Violence and conflict Essay Example | Topics and Well Written Essays - 2500 words

Violence and conflict - Essay Example The review of the relevant literature has lead to an important finding: violence against women has been based on many factors; there is no single fact that leads to the specific behaviour against women. Therefore, addressing the problem requires a carefully designed plan. The change of traditional social beliefs in regard to women’s role in society would help to control the expansion of the phenomenon; however, such change could be achieved only gradually and with the support of the government. For example, schemes for informing the members of communities on the effects of violence against women would be preferred instead of programs addressing the issue at personal level. In other words, the resolution of the problem could be planned only through long-term initiatives and not through temporary measures. In general, the phrase ‘violence against women’ is used for showing specific actions that threaten women’s mental or physical health. In a relevant study, the violence against women is described as related to ‘the use of force/coercion with an intent of perpetuation/ promotion of hierarchical gender-relations in all social structures’ (Wahed and Bhuiya 2007, p.342). The development of violence against women has been closely monitored by relevant Bodies/ organizations both at national and at international level. According to a relevant report of the World Health Organization (WHO) the violence against women is usually developed into two forms/ modes: ‘a) as partner violence and b) as sexual violence’ (WHO 2013, par.1). In the same report it is noted that about 35% of women around the world have experienced, even once, one of the two types of violence (WHO 2013, par.2). Moreover, statistics published by Statistics Canada revealed that in 2011 about 173,600 women across the country suffered violence (Statistics Canada 2013, section 1, par.6). Worldwide, the problem seems

Emily Dickinson's In A Library Essay Example | Topics and Well Written Essays - 500 words

Emily Dickinson's In A Library - Essay Example Amherst Academy as a young girl where she learned the subjects of her time which included everything from classical literature and geology to religion and biology. She went on to study at Mary Lyons Mount Holyoke Female Seminary, but left less than a year later. She never traveled far from her home at Amherst, and was never married. Despite not being given much to cultivating human society, she certainly valued her friends, Susan Gilbert being one of her constant friends, who later became her sister-in-law. She maintained long correspondences with valued friends such as Thomas Wentworth Higginson who was possibly also her sole critic, and maybe even one of her romantic attachments. She wrote prolifically till her death in 1886. She died at the age of 56 of Brights disease, and was buried in white at Amherst, in keeping with her rigorously white attire through most of her later life. One of the strongest aspects of Dickinsons poetry is its capacity for layered meanings, and â€Å"In a Library† is no exception. For Dickinson, a written word was open to many interpretations, and the reader was very much a part of the poetic process: â€Å"A word is dead, when it is said /Some say - /I say it just begins to live/ That day†(L 374; P 1212). She accepted that her words could, and often did take different and often unintended meanings in a readers mind. On the surface, â€Å"In a Library† is a poem about delving into the past with a book, to take pleasure in a flight of fancy by witnessing history as recorded on its pages, by taking part in myth, by understanding the perspectives and opinions that informed scholastic work during a time long gone past. On another level, the poem can also be seen as an association with a dear old fatherly acquaintance, here personified in a book. The experience of reading a really old book, its aged textures and its nostalgic fragrance is almost like meeting up with an elderly, knowledgeable father figure, and Dickinson plays on this dual

Geomatics Essay Example | Topics and Well Written Essays - 2000 words

Geomatics - Essay Example (PLSO) Geomatics tradition in land surveying and mapping science has enabled today's modern era to understand the scientific methods used in the same way as the challenge of representing a round Earth on a flat surface which was the basic confront for map projection; therefore land survey and graphical presentation were standard skills of the geographer as map maker. The principles of good measurement and models have enabled us to understand more or less 'land surveying' as a profession or an industry. Land analysis in surveying, usually done in professional concern is never so much neglected as forcefully rejected by the people. The reason is the perception built by customer, they are not concerned by the analysis and measurement, the only concern, which they possess, is the cost and commercial value of the asset. There are good grounds for most of the realignments, as flaws in analysis are recognised and replaced by very different approaches. Yet the rejection is too all embracing and it is a clear case of 'throwing the baby out with the bathwater'. The best example can be seen by the confusion people possess to accept it in the form of profession. There was a time when physical geography and mapping sciences were largely untouched by these perturbations and the scientific method in its broadest sense continued to serve them well. The question for human geography is now the form in which the heritage of spatial analysis may coexist alongside more recent qualitative methodologies and how both can contribute to the continuing development of the discipline. Some of the inheritance has never really gone away. Qualitative methods compete with the quantitative and each has something of value to offer. Research practices from anthropology such as participatory and observational techniques have a part to play. Although the teaching of Geography still reflects the influence of spatial analysis, it is far less evident in the weight of ongoing research and probably that is to the disadvantage of the discipline. As Turner (2002) pointed out, much of human geography has lost touch with mainstream social science research where positive science remains a strong component. This is not to denigrate the quality of the raft of research in human geography, simply to say that the balance needs to be restored and some of the prejudices removed. (Herbert & Matthews, 2004, p. 28) Increasingly competitive and complex real estate market surveys require international investors to become more knowledgeable about the unique requirements of real estate assets. The demand for the objective counsel of property advisers with technical knowledge of functional areas and products appeared to rise incrementally with the expansion of commercial property investment. Land surveying advisory services covered diverse disciplines within the profession, which includes mostly the real estate: the sale and leasing of property, real estate finance, institutional investment, property and asset management, portfolio investment management, and project management and construction.

The Ancient World Article Example | Topics and Well Written Essays - 1000 words

The Ancient World - Article Example Question 2.Through the Roman Literature and Art, we are able to learn a lot about how Roman women could have power through their ability to influence men so as to achieve their objectives. For instance in the Thucydides’, History of the Peloponnesian War, we learn the great role that the women played in the Peloponnesian War. Also, in Livy’s book, The History of Rome from its Foundation, (Gochberg, 338- 400), we see the great political influence that the Roman women had in the development of the Roman Empire. Also, in, Xenophon the Laws and Customs of the Spartans (Gochberg 160-172), we find the great roles that women played in the ancient Greece’s culture and politics through influencing men on various matters. Question 3. Roman culture has had lasting influence upon the neighbours of the Roman Empire. Some of the areas in which Roman culture has had lasting influence include in the areas of art, architecture, Religion and language. For instance in Demosthenes, First Philippic (B&L 247-251), we find how Hellenistic culture spread to all the neighbours of Greece. Also, in Livy’s book, The History of Rome from its Foundation, we find how the Greece politics influenced politics of the neighbours of Greece. ... Herodotus’ Histories explains how Roman -Spartan war took place in 195 BC., and lastly in the Livy’s book, The History of Rome from its Foundation, we see how war emerged following Rome’s attempt to impose their culture upon other people. Question 5. Emperors used religion to support their power. In his book, The Golden Age, Apuleius discusses how emperors used religion as a tool to support their power. This is also discussed by the Historian Josephus in, Jewish War (Mellor 331-345). We find the same discussion on this immoral behaviour of emperors in the book, The History of Rome from its Foundation, (Gochberg, 338- 400), by Livy. Part 2 Many ancient civilizations were characterized by one group of people being empowered through a marginalization of another group of people. The marginalization of one group of people by another was a result of a war in which the losers in war were made slaves by their conquerors. In this paper we are going to look at three groups of people who were continually marginalized by others. The three groups of people that we are going to look at and who were marginalized by their neighbours are the people of Macedonia, Spartans, and the Syrians. Marginalization of the Macedonians resulted from a war between the Romans and the Macedon state, led by Philip V (Robin and Mattern- Parkes, web). This war was fought in between the years 200-197. The result of the war was that King Philip of Macedon was defeated and he was forced to relinquish all his possessions in South of Greece. King Philip had, however, put up a very spirited resistance against the Romans although eventually he was defeated. Through this war, the people of Macedon were dominated and enslaved by the Romans. The result of this domination was

Foreign Cultures Essay Example for Free

Foreign Cultures Essay The problem of the students who have to learn foreign cultures or not had concerned a number of people. Some individuals advocate that the students are just need to know their own country culture.However, their are a large group of opponents have an opposite perspective. As far as I concerned,The students in college are necessary to know the foreign cultures. Most of the student will go to other countries in the future for their jobs or visit their relatives or friends. So they have to know some foreign cultures for the convenience and live without troubles. If you are a tourist on that country, and you know the foreign cultures, you can enjoy your trip. If you are working on that country, you will put more focus on your work and getting more friends. But if you don’t know the cultures of the country which you live, you will have a lot of troubles. You can not pay any attention on you major work, you will not happy because some awkward things will happen. In addition, if you familiar with the cultures of foreign countries, wherever you are you will be the person who is most attractive. A lot of people might think you are really intelligent and know a lot of interesting things and knowledge they don’t know. So you might getting a lot of friends who interest you. If you are in the foreign country, you will have live easier and smoother. to get a good job. If you want to be a teacher in the school or a tour guide, you will need this culture a lot. In the conclusion, learning foreign cultures are really helpful, they are a sort of ability that can avoid some embarrassments, and can help you getting more opportunities to make new friends and good jobs in the future.

The Effects of Jazz and Classical Music on Musicians Essay Example for Free

The Effects of Jazz and Classical Music on Musicians Essay A thesis presented on the history of jazz as compared to classical music and the effects on musicians, beginning with the birth of jazz, and covering the twentieth century. Berliner (1994) impresses upon the idea that jazz music is more important to a musician’s development and an individual’s mental health than classical music. It is this author’s opinion that Jazz is superior over classical music because jazz music is often soft, smooth, and reflective. In addition, the world of jazz has some wonderful artists who can both play and write jazz music so extraordinary that it will make music lovers melt like ice as the stress washes away. Jazz allows people to close their eyes, relax, mediate, and dream about their loved ones. It is the best for mediation purposes because it provides people with softness, calm, soul, and fantasy. The freedom found in jazz represents the freedom inside of all Americans. Jazz itself is a success story told through its own invention. True jazz musicians play the music that they do as a necessity to themselves. Their music is their diary, and their diary is more pure than words can tell. Jazz is Americas great contribution to the arts. It is thrilling, exhilarating, and thought-provoking music that stirs emotions of all kinds. Jazz is in the mind, heart, and in the soul. Its influence extends worldwide, and touches all related forms of music. It is an enriching art form that deserves a special place in our vibrant culture. III In the world of jazz, young performers must master a repertoire of chord progressions, off-beats, and harmonies so that they can count on them as structures around which and through which they might weave more magical variations. Jazz players use chord changes as a means of giving shape to melodic improvisation. Classical players merely read lead sheets or book arrangements and use strict chord symbols in a much more static way. â€Å"Classical music is simple for its rhythmic pattern and simplistic chords while jazz’ chords are complex† Cook (p. 17). Many may argue that classical music is a more integral part of development, but a talented classical composer will in fact draw on stylistic elements of jazz to enrich the classical tradition of symphonic music. Classical composers have consistently been making use of two elements of jazz over the years which are syncopation and harmony characterized by blue notes. â€Å"Indeed, even apparently knowledgeable classical musicians often sound confused and unsure about the essence of jazz music.† Carr (p. 174). Some of the most accomplished musicians of our time have devoted themselves to a life-long study of jazz music, and few classical musicians have been able to master jazz. Jazz music ran parallel to the development of the twentieth century classical style music. Those musicians that learn both types of music are not locked into one type of discipline, and will have more musical experiences. â€Å"We are the musical melting pot achieving a vision of merging cultures that fulfilled the image that America had of its own social destiny.† Gioia (P. 395). As a result of this concept, jazz composers began to attend symphony concerts, and subsequently jazz and classical styles began to overlap to a degree; which resulted in an art form now referred to as jazz fusion. Some would argue that jazz music is too different from classical due to being unceremonious, gritty, or too improvisational. Between 1920 and 1950 jazz and classical music together made the most successful contributions to music. â€Å"One genre essentially has the ability to learn something from the other, and can create an even more captivating sound.† Ratliff (p. 23) Many could dispute over the fact that a newcomer to jazz might feel bewildered by its proliferation of styles and differing approaches to music-making. â€Å"Indeed, harmonies are more dissonant, phrases more irregular, accents sharper, and tempos are more varied, but that is what makes it so beautiful. Its casual nature is evidenced by the inoffensiveness of wrong notes being plated, by singers taking breath sometimes without relation to lyrics, and musicians being introduced right in the middle of a performance† Ratliff (p. 72). Classical music on the other hand can occasionally trigger a thorough exploration of self and mind. It may cause a person to look at their failures in life. A sudden realization of self can be extreme or painful. Not everyone enjoys classical music. In the UK, classical music is used to drive groups of youths away from places they congregate in. Jazz music is a beautiful improvisational art making itself up as it goes along just like the country that gave it birth, and with each tap of the foot, jazz musicians reaffirm their connection to the earth. Jazz waxes and wanes between tension and repose. It challenges the musician with unpredictability and then rewarding the listener with predictable rhythms. â€Å"Jazz rewards individual expression but demands selfless collaboration.† Ward (p. 1). Listening to jazz is not just a satisfying and rewarding experience; studies show that it is actually good for a musician’s health. Listening to jazz or playing jazz melodies can relieve chronic pain and migraines, reduce blood pressure, accelerate post-stroke recovery, improve memory, boost immunity and induce relaxation. 2 Jazz music helps distract people. It gives individuals a sense of control and also releases endorphins into their bodies that alleviate pain. There is a very contextual debate that classical music is superior due to the fact it can release dopamine during anticipation and experience of peak emotion to music. It conveys very well what the composer puts into it, and although classical music does activate pleasure and reward-related regions of the brain creating a high, playing highly pitched stimulating music for long periods is not healthy because it leads to cortisol and noradrenalin secretion without the concomitant fight or flight action. Long term overdose with those hormones is well documented to create many health problems, from depression to sexual dysfunction. The current market share of Jazz in America is mere 3 percent, but jazz is still regarded as a very powerful music which is in the blood and feeling of the American people more than any other style of music. It can be made the basis of serious symphonic works of lasting value in the hands of a talented composer. â€Å"Jazz music has always been and forever will be fundamental in the development of future musicians† Cook (p. 65). Glossary Bebop: the style of jazz developed by young players in the early 40s, particularly Parker, Gillespie, Kenny Clarke, Charlie Christian and Bud Powell. Small groups were favored, and simple standard tunes or just their chord progressions were used as springboards for rapid, many-noted improvisations using long, irregular, syncopated phrasing. Improv was based on chordal harmony rather than the tune. The ‘higher intervals’ of the chords (9th, 11th and 13th) were emphasized in improv and in piano chord voicings, and alterations were used more freely than before, especially the augmented 11th. The ground beat was moved from the bass drum to the ride cymbal and the string bass, and the rhythmic feel is more flowing and subtle than before. Instrumental virtuosity was stressed, while tone quality became more restrained, less obviously ‘expressive’. The style cast a very long shadow and many of today’s players 60 years later could be fairly described as bebop. Blues: (1) A form normally consisting of 12 bars, staying in one key and moving to IV at bar 5. (2) A melodic style, with typical associated harmonies, using certain ‘blues scales’, riffs and grace notes. (3) A musical genre, ancestral to jazz and part of it. (4) A feeling that is said to inform all of jazz. Boogie (boogie-woogie): a style of piano playing very popular in the thirties. Blues, with continuous repeated eighth note patterns in the left hand and exciting but often stereotyped blues riffs and figures in the right hand. Cadence: A key-establishing chord progression, generally following the circle of fifths. A turnaround is one example of a cadence. Sometimes a whole section of a tune can be an extended cadence. In understanding the harmonic structure of a tune, it’s important to see which chords are connected to which others in cadences. Free Jazz: a style of the early and middle sixties, involving ‘free’ playing and a vehement affect. It was originally associated with black cultural nationalism. Sometimes two drummers and/or two bass players were used. Some free jazz was profound, and some not very good. Some who played it later denounced it, but the style became an ingredient in future styles and still has many proponents despite its lack of general popularity. Groove: an infectious feeling of rightness in the rhythm, of being perfectly centered. This is a difficult term to define. A Medium Groove is a tempo of, say, 112, with a slinky or funky feeling. Improvisation (improv): the process of spontaneously creating fresh melodies over the continuously repeating cycle of chord changes of a tune. The improviser may depend on the contours of the original tune, or solely on the possibilities of the chords’ harmonies, or (like Ornette Coleman) on a basis of pure melody. The ‘improv’ also refers to the improvisational section of the tune, as opposed to the head. Inner voice: a melodic line, no matter how fragmentary, lying between the bass and the melody. Interlude: an additional section in a tune, especially one between one person’s solo and another’s. The Dizzy Gillespie standard A Night In Tunisia has a famous interlude. Jazz Standard: A well-known tune by a jazz musician. See Standard. Latin: (1) Afro-Cuban, Brazilian or other South American-derived. There are many special terms used in Latin music and I haven’t tried to include them here. (2) Played with equal eighth notes as opposed to swung (see swing def. 2). Also ‘straight-8†². The feel of bossa novas and sambas. Pattern: a pre-planned melodic figure, repeated at different pitch levels. Something played automatically by the fingers without much thought. Reliance on patterns is the hallmark of a weak player. REFERENCES: Berliner, Thinking in Jazz, University of Chicago, 1994 Carr, Ian, Jazz the Essential Companion, Prentice Hall Press, 1987 Cook, Richard, The Penguin Guide to Jazz, Penguin Books, 2004 Gioia, Ted, The History of Jazz, Oxford University Press, 1997 Ward, Geoffrey, Jazz a History of America’s Music, Random House, 2000 5

Blooms Taxonomy Cognitive Domain

Blooms Taxonomy Cognitive Domain Blooms taxonomy, created by Benjamin Bloom is an arrangement of learning objectives within the education sector for classifying and categorising levels of intellectual understanding which usually takes place in a classroom setting. Bloom Taxonomy consists of three specific domains known as: the cognitive, psychomotor, and affective. Benjamin Bloom identified a hierarchy of six various levels within the cognitive domain. The cognitive domain comprises of knowledge and the development of intellectual skills which includes the recall or recognition of procedural patterns, concepts, and specific facts which play a major role in to the development of skills and intellectual capabilities. There are six major categories in the cognitive domain which are sub-divided and put in order of sophistication based on the mental process involved, the hierarchy starts from the simplest and ranges up to the most complex. Blooms Taxonomy six level hierarchies derives around the fact that in order for an individual to reach the most difficult and complex of category they must master the simplest of the categorys before the next ones can take place. Below are the six sub-divided categories of the cognitive domain which compromise of knowledge, comprehension, application, analysis, synthesis, and evaluation. Knowledge is the first and lowest level in the hierarchy of learning outcomes in the cognitive domain. In the cognitive domain knowledge is accumulated by the remembrance of previously learnt material. This will involve instantly bringing up previously learnt material to ones mind. The remembrance of learnt material is considered to be the simplest category in the cognitive domain. Comprehension, the second category in the cognitive domain is defined as the ability to grasp the meaning of material. Comprehension of materials focusses on translating material from one form to another i.e. (words to numbers), by explaining, summarising or interpreting material. Particularly in a Higher educational setting comprehension is the tool which is enables students to further their studies, in order to expand one must grasp the meaning of the material he/she might be studying. These learning outcomes go beyond the simple remembrance of material, and represent the lowest level of understanding. Application in the cognitive domain is defined as the ability to apply and use previously learnt material in new situations. At this stage it is time to apply what you have learnt and understood, and apply it to novel situations or in cases in higher education exams/tests. Learning outcomes in this area require a higher level of understanding than those under comprehension. Analysis the fourth category in the cognitive domain refers to the ability to break down material into its component so that its structure may be understood. This may include the identification of various parts, and recognition of the organisational principles involved. At this level in the cognitive domain learning outcomes here represent a higher intellectual level this is mostly because it requires a higher understanding of both the content and the structural form of the material. Synthesis- at this stage in the cognitive domain we compose a structure or pattern from various elements. I.e. putting parts or segments together to form a complete whole, with high emphasis on creating a new structure. For example in a higher education setting a student might put various methods of revision to perfect or improve the chances of getting the maximum marks in their exam. Evaluation- The final and most complex category in the cognitive domain is evaluation. In this category we look upon the ability to judge the value of material. At this stage judgments are based on a certain criteria. Our Judgments may be based on internal criteria or external criteria. The learning outcome in this category is at its most highest because it contains elements from each category in the cognitive domain. Observing the six categories of the cognitive domain in Blooms Taxonomy has given me great insight of how each of these categories falls within the pathway of a programme of study in higher education. Category one (Knowledge) is not only vital part in a higher education setting, but it applies to almost any situation. Knowledge falls well within the stepping stones in higher education because to complete various tasks in a higher education setting some insight is necessary as to what tasks you may be undertaking. Category two, three and four (Comprehension, Application and Analysis) are also an essential because in order to apply material it has to be first correctly understood. For example in order for one to achieve high marks in his/her exams the syllabus has to be correctly understood before it can be applied actually in an exam. The two final and most complex categories within the cognitive domain do verily apply in a higher educational setting, this is because in life many aspe cts do not go to plan. Evaluation is critical in all tasks we may undertake in higher education. This is because in order to better something an evaluative process should ideally take place this is because at this stage in the cognitive domain you have certain set criteria as to what everything should be based on. So if your tasks do not meet your standard an evaluation process will take place as to what could be done so that this particular task meets your determined criteria. I consider myself to be at the (Application) stage in the cognitive domain, this is mostly because I can easily understand and apply the material. Plagiarism Plagiarism is defined as the practice of taking someone elses work or ideas and passing them off as ones own. There are many forms of plagiarism however the two distinct types of plagiarism are intentional and unintentional. Intentional plagiarism is when an individual understands he/she is fully plagiarising however still proceed to do so. However unintentional plagiarism is deemed as plagiarism, when an individual does not understand they are plagiarising as they may have a poor understanding of what constitutes as plagiarism, and they maybe incorrectly placing citations. There are many acts that one might constitute as plagiarism both intentional and unintentional. Below I will present a list of acts that are considered or are deemed as plagiarism. The first act of intentional plagiarism is where an individual might pay certain essay bank on the internet to complete their assignments for you. This is a serious case of intentional plagiarism; this is because hiring a company do you work. Implies that the work is practically someone elses and you had no intent of actually completing the work yourself so you deliberately plagiarised. Another act of intentional plagiarism is when an individual deliberately copies text or passages from class peers, colleagues or friends without their knowledge or consent. This is deemed to be intentional plagiarism because reproducing a piece of work which is exactly the same as another person is stealing especially without their consent. Plagiarism has been an ever increasing problem, especially due to the quick and easy access to various passages and text over the world within a click of a button. One particular act deemed as intentional plagiarism is when an individual deliberately copies a passage of text and then rearranges the word so it seems as if it his own work. This form of plagiarism is one of the most common and wide spread. One form of unintentional plagiarism is paraphrasing without citing, this is when an individual rearranges the sentence to have the same meaning however they forget to reference it accordingly. Another form of unintentional plagiarism is building on someones thoughts or ideas without correctly inserting a citation There are many various ways one can follow in order to prevent plagiarism both intentional unintentional. In order to prevent unintentional plagiarism one should correctly paraphrase and add citations correctly. Furthermore in order to prevent intentional to avoid unintentional plagiarism print screen the webpage so that even though the webpage may be removed one still has proof that the webpage existed so therefore this will prevent being accused of plagiarism. Harvard Referencing System The Harvard referencing system also known as parenthetical referencing is one form of a citation style. Referencing is a system that allows you to acknowledge your source, i.e. whenever a secondary persons ideas, theories, quotes, facts or any other evidence and information used, references have to be made to acknowledge the fact information has been used. Referencing is also used to give credit to its author and to help readers of your work to find the original source of information or ideas that you have used. Citation is used particularly in higher education and in other forms in an academic setting. Below are two examples of Harvard referencing one example is from a book and the other example is from a website: Example of Harvard Referencing of a website WILLIAMS, R., 2010. Universities and hit by industrial action [online]. Available: http://www.guardian.co.uk/education/2010/may/06/cutsandclosures-middlesexuniversity [accessed 6 May 2010] Example of Harvard Referencing of a book from a single author Stevens (1996, p.2) pointed out that referencing is a skill all students should develop. Harvard Referencing slightly differs from a website to other sources. Below I will explain how the Harvard system works. If you look above at example 1 you will firstly notice the name of the author. The author is the first step in referencing the Harvard way; if the name of the author is not given then the provider of the website should be used as the substitute to the author. The following step is to now add the date, the date is usually found next to the authors name, the date is usually when the author first published his article. Once the name of the author and date has been added you now have to follow by adding the title of the website so in this case the title was Universities and hit by industrial action. If you can see above the title is in italics, the title which is used by the website should be placed in italics. The next step is to now actually add the websites URL address which in this case is http://www.guardian.co.uk/education/2010/may/06/cutsandclosures-middlesexuni versity. The URL address is the actual location were you obtained the passage or text. Following the URL address, the date you viewed the website has to places in square brackets last. This ideally represents when you viewed the article in case the article is removed or edited along the way.