text:
Talk:Richard Carrier/Archive 1

Uncited comment
"Claiming to be a philosopher with a doctorate degree, however, has prevented Mr. Carrier from being taken seriously in academic circles."

I removed the above as there is no cite for this view. I have no problem with dissenting information being included but it looks more of a personal comment so without a reference it shouldn't stay in the article. SophiaTalk TCF 18:18, 20 March 2006 (UTC)

I removed the title of historian from Richard Carrier's bio
Richard Carrier has no doctorate in history nor any other outstanding accomplishments to give him the title of historian. --<IP_ADDRESS> 20:34, 19 May 2006 (UTC)
 * Where does it say one must have a doctorate in order to have the title of historian? This is were your premise is false.Giovanni33 04:03, 25 May 2006 (UTC)

Providing Credentials?
I do not know what the Wiki standards are for justifying calling someone a historian or a philosopher in their bio. If someone can provide or explain those standards then I can provide the necessary quals if I have them. For now, regarding "historian" I have a B.A., M.A., and M.Phil. in history, all from accredited universities (Berkeley and Columbia, respectively), I have contributed three chapters to a published book on a historical subject (The Empty Tomb: Jesus Beyond the Grave), my work on historical subjects has been accepted for presentation at two university conferences (at Berkeley and Columbia, references provided in my cv below), I wrote several entries for a published reference in history, the Encyclopedia of the Ancient World (s.v. Epicurus, Lucretius, Philodemus, Second Sophistic, Soranus of Ephesus), and my work has been published in at least one peer reviewed journal: my study on Hitler's Table Talk was published in German Studies Review and is already cited as an authoritative reference on that source by a qualified historian in Hitler studies (Richard Steigmann-Gall, The Holy Reich: Nazi Conceptions of Christianity, 1919-1945, citation on p. 253, n. 178). Though I think all that qualifies me as a historian, if a Ph.D. is deemed necessary for the title, then that will arrive in due course as I am presently working on same.

As for the title of philosopher, I have never claimed to have any degrees specifically on that subject, though I have degrees in intellectual history (noted above and in my cv below), I have published a book on philosophy (Sense and Goodness without God: A Defense of Metaphysical Naturalism) and I have published several articles on the subject of philosophy in peer reviewed journals (in Inquiry: Critical Thinking Across the Disciplines, The History Teacher, and Biology and Philosophy, references provided in my cv below).

For one's judgment, my full curriculum vitae is available here.

RichardCarrier 01:01, 23 May 2006 (UTC)

No widely respected book on history and no doctorate in history - not a historian
Richard Carrier has no widely respected book on history and Richard Carrier has no doctorate in history. Richard Carrier is not a historian. --<IP_ADDRESS> 17:11, 23 May 2006 (UTC)

 * Where does it say one must have a doctorate in order to have the title of historian? This is were your premise is false. Giovanni33 04:03, 25 May 2006 (UTC)

I removed the title of philosopher from Richard Carrier's bio
I really don't see any academic credentials or outstanding accomplishments recognized by philosophers to warrant calling Richard Carrier a philosopher. --<IP_ADDRESS> 17:14, 23 May 2006 (UTC)

 * This is a bit of a red herring and straw man since no one has made the claim in the article that Richard is a philosopher of outstanding accmplishments. That is a POV that may or may not be true but its besides the point. Outstanding accomplishments are not required to be a known as a philosopher. I think the title is apropos given the evidence that we have rearding the thinker published works in philosphy. He has a published a book on philosophy (Sense and Goodness without God: A Defense of Metaphysical Naturalism) and he has published several articles on the subject of philosophy in peer reviewed journals (in Inquiry: Critical Thinking Across the Disciplines, The History Teacher, and Biology and Philosophy.So, if you don't see any academic credentials, then this also is of no import because they exist regardless if you see them or not. And, I do assume good faith that you simply do not see them.Giovanni33 04:39, 25 May 2006 (UTC)

Verifiable vs. Unverifiable Claims
Since the bio never stated I had a doctorate in history, that is not a valid reason for removing the title "historian." Whether my "accomplishments" have been "outstanding" in any sense is an unverifiable opinion and therefore not a valid reason for removing the title "historian." That The Empty Tomb and The Encyclopedia of the Ancient World are not "widely respected" is an unverifiable opinion and therefore not a valid reason for removing the title "historian."

Nor should being "widely respected" even be a criterion required to verify the claim "Richard Carrier is a historian." I have advanced degrees in history and have worked as a historian (I've actually made money writing and teaching history and have spoken at professional conferences on history) and I have published peer reviewed work in history that other historians cite. That should count as verifying the claim that I am a "historian" and Wiki standards only require information to be verifiable. I ask someone to edit my bio according to actual Wiki standards and not biased hostility toward me.

Regarding the claim that I am a philosopher, Wiki standards only require that claim to be verifiable. No claim has been made that I have "academic credentials" in philosophy or "outstanding accomplishments" recognized by philosophers, therefore the lack of those things has no bearing on whether "Richard Carrier is a philosopher" is verifiable. I believe that having published a book on philosophy and having published papers on philosophy in peer reviewed philosophy journals verifies the claim that I am a philosopher. Again, I ask someone to edit my bio according to actual Wiki standards and not biased hostility toward me.

RichardCarrier 20:00, 23 May 2006 (UTC)

 * I agree with your arguments above, and have restored the removed material.Giovanni33 04:40, 25 May 2006 (UTC)

categories
The categories are there to help readers find articles - they do not imply any qualifications and you do not need to have a Ph.D in the areas to be added to the categories - see WP:CAT and WP:CGZ. Sophia 23:10, 23 May 2006 (UTC)

 * I'm reminded that Ayn Rand is generally considered a philosopher despite her notable lack of academic credentials. If she qualifies, Carrier more than qualifies; end of story. Al 04:51, 24 May 2006 (UTC)
 * Good point. Ayn Rand certainly lacks any outstanding achievements in philosophy and is lacking academic credentials, yet, she is allowed the title of philosopher given that she does articulate a philosphy in her writings on the subject.Giovanni33 04:42, 25 May 2006 (UTC)

Richard Carrier's lack of a history book cited by historians
Richard Carrier has no doctorate in history. Also, I would ask which historians have cited the book "The Empty Tomb: Jesus Beyond The Grave" published by Prometheus books (Richard Carrier is said to have written three chapters of this book). ken 02:31, 24 May 2006 (UTC)kdbuffalo

 * Ken, it's been pointed out that this is entirely irrelevant, so I don't see why anyone should address it further. Thank you for understanding. Al 04:52, 24 May 2006 (UTC)

Do any reference works list Richard Carrier as a philosopher or historian?
Do any reference works list Richard Carrier as a philosopher or historian? I don't believe any do. The reason I believe that this is the case is that he has no doctorate in philosophy or history and has produced no notable works in these areas. Richard Carrier is a graduate student who has yet to earn the gravitas to be considered a historian or philosopher. <IP_ADDRESS> 15:38, 24 May 2006 (UTC)

 * This claim was addressed and refuted above. Therefore, I am going to undo your deletion of these links.  Thank you for understanding. Al 15:40, 24 May 2006 (UTC)

 * Al, I didn't see sufficient proof that Richard Carrier has the gravitas to be considered a philosopher or historian. Certainly no reference works list him as a historian or philosopher and I believe that is due to his lack of a doctorate and lack of notable works in these areas. <IP_ADDRESS> 15:46, 24 May 2006 (UTC)

 * Read the above links carefully - the wikipedia categories are not a brand of authority but a tool to help people find articles. He is described in the popular press as a historian and philosopher so people may look for him there. I'm also removing the NPOV tag as that is for content dispute - not filing disagreements. Sophia  16:41, 24 May 2006 (UTC)

 * SOPHIA, I don't think any major newspapers or magazines describe Richard Carrier as a historian or philosopher. <IP_ADDRESS> 18:58, 24 May 2006 (UTC)

 * Not that it matters--again, mention in a "major" newspaper is not a requirement to be called a historian or a philosopher--but the Los Angeles Times describes me as "Historian Richard Carrier, the atheist author" on p. B2, Saturday, August 20, 2005, written by journalist Patricia Ward Biederman, in the full-page article "Documentary Questions the Existence of Jesus." I haven't had occasion yet to be mentioned in "major" newspapers for my work in philosophy, but people who Google my name will find me frequently mentioned as a philosopher or author of a work of philosophy, and I am often described as such in atheist newsletters around the country, thus as Sophia says, many people will be looking for me as a philosopher. Finally, the editors of the Center for Naturalism website acknowledge me as a philosopher. So with these facts and all the others I list above, I believe "Richard Carrier...is a historian and a philosopher" is sufficiently verifiable, even independently of my own approved bios in IMDb and AmazonConnect. But as before I leave this issue entirely up to objective and fair editors to decide since I did not write this Wiki bio for myself nor am I its editor now. RichardCarrier 19:51, 24 May 2006 (UTC)

 * (edit clash- with the subject of the article - how wierd!) Here are some links where readers may come across him. As I said the categories are not there are confirmation of academic qualifications - they are filing tags . This is a random selection of ones I came across. He has published books and papers in peer reviewed journals as his cv above shows. I somehow don't think there is anything I can write that will convince you of the validity if the tags as looking at your other contributions there is a very firm agenda. However I would ask that you stop reverting - read the policies above and leave the tags alone. We can disuss how to represent him in the article but the tags are just for ease of access for readers. Sophia  20:03, 24 May 2006 (UTC)

And apparently Earl Doherty is not a historian either. Same old song and dance. ^^James^^ 18:34, 25 May 2006 (UTC)

Credentials
We've had this discussion Kdbuffalo. Carrier easily falls within his cats on account of his output. Ditto Doherty. Your continued knawing at this issue is both tiresome and ungracious. Please drop it, you were easily outnumbered last time. Laurence Boyce 11:06, 21 September 2006 (UTC)

Collection of links too biased towards Richard Carrier, why was my critical link removed?
Here is the link. Resurrection Dodgeball: A Critical Review of the Habermas-Licona-Carrier Exchange <IP_ADDRESS> 15:47, 11 November 2006 (UTC)

I made the article more neutral by adding a section called "criticisms of Richard Carrier's works"
Here is what I wrote: JP Holding has a number of articles which critize Richard Carriers works. ken 15:54, 11 November 2006 (UTC)kdbuffalo

 * The article is not in any sense lacking in neutrality. I have removed your unsatisfactory link. Any criticism should be balanced and authoritative. Laurence Boyce 18:51, 12 November 2006 (UTC)

 * I have to disagree with you. First of all, reverting contributions and not coming to talk to discuss things until a day later isn't that productive. Yes, I'm sure we've all experienced ken in the past, and he sometimes edit wars and blanks helpful content or adds unhelpful content. That doesn't mean we are allowed to be jerks to him due to prior conflicts. I feel that having one sentence about how online apologists criticize Carrier is fair. In my mind, Carrier barely meets notability requirements as it is. However, he has a fairly large internet following. The majority of his work isn't really notable or verifiable. So having an equal to him (only on the other side of the debate), say J.P. Holding, who has an equivical internet following, and predominately self-publishes his work on the interent seems only 'balanced'. This isn't undue criticism or grasping at straws. It is just as notable as the internet infidels website. If we qualify it by saying the criticism is from Christian apologists, and on the internet, I feel we meet NPOV requirements. It isn't giving undue weight to a minority view, it isn't weasely. It is qualified and contextualized. So I support one sentence with one link (references if you will) to Carrier's internet critics, because Carrier himself, by and far, is just that, an internet critic.--Andrew c 20:55, 13 November 2006 (UTC)

 * I can see Andrew's point but it can be frustrating dealing with ken who is very good at making you have the same discussion every few months as he tries to wear you down. The article as it currently stands is just a very brief stub - all it says is that Carrier has doubts about the historicity of Jesus. As it doesn't explain his views on anything in detail having criticisms in the body of the article would currently unbalance it. If ken wants to put the work into expanding it to include some details on Carriers views and who supports them then the criticisms would be needed for balance. As things stand the only place that could use balance is the external links where a properly labeled criticism link would satisfy NPOV. Sophia  21:36, 13 November 2006 (UTC)

 * Good idea. I would support one external link that perhaps had a parenthetical comment such as (internet criticism) or something like that. Of course, that is until the article is expanded.--Andrew c 22:57, 13 November 2006 (UTC)

OK let's see if we can conflate as many issues as possible here. On second thoughts, let's not. Andrew, if you feel that Carrier is insufficiently notable to merit a Wikipedia article, then please start an AfD; otherwise this is not relevant to the discussion. As for Ken, I generally expect his edits to be unsatisfactory and I am rarely disappointed; but equally this is irrelevant.

So the issue is what does or does not constitute a satisfactory critical link. I have a number of problems with the link provided:
 * 1) The link is essentially a private website. It is therefore in my view liable to be insufficiently authoritative, accurate, stable, or accountable.
 * 2) The link is poor in quality. You have to scroll down a bit to get to Carrier which is far from ideal.
 * 3) It is a "meta" link, i.e. a link of links which reduces reliability still further.
 * 4) If we are going to have criticism then it should be balanced, say one for and one against. With this link we effectively have none for and 15 against.
 * 5) In any case, for an article this size I really feel that criticism is unnecessary.

But please don't say that you support a link to "Carrier's internet critics, because Carrier himself, by and far, is just that, an internet critic." I disagree that Carrier is just an internet critic, but even if he were, it does not mean that I can set up a spazzy website of my own and link to it from this article, does it? I don't feel the link should appear anywhere in the article.

Laurence Boyce 23:11, 13 November 2006 (UTC)

 * I said, in my opinion, Carrier barely meets notability requirements. However, he still meets them. I don't want to AfD this article. He has a marginally known webpage. And he is a gradstudent who has one published book, and a few published essays (nothing, to my knowledge, in a scholarly journal though). He does represent the vocal presence of internet atheists, who are normally engaged in internet debate with internet apologists, such as Holding. The fact that Carrier's website finds Holding notable enough to mention roughly 339 times, and Holding's webpage is linked to or mentioned roughly a dozen times, seems that mentioning that Carrier has internet critics that he himself acknowledges and responds to is not out of line. I'm sorry to say this, but Carrier's website has all the faults you listed of Holding's (private, self-published, not authoratitive or accountable, etc). I am not suggesting we remove the links to Carrier's webpages, just simply it isn't a terrible thing to have one critical link, even if it is from an internet apologist. If Carrier was more notable or more published, my opinion would differ, but like it or not, most of Carrier's name comes from his internet prescence, so it isn't suprising that he has internet critics.--Andrew c 23:52, 13 November 2006 (UTC)

 * Just to respond to a couple of things you've said Andrew . ..

 * ''Carrier's website has all the faults you listed of Holding's (private, self-published, not authoritative or accountable, etc).

 * Look, for the sake of argument I'll agree with you, but it's irrelevant. There is no symmetry between Carrier and Holding in the context of this article, because this is an article about Carrier.

 * ''If Carrier was more notable or more published, my opinion would differ.

 * It shouldn't differ. Once we accept that Carrier deserves an article, then the same standard should apply right across the board in my view.

 * Laurence Boyce 13:55, 14 November 2006 (UTC)

 * What I meant to say was that a link to some obscure internet apologists on a page for a highly noted scholar like Dawkins who has real scientific critics seems inappropriate. If Carrier was as well known and qualified as Dawkins, and didn't spend his time debating on the internet, then sure I would agree with you in not including the link. However, since the primary reason that Carrier IS notable is precisely because he debate people like Holding on the internet, I feel it is wrong not to at least have one silly link to his critics. It isn't like some unknown, crazy Christian out of the blue decided to attack Carrier because he is Godless. The debate is completely mutual, and ignoring the fact that this is what Carrier does seems like we are ignoring a large portion of Carrier's claim to fame.--Andrew c 17:14, 14 November 2006 (UTC)

 * Sigh – have it your way if you wish. I'm just tired of all this POV pushing and this won't set a helpful precedent. I think on the Robert M. Price article, the link went in the external links section after a similar argument to the above. Laurence Boyce 18:33, 14 November 2006 (UTC)
 * I put the JP Holding material in the external links section like it is in tje Robert M. Price article. Here is what I wrote: *James Patrick Holding has criticized Carrier's work in a number of essays from an orthodox Christian perspective. ken 10:50, 17 November 2006 (UTC)kdbuffalo

 * But here's the problem again that was brought up earlier. In that link you give, it's just a collection of fifteen other links. Nine of them are by Holding, six of them are not. So it's not criticism by Holding, it's criticism by a bunch of random people (some of whom don't even have names, like a reader of Holding who calls him- or herself "Wildcat", and one of the links is to a page of still more random links. Just as Laurence Boyce said earlier, "If we are going to have criticism then it should be balanced, say one for and one against. With this link we effectively have none for and 15 against." If you want to link to something specific, then make your case for that specific criticism. This shotgun approach is not appropriate or encyclopedic. I'm taking out the link.
 * In what I hope will be an acceptable compromise, I'm going to include one of Holding's specific arguments against Carrier, paired with the article of Carrier's that Holding is criticizing. I think this is sufficiently even-handed, and it will give our reader a more useful introduction to both Carrier and Holding than a haphazard pile of fifteen unrelated links. — Coelacan | talk 17:11, 17 November 2006 (UTC)

 * I also want to make it clear that I do not in any way believe that the article is POV without the Holding link. The article makes no POV claims whatsoever. It merely recounts very brief synopses of what Carrier believes. There is nothing POV about that, and mentioning that someone else disagrees with Carrier is not in any way a step toward NPOV. So I am not at all endorsing a Holding link. I do not believe it necessary, I do not believe it appropriate, I do not believe it encyclopedic. I am merely offering it in an unencyclopedic spirit of humane compromise, or more bluntly, in the hope that it will be enough of a sweet dessert to borrow some valuable peace and quiet. But if anyone here adamantly believes that the pair of Carrier/Holding links on the Rubicon analogy are so insufferably inappropriate here that they must not remain, then by all means, remove them both. — Coelacan | talk 07:48, 18 November 2006 (UTC)

 * Thanks for the support Coelacan. I might try to remove those links when nobody's looking! Laurence Boyce 14:52, 18 November 2006 (UTC)

 * You beat me to adding the blog Laurence :-). We're going to have to watch the links now as this statement/rebuttal format is going to be a crank magnet. Sophia  23:01, 18 November 2006 (UTC)

 * Yes, I think the links will have to go in due course, both here and on the Robert M. Price article. Laurence Boyce 19:37, 19 November 2006 (UTC)

Photo
We've lost the photo even though I thought I had tagged it as with the permission of the person. I have e-mailed Richard to ask if he can upload one and grant free licence as the creator of the work but in the meantime if anyone knows of one already in public domain we can use that would be good. The last one came from the imdb database but it's also used on his amazon list page. Sophia 23:08, 26 November 2006 (UTC)
 * Sophia, apparently "permission to use on Wikipedia" is not enough for use here anymore. See Example requests for permission — coe l acan t a lk  — 23:57, 26 November 2006 (UTC)

 * I've temporarily added a pic from TGWWT but I think the other one was better. Laurence Boyce 14:34, 27 November 2006 (UTC)

 * I've added the old photo as Richard Carrier has uploaded it himself and made it public domain as the creator of the work. The other one was a bit grim! Sophia  22:19, 4 December 2006 (UTC)

 * Cool. Thanks for pursuing that, Sophia. — coe l acan t a lk  — 22:33, 4 December 2006 (UTC)

title: Talk:Richard Carrier/Archive 1


text:
Talk:Scouting/BSA/American Labor Merit Badge

Accuracy disputed
Please, note, these requirements were updated effective 1 Jan., 2007, and are also now listed in the 2007 edition of the Boy Scout Requirements. --Rws8258 03:44, 22 July 2007 (UTC)

Updated to current requirements. Removing disputed tag. If the dispute was with timeline answers, not requirements, feel free to reinstate the tag. ErinNik 01:45, 13 Sep 2016

source: wikimedia

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


text:
HSE

Proper noun

 * 1)    the public healthcare system in Ireland.

Phrase

 * 1)  (here is buried)

title: HSE


text:
User:Elian

My main user page is at de:Benutzer:Elian, second most frequented is meta:User:Elian. For messages please use my discussion page on the german wikipedia (write in german, english, french, latin, greek or arabic, first three prefered).

title: User:Elian


text:
Wikipedia:Meetup/Black Lunch Table/Galanis virtual

Join us on August 20th at 12PM EST for The Archives Aren't Silent a presentation by artist and documentarian Tamika Galanis!

Event description
Tamika Galanis will outline the process of the repatriation of the Bahamian materials from the Alan Lomax Collection at the Library of Congress and how the people in this 85-year-old collection were most instrumental in its return. The subsequent exhibit, Homecoming: Talking to the Dead, was on view at the National Art Gallery of The Bahamas from January to April of 2019.

Afterwards, stay for a Wikipedia editing session with BLT! All skill levels welcome. This event is also supported by Diaspora Vibe Cultural Arts Incubator and Miami Dade County. Organized by BLT proxy Kearra Amaya Gopee.

Tamika Galanis is a documentarian and multimedia visual artist. A Bahamian native, Tamika’s work examines the complexities of living in a place shrouded in tourism’s ideal during the age of climate concerns. Emphasizing the importance of Bahamian cultural identity for cultural preservation, Tamika documents aspects of Bahamian life not curated for tourist consumption to intervene in the historical archive. This work counters the widely held paradisiacal view of the Caribbean, the origins of which arose post-emancipation through a controlled, systematic visual framing and commodification of the tropics. Tamika’s photography-based-practice includes traditional documentary work and new media abstractions of written, oral, and archival histories.

All are invited, with no specialized knowledge of the subject or Wikipedia editing experience required. A brief overview of the basics of Wikipedia editing will be given at the start of the edit-a-thon.

History of The Black Lunch Table
The Black Lunch Table (BLT) is an ongoing collaboration between artists Jina Valentine and Heather Hart  which intends to fill holes in the documentation of contemporary art history. In its 13 year existence, the BLT has taken a variety of forms relating to this most recent iteration, in the form of the Wikipedia edit-a-thon. BLT’s aim is the production of discursive sites (at literal and metaphorical lunch tables), wherein cultural producers of color engage in critical dialogue on topics directly affecting our communities. They endeavor to create spaces, online and off, mirroring the activity and creativity present in sites where Blackness and Art are performed.

Event details

 * Date: Thursday, August 20, 2020
 * Time: Noon EST
 * Location: Virtual join at bit.ly/blacklunchtablemeet
 * Who should attend: Artists, historians, students, photographers, teachers, writers, journalists, curators, visitors, the curious...
 * Experienced or new Wikipedians (We will provide assistance with Wikipedia formatting and syntax)
 * Amateur historians or research pros (We will have a selection of resources available for your use)
 * What to Bring: Your laptop and a friend!
 * Hashtag: #BlackLunchTable
 * Etherpad: BlackLunchTable - live doc to keep track of what we are all working on
 * Training: Black Lunch Table Wikipedia Onboarding Presentation

Agenda

 * Presentation by Tamika Galanis
 * Brief Q & A
 * Editing time
 * Goals: Create user account (if new to Wikipedia), create user page with at least one sentence, sign up for editathon on this Wikipedia Meetup page, make at least one edit to a Wikipedia page
 * For more information about ongoing scheduled meetups see Black Lunch Table Meetup page

Uploading photos

 * |Wiki Image Guide
 * Where to find them.
 * Dos and Donts
 * Asking an artist for images.

Possible articles to edit
Suggested artist pages for revision and/or creation! This event-specific list focuses on XXXXX. Please add a name if you know someone appropriate who needs a page or needs editing. Please do not add an artist who has a substantial page. We are trying to create new pages and beef up under-represented ones.
 * Etherpad: BlackLunchTable - List the article you're working on in this live doc to keep track and avoid duplicate work!

These articles are suggested, be sure they qualify according to Wikipedia's NOTABILITY guidlines before you create a new page. Thanks!

You can suggest artists here who fit our scope but are missing from our table below:
 * suggest names here

Black artists with ties to the Caribbean
'These articles are suggested, be sure they qualify'' according to Wikipedia's NOTABILITY guidelines before you create a new page. Thanks!'''

Attendees
Nikitag94 (talk) 17:10, 20 August 2020 (UTC)

dduncombe (talk) 17:36, 20 August 2020 (UTC)
 * Raggachampiongirl (talk) 17:11, 20 August 2020 (UTC)


text:
Cycling at the 1928 Summer Olympics – Men's individual time trial

The men's individual time trial, a part of the cycling events at the 1928 Summer Olympics, took place in Amsterdam. The race was won by the Danish rider Henry Hansen in 4 hours, 47 minutes, 18 seconds.

The results were also used to determine rankings for the team road race event.

Final classification
Source: Official results


text:
Swedish Language

Swedish is a North Germanic language spoken natively by 10 million people, predominantly in Sweden (as the sole official language) and in parts of Finland, where it has equal legal standing with Finnish. It is largely mutually intelligible with Norwegian and Danish, although the degree of mutual intelligibility is largely dependent on the dialect and accent of the speaker.

Courses

 * Introduction to Swedish
 * Intermediate Swedish 1
 * Intermediate Swedish 2

title: Swedish Language


text:
pensarci

Verb

 * 1) to think about it
 * 2) to take care of it; to deal with it; to preoccupy oneself about
 * 1) to take care of it; to deal with it; to preoccupy oneself about
 * 1) to take care of it; to deal with it; to preoccupy oneself about

title: pensarci


text:
spiritoso

Adverb

 * 1)  In a lively or spirited manner

Etymology
From.

Adjective

 * 1) witty
 * 2) funny
 * 3) spirituous
 * 1) spirituous

Noun

 * 1) a witty person; a wit

title: spiritoso


text:
Ngalakgan

The Ngalakgan are an indigenous Australian people of the Northern Territory.

Language
Ngalakgan is generally classified as a member of the Gunwinyguan family.

Country
Ngalakgan territory covered an estimated 3,000 mi2, north of the Roper River as far as Mainoru, and ran from east of the Wilton River to the upper Maiwok and Flying Fox creeks. The Jawoyn lay directly west, the Dalabon to the northwest, the Rembarrnga to their immediate north, the Ngandi and Yukul to their east, while the Alawa lay on their southern flank.

Ethnography
Norman Tindale was the earliest ethnographer to work directly with, and study, the Ngalakgan, in 1922 during his first fieldwork trip.

Alternative names

 * Ngalagan, Ngalakan. Ngalarkan
 * Nalakan, Nalagen
 * Nala-nalagen
 * Nullakun, Nullikan, Nullikin
 * Ngulkpun

title: Ngalakgan


text:
User:Crucigramafun

As librarian with the Public Library Albuquerque and Bernalillo County (NM), my primary interest is editing articles related to local history and culture. Currently I'm taking WebJunction's "Wikipedia + Libraries: Better Together" class online.

Conflict of Interest Statement

I, Crucigramafun, am an employee of The Public Library Albuquerque Bernalillo County, a public library system. In serving the greater Albuquerque metro area, PLABC’s mission is “connecting people with resources and services” by bringing “opportunities for knowledge, learning, and achievement to our customers and community.”  (From PLABC Mission Statement and Vision:  https://abqlibrary.org/about-us/mission)

I always strive to strictly abide by Wikipedia’s accepted practice on conflicts of interest, neutrality and notability.

I do, from time to time, insert links or create articles based on library resources.

I will modify my editing behavior based on problems cited by other editors or if my editing conflicts with other Wikipedia guidelines. I ask that other editors do not hesitate to contact me, via my user talk page, if I appear to be going against this declaration.

title: User:Crucigramafun


text:
Lateral pulvinar nucleus

Lateral pulvinar nucleus (nucleus pulvinaris lateralis) is one of four traditionally anatomically distinguished nuclei of the pulvinar of the thalamus. The other three nuclei of the pulvinar are called anterior, inferior and medial pulvinar nuclei.

Afferent

 * Lateral pulvinar nucleus, together with its inferior and medial nuclei, receives afferent input from superior colliculus.
 * The dorsal part of the lateral pulvinar nucleus also receives afferent input from posterior parietal cortex and the dorsal stream cortical areas.

Efferent

 * Lateral pulvinar nucleus, together with its inferior nucleus, both have projections to the early visual cortical areas.
 * The dorsal part of the lateral pulvinar nucleus also sends its efferent output connections to the posterior parietal cortex and the dorsal stream cortical areas.

Functions

 * Lateral pulvinar nucleus, together with its inferior and medial nuclei, is thought to be important for the initiation and compensation of saccadic movements of the eyes. Those nuclei also participate in the visual attention regulation.

Clinical significance
Lesions of the lateral pulvinar nucleus can result in neglect syndromes and attentional deficits.

title: Lateral pulvinar nucleus


text:
User:CodeFish

My NeWiki Page

 * I am a complete newbie when it comes to anything Wiki. I've browsed Wikipedia quite a bit, but never edited. Wikiversity sounds like a good opportunity to get involved.
 * I think things are pretty chaotic around here right now. It's tough to find my bearings. It's nice to read things like "be bold!"

 * Computer programming is not a completely foriegn notion to me. I been trying (off and on) to program ever since my teenage years. My biggest stumbling block is the cost. The internet has been helpful in that respect. I am hoping (and expecting) that Wikiversity will be even more so.

 * My primary interest lies with the Java programming language. I expect that that is where I will spend most of my time once I get oriented (and the program gets up and running).

title: User:CodeFish


text:
Cookbook:Shrimp and Sea Bass Ceviche

Ceviche (or cebiche) is traditional Peruvian/Ecuadorian dish in maritime areas. In its classic form, it is composed of chunks of raw fish, lime juice, chopped onion, and minced ají limo or rocoto, both types of chiles. The recipe below for Ceviche of Shrimp and Sea Bass is not "authentic" but should be edible.

Ingredients

 * 1 pound (450 g) shrimp (16/20 per pound), peeled and cleaned
 * 2 pounds (900 g) meaty white fish, such as sea bass, boned and cut into large dice
 * 1 red onion, minced
 * 1 piece ginger, peeled and minced
 * 1 clove garlic, minced
 * ¼ Habañero or Scotch bonnet pepper, seeded and minced
 * 1 celery rib, minced
 * Salt
 * Black pepper
 * 5 lemons, juiced
 * 5 limes, juiced
 * 1 bunch cilantro, chopped
 * 2 ears of corn, grilled with husk on

Procedure

 * 1) Boil salted water. Have ice water ready on the side. Poach shrimp for just 30 seconds in the hot water, then cool in ice water and drain.
 * 2) Combine shrimp with fish, then toss with onion, ginger, garlic, hot pepper, celery, salt, and black pepper. Allow to cool in the refrigerator at least 30 minutes and up to 2 hours.
 * 3) Add lemon and lime juices and refrigerate 1 additional hour. Finish with cilantro and corn.
 * 4) Check seasoning and serve.

title: Cookbook:Shrimp and Sea Bass Ceviche


text:
German vocabulary/Verbs/Regular verbs

Endings in German regular verbs are:

Note: If the stem (the infinitive minus -en) of a verb ends in -d or -t, the endings -st and -t become respectively -est and -et

title: German vocabulary/Verbs/Regular verbs


text:
Talk:David Williamson, Baron Williamson of Horton

External links modified
Hello fellow Wikipedians,

I have just modified one external link on David Williamson, Baron Williamson of Horton. 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/20060105123436/http://www.dodonline.co.uk/engine.asp?lev1=4&lev2=38&menu=81&biog=y&id=2392 to http://www.dodonline.co.uk/engine.asp?lev1=4&lev2=38&menu=81&biog=y&id=2392

Cheers.— InternetArchiveBot  (Report bug) 15:45, 1 January 2018 (UTC)


text:
Statistics/Displaying Data

A single statistic tells only part of a dataset’s story. The mean is one perspective; the median yet another. And when we explore relationships between multiple variables, even more statistics arise. The coefficient estimates in a regression model, the Cochran-Maentel-Haenszel test statistic in partial contingency tables; a multitude of statistics are available to summarize and test data. But our ultimate goal in statistics is not to summarize the data, it is to fully understand their complex relationships. A well designed statistical graphic helps us explore, and perhaps understand, these relationships. This section will help you let the data speak, so that the world may know its story.

Types of Data Display

 * 1) Bar_Charts
 * 2) Histograms
 * 3) Scatter_Graphs
 * 4) Box_Plots
 * 5) Pie_Charts
 * 6) Comparative_Pie_Charts
 * 7) Pictograms
 * 8) Line_Graphs
 * 9) Frequency_Polygon

External Links

 * "The Visual Display of Quantitative Information" is the seminal work on statistical graphics. It is a must read.

 * "Show me the Numbers" by Stephen Few has a less technical approach to creating graphics. You might want to scan through this book if you are building a library on making graphs.

Statistics | >> Bar Charts

title: Statistics/Displaying Data


text:
Alternative five model of personality

The alternative five factor model of personality is based on the claim that the structure of human personality traits is best explained by five broad factors called impulsive sensation seeking (ImpSS), neuroticism–anxiety (N-Anx), aggression–hostility (Agg-Host), sociability (Sy), and activity (Act). The model was developed by Marvin Zuckerman and colleagues as a rival to the well-known five factor model of personality traits and is based on the assumption that "basic" personality traits are those with a strong biological-evolutionary basis. One of the salient differences between these two models is that the alternative five model lacks any equivalent to the dimension called openness to experience in the five factor model.

Development of the model
The aim of Zuckerman and colleagues in developing the alternative five model was to identify the "basic" factors of personality. Zuckerman argued that basic factors have a biological-evolutionary basis as evidenced by comparable traits in non-human species, biological markers, and moderate heritability. The model was developed by administering research participants a large number of pre-existing personality questionnaires and subjecting the results to factor analysis. The questionnaires were selected based on their use in psychobiological research. Questionnaires used included the Jackson Personality Inventory, the Personality Research Form, the Eysenck Personality Questionnaire, the sensation seeking scale and several others including a measure of social desirability. Markers such as "agreeableness" and "conscientiousness" were deliberately excluded on the basis that these traits are not present in non-human species. The researchers compared models with three to seven different factors. They found that both three and five factor solutions were acceptable, but argued that the five-factor solution was preferable due to greater specificity.

Nature of the five factors

 * Neuroticism–anxiety: measures anxiety, fear, general emotionality, psychasthenia, and inhibition of aggression. The factor is also associated with obsessive indecisiveness, lack of self-confidence, and sensitivity to criticism.
 * Aggression–hostility vs. social desirability: measures aggression, hostility, anger, lack of inhibitory control, and low social desirability. The factor is associated with rudeness, thoughtless and antisocial behaviour, vengefulness, quick temper and impatience.
 * Impulsive sensation-seeking: measures low socialisation, and high psychoticism, impulsivity, and sensation-seeking. The impulsivity items assess lack of planfulness and a tendency to act without thinking. The sensation seeking items describe a liking for thrills and excitement, novelty and variety, and unpredictable situations and friends.
 * Sociability: measures affiliation, social participation, extraversion. Assesses liking for big parties and interactions with many people, as well as a dislike of isolation in sociable people versus a liking for the same in unsociable people.
 * Activity: measures energetic behavior and persistence. This factor is associated with need to keep active and feelings of restlessness when there is nothing to do.

A self-report measure called the Zuckerman-Kuhlman Personality Questionnaire, Form III, Revised (ZKPQ) has been developed to assess these five traits. It consists of 99 items in a true-false format. In addition to scales measuring the five factors, it contains an "infrequency" validity scale. Endorsement of these items indicates exaggerated social desirability, as the items are unlikely to be true. The ImpSS scale differs from the sensation seeking scale in that it deliberately omits items mentioning specific activities such as drinking, sex, drugs, or risky sports. These items were omitted to facilitate research study of these activities to avoid correlations based purely on similarity between the items and the activities. The ZKPQ has been translated into German, Catalan, Spanish, Chinese, and Japanese.

Comparison with other personality models
The factors in the alternative Five model correspond to traits in Eysenck's three factor model, and to four of the five traits in the Five factor model. Neuroticism-anxiety is basically identical to neuroticism, while sociability is very similar to extraversion in the Eysenck and five factor models. Impulsive sensation-seeking is positively correlated with psychoticism from Eysenck's model, and negatively with conscientiousness in the five factor model, and it has been argued that psychopathy represents an extreme form of this trait. Aggression-hostility is inversely related to agreeableness in the five factor model. Zuckerman and colleagues noted that Activity is subsumed under extraversion in some models of personality but argued that it should be considered an independent dimension of temperament that is distinct from sociability. A later study comparing Zuckerman's model with the Five Factor model using factor analysis found that Activity, sociability, and extraversion all loaded onto a single factor, suggesting that Activity and extraversion are closely related.

Relationship to Temperament and Character Inventory
A study by Zuckerman and Cloninger explored the relationships between the alternative five model and the Temperament and Character Inventory (TCI), another psychobiological model. Novelty seeking was strongly related to Impulsive sensation seeking and to a lesser extent to sociability. Harm avoidance was positively correlated with N-Anx and negatively with sociability. Zuckerman and Cloninger contended that Harm Avoidance is a composite dimension comprising neurotic introversion at one end and stable extraversion at the other end. Persistence was related to Activity, reflecting a preference for hard or challenging work measured in the latter scale. Cooperativeness was inversely related to the Aggression-hostility scale. The other TCI dimensions had more modest correlations with the alternative five. Reward dependence had a moderate positive association with sociability, and modest negative correlations with Agg-Host and ImpSS. Self-directedness was negatively correlated with N-Anx and to a lesser extent Agg-Host, and had a moderate positive association with Activity. Self-transcendence had a moderate positive association with Impulsive sensation seeking.

Omission of openness to experience
Zuckerman has argued that openness to experience does not meet the criteria for a truly "basic" factor of personality. Zuckerman stated that the personality factors in the alternative five model have an evolutionary basis and can be identified in non-human species but this is not the case for openness. Additionally, of the six facet scales used to define openness, only one of them (Actions) pertains to behaviour. The sensation-seeking scales on the other hand are more behavioral in content, and sensation-seeking does not have a clearly defined relationship to the five factor model, suggesting it is related to an independent basic factor.

The decision by Zuckerman and colleagues to deliberately omit markers of openness to experience from their analysis was strongly criticised by Costa and McCrae, proponents of the five factor model (FFM). Costa and McCrae reanalysed the data used by Zuckerman and colleagues and found that equivalents of all five factors in the FFM, including openness emerged in their factor analysis. Even though Zuckerman and colleagues had deliberately attempted to omit all markers of openness, Costa and McCrae argued that "cognitive structure" (dislike of ambiguity or uncertainty in information) is a valid marker of (low) openness. Cognitive structure formed part of a factor in this analysis along with other traits known to be associated with openness including experience seeking from the sensation-seeking scale, and "autonomy" from the Personality Research Form. A study comparing Zuckerman's model with the Five Factor model found that openness to experience did appear to be a separate personality dimension from the other traits in the five factor model and the alternative five.

title: Alternative five model of personality


text:
Bicycles/Tire patches

Patches of rubber for repairing inner tubes. They are available in three varieties: regular, feather edged and self adhesive. All are available in a variety of sizes.

Regular
These are simply cut or stamped from a sheet of material. The side to be glued is usually slightly sticky, and protected by a plastic film which should be removed just before use. As they are the same thickness all over there will be a sudden change in stiffness of the repaired inner tube at the edge of the patch. This can cause the patch to start peeling from the inner tube if not well stuck.

Feather Edge
These are as thick as regular patches in the middle, but get thinner towards the edge. This makes it less likely that the patch will peel from the inner tube if not well stuck. They usually have a metal foil protecting the side to be glued, and a plastic film to support the thin edges while the patch is placed and pressed down.

Self Adhesive
These are patches of either of the above types, but do not need a separate glue. Simply roughen the tube, peel the protective film from the patch and stick.

title: Bicycles/Tire patches


text:
Talk:Learning the basics of French

Vidéo scène
Each leçon should open with a vidèo scène of which the dialogue is a transcript.--Elatanatari 18:05, 11 February 2007 (UTC)

Order
Tu or Vous first?--Elatanatari 00:13, 19 January 2007 (UTC)

Hands-on learning?
How can we make this content more interactive/hands-on? It is terribly similar to content at Wikibooks right now. We really need to resurrect it to a Wikiversity level. The Jade Knight 02:59, 28 February 2007 (UTC)

 * I agree.Elatanatari 21:52, 2 March 2007 (UTC)

 * Learning by doing and Learning to learn a wiki way may be excellent resources to help get us started. The Jade Knight 01:11, 4 March 2007 (UTC)

 * It's a bit strange having a beginner's course in a University. They do exist, but most University French students are studying translation, business French, French literature and so on. Why not begin with that? <IP_ADDRESS> 03:37, 18 March 2007 (UTC)

 * This isn't terribly different from the French that is taught at my university. Literature isn't really taught until the fourth semester.  However, we do need more "hands-on" material, and we certainly could use some stuff designed for more advanced students.  Would you like to register and help out?  The Jade Knight 04:31, 18 March 2007 (UTC)

 * Hello, I agree with the majority, but in that case I suppose we have to know what do you exactly mean by << a Wikiversity level >>. I mean, what sort of course(s) do you expect ? Translation ? French Civilization ? And I have a question. For example, in France, at university, when you're studying English, courses are written in English. Is it the same in the U.S, U.K etc for people who are studying French ? Courses are written in French ? Poulpette15:25, 18 April 2007 (UTC)

 * It depends on the course. There are "immersion" courses that are taught entirely in French - i.e., the professor speaks French throughout lectures and the books, course materials, etc. are entirely in French. There are also translation (literature) and professional (business) courses. Typically the immersion courses have a video portion with an accompanying dialogue (actually, not a dialogue per se, as there are generally more than 2 characters). Obviously it would be a difficult task to produce GFDL videos for use in the Wikiversity courses. It might be easier to produce audio-only materials, with an accompanying dialogue... but videos would be better. Unlike science courses, language courses cannot rely solely on visual learning (i.e. text and images). Well, they can, but they'd be pretty lousy if they did. In any case, someone needs to take up this project and invest a great deal of time in it. <IP_ADDRESS> 23:26, 30 March 2008 (UTC)

 * At the moment, Wikipedia offers far more materials for learning French than Wikiversity does. One might start there, and move useful materials here. Grammar lessons are certainly a part of any good French education, and Wikipedia has plenty of those. Oh yeah, and Wiktionary - that's a good resource as well. <IP_ADDRESS> 23:30, 30 March 2008 (UTC)

What is the difference: "Learning the basics of French" in Wikiversity and the French course in Wikibooks??
Could somebody explain me what is the difference between "Learning the basics of French" in Wikiversity and the French course in Wikibooks?? Thank you for an answer. -- <IP_ADDRESS> 18:03, 30 August 2008 (UTC)
 * Right now there's little difference. The goal is to make Wikiversity a lot more interactive than Wikibooks, however.  Do you have any suggestions?  The Jade Knight 09:09, 3 September 2008 (UTC)
 * I guess the IP meant this: French ?
 * Well we can do actually anything here, e.g. create quizzes, create audio/video files (which we then upload to commons so all projects can use them), bring people to the French language department at the French-language Wikiversity: fr:Département:Français langue étrangère, tell people that there exists the French Wikiversity chat: fr:Wikiversité:IRC #wikiversity-fr - click here to go there now, ...Erkan Yilmaz uses the Chat (try) 14:28, 6 September 2008 (UTC)

Participants
Why is this using a different list of participants than the French stream? What is the purpose of the participants list here? The Jade Knight (d'viser) 06:35, 21 November 2008 (UTC)

Orphan
Learning the basics of French/Simple grammar rules --Sigma 7 06:04, 2 February 2009 (UTC)

Cleanup - title capitalization
I noticed a capitalization difference between some pages, making it difficult to properly place Learning the basics of French/Introducing yourself/Exercises from it's original name Learning the Basics of French/Lesson:Introducing Yourself/Exercises. Since there appeared to be capitalization changed going in both directions, I think we should at least agree on a naming standard for this resource set. --Sigma 7 20:59, 5 February 2009 (UTC)

title: Talk:Learning the basics of French


text:
Talk:David Blackwell

First black tenured professor
The article claims that Prof. Blackwell was the first black tenured professor at UC Berkeley, but this seems to be incorrect. The first black tenured professor at UC Berkeley was in fact the first black tenured professor in the entire University of California system, Joseph Gier: https://eecs.berkeley.edu/about/history/gier. It seems Prof. Blackwell was the first tenured black professor at UC Berkeley with the rank of "Full Professor", but not the first with tenure. — Preceding unsigned comment added by Minilek (talk • contribs) 18:14, 7 February 2022 (UTC)

Fair use rationale for Image:DHBlackwell.jpg
Image:DHBlackwell.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) 05:28, 2 January 2008 (UTC)

Copyvio
I've reverted to before the first copyvio, which unfortunately was back in February 2007. Superm401 - Talk 10:12, 20 April 2008 (UTC)

 * ... and in doing so, wiped out most of the text of the article. Please be more careful in the future!  There was no need to revert the article to a year-old version simply to remove the photo. qitaana (talk) 13:46, 20 April 2008 (UTC)
 * You misunderstood. I did not revert back to February 2007 because of the photo.  I reverted because copyright infringements had been introduced into the text, which is why the article was tagged as a copyvio.  The first copyvio was introduced on February 10, 2007, so I had to revert to the edit before that.  See Copyright infringement, which says, "If there is a clean revision in the page history, revert to it."  I reverted to the most recent clean revision.

 * After the revert, I removed the photo link because it was a redlink. Note that I am not the one that deleted the photo; that was Maxim.  Superm401 - Talk 16:45, 20 April 2008 (UTC)

david blackwell
a picture david blackwell —Preceding unsigned comment added by <IP_ADDRESS> (talk) 00:31, 26 April 2008 (UTC)

It does not say in google

Dr. Echenique's comment on this article
Dr. Echenique has reviewed this Wikipedia page, and provided us with the following comments to improve its quality:

"Focuses on the life of Blackwell, but omits a description of his main contributions. This is a shame. It would be good to at least enumerate what he is known for and provide links to the relevant Wikipedia articles."

We hope Wikipedians on this talk page can take advantage of these comments and improve the quality of the article accordingly.

Dr. Echenique has published scholarly research which seems to be relevant to this Wikipedia article:

 * Reference : Juan Dubra & Echenique, Federico, 2001. "Monotone Preferences over Information," Cowles Foundation Discussion Papers 1297, Cowles Foundation for Research in Economics, Yale University.

ExpertIdeasBot (talk) 02:49, 28 May 2016 (UTC)

External links modified
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 * Added archive https://web.archive.org/web/20100622110021/http://www.stat.berkeley.edu/images/stories/docs/blackwell%20packet.pdf to http://www.stat.berkeley.edu/images/stories/docs/blackwell%20packet.pdf

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title: Talk:David Blackwell


text:
Talk:Campgrounds of the Chilkoot Trail

Three things. First off, the article contains zero mention of who owns and operates the campgrounds, and their operational history as campgrounds as opposed to the histories of the individual sites themselves. I can probably figure out some of that information by following the links in the EL section. However, if I have to go to some other website for information like that, then this reveals itself to be not as useful as an encyclopedia entry and perhaps more suitable for Wikivoyage. Second, it was pure chance that I even found this article on account of how undercategorized it is. Knowing what operational jurisdiction the campgrounds fall under would help with categorizing it. Third, I see the following about Finnegan's Point: "The campground receives its name from Pat Finnegan, who enterprised to collect bridge-crossing tolls from stampeders". This is so lacking in proper context, it could imply that Finnegan happened upon an existing bridge and declared himself out of the blue to be its toll collector. It's far more likely that he actually built the bridge, relieving travelers of a hazardous crossing, an endeavor which OF COURSE one would expect him to profit from. The photo suggests that the settlement flourished prior to the establishment of land laws for Alaska. Without clear title, people were more likely to build temporary, profit-motivated infrastructure as opposed to more permanent infrastructure. In this specific region, once those laws were in place, big boys such as those who built WPYR came in and rendered Finnegan's improvements obsolete. Just about any source which discusses this era of Alaska mentions that the lack of title to land made business ventures a throw of the dice. RadioKAOS / Talk to me, Billy / Transmissions 07:54, 27 November 2015 (UTC)

title: Talk:Campgrounds of the Chilkoot Trail


text:
User:Matthewdavid

I teach typing and a computer applications class at a private high school in the United States. I'm also the school's Systems Administrator. I'm learning much, but still have a long way to go before I feel truly proficient with computers.

My goals are to learn to be a competent programmer within the next ten years

title: User:Matthewdavid


text:
School:Strategic studies

Faculty of Social Sciences Anthropology • Communication • Development Science • Economics • Geography • History • Linguistics • Media Studies • Political Science • Psychology • Public Policy • Social Work • Sociology • Strategic Studies • Women's Studies

 Strategic Studies Hello and welcome to the Wikiversity School of Strategic Studies. Thank you for your interest and please join in editing the Strategic Studies pages! Prior to doing so, we recommend you check out our page Templates for use in the Strategic Studies School. The Templates page also details the basic organization of this school.

The purpose of this school is manifold. While it exists to help groups of people learn about strategy through study and interaction, it also exists to generate its own learning materials. In order to do this, it is necessary that each author, editor, researcher or student has a common vocabulary and a strong body of knowledge about the subject matter. Learning is, in turn, reinforced through teaching and assisting others in their learning process. This cycle of study, reasearch, debate, and instruction is not only self-perpetuating but a highly effective pedagogical model. By learning, you will assist the learning of others and ameliorate the state of this school's pedagogical materials. Students are highly encouraged to discuss, develop, and finally publish new course content and syllabi online. They are also encouraged, inside and outside of classes, to contribute to content development on the various interconnected Wikimedia projects.

Every Course has (or will have) a Wikibook Textbook, along with other texts. This text is for the development of those people who have gone through the Course, performed the Projects therein, and grasped the basic understanding that Course was meant to confer. Since students who newly master a topic are most eager to share their knowledge, it should be right at the end of a Course where students contribute to the School's ongoing projects. Students who have fully grasped and understood a concept tend not to be as excited as those who have newly learned it, and those who have not yet learned are unprepared for the task. This tapping of student enthusiasm thus takes place in the final assignment at the end of each class.

Potential students can look forward to a comprehensive free education in Strategic Studies. The Wikiversity School of Strategic Studies has participants dedicated to promoting critical thought and scholarship in the study of strategy.

A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain projects for developing learning resources.

 Current Learning Projects The development of large scale projects for group learning and future pedagogical use is one of the goals of this school. Some of the ongoing learning projects are:

Collaboration with Board Game Studies

 * The Universal Tactical Simulation: This project aims to develop a workable set of basic rules, that can be applied to any era of history or configuration of forces, for simulation of combat at a tactical (battlefield) level. The rules will, hopefully, be playable by students and have some degree of pedagogical utility. The project takes the human as the basic unit of analysis and attempts, as best as possible, to measure and predict a human's response to the difficulties experienced in combat. This may be accomplished by the use and analysis of smaller games specifically designed to fight single battles in history.
 * Universal Operational Simulation: Drawing from the experience of the Tactical Simulation, this project aims to make a hex-based operational simulation for the purposes of instruction. Like the Tactical Simulation, it will be useful to develop individual games with specific wars and/or eras as their subject, and then extrapolate common themes into a universal "base" of rules from which any other era or war may be extracted.
 * Strategic Simulations: This project attempts to create a set of workable rules for strategic level simulations. These games should be useful to higher-level students as a pedagogical tool and should be playable by large numbers of players. Each simulation is built to illustrate a certain angle of the study of strategy. When enough data and content is gathered, we may attempt to combine the individual simulations into a grand unified simulation of strategic level decision making.

 School history
 * The School of Strategic Studies was founded within the Wikiversity's Department of Social Sciences on 7 October, 2006.
 * The school got its own Userbox on 16 October, 2006.

 School news
 * The School:Military Studies was imported from wikibooks. It is not yet finished. Do you want to expand this ? from 12th September 2007

 Related Schools

 Selected Research Topics Please feel free to add a topic or contribute your hunting and gathering time (see Hunter-gatherers_project) to expanding the resources in an existing one!

 Quote "War is of vital importance to the state, the province of life and death, the road to survival or ruin. Its study cannot be neglected." Sunzi, The Art of War Chinese general and strategist (544-496 BCE)

 Participation

Active participants

 * Since 18 August 2014 with contributions to Globalization. --Marshallsumter (discuss • contribs) 13:37, 17 April 2018 (UTC)

Inactive participants

 * Jagdpanther after 31 March 2008.
 * Erkan Yilmaz after 12 September 2007.
 * Swatjester  after 15 June 2007.
 * Userunknown  after 20 March 2007.

Things you can do!

 * Clean up Draft:Volcanoes and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Technology and move it to become a subpage of a supporting main page learning project.
 * Clean up Draft:Stroke management and move it to become a subpage of a supporting main page learning project.

Bachelor of Arts in Strategic Studies The intent of this School is to offer a program, not unlike a degree program, in Strategic Studies. Given this objective, a series of courses are listed below so that students will be able to fulfill their goal of undertaking a comprehensive and university-style Undergraduate degree program. The program is structured over a hypothetical four-year period, in which a student takes ten classes per year. The core classes must be completed and should be augmented by selections from the electives. Strategic Studies is a multidisciplinary study. It is therefore encouraged that students select courses from other Schools that have application in light of the direction they wish to take their studies. Students taking a Historical focus should feel free to round out their general understanding of history by taking nonmilitary history courses that perhaps have a relation to the student's geographic areas of interest from School: History. Students wishing to emphasize Political Science in their studies are encouraged to take general courses from School: Political Science. Students may notice that Strategic Studies has a strong overlap with Peace Studies, and Courses from that Department may make up part of a student's Course load.

Guidelines: for definitions of Courses, Classes, and Projects, please see the Templates page. Students should complete ten Courses per "year." All Core Courses must be completed. The student may round out their Course load with appropriate Electives. Appropriate would imply that they come from the "year" in which the student is studying at that time. While there is nothing to stop you from taking courses in any order you wish, it is recommended that courses be taken in some semblance of order. Upon completion of the full degree program... pat yourself on the back. Education is its own reward.

Core Courses First Year
 * STST 100 - Introduction to Strategic Studies
 * STST 110 - Introduction to Military History
 * STST 120 - Introduction to Political Science
 * STST 122 - Political and Historical Methodology
 * STST 130 - History of International Relations I (From Westphalia to 1914)
 * STST 131 - History of International Relations II (the ‘short’ twentieth century)

Second Year
 * STST 200 - History of Strategic Thought
 * STST 210 - History of War in the Western World
 * STST 220 - Introduction to International Relations
 * STST 221 - Foreign Policy Analysis
 * STST 222 - Introduction to Sociology

Third Year
 * STST 300 - Conflict Analysis and Geopolitics
 * STST 320 - International Relations Theory I (‘classics’)
 * STST 321 - International Relations Theory II (‘new approaches’)
 * STST 322 - Defense Politics
 * STST 323 - Security Studies I

Fourth Year
 * STST 400 - Modern Warfare
 * STST 401 - Terrorism and Political Violence
 * STST 420 - Military Organizations and Society
 * STST 421 - Security Studies II

Elective Courses  Electives  First Year
 * STST 132 - International Relations in the Classical World
 * STST 150 - Introduction to International Law
 * STST 155 - Introduction to Tactics

Second Year
 * STST 220 - Globalization
 * STST 250 - International Organizations and Conflict Resolution
 * STST 251 - Humanitarian Law
 * STST 255 - Infantry Tactics
 * STST 256 - Cavalry Tactics
 * STST 257 - Armor Tactics
 * STST 260 - Contemporary History of Eastern Europe and Russia
 * STST 261 - Contemporary History of South America
 * STST 262 - Contemporary History of East Asia
 * STST 263 - Contemporary History of South Asia
 * STST 264 - Contemporary History of the Middle East
 * STST 265 - Contemporary History of Subsaharian Africa
 * STST 266 - Contemporary History of Northern Africa
 * STST 267 - The World Wars
 * STST 268 - History of Cold War

Third Year
 * STST 300 - Culture, Society, and the Concept of Just War
 * STST 301 - Sex and Violence, The Relationship of Sexuality with Military History and Organization
 * STST 311 - History of Warfare, The Rise of the Samurai from the Heian Period to the Battle of Seki ga Hara
 * STST 312 - History of Warfare, Chinese Military History to the Communist Revolution
 * STST 313 - History of Warfare, Campaigns of Napoleon
 * STST 314 - History of Warfare, The American Civil War
 * STST 350 - Ethics and armed conflict
 * STST 355 - Combined Arms Tactics

Fourth Year
 * STST 401 - Seminar in Information Warfare
 * STST 402 - Seminar in Maritime Warfare and Amphibious Operations
 * STST 450 - Seminar in Strategic Espionage
 * STST 451 - Seminar in Tradecraft and HumInt
 * STST 452 - Seminar in SigInt
 * STST 455 - Seminar in Operational Warfare
 * STST 456 - Strategy games

Useful textbooks from Wikibooks

Associated Wikimedia for Strategy and War

title: School:Strategic studies


text:
Talk:Arun Bhardwaj

External links modified
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 * Added archive https://web.archive.org/web/20121119235305/http://runarunrun.com:80/ to http://runarunrun.com

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title: Talk:Arun Bhardwaj


text:
Ljutic Industries

Ljutic Industries (formerly known as the Ljutic Gun Company) is an American manufacturer of shotguns in the United States, based in Yakima, Washington. It was founded by Al Ljutic and his wife Nadine in Reno, Nevada in 1959.

History
With his father, Al Ljutic ran the Ljutic Gun Company in the vicinity of Fresno. In 1955, AA Reil, a friend and Remington field rep, invited Al to go trap shooting the day after. Al realized after that he didn't own a trap gun. Instead of buying one, Al designed and built one by the end of the day. This became the template for the Ljutic Space Gun.

Ljutic Industries was founded in 1959 using a $500,000 settlement from Winchester Repeating Arms Company following Winchester's use of a Ljutic design.

In 1960, the company changed its name from the "Ljutic Gun Company" to the current "Ljutic Industries."

In 1964, a fire in the Ljutic home/plant resulted in the company's relocation to Yakima. This led to a friendship with former Green Bay Packers end Dan Orlich who started trap shooting with Ljutic shotguns. This naturally resulted in increased interest in Ljutic shotguns.

With 12-employees, Ljutic Industries production peaked at 340 shotguns a year in the early 1980s. In the 1990s, it quickly lost out to rivals such as Perazzi, Krieghoff, and Kolar Arms, shipping only 50 shotguns in 2007. By 2006, the company owed $1 million in taxes to the IRS, had discontented customers, and was close to shutting down. This led to its purchase from the IRS in September of that year by Jere Irwin of Irwin Research and Development for $250,000 and a small sum to the Ljutic family for company naming rights.

Ljutic Firearms

 * Adjustable Mono gun
 * Mono gun
 * Pro 3
 * Ljutic Space Gun

title: Ljutic Industries


text:
Software testing/History of testing

phases in history of mankind
Since beginning of time definitely there were tests - here you see one classification from the last century. This (there are of course more) classification originates in 1988 by D. Gelperin und W.C. Hetzel. They classified for software testing the following phases and goals:

 * Until 1956 it was the debugging oriented period, where testing was often associated to debugging: there was no clear difference between testing and debugging.
 * From 1957-1978 there was the demonstration oriented period where debugging and testing was distinguished now - in this period it was shown, that software satisfies the requirements.
 * The time between 1979-1982 is announced as the destruction oriented period, where the goal was to find errors.
 * 1983-1987 is classified as the evaluation oriented period: intention here is that during the software lifecycle a product evaluation is provided and measuring quality.
 * From 1988 on it was seen as prevention oriented period where tests were to demonstrate that software satisfies its specification, to detect faults and to prevent faults.

More about these phases can be read in the freely available postscript document by G. T. Laycock.

phases in software development models
One possibility for classification can be: testing right from beginning or not ab initio (analog to 0 and 1 in PCs). Because many seem not capable of this pattern, in theory the classification is done with test levels:

 * component testing (also called unit testing)
 * integration testing
 * system testing
 * acceptance testing

some test philosophies
info: at the moment not all test philosophies are listed

(only) our customers/users should test
Well, some people think: Yeah, right! the customers/users will complain already, if something does not work. There is no need that we test (at all) (that much). Let's not argue yet, if people with this approach are behind the times. But there are also completely other test directions.

Test Driven Development (TDD)
This is primary a design process. Before source code is implemented, reflections are done how to prevent that the source code gets "bad". This is done in this way: before creating source code, unit tests are created and after this - or in an iterative process - the system is created. Whereas minimalistic claim is, that the source code does only fulfill the tests. Therefore there is a "natural" end to program creation: not when the developer has finished all features, but when all claims to software by unit tests are fulfilled.

Here you have some survey results (February 2006) about TDD usage: Methods & Tools survey: How is unit testing performed at your location? (Please consider, that surveys do not necessarily represent reality (see also: statistical|survey))

Extreme Programming (XP)
XP exists since 1996, cofounder: Kent Beck, Ron Jeffries

Extreme programming is one of the agile methods. It comprises of a set of methods in software development, to which also the TDD approach belongs to. In contrast to agile methods there are heavyweight, bureaucratic methods: e.g. V-Modell or Rational|Unified Process (RUP). With XP following improvements are intended in a software project:
 * communication: developers communicate with customers and other developers
 * simplicity: when designing source code
 * courage: the system is delivered as early as possible to the customer, so that requested changes can be implemented
 * feedback: software is tested right from the first day

One thought during this is: the unit tests serve as specification. Also a continuous integration for all unit tests is required - they must run at any time without errors, before continuing with development. For this test frameworks (e.g. JUnit) are used.

Another aid is pair programming: For this the old wisdom is used, that four eyes see more than just two. While one developer writes the source code, the other is thinking with. After a role change the tasks for both change. Though at first view here is spend double human resources, some figures show, that the extra costs are only 30%, but the quality of the created source code improves a lot. The team pairs are regularly mixed again in certain project phases. With this there is an useful side effect: not only one developer knows a certain source code, there is at least one more developer available for contacting, if modifications have to be done.

The method proves effective only if BOTH the participants are active. While one person is developing the code, the partner has to be actively thinking on it and should come up with ideas.

Behaviour Driven Development (BDD)
cofounder: Dave Astels, Dan North

BDD is under technical viewpoint the same like TDD. But BDD devotes to following aspect: because TDD uses test centered vocabulary (e.g. test cases, test suite, test ...) this can lead to: thinking mostly of testing - but TDD ist however a design process. BDD tries to improve this by a common vocabulary. Because language influences the way of thinking (Sapir–Whorf hypothesis). If you use for example always terms like test, people tend perhaps to think only about verification. But when you speak of behaviour or interactions, it is not important to prove that e.g. the source code is correct; the focus lies then on: What should my source code actually do?

Because of this BDD concentrates on specification. The focus is not anymore on the structure of source code (e.g. for this class Y I need also one test class Test_Y), the focus lies on the behaviour of the source code. It should be created a specification which shows the behaviour precise, unambiguous and in executable form. Actually you do not write tests anymore, you write specifications.

anything - no kidding
I guess you all heard of Murphy's law already? "If there's more than one way to do a job, and one of those ways will result in disaster, then somebody will do it that way."

Think about it: didn't you have yourself a really bad day once? How should software feel, which is captured day after day in a PC? :-) Perhaps some senior semester remember also the film Tron?

a standard does not automatically lead to less anomalies
Some people (developers, testers, ...) think that once the source code has been compiled, many anomalies have been found (so to speak, the worst is done and the testers can continue their job and the developers are now done), because as the compilers are finished the code, and they are reliable. Because a programming language (and its compiler) was discussed by a committee, and the standardization leads to fewer errors.

Unfortunately, a compiler is just software. The advantages of standards are of course obvious (e.g. it is better to have a a standard, than not having it). It should be noted, however, that some standards do not necessarily lead to fewer anomalies and can therefore also create a false sense of security.

Les Hatton describes the following situations in Static Analysis: ISO committees do not need 100% agreement to decide on an aspect. A decision can also be made on a point with a 75% majority. Imagine 40-50 people who want to advise together and come to a decision. Don't you think that at some point, when you've had enough, you just want to close everything and don't want to listen to a few people? (Let us assume, as in the American court system, the jury. Haven't innocent people also been sentenced to death?)

When the C programming language was published in 1990, the C standard contained 201 items on which the committee could not sufficiently agree. The 1999 standard included almost twice as many points (namely 366). For many of these points, the behavior is not even defined. There is no requirement or regulation to track down these problems.

If the standardization of the programming language Fortran is considered: The scope of performance from Fortran77, Fortran90 to Fortran95 has increased. But the new features have created new problems and there should also be backward compatibility with the old programming languages. Who should change the existing code (that ultimately costs resources)? So many of the anomalies persisted.

For this reason, static testing techniques are still recommended, as some anomalies occur only under certain conditions, but these can have catastrophic effects. And these can't be found at all, or before the static analysis, through reviews, for example.

theory
To you: this chapter is under development. So: do you have a question about it? Please ask one of the tutors here. Don't lose heart! we tutors do not bite - well, only sometimes :-)

title: Software testing/History of testing


text:
User:Jimregan/C Primer chapter 5

Programming In C++: Elementary Features
The C++ language is an "object-oriented" extension to C that supports fundamental C syntax but adds many new elements. This chapter provides an overview of its differences from C, while the next chapter discusses its central concept, classes.

C++ Fundamentals
A C++ program may at first look a great deal like a C program, and in fact most ANSI C programs can be compiled just fine under C++, but there are some differences.

The first and most obvious is that comments have a simplified form. While in C you would state:

/* This is a comment. This is a second comment. This is the last comment here. */

-- in C++ you would say:

// This is a comment. // This is a second comment. // This is the last comment here.

The second thing you notice in C++ is that simple I/O is performed differently than in C. C++ defines three standard I/O files:

cin:     Console input. cout:    Console output. cerr:    Console error output device.

-- and input and output operators ("<<" and ">>") to go along with them. For example, the following program adds two numbers:

// getxy.cpp

#include

void main {     double x, y;

cout << "Please enter X and Y.\n"; cin >> x;     cin >> y;      cout << "The sum of X and Y is " << x + y << ".\n"; }

This form of C++ I/O is not fussy about data types, and data formatting can be performed. For example, you can print data in different number formats:

// prbase.cpp

#include

void main {     int n = 666; cout << dec << n << ' ' << oct << n << ' ' << hex << n << '\n'; }

This prints the value as follows:

666 1232 29a

There is much more that can be said about C++ "stream I/O", but it will have to wait for a later section.

While C++ supports the ANSI C function definition style:

int example( int x, int y );

-- it also has some enhancements. Default parameter values can be specified:

int example( int = 0, int = 100 );

This means that if you call "example" as follows:

example;

-- then the default parameter values 0 and "100" will be specified. If you call it as:

example( -100 );

-- the parameter values will be -100 and 100. If you specify both parameters:

example( 1, 1000 );

-- then the values are "1" and "1000". You cannot specify only the second parameter:

example( ,1000 );

There are some other enhancements in function handling that will be discussed in a later section.

C++ incorporates the following additional keywords:

class delete friend inline new operator private protected public this virtual

These new keywords will be discussed in detail later in this document.

C++ Extensions to C

 * One unusual difference of C++ relative to C is that it allows function prototyping within the "main" program. C++ is not picky about placement of declarations, although a function has to be prototyped before it is used.

Similarly, C++ is not fussy about the placement of variable declarations, and they can be declared within a block if need be. For example, the following is perfectly legal in C++:

// vardec.cpp

#include

void main {     for( int l = 0; l < 5; l++ )  // Notice declaration of "l". {        cout << l << '\n'; }  }

There are some peculiarities in this declaration with respect to scope, however. The scope of the variable "l" is the current block, but only the portions of the current block after the declaration. Statements before the declaration cannot refer to that variable.

Another new feature of C++ is that you can refer to a global variable and a local variable that have the same name by using the "scope resolution operator", or "::". For example:

// prglob.cpp

#include

int n = 42;                         // Global variable.

void main {    int n = 666;                       // Local variable. cout << ::n << ' ' << n << '\n';  // Print global, then local variable. }

This displays:

42 666

C++ has a new mechanism to replace the function macros of C, which you may recall can have unpredictable behavior. In C++ you can define "inline functions" with the syntax:

inline ifunc( int x ) {    ...   }

The code for this function is inserted in the program wherever the function is invoked, allowing for faster execution at the expense of memory usage.

C++ also features some improvements in the "const" keyword. In C the "#define" preprocessor metacommand is used to define constants:

#define PI 3.141592654

In C++, the "const" keyword is preferred:

const double PI 3.141592654;

If you don't specify the data type, C++ will assume "int". The advantage of the "const" keyword is that it allows constant declarations to be made inside functions, resulting in constant values that are "local" to that function. (Of course, they can be used to define global constants as well.)

Another (minor) difference is in C++ handling of enumerated types. If you declare an enumerated type:

enum Color { Red, White, Blue, Green, Cyan, Magenta, Yellow, Black };

-- and then you declare a variable of that type, you don't have to specify it as an enum type:

Color cvar;

You can still use standard C libraries in C++, but you must provide a "linkage specification" to tell the C++ compiler that it is using functions compiled for C. For example, if you want to use a function from the C standard library in a C++ program, you would have to write:

// prnrnd.cpp

#include

extern "C" {    #include    }

void main {    cout << rand; }

C++ Memory Allocation -- Free & Delete
C++ has two new keywords, "new" and "delete", to perform variable memory allocation, in place of the C "malloc" and "free" routines. The "new" operator returns a pointer to memory allocated for a specified variable type from the "free store" reserved for the program, and the "delete" operator returns that memory to free store:

// alloc.cpp

#include

struct Date {    int month; int day; int year; };

void main {    Date *event = new Date;   // Allocate memory for variable of type Date. event->month = 7; event->day = 4; event->year = 1863; cout << "What happened on " << event->day << '/' << event->month << '/' << event->year << "?\n"; delete event;            // Deallocate memory. }

You don't have to specify "struct Date", as you would in C. The "new" and "delete" operators provide a much cleaner interface than "malloc" and "free".

For another example, consider the dynamic allocation of arrays:

// dynaloc.cpp

#include   #include

void main {     cout << "Array size: "; int size; cin >> size;                     // Get array size. int *array = new int[size];      // Allocate an array. for( int i = 0; i < size; i++ )  // Load it with random numbers. {       array[i] = rand; }     for( i = 0; i < size; i++ ) {       cout << array[i] << '\n'; }     delete array;                     // Return array to free store. }

Of course, if you dynamically allocate memory, there is a good chance that your program may run out of free store at some time, and so you need to be able to handle that circumstance. C++ includes a function named "set_new_handler" that allows you to specify a handler that will be invoked when the free store is exhausted:

// newhand.cpp

#include   #include    #include

static void memhandler {    cerr << "Out of memory!\n"; exit(1); }

void main {    set_new_handler( memhandler ); long sum = 0; while (1) {      char *cp = new char[10000]; sum += 10000; cout << "Memory allocated: " << sum << '\n'; }  }

C++ Function Overloading
A particular innovation in C++ relative to C is the use of "function overloading". In standard C, if you defined a function named "cube" that used "int" values, then you would have to define a function with a different name that handled "double" values. C++ allows you to have multiple functions of the same name in the same program by using the "overload" keyword:

// cubes.cpp

#include

long cube( long l ) {    return l * l * l;   }

double cube( double d ) {    return d * d * d;   }

void main {    long n1 = 3; double n2 = 5.0;

cout << cube( n1 ) << "\n" << cube( n2 ) << "\n"; }

This program defines a pair of overloaded functions. The type of parameter will determine which function will be called.

C++ Structures
C++ extends the concepts of data structures defined in C.

The first and simplest difference is that in C++ defining a structure creates a new data type. The only obvious consequence of this (as shown earlier) is that while in C every instance of a defined structure must be declared as a "struct":

struct Date { int month, day, year }; ...  struct Date today;       /* C structure instance declaration. */

-- in C++ the "struct" keyword is not required in the instance declaration. For an example of C++ structure declaration:

// cpstruct.cpp

#include

struct Date {    int month; int day; int year; };

static void display( Date );    // Function proto with "Date" parameter.

void main {    Date bday = { 2, 16, 1953 }; cout << "My birthday is: " << '\n'; display( bday ); }

static void display( Date d ) {    static char *months[] = { "January", "February", "March", "April", "May", "June", "July", "August", "September", "October", "November", "December" }; cout << months[d.month-1] << ' ' << d.day << ", " << d.year; }

You can also declare arrays of structures:

Date days[20];

-- or pointers to them.

The first really significant difference in structure definition under C++ compared to C is that you can specify functions as elements of structures.

This is a big step toward the concept of object-oriented programming. Now, instead of having a data structure that simply stores data items, you can have functions to work with the data "encapsulated" in the structure.

The following example modifies the previous one to illustrate such encapsulation:

// encaps.cpp

#include

struct Date {    int month, day, year; void display;               // Function bound to "Date" struct. };

void Date::display {    static char *months[] = { "January", "February", "March", "April", "May", "June", "July", "August", "September", "October", "November", "December" }; cout << months[month-1] << ' ' << day << ", " << year; }

void main {    Date bday = { 2, 16, 1953 }; cout << "My birthday is: " << '\n'; bday.display; }

There are some interesting things about this program. First, the encapsulated function is defined with:

void Date::display

-- to indicate that "display" is associated with the struct "Date". Note that a parameter of type "Date" is no longer defined, since the function is implicitly associated with a parameter of that form.

Similarly, the data fields are also directly accessible in the function:

cout << months[month-1] << ' ' << day << ", " << year;

It is not necessary to use the notation "d.months", "d.day", "d.year".

However, the function, being an element of that type of structure, is invoked using that notation:

bday.display;

Structures also allow function overloading. Different structures can have a function of the same name. For example:

// stover.cpp

#include   #include <stdio.h>   #include <time.h>

// *********************************************************************

struct Date // Date structure with a function named "display". {    int month, day, year; void display; };

void Date::display {    static char *months[] = { "January", "February", "March", "April", "May", "June", "July", "August", "September", "October", "November", "December" }; cout << months[month] << ' ' << day << ", " << year; }

// *********************************************************************

struct Time // Time structure with a function named "display". {    int hour, minute, second; void display; };

void Time::display {    char t[15]; sprintf( t, "%d:%2d:%2d %s",      ( hour > 12 ? hour - 12 : (hour == 0 ? 12 : hour )),      minute, second, ( hour < 12? "am" : "pm" )); cout << t;  }

// *********************************************************************  void main {    time_t ctime = time(0);             // Get current time. struct tm current = *localtime( &ctime );

Time now;                          // Instances of defined structures. Date today;

now.hour = current.tm_hour;        // Initialize Time structure. now.minute = current.tm_min; now.second = current.tm_sec;

today.month = current.tm_mon;      // Initialize Date structure. today.day = current.tm_mday; today.year = current.tm_year + 1900;

cout << "At the tone it will be "; // Display time and date. now.display; cout << " on "; today.display; cout << ".\n"; }

When invoked, this program produces an output of the form:

At the tone it will be 6:20:33 on March 17, 1995.

BACK_TO_TOP

[5.6] C++ REFERENCES

 * Along with the traditional means of passing parameters to functions as values:

int testfunc( int x );

-- or as pointers:

\Bint testfunc( int *x );

-- C++ provides an additional calling scheme, using "reference variables". This scheme is equivalent to using pointers, in that the function can change the value in the variable and return it to the calling program without having the overhead of passing all the data to the function. However, it doesn't require the use of pointer dereferencing operations in the target function, making it easier to pass structures and arrays to functions.

Reference variables are a slightly fuzzy concept, so please bear with the discussion. It will become clearer as elements are introduced.

A reference variable is defined as an "alias", or synonym, for a variable. It is defined using the "&" operator:

int some_int; int& ref_to_int = some_int;

This use of "&" is distinct from its use as the "address of" operator:

&some_int

-- which gives the address of a variable. The reference is initialized when it is declared -- naturally, since it doesn't have any independent existence.

The following example illustrates the behavior of reference variables:

// reftest.cpp

#include <iostream.h>

void main {    int some_int = 42; int& ref_to_int = some_int;

cout << some_int << ' ' << ref_to_int << '\n';  // Print values. ref_to_int++;                                   // Increment reference. cout << some_int << ' ' << ref_to_int << '\n';  // Print values. some_int++;                                     // Increment variable. cout << some_int << ' ' << ref_to_int << '\n';  // Print values. cout << &some_int << ' ' << &ref_to_int << '\n'; // Print addresses. }

This prints:

42 42  43 43   44 44   0x6555fffc 0x6555fffc

A reference, as this example shows, is not a copy of nor a pointer to the variable it aliases. It is simply another name for it.

 * References are generally used in conjunction with arrays, structures, and class objects, to be discussed in the next chapter. There's not really much reason to define references for simple "int" or "float" variables.

The reason for having references is to simplify parameter passing to functions, as noted earlier in this section. They eliminate the overhead of passing large data structures to functions, eliminate the need for pointer dereferencing operations, and allow a function to modify the data from the source program.

For example:

// ptrdemo.cpp

#include <iostream.h>

struct big    // A big structure that doesn't do much of anything. {    int sn; char text[1024]; } b = { 42, "Life, the Universe, and Everything!" };

void fslow( big b1 );  // Function to call the big structure by value. void ffast( big& b2 ); // Function to call the big structure by reference.

void main {    fslow( b );           // Slow, because data must be put on stack. ffast( b );          // Fast, because data is directly accessed. }

void fslow( big b1 ) {    cout << b1.sn << '\n' << b1.text << '\n'; }

void ffast( big& b2 ) {    cout << b2.sn << '\n' << b2.text << '\n'; }

A second example illustrates how references accomplish the same thing as pointers but don't require the clumsy pointer dereferencing syntax:

// refdemo.cpp

#include <iostream.h>

struct big    // Same big struct as before. {    int sn; char text[1024]; } b = { 42, "Life, the Universe, and Everything!" };

void fptr( big *b1 );   // Function to use pointers. void fref( big& b2 );   // Function to use references.

void main {    fptr( &b ); fref( b ); }

void fptr( big *b1 ) {     cout << b1->sn << '\n' << b1->text << '\n';  // Pointer deference. }

void fref( big& b2 ) {    cout << b2.sn << '\n' << b2.text << '\n';    // As before. }

A function can, as noted, change the value of the referenced variable in the calling program. If this is not desired, in the case where you simply want fast and economical parameter passing, you can declare a reference as a constant:

void func( const somestr& d ); // Parameter "d" can't be changed.

References can also be returned by functions to calling programs:

&getref( int i );         // Prototype for function to return reference. ...  somestr& r = getref( 3 );  // Return reference value to calling routine.

Remember that a reference is an alias. You cannot really perform any operation on a reference but initialize it, since any other operation you perform on the reference is simply performed on the variable referenced. You also cannot define arrays of references.

v2.0.7 / 6 of 7 / 01 feb 02 / greg goebel / public domain

title: User:Jimregan/C Primer chapter 5


text:
Gude Axelsen Giedde

Gude Axelsen Giedde (Gude Axelsson Gedda) (1510-1590) was a Norwegian military officer, Lutheran prelate, and provost in Kville, Bohuslän, then part of Norway.

Biography
Gude Axelsen Giedde was born in 1510 in Trondheim, Norway, as a son of Axel Giedde and Margareta Pedersdotter. His father, who was a lieutenant in Trondheim, is said to have lost his nobility due to marriage with a commoner, a daughter of a merchant.

Gude married Johanna Pedersdotter, with whom he had at least three sons.

It has been speculated that he was the great-grandson of sv:Erengisle Gädda of the Swedish noble family Gädda from Småland, Sweden, but this remains unattested. In any case, his family descendants were ennobled in the name of Gedda (n:o 2168) by King Gustav IV Adolf of Sweden in 1797; he became the asserted primogenitor of this family.

In his youth he studied at the University of Wittenberg in Wittenberg, Holy Roman Empire, and became a follower and friend of Martin Luther with whom he often corresponded. When Giedde returned to Norway he became an officer.

As a devoted adherent of Lutheranism, for his personal security during the tumultuous time of the Protestant Reformation, he is said to ridden his horse equipped with a sword and pistols. His sword was inherited down to his grandson Peder Jenssen, who however lost it in a fire.

The Danish-Norwegian King Christian III was concerned about imposing the Protestant Reformation in his dominions and therefore needed clergy profoundly introduced in the Lutheran teachings. Giedde thus left his military career in order to become a priest.

In 1534 he was appointed vicar in Kville, Bohuslen, then belonging to Norway, becoming the region's first Lutheran priest, succeeding the Catholic monk Gudmund. When Pehr Kalm visited Fjällbacka in 1742, he was told the story about how Gudmund went under and died due to the "Gudmund skerry" in the sea outside the port of Fjällbacka.

Giedde remained vicar there until 1573, when he was appointed religious provost in Viken.

Due to his old age he had become blind when he was visited in Kville by King James VI of Scotland. He died in 1590 in Kville, in today's Tanum Municipality, Bohuslän, Sweden.

title: Gude Axelsen Giedde