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Talk:Introduction to Computer Science

First of all, maybe add "History of computing" as first few lessons. As this is first CS course, student should get foundation concepts of Computer Science. And they are not too large to make a separate course. Second, lab practice should be added. And some way to verify the student's work. They probably can submit compiled executables, but we need some server-side software to do this. All this in future... DarkFighter 22:08, 8 September 2006 (UTC)

Until such a time as we have server side software to allow for this, the best possible solution is probably to provide expected output for the compiled lab example. Mark Roberts 03:41, 13 September 2006 (UTC)

 * I do think the client side could use some software as well. I don't like the way exercises are hard-code into wiki templates for several reasons:
 * A student might want to compile his or her own tests with random questions from different pools.
 * A teacher might want to compile his or her own tests but be able to conveniently select from a larger pool of questions.
 * A teacher might want to automatically compile a tests with random questions from a larger pool of questions.
 * A possibility would be to put exercises into sub-pages and to make it possible to translate the sub-pages into XML forms for client software capable to generate more dynamic tests. The default option would still allows to treat the sub-pages as a pool of exercises and to assemble these questions into different test pages. --Fasten 13:17, 14 February 2007 (UTC)

 * An alternative idea for longer text in a lesson could be to use iframes to display the longer text but to leave context and navigation information visible on the screen. The iframe could also use paging instead of scrolling to go through a text. That would be my personal preference, one could offer that as an option. --Fasten 13:13, 14 February 2007 (UTC)

 * Is there a plan for the server side software? Is somebody working on this? --Fasten 13:13, 14 February 2007 (UTC)

 * see also: BeanShell IDE --Fasten 15:02, 8 March 2007 (UTC)

Well, I decide to merge "intro to hardware" "with intro to programming", should be better organized. DarkFighter 04:35, 19 September 2006 (UTC)

May I humbly propose a paradigm shift for what is included in the introduction course?
I teach an introductory computer science course at Mount Royal College in Calgary Canada. Computer Science majors are not allowed to take this course, it is expressly for non-computer science majors. It does not go into detail about programming. It does not really go into detail about anything. It is just designed to familiarize people with the terms and purposes of different aspects of computer science. For instance, with respect to programming we mention control structures, but not how to write them.

I propose we do the same thing here in wikiversity, have an introductory programming course for the code behind control structures, but reserve the introductory computer science course for a survey course.

I propose the following syllabus: Reposted Andrew 18:36, 4 May 2007 (UTC)
 * Introduction
 * Hardware
 * Software
 * Personal technology
 * Networks
 * Challenges (bugs and crime)
 * Internet and www
 * Programming
 * Databases
 * Artificial Intelligence

 * I really do like the idea of a "CS for non CSers". I do think it should be a seperate course, possibly with another name. It's probably good to have some of these "not for expert" courses in all areas -- ones that come to my mind are Music and Astronomy, but there are others.
 * I like your topics as a guideline. Would you be willing to contribute to the content development? Historybuff 04:09, 15 March 2007 (UTC)

 * Perhaps I overstressed my point about "not-for-CS majors". What I was really trying to say is that there should be a true intro course that doesn't go into detail that should be reserved for courses devoted to that sub-topic (i.e. programming).
 * Yes I would be very interested in creating the content with my students. I have been making a wiki book with them last semester and the current one, and I think what I should really be doing is making a course in wikiversity. I am investigating whether or not I should and what etiquette should be employed within this new sphere. Areil123 15:36, 15 March 2007 (UTC)

Added heading for computer science unofficial degree
I added a header and category on this page for thethe Unofficial Computer Science Degree.-- Azotochtli (talk) 19:11, 11 August 2012 (UTC)

Base the later parts of the course on MIT's intro to CS
I suggest that the later sections in the course outline be based on the one at MIT. The MIT course is for people with some background knowledge but I think the later course sections need to match it. I like the use of pseudocode but we need a course section explaining the pseudocode language and the other sections need more examples. There's no reason to shy away from some of the more advanced sections in the MIT course either, we can actually link out to Wikipedia or other Wikibooks that have more in-depth explanations of particular algorithms, data structrues and languages. --OMouse (discuss • contribs) 06:06, 17 January 2014 (UTC)

 * These sound like good ideas. There hasn't been much activity here recently.  Be bold!  -- Dave Braunschweig (discuss • contribs) 16:33, 17 January 2014 (UTC)

 * Just one general suggestion: until and unless there’s an intent to seriously rework the course’s material, — link, not copy.

 * The general issues with the material being copied all over the place are the “proper attribution” one, and also that the maintainer of one of the copies may eventually lose his or her interest, and cease to propagate updates made to the other copy through.

 * — Ivan Shmakov (d ▞ c) 20:11, 23 January 2014 (UTC)

title: Talk:Introduction to Computer Science


text:
Myers-Briggs Type Indicator/INFJ

INFJs at work
INFJ individuals are goal-oriented. They prefer careers that are inspiring and add value to their goals. They are motivated by ideas, not money. Even though they are introverted, they are good communicators. They prefer role as psychologists, teachers, counselors, yoga instructors, social workers, etc.

INFJs in relationships
INFJs tend to hold back part of themselves and like most introverts it can take them a while to become comfortable around new people. Having extraverted feeling as their auxiliary function, INFJs often feel the need for verbal affirmation and support from people close to them. Many of the INFJ's actions are dependent on the emotions or what they perceive to be the emotions of others and as result immature INFJs can neglect their own feelings and opinions when making decisions. The INFJ's focus on the emotions of others can lead to them being harmonizers or, on the other end of the same spectrum, manipulators. It can also cause them much social anxiety if they have not properly or fully developed their auxiliary function. INFJs are natural romantics who seek long-term or lifelong relationships. While they may not all believe in soulmates, they tend to put pressure on their partners in trying to achieve the perfect relationship. Some theorists have suggested that INFJs are most compatible with ENTPs (the Inventor).

INFJ Sub King and Idealist Type.

 * Carl Jung

 * Plato

 * Goethe

 * Dante

 * Agatha Christie

 * Arthur Schopenhauer

 * Jesus Christ

 * Marcus Aurelius

 * Mahatma Gandhi

 * Adolf Hitler

 * George Harrison

 * Benedict Cumberbatch

 * Edward Norton

 * Mel Gibson

 * Daniel Day Lewis

 * Al Pacino

 * Cate Blanchett

 * Nicole Kidman

 * Carey Mulligan

 * Misha Barton

 * Marilyn Manson

 * Ho Chi Minh

 * Morgan Freeman

=Fictional INFJs=

 * Galadriel (The Lord of the Rings)

 * Aragorn (The Lord of the Rings)

 * Rose Bukater (Titanic)

 * Ilsa Faust (Mission: Impossible)
 * Madeleine Elster (Vertigo)

 * Vesper Lynd (Casino Royale)

 * Sayuri (Memories of a Geisha)

 * Pocahontas (Pocahontas)
 * Daenerys (Game of Thrones)
 * Nuala (Hellboy)
 * Paterson (Paterson)
 * Lena Duchaness (Beautiful Creatures)

 * Obi-Wan Kenobi (Star Wars)

 * Luke Skywalker (Star Wars)
 * Aster Flores (The Half of It)

 * Mr.Bates (Downton Abbey)

 * Aramis (The Three Musketeers)

 * Remus Lupin (Harry Potter)
 * Miranda (Picnic at Hanging Rock)

 * Princess Zelda (The Legend of Zelda)

 * Watari (Death Note)

 * Itachi Uchiha (Naruto)

 * Trunks (Dragonball Z)

 * Gabriela Castro (work)

 * Nozomi Tojo (Love Live)

 * Shion Sonozaki (Higurashi no Naku Koro Ni)

 * Jon Snow (Game of Thrones)

 * Melisandre (Game of Thrones)

 * Desmond Hume (Lost)

 * Atticus Finch (To Kill a Mockingbird)

 * Prince Caspian (Narnia books)

 * Will Graham (Red Dragon/Hannibal)

 * Nick Stokes (CSI)

 * Hershel (The Walking Dead)

 * Captain America (Marvel Comics)

 * Jean Grey (Marvel Comics)

 * Groot (Marvel Comics)

 * Doctor Strange (Marvel Comics)

 * Michael Scofield (Prison Break)

 * Sarah Tancredi (Prison Break)

 * James Wilson (House M.D.)

 * Canada (Hetalia)

 * Odasaku (Bungou Stray Dogs)

 * Walter (The Muppets)

 * Mufasa (The Lion King)

 * Lisa Simpson (The Simpsons)

 * Sam Winchester (Supernatural)

 * Kyle Broflovski (South Park)

 * King Mongkut (Anna and the King)

 * The Splendid Angharad (Mad Max: Fury Road)

 * Liz Lemon (30 Rock)

 * Athelstan (Vikings)

 * Max Caulfield (Life is Strange)

 * Sonmi-451 (Cloud Atlas)

 * Annie Leonhardt (Attack on Titan)

 * Georgiana Darcy (Death Comes to Pemberley)

 * Hazel Grace Lancaster (The Fault in Our Stars)

 * Leonard Hofstadter (The Big Bang Theory)

 * Oswald Cobblepot (Gotham)

 * Sans (Undertale)

 * Lucas Friar (Girl Meets World)

 * Kif Kroker (Futurama)

 * Tommy Gilligan (Codename: Kids Next Door)

 * Zaheer (The Legend of Korra)

 * Hawk Moth (Miraculous Ladybug)

 * Levy (Fairy Tail)

 * Francis (Reign)
 * Lunafreya (Final Fantasy)

 * Quentin (Paper Towns)
 * White Queen (Alice in Wonderland)

 * Bill (Kill Bill)

 * Nico Robin (One Piece)

 * Peter Petrelli (Heroes)

 * The Tin Man (Wizard of Oz)

 * Theodore (Her)
 * Froggy (The Land of Stories)

=How to deal with an INFJ= Be honest with them. Don't try and manipulate them; they will see through it and never trust you again. INFJ's have an uncanny ability to read people's emotions, and they tend to take others emotions onto themselves. They easily make connections between things by matching up pieces of conversations and visual memories. They can appear to be psychic because of this. INFJs make up less than 1% of the population. You'll often encounter them in education, psychology and the arts.

Web links

 * INFJ on TypeLogic
 * INFJ on PersonalityPage and careers
 * INFJ Profile on PersonalityGrowth
 * INFJ at work on Infjguru
 * INFJ Profile on PersonalityDesk

source: wikimedia

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

title: Myers-Briggs Type Indicator/INFJ


text:
Wikipedia:Requests for mediation/Backlog

Uses a switch function to display notices at Requests for mediation/Pending as needed. For references, the two notices currently available are:


text:
Periklis Argyropoulos

Periklis Argyropoulos (Περικλής Ι. Αργυρόπουλος; 1871–1953) was a Greek naval officer, politician and diplomat.

Biography
Born in Athens in 1871, he became a naval officer and retired with the rank of rear admiral. During the First Balkan War, he commanded the torpedo boat No. 14, and on 9 November 1912, he sunk the wooden Ottoman armed steamer Trabzon off Ayvalık. In 1917, he served in the short-lived cabinet of Alexandros Zaimis as Transport Minister, and again in the same post in 1926 under Athanasios Eftaxias. During the Metaxas Regime, he was appointed ambassador to Spain. He died in 1953. He was also the maternal uncle to Aspasia Manos, the wife of King Alexander of Greece.

title: Periklis Argyropoulos


text:
Auckland (field hockey team)

The Auckland women's field hockey team are an amateur sports team based in Auckland, New Zealand. The team competes annually in the Ford National Hockey League (NHL).

Auckland are the most successful team in the Women's NHL, having won the championship a total of 5 times.

Team Roster
The following is the Auckland team roster for the 2017 Ford NHL:

Head coach: Jude Menezes

 * 1) Amelia Gibson (GK)
 * 2) Samantha Harrison
 * 3) Danielle Jones
 * 4) Katie Doar
 * 5) Belinda Smith
 * 6) Madison Doar
 * 7) Maddison Dowe
 * 8) Polly Inglis
 * 9) Phoebe Steele
 * 10) Beckie Middleton
 * 11) Julia King (C)
 * 12) Deanna Ritchie
 * 13) Ali Hunt
 * 14) Lulu Tuilotolava
 * 15) Amelia Marlow
 * 16) Victoria Methven
 * 17) Sophia Howard (GK)
 * 18) Tayla White

title: Auckland (field hockey team)


text:
Talk:Robert Preston (actor)

Sexuality
In his film criticism compendium, John Simon writes in a footnote to his review of Victor/Victoria that "Preston was a closeted homosexual". Is there any other citable material to support this assertion? Ellsworth 21:39, 12 October 2007 (UTC)

A few points: 1. I think this was one of the "openly known" secrets of Hollywood, and since Preston kept a low profile there isn't much corroborating evidence.

2. In support of this, I found a reference to the fact that in 1983 "Actor Robert Preston hosts the 3rd annual Alliance for Gay Artists Media Awards ceremony"

3. At the very least, mentioning that there is some indication that Preston was either a gay rights supporter and/or possibly gay himself would seem to belong in any biography of the man, and its lack could be taken as an act of POV censorship.

<IP_ADDRESS> (talk) 18:08, 25 April 2009 (UTC)

 * I've researched Preston's career for many years and have never encountered a reference to his being a closeted homosexual. (I had not seen the Simon review--it can't have been contemporary with the film, can it?  It's hard to believe even someone as snide as Simon could be would make such a statement in print during Preston's life, true or not.)  I cannot find a single reliable reference to Preston and the terms "gay" or "homosexual" that doesn't directly use those terms in reference to Preston's character in the film Victor/Victoria.  He may well have been gay.  I don't know.  I knew him and his wife, but never had any sense of his being gay.  (That's OR, of course, so it's not usable or even evidentiary.)  I don't care whether he was or not.  But a critic making an uncited comment in a review and Preston's being liberal enough to support a gay rights organization do not BY THEMSELVES provide enough verifiability to make a definitive statement about Preston's orientation in the article.  Gay rights supporter, yes, that's verifiable.  But gay?  Not from these "citations." Monkeyzpop (talk) 05:45, 26 April 2009 (UTC)

Clarification- The Simon book cited was written many years AFTER Preston's death. The comment about him being 'deeply closeted' was an off-hand statement included in an unsustantiated footnote. Simon had a reputation/was known for making 'out-of-the-blue' comments and statements that were completed unsupported in his reviews and articles. He was also known to take 'potshots' at Theatrical Icons. Some people have said he was 'just plain mean'. I also have never seen any supporting sources regarding Preston's supposed 'closeting'. Preston was supportive of the Democratic Party and well may have been a Gay Rights supporter. Srontiedrev (talk) 16:55, 10 May 2009 (UTC)Srontiedrev

 * All good points. You're right, Srontiedrev, the footnote in the John Simon V/V review was added in the publication of the compendium, which came out in 2005, whereas in the 1981 review itself he wrote that Preston was "synonymous with red-blo0ded manliness." Ellsworth (talk) 14:16, 17 July 2010 (UTC)

I get it! So any man that is elegant, talented and graceful must automatically be gay; oh yeah-like Fred Astaire never took a sip or twenty of Ginger ale.Dcrasno (talk) 07:33, 19 March 2011 (UTC)

And why do we care? What he did with his genitals offscreen is of absolutely no interest to me. — Preceding unsigned comment added by <IP_ADDRESS> (talk) 02:52, 14 July 2011 (UTC)

I think we care because we dislike the way somebody was whispered about, because he supported another person's rights before it was fashionable to do so. Preston knew that back then, he'd be paid back for taking a stand. Good man. Profhum (talk) 06:04, 9 October 2011 (UTC)

Picture
There must be a still of Bob from the Music Man or V/V with Shirley or Julie so we can all stop calling slurs; the man was married young and stayed married till the day he died.Dcrasno (talk) 07:38, 19 March 2011 (UTC)

For clarity alone, need a picture of him from the Music Man era, the way we all remember him. Wasn't sure I had the right Robert Preston till I scrolled to bottom and saw saw his film list. Profhum (talk) 05:55, 9 October 2011 (UTC)

You didn't know? I reconized his Rapy looking face as soon as the page loaded. BadgerDoesGames (talk) 21:08, 26 April 2017 (UTC)

Assessment comment
Substituted at 04:39, 30 April 2016 (UTC)

TV appearances
I have seen Mr. Preston in at least one episode of Gunsmoke and one episode of the game show, What's My Line?. I wish someone would start to list his television credits. In Gunsmoke, he appeared as retired sea captain. In What's My Line? he appeared as himself, a mystery celebrity -- he wore a full beard that he grew for A Lion in Winter, I believe. — Preceding unsigned comment added by 2600:6C44:437F:EA8B:CD85:EFCF:77EC:8DDC (talk) 16:45, 1 January 2021 (UTC)

title: Talk:Robert Preston (actor)


text:
Ecuador at the 2013 World Games

Ecuador competed at the 2013 World Games held in Cali, Colombia.

Karate
Jacqueline Factos won the silver medal in the women's kumite 61 kg event.

Powerlifting
José Castillo won the bronze medal in the men's middleweight event.

title: Ecuador at the 2013 World Games


text:
baciti

Etymology
From older, from.

Verb

 * 1)  to throw, cast
 * 2)  to throw out, discard, dispose
 * 3)  to throw (spear, discus etc.)
 * 1)  to throw out, discard, dispose
 * 2)  to throw (spear, discus etc.)
 * 1)  to throw (spear, discus etc.)

title: baciti


text:
School talk:Geography

Anyone wanting to help set up the Geography School please post any ideas here. Cheers. Franko2nd 17:00, 16 January 2007 (UTC)
 * Be bold! There has not been much activity in this area so far. If you have any questions about Wikiversity conventions, etc, let me know. --JWSchmidt 17:15, 16 January 2007 (UTC)

Related materials
Here are a couple of learning projects and materials that might help build School:Geography
 * Topic:Cartography - proposed learning project
 * Topic:Geoinformatics - School:Computer Science
 * Geospatial Information Systems (GIS) - article copied here from Wikipedia
 * ...may be others

Wikipedia's List of basic geography topics may be a resource to help outline and get things started. Sadly, w:Portal:Geography there has been vandalized. I notified w:Wikipedia:WikiProject Geography. Maybe we can work with them. CQ 17:25, 16 January 2007 (UTC)

Sounds like a good idea i will leave a message on their discussion page Franko2nd 17:51, 16 January 2007 (UTC)

Textbook development
I started a main Geography article and I noticed that Geography redirects to b:Wikibooks:Social sciences bookshelf. Looks like we have our work cut out for us! Maybe we can build a virtual globe in cooperation with the Cartography and Geoinformatics departments? CQ 18:09, 16 January 2007 (UTC)

Its a good idea for a research topic, i looked at other research like the bloom clock project, something like this would be great. Franko2nd 18:35, 16 January 2007 (UTC)

i have created a book on Basic geography started to add things to it feel free to add chapters or information. Plus if you can put it on the Geography bookshelf. http://en.wikibooks.org/wiki/Basic_Geography Franko2nd 23:29, 16 January 2007 (UTC)

What do you think about this? --Marla Olmstead (discuss • contribs) 00:03, 12 July 2013 (UTC)

title: School talk:Geography


text:
Wikiversity scholarship

Welcome to the Wikiversity Scholarship learning project.

Content summary
This project is concerned with learning resources that allow Wikiversity participants to explore all aspects of scholarly behavior within Wikiversity.

Goals
Introduce Wikiversity participants to the idea of being a wiki scholar.

Concepts to learn include: NPOV policy, citation of sources, copyright, copyleft, free culture, and scholarly ethics. This project does not emphasize research but does include an introduction to original research and research ethics. Wikiversity scholars who are interested in original research should also participate in the Research practices learning project.

Learning materials
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

You should also read about the Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.
 * Introduction to Wikiversity scholarship - participants explore the application of high standards of scholarship to Wikiversity editing.

Texts

 * __Textbook Name___

Lessons

 * PREFACE
 * Lesson 1: ...

Activities

 * Activity 1.
 * etc.

Readings
Each activity has a suggested associated background reading selection.
 * Wikipedia article: Free culture

Active participants
Active participants in this Learning Group
 * User:JWSchmidt
 * User:Executivezen
 * Cormaggio talk

Message board

 * Wiki Scholarship message board

title: Wikiversity scholarship


text:
Simon Mountford

Simon Mountford may refer to:

 * Sir Simon Mountford (died 1495), MP for Warwickshire, 1463 and supporter of Perkin Warbeck
 * Simon Mountford (died 1537/38), MP for Newport (Cornwall), 1529

title: Simon Mountford


text:
List of protected heritage sites in Florennes

This table shows an overview of the protected heritage sites in the Walloon town Florennes. This list is part of Belgium's national heritage.

 * }


text:
User:HeroicJay

About me
Yo. Name's Jason. However, a shortened form of my name isn't quite what I'm named after (see below). I'm a 25-year-old resident of Lynnwood, WA, and a University of Missouri-Rolla graduate. I'm a big fan of video games, Homestar Runner, Gargoyles, and Harry Potter.

About other projects

 * I am a sysop on the Homestar Runner Wiki, under just the name "Jay".
 * I have created an RPG Maker game entitled Jay's Journey. It's a parody of RPGs like Final Fantasy, full of drama and excitement and talking kitties! (See, that's what my name is based on!)

That's all for now. Stay tuned for more updates! Or something...

title: User:HeroicJay


text:
Philippine Kaskele

Philippine Kaskele (1742–1811), was a German Court Jew banker. She took over the position of hoffaktoren or banker of the Court of Saxony from her spouse Jacob Kaskele in 1788–1808 during the minority of her son Michael Kaskel.

title: Philippine Kaskele


text:
Talk:Griff's Hamburgers

This article stinks. It needs cleaned up.

The article seems okay to me. I eat at the West Fort Worth (River Oaks area) Griffs occasionally. I stumbled onto this article during a Google search. Is there a specific reason why the article is being considered for deletion? --Ffkarle 21:52, 29 June 2006 (UTC)

Fair use rationale for Image:Griffy.png
Image:Griffy.png is being used on this article. I notice the image page specifies that the image is being used under fair use but there is no explanation or rationale as to why its use in this Wikipedia article constitutes fair use. In addition to the boilerplate fair use template, you must also write out on the image description page a specific explanation or rationale for why using this image in each article is consistent with fair use.

BetacommandBot (talk) 22:42, 13 February 2008 (UTC)

 * How about a Creative Commons licensed (CC BY-SA 2.0) image of a Griff's sign? Here's a link to one I shot at a restaurant built in 1963 and still operating in Irving, TX. You're welcome to use it in Wikipedia: http://www.flickr.com/photos/steevithak/6167508587/
 * Steevithak (talk) 22:41, 15 April 2012 (UTC)

WP:FOOD Tagging
This article talk page was automatically added with WikiProject Food and drink banner as it falls under Category:Restaurants or one of its subcategories. If you find this addition an error, Kindly undo the changes and update the inappropriate categories if needed. You can find the related request for tagging here -- TinucherianBot (talk) 09:40, 2 July 2008 (UTC)

Defunct??
If it still operates in 14 communities, why is it in the "defunct" category?

<IP_ADDRESS> (talk) 02:53, 29 January 2011 (UTC)

title: Talk:Griff's Hamburgers


text:
Väderstads IK

Väderstads IK is a sports club in Väderstad, Sweden, established in 1938.

The women's soccer team played in the Swedish top division in 1980 and 1981.

title: Väderstads IK


text:
Wikipedia:WikiProject U.S. Roads/Texas/SL and SS completion list/SL template

State highway loops in Texas are owned and maintained by the Texas Department of Transportation (TxDOT).


text:
Talk:German/Introduction

Untitled
Isn't Dutch easier for English speakers? It's definitely closer. The problem with Dutch is however that its speakers tend to speak English quite well - and they like to do it. It can be hard to reach a sufficiently high level to be responded in Dutch, and thus to really learn the language by talking and listening to people. Guaka 23:27, 4 Jan 2004 (UTC) -

Vocabulary
Our vocabulary is very spread out, based on whatever anyone felt like sticking in the example texts. This is a problem, because if someone wanted to look up a word, they would have to search through every lesson. Of course, we are not a German-English dictionary, but I believe we should definitely group our vocabulary lessons by topic, such as food, sports, furniture, school supplies, school subjects, weather, tasks, or math, either in an appendix or in the lessons and advanced lessons themselves.

We also should make an attempt to teach more than just grammar in the opening lessons. Outside viewers will not want to see only hardcore grammar as they learn German. They also need practical applications for the grammar we give. We could, for example, teach months and days of the week along with the ordinal and cardinal numbers in Lesson 3. Then, we could include more stuff such as the translations for yesterday, tomorrow, or how to say, "My birthday is...", "When is...?" and give them numerous examples. This kind of change would do three things for us:
 * 1) Provide some practical applications in conjunction with the example sentences.
 * 2) Allow us to put more useful vocabulary in the right spots and organize it.
 * 3) Beef up our lessons to a satisfactory size. - SamE 16:11, 29 Feb 2004 (UTC)

 * I have attempted to have themes for each lessons, but it has sometimes gone astray as a result of moving stuff around so much; but it is a good idea and can certainly be contributed to much more. I would not change too much more in the first five Basic lessons as they seem pretty full in most cases already (except your idea of adding a few more "practical" example sentences seems like a valuable one). This idea is especially one that can enhance the Advanced lessons (for an example see Grammatik 3-6 where more details of telling time are intended). Perhaps if, in lessons yet to be developed, a topic vocabulary were develped first—see Lektion 7, where someone added both higher numbers/math and colors as "vocabulary themes" and I have been editing within those topics). If the vocabulary were worked out first, the rest of the lesson ideas could be adapted arouind the theme.
 * The idea of having (in the conversations and stories) a businessman (Herr Standish), younger student (Karl and Heinrich), and college students (Markus, Helena, and Katrin) was for continuity and to allow themes to develop as you suggest. For example, the businessman is English and travelling around German-speaking Europe. Thus allowing for developing "travel" or "tourist" themes.
 * As for looking up words; the vocabulary is not intended for that purpose and an appendix would be best suited for that. I've toyed with the idea of having a dictionary of just the words we use in the lessons within a German-English English-German dictionary as an appendix, but that would be a lot of work?
 * My idea in the first lessons is to get the very basics of grammar laid out. When I took German many times many years ago, it was painfully obvious to me that my lack of understanding of English grammar was hurting my ability to learn German. Later I was placed in a language emersion situation for another language: Gilbertese (I-Kiribati). Again, until I got a good grammar book on that language, I could not learn it despite being daily surrounded by native speakers. While I agree with your sugestions, the heavy grammar stuff in the beginning is really important for English speakers to understand before they can begin to learn German. - Marsh 17:43, 29 Feb 2004 (UTC)

Finally, we should make learning vocabulary more than just a list at the end of the page. We should include more than is just in the example sentences, or, better yet, put the vocabulary in the middle of the lesson. This would give our readers a break from grammar and at the same time make them actually learn it, not just look to it as a reference. People will skip it and think it an afterthought if it's left to the end of a lesson. - SamE 16:11, 29 Feb 2004 (UTC)
 * We can certainly try to move the vocabulary from the last thing on a page. I disagree students will think it an afterthought, since most lessons start with a story or conversation that requires the student to constantly refer to the Vokabeln to read. But there is no reason we cannot have more than one Vokabeln per page.  Say one that follows the story or conversation with just those newly introduced words, then another at the end or at least further in to pick up any new words encountered as the student moves through the lesson.
 * Nice to see you are taking some ownership here. We have lots of lessons to go, so there is plenty of opportunity to steer things in the directions you are suggesting. The first 5 Basic lessons, while not "done", are getting near to completion—the Advanced lessons for each still need lots of work. Also, when you have time, add something on the German: Contributors page about yourself. - Marsh 17:43, 29 Feb 2004 (UTC)

I split the Vokabeln in Lektion 1 as you suggested, and I do like it better that way. The vocabulary is smaller and more accessible to the task that way, rather than having the whole thing at the end - Marsh 18:38, 29 Feb 2004 (UTC)

Some lessons, such as Lesson 4-1 are, in my opinion, horrible for the opening topic on any page this early. If this is a textbook for beginners, why is the whole introduction and conversation in German? I'm sure students would get frustrated with having to check the vocabulary, but they also need a more basic conversation and a slow, formalized introduction to words, word order, and certain topics.
 * Lesson 4 is still a little rough. For example, the conversation section is yet to be developed. However, I disagree it is "horrible". It has grammar lessons that are very much related concepts: it introduces adjectives, then covers the possessive adjectives, combining the previous lessons' on case by linking adjectives, possessives (especially possessive pronouns), and the genitive case—therefore completing the four lessons on case as applied to pronouns and nouns. It includes indefinite articles because these have yet to be introduced (definite articles are introduced in Lesson 3); This grammar lesson then lays the groundwork for ein-word endings (must follow intro. to adjectives). The last lesson on personal pronoun gender could be moved up anywhere (even up to Lesson 1). This is about the right place to introduce adjectives, but the other concepts could be delayed for a few lessons. Anyway, until a "theme" is developed, each of the grammar lessons here can stay or be moved where they appear to fit in logically. The theme here was to be (but need not be) that Markus is selling some personal stuff at a flea market. But feel free to change that theme. Below you list themes, which are a good idea.  However, I am trying to weave the characters together, so it would be nice to stick with that "theme" as well - Marsh 22:28, 1 Mar 2004 (UTC)
 * I did not mean that the whole lesson 4 was bad. I meant that the idea of a flea market, selling items, describing that, etc. introduces too many open ends in our work. We would probably have to introduce a whole bunch of new vocabulary. - SamE 18:52, 2 Mar 2004 (UTC)
 * By all means scrap the whole Flea Market idea! It is far to little developed to be worth keeping if you have something better in mind. I was trying to come up with something that would have lots of adjectives (and possessive adjectives) to push that part of the lesson. I'm sure you can do better. Maybe expand on Katrin's refrigerator; was empty, now contains.... - Marsh 19:51, 2 Mar 2004 (UTC)
 * A family intro (or in-depth lesson) could go well there. It would have a lot of possessives (meinem Vater, seine Kusine, etc.) and we could even have the student describe their family members (either physically or their characteristics (freudlich, faul). This would make for an interesting lesson. But I'm not so sure how to introduce it all in a story. - SamE 14:15, 3 Mar 2004 (UTC)
 * I can get it started if you want, then you can move the story along. Give me a day or so. I had to go to Maui today on business, and my car had problems when I got back and left the airport - Marsh 05:57, 4 Mar 2004 (UTC)

 * The introductory conversations and stories are in German to force the student to face the real world of language learning. If everything were simultaneously translated for him/her no learning would take place.  Each lesson should contain lots of sentence/word examples with English alongside to satisfy what you are suggesting.  But being forced to read German and "look up" each word that is not understood progresses the student towards reading German on his/her own. I think the lessons do have "a slow, formalized introduction to words, word order, and certain topics." Not every lesson is perfect or complete in this regard, but what you describe is what is in there. Indeed, if you look carefully, the lessons introduce grammar concepts one at a time and develop these only up to a point.  More detail is provided in the Advanced lesson, and each grammar lesson will likely reappear later for more complex treatment - Marsh 22:40, 1 Mar 2004 (UTC)
 * My vision of vocabulary is that it would help the student form their own sentences. It is not to force the student to simply look something up, instead for them to make their own observations about the surround. To fully understand something is to apply it correctly in new places. - SamE 18:52, 2 Mar 2004 (UTC)
 * That is a good point, and I can see how having a theme could enhance that approach. What about this idea: Within a lesson such as the clothing one (would work anywhere really), have a numbered list of English sentences. Instruct the student to put these into German. Have another "answer" page, where the student can go to compare his sentences with correct ones. I agree, it is important to have the student do more than translate German to English. Learning to speak (as opposed to read) German is going to require another approach on top of what I presently have; another structural subsection - Marsh 19:51, 2 Mar 2004 (UTC)

Below is somewhat of a sign-up like the one above for the vocabulary and application topics. - SamE 22:28, 29 Feb 2004 (UTC)

Topics to be discussed

 * 1. Clothing
 * 2. School supplies
 * 3. School subjects
 * 4. Tasks/Jobs
 * 5. Gifts
 * 6. Food (several lessons could cover this)
 * 7. Invitations: Accepting/declining
 * 8. Team Sports
 * 9. Field Events (track)
 * 10. Appropriate "Wie geht's" responses
 * 11. Weather
 * 12. Movies
 * 13. Places to go
 * 14. Making plans
 * 15. Family members
 * 16. Directions, how to get places
 * 17. Furniture
 * 18.
 * 19.
 * 20.

 * While I agree that having pages or lessons on themes are nice (the following are already themed: Lesson 1, Lesson 2, Lesson 3, Lesson 5, and Lesson 7) the idea that a student will somehow greatly benefit from having all the words about a particular subject (like shopping) is over-rated. Themes help build interest, but language learners do not necessarily group new words according to any of our ideas about themes. I think numbers, colors, foods, sports might be naturals, but movies, making plans, gifts are just among interesting things that could be discussed and around which grammar lessons could be developed.  Indeed, for these latter, any lessons could be applied and examples drawn from the story or conversation used to set the theme.

 * Your examples below are subjects to be covered, and really not in any special to the themes you list above, with a few exceptions (for example, numbers - see Lessons 3 and 7) - Marsh 22:28, 1 Mar 2004 (UTC)

Grammar topic that would go well with

 * 1. Accusative Case
 * 2. Math topics
 * 3. Zuerst, zuletzt, nun, other adverbs
 * 4. Müssen, Helfen verbs
 * 5. Dative case
 * 6. Essen (obviously), bekommen, other verbs
 * 7. einladen, seperable verbs
 * 8. spielen, could be used near beginning as an intro
 * 9.
 * 10. Phrases as in German: Appendix 2
 * 11. Enough to be its own Lesson
 * 12. mögen, paired with next one
 * 13. gehen, einkaufen, wollen, möchten verbs
 * 14. could be paired with #13, #4, or #7
 * 15. Possessives
 * 16. Commandative form
 * 17. Describing things
 * 18.
 * 19.
 * 20.

 * I'm totally unclear on how you would handle some of these lessons. Above you suggest things are too complicated (for which I suggest, we could spread the introductory grammar lessons out over more lessons), then you suggest a whole lesson of just certain verb types. Not that what you suggest are at all bad ideas, but No. 4 for example would need to follow after introduction to verbs as a part of speech (now in Lesson 2), and basic verb conjugation (now in Lesson 5). Math topics (your No. 2; and now in Lesson 7) would have to follow simple counting (now in Lesson 3). Am I missing the point you are making? - Marsh 22:48, 1 Mar 2004 (UTC)
 * OK, first, the lessons I present here are not in order (just making sure). I think the stages of learning grammar need to be spread out, and very spread out. We should not be teaching the genitive case this early. Even the dative case could wait awhile; we could get the students familiar with phrases such as "mit dem Auto" without actually introducing them to the dative case. I actually think that we should introduce the accusative case in Lesson 3 or 4, which is where I would put the clothing lesson. Lessons on sports, "Wie geht's", and an easy intro to food could fill the gap. For how I would do this, see the layout and my first topical lesson. - SamE 13:51, 3 Mar 2004 (UTC)
 * I agree with you. I have been spreading things out more each time I go back in and tweak the lessons. I was already contemplating splitting the dative off to at least one lesson later than the accusative (which has now moved back to lesson 4) and was thinking of moving the genitive well back into the text (certainly after 5). I do think it is important from the grammar approach to at least mention that these cases exist and must (eventually) be dealt with. But I have no problem with continuing to "spread the difficulty".  I think I have more to say on this idea somewhere else where you ask about the target audience - Marsh 05:57, 4 Mar 2004 (UTC)

What topic in which lesson

 * Lesson 1:
 * Lesson 2:
 * Lesson 3:
 * Lesson 4:
 * Lesson 5:
 * Lesson 6:
 * Lesson 7:
 * Lesson 8:
 * Lesson 9:
 * Lesson 10:
 * Topical Lesson 1: 1

I just started to create topical lessons, lessons geared at teaching a certain concept in depth and connecting with grammatical concepts. Eventually, these lessons should be incorporated in the original plan. For an example, see my clothing topical page (Topical Lesson 1) - SamE 03:37, 1 Mar 2004 (UTC)

 * My comments are on the discussion page for the "topical" lesson, which I have moved over as Lektion 9 - Marsh 22:28, 1 Mar 2004 (UTC)

- What is our target age group? Are we aiming to teach adults the language or junior high and high school students? If we are aiming for adults, they wouldn't mind the heavy grammar stuff as much, partly because they would already have a firm grasp on English grammar. We could probably go along with what we have. If we are aiming at grade school kids, we should probably go more of the topical route. I suggest even splitting the whole site up between these two. Could we do that? - SamE 14:06, 3 Mar 2004 (UTC)
 * I think the target for the basic lesson level is highschool and adults wanting to self teach themselves German. I think the Advanced level target is college first year. Your idea of developing another track is a real good one.  I was looking at the Spanish book yersterday and noted that they have two approaches: one more grammar one more conversational; and they ask the user to simply choose the lesson style preferred.  I think that approach can only enhance the usefulness of the book.  Is that what you have in mind as a more "topical" approach? - Marsh 06:06, 4 Mar 2004 (UTC)
 * Yes, precisely. However, I don't completely agree with the idea of the advanced lessons targeted at a different age group. In the Vorwort, you have one path that goes 1, 1A, 2, 2A, etc. and don't state that this is for a different age level. But you are getting my point. I think we could and should definitely split it up. But how would we word it? - SamE 14:06, 5 Mar 2004 (UTC)
 * Age is not exactly the difference, but more is expected out of a college beginners course than a highschool beginners course. Now you are suggesting a third track—one that is perhaps closer to highschool or younger beginning German; although again it isd more a matter of ease/difficulty comprehending rather than age. I assume your idea is to start and develop a more "conversational" approach - Marsh 17:03, 5 Mar 2004 (UTC)
 * I'm not suggesting a third track. We would have two tracks: one younger (high school or younger), "conversational" and longer, slower approach, and a second grammatical, more college and adult-based approach. - SamE 18:52, 5 Mar 2004 (UTC)
 * That is a third track since the grammatical approach has two levels that I would like to preserve. The younger version really cannot interconnnect in the same way as the Basic and Advanced levels now present are intended to interconnect. For one thing, it would be very difficult to make those interconnections because of the "slower" development of the conversational lessons (the latter could utilize the same appendices, but perhaps that is about all). Why not develop your very first lesson and we can see how it goes. It can be "officially" named and moved into sequence once I get the contents page links figured out. We may want a separate TOC to minimize student confusion. I'm interested in seeing how you plan to layout the complete lesson first. - Marsh 19:11, 5 Mar 2004 (UTC)
 * I did not call the "advanced lessons" a seperate track because they cannot stand on their own. You cannot learn through them alone. I do not intend to split that, but rather to create a second 'stand-alone' track. I'm working on my lesson one at German:Beginner's Lesson 1. - SamE 04:31, 6 Mar 2004 (UTC)
 * You are right about that, but the "two" tracks existing are (Basic) 1-2-3-4-etc. and (Advanced) 1-1A-2-2A-3-3A-etc. - Marsh 08:29, 6 Mar 2004 (UTC)

If we were to split it up, this is the order that I would put the topical lessons in:

 * 1) Phrases such as "Wie geht's" and hellos/goodbyes along with the nominitive pronouns.
 * 2) A sports and activities lesson, introducing the verb haben and gern.
 * 3) The first food lesson. Introduces the verbs essen, trinken and bekommen.
 * 4) A clothing lesson as in the topical lessson.
 * 5) Another food lesson, this time with für and using the accusative case in the previous chapter.
 * 6) A short family member lesson with possessives.
 * 7) Shopping for school supplies. Introduces kein-words. - SamE 18:52, 3 Mar 2004 (UTC)

Should we give this new approach another book title (subtitle)? I can probably work up some verbage for the Vorvort that will allow the user to understand that there are differrent levels available (with somewhat different approaches). Should we borrow parts of lessons back and forth between the "books"? - Marsh 06:06, 4 Mar 2004 (UTC)
 * Yes, this is exactly what I mean. We would have a adult path, somewhat what we have, and an easier, slower (and therefore longer) junior high and high school student path. We could name it with "Beginner's German" or "Easy German", but I'm sure you could come up with something better. I don't have any particular ideas on the name. - SamE 14:06, 5 Mar 2004 (UTC)

Can each level have its own Intro? I believe many things are different. Besides, we need to update the Layout section, which is different in all three lessons. - SamE 22:15, 31 Mar 2004 (UTC)

 * I agree, the intro needs work to make sense for all three levels. For now, I would prefer one such article for all three levels and I do intend to fix the existing one so it makes sense. But having said that, you still could write a "Forward" that is unique for Level I, and we can figure out a way to integrate the Forward and the Introduction in a useful manner. - Marsh 17:10, 2 Apr 2004 (UTC)

 * I'll start that at German:Level I Preface. "Forward" sounds like an outsider is commenting on the book; "preface" is typically written by the author(s).

 * Looks good to me. Is distinct for Level I, and gives a good introduction to some unique (for English speakers) things about German.

I reverted because this is an introduction to the book, not a lesson. - marsh 04:41, 31 May 2005 (UTC) - You wrote: >>> Hast du Käse? - No one ever says "Have you cheese?" in casual talk <<<

..... By the way, I knew a man who had a redensart=he kept saying often, "Das ist doch Käse!", meaning that's nonsense. But I suppose not many people say that. [LAUGHS]

QUITTNER, 31 May 2005

"Das ist doch Käse!" means ''That's not good! It isn't worked our very well!'' m:User:Louisana

Ogg-files
I don't know if my english pronunciation is that good (can't judge myself) It would be possible to let a native speaker record the englisch words and put them together w/ my german. m:User:Louisana
 * My Windows Professional and Windows Media Player do not recognize those files as anything. I will need to track down a "player" program before I can listen to them. I recently reinstalled Windows and lost many such programs I had on the computer. If your second part is a question, I do not know the answer. Certainly with the right software, what you suggest is possible. - marsh 19:02, 15 August 2005 (UTC)

I know that .ogg files are not the best format and don't run everywhere, but wikimedia likes more ogg files, because they are free - like GNU-FDL. My second sentence wasn't a question, it was a suggestion, they we could do it, if you think that my english pronunciation is too bad. m:User:Louisana
 * Well, when I have a little more tme I can look into doing what you suggest (like add my "English"). Right now I can not even hear the files you created (although a few months ago I had that capability on my computer). So I need to track down the software to play (and then to actually create and mix) ogg files. But I do like the suggestion. - marsh 19:08, 19 August 2005 (UTC)

I'm able to play with winamp version 2.91 --m:User:Louisana

Reading List
It would be very helpful to include a list of books, or magazines that people could read at each level. Childrens books and first, and building with the language to other more complex novels. For example, a recommendation about when someone would be well served to attempt to read harry potter, compared to Wirtschaftswoche. Are there any good German childrens stories already in the public domain, like Grimm etc.?

Linking to a help manual for playing ogg files
I'm not sure is against typical WikiBooks practice or not, but I feel that it would be appropriate to link to or mention how to play ogg files somewhere in the introduction. I don't feel that it would be out of place because the intro also covers the layout of this WikiBook. This is such a great resource and I wouldn't want users to get discouraged because they don't have the appropriate codec installed. While Help:Contents has a link to an external site, people may not even think to look there. I'd even be happy to even see "Visit Help:Contents if you are having trouble playing the sound files" or something to that effect. Thanks and keep up the good work! --PS2pcGAMER 10:17, 24 February 2006 (UTC)

Number of Levels?
After explaining the difference between Level I through Level V, the text goes on to state that the section German Grammar is
 * ... useful to the student working through any of the three levels

Which three levels out of five is that supposed to be ... only the upper three (i.e., not Levels I or II) or is it just an artifact of a time when there were only three levels instead of the present five? -- Eliyahu (talk) 09:36, 17 March 2008 (UTC)

Audios
Audio doesn't work :/

3 suggestions
I followed the “report an error” link in your downloadable text, so I hope I am submitting this to the correct location.

I love this study guide. Thank you. 1) at the end of lesson one, the flash card exchange link takes you to “page not found” error. 2) the link for the test (in the sentence after flash card exchange.com) does not take me to a test, just to the beginning of the workbook. 3) will this book be updated to reflect the wiki books updated? For example, some definitions are omitted in the printable version.

Thank you again. Such great work! <IP_ADDRESS> (discuss) 20:41, 21 April 2020 (UTC)

title: Talk:German/Introduction


text:
desagradable

Etymology
From.

Adjective

 * 1) unpleasant

Adjective

 * 1) unpleasant

Etymology
From.

Adjective

 * 1) unpleasant, disagreeable, distasteful, off-putting, displeasing, unpleasing, bad, rude, unsavory, uncomfortable, unlikable, objectionable, painful, uncongenial, crappy, gnarly
 * 2) nasty, ugly, unkind, objectionable, unsightly e.g., person, behavior
 * 1) nasty, ugly, unkind, objectionable, unsightly e.g., person, behavior
 * 1) nasty, ugly, unkind, objectionable, unsightly e.g., person, behavior
 * 1) nasty, ugly, unkind, objectionable, unsightly e.g., person, behavior

title: desagradable


text:
Salangen Airport, Elvenes

Salangen Airport, Elvenes (Salangen flyplass, Elvenes; ) is a general aviation airport located at Elvenes in Salangen Municipality in Troms county, Norway. It features a grass runway measuring 800 by. It also has a water airport located on Øvrevann. The municipal airport is solely used for air sports.

The first use of the area as an airstrip was by the Norwegian Army Air Service in 1915. A permanent structure was established in 1919 and remained the sole land airport of the Air Service in Northern Norway until it was supplemented by Bardufoss Air Station in 1938. Elvenes was mostly used for aerial support of Norwegian Army exercises. The airfield was upgraded in May 1940 as part of the Norwegian Campaign under the auspice of the Royal Air Force. It was surrendered to Luftwaffe, who used it sparingly as a reserve for Bardufoss. The Royal Norwegian Air Force (RNoAF) took possession in 1945 and used it mostly for Army exercise support. Since 2001 there has been regular civilian use and the municipality bought the facility in 2006.

Army Air Service
Elvenes was first used during a 6,000-man exercise in August 1915. The newly established Army Air Service wanted to test out its Blériot XI, a task given to Tryggve Gran. His first job was to find a suitable landing field near Setermoen, the center of the exercise. This took place at Elvevold. Their task during the exercise was to fly reconnaissance, mark the enemy by dropping smoke bombs and taking aerial photography.

During the period Gran was stationed, he identified Elvenes, about 1 km away from Elvevold, as a suitable site for a permanent airfield. A year later, with the increased threat of Norway being brought into the First World War, the Ministry of Defence proposed establishing an army base at Elvenes. A 133 ha lot was bought for the purpose. In addition to the airfield, the base was to consist of an arsenal and a commissariat.

The Army Air Service inspected the site on 26 August 1918 and found it to be suitable for both land and sea planes. Although they did not at the time operate any seaplanes, they wanted to ensure that facilities were built in such a manner that this option would remain possible. A field was found suitable to be used for a runway and the only initial permanent structure was a hangar, measuring 20 by and 4.5 m tall. The structure was completed on 10 December.

Elvenes had been proposed as a site for a Northern Norwegian squadron of aircraft and was initially thought to host two flights each of five aircraft. However, the airfield would only serve as a base for one aircraft. A Royal Aircraft Factory B.E.2 was flown to Elvenes in March 1919 and remained there until 1924. It was used during army exercises at Elvenes. Work on the rest of the base continued until 1923, by which time fourteen building with a combined 2400 m2 had been built.

The first use of the B.E.2 took place during an exercise from 25 March to 5 April, during which it operated with skis. The next use was during the summer and fall of 1920, when wheels were equipped. The staff consisted of two lieutenants, three sergeants and four privates. The aircraft continued to be used the following years for exercises. A Hansa-Brandenburg W.29 seaplane was used during the exercises in 1924. This used the lake of Øvrevann as a runway. This proved marginally too short and the aircraft could only operate with limited payload. The W.29 was flown back for the winter, but the following summer a new W.29 was flown to Elvenes, and it remained there for the winter. The B.E.2 was retired after the 1924 season.

From 1 January 1928 the Royal Norwegian Navy Air Service took over its army counterpart's operations in Northern Norway. Plans for a further expansion of Salangen Airport was therefore terminated and the aerodrome was mothballed. Interest resumed in the early 1930s, when Elvenes was identified as a potential site for mobilization airfield. Five Fokker C.V-Ds were flown to Elvenes on 22 March 1935. They stayed a few days before continuing northwards, and then stayed on the return flight. However, Bardufoss Air Station was chosen as the land air station for Northern Norway, with construction commencing on 8 April.

Second World War
Interest for Elvenes resumed in 1938, after the first parts of Bardufoss Air Station were completed. Elvenes was on 8 April approved as a reserve airfield, with forest clearing starting imminently. Work on the runway commenced in 1939. The runway was upgraded and expanded to measure 1180 by. This was carried out as relief work. By the German invasion of Norway on 9 April 1940, the base remained fully operational and was fully stocked.

With the continued Norwegian Campaign and Troms remaining under Norwegian control, an air command was established at Elvenes on 19 May 1940. Work commenced immediately on upgrading the airfield. This was under the auspice of the Royal Air Force. The developed both Bardufoss and Elvenes to allow them to land Gloster Gladiators and Hawker Hurricanes. Luftwaffe aircraft attacked the airport daily with machine gun fire. By early June the airfield was in sufficient shape to be used. However, possession passed to Luftwaffe on 10 June with the Norwegian surrender.

Shortly afterwards Luftwaffe resumed the construction work. The runway was extended further, reaching a length of 1180 m. It was also widened to 80 m. Unlike most Luftwaffe airport in Norway, Elvenes was given a grass surface rather than concrete. Runway lights were installed and rudimentary facilities were erected to allow Øvrevann to be used as a water airport. The German forces were, like their Allied counterparts, only interested in keeping Elvenes as a reserve for Bardufoss.

A Junkers Ju 52 seaplane landed on Øvrevann in early 1941. During December a flight of Junkers Ju 87 dive bombers stayed a few days at Elvenes. Similarly, a flight of fifteen Messerschmitt Bf 109 fighters from the 4th Staffel of Jagdgeschwader 5 trained at the airport for a few days during the summer of 1942.

There was no air defense at Elvenes until 1943. A shift in the war caused the German military to become more concerned with an Allied air attack on Troms and two anti-aircraft artilleries were installed. Work on hardened aircraft shelters were also started. At the end of the war armored troops were deployed to defend the airport from a land attack.

Post-war
Possession of the airport passed to the Royal Norwegian Air Force at the end of the war on 8 May 1945. By then the interest for developing Elvenes had dwindled. Newer aircraft would require longer runways, and there was no feasible way for Elvenes to attain such extensions. This was in contrast to Bardufoss, which was therefore selected as the primary military airport in the area. Part of the German construction had taken place on land which had not been owned by the state and without compensation, and was therefore transferred to their owners.

The RNoAF retained minimal use of the airport. The remaining part of the runway was used for reconnaissance flights in conjunction with Norwegian Army exercises, as well as for helicopters. The airfield was also used by the Home Guard for their exercises.

Civilian use started taking place in 1972, when sailplanes started using it as a landing site for flights based at Bardufoss. This activity lasted until 1974. Civilian interest resumed in 2001, when a local group started using ultralight aircraft. They renovated the runway in 2002, making it 800 by. Thus was widened to 30 m the following year and 80 m in 2007. The centerpiece of the activity has been an annual event hosted by Troms Air Sport District and Bardufoss Aviation Club. Salangen Municipality bought Elvenes Base and the airport from the Norwegian Defence Estates Agency in 2006. Ownership was transferred to a municipal limited company, Arena Elvenes.

Facilities
Salangen Airport, Elvenes is situated at Elvenes in Salangen, Norway. The airport has a grass runway measuring 800 by and aligned 09/27. It has a reference elevation of 8 meters (27 ft). The airport also has facilities for seaplanes to land on Øvrevann. The airport is owned by Elvenes Municipality through Arena Elvenes. The operating certificate is held by Troms Air Sport District, which also maintains the facility.

The main activity at the airport is an annual air sports event, which includes motor aircraft, ultralight aircraft, sailplanes, parachute, hanggliding and paragliding. The area has good thermals, making it a favored location for sailplane flights. Hanggliding and paragliding are based on the nearby mountain of Flåget.

During its greatest extent during the Second World War, the air base consisted of a grass runway measuring 1080 by, stretching from Bekken to Øvrevann. The runway had landing lights. There were twenty single-aircraft hangars, of which eight were hardened aircraft shelters. There were two air defense positions, one at Elvevoll and one at Heggelund. The armored unit was located at Brattørveita, just northeast of the airport. There were trenches located around the airfield to defend against a land-based attack.

Accidents and incidents
On 6 July 1942 a Bf 109 taking off had its wing impact the wing of a waiting aircraft during a scramble exercise. The aircraft had sufficient velocity to become airborne, but had insufficient maneuverability and crashed into a barn next to the airport. The pilot was severely hurt and died at the hospital the next day.

title: Salangen Airport, Elvenes


text:
Category talk:Pages moved from Wikibooks

Fork?
What's the point in forking categories? It means duplication of data and adds to confusion. I propose we chose one wording or the other and stick to it. robchurch | talk 22:21, 26 August 2006 (UTC)


text:
1892 Indiana gubernatorial election

The 1892 Indiana gubernatorial election was held on November 8, 1892. Pitting The Republican nominee. Incumbent governor Ira Joy Chase Who had succeeded to the office the previous year. following the death of governor Alvin Peterson Hovey. Against the Democratic nominee. State Secretary of State Claude Matthews. The campaign focused primarily on depressed farm prices and farmers' desires to inflate the currency to alleviate debt problems. Matthews Narrowly won the election Defeating governor Chase By a margin of 47%-46%

Candidates
Major party candidates
 * Claude Matthews, Democratic, incumbent Secretary of State
 * Ira Joy Chase, Republican, incumbent Governor

Other candidates
 * Leroy Templeton, People's
 * Aaron Worth, Prohibition

title: 1892 Indiana gubernatorial election


text:
User:Ada Wan

About me
I am Ada, currently serving as a social media specialist in APM Monaco. I was born China in 1998 and move to Hong Kong in 2004. When I am free, I like to go on a hike or simply read some cultural related articles.

title: User:Ada Wan


text:
Murrays Bridge, Queensland

Murrays Bridge is a rural locality in the Southern Downs Region, Queensland, Australia. In the, Murrays Bridge had a population of 106 people.

Geography
Murrays Bridge is flat land (about 500 metres above sea level), entirely freehold and used for agriculture, principally grazing but also some cropping near the river. The Condamine River flows through the locality from south-east to the north-west. The Warwick-Killarney Road passes through the locality from the north-east to the north-west.

History
Murray's Bridge State School opened on 1 June 1937. On 2 May 1987, the school celebrated 50 years of schooling by the unveiling of a monument by the school's first teacher Janet Smith (née Turnbull).

Demographics
In the, Murrays Bridge had a population of 103 people.

In the, Murrays Bridge had a population of 106 people.

Education
Murray's Bridge State School is a government primary (Prep-6) school for boys and girls at 1378 Killarney Road (-28.2929°N, 152.1179°W). In 2016, the school had an enrolment of 12 students with 2 teachers and 5 non-teaching staff (2 full-time equivalent). In 2018, the school had an enrolment of 12 students with 2 teachers and 7 non-teaching staff (2 full-time equivalent).

title: Murrays Bridge, Queensland


text:
Wikipedia:Sockpuppet investigations/Monicahflynn/Archive

Suspected sockpuppets

 * User compare report Auto-generated every hour.
 * Editor interaction utility

Spam SPAs keeps adding links to mobilemodularcontainers.com to Modular building. Michallethomas26 (with an a) admitted to being the same editor saying they couldn't log in with previous accounts due to "technical glitches". Michellethomas26 (with an e) logged in shortly after to add the same spam a second time.

Monicanaylor has also added spam ref trsrentelco.com to Oscilloscope, which was repeated by Prithvaz just now. This suggests this may be part of a larger farm. A checkuser would be helpful to find spam which has slipped through the cracks. Thank you. Grayfell (talk) 20:31, 12 September 2017 (UTC)

Comments by other users

Clerk, CheckUser, and/or patrolling admin comments
✅ that the following users are related: ✅ that the following users are related: These two groups are somewhere between and ✅ to be related to each other. --Deskana (talk) 08:34, 13 September 2017 (UTC)
 * - "Once more unto the breach..." GABgab 22:37, 12 September 2017 (UTC)
 * Blocked without tags. There were three more non-stale spammers not listed above:
 * and two more domains (justwetsuits.com, mobilemodular.com) with no additional spammers. MER-C 11:23, 13 September 2017 (UTC)
 * and two more domains (justwetsuits.com, mobilemodular.com) with no additional spammers. MER-C 11:23, 13 September 2017 (UTC)
 * and two more domains (justwetsuits.com, mobilemodular.com) with no additional spammers. MER-C 11:23, 13 September 2017 (UTC)
 * and two more domains (justwetsuits.com, mobilemodular.com) with no additional spammers. MER-C 11:23, 13 September 2017 (UTC)

 * Moved, tagged, closing. GABgab 02:59, 16 September 2017 (UTC)


text:
Central Pier, Morecambe

Central Pier was one of two piers in Morecambe, Lancashire, England. Built during the late 1860s, it was 912 ft long and featured a large pier head served by steamboats. Two significant fires occurred during its lifetime, one in 1933 destroying the pavilion then dubbed the "Taj Mahal of the North", and another in 1991, the latter which condemned the pier as unsafe and demolition took place the following year in 1992.

Layout
An arcade existed at the pier entrance with covered walkways either side that led onto a central covered walkway. At the pier head was a ballroom, small theatre and a skating rink, the latter two having been added following widening into a T-shape configuration. The promenade was 13.1 m wide with 140mm timber boards laid in a longitude arrangement.

History
The pier was proposed around 1867 and began construction the following year, opening on 25 March 1869 at a cost of £10,000. Built at a length of 912 ft, the pier was enlarged during the early 1870s at a cost of £5000 and strengthened in 1896. In September 1895, a considerable portion of the landing stage collapsed as a steamer was approaching, causing over 50 people to fall into water in front of hundreds of spectators. The disaster, thought to be caused by corroded bolts, claimed the lives of three victims. A pavilion was built sometime around 1897 although was destroyed in a fire in 1933, replaced by art deco style buildings of a simpler architecture. Steamers called at a pier until 1914.

Following the opening of new West End Pier, the older pier, then renamed to Central Pier, opened its own grander pavilion in July 1898, which with a capacity of 3,000 people, could hold 50% more than the newer West End Pier's five-domed pavilion. The longer traveling distance from Lancashire's cotton towns meant Morecambe was only able to attract around 10% of the numbers that Blackpool's piers attracted. Dubbed the "Taj Mahal of the North", the building was destroyed by a fire in the early evening of 31 July 1933. At the time, the pier was mostly deserted although within 30 minutes, the fire had spread to the pavilion while wind blew sparks onto nearby promenade buildings causing some to alight. Thousands of onlookers watched firefighters try and control the blaze, with priority given to preventing flames destroying the pier decking. The fire, which was the third pier fire in that week, destroyed 12 shops and band instruments which were inside the pavilion. A new 2000-seat ballroom was built during the mid-1930s at a cost of £25,000.

Closure and demolition
During Easter of 1986, decking collapsed at the seaward end of the pier which forced its closure and a fire on 4 February the following year damaged the amusement arcade. Having been declared unsafe in 1987, another fire destroyed the pavilion and ballroom on 31 March 1991 and following a condemnation report by the council, demolition occurred in March the following year.

title: Central Pier, Morecambe


text:
Talk:Ground-Based Interceptor

Ground-based Midcourse Defense Boost Vehicle
Fnlayson - I added a single-paragraph stub article referring to the 'Ground-based Midcourse Defense Boost Vehicle' and I provided the following link as a reference to the whole paragraph: - the factsheet from the manufacturer. The sub-heading on the fact-sheet is 'Ground-based Midcourse Defense Boost Vehicle', which I interpreted to be the fully expanded version of the name in the title. You added a 'citation needed' tag with the comment, 'This needs a source that the program actually calls it this'. Do you mean that the manufacturer's documentation is insufficient? - Crosbie 16:17, 8 February 2015 (UTC)
 * I see the same source says 'Together, the OBV and EKV form the GBI, which is integrated by Boeing.'  So it might be better to have a 'Ground Based Interceptor' article instead, which includes this material. - Crosbie 16:43, 8 February 2015 (UTC)

 * Good changes. Yes, the Interceptor is the booster vehicle plus the kill vehicle (payload).  Thanks a lot. -Fnlayson (talk) 00:22, 9 February 2015 (UTC)

title: Talk:Ground-Based Interceptor


text:
Wikipedia:Articles for deletion/Wifemistress

The result of the debate was Speedy delete as copyvio, then Redirect to Mogliamante —Quarl (talk) 2006-03-22 07:32Z

Wifemistress
Info ripped directly from IMDB, with a bit of personal commentary (using the first person, no less) thrown in. Icarus 09:14, 20 March 2006 (UTC)
 * Nominator wishes to change vote to Merge per PJM. --Icarus 18:32, 20 March 2006 (UTC)
 * Delete, mix of a press release and an amateurish film review. Lankiveil 11:38, 20 March 2006 (UTC).
 * Keep, take out the copyvio, clean it up. I had exactly the same issue when I came across The Gambler (1974 film).  If it's notable, it can be improved rather than deleted. MLA 11:42, 20 March 2006 (UTC) Redirect to Mogliamante MLA 12:39, 20 March 2006 (UTC)
 * Redirect to Mogliamante. PJM 12:24, 20 March 2006 (UTC)
 * Merge to Mogliamante. Jud e (talk,contribs,email) 12:42, 20 March 2006 (UTC)
 * Merge to Mogliamante. Kcordina 13:33, 20 March 2006 (UTC)


text:
User:BingoBronson1999

I am an academic librarian in Roanoke, Virginia. My areas of interest are history, music, poetry, and all things chickens.

title: User:BingoBronson1999


text:
Talk:Dave Twardzik

External links modified
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 * Added archive https://web.archive.org/web/20090116024120/http://www.nba.com:80/magic/news/executives.html to http://www.nba.com/magic/news/executives.html

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title: Talk:Dave Twardzik


text:
Wikipedia:Articles for deletion/InterContinental Boston

The result was delete. Tone 16:34, 31 August 2020 (UTC)

InterContinental Boston

 * – ( View AfD View log  Stats )

This hotel is not any more notable than any other hotel and fails WP:NBUILD. The article is mostly advertising language. Wikiwriter700 (talk) 15:17, 16 August 2020 (UTC)
 * Note: This discussion has been included in the list of Architecture-related deletion discussions. AleatoryPonderings (talk) 15:26, 16 August 2020 (UTC)
 * Note: This discussion has been included in the list of Massachusetts-related deletion discussions. AleatoryPonderings (talk) 15:26, 16 August 2020 (UTC)

 Relisted to generate a more thorough discussion and clearer consensus.

Please add new comments below this notice. Thanks, Salvio 10:11, 24 August 2020 (UTC)
 * Delete. It's a run-of-the-mill hotel. No reason to redirect to Elkus Manfredi Architects, IMO, because I'm not convinced that's notable either. AleatoryPonderings (talk) 03:37, 31 August 2020 (UTC)


text:
Golshan, Miyan Jolgeh

Golshan is a village in Eshqabad Rural District, Miyan Jolgeh District, Nishapur County, Razavi Khorasan Province, Iran . At the 2006 census, its population was 441, in 110 families.

title: Golshan, Miyan Jolgeh


text:
Italian Nusach

The Italian Nusach is the ancient prayer rite (nusach) of the long-standing Italian Jewish (Italkim) community on the Italian Peninsula, used by Jews who are not of Ashkenazi or Sephardic origin.

History
The Italian nusach has been considered an offspring of the ancient Land of Israel minhag and it has similarities with the nusach of the Romaniote Jews of Greece and the Balkans. However, the documents discovered in Cairo Geniza reveal that the influence of Minhag Eretz Israel on Benè Romì is less extensive than believed.

Unique features of the Nusach

 * On Friday nights, the Maariv Aravim and Emet VeEmunah blessings are recited using a special text for the Sabbath.
 * Psalm 20 is not recited in between Ashrei and Uva letzion. Instead, it is recited as part of long Tachanun.
 * On weekdays, the Torah is returned in between Ashrei and Uva letzion.
 * Aleinu is never recited at Mincha.
 * The words 'le'eila le'eila' are recited in every Kaddish.
 * Kol Nidrei (Kol Nedarim) is recited in Hebrew, rather than in Aramaic.
 * The 'Ve-hasieinu' prayer is recited in the prayers of Rosh Hashanah.
 * Kedushah opens in all prayers (including Shacharit and Mincha) with the "Keter" form.

title: Italian Nusach


text:
Talk:Ndudi Ebi

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 * Added archive https://web.archive.org/web/20071102192035/http://www.eurobasket.com/ISR/ISR.asp?NewsNo=19 to http://www.eurobasket.com/ISR/ISR.asp?NewsNo=19

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title: Talk:Ndudi Ebi


text:
Talk:Letting Go (Body of Proof)

External links modified
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 * Added archive https://web.archive.org/web/20110613004337/http://abc.go.com/shows/body-of-proof/episode-detail/letting-go/743353 to http://abc.go.com/shows/body-of-proof/episode-detail/letting-go/743353

Cheers.— InternetArchiveBot  (Report bug) 22:49, 18 June 2017 (UTC)

title: Talk:Letting Go (Body of Proof)


text:
Wikipedia:Articles for deletion/OC Transpo Route 1

The result was delete all -- Samir  धर्म 22:37, 18 August 2006 (UTC)

OC Transpo Route 1
I nominated this article for Deletion for the reason that it is not encyclopedic content, it is totally useless to Wikipedia and it's too short to be an article. --Deenoe 00:05, 11 August 2006 (UTC)

I also nominate by the same occasion :

 * OC Transpo Route 2
 * OC Transpo Route 5
 * OC Transpo Route 6
 * OC Transpo Route 7
 * OC Transpo Route 10
 * OC Transpo Route 22
 * OC Transpo Route 23
 * OC Transpo Route 25
 * OC Transpo Route 28
 * OC Transpo Route 31
 * OC Transpo Route 33
 * OC Transpo Route 37
 * OC Transpo Route 55
 * OC Transpo Route 64
 * OC Transpo Route 70
 * OC Transpo Route 85
 * OC Transpo Route 87
 * OC Transpo Route 99
 * OC Transpo Route 118
 * OC Transpo Route 125
 * OC Transpo Route 145
 * OC Transpo Route 154
 * OC Transpo Route 182

I am basically asking to remove all the OC Transpo Routes article EXCEPT for Transitway Routes 95, 96, 97 has they are importants and they do have content. --Deenoe 23:59, 10 August 2006 (UTC)
 * if the content posted for 95 & 96 is of the same nature, you should not hesitate to push for a delete of those too, regardless of its importance until there is something important or insightful. The info within is tiresomely trivial and merits no place here WP:NOT. Ohconfucius
 * Well.. I wouldn't go for a delete of 95,96,97, but maybe more of a merge, since those routes (especially 95 & 97) contributed to the expansion of the city of Ottawa. --Deenoe 17:09, 11 August 2006 (UTC)

 * Delete all. Doesn't even say which city this is in (I had to follow a link to find out that it was Ottawa). Poorly written articles on non-notable bus routes. -- Necrothesp 00:40, 11 August 2006 (UTC)
 * Delete all per nom. I think this is obvious. --Deenoe 00:43, 11 August 2006 (UTC)
 * Delete all as wikipedia is not a bus schedule, but include a route map in the OC Transpo routes article. — Preceding unsigned comment added by Koffieyahoo (talk • contribs)
 * Comment I agree.. I'll go do that now. --Deenoe 01:20, 11 August 2006 (UTC)
 * Comment Does anyone know what tag to use for a map? --Deenoe 01:31, 11 August 2006 (UTC)
 * Comment Mmm, browsed to some underground articles and most appear to have a map drawn by some volunteer, hence either creative commons or GFDL licensed. The first article I came across that has an official map is the Copenhagen S-Tog, see and that one is tagged fair use. -- Koffieyahoo 02:49, 11 August 2006 (UTC)

 * Jumping Jehosephat, I thought it could get no worse! Mea culpa. Oh, the article forgets to mention all of the trees and lampposts along the route ;-) Delete all, of course. Ohconfucius 01:42, 11 August 2006 (UTC)
 * Keep I see I am tilting at windmills, but these articles are a bit of a work in progress, so they may need to have more content added. ""OCtranspo is the municipal transit operator in Ottawa, Ontario Canada"" comes to mind for one.  My reasoning is partly that the group includes information about the relationships between geographic features in the capital of Canada, the transit way system in Ottawa is unusual, with different bus routes for different uses, (region wide, local, express, etc) once one has compiled this information it can be used by menay folks who are interested in other aspects to extract knowledge. It would not be hard to imangine articles on points of interest in the capital linking to the bus routes that serve then to allow the link-to to be used to find what is logicaly accessible by the OC transpo system.cmacd 18:10, 11 August 2006 (UTC)
 * Comment I don't agree. The routes articles does not give any useful information. They are not historical (except for routes 95 and 97) and the articles are just non-encyclopedic and are against the WP:NOT policy, that's undeniable. --Deenoe 18:50, 11 August 2006 (UTC)
 * Comment Would that type of information no be better placed in the OC Transpo Routes article? Having individual route articles seems to be too granular as I suspect many routes are not remarkable in any way. -- Whpq 20:44, 11 August 2006 (UTC)
 * Well, you could put them in a travel Wiki. Vegaswikian 06:05, 13 August 2006 (UTC)

 *  Delete - Wikipedia is not a bus schedule -- Whpq 20:44, 11 August 2006 (UTC)
 * Comment Delete or Delete All? --Deenoe 21:33, 11 August 2006 (UTC)
 * Delete all -- Whpq 14:12, 12 August 2006 (UTC)

 * Delete all - Wikipedia is not a bus schedule <IP_ADDRESS> 23:48, 11 August 2006 (UTC)
 * * Ok you can trash all the remaining bus route pages but I though of doing this instead but with just the starts and ends or terminals of routes. P.S If Wikipedia is not a bus schedule, then all the London U.K bus route pages should go for deletion as well no matter the history except maybe route 30 as it was the route where the double decker bus exploded on 7/7/05. --JForget 23:51, 12 August 2006 (UTC)
 * Comment : We have something similar at OC Transpo Routes I believe, but it is not at detailed as the London bus routes list. Also, London routes have history. Ottawa routes doesn't (except, as I said, for 95, 96, 97). --Deenoe 00:15, 13 August 2006 (UTC)
 * Comment : However I really like your idea JForget, so I'll start working on that today, hopefully I'll be done by tomorrow. --Deenoe 13:18, 14 August 2006 (UTC)

 * Delete. They might be excellent in a travel wiki.  Vegaswikian 06:05, 13 August 2006 (UTC)
 * Undecided.....any more consensus, as in Ottawaproject members???Bacl-presby 19:49, 14 August 2006 (UTC)

 * Thanks for that Deenoe - so I think the result of this discussion is to delete the expresses, peak, and routes 1, 2, 5, 6, 7, 85, 87, 99, 118, 125, 145, 154 & 182 route articles. Of course, notes can be added as I see there is some space beside each route.--JForget 22:36, 14 August 2006 (UTC)

 * Delete all I agree with Deenoe. --Seamesse 23:19, 14 August 2006 (UTC)

 * Delete it it is a waste of time — Preceding unsigned comment added by Seanw1 (talk • contribs)

 * I think this discussion is over and that we should delete the articles. --Deenoe 22:33, 18 August 2006 (UTC)


text:
User:Radfordbr

Radfordbr is a twitter user from australia and is a close personal friend of Elon Musk, Dispite working in construction he has a background in IT and and has come up with future tech ideas such as a laser light holographic projection

title: User:Radfordbr


text:
File:World cup final.jpg

Rationale for fair-use in History of the Rugby World Cup
It is claimed that it is fair use to use this image in History of the Rugby World Cup, as:
 * It represents a very historic and significant event in the context of the subject
 * It is of low resolution
 * It is situated in the text that describes it
 * There are no free-use images available

title: File:World cup final.jpg


text:
User:Dave Ruskjer/sandbox

Dave Ruskjer was cast the day before shooting scenes that had Max in them on Kauai. The "real" Max didn't make it to the shoot. Since Max was in scenes with some of the major actors, a substitute had to be located quickly in order to avoid delays. The director sat through a performance of Rogers and Hammerstein's "South Pacific." He asked the director of that play to send over a couple of it's actors to audition. Supergators had to pay the union more than twice as much as they paid Ruskjer in order to get their permission to allow a non-union actor to act in the production.

title: User:Dave Ruskjer/sandbox


text:
Talk:local color

This may need some cleanup - I haven't checked to see how often (enough? mostly?) it is used as an adjective. --Connel MacKenzie 00:30, 4 October 2007 (UTC)

title: Talk:local color


text:
Wikipedia:WikiProject Spam/Local/digitalmagazines.xxx

Links

 * digitalmagazines.xxx resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * Link is blacklisted by xxx on [//en.wikibooks.org/wiki/Mediawiki:Spam-blacklist en.wikibooks.org]
 * Link is blacklisted by xxx on [//en.wikiversity.org/wiki/Mediawiki:Spam-blacklist en.wikiversity.org]
 * Link is not on the monitor list.
 * Link is blacklisted by xxx on [//en.wikibooks.org/wiki/Mediawiki:Spam-blacklist en.wikibooks.org]
 * Link is blacklisted by xxx on [//en.wikiversity.org/wiki/Mediawiki:Spam-blacklist en.wikiversity.org]

Selected additions

 * Displayed 9 additions out of 9 total.	 For more info see WikiProject_Spam/LinkReports/digitalmagazines.xxx

Entry
Log entry for the MediaWiki:Spam-blacklist:

\bdigitalmagazines\.xxx\b   # ADMINNAME # see  [[Wikipedia:WikiProject_Spam/Local/digitalmagazines.xxx ]]

Discussion
See COIBot report for more details.

New data reported. --COIBot (talk) 15:39, 8 February 2015 (UTC) Autostale: very old local report (>7 days). . --COIBot (talk) 00:18, 24 February 2015 (UTC)


text:
USA-80

USA-80, also known as GPS IIA-4, GPS II-13 and GPS SVN-28, was an American navigation satellite which formed part of the Global Positioning System. It was the fourth of nineteen Block IIA GPS satellites to be launched.

Background
Global Positioning System (GPS) was developed by the U.S. Department of Defense to provide all-weather round-the-clock navigation capabilities for military ground, sea, and air forces. Since its implementation, GPS has also become an integral asset in numerous civilian applications and industries around the globe, including recreational used (e.g., boating, aircraft, hiking), corporate vehicle fleet tracking, and surveying. GPS employs 24 spacecraft in 20,200 km circular orbits inclined at 55.0°. These vehicles are placed in 6 orbit planes with four operational satellites in each plane.

GPS Block 2 was the operational system, following the demonstration system composed of Block 1 (Navstar 1 - 11) spacecraft. These spacecraft were 3-axis stabilized, nadir pointing using reaction wheels. Dual solar arrays supplied 710 watts of power. They used S-band (SGLS) communications for control and telemetry and Ultra high frequency (UHF) cross-link between spacecraft. The payload consisted of two L-band navigation signals at 1575.42 MHz (L1) and 1227.60 MHz (L2). Each spacecraft carried 2 rubidium and 2 Cesium clocks and nuclear detonation detection sensors. Built by Rockwell Space Systems for the U.S. Air force, the spacecraft measured 5.3 m across with solar panels deployed and had a design life of 7.5 years.

Launch
USA-80 was launched at 03:20:00 UTC on 10 April 1992, atop a Delta II carrier rocket, flight number D208, flying in the 7925-9.5 configuration. The launch took place from Launch Complex 17B (LC-17B) at the Cape Canaveral Air Force Station (CCAFS), and placed USA-80 into a transfer orbit. The satellite raised itself into medium Earth orbit using a Star-37XFP apogee motor.

Mission
On 12 May 1992, USA-80 was in an orbit with a perigee of 19877 km, an apogee of 20390 km, a period of 716.00 minutes, and 55.10° of inclination to the equator. It had PRN 28, and operated in slot 2 of plane C of the GPS constellation. The satellite had a mass of 840 kg. It had a design life of 7.5 years; however, it was retired early, on 15 August 1997. It was replaced by USA-117.

title: USA-80


text:
User:WolreChris/sandbox

= test1 =

= ngc =

NGC 486, also occasionally referred to as PGC 1281966 or GC 275, is a spiral galaxy in the constellation Pisces. It located approximately 636 million light-years from Earth and was discovered on December 6, 1850 by Irish engineer Bindon Blood Stoney.

NGC 486 is commonly misidentified as PGC 4975, which is sometimes referred to as NGC 492A.

Observation history
Although John Dreyer, creator of the New General Catalogue, credits the discovery to astronomer William Parsons, 3rd Earl of Rosse, he notes that many of his claimed discoveries were made by one of his assistants. In the case of NGC 486, the discovery was made by Bindon Stoney, who discovered it along with NGC 490, NGC 492 and NGC 500 during his observation of NGC 488 using Lord Rosse's 72" reflecting telescope at Birr Castle in County Offaly, Ireland.

Description
The object was initially described by Stoney as "extremely faint, extremely small, stellar, 5 arcmin north of h 103". The position noted not only corresponds with the coordinates of the spiral galaxy (PGC 1281966), but also a faint star. As the object was characterized as stellar, it is assumed that the initial observation was of the star, not PGC 1281966 that is generally referred to as NGC 486 today.

title: User:WolreChris/sandbox


text:
User:MarissaBannister/sandbox

Development of Moral Injury (Katie Carlson)

The development of moral injury has been inextricably tied to the psychological consequences of war. To understand the development of the construct of moral injury, it is necessary to examine the history of violence and it psychological consequences. Throughout history, humans have been killing each other, and have shown great reluctance in doing so. Literature on warfare emphasizes the moral anguish soldiers feel in combat, from modern military service members to ancient warriors. Ethical and moral challenges are expected from warfare. Soldiers in the line of duty may witness catastrophic suffering and severe cruelty, causing their fundamental beliefs about humanity and their worldview to be shaken.

Research has begun to look at the concept of moral injury to understand the impact that combat may have on soldiers, and their mental health afterwards. Currently, no systematic reviews or meta-analyses exist on the construct of moral injury. However, the literature reflects that moral injury was developed as a response to the inadequacy of mental health diagnoses to encapsulate the moral anguish service members were experiencing after returning home from war (Litz et al., 2009). Service members are routinely exposed to death, injury, and violence. Military service members represent the population with the highest risk of developing Posttraumatic Stress Disorder (PTSD) (APA, 2013). PTSD was first included in the third edition of the Diagnostic and Statistical Manual of Mental Disorders, the manual classifying mental health disorders published by the American Psychiatric Association, to begin to address the symptoms that Vietnam veterans exhibited after their wartime experiences (Litz et al., 2009). As PTSD has developed as a diagnosis, it requires that individuals are either directly exposed to death, threatened death, serious injury, or sexual violence, witness it in person, learn about it occurring indirectly to a close relative or friend, or are repeatedly exposed to aversive details of traumatic events. PTSD includes four symptom clusters, including intrusion, avoidance, and negative mood and thoughts, and changes in arousal and reactivity. Individuals with PTSD may experience intrusive thoughts as they re-experience the traumatic events, as well as avoiding stimuli that reminds them of the traumatic event, and have increasingly negative thoughts and moods. Additionally, individuals with PTSD may exhibit irritable or aggressive, self-destructive behavior, and hypervigilance, amongst other arousal-related symptoms.

While these symptoms can have devastating effects, in the first review of moral injury, Litz and co-authors argued that service members may experience long-term pain and suffering stemming from their time in combat that is not encapsulated or represented by a diagnosis of PTSD. Unlike PTSD’s focus on fear-related symptoms, moral injury focuses on symptoms related to guilt, shame, anger, and disgust. A diagnosis of PTSD in the DSM-III listed an individual experiencing guilt for behaviors that required for their survival as a symptom. However, conceptualizations of PTSD in each subsequent DSM has dropped guilt as a symptom.

            With current diagnoses’ inability to account for moral anguish, research has begun to search to encapsulate moral conflict in warriors (Drescher et al., 2011). The phrase ‘moral injury’ was defined by Liz. et al (2009) as “perpetrating, failing to prevent, or bearing witness to acts that transgress deeply held moral beliefs and expectations may be deleterious in the long term, emotionally, psychologically, behaviorally, spiritually, and socially" (p. 695). Treating moral injury is often thought of as “soul repair” due to the nature of moral anguish (Brock & Lettini, 2012). As someone wrestles with the impact of what they did or failed to do, it can seem like their entire guiding principles for life have been altered or removed. The consequences of moral injury can be disastrous. An individual with a moral injury can experience severe distress, including major depression, and suicidality (Litz et al., 2009). While moral injury can be experienced by people other than military service members, current research has paid special attention to morally injury in military populations (Litz et al., 2009).

Moral Injury and Military Culture (Marissa Bannister)

Although moral injury does not only exist among military populations, the exposure to violence that occurs during war times make military and veteran population at a higher risk of developing moral injury. It has been reported that 32% of service members deployed to Iraq and Afghanistan were responsible for the death of an enemy and 60% stated that they had witnessed both women and children who were either ill or wounded that they were unable to provide aid to (Litz et al., 2009). Additionally, 20% reported being responsible for the death of a non-combatant (Litz et al., 2009). These statistics were taken in 2003 and an updated survey of the number of service members who have been directly responsible for the death of an enemy, a non-combatant, or having to leave sick and wounded women and children behind can shed light onto the magnitude of the issue of moral injury among service members.

During times of war a service member’s personal ethical code may clash with what is expected of them during war. Approximately 27% of deployed soldiers have reported having an ethical dilemma to which they did not know how to respond (Gaudet, Sowers, Nugent & Boriskin, 2015). Research has shown that longer and more frequent deployments can result in an increase in unethical behaviors on the battlefield. This is problematic considering deployment lengths have increased for the war in Iraq and Afghanistan (Litz et al., 2009; MHAT-V, 2008). During times of war the military promotes an ethical pardon on the killing of an enemy, going against the typical moral code for many service members (Litz et al., 2009). While a service member is deployed, killing of the enemy is expected and often rewarded. Despite this, when a service member returns home the sociocultural expectations are largely different from when they were deployed (Litz et al., 2009). The ethical code back home has not changed, making the transition from deployment to home difficult for some service members (Gaudet et al., 2009). This clash in a personal ethical code and the ethical code and expectations of the military can further increase a service member’s deep seeded feelings of shame and guilt for their actions abroad.

Treating Moral Injury (Marissa Bannister)

            There is little that is known about the treatment of moral injury. Gaudet et al. (2015) suggest that current interventions are lacking and new treatment interventions specific to moral injury are necessary. It is not enough to treat moral injury in the same way that depression or PTSD are commonly treated (Litz et al., 2009). In spite of the lack of research on the treatment of moral injury, factors such as humility, gratitude, respect and compassion have shown to either be protective or provide for hope for service members.

Although there is a delineation between PTSD and moral injury, the shame that many individuals face as a result of moral injury may predict symptoms of Posttraumatic Stress Disorder (PTSD) (Gaudet et al., 2015). When considering the impact of shame in PTSD, shame is known to be highly correlated with each cluster of symptoms of PTSD (Gaudet et al., 2009). Although no definitive treatment for moral injury has been found, it is hypothesized that treating the underlying shame that is often associated with service member’s symptoms of PTSD is necessary (Gaudet et al., 2015). Additionally, it has been shown that allowing feelings of shame to go untreated can have deleterious effects (Gaudet et al., 2015). This can often make the identification of moral injury in a service member difficult because shame tends to increase slowly over time (Litz et al., 2009). Shame has been linked to complications such as interpersonal violence, depression, and suicide (Gaudet et al., 2015). Although there are no systematic reviews or meta-analyses on the treatment of moral injury, Litz et al., (2009) have hypothesized a modified version of CBT that addresses three key areas of moral injury: “life-threat trauma, traumatic loss, and moral injury Marines from the Iraq and Afghanistan wars.” Although a significant amount of research on moral injury and specifically the treatment of it is still lacking, these proposed treatments and protective factors provide researchers with a starting foundation.

Moral Injury: Moral injury can occur through perpetrating, failing to prevent, or witnessing acts that violate a person’s deeply held moral beliefs (Litz et al., 2009). Violation of moral beliefs may wreak havoc on an individual’s long-term health, from psychological and spiritual to social behaviors (Litz et al., 2009). Moral injury has emerged recently as a psychological construct to conceptualize the type of trauma that occurs when a violation of moral beliefs takes place.

Moral Injury Article Outline - Improving an Existing Article
 * 1) Expand on Definition of Moral Injury
 * 2) Citation : A Review of PTSD and Shame in Military Veterans & Moral injury and moral repair in war veterans: A preliminary model and intervention strategy
 * 3) History (brief and new!) of Moral Injury
 * 4) Pioneers in the literature
 * 5) Citation : Moral injury and moral repair in war veterans: A preliminary model and intervention strategy
 * 6) Editing follow sections of the article:
 * 7) Cultural Perspective
 * 8) Psychological Perspective
 * 9) Spiritual Perspective  The literature does not show that moral injury should be separated into these categories. We will write a cohesive narrative of moral injury, paying special attention to the history of moral injury within the field of psychology.
 * 10) Citations : Moral injury and moral repair in war veterans: A preliminary model and intervention strategy
 * 11) Moral Injury and Military Service Members
 * 12) Moral injury in the context of war
 * 13) Citations : A Review of PTSD and Shame in Military Veterans
 * 14) Difference between Moral Injury and PTSD
 * 15) Current research/treatment of Moral Injury

Article Evaluation

"Transgenerational Trauma"

The article on transgenerational trauma was neutral, but lacked sufficient detail. The main component of the article was the "history" section. Within this section, although the material was relevant, the presentation was distracting and difficult to follow. For example, the third paragraph in the "history" section of the article is only two sentences. The author could have broken up the run on sentence in order to make the information more cohesive.

The article was rated as a "B-class," meaning that this article is in need of maintenance. This evaluation is consistent with the lack of information in the article. Although the history portion gives some detailed information, that is essentially the only component of the article. Other areas that could be expanded upon are things such as treatment options, populations at a higher risk, potential resilience factors, etc. The article briefly touches on how current research in transgenerational trauma may be transferred epigenetically, but fails to explore why this is and how this view differs from prior research.

In the "talk" section of the article, there are not many people discussing the article and no activity since 2014. In one of the conversations, a commenter called the article "bullshit psychological theory." Another author suggested to add a reference and provided a quote from the reference.

title: User:MarissaBannister/sandbox