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User:Kumush Atajanova

Assalamu aleykum

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

title: User:Kumush Atajanova


text: Yesod web framework/Printable version

title: Yesod web framework/Printable version


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Cookbook:Dambun Shinkafa (Nigerian Rice and Vegetables)

Danbun shinkafa is a common northern Nigerian dish. It is served both at home and on special occasions like weddings, naming ceremonies and native celebrations.

Ingredients

 * Rice (broken)
 * Vegetable oil
 * Onion, chopped
 * Spring onion (optional), chopped
 * Carrot, peeled and chopped
 * Scotch bonnet chile pepper, diced
 * Bell pepper, diced
 * Moringa leaf, washed
 * Seasoning cube
 * Salt

Procedure

 * 1) Thoroughly rinse the rice. If desired, soak for a while.
 * 2) Steam the rice using a pot or an electric rice cooker until averagely soft.
 * 3) Heat a thin layer of vegetable oil in a pot. Add the onion, spring onion, carrot, and peppers. Fry for a bit, then remove from heat.
 * 4) Mix the cooked vegetables into the steamed rice. Season with salt and seasoning cube. Cover and allow to steam for a while.
 * 5) Stir in the moringa leaves, and remove from the heat.
 * 6) Serve with fried meat or fish.


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Cookbook:Ayaraya Ji (Nigerian Pigeon Peas and Yam)

Ayaraya ji is a Nigerian dish of yam and pigeon peas popular in the Nigerian state of Enugu. It's easy to prepare and its taste is irresistible.

Ingredients

 * Pigeon peas (fio-fio)
 * Salt
 * Seasoning cube
 * Yam (preferably old yam), peeled and chopped
 * Palm oil
 * Onion, shredded
 * Pepper, blended
 * Uziza seed or leaf, pounded
 * Ukpaka

Equipment

 * Bowl
 * Cooking pot
 * Knife
 * Stove

Procedure

 * 1) Pick any stones or debris from the pigeon peas. Cook in salted boiling water with a seasoning cube until soft.
 * 2) Add the yam to the pot, and cook until softened. When the yam and pigeon peas are well cooked, remove from the heat and set aside.
 * 3) Heat a substantial amount of palm oil in another pot. Add the shredded onions, blended pepper, and ukpaka. Cook for 3 minutes.
 * 4) Add the uziza, and cook for 2 minutes. Season with salt.
 * 5) Stir the sauce into the pigeon pea mixture. Cook for about 7 minutes, then remove from the heat.


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Cookbook:Ebatu Soup

Ebatu soup, also known as garden egg soup, is a typical Nigerian dish made from garden eggs and often consumed by the Ebira people. It is served with eba, amala, pounded yam or tuwo shinkafa.

Ingredients

 * White garden eggs, rinsed
 * Ewedu leaves, chopped and rinsed
 * Maggi cube
 * Salt to taste
 * Fish
 * Beef
 * Palm oil
 * Fresh bell pepper, rinsed and blended until smooth

Procedure

 * 1) Separately boil garden egg and ewedu leaves in water for a few minutes until tender. Drain each, and reserve.
 * 2) Mash garden egg with the maggi cube, and add salt to taste.
 * 3) Fry fish and beef in a pot.
 * 4) Add palm oil, blended pepper, garden egg mixture, and ewedu leaves. Stir and cook for a few minutes.
 * 5) Serve with eba, amala, or pounded yam.

title: Cookbook:Ebatu Soup


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User:Wikivuyo

Hi I am Wikivuyo I this is my first time creating a user page so if there are users who are willing to help me and teach me how to use Wikipedia because I'm just twelve years old.

title: User:Wikivuyo


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User talk:Wikivuyo

I am looking for a user who can help and teach me how to use Wikipedia.
 * Is w:Help:Editing enough? L10nM4st3r / Roar at me 16:55, 8 July 2022 (UTC)
 * Also, this isn't Wikipedia. This is Wikibooks. See what is Wikibooks. -- L10nM4st3r / Roar at me 07:28, 9 September 2022 (UTC)

title: User talk:Wikivuyo


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Cookbook:Boiled Ona (Nigerian Boiled Bitter Yam)

Ona, also known as esuru in Yoruba tribe and bitter yam in English is a typical Nigerian food commonly consumed by Igbo people. It is served with palm oil, egg sauce or pepper stew.

Ingredients

 * Ona (bitter yam)
 * Water
 * Salt to taste

Procedure

 * 1) Cut the bitter yam into chunks, and remove the skin.
 * 2) Rinse the yam chunks, then transfer to a pot and cover with water.
 * 3) Peel, rinse and add salt to taste.
 * 4) Add salt to taste, and boil until soft.
 * 5) Drain the bitter yam, and serve with egg sauce, palm oil or pepper sauce.


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Cookbook:Akidi (Nigerian Black Bean Porridge)

Akidi is a typical Igbo food made from black beans. It is served with pap, custard, or garri.

Ingredients

 * Akidi (black beans)
 * Palm oil
 * Salt to taste
 * Onions, chopped
 * Pepper, blended

Procedure

 * 1) Soak and rinse black beans.
 * 2) Boil beans for a few minutes until soft.
 * 3) Drain black beans, and mix in some palm oil and salt to taste.
 * 4) Mix in blended pepper and onions, then cook the bean mixture for a few minutes.
 * 5) Serve with pap or Nigerian custard.


text:
User:Spbvj

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title: User:Spbvj


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Themes in Literature/Isolation and Community/The Paper Menagerie

Text
Written in 2011, “The Paper Menagerie” has won two major science fiction literary awards: the Nebula Award and the Hugo Award. You can find the text here.

Summary
Jack, a young boy from Connecticut, loves playing with origami animals that his Chinese mother introduces him to. These paper creations come to life when she blows into them. As Jack grows into a teenager, he strives to fit in with the surrounding American community and begins to reject his mother’s culture. His mother, in her effort to please him, tries hard to speak English and changes her habits. Unfortunately, she dies without reconciling with Jack. On the day of Qingming, the Chinese Festival for the Dead, Jack discovers a letter from his mother written on the first origami animal she made for him, Laohu the tiger. Through this letter, he learns about her life in China, her journey as an immigrant, and her heartbreak when Jack stopped connecting with her. Jack then attempts to reconnect with his mother by writing back on Laohu's body.

Viewpoint: Jack is the focus of the story
“The Paper Menagerie” explores how an individual can belong to a community, vanish from it, and eventually reconnect. In the story, Jack, born in the Year of the Tiger, is represented by Laohu, an origami tiger brought to life by his mother’s magic: “I didn't know this at the time, but Mom's kind was special. She breathed into [the origami] so that they shared her breath and thus moved with her life. That was her magic.” Laohu’s existence begins in the menagerie, symbolizing Jack’s mother’s culture, a community that Jack embraces and enjoys during his childhood. These are the secure and comfortable years.

However, belonging to a nurturing community can be fragile and easily destroyed. An origami tiger, like Laohu, is delicate and can be torn apart. When Jack’s family moves into a new town and Jack into a new school, he encounters new perspectives of what is acceptable. Laohu is introduced to Mark, an All-American boy who likes to play with Star Wars action figures. When Laohu accidentally breaks Mark’s action figure, Mark retaliates by tearing Laohu apart: “Mark grabbed Laohu, and his snarl was choked off as Mark crumpled him in his hand and tore him in half. He balled up the two pieces of paper and threw them at me. ‘Here's your stupid cheap Chinese garbage.’”

From this moment, Laohu's life becomes difficult; he never seems the same again. Jack tries to fix him back to what he was, but nothing seems to work. He is condemned to live in a box for a long time, even though the menagerie resists Jack’s rejection: “[t]he animals had escaped and took over their old favorite spots in my room. I caught them and put them back into the shoebox, taping the lid shut. But the animals made so much noise in the box that I finally shoved it into the corner of the attic as far away from my room as possible.” Jack forces himself to forget the community the menagerie represents, instead joining Mark’s all-American community.

Many years later, the fragile Laohu comes back from the darkness when Jack’s memory of her mother making an origami shark for him breathes new life into the paper tiger: “The ball of paper shifted, unfurled itself, and I saw that it was Laohu, who I hadn't thought about in a very long time. ‘Rawrr-sa.’ Mom must have put him back together after I had given up.” Jack’s mother never gave up hope that her son might love her again. Now, Laohu carries a letter that helps Jack reconnect with his mother’s community. Since Jack cannot read Chinese, he seeks help from someone who can. As he listens to the story of his mother’s life and family, he regains a sense of community. After expressing his love to his mother through the letter written on Laohu, Jack’s final act is to accept his mother’s heritage: “Following the creases, I refolded the paper back into Laohu. I cradled him in the crook of my arm, and as he purred, we began the walk home.” Laohu is finally back where he belongs, proving that even if we ignore our roots and try to reject our legacy, our heritage and blood remain within us.

Viewpoint: Jack's mother is the focus of the story
“The Paper Menagerie” is about the nameless Chinese immigrant who is the mother of the story’s narrator, Jack. Jack’s mother came from a very poor farming family in China, born during a time of famine. Her own mother was self-sacrificing, eating mud to give her daughter the little food they had. In the story, Jack’s mother embodies the Chinese community and strives to share this culture with her American-born son. One significant example is the Zhizhi (origami) paper menagerie she creates for Jack when he is a toddler. However, as Jack grows older, he begins to favor American culture over Chinese culture, exacerbating his mother’s sense of isolation in the English-speaking Connecticut community where her white American husband brought her. This rejection by her son, as she grows older, becomes unbearable for her.

Many immigrants face the issue of isolation depicted in Liu’s story. They leave behind everything familiar and try to assimilate into a new country, often without the comfort of family and friends. Despite their efforts to incorporate their culture into their new homeland and pass it on to their children, they sometimes face disappointment when their children reject their heritage.

Jack's mother cherishes her culture because it is her last connection to her family. Her son's rejection of this heritage deepens her isolation, leaving her without anyone to share her culture. Throughout the story, she faces rejection for being different. When the family moves to Connecticut, two white neighbors visit them and make blatantly racist remarks about Jack's physical attributes without knowing that Jack can understand them: “Something about the mixing never seems right. The child looks unfinished. Slanty eyes, white face. A little monster."

It is unclear if these neighbors’ contempt planted seeds of doubt and anger in Jack towards his mother's heritage, causing him to act out against his mother. What is clear is that Jack’s rejection of his mother’s culture begins when his American classmates bully him with racist slurs ("chink"), causing him to avoid anything that identifies him as Chinese. He refuses to eat Chinese meals or respond to his mother in her native tongue. Jack and his father pressure her to embrace American culture, further alienating her: “I pushed the chopsticks and the bowl before me away; stir fry green peppers with five spice beef. ‘We should eat American food.’” Despite her efforts to fit in, her son’s disdain and indifference lead her to feel rejected by the person she loves most. Symbolically, this rejection leads to her death; though the story does not indicate what her illness is, we are to understand that she dies of a broken heart.

At the end of the story, Jack realizes his mother’s death has left him feeling isolated, having lost a person who loved him dearly. Her death also represents the loss of a part of his cultural identity and heritage. Rejecting his mother’s culture also means rejecting part of his own identity, leaving him with no chance to experience this culture firsthand. This realization becomes clear when Jack needs a native Chinese speaker to read the letter his mother left for him inside Laohu, the paper tiger that symbolizes his self. Jack then decides to reconnect with his mother by refolding Laohu. By following Laohu’s creases, he finally embraces his mother’s teachings. The story concludes with Jack saying, “[w]e began to walk home,” the "we" signifying acceptance, reconnection, and rebirth.

Jack's mother's story is my story
I am the fourth of eleven brothers and sisters. We lived in extreme poverty as my mother struggled to care for us. When the opportunity came to come to America, my mother was happy because I would now be able to help myself and them. It was one of my biggest dreams going up. I believed I would have the opportunity to work hard and help myself and my family. I arrived at JFK in the summer of ‘88. I came to America to attend school. My plans for school did not workout. I wanted to fulfill a dream of going to college--which would make me the first of my eleven brothers and sisters to go to college. When I arrived, I lived with my aunt. She told me she did not have money and I would have to seek employment. She allowed me to work at her beauty parlor business as I tried to save up money to attend school.

Upon arrival, I felt that the people were cold and unfriendly towards me. This was a big change for me. In Trinidad, I lived in a village where most people were related. I remember being given a key to my aunt’s apartment. I was shocked by the number of locks that were on the door. It was scary for me to see this. In my community there was a sense of relative safety. My accent made it difficult to communicate. I had to repeat myself often. I was also met with bias and stereotypes often. I once recall a woman ask me if “you all wear grass skirts.” My husband’s southern family would ask me if I wanted a “Beef patty,” or call me “coconut.” I felt like I was a joke because I was different.

I married an American person and our cultural barriers made it difficult for us to relate to one another. At first it appeared to me that he was interested in the Trinidadian culture. However, within the household, he didn’t seem interested in my cultural foods. When I prepared these meals for him, he would taste it and push it aside. I did try to cook American foods as well; I once remember buying “cold cuts” for a sandwich. When he asked me to prepare him a sandwich, I began cooking the cold cuts in a pan on the stove, because I did not know better. This was not expected. He was upset by this and made me feel bad. His mother is from the South and was able to cook him more American meals.

This rejection of my culture also made it difficult for my children to assimilate to my culture. When the children did not want my food, my husband would quickly substitute it with American food and asked me not to force them to eat it. My kids would begin to prefer American food over my traditional Trinidadian dishes. Ultimately, I felt useless within my household by not being able to contribute in the ways that I knew how. This caused me to feel isolated. Ultimately, my marriage was dissolved. It seemed to me that my ideas were never good in the eyes of my children. But we were able to bond during a time that I was very sick. They began to realize they were taking me for granted. They then began inquiring about my past, and about my home country and culture and attempting to cook me some traditional dishes from Trinidad. I believe my illness was a wake-up call to them and they began to appreciate me and everything I have to offer a lot more.

For creative spirits: Build your own paper Laohu
In this first part, you will learn how to make the first section of the tiger. You will begin on a small piece of paper, but after the training, you can do it on a larger paper. Be patient and do this in stages.

In the second part, you will start with a more substantial piece of paper, and you can use colored paper to give a more realistic impression. Also, you will need something to help make the lines more perfect.

In the last part, the tutor will provide some tips to do a better job. Also, tell you that you may need glue to ensure some features stay in place and finally get the origami tiger.

For young readers: What could it mean to grow up in two cultures?
Watch this NBC report, "Defining Latino: Young People Talk Identity, Belonging," featuring Latinx youth discussing how living in the United States has defined their identity. As NBC emphasizes, Latinx youth is "one of the largest and fastest-growing youth populations in the country."

Critical thinking questions

 * Could immigrant teenagers of any ethnicity identify with Jack's story? What is similar? What is different?
 * Should Jack believe and respect his mother's traditions, beliefs, and language no matter what? Or should Jack's mother's not insist on asking her son to be like she is? What is lost and gained by choosing one option over the other? What would you do differently if you were Jack? Jack’s mother?
 * In your opinion, do bi-racial teenagers have an advantage in society? Why? Why not?

Share your view of the story
Click here to tell us how you feel about Jack's story and whether you relate to it. You could share a recommendation on how to manage being part of two cultures.


text:
Talk:Themes in Literature/Isolation and Community/The Paper Menagerie

Submit you history here.
Here Mahimol28 (discuss • contribs) 15:16, 16 June 2022 (UTC)


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Cookbook:Banana Bread III

This easy banana bread recipe only requires a few ingredients. If you want to make the tastiest banana bread, make sure to use overripe bananas.

Procedures

 * 3–4 overripe bananas, peeled
 * ½–1 cup white granulated sugar
 * 1 tsp baking soda
 * 1 egg
 * ¼ cup butter, melted
 * Salt
 * 2 cups flour
 * ½ tsp cinnamon
 * Vegetable oil

Special equipment

 * Oven
 * Masher
 * Cake or loaf pan

Procedure

 * 1) Mash the bananas into a smooth paste. When working with a significant quantity of bananas, mash them with a fork or a potato masher.
 * 2) Stir in the sugar, baking soda, egg, and butter.
 * 3) If desired to balance the sweetness or flavor, stir in a pinch of salt.
 * 4) Combine the flour and cinnamon. Add this mixture in a slow, steady stream, stirring constantly until smooth and lump-free. Do not over-mix, or it will become tough.
 * 5) Transfer the batter to a greased baking pan. Tap the pan on the table after pouring the batter to assist remove air bubbles and set the batter in the baking pan, making it easier to remove after baking.
 * 6) Bake at at 350°F until it turns golden brown and a skewer inserted into the center comes out clean.
 * 7) Allow your bread to cool somewhat before removing it from the baking pan. This will prevent your bread from breaking apart as you remove it.

Notes, tips, and variations

 * You can use margarine or peanut butter in place of butter for a nutritious vegan banana bread.
 * Any type of flour (e.g. oat flour) can be used in this banana bread recipe, but the texture will vary depending on the type of flour you choose.

title: Cookbook:Banana Bread III


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User:TRainez/sandbox

Perhaps the best way I can express this idea is to say that the question, “What will a new technology do?” is no more important than the question, “What will a new technology undo?” Indeed, the latter question is more important, precisely because it is asked so infrequently.

-Neil Postman, later cultural critic and professor at New York University. Steven (an arbitrary name chosen for anonymity) is a 14-year-old teenager that I deeply care about. Since he was a toddler, he always seemed to be highly social. I remember his days in middle school when his teacher would constantly send letters complaining about how she would try to sit Steven in different spots during class, but the child somehow managed to always find somebody to talk to. When he joined high school, however, Steven became introverted. After school, you would always find him hanging around friends, but now he would spend this time continuously scrolling through social media or wasting hours watching videos on apps like YouTube while in the solitude of his room. I felt worried about Steven; he, who was always full of energy and seemed to find conversation and make friends with even the driest of kids, slowly became socially awkward and withdrawn. Many months after his first day of high school, I finally asked him, "Hey, how's high school going? I haven't seen you around your friends that often. Does schoolwork make you that busy?" to which he responded, "I actually don't have any friends… maybe just one, but he's always busy… but it is okay, I text people online every day with my phone." Instantly, I knew Steven was not okay; worried I tried to understand the boy’s switch in behavior. High school was the time when Steven got his first smartphone. Therefore, could this device have enabled or even influenced his depression and asocial behavior?

Today smartphones are regarded as a must-have among adolescents; these devices are commonly used for leisure, connecting with others, and learning new things, according to Pew Research Center. In addition, Freelance writer Sarah J. Purewal wrote an article in 2015 detailing some of the not-so-obvious but still valuable services smartphones can provide. In one of her points, the author mentions how smartphones can keep users relatively safe while in scary situations by allowing them to share the personal live location with friends. This tracker proves handy for parents who naturally want to ensure their child's safety; it can alert them of unusual behavior or possible dangers their kid could be facing while on the outside. And there has been evidence of the GPS tracker saving teens' lives. For example, in 2019, reporter Allyson Chiu wrote an article for The Washington Post detailing how teenage Catrina Cramer Alexander suffered a car accident while driving through a dense forest but was found and eventually rescued after her mom received Alexander's location through the "Find My Friends" app. This information adds to the idea that, if appropriately used, smartphones can be a beneficial tool for adolescents.

And what could be more beneficial than saving a life?
The Pew Research Center showed an increase in teen's smartphone access from 73% in 2015 to 95% in 2018. With this in mind, I find it redundant to keep talking about the pros of having this technology around us. Otherwise, why would the majority of people keep around something that could be harmful to them?

But, as famous author, NYU professor, and cultural critic Neil Postman once said, "Technological change is a trade-off... Think of the automobile, which for all of its obvious advantages, has poisoned our air, choked our cities, and degraded the beauty of our landscape". We must try to understand what we are giving in return for providing this seemingly exceptional technology to people that are now growing up with these devices.

Problematic Smartphone Use
The Common Sense Media, a non-profit organization that promotes safe technology and media for children, reported in 2019 on the average screen time teenagers spend on their phones. The research showed that the average teen spends an alarming amount of seven and a half hours a day using their smartphones devices. However, to talk about the problems that smartphones bring to teenage lives, we need to first discuss Problematic Smartphone Use (PSU).

you may wonder: why call it PSU instead of smartphone addiction?
In the study titled "Smartphone Addiction of Adolescents, Not a Smart Choice" made for the Journal of Korean medical science, researcher Seung Min Bae mentions that psychiatry has not considered smartphone addiction a proper illness because of current disagreements at the moment of measuring withdrawal and tolerance. Because of this, scientists prefer the term "Problematic Smartphone Use" instead of considering it a proper addiction. Surprisingly however, in the Forbes article "The Truth About Smartphone Addiction, And How To Beat It," Brian Scudamore explains that similarly to how we get a dopamine rush by eating our favorite meal, we also get a dopamine rush whenever we receive a new notification in our cell phones. Being the "feel-good hormone," dopamine usually motivates the behavior that caused its release; Scudamore then explains how this dopamine rush can subsequently lead to an addiction to said behavior, similar to what happens with cocaine users. In another article made for Insider in 2020, senior health reporter Anna Medaris references an extensive study comparing smartphone addiction effects to those found in people with drug addiction. Medaris mentioned how the study related both types of addiction victims' tendency to have fewer brain cells, a lesser sense of empathy, impulse control, emotions, and decision making. While problematic smartphone use may still not be considered a proper illness or addiction, it is scary to think that the issues it brings can be compared to those that real substance abusers often face.

And it is scarier when you consider that the teenage population has been identified as a major risk group for PSU, according to Bae's research mentioned above. Bae describes that one of the main reasons for this is that the teenage years are a period of brain development in which one is more susceptible to addiction. A literature study by Linda Fischer-Grote for the Neuropsychiatrie medical journal also backs the previous information since it also shows data linking PSU to difficulties in self-regulation and immature control competencies commonly present at a young age.

“Too much of anything is bad,” and these studies have proven excessive use of smartphones may turn that valuable tool into something detrimental to their users. In addition, we have identified how Problematic Smartphone Use compares to substance addiction and how teenagers are especially vulnerable to it. We can now proceed to the harmful effects of PSU on teenage lives.

The negative effects
The teenage years are when people learn and develop their social skills; smartphones can negatively impact this process by altering how teenagers communicate. In the article "Can You Hear Me Now," professor of social studies of science and technology at the Massachusetts Institute of Technology Sherry Turkle explains that teens need to have some time alone to develop their personal feelings and ideas to then share with others. Still, with smartphones, Turkle warns it is easier for said teens to express online whatever thought comes to mind quickly. This ease of communication is problematic since it removes that necessary self-reflection time in which teenagers can develop, change or discard said thoughts. Smartphones are designed for an easy, quick, and simplified way of communication. Yet, if people adopt said way of communication from an early age, profound and meaningful talks are lost in the process. Therefore, the usage of smartphones in youth can affect the development of one's persona.

Years later, Sherry Turkle also gave a TED talk titled "Connected, But Alone?" in which she warns about how new technology such as smartphones has influenced human interactions, evolving them to superficiality. Turkle elaborates by explaining how humans have a natural inclination to connect with others, and the way of communication that smartphones provide is unnatural to us. The main reason is that technology such as smartphones provides us with easy, surface-level text conversations in which we control how we are perceived. This issue is especially harmful to young people who are still learning to manage themselves in social situations because it gives them a wrong idea of human interactions. In the words of an 18-year-old who reached out to Turkle: "Someday, someday, but certainly not now, I'd like to learn how to have a conversation."

The Center For Humane Technology is a website that compiles summaries and references to lots of studies proving the harmful effects of smartphones on users with PSU. One of the referenced studies showed a relationship between smartphone use and sleep difficulties; these sleep difficulties were then proven to connect to high levels of depression during adolescence. The website also referenced another study proving a 66% increase in suicide-related outcomes in teenage girls who spend more than five hours daily on social media through their smartphones. It is ironic then how this device that could even save lives, as we mentioned earlier, can also be the reason for someone's tragic fate.

On a last note, the data center Statista provided information about the preferred methods of communication of teens and their change between the years 2012 and 2018:

Conclusion
Smartphones are helpful tools that make our lives easier. However, supporting evidence shows that these devices can also contribute to the depression and isolation of teenage users. The harmful effects demonstrated in this research are just a few of many others that PSU brings to those affected. However, this research aimed to shed some light on the negatives that seemingly good technology can bring to people growing up with it. I encourage further reading about the issue and spreading information to help and prevent an increase in PSU victims. Do not let Steven’s experience repeat itself on someone you love.

= References =

title: User:TRainez/sandbox