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Open Scholarship Press Curated Volumes: Policy/Introduction

Open Scholarship Policy in Focus
Caroline Winter (University of Victoria)

The open scholarship landscape is complex and always changing, but tracing relevant policy developments helps to define its boundaries, highlight emerging pathways, and bring key features into focus. In 2017, the Implementing New Knowledge Environments (INKE) Partnership launched the Open Scholarship Policy Observatory (OSPO; http://ospolicyobservatory.uvic.ca) with the goal of doing just that (Milligan et al. 2019). The OSPO tracks changes in national and international policy and reflects those findings back to the community, with the aim of building understanding of and community around open scholarship policy in Canada and beyond. For instance, more and more national governments, funding organizations, and institutions are developing policies related to open access to research data and publications, which intersect and sometimes conflict in complicated ways. Other forms and types of policies that make up the wider research ecosystem also affect open scholarship policy, such as publishers’ policies about rights retention, international digital infrastructure standards, and institutions’ review, tenure, and promotion guidelines. Given the role policy plays in influencing how researchers work and whether and how they share that work, an understanding of the policy landscape—both its foundations and its emerging trends—is key to advancing open scholarship.

Building on the Open Scholarship Policy Observatory, the Open Scholarship Press Policy annotated bibliography presents an overview scan of the policy landscape. This annotated bibliography is available on Wikibooks (https://en.wikibooks.org/wiki/Open_Scholarship_Press_Collections:_Policy) and PubPub (https://openscholarshippress.pubpub.org/open-scholarship-press-collections-policy) and was developed by me (Caroline Winter, University of Victoria), Alyssa Arbuckle (University of Victoria), Jesse Kern (University of British Columbia), Vitor Yano (Concordia University), Anna Honcharova (European Students’ Forum), Tyler Fontenot (Independent), Graham Jensen (University of Victoria), Alan Colín-Arce (University of Victoria), and Ray Siemens (University of Victoria), with the INKE and ETCL Research Groups.

This collection draws together a selection of key resources from the Policy annotated bibliography. Most are foundational policies and principles, but examples of theoretical overviews, research studies, and critical analysis are also included to provide a broad snapshot of the open scholarship policy landscape. Two important updates have been made as well: UNESCO’s final Recommendation on Open Science is included here rather than the in-progress version included in the Policy annotated bibliography, and the CARE Principles for Indigenous Data Governance have been added. This collected volume and the Policy annotated bibliography it accompanies do not aim to be fully comprehensive. The previously published works collected here (all licenced under Creative Commons) are intended to suggest entry points into the field rather than to define its borders. To make it easier to trace connections and policy developments, the resources are grouped into categories, following the structure of the annotated bibliography.

The open scholarship policy landscape is now dotted with many institutional, national, and international open access (OA) policies, with more springing up every year. The policy examples collected here, drawn from the Foundational Policies and Policy Frameworks section of the Policy annotated bibliography, are organized into thematic clusters. The first cluster includes two declarations published in the early 2000s which, together with the Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities, are foundational to the Open Access movement. The Budapest Open Access Initiative (BOAI) declaration, initially released in February 2002, calls on the governments and the scholarly, publishing, and library communities to take advantage of the (then) new technology of the internet to make scholarly research freely available online. The authors recommend two means for achieving OA—open repositories and open access journals—and argue that by making knowledge available to all, open access has the potential to “lay the foundation for uniting humanity in a common intellectual conversation and quest for knowledge.” Over the past two decades, the BOAI has continued to work towards those lofty goals, with a new set of recommendations released in 2022 to mark its 20th anniversary. The Bethesda Statement on Open Access Publishing, drafted by and for the biomedical research committee and its stakeholders in April 2003, presents principles for transitioning to open access, building on the BOAI declaration. It offers a working definition of OA along with statements from three working groups: Institutions and Funding Agencies, Libraries and Publishers, and Scientists and Scientific Societies.

The second policy cluster includes statements of principle and recommendations intended to guide policy development for research assessment, access to research data, digital repositories, and Indigenous data governance. The “San Francisco Declaration on Research Assessment (DORA)” was developed at the Annual Meeting of the American Society for Cell Biology in San Francisco in December 2013, in part to address concerns about the use of the Journal Impact Factor as a proxy measure for scholarly merit. Its five recommendations are generalizable, however, calling for more meaningful strategies for and a cultural shift in how we assess research outputs. The Policy Recommendations for Open Access to Research Data published in 2014 by the RECommendations for Open Access to Research Data in Europe (RECODE) project consortium are based on its analysis of five multidisciplinary case studies and a literature review. In addition to recommendations for specific stakeholder groups, the RECODE Policy Recommendations also offer some guidelines for developing research data management (RDM) and open data policies. The “FAIR Guiding Principles for Scientific Data Management and Stewardship” were published in 2016 by Mark D. Wilkinson et al. The summary of the FAIR (Findability, Accessibility, Interoperability, and Reusability) Principles included here, developed by Go FAIR (n.d.), offers an overview of each principle and its associated criteria. The TRUST Principles for Digital Repositories, published in 2020 by Dawei Lin et al., aim to improve the research community’s sense of trust and confidence in repositories. Intended to complement the FAIR Principles, the TRUST Principles are Transparency, Responsibility, User Focus, Sustainability, and Technology. As the authors argue, “TDRs [trustworthy digital repositories], with their clear remit to actively preserve data in response to changes in both technology and stakeholder requirements, play an important role in maintaining the value of data. They are held in a position of trust by their users as they accept the responsibility of data stewardship” (1). The “CARE Principles for Indigenous Data Governance” by Stephanie Russo Carroll et al. (2020) focus on people and purpose, complementing the more data-centric FAIR Principles and other Indigenous and mainstream research data frameworks. As such, the CARE Principles of Collective Benefit, Authority to Control, Responsibility, and Ethics “empower Indigenous Peoples by shifting the focus from regulated consultation to value-based relationships that position data approaches within Indigenous cultures and knowledge systems to the benefit of Indigenous Peoples” (3). The UNESCO Recommendation on Open Science, released in 2021, defines open science and provides a framework for advancing it through policy and practice on a global scale.

The third policy cluster includes two examples of open scholarship policy from the Government of Canada’s Tri-Agency, a national funding body comprising the Canadian Institutes of Health Research (CIHR), the Natural Sciences and Engineering Research Council of Canada (NSERC), and the Social Sciences and Humanities Research Council of Canada (SSHRC). The Tri-Agency Open Access Policy on Publications, published in 2015, emphasizes the importance of making publicly funded research outputs openly available and aims to improve access to the research it supports by requiring peer-reviewed journal publications and their related data to be made openly available within specific timeframes. The Tri-Agency Research Data Management Policy, published in 2021, promotes robust and sustainable RDM and data stewardship practices for publicly funded research. Although it does not require data to be open access, it encourages researchers to adhere to the FAIR Principles and to their own disciplinary standards. It also emphasizes the need for a community- and distinctions-based approach for RDM by, with, and for Indigenous communities.

The resources drawn from the Open Scholarship and the Open Scholarship Movement section of the Policy annotated bibliography offer an overview of the theoretical and historical background of open access and open scholarship and their possible future directions. John Willinsky’s book The Access Principle: The Case for Open Access to Research and Scholarship (2006) argues for open access to research on the grounds that it is a public good. The excerpt included here is the second chapter, “Access,” in which Willinsky discusses why research has become increasingly expensive and inaccessible even as online publishing has expanded its volume and reach. He describes the rise of the open access movement as “a direct and immediate response to this state of affairs in scholarly publishing” (35) and argues for open access to research as part of a larger open knowledge movement. In the report Foundations for Open Scholarship Strategy Development (2019), Jonathan Tennant, Jennifer Elizabeth Beamer, Jeroen Bosman, Björn Brembs, Neo Christopher Chung, Gail Clement, Tom Crick, et al. present an overview of the Open Scholarship movement and some foundational recommendations for stakeholders ranging from individual researchers to national organizations for advancing open scholarship on a global scale. Noting that open scholarship is founded on the practices and values of the scholarly community, the report concludes by advocating for the community to lead the way forward.

The resources drawn from the Scholarly Communications, Infrastructure, and Collaboration and Community Engagement sections of the Policy annotated bibliography outline some of the key issues and concerns for open scholarship and offer suggestions for addressing them. In the roundtable-style editorial “From the Ground Up: A Group Editorial on the Most Pressing Issues in Scholarly Communication” (2017), Nicky Agate, Gail Clement, Danny Kingsley, Sam Searle, Leah Vanderjagt, and Jen Waller offer a snapshot of the library community’s key concerns related to scholarly communication. A few common threads emerge, including issues of capacity and labour, the necessity of critically examining academia’s cultural norms and publishing practices, and the tension between scholarly values and commercial interests. The Association of Research Libraries’ (ARL) Task Force on Wikimedia and Linked Open Data 2019 report ARL White Paper on Wikidata: Opportunities and Recommendations considers whether and how Wikidata could play a role in research libraries as part of the digital research infrastructure. In the report, authors Stacy Allison-Cassin et al. outline some of the challenges libraries face in engaging with linked open data and argue that, while Wikidata cannot and should not replace existing library metadata systems, it does offer an open, accessible solution for getting started with linked open data as well as possibilities for engaging with researchers and the broader community. Addressing another key element of digital research infrastructure, Josh Brown’s report Developing a Persistent Identifier Roadmap for Open Access to UK Research (2020) presents an overview of how persistent identifiers (PIDs) are used in the UK research ecosystem and why and how they could be used to optimize open access publishing workflows and the digital research infrastructures and workflows more generally. Brown identifies some risks involved and strategies for mitigating them, arguing that developing a national strategy for PIDs is essential for advancing open scholarship in the UK. In ''Open Science Beyond Open Access: For and With Communities. A Step Towards the Decolonization of Knowledge'' (2020), Leslie Chan, Budd Hall, Florence Piron, Rajesh Tandon, and Lorna William argue for strengthening scholarly communication’s human infrastructures by building meaningful relationships between researchers and institutions and the broader community, including through decolonial approaches.

Implementing policy successfully can be challenging, especially when the context is complex and multifaceted. The next group of resources, drawn from the Policy Development, Implementation, and Analysis section of the Policy annotated bibliography, offer insights into how open scholarship policy could be implemented effectively in Canada and beyond. In “How Significant are the Public Dimensions of Faculty Work in Review, Promotion, and Tenure Documents” (2018), Juan Pablo Alperin, Carol Muñoz Nieves, Lesley Schimanski, Gustavo E. Fischman, Meredith T. Niles, and Erin C. McKiernan analyze a corpus of review, promotion, and tenure documents to determine what value is placed on community-engaged scholarship and other forms of public scholarship. Noting a mismatch between the value placed on public engagement in these documents and in institutional statements, the authors suggest that aligning them would help advance universities’ public service missions. “Evaluating the Impact of Open Access Policies on Research Institutions” shows that OA policies have a measurable effect on research communication, contributing to the open scholarship community’s ability to make evidence-informed policy decisions. For this study, Chun-Kai (Karl) Huang, Cameron Neylon, Richard Hosking, Lucy Montgomery, Katie S. Wilson, Alkim Ozaygen, and Chloe Brooks-Kenworthy tracked levels of OA publication across time and observed a clear increase in the percentage of OA research articles after the implementation of OA policies. Advancing Open: Views from Scholarly Communications Practitioners (2020) is a report by the Canadian Association of Research Libraries’ Open Repositories Working Group’s Task Group on Community Building and Engagement, authored by Lindsey MacCallum, Ann Barrett, Leah Vanderjagt, and Amy Buckland. It summarizes discussions and findings from a 2019 gathering that brought together scholarly communication practitioners from across Canada. The report is intended as a starting point for discussion, outlining the state of open scholarship in Canada, the barriers it faces, and some recommended strategies for future action. Open scholarship policy is one of the report’s focus areas (including the Tri-Agency policies included in this collection), along with open technological infrastructure, open people, open outreach, and open workflows and operations. In “Scholarly Communications and Social Justice” (2020), Charlotte Roh, Harrison W. Inefuku, and Emily Drabinsky show how current inequities in the scholarly communications ecosystem can be traced back through its history. This chapter from Martin Paul Eve and Jonathan Gray’s edited book Reassembling Scholarly Communications: Histories, Infrastructures, and Global Politics of Open Access calls for a reorientation of OA practices to be more in line with the social justice values at the core of the OA movement.

Taken together, the resources collected here illustrate the four themes identified in the Policy annotated bibliography. The first is the vital role played by libraries and the library community, which have been and continue to be strong advocates for open scholarship (see especially Agate et al. 2017; Allison-Cassin et al. 2019; Lin et al. 2020; MacCallum et al. 2020). As organizations that support researchers, negotiate with publishers, and liaise with institutional administration, academic libraries are uniquely positioned, and librarians have invaluable expertise in open scholarship policy and praxis, including with infrastructural elements such as PIDs and institutional repositories. The second theme is the heterogeneous nature of the open scholarship ecosystem, which is not only global in scale but also comprises a myriad of local factors, stakeholder groups, and disciplinary and institutional microclimates. This heterogeneity calls for diverse and responsive systems, including infrastructures (see especially Brown 2020; Chan et al. 2020; Huang et al. 2020; Tennant et al. 2019). Not surprisingly, then, the third theme is that there are tensions within the movement related to this heterogeneity. Many of these tensions relate to competing values and interests as well as to debates about the goals of the movement in a broader social context and how they can best be achieved. These tensions are often productive, though, leading to statements of principles and policies designed to advance open scholarship (see especially Brown et al. 2003; Chan et al. 2002; DORA Group 2012; Government of Canada 2015 and 2021; RECODE Project Consortium 2014; Roh et al. 2020; UNESCO 2021; Willinsky 2006). The fourth theme is the inherently social and collaborative nature of open scholarship as a practice. Although international, interdisciplinary collaboration across stakeholder groups and sectors can be challenging, it is essential for enacting positive change on a global scale, particularly for enacting cultural change within the scholarly community. The importance of collaboration is also evident in the way that open scholarship policies and practices respond and build upon each other (see especially Alperin et al. 2019; Carroll et al. 2020; Go FAIR n.d.; Tennant et al. 2019).

Taken together, the resources collected here illustrate these key open scholarship themes—the role of the library, heterogeneity, tensions, and collaboration—and provide a foundational view of the open scholarship policy landscape.

Works Cited & Original Citations
Agate, Nicky, Gail Clement, Danny Kingsley, Sam Searle, Leah Vanderjagt, and Jen Waller. 2017. “From the Ground Up: A Group Editorial on the Most Pressing Issues in Scholarly Communication.” Journal of Librarianship and Scholarly Communication 5. https://doi.org/10.7710/2162-3309.2196

Allison-Cassin, Stacy, Alison Armstrong, Phoebe Ayers, Tom Cramer, Mark Custer, Mairelys Lemus-Rojas, Sally McCallum, et al. ARL Task Force on Wikimedia and Linked Open Data. 2019. ARL White Paper on Wikidata: Opportunities and Recommendations. Association of Research Libraries. https://apo.org.au/node/254221

Alperin, Juan P., Carol Muñoz Nieves, Lesley A. Schimanski, Gustavo E. Fischman, Meredith T. Niles, and Erin C. McKiernan. 2019. “How Significant Are the Public Dimensions of Faculty Work in Review, Promotion, and Tenure Documents?” ELife 8 (February): e42254. https://doi.org/10.7554/eLife.42254

Brown, Josh. 2020. Developing a Persistent Identifier Roadmap for Open Access to UK Research. Jisc.https://repository.jisc.ac.uk/7840/

Brown, Patrick O., Diane Cabell, Aravinda Chakravarti, Barbara Cohen, Tony Delamothe, Michael Eisen, Les Grivell, et al. 2003. Bethesda Statement on Open Access Publishing. http://nrs.harvard.edu/urn-3:HUL.InstRepos:4725199

Carroll, Stephanie Russo, Ibrahim Garba, Oscar L. Figueroa-Rodríguez, Jarita Holbrook, Raymond Lovett, Simeon Materechera, Mark Parsons, et al. 2020. “The CARE Principles for Indigenous Data Governance.” Data Science 19 (1): 43. https://doi.org/10.5334/dsj-2020-043

Chan, Leslie, Budd Hall, Florence Piron, Rajesh Tandon, and Lorna William. 2020. ''Open Science Beyond Open Access: For and With Communities. A Step Towards the Decolonization of Knowledge''. The Canadian Commission for UNESCO’s IdeaLab. https://doi.org/10.5281/zenodo.3946773

Chan, Leslie, Darius Cuplinskas, Michael Eisen, Fred Friend, Yana Genova, Jean-Claude Guédon, Melissa Hagemann, et al. 2002. “Budapest Open Access Initiative.” Budapest Open Access Initiative. https://www.budapestopenaccessinitiative.org/read

DORA Group. 2012. “San Francisco Declaration on Research Assessment.” DORA. https://sfdora.org/read/

Go FAIR. n.d. FAIR Principles. https://www.go-fair.org/wp-content/uploads/2022/01/FAIRPrinciples_overview.pdf

Government of Canada. 2015. “Tri-Agency Open Access Policy on Publications.” https://science.gc.ca/site/science/en/interagency-research-funding/policies-and-guidelines/open-access/tri-agency-open-access-policy-publications

Government of Canada. 2021. “Tri-Agency Research Data Management Policy.” https://science.gc.ca/eic/site/063.nsf/eng/h_97610.html

Huang, Chun-Kai (Karl), Cameron Neylon, Richard Hosking, Lucy Montgomery, Katie S. Wilson, Alkim Ozaygen, and Chloe Brookes-Kenworthy. 2020. “Evaluating the Impact of Open Access Policies on Research Institutions.” ELife 9 (September): e57067. https://doi.org/10.7554/eLife.57067

INKE (Implementing New Knowledge Environments). n.d. Open Scholarship Policy Observatory. Accessed July 31, 2023. https://ospolicyobservatory.uvic.ca/

Lin, Dawei, Jonathan Crabtree, Ingrid Dillo, Robert R. Downs, Rorie Edmunds, David Giaretta, Marisa De Giusti, et al. 2020. “The TRUST Principles for Digital Repositories.” Scientific Data 7 (1): 144. https://doi.org/10.1038/s41597-020-0486-7

MacCallum, Lindsey, Ann Barrett, Leah Vanderjagt, and Amy Buckland. 2020. Advancing Open: Views from Scholarly Communications Practitioners. Canadian Association of Research Libraries (CARL–ABRC). https://www.carl-abrc.ca/wp-content/uploads/2020/04/ORWG_report3_Advancing_open_EN.pdf

Milligan, Sarah, Kimberly Silk, Alyssa Arbuckle, and Ray Siemens. 2019. “The Initial Impact of the Open Scholarship Policy Observatory.” KULA: Knowledge Creation, Dissemination, and Preservation Studies 3 (February): 16. http://dx.doi.org/10.5334/kula.43

RECODE Project Consortium. 2014. Policy Recommendations for Open Access to Research Data. https://zenodo.org/record/50863

Roh, Charlotte, Harrison W. Inefuku, and Emily Drabinski. 2020. “Scholarly Communications and Social Justice.” In Reassembling Scholarly Communications: Histories, Infrastructures, and Global Politics of Open Access, edited by Martin Paul Eve and Jonathan Gray, 41–52. Cambridge, MA: MIT Press. https://doi.org/10.7551/mitpress/11885.003.0007

Tennant, Jonathan, Jennifer Elizabeth Beamer, Jeroen Bosman, Björn Brembs, Neo Christopher Chung, Gail Clement, Tom Crick, et al. 2019. Foundations for Open Scholarship Strategy Development. Preprint. https://doi.org/10.31222/osf.io/b4v8p

UNESCO. 2021. UNESCO Recommendation on Open Science. https://unesdoc.unesco.org/ark:/48223/pf0000379949.locale=en

Willinsky, John. 2006. The Access Principle: The Case for Open Access to Research and Scholarship. Digital Libraries and Electronic Publishing. Cambridge, MA: MIT Press. http://mitpress.mit.edu/books/access-principle

Winter, Caroline, ed. 2022. Open Scholarship Press Collections: Policy. Open Scholarship Press Collections. Open Scholarship Press. https://openscholarshippress.pubpub.org/open-scholarship-press-collections-policy


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Open Scholarship Press Curated Volumes: Training/Introduction

Open Digital Pedagogy and Training
Randa El Khatib (University of Toronto Scarborough)

With online, digital environments occupying a more central place in higher education, pedagogy has been shifting as well to both take advantage of the unprecedented access to knowledge and prepare students to participate in the digital economy. This transformation is twofold: on the one hand, the world is shifting to more fully embrace open pedagogy that encompasses Open Educational Resources (OERs) such as Massive Open Online Courses (MOOCs), open textbooks, syllabi, classroom activities, and other practices and materials to lower barriers for accessing education. At the same time, there is a push in higher education to incorporate digital literacy training so that students are prepared to join the workforce and possess interoperable digital skills upon graduation. This collection encompasses a series of essays on digital pedagogy that offer a small glimpse into the rich discourse on the opportunities and challenges of embracing digital pedagogy in higher education, and points to practical materials that instructors can draw on and implement in their own teaching environments (Davis, Gold, and Harris 2020; Estill 2017; Harris 2013). Additionally, the collection centres perspectives on digital pedagogy from students themselves—some undergoing training in programs with a digital focus and others occupying digital scholarship roles and reflecting on how these experiences have both contributed to their own learning as well as the development of their digital pedagogy practices (Colligan and Sharren 2020). Student perspectives are also centred through reflections on implementing digital pedagogy activities in the classroom, where instructors find that such activities can encourage students to develop disciplinary knowledge, learn digital skills, take a more active role in their own learning, and increase student agency (DeRosa and Robison 2017; Estill 2017; Harris 2013). By working in digital environments, often for real audiences rather than for an instructor, students are also exposed to more open, social, and collaborative forms of knowledge creation and dissemination and contribute to scholarly discourse (DeRosa and Robison 2017; Estill 2017). Of course, working in these new environments also introduces a new set of challenges, such as feelings of anxiety to openly publish work that might still be in development, apprehension of learning digital tools and skills, or clashes between more traditional program requirements with the types of digital projects students are engaged with on the ground, among others (Beasley-Murray 2018; DeRosa and Robison 2017; El Khatib 2020).

Beyond a look at how students acquire skills in a digital pedagogy context, this collection also takes a critical look at the broader field of open pedagogy, how it contributes to learning, and some challenges associated with its applications (DeRosa and Robinson 2017). Here authors highlight how OERs can make education more accessible and, through open licensing such as the Creative Commons license, can be readily adaptable to different contexts for more targeted and meaningful learning (Van Allen and Katz 2020). However, experts still dispute the extent to which OERs can contribute to student learning, especially in Global South contexts, given infrastructural challenges, the disparity of knowledge flows between the Global North and South, and the lack of relevant cultural context in OERs to make learning meaningful (King, Pergum, and Forsey 2018). Scholars and practitioners in this collection highlight these challenges to engage in discourse and demonstrate ongoing work in the field that offer solutions on how to address and resolve them to create higher quality learning resources and contribute to student learning in meaningful ways. Moreover, this collection demonstrates that scholars working across many disciplines are actively contributing materials and engaging with difficult questions about open pedagogy with the ultimate goal of making education more meaningful, accessible, and equitable in local and global contexts.

This collection is a companion piece to the Open Scholarship Press Training open access research scan / annotated bibliography that consists of two main parts—Digital Humanities Pedagogy and Open Resources—and was developed in the Electronic Textual Cultures Lab by Alan Colín-Arce (University of Victoria), Vitor Yano (Concordia University), Anna Honcharova (European Students’ Forum), myself, Ray Siemens (University of Victoria), and the local team. That annotated bibliography is available on Wikibooks (https://en.wikibooks.org/wiki/Open_Scholarship_Press_Collections:_Training) and PubPub (https://openscholarshippress.pubpub.org/pub/0c0skrak/release/1). The bibliography offers a snapshot of the discourse, theory, best practices, and challenges in digital humanities pedagogy and open pedagogy. In the annotated bibliography, readers will find a more expansive view of the many players involved in digital pedagogy, from distant takes on the place of digital scholarship in institutional settings and programs to a closer look at successful classroom applications. The annotated bibliography also offers a robust engagement with open pedagogy theory and practices, and the many perspectives engaged in resolving complex challenges related to adopting open pedagogy in local and global contexts. Select exemplary texts from the annotated bibliography are reprinted in this collection.

The first entry in this collection is the introduction to the open access, peer-reviewed collection Digital Pedagogy in the Humanities, an effective digital pedagogy resource that includes rubrics, assignments, sample syllabi, and other teaching materials that can be adapted and remixed for different pedagogical environments. In their introduction—“Curating Digital Pedagogy in the Humanities” (2020)—editors Rebecca Frost Davis, Matthew K. Gold, and Katherine D. Harris argue that rather than offering a single vision of digital pedagogy, the collection envisions the field as “an approach rather than a thing; it is best understood through the multiple practices of its various participants” (3). Through that lens, the collection acts as scholarly infrastructure that reflects current digital pedagogy practices through 59 keywords, each keyword containing a statement that explains it and a curated list of about 10 resources authored by various practitioners in the field. The primary inquiry that informs their collection is: What does thoughtful and effective teaching using digital resources look like? This query is addressed through the development of practical teaching materials that can be adapted and implemented directly in the classroom, rather than relying on secondary accounts of digital pedagogy experiences.

Graduate students engaging with digital scholarship also emphasize open scholarship, collaboration, practice, and student agency in the context of digital pedagogy. In “Notes from the Field: Student Perspectives on Digital Pedagogy” (2020), an introduction to a cluster of essays written by students, editors Colette Colligan and Kandice Sharren argue that student voices ought to be at the center of discourse on digital pedagogy. This includes students who are part of programs with a digital focus, as well as those actively engaging with digital scholarship in a multitude of ways beyond the classroom as collaborators, project managers, and project leads, among many other roles. By reflecting on the opportunities as well as the challenges of working in digital environments, this collection contributes to digital pedagogy discourse from the perspective of the students themselves across four clusters: Collaboration with GLAM (Galleries, Libraries, Archives, and Museums), Digital Doctorates, Major Research Projects, and Transforming DH Pedagogy.

Classroom activities and assignments that involve digital pedagogy elements often utilize digital modes of knowledge creation and dissemination that can help students develop disciplinary knowledge while also acquiring useful digital skills. In the article “Collaborative Knowledge Creation and Student-Led Assignment Design: Wikipedia in the University Literature Class” (2017), Laura Estill presents a case study wherein students in a third-year Renaissance Drama class carry out writing assignments for Wikipedia instead of a traditional essay. Estill found that this pedagogical approach of writing for a real audience such as Wikipedia readers can improve student communication skills, invite them to think more carefully about how to organize and present information, and develop disciplinary knowledge on a topic. Additionally, writing for Wikipedia engaged students in social knowledge creation and collaborative authorship, and ultimately encouraged them to learn about knowledge production and communication affordances in digital environments.

Also addressing digital pedagogy classroom activities and assignments is Harris in “Play, Collaborate, Break, Build, Share: ‘Screwing Around’ in Digital Pedagogy” (2013), where she elucidates her experiences with digital humanities pedagogy within the milieu of non-research-intensive universities during the early 2010s. The objective is to offer a more comprehensive definition of digital humanities that incorporates digital pedagogy. Harris contends that an enhanced digital humanities pedagogy can promote lifelong learning by prioritizing process over product, imparting collaborative skills, fostering a culture of play, and embracing productive failure. She discusses several assignments adopted in her classes—including bloom and fade strategies, playing with emerging technologies, and scaffolded assignments—that underscore a focus on learning outcomes rather than the mere mastery of digital tools. According to Harris, this pedagogical approach can contribute to student’s learning and critical thinking about their relationship with technology, and at the same time the field of digital humanities itself can be enriched by undergraduate and graduate student perspectives.

So far, this introduction has addressed digital pedagogy resources, programs, projects, and classroom applications. However, an important site for digital training and pedagogy remains the institutional library. In his article “Critically Engaging with Data Visualization through an Information Literacy Framework” (2018), Steven Braun highlights the central role of libraries in digital training, especially university libraries with robust digital scholarship programs. Through the ACRL (Association of College and Research Libraries) Framework for Information Literacy in Higher Education, he argues that libraries are uniquely positioned to provide digital training, given their commitment to information literacy, and can therefore also contribute to the development of digital curricula. Braun demonstrates this by designing a Choose Your Own Adventure activity informed by the information literacy framework that encourages students to think more critically about data visualization.

The remaining resources in this collection focus on discourse happening in the broader world of open pedagogy. One of the affordances of open pedagogy is transforming students from passive consumers to active creators and participants in their education. This shift is demonstrated by Robin DeRosa and Scott Robison in “From OER to Open Pedagogy: Harnessing the Power of Open” (2017), which presents several case studies to show how, within the framework of open pedagogy, students become active creators of open knowledge with which others can engage. Their first example looks at how Jon Beasley-Murray uses Wikipedia in the literature classroom to author entries on Latin American literature. Like Estill’s students, in this context students were writing for the public to invite engagement rather than for a single professor to be discarded after the class; thereby, authors mention that students faced questions such as “Have they written clearly enough for a general audience? Does their writing have a logical flow? Have they supported their statements properly and soundly?” (118). In both contexts, students developed skills such as participating in social knowledge production and learning about open scholarship, as well as contributing to public scholarship by improving the content of Wikipedia articles. For example, Beasley-Murray mentions that existing Wikipedia articles in Latin American literature are particularly weak; there is a real opportunity to improve knowledge by contributing to these articles since Wikipedia entries often appear at the top of search engine results.

Open pedagogy is a broad field with many practices and materials; perhaps best known among them are Open Educational Resources (OERs) in the form of free and reusable educational resources and textbooks published under open licenses for adaptation and reuse. OERs are pivotal in the accessible and equitable education conversation since they help offset the high cost of education and textbooks and thus lower barriers for entry for K-12 and higher education. DeRosa and Robison’s (2017) second example is an activity led by DeRosa led in her course in which students participated in creating an open textbook to replace the class’s expensive predecessor, since most of the actual texts drawn from were available in open access. The process also involved students engaging with real world scholarly tasks such as editing and adding discussion questions, videos, and other pedagogical materials, to create an accessible resource that targets that same student demographic. DeRosa and Robison conclude that open pedagogy allows students to do rather than consume knowledge and, in doing so, more fully embrace their potential for learning.

Despite the advocacy for OERs and MOOCs (Massive Open Online Courses), many experts still dispute their usefulness and point to inconclusive evidence of their support of educational goals as well as other shortcomings for their adoption in global contexts. In “MOOCs and OER in the Global South: Problems and Potential” (2018), authors Monty King, Mark Pegrum, and Martin Forsey question the usefulness of MOOCs and OERs in countries of the Global South, stating that while they lower some barriers to education, they also bring about new challenges. Some of these challenges for engaging with OERs are a lack of internet infrastructure; language barriers and limited computer literacy; resisting online learning; and a lack of certification and accreditation of OERs and MOOCs for students to pursue employment with online education. Another major limitation of OERs is the problem of context, since most educational resource contexts are geared toward a Global North audience. Authors also address the imbalances of knowledge flows between the Global North and South that still largely valorize the Global North and thus risk fostering open educational homogeneity. They suggest that OERs and MOOCs include more voices of Global South educators and learners to improve learning opportunities in order to more readily take on some of the current demands for education in the Global South. Moreover, additional research on how students in these contexts negotiate related challenges, rather than drawing on outside reflections, would greatly enrich literature in the field.

The authors of the final article in this collection, Jennifer Van Allen and Stacy Katz, discuss the lack of access to educational resources such as open textbooks and other materials at the City University of New York (CUNY) in “Teaching with OER During Pandemics and Beyond” (2020). The authors argue that OERs can fill this gap and provide easier access and more culturally relevant material to enhance student experiences. Van Allen and Katz stress the need to increase awareness about OERs in K-12 contexts as well as in higher education, since surveys show that only a small number of educators are familiar with OERs and even fewer understand how they might be integrated into their own teaching. While King, Pegrum, and Forsey (2018) emphasize the shortcoming of OERs and MOOCs, including their lack of relevant cultural context to provide meaningful learning for students in countries of the Global South, Van Allen and Katz (2020) place the responsibility of adapting OERs to local cultural contexts on the teachers of those classes. Since OERs are shared under Creative Commons licenses and are often adaptable and remixable—and the applications of OERs in a global context are so numerous—Van Allen and Katz invite educators to repurpose OERs to meet the needs of the students and make them more culturally relevant.

In many ways, this collection follows the transformation of digital pedagogy to embrace more open and collaborative practices. This is seen in classroom activities where students are increasingly co-developing knowledge in open, social environments, as well as in the more general development and uptake of OERs. As the world more fully embraces digital environments, this collection is also concerned with the role of universities and training sites to prepare students and engaged publics to meet the needs of the digital world in their own research and work. These topics are engaged by the Implementing New Knowledge Environments (INKE) Partnership’s (2021) Training Cluster, co-facilitated by Constance Crompton (U Ottawa) and Laura Estill (St. Francis Xavier University) who pose the research question: What innovative training strategies and approaches improve digital literacy, information-seeking, and knowledge production for students, researchers, industry, and engaged members of the public, within a theoretical framework of open scholarship? This collection attempts to answer this question from a variety of perspectives on digital pedagogy and open pedagogy. The reader is also welcome to engage the Open Scholarship Press Training annotated bibliography for a more in-depth engagement with this research question and digital pedagogy discourse and practices.

Works Cited & Original Citations
ACRL Board. 2016. “Framework for Information Literacy for Higher Education.” Association of College & Research Libraries. http://www.ala.org/acrl/standards/ilframework

Braun, Steven. 2018. “Critically Engaging with Data Visualization through an Information Literacy Framework.” Digital Humanities Quarterly 12 (4). http://www.digitalhumanities.org/dhq/vol/12/4/000402/000402.html

Colín-Arce, Alan, Vitor Yano, Anna Honcharova, Randa El Khatib, Ray Siemens, with the INKE and ETCL Research Groups. 2023. “Digital Humanities Pedagogy and Training Annotated Bibliography.” Victoria: Open Scholarship Press. https://openscholarshippress.pubpub.org/pub/6k7aa5xq

Colligan, C., and Kandice Sharren. 2020. Notes from the Field: Student Perspectives on Digital Pedagogy. Digital Studies / Le champ numérique, 10 (1): n.p. https://doi.org/10.16995/dscn.382

Davis, Rebecca Frost, Matthew K. Gold, and Katherine D. Harris. 2020. “Curating Digital Pedagogy in the Humanities.” Modern Language Association. https://doi.org/10.17613/55a0-am43

DeRosa, Robin, and Scott Robinson. 2017. “From OER to Open Pedagogy: Harnessing the Power of Open.” Open: The Philosophy and Practices That Are Revolutionizing Education and Science, edited by Rajiv S. Jhangiani and Robert Biswas-Diener, 115–24. London: Ubiquity Press. https://doi.org/10.5334/bbc.i

El Khatib, Randa. 2021. “The Digital Dissertation and the Humanities Today.” In Digital Doctorates [essay cluster] by Randa El Khatib, Reese Alexandra Irwin, Caroline Winter, and Michelle Levy. Digital Studies / Le champ numérique. http://doi.org/10.16995/dscn.380

Estill, Laura. 2017. “Collaborative Knowledge Creation and Student-Led Assignment Design: Wikipedia in the University Literature Class.” Digital Humanities Quarterly 11 (3). http://www.digitalhumanities.org/dhq/vol/11/3/000320/000320.html

Harris, Katherine D. 2013. “Play, Collaborate, Break, Build, Share: “Screwing Around” in Digital Pedagogy.” Polymath: An Interdisciplinary Arts and Sciences Journal 3 (3), 1-26. https://hcommons.org/deposits/item/hc:55513/

Implementing New Knowledge Environments Partnership. 2021. “Training.” INKE. https://inke.ca/activity-clusters/#training

Jbmurray/Madness. 2018. Was introducing Wikipedia to the Classroom an Act of Madness Leading Only to Mayhem if Not Murder? Retrieved from https://en.wikipedia.org/wiki/User:Jbmurray/Madness

King, Monty, Mark Pegrum, and Martin Forsey. 2018. “MOOCs and OER in the Global South: Problems and Potential.” The International Review of Research in Open and Distributed Learning 19 (5). https://doi.org/10.19173/irrodl.v19i5.3742

Van Allen, Jennifer, and Stacy Katz. 2020. “Teaching with OER during Pandemics and Beyond.” Journal for Multicultural Education 14 (3/4): 209–18. https://doi.org/10.1108/JME-04-2020-0027

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


text:
A-Level Maths & Further Maths/Polynomials

Polynomials are expressions involving powers of a term, often x, where the power is two or more. A power of 1 would be a linear expression, and zero would make it a constant (just 1). They should become easier to understand as you work through them.

Quadratics
Quadratics should be a familiar term from GCSE learning. Quadratic equations are algebraic equations which involve a squared term, and often a linear and constant term.

The first skill you need to have is to factorise quadratics. An example of the method to do so is below.

Example
Factorise $$x^2+6x+8$$. If you can recall from GCSE, you may look for two numbers that add together to make 6, and multiply to make 8. If you thought of 4 and 2, you would be correct. This method works for all quadratics where the coefficient of x2 is one, such as $$x^2 + 42x + 377$$. You just need to find the two factors, then split the x term, and factorise the first and last two terms, as below.

$$\begin{align} x^2 + 42x + 377 &= x^2 + 13x + 29x + 377 \\ &= x \cdot (x+13) + 29 \cdot (x+13) \\ & = (x+13) \cdot (x+29) \end{align}$$

What about when the coefficient isn't one? You may be able to take the coefficient out as a factor of the whole expression. If not, split the middle term and try to factorise; while this gets harder with bigger coefficients, it will always work, and you'll get better with more practise.


text:
Chess Opening Theory/1. d4/1...d5/2. e4/2...dxe4/3. Nc3/3...e5

= Blackmar-Diemer Gambit (BDG): Lemberger Countergambit=

3... e5
Black has advanced their pawn to e5 and offers a pawn transfer. If White takes the e5 pawn, then Qxd1 forces White to either give up the right to castle with Kxd1 or undevelop the knight with Nxd1. However, there are better options such as Nxe4, encouraging Black to take d4 with the queen and make a queen trade, or Nge2, declining the countergambit and protecting the d4 pawn.

Traps
The Sneiders attack with Qh5 can lead to a winning position on the 6th move with Nd5?!, with most opponents going Qd7? and blundering Qe5+! and Nxc7!. However, there are players who refute this with a counterattack of their own with Nf6, leading to a queen exchange with both knights capturing the opposing queens.

Theory table
.

'''1. d4 d5 2. e4 dxe4 3. Nc3 e5'''


text:
Wikijunior:Big Book Of Cities And Towns/Philippines/Manila

Manila is the capital city of the Philippines and is facing the West Philippine Sea. It has a rich history since pre-colonial period.


text:
Wikijunior:Big Book Of Cities And Towns/Philippines/Legazpi

Legazpi is the capital city of the province of Albay in the Philippines and is facing the Albay gulf.


text:
Wikijunior:Big Book Of Cities And Towns/Philippines/Daraga

Daraga is a town in the province of Albay in the Philippines and is adjacent to the capital city, Legazpi.


text:
Wikijunior:Big Book Of Cities And Towns/Philippines/Quezon

Quezon City is the largest city in the Philippines. It is a part of the Metropolitan Manila.


text:
User talk:AerialB

--ꠢꠣꠍꠘ ꠞꠣꠎꠣ (discuss • contribs) 05:16, 27 January 2024 (UTC)

title: User talk:AerialB


text: Category:Book:A-Level Maths & Further Maths


text:
History of Ukraine

Table of contents

 * 1) /Preface/
 * 2) /Before Kyivan Rus’/
 * 3) /Kyivan Rus’/
 * 4) /Ruthenian Kingdom/
 * 5) /Lithuanian and Ruthenian State/
 * 6) /Polish-Lithunian Commonwealth/
 * 7) /Bohdan Khmelnytsky/
 * 8) /The Ruin/
 * 9) /Ivan Mazepa and Pylyp Orlyk/
 * 10) /Ukraine as a part of two empires/
 * 11) /WWI and the Ukrainian Revolution/
 * 12) /Interwar Ukraine/
 * 13) /Ukraine during WWII/
 * 14) /Ukraine after WWII/
 * 15) /Ukrainian Independence/
 * 16) /Independent Ukraine/

title: History of Ukraine


text: Category:Book:History of Ukraine

title: Category:Book:History of Ukraine


text: Talk:Algebra/Arithmetic/Exponent Problems


text:
History of Ukraine/Before Kyivan Rus’

The first people to settle the land north of the Black Sea were Neanderthals around 45000 B.C. Archeological findings of Homo Sapiens in Ukraine date back to the Late Paleolithic Period (30-10 thousand B.C.). They left many us many wall paintings. They used stone to create knives, spearheads, harpoons, as well as bones to create sewing needles and fishing hooks. People in the Mesolithic Period mastered the arts of weapon manufacturing, hunting and fishing. People during the Neolithic Period practiced animal husbandry.

The Cucuteni-Trypillian culture was the most famous culture of Ukraine during the Copper Age (4-3 thousand B.C.) They settled the forest-steppe between the Danube and the Dnipro rivers. They lived well organized lives, and practiced agriculture and cattle breeding, as well as crafts, in particular pottery. Some of their cities had a population of over 15,000 people.

Archeologists have found in Ukraine the remains of many cultures from the Bronze Age. People began to live in tribal groups, as well as create complex mechanisms. During this period pastoralists were separated from plowmen.

The Cimmerians were a nomadic nation of warriors that were driven out of the Pontic steppes by the Scythians during the 8th century B.C.. The Cimmerians were mentioned in the Bible as savage warriors.

The Greeks began founding colonies in Crimea during the 7th and 6th centuries B.C.. Some Greek colonies include Chersonsus (near current Sevastopol), Theodosia (current Feodosiia), Panticapeum (near current Kerch). The most famous colony was Olbia. Archeological evidence suggests that the area of the city was at its peak 120 acres, and it had a population of more than 10,000 people. The city was a democracy, and had a temple to Apollo Delphinios, an acropolis, and stone walls.

The Greeks of Ukraine and the local Scythians traded and intermarried, which have rise to a population which combined Greek and Scythian traditions. The steppes of Souther Ukraine have many burial mounds of Scythian kings with luxury items made of gold.

The oldest book on the history of Ukraine was written by Herodotus, the father of history. He described the founding myth of the Scythians, claimed that according the their account, they are the youngest nation. He divided them to horsemen and agriculturalists. He also considered the land near the Dnipro river the most productive in the world. It is still consider to this day to be among the richest in the world, which is why Ukraine is called the “breadbasket of Europe”. The coast was settled by Greeks and Hellenized Scythians.

The Sarmatians came from the East and replaced the Scythians who controlled the trade route between the agricultural regions and the Greek colonies. They ruled the Pontic steppe until the 4th century AD. The trade between the Ukrainian hinterland and the Greek colonies stopped, and the Scythians formed a new kingdom in Crimea, which they called Scythia Minor.

The security and prosperity of the Greek colonies was undermined by the conflict between the old and new masters of the steppe, and the appearance of trade routes to Greece from the Middle East secured by the conquest of Alexander the Great, and later the Roman Empire.

The Romans gained control of the northern shores of the Black Sea in the 1st century BC, however had hostile relations with barbarian neighbors which caused a lack of security. The region never fully recovered, and due to fear of war, the Greek colonists knew little about their neighbors. Ukraine has once again become the edge of Western civilization. The Eastern border of Ukraine was the Eastern border of Europe, until the maps of Europe were redrawn in the 18th century by the Russian Empire, and the border was moved to the Urals.

During the Sarmatian period, Christianity was first spread in Ukraine. According to tradition, Saint Andrew the Apostle spread the Gospel near the Black Sea and across the Dnipro River. In the 3rd century AD, 2 new positions were established - the Scythian and Bosporus Bishops, as parts of the Patriarchate of Constantinople.

Strabo, the author of “Geographies”, claimed that the Iszugrs and Roxalani were “wagon dwellers”. He complained about the ignorance in regard to the people who lived farther north. Ptolemy wrote about a European Sarmatia and an Asian Sarmatia, which reflects not only the imagined line between Europe and Asia, but also civilizational frontier.

The relationship of the Romans with the peoples of the Ukrainian steppes were defined by a mix of war and trade. The Goths and the Huns who were key in the invasion and fall of the Western Roman Empire lived in or passed through Ukraine. The Huns were replaced by Turkic speaking-tribes in the sixth century.

The Slavs, as opposed to the groups mentioned above, entered the scene in Ukraine and refused to leave. They probably came to Europe somewhere between the seventh and third millennium BC, however during most of their history, they were unknown to Mediterranean authors who were ignorant of inhabitants of the forested areas north of the Pontic steppes.

They showed up in the borders of the Eastern Roman Empire en masse in the early sixth century. Jordanes, a Byzantine author of Gothic ancestry, divided the Slavs to two major groups: Slaveni and Antes. The Sclaveni lived between the Danube and the Dniester, while the Antes lived between the Dniester and the Dnipro. Linguistic evidence suggests the homeland of the Slavs was in Volhynia and Prypiat marshes of Ukraine. By the time of Jordanes, they moved to the steppes and created a serious problem of Emperor Justinian the great.

Justinian, who attempted to restore the entire Roman Empire (East and West), decided to go on the offensive on the Danube front. After multiple victories, he added “Anticus” to his imperial title, which means conqueror of the Antes. After Chilbudius, the commander in charge of the conquest, was killed, Justinian returned to defending the border along the Danube.

The Antes pillaged the Byzantine province of Thrace, and took many slaves. After demonstrating their potential, they became defenders of the Empire in exchange for regular payment. The abandoned Greek city of Turris became their headquarters. However, their plot to become legitimate Roman citizens failed.

Procopius described the Slavs as tall people, and that their hair was neither blond nor dark, who lived hard lives and cared little for bodily comforts. They went to battle half naked on foot with shields and javelins. They were modest when it came to their private parts. Procopius also described the society as a democracy. Archeological evidence agrees with the description given by Procopius.

During the seventh century, Avars invaded the region, and later the Bulgars and the Khazars. The Avars and the Khazars left long lasting bad memories. According to Kyivan Chronicles, the Avars were “large of stature and proud of spirit”, and God destroyed them. They also claimed there was a poverb “They perished like the Avars”.

Very little is know about the Slavs who lived in Ukraine before the 10th century. What we do know came from Byzantine and Gothic sources, as well as from later Kyivan chroniclers who saw them as bearers of pagan superstition.

title: History of Ukraine/Before Kyivan Rus’


text: Category:Butternut squash recipes

title: Category:Butternut squash recipes


text:
Chess Opening Theory/1. d4/1...Nf6/2. c4/2...e5/3. dxe5/3...Ng4/4. Bf4/4...Qe7

=Budapest Gambit=


text:
Cookbook:Maja Blanca (Coconut Milk Pudding)

| Cuisine of the Philippines

Maja blanca is a gelatin-like comfort food.

Ingredients

 * 2 cups cornstarch
 * 4 cups coconut milk
 * 1 can (14 oz) sweetened condensed milk
 * 1 can (13.5 oz) coconut cream
 * ¾ cup white granulated sugar
 * 1 cup corn kernels (optional)
 * ¼ cup toasted coconut flakes (optional)

Procedure

 * 1) In a bowl, dissolve cornstarch in 1 cup of coconut milk. Set aside.
 * 2) In a pot, combine the remaining coconut milk, condensed milk, coconut cream, and sugar. Bring to a gentle boil over medium heat.
 * 3) Gradually pour the cornstarch mixture into the pot while continuously stirring. Lower the heat and continue stirring until the mixture thickens, about 10–15 minutes.
 * 4) If desired, add corn kernels into the mixture and stir for an additional 2–3 minutes.
 * 5) Pour the mixture into a greased baking dish or other mold. Let it cool and set for at least an hour in the refrigerator.
 * 6) Once set, slice the pudding into squares and sprinkle toasted coconut flakes on top before serving.


text:
User talk:Smadur661

5 Types Of Electronic Items
Can you tell me the main answers of this question?. Name five items below comment section. Smadur661 (discuss • contribs) 07:22, 28 January 2024 (UTC)

title: User talk:Smadur661


text:
Wikibooks:Reading room/Administrative Assistance/Archives/2023/December

Special:Contributions/2605:8D80:505:1B25:9C38:4C7A:4E6A:B503
Possible vandalism at Dark and Light. MathXplore (discuss • contribs) 14:38, 8 December 2023 (UTC)

 * Blocked them and reverted their edits. Cheers —Kittycataclysm (discuss • contribs) 22:28, 8 December 2023 (UTC)

Special:Contributions/24.89.232.123
Xwiki abuser, vandalism-only IP. MathXplore (discuss • contribs) 08:14, 10 December 2023 (UTC)
 * Already ✅ by GS action. MathXplore (discuss • contribs) 11:56, 10 December 2023 (UTC)

Suspected sockpuppet
@MarcGarver @Xania Based on both username similarity and editing patterns, I suspect User:Mohammad.Hosein.G.Shia is a sockpuppet of User:Mohammad.Hosein.J.Shia / User:Germany Poul Ah / User:Germany paul whq2 / User:FDVDBFNDBSW2552. They have a continued history of copyright violation, block evasion, and abuse, including on Farsi Wikipedia. I'd like to infinitely block this sock account (and potentially extend the block on the other highly-used accounts), but I'm checking with others first. Thanks! —Kittycataclysm (discuss • contribs) 13:30, 15 December 2023 (UTC)

 * I'd also like to accordingly mass delete all new pages contributed by this user. —Kittycataclysm (discuss • contribs) 13:35, 15 December 2023 (UTC)
 * Due to special:diff/4350942, I believe your guess is right. MathXplore (discuss • contribs) 11:43, 16 December 2023 (UTC)
 * I blocked them for one week because of this—interfering with the discussion is highly inappropriate. Would still appreciate some input from other admins before an infinite block. —Kittycataclysm (discuss • contribs) 16:31, 16 December 2023 (UTC)
 * Yes, I agree with a permanent block. In addition, some pages created by User:Mohammad.Hosein.J.Shia seem to be copyvios (such as Nuclear Energy/Atom), that would need to be accounted for and deleted. —Atcovi (Talk - Contribs) 19:54, 16 December 2023 (UTC)
 * ✅ —Kittycataclysm (discuss • contribs) 21:24, 16 December 2023 (UTC)
 * I would like to note that User:Germany Poul Ah and User:Germany paul whq2 are now globally locked. MathXplore (discuss • contribs) 13:31, 21 December 2023 (UTC)
 * Good to know—seems like they've had issues across many wikis. We can keep an eye out for them. —Kittycataclysm (discuss • contribs) 17:13, 21 December 2023 (UTC)


text:
User:Diberardini.maria.rita/sandbox

Raccolta prove per la preparazione alla seconda prova dell'esame di stato

 * 1) Azienda di manutenzione hardware e software

title: User:Diberardini.maria.rita/sandbox


text:
Sylheti/Tautology

Tautology is a linguistic phenomenon, characterized by the unnecessary repetition of words or phrases conveying the same meaning.

title: Sylheti/Tautology


text:
Chess Opening Theory/1. d4/1...d5/2. e4/2...dxe4/3. Nc3/3...Bf5

= Blackmar-Diemer Gambit (BDG): Zeller Defense =

3. Bf5
Bf5 defends the pawn on e4 and develops the queenside bishop, with intentions of keeping the pawn as it is a thorn to White who can't play Nf3 or Bd3, otherwise the knight/bishop will be taken by the pawn.

Responses
White usually responds with 3. f3?!, which attacks the e4 pawn albeit blocking the development of the knight to f3, which can be rectified after exd3. A rare option that is preferred by computers is g4, kicking the bishop away with the intention of creating a pawn storm with h4 and h5, forcing Black to play defensively.

Other than that, other options can block pieces from developing, get kicked away by pawns, or just do nothing.

Theory Table

 * 1) d4 d5 2. e4 dxe4 3. Nc3 Bf5


text:
Oberon/ETH Oberon/Ramos

Oberon Channel in Youtube

 * Part #1 Preparing The Installation, 2016 Nov
 * Part #2 Installing the Basic System, 2016 Nov
 * Part #3 Installing optional packages, 2016 Dec
 * Part #4 More on basic working with the system, 2017 Mar
 * Part #5 Don't buy the Oberon Companion Book! 2017 Mar
 * Part #6 1st program and hardware hack, 2017 Mar
 * Part #7 Background Tasks, 2017 Mar
 * Part #8 The Oberon Desktop, 2017 Apr
 * Part #9 Introduction into Gadget Programming, 2017 May
 * Part #10 First Gadget Program, 2017 May
 * Part #11 OOP theory and module structure, 2017 May
 * Part #12 Make your own visual gadget part 1, 2017 Jun
 * Part #13 Make your own visual gadget part 2, 2017 Jun
 * Part #14 Little helpers, 2017 Jun
 * Part #15 Make your own visual gadget - last part, 2017 Jul
 * Part #16 Simulate missing keys! 2017 July
 * Part #17 Forget about command line parameters, 2017 July
 * Part #18 Taking Screenshots, 2017 Aug
 * Part #19 Multiboot with DOS and WinXP, 2017 Sep
 * Part #20 Gadgets Revisited Part 1, 2017 Nov
 * Part #21 Gadgets Revisited - Button Gadget, 2017 Dec
 * Part #22 Clocks, 2018 Jan
 * Part #23 How to connect a usb thumb drive, 2018 Jun
 * Part #24 FTP on Oberon, 2018 Sep
 * Part #25 Nice Stuff! 2019 jan
 * Part #26 Calling Procedures, 2019 Mar
 * Part #27 "Starting all over again", 2022 Sep
 * Part #28 Don't buy this machine, 2022 Oct
 * Part #29 The end of this channel, 2023 Dec

title: Oberon/ETH Oberon/Ramos


text:
Brain Drain

Brain drain refers to the emigration of highly skilled and educated individuals from one country to another, often resulting in a loss of intellectual capital for the home country. This phenomenon has far-reaching implications on both the source and destination countries, impacting economies, innovation, and social structures.

title: Brain Drain


text:
Cookbook talk:Maja Blanca (Coconut Milk Pudding)

Ingredient clarification
@Me Lendroz did you mean sweetened or unsweetened condensed milk? I assume unsweetened? Thanks —Kittycataclysm (discuss • contribs) 18:19, 28 January 2024 (UTC)

 * sweetened condensed milk Me Lendroz (discuss • contribs) 08:59, 5 February 2024 (UTC)


text: Category:Cornstarch recipes

title: Category:Cornstarch recipes


text: Category:Iguana recipes

title: Category:Iguana recipes


text:
Reddit

Founded by two college graduates in 2005, Reddit is a social aggregation website that allows users to submit content, which is then voted up or down by other users. Content is organized into specific forums called "subreddits". The more upvotes a submission receives, it will appear near the top of the subreddit, and, if it receives enough, make it to the website's front page. Reddit has been decisive in shaping internet culture and giving rise to popular memes, as well as popularizing crowd-funding and creating the "AMA" interview format. This guide will help new users grasp the functions and culture of the site.

Table of Contents

 * /Subreddits/
 * /Voting/
 * /Posting/
 * /Karma/

title: Reddit


text:
User talk:JackkBrown

Cookbook:Zuppa Toscana name
Hi @JackkBrown! I noticed you've renamed Cookbook:Zuppa Toscana multiple times. Please don't do this, as title case is correct for the cookbook. Thanks! —Kittycataclysm (discuss • contribs) 13:12, 29 January 2024 (UTC)

Cookbook:American Pizza Vanegas
Hi @JackkBrown! Could you explain a bit more why you renamed "Pizza Vanegas" to "American Pizza Vanegas"? Thanks! —Kittycataclysm (discuss • contribs) 00:42, 1 July 2024 (UTC)

title: User talk:JackkBrown


text:
ORCID Advocacy Toolkit/About this book

Origins and purpose
Authoring Guide

Gaps page

Read about the creation of the wikibook at the Advocacy Toolkit Sprint report page

title: ORCID Advocacy Toolkit/About this book


text:
ORCID Advocacy Toolkit/Platforms that integrate with ORCID

Symplectic Elements
Symplectic is a Certified Service Provider for ORCID

Elements offers a range of ways researchers can connect their ORCID account to streamline workflows and share data between the two systems.

 * Automatically claim publications that include your ORCID
 * Write selected records from Symplectic Elements to your ORCID account
 * Write your affiliation to the University of Leeds to your ORCID account

On logging in to the system researchers are prompted to ‘Connect your ORCID iD’ from the ‘My Actions’ list on the homepage to establish a link from Elements to their ORCID account using OAuth. If you don’t have an ORCID iD yet, you may register for one now.

Once linked, Elements will periodically search ORCID for “works” containing a DOI, PubMed ID or Scopus ID and collect trusted metadata from some of other data sources including PubMed, Scopus and CrossRef and automatically associate this harvested data with a researcher’s Elements account.

You can manage or revoke permission at any time from Symplectic Elements via: Menu > My Profile > Settings > ORCID Settings, and then clicking on the ‘Revoke authorisation’ link. Revoking authorisation will prevent Symplectic Elements from interacting with ORCID, and your permissions will be changed to 'only use my ORCID iD to support automatic claiming'.

EPrints
EPrints is a Legacy Certified Service Provide for ORCID.

There are two plugins available which allows users to connect their repository and ORCID accounts.

ORCID Support: Basic functionality, providing minimum requirements for storing ORCIDs.

ORCID Support Advance: Integration with orcid.org through member API. This requires the ORCID Support plugin to be installed and ORCID membership. This plugin offers the following enhanced features:

Users can manage their permissions and connections within the ManageOrcid screen. Users can Create or Connect their ORCID iD to establish the OAuth connection.
 * Import works from ORCID
 * Export works to ORCID
 * Write your affiliation as Employment activity to your ORCID account

The documentation is hosted in the EPrints Wiki: https://wiki.eprints.org/w/ORCID_Support


text:
Sylheti/Phonology

Sylheti Phonology is a branch of linguistics that explores the sound system of the Sylheti language. This Wikibook provides an overview of key phonological features, including tone, voice quality, and phonetic analysis. Contributors draw upon various scholarly works to present a comprehensive understanding of Sylheti phonology.

= Table of Contents =

References and Further Studies

 * Gope, A. (2021). The phonetics of tone and voice quality interactions in Sylheti. Languages, 6(4), 154. https://doi.org/10.3390/languages6040154
 * Gope, A. (2021b). Lexical tones in Sylheti. Tezu. https://www.academia.edu/58422396/Lexical_Tones_in_Sylheti?uc-g-sw=104328072
 * Raychoudhury, P., & Mahanta, S. (2020). The three way tonal system of Sylheti. 10th International Conference on Speech Prosody 2020. https://doi.org/10.21437/speechprosody.2020-103
 * Raychoudhury, P., & Mahanta, S. (2022). Sound change and tonogenesis in Sylheti. Linguistics Vanguard, 8(s5), 715–731. https://doi.org/10.1515/lingvan-2021-0098
 * Mahanta, S. (2016). An acoustic analysis of Sylheti phonemes. Iitg-in. https://www.academia.edu/29578956/An_Acoustic_Analysis_of_Sylheti_Phonemes?uc-g-sw=104328072
 * Ahmed, A. S. M. M. (2023). PHONOLOGY OF SYLHETI: AN OVERVIEW. Jntuhceh. https://www.academia.edu/104328072/PHONOLOGY_OF_SYLHETI_AN_OVERVIEW

title: Sylheti/Phonology


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User talk:Alter73

Welcome!
Welcome, Alter73!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. Alextejthompson (Ping me or leave a message on my talk page) 19:37, 29 January 2024 (UTC)

title: User talk:Alter73


text:
Kitchen Remodel/Cabinet installation preparation

This chapter will mostly be relevant for readers who are preparing to assemble and install an Ikea kitchen, but most of the considerations may apply to probably every D. I. Y. kitchen installation.

Required skills and tools
With their assembly instructions, Ikea give lists of required tools. Apart from that and in general, I would consider the following items and tools (and the skill to handle them) as essential for the assembly and installation of an Ikea kitchen. Safety first:

Measuring: Tools: Other:
 * Ear and eye protection
 * Working gloves (for the work with a saw and for heavy lifting)
 * Proper work lighting
 * Tape measure, folding meter stick or laser distance tape measuring tool
 * Carpenter's square (the larger the better)
 * Level (the larger the better; ideally a laser level, too)
 * Stud finder
 * A very good box cutter with oodles of replacement blades. There will be a lot of cardboard boxes to be opened (but be utterly careful not to damage the delicate content through an unwise cut) and even more empty cardboard boxes to be cut into pieces for the recycling bin. We collected so much cardboard that we even reached out to a nearby architecture school, asking if they were interested in free building material for their classes.
 * Cordless screwdriver, with Phillips and flathead and drill bits
 * Ratcheting multi-bit screwdriver, with both Phillips and flathead bits; a conventional, non-ratcheting screwdriver may only be a poor substitute. Being a female with not too much arm strength, I preferred the use of a ratcheting screwdriver over that of an electrical one, because it is much lighter and allows a person of less strength much better control. Most people will see that differently though.
 * Center punch (extremely helpful for drawer assembly)
 * Hammer (ideally a rubber head hammer, too)
 * Carpenter's pincers (to remove nails that didn't go in as planned)
 * Pliers (to remove shelf pins; those can get stuck really badly and be a pain to remove with bare hands)
 * Hand saw and ideally a miter box (to cut the suspension rails; we also had to cut some of the cabinet legs to custom height)
 * Hand circular saw, a pair of saw horses and some board that goes on the saw horses as a working base (mostly for the cutting of filler/cover pieces). A table circular saw will be more comfortably to use though. We were lucky enough to have a miter saw at hand, too; the latter is not really necessary, but easier to handle than a circular saw; our main application with it was the cutting of toe kicks.
 * 1 pack of wooden shims (for the suspension rails)
 * 2 C-clamps
 * Masking tape (for cleaner saw cuts; can also be used for all sorts of marking purposes)
 * Small can of paint, flat, in the exact shade of the front elements (to stain any element, for example plywood, that won't be covered with cover panels or countertop material)
 * Caulk gun with silicone (to fill a gap here and there)
 * Pencil
 * An old rug or anything else that is large and soft to be put on the floor where the assembly of frames or drawers takes place. You don't want to scratch those up. We used for that the cardboard in which the cabinets came.
 * A deep dinner plate or any other container in which you can empty the content of the small-item bag that comes with virtually every Ikea flat pack. This little routine helped us a lot not to loose or misplace those very important screws and other little things that are needed for assembly. By the way, we also kept a well organized sorting system for unused or spare parts.
 * Additional bolts or screws (to attach cabinets to each other, to the ceiling, or to an adjacent wall)

Other tools that we used but that may not be generally necessary:

 * Hammer drill (we had to anchor a number of kitchen island support brackets in a concrete floor)
 * Electric jigsaw (for custom cut-outs in the plywood cover)

Item names
I found it very helpful to understand and to acknowledge Ikea's way to identify the different elements of a kitchen. Every single item has…

 * a 8-digit number (for example "002.653.97")
 * an "Ikea name" ("Sektion"; the name indicates the type of article; in this case: either a cabinet frame or something very closely related to a cabinet frame)
 * an abbreviated description ("bas cab frm 15x24x30" white NA" = base cabinet frame 15" wide, 24" deep, 30" high, white, model for North America).

All of this information appears both in the order lists and on the labels that stick on the flat packs in which the components are being delivered.

Notice that the 8-digit numbers strictly identify items that are 100% identical. So when there is for example a different color or a different size, there will also be a different number.

Before an Ikea kitchen can be assembled and installed, there will be an awful lot of sorting, organizing, inventory and allocating with those parts. My own kitchen included no less than 80 different types of products (288 parts altogether, but 80 different 8-digit-numbers). Focusing on the 8-digit numbers helped me a lot to stay on top of things. At some point, I figured that we could ignore the first three digits and give the items nicknames, based on only the last 5 digits, because at least in our case they were all unique.

Inventory of parts
Inventory on delivery is typically stressful, because the delivery people understandably want to finish their job and to get a signature as fast as they can. We had a small number of pieces missing in a delivery once, and even though we had confirmed a complete delivery by our signature, we didn't find it a problem to complain subsequently. Ikea proved to be rather accommodating, they sent us the missing parts with a later delivery with neither a fuss nor a charge.

But meticulous inventory is crucial and has to be done at some point. I did it multiple times and used the opportunity, too, to organize the items in a way that I would later, during assembly and installation, find them easily. One good criteria for organization, beyond the 8-digit numbers, is the Ikea name ("Sektion", "Utrusta", etc.).

It cannot be stressed enough that the parts need to be stored at a place where they are safe from damage, namely from water. We had just moved to California, and oblivious about the regional hazards, we had put everything in the garage, not expecting torrential rain and sudden heavy water penetration into that space. So we lost a few pieces.

By the way, unpacking on delivery is not advisable. Unpacking will limit your possibilities to return unneeded items and it will add an enormous risk that parts will get lost or untraceable or inidentifyable.

Assembly drawings
With no less than 22 cabinets to put together, I found it prudent to prepare us with detailed assembly drawings for each row of cabinets. Those drawings gave exact information about the required cabinet frame, legs, drawers, shelves, doors, hinges, drawer fronts and other components, all identified through their 8-digit number.

I also prepared a detailed pattern for the required cover/filler panels. Our kitchen planner had suggested two white panels, but later we figured that we wouldn't need them. We returned those. The grey panels, too, required some deviation from what we originally had thought. But mapping the panels out saved us definitely avoidable waste of material and allowed us to return one unused grey panel, too.

Floor marking
Since we had decided to install our cabinets first and to lay the tiles later, we had the great opportunity to draft our kitchen floor plan (cabinet frames only) directly on the floor. The floor was concrete and I could use a Sharpie pen. If there would have been tiles already, I would have used masking tape.

If you are planning complicated things like a peninsula, this in-situ mapping can be both extremely helpful and quite a challenge, because often a space is not 100% rectangular, and then an executive decision may have to be made between pest and cholera: is it more important to you to set up your rows of cabinets in an impeccable right angle or do you rather want to perfectly align them with the walls? At the end, the difference won't even be noticeable, probably, but floor marking is clearly the time for decision making.


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Cookbook:Manual of Style

This page describes the stylistic conventions that should be used for pages in the Cookbook. It is a living document, so it may change over time to reflect the de facto state of the Cookbook and the consensus standards created by its contributors.

Case
The de-facto naming convention for all Cookbook pages is title case. Based on common style guides, this means that the first word of the title as well as all major words (i.e. not articles, coordinating conjunctions, and prepositions shorter than four letters) should be capitalized.

Language
Recipes should be titled according to their traditional name, their origin, or their ingredients. Avoid naming recipes for people, unless they are well-known by that name.

Recipes with a non-English name that have a common English name should be named with their common English name. For example, the primary name for Cookbook:Khaeng Keaw Wan should be Cookbook:Thai Green Curry. If necessary or desired, a redirect from the name in the original language can be created. In cases where the non-English name is the common name, that name should be used, as in Cookbook:Huevos Rancheros.

Recipes names with special characters (diacritics, etc) should be primarily spelled with simple ASCII characters and a redirect should be created with the special characters included.

Special Diets
Recipes for a special diet that are substantially adjusted variations of a normal recipe should be denoted by the diet name in parentheses after the name of the recipe. For example, a vegan variation of Cookbook:Chili would be Cookbook:Chili (Vegan); a gluten-free variation of Cookbook:Brownies would be Cookbook:Brownies (Gluten-Free); a lactose-free variation of Cookbook:Milkshake would be Cookbook:Milkshake (Lactose-Free). Recipes that adhere to a special diet, but are not variations for that specific diet should not be named in this fashion; instead only the appropriate category should be added. Trivial variations should be listed on the recipe page itself.

Duplicate Recipes and Disambiguation Pages
When there is more than one recipe for a single type of food, there are several ways to resolve the situation:

 * 1) If one recipe is of poor quality, delete it.
 * 2) If one recipe can be expressed as a variation upon the other, include it in the variations section and delete the original.
 * 3) If the recipes can be merged into a single recipe, merge them and delete the originals.
 * 4) Create a disambiguation page for the 'abstract' type of food (using the  template as a header) and give each recipe a unique name.

In the last case, the distinguishing name should be as descriptive of the unique qualities of the recipe as possible. This may be accomplished in the following ways:

 * 1) Variations: for example, a disambiguation page is Cookbook:Lasagne which links to Cookbook:Traditional Lasagne, Cookbook:Ricotta Lasagne, and Cookbook:Lasagne with bean sauce.
 * 2) Roman numerals: If there is not an appropriately descriptive way to distinguish the recipes, roman numerals should be used, as in Cookbook:Hummus I.
 * 3) Diet: if a recipe difference is noted by diet, proceed as above for special diets.
 * 4) Author: if a recipe is from a specific author (e.g. from a book in the public domain), include their surname as in Cookbook:Common Sauce (Hartshorne).

Additionally, a disambiguation page may be created with more information about a type of food, and this page should link to the various recipes for that dish. See, for example, Cookbook:Chocolate Chip Cookies.

Categories
Cookbook-related categories should capitalize the first but not following words.

With few exceptions (e.g. maintenance categories), recipe categories should follow the "____ recipes" naming format:

 * Category:Egg recipes (by ingredient)
 * Category:Italian recipes (by origin)
 * Category:Vegan recipes (by diet)
 * Category:Cake recipes (by recipe type)
 * Category:Dessert recipes (by meal type)

For ingredient categorization, a plural form is generally used, as with:

 * Category:Fats and oils
 * Category:Cheeses

Page Formatting and Layout
Recipes should be formatted according to the recipe template, and ingredients according to the ingredient template.

title: Cookbook:Manual of Style


text:
User talk:MatthewTheUnicodeGuy

--ꠢꠣꠍꠘ ꠞꠣꠎꠣ (discuss • contribs) 02:47, 30 January 2024 (UTC)

title: User talk:MatthewTheUnicodeGuy