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“Let America Be America Again” by Langston Hughes at the Academy of American Poets website.

Langston Hughes Biography
Langston Hughes was an African-American poet, social activist, novelist, playwright, and columnist who examined life in United States during the first part of the 20th Century, exposing oppression, discrimination, and inequality. Hughes was born on February 1, 1902 in Joplin, Missouri. After Hughes' parents divorced, he began living with his grandmother, Mary Langston, who encouraged him to understand the importance of racial issues in America, so he dedicated much of his work to celebrating African American culture. The difficult experiences that he went through at a young age like growing up during a time of segregation motivated him to write poems while he was at grammar school. Later, while Hughes attended Central High School in Ohio, his Latin teacher taught him the importance of writing literature so he began writing for the newspaper and yearbook. He began writing short stories because books helped him escape from the hardships that he experienced. At the age of seventeen, he wrote his first poem called “When Sue Wears Red” in which he discovered his love of books.

In the 1920s, Hughes became one of the leaders of the Harlem Renaissance, a congregation of African American artistic, intellectual, and political talent centered in the neighborhood of Harlem, New York. He became famous for defending racial integration around the world, especially with younger generations of Black writers, who considered Hughes as a defender of minorities’ rights. One case in point was his encouragement of Black Americans to join World War II because he believed it would help them obtain civil rights at a time of racial segregation in the United States. Hughes died on May 22, 1967 in Stuyvesant Polyclinic in New York City.

“Let America Be America Again” Analysis
The American Dream represents the liberty and freedom of Americans to pursue what makes them happy. However, this American Dream has not been achievable for everyone. In the 1936 poem “Let America Be America Again,” written when the country was beginning to recuperate from the Great Depression and while Jim Crow segregation was still an everyday fact, Hughes examines the state of the American Dream to expose the cruel reality of inequality and servitude that minorities, the working class, and the poor experience in the United States.

The poem begins with a speaker wishing that America were allowed to live to its ideals of liberty and equality so it can be “the dream the dreamers dreamed”(6), that is, “that great strong land of love/Where never kings connive nor tyrants scheme/That any man be crushed by one above” (7-9). Meanwhile, a second intermixed voice suggests that he has never experienced the American Dream in his life: “America never was America to me” (5). The first speaker, curious, asks the second voice to identify itself, and it responds that it is “the poor white, fooled and pushed apart”(19), “the Negro bearing slavery’s scars”(20), “the red man driven from the land” (21), “the immigrant clutching…hope” (22) “the farmer, bondsman to the soil” (31), “the worker sold to the machine” (32), “the people, humble, hungry, mean” (34), and “the man who never got ahead,/The poorest worker bartered through the years”(37-38). The second voice represents all of those who have been oppressed, work for low wages, or serve others and they never see prosperity or appreciation. They find it difficult to obtain basic necessities such as food and home to feel safe and secure, even though some are hard workers. Their housing, their education, and their health are all second-class. They have been excluded from achieving the American Dream, which for them has been replaced by “the same old stupid plan/Of dog eat dog, of mighty crush the weak” (23-24).

At this point the poem focuses on those powerful people who oppress poor people and never give them an opportunity to demonstrate who they really are and how far they can go with their dreams. They are described as “leeches on the people's lives” (72) because they live off of the work and the hopes of others, giving little in return. They absorb the lifeblood of the workers, leaving them weak and vulnerable. Because minorities and the poor do not have appropriate representation that could protect them from those “blood suckers,” their opportunity to achieve the American Dream disappears.

The speaker ends the poem by swearing an oath: the oppressed of America will ensure that America will live up to its ideals. He knows his demand for action will cause those who are against him to hate him (“sure call me any ugly name you choose”), but he will never give up until the situation changes. He insists that “we must take back our land again” by fighting for the rights all of us should enjoy equally.

In conclusion, Hughes’ speaker demands the American Dream that he has never experienced. He demands that it come not only for him but also for the many working class families that have passed through situations like his. Even though he wrote this poem more than a century ago, we continue to see how inequality keeps low-class families in the same spot, which leads to the overall poverty in America. One of these inequalities comes from education disparities so that poor and minority students are not getting support to succeed in their lives. That will be the topic of my next section.

Educational Disparities in America
Having read and analyzed Langston Hughes' poem, I understand that the inequality we see today is not new in America; it has been happening for centuries. One major cause and effect of this inequality is the American educational system, where a child’s education, and therefore their chances at achieving the American Dream is determined by their socioeconomic status. In the United States, working class students—mostly Latino and black—perform poorly because their teachers are less prepared, their schools do not have the resources for extracurricular instruction, and their parents do not have the money or resources to help their children succeed.

Quality teachers are essential in the classroom because when teachers are prepared, they can guide students step by step in the process of learning, which increases their chances to develop strong habits of studying and succeed in school. However, in America, the less prepared teachers are mostly likely to be sent to poor neighborhoods where students are already struggling with their learning which decreases their chances to graduate from school. What is more, research demonstrates a disproportionate distribution of money, with schools with good performance receiving better resources. This problem affects the whole school system because teachers with low resources and salaries often quit their jobs, affecting students' performance, especially on standardized tests. Switching teachers in the classroom creates chaos for students because they become confused about the changes and fall behind. It is clear how the lack of experienced teachers and well-funded schools creates education inequality in America. The government could fix this problem by creating legislation that improves salaries and resources for all schools so that educators stay in one school and provide quality education, especially for minority students. Having effective teachers in the classroom would help students from working class families increase their test scores and achieve their goals.

Furthermore, students' progress is not dependent only on the hours of instruction but on extra support like after school programs or tutoring. Individualized instruction reinforces students’ knowledge and increases their ability to improve academically, so students will perform better on their standardized test scores which is one of the requirements to earn a scholarship and finish their career. Unfortunately, for Latinos and African American students, there is a limit to how many programs they can participate in to increase their grades. Students who have a low proficiency in reading English are mostly placed into special education classrooms or they stay in the same grade for the following year, which causes them to lose motivation in school. Moreover, state legislations and the government concluded that because low-income families are unable to pay tuition their education is negatively impacted, thus increasing the division between the rich and poor. The research also explains how residents select the amount of tax grants for each school when they elect a district board to collect taxes. This plan affects poor neighborhoods because schools with low performance will be receiving less funding from taxpayers. The school system must fix this problem because it is affecting students who have the potential to earn their college degree and be successful in life. Academic development requires a lot of time so students need additional resources like tutors to increase their knowledge and improve their grades.

Many working class Black and Latino parents do not have access to essential resources such as books, electronic devices, and access to the Internet which makes it impossible for their children to turn in their assignments on time. Family size also affects many minority students; because their families share apartments with other family members or strangers, students do not have enough space to study and complete their assignments. Having limited access to resources leads parents to look for alternative schools where their children could have enough free resources. In recent decades, charter schools have become a possible option for these parents because these schools provide food, books and academic support. It is disturbing to see how Latinos and African American students and their parents do not receive enough support and supplies essential to succeed in school. This makes academic disadvantages and inequality even worse.

Overall, minorities in America with low income, especially Latinos and African American students, do not achieve their goals because educators do have enough experience and resources to provide support for minorities, creating a gap in education. These obstacles cause students to leave schools without a degree. Parents also are not able to provide their children with essential tools like electronic devices which leaves their children behind on their assignments and causes poor performance.The government should address this issue by creating legislation that equally distributes funds for schools regardless of the students’ race or socioeconomic status.

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More Than a Number: China’s social crediting system comes with inherent bias
In the episode “Nosedive” of the dystopian science fiction television series Black Mirror, Lacie, a woman obsessed with climbing up the social ladder but unable to secure the apartment of her dreams because of her low social media score, follows the advice of a social media consultant by attempting to impress “High Fours,” people whose score is closest to her society’s standard of social achievement, the five-star rating. Conceived by Black Mirror creator Charlie Brooker as “a satire of acceptance and the image we like to portray”, “Nosedive” speaks to present social media anxieties and our excessive adoration of social media influencers. But to actually lose one’s job because of a low social rating, as the episode portrays, is far-fetched, right? Not exactly. In fact, this is exactly what may be happening in China today due to its social crediting system.

By the Numbers
China has the strongest presence on the Internet in the world, with nearly one billion users. China also has some of the strictest media censorship, and most of the websites and Web 2.0 services used in the Western world are blocked completely and subsequently replaced by “copycats” of their own: while the Western world is used to Google, the Chinese have Baidu. Instead of Twitter, the Chinese have Weibo. In place of Facebook, the Chinese have created Renren. Instead of viewing videos on YouTube, Chinese people view them on Youku and Tudou.

By keeping Chinese people on their own websites that usually record and store all their personal data within buildings in the country’s capital, Beijing, the government can constantly monitor what is done online and by whom. And now that China is implementing a national social crediting system, this government surveillance coupled with the Chinese people’s embrace of their censored Internet could lead to a disastrous result. History has shown that people in power -- especially those with access to innovative technology -- tend to favor the wealthy and elite.

Social Credit
So, what is the new Chinese social credit system and how does it work? Formally introduced in 2011 Chinese Premier Wen Jiabao, the social credit system is the Chinese government’s project to create a unified record system to track and evaluate its citizens, businesses, and regional administrations for trustworthiness. Some regional administrations rate trustworthiness using a numerical value, while the central government uses mostly blacklisting and whitelisting. It was officially set to begin in 2020, but the deadline was pushed back because of the COVID-19 pandemic. Some aspects of it are similar to the credit checks that banks run--using credit rating companies such as Experian in the United States--before providing someone with a loan. It also resembles the way that social media value is measured in the West, which usually depends on an Internet user’s follower count or the amount of likes they receive on online posts. The Chinese system, however, will apply these ratings to all aspects of Chinese life. A citizen or business can be given a high ranking for donating to charity, or have value deducted for grievances such as playing music loudly. Once the national system is fully implemented, Chinese citizens, businesses, and local governments will be assigned a number based on the data gathered from Chinese “big tech”, that is, the innovative technology across the country that collects personal information as well as other data gathered from websites that people and small businesses may access.

One such technology key to information gathering is Artificial Intelligence (AI) that uses facial recognition technology to monitor citizens and their movements. Since the transgressions that the Chinese government will look for can range from jaywalking and unsound business practices to evidence of sharing anti-government rhetoric, once the system is in place, AI and the cameras will be able to do most of the work in tracking the citizens and alerting the government of violations.

The negative impact of a bad score for businesses and people will also varies. As mentioned, the central government already has a running blacklist of businesses and people who they feel have acted poorly. By being blacklisted, the government publicly shames the transgressors while banning some personal rights and potentially limiting their ability to continue to do business. Some local governments have offered positive incentives for having a good score to try to increase trust in the system, such as prioritized healthcare and deposit-free housing.

China and the Internet
As stated earlier, the Chinese government blocks Western social networks such as Facebook, Twitter, and YouTube, replacing them with their own. By allowing only these websites to exist and monitoring the content their citizens are allowed to post, the Chinese government can control the narrative and opinions around the country.

Say something about a censorship law or something damning about your official? One can be expected to be taken offline, prosecuted, and even in some cases permanently blacklisted from basic human rights such as access to healthcare and transportation. Say something good or release a story about an official the government may already want ousted? Expect to gain some notoriety when the government allows your opinion to be circulated for days before they finally take it down. This type of selective censorship may raise alarms to a Chinese citizen who now faces the threat of the government applying scores that influence opinion on who is worthy of access to basic human liberties.

With China being the most populated country in the world, holding about 20% of the world’s population according to their last census, the public’s desire for a watchful eye in the form of social crediting is expected, but may also be skewed because China is an authoritarian regime:   Overall, [the Chinese] report a high degree of approval of SCSs [social crediting systems], with 80% of [participants] either approving or strongly approving SCSs. Only 19% of [participants] perceive the SCS in value neutral terms (neither disapprove nor approve) while just 1% reported either strong or somewhat disapproval. To some extent, the high degree of approval of SCSs and the almost non-existent disapproval we found might reflect the nature of conducting a survey in an authoritarian setting—while were clearly informed that that the data were anonymized and to be used for research purposes only, some more cautious [participants] may have falsified their preferences to a degree due to concerns about expressions of disapproval resulting in reprisals from the state. This same ideology may contribute to the public’s general acceptance of their censored Internet: as Chinese people, you do not get the option to speak out against the government, so one must hope that the new implementation of technology will cause more good than harm. This is even more deeply illustrated by the embrace of Artificial Intelligence in classrooms across China. As illustrated in the Wall Street Journal’s special “How China Is Using Artificial Intelligence in Classrooms,” the Chinese are not new to the government implementing innovative technology, even onto their kids. In this special, a school is the site of experimentation on new helmet-like technology that toddler students must wear to gauge their attention in classes. Although there is a sense of general embrace, this experiment is a mandatory one that would not go over well with democratic countries.

Xinjiang
Furthermore, China has long used technology to monitor and suppress their ethnic minority populations. In Xinjang, a region on the border of China and home to the country’s largest Muslim population, adherence is instilled in the forms of virtual checkpoints and the swiping of ID cards. The Chinese government has completely digitized policing and is creating a state of constant surveillance to keep the population in line. Some people are allowed to bypass these checkpoints and are not subject to digitized policing. Chris Buckley and Paul Mozur of the New York Times report that “at many checkpoints, privileged groups — Han Chinese, Uighur officials with passes, and foreign visitors — are waved through “green channels.” Although the Chinese may seek more trust and policing, this is an obvious form of targeted surveillance that can have the possibility of trickling into more minority groups.

Conclusion
With China already implementing its social crediting system and the fear of being blacklisted at the forefront, I understand that resisting the government is a daunting task. I also understand that this is a great moral issue in which an increased number of Chinese people will be stripped of their basic human rights. Technological innovation is growing at a faster pace than anyone can keep up with and blindly following the government’s application of said technology will prove disastrous for all parties, but as history has shown, the minority will always be left with the biggest burden.

I implore the Chinese people to resist the use of such a credit system. The first step would be choosing not to opt-in to the private aggregators of data. Before the mass implementation of the social crediting system, private companies have begun to gather information on an opt-in basis, I implore you to resist. The government wins every time one of their allotted big corporations is favored. Small businesses and anyone with hiring power should also disregard consideration of the crediting scores when making hiring decisions. By doing this, the people could nullify the crediting system and leave it to the government to use it solely. Though Chinese citizens might think that the benefits of a surveillance state (including safety and security) outweigh the harms outlined in this paper, I ask you to reconsider. Further, I argue that the risk of loss of human rights and liberty for minor transgressions such as jaywalking should outweigh any benefits.

At the end of “Nosedive,” Lacie is finally overwhelmed by her lifelong desire to secure a high score. She realizes that her desire to fit into the pastel-perfect life of her disingenuous friend is made up of a societal standard that will never allow her to truly live a fulfilling life. Within a day, she was heaved to the bottom of the social ladder, along with the very people she ignored and chastised her entire life. By drinking out of a red flask of whiskey that finally released her from her flawed perception, she was able to finally live again and see the people for who they really are, past their assigned scores. I ask Chinese citizens to do the same: take the “red pill” or “red flask” and see past whatever social crediting system may be implemented among them. Your children, your neighbor, and yourself will thank you in the long run. We are more than a number.

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

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Women's Writing Before Woolf: A Social Reference/Bieses: Bibliografía de Escritoras Españolas

Background
BIESES is an acronym for Bibliografía de Escritoras Españolas which translates in English to Bibliography of Spanish Women Writers. In 2004 the project was founded to act as an up-to-date database focused on women writers from the Middle Ages to 1800. BIESES is a tool for researchers with a focus in the fields of Spanish medieval literature, early modern literature and women’s history, allowing vital access and advancement of the knowledge surrounding Hispanic women in literature and cultural production. Up until the creation of BIESES there was very little information or databases that covered the literary content of Spanish writers. The project was born from the necessity to know who studied and edited works prior to the 19th century, as it was necessary to know in order to present all information as quality research. Today BIESES studies the prevalence of female writers during this time and provides paratexts of their printed works and subsequent bibliographies for their works."“How many were there in total? Who were they? What social or biographical profile did they have? Where did they live? How much did they write? What kinds of plays did they write? Where were they published? Who read them?” – The Foundational Questions of BIESES"

People
The project is made up of Basic Research Team with researchers from different centres, all of them experts in Spanish literature, language and history and all of them having been the author to a number of published pieces and papers. There are two head coordinators of the project, Maria Martos; a Titular teacher with the Department of Spanish Literature and Literature Theory at the Universidad Nacional de Educacion a Distancia (UNED) in Madrid, and Nieves Baranda; a Professor of Spanish Literature at the Universidad Nacional de Educacion a Distancia (UNED) in Madrid. Along with these two coordinators, the project also includes nine current team members, including Professors and Doctors and one hired postdoctoral staff member. In addition, BIESES lists eleven former members involved in the project, ranging from predoctoral researchers to museum curators, all detailed in an extensive list which can be found on the projects credits page. Although not listed on the projects site, there are a number of other researchers who are welcomed in the involvement of BIESES. As the project is quite large and ambitious, there is a lot of opportunity for contribution from outside sources which will then be referenced by a team. Collaboration with BIESES could involve sending in information about courses, seminars and congresses that involve and encourage Spanish women writers. This collaboration is then put towards a consultation with the team coordinator and is then processed with any of the information related to the time period within the database.

List of Current Members

 * Pedro Alvarez Cifuentes (Contracted Professor Doctor, Department of Classical and Romance Philology, University of Oviedo)
 * Vanda Anastácio (Professor for Portuguese Literature and Culture, University of Lisbon)
 * Anne J. Cruz (Professor of Spanish Emerita, Modern Languages and Literatures, University of Miami)
 * Catherine M. Jaffe (Professor of Spanish Literature, Department of World Languages and Literatures, Texas State University)
 * Laura Malo Barranco (Associate Professor, Faculty of Philosophy and Letters, Zaragoza's University)
 * Ana Martinez Pereira (Contracted Professor Doctor, Faculty of Philology, Complutense University of Madrid)
 * Immaculate Osuna (Titular teacher, Faculty of Philology, Complutense University of Madrid)
 * Jacobo Sanz Hermida (Professor of University School, University of Salamanca)
 * Verònica Zaragoza (Assistant Doctor, Department of Theory of Languages and Communication Sciences, Area of Theory of Literature, University of Valencia)
 * Gabriela Martínez Pérez (Research Personnel in Training (MINECO), Department of Spanish Literature and Literature Theory, Faculty of Philology, UNED)

Works
Since its conception in 2004, BIESES and its team of researchers have curated its archival database to include a culmination of over 11,000 primary and secondary works referring to Spanish women writers in the period between the Middle Ages and 1800. All these materials can be searched in the database using the names of the authors, the titles of the works and the secondary sources as well as individualised poems from first verses, letters, legal documents, contemporary mentions, studies, translations, etc. Using these key terms and ideas will help readers find the works of collaborators on BIESES.

Some of the involved works include:

 * Audio visual content.
 * Bibliographies.
 * Digitised editions of works.
 * Authors texts.
 * Studies in PDF form.
 * Didactic resources.

Today, BIESES focuses on Spanish women writers of the specified period in the literary field through the knowledge and information gathered from paratexts of their original works. An extensive list of all authors held in the database can be found on the projects “Authors from the threshold” page or can be filtered through the projects “Paratext Finder”.

Reputation and Legacy
Manuel Serrano y Sanz’s Notes for a Library of Spanish Writers from the year 1401 to 1833 was the invaluable catalogue that acted as a foundation to investigations for the conception of BIESES. However, since it was published in 1905, BIESES has now subjected the original list to revisions prompted by the discovery of new and lost texts, contemporary studies and theoretic authors, as well as corrections to discovered errors, all of which have been integrated into the BIESES database.

The BIESES Project’s objective is to document research on Spanish women writers prior to 1800, answering the questions of how many they were, who they were, what social or biographical profile they had, where they lived, how much they wrote, what types of works, where they were published how they were spread and who read them. The project aims to promote and encourage high quality research as well as modern editions in a bibliographic catalogue. This catalogue has been designed with the aim to provide users with a tool that they can use to search multiple studies and fields and encouraging the engagement of the readers with the context behind the readings. Today BIESES uses secondary resources to provide quality research based on digital publishing and analysis of the paratexts that are available from the authors, in order to develop an understanding of the authors opinions, evaluations and prejudices. This conceptual system has been developed, and others such as TEI (Textual Encoding Initiative), to ensure that all the relevant and necessary categories are able to be traced from a beginning point from a singular search tool and are able to be studied and dissected in a way that is appropriate and also provides the biggest advantage to the researchers.

BIESES also holds conferences, both in person and virtually, in which they identify certain works and research tasks that are available to world due to the BIESES project. These conferences are held regularly and provide the public with the ability to sign up to receive updates and newsletters informing the public of when the next conference/update it going to be made available. The latest international virtual conference was held on the 23rd of April 2021 where BIESES discussed in several, the international congress "Captive Discourses: Woman, Writing and Seclusion".

Further readings:
BIESES. "BIESES: Bibliografía de escritoras españolas: [Bibliography of Spanish Women Writers]." BIESES Project: List of Authors, https://www.bieses.net/lista-de-autoras/

BIESES. "BIESES: Bibliografía de escritoras españolas: [Bibliography of Spanish Women Writers]." BIESES Project: Paratext Finder, https://www.bieses.net/buscador.php

Bultman, D. (2017). BIESES: Bibliografía de escritoras españolas [Bibliography of Spanish Women Writers] www. bieses. net.

Project of Indian Studies. (2021). Bibliografía de escritoras españolas. http://estudiosindianos.org/en/links/bibliografia-de-escritoras-espanolas-bieses/

Weber, A. (2018). The Routledge Research Companion to Early Modern Spanish Women Writers ed. by Nieves Baranda and Anne J. Cruz. Early Modern Women, 13(1), 172-175.

Wikipedia. (2021) Text Encoding Initiative. https://en.wikipedia.org/wiki/Text_Encoding_Initiative

Wikipedia. (2021). Manuel Serrano y Sanz. https://es.wikipedia.org/wiki/Manuel_Serrano_y_Sanz


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Talk:Chess Opening Theory/1. e4/1...e5/2. d4/2...exd4/3. c3/3...d5

Is "Capablana" a player who I've never heard of before, or is it a typo for Capablanca? I feel pretty sure it's the latter, but I thought it would be better to check just in case. Ricklaman (discuss • contribs) 03:41, 10 June 2021 (UTC)


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Cookbook talk:Kid-Friendly Food

Improving this page
I keep bursting out laughing at Fixed the article so that kids are no longer obsessed with chicken. Thank you for your efforts to make this a reasonable page with a reasonable ratio of chicken and non-chicken recipes. —CalendulaAsteraceae (discuss • contribs) 10:20, 10 June 2021 (UTC)

title: Cookbook talk:Kid-Friendly Food


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German/Grammar/Ditransitive verbs

Ditransitive verbs
This section will introduce a new verb type which uses two objects instead of one (as for transitive verbs) or zero (as for intransitive verbs). We'll also introduce a new case, the dative, which is required for these verbs to function in German.

Terminology
If a verb that requires one object is called transitive, then you might guess that a verb that requires two objects is called ditransitive, and so it is. In English, there is a direct object, the thing or person being acted upon, and the indirect object, something or someone affected by the action. For example, in the sentence "I'm giving the dog a bone," the subject is "I" since I am the doer, the direct object is "a bone" since that's what I'm giving, and the indirect object is "the dog" since he or she is affected by the giving. This is, for the most part, how it works in German except in order to account for the different cases we'll refer to the thing or person being acted upon as the accusative object, refer to what is being affected as the dative object; German does not always agree with English on the nature of these relationships when certain verbs are involved. The accusative object takes the accusative case which we've already covered in the section on transitive verbs, and the dative object takes a new case called, as you might assume, the dative case. This is one of many uses for the dative case, so it's important not to think of dative case as being primarily used for indirect objects.

Forming the dative
In English the direct object is distinguished from the indirect object by word order, "I'm giving the dog a bone," or by placing "to" in front of the indirect object, "I'm giving a bone to the dog." In German, because it uses inflections for this kind of information, you can almost always tell which object is which from the endings of the words involved. While the difference in inflections between the nominative and accusative cases are relatively minor, the way the dative case is inflected is very different, so you should be able to tell at a glance which phrase has the dative case.

The dative pronouns
The dative case for personal pronouns is summarized in the following table.

We'll do some examples with geben – "to give". Note this is a stem-changing verb.
 * Gibst du mir das Buch? – "Are you giving me the book?"
 * Mein Vater gibt uns ein Haus. – "My father is giving us a house."
 * Ich gebe dir den Apfel. – "I'm giving you (singular) the apple."
 * Sie geben es euch. – "They are giving it to you (plural)."
 * The word order for two pronoun objects is the reverse of what you might expect as an English speaker, see below.

The dative form for the interrogative pronoun wer is wem:
 * Wem gibst du das Buch? – "Who are you giving the book to?"

The dative articles
In the dative case, the definite articles are: and the indefinite articles are: There is no point in highlighting these because they are all different from the nominative and accusative cases. But notice that the endings match for definite and indefinite dative articles. Also note that the feminine definite article is the same as the masculine article in the nominative, and the plural definite article is the same as the masculine article in the accusative. Since the choice of article is sometimes needed to determine which part the noun is playing in the sentence, it helps to know the genders of the nouns.
 * dem – "the" (with masculine nouns)
 * der – "the" (with feminine nouns)
 * dem – "the" (with neuter nouns)
 * den – "the" (with plural nouns, of any gender)
 * einem – "a(n)" (with masculine nouns)
 * einer – "a(n)" (with feminine nouns)
 * einem – "a(n)" (with neuter nouns)
 * (nothing) – (nothing) (with plural nouns)

The endings of ein words such as possessive determiners are the same as the endings of the indefinite articles here as well. So, again, it's enough to fill in the plural form: For example:
 * meinen – "my" (with plural nouns)
 * keinen – "no/not any" (with plural nouns)
 * Ich gebe meinen Kindern Spielzeug. – "I'm giving toys to my children."
 * Words ending in -zeug are often (not always) thought of as "equipment". Hence Spielzeug is left singular here instead of using the plural Spielzeuge.
 * Ich gebe keinen Kindern Bier. – "I don't give beer to any children."

There are no troublesome exceptions for the possessive pronouns endings; they are all the same as the corresponding possessive determiners in dative.

The endings for welcher again follow the same pattern as der. This is the only der word we've seen so far but the same rule holds for all of them.
 * welchem – "(to) which" (with masculine nouns)
 * welcher – "(to) which" (with feminine nouns)
 * welchem – "(to) which" (with neuter nouns)
 * welchen - "(to) which" (with plural nouns, of any gender)

Some examples:
 * Ich gebe dem Hund einen Knochen. – "I'm giving the dog a bone."
 * Ich gebe meinem Hund einen Knochen. – "I'm giving my dog a bone."
 * Sie gibt ihrer Tochter ein Spielzeug. – "She's giving her daughter a toy."
 * Welcher Tochter gibt sie das Spielzeug? – "To which daughter is she giving the toy?"
 * Gibst du dem Kind eine Decke? – "Are you giving the child a blanket?"
 * Der Bauer gibt den Kindern Äpfel. – "The farmer is giving apples to the children."
 * We'll see why Kindern – "children" has an n attached in a bit.

Dative nouns
The dative case of nouns is very simple. For singular nouns, the dative is the same as the accusative. For plural nouns the dative is formed by adding (e)n to the accusative plural if it doesn't have one already. It's a comparatively simple rule and (for once) there are no exceptions. So in the previous example, Kinder is plural so it gets an n ending in the dative – Kindern. In the example above, the n dative ending makes it clear that the farmer is giving apples to children and not giving children to apples.

Word order
With a new sentence element comes a new question of where it goes in a sentence. Remember that pronouns other than the subject usually go between the verb and other sentence elements. If there are two of them then the preferred order is accusative then dative. This is reflected in English to a degree, for example it seems more natural to say "I'm giving it to you," instead of "I'm giving you it." When both objects are nouns then the preferred order is dative then accusative, as it would be in English without using "to".

Adverbs can be thrown in according to the guidelines given in the section on transitive verbs. Adverbs of time often come before an accusative noun, but rarely before dative nouns.

title: German/Grammar/Ditransitive verbs


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User talk:JAYACEEE/sandbox

Hello JAYACEEE-- Nice article. Love the title. Here is some initial feedback.

Copy editing:
 * when copying and pasting, some of the titles that should be in italics (e.g. Black Mirror) lost their italics; they need them back.
 * parenthetical citations need to be deleted so that only the footnotes indicate the source used
 * you have at least one block quote that needs to be formatted so
 * your images need useful captions that connect them to the text

Making the text more "Webby":
 * some paragraphs are typical essay-length, that is, WAY too long for reading on the Web. Can you break them up?
 * The whole point of Web pages is hyperlinks. There are many words here that could be hyperlinked for the reader to get better context/background of what they are, from Black Mirror to Baidu.

Content: Dr. X (discuss • contribs) 22:20, 10 June 2021 (UTC)
 * This draft drifts from showing some awareness of its intended audience to being a paper written for Westerners. This remains its central issue. Since it will be published in wiki, you can have someone other (myself, for instance), fix the problem (though I warn you that I if I do, I would revise it not to be for Chinese readers). Or you could grapple with the issue yourself before it goes to the main space.
 * The text is still mostly expository rather than really educational. I feel that some further sections would help make it more of a lesson.

title: User talk:JAYACEEE/sandbox


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Talk:QEMU/Windows 98

I found this page extremely useful, but suggest some further additions:

1. An easy way to get small amounts of info in or out is to create floppy disk images with the bfi program, and mount them with -fda image.img. There will be a complaint about inferring that the image is raw, with some writing restrictions, but these don't matter for normal purposes. Winimage also works, but is not free. Some other free programs I tried were not so successful, for reasons I have not worked out.

2. Printouts from old dos programs (at least ones that can print to postscript) can be gotten with the flag  -parallel file:printer0.ps, which sends whatever is sent to LPT1 on into this file.

3. To get substantial amounts of output out, stop the machine, use qemu-img to convert the qcow2 image to vdi, and browse it with 7zip.

Somebody more experienced than I am should probably add this info to the main page, but digging it out of the internet was a chore.

Shutdown crashes
I still get crashes on shutdown after installing the Q239887 update. 2001:A61:3AB1:E01:325A:3AFF:FE7F:8464 (discuss) 13:29, 25 July 2023 (UTC)

 * Turns out the crash on shutdown, as well as a lot of other crashes, are caused by KVM. Any idea why? 2001:A61:3AB1:E01:325A:3AFF:FE7F:8464 (discuss) 17:36, 25 July 2023 (UTC)

title: Talk:QEMU/Windows 98


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User:Multi7001

Welcome!

title: User:Multi7001


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User:Sunshinealbi/sandbox

“Dream House as Choose Your Own Adventure” by Carmen Maria Machado
Carmen Maria Machado’s “Dream House as Choose Your Own Adventure” read by Zoë Winters as Act Two: You Can’t Go Your Own Way of episode 703--“Stuck!” of the radio program This American Life: www.thisamericanlife.org/703/stuck/act-two-8.

Biography of the Author
Carmen Maria Machado is an American writer born in Allenton, Pennsylvania, in 1986. She is best known for her short story collection Her Body and Other Parties and the award-winning memoir about abuse in a lesbian relationship, In The Dream House. One of Machado’s favorite genres is horror because as a “transgressive space,” she explains in an interview, it
 * “tells us a lot about who we are, what we are, and what we, individually and culturally, are afraid of.” Another of her interests is writing about sexual pleasure:

 * I feel like it’s not often done well....I’m tired of reading really dreadful sex scenes where everyone’s miserable and then eventually maybe one person has a reluctant orgasm. I thought, What if I tried to have a scene where people had sex and it was great? My characters do have sex in varying emotional states, and with various results.

While Machado admits to having cried while completing some of her most personal writing, she determinedly balances her expressions of vulnerability with bluntness so as not to seem soft or sentimental.

Analysis
I was only eleven years old when I arrived in the United States from the Dominican Republic to live with one of my mother's sisters. I lived with my aunt and a family of five for five years, during which she physically and mentally abused me. She always put me down in front of all her other kids, and I was given chores while others were outside enjoying the weather. I felt very isolated and trapped. I was a minor and therefore not able to do anything until my mom came from my home country, and none of my family members outside of her household wanted to help because they did not believe that she would do such things. My aunt’s physical, emotional and mental violence created a monster in me; what she did hurt me so deeply that it still haunts me and will not let me leave in peace. Listening to Machado's chapter “Choose Your Own Adventure” from her memoir In The Dream House resonated with my own pain, uncertainty and isolation. In this chapter, Machado portrays domestic abuse as imprisonment.

Machado calls her memoir "In The Dream House" to show the transformation of the cabin she shared with her ex-girlfriend from the home of her dreams to a house of nightmares. Noting Machado’s fragmentation of its narrative through the use of “short chapters and frequent shifts between genres,” Katherine Connel compares the novel to a “haunted structure” where the reader becomes disoriented like a character in a horror film. Thus the irony of the book’s title: living in a dream house should mean living in a house where you are loved, at peace, and, most importantly, happy; that was not the case for Machado. The particular chapter analyzed here, “Dream House as Choose Your Own Adventure,” introduces the abusive relationship as a rough awakening from dreaming:

 * Page 1, you wake up, and the air is milky and bright. The room glows with a kind of effervescent contentment, despite the boxes, and clothes, and dishes. You think to yourself, this is the kind of morning you could get used to.

 * When you turn over, she is staring at you. The luminous innocence of the light curdles in your stomach. You don’t remember ever going from awake to afraid so quickly.

The most obvious way that this chapter illustrates the toxic cycle that entraps victims of domestic violence is its structure. “Choose Your Own Adventure” is another name for a gamebook, that is, “a work of printed fiction that allows the reader to participate in the story by making choices. The narrative branches along various paths, typically through the use of numbered paragraphs or pages. Each narrative typically does not follow paragraphs in a linear or ordered fashion” (Wikipedia contributors “Gamebook”). For example, the beginning of this chapter gives the protagonist a series of possible reactions to the annoyed girlfriend:

 * “You were moving all night,” [the girlfriend] says. “Your arms and elbows touched me. You kept me awake.” If you apologize profusely, go to page 2. If you tell her to wake you up next time your elbows touch her in your sleep, go to page 3. If you tell her to calm down, go to page 5.

Normally, the choices given in a gamebook narrative are positive. Not so in this chapter, whose narrative loops, as David Schwartz explains, tell the real story: “make a certain choice, and you find yourself reading the same page later. This is trauma. Recurrence. Multiplicity here allows Machado to showcase abuse’s chilling singularity. This is trauma. Recurrence” (Schwartz). Because the protagonist’s attempts to make a decision make her end where she began over and over, choices in this chapter illustrate a victim’s lack of control. They also highlight how in an abusive situation there is no way to pacify the abuser:

 * “You are such a fucking cunt,” [the girlfriend] says. “You never take responsibility for anything.” “Well, all you have to do is wake me up,” you say, a kind of incoherent desperation zipping through your skull. “That's it. Wake me up and tell me to move or sleep on the couch, and I will do it. I swear to you.” “Fuck you,” she says, and gets out of bed. You follow her to the kitchen. Go to page 7.

Even if the victim apologizes or tries to find a solution to the problem she still gets mistreated. There is no way out.

Machado’s use of the setting intensifies the reader's sense of imprisonment. Throughout the chapter, the protagonist moves from the bedroom to the kitchen and back to the bedroom over and over. In the kitchen she is cooking and cleaning just like a maid for her abuser,

 * Page 7. Breakfast. You scramble some eggs, make some toast. [The girlfriend] eats mechanically and leaves the plate on the table. “Clean that up,” she says, as she goes to the bedroom to get dressed.

And in the bedroom she is her sex slave:

 * Page 10. That night, she fucks you as you lie there mutely, praying for it to be over, praying she won’t notice you're gone. You have voided your body so many times by now that it is a force of habit, reflexive as a sigh.

After faking an orgasm, the protagonist falls asleep and sometimes dreams of a better day (“It's going to be all right”), only to wake up to have her dream transform into the hurtful bedroom to kitchen to bedroom cycle again. Machado eventually escaped her controlling girlfriend and is happily married. I am a mother now, and my daughter has helped me in all kinds of ways to move forward and forget the past because I need to be strong for her. Still, books such as In the DreamHouse are important because they remind us that domestic violence is present in all types of relationships. After listening to the “Choose Your Adventure” chapter, I felt like I had just experienced something completely new, and yet its story was my story too.

Other works by Machado
"Her Body and Other Parties "-  Machado blithely demolishes the arbitrary borders between psychological realism and science fiction, comedy and horror, fantasy and fabulism.

 Books like In The DreamHouse

 * The Haunting of Hill House by Shirley Jackson -  Four seekers have come to an ugly, abandoned old mansion and all four of the inhabitants begin to experience strange events while in the house, including unseen noises and ghosts  roaming the halls at night, strange writing on the walls, and other unexplained events.
 * How to Suppress Women's Writing by Joanna Russ. Explains how women are prevented from producing written works and not given credit when such works are produced.

GET HELP AT https://www.thehotline.org
If you are in a situation where you feel trapped or experiencing domestic violence, here is a site where you have some resources to help you. On this website there are instructions on how to get help, get involved, plan for safety and more. You can live chat with a professional that can help you and everything is anonymous. You can call and text its 24/7 website to help those in need.

title: User:Sunshinealbi/sandbox


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Geometry/Unified Angles

Taking area of a region as a primitive notion, three species of angles are given a common basis. The magnitude of a slope, a hyperbolic or circular angle is determined by the area of an appropriate sector.

Preview: From locus to group
Given the base of a triangle, what is the locus of the vertex if the triangular area is to be kept constant? The answer, a line parallel to the base, is a feature of Euclidean geometry. This classically stated evocation of an image has been translated into group theory with its own terms. Furthermore, with analytic geometry, the image has expression with linear algebra as shear mapping. The collection of shear mappings forms a one-parameter group, in this case a transformation group that expresses a group action.

Another image is the rectangle {(0,0), (x,0), (0,y), (x,y)} in the Cartesian plane. What is the locus of (x,y) if the rectangle is to have constant area? The curve given by xy = constant is called a rectangular hyperbola. In this case, for c > 0, the squeeze mapping (x,y) → ( c x, y/c ) permutes the hyperbola – the area of the rectangle after transformation is the same as the area before. The collection of squeeze mappings forms a group with elements corresponding to c. Applied to the whole plane, a squeeze is a group action. Here is another one-parameter group.

Introduction
The hyperbolic angle is somewhat obscure but has been described in the wikibook Calculus. This chapter of Geometry will clarify the connection to circular angle, the one measured from zero to 360 degrees since Alexandria. The analogy between circular and hyperbolic functions as determined by corresponding sectors was noted by Robert Baldwin Hayward in 1892.

The unification here requires differences of slope as a third angle species. One can use the phrase "angle of arc" in the unification, as hyperbolic and circular arcs arise and line segments serve as "arcs" for the third angle species. The arcs also connote motion along the arc, such as rotation of a circular arc about its center, permuting the points of the extended arc. These motions can be described by 2x2 real matrices with determinant 1. Some reference to group theory is made: an additive group of angles corresponds under exponential isomorphism to a multiplicative group. Division in the group corresponds to subtraction of angles. Using standard positioning, the differences indicate directed angles. For instance, two oppositely directed angles are mapped by the exponential function to multiplicative inverses.

Signed areas
Traditionally circular arc has been measured as the ratio of its length to the radius, but here we use the area of sector of the arc when the radius squared is two, or r = √ 2. Then the circumference becomes an arc measured to be π r2 = 2π. A fractional sector has proportional area and gives the corresponding circular angle of arc. The notion that angle of arc should be measured with an area ratio was expressed by Alexander Macfarlane in his 1894 essay on the definitions of trigonometric functions (page 9): "true analytical argument for the circular ratios is not the ratio of the arc to the radius, but the ratio of twice the area of the sector to the square of the radius."

Hyperbolic sectors corresponding to natural logarithm are constructed according to whether x is greater or less than one. A variable right triangle with area 1/2 is $$V = \{(x, 1/x), \ (x,0), \ (0,0)\} .$$ The isosceles case is $$T = \{(1,1),\ (1,0),\ (0,0)\}.$$ The natural logarithm is known as the area under y = 1/x between one and x. A positive hyperbolic angle is given by the area of $$\int_1^x \frac{dt}{t} + T - V.$$ A negative hyperbolic angle is given by the negative of the area $$\int_x^1 \frac{dt}{t} + V - T.$$ This convention is in accord with a negative natural logarithm for x in (0,1). Since T and V each have area 1/2, their difference is zero, so the hyperbolic angle is given by the natural logarithm.

The third angle species is easily described using slopes. A point (x,y), x>0, determines a slope m=y/x, and indicates an angle between the x-axis and the ray from the origin to (x,y). A triangle of area m is formed by the x-axis, the slope m line, and x= √2: A=(1/2)(√2)(m √2). For any two points on x=√2 an angle at the origin has magnitude equal to the area formed by rays to the points.

For this angle, the arc is a line segment that can be taken as the base of a triangle. A classical theorem of Euclidean geometry is "If the base and the area of a triangle be given, the locus of its vertex is a straight line parallel to the base." (see Robert Potts (1865) Euclid's Element of Geometry, page 285.)

Motions
Each species of angle has a planar motion that moves it but keeps its magnitude constant. Since rotation leaves length invariant, area is also invariant, so circular angle is not modified in magnitude by rotation. The motions of the other species of angle are NOT length-preservers, but they are area-preservers.

In the case of hyperbolic angle, the motion squeezes a square into a rectangle of the same area. A seeming paradox arises with area and the hyperbola y = 1/x: take the harmonic series $$\{\sum_1^m \tfrac{1}{n} \}_{m=1}^\infty .$$ The terms in the sum become very small yet there is no upper bound on the sequence of partial sums. This divergence indicates that there is an infinite area between a hyperbola and its asymptotes.

Start with one wing, the unit area $$\int_1^e \tfrac{dx}{x} = \log e .$$ In fact, there is a wing of hyperbolic angle between en and en+1 for any n, so the number of wings is infinite. A step from one wing to the next is made by the linear transformation that squeezes the unit square to a rectangle of length e and height 1/e. This feature of y=1/x was presented in 1647 by G. de Saint-Vincent as a characteristic of the quadrature of the hyperbola, and provided a geometric expression of natural logarithm, a more common designation of area also associated with hyperbolic angle, and here reinforced by wing measure.

A shear mapping takes a rectangle to a parallelogram of the same area as the rectangle. This motion of the plane increases or decreases the slopes of lines through the origin by a constant amount. The arc of this third species of angle is a segment on x= √2 that moves up or down with shearing, but the triangle with this segment as base, and apex at the origin, has constant area.

In the ring M(2,R) of 2x2 real matrices, the ones with determinant equal to 1 preserve area, and are elements of the special linear group SL(2,R), which forms a type of unit sphere in M(2,R). Three types of subgroups of SL(2,R) arise as exponential images of angles, which also express the planar motions characteristic of each angle species.

Though Leonard Euler is associated with the correspondence for circular angle, the other angles have been absorbed into a more general study of general linear groups GL(n,F) over a field F, and also of tangent vectors at the group identity, initiated by Sophus Lie. Indeed, the algebra of tangents at 1 is called Lie algebra.

title: Geometry/Unified Angles


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User:Dada dev

testing testing

title: User:Dada dev


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History of wireless telegraphy and broadcasting in Australia/Topical/Biographies/Albert Edward Grey

Albert Edward Grey

 * Grey, Albert Edward "Bert" - 1897(WA)-1981(WA) - 6BO Perth (Nedlands, 1925-1932), 6BO Carnarvon (1933), 6AA Perth (Nedlands, 1937-1939), amateur operator (RTCP 532, 1920, Marconi & Telefunken; no record of AOCP; 1COCP 35, 1934; TVOCP 278 1960), amateur broadcaster, PMGD (postal assistant, Leederville,1919), RAAF (WW2, radar systems)

A comprehensive biography of Albert Edward "Bert" Grey has not yet been prepared for this Wikibook, however the following resources have been assembled in preparation:

 * Research - Albert Edward Grey - Summary of research to date

 * Transcriptions and Notes - Albert Edward Grey - More than 50 transcriptions

 * Photos, QSL cards and other graphics - Albert Edward Grey - Nothing uploaded as yet, but many relevant QSLs held

 * Incubator of Wikipedia Article on Albert Edward Grey - Coming real soon now!

Key internet links:

Neville Williams' biography in "When I think Back . . ." section of Electronics Australia of December 1996

Pending further progress on the foregoing, the following lovely article from Melbourne's Table Talk, summarising Max's life to 1927, and accompanied by a wonderful caricature touches briefly on how much Max contributed to the development of wireless in Australia in the 1920s