text:
Svetozar Kirov

Svetozar Kirov (Светоза́р Ки́ров; born October 6, 1973) is a Bulgarian wheelchair curler.

authors: Алексей Густов

title: Svetozar Kirov


text:
eliminoida

Etymology
(see 🇨🇬), ultimately from and adapted with the verbal suffix.

Verb

 * 1)  To eliminate.

source: wikimedia

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

title: eliminoida


text:
Vecauce parish

A parish (Vecauces pagasts) in Dobele Municipality, Latvia; which exists in two parts. It was in the former Jelgava District.

Prior to 2010 it was known as the countryside territory of the town of Auce.

Towns, villages and settlements of Vecauce parish

 * Vecauce - parish administrative center

title: Vecauce parish


text:
Talk:Gollum (software)

[Untitled]
Can anybody help with the '' at the beginning of the second reference? I don't understand why this show up. Thanks. dorfsmay (talk) 14:33, 9 February 2015 (UTC)

 * The template you meant to use is, not  . The latter is for phrases in French. The  is a missing argument. Q VVERTYVS  (hm?) 14:48, 9 February 2015 (UTC)

title: Talk:Gollum (software)


text:
Template:Did you know nominations/Otro Día Más Sin Verte/Angel (Jon Secada song)/Do You Believe in Us/Sentir

The result was: rejected by — Crisco 1492 (talk) 01:17, 9 April 2015 (UTC)

Hook issues

Otro Día Más Sin Verte

 * ... that Jon Secada's album Otro Día Más Sin Verte was the first Latin album to produce four number-one singles on the Billboard Hot Latin Tracks chart?
 * Reviewed: Inclusive Church, Telmatobius ventriflavum, Salvador Alvarado, Cletus Seldin, and Nada, Hainan

5x expanded (first two), created (second two) by AJona1992 (talk). Self nominated at 18:49, 9 February 2015 (UTC).

 * Symbol question.svg Is it possible to nominate multiple articles like this? Something tells me they should be done separately. Snuggums (talk / edits) 20:39, 10 February 2015 (UTC)

 * Symbol redirect vote 4.svg Snuggums, it's definitely possible, and not uncommon. In fact, it's a good idea for related articles. The main page currently has a hook with two creek articles in it, and prep 3 has a hook about two kinds of coral, each with its own bold article link. Because there are four articles (one album and three singles), there will need to be four QPQs supplied. BlueMoonset (talk) 23:11, 10 February 2015 (UTC)

 * Note to AJona1992: the Inclusive Church QPQ was not adequate and cannot be counted; that nomination was pulled and is currently on hold while the nominator makes improvements to the article. The Telmatobius ventriflavum review needs completion—I've marked it for further review—and could be used if you check the remaining criteria. Your QPQ reviews need to mention all the criteria you review, and should cover all those criteria listed above the DYK template editing box. If you have any questions, please let me know and I'll do my best to answer them. Thanks. BlueMoonset (talk) 16:27, 16 February 2015 (UTC)

 * Notice: I am waiting for all four QPQ's to be completed before giving my assessment of the hook. Ping or message me when they're complete. Snuggums (talk / edits) 16:47, 16 February 2015 (UTC)
 * all four reviews are complete. Best, jona  (talk)  00:47, 25 February 2015 (UTC)

 * I will now check the sources for this hook Snuggums (talk / edits) 01:53, 25 February 2015 (UTC)

 * Symbol confirmed.svg As far as I can tell, we're good to go- reliably sourced, long enough, and interesting hook. Snuggums (talk / edits) 02:17, 25 February 2015 (UTC)

 * Symbol question.svg Snuggums, a DYK review isn't merely an assessment of the hook. You need to review each of the four bold-linked articles for all the DYK criteria: newness, length, neutrality, close paraphrasing, and so on, and say how successfully each fulfills the various criteria, in addition to reviewing the hook. If that's what you actually did, then please be more specific in your write-up. Thanks. (Note: if you aren't prepared to review all four articles, we can call for a new reviewer.) BlueMoonset (talk) 02:40, 25 February 2015 (UTC)

 * Sorry for not being more specific, that was my comment for all four. I also couldn't find any close paraphrasing issues in any of the articles, and am pretty sure they're all neutral. Can't find anything indicating otherwise. The expansion is large enough for the first two articles, and the others were created recently enough. Snuggums (talk / edits) 02:48, 25 February 2015 (UTC)

 * Symbol possible vote.svg Thanks, Snuggums. Good to know. Unfortunately, while the album article should be fine, since it was expanded first, this nomination founders on the three singles articles because they each reuse a huge chunk of the album article, and by WP:DYKSG this requires a 5x expansion of the copied chunk: If some of the text were copied from another Wikipedia article, then it must be expanded fivefold as if the copied text had been a separate article. Basically, when "Angel" was expanded from 283 prose characters to the current 2550 prose characters, the new Production and success section included text totaling 849 prose characters copied exactly from the album article. That's 1132 pre-existing prose characters out of 2550; and a 5x expansion would require 6660 prose characters. "Do You Believe in Us" and "Sentir" are in even worse case: 934 prose characters from the "Angel" Production and success section—their entire first paragraphs of the identically named section—were copied into them, making their requirement 4670 prose characters; as they are 1790 and 1999 prose characters respectively, they're impossibly short of what's needed. AJona1992, I'm sorry to be the bearer of bad tidings, but only the Otro Día Más Sin Verte article is going to qualify for DYK. You could use the same basic hook with the singles articles unbolded, but at 211 characters it would need to be edited down by at least 11 characters to remain legal. BlueMoonset (talk) 03:56, 25 February 2015 (UTC)

 * Damn, that's unfortunate :/ Snuggums (talk / edits) 04:02, 25 February 2015 (UTC)

I trimmed the hook and removed the mentioned singles since I won't be expanding them to comply with the DYK rules. Best, jona  (talk)  18:59, 27 February 2015 (UTC)
 * Fine with me. Any concerns I might have missed, ? Snuggums (talk / edits) 22:15, 27 February 2015 (UTC)

 * What the source for the hook (FN16) says is not what the hook and article say. The Billboard article says that Secada was the first artist to have "four consecutive No. 1 singles on Billboard's Hot Latin Tracks chart". That's not the same thing as four from the same album, which is what the article and hook say. BlueMoonset (talk) 01:22, 28 February 2015 (UTC)
 * All four singles belonged to his album, I don't see why the source has to say it came from the album if the songs were released from his Spanish-language debut? jona  (talk)  02:13, 28 February 2015 (UTC)
 * Last call for ! Otherwise it's closing time. PanydThe muffin is not subtle 17:59, 4 April 2015 (UTC)
 * Unfortunately, I'm gonna have to say close this. Hook isn't supported by given source, and I can't really think of any good alternates. Snuggums (talk / edits) 20:40, 4 April 2015 (UTC)

authors: ಮಲ್ನಾಡಾಚ್ ಕೊಂಕ್ಣೊ


text:
Cookbook:Rice and Beef Soup

| Soup

Ingredients

 * 2 rice cooker cups (12 fl oz / 1½ cups / 360 mL) long grain rice.
 * 10 cups (1.9 L) water
 * 1 tbsp (15 ml) fresh chopped parsley
 * 1 tbsp fresh chopped chives
 * 1 tbsp fresh chopped rosemary
 * Salt to taste
 * Pepper to taste
 * ½ teaspoon (2.5 ml) ground cinnamon
 * 2 pounds (about 1 kg) beef, cubed

Procedure

 * 1) Add the rice, water, parsley, chives, rosemary, and pepper to a 10-cup or larger rice cooker.
 * 2) For a simple rice cooker, turn it on. For a programmable rice cooker, set the rice cooker to the quick cook setting and start.
 * 3) Cover and allow to come to a simmer.
 * 4) Add the beef and cinnamon, cover again, and allow to cook for 60 minutes.

title: Cookbook:Rice and Beef Soup


text:
Matt Wu

Matt Wu Chung-tien (born July 5, 1981) is a Taiwanese actor, film director and screenwriter.

His short film Stairway (四十三階) won Best Asian Short Film Award at the 19th Busan International Film Festival in 2014.

Personal life
In 2006, he co-wrote a book with Kingone Wang titled Men's Talk (型男Talk).

Wu married actress Yang Zishan in 2015. They met while starring in a 7-minute romantic drama in Taiwan as the 12th segment of the web series Female Zodiac Stories (清蜜星體驗女生版).

title: Matt Wu


text:
Robber baron

Robber baron may refer to:

 * Robber baron (feudalism), term for unscrupulous medieval landowners
 * Robber baron (industrialist), term for unscrupulous 19th-century American businessmen

title: Robber baron


text:
User:Ronyaguilar/sandbox

Medical Article Evaluation
Added information on articles related to medical topics. The community that works on these articles are well informed and supply important information that helps maintain accurate information for wikipedia.

AIDS/HIV Artist Selection
I have selected the artist Slava Mogutin for this assignment. His work with different medias will help influence my own project. For this particular artist on his wiki pageI hope to contribute some information about his work with the gay community. I also hope to shed some more light on the two criminals cases that lead him to flee Russia.

Journal of Sport and Social Issues

Vol 41, Issue 1, pp. 42 - 69

First published date: December-31-2016

http://journals.sagepub.com/doi/abs/10.1177/0193723516685273#articleCitationDownloadContainer

Slava Mogutin: “I Transgress, Therefore I Am”

by Benjamin Gutierrez

http://www.documentjournal.com/article/slava-mogutin-bros-brosephines

Peer Review for @Mtong14 (AIDS/HIV)
1).Is everything in the article relevant to the article topic? Is there anything that distracted you? - All of the information and corrections that @Mtong14 made contributed to the relevant topic. A relevant addition that kept the flow of the article without distracting me from the overall idea.

2).Is the article neutral? Are there any claims, or frames, that appear heavily biased toward a particular position? - The additions added were neutral they did not try to persuade the reader to feel a certain way about the artist particular work.

3).Are there viewpoints that are overrepresented, or underrepresented? - I believe that most view points are equally represented. With some extra emphasis on his work since he is an artist and that is what he is known for.

4).Check the citations. Do the links work? Does the source support the claims in the article? - The citations are from a creditable source and they all seem to work.

5).Is each fact supported by an appropriate, reliable reference? Where does the information come from? Are these neutral sources? If biased, is that bias noted? - The facts are supported by the references. He mentions his art work its meaning and supports it with creditable sources from organizations and a thesis statement.

6).Is any information out of date? Is anything missing that should be added? - The information not out of date. You can always have extra additions to the article, in particular additions to his work and their meaning. Such as the "Untitled" (Go-GO Dancing platform) 1991. Ronyaguilar (talk) 20:45, 10 November 2017 (UTC)

Plague Article
The article that I have chosen to work on is Kongsi. In the coming weeks I hope to contribute a large chunk of information to this article. The idea would be to add information regarding the history of Kongsi, in particular its role during the San Francisco plague of 1900-1904. By adding new sections to the article explaining the role Kongsi organization had during the plague I hope to further contribute to a better article on Wikipedia. Flushing out the article will help readers of this article get a better understanding of what Kongsi is and the role it played throughout its history.

Here are some of the references that I will be using:

1.

2.

3.

Ronyaguilar (talk) 21:41, 10 November 2017 (UTC)

Plague article rough draft
Kongsi (Chinese: 公司; pinyin: gōngsī; Wade–Giles: kung-ssu; Pe̍h-ōe-jī: kong-si) is broadly defined as a type of Chinese social organization or partnership, but the term has acquired other meanings under different historical contexts.[1][2] According to historian Tai Peng Wang, "almost every Chinese institution during the 19th century was called a kongsi."[1] Among overseas Chinese, the word kongsi was applied to both clan organizations whose members shared a common descent or social clubs for Chinese immigrants originating from the same province.[1][2] After the 19th century, these organizations came to be known as as hui guan (會館, literally meaning "meeting hall").[3]

In Southeast Asia, the kongsi republics were made up of Hakka Chinese mining communities that united into political entities that functioned as self-governing states.[4] By the mid-nineteenth century, the kongsi republics controlled most of western Borneo. The three largest kongsi republics were the Lanfang Republic, the Heshun Republic (Fosjoen), and the Santiaogou Federation (Samtiaokioe).[5]

The Chinese word Kongsi is used in modern Chinese to mean a commercial "company".

Contents [hide] 1	Functions of the Kongsi system 2	See also 3	Citations 4	References 5	External links Functions of the Kongsi system[edit source] The system of kongsi was utilized by Cantonese throughout the diaspora to overcome economic difficulty, social ostracism, and oppression.[citation needed] In today's Cantonese communities throughout the world, this approach has been adapted to the modern environment, including political and legal factors. The kongsi is similar to modern business partnerships, but also draws on a deeper spirit of cooperation and consideration of mutual welfare.

It has been stated by some that the development and thriving of Cantonese communities worldwide are the direct result of the kongsi concept. A vast number of Cantonese-run firms and businesses that were born as kongsi ended up as multinational conglomerates. In the Chinese spirit, derived in large part from Confucian ideals, these kongsi members or their descendants prefer not to boast so much of their wealth but to take pride in earning worldly and financial success through their work ethic and the combined efforts of many individuals devoted to group welfare. Ronyaguilar (talk) 02:07, 18 November 2017 (UTC)

title: User:Ronyaguilar/sandbox


text:
Top-rated United States television programs of 2002–03

This table displays the top-rated primetime television series of the 2002–03 season as measured by Nielsen Media Research.


text:
Talk:David Anderson (Manx politician)

External links modified (January 2018)
Hello fellow Wikipedians,

I have just modified one external link on David Anderson (Manx politician). Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20110806063138/http://www.tynwald.org.im/tynwald/biographies/anderson-dm.pdf to http://www.tynwald.org.im/tynwald/biographies/anderson-dm.pdf

Cheers.— InternetArchiveBot  (Report bug) 12:41, 20 January 2018 (UTC)

title: Talk:David Anderson (Manx politician)


text:
User:Vector636/Dr. Muhammad Rizwan

Dr. Muhammad Rizwan (Urdu: محمد رضوان) is a Research Associate in the at UUniversity of Toronto Institute of Biomedical Engineering (IBE) in Molly Shoichet lab. Previously, Rizwan was a Postdoctoral Fellow at University of Waterloo Department of Chemical Engineering. Rizwan is the first Pakistani to receive prestigious Singapore International Graduate Award fellowship for doctoral studies. Rizwan is best known for his contributions in developing soft biomaterials for corneal tissue engineering and studied the role of micro and nano topography on functional characteristics of corneal cells in his doctoral research.

Education and Training
Dr. Rizwan obtained B.Sc. in Metallurgical and Materials Engineering from University of the Punjab (Pakistan) in 2009. Rizwan went on to pursue MS in Bio-nano engineering from Hanyang University (South Korea) on scholarship awarded by Higher Education Commission (Pakistan) (HEC) and graduated in 2012. Subsequently, Rizwan received fellowship from Agency for Science, Technology and Research (A*STAR) Singapore to conduct doctoral studies. Rizwan graduated from the National University of Singapore (NUS) with a PhD in Biomedical Engineering. He developed micro and nano patterned hydrogels for corneal endothelial tissue engineering and disease modelling in collaboration with scientists from A*STAR and surgeons from Singapore National Eye Centre. In 2017, RIzwan joined University of Waterloo as postdoctoral fellow to work on the development of synthetic vascular grafts and stem cells. Dr. Rizwan has taught in Ghulam Ishaq Khan Institute of Engineering Sciences and Technology, Bahauddin Zakariya University, and University of Toronto.

Research
Rizwan mainly focuses on studying cell-biomaterial interaction and control of such interactions using micro and nano-technologies, matrix biomaterial design and surface chemistry with a goal to apply this knowledge to tissue engineering and regenerative medicine. During PhD, Rizwan elucidated the role of nanotopographies on improving the functional markers and proliferation of donor-derived primary human corneal endothelial cell. Rizwan also pioneered the recreation of Fuchs Endothelial dystrophy (FED) disease environment in a dish (disease-in-a-dish) using micro-fabrication technology, which enabled the cell therapy study in simulated environment. Disease-in-a-dish platform can potentially predict the outcome of cell therapy approach for FED patients at different stages of disease. This approach was later validated by other research groups using actual diseased corneal surface. In another highly cited research, Rizwan demonstrated that the combination of gelatin triple helices and photoinduced crosslinking dramatically increase hydrogel strength. Such hydrogels were later nanopatterned and effectively used to transplant corneal endothelial cells in animal models. Rizwan developed bioactive PVA based biomaterial for vascular graft fabrication and elucidated the role of gelatin on bioactivity and blood-compatibility of PVA. Rizwan is currently focused on developing advanced hydrogels for liver organoids culture in collaboration with world’s leading stem cells biologists. Rizwan has presented his findings in several international conferences.

Awards and honors

 * Canadian Biomaterials Society (CBS) merit award (2016)

 * Agency for Science, Technology and Research (A*STAR) Singapore Fellowship for Doctoral Research (2012)
 * University of Padua Fellowship for Doctoral Research (2012)
 * HEC Fellowship for MS by Research in South Korea (2010)
 * Pakistan Atomic Energy Commission (PAEC) fellowship for MS by Research in Pakistan (2009)
 * Pakistan Nuclear regulartory authority (PNRA) Fellowship(2009)

Notable publications
1.       Chan S*, Rizwan M*, Yim EKF. Emerging methods to enhance pluripotent stem cell expansion, Front. Cell Dev. Biol. 2020;8:70

2.      Rizwan M, Yao Y, Gorbet M, Tse J, Anderson DEJ.; Hinds MT, Yim EKF, One-pot covalent grafting of gelatin on polyvinyl alcohol hydrogel to enhance endothelialization and hemocompatibility for synthetic vascular graft applications, ACS Applied Biomaterials, 2020;3:693-703

3.      Rizwan M, Peh GSL, Ang H-P, Lwin NC, Adnan K, Mehta JS, Tan WS, Yim EKF. Sequentially-crosslinked bioactive hydrogels as nano-patterned substrates with customizable stiffness and degradation for corneal tissue engineering applications. Biomaterials 2017;120:139-54

4.      Rizwan M, Peh GS, Adnan K, Naso SL, Mendez AR, Mehta JS, Yim EKF. In Vitro Topographical Model of Fuchs Dystrophy for Evaluation of Corneal Endothelial Cell Monolayer Formation, Adv. Healthcare Mater. 2016;5:2896-2910

5.      Rizwan M, Peh GSL, Adnan K, Law JBK, Mehta JS, Yim EKF. Micro- and nano-topography to enhance proliferation and sustain functional markers of donor-derived primary human corneal endothelial cells, Acta Biomater. 2015;19:138-48

6.      Rizwan M*, Lim SH*, Goh SH, Law JBK, Saifullah MSM, Ho GW, Yim EK. Sub-100 nm patterning of TiO2 film for the regulation of endothelial and smooth muscle cell functions, Biomater. Sci. 2014;2:1740-9

7.      Rizwan M, Cho S-H, Lee J-H, Park J-G. Fluorocarbon film-assisted fabrication of a CoNi mold with high aspect ratio for nanoimprint lithography, Microelectron. Eng. 2013;104:58-63

8.      Rizwan M, Tse JW, Nori A, Leong KW, and Yim EKF. Cell–Substrate Interactions. In Atala A, Lanza R & Mikos A (Eds): Principles of Regenerative Medicine 3rd Edition. Elsevier

Full list of publications available at Google Scholar

title: User:Vector636/Dr. Muhammad Rizwan


text:
Wikipedia:Articles for deletion/Shlomit Yanisky-Ravid

The result was delete. – Joe (talk) 07:56, 4 September 2020 (UTC)

Shlomit Yanisky-Ravid

 * – ( View AfD View log  Stats )

Can't see how this individual passes WP:PROF, and certainly doesn't pass WP:GNG.  Onel 5969  TT me 14:56, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of Academics and educators-related deletion discussions. AleatoryPonderings (talk) 14:57, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of Israel-related deletion discussions. AleatoryPonderings (talk) 14:57, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of Women-related deletion discussions. Shellwood (talk) 14:57, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of Law-related deletion discussions. AleatoryPonderings (talk) 15:00, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of Technology-related deletion discussions. AleatoryPonderings (talk) 15:03, 17 August 2020 (UTC)

 * Comment. No opinion as yet, but her CV may be useful for those interested in whether her publications qualify her for WP:NAUTHOR. AleatoryPonderings (talk) 15:07, 17 August 2020 (UTC)
 * Weak delete. I found one review of her book Intellectual Property at the Workplace (ISBN<PHONE_NUMBER>072):
 * Her most-cited article (36 hits on Google Scholar) is
 * Law is a very high citation field, so 36 hits is not especially impressive. "Generating Rembrandt" apparently was named a "visionary article in intellectual property law", but I'm not really sure what that is since there doesn't appear to be independent coverage of it. I found nothing special on Westlaw that's not free to access elsewhere. I think WP:NAUTHOR is the most viable criterion and I'm not seeing enough coverage to meet it. Perhaps there are other sources in Hebrew, and I'd be more than willing to reconsider my vote if that's the case. AleatoryPonderings (talk) 16:03, 17 August 2020 (UTC)
 * I have looked at and responded to DEgnel's points below. My !vote remains unchanged. AleatoryPonderings (talk) 18:28, 23 August 2020 (UTC)
 * (I corrected the link below to Katherine B. Forrest.) The point about restricting attention to a sub-field does not convince me. You can make anyone seem important by narrowing your field of view. Our standards focus on significance on the field broadly construed, not in a specific research area. AleatoryPonderings (talk) 18:28, 23 August 2020 (UTC)
 * Not convinced by the single Supreme Court of Israel citation. Academic papers are often cited by courts—especially by major appellate courts. I am not convinced that the award given by the Michigan State Law review is a major enough award to indicate broad significance in the field of law, and it is certainly not enough for WP:ANYBIO. AleatoryPonderings (talk) 18:28, 23 August 2020 (UTC)
 * Respectfully disagree as to scholarly impact in general. Citation count on Google Scholar lists her highest cited paper as 36 cites. Not sufficient to indicate broad importance in a high-citation field. AleatoryPonderings (talk) 18:28, 23 August 2020 (UTC)
 * Most of the additional sources mentioned below are primary. I cannot evaluate the ones in Hebrew as I do not read that language. AleatoryPonderings (talk) 18:28, 23 August 2020 (UTC)
 * Most of the additional sources mentioned below are primary. I cannot evaluate the ones in Hebrew as I do not read that language. AleatoryPonderings (talk) 18:28, 23 August 2020 (UTC)

 * Weak delete Perhaps TOOSOON. She is a professor at Law at Fordham, and has published a number of articles that come up in Google Scholar but none of them seem to have a lot of cites. Apart from that, I can't really see any RS or interviews that substantiate her.Deathlibrarian (talk) 01:45, 18 August 2020 (UTC)
 * Note: This discussion has been included in the list of Authors-related deletion discussions. TJMSmith (talk) 12:13, 18 August 2020 (UTC)

As a new Wikipedia contributor, I feel like I have failed to create a page that describes the importance of her and her work accurately enough. As a result, I believe, one might conclude that she doesn't pass WP:GNG, WP:PROF and WP:AUTHOR. Here are my arguments for why she does: I hereby call for help to improve this page. I have done my reading and will definitely work on it. In order to be improved, this page must to be kept. Lastly, some additional sources. For this article to be improved, it needs some more sources. DEgnel (talk)  Relisted to generate a more thorough discussion and clearer consensus. Relisting comment:, please untangle your replies from DEgnel's comment. It is hard to follow (see WP:TPO).
 * Keep and make major improvements.
 * WP:PROF - Both the discussion and the article are not focusing the field of research that makes her unique. Law (IP, Privacy, Labour) facing the futures (and present) challenges of advanced technology (AI, cyberspace, blockchain). Judge Katherine B. Forrest Judge named her "he foremost thinker of AI and copyright", for her research in the field.Fordham Prof. Page Yale Prof. Page.
 * 1) Following that, I believe that her citation count should be looked at from a law and advanced tech POV, and compared to such papers, as opposed to measure citation count against classic Law papers. A quick search on google scholar can help reassess.
 * 2) Other relevant metrics should be her paper journal rankings and awards (e.g. Generating Rembrandt, Michigan State Law Award) and the fact that her paper was cited by the Israeli Supreme Court Verdict Article
 * WP:AUTHOR - Sections 1 "important figure or is widely cited by peers or successors" and especially 2 "a significant new concept, theory, or technique.", I think are made clear by the previous paragraph and the provided sources.
 * WP:GNG and WP:BIO - More sources can help (and will be provided below). However, I think that even currently the sources are reliable, intellectually independent, and indeed are significant coverage.
 * 1) Yale Prof. Page - isn't referenced in the article.
 * 2) Ono Academic College Prof. Page - As her current academic institute, not even mentioned.
 * 3) Recent article about privacy and Covid-19 (From Ynet)
 * 4) Podcast about AI and IP (english)
 * 5) Article about privacy in workplace (From Calcalist)

Please add new comments below this notice. Thanks, – Joe (talk) 12:39, 25 August 2020 (UTC)
 * Delete I can't see any evidence of notability. It would also be interesting to know if the creator has a WP:COI with the subject. Number   5  7  10:40, 28 August 2020 (UTC)


text:
User:Omerkamalwiki

Omer Kamal Lives in Hannover

 I Like

Spending my time creatively and positively

 I Dislike

Beeing Lazy, when I do not have some thing good to do.

 My Profession

I am a Business man, Mathematician and Software Developer.

title: User:Omerkamalwiki


text:
User:Mpluby~enwikiversity

I'm pursuing a Master's Degree (MA) in Slavic and East European Studies at The Ohio State University. I graduated from the same university in June 2006 with a bachelor's degree (BA) in Economics and Russian as well as a minor in History.

I speak English and Russian. I'm currently learning Uzbek. My birthday is February 24, 1985.

title: User:Mpluby~enwikiversity


text:
Pantdreiniog quarry

The Pantdreiniog quarry (also known as the Pant Dreiniog quarry) was a slate quarry within the town of Bethesda in North Wales. It was worked between about 1825 and 1923. It played a significant part in the Penrhyn Great Strike, Britain's longest industrial dispute.

Early history
The early history of the quarry is obscure, but it appears to have started around 1825, and was certainly working in 1845, when quarryman John Hughes of Maentwrog fell to his death into the pit, which was then 40 yards deep. In 1860, owned by William Owen, the Pantdreiniog Slate Company produced 3,000 tons of slate, dropping to 1,372 tons produced by 30 men in 1864. During the 1860s, the quarry expanded and took over the adjacent Coetmor Quarry. Sometime in the late 1860s the quarry closed.

In 1872, the quarry was re-opened by the Bangor and Pant-Dreiniog Slate Co. (Ltd.) and took on 50 workers. That year they produced 1,500 tons of finished slate. In 1884, it was recorded as worked by the Pant Dreiniog Slate Company and producing blue, purple and red slates, but that was the only year the quarry worked between 1881 and 1886, leaving the quarrymen out of work and reliant on charity.

W. J. Parry takes over
In 1896, a major industrial dispute at the nearby Penrhyn quarry resulted in hundreds of quarrymen being locked out and left without work. Alderman William John Parry was determined to help. Parry had been one of the founders of the North Wales Quarrymen's Union in 1874, and was the union's first general secretary. He led a syndicate from South Wales that purchased Pantdreiniog and was appointed manager of the quarry. By October he had taken on 40 workers, announcing his intention to only employ married men in an effort to support the families of the strikers as well as the men. This venture failed, and in March 1900 Parry was forced to put the quarry up for sale. There was no successful bid at the auction, and the quarry company went into liquidation, throwing 106 men out of work.

The Penrhyn Great Strike
On 22 November 1900, the continued friction between the quarrymen an owners at Penrhyn quarry resulted in another strike and lock out. This was the start of the "Great Strike of Penrhyn", which lasted for three years and was the longest dispute in British industrial history. 2,000 skilled workers were locked out and left without income. Parry saw an opportunity to provide work for the strikers at Pantdreiniog. In March 1901, he restarted the quarry as a worker's co-operative. In the first month of operation, the quarry turned a small profit and was able to pay wages of 32s 6p (equivalent to £ in 2018) a week. Slate produced here was shipped via the LNWR to Deganwy on the River Conwy.

This initial attempt failed sometime in 1902, but in the summer 1903, with the Penrhyn strike still underway, Parry tried again. A new enterprise North Wales Quarries Ltd. was started, funded mainly by the North Wales Quarrymen's Union. The union contributed over £15,000 (£) to purchase Pantdreiniog, along with the nearby Moel Faban and Tanybwlch quarries. The quarries were together called the Bethesda Co-operative Quarries and Parry was appointed the Managing Director. The company was formally incorporated on 3 October 1903. Richard Bell, the MP for Derby was the chairman of the company.

In November 1903, the Penrhyn strike ended and many quarrymen started to return to work there.

Despite the good intentions, a rift developed between Parry and the union. Parry's terms of employment were seen as almost as draconian as those that cause the Great Strike at Penrhyn. The President of the union, Henry Jones, was among the quarrymen who refused to work at the co-operative under Parry. In his 1905 address to the union he said: "One of the greatest dangers of labour organisations was to fall into the hands of men ... who professed sympathy with the common people merely in order to attain personal ends. He would say nothing of the agreement which he and others refused to sign, and for which they had been discharged, because, as Mr W. J. Parry admitted, 'they had not accepted the terms of the company. If the agreement was fair, then the whole history of the Union was of no avail." Parry had locked out his quarrymen over the disagreement about their contracts and was generally held to be against the workers and the union.

By May 1906, Pantdreiniog was back at work, but slate prices were falling, and in 1909 the company laid off 55 of its men. The quarry closed in October 1910.

Revival after 1919
After the First World War, there was a brief boom in the slate industry as a large number of new houses were built in Britain under the Addison Act. In 1919, a new company the Pant Dreiniog Slate Quarry Company Ltd. was formed. It intended to rework material from the quarry's waste tips and pulverise it. The resulting slate dust would be formed into bricks and slabs. Initially only the grinding operation took place at the quarry, with the dust shipped to factories in Birmingham and Leigh where it was pressed into bricks. Because this process did not require the firing used to make traditional clay bricks, it was claimed to be a faster and cheaper alternative. As well as bricks, the company experimented with creating rubber goods, Portland cement, paint and pottery.

Yet again, William Parry was involved in the new company, called the North Wales Development Company. The company purchased a 30 in Bradley pulverizing machine for grinding the waste and also attempted to build prefabricated houses using slate slabs in steel frame for the walls. Parry died in 1927, and it appears that this final effort to work Pant Dreiniog for slate failed at or just before this date.

Development after closure
Finding enough space to tip the large amounts of waste slate is a problem for all slate quarries. Pantdreiniog was surrounded on three sides by the houses of Bethesda, so finding enough tipping space was particularly difficult. In the 1880s, they purchased a row of houses on Cilfodan Street and tipped over them. The high tips were held back by pack walls. After the quarry closed, the tips remained. They were considered both dangerous and a significant urban blight.

Between 1957 and 1976 the Pantdreiniog pit was used as a landfill site. In the 1980s, the waste tips were removed and the quarry site was turned into open land.

Transport
Like most of the local slate quarries, Pantdreiniog had an extensive internal tramway system, of approximately gauge. Before 1900, a long incline ran up the east side of the pit, powered by a steam engine. Parry's enterprise of 1896 saw the quarry re-equipped and the incline was replaced by a lift on the north edge of the pit. Tramways ran east to the mill, then south to the waste tips above the town. The North Wales Quarries Ltd. further expanded the tramway network after they took over in 1903. They also purchased a steam locomotive from W.G. Bagnall to work the every lengthening tip line above Tan-y-Ffordd.

Two steam locomotives worked at the quarry, supplied by W.G. Bagnall. They were works number 1726 delivered in October 1903 and named Richard Bell, and works number 1863, delivered in November 1907, named J C Grey. Both were locomotives of the Mercedes class.

title: Pantdreiniog quarry


text:
Equations

The Basic Definition
An equation is basically a math statement with an equal sign in the middle, for instance:
 * $$2(4) = \frac {32}{4} $$

In algebra, equations often include variables:
 * $$7 + a = b$$
 * $$6 + 10 = x$$
 * $$x = y$$

We are often asked to simplify or solve them.

Equations: simplifying & solving
They are similar but completely different things.

Simplifying Equations
Simplifying equations involves cutting out as much as possible so it can make the most sense and give the same message with the least amount of trouble (and typing, for that matter). To simplify an equation, we do as many steps as we are able with the information we have.

This problem can be simplified by combining like terms.
 * $$2a + 3a - b + 6 = c + c + d$$
 * $$5a - b + 6 = 2c + d$$

This problem can be simplified by combining like terms and using the Basic Laws of Algebra.

 * $$8(a - b) + 2(a + 3b + b)= 6a + 2(a + 4) + b$$

First we do any math we can within the parentheses. In this case, we can combine like terms.
 * $$8(a - b) + 2(a + 4b) = 6a + 2(a + 4) + b$$

Next we do any multiplication or division, using the distributive property.
 * $$ 8a - 8b + 2a + 8b = 6a + 2a + 8 + b$$

This leaves us with more like terms to combine.
 * $$ 10a = 8a + 8 + b$$

Solving Equations
For more detail, see Solving equations.

Solving an equation means finding out the value of a variable. This is a simple one, if you combine like terms by adding 3 + 7, which equals 10, then you get: You have just solved for x.
 * $$x = 3 + 7$$
 * $$x = 10$$

Many equations are more complex than this and can't be solved simply by combining like terms. We often must use the properties of equality to isolate the variable so we can get the solution. To isolate x, we must add 3 to both sides of the equation. -3 + 3 = 0, so x will be isolated as the -3 is canceled out. We combine like terms to find the value of x.
 * $$x - 3 = 7$$
 * $$x - 3 + 3 = 7 + 3$$
 * $$x = 10$$

In some problems, we will not be able to determine the value of the variable, but if told to solve for it, we can still isolate it. With the following problem, we can't find the value of x without knowing the value of y, which added to x makes 32. To isolate x, we subtract y from both sides of the equation. y - y = 0, so x will be isolated as the y on the left side is canceled out.
 * $$x + y = 32$$
 * $$x = 32 - y$$

Let's try solving for "b" in the more complex simplifying example above. It started out as: We simplified it to: We want to isolate b, so first we'll move the 8a out of the right side of the equation. Now we'll remove the 8.
 * $$8(a - b) + 2(a + 3b + b)= 6a + 2(a + 4) + b$$
 * $$ 10a = 8a + 8 + b$$
 * $$10a - 8a = 8 + b$$
 * $$ 2a = 8 + b$$
 * $$ 2a - 8 = 8 - 8 + b$$
 * $$ 2a - 8 = b$$

How can we be sure this is right? We can "plug in" a value for either of the variables and solve the other. Since we've isolated for b already, let's pick a value for a. Let's say a stands for 4. We substitute it in the problem.
 * $$ 2(4) - 8 = b$$
 * $$ 8 - 8 = b$$
 * $$b = 0$$

Once we have a possible solution set, we can check our work by going back to the original problem and plugging in both numbers:
 * $$8(4 - 0) + 2(4 + 3(0) + 0)= 6(4) + 2(4 + 4) + 0$$
 * $$8(4) + 2(4)= 6(4) + 2(8)$$
 * $$32 + 8= 24 + 16$$
 * $$40=40$$

This is true. This does not mean, of course, that $$b = 0$$ in the problem $$ 2a - 8 = b$$. b could equal 0, but only if a equals 4. Without knowing the value of a, we cannot solve for b further than $$ 2a - 8 = b$$

title: Equations


text:
Stride (software)

Stride was a cloud-based team business communication and collaboration tool, launched by Atlassian on 7 September 2017 to replace the cloud-based version of HipChat. Stride software was available to download onto computers running Windows, Mac or Linux, as well as Android, iOS smartphones, and tablets. Stride was bought by Atlassian's competitor Slack Technologies and was discontinued on February 15, 2019.

The features of Stride include chat rooms, one-on-one messaging, file sharing, 5 GB of file storage, group voice and video calling, built-in collaboration tools, and up to 25,000 of searchable message history. Premium features include unlimited file storage, users, group chat rooms, file sharing and storage, apps, and history retention. The premium version, priced at $3/user/month, also includes advanced meeting functionality like group screen sharing, remote desktop control, and dial-in/dial-out capabilities. Stride offered integrations with Atlassian's other products as well as other third-party applications listed in the Atlassian Marketplace, such as GitHub, Giphy, Stand-Bot and Google Calendar.

Stride offered additional features beyond messaging to improve efficiency and productivity. It aimed to reduce collaboration noise by introducing a "focus" mode, and eliminates the divisions between text chat, voice meetings, and videoconferencing, by simplifying transitioning between these modes in the same channel.

On July 26, 2018, Atlassian announced that HipChat and Stride would be discontinued February 15, 2019, and that it had reached a deal to sell their intellectual property to Slack. Slack will pay an undisclosed amount over three years to assume the user bases of the services, and Atlassian will take a minority investment in Slack. The companies also announced a commitment to work on integration of Slack with Atlassian services.

title: Stride (software)


text:
Mary Musani

Mary Musani (born 4 September 1944) is a Ugandan hurdler. She competed in the women's 80 metres hurdles at the 1964 Summer Olympics.

title: Mary Musani


text:
File:TSRiss12.jpg

Summary
The cover of our 12th issue of The Sondheim Review magazine, which is 100% owned by the publisher and uploader, Ray Birks, username RayBirks. The cover can be seen on our back issues page: http://www.sondheimreview.com/backissues.htm. This upload is intended solely for use on the page describing the magazine, The Sondheim Review.

-- RayBirks 03:55, 11 August 2006 (UTC)

title: File:TSRiss12.jpg


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Cookbook:Baking

Baking is cooking food in an oven with dry heat applied evenly throughout the oven and is synonymous with roasting. Although it is common in some cultures to use the term baking for the so-called baked-goods, such as breads, cakes and pastries, and 'roasting' for other foods, such as meats and vegetables, the terms can also be used interchangeably.

The dry heat of baking causes the outside of the food to brown or char, giving it an attractive appearance and pleasing taste. The browning is caused by caramelization of sugars and is the result of the Maillard reaction. Despite common misconceptions about the browning process, moisture is never entirely sealed into the food. Over time an item being baked will continue to lose moisture. This can be an advantage, especially in situations where drying is the desired outcome, for example in drying herbs or in roasting certain types of vegetables. Where drying is not desired, a protective layer of butter, oil, or, in the case of breads and pastries, egg wash, can slow the loss of moisture as well as providing flavor and additional browning. Alternatively, some foods are replenished with moisture during baking by placing a small amount of liquid (such as water or broth) in the bottom of the pan and letting it steam up into or around the food.

Specific techniques

 * Blind baking
 * Shirring
 * Clay Pot Cooking

"Starch gelatinization in bread doughs and cakes forms an important part of the supporting structure of baked goods"

"During baking, heat and mass transfer takes place in the dough simultaneously and interde- pendently, and involves four major changes:

1. Gases are vaporized as the temperature increases: the gas cell increases in volume provided that the cell wall retains gases and is deformable.

2. Starch gelatinizes as temperature increases to an extent depending on the local availability of water; proteins coagulate. These changes limit the dough extensibility.

3. The initial structure with closed gas cells separated by dough walls is transformed into a porous structure with interconnected pores, known as the dough–crumb transition.

4. Under the action of high temperatures at the boundaries, water vaporizes in the oven atmosphere. Depending on the product thickness, but also on baking conditions, this supports the formation of a dry, hard crust in the case of dessert or bread dough, and may also lead to complete drying in the case of biscuits and cookies."

"While it bakes, the temperature of the water increases, and the granules inflate and form starch that gradually binds together as the water evaporates. A single mass of hard dough is formed."

title: Cookbook:Baking


text:
Slättbergshallen

Slättbergshallen is a sports venue for ice sports in Trollhättan, Sweden. It opened on 14 November 2009. It consists of one indoor venue with a bandy field, which holds 3,400 people, but can hold 4,000 at bigger events, and two indoor venues with ice hockey rinks, one with a spectator capacity of around 2,000 and one without.

The arena was the venue of a four nation bandy tournament in December 2016 and for the Division B at the 2017 Bandy World Championship.

title: Slättbergshallen


text:
renouncement

Etymology
From. .

Noun

 * 1) The act of renouncing.
 * His renouncement of his previous position, once it had proven unpopular, did not help his candidacy.

title: renouncement


text:
User:McCarthy-Wood

Hi,

I do digital media and am looking forward to the Wikipedia advanture. My main website is http://www.mccarthy-wood.com/

title: User:McCarthy-Wood


text:
Maria Dominiani

Maria "Mariuccia" Dominiani (10 May 1913 – 10 December 1993) was an Italian actress.

Biography
Dominiani made her debut on screen in the 1936 film Joe the Red, dedicating herself also to variety shows and photo comics in the following decade. In 1944, she was arrested and imprisoned, after being accused of having collaborated with the Nazis during the fascist regime but was released from prison because there was no evidence against her. In the 1950s, Dominiani dealt with organizing stage shows, and also played in minor roles in some films until 1961.

Dominiani died in Rome on 10 December 1993, at the age of 80.

Partial filmography

 * Joe the Red (1936)
 * I've Lost My Husband! (1937)
 * Lasciate ogni speranza (1937)
 * We Were Seven Widows (1939)
 * Inspector Vargas (1940)
 * Caravaggio, il pittore maledetto (1941)
 * A Woman Has Fallen (1941)
 * Without a Woman (1943)
 * Eleven Men and a Ball (1948)
 * The Ship of Condemned Women (1953)
 * Day by Day, Desperately (1961)

title: Maria Dominiani


text:
Vefsnfjord

The Vefsnfjord or Vefsnfjorden is a fjord in the Helgeland traditional district of Nordland county, Norway. It is about 51 km long, reaching a maximum depth of about 440 m below sea level. The fjord flows through the municipalities of Alstahaug, Leirfjord, and Vefsn.

The fjord begins at Tjøtta, south of the island of Alsten and meets the Leirfjord at the island of Sundøy before turning to the south as it proceeds inland to the town of Mosjøen. The outer part of the fjord is also called Sørfjord.

Several large rivers run into the Vefsnfjord, including the Vefsna, Fusta, and Drevja. All three of the rivers are traditionally excellent salmon fishing rivers, although they now have been infected with the salmon parasite Gyrodactylus salaris.

A German prisoner ship was sunk here by British Aircraft during World War II with major loss of life. A memorial is located on a nearby island.

A powerline crosses Vefsnfjord near Overtroan with a 3.236 km long span.

title: Vefsnfjord


text:
Khoroshavka

Khoroshavka (Хорошавка) is a rural locality (a settlement) in Suvorovsky Selsoviet, Blagoveshchensky District, Altai Krai, Russia. The population was 126 as of 2013. There are 5 streets.

Geography
Khoroshavka is located 39 km east of Blagoveshchenka (the district's administrative centre) by road. Lenki is the nearest rural locality.

title: Khoroshavka


text:
Baháʼí Holy Days

The Baháʼí Faith has eleven holy days, which are important anniversaries in the history of the religion. On nine of these holy days, work is suspended. There is no fixed format for any of the holy days, and Baháʼí communities organize their own commemorative meetings.

All but two of the holy days are scheduled annually on fixed dates in the Baháʼí calendar. The Twin Holy Birthdays are scheduled annually according to a lunar calculation.

Besides the eleven holy days, Baháʼís also celebrate Ayyám-i-Há, a period of several extra days in the calendar (followed by the Nineteen Day Fast).

Naw-Rúz
Annually on Bahá 1. Naw-Rúz marks the beginning of spring.

The Birth of the Báb
Annually in October or November. The Báb was born two years after Baháʼu'lláh, on the first of the Twin Holy Birthdays.

Declaration of the Báb
Annually on ʻAẓamat 8. See Declaration of the Bab to Mullá Husayn

Martyrdom of the Báb
Annually on Raḥmat 17. See Martyrdom of the Báb

The Birth of Baha'u'llah
Annually in October or November. Baháʼu'lláh was born on the second of the Twin Holy Birthdays. See also: Birth of Baha'u'llah.

Festival of Ridván
The Festival of Ridván, a twelve-day festival that commemorates Baháʼu'lláh's announcement to be the Manifestation of God, is the most holy Baháʼí festival to which Baháʼu'lláh referred as the "Most Great Festival." The first, ninth and twelfth days of the festival are celebrated as holy days.

Annually on Jalál 13, Jamál 2 and Jamál 5.

See Festival of Ridván.

Ascension of Baháʼu'lláh
Annually on ʻAẓamat 13.

Holy days associated with ʻAbdu'l-Bahá
On these two holy days, the suspension of work is not required.

Day of the Covenant
Annually on Qawl 4. See Day of the Covenant

Ascension of ʻAbdu'l-Bahá
Annually on Qawl 6. See Ascension of ʻAbdu'l-Bahá

Twin Holy Birthdays
The Twin Holy Birthdays of the Báb and Baháʼu'lláh are celebrated on the first and second day following the eighth new moon after Naw-Rúz. (In the Islamic lunar calendar, the births of the Báb and Baháʼu'lláh fell on consecutive days - the first and second day of Muharram, respectively, two years apart. )

See Twin Holy Birthdays and Birth of Baha'u'llah.

title: Baháʼí Holy Days


text:
Software testing/Design technique

One possible classification (another one could be black box, white box, grey box: see here) of the design techniques could be: static and dynamic techniques. The static techniques also test software (like the dynamic ones), but the software is not executed during this. Goal of both types it is amongst others to find anomalies (more goals you can read here). We could also phrase it like this: software interacts/reacts while dynamic testing - but for the static techniques software just lies like a skeleton before us and we can dissect it like a pathologist. Examples to some of the techniques you can find in: Standard for Software Component Testing from BCS SIGIST.

manual
For the following design techniques the ability of humans to analyze and think is of primary importance. For this there are used different kind of reviews:

 * informal review
 * walkthrough
 * technical review
 * inspection
 * management review
 * audit

with tools
Tools for static analysis need the test object to have a formal structure/syntax (so a test object can also be something else than source code). Then the tools search for certain patterns. Tools can be:

Compiler: they check if e.g. for the syntax of the used programming language or they calculate metrics analyzer: e.g. this can be also "just" a program for spell checking tools for modeling: they create first a model of e.g. the specification or the source code - so other tools can start also other open source and commercial tools (please see discussion)

dynamic design techniques
In complement to static techniques the testobject is being executed for testing.

systematic techniques
An overview about black box, white box and grey box you can find in the article here.

black box

 * equivalence partitioning
 * classification tree method
 * boundary value analysis
 * domain analysis testing
 * decision table testing
 * state transition test
 * uses case test
 * process cycle test
 * pairwise testing (orthogonal arrays, Allpairs algorithm)
 * data cycle test
 * elementary comparison test
 * semantic test
 * syntax test
 * random test
 * smoke test

white box
white box design techniques can be grouped into control flow based or data flow based.

control flow based
 * statement coverage
 * branch coverage
 * decision condition coverage
 * simple condition coverage
 * modified condition decision coverage or minimal multicondition coverage
 * multiple condition coverage
 * path coverage

(todo: explaining advantages of control flow graphs and CSD)

data flow based Data flow based techniques build on and extend control flow based techniques. Data is saved in variables and these variables have a defined lifecycle:
 * undeclared/undefined (u): variable has no value and no memory
 * declared (d): variable has no defined value, but there is already memory assigned
 * initialized (i): assign a value to the variable
 * referrenced (r): use/read of the value of the variable

Then there can be many dataflow anomalies: e.g. dr, id, ii. This shall be explained with one part of the source code of the algorithm BubbleSort: 4.        temp, swaps : INTEGER; .. 13.                IF ~(a[i] <= a[i+1]) THEN 14a. temp  := a[i]; 14b. a[i]  := a[i+1]; 14c. a[i+1] := temp; 15.                     INC(swaps); 16.                END

Let's say the source code has now anomalies (line 14a - 14c): 4.        temp, swaps : INTEGER; .. 13.                IF ~(a[i] <= a[i+1]) THEN 14a. (* line 14a is now deleted                                   *) 14b. a[i+1] := temp; (* dr-anomaly: variable temp from line 4 was not yet defined, *) (*            but it is used.                                *) 14c. a[i+1] := a[i]; (* ii-anomaly: there are now two a[i+1] (line 14b + 14c)     *) (*            this should make you wonder.                   *) 15.                     INC(swaps); 16.                END

grey box
Here the advantages of black box and white box techniques are combined to design better tests. (TODO: examples)

tools for dynamic analysis

 * test execution tools
 * GUI-capture and playback: Actions on the screen are recorded in a test script. These type of tools have disadvantages like more effort when reusing due to editing of the script.
 * data driven: The advantage here is: the same recorded test (which is saved in a test script - like above) can be repeated with different input data (which the user adds e.g. over Excel).
 * keyword-driven/actionword-driven: difference to data-driven: each line of input data has now its own keyword, which tells what to do with the input-data. Imagine it like this: the keyword is something like a function, which tells what to do.
 * interaction-driven: If something has changed on the testscripts itself, the maintenance effort decreases, because other testscripts, which work with this test script get changed automatically. The scripts/modules can be taken by drag and drop from the database.
 * comparator/comparison tools
 * dynamic analysis tools
 * coverage tools
 * test frameworks
 * debugger
 * and other

non-systematic techniques

 * ad-hoc/explorative testing
 * intuitive
 * weak point testing
 * testing based on a defect taxonomy

title: Software testing/Design technique


text:
Talk:Puzzles/Geometric Puzzles/Connecting Stars

| \    / *  *  * |    X *  *  * | /    \ *--*--*--

man, tough in ASCII :) Dysprosia 08:09, 7 Oct 2003 (UTC)

 * That's correct, Nice job Dysprosia! And thanks for your cool ASCII art ;) Thomas


text:
Cookbook talk:Borscht

This module uses text originally published to the Wikipedia article Borscht. The page authors at the time the text was copied are inlcuded below:

* (cur) (last). . m 18:05, 2 Jan 2004. . Halibutt * (cur) (last). . m 00:50, 25 Dec 2003. . Derek Ross (relink) * (cur) (last). . 15:34, 10 Dec 2003. . <IP_ADDRESS> (tweaked sentence for less fussiness) * (cur) (last). . m 16:44, 25 Aug 2003. . Maximus Rex * (cur) (last). . m 21:45, 11 May 2003. . Alex756 (fx lk eastern European) * (cur) (last). . 11:06, 27 Apr 2003. . <IP_ADDRESS>   * (cur) (last). . 07:12, 27 Apr 2003. . Montrealais * (cur) (last). . 15:57, 26 Apr 2003. . LittleDan * (cur) (last). . 15:19, 26 Apr 2003. . Zoe (Borshch) * (cur) (last). . m 15:16, 26 Apr 2003. . Montrealais * (cur) (last). . 15:15, 26 Apr 2003. . Montrealais

a few questions
First, this is a rather particular version. A very basic recipe (without tomatoes, potatoes, honey or sugar) would be better, and then a section on regional or suggested variations. By the way, do you mean sliced potatoes and beets or diced? Sliced would be very difficult to eat with a spoon. Second, I don't get the point of saying it is from Ukraine or Western Russia, and mentioning Eastern and Central Europe, and then specifying it made its way into THE United States by way of Jewish immigrants. The article should specify Ashkenazic Jewish immigration if it were true, which I don't think it is anyways. Why not just say "central and eastern European immigration"? Third, what is a "sour environment"? And what is a "sharp restaurant smell and taste"? --Richardson mcphillips (discuss • contribs) 14:54, 29 November 2014 (UTC)

title: Cookbook talk:Borscht


text:
Mohave and Milltown Railway

The Mohave and Milltown Railway was a narrow gauge private railroad built in 1903 to serve the Leland Gold Mine near Oatman, Arizona, US. The railway was incorporated in 1903 and construction of the 17 mi line was completed that same year. The railway started on the Arizona side of the Colorado River, across the stateline from Needles, California. From the Colorado River the railway went northeast through Milltown and terminated at the Leland Mine, Vivian Mine and the Midnight Mine (near Oatman).

The railway hauled ore from the mines near Oatman to the mill at Milltown.

The railway was operating for only one year when several washouts in September and October 1904 damaged six miles (10 km) of the railway and led to its abandonment. The rails were removed in 1912, the same year that Arizona became a state.

Mohave and Milltown Railroad Trails
Seven miles of the abandoned railway grade are preserved by the Bureau of Land Management as the Mohave and Milltown Railroad Trails.

Historical timeline

 * March 16, 1903 – Incorporated
 * June 27, 1903 – Materials for railway construction arrive by ferry boat from Needles.
 * July 8, 1903 – Grading commences
 * September 1, 1903 – Laying rails
 * September 30, 1903 – Construction completed
 * September/October 1904 – Track damaged by washouts and line abandoned
 * 1912 – Track was removed

Motive Power
There were four engines that worked the line:
 * No. 1 was a Porter (s/n 2970) built in December 1903.
 * The second engine was also a Porter-built engine (s/n 962), from the former Waterloo Mining Railroad at Calico.
 * A tender engine from the Chateaugray Ore & Iron Works was also used on the line. After the M&M was shut down, the engine was left stranded when part of the line was washed out near U.S. Highway 66 and was left there to serve as a reminder of the old railroad to the hikers that walked around there, but no photographs have been taken of it there. It was recently dumped into the Mojave River near Needles to be used as an embankment against flood erosion.
 * A fourth engine came from the Los Angeles & Redondo Railroad, in the form of a Porter locomotive (s/n 908).

title: Mohave and Milltown Railway


text:
User:Debbieamcgrath

Debbie A McGrath is a Canadian Entrepreneur, Mother of 5 and local champion of leadership at all levels.

Currently the CEO of HR.com, since 1999 she has grown the largest social network for Human resources.

In the past she owned a company called the CEO Group that conducted Hitech Job fairs in Canada and Europe. This entity also started internet recruiting in 2005 with the launch of Canadian Job Boards CareerClick and Workopolis.

title: User:Debbieamcgrath


text:
New Year (song)

"New Year" is a song by British girl group the Sugababes, released as the second single from their debut studio album One Touch (2000). The song was written by group members Siobhán Donaghy, Mutya Buena and Keisha Buchanan in collaboration with Cameron McVey, Jony Lipsey, Felix Howard and Matt Rowe, and produced by McVey, Lipsey and Paul Simm. "New Year" is a pop and R&B ballad with influences of soul and alternative rock. It features acoustic instrumentation, and the lyrics describe the experience of breaking up on Christmas Day.

Critics praised the song for its seasonal nature and the group's performance. Upon release, it charted at number twelve in the United Kingdom and number twenty-five in Ireland. To promote the song, a music video was directed by Alex Hamming and filmed in London. On 31 December 2012 the trio performed "New Year" at a New Year's Eve party in London, under their new group name Mutya Keisha Siobhan.

Background and release
British girl group the Sugababes were formed in 1998 by Siobhán Donaghy, Mutya Buena and Keisha Buchanan. Donaghy and Buena first met during an a cappella gig, where they heard each other sing and later performed a duet. The duo decided to work together on a new song, and while they were in the studio, Buchanan came to visit her friend Buena. Donaghy's manager, Ron Tom, concluded that the trio were to join as a band, known as the Sugababes. They later signed to London Records and began writing songs for their debut album One Touch.

"New Year" was written by the group's members in collaboration with Cameron McVey, Jony Lipsey, Matt Rowe and Felix Howard. The song was produced by McVey, Lipsey and Paul Simm. It was recorded and engineered by Goetz Botzenhardt at Bear Studios, and mixed by its producers at Metropolis Studios. London Records released "New Year" in the United Kingdom on 18 December 2000 as the second single from One Touch. Two B-sides were featured on the first CD single: "Forever" and "Sugababes on the Run". On the second CD, a B-side titled "Little Lady Love" was included. "New Year" was omitted from the group's greatest hits album Overloaded: The Singles Collection.

Composition and lyrics
"New Year" is a midtempo pop and R&B ballad with influences of soul and alternative rock. It contains acoustic instrumentation in the form of beats, bass, strings, guitar and keys, and features tight production juxtaposed with the group's harmonious vocals. Writers for the BBC characterised the song as having "a melodic swagger" reminiscent of All Saints' earlier work, and a "classy arrangement [...] boosted by an infectiously splashy drumbeat and stabs of acoustic guitar". "New Year" features a seasonal theme, focussing on the holiday of Christmas, which is referenced in the song's lyrics. It is about the experience of a breakup on Christmas Day. According to Betty Clarke of The Guardian, "New Year" "tells [a tale] of festive fumblings to Last Christmas", and through lines such as "I'm older than my years, drowning in my tears" the Sugababes are shown singing with insight.

Critical
The song was raved by critics. A journalist from the BBC wrote that the single as "lives up to the hype" and praised the inclusion of lyrics about Christmas as "without sounding remotely contrived". The Sunday Herald's Samuel McGuire interpreted "New Year" as a "mellow [and] dewy-eyed" song that will "undoubtedly cement [the Sugababes'] 'new All Saints' tag early in 2001". Eva Simpson of the Daily Mirror gave a positive review, writing: "Taken from outstanding debut album One Touch, this soulful track is head and shoulders above other festive releases. A must for Christmas stockings." Yahoo Music's Andy Strickland stated that while "New Year" is not as "wired or skewed" as the group's debut single "Overload", it is a representation of the group members' vocal abilities. Hot Press writer Stephen Robinson praised the song as "a shameless attempt at a January hit", while Peter Robinson called it the group's best ballad. In December 2012 Bernadette McNulty of The Daily Telegraph picked it out as one of the newspaper's favourite Christmas songs:

"A relentless tearjerker from the pouty North London teenagers off their debut album. Sneakily giving the song a title that makes it last throughout the festive season, this updates old school girl-group harmonies from Christmas classics by the likes of the Ronettes with a clunky drum beat."

Commercial
Because of its release around Christmas time, media outlets considered "New Year" to be a contender for the 2000 Christmas number one. In the issue dated 30 December 2000 the song debuted and peaked at number twelve on the UK Singles Chart, where it charted for nine weeks. By early 2010, it had sold approximately 85,000 copies in the United Kingdom and was the group's eighteenth highest-selling single there. "New Year" reached number twenty-five on the Irish Singles Chart, where it appeared for five weeks.

Music video
To promote "New Year", a music video was directed by Alex Hamming and filmed in London, England. It was included on the song's CD release. The video is mainly black-and-white, but also features shades of pink and blue. During the video, the group's members sing in front of a white background, while computer graphics such as snow, letters and butterflies appear throughout. Other features in the video include a bird cage, stars and a calendar. Donaghy, Buena and Buchanan are shown both individually and collectively in the video; in some clips they are seated on chairs and against walls. The Daily Telegraph's Bernadette McNulty described their appearance in the clips, writing: "The original trio sulk their way through the video in boot-cut jeans and smudged eyeliner".

Live performances
The Sugababes performed "New Year" on 15 December 2000 broadcast of TFI Friday. In October 2011, news outlets began to report that the original members of the Sugababes would reform. In July 2012, it was officially confirmed that they had reformed under the name Mutya Keisha Siobhan. The trio played their first gig together in over ten years on 31 December 2012 at a New Year's Eve party held in London. "New Year" was the second song on the set list, which also included their songs "Overload" and "Freak like Me", and a cover version of Rihanna's single "Diamonds".

Cover versions
The song was covered by Welsh indie pop band The Darling Buds and released as a digital single on Oddbox Records on 15 December 2018.

Track listings
Notes
 * $undefined$ denotes additional producer(s)

Credits and personnel
Credits are adapted from the liner notes of One Touch, courtesy of London Records.

Recording
 * Recorded by Goetz Botzenhardt at Bear Studios, London, England

Personnel
 * Songwriting – Cameron McVey, Jony Lipsey, Matt Rowe, Felix Howard, Sugababes
 * Production – Cameron McVey, Jony Rockstar, Paul Simm
 * Mixing – Cameron McVey, Jony Rockstar, Paul Simm
 * Mix engineer – Goetz Botzenhardt
 * Programming – Jony Rockstar
 * Beats – Jony Rockstar
 * Bass – Jony Rockstar
 * Strings – Matt Rowe
 * Guitar – Jeremy Shaw
 * Wurlitzer – Paul Simm
 * Keys – Cameron McVey

title: New Year (song)


text:
User:ShortSightedMan/sandbox

Production
 Development and Casting

In October 2013, it was announced that a new film adaptation of the novel Little Women by Louisa May Alcott was in development at Sony Pictures, with Olivia Milch writing the screenplay, and Robin Swicord and Denise Di Novi serving as producers.[6] In March 2015, Amy Pascal joined as a producer on the new adaptation, with Sarah Polley hired to write the script and potentially direct.[7] Ultimately, Polley's involvement never went beyond initial discussions.[8] In August 2016, Greta Gerwig was hired to write the screenplay.[9] In June 2018, Gerwig was announced as the film's director in addition to being its screenwriter.[10] She had heard about Sony's plans to adapt the book in 2015 and urged her agent to get her in touch with the studio, conceding that while she "was not on anybody's list to direct this film", it was something she aspired to do, citing how the book inspired her to become a writer and director.[11]

After Gerwig’s agents got her a meeting with Amy Pascal, Gerwig approached Pascal with her vision for the story of Little Women, which convinced Pascal and found that her pitch addressed the conversations had of commerce and art and art being commercially viable. Pascal describes Gerwig's pitch as “how the ambition and the dreams that you have as a girl get stomped out of you as you grow up”.

- From the Hollywood Reporter, Making of 'Little Women': Greta Gerwig Gives Modern Take on 1868 Novel for Big Screen

In addition to being Gerwig's first studio film she had directed, Little Women was her second solo directorial endeavor.[12][13]

title: User:ShortSightedMan/sandbox


text:
User:Ibawolf~enwikibooks

I'm Ron Wolf, I learned about Wikipedia when I read on a mailing list related to the international language, Esperanto, about a website (Wikipedia) which had Esperanto content.

The rest, as they say, is history.

title: User:Ibawolf~enwikibooks


text:
Tottenham Railers

The Tottenham Railers are a Canadian junior ice hockey team based in Tottenham, Ontario. They play in the Greater Metro Junior A Hockey League (GMHL). The team was known as the Tottenham Steam for its first six seasons and the Tottenham Thunder for the following three seasons.

History
The Tottenham Steam joined the Greater Metro Junior A Hockey League (GMHL) in 2014. Their first general manager and head coach was Ryan Wood. The Steam played their first game, at home, on September 6, 2014. Hosting the Russell Cup champions Bradford Bulls, winning 7–5. The first goal in team history was scored by Brian Rupp after 3:44 into the first period.

Shortly after winning their first Russell Cup championship in 2016, the Tottenham Steam gained new owners in the DaSilva family. Cup-winning coach Ryan Wood left the team to take the same positions with the New Tecumseth Civics. The DaSilva's initially brought in Johan Moell as general manager and Jim Aldred as head coach for the 2016–17 season but would instead hire former NHL All-Star Dennis Maruk as head coach. However, Maruk had to take a leave of absence midseason and was replaced by Brandon Billie. For the 2017–18 season, the Steam brought in Matt Hamilton as head coach and general manager after previously coaching the Bradford Rattlers.

The 2018–19 season saw the Steam add Robert Babiak as general manager, coming off a season with the Port Huron Prowlers. Babiak would depart the team in January, with the team then trading away many of its key players. Following the 2018–19 season, the DaSilva's sold the team to new ownership, which retained Hamilton as general manager and head coach.

Following the 2019–20 season, Matt Hamilton becoming the sole owner of the team. The team briefly rebranded as the Tottenham Express for a fresh start in April 2020. Derek Robinson became head coach with Matt Hamilton acting as general manager and president. The 2020–21 season was delayed due to the COVID-19 pandemic restrictions and the team rebranded again as the Tottenham Thunder in November 2020.

For the 2023–24 season, ownership transitioned to Micheal Prock and Beth Prock and the team was branded as the Tottenham Railers, paying tribute to the former Steam name as well as Tottenham's railroading history. Vito Scaringi was named the first Railers coach in May 2023.

Team captains

 * Braedan Foote 2014–15
 * Kevin Walker 2015–16
 * Hayden Way 2016–17
 * Alexander Andrews 2021-22
 * Alex Fornari 22 end of season
 * Alexander Andrews 22-23

title: Tottenham Railers


text:
rappu

Etymology
From earlier, borrowed from. .

Noun

 * 1)  entrance
 * 1)  entrance
 * 1)  entrance

title: rappu


text:
Engineering papers

Petroleum Engineering

 * Effects of operating conditions on compositional characteristics and reaction kinetics of liquid derived by delayed coking of nigerian petroleum residue

Ethanol Production

 * Characterisation of agricultural and agro-industrial residues as raw materials for ethanol production

title: Engineering papers


text:
Cookbook:Sunshine Cake

| Dessert | Cake

Nothing more delicious in the way of cake can be made than sunshine cake. It is especially nice to serve with a frozen dessert of some kind, for it is not too rich and it is attractive in color.

Ingredients

 * 6 eggs, separated
 * ⅓ tsp cream of tartar
 * 1 cup white granulated sugar
 * ¾ cup flour
 * 1 tsp lemon juice
 * 1 tsp vanilla

Procedure

 * 1) Whip the yolks with a rotary beater until they are thick and lemon-colored.
 * 2) Whip the egg whites until they are foamy, add the cream of tartar, and continue whipping until they are dry.
 * 3) Fold the sugar into the egg whites, then then fold the yolks into this mixture.
 * 4) Sift the flour several times and add it.
 * 5) Add the lemon juice and vanilla.
 * 6) Pour batter into a sponge-cake pan, and bake.

Notes, tips, and variations

 * Original source is

title: Cookbook:Sunshine Cake


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Media literacy

What is Media Literacy?
Media Literacy Defined

In the United States, the most widely used definition of media literacy is "the ability to access, analyze, evaluate and communicate messages in a wide variety of forms." This definition was a collaborative result of participants who attended the 1992 Aspen Media Literacy Leadership Institute. The Center for Media Literacy, however, suggests a more expanded definition of media literacy that emphasizes citizenship and democracy in addition to skills: "Media Literacy is a 21st century approach to education.  It provides a framework to access, analyze, evaluate and create messages in a variety of forms--from print to video to the Internet.  Media literacy builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a democracy"  (Thoman and Jolls, 2005, p. 190).

Media Literacy Defined (Canadian perspective). "Media literacy is concerned with helping students develop an informed and critical understanding of the nature of mass media, the techniques used by them, and the impact of these techniques. More specifically, it is education that aims to increase the students' understanding and enjoyment of how the media work, how they produce meaning, how they are organized, and how they construct reality. Media literacy also aims to provide students with the ability to create media products." (Media Literacy Resource Guide, Ministry of Education Ontario, 1997) Media Literacy is Not...

Thoman and Jolls (2005) note that, because the definition of media literacy can be so vast, it is almost easier to define what is not media literacy. For instance, they state that media literacy is not media bashing, but involves critically analyzing media messages and institutions. It is not just producing media, although production skills should be included. Media literacy is not simply teaching with videos, the Internet, or other technologies, but it is teaching about the media in society. It is not just looking for stereotypes or negative representations, but exploring how these representations are normalized in society. It's not just based on one perspective, rather, it encourages multiple perspectives and various viewpoints. Finally, media literacy is not an effort to restrict media use, but to encourage mindful and critical media consumption.

Thoman and Jolls (2005) also cite media literacy consultant Faith Rogow who cautions teachers against conveying pre-ordained denouncements of the media and challenges them to reflect on the analytical skills they teach. Are they encouraging critical environments that allow for the expression of substantiated interpretations that may differ with their own or are they inadvertently "preaching" only the "right" answers? She posits this negative approach as "fatally flawed," often resulting in the creation of a "cynical" rather than an "intellectually skeptical" attitude among students.

Why Is Mass Media So Important?

When considering the importance of media education, Buckingham (2003) first defines the central role of the mass media in social, economic and political processes today:

"“The media are major industries, generating profit and employment; they provide us with most of our information about the political process; and they offer us ideas, images and representations (both factual and fictional) that inevitably shape our view of reality. The media are undoubtedly the major contemporary means of cultural expression and communication: to become an active participant in public life necessarily involves making use of the modern media. The media, it is often argued, have now taken the place of the family, the church and the school as the major socializing influence in contemporary society” (Buckingham, 2003, p. 5)."

Buckingham posits that people increasingly define themselves and interact through the mass media, which serve as a cultural ‘glue’. Consequently, without clearly understanding and effectively using the media, individuals are unable to participate in public life and contribute to the public discourse. Tanya: This seems to have a narrow view of what public life and discourse consists of, I wonder if Buckingham would additionally acknowledge the active public lives of rural communities, for example, that may more often have public meetings than they would refer to blogs for community public discourse. Therefore, Buckingham concludes, traditional social institutions, which previously served as socialization venues, have ceded power to the media. Buckingham makes a nuanced and valid comment on the nature and prominence of mass media. First, we can only agree that industrialization, urban living, and more recently globalization and digital technologies, have converted mass communication into the primary means of learning about the world and society, leaving one’s print on them, and building one’s identity. The mass media, therefore, provide both the material and the channels for the construction, transmission and maintenance of culture. Buckingham, however, underlines the nature of media content as a representation and not as “transparent windows on the world”, and also stresses the indirect communication and selective versions of the world provided by the media (2003, p. 3). This inevitably raises concerns over the ability not only of young people, but of any member of society, to understand the characteristics, content and role of the mass media on one hand, and the capacity to access and use the media as an arena to voice their own opinions and to conduct a meaningful dialogue with others. Separating the understanding and the use of the media would be a misguided step.

Another question regarding Buckingham’s position concerns the extent to which people are aware of the broad implications of the media’s influence on their lives and how the public is reflecting on them. Since the views of protectionists or the ‘moral majority’ often take the front seat, the public debate may fail to address critical aspects of the mass media in modern society.

Traditional social institutions like the family, the church and the school may refuse to recognize the mass media’s growing influence and attempt to restore traditional relations of power, to denigrate the mass media, instead of adapting to the new conditions. The ordeals of media education initiatives and activists indicate that the predominant response is one of opposition and reluctant acceptance rather than openness, cooperation and accommodation, and this signals not just a reactionary response by traditional bastions of social order, but also further setbacks for media education. Tanya: for readers of this, it may be important to add Buckingham's optimism in his views towards 'a new paradigm.' I think his discussion about the move 'beyond protectionism' that outlines the changing views on youth's relationships with media will garner supporters for the media education movement.

Key Themes and Ideas
Media literacy draws on the concepts of the larger critical literacy movement, begun in the latter half of the twentieth century, which stresses the expansion of the term literacy beyond just the interpretation and construction of meaning. Critical literacy emphasizes the socio-cultural, political and historical contexts within which the process of meaning-making is embedded and hence influenced. Media literacy teachers help students understand and explore various themes such as race, gender, class, power and identity, situated in popular culture texts.

Examining Media Representations
Media literacy is a valuable way to explore issues of representation in K-12 classrooms. Students explore representation by examining and deconstructing media portrayals of gender, race, class, sexuality, and disability. Lessons in representation serve to examine how roles are socially constructed and how personal identity is shaped in political, historical, and cultural contexts which include an examination of issues of power and hegemony. Representation can be explored in meaningful ways by: using examples from various historical periods and making connections to their socio-historical context; investigating the economics behind representations, recognizing that different people have different readings of the same text; scrutinizing what is missing from a representation; and inviting students to express their own identities.

General themes discussed in a typical media literacy curriculum may include: journalism and information; advertising, propaganda, and persuasion; representation of race, gender, and social class; and narrative and visual structures and conventions in storytelling for fiction and non-fiction (Hobbs, 2007). The topic of representation explores the relationship between media portrayals and the complex social realities that people like.

Five Core Concepts of Media Literacy
The Center for Media Literacy in Santa Monica, California, created the five core concepts of media literacy, using the Canada's eight "Key Concepts" for media literacy (Pungente, 1989) as a guide. The Five Core Concepts are:

 * All media messages are constructed.
 * Media messages are constructed using creative language with its own rules.
 * Different people experience the same media message differently.
 * Media have embedded values and points of view.
 * Most media messages are constructed to gain profit and/or power. (Thoman & Jolls, 2005, p. 186)

After discovering that many teachers had trouble incorporating the Five Core Concepts into their curriculum, the Center for Media Literacy developed Five Key Questions in 2002 to use alongside the Five Core Concepts. These five questions can be adapted for various age levels.

''Core Concept/Key Question 1: All media messages are constructed. [Who created this message?]''

This concept acknowledges that media texts are constructed by authors. The final product is not a natural or objective text, rather, it is made up of various elements that was created by authors (writers, photographers, directors, producers, etc.). Many decisions go into the creation of a text, and the audience sees the end result. The audience does not, however, get to see the ideas that were rejected along the way, which could have produced endless variations on the media text. By asking who created the message, students are able to conceptualize both the human element behind the media text and the process of actually piecing a text together (Thoman & Jolls, 2005, p. 192).

''Core Concept/Key Question 2: Media messages are constructed using creative language with its own rules. [What creative techniques are used to attract my attention?]''

Each media text has its own language, which can be understood through careful consideration of the sounds and visuals that are employed to convey meaning. One of the ways in which students can learn to analyze the language of media texts is by creating their own.

''Core Concept/Key Question 3: Different people experience the same media message differently. [How might different people understand this message differently from me?]''

Because audience members all differ in backgrounds and life experiences, we are positioned to interpret media texts in different ways. Two people who consume the exact same media text may come away with completely different meanings.

''Core Concept/Key Question 4: Media have embedded values and points of view. [What lifestyles, values, and points of view are represented in, or omitted from, this message?]''

Media texts are not objective, they all contain values that tell us who or what is important. By virtue of what is omitted, they tell us who and what is not important as well.

''Core Concept/Key Question 5: Most media messages are constructed to gain profit and/or power. [Why is this message being sent?]'' Most media messages are made in order to create an audience so advertisers can market their products. It is important for students to understand this financial motivation in order to discern whose interests are actually being served.

How Media Should Not be Used in Education
In Teaching the Media (1985), Masterman writes a provocative chapter, discusses and critiques four schools of thought regarding the media: media as agents of cultural decline, media as popular art forms, media as aids to learning, and media as agents of communication. Clarifying what media literacy is NOT, he claims that media literacy is distinct (and better) than these traditional approaches to the use of media in the classroom. Masterman's claims are still contested among media literacy educators.

Media and Cultural Decline
First, Masterman discusses the impact of Leavis and Thompson’s book Culture and Environment (1933). This book, which was essentially the first serious discussion of media in regards to education, was essentially an elitist argument suggesting that English educators needed to take on the role of a “bastion of cultural values” (qtd. Masterman, p. 39). The arguments set forward in this book had a powerful effect on the development of English teaching, and the adoption of an academic perspective of cultural resistance. This philosophy towards English education continued, and had a profound effect on America and Britain, and led to both countries long-standing aversion to the types of media educational practices long engaged in by other European countries. Masterman contends that this elitist perspective which Leavis and Thompson put forward was in part due to the economic interests of professors whose career was based on the supremacy of “high culture” and the perpetuation of traditional class and power systems.

Discrimination Skills
Second, Masterman discusses the rise of the view of media as a popular art form. This school of thought took shape among a new generation of educators who liked popular culture forms and did not feel that media was necessarily culturally corrupting. However, this view of thought did not embrace media as acceptable culture; rather, it sought to discriminate between media. This school of thought rose largely from the Newsom Report (1963) which stated, “We need to train children to look critically and discriminate between what is good and bad in what they see” (qtd. Masterman, p. 52). Accordingly, as contended by Hall and Whannel’s The Popular Arts, teachers should endeavor to discriminate between high and low media forms. Further, while this school of thought encouraged greater inclusion of media into classrooms, teachers continued to primarily focus on the idea of defending against the influence of media. Overall, this popular arts movement led to the separation of film from other media and the founding of film as a specialized course of study, and to the subsequent neglect of television and press from academic studies. Finally, this movement failed to produce a philosophy for studying or understanding the media.

Media as Transmission Tool
A third perspective viewed media as aids to learning and disseminators of knowledge and experience. This perspective holds that media can be used in an educational setting as an aid to learning, and that media can be used to link the isolated world of the classroom to out-of-school influences which present diversity of culture and environment. As such, this perspective calls for integrating media with teaching, and the inclusion of media in all subjects. This use of media can serve to draw on students’ own media experiences, and also present a “livelier and more interesting classroom environment” (p. 65). '''Renee: This perspective is certainly made more complex by the use of certain media literacy videos, whose purpose is to transmit key theoretical ideas from media and cultural studies (i.e., video from the Media Education Foundation). Based on the arguments offered by Eco, I wonder about the design and instructional characteristics of 'media about media.' Perhaps they model analytic skills that help people develop their own capacity to analyze. Or perhaps they supplant critical thinking by replacing it with another type of persuasion?'''

Communications as an Academic Field
A fourth perspective presented by Masterman suggests that media are agents of communication. Masterman argues against this perspective and the inclusion of media in general Communication Studies programs of study for several reasons. Masterman argues that Communication as an academic field lacks discipline, fails to acknowledge the differences between communication forms in interpersonal and mediated settings, seeks to develop a top-down model of communications, is ideologically driven, and lacks any important findings. In some respects, Masterman’s argument seems to indicate that this perspective is flawed because it is too limited in scope and fails to take into account broader issues.

While such a point is accurate, this position does not take into account developments and growth within the field of Communication Studies nor do they consider the fact that much of modern Communication theory has continued the process of democratization which originally helped to bring media into the educational setting in the first place. Masterman’s consideration of Communication Studies as a quasi-vocational field demonstrates a very limited view which is not representative of the academic field as a whole. Further, his critique of this perspective as ideologically driven seems odd; ideology seems to be a crucial part of all cultural studies. Thus, overall, Masterman provides an overview of several ways of thinking about the media. Masterman’s discussion is not, however, without a perspective of his own.

Political Economy of Media as Necessary Content for Media Education
In Teaching about Television (1980), Masterman positions the teacher as responsible for demystifying (for and with students) the process by which media deliver ideology. However, in his critique of this seminal media education text, Alvarado (1981) points out that the medium itself is a part of ideology rather than a disseminator of ideologies. Furthermore, ideology is only part of the media education project for Alvarado, “it is not enough to analyze the superstructural levels of the media—TV ideology—for it is also necessary to teach about the material and economic bases of the television institutions as it is necessary to teach about the bases of other state apparatuses” (p. 199). According to Alvarado, Masterman devalues teaching the political economy of media because of an assumption that students will find it boring or too hard. Alvarado takes issue with this rationale, suggesting that it proceeds from a disrespect of the student's capacity for interest, from a lack of creativity on the part of teachers (or an assumption of such a lack) in finding ways to connect student interests/discourses with the study of political economy, and, most forcefully, from a pedagogical ideology normalizing a false conceptual split between knowledge and methodology (see below, Teaching Methods as Media as Ideology).

Implicitly, Alvarado’s critique of Masterman calls for media educators to acquire some expertise in political economy of media and to assume the responsibility for leading students to acquire and use knowledge of political economy in their own thinking about media. At the very least, media educators must lead students to pursue questions that necessarily lead to research and facts that allow them to consider the determining influences of the economic base (terrain) on the ideological field.

Teaching Methods as Media as Ideology
Alvarado (1981) warns that the common sense wisdom of everyday teaching practice must be critically analyzed as ideology. The legacy of progressive discourse (e.g. positioning the teacher as facilitator, privileging the learner’s expertise and interests, focusing on experiential learning, etc.) should not be assumed as naturally better than traditional teaching methods. “Political and ideological shifts undertaken by ‘progressivists’ have emphasized questions of method at the expense of a concern with what was being taught” (201). One of the casualties of this retreat from content driven curriculum in media education is the possible exclusion or peripheral placement of political economy content, such as broadcast structure and media ownership (see above, Political Economy as Nescessary Content). Alvarado claims that the separation of method from content is a false distinction of conceptual convenience. Methods should not be chosen on their own merit because their merit does not exist apart from the content they use and the ideology they operate within as they are practiced through particular content. In other words, content and methodology must work in harmony with an awareness of the ideologies they may serve.

This fair warning follows from a critique of Masterman’s seminal text for media education, Teaching about Television (1980). Masterman positions the teacher as responsible for demystifying (for and with students) the process by which media deliver ideology, but Alvarado points out that the medium itself is a part of ideology rather than a disseminator of ideologies. Similarly, teaching methods should be thought of as media with ideological implications. If we always follow student interest and build from student experience, will we encounter key concepts and knowledge necessary for understanding how media operate and produce culture? Is it realistic or even respectful to always subordinate the knowledge and expertise of the teacher? Do we have a responsibility, in addition to facilitating critical and creative faculties, to train students to participate and compete in the current social formation?

Media Literacy and Childhood
Buckingham discusses the debate on the relationship between children and media. He states that there are two very prominent, but contrasting views on the topic. Writes Buckingham (2003), “On one hand, there is the idea that childhood as we know it is dying or disappearing, and that media are primarily to blame for this. On the other, there is the idea that media are now a force of liberation for children – that they are creating a new ‘electronic generation’ that is more open, more democratic, more socially aware than their parent’s generation” (p.19). This difference of opinion is nothing new; media scholars debated the role of media long before it was associated with media literacy.

Is this really killing childhood? The debate rages. On one side, the argument can be made that media is not ending childhood early. This could be equated back to the “Which came first? The chicken or the egg? argument. The argument in this case however, is: do media reflect society or does society reflect media? To be totally cliché – it is true that times have changed and people are indeed exposed to certain elements of life sooner, but when was the last a ten year old was asked to file taxes, pay bills, write TPS reports, or anything of the like? Children are still able to enjoy childhood. As using media does not necessarily make a person media literate, it is the child’s environment that contributes to their awareness level of the media’s role. (Hans: Isn't the concept of "childhood" a creation of the industrial modern age? The idea of having an extended, protected childhood is a relatively new idea - in times past, children 'grew up fast' as well, worked at young ages, etc.  Maybe what we are seeing in the media isn't really so new after all.)

However, an alternate argument could also be made, specifically, that the media are showing images, writing lyrics, and posting content that previous generation were not exposed to until much later in life.

Related to this is Buckingham's assertion that media literacy is creating a new generation of media savvy entrepreneurs. While being “children” by viewing channels such as Nickelodeon, Nick Jr., Disney, and Nogn, children are also realizing that not only are shows for them, but so are the commercials. Children are beginning to see the difference in the programming they watch alone and the programming they watch with their parents. This has changed the nature of progrmming and advertising as well; as children as viewed increasingly as "sophisticated, demanding, 'media-wise' consumers" (Buckingman, p. 31), media has adapted as well. (Hans: In what ways has the media adjusted programming or advertising to treat children as "media-wise" kids?)

Still, and argument can be made that this is not a bad thing that will lead to the demise of society because children are beginning to be aware of their surroundings. Creating this ’electronic” generation is making children more socially aware, which will inevitably lead to more sound decisions – involving media or not. Children will be able to understand why certain are portrayed in certain product commercials. They will start to pay attention to the products they buy, channels they watch, and sites they visit. This awareness is not leading children down the path to crime and early pregnancy as critics of media suggest.

Media Literacy in the Home
Buckingham also makes the clarification that one cannot classify children as a homogeneous group. There are many other factors, social factors that influence this classification. One salient point that he makes is that “At least in the UK, research suggests that children are now much more likely to be confined to their homes, and much less independently mobile, than they were twenty years ago; and while parents now spend much less time with their children, they are attempting to compensate for this by devoting increasing economic resources to child-rearing” (Buckingham, 2003, pg, 21).

In this instance, the media are just another outlet for these children to learn. Due to unfortunate home circumstances, they are left alone and feel alienated. The media are not teaching them to be socially defunct or encouraging bad behavior, but they are providing an outlet to children with no other communication at home.

Online Resources for Learning More

 * PODCASTS: Learn about Reel Vision, the Boston filmmaking group that works with young people (Episode 15)
 * ORGANIZATIONS: Understand Media  European Centre for Media Literacy  Alliance for a Media Literate America
 * WEBSITES: Media Literacy Clearinghouse   MediaLiteracy.com

title: Media literacy