text:
Talk:Esperanto

Old issues
There are a lot of issue to sort out on this book, before we get going. -- Gabriel Beecham 17:11, 21 Aug 2003 (UTC)
 * Firstly, we need to choose a transcription system. Should it be Latin-3, Unicode, X-system... you know the rest...
 * How can we change the content to be more suitable for an Esperanto book? The original version came from the [[Spanish module. On that note, see the Talk:Spanish page.
 * Any suggestions for chapters?
 * Lastly, lets get writing!

 * This wiki is in UTF-8, you can type Unicode straight into it. (Aŭtomata X-konvertado estas starigita ĉe la esperantlingva vikipedio por faciligi la laboron por tiuj, kiuj ne ĝuste agordis sian komputilon por Esperanto, sed ĉi-momente neeblas tiun enŝalti por nura parto de la vikio. Eble iam poste, sed mi havas sufiĉe da laboro kaj restas multe farenda pri lingvoj en la vikisistemo...) --Brion VIBBER 05:40, 26 Sep 2003 (UTC)

 * Concerning the chapters, I don't think they are in the best order (and some of them aren't very relevant); for example, Traveling seems rather... inappropriately placed, seeing as what would usually be covered under that (riding taxis, catching flights, etc.) isn't something that is possible to use Esperanto for... Anyways, I was thinking that it would be good to stick in a chapter somewhere concerning describing people, places, etc., rather near the beginning, just to give the readers a basic vocabulary, so they feel like they're actually learning something... --travisg 00:08, 28 Sep 2004 (UTC)

Cxu mi bobe komprenas, ke ni povas komune verki Esperanto-libron, respektive lernolibron? Cxu la x-sistemo ne funkcias en Vikipedio suficxe bone? Mi pensas ke jes. Eble anstataux la libro-titolo "Esperanto" (kiu sonas al mi same kiel "La cxehxa lingvo") estas tro largxa temo. Eble ni devus verki plurajn elektronikajn librojn pri Esperanto, ekz. "Esperanto-lernolibro", "Esperanto-infolibro", "Esperanto-junularo", "Esperanto-enciklopedio"(mi pensas nun pri simila verko, kiu estis presita en 30-aj jaroj kaj iam en 1980 represita), "Esperanto-historio", ... cxu ne? Vikipediisto:Jan

 * Nu jes! Je la unua okulĵeto, ŝajnas al mi ke ĉi tiun paĝaron estas planita kiel lernolibro por anglalingvanoj. Se indas krei apartajn librojn pri specifaj temoj (kaj kompreneble por alilingvanoj), oni certe rajtas tion fari ankaŭ. --Brion VIBBER 05:40, 26 Sep 2003 (UTC)

-

Mi ne volas kritiki, sed rigardante nur la skeleton de la nuna libro, sxajnas al mi iom tro teda - ege similas al similaj libroj, el kiuj jam ekzistas multegaj, ecx sur rete (kelke da artikoloj, vortlistoj, vojagxo ktp ktp). Kial tiu cxi libro estas pli bona/utila? Cxu cxar gxi estos libera? Eble... tamen mi kredas ke indus pripensi cxu ne E-a lernolibro povus esti organizata en alia kaj pli novpensa maniero.

(mi ne regule venos cxi tien, se vi volas respondi, povas ankaux retposxti min al shaklev cxe gmx punkto net).

Stian

Move it over?
Esperanto is a different kind of language, and it serves a different function compared to natural languages such as Spanish. This book should not follow the generic language-learning-book template. That said, I think that this wiki may be the wrong place to start a "Learn Esperanto" book. It might work, but perhaps we should use Esperanto in the way it was intended... by making sure that we have a version in Esperanto to translate to other languages.

There is an Esperanto wikibooks wiki but I am apparently the only real user at the moment. In a fit of entheusiasm, I've gone and started a book there: La Esperanto Komensanta. How's the title?

--Rick MILLER 03:40, 7 Aug 2004 (UTC)

 * Sorry to nit-pick, but that should be Komencanta. <IP_ADDRESS> 23:17, 18 Sep 2004 (UTC)

Interactive Activities
Hey Everyone --

I posted a link ( http://langwidge.com/esperanto.html ) to some activities I had made to the bottom of the wikibooks. If anyone knows of any way to incorporate them into the actual wikibook you totally have my permission to do so -- they've just been sitting on my hard drive unedited for 5 years now -- I couldn't find any way to use Flash in the WikiBook, though, so I just made a link.

~Ravi

btw, wikibooks would support the interactive activities if they were just sound. If anyone wants to try and make something similar as an ogg file, but didn't have the technical resources/skills, write me: ravip(at)mit(dot)edu

Slang appendix
I believe that would be very useful an appendix about how translate "American" slang to Esperanto.

Dankon

accusative case
In lesson one, you say "the accusative case ... will be covered in the next lesson", but it isn't. —— <IP_ADDRESS> 21:29, 28 Jun 2005 (UTC)

Just fixed that. I went into Lesson 1 and put in a section on objects. Though it probably needs some expansion and revision.

DroEsperanto 04:34, 10 December 2005 (UTC)

wordlist?
Shouldn't Appendix C and Appendix D be ROOT lists, after all, you can make English, Englishman, English speaker, and English hater all out of the same root. I know the appendix hasn't been made, but before it is begun, shouldn't have a correct title? --ThrashedParanoid 01:18, 30 November 2005 (UTC)

No one else has said anything about what's going on with the two wordlist appendices, but regardless i have started reformatting them. Since the Esperanto-English appendix is already populated, i'm starting there. First, i am using templates rather than raw tables - which will make it much easier to change the styling if necessary, and allow for consistent styling across the whole book. Second, i have changed the style somewhat because the old style had way too much padding - each entry of the table took up three or four times the vertical space. Third, i have started adding styling to the sections that weren't styled (and were damn near illegible clumps of word soup) and fixed some broken code. i will work my way down the page - it should only take a couple of days - but once it's all done, the whole page will be in a single, regular format which can be easily changed into anything else you like. (Especially by script - just say what you want and i can change the whole list in minutes.) --Indiana (talk) 09:01, 11 September 2009 (UTC)

Lesson 4!
Hura! Lesson 4 is up! Though due to laziness, I have yet to add anything on the affectionate suffixes for male and female, nor have I said anything regarding "bo" or "pra". DroEsperanto 23:46, 10 December 2005 (UTC)

Amount of grammar
Since Esperanto has a very easy grammar, I don't think we have to introduce it almost all at once. Students get scared away if they have to read through 3 screens full of grammar explanations before they learn how to say anything in a language. When teaching German, French or Russian, it is quite difficult to teach students to say something without having to introduce a lot of grammar at once, particularly in the first lesson, but even that is doable (see my Wikibook BLL German). In Esperanto, it should be no problem at all to write a lesson introducing e. g. just -as and -o (no -n even at first since the word "Accusative" alone will send students of German or Russian running) and to do so in a natural conversation, for example a round of introductions at a congress. Keep in mind that this Wikibook should probably not look like a textbook used during an Esperanto course. Self-study has different demands on material than classroom study. The most crucial difference is that self-study books have to keep the students' motivation up. As soon as something appears too difficult or too boring, many students will stop studying the course or maybe stop studying the language altogether, since they're not at High School where they have to continue taking the class or write exams and they're not working with a private teacher whom they could ask for additional explanations or who could re-motivate them.

I believe the ideal structure for an Esperanto course would be:
 * 1) Text or Dialogue from a situation the student might find himself in (and yes, asking for the way or the like could be part of it, if you imagine a Pasporta Servo kind of situation of an international Esperanto-speaking visitor and a local speaker)
 * 2) Vocabulary
 * 3) Grammar
 * 4) Exercises for grammar and word usage
 * 5) Information about the Esperanto movement
 * 6) Maybe a list of additional vocabulary for those students who would like to have more words to use along the same patterns taught in the lesson. E. g. if the lesson teaches how to say that you're from a particular country, you wouldn't want to put in lots and lots of country names in the main vocabulary list of words that the student will absolutely have to know in the next lesson. Instead, you could put them in an optional vocabulary list, which the student can use to look up the name of his country and any country he is particularly interested in. Part of motivation is also the feeling that you aren't taught anything useless, only commonly-used vocabulary and vocabulary highly relevant to your own situation.

There is a Wikibook about creating good language-teaching Wikibooks, for those interested in more tips for coursebook-writing. And I tried summarising the approach that I found worked best for self-study courses in natural languages in the article Bite-sized language lessons.

Junesun 08:54, 22 May 2006 (UTC)

 * I believe that this would be a great structure to learn ANY language, not solely Esperanto. I would really appreciate it if someone were to add that 'additional vocabulary', since I just started learning Esperanto (like half an hour ago) and feel like the amount vocabulary is out of sink with the grammar (although all this grammar was still easy enough for me) and would like to learn more words to get into sink again. --JorisvS 11:22, 4 August 2006 (UTC)
 * I've already started the first extra vocabulary list in lesson 1, but I need someone to expand it. --JorisvS 11:34, 5 August 2006 (UTC)
 * To address JorisvS point - I need to have a good read of all this. I take the line below, but you do need some basic bits and pieces to make up sentences with.Stevebritgimp 19:51, 27 December 2006 (UTC)

Personally I disagree on the main point (in the gentlest possible way). The point of Esperanto is that it has an entirely regular grammar, and so grammar is easy to learn. If I were teaching Esperanto to a small group of people I would almost immediately talk about, say, the tenses - past and future. Now if you were learning French in school you wouldn't do tenses until the second year, or at least quite a few weeks or months down the line. I do very much agree that using the grammatical terms for things (like accusative) while fine on talk, should be avoided in lessons - in fact accusative itself is a mistake by Latin grammarians. Best use 'object'.

Following on from that I think the classic 'phrasebook' or 'expressions' approach is not ideal for Esperanto, given that it is international and don't have idiom.

A lot to discuss - I wonder if this is something that floats people's boat - Esperanto's great strength is its simplicity and that it illustrates how other languages work. Stevebritgimp 19:49, 27 December 2006 (UTC) P.S. Anyone encountered Michel Thomas' approach to teaching languages? Stevebritgimp 19:51, 27 December 2006 (UTC)

Venturo or veturo?
It says in lesson 10: ŝip- (ship) + ventur (travel) = ŝip(o)veturo (a journey by ship) This doesn't look correct. What is there correct translation of 'a journey' in Esperanto? --JorisvS 15:05, 4 August 2006 (UTC)

False Friends
Oh my gosh! What happened to the section on False Friends?! It looks like it was deleted, and right when I was about to learn from it! Why was it deleted? What can be done/what should I do?--Gabriel Koulikov 20:06, 17 December 2006 (UTC)

Esperanto Wikiversity course
The Wikiversity course is very bare and needs further development. Right now it just has links to the standard e-mail course but not much else. If anyone could help develop it that would be greatly apreciated. The link is here: http://en.wikiversity.org/wiki/Introductory_Esperanto#.5B.5BPortal:Learning_Materials.7CLearning_materials.5D.5D

Thanks

Add some flare!
I was thinking, why not add a welcome page and some nice graphics, similar to Spanish and German? I think that a good first impression will make learning from this wikibook easier. Sandman85048 21:49, 22 September 2007 (UTC)

Merge introduction
The introduction section is in all these tiny little bits.. why not just put them in one page and set up redirects? Sandman85048 23:02, 22 September 2007 (UTC)

Translated navigation???
This book is intended to be for English speakers (anything else belongs in other language versions of Wikibooks) who don't know any Esperanto yet and wish to learn it. Hence, we can't have the navigation in Esperanto, because they won't understand it and will leave these pages discouraged from learning Esperanto. Not to mention that with the current translations, Esperanto speakers won't easily understand the items either... Junesun 18:38, 11 October 2007 (UTC)

That's a good idea, my friend. Japanese is difficult enough for me to learn; since I'm now tackling an artificial language, baby steps are necessary here. --<IP_ADDRESS> (talk) 21:53, 22 October 2008 (UTC)

Renaming pages
The manual of style frowns on naming pages as we have done here. I am going to go through renaming all "lesson" and "appendix" pages properly. All "lesson" pages are going to be renamed from, for example, Esperanto/Lesson 1 to Esperanto/Introducing yourself (with English titles like "Introducing yourself" rather than Esperanto ones like "Enkonduko" because this is the English Wikibooks) - and then I will turn Esperanto/Lesson 1 into a redirect to Esperanto/Introducing yourself. All "appendix" pages are going to be renamed from, for example, Esperanto/Appendix A to Esperanto/Appendix/Esperanto alphabet and pronunciation, along with a redirect. This is the total list of changes I will make:

 * Lessons
 * Lesson 1 → Introducing yourself
 * <tt>Lesson 2</tt> → <tt>Travelling</tt>
 * <tt>Lesson 3</tt> → <tt>Recreational activities</tt>
 * <tt>Lesson 4</tt> → <tt>Family</tt>
 * <tt>Lesson 5</tt> → <tt>School</tt>
 * <tt>Lesson 6</tt> → <tt>Shopping</tt>
 * <tt>Lesson 7</tt> → <tt>Household</tt>
 * <tt>Lesson 8</tt> → <tt>Esperanto culture</tt>
 * <tt>Lesson 9</tt> → <tt>World Congress</tt>
 * <tt>Lesson 10</tt> → <tt>Word synthesis</tt>
 * Appendices
 * <tt>Appendix A</tt> → <tt>Appendix/Alphabet and pronunciation</tt>
 * <tt>Appendix B</tt> → <tt>Appendix/Solutions to exercises</tt>
 * <tt>Appendix C</tt> → <tt>Appendix/English-Esperanto word list</tt>
 * <tt>Appendix D</tt> → <tt>Appendix/Esperanto-English word list</tt>
 * <tt>Appendix E</tt> → <tt>Appendix/Abbreviations</tt>
 * <tt>Appendix F</tt> → <tt>Appendix/Summary of grammar</tt>
 * <tt>Appendix G</tt> → <tt>Appendix/Web resources</tt>
 * <tt>Appendix H</tt> → <tt>Appendix/Table of correlatives</tt>
 * <tt>Appendix I</tt> → <tt>Appendix/Table of word endings</tt>
 * <tt>Appendix J</tt> → <tt>Appendix/Table of affixes</tt>
 * <tt>Appendix K</tt> → <tt>Appendix/False friends</tt>
 * <tt>Appendix L</tt> → <tt>Appendix/Slang</tt>
 * <tt>Appendix M</tt> → <tt>Appendix/Common phrases</tt>

The reasons for this, other than better conformance to the Wikibooks manual of style, should be painfully obvious I think. Lessons and appendices will be easy to add, remove and shuffle around (and clearly some shuffling is needed - why is "World Congress" a lesson? Are we going to be tested on it? "Esperanto culture" and "World Congress" should probably come after the lessons, after the language is taught and now you're discussing the culture). I'll be making this change sometime in February probably, or maybe March - unless I get a lot of negative feedback before then. --Indiana (talk) 21:08, 1 February 2010 (UTC)
 * Sounds like a good idea. --Yair rand (talk) 21:15, 1 February 2010 (UTC)

Move worksheets to Wikiversity?
What do people think of the possibility of moving the worksheet-like sections to Wikiversity, and linking to them from within the appropriate section in the Wikibook? For example, we could remove the Exercise : Translation section from the first lesson, add something like this to Wikiversity, and link to that from the first lesson. --Yair rand (talk) 23:49, 18 February 2010 (UTC)

 * I think that's a great idea. Once I finish souping up the appendices, I intend to start on the lessons themselves, and I did intend to trim out the exercises. But if this textbook could have an associated course on Wikiversity, that would be even better. Would you like to talk about a lesson plan? I mean, not right away because I have to finish with the appendices first, but eventually we'll need a plan for the lessons - right now they're organized based on some other language textbook, but that's not really appropriate for Esperanto (when are you ever going to need to buy a plane ticket in Esperanto?). It would be cool if we could figure out a workable lesson plan for the Wikibook, and have exercises and lessons mirrored in Wikiversity, so that while either could stand alone, they work even better together. --Indiana (talk) 18:14, 11 March 2010 (UTC)

Book layout
I have created a manual of style for this Wikibook (feel free to discuss that there). As I mentioned there, I think we need to talk about how to organize the main body of this book (thus far, all of my work has been souping up the appendices, which I will continue to do, of course). What should the book's layout be (Are we going to have a preface? A brief grammar intro before the in depth lessons?)? What should the lessons be like (How should grammar elements be introduced, and in what order? Should there be a consistent story to keep readers engaged, or isolated dialogues?)? --Indiana (talk) 03:51, 11 February 2010 (UTC)

Rewrite
I'm working on a rewrite of this wikibook, as it has been incomplete for several years. I plan to present topics in this order. Feel free to suggest a different order.

 * Lesson 1
 * Nouns
 * Adjectives
 * Adverbs
 * Personal and possessive pronouns
 * Direct and indirect objects
 * Prepositional phrases
 * Lesson 2
 * Infinitive
 * Simple tenses/Active Voice
 * Conditional mood
 * Imperative mood
 * Active and passive participles
 * Questions
 * Lesson 3
 * Correlatives
 * Participles as adverbs and nouns
 * Lesson 4
 * Word building with affixes
 * Compound words
 * Changing part of speech
 * Lesson 5
 * Complex tenses formed with participles

20:01, 3 December 2011 (UTC)

I can only say that I strongly support your idea! --Leefeni,de Karik (discuss • contribs) 22:08, 8 December 2011 (UTC)

Dialogues
I'm thinking about creating a session only for small talk in Esperanto, and this is the first one I've made. I think you could help with more.

 * Esperanto/Dialogues/Bus stop

--Leefeni,de Karik (discuss • contribs) 22:08, 8 December 2011 (UTC)

 * I just added a section (in outline form) for Esperanto and electronic communication. This is a place to cover SMS texts, Tweets, and Email as translation exercises—both into and out of EO. I think it's an excellent place to cover slang various abbreviation.

I should mention, the bus stop dialogues are good, they should be integrated into the book. Wikijeff (discuss • contribs) 01:09, 8 June 2012 (UTC)

Growing beyond the book format
My name is Ian and I'm from a project called Wikiotics, where we build free software tools for language instruction. We are starting to build collections of interactive language lessons that can serve as textbook replacements for students and this we would love for the Esperanto community to be represented.

If there is anyone here who is interested in expanding this content beyond a traditional text-based book format or who would like to incorporate interactive lessons we build based on the outline of this book, just chime in here or contact us at contact AT wikiotics DOT org or in irc at #wikiotics on freenode.

As example of the kind of new materials you can make with our tools, here are examples our current lesson types:
 * Picture choice lesson (http://wikiotics.org/en/Introduction),
 * Re-mixable Podcast (http://wikiotics.org/user/ian/FSI-Mandarin-Module01-Unit01),
 * Text multiple choice lesson (http://wikiotics.org/en/WANY_Hospital_grammar)
 * new Storybook lesson [coming soon](http://laurent.dev.wikiotics.net/en/storybook1).

Wikiotics (discuss • contribs) 19:53, 13 June 2012 (UTC)

title: Talk:Esperanto


text:
Atlas Shrugged/Synopsis/Section 3

=Atlas Shrugged, Part 3, Chapters 1-5=

Section 311: Part 3, Chapter 1, Section 1

 * Plot summary:
 * Dagny is unconscious from crashing her plane in the Colorado Valley. When she wakes up, she is shocked to discover John Galt beside her. She soon finds out that the industrialists who have disappeared now live and work in the Colorado Valley. Some of these industrialists include: Midas Mulligan, Ellis Wyatt and Richard Halley. Galt talks to Dagny and shows her around this new place, while showing her around this place he takes her to where the motor is kept in which everyone is looking for.

 * The following Places in Atlas Shrugged are used as settings in this section:
 * The Colorado Valley
 * Dr. Akston’s home
 * The following Characters in Atlas Shrugged appear in this section:
 * Dagny Taggart
 * John Galt
 * Hugh Akston
 * Midas Mulligan
 * Dr. Hendricks
 * Quentin Daniels
 * Dwight Sanders
 * Dick McNamara
 * Ellis Wyatt
 * Ted Nielsen (mentioned as lumberjack)
 * Roger Marsh (mentioned as cabbage tycoon)
 * Andrew Stockton
 * Ken Danagger
 * Richard Halley (mentioned)
 * Judge Narragansett

 * Mysteries:
 * “I swear by my life, and my love of it, that I will never live for the sake of another man, nor ask another man to live for mine.” John Galt tells Dagny that quote is a secret and he doesn’t mind telling it to her because he knows that she “won’t pronounce those words until you [Dagny] mean them the way I intended them to be meant.” How did he intend for it to be meant?

Section 312: Part 3, Chapter 1, Section 2
. At the end of dinner, Dagny goes home with John Galt and spends the night at his house in “a room he never intended her to occupy”.
 * Plot summary:
 * Dagny goes to dinner at Midas Mulligans house where Galt and the others explain to her that they are all on strike
 * The following Places in Atlas Shrugged are used as settings in this section:
 * The Colorado Valley
 * Midas Mulligan’s home
 * John Galt’s home
 * The following Characters in Atlas Shrugged appear in this section:
 * Dagny Taggart
 * John Galt
 * Midas Mulligan
 * Ellis Wyatt
 * Ken Danagger
 * Hugh Akston
 * Dr. Hendricks
 * Quentin Daniels
 * Richard Halley
 * Judge Narragansett
 * Mysteries:
 * Is John Galt a labor worker for Taggart Transcontinental?
 * Why does John Galt say to Dagny, “This is the room I never intended you to occupy”. but then let her sleep there?

Section 321: Part 3, Chapter 2, Section 1

 * Plot summary:
 * Dagny has breakfast with John Galt and Ragnar Danneskjold. She learns that Danneskjold is married to Kay Ludlow and that they were married four years ago by Judge Narragansett. She also talks with John Galt about how long she plans to stay in the Colorado Valley and John tells her he has already decided she will stay for one month.
 * The following Characters in Atlas Shrugged appear in this section:
 * Dagny Taggart
 * John Galt
 * Ragnar Danneskjold
 * Kay Ludlow (mentioned)

Section 322: Part 3, Chapter 2, Section 2

 * Plot summary:
 * Owen Kellogg tells Dagny that everyone in the “outside world” thought she was dead. Dagny also thought about Hank Rearden a few times, but those thoughts and feelings went away every time she saw John Galts face. Francisco tells Dagny how much he loves her and will always love her.
 * The following Characters in Atlas Shrugged appear in this section:
 * Dagny Taggart
 * John Galt
 * Owen Kellogg
 * Francisco d’Anconia
 * Mysteries:
 * Why do Dagny’s feelings about Hank Rearden go away as soon as she sees John Galt?

Section 323: Part 3, Chapter 2, Section 3

 * Plot summary:
 * Francisco talks to Dagny about the “rebirth of d’Anconia Copper”. He tells her that to start this “rebirth” he needs to start out again here in he Colorado Valley, so he bought land from Midas to start. Dagny realizes that she is in love with John Galt and that he has everything she is looking for.
 * The following Characters in Atlas Shrugged appear in this section:
 * Francisco d’Anconia
 * Dagny Taggart
 * John Galt

Section 324: Part 3, Chapter 2, Section 4

 * Plot summary:
 * Dagny speaks with various residents of Galt's Gulch: Richard Halley and Kay Ludlow explain their opinions on art, music, and stage performance.  An unnamed mother describes raising her two sons as a "profession".  Dr. Akston reminisces about teaching the young John, Francisco, and Ragnar at university.
 * The following Characters in Atlas Shrugged appear in this section:
 * Richard Halley
 * Dagny Taggart
 * Kay Ludlow
 * The Wife and children of Dick McNamara
 * Hugh Akston
 * John Galt
 * Francisco d’Anconia
 * Ragnar Danneskjold

Section 325: Part 3, Chapter 2, Section 5

 * Plot summary:
 * Francisco takes Dagny and John Galt to see the first d’Anconia mine of Galt's Gulch. Later, a small private plane is seen flying search patterns over the Gulch, though the community remains hidden by the giant holographic ray screen.  The plane eventually moves on.  Dagny anxiously presumes the pilot is Hank Rearden, searching for the wreckage of her own missing aircraft.
 * The following Characters in Atlas Shrugged appear in this section:
 * Dagny Taggart
 * Francisco d’Anconia
 * John Galt
 * Hank Rearden
 * Minor appearances:
 * Lawrence Hammond
 * Dwight Sanders

Section 326: Part 3, Chapter 2, Section 6

 * Plot summary:
 * Dagny decides to return to the "outside world" to save her railroad. Galt announces he will follow, though remain hidden, watching and waiting for Dagny's decision to return.  Mulligan, Akston, and Francisco voice disagreement with Galt's decision to leave, citing the dangers of the collapsing society outside, but they also voice respect for his choice.
 * The following Characters in Atlas Shrugged appear in this section:
 * Dagny Taggart
 * John Galt
 * Midas Mulligan
 * Hugh Akston
 * Francisco d’Anconia

Section 327: Part 3, Chapter 2, Section 7

 * Plot summary:
 * Galt flies Dagny, blindfolded, back to the "outside world".
 * The following Characters in Atlas Shrugged appear in this section:
 * Dagny Taggart
 * John Galt

Section 331: Part 3, Chapter 3, Section 1

 * Plot summary:
 * Dr. Stadler is ordered to Iowa by Dr. Ferris. There he witnesses a demonstration of the new weapon, "Project X". It is based on sound waves and has a range of 100 miles, using principles discovered by Dr. Stadler.
 * The following Places in Atlas Shrugged are used as settings in this section:
 * At Project X, in Iowa, about 50 miles west of the Mississippi River.
 * The following Characters in Atlas Shrugged appear in this section:
 * Dr. Stadler
 * Mr. Thompson
 * Dr. Ferris
 * Wesley Mouch
 * Dr. Simon Pritchett

Section 332: Part 3, Chapter 3, Section 2

 * Plot summary:
 * Dagny, having left Galt's Gulch, returns to New York City. She speaks to Hank.
 * She returns to her office, where she meets Cuffy Miegs, the Unification Director and learns of the Railroad Unification Plan.
 * They want her to appear on the radio show of Bertrum Scudder, to say that she endorses the actions of the government, their directives. She refuses.
 * Dagny is visited by Lillian Reardon, who tells Dagny that she knows about her affair with Hank, and blackmails Dagny into appearing on the radio show. She also tells Dagny that Hank signed over Reardon Metal for the same reason, to keep the affair quiet, and that is was she, Lillian, who told authorities about the affair. Lillian takes pleasure in the thought that she took Reardon Metal away from Hank.
 * The following Places in Atlas Shrugged are used as settings in this section:
 * The streets of New York City
 * Taggart Terminal, Dagny's office.
 * The following Characters in Atlas Shrugged appear in this section:
 * Dagny Taggart
 * Jim Taggart
 * Eddie Willers
 * Cuffy Meigs
 * Lillian Reardon

Section 333: Part 3, Chapter 3, Section 3

 * Plot summary:
 * Dagny makes her appearance on the Bertrum Scudder radio show. She short circuits the blackmail by announcing her affair with Hank on the air. Then she tells the listeners that Hank only signed the Gift Certificate due to the blackmail, and that Directive 10-289 is horrible.
 * Chaos breaks out and Dagny leaves the radio station, returning to her apartment. There she finds Hank, who tells her he loves her. She tells him she doesn't love him anymore, that she love someone else, John Galt, "the destroyer". Hank says that he already knows, because on the radio she spoke of him only in the past tense. He says he is ok with it. She also tells Hank that John invented the motor.
 * The following Places in Atlas Shrugged are used as settings in this section:
 * Radio station
 * Dagny's apartment
 * The following Characters in Atlas Shrugged appear in this section:
 * Dagny Taggart
 * Bertram Scudder
 * Jim Taggart
 * Lillian Reardon
 * Chick Morrison
 * Hank Reardon

Section 341: Part 3, Chapter 4, Section 1

 * Plot summary:
 * A long conversation between Jim Taggart and his wife Cheryl. She married Jim because she admired Taggart Transcontinental and thought he was the brilliant mind running it, thought he was a great man. A year after the marriage, she now understands that Dagny runs Taggart and that Jim is a looter.
 * Jim tells her about the upcoming deal wherein on Sept 2nd, Chile will nationalize d'Anconia Copper. Chile will appoint a new company "Interneighborly Amity and Development Corporation" to run all the industrial properties of South America. Jim and his buddies are going to sell their shares of d'Anconia Copper and invest in "Interneighborly Amity and Development Corporation", thereby become very much richer.
 * The following Places in Atlas Shrugged are used as settings in this section:
 * Jim and Cheryl Taggart's apartment
 * The following Characters in Atlas Shrugged appear in this section:
 * Jim Taggart
 * Cheryl Taggart

Section 342: Part 3, Chapter 4, Section 2

 * Plot summary:
 * Cheryl visits Dagny and apologizes for insulting Dagny at her wedding and Jim's wedding. They part on good terms.
 * The following Places in Atlas Shrugged are used as settings in this section:
 * Dagny Taggart's apartment
 * The following Characters in Atlas Shrugged appear in this section:
 * Dagny Taggart
 * Cheryl Taggart

Section 343: Part 3, Chapter 4, Section 3

 * Plot summary:
 * Lillian Reardon visits Jim Taggart. She spends some time complaining about Hank. Jim mentions the impending September 2nd nationalization. Jim and Lillian go to bed together.
 * The following Places in Atlas Shrugged are used as settings in this section:
 * Jim and Cheryl Taggart's apartment
 * The following Characters in Atlas Shrugged appear in this section:
 * Jim Taggart
 * Lillian Reardon

Section 344: Part 3, Chapter 4, Section 4

 * Plot summary:
 * Cheryl comes home, hears the noise of Jim and Lillian from behind the closed door. She and Jim fight, she leaves. She commits suicide, jumping off a bridge.
 * The following Places in Atlas Shrugged are used as settings in this section:
 * Jim and Cheryl Taggart's apartment
 * The streets of New York
 * The following Characters in Atlas Shrugged appear in this section:
 * Cheryl Taggart
 * Jim Taggart

Section 351: Part 3, Chapter 5, Section 1

 * Plot summary:
 * Dagny is aware that all of the Taggart supplies are being stolen, by men who only recently started working for Taggart. Also, her trains are being re-routed without her control. Government men have authority to commandeer trains and they take bribes to send trains on special runs.
 * In Jim's office, he complains that she is supposed to keep the company running regardless of the looting. She says she can't, and won't.
 * The Argentinian government tries to nationalize d'Anconia Mines, but at the time of the announcement, all the mines and all d'Anconia facilities worldwide (ports, warehouses, ships, etc.) blow up.
 * Dagny meets Hank at a restaurant. Once there she mentions her problems with the trains being diverted. He mentioned that his mill is running at full capacity. Other restaurant goers are complaining about the copper shortage. Through a window, she sees the big city calendar change days at midnight, only to show a message from Francisco, "You asked for it". Hank laughs to see it.
 * The following Places in Atlas Shrugged are used as settings in this section:
 * Taggart Terminal
 * A restaurant in New York City
 * The following Characters in Atlas Shrugged appear in this section:
 * Dagny Taggart
 * Jim Taggart
 * Hank Reardon

Section 352: Part 3, Chapter 5, Section 2

 * Plot summary:
 * The copper mines in Montana themselves need copper wire to repair machinery so that at least some copper can be produced. Dagny sends them half of what she has in Minnesota.
 * Reardon's brother Philip comes to ask for a job, although really he was told go be a spy at the mills for the Washington gang.
 * The Wet Nurse asks Reardon for a job, wants to quit his government post. He mentions that he has a degree in metallurgy, but that it isn't worth anything. Reardon explains that the government won't let him go, that he has to stay at his present job.
 * The following Places in Atlas Shrugged are used as settings in this section:
 * Taggart Terminal
 * Reardon mills
 * The following Characters in Atlas Shrugged appear in this section:
 * Dagny Taggart
 * Jim Taggart
 * Eddie Willers
 * Hank Reardon
 * Philip Reardon
 * The Wet Nurse

Section 353: Part 3, Chapter 5, Section 3

 * Plot summary:
 * People are becoming desperate for various supplies and are begging Dagny to find these supplies for them. A soy bean project in Louisiana advocated by Ma Chalmers the socialist is brought up.
 * Cuffy Meigs is mentioned as a looter and a racketeer.
 * Wheat production is concentrated in Minnesota. However much of the wheat harvest in Minnesota winds up left to rot. Almost half of the trains had been diverted to the new harvest of soy beans. But the soy beans had been reaped too early and were unfit to eat. The desperate story of trying to find as many train cars for Minnesota is described, as well as the efforts of farmers to transport their harvest to the grain elevators in other ways. The road network is in disrepair as are the farmers' cars and trucks, so few make it. Other farmers riot, burning government builders and even their own farms.
 * Whatever crop there may be next year will be much smaller with so many farmers dead and so many farms destroyed.
 * And as for this year, large portions of the nation's population will be starving to death by Spring.
 * The following Places in Atlas Shrugged are used as settings in this section:
 * Minnesota: at the local Taggart terminal, grain elevators, farms, and roads.
 * Taggart Transcontinental
 * The following Characters in Atlas Shrugged appear in this section:
 * Various farmers and Taggart employees

Section 354: Part 3, Chapter 5, Section 4

 * Plot summary:
 * Jim asks Dagny to attend a dinner with the Washington gang. They are deciding whether to shut down Taggart's Minnesota line, deciding between Minnesota and the western part of the country.
 * Dagny tells them they must shut down Taggart's lines to the west. She says to let agriculture go back to manual labor but that they must save the Eastern seaboard and its industry. She says that if the industrial base is destroyed, it will take centuries to rebuild it.
 * Cuffy Meigs pushes to keep trains running to the west, because there is still plenty to loot there. He says Minnesota is milked dry so they should abandon Minnesota.
 * The signaling system at Taggart Terminal breaks down. Dagny leaves the dinner to attend to it. She arranges the loan of a repair person from her competitor, but in the meantime organizes a large number of men with lanterns into a manual signaling system. One of these men is John Galt. She talks to him for a while, then he leaves to go be a human lamppost.

 * The following Places in Atlas Shrugged are used as settings in this section:
 * A restaurant at the Wayne-Falklands Hotel
 * Taggart Terminal
 * The following Characters in Atlas Shrugged appear in this section:
 * Dagny Taggart
 * Jim Taggart
 * Wesley Mouch
 * Dr. Ferris
 * Cuffy Meigs
 * John Galt

source: wikimedia

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

title: Atlas Shrugged/Synopsis/Section 3


text:
Category:Linguistics

The Linguistics department. Individual streams (and their respective categories) should be categorized under this category.

The following will all need to be subcategories someday:
 * Stylistics
 * Language Acquisition
 * Language Disorders
 * Prescriptivism vs. Descriptivism
 * Diachronics
 * Historical Linguistics
 * Language Change and Evolution
 * Pragmatics: The study of the use of language in a social context (or is this Sociolinguistics?)

title: Category:Linguistics


text:
Wikipedia:WikiProject Spam/LinkReports/aklam.io

Links

 * aklam.io 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 globally blacklisted by \baklam\.io\b
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * Link is globally blacklisted by \baklam\.io\b

Additions

 * Displayed all 4 additions.


text:
Talk:Darryl Stephens

Untitled comments
Boy Culture was released in 2007, not 2006. Can someone fix that?
 * Fixed.

External links modified
Hello fellow Wikipedians,

I have just modified 2 one external links on Darryl Stephens. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20110906190754/http://www.afterelton.com:80/archive/elton/people/2006/8/darryl2.html to http://www.afterelton.com/archive/elton/people/2006/8/darryl2.html
 * Added archive https://web.archive.org/web/20120210130130/http://www.bet.com/shows/reed-between-the-lines/news/next-on-reed-darryl-stephens-kamar-de-los-reyes.html to http://www.bet.com/shows/reed-between-the-lines/news/next-on-reed-darryl-stephens-kamar-de-los-reyes.html

Cheers.— InternetArchiveBot  (Report bug) 04:07, 7 December 2016 (UTC)

title: Talk:Darryl Stephens


text:
Wikipedia:Articles for deletion/Bianca Jade (2nd nomination)

The result was   delete. Mark Arsten (talk) 04:24, 3 August 2012 (UTC)

Bianca Jade
AfDs for this article:
 * – ( View AfD View log  •  Stats )

There's nothing notable about this person and the entire entry reads like a PR or marketing effort. That's not the idea behind Wikipedia. — Preceding unsigned comment added by Vitaminmedia (talk • contribs) 23:28, July 9, 2012

 * Note to closer: I have refactored this nomination to include the standard AfD and the unsigned template. This nomination is not listed in a daily AfD log so I am adding it now. Please consider this as the time of initial listing for closing purposes. Monty  845  20:15, 24 July 2012 (UTC)
 * Note: This debate has been included in the list of Health and fitness-related deletion discussions.  • Gene93k (talk) 22:33, 24 July 2012 (UTC)
 * Note: This debate has been included in the list of Authors-related deletion discussions.  • Gene93k (talk) 22:34, 24 July 2012 (UTC)

 * Delete and salt per nom. Also, the sourcing is as poor as I've ever seen in an article with these many references.  I must have commented on 100s of discussions at AfD over the years, and this is one of the worst. For example, Note 15 does not even have anything to do with the subject and does not even mention her in passing!  Most of the other references are social networking sites, or Faux News, and the like. I can't see any evidence that she's notable. Just to be sure, I looked at Google News and found nothing at all, except false Ghits about Bianca Jagger and Jade Jagger. Bearian (talk) 20:40, 25 July 2012 (UTC)
 * Delete I'm not going to be as harsh as Bearian, but this is indeed a stellar example of notability masking and wikipuffery.  Them From  Space  04:05, 31 July 2012 (UTC)
 * Relisted to generate a more thorough discussion so a clearer consensus may be reached.

 * Please add new comments below this notice. Thanks, Mark Arsten (talk) 20:21, 31 July 2012 (UTC)

 * Delete. Fails WP:GNG. The article has lots of references, but sadly none of them can be considered independent reliable sources with significant coverage of the subject. Google doesn't turn up any reliable sources either. CodeTheorist (talk) 21:30, 31 July 2012 (UTC)
 * Delete, salt and ban anybody who's ever worked at it This article is a nightmare of wikipedia manipulation, with almost 40 sources confirming close to every word in the article, a professional-looking picture, somewhat encyclopedic language, all this for a run-of-the-mill training instructor that never, ever will be notable enough. complainer (talk) 22:48, 31 July 2012 (UTC)
 * Comment: The article in question has been a most interesting, and at times entertaining, read. It is clear that, having gone to some amazing lengths to try to establish notability or any rationale for the page, an article on Bianca Jade at this juncture is not something the community — editing users and non-editing users — will want, much less need. The fact that the page is essentially "owned" by a few users (User:ShanaScala, User:Nbon91, and, to some (also considerable) extent, User:PRRfan), with one user going to particularly extreme lengths to defend subject and/or merits of the article on another user's talk page. At least two of these user's contributions more or less reflect those of a single-purpose account, and it is evident that there is the possibility, however slight, that these editors may not be the most useful, neutral parties in editing the article.
 * If it is policy to block individuals for extensively working with an article such as this (or repeated messing with Wikipedia in bad faith), with the deletion of "Bianca Jade", it may completely be unnecessary to block individuals that have worked on this, or at least the single-purpose accounts. Page protection after deletion, if that is to occur, is definitely worth considering as is a AfD for the article "Logan Kurtz", which suffers similar issues (and is quite significantly and non-objectively, even favourably, edited by one User:Logansfv, who may or may not be the subject of the article, thus comprising the article's integrity). --[[User:Qwerty_Binary|Qwerty Binary]] ([[User_talk:Qwerty_Binary|talk]]) (talk) 08:19, 1 August 2012 (UTC)


text:
plesiomorphic

Adjective

 * 1)  Sharing a character state with an ancestral clade; primitive.
 * 2) plesiomorphous
 * 1) plesiomorphous

title: plesiomorphic


text:
Honest (Kodaline song)

"Honest" is a song by Dublin-based alternative rock quartet Kodaline. The song was released on 1 February 2015 as the lead single from the band's second studio album, Coming Up for Air (2015). "Honest" became the band's third top 10 single in their home country, Ireland, following "High Hopes" (2013) and "Love Like This" (2013).

title: Honest (Kodaline song)


text:
Talk:David McPhail

Fair use rationale for Image:DavidMcPhailPromo.jpg
Image:DavidMcPhailPromo.jpg 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) 20:28, 13 February 2008 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified 2 external links on David McPhail. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20050817144751/http://nbr.co.nz/smythe/2005/04/alone-it-stands-at-court-theatre.html to http://nbr.co.nz/smythe/2005/04/alone-it-stands-at-court-theatre.html
 * Added archive https://web.archive.org/web/20060923064022/http://www.actors.co.nz/people/viewAnybody.aspx?anybodyId=529 to http://www.actors.co.nz/people/viewAnybody.aspx?anybodyId=529

Cheers.— InternetArchiveBot  (Report bug) 16:53, 16 January 2018 (UTC)

title: Talk:David McPhail


text:
Neupert effect

The Neupert effect refers to an empirical tendency for high-energy ('hard') X-ray emission to coincide temporally with the rate of rise of lower-energy ('soft') X-ray emission of a solar flare. Here 'hard' and 'soft' mean above and below an energy of about 10 keV to solar physicists, though in non-solar X-ray astronomy one typically sets this boundary at a lower energy.

This effect gets its name from NASA solar physicist and spectroscopist Werner Neupert, who first documented a related correlation (the integral form) between microwave (gyrosynchrotron) and soft X-ray emissions in 1968. The standard interpretation is that the accumulated energy injection associated with the acceleration of non-thermal electrons (which produce the hard X-rays via non-thermal bremsstrahlung) release energy in the lower solar atmosphere (the chromosphere); this energy then leads to thermal (soft X-ray) emission as the chromospheric plasma heats and expands into the corona. The effect is very common, but does not represent an exact relationship and is not observed in all solar flares.

title: Neupert effect


text:
User:Dunningrb

Name: Rodney Dunning

Location: United States

Education: Ph.D., physics

Interests: physics, photography, philosophy, linguistics

Professional background: University professor, software engineer

Family: wife, two daughters, two cats

 * Bookmarked Articles

title: User:Dunningrb


text:
Geometry/Congruency and Similarity

Congruency
Congruent shapes are the same size with corresponding lengths and angles equal. In other words, they are exactly the same size and shape. They will fit on top of each other perfectly. Therefore if you know the size and shape of one you know the size and shape of the others. For example:

Each of the above shapes is congruent to each other. The only difference is in their orientation, or the way they are rotated. If you traced them onto paper and cut them out, you could see that they fit over each other exactly.

Having done this, right away we can see that, though the angles correspond in size and position, the sides do not. Therefore it is proved the triangles are not congruent.

Similarity
Similar shapes are like congruent shapes in that they must be the same shape, but they don't have to be the same size. Their corresponding angles are congruent and their corresponding sides are in proportion.

title: Geometry/Congruency and Similarity


text:
Talk:West Texas Roughnecks

Fair use rationale for Image:OdessaRoughnecks.gif
Image:OdessaRoughnecks.gif 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.

If there is other other fair use media, consider checking that you have specified the fair use rationale on the other images used on this page. Note that any fair use images uploaded after 4 May, 2006, and lacking such an explanation will be deleted one week after they have been uploaded, as described on criteria for speedy deletion. If you have any questions please ask them at the Media copyright questions page. Thank you.BetacommandBot 04:56, 6 June 2007 (UTC)

title: Talk:West Texas Roughnecks


text:
Talk:Darrin Jackson

Babe Ruth Tournament- Brawley,ca
If you remember, contact me. Mskimbers @yahoo.com Mskimbers (talk) 23:09, 13 October 2019 (UTC)

title: Talk:Darrin Jackson


text:
Talk:Anthony Strong

External links modified
Hello fellow Wikipedians,

I have just modified 2 one external links on Anthony Strong. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20121105090026/http://soundcloud.com/anthonystrong/too-darn-hot-live-on-radio-2 to http://soundcloud.com/anthonystrong/too-darn-hot-live-on-radio-2#new-timed-comment-at-155910
 * Added archive https://web.archive.org/web/20120331172608/http://www.milliondollarquartet.co.uk/cast_anthony_strong.asp to http://www.milliondollarquartet.co.uk/cast_anthony_strong.asp

Cheers.— InternetArchiveBot  (Report bug) 12:05, 15 October 2016 (UTC)

title: Talk:Anthony Strong


text:
Talk:Unschooling

"How to quit school and get a real life and education" - surely, come to Wikiversity.. ;-) Cormaggio 11:07, 9 September 2006 (UTC)

That quote (currently) continues:

 * "... The best ways to escape the worst aspects of public schooling, how you can and why you might want to."

I think that both of these sentences need to be more completely explained and justified. My jokey response above also needs to be critically examined - are we actually advocating giving up school? How exactly is school not relevant to "real life" and/or "education"? What are the "worst aspects of public schooling" - and how do we know? Is this only applicable to public schooling? And, regarding my comment, are we saying that Wikiversity will be of any more use to a person's education than school is?

I'm aware that the "why you might want to" is so far the only indication that this page will actually examine the issue rather than actively advocate giving up school. I don't think that this is something that we should be advocating - though perhaps this betrays something about my own conception of Wikiversity. I'd love to take this discussion forward if someone is interested... Cormaggio beep 14:02, 6 February 2007 (UTC)

 * The problem isn't exactly school itself, i.e, the existence of a centralized resource, but compulsory education, one-size-fits-all, and a lack of trust in children's ability to learn without being forced. I removed the "why you might want to" language because it was, indeed, not neutral. I am, however, very involved with the unschooling movement. From North Star for teens: "If school isn't working for you, forget school, get a life." North star does not promote the idea that school is wrong or bad. Many North Star kids go back to school for part or all of high school, but they go back, if they do, because they choose to be there, and they are then primed to gain maximum benefit. Key to the unschooling movement is the concept that children naturally learn, if they are not somehow damaged such that aversion to learning arises.

 * North Star was started by a teacher who realized that, enforcing the curriculum and the entire approach of the ordinary public school he was working in, he was harming his students. So he decided to do something to instead empower kids, and he's been brilliantly successful.

 * This discussion could be quite relevant to Wikiversity. There are approaches to Wikiversity that think of "educational resources" as fixed things, materials to be used in a classroom setting, perhaps, documents to be consumed, ideally well-cooked, with "authorized" content, i.e., vetted for conformance to some particular set of standards, usually highly conservative. There is another stream of thinking that became incorporated in Wikiversity, which is "learning by doing," where individuals learn by creating content here, through discussion and interaction.

 * The simple "educational resource" model did not allow, for example, that a 7-year old kid could create pages on Wikiversity with his own stories. It was considered vandalism. Yet all that was needed was to shift the context. He was welcomed and guided to create pages only in his own user space, and they were monitored to avoid child protection problems. So he was learning wikitext and creative writing, both educational. But he was not "creating educational materals," except for himself.

 * The Wikiversity vision described the creation of educational resources and learning-by-doing for all ages. The original proposals were naive and unclear about certain things. For example, there was discussion of how original research would be validated. In actual practice, what we have done with original research is to identify it as such, wherever there is some challenge or controversy, or, ideally, before that point. I don't see this in the proposals, but, in practice, again, Wikiversity is neutral through inclusion rather than exclusion. I.e., we do not exclude non-neutral material, but identify it and present it in a neutralizing context, as opinion, original research, essays, etc.

 * This, then, moves away from the standard educational model, where learning is through the study of officially approved documents and sources. Rather, learning becomes an exploratory activity.

 * That, then, leads to a problem. Resources exploded on Wikiversity, which had, for a time, a very much undisciplined and highly eclectic mainspace, with pages created spread out. So someone looking at a random page often saw something very undeveloped, even inappropriate, or so it might seem. Hence I've been promoting the organization of Wikiversity. This is nondeletionist, it's inclusionist, but then seeks to place resources where they fit into an overall hierarchy of learning, not as a fixed and immutable thing -- it is frequently not obvious where to place a resource, but to make the content approachable.

 * I have an unschooled daughter, she's almost thirteen. Because of state law, I am required to have an approved home schooling program, but, in fact, she is responsible for her own learning. It's become completely clear to me that she does a better job, making choices for herself, over nearly everything, not just about learning, than I do when I imagine that my task as her father is to control her. The superintendent of schools, who approves home schooling "educational plans," wants to see curriculum. So I design a curriculum, in consultation with Daughter, that frames what she already wants to do in terms of what she may gain from it of academic interest. She is interested in makeup, and makes her own makeup from basic materials, experimenting with many combinations. Do you know that you can make lipstick from nontoxic crayons? So: materials science, the use of lab equipment (scales and a hotplate), and, then, drama (she creates faces) and video production (she's working on youtube videos), and marketing and economics (she has to budget her funds, which she does spectacularly, she never runs out of money, though her income is fixed at this point, and will remain so until she is either working or regularly selling products). Math, of course, is part of that, she is constantly aware of cost per unit weight, prevailing prices for what interests her -- so she can grab bargains. She took a cosmetology workshop at the local vocational high school, and, of course she paid for it (plus the Department of Children and Families kicked in much of the fee), and she received a pile of makeup as part of it. We were discussing whether or not the workship was worth what it cost, so we looked at the value of the items. There was a color kit, and she looked at it and said, that she could get it on-line for about $10. I checked. $12.50 on ebay.

 * Now, "makeup." Is that important? Shouldn't she be learning about useful stuff like ... like what? She is becoming a young woman. How she looks, how she presents herself, could be crucial for the rest of her life, regardless of whatever judgments we might have. Right now, she wants to be a vlogger. I took her for a complete neurological exam, and in the evaluation session where we went over the result -- which included a complete evaluation of her educational achievement -- he asked her what she wanted to do when she grows up. She said "vlogger." He said, "No, I mean like, doctor, lawyer, that kind of thing." She was amused. I pointed out that vloggers can make a ton of money, if they are popular, and that she has what it takes to be popular. But ... isn't that "shallow"?

 * In other words, we have a whole complex of ideas about what is important, and we impose them on kids, instead of allowing them to find their own way in a shifting world. There is room for both, in fact, but children learn best from adults by example. My daughter asks me my opinion about things, but if I fall into lecturing her -- I can easily do that -- she says, "Dad, I'm not listening." Smart kid. And a joy to parent. As long as I don't get too attached to the idea that I know better than her. Sometimes I do, perhaps. So, then, how do I effectively present this to her? Turns out that forcing her to learn something backfires. What she learns from being forced is that she doesn't like it!

 * So, right now she is planning on going back to school for high school. She says, "If I don't like it, if I have something better to do, I can always leave it. If I go back to school in the 9th grade, it's automatic entry, I don't have to test in. (Like a lot of kids, she hates tests, though, in fact, her performance, overall, is high.) After the 9th grade, I'd be tested for placement. So that's a place to try school again."

 * Back to Wikiversity: we developed, over years, actual practice that is highly inclusive. However, we have never documented this, and so I see the Dutch Wikiversity project on Beta flopping around, having learned nothing from our experience, because we have never clearly documented it. We have never clearly developed learning materials around Wikiversity itself. Or have we? Were they developed and just not made obviously accessible? That, then, would be purely an organizational problem. --Abd (discuss • contribs) 13:58, 21 August 2014 (UTC)

title: Talk:Unschooling


text:
daiman

Noun

 * 1)  diamonds

Etymology
+

Noun

 * 1) A dead person.

Usage notes
Special words are used for dead people venerated as ancestors; for example see. Also, the phrase man i dai may be substituted for this term in any context.

title: daiman


text:
Talk:Ram Satpute

Untitled
Please suggest edits!

Contested deletion
This page should not be speedy deleted as an unambiguous copyright infringement, because... (The contested information has been removed) --AnandAzaad (talk) 19:34, 16 August 2020 (UTC)

Please Publish
Please Publish AnandAzaad (talk) 05:56, 5 September 2020 (UTC)

title: Talk:Ram Satpute


text:
Free lance scholar/Financial

Examples
Add your own section to let others in on your plans.

My academic budget
This gives you some idea of what it costs to be a free lance scholar

One month US$1000/month

which gives you $300/month travel to Boston/NYC. $300/month for one week hotels. and then $400/month for books and other expenses.

It is possible given the current internet culture to be a free lance scholar on much less, provided you have web access and/or live near a library or possibly a book store with a free read policy. Or to paraphrase the movie Good Will Hunting Your entire education can boil down to overdue library charges and internet fees, if you are exceptionally motivated and able to digest the information. Of course you will not recieve the recognition for your work unless you are able to access the culture of peer review, and understand the basic conventions of said culture. Access to the culture is becoming easier thanks again to the internet.

Roadrunner 06:52, 7 August 2006 (UTC)

Quintessential skill set
I have little or no access to funds. I have worked for so long without money, it has become second-nature for me to deal with performance and operational matters without currency. The products and services I offer need only attention for prospective collaborators. The trick is to reduce expenses and gather resources directly from nature's surpluses. I could use a welding machine. I made a loom by hand and used it to weave a guitar strap. I'm working on a plan to build a bio-dome over a 40 ft deep well and a solar-powered pump made from a unique donut design from the public domain. I can train animals. I play a mean guitar and a big piano. I need some help with bandwidth, but other than that, the life I want is coming together. Wikiversity is a big help.

CQ 20:28, 7 September 2009 (UTC)

title: Free lance scholar/Financial


text:
Talk:DNA end resection

Wiki Education Foundation-supported course assignment
This article was the subject of a Wiki Education Foundation-supported course assignment, between 27 September 2021 and 3 December 2021. Further details are available on the course page. Student editor(s): BertoHContreras. Peer reviewers: Bpalanisamy, BattIe5tar.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 16:40, 18 January 2022 (UTC)

title: Talk:DNA end resection


text:
Wikipedia:Articles for deletion/SATUMA

The result was delete.  So Why  14:32, 4 October 2017 (UTC)

SATUMA

 * – ( View AfD View log  Stats )

No in-depth coverage found. Fails WP:NCORP.  Greenbörg  (talk)  13:04, 19 September 2017 (UTC)
 * Note: This debate has been included in the list of Companies-related deletion discussions.  M assiveYR   ♠  14:50, 19 September 2017 (UTC)
 * Note: This debate has been included in the list of Pakistan-related deletion discussions.  M assiveYR   ♠  14:50, 19 September 2017 (UTC)

 * Keep Appears to meet WP:GNG, its products are used by the Pakistani military   Mar4d  ( talk ) 12:35, 20 September 2017 (UTC)
 * Have a look at WP:INHERITORG which says 'No inherited notability'. Subject fails WP:CORPDEPTH.  Greenbörg  (talk)  15:33, 20 September 2017 (UTC)

 Relisted to generate a more thorough discussion and clearer consensus.

Please add new comments below this notice. Thanks, North America1000 16:23, 26 September 2017 (UTC)
 * Delete: Per nomination. Adamgerber80 (talk) 04:19, 2 October 2017 (UTC)
 * Delete No indications of notability, references fail the criteria for establishing notability. Fails GNG and WP:NCORP. -- HighKing ++ 14:56, 2 October 2017 (UTC)

title: Wikipedia:Articles for deletion/SATUMA