further edits should be made to this page.


text:
Talk:Calumet, Inc.

Assessment comment
Substituted at 21:36, 26 June 2016 (UTC)

title: Talk:Calumet, Inc.


text:
Container garden

Container gardening or pot gardening/farming is the practice of growing plants, including edible plants, exclusively in containers instead of planting them in the ground. A container in gardening is a small, enclosed and usually portable object used for displaying live flowers or plants. It may take the form of a pot, box, tub, basket, tin, barrel or hanging basket.

Methods
Pots, traditionally made of terracotta but now more commonly plastic, and window boxes are the most commonly seen. Small pots are called flowerpots. In some cases, this method of growing is used for ornamental purposes. This method is also useful in areas where the soil or climate is unsuitable for the plant or crop in question. Using a container is also generally necessary for houseplants. Limited growing space, or growing space that is paved over, can also make this option appealing to the gardener. Additionally, this method is popular for urban horticulture on balconies of apartments and condominiums where gardeners lack the access to the ground for a traditional garden.

Species
Many types of plants are suitable for the container, including decorative flowers, herbs, cacti, vegetables, and small trees and shrubs. Herbs and small edible plants such as chili peppers and arugula can be grown inside the house, if there is adequate light and ventilation, and on outdoor terraces, larger vegetables may be planted.

Types of containers
A wide variety of containers can be used in container gardens, each offering unique benefits and aesthetic qualities. Among the most popular types from a 2024 survey are:
 * Hanging baskets: Suitable for trailing plants, hanging baskets can be suspended from ceilings, walls, or specially designed stands, adding vertical interest and maximizing space in small gardens.
 * Window boxes:These containers fit on windowsills, and are suitable for flowers, herbs, and small vegetables.
 * Wall planters: Mounted on walls, these planters can be used for vertical gardening. They come in various designs, including pockets and shelves, making them suitable for a range of plant types.

Other common container options include traditional pots, which vary in material from terracotta to plastic, and sub-irrigated planters. Containers can also be repurposed items such as barrels and tins, allowing for creative and personalized garden designs.

Planting

Containers range from simple plastic pots, to teacups, to complex automatically watered irrigation systems. This flexibility in design is another reason container gardening is popular with growers. They can be found on porches, front steps, and—in urban locations—on rooftops. Sub-irrigated planters (SIP) are a type of container that may be used in container gardens.

Re-potting
Re-potting is the action of placing an already potted plant into a larger or smaller pot. A pot that fits a plant's root system better is normally used. Plants are usually re-potted according to the size of their root system. Most plants need to be re-potted every few years because they become "pot-" or "root-bound". A plants' roots can sense its surroundings, including the size of the pot it is in, and increasing the pot size allows plant size to increase proportionally.

title: Container garden


text:
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ArbCom elections are now open!
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ArbCom elections are now open!
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title: User talk:ENDelt260


text:
Wikipedia:Articles for deletion/Zach Stefanovich

 This page is an archive of the proposed deletion of the article below. Further comments should be made on the appropriate discussion page (such as the article's talk page or on a Votes for Undeletion nomination). No further edits should be made to this page.

The result of the debate was DELETE. Paul August ☎ 20:38, August 29, 2005 (UTC)

Zach Stefanovich

 * Delete. Non-notable web designer. —Charles O'Rourke 21:04, August 22, 2005 (UTC)
 * Delete - as above. --PhilipO 21:13, 22 August 2005 (UTC)
 * Delete; nn | Celcius 21:27, 22 August 2005 (UTC)
 * DeleteD. J. Bracey (talk) [[Image:Flag of California.svg|25px]] 22:04, 22 August 2005 (UTC)
 * The above discussion is preserved as an archive of the debate. Please do not modify it. Subsequent comments should be made on the appropriate discussion page (such as the article's talk page or in an undeletion request). No further edits should be made to this page.


text:
Talk:Thành Thái

Cleanup
Cleduc 21:04, 22 August 2005 (UTC)
 * The first sentence is ambiguous. Which parts are about the subject, and which parts are about the subject's father?
 * There are POV issues in the second paragraph.
 * What's with the "Actually..." paragraph? Sounds like someone just injected their opinion.  — Preceding unsigned comment added by 108.168.96.98 (talk) 14:40, 14 February 2020 (UTC)

Move discussion in progress
There is a move discussion in progress on Talk:Minh Mang which affects this page. Please participate on that page and not in this talk page section. Thank you. —RMCD bot 01:01, 26 October 2013 (UTC)

title: Talk:Thành Thái