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DC-SIGN

DC-SIGN (Dendritic Cell-Specific Intercellular adhesion molecule-3-Grabbing Non-integrin) also known as CD209 (Cluster of Differentiation 209) is a protein which in humans is encoded by the CD209 gene.

DC-SIGN is a C-type lectin receptor present on the surface of both macrophages and dendritic cells. DC-SIGN on macrophages recognises and binds with high affinity to high-mannose type N-glycans, a class of PAMPs (pathogen associated molecular patterns) commonly found on viruses, bacteria and fungi. This binding interaction activates phagocytosis. On myeloid and pre-plasmacytoid dendritic cells DC-SIGN mediates dendritic cell rolling interactions with blood endothelium and activation of CD4+ T cells, as well as recognition of pathogen haptens.

Function
DC-SIGN is a C-type lectin and has a high affinity for the ICAM3 molecule. It binds various microorganisms by recognizing high-mannose-containing glycoproteins on their surface, and can function as a co-receptor for several viruses such as HIV and Hepatitis C. Binding to DC-SIGN can promote HIV and Hepatitis C virus to infect target cells (T-cells and hepatocytes, respectively).

Besides functioning as an adhesion molecule, recent studies have also shown that DC-SIGN can initiate innate immunity by modulating toll-like receptors, though the detailed mechanism is not yet known. DC-SIGN together with other C-type lectins is involved in recognition of tumors by dendritic cells. DC-SIGN is also a potential engineering target for dendritic cell based cancer vaccine.

HIV infection
This molecule is involved in the initial stages of the human immunodeficiency virus infection, as the HIV gp120 molecule causes co-internalization of the DC-SIGN molecule and HIV virus particle (virion). The dendritic cell then migrates to the cognate lymphoid organ, whereupon recycling of the DC-SIGN/HIV virion complex to the cell periphery facilitates HIV infection of CD4+ T cells by interaction between DC-SIGN and ICAM-3.

Ebola infection
Different studies have demonstrated that the ebola virus infection process starts when the virus reaches the cellular DC-SIGN receptor to infect the dendritic cells (of the immune system). In 2015 European researchers designed a “giant” molecule formed by thirteen fullerenes covered by carbohydrates which, by blocking DC-SIGN receptor, are able to inhibit the cell infection by an artificial ebola virus model. These antiviral molecules decorated with specific carbohydrates (sugars) present affinity by the receptor used as an entry point to infect the cell and act blocking it, thus inhibiting the infection in a sub-nanomolar range.

SARS-CoV-2
Similarly to HIV-1 gp120 binding, both DC-SIGN and its homologue L-SIGN (CD209L or CD299) have also been identified as receptors facilitating the entry of Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) into human cells. Significant CD209L expression has been revealed in lung and kidney epithelia and endothelia and interactions with SARS-CoV-2 Spike protein (S protein) have been demonstrated in vitro. CD209L also exhibits interaction with Angiotensin-converting enzyme-2 (ACE2), suggesting a potential role for CD209L-ACE2 heterodimerization in SARS-CoV-2 entry and infection in cell types expressing both proteins. It is shown that DC/L-SIGN can enhance viral infection and dissemination by contributing to additional routes of infection mediated by the S protein in a process called trans-infection. This process seems to be exclusive for DC/L-SIGN interaction. This complexity in the recognition patterns and functions of these C-lectin receptors is similar to what has been described for other viruses (like HIV and Ebola virus) and thus both DC/L-SIGN are considered as pattern recognition receptors (PRR).

Gene family
DC-SIGN/CD209 is an animal "C-lectin", a large and diverse family of proteins found in both prokaryotes and eukaryotes most of which are functional lectins, meaning they bind carbohydrate ligands, and whose ligand-binding affinity requires calcium (hence "C-lectin"). Among the animal C-lectins, a subfamily known as the ASGR (asialoglycoprotein receptors) group contains several sub-sub-families, many of which are important to innate immunity.

A cluster of genes in both humans and mice contains three related members of the "DC Receptor" class, so named because of their homology to DC-SIGN. Of these, CD23 is, however, not expressed on dendritic cells but is a characteristic surface molecule of B lymphocytes, and LSectin (CLEC4G) is expressed on the sinusoidal endothelium of the liver. The third gene group consists of multiple paralogues of CD209. Thus, both primates and mice have multiple paralogues of CD209 more closely related to each other within the species than to their orthologous counterparts in the other species. Higher primates have at least three DC-SIGN genes, DC-SIGN, DC-SIGNL1 (also known as DC-SIGNR or L-SIGN ) and DC-SIGNL2, although not all three are present in every species; DC-SIGNL2 has not been detected in humans. Eight paralogous of DC-SIGN have been reported in the laboratory mouse strain C57BL/6; these go by the names DC-SIGN, DC-SIGNR2...DC-SIGNR8. DC-SIGNR6 is a pseudogene. The genes labeled "DC-SIGN" in the human and mouse are thus not unique orthologues, although they resemble each other functionally and by being expressed on dendritic cells. Other members of the mouse CD209 gene group are differentially expressed on different cell types. For example, DC-SIGNR1 is expressed largely on macrophages in the marginal zones of the spleen and in the medulla of lymph nodes.

title: DC-SIGN


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Idealism (Christian eschatology)

In the context of Christian eschatology, idealism (also called the spiritual approach, the allegorical approach, the nonliteral approach, and many other names) involves an interpretation of the Book of Revelation that sees all or most of the imagery of the book as symbolic. Idealism is common among Reformed theologians and it is associated with amillennialism. There exists degrees of Idealism, the most radical form sees it as entirely symbolic, while a more moderate view may allow for some historical fulfillment of events.

Idealism was common in medieval writers and is still taught by some modern theologians.

F. D. Maurice (1805–1872) interpreted the Kingdom of Heaven idealistically as a symbol representing society's general improvement, instead of as a physical and political kingdom. Karl Barth (1886–1968) interpreted eschatology as representing existential truths that bring the individual hope, rather than as history or as future-history. Barth's ideas provided fuel for the Social Gospel philosophy in America, which saw social change not as performing "required" good works, but because the individuals involved felt that Christians could not simply ignore society's problems with future dreams.

Different authors have suggested that the Beast of Revelation represents various social injustices, such as exploitation of workers, wealth, the elite, commerce, materialism, and imperialism. Various Christian anarchists, such as Jacques Ellul (1912–1994), have identified the State and political power as the Beast.

Christian eschatological idealism is distinct from Preterism, Futurism and Historicism in that it does not see any of the prophecies (except in some cases the Second Coming, and Final Judgment) as being fulfilled in a literal, physical, earthly sense in the past, present or future. It views interpretation of the eschatological portions of the Bible in a historical or future-historical fashion as an erroneous understanding.

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

title: Idealism (Christian eschatology)


text:
Pseudolocalization

Pseudolocalization (or pseudo-localization) is a software testing method used for testing internationalization aspects of software. Instead of translating the text of the software into a foreign language, as in the process of localization, the textual elements of an application are replaced with an altered version of the original language. For example, instead of "Account Settings", the text may be altered to display as "!!! Àççôûñţ Šéţţîñĝš !!!".

These specific alterations make the original words appear readable, but include the most problematic characteristics of the world's languages: varying length of text or characters, language direction, fit into the interface and so on.

Localization process
Traditionally, localization of software is independent of the software development process. In a typical scenario, software would be built and tested in one base language (such as English), with any localizable elements being extracted into external resources. Those resources are handed off to a localization team for translation into different target languages. The problem with this approach is that many subtle software bugs may be found during the process of localization, when it is too late (or more likely, too expensive) to fix them.

The types of problems that can arise during localization involve differences in how written text appears in different languages. These problems include:

 * Translated text that is significantly longer than the source language, and does not fit within the UI constraints, or which causes text breaks at awkward positions.
 * Font glyphs that are significantly larger than, or possess diacritic marks not found in, the source language, and which may be cut off vertically.
 * Languages for which the reading order is not left-to-right, which is especially problematic for user input.
 * Application code that assumes all characters fit into a limited character set, such as ASCII or ANSI, which can produce actual logic bugs if left uncaught.

In addition, the localization process may uncover places where an element should be localizable, but is hard coded in a source language. Similarly, there may be elements that were designed to be localized, but should not be (e.g. the element names in an XML or HTML document.)

Pseudolocalization is designed to catch these types of bugs during the development cycle, by mechanically replacing all localizable elements with a pseudo-language that is readable by speakers of the source language, but which contains most of the troublesome elements of other languages and scripts. This is why pseudolocalisation is to be considered an engineering or internationalization tool more than a localization one.

Pseudolocalization in Microsoft Windows
Although the pseudolocalization technique has been used at Microsoft since the late 90s, it was made available to developers as a feature during the Windows Vista development cycle. The type of pseudo-language invented for this purpose is called a pseudo locale in Windows parlance. These locales were designed to use character sets and scripts characteristics from one of the three broad classes of foreign languages used by Windows at the time—basic ("Western"), mirrored ("Near-Eastern"), and CJK ("Far-Eastern"). Prior to Vista, each of these three language classes had their own separate builds of Windows, with potentially different code bases (and thus, different behaviors and bugs.) The pseudo locales created for each of these language families would produce text that still "reads" as English, but is made up of script from another languages. For example, the text string

"Edit program settings"

would be rendered in the "basic" pseudo-locale as

"[!!! εÐiţ Þr0ģЯãm səTτıИğ§ !!!]"

This process produces translated strings that are longer, include non-ASCII characters, and (in the case of the "mirrored" pseudo-locale), are written right-to-left.

Note that the brackets on either side of the text in this example help to spot the following issues:

 * text that is cut off (truncation)
 * strings that are formed by combining (concatenation)
 * strings that are not made localizable (hard-coding)

Pseudolocalization process at Microsoft
Michael Kaplan (a Microsoft program manager) describes the process of pseudo-localization as

"an eager and hardworking yet naive intern localizer, who is eager to prove [himself] and who is going to translate every single string that you don't say shouldn't get translated."

One of the key features of the pseudolocalization process is that it happens automatically, during the development cycle, as part of a routine build. The process is almost identical to the process used to produce true localized builds, but is done before a build is tested, much earlier in the development cycle. This leaves time for any bugs that are found to be fixed in the base code, which is much easier than bugs not found until a release date is near.

The builds that are produced by the pseudolocalization process are tested using the same QA cycle as a non-localized build. Since the pseudo-locales are mimicking English text, they can be tested by an English speaker. Beta version of Windows (7 and 8) have been released with some pseudo-localized strings intact. For these recent version of Windows, the pseudo-localized build is the primary staging build (the one created routinely for testing), and the final English language build is a "localized" version of that.

Pseudolocalization tools for other platforms
Besides the tools used internally by Microsoft, other internationalization tools now include pseudolocalization options. These tools include Alchemy Catalyst from Alchemy Software Development, SDL Passolo from SDL and Globalyst from g11n. Such tools include pseudo-localization capability, including ability to view rendered Pseudo-localized dialogs and automating the testing process itself. While tools like Globalyst complete the whole process of creating pseudolocalised build and automate the testing, it can also be done by running a custom made pseudolocalization script on the extracted text resources and manually testing it.

There are a variety of free pseudolocalization resources on the Internet that will create pseudolocalized versions of common localization formats like iOS strings, Android xml, Gettext po, and others. These sites allow developers to upload strings file to a Web site and download the resulting pseudolocalized file.

title: Pseudolocalization


text:
User:Maxdeeps

Hello world Myself MaxDeeps from Kerala, India. I found wikipedia while browsing for online encyclopedias. Wikipedia is the best i figured out. Since it is having "Wiki" nature it is very useful and it's very userfriendly. My contact information is max_deeps@yahoo.com.

title: User:Maxdeeps


text:
Crosswords DS

Crosswords DS (stylized as CrossworDS and known as Nintendo Presents: Crossword Collection in PAL regions) is a puzzle video game developed by American studio Nuevo Retro games released by Nintendo for the Nintendo DS handheld video game console. It was previously released in Australia as CrossworDS but a new OFLC entry confirmed that Nintendo Australia re-released it with a European localization. Crosswords DS features over 1,000 crossword puzzles that the player solves by using the stylus. Despite the title, it also features word search puzzles and anagram puzzles. It makes use of similar handwriting mechanics that the Brain Age titles make use of. Crosswords DS is included in the Touch! Generations series of titles, which includes such popular games as Brain Age: Train Your Brain in Minutes a Day! and Nintendogs. The background music was composed by Fabian Del Priore.

In 2012, Nintendo released a sequel for the Nintendo 3DS, titled Crosswords Plus.

Gameplay
Crosswords DS supports up to four players, and features two basic modes - Training and Main Game. The main game includes three classifications of puzzles - Crosswords, Word Searches, and Anagrams. The game uses similar handwriting mechanics to solve the puzzles as the popular Brain Age series of video games, as well as requiring the player to hold the Nintendo DS like a book. All three puzzles have varying difficulty levels, all of them featuring unlockable puzzles and difficulty levels.

Crosswords
The crossword puzzle is displayed on the touch screen and players tap tiles with the stylus to enlarge them, and then proceed to write in the desired letter. If a correct letter is written, it appears in black, and if an incorrect letter is written it appears in red. On higher difficulties, the player has the option to do the puzzle without the game showing if the letter is correct or not. A player can erase a letter or simply draw over it. The game will automatically move to the next tile after a correct letter, and will move either down or right, depending on which mode is toggled, across or down. Each puzzle also has a certain number of hint points that the player can use if stumped, but will also add a minute to the player's time. When a puzzle is completed the game will show the amount of time it took to complete, and give the player a grade.

Word searches
Word searches each have a certain category (i.e. "animals") that determine what kind of words the player will be searching for. Like a normal word search the word may appear forwards, backwards, or diagonally. The player touches the starting letter of the word, and drags the stylus to the ending letter of the word to highlight it. Once a word is found it is automatically crossed off form the word box on the left. The player's time is displayed, but no grade is given.

Anagrams
Anagrams give the player a certain number of letters, and the player must find every word that can be made out of the letters (2 letter words are not included). Players drag the letter tiles with the stylus into a box to make the words. When a word is found it will appear in its box on the top screen, listed in a group of how many letters the word is and alphabetically. When every word has been found, the player's time is shown, but like word searches, no grade is given. Anagrams comes in three difficulties: Short (4 letter words), Medium (5 letter words) and Long (6 letter words). Each difficulty awards you medals for completing 100, 200 and 300 anagram games. Each difficulty freezes the game once you have reached 583 anagrams of that difficulty.

Reception
Crosswords DS received average reviews according to the review aggregation website Metacritic. Matt Casamassina of IGN cited the number of crossword puzzles available and the control scheme as highlights, as well as the low price of the game. Some criticisms were the lack of any "bells and whistles" or downloadable content.

Awards
The game was awarded the Best Puzzle Game on the Nintendo DS in IGN's 2008 video game awards.

Sequel
In October 2012, Nintendo released a sequel for the Nintendo 3DS, titled Crosswords Plus.

title: Crosswords DS


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Nemesis Game

Nemesis Game is a 2003 mystery-thriller film directed and written by Jesse Warn. The story itself involves the main character, Sara Novak (played by Carly Pope), solving complex riddles and mysterious deaths of people around her.

Plot
The main character of the movie is Sara Novak, a college student who, along with comic book store owner named Vern (played by Adrian Paul), spend their time solving riddles. The movie takes a twist when the riddles lead to the death of her friend Jeremy (played by Jay Baruchel), leaving Sara to fear whether she is someone else's game.

Cast

 * Carly Pope as Sara Novak
 * Ian McShane as Jeff Novak
 * Adrian Paul as Vern
 * Rena Owen as Emily Gray
 * Brendan Fehr as Dennis Reveni
 * Jay Baruchel as Jeremy Curran
 * Vanessa Guy as Marie
 * Eve Crawford as Lea
 * Richard Fitzpatrick as Tom
 * Ron Pardo as News Anchor #1
 * Tony Munch as Bearded Man
 * Michael Kinney as Doctor
 * Philip Williams as Police MC
 * Victor A. Young as Professor (as Victor Young)

Awards and nominations
2003 New Zealand Film Awards

Awards:
 * Makeup – Barbara Barkey
 * Design – Peter Cosco
 * Editing – Bruce Lange
 * Cinematography – Aaron Morton

Nominations:
 * Best Film
 * Best Contribution to a Soundtrack – Frank Ilfman
 * Best Costume Design – Shelley Mansell
 * Best Director – Jesse Warn
 * Best Screenplay – Jesse Warn

title: Nemesis Game


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Tetraborate

In chemistry, tetraborate or pyroborate is an anion (negative ion) with formula B4O7(2-); or a salt containing that anion, such as sodium tetraborate, Na2B4O7. It is one of the boron oxoacids, that is, a borate.

The name is also applied to the hydrated ion [B4O5(OH)4](2-) as present in borax

The ion occurs in boric acid solutions at neutral pH, being formed by condensation of orthoborate and tetrahydroxyborate anions:

 * 2 B(OH)3 + 2 [B(OH)4]- ⇌ [B4O5(OH)4]2- + 5 H2O

The tetraborate anion (tetramer) includes two tetrahedral and two trigonal boron atoms symmetrically assembled in a fused bicyclic structure. The two tetrahedral boron atoms are linked together by a common oxygen atom, and each also bears a negative net charge brought by the supplementary OH− groups laterally attached to them. This intricate molecular anion also exhibits three rings: two fused distorted hexagonal (boroxole) rings and one distorted octagonal ring. Each ring is made of a succession of alternate boron and oxygen atoms. Boroxole rings are a very common structural motif in polyborate ions.

The hydrated tetraborate anion occurs in the mineral borax (sodium tetraborate octahydrate) with the formula Na2[B4O5(OH)4]·8H2O. The borax chemical formula is also commonly written in a more compact notation as Na2B4O7·10H2O. Sodium borate can be obtained in high purity and so can be used to make a standard solution in titrimetric analysis.

title: Tetraborate


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Talk:Elementary arithmetic

Bijection
I really want to add "See also bijection," in the counting section but am not sure how best to do this.

mikeliuk 05:05, 22 May 2006 (UTC)

 * This is related to elementary arithmetics in any way?
 * This seems like a Pre-Algebra/Algebra function. Angerxiety (talk) 03:14, 14 September 2022 (UTC)
 * This may not seem like a elementary operation, but in essence, bijection is basically counting.
 * You can just mention bijection in the section, you do not need to add the See also. Angerxiety (talk) 16:04, 25 September 2022 (UTC)

What is a "stick" and how does it relate to arithmetic???
The article's first mention of "stick" occurs in its description of the digits:

"0, zero, represents absence of objects to be counted.

1, one. This is one stick: I

2, two. This is two sticks: I I

3, three. This is three sticks: I I I

4, four. This is four sticks: I I I I

5, five. This is five sticks: I I I I I

6, six. This is six sticks: I I I I I I

7, seven. This is seven sticks: I I I I I I  I

8, eight. This is eight sticks: I I I I I I  I I

9, nine. This is nine sticks: I I I I I I  I I I"

The use of the term "stick" here is profoundly misleading.

There is nothing wrong with using vertical markings to explain the meaning of the digits. But to state that 1 "is one stick", that 2 "is two sticks", etc., is more confusing than it is helpful.

It is difficult to think of any meaning of the word "is" for which the statement "6 is six sticks" makes sense.Daqu (talk) 18:09, 28 March 2008 (UTC).

 * But it doesn't say "1 is one stick", it says "This (image to the right) is one stick: |". It is technically poor English ("this" is an adjective and thus should have a noun for it to modify), but I don't see how anyone would be confused by this.
 * DragoonWraith (talk) 17:50, 21 January 2011 (UTC)

 * More issues in this section: "stick" grouping to 3 is arbitrary and may be confusing, but would be appropriate if it was about division by 3; semantically wrong usage of "digit" instead of "number" —Mykhal (talk) 09:51, 28 August 2017 (UTC)

Changed lead section: what is elementary arithmetic?
The previous version of the lead used a definition of Elementary arithmetic as if it were a clearly distinct branch of mathematics. In my opinion, this viewpoint isn't completely accurate, because the scope of this article partly depends on the education field, since whether or not a part of arithmetic is considered elementary depends on the curriculum.

The current lead of the general Mathematics article defines the subject as the study of "quantity, structure, space, and change." In terms of this outline, I think it is better to define the current arithmetic article as including the entire branch of mathematics related to the study of quantity, while this article is distinguished by the specific areas within that branch which are taught as an introduction. I've changed the lead based on this definition of the subject.

StephenMacmanus (talk) 08:12, 14 November 2009 (UTC)

Additional changes to the lead section for a more universal encylopedic description
 * 1) The previous version only discussed natural numbers in terms of Arabic numerals, ignoring the existence of other systems (some still used) and also neglecting the different symbols used outside of European/Western cultures.
 * 2) The mention of addition and multiplication tables was inconsistent. One sentence implied memorizing these tables is the only method for performing these operations with any pairs of digits, when it's really only part of the process in most cases. Some other methods, like the abacus, don't require any memorization (at least, not for addition). Also, the link to the algorithm article isn't relevant here.
 * 3) The section assumed a sequence of topics ("moves on to fractions") which doesn't necessarily apply in all cases.
 * 4) Changed the old vulgar fraction link to access the current merged article called Fraction (mathematics).
 * 5) Moved the reference to the abacus adjacent to the mentions of electronic mechanisms.
 * 6) The discussion of methods included slide rules for trigonometry and logarithms and other areas which are not elementary operations, so this information belongs in the more general Arithmetic article.

StephenMacmanus (talk) 04:42, 19 November 2009 (UTC)

Equations
An international standard, whose name escapes me at the moment; demands equations be written horizontally, NOT vertically. You do your work on a seperate page (carry the one, subtract six, etc.), but your equation shows the change, one PEMDAS at a time, per horizontal line. e.g. 2x = 4 x = 2 Just because you were taught to do it vertically, for years, does not mean it is the correct way of doing it. 76.90.226.211 (talk) 03:05, 4 October 2010 (UTC)

 * You can propose a change to Wikipedia's standards for writing mathematics articles at Wikipedia talk:Manual of Style (mathematics) - but I think you will need to track down that "international standard" if you want anyone to take such a proposal seriously. Gandalf61 (talk) 08:16, 4 October 2010 (UTC)

Schools and their influence on this article
Many parts of this article currently reflects the views expressed by StephenMacmanus in the section "Changed lead section: what is elementary arithmetic?", specifically:

..."scope of this article partly depends on the education field, since whether or not a part of arithmetic is considered elementary depends on the curriculum"... ..."distinguished by the specific areas within that branch which are taught as an introduction"...

I am going to remove those parts, because the title of this article is "Elementary arithmetic", not "Arithmetic in basic education in western countries"! If you disagree, then have this article renamed to clearly reflect that it is about the subject of how elementary arithmetic is taught in some specific schools. As it stands, this article purports to be about the elementary part of arithmetic itself, and I will strip some things that are irrelevant to this article with its current name as long as it has that name. (Not because I care about this article at all, but because the current state is both a mismatch between article title and content, weasel-wordly, US-centric, AND ageist, all in one.) — Preceding unsigned comment added by 80.167.94.175 (talk) 06:04, 8 March 2012 (UTC)
 * I've reverted your deletions. The material is supported by the Rose reference and documents a wide-spread method. If there are other methods used then we should think of including them.--Salix (talk): 07:15, 8 March 2012 (UTC)

Multiplication
The article has, at the time of writing:

< the first factor indicates how many times the second factor should be added onto itself; >

On this basis, 1x6 is 12.

109.145.107.149 (talk) 05:31, 6 February 2015 (UTC)

 * Since the sentence mentions repeated addition, you could have instead:

 * using more technical terms (addend, summand) as necessary. Dhtwiki (talk) 11:43, 6 February 2015 (UTC)
 * Good observation and good suggestion; I changed it accordingly. — Sebastian 14:09, 6 February 2015 (UTC)

Adding two natural numbers, Example sections
The Adding two natural numbers section is written like math homework. "Suppose you have..." (Actually no it is not, this lead section may be somewhat okay.) — Preceding unsigned comment added by Angerxiety (talk • contribs) 12:59, 22 September 2022 (UTC)

This lead section is actually not OK due to the MOS of writing style in mathematics that I read just a few hours earlier. Angerxiety (talk) 05:16, 24 September 2022 (UTC)

The Example sections is written like a guide. "To find the sum of the numbers 653 and 274, write the second number under the first one." I just realized there are many more "Example" sections with the exact same problem.

I'm not an experienced editor, so I don't know how to improve these places. Maybe instead of explaining where to write and how to solve, just solve it? Like:

" Starting with the ones digit, the sum of 3 and 4 is 7.

 * Going to reply to myself, in the Adding two natural numbers section, there is a part where it says "Some pairs of digits add up to two-digit numbers, with the tens-digit always being a 1." What does this mean? Does it mean that every time you get two digits while adding numbers, the tens-digit will always be 10 no matter? Angerxiety (talk) 13:09, 22 September 2022 (UTC)
 * most likely Angerxiety (talk) 16:36, 25 September 2022 (UTC)

Multiplication of many digits algorithm and it's example section
I removed the Multiplication of many digits algorithm or whatever it's called section because it's literally a guidebook section. WP:NOTGUIDE The example section is also literally another guidebook section. Seriously guys, where are all of you? Angerxiety (talk) 13:53, 21 September 2022 (UTC)

 * In fact, I might have to remove every single section with the word Algorithm in it. Angerxiety (talk) 13:12, 22 September 2022 (UTC)
 * I haven't done this, but I think it's a good idea. The examples are duplicated with existing articles that are better suited to them (e.g. long division, long multiplication, etc) Danielittlewood (talk) 21:04, 31 March 2024 (UTC)

Subtraction and Division sections with no "Example" section
Only the Adding and Multiplication section gets examples, while subtraction and division don't get any makes me think that the person who last edited this has a bias against removing numbers from a number. To anyone on this article and is looking but not responding Please read wikipedia's help guide on writing your first article and use the information from there. I see you Veerchheda! Angerxiety (talk) 01:32, 22 September 2022 (UTC)
 * I'm not sure what you are talking about, since just before you wrote this message, the last person who edited the article was you. Now 2 days later, I removed the example on the subtraction, not because I don't like subtraction but because you made a mistake writing: 792 - 308 = 494. Any calculator will tell you 792 - 308 = 484, not 494. So feel free to put it back, after you fix it. Dhrm77 (talk) 16:35, 24 September 2022 (UTC)
 * I was joking on most of this, but I fixed these errors now. Angerxiety (talk) 16:37, 25 September 2022 (UTC)
 * Okay, this was a terrible thing for me to comment. I'm sorry. If I read on no personal attacks I would have said something sensible, like a sensible person. But since I'm not a sensible person, I've just attacked the contributor, not the content which was a very ediot thing I've done. Angerxiety (talk) 20:57, 25 September 2022 (UTC)

Regarding the Counting section
The entire counting section seems to be written in a guidebook way, but I have no other idea how to change it so that it inundates the "Written like a guidebook" issue. Maybe this section can be excused, but I do not see that happening. Angerxiety (talk) 05:13, 24 September 2022 (UTC)

 * Can you say more about what you mean by guidebook way? But I think I agree with you. It sounds much more like a description of the cardinality of a set, than the act of counting in elementary arithmetic (which are very different things).
 * I think rather than removing it, it could be improved by saying more about the different ways people learn counting, counting systems in different cultures, tallying systems and place value, and so on. I think there's a lot that could be described in this article that's currently hidden by advanced jargon. Danielittlewood (talk) 21:03, 31 March 2024 (UTC)

"Suppose"
Every time I removed the "suppose", it's put back? I know it's for tone but on the manual of style for mathematics, it says that "sentences should not begin with a symbol" and the first example starts with "Suppose" and then becomes simplified to "A" Angerxiety  the ediot  (chat? ⋅ contribs to society ) 22:45, 1 November 2022 (UTC)

What is the point of this article?
Reading through this article, I found myself confused, since this lead claims "elementary arithmetic" to be a branch of mathematics, but the article rather than the mathematics, seems concerned with pedagogy. This also seems to be the case in the French article, if to a lesser extent. The pedagogical concerns seem best left to a different location, or perhaps parsed into a single section, "pedagogy" like the "reception" section of literature articles. Either way, this page is marked as needing light-copyediting, but it seems to need more than that. υγινητε Wyrdwritere (talk) 04:21, 14 March 2024 (UTC)

Seems very overcomplicated?
This article reads to me like somebody tried to cram as much advanced mathematics as they possibly could. Examples of the sort of things I mean:

 * References to the well-ordering of the naturals
 * The commutative property of addition
 * The successor function
 * Multiple citations to textbooks on abstract algebra
 * Detailed explanation of algorithms (there are other articles already with lots of examples)

Surely the article should just explain the operations involved at a high level, and defer to the more detailed articles for more explanation. Danielittlewood (talk) 20:44, 31 March 2024 (UTC)

 * I do agree about the paragraph on ordering of the naturals. It isn't really needed unless you really want to point out the differences between branches of math relying on certain number sets, which sounds obvious and pedantic. Dodolazza (talk) 10:37, 1 June 2024 (UTC)

title: Talk:Elementary arithmetic


text:
Wikipedia:Articles for deletion/Richard deCosta

 * The following discussion is an archived debate of the proposed deletion of the article below. Please do not modify it. Subsequent 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. -Doc (?) 17:02, 14 October 2005 (UTC)

Richard deCosta
Person is NN, other than that he's working on a Machinima opera which still hasn't come out in years. DooM Drat 07:08, 7 October 2005 (UTC)
 * Delete per nomination. - DooM Drat 07:08, 7 October 2005 (UTC)
 * Delete. His previous opera ("The Temptation of Christ") garners only a single google hit when coupled with his name. Pburka 04:46, 9 October 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 talk:Chama~enwiki

Chama (Inner Flame), aka J.M. van Stight Unverified member of 'The Hats'

Your account will be renamed
Hello,

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

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

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Renamed
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title: User talk:Chama~enwiki


text:
Cooper Mountain (West Virginia)

Cooper Mountain runs southwest northeast through Hampshire County in West Virginia's Eastern Panhandle, rising to its greatest elevation of 2028 ft above sea-level at Bens Knob. The mountain's other knob, Butchers Knob, has an elevation of 1783 ft. Cooper Mountain is flanked to its west by North River Mountain and to its east by Parks Valley and Dillons Run. The Northwestern Turnpike (U.S. Route 50) crosses Cooper Mountain at Loom between Hanging Rock and Capon Bridge. Tourists and travelers on U.S. Route 50 pull off at the Cooper Mountain overlook for the views over Parks Valley, Capon Bridge, and the ridges of Virginia.

Historical sites

 * Cooper Mountain Stone Fountain, along US Route 50

title: Cooper Mountain (West Virginia)


text:
Virginia State Route 6

State Route 6 (SR 6) is a primary state highway in the U.S. state of Virginia. Known for most of its length as River Road, the state highway runs 102.26 mi from U.S. Route 250 (US 250) in Afton east to SR 161 in Richmond. SR 6 is one of the main highways of mountainous Nelson County, where the highway runs north–south from its beginning to US 29. From Scottsville to Richmond, the state highway parallels the James River. SR 6 is a major suburban highway through southwestern Henrico County and the main street of Richmond's West End.

SR 6 is a Virginia Byway from SR 151 at Avon to SR 650 near Manakin.

Route description
SR 6 begins at US 250 (Rockfish Gap Turnpike) on the slope of Afton Mountain, the local name for this section of the Blue Ridge Mountains, about 1 mi east of Rockfish Gap. The state highway heads south as Afton Mountain Road, which descends the mountain curvaceously and passes through the village of Afton, where the highway crosses over a CSX rail line. At the bottom of the descent, SR 6 meets SR 151 (Critzers Shop Road) in the village of Avon. The two highways head south as Rockfish Valley Highway through the namesake valley. Just south of Greenfield, SR 6 leaves SR 151 and heads east as River Road, which follows the Rockfish River through a mountainous area south to US 29 (Thomas Nelson Highway). SR 6 heads east along the four-lane divided highway between several mountains before splitting to the southeast as Irish Road. The state highway crosses over Norfolk Southern Railway's Washington District in Faber and enters Albemarle County at a gap between Shiloh Mountain and Butler Mountain.

SR 6 continues east along a mountainous area where the highway passes through the communities of Damon, Tillmans, Esmont, and Porters. The state highway enters an area of more gentle terrain on its way to Scottsville, which is on the border between Albemarle and Fluvanna counties. At the north end of the town, SR 6 joins SR 20 in a concurrency on Valley Street. In the center of town, SR 6 heads east as Main Street while SR 20 crosses the James River. The state highway parallels the river and CSX's Rivanna Subdivision through the town before turning north and ascending out of the river valley. SR 6 continues east as River Road through Kidds Store and Cohasset to Fork Union, home of Fork Union Military Academy. The state highway runs concurrently with US 15 (James Madison Highway) northeast from Fork Union before diverging at Dixie.

SR 6 passes through Holmhead and crosses the Rivanna River shortly before passing through the town of Columbia, where the highway is named St. James Street. At the east end of the town, SR 6 enters Goochland County and briefly parallels the Rivanna Subdivision through the valley of the James River. The state highway veers away from the river and meets the northern end of SR 45 (Cartersville Road) at Georges Tavern. SR 6 approaches the river again just before arriving in Goochland. At the north end of the county seat, the state highway joins US 522 (Sandy Hook Road) in a concurrency and heads south past the Western Campus of J. Sargeant Reynolds Community College. SR 6 and US 522 pass the county offices and the Virginia Correctional Center for Women before US 522 heads south across the James River as Maidens Road. SR 6 heads through the villages of Manakin and Sabot, between which SR 6 expands to a four-lane divided highway. At Richmond Country Club, River Road splits to the south and the state highway continues east as Patterson Avenue.

SR 6 meets the SR 288 freeway at a cloverleaf interchange before crossing Tuckahoe Creek into suburban Henrico County. The state highway intersects Gaskins Road, which heads north as SR 157, and Parham Road in the suburb of Tuckahoe. At Glenside Drive, which leads north to Monument Avenue, SR 6 veers southeast and enters the city of Richmond. The state highway becomes an undivided highway just before intersecting SR 197 (Malvern Avenue). SR 6 crosses over Interstate 195 (Beltline Expressway), which is accessed via Thompson Street, which the state highway intersects as it shifts to two-lane Kensington Avenue. The state highway continues through the Museum District until it reaches its eastern terminus at SR 161 (Boulevard) one block north of the Virginia Museum of Fine Arts.

title: Virginia State Route 6


text: User talk:81.104.189.37

title: User talk:81.104.189.37


title: User:Skhatri2005


text:
CheetahTemplate

Cheetah (or CheetahTemplate) is a template engine that uses the Python programming language. It can be used standalone or combined with other tools and frameworks. It is often used for server-side scripting and dynamic web content by generating HTML, but can also be used to generate source code. Cheetah is free/open-source software licensed under the MIT License.

Templating engines encourage clean separation of content, graphic design, and program code. This leads to more modular, flexible, and reusable site architectures, shorter development time, and code that is easier to understand and maintain. Cheetah compiles templates into optimized, yet readable, Python code. It gives template authors full access to any Python data, and functionality, while providing a way for administrators to selectively restrict access to Python when needed.

Cheetah is included in the FreeBSD Ports collection and several Linux distributions: Gentoo, Fedora, Debian, and Ubuntu among others.

title: CheetahTemplate


text:
Mario Rodríguez

Mario Rodríguez may refer to:

Association football

 * Mario Rodríguez (footballer, born 1937) (1937–2015), Argentine footballer
 * Mario Rodríguez (footballer, born 1972), Peruvian footballer
 * Mario César Rodríguez (born 1975), Honduran footballer
 * Mario-Ernesto Rodríguez (born 1976), Uruguayan-Italian footballer
 * Mario Rodríguez (footballer, born 1978), Mexican footballer
 * Mario Rodríguez (footballer, born 1981), Guatemalan footballer
 * Mario Rodríguez (footballer, born 1991), Mexican footballer
 * Mario Rodríguez (soccer, born 1994), American soccer player for Dynamo Dresden
 * Mario Rodríguez (footballer, born 1995), Mexican footballer
 * Mario Rodríguez (footballer, born 1997), Spanish footballer

Other sports

 * Mario Rodríguez (baseball) (1909–?), Cuban baseball player
 * Mario Rodríguez (weightlifter), Dominican Republic Olympic weightlifter
 * Mario Rodriguez (fencer) (born 1959), American Paralympic fencer
 * Mario Rodríguez (boxer) (born 1988), Mexican professional boxer

Others

 * Mario Rodríguez Cobos (1938–2010), Spanish-Argentine writer and spiritual leader

title: Mario Rodríguez


text:
ODN

ODN may refer to:
 * Optical Distribution Network, the physical fibre and optical devices that distribute signals to users in a telecommunications network.
 * Ordnance Datum Newlyn, the mean sea-level height datum in Great Britain.
 * CpG Oligodeoxynucleotide also known as a CpG ODN, a molecule with immunostimulatory properties.
 * Open DOS Navigator, an orthodox file manager for DOS
 * Orbital Data Network, a public safety satellite network.

title: ODN


text:
Paul Caruso

Paul Caruso (1920–2001) was a criminal defense attorney in Los Angeles, California. He served in the United States Marine Corps during World War II.

Legal career
Paul Caruso was admitted to practice law in August 1953 following graduation from the Columbus University School of Law in Washington DC (now the Columbus School of Law of the Catholic University of America). He obtained a veteran's waiver for admission to the California Bar.

Caruso later represented war hero and actor Audie Murphy on a charge of trying to kill a Burbank dog trainer who Murphy claimed brutalized the dog and made advances towards Murphy's girlfriend. Caruso has also represented Charles Manson follower Susan Atkins, Eddie Nash—who was accused of four Laurel Canyon slayings—and TV sports reporter Stan Duke, who was charged in the gunshot slaying of radio commentator Averill Berman.

Caruso was the founding president of the Italian American Lawyers Assn. in Los Angeles.

Caruso had five children, and his eldest son, Carey Caruso, still runs his father's practice.

title: Paul Caruso


text:
Wikipedia:Articles for deletion/Nokomis Regional High School

 * The following discussion is an archived debate of the proposed deletion of the article below. Please do not modify it. Subsequent 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. -Doc (?) 17:07, 14 October 2005 (UTC)

Nokomis Regional High School
Read this before issuing the usual carte blanche opinion about schools please. Anyway, this is a one-liner about a school that should not be here - its not notable and clearly no different from any other school out there. WP:NOT an indiscriminate collection of information. Delete or Merge. Ryan Norton T 07:12, 7 October 2005 (UTC)
 * Thanks for regurgitating Denni's previously regurgitated, sorry, tired, deletionist arguments that clearly no one (except your own choir) cares about anyway. --Nicodemus75 18:45, 9 October 2005 (UTC)
 * Come, come, be civil. I could replace User:Denni with User:Kappa, and "deletionist" with "inclusionist", and the argument wouldn't look at all out of place. :) --inksT 00:50, 10 October 2005 (UTC)
 * No problem, inks. Nicodemus hasn't been civil since s/he arrived - why should things be different now? Denni ☯ 00:55, 10 October 2005 (UTC)
 * Pot. Kettle. Black.--Nicodemus75 05:17, 10 October 2005 (UTC)
 * And what would you propose to change this circumstance? I am a fine and decent human being when people don't deliberately set out to push my buttons. I also respond well to civilized invitations to discussion (which is more than 'Schools are inherently notable. The end,') but less well to browbeating and frothing at the mouth. I'll make you a deal - I'll put down my gun if you put down yours. Denni ☯ 00:39, 12 October 2005 (UTC)
 * This is a good start. Things get past a good start and start actually getting better on AFD when everyone is a fine and decent person even when they feel that people are deliberately setting out to push their buttons. Someone needs to set their gun down first. - A Man In Black (conspire | past ops) 00:51, 12 October 2005 (UTC)
 * No Guns in Schools, please. --Vsion 01:00, 12 October 2005 (UTC)
 * Actually I agree with Denni. You, Kappa and a couple others have been rather anti-discussion on these. There are some, such as Xoloz, who are willing to discuss it in a civil manner, but going around accusing people of bad faith, WP:POINT, and factionalizing them is rather disappointing to AfD as a whole. Ryan Norton T 05:27, 10 October 2005 (UTC)
 * anti discussion is my experience too. i happened to vote delete on a few one liners and low and behold you are labelled a deletionist. Even if you try and be constructive their ear plugs are firmly stuck in place.  This is less about putting down guns and more about being communicative. David D. (Talk) 04:00, 12 October 2005 (UTC)
 * I would say merge, except there's nothing here. Mention the town in the Newport (town), Maine article. And for crying out loud, please don't say 'expand' unless you're actually going to do it decently and substantially, otherwise we're better off having any info in the town article. Average Earthman 08:31, 7 October 2005 (UTC)
 * Why do you suggest merging or deleting schools, but you skip right past the AFD for an album which only sold 32 copies. But it's getting all-keep in it's AFD.  Why not suggest merging the album into the band article?  There are lots of things less signficant than schools, that are kept on wikipedia, without a fight.  I know that "non-notability" isn't the real reason for most  delete votes on schools, since many less notable things are safe from deletion.  --rob 08:59, 7 October 2005 (UTC)
 * Because I felt like it. You are not required to vote on every single AfD article, and neither am I. And why are you going on about delete votes, I didn't vote delete, I voted merge. Average Earthman 13:20, 8 October 2005 (UTC)
 * We are voting here based on the encyclopedic nature of this article and its non-notability. As for the album, supposively its by a band thats notable. However, the argument is simply not valid because nothing is inheritly notable - that's why we're here. Ryan Norton T 09:02, 7 October 2005 (UTC)
 * It's relevent because the band (community) is notable enough to warrant an article. Those with a deep interest in the band (community) wish to delve into the subject by reading about individual albums (schools).  They feel that the album (school) is an inherent component of the band (community).  Information on every album (school) would clogg up the larger article about the band (community).  Plus not all those reading about the band (community) care about every album (school).  But the dozens (hundreds or thousands) of people who bought the album (graduated the school) would have great interest in the album (school).  Therefore the notability of the band (community) means that every album (school) should also be kept.   --rob 10:39, 7 October 2005 (UTC)
 * That's kind of a fractured analogy. If every album ever published got an article, it might be apt, but they don't. The inclusionists want every school to have an article though, no matter how insignificant and ordinary. As it stands now, some album articles get kept, others get deleted. You can't say that about school articles. Denni ☯ 04:07, 13 October 2005 (UTC)
 * Keep - expand. --rob 08:40, 7 October 2005 (UTC)
 * OK, just a question - why do you think this particular school is notable? Ryan Norton T 09:04, 7 October 2005 (UTC)
 * Delete more nn schoolcruft. Dottore So 11:12, 7 October 2005 (UTC)
 * Keep Enough WPians (and I am not one of them) are convinced schools are inherently notable, and they have reasonable arguments supporting their position. Let them have their articles. Xoloz 12:49, 7 October 2005 (UTC)
 * Thanks for your cut n' pasted wisdom :) - mind telling me whats so good about this one? Ryan Norton T 13:19, 7 October 2005 (UTC)
 * I can cut-and-paste the same argument (I won't insult anybody by calling "wisdom") that I used to reply to your last nearly-rhetorical, semi-sarcastic inquiry. These things get nominated wholesale, I comment wholesale, although I am thinking of putting my rationale on my user page someday.  However, I do have a day job. :) Xoloz 13:28, 7 October 2005 (UTC)
 * Ask and ye shall receive... below I quote from our other exchange:
 * And those reasonable arguments would be? Ryan Norton T 09:53, 7 October 2005 (UTC)
 * See #Keep, but briefly, as I understand the arguments, schools are public institutions essential to communities and masses of individuals in their formative years. They are generally fixed in location, and often have long histories.  They are likely each to attract substantial communities of interest to WP.  I don't firmly agree with these points, but I see some value.  My high school, for example, was founded in 1970, with an average class size of 1,000 people.  It serves a city of 70,000, each citizen likely to know it.  It is known across the entire US state, and well-known by adjacent towns, such that I estimate at least 350,000 people know of it and have reason to search for it.  In my state, my school is (or was) average (ie. I looked up class size and campus size when enrolled there, and it was in the middle.)  350,000 potential searchers is good enough, arguably. Xoloz 10:27, 7 October 2005 (UTC)
 * I do firmly believe, however, that these arguments absolutely distinguish schools from boxes, gyms, bars, factories, and all the other general categories to which the are compared by some here. Generally, most students have at least some interest in their school (if only because they are stuck there in young life when they would rather be outside), and I know most parents have an interest in their children's school.  The aggregate community attachment to these places, in my experience, far exceeds community concern for other "buildings," as schools are called here in dimunition by some. Xoloz 10:34, 7 October 2005 (UTC)

Xoloz 13:33, 7 October 2005 (UTC)
 * It was sarcastic a bit but it was certainly not an insult (far from it). The whole point of it is a criticism of your and other arguments that are arguments about the type of article it is rather then the article itself. I apoligize if you were offended though :). Again, the above arguments are about the type of article it is, rather then the article itself, which I do not believe is a valid argument for keeping a specific article :). Ryan Norton T 13:37, 7 October 2005 (UTC)
 * It's true that this is an argument by type. However, for school-supporters, schools are like real towns (which have become notable ipso facto based on an argument by type.)  I know that this is controversial, and I don't even know whether or not I agree with it.  However, it is, in my view, a reasonable argument to make, and I am slightly frustrated with school-opponents, who I do feel sometimes unduly belittle these arguments from others.
 * The reason I will always vote keep for any real high school is that I recognize at least ~30% of our committed editors enjoy these articles, and embrace a reasonable position to explain their notability. In such a circumstance, with WP operating as a consensus forum, I believe any attempt to delete real high schools is less than useful.  It doesn't mean anyone is wrong to so nominate; it doesn't mean their arguments are wrong either.  But, in a consensus forum, when a static position of "Let's-agree-to-disagree" is reached, the default is (and should be) to keep.  I believe we have reached such a stasis, and I will continue to vote, by type, a default keep on real high schools as a method of conveying my belief in this stasis and the relatively low utility of further dispute. Xoloz 13:56, 7 October 2005 (UTC)
 * The problem is that those arguments could be applied to any local fast-food place for example - and those kind of articles get purged here easily. Having seperate school articles is a lot like having a seperate article for each mcdonalds outlet - sure a lot of people have worked there - maybe even shaped their lives, so to speak - they have served thousands of people, I'm sure. It sure isn't encyclopedic though, much like most of these school articles. As I've said before there are hundreds of these substubs - all the same, just citing the year and principal of the school - nothing worthwhile about most of them. No parent is going to go here for school information because it will at the very least always be outdated and inaccurate, especially now due to the proliferation of these substubs. More morbidly, if you were to make an article about a teacher at one of these schools it would get speedied quite quickly. Deleting a school is good because it encourages someone to write a better article - as if someone was really to rewrite this they would not use any of the current content most likely. Finally, I can almost garuntee you no one "enjoys" articles like this because there is no real information here - plus its just a line... a line :). Giving an opinion of a carte blanche keep based on type of these kind of articles is doing much more harm than good because its discouraging useful debate (heated as it may be), giving people the OK sign to write substubs of just about anything with no real information, and in general encourages article creation without any real encyclopedic content. Of course, I could be wrong on all this :). Ryan Norton T 14:47, 7 October 2005 (UTC)
 * If one could get ~30%+ of committed WPians (after extended debate like we've had on schools for a long time) to agree in general that every McD's is notable, or that Xoloz' nosehair is notable, it would be worthy of inclusion here under my argument (notwithstanding even my own assessment of my nosehair as useless). WPians decide what belongs in WP, and the system exists with a (admirable, IMO) bias that anything with substantial support stays.  That is a consequence of the non-majoritarian nature of the process.  It is also a geneal guideline not to delete, but to expand when an article on a noteworthy topic is poorly written.  I see no reason this guideline is inapplicable to schools, although they be numerous.  And lastly, it is, in my view, unknown whether a poor stub or a blank page is more like to motivate a visitor to write a quality article.  Some less experienced WPians simply have a "page-creation phobia," but are not afraid to cleanup and expand; I know I was once one of these newbies. :) Xoloz 15:08, 7 October 2005 (UTC)
 * Ah, but is it verifiable? We would need proof of this alleged nose hair, and we cannot allow you to take a photo of it yourself as that is original research! :) GarrettTalk 15:54, 7 October 2005 (UTC)
 * Yes, but if you go over and take a picture of said alleged nosehair, then it's fine! *headdesk* (and Delete). nae'blis (talk) 22:52, 7 October 2005 (UTC)

Delete not notable.Dudtz 10/7/05 2:58 PM EST
 * Keep, expand not delete. Hipocrite - « Talk » 13:42, 7 October 2005 (UTC)
 * Expand it then. You have the link to the website. If you feel this can be expanded usefully, then please do so rather than just saying it would be nice if it was. If you add useful info and it is still merged - well, the useful info will be merged with it. Average Earthman 13:22, 8 October 2005 (UTC)
 * You expand it. I think it's fine as is. Hipocrite - « Talk » 03:16, 9 October 2005 (UTC)
 * Merge with Newport, Maine, in the current substubby state of the article, this amounts to giving it a mention and making a redirect. Sjakkalle (Check!)  15:31, 7 October 2005 (UTC)
 * Merge. If a section about the school begins to overpower the new parent page, why we'll let it split out again. Until then a click through to a single line article is a waste of all our visitors' time. But really, gosh, not this crap again. I've been partly staying away from Vfds Afds because of this annoying bickering. Please discuss THIS ARTICLE, not schools' worthiness!!! I have no time to move it myself, but please shift all this crap to this lonely-looking redlink where you can yell at each other until the sun turns into a hunk of coal. Thank you, and goodnight! GarrettTalk 15:54, 7 October 2005 (UTC)
 * Hey there, nobody yelled, and it was a pleasant enough debate, albeit on an old topic. AfD's are a place for discussion after all, not just vote tallying.  And, thanks to the beauty of wikis, today's one line is tomorrow's FAC. :) Xoloz 18:25, 7 October 2005 (UTC)
 * Delete public schools. Gazpacho 16:34, 7 October 2005 (UTC)
 * Keep as this is an inherently notable public high school. Additional rational for why this article can and should be included is provided at Schools/Arguments. Silensor 18:28, 7 October 2005 (UTC)
 * Delete there is no indication that this particular school is in fact notable. DES (talk) 18:42, 7 October 2005 (UTC)
 * keep please this school is notable too but it is strange how an album selling 33 copies is and people think this is not but really both are Yuckfoo 19:36, 7 October 2005 (UTC)
 * Delete or Merge Another High School Stub --JAranda | yeah 20:09, 7 October 2005 (UTC)
 * Keep because it's an okay stub, but with a Comment: if you think that a certain utterly unrelated record album is NN, why not start an AfD for it directly, rather than confusing the issue here? Steve Summit (talk) 20:42, 7 October 2005 (UTC)
 * Keep notable. -Greg Asche (talk) 21:18, 7 October 2005 (UTC)
 * Delete. Notable? For what, existing? Oh, wait, schools are inherently notable, just like I am inherently unique.--inksT 21:42, 7 October 2005 (UTC)
 * Keep Any school has the potential to become notable, for one reason or another. The school is iconic of the small American town, and even an attempt at a comprehensive list is well worthy of the minimalist amount of space it would take up. Makenji-san 22:20, 7 October 2005 (UTC)
 * Potential to become notable doesn't qualify, something has to be notable now to warrant an article. The question I have is where is the minimalist space best filled - by a separate article, which requires time to load and repetition of format and information, or within the article on the community which the school serves? Average Earthman 13:25, 8 October 2005 (UTC)
 * Delete, but get rid of that article on the album which sold 33 copies first. Denni ☯ 00:42, 8 October 2005 (UTC)
 * Keep This constant bickering over school articles is pointless. There is clearly a bloc of Wikipedia contributors who feel that school articles should not be deleted, and this bloc clearly has the votes to stop deletions from happening. Constantly nominating school articles in the vain hope that apathy will set in and you'll manage to sneak one or two articles past this bloc is simply unproductive. Justin Bacon 01:11, 8 October 2005 (UTC)
 * Keeping Wikipedia free of non-notable articles is a very productive activity. In contrast, voting keep for every little school stub, just because it's a school, is not productive at all.--inksT 02:07, 8 October 2005 (UTC)

 * I'm sure that your short statement has convinced the entire Wikipedia community of the virtue of your position. From this day forward, I suspect that no school article shall go undeleted, due to the poignant and insightful argument you have presented. Justin Bacon 03:22, 8 October 2005 (UTC)
 * No need to get all sarcastic on me simply because you are overwhelmed by the incredible work of breathtaking genious (sp?) that is my two line response to your misguided understanding of why some school articles are nominated for deletion. How about you discuss the issue instead? :) --inksT 03:28, 8 October 2005 (UTC)
 * Keep as per Schools/Arguments, school articles will be expanded eventually. --Vsion 04:39, 8 October 2005 (UTC)

 * Comment: This is not the appropriate page to discuss whats in and whats out. Don't you ppl think the AfDs are getting long enough as it is? Continually nominating schools is just trying to make a point, and really unhelpful. As is continually rehashing rehashed and archived arguments. Especially here in AfD. Please stop. Eaglizard 11:03, 8 October 2005 (UTC)
 * Keep High Schools — RJH 16:22, 8 October 2005 (UTC)
 * Delete. This article could have been written by bot. No claim of notability, and I don't agree that "It's a high school" is a claim of notability unto itself. I'd vote Keep a million times if it could get rid of the needless acrimony these AFDs engender, though. - A Man In Black (conspire | past ops) 03:27, 9 October 2005 (UTC)
 * Keep this clearly notable high school. 85% not deleted in a year equals concensus. Don't nominate articles that will clearly survive the AfD process just to make your point--Nicodemus75 18:45, 9 October 2005 (UTC)
 * For what it's worth, the lion's share of those articles are kept due to a lack of consensus on Wikipedia, and doesn't include school articles merged without resorting to AFD. (Indeed, I think it counts "Merge" results as keep, as well.) It's not fair to say that there's a firm consensus on what to do with school articles. - A Man In Black (conspire | past ops) 19:36, 9 October 2005 (UTC)
 * For what it's worth, the lion's share of school articles nominated for AfD on the basis of being "non-notable" are not deleted. I could care less that you think the process is anaemic because it doesn't achieve the result you like. Schools don't get deleted on WP on the basis of their being "non-notable". It might not be policy, but it is a fact.--Nicodemus75 00:19, 13 October 2005 (UTC)
 * Delete per nominator. Gamaliel 18:48, 9 October 2005 (UTC)
 * Keep. Christopher Parham (talk) 00:15, 10 October 2005 (UTC)
 * Keep and tag for clean-up. School articles are accepted per now-established precedent. Dystopos 04:12, 10 October 2005 (UTC)
 * What precedent? This is getting kind of silly :). Ryan Norton T 05:02, 10 October 2005 (UTC)
 * Per the precedent of every other High School article I've seen put up for deletion. Dystopos 05:06, 10 October 2005 (UTC)
 * You mean the ones that all go to no consensus closings? - A Man In Black (conspire | past ops) 12:26, 10 October 2005 (UTC)
 * If there is routinely no consensus to delete, then there's a precedent to keep. In any event, almost all High Schools I've seen on AfD (and I'm using my own recollection here) have been overwhelmingly kept, often with several "speedy keep" votes and a plea to stop nominating schools until a policy emerges from Schools. If you don't concede that a precedent exists, then just keep my vote "per the usual reasons". Dystopos 13:46, 10 October 2005 (UTC)
 * Keep high schools. -- DS1953 04:53, 10 October 2005 (UTC)
 * Keep, please attempt to discuss the issue in a civilized forum instead of making your POINT by nominating for Afd. Kappa 05:15, 10 October 2005 (UTC)
 * Nomination does not conform with deletion criteria. Keep. --Centauri 08:45, 10 October 2005 (UTC)
 * Delete there is nothing in the wikipedia entry for this school to indicate to why it should be kept. there are millions of schools in the world. should wikipedia catalog each one? Bwithh 00:44, 12 October 2005 (UTC)
 * Frankly, I don't see why not, if a neutral, factual and verifiable article can be written. Trollderella 00:10, 13 October 2005 (UTC)
 * And there in a nutshell is the problem. While these articles may be neutral, and they may contain verifiable information, they are pretty much lacking in facts. Sadly, most of these articles will probably never contain more than a probably fairly soon out-of-date principal's name, and the school colors. Anyone coming to the article for some actual information about the school is likely to go away sorely dissatisfied. Denni ☯ 04:16, 13 October 2005 (UTC)
 * I would venture to say that this is a problem that can be corrected by contribution more effectively than by deletion. Dystopos 04:40, 13 October 2005 (UTC)
 * As far as I can tell, there are no facts to add to this (or many other) school articles. Some generic statistics, possible, but no facts. One cannot contribute what doesn't exist. - A Man In Black (conspire | past ops) 04:42, 13 October 2005 (UTC)

 * keep appears to be a school. Trollderella 00:46, 12 October 2005 (UTC)
 * Delete. Appears to be Yet Another Schoolbot Article about Yet Another Indistinguishable School. --Calton | Talk 01:25, 12 October 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.