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Tuesday, April 19, 2005

The Associated Press (AP) announced yesterday that it will charge its members for online content, starting on January 1, 2006. The decision occurred at its annual board meeting.

Until the new pricing arrangement takes place, news sites that purchase AP content for their print editions have been able to use the same content on their websites at no additional charge. No pricing scheme has been announced, but the AP did say that it would increase its fees less than usual this year to ease the transition.

Burl Osborne, the chairman of the AP’s board, stated that since the creation of the internet, the “AP’s philosophy was to promote member efforts to develop this new medium, and to give those fledgling online efforts time to grow.”

The price increase was not the only plan mentioned at the meeting. According to an AP report in the New York Times, “The AP also plans to introduce a new multimedia package designed to appeal to young adults, a prized advertising demographic deeply immersed in the Internet and other digital media.”

Tuesday, July 14, 2009

The English National Portrait Gallery (NPG) in London has threatened on Friday to sue a U.S. citizen, Derrick Coetzee. The legal letter followed claims that he had breached the Gallery’s copyright in several thousand photographs of works of art uploaded to the Wikimedia Commons, a free online media repository.

In a letter from their solicitors sent to Coetzee via electronic mail, the NPG asserted that it holds copyright in the photographs under U.K. law, and demanded that Coetzee provide various undertakings and remove all of the images from the site (referred to in the letter as “the Wikipedia website”).

Wikimedia Commons is a repository of free-to-use media, run by a community of volunteers from around the world, and is a sister project to Wikinews and the encyclopedia Wikipedia. Coetzee, who contributes to the Commons using the account “Dcoetzee”, had uploaded images that are free for public use under United States law, where he and the website are based. However copyright is claimed to exist in the country where the gallery is situated.

The complaint by the NPG is that under UK law, its copyright in the photographs of its portraits is being violated. While the gallery has complained to the Wikimedia Foundation for a number of years, this is the first direct threat of legal action made against an actual uploader of images. In addition to the allegation that Coetzee had violated the NPG’s copyright, they also allege that Coetzee had, by uploading thousands of images in bulk, infringed the NPG’s database right, breached a contract with the NPG; and circumvented a copyright protection mechanism on the NPG’s web site.

The copyright protection mechanism referred to is Zoomify, a product of Zoomify, Inc. of Santa Cruz, California. NPG’s solicitors stated in their letter that “Our client used the Zoomify technology to protect our client’s copyright in the high resolution images.”. Zoomify Inc. states in the Zoomify support documentation that its product is intended to make copying of images “more difficult” by breaking the image into smaller pieces and disabling the option within many web browsers to click and save images, but that they “provide Zoomify as a viewing solution and not an image security system”.

In particular, Zoomify’s website comments that while “many customers — famous museums for example” use Zoomify, in their experience a “general consensus” seems to exist that most museums are concerned with making the images in their galleries accessible to the public, rather than preventing the public from accessing them or making copies; they observe that a desire to prevent high resolution images being distributed would also imply prohibiting the sale of any posters or production of high quality printed material that could be scanned and placed online.

Other actions in the past have come directly from the NPG, rather than via solicitors. For example, several edits have been made directly to the English-language Wikipedia from the IP address 217.207.85.50, one of sixteen such IP addresses assigned to computers at the NPG by its ISP, Easynet.

In the period from August 2005 to July 2006 an individual within the NPG using that IP address acted to remove the use of several Wikimedia Commons pictures from articles in Wikipedia, including removing an image of the Chandos portrait, which the NPG has had in its possession since 1856, from Wikipedia’s biographical article on William Shakespeare.

Other actions included adding notices to the pages for images, and to the text of several articles using those images, such as the following edit to Wikipedia’s article on Catherine of Braganza and to its page for the Wikipedia Commons image of Branwell Brontë‘s portrait of his sisters:

“THIS IMAGE IS BEING USED WITHOUT PERMISSION FROM THE COPYRIGHT HOLDER.”

“This image is copyright material and must not be reproduced in any way without permission of the copyright holder. Under current UK copyright law, there is copyright in skilfully executed photographs of ex-copyright works, such as this painting of Catherine de Braganza.

The original painting belongs to the National Portrait Gallery, London. For copies, and permission to reproduce the image, please contact the Gallery at picturelibrary@npg.org.uk or via our website at www.npg.org.uk”

Other, later, edits, made on the day that NPG’s solicitors contacted Coetzee and drawn to the NPG’s attention by Wikinews, are currently the subject of an internal investigation within the NPG.

Coetzee published the contents of the letter on Saturday July 11, the letter itself being dated the previous day. It had been sent electronically to an email address associated with his Wikimedia Commons user account. The NPG’s solicitors had mailed the letter from an account in the name “Amisquitta”. This account was blocked shortly after by a user with access to the user blocking tool, citing a long standing Wikipedia policy that the making of legal threats and creation of a hostile environment is generally inconsistent with editing access and is an inappropriate means of resolving user disputes.

The policy, initially created on Commons’ sister website in June 2004, is also intended to protect all parties involved in a legal dispute, by ensuring that their legal communications go through proper channels, and not through a wiki that is open to editing by other members of the public. It was originally formulated primarily to address legal action for libel. In October 2004 it was noted that there was “no consensus” whether legal threats related to copyright infringement would be covered but by the end of 2006 the policy had reached a consensus that such threats (as opposed to polite complaints) were not compatible with editing access while a legal matter was unresolved. Commons’ own website states that “[accounts] used primarily to create a hostile environment for another user may be blocked”.

In a further response, Gregory Maxwell, a volunteer administrator on Wikimedia Commons, made a formal request to the editorial community that Coetzee’s access to administrator tools on Commons should be revoked due to the prevailing circumstances. Maxwell noted that Coetzee “[did] not have the technically ability to permanently delete images”, but stated that Coetzee’s potential legal situation created a conflict of interest.

Sixteen minutes after Maxwell’s request, Coetzee’s “administrator” privileges were removed by a user in response to the request. Coetzee retains “administrator” privileges on the English-language Wikipedia, since none of the images exist on Wikipedia’s own website and therefore no conflict of interest exists on that site.

Legally, the central issue upon which the case depends is that copyright laws vary between countries. Under United States case law, where both the website and Coetzee are located, a photograph of a non-copyrighted two-dimensional picture (such as a very old portrait) is not capable of being copyrighted, and it may be freely distributed and used by anyone. Under UK law that point has not yet been decided, and the Gallery’s solicitors state that such photographs could potentially be subject to copyright in that country.

One major legal point upon which a case would hinge, should the NPG proceed to court, is a question of originality. The U.K.’s Copyright, Designs and Patents Act 1988 defines in ¶ 1(a) that copyright is a right that subsists in “original literary, dramatic, musical or artistic works” (emphasis added). The legal concept of originality here involves the simple origination of a work from an author, and does not include the notions of novelty or innovation that is often associated with the non-legal meaning of the word.

Whether an exact photographic reproduction of a work is an original work will be a point at issue. The NPG asserts that an exact photographic reproduction of a copyrighted work in another medium constitutes an original work, and this would be the basis for its action against Coetzee. This view has some support in U.K. case law. The decision of Walter v Lane held that exact transcriptions of speeches by journalists, in shorthand on reporter’s notepads, were original works, and thus copyrightable in themselves. The opinion by Hugh Laddie, Justice Laddie, in his book The Modern Law of Copyright, points out that photographs lie on a continuum, and that photographs can be simple copies, derivative works, or original works:

“[…] it is submitted that a person who makes a photograph merely by placing a drawing or painting on the glass of a photocopying machine and pressing the button gets no copyright at all; but he might get a copyright if he employed skill and labour in assembling the thing to be photocopied, as where he made a montage.”

Various aspects of this continuum have already been explored in the courts. Justice Neuberger, in the decision at Antiquesportfolio.com v Rodney Fitch & Co. held that a photograph of a three-dimensional object would be copyrightable if some exercise of judgement of the photographer in matters of angle, lighting, film speed, and focus were involved. That exercise would create an original work. Justice Oliver similarly held, in Interlego v Tyco Industries, that “[i]t takes great skill, judgement and labour to produce a good copy by painting or to produce an enlarged photograph from a positive print, but no-one would reasonably contend that the copy, painting, or enlargement was an ‘original’ artistic work in which the copier is entitled to claim copyright. Skill, labour or judgement merely in the process of copying cannot confer originality.”.

In 2000 the Museums Copyright Group, a copyright lobbying group, commissioned a report and legal opinion on the implications of the Bridgeman case for the UK, which stated:

“Revenue raised from reproduction fees and licensing is vital to museums to support their primary educational and curatorial objectives. Museums also rely on copyright in photographs of works of art to protect their collections from inaccurate reproduction and captioning… as a matter of principle, a photograph of an artistic work can qualify for copyright protection in English law”. The report concluded by advocating that “museums must continue to lobby” to protect their interests, to prevent inferior quality images of their collections being distributed, and “not least to protect a vital source of income”.

Several people and organizations in the U.K. have been awaiting a test case that directly addresses the issue of copyrightability of exact photographic reproductions of works in other media. The commonly cited legal case Bridgeman Art Library v. Corel Corp. found that there is no originality where the aim and the result is a faithful and exact reproduction of the original work. The case was heard twice in New York, once applying UK law and once applying US law. It cited the prior UK case of Interlego v Tyco Industries (1988) in which Lord Oliver stated that “Skill, labour or judgement merely in the process of copying cannot confer originality.”

“What is important about a drawing is what is visually significant and the re-drawing of an existing drawing […] does not make it an original artistic work, however much labour and skill may have gone into the process of reproduction […]”

The Interlego judgement had itself drawn upon another UK case two years earlier, Coca-Cola Go’s Applications, in which the House of Lords drew attention to the “undesirability” of plaintiffs seeking to expand intellectual property law beyond the purpose of its creation in order to create an “undeserving monopoly”. It commented on this, that “To accord an independent artistic copyright to every such reproduction would be to enable the period of artistic copyright in what is, essentially, the same work to be extended indefinitely… ”

The Bridgeman case concluded that whether under UK or US law, such reproductions of copyright-expired material were not capable of being copyrighted.

The unsuccessful plaintiff, Bridgeman Art Library, stated in 2006 in written evidence to the House of Commons Committee on Culture, Media and Sport that it was “looking for a similar test case in the U.K. or Europe to fight which would strengthen our position”.

The National Portrait Gallery is a non-departmental public body based in London England and sponsored by the Department for Culture, Media and Sport. Founded in 1856, it houses a collection of portraits of historically important and famous British people. The gallery contains more than 11,000 portraits and 7,000 light-sensitive works in its Primary Collection, 320,000 in the Reference Collection, over 200,000 pictures and negatives in the Photographs Collection and a library of around 35,000 books and manuscripts. (More on the National Portrait Gallery here)

The gallery’s solicitors are Farrer & Co LLP, of London. Farrer’s clients have notably included the British Royal Family, in a case related to extracts from letters sent by Diana, Princess of Wales which were published in a book by ex-butler Paul Burrell. (In that case, the claim was deemed unlikely to succeed, as the extracts were not likely to be in breach of copyright law.)

Farrer & Co have close ties with industry interest groups related to copyright law. Peter Wienand, Head of Intellectual Property at Farrer & Co., is a member of the Executive body of the Museums Copyright Group, which is chaired by Tom Morgan, Head of Rights and Reproductions at the National Portrait Gallery. The Museums Copyright Group acts as a lobbying organization for “the interests and activities of museums and galleries in the area of [intellectual property rights]”, which reacted strongly against the Bridgeman Art Library v. Corel Corp. case.

Wikimedia Commons is a repository of images, media, and other material free for use by anyone in the world. It is operated by a community of 21,000 active volunteers, with specialist rights such as deletion and blocking restricted to around 270 experienced users in the community (known as “administrators”) who are trusted by the community to use them to enact the wishes and policies of the community. Commons is hosted by the Wikimedia Foundation, a charitable body whose mission is to make available free knowledge and historic and other material which is legally distributable under US law. (More on Commons here)

The legal threat also sparked discussions of moral issues and issues of public policy in several Internet discussion fora, including Slashdot, over the weekend. One major public policy issue relates to how the public domain should be preserved.

Some of the public policy debate over the weekend has echoed earlier opinions presented by Kenneth Hamma, the executive director for Digital Policy at the J. Paul Getty Trust. Writing in D-Lib Magazine in November 2005, Hamma observed:

“Art museums and many other collecting institutions in this country hold a trove of public-domain works of art. These are works whose age precludes continued protection under copyright law. The works are the result of and evidence for human creativity over thousands of years, an activity museums celebrate by their very existence. For reasons that seem too frequently unexamined, many museums erect barriers that contribute to keeping quality images of public domain works out of the hands of the general public, of educators, and of the general milieu of creativity. In restricting access, art museums effectively take a stand against the creativity they otherwise celebrate. This conflict arises as a result of the widely accepted practice of asserting rights in the images that the museums make of the public domain works of art in their collections.”

He also stated:

“This resistance to free and unfettered access may well result from a seemingly well-grounded concern: many museums assume that an important part of their core business is the acquisition and management of rights in art works to maximum return on investment. That might be true in the case of the recording industry, but it should not be true for nonprofit institutions holding public domain art works; it is not even their secondary business. Indeed, restricting access seems all the more inappropriate when measured against a museum’s mission — a responsibility to provide public access. Their charitable, financial, and tax-exempt status demands such. The assertion of rights in public domain works of art — images that at their best closely replicate the values of the original work — differs in almost every way from the rights managed by the recording industry. Because museums and other similar collecting institutions are part of the private nonprofit sector, the obligation to treat assets as held in public trust should replace the for-profit goal. To do otherwise, undermines the very nature of what such institutions were created to do.”

Hamma observed in 2005 that “[w]hile examples of museums chasing down digital image miscreants are rare to non-existent, the expectation that museums might do so has had a stultifying effect on the development of digital image libraries for teaching and research.”

The NPG, which has been taking action with respect to these images since at least 2005, is a public body. It was established by Act of Parliament, the current Act being the Museums and Galleries Act 1992. In that Act, the NPG Board of Trustees is charged with maintaining “a collection of portraits of the most eminent persons in British history, of other works of art relevant to portraiture and of documents relating to those portraits and other works of art”. It also has the tasks of “secur[ing] that the portraits are exhibited to the public” and “generally promot[ing] the public’s enjoyment and understanding of portraiture of British persons and British history through portraiture both by means of the Board’s collection and by such other means as they consider appropriate”.

Several commentators have questioned how the NPG’s statutory goals align with its threat of legal action. Mike Masnick, founder of Techdirt, asked “The people who run the Gallery should be ashamed of themselves. They ought to go back and read their own mission statement[. …] How, exactly, does suing someone for getting those portraits more attention achieve that goal?” (external link Masnick’s). L. Sutherland of Bigmouthmedia asked “As the paintings of the NPG technically belong to the nation, does that mean that they should also belong to anyone that has access to a computer?”

Other public policy debates that have been sparked have included the applicability of U.K. courts, and U.K. law, to the actions of a U.S. citizen, residing in the U.S., uploading files to servers hosted in the U.S.. Two major schools of thought have emerged. Both see the issue as encroachment of one legal system upon another. But they differ as to which system is encroaching. One view is that the free culture movement is attempting to impose the values and laws of the U.S. legal system, including its case law such as Bridgeman Art Library v. Corel Corp., upon the rest of the world. Another view is that a U.K. institution is attempting to control, through legal action, the actions of a U.S. citizen on U.S. soil.

David Gerard, former Press Officer for Wikimedia UK, the U.K. chapter of the Wikimedia Foundation, which has been involved with the “Wikipedia Loves Art” contest to create free content photographs of exhibits at the Victoria and Albert Museum, stated on Slashdot that “The NPG actually acknowledges in their letter that the poster’s actions were entirely legal in America, and that they’re making a threat just because they think they can. The Wikimedia community and the WMF are absolutely on the side of these public domain images remaining in the public domain. The NPG will be getting radioactive publicity from this. Imagine the NPG being known to American tourists as somewhere that sues Americans just because it thinks it can.”

Benjamin Crowell, a physics teacher at Fullerton College in California, stated that he had received a letter from the Copyright Officer at the NPG in 2004, with respect to the picture of the portrait of Isaac Newton used in his physics textbooks, that he publishes in the U.S. under a free content copyright licence, to which he had replied with a pointer to Bridgeman Art Library v. Corel Corp..

The Wikimedia Foundation takes a similar stance. Erik Möller, the Deputy Director of the US-based Wikimedia Foundation wrote in 2008 that “we’ve consistently held that faithful reproductions of two-dimensional public domain works which are nothing more than reproductions should be considered public domain for licensing purposes”.

Contacted over the weekend, the NPG issued a statement to Wikinews:

“The National Portrait Gallery is very strongly committed to giving access to its Collection. In the past five years the Gallery has spent around £1 million digitising its Collection to make it widely available for study and enjoyment. We have so far made available on our website more than 60,000 digital images, which have attracted millions of users, and we believe this extensive programme is of great public benefit.

“The Gallery supports Wikipedia in its aim of making knowledge widely available and we would be happy for the site to use our low-resolution images, sufficient for most forms of public access, subject to safeguards. However, in March 2009 over 3000 high-resolution files were appropriated from the National Portrait Gallery website and published on Wikipedia without permission.

“The Gallery is very concerned that potential loss of licensing income from the high-resolution files threatens its ability to reinvest in its digitisation programme and so make further images available. It is one of the Gallery’s primary purposes to make as much of the Collection available as possible for the public to view.

“Digitisation involves huge costs including research, cataloguing, conservation and highly-skilled photography. Images then need to be made available on the Gallery website as part of a structured and authoritative database. To date, Wikipedia has not responded to our requests to discuss the issue and so the National Portrait Gallery has been obliged to issue a lawyer’s letter. The Gallery remains willing to enter into a dialogue with Wikipedia.

In fact, Matthew Bailey, the Gallery’s (then) Assistant Picture Library Manager, had already once been in a similar dialogue. Ryan Kaldari, an amateur photographer from Nashville, Tennessee, who also volunteers at the Wikimedia Commons, states that he was in correspondence with Bailey in October 2006. In that correspondence, according to Kaldari, he and Bailey failed to conclude any arrangement.

Jay Walsh, the Head of Communications for the Wikimedia Foundation, which hosts the Commons, called the gallery’s actions “unfortunate” in the Foundation’s statement, issued on Tuesday July 14:

“The mission of the Wikimedia Foundation is to empower and engage people around the world to collect and develop educational content under a free license or in the public domain, and to disseminate it effectively and globally. To that end, we have very productive working relationships with a number of galleries, archives, museums and libraries around the world, who join with us to make their educational materials available to the public.

“The Wikimedia Foundation does not control user behavior, nor have we reviewed every action taken by that user. Nonetheless, it is our general understanding that the user in question has behaved in accordance with our mission, with the general goal of making public domain materials available via our Wikimedia Commons project, and in accordance with applicable law.”

The Foundation added in its statement that as far as it was aware, the NPG had not attempted “constructive dialogue”, and that the volunteer community was presently discussing the matter independently.

In part, the lack of past agreement may have been because of a misunderstanding by the National Portrait Gallery of Commons and Wikipedia’s free content mandate; and of the differences between Wikipedia, the Wikimedia Foundation, the Wikimedia Commons, and the individual volunteer workers who participate on the various projects supported by the Foundation.

Like Coetzee, Ryan Kaldari is a volunteer worker who does not represent Wikipedia or the Wikimedia Commons. (Such representation is impossible. Both Wikipedia and the Commons are endeavours supported by the Wikimedia Foundation, and not organizations in themselves.) Nor, again like Coetzee, does he represent the Wikimedia Foundation.

Kaldari states that he explained the free content mandate to Bailey. Bailey had, according to copies of his messages provided by Kaldari, offered content to Wikipedia (naming as an example the photograph of John Opie‘s 1797 portrait of Mary Wollstonecraft, whose copyright term has since expired) but on condition that it not be free content, but would be subject to restrictions on its distribution that would have made it impossible to use by any of the many organizations that make use of Wikipedia articles and the Commons repository, in the way that their site-wide “usable by anyone” licences ensures.

The proposed restrictions would have also made it impossible to host the images on Wikimedia Commons. The image of the National Portrait Gallery in this article, above, is one such free content image; it was provided and uploaded to the Wikimedia Commons under the terms of the GNU Free Documentation Licence, and is thus able to be used and republished not only on Wikipedia but also on Wikinews, on other Wikimedia Foundation projects, as well as by anyone in the world, subject to the terms of the GFDL, a license that guarantees attribution is provided to the creators of the image.

As Commons has grown, many other organizations have come to different arrangements with volunteers who work at the Wikimedia Commons and at Wikipedia. For example, in February 2009, fifteen international museums including the Brooklyn Museum and the Victoria and Albert Museum established a month-long competition where users were invited to visit in small teams and take high quality photographs of their non-copyright paintings and other exhibits, for upload to Wikimedia Commons and similar websites (with restrictions as to equipment, required in order to conserve the exhibits), as part of the “Wikipedia Loves Art” contest.

Approached for comment by Wikinews, Jim Killock, the executive director of the Open Rights Group, said “It’s pretty clear that these images themselves should be in the public domain. There is a clear public interest in making sure paintings and other works are usable by anyone once their term of copyright expires. This is what US courts have recognised, whatever the situation in UK law.”

The Digital Britain report, issued by the U.K.’s Department for Culture, Media, and Sport in June 2009, stated that “Public cultural institutions like Tate, the Royal Opera House, the RSC, the Film Council and many other museums, libraries, archives and galleries around the country now reach a wider public online.” Culture minster Ben Bradshaw was also approached by Wikinews for comment on the public policy issues surrounding the on-line availability of works in the public domain held in galleries, re-raised by the NPG’s threat of legal action, but had not responded by publication time.

Tuesday, September 25, 2007

Billy Murrell, a persistent graffiti vandal from South East London, has become the first recipient of an Anti-Social Behaviour Order (Asbo) granted to Transport for London (TfL) by Greenwich Magistrates. The civil order also bans him from the top deck of buses throughout England and Wales for three years.

Murrell, a 17-year-old from Plumstead, has a history of convictions for criminal damage on public transport, including vandalising a Tube carriage in Brixton station and for damaging buses and other public property using marker pens.

This is Transport for London’s first Anti-Social Behaviour Order against a graffiti vandal — TfL was granted the power to apply for Asbos by the Home Secretary in September 2006.

The Anti-Social Behaviour Order was issued at Greenwich Magistrates Court on 12 September and also bans him from carrying any permanent marker pens or any glass cutting equipment on London Underground, railway property or any other transport provider’s property.

Metropolitan and Transport police have been made aware of Murrell’s Asbo, and have distributed his photo.

In detail, Murrell is prohibited from:

• Entering any depot, siding or other part of London Underground property or railway property or any transport providers property which is not expressly open to the public whether on payment or otherwise throughout England and Wales

• Carrying the following articles, in any area specified (above) or in any public place, namely any form of unset paint in any form of container, any form of permanent marker pen, any form of shoe dye or permanent ink in any form of container, any form of paint stripper in any form of container, any form of grinding stone, glass cutting equipment, glass etching solution or paste, throughout England and Wales

• Aiding, abetting, counselling or encourage any person who was attempting or committing any form of unlawful damage towards any property not belonging to or under the direct authorised control of the defendant throughout England and Wales

• Travelling on the top deck of the any public transport bus within England and Wales

If without reasonable excuse the defendant does anything which he is prohibited from doing by this order, he shall be liable to a detention and training order, which has a maximum term of 24 months – 12 months of which is custodial and 12 months in the community

Upon turning 18 he will be liable to imprisonment up to five years.

Friday, April 3, 2009

General Motors (GM) and Chrysler will receive bridge loans from the government of Canada and the provincial government of Ontario, however no more will be forthcoming from either Canadian or US governments unless the companies can reinvent themselves.

“This is a regrettable but necessary step to protect the Canadian economy. We are doing this on the assumption that we obviously cannot afford either in the United States or Canada a catastrophic short-term collapse.” said Stephen Harper, Prime Minister of Canada.

“We cannot, we must not, and we will not let our auto industry simply vanish. This industry is, like no other, an emblem of the American spirit; a once and future symbol of America’s success,” said Barack Obama, President of the United States. “These companies – and this industry – must ultimately stand on their own, not as wards of the state.”File:Sinsheim quer.jpg

Chrysler will receive CA$1 billion and may in fact be eligible for as much as CA$4 billion. If Chrysler succeeds in the next 30 days with a restructuring plan it would be eligible for a US$6 billion loan. A part of Chrysler’s restructuring plan must include a partnership with Fiat within 30 days to appease the US administration. Fiat is a supplier of smaller fuel-efficient vehicles, and the merger will help Chrysler to be viable in the North American market. A Chrysler court bankruptcy would inevitably lead to it being sold off.

As a part of Chrysler’s restructuring plans, Tom LaSorda, the president of Chrysler announced that Canadian operations would fold if it does not receive both the US commitment of $2.3 billion of aid and a new Canadian Auto Workers CAW contract to reduce all-in costs by CA$19 per hour. As a result of this announcement Chrysler’s auto sales volume in Canada dropped 23% compared to March of 2008.

GM has until the end of May to restructure its company to receive up to CA$7.5 billion. As part of the companies restructuring, General Motor’s chief executive Rick Wagoner was replaced Sunday with Fritz Henderson, the current chief operating officer. Henderson spoke out on Tuesday that GM has submitted a restructuring plan which would close five plants, and this may be increased to meet the requirements for financial aid. He is in full compliance with Obama’s auto task force to seek bankruptcy if GM cannot negotiate with their unions, bondholders and others.

GM recently brought forward the “GM Total Confidence” program providing consumer purchase protection for customers who lose their job for economic reasons within the first two years from purchase. As a result of Chrysler’s restructuring announcement in Canada, GM’s Canadian vehicle sales volume fell only 17.3% compared to 2008, an increase from the previous month.

GM must reduce some of its legacy costs which include its pensions and union health care costs. A part of GM’s ailments arose from investing in supplying truck and SUVs during an economy of high gas prices when consumers were demanding fuel efficient vehicles.

Tony Clement, Canada’s Minister of Industry, is hoping that the CAW will support the restructuring process and re-negotiate their agreement. Whereas a United Auto Workers negotiator has said, “I don’t see how the UAW will do anything until they see what the bondholders will give up.”

The Obama administration is looking toward bankruptcy proceedings for the automakers, “as a mechanism to help them restructure quickly and emerge stronger. [It will] quickly clear away old debts that are weighing them down. What we are asking is difficult. It will require hard choices by companies. It will require unions and workers who have already made painful concessions to make even more. It will require creditors to recognise that they cannot hold out for the prospect of endless government bailouts.” said Obama.

The auto parts suppliers and IT software exporters in India have already been affected by the declining auto sales. GM and Chrysler software contracts provide US$300 to 350 million a year to vendors in India. As well these two major automakers usually award US$1 billion contracts to auto parts suppliers. “We are worried and closely watching the developments in the US to gauge the impact. The decline in auto sales in the US has already hit the order books of Indian suppliers,” said a Delhi auto parts supplier.

“Going forward, the industry will undoubtedly be smaller, but if our efforts are successful it will be viable and it will support good jobs for Canadians,” said Clements.

Betty Sutton, Ohio’s Congresswoman put forward the CARS act which provides a US$3,000 to 5,000 incentive for those who trade in their vehicle for a fuel-efficient car. “It clearly stimulates the economy, and it gets the consumer into the showroom and gets them buying again. But importantly — and this is what I particularly like about it — it really helps the environment quite a bit in two respects.” said William Clay Ford Jr., executive chairman of Ford Motor Co.

Ford Motor Company has not come forward with requests for assistance.

Since December GM and Chrysler have received US$17.4 billion government loans.

Friday, September 8, 2006

Greek Prime Minister Costas Karamanlis and the whole of Cabinet is already in Greece’s second-largest city Thessaloniki, in order to take part to the inauguration of the, organized by Helexpo[1], 71st International Fair[2], which will take place later today. The Greek Premier will address a speech – as it traditionally happens every year – at the Vellidion Conference Centre where he is going to speak about the upcoming governmental policies in Economy. Earlier today, Karamanlis visited the sites of two upcoming public works in the city; the Thessaloniki Metro construction site and the expansion of Makedonia International Airport. At 1pm(GTM +2), the Greek Premier will inaugurate the renovated Archaeological Museum of Thessaloniki.

According to government officials, Karamanlis is expected to emphasize New Democracy‘s achievements in two-and-a-half years in government while avoiding promises of handouts, although he is due to announce some changes regarding economical issues, like the tax system.

Prime Minister Karamanlis will address his official speech at 8pm in Vellidion Centre while several demonstrations have been scheduled in the centre of Thessaloniki and around the area of the International Fair. Among those demonstrations, condemning the governmental policies, are the supporters of PAOK FC who demand solution to the their team’s administration as well as Greece‘s largest labour unions, GSEE and ADEDY, which have also organized a protest in the city center at 6pm and demonstrators are due to march to the exhibition center where the Thessaloniki International Fair is being held.

Wednesday, October 13, 2010

The rescue of the Chilean miners trapped in the San José Mine in Copiapó, codenamed Operación San Lorenzo (San Lorenzo Operation), began on Tuesday night, at around 20:00 local time (23:00 UTC).

Florencio Ávalos was the first miner to be rescued, at 00:12 local time (03:12 UTC) on Wednesday. He was wearing a shirt signed by all his fellow miners. “The first miner is already with us. We saw it all, him hugging his wife Monica and his son Byron,” said President Piñera shortly after the first rescue. “We still have a long journey.”

“This will be recorded on every single Chilean heart forever,” Piñera added. “I hope the miners’ hope stay with us, just like the [February] earthquake victims’ [hope] and what the earthquake took off. We know that the disasters unite us all.”

All the 33 miners were rescued. The last miner, Luis Urzúa, was rescued at 21:55 Chile time (00:55 UTC). “It is a pleasure to be Chilean, [I’m] proud,” said Luis Urzúa to President Piñera. “In honour of the miners, their families, the rescuers […] let’s sing our national anthem. Viva Chile Mierda!,” said Piñera. Urzúa thanked Mining Minister Golborne and the First Lady Cecilia Morel for “fighting for their lives.” “I’m proud of my fellow miners,” Urzúa added.

Six rescuers, including a miner and a paramedic, descended to the miners’ shelter using the Fénix 3 capsule which was specially constructed for the rescue. They performed check-ups and talk with the miners before taking them back to the surface. The rescuers still don’t leave the mine.

The Fénix 3 capsules are 3.95 metres in height and weigh about 460 kilograms. They have an armour, an oxygen tube and a microphone. The occupants helmets contain an intercom to keep them in contact with the rescue team on the surface.

President of Chile Piñera assisted to the rescue. Bolivian President Evo Morales could not attend Carlos Mamani’s rescue. Mamani is the only Bolivian miner in the group.

A mass for the miners was conducted at 18:00 local time (21:00 UTC). The rescue takes between 15 and 20 minutes for each miner.

On Tuesday, Mayor of Copiapó Maglio Cicardini announced that the municipal schools in the city will have no classes this Wednesday “to transform the rescue of the Atacama’s 33 in a familiar meeting,” Radio Cooperativa reported.

“The miners will be taken to the Copiapó Regional Hospital for medical checkup, where they will have to stay for 48 hours,” Health Minister Mañalich said to Televisión Nacional de Chile.

Celebrations are taking place in several Chilean cities. In Santiago de Chile, people gathered in one of the most important points of the city, Plaza Italia. In Pichilemu, tens of cars are passing over its most important streets. In Copiapó, people gathered in its main square to assist a massive concert.

On August 5, 33 miners were trapped more than 700 meters (2,300 ft) underground, in the San José copper–gold mine, located about 40 kilometers north of Copiapó, Chile.

The youngest trapped miner is 19 years old, and the oldest is 63. There were several rescue attempts before reaching the miners’ shelter on August 22. The National Emergencies Office of Chile (ONEMI) released a list of the trapped miners on August 6, which included Franklin Lobos Ramírez, a retired footballer.

Chile is the worlds top producer of copper, according to The Economist. The San José Mine is owned by the San Esteban Mining Company (Empresa Minera San Esteban). The mine was closed down in 2007, after relatives of a miner who had died sued the company executives, but the mine was re–opened in 2008.

It was originally estimated that “it would take three to four months to complete the rescue of the trapped miners”. There were three plans to reach the miners: “Plan A” using a Strata 950 drill, “Plan B” using a Schramm T130XD drill, and “Plan C” using a RIG-422 drill. The first to reach the miners was “Plan B”, early on Saturday 9.

The last step of their rescue, announced by Health Minister Jaime Mañalich, was originally due to begin on Tuesday. Laurence Golborne, Minery Minister said “If it is possible, and the cement sets before and we don’t have any impediments to doing it, it would be wonderful,” in a press conference on Monday. The men will be extracted in a steel rescue capsule 54 cm (21 inches) in diameter.

On September 4, Chilean filmmaker Rodrigo Ortúzar announced plans to film a movie about the accident, called “Los 33” (“The 33”). The film will be released in 2011.

One miner is Bolivian, and the other 32 are Chilean.

Raúl Bustos, 40 years old, is an hydraulics engineer. He left his job in Talcahuano after the February 27 earthquake to work in the mine.

Daniel Herrera, 27 years old, is a lorry driver. He has acted as paramedic assistant in the mine. He said to La Tercera “the miners were unhappy with the psychologist in the rescue team.”

Claudio Acuña, miner, is fan of the Colo-Colo football club. The BBC reports he is aged 56, but El Comercio says he is 44.

Pedro Cortez is aged 24. He joined the mine with his friend Carlos Bugueño. Cortez is an electrician, and lost a finger in the mine a year ago.

File:Juan Aguilar with President Piñera.jpg

A native of Los Lagos, Juan Aguilar is 49 years old. Aguilar is married to Cristy Coronado, according to El Comercio. Aguilar works as a supervisor.

Mario Sepúlveda is a 39 years old electrician native of Parral; he is married. He has been the spokesman of the most of the miners’ videos. Mario Sepúlveda was the second miner to be rescued, on Wednesday at 01:10 local time (04:10 UTC).

Víctor Zamora is a 33 years old auto mechanic. Zamora is married to Jéssica Cortez, who confirmed she was pregnant while he was in the mine.

Osman Araya is 30 years old, and married. He began working as miner four months before the accident.

Florencio Ávalos is 31 years old. He is the brother of Renán Ávalos, who is also trapped in the mine. He worked as driver in San José. Ávalos filmed videos, sent later to his relatives.

Ávalos was the first miner to be rescued, on Wednesday at 00:10 local time (03:10 UTC).

Jorge Galleguillos, 56 years old, has worked all his life in the mine. He said in one video he was feeling unwell; he takes medication for hypertension.

Carlos Barrios is a 27 years old miner. His father, Antenor Barrios, told Agence France-Presse: “I find he’s very strong and has enthusiasm. He spoke loud and clear. I was excited.”

Franklin Lobos Ramírez is a 53 years old retired footballer. He played for Cobresal, Deportes Antofagasta, Club de Deportes Santiago Wanderers and Unión La Calera, and briefly for the Chile national football team. Lobos had worked as a truck driver in the mine.

Yonni Barrios, called “The Doctor”, is a 50 years old electrician. He has knowledge of first aid, and was given responsibility for monitoring the health of his colleagues. “I felt I was in hell,” Barrios said in a letter to his wife.

Carlos Bugueño, 27 years old, joined the mine with Pedro Cortez. Previously, he worked as a watchman.

Alex Vega Salazar is a 31 years old heavy machinery mechanic. He is married to Jessica Salgado, and celebrated his birthday in the mine on September 22.

Ariel Ticona is a 29 years old miner. His wife, Margarita gave birth to his daughter on September 14. She was named Esperanza (Hope), at Ticona’s request.

Richard Villarroel is a 27 years old mechanic from Coyhaique.

Edison Peña is a 34 years old miner. “I want to go out soon,” he said on his first contact with his relatives. “I want to be free, I want to see the sun,” he added. He is a fan of Elvis Presley.

Claudio Yáñez is 34 years old, and works as drill operator.

José Ojeda, 46 years old, is the master driller. Ojeda is widowed and diabetic.

Luis Urzúa is a 54 year old topographer. He is the shift-leader, and was the first miner to talk with authorities. He is known as Don Lucho among the miners. He draw plans of the area of the mine where they are trapped.

Urzúa will be the last miner to leave the mine.

José Henríquez is a 54 years old drill master. He is also an evangelical preacher, and has worked in mines for 33 years.

Víctor Segovia is a 48 years old electrician. He is in charge of writing down everything that happens in the mine.

Pablo Rojas is a 45 years old explosives loader. Married, he had been working less than six months in the mine.

Juan Illanes is a 51 year old miner. He was a sergeant in the Beagle border conflict between Chile and Argentina in 1978, the incident which almost provoked a war between the countries.

Illanes was rescued on Wednesday, at 02:07 local time (05:07 UTC).

Jimmy Sánchez, 19, is the youngest miner. He had been working in the mine for five months before the accident. His role is to check the temperature and humidity in the mine.

Samuel Ávalos is a 43 years miner. His wife Ruth said “he was addicted to the cocaine.” His role in the rescue is to check air quality in the area the miners are living. According to the BBC, “Ávalos has worked in the mine for five months.”

Mario Gómez, aged 63, is the oldest of the miners. He has worked 51 years as miner. His father was also a miner, and is nicknamed “El Navegao” (“The Sailed One”). He was thinking of retiring in November.

Gómez also wrote the message “Estamos bien en el refugio los 33” (“We are fine in the shelter the 33 [of us]”).

Segovia is 48 years old. He is married to Jessica Chille, who said “To hear his voice was a confort to my heart,” after talking with him for the first time in 24 days. His sister María, was nicknamed “La Alcaldesa” (“The Mayoress”) for her leading role at Campamento Esperanza. His father, Darío Senior, was trapped in a mine for a week, and suffered serious injuries after two other mining accidents, according to the BBC.

Carlos Mamani is a 23 years old heavy equipment operator. He is also the only non-Chilean miner; Mamani is Bolivian. He began working in the mine just five days before the accident.

He was rescued at 03:11 local time (06:11 UTC) on Wednesday.

Renán Ávalos is a 29 years old miner, single, who had been working for five months in the mine before the accident. Florencio Ávalos is his brother.

Omar Reygadas is a 56 year old electrician. He began working in the mine shortly before the accident.

Esteban Rojas is a 44 years old miner. Rojas is married to Jessica Yáñez.

Monday, May 26, 2008

The 27th Young Designers’ Exhibition 2008, recognized by the International Council of Societies of Industrial Design (ICSID) as the largest show of student creations, recently ended Sunday May 18. It was held at the Taipei World Trade Center. Improvements and expansions were seen with 107 academical and industrial units. Different design competitions participated and showcased their products and also received awards.

It’s no doubt that companies related to design and cultural industries want to discover creative talents from academical units in this exhibition. However, most companies still try to showcase different conceptional and applicative products in order to promote Taiwan’s designs into the world market. A typical example is Fora Series, a photo-voltaic product series by the Tsann Kuen Trans-nation Group.

Before entering into their careers, students participated in this show and showcased varied styles that differ from the usual industrial businesspeople. To get more opportunities and in order to interact with the design and cultural industries, students also participated in vast competitions and tried to get the top places. Some students also tried to design conceptional products in conjunction with industrial designs, especially in some design competitions.

In summary, not only did the 2008 YODEX, have companies which can discover talents and showcase achievements of industrial design in the exhibition, but students can make their stages to showcase excellences from their creations in several competitions related to YODEX.

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.