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User:Sscoulsdon/Karonga War

The name Karonga War  is given number of armed clashes that took place between mid 1887 and mid 1889 near Karonga at the northern end of Lake Malawi in what is now Malawi between a Scottish trading concern the African Lakes Company Limited and elements of the  Ngonde people on one side and  Swahili traders and their  Henga allies on the other. In the 19th century, it was referred to as the “Arab War”, despite few Arabs being involved. Although these conflicts predate formal endorsement of a British Central Africa Protectorate west of Lake Malawi 1891, European involvement, both by the African Lakes Company and German attempts to prevent Swahili slave trading around Lake Tanganyika in German East Africa, upset the previous balance between the Ngonde and their neighbours and created the conditions for this conflict.

Situation before the conflict
The area to the west of northern Lake Malawi was occupied by two indigenous peoples, the Tumbuka and Ngonde, and the recently-arrived Ngoni. Although the Tumbuka were already involved in the East African ivory trade, in the 1820s and 1830s Swahili traders from the Indian Ocean coast and backed by Indian financiers in Zanzibar, as much interested in slaves as ivory, entered the area and displaced the earlier merchants. Finally, in the late 1870s, the African Lakes Company began trading in ivory along the shores of Lake Malawi, establishing trading posts in the early 1880s.

Local peoples
The Tumbuka probably entered the area between the Luangwa valley and northern Lake Malawi in the 15th century. At the start of the 18th century, they formed a number of groups, of which the Henga was one, living in small, independent communities without a central organisation, spread thinly over this area. By the mid-18th century, traders dressed “as Arabs” although coming from the Unyamwezi region of what is now Tanzania were involved in trading for ivory and to some extent slaves as far inland as the Luangwa valley. They formed alliances with groups of Henga, and their leader established a dynasty ruling a federation of small chiefdoms around the lakeshore. By the 1830s, this Chikuramaybe dynasty was in decline and the area reverted to a state of political and military disorganisation.

The Ngonde (as they are known in Malawi) occupy the north-western shore of Lake Malawi south of the Songwe River are an offshoot of the Nyakyusa, who live north of that river in Tanzania. They probably moved into Malawi around 1600 and densely settled the area between the Songwe and North Rukuru rivers, with relatively strong local chiefs, and a paramount chief or king from one of two princely lineages. Because the environment of the Karonga plain was favourable for their mixed farming practices, the Ngonde gradually extended the area they occupied, but were not involved in ivory trading networks before the late 19th century.

The Ngoni of Mbelwa (also known as M'mbelwa) were a branch of Zwangendaba’s Ngoni, which began its migration from South Africa between 1819 and 1822, eventually reaching southern Tanzania and remained there until Zwangendaba’s death in the mid-1840s. After this, his followers split into several groups, one of which under his son Mbelwa settled permanently in what is now the Mzimba district of northern Malawi around 1855.

Mbelwa’s Ngoni treated the Henga as a subject population, exacting tribute and taking captives through raiding. These captives were rarely sold to the Swahili traders, but retained as unfree agricultural workers or enrolled in Ngoni regiments. Some Henga soldiers fled back to their original homeland around 1879 but were attacked by the Ngoni in 1881 and forced north into Ngonde territory, where the Ngonde settled them as a buffer against their enemies. Zwangendaba’s Ngoni had raided the Ngonde in the 1840s and Mbelwa’s Ngoni did so in the 1850s and 1870s. Each time, the Ngonde had to surrender many cattle, so feared further raids.

Advent of the Swahili and Europeans
Around 1880, a group of Swahili traders established in the elephant-rich Luangwa valley sent one of their number, Mlozi bin Kazbadema from Ujiji, now in Tanzania, to act as their agent to the north-west of Lake Malawi. He headed a party which established camp near Mbande Hill, the seat of the Ngonde king about 15 miles inland, and a stockade at Chilumba on Lake Malawi from where ivory and slaves could be shipped across the lake. This was followed by other stockades, from where Mlozi also carried out an active trade in ivory with the African Lakes Company’s depot at Karonga. Contemporary Europeans in East Africa described these traders as Arabs, one dividing them into three classes: a few “White Arabs” from Oman, other Arab states of the Persian Gulf, Iran or Balochistan and the majority, either Muslim “Mswahili” from the east coast of Africa or Nyamwezi people from Unyamwezi, who imitated Arab dress and customs but were rarely Muslim. Other Nyamwezi who had not adopted Arab ways and who acted as the traders’ armed guards were known as Ruga-Ruga. The African Lakes Company, which cooperated closely with the Scottish missions, began its transport and trading concern that aimed to replace the slave trade by legitimate commerce and develop European influence in 1878. Its local managers, the brothers John Moir and Frederick Moir concentrated on trading ivory rather than cash crops, facing stiff completion from established Swahili merchants. In 1883, the company set up a base in Karonga to exchange ivory for trade goods.

Trading rivalries
The popularity of the so-called Arab traders arose from the ready supply of a wide range of trade goods they brought, not only guns and ammunition, but also iron tools and utensils, and cloth. This varied supply, for which African chiefs were prepared to exchange slaves as well as ivory, was one which the African Lakes Company could not match. The Swahili initially had good relations with the Ngonde, but as many of their stockades were built in the area where the Henga had been settled, the Ngonde began to distrust both the Henga and the Swahili.

Initially, relations between Mlozi and Low Monteith Fotheringham, the African Lakes Company’s local representative, were cordial, but their relationship later deteriorated, partly because of the company’s delays or unwillingness to provide guns, ammunition and other trade goods, and also because the Swahili traders turned more to slaving and began to attack Ngonde communities that the company had promised to protect.

The African Lakes Company’s failure lay in part with its lack of the finances to realise its ambitious plans, but also because it thought that trading in ivory and in slaves were intimately connected, as David Livingstone among others had observed recently-enslaved Africans being forced to carry ivory to the coast. However, by the 1870s, most ivory porters were paid specialists, and the relation between in ivory and slaves was a negative one: the increasing European demand for ivory led to a depletion of the elephant herds in many areas, whose people were then forced to sell slaves in exchange for the trade goods they had formerly bartered for ivory. After several years unsuccessfully trying to undermine the Swahili trading networks, by 1884 the African Lakes Company was almost bankrupt. It blamed the Swahili, and tried to revive its fortunes by making treaties with Ngonde chiefs on the Karonga lakeshore, with a view to preventing them trading with the Swahili traders. These treaties were not only commercial but promised protection, which the Ngonde interpreted as protection against the Swahili and Henga, not only the Ngoni, which is what the company intended.

Although the African Lakes Company was formed with the benevolent aims of cooperating with the Scottish missions and combating the slave trade, its local agents claimed to have made a series of treaties with local chiefs around its trading station at Karonga. There was little documentation for these, some of which may have been spurious, but several treaties offered protection and claimed to a transfer sovereignty to the company, which may have had the ambition to become a Chartered company. This ambition was strongly opposed by missionaries based in Blantyre, south of Lake Malawi and Hawes, the Consul to the Lake Region, but initially supported by missionaries based further north in Livingstonia.

Indigenous volatility
The Ngonde were concerned both about Mbelwa’s Ngoni, even though they were settled some distance to the south, and the closely related Nyakyusa people to the north, who raided the more affluent Ngonde. To protect their northern border, they resettled those Henga warriors who had been drafted into Ngoni regiments but had later revolted, and hoped to use the Swahili traders and their well-armed guards to protect the south, although the Swahili preferred to remain on good terms with the Ngoni. The Henga, who were trained soldiers, could not adapt to life as farmers and remained unassimilated into Ngonde society, although they initially prevented Nyakyusa raids. After the death of a strong Ngonde king in 1878 or 1879, his successor was weak and unable to provide firm leadership. In 1885 several powerful men signed treaties with the African Lakes Company which claimed to cede large areas of land to it without consulting the king, and one Ngonde faction planned to massacre the Henga without the king’s knowledge. This faction wished to use the African Lakes Company to oppose and possibly replace the king, who attempted to use the Swahili to strengthen his position.

In addition to the internal conflict within the Ngonde state, in 1887 the Henga leader died and his following split into two groups, one led by his son, which represented the warriors, the other included those that had adapted to agricultural life.

The War
Although conflict between the Swahili traders their guards and their Henga allies continued with greater or less intensity from mid 1887 to 1895, the accounts of Fotheringham and Lugard, which only record fighting which involved Europeans, identify four distinct periods: in October to December 1887, March 1888, May to August 1888 and February to March 1889, although minor incidents occured at other times, and the war was formally ended by a treaty on 22 October 1889. Both these accounts are written from the British perspective and give no clear indications of the size of the forces of the Swahili and their allies or the Ngonde Terry (Part II), pp. 39-41/ref>.

The outbreak
After the African Lakes Company set up its Karonga trading base, it brokered a settlement between the Ngonde and Nyakyusa, and as the threat of Ngoni raids also declined, the usefulness of Henga and Swahili as buffers was reduced. Both groups were aliens in the Ngonde state and were suspicious of cooperation between the company and Ngonde, so they allied with each other. Fotheringham's own account admits that one of the main sources of the company’s problems in 1887 was that it had bought a large quantity of ivory from the “Arabs” on credit, more than could be paid for by a single boat-load of trade goods, and the creditors and their armed followers were forced to wait for several months for satisfaction, expecting the local Ngonde to supply food. Quarrels between the Swahili traders and the Ngonde people from whom they demanded supplies began in late 1886 and culminated in a violent assault on a trader in July 1887. This assault was used by Mlozi as the pretext to strike at the Ngonde before they decided that the Swahili were superfluous to their needs. After the killing of a local chief in reprisal, the Swahili, their Ruga-Ruga guards and their Henga allies drove out the Ngonde villagers from the Karonga Plain to a depth of 12 miles from the lake over the next few months and, in October 1887, killed a paramount chief or king of the Ngonde.

Although Mlozi was careful not to antagonise the Europeans directly, after this attack he proclaimed himself Sultan of Nkonde and demanded tribute from the African Lakes Company in October 1887, although did not attack when this was refused. The Ngonde sought protection from the African Lakes Company, which was initially refused. However, after fighting in which the Ngonde were defeated and their paramount chief’s village was sacked, many fled to Karonga, where they were given shelter on the African Lakes Company’s compound. Fotheringham claimed that the Swahili wished to drive the Ngonde from their homeland and replace them with the Henga mercenaries they had recruited, and that they also intended to attack Karonga, so he issued arms to company employees and strengthened Karonga's defences. Fotheringham also feared that the advance of the Swahili would jeopardize the company’s independent position and reduce it to dependence on Mlozi. Although it was portrayed as a fight against slavery, it was as much a trade war.

The first periods of fighting
The small African Lakes Company presence at Karonga consisted of Fotheringham, his assistant and about 60 African company workers: they had had few firearms and little ammunition. Fotheringham appealed to the African Lakes Company headquarters in Blantyre for assistance, and the British Consul at Mozambique, O'Neill, whose was outside his area of consular authority but acting on behalf of Hawes, the Consul to the Lake Region, who was absent organised a relief expedition. On 4 November, O'Neill reached Karonga by lake-steamer with three other Europeans. After some weeks of stand-off, Mlozi’s men made several armed attacks between 23 and 28 November but were beaten off and retired. However, O'Neill and Fotheringham abandoned Karonga as too difficult to defend, and sought shelter with a group of Nyakyusa north of the Songwe River, where they were later reinforced by a small group which Hawes, Consul to the Lake Region, back from leave, had brought by a steamer which also carried arms and ammunition. On 23 December 1887, the company force with its Nyakyusa and Ngonde allies attacked Mlozi’s headquarters, resulting in an indecisive skirmish, after which the majority of Europeans returned to the south.

There followed a dispute between the two consuls, Hawes wishing to discontinue the armed conflict while O'Neill wanted to attack Mlozi again. O'Neill returned to Mozambique, but Hawes also quarrelled with John Moir of the company, who was supported by most of the European settlers in Blantyre, and he departed on leave after appointing John Buchanan as Acting Consul. Hawes was later reassigned to Zanzibar and Buchanan remained in post until Henry Hamilton Johnston arrived in March 1889 Frederick Moir, John’s brother took a small party of armed men north, arriving at the abandoned site of Karonga on 3 March 1888; Buchanan arrived a few days later, with the aim of negotiating a settlement, meeting Mlozi and other Swahili leaders on 20 March. These apparently agreed to evacuate the Ngonde country and destroy their stockades, but later declined to sign an agreement to that effect, so Buchanan left. Meanwhile, Frederick Moir and Fotheringham, manager of the Karonga depot, had recruited some 500 African fighters, 270 with firearms, and rebuilt the Karonga stockade, after which they launched an abortive attack on a Swahili-controlled village in which Moir was severely wounded

Lugard’s arrival
In May 1888, Captain Lugard of the Indian Army, later Frederick Lugard, 1st Baron Lugard arrived in Blantyre, after meeting O’Neill in Mozambique. O’Neill had told him that the forces at Karonga needed a competent commander. When he reached Blantyre he told Buchanan that, in his opinion, immediate military action against Mlozi and his followers was necessary to protect the missions and the Ngonde people, and to prevent other Swahili traders who did not support Mlozi from joining forces with him, However, Buchanan declined to give him official support in view of Hawes’ opposition and the wish of the British government to avoid involvement. Although Buchanan, and later the Foreign Office and War Office, gave Lugard no official support, they did not oppose his actions on the basis that they were ostensibly to protect the missions rather than the African Lakes Company.

Lugard left Blantyre in mid-May 1888 and, with around 20 Europeans including John Moir and six company employees, travelled up Lake Malawi by steamer, pausing at Bandawe to recruit 200 Tonga as soldiers, who were to march to Karonga His first aim was to attack Mlozi’s stockade at Chilumba, where slaves and ivory were ferried across the lake. This was captured in a surprise attack and destroyed, after which the steamer continued to Karonga, arriving on 28 May, to reinforce the African Lakes Company employees and numerous Ngonde refugees in the company stockade, which Lugard strengthened and extended. After the arrival of the Tonga troops, Lugard prepared to attack the Swahili stockades. His attack, on 16 June, failed after he was wounded, and most of the expedition withdrew in August, leaving a small party in Karonga Terry (Part II), pp. 20-3, 28/ref>. Although several of the missions with interests in the area around Lake Malawi petitioned the British government to declare a protectorate and send troops, Lord Salisbury declined to do so, but agreed that the African Lakes Company and the missions were entitled to defend themselves Terry (Part II), p. 30/ref>.

Lugard’s second expedition
Lugard returned to Karonga in October where, on 28 November, he met an envoy of Sultan of Zanzibar, Khalifa bin Said, who claimed suzerainty over Swahili communities in East and Central Africa. The envoy failed to convince Mlozi and his associates to reach a settlement and, in December, hostilities resumed with a Swahili attack on the Chilumba stockade, which Lugard had repaired and garrisoned the previous month. This attack failed and Lugard decided to ensure that Mlozi evacuated his strongholds or to force him out. On 16 January 1889, he took delivery of a 7 pounder gun and gave Mlozi an ultimatum to depart by 31 January. After the ultimatum expired, Lugard, with a force of nine Europeans armed with rifles, around 250 Africans, most armed with antiquated muskets, and the gun, attacked one Swahili stockade on 14 February and another on 13 March. Although the field gun caused casualties, its shells did not destroy either stockade. Shortly after the second failure, Lugard left Karonga, leaving Blantyre on 9 April and arriving at Zanzibar on 3 May 1889 on route to Britain. Six European African Lakes Company employees and an unknown number of armed Africans remained in Karonga, and there was stalemate as neither the company nor the Swahili traders could expel the other. The company’s failure to expel Mlozi and the other hostile traders put an end to its political claims to become a Chartered company with a protectorate over this area.

Treaty and aftermath
Lugard never returned to Nyasaland but his activities put pressure on the British government to intervene and, in November 1888, it appointed Harry Johnston as Consul in Mozambique, with an area of consular authority covering Central Africa as well as the Portuguese controlled coast. Johnston arrived in Blantyre in March 1889: at that time he had no significant military forces, and agreed a truce with Mlozi in October 1889 to avoid confrontation with him and other slave traders in the north. However, despite the provisions in the truce agreement to allow the Ngonde to return to their villages unmolested and to reduce the number of Swahili stockades, Buchanan, who visited Karonga in March 1891 and met Mlozi, reported to Johnston that, rather than Ngonde being allowed to return, more were being driven out and the Swahili traders were building more fortified villages and restricting the African Lakes Company’s trading activities.

Although on the formation of the British Central Africa Protectorate in 1891, Johnson was provided with a small force of Indian troops and, over the next few years, trained more African soldiers, he was fully engaged in the south of the protectorate until 1894. Between 1891 and 1894, Mlozi and his Henga allies had made further attacks on the Ngonde people and, the African Lakes Company claimed, threatened to attack Karonga again. Mlozi refused either to meet Johnston, who visited Karonga in June 1895, or curtail his raiding activities, so Johnston decided on military action.

Johnston first secured the neutrality of the Swahili ruler of Nkhotakota through a subsidy and prepared to attack the “north end Arabs”. In November 1895, he embarked a force of over 400 Sikh and African riflemen, with artillery and machine guns on steamers at Mangochi, bound for Karonga. Without any prior warning, he assaulted two smaller stockades on 2 December and, on the same day, surrounded Mlozi’s large, double-fenced stockaded town, bombarding it for two days and finally assaulting it on 4 December, facing stiff resistance. Mlozi was captured, given a cursory trial and hanged on 5 December: between 200 and 300 of Mlozi’s fighters were killed, many while attempting to surrender, as well as several hundred non-combatants killed in the bombardment. The other Swahili stockades did not resist and were destroyed

The Karonga War was minor in terms of combatants and causalities compared to the First Matabele War and Second Matabele War in Southern Rhodesia but its major significance for the history of Malawi, particularly the north of the country, was that it forced a change in British government policy. This had been to ensure that no other power controlled the area west and south of Lake Malawi without itself assuming any sovereignty over it, to one where it felt it necessary to proclaim a protectorate. Like the roughly contemporaneous Abushiri revolt in German East Africa, it represented the end of any political influence of Swahili traders acknowledging the Sultan of Zanzibar’s authority in East and Central Africa, and the end of attempts of Chartered companies to assume or retain control in place of their home governments.

title: User:Sscoulsdon/Karonga War


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Wikipedia talk:Requests for adminship/Encephalon

Moving to Requests for adminship/Encephalon 1 to make way for accepted nom. — Encephalon 05:54, 20 March 2006 (UTC)

source: wikimedia

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


text:
Talk:Frank E. Wetherell

Development
There is more information on the firm and its evolution in NRHP document for Malek Theatre and in documents for NRHP registration of other NRHP-listed buildings. -- do ncr  am  20:10, 2 July 2016 (UTC)

title: Talk:Frank E. Wetherell


text:
T. S. Eliot

Literary Studies >

Please see Template_talk:Unit_boilerplate for more information.

Unit Summary

 * Course code: ALTU???
 * Suggested Prerequisites:
 * Time investment:
 * Assessment suggestions:
 * Faculty: Arts
 * School: School:Language and Literature
 * Department: Topic:Literary Studies
 * Stream
 * Level:
 * Level:

Content summary
The communication of the dead is tongued with fire beyond the language of the living - T.S Eliot, Little Gidding

If you have any questions please bring them up in the discussion area, I would be happy to talk them over. Would someone please run a search for typos?

This course carries with it possibly the strangest assignment you will ever be given. Examine the sensual in ways you never have before. Follow specks of light, trace the patterns of sound cars make as they go past in your mind. In addition, find beautiful places and sit and look at them. Also, think, critically consider everything you experience, analyse the culture around you, consider the motivations people have for doing everything.

The course has with it supplementary material, mostly reading. The choices are selected to try to help you understand T.S Eliot and his poetry, they do not all immediately connect with the reading they are attached to, but as a whole, if considered carefully, will give you insight not only into the soul and writings of T.S Eliot, but also into the soul of humankind. I would appreciate persons knowledgeable about non western traditions to post equivalent literature from traditions they understand ( i.e Buddhist and Hindu texts, etc.) into these sections.

Papers in this course will not be marked, nevertheless it is recommended for your own sake that you complete them, they add far greater depth to the experience and enhance your writing skills. In addition, they might even help you find things about yourself, your life and your philosophy you never knew before. To find the readings online, as well as invaluable essays and study aids, look in the resources section.

Unit materials

 * Study guide:

Assignments
(Poetic reading assingments should be read out loud if possible)

Key questions
Does our society allow us a voice?

Read
"The Love Song of J Alfred Prufrock". Read all biographical materials provided ( and more if you can find some).

Write

 * Write a paper, try to include the following aspects of the poem ( if they interest you)

The use of rhyme in the first verse

The fragmentary nature of the poem

The themes of isolation and impotencency it brings up

The surreal images it uses ( i.e "I have measured out my life with coffee spoons).

Try to understand the purpose for every element of the poem.

 * Write a poem inspired in some way by "The love song of Alfred J Prufrock" ( even if the inspiration is that you hate the poem!)

Supplementary reading
Fear and trembling by Soren Kierkegaard.

Key questions
What are the future directions of modern society

Read
"The Waste Land"

Write
One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page.

Supplementary reading
Sections of beyond good and evil by Nietzsche (enter an internet search to find).

Key questions
What makes life meaningful, is modern life not as meaningful as it should be?

Read
"The Hollow Men"

Write
One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page.

Supplementary material
Browse sections of Max Weber's "The protestant work ethic and the rise of capitalism."

Key questions
What is change? How does it effect mankind?

Read
"Burnt Norton"

Write
One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page. There's no supplementary material this week because I'd like you to try something more daring, write a long poem.

Key questions
What does death mean to you?

Read
"East Coker"

Write
One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page.

Supplementary material
The triumph of life by Shelley.

Key questions
What are things we cannot deny?

Read
"The Dry Salvages"

Write
One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page.

Supplementary material
View a copy of the artwork "The Scream" ( enter a search) read some material and interpretation of it if possible.

Key questions
What would it be like to experience something you cannot describe, or to find yourself suddenly find your postion in the great cosmic scheme of things ( if there were such a thing).

Read
"Little Gidding"

Write
One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page.

Supplementary reading
Some of the works of St John of the cross ( enter a search).

Key questions
If life goes on an on, humankind largely unchanged, If so few of us reach a point of spirtual fufilment, what can the ordinary people do? What would make your life more meaningful?

Read
"Murder in the Cathedral"

Write
One poem and one essay, as before. Let your essay be informed by the resources I have posted at the bottom of the page.

Suplementary reading
The Book of Ecclesiastes

Sum up
What have you learned? Has it changed you as a person? Why not write a poem or an essay about it? Or even a short story? Are you glad you took the course? T.S Eliot won the nobel prize for liteature, would you have awarded it to him?

Biography
http://en.wikipedia.org/wiki/T._S._Eliot An introduction to T.S Eliot the man.

http://www.english.uiuc.edu/maps/poets/a_f/eliot/life.htm- An more in depth introduction

On Eliot and his work
http://www.sparknotes.com/poetry/eliot/ A simple concise introduction to the poetry of T.S Eliot.

http://www.english.uiuc.edu/maps/poets/a_f/eliot/eliot.htm- A lot of very good essays on T.S Eliot and his work.

http://www.bartleby.com/198/1.html The love song of Alfred J Prufcock.

http://eliotswasteland.tripod.com/ A hypertext version of "The Waste Land".

http://www.cs.umbc.edu/~evans/hollow.html The Hollow Men.

http://www.tristan.icom43.net/quartets/ The four quatrets.

http://www.wellsprings.org.uk/wellspring_of_pilgrimage/litgidd.htm A description of Little Gidding church.

Unfortunately no copy of "Murder in the Cathedral" could be found online. If you wish to complete this section of the course you will have to buy a copy yourself, failing that you could just skip it.

Supplementary material
http://home.ddc.net/ygg/etext/fear.htm- Fear and Trembling.

http://www.mala.bc.ca/~johnstoi/Nietzsche/beyondgoodandevil_tofc.htm- Beyond Good and Evil.

http://xroads.virginia.edu/~HYPER/WEBER/cover.html- The Protestant work ethic and the rise of capitalism

http://eir.library.utoronto.ca/rpo/display/poem1912.html- The Triumph of Life.

http://www.poemhunter.com/p/m/poem.asp?poet=34197&poem=412162- St John of the cross ( one of his poems).

http://www.bartleby.com/108/21/- The book of Ecclesiastes

Spark notes for most of these things are avaliable. Simply search "spark notes" on google, and then find them on the page.

title: T. S. Eliot


text:
Talk:Japanese/Table of Contents

Would you believe that I was just looking over my old Japanese textbook from college the other night ? Yookoso .. maybe you've seen it. Anyway I am very excited to have this project started here. The world really needs open content language textbooks ! --Karl Wick

Hello. I'm a native speaker of Japanese. Native speakers are not necessarily the best teacher, but I'll see if I can help something. :) Tomos 02:46, 14 Aug 2003 (UTC)

 * Any help you can give will be greatly appreciated Tomos !! - Karl Wick

Stevertigo speaks japanese too. He has japanese in his sig and contributes to the japanese wikipedia.LittleDan 18:20, 17 Aug 2003 (UTC)

 * Right, his sig looks kinda like a name of a superhero or a buddhist monk. :-) Tomos 19:50, 17 Aug 2003 (UTC)

How to enter characters
Is there somewhere that I can download Japanese fonts so I can read the Hiragana and Katakana on my screen ? (This box uses Mac OS 9). --Karl Wick

 * Would this help you? Japman 16:03, 19 Aug 2003 (UTC)

I think the book needs more Japanese characters. I.e. besides the romaji it needs at least the hiragana and katakana. But I haven't figured out how to type them yet... Maybe someone can give me some hints/links. I'm using the latest KDE on a Gentoo Linux system. Oh, and I'm happy to help the project with my very limited knowledge of Japanese. Guaka 19:49, 19 Aug 2003 (UTC)

 * See this grc.techtalk.linux newsgroup post (if the link doesn't work, tell me and I'll repost the information) -- Emperorbma 00:08, 21 Aug 2003 (UTC)

 * Number of links on Japanese character entry: http://www.csse.monash.edu.au/~jwb/japanese.html#links_japancomp

 * This page has instructions specific to Gentoo included: http://home.nyc.rr.com/computertaijutsu/jpninpt.html
 * More on Gentoo: http://home.no.net/david/i18n.php

 * Specific to KDE: http://katzbrown.com/shiritsu/unix%20help/japanese%20on%20kde/
 * Greyweather 04:51, 24 Jul 2004 (UTC)

Focus of the book
I would like to see some agreements on what this book is for in a bit more specific terms. Maybe not right now, but sooner or later, it should be clear.

 * Do we want to include a lot of modern Japanese for travel, daily conversation? Many idioms, potentially some slangs, etc.?
 * Do we want to offer a good book for someone who is seriously interested in business Japanese ?
 * Do we want to offer a good book for someone who would study Japanese history, literature, and/or language, so that we would want to emphasize historical backgrounds, old forms of writing, etc, and less about speaking or conversations? Do we possibly explain the language in linguistics' terms, and include some comparative perspective?
 * Do we want to make the book useful for a typical university, so that we would want to develop more specific lesson-plans, exercises, etc. for each class? Or is this more of a well-organized reference?
 * Do we assume the readers are native speakers of English? Or do we also expect some other people, who cannot get a Japanese textbook writtein in their own native languages? (Then we might use less culture-specific references, use simpler English, etc.)

Tomos 21:57, 23 Aug 2003 (UTC)

 * I personally see it as a lesson on the language and how to speak/write it. The Everyday Phrases section covers business and travel.  History covers the history aspect.  The rest is a lesson on Japanese and how to speak/write it.  The basics are covered here, and the more advanced concepts are covered in the Advanced Topics section.  The basic section should cover enough to speak and write, but probably should only cover enough for a 4 kyuu　(4級) on the JLPT (日本語能力試験), if even that...  The advanced section can focus on the JLPT and more advanced language structures and could eventually even cover up to 1 kyuu (1級). -- Emperorbma 03:09, 28 Aug 2003 (UTC)

 * sounds good to me :) Tomos 07:05, 29 Aug 2003 (UTC)

 * At the moment it seems the Japanese Wikibook is still in the early stages. I don't see any actual "Lessons" (1, 2, 3, 4, etc) listed yet. Is anyone qualified to write such lessons? Tomos has asked some very good questions. I hope as the level of Japanese increases, those topics can be covered, in Japanese, such as travel, history, business, etc. Mkn 23:54, 14 Oct 2004 (UTC)

 * At the moment, it seems our goal has become to allow the student to pass the JLPT. We could probably enrich this with additional material later, but at the moment, that is our goal. Again I say we should put our policies and goals on the Japanese/Contributor's Guide page.

Japanese Slang and curses
I think it would be best if Japanese slang and curse words were reserved for a seperate wikibook. Sound like a good idea? Greyweather 14:05, 26 Jul 2004 (UTC)

 * I agree slang and curse words are not appropriate for a standard Japanese wikibook. Maybe a Casual Japanese wikibook could be made, having connection to popular culture such as music, animation, etc where such language is used. Mkn 23:54, 14 Oct 2004 (UTC)

Splash
Tomodachi, we now have a splash graphic page. Enjoy. -- Emperorbma 03:49, 19 Dec 2003 (UTC)

ensuing discussion moved to Talk:Japanese Bignose 02 Mar 2004

Romanization style
Which romanization method are we going to use in this course? Kunrei or Hepburn? For what I've seen, different lessons use different romanization methods, which may confuse the readers. I vote for Hepburn because it's closer to Western languages and especially English, and this being a guide to Japanese for gaijin, Hepburn will seem more natural. Sabbut 09:55, 19 Dec 2003 (UTC)

 * Well, since people seemed to have been replacing the Kunrei-Shiki that I have entered in, I guess the everyone has already decided on Hepburn, so I guess we will use Hepburn... I have attempted to change all of the Kunrei I entered in back to Hepburn, but I probably missed a few... -- Emperorbma 16:08, 19 Dec 2003 (UTC)

Having had a quick look through the book, I have 2 points:

1. romanization is not constant accross pages. 2. the links to following pages should be at the bottom.

Otherwise looking good!

 * We should vote and decide on the romanization style to adopt on the Talk:Japanese/Basic Japanese sounds page. That is the page that will set the standard for the rest of the document. I cast my vote for Hepburn, because pronunciation is most important, and the kana will be nect to the romaji anyway. GoodStuff 14:47, 25 Oct 2004 (UTC)

Just a comment, so far everyone I've seen comment on this have gone for Hepburn. I'll assume hepburn then, until someone complains. If this comment is left undisturbed for a week, I'll delete the discussions concerning which romanization to use, and state that our policy has become hepburn. We should use the "contributer's guide" page as our standard. GoodStuff 06:37, 26 Oct 2004 (UTC)

Answer to focus of this book
This is my answer to what the focus of this book should be. Am I correct in the understanding that this book is supposed to be a language textbook for modern-day Japanese? If so, I have a couple suggestions.

1 Focus on the language. The whole culture section, Japanese history, anything that is not directly related to the language should be removed. I have no problems in learning about culture, etc. in the context of learning the language. However, whole separate sections on Japanese culture or whatnot should be moved to Wikipedia under the appropriate section. They don't belong here.

2 Romaji is not Japanese As an extension of focusing on the languge, there is currently way too much material on romaji. Learning about different systems of romaji is of absolutely no use in learning Japanese because romaji is NOT Japanese. Go over just enough so that people can learn to type and even then, throw it into a miscellaneous section or something to clearly indicate that _nobody_ in Japan uses romaji to communicate.

3 Language (especially Japanese) is for the dedicated You don't want to attract lazy people by using romaji letting them get away with never having to learn kana or kanji. If someone is too lazy to learn at least hiragana (I mean c'mon), he/she is doomed to fail in learning Japanese anyway. In the meantime, we can cater to those who are actually dedicated enough to at least learn the _alphabet_. The same goes for people who are too lazy to install japanese display.

-- Taekk 14:05, 30 Jan 2004 (UTC)

'''Criticism noted. Reply in sections:'''

1. I agree. Perhaps we should have History of Japan and Culture of Japan Wikibooks instead?

2. Romaji is not Japanese at all, I agree... (I should have really written a note to say that Romaji is not "real 日本語")  On the other hand, it is a useful tool for beginners to become accustomed to the idea of Kana characters if used along side them in the beginners stage. This book is as I envision it will only use Romaji/Kana for the 4級 level... The advanced sections will cover the higher level topics and will be SOLELY in Kana and Kanji beyond 3級.

3. Admittedly so, however if we keep the lazy people away, will this book have as much utility as a basic language guide so someone can start off and see if they wish to continue? Will it have the utility for the businessman who only needs some basic Japanese to converse with a client?

In order to learn a new script, you must first have lessons that use both the basic transition script (Romanization) and the native script (Kana) so that someone can get the "feel" of what the syllables sound like. After they "gain their sea legs", you can stick them on the real boat in the typhoon and see if they float.

Finally, I am not admittedly the best tutor on this topic. First, since I am only a Junior contributor, but secondly since I am not "officially versed in the language" (i.e. JLPT). This does not stop me from being able to make useful contributions, and therefore we should not exclude someone from being able to make contributions just because they are learning how to use the script properly, although we should quite certainly use pure Kana scripts in the Middle School or higher level lessons.

If Push should come to Shove, perhaps we should write "Romaji: a primer to Japanese Scripts". But seriously do we need to make Kindergarden level Kanji lessons, when even 日本人 are learning their Kana, written in ALL Kana? :P

ADDENDUM This can also open the can of worms that we should split all Language wikibooks into Basic, Intermediate and Advanced levels... That is also a possibility we can consider.

-- Emperorbma 07:17, 2 Feb 2004 (UTC)

1. If you have the time to write one, I'll read it. Though, I don't know if you can make a wikibook out of Japanese culture.

2. I'm not against using romaji to teach hiragana and sure you can throw some romaji in at the very beginning if you must. However, we must forego romaji when it becomes more of a crutch than training wheels. And seriously, how hard is it to learn hiragana? I think one or two lessons is more than enough for the reader to get the hang of it. In this respect, I think all this talk about kunrei/hepburn, blah, blah is just silly and moot. It really belongs in the appendix.

3. I don't see how teaching hiragana first won't help starters see if they want to continue. I think it's worse for the reader to invest all her time getting used to reading romaji only to find out later that she was learning the wrong thing.

Wikibooks is a free textbook project and if my idea of "textbook" is correct, than our only goal should be to teach real modern-day Japanese in the most accurate, complete, and easiest way possible. If you want to write another wikibook called "Easy business Japanese" or "Handy Japanese phrasebook" then be my guest.

4. I don't think a separate primer for romaji is necessary. Like I said, you can just throw it in a miscellaneous section. I also don't feel it's necessary to make Beginner, Intermediate, and Advanced into separate wikibooks. You can just split it up inside one book.

--Taekk 13:07, 3 Feb 2004 (UTC)

I was just voicing my reasons for the way that I have contributed. If you think it will work better without the Romaji or the Splash page (and everyone else agrees) then by all means do so. I would be happy to see the Wikibook rewritten if it is more effective at teaching the lessons. As I have said before, I am not anything close to a qualified educator on any topic, most especially a foreign language. I only have a reluctance to abandon what has not demonstrably been shown to be broken.

Yes, the Romaji is overused a quite bit... but you are dealing with mostly 外人 people who have never seen a Kana in their life. You have already covered most of my concerns with regard to this, but I would add that not everyone uses Windows... and some other Operating Systems don't make it easy to install the input method and font. As a result, you may have some people unable to read it even if they wanted to provide a reasonably decent effort. A useful solution would be a section on "how to install Japanese fonts and input". We should never abandon people because they don't know how to do something...

We agree that the only the first few basic lessons should touch on Romaji to teach the sound of Kana, so you have no arguement there. I would merely state that since we have not even reached the advanced lessons yet I didn't notice that I overdid it quite a bit.

As you see, I am not trying to stop you from fixing the problems, I was only voicing my hesitation to abandon the status quo completely. Frankly, I would like to hear some other views since you and I are the only two who have made comments. Meanwhile, if you feel that these changes must be made, this is a wiki... please feel free to make them. In fact, I think we both practically agree that it is quite unprofessional as I had written it. (That is why Verbs was totally rewritten as a matter of fact...)

*shrug* eh, that's what you get from a 外人, I suppose. :P

ADDENDUM: I can go off on tangents.... I trimmed quite a bit of redundant points.

-- Emperorbma 02:52, 4 Feb 2004 (UTC)

Cool, you can sign me on. Since I work the regular salary-man hours, I usually don't get home until at least 8:00pm so not much time to work on this but... Oh, and for the record, I am not Japanese either. 日本語入力チェックです. テスト、テスト. 本日は晴天なり --Taekk 15:23, 4 Feb 2004 (UTC)

One more comment from a 外人... I have a couple of Japanese books, one for a beginners level and the other one for an intermediate level. The former one uses kanji, hiragana and romaji in all the Japanese text, and the latter one uses kanji with its corresponding kana and no romaji. I agree with that way of teaching Japanese, and of course it's importante to tell beginners to start forgetting about the Roman alphabet ^^ Sabbut 16:09, 5 Feb 2004 (UTC)

Re: Romaji. My inclination, too, would be to avoid romaji where possible. The problem is, we can't use furigana, which is a better way of helping learners read unfamiliar kanji. As far as kana go, I think romanisation is probably unhelpful (I agree that the scope of the book shouldn't be 'Intro to Japanese', but a full language course, and this being the case, people using all but the early chapters will have to learn kana), but when it comes to kanji, they might be a necessary evil until furigana-display is possible...

Can I also suggest that wherever possible we try to avoid translating 'X は ... ' to 'as for X...' ? (Or at least of making a habit of it...) Although it conveys the general topic-markeriness of は, 'as for' is a bad translation for the simple reason that we almost never say 'as for' in English. Tremolo 03:30, 13 Feb 2004 (UTC)

 * I would concur... outside the lesson for particles that should be unnneeded. (P.S. Where else besides the は lesson did you notice that?) -- Emperorbma 21:44, 18 Feb 2004 (UTC)

 * As for this comment about as for, IMHO it's a standard part of Japanese English. ;) Personally, i just adapted to it. No culture owns the English language. And as we all know from Bladerunner, sooner or later japlish will evolve. ;) Boud 15:34, 25 Mar 2004 (UTC)

romaji vs kana, kanji discussion

i put a link to kdrill: IMHO this is excellent software for learning kanji and it seems to satisfy the free software (as in free speech) definition.

IMHO, in the spirit of the GFDL, we should encourage people to use GNU GPL (or other free software) for learning kanji (and kana of course, but that's quickly over and done with). This gets around the problem of whether this is easy or not: provide the software and it becomes easy.

In fact, my broader vision for wikipedia and wikibooks is that virtually all pages with any slightly technical content (maths, physics, language learning) should be accompanied with external links to GNU GPL or other free software. GFDL came from GPL. i often fail to do this simply because i'm not (yet) aware of where GPL or other free software is available. Boud 15:34, 25 Mar 2004 (UTC)

Kanji drawing tips
OK, time to seed the ground again... I think we could consider having some basic kanji drawing lessons that show the (most commonly accepted) basic rules for drawing kanji, such as "left to right, top to bottom" and "if boxed, outside first then inside (unless the box opens to the right)". -- EmperorBMA|話す 02:56, 22 May 2004 (UTC)

 * I've started a unified Chinese/Japanese/Korean orthography textbook at CJK. The textbook will illustrate the principles common to all three systems, so the "left to right, top to bottom" rule would certainly be included. Please contribute / comment! -- Ran 16:09, 25 Jul 2004 (UTC)

Printed sources
I found something interesting at a used bookstore today. It's a copy of Reading Japanese by Eleanor Harz Jorden and Hamako Ito Chaplin. It provides a solid start on not only learning to read kana and (425) kanji, but writing them as well. What is most useful to us though, is the following:

Copyright is claimed until December 31, 1990. Thereafter all portions of this work covered by this copyright will be in the public domain.

Is it then safe for me to copy the contents to Wikisource, or do I need to contact the publisher (Yale University) first to be sure?

 * It's fine to copy it. If it's public domain, we can use it. GoodStuff 10:43, 1 Oct 2004 (UTC)

Something missing: Dialogues...
This Wikibook seems to be coming along nicely. There's just one gaping hole: There aren't any dialogues yet. Without dialogues, we've got a phrasebook. Unfortunately I don't know enough Japanese to contribute a dialogue.

I have an idea that making the dialogues the main entrance point to the study of Japanese would be an effective teaching technique. You first learn the basics (hiragana, katakana, basic kanji concepts). Then you dive into conversations which have links to grammar notes, vocabulary, and maybe even cultural notes. I think it's important to keep the conversations in Hiragana/katakana, maybe progressing to using more and more kanji as they are learned.

I think a discussion of the structure of the material might be interesting.
 * It makes sense to group vocabulary into related groups, like they are now.
 * Dialogues would rather benefit from being divided into lessons, getting progressively more complicated.
 * Grammar is an interesting one. Do we make grammar into groups, or lessons? Do we make it run parallel to the Dialogues?

How should we approach the learning of kanji?

Some food for thought. GoodStuff 10:59, 1 Oct 2004 (UTC)

 * I hope you don't mind that I reverted this page to bring back your commentary, GoodStuff. I feel that this commentary is very important and shouldn't be removed yet :)

 * I've also noticed that dialogues are missing, it's really an important aspect to a language book. At the moment this wikibook is just like reference material without any real lessons being offered.

 * I think there's too much information about the writing scripts in this wikibook, which is covered already in wikipedia articles. However, as this is a book for studying a foreign language, I think there should be allowance for romaji inclusion. Otherwise we might be pushing away readers who are true beginners to the language. JLPT 4 allows romaji, JLPT 3 to JLPT 1 uses only Japanese.

 * As for grammar and particles, I believe it should be explained briefly when first introduced in a lesson so the reader has an understanding and feel for the language. There's already a grammar reference list at . But most pages here needs to be made more clear for ease of reading.

 * On kanji, it should be introduced according to JLPT kanji. We have JLPT Level 4 Kanji which is good for a print out. Although other websites provide a better resource to study kanji. Also, there's a wikibook on East Asian orthography at CJK which will be useful for readers to understand how kanji is written. — Mkn 10:45, 19 Oct 2004 (UTC)

 * I do not mind at all! No one responded to my comments, and this discussion page is already cluttered. I did not want to contribute to the clutter.

 * I must say I disagree with the current "Japanese writing system" page layout. The page is somewhat overspecialized, and as a summary, it is not clear enough. It uses far too much jargon as well. I edited it somewhat.

 * Okay, dropped the page from menu, added  which should introduce our chosen romaji style. Again, I vote for Hepburn aka Hebon-shiki. Feel free to edit my (terrible) introduction to the sounds of the Japanese language. The sounds and mora concepts so introduced gives us a nice platform to explain the writing system from. This is that I've attempted to do with my slight editing of the Japanese/Japanese writing system page. We can't throw newbies into the deep end on that page, even if there are great references for Kana and Kanji. See my comments at the writing system discussion page. GoodStuff 16:32, 25 Oct 2004 (UTC)

Layout and Focus
I think one of the main things needed right now is a better overall layout. If someone who wishes to learn japanese comes to the main page of the Japanese wikibook, they're not going to know where to start. "What, do I just read top-to-bottom?"

Having sections seperated up into grammar, vocabulary lists, and such is useful if you know what you're looking for, but if you're trying to learn the language, it needs to be more structured.

I think a neat approach would be to have sequentially numbered vocabulary lists, with the more useful vocab in the earlier lists. At the top of each grammar/usage lesson, we could specify which vocabulary lists are going to be used in the dialogues and with the examples in the lesson. Finally, you bundle a certain amount of vocabulary and grammar into a 'chapter' (where nothing from a later chapter is used within, all of the vocab in the grammars are contained in the vocab lists or have already been learned, and where it makes sense to be learning all of that as one unit). It would also be useful (though I'm not quite sure what the capability of the wiki books software is) to have quizzes at the end of each chapter, quizzing on everything contained within. It would also be nice to have the chapters planned out a couple in advance, similar to how the Korean wikibook does it: http://en.wikibooks.org/wiki/Korean

It would also give the book discrete units in which you could only put romaji within the first 3 lessons, or something like that. So, it's very obvious where one should and shouldn't use romaji. The list of chapters should probably be the main focus of the book, following just after the intro and such. After the list of chapters could be an index of grammars and vocab and such.

Also, on a different topic, it might not be possible to use furigana in the wikibook as it is, but it'd be nice to have a very strict standard to express furigana, so that when converting to print or to another format, a preprocessor of some sort could very easily convert all of the kana to furigana. Something simple like the word in kanji followed by the word in kana in parenthesis would do. --Xepo 19:21, 14 Oct 2004 (UTC)

I took an hour or so and wrote up what I think would be decent for the first few chapters and intro. I didn't want to just modify the main page, as I'm still relatively new here, but take a look at this, see whacha think, feel free to post it as the main page. It's a pretty rough outline, but I think it's fairly well though-out: JapaneseTable_of_ContentsTest

--Xepo 20:29, 14 Oct 2004 (UTC)

Um, I don't mean to intrude, but the Table of Contents is totally off right now. To get to many sub pages, I have to jump into certain pages and use internal "next" or "previous" links to get to the pages that I refer to rather often.

 * I'm sorry Xepo, that's my fault I guess. I was editing the TOC list. Which pages in particular are troublesome? (d'ah, forgot to sign... also I'll try to add links back to TOC in the subpages if that helps) — Mkn 02:19, 18 Oct 2004 (UTC)

 * Eheh, sorry, it wasn't Xepo, it was me, an unregistered user. It looks awesome now, though, thanks!  This is undoubtedly one of the best resources on the web for learning language thanks to you guys and your dedication.

Great new layout! Still, dialogues would be nice. GoodStuff 09:07, 19 Oct 2004 (UTC)

Yea, the new TOC looks a lot better, btw. Good job. I think it could still use a bit of direction, but that'll come as the book progresses. --Xepo 05:21, 29 Oct 2004 (UTC)

In the interests of better communication...
Hi. I think we have a serious problem here. In Wikipedia people don't need to communicate as much to fix a spelling mistake, or to add content, because each page is well defined and about a specific topic.

Here however, I think we have the additional problem of the organization and layout of the Wikibooks. I suggest therefore that we start a mailinglist and/or IRC chatroom to discuss the issues of this wikibook. I feel the discussion page is inadequate. I made the effort to start such a mailinglist. Here's the link: http://groups.yahoo.com/group/japanese_wiki/ Take note that my nick on Yahoo is BraineX and not GoodStuff. GoodStuff 08:35, 29 Oct 2004 (UTC)

title: Talk:Japanese/Table of Contents


text:
Template:Welcome and expand

 Learn how you can [ develop this resource] to teach participants about .. You may learn more about the topic to help you develop the resource from:

title: Template:Welcome and expand


text:
Cookbook:Household Cyclopedia Sauces

Below are a number of recipes from the cookbook The Household Cyclopedia by Henry Hartshorne (1881), reworked for modern directions and units of measure. The original recipes can be found within their book.

title: Cookbook:Household Cyclopedia Sauces


text:
Polish/Questions

In Polish, sometimes yes/no questions are created by a rising tone, which is indicated by a question mark:
 * Basia ma kota - Basia has a cat.
 * Basia ma kota? - Does Basia have a cat?

However, this is more or less to the equivalent of saying in English: "Basia has a cat?"

Another way to form a question is by using the word 'czy'. This makes it slightly more formal and also easier to understand for foreigners.
 * Czy Basia ma kota? - Does Basia have a cat?

Specific questions are created by question pronouns like:
 * gdzie - where
 * kiedy - when
 * kto - who
 * co - what
 * ile - how many
 * jaka - what kind
 * która - which
 * jak - how
 * dlaczego - why
 * czyj - whose

"kto" and "co" behave like nouns (but they don't have number) and "jaka" and "która" like adjectives, so you must use them in their proper form.

A question pronoun is usually moved to the beginning of a sentence, even if it replaces something that would usually be at the end, like an object.

 * Kogo lubi Basia? - who does Basia like? (who in accusative and moved to beginning of sentence). Emphasis on "Basia"
 * Kogo Basia lubi? - also correct but emphasis on "to like"
 * Co pije dziecko? - what does a child drink? ("what" is in accusative), emphasis is on "dziecko"
 * Co dziecko pije? - also correct but emphasis is on "to drink"
 * Kogo lubisz? - Who do you like? ("who" is in the accusative)
 * Z kim rozmawiasz? - who are you talking with? ("who" in instrumental). "Rozmawiasz" - second person singular of verb "to talk".
 * O czym myślisz? - what are you thinking about? ("what" in locative)
 * Gdzie jest ciastko? - where is the cake?
 * Gdzie są dziewczyny? - where are the girls?
 * Którą dziewczynę lubisz? - which girl do you like? ("which" and "girl" in accusative)
 * Jaką pijesz kawę? - what kind of coffee do you drink? ("what kind" in accusative). May mean either "What kind of coffee are you drinking?" or "What kind of coffee do you like?" (and drink usually)

^ Polish ^ > Polish pronunciation >

title: Polish/Questions


text:
Talk:North Dallas Chamber of Commerce

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title: Talk:North Dallas Chamber of Commerce


text:
Novonikolsky, Altai Krai

Novonikolsky (Новоникольский) is a rural locality (a settlement) in Kirovsky Selsoviet, Aleysky District, Altai Krai, Russia. The population was 108 as of 2013. There are 5 streets.

Geography
Novonikolsky is located 45 km north of Aleysk (the district's administrative centre) by road. Kirovskoye is the nearest rural locality.

title: Novonikolsky, Altai Krai


text:
User:Sweisent/sandbox

RFD Magazine
As defined by the RFD website, "RFD is a reader-written journal for gay men which focuses on country living and encourages alternative life-styles. Articles often explore the building of a sense of community, radical faerie consciousness, caring for the environment, as well as sharing gay men’s experiences." Having begun publication 1974, RFD is the oldest reader-written gay quarterly magazine. Quarterly issues of the work are 64 full color pages and produced by volunteers. The business and general production are coordinated by a collective, and the magazine is printed in Hadley, Massachusetts.

RFD stands for Radical Faerie Digest. The development of the radical faeries involved the convergence of a number of distinct social trends in the 1970s. RFD magazine started in 1974, during a time Becky Thompson cites as a major moment in which affinity groups came together to protest the oppression they experienced due to their intersectional identities. RFD works to create queer communities in rural areas, a goal that was not acknowledged by hetero-activists before them. The socialist and feminist movement came together in the development of an ideology of gay male egalitarianism that remains a central part of the radical faeries culture. As the radical faerie movement gained ground, radical faeries used RFD to promote various gatherings and other radical faerie events.

The Summer 2004 edition of RFD is titled, "30+ What Does the Future Hold". In this edition, RFD discusses how the magazine defines itself and navigates between rural and city environments,

"Ever wonder who the “RFD Collective” is? Surprise! We all are. Be you in the country, the city or some other planet, if you read/write/design for this publication, you have a vested interest in it’s success. Being one of many voices for the queer community, a place for us to explore and express ourselves, RFD has been gifted with many talented journalists, editors, and artists…."

Because RFD is a reader-written work, it relies on the experiences and thoughts of those who subscribe to the work. In this way the magazine remains fluid and changing depending on it's readership. Large portions of the work consist of dialogue between reader and writer. This can be seen most pertinently in the personal add section and the "Brothers Behind Bars" section.

RFD also navigates social and political topics, "Through war, social injustice, prison reform, global manipulation and sexual inequities we are placed on the front line of a worldwide shift of values." RFD deems it their responsibility to report on these issues, and makes a point of recognizing why and for whom this is important, "Through it all RFD will take on the challenge (not a new thing) of reporting, changes as they happen, providing a cross-fire format for unique voices, and giving credence to our history, our humor and magik."

Political Shifts
From the conception of RFD to today, the publication has always been a political magazine. The act of creating a reader written magazine for rural queers is in itself a political act.

RFD interacts with the politics of its time. One could see RFD as an archive for language used in and for queer communities. The magazine can also be seen as an archive of queer political and personal issues.

In the Fall of 2004 (issue #119) RFD published two particularly political essays. One was titled, "Why Soldiers Rape and Why Gay Men Should Care". This article focuses on rape culture in the military, and is one of the first publication that speaks out against patriarchal structures that exist and are perpetuated by the military. The other article was titled, "The Federal Marriage Amendment Counter Curse". This article is a call to action, asking for queer communities to vote agains an ammendment to the United states marriage policy.

"When the President and every radically conservative organization in the country decided to declare war against queer people by trying to amend the constitution of the United States… This November we will go to vote, and voting is a magikal act - one of the most transformative acts possible in a democratic… The proposed Constitutional amendment is at right. Burn it. Banish it. Tell it that it doesn’t exist in this world… Replace it with a vision of love. Talk to people, tell them that a vicious hateful thing is happening, and that we can’t allow it to continue. Cast a spell in the ballot box and vote against hate. Wake up, get out and change the world." (pg. 30)

RFD is a way for rural gay communities to interact in a safer space. By using the magazine as a political platform, its writers are prescribing political awareness onto queer rural identities.

Rural to Urban
RFD started as a magazine made for and produced by queer men in rural communities. Queer communities have remained firmly located in the urban, particularly the metropolitan, and have only recently become more acknowledge in the countryside. Despite the fact that queer people are located around the globe and throughout the United States, LGBTQ publications have been primarily focused on urban queer life. This may be because rural areas are often presented as settings for traditional and hegemonic sexualities.

The Summer 2005 RFD article, "fresh from NYC" focuses on the changing locality of the magazine. The publication opens with the following lines from Walt Whitman's poem, "City of Orgies",

"Give me your tired, poor-ole drag queens,/ Your huddled faeries yearning to breathe free,/ The radical refuse of queers who have more,/ Send these, the freaks, tempest tossed to me,/ I lift my lamp guiding them to sanctuary"

Although the magazine maintains it's rural location (RFD is currently being published in Hadley, Massachusetts) it recognizes the need for inter-community connection and consciousness raising.

Transgender Rights
RFD begins to become more intersectional in it's approach to acknowledging identity politics around 1999, in it's "the 25th year" magazine. In this publication there is an article published titled, "The Satanic Transgender Politics".

"Ironically the gay community, despite all of its past persecutions, is intolerant towards some of its own subgroups, displaying toward them cruel self-righteousness that mirrors the bigotry of Christians toward all sodomites. I am referring particularly to the intolerance that many mainstream gas have for transvestites and shemales, those whose inner urgings draw them into a life between genders… I have written this article in hopes that others, perhaps even one person, will respond in a similar vein… we may find networks of support to foster our sense of independence and self esteem."

Although many of the language within this text is no longer politically correct, the author does acknowledge the lack of representation for gender queer individuals who are apart of the RFD community and beyond. The author of this piece makes a call to action, asking that the members of RFD create a safer space for gender queer people within the magazine.

Recognizing Privilege
In Issue #106 published in 2001, RFD publishes an article titled, "Recognizing Privilege". This article acknowledges intersectionality in the forms of class, race, gender, and sexuality. The author first talks about the seperation between class lines which occurs in queer communities,

"...I have learned that the Gay and Lesbian Community is not interested in playing on the same field as straight or gay working class Americans, much less people of color, people in poverty, or - Harvey Milk forbid - third world peoples... However, in spite of our fine intentions, our own privilege and prejudices continue to invade our attitudes and actions… Someone from a much lower class background than most of us would likely have to navigate a lot of weird unchecked prejudices in order to benefit from the sanctuary we provide."

In this text the author acknowledges their own privilege and later acknowledges the struggle for those with identities who's oppression goes beyond exclusively homophobia and/or misogyny. Later he says, "I’d also love to open up more general conversations about what we queers with some measure of privilege are doing with said privilege." By asking for continued intersectional consciousness raising, the author of this work is making important strides for the relevance of RFD's feminist goals.

RFD archives and purchasing
Over 50 archives around the world have copies of the RFD magazine, however only three of these archives are complete. RFD has sent out a call for people with copies of the work to contribute to this archival project, "If you have old issues which you’d like to donate to our project to complete these collections, please have a look at our back issues page on our website, it shows which issues which we have sold out." (RFD website) The publication is also making an effort to digitize each of the RFD issues, though it does cost three thousand dollars. For this reason they are also asking for donations to continue archiving the work so that is is more accessible to a wider population.

An archive of the images associated with issues published between 1974 and 2012 can be found at the Radical Faerie organization website.

Additionally, RFD has provided ten copies to be read online through an online publishing source.

This list of bookstores is taken from the RFD website.

Issues List

 * The dates and names below are as they appear on the RFD magazine from the said issue.
 * No. 67 Fall ‘91
 * A Country Journal for Gay Men Everywhere
 * No. 69 Spring ‘92
 * RFD a country rag for the urbane fag
 * No. 84 Winter ‘95/’96
 * No. 87 Fall 1996
 * Reefer Fried Divas
 * No. 88 Winter 96/’97
 * Repairing Familiar Dysfunctions
 * No. 89 Spring 1997
 * The Fiction and Photography Issue
 * No. 91 Fall 1997
 * The Fall Fashion Issue
 * No. 92 Winter 1997-98
 * Refined Foreign Drag Queens
 * No. 93 Spring ‘98
 * Rural Fags Deconstruct
 * No. 94 Summer ‘98
 * Raising Frisky Dicks
 * No. 95 Fall 1998
 * The 25th Year: A Celebration of Our Elders
 * No. 96 Winter 1998/1999
 * The 25th Year: A Celebration of Our Elders
 * No. 97 Spring 1999
 * The 25th Year: A Celebration of Our Elders
 * No. 98 Summer 1999
 * 25 Years <3 Celebrating Our Elders
 * No. 99 Fall 1999
 * Celebrating Queer Communities
 * No. 103  Fall 2000
 * celebrating our elders
 * No. 104 Winter 2000/2001
 * The Sex and Spirituality Issue
 * No. 106 Summer 2001
 * Men Connecting
 * No. 107 Fall 2001
 * No. 108 Winter 2001/2002
 * No. 109 Spring of 2002
 * Rebirth from Destruction
 * No. 1120 Summer 2002
 * Summer of Sleaze
 * No. 111 Fall 2002
 * River Faeries Debut
 * No. 112 Winter 2002/03
 * Finding/Creating Shelter
 * No. 113 Spring 2003
 * Courage and Vision
 * No. 114 Summer 2003
 * war is very profitable for politicians and other parasites
 * No. 115 Fall 2003
 * Growth and Harvest
 * No. 116 Winter 2003
 * Healing
 * No. 117 Spring 2004
 * Queer Music
 * No. 118 Summer 2004
 * 30+ What Does The Future Hold?
 * No. 119 Fall 2004
 * Politixxx
 * No. 122 Summer 2005
 * fresh from NYC: … what it is
 * No. 123 Fall 2005
 * Folle Terre Where Real Queens Rule! I <3 EU Faeries

title: User:Sweisent/sandbox


text:
julkea

Etymology 1
From. Related to 🇨🇬, 🇨🇬, 🇨🇬, 🇨🇬 and 🇨🇬.

Adjective

 * 1) barefaced, impudent, blatant, arrogant

title: julkea


text:
School talk:Media studies

Radio and Television Broadcasting
We've had some interest in developing learning projects for Radio and Television Broadcasting. I see that there are several such topics proposed here at the School of Media Studies. Should we start a separate School:Broadcasting or make a Broadcasting Division of this school with Television and Radio Departments? Thoughts? CQ 18:26, 3 February 2007 (UTC)

 * Please see my note in section that follows. My opinion is that it would make best sense to crate a [School:  Media Production] to encompass practical / technical courses, including eg. Radio, Television, Film & Video, Computer Games & Digital Arts, Web Media Production.

"Media studies" is not "Media"
Media studies is part of Media. Media studies examines the impact of media.

Media studies does not include the actual creation of media.

Please move all media creation to the appropriate pages. Robert Elliott 04:58, 9 April 2007 (UTC)
 * I concur, but not completely. If School:Media existed as a separate entity, the moves may be justified. But for now, I think this School should act as an over-arching institution for many media projects (see below). CQ 18:01, 22 April 2007 (UTC)

 * Multimedia in Media Studies classes
 * Starting with Apple Computer (etc.) in 1990, the definition of media has been distorted wrongly. According to all manuals coming out of computer companies until about 5 years ago, media was simply "multimedia" and all forms of media (including motion pictures) could be produced by using "multimedia" technology as taught in New Media classes.  That is, Apple said that motion pictures are just a natural extention of multimedia.

 * Apple was such a good marketer that most educational institutions accepted this idea as true. Therefore, all universities with Media Studies programs still include motion picture production (and motion picture technology) under multimedia.  This, of course, is totally wrong.  The technologies are totally different, almost the exact opposite.

 * The funny thing is now Apple, Inc. has decided it is no longer just a "multimedia" company. It still sells the concept of "New Media equals Multimedia" to universities which teach Media Studies but Apple now has has a professional motion picture division which sells motion picture technology to film studios. And the technologies are the exact opposite.

 * All of the New Media programs at unversities still tell their students that if they learn the multimedia technology that they teach, students will be prepared for the future of television and motion pictures. They continue to say that all media is simply an extension of the multimedia as taught in their Media Studies classes.  This is wrong.

 * Therefore, I am not eager to continue this deception. The technology of multimedia as taught in Media Studies courses is a totally different technology than motion picture technology.

 * This is like saying that English Composition should now be taught in French Literature classes because the two coutries are now joined by a tunnel. Nonsense!   Robert Elliott 01:31, 23 April 2007 (UTC)

Media / Multimedia

 * Robert has a point, but he's off track. There should be clarification of what is being discussed, and the media platforms involved at both the production and consumption ends of the communication process should be noted explicity.  However the reality is that in the present day, the creation of film, television, radio AS WELL AS 'New Media' (web content, video games, etc) happens on a desktop computer.  The difference between the video I make in iMovie and post on MySpace versus Lord of the Rings, is increasingly a matter of degrees of  skill and resources, rather than a difference of 'kind.'  The principles are the same.

 * The more important question is this: should technical / practical Production courses -- whether for Film, TV, Music, Radio, Games, Web Content, what have you -- be included under the 'Media Studies' banner? Or, as is most often the case in brick-and-mortar schools of the present day, should they be placed under a separate "Media Production" heading?  My take on it is that it should be one or the other -- all in or all out.  So, either we move the Film Production content under a "Media Production" SUB-HEADING of "Media Studies," or we move Multimedia production under a separate full-heading of "Media Production," alongside Film Production and whatever else may come.  Each option has potential advantages and disadvantages.  Please discuss.

 * I think it's obvious that there are different skills and technologies involved in particular disciplines of the media (ie video/film production - and its sub-disciplines - sound recording, writing, etc), however some of these skills certainly overlap. This is why I think it makes sense, for certain courses, to give an overview of what "the media" is, how it is produced and disseminated, and how it affects us. I think this does well to involve a practical and theoretical understanding both of technical processes (such as editing film), and the societal implications of how a film is edited. Any "media studies" course I have been aware of has incorporated this kind of perspective - an understanding of both "how to do it", and what "the doing of this" means. This is a key to media literacy - being able to understand, critique, use, and produce media. This is why I disagree with media studies not including the actual creation of media (Robert).

 * I'm also not sure I understand or agree with how Robert is delineating multimedia and media above. As far as I have always understood it, media is a generic term for a 'means of communication', and multimedia is a generic term for the array of media at our disposal, particularly newer and predominantly audio/visual media. Neither of these words mean much specific, and I think it would be worthwhile to have a page (or series of pages) devoted to these words alone. As regards how courses/resources are structured, it should really be flexible enough not to have to worry about whether something is a "sub"/section of a certain field or another - all these departments/resources can be listed multiply, categorised and cross-categorised, according to their specific focus. There is also a Portal:Media which is intended to be a user-friendly gateway to all things media-related. I think all these things are interrelated, so we should therefore interrelate them all accordingly. :-) Cormaggio talk 23:01, 9 July 2007 (UTC)

 * Robert Replies :

 * You say "The difference between the video I make in iMovie and post on MySpace versus Lord of the Rings, is increasingly a matter of degrees of skill and resources, rather than a difference of 'kind.' The principles are the same."

 * No! This is wrong. No matter how much skill and resources you use, the technology (methodology) that you use can NEVER produce a motion picture like "Lord of the Rings".

 * · Companies such as Apple have told people this for years. But it is not true.

 * Personally, I believe that Apple was the one that created this myth. Their marketing department told people that if they learned to make multimedia, they were also learning how to create motion pictures.  At the time, Apple was only able to create the technology for making multimedia but not motion pictures. So this was an excellent marketing ploy.  But it simply is not true.

 * · The people who teach multimedia have told students this for years. But it is not true.

 * · The people who write request grant money have said this for years. But it is not true.

 * Narrative filmmaking uses techniques which look very similar to multimedia production. Therefore, at first glance, people assume that the methods uses for multimedia are the same as for narrative motion pictures.

 * These are totally different technologies. Therefore, they should not be grouped together otherwise we will continue to support this myth.  Robert Elliott 08:12, 11 July 2007 (UTC)

 * I don't disagree with anything there (though I do disagree with media studies being only the analysis of media and not including learning how to produce media). But I don't quite understand what the problem is here. Is it purely a matter of "grouping"? Personally, I don't think we can (or should) exclude a link to the "filmmaking" page from the "analysing film" page, or indeed this school's page. How do you think we should group content/links instead? Cormaggio talk 09:40, 11 July 2007 (UTC)

 * It would be great if everyone was saying "To learn how to add audio, video, pictures, music, and dialog to a production, click here to learn how to create multimedia. But to learn how to create a dramatic movie, click here to learn the technology of filmmaking.  And to learn how to create television production using synced cameras and a switcher, click here."

 * Instead, people are saying, "We must offer more classes in multimedia so people can learn how to create motion pictures." or people are saying "To understand more about the different media (including motion pictures), we must offer more classes on how to create multimedia." Both of these are wrong.

 * Putting filmmaking classes under the heading of "Multimedia" or "New Media" is like saying we should put "French Poetry" under "German" because they are both foreign languages. The students are mutually exclusive.  No student of "New Media" has ever produced a motion picture.  Robert Elliott 21:09, 12 July 2007 (UTC)

 * I just don't understand why we are having this discussion. Who is saying that we need more multimedia classes in order to lead the learner to a career in filmmaking? And also, who is to say that knowing something about audio and video editing/aggregating might not be useful experience in learning about filmmaking (eventually, down the road)? Can't we say that all these endeavours are aspects of "media" (ie communication), and then delineate and interlink as appropriate? Cormaggio talk 22:28, 12 July 2007 (UTC)

Virtual Wikimania
The Wikiversity School of Media Studies is planning to get Wikiversity involved in producing a "Virtual Wikimania" from Taipei via a "Wikiversity kiosk" located at the main event. Some of the participating content development groups are:
 * Topic:Wikimania - Wikimania, Wikimania 2007 etc.
 * Topic:Internet Audio and Video - Setting up the Sandbox Server (or equivalent) with Icecast and and other Internet Audio/Video services.
 * Topic:VoIP - Setting up the Sandbox Server (or equivalent) with Asterisk Voice over Internet Protocol hub linked to something like an OpenMoko/Internet Kiosk
 * Topic:Server administration - Setting up the Sandbox Server (or equivalent) in general
 * Topic:Internet Audio - Wiki Campus Radio, Hypatia, WikiCast, etc. to work on Topic:Audio Engineering learning projects for the "Sound of Wikiversity" Internet radio project
 * ...several others... just follow the breadcrumbs...

If you know of people, companies or groups that could help out, please let us know at Talk:Wikimania 2007. Thanks in advance for your input! CQ 17:53, 22 April 2007 (UTC)

literature review from b:Wikiversity-school of media:media113:comparing texts
Hello the following info will be removed soon from Wikibooks. Perhaps someone can need/include it somewhere ? Thanks, Erkan Yilmaz ( my talk page, wiki blog ) 11:11, 30 September 2007 (UTC)

''The Art of Thinking, A Guide to Critical and Creative Thinking 6th Edition. Vincent Ryan Ruggiero Copyright 2001 Addison Wesley Longman''
 * Starts a little slow but looks like a good introduction. <IP_ADDRESS>, 19:58, 22 December 2005

Definition
"Media studies examines the effect of media on society" - o.k. that's the sociology point of view. But what is about the "rest": the content and history of (mass) media? If you don't know the media, how do you want to talk about the effects? --<IP_ADDRESS> 16:56, 31 March 2009 (UTC)

Bias
Noticed that the media is bias and the people who have control over it have an agenda for political parties. This is seriously an issue. The media has the ability to sway and create false statements about political parties on either side. This is a control issue and it is so wrong. The media should just report the truth and only the truth 💯.

 * Be bold. If there is a problem, fix it or rebut it. Don't just complain about it. There is no control issue. You have as much control of content on Wikiversity as anyone else does. -- Dave Braunschweig (discuss • contribs) 23:50, 10 July 2020 (UTC)

title: School talk:Media studies


text:
Wikipedia:Articles for deletion/AIM-HIGH

The result was   delete. The Bushranger One ping only 03:23, 18 July 2012 (UTC)

AIM-HIGH

 * – ( View AfD View log  •  Stats )

No significant coverage on the topic (no results from Google News nor Books), only hit is the official website. Article is about a medical trial conducted that does not have significant, notable implications on a medical field. Every trial does not merit an article. --IShadowed 09:19, 10 July 2012 (UTC)
 * Delete. Fails WP:GNG. - Presidentman talk · contribs Random Picture of the Day (Talkback) 13:49, 10 July 2012 (UTC)
 * Note: This debate has been included in the list of Medicine-related deletion discussions.  • Gene93k (talk) 00:40, 11 July 2012 (UTC)

 * Delete If this study is notable (and you may actually conclude it is when you see what I found), it is mainly notable as a flop - a study that did not prove what it set out to prove. It produced quite a few papers, although only one is cited in the article. The citation rate of the papers about this study is not high. There was actually quite a bit of general news coverage, possibly enough to meet WP:GNG. The main thing reported is that the clinical trial was halted prematurely due to "lack of efficacy." (You sure wouldn't know that from the article, would you?) If the consensus here is that the article should be kept, I will undertake a rewrite to make it accurate and sourced. But I personally favor delete. --MelanieN (talk) 03:50, 11 July 2012 (UTC)