text:
Talk:Information Technology and Ethics/Types of Security

Editors
Illinois Institute of Technology, Spring 2021 Course ITMM 485/585 Green Team
 * Xionghui Huang
 * Nandi Patel
 * Phallyn Habercoss
 * Wejdan Ali D Alharthi
 * Oluwaseun Ogunsanya

Illinois Institute of Technology, Spring 2023 Course ITMM 585 Tan Team SECTION 6 in Chapter: Types of Security Security Against Social Engineering
 * Bhemavarapu Sai Varun Reddy
 * Granickas Tomas
 * Muhammad Na'im
 * Neacsu Andrei
 * Siddagoni Deekshitha

Illinois Institute of Technology, Spring 2023 Course ITMM 485/585 Bronze Team Chapter: Types of Security. Modified sections: Physical Security, Application Security, Embedded Security, Cloud Security, Database Security.
 * Tyree Spears
 * Daniel Kulawiak
 * Agathamudi Vikram Naidu
 * Mitzi Haro-Fuentes
 * Anas Abbasi

Illinois Institute of Technology, Spring 2024 ITMM 485/585 Cyan Team Chapter: Security Breaches & Types of Security Modified sections: Physical Security, Application Security, Embedded Security, Cloud Security, Database Security, Cloud Security, Security Aganist Social Engineering, Network Security
 * Usha Sree Sharanya Boinapally
 * Krish Dhungana
 * Yashwanth Sai Krishn Medisetti
 * Daniela Munoz
 * Michael Rende
 * Vijayamurugan Saravanan


text: User talk:2601:6C3:8201:5720:343B:9960:6F92:6046

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


text:
Talk:Information Technology and Ethics/History of Cryptocurrency

Editors
Illinois Institute of Technology, Spring 2021 Course ITMM 485/585 Orange Team
 * Malik Roberson
 * Grace Kwon
 * Michael Riebe
 * Manav Nagla
 * Biruk Eyesus


text:
Talk:Information Technology and Ethics/Usage of Cryptocurrency in Illegal Transactions

Editors
Illinois Institute of Technology, Spring 2021 Course ITMM 485/585 Orange Team
 * Malik Roberson
 * Grace Kwon
 * Michael Riebe
 * Manav Nagla
 * Biruk Eyesus


text:
Talk:Information Technology and Ethics/Cryptocurrency Legal & Ethical Perspectives

Editors
Illinois Institute of Technology, Spring 2021 Course ITMM 485/585 Orange Team
 * Malik Roberson
 * Grace Kwon
 * Michael Riebe
 * Manav Nagla
 * Biruk Eyesus

Illinois Institute of Technology, Spring 2024 Course ITMM 485/585 Blue Team
 * Nida Akkiswala
 * Zufsha Khan
 * Yawar Kamran
 * Mahesh Nutheti
 * Preet Sanghvi


text:
User talk:Sharon 3128

i would love your support guys and your advices from you about fashion and different perspective

title: User talk:Sharon 3128


text:
Talk:Information Technology and Ethics/Personal Internet Use In The Workplace

Editors
Illinois Institute of Technology, Spring 2021 Course ITMM 485/585 Magenta Team
 * Alexander Smith - Personal Internet Use In The Workplace
 * Akshita Agrawal and Andy Kukuc - Privacy and Data Security
 * Allison Billing - Uniform Treatment Of All Employees
 * Andy Kukuc - Employee Communications


text:
User:Itsyourdipbatabyal

Dip Batabyal

title: User:Itsyourdipbatabyal


text: Mirad Thesaurus/Home

title: Mirad Thesaurus/Home


text:
User talk:DanielWhernchend

Welcome!
Welcome to Wikibooks, BengkelBerkah05!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
 * Please fill in the edit summary and preview your edits before saving.
 * Sign your name on discussion pages by typing ~~~~
 * User scripts can make many tasks easier. Look at the Gadgets tab of my preferences; check off the boxes for the scripts you want, and hit save!

Thanks for your contributions -- Jules (Mrjulesd) 10:52, 14 May 2021 (UTC)

Cover for Proto-Turkic
Hello! Recently I updated the cover for Proto-Turkic with an image (Shown here). I wanted to add a representative image, but the closest thing I could find was the Tonyukuk Inscriptions, though I understand that isn't truly Proto-Turkic. Is there a better representative image, is this image close enough, or should I just leave it as pure text? Thanks! --Mbrickn (discuss • contribs) 06:49, 15 August 2021 (UTC)

 * You don't need to remove that image, but you said that the Tonyukuk inscription is not in Proto-Turkic. I chose to keep your addition of that image, since I had no idea for this. DanishtD (discuss • contribs) 07:09, 15 August 2021 (UTC)
 * Thanks! I could explain further - According to the Wikipedia page for it, It's the earliest example of Turkic writing known, however it's not quite the vintage of Proto-Turkic. It would be totally acceptable to remove it and go imageless if you think it could be confusing or misleading. I initially misunderstood the vintage of the image, which is why I initially added it. --Mbrickn (discuss • contribs) 13:39, 15 August 2021 (UTC)

title: User talk:DanielWhernchend


text:
User talk:Innerstream

Welcome!
Welcome to Wikibooks, Innerstream!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
 * Please fill in the edit summary and preview your edits before saving.
 * Sign your name on discussion pages by typing ~~~~
 * User scripts can make many tasks easier. Look at the Gadgets tab of my preferences; check off the boxes for the scripts you want, and hit save!

Thanks for your contributions -- Jules (Mrjulesd) 10:59, 14 May 2021 (UTC)

title: User talk:Innerstream


text:
User talk:DemonStalker

Welcome!
Welcome to Wikibooks, DemonStalker!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
 * Please fill in the edit summary and preview your edits before saving.
 * Sign your name on discussion pages by typing ~~~~
 * User scripts can make many tasks easier. Look at the Gadgets tab of my preferences; check off the boxes for the scripts you want, and hit save!

Thanks for your contributions -- Jules (Mrjulesd) 11:03, 14 May 2021 (UTC)

title: User talk:DemonStalker


text:
Talk:Information Technology and Ethics/Privacy Policies and Principles

Editors
Illinois Institute of Technology, Spring 2021 Course ITMM 485/585 Purple Team
 * Carlos Lopez
 * Goutham Rayapati
 * Harshini Chellasamy
 * Alif Ishmam


text:
Wikibooks:Reading room/Administrative Assistance/Archives/2021/March

Lint error removal...
Hi can I ask a custodian to review my recent efforts? Thanks...ShakespeareFan00 (discuss • contribs) 20:06, 25 March 2021 (UTC)
 * Hi, custodian is a Wikiversity-specific term, and we're sysops/admins here. That being said, I am not sure about this edit; it's not a lint "error" per se in that the tags are closed properly. Am I missing something? Leaderboard (discuss • contribs) 20:32, 25 March 2021 (UTC)

 * They are closed because I edited that page.  can't extend over paragraph breaks or multiple list items.ShakespeareFan00 (discuss • contribs) 20:45, 25 March 2021 (UTC)
 * OK then, go ahead. Leaderboard (discuss • contribs) 08:00, 26 March 2021 (UTC)

IP Address have "automatically checked" status?
While patrolling, I stumbled upon these edits at :

https://en.wikibooks.org/w/index.php?title=IB_Chemistry/Stoichiometry&action=history especially at this edits:https://en.wikibooks.org/w/index.php?title=IB_Chemistry%2FStoichiometry&type=revision&diff=3821112&oldid=3715887 and found that the IP Add : 103.226.242.65 have autoconfirmed users seems have privilege where his nonsense edits are automatically checked. Can any admins see y this is possible? Encik Tekateki (discuss • contribs) 03:43, 27 March 2021 (UTC) Concerned Wikibookians

 * In that particular example, the IP reverted the edit which they made, which meant that in the end, no changes were made, and hence it was considered as "automatically checked". Leaderboard (discuss • contribs) 08:10, 27 March 2021 (UTC)

Should we stop Transportation Deployment Casebook/2021
Users are continuously creating articles in the wrong location, and my attempts to draw their attention to this issue haven't been fruitful, to the extent that I'm thinking of applying full-protection temporarily or a filter because it is their responsibility to be aware of the Wikibooks guidelines... Should I do it? Leaderboard (discuss • contribs) 08:04, 25 March 2021 (UTC)

 * I would say not at this stage. A few page moves have been performed, but nothing we can't handle. We can't really stop users creating pages in the wrong place, protecting the page Transportation Deployment Casebook/2021 wouldn't stop this. -- Jules (Mrjulesd) 09:56, 25 March 2021 (UTC)
 * True, but I'm trying to get the message across to the contributors to put the articles in the right place. I would have ordinarily contacted whoever is in charge of the proposal, but can't find any... Leaderboard (discuss • contribs) 10:47, 25 March 2021 (UTC)
 * maybe message User:DavidLevinson? He seems to have added the 2021 page to Transportation Deployment Casebook, as well as creating the page back in 2011. He may be an educator in charge of classroom projects. -- Jules (Mrjulesd) 10:58, 25 March 2021 (UTC)
 * Should be mostly done for this year. Students have been advised of where to put pages, but as you may be aware, Wikibooks is opaque for new users. dml (discuss • contribs) 21:01, 28 March 2021 (UTC)


text:
Wikibooks:Reading room/Archives/2021/April

Origin of material query?
Speech-Language Pathology/Stuttering/Childhood Stuttering/Auditory Processing

This page appears to contain direct html anchors/links typically of the form link_text or bar, which is indcative of material which was created externally to a wiki and imported.

If someone's dontated this material from an external website then all is well, but it would be nice if this was more clearly documented.

Oh and if anyone is good at cleaning up donated material, pages like this could do with some renovation. ShakespeareFan00 (discuss • contribs) 17:11, 4 April 2021 (UTC)

 * You might be interested to see this: Requests for deletion/Stuttering which now Speech-Language Pathology/Stuttering. It explains its origins. I think the best thing for it is probably some cleanup. -- Jules (Mrjulesd) 21:07, 4 April 2021 (UTC)

How to mark material for revision (or as having been revised upto a certain date)
Canadian Trade-mark Law/Trade-marks

The underlying legislation to which this Wikibook page was amended since the page was written or last updated.

Although with this specific page the issue is to do with a 'legal' statute that's been revised, techniques and knowledge in other professions are also subject to revision, such as clinical guidance in Medicine and psychiatry, or technical standards used in engineering (in light of new findings).

Is there a convention on Wikibooks for how to mark a page as needing to be revised or which has been revised up to a certain date? ShakespeareFan00 (discuss • contribs) 18:03, 4 April 2021 (UTC)

 * See the templates at Templates/Maintenance, for example Outdated. -- Jules (Mrjulesd) 21:10, 4 April 2021 (UTC)

How to debug / remove deprecated math tags?
Hello, my (draft) page User:Davjam2/Numbers has recently been flagged as using a deprecated format of the math tags. I presume this is the same issue as flagged on Wikipedia pages? I've checked all of my math markup, but can't find any examples of the "deprecated syntax". Is there some method to determine what it's complaining about? Thanks Davjam2 (discuss • contribs) 08:53, 7 April 2021 (UTC)

 * It seems to me that  is causing the problem. Something about the \mathbb caused the error. But I'm at a loss to why this is the case. Maybe some sort of bug?
 * Looking at the Wikipedia table at w:Category:Pages that use a deprecated format of the math tags it seems to be the correct syntax, as it states that \Bbb has been superseded by \mathbb; \Bbb also causes this error. -- Jules (Mrjulesd) 09:24, 7 April 2021 (UTC)

 * Thank you - looking [here] it seems other expressions using  are giving false errors. I guess I just wait until it's fixed? Davjam2 (discuss • contribs) 13:26, 7 April 2021 (UTC)

 * Yes maybe it will be fixed in the near future. Apparently using  is a workaround. (it creates the same error). I think I might import the Wikipedia category page, as it may perplex people. -- Jules  (Mrjulesd) 14:47, 7 April 2021 (UTC)

Transcribed history podcast
I am part of the team working on a maritime history podcast by history professor John Curtis Perry. We have been publishing it in Apple Podcasts (and the like), and also donating the episodes to Wikimedia Commons, under the standard Creative Commons Attribution-Share Alike 4.0 International. This podcast is based on a graduate school course. I wonder if we could offer the compiled transcripts as a Wikibook here. We would appreciate your guidance. JCPod (discuss • contribs) 21:07, 3 April 2021 (UTC)
 * See What is Wikibooks? "Although we do not permit verbatim copies of pre-existing works, we do permit annotated texts, which are a kind of text that includes an original text within it and serves as a guide to reading or studying that text. Annotated editions of previously published source texts may only be written if the source text is compatible with the project's license.

 * As a point of overlap between the two projects, Wikisource also allows the inclusion of annotated texts. If you would like to write a sparsely annotated text or a sparsely critical edition of a text, consider hosting your work more appropriately on Wikisource instead."
 * I hope that answers your question. -- Jules (Mrjulesd) 00:18, 4 April 2021 (UTC)
 * Thank you Jules for your answer. JCPod (discuss • contribs) 03:22, 4 April 2021 (UTC)

Line numbering coming soon to all wikis
From April 15, you can enable line numbering in some wikitext editors - for now in the template namespace, coming to more namespaces soon. This will make it easier to detect line breaks and to refer to a particular line in discussions. These numbers will be shown if you enable the syntax highlighting feature (CodeMirror extension), which is supported in the 2010 and 2017 wikitext editors.

More information can be found on this project page. Everyone is invited to test the feature, and to give feedback on this talk page. -- Johanna Strodt (WMDE) 15:08, 12 April 2021 (UTC)

Question for asking for import an article which written in English in ja.wikibooks
Hello! I've found ja:AI in Open and Distance Education, which is the article in subject. I thought it's better for the article to be belong this wiki than ja.wikibooks. However, I'm not familar about acceptable topics and importing policy for this wiki. Please let me know if the article can be transwiki-ed into this wiki, thank you. --Semi-Brace (discuss • contribs) 10:53, 13 April 2021 (UTC)

 * , we can definitely transwiki the article here, but I need to ask whether that is supposed to be a book, because from what I see it looks more like an encyclopaedic article. Leaderboard (discuss • contribs) 12:34, 13 April 2021 (UTC)

Searching for red links.
Hi, is there an efficient search of a book for red links? The help search didn't help. Thx, ... PeterEasthope (discuss • contribs) 18:29, 19 April 2021 (UTC)

 * I'm not aware of how you can do this. But I think it would be quite fast to visually scan at all the pages of a book for this, as books don't tend to have a huge number of pages. Do you have any book in mind particularly? -- Jules (Mrjulesd) 01:34, 20 April 2021 (UTC)
 * Oberon. Currently 181 subpages; some occupying several desktop screens. Episodes of reorganization have left some red links.
 * Would AutoWikiBrowser help? Leaderboard (discuss • contribs) 07:47, 20 April 2021 (UTC)
 * Unknown to me. Will look for it. Thx, ... PeterEasthope (discuss • contribs) 21:32, 24 April 2021 (UTC)

Universal Code of Conduct Phase 2
The Universal Code of Conduct (UCoC) provides a universal baseline of acceptable behavior for the entire Wikimedia movement and all its projects. The project is currently in Phase 2, outlining clear enforcement pathways. You can read more about the whole project on its project page.

Drafting Committee: Call for applications
The Wikimedia Foundation is recruiting volunteers to join a committee to draft how to make the code enforceable. Volunteers on the committee will commit between 2 and 6 hours per week from late April through July and again in October and November. It is important that the committee be diverse and inclusive, and have a range of experiences, including both experienced users and newcomers, and those who have received or responded to, as well as those who have been falsely accused of harassment.

To apply and learn more about the process, see Universal Code of Conduct/Drafting committee.

2021 community consultations: Notice and call for volunteers / translators
From 5 April – 5 May 2021 there will be conversations on many Wikimedia projects about how to enforce the UCoC. We are looking for volunteers to translate key material, as well as to help host consultations on their own languages or projects using suggested key questions. If you are interested in volunteering for either of these roles, please contact us in whatever language you are most comfortable.

To learn more about this work and other conversations taking place, see Universal Code of Conduct/2021 consultations.

-- Xeno (WMF) (talk)

20:45, 5 April 2021 (UTC)

Invitation to m:Talk:Universal Code of Conduct/2021 consultations/Discussion
I am interested in hearing the input of Wikibooks users about the application of the Universal Code of Conduct, especially from the perspective of interactions on Wikibooks. Xeno (WMF) (talk) 23:18, 17 April 2021 (UTC)

Cover of Human Physiology
Hello!

I'm not really sure what to do about this since it's a cross Wikibooks/Commons matter, so I'm posting about it here.

The cover image of Human Physiology is quite low resolution compared to other featured books, which lead me to look for a higher resolution one. I identified the work as Fritz Kahn's Man as an industrial palace / Der Mensch als Industriepalast

However I found further information about the work which brings some concern at the NIH. The poster made in 1926. Could someone who knows more about fair use determine what should be done?

Thank you for your time! --Mbrickn (discuss • contribs) 21:36, 18 April 2021 (UTC)

 * The original image was deleted as a copyvio: see c:File:Man as machine high res.jpg. I think the best thing would be to request deletion of the image c:File:Human Physiology Cover Thumb.png at Commons, and replace Wikibooks usage with something more suitable. I'm bit short of time at the moment, but I'll look into it later. -- Jules (Mrjulesd) 10:27, 19 April 2021 (UTC)
 * Got it! If it helps you, I went ahead and put in the deletion request on commons. Thanks for your help! --Mbrickn (discuss • contribs) 20:38, 19 April 2021 (UTC)

Suggested Values
From April 29, it will be possible to suggest values for parameters in templates. Suggested values can be added to TemplateData and will then be shown as a drop-down list in VisualEditor. This allows template users to quickly select an appropriate value. This way, it prevents potential errors and reduces the effort needed to fill the template with values. It will still be possible to fill in values other than the suggested ones.

More information, including the supported parameter types and how to create suggested values: [1] [2]. Everyone is invited to test the feature, and to give feedback on this talk page.

Timur Vorkul (WMDE) 14:08, 22 April 2021 (UTC)


text:
User:Goelette Cardabela/Sandbox/TestBook/ArticleTwo

__NOINDEX__

Chapter 1
...

Chapter 2

References :

https://fr.wikivoyage.org/wiki/Leticia et Tabatinga

Chapitre 3
...


text:
User:Goelette Cardabela/Sandbox/TestBook/ArticleTwo/Summary

 * Chapter 1
 * Chapter 2
 * Chapter 3


text:
User:Goelette Cardabela/Sandbox/TestBook/ArticleThree

__NOINDEX__

Chapter 1
Botero Square in Colombia

Fernando Botero is a Colombian painter and sculptor born in Medellin in 1932

Références :

Fernando Botero

Chapter 2
...

Chapter 3
...


text:
User:Goelette Cardabela/Sandbox/TestBook/Appendix

= Appendix =

Contents
https://en.wikibooks.org/wiki/User:Goelette_Cardabela/Sandbox/TestBook

https://en.wikibooks.org/wiki/User:Goelette_Cardabela/Sandbox/TestBook/ArticleOne

https://en.wikibooks.org/wiki/User:Goelette_Cardabela/Sandbox/TestBook/ArticleTwo

https://en.wikibooks.org/wiki/User:Goelette_Cardabela/Sandbox/TestBook/ArticleThree

Source for this edition
https://en.wikibooks.org/wiki/User:Goelette_Cardabela/Sandbox/TestBook

Articles Sources, and contributors
The sources listed for each article provide more detailled licencing information including the copyright status, the copyleft owner and the license conditions..

ArticleOne , source : https://en.wikibooks.org/w/index.php?oldid=3826453 , license : https://creativecommons.org/licenses/by-sa/3.0/ , author(s) : Goelette Cardabela

ArticleTwo , source : https://en.wikibooks.org/w/index.php?oldid=3845030 , license : https://creativecommons.org/licenses/by-sa/3.0/ , author(s) : Goelette Cardabela

ArticleThree , source : https://en.wikibooks.org/w/index.php?oldid=3836252 , license : https://creativecommons.org/licenses/by-sa/3.0/ , author(s) : Goelette Cardabela

Images sources licenses and contributors
The sources listed for each illustration provide more detailed licensing information, including copyright status, the holders of these rights and the license conditions.

Illustration : Nuvola apps bookcase.svg, source : https://en.wikibooks.org/w/index.php?title= File:Nuvola_apps_bookcase.svg, license : LGPL, author(s) : -

Illustration : Gabriel Garcia Marquez - Fresque.jpg , source : https://en.wikibooks.org/w/index.php?title= File:Gabriel_Garcia_Marquez_-_Fresque.jpg , license : CC BY-SA 4.0 , author(s) : User:Pohline_Blast_Clm

Illustration : , source : https://en.wikibooks.org/w/index.php?title= File:Commerce_de_communaut%C3%A9s_indig%C3%A8nes.JPG , license : , author(s) : -

Illustration : Fernando Botero (2018).jpg , source : https://en.wikibooks.org/w/index.php?title= File:Fernando_Botero_(2018).jpg , license : CC BY 3.0 , author(s) : -

Illustration : Pano Plazo Botero.jpg , source : https://en.wikibooks.org/w/index.php?title= File:Pano_Plazo_Botero.jpg , license : Public domain , author(s) : User:Scabredon~commonswiki


text:
User:Goelette Cardabela/sandbox/TestBook/Print Version

This book is a study to create the Appendix subpage of the books.

We will take the opportunity to visit Colombia ... In pictures.

= Contents of the book =

= ArticleOne =

= ArticleTwo =

= ArticleThree =

= Appendix =


text: Flora of New York/Clade lilioid monocots


text:
Professionalism/Sexism, Riot Games, and a Class Action Lawsuit

= History of Riot Games =

Origins
Riot Games was founded in 2006 by Brandon Beck and Marc Merrill, but it didn't become a notable company in the gaming industry until it released League of Legends in 2009. League was one of the first major MOBA (multiplayer online battle arena) games to hit the market, and is still Riot's main focus and top earning game today, garnering the company $1.75 billion in revenue in 2020.

Past Problems with Diversity
The gaming industry is often thought of as a boys' club, where there are little to no female players or employees, and female characters in games are often underrepresented or over-sexualized. And while the gaming industry is slowly shifting towards gender equality, it can still be difficult for women to feel welcome; Riot is no exception to this.

Based on data collected from drivers' licenses in 2018, 80% of Riot's workforce was male, which reflected their practice of hiring only "core gamers." At Riot, "core gamers" play either MOBA or FPS (first person shooter) games; however, according to data, only 10% of MOBA players and 7% of FPS players are female.

Leadership positions at Riot are also dominated by men. Of the 23 leadership positions, 21 of them are men, down from 22 prior to 2018.

Attempts at Increased Diversity
Around 2016, Riot began incorporating diversity and inclusion initiatives led by Soha El-Sabaawi. She revised the sexual harassment training at the company, created bias training, and ran mandatory interviewer training in an attempt to decrease internal biases that impeded diverse hiring.

El-Sabaawi refused to provide data on the gender makeup of the company when asked in 2018. After the 80% figure was leaked, El-Sabaawi said that the data was unreliable, but that Riot tended to stay at around a 20% female workforce from year to year. In addition, Riot had no quotas for hiring women into leadership roles, although they tried to have generally diverse candidate pools.

= Whistleblowers =

Kotaku Article
In August of 2018, the whistleblower article was published by Kotaku, chronicling the rampant environment of sexism in the office environment, hiring process, feedback structures at the company. This article was contributed to by 28 current and former Riot Games employees who had seen or experienced this toxic culture at their workplace. The heart of the problem, according to one Riot Games former employee who left due to the sexism she personally experienced, was that, "They just didn't respect women."

Some of the allegations made in this article included, "One woman saw an e-mail thread about what it would be like to “penetrate her,” in which a colleague added that she’d be a good target to sleep with and not call again," the same woman also found out she was on an email chain being sent around by senior leadership about "who they'd sleep with" and rating women, and "Efforts to add new female characters to “League of Legends” were delayed or squashed if their avatars were not deemed sufficiently sexually attractive to men, according to three former employees. ‘They would say it openly, with women in the room.’” Here are the "champions" in League of Legends - most of the female characters share common traits such as skimpy armor and enhanced physical features.

Attempts to Deal with Problems Internally
Prior to seeking external assistance in dealing with the rampant sexism faced in this office environment, Melanie McCracken, prior to the class action lawsuit, went to Michael Cullen, a member Human Resources (HR), to discuss the gender-based discrimination she was facing from her boss, Jin Oh. She saw that he did not hire women for "senior employment positions" and when she began to leave Oh's team, he attempted to delay her. She asked Cullen to document their meeting and to remain anonymous in her complaint but this was not heeded as Oh later confronted her about going to HR.

Jessica Negron also attempted to go through HR prior to the class action suit. She spent nearly a year performing the job of her former manager, without an increase in salary or job title, just the implication that she would eventually be hired officially for the position. However, she was never compensated for this (despite the role she was performing having a salary approximately $100,000 higher than that of her current position) and was also passed up for this promotion in favor of their hiring new male employees to fill the role. When she approached HR, they did nothing. Later her new boss implied to her that he was being told to fire her which she also informed HR of, to no effect.

= Class Action Lawsuit =

Mandatory Arbitration
Mandatory arbitration is "a controversial practice in which a business requires employees or consumers to agree to arbitrate legal disputes with the business rather than going to court." Around 60.1 million America workers are subject to a mandatory arbitration clause in their contracts, including the majority of the women who went to work for Riot and would later file the class action lawsuit. Arbitration is a controversial practice, especially when it comes to sexual assault, and other companies have begun removing that specific clause; Google only recently stopped requiring it after employees staged a walkout.

Major Participants
Melanie McCracken and Jessica Negron were the original women from Riot who filed the class action lawsuit with the help of their lawyer Rosen Saba. The plaintiffs later severed ties with Saba and replaced her with lawyer Genie Harrison in February 2020.

Riot Games, INC was the defendant in the suit, and had a whole host of corporate lawyers. In January 2020, two federal agencies had to become involved in the case as well: the Department of Fair Employment and Housing (DFEH) and the Division of Labor Standards Enforcement (DLSE).

Accusations
In the class action lawsuit, countless allegations were made, painting the picture of an incredibly toxic workplace environment for female employees. Some of the worst listed were: unsolicited and unwanted pictures of male genitalia from bosses or colleagues, being required to participate in crude male humor on topics including masturbation and rape or be labelled "unwilling to fit in" (which could be costly on performance reviews), Brandon Beck, a co-founder, using the phrase “no doesn't necessarily mean no” as a slogan for the company, and a former male employee remained in a position of leadership "despite regularly making sexual comments in the workplace and drugging and raping another Riot Games employee."

Intervention and Current Lawsuit
By the end of 2019, the Riot Games and the plaintiffs had agreed to settle for $10 million. However, as the settlement was being processed by the LA Supreme Court, two state agencies, the California Department of Fair Employment and Housing and the Division of Labor Standards Enforcement, intervened in January 2020. The DFEH indicated that the plaintiffs could actually have grounds to settle for upwards of $400 million, citing workers' rights violations and certain non-monetary provisions with the gender wage differential not accounted for by the plaintiffs lawyers. After word of this new settlement amount came to Riot Games, the company decided by the beginning of 2021 to revert all but one of the plaintiffs back to individual mandatory arbitration

= Riot's Response =

The first action taken by Riot Games was adding a Diversity and Inclusion page to their website in May 2018, a couple months after Kotaku began investigating the state of the company and Riot became aware. Then, after Kotaku asked for their response to the allegations of the 28 whistleblowers, they dismissed any and all claims, stating that "We have a zero tolerance policy on discrimination, harassment, retaliation, bullying, and general toxicity". Following the release of the whistleblower article in August 2018, Riot published a public response, apologizing to victims and outlining steps they will take to amend past mistakes, including "Expanding the Culture, Diversity, and Inclusion (D&I) Initiative; Revisiting Cultural Definitions; Third-Party Evaluation; Investigation Process; Reevaluating Recruiting; Trainings; and Staffing up for D&I".

By September 2018, the company had announced it had hired Frances Frei, an operations manager who had previously been brought on by Uber in the wake of its widespread sexual misconduct allegations. At this point, Frei had already been meeting with the leadership of Riot and had started working on building a diversity coalition at the company. Come April 2020, Riot published the Diversity and Inclusion Progress Report with the help of Frei. This outlined the steps Riot had taken since the Kotaku article to elevate diverse voices in the company and change its toxic culture. The company had made single digit growths in hirings and promotions of women and underrepresented minorities, but new hires still remained less than a third women, and women managers went up only 1%; the 21 to 2 men-to-women leadership remained the same. Additionally, the company expressed its continued commitment to delivering justice to the women working at the company since 2013; however, less than a year later, the company would re-enforce mandatory arbitration on the plaintiffs. Finally, the report highlighted efforts to recruit more diverse candidates, as well as enforce Diversity and Inclusion training for everyone at the company, especially those in leadership or managerial positions.

= References =


text:
Chess Opening Theory/1. a4/1...e5/2. Ra3/2...Bxa3

2...Bxa3
White should recapture with /3. Nxa3/.


text:
German/Grammar/Interrogatives

Interrogatives
We've already talked about polar, or yes/no questions. But sometimes you need to ask for details rather than just whether something is true.

Terminology
A question which asks for specific detail rather than just whether something is true is called an open question. These are formed with question words or interrogatives, a word that specifies which detail the speaker is interested in. In English the interrogatives include the "five W's": "who", "what", "when", "where", "why", and a few others including "which" and "how". But it's important to distinguish these in terms of their role in a sentences. Some, such as "when", "where", "why" and "how", ask for the time, place, reason, or manner of the action, and so are demanding an adverb as an answer. Some, such as "who" and "what", demand a noun as an answer. On the other hand, "which" seems to demand some kind of description. These distinctions are needed because they tell us if, and how, the corresponding words in German are declined. Note that many of these words can be used in ways that don't form a questions at all, for example "That's who I saw," "That's how she looked." Be sure to understand the function of the word in the sentence before choosing how to translate it into German; German often does not use the same word for the different functions.

Forming open questions in German
While polar questions follow the V1 plan in German, open questions follow the V2 plan like ordinary statements. There is, as in English, a very strong tendency to place the question word before the verb, since it's normally the topic. With German's flexible word order, this is to be expected, while in English putting the question word first requires an exception to the normal word order.

German interrogative adverbs
Interrogative adverbs ask for an adverb as an answer, and there is (at least) one for each type of adverb required. You can can form a sentence with them as you would with any adverb, keeping in mind that they would normally come before the verb. Like other adverbs, they are not declined.

wann
This corresponds to "when" in English and asks for an adverb of time. You can replace wann with another adverb to get a perfectly grammatical sentence: But this does not work in English because of the somewhat complicated way that English requires additional verbs in this situation: "You are working now." rather than "Now are you working?"
 * Wann arbeitest du? – "When are you working?"
 * Jetzt arbeitest du.

Do not confuse wann with the similar sounding, but different meaning, wenn. Both can be translated as "when", but playing different roles in the sentence.

warum
This corresponds to "why" in English and asks for an adverb of cause, or rather a phrase describing the cause since there really aren't any single words that can be used this way.
 * Warum arbeitest du? – "Why are you working?"

The words wieso and weshalb are roughly synonymous. But warum tends to be used in situations where the speaker wants to know the logical cause or what incited the action. Meanwhile wieso might be used when a physical cause needs to be understood, and weshalb is asking more for a purpose or goal for the action. Of the three, warum is the most common and you can take it for the default translation of "why" if there's any doubt.

wie
This corresponds to "how" in English and asks for an adverb of manner. Depending on the situation though, wie can take on the function of "what" in English:
 * Wie arbeitest du? – "How are you working?"
 * Wie ist dein Name? – "What is your name?"

wo
This corresponds to "where" in English. There is a somewhat confusing "swap" going on here in that wo looks like "who" but actually means "where", and wer (see below) looks like "where" but actually means "who". To add to this confusion, wer can be declined as wen, which you should not mix up with "when".
 * Wo arbeitest du? – "Where are you working?"/"Where do you work?"

As we'll see when we cover prepositions, German is a bit more careful than English when it comes to distinguishing between location as the scene of the action, and location given as the direction of motion. As a result, there are two variations on wo, wohin and woher, to be used when there is motion involved. You'd use wohin for the direction to and woher for the direction from. In the first example, the English could be rephrased as "Where are you going to?" without changing the meaning. But in German the -hin after the wo is expected.
 * Wohin gehst du? – "Where are you going?"
 * Woher kommst du? – "Where are you coming from?"/"Where do you come from?"

German interrogative pronouns
As in English, there are two interrogative pronouns in German, one for non-people, was, and one for people, wer. These are used as nouns in a sentence, and since they don't refer to anything specific they are called pronouns.

was
This corresponds to "what" in English, but, as noted above, sometimes wie may be used for "what" in certain situations. Somewhat surprisingly, considering this is German, was is not declined. So the accusative form is the same as the nominative form:
 * Was liegt dort? – "What is lying there?"
 * Was interessiert dich? – "What interests you?"/"What are you interested in?"
 * Was siest du? – "What do you see?"
 * Was machst du? – "What are you doing?"
 * Note that machen – "to make" is preferable to tun in this case, even though tun sounds more similar to "do".

wer
This corresponds to "who" in English. It's declined according to case, so wer is only used in the nominative case and the form is wen in the accusative case. You may notice there is some similarity between the way wer and der are declined, but this only works for three of the four cases. You might notice that "who" is sometimes declined according to case in English as well, with "whom" the form used in the objective case. But "whom" seems to be dying out in English to be replaced by "who", though some still prefer to use whom, at least in some circumstances. We'll use "who" here, despite the fact that it may irk the grammar police.
 * Wer schläft? – "Who is sleeping?"
 * Wen siehst du? – "Who do you see?"

German interrogative determiners
It may seem silly to define this category since there is only one word in it, welcher – "which". But it is an interrogative and it is a determiner so it seems to be the only category that fits. Besides, the word count increases when you include declined forms.

welcher
As with other determiners in German, welcher is declined according to number, gender and case. The way it's declined is very similar to the way the definite article der is declined. In fact you can usually remove the ending from a definite article and combine it with the stem welch(e)- to get correct form of welcher in a given situation. This does require a certain amount of flexibility in what you you mean by the ending though. In the nominative case the full table is:
 * welcher – "which" (with masculine nouns)
 * welche – "which" (with feminine nouns)
 * welches – "which" (with neuter nouns)
 * welche - "which" (with plural nouns, of any gender)

As with articles, the only difference between the accusative case and the nominative case is for masculine nouns, in which case the -r is replaced by -n:
 * welchen – "which" (with masculine nouns)
 * welche – "which" (with feminine nouns)
 * welches – "which" (with neuter nouns)
 * welche - "which" (with plural nouns, of any gender)

Some examples:
 * Welcher Schlüssel öffnet die Tür? - "Which key opens the door?"
 * Welches Baby ist deines? - "Which baby is yours?"
 * The posessive pronoun deines is used as a predicate here.
 * Welche Pferde laufen schnell? - "Which horses run fast?"
 * Welchen Hund magst du? - "Which dog do you like?"
 * Welche Bananen kaufen wir? - "Which bananas are we buying?"

der words
We've seen "ein words" in a previous section, determiners which are declined like ein. Similarly, the determiners which decline like der are called der words. One example, other than der itself, is welcher, and there are several others. They are bit harder to pin down in terms of function though, so we'll postpone covering them until we do the corresponding grammar.

title: German/Grammar/Interrogatives


text:
User talk:2409:4061:81E:A887:F61B:CB6C:A644:F29B

'' -


text:
Fractals/Iterations in the complex plane/demj

This algorithm has 2 versions:
 * exterior
 * interior

Compare it with version for parameter plane and Mandelbrot set : DEM/M =External distance estimation=

Distance Estimation Method for Julia set ( DEM/J ) estimates distance from point z ( in the exterior of Julia set ) to nearest point in Julia set.

For distance estimate it has been proved that the computed value differs from the true distance at most by a factor of 4:

Koebe Quarter Theorem. The image of an injective analytic function f : D → C from the unit disk D onto a subset of the complex plane contains the disk whose center is f(0) and whose radius is |f′(0)|/4.

Math formula :

$$distance(z_0, K_c, n) = 2 * |z_n| * \frac{\log|z_n| }{ |z'_n| }\,$$ where :

$$z'_n\,$$ is first derivative with respect to z.

This derivative can be found by iteration starting with

 * $$z'_0 = 1 \,$$

and then :

$$z'_n= 2*z_{n-1}*z'_{n-1}\,$$

Pseudocode and the code

 * The Beauty of Fractals
 * The Science of Fractal Images, page 198,
 * Distance Estimator  by Robert P. Munafo

Pseudocode by 	Claude Heiland-Allen foreach pixel c while not escaped and iteration limit not reached dz := 2 * z * dz + 1 z := z^2 + c de := 2 * |z| * log(|z|) / |dz| d := de / pixel_spacing plot_grey(tanh(d))

tanh
double g = tanh(distance / PixelWidth); return 255*g; // iColorOfExterior;

distance max
Distance max is the old ( deprecated) method.

One can use distance for colouring :
 * only Julia set ( boundary of filled Julia set)
 * boundary and exterior of filled Julia set.

Here is first example :

Here is second example

distance max
Distance max is the old ( deprecated) method.

DistanceMax is smaller than pixel size. During zooming pixel size is decreasing and DistanceMax should also be decreased to obtain good picture. It can be made by using formula :

$$DistanceMax = \frac{PixelSize}{n} \,$$

where $$n \le 1 \,$$

One can start with n=1 and increase n if picture is not good. Check also iMax !!

DistanceMax may also be proportional to zoom factor $$mag\,$$:

$$DistanceMax = \sqrt{\frac {thick}{1000 * mag}}$$

where thick is image width ( in world units) and mag is a zoom factor.

One can use also tanh which gives more precise look:

distance = 2.0 * cabsz* log(cabsz)/ cabs(dz); double g = tanh(distance /PixelWidth); return 255*g; // iColorOfExterior;

Examples of code
For cpp example see mndlbrot::dist from  mndlbrot.cpp in src code of program mandel ver 5.3 by Wolf Jung.

C function using complex type :

C function using double type:

Delphi function :

Matlab code by Jonas Lundgren

Maxima function :

shadertoy

 * Julia - Distance 1 by iq. Analytical distance to a Julia set z^2 + c where vec2 c = vec2( -0.745, 0.186 )
 * Julia - Distance 2 by iq = SDF for the Julia set of f(z) = z^3+C where const vec2  kC = vec2(0.105,0.7905);
 * Julia - Distance 3 by iq. A generic Julia set renderer, using distance to the set (Douady_Hubbard potential). In this case I'm using a rational function of order 6: f(z) = (z-(1+i)/10)(z-i)(z-1)^4 / ((z+1)(z-(1+i)) + c
 * Inigo Quilez  ::   articles   ::   distance to fractals - 2004

=Internal distance estimation=

Colouring the Julia set by Gert Buschmann
In order to get a nice picture, we must also colour the Julia set, since otherwise the Julia set is only visible through the colouring of the Fatou domains, and this colouring changes vigorously near the Julia set, giving a muddy look (it is possible to avoid this by choosing the colour scale and the density carefully). A point z belongs to the Julia set if the iteration does not stop, that is, if we have reached the chosen maximum number of iterations, M. But as the Julia set is infinitely thin, and as we only perform calculations for regularly situated points, in practice we cannot colour the Julia set in this way. But happily there exists a formula that (up to a constant factor) estimates the distance from the points z outside the Julia set to the Julia set. This formula is associated to a Fatou domain, and the number given by the formula is the more correct the closer we come to the Julia set, so that the deviation is without significance.

The distance function is the function $$\delta(z) = \phi(z)/|\phi'(z)|$$ (see the section Julia and Mandelbrot sets for non-complex functions), whose equipotential lines must lie approximately regularly. In the formula appears the derivative $$z'_k$$ of $$z_k$$ with respect to z. But as $$z_k = f(f(...f(z)))$$ (the k-fold composition), $$z'_k$$ is the product of the numbers $$f'(z_i)$$ (i = 0, 1, ..., k-1), and this sequence can be calculated recursively by $$z'_{k+1} = f'(z_k)z'_k$$ and $$z'_0 = 1$$ (before the calculation of the next iteration $$z_{k+1} = f(z_k)$$). In the three cases we have:

 * $$\delta(z) = $$limk→∞$$|z_{kr} - z*|/|z'_{kr}|$$ (non-super-attraction)
 * $$\delta(z) = $$limk→∞$$log|z_{kr} - z*||z_{kr} - z*|/|z'_{kr}|$$ (super-attraction)
 * $$\delta(z) = $$limk→∞$$log|z_k||z_k|/|z'_k|$$ (d ≥ 2 and z* = ∞)

If this number (calculated for the last iteration number kr - to be divided by r) is smaller that a given small number, we colour the point z dark-blue, for instance.

For more see Pictures_of_Julia_and_Mandelbrot_Sets

code
=references=
 * Explicit estimates on distance estimator method for Julia sets of polynomials by Masayo Fujimura, Yasuhiro Gotoh, S. Yoshida Published 1 October 2013
 * Distance Estimator algorithm by E Demidov
 * math.stackexchange question: interior-distance-estimate-for-julia-sets-getting-rid-of-spots


text:
User talk:Prasun301

Aim
What are you trying to do? Leaderboard (discuss • contribs) 10:09, 16 May 2021 (UTC)

 * Since you haven't replied to my question and are still creating questionable pages, I've blocked you.
 * Stop x nuvola.svg You cannot edit indefinitely due to disruptive editing. You may appeal this action with a reasonable argument by adding the text  below. Leaderboard (discuss • contribs) 11:42, 16 May 2021 (UTC)

title: User talk:Prasun301


text:
User:Mamtamarketer

mamta marketer

title: User:Mamtamarketer


text:
User:Musicofmarcprick

Ankush Upadhyay Marcprick is an Indian author and Writer born on 3 May 2002.

title: User:Musicofmarcprick


text: Flora of New York/Clade Melanthiaceae

title: Flora of New York/Clade Melanthiaceae


text:
User talk:Atomi20

Welcome!
Welcome to Wikibooks, Atomi20!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
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Thanks for your contributions -- Jules (Mrjulesd) 18:04, 16 May 2021 (UTC)

title: User talk:Atomi20


text:
User talk:Getsnoopy

Welcome!
Welcome to Wikibooks, Getsnoopy!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
 * Please fill in the edit summary and preview your edits before saving.
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Thanks for your contributions -- Jules (Mrjulesd) 18:06, 16 May 2021 (UTC)

title: User talk:Getsnoopy


text:
Oberon/A2/myaos

#!/bin/bash # # workingVolume=/dev/disk/by-partuuid/0006ebcf-03 echo workingVolume is $workingVolume. mountPoint=/home/root/AY echo mountPoint is $mountPoint. workingDirectory=/home/root/AY echo workingDirectory=$workingDirectory. if [[ $(hostname) = xo-53-1d-bb* ]]; then h="xo" elif [[ $(hostname) = joule* ]]; then h="joule" else h=$(hostname --short) fi echo h = $h Aos { AosContextDir=$PWD cd $workingDirectory if test -f Configuration.$h.XML then echo Copying Configuration.$h.XML to Configuration.XML. /bin/cp Configuration.$h.XML Configuration.XML if test -f Oberon.$h.Text then echo Copying Oberon.$h.Text to Oberon.Text. /bin/cp Oberon.$h.Text Oberon.Text /bin/rm --force --verbose AOS*.Log /bin/rm --force --verbose Trap*.txt /bin/rm --force --verbose .tmp.* /usr/bin/aos else echo Oberon.$h.Text not present in $workingDirectory. Aborting. fi  else echo Configuration.$h.XML not present in $workingDirectory. Aborting. fi  cd $AosContextDir } if test -b $workingVolume then if findmnt -rn $workingVolume then echo working volume is mounted. Aos else echo working volume is not mounted. if /sbin/fsck -p $workingVolume then echo Filesystem in $workingVolume passed fsck. mount -v $workingVolume Aos else echo fsck found a problem in $workingVolume and attempted repair. Try again. fi  fi else echo $workingVolume containing working files not connected. Aborting. fi
 * 1) A script to start UnixAos with a working directory which can be in a
 * 2) removable flash store.
 * 3) A flash store is accommodated in multiple machines by copying
 * 4) machine specific configurations into Configuration.XML and
 * 5) Oberon.Text.
 * 1) Conditions for this script to work.
 * 2) * The volume containing the working files has a reliable name.
 * 3)   The names in /dev/disk/by-label/ and /dev/disk/by-partuuid/
 * 4)   are convenient.  For example, a volume labeled A will appear
 * 5)   as /dev/disk/by-label/A.  Additional details here.
 * 6)   http://reactivated.net/writing_udev_rules.html#builtin
 * 7)   https://wiki.debian.org/udev
 * 8) * A mount point and working directory exist for the working volume.
 * 9)   mountPoint and workingDirectory can be the same or different.
 * 10)   What if the volume is automounted at a second location?
 * 11)   If edit conflict is avoided, a second mount is probably harmless.
 * 12) * The following assignments to workingVolume, mountPoint
 * 13)   and workingDirectory are consistent with preceding information.
 * 14) * An appropriate entry exists in /etc/fstab.  Example.
 * 15)   /dev/A /home/me/A ext2 defaults,user,users,exec,noauto 0 0
 * 16) * /etc/sudoers.d/sudoers is adjusted to allow the user to fsck the
 * 17)   working filesystem.
 * 18)   me mycomputer = NOPASSWD: /sbin/fsck
 * 19)   Test fsck interactively.
 * 20) * If the working volume is removeable the user can mount it.  Note the
 * 21)   user option in /etc/fstab.
 * 22) * Prior to revision 10272 the start scipt was /usr/bin/aos.
 * 23)   For revision 10272 the start script is /usr/local/bin/a2
 * 24) * aos or a2 attempts to create the link <workingDirectory>/.aoshome
 * 25)   to the installation directory but a FAT file system disallows links.
 * 26)   This can be resolved by reformatting to ext2.
 * 27)   https://en.wikipedia.org/wiki/Ext2
 * 1) workingVolume=/dev/disk/by-label/A
 * 1) For any hostname violating Oberon file name syntax, make a conformant name.
 * 2) Ref. https://www.tldp.org/LDP/abs/html/comparison-ops.html
 * 1) Add more cases here.

title: Oberon/A2/myaos


text: User talk:116.206.137.0/24

title: User talk:116.206.137.0/24


text: User talk:103.138.53.10

title: User talk:103.138.53.10


text:
User:SHB2000

Hello there, I am an admin on this site. I mainly do vandal patrolling, reviewing and fix typos on en.wikibooks. I'm more active on en.wikivoyage, my home wiki, where I am also an admin (and bureaucrat). If you're coming for a content-related query, I'm afraid that I may not be able to answer that. Although gaps between edits might be longer than ideal, I try to review a certain number of edits on a daily basis.

Before I go on, I want to thank the Wikibooks community for the vote of confidence and entrusting me with sysop tools. I hope these new shiny buttons will help me fight vandalism and spam.

Copyediting isn't my specialty, but even though it can be tedious, I find it necessary. I don't really add much in terms of content, but I may occasionally update a few pages.

I'm glad to have made over 165,000 edits throughout Wikimedia; as of February 2024, about 7% of my global edits have been on the English Wikibooks. One of the reasons why I enjoy and avail editing the English Wikibooks is because it's a small community, but also a community that widely follows general Wikimedia norms. Though I don't really write any books, I do read many of en.wb's books when I have some spare time on my hands.

Disclaimer: accounts with "SHB2000 (test x)", with x being an integer, are alternate accounts of mine. These are exclusively used for testing technical features. As of Feb 21, 2024, the only one I've used on en.wb is SHB2000 (test 1).

title: User:SHB2000


text:
Talk:Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Nc3/3...f5

error in diagram
The diagram shouldn't have the pawn on e7. 2003:F0:EF26:844C:801E:D018:8FC:46C0 (discuss) 09:09, 17 May 2021 (UTC)

 * Fixed. Leaderboard (discuss • contribs) 09:11, 17 May 2021 (UTC)


text:
Talk:Chess Opening Theory/1. e4/1...c5/2. Nf3/2...e6/3. d4/3...cxd4

theory table missing moves 2. ... e6 3.d4 cxd4
2003:F0:EF26:844C:801E:D018:8FC:46C0 (discuss) 12:56, 17 May 2021 (UTC)

 * Done. Leaderboard (discuss • contribs) 14:24, 17 May 2021 (UTC)


text:
User talk:2003:F0:EF26:8473:E19D:557D:D8CA:14CF

Welcome!
Welcome to Wikibooks! You do not need to log in to read or edit books at Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
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Feel free to ask any questions on my talk page or in the Reading room. Be sure to sign your talk page comments with four tildes ( ~ ). Leaderboard (discuss • contribs) 18:28, 17 May 2021 (UTC)


text:
User:OldFartDeveloper

Hi, I'm a software developer who has just started using wikibooks to read the Haskell book.

I signed up to be able to contribute to existing books; who knows if I will ever attempt to write my own?

title: User:OldFartDeveloper


text:
User talk:OldFartDeveloper

Welcome!
Welcome, OldFartDeveloper!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. —Atcovi (Talk - Contribs) 03:14, 18 May 2021 (UTC)

title: User talk:OldFartDeveloper


text:
Practical Electronics/Circuits Analysis/Short connection

Short connection means a conducting wire has no resistance present.


text:
User:Jpyusr

` ' ,

title: User:Jpyusr


text:
User:I10111988

إنشاء صفحه wikibooks

title: User:I10111988


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Active Learning In Virtual Environment/Reciprocal Questioning

Activity: #in-class/short-term, #group-work, #needs-preparation

Outline
In reciprocal questioning technique students take the role of the teacher. Students are given some materials to read and afterwards, they should come up with a list of questions. The teacher then answers students’ questions. This task benefits students’ comprehension of a subject. Firstly, students have to deeply analyze the reading selection in order to produce “teacher” questions. Secondly, as the teacher answers the questions, it reinforces the learning process. It should be noted that this strategy does not fit all subject areas. For example, Math is a subject that requires exact answers rather than interpretation. Therefore, this technique should be used in reviewing reading and writing assignments.

Activity arrangement
Note that this activity can be assigned as an individual task as well.
 * divide class into small groups and give them a section to read
 * explain the task to them: students should read the sections and write down questions for the teacher
 * set an exact time to complete the task
 * let groups collect all the questions and present a list of final questions
 * the spokesperson of the groups asks questions to the teacher
 * the teacher answers the questions
 * ask students to recognize the strategies they used in writing the questions

Pointers

 * improves questioning, reasoning and reading comprehension skills
 * encourages thinking skills
 * learning in stress-free environment
 * students learn to use meta-cognition

How to use this method in online class?
To use this activity as a group assignment, students can be divided into Zoom breakout rooms or Google Meet breakout rooms. Then, students can use a shared Google document to list their questions. In the main session, students present their questions to the teacher.


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Active Learning In Virtual Environment/Snowball Technique

Activity: #in-class/short-term, #group-work, #quick-preparation

Outline
Snowball technique gives students an opportunity to share and teach different concepts and topics. Firstly, students work independently - they gather information and ideas. Then, they collaborate with a partner. Next, partners join another pair and form a group of four students. Lastly, they form a group of eight. What makes this technique efficient is the active collaboration among students. Moreover, students can take the role of a teacher by sharing information they gathered or asking questions. The more students there are in a group, the more effective the learning outcome will be.

Activity arrangement

 * provides students with materials
 * give students about 10 minutes to read the material and list key factors
 * once students have finished the first task, they share what they have discovered with another student
 * two pairs form a group, the task repeats, students add additional details
 * further, groups can join into the groups of eight and repeat the process
 * you may end the task by discussing students’ findings with the entire class

Pointers

 * active student engagement
 * collaborative work
 * students try a role of a teacher

How to use this method in online class?
Students can be divided into breakout rooms firstly as pairs, then as a group of four and so on. Students then share their findings. All notes can be written down in a shared Google document.


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Active Learning In Virtual Environment/Kinesthetic Learning

Activity: #in-class/short-term, #individual-work, #needs-preparation

Outline
Learning method in which learning takes place by the students carrying out physical activities, rather than listening to a lecture or watching demonstrations. A kinesthetic learning method requires that you manipulate or touch material to learn. Kinesthetic techniques are used in combination with visual or auditory study techniques, producing multi-sensory learning. Important note is that if you move your body while studying and reviewing, you will find you also need to move your body during a test to aid recall. Keep this in mind when choosing the type of movement to use.

Activity arrangement

 * Plan a practise that requires moving for example to different spots in the classroom where groups need to go once they finish exercise on spot 1 and then move on to spot 2.
 * Different tasks on every spot but make sure that there is movement in the classroom.
 * Onces all spots are covered by all the student groups end the exercise.
 * Ask the students what they learned and if it was easier for them to concentrate on once they didn’t have to be still the whole class.

Pointers

 * Learning through their bodies and their sense of touch.
 * Learning through fine motor movements rather than whole body movement.
 * Develops coordinated and have an excellent sense of their body in space and of body timing.

How to use this method in online class?
This method is also possible to perform in an online environment. There are a few ways to do so, for example send students on virtual field trips where Because kinesthetic learners enjoy exploration and immersion, virtual field trips are a great option for helping them engage new topics (Cordiner, n.d.; Kato, 2017). You can either send students to websites that have already put together field trips, or assign students to create their own field trip by requiring them to virtually visit several websites or physically visit local sites and take videos or pictures. Kinesthetic learners retain information best when they are able to associate a movement with it (Major, 2016). Thus, encourage students to take notes in a way that makes sense to them. Remind kinesthetic learners to draw sketches or diagrams of what they’re learning, or to stand up and physically act out a concept if they can.


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Active Learning In Virtual Environment/Role Playing

Activity: #offline/long-term, #individual-work, #group-work, #needs-preparation

Outline
Role play is a method that allows students to explore realistic situations by interacting with other people in a managed way in order to develop experience and trial different strategies in a supported environment. Depending on the intention of the activity, participants might be playing a role similar to their own or could play the opposite part of the conversation or interaction. Role play exercises give students the opportunity to assume the role of a person or act out a given situation. These roles can be performed by individual students, in pairs, or in groups which can play out a more complex scenario. Role plays engage students in real-life situations or scenarios that can be stressful, unfamiliar, complex, or controversial which requires them to examine personal feelings toward others and their circumstances.

Activity arrangement

 * Inform the students that you are going to do a role playing exercise.
 * When assigning the role play, explain its purpose and answer questions so students are able to properly prepare the exercise.
 * Allow time for students to practice the role play, even if it is spontaneous, so they will be able to think deeply about the role and present it in a meaningful way.
 * Reduce large chunks of content into smaller sections which can be more effectively presented as a role play.
 * Challenge all students equally when assigning role plays so everyone will be assessed on equal ground.
 * Execute the exercise first in smaller groups and then with the whole class.
 * End the exercise and discuss with the class about what they thought about the exercise and what they’ve learned.

Pointers

 * Motivates and engages students
 * Enhances current teaching strategies
 * Provide real-world scenarios to help students learn
 * Learn skills used in real-world situations for example negotiation, debate, teamwork, cooperation, persuasion
 * Provide opportunities for critical observation of peers

How to use this method in online class?
This method can be used in online class. Just by following the guidelines but on for example on Zoom. Inform the class and assign the roles for the next lecture. On the day of lecture, divide the class into smaller groups first and then in the class start a conversation with the class that they as characters need to participate.


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Women's Writing Before Woolf: A Social Reference/Ania Loomba

= Ania Loomba (1955-present) =

Anai Loomba is an Indian literary scholar. Loomba currently educates at the University of Pennsylvania and holds the Catherine Bryson Chair in the English department. Loomba's areas of research include early modern literature, histories of race and colonisation, postcolonial studies, feminist theory, and contemporary Indian literature and culture. Loomba's most notable works include Gender, Race, Renaissance Drama (1989), Colonialism/Postcolonialism (1998), and Shakespeare, Race and Colonialism (2002).

Biography
Ania Loomba was born to father Satish and mother Primla Loomba in Simla, India in 1955. Loomba was raised “a child of the left movement” with activist parents; her father was a full-time trade unionist and her mother was a schoolteacher. Loomba’s parents were both members of the Communist party in India. Loomba has stated that she was “indoctrinated in a liberal version of anti-case politics.” Due to both of Loomba’s parents being members of activist parties, Loomba found herself inadvertently a member of the activist parties and significantly influenced by “the Second Wave Feminism movement, which came to India in the 1970’s and was in dialogue with the Marxist movement” as well as “the Black Power movement”. Stemming from a young age, Loomba has always been interested in reading and developing her personal beliefs and education based on the information and perceptions of those she is reading; Loomba commonly read literature subjected to her genre and theme attractions.

There is limited information regarding Loomba’s early education in India, however, she received her BA (Hons.), M.A., and M. Phil. degrees focusing on English Literature and Philosophy from the University of Delhi, India (1981-1995) and her Ph. D. focusing on Philosophy from the University of Sussex, UK. (1987). As a result of her upbringing, Loomba focused much of her work on the themes of racism (the history and future of), colonialism, nation building, feminism and politics; directing much of her attention to Shakespeare and Renaissance literature. Over the course of three decades, Loomba has researched and published many works focusing directly and broadly on the theme of her interests. She published her first piece of work in 1989 titled Gender, Race, Renaissance Drama, which was subsequently cited into many collections. Loomba’s second work, Colonialism/Postcolonialism (1988), is one of her most notable works. She has continued to produce texts, with her latest work being published in 2016, Rethinking Feminism in Early Modern Studies: Gender, Race and Sexuality.

From 1977-1990, Loomba taught at the University of Delhi and Jawaharlal Nehru University in India and also taught at the University of Tulsa (1992-1993) and the University of Illinois (2002). Loomba begun her career at Penn Arts and Sciences in 2003, where she is situated today; holding the Catherine Bryson Professor of English seat at the University. Loomba has researched and taught “…early modern literature, histories of race and colonialism, postcolonial studies, feminist theory, and contemporary Indian literature and culture.” (Penn Arts & Sciences, 2020) throughout her career. She is also apart of the faculty of Comparative Literature, South Asian Studies and Women’s Studies. (Penn Arts and Science, 2020).

Loomba married Suvir Kaul in 1994 and the couple have one child together.

Notable Works

 * Gender, Race, Renaissance Drama (1989) - In this study, Loomba discusses and analyses the ‘gender-blindness’ in William Shakespeare’s The Tempest. Loomba’s thesis within this book is “the harshness of the colonial conflict cannot be stressed by ignoring the complexity of the adversaries” ; this thesis is explored through a close exploration of the different cultured characters in Shakespeare’s play. Stereotypes, colonialism, feminism and race are all topics which Loomba illuminates. This text “opened up new fields of inquiry by interpreting Renaissance literary texts in relation to issues of race and colonialism” . Loomba claimed that what drove her to publish this text was that “there were elements of the Renaissance period that felt familiar…it can give the impression that what happened in early modern England was some that we…were going through.” . This text was widely received as an educative insight into radical politics in terms of understanding Renaissance writing and contemporary postcolonial literary cultures (Johnson, 2019).

 * Colonialism/Postcolonialism (1998) – This text is recognised at Loomba’s most notable work, with the synopsis of the text centred around a “guide to the historical, theoretical and political dimensions of colonial and postcolonial studies.” . Loomba closely analyses the relationship between indigenous people and their ongoing struggles in terms of the history of colonialism. According to Johnson (2019), “Loomba has definitively shaped debates in postcolonial and South Asian studies in Colonialism/Postcolonialism”. Loomba has stated that “I was trying to navigate this deep scepticism in India…and a valorisation of postcolonial studies – of a deconstructed mode – particularly in the United States” . With the text’s significant notoriety, reviews include that of Peer Hulme, one of her influencers, and Antoinette Burton, a familiar American historian.
 * Shakespeare, Race, and Colonialism (2002) - Loomba examines how 17th Century ideas and theologies differ from modern and contemporary doctrines of "race" that became prominent during colonialism, posing the question "Did Shakespeare and his contemporaries think at all in terms of "race?". Through the analysis of Shakespeare's plays and their depictions of religion, ethnicity, culture, class, gender and money, Loomba draws distinctions and comparatives about race, barbarism and what it means to be different.
 * Postcolonial Studies and Beyond. Permanent Black. (2006) - Loomba acted as contributor and editor to this collection of interdisciplinary essays that aimed to "map out a wide-ranging and productive future for postcolonial studies", assessing "the current state of the field, pointing toward its most promising new developments" . The text showcases the scholars of varied intellectual precincts that are most usually perceived as being outside the scope of postcolonialism, allows for new techniques and analysis of the topic, whilst being critiqued by shcoalrs like Loomba, who are strongly associated with the study of postcolonialism, challenging fundamental assumptions.

 * Rethinking Feminism in Early Modern Studies: Gender, Race and Sexuality (2016) – Loomba’s latest text includes an exploration of feminism, more specifically, “the history, present state, and future possibilities of feminist criticism and theory” . This text emphasises the uncertainty of feminist criticism, “it responds to current anxieties that feminist criticism is in a state of decline by attending to debates and differences that have emerged in light of ongoing scholarly discussions of race, affect, sexuality, and transnationalism-work that compels us continually to reassess out definitions of ‘women’ and gender” . This text, although fairly new, responds to relevant discussions and topics in society today. Various universities have reviewed this text and all result in the same perspective, this text is an important addition to feminist discussions in literature and for those interested in feminist agenda. (Callaghan, Howard & Wall, 2015).

Influence
Loomba has stated that her influencers from a young age include Edward Said’s Orientalism, which she has claimed “I thought someone hit me on the head…because all those things that I was trying to say as an undergraduate suddenly made sense to me”. Her other influencers include Stuart Hall, Jonathan Dollimore, Cedric Robinson, Natalie Zemon Davies, Peter Hulme and Frantz Fanon. All the above authors, Loomba states, “speak to her multiple interests”.

Legacy
Loomba has produced and published many notable works such as Gender, race, Renaissance Drama (1989) and Colonialism/Postcolonialism (1998). Both of these texts are distinguished studies in literature; over time, these specific texts have been altered into numerous editions. Loomba’s Colonialism/Postcolonialism has been translated in five languages and she herself is viewed as a “…leading figure in Anglo-American and Indian literary studies…”. Loomba has opened new perspectives regarding colonialism and postcolonialism literacy, which tends to ignore the fact that both occurred and are recurrent. With her unique perspective, Loomba’s texts have driven many scholarly discussion and ideologies from the 1980’s onwards.

Stated previously, with her commendable work and known political voice, Loomba earned the Catherine Bryson Professor of English seat at Penn Arts and Science University. Loomba has been named a noteworthy Humanities Educator and Researcher by Marquis Who’s Who (Prabook, n.a.).


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User:ShayMTR

Hi, I'm currently working on a textbook called Epistemology.

title: User:ShayMTR


text:
User:Bensaaber

BONJOUR bien venu sur ma page

title: User:Bensaaber


text:
Chess Opening Theory/1. e4/1...e6/2. d4/2...b6/3. Nf3/3...Bb7/4. Nc3/4...Bb4/5. Bd3/5...Ne7

= e6b6 Cincinnati Style = e6b6 Cincinnati style follows the main line of the e6b6 defense up until move 5, where Black plays 5...Ne7 instead of 5...Nf6. It starts with the moves:

 * 1) e4 e6
 * 2) d4 b6
 * 3) Nf3 Bb7
 * 4) Nc3 Bb4
 * 5) Bd3 Ne7

This setup was popularized by the Cincinnati Chess Club, hence its name, and has been used a total of 12 times by masters in major FIDE tournaments.

e6b6 Defense
The e6b6 Defense is an hypermodern opening focusing on controlling the important d5 and e4 squares. The move e7-e6 supports a d5 pawn push, the move b7-b6 prepares Bb7, and the move Bb7 controls the d5 and e4 squares directly. It wasn't used too often until famous Youtuber and International Master Levy Rozman created a chess course on the defense. Now, it is one of the more common defenses and has been used by many strong players as a secret weapon.

Description
The Cincinnati Style of the e6b6 Defense is a more passive way of playing the defense. Instead of the move 5...Nf6, putting more pressure on the d5 and e4 squares, Black plays 5...Ne7, supporting the eventual pawn break of f7-f5. The pawn break f7-f5 is crucial in Black's game plan. After castling, Black looks to soon push his f-pawn in order to move the e5 pawn out of Black's bishop on b7 and open the file for Black's rook on f8. The opening does help Black construct a big attack on the castled king.

Main Variations
After 1. e4 e6 2. d4 b6 3. Nf3 Bb7 4. Nc3 Bb4 5. Bd3 Ne7 the most important continuations are:

 * 6. O-O (Main line)
 * 6...O-O (Classical variation)
 * 6...Bxc3
 * 6...Ng6

 * 6. Bg5
 * 6...O-O
 * 6...Bxc3+

 * 6. Bd2
 * 6...O-O
 * 6...d6

 * 6. a3


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User talk:Annoymous604

Warning
—Atcovi (Talk - Contribs) 17:50, 19 May 2021 (UTC)

title: User talk:Annoymous604


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Cookbook:Rich Biscuits

| Bread

Rich biscuits are tender baking powder biscuits in the style of the American South. Serve them with butter, honey, or jam, alongside a hearty breakfast, or next to meats and vegetables. If you want a biscuit that is better suited for making sandwiches, consider the sturdier biscuits recipe. For a more economical biscuit using vegetable shortening, consider the baking powder biscuit recipe.

Procedure

 * 1) Preheat oven to 450 °F (230°C, gas mark 8—very hot).
 * 2) Sift all dry ingredients into bowl.
 * 3) Use a pastry blender or a dinner knife to slice the butter into butter pats.
 * 4) Put the butter pieces into the bowl with the dry ingredients and toss it so that flour covers the pieces of butter.
 * 5) Use a pastry blender (or a pair of dinner knives grasped side-by-side in the same hand) to cut the flour-coated butter into the dry ingredients. Stop when all the butter is smaller than a green pea (about 1 cm in diameter), but you can still see lumps of butter.
 * 6) Add the milk to dry ingredients and mix gently until dough holds together.
 * 7) Turn out onto the counter or a flat board and form into a thick disk.
 * 8) * If you are working on a counter or board, sprinkle a large spoonful of flour on the surface before taking the dough out of the mixing bowl, and then another spoonful on top. Use just enough flour to keep the dough from sticking too much.
 * 9) * If you cover your work area with plastic cling wrap, you do not need to put any flour on the surface. Cover the top of the dough with another layer of plastic wrap to keep your hands or rolling pin clean.
 * 10) Roll the dough out to ⅓ inch (1 cm) thick. Cut dough in half or in thirds and stack the large pieces. Roll the stack out until it is about ¾ inch (2 cm) thick. This stacking process produces the layers.
 * 11) Cut into squares with a pizza cutter or into shapes with an open cookie cutter. If using a round cutter, press straight down without twisting, as twisting produces shorter biscuits.  Any remaining dough can be gently formed into a disk and cut again.
 * 12) Place on plain, ungreased baking sheet. The biscuits should not touch each other. For a browner top, brush the top with a little bit of milk.
 * 13) Bake at 450°F (230°C) for about 12 minutes, until the tops are golden brown.

Notes, tips, and variations

 * You can use gluten-free flour substitutes. Avoid high-gluten bread flours.
 * American-style baking powder is double-acting, which works better in this recipe than European-style single-acting baking powder.
 * Cream of tartar will make the biscuits rise taller in the oven, but it will also add a slight bitter flavor if you eat them the next day.
 * White granulated sugar is the most typical, but any type of sugar and most sugar substitutes will work.
 * Unsweetened milk substitutes will work, but will slightly change the flavor.

title: Cookbook:Rich Biscuits


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User talk:108.207.249.115

Blocked
You cannot edit for 1 day due to disruptive editing. You are welcome to contribute constructively when editing privileges are restored. You may appeal this action with a reasonable argument by adding the text below. —Atcovi (Talk - Contribs) 22:39, 19 May 2021 (UTC) LOL, you're a Spinosaurus, since you have a Spinosaurus image on top. XD 108.207.249.115 (discuss) 23:02, 21 September 2021 (UTC)

title: User talk:108.207.249.115


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Women's Writing Before Woolf: A Social Reference/Isabella Whitney (fl. 1567–1573)

Personal Life
Isabella Whitney is credited as the first woman in England to publish non-secular poetry under her own name. Whitney was born sometime in the late 1540’s into minor gentry, her family was descendent of the Cheshire family. They lived on an estate as Coole Pilate, near Nantwich. Isabella had an older brother, Geoffrey Whitney, who was also a successful published writer. Geoffrey Whitney wrote A Choice of Emblems in 1586. The majority of biographical information about Whitney is sourced from her writing, as little is recorded about her life.

There are a number of reasons why women’s writing was not published during the 16th century. There were restrictions on female education. Women of the time were usually denied education in rhetoric and were educated largely off religious writings. Public speech was associated with harlotry and women were often confined to the domestic sphere (references?).

Unlike other women writers during the 16th century Whitney was not a noblewoman. Whitney lived and worked in London until 1573. She most likely worked as an unmarried maidservant in London, as her published work would not have generated enough income for her to live off. In “A Sweet Nosgay (1573) she writes “whole in body, and in mind/ but very weake in purse.” Which scholars have taken to mean she was not wealthy and would have had to work.

While Whitney lived in London she wrote multiple works. All her works were published by Richard Jones. It was revolutionary for a middle-class woman to publish original poetry under her own name, and the acute political and social commentary expressed through the satirical tone of her writing establishes her pioneering accomplishments as a woman writer.

Publication
During the 16th century publishing a work meant the involvement of a third party. Editors, publishers and distributors had final authority on the production of published texts. They decided the font, lay out, publishing material, and distribution of the work to be sold. This impacted the publication of women’s writing, as this mediation and production facilitated censorship. All of Whitney’s writings were entered, edited, printed and sold by Richard Jones. Jones was not only responsible for the physical construction of Whitney’s writing, but also in creating a readership and market for the works. The first work to be published was “The Copy of a Letter” which Jones published under the title “The Copye of a letter lately written in myter by a yongue gentelwoman to hyr vnconstaunte louer”. By branding Whitney as a gentlewoman, Jones elevated her status to that of the university educated male contemporaries. Their relationship was flexible, and in the publication of A Sweet Nosgay Whitney took on editorial roles. She authored the dedication and the verse “Auctor to Reader”. Although Jones would have the final authority on the publication as a whole. Works

Whitney’s established oeuvre consists of two short anthologies. The Copy of a Letter (1567) and A Sweet Nosgay (1573). Most critics agree that Whitney’s writing contains a host of autobiographical information. Throughout her poems Whitney divulges her financial status and her critiques of social and class structures, including commentary on the oppression of women in the mid-Tudor England. These characteristics of her writing and the fact that she was the first female writer to publish non-secular poetry under her own name has led to her being recognised as a pioneer of women’s writing.

The Copy of a Letter
Originally published under the title “The Copy of a letter, laetly written in meter, by a young Gentilwoman: to her unconstant lover. With an Admonitio to al Yonge gentlewomen, and to all other mayds in general to beware of mennes flattery”. This text consists of a series of complementary verse epistles; two from the perspective of a female persona, and two from the perspective of a male. The epistles form a literary debate between the sexes and explore themes of abandonment. Critics have noted that the two parts construct a dialogue between the sexes that reveals an “intense opposition in the ideologies of gender in the mid-Tudor period” The female love lament was popular following Turberville’s translation of Ovid’s Heroides as The Heroical Epistles, and Whitney’s iteration shows her critique of the gender expectations of her period.

A Sweet Nosgay
Whitney’s second book of prose, Inspired by Plat’s Floures of Philosophie (1572)

And consists of a Compilation of epistles. They are divided into themes of friendship, love and dependence.

The body of A Sweet Nosgay is followed by “Certain Familiar Epistles and Friendly Letters by the Author: With Replies,”. Critics have used this text to source a significant amount of autobiographical information on Whitney. The piece shows that she has two younger sisters, who the epistles are written to. And also focuses on the illness that consequently forced her to leave London. Furthermore, Whitney emphasises her intent to publish and her desire for patronage. The speaker of the text longs for employment. She makes explicitly clear her financial reasons for writing and publishing, ,in “Auctor to Reader” she describes herself as “Harvestlesse,/ and serviceless also,”. She also comments on her lack of domestic comfort. “Had I a Husband, or a house, and all that longes therto/ My selfe could frame about to rouse, / as other women doo:/ But til some household cares meet ye,/ My books and Pen I wyll apply.” (lines 37-42) In an epistle to “her Sister Misteris A.B.”. Ann Rosalind Jones – says whitney’s epistles incorporate pleas to family members and friends and this demonstrates the networks of need and appeal of creative accommodation and subtle critique. This piece also includes Will and Testament which is a mock testament written in ballad metre which describes the city of London. It contained vivid and apt descriptions and commentary of everyday life. As scholar Betty S. Travitsky notes “the lively, sometimes even madcap, mock legacy brings contemporary London alive… her vividness, perhaps the more remarkable for its presence in a non dramatic poem, reminds one of the London of the city comedies that would be a feature of the early-seventeenth-century stage.”.

Working Women in the 16th Century
Early modern women had few opportunities to create their own income and support themselves. The 1563 statue of Artificers led to the arrest of masterless women “living at their own hand” and ordered them to service. By 1589, no single woman could trade, sell ale, or keep a house or chamber. Single women in poverty often resorted to prostitution. Unemployed maidservants contributed to high numbers to this group since the swelling population of Elizabethan London made it difficult for a released domestic to find a new position. Mary Prince was another early women writer who wrote an account of her experience as a slave, during which she was also subjected to oppression and was unable to support herself.

Whitney's works and the ideas within this remain a continually discussed topic amongst scholars of the field, illustrating her continued legacy. Bartolovich suggests that Whitney's work to alter the patriarchal norms of gender and she seeks the idea of a utopia by altering social relations and issues of inequality (Bartolovich 428). It is asserted that these are critical ideas that are raised in her writing that still have relevance today (Bartolovich 426).


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User:Edge 2565127681024

Edit count Wikibooks

Total (all wikis)

 Welcome to Edge 256 5 1 2 7 6 8 1 024! I have made over 220 edits since 20 May 20 2 1.

Milestones
Normal: Current; Italic: Predicted
 * 1st edit: 20 May 2021
 * 5th edit: 20 May 2021
 * 10th edit: 20 May 2021
 * 25th edit: 20 May 2021
 * 50th edit: 21 May 2021
 * 100th edit: 23 May 2021
 * 200th edit: 26 May 2021
 * 300th edit: 29 May 2021 (74%)
 * 400th edit: 1 Jun 2021 (56%)
 * 500th edit: 4 Jun 2021 (45%)

Devices I use

 * Dell Chromebook 11 3189
 * Samsung Galaxy S9+
 * hena EGL1529l
 * Dell Wyse 3040 desktop computer
 * iPhone XR

Pages I created

 * Cookbook:Ice Cream Sandwich
 * Cookbook:Rainbow Cake
 * Cookbook:Raspberry Ripple Cake
 * Cookbook:Custard Creams
 * Cookbook:Lemon Drizzle Cake
 * Cookbook:Triple Chocolate Chip Cookies
 * Cookbook:Strawberry And Banana Smoothie

Ingredients used
Note: 1 large egg equal 1¼ medium sized egg; 1 pinch equals ⅛ teaspoon

So far, I have used:
 * 1.9 kg (15 sticks) unsalted butter, plus extra for greasing
 * 1.38 kg (6 cups) caster or superfine sugar
 * 180 g (1 cup) caster or superfine sugar
 * 2⅔ tablespoons vanilla extract
 * 23¼ medium eggs
 * Zest of 1 lemon and juice of 1½ lemons
 * 605 g (4¾ cups) plain flour, plus extra for dusting
 * 1.15 kg (9 cups) self-raising flour
 * 50 g (⅜ cup) cocoa powder
 * 1 tablespoon bicarbonate of soda
 * 1⅚ tablespoons baking powder
 * 3 tablespoons milk
 * ½ teaspoon salt
 * ½ teaspoon red food colouring
 * ½ teaspoon orange food colouring
 * ½ teaspoon yellow food colouring
 * ½ teaspoon green food colouring
 * ½ teaspoon blue food colouring
 * ½ teaspoon purple food colouring
 * 60 g (¾ cup) white chocolate chips
 * 60 g (¾ cup) milk chocolate chips
 * 1.15 kg (9 cups) icing or powdered sugar, plus extra for dusting
 * 500 ml (2 cups) ice cream
 * 6 raspberries
 * 180 g (¾ cup) custard
 * Sprinkles (eg. hundreds and thousands) (optional)
 * 125 g (1½ cups) strawberries
 * 2 bananas
 * 200 ml (¾ cup) apple juice
 * 150 g (⅝ cup) natural yogurt
 * 50 g (⅔ cup) ice cubes
 * 1 tablespoon honey

Links
/draft /sandbox /pi

title: User:Edge 2565127681024


text:
User:Ming mm

😉 I'm an Italian user, you can see my wikipage at this address --> ITA: --Ming_mm |(msg)

INTERWIKI
IT: --Ming_mm

title: User:Ming mm


text: User talk:2405:201:5C02:91A5:951E:3D7C:8F0D:34A4


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Cookbook:Biscuit

The term biscuit is an ambiguous term and may refer to either of the following:

 * Biscuit (North America): Soft, leavened bread-like product; similar to a scone
 * Biscuit (UK): Unleavened baked good, usually low in moisture and/or crisp; similar to a cookie or cracker

title: Cookbook:Biscuit


text:
Open Broadcaster Software/Quick start with simple screen capture

This is your quick start with simple screen capture with Open Broadcaster Software.

Use cases

 * quick streaming an online conference from your browser web or other tools
 * quick sharing your presentation from LibreOffice or other tools

Features

 * really simple setup

Disadvantages

 * you should mute audio notifications from other applications

Requirements

 * 5 minutes
 * an operating system with modern audio support
 * GNU/Linux operating distributions are OK
 * PulseAudio is OK
 * OK Microsoft Windows
 * no macOS
 * Open Broadcaster Software (install)

Quick Setup
This guide is for OBS 25 (2021). Please update if it will be needed.

 * 1) Open Open Broadcaster Software
 * 2) Plug headphones
 * 3) Close any other app playing sounds (but BBB) and disable all notifications
 * Tip: important to don't send OnAir the dlin of your e-mails / Telegram messages...
 * 1) File > Settings > Audio > Disable everything
 * Tip: you don't want to send OnAir any audio as default
 * 1) first scene "Welcome"
 * 2) Image: pick a start splash image
 * 3) Media source: weird jingle (in loop)
 * 4) Text: write something like "Welcome, starts at ...."
 * 5) second scene "OnAir"
 * 6) window capture on BigBlueButton
 * 7) audio output capture
 * 8) third scene "Pause"
 * 9) Image: pick a splash image
 * 10) Media source: another weird jingle (in loop)
 * 11) Text: write something like "Welcome, starts at ...."
 * 12) fourth scene "Final"
 * 13) Image: pick a splash image
 * 14) Media source: another weird jingle (in loop)
 * 15) Text: write something like "Thank you! That was really long but I'm still alive dehydrated and tired! Now let's go out to see the sunlight! asd"
 * 16) Edit > Advanced Audio Properties
 * 17) Test each scene
 * 18) if you do not ear something in your headphones, select "Monitor and output" on that element
 * Enable for "Media"
 * 1) if you do not want to ear something in your headphones, select "Monitor off"
 * Eventually disable for "Monitor output"

That's all!


text:
Open Broadcaster Software

This book is a guide for video directors using Open Broadcaster Software (OBS).

Open Broadcaster Software is a free and open source professional suite able to handle audio and video sources in realtime. This can be useful to register a video from realtime sources or to stream a realtime source to a social network (or both).

Contents

 * 1) Quick start
 * 2) /Quick start with simple screen capture/ - how to register or stream what you see from an app and what you listen from your headphones (quick guide)
 * 3) Advanced setups
 * 4) /Advanced selective audio management with PulseAudio/ - how to selectively capture the audio of a single application (on the widely adopted PulseAudio technology)
 * 5) /Advanced selective audio management with PipeWire/ - how to selectively capture the audio of a single application (with most modern PipeWire technology)

title: Open Broadcaster Software


text: Category:Book:Open Broadcaster Software

title: Category:Book:Open Broadcaster Software