text:
User:LBird BASc/sandbox/ATK/Seminar7/Power

Issue 4 - Power

Power In Economics
Economists often study inequality between different countries or different groups of society. They focus on wealth and income inequality. However, it is important to also recognise the inequality that exists within the discipline of economics itself. In this list of 'The Top 50 Economists from 1900 to the Present', only 4 of of them are women. Women have historically been, and continue to be underrepresented in economics. In 2016, only 35% of economics majors in the USA were obtained by women (something even more shocking considering that nowadays more women hold undergraduate degrees than men ). This is a similar level to the early 1980s, as the number of women involved in undergraduate economics in the USA peaked in the 1990s but has since decreased. The situation is similar in Europe - for example only 10.4% of economics professors in the Netherlands are women. Clearly, economics remains male-dominated as a university subject, both amongst the students and amongst the teaching staff. Furthermore, some of the typical careers followed after an economics degree (e.g. banking) are also male-dominated, and arguably even sexist. At the start of 2019, HSBC still had a gender pay gap of 61%. In September 2019, a female city banker won a gender discrimination case after she revealed that she was being paid less than her male colleague for the exact same job. Overall, it is clear that economics and finance remain professions/disciplines filled with inequality.

The Power of the Church in Italy
The Roman Catholic Church is one of the most powerful institutions in the World. As its headquarters are located in Rome, Italy, more specifically in Vatican City, the institution has a close-knit relationship with its host country. The complex relationship between the Italian State and the Catholic Church, with Rome as the symbol of the highest institutions of both, is almost a century and a half long. The Lateran Pacts regulated the accord between the two, and granted the Church the recognition of the Catholic religion as the only state religion in Italy with the inclusion of the teaching of the Catholic religion in public schools. However, this peaceful mutual friendship was broken in 1984, with a new agreement that did not consider the Catholic religion as the sole religion of the Italian state and therefore Religion classes in schools are no longer mandatory. Today, the Italian State declares itself as a secular State, where every religion is welcomed and free to organise themselves in institutions. However, this seems controversial, as many public schools, hospitals and workplaces still display the catholic crucifix on the wall. Furthermore, the Catholic Church has a pressing influence on debates concerning divorce, abortion, assisted procreation etc... It is common for the Vatican to dwell in socio-political matters of the Italian government. So the question arises: is Italy truly a secular State, free to act uninfluenced by the Church?

Power's effects on social health
Power is an example of a complex system and concept which lies in the capacity to choose or not choose do do something. According to this definition, power, or the lack of it, has significant consequences on people's circumstances and may impact their health. Often power exists in visible relationships between people or groups of people, but more often than not, this power is the intangible, hidden and covert ability to exercise dominance, control, justice, and force.

Who controls the processes, organisations and structures is an important factor within these systems. It often determines who has access to resources or opportunities. These processes are shaped by social, economic, and political factors. Power governs so many aspects of any person's life. This exhaustive but incomplete list includes: housing, education, employment, and health and social care services. Th excessive use of power moulds public debates, social norms and decision making.

In the pragmatic 'Conceptual Framework For Action On The Social Determinants Of Health', the World Health Organisation has named and identified four main types of power:

- Power Over takes place where some individuals are able to influence or coerce others.

- Power to occurs when some people broadly, but successfully, manage to organise, alter and take advantage of existing hierarchies.

- Power with means that individuals are able to use the collective power of different communities, organisations or majorities to influence social change.

- Power within is an individual's ability to exercise power over others, usually minorities or groups of people that are challenged with large disadvantages.

Power of Literature
Power is the capacity or ability to direct or influence the behaviour of others or the course of events. According to this definition, power reflects the influence of something on another. In a matter of fact, literature is a big influence. Literature is an aspect of communication, which is characterized by its an aesthetic writing style. Literature is a body of written works. The name has traditionally been applied to those imaginative works of poetry and prose distinguished by the intentions of their authors and the perceived aesthetic excellence of their execution. Literature may be classified according to a variety of systems, including language, national origin, historical period, genre, and subject matter. Literature is often used to pass a message, to express ideas in an explicit or implicit way. Literature influences its reader in different ways.

Literature, as a tool to denounce society

We can find two kinds of literature denouncing facts : the explicit literature and implicite literature

The explicit literature : Its aim is to directly denounce something, in a clear and direct style, which cannot leave any doubt to the reader. The most common literait works are essays, open-letters or pamphlets.

For instance, explicit literature were very usefull in France in the 18th century, during the Age of Enlightenment. In fact, many thinkers denounce religious institutions, accused of obscurantism. Voltaire wrote many pamphlets and essays to show and to reveal it.

The implicit literature : denounces in a more hidden way. It used in novel, fable or poetry. For example, Jean de La fontaine, a french fablier shows many inequalities and facts of the french court in the 17th century.

In this two different kinds, literature is used to denounce a problem. It is known as engaged literature. Through his work, the author defend an ethnic, political, social or religious cause. Indeed, literature is seen by many as the best way to denounce something. The french thinker Jean-Paul Sartre said "words are loaded pistols" to show the impact of literature, as an arm to defend ideas. Literature would thus be a tool to denounce and to ask for changes and reforms.

Literature, as a tool to reveal a hidden reality

This point joints the first one, seeing literature as a tool to denounce society. It shows that literature can be a revealer of some reality or hidden truth. In fact, during racial segregation many authors wrote to denounce the reality of injustices. For instance, Harper Lee, in her book To Kill a Mocking Bird, reveals the thruth about justice in the United States, highliting the injustice and racism that existed.

Futhermore, literature can reveal a hidden reality as the example of Zola's commitment in the Dreyfus affair shows that writers, intellectuals, have the power to bring out the triumph of truth and justice.

Literature, by the power of worlds and facts can thus reveal an unknown truth to its readers.

Literature, as a tool to instruct

Literature can either replicate existing forms of knowledge, embody them, illustrate them. Its aim is to question them, to relativize them, to challenge them. It can comfort or question the values and beliefs of a society. It has the power to question the dominant ideology, the doxa, which even changes our world view. Moreover, literature can have many historical, cultural, artistic references which instruct its reader who discorvers them through literature.

Literature, as a way to escape

Power of literature is also seen in the power of words in making its reader escape for its reality. Through the beauty of words, the history of the book, we can escape and travel into the book. As an example of it, the protagonist of Madame de Bovary, in the Flaubert's book, a french writer, escales from her sad and monotone reality through literature. An illustration of the escape through literature is this quote of F Scott Fitzgerald "I used books as alternate worlds for a long time. I still do. I have dozens of reasons for why I love reading: one of them is that finding yourself wanting to hang out in the world created by a writer is one of the coolest feelings ever, although it can be damn uncomfortable".

Power in Sociology
There is an evident abuse of power in the history of sociology, as seen by the dominated white male canon now regarded as the ‘textbook’ version of sociology. It is important to note how this power was abused. The most notable barrier was the patriarchal society which denied women the recognition as legitimate contributors in discourse. An example of this is Gilman, a female sociologist regarded as the ‘leading feminist intellectual’ of her day, who was in fact more influential during her time than Durkheim, one of the three founding fathers. Similarly, Addams reflects on her inferior position as a female sociologist describing it as “to be in the right and always to be disbelieved and rejected” (1881:37). Furthermore, between 1890 and 1947 sociology moved further towards formal abstraction and in doing so delegitimising the work of female sociologists who practised a more activist form. This was used as a way to justify the women’s removal from the canon. Women were also only allowed as students and not as members of faculty.

Just like the absence of women from the historical canon, there is a clear lack of voice given to sociologists of colour. The emergence of American sociology actually has a hidden darker side. Booker T. Washington, who embraced racial inequality stating that “the black man got nearly as much out of slavery as the white man did”, was chosen to be a spokesman by the white leaders as he didn’t threaten their interests. His ideologies were the same ones later adopted by the Chicago school of sociology in the 1920’s practicing ‘scientific’ racism. During this time, an influential sociologist who is often still overlooked, W.E.B. Du Bois founded the Atlanta School of Sociology. Du Bois was a social activist who viewed sociological and economic factors as the main causes of racial inequality. This divide in US sociology remained as late as the 1960’s.

Power in Philosophy
Philosophy as an academic discipline in the ‘West’ has been greatly shaped by hierarchies of power. Despite the presence of philosophical thought in the cultures of India, China, Africa and indigenous America, these traditions are rarely acknowledged by Western academia.

This, however, has not always been the case. In the 17th and 18th century European philosophers such as Gottfried Wilhelm Leibniz and Christian Wolff held great reverence for Chinese philosophers and many scholars acknowledged either India or Africa as the birthplace of philosophy. It was only through the conscious efforts of European academics that this view began to shift. One of the key reasons that has been identified for this ideological shift is the rise of white supremacist attitudes that culminated in the view that philosophy could not possibly have been practiced by people who were not white. Furthermore, defenders of the philosopher Immanuel Kant were attempting to rewrite the history of philosophy to show his theories as the natural progression of all that had come before. It is also interesting to note that Kant, one of the most influential philosophers of all time, was notoriously racist and actively declared non-Caucasian peoples fundamentally incapable of philosophical undertakings.

A further argument that has been made against the inclusion of non-Western philosophies in the philosophical canon is to claim that the very word ‘philosophy’ is Greek in origin and therefore can only refer to that which has derived from the Greek tradition. Again, this argument reveals a conscious effort on the part of European academics to exclude philosophy from beyond the continent from taking its rightful place in the discipline and to dismiss it as not being worthy of the sacred title of ‘philosophy’.

The issue of power concerning gender roles in economics
When analyzing our society's economic system, the issue of power is central. This can be seen through gender dynamics in economics. For centuries, power inequalities between men and woman in the economic sphere have and continue to define the mechanisms of global and national economies. Indeed, traditionally the man has been portrayed as the “bread-winner” of the family while women are meant to stay home, take care of children and fulfill domestic duties. A large pay gap still exists between men and women, illustrating that this power inequality is still topical today. Hence, gender roles are pivotal to the formation of our modern-day economic organization.

 Charlotte Perkins Gilman 's work on gender roles in economics:

To explore this idea, we will use the work of classical feminist social theorist, Charlotte Perkins Gilman. Gilman argues that women's economic status comes from their gender-relations: “the economic status of women generally depends upon that of men”. The author explains that women are not financially independent because their livelihood depends on an unpaid service: being a housewife and a mother. “Their labor is neither given nor taken as a factor in economic exchange”. The wife is not an employee, she does not earn a salary for taking care of the house therefore her labour cannot be seen as a viable part of economic mechanisms. Moreover, although society presents a woman’s livelihood as relative to motherhood, a woman’s amount of capital is not proportional to the number of children she has, therefore: “women are not maintained in economic prosperity proportioned to their motherhood”. From Charlotte Perkins Gilman's work we can conclude that power inequalities between men and women are essential to the understanding of economics.

 Preparation of food, an example of patriarchal power relations concerning economics:

Preparation of food is a symbol the power inequalities in a society founded on “sexuo-economic relation” (Gilman) for various reasons. Firstly, women exchange an unpaid service (cooking for their family) for a livelihood. Secondly, food preparation reveals “social isolation of the uninstructed and untrained woman in the patriarchal household”. Furthermore, women remain weak in market place because they are only purchasers of food: they have little power in economic functioning of society. Gilman also states that “power imbalance between women as consumers and male-dominated capitalist production leads to the variety of social and cultural problems resulting from unfettered greed". Charlotte Perkins Gilman's work makes the power inequalities in economics apparent. Many other power inequalities exist in this field, such as between races, classes, etc…

Power is therefore an important issue to be considered when studying economics because as classical feminist social theory shows us, the patriarchy and capitalism are interdependent.

Power in Acting
Acting was traditionally a male-dominated career as women were only first permitted to perform in England in the early 1660's, after the Restoration of King Charles II (this was later than in Italy and France). However, acting was still not seen to be a career for respectable women as English society still firmly believed that a woman's place was indoors and her business domestic. Even the idea of a woman having any sort of career would have been seen as abnormal. Many women believed this themselves, therefore, disapproving of the idea of female 'actors'. This discrimination against female players can be emphasised through the words of the playwright John Dryden, which happened to be the first recorded use of the word actress: 'the trade of love behind the scene, where actresses make bold with married men. With this double-edged sword I dub thee Actress and denigrate the work'

The male-dominated nature of acting can also be highlighted through the existence of different terms for the two genders: 'actor' and 'actress'. Initially, actors were known as players and actor first came into use in the late 17th century. However, actress only first appeared in the Oxford English Dictionary more than a century later in the 1700's. The existence of a separate term for women emphasises the struggles women would have faced in pursuing an acting career as from the start they are distinguished as actresses rather than actors. Nowadays, many women now choose to go by 'actor' rather than actress in an attempt to make acting gender neutral.

However, the power imbalance still exists today, as can be emphasised through the gender pay gap, as economists have estimated that male Hollywood stars earn at least $1.1m more per film than their similarly experienced female co-stars. This pay gap is visible across all levels of acting careers as even A-listers such as Meryl Streep, Charlize Theron, Jennifer Lawrence and Natalie Portman have called for 'equal pay for an equal job'. Unfortunately, this power balance extends further than just the difference in pay between men and women within the film industry as can be demonstrated through the recent sexual harassment and assault scandals. A survey has found that 94% of women employed in the American film industry have experienced sexual harassment or assault. This has been emphasised recently through the accusations against Harvey Weinstein and the creation of the #MeToo movement, highlighting that there is still a long way to go for the power balance to become equal within the acting industry.

Power in the United States Food Industry
The fast food industry in the United States generated a revenue of $200 billion in 2015. The lobbying power of large food corporations in fact parallels that of large drug companies, such as Big Pharma. As a result of growing rates of obesity, diabetes and other diet-related diseases, organizations, including the Institute of Medicine, in 2009 advised that government enforce healthier regulations for school lunches. These regulations discussed capping the quantities of sodium in the foods served, increasing the amount of vegetables and fruits available and promoting the use of whole grain rather than white grain. While former President Obama highly supported changes to school lunch guidelines with the goal of improving the childrens' nutritional health, large companies producing sodium, frozen food and potato have continued to lobby to maintain loose nutritional regulation guidelines -- ensuring their profits from the school sector remain high.

In 2011, Congress passed a bill outlining how much tomato paste can be equated to one serving of vegetables.This bill granted that 'an eighth of a cut of tomato paste is credited with as much nutritional value as half a cup fo vegetables.' The type of cheap tomato paste used on frozen pizza, however, also contains large quantities of sugar and preservatives. Obama proposed an amendment to this bill, which would result in 'schools [crediting] tomato paste and puree based on actual volume as served.' This proposal was met with large opposition from food companies which recognized they would be able to sell less pizza in schools if this amendment passed. As a result of this opposition, intense lobbying in Congress meant that Obama's proposal was rejected.

This examples shows the power inequalities that exist in a capitalist economy where a government is more easily influenced by large companies who impact the nation's economic situation. Despite the recommendations of established health and medical organizations about the need to improve nutrition in children and the backing of these recommendations by President Obama, unnamed food corporations were able to deter the implementation of healthier school lunch guidelines so as to help maintain their high profits. Congress, which theoretically should have the best interest of its citizens in mind, rather than doing so in stead prioritized the wellbeing and interests of a couple wealthy companies over the wellbeing of its citizens.

Power in jugding history

Humans created the idea of society. They pictured the rules they would have to follow in order to be part of a given society. Even if humans look alike, they think differently, and their way of thinking is influenced by the society they live in. History has proven that humans did not have the power to judge other humans from another society. One of the most important proofs of this is following the second world war: the crimes committed by the Nazi regime had to be put on trial. This led to a problem: how to judge it, is it even possible to give a judge the power to reflect on what happened under different times. Many falsely believe that society is based on moralities. In fact, society is based on laws. So under certain laws, certain actions that would be considered immoral can become moral and normal. This is the case for the treatment of Jews under the Third Reich: it was seen as normal to be anti-Semitic. If this is the case, how can we judge the contributors to the Holocaust? Sure, we could pick a few of the contributors and put the trial on cameras to show the public that the deceased victims have been avenged. This wouldn´t be honest however. One way to give this power was the creation of a new type of crime: crime against humanity. This would have judged correctly Hitler´s followers. However, it is controversial as this type of crime didn´t exist until Nuremberg´s Trial in 1945/1946. Perhaps not so many Germans would have followed Hitler in his madness with the existence of this law that surpasses the laws of any society. A way of looking at it was thought by Hannah Arendt during Eichmann´s trial in 1962 in Jerusalem. Instead of judging the followers of a philosophy/ regime, it would be more relevant to judge the regime itself, whose philosophy remains the same after the loss of the war – compared to previous followers who could have reconsidered. Nevertheless, some contributors continued to follow the Nazi philosophy, like Otto Ohlendorf, an SS officer who claimed he would redo a holocaust of the Jews. It is reasonable in this case to judge him accordingly under the laws of post war Europe. It is more complicated however to judge the ones who had a change of heart after the war.

= The power of Tradition in India =

What is Power ?
Power can be defined as the capacity to influence the behaviour of others and the course of events. Power can be exercised by a person, a group, or a nation in mostly all fields : economic, social, technological ... The notion of power often implies a division between those who detain it and those who endure it. Power is also often balanced by counter-powers who limit the excesses. In this article, we will be talking about the power of tradition in India and more particularly How does tradition affects the status of women in society ?

Women in India are victims of Tradition
"India the most dangerous place in the world to be born a girl". Tradition makes girl feel unwanted in India. Indeed, there is a lot of discrimination against girls ranging from neglect to abuse and killing of unwanted female infants. Girls are widely regarded as a burden to Indian families who fear the high cost of their weddings. In fact, the bride's parents must pay for it at the expense of other basic needs. You'll be shock to learn that Indian females are twice as likely to die before the age of five. Unfairly, since day 1 girls destinies are pre-traced.

The status of widows in India and how tradition negatively affects their lives
In the past, traditionally, widows were burnt that is why nowadays, many conservatives Indian families see them as a liability. Once their husband dies they loose their identities and become the outcasts of society. As they are not financially independent while married, their destinies as widows is to live their lives in poverty and isolation. They are forced to beg in the streets and many of them earn a living through prostitution. Traditions are manmade and are prevalent in society due to its acceptance in the social milieu. In India, the patriarchal society has enforced wrong values towards widows. The power of tradition in India overpowers the law. Although, like in West Bengal some intents were done to change this situation by allowing remarriages, society objected. The application of legislation has been unsuccessful. To really make a difference in the longer term, traditional values will have to change and education is the key to transform and change positively a society by transmitting values and making new traditions.

The story of Rekha Kalindi, the face of a counter-power
Rekha Kalindi is a 13-year-old girl that refused to be married off and wanted to attend school instead. Even though Indian legislation makes it illegal for girls below the age of 18 to get married, once again the tradition overpowers the law, as it is common to see 10 year-old girls getting married. As it usually happens, her parents pulled her from school after they began arrangements for the wedding. She was brave when she did the unthinkable and said "no" to her parents. They withheld her food for nearly two weeks but she didn't give up and enlisted help. Pressured by the villagers and officials her parents finally conceded that she will not marry and continue to attend school. This is a great example on how a single individual, in this case a 4 feet tall humble girl, can help change society and tradition. As a matter of fact, they were no chil marriages during the past wedding season in her village. Her small act of rebellion changed her life, her village and now she hopes will change an entire nation.

Conclusion
In conclusion, tradition in Indian and across the world affects the role of women in society. Although there is progress being made, there is still a long way to go. Our generation and the next one should help building a more gender balanced society. Rekha's story should inspire us all to take actions in our own environments.

Introduction
The issue of power is prevalent in the arts and cultural canon, not just in the west but around the world. The question of who decides what art is representative of a culture has typically rested with the aristocracy or those who hold a position of power in society. Colonialism has also resulted in the whitewashing of various cultures and many languages, literatures and pieces of art have likely been lost during colonial periods. Analysing this issue from the approach of a fine artist can cause the context surrounding the work’s curation to be overlooked, whereas a historian or anthropologist may recognise the colonial influence that makes up what is considered the popular art canon.

Art Historian Approach
An art critic or art historian will analyse the historical development of a piece of art, as well as how different techniques, processes and materials contributed to its creation. Art historians are considered the dominant academics when it comes to analysing art, however solely analysing the artwork and not focusing enough on the historical processes that were underway at the time of its creation and since its creation can fail to acknowledge why certain pieces of art are remembered and some are forgotten. By focusing on just the history of the art and not history in general, some key events that led to the canonisation and remembrance of various pieces of culture can be neglected. Despite this, the art historian is best placed to offer an insight into the processes that led to the creation of art, the materials that were available at the time and also what inspired a certain artist to create a certain piece. An art historian also can offer valuable insights into the creation and development of art movements, despite neglecting other events and cultural processes that were occurring at the time.

Anthropologist Approach
An anthropologist, particularly a social anthropologist, may consider cultural processes that led to artwork becoming canon. An anthropologist may also acknowledge colonial influences that affect culture and start to explore the whitewashing of culture and what leads to various pieces of art being remembered. By taking the focus away from the art itself and focusing on the context and history surrounding its creation and since, an anthropologist can offer a different perspective on the process of why collections become cultural canon as opposed to just focusing on the development of individual pieces.

Conclusion
Art historians are commonly considered to be the voice of authority when it comes to discussing artwork and the events surrounding their inception, and other disciplinary perspectives can be ignored and disregarded. Whilst the art historian is well positioned to analyse the processes, techniques and context behind pieces and movements, other historical processes that lead to the canonisation of certain work over others can be neglected. It is clear that by analysing the cultural canon, other perspectives are required, such as that of the anthropologist, economist and historian.

Power in the History of Cinematography
The issue of power in Cinematography began in its very onset, when video equipment was prohibitively expensive, and is therefore only accessible to those with the financial means, which led to a very upper class and masculine worldview in its early outputs. It gave rise to the propagandistic newsreels, which served to promote nationalistic sentiments and advance the ruling elite's agendas during the world wars; still others porn oriented toward men, as there seemed to be an appetite for it that is ripe for exploiting to reap financial gains.


text:
Talk:Adventist Youth Honors Answer Book/Vocational/Journalism

We are a student class science
Physics is more important subject in our life Saurabh Mishra kajaraghta (discuss • contribs) 10:38, 10 October 2019 (UTC)

Our interodection
We are join to general family. I am born in 29agaust in1999 in place Kakraghta bhopatpur Gonda up. We are studying in class B.sc. From A.N D.K.P.G. collage babhanan Gonda. Saurabh Mishra kajaraghta (discuss • contribs) 10:44, 10 October 2019 (UTC)

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


text:
Free Knowledge Culture Calendar/November 7

Today in 2013 Open-Source Lab by Joshua M. Pearce was published.


text:
Free Knowledge Culture Calendar/November 9

Today in 1984 the 1984 Hackers’ Conference started. It hosted influential discussions about the values of the hacker movement.


text:
Free Knowledge Culture Calendar/November 12

Today in 2005 TorrentFreak was launched.


text:
Free Knowledge Culture Calendar/November 13

Today in 1974 Karen Silkwood died when she tried to deliver proof of corporate practices at a Plutonium plant to the press.


text:
Free Knowledge Culture Calendar/November 15

Today in 2005 Apple released Darwin, the open-sourced core of its new line of Unix-like operating systems that are otherwise commercial and locked down, a controversial strategy later referred to as the open-core model.


text:
Free Knowledge Culture Calendar/November 19

Today in 1975 Bit blit was finished. It was first implemented by Dan Ingalls and Diana Merry at Xerox PARC. It is a foundation to modern graphical user interfaces.


text:
Free Knowledge Culture Calendar/November 21

Today in 1969 the first permanent ARPANET link was established. It was the first large-scale, general-purpose computer network that connected different kinds of computers. Other similar networks, including NPL, ALOHANET, HLN and CYCLADES, followed closely but were outrun by ARPAnet due to its massive funding.


text:
Free Knowledge Culture Calendar/December 1

 Today in 2001 the Free-Software law was enacted in Kerala, an Indian state with about 33 million people. This was followed by similar laws in Venezuela (2004, ~30 million), Ecuador (2008, 17 million), Peru (2005, ~33 million).


text:
Free Knowledge Culture Calendar/December 9

Today is Grace Hopper’s birthday. She worked on machine-independent programming using english words.


text:
Free Knowledge Culture Calendar/January 6

Today in 1838 the successful single-wire telegraph with binary digital coding by Morse and Vail was demonstrated, five years after the invention of electric telegraphy. While analog telecommunication technologies like earlier telephones are now considered the old thing, the first era of near-instantaneous telecommunication before that was digital. For most applications, this type of technology replaced horse-mounted couriers carrying inked paper back and forth.


text:
Wikijunior:Asia/Kyrgyzstan

Kyrgyzstan is a landlocked country that became independent with the collapse of the Soviet Union in 1991. The capital city of Kyrgyzstan is Bishkek. It is located in the northern part of the country, in the Chui Valley, and is the largest city in Kyrgyzstan. Bishkek became the capital of Kyrgyzstan in 1991, following the country's independence from the Soviet Union.

Kyrgyzstan flag is unique as the sun symbol with 40 golden sun with forty evenly spaced sun rays represents all the forty tribes which Manas united to fight the Mongols..

In the late 18th century, the Kokand Khanate, a Muslim state in Central Asia, began to expand its influence into the Kyrgyz regions. The Kokand Khanate was ruled by a dynasty of Uzbek rulers and was known for its military prowess and cultural achievements. In 1775, the Kokand Khanate conquered the Kyrgyz Khanate and incorporated it into its territory. However, the Kyrgyz people remained fiercely independent and continued to resist foreign rule. The Kyrgyz people were caught up in a power struggle between the Kokand Khanate and the Qing dynasty of China. The Kokand Khanate, which was expanding its influence in Central Asia, clashed with the Chinese over control of the Tarim Basin, a fertile region that lay on the border between China and Central Asia.

Where is Kyrgyzstan?
Due to the size of Kyrgyzstan country is small and it is also a landlocked country (meaning it does not located near the sea). It have many neighboring countries, for this case is 5 different countries. It is bordered by Kazakhstan on the northwest and north, by China on the east and southeast, and by Tajikistan on south and  Uzbekistan on the south west.

How many people live in Kyrgyzstan?
Based on national census conducted ion 2019, the population is estimated at 6.4 million people. The people of Kyrgyzstan identifies them self as Kyrgyz. They consists of 73% of the population. Uzbek consists of 15% of the population, Russians consists of 5% of the population and the minorities consists of 7% of the population.

What are the most common languages in Kyrgyzstan?
Kyrgyz is the most widely spoken by the majority of the population of Kyrgyzstan. The language is a Turkic language belonging to the Kipchak branch. It is an agglutinative language, which means that words are formed by combining different morphemes (meaningful units) together, such as affixes and suffixes, to create complex words. The language has a complex system of declension and conjugation, with six cases for nouns and six tenses for verbs.

Kyrgyz is written using the Cyrillic alphabet, which was introduced by the Soviet Union in 1941. Before that, the language was written using the Arabic script. In recent years, there has been a movement to switch back to the Latin alphabet, which was used briefly in the early 20th century, in order to promote closer ties with other Turkic-speaking countries.

What is the most common religion in Kyrgyzstan?
Sunni Muslims make up about 83% of the population of Kyrgyzstan, followed by Christians at 15%.2% of the population are Buddhist or Jewish.

What is the sport of Kyrgyzstan?
Kok Boru literally translated to Dead Goat Polo is national sport of Kyrgyzstan. The game is believed originated from men hunting down the grey wolves that were killing their herds in the mountains. They would kill the wolf and play with its carcass by trying to take it from each other on their way back to the village. The man who could throw the dead wolf into the elder’s yurt upon arrival, would be the winner and gain the respect of his peers.

Kok Boru is played by two teams with up to 10 players per team. The game begins with the goat carcass, being placed in the center of a large field. The goal is once player had pick up the goat carcass from the ground, they need to race it across the field as well as stayed away from opposing teams and toss it into the center of the kazan, a ring of tires functioning as a goal. Each team has their own kazan, one at either end of the field. Every time the carcass is thrown completely inside into the opposing team's kazan, the players team scores a point. The team with the most goals at the end of the game wins. The game is typically played in a timed format, with a set number of periods or a set time limit.

What are some important sites?
Tash Rabat - It is called Таш Рабат in the natives tongue. It is a well preserved historic stone caravanserai (roadside inn) that were used by merchants and their caravans on the ancient Silk Road to stop for the night or a few days to rest before continuing their journey. It is built from hefty stone forming a single structure that looks like a blend between a castle and a temple.

Burana Tower - It was built in the 11th century, and was once part of a flourishing Silk Road city called Balasaghunwhich was the capital of the Karakhanid Empire in the 9th century. Originally, the minaret stood at 45 m tall, but an earthquake in the 15th century destroyed the upper half of the tower, and it now tops out at 24m. The tower leans ever so slightly to one side like many monumental brick constructions from this era. The tower was restored in the early 20th century, and again in 1970, after locals stripped some of the bricks for use in their own construction projects.

title: Wikijunior:Asia/Kyrgyzstan


text:
User:LGreg/sandbox/Approaches to Knowledge (LG seminar)/Group 1/History/Joryuson

How and when did it emerge?
Started in 1843 - English Mathematician Ada Lovelace Modern computer science born in the 1940s - Alan Turing

Conflicting arguments

How is it studied?
A systematic study "What can be efficiently automated?

Process
 * 1) Theory
 * 2) Experimentation
 * 3) Design

How has it changed?
Digital computing was made possible with the transistor in the 1950s Computing was limited within the government until Steve Wozniak from Apple in 1976

Examples and non-examples
Examples: AI, Software, numerical, nonnumerical Non-examples: Electric engineering, Hardware

Citations:
http://denninginstitute.com/pjd/PUBS/ENC/cs99.pdf


text:
User:LGreg/sandbox/Approaches to Knowledge (LG seminar)/Group1/History/Jing & Joy

How and when did it emerge?
Computer science was first recorded in 1623, after the construction of the first mechanical calculator. Fifty years later, Leibniz revealed a digital mechanical calculator, thereby making him the first computer scientist, and information theorist. The field of computer science thus emerged.

How is it studied?
Nowadays, the basics of computer science are generally learned at school. Different domains within the field exist, such as theoretical computer science which includes data structures and algorithms, or computer systems, involving computer architecture and engineering.

Programming languages (eg. Python) can be taught in classes and can be taken as a subject during A Levels.

How has it changed?
Year after year, more powerful computer were developed, thus enabling more complex calculations. Mathematical calculations were the first duties of a computer, but as technology progressed, computation in general became the main field of study.


text:
User:LGreg/sandbox/Approaches to Knowledge (LG seminar)/Group 1/History/Ebani Janelle Pia

Ebani, Janelle, Pia

'

How and when did it emerge?
The history of medicine unveils how different societies have changed their outlook to illness and disease from ancient and renaissance medicine to modern medicine.

Although there are no reliable records, using plants for medicinal purposes (herbalism) began over 5000 years ago by the Sumerians in ancient Mesopotamia.

Imhotep is considered to be the 'father' of medicine - the first physician. Based in Ancient Egypt, some of his most notable work includes the development of medical texts regarding the treatment of wounds and injuries.

Modern medicine, or medicine as we know it, started to emerge after the Industrial Revolution in the 18th century. At this time, there was rapid growth in economic activity in Western Europe and the Americas.

How has it changed?
Medieval doctors did not have a clue what caused disease. Most doctors still believed the Greek theory from Galen, a doctor during the Roman Empire, that you became ill when the 'Four Humours' - phlegm, black bile, yellow bile, blood - became unbalanced. But they also blamed everything from the stars, to demons, to sin, to bad smells. They trusted supernatural ideas that included God, charms and luck, witchcraft or astrology.

Technological advancements brought about a better understanding of what caused disease. In 1864, Louis Pasteur proved that germs caused disease. Building on Pasteur’s work, other researchers, like Robert Koch, discovered the bacteria which caused other diseases. By 1900, scientists had discovered that viruses also caused diseases and malaria was carried by mosquitoes.

Presently, researchers will stop at nothing to find a proper cure for illnesses in our community, such as cancer and dementia. With this research, we can really increase the chances of saving more lives.

Challenges today
One is the upsurge of antibiotic resistance, partly in response to the overuse of antibiotics and also because pathogens, or germs, are adapting to resist them.

Another is the increase in pollution and environmental hazards.

While the 20th century saw a massive drop in fatalities from infection, future centuries could see that number rise again.


text:
User:LGreg/sandbox/Approaches to Knowledge (LG seminar)/Group 1/History/MinnieLola

How and when did it emerge?
The study of History of European Art began in the 3rd millenium BC, as a form of research into Paleolithic rock and cave painting. The discipline focuses its research into different time periods, including: Classical, Medieval, Renaissance and Modern. Art History is studied by looking in detail at the techniques, processes and materials of the artwork, as well as the subject that is depicted.

How has it changed?
A main conflict within the discipline is the idea that the proper technique used may not give the exact message of an artwork to the viewer. Indeed, some art historians say that History of Art is rather about the viewer's experience as opposed to the formal analysis.


text:
User:LGreg/sandbox/Approaches to Knowledge (LG seminar)/Group 1/History/Elina Louise Sibylle

How and when did it emerge ?
1800's, From an experiment in Germany by the physiologist Whilhem Wundt but in existed in early Greeks 1879 : first psychology lab was created

How is it studied?
Psychology is studied through scientific experiments and different methods ex: First experiment by Wundt : he assessed speed of thought by measuring how long it took subjects to make a judgment

Evolution :
Psychology was extended to law and industry by Hugo Münsterberg James McKeen Cattell adapted Francis Galton's methods to use it for his first program of mental behavior Today, psychology is more accepted and extended to different disciplines like economics and business

Nowadays, every college or university teaches various fields of Psychology.


text:
User:LGreg/sandbox/Approaches to Knowledge (LG seminar)/Group 2/History

This is the page for History.

History of Geography

History_of_Gastronomy

History of Democratic Politics

History of Young adult fiction

History of Education In Uganda


text:
User:LGreg/sandbox/Approaches to Knowledge (LG seminar)/Group 2/History/History of Democratic Politics/

Members : Louison, Kumayl, Qingyun Li, Joe

How and when did it emerge ?

The term "democracy" first appeared in ancient Greek political and philosophical thought in the city-state of Athens during classical antiquity. The word comes from demos, "common people" and kratos, "strength". Led by Cleisthenes, Athenians established what is generally held as the first democracy in 508–507 BC. Cleisthenes is referred to as "the father of Athenian democracy." Athenian democracy took the form of a direct democracy, and it had two distinguishing features: the random selection of ordinary citizens to fill the few existing government administrative and judicial offices, and a legislative assembly consisting of all Athenian citizens. (In the year 507 B.C., the Athenian leader Cleisthenes introduced a system of political reforms that he called demokratia, or “rule by the people.” ... Although this Athenian democracy would survive for only two centuries, Cleisthenes' invention was one of ancient Greece's most enduring contributions to the modern world.)

Examples of democratic politics

Examples of nations who govern democratically are fairly simple to find, and it is also quite clear when nations are under authoritarian rule. It is much harder to classify how democratic a nation is when they are led by a mixture of the two extremes.

The Democracy Index uses a 0-10 grading to rank countries on how democratic their political systems are.

Democratic Politics has an undeniably rich history which is notably increasingly intertwined with modern day politics. This is often recognised in the study of politics especially in university courses. Dr Tim Beasley Murray explores the history of democracy itself and analyses the texts of Plato, Aristotle and more in a bid to look deeper into the history of democratic politics and the crux of it all: Power and Participation. The key tool of modern day comparison gives a key insight into why this is studied and more importantly, the methodology in which it is done.

How has it changed ?

pro-democracy (tribalism) - Mesopotamia (primitive democracy) - Athens ('the birthplace of democracy') - 'The Rome Republic'

What is interesting is how democracy has lapsed in history i.e. in Italy, Russia and some even argue Germany. Even in North Korea today democracy has not prevailed. Whether history will repeat itself in this regard, is an interesting topic.

Another notable fact of the history of democratic politics is contextual democratic politics which will soon become history. Some policies are inherently good, but are marketed as such, to a cynical people who are far more believing of so called realistic goals, which may be democratic, but soon just become history e.g. Labour policies.


text:
User:LGreg/sandbox/Approaches to Knowledge (LG seminar)/Group 2/History/History of Gastronomy/

The history of the gastronomy evolves differently depending on the country.

How and when did it emerge?
The term was first used in a French poem by Joseph Berchoux in 1801 titled "Gastronomie". The French origins of gastronomy have resulted in many gastronomical terms deriving from French.

How is it studied?
Gastronomy is studied with practice; by trying different kinds of foods from different countries and cultures, then categorising them. The field involves the study of cooking techniques, food science, palatability, nutritional facts.


text:
User:LGreg/sandbox/Approaches to Knowledge (LG seminar)/Group 2/History/History of Geography/

GROUP MEMBERS: Becca, Esther, Katie

Geography has emerged as an academic university discipline in 1904, but the roots can be traced back to the ancient Greeks as they tried to comprehend the world through writings and maps. This can be seen through the word itself, with “geo” meaningful “earth” and “graphy” meaning to write (“What is Geography?”, National Geographic). Due to the nature of Geography, geography can be traced back to times such as the Islamic Golden Age and explorers. This was done through the creation of maps and the study of said maps in order for past communities to navigate and understand their surrounding environment.

How has geography changed as a discipline?

From its conception, geography started out with a focus on physical spaces and location, exemplified by the mapping out the Earth to demonstrate spatial separations between nations. In the late 19th century the discipline shifted from solely being concerned with space and started to explore human interactions with this environment. Then in the 20th century the inter-relationships between humans and their environment were furthered with Ellen Semple's idea that the "environment apparently controls human behaviour".

How is it studied?

The methods of studying physical geography have evolved since 1970, it engages with other scientific disciplines, such as physics, chemistry and biology for understanding the physical matter and processes along with mathematical methods for their analysis. Later, with the further development in technology and laboratory measurement and data analysis, the study of geography has become even more technically sophisticated and s depended almost entirely on such skills.

The future of geography and the Anthropocene period

According to the National Geographic Organization, the Anthropocene period is an unofficial epoch “used to describe the most recent period in Earth’s history when human activity started to have a significant impact on the planet’s climate and ecosystems”. In other words, it is the most recent epoch in which ‘humanity’ or economic growth or capitalism has an noticeable impact on the earth system. The rise of the temperatures, the ocean acidification, species extinction, depletion of fossil fuel, plastic pollution - all these catastrophes are damaging the earth and as the same time are affecting the evolution of geography. This controversial concept of “Anthropocene” epoch has been introduced in an article from the IGBP by the two laureates Paul Crutzen and Eugene F. Stoermer in 2000.


text:
User:SophieKoe/sandbox

History of Disciplines: Consciousness studies as merging Philosophy and Neurosciences
The Study of Consciousness demonstrates well how different disciplines, with diverging methodological approaches, can work together to arrive at new insights. Consciousness studies is a domain of study that lies at the intersection between Philosophy and Neuroscience. It entails investigating subjective experience, referred to as qualia, and includes any experience from emotion to thought to attention and more. Until the date the question what Consciousness consists of, and how it can be defined is still unresolved. However, there are many theories about the nature of Consciousness. The two main strands, which both include a significant number of subtheories about the mind, are Materialism and Dualism.

Materialism holds that Cosnciousness is ultimately reducible to matter. That is to say that cognition, or mental states, are identical to the neural activity in the brain. It is, thus, the biological makeup that gives rise to conscious subjective experience. By contrast, Dualsim argues that the mind is irreducible to the brain, or any physical matter. Maybe the most well-known dualistic view is Descartes' Interactionist Dualism. It argues that mind and body are two fundamentally different entities that are independent of each other but interact. The nature of the body is to be extended in space and is material. The mind, however, is not material, not extended in space and its nature is to think.

Neuroscience and Philosophy as disciplines
Neuroscience, on the one hand, is concerned with the Nervous System and covers the biological basis of cognition and behavior. It is a Natural Science that relies on rigurous scientific inquiry. As such it usually applies quantitative methodologies and often uses randomized contol trials. Good research output thereby depends on validity, reliability, and replicability. Philosophy, on the other hand, is - broadly speaking - interested in understanding the nature of the world and existence itself. Its methodological approaches differ greatly from those applied in the Neurosciences, as Philosophy uses mainly logic and reason to arrive at conslusions about an inquiry.

Interdisciplinary approach to Consciousness
With Philosphers and Neuroscientists still debating the nature of Consiocusness and approaching it with very divergent methods, David Chalmer, a philosopher and Neuroscientist, illustrates how approaches from both disciplines can be integrated to provide a (more) unified theory of Consciosness. Such a theory uses both third-person data and first-person data - the former being traditionally used in the Neurosciences and the latter being an essential tool within Philosophy.

Third-person data refers to information that is accessible to someone else than just the person experiencing a specific event. It is independently measurable and as such includes behavior, language, or brain processes. First-person data, in contrast, refers to subjective conscious experience. As such it is only accessible to the person having this experience and it is the central data that the Science of Consciousness is interested in.

Chalmer argues that in order to fully understand Consciousness, it is necessary to connect first-person data and third-person data and to therewith find the Neural Correlates (the brain states correlating to subjective experience) of Consciousness. However, connecting first-person data with third-person data only works through interpretation. Chalmer, thus, proposes bridging principles that are determined pre-experimentally and those include (but are not limited to) verbal report, and goal-directed behaviour: He argues that Consciousness can be inferred by a person verbally reporting a certain subjective experience, or by someone performing a specific action in response to a certain event (goal-directed). Thus, the third-person data (language, brain states, etc.) combined with the bridging principles enables researchers to make inferences about Consciousness and indeed research shows that such a combination of approaches can be fruitful: For instance, researchers were able to determine cosnciousness in vegetative patients by combining goal-directed behavior, verbal report and brain activity measurements. This illustrates that explicitely stating the philosophical assumptions underlying conscious experience (e.g. by inferring consciousness through subjective verbal reports) and combining these types of data gathering with neuroscientific methods (e.g. analyzing brain activity) is a promising way of two very different academic disciplines to work hand in hand. Iterdisciplinary approaches seem, thus, to be able to generate new knowledge and to make progress in solving problems that are difficult to tackle when disciplines work in isolation.

title: User:SophieKoe/sandbox


text:
User talk:Knowers

=Screen time and always-on= In this era of information explosion and mobile Internet, long screen usage time and always-on online lifestyle have become the characteristics of modern people's life. No need to go to Internet cafes or use broadband Internet access in front of computers, people can now link to the Internet almost 24 hours a day. Smartphones and tablets make it possible for humans to stay online forever. In my own case, I spent about 20 hours on the computer screen last weekend (from 5 pm on Friday to 9 am on Monday). These usage times are scattered throughout my awake time. These usage times can be divided into two categories based on devices: smartphones and laptops. Among them, I spent about two-thirds of the time on the mobile side. We didn't include TV screens into our categories.Because TV is not connected to the Internet, it is not part of the Internet discussion. Different devices will bring people a completely different Internet experience. Compared with PC, we can freely communicate with others through the Internet, regardless of the occasion. This connection blurs the boundaries between virtual and reality to some extent.In the early days of the Internet (from the 1990s to 2010), only Internet geeks were addicted to the discussion and exploration of virtual communities. But now, everyone can do it. Increasing of people hope to establish new relationships through social media, and expect this relationship to be reflected in reality. People spend more screen time paying attention to others or specific events. This concern further deepens the user’s permanent online trend.

On today's Internet, information search has become an open process of continuous trial and error. The complex information context and constantly updated knowledge system in the post-truth era continue to extend our online time. Meanwhile, whether it's Wikipedia's associated page or smart push of social media, it's inducing us to immerse ourselves in the Internet more deeply. Compared to the early days of the Internet, we lived in an era of information explosion. All information in this era is within reach of the Internet. Many people are addicted to the ocean of information, especially the topics of interest to them. It’s like a child who likes sweets and lacks self-control ability to walk into a candy store alone. Our virtual community is full of too many addicts. This addiction to information often manifests as mild or severe symptoms such as social media dependence, procrastination, etc. In order to cope with this negative impact, we should keep a clear understanding of the state of always online. That is, we should be the master of technology and not a slave. We should base ourselves on real needs and relationships when using any web platform. We need to learn to balance the real world with the virtual world, so that we won't get lost in the ocean of information and find a path to a better reality.Knowers (talk) 10:27, 11 October 2019 (UTC)

Reference List
1. https://www.youtube.com/watch?v=qu7ZpWecIS8, TED:How cognitive surplus will change the world

2. Boyd, danah (2012) ‘Participating in the Always-On Culture’ in Mandiberg (ed.) The Social Media Reader. pp. 71-76

Instructor Feedback on Wiki Exercise 1

 * Posts of this standard roughly correspond to the following grade descriptor. Depending on where your actual mark is in relation to the making criteria as outlined in the relevant documentation, it should give you an idea of strengths and weaknesses within the achieved grade band overall:

Pass . Among other things, pass entries may try to relate an idea from the module to an original example, but might not be very convincing. They may waste space on synopsis or description, rather than making a point. They may have spelling or grammatical errors and typos. They might not demonstrate more than a single quick pass at the assignment, informed only by lecture and/or cursory reading. They may suggest reading but not thinking (or indeed the reverse). The wiki markup formatting will need some work.

 * Although this work is at the upper end of this particular grade band, improvement will go a long way to attaining a higher mark. I think in order to engage with the wiki exercises a bit more, it might be useful for you to take a closer look at the assessment brief to get more of an idea of how to hit those targets.

 * Making more use of the wiki functionality and markup would have gone a long way to improving fluidity and functionality of posts. At the moment, there formatting of the text is rather “blocky” (i.e. in rather lengthy chunks). I suspect that, as you become more familiar and proficient with the platform and markup techniques, you will start to find a more aesthetic, user-friendly approach, which will improve things.

Detail:
 * Although fairly well written generally, you need to support your claims through secondary reading (i.e. further reading,). There is some evidence of this here, but really at this level, there should be a much more systematic approach to reading and research, from note-making right through to applying the ideas you encounter in your studies to support your arguments. In subsequent work, please bear this in mind, as it will lead to an improvement.
 * Also, be very careful about how the phrase “addiction” is used here. Although there is evidence to suggest addictive aspects of web activity from social psychology and from behavioural science (around, for example, gaming, and online gambling) there are lots of sources from cultural theory that problematize this notion. In addition, on this module we are much more interested in the cultural experience of connectivity, and so perhaps shifting the focus towards the participatory aspects of these issues might be worthwhile.

General:
 * 'Reading and research': evidence of critical engagement with set materials; evidence of independent reading of appropriate academic and peer-reviewed material. Marginal.
 * 'Argument and analysis': well-articulated and well-supported argument; evidence of critical thinking (through taking a position in relation to key ideas from the module, and supporting this position); evidence of relational thinking (through making connections between key ideas from the module and wider literature, and supporting these connections); evidence of independent critical ability. Marginal.
 * 'Presentation': good use of wiki markup and organisational skills. Merit.

GregXenon01 (discuss • contribs) 12:04, 30 October 2019 (UTC)

=Annotated Bibliography Exercise= Reich, S. M. (2010). Adolescents' sense of community on myspace and Facebook: a mixed‐methods approach. Journal of community psychology, 38(6), 688-705.

In this article, Reich explored the community awareness of young users on MySpace and FaceBook by using focus group and online surveys. The researchers found that teens' use of social networks was more likely to be individualistic than to have a sense of community. The author invites college students and high school students to use semi-structured discussion methods to investigate their reasons, experiences, feelings and social relationships for using online communities. In addition, the researchers conducted the same survey among adolescent social media users by online surveys. The researchers investigated adolescent users' sense of belonging to online communities, emotional security, personal participation, and identification. This research is very helpful to my research. It provides representative examples of psychological attributes of young users of social media. Considering that the majority of Chinese social media users are teenagers, the conclusions of this paper also apply to Chinese social media users. The main limitation of this paper is that the psychological feeling of community is not the main purpose of the survey data, and the survey indicators adopted cannot be directly used to measure. In addition, the study did not look at social media groups and was limited to individual users. Finally, the research was limited to Latino users, which may affect the applicability of the results. Thus, the authors argue that researchers should be careful to use the concept of "community" to describe the functioning of social media platforms, because studies show that adolescents see social media as a way to connect with others, not as a community. This study will support my research and serve as the basis for hypotheses about social media user behavior. Knowers (discuss • contribs) 18:10, 28 November 2019 (UTC)

=Social Movement Case Study=

 Brexit and Social media

In recent years, the global social movement is being profoundly changed by the continuous development of social media networks. From the Arab Spring to Trump's rise, social media has become an integral part of various political and social movements. This article will take the 2016 Brexit referendum as an example to discuss the influence of social media on social movements.

According to Goodwin & Jasper (2014), social movements are regarded as organized, continuous and non-institutionalized challenges to the government, rulers, cultural beliefs and other organizations or individuals. Social media is regarded as a technology that can promote "liberalization", a powerful tool for communication, participation and mobilization, and can promote political change and renewal. However, social media has also reshaped the way we get information and form opinions. In 2016, focusing on the topic of "Brexit", the two camps of the referendum launched a debate and publicity war on British social media. This paper takes Twitter as examples to analyze the social media activities of British users before the Brexit referendum.

Taking Twitter as an example, Hänska & Bauchowit (2017) used Twitter content of supporters from the two camps a month before the referendum to draw a map of the "Brexit" of Twitter. They have collected more than 7.5 million tweets related to Britain's withdrawal from the EU. They found the following facts: First, Twitter users who support leaving the EU are more numerous than those who support staying in Europe, while Eurosceptic users are usually more active than those who support staying in Europe. The ratio of support for users in Europe and Brexit is 1.75 to 2.3. Other public opinion studies on Brexit (Google search trends, Instagram posts and Facebook) have revealed the similar trend.

Secondly, the political inclination of Twitter users is related to the political inclination of their region. However, this does not mean that the referendum can be predicted through Twitter activities. This is because the study found that the user gap between the two camps on Twitter is much larger than the difference in actual public voting.

Thirdly, users who support Brexit are more inclined to interact with people with the same political orientation, which has obvious "echo chamber" effect among Brexit users. In the "echo room", the user's personal point of view is strengthened under the influence of repeated single point of view information, and he actively avoids the opposite point of view. In contrast, users who support staying in Europe are much more open in discussions. specifically, 83% of Brexit supporters ’interactions were with other Brexit supporters; in contrast, the number of users who support staying in the EU dropped to 46%. Support for Europeans 49%, 39% and 50% of the time to reply, repost or quote Twitter comments from Brexit users. In comparison, Brexit supporters have responded, forwarded or quoted opposition tweets in 19%, 8% and 11% of the time. The same thing happened on Facebook. Del Vicario et al. performed a quantitative analysis of a sample of 5,000 posts about Brexit on 38 pages linked to the official British news source on Facebook. They proved that there is a clear separation between Facebook users of different perspectives, and that this separation is determined by personal preference and presentation. This means forming different "echo chambers" around different perspectives. Moreover, research has shown that the more obvious the normal differences of opinion are, the greater the differences in opinions between different "echo chambers".

In addition, in terms of interaction with the media, Brexit supporters tend to access media that shares their views, such as the Express, the Daily Mail, and Breitbart. Comparatively, Supporters of staying in Europe are willing to forward news from more neutral media, such as the Guardian, BBC, Independent, rather than media that support staying in Europe, such as the Mirror, Financial Times, and the Economist. In general, the most frequently linked domain names are Guardian, YouTube, BBC and the Express. YouTube became the second largest media source, reflecting the importance of online video in promotional activities. The most popular video that supporting Europe is a clip of John Oliver's comedy-news show in “Last Week Tonight”. In comparison, all Brexit videos are less popular than this one. Famous Brexit videos are 'Brexit the Movie' and other clips, especially clips made by Toby Young and Joseph Watson.

In conclusion, compared to supporting users who stay in the EU, Brexit supporters are more active on Twitter. There are multiple explanations for this phenomenon. First, Brexit slogans (like 'vote Leave', 'take control', or even 'Brexit') are more suitable for spreading on platforms like Twitter. Furthermore, media reports on the referendum also support Britain's departure from the European Union. In terms of circulation, 82% of newspaper articles before the referendum supported leaving the EU. From this point of view, the political tendency of Twitter reflects the political trend of offline media to a certain extent. Although the debate on Brexit and the political movement on Twitter to some extent reflect a change in actual public opinion, we still need to pay attention to the characteristics of social media itself. Researches show that there is a clear “echo chamber” effect among the user groups that support Brexit on social media. This reminds us that social media is a powerful public opinion amplifier for political and social movements. A considerable number of users are not thinking about problems but seeking approval on social media. Furthermore, this identity is also easily reinforced by the presence of like-minded people. Considering the development trend of social media, it is reasonable to believe that its own characteristics will profoundly affect the development of human politics in the future. Knowers (discuss • contribs) 02:41, 29 November 2019 (UTC)

=Collaborative Essay Critical Evaluation= Wikibook is a tool that allows users to complete book writing by collaboratively editing web pages. Everyone is free to write on the Wikibook and discuss the work with other users through the Discussion page. All updates and modifications are visible on Wikibooks and are open to everyone. This means that the writing process is transparent, and everyone can communicate with the author. I think the open nature of the Wiki platform itself can be applied to social science research across regions or countries, especially in sociology, folklore, and anthropology. Considering the difficulty of remote field trips, researchers everywhere can choose the wiki platform as a platform for their academic exchanges and study records. In addition, the ease of editing of the Wiki platform makes it a record platform for “ethnographic” research. Wikibooks (and other Wiki sites) encourage users to write and interact with web pages centered on knowledge or opinions."neutral point of view" (NPOV) and good faith are principles of communication in the Wiki community. This principle requires that wiki users must respect each other and use rational language to communicate rationally. According to the NPOV principles, the main purpose of the Wiki community is not to debate opinions, but to require users to focus on providing their own resources and expressing their opinions. All discussions on the topic should be held in the "discussion" edition and should not appear in articles on the web. The Wiki community tends to present all opinions and reasons neutrally, and judges themselves. In this process, communication between users is centered on common interests and creative enthusiasm, contributing their labor and resources to the community. Wiki is a community of knowledge sharing. All pages are written by users and shared with everyone. This is a useful attempt to the knowledge sharing model.

For the first time in this semester, I tried to write a team and my own research using Wiki tools. This was a beneficial learning process for me and gave me a deep understanding of the features of the Wiki platform and the spirit of the community. During the writing process, our team encountered some difficulties and differences. The discussion page is a great communication tool for everyone on the team to post ideas, share resources, and ask for help.Our Collaborative Essay theme is Offence and Antisocial Communications. We explore the three types of harmful behaviors of the Internet in this article, explain their manifestations and harmfulness, and explore possible solutions. This writing assignment gave me a comprehensive understanding of the harmful activities in the Internet community. We explored how criminals use Internet vulnerabilities to engage in illegal activities and antisocial communication. Through my research on criminal activities, I deepened my understanding of the information behavior of social media users and features of social media platform. In this process of writing，I would thank for my companions, Emily and Lily, for adding a lot of new ideas to my writing. Finally, I would also like to thank Dr. Greg for his guidance and the very useful reference books he has recommended. Knowers (discuss • contribs) 18:50, 29 November 2019 (UTC)

=Reference List=

INSTRUCTOR FEEDBACK: ESSAY DISCUSSION PAGE
Students should be engaging at least once a day, for the duration of the project. The following points illustrate how this engagement was evaluated.

Evidence from contribs to both editing and discussion of content (i.e. volume and breadth of editorial activity as evidenced through ‘contribs’). These are primarily considered for quality rather than quantity, but as a broad guideline:
 * Each item on a contribs list that are 1000+ characters are deemed “substantial”: none
 * Items on a contribs list that are <1000 characters are important, and are considered in the round when evaluating contribs as a whole because of their aggregate value: there are a number of these, but certainly not for the duration of the project, and not near the level, advised in the wikilabs.
 * It is expected that you will make at least one contrib per day, for the duration of the project: see above, this would have been greatly improved by following the advice in labs and in the assessment brief

GregXenon01 (discuss • contribs) 13:10, 19 December 2019 (UTC)

Instructor Feedback on Wiki Exercise Portfolio
Posts of this standard roughly correspond to the following grade descriptor. Depending on where your actual mark is in relation to the making criteria as outlined in the relevant documentation, it should give you an idea of strengths and weaknesses within the achieved grade band overall:

 * Merit. Among other things, merit entries will make a clear point in a clear way. They will relate concepts to original examples in a straightforward fashion. They will make effective use of the possibilities of the form (including links, as well as perhaps copyright-free videos and images, linked to from Wiki Commons). They may also demonstrate a broader understanding of the module's themes and concerns, and are likely to show evidence of reading and thinking about the subject material. The wiki markup formatting will be very clear.

 * Making more use of the wiki functionality and markup would have gone a long way to improving fluidity and functionality of posts. I suspect that, if you become more familiar and proficient with the platform, that this will make a considerable difference. As it stands, there is a some really critically engaged work in here, and you have thought of the implications of your argument, communicating fairly effectively, your ideas in response to the various wiki exercise briefs. Good stuff!

General: In addition to the common marking scheme, there are three broad criteria widely employed in the Division, which are used to help assessors evaluate your work in a more general sense:

Reading and research: is there evidence of critical engagement with set materials?; is there evidence of independent reading of appropriate academic and peer-reviewed material? For this element, your work has been evaluated as: Merit

Argument and analysis: Is argument well-articulated and well-supported?; is there evidence of critical thinking (through taking a position in relation to key ideas from the module, and supporting this position)?; is there evidence of relational thinking (through making connections between key ideas from the module and wider literature, and supporting these connections)?; is there evidence of independent critical ability? For this element, your work has been evaluated: Merit

Presentation: academic writing style and structure, and organisational skills For this element, your work has been evaluated as: Merit

GregXenon01 (discuss • contribs) 13:38, 19 December 2019 (UTC)

title: User talk:Knowers


text:
User:EKappeler/sandbox

This is Elisabeth Kappeler's user sandbox.

title: User:EKappeler/sandbox


text:
MediaWiki:Common.js/w/Wikibooks:Dialog/diagnostic panel

/* For. See Special:WhatLinksHere/. */

function panelVersion { return '0.9 (2019-10-11)'; }

var modeSelectRegion = { // setup // expertFlag // simpleOnly // expertOnly // handleComplicateButton // handleSimplifyButton };

var idSelectRegion = { // setup // handleMenuChange // handleExamineButton };

var basicDataRegion = { // setup // handleShowButton // handleWriteButton };

var detailedDataRegion = { // collect };

function safeHtml(s) { return s.replace(/\/g,'>'); };

detailedDataRegion.collect = function (buildEntry) { //   // assemble a string describing all the detailed data, // by calling buildEntry with info about each datum //   var id = $('.wikidialog-panel-data-id').text; var s = ''; $('.wikidialog-panel-check-param').each(function {        var param = $(this);        if (param[0].checked) {            var n = param.attr('id').substring(9);            var v = sessionStorage['wikidialog:' + id + ':in:' + n];            s += buildEntry('incoming', n, v);        }    }); $('.wikidialog-panel-check-field').each(function {        var save = $(this);        if (save[0].checked) {            var n = save.attr('id').substring(8);            var v = sessionStorage['wikidialog:' + id + ':sv:wikidialog-' + n];            s += buildEntry('field', n, v);        }    }); $('.wikidialog-panel-rbparam').each(function {        var rollback = $(this);        if (rollback[0].checked) {            var n = rollback.attr('id').substring(12);            var v = sessionStorage['wikidialog:' + id + ':rb-in:' + n];            s += buildEntry('rollback incoming', n, v);        }    }); $('.wikidialog-panel-check-rbfield').each(function {        var saverb = $(this);        if (saverb[0].checked) {            var n = saverb.attr('id').substring(11);            var v = sessionStorage['wikidialog:' + id + ':sv-rb:wikidialog-' + n];            s += buildEntry('rollback field', n, v);        }    }); return s; }

basicDataRegion.handleShowButton = function (event) { $('.wikidialog-panel-region-detail').replaceWith(function {        return ' ' +            detailedDataRegion.collect(function (c, n, v) { return ' ' + c + ' ' + n + (v ? (': " "')                       : ' null'); }) + ' ';   }); }

basicDataRegion.handleWriteButton = function (event) { function stepFour(header, add, pageName, existing) { //       // check for duplication //       if (existing) { if (existing.indexOf(add) >= 0) { alert('The data to be written appears to be\nalready present on your user talk page'); return; }       }        //        // confirm //       if (! confirm('Save dialog data to user talk page?')) return; //       // save to page //       var apidata = { format:       'json', action:      'edit', text:        (header + '\n' + add), title:       pageName, section:     'new', sectiontitle: 'Dialog data (saved via diagnostic panel)', summary:     '/* Dialog data (saved via diagnostic panel) */ new section', };       apidata.token = mw.user.tokens.get('csrfToken'); // always the last field added $.ajax({           type: 'POST',            url:  mw.util.wikiScript('api'),            data: apidata,            datatype: 'json'        }).done(function(data) {            if (data && data.edit && data.edit.result && (data.edit.result == 'Success'))                alert('Dialog data saved');            else if (data && data.error)                alert('Dialog data save error ' + data.error.code);            else                alert('Dialog data save unknown error');        }).fail(function  {            alert('Dialog data save misfired');        }); }   function stepThree(header, add, pageName) { //       // check status of talk page //       $.getJSON(            mw.util.wikiScript('api'),            {                format: 'json',                action: 'query',                prop:   'revisions',                rvprop: 'content',                rvlimit: 1,                titles:  pageName,            }        ).done(function(data) {            var error = ;            var existing = ;            if (! (data.query && data.query.pages)) {               error = 'page query misfired';            }            else for (var p in data.query.pages) {                if ('invalid' in data.query.pages[p]){                    error = 'page name invalid';                } else if ('missing' in data.query.pages[p]) {                    stepFour(header, add, pageName);                    return;                } else {                    if (data.query.pages[p].revisions && data.query.pages[p].revisions[0] && data.query.pages[p].revisions[0]['*'] ) {                       stepFour(header, add, pageName, data.query.pages[p].revisions[0]['*']);                        return;                    }                    else error = 'page query misfired';                }            }            alert('encountered an error while preparing to write data\n    ' + error);        }).fail(function  {            alert('encountered an error while preparing to write data:\n    page query misfired');        }); }   function stepTwo(header, add) { //       // work out page to write to        // var userName = mw.config.get('wgUserName'); if (! userName) { // should prevent the button from being created, but check here anyway alert('You have to be logged in to write the data'); return; }       var pageName = 'User talk:' + userName; stepThree(header, add, pageName); }   function stepOne { //       // what to write //       var id = $('.wikidialog-panel-data-id').text; var header = sessionStorage['wikidialog:' + id + ':incoming']; if (header) { header = 'page address .'; } else { header = 'no page address.'; }       header = 'ID ' + id + ', ' + header; var add = detailedDataRegion.collect(function (c, n, v) {           return ('\n\n\n' + c + ' ' + n + (v ? (':\n\n' + v)                  : ' null'));        }); if (! add) { alert('There appears to be nothing to write.'); return; }       stepTwo(header, add); }   stepOne; }

basicDataRegion.setup = function (id) { $('.wikidialog-panel-region-basic').replaceWith(function {        var s = '';        //        // stuff for expert mode        //        var incoming = sessionStorage['wikidialog:' + id + ':incoming'];        if (incoming) {            s += 'Page address for this ID: ' + safeHtml(incoming);        } else {            s += 'Warning: No page address for this ID.';        }        //        s += ' Incoming request ';        var origin = sessionStorage['wikidialog:' + id + ':origin'];        if (origin) {            s += 'authenticated from: ' + safeHtml(origin);            var proxy = sessionStorage['wikidialog:' + id + ':proxy'];            if (proxy) {                s += '                ' +                          '                ' +                          '                 via proxy: ' + safeHtml(proxy);            }        } else {            var unauth = sessionStorage['wikidialog:' + id + ':unauth']; if (unauth) { s += 'raw from: ' + safeHtml(sessionStorage['wikidialog:' + id + ':unauth']); } else { s += 'not found.'; }       }        //        var prevurl = sessionStorage['wikidialog:' + id + ':prevurl']; var dravail = sessionStorage['wikidialog:' + id + ':rb-available']; if (prevurl) { s += ' Simple rollback available, to: ' + prevurl; } else if (dravail) { s += ' Delegating rollback available.'; var drincoming = sessionStorage['wikidialog:' + id + ':rb-incoming']; if (drincoming) { s += '   restore incoming: ' + drincoming; } else { s += "   no incoming to restore (something's wrong)."; }           var drunauth = sessionStorage['wikidialog:' + id + ':rb-unauth']; if (drunauth) { s += '   restore unauthorized-origin: ' + drunauth; } else { s += '   null unauthorized-origin.'; }           var drorigin = sessionStorage['wikidialog:' + id + ':rb-origin']; if (drorigin) { s += '   restore authorized-origin: ' + drorigin; } else { s += '   null authorized-origin.'; }           var drproxy = sessionStorage['wikidialog:' + id + ':rb-proxy']; if (drproxy) { s += '   restpre authorized-proxy: ' + drproxy; } else { s += '   null authorized-proxy.'; }       } else { s += ' Rollback unavailable.'; }       //        var notes = sessionStorage['wikidialog:' + id + ':notes']; if (notes) { s += ' Dialog notes for this ID: ' + notes + ' '; } else { s += ' No dialog notes for this ID. ';       }        //        // all modes //       s = ' Data for dialog ID ' + id + ' : ' + modeSelectRegion.expertOnly(s); //       var params = sessionStorage['wikidialog:' + id + ':params']; if (params) { s += 'Incoming parameters to this ID: '; params = params.split(','); for (var k=0; (k < params.length); k += 1) if (params[k]) { s += '   ' + params[k]; }       } else { s += 'No incoming parameters to this ID.'; }       //        s += ' '; var saves = sessionStorage['wikidialog:' + id + ':saves']; if (saves) { s += 'Saved fields for this ID: '; saves = saves.split(','); for (var k=0; (k < saves.length); k += 1) if (saves[k]) { saves[k] = saves[k].substring(11); s += '   ' + saves[k]; }       } else { s += 'No saved fields for this ID.'; }       //        if ((! prevurl) && dravail) { s += ' '; var dradded = sessionStorage['wikidialog:' + id + ':rb-added']; if (dradded) { s += 'Added parameters to remove on rollback for this ID:   ' + dradded; } else { s += 'No added parameters to remove on rollback for this ID.'; }           s += ' '; var drchanged = sessionStorage['wikidialog:' + id + ':rb-changed']; if (drchanged) { s += 'Changed parameters to restore on rollback for this ID: '; drchanged = drchanged.split(','); for (var k=0; (k < drchanged.length); k += 1) if (drchanged[k]) { s += '   ' + drchanged[k]; }           } else { s += 'No changed parameters to restore on rollback for this ID.'; }           s += ' '; var drsaves = sessionStorage['wikidialog:' + id + ':saves-rb']; if (drsaves) { s += 'Saved fields to restore on rollback for this ID: '; drsaves = drsaves.split(','); for (var k=0; (k < drsaves.length); k += 1) if (drsaves[k]) { drsaves[k] = drsaves[k].substring(11); s += '   ' + drsaves[k]; }           } else { s += 'No saved fields to restore on rollback for this ID.'; }       }        //        s += '   '; if (mw.config.get('wgUserName')) { s += ' '; }       s += ' '; //       s += ' '; return s;   });    $('.wikidialog-panel-check-param').replaceWith(function  { var i = $(this).attr('id'); return $(document.createElement('input')).attr('type','checkbox').addClass('wikidialog-panel-check-param').attr('id',i); });   $('.wikidialog-panel-check-field').replaceWith(function  { var i = $(this).attr('id'); return $(document.createElement('input')).attr('type','checkbox').addClass('wikidialog-panel-check-field').attr('id',i).attr('checked','yes'); });   $('.wikidialog-panel-rbparam').replaceWith(function  { var i = $(this).attr('id'); return $(document.createElement('input')).attr('type','checkbox').addClass('wikidialog-panel-rbparam').attr('id',i); });   $('.wikidialog-panel-check-rbfield').replaceWith(function  { var i = $(this).attr('id'); return $(document.createElement('input')).attr('type','checkbox').addClass('wikidialog-panel-check-rbfield').attr('id',i); });   $('.wikidialog-panel-button-show').replaceWith(function  { return $(document.createElement('input')).attr('type','button').addClass('wikidialog-panel-button-show') .val('show').attr('title','show selected values for this ID').click(basicDataRegion.handleShowButton); });   $('.wikidialog-panel-button-write').replaceWith(function  { return $(document.createElement('input')).attr('type','button').addClass('wikidialog-panel-button-write') .val('write').attr('title','write selected values for this ID').click(basicDataRegion.handleWriteButton); }); }

idSelectRegion.handleExamineButton = function (event) { var id = $.trim($('.wikidialog-panel-input-id').val); if (id != id.match(/\d+/)) { alert('Not a valid ID (must be one or more digits): ' + safeHtml(id)); return; }   basicDataRegion.setup(id); }

idSelectRegion.handleMenuChange = function (event) { var select = event.target; if (select.selectedIndex < 0) return; $('.wikidialog-panel-input-id').val(select.options[select.selectedIndex].value); }

idSelectRegion.setup = function { // assumes sessionStorage is available //   // prepare content for page //   $('.wikidialog-panel-region-selectid').replaceWith(      ' ' +      modeSelectRegion.expertOnly( (sessionStorage.wikidialogSequenceBound        ? ('Action-sequence in progress; bound = ' + sessionStorage.wikidialogSequenceBound + '. ')        : 'No action-sequence in progress. ')) +      modeSelectRegion.expertOnly( (sessionStorage.wikidialogNextID        ? ('Unused dialog ID available for next use: ' + (Number(sessionStorage.wikidialogNextID) - 1))         : 'No record of a dialog ID available for next use.') + ' ') +     (sessionStorage.wikidialogActiveList ? (modeSelectRegion.simpleOnly('Dialog states available for examination, listed by state ID from') +         modeSelectRegion.expertOnly('Dialog IDs now listed as in use,') +          ' most recent to least recent: ' +          sessionStorage.wikidialogActiveList +          modeSelectRegion.simpleOnly((function  {                  var active = sessionStorage.wikidialogActiveList;                  active = active.split(',');                  var stack = sessionStorage.wikidialogStack;                  stack = (stack ? stack.split('&') : []);                 var result = ;                  for (var j = (stack.length - 2); (j >= 0); j -= 2) {                      for (var k = (active.length - 1); (k >= 0); k--)                          if (stack[j] == active[k]) {                              stack[j] = ;                              break;                          }                      if (stack[j]) { result += ',' + stack[j]; }                  }                  return result;              })) +          modeSelectRegion.expertOnly('; ' + (sessionStorage.wikidialogStack              ? (function  { var stack = sessionStorage.wikidialogStack; stack = stack.split('&'); var result = ''; for (var j = (stack.length - 2); (j >= 0); j -= 2) { result += (result ? (',' + stack[j]) : stack[j]); }                    return 'stack, top to bottom: ' + result; })              : 'no stack')) +          '. Select an active ID: ' +          modeSelectRegion.expertOnly(' or')) : modeSelectRegion.simpleOnly(sessionStorage.wikidialogStack          ? ("Dialog states available for examination, listed by state ID from most recent to least recent: " + (function {                   var stack = sessionStorage.wikidialogStack;                   stack = stack.split('&');                   var result = '';                   for (var j = (stack.length - 2); (j >= 0); j -= 2) {                       result += (result ? (',' + stack[j]) : stack[j]);                  }                   return result + '.';               }))           : "No dialog states available for examination.") + modeSelectRegion.expertOnly("No dialog IDs listed as in use; " +          (sessionStorage.wikidialogStack ? (function {                   var stack = sessionStorage.wikidialogStack;                   stack = stack.split('&');                   var result = '';                   for (var j = (stack.length - 2); (j >= 0); j -= 2) {                       result += (result ? (',' + stack[j]) : stack[j]);                  }                   return 'stack, top to bottom: ' + result;               }) : 'no stack') +          ". You may")) +      modeSelectRegion.expertOnly( ' enter a dialog ID manually: ') +     ((sessionStorage.wikidialogActiveList || sessionStorage.wikidialogStack) ? ' '      : modeSelectRegion.expertOnly(' ')) +      ' ' +      '  panel version ' + panelVersion + ' '); var first = ''; $('.wikidialog-panel-menu-id').replaceWith(function {        var e = document.createElement('select');        var active = sessionStorage.wikidialogActiveList;        active = (active ? active.split(',') : []);       for (var k=0; (k < active.length); k += 1) if (active[k]) {            if (! first) first = active[k];           e.appendChild(new Option(active[k],active[k],false,false));        }        var stack = sessionStorage.wikidialogStack;        stack = (stack ? stack.split('&') : []);       for (var j = (stack.length - 2); (j >= 0); j -= 2) {            for (var k = (active.length - 1); (k >= 0); k--)                if (stack[j] == active[k]) {                    stack[j] = '';                    break;                }            if (stack[j]) { e.appendChild(new Option(stack[j],stack[j],false,false)); }        }        return $(e).addClass('wikidialog-panel-menu-id');    }); $('.wikidialog-panel-input-id').replaceWith(function {        return $(document.createElement('input')).attr('type','text').addClass('wikidialog-panel-input-id').val(first).attr('size',3);    }); $('.wikidialog-panel-button-examine').replaceWith(function {        return $(document.createElement('input')).attr('type','button').addClass('wikidialog-panel-button-examine')            .val('examine').attr('title','examine data for this ID').click(idSelectRegion.handleExamineButton);    }); $('.wikidialog-panel-menu-id').change(idSelectRegion.handleMenuChange); }

modeSelectRegion.expertFlag = false;

modeSelectRegion.simpleOnly = function (s) { return '' + s + ' '; }

modeSelectRegion.expertOnly = function (s) { return '' + s + ' '; }

modeSelectRegion.handleComplicateButton = function (event) { $('.wikidialog-panel-mode-simple').css('display', 'none'); $('.wikidialog-panel-mode-expert').css('display', 'inline'); modeSelectRegion.expertFlag = true; }

modeSelectRegion.handleSimplifyButton = function (event) { $('.wikidialog-panel-mode-simple').css('display', 'inline'); $('.wikidialog-panel-mode-expert').css('display', 'none'); modeSelectRegion.expertFlag = false; }

modeSelectRegion.setup = function { $('div.wikidialog-diagnostic-panel').replaceWith(' ' +       modeSelectRegion.simpleOnly( 'This is the simple version of the panel; there is also an expert version. ' +           ' ') +        modeSelectRegion.expertOnly( 'This is the expert version of the panel; there is also a simple version. ' +           ' ') +        ' ' +        ' ' +        ' ');    $('.wikidialog-panel-button-complicate').replaceWith(function  {        return $(document.createElement('input')).attr('type','button').addClass('wikidialog-panel-button-complicate')            .val('toggle expert mode').attr('title','switch to expert panel mode').click(modeSelectRegion.handleComplicateButton);    }); $('.wikidialog-panel-button-simplify').replaceWith(function {        return $(document.createElement('input')).attr('type','button').addClass('wikidialog-panel-button-simplify')            .val('simplify').attr('title','switch to simple panel mode').click(modeSelectRegion.handleSimplifyButton);    }); idSelectRegion.setup; }

if (sessionStorage) { modeSelectRegion.setup; } else { $('div.wikidialog-diagnostic-panel').replaceWith(       ' ' +        "No access to dialog storage from here.  If you are viewing this page through the same browser session as a dialog whose data you're trying to recover, something strange is going on.  The most likely reason for no dialog storage is a very old browser, and if that were so, it shouldn't have been possible to run a dialog in it at all." +        ' '    ); }


text:
Free Knowledge Culture Calendar/January 1

Today is Public Domain Day, today ... presents! Tonight, copyright expired for a new batch of old media. 70 years (in most countries) after the authors’ deaths, they finally belong to all of us. Why wait that long? Because in the 16th century poor artists’ families had it rough, so copyright revenues for dad’s works were supposed to provide for two generations of descendants. Oh, and also the Mickey Mouse Act: that is, because the Disney corporation in particular wanted it that way. (Only big franchises profit from the repeated copyright term extensions.) Otherwise we’d have free Mickey Mouse, and that would be outrageous, wouldn't it?


text:
Free Knowledge Culture Calendar/March 16

Today in 2015 the Library Freedom Project was incorporated. It was started by Alison Macrina.


text:
User:Yimingllewyn

Hello, I am Yimingllewyn. I hope to start clean and help and improve Wikibooks.

title: User:Yimingllewyn