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JumpStart

JumpStart (known as Jump Ahead in the United Kingdom) was an educational media franchise created for children, primarily consisting of educational games. The franchise began with independent developer Fanfare Software's 1994 video game JumpStart Kindergarten. The series was expanded into other age groups and beyond games to include workbooks, direct-to-video films, mobile apps, and other media under the ownership of Knowledge Adventure, which later assumed the name JumpStart Games.

A JumpStart online virtual world was officially launched on March 10, 2009, offering a blend of educational content and entertainment experiences. On June 13, 2023, JumpStart Games announced the closure of the company and that they would end support for both their JumpStart and Math Blaster series on June 30, 2023.

History
The origin of the JumpStart franchise can be traced back to its inaugural game, JumpStart Kindergarten, developed in 1994 by the independent developer Fanfare Software and published by Knowledge Adventure. This marked the inception of a series aimed at merging education and entertainment. Fanfare Software, recognized for developing JumpStart Kindergarten, along with subsequent titles such as JumpStart Preschool and JumpStart 1st Grade, was acquired by Knowledge Adventure in 1995. This acquisition expanded the franchise's scope, enabling it to include higher-grade levels and subjects, fostering its educational growth.

The franchise embraced the digital landscape with the launch of JumpStart 3D Virtual World in 2009. This marked a significant shift, allowing the franchise to expand into online worlds, mobile apps, and other digital formats. Notably, the introduction of features such as Progress Reports and Adaptive Learning further personalized the learning experience for individual players. The franchise's flexibility and commitment to merging education with entertainment contributed to its relevance in modern learning methodologies.

On June 13, 2023, JumpStart announced the discontinuation of the franchise, with support ending on June 30, 2023. Despite its closure, the legacy of JumpStart endures as a pioneering example of edutainment. The franchise's innovative approach to integrating education and entertainment continues to influence the educational media landscape.

Plot and gameplay
The gameplay of the JumpStart series revolves around blending education and entertainment in a cohesive manner. Each game features interactive tasks embedded within engaging narratives, encouraging players to assist animated characters in solving challenges. The focus is on creating an enjoyable and goal-oriented experience that promotes both learning and entertainment.

Players engage in various activities that align with school curriculum requirements, aiming to reinforce academic concepts in an enjoyable and memorable manner. Each game within the franchise typically encompasses a storyline where players interact with characters and the game environment to progress through challenges and activities. This narrative-driven approach motivates players to participate and explore while learning.

The JumpStart series covers a wide range of subjects, including math, language arts, science, and geography. The games require players to solve problems, complete puzzles, answer questions, and perform tasks that align with grade-level expectations. Progress is often tracked within the game, allowing monitoring of advancements and accomplishments.

The franchise's educational goals are reflected in its gameplay mechanics. Players actively engage with content, applying critical thinking and problem-solving skills to overcome challenges. The narrative serves as a vehicle for delivering educational content interactively. The franchise aims to make learning dynamic and engaging for young learners.

JumpStart games use various mechanics, including interactive quizzes, puzzles, exploration, and problem-solving activities. These mechanics are intertwined with educational content, creating an environment where learning occurs while having fun. The games incorporate reward-based systems to incentivize progress and achievements, enhancing player engagement.

Educational goals
The core philosophy of the JumpStart franchise revolved around merging education and entertainment to create engaging learning experiences. JumpStart utilized a three-fold approach to cater to different audiences and learning goals:

 * 1) Grade-Based Products: These products covered curriculum topics specific to a single year of elementary or secondary school.
 * 2) Subject-Based Products: Focusing on specific topics, these products provided in-depth learning experiences.
 * 3) Learning Products: These offerings introduced foundational concepts while immersing players in new interactive worlds.

The franchise incorporated educational methodologies such as JumpStart Assessment Technology, JumpStart Adaptive Learning Technology, and JumpStart Tutor Technology. These techniques aimed to customize skill levels, adapt difficulty levels based on player abilities, and provide assistance to overcome obstacles. Through collaboration with children's advisory teams, educators, and experts, JumpStart aimed to balance educational content and gameplay, fostering an effective learning environment.

Critical reception
JumpStart Study Helpers Math Booster and Spelling Bee were notable for allowing users to edit the math problems or words used in gameplay. Carolyn Handler Miller of Digital Storytelling: A Creator's Guide to Interactive Entertainment, wrote that the series "found just the right balance between storyline and other demands of educational titles". The series has reputation for providing "safe, age appropriate" games for children. The Houston Chronicle praised the series for "offer[ing] many and varied academic activities, plenty of play-oriented pursuits, incentives to spur and reward achievement and all the interactive trimmings – cool characters, great 3-D graphics and snappy sound effects", describing the World Kindergarten, 1st Grade and 2nd Grade as superlative pieces of educational software.

Commercial performance
Knowledge Adventure made $35 million in sales in 1994 by selling titles such as JumpStart Kindergarten and Bug Adventures.

JumpStart Kindergarten was the 8th most popular title in the CD-ROM category in the Washington, D.C. area in the week ending October 14, 1995, and 9th in the week ending May 4, 1996. Throughout 1997, JumpStart Toddlers took in over $4 million. In the first half of 1997 four of the top five educational titles for Windows were JumpStart products, while four of the top ten DOS/Windows home education titles were JumpStart. Two of the top selling retail CD Roms of August 1997 were JumpStart products (5th and 6th), after Microsoft Windows 95 Upgrade, Norton Utilities, Myst, and Viruscan. JumpStart 1st Grade (3rd), JumpStart Adventures 3rd Grade (4th), JumpStart 2nd Grade (5th), JumpStart Kindergarten II (6th), JumpStart Preschool (7th), JumpStart Adventures Fourth Grade (8th), JumpStart Toddlers were within the top-selling educational software across 13 U.S. software retail chains in the week ending September 19, 1998. Jumpstart Preschool (2nd), Jumpstart First Grade (3rd), Jumpstart Kindergarten (7th), and Jumpstart Second Grade (8th) were among the top-selling home-education software across 13 software retail chains in the week ending May 1, 1999.

By 2002, the series sold over 13 million units.

As of 2024, the JumpStart series remains available for purchase on the ZOOM Platform.

Awards and nominations
As of 2017, the series won over 300 awards.

 * 1998
 * JumpStart Spanish
 * Parent's Choice Gold Award
 * Won
 * 1999
 * JumpStart Adventures 6th Grade
 * Parent's Choice Gold Award
 * Won
 * 2000
 * JumpStart Phonics
 * Computer Educational Title of the Year
 * Won
 * 2001
 * JumpStart Languages
 * Parent's Choice Silver Honor
 * Won
 * 2003
 * JumpStart Study Helpers: Spelling Bee
 * National Parenting Seal of Approval
 * Won
 * 2005
 * JumpStart Reading with Karaoke
 * National Parenting Seal of Approval
 * Won
 * 2005
 * JumpStart Reading With Karaoke
 * Parent's Choice Silver Honor
 * Won
 * 2007
 * JumpStart World: Kindergarten
 * Parent's Choice Recommended
 * Won
 * 2007
 * JumpStart World: First Grade
 * Parent's Choice
 * Won
 * 2007
 * JumpStart World: Second Grade
 * Parent's Choice Recommended
 * Won
 * 2007
 * JumpStart World 1st Grade
 * iParenting Media Award
 * Won
 * 2007
 * JumpStart World 2nd Grade
 * iParenting Media Award
 * Won
 * 2008
 * JumpStart World Kindergarten
 * Silver Recipient
 * Won
 * 2008
 * JumpStart Advanced Preschool World
 * Toy Man Award of Excellence & eChoice Award
 * Won
 * 2008
 * Toy Man Award of Excellence & eChoice Award
 * Won
 * 2008
 * Toy Man Award of Excellence & eChoice Award
 * Won
 * 2008
 * iParenting Media Awards
 * Won
 * 2008
 * JumpStart World Kindergarten
 * The Toy Man Award of Excellence
 * Won
 * 2008
 * JumpStart 3D Virtual World: The Legend of Grizzly McGuffin
 * National Parenting Seal of Approval
 * Won
 * 2008
 * JumpStart 3D Virtual World: Quest for the Color Meister
 * National Parenting Seal of Approval
 * Won
 * 2008
 * JumpStart 3D Virtual World: Trouble in Town
 * National Parenting Seal of Approval
 * Won
 * 2008
 * JumpStart 3D Virtual World: My First Adventure
 * National Parenting Seal of Approval
 * Won
 * 2008
 * JumpStart Advanced Preschool World Premium Edition
 * National Parenting Seal of Approval
 * Won
 * 2008
 * JumpStart World
 * National Parenting Seal of Approval
 * Won
 * 2011
 * Jumpstart.com
 * National Parenting Seal of Approval
 * Won
 * 2012
 * Jumpstart
 * National Parenting Seal of Approval
 * Won
 * 2013
 * JumpStart 3D Virtual World
 * 2013 ON for Learning Award
 * Won
 * }
 * 2008
 * JumpStart 3D Virtual World: My First Adventure
 * National Parenting Seal of Approval
 * Won
 * 2008
 * JumpStart Advanced Preschool World Premium Edition
 * National Parenting Seal of Approval
 * Won
 * 2008
 * JumpStart World
 * National Parenting Seal of Approval
 * Won
 * 2011
 * Jumpstart.com
 * National Parenting Seal of Approval
 * Won
 * 2012
 * Jumpstart
 * National Parenting Seal of Approval
 * Won
 * 2013
 * JumpStart 3D Virtual World
 * 2013 ON for Learning Award
 * Won
 * }
 * 2013
 * JumpStart 3D Virtual World
 * 2013 ON for Learning Award
 * Won
 * }

title: JumpStart


text:
Talk:List of Navarrese monarchs

Kings
Does the fact that there were reigning queens force us to this awkward title? What's wrong with "List of Kings of Navarre"? john 06:40, 19 May 2004 (UTC)
 * Yes. Srnec (talk) 04:57, 16 March 2008 (UTC)

Numbering early kings
I have removed the numbering of the early kings because the numbers are typically not used, and when they are, there are too many different systems, such that any one choice of numbers is arbitrary and uninformative.

Just as the Anglo-Saxon kings of England were usually not numbered, but rather identified by nickname (with one notable exception), so the early kings of Navarre, and the counts of Aragon and Castile have a tradition among historians of being referred to by their name and patronymic or name and nickname (e.g. Sancho Abarca, Garcia el de Najera). While the nicknames are foreign enough to English-language historians that they have tended not to follow, then have generally used name/patronymic naming with the exception of the name Sancho, for which they do tend to be numbered sequentially.

Further, there are problems with all of the numbering in deciding who should and should not be numbered, and while a consistent pattern could be applied, no such consistency exists in the scholarly literature.

Inigo. Inigo Arista is called either Inigo I or Inigo II (because his father, named Inigo, is presumed to be 'king' before he was (a presumption without support, but he has been numbered by some none the less). In the majority of cases, though, he is Inigo Arista, without number.  This is appropriate, as the supposed second king Inigo can not be shown to have ruled anything.  He was, at most, sub-regulus of the pocket-kingdom his father held, but even the royal status of this holding is questionable, as it only appears as such in a document from two centuries later that appears to have been based on material written in Arabic, so there is no telling what the original title may have been. Even in this source, he is not called king in his own entry, but only in an entry relating to his wife's family, and given that there is significant evidence of the title 'king' being used as a courtesy title (see, for example, 'king' Jimeno Garces, younger brother of Ramiro Garces of Viguera, or Ramiro's younger son Garcia, who appears as 'king' prior to his brother's death), we cannot be sure what his status was. There is every reason to believe that Inigo Arista was the only king of Pamplona of this name, and hence should be unnumbered. The second Inigo, if he is to be referenced at all, is usually called simply Inigo Garces (or Inigo, half-brother of Sancho I). Arista is not given a patronymic because, due to a popularly cited but forged charter, there are two different patronymics found for him, but his nickname is distinctive enough.

Jimeno. There is only record of one Jimeno ever ruling, the brother of Sancho Garces (and the literature is even confused with regard to his status). The 'first' Jimeno is only found in one historical record, that naming his son Garcia Jimenez (and hence his father must have been named Jimeno). There is also a Mitio, one of two Dukes of the Navarrese, who sent envoys to the Franks, but it was wishful thinking to suggest this was Jimeno. Were it not for all of the nonsense that has been written about him that hence needs refuting, he wouldn't even merit a page, and it is biasing the argument to give him a number. The second Jimeno is usually refered to as "Jimeno, brother of Sancho I" or "Jimeno Garces". The latter does just fine at identifying him, without a number, as he was the only king of Pamplona named Jimeno Garces, and the only one named Jimeno for that matter.

Garcia. here the real problem arises. This is due to confused pedigrees and confused numbering, exacerbated when those unfamiliar with the historical underpinnings tried to apply numbers. Garcia Iniguez could be numbered Garcia I, but as this number has been used for at least one other king, that would not be as unambiguous as just calling him Garcia Iniguez, as most historians do. Garcia Jimenez never ruled the Kingdom of Navarre, and the numbering of him is a relatively modern innovation that, to a degree, has upset the apple cart. The main reason for this is that prior to the rediscovery of the Codice de Roda, Sancho Garces was thought to have been son of Garcia Iniguez. As to whether what Garcia Jimenez ruled was actually a kingdom at all, see above. The first Garcia Sanchez has been numbered I, II, or III, and similarly his two successors are multi-numbered. I even see Garcia el de Najera called Garcia VI in 19th century sources, and I challenge anyone to come up with 5 earlier Garcias without counting an earlier Garcia who was leader of the Basques in the late 8th century, whose inclusion would simply exacerbate the problem of numbering the later ones.

Next you get to Garcia Ramirez. The stats here may prove informative. He is numbered Garcia IV, V, VI, and VII. If you do a Google Books search for the combination '"Garcia IV Ramirez" Navarre' you get hits in the mid 20s. For Garcia V R, a handful, for G VI R, 6, and for G VII R you get 2. If you put the number after the patronymic, you get for IV in the 30s, and for V, VI, and VII less than a handful. If you search for the name and patronymic without numbers, you get more than 200. (Unfortunately, it is not practical to include Garcia # without the patronymic: for each search you get about 100, but these are a mix of three or more different Garcias - just search for 'Navarre "Garcia VI" -"Garcia VI Ramirez"' and most of the first page refer to 'el de Najera', not Ramirez. I did scan through all searches and most hits are relevant, and in English, not Spanish.) Thus, not only is there no agreement over what number should be used, but the number previously used here is not the most popular one (IV is), and more popular than any numbered choice is the use of no number at all.

By using name/patronymic, and only numbering those with common combinations (e.g. Garcia Sanchez III) you have a system that is both unambiguous, and which is more common among scholars than the arbitrary numbering which had been used here, which was only one of several much less popular solutions. Agricolae (talk) 20:45, 17 March 2008 (UTC)

 * I'm fine with all this. I never knew any of these details, just that there were alternative systems. Couldn't some of these informative details that confuse historians and laymen alike be added to articles so that the reader can understand why, when searching for "Garcia IV", they could only find Gacia Ramirez? That's all I'd ask for. Put it in the first paragraph, in the second, its own section, a footnote, whatever. I don't care, as long as somewhere (in the kings' articles, in the regnal list, or at the disambig pages) it is accessible to the (probably by now) confused reader! I'd love to do it, but though I am very interested in this history and always have been, the sources avaible through my university are paltry for this subject. Srnec (talk) 23:33, 17 March 2008 (UTC)

"Alleged" Jiménez kings
Since this is not solid and most list do not include them, then they should not be in the article. Especially since they need qualifiers like "claimed to have formed" ... and "the chronology of their reigns (if any)". - Gennarous (talk) 16:19, 24 April 2008 (UTC)

Jiménez dynasty The Jiménez dynasty are claimed to have formed a line of co-regents with the Íñiguez for much of the ninth century. Eventually, the Jiménez dynasts supplanted the Íñiguez and took over the kingship, the subsequent monarchs being listed below. The chronology of their reigns (if any) is unknown.
 * Jimeno, along with Íñigo Arista perhaps sent envoys to the French court in 850
 * García Jiménez, son, ruling in "another part of the kingdom"
 * Íñigo Garcés, son, called 'king' by the Roda Codex

 * That information is good. Did you read the individual kings' articles before removing it? Now, before you go nuts on me for reverting you completely, know this: I don't think the monarch table is necessary and it just complicates matters, but I will not revert you again if you insert the whole list tabulated all at once instead of piecemeal and if you don't remove good information in the meanwhile b/c it doesn't fit in a table easily. Why not create a complete table in a user subspace, like User:Gennarous/Kings of Navarre, and then get community approval first? Please consider it. Thankyou. Srnec (talk) 17:10, 24 April 2008 (UTC)

 * Before I go nuts at you? I'm not expected to already when everytime I edit something on most articles, you come to step in and revert within minutes? The problem is not whether or not they will "fit", for example if you look at List of monarchs of the Two Sicilies, there are two claimaints at the same timeframe and they both fit into tables, but whether or not they are valid. You have to admit it is strange to have such huge qualifiers on such an article. The information is still on this talkpage if they are actually relevent to go back in with the certified kings of Navarre. - Gennarous (talk) 17:35, 24 April 2008 (UTC)

 * This article was on my watchpage and as you can see, I have been involved in it for years. That information has qualifiers because the entire early history of Navarre has qualifiers. It's not strange, its just early medieval history. The sources for the information can be found at the individual kings' articles and at Roda Codex. I wish you would take my advice about tabular format seriously. Srnec (talk) 18:08, 24 April 2008 (UTC)

 * I will weigh in here. I am not fond of the table format, although I don't feel strongly enough about it to revert it.
 * As to the Early Jimenez, I was never comfortable with their inclusion. Jimeno is just the name of the father of Garcia Jimenez, and the attempt to link the Mitio who sent envoys with him seems to be wishful thinking, intended to find a place for him in the royal structure, rather than a strong linguistic link between Mitio and Jimeno. Garcia was clearly ruling in "another part of the kingdom", suggesting either subregulus status or a completely separate political entity, neither of which would qualify him for inclusion in this list.  For Inigo, I don't know any historian that actually places him among the kings - they all seem to be searching for some place to put him (as regent for Fortun, as regent for the young Garcia Sanchez I, etc.). There are problems though with the title itself - it only appears in the Roda document, which has been suggested to derive from an Arabic source, so it is hard to say what title the original compiler had in mind (a problem that also, by the way, applies to the title of Inigo Arista, who is only known from Arabic, Arabic-derived, or late forged Christian documents, but that is a different kettle of fish).  Second, the royal title seems to have been used as a courtesy, akin to infante, at the time the document is thought to have been compiled.  Jimeno, younger brother of Garcia Sanchez I, is called 'king' in at least one contemporary charter while he appears never to have ruled anything.
 * That being said, if it is to be a table, then the nonsense needs to be removed. Agricolae (talk) 18:49, 25 April 2008 (UTC)
 * Well, I'm opposed to the table. As to the early Jiménez kings, I have no idea. I have access to next to no sources for this stuff from where I am. But if we dismiss it all as nonsense in order to preserve a table, are we presenting a "tidied up" version of current scholarship and disregarding alternative hypotheses about obscure history out of hand? Is the linear tabular list too clear-cut is what I'm asking given the primary and secondary literature. If you don't think so, then I bow to your superior knowledge of these matters. Srnec (talk) 20:16, 25 April 2008 (UTC)
 * Two separate issues. First: Table or List. As I said, I prefer the list.  As to the early Jimenez, this is a separate issue, and any table or list is, to a degree, a simplification that will exclude minority (or even inconvenient) positions. For example it is easier to call Ramiro I a King of Aragon in such a list than to try to explain that he was autonomous and everyone else seems to have thought of him as such, but he never seems to have used the title himself - that kind of detail can be found on the individual pages.  As to the specific issue, the published lists of kings I can recall seeing in chronological handbooks and such are much more likely to exclude the early Jimenez, and while two prominent scholars collaborated on a 'Two Kingdoms' hypothesis, this has not been followed, in general, most showing Garcia as Regent, and suggesting Jimeno might have been regent (which flies in the fact of the best records, which show Garcia Iniguez as regent for his father).  Some even make Garcia the acting-king of the main kingdom, but as best I can tell no recent scholars support this interpretation.  As to Inigo Garces, I know of no scholar who thinks he was really king - they just struggle to harmonize his clear non-ruling status with the Roda use of 'king'.  I should say, though, that I have not done a complete survey of sources, more just catch as catch can, and this spotty acquisition of new material can sometimes completely reconfigure the apparent consensus, as a new set of writings become available to me. Agricolae (talk) 20:42, 25 April 2008 (UTC)

Adding French monarchs
Since Navarre was unified with the Kingdom of France and the French kings, starting with Henry IV took on the title of 'King of France and Navarre', should we include them in the list of Navarrese monarchs? -- Willthacheerleader18 (talk) 02:11, 2 April 2017 (UTC)

The Restorer
I just read a recent edit summary that says that even though all the kings from 905 until 1234 were of the same male line they should be divided into three parts because García VI was regarded as a restorer. But I always thought that he was seen not as a dynastic restorer but as a restorer of independence. Srnec (talk) 18:21, 19 October 2008 (UTC)

 * I don't see the distinction. Garcia was viewed as the representative of Garcia III Sanchez and Sancho IV, and as such a candidate the Navarran nobles could use to restore independence. I don't recall any account suggesting that Sancho Ramirez got the throne through dynastic succession, nor that Garcia Ramirez's reign represented dynastic continuation with Alfonso the Battler.  They all present Garcia as the first 'native' ruler after a period of foreign domination (as with the Braganza succession) - the fact that the kings in question happened to be of the same male bloodline seems beside the point. (Another parallel would be War-of-the-Roses England, where the 'Plantagenet', Lancaster and York 'dynasties' were all of the same male line, but are usually divided in just the same way because they represented different political entities as ruling families displacing each other.) Agricolae (talk) 03:51, 20 October 2008 (UTC)

 * Let me add, I am not as fond of the division between Garcia Sanchez II and Sancho el Mayor. It seems arbitrary. Agricolae (talk) 04:00, 20 October 2008 (UTC)

 * We can scrap that division. Could you perhaps add something about the history of García's nickname ("Restorer") to his article if you have the time? I know nothing about its history. And your point about the Wars of the Roses is well taken. Srnec (talk) 04:09, 20 October 2008 (UTC)

All those pretenders
I know this won't be popular, given the effort that went into it, but I want to go on record as being of the opinion that the long list of pretenders and claimants based on 'traditional' succession gives this line an undue weight. Can anyone find a single historian who calls Marie Therese "Queen of Navarre"? or Elias? Any independent crown of Navarre was abolished in 1620, when the butt-remnant was merged with the nation of France. After that point, any reconstruction based on who would have been king had this or that rule been followed is Original Research, as well as bearing no resemblance to historical reality. The article currently states at this point: "If the monarchy of Navarre had remained separate from that of France and retained its traditional male-preference primogeniture succession laws, its monarchs/pretenders would be as follows:", so it begins with a counter-factual 'what-if', and then continues by making an arbitrary decision what a succession that never took place might have been like. Our role shouldn't be to describe what might have been, what could have been, or what should have been, but what was. Louis-Philippe was the last king of France, with Napoleon III the last ruler (as Emperor), and the List of French monarchs ends with them. I think the List of Navarre monarchs should do something similar. There are separate pages for alternative lines of succession for various kingdoms, but they are not presented on the same page as that of actual rulers, in a way that suggests an equivalence with those who did rule, and they do not pick one alternative and show it in detail with dates and pictures, and then just mention that there are two other alternative POV claims without showing any details, as this article currently does. Agricolae (talk) 05:09, 30 January 2009 (UTC)

Orelanist pretenders?
Is there a reason why the Orleanist pretender to the French throne isn't listed here? Although the July Revolution removed "and Navarre" from the title, the Orleanists are also one set of pretenders to the pre 1883 legitimist claim to the throne. Timrollpickering (talk) 19:36, 20 July 2009 (UTC)

 * Do you have any evidence that they actually claim Navarre? Agricolae (talk) 19:53, 20 July 2009 (UTC)

 * Most pretenders don't claim the relevant thrones themselves but are recognised as such by the relevant strand of monarchism. Certainly Prince Henri, Count of Paris, Duke of France is listed as the pretender "King of France and Navarre" in the Unionist line. Timrollpickering (talk) 11:12, 21 July 2009 (UTC)

 * Let me clarify. To merit inclusion, there should be a reliable source that such a claim is made, by them or for them. Part of the reason that I removed the line of pretenders is that they described the succession as an editor thought it should have been - that is not enough. We need WP:RS and not violate WP:NOR. Agricolae (talk) 13:25, 21 July 2009 (UTC)

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A Commons file used on this page has been nominated for deletion
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 * Francisco I de Navarra.jpg

A Commons file used on this page or its Wikidata item has been nominated for deletion
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Improper labeling
The column labeled "Name" has name and dates or reign so that is not consistent. There should be 2 columns.

ICE77 (talk) 06:06, 21 November 2020 (UTC)

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

title: Talk:List of Navarrese monarchs


text:
Medieval literature

Medieval literature is a broad subject, encompassing essentially all written works available in Europe and beyond during the Middle Ages (that is, the one thousand years from the fall of the Western Roman Empire ca. AD 500 to the beginning of the Renaissance in the 14th, 15th or 16th century, depending on country). The literature of this time was composed of religious writings as well as secular works. Just as in modern literature, it is a complex and rich field of study, from the utterly sacred to the exuberantly profane, touching all points in-between. Works of literature are often grouped by place of origin, language, and genre.

Languages
Outside of Europe, medieval literature was written in Ethiopic, Syriac, Coptic, Japanese, Chinese, and Arabic, among many other languages.

In Western Europe, Latin was the common language for medieval writing, since Latin was the language of the Roman Catholic Church, which dominated Western and Central Europe, and since the Church was virtually the only source of education. This was the case even in some parts of Europe that were never Romanized.

In Eastern Europe, the influence of the Eastern Roman Empire and the Eastern Orthodox Church made Greek and Old Church Slavonic the dominant written languages.

In Europe the common people used their respective vernaculars. A few examples, such as the Old English Beowulf, the Middle High German Nibelungenlied, the Medieval Greek Digenis Acritas, the Old East Slavic Tale of Igor's Campaign, and the Old French Chanson de Roland, are well known to this day. Although the extant versions of these epics are generally considered the works of individual (but anonymous) poets, there is no doubt that they are based on their peoples' older oral traditions. Celtic traditions have survived in the lais of Marie de France, the Mabinogion and the Arthurian cycles. Another host of vernacular literature has survived in the Old Norse literature and more specifically in the saga literature of Iceland.

Anonymity
A notable amount of medieval literature is anonymous. This is not only due to the lack of documents from a period, but also due to an interpretation of the author's role that differs considerably from the romantic interpretation of the term in use today. Medieval authors often deeply respected the classical writers and the Church Fathers and tended to re-tell and embellish stories they had heard or read rather than invent new stories. And even when they did, they often claimed to be handing down something from an auctor instead. From this point of view, the names of the individual authors seemed much less important, and therefore many important works were never attributed to any specific person.

Religious
Theological works were the dominant form of literature typically found in libraries during the Middle Ages. Catholic clerics were the intellectual center of society in the Middle Ages, and it is their literature that was produced in the greatest quantity.

Countless hymns survive from this time period (both liturgical and paraliturgical). The liturgy itself was not in fixed form, and numerous competing missals set out individual conceptions of the order of the mass. Religious scholars such as Anselm of Canterbury, Thomas Aquinas, and Pierre Abélard wrote lengthy theological and philosophical treatises, often attempting to reconcile the teachings of the Greek and Roman pagan authors with the doctrines of the Church. Hagiographies, or "lives of the saints", were also frequently written, as an encouragement to the devout and a warning to others.

The Golden Legend of Jacobus de Voragine reached such popularity that, in its time, it was reportedly read more often than the Bible. Francis of Assisi was a prolific poet, and his Franciscan followers frequently wrote poetry themselves as an expression of their piety. Dies Irae and Stabat Mater are two of the most powerful Latin poems on religious subjects. Goliardic poetry (four-line stanzas of satiric verse) was an art form used by some clerics to express dissent. The only widespread religious writing that was not produced by clerics were the mystery plays: growing out of simple tableaux re-enactments of a single Biblical scene, each mystery play became its village's expression of the key events in the Bible. The text of these plays was often controlled by local guilds, and mystery plays would be performed regularly on set feast-days, often lasting all day long and into the night.

During the Middle Ages, the Jewish population of Europe also produced a number of outstanding writers. Maimonides, born in Cordoba, Spain, and Rashi, born in Troyes, France, are two of the best-known and most influential of these Jewish authors.

Secular

Secular literature in this period was not produced in equal quantity as religious literature. The earliest tales are based on oral traditions: the British Y Gododdin and Preiddeu Annwfn, along with the Germanic Beowulf and Nibelungenlied. They relate to myths or certain 6th-century events, but the surviving manuscripts date from centuries later—Y Gododdin from the late 13th century, Preiddu Annwfn from the early 14th century, Beowulf from c. 1000, and the Nibelungenlied from the 13th century. The makers and performers were bards (British/Welsh) and scops (Germanic), elite professionals attached to royal or noble courts to praise the heroes of legendary history.

Prose tales first emerged in Britain: the intricate Four Branches of the Mabinogi about princely families, notably anti-war in theme, and the romantic adventure Culhwch and Olwen. (The Mabinogi is not the same as the Mabinogion, a collection of disconnected prose tales, which does, however, include both the Mabinogi and Culhwch and Olwen.) These works were compiled from earlier oral tradition c. 1100.

At about the same time a new poetry of "courtly love" became fashionable in Europe. Traveling singers—troubadours and trouvères—made a living from their love songs in French, Spanish, Galician-Portuguese, Catalan, Provençal, and Greek. Germanic culture had its Minnesänger tradition. The songs of courtly love often express unrequited longing for an ideal woman, but there are also aubades (dawn farewells by lovers) and humorous ditties.

Following the earliest epic poems, prose tales, and romances, more long poems were crafted—the chansons de geste of the late 11th and early 12th centuries. These extolled conquests, as in The Song of Roland (part of the Matter of France) and Digenis Acritas (one of the Acritic songs). The rather different chivalric romance tradition concerns adventures about marvels, love, and chivalry. They tell of the Matter of Britain and the Matter of Rome.

Political poetry threads throughout the period from the very early Armes Prydein (10th-century Britain) to the goliard rebels of 12th and 13th centuries, who were church trained clerics unable or unwilling to be employed in the church.

Travel literature was highly popular in the Middle Ages, as fantastic accounts of far-off lands (frequently embellished or entirely false) entertained a society that supported sea voyages and trading along coasts and rivers, as well as pilgrimages to such destinations as Jerusalem; Canterbury and Glastonbury in England; St. David's in Wales; and Santiago de Compostela in Spain. Geoffrey Chaucer's Canterbury Tales became popular at the end of the 14th century.

The most prominent authors of Jewish secular poetry in the Middle Ages were Solomon ibn Gabirol and Yehuda Halevi, both of whom were also renowned religious poets.

Women's literature
While it is true that women in the medieval period were never accorded full equality with men, some women were able to use their skill with the written word to gain renown. Religious writing was the easiest avenue—women who would later be canonized as saints frequently published their reflections, revelations, and prayers. Much of what is known about women in the Middle Ages is known from the works of nuns such as Clare of Assisi, Bridget of Sweden, and Catherine of Siena.

Frequently, however, the religious perspectives of women were held to be unorthodox by those in power, and the mystical visions of such authors as Julian of Norwich, Mechthild of Magdeburg, and Hildegard of Bingen provide insight into a part of the medieval experience less comfortable for the institutions that ruled Europe at the time. Women wrote influential texts in the secular realm as well—reflections on courtly love and society by Marie de France and Christine de Pizan continue to be studied for their glimpses of medieval society.

Some women were patrons of books and owners of significant book collections. Female book collectors in the fifteenth century included Alice Chaucer, Duchess of Suffolk; Cecily Neville, Duchess of York; and Lady Margaret Beaufort, Countess of Richmond and Derby. Lady Margaret Beaufort may also have completed translations as a testament to her piety, as Bishop Father John Fisher noted in a sermon dedicated to her after her death.

For modern historical reflection, D.H. Green's (2007) historical work entitled, Women Readers of the Middle Ages explores literacy and literature in terms of women in medieval society. The book has been reviewed as "a radical reassessment of women's contribution to medieval literary culture."

Allegory
While medieval literature makes use of many literary devices, allegory is so prominent in this period as to deserve special mention. Much of medieval literature relied on allegory to convey the morals the author had in mind while writing—representations of abstract qualities, events, and institutions are thick in much of the literature of this time. Probably the earliest and most influential allegory is the Psychomachia (Battle of Souls) by Aurelius Clemens Prudentius. Other important examples include the Romance of the Rose, Everyman, Piers Plowman, the Roman de Fauvel, and the Divine Comedy.

Preservation
A recent study has concluded that only about 68 percent of all medieval works have survived to the present day, including fewer than 40 percent of English works, around 50 percent of Dutch and French works, and more than three quarters of German, Icelandic, and Irish works.

Notable literature of the period

 * Alexiad, Anna Comnena
 * Beowulf, anonymous Anglo-Saxon author
 * Caedmon's Hymn
 * Cantigas de Santa Maria, Galician
 * The Book of the City of Ladies, Christine de Pizan
 * Book of the Civilized Man, Daniel of Beccles
 * The Book of Good Love, Juan Ruiz
 * The Book of Margery Kempe, Margery Kempe
 * Brut, Layamon
 * Brut, Wace
 * The Canterbury Tales, Geoffrey Chaucer
 * Consolation of Philosophy, Boethius
 * David of Sassoun, anonymous Armenian author
 * Decameron, Giovanni Boccaccio
 * The Dialogue, Catherine of Siena
 * Digenis Acritas, anonymous Greek author
 * The Diseases of Women, Trotula of Salerno
 * La divina commedia (The Divine Comedy), Dante Alighieri
 * Dukus Horant, the first extended work in Yiddish.
 * Elder Edda, various Icelandic authors
 * Das fließende Licht der Gottheit, Mechthild of Magdeburg
 * First Grammatical Treatise, 12th-century work on Old Norse phonology
 * Gesta Danorum, Saxo Grammaticus
 * Heimskringla, Snorri Sturluson
 * Historia ecclesiastica gentis Anglorum (The Ecclesiastical History of the English People), the Venerable Bede
 * Holy Cross Sermons, anonymous Polish author
 * The Knight in the Panther's Skin, Shota Rustaveli
 * The Lais of Marie de France, Marie de France
 * The Letters of Abelard and Heloise
 * Libro de los ejemplos del conde Lucanor y de Patronio (Book of the Examples of Count Lucanor and of Patronio), Don Juan Manuel, Prince of Villena
 * Ludus de Antichristo, anonymous German author
 * Mabinogion, various Welsh authors
 * Metrical Dindshenchas, Irish onomastic poems
 * Il milione (The Travels of Marco Polo), Marco Polo
 * Le Morte d'Arthur, Sir Thomas Malory
 * Nibelungenlied, anonymous German author
 * Njál's saga, anonymous Icelandic author
 * Parzival, Wolfram von Eschenbach
 * Piers Plowman, William Langland
 * Poem of the Cid, anonymous Spanish author
 * Proslogium, Anselm of Canterbury
 * Queste del Saint Graal (The Quest of the Holy Grail), anonymous French author
 * Revelations of Divine Love, Julian of Norwich
 * Le Roman de Perceforest
 * Roman de la Rose, Guillaume de Lorris and Jean de Meun
 * Sadko, anonymous Russian author
 * Scivias, Hildegard of Bingen
 * Sic et Non, Abelard
 * Sir Gawain and the Green Knight, anonymous English author
 * The Song of Roland, anonymous French author
 * Spiritual Exercises, Gertrude the Great
 * Summa Theologiae, Thomas Aquinas
 * Táin Bó Cúailnge, anonymous Irish author
 * The Tale of Igor's Campaign, anonymous Russian author
 * Tirant lo Blanc, Joanot Martorell
 * The Travels of Sir John Mandeville, John Mandeville
 * Tristan, Thomas d'Angleterre
 * Tristan, Béroul
 * Tristan, Gottfried von Strassburg
 * Troilus and Criseyde, Geoffrey Chaucer
 * Waltharius
 * Younger Edda, Snorri Sturluson
 * Yvain: The Knight of the Lion, Chrétien de Troyes

By region or language

 * Anglo-Norman literature
 * Classical Arabic literature
 * Medieval Armenian literature
 * Medieval Bosnian literature
 * Old Breton literature
 * Byzantine literature
 * Medieval Bulgarian literature
 * Medieval Catalan literature
 * Medieval Croatian literature
 * Old and Middle Dutch literature
 * Old English literature
 * Middle English literature
 * Early English Jewish literature
 * Medieval French literature
 * Sicilian School
 * Old High German literature
 * Middle High German literature
 * Medieval Georgian literature
 * Medieval Hebrew literature
 * Icelandic literature
 * Medieval Irish literature
 * Medieval Italian literature
 * Medieval Latin literature
 * Latin translations of the 12th century
 * Occitan literature
 * Old Norse literature
 * Pahlavi literature
 * Medieval Persian literature
 * Medieval Portuguese literature
 * Medieval Serbian literature
 * Medieval Scottish literature
 * Medieval Spanish literature
 * Medieval Welsh literature

By genre

 * Medieval poetry
 * Medieval drama
 * Medieval allegory
 * Medieval mysticism
 * Fabliau
 * Medieval travel literature
 * Arthurian literature
 * Alexander romances
 * Chanson de geste
 * Chivalric romance
 * Eddic poetry
 * Skaldic poetry
 * Alliterative verse
 * Miracle plays
 * Morality plays
 * Mystery plays
 * Passion plays

By period

 * Early Medieval literature (6th to 9th centuries)
 * 10th century in literature
 * 11th century in literature
 * 12th century in literature
 * 13th century in literature
 * 14th century in literature

title: Medieval literature


text:
Talk:The Magic School Bus (book series)

I Am Gently Rewriting This Article
Because there are things such as Liz being anthropomorphic, and that Malcolm Jamal Warner's Producer character being the only person that spoke at the end of the series...... etc. In-Correct (talk) 00:18, 15 February 2010 (UTC)

Original Books v. Liz Books
I get how the original books feature field trips to impossible places. How are the LIZ books different? Are they maybe board books written for a younger audience? -ErinHowarth (talk) 20:39, 1 August 2010 (UTC)

Is this article about the books, the series or the franchise?
The opening statements in this article state that this is about the book series, but the very first or second sentence state that the size of the class was much larger in the book series. It's a little confusing. I'm going to try rewriting it, but I don't know a lot about this, so I might get it wrong. I came to this article looking for a list of the titles from the original series because I did know that the series changed a bit after it made it to television, so I was really happy to find that list included in this article. -ErinHowarth (talk) 20:43, 1 August 2010 (UTC)

title: Talk:The Magic School Bus (book series)


text:
The Magic School Bus at the Waterworks

The Magic School Bus at the Waterworks is the first book in The Magic School Bus classic series books. Written by Joanna Cole and illustrated by Bruce Degen, it is a picture book and introduces most of the main characters of the series, including Ms. Frizzle, Arnold, Dorothy Ann, Ralphie (called "Ralph" in the book), Tim, Wanda and Liz as well as several students who did not appear in the TV series or any other multimedia outside of the original series books. Carlos, Keesha and Phoebe do not appear in this book, though a student called "John" in the book bears an uncanny physical resemblance to Carlos.

The book depicts the class's first field trip with Ms. Frizzle. Despite the title, the bus is not depicted as directly causing the strange events of the field trip as it would be in later books and the television series. In this book, strange events just seem to happen with no explanation and continue to happen after the kids leave the bus in a cloud.

Synopsis
The book begins by introducing the character of Ms. Frizzle and describing her unusual teaching methods. Soon, she decides to take the class on a field trip to the waterworks, which the kids are sure will be boring, especially compared to the trips the kids in other classes go on. However, after driving through a tunnel, the bus becomes plastered with images of octopuses and everyone inside finds themselves wearing swimming outfits.

Once this occurs, the bus rises up into a cloud along with evaporating water. Ms. Frizzle makes all the kids get out of the bus. The kids did not want to leave, but she threatened to give them extra homework if they didn't. However, the kids begin shrinking once they're outside and, once they're each the size of a raindrop, they rain down into a river, which carries them into the town's water purification system. After going through the waterworks, the pipes take the class back to the school. They travel through the pipes into the girls' bathroom, and when a seventh grader girl turned on one of the faucets, the class came out of it. Once out of the faucet, they are instantly restored to their regular size and normal clothing (except for Ms. Frizzle, wearing a bizarre dress covered with octopus pictures).

Ms. Frizzle, however, appears to have no memory of the strange trip and the class later sees the bus outside. They wonder how it returned from the cloud and even consider that they may have imagined their whole adventure. The book ends with Ms. Frizzle informing them that they will be studying volcanoes next. The main story is then followed by two pages listing things that couldn't happen in real life.

Television adaptation
In the second season of the Magic School Bus television series, the book was loosely adapted into the episode "Wet All Over," which featured a far greater amount of plot. In the episode, Arnold and Wanda collect water in the girls' bathroom and Arnold accidentally leaves Ms. Frizzle's key in there and forgets to turn off the water. While the class is on the field trip, Liz comically struggles to try and stop the bathroom from flooding.

Unlike in the book, the class is actually turned into water and the bus journeys with them on their trip through the water cycle. Being and behaving like water, they find themselves trapped in the water cycle and realize the only way they can escape is to get Ms. Frizzle's key back. This is when Arnold remembers he left the key in the bathroom and that he forgot to turn off the water. The bus manages to redirect them to the waterworks and they then travel through the pipes to get to the bathroom, where they get the key and are restored to their human forms.

When Arnold and the others get into a pickle jar in the following episode, referencing this episode, he will say "I hope we're not back in the water cycle".

title: The Magic School Bus at the Waterworks


text:
List of presidents of India

The president of India is the head of state of the Republic of India and the Supreme Commander of the Indian Armed Forces. The president is referred to as the first citizen of India. Although vested with these powers by the Constitution of India, the position is largely a ceremonial one and executive powers are de facto exercised by the prime minister.

The president is elected by the Electoral College composed of elected members of the parliament houses, the Lok Sabha and the Rajya Sabha, and also members of the Saasana Sabha or Vidhan Sabha, the state legislative assemblies. Presidents may remain in office for a tenure of five years, as stated by article 56, part V, of the Constitution of India. In the case where a president's term of office is terminated early or during the absence of the president, the vice president assumes office. By article 70 of part V, the parliament may decide how to discharge the functions of the president where this is not possible, or in any other unexpected contingency.

There have been 15 presidents of India since the post was established when India was declared as a republic with the adoption of the Indian constitution in 1950. Apart from these fifteen, three acting presidents have also been in office for short periods of time. Varahagiri Venkata Giri became the acting president in 1969 after Zakir Husain died in office. Giri was elected president a few months later. He remains the only person to have held office both as a president and acting president. Rajendra Prasad, the first president of India, is the only person to have held office for two terms.

Seven presidents have been members of a political party before being elected. Six of these were active party members of the Indian National Congress. The Janata Party has had one member, Neelam Sanjiva Reddy, who later became president. Two presidents, Zakir Husain and Fakhruddin Ali Ahmed, have died in office. Their vice presidents served as acting presidents until a new president was elected. Following Zakir Husain's death, two acting presidents held office until the new president, Varahagiri Venkata Giri, was elected. When Giri resigned to take part in the presidential elections, he was succeeded by M. Hidayatullah as acting president. The 12th president, Pratibha Devisingh Patil, is the first woman to hold the office, elected in 2007.

On 25 July 2022, Droupadi Murmu took office as the 15th president of India, becoming the second woman and the first tribal person to hold the office.

List
This list is numbered based on presidents elected after winning an Indian presidential election. The terms of Varahagiri Venkata Giri, M. Hidayatullah and B. D. Jatti, who served as acting president are therefore not numbered or counted as actual terms in office. The president of India does not represent any political party. The colors used in the table indicate the following:

{{legend|"|Indian National Congress (INC) (8)|border=1px solid #AAAAAA}} {{legend|"|Janata Party (JP) (1)|border=1px solid #AAAAAA}} {{legend|"|Bharatiya Janata Party (BJP) (3)|border=1px solid #AAAAAA}} {{legend|"|Independent (IND) (3)|border=1px solid #AAAAAA}} {{legend|wheat|Acting President (3)|border=1px solid #AAAAAA}}
 * Legend

 * Key
 * Resigned
 * Died in office

Statistics

 * Timeline

title: List of presidents of India


text:
1983 Governor General's Awards

Each winner of the 1983 Governor General's Awards for Literary Merit was selected by a panel of judges administered by the Canada Council for the Arts.

title: 1983 Governor General's Awards


text:
Wikipedia talk:Criticisms

LIBERAL
On this page and on What's not so great about Wikipedia, you can't find the world "liberal" either on the pages themselves or on the corresponding talk pages. Given that everybody knows Wikipedia has a liberal bias (the conservatives know it and hate it; the liberals know it and laugh up their collective sleeve), why hasn't somebody mentioned that anywhere? Answer: That same liberal bias that pervades the whole of Wikipedia is at work to eradicate that criticism from these pages. Downright Draconian.

I'm not entirely sure of the point of this... it's somewhat weird to be complaining at what someone wrote about us a year ago, and will anyone who read Jasco's "pan" also read this? Better would be a letter to the publisher, I suspect. Martin

I agree that the audience for this is not primarily people who read the original article; this is not a substitute for letters to the publisher. Rather, it seemed like a good idea to keep track of things critics say (and presumably there will be more of them in the future as Wikipedia attracts attention), in order to compare them to how things really turn out. It also keeps us honest: we don't just quote people who agree with us, we listen and we respond. (This can be more convincing to skeptics than a collection of worshipful quotations.) Honestly, also, it is entertaining to keep track of published criticisms that turn out to be wildly wrong (e.g. that we'll never break 50,000 articles, or that Jimbo will cash in on Wikipedia for dot-com zillions). -- Steven s

merge it
I think this article should be merged with Criticism_of_Wikipedia as it covers mainly the same topic. We should deal with this very seriously because the credibility of Wikipedia is at stake here.
 * Yes, and no. Criticism of Wikipedia is for the benefit of our readers, and we should indeed be very serious about it. Criticisms is for our own benefit, and we can be as POV and inaccurate and inappropriate as we like here. So far, it seems to serve as a quote repository. I've tagged both articles as needing to be merged from each other; I'm essentially advocating that the content should be duplicated across the articles, where appropriate, and adapted. Criticism of Wikipedia is an encyclopedia article, which should remain NPOV, factual and all that; Criticisms can be whatever we want it to be. If any article goes, though, it should be this one. JRM 22:16, 2005 Apr 19 (UTC)

 * Is there a way to make the link "Criticism of Wikipedia" in the "It has been suggested that Criticism of Wikipedia be merged..." section actually point to Criticism of Wikipedia? --Matthew0028 09:29, 6 August 2005 (UTC)
 * I am strongly opposed to the current proposal to merge the article into the Wikipedia-space project page. This would effectively remove the article from the Wikipedia, placing it in a page that is part of the community's own process. -- Jmabel | Talk 00:59, August 8, 2005 (UTC)

Definitely merge. I got confused by the smaller article when demonstrating wikipedia to a friend. Was looking for the larger one (topics are identical) Adidas 11:51, 12 August 2005 (UTC)

They should not be merged. One is an article, the other is a project page. Fredrik | talk 21:38, 20 August 2005 (UTC)

Yep. These should not be merged. Pages starting with "Wikipedia:" exist for the sake of Wikipedia editors, not for casual readers of an encyclopedia. The only reason one might delete "criticism of Wikipedia" is if the article was too minor to be of any note, and I don't consider Wikipedia to be that trivial. The pages could use some revision (I heavily edited "Criticism of Wikipedia" myself a few months ago because of redundancies and poor organization), but neither should be deleted. -Silence 20:37, 22 August 2005 (UTC)

I agree, these two pages should not be merged. If anything, the reverse should happen, with Wikipedia:Criticisms be merged with the talk page of Critcism of Wikipedia. The Criticism of Wikipedia article provides an easily accessed article that provides some legitimate evidence against this website, but more importantly, shows casual readers that Wikipedia is credible and tries to present the most neutral point of view for everything. Readers who are unable to find a page about the Criticism of Wikipedia within the normal article realm will have the impression of a tyrannical wiki, undermining credibility and popularity. King 08:18, September 6, 2005 (UTC)

 * I like King's proposal that we merge the project page in the Wikipedia: namespace with the Talk page on the article in the main encyclopedia. Mamawrites 10:01, 22 September 2005 (UTC)

Do merge. They involve critics on Wikipedia. Criticism of Wikipedia should remain, with the content from Criticism added to it. Doidimais Brasil 06:16, September 11, 2005 (UTC)

 * Don't merge, as per JRM above. — Matt Crypto 10:58, 30 November 2005 (UTC)

I Say Let's Merge Them!
They basically talk about the same thing. Unless they want to downscale the apparent critscism, these should have been merged long ago. Merge, redirect, and be done with it.

Let's not
As it was said above, this area is for the benefit of Wikipedians. The other article is a Wikipedia article designed to be for them and NPOV. I see little point in deleting that article to put the material in a nonwikipedia article here.

If we want to move this stuff there then perhaps, although I'd keep them seperated. --ShaunMacPherson 19:16, 23 August 2005 (UTC)

 * I'm with you! No merge! Keep! --Brazil4Linux 13:30, 26 November 2005 (UTC)

 * Me too! Rath 12:57, 21 December 2005 (UTC)

A simple argument for merge
One page with general criticism is enough. 99% of our users are not familiar with Wiki's ins and outs, and even most of our registered users find it hard to understand why we need several pages on the same subject. I strongly suggest not only merging Criticism of Wikipedia and Criticism, but also Why Wikipedia is not so great. --Piotr Konieczny aka Prokonsul Piotrus Talk 14:57, 9 October 2005 (UTC)

Keep Why Wikipedia is not so great as it is. It is not an article, nor is it attributed, and some of the points are more valid than others. It is a list of points of potential self-criticism showing that Wikipedia recognises potential failings whether or not they have been pointed out by others. I don't care about the other article(s). --Henrygb 16:21, 9 October 2005 (UTC)

Different namespaces
The merge/redirect is absolutely out of question simply because the two belong to different namespaces: article space and "wikipedia:" space. mikka (t) 03:22, 18 October 2005 (UTC)

I
I. --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

Really
Really. --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

Like
Like. --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

The
The. --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

Idea
Idea. --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

Of
Of. --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

Creating
Creating. --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

A
A. --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

New
New. --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

Section
Section. --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

For
For. --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

Each
Each. --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

Comment,
Comment, --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

But
But. --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

Why
Why. --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

Stop
Stop. --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

There?
There?

I mean, putting an entire discussion in the same section is so boring and conventional. But why stop at giving each comment a new section? Why not each WORD?

...or we could do it letter-by-letter instead of word-by-word... --Guy Macon (talk) 09:17, 30 August 2013 (UTC)

Wikipedia Boycott Campaign
The purpose of the "Wikipedia Boycott Campaign" would be to call attention to the systemic issues plaguing Wikipedia. I appreciate your thoughts on the matter. Refer to User:JuanMuslim/Wikipedia_Boycott_Campaign for details. Please address any questions, suggestions, etc you may have at talk -Wikipedia Boycott Campaign. --JuanMuslim 1m 06:41, 25 November 2005 (UTC)

Merge status
And why I am removing the tag! Firstly, pages in the Wikipedia namespace do not have to be as vigorous as the articles must be in the main namespace. There must be references to the critics on this page.

Next, the merge tag has been on the Criticism of Wikipedia page since August 6, 2005, and people have attempted to redirect even before the tag was added.

What I am doing, instead, is submitting the article to AfD. I will section the AfD into the following sections: keep as is, delete entirely, redirect, merge and redirect. - Ta bu shi da yu 02:09, 4 December 2005 (UTC)

List of known defamation incidents
Found something interesting... should we link it from here?--Piotr Konieczny aka Prokonsul Piotrus Talk 02:06, 11 December 2005 (UTC)

alphabetize?
would anyone object if I alphabetized the headings? Richardjames444 19:53, 11 August 2006 (UTC)

Wikipedia Intelligent design articles are "biased", says ID activist...
Casey Luskin of the Discovery Institute, the intelligent design creationism publicity machine says of Wikipedia:

 * I know of numerous people who have tried to suggest changes to Wikipedia to lessen the current bias of the ID entries -- including staff of Discovery Institute. They were rebuffed. The moderators of Wikipedia's ID-pages have repeatedly rejected and censored changes that would provide some semblance of balance or objectivity to the discussion. Basic accuracy on dates and names have suffered, never mind the downright falsehoods about the science.

Putting Wikipedia On Notice About Their Biased Anti-ID Intelligent Design Entries

 * 1) Should this be put in?
 * 2) Where should this be put in? Paul A. Newman 20:53, 19 October 2006 (UTC)

Up-to-date?
Does anyone keep this page up-to-date? Are there any new critics since 2007? —Preceding unsigned comment added by 2aprilboy (talk • contribs) 17:18, 2 January 2010 (UTC)

Move discussion in progress
There is a move discussion in progress on Talk:Criticisms of socialism which affects this page. Please participate on that page and not in this talk page section. Thank you. —Marcus Qwertyus   14:31, 2 January 2011 (UTC)

Outdated criticisms
A lot of the criticisms don't apply anymore. For example, Péter Jacsó said that making more than 100,000 articles was "quite a tall order." We now have more than 4,000 times that number. Also, he said that "Jimbo expects advertisers by mid-2002, and then you know who is going to be laughing all the way to the bank." That never happened. Maybe we should remove the outdated criticisms.Madeleined2 (talk) —Preceding undated comment added 23:13, 2 March 2013 (UTC)

Editorial Comment
The phrase "Notice that much of the criticism is based on how they perceive the process of Wikipedia and not the actual quality." is not very encyclopedic. Something like "Criticisms on this page may be based on perceptions rather than on measurements of quality" would be better, but I think we should just delete it as self-serving soapboxing. --Guy Macon (talk) 04:39, 15 April 2013 (UTC)

My testimonial
I have a testimonial I wrote in December 2012, after I was proven to be a sockpuppet and surprise permabanned (I was actually in the middle of a fairly big edit when it happened, which I of course lost). After my testimonial was written, my talk page, along with the testimonial, was replaced with a sockpuppet tag.

It is titled "Goodbye Wikimedia and Fuck You!" and I would like to submit it to the community for consideration, because I was unable to submit it (or anything else for that matter) to the community at the time. Note that it has been vandalized/censored by other editors, but it is still in the logs.

I admit, it is a little crass. I should have at least prefaced the call to revert my edits with the possibility that my surprise permaban could be and would be overruled. But hey, we all make "simple mistakes". Int21h (talk) 04:18, 30 August 2013 (UTC)

Filmkritik
Zitat aus der Zeitschrift die Welt:"Einige Benutzer von Wikipedia benutzen ihre Plattform zu politischen Zwecken. Das Widerspricht dem selbst gegebenen Anspruch der wissenschaftlichen Tätigkeit". Bisher musste ich den über mich verfassten Artikel dulden obwohl er nicht richtig recherschiert ist. Es wird alles auf der Artikel und Diskussionsseite gelöscht, was von mir geschrieben wurde. Als Zeitzeuge und Hauptakteur in der beliebten Doku: "Willkommen im Sozialismus" bisher 30 Ausstrahlungen im ZDF und auch als Mitwirkender in: "Von Speewaldgurken zu FKK, DDR privat" sowie Staatssekretär in der 10. Volkskammer der DDR wurde meine Filmkritik sofort gelöscht. --Hier wiederhole ich sie textlich exakt wie sie auf meiner Benutzerseite gelöscht wurde:

TV Kritik

Die NTV Verfilmung "Von Spreewaldgurken zum FKK, Die DDR privat" trägt nicht zur Aufklärung des damaligen DDR - Alltags bei. In allen Folgen ist sichtbar, das die Filmemacher, die DDR Wirklichkeit nicht selbst erlebt haben und das Ganze aus westlicher -und ihrer persönlichen Sicht darstellten. Die RTL Gruppe kam auch nicht beizeiten ihrer Aufsichtspflicht nach. Ich hatte selbst mitgewirkt, aber durch entspr. Schnitte wurde das in harmlose Feigenblätter gewandelt. Die Produzenten glaubten an ihren großen Wurf, weil sie viele DDR Promis oft ihre wenig negative Sicht erzählen ließen. Das war nicht die DDR Wirklichkeit. Das ZDF zeigt das man auch DDR Promis Filmen kann, ohne die DDR Wirklichkeit zu verzerren. Das beste Beispiel ist: die ZDF Verfilmung: "Kati und der schöne Schein". Hier wird gezeigt was Katis Verdienste sind und wie sie eingebettet war, in das Unterdrückungssystem DDR. Sie war so frei (reisefrei), dass sie jederzeit hätte gehen können. aber sie arbeitete kräftig am Überleben des Staates DDR mit. Auch alle anderen Verfilmungen des ZDF zeigen viel Insider- Wissen. Und durch Zwischenkommentare wird eine klare Linie nie verlassen. So war die DDR wirklich! Z. B. Mauerhase u. anderes. Entweder haben überwiegend Filmemacher aus dem Osten produziert oder ehemalige DDR Oppositionelle haben mit darüber geschaut, um ein Gleichgewicht zu wahren.--Manfred Dott (Diskussion) 21:50, 12. Jan. 2014 (CET) --Jakob Dott (talk) 19:20, 14 January 2014 (UTC)

From Google Translate:

Movie review

Quote from the magazine the world: "Some users of Wikipedia use their platform for political purposes The contradict the self-given claim of scientific activity.". So far, I had to tolerate even though he is not really the recherschiert written articles about me. It will erase everything on the article and talk page, which was written by me. As an eyewitness and main actor in the popular documentary, "Welcome to socialism" so far 30 broadcasts on ZDF and also as a contributor in "From Speewaldgurken to naturism, GDR private" as well as Secretary of State in the 10th People's Chamber of the GDR has been deleted my movie review immediately. -- Here I repeat it lyrically exactly as it has been deleted on my user page:

TV criticism

The NTV film "From Spreewald gherkins Nudist, The GDR private" does not contribute to elucidation of the former GDR - in everyday life. In all consequences is visible, the filmmakers, the GDR did not experience reality itself, which showed the whole of Western and their personal point of view. The RTL group was also not in time according to their supervisory responsibilities. I had even worked, but by the Equivalent sections were converted into harmless fig leaves. The producers believed in their big hit because they were often tell their little negative view many East celebs. That was not the GDR reality.

ZDF shows that one can also DDR celebrities movies without distorting the GDR reality. The best example is the ZDF film "Kati and beautiful appearance." Here is shown what Kati's merits are and how they were embedded in the suppression system GDR. She was so free (free travel) that they would have any time to go. But she worked hard with the survival of the state GDR. All the other movies of the ZDF show a lot of inside knowledge. And by intermediate comments will never leave a clear line. Thus, the GDR really was! For example, wall Hare & other. Either have predominantly filmmakers from the East produced or former GDR opposition have looked at over it to maintain a balance -Manfred Dott (talk) 21:50, 12 Jan. 2014 (CET) - Jacob Dott (talk) 19:20, 14 January 2014 (UTC)

--Guy Macon (talk) 23:05, 14 January 2014 (UTC)

Bad grammar
"This page is intended to list quotations from critics of Wikipedia, especially in publications, whose criticisms may be contested."

I honestly do not understand that sentence. It is the worst written sentence I have ever seen in Wikipedia, and I've seen some doozys. (That word is American slang for "powerful example", usually of a flaw or problem.) What is the antecedent of "whose"? If it's "critics", then ", especially in publications," is a textbook example of bad sentence structure.

Criticisms not in publications not that important: I'm OK with that.

Critics...whose criticisms may NOT be contested? Are there any? If all criticisms may be "contested" (disputed?), then why say "whose criticisms may be contested"?

I'd fix it, but I don't know how. Maybe "This is a list of published criticisms of Wikipedia". 9 instead of 19 words. Or do I have it wrong? deisenbe (talk) 19:49, 27 July 2018 (UTC)

"Paulo Correa" listed at Redirects for discussion
An editor has identified a potential problem with the redirect Paulo Correa and has thus listed it for discussion. This discussion will occur at Redirects for discussion/Log/2022 March 10 until a consensus is reached, and readers of this page are welcome to contribute to the discussion. -- Tamzin  [ cetacean needed ] (she/they) 04:39, 10 March 2022 (UTC)

title: Wikipedia talk:Criticisms


text:
The Learning Company

The Learning Company (TLC) was an educational software company founded in 1980 in Palo Alto, California and headquartered in Fremont, California. The company produced a grade-based line of learning software, edutainment games, and productivity tools. Its titles included the flagship series Reader Rabbit, for preschoolers through second graders, and The ClueFinders, for more advanced students. The company was also known for publishing licensed educational titles featuring characters such as Arthur, The PowerPuff Girls, SpongeBob SquarePants or Sesame Street.

On December 8, 1995, the company was acquired by SoftKey in a hostile takeover bid, at which point SoftKey assumed the Learning Company name and brand.

History
The Learning Company was founded in 8 May 1980 by Ann McCormick; Leslie Grimm; Teri Perl; and Warren Robinett, a former Atari, Inc. employee who had programmed the game Adventure. They saw the Apple II as an opportunity to teach young children concepts of math, reading, science, problem-solving, and thinking skills. Part of the original funding for the company came from a National Science Foundation grant.

TLC produced launch titles for the PCjr, announced in late 1983. From 1980 through 1984, it created a line of 15 widely acclaimed children's educational software products, which were sold through the U.S. retail and school computer software channels.

In the first half of 1985, the board hired as CEO Bill Dinsmore. Shortly thereafter, Reece Duca, a founding Partner of the Investment Group of Santa Barbara (IGSB), became a member of the board of directors and purchased shares from several founders and original venture firms. In late 1986, Duca was elected chairman of the board. At that time, IGSB became The Learning Company's largest shareholder.

Between March 1985 and September 1995, TLC's revenues grew at a 36% compounded rate from $2.4M to $53.2M and profitability increased from breakeven in 1985 to a 20% pre-tax margin. The leading families of products were the Reader Rabbit series for ages 2–8, the Treasure Mountain Reading-Math-Science series for ages 5–9, the Super Solver series for ages 7–12, the Student Writing & Publishing Center for ages 7-adult, and the Foreign Language Learning series for ages 15-adult.

TLC went public on April 28, 1992, in an IPO led by Morgan Stanley and Robertson, Stephens & Co. From 1992 to 1995, TLC achieved 16 consecutive quarters of revenues and profits growth, never experiencing a down quarter or year. TLC's early struggles, followed by 10 consecutive years of outstanding performance, were the subject of case studies at both Harvard and Stanford universities.

SoftKey acquisition
On December 8, 1995, TLC was acquired by SoftKey for $606M in a hostile takeover bid, and a large percentage of the staff was fired. After the acquisition was complete, SoftKey changed its name to The Learning Company and continued to use its brand. The Learning Company née SoftKey was subsequently acquired by Mattel in August 7, 1999.

Software
Note: When The Learning Company purchased Broderbund Software and MECC, they gained the rights to the long-running Carmen Sandiego and Trail series, respectively. Only those games created during the ownership of The Learning Company are included here.

Carmen Sandiego series

 * Carmen Sandiego's ThinkQuick Challenge (1999)
 * Where in the World is Carmen Sandiego? Treasures of Knowledge (2001)
 * Carmen Sandiego Adventures in Math (2011–2012)
 * Carmen Sandiego Returns (2015)

The ClueFinders series

 * Grade-based titles
 * The ClueFinders 3rd Grade Adventures (1998)
 * The ClueFinders 4th Grade Adventures (1998)
 * The ClueFinders 5th Grade Adventures (1999)
 * The ClueFinders 6th Grade Adventures (1999)
 * Other titles
 * The ClueFinders Math Adventures (1998)
 * The ClueFinders Reading Adventures (1999)
 * The ClueFinders Search and Solve Adventures (2000)
 * The ClueFinders Real World Adventure Kit (2001)
 * The ClueFinders: The Incredible Toy Store Adventure! (2001)
 * The ClueFinders: Mystery Mansion Arcade (2002)

Fisher-Price series
Created and published by Davidson & Associates / Knowledge Adventure and re-released by The Learning Company.
 * Fisher-Price: Dream Dollhouse (1995)
 * Fisher-Price: Great Adventures: Castle (1995)
 * Fisher-Price: Great Adventures: Pirate Ship (1996)
 * Fisher-Price: Great Adventures: Wild Western Town (1997)
 * Fisher-Price: Big Action Garage (1998)
 * Fisher-Price: Big Action Construction (1998)
 * Fisher-Price: Little People Christmas Activity Center (1999)
 * Fisher-Price: Time to Play Dollhouse (1999)
 * Fisher-Price: Time to Play Pet Shop (1998)
 * Fisher-Price: Outdoor Adventures: Ranger Trail (1999)
 * Fisher-Price: Rescue Heroes: Hurricane Havoc (1999)
 * Fisher-Price: Toddler (1999)
 * Fisher-Price: Preschool (1999)
 * Fisher-Price: Kindergarten (1999)

Reader Rabbit series

 * Age-based titles
 * Reader Rabbit Playtime for Baby (1999)
 * Reader Rabbit Toddler (1997)
 * Grade-based titles
 * Reader Rabbit Preschool (1995; originally titled Let's Start Learning!)
 * Reader Rabbit Preschool: Sparkle Star Rescue (2001)
 * Reader Rabbit Kindergarten (1997)
 * Reader Rabbit Kindergarten: Bounce Down in Balloon Town (2001)
 * Reader Rabbit: 1st Grade (1998)
 * Reader Rabbit 1st Grade: Capers on Cloud Nine (2001)
 * Reader Rabbit: 2nd Grade (1998)
 * Reader Rabbit 2nd Grade: Mis-cheese-ious Dreamship Adventures (2001)
 * Other titles
 * Reader Rabbit (1984)
 * Math Rabbit (1986; later titled Reader Rabbit Math)
 * Writer Rabbit (1986)
 * Reader Rabbit 2 (1991)
 * Reader Rabbit's Ready for Letters (1992)
 * Reader Rabbit 3 (1993)
 * Reader Rabbit's Interactive Reading Journey (1994)
 * Reader Rabbit's Reading Development Library series
 * Reader Rabbit's Reading Development Library 1 (1995)
 * Reader Rabbit's Reading Development Library 2 (1995)
 * Reader Rabbit's Reading Development Library 3 (1996)
 * Reader Rabbit's Reading Development Library 4 (1996)
 * Reader Rabbit's Interactive Reading Journey 2 (1996)
 * Interactive Math Journey (1996)
 * Reader Rabbit's Math Ages 6-9 (1998)
 * Reader Rabbit's Learn to Read (1999)
 * Reader Rabbit Thinking Adventures (1999)
 * Reader Rabbit Learn to Read With Phonics 1st & 2nd Grade (2002)

StarFlyers series

 * Royal Jewel Rescue (2002)
 * Alien Space Chase (2002)

Super Seekers games

 * Treasure Mountain! (1990)
 * Note: This game was originally released as a regular Super Solvers title.
 * Treasure MathStorm! (1992)
 * Treasure Cove! (1992)
 * Treasure Galaxy! (1994)

Super Solvers series

 * Midnight Rescue! (later re-released as Super Solvers Reading and then Leap Ahead! 3rd Grade) (1989)
 * OutNumbered! (later re-released as Leap Ahead! 3rd Grade) (1990)
 * Challenge of the Ancient Empires! (Ancient Empires) (1990)
 * Spellbound! (later re-released as Leap Ahead! Spelling) (1991)
 * Gizmos & Gadgets! (1993)
 * Mission: T.H.I.N.K. (1997)

Trail series

 * Africa Trail (1995)
 * The Oregon Trail 3rd Edition (1997)
 * Amazon Trail 3rd Edition (1998)
 * The Oregon Trail 4th Edition (1999)
 * The Oregon Trail 5th Edition (2001)

Zoombinis series

 * Zoombinis Logical Journey (1996; remade 2015)
 * Zoombinis Mountain Rescue (2001)
 * Zoombinis Island Odyssey (2002)

Other games

 * Explore Yellowstone (1997)
 * The Powerpuff Girls: Mojo Jojo's Clone Zone (2002)
 * The Powerpuff Girls: Princess Snorebucks (2003)
 * Prince of Persia 3D (1999)
 * Soul Fighter (1999)
 * SpongeBob SquarePants Typing (2004)
 * Vlad Tepes Dracula (1997)
 * Real World series
 * Operation Neptune (1991)
 * Note: This game was eventually added to the Super Solvers series.
 * Time Riders in American History
 * Math For The Real World
 * PokéROM
 * Adventure/puzzle games
 * Rocky's Boots (1982)
 * Gertrude's Secrets (1984)
 * Gertrude's Puzzles (1984)
 * Robot Odyssey (1984)
 * Think Quick! (1987)
 * Logic Quest 3D (1996)
 * Road Adventures USA
 * Achieve! games
 * Achieve! Math & Science: Grades 1–3
 * Achieve! Phonics, Reading & Writing: Grades 1–3
 * Achieve! Math & Science: Grades 3–6
 * Achieve! Writing & Language Arts Grades 3–6
 * PBS Kids tie-in games
 * Caillou's Magic Playhouse
 * Caillou's Four Seasons of Fun
 * Caillou's Party Fun and Games
 * Zoboomafoo Animal Alphabet
 * Zoboomafoo Creature Quest
 * Arthur: Ready to Race
 * Jay Jay the Jet Plane: Jay Jay Earns his Wings
 * Jay Jay the Jet Plane: High-Flying Sky Circus
 * Jay Jay the Jet Plane: Sky Heroes to the Rescue
 * Cyberchase: Carnival Chaos
 * Cyberchase: Castleblanca Quest
 * Liberty's Kids
 * Arthur's Absolutely Fun Day! (2000)
 * Tools and other programs
 * All-Star Typing
 * The American Girls Premiere
 * Read, Write, and Type
 * MetroGnomes' Music
 * The Children's Writing & Publishing Center
 * The Writing Center
 * Student Writing Center
 * Other early educational programs
 * Magic Spells
 * Bumble Games
 * Bumble Plot
 * Moptown Hotel
 * Moptown Parade
 * Wordspinner
 * Juggles' Butterfly
 * Juggles' Rainbow
 * Juggles' House
 * Ultimate Children's Encyclopedia

title: The Learning Company


text:
1941 Governor General's Awards

The 1941 Governor General's Awards for Literary Merit were the sixth rendition of the Governor General's Awards, Canada's annual national awards program which then comprised literary awards alone. The awards recognized Canadian writers for new English-language works published in Canada during 1941 and were presented in 1942. There were no cash prizes.

There was one award in each of three established categories, which recognized English-language works only.

Winners

 * Fiction: Alan Sullivan, Three Came to Ville Marie
 * Poetry or drama: Anne Marriott, Calling Adventurers!
 * Non-fiction: Emily Carr, Klee Wyck

title: 1941 Governor General's Awards


text:
Educational software

Educational software is a term used for any computer software that is made for an educational purpose. It encompasses different ranges from language learning software to classroom management software to reference software. The purpose of all this software is to make some part of education more effective and efficient.

1946s–1970s
The use of computer hardware and software in education and training dates to the early 1940s, when American researchers developed flight simulators which used analog computers to generate simulated onboard instrument data. One such system was the type19 synthetic radar trainer, built in 1943. From these early attempts in the WWII era through the mid-1970s, educational software was directly tied to the hardware, on which it ran. Pioneering educational computer systems in this era included the PLATO system (1960), developed at the University of Illinois, and TICCIT (1969). In 1963, IBM had established a partnership with Stanford University's Institute for Mathematical Studies in the Social Sciences (IMSSS), directed by Patrick Suppes, to develop the first comprehensive CAI elementary school curriculum which was implemented on a large scale in schools in both California and Mississippi. In 1967 Computer Curriculum Corporation (CCC, now Pearson Education Technologies ) was formed to market to schools the materials developed through the IBM partnership. Early terminals that ran educational systems cost over $10,000, putting them out of reach of most institutions. Some programming languages from this period, p3), and LOGO (1967) can also be considered educational, as they were specifically targeted to students and novice computer users. The PLATO IV system, released in 1972, supported many features which later became standard in educational software running on home computers. Its features included bitmap graphics, primitive sound generation, and support for non-keyboard input devices, including the touchscreen.

1970s–1980s
The arrival of the personal computer, with the Altair 8800 in 1975, changed the field of software in general, with specific implications for educational software. Whereas users prior to 1975 were dependent upon university or government owned mainframe computers with timesharing, users after this shift could create and use software for computers in homes and schools, computers available for less than $2000. By the early 1980s, the availability of personal computers including the Apple II (1977), Commodore PET (1977), VIC-20 (1980), and Commodore 64 (1982) allowed for the creation of companies and nonprofits which specialized in educational software. Broderbund and The Learning Company are key companies from this period, and MECC, the Minnesota Educational Computing Consortium, a key non-profit software developer. These and other companies designed a range of titles for personal computers, with the bulk of the software initially developed for the Apple II.

Courseware
"Courseware" is a term that combines the words 'course' with 'software'. It was originally used to describe additional educational material intended as kits for teachers or trainers or as tutorials for students, usually packaged for use with a computer. The term's meaning and usage has expanded and can refer to the entire course and any additional material when used in reference an online or 'computer formatted' classroom. Many companies are using the term to describe the entire "package" consisting of one 'class' or 'course' bundled together with the various lessons, tests, and other material needed. The courseware itself can be in different formats: some are only available online, such as Web pages, while others can be downloaded as PDF files or other types of document. Many forms of educational technology are now covered by the term courseware. Most leading educational companies solicit or include courseware with their training packages.

Classroom aids
Some educational software is designed for use in school classrooms. Typically such software may be projected onto a large whiteboard at the front of the class and/or run simultaneously on a network of desktop computers in a classroom. The most notable are SMART Boards that use SMART Notebook to interact with the board which allows the use of pens to digitally draw on the board. This type of software is often called classroom management software. While teachers often choose to use educational software from other categories in their IT suites (e.g. reference works, children's software), a whole category of educational software has grown up specifically intended to assist classroom teaching. Branding has been less strong in this category than in those oriented towards home users. Software titles are often very specialized and produced by various manufacturers, including many established educational book publishers.

Assessment software
With the impact of environmental damage and the need for institutions to become "paperless", more educational institutions are seeking alternative ways of assessment and testing, which has always traditionally been known to use up vasts amount of paper. Assessment software refers to software with a primary purpose of assessing and testing students in a virtual environment. Assessment software allows students to complete tests and examinations using a computer, usually networked. The software then scores each test transcript and outputs results for each student. Assessment software is available in various delivery methods, the most popular being self-hosted software, online software and hand-held voting systems. Proprietary software and open-source software systems are available. While technically falling into the Courseware category (see above), Skill evaluation lab is an example for Computer-based assessment software with PPA-2 (Plan, Prove, Assess) methodology to create and conduct computer based online examination. Moodle is an example of open-source software with an assessment component that is gaining popularity. QST Online a dedicated complete open source exam/assessment solution is also growing in adoption. Other popular international assessment systems include Google Classroom, Blackboard Learn, EvaluNet and XT.

Reference software
Many publishers of print dictionaries and encyclopedias have been involved in the production of educational reference software since the mid-1990s. They were joined in the reference software market by both startup companies and established software publishers, most notably Microsoft.

The first commercial reference software products were reformulations of existing content into CD-ROM editions, often supplemented with new multimedia content, including compressed video and sound. More recent products made use of internet technologies, to supplement CD-ROM products, then, more recently, to replace them entirely.

Wikipedia and its offspins (such as Wiktionary) marked a new departure in educational reference software. Previously, encyclopedias and dictionaries had compiled their contents on the basis of invited and closed teams of specialists. The Wiki concept has allowed for the development of collaborative reference works through open cooperation incorporating experts and non-experts.

Custom platforms
Some manufacturers regarded normal personal computers as an inappropriate platform for learning software for younger children and produced custom child-friendly pieces of hardware instead. The hardware and software is generally combined into a single product, such as a child laptop-lookalike. The laptop keyboard for younger children follows an alphabetic order and the QWERTY order for the older ones. The most well-known example are LeapFrog products. These include imaginatively designed hand-held consoles with a variety of pluggable educational game cartridges and book-like electronic devices into which a variety of electronic books can be loaded. These products are more portable than laptop computers, but have a much more limited range of purposes, concentrating on literacy.

While mainstream operating systems are designed for general usages, and are more or less customized for education only by the application sets added to them, a variety of software manufacturers, especially Linux distributions, have sought to provide integrated platforms for specifically education.

Corporate training and tertiary education
Earlier educational software for the important corporate and tertiary education markets was designed to run on a single desktop computer (or an equivalent user device). In the years immediately following 2000, planners decided to switch to server-based applications with a high degree of standardization. This means that educational software runs primarily on servers which may be hundreds or thousands of miles from the actual user. The user only receives tiny pieces of a learning module or test, fed over the internet one by one. The server software decides on what learning material to distribute, collects results and displays progress to teaching staff. Another way of expressing this change is to say that educational software morphed into an online educational service. US Governmental endorsements and approval systems ensured the rapid switch to the new way of managing and distributing learning material. McDonald's also experimented with this via the Nintendo DS software eCrew Development Program.

See also:
 * Educational technology
 * SCORM
 * Virtual learning environment, LMS (learning management system)
 * Training Management System
 * Web-based training

Specific educational purposes

There are highly specific niche markets for educational software, including: (remote control and monitoring software, filetransfer software, document camera and presenter, free tools,...)
 * teacher tools and classroom management software
 * Driving test software
 * Interactive geometry software
 * Language learning software
 * Mind Mapping Software which provides a focal point for discussion, helps make classes more interactive, and assists students with studying, essays and projects.
 * Designing and printing of card models for use in education - e.g. Designer Castles for BBC Micro and Acorn Archimedes platforms
 * Note-taking (Comparison of note-taking software)
 * Software for enabling simulated dissection of human and animal bodies (used in medical and veterinary college courses)
 * Spelling tutor software
 * Typing tutors
 * Reading Instruction
 * Medical and healthcare educational software

Video games and gamification
Video games can be used to teach a user technology literacy or more about a subject. Some operating systems and mobile phones have these features. A notable example is Microsoft Solitaire, which was developed to familiarize users with the use of graphical user interfaces, especially the mouse and the drag-and-drop technique. Mavis Beacon Teaches Typing is a largely known program with built in mini-games to keep the user entertained while improving their typing skills.

Gamification is the use of game design elements in nongame contexts and has been shown to be effective in motivating behavior change. By seeing game elements as "motivational affordances," and formalizing the relationship between these elements and motivational affordances. Classcraft is a software tool used by teachers that has gaming elements alongside an educational goal. Tovertafel is a games console designed for remedial education and counter-acting the effects of dementia.

Tutor-based software
Tutor-based education software is defined as software that mimics the teacher student one on one dynamic of tutoring with software in place of a teacher. Research was conducted to see if this type of software would be effective in improving students understanding of material. It concluded that there was a positive impact which decreased the amount of time students need to study for and relative gain of understanding.

Helping those with disabilities
A study was conducted to see the effects of education software on children with mild disabilities. The results were that the software was a positive impact assisting teaching these children social skills though team based learning and discussion, videos and games.

Education software evaluation
There is a large market of educational software in use today. A team decided that they were to develop a system in which educational software should be evaluated as there is no current standard. It is called the Construction of the Comprehensive Evaluation of Electronic Learning Tools and Educational Software (CEELTES). The software to be evaluated is graded on a point scale in four categories: the area of technical, technological and user attributes; area of criteria evaluating the information, content and operation of the software; the area of criteria evaluating the information in terms of educational use, learning and recognition; the area of criteria evaluating the psychological and pedagogical use of the software.

Use in higher education
In university level computer science course, learning logic is an essential part of the curriculum. There is a proposal on using two logistical education tool FOLST and LogicChess to understand First Order Logic for university students to better understand the course material and the essentials of logistical design.

Selected reports and academic articles

 * Virvou, M., Katsionis, G., & Manos, K. (2005). "Combining Software Games with Education: Evaluation of its Educational Effectiveness." Educational Technology & Society, 8 (2), 54-65.
 * Seels, B. (1989). The instructional design movement in educational technology. Educational Technology, May, 11–15. https://web.archive.org/web/20080515073002/http://www.coe.uh.edu/courses/cuin6373/idhistory/1960.html
 * Niemiec, R.P. & Walberg, H.T. (1989). From teaching machines to microcomputers: Some milestones in the history of computer-based instruction. Journal of Research on Computing in Education, 21(3), 263–276.
 * Annetta, L., Minogue, J., Holmes, S., & Cheng, M. (2009). Investigation the impact of video games on high school students’ engagement and learning genetics. Computers and Education, 53, 74–85.
 * Bainbridge, W. (2007). The scientific research potential of virtual worlds. Science, 317, 27, 471–476.
 * Barab, S., Scott, B., Siyahhan, S., Goldstone, R., Ingram-Goble, A., Zuiker, S., & Warren, S. (2009).Transformational play as a curricular scaffold: Using videogames to support science education . Journal of Science Education Technology, 18, 305–320.
 * Bourgonjon, J., Valcke, M., Soetaert, R., & Schellens, T., (2010). Student's perceptions about the use of video games in the classroom. Computers and Education, 54, 1145–1156.
 * Zhao,Y., Zhang, G., Lai, C. Curriculum, Digital Resources and Delivery. International Encyclopedia of Education (Third Edition), Elsevier, 2010, 390–396, ISBN 9780080448947, https://doi.org/10.1016/B978-0-08-044894-7.00063-4.

title: Educational software