text:
2018–19 UEFA Nations League D

The 2018–19 UEFA Nations League D was the fourth and lowest division of the 2018–19 edition of the UEFA Nations League, the inaugural season of the international football competition involving the men's national teams of the 55 member associations of UEFA.

Format
League D consisted of the lowest 16 UEFA members ranked from 40–55, who were split into four groups of four. The top two teams of each group, as well as the best ranked third-place team, were promoted to the 2020–21 UEFA Nations League C.

In addition, League D was allocated one of the four remaining UEFA Euro 2020 places. Four teams from League D which had not already qualified for the European Championship finals competed in the play-offs for each division, which were played in October and November 2020. The play-off berths were first allocated to the group winners, and if any of the group winners had already qualified for the European Championship finals, then to the next best ranked team of the division, etc. If there were fewer than four teams in League D which had not already qualified for the European Championship finals, and League D had no group winner available, the best team in the overall ranking would be selected. The play-offs consisted of two "one-off" semi-finals (best-ranked team vs. fourth best-ranked team and second best-ranked team vs. third best-ranked team, played at home of higher-ranked teams) and one "one-off" final between the two semi-final winners (venue drawn in advance between semi-final 1 and 2).

Seeding
Teams were allocated to League D according to their UEFA national team coefficients after the conclusion of the 2018 FIFA World Cup qualifying group stage on 11 October 2017. Teams were split into four pots of four teams, ordered based on their UEFA national team coefficient. The seeding pots for the draw were announced on 7 December 2017.

The group draw took place at the SwissTech Convention Center in Lausanne, Switzerland on 24 January 2018, 12:00 CET. For political reasons, Armenia and Azerbaijan could not be drawn into the same group (due to the Nagorno-Karabakh conflict). Due to excessive travel restrictions, any group could only contain a maximum of one of the following pairs: Andorra and Kazakhstan, Faroe Islands and Kazakhstan, Gibraltar and Kazakhstan, Gibraltar and Azerbaijan.

Groups
The fixture list was confirmed by UEFA on 24 January 2018 following the draw.

Times are CET/CEST, as listed by UEFA (local times, if different, are in parentheses).

Overall ranking
The 16 League D teams were ranked 40th to 55th overall in the 2018–19 UEFA Nations League according to the following rules:
 * The teams finishing first in the groups were ranked 40th to 43rd according to the results of the league phase.
 * The teams finishing second in the groups were ranked 44th to 47th according to the results of the league phase.
 * The teams finishing third in the groups were ranked 48th to 51st according to the results of the league phase.
 * The teams finishing fourth in the groups were ranked 52nd to 55th according to the results of the league phase.

Prize money
The prize money to be distributed was announced in March 2018. Each team in League D received a solidarity fee of €500,000. In addition, the four group winners received double this amount with a €500,000 bonus fee. This meant that the maximum amount of solidarity and bonus fees for a team from League D was €1 million.

Euro 2020 qualifying play-offs
The four best teams in League D according to the overall ranking that did not qualify for UEFA Euro 2020 through the qualifying group stage competed in the play-offs, with the winners qualifying for the final tournament. If there had been fewer than four teams in League D that had not qualified, the remaining slots would have been allocated to teams from another league, according to the overall ranking.

title: 2018–19 UEFA Nations League D


text:
Talk:Dimitar Yakimov

NPOV
I added the tag as the article seems highly biased, perhaps written by a die hard fan. Jmlk17 06:57, 26 December 2006 (UTC)

External links modified
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 * Added archive https://web.archive.org/web/20121023165432/http://www.sports-reference.com/olympics/athletes/ya/dimitar-yakimov-1.html to http://www.sports-reference.com/olympics/athletes/ya/dimitar-yakimov-1.html

Cheers.— InternetArchiveBot  (Report bug) 20:30, 10 September 2017 (UTC)

source: wikimedia

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

title: Talk:Dimitar Yakimov


text:
Portal:Urban studies and planning

Welcome to Wikiversity's School of Urban Studies and Planning!

This is a developing school. There is an attempt to form a framework on this page to assist in the organization of content.

Wikiversity's Department of Urban Studies and Planning is part of the Faculty of Social Sciences.

School News

 * Right now - Looking for contributors.
 * August 19, 2009 - Ahwahnee Principles added to the curriculum!
 * December 23 2006 - School founded.

Learning projects

 * NYC (Bushwick) Urban Renewal project

Courses
These need to have their namespace changed to nothing. "Topic:" is not appropriate for courses. Departments and divisions should have the namespace "Topic:". 🇨🇴
 * 100 Level Courses
 * URBN 100 Introduction to Urban Studies and Planning
 * URBN 101 Survey & Analysis
 * URBN 102 Civil Engineering for Planners
 * URBN 103 Planning Design
 * 200 Level Courses
 * URBN 200 Introduction to GIS
 * URBN 201 Urban Renewal
 * URBN 202 Rural Issues
 * URBN 203 Resource Management
 * URBN 204 Land Use Applications
 * 300 Level Courses
 * URBN 300 Urban Policy
 * URBN 301 Urban community
 * URBN 302 Land Use and Development
 * URBN 303 Environmental Policy
 * URBN 304 Poverty and Urban Planning
 * URBN 305 Los Angeles, New York, and Dubai
 * URBN 306 Theories of Architecture in Urban Planning
 * URBN 307 Urban and Regional Economies
 * URBN 308 Urban Planning Research Methods
 * URBN 309 Politics of Urbanization
 * URBN 310 Natural Resources
 * URBN 311 History of Urban Planning
 * URBN 313 Landscape Planning and Design
 * URBN 314 Urban Design
 * URBN 316 Urban Housing
 * URBN 318 Environmental Management
 * URBN 319 Transportation Planning
 * URBN 320 Sustainable Development
 * URBN 321 Environmental Politics
 * URBN 322 Urban Planning and the Law
 * URBN 324 Research Design and Methods for Social Policy
 * URBN 325 Economic Development
 * URBN 326 Communications in Urban Planning

 * 400 Level Courses
 * URBN 401 Spatial Statistics
 * URBN 402 Applied Economics for Urban Planning
 * URBN 403 Global Cities
 * URBN 404 International Planning
 * URBN 405 Advanced GIS and Remote Sensing
 * URBN 406 Navigating Bureaucracy in Urban Planning
 * URBN 407 Advanced Case Studies of Urban Interventions
 * URBN 408 Theories of Urban Architectural Design
 * URBN 409 Public and Private Development
 * URBN 410 Utilizing Technology in Urban Planning
 * URBN 411 Real Estate Finance
 * URBN 412 Real Estate Development Processes
 * URBN 413 Finance Administration
 * URBN 414 Advanced Theory in Urban Planning
 * URBN 415 Urban Sociology
 * URBN 416 Community Studies
 * URBN 417 Environmental Studies
 * URBN 418 SpatialXL
 * URBN 419 Management for Planners

Topics

 * Transportation and Traffic Engineering
 * Peri-urban planning
 * Real Estate

Related news

 * April 18, 2007 - The Federal Communications Commission will study the rate of broadband internet implementation in The United States...
 * March 19, 2007 - New water purification technology to be commercialized in India.
 * March 19, 2007 - Blair plans Government 2.0
 * March 15, 2007 - Santa Cruz, CA explores building desalination plant to supplement water supply.

Software

 * ArchGIS CityEngine
 * CityCAD
 * QGIS
 * ArchGis
 * Archicad
 * Lumion

MIT Open Course Ware

 * MIT Open Course Ware: Urban Studies and Planning

Ahwahnee Principles

 * The Ahwahnee Principles - Principles for Resource-Efficient and Livable Communities

title: Portal:Urban studies and planning


text:
Lobulia elegans

The elegant lobulia (Lobulia elegans) is a species of skink found in New Guinea.

It has a distinct geometric checkerboard pattern on its back.

Names
It is known as pymakol in the Kalam language of Papua New Guinea.

Habitat
Lobulia elegans is often found in Nothofagus beech trees at higher altitudes, as well as in gardens and clearings at lower altitudes.

title: Lobulia elegans


text:
Talk:USS Maryland (BB-46)/GA1

GA Review
The edit link for this section can be used to add comments to the review.''

Reviewer: MathewTownsend (talk · contribs) 18:32, 10 July 2012 (UTC)

 * review

All in all a very interesting article. I made quite a few edits, mostly fixing little things. If I changed the meaning of the article in any way, please feel free to revert. (Captions that aren't complete sentences aren't supposed to have a ending period.)

What does "detonated low-order" and "TF 54" mean?
 * I changed the article to make this make sense

How does extreme beam differ from Beam (nautical)?

How does mean draft differ from Draft (hull)?
 * I didn't know about those links, I added them

There seems to be too much detail in places:
 * e.g. "She was launched on 20 March 1920, and sponsored by Mrs. E. Brook Lee, wife of the Comptroller of the State of Maryland and daughter-in-law of U.S. Senator from Maryland Blair Lee;"
 * I took this out

Suggest you remove this image as it's quality isn't very good and there are plenty of better ones in the article already. It would help to have that one removed.
 * Took it out

Vreeken is used quite a bit as a source. I'll accept on good faith that you have phrased everything in your own words. I know there are only so many ways to say certain things.

Do you think all those red links will have articles? e.g. stood out?
 * I took out the red links. Vazeer Akbar (talk) 12:42, 12 July 2012 (UTC)

Will put on hold to await your response.

MathewTownsend (talk) 19:07, 10 July 2012 (UTC)

GA review-see WP:WIAGA for criteria (and here for what they are not)

Good work. Congratulations! MathewTownsend (talk) 14:22, 16 July 2012 (UTC)
 * 1) Is it reasonably well written?
 * a. prose: clear and concise, respects copyright laws, correct spelling and grammar:
 * b. complies with MoS for lead, layout, words to watch, fiction, and list incorporation:
 * 1) Is it factually accurate and verifiable?
 * a. provides references to all sources in the section(s) dedicated to footnotes/citations according to the guide to layout:
 * b. provides in-line citations from reliable sources where necessary:
 * c. no original research:
 * 1) Is it broad in its coverage?
 * a. it addresses the main aspects of the topic:
 * b. it remains focused and does not go into unnecessary detail (see summary style):
 * 1) Does it follow the neutral point of view policy.
 * fair representation without bias:
 * 1) Is it stable?
 * no edit wars, etc:
 * 1) Does it contain images to illustrate the topic?
 * a. images are copyright tagged, and non-free images have fair use rationales:
 * b. images are provided where possible and appropriate, with suitable captions:
 * 1) Overall:
 * Pass or Fail:
 * Pass!
 * 1) Is it stable?
 * no edit wars, etc:
 * 1) Does it contain images to illustrate the topic?
 * a. images are copyright tagged, and non-free images have fair use rationales:
 * b. images are provided where possible and appropriate, with suitable captions:
 * 1) Overall:
 * Pass or Fail:
 * Pass!
 * 1) Overall:
 * Pass or Fail:
 * Pass!

title: Talk:USS Maryland (BB-46)/GA1


text:
User:Sekicho

Comprehensive texts

 * US Copyright Law
 * US Patent Law
 * US Trademark Law

Projects in progress

 * Federal Rules of Evidence
 * Japanese Law and Government
 * US Corporate Law
 * US Income Tax

To do

 * US Aviation Law
 * US Securities Law

title: User:Sekicho


text:
Portal:Physical Sciencesnew/WikiProjects

Content development projects exist on pages in "School:" or "Topic:" namespaces.
 * School of Chemistry
 * School of Geology
 * School of Hydrology
 * School of Physics and Astronomy
 * School of Engineering
 * School of Electronics
 * Department of Astronomy
 * Center for the Study of General Relativity


text:
Orlean, Altai Krai

Orlean (Орлеан) is a rural locality (a selo) and the administrative center of Orleansky Selsoviet, Blagoveshchensky District, Altai Krai, Russia. The population was 525 as of 2013. There are 4 streets.

Geography
Orlean is located 30 km southwest of Blagoveshchenka (the district's administrative centre) by road. Yagotino is the nearest rural locality.

title: Orlean, Altai Krai


text:
Portal talk:Computer Science/Wikibooks imported talk

Introduction to Programming in Pascal/Delphi
I find that learning object-oriented programming with a language like Pascal...I'd be up for writing an Introductory course module to programming with Pascal...would anyone have any objections to this? It would be CS1 level, just the basics of programming in Pascal with FreePascal, and maybe Delphi using Delphi 6, up until a point that they know how to program, and use the language references.--Dmacdonald95 03:16, 10 July 2006 (UTC)

Proposed mission
"To teach the theory of computation directly, with examples of certain concepts illustrated by various programming languages." This is concise and meaningful. It also clearly demonstrates that the point isn't programming, but the theory of computation. Most universities recognize the merit of this emphasis: they have separate information systems and computer science majors. So do we (see the School of Informatics). It has the side benefit of letting people who want to learn programming itself know where they will be served better. — <IP_ADDRESS> 6 July 2005 03:56 (UTC)

OCW
If someone wanted a free CS curriculum online, why wouldn't they just go to MIT's OCW? I don't think that anything built here would be able to compare with what OCW already offers. (DMB)

Ahem, have *you* seen that site? It's full of microsoft documents. I found a few videos in Real Media format. We can definitely do better. OMouse 22:32, 25 October 2005 (UTC)

 * The other big problem is that its not aimed at students- its aimed at fellow teachers.  A lot of courses with just syllabi.  Others that are impossible to follow without the course book.  Other's who have notes but who's notes aren't followabkle unless you were at the lecture.  MIT is a great source, and we ought to look for it as places to take ideas from and point to good lectures/notes as alternate ways of explaining concepts.  But I don't think they fill the same roll Wikiversity will.  Although who knows-  we'll be offering our content for free under the GFDL (or similar license), perhaps one day we can work together with MIT.  --Gabe Sechan 22:50, 25 October 2005 (UTC)

MIT's OCW is simply a data dump. Most bright people I know learn best via some interaction with other people (instructors, students, parents, kids, friends, enemies, etc.). Wikiversity offers collaborative interactivity with other motivated students and instructors in a format that allows the participants to select their level of participation and manage their time to minimize impacts on the other portions of their lives. I suspect we already have MIT students, grads, and faculty contributing productively here while simultaneously studying. I know I have already downloaded some PDF files with FDL'ed material that will be valuable in Wikiversity courses I intend to participate in. As excellent as the material is, it is tough going solo. I am glad some brilliant people (judging by the material already available here and at Wikipedia) are establishing study groups on Relativity and Quantum Mechanics. My personal experience is that this is going to generate a lot of demand and motivated participation with the Math Department offerings, just as getting ready for some advanced engineering subjects has me here looking over the Computer Science department. Lazyquasar 03:16, 26 November 2005 (UTC)

Curriculum
Wikiversity:School of Computer Science:Discussion regarding curriculum (Underlying technology recommends pages less 32kb to keep some browsers happy.)

Question to computer scientists
Is there any merit to considering a less traditional form of organization? It seems that the primary concern discussed above is to follow a standard university-style curriculum, and that is causing (some of) the organizational difficulty.

There is an opportunity here to do something novel, since this is not a traditional university. There is no notion here of the semester or term, and in fact there is no notion of time at all. We are computer scientists, so why don't we create a curriculum the computer-science way? Perhaps there needs to be more modular structure to the courses in order to reduce the complexity of creating a curriculum. For example, above it was suggested that binary numbers not be taught at the CS1 level (I quite agree). Well, what if someone came to the Wikiversity wanting just to learn about binary numbers? There ought to be a module just for binary numbers, external from all courses. Maybe there can be a module just for hexadecimal numbers. One for TCP/IP. One for UDP/IP. One for the syntax of C. In fact, there can be a place here for any kind of module (like reverse engineering). Problem sets and projects can be associated with modules, and answers to selected exercises can also be provided.

Once the modules are defined, there can be groupings of related modules, with some modules appearing in multiple groups. A course can be defined as a list of modules with certain dependencies, and this way many course variants can easily be created (i.e., "here's what the ACM recommends for CS1, this is what Yale does, and this is what State Community College does..."). True, Wiki contains all these topics in an unordered fashion, but these topics are intended to be more explanatory than tutorial. There's no problem with using Wikipedia to supplement Wikiversity. --JeffreyMeunier 14:42, 11 Jan 2005 (UTC)

I like that idea a more fine grained course break down. alot of the texts sofar on the Wikiversity have become absolutly massive articles( I was just reading through the math sections). I do think the above course sylibus thing is a good start at breaking down but maybe we can come up with tree type thing to branch off of that. I can create the Basci tree thing tonight while I'm waiting here and people can fill in as they see necesary.--Stranger104 08:57, 16 Jun 2005 (UTC)

I agree that the modular approach is the best one to take. If I wanted to learn Perl, and only Perl, being able to take just that part of a broader course would be great. Each course could be broken down into catagories and modules. For example, the course "Computer Architecture and Assembly" might have a catagory of Architecture, and modules of Assembly, I/O, and Memory. To take a whole course just to learn Assembly language seems a waste... --MikePorter

 * I actually think I had that example in 2 classes at one time (with architecture a pre-req for assembly) and someone changed it around. I didn't particularly care, since noone is considering writing it yet (that I know of).  Although in that particular case, I can't see anyone truely understanding assembly without understanding hardware.  Then again, you could already know it, which is why I just made architecture a pre-req.  I was also probably thinking of a deeper teaching of architecture than you could learn in a combo course.  --Gabe Sechan 18:16, 1 November 2005 (UTC)

Okay, see Beginning Java or  HTML and Website Creation for examples of how I would handle modules. --MikePorter 18:16, 1 November 2005

Beta CS Course Structure
I decided to throw in a frame work for how everything is going to be broken down. feel free to reorganize as necesary. this is still deffinitly a work in progress. --Stranger104 09:12, 16 Jun 2005 (UTC)

Organization comments
I've been thinking on running a class in CS (likely Intro to Programming, taught in C), looking at this I have some questions on the organization.

1)Why the split between Infomatics and CS? FIrst off-  I've been programming for a decade, and never even heard of Infomatics.  A really poor name.  Secondly, while in academic halls CS may be separate from programming, in the real world the two aren't.  Theory should definitely be taught here and heavily stressed, but divorcing it from practice (or putting practice in an entirely different school) seems a bad call.  And if you are going to divorce the two, take the NPOV and be fair all around- no Ruby either.

2)It seems we have a parallel structure here [|CS Course Catalog]. I don't like a lot of their courses, but I do think they have the right idea about building on knowledge.

3)Here's how I would do it if I was to build it from base principles.

-courses follow a directed graph, building assuming you have taken the previous course. In several cases, there are choices of courses- for example intro to programming can be taught in 3 or 4 languages

-Courses come in levels, each course is at highest_prereq_level+1

-Level 1: Intro to programming (multiple versions), intro to discrete math (where this course ends is definitely up for discussion)

-Level 2: Data Structures (reqs: Intro to DM, Intro to programming), DM II (prereq: DMI), Computer design and operation (prereq: DMI (boolean logic))

-Level 3: DM III (prereq DMII), Logical analysis(prereq: DMI, Comp design), Networking (prereq: data structs), OS I (prereq: Data Structs), Databases (prereq: DMII, Data structs), etc

-Level 4-N: more advanced courses, generally dive into subtopics covered in level 3.

This structure is built to show exactly what you need to go into each course, and to minimize redundancy between courses.

I would also do some of the stuff you have in Infomatics, with individual APIs taught after the theory course (a level 4 course group after Networking may go into the BSD network API, or Windows, or Java). As I said before, I think pulling it out to another school just sows confusion. Stress the theory and teach those classes first, then teach the APIs. If we do want a separate school, I'd want it to be the school of IT, and focus in on administration and using computer programs, which is closer to the real life breakdown than programming vs theory is. Then again, I'm one of those people who think all science courses should have pratical labs too :) --Gabe Sechan

 * As noone has responded here or on the similar post I made on the wikiversity talk page, I'm going ahead with this reorg. Since there's no activity on any CS page in the past week, little in the past month, I'm assuming noone is doing serious work that will be upset by this.  If I am mistaken, lets discuss this.  --Gabe Sechan 07:07, August 18, 2005 (UTC)

 * If I were a newbie to Computer Science, I would want to learn at least a little background theory and organization before jumping into a programming language.  I wouldn't want so much theory that I overloaded before doing something practical, but I would want to get a basic understanding of why programming is important and what need specific languages fill.
 * Having taught courses for twenty years, I've learned that a classroom is a lot like a restaurant. The substance can only be appreciated when the environment is conducive and engaging.  --Zephram Stark 17:00, 4 November 2005 (UTC)

 * THe first problem with that is- noone wants to learn CS.  They want to learn programming.  Programming is what brings people in, CS is what they then learn to become better at programming. By and large, people don't want to become theorists-  they want to learn something practical, and learn theory because it helps them do that.  They may later learn to love the theoretical work as well, but they'll come in wanting to code.

 * In addition I don't think you can truely understand any subject without getting your hands dirty. If you learn concepts without learning practical concurrently, you don't really learn the concepts.  They end up being these nebulous concepts you think you know, but until you've used them you won't really get it.  I read about classes when I was just learning programming, but I didn't see why they were useful until I started seriously coding.  I know three ways of evaluating the current and voltage at any point in an RLC circuit, but I can't design an analog circuit for the life of me-  I was never taught how.  It wasn't until 7 years later when I was playing around with electronics that I finally understood analog circuitry.  The practical, in my mind, needs to be taught along side the theoretical.

 * That doesn't, by any means, mean the theoretical is unimportant. But its a lot easier to teach people, and to keep them engaged, if you teach something they can play around with as well as the broad concepts.  For an example, take a look at my (still under heavy development) C class.  I'm teaching C, but I'm also teaching the theory of what variables and types are, what boolean logic is, basic software engineering (hammering in on naming, commenting, etc).  I'm trying to teach the concepts and language at the same time, so at the end they know both.  If you were to take the C out, you'd know that there were these things called variables (but not how to use them), some boolean logic (but not why its important), these things called comments we need to be sure to write (but not why programs without comments are hard to use, and definitely no first hand experience at it).  You need a language that you can actually compile (or interpret) and see output in to tie it all together for them--Gabe Sechan 23:00, 4 November 2005 (UTC)

 * I agree that students want to immediately get to practical implementation and that implementation is a big part of that. However, practicality is also a major concern.  Users need to know exactly where your course fits into the grand scheme of things and what it can do for them.  They need to know how it is practical.  I suggest that just enough theory be explained on the School_of_Computer_Science page to let students know exactly what knowledge of Programming in C will do for them.  C, by itself, is not required for any more advanced course.  Some fourth level courses require "any high level language", but from a practicality standpoint, why would a student not simply take the C++ class to meet this prerequisite and skip C?  The School_of_Computer_Science page would be more friendly if it were empathic to the needs of the student, and only those needs.  --Zephram Stark 16:13, 5 November 2005 (UTC)

 * Some sort of intro page like that would probably be a good idea. I don't view what we have now for the intro page to be final by any means, but a work in progress.  Caew to write the additions? --Gabe Sechan 23:23, 5 November 2005 (UTC)

 * I would be happy to write the edit, but I need to know the answers to a few questions in order to do it since LISP for ANN and MMOC environment programming is my area of programming expertise, not C. --Zephram Stark 01:40, 6 November 2005 (UTC)

- To me, and I must admit that I know neither of these languages by personal experience, it sounds like a bad idea to learn C++ before C if you are going to learn both. It is easier to learn something and then expand it than to learn something complex and then have a lot of it taken away. --Simen - None. C++ is inbetween C and Java and is a good starting point. It is much more object oriented than C. C can be counter-intuitive at times. - General computing experience isn't really necessary. "This is a mouse..., this is a keyboard..." is all you need to know.
 * What advantage would one have in learning C before C++? Is general computer experience a factor?

 * C is counter intuitive? C is damned straight forward.  Its C++ thats counterintuitive.  But thats neither here nor there-  there's no reason you need to learn C before C++, but it is a simpler language.  Pick one and go. --Gabe Sechan 05:25, 29 November 2005 (UTC)

 * What, if anything, can be done better, faster, or easier in C than in C++?

 * C does just about everything faster- compilers can generally make more optimizations with C.  Tools, especially embedded ones, tend to be more advanced as well.--Gabe Sechan 05:25, 29 November 2005 (UTC)

- Perl. Everyone at Dal who's a 3rd or 4th year uses it whenever possible. Short and sweet code, very high-level language. Not that it's better, it's just faster for students to turn out code with. - If not Perl, then C++ or maybe Java. Everyone has their own opinion, but I find almost any language can get the assignment done. C++ or Perl for me.
 * Which language is more conducive to advanced courses?

 * Whoever said perl is on crack. Perl is glue language-  you use it to write a quick program to tie 2 apps together.  Perl has major maintenance and readability issues, is far slower than other languages (due to being interpreted), and can't be used for embedded or systems programing at all.  Between C and C++, they're about equally conductive to advanced course work.

 * Sorry, but the question is about advanced courses at wikiversity. Homework, deadlines, etc.. A student will have to get as much work done as quickly and easily as possible. I agree with the "Perl is glue language," and you can't expect to use it a lot in the workforce, but for a student who doesn't care about clock cycles Perl and PHP are great. And for most assignments that I've seen, the goal was to make it work, not to make it work efficiently.

- 5 to 10 minutes. 20 to 30 if they have to download an install the compiler and related software. - C, C++, and Java are the staples, I suppose. For the n00b Java is nice. After basic programming, you would want a course in algorithms, ie depth-first-search, Floyd's algorithm, etc.. - Probably the same ones as above. C, C++, or Java; then algorithms. -Mike Porter
 * How long will it take before a student can write their first program in C, C++, and Java?
 * Since all courses are not required, what are the best courses to take for a novice computer user?
 * What are the best courses to take for a proficient computer user who doesn't know how to program?

 * A bit longer than that. The utter novice does not know what a variable is, or boolean logic.  5 to 10 works if you want to know how long it would take them to copy paste Hello World, but to write and understand their program takes a few lessons. Especially if its slightly less trivial than Hello World--Gabe Sechan 05:25, 29 November 2005 (UTC)

 * What are the best courses to take for an advanced computer user who knows basic macro creation or other languages, but doesn't know C, C++, or Java?

Informatics
To clarify (but not criticize) Gabe Sechan's comment about informatics:

`Informatics' is the common name for computer science in Europe (`Informatik' in German). The issue is that there is controversy over whether or not there is any science in computer science (do a Goolgle search for _computer science "not science"_; it's easily argued either way). Some even consider writing programs to be closer to writing poetry than to something scientific. I mention this simply to clarify the point, not to spread hate and discontent.

If we want to pick nits, we could also say that not all computer applications deal with information, and hence `informatics' is also a misnomer. Information is data that is interpreted by a human, so if you are writing embedded systems, you are not doing informatics, right? At the most basic level, this is all data processing. However, that term fell out of popularity long ago. There are other names for what this is, but none is perfect. I personally like `computer and information systems', but `computer science' is most popular and widely recognized name in the US. We're calling it computer science, everyone understands what we mean by computer science, so we should keep calling it computer science. --Jeff Meunier Sep 1 2005

 * I personally think it's a bad idea to split things up at such an early stage. If everything is kept together, more collaboration is possible and work can proceed more quickly. If necessary, it could be rolled off into a seperate department at a later date, but dividing the contributors can't help either section. Xerol 21:09, 25 October 2005 (UTC)

Certification
Unless a student plans on always working for himself, knowledge of a discipline won't do him any good without proof that he has that knowledge. In my opinion, that proof should not come from the "good name" of the school, but from some objective measure.

The classes that I have taught for the last twenty years are centered around achieving a quantifiable goal of some practical knowledge upon completion. The level of knowledge, speed and skill is then demonstrated through third-party testing, available to anyone, whether they take the course or not, to generate an unbiased comparison of the student's abilities compared with those of people working in the industry or graduating from other schools. Taking a particular class from a particular school is irrelevant to whether or not a student is qualified to do the job. Hence, certification of a particular level of competency should not be tied to a school or a course, but to a demonstrable skill level in an unbiased environment. --Zephram Stark 16:39, 5 November 2005 (UTC)

Homework and Homework Problems
Hello, I think there should be a way to turn in homework problems and a way for Teachers to make homework.

The idea is to create a "turn in" page for each student, and then teachers comment on the student's work on their wikipage.

Meh, just a thought. --Dragontamer 21:14, 27 November 2005 (UTC)

Another thought on the implementation of this: The teacher writes a homework problem as a template, the student creates a new page with this template and then answers the questions. Anyone can check on the person's homework, and it would be a good idea to add a signature to the comments on the problem. --Dragontamer

Language of Choice
There seems to be much debate on this, so lets start a new section on this specific thing, k?

I think we should start with a high level language; not that there is anything wrong with C or C++, just I think a HLL like Python or Scheme would be better.

 * First off- C and C++ are a high level language.  The only low level language is assembly.  Perhaps you mean a 4GL?

 * Secondly- I think we should be language agnostic.  People prefer their own language for whatever reason.  Some sick and twisted people like Lisp or Scheme or even ML.  SHort of a trip to the psychiatric ward, there's no way to cure them :)  Personally, I'm happiest staring at assembly code (although usually use C as a development speed comprimise), and I know some people will think I need to go to the funny farm for that.  We aren't going to change our minds, ever.  Especially since I'm right, and C is the One True Language :)

 * To decide on a single language will stunt the growth of wikiversity courses. Teachers have their favorite language as well, and the ability to use or not use it will lose us contributors.

 * What I'd prefer to see is to have a variety of languages teach the intro to programming course, each in their own language. Then have the higher level courses try to be modular, so you can have a C version, a C++ version, a Java version, etc.  Maximize flexability, while not forcing policy decisions such as "All classes will be taught in X".  Perhaps with an intro page giving suggestions on what language you ought to pick for the first course, which will have to be closely watched to avoid the inevitable edit wars and advocacy.  --Gabe Sechan 21:07, 29 November 2005 (UTC)

 * I guess we can have examples in all languages in the upper level courses. We need to start on 1 language anostic CS course however, but then that usually limits us to the lowest-common-denominator: Command Line. Moving up to Scheme (wink wink) or Python, we can assume the use of a specific programming language AND toolkit. It is difficult if not impossible to translate GUI examples between not only languages, but APIs as well.

 * Not that there is anything too wrong with Command Line, just it is a restriction implicit to a language agnostic course. --Dragontamer

 * I think there's a big problem with learning only 1 toolkit- it sets your mind into that method of thinking.  You don't look at other solutions to the problem.  Look at Java's toolkit-  it does a shitload of stuff.  But it does very little of it well.  Its over engineered, confusing, and has about 10 levels of inheretance too deep.  But people use it, because its the standard.  It took them a decade to get rid of AWT as a windowing toolkit, despite its utter suckiness.  Because it was standard.  In a language without a behemoth standard library, a new library would have been adopted much quicker.  Likely multiple new libraries, each with innovative features, and the besgt of each would eventually bleed into the rest.

 * As for GUIs in particular- unless the class is teaching GUIs graphics, or human factors, why use one?  It overly complicates things.  Take a networking course.  You could make GUI examples, but why?  Command line examples would have simpler code, and concentrate on the part we're trying to teach-  the networking.

 * Finally, even for C or C++, there are cross platform GUI libraries- Ace, wxWindows, QT (yes, it exists for Windows) all come to mind.  They can easily use any of those. --Gabe Sechan 07:16, 1 December 2005 (UTC)

 * Aight, i can go for language angostic course. :) Just i know it be very difficult, right? I mean, Knuth did it in TAOcp, think we should emulate that style? (use of english to describe everything, and only dipping down to a computer language to describe low level components of a computer)

 * Oh, I think its ok for an individual course to choose a language (although best if it tried to stick those parts in its own lesson, so we can add versions in others). I just don't think we should bless one language as the official language of wikiversity. --Gabe Sechan 06:17, 2 December 2005 (UTC)

 * For a lot of upper level "computer science"/theory courses, why not use pseudocode for most things and offer modules with implementation examples in multiple languages? For any "programming"/implementation/"practical application" courses, follow the intro to programming idea mentioned above and offer it in whatever languages people feel like contributing. <IP_ADDRESS> 07:16, 4 December 2005 (UTC)

 * It's been my experience that any professor of a higher level course can take code in just about any language. The language is, for many assignments, arbitrary. I think that unless a project / assignment requires a specific language, the course should be set up so that any language will be accepted. (if possible).  Also, by the end of the wikiversity program a student should know an assortment of languages, some PHP / Perl, some C / C++ / Java, and some Assembly / understanding of machine code and hardware instructions. For example anyone who only knows C could have a lot of difficulty if they ever have to understand some Java, so really both should be learned. -Porter

 * At my university, the lower level courses were taught in a single common language (in UVa's case, it was C++, and later Java). In higher level courses, it was mostly professor's choice.  I seem to think that having ONE language for all begining courses is important, so students can grasp concepts without having to learn a new language for each one.  Then, the students should have to take a Programming languages course, which introduces the students to about a trillion different languages (Some procedural, some functional, some domain specific) to prepare them for the higher level courses.  Now, with respect to the higher level courses, some profs at my university would tell the students "you can do this is C or C++ or Java or ...", but they would always explicitly narrow the choices to two or three to simplify the grading process.  If you let the students program in any language, they may just choose one that the professor is not qualified to grade, or send the professor on a wild goose chase trying to find an Occam compiler for linux... Nickjohnson 20:25, 4 May 2006 (UTC)

AP level courses
Someone just added this. I'm not opposed, but I'm curious if the course material might have way too much overlap with existing courses planned (the Intro to Prog. Java course specificly). Especially given the frequency with which they change that damn test (when I took it junior year of high school, it was a Pascal test. The next year it became C++.  Now its Java.). Would it be better to redirect the students to those course(s) rather than duplicate all the material?

Also, if we do want to do it, better make it 2 courses- there are 2 AP tests on the subject (one is a 1 sem test, 1 is a 2 sem test) unless things have changed. Or perhaps a 2nd class with the material found in the AB test but not the A test. --Gabe Sechan 22:08, 29 November 2005 (UTC)

 * However, it gives us a solid goal to work towards. The plans to the test are all right there published on that College Board webpage. And both AP compsci A and AB test are virtually the same, just AB includes 1 more semester worth of material. I think if we set our sights to teach for a test, it will give this site some ground to walk on, instead of just "lets build a university", at least we will gain one short term goal. BTW, I added the link :) --Dragontamer

 * I think I should add that I think teaching for the AP Comp Sci test is what everyone wants so far. It gives a 3rd party certificate so that the student knows he/she learned something, and it gives us feedback as to how good/bad the test was. I have friends who have taken AP classes without teachers, and I know too many friends who complain that their teacher sucks. An open course will appeal to both these students as well as give us a base here in Wikiversity. --Dragontamer

 * Good points. Yeah, I've done the teacherless AP thing (not in CS, but in Physics C, Lit, and Economics).  Something like this would have been helpful.  Nothing necessarily wrong with duplicated effort either, I just wanted to make sure you'd noticed the overlap and thought about it before jumping into a huge time commitment.  If you're starting to write the course, you may want to take a look at the Java intro course (which I think someone started) and the C intro course (that is feeling sadly neglected by me as of late) for material to convert.  If I end up finding some time, after donating a chunk to my neglected courses/books, I'll lend a hand. --Gabe Sechan 22:26, 29 November 2005 (UTC)

 * I got a couple of friends that I hope I can convince to teach that class. Of course, I gotta see if they think its a good idea, etc. etc. But if they agree, then I think we can pull it off :) --Dragontamer

Text editor/IDE?
I don't know where to put this, but I had an idea about maybe mentioning a tool such as Vi(m) or emacs, seeing as how they are much quicker when programming. Or maybe some introduction to some other ide, codewarrior, bluej, depending on the language. Seems like it should be worth a mention somewhere. If not, whatever. :) Gflores Talk 06:35, 16 December 2005 (UTC)
 * Maybe just add appropriate links to a list like this? While encouraging or requiring use of a specific IDE could be helpful in a course environment, users would probably be better off if they "found" something on their own that they find suits them. Xerol Oplan 18:54, 3 January 2006 (UTC)

Small code repository
A number of Wikipedia articles on algorithms are becoming swamped with code implementations written in multiple programming languages. Wikipedia is not the place for these, but they still should be available somewhere; so I'm trying to find a home for them on another wiki project, where the articles can link to them. Does the CS Wikiversity have any use for this pile of code? ~ Booya Bazooka 19:34, 26 May 2006 (UTC)

 * Update: I've started Algorithm implementation as a book to contain such code. ~ Booya Bazooka 02:36, 27 May 2006 (UTC)


text:
Fort de la Rivière Tremblante

Fort de la Rivière Tremblante (also called "Fort Tremblante", "Aspin House" and "Grant's House") was a trading post of the North West Company on the Assiniboine River from 1791 to 1798.

It was in prime fur country and produced most of the beaver and otter pelts in the Assiniboine district. Many of the furs likely came from the forested area to the east that is now Duck Mountain Provincial Park (Saskatchewan). It was founded by Robert Grant in 1791 and from 1793 to 1798 Cuthbert Grant Sr was in charge. His more famous son was born here in 1793. It was closed in 1798 and burned down in 1800.

It was located about 9 miles south southeast of Kamsack, Saskatchewan and west of Togo, Saskatchewan. It was located 500 paces east of the Assiniboine just above the mouth of the Rivière Tremblante which comes in from the east.

Fort. de la Rivière Tremblante was excavated by Hugh MacKie, a University of Saskatchewan archaeologist, in the summers of 1967 and 1968. This work demonstrated that it was a solidly built establishment with several episodes of construction as it was expanded through the years.

title: Fort de la Rivière Tremblante


text:
DNA integrated circuit

A DNA integrated circuit is a integrated circuit semiconductor system incorporating or interacting with deoxyribonucleic acids or other molecules. The interaction of molecules with the IC system may be due to the adsorption of the molecules on the IC, or the electromagnetic or mechanical interaction of the IC with molecules.

Depending on the attachment methodology, the molecules incorporated into a dIC may be other than deoxyribonucleic acid.

proposes one way to attach molecules to CMOS integrated circuits.

title: DNA integrated circuit


text:
The Voynich Manuscript/F1v

Transcription, comments, theories, links to do with VMs page f1v to be added here...

Description:
One plant centered on page.

 * Root: a knobby, warped, pancake-like tuber with short roots attached like claws or fangs  all around the rim. Light color.

 * Stem: thick, well drawn. Light color.

 * Branches: one straight up, two oblique with drooping tips.

 * Leaves: broad lance-shape, with two short tails.

 * Stalk: short.

 * Flowers: one, growing at the tip of the center branch.

 * Stalk: very short.

 * Chalyx: conical, continuous with petals. Petals: short rounded, light-colored.  Core: hemispherical, dark-colored (could be a berry; see below).

Two paragraphs (with 3.8 and 5.8 lines), just below mid-page, left- and right-justified, interrupted by the plant's main stem.

Comments:
Part of this drawing (root and leaves only) is repeated on Pharma page f102r1[3,2].

The plant looks basically normal, except for the very peculiar root.

Petersen identifies the plant as "Solanum Solatrium, Belladonna" specifically the "flower". He says: "see L.Fuchs p.398". There is no "Solanum solatrium"; rather, "solatrium" is an ancient (Dioscoridean) name for some or all of these species:

Atropa Belladona (deadly nightshade)

http://www.mobot.org/MOBOT/research/library/kohler/1763_010.jpg

http://<IP_ADDRESS>/GIFTDB/pict_02.htm

Hyoscyamus niger (henbane)

http://www.mobot.org/MOBOT/research/library/kohler/1763_011.jpg

http://www.runeberg.org/nordflor/110.html

Solanum nigrum (black nightshade)

http://axp.ipm.ucdavis.edu/PMG/WEEDS/black_nightshade.html

Solanum dulcamara (bittersweet)

http://cal.vet.upenn.edu/poison/ppstsleurop.htm

http://www.runeberg.org/nordflor/109.html

and perhaps other somewhat less likely species such as Withania somnifera and Physalis alkekengi.

The leaves of f1v seem most compatible those of Atropa belladonna (shape) and Hyoscyamus niger (attachment to stem), and the "flower" at the top of f1v does resemble the sheathed, shiny black fruits of these two species.

However, A.beladonna's root has been described as a roundish rhizome with a long (up to 1m) tapering root, which does not seem to match the highly distinctive "pancake with claws" of f1v. I have found no image or description of the other plants' roots.

A very similar root, with quite different leaves, can be seen on another Italian herbal:

University of Vermont Library MS 2, fol. 39 (ca. 1500)

http://www.library.ucla.edu/libraries/biomed/his/immi/vm9437.htm

The medieval text calls that plant "Gran[i]a maggiore". The modern commentary tentatively identifies it with

Ecballium elaterium (Squirting Cucumber)

http://www.csdl.tamu.edu/FLORA/mi10/mi10043.jpg

However the leaves do not match, and the flower barely so. I have found no image or description of E.elaterium's roots.

All four plants are poisonous in varying degrees. The active principles can be absorbed by smoking or through the skin as well as by ingestion. They were used as potent psychoactive drugs, causing paralysis of involuntary muscles, dizziness, sleep, hallucinations, violent behavior, etc., and have been often associated with witchcraft.

title: The Voynich Manuscript/F1v


text:
Rueland Frueauf the Elder

Rueland Frueauf the Elder (c. 1440 – 1507) was an Austrian Late-Gothic painter.

Biography
Frueauf was born in Obernberg am Inn, and lived and worked there most of his life. He primarily painted frescoes in local churches. In 1484 he was appointed as a consultant to work with Michael Pacher on an altarpiece for the Franciscan Order. His son Rueland Frueauf the Younger also became a painter. Frueauf the Elder died in Passau in 1507.

title: Rueland Frueauf the Elder


text:
Category:Human anatomy

Human anatomy may be subdivided into: gross anatomy & embryology(developmental anatomy) Gross anatomy is divided into following branches: Anatomy of Head , Anatomy of Neck , Anatomy of Upper limb , Anatomy of lower limb , Anatomy of Abdomen , Anatomy of Pelvis , Anatomy of Thorax , Neuroanatomy

title: Category:Human anatomy


text:
Talk:Warmer in the Winter

A Commons file used on this page has been nominated for speedy deletion
The following Wikimedia Commons file used on this page has been nominated for speedy deletion: You can see the reason for deletion at the file description page linked above. —Community Tech bot (talk) 11:52, 30 January 2019 (UTC)
 * LindseyStirling WarmerWinter DLX RGB.jpg

title: Talk:Warmer in the Winter


text:
Eyshabad, Nishapur

Eyshabad (, also Romanized as ‘Eyshābād; also known as ‘Eshqābād) is a village in Mazul Rural District, in the Central District of Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 158, in 37 families.

title: Eyshabad, Nishapur


text:
Iain Jensen

Iain Valjean Jensen (born 23 May 1988 in Belmont, New South Wales) is an Australian sailor.

He started sailing in his hometown of Wangi Wangi when he was five years old, with his Olympic and Artemis Racing teammate Nathan Outteridge.

With Outteridge, he won the 2009 and 2011 49er World Championships and gold at the 2012 Summer Olympics in the 49ers class. The team also won silver at the 2016 Summer Olympics.

He is a member of the NSW Institute of Sport in Sydney and a wing trimmer for Artemis Racing. He lives in Lake Macquarie.

Career highlights

 * 2011 Sailing World Cup Medemblik, Netherlands – 2nd in 49er
 * 2011 Sailing World Cup Weymouth Great Britain – 1st in 49er
 * 2011 European Championships Helsinki Finland – 1st in 49er
 * 2011 Olympic Test Event Weymouth Great Britain – 1st in 49er
 * 2011 World Championships Perth Australia – 1st in 49er
 * 2012 Sail for Gold Regatta Weymouth Great Britain – 1st in 49er
 * 2012 Olympic Games London Great Britain – 1st in 49er
 * 2017 Moth Sailing World Championships Malcesine Italy – 3rd in Moth class

title: Iain Jensen


text:
Robert Pilkington

Robert Rivington Pilkington (8 February 1870 – 30 June 1942) was an Irish politician who sat in the Western Australian Legislative Assembly and the British House of Commons.

Robert Pilkington was born in Dublin, Ireland in 1870. He was educated at Uppingham and Pembroke College, Cambridge, attaining a Bachelor of Arts before being called to the bar at Lincoln's Inn in 1893.

In 1894, Pilkington emigrated to Western Australia. He practiced law initially at York in 1895, and then at Perth. He returned to Ireland in 1899, marrying Ethel Longworth-Dames there on 13 December; they had one daughter before her death in 1920. After returning to Perth, Pilkington was made a King's Counsel in 1906, and practiced in partnership with Walter James from 1907.

On 22 July 1917, Pilkington was elected to the Legislative Assembly seat of Perth in a by-election occasioned by the resignation of James Connolly, who had been appointed Agent-General for Western Australia in London. He held the seat until the election of 12 March 1921, when he did not contest the seat. Victor Courtney somewhat uncharitably described him as "a tall, austere, aloof English lawyer... quite out of touch with public opinion... He was a dyed-in-the-wool conservative and did not care who knew. I name him as the giver of the most tactless answer to a questioner I have ever heard". Pilkington returned to England later in 1921, and at the 1922 general election he stood unsuccessfully as a Liberal Party candidate for the two-member House of Commons constituency of Dundee. Pilkington was nominated to oppose Winston Churchill by a rebel group of Liberals including Garnet Wilson. At the 1923 general election he won the seat of Keighley in West Yorkshire, but did not stand again at the 1924 general election.

He died at Wimbledon, England, on 30 June 1942, and was cremated at Putney Vale Cemetery.

title: Robert Pilkington


text:
Wikipedia:Miscellany for deletion/User:Jack Psycho

 __NOINDEX__

The result of the discussion was  delete all pages and indefinitely block all accounts by . Cunard (talk) 22:21, 14 July 2012 (UTC)

User:Jack Psycho

 * (added during the mfd)
 * (added during the mfd)
 * (added during the mfd)
 * (added during the mfd)
 * (added during the mfd)
 * (added during the mfd)

Per WP:FAKEARTICLE. User was blocked indefinitely after repeatedly recreating pages about himself, his bands and his albums. To avoid the problem, he has re-created them in user space using a bunch of sockpuppets or meatpuppets such as User:Melting Iron (Band) and User:Abominable Human Butchers and even tried his luck in mainspace (Melting Iron (Band) (disambiguation)) for instance. Wikipedia is not a free web host and all these pages should be deleted. (Note that all indications are that this teenage musician completely fails to meet the notability requirements of WP:BAND or WP:BIO). Pichpich (talk) 14:33, 11 July 2012 (UTC)
 * Delete per nominator. Callanecc (talk • contribs) talkback (etc) template appreciated. 16:08, 11 July 2012 (UTC)
 * Delete Userpage spam violation by indef blocked single-purpose account. --Surturz (talk) 21:01, 11 July 2012 (UTC)

 * Delete all and indef the accounts. They are abusing Wikipedia for self-promotion.  Peacock (talk) 16:22, 12 July 2012 (UTC)
 * Delete all & indef the accounts. Also I'm pretty sure is another one of the socks. --IllaZilla (talk) 11:20, 14 July 2012 (UTC)
 * Indeed. And User:Scream before dead should be deleted as well. Pichpich (talk) 11:45, 14 July 2012 (UTC)

 * Comment and add another account to indef block and a page to delete: User:Shaun of the Dead (Single). Pichpich (talk) 12:15, 14 July 2012 (UTC)
 * Comment and another puppet . Should I start a sockpuppet investigation case? Pichpich (talk) 13:52, 14 July 2012 (UTC)
 * Comment Sockpuppetry would be unacceptable even if he was more notable than appears to be the case. I've deleted all the articles and blocked the accounts, hopefully including the underlying ISPs.  Jimfbleak -  talk to me?  14:35, 14 July 2012 (UTC)