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Talk:Halo: Ghosts of Onyx

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title: Talk:Halo: Ghosts of Onyx


text:
Kuh Sakht

Kuh Sakht (, also Romanized as Kūh Sakht) is a village in Sarvelayat Rural District, Sarvelayat District, Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 754, in 195 families.

source: wikimedia

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

title: Kuh Sakht


text:
User:Sdrqaz/sandbox

Apparently, this was my ten thousandth edit. I wish it were something more special, but there we go.

 * Dog of Death – addition of non-breaking space makes it hard to parse by AWB
 * Daddicus Finch, Mad About the Toy – transcluded template
 * List of The Simpsons episodes (seasons 1–20), List of The Simpsons episodes – transcluded template; indirectly Lua
 * The Simpsons (season 6), The Simpsons (season 7), The Simpsons (season 10), The Simpsons (season 11), The Simpsons (season 14), The Simpsons (season 15), The Simpsons (season 21), The Simpsons (season 27), The Simpsons (season 30) – Lua module

title: User:Sdrqaz/sandbox


text:
escalada

Noun

 * 1) climbing

Etymology 1
From, from.

Noun

 * 1) ascent, ascension; climb
 * 2)  climbing
 * 3)  increase, escalation
 * 1)  increase, escalation

Etymology
.

Verb

 * 1) to climb

Etymology 1
, from.

Noun

 * 1) increase, rise
 * 2)  climbing
 * 3) climb act of climbing

Etymology 2
From.

title: escalada


text:
Wikipedia:Sockpuppet investigations/Xanadu101/Archive

Suspected sockpuppets

Cluster of accounts, all created about the same time, edits restricted exclusively to Attachment-based therapy and related topics. I'm going to block these all based on behavioral evidence; opening this just for the record. -- RoySmith (talk) 14:48, 18 September 2019 (UTC)

Comments by other users

Clerk, CheckUser, and/or patrolling admin comments
All accounts blocked and tagged based on behavior.


text:
Physics Bachelor of Science

 * Note: Wikiversity does not confer academic degrees/diplomas/certificates etc.

See http://twofish.wordpress.com/the-open-architecture-degree/ for the theory behind this degree

Part of the School of Physics and Astronomy

 * Feedback on current degrees
 * Getting into physics graduate school
 * Todo

Links
http://www.unisa.ac.za/  South African University w/ Physics degree via mail

https://archive.is/20130630110838/www.time.com/time/magazine/article/0,9171,1226150-5,00.html

http://mitworld.mit.edu/video/373/ - Woodie Flowers on a liberal education for the 21st century

http://www.aau.edu/education/Merkel.pdf - Undergraduate Research

Help wanted: Need comments from the following

 * People familar with the Thomas Edison State College or Charter Oak procedures. Anyone who has gone or is going through their program

 * People familar with undergraduate physics degrees in other schools. People who are interesting in taking a physics undergraduate degree

 * People in graduate physics admission committees and employers

 * Students and potential students. Need to find out if this degree plan is attractive to people, and we may need some beta testers that are crazy enough to try to do this.

This page came out of wikimania 2006, and it's my effort to put together a curriculum which will get you an accreditted Bachelor of Science in Physics using free (as in speech) materials. The actual degree will be issued by what I call a "brokerage school" (i.e. someone like Thomas Edison State College) that turns life experience into credits. This will involve a lot of investigation into the little academic details of the schools.

The other thing that is important, is that I'd like to try to see how one could provide the "experience" of getting a Bachelor of Science in Physics. The crucial bit involves working in a research lab or getting an internship. That part is actually more important than the "book work" since getting an internship and letters of recommendation are what really get you into graduate school.

The other crucial part is that I need for this to be a degree that will actually get you into a physics doctoral program. So one thing that I will do is to ask people on graduate admission's committees their opinions on this. Also, something that would be useful is to just get a list of physics schools, and list whether or not they you should even think of applying there with a degree from wikiversity. (Again, the internships are more important than the book work, but we then need to look at the internships to see if they will take you.)

I'll also try to get some input from the professional societies (i.e. AAS, AIP etc.)

It will take me a few months to get this together, but since it is a wiki, feel free to add your contributions. I'll try to put enough of a sketch so that people can fill in material.

Roadrunner 07:23, 7 August 2006 (UTC)

Here are the basic links

Here is the degree program for TESC

http://www.tesc.edu/prospective/undergraduate/degree/ba.php

For Charter Oak

http://www.charteroak.edu/Prospective/Programs/Concentrations/Physics.cfm

For Excelsior

https://www.excelsior.edu/portal/page?_pageid=57,55694&_dad=portal&_schema=PORTAL

For MIT

http://web.mit.edu/physics/undergrad/index.html

One thing that is especially interesting for MIT is that they have changed the degree so that the main point is not to get into grad school as was the case in 1991. I'm using "creating a degree that will get you into grad school" as a requirement, because that is what I know. The problem is that what I'm doing is possibly self-defeating. If this works and you have hundreds of thousands of students qualified for physics graduate school and not a massive expansion in physics graduate schools, then this will be bad, which means that after this project is more or less complete, the next step is to figure out how to massively expand graduate education in physics, which gets into social priorities (you see now why I want discussions of getting funding).

This goes with my challenge to MIT. MIT does not scale. The trick reason that I'm doing this is that I think it would be good to be able to provide an MIT quality of undergraduate physics education to millions of people, and not just twenty year olds. The hard part in all of this involves generating the social networks and communities. The "book learning list" is just a skeleton.

Basic Strategy
The basic strategy is to use the MIT Course 8 curriculum as a template and then match it with the requirements of either Thomas Edison or Charter Oak which will issue the final degree. That's the easy part.

The hard part will be to find proxies for a lot of the expertial learning and social networking that occurs. The expertial learning will require some sort of intership, and possibly a tutorial model. The social networking will require finding communities if they already exist or building communities if they don't.

Roadrunner 07:55, 7 August 2006 (UTC)

MIT Course 8 Focused Option
Course VIII Focused Option

The Course VIII focused option is designed to provide the best possible preparation for graduate study in physics. Many students have also found this program to be an excellent, broad based preparation for professional work in related fields such as astrophysics, biophysics, geophysics, and many engineering disciplines. The focused option is unusual among pre-professional programs at MIT in that it offers a particularly large amount of elective freedom: as many as six subjects may be chosen as unrestricted electives without exceeding the minimum requirements for an undergraduate degree. The Departmental program for the focused option consists of the following required subjects and restricted electives. The full requirements for the degree, including the General Institute Requirements, may be found in the MIT Bulletin.

Required Subjects
 * 8.03 	Physics III vibrations and waves
 * 18.03 or 18.034 	Differential Equations
 * 8.033 	Relativity
 * 8.04 	Quantum mechanics I
 * 8.044 	Statistic mechanics I
 * 8.05 	Quantum Mechanics II
 * 8.06* CI-M 	Quantum Mechanics III
 * 8.13* CI-M 	Experimental Physics I
 * 8.14 	Experimental Physics II
 * 8.ThU Undergraduate Research Project

Restricted Electives One subject given by the Mathematics Department beyond 18.03 Two additional subjects given by the Physics Department beyond 8.02 including at least one of the following: : * 8.07
 * * 8.08 Classical mechanics
 * * 8.09

Textbooks
List of free physics textbooks: http://textbookrevolution.org/tag/physics/

This may be a sucker site. I attempted to download the zip version of Electromagnetism Field Theory alleged to be equivalent to the classic in the field authored by Jackson. I received nothing except long lists of advertisement and links to commercial products. user:lazyquasar

There are also some books on Gerard Hooft's page, mentioned above. user:derian

I found the following link through textbookrevolution, has a great list of open course content. http://opencontent.org/ocwfinder/ many of it's findings are on http://ocw.mit.edu/OcwWeb/ not sure how this will all fit in but throught I should through it out there. user:RichMac

Replicating the MIT experience
This is going to sound a bit like haliography but it isn't. It's an effort to demystify MIT. There are a lots of good things about an MIT degree, but if you go through and look at it point by point, there really isn't anything that can't be replicated in an open architecture. The goal here is to figure out how to scale the degree.

Notes on replicating the MIT physics degree; some comments on subfactors.

 * teamwork and social support - the key is replicating the social networks that form between students in the course of taking the degree. One thing that is the case is that physics students are incredibly supportive, and there is much too much work for any one student to do on their own.  The other thing is that there is very little in the way of a "weed out" mentality and the pass rates are actually quite high.  The other thing is having students constantly complain about the professors (some of whom are quite awful at teaching) is useful since you have a support group.
 * An obstacle in emulating mutual homework help (ahem) would be an efficient and easy way to enter equations in online, so that students can show their peers their partially-completed work. LaTeX looks pretty and is perhaps the fastest way to typeset equations, but it's really nothing like the real thing - fountain pen and parchment paper.
 * With an online course, there really isn't much to complain about the prof. A moderately evil prof expects that you've memorized the Navier-Stokes equation in spherical-tensor form, while a totally evil prof makes you do pointless contour integrals under timed constraints. But: Exams should be open book, since students are going to have book-itchy fingers during exams anyway (read: proctored by a virtual bot). In an advanced physics course, computational support from Mathematica, for example, should also be allowed during exams.

One thing that University of Phoenix has illustrated is that this sort of team building *can be replicated* online.

 * pace and pressure - MIT is a huge pressure cooker that results when you get lots of people with type A personalities in one place. (New York City is also the same way.)  The nice thing about MIT is that it teaches you how to manage stress.  This is actually something that you need to replicate, but it needs to be done very carefully.  The problem with pressure is that you need have safety nets available so that people don't get overwhelmed.  This is difficult enough in an physical environment, and it is really hard in an online environment.

My experience is that online, it's very easy for someone to "go dark" and disappear. The other problem with open architectures is the issue of "assumption of responsibility." If a student on the MIT campus has some serious medical issues, then MIT assumes responsibility. In an online environment this is harder.

 * rich environments - Walk down the hallways at MIT, and you can see something happening, and it's not hard to ask the right people and get involved in something that is happening. Just as an example, if you walk down the hall, you see vats of liquid nitrogen (they are like water fountains).  This affects your thinking in subtle ways.

 * science culture - You see seminars, people arguing, the process of reading and writing journal articles. How do we incorporate that into the curriculum.

Bad things

 * brutality - There is an element of brutality, but one thing that I found is that the element of brutality is nowhere as bad at MIT as it is in other places. Again, you can look at the pass rates.  Any program which doesn't have 80-90 pass rates and which is proud of not having 80-90 pass rates has some serious issues.

 * danger - The MIT undergraduate program is very dangerous. What happens is that there are a lot of "exposed gears" which can psychologically do very, very bad things.  The problem is that if a student reacts to pressure and stress by withdrawing, this causes a downward spiral whose results are not pretty.

 * scalability and flexibility - The basic problem is that as it currently exists the MIT degree does not scale and it is designed for full-time undergraduate students. This has subtle effects.  If you are 19, the MIT experience is useful to teach you how to deal with pressure and stress.  If you are 35, you've probably already learned how to deal with pressure and career related stress, and this isn't a useful part of the curriculum.

The other thing is that degree programs naturally attract very driven people, who are busy and stressed out of their minds.

The informal curriculum

 * No multiple choice tests - All evaluation should consist of hand graded individually graded assignments

 * No weed out classes

 * Encouragement of team work

Summer Internships
(Note: Can someone more familar with the NSF REU program put in more stuff in here. Also I'm interested to know how the REU programs handle students older than average.)

 * http://www.aas.org/career/Summer.html
 * http://www.yale.edu/yser/links/extramural.html
 * http://www.phds.org/graduate-school/undergraduate-research/
 * http://www.phds.org/graduate-school/undergraduate-research/summer-internships-2/
 * http://www.yale.edu/yser/links/extramural.html
 * NSF-funded REU Physics Programs

title: Physics Bachelor of Science


text:
User:Likewise93/sandbox

APOLOGIES from Natibe Vente. Sorry that I ruined our good friendship. I'm really really sorry. All that I wanted is for us to be happy, but now I realized that you only wanted to be friends. The friendship that we had was important to me, but I was blinded by the love I felt for you. Sorry, I really am.

title: User:Likewise93/sandbox


text:
Talk:Rafer Alston

"Despite his cult following"
A cult following does not inhibit one's progress in the NBA. Therefore, as this is an encyclopedia, I have altered the sentence that had the above comment.Mwinog2777 (talk) 14:47, 11 April 2009 (UTC)

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title: Talk:Rafer Alston


text:
Talk:Indo-European languages

This seems a wikipedia's article!! that is not a book or course!
 * I agree. This project should try to find a niche not currently filled by Wikipedia.  The Jade Knight 08:08, 26 October 2006 (UTC)

 * This article contains much opinion (about which languages are easier to learn) which seems like it doesn't belong in a scholarly detail of the phylogenetic relations between languages.

Why?
This project, at the moment, seems perfectly useless—Wikipedia covers all this and more. Is there any reason at all we should keep it, or should I nominate it for deletion? The Jade Knight 22:26, 7 July 2007 (UTC)
 * Yeah, I don't see this becoming a useful course. We could have a course on Indo-European linguistics (i.e. on how Proto-Indo-European is to be reconstructed); that's something that's taught in real-life universities. But not Indo-European languages. Angr 05:52, 8 July 2007 (UTC)

*Minor languages: Catalan
Let me disagree of Catalan being a minority language: Source: Eurostat 2004 This sentence must be rewriten.--Friviere 12:40, 16 July 2007 (UTC)
 * Catalan area speakers: 12,8 millions
 * Greece speakers:11 millions
 * Portugal: 10,5 millions

 * I find your statistics had to believe: Catalan spoken by 11 million Greeks?  I don't think so.  In Spain, however, Catalan (spoken by 9.1 million people total, according to Wikipedia) is a minority language.  More properly, it would be titled a "regional language", but these terms are virtually synonymous.  FYI:  Wikipedia gives Greek as having 15-25 million speakers, and Portuguese as having 230 million speakers (Don't forget Brazil).  Catalan also is not an official language of the EU, or any national entity (except in the sense that Catalonia has recently been defined as a nation, a sense which is not generally acknowledged internationally yet), unlike both Portuguese and Greek.  "minor" should perhaps be rephrased to "regional", however.  The Jade Knight 22:36, 16 July 2007 (UTC)

title: Talk:Indo-European languages


text:
Talk:David Bowens

WikiProject class rating
This article was automatically assessed because at least one WikiProject had rated the article as stub, and the rating on other projects was brought up to Stub class. BetacommandBot (talk) 18:39, 5 January 2008 (UTC)

Madden 12
Why is there an achievement for this donk? He clearly sucks, hasn't even made the Pro Bowl - or a team roster. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 19:15, 3 November 2011 (UTC)

Is Bowens African-American?
The article makes no mention of Bowens being African-American. If there is no source for it, he should not be categorized as such.John Pack Lambert (talk) 02:12, 23 September 2013 (UTC)

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title: Talk:David Bowens


text:
Colombia at the 2017 World Games

Colombia competed at the 2017 World Games held in Wrocław, Poland.

Archery
Sara López won the gold medal in the women's compound event.

Bowling
Clara Guerrero and Rocio Restrepo won the gold medal in the women's doubles event.

Clara Guerrero won the silver medal in the women's singles event.

title: Colombia at the 2017 World Games


text:
Portal talk:Literary Studies

I have listed your resources in the School of Language and Literature resource catalog--please list any new resources there! Thanks! Also, some of your courses would (I think) be better suited to the Writing Center...maybe both departments should link? Thanks again, --Trinity507 04:07, 26 February 2009 (UTC)

Things that need doing

= Things that need doing=
 * Create some Degree plans and streams: see Degree planning for details. See also How to use boilerplate for help.  You have all the material already, and this will clear up the page and make it more accessible
 * Renumber courses in line with the recommendations on Naming_conventions, or come and discuss the course codes with us (I've renumbered any courses I migrated)
 * Inventory of Lecturers: I suggest that you move this information to the individual user pages, and link there from here the Active participants section
 * Take note of the following proposed guideline What Wikiversity is not, especially the note about not conferring titles. See also discussion at Creation of Free Online University.
 * Make a revised master plan

Master Plan
Those interested in what I am saying may make additions below this.

First of all, I'm very excited by what's going on in the voting for Wikipedia. While I won't say it's a sure thing, I feel like those voting for it will be happy.

Second, if we're going to be moving to our own place, we've got to change some things around here.

1. English is but one language of the world. While we may end up having some English centered courses being that this Wiki so far exists in English, we must expand! This means changing our name, I believe, to the School of Literary Studies and making our courses titled "SLES 1001" or whatever it may be. This will require work in that many courses with pages will have to change.

2. We must absorb the Rhetoric and Comp courses as these are the basic foundation of this department and we cannot afford separate banners.

3. I realize "administration" may be a bad idea, but I think there must be some leadership and some direction. I realize I've been doing a lot of work with this school, but that doesn't mean that I am the head or should be.

4. We need a regular and dedicated staff. People have been coming and going with all this, and we need it to stop. We must find a way that people who are willy-nilly with the school no longer have access to major change abilities.

I'm happy to help out here--Smithgrrl 17:15, 28 August 2006 (UTC)

5. Have a process by which to keep up with any possible students.

6. Have a process by which to gauge our students.

are students going to be assigned "grades" or would instructors want to do the uc santa cruz, hampshire route and do narrative comments? the latter is certainly more innovative, but is also more time consuming.--Smithgrrl 17:15, 28 August 2006 (UTC)

7. A literary publication for the Wikiversity based out of this department seems like a wonderful idea! We could take the best of things from courses here (papers, compositions, etc.) and have a page for folks to go and read what's coming out of our department and from the Wiki community!

that's a great idea, although, since wikiversity is planned to be so huge, coordinating might be difficult. it might make more sense to have a literary/crw journal for the moment, which then reflects the work done in this department.--Smithgrrl 17:15, 28 August 2006 (UTC)

Please, if you have suggestions, add them. If you think my ideas are stupid, say why!

Atrivedi, the hardest working guy in SLES, and self-proclaimed interim chair

Course numbers
Down the page, I talk a little about this. I think that, since we're not within the framework of the physical university, the numbering system should not follow the same conventions. That being said, what are some ideas that people have about this? Personally, when I wrote the initial ideas down, I didn't foresee having course numbers like a traditional university. I'm a convention shrugger. So, in this postmodern, hypertext reality, what would work better? JustinLillich 04:37, 18 February 2006 (UTC)

i'm making all courses LS with a letter suffix that indicates english (E), world (W), composition and rhetoric (C), and so on. this makes for a more unified look. more to come...--Smithgrrl 01:55, 12 September 2006 (UTC)

Number of courses
There's simply too many courses, right now we need to get the basics functioning. Therefore, I propose that we radically reduce the number of courses. My proposal is that all courses after the three hundreds which haven't already had some work done on them should be elminated. Yes it's a scale back, but I think it's necessary.

I agree. What's the point of courses that have nothing in them? I'll take a few down, and maybe clean up the others (if necessary).

OMouse 04:00, 22 October 2005 (UTC)

 * Agree too. I got a bit carried away :(.  Have at OMouse! Atrivedi

Perhaps we could get rid of all the "special topics in" courses and simply have "Russian liteature" "French Liteature" etc.

 * Fair enough. I just put those on in recent days, again, getting carried away.  Consider them gone!  Atrivedi

Speaking of too many courses, why the "casual learning" stuff? Why isn't the rest of it casual learning, too? :) Atrivedi

I made the casual learning course because the material I intend to cover isn't rigrous enough for university, wikiversity, despite the name, should be a place for all learning. It's the spirt of wikipedia, don't worry, I'll take care of it.

Comments on the 'Master Plan'
An emphasis on writing and the art of creativity should be a major priority.

 * Who is the readership/audience for all of this? And if you are talking about teaching writing then real world consult should be sought, not just reliance on academic opinions. Author Salon (discuss • contribs) 00:23, 28 July 2014 (UTC)

 * Which is why there's a separate faculty listing for Creative Writing. I think I've put more work into that area than any other.  There was/is a plan for web based writing courses also.  Atrivedi

 * I want to change the name if this school to reflect a wider range of literature and writing, not simply English. Should be something like "The School of Arts and Letters" or something like that.  There still is a web based writing course in the works.  I will take responsibility to build up the quality and integrity of the school.  I lost sight of what I wanted to do with this place because their was no interest until someone came along.  Now that there is an interest, I feel that it's my duty to work on this with as much dedication as I can muster.  Also, it helps to have something like this going since I'll be a working PhD and in the field and can use this as a jumping off point all around the academic world. JustinLillich 04:42, 18 February 2006 (UTC)

 * I think I prefer School of Literary Studies, and that way it can be everything, from various languages, but including the Creative/Web Writing stuff we're so interested in. Atrivedi

 * school of literary studies sounds good to me, and I agree totally that we need to globalize and comparatize the "course" offerings. do you want specific courses put on the page?  i have more or less loosely organized seminar ideas, but i can certainly lend a hand with creating actual courses.  --Smithgrrl 17:11, 28 August 2006 (UTC)

INVENTORY OF LECTURERS
I suggest everyone puts here their name, their age, their levels of qualification, their areas of knowledge, how much work they are willing to put in and into what courses, what other things they'd be willing to do for wikiversity etc. (Alphabetize, please.)

Name-GKLeung
Age-20 Qualifications-Working B.A. (Hons) Philosophy, Politics and Economics, University of Warwick; Possible M.A. English, University of Warwick

Areas of Knowledge-British Theatre History (c.1600-Present); Postcolonial Literature; Modern and Contemporary British Literature; Satire; Comparative Studies in French and English Poetry; Interdisciplinary Studies in Literature, Arts and Social Sciences.

Name-Justin Lillich
Age-27 Qualifications-B.A. English/Creative Writing, University of Kansas 2003; M.A. English: Rhetorical Theory, Hypertextual Literature, Bemidji State University 2006. PhD work on the horizon. Areas of Knowledge-Hypertextual & Nonlinear Fiction, Critical Theory, Rhetorical Theory, Pedagogy, Teaching Writing with Technology, Computer Literacies, Postmodern Literary Theory, Linguistics Theory, Wiki and Blog programming, web content writing. I am willing to- In terms of this school, I will oversee the course materials and quality of the written discussion. I will also be on the look out for teachers in certain areas (never can have too many...) Will also handle day to day editing and take on individual student writers for Independent Study courses based in my areas of knowledge. JustinLillich 03:25, 18 February 2006 (UTC)

Name-Michael Neff
Age-59 Qualifications-Author of YEAR OF THE RHINOCEROS by Red Hen Press, owner and director of Algonkian Writers Conferences and Events, editor of Del Sol Press, publisher of Double Room Literary Journal and The Potomac Journal of Poetry and Politics, literary agent with AEI Films and Books, editor contributor to The Writer's Edge (a writer blog), short fiction and poetry writer whose work has appeared in national journals such as Conjunctions and North American Review, among many others.

Areas of Knowledge-the mechanics and nuances of creative writing as they pertain to the successful planning and writing of the modern genre and upmarket novel.

Name-measly pawn
Age-21 Qualifications-Working B.A. (Hons) English Lit and World History, Laurentian University (2006) Areas of Knowledge-Romantic Literature (Spec. William Blake, Jane Austen's "Pride and Prejudice"), Postmodern Literature, American Literature (Spec. Edgar Allan Poe, Mark Twain), Canadian Literature (Spec. Timothy Findley, Michael Ondaatje, Margaret Atwood, others), and some Children's Literature.
 * I am willing to contribute what I can as often as I can. It's a learning process that can work both ways and its benefits can be plentiful if the committment is there.Measly pawn 12:12, 11 April 2006 (UTC)

Name-Thesaurus
Age-20 Qualifications-Currently completing (2008): B.A. English Literature, B.A. Philosophy, Minor Linguistics, Minor Classics (Latin) Areas of Knowledge-Victorian and 19th century Literature (esp. Thomas Hardy, Thomas Carlyle and other prose/essayists); working knowledge of the following: literary theory, literary analysis, poetics, early American literature, Anglo-Saxon literature, Jewish-American fiction. I am willing to create a Victorian literature course, which I think is very necessary for the school. I'm not sure I can currently run a class (possibly at a future date), but I'm willing to write lessons, commentary, and syllabi. I would like to write as much as I can in all my areas of knowledge. I could grade essays if necessary.Thesaurus 04:29, 7 December 2006 (UTC)

Name-Timothy J Scriven
Age-18 Qualifications-no qualifications, keep that in mind. Areas of knowledge-Philosophy ( pretty much analytic only, and an extremely crude knowledge of even this area), T.S Eliot, basic Poetics ( emjabment, alliteration etc), and only very little in these areas

I am willing to-I am willing to put quite a bit of work in, but my knowledge is at this stage limited, I'll do minor edits, suggest ideas and maintain my T.S Eliot page Other stuff I'll do for wikiversity-I'll heckle my teachers into contributing some notes.

I'd like to state in this edit that I do not consider myself competent to run a bona fide literature course at any level. I would like the opportunity to create "courses" that are basically reading lists with some suggested essay questions ( like my T.S Eliot course) mainly to help high school students access some related material to what they are reading in school to give them something to talk about in their exams and in class. I feel that wikiversity's current aims are a little too lofty and though I was enthusiastic at first and I am overall very sceptical about the project. I think that in addition to trying to run "university" courses we should also aim for the currently more plausible role of creating the sort of courses I mentioned earlier, aimed mostly at directing the reader to much more competent authorities in the area than ourselves, and that a special section should be created for these courses. I think that if we are to run courses we need to set up guidelines so that only those who can prove that they are at least graduate students may run courses though others should feel free to design them. Furthermore I think we need clear hierarchies, with those with degree's having more authority than those without and those with higher degree's having authority over those with bachelor degrees( though proving you had the relevant degree would be a problem of course) and possibly those with doctorates having authority over those with master's degree's as well.

I also think that we should make sure that people doing courses know that it is “not for real”.

Name-Smithgrrl
Age-52 Qualifications- B.A. English Literature, Smith College, M.A. Comparative Literature, Washington University, Ph.D. Comparative Literature, University of North Carolina, Chapel HIll. Specializations: English, French and German literature: the European 18th Century, Women's Literature, Jewish Literature, science fiction, world literature in translation, metafiction. honored and thrilled to be working on this project. i am a prettty experienced teacher and curriculum designer, so i'm happy to help very actively in formulating a basic curriculum.

yes!
Hi, I am Timothy J Scriven ( that's my user name) I've got the first course ready. It's about T.S Eliot and it's ready to be taken right now ( though more will be added of course), it's not really intended to be taken as a course as such, its a glorified reading list with some essay topics but it would be useful for private study. It's true that the course I created isn't that good, but I am sure the faults will be ironed out by other users. it is exciting, Anyone else feeling exuberant about the possibilities of wiki's and Wikiversity?

Seriously though any critical comments on our first course?

Note, I modified the above to clarify what I meant, to add a touch of realism and because all the exclamation marks and exuberance were embarassing.

General SLES Discussion
Ok, I recommend that there be a course on Logic, namely Fallacies. This kind of knowledge should help people avoid them or at the least recognize them. Sometimes people understand that there is something wrong with someone's logic but cannot put it into words. We must give them those words and write something on this. It can be argued that it belongs in philosophy, but it is most applicable in writing. I'm going to start writing some material on it and we can move it if we have to. --OMouse

Whoever changed the "decrees" thing, thanks, but Wikiversity is calling them "decrees" and until I hear differently, I will address them as such. This is why there are quotes around it. Thanks and I hope you'll continue to help out and be interested. --Atrivedi

Having changed the name of the school to School of Literature and English Studies, I feel it will bring a bit more credibility to our subject, while not giving up on our goal. Creative Writing is still an important part of our course offerings, but that's within Literature and English Studies. --Atrivedi 19:40, 1 Feb 2005 (UTC)

Good Job!
The school is coming along very nicely. I look forward to seeing its progression.

No one will like this idea, but
Um, maybe we could have a postmodernism and it's critics course. Challenges to certain forms of postmodern theory are becoming more and more common ( i.e Eagleton, Habermas) if the course were done well it could be quite intresting. Ideally it wouldn't force either view down your throat, but allow you to make up your own mind. I've never seen a course like this offered by an english department, so we'd be at the forefront!

Figures disscused could include all the cannnonical postmodernists ( Derrida, Krivesta) juxtaposed with the critics of various forms of postmodernism ( Chomsky, Eagleton, Habermas).

I like it. Excellent idea. But! You have to watch out for fallacies in the writing. Let's start. (I like Chomsky myself, probably why that sounds like a great idea).

OMouse 15:02, 20 October 2005 (UTC)

 * Could this fall under the Literary Theory stuff that I either have up or took down recently? Put it back up and design a course!!!  Engl 4900 is a prefered number.  OR you could list it as an Engl 4500 Topics Class.  Either one, but keep it to one of those, please!  Atrivedi

this is a great example of why we may want to rethink the "english" rubric. habermas is german, kristeva is bulgarian and writes in french, etc. etc. but those folks are important so by all means let's do 'em!--Smithgrrl 17:25, 28 August 2006 (UTC)

Technical writing
Many of the articles in Wikibooks and its siblings are trying to explain science and technology to non-scientists and non-technologists. A course on how to write such articles properly would be immediately applicable and is desperately needed. GreatWhiteNortherner 00:39, 7 Feb 2005 (UTC)

 * While not my area of expertise, I can certainly figure something out. Or if someone else is interested in doing it, let me know. Also, we're going to have a department dealing in Web publishing, etc. While not the same as technical writing, it can certainly encompass all that.AT

WE NEED HELP!!!
In order to make this school one of the best that Wikiversity has to offer, I would very much like to see some professionals in the English departments around the country and hopefully the world fill this school with much discourse on the subjects that we have outlined. I would also like to invite anyone with project ideas to submit them to the wiki. I think this can shape up to be a very interesting department! ~JustinLillich

 * I absolutely agree, but where to go? People seem to be dead around this place and kicking them into gear seems to be difficult.  Go with whatever ideas you have and any help from me you have with you. ~Amish

Yes, if a person wants to help, what next?

What about names?
In the spirit of keeping this a reputable institution, should we be using our real names? I can certianly change mine if this is not the case, otherwise I would like it very much if people knew who we were and who they were receiving this information from. ~JustinLillich

 * I thought about that and if you're up for it, we can certainly do it. I mean, I'm using my user name like you are, in that it's basically my name anyways.  I figure if folks are interested, they can always click and see my name.  Amish

i can certainly use my real name, although i am employed at a university, and would prefer in some ways to keep that identity separate from that one. thanks.--Smithgrrl 17:30, 28 August 2006 (UTC)

 * i've had some more thoughts about this, and i actually have some concerns about the "reputable" institution idea. I think it's perhaps useful to remember what the origins of the "university" as most of us know it are.  From what i've read -- the "university" as we commonly think of it (and that some of us attended) is a Western European institution that grew out of the scholastic movement in the Catholic Church. It was extremely rigid and hierarchical, and that structure remains in place today (at least at the research university and in most 4 year colleges) in the rankings of faculty (lecturer, assistant professor, associate professor, full professor) and in the ways those faculty are valued by the institution (tenured versus untenured faculty for example). I think one of the biggest challenges facing the framers of wikiversity is to devise communities and strategies that do not reinscribe the traditional hierarchies of the university, and that we just don't make a cyber-clone of the university's very limited modalities of knowledge, expertise, mastery, "excellence" and so on. This sounds obvious, but in practice (at least in my experience), it's actually quite difficult for most of us to think outside the box of our own intellectual formation.

my point being -- we aren't "professors" (a title that indicates our allegiance to this system of hierarchy) and consequently we don't have to be any more "reputable" than the next guy/gal (that's how wikipedia works, and I don't see how or why wikiversity should work any differently).

the course structure that we have in place so far is a case in point. I think we need to change the rubric from ENGLISH to LITERARY STUDIES (LS) and number the courses accordingly. If folks want an English sub-rube, that's fine, but as I posted elsewhere and as I think Amish notes, lit sure doesn't begin and end with English lit. So, I think those "names" need to be rethought also.--Smithgrrl 01:36, 30 August 2006 (UTC)

Granting Decrees from the SLES
I believe in rigorous thought and evidence of this thought being added into the collective. That being said, I think that this course of study would be marked by extensive discourse and directed discussions toward that end. I would really like to see the students break some ground as they learn the in and out of the subjects they are studying. Without going into it with them, let them write the way toward the completion of the course. It won't take much on our part. In fact, it's going to be pretty simple for us to lead them to it. --JL

Request
I liked the way you made this school. I would just like to ask permission if I could imitate the way you made this school for the other schools. May I?

 * In what way?

Help with this section
What would it take to get onboard with this project especially in the English/Literary Studies section? Bob - Apr. 21, 2005

Well, here ya go. Thanks, Bob.

'Degrees' Available
According to the Some Ideas About Wikiversity section on "degrees", the idea is to have a sort system where our department can give you a certificate. Here is what they say and what we're working on.

"Attempting to address all useful fields of knowledge and different educational degrees requires some form of organization. An idea submitted by Aaron - WikiVersity will confer "Degrees" to those that meet demanding knowledge-acquisition standards in the field of their choice below.

 * Basic School - conferrer of Bachelor's Degrees?
 * Intermediate School - conferrer of Master's Degrees? Why not? Should it be also called Wikiversity?(sic.)
 * Wikiversity - conferrer of the Wh.D. Degree (Doctor of Wikilosophy)"

What I think I would like to see is a B.A. degree is English, an M.A. in English, an M.F.A. in Creative Writing, and Wh.D.'s in English, Creative Writing, with possible additions being certificates (such as British Studies) and degrees in Rhetoric.

The vote
This english department is coming along nicely. However, if wikiversity is rejected from media-wiki, all the stuff we have written doesn't matter. Please vote on the wikiversity, and vote yes!

Creator is back
I created this portion of the wikiverse quite a long time ago and drop in from time to time to see what is happening. I have a wealth of course material that I will be posting up here and most of it deals with non-linear storytelling through the computer. It's something that hasn't much scholarship and I feel that this course of study needs something like that. It seems that this endeavour is pulling through fairly well and will grow exponentially in the future. I'll begin posting as soon as the schedule permits in the real world. Sorry this has suffered for so long. ~JustinLillich

New Student
I am focusing on improving my writing. I desire to start with the basics and am looking for assistance from people on this site. My undergrad involved little writing, nor does my professional life. There are websites and books available; however, I decided to look for help here because not only do you have the knowledge, but you are keenly focused on how to set up the process of learning.

My schedule is flexible and I am somewhat of an interesting character, so if anyone is considering helping out, please post a reply. Your posts are appreciated.

Charles. 21:31, 17 February 2006 (UTC)Charles

Hi Charles --- wonderful that you want to work on your writing. Here is a heavy edit of the paragraph you just sent. Look at the corrections, and file them away for future use. The only way to write well is to write alot, so thanks for this good beginning and keep on going. You might want to keep a diary to help you stay in the writing zone (a page a day, HANDWRITTEN can make a big difference).

note these changes:

I am focussing on improving my writing. I would like to/wish to start with the basics and am looking for assistance from people on this site. My undergraduate studies did not involve much writing, nor does my professional life.

 * "Desire" does not usually get used with an infinitive verb like "to start." Better use is "want " or "wish"
 * The word "nor" has to follow a phrase that has a negative word in it, like "not".

Why not tackle one of the books on the English reading list and try your hand at a book review? somebody on this site will look at it... --Smithgrrl 04:55, 30 August 2006 (UTC)

Thinking about a change of scenery...
The day I created this thing, I was bumming around on the net and found that wikiversity didn't have a school for literature and writing. Now that I see that there was no wikiversity to begin with, I'm thinking that we could transport this thing to book form, kind of an academy/book format. I have been toying with the idea for sometime of creating a book that acts as a school as well, where the students create the text by the direction of the teachers involved. Anyone have any ideas toward this? --JustinLillich 04:18, 18 February 2006 (UTC)

Also, about all the courses...
I have been thinking about this, but I also read a post from earlier. I am going to change the amount of courses, setting up the school in three basic fields of study. This should not only work on the seminar system, focused on individual writers and writing itself, but also the teaching of writing and the use of writing in many other fields not specific to the English department. Hence, we should have a broad spectrum department detailed in three headings: Creation,Rhetoric, & Pedagogy. Within the specified sections, we will carry on courses such as Creative writing, technical writing, critical theory, and the teaching of composition, among others. Course numbers are really for physical universities, so we should do away with these as well. I think this will stream line it somewhat and get the wikimedia people off our backs. Remember, we're writing this stuff in a medium that allows us to, for the first time, create a school as if it were a work of literature itself. JustinLillich 04:31, 18 February 2006 (UTC)

You probably have no edge in creating a standard a book. At this point, it is unlikely that your newly created book would be better than the current ones available. You need a niche. It appears that you have comparative advantage in the amount of energy you are willing to put in to the program. This energy combined with the ease of communicating online and your current level of academic knowledge should allow you to prosper with the right students. The focus of any education program should be on helping the students learn. If the student isn't learning, the program isn't working. This may seem redundant, but I believe that most institutions would benefit from emphasizing this point. I think that you can have a program in which the instructors can efficiently guide students to the proper resources. The resources could have been created by you/Wikiversity or externally. One way of doing this is to have the interested student contact the instructor. The instructor can refer to student to relevant material based on the initial discussion. The student can then share their writing and questions with other students at an online forum. The instructor can intercede on this forum whenever they can. The instructor can also discuss points with students individually. This process should lead to a rapid rate of learning for certain students. It is my impression that it is this type of student that you are attempting to teach. Another result will be a base of teaching material being created based on actual and not expected needs. From my experience, material based on current needs have a much higher probability of being effective. Charles. 07:23, 18 February 2006 (UTC)

No book... At least from us
I have just finished reading the work that is being done at the Rhetoric & Composition wikibook and think that we may have a primer for students to read and write for as they learn. The book can be found at Rhetoric & Composition. It seems like it is heading in the right direction. Other texts, most of the ones for literature anyway, can be taken from Gutenberg or through books that students would already have.

New Directions
With the Wikiversity project having been improved, I think we'll be looking to change a few things around here. First things first, I propose we change the name to the School of Literary Studies and essentially combine what would be a "Comparative Lit" department into this one. There's no reason we should be so restrictive on language and we should have people focussing on various parts of the world. If at some point there's a Wikiversity in 100s of languages, we can consider creating an English-based department. Until then, let's be for all. --Atrivedi 01:20, 12 August 2006 (UTC)

i agree completely, as i've said elsewhere. if you want an english track, that's fine, but i think it will be easier and more wiki-ish to have a kind of world lit approach and you can still have courses on shakespeare, milton, joyce, austen, the brontes and whomever because they are significant writers internationally. i'm going to start implementing those changes, unless i hear otherwise. --Smithgrrl 20:52, 3 September 2006 (UTC)

A note from Justin
A long time ago I started this course of study under a different name. During its infancy, it wasn't as well thought out as it is today, but the idea was there for something big. I want to thank those of you that have turned out to start this school up. I haven't read much about what's happening in the Wikiversity lately, but I wanted to let you know that I'm currently formulating a redesign which will bring us into line with other Wiki schools in this network. The content will stay the same, but the methods we use to create that will change a bit. I will work and have been working on a style manual for this school which will allow us to be similar in style with those schools that have been around for much longer. I want to thank you all again for this, and watch the comment pages for updates and new ideas. If it wasn't for those of you who come here, none of this would be worth it.

Go to the staging area:

Thank you, JustinLillich

(Copied from main page by TimNelson 11:47, 27 August 2006 (UTC))

=Merge talk=

i've started off with a more or less standard intro to world literature course. as envisaged the thing relies on the less than perfect but at least it's something NORTON ANTHOLOGY OF WORLD LITERATURE which is currrently in something like 5 volumes. The anicent stuff is amazing and truly international except for Africa which gets terribly excluded. I was thinking it would be good to supplement with some other anthologies too. And/or we can substitute HAMLET (their choice for RICHARD THE 3rd (an appropriate Shakespeare for our political moment, imho).

i've divided the class into 4 sections but if that feels too cumbersome it could certainly be divided into 3 or even 2 sections. i kind of like 4 though, since it combats the "semester' and "trimester' structure.

as to the format -- i see that wikiversity leans away from standard lecture which is dandy by me. i'm not sure how to deliver the active learner thing other than by chatroom capability and/or the discussion forum, but perhaps folks more adept with the tech can weigh in on this crucial question.

i hope other folks can do more with this. in the meantime, i'll keep chipping away at it. it's a great course, and whoever reads all the stuff in it, will be one educated dude/dudette! --Smithgrrl 20:46, 19 August 2006 (UTC)

origins
The line "their earliest traceable beginnings in the middle east"--can we clarify here what is meant by textual cultures? What specifically is meant here by the beginning instance? Should this definition of literature include oral cultures? --Gwythoff 22:33, 21 August 2006 (UTC)

the first writing and the first literary writing -- aka poetry -- that archeologists have found so far comes from the middle least and is connected to worship of certain gods (and goddesses!). i can certainly add that in if you think it's important or perhaps you have some other language you'd like to use. "literature" literally means work that's written down, but i'm ok with including oral work, although that kind of art tends to operate differently, because it's part of a living oral tradition which is constantly being changed (like Son Jara for which we don't have an "original" source because it's been in a constant state of oral tranmission). if "oral literature" is going to be included then there's going to need to be some explanation of how it differs from literary culture. --Smithgrrl 16:50, 23 August 2006 (UTC)

Wikiversity the Movie
Anyone intested in writing a script for Wikiversity the Movie? --Rayc 04:25, 26 August 2006 (UTC)

Course catalog!
The School of Language and Literature is compiling a course/project catalog. Please add any courses that are currently enrolling or are otherwise ready to be used to the Catalog. The Jade Knight 23:36, 8 October 2006 (UTC)

Another volunteer
If you need another participant, I'm around. General interests/areas of expertise include Middle English poetry/lit., poetic interpretation, creative writing, and, for specific poets, Wordsworth and Frost. If something is coming up involving one of these and you'd like some more help, involvement, feedback, etc., just leave me a message and I'd be happy to get involved. The Jade Knight 04:43, 9 October 2006 (UTC)

name changes
The School of Literature and English Studies now redirects to Topic:Literary Studies. Is the image (to the right) still needed? --JWSchmidt 14:06, 7 December 2006 (UTC)

I really don't think so. I'm not sure who made that picture, but it doesn't really fit with where this school section is going. I feel like there should be something a little more "wiki-ish" Something web2.0, but nothing like that. JustinLillich 12:18, 15 December 2006 (UTC)

Course Coding
I've been working on the course plans for the classes that I'm going to take. I don't understand the course code layout at all. I was thinking about rewriting the codes to align more with the subheadings within the school and less  with trying to act like a college. I don't think there should be links through the course codes and the names of the classes.

I'm going to conduct my courses asynchronously through a message board service. I will begin linking to the board rooms shortly, but they will take a lot of work to get up and running. On top of that, I have to devise a curriculum through which the students will learn the most on their own with little directive from me aside from the commenting on essays and the direct email questions. I think at this point we should all try to teach the same way. I know that's a lot to ask since not everyone can be here 100% of the time. I'm trying to use this as a means to get teaching jobs in the real world, and I think it would be a valuable method for those of you out there interested in this to do the same. <IP_ADDRESS> 02:52, 22 December 2006 (UTC)

=hello= Hi, the following comment was moved from here to here. Erkan Yilmaz ( my talk page, wiki blog ) 08:14, 13 October 2007 (UTC) hi,

i thought i'd say hello to everyone. i'm new here.

veronica

school?
ought this be a school? If not, what school would this topic be under? --Remi 07:42, 28 April 2008 (UTC)

title: Portal talk:Literary Studies


text:
J Awards of 2014

The J Award of 2014 is the tenth annual J Awards, established by the Australian Broadcasting Corporation's youth-focused radio station Triple J. The announcement comes at the culmination of Ausmusic Month (November). For the first time, the award for Double J Artist of the Year was announced. It was added to the three previous awards; Australian Album of the Year, Australian Music Video of the Year and Unearthed Artist of the Year.

The eligible period took place between November 2013 and October 2014. The winners were announced live on air on Triple J on Tuesday 18 November 2014.

title: J Awards of 2014


text:
þúbróðir

Etymology
From.

Noun

 * 1)  someone with whom one is on close enough terms with to thou (address with the informal second person pronoun)

title: þúbróðir


text:
Talk:Institute of Contemporary Art, Philadelphia

Potential sources to improve this article

Grand'mere Eugene (talk) 18:47, 22 March 2018 (UTC)


text:
User:GrDVillarreal/Evaluate an Article

Evaluate an article
This is where you will complete your article evaluation. Please use the template below to evaluate your selected article.

 * Name of article: Theology of religions
 * Briefly describe why you have chosen this article to evaluate.
 * Considering that I am taking a World Religion's course, I thought it'd be pretty interesting to have my practice evaluation be on an article that is similar around the subject of my class!

Lead

 * Guiding questions

 * Does the Lead include an introductory sentence that concisely and clearly describes the article's topic?
 * Does the Lead include a brief description of the article's major sections?
 * Does the Lead include information that is not present in the article?
 * Is the Lead concise or is it overly detailed?

Lead evaluation
When we first look at this article we can see that the lead concisely describes what this article topic is about by first defining what exactly is theology of religions.To explain what it is, the lead had created a well-organized contents table which includes brief, but valuable, material that breaks down this subject as a whole. The main points they cover are: "Purpose", "Basic three-point model", "Knitter's four-point model", "references", and "bibliography". Within the second and third example shown, each of them have a sub cateogry that splits that selected information even further. There is no unnecessary or flowery text, which is excellent since it goes straight to the point.

Content

 * Guiding questions

 * Is the article's content relevant to the topic?
 * Is the content up-to-date?
 * Is there content that is missing or content that does not belong/

Content evaluation
The context given in the article is relevant since it contains cited support and explanations that show the meaningfulness of what this concept could do. It provides definition that helps relate and show the contrast of religions, and even introduces the models created by several scholars to try and analyze religion as a whole more.

Whenever new content is added in regards to the subject, this page is always updated. Frequent. As mentioned before, no unnecessary content is added either in the sections. If in the past there was, it was immediately removed.

Tone and Balance

 * Guiding questions

 * Is the article neutral?
 * Are there any claims that appear heavily biased toward a particular position?
 * Are there viewpoints that are overrepresented, or underrepresented?
 * Does the article attempt to persuade the reader in favor of one position or away from another?

Tone and balance evaluation
The article does appear neutral, and doesn't favor one position to another since it includes all the models created by scholars, and gives each model the same attention.

Sources and References

 * Guiding questions

 * Are all facts in the article backed up by a reliable secondary source of information?
 * Are the sources thorough - i.e. Do they reflect the available literature on the topic?
 * Are the sources current?
 * Check a few links. Do they work?

Sources and references evaluation
All facts and quotes are backed up with reliable sources, and are cited correctly. They do reflect the available literature of this time, and the sources are both new and old. As for the links they still do work.

Organization

 * Guiding questions

 * Is the article well-written - i.e. Is it concise, clear, and easy to read?
 * Does the article have any grammatical or spelling errors?
 * Is the article well-organized - i.e. broken down into sections that reflect the major points of the topic?

Organization evaluation
Organization wise this article is incredible concise and well-written. There are no grammatical errors, and breaks each category perfectly well to the point where they even have categories within the categories to make sure nothing is missed out or blended.

Images and Media

 * Guiding questions

 * Does the article include images that enhance understanding of the topic?
 * Are images well-captioned?
 * Do all images adhere to Wikipedia's copyright regulations?
 * Are the images laid out in a visually appealing way?

Images and media evaluation
When it comes to the image part of this artcle - there are no image. Which can make the article seem dull to alot of people since an article filled with words only can be daunting and already boring.

Checking the talk page

 * Guiding questions

 * What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
 * How is the article rated? Is it a part of any WikiProjects?
 * How does the way Wikipedia discusses this topic differ from the way we've talked about it in class?

Talk page evaluation
When it comes to the type of conversations in the 'talk selection', they are mostly talking about corrections and double checking to see if they should avert a previous passage another way - which is a good sign. The rating that this article got is a B,

Overall impressions

 * Guiding questions

 * What is the article's overall status?
 * What are the article's strengths?
 * How can the article be improved?
 * How would you assess the article's completeness - i.e. Is the article well-developed? Is it underdeveloped or poorly developed?

Overall evaluation
Despite it getting a B by wikipedia, if I were to give it a rating of my own I would give it an A-. The article's strength is surely the information and explanations provided, but it can be improved by adding more imagery to help readers focus and maintain attention. Overall it is completed.

Optional activity

 * Choose at least 1 question relevant to the article you're evaluating and leave your evaluation on the article's Talk page. Be sure to sign your feedback

with four tildes — ~

 * Link to feedback:

title: User:GrDVillarreal/Evaluate an Article


text:
1892 The Bogan colonial by-election

A by-election was held for the New South Wales Legislative Assembly electorate of The Bogan on 31 May 1892 because of the death of George Cass.

Results
George Cass died.

title: 1892 The Bogan colonial by-election


text:
User:Myshkin./sandbox

Works in progress

 * User:Myshkin./sandbox/Japanese Art

 * User:Myshkin./sandbox/Shrines and Temples

 * User:Myshkin./sandbox/List of Important Cultural Properties of Japan (Tokyo)

 * User:Myshkin./sandbox/List of kabuki plays performed at Kabuki-za

Kabuki plays
Fuji Musume | Narukami | Renjishi | Sanmon Gosan no Kiri The Battles of Coxinga (bunraku) | The Love Suicides at Amijima (bunraku) | Benten Kozō | Kanjinchō | Shibaraku | Sugawara Denju Tenarai Kagami | Sukeroku | Yoshitsune Senbon Zakura The Chaos of the Ghost Cat of Arima | Funa Benkei | Kabuki Jūhachiban | Nanatsumen | Sannin Kichisa Kuruwa no Hatsugai | Shinko engeki jisshu | Uwanari | Yotsuya Kaidan Contemporary: Iwashi Uri Koi Hikiami | Super Kabuki II: One Piece

title: User:Myshkin./sandbox


text:
Fyodor Zubov

Fyodor Evtikhievich Zubov (Фёдор Евти́хиевич Зу́бов; 1615 – November 3, 1689), was a Russian painter, engraver, miniaturist and illuminator.

Biography
Zubov was born in Solikamsk, a member of the noble Zubov family. He began working in Veliky Ustyug and Yaroslavl. In 1662 he moved to Moscow where he worked with Simon Ushakov. His work included icons, illuminated manuscripts, drawings for engravings, and wall paintings. When Ushakov died in 1686, Zubov took over as the Director of the Imperial Workshop of Icon Painters in the Kremlin Armoury. He died in Moscow, in 1689.

title: Fyodor Zubov


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History and Strategy of Competitive Scrabble

Welcome to History and Strategy of Competitive Scrabble. This interdisciplinary course is designed to introduce the student to the basic strategies of competitive Scrabble in the context of probability theory and to provide a background in the social climate in which the game developed. Please note that the name Scrabble is a trademark of Hasbro, Inc. in the US and Canada and of J. W. Spear & Sons PLC elsewhere.

Course Summary
In History and Strategy of Competitive Scrabble you will have an opportunity to learn the ins and outs of playing America’s favorite word game in the context of the games economic history and the development of the Scrabble playing community. No prior Scrabble playing experience is necessary. During the first part of the course there will be focus on readings and discussion with others on these topics. Throughout the course there are progressive skill development puzzles including board position analysis (like “black checkmates in three” stuff in chess), vocabulary building puzzles, anagramming practice and other puzzles like those found in The Official Scrabble Puzzle Book. Students should use the talk pages of course sessions to discuss readings. Actually playing scrabble practice learned skills is required and can be done electronically as discussed below.

This interdisciplinary course covers aspects of history, economics, sociology, mathematics, and psychology. It begins by tracing the game’s development from invention in 1931 to its current commercial form. You will be looking at how the rights to the game made their way from inventor to corporation and discussing this transfer in the context of other American inventors and how much recognition and profit they received. You will also take a sociological look at development of competitive Scrabble as separate from the “living room game” and the self-organized community and structure that developed around the competitive game.

After you have covered the historical and social aspects of the game you will move on to strategy and tactics. Sessions include tricks for learning new words and some key lists you will memorize by the end of the course (like the 101 acceptable two letter words), anagramming skills, and other techniques to increase your personal ability. Competitive tactics topics will include the proper use of nonwords (“phoneys”) by psychological analysis of your opponent, how to maximize your chances of bingoing through balancing your rack, how to play the probability numbers game to accurately predict the likelihood your drawing specific tiles or achieving specific outcomes with your plays, and how to control the pace of the game.

Course Outline

 * Course Outline

Required

 * Everything Scrabble, by Joe Edley and John D. Williams Jr. 2001, Pocket Books. ISBN<PHONE_NUMBER>.

 * The Official Tournament Rules

Suggested Reading

 * Word Freak, by Stefan Fatsis. 2001, Penguin. ISBN<PHONE_NUMBER>.

 * The Big Book of Scrabblegrams. 2005, Sterling. ISBN<PHONE_NUMBER>.

 * The Official Scrabble Puzzle Book, by Joe Edley. 1997, Pocket Books. ISBN<PHONE_NUMBER>.

 * Zyzzyva, software for querying and studying words

 * Quackle, a strong computer opponent

Electronic Play
Finding a right place to play electronically can be difficult. There are many options with many different features. Being able to create buddy lists of other users and having automatic scoring is fairly standard. The place you choose should have ways to set time limits. There should be a way to review your old games play by play. Standard competitive word sources should be used. (The sites listed below include all these features and allow for play both with the standard North American word list and the British/international standard.)
 * Internet Scrabble Club (ISC)
 * After downloading the multi-platform standalone Java program WordBiz you can connect to their game server. The ISC has a large international community of players of all ability levels from beginner to expert. It is the site favored by the world's top competitive players. It has a feature that allows you to observe the games of high rated players. It has 24 hour help available through the in-program chat interface. ISC allows you to familiarize yourself with the notation system for recording Scrabble games. If you pay a small membership fee you can get access to more features like computer analysis of games. The downside to ISC program is that it has largely text based. It has an interface similiar to IRC. If you aren't familiar with text based interfaces you will probably be better off at the next site.
 * Scrabulous
 * This is a web-based and graphics heavy Java applet-based Scrabble site. The interface for this site is easier to navigate than ISC which is much more text based. It has 24 hour help available through the site's chat interface, by email, and by telephone. It has a large number of users, however it doesn't have the same high level of play that ISC does. Scrabulous has now introduced the ability for people to play phoney words in challenge games.

Projects

 * using Scrabble to learn math
 * using scrabble to learn vocabulary and spelling


text:
2015 IAM Cycling season

The 2015 season for the cycling team began in January at the Tour Down Under. As a UCI WorldTeam, they were automatically invited and obligated to send a squad to every event in the UCI World Tour.

In December 2014 the UCI announced that the team would be granted a WorldTour licence for the 2015 season.

Team roster

 * Riders who joined the team for the 2015 season

 * Riders who left the team during or after the 2014 season

title: 2015 IAM Cycling season


text:
User:Dokinta

Dokinta Services is a medical services company owned by Dr. Obieze Nwanna - Nzewunwa. Dr. Nwanna-Nzewunwa is Nigerian physician and global health scientist.

title: User:Dokinta


text:
Katun, Altai Krai

Katun (Катунь) is a rural locality (a settlement) in Aysky Selsoviet, Altaysky District, Altai Krai, Russia. The population was 272 as of 2013. There are 11 streets.

Geography
Katun is located on the Katun River, 48 km east of Altayskoye (the district's administrative centre) by road. Rybalka is the nearest rural locality.

title: Katun, Altai Krai


text:
Category:4-6-6T locomotives

Steam tank locomotives of the 4-6-6 wheel arrangement in Whyte notation.

title: Category:4-6-6T locomotives


text:
Calotomus carolinus

Calotomus carolinus, commonly known as Carolines parrotfish, is a species of marine ray-finned fish, a parrotfish, in the family Scaridae. It is also known as the starry-eye parrotfish, stareye parrotfish, bucktooth parrotfish, Christmas parrotfish or marbled parrotfish. Since the Calotomus carolinus is known across the Pacific, it also has its own name in many native languages for example, it is called a panuhunuhunu in the Hawaiian language.

Description
The species is about 50 cm long. The species changes its appearance greatly during the transition to adulthood. Juveniles of the species are typically a mottled orangish-brown, with some pink shading. Adult males, also known as terminal stage, are shades of blue or green, and have pink lines radiating from their eyes. Adult females, also known as the initial phase, are mottled brown and their eyes bulge out slightly. Its jaws consist of pebble-like teeth fused into a beak for eating seaweed, but in juveniles the teeth are not yet fully fused and are visible on the outside of the dental plate.

Distribution
Calotomus carolinus has a wide Indo-Pacific distribution from the coast of East Africa, although not in the Red Sea where it is replaced by Calotomus viridescens, through the Indian Ocean to the eastern Pacific Ocean around the Revillagigedo and the Galapagos Islands.

Habitat and biology
Calotomus carolinus can typically be found as a single fish or in small groups, in shallow reefs or lagoons. It occurs in subtidal reef flats, lagoons and seaward reefs down to depths of 27 m, or more. Within the wider habitat this species can be found in areas of coral, rubble, seagrass and algae. It feeds on a variety of benthic encrusting algae, Padina and seagrasses. they can also be found in small schools, or even by itself. It is a protogynous hermaphrodite The Calotomus carolinus, along with many of its relatives, feeds on the seaweed and algae growing on the coral which is helpful to the reef ecosystems because most of the algae restrict the coral's growth, keeping it from fully maturing.

Naming and taxonomy
Calotomus carolinus was first formally described as Callyodon carolinus in 1840 by the French zoologist Achille Valenciennes (1795-1865) with the type locality given as the Caroline Islands. When Charles Henry Gilbert described the genus Calotomus in 1890 he designated Calotomus xenodon as its type species, thinking that the genus was monotypic, this was later shown to be a synonyms of C. carolinus.

An example of gender change within the species
Like a lot of its cousins, a Calotomus carolinus can undergo a sex change There are two phases (which has been mentioned above) are known as initial and terminal phase. In a scientific study, there were 22 initial phase that were between 62 mm and 253 mm. when they grew up, they found out that there were only six terminal phasers, which were in between 240 mm and 270 mm. and the rest were secondary males. This was a prime example of some of the difference between the two genders between these fish.

title: Calotomus carolinus


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List of Green Bay Packers team records

The Green Bay Packers are a professional American football team based in Green Bay, Wisconsin. The Packers have competed in the National Football League (NFL) since 1921, two years after their original founding by Curly Lambeau and George Whitney Calhoun. They are members of the North Division of the National Football Conference (NFC) and play their home games at Lambeau Field in central Wisconsin. As one of the oldest teams in the NFL, the Packers have accumulated a significant number of records, both as a team and within the NFL. The Packers have recorded the most regular season victories (799) and the most overall victories (836) of any team, and are tied with the New England Patriots for the second most playoff wins (37). Since entering the NFL, the team has won 13 championships (the most in NFL history), including nine NFL Championships prior to 1966 and four Super Bowls, which is inclusive of two additional NFL Championships won during the AFL–NFL merger. They have captured 21 divisional titles, 9 conference championships, and been to the playoffs 36 times.

Individually, Packers passing statistical leaders are dominated by two quarterbacks: Brett Favre and Aaron Rodgers. Both started over 225 games each for the Packers during the modern era of football that saw a significant proliferation of the passing game. Packers rushing and receiving statistical leaders are more diverse. Don Hutson held almost every Packer and NFL receiving record at the end of his career in 1945; he still holds the Packer record for most receiving touchdowns with 99. During the 1960s, Vince Lombardi's strong rushing attack, which included the Packers sweep, saw Jim Taylor set Packer records for most career rushing attempts, rushing yards and rushing touchdowns. 40 years later, Ahman Green broke Taylor's record for most rushing yards as a Packer, as well as setting other single-season rushing records. Under Favre and Rodgers from 1992 to 2022, Sterling Sharpe, Donald Driver and Davante Adams set almost every Packers receiving record. Defensively, Packers statistical leaders are quite diverse, although defensive statistics are a relatively recent phenomena. On special teams, kickers Mason Crosby, Chester Marcol and Ryan Longwell hold almost every kicking record in Packers history, while punters David Beverly and Craig Hentrich hold most punting records. Punt and kick return records are very diverse, with a number of players holding different records.

Team achievements
The Green Bay Packers have accumulated the most wins of any team in NFL history (both in the regular season and combined total of regular season and postseason) and the most NFL Championships. They also own the second highest winning percentage (behind the Dallas Cowboys) and have won the second most playoff games (behind the San Francisco 49ers and tied with New England Patriots). The Packers have won three straight NFL Championships two separate times (1929 to 1931 and 1965 to 1967). They are the only NFL team to ever achieve this feat even once. The table below provides a summary of the Packers' all-time record and playoff achievements.

All statistics are accurate through the end of the 2023 NFL season.

Career records
All statistics are accurate through the end of the 2023 NFL season.

Service

 * Seasons, head coach: 31 – Curly Lambeau (1919–46)
 * Seasons, active player: 18 – Aaron Rodgers
 * Games played: 258 – Mason Crosby
 * Consecutive games played: 258 – Mason Crosby

Scoring

 * Points: 1,918 – Mason Crosby
 * Points per game: 7.4 – Mason Crosby

Passing

 * Completions: 5,377 – Brett Favre
 * Attempts: 8,754 – Brett Favre
 * Yards: 61,655 – Brett Favre
 * Touchdowns: 475 – Aaron Rodgers
 * Interceptions: 286 – Brett Favre
 * QB rating: 103.6 – Aaron Rodgers

Rushing

 * Attempts: 1,851 – Ahman Green
 * Yards: 8,322 – Ahman Green
 * Yards per rush: 5.0 – Aaron Jones
 * Touchdowns: 81 – Jim Taylor

Receiving

 * Receptions: 743 – Donald Driver
 * Yards: 10,137 – Donald Driver
 * Yards per reception: 19.7 – Carroll Dale
 * Touchdowns: 99 – Don Hutson

Tackles

 * Tackles: 1,118 – A. J. Hawk

Sacks

 * Sacks: 83.5 – Clay Matthews III

Interceptions

 * Interceptions: 52 – Bobby Dillon
 * Interception return yards: 976 – Bobby Dillon
 * Interceptions returned for a touchdown: 9 – Charles Woodson

Punting

 * Punts: 495 – David Beverly
 * Punt yards: 18,785 – David Beverly
 * Yards per punt (gross): 44.2 – Tim Masthay
 * Yards per punt (net): 38.7 – Tim Masthay

Kicking

 * Field goals made: 395 – Mason Crosby
 * Field goal attempts: 485 – Mason Crosby
 * Field goal percentage: Ryan Longwell
 * Extra points made: 733 – Mason Crosby
 * Extra point attempts: 753 – Mason Crosby

Punt returns

 * Returns: 187 – Willie Wood
 * Return yards: 1,391 – Willie Wood
 * Yards per return: 20.5 – Jeremy Ross
 * Touchdowns: 3 – Desmond Howard & Micah Hyde

Kick returns

 * Returns: 179 – Steve Odom
 * Return yards: 4,124 – Steve Odom
 * Yards per return: 30.3 – Chuck Sample
 * Touchdowns: 5 – Travis Williams

Single-season records
All statistics are accurate through the end of the 2023 NFL season.

Scoring

 * Points: 176 – Paul Hornung
 * Points per game: 14.7 – Paul Hornung

Passing

 * Completions: 401 – Aaron Rodgers
 * Attempts: 613 – Brett Favre
 * Yards: 4,643 – Aaron Rodgers
 * Longest pass: 99 yards(NFL record) – Brett Favre
 * Touchdowns: 48 – Aaron Rodgers
 * Interceptions: 29 – Lynn Dickey & Brett Favre
 * QB rating: 122.5(NFL record) – Aaron Rodgers

Rushing

 * Attempts: 355 – Ahman Green
 * Yards: 1,883 – Ahman Green
 * Longest rush: 98 yards – Ahman Green
 * Touchdowns: 19 – Jim Taylor

Receiving

 * Receptions: 117 – Davante Adams
 * Yards: 1,553 – Davante Adams
 * Longest reception: 99 yards(NFL record) – Robert Brooks
 * Touchdowns: 18 – Sterling Sharpe & Davante Adams

Tackles

 * Tackles: 203 – Blake Martinez

Sacks

 * Sacks: 19.5 – Tim Harris

Interceptions

 * Interceptions: 10 – Irv Comp
 * Interception return yards: 295 – Nick Collins
 * Interceptions returned for a touchdown: 3 – Herb Adderley, Nick Collins & Charles Woodson

Punting

 * Punts: 106 – David Beverly
 * Punt yards: 3,759 – David Beverly
 * Longest punt: 90 yards – Don Chandler
 * Yards per punt (gross): 46.5 – Corey Bojorquez
 * Yards per punt (net): 41.6 – Justin Vogel

Kicking

 * Field goals made: 33 – Chester Marcol, Ryan Longwell & Mason Crosby
 * Field goal attempts: 48 – Chester Marcol
 * Field goal percentage: 91.67% (22/24) – Jan Stenerud & Mason Crosby
 * Longest field goal: 58 yards – Mason Crosby
 * Extra points made: 68 – Mason Crosby
 * Extra point attempts: 69 – Mason Crosby

Punt returns

 * Returns: 58 – Desmond Howard
 * Return yards: 875(NFL record) – Desmond Howard
 * Yards per return: 19.1 Billy Grimes
 * Longest return: 95 yards – Steve Odom
 * Touchdowns: 3 – Desmond Howard

Kick returns

 * Returns: 57 – Roell Preston
 * Return yards: 1,497 – Roell Preston
 * Yards per return: 41.1(NFL record) – Travis Williams
 * Longest return: 108 yards – Randall Cobb
 * Touchdowns: 4(NFL record) – Travis Williams

Single-game records
All statistics are accurate through the end of the 2023 NFL season.

Scoring

 * Points, full game: 33 – Paul Hornung
 * Points, single quarter: 29(NFL record) – Don Hutson

Passing

 * Completions: 39 – Aaron Rodgers
 * Attempts: 61 – Brett Favre & Aaron Rodgers
 * Yards: 480 – Matt Flynn & Aaron Rodgers
 * Touchdowns: 6 – Matt Flynn & Aaron Rodgers ( & )
 * Interceptions: 6 – Tom O'Malley
 * Quarterback rating: 158.3(NFL record) – Aaron Rodgers

Rushing

 * Attempts: 39 – Terdell Middleton
 * Yards: 218 – Ahman Green
 * Yards per rush: 16.7 – Billy Grimes
 * Touchdowns: 4 – Jim Taylor ( & ), Terdell Middleton, Dorsey Levens & Aaron Jones ( & )

Receiving

 * Receptions: 14 – Don Hutson & Davante Adams
 * Yards: 257 – Billy Howton
 * Yards per reception: 49.67 – Don Hutson
 * Touchdowns: 4 – Don Hutson & Sterling Sharpe ( & )

Tackles

 * Tackles: 19 – Quay Walker

Sacks

 * Sacks: 5.0 – Vonnie Holliday

Interceptions

 * Interceptions: 4(NFL record) – Bobby Dillon & Willie Buchanon
 * Interception return yards: 116 – Charlie Peprah
 * Interceptions returned for a touchdown: 1 – Several players [last: Darnell Savage ]

Punting

 * Punts: 11 – Clarke Hinkle & Jug Girard
 * Yards per punt (gross): 61.6 – Roy McKay
 * Yards per punt (net): 49.0 – Jon Ryan

Kicking

 * Field goals made: 5 – Chris Jacke ( & ), Ryan Longwell & Mason Crosby (,  & )
 * Field goal attempts: 7 – Mason Crosby
 * Extra points made: 8 – Don Chandler
 * Extra points attempted: 8 – Don Hutson & Don Chandler

Punt returns

 * Returns: 8 – Phil Epps
 * Return yards: 167 – Desmond Howard
 * Yards per return: 37.0 – Mark Lee
 * Returns for a touchdown: 1 – Several players [last: Micah Hyde ]

Kick returns

 * Returns: 8 – Harlan Huckleby, Gary Ellerson , Roell Preston , Antonio Chatman & Will Blackmon
 * Return yards: 256 – Roell Preston
 * Yards per return: 50.33 – Travis Williams
 * Returns for a touchdown: 2(NFL record) – Travis Williams

Other notable records
All statistics are accurate through the end of the 2023 NFL season.

Service

 * Most consecutive starts by an NFL quarterback: 253 (275 counting the postseason)(NFL record) – Brett Favre

Offense

 * Most seasons leading league in lowest interception percentage: 6(NFL record) – Aaron Rodgers
 * Most consecutive passes without an interception: 402(NFL record) – Aaron Rodgers
 * Lowest interception percentage, career: 1.37%(NFL record) – Aaron Rodgers
 * Lowest interception percentage, season: 0.34%(NFL record) – Aaron Rodgers
 * Most seasons leading league in scoring: 5(NFL record) – Don Hutson
 * Most seasons leading league in total touchdowns: 8(NFL record) – Don Hutson
 * Most consecutive seasons leading league in total touchdowns: 4(NFL record) – Don Hutson (twice:, )
 * Most seasons leading league in receptions: 8(NFL record) – Don Hutson
 * Most consecutive seasons leading league in receptions: 5(NFL record) – Don Hutson
 * Most seasons leading league in receiving yards: 7(NFL record) – Don Hutson
 * Most consecutive seasons leading league in receiving yards: 4(NFL record) – Don Hutson
 * Most seasons leading league in receiving touchdowns: 9(NFL record) – Don Hutson
 * Most consecutive seasons leading league in receiving touchdowns: 5(NFL record) – Don Hutson

Defense

 * Most safeties, season: 2(NFL record) – Tim Harris

Special teams

 * Most consecutive field goals made, playoffs: 23(NFL record) – Mason Crosby
 * Most field goals made, playoff game: 5(NFL record) – Mason Crosby
 * Most kicks blocked, season: 7(NFL record) – Ted Hendricks

title: List of Green Bay Packers team records


text:
Talk:Madison West High School

Trivia Section
First, the trivia point about the band Locksley needs to be fixed--right now, it contains the line "Kai Kennedy (lead guitar) who replaced Justin or Josh something."

Second, the trivia point about the freshman girls volleyball team degrades the quality of the article. While state championships and the like are notable facts, poorly articulated, commonplace events like placing third in an unspecified championship don't belong here.
 * I have removed several points in this section, which are either garbage or need to be placed elsewhere, but do not belong in the article per WP guidelines on trivia. Chris 10:11, 27 May 2007 (UTC)

Controversy
I think if this school is deemed to be notable enough to be included, some mention should also be made of its darker incidents, mainly racial tension that erupted in a large scale fight several years ago and the middle-of-the-day rape that took place there, causing widespread outrage in the Madison area for a good deal of time after both incidents. This is noteworthy because despite the relatively poorer academic records of some of the other schools in the city, such incidents have not occured (or at least been reported on) in them. ALG 4:39, 5 March 2006

It may be true that the majority of incidents in the Madison area high schools seem to have occurred at West. However, it is not uncommon knowledge among many students in the area that similar things happen in most of the schools.

Merge with Madison West High School

 * Support Shawn 23:49, 19 March 2006 (UTC)
 * Support lowfatsourcreme 22:10, 26 March 2006 (UTC)

From Talk:Madison West
Moved from Talk:Madison West

Saying that West is 'generally regarded' as the best high school in Madison is of questionable NPOV status. I plan to remove it if no source can be cited for such a claim.--Hraefen 03:49, 30 January 2006 (UTC)

 * I agree, seeing as how Edgewood and Memorial are also very good high schools. —The preceding unsigned comment was added by <IP_ADDRESS> (talk • contribs).

Courses
I am going to move the information in the courses section into Trivia if I deem necessary and all other information merged in with introduction because it can be implied that the high school offers "courses in advanced math" like any other average US high school. I don't think Madison West's advanced courses have any notability. --20:36, 11 April 2006 (UTC)(forgot siggy)

Further, I would argue that we would call the language classes "world languages" because languages can mean German Language or English Language, which is not seen as a foreing/world language. Some distinction is needed. --Shawn 20:36, 11 April 2006 (UTC)

I keep reverting the world languages bulletpoint because it's more succinct.--Lowfatsourcreme 22:21, 11 April 2006 (UTC)
 * I don't think so. I think the 2 different facts deserve two different bulletpoints because they are not dependent on one another.  The fact that courses are offered in more languages than normal to a high school is seperate from the fact that 90% of students take a language.  Furthermore, I think it will make this process a little easier if you use edit summary and we all note on the talk page why we are making changes.  Leave a message here or on my talk page if you want to discuss further.  Thanks and Happy Wiki! --Shawn 23:14, 11 April 2006 (UTC)

Semi-protected
This page has been semi-protected due to vandalism. Durova Charg e! 12:50, 15 November 2006 (UTC)

Centrx's modification
Seems excessive to me. What's up with that? I understand very little information was referenced, but "wow". stainofmind 14:26, 04 December 2006

 * Centrx, you should just put this article up for deletion if you don't think the school's website is a good source. Heck, put up all school articles then because if they're all using their school website as a source.++ aviper2k7 ++ 02:28, 6 December 2006 (UTC)

 * I gotta say, looking at this version before Centrx stubbed it, I don't think he did anything wrong. Everything should be verifiable. With the amount of information currently in the article, it probably should be a stub. I encourage you to look at Plano Senior High School, a featured article based on a rather "normal" high school. It's extensively sourced and has a lot of good information that would be interesting to a reader who may not even be familiar with the school.
 * Alumni lists especially are especially problematic. The general rule of thumb is that if the person doesn't merit their own article on Wikipedia, (such as Erich Eichman, Peter Koechley, Donnel Thompson, and Ben Wikler) then they shouldn't be included. You should have a reliable source for all the rest, too. It's far too easy for someone to add a person incorrectly and have it go unnoticed. –  Anþony  talk  13:17, 6 December 2006 (UTC)
 * Several of the listed alumni mention the school in their own articles. Unless it is challenged in that article, it should not be challenged in the school's article. It's also a little unfair to claim that "...if the person doesn't merit their own article on Wikipedia, (such as Erich Eichman, Peter Koechley, Donnel Thompson, and Ben Wikler) then they shouldn't be included..." I mean, Wikipedia is still largely incomplete. There are plenty of prominent people (in the public eye) that merit an article (if written well enough) but don't yet have one. stainfomind 14:26, 6 December 2006 (UTC)
 * If the person's article has a source, copy it here. Maybe someone will edit that article and remove both the claim and source, and now your claim here is no longer verifiable. If the other article doesn't have a source, find one and add it to both articles. If you can't find a source, remove the claim from both articles.
 * There's no hard and fast rule about whether someone deserves to be included in a list of famous alumni. Certainly, you don't want every Joe Blow who graduates on your list. A good start might be WP:BIO, which has criteria for establishing a person's notability to determine if they merit an article. –  Anþony  talk  14:49, 6 December 2006 (UTC)

Requested edit
Grammar correction: You should edit the "it's" to "its" in the opening paragraph for Madison West. —Preceding unsigned comment added by <IP_ADDRESS> (talk • contribs)
 * Done. Hut 8.5 16:19, 3 March 2007 (UTC)

The science olympiad team has only won 7 straight state competitions up to this point, including the most recent competition on Saturday, March 31, 2007. The current article implies that they would have won 8 straight state competitions if including the 2007 state competition.

WikiProject class rating
This article was automatically assessed because at least one WikiProject had rated the article as start, and the rating on other projects was brought up to start class. BetacommandBot 10:22, 10 November 2007 (UTC)

Requesting Edit
I am currently a student at West High School and I was bored, so I decided to take a look at the Wiki to see if anything interesting was here. While browsing the section that includes the listings of the world languages taught at West I noticed that there is no mention of the Japanese program which ranges from the primarily Freshman course of "Japanese I" to the upper levels of proficiency. I just thought that this was something that should be pointed out seeing as quite a few students take it, however, for some reason German was not considered a world language either so if this was an intentional exemption of the information I would like some clarification. A second question that I would like to ask of the powers that be is that if everyone decided that the alumni that would be included had to have a wiki page, why do about half of them not have links/pages at all? - Dee —Preceding unsigned comment added by <IP_ADDRESS> (talk) 20:44, 19 February 2008 (UTC)

Notable Alumni
I propose that the Notable Alumni list only includes a list of people who merit their own article.

If a person does not merit a right to be in an encyclopedic work, then why would he or she be deemed notable enough to be referenced elsewhere in the encyclopedia?<IP_ADDRESS> (talk) 03:25, 8 August 2008 (UTC)

Clubs and Activities Page Problems
It appears that the West staff has been rather bad at updating the Clubs and Activities page for the various clubs at the school, and as such many clubs that I know for a fact exist in an official capacity are not listed. What would constitute a notable source for these clubs that are not also original research? I'd rather not delete Sheepshead Club, as it has become a fixture in the school culture (no, I can't verify this) for over a year now, but I don't think I can find a good source for it. Additionally, the Notability tag is misused in the clubs section. The notability page specifically says "The notability guidelines do not limit content within an article." If there is no objection, I will delete the notability span from the "Clubs and Activities" section. — Preceding unsigned comment added by Quartinus (talk • contribs) 07:27, 7 December 2011 (UTC)

You Stiffs
I cant stand these nosy wikipedia people. Someone who actually goes to west tries to edit the article and they get deleted. Im sure 99% of the nosy people deleting other peoples edits to this article didnt even go to the school.

"Peacockery" deleted
The user Mesconsing posted that they had removed so-called "peacockery" from many of the sections describing the text. While the text was verbose, this also made the sections read like a back-issue of a 1967 New York State Official Tax Manual's description of the extracurricular activities of the school. I propose adding back some of this "peacockery" or as some call it, good writing, in order to make the sections readable.

--Quartinus 06:38, 7 November 2012 (UTC) — Preceding unsigned comment added by Quartinus (talk • contribs)

 * See WP:PEACOCK. Our articles are supposed to be neutral and not written in such a way as to promote the subject. This is supposed to be an encyclopedia, not a brochure for the school. Hut 8.5 12:21, 7 November 2012 (UTC)

As it very well should be. The content that existed before was unnecessarily verbose and promoting, obviously, but I think the current sections could be written in a better and more flowing way to make it less choppy and more readable. Quartinus 19:07, 7 November 2012 (UTC) — Preceding unsigned comment added by Quartinus (talk • contribs)

External links modified
Hello fellow Wikipedians,

I have just modified 2 external links on Madison West High School. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20091130104304/http://rocketcontest.org/scores09.cfm to http://www.rocketcontest.org/scores09.cfm
 * Added archive https://web.archive.org/web/20120816014604/http://rocketcontest.org/pdf/TARC_2012_Results.pdf to http://www.rocketcontest.org/pdf/TARC_2012_Results.pdf

Cheers.— InternetArchiveBot  (Report bug) 01:34, 12 January 2018 (UTC)

title: Talk:Madison West High School


text:
Appendix:Variations of "ae"

The word “ae” appears in many languages with many variations in the use of capitalization, punctuation, and use of diacritics and ligature.

Capitalization and punctuation

 * ae
 * Ae
 * AE
 * aE
 * a.e.
 * A.E.
 * a. E.
 * a'e
 * Aʻe
 * aʻe
 * ae-
 * -ae
 * .ae
 * ʻae
 * 'a'e
 * A&E
 * A & E
 * aͤ
 * Aͤ
 * a**e

Diacritics and ligatures

 * aé
 * aê
 * áe
 * âe, ǁʻâe
 * āe
 * ÅE
 * ą-ę
 * æ, Æ, æ-, -æ
 * ǣ, Ǣ
 * a͞e
 * ǽ, Ǽ

Other scripts

 * Greek
 * αε.
 * ΑΕ

 * Cyrillic
 * ӕ
 * Ӕ

 * Hangul
 * ㅐ
 * 애

 * Ogham
 * ᚙ

Similar appearance

 * Cherokee
 * ᎪᎬ (gogv)

title: Appendix:Variations of "ae"