User:Tmm113/sandbox

Original stub: One-two combo

One-two combo
In boxing, the "one-two combo" is the name given to the combination consisting of two common punches found in boxing - a jab (thrown with the lead hand) followed by the cross (thrown with the back hand). In boxing parlance, fundamental punches are commonly assigned numbers by trainers and in this case there is the jab (#1) and the cross (#2).

Boxers begin practicing the basics starting with offense and generally learn punches starting with the fundamentals - the jab (#1), the cross (#2), then onward to more complex punches such as the lead hook (#3), right uppercut (#4), and left uppercut (#5). As boxers learn the fundamentals they begin to learn how to incorporate these punches together in a variety of combinations. The "one-two combo" is the first combination a boxer will learn from their coach that utilizes different punches, this is because the one-two combo consist of two fundamental punches first learned as a beginner. It is one of the most commonly used combinations in boxing.

In a one-two combo, the objective is to get in range and land a power-punch. In this situation, both the jab and cross have different purposes. Naturally, the boxing stance has the lead hand in front, closer to the opponent while the dominant hand is in the back, further from the opponent. In this combo, the jab (lead hand) is designed as a range finder to close the distance between a fighter and their opponent to set up a power-punch (back hand). In a one-two combo the cross is the power punch due to the torque and rotation of the body required when using this technique. While throwing this combo, the jab is thrown while stepping forward into range and is followed by the cross as the jab is retracted back to guard.

When this combination lands successfully, the boxer's jab is used to lift their opponent's head in order to expose their chin for their cross - resulting in the one-two combo.

Article Evaluation: Computer-mediated communication
Everything in the article was relevant to the topic and building upon its central focus on Computer-mediated communication. The only thing that distracted me was the thought of updates in technology in ordinance to CMC. Have they been updated or represented?
 * Is everything in the article relevant to the article topic? Is there anything that distracted you?

Under the talk pages there was some information that was out-of-date that could have been updated in terms of how the technology operates and technical aspects of how devices work.
 * Is any information out of date? Is anything missing that could be added?

There's a heavy emphasis of positive outcomes and this article tends to lean that way, maybe there can be more contributions to a different point of view where there are more negative outcomes represented.
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Not entirely neutral, but for the the most part. It just tends to focus more on the beneficial than the negatives. I feel in this topic there could be a lot of negatives that could be drawn out in terms of psychological thinking and societal thinking but it may start to detract from the main focus.
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Negative viewpoints of this topic are underrepresented but may be because of how influential and positive CMC has been.
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Articles seem to check out and support the claims made on the page.
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Some facts were referenced from books but some of the internet sources were neutral and covered both sides.
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Some people are talking about covering different mediums and how accurately interpreted it is between communicators. Also there is talk about the examples being too broad or doesn't correspond to the actual topic of the article, instead the article should focus on how electronics are used to communicate.
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This article is rated C-Class High importance for 2 WikiProjects and C-Class for another WikiProject.
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Wikipedia discusses this topic in a more narrowed fashion to make sure everything in the article has its purpose. At the same time, it tries to bring in many aspects of the same topic but ultimately narrowing it down to its most efficient state.
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