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Thrash

Thrash may refer to:

 * Thrashing (computer science), where increasing resources are used to do a decreasing amount of work
 * Thrash (surname)
 * Thrash, mascot of the Atlanta Thrashers
 * Thrash Rally, a top-down perspective rally racing video game developed by ADK
 * A synonym for a strike (attack)

Music

 * Thrash metal, a riff-driven subgenre of heavy metal
 * Crossover thrash, a fusion of thrash metal with hardcore punk
 * Groove metal, a subgenre of heavy metal also known as post-thrash
 * Thrashcore, a subgenre of hardcore punk
 * Bandana thrash, a subgenre of thrashcore
 * Thrash, the nickname of British electronic musician, record producer and remixer Kris Weston
 * Thrash Anthems, a 2007 compilation album released by thrash metal band Destruction
 * "Thrash Unreal", a 2007 single by punk group Against Me!
 * Thrash Zone, a 1989 album by the American crossover thrash band D.R.I.

Places

 * Thrash, West Virginia, former unincorporated community in Braxton County, West Virginia, United States

title: Thrash


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Talk:Joe Johnson (snooker player)

Typo?
The old infobox listed the name as "John Johnson", although neither the text nor the title suggests this is his name. Was that a typo, or is his real name "John", but everyone calls him "Joe"? I used "Joe Johnson" in the new box. Abigail 20:18, May 19, 2004 (UTC)

 * My typo, I think. --Auximines 08:00, 20 May 2004 (UTC)

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Season format
Hello, there appears to be different season formats in the article, would be good to standardise. Uses 2020–01, 2020–2021, 2020/21 and 2020/2021 formats at different points in article - I would go with the 2020–01 format as per football articles, but may be different for snooker. Keith D (talk) 18:43, 16 May 2023 (UTC)

 * I've made some edits, so hopefully there is consistency in the body text. The table headings and notes are standard in these articles (which doesn't mean they can't be changed). Regards, BennyOnTheLoose (talk) 00:49, 17 May 2023 (UTC)

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

title: Talk:Joe Johnson (snooker player)


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The Big Brawl

The Big Brawl (, also released as Battle Creek Brawl) is a 1980 martial arts action comedy film, which marked Jackie Chan's first attempt to break into the American movie Hollywood market. A joint Hong Kong and American co-production, it was directed by American filmmaker Robert Clouse and featured much of the crew from Enter the Dragon (1973), which was also produced by Golden Harvest Studios. The film co-stars Mako, Kristine DeBell and José Ferrer.

The film is set primarily in Chicago, Illinois in the 1930s (although it was shot in Texas) and follows Chan's character, a Chinese American martial artist, as he single-handedly takes on the Mafia, leading to a no-holds-barred street fighting tournament that culminates in a battle royale survival brawl.

While a moderate success in North America and Hong Kong, The Big Brawl was a box office disappointment as it performed below expectations in these markets, though it went on to have more success in other Asian and European markets. The film's disappointing performance in North America, however, led to Chan being advised to try supporting roles such as the Chinese racing car driver in The Cannonball Run. Chan later made another attempt to break into the American market with 1985's The Protector, which performed worse than this film. It was not until 1995 with Rumble in the Bronx that a Chan film showcasing his signature humor and stunt-work was a major hit in American theaters.

Plot
In 1930s Chicago, Chinese immigrant Jerry Kwan leads a very easy-going life with his white girlfriend, Nancy, and his family. His father owns a restaurant, and one day, he is threatened by the mob to pay a part of his profits. As the mob exits, Jerry enters the scene and rushes out the door to catch up with them. He answers back by taking them on and eventually catches the eye of the mob for his unique fighting skills, learned from his eccentric chiropractor uncle Herbert. Mobster boss Dominici has been looking for a fighter to defeat his rival Morgan's champion, Billy Kiss - whose trademark "Kiss of Death" finishing move is to kiss his opponents while killing them with a crushing bear hug.

Dominici's gang kidnaps Jerry's brother's fiancée to coerce Jerry into fighting for them in the Battle Creek Brawl, a no-rules, all-in street fighting tournament in Texas. The mob promises to return his brother's fiancée and give him the prize money as long as Jerry wins the tournament. After a failed rescue attempt, Uncle Herbert trains Jerry, concentrating on speed and agility as he must fight much larger and stronger opponents. Jerry, Herbert and Nancy travel to Battle Creek and, after surviving a massive battle royale elimination round and then winning a series of single combats, Jerry ultimately wins the Brawl by defeating Billy Kiss. The mob returns the kidnapped fiancée and all ends happily.

Production
The Big Brawl was the first attempt to market Jackie Chan to a Western film audience. Though Chan was already a major star in East Asian markets, he remained a relative obscurity in North America, outside of the import market. Golden Harvest mogul Raymond Chow hoped to replicate the success of Bruce Lee, whom Chan was often compared to early on, in Enter the Dragon. To that end, he hired much of the same crew as Enter the Dragon, including director Robert Clouse, producer Fred Weintraub, musical composer Lalo Schifrin and editor Peter Cheung.

In his autobiography I Am Jackie Chan, Chan said that he appeared in the film during a self-imposed exile in America, due to a dispute with director Lo Wei, who was purported to have Triad connections and had threatened him for breaking a contract. The dispute was eventually resolved through the intercession of Triad-linked actor Jimmy Wang Yu, and Chan resumed his Hong Kong career in 1982.

In the hopes of better acclimatizing Chan to an American film audience, Weintraub surrounded him with a wholly-American cast, including established actors like José Ferrer and Mako, Playboy Playmate Kristine DeBell, and The Godfather actor Lenny Montana. This backfired, as Chan's lack of English fluency and American cultural norms meant he struggled to find chemistry with his co-stars. Chan likewise did not have his usual stunt team present, meaning he had less control over the stunts and action scenes that he was accustomed to.

In an interview with Chan on the region 2 DVD, Chan discusses the differences between Chinese and American styles of action. In his early US films, The Big Brawl and The Protector (1985), Chan had to perform the typical American fight sequences involving punches, kicks and doing few takes, all the way to the end of the action scene. It was not until Rumble in the Bronx (1995) that Chan was allowed to use more of his preferred action style in a North American setting, in which he works together with his stunt team and co-stars. It was also then that he was able to do as many takes as he needed in order to capture the sequences adequately.

In I Am Jackie Chan, Chan relates one scene in the production in which Robert Clouse was not interested in Chan's idea, which was to flip out of a car. Clouse wanted Chan to simply walk from the car to his father's restaurant. Chan responded, "No one will pay money to see Jackie Chan walk!", and felt that the lack of freedom to choreograph sequences the way he wanted underlined the reason for the film's failure.

The climactic fight scene was filmed in Floresville, Texas and featured 1,200 extras.

Reception
The Big Brawl opened on August 29, 1980, on 231 screens in the United States and Canada. In its opening weekend, it grossed US$1,108,025 ($4,792 per screen). By October 1980 (upon its release in England), the film had grossed US$9 million in the United States, making it a commercial success there. It sold 3.2 million US tickets and ranked among the year's top 40 highest-grossing films in North America, with its US gross equivalent to US$29 million adjusted for inflation in 2018. However, it was ultimately a disappointment to distributor Warner Brothers, who were expecting an Enter the Dragon sized hit.

In Hong Kong, the film grossed HK$5,776,530 (US$). This made it the year's second top-grossing film at the Hong Kong box office, and was higher than Enter the Dragon which had grossed HK$3.3 million in Hong Kong. However, the film's performance in Hong Kong was considered a disappointment to Golden Harvest.

The film had more success in other international markets. In Taiwan, it grossed (US$212,587) from 296,931 admissions, becoming the second top-grossing film of 1980. In South Korea, it was also the second top-grossing film of 1980 (behind Jackie Chan's The Young Master), with 233,674 admissions in Seoul, equivalent to an estimated KRW (US$). In Japan, it grossed ¥940 million (US$million).

In France, where the film released as Le Chinois on February 18, 1981, it was the 24th-highest-grossing film of 1981 with 1,510,009 admissions, equivalent to an estimated € (US$4,688,376). In Germany, where it released on March 1, 1981, it was the 43rd-highest-grossing film of 1981 with 174,967 box office admissions, equivalent to an estimated € (US$479,574). In Spain, the film sold 486,489 tickets, equivalent to an estimated € (US$).

Combined, the film's total estimated worldwide box office gross was approximately US$. In terms of box office admissions, the film sold a combined 0 tickets in the United States, Taiwan, Seoul, France, Germany and Spain.

Critical reception
On Rotten Tomatoes the film has an approval rating of 67% based on reviews from six critics. Variety magazine gave it a generally favorable review at the time, calling it "an amusing chopsocky actioner whose appeal is not limited to the usual audience for this genre."

In retrospective interviews, Chan was critical of the film, considering a stifling and unfulfilling experience.

title: The Big Brawl


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Exit poll

An election exit poll is a poll of voters taken immediately after they have exited the polling stations. A similar poll conducted before actual voters have voted is called an entrance poll. Pollsters – usually private companies working for newspapers or broadcasters – conduct exit polls to gain an early indication as to how an election has turned out, as in many elections the actual result may take many hours to count.

History
There are different views on who invented the exit poll. Marcel van Dam, Dutch sociologist and former politician, says he was the inventor, by being the first to implement one during the Dutch legislative elections on 15 February 1967. Other sources say Warren Mitofsky, an American pollster, was the first. For CBS News, he devised an exit poll in the Kentucky gubernatorial election in November that same year. Notwithstanding this, the mention of the first exit polls date back to the 1940s when such a poll was held in Denver, Colorado.

Purpose
Exit polls are also used to collect demographic data about voters and to find out why they voted as they did. Since actual votes are cast anonymously, polling is the only way of collecting this information.

Exit polls have historically and throughout the world been used as a check against, and rough indicator of, the degree of election fraud. Some examples of this include the 2004 Venezuelan recall referendum, and the 2004 Ukrainian presidential election.

They are used to command a mandate as well as to determine whether or not a particular political campaign was successful or not.

Methods
The distribution of votes is not even across different polling stations and also varies at different times of day. As a result, a single exit poll may give an imperfect picture of the national vote. Instead, some exit polls calculate swing and turnout. Pollsters return to the same polling stations at the same times at each election, and by comparing the results with previous exit polls they can calculate how the distribution of votes has changed in that constituency. This swing is then applied to other similar constituencies, allowing an estimate of how national voting patterns have changed. The polling locations are chosen to cover the entire gamut of society and where possible, to include especially critical marginal seats. Data is presented in one of three ways, either as a table, graph or written interpretation.

The US exit polls have long been conducted by Edison Research for the National Election Pool of media organizations, interviewing a sample of voters as they leave a polling place. These pollsters choose precincts whose mix of voters is representative of the broader area. These voters may not be typical. For example, minority voters in a mixed precinct may vote at different rates and for different candidates than minority voters in a mostly minority precinct. The Associated Press since 2018 has switched to phone polling, which does not need to be grouped by precinct. They start calling a random sample of voters until they vote, to cover mailed ballots, early voting, and election-day voting.

Problems
Like all opinion polls, exit polls by nature do include a margin of error. A famous example of exit poll error occurred in the 1992 UK General Election when two exit polls predicted a hung parliament. The actual vote revealed that Conservative Party government under John Major held their position, though with a significantly reduced majority. Investigations into this failure identified a number of causes including differential response rates (the Shy Tory Factor), the use of inadequate demographic data and poor choice of sampling points.

Another example of this was the 2024 Indian general election, in which after the voting ended, exit polls showed that the incumbent Bharatiya Janata Party–NDA government of Narendra Modi would win 350 to 370 seats in the Parliament of India and thus a landslide, but the actual results showed the opposition's strong performance and led to the BJP failing to gain a majority on its own.

As exit polls require a baseline to compare swing against, they are not reliable for one-off votes such as the Scottish independence referendum or the UK EU membership referendum. Because exit polls can't reach people who voted by postal ballot or another form of absentee voting, they may be biased towards certain demographics and miss swings that only occur among absentee voters. For example, in the May round of the 2016 Austrian presidential election, exit polls correctly pointed to a narrow lead for Norbert Hofer among those who voted at a polling station. However, the postal votes (which made up about 12% of the total vote) were slightly but definitively in favour of his rival Alexander Van der Bellen, and ultimately gave Van der Bellen victory. This could be considered a non-U.S. example of the phenomenon known as "blue shift" in the U.S.

Organizations that conduct election exit polling
In the United States, the National Election Pool (NEP), conducts a joint election exit poll. As of 2018, the NEP members are ABC, CBS, CNN, and NBC (formerly also included AP and Fox News). Since 2004 this exit poll has been conducted for the NEP by Edison Media Research. Edison uses probability-based sampling. In 2020, in-person interviews on Election Day were conducted at a random sample of 115 polling locations nationwide among 7,774 Election Day voters. The results also include 4,919 telephone interviews with early and absentee voters.

The release of exit poll data in the United States is controlled. During the 2012 elections, protocols to quarantine the release of data were put in place.

In Egypt, the Egyptian Center for Public Opinion Research conducted two exit polls in 2014 for the constitutional referendum and presidential election.

In South Korea, exit polls have been conducted by Kantar Public for KBS, SBS, and MBC.

In India, exit polls are conducted by private news broadcasting channels and newspaper agencies such as The Times Group, CVoter, India Today, etc. India being the largest democracy in the world has many agencies publishing exit polls which roughly predict the outcome of the elections.

In Singapore, where exit polls are banned due to privacy issues, a variant of the exit poll, dubbed sample counts, are used instead and have been implemented in every election since 2015.

Criticism and controversy
Widespread criticism of exit polling has occurred in cases, especially in the United States, where exit poll results have appeared and/or have provided a basis for projecting winners before all real polls have closed, thereby possibly influencing election results. States have tried and failed to restrict exit polling; however, it is protected by the First Amendment. In the 1980 US presidential election, NBC predicted a victory for Ronald Reagan at 8:15 pm EST, based on exit polls of 20,000 voters. It was 5:15 pm on the West Coast, and the polls were still open. There was speculation that voters stayed away after hearing the results. Thereafter, television networks have voluntarily adopted the policy of not projecting any victor within a state until all polls have closed for that state. In the 2000 US presidential election it was alleged that media organizations released exit poll results for Florida before the polls closed in the Republican-leaning counties of the panhandle, as part of the westernmost area of the state is one hour behind the main peninsula. A study by economist John Lott found an "unusual" decline in Panhandle voter turnout compared to previous elections, and that the networks' early call of Florida for Democrat Al Gore may have depressed Republican turnout in other states where the polls remained open.

Some countries, including the United Kingdom, Italy, France, Germany, India and Singapore, have made it a criminal offence to release exit poll figures before all polling stations have closed.

In some instances, problems with exit polls have encouraged polling groups to pool data in hopes of increased accuracy. This proved successful during the 2005 UK general election, when the BBC and ITV merged their data to show an exit poll giving Labour a majority of 66 seats, which turned out to be the exact figure. This method was also successful in the 2007 Australian federal election, where the collaboration of Sky News, Seven Network and Auspoll provided an almost exact 53 per cent two party-preferred victory to Labor over the ruling Coalition.

There was a widespread controversy during the 2014 Indian general election when the Election Commission of India barred media organisations from displaying exit poll results until the votes had been counted. This was followed by a strong protest from the media which caused the Election Commission to withdraw its statement and confirm that the exit polls could be shown at 6:30 PM on 12 May after the last vote was cast. Since then exit polls have been prohibited in India while the polls are open, only post-poll opinion surveys are allowed.

title: Exit poll


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Collaborative learning

Collaborative learning is a situation in which two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.). More specifically, collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetric roles. Put differently, collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. These include both face-to-face conversations and computer discussions (online forums, chat rooms, etc.). Methods for examining collaborative learning processes include conversation analysis and statistical discourse analysis.

Thus, collaborative learning is commonly illustrated when groups of students work together to search for understanding, meaning, or solutions or to create an artifact or product of their learning. Furthermore, collaborative learning redefines the traditional student-teacher relationship in the classroom which results in controversy over whether this paradigm is more beneficial than harmful. Collaborative learning activities can include collaborative writing, group projects, joint problem solving, debates, study teams, and other activities. The approach is closely related to cooperative learning.

Theoretical background
Collaborative learning is rooted in Lev Vygotsky's concept of learning called zone of proximal development. Typically there are tasks that learners can and cannot accomplish. Between these two areas is the zone of proximal development, which is a category of things that a learner can learn but with the help of guidance. The zone of proximal development gives guidance as to what set of skills a learner has that are in the process of maturation. In Vygotsky's definition of zone of proximal development, he highlighted the importance of learning through communication and interactions with others rather than just through independent work. This has made way for the ideas of group learning, one of which being collaborative learning.

Collaborative learning is very important in achieving critical thinking. According to Gokhale (1995), individuals are able to achieve higher levels of learning and retain more information when they work in a group rather than individually, this applies to both the facilitators of knowledge, the instructors, and the receivers of knowledge, the students. For example, Indigenous communities of the Americas illustrate that collaborative learning occurs because individual participation in learning occurs on a horizontal plane where children and adults are equal.

Differences from cooperative learning
There has been a split regarding the differences between collaborative and cooperative learning. Some believe that collaborative learning is similar to, yet distinct from, cooperative learning. While both models use a division of labor, collaborative learning requires the mutual engagement of all participants and a coordinated effort to solve the problem whereas cooperative learning requires individuals to take responsibility for a specific section and then coordinate their respective parts together. Another proposed differentiation is that cooperative learning is typically used for children because it is used to understand the foundations of knowledge while collaborative learning applies to college and university students because it is used to teach non-foundations of learning. Another believed difference is that collaborative learning is a philosophy of interaction whereas cooperative learning is a structure of interaction.

However, many psychologists have defined cooperative learning and collaborative learning similarly. Both are group learning mechanisms for learners to obtain a set of skills or knowledge. Some notable psychologists that use this definition for both collaborative and cooperative learning are Johnson & Johnson, Slavin, Cooper and more.

Classroom
Often, collaborative learning is used as an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers by engaging individuals in interdependent learning activities. Many have found this to be beneficial in helping students learn effectively and efficiently than if the students were to learn independently. Some positive results from collaborative learning activities are students are able to learn more material by engaging with one another and making sure everyone understands, students retain more information from thoughtful discussion, and students have a more positive attitude about learning and each other by working together.

Encouraging collaborative learning may also help improve the learning environment in higher education. Kenneth Bruffee performed a theoretical analysis on the state of higher education in America. Bruffee aimed to redefine collaborative learning in academia. Simply including more interdependent activities will help the students become more engaged and thoughtful learners, but teaching them that obtaining knowledge is a communal activity itself.

When compared to more traditional methods where students non-interactively receive information from a teacher, cooperative, problem-based learning demonstrated improvement of student engagement and retention of classroom material. Additionally, academic achievement and student retention within classrooms are increased. A meta-analysis comparing small-group work to individual work in K-12 and college classrooms also found that students working in small groups achieved significantly more than students working individually, and optimal groups for learning tended to be three- to four-member teams with lower-ability students working best in mixed groups and medium-ability students doing best in homogeneous groups. For higher-ability students, group ability levels made no difference. In more than 40 studies of elementary, middle, and high school English classrooms, discussion-based practices improved comprehension of the text and critical-thinking skills for students across ethnic and socioeconomic backgrounds. Even discussions lasting as briefly as ten minutes with three participants improved perceived understanding of key story events and characters. Improvement in students' understanding of course content has also been observed at universities.

Workplace
The popularity of collaborative learning in the workplace has increased over the last decade. With the emergence of many new collaborative tools, as well as the cost benefit of being able to reinforce learning in workers and in trainees during collaborative training, many work environments are now looking toward methods that involve collaborating with older employees and giving trainees more of a hands-on approach. Most companies are transitioning from traditional training programs that include instructor-led training sessions or online guided tutorials. Collaborative learning is extremely helpful because it uses past experiences from prior employees to help new trainees get over different challenges.

There are many facets to collaboration in the workplace. It is critical to helping worker's share information with each other and creating strategic planning documents that require multiple inputs. It also allows for forms of vertical integration to find effective ways to synchronize business operations with vendors without being forced to acquire additional businesses.

Many businesses still work on the traditional instructor and trainee model and as they transition from one model to another there are many issues that still need to be debugged in the conversation process:
 * Need to understand actual interests and concerns regarding collaborating processes, activities and tools
 * Reigning leaders and managers must better understand the collaborative tools and processes that can boost productivity
 * Become better equipped to design, implement and evaluate collaborative learning environment

Web technologies have been accelerating learner-centered personalized learning environments. This helps knowledge be constructed and shared, instead of just passed down by authorities and passively consumed or ignored. Technologies such as discussion threads, email or electronic bulletin boards by sharing personal knowledge and ideas do not let others refine individual ideas so we need more collaborative tools. Now these tools on Web 2.0 have been able to enhance collaborative learning like no other because it allows individuals to work together to generate, discuss and evaluate evolving ideas. These tools allow for them to find people that are like minded and collaborate with them effortlessly.

According to a collaborative learning study conducted by Lee & Bonk (2014), there are still many issues that are still being resolved when dealing with collaborative learning in a workplace. The goal was to examine corporate personnel, including learning managers and instructors, plus the tools that they use for collaboration. The researchers conducted an online survey to see what aspects of collaborative learning should be investigated, followed by an open discussion forum with 30 corporate personnel. The results showed that collaboration is becoming very necessary in workplaces and tools such as wikis are very commonly used. There is implication for a lot of future work, in order to have collaborative learning be highly effective in the workplace. Some of the unsolved problems they identified: It is crucial to consider the interactive processes among people, but the most critical point is the construction of new knowledge brought about through joint work.
 * 1) Cultural diversity, and accordingly a lack of awareness of cultural norms
 * 2) Geographical distance and time zone differences
 * 3) Member isolation in virtual teams
 * 4) Generation gaps and age differences in the acceptance of collaboration tools
 * 5) Lack of technology support for learners
 * 6) Lack of learners' awareness about effective collaboration processes and strategies
 * 7) Lack of learners' technological skills and knowledge about collaboration tools

Technology
Technology has become an important factor in collaborative learning. Over the past ten years, the Internet has allowed for a shared space for groups to communicate. Virtual environments have been critical to allowing people to communicate long-distances but still feel like they are part of the group. Research has been conducted on how technology has helped increase the potential of collaborative learning.One study in particular conducted by Elizabeth Stacey looked at how technology affected the communication of postgraduate students studying a Master of Business Administration (MBA) using computer-mediated communication (CMC). Many of these students were able to still remotely learn even when they were not present on their university campus. The results of the study helped build an online learning environment model but since this research was conducted the Internet has grown extensively and thus new software is changing these means of communication.

There has been a development of new technology that support collaborative learning in higher education and the workplace. These tools allow for a strong more power and engaging learning environment. Chickering identified seven principles for good practice in undergraduate education developed by Chickering. Two of these principles are especially important in developing technology for collaboration. Some examples of how technology is being increasingly integrated with technology are as follows:
 * 1) "Good practice develops reciprocity and cooperation among students,"
 * 2) Good practice uses active learning techniques.

Collaborative networked learning: according to Findley (1987) "Collaborative Networked Learning (CNL) is that learning which occurs via electronic dialogue between self-directed co-learners and learners and experts. Learners share a common purpose, depend upon each other and are accountable to each other for their success. CNL occurs in interactive groups in which participants actively communicate and negotiate learning with one another within a contextual framework which may be facilitated by an online coach, mentor or group leader.

Computer-supported collaborative learning (CSCL) is a relatively new educational paradigm within collaborative learning which uses technology in a learning environment to help mediate and support group interactions in a collaborative learning context. CSCL systems use technology to control and monitor interactions, to regulate tasks, rules, and roles, and to mediate the acquisition of new knowledge.

Collaborative learning using Wikipedia: Wikipedia is an example of how collaborative learning tools have been extremely beneficial in both the classroom and workplace setting. They are able to change based on how groups think and are able to form into a coherent idea based on the needs of the Wikipedia user.

Collaborative learning in virtual worlds by their nature provide an excellent opportunity for collaborative learning. At first learning in virtual worlds was restricted to classroom meetings and lectures, similar to their counterparts in real life. Now collaborative learning is evolving as companies starting to take advantage of unique features offered by virtual world spaces - such as ability to record and map the flow of ideas, use 3D models, and virtual worlds mind mapping tools.

Cultural variations
There also exists cultural variations in ways of collaborative learning. Research in this area has mainly focused on children in indigenous Mayan communities of the Americas or in San Pedro, Guatemala and European American middle-class communities.

Generally, researchers have found that children in indigenous Mayan communities such as San Pedro typically learn through keenly observing and actively contributing to the mature activities of their community. This type of learning is characterized by the learner's collaborative participation through multi-modal communication verbal and non-verbal and observations. They are highly engaged within their community through focused observation. Mayan parents believe that children learn best by observing and so an attentive child is seen as one who is trying to learn. It has also been found that these children are extremely competent and independent in self-maintenance at an early age and tend to receive little pressure from their parents.

Research has found that even when Indigenous Mayan children are in a classroom setting, the cultural orientation of indigenous learners shows that observation is a preferred strategy of learning. Thus children and adults in a classroom setting adopt cultural practice and organize learning collaboratively. This is in contrast to the European-American classroom model, which allocates control to teachers/adults allowing them to control classroom activities.

Within the European American middle-class communities, children typically do not learn through collaborative learning methods. In the classroom, these children generally learn by engaging in initiation-reply-evaluation sequences. This sequence starts with the teacher initiating an exchange, usually by asking a question. The student then replies, with the teacher evaluating the student's answer. This way of learning fits with European-American middle-class cultural goals of autonomy and independence that are dominant in parenting styles within European-American middle-class culture.

Examples from Indigenous communities in the Americas
Although learning happens in a variety of ways in indigenous communities, collaborative learning is one of the main methods used in indigenous learning styles instead of using European-American approaches to learning. These methods include learning in a horizontal plane where children and adults equally contribute to ideas and activities.

For example, Mayan people of San Pedro use collaboration in order to build upon one another's ideas and activities. Specifically, many learning practices focus on "role-switching." When learning a new task, people alternate between helpful observer and active participant. Mayan mothers do not act as teachers when completing a task with their children, but instead collaborate with children through play and other activities. People of this Mayan community use the shared endeavors method more than European-Americans who tend to use the transmit-and-test model more often. The shared endeavors model is when people go off of others ideas and learn from them, while the transmit-and-test model is what is used in most American schools when a teacher gives students information and then tests the students on the information. The shared endeavors model is a form of collaborative learning because everyone learns from one another and are able to hear and share others' ideas.

In Nocutzepo, Mexico, indigenous heritage families form collective units where it is generally agreed that children and youth engage in adult cooperative household or community economic practices such as food preparation, child care, participating in markets, agriculture, animal herding, and construction to name a few. During planting and harvesting season, entire families are out in the fields together where children usually pitch into the activity with smaller tasks alongside adults; however, are always observant when it comes to activities done by adults, such as driving a tractor or handling an axe. These children learn through imitation, observation, listening, pitching in, and doing activities in a social and cultural context. When children begin to participate in the daily family/community activities, they form a sense of belonging, especially when they collaborate with adults establishing a more mature integration with their family and community. Indigenous people of the Americas utilize collaborative learning through their emphasis on role sharing and responsibility sharing within their communities. The Mayan community of San Pedro, Guatemala utilizes flexible leadership that allows children to have an active role in their learning. Children and adults work as cohesive groups when tackling new projects. Collaborative learning is prevalent in Indigenous communities due to the integration of children in the daily lives of the adults. Age is not a determining factor in whether or not individuals are incorporated into collaborative efforts and learning that occurs in indigenous communities.

Participation of learner is a key component to collaborative learning as it functions as the method by which the learning process occurs. Thus collaborative learning occurs when children and adults in communities switch between "knowledge performers" and "observing helpers". For example, when parents in an indigenous Mazahua community where assigned the task of organizing children to build a roof over a market stand in such a way that they would learn to do it themselves, parents and children both collaborated on a horizontal structure. Switching between knowledge performer and observing helper, adults and children completed the task peacefully, without assigned roles of educator/student and illustrated that children still took initiative even when adults were still performing.

Adults and children in indigenous communities of the Americas participate in a horizontal organizational structure; therefore when they work together with one another they are reciprocals of each other. This horizontal structure allows for flexible leadership, which is one of the key aspects of collaborative learning. The indigenous communities of the Americas are unique in their collaborative learning because they do not discriminate upon age, instead Indigenous communities of the Americas encourage active participation and flexible leadership roles, regardless of age. Children and adults regularly interchange their roles within their community, which contributes to the fluidity of the learning process. In addition, Indigenous communities consider observation to be a part of the collaborative learning process.

Collaborative learning can also be incorporated into university settings. For example, the Intercultural Maya University of Quintana Roo, Mexico, has a system that incorporates elders, such as grandparents to act as tutors and as a resource for students to discuss information and knowledge regarding their own language and culture. The elders give their recommendation at the end of a semester in the decision of passing or failing a student, based on his/her behavior in the community and how well he/she is learning Maya. The system is called IKNAL, a mayan word that implies companionship in the learning and doing process that involves several members of the community.

Examples from around the world
Collaborative learning varies across the world. The traditional model for learning is instructor based but that model is quickly changing on a global standpoint as countries fight to be at the top of the economy. A country's history, culture, religious beliefs and politics are all aspects of their national identity and these characteristics influence on citizen's view of collaboration in both a classroom and workplace setting.

Japan
While the empirical research in Japan is still relatively sparse, many language educators have taken advantage of Japan's natural collectivism and experimented with collaborative learning programs More recently, technological advancements and their high adoption rate among students in Japan have made computer supported collaborative learning accessible. Japanese student's value for friendship and their natural inclination towards reciprocity seems to support collaborative learning in Japan.

Examples
Collaborative learning is also employed in the business and government sectors. For example, within the federal government of the United States, the United States Agency for International Development (USAID) is employing a collaborative project management approach that focuses on collaborating, learning and adapting (CLA). CLA involves three concepts: Wabba, Dabba and Doo.
 * Collaborative learning development enables developers of learning systems to work as a network. Specifically relevant to e-learning where developers can share and build knowledge into courses in a collaborative environment at a quick pace and typically lower cost. Knowledge of a single subject can be pulled together from remote locations using software systems.
 * Collaborative learning in thesis circles in higher education is another example of people learning together. In a thesis circle, a number of students work together with at least one professor or lecturer, to collaboratively coach and supervise individual work on final (e.g. undergraduate or MSc) projects. Students switch frequently between their role as co-supervisor of other students and their own thesis work (incl. receiving feedback from other students).
 * Collaborative learning in a composition classroom can unite students when assigned open-tasks. Kenneth Bruffee introduced the learning method, Classroom Consensus Group, in which the instructor allocates groups of three to five (three being ideal) students and assigns a problem to be solved or question to be answered. There are two directions the nonfoundational task can be presented: as an indistinct, no right answer that generates discussion or propose an answer and request questions and a process of how the answer came to be.  Once the task is assigned, the instructor backs off in order to resist the urge to intervene in students' conversation.  The goal is to remove focus of the instructor's authority.  The instructor must keep time to ensure the students are centered on analogizing, generalizing, and bridging their comprehension with others.  Following group discussion, the instructor is to evaluate, not judge, the students' work.  Ideas should be presented to the entire class thus allowing the small groups to come together as a whole. It is then that the answers can be compared, gaps can be filled, and authority is not on one individual.
 * Collaborative scripts structure collaborative learning by creating roles and mediating interactions while allowing for flexibility in dialogue and activities. Collaborative scripts are used in nearly all cases of collaborative learning some of which are more suited for face-to-face collaborative learning—usually, more flexible—and others for computer-supported collaborative learning—typically, more constraining.  Additionally, there are two broad types of scripts: macro-scripts and micro-scripts. Macro-scripts aim at creating situations within which desired interactions will occur. Micro-scripts emphasize activities of individual learners.
 * Adapting strategically based on applied learning.
 * Collaborating intentionally with stakeholders to share knowledge and reduce duplication of effort,
 * Learning systematically by drawing on evidence from a variety of sources and taking time to reflect on implementation.

title: Collaborative learning


text:
Deterministic algorithm

In computer science, a deterministic algorithm is an algorithm that, given a particular input, will always produce the same output, with the underlying machine always passing through the same sequence of states. Deterministic algorithms are by far the most studied and familiar kind of algorithm, as well as one of the most practical, since they can be run on real machines efficiently.

Formally, a deterministic algorithm computes a mathematical function; a function has a unique value for any input in its domain, and the algorithm is a process that produces this particular value as output.

Formal definition
Deterministic algorithms can be defined in terms of a state machine: a state describes what a machine is doing at a particular instant in time. State machines pass in a discrete manner from one state to another. Just after we enter the input, the machine is in its initial state or start state. If the machine is deterministic, this means that from this point onwards, its current state determines what its next state will be; its course through the set of states is predetermined. Note that a machine can be deterministic and still never stop or finish, and therefore fail to deliver a result.

Examples of particular abstract machines which are deterministic include the deterministic Turing machine and deterministic finite automaton.

Non-deterministic algorithms
A variety of factors can cause an algorithm to behave in a way which is not deterministic, or non-deterministic:
 * If it uses an external state other than the input, such as user input, a global variable, a hardware timer value, a random value, or stored disk data.
 * If it operates in a way that is timing-sensitive, for example, if it has multiple processors writing to the same data at the same time. In this case, the precise order in which each processor writes its data will affect the result.
 * If a hardware error causes its state to change in an unexpected way.

Although real programs are rarely purely deterministic, it is easier for humans as well as other programs to reason about programs that are. For this reason, most programming languages and especially functional programming languages make an effort to prevent the above events from happening except under controlled conditions.

The prevalence of multi-core processors has resulted in a surge of interest in determinism in parallel programming and challenges of non-determinism have been well documented. A number of tools to help deal with the challenges have been proposed   to deal with deadlocks and race conditions.

Disadvantages of determinism
It is advantageous, in some cases, for a program to exhibit nondeterministic behavior. The behavior of a card shuffling program used in a game of blackjack, for example, should not be predictable by players — even if the source code of the program is visible. The use of a pseudorandom number generator is often not sufficient to ensure that players are unable to predict the outcome of a shuffle. A clever gambler might guess precisely the numbers the generator will choose and so determine the entire contents of the deck ahead of time, allowing him to cheat; for example, the Software Security Group at Reliable Software Technologies was able to do this for an implementation of Texas Hold 'em Poker that is distributed by ASF Software, Inc, allowing them to consistently predict the outcome of hands ahead of time. These problems can be avoided, in part, through the use of a cryptographically secure pseudo-random number generator, but it is still necessary for an unpredictable random seed to be used to initialize the generator. For this purpose, a source of nondeterminism is required, such as that provided by a hardware random number generator.

Note that a negative answer to the P=NP problem would not imply that programs with nondeterministic output are theoretically more powerful than those with deterministic output. The complexity class NP (complexity) can be defined without any reference to nondeterminism using the verifier-based definition.

Mercury
The mercury logic-functional programming language establishes different determinism categories for predicate modes as explained in the reference.

Haskell
Haskell provides several mechanisms:
 * Non-determinism or notion of Fail
 * the Maybe and Either types include the notion of success in the result.
 * the fail method of the class Monad, may be used to signal fail as exception.
 * the Maybe monad and MaybeT monad transformer provide for failed computations (stop the computation sequence and return Nothing)
 * Neterminism/non-det with multiple solutions
 * you may retrieve all possible outcomes of a multiple result computation, by wrapping its result type in a MonadPlus monad. (its method mzero makes an outcome fail and mplus collects the successful results).

ML family and derived languages
As seen in Standard ML, OCaml and Scala
 * The option type includes the notion of success.

Java
In Java, the null reference value may represent an unsuccessful (out-of-domain) result.

title: Deterministic algorithm


text:
Chuck Klein

Charles Herbert Klein (October 7, 1904 – March 28, 1958), nicknamed "the Hoosier Hammer" because of his Indiana roots, was an American professional baseball outfielder. Klein played in Major League Baseball (MLB) for the Philadelphia Phillies (1928–1933, 1936–1939, 1940–1944), Chicago Cubs (1934–1936), and Pittsburgh Pirates (1939).

Klein led the National League (NL) in home runs four times, and won the NL Most Valuable Player Award in 1932. In 1933 he became one of six (at the time) NL players to win a batting Triple Crown. In 1930 he set the NL record for extra-base hits with 107. On July 10, 1936, he hit four home runs in a game, becoming the fourth player to do so. He was the first player to be selected to the All-Star Game as a member of two different teams (Phillies and Cubs). Klein was elected to the Baseball Hall of Fame in 1980.

Early life
Klein was born in Indianapolis, Indiana, on October 7, 1904. He was the son of immigrant farmers Frank and Margaret Klein. After finishing high school at Southport High School, he began working at a steel mill instead of attending college due to his poor grades at school. As a result, Klein’s talents were not noticed by the major league clubs until his early 20s. He was picked up by a semi-pro team and played for them for a few years earning $200 a week. The St. Louis Cardinals noticed his talent and signed him to a minor-league contract. Within a year, he worked his way up to the Cardinals' farm team in Fort Wayne, which played in the Class B Central League (roughly equivalent to today's Double-A).

After hitting 26 homers in 88 games in 1928, Klein was slated to be called up to St. Louis midway through the season. However, Baseball Commissioner Kenesaw Mountain Landis discovered that the Cardinals owned a team in Dayton, Ohio, that also played in the Central League with Fort Wayne. Landis ordered the Cardinals to sell off the Fort Wayne team and give up the rights to its players. The Phillies purchased Klein's contract for a sum of $5,000 and in the process outbid the New York Yankees for Klein's services. Klein joined the Phillies in July.

Peak years
Klein hit .356 in 1929, his first full season, and won the NL home run title. In the middle of the season, the Phillies added a 15-foot screen on top of the short right-field wall of Baker Bowl. The timing was peculiar as Klein was coming off of a torrid July where he hit 14 home runs, and was making a run at the home run record. However, William Baker, the Phillies' notoriously miserly owner, defended the addition of the screen, stating, "a number of accidents happen[ing] on Broad street owing to the balls going over the fence and hitting pedestrians, also damaging automobiles, breaking windshields, etc." For the remainder of the season, due to the new height of the right field wall, Klein only hit 4 home runs in the 25 games he played at Baker Bowl after August 1st. In those 25 home games however, he hit 12 doubles. On the last day of the season, the Phillies played a doubleheader against the New York Giants. The Giants' star slugger, Mel Ott, was tied with Klein for the lead with 42. In the first game, Klein homered to put him one ahead of Ott, who was held to a single. In the second game, the Phillies' pitchers walked Ott five straight times, including once with the bases loaded. Early in the 1930 season before their season debut with the Giants, New York press acknowledged that Klein's home run record was tainted, because of what happened with Ott in the last game the previous season. "He calls me the pop fly home run champ." Klein said in referring to Ott. "Say, I can hit a ball farther with one hand than that little runt can with two. Bring on those Giants. I'll eat them up!"

In 1930, Klein enjoyed one of the best offensive years in baseball history, batting .386 with 250 hits and 158 runs scored, all career highs. He also set career bests and still-standing Phillies records with 59 doubles, 170 runs batted in (RBI), a .687 slugging percentage and 445 total bases. No player has had as many total bases in a season since. His 107 extra-base hits that year are a National League record, tied by Barry Bonds in 2001. Along with his batting prowess, Klein was also a good defensive right fielder; he is tenth on the all-time list for assists for a right fielder. 1930 marked the second straight season where Klein had collected at least 200 hits, along with his hitting records he set the single season mark for assists by a right fielder with 44. This is due to the height that was added to the right field wall in 1929 which caused more balls to fall in right field. On July 1, 1931, in a game against the Chicago Cubs, Klein hit for the cycle, going 4-for-5 with five RBI. At the end of the season, he led the National League in runs scored with 121 and RBI with 121. He also led the league in home runs for the second time in his career with 31, and amassed at least 200 hits for the third season in a row.

After the 1932 season, Klein was awarded the National League MVP award. During the season, he led the league in home runs for the third time, as well as hits and runs scored, he also became the first player in the live-ball era to lead the league in both home runs and stolen bases. No player since has led the league in both categories in the same year. He finished the season with 226 hits, marking the fourth year in a row that he exceeded the 200 hit mark. On May 26, 1933, the Phillies lost a 14 inning game to the St. Louis Cardinals, during this game Klein hit for the cycle for the second time in his career. On July 6, 1933, he became the first Phillies player ever to bat in an All-Star Game after receiving a majority of the fans’ votes. At the end of the season, he became the fourth NL player since 1901 to win the Triple Crown with a batting average of .368, and led the NL in home runs with 28 and RBI with 120. At the end of the season, due in part to Carl Hubbell's brilliant pitching season, and the Giants winning the 1933 World Series, Klein finished second in MVP voting behind Hubbell.

Later career
On November 21, 1933 Klein was traded to the Cubs for $65,000 and three other players, Klein hit 20 and 21 home runs in his two full seasons with the Cubs (1934, 1935) and batted .301 and .293 in those seasons respectively. As good as those numbers were, they were nowhere near what Klein had posted in Philadelphia, leading to claims that he would not have hit nearly as many homers had he not played in notoriously hitter-friendly Baker Bowl. The Phillies reacquired him on May 21, 1936. On July 10, 1936, in the spacious Forbes Field, against the 42-34 Pirates, Klein became the first NL player to hit four home runs in a game in the 20th century, and only the 4th player in major league history to accomplish the feat. His fourth home run that game was a leadoff home run in the top of the tenth inning, the Phillies scored 2 more runs to win the game 9-6 after ten innings.

Klein went to the Pirates during the 1939 season, but was back in Philadelphia in 1940 for what proved to be his last year as a regular player. From 1941 onward, he never played in more than 50 games in a season, and was often used as a pinch hitter. In his last eight seasons, from 1937 to 1944, he averaged 69 games played, batted .253 and hit 43 home runs. He retired midway through the 1944 season after getting one hit in seven at-bats.

Later life and legacy
After retiring, he owned and operated a bar in Kensington, Philadelphia, until 1947. He endured some difficult financial times, largely due to a drinking problem. He would later suffer a stroke which left one leg paralyzed. By 1947, Klein was living with his brother, and his wife in Indianapolis, Indiana. He died there in 1958. After never receiving more than 28% on the ballot, a campaign was started to get Klein elected to the Baseball Hall of Fame via the Veterans Committee. The campaigning worked, and Klein was elected to the Baseball Hall of Fame in 1980 via the Veterans Committee. Richard Nixon put Klein on his all-time baseball team. In 1999, he ranked number 92 on The Sporting News' list of the 100 Greatest Baseball Players, and was a nominee for the Major League Baseball All-Century Team.

In his 17-year career, Klein batted .320, with 1,201 RBI, 1,168 runs, 2,076 hits, 398 doubles, 74 triples, 300 home runs, .379 on-base percentage, .543 slugging percentage, and an OPS of .922. Klein was known for exploiting the Phillies home park, the Baker Bowl, and its short right field wall. In his career he hit for a .395 average and slugged 164 home runs in only 581 career games at the Baker Bowl. Klein recorded five five-hit games, 36 four-hit games in his career and 28 multi-home run games. Klein and Lou Gehrig are the only players in history that have recorded 400 or more total bases in three separate seasons.

The Phillies honored him on the outfield wall of Veterans Stadium with his name and an Old English-style "P" where a retired uniform number would go. The Phillies began using numbers in 1932, and in that season and 1933, Klein wore number 3. He was then traded to the Chicago Cubs, and when he returned to the Phillies in 1936, he wore 32 (later retired by the Phillies for Steve Carlton), and soon switched to 36 (later retired by the Phillies for Robin Roberts) for that season and 1937. In 1938, he wore number 1 (later retired by the Phillies for Richie Ashburn), wore 26 and then 14 (later retired by the Phillies for Jim Bunning) in 1939, wore 29 in 1940 and 1941, 3 again in 1942, 8 in 1943 and 26 again in 1944, his last major league season. Rather than choose one of these numbers, the Phillies simply retired a "P" for him, as they did for pre-numbers legend Grover Cleveland Alexander.

title: Chuck Klein


text:
Mavericks, California

Mavericks is a surfing location in northern California outside Pillar Point Harbor, just north of the town of Half Moon Bay at the village of Princeton-by-the-Sea. After a strong winter storm in the northern Pacific Ocean, waves can routinely crest at over 25 ft and top out at over 60 ft. Routinely, waves that break can be recorded on seismometers. The break is caused by an unusually shaped underwater rock formation.

Mavericks is a winter destination for some of the world's best big wave surfers. From 1999 to 2016, an invitation-only contest called the Titans of Mavericks was held there during most winter surfing seasons, whenever the winter wave conditions there were deemed to be suitable to meet the needs of the contest.

Origin of the name
In early March 1967, Alex Matienzo, Jim Thompson, and Dick Notmeyer surfed the distant waves of Pillar Point. With them was Matienzo's roommate's white-haired German Shepherd, Maverick, who was accustomed to swimming with his owner and Matienzo while they were surfing. The three surfers left Maverick on shore, but he swam out to them. Finding the conditions unsafe for the dog, Matienzo tied him up before rejoining the others. The riders had limited success that day as they surfed overhead peaks about 1/4 mi from shore, just along the rocks that are visible from shore; they deemed the bigger outside waves too dangerous. The surfers named the location after Maverick, who seemed to have gotten the most pleasure from the experience.

Sea floor
Sea-floor maps released by the US National Oceanic and Atmospheric Administration in 2007 revealed the mechanisms behind Mavericks' waves. A long, sloping ramp leads to the surface. The ramp slows the propagation of the wave over it. The wave over the deep troughs on each side of the ramp continues at full speed forming two angles in the wavefront centered over the boundaries between the ramp and the troughs. The result of this is a U-shaped or V-shaped wavefront on the ramp that contains the wave energy from the full width of the ramp. This U-shaped or V-shaped wave then collapses into a small area at the top center of the ramp with tremendous force.

Left Hander
The left at Mavericks is rarely ridden, as the wave tends to be unreliable. It can be a much faster ride than the right, shooting riders down a quicker pipe barrel. Surfline says the left is "a short-lived explosion of hell and spitfire."

History
Jeff Clark grew up in Half Moon Bay, watching Mavericks from Half Moon Bay High School and Pillar Point. At that time the location was thought too dangerous to surf. He conceived the possibility of riding Hawaii-sized waves in Northern California. In 1975 at age 17 and with the waves topping out at 20 - 24 ft, Clark paddled out alone to face the break. He caught multiple left-breaking waves, thereby becoming the first documented person to tackle Mavericks head-on.

Other than a few of Clark's friends who had paddled out and had seen Mavericks for themselves, no big wave surfers believed in its existence. Popular opinion held that there simply were no large waves in California.

Dave Schmidt (brother of big wave legend Richard Schmidt) and Tom Powers, both from Santa Cruz, were two of the next people to surf at Mavericks, surfing with Clark on January 22, 1990. John Raymond, from Pacifica, Johathan Galili, from Tel Aviv, Israel, and Mark Renneker, from San Francisco, surfed Mavericks a few days later.

Popularization
In 1990, a photo of Mavericks taken by Clark's friend Steve Tadin was published in Surfer magazine, generating interest in Mavericks. More photos of Mavericks appeared in surfing magazines, and before long, filmmaker Gary Medeiros released a movie, Waves of Adventure in the Red Triangle. As news of Mavericks spread, many big-wave surfers came and surfed there.

Death of Mark Foo
On December 23, 1994, during a week of huge swells, notable Hawaiian big-wave riders Mark Foo, Ken Bradshaw, Brock Little, Mike Parsons, and Evan Slater visited Mavericks. In the late morning, Foo rode on a late takeoff into an 18 ft wave, caught the edge of his surfboard on the surface, and fell forward into a wipe out near the bottom of the wave. A few hours later, a fellow surfer traveling back to shore on a boat noticed a body in the water, which was identified as Foo. The only visible injury was a small cut on the forehead. Many surfers believe that the fall knocked the wind out of Foo and he was tied down by his leash to a rock formation.

News of Foo's death traveled quickly to the far reaches of the surfing community. The accident afforded Mavericks greater notoriety and prompted the formation of the Mavericks Water Patrol by Frank Quirarte and Clark. The accident also triggered a continuing discourse around the safe use of surfboard leashes while surfing extreme waves. Many believed that Foo's surfboard leash may have contributed to his death. Leash proponents defend it as a useful convenience and as insurance against losing the surfboard, a form of flotation device, a means for a fallen surfer to find the surface by following the leash cord to the buoyant board. Opponents argue that a leash can cause the rider to collide with his board in a wipe out and that the leash can also loop around the surfer's arms, legs or the neck when underwater. Quick-release velcro leashes have since become standard surfing equipment to address some of these risks.

Death of Sion Milosky
Sion Milosky, an accomplished big-wave surfer, died at Mavericks on March 16, 2011. Milosky, 35, of Kalaheo, Kauai, Hawaii, apparently drowned after enduring a two-wave hold down around 6:30 PM. Twenty minutes after the incident, Nathan Fletcher found Milosky's body floating at the Pillar Point Harbor mouth.

Milosky had been named the North Shore Underground Surfer of the Year in February 2011. He used some of his $25,000 prize to travel to Half Moon Bay to catch one of the last big swells of the season at Mavericks.

Women at Mavericks
In 1999, Sarah Gerhardt became the first woman to surf Mavericks. In 2018, after a long fight, women were first included in the formal Titans of Mavericks surf competition, also receiving equal prize money.

Invitational Surfing Contest

The first surfing contest at Mavericks was held in 1999, as the Mavericks Invitational. The competition later came to be known as the Titans of Mavericks invitational. Organizers would invite a number big wave surfers annually to compete in the one-day event, but it was only held if wave conditions were favorable during the competition season (which season ran from November 1-March 31). In 2019, after two years straight of cancelled competitions, the World Surf League announced that the contest had been canceled indefinitely, citing "various logistical challenges" and "the inability to run the event the last two seasons." The competition has not been held since.

The Mavericks Awards is, as of 2022 a new video performance contest where big wave surfers and videographers submit their best surf content of Mavericks each season. There are 3 categories for men and 3 categories for women include Biggest Wave, Ride of the Year, and Performer of the Year.

In media
The first videos were shot by Eric W. Nelson in February 1990, catching Clark, Schmidt and Powers. Eric was shooting for his community access television show Powerlines Surf-Spots. This was the origin of the Powerlines Productions company that showcases big wave surfing around the world.

Nelson's first film was High Noon at Low Tide 1994/1995. In 1998, he produced another big wave documentary Twenty Feet Under. Local filmmaker Curt Myers, produced Shifting Peaks and Heavy Water 1994/1995.

On December 11, 1998, they combined their efforts and produced the mini-documentary twelveleven.

Clark and Mavericks are featured in the 1998 documentary Mavericks, a one-hour PBS film that chronicles the early years, and the 2004 film Riding Giants, which documents the history of big wave surfing. Directed by skateboarder turned documentary producer Stacy Peralta (best known for the skating documentary Dogtown and Z-Boys), Riding Giants includes interviews and commentary materials with many of the surfers mentioned in this article.

In the film Zoolander, Owen Wilson's entourage includes a big wave surfer from Mavericks.

The surfing documentary film Discovering Mavericks, executive produced by Jeff Clark and directed by Joshua Pomer, features surfers like Jeff Clark, Peter Mel, Flea, Shane Dorian, Nick Lamb, Zack Wormhoudt, Brock Little and Mike Parsons, and also honors Mark Foo and Jay Moriarty.

Chasing Mavericks, a 2012 biopic about Mavericks surfer Jay Moriarity, starred Gerard Butler as Frosty Hesson, Abigail Spencer as Brenda Hesson, Frosty's wife. Jonny Weston as Jay Moriarity, Elisabeth Shue as Christy Moriarity and Leven Rambin as Kim Moriarity. Maya Rains plays Roque Hesson, while Patrick and Asher Tesler (twins) portray Lake, son of Frosty and Brenda. Moriarty's spectacular wipeout in 1994 had landed the 16-year-old surfer in the pages of The New York Times and on the cover of Surfer magazine. On December 19, 2011, film star Butler survived a near-death accident, pounded by 12 - 16 ft waves. Butler was held underwater for several waves and dragged through rocks until rescued by a safety worker on a jet ski. According to eyeforfilm.co.uk, "Butler was knocked off his board by a freak wave. He was trapped underwater as two more waves went over him, and witnesses say he took the force of four or five waves to the head. He was also dragged through rocks before rescuers managed to reach him and get him to the shore. Butler was conscious when pulled from the water and spent the next sixteen hours in Stanford Medical Center."

A memoir, Making Mavericks by Frosty Hesson with Ian Spiegelman, was released by Zola Books in October 2012. The book recounts Hesson's time as one of the first to conquer the massive break at Mavericks and his mentoring of Moriarity.

On June 10, 2013, at its Worldwide Developers Conference, Apple announced that the latest version of its Mac operating system OS X (version 10.9) would be entitled Mavericks. Apple said their new operating software generations would be named after places in California that have inspired them.

title: Mavericks, California


text:
Nondeterministic algorithm

In computer science and computer programming, a nondeterministic algorithm is an algorithm that, even for the same input, can exhibit different behaviors on different runs, as opposed to a deterministic algorithm.

Different models of computation give rise to different reasons that an algorithm may be non-deterministic, and different ways to evaluate its performance or correctness:
 * A concurrent algorithm can perform differently on different runs due to a race condition. This can happen even with a single-threaded algorithm when it interacts with resources external to it. In general, such an algorithm is considered to perform correctly only when all possible runs produce the desired results.
 * A probabilistic algorithm's behavior depends on a random number generator called by the algorithm. These are subdivided into Las Vegas algorithms, for which (like concurrent algorithms) all runs must produce correct output, and Monte Carlo algorithms which are allowed to fail or produce incorrect results with low probability. The performance of such an algorithm is often measured probabilistically, for instance using an analysis of its expected time.
 * In computational complexity theory, nondeterminism is often modeled using an explicit mechanism for making a nondeterministic choice, such as in a nondeterministic Turing machine. For these models, a nondeterministic algorithm is considered to perform correctly when, for each input, there exists a run that produces the desired result, even when other runs produce incorrect results. This existential power makes nondeterministic algorithms of this sort more efficient than known deterministic algorithms for many problems. The P versus NP problem encapsulates this conjectured greater efficiency available to nondeterministic algorithms. Algorithms of this sort are used to define complexity classes based on nondeterministic time and nondeterministic space complexity. They may be simulated using nondeterministic programming, a method for specifying nondeterministic algorithms and searching for the choices that lead to a correct run, often using a backtracking search.

The notion of nondeterminism was introduced by Robert W. Floyd in 1967.

title: Nondeterministic algorithm


text:
Wikipedia:Articles for deletion/Media coverage of the Israeli-Palestinian conflict

This page is an archive of the discussion surrounding the proposed deletion of the page entitled Media coverage of the Israeli-Palestinian conflict.

This page is kept as an historic record.

The result of the debates was to keep the article.

(added at 19:42, May 19, 2004 by User:Maroux)

 * Keep. I have redone it and called it a stub, as was suggested in the talk page. Fresh news and some POV is now gone. Added a list of media watchdog agencies, error corrections & more. --Humus sapiens|Talk 02:31, 20 May 2004 (UTC)
 * Keep. Facts are not POV. --Pedro 18:06, 22 May 2004 (UTC)
 * Correct/delete. As such, there is the chance it could be NPOV, but right now it is mostly original research and analysis. Fuzheado | Talk 01:15, 23 May 2004 (UTC)
 * Keep - already listed once on VfD and concensus to keep - Tεx τ urε 02:32, 24 May 2004 (UTC)

June 2004
From VfD

 * A blatant editorial. For shame. Viajero 22:21, 9 Jun 2004 (UTC)
 * Keep. The last failed attempt to VFD it was in May 2004. Note, the argument doesn't go further than accusations in POV or that the article simply "stinks". The facts must be analyzed in an encyclopedic manner.  ←Humus sapiens←Talk 22:37, 9 Jun 2004 (UTC)
 * I have removed the table of myths that caused the controversy.  ←Humus sapiens←Talk 03:39, 10 Jun 2004 (UTC)
 * No way to be NPOV on this one. Delete. Danny 23:39, 9 Jun 2004 (UTC)
 * In my opinion there are a few traces of an NPOV article in here, sandwiched between huge globs of irredeemable POV. I vote delete, because otherwise I'll feel compelled to try trimming out the POV and no doubt get embroiled in endless argument over the drastic cuts I feel that would require. Bryan 00:03, 10 Jun 2004 (UTC)
 * Changing vote to keep, since someone else has kindly done the hard work for me. :) Bryan 03:00, 11 Jun 2004 (UTC)
 * I agree with Bryan that the article has a few salvagable pieces of useful content; however most of it is unworthy trash, especially the "Myths/Examined" table, which is just laughable (it reminds me of the old Myths over the GDR article, only with better formatting). has been removed, thank you Humus Sapiens. Delete or rewrite top-to-bottom. (Any volunteers for the latter action? Being on summer vacation, I'm sharing a dial-up connection with seven others and can't reach my university's library at all.) —No-One Jones 00:17, 10 Jun 2004 (UTC)
 * Plaudits to Wikisux and Viajero for the excellent rewrite. Keep. —No-One Jones 16:36, 11 Jun 2004 (UTC)
 * Keep - I'd like to see this become a real article about news coverage of the conflict. I'm not ready to abandon the baby with the bath water.  We don't normally delete articles because of conflict. -  Tεx  τ  urε  03:33, 10 Jun 2004 (UTC)
 * Keep. Everyking 06:18, 10 Jun 2004 (UTC)
 * Delete. Wildly, irredeemably POV. The few residual facts to be found belong within whatever article we have on the Palestine-Israel conflict itself.--Gene_poole 06:49, 10 Jun 2004 (UTC)
 * Delete. It must be one of the worst articles in the encyclopedia, with not even a whiff of NPOV.  Yes, the topic could in principle be the subject of a good article but it wouldn't have a single sentence in common with this one and could be created afresh if someone came along willing to put in the work. --Zero 07:33, 10 Jun 2004 (UTC)
 * Keep. Oh, dear. Judging from the title, I thought at first the article would be an irredeemable flamefest. However, a closer inspection reveals salvageable nuggets of information (e.g. media outlets conflicted on what terminologies to use—this is a significant enough phenomenon to have been covered by the Economist and the Washington Post). I agree that it needs either a major rewrite or trimming with extreme prejudice, however. I would trim everything except the sections "Agencies and News Outlets" and "Terminology." The rest is better left to external links. Wikisux 07:38, 10 Jun 2004 (UTC)
 * Keep and...well, I certainly think this article needs a lot of improvement. It's quite POV indeed, but I think it's a valid subject. As Texture said, let's not throw out the baby with the bathwater. Oh, and for the record, I started this article. It's not the stub it was when I last saw it, but this isn't exactly the direction I expected the article to take. There are nuggets of useful info, though - as Wikisux says, the terminologies alone are quite interesting and valid. So, again, keep. Johnleemk | Talk 09:26, 10 Jun 2004 (UTC)
 * Keep. The phenomenon and the role of the press are well recognised. Add Palestinean POV, smooth out Israeli Media Watchdog POV. Lots of TLC, in other words. JFW | T@lk  10:16, 10 Jun 2004 (UTC)
 * Couldn't sleep, so I rewrote the whole article. I think it has a future as a decent NPOV reference, provided someone can add some more info from a Palestinian perspective. Wikisux 11:58, 10 Jun 2004 (UTC)
 * Keep. Deep breath. I think it's best to perservere with this one. It has a long history and has replaced at least one with a POV name, the current name was I think first suggested on VfD in fact. Not an easy call, but some good progress being made IMO which swings it for me. Andrewa 01:39, 11 Jun 2004 (UTC)
 * DELETE. Article cannot be anything else than POV. Wyllium 20:58, 11 Jun 2004 (UTC)
 * Keep. Of course it's POV, but that's the entire point. Jxg 18:28, 13 Jun 2004 (UTC)
 * Delete - although better, it's still not an encyclopedia article, and never will be. john k 18:53, 13 Jun 2004 (UTC)

July 2004
The page with neutral name Media coverage of the Israeli-Palestinian conflict has been renamed and turned into festival of bigotry, full of unencyclopedic one-sided links such as http://www.freemedia.at/intifada.htm. Any attempt to discuss or revert the changes were met with denial or ad-hom attacks. If it is impossible to rename the article back to neutral title, then delete it. We at Wikipedia do not single out any nation (even if it is Jewish) for scrutiny, only policies or govts. ←Humus sapiens←Talk 22:34, 5 Jul 2004 (UTC)
 * Humus sayeth:"If it is impossible to rename the article back to neutral title, then delete it." I agree with this - I saw no point in adding Israel to the title. It gives the appearance of imbalance, and is three words longer than the original. -Stevertigo 04:29, 6 Jul 2004 (UTC)
 * Keep - it's useful and informative - but move back to its original title. Deletion is not an appropriate response to POV issues. - Mustafaa 22:35, 5 Jul 2004 (UTC)
 * Keep. The article was renamed because it grew to include material not directly related to the Palestinian conflict, namely the media coverage of Vannanu and the nuke issue. -- Viajero 23:13, 5 Jul 2004 (UTC)
 * It didn't just "grow": Viajero has added it, as well as the most of anti-Israel contents. When caught red-handed (Mordechai Vanunu and the alleged Israeli nukes issue have nothing to do with the IPC), he renamed the article, reverting all attempts to NPOV it.  ←Humus sapiens←Talk 01:45, 6 Jul 2004 (UTC)
 * Well, to be fair, though Im not familiar with the articles in question, its hard to argue that there's any part of controversial life in Israel and Palestine that has "nothing to do with the IPC"- and within the context of analysing media coverage, the use of Vanunu as a kind of watershed event to analyse 'how the media treats that versus this,' etc, is not entirely invalid, is it? "NPOV" was never meant to be a rule of exclusion of material, as long as it wasnt entirely based on an interpretation. That said, the renaming of the article to widen the scope seems a bit hokey though again, Im not familiar with specifics.-Stevertigo
 * Keep, agree with Mustafaa. Needs work to be balanced back out, but deletion would be too drastic. Everyking 00:21, 6 Jul 2004 (UTC)
 * Comment: Unsure. While I agree that deletion is not a good solution, I'm also quite sure that the current article does not belong in an encyclopedia. It's a jumble of various POVs, few of of them identified as to their sources. The facts that are presented are presented more as evidence supporting these POVs than as information. I think it's up to those who want to keep it to demonstrate that it can be fixed. Andrewa 01:39, 6 Jul 2004 (UTC)
 * It's a jumble of various POVs, few of of them identified as to their sources.—Are you sure? It may have POV problems (it is an article about the Middle East, after all) but nearly everything in there is carefully referenced. —No-One Jones 22:06, 6 Jul 2004 (UTC)
 * Comment: Yes, I had another look and I stick by this. I think I can tell by the phrasing of many of the sentences the views of the contributor. The fact that they then quote a justification (and they do) doesn't fix that. But there's a lot of good work there too. Difficult. Still no vote. Andrewa 19:52, 7 Jul 2004 (UTC)
 * Keep, although I have no problem with moving the article back to its original title. The article itself is well referenced and contains links to actual studies, rather than more political rhetoric. I'm not sure where Humus gathered that he was personally attacked; or that media coverage in other nations is not allowed; or that the links are one-sided - there are links to incredibly bigoted organisations like CAMERA; or that discussion was denied; in fact, all these points and more have been discussed extensively at the article's Talk page and at the Talk archive, which everyone can look at. I don't understand what the VfD is for. The only palpable reason seems to be more axe-grinding from the same parties that slander people with cries of anti-Semitism at every hint of criticism of Israel, and distort all subsequent exchanges. Why come here and waste everybody's time - why not create your own website? -- Simonides 03:39, 6 Jul 2004 (UTC)
 * It's ironic that this comment is coming from someone who removed this Dershowitz' quote as "irrelevant": . Note, WP does not have articles on the Media coverage of North Korea, Media coverage of Sudan or Media coverage of Iran.  ←Humus sapiens←Talk 08:28, 6 Jul 2004 (UTC)
 * Yes, there's irony here, and it is that in "defending" your position you prove me right once again. Is it really so hard, Humus, to provide context - available at Talk:Modern_anti-Semitism - rather than make all discussion appear like a personal attack on you? As a bit of advice, if you are out to convince everyone of your righteousness, antics and exaggeration will not garner you support. -- Simonides 10:24, 6 Jul 2004 (UTC)
 * This is a spurious argument. We have an article on the media coverage of Israel simply because a) various users voted not to delete an earlier incarnation, and b) there is more ongoining global media coverage of Israel than any other country in the world, as is indicated in the introduction to the article. I personally don't think it should be the subject an encylopedia article; it lends itself more to a journalistic treatment. That being said, the current text could indeed also serve as model for other such articles, such US Media coverage of the Gulf War or Media in Russia, for example. I don't object to restoring the article's previous title, but I'd like to keep the Vannunu material as it is an important example of how the media works in Israel. Alternatively, the article can be renamed Media coverage of the Israeli-Arab conflict, but this IMO is not so satisfactory, since the article is primarily about the Occupied Territories. -- Viajero 11:22, 7 Jul 2004 (UTC)
 * Keep. Problem users are grounds to take an article to RfC, Cleanup, or Peer Review - not to VfD. That said, this article could use all of these. Snowspinner 04:02, Jul 6, 2004 (UTC)
 * Comment: Just to summarise my position: Rename the article back, and allow the use of extra-topical cases (Vanunu is still media related, right?) to the article. So, I agree with both Humus and Viajero. They are both right. Why then are they fighting? -Stevertigo 04:32, 6 Jul 2004 (UTC)
 * Everything that's in the news is "media related". Vanunu has nothing to do with the Palestinians and WP has a separate article on him.  ←Humus sapiens←Talk 08:28, 6 Jul 2004 (UTC)
 * Well, that seems to be your position, but youre being unnecessarily terse and repetitive, and that's often a sign of being incommunicado. Your argument that "everthing in the news is media related" is overly general, and doesnt consider that Vanunu and IPC at both at least "international interest" stories. It would be irrelevant to look at how the media might run "Spider Man 2" movie stories versus "conflict" stories, because one can reasonably say that they are unrelated, and any comparison belongs in a general category. This isnt about Israeli media and the IPC - its about Media and the IPC. That said, it would then depend on the questions/assertions being presented to determine bias, and then deleting is not an answer. Viajero wrote: "When I encountered it about a month ago, I listed it on VfD, which may have not been the ideal response." Sounds like a concession, eh? Both you and Viajero seem to be accusing each other's position and methodology of bias, and while I may simply say that "you are both right," it bears reminding that polarization over specifics like this exaggerates bias: each side tends to be escalatory in their efforts to 'cleanse' the article of "bias," and this in turn is perceived as activism toward a "bias." Im now of a mind that only in rarest cases should we make an accusation of "bias," because the accusation alone causes a biasing effect. This may be an OK course for individuals interested in disruption, but that just wont stand here, and then burnout starts to set in. So, if Humus, you and Viajero need to talk this over one on one, my talk page is wide open. -Stevertigo 16:16, 6 Jul 2004 (UTC)
 * Keep - move to cleanup - Wasn't this listed recently? - Tεx  τ  urε  17:20, 6 Jul 2004 (UTC)
 * Keep, of course. (And I find it interesting that the article's most ardent defender in the previous VFD debates is now listing it for deletion. :) —No-One Jones 22:06, 6 Jul 2004 (UTC)
 * Keep. -Stevertigo 17:18, 8 Jul 2004 (UTC)
 * Comment:This is a very inappropriate misuse of VFD. 2. The article should be renamed, and the main culprits (Viajero and Humus) despite their posturing, have both expressed their demand (H) and tacit (V) for renaming it. The real issue is simply the inclusion of apparently outside material, and I have yet to see a good reason for it. Humus was wrong to list it here. Viajero (et al) were wrong to rename it, just to enlarge the scope of the article. 'Nuff said. 8 votes to keep, versus 1 (Humus, apparently) to delete... This is enough of a consensus to stop its outright deletion, as if that was the point at all. I will rename it, and then the article itself can be dealt with.-Stevertigo 17:18, 8 Jul 2004 (UTC)
 * Move back to Media coverage of the Israeli-Palestinian conflict. Media coverage of Israel specifically should go to media coverage of Israel if the contributors feel it necessary to include that here. -Sean Curtin 22:07, 9 Jul 2004 (UTC)
 * Shouldn't be deleted, but really needs to be more balanced. Or at least show both sides separtely in the article. Eskrima 03:58, 10 Jul 2004 (UTC)

end moved discussion

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