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De Forcade family

The de Forcade family, sometimes written Forcade (de la), Fourcade (de) and Fourcade (de la), belongs to the nobility of Guyenne.

History
The house of de Forcade and de la Forcade, from the town of Orthez, in Béarn, is one of the oldest families of the province, with one of its members in the 12th century, figuring among those Lords of Béarn possessing fiefs and giving tithes to the church in Orthez. It always held rank at the Order of Nobility of the States of Béarn, as evidenced in a judgment by the Court of Aids of Guyenne. They served as the Counts of Foix and Béarn during the English Wars; participated during the 14th, 15th and 16th centuries, in the oversight of proofs and reviews of nobility; and later continued into the 19th century providing France with governors of jurisdictions and distinguished military officers, many of whom were killed on the battlefield in the service of their country.

The family's nobility was reconfirmed through numerous judgments by the stewards responsible for the royal administration of Béarn ("les intendents"), by judgments of the Court of Aids (the Court of Appeals) of Guyenne and the Conseil d'Etat (France).

The Seigneur de Forcade, Seigneur de Baylens and Seigneur de Cando were three Béarnais Lords, who, circa 1170, gave the tithes of the parish of Castetarbe, in Orthez, to Guillaume-Bertrand, Bishop of Dax, son of Bertrand, Viscount de Labour and brother of Viscounts Pierre and Arnaud.

Members

 * Ferdinand Heinrich von Forcade de Biaix (1787-1835), Royal Prussian Major, Commandant of the 10th Prussian Division's Garrison Company, Knight of the Iron Cross 2nd Class* Friedrich Wilhelm Quirin von Forcade de Biaix (1698-1765), Prussian Lieutenant General, Regimentschef of the 23rd Prussian Infantry Regiment, recipient of Prussia's highest military order of merit, the Pour le Mérite, Knight of the Order of the Black Eagle, Domherr von Havelberg, Drost zu Neuenrade in the County of Mark, Amtshauptmann von Zinna and Lieutenant Governor of Breslau
 * Friedrich Wilhelm Leopold Konstantin Quirin von Forcade de Biaix (1784-1840), Royal Prussian Chamberlain, retired Royal Prussian Captain, Knight of the Cross of the Royal Prussian Order of Saint John Bailiwick of Brandenburg (der alte Balley Brandenburg des Ritterlichen Ordens Sankt Johannis vom Spital zu Jerusalem), and Knight of the Iron Cross 2nd Class for his heroic actions on 26 August 1813 defending the so-called red house near Dresden against a vastly superior enemy, Drost zu Neuenrade in the County of Mark
 * Isaac von Forcade de Biaix aka Peter Isaak von Forcade de Biaix (1702–1775), Prussian Major General, Hofmarschall to the Princes of Prussia
 * Jean de Forcade, Seigneur de Biaix (ca. 1624–1684), Fermier des monnaies de Béarn et Navarre
 * Jean de Forcade de Biaix aka Johann von Forcade de Biaix (1663-1729), Royal Prussian Lieutenant General, Regimentschef of the 23rd Prussian Infantry Regiment, Commandant of the Royal Residence in Berlin during the reign of King Frederick William I of Prussia, Gouverneur militaire de Berlin and Knight of the Order of the Black Eagle

title: De Forcade family


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Ramon Obusan

Ramon Arevalo Obusan (June 16, 1938 – December 21, 2006) was a Filipino dancer, choreographer, stage designer and artistic director. Obusan is credited for his work in promoting Philippine traditional dance and cultural work. He is also an acclaimed archivist, researcher and documentary filmmaker who focused on Philippine culture. He also founded Ramon Obusan Folkloric Group in 1972. Among the awards Obusan received was the Patnubay ng Kalinangan award by the City of Manila in 1992, the Gawad CCP Para sa Sining award in 1993 and the prestigious National Artist of the Philippines for dance in May 2006.

Works
Among Obusan's notable works are the following:

 * Vamos a Belen! Series (1998-2004) Philippine Dances Tradition
 * Noon Po sa Amin, tableaux of Philippine History in song, drama and dance
 * Obra Maestra, a collection of Ramon Obusan's dance masterpieces
 * Unpublished Dances of the Philippines, Series I-IV
 * Water, Fire and Life, Philippine Dances and Music--A Celebration of Life
 * Saludo sa Sentenyal
 * Glimpses of ASEAN, Dances and Music of the ASEAN-Member Countries
 * MJ (Ramon Obusan Folkloric Group): Philippines Costumes in Dance

Death
Obusan died on December 21, 2006, due to cardio-pulmonary arrest at the Makati Medical Center. Up to the time of his death, the annual Christmas program Vamos A Blen at the Cultural Center of the Philippines was at his oversight. Obusan was also preparing for the cultural presentation to be made during the state dinner for the 2007 ASEAN Summit to be hosted by then President Gloria Macapagal Arroyo.

source: wikimedia

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

title: Ramon Obusan


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User:Kendrick lomar howard jr

Kendrick lomar howard jr was bond on march 20 1993, and was bond in liberia. by Romeo Howard sr and Marion m Weasly. kendrick live in new kru town

title: User:Kendrick lomar howard jr


text:
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title: User:Reddi~enwikibooks


text:
Hopalong Cassidy (radio program)

Hopalong Cassidy is a radio western in the United States, featuring the character Hopalong Cassidy created by writer Clarence E. Mulford. It was syndicated via electrical transcription, beginning in 1948 and continuing into 1950. Its network broadcasts began on Mutual January 1, 1950, and ended on CBS December 27, 1952.

Background
CBS produced an audition episode of a Hopalong Cassidy program that was broadcast in the summer of 1941 as part of Forecast, a series of pilots for potential programs. After that, little, if anything, was heard about a Hopalong Cassidy radio production until five years later. An item in Radio Life in 1946 commented, "Radio's gone western with a vengeance, as if you didn't know!" and reported that a radio version of the Cassidy movies would be heard "in the near future." That "near future" turned out to be two years.

Format
The program has been classified as both a "juvenile adventure program" and a "western adventure drama." As was true of the movies and television programs featuring Hopalong Cassidy, "the character was much more civilized than the rough-cut character portrayed in the novels" by Clarence E. Mulford. In contrast, the revised Cassidy was described by radio historian John Dunning as "a knight of the range, a man of morals." A newspaper story about the program's debut on Mutual commented, "The radio broadcasts will be specially scripted to highlight the personality, mannerisms and unusual adventures of the steely-eyed, justice-dealing, gun-toting cowboy hero."

Characters and cast
William Boyd played Hopalong Cassidy, as he had in the movies featuring that character. Dunning wrote: "Boyd had one of radio's perfect voices. His voice could do anything – comfort a bereaved widow one moment, scare the boots off her husband's killer the next. It was strong, virile, and straight to the point. And that Hoppy belly-laugh became famous. It was one of his trademarks."

Andy Clyde, "the resident old coot sidekick from the later movies" had his same role in the radio program. Each episode's opening referred to Clyde's character, California Carlson, as "'the same California you've laughed at a million times.'"

Synergy of media
After a slow start (when producers Walter and Shirley White "were paying production costs for new episodes as money came in from initial clients"), the popularity of Hopalong Cassidy on radio began to increase. In 1948, a Hopalong Cassidy television series began, first shown on KTLA in Los Angeles, California. That series included both edited versions of Cassidy's movies and new episodes made for TV. "One medium fed on the other," Dunning wrote, and "for two years [Boyd] was as big a media hero as the nation had seen."

Both the radio and the television versions of Hopalong Cassidy benefited from the existing popularity the Cassidy character had developed through movies. The producers made good use of that popularity in promoting the syndicated program to stations and advertisers. An ad in the 1949 issue of Broadcasting Yearbook proclaimed: "'THIRTEEN YEARS OF MOTION PICTURE POPULARITY BEHIND IT! (NO OTHER RADIO SERIES CAN MAKE THIS CLAIM!) An action-packed film trailer will be shown in over 10,000 theatres announcing the radio series! 'HOPALONG CASSIDY' comes to radio with a fabulous following ... a ready made audience for sponsors!"

Episodic logs

 * Log of episodes of Hopalong Cassidy from Audio Classics Archive
 * Log of episodes of Hopalong Cassidy from Jerry Haendiges Vintage Radio Logs

Streaming audio

 * Streaming audio of Hopalong Cassidy episodes (including audition program from 1941) from Internet Archive

title: Hopalong Cassidy (radio program)


text:
summat

Etymology
Dialectal variant of attested from the 18th century. Joseph Wright suggested that it might be a contraction of "some that" in A Grammar of the Dialect of Windhill (page 78).

Pronoun

 * 1)  Something.
 * 2) * 1825 October 12,, Letters (published 1935), IX.245
 * They require the atmosphere of a cigar and the amalgam of a sum'mat comfortable.
 * They require the atmosphere of a cigar and the amalgam of a sum'mat comfortable.

Adverb

 * 1)  Something; somewhat.

title: summat


text:
Tom Marrison

Thomas Marrison (1881–1926) was an English footballer who played in the Football League for Bristol City, Nottingham Forest, Oldham Athletic and The Wednesday.

title: Tom Marrison


text:
DSSP (imaging)

DSSP stands for digital shape sampling and processing. It is an alternative and often preferred way of describing "reverse engineering" software and hardware. The term originated in a 2005 Society of Manufacturing Engineers' "Blue Book" on the topic, which referenced numerous suppliers of both scanning hardware and processing software.

DSSP employs various 3D scanning methods, including laser scanners, to acquire thousands to millions of points on the surface of a form and then software from a variety of suppliers to convert the resulting "point cloud" into forms useful for inspection, computer-aided design, visualization and other applications. It may also employ volumetric methods of scanning, such as digital tomography.

Some common applications include CAI (computer-aided inspection), creation of 3D CAD models from scanned data, medical applications, 3D imaging for Web 2.0 applications, and the restoration of culturally significant artifacts; as well as conventional reverse engineering for creating replacement parts.

The term 'reverse engineering' itself has acquired some notoriety when the technology has been used to copy others' designs.

The term 'laser scanning' has also been used somewhat interchangeably for DSSP. However, there are two problems with the term as a broad description of the field. First, it is only one of many alternative scanning technologies. Second, it misses the essential role of processing software in converting point cloud data into useful forms.

In some ways, DSSP is a 3D analog to DSP (digital signal processing) in that the software attempts to extract a clear and accurate 3D image from point data that may include noise. The notion of 'shape sampling' embedded in the term also acknowledges that, as in many measurement processes, the accuracy of the 3D data will depend upon the number and accuracy of points sampled.

The speed and accuracy of both scanners to acquire data and software algorithms to extract useful data has dramatically increased in recent years. The amount of data capturing capability has also increased many fold, due to the advances in the camera technology and faster, more powerful computers. As some the limitations of the technology are eliminated and costs reduced, more uses are appearing.

title: DSSP (imaging)


text:
I Am They

I Am They was an American Christian music band from Carson City, Nevada, formed in 2008. The band consists of five members and was first signed to Essential Records. Their self-titled debut album was released in 2015. They were most recently signed to Big Future Records.

Background
I Am They, a Christian band from Carson City, Nevada was initially formed as a worship ministry called "Solomon's Porch" for what was intended to be a single night worship gathering on October 31, 2008, hosted at Calvary Chapel Carson City. After a positive reception from the local church community, the band continued holding bi-monthly worship gatherings.

After receiving an offer from local Christian concert promoters, Ian Bullis and Jonathan Velasquez, to open for CCM artist Matthew West in January 2009, the band began to write original material and formally changed their name to I Am They in order to differentiate it from the bi-monthly worship ministry they hosted.

The band signed to Provident Label Group in the summer of 2013 and went into the studio in January 2014 to record their self-titled debut at Yackland Studios in Nashville, TN with Producer Jonathan Smith and Executive Producer Jason Ingram. Their debut album was released on January 27, 2015.

In winter and spring of 2015, the band was a part of the national touring "Rock & Worship Roadshow" alongside MercyMe, Crowder, and Group 1 Crew, followed by a tour with Matt Maher on the spring leg of the Saints & Sinners tour.

In August 2015, I Am They received a Dove Award nomination for New Artist of the Year.

In March 2016, Abbie Parker replaced Stephanie Kulla as the lead female vocalist for the band. On the same day, the band released a new single "Make A Way" featuring Abbie Parker. I AM THEY released the 4-song worship EP The Resting Place - EP in June 2016.

In April 2017, a new vocalist, Houston resident Jon McConnell, was introduced with the release of the band's new song, Crown Him.

In early 2019, a new drummer/percussionist, Nicole Hickman, joined the group, allowing Sara Palmer to focus on planning and promotion full-time. Nicole had spent a number of years touring with Holly Starr.

In January 2022, the band announced that they had signed with Big Future Music Group in a joint venture with Truss Records. The announcement also pictured and listed Cheyenne Mitchell as vocalist, in place of previous lead female vocalist Abbie Parker. On September 29, 2022, the band announced they were disbanding after 14 years. They performed their last concert on December 8 of that year, streaming it on their YouTube page.

Former Members

 * Matthew Hein – vocals, guitar, banjo, dobro, mandolin (2008-2022)
 * Cheyenne Mitchell (2022)
 * Justin Shinn – keys, organ, concert drum, banjo, mandolin, bass (2008-2022)
 * Nicole Hickman (2019–2022)– drums, percussion
 * Brandon Chase (August 2019 –2022) – vocals, guitar, banjo
 * Stephanie Kulla (2015) – vocals
 * Bobby Stiehler – bass, percussion
 * Raul Aguilar Jr. – bass
 * Adam Palmer (2015-2019) – vocals, guitar, Nashville high-strung guitar, banjo, dobro, concert drum
 * Sara Palmer (2015-2019) – drums, percussion
 * Jon McConnell (until late 2019 ) – vocals, guitar, keys
 * Abbie Parker (2016–2021) – vocals, harmonium, keys

Promotional singles
Separate from their standard singles released to radio, the band has released numerous worship songs with session music videos. They have typically been covers, but not exclusively.

title: I Am They


text:
User:Jeff Israel Nthiwa

About Jeff Israel Nthiwa

MY STORY I’m Jeff Israel Nthiwa. I’m a husband to Cece, a father of three great kids ( Angel 14, Jason 7 and Jewel 4) then Strategic Intervention Life coach and an inspirational speaker, in that order.

I’m an imperfect human being with many flaws and internal blocks and challenges just like you. But I’m totally captivated with finding the most effective coaching tools and strategies that can give humanity the fastest most effective lasting results, I am obsessed with the science of living and how the human mind works at its peak performance, what hold’s us back from the life we desire and how I can best teach my knowledge to as many people as possible.

I am an expert in helping people get rid of their fears for good, clarify their values, meet their core human needs, break all the limiting beliefs and self-damaging patterns so they can live with passion and purpose.

The purpose of my life is to share my love with the world. Bring joy, peace, and happiness to others through my playful soul and by being an example of creating and living the grandest vision for my greatest version possible.

I give myself full permission to be imperfect. That means that I have the creative freedom to take chances and aim higher than I ever thought possible.

MY SKILLS Breakthrough Coaching, Coaching for Lasting Results, Listening for potential, Instant Confidence Coaching, Transformational Speaking, Strategic Intervention, Conflict Management Coaching Strategies, and Skills, Creating a new way of thinking, Accountability Follow up and Review actions for Results, group retreat facilitation, Executive Coaching, Personal Coaching, Deep Coaching.

MY SAFARI

I grew up in a perfectly divided family of eight – four brothers and four sisters. My family was very loving as well as intellectually and spiritually curious. Even as a child, I remember being more concerned with books and people than with the toys and games that most children were occupied with.

At the age of nine, I discovered the world of personal development. I started reading every spiritual book I got my hands on in the search for life’s answers. I read the entire Bible by the age of 10 and had even memorized the entire book of Proverbs. As I was born with a genetic disease that kept me in the hospital and out of school throughout most of my primary education years, reading was my solace. It was my doorway to another world and I took in every single word of knowledge that I could find.

As a teenager, I was given the nickname “Mr. Solutions,” by my friends and classmates because I could always see through their teenage filters and offer them real solutions that they might not have gotten to on their own. I performed well in school, as I wanted to be a doctor, and upon graduation, I found that I had not quite achieved the grade they needed to get into medical school. My second choice was a theological school so I ended up with a degree in theology. I became an ordained minister by the time I was 23 years old and I worked as a Reverend at a church for a very rewarding seven years.

Helping people and giving advice in the church was extremely rewarding and life-affirming, but I felt as if I could help more people if I got out there into the world instead of waiting for them to come to me. For some reason, helping people achieve the changes and improvements that they have been struggling with their entire lives was very exciting to me. I took all of my savings and invested in into becoming certified as a life coach, including hiring my own life coach so I can get some experience from the other side of the table.

I became one of the first life coaches in Kenya, and one with the solutions to help my clients achieve real results. But I wanted to take what I felt was my mission in life even further. I wanted to teach other people how to help their fellow human beings the same way that I had been able to. That’s why I started the Destiny School of Coaching more than 10 years ago.

I realize that there were not many places in Africa where those with the talent, drive, and hunger to help others could receive real training so that they could offer actual solutions to their clients and help them achieve their goals. Destiny life coaching is all about results. We have now trained over 300 certified life coaches, many of whom are recognized internationally.

My primary work is training and mentoring coaches, but I also have a small number of personal clients that see me for private sessions. I do either a set of six sessions or a set of 12 sessions. I’m very pleased with the decision I made to move from the ministry to coaching because coaching has now become my life and is the framework upon which my story is built. Coaching is in my DNA.

I have three very simple – but extraordinarily important – rules that I follow; Live my truth, Live with passion and Love my family. Those three rules as the basis of my life and livelihood have given me one of the most fulfilling lives that a person could possibly ask for. I enjoy life because I am self-aware. This self-awareness is exactly what my coaching is all about. You shouldn’t do the things you do to be liked by anyone. You should do them because they are your truth. I can love and serve people without needing other people to complete me as a person. These are the kind of principles that make my coaching.

I began the transformational work in the church. Worked as a full-time Pastor with Christ is the answer ministries for a period of 7 years.

Then transitioned to fulltime life coaching, coach training, and mentoring of coaches and company executives for the last 10 years of coaching.

MY SCHOOLING Strategic Intervention Coaching Certification Deep Coaching Certification NLP Practitioner Certification Course, the American Union of NLP – Certified NLP Practitioner NLP Master Practitioner Ba Theology Diploma Counselling

AWARDS/ NOMINATIONS

Ordained Minister Certificate of Ordination

Nominated and voted among the top 100 most influential young Kenyans Personal Development Category 2016 and 2018

Author of Books:: Genes of Greatness

Inner Warrior Coaching Handbook,

Breakthrough Coaching Workbook

title: User:Jeff Israel Nthiwa


text:
2002–03 Danish 1st Division

The 2002–03 Danish 1st Division season was the 58th season of the Danish 1st Division league championship and the 17th consecutive as a second-tier competition governed by the Danish Football Association.

The division-champion and runner-up promoted to the 2003–04 Danish Superliga. The teams in the 14th, 15th and 16th relegated to the 2003–04 Danish 2nd Division.

title: 2002–03 Danish 1st Division


text:
Petrovka, Burlinsky District, Altai Krai

Petrovka (Петровка) is a rural locality (a selo) in Burlinsky Selsoviet, Burlinsky District, Altai Krai, Russia. The population was 171 as of 2013. It was founded in 1909. There are 5 streets.

Geography
Petrovka is located near the Burla river and the Bolshoye Topolnoye lake, 33 km northwest of Burla (the district's administrative centre) by road. Pervomayskoye is the nearest rural locality.


text:
Australian Government/The Commonwealth Constitution

< Australian Government/Contents

The Australian Constitution is actually the Commonwealth of Australia Constitution Act 1900, which was passed through the United Kingdom Parliament. It provided the new system of government for the new federation, which consisted at its inception on 1 January 1901 of the former separate colonies of New South Wales, Victoria, South Australia, Queensland, Tasmania and Western Australia.

Head of State
The Act vested authority in the Queen, making her the Australian head of state similar to other Commonwealth Realms. In 1973, the monarch was formally designated as 'Queen of Australia'. A representative of the Queen was provided for, known as the Governor-General, who in practice fulfils most of the roles normally possessed by a head of state. Some consider the Governor-General of Australia to be the de facto head of state as the British monarch rarely exercises the reserve powers that the constitution grants to the Crown; however the constitution makes clear that the Governor-General is in no sense a head of state, merely a head of state's representative who in the name of the head of state, or in his own name as representative of the head of state, carries out specified functions and exercises certain powers.

Parliament
Section 1 (of Chapter I) provided that the legislative power was to be vested in Federal parliament, known as the 'Parliament of the Commonwealth', consisting of the Queen, an upper house, called the Senate, and a lower house, called the 'House of Representatives.

Executive Authority
According to Section 61 (of Chapter II):

"the executive power of the Commonweath is vested in the Queen and is exercisable by the Governor-General as the Queen's representative, and extends to the execution and maintenance of this Constitution, and the laws of the Commonweath."

Article 62 provided for a Federal Executive Council to 'advise' the Governor-General in the governance of the Commonwealth. Though the language indicated that the Executive Council was answerable to the Governor-General, in reality it is answerable to the House of Representatives, though the fact that the Senate possesses the power to withdraw Supply complicates the situation, given that loss of Supply in parliamentary democracies has the most severe implications for a government, given that it in theory should either resign or seek a parliamentary dissolution, should Supply be lost or not granted. See:The Commonwealth Executive.

The Judiciary
The judicial power of the Commonwealth was vested by Section 71 of Chapter III in a federal supreme court to be called the High Court of Australia. It was to be presided over by a Chief Justice. See:The Judiciary

The States
Section 106 of Chapter V provided for the continuation of the constitutions of the various states, subject to the provisions of the federal constitution.

Amendments to the Constitution
Section 128 of Chapter VIII provided that constitutional amendments required

 * "an absolute majority in both houses of the federal parliament"

and

 * "the approval in a plebiscite of the proposed amendment by a majority of electors nationwide, and a majority in a majority of the states."


text:
Talk:Wellfleet, Massachusetts

Wiki Education Foundation-supported course assignment
This article was the subject of a Wiki Education Foundation-supported course assignment, between 25 January 2021 and 12 May 2021. Further details are available on the course page. Student editor(s): UMBenglish.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 12:49, 17 January 2022 (UTC)

Cranberries
A small concern, regarding the factuality of the contention that Wellfleet is known for cranberries as well as oysters; Wellfleet has only one cranberry bog, and that is almost in Eastham (to the south). The great bulk of cape cod cranberries are grown in bogs in the Mid and Upper cape (which is intuitively south of, but higher in elevation than the Lower Cape, of which Chatham, Eastham, Wellfleet, Truro, and Provincetown are a part.) Just a small point, in an otherwise accurate and informative artical, but important just the same.

As I have no published source from which to draw these facts; i know them to be true b/c I live here, i won't make any changes. —Preceding unsigned comment added by Timbobb (talk • contribs)

Reference Issue
I have edited and added to the article to bring it in line with the rest of the articles for the state. I have attempted to remove anything which could not be referenced through either source used (the town's website and a historical profile located in the Cape Cod, Martha's Vineyard & Nantucket Street Atlas). If you can find the references for the two major points left out (the cranberries, and the failure of the oyster harvest in the 1800s), please put them in with the references listed.

Also, for further reference on the town name issue, the website lists the oyster reference and the atlas lists the "Whale Fleet" reference. ToddC4176 23:28, 28 February 2007 (UTC)

Call for pics
That picture of Town Hall really needs to be replaced. I get vertigo looking at it. And seeing as we're talking about Cape Cod, a beach shot would be nice. :) MarkBul 01:42, 28 August 2007 (UTC)

Wellfleet lighthouse found in California
In case the former harbor lighthouse is of interest, it went west. -- SEWilco (talk) 03:43, 5 June 2008 (UTC)

Geography
"According to the United States Census Bureau, the town has a total area of..." Shouldn't this be "According to the United States National Geodetic Survey, the town has a total area of..."? Dick Kimball (talk) 14:26, 7 May 2009 (UTC) [edited] Dick Kimball (talk) 14:31, 7 May 2009 (UTC)

 * It is common, and not incorrect, to cite the Census Bureau as a source. The Census Bureau publishes such data, though the measurements may indeed have been carried out by NGS or its predecessor. Hertz1888 (talk) 15:18, 7 May 2009 (UTC)

External links modified
Hello fellow Wikipedians,

I have just added archive links to 1 one external link on Wellfleet, Massachusetts. Please take a moment to review my edit. If necessary, add after the link to keep me from modifying it. Alternatively, you can add to keep me off the page altogether. I made the following changes:
 * Added archive https://web.archive.org/20150201040732/http://www.mass.gov/legis/citytown.htm to http://www.mass.gov/legis/citytown.htm

Cheers. —cyberbot II  Talk to my owner :Online 02:18, 28 August 2015 (UTC)

Champlain, "port aux huistres"
Hello all- After copyediting a sentence about Champlain having dubbed what is now Wellfleet Harbor the "port aux huistres", I looked for sources to support the assertion and found that it appears to be incorrect. Champlain's account refers to Barnstable Harbor, not Wellfleet Harbor, as the port aux Huistres. See original account in French and modern English translation (1907); note the footnotes. I deleted the sentence. Eric talk 16:46, 2 December 2018 (UTC)

Wellfleet's Tower Clock, Oyster Relevance to Wellfleet
Hello all,

I have just added in two facts about Wellfleet: one about Wellfleet's Tower Clock and how it is the only tower clock in the world which runs on ship's time, and another fact about oysters and their history and relevance to Wellfleet. I have also included a reference for each of these facts. --UMBenglish (talk) 07:36, 4 March 2021 (UTC)
 * Hi- I was just about to leave a message on your talkpage when I saw this post. Just wanted to let you know why I reverted the oystering history bit: SPAT is a good local organization, but their website isn't the best source for the history you were discussing. The oyster population in Wellfleet was depleted, almost completely, I believe, by sometime in the 1800s. As I understand it, the beds were replenished with oysters brought up from Chesapeake Bay by coastal schooner. That would be an interesting bit to find a source for and mention. I have an ancient paper somewhere that I might be able to dig up if you like. Eric talk 14:40, 4 March 2021 (UTC)

title: Talk:Wellfleet, Massachusetts


text:
CisLunarFreighter

Welcome to the learning project CisLunarFreighter!

CisLunarFreighter is being produced by participants at Wikiversity to get direct hands on experience with game development. Using open source tools to the greatest extent possible, participants using a variety of resources will produce a stellar educational game.

Project pages are easily tagged by placing a category link, "Category:CisLunarFreighter", at the bottom of the page. This makes a list of project pages easily accessible at the bottom of each tagged page. Please help by tagging new pages with the cisLunarFreighter category as explained at Help:Category and Intermediate Wikiversity. Please also use subpages for content related to this project.

Project plan
In work in small pieces around Wikiversity learning trails. Perhaps a couple of entrepreneurs or other project leader types will tackle a draft schedule or work breakdown structure soon.

/Task list/

Goals

 * Have fun
 * Perform production tasks whilst learning
 * Learn from mistakes
 * Create multiple player interactivity
 * Create client/server applets for CisLunarFreighter as well as a standalone application
 * Create an interface to other games with compatible communication format, and/or setup multi-user co-residency (API?)

Project contents

 * /Features/
 * /Game design/
 * /Specifications/
 * /Software development plan/
 * /Personal game data/
 * /Requirement analysis and high level design/
 * /Initial splashscreen, launcher, menu/
 * /Mission generator/
 * /Spaceships/
 * /Takeoff and lander screens/
 * /Terran spaceport/
 * /Spaceship designer/
 * /Spacecraft freight load planner/
 * Terran, Lunar, Asteroid, or Saturn Pirate Base

 * /Pilot cockpit screen/
 * Mini Map Radar Overview, Cockpit Menu, Headsup Communicator

 * /Asteroids or meteor shower flythroughs/
 * /Solar system game controls/
 * /User keyboard interface controller/
 * /User mouse interface controls/
 * /Background music selection and player/
 * /Music/
 * /Lunar spaceports/
 * /Game objects/
 * /Workspace/

Game testing
There is a lot of ground work to be done before we get to game testing... this project is still in the planning phase.

This will have to be done by the developers until we get enough of a game up and running to attract alpha and beta player/testers.

We might get some help from other Wikiversity participants at other Wikiversity course participant's pages.

Game materials distribution
This has begun on an adhoc basis. Longterm we intend to setup a SourceForge project to backup and distribute at least the stable releases of the open source materials on demand 24/7.

Active participants
Participants willing to coordinate, consult and/or kibitz reqarding questions:
 * Mirwin 05:07, 9 November 2006 (UTC)
 * <IP_ADDRESS> 23:46, 8 January 2008 (UTC)

Creative materials
In this project we wish to use materials free as in beer as well as licensing so we have simple distribution to anyone who wishes to download from Sourceforge or receive source or executable from other sources.
 * Source of free samples of background music
 * More free music licensed under Creative Commons
 * Free sets of textures and materials for Blender 3D.
 * Royalty free music and voice overs free

Applicable tutorials
The following online tutorials demonstrate useful game programming techniques.
 * Writing a Space Invaders game in Java

title: CisLunarFreighter


text:
2015 AZ43

 (also written 2015 AZ43) is an Apollo near-Earth asteroid roughly 70 meters in diameter. On 10 February 2015 with a 29.5-day observation arc, it showed a 1 in 5,880 chance of impacting Earth on 27 February 2107. However, the NEODyS nominal best-fit orbit shows that will be 2.8 AU from Earth on 27 February 2107. A (non-impacting) Earth close approach in 2056 makes future trajectories diverge. It was removed from the JPL Sentry Risk Table on 23 February 2015 using JPL solution 26 with an observation arc of 40 days that included radar data.

With an absolute magnitude of 23.5, the asteroid is about 50–120 meters in diameter.

2015 flyby
was discovered on 11 January 2015 by Pan-STARRS at an apparent magnitude of 20 using a 1.8 m Ritchey–Chrétien telescope. On 15 February 2015 the asteroid passed 0.0197 AU from Earth. The Goldstone Deep Space Network detected the asteroid on 18–19 February 2015, but the signal was not strong enough for delay-Doppler imaging.

title: 2015 AZ43


text:
benvenuto

Etymology
Inherited from, presumably a calque of a Frankish term, derived from , from which many modern Germanic forms descend, such as.

Adjective

 * 1) welcome

Interjection

 * 1) welcome!

Noun

 * 1) welcome greeting

title: benvenuto


text:
Physics with Calculus/Appendix 1/Derivatives

We define a derivative as the limit of a function as the ratio of the changes in the function and the changes in the variable as the change in the variable goes to zero.

i.e.

 * $$\begin{matrix} {df \over dx} = \lim_{\Delta x \to 0}{{f(x + \Delta x) - f(x)} \over {\Delta x}}\end{matrix}$$

An example
Quantity B is found to depend on quantity A such that B is always the square of A.

A ..... B In this case, x=A and f(x) is [the function of x] = B. Look at what happens at the point A=2 (for example).

0 ..... 0 At x=2 f(x)=4. Changing x very slightly, by only 0.01, we have delta x=0.01, so that x+delta x is 2.01.

1 ..... 1 Then the function of (x+delta x) = the function of 2.01 = the square of 2.01 = 4.0401. The difference between f(x+delta x) and f(x) 2 ..... 4 is 4.0401 and 4. It is 0.0401. Dividing it by delta x we have 0.0401/0.01 which is 4.01, meaning that 3 ..... 9 the CHANGE of the function divided by the CHANGE in x is nearly 4 when x=2. If we would have made delta x much smaller

etc. ..... we would have got exactly 4, which happens to be 2 times x at x=2

 * In general, if we have a polynomial of x, such as $$x^3,x^4,$$ etc then the derivative is as follows: $$f(x)=x^n;  \frac{d f(x)}{dx}=nx^{n-1}$$  Where $$\frac{d f(x)}{dx}$$ is the symbol for the derivative of f with respect to x.


text:
Talk:French/Vocabulary/Nations

Untitled
There exists a difference between Dominica and the Dominican Republic. The Republic is a part of the island of Hispaniola, the latter is a separate island. Thus, it would be incorrect to call "Dominica" the "la République dominicaine," as that title would go to the Dominican Republic. Lord Emsworth 10:35, 21 Oct 2003 (UTC)

You're right. I make a mistake. Traroth 11:04, 21 Oct 2003 (UTC)

title: Talk:French/Vocabulary/Nations


text:
Ὠρίων

Etymology
Possibly from.

Proper noun

 * 1) Orion
 * 2)  the constellation Orion
 * 3) a fabulous Indian bird

title: Ὠρίων


text:
Talk:overweight

RFV discussion
Describing a vehicle: I think this might be two words ("over weight") and not idiomatic. — Paul G 16:07, 11 July 2007 (UTC)

 * Pretty common in USA, but should probably be tagged as transportation jargon or something. I don't recall ever seeing it as two separate words.  --Connel MacKenzie 16:20, 11 July 2007 (UTC)

 * Cited. Rod (A. Smith) 22:22, 28 September 2007 (UTC)

RFV passed. Thanks, Rod. —Ruakh TALK 05:42, 19 October 2007 (UTC)

RFV discussion: May–June 2022
Rfv-sense "An overweight person." To me, this usage would be very unusual. I am imagining sentences like: "Yes, this is our patient Steve, he is an overweight." I suspect this may really exist, but I have NEVER used the word like this myself. I was prompted to look into this when I was reading an HHS website about Overweight where people are described as "having Overweight"; also an extremely bizarre formulation to me. --Geographyinitiative (talk) 16:09, 17 May 2022 (UTC)

 * What doesn't sound too weird to me is "to suffer from overweight", not that I would say it. DCDuring (talk) 04:13, 18 May 2022 (UTC)

 * The above example by DC is terrifying to me. Worse than "refute" meaning mere denial. --Geographyinitiative (talk) 00:47, 19 May 2022 (UTC)

It's often easier to search for these things in the plural, because that eliminates all the results using it as an adjective. It doesn't get rid of present indicative verbal uses, though. Anyway, if you search for "overweights" (with quotation marks) on Google Books/Scholar, it looks like there are enough hits to pass CFI. E.g.: "This finding is confirmed also by autopsy studies which show a higher incidence of gallstones in overweights than in individuals of average weight or less." <IP_ADDRESS> 07:04, 19 May 2022 (UTC)

 * If it's only used this way in clinical jargon (in which it seems possible to use many a demographic/patient-describing adjective as a count noun for a patient of that type), it should probably have a label to that effect. I have seen the "excess of weight" senses ("suffer from overweight", etc), also in medical contexts. - -sche (discuss) 21:21, 22 May 2022 (UTC)

Cited. — Fytcha〈 T | L | C 〉 02:04, 11 June 2022 (UTC)

RFV-passed. — Fytcha〈 T | L | C 〉 21:59, 18 June 2022 (UTC)

title: Talk:overweight


text:
Armalite

Etymology
Brand name, presumably from and, i.e. lightweight.

Noun

 * 1) Any of several assault rifles originally made in the USA from the late 1950s.

title: Armalite


text:
Zarjan

Zarjan is a village in, and the capital of, Khafr Rural District of the Central District of Khafr County, Fars province, Iran. The previous capital of the rural district was Bab Anar.

Population
At the time of the 2006 National Census, the village's population was 1,224 in 273 households, when it was in the former Khafr District of Jahrom County. The following census in 2011 counted 1,303 people in 361 households. The 2016 census measured the population of the village as 1,400 people in 416 households. It was the most populous village in its rural district.

In 2019, the district was separated from the county in the establishment of Khafr County, which was divided into two districts and six rural districts, with the city of Bab Anar as its capital.

title: Zarjan


text:
Talk:A. R. D. Prasad

External links modified
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Cheers.— InternetArchiveBot  (Report bug) 21:13, 30 September 2016 (UTC)

External links modified
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title: Talk:A. R. D. Prasad


text:
1978 NCAA Division I baseball rankings

The following poll makes up the 1978 NCAA Division I baseball rankings. Collegiate Baseball Newspaper published its first human poll of the top 20 teams in college baseball in 1957, and expanded to rank the top 30 teams in 1961.

Collegiate Baseball
''Currently, only the final poll from the 1978 season is available. ''

title: 1978 NCAA Division I baseball rankings


text:
Talk:Latin

Untitled
It is always SO exciting to see people working on a project. This work will be the basis of many people learning about this subject ... We leave behind a legacy with every bit of work. Thank you, welcome, and good luck with your efforts. Any questions ask me or one of the oldtimers .. --Karl Wick

Introduction Completed
After going over things many, many times, I think I have completed the Lesson 1 and Lesson 2 pages (which are both counted now by me as 'Introduction').

I have merged the nominative and accusative lessons in one, because I think it is important to learn both cases at the same time, and I think it offers a better introduction to the meaning of the the suffixes, and it allows students to construct real sentences not just 'he is good' etc. at the very beginning.

Also, I might just show students all the 5 cases at the very beginning. I don't think it will overwhelm them because what we are doing is starting from the two basic cases (nominative and accusative) and gradually building up to all 6 and at the end touch on locative.

Also, who is in favour of using instead of 'present, future, imperfect and perfect, future perfect, pluperfect' rather Present Imperfect, Future Imperfect, Past Imperfect, Present Perfect, Future Perfect, Past Perfect.

And from there students can use the planned 'Advance Latin Course', to be used for later years. It is to be a course for students who know a little latin and want to build their knowledge. Anyway, it will start from ground zero, and will assume the student knows nothing, but the student must be intelligent, and very dedicated. It will go through all aspects of the language, and won't offer exercises, because the student is expected to simply to take notes.

Some thoughts...
I like the ideas put forth so far, and would love to help out on this project. I'll also touch on the ideas you presented with my own - we agree on a good deal of the points:

As we learn different parts of speech and noun constructions at different times in our natural English educations, I think a similarly-presented Latin lesson plan is appropriate. What I'm suggesting is to mention all the cases and their most basic usages (with respect to English constructions) up front: Nominative is for subjects, Accusative is for direct object, etc.

Then, start with basic sentences involving the Present Imperfect of esse, subjects, predicate nominatives, and prepositions taken with the Ablative - Pueri in campo sunt. Toss in some possessives - Ciceronis frater miles est. Obviously the vocab. in that last example was a bit steep as it would be wise to start with just the first or second declension. The point of this is just to teach Latin in the same manner English was taught. Certainly in English we learned how to say "I kicked the ball in the field" (place where) before learning to say "I kicked the ball in the field with amazing vigor" (manner) or "I kicked the ball in the field with my foot" (means).

While it certainly is neat (and very viable) to have students constructing real (i.e., substantial) sentences by the end of the first lesson, I worry about how many students may be turned off by such a rapid approach.

As for your verb tense naming scheme, I think the latter name scheme provides better insight into what the tenses actually imply, so my vote goes for that option. It took me the longest time as a student to make the distinction between Imperfect and Perfect with regards to the action's "completeness."

I'd be more than happy to make whatever contributions I can to this thing, just let me know what I can do to help! Cheers!

C. Seth Lester (http://www.sethlester.com/)

Systematic Approach
The problem is I want a systematic approach for latin.

As you can see I have a table for all the cases in Lesson 1 or 2. The first two lessons, as I had arranged it give a complete introduction into the terminology used. And in the 3rd lesson (which is quite a mess) you start to apply it to real Latin, starting with the Nominative and Accusative cases. I think it is important to start off comparing nominative and accusative, and getting students to recognize the forms as once you can do that, it is all a matter of memorizing suffixes (only nominative and accusative for lesson 3).

Also I think it would be appropriate to give simple rules to the suffixes and stem changes in the third declension so by the end of lesson 3 you would be able to:

Decline (only nominative and accusative) 1st declen, 2nd declen., 3rd declen, 4th declen. and 5th declen. including adjectives.

Pronouns will be introduced on the last lesson on nouns, also the effect of dropping the subject noun.

1st and 2nd persons will not be dealt with until we start learning to conjugate verbs which will be quite later down the track (I think nouns (which include substantives, adjectives and pronouns) are the MOST important things to get out of the way.

Constructions with the 3rd persons of to be (est, sunt, erit, erunt, erat, erant, fuit, fuerunt, fuerit, fuerit, fuerat, fuerant) can be learnt but it must be emphasized that these verbs take the NOMINATIVE.

If you wish, you can drop me an email at<EMAIL_ADDRESS>
Latin Dictionary...
I have been reading some of Des Cartes writings (which is in latin), and he employs peculiar Latin. Namely due to the fact that Latin "evolved" somewhat, but I have no clue what he is saying. If anyone has a philosopher Latin-English dictionary, or a link to an online one, that would be supper to put on! Cheers! Pablo

If we can find a good link on it, the one on www.perseus.tufts.edu would be the best. It includes all the classics and all the philosophers and all the big dictionaries (except the OLD.)

Formatting.
I try to help as much as I can, but unfortunately, since I'm actually using this book to learn Latin, I can't contribute in that manner. However, I can contribute by fixing / formatting tables, removing typos or tags that show though the page, and things like that.

That brings me to my question: is there some kind of set formatting that's been agreed upon? I've just been alternating the rows with grey and white where appropriate, but I'm not sure if I should do anything with the heading or use different colors.

Like I said, I'm trying to help, but I can't help if I don't know what to do.

Also, is there going to be a non-introductory Latin course? If not, then each of the parts (Part 1, Part 2, etc.) can be made into a header and the "Introductory Latin Course" header can be removed. This will make sure that the table of contents works correctly, although I'm not particularly sure that it's necessary to have a table of contents for a table of contents.

On the front page, a note has been added by someone asking for macrons to be used to indicate vowel length. I see that there is no need for such a thing, because there different ways in which latin can be pronounced.

'''This is true, however the macron must be used for the ablative singular (otherwise it gets confusied with the nominative pluaral. --source of "Note". It is also best used for the acc. to distingush for novices between the English plural -s and the 1st declension accusative plural since English has a much broader concept of plural which doesn't always depend on case. So I just made sure to point to people how to do this. (Technical skills are also covered in many textbooks.) I struggled to figure out how to do it.

I am also learning Latin through this text, and Latin via Ovid.

Speaking Latin???
There is now an enormous online audio course for spoken Latin, with many thousands of users. This is Latinum, and it is delivered by podcast. There are also a huge number of colloquies, dialogues etc that were written for beginners to learn colloquial Latin (heavily influenced by Terence and Plautus,of course ). A google search for Latinum, or 'latin podcast' will bring up the Latinum podcast, which is free. There is also a community of Latin speakers who communicate regularly through Schola.ning.com.

Hi,

I ´m wondering if it is reasonable to make a section for speaking Latin. I would like to work upon this section, altough I am not that experienced in spoken Latin. But I think some might be interested in basic speaking exercises and phrases you may use some time. So I think, actually speaking Latin is not taught at school neither at University, so maybe it could be an interesting thing for (advanced) Latin learners. Tell me your opinon upon this please.

Sincerely,

Kay Lorenz
 * There are universities that teach spoken classical Latin, and definitely a lot of religious schools that teach "church latin." And, despite what anyone says, we do know a lot about colloquial Latin, how things were pronounced, colloquialisms and slang, etc.  So yes, at least pronunciation and at most a steady stream of spoken Latin should be inected into this book.  --Mrcolj 04:55, 14 August 2006 (UTC)
 * I just saw this: http://en.wikibooks.org/wiki/Spoken_Latin --Mrcolj 05:28, 14 August 2006 (UTC)

 * I am fluent in spoken Latin and let me tell you that it is used more then just in university courses on in the Church. Not to be hostile but I also take exception to the characterization of Church Latin as somehow being different, wierd or bad.  This may not have been your intention but it came across to me that you meant that by putting it in "quotes".  The kind of Church Latin that you find in the liturgy or in set prayers like the Our Father is an idiom of Latin that is different but not significantly different from everyday Latin or the Latin used for formal meetings.  We know that Issac Newton, regardless of what you think of him, didn't write in the idiom of Latin used in the liturgy but he did write in the common Latin idiom of his time that was intelligible to almost all litterate people of that time.  Just like Biblical Greek is different from Ancient Greek due to the inclusion of and direct translations from Hebrew and other Semetic languages, they were both used in the Church, one for the liturgy and bible and the other for everyday communication.  The modern version of Latin that exist and is decended from the Latin that Newton and his peers used is not only used by the Church but by anyone that respects the language enough to allow it to grow and start to include new words and used new letters like the now demonized letter J.  Much of this has come about by teachers that want to teach very specifically Classical Latin.  I respect their decision to teach Classical Latin as it is an important idiom of the Language that is important form many people to learn but I do take issue when people begin to say that ONLY Classical Latin is correct.  They start to want to expunge books of the letter J, accent marks and any words not used by Cicero or Ceasar.  Keep in mind that Classical Latin only existed for about 100 to 200 years.  Anything else is simply an immitation of it.  Latin has a 3000 year history and mother tounge speaker living in a very wide area that used slightly different vobaculary and had local idioms.  Are we to tell them that they are all wrong, us who come to Latin as a second Language, tell the ancients who were Native speakers and maybe didn't even know any other language that they are wrong.  Certainly not.  There is more to Latin then just the simple form of Classical Latin or the very complicated form of Liturgical Latin.  Latin is a full and complete language and one should never be afraid or embarassed to learn to speak it.

Exercises
I have realised how little thought has been put into the exercises even many points of existing grammar. I believe we should pick passages for every page which relate to the grammatical concepts introduced in the chapter in addition to revised exercises. I shall spend quite some time this week revising pages and making additional entries.

Comments from a Latin Student
I have a number of comments on how everything is done - and, I want people to keep in mind, I mean it in a good way. It seems to me that at certain points some things are introduced far too soon - subjunctive, for example, and declining adjectives (although that should be fine as long as we stick to first and second declension!) - while other things are brought up too slowly. For example, I think we could teach all the cases at once, which I realize the author is considering - maybe leave out the Vocative, as it's not particularly useful and not technically a case - or something to that extent.

Just a thought; it seems to me that the way some of it is organized is inconsistent, which can make it hard to follow.

Some things also don't make sense to me - for example, how can an adjective be a noun? Something can't modify itself. I just have a bunch of little nitpicks; however, I'm not a professional, just a student, so feel free to correct me!

Awesome work, though - a really tough project! Hope I can help out too.

--Chiyo

PS - My vote goes to the former system, as in the one with Pluperfect, but that's only because that's what I was taught and it's what I'm the most used to. Don't care much either way, though.

- Reply: I agree many things need to be improved in layout and presentation. Please feel free to make changes as you see fit.

Now concerning the 'Noun'. Latin grammarians, like Donatus, considered the adjectives, pronouns and substantives to all be 'nouns'. And in fact, many of the older grammar also do this as well. Nouns to the ancient grammarians were words which were declined which include adjectives, pronouns and substantives. - Daniel Canaris

What are those two new additions on the title page? What are they there for?

declensions and cases
I'm using your text to learn latin, not very hard at any rate. As a person who is more or less oblivious this crazy Latin grammar, I find you explain most of it well enough, although it may be a little technical. Declension is the part that gets me. I see that the nouns are modified depending on their use in the sentence, but what's with the 5 declensions? I think this is something that needs clarification. I'm assuming the different declensions just mean you decline differently, like conjugating verbs differently in spanish depending on the ending? Also, the different cases could use a little clarification, I get the feeling that everything but nominative and accusative has some pretty complex nuances. It seems pretty good for being a work in progress, albeit a bit complicated for a new latin student (or just me?). Just trying to give you a learner's perspective.

- REPLY

Your assumption is right.

Don't worry about 'nuances' at the beginning. Datives are used more than just 'giving', genitives more than just origin etc. but don't worry about it. You'll learn it gradually.

The final vowel (or consonent) of the stem of the noun determines what declension a noun is. From analysing the different declensions and the case endings you can see that each case ending of one declension shares something in common with another. A 'm' sound is typical for singular accusatives (like Greek) and 'um' for genitive plurals (like the greek on). Different indo-european languages also share common case endings. The endings though become corrupted and certain elisions occur dependant on the final vowel or consonent. All the nouns with the vowel 'a' as the final vowel of the stem fall under the catagory of 1st declension nouns. 'o' nouns are the second declension, 'consonents or i' 3rd declension, u 4th declension and 'e' 5th declension. By reading a bit of basic linguistics it's not hard to see how this occurs.

In Spanish you have verb conjugations, and the concept is not dissimilar.

hablo hablas habla hablamos hablaís hablan

and other 'a' verbs conjugate like this in spanish

form the 'a' conjugation which all conjugate alike (the a conjugation in Spanish is very regular, which is to do with the vowel 'a', because in Latin the 'a' nouns and verbs are the most stable as well)

amo amas amat amamus amatis amant

and other 'a' verbs conjugate like this in english.

'a' nouns in Latin nearly all decline like 'puella' (puella, puellam, puellae, puellae, puella, puellae, puellas, puellarum, puellis, puellis) 'o' nouns in Latin nearly all decline like 'servus' 'consonent' and 'i' nouns in Latin nearly all decline like 'civis' or 'rex' 'u' nouns nearly all decline like cornus 'e' nouns decline like 'res'.

Imperatives
I have noticed that there is not a section on imperatives. Imperatives are rather simply as far as I recall from school. Imperatives are commands!

First Conjuagtion

S Ama = (You) Love! P Amate = (You) Love!

Second Conjugation

S Mone = (You)Advise! P Monete = (You) Advise!

Third Conjugation

S Rege = (You) Rule! P Regite = (You) Rule!

Except for: (Mnemonic "Dick had a Duck with fur on its face")

- Dic Dicite - Duc Ducite - Fer Ferte - Fac Facite

Fourth Conjugation

S Audi = (You) Hear! P Audite = (You) Hear!

-- Reply to Reply

An easier way to remember the declensions, and the way in which I was taught, being a Latin student myself, is to have a song that you can sing to yourself that identifies them. For example, I was taught "One is -o, -are; Two is -eo, -ere; Three is -o, -ere; Four is -io, -ire; and Third -io is -io, -ere." I was taught that the "fourth declension" here was the "third -io" and the "fifth" was the "fourth," which may or may not be confusing to you... The numbers in the song are the declensions, and the first ending is the first-person nominative singular form, whereas the second ending is the ending for the infinitive. When you look up a word in almost any Latin/English dictionary, only the first- person nominative singular form and the infinitive form will be listed, so if you look in a Latin/ English dictionary, or you happen to know these two forms of the word, you will be able to identify the declension of that word. Hope this was helpful!!!

<IP_ADDRESS> 23:47, 17 December 2006 (UTC)Natsirk

Answers To Exercises
I think the answers for all of the exercises should be given somewhere, otherwise it defeats the purposes of the exercises. I would go ahead and add them, but I am student and am not very confident with the accuracy of my answers.

Advanced
perhaps after all the basic grammatical bases have been covered there could be added an introduction to Latin meter and where it is used?

Learning unused languages
It is always suggested that people practice the language they are learning by using it. The problem: no one speaks languages like Latin or Greek anymore (two that I would like to learn). This is a huge obsticale to learning. Does anyone have any ideas/suggestions on how to practice with people? I am thinking the best way is to find a friend that also wants to learn, and learn at the same time. --Loplin 02:46, 18 October 2005 (UTC)

 * See William Harris' excellent essay the Sin of Silent Reading for some trenchant views on learning Latin. It might be hard to find another student but you can always read out loud.  --kwhitefoot 15:40, 2 March 2006 (UTC)

Just a comment and I don't mean to be snide but I am pretty sure people still speak Greek in Greece as it is the only official language. Modern Greek is a little different form Ancient Greek but learning it would help you a lot to learn to speak Ancient Greek. Many people do still use Latin and many people still speak Latin but the problem is that modern writers or speakers of Latin are painted as strange, religious fanatics by people that support ONLY Classical Latin.

Long Vowels
I looked over this Latin course and I noticed that you didn't use long vowels (ā, ē, ī, ō, ū). They are necessary to correctly determine stress, so should they be added? Gandalf1491 15:29, 16 February 2006 (UTC)

Added long vowels up to Lesson 10. Gandalf1491 16:13, 1 March 2006 (UTC)

Hard Going
Although I can understand this course, I have a nagging suspicion that I can only understand because I learned it all years ago. I think that some simpler explanations would help, perhaps it would be useful to have some explanations on linked pages. What do people think? Gaius Calvus 13:28, 22 February 2006 (UTC)

Amen to that. <IP_ADDRESS> 02:17, 2 May 2006 (UTC)TC

Missing Stuff
I have noticed that a certain construction is missing. Where is the ablative absolute? The ablative absolute is probably the bane of anyone learning to translate latin. An example would be caesare in absentia which would be translated as When/While Caesar was absent.--IKnowNothing 00:39, 3 March 2006 (UTC)

Sorry another clause strung to mind the Double Dative. The soldiers were for a hinderance to Hannibal. --IKnowNothing 00:52, 3 March 2006 (UTC)

Naming policy
To avoid confusion, all pages of the book called Latin should start with the word Latin. The majority of the pages already do this, but I suggest a move of Spoken Latin and other such pages. I might attempt to move the pages myself. --Kernigh 04:43, 21 March 2006 (UTC)

Hi Kernigh. Changed your tag to a merge tag as I couldn't see any incorrectly named pages in the Latin book which needed fixing. Cheers Ad --AdRiley 12:03, 3 May 2007 (UTC)

Comments from a different Latin student
As far as I can see, there are a few organizational problems. I think that all five cases should be introduced at once, or at least very quickly. After all, what good is the nominative by itself? The way I was taught (which worked well) was to introduce all five cases quickly, but do the declensions less quickly. It isn't that difficult to come up with sentences using only first declension.

Also, I think that there should at least be an introduction to verbs in the first or second lesson (maybe just present tense). This way, the student can practice with simple sentences and thoroughly memorize 1st declension, which is absolutely necessary. After that, 2nd declension is not that different from 1st, and imperfect isn't that different from present, etc.

More extensive selected vocabulary would also be nice, because dictionaries are a little bit intimidating, especially if you don't know what priciple parts are, etc. Also, just knowing what to learn is a setback. People just being introduced don't have to know arbitrary words such as orca, orcae, f. -- a pot with a large belly.

e.g. my original vocab consisted of: illa, hic, agricola, fabula, familia, femina, fenestra, ferula, filia, ianua, mensa, patria, pictura, poeta, provincia, puella, regina, sella, silva, tabula, terra, via, villa, vita, murus, pavimentum, puer, stilus, in, cum, amo, habito, laudo, narro, voco, sum, and et. Memorizing basic words such as these makes learning latin a lot easier when it is at first taught with simple words.

Did I miss the section on deponent verbs?

Tables of irregular verbs would be nice. Sum, Fero, Volo, Nolo, Malo, etc.

So far, it's pretty good, though, despite my criticism.

<IP_ADDRESS> 02:16, 2 May 2006 (UTC)TC

And another student..
It's rather difficult to navigate my way around this site, so forgive me if I missed this earlier on somewhere else..

As a person who has no prior knowledge of Latin whatsoever, it is difficult to grasp some of the things presented here. For me, at least, it would help a great deal if somebody could include a brief table or something that defined (translated) all the terms/phrases used in any give lesson. It would make a great deal more sense to me, as I can understand grammatically what it being explained sometimes, but I am unsure still of what exactly is being said.

As the person before me mentioned, I would greatly appreciate it if somebody could do up an appendix that is linked from the first page of basic vocab in one tense, just so I could at a very minimal level get started with simple phrases and sentences, and build up from there.

All in all, though, it is a formidable undertaking to learn a language from a textbook, and all the more daunting to teach one. I greatly applaud all the effort gone into the work so far, and eagerly await the completion of this text.

 * While this course is under construction, try the free courses I created at . Junesun 19:14, 4 March 2007 (UTC)

Orphans
These pages are not linked to from anywhere in this book. Please either incorporate them into the text or mark them for deletion with delete.

 * Latin/Appendix A
 * Latin/Appendix B
 * Latin/Appendix E
 * Latin/Index II
 * Spoken Latin

Thanks! --hagindaz 01:29, 28 July 2006 (UTC)

Ideas for Revisions
Currently my biggest issue with the book, besides some inaccuracies I've been fixing, is the order of chapters. Students learn the vocative and ablative absolute before they can say "pater est bonus."

As it is, I'm going to make some revisions to the order. If this is disliked, a revert will fix that immediately!

My plans are to subdivide the course into grades. That is grade 1 would have the basics, nominative, accusative, and present tense verbs, as well as the first few declensions of nouns, and a basic overview of verbs, adjectives, and so forth.

As an update, I have done that which I hoped to do to make the book more understandable and useful for the beginner. Unfortunately, I think I may have butchered the formating from earlier times into an irrecoverable state. For that I apologize greatly. Nonetheless, I have tried to simplify some complicated topics(such as the imperfect and future, genative and dative, etc. all being one topic instead of two or more, and invite anyone to help with this. Also, many of the perfects are completely, for lack of a better word, wrong. I think help with that would also be great.

Again, apologizing, --Asv 20:00, 4 April 2007 (UTC)

Thinking of Helping
I am a Latin teacher and have developed an iterestin way of teaching Latin that I find works very well. However, I teach Latin generally and I teach students to use what I call the easy pronunciation where C and G change before an EE type sound. It looks to me that the kind of Latin being taught here and the Latin that I teach are incompatible with each other. Many people make arguement about Classical Latin and I certainly have no problem with people teaching Classical Latin but let us remember that the Classical Idiom is but one of the many idioms that existed and it only existed for a small time period when compared to the whole of the language. I teach Latin as a complete language and I would hope that my students could read Classical, pre Classical, post Classical or any other type of Latin you could throw at them. To get to the point I don't suppose you would be willing to reconsider your policies regarding the other idioms of Latin. If not them I would suggest with all humility that this particular module be rename Classical Latin so that it could be more accurate and advertise exactly what is being taught here and open up the more general name of Latin for those of us who want to teach all of Latin.--Billiot 10:32, 14 June 2007 (UTC)

Pre/Suffixes
Could any of you tell me in which part of this book I could write a section or two on prefixes and suffixes? They obviously aren't a large part of latin that your everyday student would need to learn to be able to translate a latin text, but there isn't a lot in Wikiland about these. I'm writing about the diminutive suffix in latin at Vicipaedia, but I'm sure that the page won't be done justice there. --Harris Morgan 18:23, 7 September 2007 (UTC)

An alternative book
I was thinking about making an alternative Latin book. Now before you kill me, I want you to look at some other language books and see what they teach first and what the emphasise; they teach "greeting people" and "conversing" first, learning how to introduce oneself. They don't slap a bunch of declension and conjugation tables in your face. Therefore I propose we create another lesson, which teaches Latin in order to make the student good at "speaking" Latin. To say how much something costs, to say which way to the bank and to order a hamburger. Sure some might say "why learn that? you don't need to order hamburgers in Latin", well why not? Some people who have learned Latin for many years don't know how to say "my name is xxx", and only know how to say "sic transit gloria mundi" and something like that. Now what do you say? I personally don't think that this would make it too complex for the students, and that it only make learning more fun. Then later, when people have mastered some helpful phrases and sentences (not "the girls carry the water"), we can teach them about the cases and grammar. I think this will make many kids aspire to learn Latin; "hey guess how you say "fuck you" in Latin??". Hilarity ensues! --BiT 16:34, 25 September 2007 (UTC)

Why do u want to teach people to order hamburgers in latin sorry? my view is the crowd for studying latin don't learn it to speak it they learn it to be able to translate and appreciate such writers like Virgil or Horace. To read that stuff, you'll need to know your tables solid from the beginning. I see where your coming from, its a nice hook maybe to get people in, but you might be wasting your time writing more than a few chapters for the crowd you'll get though. <IP_ADDRESS> 10:14, 19 November 2007 (UTC)

Wow!
I just want to congratulate and thank all the fabulous people who have worked on and continue to work on this wikibook. It is simply outstanding, and I can already see myself making leaps and bounds in my latin thanks to you.

Spoken Latin
You know, casual Classic Latin.

Diagramming
Shouldn't we include diagramming somewhere around here? It is highly essential to a through understanding of Latin grammar. Also, is Henle Latin included as a resource? Thanks, Laleena (talk) 01:30, 11 December 2007 (UTC)

Wikijunior
The Latin Wikijunior article needs a bit of help to make it to publishable status. Could some please help? Laleena (talk) 19:45, 16 December 2007 (UTC)

Serious lack of example sentences
There is something very frustrating about seeing someone try to create useful material without knowing what a student really needs.
 * As a matter of fact, I am studying Latin myself using the Memoria Press curriculum. (Prima Latina, then Latina Christiana, and so on.) You could say that these people know what a student needs-plenty of review, a new list of vocab/grammar every week, and continual review. I can read some Latin and write the same (Maria occupat mensarum ex Romam, which means "Mary seizes tables out of Rome"). Thoughts? Laleena (talk) 14:00, 8 January 2008 (UTC)

Chapter five
why are all the chapter five links going to places that their name doesn't imply?

Translation Translate a passage from Catullus.

Exercises Review of subjunctive forms.

Exercises Review of passive forms.

Translation

Revision  Ideas and memory tools for language patterns in conjugation and declining.

things labled 'translation' go to grammer exercises, and none of the things labled as grammar exercises match their titles. Is this deliberate? if so it is very confusing. Storeye (talk) 03:10, 21 June 2008 (UTC)

Orphaned page
Latin/Introduction to Nouns (L1) is not linked to by this book. Please link to it, merge it into another page and mark it with, or if it is not needed mark it with. Thanks. -- Adrignola talk contribs 02:11, 3 August 2009 (UTC)

Clarifications
I think that we should explain everything, like where sentences come from and such, right from the start. I think the best way to do this would be to make a new page under the first chapter. I'm a very new memberand am not sure of how to do this.

Major revisions and restructuring needed
This book needs some fundamental restructuring and fixes. For example, i have found that it is incredibly difficult to learn without the presence of macrons, especially for first-time students with no prior knowledge of Latin whatsoever. Additionally, all of the cases should be introduced at once, not over a series of lessons. The page on the uses of the subjunctive is severely lacking. Use of linguistic terms in articles without defining them can confuse first-time foreign language learners. Frankly, this book is not of featured quality, in my opinion. It is incomplete and needs serious improvements.

Please offer your opinions. If I receive no feedback to the contrary within the next three days, I will begin a massive restructuring to the likes of that which I have described above. Thank you. Cuine (discuss • contribs) 01:05, 25 May 2011 (UTC)

 * OMG, yes. I found the structure of the book perplexing, the sentences inconsistent, the vocabulary choices strange (I'd start with English-like ones first, and include English words derived from the Latin to make memorization easier), and the amount of information in the first parts overwhelming. I only say this because I've been studying Latin formally for three years, and have seen many, many examples of Latin grammars. --Robert.Baruch (discuss • contribs) 19:53, 14 June 2011 (UTC)

 * Perhaps rather than a major restructuring, a new book should be written? --Robert.Baruch (discuss • contribs) 13:17, 15 June 2011 (UTC)

Latin Mottos and Phrases
I think that the list of mottos / phrases should be expanded and that for each motto there should be a reference to who it has been attributed to (e.g. veni, vidi, vici to Caius Julius Caesar, etc.); if a motto has no clear author then it should be marked as popular wisdom or something like that. Ade56facc (discuss • contribs) 15:04, 30 November 2021 (UTC)

First section: Note: relevant image?
In section Note, what is that image on the right about?

It does not look like to be the cover of a latin book.

Besides this there is almost no description, only "1490".

Can it be fixed?

UPDATE: I have just looked for that image at common.wikimedia and the original description is: "Formulario di epistole" (it), (a collection of letters about prayers, etc.) and 1490 is probably the year of first publication. I think that it should be replaced with something about latin, not italian. The embarassing fact is that that image has been associated to latin topic in tens of other pages in various languages. Ade56facc (discuss • contribs) 18:24, 30 November 2021 (UTC)
 * UPDATE: as in the article/book main page there are incomplete/broken links and as it looks like that in the last 9..10 years only a couple of minor changes have been done, I have decided to proceed with the replacement of the image of the cover book above named. NOTE: IMHO Latin page should be updated and completed in a few sections, mostly in "Appendixes" section.Ade56facc (discuss • contribs) 12:38, 1 December 2021 (UTC)

TODO
This book has not been completed, there are several parts that should be added, completed and/or verified.
 * 1) First book part Introduction to the origins and structure of Latin has confusing / misleading titles / contents; content should be categorized and expanded, you should not mix in the same page too different topics such as "how to learn a language" and "the origins and structure of latin".
 * 2) Not all sub-chapters listed in main page of Latin book have a description in italics like: The Imperfect Tense The imperfect tense, working in the past.
 * 3) Tables in most pages:
 * 4) there are a few pages that use pre-formatted text blocks instead of using tables;
 * 5) not all tables have the same style (some have double line borders, others one line borders, others no border;
 * 6) a few tables are too wide to fit in an A4 PDF document, maybe they could narrowed a bit.
 * 7) Exercises (see the various lessons):
 * 8) several "Exercises" are not using exercise template (work in progress);
 * 9) there are many answers in "Solutions" that are missing or not quite right (both latin / english translations); a few of them have been checked and fixed but not all of them.
 * 10) There is an "Orphaned page" about nouns, what to do about it?
 * 11) There is a separate chapter "Spoken Latin" that looks like a trial / a test that has been only partly written.
 * 12) Items in Appendixes should be reordered, right now they look like to appear in casual order without a logic.
 * 13) A few items in Appendixes have been linked to main page but they do not exist yet:
 * 14) Morphology of Latin
 * 15) Ecclesiastical & Medieval Latin
 * 16) Library of Graded Latin Texts for Translation
 * 17) Prefixes and Suffixes
 * 18) A few items in Appendixes look like to be links to other wiki books, maybe they should be put in a separate section (done).

Surely there are other little details to be reviewed / improved. Ade56facc (discuss • contribs) 17:18, 13 December 2021 (UTC)

 * Some of the declension tables vary in ordering, also; I think the default is NGDAA; but there are also NAGDA tables, even within the same page. JimKillock (discuss • contribs) 17:35, 15 August 2023 (UTC)

title: Talk:Latin


text:
leabaidh

Declension
Archaic inflection as a third-declension noun:

Etymology
From.

Noun

 * 1) bed for sleeping
 * 2) couch
 * 3) bed for flowers or vegetables
 * 4) channel of a river

title: leabaidh


text:
User:TVGAIMA/sandbox

= Dr. TVG's Academy of Indian Music & Arts =

ABOUT ACADEMY OF INDIAN MUSIC & ARTS
Today, the need to produce good professional singers and instrumentalists in various traditional disciplines, as also scholars and technicians has become imperative. Attention to the Art of performance and the Art of Teaching in music has been side lined. An Integrated and unique Gurukula system of specialized musical education with absolute focus on the above is essential and it is the only answer to check the declining interest in Classical and Indian Music Culture.

With the above objectives and others incidental to these in mind, A.I.M.A. (Academy of Indian Music & Arts, Regd) better known as TVG AIMA was founded in 1984 by the legendary musician Guruji Dr.T.V.Gopalakrishnan and registered as a Charitable trust.

title: User:TVGAIMA/sandbox


text:
Talk:David Rowson

Untitled
Just seen that Darlo's site profile practically copies this page- http://www.darlington-fc.premiumtv.co.uk/page/Squad/Profiles/0,,10339~6802,00.html Are they allowed to do that?

External links modified
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 * Added archive https://web.archive.org/web/20130203082632/http://ptfc.co.uk/news/2012-2013/january_2013/david_rowson_leaves_firhill to http://ptfc.co.uk/news/2012-2013/january_2013/david_rowson_leaves_firhill

Cheers.— InternetArchiveBot  (Report bug) 11:33, 6 September 2017 (UTC)

title: Talk:David Rowson


text:
Hoseyni, Nishapur

Hoseyni (, also Romanized as Ḩoseynī) is a village in Darbqazi Rural District, in the Central District of Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 284, in 71 families.

title: Hoseyni, Nishapur


text:
User:Ahmad Khan lound

{{Infobox writer
 * name = Ahmad Khan Lound
 * image =
 * caption = Ahmad Khan Lound
 * pseudonym =
 * birth_name = Muhammad Ahmad Khan
 * birth_date = {{birth date|df=yes|1998|11|09}}
 * birth_place = Shadan Lund, Punjab, Pakistan
 * occupation = Urdu writer or poet
 * nationality = Pakistani
 * citizenship =
 * education = * BS English, MA Urdu

 * alma_mater =University of Education Lahore
 * period =
 * genre = Ghazal; Free verse
 * subject =
 * movement =
 * notableworks = Mastian,Ayeshi,Rind Nama,Maktobat-e-Ahmad,  (2019)
 * relatives =
 * awards =

Ahmad Khan Lound or Ahmad Khan Lound ({{lang-ur|{{Script/Nastaliq|احمدخان لنڈ}}}}) 9( November 1998 – )  an Urdu poet,Writer,Columnist of Roznama Daily Almanzoor or Urdu point.com

title: User:Ahmad Khan lound


text:
Jørgen Haave

Jørgen Haave (born 1971) is a Norwegian literary scholar and the senior curator and director of the Henrik Ibsen Museum in Skien, a part of Telemark Museum. He is especially known for his Ibsen biography, The Ibsen Family (Familien Ibsen) (2017), and is one of the foremost contemporary Ibsen scholars; alongside Jon Nygaard he has been central in a scholarly reassessment of older myths pertaining to Ibsen's background and childhood, and their influence upon his work.

Haave published a biography of Peter Wessel Zapffe in 1999 and graduated in history of literature in 2003 with a thesis on Ibsen's Ghosts. He was appointed as director of Henrik Ibsen Museum in 2008. He was awarded the second prize of the Hjernekraft prize of the Norwegian Association of Researchers in 2017 for his work on Ibsen. In 2019 he became a senior curator.

Selected works

 * Kulturelt nødverge: Zapffes etterlatte skrifter, Pax forlag, 1997
 * Naken under kosmos, Pax forlag, 1999
 * Familien Ibsen, Museumsforlaget, 2017

title: Jørgen Haave


text:
Eukaryotic transcription

The Nobel Prize in Chemistry in 2006 was awarded to Roger D. Kornberg for his work on the molecular basis of eukaryotic transcription.

This learning project allows exploration of scientific research that is related to 2006 Nobel Prize in Chemistry. If you have questions, leave them on the discussion page.

Transcription
Eukaryotic organisms such as humans store their genetic information in the structure of DNA molecules. Most of the genetic instructions in genes are used to specify the structures of proteins (Figure 1). The many proteins of cells function as molecular machines that produce the living state. Intermediate between DNA and protein is RNA. The process by which cells convert the structure of a gene into the structure of a mRNA molecule is called transcription. In eukaryotes, a large molecular complex of specialized proteins is required to achieve the careful control of which subset of genes is transcribed in each type of cell. At the core of this complex is the enzyme RNA polymerase II.

Roger Kornberg's laboratory has used biochemical techniques to isolate the large complex of proteins that allow RNA polymerase II to produce messenger RNA. Working with yeast cells as an experimental system, Kornberg's research team has isolated and purified the functioning RNA pol II protein complex with attached template DNA, product mRNA and substrate nucleotides and captured images of the complex using electron microscopy and X-ray crystallography (see Figure 2)

General transcription factors
There are three major forms of life on Earth, bacteria, archaea and eukaryotes (Figure 3). RNA polymerase in bacteria is less complex than RNA polymerase in eukaryotes. Some of the increased complexity of RNA polymerase in eukaryotes reflects differences between DNA in eukaryotes and DNA in bacteria. Two important differences are that eukaryotes organize their DNA into nucleosomes and have more complex mechanisms for regulation of gene transcription. Nucleosomes are a complex of DNA and histone proteins (Figure 4). In order for transcription to occur, DNA must be released from being tightly coiled in nucleosomes. Bacteria do not have nucleosomes. Another complication of eukaryotic gene expression regulation is that gene sequences controlling transcription are often distant from the DNA site where transcription starts. The RNA polymerase of bacteria is relatively small with a core of five protein subunits and one additional protein that recognizes the start points for transcription. In contrast, RNA polymerase II of yeast (Baker’s yeast Saccharomyces cerevisiae) has 12 protein subunits and requires five general transcription factor proteins (TFIIB, D, E, F and H). The general transcription factors are complex, for example, TFIIH has at least six protein subunits in various eukaryotic organisms from yeast to mammals.

Searching for a full understanding of transcription
As discussed above, Kornberg has made important contributions to on-going attempts to discover the full complexity of transcription in eykaryotes. In addition to the polymerase core and its associated general transcription factors, another large protein complex called Mediator is involved in the control of RNA polymerase II. In some cells, Mediator is about 4 times larger than the RNA polymerase core complex (with as many as 20 different protein subunits) and is important for transmitting the effects of positive and negative regulators of gene transcription (often quite distant from the transcription start site) to the core polymerase. Efforts continue to reveal the details of how the Mediator complex functions.

Learning project; where to next?
Explore one of the following questions and then describe what you learn on this page:
 * How many types of RNA polymerase are there in humans and what does each type do?
 * What is known about transcription in archaea? (hint)
 * How do HIV proteins interact with RNA polymerase II and induce transcription from the HIV-1 promoter? (hint: search here)

title: Eukaryotic transcription


text:
Ana María Estupiñán

Ana María Estupiñán García (born April 7, 1992 in Bogotá, Colombia), is a Colombian actress and singer.

Biography
Ana María Estupiñán is the daughter of Juan Carlos Estupiñán and Liliana García. Since childhood she has participated in the entertainment trade with her siblings Laura and Felipe Estupiñán. At the age of 12, she began her theater career by entering the academy of Caracol. Ana Maria is married. She was involved in her church youth group from an early age.

title: Ana María Estupiñán


text:
Talk:Gardan

Gardan is...
..one of the most innovativ Aircraft constructors in the fifties in France. Well and large ahead from its competitors he was ben integrated in other companies and these have been integrated in todays Airbus group. Please make a fork and link to aeronautics wiki entries about Gardan (e.g.GY-90) — Preceding unsigned comment added by <IP_ADDRESS> (talk) 18:26, 7 August 2013 (UTC)

title: Talk:Gardan


text:
Wikipedia:Sockpuppet investigations/Nicnagel1/Archive

07 February 2015

 * Suspected sockpuppets

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

Created same article about non notable person. Harry Let us have speaks  21:52, 7 February 2015 (UTC)

Comments by other users

Clerk, CheckUser, and/or patrolling admin comments

 * Obvious. I'd blocked both the master and sock indefinitely prior to seeing this SPI, since the only goal here appears to be self-promotion. -- Kinu  t/c 21:54, 7 February 2015 (UTC)
 * Closing. Mike V • Talk 22:54, 7 February 2015 (UTC)