This is an archive of past discussions. Do not edit the contents of this page. If you wish to start a new discussion or revive an old one, please do so on the current talk page. |
Archive 1 | Archive 2 | Archive 3 | Archive 4 | Archive 5 | → | Archive 10 |
Hi, did you figure out what went wrong with your twinkle? Like you, mine just up and stopped working. I can't figure out what happened. I'm not sure if it was a Weirdos XP update or not that killed it, but I get the same can't grab editform error. I gave up on policing the world, but it is nice to have when I need to revert something on my own watch list. I'm still puzzled.. -- DP67 ( talk/ contribs) 14:59, 18 December 2007 (UTC)
Thanks for your informative answer, it gave me a lead to better figure out how this works, and as a result I learned a lot. Also, thanks for the formatting help on my talk page. SaltyBoatr ( talk) 19:07, 18 December 2007 (UTC)
Hello Moonriddengirl. How are you? I hope you are doing well. Can you please look at the biography of John Bardeen and check grammar and spelling? You can do it when you have time. And, please reply about it on my talk page. Regards, Masterpiece2000 ( talk) 04:51, 19 December 2007 (UTC)
Please you could restore the reference section of Race and intelligence which at the moment is a dead wikilink. This seems to be an uncontroversial change, although User:Kevin Murray thinks it requires consensus. However, it seems unreasonable to expect editors to discuss this article with all the orginal source wikilinks dead. Thank you in advance. Mathsci ( talk) 10:27, 19 December 2007 (UTC)
I'm off doing some harmless CSDing, and little do I know.... Thanks. :) -- Moonriddengirl (talk) 20:41, 17 December 2007 (UTC)
An article that you have been involved in editing (in looking at Speedy nomination), Fish Karma, has been listed for deletion. If you are interested in the deletion discussion, please participate by adding your comments at Wikipedia:Articles for deletion/Fish Karma. Thank you. Springnuts ( talk) 22:07, 17 December 2007 (UTC)
Hello there!
In response to your concerns with regards to the Isode Limited entry (thanks for editing btw) I've added an additional section to the entry which I hope will satisfy the questions you have about notability. Could you take a look? Thanks. Wsheward ( talk) 10:51, 19 December 2007 (UTC)
Hello Moonriddengirl. Thank you for checking grammar and spelling. Regards, Masterpiece2000 ( talk) 02:44, 20 December 2007 (UTC)
Hi there! Thanks very much for your support on my recent RfA, which was successful. I appreciate your comments and participation, and intend to use the tools carefully and for the betterment of the encyclopedia. Thanks again! Tony Fox (arf!) 06:02, 21 December 2007 (UTC)
Would you Like to adopt me?
Because I would Very Much like it if you adopted me...
We seem to have simular intrests and i believe that i could learn alot from you...
xxx —Preceding unsigned comment added by Kristineinyourface ( talk • contribs) 22:48, 21 December 2007 (UTC)
My friend made a website named Maczimum. I recieved lots of questions and emails asking me what it was, hence I wrote an article on Wikipedia about it. I did this, not to advertise the site, but to enlighten people to what Maczimum was. Please reply —Preceding unsigned comment added by 172.202.18.33 ( talk) 12:13, 22 December 2007 (UTC)
Thank you for your kind wishes, and I hope that your weekend and holiday is filled with love, friendship, family, and good food. Travel safely, my dear Moonriddengirl! |
Ariel ♥ Gold 03:21, 23 December 2007 (UTC)
Hi! I just got back from an extended WikiBreak (tough semester), so I completely missed my editor review going by on my Watchlist. I'm back, and I checked it; I'd like to thank you for your comments! You're very kind, and I'm encouraged to continue working each day to exceed the standard I set for myself the day before. I've taken your advice in hand, and I expect it to increase the quality of my editing still further.
I know it's been a few months, so I don't blame you if you don't remember. But I thank you anyway! Hope you had a great holiday and a fine vacation. =David( talk)( contribs) 18:20, 26 December 2007 (UTC)
Hello again, I have found myself in a rather difficult situation with this user. While I was new page patrolling I noticed he/she created the page Worteh Sampson. As standard practise I marked it as unreferenced; but he/she just keeps removing the tag without addressing its concerns without comment. I tried using another tag to see if the tag choice was an issue, but he/she removed the tag again almost immediately! I have warned the user up to a final warning, but he/she is clearly ignoring these warnings. I have stopped editing the article as I am not edit warring over it, and this user clearly is not accidentally removing it as I first thought. My admin coach is on holiday and I need a third opinion from an administrator, what do you suggest I do now? I am a little hesitant to go to WP:AIV, as this is not simple vandalism, and per advice given I would rather receive a third opinion before going to WP:ANI. Camaron1 | Chris (talk) 17:31, 21 December 2007 (UTC)
I am still keeping an eye on the article. The user has so far not re-removed the tag which is a good sign, our method might have worked. Camaron1 | Chris (talk) 21:43, 26 December 2007 (UTC)
Thanks for the heads up on the usage of CSD:A7. Keep up the good work :) SkeletorUK ( talk) 23:37, 23 December 2007 (UTC)
You requested notification for when my RFA starts, it has now started, and you are welcome to add your comments to the RFA whatever they are. Camaron1 | Chris (talk) 10:31, 27 December 2007 (UTC)
An article that you have been involved in editing, Jonathan Lee Riches, has been listed for deletion. If you are interested in the deletion discussion, please participate by adding your comments at Wikipedia:Articles for deletion/Jonathan Lee Riches. Thank you. -- BJBot ( talk) 22:39, 27 December 2007 (UTC)
hi Moodridden Girl
happy christmas.
i wondered if you could help. I made some changes to the above entry which appear to be accepted. However the contents box has dissapeared and tnot all the information is being dispalyed although it is there in the editing box.
i'd be very glad if you could take a quick look and see if you can remedy the situation. many thanks Greg aka dorkinglad —Preceding unsigned comment added by Dorkinglad ( talk • contribs) 23:39, 27 December 2007 (UTC)
Crap, sorry. Thanks for telling me, that was a major oversight on my part. Thanks for cleaning up my mess! Keilana talk (recall) 01:42, 30 December 2007 (UTC)
I have responded to your comments at [ [1]] Thank you for your attention to this and polite thoughts. Bellagio99 ( talk) 20:46, 30 December 2007 (UTC)
Well, Oscar died on Dec 23, and death brings notability -- both on radio stations, discs (I guess), and Wikipedia. Here is a list I did of Wikiedits to the article. (thanks for your interest)(All dates/times Greenwich Mean Time, of course).
December 19 -- 2 edits before death (and no public announcement of illness). routine edit. There had been about 4 routine edits per month throughout 2007.
December 23 -- 1 edit. Died that day, but not public announced. Edit has no hint of death.
December 24 -- 42 edits. Death announced in the morning news. I heard it at 1200 EST. First edit of the day, by someone else was at 1722 GMT (1222 EST) containing the news of Oscar's death, altho inaccurately saying it was Dec24.
December 25 -- 40 edits. Further refinements. Quotes, Canadian content added.
December 26 -- 33 edits
December 27 -- 17 edits
December 28 -- 10 edits
December 29 -- 10 edits (weekend brings out more editors?)
December 30 -- 13 edits (till now, but GMT almost ready to swing over to December 31, and I gotta go).
Bellagio99 ( talk) 22:42, 30 December 2007 (UTC)
Yes they have a joint entry on AMG, but that's because they do not have individual entries, which they already do here. Perpetuating a third article only makes worse a hopeless content fork. If we're going to keep the joint article, I suggest we do as AMG does, merge the individual articles into it and break them down to redirects. Ford MF ( talk) 02:01, 31 December 2007 (UTC)
Thanks mate; much appreciated. Hesperian 00:09, 1 January 2008 (UTC)
Moon ridden girl, I need cheering up. I've had a lot of bad luck today, and Od Mishehu won't give me a barnstar! Please respond on my talk page. Kitty53 ( talk) 09:18, 1 January 2008 (UTC)
I recently re-created a page that was deleted last month titled
S.T.A.R.S. (Resident Evil) and within approximately 2 hours it was deleted (I was still in the process of writing it when it was tagged for speedy deletion). Although I admit it was a "stub" and the people who said it needed to be deleted had some valid points I don't feel that the article was given enough of a chance. Considering that fact that many different articles on Wikipedia that cover the RE universe make direct reference to S.T.A.R.S. and even have links to the now deleted page (one article,
STARS members in Resident Evil, actually lists the S.T.A.R.S article as its main article) I think the article is important to the Wiki community and given the chance it will grow to a full sized, fully referenced article but if it is deleted 2 hours after it is created every time then it has no way of becoming what it should be. I would like to recreate that page but I will only do it if it wont be delete as soon as I am done.
Thank You
--
Pyode (
talk) 03:55, 2 January 2008 (UTC)
Actually I was just undecided on which CSD to use, there wasn't a specific one for it but I realized that the article wasn't a good one especially with its last sentence that showed that the user wrote that page with POV because of a personal liking. I didn't know about redirecting it to its album, I'll do that next time. Thanks! -- Menti fisto 04:12, 2 January 2008 (UTC)
Hello Moonriddengirl! Happy New Year! Masterpiece2000 ( talk) 08:07, 1 January 2008 (UTC)
Re: his birth date, you are the best. Thanks for the advice. The article has been updated. Truthanado ( talk) 17:01, 2 January 2008 (UTC)
Did you really type all that, or is it a substed template? :) Rt . 17:39, 2 January 2008 (UTC)
Sorry I didn't respond earlier, but thanks for your helpful comments on my article Sarah Cahill (pianist). I will try to incorporate your suggestions as time permits. Since there are many many citations in print media on her, would it help to list those? As far as her notability, it is quite well established in the contemporary music world, so perhaps I should seek out comments made by other notables in the field.
Thanks again, and happy new year! Reechard ( talk) 06:09, 3 January 2008 (UTC)
Hi, you left a set of comments at my editor review a while back, and I am curious as to your opinion of whether I could nominate myself at WP:RFA with any measure of success. Frankness and bluntness is completely appreciated. Thanks, Sephiroth BCR ( Converse) 07:38, 3 January 2008 (UTC)
Thanks for sorting that out. This is just a heads up to let you know that the article remains move protected. Now the debate has been settled I think the protection ought to be removed. I could of course do it myself but it's probably better if you do it, since you closed the debate and haven't been an involved party. Thanks. -- kingboyk ( talk) 13:35, 3 January 2008 (UTC)
See the headers at User talk:Deathlord999, I smiled :D -- lucasbfr talk 17:57, 4 January 2008 (UTC)
Hello, Moonriddengirl, thank you for participating in my request for adminship, which closed successfully with 47 supports, 3 opposes, and 0 neutrals. I am glad that the community thinks it can trust me with these tools; I will try and use my new mop and bucket (or vacuum cleaner!) carefully. I would like to personally thank you for your comments in my editor review and beyond, I hope I meet your expectations. Camaron1 | Chris (talk) 18:15, 4 January 2008 (UTC) |
Hello,
I thank you for your help, but I really dont understand what to do here (I'm new). A few nights ago, I made an addition onto the Brien McMahon High School page ( http://en.wikipedia.org/wiki/Brien_McMahon_High_School) about the school's Drama Department. Many people were asking about it and I felt that they should have a Wikipedia page. It has a long history and i wanted to give an overview to the department. My main aim was to write a little history on the school's page and then go indepth on the Department's page. Please help!
DonDemio —Preceding unsigned comment added by Dondemio ( talk • contribs) 20:19, 6 January 2008 (UTC)
Hi! Thanks for the information. The Norwalk Hour (The city's newspaper where the school is located) covered the shows with many articles. Also, there are letters from the Principal of the school (Who had nothing to do with the shows). Would this be enough? Please let me know!
DonDemio —Preceding unsigned comment added by Dondemio ( talk • contribs) 21:02, 6 January 2008 (UTC)
Nope, sorry, I dont have any links. (Do you mean to the newspaper's website?) It would be hard to get the articles. they are from a year ago... Is there anything else i can do so that i can write the page an not have it get deleted? —Preceding unsigned comment added by Dondemio ( talk • contribs) 22:31, 6 January 2008 (UTC)
Well, I was going to add alot of detailed information (enough to make a new long article). My goal was to create a new article so that the School's page would not be so filled up by one part of the departments. So should I write the article then post it asking for it to be locked (can that happen?)-- Dondemio ( talk) 22:44, 6 January 2008 (UTC)
Could you restore the article Theater_Hopper to my user page so that I can add it to Comixpedia? Kyven ( talk) 11:00, 7 January 2008 (UTC)
That was an indented comment, sorry if it accidentally went as a second vote (didn't mean to do that!). I'll fix it. jj137 ♠ 12:25, 7 January 2008 (UTC)
(duplicate note from article talk page) Please don't remove speedy deletion tags from articles which you have created. I have restored the speedy tag and also added a "hangon", which is Wikipedia's method of indicating that you are offering an argument on the talk page against the deletion of the article. You may wish to review the notability guidelines on web material, which might help you determine what kinds of information are typically included to substantiate notability on websites. You may also wish to consider creating articles within a user subpage, which will allow you to develop them incrementally with less fear that they will be deleted before you can finish. Many Wikipedia editors (me included) use a sandbox for this purpose; you might want to create one at User:Askeladden2006/sandbox. When articles are finished, they can be moved into article space. Another useful way to let new page patrolers know that you are still working on an article that you might want to consider implementing is the {{ inuse}} tag. Added to the top of an article, it expands with a template to let others know that you are working. This will not necessarily prevent edit conflicts or stop someone from prematurely evaluating an article for speedy deletion, but it might help. I'll duplicate this note at your talk page. :) If you'd like clarification on any of this, please let me know there, as I will have your talk page watchlisted. -- Moonriddengirl (talk) 14:19, 6 January 2008 (UTC)
Anyway, everything is now deleted. Even the talk. This is so unfair. I am disabled and I was not even allowed to use the time I needed to start the article. You have to understand it takes time to type an article without using arms or hands. Also, you should be consequent and not only go after nonprofit groups for sick people. You should concentrate on all the articles about forums you have already! And let me finished!
[ title] yes, happy new year!
Another try: I amAskeladden2006 by dictating program is unable to type the sign for a -- {{subst:Babel-7|en-3|no|nn-2|sv-2|da-2|de-1|fr-1}} ( talk) 17:25, 6 January 2008 (UTC) maybe it worked anyway! This is very hard to do. You should read by other articles on Wikipedia.
Thanks. How can I find out who deleted it? Even my comments on talk were deleted. I think the article would have been finished today if I didn't have to discuss everything and do the start over and over again.sigh. you have to admit it gives the wrong single to let all the other articles stay.-- {{subst:Babel-7|en-3|no|nn-2|sv-2|da-2|de-1|fr-1}} ( talk) 17:50, 6 January 2008 (UTC) you will find me on my talk page, thanks.
You have been very helpful and I understand it was not your fault.
It is not difficult to find media recognition for friends international support group. Thank you for pointing that out. —Preceding unsigned comment added by Askeladden2006 ( talk • contribs) 10:41, 7 January 2008 (UTC)
See you deleted it, just about the second I was about to put a tag on it :)...Thanks ...Also, thanks for the suggestions! Ohmpandya ( Talk) 23:02, 7 January 2008 (UTC)
...whatever happened to that project I started, then unceremoniously bailed on? To be honest, it was either that project or bring a recall amendment to my home county's charter.
Speaking of changes, we see you've become an administrator! Congratulations!
...and what the hell were you thinking?! Sidatio ( talk) 04:05, 8 January 2008 (UTC)
I have completely re-done the Sniper (disambiguation) page. This is my first attempt to fix one of the cleanup-tagged Disambiguation pages. My question is: do all the entries I have included fall within the scope of what should go on a Disambiguation page? Pen of bushido ( talk) 12:33, 8 January 2008 (UTC)
Hi. Thanks for the editor review yesterday, and I appreciate you taking the time to do it. As you mentioned, I was away for a while (not specifically in relation to the whole giano thing), but as my family has increased I haven't had enough time to contribute. In fact almost all of my contributions are while I'm supposed to be at work as I only have a (very poor) dial-up connection at home. This may explain the limited number of contributions I can make, and why I'd like to be able to focus my wiki-time a bit (I do have some work to do also!).
If you have time (and I really mean only if you have time, as you do seem to be very busy here), I would appreciate a more in-depth ER, but it's quite alright if you can't do this, I do understand. Thanks again, and you have already given me some things to think about. -- The.Q (t) (c) 14:57, 8 January 2008 (UTC)
Sorry about that. I didn't really realise what it was. It wasn't a very clear article and mabye I should of read it a bit more carefully. (Respond on my talk page) Thundermaster T R U C 13:30, 9 January 2008 (UTC)
You know I realized that after I did it, but I have seen movies deleted for that in the past. I'm putting a PROD on it as soon as I'm done here, thanks! Wildthing61476 ( talk) 16:35, 9 January 2008 (UTC)
Hello, I'm relatively new to the process of recreating entire articles, and didn't realize the person who deleted it was an admin. The text I used in the recreated article was taken from a Comixpedia article which had apparently gotten the deleted text from the Wikipedia article. Therefore, I assumed it wouldn't be a problem considering they had taken the info from Wikipedia to begin with. If it still needs to be removed I understand, or I could attempt to get the permission/explanation of the creator of the Comixpedia article.
As for the notability of the article, you suggested I take it up with the admin who deleted it which I'll try to do as soon as I can. Thanks! - Fearfulsymmetry ( talk) 20:41, 9 January 2008 (UTC)
WOULD YOU LIK TO CONTRIBUTE TO WIKIPROJECT HOMEATPHY? GOOGLE IT PLEASE TO FIND OUT HOW YOUC AN DONATE YOUR ITME AND HELP SAVE MILLIONSOF LIFES EVERY SINGLE DAY THROUGH EDUCATION AND WIKIEDITING. Smith Jones ( talk) 00:02, 10 January 2008 (UTC)
yo sign up please visit this page. Smith Jones ( talk) 00:02, 10 January 2008 (UTC)
Thanks for trying to help. I really can't tell you how hard it has been for me to work on these articles. I have had to learn to overcome my own positive bias and to deal with vandalism and BLP issues with very little support from anyone (not to mention a BLP attack aided by an admin). I tried to explain on the BLP noticeboard that the only way to deal with these "people" who may be in effect offline sockpuppets of one person for all we know is to block them first from editing the articles and get page protection for the articles because they can easily use another IP. If that can be done, you won't have to waste your valuable time and energy on them and I can learn how to do editing requests of page protected articles and take the necessary time to clean up. This would be very slow work. Protection just on the main article until Jan 19th is clearly not enough as I am busy again with personal matters and the other articles are still vulnerable to revenge attacks. Maybe indefinite page protection on all of them would be a better solution. The articles are all quite long enough and seem to be a lightning rod for spam (from those trying to promote their own interests) and defamatory attacks from those with strong negative feelings towards Janov or his ideas.
What I can not see myself doing is a whole lot of clean up work only to have all the material put back in larger quantities, which is what happened when I removed that one last link on Dec 29th. That is why I have not gotten involved in editing these articles since.
Frankly, it looks to me as though Wikipedia may have entered a crisis state. Experienced editors and admins may be just walking away as the number of complex problems grows together with the number of articles. If this is what is happening it is inevitable that Wikipedia will collapse under the weight of libel suits that will come eventually. GrahameKing ( talk) 01:24, 10 January 2008 (UTC)
Sorry about that problem on Joy Behar's page. My computer keys were stuck. 24.154.250.242 ( talk) 03:01, 10 January 2008 (UTC)
Hello!
How are you? I have come up with a new article idea and i wanted to get your opinion on it before I wrote it. It is a page on the Center For Youth Leadership. This not-for-profit extra-curricular program is centered at Brien McMahon High School in Norwalk, CT. It is a youth activist program that touches on many issues like Dating Violence, Child Abuse, Day Laborors and overseas activities (like darfur) It is widely known in the city of Norwalk and throught Ct. The Program has full backing from the Mayors of a few cities and has branched out to other towns Throughout connecticut. The CYL and its subsidaries have been widely covered in newspapers.
Let me know! Thanks!
PS, About the drama department article. I read the notability guidelines and i think that if i write it in a certain way, it can meet the guidelines. Should i write it in word then put it in the Sandbox to see? -- Dondemio ( talk) 03:30, 10 January 2008 (UTC)
Hello Moonriddengirl. How are you? Can you please explain me the role of Twinkle? You can reply on my talk page. Regards, Masterpiece2000 ( talk) 12:57, 10 January 2008 (UTC)
Hope you don't mind that last revert. I usually don't revert messages, even useless ones like that, on other people's talk pages...but had hit the rollback button thinking for some reason that this was the Matthew Tsirigotes page. (I had tabs up for each of his recent diffs) -- Onorem♠ Dil 14:29, 10 January 2008 (UTC)
Thank you for the reply. And, yes, I would like to get more information about Twinkle. How can I install it? And, what is 'monobook.js file'? And, please provide some more information. You can reply on my talk page. Regards, Masterpiece2000 ( talk) 02:56, 11 January 2008 (UTC)
I thought conspicuous nonsense was a sound basis for speedy deletion? The text claims an improvement of "hundreds of times" in efficiency - is the implication that current turbines are a fraction of one per cent efficient not absurd on its face? I can go through the rather drawn-out process of nominating the article for deletion but seems to me to be pretty obvious. -- Wtshymanski ( talk) 16:43, 9 January 2008 (UTC)
The consensus reached on how this page should be edited just before you unprotected it no longer seems to be respected. People are making poorly sourced contentious edits without discussions on the talk page and there seems again to be some kind of revert war. I wonder if it might be an idea to reprotect the page as there seems now to be no way of adhering to the strategy agreed upon prior to your previous unprotection. Thanks, Mathsci ( talk) 05:36, 11 January 2008 (UTC)
Hello! I'm not entirely new to Wikipedia but I do enjoy editing and keeping it clean and neat, something that makes it easier for others to read Wikipedia.
About three days ago I've noticed that someone had started creating pages for Australian television. These pages contain a template that has a list of years. The pages never have an article. It is a list, something that I think violates Wikipedia's policies? I've placed speedy deletion tags on some of them, but at times, non-page creators remove my tags contesting that they are not speedy deletion tags. I don't want to add any more since I don't want to erase articles that have potential to be notable, informative, verifiable articles. However, I decided to check with you first.
Please refer to 1996 in Australian television
Also, please respond in my use talk page. Thanks! Monkeytheboy ( talk) 18:01, 11 January 2008 (UTC)
Thank you for blocking User:Endexxco. I just wondered what your thoughts are on the Endexx Corporation article itself. It has been tagged as blatant advertising several times, only for User:Piggyprobe to almost immediately remove the tag. Thanks. -- ukexpat ( talk) 22:57, 11 January 2008 (UTC)
Good morning,
Permit me to draw your attention to Wikipedia:Redirect#Do not change links to redirects that are not broken.
Hesperian 02:23, 12 January 2008 (UTC)
Hello MRG. Your comment over at WT:AFD got me thinking, so I went and looked at the archives of WP:COIN and WP:BLPN. BLPN started in August '06 with no collapse boxes, and acquired them in January '07. COIN began to exist as a noticeboard at the end of December '06 and had collapse boxes from the beginning. (There must have been something in the air :-). Both noticeboards were using fancy templates in the section headers which interfered with linking to individual reports (my pet peeve).
When COIN switched to bot archiving around 1 October '07 people stopped using the collapse boxes. So I guess it must be local tradition that keeps the collapse boxes at BLPN. EdJohnston ( talk) 17:08, 13 January 2008 (UTC)
I started an article titled "Race and intelligence in the United States" but it was deleted. Can you tell me the method that was used to delete it, who deleted it, and whether it was deleted using proper procedures? Here is the link: [2] -- Jagz ( talk) 22:21, 13 January 2008 (UTC)
Hi Moonriddengirl - thanks for your participation in my request for adminship. It was very heartening to receive an endorsement from an editor I hold in such high regard (I once gave you a barnstar, and I don't give out many - under ten so far, I think; you should be especially flattered given that you're at a disadvantage owing to my rabid prejudice against emoticons). Anyway, the RfA passed 52/0/0, and I'm now in possession of a shiny new mop. If I can ever help you with anything, please don't hesitate to contact me. Sarcasticidealist ( talk) 09:19, 15 January 2008 (UTC)
I am requesting assistance on an issue that I am having with Fred Rayner ( Talk) regarding the FIS Nordic World Ski Championships 1934 and the use of the German flag for that championship. I have had this as the Nazi flag for historical perspective, but he has changed this to the pre-Nazi flag in the 1920s because his grandfather, Walter Motz, competed in nordic skiing, but was not a member of the Nazi Party during that time. I have made two reverts he has done on the changing of the flags and I am not in the mood to get into an edit war with him. Can you please assist? I would appreciate it. Chris ( talk) 14:41, 15 January 2008 (UTC)
Hi,
I thought I would ask why you decided to move the Escape Choose Your Own Adventure off the Escape (book) page? I am sorry for being tardy on inquiring after this, but wanted to know if there was a logistical reason.
For now I have not gone through changing it back and have changed the Escape (1983 book) to a more fitting Escape (CYOA book) but wanted to see if there was a good reason not to change it back with a top link to Laura Palmer's escape or see if there was a nice middle ground, perhaps a list of books under the escape (book)
Thanks! —Preceding unsigned comment added by Chooseco ( talk • contribs) 21:40, 15 January 2008 (UTC)
You've been invited. Glass Cobra 08:01, 16 January 2008 (UTC)
My request for adminship was successful at 64/1/2! Many thanks for your participation and I will endeavor to meet your expectations. Cheers, Sephiroth BCR ( Converse) 09:16, 16 January 2008 (UTC)
Hi, thanks for the history merge I requested of Technics/ Technics (brand). I noticed that you did not restore the disambiguation page to Technics - was this intentional? CIreland ( talk) 19:47, 17 January 2008 (UTC)
Um -- you'll be travelling by time machine? :-) -- Coppertwig ( talk) 13:34, 18 January 2008 (UTC)
I'm always impressed by people such as yourself who are largely self-educated in a topic such as Literacy and Learning. However, I think that your lack of schema (knowledge and experience)for this particular piece on an attempt to introduce Content Area Reading may be costly to those who might profit from it. There are multiple books on the subject, courses in it are arequired for teacher certification, and CAR contains valuable pedgaogic content for teachers, 4th grade to college level. I had hoped to add some examples of the latter since I tend to agree with your sense that the introductory words can appear almost vapid. Should it be of some help I am adding below a specific example from one of our books, based on an journal article. It covers one aspect of Content Area Literacy that might bring us closer to understanding what it is and why it deserves a full heading. BTW, I confess to not having mastered Wiki's grammar and protocols. But, with 40 years of my work - all in the public domain - I'll accept a tutorial should you be able to provide one.
The Listen-Read-Discuss (L-R-D) method was created as a “starter” method for bridging from traditional instruction to a more interactive approach. Traditional reading-based instruction typically begins by having students read the assignment, listen to a brief lecture or overview by the teacher, and then discuss their responses to questions. The L-R-D simply inverts the first two steps. Listen-Read-Discuss: A Self-Initializing Method Effective learning, including learning how to be an effective teacher, needs something to get it started, something to keep it going, and something to keep it from becoming random or misguided (Bruner, 1971). The L-R-D method (Manzo & Casale, 1985) tends to meet these requirements for both teachers and students. It is a simple lesson design that can be tried almost immediately and that offers several variations that can be phased in as a personal program of professional development. The L-R-D is a heuristic, or hands-on, activity designed to induce self-discovery about effective teaching by teachers and about effective learning by students.
Steps in the L-R-D 1. Review the reading selection, and prepare a brief, organized overview that points out the basic structure of the material, relevant background information, important information to look for, and generates interest in the topic.. 2. Present the summary orally to students. (See Figure 1.1.) 3. Have students read the textbook version of the same material. Students will then be empowered to read material with which they have some familiarity. 4. Discuss the material students have heard and read. Begin the discussion with the information and ideas students were directed to look for. __________________________________________________________ Figure 1.1 Example of an L-R-D Prereading Script
The sample prereading script below is based on the article “Dance and Sport: the Elusive Connection,” which follows in this Figure.
Did you know that football coaches sometimes have their players take ballet lessons? Can you see Frank over there in a tutu? (Frank is one of the school’s star football players.) Well, this article tells about where this idea came from, and why it seems to work. Look for seven things dancers learn, and think about why these would be useful for football players. Write these down when you come to them -- there’re listed in one of the first paragraphs. Then the author tells how some sports are more like dance than others. and sport are different. In dance, it is the mastery over one’s movement that is important. In sport, it is the result of mastery over one’s movement that is important. Look for the difference between “open skill” sports and “closed skill” sport, and how one type is more like dance than the other. The title of the article is “Dance and Sport: The Elusive Connection.” Elusive means something that seems to keep slipping away. Read to see why the connection between dance and sport might keep slipping away.
Dance and Sport – The Elusive Connection Techniques and principles effectively used in teaching dance can be applied to teaching sport
Sandra Minton Bradford Beckwith
JOPERD May/June (?) (1) What are the functional connections between dance and sport and the benefits that are derived from participation in both pursuits? This article presents ideas which are applied to both dance and sport in order to enhance performance and reduce injury. (2) Many well-known people have recognized a connection between dance and sport skills. It may have been this kinship that convinced Knute Rockne, famed football coach at Notre Dame, to require his players to enroll in dance classes. Maybe it was the similarity between dance and sport that caused Woody Hayes, former Ohio state head coach, to expect his players to take dance as part of their practice procedures (Lance, 1981). Lynn Swan, three-time Pro Bowl wide receiver while playing with the four-time World Champion Pittsburgh Steelers, studied dance for 14 years and attributed his graceful athletic abilities to dance. (3) It is possible that each of these individuals witnessed movement competencies shared by dance and sports. Some of these shared abilities include centering, balance, focus, breathing, transfer of weight, relaxation and the ability to use space, time, and energy with mastery. Such abilities are taught specifically in dance classes, while in athletics they are only alluded to as a part of skill instruction. (4) The basic difference between dance and sport is that sport takes place within the conditions of a game, while dance is performed in other contexts. A game is a contest in which opposing interests are given specific information and are then allowed a choice of moves with the object of maximizing wins and minimizing losses. A game entails dominance over an opponent and the acquisition of some mutually coveted symbol. The athlete, by improving his or her movement abilities, will then improve sport skills. (5) Dancers, on the other hand, are process-oriented rather than product-oriented. The goal in dance is the improvement of movement quality. (6) Similarities between dance and sport outweigh their differences. Paqr4ticipants in both areas train to go faster and farther, while moving with increased control. The dancer and the sport participant both work to expand their movement vocabulary so they can use a particular action when the situation demands. Biomechanical analysis has been used for many years by physical educators to help their students learn. In recent years, dancers have also begun to use biomechanics to analyze movement with the goals of sharpening perception of movement, decreasing learning time, and enhancing performance (Laws, 1984). Dance and sport and similar in another respect. While some would say a dance was choreographed but a sport contest was not planned, further examination indicates that all the X’s and O’s used in game strategy simply represent another form of choreography. (7) Some sport activities are more similar to dance training than others. The concept of open and closed skills helps explain this point. In a closed skill, one strives to master an effective and efficient motor program with the goal of being able to duplicate this program with each repetition. Environmental conditions remain relatively constant, and the performer attempts to be consistent in the execution of the skill. Sports such as the shot put, diving, and gymnastics are closed skills. Open skills exist in a changing environment, and the selection of appropriate movement responses is as variable as the environment itself. Baseball, football, soccer, and basketball are open skill activities (Sage, 1977). Both open and closed skill athletes can benefit from dance training. The abilities which are taught in dance classes used by both kinds of athletes are different, but are not less applicable to their sports’ requirements. (8) The principle of relaxation can be used as an example. Dancers frequently talk about using the right amount of tension in one part of the body while allowing other body areas to remain relaxed. The main idea is to use energy efficiently and only where needed to perform a movement. Efficient movement is characterized by using the appropriate muscle groups in proper sequence. The use of the wrong muscle group at the wrong time can be deleterious to the skill and possibly to the performer. Another common word heard in dance class is “centering.” Centering is finding the body’s center of weight and manipulating it effectively in relation to gravity. It also brings the mind and body together to produce better concentration. Achieving a heightened perception of and facility with space, time, and energy is another principle used in teaching dance. Dancers are asked to look at the direction or level of a movement, its speed in relation to an underlying pulse, or the quality of energy used to propel actions through space. Such movement descriptions are provided in dance classes to help students see movement more clearly and to enhance understanding of the expressive aspects of each action (Minton, 1984). (9) The point is that these principles are used in teaching dance, but generally not in teaching sport. In dance, these ideas are singled out in the classroom and used as learning tools. The examples given here are several of the techniques used in teaching dance that could be applied profitably to the teaching of sport.
References
Lance, J. (1981). Practicing for touchdowns. Journal of Physical Education, Recreation, and Dance, 5, 38. Laws, K. (1984). The physics of dance. New York: Macmillan, Inc. Minton, S.C. (1984). Modern dance: Body and mind. Englewood, CO: Morton. Sage, G.H. (1977). Introduction to motor behavior: A neurophychological approach. (2nd edition). Reading, MA: Addison-Wessley.
Sandra Minton is coordinator of the Dance Program at the University of Northern Colorado, Greeley, CO 80639. Bradford E. Beckwith is a doctoral candidate, psychological kinesiology, at the same school __________________________________________________________
Other Values and Benefits of Listen-Read-Discuss Use of the L-R-D tends to benefit teachers, students, and the school program in ways that are not always immediately apparent. One such value emerges almost immediately in the lesson-planning stage. When teachers select textual material for use in an L-R-D lesson, they find themselves looking at the textbook more carefully and from more points of view than they might otherwise. They begin, quite naturally, to sense where students’ comprehension is likely to falter and to better align the phrasing, facts, and organization of the lecture material they are preparing with the textbook material that students will read. With better alignment and organization, teachers automatically begin to heed a basic dictum of effective reading instruction: to stimulate active reading by preteaching key terms, pivotal questions, and new concepts before reading. Better organization and alignment also are likely to raise teachers’ levels of tolerance for reasonable digressions in the form of comments about how the new information relates to real-life events and experiences. In so doing, teachers help students to better recall and develop relevant background information and appropriate anticipation, both of which have been shown to be natural to proficient readers and of great value in effective comprehension (Crafton, 1983; Harste, 1978; Stevens, 1982). Careful preparation of L-R-D lessons actually raises students’ ability to read a particular piece beyond their typical reading and thinking levels. This can be a positive and enabling experience for students and teachers. It tends to become a new benchmark for students to strive for in learning from text and for teachers to strive for in helping students to learn from text. Following the lecture and empowered reading, the lesson design calls for discussion, providing a third repetition and elaboration of the material. This built-in redundancy factor is a most basic—and often overlooked—practice of effective teachers and principle of effective learning. Finally, a teacher who follows the L-R-D guidelines will have begun to restructure class time and expectations from the typical 90% lecture format to one containing greatly increased proportions of purposeful reading and informed discussion. This achieves yet another important practice of effective teachers and precept of effective learning: increased time on task. Some have argued that the simple lack of attention to reading in typical content classes accounts for a great part of the current higher-literacy crisis in the schools. This conclusion seems justified by the fact that several observational studies of subject teaching at the postelementary levels reveal that virtually no purposeful reading goes on during class time (Feathers & Smith, 1987; Greenewald & Wolf, 1980; Mikulecky, 1982; Ratekin, Simpson, Alvermann, & Dishner, 1985). Overall, the greatest value of the L-R-D seems to be its ability to provide a simple, hands-on way to introduce and initiate oneself to the principles and practices of content area literacy. The reapportioning of class time offers teachers with defensive teaching styles—who overuse either lecture or seatwork—an opportunity to experiment with reasonable alternatives (Manzo & Manzo, 1996). This tends to leave teachers with more energy and a greater willingness to try more sophisticated teaching methods and potentially benefit more fully from in-service workshops, consultations, and graduate coursework (Watkins, McKenna, Manzo, & Manzo, 1995). A Self-Instructional Ladder To help teachers’ self-discovery, that is, to ease their way into the actual use of more sophisticated, interactive teaching methods, and to provide rich alternatives for different learning styles, we have developed a self-instructional ladder for trying variations and elaborations on the basic L-R-D procedure (see Figures 1.2 and 1.3). You can use L-R-D variations and elaborations to develop your sophistication as an interactive teacher and to explore possible diverse student learning style needs. Try ascending this ladder as your own readiness and students’ needs suggest. It’s a good idea to keep notes of your thoughts and questions as you try different variations. Your notes and thoughts will be useful in discussions with your instructor and coursemates and in processing your own teaching experiences. __________________________________________________________ Figure 1.2 Ladder of variations and elaborations on Listen-Read-Discuss.
• Have students reread the information covered in the L-R-D format rapidly to increase their speed of reading and thought processing. Reading speed tends to rise as a result of increases in prior knowledge, although it can also be easily improved simply by systematic attention and practice. • Inform the class that you will lecture, intentionally omitting a few important details that they will need to read their texts to discover. This gives practice in recognizing what is not yet known and experience in careful reading and knowledge seeking. • Inform the class that your lecture will cover all the details of a lesson but that they will need to read to discover what questions these details answer. This is one way to teach students to actively seek an understanding of the concept base, or central question, around which an area of study is focused. • Inform the class that a quiz will follow the L-R-D sequence. Allow a short study period. This is recommended to activate a high level of focused attention, give practice in test taking, and set the stage for questions and discussion about how to study effectively. • Invert the core process occasionally by having the class R-L-D, or read (for about 15 minutes), then listen, and finally discuss. This variation tends to focus and improve listening attention and the ability to learn from an effective lecture. This effect can be further heightened when joined with the other listening training and note-taking techniques covered ahead. • Watch a videotape, educational film, or multimedia presentation on a text topic before reading about it in the text. Such visual representations are compatible with the habits of contemporary youngsters and can help build new bridges to print. (See Figure 1.3.) • Ask students which portions of the text struck them as inconsiderate, that is, poorly written, poorly organized, or presuming too much prior knowledge. This activity can help students learn when to ask for help with textual and class material. It also helps the teacher become more aware of student learning needs. Analysis of the writing in texts is also a good way to informally teach some of the basics of effective writing. • Provide the class with a definitive purpose for reading and discussing that will require critical and/or creative expression or application. State that purpose clearly on the chalkboard for easy reference, for example, “As you read this section on the steam engine, try to determine why it was bound to be replaced by the gasoline engine.” This will serve as a reminder to read actively and with reference to real-life problem solving. • Hold postreading discussions on teaching and learning strategies. Make the discussion positive by asking students what they or you may have done that resulted in solid learning. Such discussion gives credit to student intuition, develops reciprocity, and furthers metacognitive processing, or thinking about thinking. • Create research teams, and provide time for students to delve into a topic in greater depth. One group could simply see what other textbooks say on the topic. Another could check with other authoritative references—persons, books, and the InterNet. Another could write a best estimate of which real-life problems the information learned might help solve or answer. Still another group, where appropriate, could try to identify and discuss theme-related stories, poetry, music, or art. Activities such as these provide links between text topics and nonprint resources and among school learning, artistic expression, multicultural perspectives, and the rest of the real world. ________________________________________________________
_________________________________________________________ Figure 1.3 Example of L-R-D elaboration 6: Viewing a videotape or film before reading in a world geography class.
Purposes for Viewing Teacher: Today we are going to continue our study of Kenya by focusing on the Maisi tribe of Southern Kenya. First, we will watch a 20-minute National Geographic tape on this most unusual tribe of people. Listen carefully as you watch for two things, which you will then read about: the diet of the Maisi and the names of three other tribes of the north whom few people know of but who figure in Kenyan life in a big way.
Brief Review Following Viewing
Teacher: OK, what were the two points we listened for? Student: The Maisi basically live off their cattle, eating meat and drinking their blood and raw milk. Teacher: And? Student: Well, there were three other tribes mentioned, but I can’t remember any of them. Teacher: OK, read pages 66 to 71 in your text now to learn more about the Maisi diet, and let’s get the names of those tribes. If you happen to finish reading early, there are a few copies of a recent magazine report on cholesterol here on my desk that might help answer the question “Why aren’t the Maisi dying of clogged arteries and heart failure from their high-fat diet?”
Postreading Discussion Teacher: What did you understand best from what you watched and read about? Student: The names of the three other tribes. Teacher: Say and spell them, and I’ll write them on the board. Student: Samburu, Turkana, and Hamitic. Teacher: What did you understand least from what you watched and read about? [When students have understood what they have viewed and read, they will take this question to mean pretty much the same thing as the next one: What questions or thoughts did this lesson raise in your mind?] Student: I pretty much understood what was said, but I don’t understand why the Maisi don’t raise things the way the other tribes do. Teacher: The land they live on is not arable. There is poor topsoil and little water. But that really doesn’t explain why they don’t move to where there is arable land. Student: I was wondering about their high-fat diet, so I read fast to get to the article you talked about. It seems that there are at least two reasons why they don’t have high blood cholesterol. The raw milk has enzymes that break down fat in the blood. Also, they lead very active lives. They burn off the fat as fast as they put it on. Teacher: If raw milk is so good for you, why do we homogenize and pasteurize ours, I wonder? Why don’t you ask Mrs. Shell in science today if she can help us out with this. _________________________________________________________
After Words Chapter 1 described the evolution of the field of Content Area Literacy, and offered practical and research-based arguments for urging all teachers to become content area literacy providers. It offered a simple method, the Listen-Read-Discuss, as an example of this dynamic instructional technology. The next chapter focuses on the theoretical bases for making reflective and effective instructional decisions —Preceding unsigned comment added by Avmanzo ( talk • contribs) 20:27, 18 January 2008 (UTC)
To clarify the source of avmanzo's comments, I think they may relate to the recent deletion of Content area reading, and I believe the user may have thought you were somehow involved. His comments lead me to believe this, at least. So, I hope that's helpful.
Also, I was the one who recommended content area reading for speedy deletion, and I would like to point out that avmanzo's points, as difficult as they are to follow (and seemingly a little condescending), are also inaccurate. The information he provided above and in the article (in addition to needing a little formatting help) did not reflect what is known about content area reading, was very difficult to understand, and was under copyright. Content area reading is also a subset of the topic of reading or reading comprehension and doesn't need its own page anyhow.
So, I think the user is referring to the former content area reading page, and I also wanted to point out why I think the deletion was appropriate, if you had any question. Best, Kearnsdm ( talk) 05:41, 22 January 2008 (UTC)
Hi and welcome back from vacation! I wonder if you could explain to me how I can do it right with some images/screenshots I have taken. I have uploaded photos/my own photos) earlier and never had any questions about copyrights. I don't know how to get rid of all those ugly banners or what to do to make it right. It is just some screenshots! LOL
I looked up another screenshot and don't understand a thing.....
image what did they do that I didn't? :-) I'm totally confused. Have been reading every where. -- {{subst:Babel-7|en-3|no|nn-2|sv-2|da-2|de-1|fr-1}} ( talk) 16:04, 21 January 2008 (UTC)
I think I first noticed you at your RfA, and since then I've noticed that you seem to be on the same wavelength as me in a couple of ways. If you don't mind, I'd like to ask you questions from time to time if I need help with things; but I'd particularly like your opinion on this particular situation.
Summary: User Jonathan is apparently a recent-changes patroller. I first ran into him a couple of days ago at Gustav Horn af Björneborg when I was also doing RC patrol. One thing led to another, and I've now posted criticisms at User talk:Jonathan of his handling of three RC-patrol situations. ((1) re Gustav Horn af Björneborg; (2) re Latin kings, and (3) re Wikipedia:Suspected sock puppets/EiWit.) While investigating two of those, I also initially made, ironically, the same type of mistake: I jumped to conclusions and misconstrued Jonathan's intentions in the same way that I (still) allege that Jonathan is misconstruing the intentions of two of his RC-patrollees.
Questions:
Ah, I'll take note of that in the future. Yeah, I wouldn't have known that if you hadn't pointed it out, as the text is rather small on the G12 template. Cheers, Sephiroth BCR ( Converse) 20:29, 22 January 2008 (UTC)
I will keep that in mind with future edits. Compwhiz II( Talk)( Contribs) 00:41, 23 January 2008 (UTC)
Hi, What's WP's policy on verifying the identity of a celebrity or a celebrity impersonator. I ask because I just noticed User:Grantimahara whom has been contributing to Talk:Grant Imahara as well as a few other Mythbusters related articles. Just wondering if it is indeed Grant or an impersonator. -- DP67 (talk/ contribs) 04:35, 23 January 2008 (UTC)
This is an archive of past discussions. Do not edit the contents of this page. If you wish to start a new discussion or revive an old one, please do so on the current talk page. |
Archive 1 | Archive 2 | Archive 3 | Archive 4 | Archive 5 | → | Archive 10 |
Hi, did you figure out what went wrong with your twinkle? Like you, mine just up and stopped working. I can't figure out what happened. I'm not sure if it was a Weirdos XP update or not that killed it, but I get the same can't grab editform error. I gave up on policing the world, but it is nice to have when I need to revert something on my own watch list. I'm still puzzled.. -- DP67 ( talk/ contribs) 14:59, 18 December 2007 (UTC)
Thanks for your informative answer, it gave me a lead to better figure out how this works, and as a result I learned a lot. Also, thanks for the formatting help on my talk page. SaltyBoatr ( talk) 19:07, 18 December 2007 (UTC)
Hello Moonriddengirl. How are you? I hope you are doing well. Can you please look at the biography of John Bardeen and check grammar and spelling? You can do it when you have time. And, please reply about it on my talk page. Regards, Masterpiece2000 ( talk) 04:51, 19 December 2007 (UTC)
Please you could restore the reference section of Race and intelligence which at the moment is a dead wikilink. This seems to be an uncontroversial change, although User:Kevin Murray thinks it requires consensus. However, it seems unreasonable to expect editors to discuss this article with all the orginal source wikilinks dead. Thank you in advance. Mathsci ( talk) 10:27, 19 December 2007 (UTC)
I'm off doing some harmless CSDing, and little do I know.... Thanks. :) -- Moonriddengirl (talk) 20:41, 17 December 2007 (UTC)
An article that you have been involved in editing (in looking at Speedy nomination), Fish Karma, has been listed for deletion. If you are interested in the deletion discussion, please participate by adding your comments at Wikipedia:Articles for deletion/Fish Karma. Thank you. Springnuts ( talk) 22:07, 17 December 2007 (UTC)
Hello there!
In response to your concerns with regards to the Isode Limited entry (thanks for editing btw) I've added an additional section to the entry which I hope will satisfy the questions you have about notability. Could you take a look? Thanks. Wsheward ( talk) 10:51, 19 December 2007 (UTC)
Hello Moonriddengirl. Thank you for checking grammar and spelling. Regards, Masterpiece2000 ( talk) 02:44, 20 December 2007 (UTC)
Hi there! Thanks very much for your support on my recent RfA, which was successful. I appreciate your comments and participation, and intend to use the tools carefully and for the betterment of the encyclopedia. Thanks again! Tony Fox (arf!) 06:02, 21 December 2007 (UTC)
Would you Like to adopt me?
Because I would Very Much like it if you adopted me...
We seem to have simular intrests and i believe that i could learn alot from you...
xxx —Preceding unsigned comment added by Kristineinyourface ( talk • contribs) 22:48, 21 December 2007 (UTC)
My friend made a website named Maczimum. I recieved lots of questions and emails asking me what it was, hence I wrote an article on Wikipedia about it. I did this, not to advertise the site, but to enlighten people to what Maczimum was. Please reply —Preceding unsigned comment added by 172.202.18.33 ( talk) 12:13, 22 December 2007 (UTC)
Thank you for your kind wishes, and I hope that your weekend and holiday is filled with love, friendship, family, and good food. Travel safely, my dear Moonriddengirl! |
Ariel ♥ Gold 03:21, 23 December 2007 (UTC)
Hi! I just got back from an extended WikiBreak (tough semester), so I completely missed my editor review going by on my Watchlist. I'm back, and I checked it; I'd like to thank you for your comments! You're very kind, and I'm encouraged to continue working each day to exceed the standard I set for myself the day before. I've taken your advice in hand, and I expect it to increase the quality of my editing still further.
I know it's been a few months, so I don't blame you if you don't remember. But I thank you anyway! Hope you had a great holiday and a fine vacation. =David( talk)( contribs) 18:20, 26 December 2007 (UTC)
Hello again, I have found myself in a rather difficult situation with this user. While I was new page patrolling I noticed he/she created the page Worteh Sampson. As standard practise I marked it as unreferenced; but he/she just keeps removing the tag without addressing its concerns without comment. I tried using another tag to see if the tag choice was an issue, but he/she removed the tag again almost immediately! I have warned the user up to a final warning, but he/she is clearly ignoring these warnings. I have stopped editing the article as I am not edit warring over it, and this user clearly is not accidentally removing it as I first thought. My admin coach is on holiday and I need a third opinion from an administrator, what do you suggest I do now? I am a little hesitant to go to WP:AIV, as this is not simple vandalism, and per advice given I would rather receive a third opinion before going to WP:ANI. Camaron1 | Chris (talk) 17:31, 21 December 2007 (UTC)
I am still keeping an eye on the article. The user has so far not re-removed the tag which is a good sign, our method might have worked. Camaron1 | Chris (talk) 21:43, 26 December 2007 (UTC)
Thanks for the heads up on the usage of CSD:A7. Keep up the good work :) SkeletorUK ( talk) 23:37, 23 December 2007 (UTC)
You requested notification for when my RFA starts, it has now started, and you are welcome to add your comments to the RFA whatever they are. Camaron1 | Chris (talk) 10:31, 27 December 2007 (UTC)
An article that you have been involved in editing, Jonathan Lee Riches, has been listed for deletion. If you are interested in the deletion discussion, please participate by adding your comments at Wikipedia:Articles for deletion/Jonathan Lee Riches. Thank you. -- BJBot ( talk) 22:39, 27 December 2007 (UTC)
hi Moodridden Girl
happy christmas.
i wondered if you could help. I made some changes to the above entry which appear to be accepted. However the contents box has dissapeared and tnot all the information is being dispalyed although it is there in the editing box.
i'd be very glad if you could take a quick look and see if you can remedy the situation. many thanks Greg aka dorkinglad —Preceding unsigned comment added by Dorkinglad ( talk • contribs) 23:39, 27 December 2007 (UTC)
Crap, sorry. Thanks for telling me, that was a major oversight on my part. Thanks for cleaning up my mess! Keilana talk (recall) 01:42, 30 December 2007 (UTC)
I have responded to your comments at [ [1]] Thank you for your attention to this and polite thoughts. Bellagio99 ( talk) 20:46, 30 December 2007 (UTC)
Well, Oscar died on Dec 23, and death brings notability -- both on radio stations, discs (I guess), and Wikipedia. Here is a list I did of Wikiedits to the article. (thanks for your interest)(All dates/times Greenwich Mean Time, of course).
December 19 -- 2 edits before death (and no public announcement of illness). routine edit. There had been about 4 routine edits per month throughout 2007.
December 23 -- 1 edit. Died that day, but not public announced. Edit has no hint of death.
December 24 -- 42 edits. Death announced in the morning news. I heard it at 1200 EST. First edit of the day, by someone else was at 1722 GMT (1222 EST) containing the news of Oscar's death, altho inaccurately saying it was Dec24.
December 25 -- 40 edits. Further refinements. Quotes, Canadian content added.
December 26 -- 33 edits
December 27 -- 17 edits
December 28 -- 10 edits
December 29 -- 10 edits (weekend brings out more editors?)
December 30 -- 13 edits (till now, but GMT almost ready to swing over to December 31, and I gotta go).
Bellagio99 ( talk) 22:42, 30 December 2007 (UTC)
Yes they have a joint entry on AMG, but that's because they do not have individual entries, which they already do here. Perpetuating a third article only makes worse a hopeless content fork. If we're going to keep the joint article, I suggest we do as AMG does, merge the individual articles into it and break them down to redirects. Ford MF ( talk) 02:01, 31 December 2007 (UTC)
Thanks mate; much appreciated. Hesperian 00:09, 1 January 2008 (UTC)
Moon ridden girl, I need cheering up. I've had a lot of bad luck today, and Od Mishehu won't give me a barnstar! Please respond on my talk page. Kitty53 ( talk) 09:18, 1 January 2008 (UTC)
I recently re-created a page that was deleted last month titled
S.T.A.R.S. (Resident Evil) and within approximately 2 hours it was deleted (I was still in the process of writing it when it was tagged for speedy deletion). Although I admit it was a "stub" and the people who said it needed to be deleted had some valid points I don't feel that the article was given enough of a chance. Considering that fact that many different articles on Wikipedia that cover the RE universe make direct reference to S.T.A.R.S. and even have links to the now deleted page (one article,
STARS members in Resident Evil, actually lists the S.T.A.R.S article as its main article) I think the article is important to the Wiki community and given the chance it will grow to a full sized, fully referenced article but if it is deleted 2 hours after it is created every time then it has no way of becoming what it should be. I would like to recreate that page but I will only do it if it wont be delete as soon as I am done.
Thank You
--
Pyode (
talk) 03:55, 2 January 2008 (UTC)
Actually I was just undecided on which CSD to use, there wasn't a specific one for it but I realized that the article wasn't a good one especially with its last sentence that showed that the user wrote that page with POV because of a personal liking. I didn't know about redirecting it to its album, I'll do that next time. Thanks! -- Menti fisto 04:12, 2 January 2008 (UTC)
Hello Moonriddengirl! Happy New Year! Masterpiece2000 ( talk) 08:07, 1 January 2008 (UTC)
Re: his birth date, you are the best. Thanks for the advice. The article has been updated. Truthanado ( talk) 17:01, 2 January 2008 (UTC)
Did you really type all that, or is it a substed template? :) Rt . 17:39, 2 January 2008 (UTC)
Sorry I didn't respond earlier, but thanks for your helpful comments on my article Sarah Cahill (pianist). I will try to incorporate your suggestions as time permits. Since there are many many citations in print media on her, would it help to list those? As far as her notability, it is quite well established in the contemporary music world, so perhaps I should seek out comments made by other notables in the field.
Thanks again, and happy new year! Reechard ( talk) 06:09, 3 January 2008 (UTC)
Hi, you left a set of comments at my editor review a while back, and I am curious as to your opinion of whether I could nominate myself at WP:RFA with any measure of success. Frankness and bluntness is completely appreciated. Thanks, Sephiroth BCR ( Converse) 07:38, 3 January 2008 (UTC)
Thanks for sorting that out. This is just a heads up to let you know that the article remains move protected. Now the debate has been settled I think the protection ought to be removed. I could of course do it myself but it's probably better if you do it, since you closed the debate and haven't been an involved party. Thanks. -- kingboyk ( talk) 13:35, 3 January 2008 (UTC)
See the headers at User talk:Deathlord999, I smiled :D -- lucasbfr talk 17:57, 4 January 2008 (UTC)
Hello, Moonriddengirl, thank you for participating in my request for adminship, which closed successfully with 47 supports, 3 opposes, and 0 neutrals. I am glad that the community thinks it can trust me with these tools; I will try and use my new mop and bucket (or vacuum cleaner!) carefully. I would like to personally thank you for your comments in my editor review and beyond, I hope I meet your expectations. Camaron1 | Chris (talk) 18:15, 4 January 2008 (UTC) |
Hello,
I thank you for your help, but I really dont understand what to do here (I'm new). A few nights ago, I made an addition onto the Brien McMahon High School page ( http://en.wikipedia.org/wiki/Brien_McMahon_High_School) about the school's Drama Department. Many people were asking about it and I felt that they should have a Wikipedia page. It has a long history and i wanted to give an overview to the department. My main aim was to write a little history on the school's page and then go indepth on the Department's page. Please help!
DonDemio —Preceding unsigned comment added by Dondemio ( talk • contribs) 20:19, 6 January 2008 (UTC)
Hi! Thanks for the information. The Norwalk Hour (The city's newspaper where the school is located) covered the shows with many articles. Also, there are letters from the Principal of the school (Who had nothing to do with the shows). Would this be enough? Please let me know!
DonDemio —Preceding unsigned comment added by Dondemio ( talk • contribs) 21:02, 6 January 2008 (UTC)
Nope, sorry, I dont have any links. (Do you mean to the newspaper's website?) It would be hard to get the articles. they are from a year ago... Is there anything else i can do so that i can write the page an not have it get deleted? —Preceding unsigned comment added by Dondemio ( talk • contribs) 22:31, 6 January 2008 (UTC)
Well, I was going to add alot of detailed information (enough to make a new long article). My goal was to create a new article so that the School's page would not be so filled up by one part of the departments. So should I write the article then post it asking for it to be locked (can that happen?)-- Dondemio ( talk) 22:44, 6 January 2008 (UTC)
Could you restore the article Theater_Hopper to my user page so that I can add it to Comixpedia? Kyven ( talk) 11:00, 7 January 2008 (UTC)
That was an indented comment, sorry if it accidentally went as a second vote (didn't mean to do that!). I'll fix it. jj137 ♠ 12:25, 7 January 2008 (UTC)
(duplicate note from article talk page) Please don't remove speedy deletion tags from articles which you have created. I have restored the speedy tag and also added a "hangon", which is Wikipedia's method of indicating that you are offering an argument on the talk page against the deletion of the article. You may wish to review the notability guidelines on web material, which might help you determine what kinds of information are typically included to substantiate notability on websites. You may also wish to consider creating articles within a user subpage, which will allow you to develop them incrementally with less fear that they will be deleted before you can finish. Many Wikipedia editors (me included) use a sandbox for this purpose; you might want to create one at User:Askeladden2006/sandbox. When articles are finished, they can be moved into article space. Another useful way to let new page patrolers know that you are still working on an article that you might want to consider implementing is the {{ inuse}} tag. Added to the top of an article, it expands with a template to let others know that you are working. This will not necessarily prevent edit conflicts or stop someone from prematurely evaluating an article for speedy deletion, but it might help. I'll duplicate this note at your talk page. :) If you'd like clarification on any of this, please let me know there, as I will have your talk page watchlisted. -- Moonriddengirl (talk) 14:19, 6 January 2008 (UTC)
Anyway, everything is now deleted. Even the talk. This is so unfair. I am disabled and I was not even allowed to use the time I needed to start the article. You have to understand it takes time to type an article without using arms or hands. Also, you should be consequent and not only go after nonprofit groups for sick people. You should concentrate on all the articles about forums you have already! And let me finished!
[ title] yes, happy new year!
Another try: I amAskeladden2006 by dictating program is unable to type the sign for a -- {{subst:Babel-7|en-3|no|nn-2|sv-2|da-2|de-1|fr-1}} ( talk) 17:25, 6 January 2008 (UTC) maybe it worked anyway! This is very hard to do. You should read by other articles on Wikipedia.
Thanks. How can I find out who deleted it? Even my comments on talk were deleted. I think the article would have been finished today if I didn't have to discuss everything and do the start over and over again.sigh. you have to admit it gives the wrong single to let all the other articles stay.-- {{subst:Babel-7|en-3|no|nn-2|sv-2|da-2|de-1|fr-1}} ( talk) 17:50, 6 January 2008 (UTC) you will find me on my talk page, thanks.
You have been very helpful and I understand it was not your fault.
It is not difficult to find media recognition for friends international support group. Thank you for pointing that out. —Preceding unsigned comment added by Askeladden2006 ( talk • contribs) 10:41, 7 January 2008 (UTC)
See you deleted it, just about the second I was about to put a tag on it :)...Thanks ...Also, thanks for the suggestions! Ohmpandya ( Talk) 23:02, 7 January 2008 (UTC)
...whatever happened to that project I started, then unceremoniously bailed on? To be honest, it was either that project or bring a recall amendment to my home county's charter.
Speaking of changes, we see you've become an administrator! Congratulations!
...and what the hell were you thinking?! Sidatio ( talk) 04:05, 8 January 2008 (UTC)
I have completely re-done the Sniper (disambiguation) page. This is my first attempt to fix one of the cleanup-tagged Disambiguation pages. My question is: do all the entries I have included fall within the scope of what should go on a Disambiguation page? Pen of bushido ( talk) 12:33, 8 January 2008 (UTC)
Hi. Thanks for the editor review yesterday, and I appreciate you taking the time to do it. As you mentioned, I was away for a while (not specifically in relation to the whole giano thing), but as my family has increased I haven't had enough time to contribute. In fact almost all of my contributions are while I'm supposed to be at work as I only have a (very poor) dial-up connection at home. This may explain the limited number of contributions I can make, and why I'd like to be able to focus my wiki-time a bit (I do have some work to do also!).
If you have time (and I really mean only if you have time, as you do seem to be very busy here), I would appreciate a more in-depth ER, but it's quite alright if you can't do this, I do understand. Thanks again, and you have already given me some things to think about. -- The.Q (t) (c) 14:57, 8 January 2008 (UTC)
Sorry about that. I didn't really realise what it was. It wasn't a very clear article and mabye I should of read it a bit more carefully. (Respond on my talk page) Thundermaster T R U C 13:30, 9 January 2008 (UTC)
You know I realized that after I did it, but I have seen movies deleted for that in the past. I'm putting a PROD on it as soon as I'm done here, thanks! Wildthing61476 ( talk) 16:35, 9 January 2008 (UTC)
Hello, I'm relatively new to the process of recreating entire articles, and didn't realize the person who deleted it was an admin. The text I used in the recreated article was taken from a Comixpedia article which had apparently gotten the deleted text from the Wikipedia article. Therefore, I assumed it wouldn't be a problem considering they had taken the info from Wikipedia to begin with. If it still needs to be removed I understand, or I could attempt to get the permission/explanation of the creator of the Comixpedia article.
As for the notability of the article, you suggested I take it up with the admin who deleted it which I'll try to do as soon as I can. Thanks! - Fearfulsymmetry ( talk) 20:41, 9 January 2008 (UTC)
WOULD YOU LIK TO CONTRIBUTE TO WIKIPROJECT HOMEATPHY? GOOGLE IT PLEASE TO FIND OUT HOW YOUC AN DONATE YOUR ITME AND HELP SAVE MILLIONSOF LIFES EVERY SINGLE DAY THROUGH EDUCATION AND WIKIEDITING. Smith Jones ( talk) 00:02, 10 January 2008 (UTC)
yo sign up please visit this page. Smith Jones ( talk) 00:02, 10 January 2008 (UTC)
Thanks for trying to help. I really can't tell you how hard it has been for me to work on these articles. I have had to learn to overcome my own positive bias and to deal with vandalism and BLP issues with very little support from anyone (not to mention a BLP attack aided by an admin). I tried to explain on the BLP noticeboard that the only way to deal with these "people" who may be in effect offline sockpuppets of one person for all we know is to block them first from editing the articles and get page protection for the articles because they can easily use another IP. If that can be done, you won't have to waste your valuable time and energy on them and I can learn how to do editing requests of page protected articles and take the necessary time to clean up. This would be very slow work. Protection just on the main article until Jan 19th is clearly not enough as I am busy again with personal matters and the other articles are still vulnerable to revenge attacks. Maybe indefinite page protection on all of them would be a better solution. The articles are all quite long enough and seem to be a lightning rod for spam (from those trying to promote their own interests) and defamatory attacks from those with strong negative feelings towards Janov or his ideas.
What I can not see myself doing is a whole lot of clean up work only to have all the material put back in larger quantities, which is what happened when I removed that one last link on Dec 29th. That is why I have not gotten involved in editing these articles since.
Frankly, it looks to me as though Wikipedia may have entered a crisis state. Experienced editors and admins may be just walking away as the number of complex problems grows together with the number of articles. If this is what is happening it is inevitable that Wikipedia will collapse under the weight of libel suits that will come eventually. GrahameKing ( talk) 01:24, 10 January 2008 (UTC)
Sorry about that problem on Joy Behar's page. My computer keys were stuck. 24.154.250.242 ( talk) 03:01, 10 January 2008 (UTC)
Hello!
How are you? I have come up with a new article idea and i wanted to get your opinion on it before I wrote it. It is a page on the Center For Youth Leadership. This not-for-profit extra-curricular program is centered at Brien McMahon High School in Norwalk, CT. It is a youth activist program that touches on many issues like Dating Violence, Child Abuse, Day Laborors and overseas activities (like darfur) It is widely known in the city of Norwalk and throught Ct. The Program has full backing from the Mayors of a few cities and has branched out to other towns Throughout connecticut. The CYL and its subsidaries have been widely covered in newspapers.
Let me know! Thanks!
PS, About the drama department article. I read the notability guidelines and i think that if i write it in a certain way, it can meet the guidelines. Should i write it in word then put it in the Sandbox to see? -- Dondemio ( talk) 03:30, 10 January 2008 (UTC)
Hello Moonriddengirl. How are you? Can you please explain me the role of Twinkle? You can reply on my talk page. Regards, Masterpiece2000 ( talk) 12:57, 10 January 2008 (UTC)
Hope you don't mind that last revert. I usually don't revert messages, even useless ones like that, on other people's talk pages...but had hit the rollback button thinking for some reason that this was the Matthew Tsirigotes page. (I had tabs up for each of his recent diffs) -- Onorem♠ Dil 14:29, 10 January 2008 (UTC)
Thank you for the reply. And, yes, I would like to get more information about Twinkle. How can I install it? And, what is 'monobook.js file'? And, please provide some more information. You can reply on my talk page. Regards, Masterpiece2000 ( talk) 02:56, 11 January 2008 (UTC)
I thought conspicuous nonsense was a sound basis for speedy deletion? The text claims an improvement of "hundreds of times" in efficiency - is the implication that current turbines are a fraction of one per cent efficient not absurd on its face? I can go through the rather drawn-out process of nominating the article for deletion but seems to me to be pretty obvious. -- Wtshymanski ( talk) 16:43, 9 January 2008 (UTC)
The consensus reached on how this page should be edited just before you unprotected it no longer seems to be respected. People are making poorly sourced contentious edits without discussions on the talk page and there seems again to be some kind of revert war. I wonder if it might be an idea to reprotect the page as there seems now to be no way of adhering to the strategy agreed upon prior to your previous unprotection. Thanks, Mathsci ( talk) 05:36, 11 January 2008 (UTC)
Hello! I'm not entirely new to Wikipedia but I do enjoy editing and keeping it clean and neat, something that makes it easier for others to read Wikipedia.
About three days ago I've noticed that someone had started creating pages for Australian television. These pages contain a template that has a list of years. The pages never have an article. It is a list, something that I think violates Wikipedia's policies? I've placed speedy deletion tags on some of them, but at times, non-page creators remove my tags contesting that they are not speedy deletion tags. I don't want to add any more since I don't want to erase articles that have potential to be notable, informative, verifiable articles. However, I decided to check with you first.
Please refer to 1996 in Australian television
Also, please respond in my use talk page. Thanks! Monkeytheboy ( talk) 18:01, 11 January 2008 (UTC)
Thank you for blocking User:Endexxco. I just wondered what your thoughts are on the Endexx Corporation article itself. It has been tagged as blatant advertising several times, only for User:Piggyprobe to almost immediately remove the tag. Thanks. -- ukexpat ( talk) 22:57, 11 January 2008 (UTC)
Good morning,
Permit me to draw your attention to Wikipedia:Redirect#Do not change links to redirects that are not broken.
Hesperian 02:23, 12 January 2008 (UTC)
Hello MRG. Your comment over at WT:AFD got me thinking, so I went and looked at the archives of WP:COIN and WP:BLPN. BLPN started in August '06 with no collapse boxes, and acquired them in January '07. COIN began to exist as a noticeboard at the end of December '06 and had collapse boxes from the beginning. (There must have been something in the air :-). Both noticeboards were using fancy templates in the section headers which interfered with linking to individual reports (my pet peeve).
When COIN switched to bot archiving around 1 October '07 people stopped using the collapse boxes. So I guess it must be local tradition that keeps the collapse boxes at BLPN. EdJohnston ( talk) 17:08, 13 January 2008 (UTC)
I started an article titled "Race and intelligence in the United States" but it was deleted. Can you tell me the method that was used to delete it, who deleted it, and whether it was deleted using proper procedures? Here is the link: [2] -- Jagz ( talk) 22:21, 13 January 2008 (UTC)
Hi Moonriddengirl - thanks for your participation in my request for adminship. It was very heartening to receive an endorsement from an editor I hold in such high regard (I once gave you a barnstar, and I don't give out many - under ten so far, I think; you should be especially flattered given that you're at a disadvantage owing to my rabid prejudice against emoticons). Anyway, the RfA passed 52/0/0, and I'm now in possession of a shiny new mop. If I can ever help you with anything, please don't hesitate to contact me. Sarcasticidealist ( talk) 09:19, 15 January 2008 (UTC)
I am requesting assistance on an issue that I am having with Fred Rayner ( Talk) regarding the FIS Nordic World Ski Championships 1934 and the use of the German flag for that championship. I have had this as the Nazi flag for historical perspective, but he has changed this to the pre-Nazi flag in the 1920s because his grandfather, Walter Motz, competed in nordic skiing, but was not a member of the Nazi Party during that time. I have made two reverts he has done on the changing of the flags and I am not in the mood to get into an edit war with him. Can you please assist? I would appreciate it. Chris ( talk) 14:41, 15 January 2008 (UTC)
Hi,
I thought I would ask why you decided to move the Escape Choose Your Own Adventure off the Escape (book) page? I am sorry for being tardy on inquiring after this, but wanted to know if there was a logistical reason.
For now I have not gone through changing it back and have changed the Escape (1983 book) to a more fitting Escape (CYOA book) but wanted to see if there was a good reason not to change it back with a top link to Laura Palmer's escape or see if there was a nice middle ground, perhaps a list of books under the escape (book)
Thanks! —Preceding unsigned comment added by Chooseco ( talk • contribs) 21:40, 15 January 2008 (UTC)
You've been invited. Glass Cobra 08:01, 16 January 2008 (UTC)
My request for adminship was successful at 64/1/2! Many thanks for your participation and I will endeavor to meet your expectations. Cheers, Sephiroth BCR ( Converse) 09:16, 16 January 2008 (UTC)
Hi, thanks for the history merge I requested of Technics/ Technics (brand). I noticed that you did not restore the disambiguation page to Technics - was this intentional? CIreland ( talk) 19:47, 17 January 2008 (UTC)
Um -- you'll be travelling by time machine? :-) -- Coppertwig ( talk) 13:34, 18 January 2008 (UTC)
I'm always impressed by people such as yourself who are largely self-educated in a topic such as Literacy and Learning. However, I think that your lack of schema (knowledge and experience)for this particular piece on an attempt to introduce Content Area Reading may be costly to those who might profit from it. There are multiple books on the subject, courses in it are arequired for teacher certification, and CAR contains valuable pedgaogic content for teachers, 4th grade to college level. I had hoped to add some examples of the latter since I tend to agree with your sense that the introductory words can appear almost vapid. Should it be of some help I am adding below a specific example from one of our books, based on an journal article. It covers one aspect of Content Area Literacy that might bring us closer to understanding what it is and why it deserves a full heading. BTW, I confess to not having mastered Wiki's grammar and protocols. But, with 40 years of my work - all in the public domain - I'll accept a tutorial should you be able to provide one.
The Listen-Read-Discuss (L-R-D) method was created as a “starter” method for bridging from traditional instruction to a more interactive approach. Traditional reading-based instruction typically begins by having students read the assignment, listen to a brief lecture or overview by the teacher, and then discuss their responses to questions. The L-R-D simply inverts the first two steps. Listen-Read-Discuss: A Self-Initializing Method Effective learning, including learning how to be an effective teacher, needs something to get it started, something to keep it going, and something to keep it from becoming random or misguided (Bruner, 1971). The L-R-D method (Manzo & Casale, 1985) tends to meet these requirements for both teachers and students. It is a simple lesson design that can be tried almost immediately and that offers several variations that can be phased in as a personal program of professional development. The L-R-D is a heuristic, or hands-on, activity designed to induce self-discovery about effective teaching by teachers and about effective learning by students.
Steps in the L-R-D 1. Review the reading selection, and prepare a brief, organized overview that points out the basic structure of the material, relevant background information, important information to look for, and generates interest in the topic.. 2. Present the summary orally to students. (See Figure 1.1.) 3. Have students read the textbook version of the same material. Students will then be empowered to read material with which they have some familiarity. 4. Discuss the material students have heard and read. Begin the discussion with the information and ideas students were directed to look for. __________________________________________________________ Figure 1.1 Example of an L-R-D Prereading Script
The sample prereading script below is based on the article “Dance and Sport: the Elusive Connection,” which follows in this Figure.
Did you know that football coaches sometimes have their players take ballet lessons? Can you see Frank over there in a tutu? (Frank is one of the school’s star football players.) Well, this article tells about where this idea came from, and why it seems to work. Look for seven things dancers learn, and think about why these would be useful for football players. Write these down when you come to them -- there’re listed in one of the first paragraphs. Then the author tells how some sports are more like dance than others. and sport are different. In dance, it is the mastery over one’s movement that is important. In sport, it is the result of mastery over one’s movement that is important. Look for the difference between “open skill” sports and “closed skill” sport, and how one type is more like dance than the other. The title of the article is “Dance and Sport: The Elusive Connection.” Elusive means something that seems to keep slipping away. Read to see why the connection between dance and sport might keep slipping away.
Dance and Sport – The Elusive Connection Techniques and principles effectively used in teaching dance can be applied to teaching sport
Sandra Minton Bradford Beckwith
JOPERD May/June (?) (1) What are the functional connections between dance and sport and the benefits that are derived from participation in both pursuits? This article presents ideas which are applied to both dance and sport in order to enhance performance and reduce injury. (2) Many well-known people have recognized a connection between dance and sport skills. It may have been this kinship that convinced Knute Rockne, famed football coach at Notre Dame, to require his players to enroll in dance classes. Maybe it was the similarity between dance and sport that caused Woody Hayes, former Ohio state head coach, to expect his players to take dance as part of their practice procedures (Lance, 1981). Lynn Swan, three-time Pro Bowl wide receiver while playing with the four-time World Champion Pittsburgh Steelers, studied dance for 14 years and attributed his graceful athletic abilities to dance. (3) It is possible that each of these individuals witnessed movement competencies shared by dance and sports. Some of these shared abilities include centering, balance, focus, breathing, transfer of weight, relaxation and the ability to use space, time, and energy with mastery. Such abilities are taught specifically in dance classes, while in athletics they are only alluded to as a part of skill instruction. (4) The basic difference between dance and sport is that sport takes place within the conditions of a game, while dance is performed in other contexts. A game is a contest in which opposing interests are given specific information and are then allowed a choice of moves with the object of maximizing wins and minimizing losses. A game entails dominance over an opponent and the acquisition of some mutually coveted symbol. The athlete, by improving his or her movement abilities, will then improve sport skills. (5) Dancers, on the other hand, are process-oriented rather than product-oriented. The goal in dance is the improvement of movement quality. (6) Similarities between dance and sport outweigh their differences. Paqr4ticipants in both areas train to go faster and farther, while moving with increased control. The dancer and the sport participant both work to expand their movement vocabulary so they can use a particular action when the situation demands. Biomechanical analysis has been used for many years by physical educators to help their students learn. In recent years, dancers have also begun to use biomechanics to analyze movement with the goals of sharpening perception of movement, decreasing learning time, and enhancing performance (Laws, 1984). Dance and sport and similar in another respect. While some would say a dance was choreographed but a sport contest was not planned, further examination indicates that all the X’s and O’s used in game strategy simply represent another form of choreography. (7) Some sport activities are more similar to dance training than others. The concept of open and closed skills helps explain this point. In a closed skill, one strives to master an effective and efficient motor program with the goal of being able to duplicate this program with each repetition. Environmental conditions remain relatively constant, and the performer attempts to be consistent in the execution of the skill. Sports such as the shot put, diving, and gymnastics are closed skills. Open skills exist in a changing environment, and the selection of appropriate movement responses is as variable as the environment itself. Baseball, football, soccer, and basketball are open skill activities (Sage, 1977). Both open and closed skill athletes can benefit from dance training. The abilities which are taught in dance classes used by both kinds of athletes are different, but are not less applicable to their sports’ requirements. (8) The principle of relaxation can be used as an example. Dancers frequently talk about using the right amount of tension in one part of the body while allowing other body areas to remain relaxed. The main idea is to use energy efficiently and only where needed to perform a movement. Efficient movement is characterized by using the appropriate muscle groups in proper sequence. The use of the wrong muscle group at the wrong time can be deleterious to the skill and possibly to the performer. Another common word heard in dance class is “centering.” Centering is finding the body’s center of weight and manipulating it effectively in relation to gravity. It also brings the mind and body together to produce better concentration. Achieving a heightened perception of and facility with space, time, and energy is another principle used in teaching dance. Dancers are asked to look at the direction or level of a movement, its speed in relation to an underlying pulse, or the quality of energy used to propel actions through space. Such movement descriptions are provided in dance classes to help students see movement more clearly and to enhance understanding of the expressive aspects of each action (Minton, 1984). (9) The point is that these principles are used in teaching dance, but generally not in teaching sport. In dance, these ideas are singled out in the classroom and used as learning tools. The examples given here are several of the techniques used in teaching dance that could be applied profitably to the teaching of sport.
References
Lance, J. (1981). Practicing for touchdowns. Journal of Physical Education, Recreation, and Dance, 5, 38. Laws, K. (1984). The physics of dance. New York: Macmillan, Inc. Minton, S.C. (1984). Modern dance: Body and mind. Englewood, CO: Morton. Sage, G.H. (1977). Introduction to motor behavior: A neurophychological approach. (2nd edition). Reading, MA: Addison-Wessley.
Sandra Minton is coordinator of the Dance Program at the University of Northern Colorado, Greeley, CO 80639. Bradford E. Beckwith is a doctoral candidate, psychological kinesiology, at the same school __________________________________________________________
Other Values and Benefits of Listen-Read-Discuss Use of the L-R-D tends to benefit teachers, students, and the school program in ways that are not always immediately apparent. One such value emerges almost immediately in the lesson-planning stage. When teachers select textual material for use in an L-R-D lesson, they find themselves looking at the textbook more carefully and from more points of view than they might otherwise. They begin, quite naturally, to sense where students’ comprehension is likely to falter and to better align the phrasing, facts, and organization of the lecture material they are preparing with the textbook material that students will read. With better alignment and organization, teachers automatically begin to heed a basic dictum of effective reading instruction: to stimulate active reading by preteaching key terms, pivotal questions, and new concepts before reading. Better organization and alignment also are likely to raise teachers’ levels of tolerance for reasonable digressions in the form of comments about how the new information relates to real-life events and experiences. In so doing, teachers help students to better recall and develop relevant background information and appropriate anticipation, both of which have been shown to be natural to proficient readers and of great value in effective comprehension (Crafton, 1983; Harste, 1978; Stevens, 1982). Careful preparation of L-R-D lessons actually raises students’ ability to read a particular piece beyond their typical reading and thinking levels. This can be a positive and enabling experience for students and teachers. It tends to become a new benchmark for students to strive for in learning from text and for teachers to strive for in helping students to learn from text. Following the lecture and empowered reading, the lesson design calls for discussion, providing a third repetition and elaboration of the material. This built-in redundancy factor is a most basic—and often overlooked—practice of effective teachers and principle of effective learning. Finally, a teacher who follows the L-R-D guidelines will have begun to restructure class time and expectations from the typical 90% lecture format to one containing greatly increased proportions of purposeful reading and informed discussion. This achieves yet another important practice of effective teachers and precept of effective learning: increased time on task. Some have argued that the simple lack of attention to reading in typical content classes accounts for a great part of the current higher-literacy crisis in the schools. This conclusion seems justified by the fact that several observational studies of subject teaching at the postelementary levels reveal that virtually no purposeful reading goes on during class time (Feathers & Smith, 1987; Greenewald & Wolf, 1980; Mikulecky, 1982; Ratekin, Simpson, Alvermann, & Dishner, 1985). Overall, the greatest value of the L-R-D seems to be its ability to provide a simple, hands-on way to introduce and initiate oneself to the principles and practices of content area literacy. The reapportioning of class time offers teachers with defensive teaching styles—who overuse either lecture or seatwork—an opportunity to experiment with reasonable alternatives (Manzo & Manzo, 1996). This tends to leave teachers with more energy and a greater willingness to try more sophisticated teaching methods and potentially benefit more fully from in-service workshops, consultations, and graduate coursework (Watkins, McKenna, Manzo, & Manzo, 1995). A Self-Instructional Ladder To help teachers’ self-discovery, that is, to ease their way into the actual use of more sophisticated, interactive teaching methods, and to provide rich alternatives for different learning styles, we have developed a self-instructional ladder for trying variations and elaborations on the basic L-R-D procedure (see Figures 1.2 and 1.3). You can use L-R-D variations and elaborations to develop your sophistication as an interactive teacher and to explore possible diverse student learning style needs. Try ascending this ladder as your own readiness and students’ needs suggest. It’s a good idea to keep notes of your thoughts and questions as you try different variations. Your notes and thoughts will be useful in discussions with your instructor and coursemates and in processing your own teaching experiences. __________________________________________________________ Figure 1.2 Ladder of variations and elaborations on Listen-Read-Discuss.
• Have students reread the information covered in the L-R-D format rapidly to increase their speed of reading and thought processing. Reading speed tends to rise as a result of increases in prior knowledge, although it can also be easily improved simply by systematic attention and practice. • Inform the class that you will lecture, intentionally omitting a few important details that they will need to read their texts to discover. This gives practice in recognizing what is not yet known and experience in careful reading and knowledge seeking. • Inform the class that your lecture will cover all the details of a lesson but that they will need to read to discover what questions these details answer. This is one way to teach students to actively seek an understanding of the concept base, or central question, around which an area of study is focused. • Inform the class that a quiz will follow the L-R-D sequence. Allow a short study period. This is recommended to activate a high level of focused attention, give practice in test taking, and set the stage for questions and discussion about how to study effectively. • Invert the core process occasionally by having the class R-L-D, or read (for about 15 minutes), then listen, and finally discuss. This variation tends to focus and improve listening attention and the ability to learn from an effective lecture. This effect can be further heightened when joined with the other listening training and note-taking techniques covered ahead. • Watch a videotape, educational film, or multimedia presentation on a text topic before reading about it in the text. Such visual representations are compatible with the habits of contemporary youngsters and can help build new bridges to print. (See Figure 1.3.) • Ask students which portions of the text struck them as inconsiderate, that is, poorly written, poorly organized, or presuming too much prior knowledge. This activity can help students learn when to ask for help with textual and class material. It also helps the teacher become more aware of student learning needs. Analysis of the writing in texts is also a good way to informally teach some of the basics of effective writing. • Provide the class with a definitive purpose for reading and discussing that will require critical and/or creative expression or application. State that purpose clearly on the chalkboard for easy reference, for example, “As you read this section on the steam engine, try to determine why it was bound to be replaced by the gasoline engine.” This will serve as a reminder to read actively and with reference to real-life problem solving. • Hold postreading discussions on teaching and learning strategies. Make the discussion positive by asking students what they or you may have done that resulted in solid learning. Such discussion gives credit to student intuition, develops reciprocity, and furthers metacognitive processing, or thinking about thinking. • Create research teams, and provide time for students to delve into a topic in greater depth. One group could simply see what other textbooks say on the topic. Another could check with other authoritative references—persons, books, and the InterNet. Another could write a best estimate of which real-life problems the information learned might help solve or answer. Still another group, where appropriate, could try to identify and discuss theme-related stories, poetry, music, or art. Activities such as these provide links between text topics and nonprint resources and among school learning, artistic expression, multicultural perspectives, and the rest of the real world. ________________________________________________________
_________________________________________________________ Figure 1.3 Example of L-R-D elaboration 6: Viewing a videotape or film before reading in a world geography class.
Purposes for Viewing Teacher: Today we are going to continue our study of Kenya by focusing on the Maisi tribe of Southern Kenya. First, we will watch a 20-minute National Geographic tape on this most unusual tribe of people. Listen carefully as you watch for two things, which you will then read about: the diet of the Maisi and the names of three other tribes of the north whom few people know of but who figure in Kenyan life in a big way.
Brief Review Following Viewing
Teacher: OK, what were the two points we listened for? Student: The Maisi basically live off their cattle, eating meat and drinking their blood and raw milk. Teacher: And? Student: Well, there were three other tribes mentioned, but I can’t remember any of them. Teacher: OK, read pages 66 to 71 in your text now to learn more about the Maisi diet, and let’s get the names of those tribes. If you happen to finish reading early, there are a few copies of a recent magazine report on cholesterol here on my desk that might help answer the question “Why aren’t the Maisi dying of clogged arteries and heart failure from their high-fat diet?”
Postreading Discussion Teacher: What did you understand best from what you watched and read about? Student: The names of the three other tribes. Teacher: Say and spell them, and I’ll write them on the board. Student: Samburu, Turkana, and Hamitic. Teacher: What did you understand least from what you watched and read about? [When students have understood what they have viewed and read, they will take this question to mean pretty much the same thing as the next one: What questions or thoughts did this lesson raise in your mind?] Student: I pretty much understood what was said, but I don’t understand why the Maisi don’t raise things the way the other tribes do. Teacher: The land they live on is not arable. There is poor topsoil and little water. But that really doesn’t explain why they don’t move to where there is arable land. Student: I was wondering about their high-fat diet, so I read fast to get to the article you talked about. It seems that there are at least two reasons why they don’t have high blood cholesterol. The raw milk has enzymes that break down fat in the blood. Also, they lead very active lives. They burn off the fat as fast as they put it on. Teacher: If raw milk is so good for you, why do we homogenize and pasteurize ours, I wonder? Why don’t you ask Mrs. Shell in science today if she can help us out with this. _________________________________________________________
After Words Chapter 1 described the evolution of the field of Content Area Literacy, and offered practical and research-based arguments for urging all teachers to become content area literacy providers. It offered a simple method, the Listen-Read-Discuss, as an example of this dynamic instructional technology. The next chapter focuses on the theoretical bases for making reflective and effective instructional decisions —Preceding unsigned comment added by Avmanzo ( talk • contribs) 20:27, 18 January 2008 (UTC)
To clarify the source of avmanzo's comments, I think they may relate to the recent deletion of Content area reading, and I believe the user may have thought you were somehow involved. His comments lead me to believe this, at least. So, I hope that's helpful.
Also, I was the one who recommended content area reading for speedy deletion, and I would like to point out that avmanzo's points, as difficult as they are to follow (and seemingly a little condescending), are also inaccurate. The information he provided above and in the article (in addition to needing a little formatting help) did not reflect what is known about content area reading, was very difficult to understand, and was under copyright. Content area reading is also a subset of the topic of reading or reading comprehension and doesn't need its own page anyhow.
So, I think the user is referring to the former content area reading page, and I also wanted to point out why I think the deletion was appropriate, if you had any question. Best, Kearnsdm ( talk) 05:41, 22 January 2008 (UTC)
Hi and welcome back from vacation! I wonder if you could explain to me how I can do it right with some images/screenshots I have taken. I have uploaded photos/my own photos) earlier and never had any questions about copyrights. I don't know how to get rid of all those ugly banners or what to do to make it right. It is just some screenshots! LOL
I looked up another screenshot and don't understand a thing.....
image what did they do that I didn't? :-) I'm totally confused. Have been reading every where. -- {{subst:Babel-7|en-3|no|nn-2|sv-2|da-2|de-1|fr-1}} ( talk) 16:04, 21 January 2008 (UTC)
I think I first noticed you at your RfA, and since then I've noticed that you seem to be on the same wavelength as me in a couple of ways. If you don't mind, I'd like to ask you questions from time to time if I need help with things; but I'd particularly like your opinion on this particular situation.
Summary: User Jonathan is apparently a recent-changes patroller. I first ran into him a couple of days ago at Gustav Horn af Björneborg when I was also doing RC patrol. One thing led to another, and I've now posted criticisms at User talk:Jonathan of his handling of three RC-patrol situations. ((1) re Gustav Horn af Björneborg; (2) re Latin kings, and (3) re Wikipedia:Suspected sock puppets/EiWit.) While investigating two of those, I also initially made, ironically, the same type of mistake: I jumped to conclusions and misconstrued Jonathan's intentions in the same way that I (still) allege that Jonathan is misconstruing the intentions of two of his RC-patrollees.
Questions:
Ah, I'll take note of that in the future. Yeah, I wouldn't have known that if you hadn't pointed it out, as the text is rather small on the G12 template. Cheers, Sephiroth BCR ( Converse) 20:29, 22 January 2008 (UTC)
I will keep that in mind with future edits. Compwhiz II( Talk)( Contribs) 00:41, 23 January 2008 (UTC)
Hi, What's WP's policy on verifying the identity of a celebrity or a celebrity impersonator. I ask because I just noticed User:Grantimahara whom has been contributing to Talk:Grant Imahara as well as a few other Mythbusters related articles. Just wondering if it is indeed Grant or an impersonator. -- DP67 (talk/ contribs) 04:35, 23 January 2008 (UTC)