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Saturday, March 15, 2008

The Internet group Anonymous today held further protests critical of the Church of Scientology.

The global protests started in Australia where several hundred protesters gathered at different locations for peaceful protests.

In a global speech, the Internet protest movement said Scientology “betrayed the trust of its members, [had] taken their money, their rights, and at times their very lives.” The protesters welcomed the public interest their protests have led to, and claimed they witnessed “an unprecedented flood of Scientologists [joining] us across the world to testify about these abuses.” The group said it would continue with monthly actions.

In a press statement from its European headquarters, Scientology accused the anonymous protesters of “hate speech and hate crimes”, alleging that security measures were necessary because of death threats and bomb threats. This also makes the Church want to “identify members” of the group it brands as “cyber-terrorists”.

Wikinews had correspondents in a number of protest locations to report on the events.

Anonymous states that the next protest is scheduled to take place on April 18, which happens to be the birthday of Suri, the daughter of Tom and Katie Cruise.

Sunday, April 13, 2008

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

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

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

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

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

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

• Prof. Jon Beasley-Murray: I should say first that I’ve written some reflections at the project on Wikipedia itself, as an essay I entitled “Madness”.

In short, however, I’d done some editing on Wikipedia a year ago. I’d got into that rather by accident–after finding to some surprise that some of my academic work had been written up at the site. I then spent some time trying to organize and expand articles and categories relating to Latin America, particularly Latin American culture, which is my area of expertise. I discovered that Wikipedia’s coverage of this area was uneven at best. It was while I was involved in this that it came to me that students could usefully participate on the site. They use Wikipedia anyway; why not find ways in which they could also participate? And I’d come to realize that it’s only by participating and contributing that you can really understand the Encyclopedia, both its strengths and its weaknesses but above all the way it comes to be how it is.

And I’ve always been interested in using technology in teaching: mailing lists, websites, blogs, and so on. But I’ve never much liked “educational technology”: programs such as WebCT that students only ever use as part of a course they are taking. By creating something of an educational ghetto, educational technology seems to me to miss out on the most interesting and exciting possibilities of the Internet: precisely the fact that it opens up to the world outside the classroom, and can reconfigure or perhaps even break down the rather limited relationship between teacher (supposed to be the expert and source of all authority) and the student (too often treated as the passive recipient of knowledge).

Overall, a Wikipedia assignment offered lots of possibilities, including:

• teaching students about Wikipedia, an important site that they use (and too often misuse) often
• improving Wikipedia itself, by generating new content on topics where its coverage is lacking
• encouraging students to produce something that had relevance outside the classroom, in the public sphere
• giving them tangible goals that were measured by something other than my own professorial judgement
• changing their views about writing, by stressing the importance of ongoing revision
• teaching them about research and about how to use and evaluate sources

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

• JBM: No, not really. Perhaps I should have! But off and on last summer I did discuss the idea with a friend who works in educational technology at UBC, who had helped me with the implementation of blogs in my courses. And this friend, Brian Lamb, was as always very encouraging and supportive of this kind of experimentation. He looked into the possibility of helping me apply for a grant for the project, but it seems there aren’t any for this kind of thing. I decided to go ahead anyway, essentially on my own.

And in January, as the project was getting underway, I signed up with Wikipedia:School and university projects. There were plenty of other previous and ongoing educational projects listed there, so I presumed I wasn’t so alone and that what I was doing wasn’t so innovative. It was only much later that I realized just how different and how ambitious this project was: we were aiming to create featured articles, ideally twelve of them, and no other educational project had ever set out to do that!

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

• JBM: No, but then as I say I hardly talked to anyone about it!

I should mention, however, that it’s not necessarily a given that the Wikipedia community was in favour. I’ve noticed that with some other educational projects, the initial reaction from Wikipedians has not always been so favourable. In part that’s because students are encouraged to write a new article on anything they can come up with, and these are swiftly marked for deletion. In part that’s because they write essays offline, then upload them, and naturally enough they are not in Wikipedia format or do not follow Wikipedia conventions (about “original research,” for instance). Those articles are soon laden with tags, and their talk pages filled with warnings or reproaches. We managed to avoid that on the whole… mostly by accident! But we also avoided those problems, I think, because I’d spent a fair amount of time on Wikipedia already and was aware of some (but far from all) the habits of the site. And more importantly because we had quite definite aims: students weren’t editing Wikipedia for the sake of it.

Even so, we did get one “speedy deletion” tag. It was placed, within less than a minute, on an article that I created in front of all the students, during class time. For one horrible moment, in front of the whole class, I had a feeling that things might go terribly wrong. The article tagged for speedy deletion was El Señor Presidente… which is now, as you know, Wikipedia’s Feature Article number 2,000.

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

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

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

• JBM: Over the course of this semester, I’ve come up with a response of my own to this question. If a Wikipedia article is a good one, then you won’t need to quote it, as it will have links to all the relevant sources. And if it doesn’t have those links, then it isn’t a good article, and shouldn’t be quoted in any case.

Before this semester, I explicitly banned students from quoting Wikipedia articles in their essays. And I will continue to do so. I also look askance at them citing dictionary definitions. And though they don’t quote Britannica (I think Wikipedia has now for all intents and purposes replaced Britannica), I would likewise be unimpressed if they were to do so.

On the other hand, of course, as you say, Wikipedia can be an excellent starting point for research. I personally use it often precisely for that reason.

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

• JBM: I’m not sure. As is perhaps already obvious, I’m horribly suspicious of almost anything that has “edu” in the title. And I say that with all due respect to my friends who are in “EduTech”–though I should add that they are often equally suspicious, if not more so! I’ve had a couple of other experiences with wikis, in relatively closed environments, and they weren’t particularly successful. I think that was because there was never a critical mass. The one thing that Wikipedia really has going for it is critical mass. (Even then, of course, only a tiny fraction of the people who read Wikipedia ever edit it.)

The other thing is that too many academics still don’t get the wiki ethos. It’s hard for them (us) not to be possessive about our work. This I think is what causes most of the antagonism and frustration when academics do get involved in Wikipedia. The issue is seldom “expertise,” and much more often ownership. I realize I’m talking in broad strokes here, but for instance a wiki was set up in my faculty, and it proved impossible to edit anyone else’s texts. We might as well have been putting up .pdfs. It was an exercise in presenting position papers, rather than in collaborative writing.

Meanwhile, as for the topic of credentials, which I know has been much debated on Wikipedia, I think that’s a real canard. I don’t think credentials matter much. My students don’t have much in the way of credentials, but they’ve done superior work.

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

• JBM: I’d often asked students to write blogs in previous courses, which are also of course visible to the general public. But not too many people bump into such student blogs, except on rare occasions. Here, the point wasn’t so much that the Wikipedia articles were public, but that they were editing one of the Internet’s top ten sites. So one day I’d poked around and found out how many people had visited particular pages that we’re editing. (I compiled and later updated these numbers here.) And the next class we played two little guessing games. One involved what percentage of Wikipedia’s articles they thought were classified as “Good Articles”; they started at 30%, and it took them a while to get down to 0.15%. This was just after El Señor Presidente had made Good Article status, so it gave them a sense of the achievement, I think.

The other little guessing game concerned how many page views they thought their articles attracted per month. I can’t remember exactly the figure they started off with in this case, but I can tell you it was a lot lower than the 50,000 plus that Gabriel García Márquez actually receives. When we figured out that that article must have something over 600,000 visits a year (I now reckon it’s almost three-quarters of a million), the team who were editing that page were somewhat shocked. But my sense is that the realization was also rather exciting. And I know that the students who will shortly find their article on the mainpage of the English Wikipedia (it’ll be there on May 5th) are absolutely thrilled. Though frankly I think they (and the other students) are less interested in the fact that the “general public” can see what they’ve done, than in telling their friends and family to take a look at their work.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• MF: I have not been involved with the other articles so I cannot say that I feel strongly one way or another. Perhaps this question would be better suited for Dr. Beasly-Murray, who has indeed been involved in every article.

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

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

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

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

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

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

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

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

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

Monday, May 5, 2008

Researchers have found that, in terms of survival, assessing the status of a HIV/AIDS patient by clinical examination is almost as reliable as laboratory blood testing during their course of treatment.

Poor access to laboratory tests should therefore not be a barrier to rolling out antiretroviral (ARV) drug programmes for HIV in developing countries, they say.

The findings were published in The Lancet recently.

Patients on first-line ARVs in the developed world are monitored regularly for the amount of HIV circulating in their blood. When this falls below a certain level, treatment switches to second-line ARVs.

But because of limited access to laboratory tests, the WHO recommends that people in the developing world are monitored for clinical signs of HIV progression, such as bacterial infection in the mouth and certain types of cancer.

Monitoring of CD4 cell levels — an indicator of the health of a patient’s immune system — is also used when laboratory testing is available. Until now, little was known about the effectiveness of this strategy.

The researchers used a computer model to simulate the course of HIV infection and estimate the impact on survival of monitoring by viral load, CD4 count or clinical observation.

The model was initially developed for wealthy countries, but was adapted for lower-income countries by taking into account factors such as interruptions in drug supply.

It predicts that after five years, 83 per cent of patients monitored by viral load, 82 per cent of patients monitored by CD4 cell count, and 82 per cent of patients monitored by clinical examination alone, would have survived. This decreases to 67, 64 and 64 per cent, respectively, after 20 years.

Andrew Phillips, professor of epidemiology at the UK-based Royal Free & University College Medical School and lead author of the study, says the findings shouldn’t dissuade people from relying on viral-load monitoring.

“I certainly wouldn’t want to inhibit the roll-out of viral-load monitoring and the development of cheap and robust tests that don’t rely heavily on infrastructure or highly skilled laboratory staff,” he told SciDev.Net.

But, he says, that shouldn’t be done at the cost of getting ARVs to everyone who needs them.

“The issue of whether to use viral-load monitoring or not pales into insignificance when dealing with whether you’ve actually got everyone who needs ARVs on therapy. Having drugs without viral-load monitoring is a lot better than not having drugs.”

Wednesday, November 22, 2006

The 1999 and 2000 year model Honda Civic SiR tops the list of Canada’s most stolen cars.

Consumer popularity also assures the cars will be popular with thieves. Its the second year in a row the Honda SiR has topped the list.

Rick Dubin Vice President of Investigations for the Insurance Bureau of Canada said “The Civics are easy targets.”

Dubin said that once stolen, the cars are most often sold to “chop shops” where thieves completely dismantle the vehicles. The automobile’s individual parts are worth more than the entire car.

The sheer numbers of the cars and their lack of theft deterrent systems make them thieves’ preferred choices.

1999 and 2000 Honda Civics do not come with an electronic immobilizer, however all Hondas from 2001 and onward are equipped with an immobilizer. Immobilizers will be mandatory on all new cars sold beginning September 2007. The devices enable an engine computer to recognize an electronic code in the key. If the code in the key and the engine don’t match exactly, the vehicle can’t be started.

In third place was the 2004 Subaru Impreza, while the 1999 Acura Integra came in fourth, with the 1994 Honda Civic rounding out the top five.

In sixth place, the 1998 Acura Integra, and the 1993 Dodge Shadow completed seventh.

When asked why early model vehicles are selected, he said that, “auto thieves continue to find it easier to steal older vehicles lacking an IBC-approved immobilizer. We’ve seen this trend developing for several years, and these results confirm it.”

Another Honda automobile, the 1996 year model Civic filled eighth place, with the 2000 German Audi TT Quattro in ninth.

The American 1996 Chevrolet/GMC Blazer rounded out the top ten.

None of the above cars had an electronic immobilizer.

Friday, November 11, 2005

California, Italy and New York are the first to bring litigation against Sony BMG‘s digital rights management (DRM) software found in at least 20 music discs released by Sony. The software automatically installs after the user agrees to a end user license agreement (EULA) before the music disc can be played, and includes a rootkit that can create vulnerabilities in the user’s Windows computer. One trojan horse exploiting the hole has already been discovered online.

The California lawsuit, filed on November 1, claims that the software violates the Consumer Legal Remedies Act, the Consumer Protection Against Computer Spyware Act, and the California Unfair Competition Law. The upcoming lawsuit in New York would seek restitution for consumers nationwide.

Mathew Gilliat-Smith, the CEO of First 4 Internet, the company that created the software, claims it is “benign content.” Meanwhile, in an NPR interview, a Sony BMG Music Entertainment Vice President said, “Most people, I think, don’t even know what a rootkit is, so why should they care about it?”

Sony and First 4 Internet have released “patches” and uninstall kits, after programmer Mark Russinovich discovered the hidden files from the rootkit. However, these uninstall kits are only installable online through an ActiveX application, a technology many security experts advise users to deactivate due to its high execution privileges on host computers.

In addition to questions of legality, the DRM software has come under fire from media rights activists and even artists who unwittingly found their albums more stringently protected than they approved of. Furthermore, Sony’s DRM software “phones home” each time one of their CDs is played. The license agreement does not reveal this behavior, nor does it acknowledge the existence of the rootkit itself.

Thomas Hesse of Sony BMG recently told the San Francisco Chronicle that 60 percent of Sony BMG CDs released in the United States currently have copy protection measures, and that they aim to hit 100 percent by early 2006.

Tuesday, June 6, 2006

Google has launched an online spreadsheet site, in a private beta.

The site will allow spreadsheets to be shared between up to 10 users, which is aimed to be useful to teams and small businesses. “Many people already organise information into spreadsheets. Where they are struggling is to share it” said the product manager, Jonathan Rochelle.

Google recently bought the online word-processor Writely, launched a calendar product, as well as a desktop search tool. Many see this as them straying into Microsoft‘s markets.

Google Spreadsheets uses very advanced AJAX (Asynchronous Javascript And Xml) and Client Side Scripting to mimic very effectively it’s desktop counterparts’ functions.

It is surprisingly fast, has very good formatting and advanced formula support, but best of all it has complete support for Microsoft Excel .xls files, and very good collaboration: just enter the e-mail address and you can share easily.

This is the online suicide letter authored by Andrew Stack, the man believed to be responsible for flying a light aircraft into a building in Austin, Texas. It was originally posted at Stack’s site, http://embeddedart.com/. The hosting company, T35, took the site offline per an FBI request. The note is reproduced here in its entirety.

If you’re reading this, you’re no doubt asking yourself, “Why did this have to happen?” The simple truth is that it is complicated and has been coming for a long time. The writing process, started many months ago, was intended to be therapy in the face of the looming realization that there isn’t enough therapy in the world that can fix what is really broken. Needless to say, this rant could fill volumes with example after example if I would let it. I find the process of writing it frustrating, tedious, and probably pointless… especially given my gross inability to gracefully articulate my thoughts in light of the storm raging in my head. Exactly what is therapeutic about that I’m not sure, but desperate times call for desperate measures.

We are all taught as children that without laws there would be no society, only anarchy. Sadly, starting at early ages we in this country have been brainwashed to believe that, in return for our dedication and service, our government stands for justice for all. We are further brainwashed to believe that there is freedom in this place, and that we should be ready to lay our lives down for the noble principals represented by its founding fathers. Remember? One of these was “no taxation without representation”. I have spent the total years of my adulthood unlearning that crap from only a few years of my childhood. These days anyone who really stands up for that principal is promptly labeled a “crackpot”, traitor and worse.

While very few working people would say they haven’t had their fair share of taxes (as can I), in my lifetime I can say with a great degree of certainty that there has never been a politician cast a vote on any matter with the likes of me or my interests in mind. Nor, for that matter, are they the least bit interested in me or anything I have to say.

Why is it that a handful of thugs and plunderers can commit unthinkable atrocities (and in the case of the GM executives, for scores of years) and when it’s time for their gravy train to crash under the weight of their gluttony and overwhelming stupidity, the force of the full federal government has no difficulty coming to their aid within days if not hours? Yet at the same time, the joke we call the American medical system, including the drug and insurance companies, are murdering tens of thousands of people a year and stealing from the corpses and victims they cripple, and this country’s leaders don’t see this as important as bailing out a few of their vile, rich cronies. Yet, the political “representatives” (thieves, liars, and self-serving scumbags is far more accurate) have endless time to sit around for year after year and debate the state of the “terrible health care problem”. It’s clear they see no crisis as long as the dead people don’t get in the way of their corporate profits rolling in.

And justice? You’ve got to be kidding!

How can any rational individual explain that white elephant conundrum in the middle of our tax system and, indeed, our entire legal system? Here we have a system that is, by far, too complicated for the brightest of the master scholars to understand. Yet, it mercilessly “holds accountable” its victims, claiming that they’re responsible for fully complying with laws not even the experts understand. The law “requires” a signature on the bottom of a tax filing; yet no one can say truthfully that they understand what they are signing; if that’s not “duress” than [sic] what is. If this is not the measure of a totalitarian regime, nothing is.

How did I get here?

My introduction to the real American nightmare starts back in the early ‘80s. Unfortunately after more than 16 years of school, somewhere along the line I picked up the absurd, pompous notion that I could read and understand plain English. Some friends introduced me to a group of people who were having ‘tax code’ readings and discussions. In particular, zeroed in on a section relating to the wonderful “exemptions” that make institutions like the vulgar, corrupt Catholic Church so incredibly wealthy. We carefully studied the law (with the help of some of the “best”, high-paid, experienced tax lawyers in the business), and then began to do exactly what the “big boys” were doing (except that we weren’t steeling [sic] from our congregation or lying to the government about our massive profits in the name of God). We took a great deal of care to make it all visible, following all of the rules, exactly the way the law said it was to be done.

The intent of this exercise and our efforts was to bring about a much-needed re-evaluation of the laws that allow the monsters of organized religion to make such a mockery of people who earn an honest living. However, this is where I learned that there are two “interpretations” for every law; one for the very rich, and one for the rest of us… Oh, and the monsters are the very ones making and enforcing the laws; the inquisition is still alive and well today in this country.

That little lesson in patriotism cost me $40,000+, 10 years of my life, and set my retirement plans back to 0. It made me realize for the first time that I live in a country with an ideology that is based on a total and complete lie. It also made me realize, not only how naive I had been, but also the incredible stupidity of the American public; that they buy, hook, line, and sinker, the crap about their “freedom”… and that they continue to do so with eyes closed in the face of overwhelming evidence and all that keeps happening in front of them.

Before even having to make a shaky recovery from the sting of the first lesson on what justice really means in this country (around 1984 after making my way through engineering school and still another five years of “paying my dues”), I felt I finally had to take a chance of launching my dream of becoming an independent engineer.

On the subjects of engineers and dreams of independence, I should digress somewhat to say that I’m sure that I inherited the fascination for creative problem solving from my father. I realized this at a very young age.

The significance of independence, however, came much later during my early years of college; at the age of 18 or 19 when I was living on my own as student in an apartment in Harrisburg, Pennsylvania. My neighbor was an elderly retired woman (80+ seemed ancient to me at that age) who was the widowed wife of a retired steel worker. Her husband had worked all his life in the steel mills of central Pennsylvania with promises from big business and the union that, for his 30 years of service, he would have a pension and medical care to look forward to in his retirement. Instead he was one of the thousands who got nothing because the incompetent mill management and corrupt union (not to mention the government) raided their pension funds and stole their retirement. All she had was social security to live on.

In retrospect, the situation was laughable because here I was living on peanut butter and bread (or Ritz crackers when I could afford to splurge) for months at a time. When I got to know this poor figure and heard her story I felt worse for her plight than for my own (I, after all, I thought I had everything to in front of me). I was genuinely appalled at one point, as we exchanged stories and commiserated with each other over our situations, when she in her grandmotherly fashion tried to convince me that I would be “healthier” eating cat food (like her) rather than trying to get all my substance from peanut butter and bread. I couldn’t quite go there, but the impression was made. I decided that I didn’t trust big business to take care of me, and that I would take responsibility for my own future and myself.

Return to the early ‘80s, and here I was off to a terrifying start as a ‘wet-behind-the-ears’ contract software engineer… and two years later, thanks to the fine backroom, midnight effort by the sleazy executives of Arthur Andersen (the very same folks who later brought us Enron and other such calamities) and an equally sleazy New York Senator (Patrick Moynihan), we saw the passage of 1986 tax reform act with its section 1706.

For you who are unfamiliar, here is the core text of the IRS Section 1706, defining the treatment of workers (such as contract engineers) for tax purposes. Visit this link for a conference committee report (http://www.synergistech.com/1706.shtml#ConferenceCommitteeReport) regarding the intended interpretation of Section 1706 and the relevant parts of Section 530, as amended. For information on how these laws affect technical services workers and their clients, read our discussion here (http://www.synergistech.com/ic-taxlaw.shtml).

SEC. 1706. TREATMENT OF CERTAIN TECHNICAL PERSONNEL.

(a) IN GENERAL – Section 530 of the Revenue Act of 1978 is amended by adding at the end thereof the following new subsection:

(d) EXCEPTION. – This section shall not apply in the case of an individual who pursuant to an arrangement between the taxpayer and another person, provides services for such other person as an engineer, designer, drafter, computer programmer, systems analyst, or other similarly skilled worker engaged in a similar line of work.

(b) EFFECTIVE DATE. – The amendment made by this section shall apply to remuneration paid and services rendered after December 31, 1986.

Note:

· “another person” is the client in the traditional job-shop relationship.

· “taxpayer” is the recruiter, broker, agency, or job shop.

· “individual”, “employee”, or “worker” is you.

Admittedly, you need to read the treatment to understand what it is saying but it’s not very complicated. The bottom line is that they may as well have put my name right in the text of section (d). Moreover, they could only have been more blunt if they would have came out and directly declared me a criminal and non-citizen slave. Twenty years later, I still can’t believe my eyes.

During 1987, I spent close to $5000 of my ‘pocket change’, and at least 1000 hours of my time writing, printing, and mailing to any senator, congressman, governor, or slug that might listen; none did, and they universally treated me as if I was wasting their time. I spent countless hours on the L.A. freeways driving to meetings and any and all of the disorganized professional groups who were attempting to mount a campaign against this atrocity. This, only to discover that our efforts were being easily derailed by a few moles from the brokers who were just beginning to enjoy the windfall from the new declaration of their “freedom”. Oh, and don’t forget, for all of the time I was spending on this, I was loosing income that I couldn’t bill clients.

After months of struggling it had clearly gotten to be a futile exercise. The best we could get for all of our trouble is a pronouncement from an IRS mouthpiece that they weren’t going to enforce that provision (read harass engineers and scientists). This immediately proved to be a lie, and the mere existence of the regulation began to have its impact on my bottom line; this, of course, was the intended effect.

Again, rewind my retirement plans back to 0 and shift them into idle. If I had any sense, I clearly should have left abandoned engineering and never looked back.

Instead I got busy working 100-hour workweeks. Then came the L.A. depression of the early 1990s. Our leaders decided that they didn’t need the all of those extra Air Force bases they had in Southern California, so they were closed; just like that. The result was economic devastation in the region that rivaled the widely publicized Texas S&L fiasco. However, because the government caused it, no one gave a shit about all of the young families who lost their homes or street after street of boarded up houses abandoned to the wealthy loan companies who received government funds to “shore up” their windfall. Again, I lost my retirement.

Years later, after weathering a divorce and the constant struggle trying to build some momentum with my business, I find myself once again beginning to finally pick up some speed. Then came the .COM bust and the 911 nightmare. Our leaders decided that all aircraft were grounded for what seemed like an eternity; and long after that, ‘special’ facilities like San Francisco were on security alert for months. This made access to my customers prohibitively expensive. Ironically, after what they had done the Government came to the aid of the airlines with billions of our tax dollars … as usual they left me to rot and die while they bailed out their rich, incompetent cronies WITH MY MONEY! After these events, there went my business but not quite yet all of my retirement and savings.

By this time, I’m thinking that it might be good for a change. Bye to California, I’ll try Austin for a while. So I moved, only to find out that this is a place with a highly inflated sense of self-importance and where damn little real engineering work is done. I’ve never experienced such a hard time finding work. The rates are 1/3 of what I was earning before the crash, because pay rates here are fixed by the three or four large companies in the area who are in collusion to drive down prices and wages… and this happens because the justice department is all on the take and doesn’t give a fuck about serving anyone or anything but themselves and their rich buddies.

To survive, I was forced to cannibalize my savings and retirement, the last of which was a small IRA. This came in a year with mammoth expenses and not a single dollar of income. I filed no return that year thinking that because I didn’t have any income there was no need. The sleazy government decided that they disagreed. But they didn’t notify me in time for me to launch a legal objection so when I attempted to get a protest filed with the court I was told I was no longer entitled to due process because the time to file ran out. Bend over for another $10,000 helping of justice.

So now we come to the present. After my experience with the CPA world, following the business crash I swore that I’d never enter another accountant’s office again. But here I am with a new marriage and a boatload of undocumented income, not to mention an expensive new business asset, a piano, which I had no idea how to handle. After considerable thought I decided that it would be irresponsible NOT to get professional help; a very big mistake.

When we received the forms back I was very optimistic that they were in order. I had taken all of the years information to Bill Ross, and he came back with results very similar to what I was expecting. Except that he had neglected to include the contents of Sheryl’s unreported income; $12,700 worth of it. To make matters worse, Ross knew all along this was missing and I didn’t have a clue until he pointed it out in the middle of the audit. By that time it had become brutally evident that he was representing himself and not me.

This left me stuck in the middle of this disaster trying to defend transactions that have no relationship to anything tax-related (at least the tax-related transactions were poorly documented). Things I never knew anything about and things my wife had no clue would ever matter to anyone. The end result is… well, just look around.

I remember reading about the stock market crash before the “great” depression and how there were wealthy bankers and businessmen jumping out of windows when they realized they screwed up and lost everything. Isn’t it ironic how far we’ve come in 60 years in this country that they now know how to fix that little economic problem; they just steal from the middle class (who doesn’t have any say in it, elections are a joke) to cover their asses and it’s “business-as-usual”. Now when the wealthy fuck up, the poor get to die for the mistakes… isn’t that a clever, tidy solution.

As government agencies go, the FAA is often justifiably referred to as a tombstone agency, though they are hardly alone. The recent presidential puppet GW Bush and his cronies in their eight years certainly reinforced for all of us that this criticism rings equally true for all of the government. Nothing changes unless there is a body count (unless it is in the interest of the wealthy sows at the government trough). In a government full of hypocrites from top to bottom, life is as cheap as their lies and their self-serving laws.

I know I’m hardly the first one to decide I have had all I can stand. It has always been a myth that people have stopped dying for their freedom in this country, and it isn’t limited to the blacks, and poor immigrants. I know there have been countless before me and there are sure to be as many after. But I also know that by not adding my body to the count, I insure nothing will change. I choose to not keep looking over my shoulder at “big brother” while he strips my carcass, I choose not to ignore what is going on all around me, I choose not to pretend that business as usual won’t continue; I have just had enough.

I can only hope that the numbers quickly get too big to be white washed and ignored that the American zombies wake up and revolt; it will take nothing less. I would only hope that by striking a nerve that stimulates the inevitable double standard, knee-jerk government reaction that results in more stupid draconian restrictions people wake up and begin to see the pompous political thugs and their mindless minions for what they are. Sadly, though I spent my entire life trying to believe it wasn’t so, but violence not only is the answer, it is the only answer. The cruel joke is that the really big chunks of shit at the top have known this all along and have been laughing, at and using this awareness against, fools like me all along.

I saw it written once that the definition of insanity is repeating the same process over and over and expecting the outcome to suddenly be different. I am finally ready to stop this insanity. Well, Mr. Big Brother IRS man, let’s try something different; take my pound of flesh and sleep well.

The communist creed: From each according to his ability, to each according to his need.

The capitalist creed: From each according to his gullibility, to each according to his greed.

Joe Stack (1956-2010)

02/18/2010

Sunday, April 17, 2011

Australian Prime Minister Julia Gillard’s plans to implement a carbon tax in Australia have hit a roadblock today with the national secretary of the Australian Workers Union Paul Howes demanding that exemptions be made to certain heavy polluting industries including steel production as well as concerns about whether jobs will be lost.

Steel producing companies within Australia including BlueScope Steel and OneSteel have supported the move by the union claiming that a carbon tax would affect Australian Jobs. Paul O’Malley, managing director and Chief Executive of BlueScope, said that “the tax threat is still real for the Australian Steel industry and for our customers.”

Paul Howes told The Australian newspaper that “if one job is gone, our support is gone.” Mr. Howes is a powerful figure within the Australian Labor Party who is believed to have been instrumental with the removal of PM Gillard’s predecessor Kevin Rudd. Support for the Gillard Labor Government has dropped to an all time low earlier this year, with only a 30% approval rating.

The move by the AWU has been supported by other unions in Australia, including the Transport Workers Union as well as Opposition Leader Tony Abbott.

Thursday, January 29, 2009

Zimbabwe has decided to abandon its currency, the Zimbabwean dollar, in favour of other currencies.

Acting Finance Minister Patrick Chinamasa announced today that Zimbabweans will be allowed to make transactions in other currencies along with the local currency. “In line with the prevailing practices by the general public, [the] government is therefore allowing the use of multiple foreign currencies for business transactions alongside the Zimbabwean dollar,” he said, adding that the Zimbabwean dollar will not be removed from circulation and would be used alongside other currencies.

This decision comes during the current period of hyperinflation, which has massively devalued the Zimbabwean dollar. Banknotes up to $100 trillion have been printed, despite the removal of ten zeroes from the currency last summer to try to make transactions easier. The official inflation rate, last updated in July 2008, was 231,000,000% a year, although independent estimates place the number as high as 6.5×10¹⁰⁸, or 6.5 quindecillion novemdecillion, percent.

Up to now, only vendors with licenses were legally able to accept foreign currencies, although the practice was widespread — private businesses altogether refuse to accept the unstable Zimbabwean dollar.

Large sections of the workforce, including teachers and doctors, have gone on strike because hyperinflation rapidly renders their wages worthless. Representative groups said salaries, now measured in trillions of dollars, are insufficient to pay for even the bus fare to work.

Zimbabwe also faces other crises, including a cholera epidemic that has claimed the lives of over 3,000 people, according to statistics from the World Health Organisation.

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