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Hounslow Town tube station

Hounslow Town was a London Underground station located in Hounslow, west London. It was first opened in 1883 by the District Railway, the precursor to today's District line, on a branch line which is now disused.

The station was situated at the eastern end of Hounslow High Street, at the junction with Kingsley Road. It closed permanently in 1909. Its site is now occupied by Hounslow bus garage.

History
Hounslow Town station was opened by the District Railway (DR) on 1 May 1883 as the terminus of a new extension of the DR from Acton Town. The station was constructed with the intention of continuing the line south to join the tracks of the London and South Western Railway (LSWR) close to Hounslow station. To facilitate this, the tracks were built at an elevated level in readiness to cross the high street via a bridge. The LSWR objected to the DR connecting to its tracks, as the new DR route to central London would compete with the LSWR's own route to Waterloo, so the extension was never undertaken.

On 21 July 1884, a branch was constructed from just north of Hounslow Town to Hounslow Barracks station (now called Hounslow West). The branch line was constructed as single track and initially had no intermediate stations between the terminus and Osterley & Spring Grove station (replaced by Osterley station in 1934).

Following its failure to extend south from Hounslow Town and because of the low passenger usage of the Hounslow stations, the DR turned its attention to the new Barracks branch and closed Hounslow Town station on 31 March 1886, A new station, Heston & Hounslow (now Hounslow Central), was opened on the Barracks branch as its replacement on the following day.

On 1 March 1903, Hounslow Town was reopened. Services were divided at Osterley & Spring Grove with two trains per hour running to Hounslow Town and the rest running to Hounslow Barracks. Electrification of the DR's tracks took place between 1903 and 1905 with electric trains replacing steam locomotives on the Hounslow branch from 13 June 1905. When the branch was electrified, the track between Osterley & Spring Grove and Hounslow Central was closed and a new loop was opened from Hounslow Town back to Hounslow Central. Trains would run from Osterley & Spring Grove to Hounslow Town, then reverse and run to Hounslow West.

The new loop was single-tracked and had a sharp radius of 4 ch which imposed a speed limit of 8 mph. This method of operation was unsuccessful and short-lived. On 2 May 1909, the closed section of track between Hounslow Central and Osterley & Spring Grove was reopened with a new Hounslow Town station (now named Hounslow East) about 300 m west of the loop to the old station. The old Hounslow Town station and its two loop tracks were closed permanently.

Following the closure, the station was demolished to be replaced by a bus garage for the London General Omnibus Company that opened on 14 July 1912. The current bus station and garage occupy the same site. A plaque in front of the bus garage gives a brief history of the old Underground station.

title: Hounslow Town tube station


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User:Colin.faulkingham

Hello my name is Colin Faulkingham. I was born in Waterville, Maine on October 26 1970. I live and work in Webster Groves Missouri. I am married and have two wonderful children. I am currently employed as the Director Of IT Development for a national sales organization.

Wikipedia Interest
I am a big fan of Wikipedia and I have made several contributions of photographs. You can view my /Gallery of public domain images I have created and gifted under to the Public Domain.

Interest
Photography, Programming & Technology, Open Source, Space & Space Flight, St. Louis and it's History, Politics

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

title: User:Colin.faulkingham


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Talk:Thakhallus

I'm gonna redirect this page to Urdu poetry. Below is the text that used to be on this page.

- The term for nome de plume (pen name) of, especially, poets in the Urdu literary tradition.

See details at List of Urdu language poets. ---

--Katangoori 16:55, 12 Oct 2004 (UTC)

title: Talk:Thakhallus


text: Category:Bouvet Island

title: Category:Bouvet Island


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Julius Wagner-Jauregg

Julius Wagner-Jauregg (7 March 1857 – 27 September 1940) was an Austrian physician, who won the Nobel Prize in Physiology or Medicine in 1927, and is the first psychiatrist to have done so. His Nobel award was "for his discovery of the therapeutic value of malaria inoculation in the treatment of dementia paralytica".

Early life
Julius Wagner-Jauregg was born Julius Wagner on 7 March 1857 in Wels, Upper Austria, the son of Adolph Johann Wagner and Ludovika Jauernigg Ranzoni. His family name was changed to "Wagner von Jauregg" when his father was given the title of "Ritter von Jauregg" (a hereditary title of nobility) in 1883 by the Austro-Hungarian Empire. Hence he retained the name Julius Wagner Ritter von Jauregg until 1918 when the empire was dissolved, and nobility was abolished. The family name was then contracted to "Wagner-Jauregg". He attended the Schottengymnasium in Vienna before going on to study Medicine at the University of Vienna from 1874 to 1880, where he also studied with Salomon Stricker in the Institute of General and Experimental Pathology. He obtained his doctorate in 1880 with the thesis "L'origine et la fonction du cœur accéléré." He left the institute in 1882.

After leaving the clinic, he conducted laboratory experiments with animals, which was practiced very little at this time. From 1883 to 1887 he worked with Maximilian Leidesdorf in the Psychiatric Clinic, although his original training was not in the pathology of the nervous system. In 1889 he succeeded the famous Richard von Krafft-Ebing at the Neuro-Psychiatric Clinic of the University of Graz, and started his research on Goitre, cretinism and iodine. In 1893 he became Extraordinary Professor of Psychiatry and Nervous Diseases, and Director of the Clinic for Psychiatry and Nervous Diseases in Vienna, as successor to Theodor Meynert. A student and assistant of Wagner-Jauregg during this time was Constantin von Economo.

Ten years later, in 1902, Wagner-Jauregg moved to the psychiatric clinic at the General Hospital and in 1911 he returned to his former post.

Criminal inquest
Wagner-Jauregg was angered by what he considered as the malingering of soldiers who claimed to be too mentally upset to return to the battlefield. He applied extreme electric shock therapy to these soldiers, which caused large numbers of deaths. After the end of the war, the German government opened an inquest into these activities, with the goal of prosecuting him criminally. Sigmund Freud intervened to save Wagner-Jauregg's career.

Nobel prize
The main work pursued by Wagner-Jauregg throughout his life was related to the treatment of mental disease by inducing a fever, an approach known as pyrotherapy. In 1887 he investigated the effects of febrile diseases on psychoses, making use of the streptococci that cause erysipelas and tuberculin (the latter discovered in 1890 by Robert Koch). Since these methods of treatment did not work very well, he tried in 1917 the inoculation of malaria parasites, which proved to be very successful in the case of dementia paralytica (also called general paresis of the insane), caused by neurosyphilis, at that time a terminal disease. It had been observed that some who develop high fevers would be cured of syphilis. Thus, from 1917 to the mid 1940s, malaria induced by the least aggressive parasite, Plasmodium vivax, was used as treatment for tertiary syphilis because it produced prolonged and high fevers (a form of pyrotherapy). This was considered an acceptable risk because the malaria could later be treated with quinine, which was available at that time. This discovery earned him the Nobel Prize in Medicine in 1927. His main publication was a book titled Verhütung und Behandlung der progressiven Paralyse durch Impfmalaria (Prevention and treatment of progressive paralysis by malaria inoculation) in the Memorial Volume of the Handbuch der experimentellen Therapie, (1931). The technique was known as malariotherapy; however, it was dangerous, killing about 15% of patients, so it is no longer in use.

In 1935, he was awarded the Cameron Prize for Therapeutics of the University of Edinburgh.

Involuntary sterilizations
Wagner-Jauregg administered thyroid and ovarian preparations to young psychotic patients who had experienced delayed puberty, which led to the development of their secondary sexual characteristics and diminished psychosis. Other patients were deemed schizophrenic because of excessive masturbation, where Wagner-Jauregg sterilized them, resulting in an "improved" condition.

Retirement
In 1928, Wagner-Jauregg retired from his post but remained active and in good health until his death on 27 September 1940. In his retirement he published nearly 80 scientific papers. Many schools, roads and hospitals are named after him in Austria.

Nazi ideology and affiliation
Towards his last days Wagner-Jauregg was influenced by Adolf Hitler's German nationalism, and became an anti-Semite and sympathizer of Nazism. Documentary evidence indicates that he supported the Nazi party shortly after the invasion of Austria in 1938 by Germany. However, a denazification commission in Austria found that his application for NSDAP membership had been refused "...on grounds of race", as his first wife Balbine Frumkin was Jewish.

Wagner-Jauregg advocated a racial hygiene ideology called eugenics, influencing students such as Alexander Pilcz, who went on to author a standard handbook on racial psychiatry critical of Jews for being prone to mental illness.

He was also an advocate of forced sterilization of the mentally ill and criminal, having endorsed the concept in 1935 while a member of the Austrian Anthropological Society.

He was President of the Austrian League for Racial Regeneration and Heredity, which advocated sterilization for those of inferior genetics.

title: Julius Wagner-Jauregg


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Valentano

Valentano is a town and comune of the province of Viterbo, in the Lazio region of central Italy. It is 33 km from the provincial capital, Viterbo. The placename is of uncertain origin. Some identify the town with an Etruscan Verentum, others trace the name to ontano, Italian for alder, since alders cover the slopes of a nearby valley: Valle Ontano becoming Valentano.

Antiquity and High Middle Ages
The town is named for the first time in a manuscript of 813 in the Farfa Register; starting in 844 a "Balentanu" appears in other documents of the abbey of San Salvatore on Mt. Amiata. The land was definitely inhabited in prehistoric times, and important finds in the Lake Mezzano and near Mt. Becco, Mt. Saliette, the Poggi del Mulino and Mt. Starnina seem to confirm the theories of historians, who identify the lake with the Lake of Statonia (Lacus Statoniensis) described by Seneca in his Naturales Quaestiones and by Pliny the Elder (ii.209, xiv.67 and xxxvi.168).

The Farnese
In the Renaissance period, the town fell under the dominion of the Farnese family: it is to them that Valentano owes its fortress (Rocca) and many of its churches.

In 1649, when the town of Castro, capital of the Duchy of Castro, was destroyed, Valentano became the natural center of the Castrense region and the custodian of its archives.

Modern times
In June 1944, an artillery shell exploded in the "Portonaccio" gate, killing seven civilians who had taken shelter in it. The gate itself is a witness to the tragedy, since one of its stones is missing, but in 2004 a plaque was placed in the Via Trento e Trieste to commemorate all local victims of World War II.

Main sights

 * Palazzo Comunale (Town Hall)
 * Porta Magenta, designed by Vignola
 * Vitozzi Palace
 * Cruciani Palace, birthplace of Paolo Ruffini
 * San Martino lookout
 * Museum of the Prehistory of Tuscia and of the Rocca Farnese
 * Churches:
 * Collegiate church of San Giovanni Evangelista
 *  Santa Maria
 *  Santa Croce
 * Madonna del Monte
 * Sanctuary of the Madonna della Salute
 *  Chiesa dell'Annunziata at Villa Fontane
 * Sancta Maria ad Templum
 * Chiesa dell'Eschio '
 * Church of the Madonna della Pietà (also Madonna dell' Ospedale)

People

 * Ranuccio Farnese, Roman Catholic cardinal
 * Alessandro Guarnelli
 * Paolo Ruffini, 18th century mathematician

Events

 * Good Friday: Procession of the Body of Christ ("Cristo Morto")
 * Third Sunday in May: Cedar Fair, instituted by the Farnese in 1461
 * August 14–15 Agosto: Feast of the Assumption, with a Plowing Competition.
 * Throughout the summer: various events, including the Palio of the Duchy of Castro, a historical pageant.

Twin towns

 * Haltwhistle, United Kingdom
 * 🇫🇷 Saint-Méen-le-Grand, France

title: Valentano


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Bodie Island Lighthouse

The current Bodie Island Lighthouse (pronounced “body island”) is the third that has stood in this vicinity of Bodie Island on the Outer Banks in North Carolina and was built in 1872. It stands 156 ft tall and is located on the Roanoke Sound side of a portion of a peninsula that is the first part of the Cape Hatteras National Seashore. The lighthouse is just south of Nags Head, a few miles before Oregon Inlet. It was renovated from August 2009 to March 2013, and was made climbable by the public. There are 219 steps that spiral to the top. The 170-foot structure is one of only a dozen remaining tall, brick tower lighthouses in the United States — and one of the few with an original first-order Fresnel lens to cast its light.

History
The preceding Bodie Island lighthouses actually stood south of Oregon Inlet on Pea Island in an area that is now under water due to the southward migration of the inlet. The first was built in 1847 and then abandoned in 1859 due to a poor foundation. The second, built in 1859, was destroyed in 1861 by retreating Confederate troops who feared it would be used as a Union observation post during the third Civil War. The third and current lighthouse, with its original first order Fresnel lens, was completed in 1872. This lighthouse was built further North and further inland on a 15-acre site. In 1932, the Bodie Island Lighthouse became automated (and the light was upgraded to an electric lamp by using oil-fueled electrical generators), and by 1953 it had been transferred into the care of the National Park Service. It remained staffed until 1940, when the lighthouse was fully automated. In 1953, the generators were disconnected and power was supplied from the commercial electric grid.

While some people (including North Carolinians not from the Outer Banks) pronounce the name with a long "o" sound, it is traditionally pronounced as body. Folklore would have you believe it is due to the number of dead sailors washed ashore from wrecked ships along this portion of the East Coast, which has long been known as the "Graveyard of the Atlantic" but that is not true. The name is actually derived from the original name of the area, which was "Bodie's Island" after the Body family who once owned the land that was a separate barrier island prior to 1811 when Roanoke inlet that separated it from the Currituck Banks to the north closed. Local gift shops sell maps of the shipwrecks on the ocean floor. An impressive array of ships have been sunk due to storms, shoals, and German U-boats during World War I and World War II. This lighthouse appears in the background of the 1963–1964 Federal Duck Stamp.

After years of raising funds and postponement, work to restore the cast iron and other parts in need of work began on the lighthouse in August 2009. As of March 2010, the outside scaffolding was 100% complete while interior scaffolding was 50% completed. The restoration was stopped in spring 2011 after significant new structural integrity issues were found in many of the main support beams under the balcony. The additional repairs needed were too costly to finish in the original restoration project. In August, 2011 Hurricane Irene blew out some of the newly restored lantern room glass and tore away a protective shroud covering the lantern room. Flooding caused buckling of the floors in the Bodie Island Light Station Double Keepers Quarters. Additional funding was obtained to continue the restoration, which was restarted in 2012 and completed in March 2013. There was a re-lighting ceremony on April 18, 2013, and the lighthouse was opened for the general public to climb the following day for a fee.

title: Bodie Island Lighthouse


text: Category:Newswriting

title: Category:Newswriting


text: File:The Pianist movie.jpg

title: File:The Pianist movie.jpg


text: Category:Italian mathematicians

title: Category:Italian mathematicians


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Limhamn

Limhamn is, in an administrative sense, the southern district of Malmö Municipality in Sweden. Before 1915, Limhamn was (briefly) a town of its own.

The population of Limhamn-Bunkeflo (including suburbs) is 31,000, of which 7,000 live in the southern suburbs Tygelsjö and Bunkeflostrand, and some live in neighbourhoods that are not usually counted to Limhamn proper.

History
Archeological findings revealed a stoneage village from the Ertebølle culture at Limhamn. The interpretation of Limhamn's fate in later times diverge. Limhamn is by some held to have been one of the more important fishing villages in Scania, with a population living of the sea and relatively stable in size through the centuries, but this opinion is not undisputed.

Limestone has been quarried in Limhamns kalkbrott since the early 16th century or earlier, which can be inferred from the fact that king Christian II of Denmark (1513–1523) forbade the trade on the illegal harbour Limhamn. But only since 1871 has the quarry been of industrial extent. A large cement factory, railway connection to Malmö, and a freight harbour were constructed in 1889. Soon also other industries were established.

Limhamn grew rapidly in the last decades of the 19th century: to 2,500 inhabitants in 1886, to 8,000 in 1905, when Limhamn was declared a town, and to 10,000 in 1915 when Limhamn was incorporated with the larger town of Malmö (democratically but narrowly decided by the town council). The next increase of the population started with the industrial boom after World War II, when a few blocks of flats were built. From the late 1950s a belt of new detached houses led to Limhamn physically growing together with Malmö. Locals dispute which of these new neighbourhoods really are parts of Limhamn proper, and which are to be rightfully counted with Malmö, which is why figures for Limhamn's present-day population vary approximately in the range 20,000–24,000. Industry has mostly closed down in the late 20th century, and most people now work elsewhere in the metropolitan area that covers most of Western Scania.

Demographics
Today, all of Limhamn is a modestly prestigious area to live in. Very few of the houses from the pre-industrial epoch remain, but old Limhamn is characterized by owner-occupied brick houses from the late 19th and early 20th century, many of which originally were owner-build working class houses for one, two or three families. Blue-collar workers, craftsmen, and white-collar workers dominate.

Miscellaneous topics
During the interwar years, Hermann Göring piloted the first mail-carrying seaplane, on the route Limhamn - Warnemünde, probably while being employed at Svenska Lufttrafik. He lived for a while at Linnégatan 12 in Limhamn.

The Paleocene bird Scaniornis was described from fossil bones aged some 60 million years or more, which were found in the Limnhamn limestone; it was apparently a waterbird and might have been an early flamingo relative. At that time, the Limnhamn region was located as far south as central Germany today due to plate tectonics, and as it was warmer and somewhat more humid than today had a climate more comparable to the French Mediterranean or the Black Sea.

Skanska, the fifth largest construction company in the world, originated in Malmö/Limhamn. The Cristo Redentor statue of Rio de Janeiro, Brasil is partly built using Limhamn concrete.

Books about Limhamn

 * Ed. Håkansson, Mats: Limhamn:Från stenålder till nutid (Stiftelsen Gerhard Larssons Minne 1994) ISBN 91-630-2747-X

title: Limhamn


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Zytglogge

The Zytglogge ( Bernese German: ; lit. 'time bell') is a landmark medieval tower in Bern, Switzerland. Built in the early 13th century, it has served the city as a guard tower, prison, clock tower, centre of urban life and civic memorial.

Despite the many redecorations and renovations it has undergone in its 800 years of existence, the Zytglogge is one of Bern's most recognisable symbols and the oldest monument of the city, and with its 15th-century astronomical clock, a major tourist attraction. It is a heritage site of national significance, and part of the Old City of Bern, a UNESCO World Heritage Site.

History
When it was built around 1218–1220, the Zytglogge served as the gate tower of Bern's western fortifications. These were erected after the city's first westward expansion following its de facto independence from the Empire. At that time, the Zytglogge was a squat building of only 16 m in height. When the rapid growth of the city and the further expansion of the fortifications (up to the Käfigturm) relegated the tower to second-line status at around 1270–1275, it was heightened by 7 m to overlook the surrounding houses.

Only after the city's western defences were extended again in 1344–1346 up to the now-destroyed Christoffelturm, the Zytglogge was converted to a women's prison, notably housing Pfaffendirnen – "priests' whores", women convicted of sexual relations with clerics. At this time, the Zytglogge also received its first slanted roof.

In the great fire of 1405, the tower burnt out completely. It suffered severe structural damage that required thorough repairs, which were not complete until after the last restoration in 1983. The prison cells were abandoned and a clock was first installed above the gate in the early 15th century, probably including a simple astronomical clock and musical mechanism. This clock, together with the great bell cast in 1405, gave the Zytglogge its name, which in Bernese German means "time bell".

In the late 15th century, the Zytglogge and the other Bernese gate towers were extended and decorated after the Burgundian Romantic fashion. The Zytglogge received a new lantern (including the metal bellman visible today), four decorative corner towerlets, heraldic decorations and probably its stair tower. The astronomical clock was extended to its current state. In 1527–30, the clockwork was completely rebuilt by Kaspar Brunner, and the gateway was overarched to provide a secure foundation for the heavy machinery.

The Zytglogge's exterior was repainted by Gotthard Ringgli and Kaspar Haldenstein in 1607–1610, who introduced the large clock faces that now dominate the east and west façades of the tower. The corner towerlets were removed again some time before 1603. In 1770–1771, the Zytglogge was renovated by Niklaus Hebler and Ludwig Emanuel Zehnder, who refurbished the structure in order to suit the tastes of the late Baroque, giving the tower its contemporary outline.

Both façades were again repainted in the Rococo style by Rudolf von Steiger in 1890. The idealising historicism of the design came to be disliked in the 20th century, and a 1929 competition produced the façade designs visible today: on the west façade, Victor Surbek's fresco "Beginning of Time" and on the east façade, a reconstruction of the 1770 design by Kurt Indermühle. In 1981–1983, the Zytglogge was thoroughly renovated again and generally restored to its 1770 appearance. In the advent season and from Easter until the end of October, it is illuminated after dusk.

Name
The Bernese German Zytglogge translates to Zeitglocke in Standard German and to time bell in English; 'Glocke' is German for 'bell', as in the related term 'glockenspiel'. A "time bell" was one of the earliest public timekeeping devices, consisting of a clockwork connected to a hammer that rang a small bell at the full hour. Such a device was installed in the Wendelstein in Bern – the tower of the Leutkirche church which the Münster later replaced – in 1383 at the latest; it alerted the bell-ringer to ring the tower bells.

The name of Zytglogge was first recorded in 1413. Previously, the tower was referred to as the kebie ("cage", i.e., prison) and after its post-1405 reconstruction, the nüwer turm ("new tower").

External structure
The Zytglogge has an overall height of 54.5 m, and a height of 24 m up to the roof-edge. Its rectangular floor plan measures 11.2 by. The wall strengths vary widely, ranging from 260 cm in the west, where the tower formed part of the city walls, to 65 cm in the east.

The outward appearance of the Zytglogge is determined by the 1770 renovation. Only the late Gothic cornice below the roof and the stair tower are visible artifacts of the tower's earlier history.

The main body of the tower is divided into the two-storey plinth, whose exterior is made of alpine limestone, and the three-storey tower shaft sheathed in sandstone. The shaft's seemingly massive corner blocks are decorative fixtures held in place by visible iron hooks. Below the roof, the cornice spans around the still-visible bases of the former corner towerlets. The two-story attic is covered by the sweeping, red-tiled, late Gothic spire, in which two spire lights are set to the West and East. They are crowned by ornamental urns with pinecone knobs reconstructed in 1983 from 18th-century drawings.

From atop the spire, the wooden pinnacle, copper-sheathed since 1930, rises an additional 15 m into the skies, crowned with a gilded knob and a weather vane displaying a cut-out coat of arms of Bern.

Bells and bell-striker
The tower's two namesake bronze bells hang in the cupola at its very top.

The great hour bell, cast by Johann Reber, has remained unchanged since the tower's reconstruction in 1405. It has a diameter of 127 cm, a weight of 1400 kg and rings with a nominal tone of e'. The inscription on the bell reads, in Latin: "'In the October month of the year 1405 I was cast by Master John called Reber of Aarau. I am vessel and wax, and to all I tell the hours of the day.'"

When the great bell rings out every full hour, struck by a large clockwork-operated hammer, passers-by see a gilded figure in full harness moving its arm to strike it. The larger-than-life figure of bearded Chronos, the Greek personification of time, is traditionally nicknamed Hans von Thann by the Bernese. The wooden bell-striker, which has been replaced several times, has been a fixture of the Zytglogge since the renewal of the astronomical clock in 1530, whose clockwork also controls the figure's motions. The original wooden Chronos might have been created by master craftsman Albrecht von Nürnberg, while the current and most recent Hans is a 1930 reconstruction of a Baroque original. The bell-striker has been gilded, just like the bells, since 1770.

Below the hour bell hangs the smaller quarter-hour bell, also rung by a clockwork hammer. It was cast in 1887 to replace the cracked 1486 original.

Clock faces and façade decorations
Both principal façades, East and West, are dominated by large clockfaces. The Zytglogge's first clockface was likely located on the plinth, but was moved up to the center of the shaft during the tower's 15th-century reconfiguration.

The eastern clock face features an outer ring of large golden Roman numerals, on which the larger hand indicates the hour, and an inner ring on which the smaller hand indicates the minutes. The golden Sun on the hour hand is pivot-mounted so that it always faces up.

The western clock face has similar hands, but is an integral part of Victor Surbek's 1929 fresco "Beginning of Time". The painting depicts Chronos swooping down with cape fluttering, and, below the clockface, Adam and Eve's eviction from Paradise by an angel.

Astronomical clock
The dial of the Zytglogge's astronomical clock is built in the form of an astrolabe. It is backed by a stereographically projected planisphere divided into three zones: the black night sky, the deep blue zone of dawn and the light blue day sky. The skies are crisscrossed with the golden lines of the horizon, dawn, the tropics and the temporal hours, which divide the time of daylight into twelve hours whose length varies with the time of year.

Around the planisphere moves the rete, a web-like metal cutout representing the zodiac, which also features a Julian calendar dial. Above the rete, a display indicates the day of the week. Because leap days are not supported by the clockwork, the calendar hand has to be reset manually each leap year on 29 February. A moon dial circles the inner ring of the zodiac, displaying the moon phase. The principal hand of the clock indicates the time of day on the outer ring of 24 golden Roman numerals, which run twice from I to XII. It features two suns, the smaller one indicating the date on the rete's calendar dial. The larger one circles the zodiac at one revolution per year and also rotates across the planisphere once per day. Its crossing of the horizon and dawn lines twice per day allows the timing of sunrise, dawn, dusk and sunset.

The painted frieze above the astronomical clock shows five deities from classical antiquity, each representing both a day of the week and a planet in their order according to Ptolemaic cosmology. From left to right, they are: Saturn with sickle and club for Saturday, Jupiter with thunderbolts for Thursday, Mars with sword and shield for Tuesday, Venus with Cupid for Friday and Mercury with staff and bag for Wednesday.

Movement
The clock dial has been dated to either the building phases of 1405 or 1467-83, or to the installation of the Brunner clockwork in 1527-30. Ueli Bellwald notes that the planisphere uses a southern projection, as was characteristic for 15th-century astronomical clocks; all later such clocks use a northern projection. This would seem to confirm the dating of the clock to the 1405 or 1467/83 renovations.

A clock is documented in this tower since 1405, when a new bell was installed.

Interior
The Zytglogge's internal layout has changed over time to reflect the tower's change of purpose from guard tower to city prison to clock tower. The thirteenth-century guard tower was not much more than a hollow shell of walls that was open towards the city in the east. Only in the fourteenth century was a layer of four storeys inserted.

The rooms above the clockwork mechanism were used by the city administration for various purposes up until the late 20th century, including as archives, storerooms, as a firehose magazine and even as an air raid shelter. The interior was frequently remodelled in a careless, even vandalistic fashion; for instance, all but three of the original wooden beams supporting the intermediate floors were destroyed. Since 1979, the tower's interior is empty again and only accessible in the course of guided tours.

title: Zytglogge


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Category:Sources (journalism)

Articles pertaining to sources in journalism.

title: Category:Sources (journalism)


text: Category:Manx politicians

title: Category:Manx politicians


text: Category:Hutchinson County, South Dakota


text:
Category:Harrison County, West Virginia

__NOGALLERY__

title: Category:Harrison County, West Virginia


text: Category:Opinion journalism

title: Category:Opinion journalism


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Lord's tube station

Lord's was a London Underground station located in St John's Wood, north-west London.

It was opened in 1868 by the Metropolitan Railway on its Metropolitan and St John's Wood Railway line, which is now part of the Underground's Metropolitan line. It was known by several different names throughout its history; by the time of its closure in 1939 its name was taken from the nearby Lord's Cricket Ground.

History
The station was opened on 13 April 1868 as St. John's Wood Road. It was on the Metropolitan and St John's Wood Railway, the first northward branch extension from Baker Street to Swiss Cottage of the Metropolitan Railway (MR), the precursor of today's Metropolitan line. The station was located at the junction of St. John's Wood Road, Wellington Road and Park Road.

The original station building was cramped and unable to cope with peak demand during matches at the nearby Lord's Cricket Ground. It was demolished and reconstructed in 1924–25, to a design by the MR's architect Charles W. Clark, with a larger building that enclosed the space above the platforms with a concrete slab to form a parking garage under the original glazed platform roof. Upon reopening, the station's name was shortened to St. John's Wood on 1 April 1925. It was renamed again, as Lord's, on 11 June 1939.

In the mid-1930s the Metropolitan line was suffering congestion at the south end of its main route, where trains from its many branches shared the limited capacity between Finchley Road and Baker Street. To ease this congestion, deep-level tunnels were built between Finchley Road station and the Bakerloo line tunnels at Baker Street station. On 20 November 1939, the Metropolitan line's service to Stanmore was transferred to the Bakerloo line and diverted to Baker Street via the new tunnels. A new Bakerloo line station named St John's Wood was opened to replace Lord's station. It had been the intention of the Underground's management to close Lord's station to normal services, but retain it for temporary use during top-class cricket matches; the advent of the Second World War led this plan to be abandoned, and the station closed permanently after the last train on 19 November 1939.

The surface building survived until the late 1960s, when it was demolished. The site is now occupied by a hotel. An emergency access point existed as of 2004 and a stairwell went to a piece of the platform remaining at the trackside as a result of it.

title: Lord's tube station


text:
Allium fistulosum

Allium fistulosum, the Welsh onion, also commonly called bunching onion, long green onion, Japanese bunching onion, and spring onion, is a species of perennial plant, often considered to be a kind of scallion.

The species is very similar in taste and odor to the related common onion, Allium cepa, and hybrids between the two (tree onions) exist. A. fistulosum, however, does not develop bulbs, and its leaves and scapes are hollow (fistulosum means "hollow"). Larger varieties of A. fistulosum, such as the Japanese negi, resemble the leek, whilst smaller varieties resemble chives. A. fistulosum can multiply by forming perennial evergreen clumps. It is also grown in a bunch as an ornamental plant.

Names
The common name "Welsh onion" does not refer to Wales; indeed, the plant is neither indigenous to Wales nor particularly common in Welsh cuisine (the green Allium common to Wales is the leek, A. ampeloprasum, the national vegetable of Wales ). Instead, it derives from a near-obsolete botanical use of "Welsh" in the sense "foreign, non-native", as the species is native to China, though cultivated in many places and naturalized in scattered locations throughout Eurasia and North America.

Historically, A. fistulosum was known as the cibol. In Cornwall, they are known as chibols, and in the west of Scotland as sybows.

Other names that may be applied to this plant include green onion, salad onion, and spring onion. These names are ambiguous, as they may also be used to refer to any young green onion stalk, whether grown from Welsh onions, common onions, or other similar members of the genus Allium (also see scallion).

Culinary use
A. fistulosum is an ingredient in Asian cuisine, especially in East Asia and Southeast Asia. It is particularly important in China, Japan, and Korea, hence one of the English names for this plant, Japanese bunching onion.

In the West, A. fistulosum is primarily used as a scallion or salad onion, but is more widely used in other parts of the world, particularly East Asia.

China
In China, it is often used in scallion pancakes, and as a garnish for a variety of dishes. It is also mixed with meat, into shumai dumplings or pearl meatballs.

Japan
The Japanese name is negi (葱), which can also refer to other plants of the genus Allium, or more specifically naganegi (長葱), meaning "long onion". Common onions were introduced to East Asia in the 19th century, but A. fistulosum remains more popular and widespread. It is used in miso soup, negimaki (beef and scallion rolls), among other dishes, and it is in wide use as a sliced garnish, such as on teriyaki or takoyaki.

Korea
In Korea, A. fistulosum along with A. × proliferum is called pa (파, "scallion"), while common onions are called yangpa (양파, "Western scallion"). Larger varieties, looking similar to leek and sometimes referred to as "Asian leek", are called daepa (대파, "big scallion"), while the thinner early variety is called silpa (실파, "thread scallion"). A similar scallion plant, A. × wakegi (now considered a synonym of A. × proliferum), is called jjokpa (쪽파). Both daepa and silpa are usually used as a spice, herb, or garnish in Korean cuisine. The white part of daepa is often used as the flavour base for various broths and infused oil, while the green part of silpa is preferred as garnish. Dishes using daepa include pa-jangajji (pickled scallions), pa-mandu (scallion dumplings), pa-sanjeok (skewered beef and scallions), and padak (scallion chicken), which is a variety of Korean fried chicken topped with shredded raw daepa. Dishes using silpa include pa-namul (seasoned scallions), pa-jangguk (scallion beef-broth soup), and pa-ganghoe (parboiled scallion rolls) where silpa is used as a ribbon that bundles other ingredients.

Russia
A. fistulosum is used in Russia in the spring for adding green leaves to salads.

Jamaica
Known as escallion, A. fistulosum is an ingredient in Jamaican cuisine, in combination with thyme, Scotch bonnet pepper, garlic, and allspice (called pimento). Recipes with escallion sometimes suggest leek as a substitute in salads. Jamaican dried spice mixtures using escallion are available commercially.

The Jamaican name is probably a variant of scallion, the term used loosely for the spring onion and various other plants in the genus Allium.

title: Allium fistulosum


text:
User talk:Dostick

Hi Dostick.

The material that you have added at Aero Jarre looks like it has been copied from elsewhere on the web, for example here. You need to have permission from the copyright holder before copying it here; otherwise it is in infringement of copyright and we cannot release it under a free license. Please confirm whether you have permission to copy this text, and who you got the permission from (if you didn't write it yourself). If you don't, it will need to be deleted. Enchanter 17:10, Oct 12, 2004 (UTC)

 * Please do not delete comments from your talk page, and please do not remove copyvio notices from pages. There are rules and procedures here, and you need to follow them or you may be blocked from editing.  CryptoDerk 01:33, Oct 19, 2004 (UTC)

Image:S700.png listed for deletion
An image or media file that you uploaded or altered, Image:S700.png, has been listed at. Please look there to see why this is (you may have to search for the title of the image to find its entry), if you are interested in its not being deleted. Thank you. Sherool (talk) 07:47, 25 October 2006 (UTC) - Sherool (talk) 07:47, 25 October 2006 (UTC)

title: User talk:Dostick


text: Category:Reporting specialties

title: Category:Reporting specialties


text:
Marlborough Road tube station

Marlborough Road is a disused London Underground station in St John's Wood, northwest London NW8, England. It opened in April 1868 on the Metropolitan & St. John's Wood Railway, the first northward extension from Baker Street of the Metropolitan Railway (now the Metropolitan line). It is located at the junction of Finchley Road and Queen's Grove.

In the mid-1930s, the Metropolitan line was suffering congestion at the south end of its main route, where trains from its many branches shared the limited capacity between Finchley Road and Baker Street. To ease this congestion, new deep-level tunnels were constructed between Finchley Road and the Bakerloo line tunnels at Baker Street; then, commencing on 20 November 1939, the Metropolitan's services toward Stanmore were transferred to the Bakerloo line (they are now on the Jubilee line) and ran to Baker Street through the new tunnels.

Upon the transfer, Marlborough Road station was closed and replaced by St John's Wood station, then on the Bakerloo line; it had been little used, except (owing to its close proximity to Lord's Cricket Ground) during the cricket season.

Shots of the remains of the platforms, and an outside shot of the station building and booking hall—which at the time was in use as a steak restaurant—were included in Metro-Land, a 1973 documentary presented by John Betjeman. The building housed a Chinese restaurant until 2009 and now contains a substation installed as part of the power upgrade programme to support the introduction of S stock on the Metropolitan line.

Marlborough Road itself was renamed Marlborough Place in the 1950s.

title: Marlborough Road tube station


text:
Wikipedia:Articles for deletion/Pawel swiecicki

Pawel swiecicki
Vanity, only google hit is something this person has written on someone else's blog -. -- Graham ☺ | Talk 17:10, 12 Oct 2004 (UTC)
 * Delete: More like a CV than a vanity article. He has had shows, so that's not too bad, but this is a CV, and we have no way of establishing his artistic credentials.  We should go slowly, but, as it is, delete. Geogre 21:24, 12 Oct 2004 (UTC)
 * Delete. [[User:Neutrality|Neutrality (hopefully!)]] 21:25, Oct 12, 2004 (UTC)


text:
Lipovina

Lipovina may refer to:
 * Hárslevelű, a grape variety
 * Vladan Lipovina (born 1993), Montenegrin handball player

title: Lipovina


text:
Talk:Educational assessment

Questions
I read this article with great interest. Whoever wrote it, contributed to it or knows something about the subject, I've got eight (yes, 8) questions (as always, they are real rather than rhetorical):

(1) Why are so many capital letters used? (Educational Evaluation, <-- wikified to Educational evaluation(Rfrisbietalk 21:54, 11 February 2006 (UTC)) Summative Assessment, etc.)

(2) In the first paragraph, it says that assessment "applies to many other areas as well", not just to testing. Well, what are they?

(3) "Objective assessment is a form of questioning which has a single correct answer". So what about a question like, "Name the titles of three novels by Who Ever"?

(4) "more than one current answer" should probably read "more than one correct answer"?

(5) What are "matching questions"?

(6) What are "extended response questions"? I think I know, and some readers will be able to infer the answer but shouldn't we mention it explicitly?

(7) What's wrong about oral exams, for example as part of a driving test?

(8) At one point in the article "poorly trained markers" are referred to. Is being a marker a full-time job or part of the job of a teacher? Who trains markers, and what do they have to know?

Maybe some of you can answer at least some of my questions.  17:12, Oct 12, 2004 (UTC)

Is there a particular reason why there is a section of the article written in Portuguese? Eponym 02:36, 19 May 2007 (UTC)

Related articles
I trimmed down the Grading section in the "Related articles section" I felt the author was going on a rant about why it was bad.68.231.62.73 19:50, 8 August 2005 (UTC)

 * do you think if we should continue having examinations? Because in somecase exam doesn't show the right ability of some students. —The preceding unsigned comment was added by 203.160.1.47 (talk • contribs).

 * Your question, anonymous user, is irrelevant to the topic. The merits of using a test is not worth mentioning on an article about tests. Chris53516 17:00, 15 September 2006 (UTC)

Characteristics of assessments
In the section "Characteristics of assessments" the third paragraph formerly read:

A good assessment is valid and reliable. Note that an assessment may be reliable but invalid or unreliable and invalid, but an assessment can not be unreliable and valid. In practice, an assessment is rarely completely valid or entirely reliable.

This is wrong in stating that "an assessment can not be unreliable and valid" and also extremely misleading in implying that reliable/unreliable and valid/invalid are accurate terms in discussing assessment. Instead it is usually much more useful to talk in terms of more reliable vs less reliable, and more valid vs less valid.

I've revised the paragraph

bill-morris@uiowa.edu, Biostatistician 31 mar 06, 4:13 CST

History section
This section is unreferenced and appears to be either plagiarism or original research. Can anyone re-write it, citing references, to improve the section? If it becomes any longer, it should probably be its own article. Chris53516 13:37, 29 September 2006 (UTC)

I have removed the history section due to a violation of the No original research policy and the admittance of original research by Bobbyelliott (Talk). Here is an archive of the removed History section.Chris53516 13:58, 29 September 2006 (UTC)

 * It is original research, taken from a book I am writing on assessment, offered as a donation to Wikipedia. It is chronologically inappropriate to move it to the end of the article. --Bobby 13:52, 29 September 2006 (UTC)

We appreciate your donation, but it does not constitute unbiased content. Please see the following policy: No original research. Chris53516 13:58, 29 September 2006 (UTC)

Content that deserves its own article
This content does not belong here, but in its own article. Chris53516 13:28, 24 October 2006 (UTC)

Aim
To investigate and support the transition from norm-referenced external language assessment to criterion-referenced school-based assessment in senior secondary English teaching in Hong Kong schools.

The Research Team Members
Dr Chris Davison, Prof. Liz Hamp- Lyons, Dr Albert Wong, Dr David Carless, Dr Gan Zhengdong, Dr. Matthew Clarke, Dr Steve Andrews, Ms. Geraldine Davies, Ms Rosina Tang, Miss Nicole Judith Tavares, Miss Yu Ying, Ms Wendy Leung, Ms Cathy Cheung, Miss Christy Poon, Miss S.Poon, Mr Hayes Hei Hang Tang, Miss Wong W.Y.Wong, Miss Bonnie Ng, Miss Pauline Lee, Mr Taft Wong, Mr Ken Yiu,

Aim
To investigate technology-enhanced assessment tools and methodologies, especially in the field of language learning and ICT literacy.

Research Team
Dr Angela Guimaraes Pereira, Mr Friedrich Scheuermann

Merge with Course evaluation etc
The material in Course evaluation is redundant and overlapping with this page. The term assessment is more widely used and is the broader category. Therefore, the Course evaluation material should be merged with Assessment. —Chris53516 (Talk) 16:39, 22 July 2007 (UTC)
 * Agree --Jeffmcneill talk contribs 22:35, 11 October 2007 (UTC)

Same goes for Educational evaluation and many other redundant pages with similar meanings... —Chris53516 (Talk) 05:05, 12 October 2007 (UTC)

We are asked:

''Should the Assessment article be merged with Course Evaluation and Educational Evaluation, both of which overlap markedly in content? ''

Most emphatically, they should not. Although, as things stand, it is obvious that essentially the same entry has been dropped into the Wikipedia under these different headings, these entries should in fact deal with very different topics.

Furthermore, as things stand, this entry and its relatives are overwhelmingly America-as-the-world centric and rides rough shod over many issues of vital concern.

Starting from the beginning.

We are offered a definition of “assessment” in which key words are knowledge, skills, attitudes and beliefs.

Yet the definition of “Assessment” in the Oxford English Dictionary begins: “1. The determination of the amount of a tax, fine, etc. ….”. It then goes on in a similar vein until it comes to: “4. … an estimate of worth”. There is no mention of knowledge, skills, or attitudes. No mention of feedback, formative or summative.

Clearly, whoever wrote this entry had a very specific perspective on the word/world!

This is more than unfortunate in that, both here and in the linked entries, a series of very different things are conflated.

These include:

 * 1) Assessments and evaluations of people using educational and psychological tests.
 * 2) Evaluations of the effectiveness of eg educational and health care (psychotherapy; drugs based) programmes using educational and psychological tests.
 * 3) Social Surveys:
 * Evaluations of public provision, such as housing or planning policy, educational policy, based on opinion surveys, ability to meet pre-specified targets, etc
 * Evaluations of organisational functioning conducted in terms of theoretically based constructs such as organisational climate and classroom climate.
 * Assessments of managers’, teachers’, or organisation’s ability to meet targets set by others (eg politicians).
 * Opinion based evaluations of courses in eg higher education.
 * 1) Evaluations designed to provide guidance to individuals: multiple content surveys designed to facilitate choice of career (careers guidance); diagnostic surveys designed to to enable people to identify and remedy deficits in intellectual understanding or health care.
 * 2) Non social-science based evaluations of procedures - such as evaluations of the effects of fertilisers on agricultural yields and the food chain.
 * 3) Computerised diagnostic programs used to collate seemingly independent symptoms in order to identify core defects in eg car or electronic equipment or human or animal psychological or physiological functioning (health care).

In some cases, the information collected is intended to enable those responsible for the provision …. whether defence policy, health care policy, agricultural policy, or the provision of courses …. to improve their performance.

In other cases it is intended to enable some authority to make some instrumental decision - such as whether, eg in an occupational or educational setting, an individual should be hired or fired (or admitted to some course) or a particular type of educational or community development activity as a whole continued or terminated.

As the current entry explains, in the educational and psychological area, the former are sometimes referred to as “formative” assessments; the latter as “summative”.

In all cases, it is “obvious” that these things can be better done via the Web. Some examples:

 * 1) Psychological tests can be centrally scored to yield hard to calculate “profiles” of scores that can be fed back to individuals or cumulated across multiple respondents.
 * 2) Reference material needed to contextualise and give meaning to individual test scores (for example) can be easily accumulated.
 * 3) Students can complete course evaluation questionnaires on-line at home instead of taking up course time.

Unfortunately, these benefits are not always achieved:

 * 1) Effective web-based testing of eg job applicants depends on availability of secure testing sites to counteract cheating and collect fees.
 * 2) Production of profiles often depends on utilising a variety of assessment procedures (eg IQ tests, personality tests, guidance questionnaires, measures of physiological functioning) developed by different organisations and publishers and, in many cases, channelling the licence fees for the different tests that have been incorporated into a battery back to those who developed them.
 * 3) Those who complete web based surveys do not constitute a genuinely representative sample - cross-section - of the population. Consequently, the cumulated data do not yield appropriate reference data.
 * 4) Mass testing … eg of all children aged 8, 11, or 14 in a particular country … depends on widespread availability of terminals and massive central processing capability.
 * 5) It is often difficult to administer appropriate tests in a computerised form.
 * 6) Students tire of completing course evaluation forms … and come to feel they have no effect … so the feedback comes only from, eg, those who are most dissatisfied with the courses

These, however, are usually the least of the problems that crop up in assessment, whether web-based or not. More important problems include:

The absence of appropriate measures of the most important outcomes. Examples are legion. The main goals of education include the development of initiative, self-confidence, the ability to understand and influence the workings of organisations and society, the ability to put people at ease. There are no good measures of such outcomes. So the tendency is, in study after study, to focus on what is “easy” to measure (eg reading or “scientific” ability [although most of what are assumed to be measures of these things themselves often lack construct and predictive validity]). This then diverts the attention of teachers and administrators from what is important to these things. It diverts attention from pupils to evaluation procedures. Still more importantly, the goals of education include the nurturance of diversity: helping each pupil or student to identify, develop, and get recognition for his or her own particular strengths. Different people therefore develop in different directions which cannot be detected with any common test (see Hughes, 2008; Boben, 2008; Stevenson, 2008 and Duzen, 2008). In agriculture, much more important than the effects of particular fertilizers or pesticides on short term yields are long term yields and, still more importantly, effects on the food chain. In societal development, much more important than meeting most economic targets are outcomes such as the assessment of how different components of quality of life are affected by a variety of ways of utilising resources and, still more importantly, the long term sustainability of the society, the species, and the planet.

The hegemony of reductionist and positivistic thinking in “science” . As indicated in the last paragraph, assessments that are going to be useful to guide development, whether in agriculture, health care, personal and social development, societal development, need to be comprehensive. They need to cover all the physical, biological, personal and social, short and long term consequences of the action, whether desired and desirable or undesired and undesirable. As [Vandana Shiva] (1998) in particular, has argued, this is flatly at variance with our societal preoccupation with reductionist science … which is concerned mainly with the effects of single variables on single easy to measure outcomes. Changing a pervasive image of science and how data are to be managed is thus a pre-requisite to obtaining meaningful and useful assessments.

The corruption of well intentioned action into its opposite through poorly understood social processes. Assessments promoted as means of obtaining feedback are, it seems, almost invariably corrupted back into forms of central command and control management. Thus as Court (2008) has shown, adoption of any one of the plethora of formats supposedly available to enable lecturers to obtain feedback on their courses tends to result in schemes to hire, fire, and control lecturers. This comes about because (a) the generic forms are unrelated to the wide variety of aims that different lecturers may have. Thus one may be concerned to promote the development of diverse forms of self-confidence. Another to nurture the ability to problematise, invent ways of checking emergent hypotheses, and check conclusions. And so on. Yet the generic forms simply ask students such things as whether the case study materials were well organised … not such things as whether they were able to identify and develop their own specific talents … which, in any case, may not have been among the goals of a specific lecturer. Consequently, lecturers are unable to use the feedback. Conversely, students find (i) that they cannot say what they want to say and (ii) that what they do say has no effect. The results of all this are that student response rates fall below 20%. Results obtained from such small and unrepresentative samples are clearly invalid. Worse, they are invalid in the sense that they do not in any sense index “lecturer performance”. Yet they are cumulated and used to contribute to decisions about whether to hire, fire, or promote lecturers. Yet this is a microcosm of what happens in the vast mandatory multi million dollar international high stakes testing program where children are tested at ages 8, 11, and 14 (or some equivalent). As already indicated, the measures used do not reflect important outcomes of education and themselves lack construct and predictive validity. But what happens next is horrific. As Hattie better than anyone else has shown, these vast studies are not designed to yield information that enables teachers or school systems to improve their performance. All they can be used for is to create school Olympics and castigate individual teachers, schools, and school systems as “inefficient”. School days get filled up with testing and teaching to the test. Teachers fiddle their targets. And so on. Similar processes can be observed in most command and control organisations and society (Deming, 1993; Morgan,1986; Raven, 1995).

There are few arrangements for follow-through activity. To do something about the previously mentioned problems of the educational system or economic management, governments would have invest heavily in the development of alternative assessment procedures based on, eg, new psychometric models. Worse, they would have to invest in the development of a swathe of diagnostic and prescriptive instruments. In education, these would have to range from eg the development of tools to assist in the diagnosis and remediation of the cluster of very different problems subsumed under the heading “dyslexia” (and in research to understand that process). They would have to invest in tools to assess “classroom climate” and its effects on the development of different competencies and perceptions. They would have to invest in means of studying the variety of different organisational arrangements that are required to create the pervasive climate of innovation, experimentation, and assessment of outcomes that are required to move forward (Raven, 1994).

''Most models of formative-assessment-and-reform assume that those “responsible” are in a position to “do something” with the results. This is rarely the case''. Most human behaviour is determined by factors beyond the individual’s control … and there has been little study of these socio-cybernetic forces which force most of us to spend most of our time doing things we know to be wrong. What happens in schools, for example, is not determined by the educational priorities of teachers, pupils, parents, ministers of education, or educational philosophers. It is determined by what is assessed in the sociological process of allocating position and status … at the point of interface between schools and society. But one cannot alter that process without altering what goes on in schools so that other outcomes become visible and assessable. And that means creating variety and choice between schools. Experimentation, evaluation, and public debate. But that means changing widespread beliefs about how society works … Funding adventurous research … finding ways of thinking about and doing things that no one in government would think it was important to do … thus becomes a fundamental prerequisite to conducting useful assessments.

Governments, far from wanting to promote the kinds of development indicated above, strive, above all, to control information. Step by step, governments, all over the world, have acted to prevent the development of understanding of the issues mentioned above and the development of appropriate assessment procedures. Researchers are required to bid for government contracts to conduct research with pre-specified terms of reference and may not investigate anything else. Their continued tenure depends on completing and publishing the results of that research to an absurd time scale. Yet they may not say anything without specific government approval. And the government retains the right to, and does, alter the figures … the statistics … obtained from assessments of eg pupils’ reading ability (assessed by tests which have already been engineered to avoid measuring any form of reading ability worth the name.).

The bottom line to all this is that what is said in the main entry is mostly pseudo-science; scientific gobbled-gook. It seeks to present a “professional” image that has no foundation and which, like so much else that has been mentioned, has precisely the opposite effect to what is claimed. Testing and assessment of the kind promoted drives education out of schools and does profound damage to individuals and society (see Raven 1991). Nothing could be more unethical. Except, perhaps, the antics of politicians, economists, and mediaeval priests and physicians.

 * Bardutzky, D.B. and Boben, D. (2008) Improving Standards of Assessment: The Need for a Paradigm Shift cannot be Demonstrated from within that Paradigm. Paper presented to conference of the International Test Commission.
 * Court, J.H. (2008) Objectives and Measurement in Formative Evaluation in Higher Education. Paper presented to conference of the International Test Commission.
 * Deming, W. E. (1993). The New Economics for Industry, Government, and Education. Cambridge, MA: Massachusetts Institute of Technology.
 * Duzen, E. (2008) Cultural and other Constraints on the Validity of Assessments. Paper presented to conference of the International Test Commission.
 * Fletcher, R. and Hattie, J. (2003) Test the Nation: The development of an IQ test for New Zealand adults. University of Auckland: School of Education. http://images.tvnz.co.nz
 * Hattie, J. (2003). Teachers Make a Difference. What is the research Evidence? University of Auckland: School of Education.
 * Hughes, S.J. (2008). Arbitrary Metrics Fail to Capture Critical Variance in Human Development. Paper presented to conference of the International Test Commission.
 * Kazdin, A. E. (2006). Arbitrary metrics: Implications for identifying evidence-based treatments.  American Psychologist, 61, 42-49.
 * Morgan, G. (1986). Images of Organization. Beverly Hills, CA: Sage.
 * Raven, J. (1995).  The New Wealth of Nations: A New Enquiry into the Nature and Origins of the Wealth of Nations and the Societal Learning Arrangements Needed for a Sustainable Society. Unionville, New York: Royal Fireworks Press; Sudbury, Suffolk: Bloomfield Books.
 * Raven, J. (1994). Managing Education for Effective Schooling: The Most Important Problem Is to Come to Terms with Values. Unionville, New York: Trillium Press.
 * Raven, J. (1991). The Tragic Illusion: Educational Testing. New York: Trillium Press
 * Shiva, V. (1998). Biopiracy: The Plunder of Nature and Knowledge. London: Green Books.
 * Stephenson, J. (2008) Problems involved in arriving at valid, reliable, and objective evaluations of development-oriented educational activities in Higher Education. Paper presented to conference of the International Test Commission.Quester67 (talk) 10:31, 2 January 2008 (UTC) —Precedingunsigned comment added by Quester67 (talk •contribs) 10:22, 2 January 2008 (UTC)

Assessment / evaluation
I don't believe that they should be merged. An assessment is a measure at a particular point in time. Evaluation is a reflective measure. I use both assessment and evaluation in my work. In the ways that they are used in our establishment they are completely separate issues.I think it depends on what your role is. As a teacher you may well be using them for the same end, but the administration and management side of education would be evaluating in a totally different way to the teacher.

I think that maybe the Course Evaluation page is incorrectly defined. If I were conducting a course evaluation as a manager, it would be more about retention and achievement, cost/beneifts, whether to run it again, etc than whether or not the learner felt they had achieved

Comment left above Table of Contents

 * Moved by Adavis444 (talk) 08:39, 29 July 2010 (UTC)

I came to this page to learn about the legal concept of assessments upon real property and was dissapointed to discover that this page only dealt with educational assessments, with only a footnote stating that as an alternative definition, an assessment can deal with tax liens. Why isn't there a disambiguation page that splits up the educational form of assessment with the legal term of assessment? —Preceding unsigned comment added by 160.36.251.164 (talk) 18:50, 23 March 2009 (UTC)

How do people feel about IMS QTI?
It would be nice if IMS QTI could handle pronunciation assessments.HowDoIUseUnifiedLogin? (talk) 21:55, 1 August 2009 (UTC)

Ipsative
This article states: "Ipsative assessment is self comparison either in the same domain over time, or comparative to other domains within the same student." But that doesn't appear to be the difinition (temporal comparison) as in the link to Ipsativehttp://en.wikipedia.org/wiki/Ipsative_assessment —Preceding unsignedcomment added by Davidakoontz (talk •contribs) 22:10, 16 October 2009 (UTC)

Psychological Assessment
This article seems to be biased towards educational assessment, which is certainly one type of assessment, but not the only. Psychological assessment is another. Perhaps the article should take into consideration that the broad notion of assessment, or should have disambiguation to point to a new article on psychological assessment, for example. --1000Faces(talk) 00:17, 18 October 2009 (UTC)

Intelligence Citations Bibliography for Articles Related to IQ Testing
I have posted a bibliography of  Intelligence Citations for the use of all Wikipedians who have occasion to edit articles on human intelligence and related issues. I happen to have circulating access to a huge academic research library at a university with an active research program in those issues (and to another library that is one of the ten largest public library systems in the United States) and have been researching these issues since 1989. You are welcome to use these citations for your own research and to suggest new sources to me by comments on that page. --WeijiBaikeBianji (talk) 20:05, 30 June 2010 (UTC)

Alternate Meanings Needs Revision
I don't believe it is good practice to refer to a different reference collection to try to explain alternative notions of a concept. For understanding assessment, this section should either cite sources of how people have conceptualized alternative definitions of educational assessment, or situate educational assessment in the general area of assessment (be that psychological or otherwise). This can be done by referring to other Wikipedia articles as well as outside sources.

For the time being, does anyone have thoughts about how to best replace the Mirriam-Webster definition while a more thorough "alternative meanings" section may be constructed? Mattsenate (talk) 20:12, 30 October 2010 (UTC)

Proposed merge with Learning outcomes assessment
There is little info here, and it would all make more sense in the context of the page on the varying forms of "Educational assessment" Nat Gertler (talk) 17:22, 4 March 2016 (UTC)
 * Agreed, I would suggest merging it to this article too. LoudLizard (📞 | contribs | ✉) 17:55, 4 March 2016 (UTC)
 * I've stricken the suggestion, as the other article has been moved out of article space, and apparently was only placed there accidentalike.

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Merge proposal
General principles of assessment is an overlapping stub, where the topic is best discussed here (Educational assessment). I therefore suggest a merge in. Klbrain (talk) 10:46, 7 September 2021 (UTC)
 * Agree, a main article on assessment/measurement should definitely elaborate on the general principles of assessment. Moreover, the principles listed are not the most authoritative available... Sda030 (talk) 21:43, 13 February 2022 (UTC)
 * ✅ Klbrain (talk) 14:04, 28 September 2022 (UTC)

title: Talk:Educational assessment


text:
First Department

The First Department (Первый отдел) was in charge of secrecy and political security of the workplace of every enterprise or institution of the Soviet Union that dealt with any kind of technical or scientific information (plants, R&D institutions, etc.) or had printing capabilities (e.g., publishing houses).

Every branch of the Central Statistical Administration and its successor the State Statistics Committee (Goskomstat) also had a First Department to control access, distribution, and publication of official economic, population, and social statistics. Copies of especially sensitive documents were numbered and labeled or stamped as secret or "For official use only". In some cases, the "official use" version of documents mimicked the public use versions in format but provided much more detailed information.

The first departments were a part of the KGB and not subordinated to the management of the enterprise or institution. Among its functions was control of access to information considered state secret, of foreign travel, and of publications. The First Department also kept account of the usage of copying devices (xerographers, printing presses, typewriters, etc.) to prevent unsanctioned copying, including samizdat.

title: First Department


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History of Eurasia

The history of Eurasia is the collective history of a continental area with several distinct peripheral coastal regions: Southwest Asia, South Asia, East Asia, Southeast Asia, and Western Europe, linked by the interior mass of the Eurasian steppe of Central Asia and Eastern Europe. Perhaps beginning with the Steppe Route trade, the early Silk Road, the Eurasian view of history seeks establishing genetic, cultural, and linguistic links between Eurasian cultures of antiquity. Much interest in this area lies with the presumed origin of the speakers of the Proto-Indo-European language and chariot warfare in Central Eurasia.

Lower Paleolithic
Fossilized remains of Homo ergaster and Homo erectus between 1.8 and 1.0 million years old have been found in Europe (Georgia (Dmanisi), Spain), Indonesia (e.g., Sangiran and Trinil), Vietnam, and China (e.g., Shaanxi). (See also:Multiregional hypothesis.) The first remains are of Olduwan culture, later of Acheulean and Clactonian culture. Finds of later fossils, such as Homo cepranensis, are local in nature, so the extent of human residence in Eurasia during 1,000,000 - 300,000 ybp remains a mystery.

Middle Paleolithic
Geologic temperature records indicate two intense ice ages dated around 650000 ybp and 450000 ybp. These would have presented any humans outside the tropics unprecedented difficulties. Indeed, fossils from this period are very few, and little can be said of human habitats in Eurasia during this period. The few finds are of Homo antecessor and Homo heidelbergensis, and Lantian Man in China.

After this, Homo neanderthalensis, with his Mousterian technology, emerged, in areas from Europe to western Asia and continued to be the dominant group of humans in Europe and the Middle East up until 40000-28000 ybp. Peking man has also been dated to this period. During the Eemian Stage, humans probably (e.g. Wolf Cave) spread wherever their technology and skills allowed. The Sahara dried up, forming a difficult area for peoples to cross.

The birth of the first modern humans (Homo sapiens idaltu) has been dated between 200000 and 130000 ybp (see:Mitochondrial Eve, Single-origin hypothesis), that is, to the coldest phase of the Riss glaciation. Remains of Aterian culture appear in the archaeological evidence.

Population bottleneck
In the beginning of the last ice age a supervolcano erupted in Indonesia. Theory states the effects of the eruption caused global climatic changes for many years, effectively obliterating most of the earlier cultures. Y-chromosomal Adam (90000 - 60000 BP, dated data) was initially dated here. Neanderthals survived this abrupt change in the environment, so it's possible for other human groups too. According to the theory humans survived in Africa, and began to resettle areas north, as the effects of the eruption slowly vanished. Upper Paleolithic revolution began after this extreme event, the earliest finds are dated c.50000 BCE.

A divergence in genetical evidence occurs during the early phase of the glaciation. Descendants of female haplogroups M, N and male CT are the ones found among Eurasian peoples today.

Upper Paleolithic

The Southern Dispersal scenario postulates the arrival of anatomically modern humans to Eurasia beginning about 70,000 BC. Moving along the southern coast of Asia, they reached Maritime Southeast Asia by about 65,000 years ago. The establishment of population centers in Western Asia, the Indian subcontinent and in East Asia is attested by about 50,000 years ago. The Eurasian Upper Paleolithic proper is taken after c. 45,000 years ago, with the Cro-Magnon expansion into Europe (Mousterian), and the expansion into the Mammoth steppe of Northern Asia.

Migrations
Tracing back minute differences in the genomes of modern humans by methods of genetic genealogy, can and have been used to produce models of historical migration. Though these give indications of the routes taken by ancestral humans, genetic marker dating is becoming more accurate. The earliest migrations (dated c. 75.000 BP) from the Red Sea shores have been most likely along southern coast of Asia. After this, tracking and timing genetical markers gets increasingly difficult. What is known, is that on areas, of what is now Iraq, Iran, Pakistan and Afghanistan, genetic markers diversify (from about 60000 BCE), and subsequent migrations emerge to all directions (even back to the Levant) and North Africa. From the foothills of the Zagros, big game hunting cultures developed which spread across the Eurasian steppe. Crossing the Caucasus and the Ural Mountains were the ancestors of Samoyeds and the ancestors of Uralic peoples, developing sleds, skis and canoes. Through Kazakhstan moved the ancestors of the Indigenous Americans (dated 50000 - 40000 BCE). Eastbound (maybe through Dzungaria and the Tarim Basin went the ancestors of the northern Chinese and Koreans. It is possible that the routes taken by the Indo-European ancestors travelled across the Bosphorus. Genetic evidence suggests a number of separate migrations (1.Anatoleans 2. Tocharians, 3 Celto-Illyrians, 4.Germanic and Slav, - possibly in this order). Archaeological evidence has not been identified for a number of different groups. On historical linguistic evidence, see for example classification of Thracian. The traditional view of associating early Celts with the Hallstatt culture, and the Nordic Bronze Age with Germanic peoples. The Roman Empire spread after the first widespread use of iron outside Central Europe from the Villanovan culture area. Most likely there was trade also in these periods, e.g. with amber and salt being major products.

Influences from northern Africa via Gibraltar and Sicilia cannot be readily discounted. Many other questions remain open, too; for example, Neanderthals were still present at this time. More genetic data is being gathered by various research programs.

Early Holocene

As the ice age ended, major environmental changes happened, such as sea level rise (est. 120m), vegetation changes, and animals disappearing in the Holocene extinction event. At the same time Neolithic Revolution began and humans started to make pottery, began to cultivate crops and domesticated some animal species.

Neolithic cultures in Eurasia are many, and best discussed in separate articles. Some of the articles on this subject include: Natufian culture, Jōmon culture, List of Neolithic cultures of China and Mehrgarh. European sites are many, they are discussed in Prehistoric Europe. The finding of Ötzi the Iceman (dated 3300 BC) provides an important insight to Chalcolithic period in Europe. Proto-languages of various peoples have been forming in this period, though no literal evidence can (by definition) be found. Later migrations further complicate the study of migrations in this period.

Emergence of civilizations
Due to the similarities between Indo-European languages spoken throughout Europe, Iran, and India, it is widely believed that a group originating in the Pontic steppe in the 5th millennium BC spread both east and west, gradually making their way towards the Indian subcontinent and China in the east and western Europe in the west. These Proto-Indo-Europeans spread their languages into the Middle East, India, Europe, and to the borders of China.

Early forms of civilization in Southwest Asia began as early as the 8th millennium BC, in proto-urban centers such as Çatalhöyük. Urban civilizations began to emerge in the Chalcolithic. The earliest urban civilizations in Mesopotamia, India, and China all developed along river valleys. The Uruk period of Mesopotamia dates from about 4000 to 3100 BCE and provides the earliest signs of the existence of states in the Near East. Civilizations grew along the Indus River around 3300 BCE in Bronze Age India and in 1700 BCE along the Yellow River in China. The valleys provided plentiful water and the enrichment of the soil due to annual floods, which made it possible to grow excess crops beyond what was needed to sustain an agricultural village. This allowed for some members of the community to engage in non-agricultural activities, such as the construction of buildings, trade, and social organization. Boats on the river provided an easy and efficient way to transport people and goods, allowing for the development of trade and facilitating central control of outlying areas. Writing likely developed independently in multiple Eurasian civilizations, including Mesopotamia (between 3400 and 3100 BCE) and China (1200 BCE).

In southern Europe, the Minoan civilization of the Aegean Islands began around 3500 BC, with the complex urban civilization beginning around 2000 BC. It left behind a number of massive building complexes, sophisticated art, and writing systems. Its economy benefited from a network of trade around much of the Mediterranean. By the 2nd millennium BC, the eastern coastlines of the Mediterranean were dominated by the Hittite and Egyptian empires, competing for control over the city states in the Levant.

The Black Sea area was another cradle of European civilization. The prehistoric fortified stone settlement of Solnitsata (5500 BC - 4200 BC) is one of the oldest known towns in Europe. The Bronze Age arose in this region during the final centuries of the 4th millennium.

The Bronze Age collapse ended the Late Bronze Age in much of Europe and the Mediterranean region, leading to the Early Iron Age. The Bronze Age collapse may be seen in the context of a technological history that saw the slow, comparatively continuous spread of iron-working technology in the region, beginning in the 13th and 12th centuries BC. The cultural collapse of the Mycenaean kingdoms, the Hittite Empire in Anatolia and Syria, and the Egyptian Empire in Syria and Israel, the scission of long-distance trade contacts and sudden eclipse of literacy occurred between 1206 and 1150 BC. The gradual end of the Dark Age that ensued saw the rise of settled Neo-Hittite Aramaean kingdoms of the mid-10th century BC, and the rise of the Neo-Assyrian Empire.

Phoenician expansion from the Levant beginning in the 12th century BC resulted in a "world-economy". The high point of Phoenician culture and sea power is usually placed ca. 1200–800 BC. The Phoenicians and the Assyrians transported elements of the Late Bronze Age culture of the Near East to Iron Age Greece and Italy, but also further afield to Northwestern Africa and to Iberia, initiating the beginning of Mediterranean history now known as Classical Antiquity. They notably spread alphabetic writing, which would become the hallmark of the Mediterranean civilizations of the Iron Age, in contrast to the cuneiform writing of Assyria and the logographic system in the Far East (and later the abugida systems of India).

The Iron Age made large stands of timber essential to a nation's success because smelting iron required so much fuel, and the pinnacles of human civilizations gradually moved as forests were destroyed. In Europe the Mediterranean region was supplanted by the German and Frankish lands. In the Middle East the main power center became Anatolia with the once dominant Mesopotamia its vassal. In China, the economical, agricultural, and industrial center moved from the northern Yellow River to the southern Yangtze, though the political center remained in the north. In part this is linked to technological developments, such as the mouldboard plough, that made life in once undeveloped areas more bearable.

In the Axial Age, China, India, and the Mediterranean formed a continuous belt of civilizations stretching from the Pacific to the Atlantic and connected by the Silk Road. Later development of Eurasian history is told in other articles.

title: History of Eurasia


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Marathia

Marathia or Marathea (Greek: Μαραθιά or Μαραθέα) may refer to the following places in Greece:

 * Marathia, Evrytania, a village in the western part of Evrytania
 * Marathea, Elis, a village of Amaliada in Elis
 * Marathea, Karditsa, a village in the northern part of the Karditsa regional unit

title: Marathia


text:
Swiss Cottage tube station (1868–1940)

Swiss Cottage is a disused London Underground station in Swiss Cottage, north-west London. It was opened in 1868 as the northern terminus of the Metropolitan and St. John's Wood Railway (M&StJWR), the first northward branch extension from Baker Street of the Metropolitan Railway (now the Metropolitan line).

Subsequent to the opening of a new Swiss Cottage station, which was served initially by the Bakerloo line and is now on the Jubilee line, this Metropolitan line Swiss Cottage station was closed in 1940.

History
The M&StJWR was a separately promoted railway partly funded and operated by the Metropolitan Railway (MR). The line north from the MR's station at Baker Street was approved in 1864 and was to continue to a station next to the London and North Western Railway's Finchley Road station (now Finchley Road and Frognal). Financial difficulties meant the scope of the line was reduced to a single track line and only progressed as far as Swiss Cottage, which opened with the line on 13 April 1868.

On 26 April 1868, two trains collided head-on at the station. This was the result of a signaller's error, which caused an arriving train to be misrouted to the platform where another train stood awaiting departure. Three people were injured.

In 1873, the M&StJWR was authorised to extend its railway to Kingsbury and to add a second track between Swiss Cottage and Baker Street. The first extension to West Hampstead opened on 30 June 1879 as an interim single track shuttle service from Swiss Cottage before works to Willesden Green were completed and opened on 24 November 1879. The MR took control of the M&StJWR on 1 April 1882. The line was subsequently extended in stages to reach Watford, Aylesbury, Chesham and Uxbridge.

In the 1920s, the MR demolished the street-level station building on the west side of Finchley Road, and replaced it with a shopping arcade and three entrances down to the station. The structure was built to the designs of C. W. Clark.

By the mid-1930s, the Metropolitan line was suffering congestion at the south end of its main route, where trains from its many branches were struggling to share the limited capacity of its tracks between Finchley Road and Baker Street. To ease this congestion, a new section of deep-level tunnel was constructed between Finchley Road station and the Bakerloo line tunnels at Baker Street. The Metropolitan line's Stanmore branch services were then transferred to the Bakerloo line, with effect from 20 November 1939, and diverted to run into Baker Street in the new tunnels, thus reducing the number of trains using the Metropolitan line's tracks.

For the new deep-level route, a new Bakerloo line station named Swiss Cottage was opened adjacent to the existing Metropolitan line station. For a time, they operated as a single station (platforms 1 and 2 were for the Metropolitan line, and platforms 3 and 4 were for the Bakerloo line). This arrangement was short-lived, however, and the Metropolitan line Swiss Cottage station was closed after the last train on 17 August 1940 as a wartime economy. On 1 May 1979, the Stanmore branch of the Bakerloo line was transferred to the new Jubilee line.

The MR station building was demolished in the 1960s to allow the widening of Finchley Road, but the former platform area still exists in part.

Unbuilt line to Hampstead
Before the line was constructed, the M&StJWR received authorisation in 1865 to continue the line northwards from Finchley Road to a station at Hampstead. This appeared on some maps. The scheme was cancelled in 1870. A 156 yd section of tunnel was built north of Swiss Cottage station for the Hampstead extension, most of which was used for the later extension to the north-west. A short length towards Hampstead was unused. This is still visible today when travelling on a southbound Metropolitan line service.

title: Swiss Cottage tube station (1868–1940)


text:
Category:Applied psychology

Applied psychology is the use of psychological principles and theories to overcome problems in other areas, such as mental health, business management, education, health, product design, ergonomics, and law. Applied psychology includes the areas of clinical psychology, industrial/organizational psychology, instructional psychology, human factors, forensic psychology, engineering psychology, as well as many other areas such as school psychology, sports psychology and community psychology.

title: Category:Applied psychology


text:
Talk:Protest Warrior/Archive 1

the point?
i'd like to reiterate what's been suggested here already a couple of times: this article should be canned entirely. all thats left is the charred carcas of a flame war. lets end it already.

somebody further down remarked that the unvandalized version reads like a book report. i don't think the person who responded got his point, but i did. i think what he meant to say was that it read like a three page book report by a twelve-year old writing about an action figure. of course its going to read like that because protest warrior is barely more than a message board with an e-store from which alan and kfir sell their same ten or twelve teeshirt designs, but somehow allng the way, friend and foe alike became convinced that it was an actual movement.

it really is all the more satisfying to see how disproportionate and hate-steeped the reaction from the social justice movement can be, but that's really all it is, folks: a message board.

Left wing descriptions
Listen anons, you cannot define "leftism" as "statism, theocracy, etc." You cannot delete whole paragraphs about Protest Warrior's activities crashing protests. You can't delete links to their critics. Reverted. Rhobite 03:19, Oct 10, 2004 (UTC)

 * They will always do abusing any public website for propaganda reasons. Thats what they always do. And defining "Nazism" as "leftism" in an encyclopedia is extremely ridiculous.

 * Nothing rediculous about the truth.

protected from editing
The current edit is sheer propaganda for the Protest Warrior group. Troll edits of the article by Protest Warrior members are abusing Wikipedia for extremist propaganda. Restore to neutral and lock the version or delete article.

 * I protected the page on whatever version it was currently in. You'll have to talk it out with the other person you were disagreeing with, and come to a neutral version (to start one, you can create subpages, like Talk:Protest Warrior/temp). Demands won't get you anywhere. Hope this helps, [[User:Meelar|Meelar (talk)]] 17:05, Oct 10, 2004 (UTC)

Nazi references
If any of the anons wish to productively work towards a better version of this article, I'd like to propose this guideline. Could both sides please refrain from making Hitler/Nazi comparisons unless they have references? Particularly the "liberal" version in the revert war had a paragraph about PW's official connections with Stormfront, which I believe to be unsubstantiated and completely fabricated. My understanding is that many PW members have a pro-Israel stance, while Stormfront is an anti-semite group.

Similarly, the current list of acceptable users shouldn't contain the word Nazi. It's only used as an example, but it could be inflammatory. Rhobite 00:05, Oct 11, 2004 (UTC)

 * This whole edit war was actually started for this reason. First, let me take care of this issue: Protest Warrior is in no way associated with Nazis, Stormfront, The American Nazi Party, nor is it a white nationalist organization. The founders are two Jews. If you check the operation section, many operations are against pro-Palestinian groups. Now, Protest Warrior supports the War in Iraq. If you go to their main page, right there, you can see one of their sarcastic signs, that reads:

 * Except for ending slavery, fascism, Nazism & communism, war has never solved anything

 * So their position is pretty clear. I'm not sure I understand what you mean by "both sides refrain", as only one user (or multiple users) is continuously defacing the page by reverting to an old version with added POV text. The edit battle is clearly between two sides: One side who is clearing unsubstantiated comments and adding good information to the body of the article about Protest Warrior. The other side is the people who are reverting the article to the old version with unsubstantiated text and trolling comments. That's pretty much it.

 * This POV text first appeared in the version marked (01:03, 3 Oct 2004), where the text was changed in a POV way, and there were links added to the American Nazi Party and Stormfront.

 * Another defacement occured on (10:41, 8 Oct 2004) when Bijoux added "The main target of the Protest Warriors is the entire Muslim world with which they seek to "nuke", to "flatten" and to turn "into a parking lot" for white Christians."

 * If you look through other edits, you can see more POV language peppered throughout, such as describing Protest Warrior as "...based on white power"

 * There have been lots of additions added to the article since the initial trolling, but the troll (or trolls) keeps reverting to an old version with the POV text. The troll writes deceptive edit summaries to make it look like he addded good information. This even tricked a few users, who instead of reverting the article, just removed the POV text. This just left behind the old article. I reverted back the longest version.

 * The IP of the latest defacer was reported, and he just reported the other IP of the editor back. I have a feeling that as soon as it gets unlocked, the edit war will just continue. Due to the nature of Protest Warrior (being a highly charged political organization), there are obviously hard feelings between supporters and people who don't like the group.

 * One of the defacers made a comment on Ahoerstemeier's talk page asking why that user reverted the page back to the good version:

 * http://en.wikipedia.org/wiki/User_talk:Ahoerstemeier#stormfront_on_protest_warrior_external_links

 * Making his position pretty clear that he believed that Protest Warrior was a Nazi group. So, I don't know what to do now. It doesn't seem like a compromise can be reached with trolls. Please read the comment in the above link that starts with "Stormfront is a neo-Nazi organization, while Protest Warrior is a pro-freedom and pro-individualism organization;"

 * That describes how Nazi groups and Protest Warrior are completely different, and also describes the content of the first paragraph.

 * --65.161.65.104 00:41, 11 Oct 2004 (UTC)

 * Thanks for your comment. For the most part I agree with you entirely. However this article currently defines "leftism" as "statist collectivism," which is inaccurate, unnecessary, and POV. It then defines "statist collectivism" as "Communism, Nazism, theocracy." In effect, this paragraph gives the impression that Wikipedia equates liberalism with Nazism. I'm sure you can see how this is inaccurate and opinionated.

 * My other problems with the current version are listed below. Rhobite 01:31, Oct 11, 2004 (UTC)

 * Perhaps the article could say something like leftism and statist collectivis? From what I understand, the most popular sign on Protest Warrior and the one that headlines the main webpage takes a stand against many different ideologies. I don't know, maybe it should state all of those political systems seperately, and not try to define it under one word like leftism or statist collectivism? Maybe that would help?
 * --65.161.65.104 03:01, 11 Oct 2004 (UTC)

 * Since when is marxist influenced leftism not collectivism and statist in practice? A rational analysis of ideologies in action is not opinion. - Megami

 * i really agree. i hope we aren't taking the "real communism has never been tried" schtick as the official wiki version of truth. state repression and "social justice" are certainly not the same thing, but one can't exist without the other.

title: Talk:Protest Warrior/Archive 1


text:
File:Ararat movie.jpg

Ararat film poster

Fair use in Ararat (film)
Though this image is subject to copyright, its use is covered by the U.S. fair use laws because:
 * 1) It is a low resolution copy of a film poster/VHS or DVD cover.
 * 2) It does not limit the copyright owner's rights to sell the film in any way, in fact, it may encourage sales.
 * 3) Because of the low resolution, copies could not be used to make illegal copies of the artwork/image.
 * 4) The image is itself a subject of discussion in the article or used in the infobox thereof.
 * 5) The image is significant because it was used to promote a notable film.

Source

 * 1) Derived from a digital capture (photo/scan) of the Film Poster/ VHS or DVD Cover (creator of this digital version is irrelevant as the copyright in all equivalent images is still held by the same party). Copyright held by the film company or the artist.  Claimed as fair use regardless.

title: File:Ararat movie.jpg


text:
User talk:Sciere

Welcome!

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If you have uploaded other non-free media, consider checking that you have specified the non-free rationale on those pages too. You can find a list of 'file' pages you have edited by clicking on the "my contributions" link (it is located at the very top of any Wikipedia page when you are logged in), and then selecting "File" from the dropdown box. Note that any non-free media lacking such an explanation will be deleted one week after they have been tagged, as described on criteria for speedy deletion. If the file is already gone, you can still make a request for undeletion and ask for a chance to fix the problem. If you have any questions, please ask them at the Media copyright questions page. Thank you. Sfan00 IMG (talk) 20:06, 11 August 2011 (UTC)

title: User talk:Sciere