text:
Portal:Perl

Portal:Engineering and Technology > School:Computer Science > Topic:Computer Programming > Topic:Perl

Perl, like Python and PHP is an essential part of a learning path such as Open Source Degree Confirmation, The Art of Computer Programming, Linux Server Administration or Web services Using LAMP.

LAMP: Linux | Apache | MySQL | PostgreSQL | Perl || Python || PHP.

Prerequisites
The usual Introduction to Programming and Introduction to Programming Logic, plus a broad selection of of CS topics of interest - to you. Walk your own path.

A suggestion: If you are leaning toward Web applications... A large percentage of Perl's real-world application has to do with the Web and Web Programming. If this is the route you're taking, Perl might be for you. If so, some fundamentals of Web Design are in order, particularly Web Design/Dynamic Websites and Web Design/Dynamic Websites/Creating Database Tables. While these learning materials lean toward Javascript and PHP, learners should be aware that Perl may offer a practical alternative in many cases.

Learners are advised to gain some understanding of related topics: CGI, Python, Databases, etc. and to approach the study of Perl with an open mind as a part of a larger study of Computer Science. Perl is many things, but it is NOT a panacea, silver bullet or stand-alone programming language. Its strength is being able to adapt and contribute to its environment.

Course Description
Perl has a rich set of text-processing tools, a flexible syntax, Unix-friendly familiarity, excellent documentation and a massive support community. We will learn that Perl comes with a host of standard built-in functions and another host of available functions that help the programmer write solid, reliable code. We will start with whole programs that touch the gamut of statements, variables, operators, functions, expressions, flow control, subroutines, objects and on to real-time, real-life, practical extraction and reporting linguistics.

Contrary to some schools of thought, Perl is not in competition with Python, PHP or even C/C++ but rather complementary providing a "glue" for filling in specific niché jobs. This course will show how to get tasks done and at the same time show some philosophical reasons why to use Perl for those specific jobs.

As we dig a little deeper, we'll learn about Perl within the context of applied Computer Science as a component of the ACS Practicum. We will use Perl to help demonstrate modularity, human-machine interfaces, database principles, API fundamentals, inter-process communication, lexical scoping and other theoretical aspects of Computer Science. <IP_ADDRESS> 22:08, 10 December 2007 (UTC)

Lessons
See a Perl Hello, World!

Learning guides

 * Perl/Introduction - a casual orientation for those new to Perl
 * Perl/Perl.org an overview of Perl online resources
 * Perl/Using Perldoc an overview and guide to using Perl-doc (Perldoc), Perl man pages and documentation
 * Perl/Modules on CPAN - installing and using Perl modules from CPAN, the Comprehensive Perl Archive Network
 * Perl/Using CPAN - Working the CPAN shell
 * Perl/Installing on *Nix Systems - Perl on Linux, FreeBSD, and other Unixtm-like systems
 * Perl/Installing on Win32 Systems - Installing Activestatetm and other versions of Perl for Windowstm systems

Tutorials

 * Perl/Fun with Named Colors - Hands on exercise for building a color palette using Perl (Courtesy of WikiaPerl Wikia)
 * Developing a cool-looking 'Hello World'
 * Getting stats out of wikiversity XML dumps

Under Development and Wish List
These are lessons which have been suggested, or have been started but are still stub articles. Please help by adding to the content here.
 * Perl/Simple HTML Parser - Basic anatomy of a Parser built in Perl (Courtesy of PerlMonks.org)
 * A minimal perl shell
 * Advanced version of '99 Bottles of Beer'
 * find 'em or write 'em...

Enrolled
Please sign below if you're participating in the Perl topic. Use a hash mark, 4 tildes and any comment to sign.
 * 1) AdamG 15:57, 1 October 2006 (UTC) I'm interested in learning Perl. I know python scripting and would like to learn other languages for perspective/comparison.
 * 2) CQ 18:11, 10 October 2006 (UTC) I'm a novice Perl coder. I like the language and features of Perl and I helped create the WikiaPerl site, which desires to participate here at Wikiversity.
 * 3) Matthewdavid 10:25, 29 December 2006 (UTC) I am learning perl. I am a sys admin. Much of what I administrate is written in Perl and I'd like to be able to modify and create in the language.
 * 4) Cavac 2007-01-04; i wrote some Perl tutorials for my Blog and i'm gonna port them to Wikiversity.
 * 5) Ikluft 23:07, 21 July 2007 (UTC) I'm a Perl programmer. I'll look for chances to help in my spare time.  I started with turning the references section from a wish list to the links the original author apparently wanted.
 * 6) Patch 01:31, 21 December 2007 (UTC) I'm a novice perl programmer. I need something I can do on the fly and will stand up to my demands. Perl seems perfect for the job.
 * 7) --Albstp 11:53, 11 March 2008 (UTC)I am a newbie to Perl. I need to study perl as it is really interesting. I need to do some good perl programming.
 * 8) Spookcomix 00:20, 3 November 2008 (UTC) I'm currently transitioning from network administration to technical writing for a company that uses Perl behind their flagship products. I'm hoping to chip in at some point.
 * 9) Boris Suvorov 21:51pm, 30 November 2008 (UTC) I'm in need to learn perl to assist my company with special tools for developers. I also want to understand how Perl is applied to Web programming.
 * 10) BJ Covert Action 18:34, 16 January 2009 (UTC) I'm in the process of learning Perl for both recreation and professional purposes. I would love to help others learn by relating my own experience
 * 11) KStulce 12:59PM, 16 March 2009 (UTC) I've primarily used Perl in job-related workflow applications with the [PlanetPress Suite] for various customers, though I don't get the opportunity to use Perl very often.  I adore Perl and have scoured the Internet for various Perl resources, and I have also purchase many of the O'Reilly books, which I tend to read when the opportunity arises for new projects.  I'm in need to stay current and knowledgeable with Perl, even to the point of making up personal projects to stay on par, which I have seen posted in Topic_talk:Perl.

Resources

 * the English Wikipedia entry on Perl has a detailed description
 * CPAN Search search interface to the Comprehensive Perl Archive Network (CPAN)
 * Perl 5 Wiki at the Perl Foundation
 * Perl 6 Wiki at the Perl Foundation
 * WikiaPerl (yet another Perl Wiki)
 * Perl help, examples, and tutorials by John Bokma, freelance Perl programmer
 * A Crash Course in Perl5: all the slides for a 3-day introductory course, provided for free by Zeegee Software Inc., a CPAN contributor.

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Documentation
The following subsections refer to official Perl documentation available from CPAN. These pages are also available locally by the same names as manpages or via POD documentation on any Unix (or Cygwin) perl installation.

Perl Overview

 * perl Perl overview
 * perlintro Perl introduction for beginners
 * perltoc Perl documentation table of contents

Perl Tutorials

 * perlreftut Perl references short introduction
 * perldsc Perl data structures intro
 * perl tutorial Perl Tutorial for beginners

 * perllol Perl data structures: arrays of arrays

 * perlrequick Perl regular expressions quick start
 * perlretut Perl regular expressions tutorial

 * perlboot Perl OO tutorial for beginners
 * perltoot Perl OO tutorial, part 1
 * perltooc Perl OO tutorial, part 2
 * perlbot Perl OO tricks and examples

 * perlstyle Perl style guide

 * perlcheat Perl cheat sheet
 * perltrap Perl traps for the unwary
 * perldebtut Perl debugging tutorial

 * perlfaq Perl frequently asked questions
 * perlfaq1 General Questions About Perl
 * perlfaq2 Obtaining and Learning about Perl
 * perlfaq3 Programming Tools
 * perlfaq4 Data Manipulation
 * perlfaq5 Files and Formats
 * perlarray] Perl Arrays
 * perlfaq6 Regexes
 * perlfaq7 Perl Language Issues
 * perlfaq8 System Interaction
 * perlfaq9 Networking

Perl Reference Manual

 * perlsyn Perl syntax
 * perldata Perl data structures
 * perlop Perl operators and precedence
 * perlsub Perl subroutines
 * perlfunc Perl built-in functions
 * perlopentut Perl open tutorial
 * perlpacktut Perl pack and unpack tutorial
 * perlpod Perl plain old documentation
 * perlpodspec Perl plain old documentation format specification
 * perlrun Perl execution and options
 * perldiag Perl diagnostic messages
 * perllexwarn Perl warnings and their control
 * perldebug Perl debugging
 * perlvar Perl predefined variables
 * perlre Perl regular expressions, the rest of the story
 * perlreref Perl regular expressions quick reference
 * perlref Perl references, the rest of the story
 * perlform Perl formats
 * perlobj Perl objects
 * perltie Perl objects hidden behind simple variables
 * perldbmfilter Perl DBM filters

 * perlipc Perl interprocess communication
 * perlfork Perl fork information
 * perlnumber Perl number semantics

 * perlthrtut Perl threads tutorial
 * perlothrtut Old Perl threads tutorial

 * perlport Perl portability guide
 * perllocale Perl locale support
 * perluniintro Perl Unicode introduction
 * perlunicode Perl Unicode support
 * perlebcdic Considerations for running Perl on EBCDIC platforms

 * perlsec Perl security

 * perlmod Perl modules: how they work
 * perlmodlib Perl modules: how to write and use
 * perlmodstyle Perl modules: how to write modules with style
 * perlmodinstall Perl modules: how to install from CPAN
 * perlnewmod Perl modules: preparing a new module for distribution
 * perlutil utilities packaged with the Perl distribution

 * perlcompile Perl compiler suite intro

 * perlfilter Perl source filters

 * perlglossary Perl Glossary

Perl Internals and C Language Interface

 * perlembed Perl ways to embed perl in your C or C++ application
 * perldebguts Perl debugging guts and tips
 * perlxstut Perl XS tutorial
 * perlxs Perl XS application programming interface
 * perlclib Internal replacements for standard C library functions
 * perlguts Perl internal functions for those doing extensions
 * perlcall Perl calling conventions from C

 * perlapi Perl API listing (autogenerated)
 * perlintern Perl internal functions (autogenerated)
 * perliol C API for Perl’s implementation of IO in Layers
 * perlapio Perl internal IO abstraction interface

 * perlhack Perl hackers guide

Miscellaneous

 * perlbook Perl book information
 * perltodo Perl things to do

 * perldoc Look up Perl documentation in Pod format

 * perlhist Perl history records
 * perldelta Perl changes since previous version
 * perl587delta Perl changes in version 5.8.7
 * perl586delta Perl changes in version 5.8.6
 * perl585delta Perl changes in version 5.8.5
 * perl584delta Perl changes in version 5.8.4
 * perl583delta Perl changes in version 5.8.3
 * perl582delta Perl changes in version 5.8.2
 * perl581delta Perl changes in version 5.8.1
 * perl58delta Perl changes in version 5.8.0
 * perl573delta Perl changes in version 5.7.3
 * perl572delta Perl changes in version 5.7.2
 * perl571delta Perl changes in version 5.7.1
 * perl570delta Perl changes in version 5.7.0
 * perl561delta Perl changes in version 5.6.1
 * perl56delta Perl changes in version 5.6
 * perl5005delta Perl changes in version 5.005
 * perl5004delta Perl changes in version 5.004

 * perlartistic Perl Artistic License
 * perlgpl GNU General Public License

Language-Specific

 * perlcn Perl for Simplified Chinese (in EUC-CN)
 * perljp Perl for Japanese (in EUC-JP)
 * perlko Perl for Korean (in EUC-KR)
 * perltw Perl for Traditional Chinese (in Big5)

Platform-Specific

 * perlaix Perl notes for AIX
 * perlamiga Perl notes for AmigaOS
 * perlapollo Perl notes for Apollo DomainOS
 * perlbeos Perl notes for BeOS
 * perlbs2000 Perl notes for POSIX-BC BS2000
 * perlce Perl notes for WinCE
 * perlcygwin Perl notes for Cygwin
 * perldgux Perl notes for DG/UX
 * perldos Perl notes for DOS
 * perlepoc Perl notes for EPOC
 * perlfreebsd Perl notes for FreeBSD
 * perlhpux Perl notes for HP-UX
 * perlhurd Perl notes for Hurd
 * perlirix Perl notes for Irix
 * perllinux Perl notes for Linux
 * perlmachten Perl notes for Power MachTen
 * perlmacos Perl notes for Mac OS (Classic)
 * perlmacosx Perl notes for Mac OS X
 * perlmint Perl notes for MiNT
 * perlmpeix Perl notes for MPE/iX
 * perlnetware Perl notes for NetWare
 * perlopenbsd Perl notes for OpenBSD
 * perlos2 Perl notes for OS/2
 * perlos390 Perl notes for OS/390
 * perlos400 Perl notes for OS/400
 * perlplan9 Perl notes for Plan 9
 * perlqnx Perl notes for QNX
 * perlsolaris Perl notes for Solaris
 * perltru64 Perl notes for Tru64
 * perluts Perl notes for UTS
 * perlvmesa Perl notes for VM/ESA
 * perlvms Perl notes for VMS
 * perlvos Perl notes for Stratus VOS
 * perlwin32 Perl notes for Windows
 * }

Perl

title: Portal:Perl


text:
confidare

Etymology
Reshaping of, on the example of.

Verb

 * 1)  to confide something to someone
 * 2)  to have confidence (in)

source: wikimedia

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

title: confidare


text:
alethophobia

Etymology
From, equivalent to.

Noun

 * 1)  A fear or dislike of the truth; an unwillingness to come to terms with truth or facts.

title: alethophobia


text:
cosmid

Noun

 * 1)  A type of plasmid (often used as a cloning vector) constructed by the insertion of cos sequences, which are DNA sequences of the lambda phage.

title: cosmid


text:
Wikiversity:Motto contest

After nearly a year of discussion, the motto and slogan contests have concluded.

The motto portion of the contest ended August 5, 2007. The motto selected is "open learning community".

The slogan portion of the contest ended May 2, 2007. The slogan selected is "set learning free".

Discussion strings about concluding this contest are in the Colloquium archives: Motto and slogan contests: discussion of outcomes (May 2007) and Motto_contest: wrap up? (July 2007). A new colloquium post will be added (soon) to invite suggestions for possible ongoing processes for revising or refining the motto and slogan. Also, feel free to add comments on the motto contest talk page.

Thank you for your interest and participation!

Goals
These were the stated goals of the contest.

We need to create and select:
 * 1) a Wikiversity motto
 * 2) a short description (for use with the Wikiversity logo on sister Wikimedia projects)
 * 3) a slogan

There are two contests, using the same options, to choose phrases to fulfill these three roles

The motto contest fulfills two purposes, choosing:
 * A Wikiversity motto, which is a general phrase that conveys the mission of Wikiversity (or part of the mission), which may be inspiring or appeal to a general principle. This purpose emerged in the course of various of the options proposed and selected in rounds 1-3 of this contest.

 * A "short description," which is a short phrase that describes a Wikimedia project briefly. This was the original purpose of the motto contest. The "short description" will be listed with our logo (see our logo contest) and project name on Wikimedia sister projects. Here are some Wikimedia logo-name-motto examples:

Here are logo-name-motto examples the Wikiversity logo finalist and some of the motto finalists:

The slogan contest is for choosing a descriptive phrase to be listed at the top of our main page just under "Welcome to Wikiversity."

We have completed the final round, Round 6, of the selection process. The rounds of the selection process are summarized at the end of this page.

Winning Motto: "Open learning community"
The winning motto is "open learning community" .

Summary of final round: From the goals of the contest, the Wikiversity motto is both a phrase that conveys the general mission of Wikiversity (or part of the mission) and a "short description" that briefly describes Wikimedia project. The motto will be listed with our logo.

The winning motto, "open learning community," had 61% of the positive support statements in round 6. There were 27 support statements for "open learning community," and many included substantive points in favor of the option. "Open education" had 3 in support and "free learning community" had 14 in support. The objections are few in comparison to supportive statements (except for the least popular "open education" option). The winning "open" motto had 3 comments against, the "education" motto had four against, and the "free" motto had two against. The objections do not seem to invalidate the value or meaning of the free/open learning community motto options.

As for the choice of an article to possibly precede "open learning community, an important criticism of using the "the" was made on the talk page (Open University already exists). Twelve supporters of this motto did not favor using an article or did not mention the issue. The definite article had twelve supporters as well. The indefinite article had three supporters. This is a difficult call. Because of the substantive criticism made on the talk page, the winning motto is presented without a suggested article. A merit of using no article is that the motto is shorter and will fit better under the logo. This can be an issue for later discussion.

See the "summary of contest process issues and possible further steps" section below for other possible discussion points.

Archive: Motto_contest/Round_6

Winning Slogan: "Set learning free"
The winning slogan is "set learning free" .

Summary of final round: The Wikiversity slogan is a phrase for listing at top of main page with "Welcome to Wikiversity". "Set learning free" had 68% of the positive support statements in round 6. There were 30 support statements for "set learning free". "Knowledge is free" had 4 in support and "Because knowledge should be free" had 10 in support. The latter 2 options had 3 comment each against use. "Set learning free" had no statements against. As for the wording of "set learning free" vs "learning set free," a few more people preferred "set learning free".

Thank you for your participation!

Archive: Motto_contest/Round_6

Summary of contest process issues and possible further steps
This description, based on previous discussions, here and in the colloquium, is still being compiled (as of 8/7/07).

Summary of objectives of rounds

 * Round 1: the process was:
 * list as many mottos and slogans as you wish.
 * select one motto and slogan each, by listing your name by your selection
 * at any time, feel free to change your selection and add mottos or slogans.

 * Round 2: Invite more support (and support changing) for options with at least one person supporting.
 * Round 3: Invite more support (and support changing) on options with at least two persons supporting.
 * Round 4: Reduce options (such as through listing only strongly supported options in each group as one step and droping groups with little support) to those supported by four or more people.
 * Round 5: Select amongst finalists.
 * Round 6: Refine options in final groups.

Winners are the motto and the slogan with a strong majority in favor.

Timeframes

 * the first selection round started on August 23 and ended on September 7, 2006, after 5:00 pm GMT.
 * the second round (which includes the openness of the first round) started on Septermber 7 and ended on September 22, 2006, 5:00 pm GMT.
 * the third round began September 23 and ended October 15, 2006.
 * the fourth round commenced October 15, 2006 and lasted until November 18, 2006.
 * the fifth round ended January 16, 2007.
 * the sixth round started on January 27, 2007 and will continue until final refined options are selected. The slogan contest ended on May 2, 2007 and the motto contest ended August 5, 2007.

Previous Rounds
A list of all suggested mottos and slogans for Round 1 are at Motto contest/Round 1.

A list of suggested mottos and slogans for Round 2, receiving support from at least one person, are at Motto contest/Round 2.

A list of suggested mottos and slogans for Round 3, receiving support from at least two persons (including similar options with one or more person supporting), are at Motto contest/Round 3.

A list of mottos and slogans for Round 4, receiving support from at least four persons in round 3 (including similar options with one or more person supporting), are at Motto contest/Round 4.

A list of finalist mottos and slogans for Round 5, receiving the most support in round 4, are at Motto contest/Round 5.

A listing of finalist mottos and slogans for Round 6, receiving the most support in round 5, are at Motto contest/Round 6.

Related Projects

 * Logo contest for Wikiversity on meta.
 * Wikiversity mission - We can use ideas from the motto, slogan and logo contests to help refine the mission statement. Feel free to post mission statement revisions.

title: Wikiversity:Motto contest


text:
Cookbook:Eggplant

Eggplant (also known as aubergine or garden egg) is a vegetable in the nightshade family.

Characteristics
The eggplant is shiny and bulbous and comes in a range of shapes, sizes, and colors. Varieties common in the West are large, with a pear or teardrop shape and a deep purple color. Common East Asian varieties are often elongated, with pale purple skin, while South and Southeast Asian ones are often spherical or ovoid. There are even tiny, marble-sized green Asian eggplants, as well as bright white varieties. The flesh is off-white and somewhat spongy, with a mild if slightly bitter flavor. After cooking, it becomes very soft. The smaller varieties are said to be less bitter and to need less preparation.

Seasonality
In tropical climates, eggplants are grown all year round, with a peak season in the late summer and fall. In colder regions, they can only be grown in greenhouses or imported.

Selection and storage
When selecting eggplants, look for those that are firm and dense-seeming, with taut shiny skin. If a colored variety, the color should be deep. Eggplants can be stored in the fridge for a few days, but they ultimately don't keep for that long.

Preparation
Eggplant can be a very bitter vegetable, requiring special preparation to minimise this bitterness. Some modern varieties of eggplant are bred to be free from bitterness, and can be cooked without the preparatory methods. Experimentation may be needed to balance any bitterness with sweeter flavours within the same dish or meal; this is why eggplants and tomatoes work so well together.

The usual preparation method for reducing the bitter taste of eggplant involves slicing, washing and then rubbing the vegetable with salt. The salt pulls out the bitter juices via osmosis, so when preparing it is often best to put the slices of eggplant on a rack over a sink or on paper towels. Wash the salt off after at least thirty minutes, dry thoroughly, and cook the eggplant as desired; keep in mind that often a small amount of salt remains in the flesh, so the amount of salt added during cooking may need to be less than you might think. When the eggplant has been "purged" in this manner, the flesh becomes much more absorbent and flexible, like a sponge, and is excellent at absorbing other liquids and flavors. Be aware that the eggplant can absorb a good deal of oil.

Eggplants can be peeled if the skin is particularly thick and tough. Note that the flesh will discolor after exposure to air.

Use
Once prepared, eggplant may be stuffed, grilled, fried, baked, pickled, or stir-fried. Its versatility leads to eggplant dishes in many different cuisines, from Japan to India to Italy. It is an essential ingredient in several savoury dishes, most notably the Greek moussaka. It is frequently stuffed in Near Eastern cuisine.

title: Cookbook:Eggplant


text:
Fariborz Gerami

Fariborz Gerami (, born 3 May 1993) is an Iranian football midfielder who currently plays for Zob Ahan.

title: Fariborz Gerami


text:
Plasma Wave Subsystem

Plasma Wave Subsystem (sometimes called Plasma Wave System), abbreviated PWS, is an instrument that is on board the Voyager 1 and Voyager 2 unmanned probes of the Voyager program. The device is 16 channel step frequency receiver and a low-frequency waveform receiver that can measure electron density. The PWS uses the two long antenna in a V-shape on the spacecraft, which are also used by another instrument on the spacecraft. The instrument recorded data about the Solar System's gas giants, and about the outer reaches of the Heliosphere, and beyond. In the 2010s, the PWS was used to play the "sounds of interstellar space" as the spacecraft can sample the local interstellar medium after they departed the Sun's heliosphere. The heliosphere is a region essentially under the influence of the Sun's solar wind, rather than the local interstellar environment, and is another way of understanding the Solar System in comparison to the objects gravitationally bound (e.g in orbit) around Earth's Sun.

The PWS instrument plan was introduced in 1974 during the development of the Voyager program. It was hoped it would help increase understanding of wave particle interactions and record data on the magnetospheres of planets like Jupiter and Saturn. The instruments went on to record radio waves at Jupiter, Saturn, Uranus, and Neptune.

The PWS instrument is one of the instruments that is a part of the Voyager interstellar mission, and they have operated for several decades after their 1977 launch into the 2010s.

Specifications
List:
 * Mass: 1.4 kg (3.08 pounds)
 * Average electrical power consumption: 1.3 watts
 * Average data rate: 0.032 kbit/s
 * Frequency range 10 Hz to 56 kHz
 * PWS/PRA Antenna:
 * Length of antenna: 10 meters (10.936 yards)
 * Number of antenna: 2
 * Angle between antenna: 90 degrees

title: Plasma Wave Subsystem


text:
User:PingPongBoy~enwikibooks

Captain's Log Stardate 2004/02/02

Groundhog day

Writing some text into chemistry book. I want to learn chemistry by writing about it. I studied a little chemistry over 10 years ago but I anticipate needing to know it, along with quantum mechanics, and whole bunch of math. What fun.

Saving pages on the server takes too long.

title: User:PingPongBoy~enwikibooks


text:
Dizbad-e Olya

Dizbad-e Olya (, also known as Dīzbād-e Bālā or Dizbad) is a village in Zeberkhan Rural District, Zeberkhan District, Nishapur County, Razavi Khorasan Province, Iran.

Geography
Dizbad-e Olya is located at an altitude of 2020 metres in the southern area of the Binalud Mountains 97 kilometres southwest of the city of Mashhad and 71 kilometres northwest of Neyshabur. The highest point in the area is Mount Qajqor at 2881 m above sea level. The area of Dizbad-e Olya also borders the two neighbouring villages of Qasemabad and Hesar.

History
The historical background of Dizbad dates back to the year 714 AD. The name has changed many times throughout history. The oldest known name of Dizbad is Aspiduz, which includes the Persian words for horse and fort. In the ninth century it was known as Qasr al-Rih (قصر الریح) due to the Arab invasion. The origin of this name is due to the three forts that once served as a defense system, they signalled by smoke signals when enemies tried to invade. Only ruins of these forts remain. In later times, Dizbad was known as Chehel Ashkub.

Due to its long history and cultural background, the identity of the people in this area has undergone many changes. One of the most impactful events that caused this cultural change was the opening of the Naser Khosrow School in 1939. The establishment of this school encouraged families to send their children to school, which had a positive effect and resulted in a growing number of children from the village graduating from school.

title: Dizbad-e Olya


text:
papal bull

Etymology
From, from , from , from.

Noun

 * 1) An official document or edict from the Pope.

Translations

 * Catalan: butlla papal
 * German: päpstliche Bulle
 * Polish:, bulla papieska
 * Romanian:
 * Tagalog: bula ng Papa

title: papal bull


text:
Cookbook:Watercress

Watercress is a fast-growing, edible member of the family Brassicaceae (formerly Cruciferae), or the mustard family. Watercress was formerly assigned the systematic name Nasturtium officinale (though it is unrelated to the Nasturtium flowers of family Tropaeolaceae). However it is now classified as Rorippa nasturtium-aquaticum. Watercress is botanically related to the garden cress and to mustard plants, from which these cress obtain their peppery, tangy flavor and aroma. Watercress produces small, white and green flowers in horizontal clusters.

Watercress is a semi-aquatic perennial, and is one of the oldest known green vegetables consumed by human beings. Watercress is found to contain significant amounts of iron, calcium and folic acid, in addition to vitamins A and C. In some regions watercress is known as a weed, in other regions as an aquatic vegetable or herb. Where watercress is grown in the presence of animal waste, it is a known haven for parasites such as the liver fluke.

Watercress in Agriculture
Cultivation of watercress is practical on both mass scales and on the individual scale. Being semi-aquatic, watercress is well-suited to hydroponic cultivation and thrives in water that is slightly alkaline. In many local markets the demand for hydroponically-grown watercress far exceeds available supply. This is due in part to the fact that cress leaves are unsuitable for distribution in dried form, and thus can only marginally be preserved. Unmolested watercress can grow to a height of two feet, however, the edible shoots are typically harvested just days after germination.

Benefits of Consuming Watercress
Many benefits of eating watercress are claimed. Watercress is claimed to be a mild stimulant, a source of phytochemicals and antioxidants, a diuretic, an expectorant and a digestive.

title: Cookbook:Watercress


text:
Wikipedia:Wiki Ed/UCSD/HIGR 210 Socialism in China (2017 Fall)

Historiography of Modern China: Socialism in 20c China

Week 1
Welcome to your Wikipedia project's course timeline. This page will guide you through the Wikipedia project for your course. Be sure to check with your instructor to see if there are other pages you should be following as well.

This page breaks down writing a Wikipedia article into a series of steps, or milestones. These steps include online trainings to help you get started on Wikipedia.

Your course has also been assigned a Wikipedia Expert. Check your Talk page for notes from them. You can also reach them through the "Get Help" button on this page.

To get started, please review the following handouts:

 * Editing Wikipedia pages 1–5
 * Evaluating Wikipedia

 * Create an account and join this course page, using the enrollment link your instructor sent you. (To avoid hitting Wikipedia's account creation limits, this is best done outside of class. Only 6 new accounts may be created per day from the same IP address.)
 * It's time to dive into Wikipedia. Below, you'll find the first set of online trainings you'll need to take. New modules will appear on this timeline as you get to new milestones. Be sure to check back and complete them! These trainings are required for your course.
 * When you finish the trainings, practice by introducing yourself to a classmate on that classmate's Talk page.

This week, everyone should have a Wikipedia account.

Week 2
It's time to think critically about Wikipedia articles. You'll evaluate a Wikipedia article related to the course and leave suggestions for improving it on the article's Talk page.

 * Complete the "Evaluating Articles and Sources" training (linked below).
 * Create a section in your sandbox titled "Article evaluation" where you'll leave notes about your observations and learnings.
 * Choose an article on Wikipedia related to your course to read and evaluate. As you read, consider the following questions (but don't feel limited to these):
 * Is everything in the article relevant to the article topic? Is there anything that distracted you?
 * Is the article neutral? Are there any claims, or frames, that appear heavily biased toward a particular position?
 * Are there viewpoints that are overrepresented, or underrepresented?
 * Check a few citations. Do the links work? Does the source support the claims in the article?
 * Is each fact referenced with an appropriate, reliable reference? Where does the information come from? Are these neutral sources? If biased, is that bias noted?
 * Is any information out of date? Is anything missing that could be added?
 * Check out the Talk page of the article. What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
 * How is the article rated? Is it a part of any WikiProjects?
 * How does the way Wikipedia discusses this topic differ from the way we've talked about it in class?
 * Optional: Choose at least 1 question relevant to the article you're evaluating and leave your evaluation on the article's Talk page. Be sure to sign your feedback with four tildes — ~.

Now that you're thinking about what makes a "good" Wikipedia article, consider some additional questions.

 * Wikipedians often talk about "content gaps." What do you think a content gap is, and what are some possible ways to identify them?
 * What are some reasons a content gap might arise? What are some ways to remedy them?
 * Does it matter who writes Wikipedia?
 * What does it mean to be "unbiased" on Wikipedia? How is that different, or similar, to your own definition of "bias"?

Week 3
Familiarize yourself with editing Wikipedia by adding a citation to an article. There are two ways you can do this:

 * Add 1-2 sentences to a course-related article, and cite that statement to a reliable source, as you learned in the online training.
 * The Citation Hunt tool shows unreferenced statements from articles. First, evaluate whether the statement in question is true! An uncited statement could just be lacking a reference or it could be inaccurate or misleading. Reliable sources on the subject will help you choose whether to add it or correct the statement.

Week 4

 * Blog posts and press releases are considered poor sources of reliable information. Why?
 * What are some reasons you might not want to use a company's website as the main source of information about that company?
 * What is the difference between a copyright violation and plagiarism?
 * What are some good techniques to avoid close paraphrasing and plagiarism?

 * Review page 6 of your Editing Wikipedia guidebook.
 * Look up 3-5 potential topics related to the course that you might want to update on Wikipedia. Review the content of the article and check the Talk page to see what other Wikipedians are already contributing. Identify one or two areas from each that you could improve.
 * Choose 2-3 potential articles from that list that you can tackle, and post links to the articles and your notes about what you might improve in your sandbox.
 * Finally, present your choices to your instructor for feedback.

Week 5

 * On the Students tab, assign your chosen topic to yourself.
 * In your sandbox, write a few sentences about what you plan to contribute to the selected article.
 * Think back to when you did an article critique. What can you add? Post some of your ideas to the article's talk page, too.
 * Compile a list of relevant, reliable books, journal articles, or other sources. Post that bibliography to the talk page of the article you'll be working on, and in your sandbox. Make sure to check in on the Talk page to see if anyone has advice on your bibliography.

You've picked a topic and found your sources. Now it's time to start writing.

Creating a new article?

 * Write an outline of that topic in the form of a standard Wikipedia article's "lead section." Write it in your sandbox.
 * A "lead" section is not a traditional introduction. It should summarize, very briefly, what the rest of the article will say in detail. The first paragraph should include important, broad facts about the subject. A good example is Ada Lovelace. See Editing Wikipedia page 9 for more ideas.

Improving an existing article?

 * Identify what's missing from the current form of the article. Think back to the skills you learned while critiquing an article. Make notes for improvement in your sandbox.

-

Keep reading your sources, too, as you prepare to write the body of the article.

Resources: Editing Wikipedia pages 7–9

Everyone has begun writing their article drafts.

Week 6

 * What do you think of Wikipedia's definition of "neutrality"?
 * What are the impacts and limits of Wikipedia as a source of information?
 * On Wikipedia, all material must be attributable to reliable, published sources. What kinds of sources does this exclude? Can you think of any problems that might create?
 * If Wikipedia was written 100 years ago, how might its content (and contributors) be different? What about 100 years from now?

 * Keep working on transforming your article into a complete first draft. Get draft ready for peer-review.
 * If you'd like a Wikipedia Expert to review your draft, now is the time! Click the "Get Help" button in your sandbox to request notes.

 * First, take the "Peer Review" online training.
 * Select two classmates’ articles that you will peer review and copyedit. On the Articles tab, find the articles that you want to review. Then in the "My Articles" section of the Home tab, assign them to yourself to review.
 * Peer review your classmates' drafts. Leave suggestions on on the Talk page of the article, or sandbox, that your fellow student is working on. Other editors may be reviewing your work, so look for their comments! Be sure to acknowledge feedback from other Wikipedians.
 * As you review, make spelling, grammar, and other adjustments. Pay attention to the tone of the article. Is it encyclopedic?

Every student has finished reviewing their assigned articles, making sure that every article has been reviewed.

Week 7
You probably have some feedback from other students and possibly other Wikipedians. It's time to work with that feedback to improve your article!

 * Read Editing Wikipedia pages 12 and 14.
 * Return to your draft or article and think about the suggestions. Decide which ones to start implementing. Reach out to your instructor or your Wikipedia Expert if you have any questions.

Week 8
Once you've made improvements to your article based on peer review feedback, it's time to move your work to Wikipedia proper - the "mainspace."

Editing an existing article?

 * NEVER copy and paste your draft of an article over the entire article. Instead, edit small sections at a time.
 * Copy your edits into the article. Make many small edits, saving each time, and leaving an edit summary. Never replace more than one to two sentences without saving!
 * Be sure to copy text from your sandbox while the sandbox page is in 'Edit' mode. This ensures that the formatting is transferred correctly.

Creating a new article?

 * Read Editing Wikipedia page 13, and follow those steps to move your article from your Sandbox to Mainspace.
 * You can also review the Sandboxes and Mainspace online training.

 * Optional: For new articles or qualifying expansions of stubs, compose a one-sentence “hook,” nominate it for “Did you know,” (see the DYK instructions handout) and monitor the nomination for any issues identified by other editors. Wiki Education staff can provide support for this process.

-

Handout:

Week 9
Do additional research and writing to make further improvements to your article, based on suggestions and your own critique.

 * Read Editing Wikipedia page 12 to see how to create links from your article to others, and from other articles to your own. Try to link to 3–5 articles, and link to your article from 2–3 other articles.
 * Consider adding an image to your article. Wikipedia has strict rules about what media can be added, so make sure to take Contributing Images and Media Files training before you upload an image.

Week 10
Continue to expand and improve your work, and format your article to match Wikipedia's tone and standards. Remember to contact your Wikipedia Expert at any time if you need further help!

 * Prepare for an in-class presentation about your Wikipedia editing experience.

Week 11
Present about your Wikipedia editing experience.

Consider the following questions as you reflect on your Wikipedia assignment:

 * Critiquing articles: What did you learn about Wikipedia during the article evaluation? How did you approach critiquing the article you selected for this assignment? How did you decide what to add to your chosen article?
 * Summarizing your contributions: include a summary of your edits and why you felt they were a valuable addition to the article. How does your article compare to earlier versions?
 * Peer Review: If your class did peer review, include information about the peer review process. What did you contribute in your review of your peers article? What did your peers recommend you change on your article?
 * Feedback: Did you receive feedback from other Wikipedia editors, and if so, how did you respond to and handle that feedback?
 * Wikipedia generally: What did you learn from contributing to Wikipedia? How does a Wikipedia assignment compare to other assignments you've done in the past? How can Wikipedia be used to improve public understanding of our field/your topic? Why is this important?

It's the final week to develop your article.

 * Read Editing Wikipedia page 15 to review a final check-list before completing your assignment.
 * Don't forget that you can ask for help from your Wikipedia Expert at any time!

Write a reflective essay (2–5 pages) on your Wikipedia contributions.

Consider the following questions as you reflect on your Wikipedia assignment:

 * Critiquing articles: What did you learn about Wikipedia during the article evaluation? How did you approach critiquing the article you selected for this assignment? How did you decide what to add to your chosen article?
 * Summarizing your contributions: include a summary of your edits and why you felt they were a valuable addition to the article. How does your article compare to earlier versions?
 * Peer Review: If your class did peer review, include information about the peer review process. What did you contribute in your review of your peers article? What did your peers recommend you change on your article?
 * Feedback: Did you receive feedback from other Wikipedia editors, and if so, how did you respond to and handle that feedback?
 * Wikipedia generally: What did you learn from contributing to Wikipedia? How does a Wikipedia assignment compare to other assignments you've done in the past? How can Wikipedia be used to improve public understanding of our field/your topic? Why is this important?

Week 12
Everyone should have finished all of the work they'll do on Wikipedia, and be ready for grading.


text:
Wikipedia:Articles for deletion/Mathew Jones

The result was delete. Fenix down (talk) 09:14, 23 August 2020 (UTC)

Mathew Jones

 * – ( View AfD View log  Stats )

Subject fails WP:GNG, due to a lack of significant independent coverage, and does not meet WP:NFOOTY, having never played in a fully-professional league or a senior international fixture. Prod was removed by the article creator without reasoning, although the issue was raised at my talk page but provided no compelling reason to avoid deletion. Kosack (talk) 08:36, 16 August 2020 (UTC)
 * Note: This discussion has been included in the list of Sportspeople-related deletion discussions. Kosack (talk) 08:36, 16 August 2020 (UTC)
 * Note: This discussion has been included in the list of Football-related deletion discussions. Kosack (talk) 08:36, 16 August 2020 (UTC)
 * Note: This discussion has been included in the list of Wales-related deletion discussions. Kosack (talk) 08:36, 16 August 2020 (UTC)
 * Note: This discussion has been included in WikiProject Football's list of association football-related deletions. Kosack (talk) 08:38, 16 August 2020 (UTC)

 * Delete - fails GNG and NFOOTBALL. GiantSnowman 11:26, 16 August 2020 (UTC)
 * Delete per nom Spiderone  11:00, 18 August 2020 (UTC)
 * Delete non notable, he has never played professional football -- Devoke water  (talk)  23:14, 21 August 2020 (UTC)


text:
Talk:North Garland High School

Moved sections
I moved some of the sections around. Moved the items about school history, traditions, etc. above the band. Not trying to diminish the band just thought that it seemed more appropriate to have the items about the school as a whole first then items about the band, sports teams, etc. after.

WikiProject class rating
This article was automatically assessed because at least one WikiProject had rated the article as start, and the rating on other projects was brought up to start class. BetacommandBot 10:27, 10 November 2007 (UTC)

Texas Tech
Should the reference to Texas Tech be included in this article? Joedaddy09 (talk) 00:50, 15 December 2007 (UTC)
 * I am not sure, Texas Tech has nothing to do with North Garland High school whatsoever, despite their mascots and their school colors.-- Antonio Lopez (talk) 18:36, 25 December 2007 (UTC)

Clean-up
Does this page need any further cleanup? —Preceding unsigned comment added by Joedaddy09 (talk • contribs) 23:05, 17 January 2008 (UTC)
 * I don't know, but it looks a lot better now, thanks to you. Also I am going to take a picture of the school later today or tomorrow.-- Antonio Lopez  (talk) 21:06, 20 January 2008 (UTC)
 * yeah it's cleaned up, it should be safe to remove the tag.-- Antonio Lopez (talk) 22:15, 20 January 2008 (UTC)

Photograph
✅I got the photograph.-- Antonio Lopez (talk) 22:37, 20 January 2008 (UTC)

title: Talk:North Garland High School


text:
Jean Duncan (artist)

Jean Duncan (1933–2 October 2018) was a British artist known as a painter, printmaker and video artist. Although born in Scotland, Duncan's career was largely based in Northern Ireland.

Biography
Duncan was born in Edinburgh and, from 1951 to 1955, studied at the Edinburgh College of Art and then spent a year at the Moray House School of Education. Duncan settled in Belfast and, in 1980, took a post-graduate diploma in printmaking at the Ulster Polytechnic and then co-founded the Seacourt Print Workshop based in Bangor, County Down. Duncan was elected a member of the Royal Ulster Academy in 1994 and was a member of the Artists' Association of Ireland. She had a number of solo exhibitions and gallery shows throughout her career. In 1986 her exhibition Sense and Symbols was held at the Octagon Gallery in Belfast, a solo show was held at One Oxford Street, Belfast in 1993 and her series of etchings inspired by John Tavener's The Protecting Veil was exhibited at the Royal Northern College of Music in Manchester during 1993. Duncan also worked with the composers Piers Hellawell and Deirdre McKay to produce images inspired by their music, for exhibitions or to accompany their musical performances. Internationally, Duncan participated in the 2001 International Biennial in Portugal and the 2005 Tokyo International mini-print Triennial. Dundee Contemporary Arts, University College Dublin and the Arts Council of Northern Ireland hold examples of her work.

title: Jean Duncan (artist)


text:
German/Introduction

A Textbook on Five Levels

The question arose early in the development of this textbook as to precisely who would be the target audience. Although intended to be a "beginning" textbook on German, many felt that the early lessons were too difficult for younger students with very limited or no experience with German and, perhaps more importantly, limited skills in English grammar. For this reason a textbook on three levels was conceived. Beginning German (Level I) puts more emphasis on building vocabulary around subject matter interesting and useful to young students. Basic German (Level II) emphasises grammar, and assumes a greater knowledge of English grammar more typical of an older high school or a college student. If you are just beginning to learn German or attempting to teach yourself, you may wish to try both approaches and see which works better for you, since some people require a strong structural approach to learning a new language while others find this "structure" only impedes progress by adding another layer of complexity. Intermediate German (Level III), which requires even more knowledge of English, is for college students, preferably for sophomores or juniors. With even more complex lessons, grammar and vocabulary comes Advanced German (Level IV), which with the most complex and difficult parts of the German language, is for late college students (Seniors) and college graduates. The last level, which is a review level, but also has cultural facts and the history of the German language, is Reviewed German. (Level V). An existing, separate text, German/Grammar, may eventually be merged into the lesson modules or developed into useful appendices as a grammar reference. At present, however, German Grammar is an expanding, significant contribution to the textbook; it provides an important reference on German language grammar rules useful to the student working through any of the three levels.

The German Language
German (Deutsch) is a member of the western group of the Germanic languages. It is spoken primarily in Germany, Austria, the majority of Switzerland, Liechtenstein, Luxembourg, the Südtirol (South Tyrol) region of Italy, the Opole Voivodship of Poland, the eastern part of Belgium, parts of Romania, the Alsace (Elsass) region of France and parts of Denmark. Additionally, several former colonial possessions of these countries, such as Namibia in Africa, have sizable German-speaking populations. There are German-speaking minorities in several eastern European countries including Russia, and in the United States as well as countries in South America like Brazil, Argentina and Chile. Over 120 million people speak German as their native language. German is the third most popular foreign language taught worldwide, and the second most popular in Europe. Continue reading about the German language.

German and English
If you are an English speaker unfamiliar with German, you may be surprised to learn that English and German are closely related languages and share many words that are very similar. Such words are called cognates. This is particularly true for everyday words in English that are Anglo-Saxon (that is, Germanic) in origin. Consider the following list of English words followed by their German counterparts:

 * arm         ~ der Arm
 * book        ~ das Buch
 * cat         ~ die Katze
 * father      ~ der Vater

 * finger      ~ der Finger
 * wagon       ~ der Wagen
 * house       ~ das Haus

 * hand        ~ die Hand
 * June        ~ der Juni
 * man         ~ der Mann

 * mother      ~ die Mutter
 * mouse       ~ die Maus
 * name        ~ der Name

 * son         ~ der Sohn
 * garden      ~ der Garten

 * lamp        ~ die Lampe
 * bush        ~ der Busch
 * baker       ~ der Bäcker
 * net         ~ das Netz
 * storm       ~ der Sturm
 * hat         ~ der Hut
 * fire        ~ das Feuer
 * grass       ~ das Gras
 * fish        ~ der Fisch
 * kindergarten ~ der Kindergarten

Some German words have the same origin as their English counterparts but the meaning has changed:

 * worry       ≠ würgen (strangle)
 * kind        ≠ das Kind (child)

 * Audio: [[Media:English-german words.ogg|OGG]] (308KB) ~ Hear these words

Of course, even words whose spelling is no different in English and German may be pronounced quite differently. But in reading German, you will see the connections between these languages, even in many of the "small" words (the above examples are all nouns). For example:

 * This week, my father is with my brother in the city.
 * Diese Woche ist mein Vater mit meinem Bruder in der Stadt.

 * Audio: [[Media:Example sentence.ogg|OGG]] (87KB) ~ Hear these sentences

Note also the general similarity of sentence structure with English. The only real difference in the German is that the verb is moved forward in the sentence. However, there are many German sentences in which a verb form is the last word in the sentence.

Unfortunately, while German is perhaps the easiest "foreign" language for an English speaker to learn, meanings of words that are spelled similarly are not always identical. These "false friends" can be confusing for the beginner. Further, German is a more structured language than English, with a more complex grammar, and it will become apparent as you learn German that you will also learn more about English language structure than you might ever recall from your high school English classes. For a quick listing of similarities and differences between English and German, read the Introduction to Level I.

Vocabulary and Grammar
In learning to read or speak any language with which you have minimal acquaintance (that is, are not a native speaker of), the two aspects to be mastered are vocabulary and grammar. Acquiring vocabulary is a "simple" matter of memorization. For the language(s) we learn as children, this process is so transparent that we have trouble conceiving of the importance of having a large vocabulary. By the age of conscious recognition of our communicating with others through speech, we have already learned the meaning of thousands of words. Even words we have trouble defining, we readily understand their use in conversation. This process can be "reactivated," as it were, by immersion in a second language: a method of learning a new language by moving to a place where that language is spoken and having to get around and live without use of one's native tongue.

The student of German language, if not residing in a German-speaking environment, must put forth substantial effort to learning words, including their meaning, their pronunciation and their usage in common sentences. Be sure to "learn"—commit to memory—all of the vocabulary words in each lesson as they are presented. Early lessons have simple sentences because it is assumed that the student's vocabulary is limited. But throughout the text, more complex discourses (often as photo captions) are included to introduce the student to regular German in use. It may be helpful to translate these using a German-English dictionary (access to one is a must; see Appendix 5 for on-line options). Other sources of German, such as newspapers, magazines, web sites, etc., can also be useful in building vocabulary and developing a sense of how German words are put together. The German Wikipedia provides an ever expanding source of German language articles that can be used for this purpose. Further, a German version of the Wikibooks project—a library of textbooks in German—is available at German Wikibooks.

German grammar is more complex than, but sufficiently similar to, English that "reading" German is possible with minimal vocabulary in the sense that the student should generally recognize the parts of a sentence. With a good dictionary or an online translator, an English speaker can usually translate a German sentence close to correctly. However, to accurately speak and understand German, you must learn how each word functions in a sentence. There are eight basic grammatical functions: case, gender, number, tense, person, mood, voice, and comparison. How words "signal" these functions is an important aspect of learning a new language. English speakers should know all of these functions and the signals used in English, but it is often the situation that you know perfectly well how to speak English, without understanding much about word-functions and signals. For this reason, this textbook incorporates considerable detail on grammar, including both English and German grammar. The reference book English at Wikibooks may be consulted for additional help. When we say German is more complex than English, what we really mean is that the signals used in German are different from and more numerous than those used by English.

Pronunciation
A guide to the pronunciation of German is provided. You should become familiar with this page early on, and refer to it often. Nothing can replace learning a language from a native speaker, but the text is liberally sprinkled with audio files providing the student with valuable input from hearing spoken German. Analyze the spoken words carefully. The pronunciation guide can only closely, not exactly, convey how German words should be pronounced. And of course, German (like English) has a number of dialects distinguished by differences in pronunciation.

Help in the pronunciation of individual words can be found by accessing the sound files of either of the online dictionaries, links to which are given in the German websites appendix.

Layout of Lessons
This textbook is intended as a beginning course in the German language for English speakers. Early lessons emphasize conversational subjects and gradually introduce German grammatical concepts and rules. In addition, sound files accompany appropriate parts of each lesson. Although the basic lessons (Grundlegende Lektionen) are presented at about the (US) high school level, beginners (including those attempting to learn German outside of a course structure) are expected to work through several basic lessons up to an indicated point, when review is suggested along with additional study. The basic way lessons go to other lessons is very simple and direct:
 * Lesson 1 > 2 > 3 > 4 > and on to the end of the text.

Layout within Lessons
The following subheadings or categories are offered within the lessons (Level II and above):

 * 1) One or more conversation (Gespräch) or story (Geschichte) pieces in German alone to illustrate the language in use.
 * 2) Study material (Lernen) in English and German to present lists of conceptually related words.
 * 3) One or more grammar (Grammatik) lessons covering elements of German grammar, with illustrations drawn from the conversation, story, or study materials.
 * 4) A list of words (Vokabeln) and phrases introduced in the lesson, above that point, usually in the conversation, story, or study presentations. Words and phrases are arranged alphabetically within groups, and the groups are presented in the following order: 1) nouns, 2) phrases, 3) verbs, and 4) all other words. A guide to pronunciation of the words presented is consolidated within Appendix 1. However, in each Vokabeln, nouns stressed on other than the first syllable (the general rule in German) are indicated by bolding of the stressed syllable (e.g., Biologie). Note that the English translation of all German words in a Vokabeln is the best equivalent for the lesson example. The lesson Vokabeln is not a dictionary, but a quick reference for translation purposes. For this reason, verbs are not translated into a typical English infinitive form with a preceding particle, "to".
 * 5) A list of additional, related words or phrases (Andere Wörter; advanced lessons only) that relate to, but are not included in, the vocabulary presented in the basic and advanced lessons.
 * 6) English sentences and other material to be translated by the student into German (Übersetzung). These are numbered and a matching answer sheet is linked to this category. The student should write out the German using material from the lesson (and previous lessons) before checking their work against the answer list.

The Student and the Lesson
Each level of the text is designed to constitute a course of study in the German language. For any level selected, each lesson should be read thoroughly and mastered before moving on. Substantial text in German is included and the student should read all of it, not once, but multiple times. At Levels II and III, complete translations into English are included only in selected places. Most of this text must be translated by the student using his or her acquired vocabulary and the vocabulary presented at the bottom of each lesson. As the German text is read (preferably out loud), the student must succeed in gaining an understanding of the meaning of each sentence, and of the role each word plays in establishing that meaning. To the beginner, there will seem to be many words in a German sentence that are out of place or even redundant or unnecessary. These add subtleties to the language that will make sense eventually. But it is important to experience these subtleties from the very beginning.

Continue to the level one introduction.

title: German/Introduction


text:
Wikipedia:WikiProject Spam/LinkReports/marketagebrian.blogspot.cz

Links

 * marketagebrian.blogspot.cz resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * marketagebrian.blogspot.cz is hosted on marketagebrian.blogspot.com
 * marketagebrian.blogspot.com resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * Link is not on the whitelist.
 * Link is not on the monitor list.

Users

 * Jan Polák
 * User is whitelisted: User is in a trusted group sysop on some wikis

Additions

 * Displayed all 1 additions.


text:
Talk:Bhāva

External links modified
Hello fellow Wikipedians,

I have just modified 1 one external link on Bhāva. 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/20081025235158/http://www.selfrealisation.net:80/VedicAstrology/Bhavas.htm to http://www.selfrealisation.net/VedicAstrology/Bhavas.htm

Cheers.— InternetArchiveBot  (Report bug) 15:36, 1 November 2016 (UTC)

title: Talk:Bhāva


text:
Legendre differential equation

The Legendre differential equation is the second order ordinary differential equation (ODE) which can be written as:
 * $$(1-x^2)d^2y/dx^2-2xdy/dx+l(l+1)y=0\,$$

which when rearranged to:
 * $${d \over dx }[(1 - x^2){dy \over dx }]+l(l+1)y=0\,$$ is called Legendre differential equation of order $$l$$, where the quantity $$l$$ is a constant.

 * $$Ly=0\,$$

where $$L\,$$ is the Legendre operator:
 * $$L={d \over dx }[(1 - x^2){d \over dx }]+l(l+1)\,$$

In principle, $$l$$ can be any number, but it is usually an integer.

We use the Frobenius method to solve the equation in the region $$|x|\leq 1$$. We start by setting the parameter p in Frobenius method zero.

 * $$y= \sum_{n=0}^{\infty}a_n x^n$$,
 * $$y' = \sum_{n=0}^{\infty}n a_n x^{n-1}$$,
 * $$y'' = \sum_{n=0}^{\infty}n(n-1) a_n x^{n-2}$$.

Substituting these terms into the original equation, one obtains

 * {| border="0" cellpadding="0" cellspacing="0"

- 2x\sum_{n=0}^{\infty}n a_n x^{n-1} + l(l+1)\sum_{n=0}^{\infty}a_n x^n$$ + \sum_{n=0}^{\infty}n(n-1) a_n x^{n-2}$$ + \sum_{n=-2}^{\infty}(n+2)(n+1) a_{n+2} x^n$$
 * $$0=Ly\,$$
 * $$ = \big(1-x^2)y'' -2xy'+l(l+1)y$$
 * $$=(1-x^2)\sum_{n=0}^{\infty}n(n-1) a_n x^{n-2}
 * $$=(1-x^2)\sum_{n=0}^{\infty}n(n-1) a_n x^{n-2}
 * $$=(1-x^2)\sum_{n=0}^{\infty}n(n-1) a_n x^{n-2}
 * $$=(1-x^2)\sum_{n=0}^{\infty}n(n-1) a_n x^{n-2}
 * $$=\sum_{n=0}^{\infty}\left[-n(n-1)-2n+l(l+1)\right] a_n x^n
 * $$=\sum_{n=0}^{\infty}\left[-n(n-1)-2n+l(l+1)\right] a_n x^n
 * $$=\sum_{n=0}^{\infty}\left[-n(n-1)-2n+l(l+1)\right] a_n x^n
 * $$=\sum_{n=0}^{\infty}\left[l^2-n^2+l-n\right]a_n x^n
 * $$=\sum_{n=0}^{\infty}\left[l^2-n^2+l-n\right]a_n x^n
 * $$=\sum_{n=0}^{\infty}\left[l^2-n^2+l-n\right]a_n x^n
 * $$=\sum_{n=0}^{\infty}\left[(l+n+1)(l-n)a_n + (n+2)(n+1)a_{n+2}\right]x^n$$.
 * }
 * $$=\sum_{n=0}^{\infty}\left[(l+n+1)(l-n)a_n + (n+2)(n+1)a_{n+2}\right]x^n$$.
 * }
 * }

Thus

 * $$ a_2 = -{l(l+1) \over 2} a_0$$,

and in general,

 * $$ a_{n+2} = -{(l+n+1)(l-n) \over (n+2)(n+1)}a_n $$.

This series converges when

 * $$\lim_{n \to \infty}\left|{a_{n+2}x^{n+2} \over a_nx^n}\right|<1$$.

Therefore the series solution has to be cut by choosing:

 * $$ n =l \mbox { or } n = -(l+1)\,$$.

The series cut in specific integers $$l$$ and $$l+1$$ produce polynomials called Legendre polynomials.

title: Legendre differential equation


text:
Grete Kunz

Grete Kunz can refer to:

 * Grete Kunz (fencer) (born 1908), Austrian fencer
 * Grete Kunz (painter) (1909–1991), Czech painter

title: Grete Kunz


text:
Wiktionary:Frequency lists/Italian1000

This list has been generated from subtitles of movies and television series with a total of about 5.6 million words in 2008. All words were split after apostrophes and converted to lowercase before counting. A list containing all words with at least 2 occurrences can be found here

title: Wiktionary:Frequency lists/Italian1000


text:
Talk:St. Louis tornado history

Contradiction
The 1927 tornado was not the second costliest tornado on record, Lubbock was the second costliest. Southern Illinois SKYWARN (talk) 19:38, 24 March 2008 (UTC)

 * Normalizing, or standardizing, tornado events for changes in inflation and wealth, it is the second costliest, as seen here which is from Brooks and Doswell, 2001. Evolauxia (talk) 00:23, 25 March 2008 (UTC)

City Data should merge with the Metro Area
There is a lot of redundancy in the the city table and there are places in the city table that can fill some of the blank spaces in the county data. --Bushido Hacks (talk) 14:17, 25 April 2011 (UTC)
 * St Louis MSA.png Consider using the image on the right as a guide for where the Metro Area should be, but include Calhoun County, maybe even Jersey and Macoupin while we're at it.--Bushido Hacks (talk) 14:30, 25 April 2011 (UTC)

Why Location and County should be separate columns
Local Storm Reports (LSRs) on the National Weather Service website have two columns for the City (location) where the storm occurs and the county that city is in. It would probably make sense to make these columns separate to make adding data to the tables more in line with the LSRs. --Bushido Hacks (talk) 14:23, 25 April 2011 (UTC)
 * Adding the Counties column also removes the need to use the words "County", "Missouri", and "Illinois", as well as the links to county pages. A preamble description denotes what counties are included in the table. The exception is in the Location column where the St. Louis area has two Troys, and two O'Fallons.--Bushido Hacks (talk) 14:39, 25 April 2011 (UTC)

July 12, 1973 Ozark Airline Crash
A referenced note that Ozark Airlines airplane crashed July 12, 1973, during a tornado was deleted in |this edit by an anonymous editor who has several warnings in his talk page. I added that item to Ozark and UMSL items. Write ups on the disaster say a tornado warning was in effect and the July 12, 1973 date was on this article before I added the Ozark note. Maybe the plane didn't fly into the funnel but the turbulence associated with it was a factor.Americasroof (talk) 23:41, 28 April 2013 (UTC)
 * I rereviewed the sources. The deletion was correct. http://www.tornadohistoryproject.com/tornado/Missouri/St._Louis does not list the tornado.  http://www3.gendisasters.com/missouri/4931/st.-louis,-mo-airliner-crashes-landing,-july-1973 says a report of a tornado at Ladue was made but the Weather Service did not confirm it.Americasroof (talk) 23:56, 28 April 2013 (UTC)

External links modified
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Cheers.—cyberbot II  Talk to my owner :Online 01:16, 3 April 2016 (UTC)

title: Talk:St. Louis tornado history


text:
Malaya Shelkovka

Malaya Shelkovka (Малая Шелковка) is a rural locality (a selo) and the administrative center of Maloshelkovnikovsky Selsoviet, Yegoryevsky District, Altai Krai, Russia. The population was 708 as of 2013. There are 7 streets.

Geography
Malaya Shelkovka is located 33 km south of Novoyegoryevskoye (the district's administrative centre) by road. Borisovka is the nearest rural locality.

title: Malaya Shelkovka


text:
ammassare

Etymology
From, from +.

Verb

 * 1)  to pile up, accumulate, amass, hoard
 * 2)  to pack

title: ammassare


text:
Josep Esteve i Soler

Josep Esteve i Soler (January 4, 1930 – March 29, 2019) was a Catalan industrialist in the pharmaceutical sector; his father was Antoni Esteve i Subirana and his grandfather was Josep Esteve i Seguí.

Biography
Esteve earned a doctorate in pharmacy from the University of Barcelona. He has been an executive at Dr. Esteve Laboratories, Amilcar Automobile Manufacturer, Esteve Chemical Industry, Explotacions Albareda, Esteve International Products, Polafin Real Estate, Almaón Real Estate, PharmaDerm, Moloos Real Estate, Distriquímica Chemical Distributors, Barcino Laboratory, Esteve Pharmaceuticals, Esteve Group, Sintenovo Pharmaceutics, El Fornal Real Estate and Molina Sport, all of which are headquartered in Barcelona. He has also been the president of Tarrasol Real Estate, Soprem, and Isdin Skin Care.

He was the honorary president of the Esteve Corporation, member of the Princess of Asturias Foundation's board and the president of Esteve Foundation, founded in 1983 by him and his siblings.

In 1984, Esteve received the Creu de Sant Jordi award from the Generalitat de Catalunya (Catalan government) and he was also named Commander of the Orden Civil de Sanidad (Civil Order of Health). He was the vice president of the Acadèmia de Ciències Mèdiques de Catalunya i Balears (Academy of Medical Sciences of Catalonia and the Balearic Islands) until 1983 and the president of the Reial Acadèmia de Farmàcia de Catalunya (Royal Pharmacy Academy of Catalonia) between 2002 and 2004.

title: Josep Esteve i Soler


text:
Snow Dragon (film)

Snow Dragon (Sněžný drak) is a 2013 Czech television film directed by Eugen Sokolovský. It premiered on 25 December 2013. It was viewed by 700,000 people. It is a fantasy, action film.

Plot
The film tells story of Princess Laura and Prince Jan. It was prophesied that Jan will make Laura unhappy and Queen Vilma cast a curse upon him. Jan turns into a Snow dragon every night. Vilma then leaves Laura and her husband Valentin. When Laura grows up and has to choose her husband she meets Jan and they fall in love. King disagrees and wants to prevent it. They escape and princes finds out about the curse. They set of to remove it from him. It is revealed during the journey that Jan is coward and is unable to help Laura when she is in danger. It eventually leads to conflict between them and Laura returns home. She is set to marry evil Dacián but Jan finds courage to face him and Dacián turns into a black dragon. Jan fights him in is Snow dragon form and wins. The curse is removed and Jan marries Laura.

Cast

 * Petr Lněnička (date of birth: 20.07.1979, place of birth: Litomysl, Czechoslovakia) as Prince Jan
 * Petra Tenorová (date of birth: 20.02.1989, place of birth: Praha, Czechoslovakia) as Princess Laura
 * Martin Mysicka as Prince Dacián
 * Saša Rašilov as King Valentin
 * Jitka Cvancarová as Queen Vilma
 * Arnost Goldflam as Hubert

Reception
The film has won an award at Zlín Film Festival for children.

title: Snow Dragon (film)


text:
Margaret Sweeney (swimmer)

Margaret Isobel Lister (née Sweeney, born 1930 (age 25)) is a former New Zealand swimmer who represented her country at the 1950 Empire Games in Auckland. She later took up long-distance swimming, and in 1955 became the first person to swim the length of Lake Taupō.

Biography
Representing Auckland, Sweeney won two titles at the New Zealand national swimming championships: the 220 yards breaststroke in 1949; and the 100 yards breaststroke the following year. She went on to represent New Zealand at the 1950 British Empire Games in Auckland, finishing sixth in the 220 yards breaststroke with a time of 3:28.0. She was also a member of the New Zealand team in the 330 yards medley relay, with Jean Stewart and Winifred Griffin, that was disqualified in the final.

Sweeney then turned to long-distance swimming, and worked as a professional swimming coach at the Tepid Baths in Auckland. On 30 January 1955, she became the first person to swim the length of Lake Taupo, making the 25 mi crossing from south to north in 13 hours 39 minutes. The feat would not be repeated until 1977 when local man Patrick Cox completed the marathon swim.

Sweeney made four attempts to swim the English Channel, in 1954, 1955 and 1968, but was unsuccessful on each occasion. In 1955, she was within 800 yd of reaching the English coast when the tide changed and pushed her back; she finally abandoned the attempt after 12 hours in the water.

In 1956, Sweeney married Keith Richard Lister in Essex, England. The couple went on to have three sons, and ran a supermarket at Forrest Hill on Auckland's North Shore.

title: Margaret Sweeney (swimmer)


text:
User:Swinehbd

I am a freshman at James Madison University, majoring in Biology, and am from outside of Philadelphia, Pennsylvania. I have one sister, Emily, who is a nursing student at University of Pittsburgh. I enjoy Young Life, soccer, fishing, and skiing. I also enjoy excelling in school, which is actually why I am writing this biography now. It is for my WRTC class. This semester we are reviewing Wikipedia articles and proving their credibility. We are also going to write our own Wikipedia article after we have mastered the techniques of writing for Wikipedia.

title: User:Swinehbd


text:
User:Canaen~enwikiversity

Heya there. I'm Canaen. I've been in-and-out of Wikiversity since the first courses started up (I remember one focussing on the Great War and Versaille...), and I'm glad to see the project finally accepted. You can reach me at my English-language Wikipedia account, here.

title: User:Canaen~enwikiversity


text:
analytics

Etymology
.

Noun

 * 1) The principles governing any of various forms of analysis.
 * 2) Discovery, interpretation, and communication of meaningful patterns in data.

Translations

 * Arabic:
 * Belarusian: аналі́тыка
 * Bulgarian: анали́тика
 * Catalan: analítica
 * Chinese:
 * Mandarin:
 * Czech: analytika
 * Estonian: analüütika
 * Finnish: analytiikka
 * French:
 * Galician: analítica
 * German:
 * Hungarian:
 * Japanese: 分析論, 分析学, アナリティクス,
 * Korean: 해석학(解析學), 애널리틱스
 * Macedonian: аналитика
 * Polish: analityka
 * Portuguese:
 * Russian:
 * Slovak: analytika
 * Spanish:
 * Ukrainian:

title: analytics


text:
Talk:Muenster Independent School District

External links modified (February 2018)
Hello fellow Wikipedians,

I have just modified one external link on Muenster Independent School District. 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/20151025190535/http://ritter.tea.state.tx.us/perfreport/account/2009/index.html to http://ritter.tea.state.tx.us/perfreport/account/2009/index.html

Cheers.— InternetArchiveBot  (Report bug) 17:11, 7 February 2018 (UTC)


text:
Azanus sitalces

Azanus sitalces, the large Madagascar babul blue, is a butterfly in the family Lycaenidae. It is found on Madagascar and the Comoros. The habitat consists of forests.

Subspecies

 * Azanus sitalces sitalces (Madagascar)
 * Azanus sitalces mayotti d'Abrera, 1980 (Comoros: Mayotte)

title: Azanus sitalces


text:
User:Allixpeeke

Merchandise
Buy shit here!

Orgs to check out

 * DownsizeDC.org, Inc.
 * Ludwig von Mises Institute
 * Center for a Stateless Society
 * Libertarian Party
 * Advocates for Self-Government
 * Cato Institute
 * Molinari Institute
 * Foundation for Economic Education
 * Antiwar.com
 * Gun Owners of America
 * Pink Pistols
 * Bureaucrash
 * The Future of Freedom Foundation
 * The Free State Project
 * Reason Magazine
 * Drug Reform Coordination Network
 * NORML
 * Outright Libertarians

allixpeeke’s taxonomy

 * Religion: Agnostic.
 * Political philosophy: Libertarian.
 * Posthuman approach: Libertarian transhumanist.
 * Egoistic approach: Psychological egoist.
 * Approach to metaphysical freedom: Campatibilist.
 * Sex: Male.
 * Race: No such thing.
 * Species: Human.
 * Family: Great ape.
 * Superfamily: Ape.
 * Infraorder: Simian.
 * Order: Primate.
 * Class: Mammal.
 * Superclass: Tetrapod.
 * Kingdom: Animal.
 * Domain: Eukaryote.
 * Continent: North America.
 * Planet: Earth.
 * Planetary system: Solar System.
 * Spiral arm: Orion Arm.
 * Galaxy: Milky Way.
 * Galaxy group: Local Group.
 * Galaxy cluster: None.
 * Supercluster: Virgo Supercluster.
 * Galaxy filament: Pisces–Cetus Supercluster Complex.
 * Universe: The Universe.

Wikipedia associates
allixpeeke’s Wikipedia associates include:
 * Anarchafeminist — Ms. Feronia
 * Atsquish — Ms. Ullah
 * Blackhand — Mr. Woodward
 * Carolmooredc — Ms. Moore
 * Lafuerzasindical — Mr. O'Neill
 * SPresley — Ms. Presley

Pages that allixpeeke greatly improved

 * Anarcho-pacifism
 * Dead body
 * Debates within libertarianism
 * Einstein (disambiguation)
 * Fullerton, Maryland
 * History of the term "liberal"
 * Left and Right: A Journal of Libertarian Thought
 * My So-Called Life
 * Non-voting
 * Politics in Futurama (every change I made was eliminated by User:Stardust8212)
 * Sex and drugs
 * Tron (disambiguation)
 * Voluntaryism

...plus countless others.

Pages that need to be improved

 * Timeline of libertarian thinkers

A

 * A New History of Leviathan: Essays on the Rise of the American Corporate State (1972), a book co-edited by Ronald Radosh and Murray N. Rothbard, containing works by the editors, William Appleman Williams, Martin J. Sklar, David Eakins, James Gilbert [disambiguation page], and Leonard P. Liggio
 * Aeon J. Skoble
 * Alliance of the Libertarian Left (ALL) (Currently redirects to left-libertarianism)
 * American Affairs: The Economic Record (formerly known as The Economic Record: A Conference Board Publication), a quarterly magazine of thought and opinion, edited by Garet Garrett, whose publication was not for sale, and whose circulation was limited to Members and Associates of the National Industrial Conference Board
 * An Agorist Primer
 * Anarchos Productions, the Wachowskis brothers' production company, responsible for V for Vendetta (2005), Speed Racer (2008), Ninja Assassin (2009), and Cloud Atlas (2012)
 * Anarchy and the Law: The Political Economy of Choice (2007), a book edited by Edward P. Stringham
 * "Anatomy of the State" (1965), a seminal essay by Murray N. Rothbard originally published in Rampart Journal
 * Anthony Gregory
 * Anti-concept, an artificial, unnecessary, and (rationally) unusable term, designed to replace and obliterate some legitimate concept

B–J

 * Betelgeuse, the title character of Beetlejuice and Beetlejuice
 * Belle Knox, a libertarian feminist who is paying her way through college through porn
 * Brad Spangler
 * Butler Shaffer
 * Center for a Stateless Society (C4SS), a left-market-anarchist think tank and media centre
 * "Confiscation and the Homestead Principle, an essay by Murray N. Rothbard originally published in The Libertarian Forum''
 * Conscience of an Anarchist, The: Why It's Time to Say Good-Bye to the State and Build a Free Society (2011) by Gary Chartier
 * "Death of Politics, The", a seminal essay by Karl Hess published in Playboy
 * Earnest V. Starr, a farmer arrested for sedition for refusing to kiss a U. S. flag
 * Faith and Freedom: The Monthly Journal of Spiritual Mobilization, edited by William Johnson
 * Fallacy of package dealing (Redirect to package-deal fallacy)
 * Fear (personification) (Personification of Fear should be redirected to Fear (personification)) this is just one example
 * Free Market, The (1982–present), a monthly periodical
 * Free Our Markets: A Citizens' Guide to Essential Economics, a 2013 book by Howard Baetjer, Jr.
 * Freedom, Feminism, and the State, a 1982 individualist feminist book edited by Wendy McElroy and first published by The Cato Institute
 * Great Libertarian Offer, The, a 2000 Libertarian presidential campaign book by Harry Browne
 * H. A. Scott Trask, Ph.D.
 * Handbook for the Recently Deceased, a fictional guidebook in the film Beetlejuice
 * Hank Braxtan, writer, director, producer, editor
 * Howard Baetjer, Jr., Ph.D., author of Free Our Markets: A Citizens' Guide to Essential Economics, professor of economics at Towson University, a founding trustee of Children’s Scholarship Fund Baltimore (Add to List of Austrian School economists)
 * Interlibertarians
 * Jacob T. Marley, a book by R. William Bennett about Jacob Marley
 * Jarrett B. Wollstein, author of Society Without Coercion, co-founder of Students for Rational Individualism and the magazine The Rational Individualist
 * Jeff Riggenbach
 * Jeffrey Rogers Hummel
 * Jörg Guido Hülsmann

L

 * LeFevre's Journal: One Man's Point of View (1974[?]–1978[?]), a periodical written and published by Robert LeFevre
 * "Left and Right: The Prospects for Liberty" (1965), a seminal essay from Murray N. Rothbard from volume one, number one of Left and Right: A Journal of Libertarian Thought
 * Left-Rothbardian
 * Libersign, the first symbol of the Libertarian Party, a horizontal line with a diagonal arrow running therethrough, based upon the Nolan Chart
 * Libertarian International (LI), existed from 1980 to 1989, when it combined with SIL to form the ISIL, started the international libertarian conferences in Zurich, Switzerland in 1982 (Add to Template:Political_internationals)
 * Libertarian International Organization (LIO), existed from 1978 to present (Add to Template:Political_internationals)
 * Libertarian Option, a magazine edited by Vincent Miller
 * Libertarian Papers: A Journal of Libertarian Scholarship (2009–present)
 * Libertarianism in One Lesson, a book by David Bergland
 * Liberty for Women: Freedom and Feminism in the Twenty-First Century, a 2002 individualist feminist book edited by Wendy McElroy and published by The Independent Institute
 * Lydia Deetz
 * Listen essays, a disambiguation page including Listen, Germany! (1940-1943), "Listen, Little Man!" (1945), "Listen, YAF" (1969), "Listen, Marxist!" (1969), and "Listen, Anarchist!" (1987)
 * List of libertarian films
 * Lorenzo Gaztañaga

M–R

 * Man vs. the Universe (2014), a three-part series on the Science channel aiming to shed "light on humanity's ever-expanding place in the universe"
 * "Mining the Moon" (S1E2, 13 August 2014) deals with the private race to Luna and the goal of mining her for her resources
 * "How to Kill an Asteroid" (S1E2, 20 August 2014) deals with methods for protecting Earth from the threat of dangerous asteroids
 * "Mars is Ours" (S1E3, 27 August 2014) deals with the goal of colonising Mars
 * Markets Not Capitalism: Individualist Anarchism Against Bosses, Inequality, Corporate Power, and Structural Poverty (2011), a book edited by Gary Chartier and Charles W. Johnson
 * Mary L. G. Theroux
 * Natural Law; or The Science of Justice (1882), a work by Lysander Spooner
 * Money, Banking, and the Federal Reserve, a 1996 documentary about monetary policy produced by the Ludwig von Mises Institute
 * New Individualist Review (1961–1968), a journal edited by Ralph Raico and Ronald Hamowy
 * NextWorld (2008–2009), a Discovery Channel series that reveals the science, inventions, and innovations “that seem impossible now, but will be a reality in our lifetimes”
 * Persuasion (periodical), a periodical edited by Joan Kennedy Taylor
 * Rampart Journal: Of Individualist Thought, the quarterly journal of Robert LeFevre's Rampart College Graduate School
 * Rational Individualist, The, magazine created by Jarrett B. Wollstein
 * Reason Papers: A Journal of Interdisciplinary Normative Studies (1974–present)
 * The Rising Tide (Agents of S.H.I.E.L.D.)

S

 * Sandworm (Beetlejuice)
 * School Revolution, The: A New Answer for Our Broken Education System (2013), a book by Ron Paul
 * Society Without Coercion, written by Jarrett B. Wollstein
 * “Sons of Liberty” (song) (2009) by Frank Turner
 * Stacy Litz, the social media analyst for C4SS
 * Steve Dashbach
 * Straight-edge libertarianism
 * Students for Individual Liberty (SIL), existed until it combined with LI to form ISIL in 1989
 * Students for Rational Individualism
 * Students for a Stateless Society (S4SS), the student arm of C4SS
 * Susan Gaztañaga, 2010 Maryland gubernatorial candidate nominated by the Libertarian Party of Maryland, and who received 14,124 votes (0.8%)

T–X

 * Thaddeus Russell
 * This Bread is Mine, a disambiguation page
 * This Bread is Mine (album), a 2009 album by written by the Polish progressive rock band Believe
 * This Bread is Mine (book), written by Robert LeFevre
 * "This Bread is Mine" (song), a single by the Polish progressive rock band Believe
 * Urban Tarzan, a 2013 reality television series on Spike TV
 * UrbanTarzan, formerly John Brennan, a wild animal relocation specialist and reality television star
 * Vincent Miller (1938–2008), Canadian libertarian activist and publisher, founder of Libertarian International in 1980, co-founder of the Libertarian Party of Canada, and editor of Libertarian Option
 * Why Government Doesn't Work, a 1996 Libertarian presidential campaign book by Harry Browne
 * XXX: A Woman's Right to Pornography, a 1995 book by Wendy McElroy

allixpeeke’s subpages

 * Anarchism
 * Apostrophe
 * Art
 * Calendar
 * Characters
 * Colours
 * Canon
 * FTV
 * Lists
 * Actors
 * Episodes
 * Math
 * Places
 * Sandbox
 * Userboxes

Subpages allixpeeke created elsewhere

 * Talk:List_of_highest-grossing_films/sandbox

title: User:Allixpeeke


text:
Astrangia

Astrangia is a genus of stony corals in the family Rhizangiidae. Members of this genus are non-reef building corals and are found in the Atlantic and Indo-Pacific Oceans. They are solitary corals with large polyps and are found in clumps. They reproduce from stolons. The corallites are small with simple toothed septa.

Species
The World Register of Marine Species includes the following species in the genus:

 * Astrangia atrata (Dennant, 1906)
 * Astrangia browni Palmer, 1928
 * Astrangia californica Durham & Barnard, 1952
 * Astrangia conferta Verrill, 1870
 * Astrangia costata Verrill, 1866
 * Astrangia dentata Verrill, 1866
 * Astrangia equatorialis Durham & Barnard, 1952
 * Astrangia haimei Verrill, 1866
 * Astrangia howardi Durham & Barnard, 1952
 * Astrangia macrodentata Thiel, 1940
 * Astrangia mercatoris Thiel, 1941
 * Astrangia poculata (Ellis & Solander, 1786)
 * Astrangia rathbuni Vaughan, 1906
 * Astrangia solitaria (Lesueur, 1817)
 * Astrangia woodsi Wells, 1955

authors: ಮಲ್ನಾಡಾಚ್ ಕೊಂಕ್ಣೊ

title: Astrangia


text:
Wikipedia talk:United States Education Program/Courses/Rhetoric and Composition(PatriciaFancher)

Welcome to the talk page
This is a place where you can ask questions, talk about problems, and discuss the Wikipedia assignment with classmates and other Wikipedians.--Pfancher (talk) 14:55, 10 July 2012 (UTC)


text:
MediaWiki:Uploadtext

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title: MediaWiki:Uploadtext


text:
Nowe Miasto nad Pilicą Palace

The Palace of Nowe Miasto nad Pilicą is a palace located in Nowe Miasto nad Pilicą in Grójce County, Masovian Voivodeship, in central Poland, along the Pilica River. It was built in the eighteenth century by the Grankowscy family.

History
The construction of the palace was initiated by Francis Jerome Granowsky some time prior to 1735 and was completed by his son, Casmir Granowsky, in 1756. It had many owners, most importantly John of Nepomuk, who in the 1820s replaced the late Baroque window frames with Classical ones, and decorated the first floor living room with molding divisions.

A hundred years later, in the interwar period, further renovation took place. The roof truss that had been damaged in the First World War was rebuilt. As a result, the roof silhouette dropped significantly, negatively impacting the visual composition of the building. In 1930, a driveway that ran in front of the building and was covered by a first floor terrace supported by columns was replaced with a balcony supported by simple corbels. Moreover, the balcony in the garden was replaced with a terrace supported by Tuscan columns.

After the end of the Second World War, the palace was converted into a high school. During that time, the granary was used as a boarding house for students and for illegal tenants who dwelled in the coach house and stables. In 1965 the building was converted into a summer camp for the children of the workers of Lodz's Industries. At the beginning of the 1990s a major renovation of the palace founded by the Regional Conservation Office and local authorities began. This renovation was interrupted in 1995 when the legal heirs to the building began an effort to reclaim their ownership.

Design
The palace was designed in the late Baroque style. It consists of one story of plastered brick, built in a rectangular plan, with three avant-corps that protrude slightly above floors. It is topped by a mansard roof covered with sheet metal. The central front avant-corps is crowned with a semicircular gable. The garden has a semicircular avant-corps, crowned with a semicircular Baroque attic. The wall is flanked with columns on both sides decorated with conifer cones. The two avant-corps on both sides of the front of the palace extend far beyond the façade. The façades are stressed by vertical plaster strips. Only in the garden does the central avant-corps have decorative Ionic pilasters. The palace interior is divided into two sections: a hallway with a staircase and a living room.

Interwar period
During the interwar period, two buildings stood on both sides of the palace driveway. On the western side stood a two-story granary with thick walls, probably a remnant of the court belonging to the previous owners of the property. The stables and a coach house were on the eastern side of the driveway.

title: Nowe Miasto nad Pilicą Palace


text:
Hagen Kunze

Hagen Kunze (born 1973) is a German journalist, music critic and playwright.

Life
Kunze comes from a pastor's family and learned piano at an early age. He attended the special school for music education in Zwickau and studied musicology, journalism and philosophy in Leipzig, Graz and Halle (Saale). Afterwards, he worked as a freelance journalist and music critic as well as church musician - he wrote for daily newspapers and professional journals, such as the Neue Musikzeitung.

Kunze was an editor and later editorial director of the Döbelner Allgemeine Zeitung - Leipziger Volkszeitung. This was followed by a position as personal assistant to the Saxon CDU member of the European Parliament Lutz Goepel. From 2008 to 2012, he was chief dramaturge of the Mittelsächsisches Theater in Freiberg/Döbeln. He also worked as a teacher at the Döbeln grammar school. Since 2013, he has been teaching at the Evangelische Oberschule Lunzenau. Kunze gained media recognition when he appeared in the satirical programme Extra3 and a TV report was dedicated to him. This happened because he did not have a particulate matter sticker on his electric car and parked in Leipzig.

Kunze is a member of the CDU.

Work

 * Das kleine Bach-Büchlein: ein Gespräch mit Johann Sebastian Bach., Minibibliothek, Buchverlag für die Frau, Leipzig 2000.
 * Lobgesang: Mendelssohn in Leipzig, Lehmanns Media, Berlin 2009.
 * Clara & Robert Schumann: Musik und Liebe, 2009.
 * Musikalischer Stadtrundgang durch Leipzig, 2012.
 * Musenkuss: Richard Wagner und die Frauen., 2013.
 * Der Thomanerchor Leipzig zwischen 1928 und 1950: Umbrüche: Erinnerungen und Dokumente. CD supplement with the earliest sound recordings of the Thomanerchor since 1928, Edition Thomanerchor vol. 1, Querstand, Altenburg 2013 (ed. with Steffen Lieberwirth).
 * Der Thomanerchor Leipzig in frühesten Filmdokumenten. Zwischen Tradition und Moderne; DVD with Filmdokumenten des Thomanerchores von 1941,1942 and 2012, Edition Thomanerchor Bd. 2, Querstand, Altenburg 2013 (ed. with Stefan Altner and Günter Atteln)
 * Das Thomaner-Büchlein, 2014.
 * Große Sachsen, Minibibliothek, 2015.
 * Die Geheimnisse der Familie Bach, 2015.
 * Wunderkinder.
 * 200 Jahre Opernchor Leipzig (ed.), Verlag Klaus-Jürgen Kamprad, Altenburg 2017
 * Große Thüringer, 2017
 * Spioninnen: Mata Hari und andere Frauen in geheimer Mission, 2017
 * Gin, 2018
 * Leonardo da Vinci, 2019
 * Beethoven und die Liebe, 2019

title: Hagen Kunze


text:
Iron Belle Trail

The Iron Belle Trail is a set of two trails that will span the state of Michigan. The two trails, one for hiking and one for biking, connects Ironwood in the Upper Peninsula and Belle Isle State Park in Detroit. When complete, the hiking trail will be 1204 mi long and the biking trail is 828 mi long. The Michigan Department of Natural Resources is coordinating the planning and construction of the missing trail segments.

It is "the longest state-designated trail in the nation." In its more than 2,000 miles it crosses 48 counties and 240 townships.

Routes
The hiking trail primarily follows the Michigan segment of the North Country National Scenic Trail with connectors to Belle Isle and Ironwood.

The biking trail connects existing trail such as the Paint Creek Trail in Oakland County, the North Central State Trail between Gaylord and Mackinaw City, and U.S. Bicycle Route 10 in the Upper Peninsula parallel to new trail. The bicycle route is 63% complete as of January, 2019, will incorporate routes along U.S. Highway 2 across the Upper Peninsula, and will have a length of 828 miles. The total trail is approximately 70 percent connected.

title: Iron Belle Trail


text:
Ballyteigue Burrow

Ballyteigue Burrow is a series of coastal habitats of international importance, and national nature reserve of approximately 561 acre in County Wexford. It is also a Special Area of Conservation.

Features
Ballyteigue Burrow was legally protected as a national nature reserve by the Irish government in 1987. The site has also been designated a Special Area of Conservation. The site has been assessed as being of international importance due to the variety of physical features including dune slacks, salt marshes, sand dunes, and mudflats. The name "burrow" is in reference to the large number of rabbits that were bred on the site from Norman times. There is still a large population of Oryctolagus cuniculus, the European rabbit, on the reserve which rises and falls due to the presence of the disease myxomatosis.

Four protected plant species have been recorded in Ballyteigue Burrow: lesser centaury, wild asparagus, Borrer's saltmarsh grass, and perennial glasswort. It is the main location in Ireland for perennial glasswort, and the only location in Ireland in which the rare lichen Fulgensia fulgens is found. Other plants found in the reserve include wild thyme, birds-foot trefoil, common centaury, kidney vetch, restharrow, spring vetch, sea pea, and henbane. Further inland from the coast, the soil is acidic with marram grass as the key species of the sand dunes. Other lichen recorded at the site include Usnea articulata and the moss Tortula ruraliformis.

The sand dunes create a warm environment for wasps, ants and bees, including the endangered great yellow bumble bee and the shrill carder bee, as well as moths and butterflies such as the dark green fritillary and small heath. Small numbers of the rare pale pill woodlouse Armadillidium album have been recorded on the reserve, along with the common lizard Lacerta vivipara, whose numbers have been declining.

The area close to the estuary offers overwintering habitats for a number of important birds including pale-bellied Brent geese, lapwings, black-tailed godwits, and golden plovers. The mudflats are home to a variety of waders, swans and ducks. Other birds that inhabit the reserve include linnets, little terns, meadow pipits, reed buntings, skylarks, stonechats, wheatears, and wrens.

title: Ballyteigue Burrow


text:
Talk:Allan Ray Guy

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title: Talk:Allan Ray Guy