Ahmadinejad sends letter to George W. Bush

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Ahmadinejad sends letter to George W. Bush

Tuesday, May 9, 2006For the first time in three decades, direct and at least partially public diplomatic communication will commence between the United States (US) and Iran. Iranian government spokesman Gholam-Hossein Elham said that Iranian president Mahmoud Ahmadinejad has sent a letter to the U.S. president George W. Bush proposing “new solutions for getting out of international problems and the current fragile situation of the world”.

Mr Gholam-Hossein Elham did not say whether the letter mentioned the nuclear dispute, one of the diplomatic problems currently straining relations between Iran and the USA. This information arrived one day after the Iranian parliament announced that it might retract from the Nuclear Non-Proliferation Treaty (NPT) if Western pressure over its programme was to increase.

Differing reports have been made as to whether or not the letter will be made public, and if so, when. In its online report of 8 May 2006, 09:25 GMT, the BBC quoted Iranian Foreign Ministry spokesman Hamid Reza Asefi as saying that the contents of the letter would be made public once Bush had received it. The updated version of the report of 8 May 2006, 14:52 GMT, quotes Asefi as saying that the contents would be made public “at the right time”. An ABC report quoted Gholam-Hossein Elham as saying “it is not an open letter.”

Iran’s foreign affairs minister, Manouchehr Mottaki, delivered the letter to the United States’ interests section in the Swiss embassy in Tehran on Monday. The United States has not held diplomatic relations with Iran since the 1979 Iranian hostage crisis.

U.S. Secretary of State Condoleezza Rice said “this letter isn’t it. This letter is not the place that one would find an opening to engage on the nuclear issue or anything of the sort.”

“It isn’t addressing the issues that we’re dealing with in a concrete way,” she added.

John R. Bolton, U.S. Ambassador to the United Nations, also read the letter, saying, “I think it is typical of Iran that when major decisions are about to be taken … that they have tried to throw sand in the eyes of the proponents of the action. That’s what this may be.”

The letter has since been put on an official Iranian website, and on Tuesday, Ahmadinejad said “the letter to US President George Bush carries the Iranian nation’s views and comments on international issues as well as suggestions for resolving the many problems facing humanity.”

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Death toll from tsunami in Southeast Asia increases

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Death toll from tsunami in Southeast Asia increases

July 16, 2018 · Filed under Uncategorized

 Correction — May 8, 2018 This headline incorrectly locates the tsunami in Southeast Asia; it was in the South Pacific, as stated in the lede. 

Thursday, October 1, 2009

A tsunami that was generated in the South Pacific by a powerful undersea earthquake has killed at least 110 people, according to authorities.

The majority of the fatalities occurred in Samoa, where rescue workers say at least 84 people were killed. Another 24 people are confirmed dead on American Samoa, while at least seven fatalities have been reported in nearby Tonga.

The US Geological Survey says an 8.0 magnitude earthquake struck early Tuesday local time. It generated waves that devastated coastal areas, knocked down buildings and sent cars floating out to sea.

Strong aftershocks followed the initial earthquake, with at least one measuring a magnitude 5.6. Tsunami alerts were issued for the entire South Pacific region but were later canceled. Survivors fled to high ground and stayed there for hours.

Several villages were destroyed on the southern Samoan coast of Upolu, which is also home to many tourist resorts.

During a flight on from Auckland, New Zealand to Apia, Samoa, Samoan Prime Minister Tuilaepa Sailele Malielegaoi told reporters he was shocked by the disaster. “So much has gone. So many people are gone. I’m so shocked, so saddened by all the loss.”

“The situation is very bad,” said Marie-Francoise Borel, a spokesperson for the International Red Cross, to the CTV News Channel by telephone. “This massive wave has swept across – it’s destroyed villages, it’s destroyed homes, people are in shock.”

The assistant chief executive of Samoa’s disaster management predicted that the death toll in the country could surpass one hundred, saying that searches for bodies in the region are still ongoing.

“They are still continuing the searches for any missing bodies in the area. Some areas have been flattened and the tsunami had brought a lot of sand onshore, so there have been reports the sand has covered some of the bodies. So we need specialised machines to search for bodies that are buried under the sand,” he said.

The communications head for the International Federation of the Red Cross, Jason Smith, told the Al Jazeera news agency that the Red Cross “[…] is working hard through five evacuation centres to provide people with safe places to stay and access to clean water,” estimating that up to 15,000 people in sixty villages were affected by the tsunami.

At the capital of American Samoa, Pago Pago, the tsunami measured 1.57 meters in height. The superintendent of the National Park of American Samoa Mike Reynolds reported four waves as high as six meters. People who experienced the quake said it was long, lasting from 90 seconds to three minutes.

We’re focused on bringing in the assistance for people that have been injured, and for the immediate needs of the tens of thousands of survivors down there.

Pago Pago city streets were strewn with overturned vehicles, cars, and debris. Some buildings located only slightly above sea level were completely destroyed by the waves, and power in some locations is not expected to be restored for up to a month. FEMA administrator Craig Fugate said that “we’re focused on bringing in the assistance for people that have been injured, and for the immediate needs of the tens of thousands of survivors down there.”

“The first federal team members are currently en route to American Samoa aboard a Coast Guard plane and will be providing on the ground assessments once they arrive on the island,” Fugate said. “FEMA, who has provisions pre-positioned in a distribution center in Hawaii, is also preparing to send supplies as needed to help meet the immediate needs of the survivors.”

Didi Afuafi, 28, who was riding on a bus in American Samoa when the tsunami struck, described her experiences. “I was scared. I was shocked. All the people on the bus were screaming, crying and trying to call their homes. We couldn’t get on cell phones. The phones just died on us. It was just crazy,” she said. “This is going to be talked about for generations.”

US President Barack Obama declared a major disaster in American Samoa, and has sent federal aid to support local recovery efforts in the US territory.

“My deepest sympathies are with the families who lost loved ones and many people who have been affected by the earthquake and the tsunami,” Obama said. He had earlier pledged in a written statement to give a “swift and aggressive” government response to the disaster.

“I am closely monitoring these tragic events, and have declared a major disaster for American Samoa, which will provide the tools necessary for a full, swift and aggressive response,” Obama said.

During a Wednesday appearance near Washington, D.C., the president said the US was ready to help its “friends” in neighboring Samoa and throughout the region.

In Tonga, seven people were confirmed dead and another three missing, after waves struck Niuatoputapu, a northern island.Acting prime minister Lord Tuita said in a statement that “according to information gathered from Niuatoputapu so far, seven people are confirmed dead, three missing and four with very serious injuries,” Lord Tuita, the acting prime minister, said in a statement. “It is reported that the tsunami did serious damage to the village of Hihifo, which is like the capital of the island.

“The hospital on the island is reported to have suffered major damage; telephone communication has been cut as a result of damage to equipment and facilities on the island; homes and government buildings have been destroyed,” he said.

An airplane was reportedly chartered by Tongan authorities to determine the amount of damage done to Niuatoputapu, but wasn’t able to land.

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2006 “Stolenwealth” Games to confront Commonwealth Games in Melbourne

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2006 “Stolenwealth” Games to confront Commonwealth Games in Melbourne

July 15, 2018 · Filed under Uncategorized

Friday, March 3, 2006

The possibility of large-scale protests in the face of the 3,000 journalists covering the Melbourne 2006 Commonwealth Games, has event organisers and the Government worried.

The group “Black GST” – which represents Indigenous Genocide, Sovereignty and Treaty – are planning demonstrations at prominent Games events unless the Government agrees to a range of demands including an end to Aboriginal genocide, Aboriginal Sovereignty and the signing of a treaty.

The Black GST say they hope the focus of the world’s media will draw attention to the plight of indigenous Australians during the Games. Organisers say supporters are converging from across Australia and from overseas. Organisers say up to 20,000 people may take part in talks, rallies, colourful protests and many cultural festivities designed to pressure the Federal Government on Indigeneous rights issues. They want the Government to provide a temporary campsite for the supporters, saying “organised chaos was better than disorganised chaos.”

The 2006 Stolenwealth Games convergence, described by organisers as the “cultural festival of the 2006 Commonwealth Games,” was virtually opened on March 2nd with the launch of the official “Stolenwealth Games” website. Scoop Independent News and Perth Indymedia reported that the launch was held at Federation Square in Melbourne. The site contents were projected via wireless laptop by the Stolenwealth Games General Manager, and a tour of the website was given on the big screen. He said “overwhelming amusement was the response from the audience.” The group say permanent access points to the website are being set up at public internet facilities across Victoria during the coming weeks.

“Interest in the Stolenwealth Games is building all over the world and this fresh, exciting and contemporary site will draw in people from Stolenwealth Nations around the globe to find out about the latest news and events,” said a Stolenwealth Games spokesperson. “We have been getting many requests from around the world wanting to know about the Stolenwealth Games. We have provided many ways that individuals and organisations can support the campaign by spreading the word.”

The Victorian Traditional Owner Land Justice Group (VTOLJG) which represents the first nation groups of Victoria, has announced its support to boycott the 2006 Commonwealth Games until the Government “recognises Traditional Owner rights.” The group asserts that culture has been misappropriated in preparation for the Games.

Organisers of the campaign say they welcome the formal support from the Traditional Owners. “While some seek to divide and discredit Indigenous Australia, this support is further evidence that the Aboriginal people are united in opposition to the ongoing criminal genocide that is being perpetrated against the Aboriginal people” said Black GST supporter and Aboriginal Elder, Robbie Thorpe.

“We now have endorsement from the VTOLJG and the Aboriginal Tent Embassy for the aims and objectives of the Campaign and we are looking forward to hosting all indigenous and non-indigenous supporters from across Australia in March,” he said. The Black GST group have said “the convergence will be held as a peaceful, family-focussed demonstration against genocide, and for the restoration of sovereignty and the negotiations towards a Treaty.”

But the campaign has received flak in mainstream media, such as Melbourne’s Herald Sun, who wrote: “the proposal to allow BlackGST to set up an Aboriginal tent embassy at a site well away from the Commonwealth Games will be interpreted by some as the State Government caving in to a radical protest group. A major concern for the Government… is to protect the event from disruption… no chances should be taken…”

The Black GST has been planning the convergence for months, calling for Aboriginal people and their supporters to converge on Melbourne. The Melbourne-based Indigenous rights group have called on thousands of people concerned about the plight of indigenous Australians to converge on Melbourne during the Games, which they have dubbed “the Stolenwealth Games”. But the choice of Kings Domain has made conflict almost inevitable, as the area is one of the areas gazetted by the State Government as a “Games management zone”.

Under the Commonwealth Games Arrangements Act, any area gazetted as a management zone is subject to a range of specific laws – including bans on protesting, creating a disturbance and other activities. The protest bans will be in effect at different times and places, and offenders can be arrested. A spokeswoman for the Black GST, which advocates peaceful protest, said the site had been chosen because it was close to where the Queen will stay on March 15. “We figured that she is only in Melbourne for 27 hours or something like that so we thought we would make it easy for her to come next door and see us,” she said. “We are a very open, welcoming group, so she will be welcome to come and join us.”

Kings Domain is the burial site for 38 indigenous forefathers of Victoria. Black GST elder, Targan, said trade union groups have offered to install infrastructure at the site. The group initially worked with the State Government to find a suitable camp site, but the relationship broke down when the Government failed to meet a deadline imposed by the protesters. “While we are disappointed the ministers were not able to meet deadline on our request, we thank them for their constructive approach towards negotiations and the open-door policy exercised,” said Targan.

A spokesman for Games Minister Justin Madden said the Government was still investigating other sites. Victoria Police Games security commander Brendan Bannan said he was not convinced the Black GST represented the views of most indigenous people. “We are dealing with the Aboriginal community and they don’t seem to support it at all … the wider Aboriginal community don’t support disruption to the Games at all,” he said.

The Government was told that Black GST supporters would camp in Fitzroy Gardens and other city parks should it fail to nominate a site. A spokesman for Aboriginal Affairs Minister Gavan Jennings said the Government was taking the issue seriously, but had not been able to finalise a campsite before the deadline.

Under special Games laws, people protesting or causing a disturbance in “Games management zones” can be arrested and fined. While prominent public spaces such as Federation Square, Birrarung Marr, Albert Park and the Alexandra Gardens fall under the legislation, such tough anti-protest laws cannot be enforced in the nearby Fitzroy Gardens.

Games chairman Ron Walker has urged the group to choose another date for its protest march through the city, which is currently planned to coincide with the opening ceremony on March 15. The group believes that an opportunity to gain attention for indigenous issues was lost at the Sydney Olympics and has vowed to make a highly visible presence at the Games.

The Black GST said the Australian Aboriginal Tent Embassy’s sacred flame, burning over many years at the Canberra site will be carried to Melbourne before the Games, and its arrival would mark the opening of the protest camp from where a march will proceed to the MCG before the Opening Ceremony.

Black GST claims supporters from all over Australia, including three busloads from the West Australian Land Council, will gather in Melbourne during the Games for peaceful protests.

Aboriginal Affairs Minister Gavin Jennings had offered Victoria Park to the protesters. Victoria Park, former home of Collingwood Football Club, where one of the strongest statements of Aboriginal pride, when St Kilda star Nicky Winmar in 1993 raised his jumper and pointed to his bare chest after racial taunts from the Collingwood crowd.

Black GST, which has labelled the Games the Stolenwealth Games, said the State Government had failed to find a suitable venue. Black GST may encourage protesters to camp in prominent parks such as Fitzroy Gardens and Treasury Gardens. Graffiti supporting the action has also appeared in central Melbourne.

Melbourne City councillor Fraser Brindley has offered his home to the Black GST organisers. “I offered my home up to people who are organising visitors to come to the Games,” he said. Cr Brindley will be overseas when the Commonwealth Games are held and has offered the free accommodation at his flat at Parkville. He said he agreed with the protesters’ view that treaties needed to be signed with indigenous Australians. “I’m offering it up to the indigenous people who are coming to remind Her Majesty that her Empire took this land from them,” said Cr Brindlley. Nationals leader Peter Ryan said: “This extremist group has no part in the Australian community.” Melbourne councillor Peter Clarke said the actions were embarrassing and that he would try to discourage him. “It’s not in the spirit of the Games,” he said.

Aboriginal elder, Targan, said the possibility of securing Victoria Park was delightfully ironic. “There’s a lot of irony going on,” Targan, 53, a PhD student at Melbourne University, said. “GST stands for Genocide, Sovereignty and Treaty. We want the genocide of our people to stop; we want some sovereignty over traditional land, certainly how it is used, and we want a treaty with the government,” Targan said.

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Harvard University officials update Agassiz Neighborhood Council about local construction in Cambridge, Massachusetts

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Harvard University officials update Agassiz Neighborhood Council about local construction in Cambridge, Massachusetts

July 15, 2018 · Filed under Uncategorized

Thursday, April 28, 2005

Cambridge, Massachusetts —Harvard University planners met with the Agassiz Neighborhood Council to update the community about Harvard’s construction and expansion plans in the neighborhood on April 26, the Harvard Crimson reported today. The two major topics discussed were the Northwest Science Building, which is currently under construction on Oxford Street, and the expansion of the Harvard Law School. According to the Crimson, Harvard officials outnumbered the number of community members present at the meeting.

The plans for law school expansion are still unfinished, the Crimson reported. The director of community relations at Harvard, Thomas Lucey, said that Wyeth Hall may be demolished. According to the Law School website, Wyeth Hall is “the most popular dormitory at Harvard Law School”. It is adjacent to the Berkman Center for Internet and Society on Massachusetts Avenue, just south of Three Aces pizzeria.

The Crimson also noted that Tom Murray, the project manager for the Northwest Science Building, was slated for completion by May of 2007, with landscaping completed the following spring.

A visit to the science building site by Wikinews reporter Pingswept last week verified that the pouring of cement had begun. Four large cranes had been brought to the site; one of them was being used with a clamshell attachment twice the height of a grown man to dig a deep trench. The truck “wheel wash” station marked on the site plan was operational, in the form of a man with a pressure washer, though in this reporter’s brief observations, more windshields were washed than dirty tires.

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G20 protests: Inside a labour march

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G20 protests: Inside a labour march

July 15, 2018 · Filed under Uncategorized

Wikinews accredited reporter Killing Vector traveled to the G-20 2009 summit protests in London with a group of protesters. This is his personal account.

Friday, April 3, 2009

London – “Protest”, says Ross Saunders, “is basically theatre”.

It’s seven a.m. and I’m on a mini-bus heading east on the M4 motorway from Cardiff toward London. I’m riding with seventeen members of the Cardiff Socialist Party, of which Saunders is branch secretary for the Cardiff West branch; they’re going to participate in a march that’s part of the protests against the G-20 meeting.

Before we boarded the minibus Saunders made a speech outlining the reasons for the march. He said they were “fighting for jobs for young people, fighting for free education, fighting for our share of the wealth, which we create.” His anger is directed at the government’s response to the economic downturn: “Now that the recession is underway, they’ve been trying to shoulder more of the burden onto the people, and onto the young people…they’re expecting us to pay for it.” He compared the protest to the Jarrow March and to the miners’ strikes which were hugely influential in the history of the British labour movement. The people assembled, though, aren’t miners or industrial workers — they’re university students or recent graduates, and the march they’re going to participate in is the Youth Fight For Jobs.

The Socialist Party was formerly part of the Labour Party, which has ruled the United Kingdom since 1997 and remains a member of the Socialist International. On the bus, Saunders and some of his cohorts — they occasionally, especially the older members, address each other as “comrade” — explains their view on how the split with Labour came about. As the Third Way became the dominant voice in the Labour Party, culminating with the replacement of Neil Kinnock with Tony Blair as party leader, the Socialist cadre became increasingly disaffected. “There used to be democratic structures, political meetings” within the party, they say. The branch meetings still exist but “now, they passed a resolution calling for renationalisation of the railways, and they [the party leadership] just ignored it.” They claim that the disaffection with New Labour has caused the party to lose “half its membership” and that people are seeking alternatives. Since the economic crisis began, Cardiff West’s membership has doubled, to 25 members, and the RMT has organized itself as a political movement running candidates in the 2009 EU Parliament election. The right-wing British National Party or BNP is making gains as well, though.

Talk on the bus is mostly political and the news of yesterday’s violence at the G-20 demonstrations, where a bank was stormed by protesters and 87 were arrested, is thick in the air. One member comments on the invasion of a RBS building in which phone lines were cut and furniture was destroyed: “It’s not very constructive but it does make you smile.” Another, reading about developments at the conference which have set France and Germany opposing the UK and the United States, says sardonically, “we’re going to stop all the squabbles — they’re going to unite against us. That’s what happens.” She recounts how, in her native Sweden during the Second World War, a national unity government was formed among all major parties, and Swedish communists were interned in camps, while Nazi-leaning parties were left unmolested.

In London around 11am the march assembles on Camberwell Green. About 250 people are here, from many parts of Britain; I meet marchers from Newcastle, Manchester, Leicester, and especially organized-labor stronghold Sheffield. The sky is grey but the atmosphere is convivial; five members of London’s Metropolitan Police are present, and they’re all smiling. Most marchers are young, some as young as high school age, but a few are older; some teachers, including members of the Lewisham and Sheffield chapters of the National Union of Teachers, are carrying banners in support of their students.

Gordon Brown’s a Tory/He wears a Tory hat/And when he saw our uni fees/He said ‘I’ll double that!’

Stewards hand out sheets of paper with the words to call-and-response chants on them. Some are youth-oriented and education-oriented, like the jaunty “Gordon Brown‘s a Tory/He wears a Tory hat/And when he saw our uni fees/He said ‘I’ll double that!'” (sung to the tune of the Lonnie Donegan song “My Old Man’s a Dustman“); but many are standbys of organized labour, including the infamous “workers of the world, unite!“. It also outlines the goals of the protest, as “demands”: “The right to a decent job for all, with a living wage of at least £8 and hour. No to cheap labour apprenticeships! for all apprenticeships to pay at least the minimum wage, with a job guaranteed at the end. No to university fees. support the campaign to defeat fees.” Another steward with a megaphone and a bright red t-shirt talks the assembled protesters through the basics of call-and-response chanting.

Finally the march gets underway, traveling through the London boroughs of Camberwell and Southwark. Along the route of the march more police follow along, escorting and guiding the march and watching it carefully, while a police van with flashing lights clears the route in front of it. On the surface the atmosphere is enthusiastic, but everyone freezes for a second as a siren is heard behind them; it turns out to be a passing ambulance.

Crossing Southwark Bridge, the march enters the City of London, the comparably small but dense area containing London’s financial and economic heart. Although one recipient of the protesters’ anger is the Bank of England, the march does not stop in the City, only passing through the streets by the London Exchange. Tourists on buses and businessmen in pinstripe suits record snippets of the march on their mobile phones as it passes them; as it goes past a branch of HSBC the employees gather at the glass store front and watch nervously. The time in the City is brief; rather than continue into the very centre of London the march turns east and, passing the Tower of London, proceeds into the poor, largely immigrant neighbourhoods of the Tower Hamlets.

The sun has come out, and the spirits of the protesters have remained high. But few people, only occasional faces at windows in the blocks of apartments, are here to see the march and it is in Wapping High Street that I hear my first complaint from the marchers. Peter, a steward, complains that the police have taken the march off its original route and onto back streets where “there’s nobody to protest to”. I ask how he feels about the possibility of violence, noting the incidents the day before, and he replies that it was “justified aggression”. “We don’t condone it but people have only got certain limitations.”

There’s nobody to protest to!

A policeman I ask is very polite but noncommittal about the change in route. “The students are getting the message out”, he says, so there’s no problem. “Everyone’s very well behaved” in his assessment and the atmosphere is “very positive”. Another protestor, a sign-carrying university student from Sheffield, half-heartedly returns the compliment: today, she says, “the police have been surprisingly unridiculous.”

The march pauses just before it enters Cable Street. Here, in 1936, was the site of the Battle of Cable Street, and the march leader, addressing the protesters through her megaphone, marks the moment. She draws a parallel between the British Union of Fascists of the 1930s and the much smaller BNP today, and as the protesters follow the East London street their chant becomes “The BNP tell racist lies/We fight back and organise!”

In Victoria Park — “The People’s Park” as it was sometimes known — the march stops for lunch. The trade unions of East London have organized and paid for a lunch of hamburgers, hot dogs, french fries and tea, and, picnic-style, the marchers enjoy their meals as organized labor veterans give brief speeches about industrial actions from a small raised platform.

A demonstration is always a means to and end.

During the rally I have the opportunity to speak with Neil Cafferky, a Galway-born Londoner and the London organizer of the Youth Fight For Jobs march. I ask him first about why, despite being surrounded by red banners and quotes from Karl Marx, I haven’t once heard the word “communism” used all day. He explains that, while he considers himself a Marxist and a Trotskyist, the word communism has negative connotations that would “act as a barrier” to getting people involved: the Socialist Party wants to avoid the discussion of its position on the USSR and disassociate itself from Stalinism. What the Socialists favor, he says, is “democratic planned production” with “the working class, the youths brought into the heart of decision making.”

On the subject of the police’s re-routing of the march, he says the new route is actually the synthesis of two proposals. Originally the march was to have gone from Camberwell Green to the Houses of Parliament, then across the sites of the 2012 Olympics and finally to the ExCel Centre. The police, meanwhile, wanted there to be no march at all.

The Metropolitan Police had argued that, with only 650 trained traffic officers on the force and most of those providing security at the ExCel Centre itself, there simply wasn’t the manpower available to close main streets, so a route along back streets was necessary if the march was to go ahead at all. Cafferky is sceptical of the police explanation. “It’s all very well having concern for health and safety,” he responds. “Our concern is using planning to block protest.”

He accuses the police and the government of having used legal, bureaucratic and even violent means to block protests. Talking about marches having to defend themselves, he says “if the police set out with the intention of assaulting marches then violence is unavoidable.” He says the police have been known to insert “provocateurs” into marches, which have to be isolated. He also asserts the right of marches to defend themselves when attacked, although this “must be done in a disciplined manner”.

He says he wasn’t present at yesterday’s demonstrations and so can’t comment on the accusations of violence against police. But, he says, there is often provocative behavior on both sides. Rather than reject violence outright, Cafferky argues that there needs to be “clear political understanding of the role of violence” and calls it “counter-productive”.

Demonstration overall, though, he says, is always a useful tool, although “a demonstration is always a means to an end” rather than an end in itself. He mentions other ongoing industrial actions such as the occupation of the Visteon plant in Enfield; 200 fired workers at the factory have been occupying the plant since April 1, and states the solidarity between the youth marchers and the industrial workers.

I also speak briefly with members of the International Bolshevik Tendency, a small group of left-wing activists who have brought some signs to the rally. The Bolsheviks say that, like the Socialists, they’re Trotskyists, but have differences with them on the idea of organization; the International Bolshevik Tendency believes that control of the party representing the working class should be less democratic and instead be in the hands of a team of experts in history and politics. Relations between the two groups are “chilly”, says one.

At 2:30 the march resumes. Rather than proceeding to the ExCel Centre itself, though, it makes its way to a station of London’s Docklands Light Railway; on the way, several of East London’s school-aged youths join the march, and on reaching Canning Town the group is some 300 strong. Proceeding on foot through the borough, the Youth Fight For Jobs reaches the protest site outside the G-20 meeting.

It’s impossible to legally get too close to the conference itself. Police are guarding every approach, and have formed a double cordon between the protest area and the route that motorcades take into and out of the conference venue. Most are un-armed, in the tradition of London police; only a few even carry truncheons. Closer to the building, though, a few machine gun-armed riot police are present, standing out sharply in their black uniforms against the high-visibility yellow vests of the Metropolitan Police. The G-20 conference itself, which started a few hours before the march began, is already winding down, and about a thousand protesters are present.

I see three large groups: the Youth Fight For Jobs avoids going into the center of the protest area, instead staying in their own group at the admonition of the stewards and listening to a series of guest speakers who tell them about current industrial actions and the organization of the Youth Fight’s upcoming rally at UCL. A second group carries the Ogaden National Liberation Front‘s flag and is campaigning for recognition of an autonomous homeland in eastern Ethiopia. Others protesting the Ethiopian government make up the third group; waving old Ethiopian flags, including the Lion of Judah standard of emperor Haile Selassie, they demand that foreign aid to Ethiopia be tied to democratization in that country: “No recovery without democracy”.

A set of abandoned signs tied to bollards indicate that the CND has been here, but has already gone home; they were demanding the abandonment of nuclear weapons. But apart from a handful of individuals with handmade, cardboard signs I see no groups addressing the G-20 meeting itself, other than the Youth Fight For Jobs’ slogans concerning the bailout. But when a motorcade passes, catcalls and jeers are heard.

It’s now 5pm and, after four hours of driving, five hours marching and one hour at the G-20, Cardiff’s Socialists are returning home. I board the bus with them and, navigating slowly through the snarled London traffic, we listen to BBC Radio 4. The news is reporting on the closure of the G-20 conference; while they take time out to mention that Canadian Prime Minister Stephen Harper delayed the traditional group photograph of the G-20’s world leaders because “he was on the loo“, no mention is made of today’s protests. Those listening in the bus are disappointed by the lack of coverage.

Most people on the return trip are tired. Many sleep. Others read the latest issue of The Socialist, the Socialist Party’s newspaper. Mia quietly sings “The Internationale” in Swedish.

Due to the traffic, the journey back to Cardiff will be even longer than the journey to London. Over the objections of a few of its members, the South Welsh participants in the Youth Fight For Jobs stop at a McDonald’s before returning to the M4 and home.

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20 percent of Victorians drive on worn tyres

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20 percent of Victorians drive on worn tyres

July 15, 2018 · Filed under Uncategorized

Wednesday, June 7, 2006

A survey released today by the RACV and Victorian Automobile Chamber of Commerce found that 20 percent of cars in Victoria have at least one worn or unroadworthy tyre.

The study looked at 1,000 cars last month and found of those 200 had at least one tyre that had worn.

Chief engineer for the RACV, Michael Case said that driving on worn tyres could increase the distance it takes a car to brake and road safety. “Increasing the braking distance can increase the chance of running into the car in front of you and having an unnecessary collision and if that collision is serious enough certainly it can cause injuries” said Mr Case.

It is widely accepted that tyres are one of the most important parts of a vehicle. As tyres are the only part of a vehicle in contact with the road, they affect acceleration, braking and cornering.

As well as the safety issues associated with driving a vehicle with a worn tyre, drivers can be fined for “driving an unsafe vehicle” and fined AUD$171, in addition police may “defect” the vehicle, restricting its use until repaired. Victorian law requires that tyres have a minimum tread depth of 1.6mm.

Wikinews investigated the average price of each tyre on a typical large and small Australian sedan, and SUV and found the cost to be AUD$129, AUD$105, and AUD$191 respectively.

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Wikinews interviews team behind the 2,000th featured Wikipedia article

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Wikinews interviews team behind the 2,000th featured Wikipedia article

July 13, 2018 · Filed under Uncategorized

This article mentions the Wikimedia Foundation, one of its projects, or people related to it. Wikinews is a project of the Wikimedia Foundation.

Sunday, April 13, 2008

This week saw the English-language version of Wikipedia, the collaboratively written online encyclopedia, reach 2,000 featured articles with the inclusion of the article El Señor Presidente. Featured articles (FAs) meet Wikipedia’s highest standards for quality, accuracy, neutrality, completeness, and style, and thus are considered the best articles on Wikipedia.

The Wikipedia team that carries out the assessment and quality control before conferring the status of featured articles promoted five articles to FA status at the same time: Walter de Coventre, Maximian, El Señor Presidente, Lord of the Universe, and Red-billed Chough. With five promoted at the same time, conferring the status of 2,000th on one is an arbitrary decision and in some respects any of these articles could actually make a claim to the honour.

The article El Señor Presidente was created and developed by a University of British Columbia class, “Murder, Madness, and Mayhem: Latin American Literature in Translation“. While an important milestone, the 2,000th featured article is also symbolic of Wikipedia’s growing role in the 21st century learning arena.

The professor of the class, Jon Beasley-Murray, began using Wikipedia as a collaborative space where his students could both do coursework and provide a type of virtual public service. Thus, he created a Wikipedia project, Murder Madness and Mayhem, that focussed on creating articles relating to the Latin American literature covered in his class. Not surprisingly, El Señor Presidente is considered one of the most important books in Latin American literature, written by Nobel Prize-winning Guatemalan writer, Miguel Ángel Asturias.

The Wikinews team contacted Prof. Beasley-Murray, who agreed to be interviewed for this story. His responses can be found below. Included are sections soliciting responses from three students who took the class and helped create and bring El Señor Presidente to Feature Article status. Thus far the project has created seven good articles in addition to the 2,000th featured article.

Professor Beasley-Murray, thank you for giving us some of your valuable time and agreeing to talk to us. Can you give some background on what prompted you to start this project?

  • Prof. Jon Beasley-Murray: I should say first that I’ve written some reflections at the project on Wikipedia itself, as an essay I entitled “Madness”.
In short, however, I’d done some editing on Wikipedia a year ago. I’d got into that rather by accident–after finding to some surprise that some of my academic work had been written up at the site. I then spent some time trying to organize and expand articles and categories relating to Latin America, particularly Latin American culture, which is my area of expertise. I discovered that Wikipedia’s coverage of this area was uneven at best. It was while I was involved in this that it came to me that students could usefully participate on the site. They use Wikipedia anyway; why not find ways in which they could also participate? And I’d come to realize that it’s only by participating and contributing that you can really understand the Encyclopedia, both its strengths and its weaknesses but above all the way it comes to be how it is.
And I’ve always been interested in using technology in teaching: mailing lists, websites, blogs, and so on. But I’ve never much liked “educational technology”: programs such as WebCT that students only ever use as part of a course they are taking. By creating something of an educational ghetto, educational technology seems to me to miss out on the most interesting and exciting possibilities of the Internet: precisely the fact that it opens up to the world outside the classroom, and can reconfigure or perhaps even break down the rather limited relationship between teacher (supposed to be the expert and source of all authority) and the student (too often treated as the passive recipient of knowledge).
Overall, a Wikipedia assignment offered lots of possibilities, including:
  • teaching students about Wikipedia, an important site that they use (and too often misuse) often
  • improving Wikipedia itself, by generating new content on topics where its coverage is lacking
  • encouraging students to produce something that had relevance outside the classroom, in the public sphere
  • giving them tangible goals that were measured by something other than my own professorial judgement
  • changing their views about writing, by stressing the importance of ongoing revision
  • teaching them about research and about how to use and evaluate sources
… we did get one “speedy deletion” tag. It was placed, within less than a minute, on an article that I created in front of all the students, during class time. For one horrible moment, in front of the whole class, I had a feeling that things might go terribly wrong.

((WN)) Did you consult with fellow academics or students prior to launching this project?

  • JBM: No, not really. Perhaps I should have! But off and on last summer I did discuss the idea with a friend who works in educational technology at UBC, who had helped me with the implementation of blogs in my courses. And this friend, Brian Lamb, was as always very encouraging and supportive of this kind of experimentation. He looked into the possibility of helping me apply for a grant for the project, but it seems there aren’t any for this kind of thing. I decided to go ahead anyway, essentially on my own.
And in January, as the project was getting underway, I signed up with Wikipedia:School and university projects. There were plenty of other previous and ongoing educational projects listed there, so I presumed I wasn’t so alone and that what I was doing wasn’t so innovative. It was only much later that I realized just how different and how ambitious this project was: we were aiming to create featured articles, ideally twelve of them, and no other educational project had ever set out to do that!

((WN)) I would assume the Wikipedia community was in favour of your project, did anyone outwith that community make notably critical comments about your idea?

  • JBM: No, but then as I say I hardly talked to anyone about it!
I should mention, however, that it’s not necessarily a given that the Wikipedia community was in favour. I’ve noticed that with some other educational projects, the initial reaction from Wikipedians has not always been so favourable. In part that’s because students are encouraged to write a new article on anything they can come up with, and these are swiftly marked for deletion. In part that’s because they write essays offline, then upload them, and naturally enough they are not in Wikipedia format or do not follow Wikipedia conventions (about “original research,” for instance). Those articles are soon laden with tags, and their talk pages filled with warnings or reproaches. We managed to avoid that on the whole… mostly by accident! But we also avoided those problems, I think, because I’d spent a fair amount of time on Wikipedia already and was aware of some (but far from all) the habits of the site. And more importantly because we had quite definite aims: students weren’t editing Wikipedia for the sake of it.
Even so, we did get one “speedy deletion” tag. It was placed, within less than a minute, on an article that I created in front of all the students, during class time. For one horrible moment, in front of the whole class, I had a feeling that things might go terribly wrong. The article tagged for speedy deletion was El Señor Presidente… which is now, as you know, Wikipedia’s Feature Article number 2,000.

((WN)) How significant a percentage of the mark you were giving for the class came from Wikipedia contributions?

  • JBM: Originally, the Wikipedia assignment was to have represented 30% of the total grade for the course. Just over half-way through the semester, progress had still been relatively slow, and I was getting worried. So I proposed to the class that we change the course assessment, and that we scrap the planned final essay or term paper. This would mean that the other elements (a mid-term, blogs and participation, and Wikipedia) would all come to be worth more. We talked about the proposal, and I gave them some time to think about it. We then had a secret ballot, and I said in advance that we would only go ahead with the change if two thirds (66%) were in favour. In the end, 85% of the class voted for increasing the significance of the Wikipedia project to 40% of the overall course grade.

((WN)) As a member of the Wikimedia Foundation’s communications committee I (Brian McNeil) frequently see both sides of the conflict over how relevant or reliable Wikipedia is. This ranges from queries coming in from students working on their school paper who want a response to their librarian and teachers effectively banning use of Wikipedia, to the other extreme such as a recent case where a teaching surgeon in the UK asking for permission to quote extensively from Wikipedia for a paper on the site’s relevance and potential use for undergraduates in medicine. I have a stock answer detailing how to check Wikipedia sources; that Wikipedia is a great starting point for research, and that if you disallow Wikipedia you should disallow Britannica. Is this something you would agree with?

  • JBM: Over the course of this semester, I’ve come up with a response of my own to this question. If a Wikipedia article is a good one, then you won’t need to quote it, as it will have links to all the relevant sources. And if it doesn’t have those links, then it isn’t a good article, and shouldn’t be quoted in any case.
Before this semester, I explicitly banned students from quoting Wikipedia articles in their essays. And I will continue to do so. I also look askance at them citing dictionary definitions. And though they don’t quote Britannica (I think Wikipedia has now for all intents and purposes replaced Britannica), I would likewise be unimpressed if they were to do so.
On the other hand, of course, as you say, Wikipedia can be an excellent starting point for research. I personally use it often precisely for that reason.

((WN)) Was the experience of using a wiki for collaboration something you would repeat? There have been suggestions for something you might call “EduWiki” for the collaborative development of course material. Would you get involved with something like that? Do you see potential for use of the MediaWiki software in other areas of education? Such a project could be hosted under Wikimedia Foundation projects such as Wikibooks or Wikiversity. Would you favour that over a closed project within academia where contributors’ credentials could be verified?

  • JBM: I’m not sure. As is perhaps already obvious, I’m horribly suspicious of almost anything that has “edu” in the title. And I say that with all due respect to my friends who are in “EduTech”–though I should add that they are often equally suspicious, if not more so! I’ve had a couple of other experiences with wikis, in relatively closed environments, and they weren’t particularly successful. I think that was because there was never a critical mass. The one thing that Wikipedia really has going for it is critical mass. (Even then, of course, only a tiny fraction of the people who read Wikipedia ever edit it.)
The other thing is that too many academics still don’t get the wiki ethos. It’s hard for them (us) not to be possessive about our work. This I think is what causes most of the antagonism and frustration when academics do get involved in Wikipedia. The issue is seldom “expertise,” and much more often ownership. I realize I’m talking in broad strokes here, but for instance a wiki was set up in my faculty, and it proved impossible to edit anyone else’s texts. We might as well have been putting up .pdfs. It was an exercise in presenting position papers, rather than in collaborative writing.
Meanwhile, as for the topic of credentials, which I know has been much debated on Wikipedia, I think that’s a real canard. I don’t think credentials matter much. My students don’t have much in the way of credentials, but they’ve done superior work.

((WN)) Would you describe your students as receptive to the idea of doing coursework where the general public could view their works in progress?

  • JBM: I’d often asked students to write blogs in previous courses, which are also of course visible to the general public. But not too many people bump into such student blogs, except on rare occasions. Here, the point wasn’t so much that the Wikipedia articles were public, but that they were editing one of the Internet’s top ten sites. So one day I’d poked around and found out how many people had visited particular pages that we’re editing. (I compiled and later updated these numbers here.) And the next class we played two little guessing games. One involved what percentage of Wikipedia’s articles they thought were classified as “Good Articles”; they started at 30%, and it took them a while to get down to 0.15%. This was just after El Señor Presidente had made Good Article status, so it gave them a sense of the achievement, I think.
The other little guessing game concerned how many page views they thought their articles attracted per month. I can’t remember exactly the figure they started off with in this case, but I can tell you it was a lot lower than the 50,000 plus that Gabriel García Márquez actually receives. When we figured out that that article must have something over 600,000 visits a year (I now reckon it’s almost three-quarters of a million), the team who were editing that page were somewhat shocked. But my sense is that the realization was also rather exciting. And I know that the students who will shortly find their article on the mainpage of the English Wikipedia (it’ll be there on May 5th) are absolutely thrilled. Though frankly I think they (and the other students) are less interested in the fact that the “general public” can see what they’ve done, than in telling their friends and family to take a look at their work.

((WN)) Did any students fail to fit in and find themselves unable to work with Wikipedia?

  • JBM: Yes. There was a wide range of responses. Some were very enthusiastic. Others took a while to get into it. And there were a few who never really found themselves at home editing Wikipedia. I’m not sure of the reasons in each case. For some the technology stayed too intimidating, or rather (I suspect) they just didn’t put in enough time to get past that first hurdle. As this was group work, however, some of the effects could be worrisome at times. So it’s something I’d have to think over before trying a similar experiment again.

((WN)) Do you feel that doing this part of the course in such a radically open way encouraged any of the students to work to a higher standard than the might otherwise have?

  • JBM: Absolutely. No question of it. The most active students, at least, have helped produce articles of c. 4,000-8,000 words that are comprehensively researched, repeatedly revised, and with a meticulous attention to detail. The standard of every single article is far better than any term paper that they would have written otherwise. Of course, some students have been more actively engaged, and so have both learned more and been pushed more than others. But the constant reminders and questions from other Wikipedia editors, particularly the members of the FA-Team who have done much of the copy-editing, has forced them consistently to reflect upon what they are saying, how they are saying it, and what their sources are.

((WN)) In reflecting on the project, is there anything you would have done differently?

  • JBM: There were aspects of the groupwork that didn’t work out as they could have. And we did get off to a rather slow start: I’d have to think about how to remedy that. Moreover, once the project is over, the FA-Team and I (plus, of course, any students who are interested) plan to have a post-mortem on all aspects of the collaboration. So there are certainly things that could be improved. I know I’ve also learned a lot on this project, and next time would hope to benefit from what I’ve learned.

((WN)) You’ve hit about 6,000 edits personally, have you caught the “wiki bug”? Will you keep editing?

  • JBM: 7,000 now! I’ll need to stop editing for a while once the project is over: it has been very time-consuming. But I plan to be back in the Fall.

((WN)) In light of the apparent success of your project what would you say to other academics to try and persuade them to try similar experiments?

  • JBM: Absolutely. I don’t want to come across as too much of a Wikipedia booster. I can understand exactly why many academics’ engagement on the encyclopedia has proven to be disappointing or frustrating or worse. But I think that, especially if academics take some time to understand aspects of Wikipedia’s culture, there are forms of engagement that can be very rewarding. We were rather fortunate to run into the FA-Team, a group of experienced Wikipedia editors that had recently been established in order to help others promote articles to Featured Article status. Their involvement has been an absolute Godsend. But I see no reason why something similar (or even unpredictably different, and perhaps better) might not emerge in other circumstances.

((WN)) Before moving on to bringing your students into the discussion, I’d like to close with your thoughts on making this a regular part of the curriculum. Do you intend to do so? Do you feel other institutions should examine your project with a view to emulating it?

  • JBM: I certainly intend to repeat the experiment. The one downside for an instructor is that, if it is to be done right, it is very labour-intensive. On the other hand, in terms of capital resources it is essentially free. My university (and many others) pays millions of dollars per year for site licences for educational software such as WebCT. That’s a massive waste of money, as far as I’m concerned; though it’s a lucrative racket for the people selling the software. It’s also, I’d say, an abdication of an important aspect of the university’s mission: to invest in the Commons. The trend in contemporary academia is too often towards privatization and enclosure. (Though I should note that there are valiant exceptions, and my former colleague John Willinsky‘s work on open access is exemplary.) The more universities engage with Wikipedia, and the more they realize that they can do so without necessarily dropping the high standards of research and academic rigour that it is also their duty to safeguard, the more they benefit not only their own students, but also the public good.

In addition to the one featured article, seven made “Good Article” status. How much of an encouragement was that to those of you involved in the project?

  • Monica Freudenreich: I honestly cannot speak for the rest of the class but I think that everyone involved was a little bit weary (Ed: wary?) of this project. None of us had ever embarked on this sort of thing in our undergraduate careers before and to say the least, were unsure of how this would all turn out. Being students, we are prone to leave things to the last minute and with this project that was definitely not a possibility. So, despite a slow start in general, I think the status most of the articles in our project achieved is really impressive and that is a huge encouragement in itself
  • Katy Konyk: I can’t speak for the rest of the class but I think seeing so many articles achieve good status proved that he goal was very achievable. I think the only downside was that in class people are going to work at their own speeds so having others reach good article status, if you are not there yet, sometimes added to the pressure.
  • Elyse Economides: I think it was a form of encouragement, but also made the task seem a bit daunting. It was exciting to see that so many of the groups could attain the goal of “Good Article” status at the end of four months, but it also spoke to the amount of time and effort needed to reach that point. Hopefully seeing their classmates achieve “Good Article” status encouraged the individual groups that the same achievement was also possible.

((WN)) How long were you involved with Wikipedia before you really felt Good or Featured was achievable?

  • MF: I created a user account in January, along with almost all of the class as it was the first time I realized that one could edit wikipedia. The page I believe was created, with the help of Dr. Beasley-Murray on January 15th. After we got a “speedy deletion” tag put on our page, I thought I should get some content up there to make sure that it wasn’t deleted, as I have no idea how to create a page. So, we were involved with Wikipedia for about 3 months before we were put up for GA review and then it was just under 4 months when we were awarded the FA gold star. I do not think length of time with Wikipedia is important before achieving Good or Featured articles but rather quality of the content and willingness of other wikipedians to collaborate on the project. I relied on the more experienced Wikipedian users to let us know when Good or Featured Article status was achievable and create checklists for us to complete before getting to either stage.
  • KK: When we were first presented with this assignment in the middle of January I admit we were very determined to get a featured article and I don’t think I really realized how much overall work and reworking of the article would be required to attain that goal. In mid-February we spent a couple days trying to read every English source we could get our hands on and we were dumping the contents onto the page. It was at this time that others really started to take an interest by making suggestions and doing heaps of editing themselves. To be honest it felt a little overwhelming, realizing how strict Wikipedia rules are and all the editing we needed to do. While the extensive requirements were overwhelming at first they also made good and feature article status feel achievable because we were able to see exactly what we needed to do.
  • EE: Once Professor Beasley-Murray seriously encouraged us to start working on our articles, by assigning us to make one edit, large or small, to our article, creating an article on Wikipedia seemed slightly less intimidating, although it was still a huge endeavor. Most of the framework and information that carried through the editing process was formed during late February, and that’s when the status of “Good Article” became more of a tangible goal. The input from outside contributors and Wikipedia experts also became quiet salient at this point, and it continued on through the entire process.

((WN)) If you could improve the guidelines for people wanting to take articles up to Featured status, what would you change?

  • KK: I think the guidelines are fair and are what make Featured Articles such reliable sources. My only comment would be that the Manual of Style was extremely inaccessible to lay users, like myself and if there hadn’t been professional editors who knew what they were doing I don’t know if we could have gotten over that obstacle.
  • EE: Although I probably didn’t work as closely with the guidelines as the other members of my group, from what I experienced, there are a fair amount of technical and professional level requirements that is appropriate for the commitment to continuity and reliability, but difficult for beginning users to understand and properly use. The guidelines are a necessary component of Wikipedia, and Wikipedia provides comprehensive resources to explain these tools. Perhaps the best way to feel confident in using the guidelines is to practice making use of them and look at other articles for examples.

((WN)) Do you feel that having anything you did immediately viewable by anyone on the Internet encouraged you to aim for a higher standard than you might have with a more conventional paper that only the professor would see?

  • MF: Not really. I think what pushed us to achieve higher standards were the other wikipedian editors. They were constantly pushing us to find better references and to reference everything. In working towards GA and FA they set the bar incredibly high. Blogs and other internet sites such as Facebook are also readily viewable to anyone and they often have a very low standard, if any standard at all. So, I do not think that it was because the article and our work was being shown on the internet that we worked so hard at this project. The support of the other wikipedians along the way was critical for me to both keep working at it and to set the standard very high indeed.
  • KK: I don’t think that it was because our work would be immediately visible that we aimed for a higher standard. Personally, I think what allowed us to aim for a higher standard was the ability to receive feedback and continually rework the page, which is very unlike a paper where you only have the opportunity to submit it once and cannot fix the paper according to the comments. In this sense, Wikipedia was a much better learning tool than a paper, we were actually able to engage with the comments from other editors.
  • EE: I would almost say it has the opposite effect. While many users on Wikipedia are careful about the material they post, Wikipedia is a fairly anonymous resource, which means an individual’s contributions may not be directly linked back to that person. Wikipedia is also constantly changing as editors come and go, so the information one contributes is never truly permanent. A paper is always directly linked to the individual and unlike Wikipedia, the information placed within it is permanent.

((WN)) Do you believe that contributing something to a ‘digital commons’ gives you more of a sense of achievement than just turning in a term paper?

  • MF: Undoubtedly yes. This page will be read by countless people over the course of its existence. Because I have worked so hard writing and re-writing it, I am extremely proud of the finished result, I almost can’t believe I helped write it when I look back over it. Term papers I have handed back end up in a binder than eventually sits under my bed and files sit on my computer unopened ever again. This Wikipedia page will be seen and likely used by others in the future. After all, I am quite confident that the references list is a comprehensive list of nearly everything published in English on the subject. Any student or person looking to read more about El Senor Presidente no longer has to look any further than our references list. Now that is something truly amazing!
  • EE: Yes and no. While contributing to the creation of a “Featured Article” means disseminating that information to a virtually unlimited number of people, the creation of a term paper is also a feat in and of itself that requires a great deal of research and editing. It is true that within the forum of Wikipedia, an exponentially larger amount of people will see and recognize an individual’s work, but it is equally impersonal. I find each to inspire a sense of achievement (and perhaps mixed with a sense of relief as well).

((WN)) Have you caught the “wiki bug”? Will you keep editing?

  • MF: I am not completely sure. I think Wikipedia is a great resource and I have a lot of admiration for all those out there that work to make Wikipedia a thorough and reliable resource but I don’t know quite yet if I will keep editing. I would like to say yes but between two jobs and five courses right now I will have to stop or cut back until the semester ends. As for the summer, with three jobs and a couple classes, again I don’t know how much time I will be able to dedicate to Wikipedia but I think as I read novels in my spare time or do research for future term papers, I will definitely add references and information about future subjects and topics I study. I do not think I will completely stop editing all together but I will undoubtedly have to cut back.
  • KK: I don’t know if I will keep editing, only because I now know the immense amount of work and research that is required to produce quality work. I have caught the ‘wiki bug’ in the sense that I have a lot more respect for other Good and Feature articles out there. While I may not be able to quote them in my papers I have learned that they are excellent resources and can lead me to other academic papers. Wikipedia will still be my first internet stop for an area that I know nothing about; if it can lead me to other sources than I know it is a good page.
  • EE: I think I will continue to edit, though most likely it will be in the form of minor edits, such as spelling and grammar errors, because that’s my strongest area of interest. I think changing something on Wikipedia, no matter how minor it may be, gives the user a tiny sense of accomplishment.

((WN)) Assuming Professor Beasley-Murray repeats this project in subsequent years, what advice would you give to students following in your footsteps and starting on Wikipedia?

  • MF: I would advise them to start early and start with doing research. Along with Wikipedia, we also had weekly reading responses to hand in. I would advise students to approach Wikipedia as something that is due weekly as well and recommend that they spend at least one hour editing Wikipedia each week or doing research on the topic. To begin, online journal databases work really well but the reality is that many articles published about novels are not online and so consulting the research librarian is an invaluable tool. I think I visited them three times for how to get the information I was looking for. And also, I would advise them not to be too overwhelmed by the process. The wikipedians set very high standards but those standards are achievable. Have faith that even as an undergraduate who is not majoring in English, you can make an incredible contribution and get real results from your hard work.
  • EE: I would also encourage them to begin their research early and get as much information onto the page as quickly as possible. It seems that the veteran and experienced Wikipedia editors and users gravitate towards pages that show substantial activity. I would also encourage them to pace themselves (something I should have practiced more) and look for guidance on other article pages and through other users. Finally, I would encourage them to contact their group members early on and form a plan for the research and editing.

((WN)) Which would you describe as the harder ‘marking authority’? Other professors where you’ve submitted conventional term papers, or the teams assessing Wikipedia contributions with a view to awarding Good or Featured status?

  • MF: No competition. Our Good Article review was extremely intense and I actually was very overwhelmed by it initially. After working through each bullet point though, I can now see why those suggestions for improvement were both necessary and important. The hard work most definitely did not stop after GA review. In fact, before GA review had even ended another editor went through the article for us, line by line and came up with an even longer list of needed improvements, and once we did that, another thorough copy-edit was done. At times I was very discouraged by the mountain or work in front of me and not entirely confident that I could fix the problem areas but with their continued support and help we did it. Professors on conventional term papers make a few comments and hand it back to you. In nearly four years of University, I have only had one professor hand back term papers and give students the option to revise, rework and re-write problematic areas in the essay. And personally, I find this process of re-writing, clarifying and improving prose to be extremely helpful. Over the course of the last few months I have learned so much about writing I cannot even express… and it shows. I have been a B+/A- student throughout my entire undergraduate career, and my last two papers have been A’s! I think the grades speak for themselves.
  • KK: Wikipedia was definitely more intense but I think it was probably a fairer process. I don’t have a problem with someone being a tough critique when we have the opportunity to fix the problems. This is exactly what I enjoyed about the Wikipedia process and think this is what made it such a great learning tool.
  • EE: Wikipedia seems to hold more consistent and constant standards across the board, whereas professors can sometimes mark in an unexpected manner. However, in my experience with Wikipedia and my professors, each expect a high quality of work and challenge the contributor to create such work.

((WN)) Was there significant input from other Wikipedians not taking your course? If so, was this valuable?

  • MF: In the beginning we were mostly on our own but as we grew more comfortable with how to edit on Wikipedia and started doing research on the subject, we found ourselves supported by a great number of other Wikipedians, complete strangers willing to help us on the ambitious goal of Feature Article. This help was extremely valuable, in fact I do not think that Feature Article would have been possible without their assistance and guidance along the way. I cannot thank each and everyone of them enough for looking out for us and pointing us in the right direction when we hit road bumps along the way.
  • EE: There was definitely significant input from other users on Wikipedia, even before our group neared the “Good Article” mark. One of the greatest components of Wikipedia is the sense of community that is cultivated among all the users. When they recognize an area of need, they are quick to offer aid and support.

((WN)) As a fairly open-ended question, would you see any use for wiki technology in any of your other study areas, or even where you may hope to eventually end up in employment?

  • MF: I think Wikipedia is a great resource to find concise, compiled information and given the fast pace of society today, it will only grow in importance for people needed to quickly check the names of certain people or places when working on projects or reports in the workplace. I already use Wikipedia for quick reference checks, to clarify what something or who someone is that I am not familiar with.
  • KK: I totally see use for wiki technology. Wikipedia is often the first source I go to when I have a question. While I cannot cite Wikipedia in my school papers I have learned that if it is a good article then it can be a great database for other academic works that I can use and if not it is normally a great source to give me some basic knowledge. I think if more and more articles can reach at least Good status Wikipedia might start to be acknowledged as a reliable source.
  • EE: I have always appreciated Wikipedia as a resource to provide me with background information for many of my areas of study. While it is not acknowledge as a strictly academic source, I use it to familiarize myself with a topic before delving in to deeper research. I also find Wikipedia to be a useful resource for non-academic subjects, which is, in essence, the beauty of Wikipedia.

How did you feel when “El Señor Presidente” was made up to Featured Article (FA) status? Did you have a celebratory drink or a party?

  • MF: I was (and still am) extremely excited. Before this semester started in January, I was not even aware that anyone could edit Wikipedia, let alone create a page and build it from scratch. I honestly did not know if it would make it through FAC but we have had so much help with copy-editing and technical Wikipedia aspects of creating the article that it really would never have been possible to get a feature article if it had not been from the help of a few key other Wikipedians. Unfortunately there was no celebratory drink or party as the work of a student never seems to end but I will admit I have been rather shamelessly bragging about it to family and friends.
  • KK: It was very exciting but to be honest I had gotten used to editing Wikipedia for over 2 months that it was almost a little sad that the entire process was over. Creating a Wikipedia article is such a group process that I did feel a little sad to be leaving after working so intensely with such an amazing group of people. We have not had a celebratory drink, unfortunately it has been overshadowed by all the other work that school entails but I definitely think one is in order once school is done. I also don’t think that it has really set in.
  • EE: It was rather a surreal feeling. It’s hard to believe an article that was created in January is now deserving of “Featured Article” status less than four months later. Our whole class had a party of sorts to celebrate the end of the class, which I suppose could encompass the wrapping up of Wikipedia editing.

((WN)) Were you disappointed that more of your articles didn’t make FA status?

  • MF: I have not been involved with the other articles so I cannot say that I feel strongly one way or another. Perhaps this question would be better suited for Dr. Beasly-Murray, who has indeed been involved in every article.
I think FAs [Ed: Featured Articles] deserve more credit in the academic community because they are excellent sources of information.

((WN)) Was getting the article up to that status harder than you expected?

  • MF: To be honest, I don’t really know what I was expecting. When the project first began I took a good look at other articles on books that achieved Feature Article status and they looked really impressive so I knew from the beginning it was going to be a challenge but I was ready for that challenge and excited to give it a go. Basically, I jumped rather blindly into “editing” and the whole world of Wikipedia.
  • KK: I would not say that it was harder than I expected but perhaps more work. Luckily, we had an amazing group of Wikipedia users and editors on our side who helped make it very clear what was expected for the article. Honestly, without them guiding us I think this whole process would have been a lot more difficult if not impossible. This experience has taught me that if you are willing to put in the work and time than it really is not impossible.
  • EE: It required a commitment of considerable time and effort, but I think that’s to be expected for a highly recognized article. We were fortunate enough to be guided at every turn by experienced editors, who most likely the reason the article progressed so far, so quickly.

((WN)) Does the lack of credit on Wikipedia concern you?

  • MF: Not at all. Wikipedia is such a group effort that I think it would be extremely difficult to give credit to only a few people. I may have been one of the principle editors tirelessly working away at this article but at the same time it would never have reached FA without the overwhelming support from other collaborators who helped us out with many aspects of the article. What still impresses me is how thoroughly they were able to copyedit the article and really focus on sentences of weakness so that the finished product is rather remarkable.
  • KK: Personally, it does not concern me because I did this as an assignment for a class. Therefore, only having edited one article any lack on individual credit is not a worry for me, especially because this is such a group effort. What does concern me is the lack of credit Wikipedia is given in the academic community. Many people worked tirelessly on this article, and of course all the other FAs, to make sure it was all properly supported by academic sources yet it still has a bad reputation. I think FAs deserve more credit in the academic community because they are excellent sources of information.
  • EE: Not particularly. The goal of Wikipedia is to share and spread information, not formulate new ideas or pose arguments. Ultimately, users are merely compilers, gathering information and organizing it into a cohesive page. While some users may contribute more than others, all users are working towards a common goal, which doesn’t precipitate the need for individual recognition. Additionally, Wikipedia has in place it’s [sic] own sort of recognition and awards system that can give credit where credit’s due.

((WN)) Academia is often characterised as “publish or die”. Do you believe the educational establishment should embrace Wikipedia or wiki technology as a way of making this publishing requirement less onerous?

  • MF: Being an undergraduate, I don’t really feel as though I am faced with this “publish or die” thinking. I do think though that this has been a very valuable assignment and I see a lot of merit in doing it. It is a chance for us students who never have anything we write published to publish something on Wikipedia. I also think there are many valuable skills that one acquires from editing on Wikipedia because one does not write something once and never look at it again. Wikipedia encourages multiple revisions and re-writing or going back to the original research to further clarify points one makes. I think it also teaches valuable writing skills and helps on improve on areas of weakness in his/her writing. So, I do not know if I have answered the question per se but yes, I do think that the education establishment should embrace Wikipedia as a valuable education tool for students. Seeing that a person’s name is not directly linked to any given article and one’s proper name is not used while editing, I find that it would be extremely difficult for Wikipedia as it functions right now to diminish the onerous requirement of publishing articles.
  • EE: I think Wikipedia should be acknowledge for providing a (in some cases, somewhat comprehensive) background on certain academic subjects. And it would be nice for students of all levels of education to cite Wikipedia as an academic source for papers and projects. However, I recognize the difficulty in allowing Wikipedia to be considered a rigid academic source, since it is open to changes from academics and non-academics alike. I believe Wikipedia should continued to be used as a starting place for research and information and as a stepping stone to further resources.

((WN)) How has working on getting something to FA status changed your opinion of Wikipedia from that you held prior to the start of this project?

  • MF: As I said before, I did not even know a person could edit Wikipedia before the start of the project, so, my views of Wikipedia have changed drastically. After working on this page for so long, and achieving FA status, I now have so much respect for all of the editors working to improve the information out there. Wikipedia is a great source and I have no doubt that it will only continue to get better. Because I have been told not to cite Wikipedia information in academic writing, before the project began I had the idea that Wikipedia is rather untrustworthy. At the same time, one of my professors this year included in our course readings some Wikipedia articles such as “The Big Bang Theory” and I was shocked. I think the lesson I have learned from this is that Wikipedia can be an extremely valuable research tool and, at least with the Good and Featured Articles, they can provide the reader with a rather extensive list of academic work to references reliably. In the end, I can’t say enough how much I respect all those working on Wikipedia articles day after day, compiling resources and information and really doing something remarkable. Whether professors like it or not, Wikipedia is a widely used tool by students to quickly check facts about a person, place, event, or work and I think with the help of dedicated editors, it will only continue to improve and impress.
  • EE: It showed me the draw of using Wikipedia not only to access information, but to share it as well. It also showed me how much “behind the scenes” effort goes into creating, maintaining and editing pages. Wikipedia had always seemed like a resource dominated by experts or at least people fanatic about a certain subject. However, working on an article has shown me that truly anyone can contribute his or her bit to Wikipedia and make a significant impact.

I’d like to thank you all for taking the time out of your busy schedules to help on this Wikinews article. Who knows? It too could end up featured.

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Dell joins Microsoft-Nortel VoIP Team

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Dell joins Microsoft-Nortel VoIP Team

July 13, 2018 · Filed under Uncategorized

Saturday, October 20, 2007

Dell Inc. announced on Tuesday that it will partner up with the Microsoft-Nortel Innovative communications alliance (ICA) team to sell Unified Communications and VoIP products.

The announcement on Tuesday the 16th of October 2007 includes Dell selling VoIP, data and wireless networking products from Nortel and the Microsoft Office Communications Server 2007 and other unified communications products.

The partnership with both manufacturers should allow Dell to provide a pre-integrated solution.

In March 2007, competitors IBM and Cisco announced they would join in the competition for developing unified communications applications and the development of open technologies around the unified communications and collaboration (UC2) client platform an application programming interfaces (APIs) offered by IBM as a subset of Lotus Sametime.

“We want to make it simple for our customers to deploy unified communications so their end users can get access to all their messages in one place – whether its e-mail, phone or mobile device. This will pave the way for more business-ready productivity tools,” said vice president of solutions, Dell Product Group, Rick Becker.

  • Customers have four options:
    • Core Office Communication Server 2007 – provides instant messaging and on-premise Microsoft Live Meeting.
    • Office Communication Server: Telephony – enables call routing tracking and management, VoIP gateway and public branch exchange (PBX) integration.
    • Audio and Video Conferencing – allows point-to-point conference, video conference and VoIP audio conference.
    • Exchange Unified Messaging – provides voicemail, e-mail and fax in Microsoft Outlook, and anywhere access of Microsoft Outlook Inbox and Calendar.

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Woman arrested after caught living in man’s closet

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Woman arrested after caught living in man’s closet

July 13, 2018 · Filed under Uncategorized

Saturday, May 31, 2008

In the town of Kasuya, Fukuoka, Japan, a 58-year-old woman was arrested after surveillance tape from inside an unnamed man’s home showed her living in his closet.

According to police, Tatsuko Horikawa had been living in his closet for over one year. One day when the man left, she walked through his front door which had been left unlocked. From then on, she would take small amounts of food from the kitchen and even take showers. When the man noticed food missing, he set up cameras to catch what he thought was someone robbing him.

The woman had placed a small bed mattress into a enclosed shelf area inside the closet to sleep on and when police searched the apartment, they found her curled up in the closet.

“We searched the house … checking everywhere someone could possibly hide. When we slid open the shelf closet, there she was, nervously curled up on her side,” said Hiroki Itakura, a police spokesman.

The woman, who was described by police as “neat and clean”, will be charged with trespassing.

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India: Maharashtra plastic ban comes into force

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India: Maharashtra plastic ban comes into force

July 13, 2018 · Filed under Uncategorized

Monday, June 25, 2018

On Saturday, the plastic ban in the Indian state of Maharashtra came into force. In an attempt to minimise pollution, the state government has introduced a ban on single-use plastics.

The leader of the Yuya Sena political party, Aaditya Thackeray, said on Twitter, “The ban on single use disposable plastic cups, plastic bags, plastic straws, plastic plates and cutlery, styrofoam cutlery and non woven bags”. He added, “these are global issues now and we have taken a step to combat it”.

Plastic pollution has led to the choking of drains, marine pollution and a risk of animals consuming plastics. This year, India’s motto for World Environment Day — June 5 — was “Beat Plastic Pollution”. People violating the plastic ban are to face a fine of 5,000 Indian Rupees (INR) for the first offence. For the second offence, the fine is INR 10,000 and the third time offence is INR 25,000 and a three-month prison term. Deputy municipal commissioner Nidhi Choudhary said, “To weed out corruption, we plan to give inspectors payment gadgets for electronic receipts of the fines”.

The Maharashtra government has given a 90-day period for manufacturers to dispose of existing polyethylene terephthalate (PET/PETE) plastic spoons and plates, while shopkeepers and citizens in general have six months to dispose of plastics. However, the ban does not prohibit plastic usage for wrapping medicines or milk cartons thicker than 50 microns.

The state government had announced the decision for the plastic ban on March 23. According to NDTV’s report, Maharashtra is the eighteenth Indian state to enforce a state-wide plastic ban. Aaditya Thackeray also said, “I congratulate the citizens for making this into a movement, even before the ban was enforceable, giving up single use disposable plastic.”

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