text:
Wikiversity talk:Disclosures

Votes

 * TimNelson 06:31, 26 August 2006 (UTC), with the qualification that the reference to scholarly ethics not be operative until that policy has general support.
 * Rayc | (Talk) 17:14, 10 September 2006 (UTC) Until policy is completely writen
 * Mirwin 23:14, 11 December 2006 (UTC)
 * capi talk 14:14, 21 July 2007 (UTC), polemic learning resources should introduce its subject, then make different sections (not forks, nor templates) to take non-neutral approaches.
 * Opensourcejunkie 12:13, 26 March 2008 (UTC) users need to understand what bias they're learning from. I also agree with TimNelson's comment above
 * --Una Smith 03:11, 31 May 2008 (UTC)

Things that need doing after this policy is approved
The following need to be done after the policy is approved. My thought was that they'd be done as separate pages.
 * List of possible POVs; each one should be summarised on a page on Wikiversity as to what it (eg. Marxist) means for Wikiversity purposes, with links to Wikipedia for further details. Marxist may not be a good category; it might be better off as the two categories "Low social intereference by government" and "High economic interference by government"; I'd suggest that intially we let people label things however they want (or maybe just give a few broad general categories), and let the disagreements develop the policies.  These should probably go in pages like: Wikiversity/POVBias/Christian or whatever

 * Definition of EPs for Wikiversity purposes likewise

Scholarly ethics discussion

 * "Only Wikiversity participants who have explicitly affirmed their personal commitment to the Wikiversity Scholarly ethics policy are allowed to edit Wikiversity pages outside of the restrictions imposed by NPOV policy." This statement should be deleted. Mirwin 23:16, 11 December 2006 (UTC)

 * "This statement should be deleted" <-- why? --JWSchmidt 00:49, 12 December 2006 (UTC)
 * Because in some fields of human endeaver NPOV is clearly impossible and the Wikiversity Scholarly ethics policy is currently only a draft proposal. Mirwin 12:13, 25 January 2007 (UTC)
 * If Wikiversity is going to move beyond the traditional Wikimedia project NPOV policy, we need to find a way to manage the problems that will arise. Scholarly ethics is a proposal for how Wikiversity can deal with problems that will arise from allowing editing outside of the confines of NPOV. It may only be a "draft proposal", but that does not mean that links to should be deleted. --JWSchmidt 14:24, 25 January 2007 (UTC)
 * I agree with Mirwin that I'd be happier to see that go. I've seen all kinds of things defined as propaganda by different people, and I think the only solution that will work well in this kind of situation is to fork the page so that there are two disagreeing pages with different bias confessions.  I'm assuming that one of the points here is to develop a large contributing community.  For example, say Fred is an Creationist and takes a Perennialist approach to education.  He is presumably going to disagree with Bill who is an Evolutionist and takes a Progressive approach to education.  If all Bill's edits are reverted, he will most likely become disaffected and stop contributing (or vice versa, for Fred).  If each is given a separate page marked with different NPOVs, they can either ignore each other or debate each other, as they choose.  Either way, each spends more time contributing, Bill because he doesn't feel he's wasting his efforts, and Fred because he isn't spending as much time reverting stuff that doesn't belong on an Evolutionist Progressivist page.
 * Anyway, that's how I see the choices; either accept that there are genuine differences of opinion, and allow for it, or refuse to accept it and drive away (or commence battle with) the large portion of the community that will disagree with you.
 * -- TimNelson (Talk) 10:41, 26 January 2007 (UTC)
 * i cannot say anything without expressing my values in my discourse. i may hide them, but it would be so hard i'd rather say nothing at all - and even if i did mask them, they'd be there anyway. instead, i believe different PoVs should collaborate, and wikimedia software makes room for it. say, if i ever find a pro-fascism resource, i will add information on how fascism made room for genocide. clearly, a pro-fascist would find ways to explain those genocides, but there are many ways we can go on that discussion, creating lots of interesting material rather than a useless flame-war. sections, discussion pages, source documenting, it'd all add up for better in-depth resources, and it is all currently possible within wikimedia software. advocating POV forks is the opposite of advocating diversity - it is segregation of thought, not dialogue.
 * capi talk 14:08, 21 July 2007 (UTC)

 * Wikiversity is not a place for all opinions to be expressed just because people believe in them. Wikiversity, as a Wikimedia Foundation project, is dedicated to making use of wiki technology to promote education and help make knowledge freely available. Wikiversity will have room for multiple and even contradictory ideas, but those ideas need to be explored in a scholarly way. You seem to be suggesting that scholarship need play no role at Wikiversity, yet you offer no alternative method for protecting the project from people who would gladly use this wiki as a platform for spreading propaganda. Insisting that participants learn and apply scholarly standards to their activities does not prevent differences of opinion. "either accept that there are genuine differences of opinion, and allow for it, or refuse to accept it and drive away" <-- this is a false dichotomy. Anyone who wants to express opinions in an undisciplined or dishonest way should be driven away. --JWSchmidt 14:43, 26 January 2007 (UTC)

=Note= Most of the comments below are from the old Confessions and NPOV pages, which were merged here.

=Stuff merged from Confessions page=

How does Confessions work with NPOV?
JWSchmidt asked how Confessions conflicts with NPOV. This should help clear things up:
 * If NPOV applies everywhere, the POV biases section of Confessions will be pointless, because everyone will confess to NPOV.
 * If Confessions applies everywhere, NPOV can apply in the places where people decide to agree on that. So Confessions#POV doesn't eliminate NPOV, just subordinate it.  But NPOV effectively eliminates Confessions#POV

"NPOV effectively eliminates Confessions" <-- that is only true for a wiki that applies the traditional NPOV policy to all pages. However, the proposed Wikiversity NPOV policy is a policy about how to include in Wikiversity both:1) pages that follow the traditional WikiMedia NPOV policyand2) pages that do not follow the traditional WikiMedia NPOV policy.In particular, the Wikiversity pages that do not follow the traditional WikiMedia NPOV policy could use the "confessions" system to help show reders how those pages diverge from a neutral point of view. --JWSchmidt 18:08, 28 August 2006 (UTC)

=Stuff merged in from NPOV page= For anyone who hasn't seen it, there has been a discussion on the place of NPOV in Wikiversity on the foundation-l mailing list, beginning with this post from Anthere (or, well, really the following post from James (Messedrocker)). Cormaggio 15:29, 16 August 2006 (UTC)

 * Which post are you referring to? That link points to something else I think. --HappyCamper 11:53, 20 August 2006 (UTC)
 * Try this: TimNelson 05:40, 26 August 2006 (UTC)
 * Eek - I only saw this now! How did I get that so wrong? (Yes, that's the right link from Tim :-)) Cormaggio talk 16:40, 12 December 2006 (UTC)

Old Votes
I'm assuming these are now defunct. Please vote again at the top of the page.

 * Mirwin 21:10, 16 August 2006 (UTC) Changed per persuasive presentions. Oops! Again! 8)
 * Messedrocker 05:55, 18 August 2006 (UTC)
 * digital_metalk 01:08, 19 August 2006 (UTC)
 * :-) (veering towards pro - see comment below) Cormaggio 08:30, 19 August 2006 (UTC)
 * Some P. Erson 15:29, 19 August 2006 (UTC)
 * --Nick1915 11:33, 20 August 2006 (UTC)
 * --Dario vet 12:13, 20 August 2006 (UTC)
 * as this needs extensive revision, see NPOV/MPOV discussion below, and a key point of this policy refers to Scholarly ethics which is not receiving support -- Reswik 01:29, 21 August 2006 (UTC)
 * as I like Confessions better, although it also needs a lot of work TimNelson 06:30, 26 August 2006 (UTC)

Comments
NPOV has been an excellent restatement of "objective" as the term is used in Journalism for focusing discussion on creation of a balanced concise summary suitable for an encyclopedia article where there can be only one main page for each article title. Limiting all articles in learning processes to NPOV is counterproductive. The real world has many POVs and to study or understand it requires exposure or familiarity with multiple viewpoints and the arguments or reasoning which they provide. Obviously POVs should be identified and intellectually honest as possible. Mirwin 21:16, 16 August 2006 (UTC)
 * Did you read this version of NPOV? It might be more in line with what you're saying. -- sebmol ? 21:19, 16 August 2006 (UTC)
 * I read it. Decent first cut but "NPOV" has too much baggage from Wikipedia.  A policy discussion on "Intellectual honesty" or "Propaganda" or "objective" or "reasoned discourse" or "begging the question" would be more useful on Wikiversity.  Disagreement with a percieved POV should invite discussion not mere dismissal or rapid deletion. Wikiversity is not an attempt to quickly manufacture an encyclopedia.  The product is the learning process the reader/editor undergoes thinking about the material and how it could be improved or where it is incorrect in their own view.  Why is their view different from the original author's?  The learning is in the analysis of detailed chains of individual reasoning, not compression to a bland neutral concise presentation.  Yes much of the above is as the current version reads but it is counterproductive to have a different policy or definition of "NPOV" than Wikipedia.  It invites a "Jimmy says" flash gram.  Wikiversity should revolve around or strive for some form of intellectual honesty or scholarly ethics.  These policies should be defined adequately under useful and obvious titles.  Confusing definitions or policies created for Wikipedia should left at Wikipedia.   Less confusion will result from the soon to be arriving Wikipedian masses bored with writing NPOV encyclopedia articles or arguing about minute changes to existing articles if our policies are clearly titled and do not attempt to modify their bedrock codifications such as "NPOV". Mirwin 22:15, 16 August 2006 (UTC)

This needs more discussion! The impression that "NPOV" produces a "compression to a bland neutral concise presentation" of learning material is incorrect, IMO. We can have brilliant prose describing "individual reasoning" that is NPOV in its description of that specifics of that reasoning in how it is placed in the many schools of thought - Majority, minority, fringe, aso. (Need I really remind you of the creationism/evolution mine field?) What we should not allow is propganda and distorted presentations. Some more work is needed to forge this policy into a good policy. Awolf002 00:36, 18 August 2006 (UTC)
 * Regarding propaganda I disagree. Our future wiklars should become experts at analysing and seeing through "propaganda" and "distortions".  Honest true believers should welcome and benefit from the discussions of the "propaganda" or percieved mistakes in their materials.  The dishonest and deceptive will quickly learn to ply their trade elsewhere and dread encountering wiklars  at large prearmed with exposure to their garbage and contradicting facts and analysis. Propaganda was dangerous at Wikipedia to the casual consumer of the data assuming an encyclopedia is reliable.  It will be much harder for the casual consumer at Wikiversity to be harmed particularly since we should make it clear to them they are responsible for critical thinking and cross checking of the data, notes, quizzes, reasoning, etc. etc. Mirwin 05:57, 18 August 2006 (UTC)

I think we can work the concept of NPOV into a workable concept, but we need to think carefully about how to do it. Through the recent discussion on the foundation mailing list, I've come around to the view that NPOV is a term we can invest with our own meaning. What's there now is a good start, but I still think we need to link it better with pedagogy (or, more precisely, pedagogies). Cormaggio 08:30, 19 August 2006 (UTC)
 * These links don't link to anything relevant; please fix. TimNelson 07:47, 28 August 2006 (UTC)
 * I can't understand what's been going wrong with my links to foundation-l. Here are some of my posts to that thread I was referring to:, , , , - I think the latter two were the links I was trying to reference. (Hope these links stay stable now.) Cormaggio talk 16:50, 12 December 2006 (UTC)

MPOV or NPOV? NPOV has problematic assumptions but it is a useful principle for a first approximation of a critical approach to appreciating multiplicity of perspectives. I expect that over time that Wikiversity scholars may evolve NPOV into an MPOV (multiple points of view) principles which calls for the appreciation, based on in depth study, of how it is possible to vary the number of positions, interpretation, balance, level of coverage and summary conclusions offered for different points of view -- such that there are very many mixes of points of view possible that would all seem to satisfy NPOV.

For some wikischolars studying multiples schools of thought, reducing bias might perhaps be not an aim as much as developing ever more depth of appreciation of the biases and presuppositions of varying perspectives and their contrasts -- a richer and richer MPOV, one could say. Differing scholars and schools of scholars would have differing MPOVs. An MPOV policy would be a meta-position beyond NPOV which calls for the comparison and evaluation of differing MPOVs. MPOV would call for increasing depth in critical understanding of and comparison of varying MPOVs rather than decrease in bias ever more closely towards NPOV. I think NPOV as written assumes one root balanced POV is possible in the future as the endpoint of NPOV work of including and balancing various views. MPOV does not assume this -- it assumes that an MPOV is always constructed from an POV and can not escape this, hence there are always MPOVs and MPOVs may expand and not contract in further MPOV work. We do not know which position is correct, an NPOV endpoint or an expanding set of MPOVs. In part, it is an item of metaphysical belief to assume NPOV or MPOV as so described here. A meta position requires contrasting NPOV and this MPOVs. Note that the MPOV perspective may be more relevant to a number of schools of thought in the social sciences and humanities than to the natural sciences. Social theorists are underrepresented perhaps in Wikipedia discussions. I hope that is not the case in Wikiversity. (One could argue that the MPOV idea is present in seed form in one way of interpreting the NPOV concept, but I think it could be elaborated here or somewhere in Wikiversity space.) I've copied these ideas and will edit and extend later on the Multiple points of view page. An afterthought: I think it is reasonable to take a position in between their being one NPOV possible and many MPOVs as probable (between modernity and postmodernity if you will) which is that a small finite set of kinds of MPOVs are possible -- I actually favor this at times -- but it would require multiple writings from multiple MPOVs to construct that theory space - not one multidimensional writing/text/MPOV-NPOV but a finite group of MPOV texts with differing MPOV perspectives. Reswik 01:52, 21 August 2006 (UTC)

 * I think Reswik makes some excellent points - in my field of psychology there are multiple perspectives on different levels ranging from different scientific paradigms to more detailed different interpretations of the data from a research study. I think it will be impossible to write without having MPOV.  In the counselling field there can be seminars where the same case study is examined from each major perspective - eg what would a behaviourist say about this woman - what would a Jungian look at next?  etc.  and this can be a very good way of deepening a student's understanding.  --Vannin 17:28, 24 February 2007 (UTC)vannin

 * I think this is a good suggestion, as well. The Jade Knight 20:46, 25 February 2007 (UTC)

Merge into Confessions?
If people like Confessions, it would be possible to merge this NPOV document in as one of the POV options. This would be in line with:
 * Confessions itself
 * MPOV as discussed above
 * The "exceptions" section of NPOV itself

What do people think? If I don't hear any complaints, I'll do it.

TimNelson 07:44, 28 August 2006 (UTC)

A different name

 * "confession"
 * "a confession is a document in which a suspect admits having committed a crime"
 * "disclosing sinfulness before a priest"
 * "disclosure"
 * "revealing what previously was private knowledge"
 * "the speech act of making something evident"--JWSchmidt 10:38, 29 August 2006 (UTC)

 * I had a feeling this was coming. I was using it in the sense "a public declaration of your faith" (Google define:confession).  I happen to like Confessions myself, but I'll change it :).  TimNelson 11:16, 29 August 2006 (UTC)
 * Disclosures is much better, thanks. --SB_Johnny | talk 12:46, 29 August 2006 (UTC)

=New Comments=

Another example
See my userpage. --SB_Johnny | talk 14:58, 29 August 2006 (UTC)

(Moved here from project page by TimNelson 15:28, 29 August 2006 (UTC))

 * OOps... I thought I was posting here :). --SB_Johnny | talk 15:30, 29 August 2006 (UTC)

Disclosures Template
Since much of my writing is from an interpretive bias, I've been fooling around with the Disclosures Template a bit. Mostly my goal was to understand how it works so that I can add a new bias effectively.

Well, I figured it out, but I disapproved of the method of categorizing bias pages. The categorization system consisted of linking to pages with the following format: "Wikiversity:name_of_bias_point_of_view" (ex: Creationist_point_of_view). Because no bias pages had yet been created, I reworked the system to the following format: "Wikiversity:POV/Name of bias" (ex: Wikiversity:POV/Creationist)

I find the use of subpages in this context to be helpful in grouping POV's together. Thus I created a root page at POV to display all of the recognized POV's, and instruct editors how to add them to the template. So, I wanted to run it by everyone else to see if everyone approves/disapproves, etc.  Let me know what you think,
 * --Opensourcejunkie 10:29, 26 March 2008 (UTC)

 * Just noticed that this was a fulfillment of what was spoken of above. --Opensourcejunkie 12:36, 26 March 2008 (UTC)

About Original Research
I recall reading somewhere when I first arrived @ Wikiversity that Wikiversity would be home to original research as well as normal learning projects. I'm curious to know how this policy will affect research into questionable lines of reasoning.

For example, consider the following situation: a philosophy teacher is trying to convince his students that in Plato's works, Socrates was underlyingly presented as the god of love (eros). This (probably) constitutes original research, done by the professor, presented as a line of reasoning to convince someone of his position. The viewpoint is a fringe viewpoint, so we know the author has a unique POV.

Would such a page need to have a statement of bias? It doesn't begin with a bias, rather it uses a line of reasoning to arrive at the bias.

Similar issues could be applied to principles of writing, of hermeneutics, or even the Creation/Evolution debate. Any page that contains a line of reasoning ends at a bias; should such pages be required to assume a bias at the onset? --Opensourcejunkie 12:54, 26 March 2008 (UTC)

 * "It doesn't begin with a bias, rather it uses a line of reasoning to arrive at the bias." --> I think this is an important idea (perhaps already mentioned? Good ideas usually aren't original...!). Opensourcejunkie points out correctly one of the main reasons why people believe that they are right rather than realise that they have a bias - namely, that they think they have logic on their side. There is something very strange about the assumption that contributors will actually be sufficiently aware of their POV to disclose it. --McCormack 12:39, 29 March 2008 (UTC)

 * "Good ideas usually aren't original" --> neither is research ;-)

 * I'm wondering if we might be talking more about disclosing a hypothesis rather than a point of view. For example, the Bloom Clock (which is original research) discloses this on the first page (Bloom_Clock). Socrates as Eros would also be a hypothesis in the example above, but in that case the research part would be either providing a positive or negative proof showing that either Socrates is indeed Eros, or that Socrates could not possibly be anything but Eros (a definiteve proof in either direction is likely impossible, but various inductive arguments might be interesting to read). A parallel resource proving/disproving the opposite could also be pursued as well, etc. --SB_Johnny | talk 17:50, 30 March 2008 (UTC)

 * Yeah, I think I agree with you on that. How would that fit into the disclosures policy? --Opensourcejunkie

 * I experimented a bit with "disclosures of hypothesis" in the (eventually proposed) subpolicy Draft policy on religious content (see section on primary sources). What do you think of it? --Opensourcejunkie 14:15, 1 April 2008 (UTC)

title: Wikiversity talk:Disclosures


text:
free float

Noun

 * 1) An estimate of the proportion of shares of a public company that are not held by large owners and that are not stock with sales restrictions.
 * 2) A floating rate of exchange rate under which the currency's value is allowed to fluctuate in response to foreign-exchange market mechanisms without government intervention.

Verb

 * 1)  to alter a firearm so that no part of the barrel touches the stock.

source: wikimedia

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

title: free float


text:
User:Ayong8

I'm Yongsu Ahn, a phd student starting the Information Science and Technology program in the School of Computing and Information this fall.

I graduated from master's program in Information Science at UNC with a minor of Biostatistics. Before coming to the United States, I completed my Bachelor's at Sungkyunkwan University. Studying Information Science and Computer Engineering as dual major was a starting point of my academic journey leading me to this fascinating field.

My focus on research always looks at the society. I would like to observe how people communicate with each other, and how information diffuses in the social network in quantitative manner. Researchers seem to call this focus of research Computational Social Science. I believe statistical and computational approaches will expand its horizon with more available datasets and advanced methods. I hope my research will help the society with identifying people's collective behaviors and emotions.

Another focus of my research interest is information visualization. Backed up by Prof. Lin's instruction and advice, I will be working on the visualization project representing how policy is adopted among the states in US. As I acquire more sense of the visualization techniques, I would like to make it deliver more understanding of the data to users.

title: User:Ayong8


text:
Dudleya parva

Dudleya parva, known by common name as the Conejo dudleya, is a species of deciduous succulent plant native to the Conejo Valley and surrounding regions. It blooms from May to June, and has vernal leaves. It is only found from the western end of Simi Hills along the Montclef Ridge to the Conejo Grade in Newbury Park.

Characteristics
This species of Dudleya is an especially unique taxa, as it possesses several characteristics intermediate within the genus. It was previously thought Dudleya were organized into three subgenera; Dudleya, Stylophyllum, and Hasseanthus. It was thought that Dudleya and Hasseanthus were the most distant from each other, and that Stylophyllum occupied an intermediate space. Dudleya were thought to have evergreen leaves and habit, while Hasseanthus were classified with a deciduous, geophytic habit. Dudleya parva, however, was originally classified in the subgenera Dudleya, but it presents several traits of Hasseanthus. It has summer deciduous leaves, and a rhizomatous habit. It is also unusual among Dudleya in that it may be rooted from the leaves, which has only been recorded among other Hasseanthus-type Dudleya.

Morphology
Arising from stems may be multiple rosettes, at most several, each 1 to 6 cm wide. The roots are narrowed and swollen at irregular intervals, with rhizome-like branches extending from the roots of the plant. The rhizomes often resemble shriveled roots for most of the year, and are very fragile. The rhizomes are not a good character for field identification. Because the plant is rhizomatous, the above-ground parts of the plant may die back for several years, surviving underground as a rootstock. It is a long-lived species, with some examples surviving over 24 years in cultivation.

The stems are 2 to 7 mm wide. The leaves are deciduous in summer, and are 1.5 to 4 cm long, 3 to 6 mm wide, and shaped oblanceolate, glaucous in youth, but papery when dry. The base of the leaves is a wounding purple to red. The peduncle of the inflorescence is 4 to 23 cm tall, and 1 to 5 mm wide. The lower bracts are 5 to 15 mm, and the inflorescence branches once or twice. The petals are yellow, and the keel is often flecked with red.

The 2n chromosome number is 34.

Distribution and habitat
The entire species is located over a 16 km stretch of land on an east-west ridgeline of Conejo volcanics, on the western end of the Simi Hills, along Mountclef Ridge, and terminating near Conejo Grade. This distribution only covers an area of around several hundred acres. The population boundaries exhibits some annual fluctuations, but otherwise it has remained in the same suitable habitat area for some time. The rugged terrain makes tracking populations difficult, along with the summer deciduous habit.

It is typically found on north-facing cliffs of the Conejo volcanics, and on the adjacent grassland.

Conservation
This species is threatened by land development and recreational activity. A significant portion of the land that this species occurs on is designated as "open space" by the Conejo Open Space Conservation Agency, or on parklands managed by Ventura County. The remaining habitat is either owned by local governments, or is privately owned land. An increase in the number of hikers, tramplers and invasive species has damaged the population. Many of the sites occurring on private land cannot be adequately surveyed.

title: Dudleya parva


text:
Wikibooks:Information technology bookshelf

Welcome to the Information and Communication technology bookshelf. On this shelf you can find textbooks on IT certification, computer hardware, and ICT topics.

Active Wikibooks

 * CCNA Certification
 * UMTS
 * Wireless Mesh Networks
 * Wireless Mesh Sensors

General Guides

 * See also Computing bookshelf

 * The Computer Revolution includes a timeline
 * Calling Tech Support
 * Reverse Engineering
 * Non-nerd's Guide to Computers
 * Choosing The Right File Format
 * Data Recovery
 * Business Rule Mining
 * Security Architecture and Design

Certification

 * A+
 * AQA Information and Communication Technology
 * CCNA Certification
 * CIW Certification
 * GCSE Short Course ICT
 * LPI Linux Certification
 * Microsoft Certified Professional Developer
 * .NET Development Foundation
 * Microsoft Certified IT Professional
 * Network+
 * SCDJWS
 * Weblogs:An Introduction

Hardware & Hardware Programming

 * How To Assemble A Desktop PC
 * Computer Hardware
 * Embedded Systems
 * Emulation of video game and arcade consoles
 * Communication Networks
 * Wifi
 * Wireless Home Network Basics

Serial Communications

 * History of Serial Communications
 * Serial Data Communications Programming Book

ICT4D Books

 * These books have been donated to wikibooks, and many may still be in the process of being transferred in from http://www.apdip.net/publications/iespprimers/ . Users who are interested in helping with this project, please contact User:Whiteknight.

 * The Information Age
 * Legal and Regulatory Issues in the Information Economy
 * E-Commerce and E-Business
 * Genes, Technology and Policy
 * E-government
 * Information and Communication Technologies for Poverty Alleviation

de:Regal:EDV ms:Wikibooks:Rak teknologi maklumat


text:
Graduate School of Public Health, San Diego State University

The Graduate School of Public Health is one of the professional graduate schools of San Diego State University within its College of Health and Human Services. Located in the College Area neighborhood of San Diego, California, it is part of the Association of Schools of Public Health and is fully accredited by the Council on Education for Public Health. San Diego State University is a member of the Western Association of Graduate Schools, the Council of Graduate Schools in the United States, and the Consortium of Universities for Global Health. The GSPH also maintains its own chapter in the Delta Omega Honorary Society in Public Health.

The school's mission is "to improve population health and well-being by building a diverse public health workforce to meet the needs of current and future communities."

History
The GSPH began through the efforts of James W. Cobble, Dean of the Graduate Division at SDSU; the late Dr. John J. Hanlon, former Assistant Surgeon General of the U.S. Public Health Service and a father of modern public health; and Thomas B. Day, former President of SDSU. Associated with Dr. Hanlon's early work on the GSPH is the formation of an umbrella organization, the College of Health and Human Services, which would provide collaboration between the GSPH, the Schools of Social Work and Nursing, and the Departments of Health Science and Communicative Disorders.

Degrees
The GSPH offers an undergraduate minor in public health; a Bachelor of Science in Health Sciences; a Master of Public Health; a Preventative Medicine Residency program; and Ph.D.s in Epidemiology, Health Behavior, and Global Health. Ph.D.s awarded by the GSPH are jointly awarded with the University of California, San Diego. The GSPH offers the following dual degrees: MPH/MA in Latin American Studies, MPH/MSW, and MPH/MD. Students pursuing MPH degrees have the option of choosing between five concentrations: Biometry, Environmental Health, Epidemiology, Health Promotion and Behavioral Science, and Health Management and Policy. The GSPH is among only five schools in the United States whose MPH concentration in Management and Policy is accredited by the Commission on the Accreditation of Healthcare Management Education in addition to being accredited by CEPH.

Affiliated research institutions

 * Heart Institute
 * San Diego Prevention Research Center
 * Institute for Public Health
 * Institute for Behavioral and Community Health
 * Center for Behavioral Epidemiology and Community Health
 * Center for Injury Prevention Policy and Practice


text:
Web Design/The Structure of HTML

After coming to understand the concept of mark-up, you will want to start learning the actual 'marks' used in HTML. We call these elements or sometimes tags, and this activity is designed to:

 * Familiarize you with the general form of elements.
 * Familiarize you with the idea of nesting elements.
 * Familiarize you with the idea of attributes.
 * Give you a base vocabulary of elements you can begin to use in creating HTML.
 * Show you how to view the source HTML of your web pages with a common web browser.

It will be assumed you:

 * Understand the difference between local and online files.
 * Have already selected a text editor and understand its basic use. For a discussion of text editors go here.

This activity is not designed to:

 * Give a comprehensive list of elements.
 * Give a comprehensive list of attributes or their accepted values.
 * Discuss document type, the meta elements, or comments.

Element form
Elements are the basic unit of mark-up in HTML. They are distinguished from plain text by the less-than and greater-than characters. < >

Many elements are paired, consisting of an opening tag and a closing tag, and are of the container type. The accompanying closing tag is denoted by a forward slash.  text  A few elements do not need to have a closing tag, such as a line break.

Try it!
Open your text editor and copy and paste the folowing text:

  Web Design is an incredibly fun skill to learn - combining the latest toys of technology with the creativity of design! On top of that, learning web design is unique in that we can learn directly from current professionals who publish their techniques for all to read on their own Web-logs! You'll find below a growing number of topics that we think provide a good foundation for any web designer. Of course, if you have something to add or improve then please contribute.

Save the file as web.html and open it in your web browser. The first thing you will notice is that the text is displayed as a single block, with none of the line returns. Your web browser will ignore any extra white-space and render it as a single space.

Let's go back to the text editor and add a few formatting elements. Bold   displays as: Bold Italics displays as: Italics

Alternatively we can use 'emphasis' and 'strong' elements to set a block of text apart from the surrounding text. Emphasised                     displays as: Emphasised Strongly Emphasised    displays as: Strongly Emphasised

Use of emphasis and strong is generally preferred over italics and bold.

Experiment by adding these and the line break element shown above to your document. Save your changes and then refresh your browser.

Self-Closing Tags In XHTML
If you don't know what XHTML is, simply skip this quick clarification.

If your page is being written using XHTML, elements with no closing tags should be closed by a forward slash ('/') just before the closing > per the W3C XHTML standard. For example:
 This will also result in the page being XHTML compliant (if an appropriate doctype is set, which we will move on to later). This does not ensure that the page will be served as XHTML, however. In order for these additional self-closing slashes to be significant, the page must be served with the proper Content-Type HTTP header, or the page will become "Pretend XHTML."

Please note that this practice should not be followed if the page is being written using standard HTML. Standard HTML does not require self-closing tags and, while the page will continue to display properly, these additional slashes will be considered to be errors.

Nesting
You may have noticed the html and body elements used in the previous example. Those elements along with the head element form the basis for the structure of any webpage. The html element marks where the document begins and ends. The head section comes next, and gives the browser some data that is not contained in the page itself. The body contains all that will display on the page.   <title>This text appears in the browser's title bar.</title>

As you can imagine, as page content is added more and more elements will begin to fill your html file and it will become difficult to keep everything straight. The spaces (or tabs) in front of some of the lines helps to keep them visually separated and allow you to ensure that the page structure is correct.

You can also see from the above example how each element is placed within the page structure and becomes a part of that structure. The title element is completely within the head element. The head element is completely within the html element. The head and body elements do not overlap. This is often called nesting. Though many web browsers can be forgiving for small mistakes, nesting is required in many cases for your page to display properly.

Try it!
Go back to your web.html file and make the following changes:   <title>Web Design</title>   Web Design is an incredibly fun skill to learn - combining the latest toys of technology with the creativity of design! On top of that, learning web design is unique in that we can learn directly from current professionals who publish their techniques for all to read on their own Web-logs!

 You'll find below a growing number of topics that we think provide a good foundation for any web designer. Of course, if you have something to add or improve then please contribute.

Save and refresh your browser. Notice how the word 'learn' in the line 'incredibly fun skill to learn' is both italicised and bolded. For the HTML to be valid in this case, the closing bold element must be within the italics element. If something is not displaying properly, this is one of the mistakes to look for.

Viewing Source
When viewing a web page, you may want to know its structure. Most common browsers have a menu command called View Page Source. Clicking on this command opens a new window showing the page with all of its HTML elements. When validating your web pages, it can be helpful to compare the results with your source to find any errors quickly. This can also be useful to see how someone has marked up any page on the web to achieve their results, a great learning tool.

Try it!

 * For mozilla based browsers. : Go to your browser window of web.html and right click anywhere on the page. Select 'View Page Source'.

Attributes
The elements we have discussed so far have performed simple and predictable actions. If we want a bit more control over our web pages, we will need to be able to alter the performance of some elements.

Many tags have additional functions that can be controlled through attributes. Attributes are placed within the opening tag. It is often neccessary to specify a value for the attribute. The attribute is followed by an equal sign and the value is placed within quotes, as below.

The anchor element is a well used example. It is used for linking documents. The most commonly used attribute for the anchor element is HREF which creates a link to the URL specified. Google    displays as: Google

Try it!
Lets add what we've just learned to our web.html file. Try to reproduce the result below including 'Web Design' in the title bar and a link to Wikipedia after the last paragraph. When you are ready, you can compare it to my source. Web Design is an incredibly fun skill to learn - combining the latest toys of technology with the creativity of design! On top of that, learning web design is unique in that we can learn directly from current professionals who publish their techniques for all to read on their own Web-logs! You'll find below a growing number of topics that we think provide a good foundation for any web designer. Of course, if you have something to add or improve then please contribute. Wikipedia

Remember, no peeking until you have tried to do it on your own!

  <title>Web Design</title>   Web Design is an incredibly fun skill to learn - combining the latest toys of technology with the creativity of design! On top of that, learning web design is unique in that we can learn directly from current professionals who publish their techniques for all to read on their own Web-logs!

 You'll find below a growing number of topics that we think provide a good foundation for any web designer. Of course, if you have something to add or improve then please contribute.
 Wikipedia

title: Web Design/The Structure of HTML


text:
Talk:David Wright (politician)

External links modified
Hello fellow Wikipedians,

I have just modified 2 external links on David Wright (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/20080915113138/http://www.davidwrightmp.org.uk/ to http://www.davidwrightmp.org.uk/
 * Added archive https://web.archive.org/web/20080915113138/http://www.davidwrightmp.org.uk/ to http://www.davidwrightmp.org.uk/

Cheers.— InternetArchiveBot  (Report bug) 19:20, 29 November 2017 (UTC)

title: Talk:David Wright (politician)


text:
Talk:Aran knitting patterns

good source
https://web.archive.org/web/20071027131353/http://www.vam.ac.uk/collections/fashion/features/knitting/regional/index.html --Espoo (talk) 20:12, 28 March 2019 (UTC)
 * Here is the current url: https://www.vam.ac.uk/articles/british-knitting-traditions ww2censor (talk) 21:51, 28 March 2019 (UTC)

title: Talk:Aran knitting patterns


text:
User:ZoFreX/Template BristolProxy

 Attention:

This IP address, , is registered to the University of Bristol and is shared by multiple users. Comments left on this page may be received by other users of this IP and appear to be irrelevant. Caution should be used when blocking this IP or reverting its contributions without checking.

If you are an unregistered user operating from this address, note that this is not the IP address of your machine. is the IP address of a proxy server that communicates between your browser and the Wikimedia servers. These and other proxies are shared among hundreds of University of Bristol Resnet users. If you are frustrated by irrelevant comments appearing here, you can avoid them by creating an account for yourself.

title: User:ZoFreX/Template BristolProxy


text:
Gravel Hill

Gravel Hill or Gravel Hill Plantation may refer to:

 * in Canada
 * Gravel Hill, New Brunswick, Canada

 * in the United Kingdom
 * Gravel Hill tram stop, London light rail stop

 * in the United States

 * Gravel Hill, Delaware, an unincorporated community
 * Gravel Hill, Indiana, an unincorporated community
 * Gravel Hill, Missouri, an unincorporated community
 * Gravel Hill, New Jersey, an unincorporated community
 * Gravel Hill Plantation (Allendale, South Carolina)
 * Gravel Hill Plantation (Hampton, South Carolina)
 * Gravel Hill, Buckingham County, Virginia
 * Gravel Hill (Charlotte Court House, Virginia) (a plantation house)

title: Gravel Hill


text:
SMO

SMO or Smo may refer to:

Biology

 * Smoothened, a gene that encodes a protein of the same name
 * Spermine oxidase, an enzyme
 * Styrene monooxygenase, an enzyme

Computing and technology

 * Sequential minimal optimization, an algorithm for training support vector machines
 * Social media optimization
 * Solar Monitoring Observatory, on the International Space Station
 * SQL Server Management Objects for Microsoft SQL Server

Organizations

 * Sabhal Mòr Ostaig, a Scottish Gaelic-medium public college on the Isle of Skye
 * Slovak Youth Orchestra

Transport

 * SMO, IATA airport code for Santa Monica Airport, USA
 * SMO, National Rail station code for South Merton railway station, London

Other uses

 * SMO, ITU country code for Samoa
 * smo, ISO 639-3 code for the Samoan language
 * Smo, former stage name of Sara Forsberg (born 1994), Finnish singer
 * SMO, a character first appeared in the episode "Be More" of the animated series Adventure Time
 * Senior Medical Officer, a rank in the British Royal Army Medical Corps
 * Singapore Mathematical Olympiad, a mathematics competition
 * Site management organization, a provider of services to an organization holding a clinical trial
 * Social movement organization, a formal organization within a social movement
 * Special military operation, the Russian government's name for the 2022 Invasion of Ukraine
 * Super Mario Odyssey, a video game released for the Nintendo Switch

title: SMO


text:
Prigorodny, Barnaul, Altai Krai

Prigorodny (Пригородный) is a rural locality (a settlement) in Barnaul, Altai Krai, Russia. The population was 3,025 as of 2013. There are 24 streets.

Geography
Prigorodny is located 15 km southwest of Barnaul by road. Novosilikatny is the nearest rural locality.

title: Prigorodny, Barnaul, Altai Krai


text:
Wikipedia:Articles for deletion/Manchester City F.C. 8–0 Watford F.C.

The result was speedy delete. Fenix down (talk) 09:03, 24 September 2019 (UTC)

Manchester City F.C. 8–0 Watford F.C.

 * – ( View AfD View log  Stats )

Fails WP:GNG and only exists due to WP:RECENTISM. It's not even the highest-scoring Premier League match or really a memorable one. There have been five other matches were a team won by 8 goals in the Premier League. KingSkyLord (talk | contribs) 02:15, 22 September 2019 (UTC)
 * Note: This discussion has been included in the list of Football-related deletion discussions. – Lord Bolingbroke (talk) 02:28, 22 September 2019 (UTC)
 * Note: This discussion has been included in the list of England-related deletion discussions. – Lord Bolingbroke (talk) 02:28, 22 September 2019 (UTC)

 * Delete WP:NOTNEWS, non-notable game. SportingFlyer  T · C  02:46, 22 September 2019 (UTC)
 * Merge with Manchester City - there might have been a lot of goals scored in this football match, but we do not really need to have specific articles on specific football matches unless these are in big events, such as World Cup of F.A. cup. Vorbee (talk) 06:23, 22 September 2019 (UTC)
 * Is there really anything to merge? I don't think adding a sentence about this match in Manchester City would be in line with Wikipedia's summary style. – Lord Bolingbroke (talk) 06:46, 22 September 2019 (UTC)
 * Delete per WP:NOTNEWS. I'm skeptical this game will have enduring notability, bearing in mind WP:10YT. – Lord Bolingbroke (talk) 06:46, 22 September 2019 (UTC)
 * Delete - Although City scored five goals quicker than any team in PL history, that is a fractional record. The final score was not a record. – PeeJay 09:26, 22 September 2019 (UTC)
 * Delete A single high scoring game is not notable enough for it's own article. Govvy (talk) 15:23, 22 September 2019 (UTC)
 * Delete - a regular league game, albeit it with lots of goals. It might have lasting notability in the future (like Manchester United F.C. 9–0 Ipswich Town F.C. did) but nothing for now. GiantSnowman 15:47, 22 September 2019 (UTC)
 * Delete - spoilers! (I've been too busy watching rugby). Seriously though ... list the score on the Manchester and Watford pages ... no redirect needed. Nfitz (talk) 18:50, 22 September 2019 (UTC)
 * Note: This discussion has been included in WikiProject Football's list of association football-related deletions. Jalen Folf   (talk)  22:42, 22 September 2019 (UTC)

 * Delete - nothing especially remarkable about this game in the grand scheme of things. Not a Premier League scoring record, not a club scoring record - the only possible claim to significance is that it set a new record for the earliest point at which a team had been 5-0 up, but that's so trivial that I don't think it merits an article.  Definitely don't merge -- ChrisTheDude (talk) 08:33, 23 September 2019 (UTC)
 * Delete and a severe WP:TROUTing for the article creator (10 years on Wikipedia!) for wasting our time with this. Number   5  7  12:06, 23 September 2019 (UTC)


text:
Ely Esterilla

Ely Jair Esterilla Castro (born 6 February 1993) is an Ecuadorian professional footballer who plays as a forward for 9 de Octubre.

Rocafuerte
Born in Guayaquil, Esterilla joined Rocafuerte's youth setup in 2005. He made his first team debut in the 2010 campaign, in Serie B.

Santos Laguna
On 3 June 2012, Esterilla moved abroad and joined Liga MX side Santos Laguna, being assigned to the under-20 squad. He never appeared with the main squad during his spell, but won the 2013 Clausura tournament with the under-20s.

Barcelona SC
On 19 December 2013, Esterilla returned to his home country and joined Barcelona on a four-year contract. He made his professional debut the following 29 January, coming on as a second-half substitute for Federico Laurito in a 1–0 Serie A home win against Manta.

Esterilla scored his first professional goal on 13 April 2014, netting his team's second in a 2–0 home defeat of Independiente del Valle. On 27 March 2016, he scored a brace in a 5–0 home routing of L.D.U. Quito.

International career
Esterilla represented Ecuador at under-20 level, playing in the 2013 South American Youth Football Championship. On 2 October 2015, he was called up by the full side for two 2018 FIFA World Cup qualifiers against Uruguay and Venezuela, but withdrew due to injury three days later.

title: Ely Esterilla


text:
Beautifully Unconventional

"Beautifully Unconventional" is a song by English alternative rock band Wolf Alice from their second studio album, Visions of a Life. It was released on 14 August 2017 through Dirty Hit as the album's third single.

Release and live performances
"Beautifully Unconventional" premiered on Annie Mac's BBC Radio 1 show on 14 August 2017, and subsequently released for digital download and streaming services. Rowsell said she wrote the song about one of her friends: "My feelings towards her reminded me of the film Heathers, where everyone is a Heather and you find your other non-Heather… a 'you can be my partner in crime', sorta thing."

The band performed the song live for the first time on 26 July at the Echo in Los Angeles. It has since been part of their setlist on tour. The song was also part of the band's Live Lounge session on 19 September. On 17 October, they performed the song on Later... with Jools Holland.

Composition
"Beautifully Unconventional" is based around a "chunky guitar line." Will Richards of DIY compared the song to American singer Beck, and noted the influence on the song from the song's producer Justin Meldal-Johnsen, who's best known for his work with the singer. Orignte classified the song as indie rock, while the Guardian's Dave Simpson characterized it as pop-funk, later stating that it "might even have a faint melodic nod to Aretha Franklin's Respect." NME's Will Butler noted that the song "leans closer to the softer, warmer and catchy stylings of 'Don't Delete the Kisses' than it does the furious, punk sputter of 'Yuk Foo'."

Critical reception
Drowned in Sound's Dom Gourlay said the song "finds the band traversing the world of pop at its most conventional. Once again highlighting Rowsell's gift for observational storytelling, it's a delightful spanner in the works that draws several hundred gasps of adulation from those present." Robin Murry of Clash said the song is "a rallying cry, the choppy guitar lines proving to be overpowering without every venturing into the obvious," continuing: "The stuttering vocal continually reaches outwards, and we can already see this becoming a live anthem." Dork wrote, "it's a retro-cinematic delight. An earworm fed on other, lesser siblings, it has a confident, Diet Coke commercial strut. It knows it looks good, and it's not afraid to flaunt it."

Music video
A 50s-inspired music video for the song was uploaded the band's Vevo channel on YouTube on 11 September 2017. Rowsell told the Fader regarding the video that the song is "a celebration of all your non-conforming friends; a celebration of individuality and the adventures that come with embracing that. For me personally, I imagined me and my mate Hannah as Christian Slater and Winona Ryder in Heathers (albeit looking nothing like them). The video has nothing to do with the song — I just didn't want to have a mullet anymore, seeing as lots of people tore me to pieces in our last video, so it was an excuse to wear a wig."

title: Beautifully Unconventional


text:
Talk:Nick Garcia

WikiProject class rating
This article was automatically assessed because at least one article was rated and this bot brought all the other ratings up to at least that level. BetacommandBot 00:13, 28 August 2007 (UTC)

Toronto FC player now?
According to twitter about 10 mins ago from TFC front office:

 * Toronto FC acquired Nicky Garcia and discovery rights to Ali Gerba from Earthquakes. Sutton released.  Garcia will be available Saturday.

-- Cheshsem (talk) 19:31, 9 June 2009 (UTC)

 * Yep. Changed to reflect. --JonBroxton (talk) 19:52, 9 June 2009 (UTC)

title: Talk:Nick Garcia


text:
User:<IP_ADDRESS>/Choose an Article

Article Selection
Please list articles that you're considering for your Wikipedia assignment below. Begin to critique these articles and find relevant sources.

Option 1

 * Article title
 * Religious restrictions on the consumption of pork

 * Article Evaluation
 * The article is very informative and gets to the point. It also includes two different religious sources.
 * Sources
 * Some of the sources are other Wikipedia pages. But others are websites used to support what the writer mentioned.
 * https://www.whyislam.org/faqs/restrictions-in-islam/why-do-muslims-abstain-from-pork/
 * https://global.oup.com/obso/focus/focus_on_why_does_the_bible_prohibit_eating_pork/
 * Pork

Option 2

 * Article title
 * Food coloring

 * Article Evaluation
 * The article includes regulations, the chemistry of the dye, to the history of food coloring, and all the in between.
 * Sources
 * There are over 40 sources used in this article. Including .edu and .gov websites. But some of the sources can not be found when you click on the link.
 * https://www.acs.org/content/acs/en/education/resources/highschool/chemmatters/past-issues/2015-2016/october-2015/food-colorings.html
 * https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2957945/
 * https://www.kemi.se/en/prio-start/chemicals-in-practical-use/substance-groups/azo-dyes

Option 3

 * Article title
 * Food chain

 * Article Evaluation
 * The article is on the shower side and has a lot of scientific vocabulary, but they are hyperlinked to other wiki pages.

 * Sources
 * The sources are reliable and come from .org, .edu, and excerpts of books.

Option 4

 * Article title
 * Article Evaluation
 * Sources
 * Sources
 * Sources

Option 5

 * Article title
 * Article Evaluation
 * Sources
 * Sources
 * Sources

title: User:129.32.224.77/Choose an Article


text:
Asemospiza

Asemospiza is a genus of South American birds in the tanager family Thraupidae.

Taxonomy and species list
These species were formerly placed in the genus Tiaris. A molecular phylogenetic study published in 2014 found that Tiaris was polyphyletic. In the resulting reorganization to create monophyletic genera, these two species were assigned to a new genus Asemospiza with the sooty grassquit as the type species. The name combines the Ancient Greek ἄσημος/asēmos meaning "without marks" with σπίζα/spiza meaning "finch". These two species are in the subfamily Coerebinae and form a sister clade to the Darwin's finches.

The species in the genus are:

title: Asemospiza


text:
Hikaru Fujiwara

Hikaru Fujiwara (藤原 光) is a Japanese professional footballer who plays as a midfielder for MLS Next Pro club New England Revolution II via the New England Revolution academy.

Youth
Fujiwara joined the New England Revolution academy in 2016. He made his first appearance for the club's USL League One side, New England Revolution II, on 15 August 2020, appearing as a 60th-minute substitute during a 3-3 draw with North Texas SC. In his debut, Fujiwara became the first Revolution Academy player to record a professional assist. He earned his first professional start on 21 August 2020 against Richmond Kickers. Following the 2022 season, his option was declined by New England.

Personal
Fujiwara was born in Obu, Aichi, Japan before moving to Lexington, Massachusetts in the United States when he was 12 years old. His brother, Kaoru, also plays in the New England Revolution academy.

title: Hikaru Fujiwara


text:
Category:User ja-N

List of users whose mother tongue is Japanese.

 * ja-N : User whose mother tongue is Japanese.
 * ja-3 : User can contribute with an advanced level of Japanese.
 * ja-2 : User can contribute with an intermediate level of Japaneses.
 * ja-1 : User can contribute with a basic level of Japanese.

title: Category:User ja-N


text:
User:Perl~enwikibooks/Fahrenheit 451/themes

big ==

$$Headline text$$#REDIRECT Insert text}}Subscript text
==

=Themes=

One of the most obvious themes in the novel is how important it is for individuals to refrain from rushing through life. In essence, Bradbury makes the point that “you should stop to smell the roses” but more eloquently and meaningfully than this trite platitude is able to do. Bradbury’s futuristic society consists of many individuals who drive their cars (called beetles) at extremely high velocities, watch interactive TV at extremely high volumes, listen to in-ear radio devices much like an iPod, and rarely pay attention to the small things in life. Clarisse is an exception to this rule, but since she is killed by a car that was speeding down the road, she is nonetheless greatly impacted by this lifestyle.

Another prevalent motif is Bradbury’s opinion that abridged versions or summaries of books lead to the type of society that exists in his novel. In one of Beatty’s stories about how the world came to be the way it is, he says that great pieces of literature gradually became more condensed until they ceased to be substantial. This is similar to the previously discussed theme. Ironically, study-guides, like the one you're reading, may be an example of the same tendency.

The theme concerning mankind’s failure to learn from its past is more prevalent near the end of the novel. When the war starts, Granger compares this failure to the endless cycle that a phoenix goes through burning itself and rising from the ashes, but notes that humans, unlike the phoenix, are able to remember the stupid things that they did. Next (Conflicts) >


text:
Cookbook:Dosa

| Indian CuisineA dosa is a thin, spicy, crispy crêpe-like food made from fermented rice, and it is very popular in restaurants in South India. It may be served plain with sambar and chutneys such as coconut chutney, or other curry or gravy. When served with potato folded inside, it is known as masala dosa. To make omelette dosa, simply pour beaten egg on the dosa before it is turned over.

The procedure for making dosa starts out almost identical to that for making idli. The idli recipe in this cookbook has some very good tips and variations that apply equally to dosai.

title: Cookbook:Dosa


text:
User:JManning

My name is Joseph Stanier Manning. I'm from Lafayette, Louisiana and I'm a junior majoring in the Ancient Greek Language and Classics at Tulane University in New Orleans, Louisiana. I hope to begin an introductory course on the Ancient Greek Language and perhaps extend into courses about the history of Ancient Greece and the Near East eventually.

title: User:JManning


text:
Fashion Design

Welcome to the wonderful world of fashion design. Fashion design is the applied art dedicated to the design of clothing and lifestyle accessories created within the cultural and social influences of a specific time.

Skills useful for a career in fashion design include: Drawing, Sewing, and Weaving.

Clothing is defined, in its broadest sense, as coverings for the torso and limbs as well as coverings for the hands (gloves), feet (socks, shoes, sandals, boots) and head (hats, caps). Humans nearly universally wear clothing, which is also known as dress, garments, attire, or apparel. People wear clothing for functional as well as for social reasons. Clothing protects the vulnerable nude human body from the extremes of weather, other features of our environment, and for safety reasons. Every article of clothing also carries a cultural and social meaning. Human beings are the only mammals known to wear clothing, with the exception of human pets clothed by their owners.

People also decorate their bodies with makeup or cosmetics, perfume, and other ornamentation; they also cut, dye, and arrange the hair of their heads, faces, and bodies (see hairstyle), and sometimes also mark their skin (by tattoos, scarifications, and piercings). All these decorations contribute to the overall effect and message of clothing, but do not constitute clothing per se. Articles carried rather than worn (such as purses, canes, and umbrellas) are normally counted as fashion accessories rather than as clothing. Jewelry and eyeglasses are usually counted as accessories as well, even though in common speech these items are described as parts of clothing.

Methods

 * Pattern Design
 * Fashion Creation
 * Clothing Making

Lessons

 * /How to Dress Fashionably/
 * You need to be stylist
 * You clothes must fit to your body

title: Fashion Design


text:
File talk:LGBT constitutional discrimination laws by country or territory.svg

Canada
Canada's constitution is open-ended and implicitly cover sexual orientation and and gender identity. It should be colored purple on the map. — Preceding unsigned comment added by Robsalerno (talk • contribs) 20:24, 19 September 2017 (UTC)


text:
User:Zcook1234/sandbox

Lead
The Social Dilemma is a 2020 American docudrama film directed by Jeff Orlowski and written by Orlowski, Davis Coombe, and Vickie Curtis. The film explores the rise of social media and the damage it has caused to society, focusing on its exploitation of its users for financial gain through surveillance capitalism and data mining, how its design is meant to nurture addiction, its use in politics, its effect on mental health (including the mental health of adolescents and rising teen suicide rates), its role in spreading conspiracy theories such as Pizzagate, and distributing disinformation which can aid groups such as flat-earthers.

The film features interviews with many individuals who give first hand experiences of working in and around the tech industry. Interviewees state that the existence of social media platforms and big tech have been instrumental in providing positive change for society, however, some decisions and paradigms have caused consequences that are problematic. Throughout the documentary, many former employees, executives and other professionals from top tech, social media, and research backgrounds give their input on the problems that can be found on a variety of online platforms. These interviews are cut together with dramatizations which tell the story of a teenager’s social media addiction interlaced with a representation of how a social media algorithm powered by artificial intelligence may work.

The Social Dilemma premiered at the 2020 Sundance Film Festival and was released on Netflix on September 9, 2020.

Synopsis
The documentary examines the effect that a handful of companies, including but not limited to Google, Facebook, Instagram, and Twitter have over the public; it is emphasized that a relatively small number of engineers make decisions that impact billions of people. The documentary examines the current state of social media platforms focusing more specifically on problems in the industry. Jeff Orlowski, director of other documentaries such as Chasing Coral and Chasing Ice, designed the film to include conversations that tackle concepts in technology such as data mining, technology addiction, machine learning, artificial intelligence, and surveillance capitalism. The film follows a cast of interviewees, most of which have left their respected companies due to varying ethical concerns that the industry as a whole has lost its way.

The documentary begins with an introduction to the array of interviewees, each listing the companies they had previously worked for and their role within each respective company. The cast of actors is then presented with news coverage of social media's adverse effects playing in the background. Each interviewee then goes over their grievances with social media. Between interview commentary, the dramatization side of the documentary provides insight into the inner workings of the technology that powers social media.

In the documentary, it is stated that social media is a "useful service that does lots of good with a parallel money machine". Social media has many beneficial qualities, a few that are mentioned in the film include the facilitation of interpersonal connection across long distances, acquiring knowledge, and even finding organ donors. However, former employees of social media companies explain how user data can be used to build models to predict user actions and how companies keep user attention to maximize the profit from advertisements. The film then dives into the manipulation techniques used by social media companies to addict their users and the psychology that is leveraged to achieve this end. The film debates that this often leads to increased depression and increased suicide rates among teens and young adults. The documentary also touches upon how user actions on online platforms are watched, tracked, measured, monitored, and recorded; companies then use this human generated capital to increase engagement, growth, and advertising revenue. Orlowski uses the cast of actors to portray this in the dramatization. Ben (played by Skyler Gisondo), the middle child of the family, slowly falls for these manipulation tactics and dives deeper into his social media addiction. Following this, the dangers of AI are touched upon once again. The interviewees go on further to explain how computer processing power is advancing exponentially, increasing the capabilities of artificial intelligence.

The final point the film touches on is fake news. Tristan Harris refers to it as a "disinformation-for-profit business model" and that companies make more money by allowing "unregulated messages to reach anyone for the best price". The film discusses the dangerous nature of the flow of fake news regarding COVID-19 and propaganda that can be used to influence political campaigns. The documentary also champions Wikipedia for being a neutral landscape that shows all users the exact same information without curating or monetizing it. The documentary concludes with the interviewees casting their fear over artificial intelligence's role in social media and the influence these platforms have on society. The interviewees come to the unanimous decision that something must be changed for society to prosper. They claim that social media companies have no fiscal reason to change, one example of a way to combat this would be to charge taxes on the data that social media companies acquire to incentivize lowering data collection measures.

Countermeasures
As the credits roll, the interviewees recommend taking the following countermeasures to protect oneself against social media

 * Turn off notifications or reduce the number of notifications you receive
 * Uninstall social media and news apps that are wasting time
 * Use a search engine that doesn't store search history
 * Use browser extensions to block recommendations
 * Fact-check before sharing
 * Obtain sources of information with different perspectives, including sources one might disagree with
 * Do not give devices to children; no screen time.
 * Never accept recommended YouTube videos
 * Try to avoid any clickbait material
 * Keep devices out of the bedroom after a certain time
 * Do not allow social media use until children reach high school

Business Model
Many social media companies operate on the basis of user retention and growth due to ad revenue business models; this allows social media platforms to be free to use. Some former company executives, such as Tim Kendall from Facebook, have said that a guiding principle of product creation and monetization is to acquire as much of a user’s attention as possible to increase engagement and place more advertisements. This leads to social media paradigms such as the creation of the Facebook like button and the subconscious social-validation feedback loop that keeps users engaged. In order to achieve higher engagement, algorithms enhance the social media experience on a per-user basis through the use of large amounts of data. Utilizing this data as leverage capital, social media companies are able to create large profiles on each user’s activity and interests thus increasing the efficiency of matching users to advertisers and other content on the platform. This characteristic is unique to social media, software products such as Photoshop do not spend countless hours and resources developing algorithms to customize their product on a per user basis to increase commercial incentives. Due to massive collection of personal information, social media companies have come under scrutiny by the United States government, as well as the public, for violations of privacy. Data privacy and collection, as a whole, has gone unregulated in the tech industry for many years, but lawmakers are beginning to hold executives accountable.

Tech Landscape
Data is being collected at rates that have never been possible in the history of humanity. The documentary details that processing power of computing technology has increased exponentially since the 1960’s and has catalyzed the ability to collect more data at a faster rate. The documentary states that no other technology in the history of humanity has advanced at a faster pace and that humans are virtually the same as they were in the 1960’s. In the information age, people are exposed to more information than ever before powered by warehouses full of computers and deeply connected networks. The rates of growth between humans and technology are compared to explain that there is a disconnect between human adaptation and tech evolution which has raised negative societal implications. As stated in the film, the algorithms used to power social media platforms are becoming increasingly complex and intelligent to the point where they iterate and improve themselves autonomously. The documentary explains how algorithms are developed with a goal state in mind, and the goal state for many algorithms on social media platforms is to increase efficiency for commercial interest. Parallels can be drawn between the rise of the newspaper and television industries in terms of information dissemination; however, impacts both positive and negative are exacerbated by the interconnected and global nature of the Internet and modern technology.

Scientific Basis
The documentary explains how an extended amount of media consumption can subtly have a plethora of negative impacts on individuals. Orlowski presents specific data to support this thesis, such as:

 * A 62% increase in hospitalizations for American females ages 15-19 and a 189% increase in females ages 10-14 due to self harm, beginning in 2010-2011.
 * Johnathan Haidt explains that this spike is due to the great amount of time spent on social media, because people have the tendency to check social media as often as they can and the psychological effects it has on the brain. If a user is feeling distressed, media can release dopamine into the brain, and they eventually find themselves dependent upon it. Harris refers to this as a "digital pacifier" in the film. The reliance on technology in this manner can lead to inability to properly deal with emotions because it alters the development of one's frontal cortex.
 * The release of dopamine makes technology work similar to addictive drugs, such as alcohol or nicotine.
 * A 70% increase in suicide for females ages 15-19 and a 151% increase in females ages 10-14, beginning when social media was first introduced in 2009.
 * The phenomenon of patients wanting to receive plastic surgery in order to look more similar to a picture with a filter on it due to Snapchat Dysmorphia, which can lead to a body dysmorphic disorder and the lowering of one's self esteem
 * This is because individuals may have a constant feeling that they should take on an appearance similar to the one they have on social media, leading to a spike in individuals diagnosed with depression.
 * Snapchat introduced the first filters in January 2015. Since then, there has been a significant increase in body dysmorphic disorders (BDD), which negatively affects one's mental and physical functionalities.
 * Harris explains that increased media usage can lead children to "compare themselves to unrealistic standards of beauty".
 * The practice of using positive intermittent reinforcement in media development to keep users' attention for longer periods of time. It is mentioned that this psychological practice in media is similar to how slot machines work in Vegas, in which the user is unsure if and when something good will happen, so they continue to check their devices in hopes that something new will come.
 * People are highly likely to believe false information on the Internet, such as conspiracy theories, affecting off-screen behavior and lives.
 * False information on Twitter spreads six times faster than true information, according to an MIT study, because people have a greater emotional reaction towards fake news.
 * Pizzagate was a popular conspiracy theory that circulated the internet in 2016 which claimed that politicians were associated with human trafficking, and that Comet Ping Pong was one of the locations where the events took place.
 * Renée Diresta explains that the algorithms are biased towards false information because as more people show interest in such articles, it is recommended to more people.
 * The documentary also explains that due to false information having high success in grabbing user attention, it produces large amounts of revenue for social media companies. This can be partially attributed to the phenomenon known as clickbait.

Reception
On review aggregator website Rotten Tomatoes, the film holds an approval rating of 87% based on 485 reviews, with an average rating of 7.62/10. The website's critics consensus reads, "Clear-eyed and comprehensive, The Social Dilemma presents a sobering analysis of our data-mined present". On Metacritic, the film has a weighted average score of 78 out of 100, based on nine critics, indicating "generally favorable reviews".

ABC News's Mark Kennedy called the film "an eye-opening look into the way social media is designed to create addiction and manipulate our behavior, told by some of the very people who supervised the systems at places like Facebook, Google, and Twitter" and said it will "[make you] immediately want to toss your smartphone into the garbage can ... and then toss the garbage can through the window of a Facebook executive". Variety's Dennis Harvey said the film does a good job of explaining how "what's at risk clearly isn't just profit, or even poorly socialized children, but the empathetic trust that binds societies, as well as the solidity of democratic institutions [which] we're learning can be all-too-effectively undermined by a steady diet of perspective-warping memes". According to IndieWire's David Ehrlich, the film is the "single most lucid, succinct, and profoundly terrifying analysis of social media ever created". A Financial Times review said the film "carefully details the skyrocketing levels of depression among children and teenagers; the flat-earthers and white supremacists; the genocide in Myanmar; the Covid misinformation; [and] the imperiling of objective truth and social disintegration". The New York Times said that the film features "conscientious defectors from companies such as Facebook, Twitter, and Instagram [who] explain that the perniciousness of social networking platforms is a feature, not a bug". A review in the Los Angeles Times Kevin Crust stated that "while most people are aware that they're being mined for data while on these sites, few realize how deep the probe goes ... if you think the trade-off is merely getting targeted ads for your favorite sneakers, you are in for a big shock".

Adi Robertson of The Verge called The Social Dilemma an "enjoyably lucid explanation of how sites keep users scrolling and clicking," but wrote that the film offered a "familiar and simplistic assessment of how the internet has changed our lives". Author and digital media researcher Wendy Hui Kyong Chun argued that the film gives an inaccurate portrayal of how social media algorithms work and exaggerates how much control they have over their users. Facebook released a statement on its about page that the film “gives a distorted view of how social media platforms work to create a convenient scapegoat for what are difficult and complex societal problems".

title: User:Zcook1234/sandbox


text:
User:Talonhawk

I'm a college student primarliy studying Computer Science and I hope to be the owner of a successful business in the future. I am very interested in the science and art of education and hope to be of some service to this community.

title: User:Talonhawk


text:
Talk:Zayd ibn Umar

Cleanup
Looks like a definite keep on AfD, so I've added a cleanup tag. Needs to be rewritten in encyclopedic tone/language as well as copyedited.--Isotope23 17:38, 20 March 2006 (UTC)
 * According to Ibn Saad, Caliph Umar had two sons named Zayd.
 * Zayd "the Younger" was actually the elder. His mother was Umm Kulthum bint Jarwal, whom Umar divorced in 628.
 * Zayd "the Elder" (i.e., "more important"??) was the son of Umm Kulthum bint Ali, whom Umar married in 638.Petra MacDonald (talk) 10:05, 3 February 2016 (UTC)

Moved over
I move the following over from the article on Sa'id ibn Zayd. It needs a lot of clean-up. Therefore I am playing it here:

 * Zaid (Zayd) was so temperate that even before the advent of Islam he refused to accept the meat offered to gods as sacrifice and said boldly, “I do not partake of the meat of animals sacrified to your gods……”
 * Although he did not believe in idol-worship, he wondered about the path that leads to one God - Allah. He travelled far and wide in search of the truth. He met the learned rabbis among the Jews.
 * He visited Christian priests and put before them his spiritual dilemma. They said, “You will find pure ‘Tauhid' (belief in one God) only in Deen-e-Haneef. Zaid said, “What is Deen-e-Haneef?” They explained, “Deen-e-Haneef is the religion of Ibrahim (Abraham) (peace be upon him)”.
 * Zaid returned to Mecca with the name of Deen-e-Ibrahim and a great curiosity for it. People would see him often sitting with his back to the wall under the Holy Ka ‘ba, and saying “By Allah, none among you, besides me, adheres to the religion of Ibrahim.”
 * As he was passing through the territory of Lakhm on the southern border of Syria he was attacked by a group of nomadic Arabs and killed before he could set eyes on the Messenger of God, may God bless him and grant him peace. However, before he breathed his last, he raised his eyes to the heavens and said:
 * "O Lord, if You have prevented me from attaining this goodness, do not prevent my son from doing so."
 * This pious man died with a burning desire in his heart to see Deen-e-Hanif in its complete and pure form.

Str1977 (smile back) 08:00, 9 January 2007 (UTC)

 * Thanks for not discarding this information. It concerns a notable person who deserves his own article.
 * However, this is the wrong Zayd. His name was Zayd ibn 'Amr (not Umar) and he died in 605 or 606.Petra MacDonald (talk) 10:02, 3 February 2016 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Zayd ibn Umar. 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/20041222111340/http://www.answering-ansar.org/answers/umme_kulthum/en/chap10.php to http://www.answering-ansar.org/answers/umme_kulthum/en/chap10.php

Cheers.— InternetArchiveBot  (Report bug) 04:24, 6 January 2018 (UTC)

title: Talk:Zayd ibn Umar


text:
Wikipedia:Featured picture candidates/Mars (natural color)

Mars
Voting period ends on 29 Sep 2017  at 08:52:00 (UTC)
 * Reason:Natural color looks good.
 * Articles in which this image appears:Mars, Planet, Revelation 12 sign prophecy
 * FP category for this image:Featured pictures/Space/Looking out
 * Creator:ESA

 * Support as nominator –  JCP  (a.k.a. John Carlo Pagcaliwagan) 08:52, 19 September 2017 (UTC)
 * Struck !vote of block-evading user. Armbrust The Homunculus 04:12, 26 September 2017 (UTC)
 * Support It looks very good and clearly enhances the article on Mars. Charlesjsharp (talk) 19:23, 19 September 2017 (UTC)
 * Support - Looks good to me, it's odd there isn't a higher resolution of this image however... Mattximus (talk) 00:26, 20 September 2017 (UTC)
 * Support - Of course, top EV. --Janke | Talk 07:12, 20 September 2017 (UTC)
 * Support --Hameltion (talk, contribs) 12:31, 21 September 2017 (UTC)
 * Support – Bammesk (talk) 03:39, 28 September 2017 (UTC)

--Armbrust The Homunculus 13:10, 29 September 2017 (UTC)


text:
User:<IP_ADDRESS>/sandbox

It can be helpful to copy and paste the text below into a sandbox, and apply all of the options directly to this text to see what it does.

Paragraph: This helps you set the style of the text. For example, a header, or plain paragraph text. You can also use it to offset block quotes.

A : Highlight your text, then click here to format it with bold, italics, etc. The "More" options allows you to underline, add code snippets, and change language keyboards.

Links: The chain button allows you to link your text. Highlight the word, and push the button. The visual editor will automatically suggest related Wikipedia articles for that word or phrase. This is a great way to connect your article to more Wikipedia content. You only have to link important words once, usually during the first time they appear. If you want to link to pages outside of Wikipedia (for an "external links" section, for example) click on the "External link" tab.

Cite: The citation tool in the visual editor helps format your citations. You can simply paste a DOI or URL, and the visual editor will try to sort out all of the fields you need. Be sure to review it, however, and apply missing fields manually (if you know them). You can also add books, journals, news, and websites manually. That opens up a quick guide for inputting your citations. Finally, you can click the "re-use" tab if you've already added a source and just want to cite it again.

Bullets: To add bullet points or a numbered list, click here.

Insert: This tab lets you add media, images, or tables.

Ω The final tab allows you to add special characters, such as those found in non-English words, scientific notation, and a handful of language extensions.♥§

title: User:140.198.144.6/sandbox


text:
Highlands College, Jersey

Highlands College (Jèrriais: Lé Collège d's Hautes Tèrres) is a further and higher college in Jersey in the Channel Islands. It has 860 full-time and over 4,000 part-time and adult students. Highlands is a Partner College of the University of Plymouth (The University of Plymouth Colleges network), London South Bank University and the University of Sussex. The Principal from September 2019 is Joanne Terry-Marchant, following the successful 5 year tenure of Steve Lewis.

History
The College is situated on a campus in Saint Saviour on the site of a former French Jesuit training school Notre Dame de Bon Secours that was established in Jersey in 1894 on the site known as Highlands. The school trained sailors for the French Navy but when the Jesuits were denied permission by anti-clerical laws to continue teaching, the school was moved to Jersey from Brest. The Jesuit period finished after World War I and the site was purchased by another French group The Brothers of Christian Instruction from Ploërmel in Brittany who set up a missionary school. During the second world war Jersey was occupied by the Germans and the site from 1941 was used to house 180 occupying forces. It returned to its previous use in 1945.

In the 1950s and 1960s, the States of Jersey established a College of Further Education in a number of different buildings in Saint Helier, the capital of Jersey. The college taught mainly craft skills such as construction, catering, motor vehicle and secretarial courses. In 1970 the demand for missionaries had fallen away and the Brothers of Christian Instruction sold the Highlands site to the States of Jersey. In 1972 the States established Highlands College and over a period moved all further education to the campus that was also occupied by the Education Department. Extensive rebuilding has taken place on the campus to create excellent facilities in a wide range of vocational disciplines. This work was undertaken by the States of Jersey Public Works Department over a period of years under the charge of Architect Michael Dodds. There are plans to build a new campus fit for 21st century study, starting with a feasibility study in 2020.

Description
The main feature of the college is its Great Hall. This is the former chapel built by the Jesuits and features a magnificent hammer beam room and stained glass windows. The college has hosted The Queen, the Prince of Wales, The UK Lord Chancellor and other distinguished guests in the Hall.

The sixth form college curriculum of Highlands College covers:

 * Automotive Studies
 * Art and Design
 * Building Services
 * Building Trades
 * Business
 * Childcare and Education
 * Computing
 * Culinary Skills and Restaurant Service
 * Hair and Beauty
 * Health and Social Care
 * Mechanical Engineering and Welding Studies
 * Media
 * Performing Arts
 * Sport
 * Animal Management
 * Digital Games Design
 * Uniformed Services
 * Hospitality and Tourism

The college also provides a Life Skills course (at Entry level) and a pathways course (at level 1) as well as an Access to Higher Education Course in Social Sciences and in Science. These 18 subject areas are offered at level 3 with the Jersey Progression Qualification offered at level 2 in 14 subject areas. There are specialist technical qualifications at level 2 in Catering, Motor Vehicle, Retail, Building Services and Building Trades linked to the Apprenticeship service.

University College Jersey provides degree and diploma courses in Civil Engineering, Human Resource Management and Construction (London South Bank University), Business and Management, Childhood Studies, Psychology and Criminology, Social Sciences (University of Plymouth) and Computing and Sport (Pearson Higher National Diploma).

Adult and Community Education is run at the main campus and at a specialist Adult Education Centre in Trinity offering a range of over 60 leisure and general interest courses. In addition the college has a Professional Studies Department offering a range of CMI and other professional courses for adults in work or considering a change in career which is housed in a specialist centre.

Since 2015, the college has established a rigorous self-assessment process that is externally validated by a group of educational and industry peers. The college is benchmarked alongside the 200 or so English General Further Education Colleges and, 2018, ranked itself as 31st for the 6th Form Provision and 1st for Apprenticeship provision.

title: Highlands College, Jersey


text:
Orrell (surname)

The surname Orrell may refer to the following people:

 * David Orrell (born 1962), Canadian mathematician
 * Eddie Orrell (born 1965), Canadian politician in Nova Scotia
 * Joe Orrell (1917–1993), baseball player
 * John Orrell (1934–2003), author, theatre historian, and English professor
 * John Orrell Lever (1824–1897), English shipping owner and politician
 * Marc Orrell (born 1982), American guitarist
 * Richard Orrell (1875–1919), English footballer
 * Timothy Orrell (born 1967), English cricketer

title: Orrell (surname)


text:
Wikipedia:Sockpuppet investigations/Kaabasane/Archive

Suspected sockpuppets

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

Persistent disruptive edits at page MCC for the addition of the same school, a lot of new accounts editing the page and also new page creations also for the same school. Requesting CheckUser, since there are too many accounts consistently making disruptions. -★- PlyrStar93. → Message me. 🖉← 04:42, 4 September 2017 (UTC)

Time to spam some diffs here:

Article MCC--
 * 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26

-★- PlyrStar93. → Message me. 🖉← 05:19, 4 September 2017 (UTC)

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

Also adding some, if not all, accounts who did the new page spam. Accounts who edited MCC but also created new pages are not included here for now. -★- PlyrStar93. → Message me. 🖉← 05:00, 4 September 2017 (UTC)

And spam some edit filter logs for these new page creations:
 * 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19

There may be one account or so unrelated, since these accounts are grabbed from my CSD log. -★- PlyrStar93. → Message me. 🖉← 05:32, 4 September 2017 (UTC)

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

This user edited Mulund College of Commerce but was not listed before. Diff: diff -★- PlyrStar93. → Message me. 🖉← 05:23, 4 September 2017 (UTC)

Adding some more: GorillaWarfare (talk) 00:03, 11 September 2017 (UTC)

Comments by other users

Clerk, CheckUser, and/or patrolling admin comments
Also a crapload of these new accounts creating pages for themselves in article-space, announcing their presence/identity as students at this school (Mulund College of Commerce, which is also being targetted). Maybe a school project off to a horrible start? I hope this academic year will involve less administrative time-waste for such nonsense than last... DMacks (talk) 04:53, 4 September 2017 (UTC)

 * And here is one who admits to having a shared account
 * in an edit to Pqr (note: only visible to admins). DMacks (talk) 05:07, 4 September 2017 (UTC)
 * in an edit to Pqr (note: only visible to admins). DMacks (talk) 05:07, 4 September 2017 (UTC)

 * - Please, check those and look for sleepers.  Vanjagenije  (talk)  21:52, 9 September 2017 (UTC)
 * - GorillaWarfare (talk) 22:27, 10 September 2017 (UTC)
 * All accounts are ✅ except for User:Danieljr111, who is ❌. Confirmed accounts . GorillaWarfare (talk) 00:10, 11 September 2017 (UTC) GorillaWarfare (talk) 00:10, 11 September 2017 (UTC)
 * Moved case, retagged, closing. GABgab 15:16, 12 September 2017 (UTC)

Suspected sockpuppets

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

Filing for the archives, as I found 20 more socks today. Courcelles (talk) 19:31, 20 September 2017 (UTC)

Comments by other users

Clerk, CheckUser, and/or patrolling admin comments
In total, the socks are:, , , , , , , , , , , , , , , , , , and. Courcelles (talk) 19:32, 20 September 2017 (UTC)
 * All tagged. Geez. GABgab 00:20, 26 September 2017 (UTC)

Suspected sockpuppets

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

Another pile of accounts making the same user-page and Mulund College of Commerce edits as previous ones. Is there any underlying IP that can be blocked? User:Raman Jangam reports being caught in an autoblock of User:Sahil D21, who is a previously blocked sock in this same drawer. I started blocking a whole pile before I realized how a pile it was (see for more). Do clerks/CUs have any tools to automate this process? DMacks (talk) 19:02, 7 November 2017 (UTC)

 * I eventually semi'ed Mulund College of Commerce; more socks promptly appeared to carry on at MCC. According to their edits, this is part of a class (I rev-del'ed their posting of personal academic ID numbers). DMacks (talk) 03:41, 8 November 2017 (UTC)

Comments by other users

Clerk, CheckUser, and/or patrolling admin comments
— Berean Hunter   (talk)  23:09, 8 November 2017 (UTC)
 * - To check for sleepers and underlying, blockable IPs. Thanks, GABgab 19:10, 7 November 2017 (UTC)
 * Not much a CU can do here. The IPs are all geolocating to the same area but they are on many different networks and blocking is not practical.


text:
Nauchny Gorodok

Nauchny Gorodok (Научный Городок) is a rural locality (a settlement) in Barnaul, Altai Krai, Russia. The population was 3,005 as of 2013. There are 22 streets.

Geography
Nauchny Gorodok is located 22 km northwest of Barnaul by road. Gonba is the nearest rural locality.

authors: Витёк Артамонов

title: Nauchny Gorodok