text:
Talk:Information literacy

Possible Edit-a-Thon Participation
Tomorrow, April 10, 2015, librarians at the Information Literacy Summit 2015 may be editing this page as part of a mini-edit-a-thon. If you see a flurry of edits that is why! Feel free to join in around 3pm CDT. Message me if you have any questions. Brookfre (talk) 16:03, 9 April 2015 (UTC)

English language talk page?
Is there an English language talk page for editing this topic?DGG 01:01, 25 September 2006 (UTC)

 * Yes, you are looking at it. Scroll down below the Spanish entry. --DThomsen8 (talk) 00:08, 26 August 2009 (UTC)

Alfabetización informacional (Information literacy ) en el contexto de la formación continua.
Autora: Liliam María Delis Alfonso

Resumen:

Se expresa la importancia de la Alfabetización informacional ( Information literacy ) en el contexto de la formación continua, que ha de desarrollarse de forma integral, con el fin de concientizar a todos  en el uso de la información, para  de esta forma contribuir a desarrollar habilidades prácticas necesarias que a largo plazo permita a las personas comportarse de forma autónoma en el manejo de la información a lo largo de su vida. Se ejemplifican programas de Alfabetización informacional online.

Palabras clave: Alfabetización informacional ,Information literacy, Desarrollo de habilidades informativas, Formación continua

Introducción

El desarrollo de habilidades informativas, que incluye una buena alfabetización tecnológica, junto a capacidades de comprensión y reelaboración de la información, es un componente fundamental de la capacidad investigadora y de resolución de problemas que todo universitario debe tener.

Las TIC permiten acceder a un gran número de fuentes de información de manera rápida, dinámica. Ante este avance tecnológico arrollador se hace necesaria la implementación de programas de alfabetización  que propicien la participación activa y desarrollo de las personas  y de sus propias competencias.

En los últimos diez años el surgimiento de nuevas tecnologías para el manejo de información, como los discos compactos y la integración de INTERNET, configuraron un universo de posibilidades para consultar información digitalizada. Sin embargo, este desarrollo no se ha acompañado de un esfuerzo suficiente para que los usuarios finales—razón de ser de las bibliotecas—obtengan los conocimientos y habilidades suficientes para aprovechar los beneficios de la información tanto en soporte impreso como en su forma electrónica.

Con las tecnologías de la información (INTERNET, WEB, Bibliotecas virtuales, digitales y electrónicas), el progresivo aumento de bases de datos en línea,  la continua evolución del conocimiento, el aumento exponencial de publicaciones y revistas tanto en papel como digitales, son  entre otros factores, los responsables de un renovador comportamiento y  actitud formativa de los profesionales universitarios.

En este artículo estaremos hablando de Alfabetización informacional - Information literacy -  Desarrollo de habilidades informativas,  para referirnos a la persona que  "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."(1)

Por formación continua profesional se entenderá, “ el conjunto de acciones formativas que se lleven a cabo por las empresas, los trabajadores o sus respectivas organizaciones, dirigidas tanto a la mejora de las competencias y cualificaciones como a la recualificación de los trabajadores ocupados, que permitan compatibilizar la mayor competitividad de las empresas con la promoción social, profesional y personal de los trabajadores” (2)

La formación continua profesional.

La importancia creciente del conocimiento como elemento de competitividad hace que la formación continua sea una actividad estratégica para las organizaciones.

Se entiende como Formación Continua toda actividad de aprendizaje realizada a lo largo de la vida con el objetivo de mejorar los conocimientos, las competencias y las aptitudes con una perspectiva personal, institucional, política relacionada con la profesión.

Entendida como una acción global la Formación Continua, rompe con las concepciones tradicionales. Con su implantación dejan de tener sentido las diferenciaciones convencionales entre educación / formación y está dirigida a conseguir los siguientes propósitos básicos:

“Reforzar el nivel de cualificación de los profesionales en los diferentes sectores, evitando así  el estancamiento en su cualificación y mejorando por tanto su situación laboral y profesional.

Responder a las necesidades específicas de las organizaciones y empresas.

Potenciar la competitividad de las instituciones y empresas.

Adaptar los recursos humanos a las innovaciones tecnológicas y a las nuevas formas de organización del trabajo.

Propiciar el desarrollo de nuevas actividades económicas. “ (3)

La formación continua constituye un valor estratégico ante los procesos de cambio económico, tecnológico y social en el que estamos inmersos en definitiva, la Formación Continua propicia la puesta al día de los conocimientos y la adquisición de nuevas capacidades por los profesionales, es por sí misma, una tarea que se ha de prolongar a lo largo de toda la vida.

Desarrollo de Habilidades informativas en el contexto de la formación profesional continua.

Desarrollar habilidades informativas no es sólo enseñar habilidades informáticas o técnicas de búsqueda, sino entender y evaluar la información, emplearla y comunicarla de forma adecuada.

Las dimensiones en que puede operar el Desarrollo de Habilidades informativas se orienta:

Como servicio de las instituciones de información: Formación de usuarios Instrucción y orientación sobre los servicios Referencia, etc.

Como objetivo del Sistema Educativo Oferta de Cursos, Seminarios, Posgrados en las modalidades Presencial, semipresencial y a distancia, en temas relacionados con el acceso y uso de la información.

Como objetivo de las políticas relacionadas con la Sociedad de la Información Conferencias y presentaciones relacionadas con la informatización de la sociedad.

Como problema de investigación: Habilidades, carencias, metodologías de enseñanza-aprendizaje... Desarrollo de habilidades informativas en mujeres emprendedoras Diseño experimental de un programa de alfabetización informacional.

Desde el punto de vista de las personas el Desarrollo de Habilidades informativas se justifica dado:

El crecimiento de la información La complejidad creciente de la información La necesidad de elevar capacidades para el aprendizaje permanente El Dominio de los procesos de información como clave para el conocimiento, la toma de decisiones personales y profesionales Desde el punto de vista de las instituciones de información el Desarrollo de Habilidades informativas se justifica dado:

El nuevo rol de los profesionales de la información, nuevas formas de mediación en los procesos de aprendizaje La evolución de la formación de usuarios: Simplificación de los instrumentos informacionales y de la organización de la información para una mejor recuperación: amigabilidad, acceso directo Ayuda a la rentabilidad de las instituciones y a la adquisición de tecnología Elemento de compensación de la brecha digital

Con el surgimiento de tecnología que permite el interconectar personas (Internet, agentes, etc.), es posible el crear comunidades virtuales de aprendizaje, así como el ser posible acceder a bases de conocimiento digitales ubicadas en lugares remotos y accederlas desde cualquier lado en cualquier momento.

Por lo que la implementación de programas de formación para el desarrollo de habilidades informativas con el empleo de estas tecnologías, redundará en beneficios tanto para las personas interesadas en recibir la formación, como para las instituciones que se ocupan de ofrecerla.

Las vías y los soportes pueden ser variados; vía correo electrónico, CD-Rom multimedial, tutoriales en red sobre el uso de Bases de datos, Tutoriales sobre estrategias de uso de la información, Páginas referenciales ( Preguntas más frecuentes) etc., como instrumentos interactivos de aprendizaje que permiten una formación autodirigida y adaptada a los ritmos de asimilación del estudiante.

El contenido, pueden ir desde la simple orientación en el uso de la biblioteca y sus servicios, hasta el manejo de las bases de datos y las técnicas de investigación y redacción de trabajos, citas, evaluación de recursos, etc.

Los enlaces siguientes son una demostración de lo que se puede hacer en materia de alfabetización informacional para el desarrollo de habilidades informativas en las organizaciones.

Direcciones electrónicas:

Form@net - http://www.ebsi.umontreal.ca/formanet/

TONIC - http://www.netskills.ac.uk/TONIC/download2.html

COMPETENCIA BASICA http://www.xtec.es/escola/tec_inf/tic/index.htm

HOW TO USE THE LIBRARY http://boxmind.leeds.ac.uk/lectures/howtousethelibrary/

Conclusiones:

Las habilidades de información, son la base para aprender a aprender en la sociedad de la información. Es notable la importancia de las habilidades básicas y de la alfabetización en información, que obliga a replantearse los contenidos a impartir, las destrezas a formar y los niveles a alcanzar en diferentes estadios del desarrollo profesional.

La alfabetización en información da una dimensión educativa a las instituciones de información que debe desarrollar de modo presencial y a través de los servicios digitales.

Es necesario potenciar y normalizar los servicios relacionados con la alfabetización en información como valor añadido de los servicios de información y como forma de contribución a la formación continua de los profesionales.

La tendencia mundial actual es la alfabetización en información de toda la sociedad, a todos los niveles de la enseñanza y especialmente en la enseñanza superior.

Bibliografía:

Bawden, David. TRADUCCIONES. REVISIÓN DE LOS CONCEPTOS DE ALFABETIZACIÓN INFORMACIONAL Y ALFABETIZACIÓN DIGITAL. Department of Information Science. City University London. ANALES DE DOCUMENTACIÓN, N.º 5, 2002, PÁGS. 361-408

Delis Alfonso, Liliam María. “Desarrollo de Habilidades Informativas en mujeres emprendedoras”. Ponencia presentada en Seminario Técnicas Gerenciales Modernas. METANICA ( Cuba 2004) 17 p.

ERIC Digest. Information Literacy in an Information Society. ERIC Clearinghouse on Information and Technology Syracuse NY. (ED372756 ) Disponible en: http://www.ericdigests.org/1995-1/information.htm

Gómez Sustaita, Rocío (2001). La enseñanza de las habilidades informativas. Nexo en línea. Universidad Autónoma de Guadalajara, marzo 2001. http://www.uag.mx/NEXO/mar01/laense.htm [consultado en marzo 2003]

Hubbard, Susan (1987) Information Skills for an Information Society: A Review of Research. Syracuse NY.: ERIC Clearinghouse on Information Resources. ( ED327216)

Kuhlthau, C. C. (1987). Information skills for an information society: A review of research. Syracuse, NY: ERIC Clearinghouse on Information Resources. (ED 297 740

Menou, Michel “La alfabetización informacional dentro de las políticas nacionales sobre tecnologías de la información y comunicación (TICs): la cultura de la información, una dimensión ausente", Julio 2002, Informe preparado para la UNESCO y para la National Commission on Libraries and Information Science y el National Forum on Information Literacy de los Estados Unidos, para uso en la Reunión de Expertos en Alfabetización informacional de Praga, República Checa. Disponible en: http://www.um.es/fccd/anales.

Milán Licea, María Rosa. Raúl de la Peña Silva. Angel Luis La O Michel. Contribución a la formación docente a través de una biblioteca virtual especializada. [ Centro Universitario de Guantánamo]. [ En línea] http://www.ult.edu.cu/innoed/2003/Formación del Profesorado/FOP-11.pdf. [ Consultado 10 de febrero 2004 ]

Presti, Patricia. Incorporating information literacy & distance learning within course management software: : a case study. En LOEX News. Volume 29, Numbers 2 & 3. Summer/Fall 2002. Disponible en: http://www.emich.edu/public/loex/news/ln290202.pdf

Rader, Hannelore H.“User Education and Information Literacy for the Next Decade: an International Perspective”.Ponencia presentada en la Reunión Anual de la IFLA.(Turkía:1995) 10 p.

Valdés, Miguel. Alfabetizaciones: La experiencia cubana en el contexto de las Bibliotecas Públicas. Ponencia presentada en: World Library and Information Congress: 70th IFLA General Conference and Council  "Libraries: Tools for Education and Development" August 22th - 27th 2004, Buenos Aires, Argentina. Programa preliminar [ en línea] http://www.ifla.org/IV/ifla70/papers/090s-Valdes.pdf  [Consultado 1 de julio 2004]

(1) American Library Association. Presidential Committee on Information Literacy. Final Report.(Chicago: American Library Association, 1989.)

(2) 5..- OBJETIVOS DE LA FORMACION CONTINUA. CAPITULO V http://www.mtas.es/empleo/formacion/CAP5/CAP5.htm

(3) ¿Qué es la formación continua?. Martin, J. http://forteza.sis.ucm.es/profes/jmartin/formacioncontinua/queeslaformacioncontinua.html

--- Apuntes y preguntas (ni escribi este ensayo ni lo puso aqui): 1) Aunque solamente lei un poco de esto, me parece que tiene buena cualidad. Tambien, tiene buenas citaciones. 2) Estoy confundido sobre este ensayo: Quien lo escribio? Ud. desea anadirlo a este articulo, o traducirlo a Ingles? Es una parte de otro articulo (o en otro idioma)? Esta disponible en otro sitio de la red? (Si eso es asi, cual es la direccion / URL?) 3) Si este ensayo todavia no es una parte de otro articulo, tal vez seria mejor anadirlo a la version en Espanol. 4) No estoy seguro si ud. sabe esto, pero, en Wikipedia, no es posible tener credito por ser un autor. La razon es que casi cada articulo en esta enciclopedia tiene varios contribuyentes, y es el resultado de colaboracion /wiki/Wikipedia:Propiedad_de_los_art%C3%ADculos. Pues, si usted es el autor (o la autora), ud. debe reconocer este dato antes de decidir si quieres poner esto en un articulo de Wikipedia. 5) Si ud. quiere anadir esto a un articulo de Wikipedia, tal vez lo de la version en Espanol seria un lugar mejor. Esta aqui: https://es.wikipedia.org/wiki/Alfabetizaci%C3%B3n_informacional

Gracias por leer esto.

P.D. Perdon sobre la falta de tildes, acentos, etc.: Mi teclado no tiene la capabilidad de escribirlos, pues no puedo incluirlos. Tambien, perdon sobre errores que he escrito: Espanol es solamente mi segundo idioma.

Mateo Tembo (talk) 22:10, 19 November 2022 (UTC)

definitions
Good definition, but we now have two, one on top of the inforbox and one beneath it. Any ideas?DGG 05:12, 23 October 2006 (UTC)
 * I've re-arranged things slightly. It's not a complete solution, but it seems a little better.  I've moved all the definitions above the ToC, and I've demoted a number of the section headings under Components of Information Literacy, as I suspect the original contributor intended.  I suspect these extra definitions appeared where they did due to the subsection title "Defining".  The article still feels haphazard to me, but I don't know enough about the subject to try to fix it up.—Ketil Trout 17:39, 23 October 2006 (UTC)
 * I have just been thru the edit history of this page from the beginning, and it at various times included a great many different  good things, and then removed them. or rearranged them

The "method" is either:-	Koechlin, C., & Zwaan, S. (2003). Build your own information literate school Salt Lake City, UT: Hi Willow Research & Publishing. or - Ryan, J., & Capra, S. (2001). Information literacy toolkit. Chicago: American Library Association, (I suspect the latter.)

I will work on the whole thing, getting an eclectic text--and also working on "Library education" an embryonic page i found by accident. DGG 05:23, 24 October 2006 (UTC)

source for steps.
Does anyone know where the multistep research process so prominent in the article was published? DGG 07:57, 1 November 2006 (UTC)
 * In the meantime, I have rearranged it, putting the history first & then the 2 schemata that were at different places. I would like to use a better word than "One program" and "another program" but I am not really completely sure where they came from. DGG 03:49, 2 November 2006 (UTC)

this page remains a problem
Does anyone know the date of the< "seminal American Library Association's Presidential Committee on Information Literacy whose final report ..." and does anyone have reference to the text? --Sorry, the date is in the lead paragraph, but we still need a source. --found it in the article's refs--sorryDGG 05:06, 22 December 2006 (UTC)

And again, does anyone know the actual source of the schemes discussed in the article? If not, WP Verifiability standards would require us to remove them. DGG 05:01, 22 December 2006 (UTC) As far as I know, this is from Kuhltau. Don't know the exact reference, though.82.81.157.7 13:40, 10 February 2007 (UTC)

Big6
The material is asserted to be used with permission and a copyright notice included. See WP:Copyright. this is not sufficient. The copyright holder, apparently "© 2001-2005 Big6 Associates, LLC. " must do more than just give you permission to put it into WP--they must  release the material under the GFDL license. You must assert this here, specifically saying the license (which permits further reuse & even modification by anyone for any purpose, even commercial), and then prove it by a communication to the Foundation, as explained on that age. When you can do so, the material can be restored. Otherwise, say it in your own words. It's the obligation of librarians even more than people in general to know and follow copyright requirements. DGG (talk) 11:06, 29 September 2007 (UTC)

Filing with computers?
I like to ask people 3 simple questions:
 * have you ever lost a document on your computer? (most laugh nervously)
 * how much training as a catalog librarian do you have? (many are confused since they don't know what a catalog librarian is/does)
 * how would you like to give a presentation on how you file things on your computer to your peers? (by now they're terrified)

Is there anything in the domain of librarianship regarding how to effectively organize one's personal computer's folders & files? DEddy (talk) 18:33, 16 February 2009 (UTC)

Re-arrangment
"Information Literacy is a most important part of education.Sunita,DLIS.It is also a vital part of university-level education (Association of College Research Libraries, 2007)." This was previously part of the article's introduction, but I decided it is a biased statement. In staying with contribution rules of Wikipedia, the article needs to be neutral, and as this statement can be argued against it is not neutral- not that I do not agree, but it is biased to the author's opinion. Also, it seems a little common, and therefore mostly unneeded.

I also moved a paragraph from the "history of the concept" section into the intro. The paragraph starting with "a number of efforts were made to better define..." has been moved to the intro, as it is more of an introduction statement than part of the concept's history. — Preceding unsigned comment added by F.michelle (talk • contribs) 22:32, 22 October 2011 (UTC)

I have created a new heading: Presidential Committee on Information Literacy. I moved some of the information from the History to this new section, as it fully developed enough for its own section. The history will now read as more of a detailed timeline of Information Literacy, and the two most important moments for the concept, the Presidential Committee and the National Forum, now have their own section.

I moved the section "Specific aspects of information literacy" to below sections on the Presidential Committee and the National Forum, in an attempt to keep historical aspects of the concept together, and different interpretations of the concept together.

(F.michelle (talk) 22:42, 22 October 2011 (UTC))

New Section in Article: Presidential Committee on Information Literacy
The 1989 Presidential Committee on Information Literacy was a pivotal moment for information literacy, and I decided it deserved it's own section. Some information on the Committee came from the history section, it was just moved, and other information was created from the ALA's website on the Final Report produced by the committee. I also added content on the Progress Report of the Presidential Committee on Information Literacy, in both the History and Presidential Committee on Information Literacy sections of the article.

(F.michelle (talk) 23:37, 22 October 2011 (UTC))

 * The intro looks a lot better now, and I really like your new section. This page flows a lot better this way.

Sixbynine42 (talk) 21:56, 23 October 2011 (UTC)

Global Information Literacy
I've added another international organization that deals with information literacy. I am also thinking about changing the title or merging it somehow with the US information literacy information, as I'd like to add sections on some of the individual information literacy organizations from other countries/regions.

Sixbynine42 (talk) 21:56, 23 October 2011 (UTC)

I like this section a lot better now, it definitely makes the article much more well-rounded in terms of geography. One small, probably aesthetic, suggestion: do you want to move this section up toward the top of the article? Maybe just underneath the National Forum section? Personally, I think its more prevalent to the overall concept of Information Literacy than a discussion on different views (which is currently the section right after the National Forum). Just a suggestion!

(F.michelle (talk) 13:53, 24 October 2011 (UTC))

One more small suggestion is an introduction sentence to this section? I'm not sure if this would be redundant, but its something to consider, just to emphasize the importance of looking at Information Literacy at a global level (as well as from the US perspective). (F.michelle (talk) 14:48, 24 October 2011 (UTC))

 * Moved! I like it better here. Also, regarding the intro sentence...I am still trying to figure out how to integrate information literacy in other countries into this article. There is a really large section on education that is very US-centric, and I was thinking that could go under a section called "Information Literacy in the United States" or something. Or, under the heading Global Information Literacy, there could be a subheading "International Organizations" and then subheadings for information literacy in different countries. Thoughts? Sixbynine42 (talk) 22:02, 24 October 2011 (UTC)

I think in terms of content about the US, it could go into its own section. That way, you would be able to acknowledge that information literacy seems to be most prevalent in the US (I hope I'm not making that up, but it seems that way), but also exists in its own right in other countries. Separating the two, US and International, demonstrates the dominance of American Information Literacy, and perhaps a slight reliance from other countries on the US in this sense. Again, just a suggestion, but I think it would work. It would also help keep the article as a whole easy to read I think. (F.michelle (talk) 20:06, 25 October 2011 (UTC))

 * That's a good point. I have noticed actually that a lot of the information literacy organizations from other countries take information from the national forum and other american organizations. Sixbynine42 (talk) 22:47, 25 October 2011 (UTC)

Information Literacy conferences
It would be nice for conferences dedicated to Information Literacy, such as LILAC (Librarians' Information Literacy Annual Conference) to be included on this page.Melody81 (talk) 14:56, 30 April 2012 (UTC)

I agree with you. Would you like to start writing something and ask for contributions from the conferences' committees? --digilit Digilit (talk) 17:45, 21 November 2012 (UTC)

I've been feeling for a while I ought to help edit this page, I'll start off with the suggestion above if no-one minds? Will just add two or three to start things off. Am meeting with the organising committee for LILAC in a couple of days, so can ask them to add to it. Not sure what US conferences are appropriate - general library instruction ones like LOEX perhaps? --Andrew Walsh 19:26, 17 September 2013 (UTC) — Preceding unsigned comment added by Andywalsh999 (talk • contribs)

I've an interest in this as I'm a co-facilitator of a Wikipedia editing session at the LILAC 2014 conference. I'm mentioning this as I feel it would be useful to mention the LILAC conference but wouldn't want this to be seen as not being provided from a neutral point of view. It would therefore be useful to include other significant IL conferences. Can anyone suggest others? --BrianKelly (talk) 10:29, 6 January 2014 (UTC)

dead link
This is dead link: \Prague Declaration: “Towards an Information Literate Society” - http://www.infolit.org/2003.html Cahpcc (talk) 21:30, 7 July 2012 (UTC)

Fixed to point at the URL where the actual declaration can be downloaded from. Andrew Walsh 19:30, 17 September 2013 (UTC) — Preceding unsigned comment added by Andywalsh999 (talk • contribs)

Proper overhaul
I notice its been pointed out several times over a period of years (!) that there are multiple problems with the page. I'd like to suggest a complete overhaul if contributors are willing to let me and some colleagues loose ;-) Perhaps move certain sections out completely to new pages (Information Literacy Models? Some of the very US centric stuff like the National Forum on IL?) and leave a smaller page that could more readily be rijigged? I can get a few people from the UK information literacy group who are also involved with UNESCO (Media Information Literacy stuff) and IFLA (Information Literacy committee) to give more of a worldwide view to balance the article out Or would people prefer to try and leave everything under this one article?Andrew Walsh 20:00, 17 September 2013 (UTC) — Preceding unsigned comment added by Andywalsh999 (talk • contribs)

At the recent LILAC conference we started an Information Literacy in the UK page - we will aim to finish this over the next few weeks. I then propose to move much of the existing content on this page to an "Information Literacy in the US" page and redo the page much more concisely as an overview of information literacy, linking to the "new" pages. So we won't lose any of the content, but it will be redistributed somewhat and this key page will be a tad easier and more inclusive :) Please comment if you aren't happy with this!--Andrew Walsh 10:27, 27 April 2014 (UTC) — Preceding unsigned comment added by Andywalsh999 (talk • contribs)

 * May I ask what were the results of this conversation and overhaul plans? Did you establish a UK page? Hubbasink (talk) 22:28, 21 June 2019 (UTC)

Introduction
Added information literacy definition from the American Libray Association, in the introduction of the article http://www.ala.org/acrl/standards/informationliteracycompetency#f1 Elimary (talk) 15:30, 9 June 2016 (UTC)

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External links modified
Hello fellow Wikipedians,

I have just modified 4 external links on Information literacy. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
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I, David koech, am an employee of Kabarak University, am dedicated to edit articles on Wikipedia title Information literacy and add references on an article entitled: Librarian. I always strive to strictly abide by Wikipedia's accepted practices on conflicts of interest, neutrality, and notability. I do, from time to time, insert links or create articles based on library resources. I will modify my editing behaviour based on problems cited by other editors or if my editing conflicts with other Wikipedia guidelines. I ask that other editors do not hesitate to contact me, via my user talk page, if I appear to be going against this declaration. Thak you. — Preceding unsigned comment added by Davidkoech (talk • contribs) 13:03, 1 March 2021 (UTC)

Merge to Information and media literacy
Please comment at Talk:Information_and_media_literacy. Piotr Konieczny aka Prokonsul Piotrus| reply here 11:20, 2 April 2022 (UTC)

 * I read your suggestion and looked at the entries you suggested merging it with. And, it's definitely an intriguing one.
 * That said, I'm not certain if this is the most effective way of going about making it, since I'm the first person who responded to your post, which you made 7.5 months ago. I'd previously read that the WikiProject page was the proper place to make this kind of suggestion, but could not find one on this topic.  As well, I have my doubts as to how effective that is, since a proposal I made on a separate topic has received just one response since I posted it several weeks ago.  Additionally, I would very strongly advise against unilaterally merging this entry with the others you listed, since that would likely be classified as vandalism, and also since it would almost certainly be reverted within a few days (if not less).
 * So, concerning your proposed change, you might consider contacting the administrator for this article (and the others you want to merge it with), to share your idea and to see what they say you should do. I do not know who they are, but I did find this entry on requesting administrator attention you might find useful: https://en.wikipedia.org/wiki/Wikipedia:Requests_for_administrator_attention.  Too, here is a page with links to Wikipedia administrators: https://en.wikipedia.org/wiki/Wikipedia:List_of_administrators.
 * Good luck with your proposal. Mateo Tembo (talk) 22:27, 19 November 2022 (UTC)

Wikipedia Ambassador Program course assignment
This article is the subject of an educational assignment at University of Toronto supported by WikiProject Wikipedia and the Wikipedia Ambassador Program during the 2011 Fall term. Further details are available on the course page.

The above message was substituted from by PrimeBOT (talk) on 15:53, 2 January 2023 (UTC)

Wiki Education assignment: Writing and Literacy in the Digital Age
— Assignment last updated by Angelabooth03 (talk) 03:26, 6 April 2023 (UTC)

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

title: Talk:Information literacy


text:
Vlad I of Wallachia

Vlad I (? – 1396/97?) known as Uzurpatorul (the Usurper), was a ruler of Wallachia in what later became Romania. He usurped the throne from Mircea I of Wallachia. His rule lasted barely three years, from October/November 1394 to January 1397, while others suggest that the accurate ruling period was from May 1395 to December 1396.

Early life
There are disagreements about Vlad I's origins. He was either a nobleman or the son of Dan I and brother of Dan II. Other scholars have reservations about establishing any degree of kinship between Vlad I and Mircea the Elder due to the lack of supporting documents.

Reign
Vlad I of Wallachia supposedly took the throne after the great Ottoman offensive in the fall of 1394, during the Battle of Rovine (dated by several Serbian chronicles to 10 October 1394). However, according to Serbian historian Radoslav Radojičić, Vlad I actually took the throne on 17 May 1395. This theory has been accepted by Romanian historians such as Anca Iancu. At the end of 1395, Sigismund of Luxembourg mentioned that Vlad I was sovereign of Wallachia, referring to his pro-Ottoman policy. In a document dated 28 May 1396 (Hurmuzaki, I / 2, pp. 374–375), Vlad Voievod gives special privileges to the Polish kingdom, confirming that he had contact with the Polish king.

Vlad I removed Wallachia from the anti-Ottoman coalition, leading to his official non-recognition by the Hungarian kingdom and its allies. However, the treaty with Poland made through the Moldovan prince Stephen I indicates that Vlad remained a powerful ruler in his country. This position is confirmed by the coins that were issued. Struggles to remove him from the throne and return Wallachia to the coalition continued throughout his reign, though when the expedition of Stephen of Lozoncs in May 1395 ended in a military disaster, the Hungarian king said that "Walachia was lost and the Danube fell into the hand of the enemy" (Victor Motogna, Foreign Policy of Mircea the Elder, Gherla, 1924, p. 42).

In July 1395, a Hungarian expedition led by Sigismund, probably seconded by Mircea the Elder, captured the Turnu fortress and left a garrison loyal to the king. Throughout the following year the struggles to remove Vlad I continued. These were interrupted only by the participation of Sigismund and his vassals, including Mircea the Elder, in the campaign which resulted in defeat at the Nicopole. During this expedition, the territory of Wallachia was bypassed in order to avoid the Wallachian and Ottoman military forces stationed there. After the defeat, those who tried to find their way across the Danube were either ransomed or executed. This reaction from the Wallachian voivode can be attributed to the massacres by the Crusaders of Bulgarian Orthodox Christians in the conquered cities.

In October 1396, another military expedition headed by Stibor, the Transylvanian voivode, led to the defeat and capture of Vlad, who died in captivity. This allowed Mircea the Elder to regain the throne in January 1397.

Controversy
In establishing the paternity of Vlad I, PP Panaitescu starts from an account by the Hungarian chronicler Johannes de Thurocz (1435 – 1488 or 1489), which speaks of a struggle between Dan, supported by the Turks, and Mircea, supported by King Sigismund. The chronicle mentions that both were of the same blood. Taking into account the theory of Bogdan Petriceicu Hasdeu, according to which the struggle described was carried out between Dan I and Mircea in 1386, Panaitescu rejects the assumption of C. Litzica that a battle between Michael I and Dan II took place in 1420, and describes the account as a mistake by Thurocz, confusing Vlad with Dan, and not Mihail with Mircea. He explains that the source of Thurocz's confusion was the fact that Vlad I was the son of Dan I.

Gh. Bratianu shares Panaitescu's theory. Al. V. Diţă describes the episode from Thurócz's chronicle as a "nebulous narrative", "an imaginary conflict reminiscent of the theme of 'enemy brothers' in folklore" and "fantasy without a historical theme".

title: Vlad I of Wallachia


text: User talk:69.168.137.138

title: User talk:69.168.137.138


text:
Profane use

Profane use is a term used in the Roman Catholic Church to refer to closed parish churches that will no longer be used as churches. This is often done in preparation to sell the former church building to another party. In this context, Profane does not refer to swearing, but rather to the older definition of those things that take place outside the temple.

With church buildings that are to be sold, first the sacred items (such as consecrated hosts) will be removed from the church. The Diocesan Bishop (or Archbishop) will issue a decree stating that the church building has been relegated to profane use. This has the effect of deconsecrating the church building. Once this decree has been made the building is no longer an official church building. The diocese will sell the building for any use as long as it is not sordid.

title: Profane use


text:
Penjing

Penjing, also known as penzai, is the ancient Chinese art of depicting artistically formed trees, other plants, and landscapes in miniature.

Penjing generally fall into one of three categories:
 * Shumu penjing (樹木盆景): Tree penjing that focuses on the depiction of one or more trees and optionally other plants in a container, with the composition's dominant elements shaped by the creator through trimming, pruning, and wiring.
 * Shanshui penjing (山水盆景): Landscape penjing that depicts a miniature landscape by carefully selecting and shaping rocks, which are usually placed in a container in contact with water. Small live plants are placed within the composition to complete the depiction.
 * Shuihan penjing (水旱盆景): A water and land penjing style that effectively combines the first two, including miniature trees and optionally miniature figures and structures to portray a landscape in detail.

Influenced in other cultures, including the Japanese traditions of bonsai and saikei, as well as the miniature living landscapes of Vietnamese hòn non bộ. Generally speaking, tree penjing specimens differ from bonsai by allowing a wider range of tree shapes (more "natural-looking") and by planting them in bright-colored and creatively shaped pots. In contrast, bonsai are more simplified in shape (more "minimal" in appearance) with larger-in-proportion trunks and are planted in unobtrusive, low-sided containers with simple lines and muted colors.

While saikei depicts living landscapes in containers, like water and land penjing, it does not use miniatures to decorate the living landscape. Hòn non bộ focuses on depicting landscapes of islands and mountains, usually in contact with water and decorated with live trees and other plants. Like water and land penjing, hòn non bộ specimens can feature miniature figures, vehicles, and structures. Distinctions among these traditional forms have been blurred by some practitioners outside of Asia, as enthusiasts explore the potential of local plant and pot materials without strict adherence to traditional styling and display guidelines.

History
Classical Chinese gardens often contain arrangements of miniature trees and rockeries known as penjing. These creations of carefully pruned trees and rocks are small-scale renditions of natural landscapes. They are often referred to as living sculptures or as three-dimensional poetry. Their artistic composition captures the spirit of nature and distinguishes them from ordinary potted plants.

Origin of the components
The container known as the pen originated in Neolithic China in the Yangshao culture as an earthenware shallow dish with a foot. It was later one of the vessels manufactured in bronze for use in court ceremonies and religious rituals during the Shang dynasty and Zhou dynasty.

When foreign trade introduced into China new herbal aromatics in the 2nd century BC, a unique incense burner was designed. The boshanlu stemmed cup was topped by a perforated lid in the shape of one of the sacred mountains/islands, such as Mount Penglai – focus of a strong contemporary belief – often with the images of mythical persons and beasts throughout the hillsides. Smaller versions of the pen dish were sometimes used as bottom pieces either to catch hot embers or to be filled with water to represent the ocean out of which the sacred mountains/islands arose. Originally made out of bronze, ceramic, or talc stone, some later versions were believed to be stones which occasionally were partly covered with moss and lichens to further heighten the miniature representation.

Since at least the 1st century AD, Daoist mysticism has included the recreating of magical sites in miniature to focus and increase the properties found in the full-size sites. The various schools of Buddhism introduced from India after the mid-2nd century included the meditative dhyana sect, whose translations of Sanskrit texts sometimes used Daoist terminology to convey non-physical concepts. Also, floral altar decorations were introduced and floral designs started to become a dominant force in Chinese art. Five centuries later the Chán school of Buddhism was established, in which renewed Indian dhyana Buddhist teachings were merged with native Chinese Daoism. Chán maintained its more active, vital spirit even as other Buddhist sects were becoming more rigidly formalized.

Earliest versions
While there were legends dating from at least the 3rd and 4th centuries of Daoist persons said to have had the power to shrink whole landscapes down to small vessel size, written descriptions of miniature landscapes are not known until Tang dynasty times. As the information at that point shows a somewhat developed craft, (then called "punsai") the making of dwarfed tree landscapes had to have been taking place for a while, either in China or possibly based on a form brought in from outside. The earliest-known graphic dates from 706 and is found in a wall mural on a corridor leading to the tomb of Prince Zhang Huai at the Qianling Mausoleum site. Excavated in 1972, the frescoes show two maid servants carrying penjing with miniature rockeries and fruit trees.

The first highly prized trees are believed to have been collected in the wild and were full of twists, knots, and deformities. These were seen as sacred, of no practical profane value for timber or other ordinary purpose. These naturally dwarfed plants were held to be endowed with special concentrated energies due to age and origin away from human influence. The viewpoint of Chán Buddhism would continue to impact the creation of miniature landscapes. Smaller and younger plants which could be collected closer to civilization but still bore a resemblance to the rugged old treasures from the mountains would also have been chosen. Horticultural techniques to increase the appearance of age by emphasizing trunk, root, and branch size, texture, and shapes would eventually be employed with these specimens.

From Tang times onward, various poets and essayists praised dwarf potted landscapes. A decorative tree guild from around 1276 is known to have supplied dwarf specimens for use in Suzhou restaurants in the province of Jiangsu.

In Japan
Although imperial embassy personnel and Buddhist students from Japan had returned from the mainland with miniature landscape souvenirs since the 6th century, the oldest known depiction of a dwarfed tray landscape in Japan dates from 1309. The fifth of the twenty-scroll Kasuga-gongen-genki masterpiece depicts the household of a wealthy Japanese individual who has an outdoors slatted-workbench holding a shallow wooden tray and ceramic dish of Chinese origin with dwarf trees, grasses, and stones. By this time Chán Buddhism had been developed in Japan as Zen. Its influence of "beauty in severe austerity" led native Japanese dwarf potted landscapes to be distilled into single, ideal trees being representatives of the universe. What is termed bonsai derives from this.

Middle years
Since at least the 16th century, shops at the "Garden of Dragon Flowers" (Longhua) to the southwest of Shanghai, were engaged in cultivating miniature trees in containers. (These would continue to the present day.) Meanwhile, Suzhou was still considered at century's end to be the source of the finest exponents of the art of penjing.

The earliest-known English observation of penjing in China/Macau dates from 1637.

During the end of the 18th century, Yangzhou in central Jiangsu province boasted landscape penjing that contained water and soil.

19th century
In 1806, a very old dwarf tree from Canton (now Guangzhou) was gifted to Sir Joseph Banks and eventually presented to Queen Charlotte for Her Majesty's inspection. This tree and most others seen by Westerners in southeast China probably originated at the celebrated Fa Ti gardens near Canton.

By the first half of the 19th century, according to various Western accounts, air layering was the primary propagation method for penjing, which were then generally between one and two feet in height after two to twenty years of work. Elms were the main specimens used, along with pines, junipers, cypresses, and bamboos; plums were the favored fruit trees, along with peaches and oranges. The branches could be bent and shaped using various forms of bamboo scaffolding, twisted lead strips, and iron or brass wire to hold them in place; they could also be cut, burnt, or grafted. The bark was sometimes lacerated at places or smeared with sugary substance to induce termites ("white ants") to roughen it or even to eat the similarly sweetened heartwood. Rocks with moss or lichens were also a frequent feature of these compositions.

The earliest known photograph from China which included penjing was made c.1868 by John Thomson. He was particularly delighted by the collection in the garden of the Hoi Tong Monastery on Henan Island near Guangzhou. A collection of dwarf trees and plants from China was also exhibited that year in Brooklyn, New York. In America, laws such as the Chinese Exclusion Act led to Japanese bonsai becoming more familiar to Americans. This led to the prevalence of knowledge of the Japanese forms of dwarf potted trees for the next several decades and prior to Chinese forms.

Near the end of the 19th century, the Lingnan or Cantonese school of "Clip and Grow" styling was developed at a monastery in southeast China. Fast-growing tropical trees and shrubs could be more easily and quickly shaped using these techniques.

20th century
Established in 1954, the Longhua nursery in Shanghai included the teaching of classical theory and all aspects of the practice of penjing, a process which could take student-gardeners ten years.

As late as the early 1960s, it is reported that some 60 characteristic regional forms of penjing could be distinguished by the expert eye. A few of these forms dated back to at least the 16th century.

During the upheaval of the Great Proletarian Cultural Revolution (May 1966-April 1969), one relatively small effect was that many collections of penjing in Mainland China, especially around Beijing, were damaged or neglected because they were seen as a bourgeois pastime. After their trees were gone, some Chinese penjing masters, men in their sixties and seventies, were forced to do something considered socially redemptive—many were sent to fields to plant rice. However, in other areas of China, especially in eastern and southern China, penjing were collected for safe keeping.

Wu Yee-sun (1905–2005), third generation penjing master and grandson of a Lingnan school founder, held the first exhibition of artistic pot plants jointly with Mr. Liu Fei Yat in Hong Kong in 1968. This was a display of traditional aristocratic penjing which had survived the 1949 Chinese Communist Revolution by leaving/being protected from Mainland China. The two editions of Wu's Chinese/English book, Man Lung Garden Artistic Pot Plants, helped develop interest in this older form of what the West only knew as the later-refined Japanese art of bonsai.

The Yuk Sui Yuen Penzai Exhibition was held in Canton in 1978. This was the first public show in ten years with approximately 250 penjing from private collections displayed in a public park. Antique pots were also shown. The Shanghai Botanical Garden opened that year and permanently displays 3,000 penjing. The First National Penjing Show was held the following year in Beijing with over 1,100 exhibits from 13 provinces, towns, and autonomies.

One division of the Hangzhou Flower Nursery by 1981 specialized in penjing, including over fifteen hundred once abandoned older specimens being maintained and in the initial stages of being retrained. The art of penjing would again become vastly popular in China, in part due to stability returning to most people's lives and the significantly improved economic conditions; growth would be most pronounced particularly in coastal provinces of Jiangsu, Zhejiang, Fujian, Guangdong as well as Shanghai. There would be increasing numbers of good public and private collections, the latter with anywhere from several hundred to several thousand pieces.

By the end of 1981, the China Flower and Penjing Association was formed, and seven years later the China Penjing Artists Association was likewise established.

The Hong Kong Baptist University opened the Man Lung Garden in 2000 to promote the Chinese heritage of penjing. Temporarily located on the university's Shaw Campus, in February 2005 a permanent site was set up at the Kam Shing Road Entrance of its Ho Sin Hang Campus.

Aesthetics
Using artificially dwarfed trees and shrubs, these arrangements are created in special trays or pots which are placed on ornately carved wooden stands. Often, rocks, miniature ceramic structures (like buildings and bridges), and figurines are added to give the proper scales as part of the natural scenery. These miniatures add to the symbolism of a penjing specimen, by providing a social or historical context in which to interpret the overall penjing design.

These miniature landscapes include trees which are frequently over a hundred years old. Like the plants in the Chinese garden, they have been carefully selected and tended so that they develop into twisted and gnarled shapes reminiscent of their full-size counterparts in the wild. Like Chinese gardens, these miniature landscapes are designed to convey landscapes experienced from various viewpoints - a close-up view, a medium-range view or a panorama.

As an art form, penjing is an extension of the garden, since it enables an artist to recreate parts of the natural landscape in miniature. Penjing is often used indoors as part of a garden's overall design, since it reiterates the landscape features found outside. Penjing pots grace pavilions, private studies or living rooms, and public buildings. They are either free-standing elements within the gardens or are placed on furniture such as a table or bookshelf. Sometimes a lattice display stand is built which adds particular prominence to the penjing specimen and exemplifies the interplay between architecture and nature.

Penjing seeks to capture the essence and spirit of nature through contrasts. Philosophically, it is influenced by the principles of Taoism, specifically the concept of Yin and Yang: the idea of the universe as governed by two primal forces, opposing but complementary. Some of the contrasting concepts used in penjing include portrayal of "dominance and subordination, emptiness (void) and substance, denseness and sparseness, highness and lowness, largeness and smallness, life and death, dynamics and statics, roughness and meticulousness, firmness and gentleness, lightness and darkness, straightness and curviness, verticality and horizontality[,] and lightness and heaviness."

Design inspiration is not limited to observation or representation of nature, but is also influenced by Chinese poetry, calligraphy, and other visual arts. Common penjing designs include evocation of dragons and the strokes of well-omened characters. At its highest level, the artistic value of penjing is on par with that of poetry, calligraphy, brush painting and garden art.

Styles
Styles of the traditional Penjing in China are mainly classified by the most representative (dominant) plants used, and named after the regions of their origin. Since different plants require different techniques to handle, different styles thus formed. There are more than a dozen styles of traditional Penjing:

 * Anhui Style
 * Anhui Penjing (徽派盆景) is most famous for its utilization of ume.

 * Beijing Style
 * Beijing Penjing (京派盆景) reflects its artistic origin from the ancient traditional Chinese architecture in Beijing. The branches are often horizontal and the crowns of the trees are often in hemisphere or in the form of traditional folding fan.

 * Guangdong (or Lingnan) Style
 * Cantonese penjing (Jyutping: Jyut6 paai3 pun4 ging2; Traditional Chinese: 粵派盆景) is also called Lingnan ("South of the (Nan)ling Range") penjing (嶺南派盆景), because Guangdong is located south of the Nanling mountain range. The main characteristic of this style is its natural appeal and the appeal of easy and smooth.

 * Guangxi Style
 * Guangxi Penjing (桂派盆景) reflect the beautiful natural landscape such as that of Guilin. This style utilizes different type of stones considerably more frequent than other styles.

 * Fujian Style
 * Fujian Penjing (閩派盆景) specializes in utilization of banyan.

 * Hubei Style
 * Hubei Penjing (湖北盆景) emphasizes on the producing the sense of dynamic feelings by the static plants and rocks, and thus also called Dynamic Penjing (动势盆景).

 * Jiangsu Style
 * Like the culinary art of the Jiangsu cuisine, the art of Jiangsu Penjing (蘇派盆景) is also complicated, with the crowns of the trees often being shaped like clouds.

 * Sichuan Style
 * Sichuan Penjing (川派盆景) tends to be well-knit, simple and unsophisticated.

 * Shanghai Style
 * Shanghai Penjing (海派盆景) has influenced the Japanese bonsai, but at the same time, has kept its original artistic origin, which is from the traditional Chinese painting.

 * Taiwan Style
 * Taiwan Penjing (臺灣盆景) is a cross of Japanese bonsai and traditional Chinese Penjing.

 * Xuzhou Style
 * Xuzhou Penjing (徐州盆景) is a branch of Jiangsu style, but it is distinct enough to be listed separately for hundreds of years for its utilization of fruit trees.

 * Yangzhou Style
 * Yangzhou Penjing (揚派盆景) is also called northern Jiangsu style (蘇北派), it is distinct from Jiangsu style The three twists of tree trunks is the most distinctive characteristic of this style.

 * Yunnan Style
 * Yunnan Penjing (雲南盆景) benefits from the extreme climatic and biodiversity of Yunnan region, between the Himalayas and the tropics. A permanent display of Yunnan style penjing is visible at Daguan Park, Kunming.

 * Zhejiang Style
 * Zhejiang Penjing (浙派盆景) specializes in utilization of pine and cypress, often have three to five plants in one tray.

 * Zhongzhou Style
 * Zhongzhou Penjing (中州盆景) specializes in utilizing Tamarix.

Maintenance and care
The maintenance and care of penjing trees are similar to that of the bonsai.

title: Penjing


text:
Michael I of Wallachia

Michael I (Mihail I), (? – August 1420) was Voivode of Wallachia from 1415 to 1420. He was the only legitimate son of Mircea I of Wallachia, who made him his co-ruler. Styled as prince from 1415, Michael became sole ruler after his father died in early 1418. His support for a Hungarian campaign against the Ottoman Empire caused the Ottoman Sultan, Mehmed I, to invade Wallachia, forcing him to agree to pay tribute. After Michael failed to respect the treaty, the Ottomans gave assistance to his rival, Dan, who crossed into Wallachia in 1420. Dan and his Ottoman allies defeated the Wallachian army, and Michael was killed on the battlefield.

Early life
The son of Mircea I of Wallachia and his wife, Maria Tolmay, Michael was Mircea's only legitimate son. Alexander Aldea and Vlad were Michael's most prominent illegitimate half-brothers, who, in accordance with local custom, could have claimed the throne of Wallachia. To strengthen Michael's position, his father made him his co-ruler.

Reign
Although Michael was first mentioned as Mircea's co-ruler in 1391, it was only from 1415 that he was consistently styled as "voivode and prince". Michael was still his father's co-ruler when in 1417 he refused to send the tribute that Mircea had promised to pay to the Ottoman Empire. Michael became the sole ruler of Wallachia after his father died on 31January 1418.

The first year of his reign was peaceful because the Ottoman Sultan, Mehmed I, was still occupied with the internal consolidation of the Ottoman Empire. Michael supported Sigismund of Luxembourg, King of Hungary, who launched a campaign against the Ottoman Empire in the autumn of 1419. They captured the city of Turnu Severin that Michael's father had lost to the Ottomans, but it was put under Sigismund's control. In retaliation, the sultan broke into Wallachia, forcing Michael to cede Giurgiu and other fortresses on the Danube to the Ottomans and to pay the tribute he had failed to send during the previous three years. Michael was also forced to send his two sons, Michael and Radu, as hostages to the Ottoman Empire.

Michael's cousin, Dan, then laid claim to Wallachia. Many of Michael's boyars (including the influential Albul and Utmeș) defected to the pretender. Dan crossed into Wallachia in early 1420. Initially, Michael was able to resist, but since he had failed to implement all provisions of his 1419 treaty with the Ottoman Empire, his cousin was able to obtain military assistance from the Ottomans. Michael received support from Hungary, but their united forces were routed in the summer of 1420. Michael was killed on the battlefield.

title: Michael I of Wallachia


text:
User:Dvgrn

Just a placeholder, until I figure out whether I'm actually encyclopedic or not. (Pretty sure I'm not, but it looks like user pages get special consideration.)

My infinitesimal Wikipedia career started with an appropriate whimper, when I took out an inaccurate paragraph about billiard balls from Flat Earth...

Mostly I'm just a good copy-editor, but I'm slowly building up a list of minor holes that need filling:

 * As a recovering math major, I'm thinking about contributing some plain-English explanations to articles like affine transformation -- since affine transformations are used for all kinds of things, and all you really need to understand them (in their most common applications) is high-school algebra.

 * I'll put together a short piece on chaos game at the same time.

 * Noah John Rondeau and Philo T. Farnsworth are also on my to-do-eventually list now.

You might get some vague idea of the kinds of things I'm interested in by looking at

rough calculations my favorite mountain

and maybe

Game of Life and Stable glider reflectors

-- but I can't guarantee anything. The picture will have near as many holes as the Wikipedia...

Though come to think of it, there is someone who has posted a large number of essays on his Web pages, whose interests are spookily almost identical to my own. So it turns out that I may just be an imperfect clone of someone in Boulder, Colorado. dvgrn 09:15, 21 Oct 2004 (UTC)

title: User:Dvgrn


text:
Joseph Clinton

Joseph D. Clinton had a long professional association with Buckminster Fuller. In 1970, Clinton worked in the School of Technology at Southern Illinois University, where Fuller taught, and researched papers on the mathematics involved with geodesics, contracted and published by NASA in 1971. Some five years later, Clinton founded Clinton International Design Consultants, an interdisciplinary design and consulting firm based on the philosophy of what he termed "the structures field of Design Science." Clinton’s work has specialised in environmentally sensitive design systems, incorporating elements such as solar and wind structures and systems. His firm did work contributing to such structures as the Omni Max Theater for Expo 86 in Vancouver, British Columbia, Canada, and the Epcot Center’s Horizon Omnisphere Theater.

title: Joseph Clinton


text: User talk:66.144.62.105

title: User talk:66.144.62.105


text:
User talk:Dvgrn

Hmm, maybe this is where I should have put the stuff about Billiard Ball Earth that ended up in a blog.

Well, possibly this way some non-Wikipedian will find it vaguely interesting...

-

Just got sucked in to editing out a lot of duplication from the Conway's Game of Life article, came up for a breath of air after an hour and clicked "Submit", and found this paragraph still clutched in one grimy hand, like a mechanic putting a car all back together and having parts left over:

"Life has a number of recognised patterns which emerge from particular starting positions. Soon after publication, several interesting patterns were discovered, including the ever-evolving R-pentomino (more commonly known as 'F-pentomino' outside the game), the self-propelling 'glider', and various 'guns' which generate an endless stream of new patterns, all of which led to increased interest in the game."

Gliders and guns are defined elsewhere, I seem to recall the R-pentomino was studied before Gardner's article came out (and it's not "ever-evolving", really) -- but maybe there's a sentence or so remaining that I should work back in...

Well, it can probably wait until I dive in again to fix the funny numbering in Conway's three criteria (and whatever else pops up).

-

Have to figure out how to format this attempted contribution to the chaos game article:

To draw the above fractal fern using the chaos game, start with any X and Y values -- say X=0 and Y=0, but any values will work.

Choose the next step randomly, as follows:

85% of the time, take new X' = .85X +.04Y new Y' = -.04X + .85Y + 1.6

(this affine transformation has the effect of moving any point one segment up the fern -- for example, it would move a point on the first stem segment to the same location on the second stem segment, or the tip of a leaflet to the tip of the next higher leaflet.)

7% of the time, take new X' = .2X - .26Y new Y' = .23X + .22 + 1.6

(this maps the entire fern onto the first branch on the left -- the transformation is a slightly skewed counterclockwise rotation combined with a reduction in length by about a factor of three. For example, given a point on the stem of the fern at the bottom of the second segment, these equations produce a point on the fern's first right-hand leaflet, at the bottom of its second segment.)

7% of the time, take new X' = -.15X +.28Y new Y' = .26X +.24Y + .44

(this maps the entire fern onto the first branch on the right. This is a clockwise rotation, mirror-reflection, and again a reduction in length to about a third of the original -- but just slightly larger than the left branch, as the numbers indicate.)

1% of the time, take new X' = 0 new Y' = .16X

(this simply squashes any point on the fern into a straight line -- so (X', Y') will always end up somewhere on the segment at the base of the stem.)

--

Put a single dot at (X', Y'), then run the same process again with the new numbers as the next X and Y values. The first few dozen points are generally thrown away, to give the iterative process time to converge to a point somewhere on the fern -- or at least close enough to it that any discrepancy is invisible.

After thousands of iterations, the shape of the fern will emerge naturally, as if by magic. The only math required is the simple multiplication and addition described above.

To do: [Brief summary of how to generate the numbers in the above equations.] [Create screen shots for recursive golden-b tiling and a good two-transform spiral, or maybe a dragon.]

Deletion discussion about Occupy Syracuse
Hello, Dvgrn, and thanks for contributing to Wikipedia!

I wanted to let you know that some editors are discussing at Articles for deletion/Occupy Syracuse whether the article Occupy Syracuse should be in Wikipedia. I encourage you to comment there if you think the article should be kept in the encyclopedia.

The deletion discussion doesn't mean you did something wrong. In fact, other editors may have useful suggestions on how you can continue editing and improving Occupy Syracuse, which I encourage you to do. If you have any questions, feel free to ask at the Help Desk.

Thanks again for your contributions! Mythpage88 (talk) 09:17, 3 December 2011 (UTC)

title: User talk:Dvgrn


text: User talk:82.82.56.203

title: User talk:82.82.56.203


text:
Yakovlev Yak-26

The Yakovlev Yak-26, OKB designation Yak-123, was a Soviet tactical supersonic bomber aircraft flown at the Tushino air show on 24 June 1956. The model did not enter service.

Design and development
The Yak-123-1 prototype was developed from the subsonic Yak-25, and in parallel with the Yak-27 aircraft family, with the main goal of operating at supersonic speed. Although the Yak-123 kept the Yak-25's layout, it had a more streamlined and longer fuselage with a glazed nose for a navigator-bombardier, replacing the Yak-25's radome. The engines were upgraded to the much more powerful RD-9AK afterburning turbojets and the wings modified. The Nudelman N-37 cannon was replaced with two NR-23 23 mm guns. The next prototype, designated Yak-26-3, had a tail barbette with two more such guns, but it was removed altogether after testing. An internal weapons bay was added for 1000 kg of bombs, including the nuclear RDS-4 Tatyana. Additional bombs could be carried on underwing pylons. Engines were upgraded to RD-9F.

Although these designs showed potential for a supersonic bomber, they did not feature a radar, limiting their usefulness, and suffered from insufficient stability at high velocities, being prone to aileron reversals. This led to a refinement of the design, resulting in the preproduction-series Yak-26.

Although flown at the Tushino air show on 24 June 1956, only ten were produced, and the type did not enter service.

Operators

 * Soviet Air Force
 * Soviet Air Force

title: Yakovlev Yak-26


text:
Man bites dog

The phrase man bites dog is a shortened version of an aphorism in journalism that describes how an unusual, infrequent event (such as a man biting a dog) is more likely to be reported as news than an ordinary, everyday occurrence with similar consequences, such as a dog biting a man.

The phenomenon is also described in the journalistic saying, "You never read about a plane that did not crash." It can be expressed mathematically; a basic principle of information theory is that reports of unusual events provide more information than those for more routine outcomes.

Origins
The phrase was coined by Alfred Harmsworth, 1st Viscount Northcliffe (1865–1922), a British newspaper magnate, but is also attributed to New York Sun editor John B. Bogart (1848–1921): "When a dog bites a man, that is not news, because it happens so often. But if a man bites a dog, that is news." The quote is also attributed to Charles Anderson Dana (1819–1897).

The result is that rarer events more often appear as news stories, while more common events appear less often, thus distorting the perceptions of news consumers of what constitutes normal rates of occurrence.

Effect
To some extent, a focus on unusual occurrences is unavoidable in journalism, as events that proceed as expected are simply not "newsworthy".

The reasoning errors caused by this phenomenon are also associated with the availability heuristic, which is the mental shortcut that relies on the immediate examples that come to mind when evaluating a specific topic. For example, because airplane crashes are frequently reported, they are easy to call to mind. This leads to people having inaccurate perceptions of how dangerous air travel is.

Some consider "man bites dog" stories about unusual events a sign of yellow journalism, and in the internet era, headlines about them may be phrased as click bait.

Mathematical analysis
A basic principle of the information theory, which studies the mathematical theory of communication, is that reports of unusual events provide more information than those for more routine outcomes. The amount of information conveyed by a message about an event can be expressed in terms of its "surprisal", with surprisal $$s$$ defined as $$s = -log(p)$$ for an event of probability $$p$$. Measured this way, an event that is nearly certain to happen ($$p$$ very close to one) carries almost no information, while an extremely rare event ($$p$$ very close to zero) provides a very large amount of information.

Examples of literal use in journalism
In 2000, the Santa Cruz Sentinel ran a story titled "Man bites dog" about a San Francisco man who bit his own dog.

Reuters ran a story, "It's News! Man Bites Dog", about a man biting a dog in December 2007.

A 2008 story of a boy biting a dog in Brazil had news outlets quoting the phrase.

In 2010, NBC Connecticut ran a story about a man who bit a police dog, prefacing it with, "It's often said, if a dog bites a man it's not news, but if a man bites a dog, you've got a story. Well, here is that story."

On May 14, 2012, the Medway Messenger, a British local newspaper, ran a front page story headlined "MAN BITES DOG" about a man who survived an attack from a Staffordshire bull terrier by biting the dog back.

On September 27, 2012, the Toronto Star, a Canadian newspaper, ran the story headlined "Nearly Naked Man Bites Dog", about a man that is alleged to have bitten a dog in Pembroke, Ontario.

On December 2, 2012, Sydney Morning Herald reported about a man that bit a dog, headlining it 'Man bites Dog, goes to hospital'.

On May 5, 2013, "Nine News", an Australian news outlet, ran a story headlined "Man bites dog to save wife" about a man who bit a Labrador on the nose, after it attacked his wife and bit off her nose.

On March 12, 2014, Rosbalt, a Russian news agency, reported that a man in Lipetsk had burnt a bed in his apartment, run around the city in his underwear, and, finally, "bit a fighting breed dog" following an hours-long online debate about the situation in Ukraine.

In April 2014, CNN reported a mother bit a pit bull attacking her daughter.

On June 14, 2014, the South Wales Argus ran a front page teaser headlined "Man Bites Dog" about a man who has been accused of assaulting his partner and her pet dog. The Online version of this story was later amended to "Man bites dog and escapes jail".

On September 1, 2014, the Coventry Telegraph and the Daily Mirror ran an article about a man who had bitten a dog after it attacked his pet.

On December 17, 2014, the Cambridge News ran an article with a headline starting: "Man bites dog then dies".

On November 4, 2015, the Washington Post ran an article with the title "Man bites dog. No, really."

On January 25, 2018, The Hindu reported that a man bit a police dog in Houston, Texas, while trying to evade arrest.

On April 10, 2018, the Daily Telegraph ran such an article about a man biting a dog to defend his own dog.

On May 4, 2018, the Salt Lake Tribune ran an article about a man biting a police dog while being taken into custody.

On July 8, 2019, the Daily Camera ran an article about a man biting a dog in a supermarket.

On April 22, 2022, the Associated Press ran an article about a man who bit a police dog while officers tried to take him into custody.

Dog shoots man
There have also been a number of "dog shoots man" news stories.

As an example of a related phrase, a story titled "Deer Shoots Hunter" appeared in a 1947 issue of the Pittsburgh Press, mentioning a hunter that was shot by his own gun due to a reflex kick by the deer he had killed. And in 2005, in Michigan, there was a case of "cat shoots man".

Man bites snake
On April 12, 2009, Kenyan farm worker Ben Nyaumbe was attacked by a large python. During his struggle to escape from the snake's coils, he bit its tail. He was rescued after it eventually relaxed its grasp enough for him to get to his mobile phone.

title: Man bites dog


text:
Talk:Mu Qing (journalist)

Untitled
Dear all "Mu Qing" page editors:

Hi, I'm 0101WONGv, the first creator of this "Mu Qing" page. I don't know what has happened to my account at last week. I was found that I had been blocked for 24 hours on the 1st October, 2004 for transmitting this page to a nonsense title namely "AASSDDFFGGHH". Indeed, I was not the person who did so, I think my account had been hacked, and someone else had used it. Anyway, just to say hi to all of you and I'm back to this lovely page and I also hope I do can contribute in this page again.

Good job for all! Enjoy!

--0101WONGv 18:29, 7 Oct 2004 (UTC)0101WONGv

Clarification
Dear groupmates on Mu Qing,

Hi everyone!! I encountered some ambiguities in the passage as I was editing the page. In the section under 'Biography', there is a sentence which goes,

'He became the president of the agency in Shanghai and remained in position for five years. In 1982, he became the president and contributed and led Xinhua until his retirement in 1992.'

I am not sure if the presidency mentioned in the first and second sentence refers to the same position. If so, then it seems that there is an error in the dates concerned. Would anyone please kindly clarify on this point? Thank you very much.

0101TANGmc

Hi 0101TANGmc,

I've found out that the presidency mentioned in the first 2 sentences are of different positions. Mu was the vice president of Xinhua HQ in 1951 and he became the president of Xinhua Shanghai in 1955.

Reference: http://www.jiuzhoubook.com.cn/html/jczt/muqing/jianjie.htm

Hope this will be helpful to you! Cheers!

Yours sincerely, --0101WONGv 08:07, 12 Oct 2004 (UTC)0101WONGv

Hey, have you all received the email from Lee? Some advices and comments are stated in the word file. Thanks!

--0101WONGv 08:09, 12 Oct 2004 (UTC)0101WONGv

The Book List
Dear Mu Qing groupmates,

I am aware that the booklist that we have included in the page is just part of the collection of books did by Mu. I think we should include the whole collection of book names instead of just extracting some of them. Does anyone have any opinion on this?

Also, I am not too clear about the meaning of the heading "Xinhua of the Poletariat and the Communist Party of China", can someone please clarify?

Thanks a lot!

0101TANGmc

ps. Thank you 0101WONGv for the clarification!!

Grammer
I understand that many editing here are not native english speakers. We must show caution for grammer, which is often not easy. I have made many grammer changes. If you are uncertain, or feel I am in error, please discuss this here. I am a native english speaker (american english). Sam [Spade] 15:13, 19 Oct 2004 (UTC)

Where is his connection to literature?
Some amazing work on his contribution to journalism. but where is his connection to literature... and his photography which you write of in the lead paragraph. no time for long explainations, but at least a few paragraphs addressing those two points. many thanks to our native english speaker friends in helping edit this page. (JMSC0101 TA- Li) Lfcho 15:53, 19 Oct 2004 (UTC)

Literary Reportage
I think "literary reportage" is an appropriate translation of the word 報告文學, as I found this word in the website in the international award Lettre Ulysses Award for the Art of Reportage.

Please correct me if I am wrong, thanks.

--0101CHANkh 01:00, 21 Oct 2004 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified 11 external links on Mu Qing (journalist). Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
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When you have finished reviewing my changes, you may follow the instructions on the template below to fix any issues with the URLs.

Cheers.— InternetArchiveBot  (Report bug) 23:39, 20 December 2017 (UTC)

title: Talk:Mu Qing (journalist)


text:
Yn Chruinnaght

Yn Chruinnaght (Manx for "the gathering") is a cultural festival in the Isle of Man which celebrates Manx music, Manx language and culture, and links with other Celtic cultures.

Origin and history
The forerunner of Yn Chruinnaght was founded in 1924, and was known as Cruinnaght Vanninagh Ashoonagh ("Manx national gathering"). It was the idea of William Cubbon, the second Director of the Manx Museum, who was also the Honorary Treasurer of both Yn Çheshaght Ghailckagh (The Manx Gaelic Society) and the World Manx Association (WMA).

Programmes from the early festivals state that "Yn Cruinnaght Vanninagh Ashoonagh is held under the auspices of The World Manx Association and The Manx [Gaelic] Society in commemoration of our great National Poet and with the object of preserving national sentiment." The "great National Poet" referred to is Thomas Edward Brown (1830–1897) whose poems, including lengthy verse-stories in Manx dialect (of English, though with some Gaelic words), were published by Macmillan.

The Cruinnaght Vanninagh Ashoonagh was organised by William Cubbon through the WMA's Ellan Vannin magazine, which he edited. The festival was a one-day, competitive event held at Hollantide (Allhallowtide), with participants from the island (though at least one of the judges, Dr J E Lyon, came from "across", i.e. from outside the island). Members of the various sub-committees included Archibald Knox, J J Kneen and Mona Douglas. The event included singing (including in the Manx Gaelic language), music (including a grand concert as a finale), arts, crafts and cookery. The festival came to an end with the outbreak of the Second World War.

Post-war revival
It was the aim of one of the leading figures in Manx traditional cultural affairs, Mona Douglas, to revive Yn Chruinnaght as a Manx national festival. A cultural revival starting in the late 1960s led to renewed vigour in the Manx language, in Manx traditional music, and particularly in Manx dancing. Mona recognised that Yn Chruinnaght could provide a focus for cultural activities and a way to give greater recognition to Manx traditional culture, particularly in the wider context of an inter-Celtic festival.

In 1977, Mona Douglas organised Feailley Vanninagh Rhumsaa (the "Ramsey Manx Festival") which was held on 1 September in collaboration with the Ellynyn ny Gael (Arts of the Gaels) organization. The programme's front cover bore the modern symbol of Yn Chruinnaght. The programme announced that the festival "will be revived in Ramsey August–September 1978, and this time it will be a five-day Inter-Celtic Festival". It was held on 21–25 August 1978. Mona Douglas's programme note in 1979 states that "It was decided to stage Yn Chruinnaght in Ramsey, the only town in the Island which had no important festival of its own, and which, like Peel, was a recognized centre of the national revival."

Inter-Celtic festival
Whereas Cruinnaght Vanninagh Ashoonagh had been a festival only of Manx culture, Mona Douglas conceived Yn Chruinnaght in its modern form as an inter-Celtic festival, giving an opportunity for the six Celtic nations of the Isle of Man, Brittany, Ireland, Scotland, Wales and Cornwall to participate. Mona Douglas was particularly pleased to receive official recognition for Yn Chruinnaght from Oireachtas na Gaeilge in Ireland, Gorsedd y Beirdd and Yr Eisteddfod Genedlaethol in Wales and Am Mòd in Scotland.

Events have been held throughout the island as part of Yn Chruinnaght, but the main focus from 1978 to 2006 was the town of Ramsey. The relationship of Yn Chruinnaght with Ramsey has been an important factor over the years. The festival enjoyed venues and facilities throughout the town, including a variety of hotels and the Town Hall, various churches and even the livestock mart. As many of these venues and facilities ceased to be available, a marquee became a feature of the festival. However, with the usual plot in Ramsey for a marquee no longer available in 2007, Yn Chruinnaght had to reconsider its siting. In 2007, the main focus moved to the Centenary Centre in Peel.

The development of traditional arts in the Isle of Man has continued apace since the late 1960s. Mona Douglas recognised that the energy associated with it could be harnessed to revive Yn Chruinnaght. Further development would undoubtedly have taken place in its own way. However, Yn Chruinnaght has provided a focus for thinking about and arranging traditional music, and has been the spur for new creative work drawing on traditional themes.

title: Yn Chruinnaght


text:
Lost in Space (disambiguation)

Lost in Space is a science fiction/fantasy TV series that ran on CBS from 1965 to 1968.

Lost in Space may also refer to:

Film and television

 * Lost in Space (film), a 1998 film based on the 1965 TV series
 * Lost in Space (1972 TV series), an animated TV cartoon based on the 1960s TV show
 * Lost in Space (2018 TV series), a remake of the 1965 TV series
 * "Lost in Space" (American Dad!), an episode of American Dad!

Literature

 * Lost in Space (comics), a 1991 comic book series based on the TV series
 * Lost in Space (1967 novelization), by Ted White (as "Ron Archer") and Dave Van Arnam, a novelization of the 1960s TV show
 * Lost in Space, a 1959 science fiction novel by George O. Smith
 * Lost in Space, a 1998 novel by Joan D. Vinge

Albums

 * Black Elvis/Lost in Space, a 1999 album by Kool Keith
 * Lost in Space (Jonzun Crew album), 1983
 * Lost in Space (Aimee Mann album), 2002, or its title track
 * Lost in Space Part I, a 2007 EP by Avantasia
 * Lost in Space Part II, a 2007 EP by Avantasia
 * Lost in Space Part I & II, a 2008 album by Avantasia
 * Lost in Space (OuterSpace album), a 2016 album by OuterSpace
 * Lost in Space, a 2006 boxed set by Radio Massacre International

Songs

 * "Lost in Space" (Lighthouse Family song) (1997)
 * "Lost in Space" (Electrasy song) (1998)
 * "Lost in Space" (Apollo 440 song) (1999)
 * "Lost in Space", a 1980 song by Atomic Rooster Atomic Rooster
 * "Lost in Space", a 1980 song by Neil Young from Hawks & Doves
 * "Lost in Space", a 1998 song by Apollo 440 from Lost in Space soundtrack and Gettin' High on Your Own Supply
 * "Lost in Space", a 1999 song by Fountains of Wayne Utopia Parkway
 * "Lost in Space", a 1999 song by the Misfits from Famous Monsters
 * "Lost in Space", a 2008 song by Avantasia from The Scarecrow
 * "Lost in Space", a 2017 song by Tuna from TunaPark
 * “Lost in Space”, a 2024 song by Foster the People

title: Lost in Space (disambiguation)