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Cinema of Myanmar

The cinema of Burma has a long history dating back to the 1910s. The person who created the first silent film was Ohn Maung (Burma's first producer and director).

Start of the Burmese cinema
Burma's first film was a recording of the funeral of Tun Shein - a leading politician of the 1910s, who campaigned for Burmese independence in London. It was captured with a second-hand camera by Ohn Maung and was screened at the Royal Cinema, near Scott Market (now Bogyoke Market), which belonged to a Mr Achar, a friend of Ohn Maung. Despite its documentary nature, the Burmese public was very proud of the film, which opened with the notice "Please accept our apologies for the poor quality of the film".

Ohn Maung then founded The Burma Film Company to produce and direct more films. He hired Nyi Pu (Burma's first actor) to shoot the first Burmese silent film Myitta Ne Thuya (Love and Liquor) which proved a major success, despite its poor quality due to a fixed camera position and inadequate film accessories. The film opened with the title "Burma Film Presents: Love and Liquor" but there were no credits or mention of the cast. It was based on a story by P Moe Nin about how gambling and alcohol destroyed a man's life. The day the film premiered, 13 October 1920, is commemorated annually as the Myanmar Movie Day.

Fox of America asked for Burmese nature study scenes and bought them from Ohn Maung. He also acquired more advanced film accessories and camera from the Kodak Company.

During the 1920s and 1930s, many Burmese-owned film companies (such as A1, New Burma, British Burma, The Imperial, Bandula and Yan Gyi Aung) made and produced several films. Some of the famous directors of this era were Nyi Pu, Sunny, Tote Kyi, and Tin Pe.

The first Burmese sound film was produced in 1932 in Bombay, India with the title Ngwe Pay Lo Ma Ya (Money Can't Buy It) and directed by Tote Kyi. Films dealing with social issues and political themes became popular in the 1930s. Parrot Film Company produced films that addressed social issues such as gambling and police corruption, although the films were censored by the British colonial government. There were also films that were banned like Do Daung Lan (Our Peacock Flag) in 1936 and Aung Thabyay (The Triumphant Jambul) in 1937. The political film Boycott was directed by the student leader Ko Nu in 1937 and starred other student leaders such as Aung San and Htun Ohn. The censors allowed this film to be shown.

Many of the films from this era no longer exist due to the lack of adequate preservation.

Cold War era
After World War II, Burmese cinema continued to address political themes. Many of the films produced in the early Cold War era had a strong propaganda element to them. The film Palè Myetyay (Tear of Pearl), produced in the wake of the Kuomintang invasion of Burma in the 1950s, highlighted the importance of the armed forces or Tatmadaw to the country. Ludu Aung Than (The People Win Through) featured anti-Communist propaganda. The script was written by U Nu who served as Prime Minister during the 1950s.

The famous film maker and author Thukha started producing films during this period. His most famous film is Bawa Thanthaya (The Life Cycle). Burma held its first Academy Awards in 1952. Starting with the Socialist era in 1962, there was strict censorship and control of film scripts.

Recent history
In the era that followed the political events of 1988, the film industry has been increasingly controlled by the government. After the 1989 move by the government to open up the economy, the movie industry was privatised. The film company Mingala became the most powerful company in the industry. Film stars who had been involved in the political activities of the 1980s and 1990s, such as Aung Lwin and Tun Wai, were banned from appearing in films. The films of some directors such as Win Pe have also been banned. The government issues strict rules on censorship and largely determines who produces films, as well as who gets academy awards.

Over the years, the movie industry has also shifted to producing many lower budget direct-to-video films.

Most of the movies produced nowadays are comedies. In 2008, only 12 films worthy of being considered for an Academy Award were made, although at least 800 VCDs were produced.

Another issue plaguing the Burmese cinema is a steep decline in the number of theatres in which to screen the films. According to a December 2011 survey, the number of theatres nationwide had declined to just 71 from their peak of 244. The survey also found that most were several-decade-old ageing theatres, and that only six "mini-theaters" had been built in 2009–2011. Moreover, the vast majority of the theatres were located in Yangon and Mandalay alone.

In the 21st century, Myanmar cinema got visibility in international film festivals. In 2014, The Maw Naing's The Monk was premiered at the 49th Karlovy Vary International Film Festival. Followed by the participation in main competitions as; Wera Aung's short film The Robe at 21st Busan International Film Festival, Aung Phyoe's Cobalt Blue at 72nd Locarno Film Festival. and Maung Sun's Money Has Four Legs at 74th Locarno Film Festival.

In 2019, some local media reported a revival in the local movie industry, stating that in 2016 there were 12 movies cleared by local censorship and waiting to be screened, 18 in 2017, more than 40 in 2018, and more than 60 in 2019. The success of Now and Ever (2019), starring Zenn Kyi, was also cited as evidence of the revival. According to The Myanmar Times, the most successful Myanmar movie in 2019 was The Only Mom, directed in Myanmar by Thai director Chartchai Ketnust, starring Burmese actress Wutt Hmone Shwe Yi and telling the story of a family that moved into a colonial-era haunted house. The movie also starred a real Burmese Spiritualist medium, U Hla Aye, who died after his part of the shooting was done.

Burmese film companies

 * Z Productions (Formerly Akhuka Productions)
 * Akaya Production
 * Arkar production
 * Like Art Creation
 * Magical Creation Myanmar
 * Amyotha
 * Artint media production
 * BAHUGEN Pictures
 * Barani
 * Bridge
 * Central base production
 * Chitthu
 * Country Star
 * Dawei
 * 8K Film
 * Everest
 * EM Production
 * Green Age Film Production
 * Harmony Light
 * HD Production Team
 * Hlaing film production
 * Kadipayinkyin
 * Khin Sabe Oo film production
 * Kyemon
 * Kyaw Zay
 * Kyaytagon
 * Lin
 * Lucky Seven
 * LuSwankung
 * Magic Factory Production
 * Ma Ha Htun
 * Malikha
 * Mittayangpyan
 * Moe Kaungkin
 * Myanma Motion Picture Enterprise
 * Myatharaphu
 * Myintmitta
 * Myo
 * National Network Inc.
 * Nawarat
 * New Htat Tang
 * Novel
 * Ohtthaphaya
 * One of those Hearts
 * Pan Wai Wai
 * Papermoon
 * Pataukpinlan
 * Peacock Media Production
 * Phoenix
 * Pon Taung Myay
 * Pyiphyomyat
 * Red Radiance
 * Sein Htay
 * Sein War Ni
 * Sein Tharaphu
 * Shutter Productionn
 * Shwe Taung
 * Shwe Zin Oo
 * Snow White
 * Synthesis Productions (local/international)
 * 10A Production
 * Thazin
 * Third Eye
 * Thirithanda
 * Thukha May
 * Wah Wah Win Shwe
 * Yamona
 * Ye Kyaw Thu
 * YMT Productions
 * Ywat Sein
 * Vision Production
 * Zan
 * Zinyaw

title: Cinema of Myanmar


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Wikipedia:Reference desk/Archives/Mathematics/2017 September 14

= September 14 =

Applying the symbol "approaches the limit", ≐.
What exactly does the symbol "approaches the limit", ≐, mean? Say
 * $$\lim_{h\to 0}\frac{f(x+.5h)-f(x-.5h)}{h}=f'(x).$$

Does this mean f'(x)≐$$\frac{f(x+.5h)-f(x-.5h)}{h}$$ or maybe f'(x)=$$\frac{f(x+.5h)-f(x-.5h)}{h}$$  (h≐0)? <IP_ADDRESS> (talk) 01:38, 14 September 2017 (UTC)
 * The limit symbol is part of the expression on the lefthand side of the equation. Put simply, it means "as h gets close 0, the expression within the limit gets close to $$f'(x)$$".  For a precise definition, see our article on limits.--<IP_ADDRESS> (talk) 03:10, 14 September 2017 (UTC)
 * I am fairly familiar with the concept of limits and even approaching a limit. My question is how does that particular notation fit into that derivative example?  <IP_ADDRESS> (talk) 13:09, 14 September 2017 (UTC)

 * List of mathematical symbols says that ≐ means "is defined as; is equal by definition to". It doesn't mention anything about limits. Loraof (talk) 15:51, 14 September 2017 (UTC)
 * But if you Google ≐, the general consensus seems to be that it means "approaching the limit". <IP_ADDRESS> (talk) 02:18, 16 September 2017 (UTC)
 * I think in this context it means approximate equality or limiting value, see Approximation. Different authors may use the same symbol for different things, so it's difficult to say what the exact meaning is intended to be, especially since the ≐ isn't exactly standard. Note also that $$\lim_{h\to 0}\frac{f(x+.5h)-f(x-.5h)}{h}=f'(x)$$ assumes that f is differentiable at x in the first place; it's possible for the limit to exist even if the derivative does not. In terms of numerical analysis, the expression gives a better approximation for the derivative for 'nice' functions than the usual one. See also Symmetric derivative. --RDBury (talk) 20:25, 14 September 2017 (UTC)

From a computational perspective, how do mathematicians succeed proving theorems?
This question might seem ill-defined, but I will try my best. It's known there's a strong connection between the P=NP problem and proving mathematical theorems; verifying a suggested proof is in NP, and if P=NP (with an acceptably small polynomial), there's a fast polynomial algorithm for automatic theorem proving. Assuming P!=NP, how come human mathematicians succeed in proving so intricate theorems, without resorting to using brute-force to scan all possible strings that are hypothetical proofs? Thanks, <IP_ADDRESS> (talk) 06:46, 14 September 2017 (UTC)
 * The literature is sometimes confusing on this point, but P and NP apply to classes of problems rather than particular problems, so individual problems in the class may be easy even if the class as a whole is difficult. The difficulty of a class generally refers to the worst cases, so even if a particular class is considered NP-hard, it may be that a randomly selected instance is solvable in polynomial time in the majority of cases. That being said, there are many different levels of complexity other than P and NP, and NP describes the complexity of solving problems in Boolean logic (see Boolean satisfiability problem), which is a very small part of mathematics as a whole. The class of problems which consist proving general mathematical theorems is undecidable (see Undecidable problem), which means there instances which can't be solved under any reasonable model of computation. In contrast, problems in an NP class are solvable, even if it's impractical to solve some of them because it takes such a long time. Just as in the NP case though, just because a class as a whole is undecidable doesn't mean that all instances must be difficult, and perhaps most instances will be easily solvable even if there are the occasional instances which are impossible to solve. This explains what happens in mathematics; some statements are easy to prove or disprove, while some are difficult/impossible. Mathematics is full of unsolved problems, most of which can be formulated in the form of proving a theorem, but that doesn't mean that at least some problems can't be solved easily. --RDBury (talk) 18:32, 14 September 2017 (UTC)
 * PS. Automated theorem provers use a variety of heuristics to prove (or disprove) statements. But, as predicted by undecidability, they don't always produce a result. Most, such as Coq, are interactive so that humans can guide the process using experience and intuition while the software takes care of gritty details. --RDBury (talk) 19:03, 14 September 2017 (UTC)

 * I interpret the OP's question, as per his last sentence, as "What is the nature of human intuition that allows people to prove theorems even when the universe of possible approaches to try is huge or infinite? I think it's a fascinating question, and I'm sure I've read discussions of it that give some insights but not a whole lot. (Sometimes people ask chess experts a similar question.) Surprisingly, our article Intuition doesn't seem to help, nor does the article Artificial intuition. The article Cognition, or wikilinks therein, may be of some help. Or maybe the bibliographies of any of the articles I've linked might lead you somewhere useful. Loraof (talk) 21:20, 14 September 2017 (UTC)

 * To sort of answer the question in the last line, I don't think any computation is involved. The teacher I had for the NP stuff said that when it came out, he wondered how it was possible to do it.  But basically first the 3-SAT problem was shown to be in NP and is not known to be in P.  Then other problems can be shown to basically be equivalent to 3-SAT, or another problem in the NP=complete class, and that proves it to be NP-complete.  Bubba73 You talkin' to me? 22:30, 14 September 2017 (UTC)

 * Another relevant link here might be Problem solving, especially the sections on strategies and methods. The thing with 'interesting' questions is that they are difficult, if not impossible, to answer, at least for current science/philosophy/metaphysics. It should be noted that 'Intuition' in the context of solving a mathematical problem has somewhat different meaning than its usual one. (Plus there is intuitionistic logic which has yet another meaning.) The article defines intuition as a source of knowledge, but in mathematics this has proven to be notoriously unreliable. Nevertheless, a mathematician can often look a theorem statement and come up with the outline of a proof without the use of the problem solving techniques normally taught; turning the outline into an actual proof if often still an issue though. You might then say that the outline comes from intuition, for lack of a better term. In this context, intuition has the rather Zen-like quality that it can be learned but it's impossible to teach, since otherwise it would be a method or strategy. Perhaps the brain is really executing some internal and poorly understood algorithm. or perhaps there is some ineffable quality of the brain which can't be emulated on a computer. My personal point of view is that until you can put either alternative into a falsifiable form it's not something you can decide. I'm pretty sure the first class of problems to be shown NP-complete was SAT, aka the Boolean satisfiability problem; see Cook–Levin theorem. Proving NP is usually relatively easy, basically just show that if you have a potential solution you can verify it quickly. The proof of the C-L theorem involves emulating a Turing machine with a set of logical statements and is fairly complex. --RDBury (talk) 08:46, 15 September 2017 (UTC)

Name of a particular type of "temporal" averaging function?
I'm thinking of a function that works in the following way: an infinite list of variables is processed sequentially, and at each step the "temporal average" (TA) is the sum of the current and next value divided by two. So for example, once the values 9976, 3008, 4582, 1733, 576 have been fed into the function we have a TA of 2105.5 (whereas the classical average would have been 3975). Obviously, had the values been processed in reverse the TA would compute to 6457.0625, hence the so-called "temporal" aspect of this function. Now for some reason this seems to me to be a useful metric of sorts, though admittedly I can't really formulate why I think that is at the moment. So my question is whether there is in fact a name for this kind of function and also if are there any interesting (or more useful) variants of it? <IP_ADDRESS> (talk) 07:25, 14 September 2017 (UTC)

 * You are describing an exponential smoothing with smoothing factor of 1/2. Dragons flight (talk) 07:34, 14 September 2017 (UTC)

 * Excellent, thank you! <IP_ADDRESS> (talk) 07:48, 14 September 2017 (UTC)

 * I'm not getting your result. Can you provide a worked example similar to that here.
 * If current value starts at zero, an input of 9976 results in (0+9976)/2 = 4988
 * Then (4988+3008)/2 = 3998
 * Then (3998+4582)/2 = 4290
 * Then (4290+1733)/2 = 3011.5
 * Lastly (3011.5+576)/2 = 1793.75 which isn't your 2105.5 . Puzzled -- SGBailey (talk) 13:25, 14 September 2017 (UTC)

 * Ah found it - you don't start with a "pot" of 0, you are initializing your "pot" to the first value and starting with the second value. -- SGBailey (talk) 13:27, 14 September 2017 (UTC)

 * That set of data would probably be better described using double exponential taking account of the trend. You might be interested in Smoothing, methods like Kalman filter or Savitzky–Golay smoothing filter are also quite often used in practice and you don't have to pick smoothing factors out of the air. Dmcq (talk) 13:47, 14 September 2017 (UTC)

 * Okay, yeah the Kalman filter may be a better fit for the data I'm working with actually. I appreciate the suggestions. Cheers. <IP_ADDRESS> (talk) 19:10, 14 September 2017 (UTC)

source: wikimedia

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


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gelido

Etymology
, derived from, ultimately from the root.

Adjective

 * 1) icy, freezing, gelid
 * 2) frosty

title: gelido


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User:Swana.k/be bold

Being bold is important on Wikipedia. Being bold is great Italic text
 * Insert non-formatted text here
 * I have ten cats.

title: User:Swana.k/be bold


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Category:San Antonio Iguanas players

This is a list of players who have played professional hockey for the San Antonio Iguanas of the Central Hockey League.

title: Category:San Antonio Iguanas players


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Talk:Main Page/Concept/2006/August/Communications and community

If that mascot image offends anyone or if you feel it misrepresents Wikiversity please feel free to change it. I thought it was funny, but yeah, a bit edgy... Nonetheless, it is of a college setting. Maybe a little lightheartedness could help Wikiversity. My 2 cents. --Remi0o 08:43, 20 December 2006 (UTC)
 * This would be a good place to post and discuss new images that might be "representative" of Wikiversity (view all past and current images. It is traditional for many educational institutions and websites to have mascots. There was some discussion of a mascot at Talk:Wikiversity the Movie. --JWSchmidt 13:47, 20 December 2006 (UTC)


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2015 KNSB Dutch Allround Championships

The 2015 KNSB Dutch Allround Championships in speed skating were held in Heerenveen at the Thialf ice skating rink from 27 December to 28 December 2014. The tournament was part of the 2014–2015 speed skating season. Sven Kramer and Irene Wüst won the allround titles.

Women's allround
Source:

title: 2015 KNSB Dutch Allround Championships


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Linguistics/Introduction

Language is all around us. Language allows us to share complicated thoughts, negotiate agreements, and make communal plans. Our learning, our courting, our fighting — all are mediated by language.

You can think of language as a technology — humans manipulate their bodies to produce sounds, gestures, and appearances that encode messages using a shared system.

How then does the technology of language work? Answering this question is surprisingly hard; our language skills are automatic and therefore hard to reflect upon. Nevertheless, throughout the centuries, scholars have devised ways to study human language, although there is still much more research to be done and many mysteries to explore. The field of scholarship that tries to answer the question "How does language work?" is called linguistics, and the scholars who study it are called linguists.

How do linguists learn about language?
Linguistics is a science. This means that linguists answer questions about language by observing the behavior of language users.

Astronomy has its enormous telescopes, particle physics has its supercolliders, biology and chemistry have intricate and expensive apparatuses, all for learning about their particular facets of the world. Modern linguists go straight to the source by observing language users in action. One of the charms of linguistics is that the data is all around you; you need nothing more than a patient ear and an inquiring mind to do original linguistic research of your own. But you need not start from scratch — generations of linguists before you have laid a fairly stable groundwork for you to build on. Throughout the history of linguistics, the primary source of data for linguists have been the speech, writing, and intuitions of language users around them.

This is not the only way one could imagine learning about language. For example, one could study respected authorities. But this approach raises an obvious question: how did the respected authorities learn what they knew? If each language were invented by an ancient sage, who determined once and for all how that language worked, the authoritative approach would have great appeal. We would go to the writings of the Founding Sage of Danish, for example, and to the writings of the sage's immediate disciples, to find out the Original Intent, much as American judges refer to the Constitution. But, as far as we can tell, this is not how most languages come to be. We have ancient authorities in plenty, but in most cases these authorities were merely trying to codify the practices of the people who seemed to them most skillful in the use of language. In other words, these authorities were themselves scientific linguists of a sort: they observed language users and tried to describe their behavior.

Describing and prescribing
In literate cultures, it is common to have a tradition of language instruction. In formal classes, students are taught how to read and write. Furthermore, the teacher tells the students rules of proper usage. This is what is referred to as a prescriptive tradition, in which students are told what to do. It is similar to being taught the proper way to do arithmetic or knit a sweater. Formal language instruction is usually normative, which means that it involves a sense of "should and shouldn't", a notion of right and wrong behavior.

By contrast, linguists follow a descriptive tradition, in which the object is to observe what people really do, and form theories to explain observed behavior. Any specific use of language is only considered right or wrong on the basis of whether it appears in ordinary, natural speech.

As a member of a literate culture, you have probably been exposed to a certain amount of your culture's traditional language instruction. When you first take up the study of linguistics, you will probably experience some discomfort as you observe language behaviors that you have been taught are wrong. It will be hard to suppress an almost instinctive reaction: "This behavior is incorrect. My observation is no good; the person I am observing is an unreliable source of information."

It is important to remember that traditional language instruction and scientific linguistics have completely different goals and methods. Traditional language instruction is intended to train students to use a standard language. Language standards exist largely to make sure formal communication is possible between distant regions, between generations, between centuries, between social classes. Modern civilization arguably depends on such formal communication. Its rules must be constant over wide areas, over long spans of time, across different social and economic groups. This leads to an interesting contradiction:

 * The formal rules of a standard language are almost arbitrary. It doesn't matter in detail what they are, so long as everyone agrees to them and more or less follows them when formal communication is needed.
 * Traditional language teachers need to imbue these mostly-arbitrary rules with a sense of rightness, in order to enlist the students' moral sense in the cause of preserving the stability of the standard language.

The natural result is that students emerge from traditional language instruction with a strong sense that certain language behaviors are simply wrong. Most members of a literate culture have this moral sense about language, and find it hard to suppress. Yet to do objective science, to find out how language really works, it is necessary to adopt a detached viewpoint and to treat all language users as valid. The first principle of linguistics is: Respect people's language behavior, and describe it objectively.

In this book we will adopt this objective stance: language behaviors are not intrinsically right or wrong, and we seek to describe what they are, not to prescribe what they should be.

Hidden knowledge: how linguistic inquiry works
Linguists often say that they study the knowledge that a native speaker must have in order to use their language — not formal, school-learned knowledge, but a more subtle kind of knowledge, a knowledge so deeply-ingrained that language users often do not know they know it.

We will illustrate the type of knowledge we mean with a "consciousness-raising" exercise. We will show you some things about English that you must already know, but almost certainly don't 'know you know'.

Case study 1: English plurals

 * 1) Suppose you have one fork, and I hand you another one. Now you have two forks.
 * 2) If you have a spoon and find another, you have two spoons.
 * 3) If your garden has a rosebush, you might plant a second to have two rosebushes.

(We will use boldface for language examples, that is, things that people might actually say.)

In order to speak English, you have to know how to make the plural, or multiple form, of most nouns you hear. You probably do this effortlessly. If you ask most people how to do it, they will say "Oh, you just add s."

But listen carefully.

 * 1) To form the plural of fork, you add a hissing sound, the first sound in the word sap.
 * 2) To pluralize spoon, you add a buzzing sound, the first sound in the word zap.
 * 3) To pluralize rosebush, you add an entire extra syllable, sounding similar to the word is.

You use these three different plural endings every day, effortlessly, without conscious reflection. You always use the right one. It is even amusing to try to use the wrong plural ending. You can say *forkiz, or *spoonce, but you never do. (We use an asterisk to draw your attention to the fact that few people would ever say these things.) You must know the rules governing the use of these different plural endings somewhere inside you, but in all likelihood you never knew you knew until this moment. You must have some way to select the correct ending to use with each word, otherwise you would occasionally say things like *rosebushss. But unless you have thought about this before, it is almost certain that even now that you have been exposed to the concept, you still have no idea how you manage to select the appropriate plural suffix every time. Here is something that you definitely know, but you cannot state it out loud. It is unconscious knowledge.

Can you analyze your own behavior and figure out how you decide whether to use -s, -z, or -iz? Take a few minutes and try. Write out a dozen or so common English nouns and classify them according to what plural ending you would use. Do you see any patterns? (Watch out for completely irregular nouns like foot/feet; for now we are only concerned with "S-plurals".)

One theory you might come up with is that the correct plural suffix must simply be memorized for each noun. This is a perfectly reasonable theory. Perhaps forks sounds better to us than *forkiz simply because the former is the only plural we have ever heard. However, this is not the case, because for new words we have never encountered we can still pick out a plural ending that sounds right. For example:

(Jean Berko-Gleason first studied examples similar to these as set in her wug test).
 * 1) If you have a zug, and you find another, you now have two ...
 * 2) Mike just finished making his third bidge, so he has made three ...
 * 3) I inherited a blick from each of my grandparents, which is why I have four ...

Complete these sentences with the appropriate plurals. Then have five English-speaking friends do it, but don't let them collude: force them to form their own plurals. You and your five friends will all agree: the first example gets a buzzing plural -z, the second gets a whole syllable -iz, and the third gets a hiss -s. And none of you have ever heard those words before, nor do you have any clue what they mean. If plural endings were simply memorized, you and your friends would have had to guess the endings, and you would likely have made different guesses.

The second principle of linguistics is, Language knowledge is often unconscious, but careful inquiry can reveal it.

The idea of deep structure and the general outline of linguistic theory
What have linguists learned about how language works? What is the overall shape of modern linguistic theory?

Linguists espouse a variety of theories about language; differences between these theories are sometimes quite striking even to laypeople and sometimes so subtle that only well-read linguists can understand the distinctions being made. Arguments between linguists who support different theories can be quite heated. But underneath the noisy debate about details there is widespread consensus, which has been coalescing since the 1950s. This consensus sees, in every corner of human linguistic ability, at least two layers: a surface structure consisting of the sounds we actually speak and hear, and the marks we write and read, and a deep structure which exists in the minds of speakers. The deep and surface structures are often strikingly different, and are connected by rules which tell how to move between the two kinds of structure during language use. These rules are part of every language-user's unconscious knowledge.

The idea of deep structure is an unintuitive one. It is natural to be skeptical about it. Why do linguists believe that language structures inside the mind are so different from what we speak and hear? We will use another case study to give an example of the evidence.

Case Study 2: The English auxiliary wanna
(1a) Rachel doesn't want to do her linguistics homework.

(1b) Rachel doesn't wanna do her linguistics homework.

In many varieties of English, the two words want to can often be contracted into wanna. English users are more likely to do this in speech than in writing, and are more likely to do it in relaxed, informal contexts. (Linguists use the word registers to describe the different behaviors language-users adopt depending on context.) The pronunciation of wanna lacks the clear t sound of want to. English users evidently must know both variants.

Can want to always be contracted? Consider the following examples.

(2a) Who do you want to look over the application?

(2b) *Who do you wanna look over the application?

Again, we are using an asterisk to call your attention to the fact that the second example is not natural English to most native users. It is, in fact, traditional in linguistics to use an asterisk to mark an example that is somehow unacceptable or unnatural for native users.

As in our first case study, we seem to have found a mysterious piece of unconscious knowledge that English users all share. We do not resist changing (1a) into (1b), but something makes the change from (2a) to (2b) much less comfortable. What could it be? How do English speakers decide when want to may be contracted?

Perhaps the contraction is inhibited by the fact that (2a) is a question. We can test this theory with a similar example.

(3a) Who do you want to invite to the party?

(3b) Who do you wanna invite to the party?

Here, the contraction works fine. So the question-theory cannot be correct. In fact, the similarity between (2a) and (3a) makes (2a)'s resistance to contraction quite puzzling.

What follows is not the answer to the puzzle. Rather, it is a sketch of part of a theory that some linguists use to explain the observed behavior of wanna. This theory was arrived at by considering many, many examples, and consulting many, many native English speakers. It is not in any way authoritative, but it illustrates the point we are trying to make. Consider some possible answers to questions (2a) and (3a), which we repeat for ease of reference:

(2a) Who do you want to look over the application?

(2c) I want Yuri to look over the application.

(3a) Who do you want to invite to the party?

(3c) I want to invite Yuri to the party.

Notice that in sentence (2c), the name Yuri comes between want and to, separating these two words, while in (3c), the words want to are still next to each other. Let us hypothesize that in our minds, questions like (2a) and (3a) have some kind of mark that shows where we expect the answer to be inserted. Linguists sometimes call such a mark a trace, and symbolize it with t. So we might show this "mental form" of our two questions as follows:

(2d) Who do you want t to look over the application?

(3d) Who do you want to invite t to the party?

If such traces really exist in our minds, they would provide a very elegant explanation of when want to can be contracted. The proposed explanation is that we can contract want to only when there is nothing between the two words in the mental form of the sentence. We already knew this to be true when the interrupting material is audible. Of course want to cannot be contracted in (2c), because Yuri is in the way. Our proposal is to extend this explanation to inaudible material, and to say that want to cannot be contracted in (2a) because a trace is in the way.

You might object that we have invented traces precisely to explain when want to cannot contract; that we will simply hypothesize that every uncontractable example has a trace in the middle. This is a fair objection, but remember that we are not putting traces wherever we want, but only where we expect the answer to the question to fit. You are encouraged to try more examples on yourself and your friends.

This step of introducing traces to explain when want to may be contracted is a serious and profound piece of theory-building. We are saying that sentences in the mind are not exactly like their counterparts spoken aloud. They are not mere mental tape-recordings — they can possess aspects, like traces, that cannot be heard. As soon as we take this theoretical step, we open up a new question: 'How is language represented in the mind?'. Linguists use the term deep structure to discuss the way sentences are represented in the mind. In contrast, surface structure means sentences as we hear or read them.

This leads to the third principle of linguistics: Sentences have a deep structure in the mind, that is not directly observable, but may be inferred indirectly from patterns of language behavior. It is this third principle that separates recent linguistic scholarship (since about 1950) from the centuries of work that went before.

Using linguistic evidence cautiously
Before we proceed, we must say a few words about the mode of inquiry we are using. As we throw various examples at you, we are either marking them with asterisks — starring them, as linguists say — or we are not. In essence, we are asking you to go along with our judgment about whether or not the examples are natural, native English. We would prefer to be scientific about it; one way of doing this would be to perform a study in which we present our examples to a few hundred native English users, and have our subjects tell us whether they thought the examples were good English or not.

But such studies take a lot of time and effort, and it's easy to make mistakes in experimental technique that would weaken our confidence in the results. It is extremely tempting to use oneself as an experimental subject, and use one's own judgment about whether an example is natural English or not. There are obvious pitfalls to this approach. One may not be as typical a speaker as one believes. Or one's judgment may be unreliable in the highly artificial situation of asking oneself questions about one's own language.

But nevertheless, in some cases, the situation seems clear-cut enough that we can give examples, as we have been, in the reasonable confidence that the reader will agree with our judgments. This is a shortcut, and is not a good substitute for real data. But in reality, a lot of linguistics gets done this way, with scholars using themselves as informal experimental subjects. Doing research in this way incurs a debt, the debt of eventually backing up our claims with real experimental studies. It's fine to get preliminary insights by probing our own intuitions about language. Eventually, though, we must do real science, and we must remember that in any conflict between experimental data and our own intuitions, real data always wins.

Structure of this Book — Layers of Linguistics
As you may already have noticed, language is a hugely multifaceted entity. When we learn how to write in school, we are taught that individual letters combine to create words which are ordered into sentences that make up a composition. Spoken language is similar, but the reality of language is much more subtle.

The structure of language may be separated into many different layers. On the surface, utterances are constructed out of sequences of sounds. The study of the production and perception of these sounds is known as phonetics. These sounds pattern differently in different languages. The study of how they group and pattern is known as phonology. These groups of sounds then combine to create words, which is morphology. Words must be ordered in specific ways depending on a language's syntax. The literal meaning assigned to words and sentences is the semantic layer, and the meaning of sentences in context is known as pragmatics. Each of these may be considered a branch of theoretical linguistics, which studies the structure of models of language.

Don't worry if it's not yet clear to you what each of these subfields of linguistics deals with. The first chapters of this book go through these fields layer by layer, building up a clear picture of what linguistics is. We will then explore various topics of inquiry which apply our linguistic knowledge of these layers to solve real-life problems, a pursuit known as applied linguistics. Branches of applied linguistics include: computational linguistics, anthropological linguistics, neurolinguistics, sociolinguistics, psycholinguistics, discourse analysis and language acquisition.

Exercise 1: Me and John
If you took English classes at school, you may have been warned against using the following sentence:

(4a) Me and John are friends.

You probably were instructed to replace it with the following:

(4b) John and I are friends.

Pronouns such as me, him, her, ... are termed 'objective pronouns' because traditionally they are considered to never appear as the subject of a verb, and prescriptivists rule that as such usage of them in this position is "incorrect". However (4a) is not marked with an asterisk because it is still largely acceptable to native English speakers, and as descriptive linguists we are interested in both forms.

Now note that certain arrangements of pronouns (I, me, John, etc.) in the sentence make it ungrammatical to all English speakers:

(4c) *I and John are friends.

(4d) *Her and John are friends.

(4d) *I and him are friends.

List all possible combinations of two pronouns in the sentence "___ and ___ are friends." that you can think of, and label each sentence which would not be said by native speakers with an asterisk. Then create a theory as to what makes any sentence of this form unacceptable.

title: Linguistics/Introduction


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Talk:Meadowbank, Tasmania

Feedback from New Page Review process
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title: Talk:Meadowbank, Tasmania


text:
Vosberg

Vosberg is a surname. Notable people with the surname include:

 * Don Vosberg (1919–1997), American football player
 * Ed Vosberg (born 1961), American baseball player

title: Vosberg


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Emo GAA

Emo GAA is a Gaelic Athletic Association gaelic football club in Emo, County Laois, Ireland.

History
The club was founded in the 1950s and club colours are white with a red hoop.

Famous players past and present include Gabriel Lawlor, Mick Lawlor and Paddy Brophy.

Paddy Brophy, Ger Lawlor and Martin Corcorcan were all members of the famous 1986 League winning panel, Paddy playing with a torn hamstring on that marvellous day.

Gabriel Lawlor was manager of the first Laois minor team to win an All-Ireland title, starting the great under-age success of the late nineties and early two thousands.

Mick Lawlor and Paul Lawlor were members of the famous 2003 Leinster winning panel with Gabriel Lawlor as selector.

Emo won their only Laois Senior Football Championship title in 1972 when Paddy Lawlor captained his team to victory over Graiguecullen.

Emo won the Laois Junior Football Championship in 1962, the Laois Intermediate Football Championship in 1964, 2012 and 2017, the Laois Minor Football Championship in 1964 and 1965 and 2016 and the Laois Under 21 Football Championship in 1966 and 1967.

Players from the other club in the parish Courtwood played on the minor and Under 21 winning teams and the two clubs also combined to win the Under 21 title again in 1989 and 1990 as Courtwood/Emo.

The juvenile club, known as St Paul's, is a combination of the two local clubs, Emo and Courtwood. The under 14 team won the county Féile in 2013 and went on to win the county championship and retain the title in 2014. They also won the under 16 championship in 2015, 2016 and 2017. The club has had many successes at other levels as well.

Emo/Courtwood returned to the county roll of honour in 2008 winning the Laois Minor "B" Football Championship, having lost out in the 2007 final of the same competition

Emo won the Laois Intermediate Football Championship in 2012 and played in the Leinster Intermediate Championship but were defeated by O'Connell's in O'Moore Park.

Achievements

 * Laois Senior Football Championship: (1) 1972
 * Laois Intermediate Football Championship (3) 1964, 2012, 2017
 * Laois Junior Football Championships (1) 1962
 * Laois Minor Football Championship (4) 1964, 1965, 2016, 2019 (with Courtwood and The Rock)
 * Laois Under-21 Football Championship (4) 1966, 1967, 1989 (with Courtwood), 1990 (with Courtwood)
 * Laois Minor B Football Championship (1) 2008 (with Courtwood)
 * Laois All-County Football League Div. 1: (2) 1972, 2005
 * Laois All-County Football League Div. 2: (2) 2000, 2009
 * Laois All-County Football League Div. 5: (2) 2006, 2015

Notable players

 * Darren Strong
 * Paul Lawlor
 * Mick Lawlor (Gaelic footballer)

title: Emo GAA


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Roman Muzyk

Roman Muzyk (28 February 1938 – 24 September 2003) was a Polish hurdler. He competed in the men's 110 metres hurdles at the 1960 Summer Olympics.

title: Roman Muzyk


text:
IB Chemistry/Atomic Theory

Atomic Theory Revision Notes
2.1 The Nuclear Atom

2.1.1 : Protons and Neutrons form the nucleus of the atom, electrons orbit the nucleus in electron shells.

2.1.2 : Protons -- Mass = 1 amu, charge = +1 .. Neutrons -- Mass = 1 amu, charge = 0 .. Electron -- Mass = 1/1840 amu (usually insignificant), charge = -1

Atoms are made up of a nucleus and electrons that orbit the nucleus.

The nucleus
The nucleus is made up of positively charged protons, and neutrons, which have no charge but about the same mass as a proton.

Electrons
Electrons are negatively charged and move around the nucleus of an atom very quickly. So far, they do not appear to be made up of anything smaller: they are fundamental particles. They are extremely tiny, so small in fact that no one has managed to detect any size whatsoever. They are also very light, much much lighter than either a proton or a neutron. Hence, the weight of the electron is not included in the atomic number.

An atom in its natural, uncharged state has the same number of electrons as protons. If it gains or loses electrons, the atom acquires a charge and is then referred to as an ion. The number of protons in an atom defines its chemical identity (e.g. hydrogen, gold, argon, etc). Protons are not gained or lost through chemical reactions, but only through high energy nuclear processes.

2.1.3 : Mass number (A) -- Number of protons + neutrons. Atomic number (Z) -- number of proton. Isotope -- atoms with same atomic number but different mass number (i.e. different numbers of neutrons)

2.1.4 : X Az... A = mass number, Z = atomic number, X = atomic symbol.

2.1.5 : Isotopes may differ in physical properties (mass/density) and radioactivity but not generally in chemical properties.

2.1.6 : Atomic masses are the average of the atomic mass of each isotope (isotopic mass) times the isotope's relative abundance. results in non integer atomic masses

2.1.7 : Atomic number = number of protons (or number of electrons - ionic charge), mass number - atomic number = number of neutrons.

2.2 Electron Arrangement

2.2.1 : Continuous spectrum goes continuously through red, orange, yellow, green, blue, indigo, violet. A line spectrum contains only some individual lines from this spectrum.

2.2.2 : Electrons are excited (usually by running an electric current through them). This causes electrons to 'jump' into higher electron shells ( X -> X* ) this state is only temporary, however, and the electron falls back to its ground state. This change (When the electron falls back from the higher shell to a lower one) decreases the energy of the electron, and this energy is emitted in the form of a photon. If this photon falls into the visible spectrum of light, then it produces a visible spectrum. As electrons move further away from the nucleus, the electron shells become closer together in terms of space and energy, and so lines converge towards the end of the spectrum.

Wave nature of electrons
Electrons behave as particles but also as waves.

One of the results of this observation is that electrons can not orbit with any energy they like. Think of a standing wave on a guitar string. Only a whole number of half wavelengths will fit in the string to form a standing wave, likewise for an atomic shell. Since the energy is dependent on the wavelength this means that the energy of an electron in an atom (a bound electron) is quantized. This means that the energy is limited to certain distinct values, one for each shell with no middle values allowed.

2.2.3 : The main electron levels go : 2, 8, 18 etc...2n + 2 for n0, n1 and n2...

2.2.4 : Electrons are added from the left...after each shell is filled, move to the next...2, 8, 18...only up to Z = 20 is required.

=HL Material=

Topic 12 is the additional HL material for Topic 2.

It's not just the energy that is quantized, other properties that an electron can posess are also split into distinct units with no in betweens. The angular momentum is quantised, the spin is quantised, the component of the angular moment in any direction that you care to choose is quantised. There are in fact a whole host of rules determining the values that each of these properties can take.

Electron shells
Each different shell is subdivided into one or more orbitals, each of which  has a different angular momentum. Each shell in an orbital has a characteristic shape, and are named by a letter. They are: s, p, d, and f.

In a one electron atom (e.g H, He+, Li++ etc.) the energy of each of the orbitals within a particular shell are all identical. However when there is more than one electron, they interact with one another and split the orbitals into slightly different energies. Within any particular shell, the energy of the orbitals depends on the angular momentum, with the s orbital having the lowest energy, then p, then d, etc.

The s Orbital
The simplest orbital in the atom is the 1s orbital. The 1s orbital is simply a sphere of electron density.

There is only one s orbital per shell. The s orbital can hold two electrons, as long as they have different spin quantum numbers.

The "P" Orbitals
Stylised image of all the 2p atomic orbitals. Starting from the 2nd shell, there is a set of p orbitals. The angular momentum quantum number of the electrons confined to p orbitals is 1, so each orbital has one angular node. There are 3 choices for the magnetic quantum number, which indicates 3 differently orientated p orbitals. Finally, each orbital can accommodate two electrons (with opposite spins), giving the p orbitals a total capacity of 6 electrons.

The p orbitals all have two lobes of electron density pointing along each of the axes. Each one is symmetrical along its axis. The notation for the p orbitals indicate which axis it points down, i.e. px points along the x axis, py on the y axis and pz up and down the z axis. The p orbitals are degenerate, they all have the same energy. P orbitals are very often involved in bonding.

The "D" Orbitals
The first set of d orbitals is the 3d set. There are 5 choices for the magnetic quantum number, which gives rise to 5 different d orbitals. Each orbital can hold two electrons (with opposite spins), giving the d orbitals a total capacity of 10 electrons.

Note that you are only required to know the shapes of s and p orbitals for the IB.

In most cases, the d orbitals are degenerate, but sometimes, they can split, with the eg and t2g subsets having different energy. Crystal Field Theory predicts and accounts for this. D orbitals are sometimes involved in bonding, especially in inorganic chemistry.

=Material for new syllabus=

SL TOPIC 2.1 THE ATOM (1H).
SEE NEUSS, P6-7 TOK: What is the significance of the model of the atom in the different areas of knowledge? Are the models and theories that scientists create accurate descriptions of the natural world, or are they primarily useful interpretations for prediction, explanation and control of the natural world?

The position of protons, neutrons and electrons in the atom.
Here is a typical atom, helium:

TOK: None of these particles can be (or will be) directly observed. Which ways of knowing do we use to interpret indirect evidence gained through the use of technology? Do we believe or know of their existence?

the relative mass and relative charge of protons, electrons and neutrons.
The accepted values are:

The mass of the atom is due to its nucleons (which is protons and neutrons).

An atom is electrically neutral because it has equal numbers of protons and electrons. electrons and protons.

Chemistry (basically every single chemical reaction) is solely because of the behavior of electrons.

The terms mass number (A), atomic number (Z) and isotopes of an element.
The atomic number of an atom is the number of protons.

The mass number of an atom is the number of nucleons (the number of protons + the number of neutrons).

The atomic number defines which element we are talking about. The element with 16 protons would be ‘sulfur’.

The symbols for isotopes
The following notation should be used AZX, for example 126C

Give the symbols for the following isotopes:

The properties of the isotopes of an element.
Isotopes have the same chemical properties but different physical properties.

‘Heavy water’ (21H2O or D2O) has the following properties:

Boiling point: 101.42 °C at standard pressure.

Freezing point: 3.81 °C at standard pressure.

Relative density: 1107 g dm-3 at STP.

Hydrogen-3 (‘Tritium’, T) is radioactive with a half-life of 12.32 years.

Carbon-14 is radioactive with a half-life of 5730 years.

CO2 normally has a density of 1.83 g dm-3 but if made with carbon-14 it would have a density of 1.92 g dm-3

The density of chlorine-35 gas is 2.92 g dm-3 under standard conditions, but chlorine-37 gas is 3.08 g dm-3.

14C in radiocarbon dating
Living things constantly accumulate carbon-14 but the isotope decays with a half-life of 5730 y.

After death, accumulation stops but the decay continues, so the ratio of carbon-14 to carbon-12 can be used to calculate how long ago death occurred.

This can be used to date organic material from archaeological sites.

60Co in radiotherapy
Cobalt-60 emits gamma radiation which can be directed onto tumours in an attempt to kill their cancerous cells. Whole-body irradiation can be used to destroy bone marrow before a transplant is attempted.

131I and 125I as medical tracers
The thyroid is the only organ of the body which accumulates iodine, so isotopes of iodine can be used to study thyroid disorders. Iodine-131 or iodine-125 are given to patients in very low doses, and the pattern of radiation can reveal tumours or other abnormal growths. Larger doses of iodine radioisotopes can be used as therapy for thyroid cancer.

The number of protons, electrons and neutrons in atoms and ions
Complete the following table:

The operation of a mass spectrometer.

Schematic diagram of a mass spectrometer.

How the mass spectrometer may be used to determine relative atomic mass
By varying the strength of the magnetic field, ions of different masses can be brought to focus on the detector. In this way the relative abundances of ions of different masses produced from the sample can be determined. This is known as a mass spectrum. Usually the electron bombardment is adjusted to produce ions with only a single charge. Any doubly charged ions will be deflected more than the singly charged ions and will in fact behave in the same way as a singly charged ion of half the mass. That is why the x-axis is labeled m/z, where m is the relative mass of the species and z its relative charge. For example, Sulfur-32 (2+) will be observed at m/z=16.

Calculation of non-integer relative atomic masses and abundance of isotopes
The relative atomic masses of many elements are not whole numbers. This is because they are mixtures of isotopes. Each isotope has a molar mass which is (almost) an integer e.g. the molar mass of chlorine-35 is 35.0 g mol-1 and chlorine-37 is 37.0 g mol-1.

Chlorine is a mixture of 24 % chlorine-37 and 76 % chlorine-35.

The molar mass is therefore: 37 x 0.24 + 35 x 0.76 = 35.48

Secret information: Carbon-12 is the only isotope with an exact integer for its molar mass. Other isotopes have molar masses which are almost, but not quite, whole numbers. The IB don’t require you to know this – but it explains why the values you calculate don’t always match the values in your data booklet.

This is the mass spectrum of mercury. There are two types of information we can find from this spectrum:

Mercury has six isotopes

Mercury-202 is the most common isotope The molar mass of mercury is actually the average of the molar masses of its isotopes. From the table we can read these values:

Note that ‘%’ does not mean ‘percent of the total mercury ions’. It means ‘percent of the most intense signal’. The total ‘percentage’ is 335 %.

To find the average, we treat ‘%’ as moles:

33.8 moles of mercury-198 have a mass of 6692.4 g

So we have a molar mass for the average mercury atom:  = 200.6 g mol-1

Classwork 1.	Copper has two stable isotopes:

Isotope	Abundance (%) 63Cu	69.1 65Cu	30.9 Calculate the molar mass of copper.

2.	Bromine has two isotopes, 79Br and 81Br. Look up the molar mass of bromine. What is the proportion of the two isotopes?

3.	Boron has two isotopes, 10B and 11B. What is the proportion?

4.	Lead has four stable isotopes:

Isotope	Abundance (%) 204Pb	1.5 206Pb	23.6 207Pb	22.6 208Pb	52.3 Calculate the molar mass of lead.

1 An experiment was performed to determine the density of gold. The following measurements were recorded. Mass of sample of gold = 30.923 g (to 5 sig fig), Volume of sample of gold = 1.6 cm3 (to 2 sig fig). Which of the following is the most accurate value for the density of gold (in g cm-3) which can be justified by these measurements? A. 19.327 (to 5 sig fig) B. 19.33 (to 4 sig fig) C. 19.3 (to 3 sig fig) D. 19 (to 2 sig fig)

2 The nucleus of a radon atom 22286Rn, contains A. 222 protons and 86 neutrons. B. 86 protons and 136 neutrons. C. 86 protons and 222 neutrons. D. 86 protons, 136 neutrons and 86 electrons.

3 Which of the following statements is/are true according to our current picture of the atom?

I More than 90 % of the mass of a given atom is found in its nucleus.

II Different atoms of an element may have different masses.

III The chemical properties of an element are due mainly to its electrons.

A. I only B. I and II only C. II and III only D. I, II and III

4. In which pair do the species contain the same number of neutrons? A. 10846Pd and 11048Cd B. 11850Sn and 12050Sn C. 19678Pt and 19878Pt+2 D. 22688Ra+2 and 22286Rn

5	Which pairing of electrons and protons could represent a Sr+2 ion? Protons	Electrons A.	38	36 B.	38	38 C.	38	40 D.	40	38

6	All isotopes of tin have the same I.	number of protons; II. number of neutrons; III. mass number. A.	I only B.	II only C.	III only D.	I and III only

The electromagnetic spectrum.
The electromagnetic spectrum unifies a vast range of ‘waves’, ‘rays’ and ‘radiation’.

All electromagnetic radiation travels at 299776 ms-1 in a vacuum.

Parts of the spectrum can be specified by their wavelength, frequency, or energy.

''The electromagnetic spectrum. The red line indicates the room temperature thermal energy.'' ''(Opensource Handbook of Nanoscience and Nanotechnology). The energies are quoted in eV: 1 eV is 96.5 kJ mol-1.''

The frequency is directly proportional to the energy, and inversely proportional to the wavelength.

When transferring energy, electromagnetic radiation behaves as ‘packets’ of energy known as ‘photons’.

Visible light has wavelengths of 400 (blue) to 700 (red) nm, which corresponds to energies of 299 (blue) to 171 (red) kJ mol-1. This is too small to interact with electrons in most bonds, but too large to set bonds resonating.

Infrared light has wavelengths of 0.7 to 1000 um, and carries energies (less than 171 kJ mol-1) which can set bonds vibrating. In this way, infrared efficiently carries thermal energy.

Ultraviolet light has wavelengths of 1-400 nm, which gives the waves enough energy (300+ kJ mol-1) to disrupt most chemical bonds.

It tells us the number of energy levels that the electron of a specific element can occupy.

A continuous spectrum and a line spectrum.
A continuous emission spectrum shows emission over a wide range of wavelengths of electromagnetic radiation:

A line emission spectrum only shows emissions at certain wavelengths, with no emission at intermediate wavelengths.

The diagram below shows the line emission spectrum of hydrogen, and the continuous emission spectrum of a black body at 10000 K.

How the lines in the emission spectrum of hydrogen are related to electron energy levels.
When hydrogen gas is stimulated, it emits a characteristic set of spectral lines. The gas is usually stimulated by passing a current through a sample of the gas at low pressure, but the same effect occurs if hydrogen gas is heated strongly.

The spectral lines have the following characteristics:

There are several series of lines, which become more closely packed at higher frequencies (lower wavelengths) until finally the series ends.

The highest frequency series, discovered by Lyman, is in the ultraviolet. Lower frequency series are in the visible and infrared:

Spectral lines of the hydrogen atom.

The lines are emitted by electrons in the hydrogen atoms. The electrons are ‘excited’ by the energy input to the hydrogen sample (usually electrical current).

‘Excitation’ means that the electron leaves its usual low energy orbit (its ‘ground state’) and enters a higher-energy orbit. The orbits of electrons are often called ‘shells’.

Excited electrons eventually ‘relax’ to lower-energy orbits. They emit the excess energy in the form of photons.

From the emission spectrum patterns we can deduce two things:

a) Because we observe a line spectrum, we know that there are only a limited number of higher-energy orbits for excited electrons.

b) The energy of each successive orbit/shell converges to a maximum value, because each series of lines converges at higher energy.

The Lyman series is caused by electrons relaxing directly to the ground state.

Ionisation energy:

The first ionisation energy is the energy required to remove an electron from each atom in a mole of gaseous atoms.

e.g. Ca (g) → Ca+(g) + e-

The convergence limit of the Lyman series is related to the ionisation energy of the hydrogen atom: The maximum energy photon emitted in the Lyman series is the highest energy an electron can have while still remaining part of the hydrogen atom.

The lower-energy series are caused by electrons relaxing, but not to the ground state. The Balmer series, for example, is due to photons emitted as electrons relax to the orbit with the second-lowest energy (to ‘the second shell’).

Homework

1.	The spectral line that corresponds to the electronic transition n = 3 → n = 2 in the hydrogen atom is red in colour. What type of radiation is released during the transition n = 2 → n = 1 ?

A.	Ultraviolet

B.	Red light

C.	Infrared

D.	Radiowaves

2.	The electron transition between which two levels releases the most energy?

A.	First to third

B.	Fourth to ninth

C.	Sixth to third

D.	Second to first

3. (a) The diagram below (not to scale) represents some of the electron energy levels in the hydrogen atom.

(i) Draw an arrow on this diagram to represent the electron transition for the ionisation of hydrogen. Label this arrow A	[2]

(ii) Draw an arrow on this diagram to represent the lowest energy transition in the visible emission spectrum. Label this arrow B	[2]

The electron arrangement up to Z = 20.
Give the ground state electron arrangements for: Sulphur atom: Potassium atom: Chloride ion: Magnesium ion: HIGHER LEVEL

How ionization energy data is related to the electron configuration.
Studying the ionisation energies of an element such as calcium allows us to count the number of electrons which can occupy each shell.

Classwork:

Plot a graph of the log10(IE) against the ionisation.

Why does the ionisation energy always increase?

What causes the sudden jumps between the 2nd and 3rd, the 10th and 11th, and the 18th and 19th ionisations?

What is the electronic configuration of calcium?

Draw your prediction for the equivalent graph for sodium: Homework

Which element would produce a graph like this?

Explain the shape of the graph.

Evidence from first ionization energies and sub-levels.
Use your data booklet to plot a graph of the first ionisation energies of the elements Li to Ne. Why do the ionisation energies generally increase from Li to Ne?

The charge on the nucleus increases from Li to Ne. If we subtract the charge of the inner shell of electrons we can calculate the charge exerted on the outer electron shell: The effective nuclear charge. Because each element in the period has the same number of inner-shell electrons, the effective nuclear charge increases from 1 (Li) to 8 (Ne). The increased charge holding the outer electrons in place increases the energy required to remove one of these electrons. (It also reduces the size of the atom: Li is larger than Ne).

Why do the ionisation energies of boron and oxygen break the general trend?

The s2 arrangement is stable (like 'noble gas configurations' are stable).

Boron has a [He] 2s2 2px1 arrangement. Losing the px1 electron returns boron to this stable state, so losing this electron is suprisingly easy.

Similarly, the s2 px1 py1 pz1 arrangement is stable.

Oxygen has a [He] 2s2 2px2 2py1 2pz1 arrangement. Losing a px electron returns oxygen to this stable state, so losing this electron is surprisingly easy.

The maximum number of orbitals in a given energy level.
Each energy level (‘shell’) is made of orbitals (‘sub-shells’).

Each orbital can hold two electrons.

The number of orbital types is equal to the shell number e.g. shell 3 has three types of orbital, s p and d.

Shell 1	 1s

Shell 2	 2s 2p

Shell 3	 3s 3p 3d

Shell 4	 4s 4p 4d 4f

Shell 5 has, in theory, five types of orbital. No known element uses its g orbitals, however.

The orbitals in each shell have increasing energy. s is least energetic, then p, d, f, etc. There is only one s orbital per shell. There are three p orbitals, five d orbitals, etc.

The shapes of s, px, py and pz orbitals.
s orbitals are simple spheres: The three p orbitals are aligned along the x y and z axes:

The orbitals of shells 1 and 2 shown as (top) a cloud of possible electron positions and (bottom) surfaces containing most of the electron character.

The Aufbau principle, Hund’s rule and the Pauli exclusion principle
The aufbau principle: To find the electron configuration of an element, we build up the electrons one by one, putting each electron into the orbital with the lowest available energy. An easy way to remember which is the lowest available orbital is to use the following diagram:

1s

2s	2p

3s	3p	3d

4s	4p	4d	4f

5s	5p	5d	5f	…

6s	6p	6d	…

7s	7p	…

Hund’s rule: If there is more than one orbital to choose from e.g. the 2p orbitals, then the orbitals are filled with one electron each, and then with pairs of electrons.

The electron configuration of nitrogen is:

1s		2s		2px	2py	2pz

↑↓		↑↓		↑	↑	↑

And not:

1s		2s		2px	2py	2pz

↑↓		↑↓		↑↓	↑

The simplest way to write the full electronic configuration is to note the last noble gas and then to add any extra electrons like so:

Vanadium: 1s2 2s2 2p6 3s2 3p6 4s2 3d3

Vanadium: [Ar] 4s2 3d3

It does not matter if you write the orbitals in the order they are filled (as in the example above) or in order of their shells:

Vanadium: [Ar] 3d3 4s2

Elements 24 and 29 are special cases. The 3d5 and 3d10 configurations are so stable that an electron is taken from the 4s orbital to create 3d5 and 3d10 configurations.

e.g. Chromium is not: [Ar] 4s2 3d4 Chromium is: [Ar] 4s1 3d5 Complete the following table: 1s H He 2s			2p Li	[He] 2s^1 Be	[He] 2s^2 B	[He] 2s^2 2p^1 C	[He] 2s^2 2p^2 N	[He] O	[He] F	[He] Ne	[He] 3s			3p Na	[Ne] Mg	[Ne] Al	[Ne] Si	[Ne] P	[Ne] S	[Ne] Cl	[Ne] Ar	[Ne] 3d				4s			4p K	[Ar] Ca	[Ar] Sc	[Ar] Ti	[Ar] V	[Ar] Cr	[Ar] Mn	[Ar] Fe	[Ar] Co	[Ar] Ni	[Ar] Cu	[Ar] Zn	[Ar] Ga	[Ar] Ge	[Ar] As	[Ar] Se	[Ar] Br	[Ar] Kr	[Ar] 4d				5s			5p Rb	[Kr] Sr	[Kr] Y	[Kr] Zr	[Kr] Nb	[Kr] Mo	[Kr] Tc	[Kr] Ru	[Kr] Rh	[Kr] Pd	[Kr] Ag	[Kr] Cd	[Kr] In	[Kr] Sn	[Kr] Sb	[Kr] Te	[Kr] I	[Kr] Xe	[Kr]

The four blocks of the periodic table are named after the highest-energy occupied orbital:

title: IB Chemistry/Atomic Theory


text:
Zuzana Štefániová

Zuzana Štefániová (14 January 1788 – after 1829) was the first female printer in Slovakia. She was the daughter of Stefan Wester and married Ján Štefáni, owner of the oldest and, at the time, the only printing shop in Slovakia. She inherited the printing shop in 1822, and managed it for seven years she left in 1829 and died after 1829

title: Zuzana Štefániová


text:
Talk:St. Luke's Episcopal Church (Jamestown, New York)

A Commons file used on this page has been nominated for speedy deletion
The following Wikimedia Commons file used on this page has been nominated for speedy deletion: You can see the reason for deletion at the file description page linked above. —Community Tech bot (talk) 17:51, 23 September 2019 (UTC)
 * St. Lukes 2018.jpg

Commons files used on this page have been nominated for deletion
The following Wikimedia Commons files used on this page have been nominated for deletion: Participate in the deletion discussions at the nomination pages linked above. —Community Tech bot (talk) 18:36, 23 September 2019 (UTC)
 * St. Luke's Jamestown 2nd Cornerstone laying.pdf (discussion)
 * StLukesHistoricalImage.jpg (discussion)


text:
Wikiversity:Recruitment

Wikiversity:Recruitment is focused at coordinating the recruitment for projects of Wikiversity. This to ensure continuance of projects and to get things started. Main aim for the recruiters is not only to get as many volunteers as possible, but also to get volunteers who are willing to commit themselves. Commitment is measured by the time volunteers put into the projects they assigned themselves in.

The most important recruitment task for the moment is to get more recruiters. If you want to recruit, please put your name on the lists below. Rules will be made to determine the difference between committed and non committed recruiters.

Interested in recruiting, but are not committed
Please give a reason why you are not committed. i also have a life, but no lol because i am totally serious.
 * Daanschr 08:47, 24 December 2006 (UTC) (I am too busy writing my final paper)
 * Rayc, done some before, but not very active due to thesis
 * Elatanatari 19:09, 31 December 2006 (UTC), I have a life, lol

Reasons for this project
At Wikipedia, the success of a project is mainly measured by the continuance of it. This recruitment project is aimed at ensuring continuance of a project, so quality can become more important in the measurement of success.

Wikiversity is still in a starting phase. Recruitment has the potential bring new and existing parts of Wikiversity alive. Everyone has something to offer, they just need to see how their contributions will be of benefit to society so they can gain satisfaction out of contributing to the project.

Procedure for recruitment
Recruiters can use their own time and methods for recruiting. They can view it as a game, and should be creative in their approach. The success of a recruiter depends on the amount of recruits and the amount of time and quality recruits bring to a project. Recruiters for Wikiversity should convey the long term vision of Wikiversity, and be able to accurately convey to others what Wikiversity is and what it is not.

title: Wikiversity:Recruitment


text:
Wikipedia:WikiProject Spam/LinkReports/rumbos.org

Links

 * rumbos.org resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.

Additions

 * Displayed all 14 additions.


text:
Ruhabad, Rivand

Ruhabad (, also Romanized as Rūḩābād) is a village in Rivand Rural District, in the Central District of Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 156, in 41 families.

title: Ruhabad, Rivand


text:
User:GilbertoSilvaFan

Current status: I'm not doing anything on Wikipedia at the moment. (January 2021.)

About me: I am a fan of Gilberto Silva, and I have spent most of my time on Wikipedia improving his article to featured status and front-page article. I am also proud of creating the Hélio Gelli Pereira article.

About my articles:

 * Created: Hélio Gelli Pereira, NX Zero, Joe Peacock (backup), Atlanta Agreement, Ottorino Barassi, Amy Rayner, Peter Knowles, Danish League Cup

 * Revamped: Gilberto Silva, Estádio do Maracanã, Nedbank Cup, Kele Okereke, Thierry Henry

 * Started (but never finished) revamping: Robin van Persie

pt:Usuário:GilbertoSilvaFan de:Benutzer:GilbertoSilvaFan

title: User:GilbertoSilvaFan


text:
Talk:North Carolina Highway 90

Highway Ends
NC 90's western terminus is actually at Edgemont where it intersects FS 981, SR 1420 (Edgemont Rd.) and SR 1358 (Edgemont Church Rd.). Further up SR 1420 (ex-NC 90), state maintenance ends and it spends some time as FR 45 until it picks back up as SR 1514 in Avery Co. This is indicated by the NCDOT map for Caldwell County and Avery County, State Transportation Map (2007) and the Pisgah NF Grandfather Ranger District map (1993). I will do additional checking, but the last State Transportation Map I have showing NC 90 as ending at US 221 is 1955. In 1965, the map is showing it as a highway to Edgemont and then as a S.R. to US 221. I will check the rest of my collection for a more definite time period of the truncation.

I (or someone else) should make the appropriate changes to the main article.

Also, as a further note: NC 197 and NC 281 also have unpaved sections. NC 281 is currently being paved; however, 197 still has a gravel portion at the moment.Exw81 03:07, 2 September 2007 (UTC)

External links modified
Hello fellow Wikipedians,

I have just added archive links to 1 one external link on North Carolina Highway 90. Please take a moment to review my edit. If necessary, add after the link to keep me from modifying it. Alternatively, you can add to keep me off the page altogether. I made the following changes:
 * Added archive https://web.archive.org/20101101085154/http://www.state-ends.com:80/ncends/state/90.html to http://www.state-ends.com/ncends/state/90.html

Cheers.—cyberbot II  Talk to my owner :Online 04:57, 17 January 2016 (UTC)

title: Talk:North Carolina Highway 90


text:
Thomas Winwood

Thomas Lawson Winwood (7 February 1910 – 23 September 1996) was an English first-class cricketer. He was a right-handed batsman and very occasional right arm medium-pace bowler who played 18 times for Worcestershire in the early 1930s. He made 36 on debut against Derbyshire in August 1930, but his most notable innings came in his second first-class innings three weeks later, when he hit 104 in two hours against Hampshire. He never again made more than 30 in an innings.

All but two of Winwood's matches were in 1930 and 1931; he did not play in the next two seasons and made one appearance (against Nottinghamshire in June 1934.

Winwood was born in Dudley (then Worcestershire); he died in Bromyard, Herefordshire at the age of 86.

Note: Wisden gives his year of death as 1997 (and so his age at death as 87), but Cricinfo and CricketArchive both give 1996.

title: Thomas Winwood


text:
infuriare

Etymology
From.

Verb

 * 1)  to become enraged or furious
 * 2)  to enrage, to infuriate
 * 3)  to rage
 * 4)  to fight or struggle violently; to rage
 * 1)  to rage
 * 2)  to fight or struggle violently; to rage
 * 1)  to fight or struggle violently; to rage
 * 1)  to fight or struggle violently; to rage

title: infuriare


text:
Chugging

Chugging can mean:

 * the practice of so-called 'charity mugging' a form of street fundraising
 * a form of rapid drinking.
 * a type of rocket engine combustion instability when broken down
 * palm muting

title: Chugging


text:
User:Annieinkslinger

Hello, Annieinkslinger here, live from the 505, where I enjoy poetry, swimming and walking the dogs when I'm not working as a freelance writer/editor. I've written grants, art reviews and profiles and helped edit books and articles that provide insights into arts activism and building community. I would like to expand that work to help otherwise unsung artist/activists get the recognition they so richly deserve by adding or editing pages about them here.

title: User:Annieinkslinger


text:
2012 IAAF Road Race Label Events

The 2012 IAAF Road Race Label Events were the fifth edition of the global series of road running competitions given Label status by the International Association of Athletics Federations (IAAF). All five World Marathon Majors had Gold Label status. The series included a total of 71 road races: 35 Gold, 21 Silver and 15 Bronze. In terms of distance, 44 races were marathons, 14 were half marathons, 10 were 10K runs, and 4 were held over other distances.

The 2012 New York City Marathon scheduled for 4 November was cancelled due to Hurricane Sandy.

Races

 * {{Legend|#ccccff|World Marathon Majors}}

title: 2012 IAAF Road Race Label Events


text:
Alessandro Vannini

Alessandro Vannini (born 10 October 1938) is an Italian field hockey player. He competed in the men's tournament at the 1960 Summer Olympics.

title: Alessandro Vannini


text:
Draft:Operating system/Operating systems

This page should either be deleted or merged into Operating system and its subpages.

Learning resources
Subpages of Draft:Operating system:

 * Operating Systems/Windows
 * Operating Systems/GNU-Linux
 * Operating Systems/Kernel Models
 * Operating Systems/basic x86 bootsector
 * Operating Systems/Writing an x86 bootloader

 * Development Environment Setup
 * Concepts
 * Kernel Models
 * Process Management
 * Threads and Processes
 * Concurrency
 * Mutual Exclusion
 * Deadlocks
 * Memory Management
 * Task Models
 * Dual Mode Operation
 * Thrashing
 * Synchronization
 * Buffering
 * Scheduling
 * Hardware Protection
 * Memory Protection
 * Implementation
 * Hardware
 * x86
 * PPC
 * Booting
 * Basic x86 Bootsector
 * Graphical User Interfaces
 * Existing Operating Systems
 * Unix
 * AIX
 * BSD Unix
 * GNU/Linux
 * HP-UX
 * Mac OS/X
 * Solaris
 * Windows
 * OpenVMS
 * IBM i (was OS/400)
 * Legacy Operating Systems

Sistemas operativos Systèmes d'exploitation


text:
Farshid Manafi

Farshid Manafi (born 13 August 1979) is an Iranian popular radio presenter and radio programme producer. He was one of the Radio Javan producers performing the "On the youth line" program. He left Iran on 2010 and currently is living in Prague, working with Radio Farda and performs a political comedy radio program named as "Thursday & Wednesday Station with Farshid Manafi " (previously as "Radio of the day after tomorrow" an alternative to the "Radio Farda"'s name means "Radio Tomorrow").

Radio of the day after tomorrow
From May–June 2010 he was performing a 5-days-a-week program called as "Radio of the day after tomorrow". After 1000 episodes in 6 seasons, this program ended by 1 March 2016.

Thursday Station
This refreshed program started by Oct 2016 as a 4 hours program weekly. Music, Iranian cyberspace (web-relative subjects) and audience relations are the main parts of the program.

Farda Station
After 'Thursday Station' was finished, this program was followed by 'Farda Station' which started at November 2017. 'Farda Station' is broadcast twice weekly (on Wednesdays and Thursdays).

Awards

 * London AIB awards 2011, won "International radio personality"
 * New York Festivals Radio Awards 2011, "Best Announcer Presentation" and "Best Regularly Scheduled Talk Program."

title: Farshid Manafi


text:
Abelardo Lafuente García-Rojo

Abelardo Lafuente García-Rojo (30 April 1871 in Fuentidueña de Tajo – 1931 in Shanghai) was a Spanish architect and entrepreneur who had his own studio in colonial Shanghai. Between 1913 and 1931 he was the only Spaniard to have an architect studio registered in the city; Lafuente collaborated with several contemporary architects. Lafuente blended the mozarabic and moorish styles from Spain into Chinese architecture. In 2009, the Spanish architect Álvaro Leonardo Pérez established the Lafuente Research Project. The findings of this project were first presented at the Shanghai World Expo in 2010 in collaboration with the Instituto Cervantes. The Lafuente Research Project is ongoing.

History
Lafuente's professional career began in Manila. His studio was named A. Lafuente Architect & Contractor. In 1913 Lafuente moved to Shanghai where he opened a new studio named A. Lafuente Garcia-Rojo, Architect & Contractor. Later, Lafuente joined American architect G. O. Wootten to form the Lafuente & Wootten studio. The two architects worked together for several years, their most notable work being the ballroom at the Astor House Hotel, built in 1917. After this period he maintained the studio on his own and called it A. Lafuente Gª Rojo Architect. Afterwards he partnered with Russian architect A. J. Yaron, changing the studio's name once again to Lafuente & Yaron.

For the better part of the following 10 years Lafuente worked for the biggest hotel company in Asia at the time: the Hong Kong and Shanghai Hotels Ltd., rehabilitating and refurbishing their buildings. His most important work during this project was the Majestic Hotel (1924) where he designed its new ballroom (the most luxurious in Asia at that time). Some of his other projects included churches, mosques, private villas, apartment buildings, movie theaters, private clubs, and hospitals, among others.

His reputation in the Spanish colony is described in the book by Vicente Blasco Ibáñez La vuelta al mundo de un novelista. Spanish entrepreneur Antonio Ramos was his most important influence during his time in China and his most outstanding client. Ramos brought motion pictures to China. Lafuente was commissioned to build some of Ramos' most important cinemas.

Lafuente also worked in North America. In Los Angeles and in Tijuana he built houses. During 1927–1930, Lafuente maintained operations in Shanghai while he developed his business in California and Mexico. At the end of this period, after being significantly affected by the Crash of 1929, he decided to return to Shanghai and undertake more projects there. He died in Shanghai at the Shanghai General Hospital in 1931, aged 60.

title: Abelardo Lafuente García-Rojo


text:
Korean/Authors

^ Korean ^ | Authors

This page is meant to provide information about people who feel they have made a contribution to this book and wish to cooperate on its development.

Please feel free to add yourself here if you match the description above.

Authors

 * Ce Garcon

 * Joe Chin

Hello, My name is Joe Chin. I am a 4th year Information Systems major at the University of California - Riverside. I have been taking Korean language for a little under a year in anticipation of my EAP program to Yonsei University in Seoul Korea. I hope that anyone wanting to learn the Korean language will find this wiki book a valuable resource.

If the other authors read this, please email me at mailjoechin (-at-) gmail (dot) com, I would like to discuss the book and perhaps some direction for it. Thanks.

For the man I met at borders: - Integrate Korean Audio can be found here: http://languagelab.bh.indiana.edu/online.html - Internet based learning: http://teenkorean.net (be sure to view it in internet explorer)

 * John (Bean) Jung

I'm a Korean at Yonsei University, Seoul Korea. I don't exactly major in linguistics or anything, but i speak Korean natively- So, I hope that I can be of some help to all of you people out there, willing to learn Korean!!

If you have any questions, suggestions, or questions with suggestions, feel free to visit my blog (http://beang.com) and write your opinion on the guestbook. Thanks.

My name is Scott Stinson. I've been teaching English in Korea for the past 3 years and have been learning Korean for that time. While not yet fluent in Korean, I do hope that my contributions help make this Korean tutorial useful.
 * Scott Stinson

My name is Michael Jun. I speak Korean natively and have a long experience learning foreign languages such as English, Chinese and French. I hope to improve the Korean tutorial and take it to next level.
 * Michael Jun

My name is Jihun Kang and go by Jeremy. I am a Korean living in Europe. I hope to contribute to build this online text books so that many people learn Korean easily!
 * Jeremy Jihun Kang

 * Sik Kim

I'm a Korean and I was majored in Chinese Language & Literature in Konkuk University (Seoul Campus). I also want to contribute anything for those who willing to learn Korean. Normally, almost all Korean pronunciation came from Chinese characters. So, I can contribute something in this part.

title: Korean/Authors


text:
Don Osvaldo

Don Osvaldo is an Argentine rock band formed in November 2010, when Patricio Santos Fontanet changed the name of Callejeros, after their official separation on November 12.

The band was first called Casi Justicia Social, also known as CJS (by their initials, which abbreviated the name Callejeros). However, on September 29, 2014, it was announced that the group would change its name to the current one in homage to Osvaldo Pugliese.

History
The new band debuted in the Club Banda Norte de Río Cuarto, Córdoba. Interpreting songs from his anterior musical group, Callejeros excepting four new songs.

Formation
Late in 2010, after the dissolution of Callejeros by internal problems caused by the events happened in República Cromagnon and subsequents problems to the justice and victim's families, Patricio Santos Fontanet announced the formation of Casi Justicia Social with some ex-members. The new band gets CJS's initials, that sometimes identified Callejeros.

2010-Present
After the new formation, CJS played concerts on different points from Argentina, playing songs from Callejeros and Casi Justicia Social's own songs like "O no", "Suerte", "Acordate" and "Tanto de todo".

Late in May 2012, after suspending shows programmed by June and July, they make public the notice that they will start with the pre-production of its first studio album.

title: Don Osvaldo


text:
User:Kizer/Web Page/Dreamweaver

Dreamweaver
Part of the Web Page Wiki Project

Dreamweaver General Topics

 * Commonly used terms
 * Description of the Dreamweaver Window
 * Dreamweaver Toolbars

Dreamweaver How To's

 * How to insert a pre-made Flash button
 * How to insert a Flash movie

 * How to insert an image
 * How to insert a table
 * How to insert links
 * How to create a layout table and work with layout view
 * How to change the background color of a page

Dreamweaver Class Projects

 * Design Group Site (a basic site illustrating how to create layout tables, insert images and text, and adjust colors)
 * Party Planners Site (a little more advanced site consisting of four pages that uses layout tables, flash movies, flash buttons, images and text)
 * What the Future May Hold Site (a beginner's project that uses layout tables, basic hyperlinks, and images)

Kizer 19:05, 12 January 2007 (UTC)

title: User:Kizer/Web Page/Dreamweaver


text:
The Linux Kernel/Updating

The most of Linux system distributions update the kernel automatically to recommended and tested release. If you want to research your own copy of sources, compile it and run you can do it manually.

Here is short and fast starting instruction:

git clone git://git.kernel.org/pub/scm/linux/kernel/git/stable/linux.git cd linux cp /boot/config-$(uname -r) .config # reuse current working config make olddefconfig # configure using current config and default options make sudo make modules_install install

Other make targets for configuration
 * menuconfig
 * requires libncurses5-dev
 * gconfig
 * requires libglade2-dev
 * xconfig
 * requires libqt4-dev

📚 References:
 * https://wiki.ubuntu.com/Kernel/BuildYourOwnKernel
 * https://wiki.ubuntu.com/Kernel/BuildYourOwnKernel
 * https://wiki.ubuntu.com/Kernel/BuildYourOwnKernel

💾 Historical:
 * https://linuxreviews.org/Kernel_Rebuild_Guide

title: The Linux Kernel/Updating


text:
MechWarrior (1993 video game)

MechWarrior, known in Japan as BattleTech (バトルテック), is a first-person action video game for the Super NES set in the BattleTech universe. The SNES game was based upon the original PC MechWarrior, with updated graphics that utilized Mode 7 for the Battlemech mission sequences instead of the PC version's flat-shaded 3D graphics.

The game was followed by a sequel, MechWarrior 3050, which is played from an isometric view.

Story
In 3017 a MechWarrior named Herras Ragenʻs family was killed by a group of military rogues called "The Dark Wing Lance". In 3027, playing as Herras, the player fights enemies, trying to seek out the leader of the rogues while relying on intel from a host of contacts and allies at a bar on a nearby planet in the system. In the end, the player's objective is to hunt down and kill the members of the Dark Wing Lance and avenge the deaths of Herras' family.

Mechs
Mechwarrior on SNES is unusual for several reasons; one is that the game featured a unique stable of BattleMechs that were developed specifically for the game. Many share similarities or are clear variations of BattleMechs from other games, but others are completely unique. There are four types of BattleMechs in the game; light mechs, medium mechs, heavy mechs, and assault mechs. Light mechs include the "Wasp" and the "Spider". The "Spider" is agile and typically used for flanking, and the "Wasp" has powerful jump jets. Medium mechs include the "Pheonix Hawk" and the "Wolverine". The "Phenonix Hawk" balances all elements and the "Wolverine" is similar but is slightly slower and better armored. Heavy mechs include the "Warhammer" and the "Battlemaster". These are both heavily armored and have a large amount of firepower. The only assault mech is the "Atlas" which is the strongest and slowest mech in the game.

Reception
Super Gamer gave the SNES version a review score of 88%, stating: "The official BattleTech game has you fighting hordes of giant robots in an atmospheric, Mode 7 first person perspective." Power Unlimited gave the game a score of 85% writing: "Mechwarrior is based around a rather unique formula. It is a pity that gathering information at the beginning of the game is boring and tedious. However, the action that follows later is excellent." On the Internet Game Data Base, BattleMech is user rated 6.5 stars out of 10. On Video Game Geek BattleMech is user rated 5 stars out 10

title: MechWarrior (1993 video game)


text:
User:WalsallCasual

Sikh Hunters FC

West Midlands (Regional) League Semi Professional football club based in Walsall, West Midlands, England and play in the West Midlands Regional League Division 2.

title: User:WalsallCasual


text:
User:Grapekitten2020/Sample page

Kristin Liu-Wong Artist

http://amadeusmag.com/wp-content/uploads/2016/08/949A2174-copy.jpg

title: User:Grapekitten2020/Sample page


text:
Espiritu Santo languages

The Espiritu Santo languages (alternatively Santo languages) are a group of North Vanuatu languages spoken on Espiritu Santo Island in northern Vanuatu. Tryon (2010) considers the Espiritu Santo languages to be a coherent group.

Languages
Two lists of Espiritu Santo languages from Tryon (2010) and François (2015) are provided below.

Tryon (2010)
Tryon (2010) recognizes 33 living languages and 2 extinct languages. They are:

François (2015)
The following list of 38 Espiritu Santo languages is from Alexandre François (2015:18-21).

Lynch (2019)
John Lynch (2019) proposes the following classification scheme for the Espiritu Santo languages, with the development of bilabial consonants to linguolabials as the primary marker of the "Nuclear Santo" group:

 * Espiritu Santo
 * West Santo Group
 * Cape Cumberland: Hukua, Vunapu, Piamatsina (uncertain), Valpei, Nokuku, Tasmate
 * Wusi
 * Central Santo: Merei-Tiale, Okula
 * Kiai
 * Southwest Santo: Akei, Wailapa
 * South-Central Santo (Lynch: "possibly three dialects")
 * Outlier: Tolomako
 * Nuclear Santo Group
 * South Santo Group
 * Tangoa
 * Araki
 * Mav'ea
 * Tutuba
 * Aore
 * Tamambo
 * Outlier: Mores
 * East Santo Group
 * Shark Bay: Shark Bay I, Shark Bay II, Lorediakarkar
 * Southeast Santo: Butmas-Tur, Polonombauk, Tambotalo
 * Outlier: Sakao

title: Espiritu Santo languages


text:
Daniel Hernández

Daniel Hernández may refer to:

Artists and musicians

 * Daniel Hernández Morillo (1856–1932), Peruvian painter for whom the district in Peru is named
 * Daniel Hernández (born 1990), Mexican drummer for Tangerine Circus
 * Daniel Hernandez (born 1996), American rapper better known as 6ix9ine

Politicians

 * Daniel Ordóñez Hernández (born 1968), Mexican lawyer and politician
 * Daniel Hernández Jr. (born 1990), Arizona State Representative and former intern credited for saving Representative Gabrielle Giffords' life

Sportspeople

 * Daniel Hernández (tennis) (fl. 1930s), Mexican tennis player
 * Daniel Hernández (footballer, born 1970), Argentine footballer
 * Daniel Hernández (soccer, born 1976), American soccer defender
 * Dani Hernández (born 1985), Venezuelan football goalkeeper
 * Daniel Hernández (footballer, born 1990), Colombian football midfielder
 * Daniel Hernández (footballer, born 1994), Mexican football midfielder

Places

 * Daniel Hernández District, one of sixteen districts of the province Tayacaja in Peru

title: Daniel Hernández


text:
User:Abdallah albeltagy/Books/Environmental Protection

Necessity for green life

 * Chapter (1) : Environment
 * Environment (biophysical)
 * Natural environment
 * Environmentalism
 * Environmental movement
 * Environmental chemistry
 * Ocean
 * Atmosphere
 * Environmental law

 * Chapter (2) : Pollutants
 * Pollution
 * Pollutant
 * Contamination
 * Air quality index
 * Air pollution
 * Air Pollution Index
 * Water pollution
 * Soil contamination
 * Radioactive contamination
 * GIS in environmental contamination
 * Light pollution
 * Noise pollution

 * Chapter (3) : Enviromental Protection
 * Environmental protection
 * Environmental remediation
 * Biodegradation
 * Worldwatch Institute
 * Pollutant Standards Index
 * Air pollution dispersion terminology
 * Atmospheric dispersion modeling
 * Computer simulation
 * Biocoenosis
 * United States Environmental Protection Agency
 * National Environmental Policy Act

 * Chapter (4) : Waste management
 * Waste management
 * Waste management law
 * Municipal solid waste
 * Food waste
 * Institution of Mechanical Engineers
 * Garbage disposal unit
 * Waste minimisation
 * Waste treatment
 * Recycling
 * Biodegradability prediction
 * Biodegradable waste


text:
käpykaartilainen

Etymology

 * literally, a member of the "Cone Guard".

Noun

 * 1)  A Red who hid himself/herself in the forest
 * 2)  A deserter who hid himself in the forest

Usage notes

 * The term originated in the Finnish Civil War, after which hudreds of Reds hid themselves in the forests in order to avoid being prosecuted for war crimes. The term is used also when referring to the Finnish deserters in the Continuation War, who also hid themselves in the forest — for the same purpose.

title: käpykaartilainen


text:
Category:German occupation of France during World War II

Articles relating to the German military administration in occupied France during World War II (1940-1944). It was an interim occupation authority established by Nazi Germany during World War II to administer the occupied zone in areas of northern and western France. This so-called zone occupée was established in June 1940, and renamed zone nord ("north zone") in November 1942, when the previously unoccupied zone in the south known as zone libre ("free zone") was also occupied and renamed zone sud ("south zone").


text:
1985–86 UC Irvine Anteaters men's basketball team

The 1985–86 UC Irvine Anteaters men's basketball team represented the University of California, Irvine during the 1985–86 NCAA Division I men's basketball season. The Anteaters were led by sixth year head coach Bill Mulligan and played their home games at the Crawford Hall. They were members of the Pacific Coast Athletic Association. They finished the season 17–13 and 12–6 in PCAA play. UCI defeated conference champion UNLV twice, both while the Rebels were ranked in the top 10, once on each team's home court.

Previous season
The 1984–85 UC Irvine Anteaters men's basketball team returned finished with a record of 13–17 and 8–10 in PCAA play. Junior Forward/Center Tod Murphy received AP Honorable Mention All-American Honors.

Schedule
!colspan=9 style=|Non-Conference Season

!colspan=9 style=|Conference Season

!colspan=9 style=| PCAA tournament

!colspan=9 style=| NIT

Source


text:
Talk:Syed Mohid Altaf

[Untitled]
I'm adding list of people, who helped improve infra in Karnataka.

thx for inputs, I'll update them.

there are 5 more pages planned.

I look fwd to suggestions. Mallikarjunasj (talk) 14:15, 15 August 2020 (UTC)

title: Talk:Syed Mohid Altaf