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The Finnish dormitory in Taichung

The Finnish dormitory in Taichung, Taiwan, was a facility that was run by the Finnish Missionary Society in Taichung during the years 1968–1997. From 1973 on the dormitory was located within the campus of Morrison Academy. This dormitory was the subject of a master's thesis in pedagogy in Helsinki University in 1987.

The dormitory was run by ca. 20 different Finnish missionaries, longest of whom served Seppo and Marja-Liisa Salko, who are the only employees there mentioned by Tapani Ruokanen in his 1978 book as well as in the dissertation of Mirja Pesonen, which dealt with Taiwan as a mission field of the Finnish Missionary Society. The dormitory has been a subject of intense media interest in Finland in 1999, 2001 and 2013.

The following is a description of the dormitory mainly during the years 1968–80, which is the time period covered by Anne Ijäs in her 1987 master's thesis. No such account of the later years exists.

Background
The Finnish Missionary Society began missionary work in Taiwan in 1956. The first family with children was sent there in 1959. The first Finnish child in the mission field became of school age in 1963, and he was enrolled in Morrison Academy, an American school that was located in Taichung. Morrison had been founded in 1952. By 1965, a total of four Finnish children attended Morrison, and they all lived in the dormitory of the school.

The discussion leading up to the founding of the Finnish dormitory
From 1965 on, the schooling of the Finnish missionary children in Taiwan began to be contemplated seriously. There were two alternatives: either a Finnish school would have to be founded on the island, or the children would have to attend Morrison, and a Finnish dormitory would be arranged for these children.

According to Ijäs, the following arguments were put forward in this discussion:

Arguments for a Finnish school
The arguments for a Finnish school were the following:

 * The school could be established in the area where the parents were working. This would mean that the children would have a better possibility of being acquainted with their parents’ work.
 * No budget allotments would be needed for transportation expenses or for tuitions
 * The instruction could be given in the native language of the children
 * The subjects taught would be the same as in Finland
 * Finnish identity and culture would be better represented

Arguments against a Finnish school
The following arguments against a Finnish school were put forward:

 * The school would be small one, and therefore the academic standards would be poor
 * The children would not learn English as well as in Morrison
 * No high school grades could be included
 * There would be a lack of competition among the students
 * Not all the parents would want to put their children in a school like this

Arguments for Morrison Academy
The following points were seen as positive with the children attending Morrison:

 * The children will learn English and
 * They will become “world citizens”, so to speak
 * Morrison was known to have high academic standards
 * The children would have more friends in Morrison
 * Morrison gives high emphasis to religion
 * Attending Morrison, the children would have a possibility to enter Helsinki University

Arguments against Morrison Academy
The following points were seen as negative with the children attending Morrison:

 * The children will become more American than Finnish
 * The children will not learn the Finnish language
 * Morrison has high tuition fees
 * Trips from home to the school will take quite a lot to time and money
 * The Finnish dormitory will be no substitute for the children's homes

The question of the school vs. dormitory is resolved
The board of the mission field came to the conclusion that establishing a Finnish school on the island was a project that was too large in scale to be undertaken by the Finnish Missionary Society. It was also felt that after a four-year elementary school the families would have to return to Finland in order that the children could proceed with their education. Also the bad experiences of the Norwegians in Taiwan were taken into account. It was also pointed out that Morrison was widely known as “the best school in Asia.” When it was taken into account that the Christian world view of this school was similar to that of the missionaries and that at Morrison the children would learn “the universally useful English language”, the decision was made that the children would attend Morrison and live in a Finnish dormitory. However, even as late as 1970, the leadership of the mission society in Finland was still in favor of establishing a Finnish school on the island.

First premises
The dormitory began its operation in rented premises in the autumn of 1968, with Miss Ursula Zidbeck as the head and only Finnish employee. The premises were small, but each of the six students had their own room, and the school was located within a few minutes’ walk from the dormitory. Thus the students came to the dormitory for their lunches.

Second premises
In the autumn of 1970, Miss Pirjo Lahti, a business college graduate, replaced Zidbeck. During Lahti's tenure, Morrison Academy had to relocate, as the city zoning was changed and a main road was planned right across the campus. The school moved to an area outside the city at the time, and the Finnish dormitory likewise moved to a place nearer the new location, again into rented premises. The distance to the school was now ca. five kilometers.

In 1971 the board of the mission field applied for money from the mission society in order to purchase a lot for a new dormitory. The board of the mission field agreed with the suggestion from Morrison that they build the dormitory on campus, on a lot given to them. One of the advantages of this decision was that the dorm would be in an area that was guarded by the school. This was a great advantage in a country where thefts were quite common.

While the dormitory still operated in rented premises, a new couple from Finland, Seppo and Marja-Liisa Salko, arrived in the autumn of 1971 to Taiwan to work in the dormitory. The missionaries in Taiwan had requested specifically for this kind of a couple. The plan was that they would begin immediately at the dorm, but as they had just had a baby, they spent their first year in language school, and Pirjo Lahti continued at the dorm. The Salkos began in the dormitory in the autumn of 1972, and Miss Lahti took on other responsibilities in Taiwan.

Permanent premises
The mission board in Taiwan bought a triangular lot from Morrison for the new dormitory. It was located in the so-called Faculty Row. When making plans for the dormitory building, the Finnish missionaries turned to the head of the Finnish private school in Swakopmund, Namibia. The headmaster of the school in Swakopmund, Mr. Juhani Olanterä sent some suggestions in a letter he wrote to the Finns in Taiwan.

There were several twists and turns in the planning of the dormitory building. The first plans were made for a building that turned out to be too large for the lot. The floor plan also caused disagreements within the body of Finnish missionaries. For example, the excessively large number of entrances, at least five of them into the main building, caused controversies. In the end it was Seppo Salko who said the last word on the floor plan. The building included a Finnish sauna, separate bathrooms for boys and girls, and next to these, a room in which the children could play. In the summer of 1976, the boys’ bathroom was changed into a piano room, which was soundproof and was accessed from the room designated for children's playing. The floor plan of the building was published by Suomen Kuvalehti in 2001.

The construction work also had quite a few turns. A change was announced in city zoning regulations, to take effect in July 1973, and only those buildings that had a roof at that time were allowed to be completed. The mission headquarters made the decision to build the house only on 25 April 1973, and the construction was begun on 7 May 1973.

The official regulations on building were complex, and in addition to these difficulties, Salko only spoke Mandarin Chinese, whereas the construction workers spoke the Taiwanese dialect. The city zoning necessitated a special permit, and on top of everything else, the constructor was engulfed in gambling debts and left the work unfinished. Finally the building was completed on 15 December 1973, and the residents could move in.

In 1978 the premises were deemed too small for the number of children and adolescents living in the dorm, and thus a storehouse on the lot was converted into two additional rooms during the summer of that year. The students who lived there from then on were mainly highschoolers, boys and girls in alternating years.

Atmosphere and the daily routine during 1973–1980
According to Ijäs, the atmosphere in the dormitory that was taken to use in 1973 was that of a normal home. “There was a direct entrance [i.e. a door] from the bedroom of the employees to the livingroom.” Later, by 1982, this door was no longer in use. Otherwise the homelike nature of the building was evident in the textiles used, in that there were flowers in the building and that the institution did not have any kinds of written rules, none whatsoever.

One of the most important tasks for the Salkos was maintaining a Finnish identity. This was facilitated e.g. by the fact that the children had their own surrogate “grandmother”, that, is Marja-Liisa Salko's mother Marjatta Raulamo, who came twice on extended visits, first for three months in the spring of 1974, and then for the entire school year 1976–1977.

The number of the students varied from four students in the autumn of 1969 to 22 students in the autumn of 1978. The ages were between 5 and 19 years of age.

There were also Chinese employees, usually two, one who helped in cleaning the house and another whose task it was to prepare food.

Ijäs quotes from Marjatta Raulamo the “working schedule” of the dormitory in 1976, which was the following:

 * 6.30 a.m. Aunt Marja-Liisa and one of the maids go to the kitchen to prepare breakfast.
 * 7.00 a.m. Children are woken up by Uncle Seppo, as he plays some beautiful spiritual music either from an LP record or from a cassette tape.
 * 6.30 a.m. A morning hymn is sung, and Uncle Seppo holds a morning devotion, then everyone eats with great appetite. Then hands are washed and the hair of the “Struwwelpeters” are combed, shoes are put on, and the children dash off to school.
 * The Chinese maids are involved in kitchen work, and the second one comes to the dormitory at 8 a.m. Aunt Marja-Liisa and grandmother make the beds, and the whole home is restored to order, laundry will be washed and other chores attended to. When the aunt and uncle do not have to drive to town, Seppo engages himself either in written works or building and remodeling.
 * 11.30 a.m. The children come back for a Chinese lunch prepared by one of the maids. After the meal the maids retire for a siesta.
 * 2.00 p.m. Afternoon coffee is prepared.
 * 3.00 p.m. The children return from school, full of energy. After a snack and a drink each one of the children finds something to do, homework, music practice, handicrafts or play.
 * 5.30 p.m. A Finnish dinner is served, after which the children go back to their activities.
 * 6.00 p.m. The maids leave for the day.
 * 7.00 p.m. It is already completely dark, so the children like to gather to the livingroom, from which they go off to evening shower, girls and boys starting on alternative basis. After the shower they listen to Uncle Seppo, who reads them stories. Then follows an evening hymn and prayers. The evening meal can be eaten before or after the evening gathering.
 * 9.00 p.m. Silence.

Instruction during Ursula Zidbeck’s tenure
During Miss Zidbeck's it seems that little instruction was given to the children at the dormitory. Lessons in Finnish history, geography and the Finnish language were given for one hour on four days of the week. Each evening Finnish stories or books for children and adolescents were read aloud, and an evening devotion was held before the smallest children were due to go to bed.

In addition, there was the following programme during the week:

 * Tuesday: Finnish children's and folksongs were sung.
 * Wednesday: evening programme prepared by Finnish missionaries who were studying in language school in Taichung.
 * Thursdays: a night of fun, including games, songs, and contests.

The older students read the Seven brothers by Aleksis Kivi, the smaller children were engaged in handicrafts, and stories were read to them, songs were sung, and the children read on their own. The reading activity was hampered by the lack of suitable books, as the only books available were those that Miss Zidbeck owned personally from the time that she had attended elementary and secondary school.

Instruction during Pirjo Lahti’s tenure
During Pirjo Lahti's tenure the instruction seems to have been as modest as it was during her predecessor's time. However, no information concerning the instruction was filed in any archives. She tried to hold lessons in Finnish history, but the older students were not interested in this subject matter. Stories were read aloud to the younger children. Finnish flag flying days were observed.

Instruction during the Salkos’ tenure up to 1980
During the Salkos’ tenure books used in Finnish comprehensive schools were obtained. At first Finnish instruction was given on Saturdays, on those weekends when the children did not go to their homes, but in 1978 an arrangement was arrived at with Morrison, according to which the Finnish instruction for elementary and middle schoolers was arranged during the school days. Elementary school classes were taught by Marja-Liisa Salko, and middle school classes by Seppo Salko. In middle school, these lessons were held during the hours when the children had elective classes. However, the Finnish children did not have a choice in this matter.

Instruction of Finnish history
In high school at Morrison, there were two compulsory subjects in social studies that all students normally had to take. These were US History and US Government and Life. In 1979 it was agreed with Morrison that Finnish students would have to take only one of these subjects, while instead of the other they took a compulsory course in Finnish history. This involved 160 hours of study, and the exams were given by the Kauriala High School in Hämeenlinna, Finland, via correspondence.

Instruction of the Swedish
Instruction of the Swedish language was begun already when Simo and Tarja Lipasti took care of the dormitory on a temporary basis during 1975–1976. The study materials were ordered from Finland. Beginning in the autumn of 1978, a Swedish speaking Finn, Miss Gunilla Ståhl, a missionary with the Finnish Covenant Church provided the instruction. The textbooks were obtained from Finland. As the time period examined by Ijäs ends in 1980, it is not possible to say how long the instruction in Swedish lasted.

Other subjects taught at the dormitory
Other subjects taught at the dormitory included geography, Finnish nature and Finnish civics. The textbooks included e.g. books by Lappalainen called Perusmaantieto (‘The Basics of Geography’) and Lappalainen et al., Kansalaistaito ja ympäristöoppi 3–4. (‘Civics and environmental awareness 3–4’).

Support of the State of Finland
In 1973 the Finnish Missions Council, to which The Finnish Missionary Society also belongs, wrote an initiative to the Finnish Ministry of Education, asking that the Government of Finland give financial support to the Finnish children whose parents were abroad in missionary work and who were of the age in which they had compulsory education. In 1974 the Ministry of Education informed the missions that they had allotted moneys for this purpose, and in 1977 the Ministry gave orders on how expatriate Finnish children's schooling would be given financial assistance from Finland. As a result of this, The Finnish Missionary Society sent its first application to the Ministry in 1976, and this resulted in financial aid of 80 000 Finnish Marks to be used for the education of Finnish children in Namibia, Ethiopia and Taiwan. After this, the mission society sent an application to the ministry every year.

This financial aid was used for complementary education in Finnish and/or Swedish language, and for the salaries of the teachers, for study materials, mailing expenses of the study materials and for other expenses.

Possibilities of further education
The possibilities of further study in Finland was something that the Mission Society wanted to find out in the autumn of 1979. Helsinki University stated that it would not give anyone a right to study at the university solely on the basis of a high school diploma from Morrison. Graduates from Morrison should first be accepted into some foreign university of similar institution, which issued doctor's degrees. After that a Morrison graduate could apply for Helsinki University as a foreign student. It turned out that each university or institution of higher learning in Finland had its own rules and regulations on the matter. By 1987, the number of Finnish graduates from Morrison was 17, and six of them studied in Finnish universities at the time, four had graduated from institutions that could be described as college level, and two studied in the United States. Two former students had themselves become missionaries in Taiwan .

Music
The music teachers at Morrison were able to teach students to play almost any instrument. Thus many of the students of the Finnish dormitory played various instruments. Many of them played both the piano and some other instrument. In 1978, 14 students played the piano, and at times there were as many as three pianos at the dormitory, on which the students could practice.

The other instruments included the violin, the cello, the flute, the clarinet, the oboe, the trumpet, the saxophone, and the baritone horn. When there were a significant number of music students living at the dormitory, an orchestra was formed, led by Marja-Liisa Salko. They performed mainly in the dormitory's Christmas and spring festivities and at some events at Morrison.

Morrison had several orchestras and brass bands, in which the Finnish students also played, and also several choirs in which they sang.

Sports
From middle school on, it was possible engage in extracurricular sports at Morrison. Some of the events included soccer, basketball, and athletics. Training in these sports took place after the school day, and matches and meets were arranged between Morrison, on the one hand, and Chinese schools and other American schools on the island, on the other.

Other hobbies
Other hobbies included hiking in the mountains, which was done on a regular basis. It seems that photography was also a popular hobby, as the dormitory had its own darkroom from 1979 on. The school also provided an opportunity to pursue this hobby, as both a newspaper and a yearbook were published every year.

The girls had both a drama club and a Bible study group. The boys played intramural tournaments in table tennis, in which championship of the dormitory was determined. The younger girls were also active in girl guides and the younger boys had an Indian club and a father-son club.

In 1978 a group from the dormitory went to Taipei to cheer for a Finnish women's soccer team, which participated in an international tournament involving teams from 13 countries.

Home evenings
At least during the school year 1978–79, there was a so-called “home evening” after sauna. The children were divided into groups, and on each night one group would organize some kind of a programme for the entertainment of all.

Festivities during the school
Certain festive occasions were part of the normal year of the dormitory, mainly Christmas celebration and a spring event to mark the end of the school year. The latter coincided with the end of the Morrison school year and their graduation ceremonies.

During the time period described by Ijäs, a “Finnish evening” was arranged in 1979 for the Finnish students in elementary and middle school and their teachers. Also the closest neighbours, the personnel of the Norwegian dormitory, were invited for an evening in October. Ijäs says that cooperation and mutual aid treaty of sorts existed between these two dormitories.

The Finnish Independence Day was celebrated in the same way as in Finland, with the flag of Finland and with blue and white candles, i.e. candles with the colours of the national flag.

Special occasions outside the school
During Christmas holidays an event called St. Stephen's Day's songs were arranged for those Finns who lived in Taichung. This event highlighted the cohesion of the Finnish community in town. Also the eve of Midsummer was observed with the Taichung Finns.

During July, the Taiwan Missionary Fellowship was arranged in Taichung for all missionaries in Taiwan, and the Finns were accommodated at the dormitory during these meetings.

The dormitory after 1980
After 1980 the dormitory was in a state of transition, the main change being that the smallest children were no longer sent to the dormitory in Taichung, but by 1987 they had been allowed to attend the Morrison branch schools, mainly in Kaohsiung and in Taipei, and they could now live at home with their parents.

There was also a new regulation concerning the Finnish employees of the dormitory: their work at the dormitory was now limited to two terms. In practice, this rule was violated almost immediately, when Seppo and Marja-Liisa Salko were sent for their fourth term in 1987.

Supporters of the dormitory
In his 1978 book Tehtävä Aasiassa (’A Mission in Asia’), Tapani Ruokanen says that the following Finnish congregations and organizations supported the dormitory financially at that time: The Virolahti, Mänttä, Ristijärvi congregations and the Kaleva congregation from Tampere, as well as the Teachers Mission Union in Finland.

Suspicions of pedophilia in the dormitory
In 1999, the Finnish Missionary Society released news that it had commissioned study into the Finnish dormitory in Taiwan. The study was conducted by an independent expert group called Metodi Team Inc. The study was commissioned because many of the former wards at the dormitory had psychological problems. The team interviewed more than 100 persons, of whom roughly a third had lived at the dormitory, and roughly half had been employed by the FMS in Taiwan. The study showed that many of the former wards had been sexually abused in their childhood.

At first the FMS requested a police investigation, but soon they found that they are not a party in the matter, at least not from a judicial point of view, and they withdrew the request.

Investigations and articles by Suomen Kuvalehti
The Finnish newsmagazine Suomen Kuvalehti published in 2001 several articles on the Finnish dormitory in Taichung. The most important articles appeared on 8 June 2001, on the eve of the FMS annual convention, which was held on the following day.

A journalist affiliated with the newsmagazine travelled to Taiwan to investigate the dormitory, the alleged scene of crime, which the Finnish police had not done; they merely interviewed persons who were acquainted with the place. It turned out that the area of the house was “350 m², it felt large, it was a labyrinth-like place, the walls were made of brick, and the rooms in which the children had lived had airconditioning. Above the ceiling there was an empty attic, where a man could stand up straight. The journalist Pesonen had walked from one end of the house to the other, and no one below had noticed his movements. According to the witness, in the living room one could not hear what was going on at the other end of the house.”

Suomen Kuvalehti had interviewed two formed residents of the dormitory, who said that they had been abused sexually while living in the dormitory. In addition to this, the parents of one of these former students had been interviewed.

The newsmagazine had several questions it directed at the Finnish police:

 * Why was the dormitory and other scenes not investigated [by the Finnish police]?
 * Why did the authorities not interview all the witnesses and all the complainants?
 * Why has some of the evidence [exhibits] has disappeared?
 * Why did the authorities not obtain telephone records and why the threats made were not investigated?
 * Why were the statements made by psychiatrists not given full consideration?
 * Why was the statement made by a police psychologist given the most weight, when he himself considered himself not qualified [to give such a statement]?
 * Why did [the authorities] not search for the medical files of the complainants and other victims and why were they not investigated?
 * Why was the chief investigator dismissed from this case and assigned to other duties?
 * Why was the case not given over to the National Bureau of Investigation and the Interpol?
 * Why was the fact dismissed that it was a case of serial offences, that is, the perpetrators repeated their acts in a similar way in similar places?
 * Why did the person in charge of the inquiries express doubts about the mental sanity of the complainants, even though he had not met them in person?”

title: The Finnish dormitory in Taichung


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Talk:Super Powers Collection

Untitled
Shouldn't this page be called Super Powers Collection instead? I see that "Collection" is not 100% part of the name, but to improve disambiguity it actually should have it in it's name in my opinion The DJ 00:57, 21 March 2006 (UTC)
 * Why not. — Nightst a  llion  (?) Seen this already? 20:05, 26 March 2006 (UTC)

source: wikimedia

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

title: Talk:Super Powers Collection


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CisLunarFreighter/Spaceships

Component Name
Player Ship

Description of Responsibilities
Acts as a data container for cargo manifest, ship characteristics such as mass distribution and thruster configuration, and responds appropriately to the user interface by triggering appropriate graphics on screen.

Collaborators

 * Keyboard User Interface
 * Pizza Delivery
 * View Controller
 * Background Manager
 * Sprite Controller?

 * Load Distributer Planner
 * Ship Designer
 * Pretzel planner
 * Provides ship configuration at beginning of mission or after repairs or inflight damage or modification. I.E. Take damage from opponents or flyover a hot spot with a bonus ... or a hot spot with change in cargo mass.

 * Collision Detection

title: CisLunarFreighter/Spaceships


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User:Salucci95/sandbox

Informalism or Art Informel is a pictorial movement that includes all the abstract and gestural tendencies that developed in France and the rest of Europe during the World War II parallel to American abstract expressionism. Several distinguishing trends are identified within the movement such as lyrical abstraction, matter painting, New Paris School, tachisme and art brut. The French art critic Michel Tapié coined the term "art autre" (other art) in the homonymous book in 1952 in relation to non-geometric abstract art. This movement has given way to New Informalism in the year 2000 in Chevry ll, in Gif sur Yvettes, France.

Pictorial practices
Within this tendency, each artist allows full freedom of expression to the unforeseen quality of materials (a taste for stains or chance) and randomness of gestures, thus rejecting drawing and control and the traditional conception of painting and its development that evolves from the idea to the completed work via sketches and projects. It’s an open work that a spectator can read freely. The pictorial adventure is completely new; instead of going from the meaning to constructing the corresponding signs, the artist begins with the making of signs and gives the corresponding meaning. In the works of Laurent Jiménez-Balaguer, the language of signs is further deconstructed, allowing for a universal interpretation of a private language. The contribution of music produced the art of musical informalism.

Plastic characteristics of this painting are: spontaneity of the gesture, automatism, expressive use of material, the nonexistence of preconceived ideas, the experience that the deed generates the idea, and the work is the place and the privileged moment whereby the artist discovers himself; it is the end of the reproduction of the object for the representation of the theme that becomes the end of the painting, with a sometime calligraphic aspect, referring to a Calligraphic Abstraction in relation to the works of Georges Mathieu, Hans Hartung, or Pierre Soulages.

title: User:Salucci95/sandbox


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List of Yu-Gi-Oh! Sevens characters

The following is a list of characters from the Yu-Gi-Oh! anime series, Yu-Gi-Oh! Sevens.

Main characters

 * Yuga Ohdo (王道 遊我)
 * An enthusiastic fifth grader that tinkers with machines and makes up new rules, which applies to the making of Rush Duels. He became the true King of Duels.
 * An enthusiastic fifth grader that tinkers with machines and makes up new rules, which applies to the making of Rush Duels. He became the true King of Duels.

 * Lucidien "Luke" Kallister / Tatsuhisa "Luke" Kamijō (上城龍久 / ルーク)
 * An aspiring lad, who aims to become the "King of Duels" by partaking in Yuga's Rush Duels. He has an alleged "power" that triggers a Pauli effect, causing machinery to temporarily shut down.
 * An aspiring lad, who aims to become the "King of Duels" by partaking in Yuga's Rush Duels. He has an alleged "power" that triggers a Pauli effect, causing machinery to temporarily shut down.

 * Gavin Sogetsu / Gakuto Sōgetsu (蒼月学人)
 * An adamant, disciplined member of the student council of Goha 7th Elementary.
 * An adamant, disciplined member of the student council of Goha 7th Elementary.

 * Romin Kassidy / Romin Kirishima (霧島ロミン)
 * A guitarist of the "RoaRomin" band, who takes an interest in duelling after receiving a card from a musician she admires.
 * A guitarist of the "RoaRomin" band, who takes an interest in duelling after receiving a card from a musician she admires.

 * Roa Kassidy / Roa Kirishima (霧島ロア)
 * Romin's cousin and leader of the "RoaRomin" band.
 * Romin's cousin and leader of the "RoaRomin" band.

 * Nail Saionji / Neiru Saionji (ネイル)
 * The overseer of Goha Duels, and steals the data of Kaizo to aid in his efforts to erase Rush Dueling. He is also the first known person to Maximum Summon.
 * The overseer of Goha Duels, and steals the data of Kaizo to aid in his efforts to erase Rush Dueling. He is also the first known person to Maximum Summon.

 * Asana Mutsuba (アサナ)
 * The heir to the Mutsuba Heavy Machinery company, which helped construct Goha City, and the leader of the Heavy Cavalry Duel Club, to the extent that she has power over the entire school.
 * The heir to the Mutsuba Heavy Machinery company, which helped construct Goha City, and the leader of the Heavy Cavalry Duel Club, to the extent that she has power over the entire school.

Goha 7th Elementary

 * Rayne Nanahoshi / Ranze Nanahoshi
 * The student council vice president who assists Gavin with the student council's duties and enforces discipline at Goha 7th. Rino's twin sister. She's in love with Yuga.
 * The student council vice president who assists Gavin with the student council's duties and enforces discipline at Goha 7th. Rino's twin sister. She's in love with Yuga.

 * Rino Nanahoshi / Rinnosuke Nanahoshi
 * The student council secretary who assists Gavin with the student council's duties and enforces discipline at Goha 7th. Rayne's twin brother. He's devoted to Gavin.
 * The student council secretary who assists Gavin with the student council's duties and enforces discipline at Goha 7th. Rayne's twin brother. He's devoted to Gavin.

 * Ricky / Riku Endo (遠藤リク)
 * One of Yuga's friends.
 * One of Yuga's friends.

 * Katsu Kobayakawa (小早川カツ)
 * One of Yuga's friends.
 * One of Yuga's friends.

 * Scoop Pitman / Bakuro Shinjitsu (真実バクロー)
 * The Newspaper Club's head.
 * The Newspaper Club's head.

 * Masa / Masaru (マサル)
 * The Newspaper Club's interviewer.
 * The Newspaper Club's interviewer.

 * Nico (ニコ)
 * The Newspaper Club's photographer.
 * The Newspaper Club's photographer.

 * Yosh Imimi / Yoshio Atachi (ヨシオ)
 * Mimi's son and though he loves Rush Duels, this brings him into conflict with his mother.
 * Mimi's son and though he loves Rush Duels, this brings him into conflict with his mother.

 * Tiadosia "Tiger" Kallister / Haruka "Tiger" Kamijo (/ タイガー)
 * Lucidien's older sister, and the president of the Concert Band Club. She's Asana's childhood friend.
 * Lucidien's older sister, and the president of the Concert Band Club. She's Asana's childhood friend.

Goha 3rd Elementary

 * Saburamen / Menzaburo Oomori
 * A fifth grader from Goha 3rd Elementary who loves ramen and dreams of creating new rules that fuse ramen and Dueling together one day.
 * A fifth grader from Goha 3rd Elementary who loves ramen and dreams of creating new rules that fuse ramen and Dueling together one day.

 * Buff Grimes / Arata Arai
 * The leader of the Washing Club. He works for Nail Saionji and he's the weakest member of the Garden of Curiosity.
 * The leader of the Washing Club. He works for Nail Saionji and he's the weakest member of the Garden of Curiosity.

Goha 2nd Elementary

 * Professor Diggs / Kan Hakubutsu (はくぶつ かん)
 * A sixth grader at Goha 2nd Elementary and the Dueling & Dinosaur Research Club president.
 * A sixth grader at Goha 2nd Elementary and the Dueling & Dinosaur Research Club president.

 * Tracker / Hunt Goto (ハント)
 * A student at Goha 2nd Elementary and a member of the Dueling & Dinosaur Research Club.
 * A student at Goha 2nd Elementary and a member of the Dueling & Dinosaur Research Club.

 * Trench / Kaseki Hotta (カセキ)
 * A student at Goha 2nd Elementary, and is the Dueling & Dinosaur Research Club vice-chairman.
 * A student at Goha 2nd Elementary, and is the Dueling & Dinosaur Research Club vice-chairman.

Goha Aquatic Elementary

 * Skipjack / Nanami Maguro
 * The captain of the Goha Aquatic Elementary ship and a Fisherman Duelist.
 * The captain of the Goha Aquatic Elementary ship and a Fisherman Duelist.

Goha 6th Elementary

 * Galian Townsend / Galient Tazaki (ギャリアン)
 * The tactical advisor of the Heavy Cavalry Duel Club.
 * The tactical advisor of the Heavy Cavalry Duel Club.

 * Schubel Quill / Chevelle Kayama (シュベール)
 * A member of the Heavy Cavalry Duel Club, and is constantly accompanied by Pidgetrap, his pet pigeon.
 * A member of the Heavy Cavalry Duel Club, and is constantly accompanied by Pidgetrap, his pet pigeon.

 * Pidgetrap / Dove-rap (ハトラップ)
 * Schubel's pet pigeon and is considered a Tactical Advisor of Goha 6th Elementary's Heavy Cavalry Duel Club.

 * Janko Entant / Jango Arisugawa (ジャンゴ)
 * The former president of the Student Council at Goha 6th Elementary, who holds the "Dark Rush Duel Tournament" in defiance of the Heavy Cavalry Duel Club's stance on Rush Duels.
 * The former president of the Student Council at Goha 6th Elementary, who holds the "Dark Rush Duel Tournament" in defiance of the Heavy Cavalry Duel Club's stance on Rush Duels.

 * Terra Kneadalina / Finger Chikako (フィンガー)
 * An "assassin" who works for Goha 6th Elementary's Heavy Cavalry Duel Club, though she claims to be from the Shiatsu Nether-Empire.
 * An "assassin" who works for Goha 6th Elementary's Heavy Cavalry Duel Club, though she claims to be from the Shiatsu Nether-Empire.

 * Caterpillio Elephantis / Caterpillio Zomyoji (キャタピリオ)
 * The mechanic of Goha 6th Elementary's Heavy Cavalry Duel Club.
 * The mechanic of Goha 6th Elementary's Heavy Cavalry Duel Club.

 * Botan Kenzaki
 * She works with Jango and Genri in the Student Council.
 * She works with Jango and Genri in the Student Council.

Goha 5th Elementary

 * Kit Schrödinger / Schrödinger Nekoyama (シュレディンガー)
 * He works for Nail Saionji and is the president of the Duel Mad Scientists.
 * He works for Nail Saionji and is the president of the Duel Mad Scientists.

 * Booster Page / Braun Honya (ブラウン)
 * The president of the Duelstronauts.
 * The president of the Duelstronauts.

 * Lionel Alec / Leo Alec (レオ)
 * A member of the Duelstronauts.
 * A member of the Duelstronauts.

 * Valencia Siegel / Kamome Tere (カモメ)
 * A member of the Duelstronauts.
 * A member of the Duelstronauts.

 * Nana Nanahoshi / Nanaho Nanahoshi (ナナホ)
 * Rayne and Rino's cousin, she is the President of the Battle Bug Club, and she's Yuga Ohdo's childhood friend.
 * Rayne and Rino's cousin, she is the President of the Battle Bug Club, and she's Yuga Ohdo's childhood friend.

Goha 4th Elementary

 * Zo Ikitenai
 * A student at Goha 4th Elementary and the President of the Zombie Duel Club.
 * A student at Goha 4th Elementary and the President of the Zombie Duel Club.

Goha Enterprises

 * President Goha (ゴーハ)
 * The mysterious president of Goha Enterprises and subsequently the de facto ruler of Goha City. The stress of his job eventually gets to him, and he is discarded by the President Drone.
 * The mysterious president of Goha Enterprises and subsequently the de facto ruler of Goha City. The stress of his job eventually gets to him, and he is discarded by the President Drone.

 * President Drone (ドローン)
 * It assists President Goha in running the Goha Corporation, as it has done with many past presidents of the company. It was created to help the substitute Goha President while the Goha 6 were in space.
 * It assists President Goha in running the Goha Corporation, as it has done with many past presidents of the company. It was created to help the substitute Goha President while the Goha 6 were in space.

 * Mimi Imimi / Mimi Atachi (安立ミミ)
 * The Number 6 among the "Top of the Hexagon", the six executives of the Goha Enterprises, and she is sent to Goha #7 Elementary undercover as a transfer student to investigate Rush Dueling. Mimi aspires to ascend to the rank of Goha President. Mimi is demoted for her failure to keep her fellow Tops in check when they attempted to fire Nail. However, she discovers the Goha President after he collapses and becomes the new President after being chosen by the President Drone. She is evicted from her position after the return of the Goha 6. In the end of the series, she becomes the Vice-President of Goha Enterprises.
 * The Number 6 among the "Top of the Hexagon", the six executives of the Goha Enterprises, and she is sent to Goha #7 Elementary undercover as a transfer student to investigate Rush Dueling. Mimi aspires to ascend to the rank of Goha President. Mimi is demoted for her failure to keep her fellow Tops in check when they attempted to fire Nail. However, she discovers the Goha President after he collapses and becomes the new President after being chosen by the President Drone. She is evicted from her position after the return of the Goha 6. In the end of the series, she becomes the Vice-President of Goha Enterprises.

 * Goha Corporation Drone
 * Machines which control the duel rules. They have different colors and shapes.
 * Machines which control the duel rules. They have different colors and shapes.

 * Otes (オーティス)
 * An official who works in the Development Department of Goha Corp where he created Sevens Roads series and gave them to Yuga when he was a child. He is also known as the Hologram Man (ホログラムの), an urban legend in Goha City challenging duelists to test them to see if they're worthy to be known as the 'King of Duels'. He formed a faction with Celestia Noodlina, Terra Kneedalina, Prioria Sweedalina, Oceania Illumilina, Ghostia Taxilina, Konvoy Sagawa, and President Drone.
 * An official who works in the Development Department of Goha Corp where he created Sevens Roads series and gave them to Yuga when he was a child. He is also known as the Hologram Man (ホログラムの), an urban legend in Goha City challenging duelists to test them to see if they're worthy to be known as the 'King of Duels'. He formed a faction with Celestia Noodlina, Terra Kneedalina, Prioria Sweedalina, Oceania Illumilina, Ghostia Taxilina, Konvoy Sagawa, and President Drone.

 * Seatbastian / Sebastian (セバスチャン)
 * A Goha Corporation Drone, specifically a massage chair drone, who serves as Nail's butler and throne. After Nail was defeated, he was assigned to aid Yuga and his friends. Nail fixed him after his duel with Terra Kneedalina.
 * A Goha Corporation Drone, specifically a massage chair drone, who serves as Nail's butler and throne. After Nail was defeated, he was assigned to aid Yuga and his friends. Nail fixed him after his duel with Terra Kneedalina.

 * Prioria Sweetalina / Sweets Kakoko (スイーツ)
 * She resembles Celestia and Terra, and claims to have come from an ancient civilization, though she works as an announcer for the Goha Corporation during the Goha Rush Duel Team Battle Royal, though her true masters are Goha 66.
 * She resembles Celestia and Terra, and claims to have come from an ancient civilization, though she works as an announcer for the Goha Corporation during the Goha Rush Duel Team Battle Royal, though her true masters are Goha 66.

 * Goha 66 (ゴーハ)
 * He leads the organization of the same name; Goha 66, and is plotting to take control of the Goha Corporation.
 * He leads the organization of the same name; Goha 66, and is plotting to take control of the Goha Corporation.

 * Oceania Illumilina / Flash Umiko (フラッシュ)
 * She resembles Celestia, Terra, and Prioria; she replaces the latter as an announcer for the Goha Rush Duel Team Battle Royal after her departure back to the past.
 * She resembles Celestia, Terra, and Prioria; she replaces the latter as an announcer for the Goha Rush Duel Team Battle Royal after her departure back to the past.

 * Yuro Goha (ゴーハ・ユウロ)
 * A Turbo Duelist and the eldest of the Goha 6. He also one of the six true presidents of Goha Corporation and a student of Goha Space Elementary.
 * A Turbo Duelist and the eldest of the Goha 6. He also one of the six true presidents of Goha Corporation and a student of Goha Space Elementary.

 * Yujin Goha
 * He describes himself as a "Maritime Duelist" and he is the second-eldest of the Goha 6. He is also one of the six true presidents of Goha Corporation and a student of Goha Space Elementary.
 * He describes himself as a "Maritime Duelist" and he is the second-eldest of the Goha 6. He is also one of the six true presidents of Goha Corporation and a student of Goha Space Elementary.

 * Yuran Goha
 * He is described as the most mysterious and reserved member of the Goha 6 and is the third-eldest. He is also one of the six true presidents of Goha Corporation and a student of Goha Space Elementary.
 * He is described as the most mysterious and reserved member of the Goha 6 and is the third-eldest. He is also one of the six true presidents of Goha Corporation and a student of Goha Space Elementary.

 * Yuka Goha
 * The only female member of the Goha 6. She is also one of the six true presidents of Goha Corporation and a student of Goha Space Elementary.
 * The only female member of the Goha 6. She is also one of the six true presidents of Goha Corporation and a student of Goha Space Elementary.

 * Yuo Goha (ゴーハ・ユウオウ)
 * One of the Goha 6, and the one who set in motion the plan to challenge Yuga and his friends to Duels by holding the Super Rush Robot hostage, though he also has his own goals behind the scenes. He is also one of the six true presidents of Goha Corporation and a student of Goha Space Elementary.
 * One of the Goha 6, and the one who set in motion the plan to challenge Yuga and his friends to Duels by holding the Super Rush Robot hostage, though he also has his own goals behind the scenes. He is also one of the six true presidents of Goha Corporation and a student of Goha Space Elementary.

 * Yuga Goha (ゴーハ・ユウガ)
 * One of the Goha 6 and the most dangerous to the point that Yuo sealed his memories when he attempted to take over the world, becoming a shy boy in a chameleon suit named Swirly (グルグル), who became a member of the Rush Duel Club. However, Swirls returned to his former self and resumes his place as one of the six true presidents of Goha Corporation.
 * One of the Goha 6 and the most dangerous to the point that Yuo sealed his memories when he attempted to take over the world, becoming a shy boy in a chameleon suit named Swirly (グルグル), who became a member of the Rush Duel Club. However, Swirls returned to his former self and resumes his place as one of the six true presidents of Goha Corporation.

Goha City

 * Kaizo (カイゾー)
 * A 'road' that Yuga Ohdo has invented after modifying a Goha Corp Drone.
 * A 'road' that Yuga Ohdo has invented after modifying a Goha Corp Drone.

 * Gwendoline Purdy / Gibumi Purisaki
 * Known by the stage name of Princess G (プリンセス) is a first-rate Duelist and musician who was responsible for giving Romin Kassidy the card "Prima Guitarna the Shining Superstar".
 * Known by the stage name of Princess G (プリンセス) is a first-rate Duelist and musician who was responsible for giving Romin Kassidy the card "Prima Guitarna the Shining Superstar".

 * Toombs / Ushiro Omaeno (ウシロウ)
 * The bassist of RoaRomin.
 * The bassist of RoaRomin.

 * Tyler Getz / Getta Taira (平月太)
 * The drummer of RoaRomin and Roa Kassidy's childhood friend.
 * The drummer of RoaRomin and Roa Kassidy's childhood friend.

 * Briscoe / Nick Yagi (ニック)
 * A friend of Saburamen.
 * A friend of Saburamen.

 * Sushiko Maki
 * A friend of Saburamen.
 * A friend of Saburamen.

 * Celestia Noodlina / Noodle Sorako (ヌードル)
 * A petite young girl who works at a ramen store in the Garden of Curiosity and claims to be an alien from the Menmen system of the Ra Nebula.
 * A petite young girl who works at a ramen store in the Garden of Curiosity and claims to be an alien from the Menmen system of the Ra Nebula.

title: List of Yu-Gi-Oh! Sevens characters


text:
Vadim Sadovsky

Vadim Nikolayevitch Sadovsky (1934–2012) was a Russian professor and Chief of the Department for Philosophical and Sociological Problems of Systems Research, Institute for Systems Analysis, part of the Russian Academy of Sciences. He is known as a promoter of systems theory in Russia.

Selected publications

 * Blauberg, Igor, Viktorovich, V. N. Sadovsky, and E. G. Yudin. Systems theory: Philosophical and methodological problems. Moscow: Progress Publishers, 1977.
 * Vadim N. Sadovsky and Stuart A. Umpleby (ed.). A Science of goal formulation : American and Soviet discussions of cybernetics and systems theory. New York, Hemisphere Pub. Corp., 1991.
 * Bogdanov, Aleksandr, and Vadim N. Sadovsky. Bogdanov's Tektology. University of Hull, Centre for Systems Studies, 1996.

 * Articles, a selection
 * Sadovsky, V. N. "Foundations of general systems theory." М.: Sov. Radio (1974).
 * Blauberg, I. V., V. N. Sadovskii, and B. G. Iudin. "Philosophical Principles of Systemicity and the Systems Approach." Soviet Studies in Philosophy 17.4 (1979): 44–68.

title: Vadim Sadovsky


text:
Listed buildings in Eccles, Greater Manchester

Eccles is a town in the City of Salford Metropolitan Borough, Greater Manchester, England. The town, which includes the area of Patricroft, contains 25 listed buildings that are recorded in the National Heritage List for England. Of these, one is listed at Grade I, the highest of the three grades, three are at Grade II*, the middle grade, and the others are at Grade II, the lowest grade.

Eccles is an ancient settlement, and it grew in size during the 19th century with the development of the textile industry in the town. The oldest listed building is a church, and apart from a 17th-century house and a sundial, the others date from the 19th and 20th centuries. The later listed buildings include houses, churches, public houses, a hotel, a library, an aqueduct portal, and a war memorial. Barton aerodrome developed in the 1930s, and two surviving structures from this are listed.


text:
Wikipedia:WikiProject Spam/Local/beyondboxgifts.com

Links

 * beyondboxgifts.com 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.
 * Link is not on the whitelist.
 * Link is not on the monitor list.

Selected additions

 * Displayed 5 additions out of 5 total.	 For more info see WikiProject_Spam/LinkReports/beyondboxgifts.com

Entry
Log entry for the MediaWiki:Spam-blacklist:

\bbeyondboxgifts\.com\b     # ADMINNAME # see  [[Wikipedia:WikiProject_Spam/Local/beyondboxgifts.com ]]

Discussion
See COIBot report for more details.

New data reported. --COIBot (talk) 23:51, 17 August 2020 (UTC) No links left in here mentioned edits. Marked stale. . --COIBot (talk) 01:00, 18 August 2020 (UTC)


text:
User:Willems66/Books/Industry 4.0

Information Summary by FEST

 * Industry 4.0
 * Internet of things
 * Cyber-physical system
 * Big data
 * Cloud computing
 * Smart grid
 * Machine to machine
 * Overall equipment effectiveness
 * Predictive maintenance
 * Radio-frequency identification
 * MQTT
 * Computer security
 * Information security management
 * ISO/IEC 27001:2013

title: User:Willems66/Books/Industry 4.0


text:
Portal:Film

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: LightYellow; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="1" |

Film

 * The many subjects of "Film"
 * Film covers a wide range of topics.

 * Narrative film production
 * Documentary film production
 * Film studies (writing film reviews)

Currently, the only completed courses are for narrative film production.

To start, go to filmmaking.

 * style="width: 40%; background-color: cornsilk; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 100px;" rowspan="1" |

Narrative Film Production

 * Three courses
 * Pre-production - an introduction to film making using FrameForge 3D Studio.
 * Film editing - a course where you edit actual scenes from old and forgotten television productions.
 * Film scoring - a course for musicians and filmmakers who want to create musical sound effects for motion pictures using programs like GarageBand with Jam Pack:Symphony Orchestra.

 * }

Possible projects

 * Collaborative script writing

Resources
🇨🇴
 * Film
 * Film theory
 * Film industry
 * Filmmaking

 * Film crew
 * Basic outline of film topics
 * List of film topics
 * Screenplay

 * Film producer
 * Pre-production
 * Post-production

title: Portal:Film


text:
Wikipedia:Files for deletion/2015 February 10

File:Itokawa4.jpg

The result of the discussion was: Delete; deleted by AnomieBOT ⚡  18:11, 20 February 2015 (UTC)
 * File:Itokawa4.jpg ([ delete] | talk | [ history] | links | [ logs]) – uploaded by Jncraton ( [ notify] | contribs | uploads | upload log).

There is now a duplicate .tif image on Commons. In 2014 it was provided by JAXA through the ESO archive under a free license: File:Eso1405d.tif. - Anonimski (talk) 11:57, 10 February 2015 (UTC)

File:QMMuseumSymbol.jpg

The result of the discussion was: Delete; deleted by AnomieBOT ⚡  18:11, 20 February 2015 (UTC)
 * File:QMMuseumSymbol.jpg ([ delete] | talk | [ history] | links | [ logs]) – uploaded by Ehrentitle ( [ notify] | contribs | uploads | upload log).

Smaller duplicate of File:Qmc.jpg Deadstar (talk) 10:46, 10 February 2015 (UTC)
 * Delete per nom.  Green Giant  ( talk )  16:36, 11 February 2015 (UTC)

File:Jazz Jennings.jpg

The result of the discussion was: Delete; deleted as F7 by AnomieBOT ⚡  18:09, 16 February 2015 (UTC)
 * File:Jazz Jennings.jpg ([ delete] | talk | [ history] | links | [ logs]) – uploaded by Sanayp ( [ notify] | contribs | uploads | upload log).

non-free image of a living persona. damiens.rf 14:27, 10 February 2015 (UTC)
 * Delete per nom. A free photo of a living person is generally considered possible.  Green Giant  ( talk )  16:34, 11 February 2015 (UTC)

File:IEA 2010UnknownSources2.jpg

The result of the discussion was: Delete; deleted by AnomieBOT ⚡  18:11, 20 February 2015 (UTC)
 * File:IEA 2010UnknownSources2.jpg ([ delete] | talk | [ history] | links | [ logs]) – uploaded by BillJamesMN ( [ notify] | contribs | uploads | upload log).

Orphaned, unencyclopedic WP:OR ~  ONUnicorn (Talk problem solving 18:03, 10 February 2015 (UTC)

File:USL logo jpg.jpg

The result of the discussion was: Delete; deleted as F5 by AnomieBOT ⚡  02:02, 19 February 2015 (UTC)
 * File:USL logo jpg.jpg ([ delete] | talk | [ history] | links | [ logs]) – uploaded by UncleTupelo1 ( [ notify] | contribs | uploads | upload log).

(N.B.: The file is marked as non-free, but actually qualifies for PD-textlogo.) JPG file superseded by SVG version. Powers T 20:52, 10 February 2015 (UTC)
 * Delete per nom.  Green Giant  ( talk )  16:23, 11 February 2015 (UTC)


text:
kurat

Etymology
Most likely the same root as in and.

Noun

 * 1) a devil, an evil spirit
 * 2) the Devil, Satan

Usage notes
The word is quite soft, and is comparable to English. It's rarely considered vulgar.

Adjective

 * 1)  hung having a large penis

Etymology
Cognate with 🇨🇬, 🇨🇬.

Etymology
From and.

title: kurat


text:
Abstract Algebra/Fields

Definition
Essentially, a field is a commutative division ring.

Examples
  $$\mathbb{Q}, \mathbb{R}, \mathbb{C}$$ (rational, real and complex numbers) with standard $$+$$ and $$\cdot$$ operations have field structure. These are examples with infinite cardinality.

 $$\mathbb{Z}_p$$, the integers modulo $$p$$ where $$p$$ is a prime, and $$+$$ and $$\cdot$$ are mod $$p,$$ is a family of finite fields.

 If $$F$$ is a field, then $$F(x)$$, the set of rational functions (i.e. quotients of polynomials), with coefficients in $$F$$ also forms a field.

 A non-example is $$\mathbb{Z}_n$$ where $$n$$ is not prime. For example, 2 in $$\mathbb{Z}_4$$ has no multiplicative inverse, hence $$\mathbb{Z}_4$$ is not a field.

Homomorphisms
Therefore a field homomorphism is exactly a unital ring homomorphism.

Proof. This is a simple consequence of the ideal structure of fields. Suppose $$f: E \to F$$ is a field homomorphism. In particular it is a ring homomorphism so we know that $${\rm ker}(f)$$ is a an ideal of $$E$$. Since $$E$$ is a field, it only has trivial ideals so $${\rm ker}(f) = \{0\}$$ or $${\rm ker}(f) = E$$. We can eliminate the second case since $$f(1_E) = 1_F$$ so the map cannot be trivial. Therefore we are in the first case which means exactly that $$f$$ is injective. $$\blacksquare$$

The above lemma means that every field homomorphism can also be thought of as an embedding of fields.

As happens so often in mathematics, a map between objects induces further maps between related objects. For example, a continuous map between topological spaces induces a map between the set of closed curves on the spaces and a linear map between vector spaces induces a linear map between the dual spaces (albeit in the opposite direction). In this case, a homomorphism between fields induces a homomorphism between the corresponding ring of polynomials. To be precise, suppose $$\varphi: E \to F$$ is a field homomorphism. This induces a map $$\varphi_*: E[x] \to F[x]$$ given by$$\varphi_*(a_0 + a_1x + \dots a_n x^n) = \varphi(a_0) + \varphi(a_1)x + \dots \varphi(a_n)x^n$$

It is easy to see that $$\varphi_*$$ is a (unital) ring homomorphism. Moreover if $$\varphi$$ is an isomorphism then so is $$\varphi_*$$.

Characteristic of Fields
An important property of fields is their characteristic. We first need to consider the canonical homomorphism $$\varphi$$ from $$\mathbb{Z}$$ into a field $$F$$. Of course this is defined by mapping the unit to the unit. Since $$\mathbb{Z}$$ is generated by $$1$$, this is sufficient to define the entire homomorphism. From the First Isomorphism Theorem, we know that $$\mathbb{Z}/\textrm{ker}(\varphi) \cong \varphi(\mathbb{Z})\subseteq F $$. In particular, this means that $$\varphi(\mathbb{Z})$$ is a subring and even a subfield of $$F$$ so is an integral domain. Hence $$\textrm{ker}(\varphi)$$ is a prime ideal of $$\mathbb{Z}$$. There is a unique non-negative integer generating this ideal. We call this integer the characteristic of $$F$$. Notice by the above argument that the characteristic must be prime if it is non-zero.

Intuitively, the characteristic of a field $$F$$ is the smallest positive integer $$p$$, if one exists, such that $$\underbrace{1 + \dots + 1}_{p \text{ times}} = 0$$If no such positive integer exists, then $$F$$ has characteristic 0. So for example, $$\mathbb{Z}_p$$ all have characteristic $$p$$ while $$\mathbb{Q}, \mathbb{R}$$ and $$\mathbb{C}$$ have characteristic 0.

Sometimes, one calls the image of $$\Z$$ under the above canonical homomorphism above the prime subfield of $$F$$. Hence the prime subfield of a finite field is (isomorphic to) $$\mathbb{Z}_p$$ (where $$p$$ is the characteristic of $$F$$) and the prime subfield of a field of characteristic 0 is (isomorphic to) $$\Q$$.

Examples

 * The complex numbers $$\mathbb{C}$$ are a field extension of the real numbers $$\mathbb{R}$$. The extension is of degree 2.
 * Similarly, one can add the imaginary number $$i$$ to the field of rational numbers $$ \mathbb{Q} $$ to form $$\mathbb{Q}(i)$$ the field of Gaussian rationals. This is also a degree 2 extension.
 * The real numbers $$\mathbb{R}$$ form a field extension over $$\mathbb{Q}$$ but this is not a finite extension since the real numbers do not form a finite dimensional (or even a countably infinite dimensional) vector space over $$\mathbb{Q}$$.

Algebraic Extensions
For example, $$\mathbb{Q}(\sqrt{2})$$ is an algebraic extension over $$\mathbb{Q}$$ (if $$a + b\sqrt{2}$$ is any element of $$\mathbb{Q}(\sqrt{2})$$then it is a root of $$f(x) = (x - a)^2 - 2b^2$$) but $$\mathbb{R}$$ is not algebraic over $$\mathbb{Q}$$ because for example $$\pi$$ is not the root of any rational polynomial (this is a very difficult statement to prove).

For example, the minimal polynomial of $$i$$ is $$ x^2 + 1$$ and the minimal polynomial of $$\sqrt[3]{2}$$ is $$x^3 - 2$$, both over $$\mathbb{Q}$$. Note the minimal polynomial is heavily reliant on the field it is being viewed over. The minimal polynomial of $$\sqrt[3]{2}$$ over $$\mathbb{R}$$ is simply $$x - \sqrt[3]{2}$$.

Splitting Fields
Our primary goal in this study is to find the roots of a given polynomial. The brilliant insight of Galois and Galois theory is to (try to) answer this question by looking at field extensions. The following two lemmas might help motivate this reasoning.Proof. Suppose first that $$f(x)$$ is irreducible. Then we can take $$E = F[x]/(f(x))$$. We know that $$E$$ is indeed a field because $$f(x)$$ is irreducible. Moreover it contains an isomorphic copy of $$F$$ as the (equivalence classes of) the constant polynomials. Finally $$[x]$$, the equivalence class of the linear polynomial $$x$$, is a root of $$f(x)$$ since $$f([x]) = [f(x)] = 0 \in F[x]/(f(x))$$Finally the degree of $$E$$ over $$F$$ is exactly the degree of the polynomial $$f(x)$$ (which hopefully motivates the terminology). This is due to the division algorithm. Suppose $$g(x)$$ is any polynomial in $$F[x]$$. Then we know by the division algorithm that there exist unique polynomials $$q(x)$$ and $$r(x)$$ such that $$g(x) = q(x)f(x) + r(x)$$where $$\deg(r(x)) < \deg(f(x))$$. In particular, this means every equivalence class $$[g(x)]$$ contains a unique representative whose degree is less than $$\deg(f(x))$$. Therefore $$E$$ is spanned by $$\{1, [x], [x^2], \dots, [x^{n - 1}]\}$$ where $$n = \deg(f(x))$$. If $$f(x)$$ is not irreducible then it can be written as a product of irreducibles and applying the above process to any of these produces an extension which contains a root of at least one of these irreducible polynomials and hence contains a root of $$f(x)$$. $$\blacksquare$$

We know $$x^2 + 1$$ is irreducible over $$\mathbb{R}$$, therefore $$\mathbb{R}[x]/(x^2 + 1)$$ is a field and one can verify that this field is isomorphic to $$\mathbb{C}$$. In fact, sometimes one defines the complex numbers as this quotient $$\mathbb{R}[x]/(x^2 + 1)$$.

Proof. By the smallest subfield containing $$F$$ and $$\alpha$$, we mean the intersection of all subfields of $$E$$ that contain them. This collection of fields is non-empty since it contains $$E$$ for instance and it is easy to see that the intersection of subfields is again a subfield.

If $$f(x)$$ is of degree 1, then we are done since that would mean that $$\alpha \in F$$ so $$F(\alpha) = F$$ and by the argument towards the end of Lemma 4.1.1, we have $$F[x]/(f(x)) \cong F$$. Then we can assume that $$\deg(f(x)) \geq 2$$.

In order to show the isomorphism, we define a ring homomorphism $$\begin{align} \varphi: F[x] &\to F(\alpha)\\ g(x) &\mapsto g(\alpha) \end{align}$$In other words, $$\varphi$$ acts on polynomials by simply evaluating them at $$\alpha$$. By definition, we know that $$f(x) \in \textrm{ker}(\varphi)$$ since $$f(\alpha) = 0$$. Since $$f(x)$$ is irreducible by assumption, it must also then generate the kernel (otherwise it would be a non-trivial multiple of the the generator of the kernel). Then by the First Isomorphism Theorem, we know that $$F[x]/(f(x))$$ is isomorphic to a subfield of $$F(\alpha)$$. Notice that $$F[x]/(f(x))$$ contains $$F$$ as the image of the constant polynomials and it contains $$\alpha$$ as the image of $$x$$. By assumption, $$F(\alpha)$$ was the smallest subfield containing these two things so we must have $$F[x]/(f(x)) \cong F(\alpha)$$. $$\blacksquare$$

The first lemma above tells us that we can always find a field extension containing the root of an irreducible polynomial by modding out by the polynomial. The second lemma tells us that any field extension containing a solution is of this form (up to isomorphism). Thus we will spend considerable time looking at the ring of polynomials over a field and studying its quotient spaces.

One often thinks of $$F(\alpha)$$ as 'adjoining' the root $$\alpha$$ to the field $$F$$. Roughly speaking, we add $$\alpha$$ to the field and then we close it under the field operations by also adding in all the possible sums, products, inverses, etc. and the further condition that $$\alpha$$ satisfies the given polynomial. In fact, this is precisely what the construction in the previous lemma does.

An important consequence of Lemma 4.1.3 is that the roots of an irreducible polynomial are algebraically indistinguishable (this is made precise in Theorem 4.1.4 and in particular by its Corollary 4.1.5). For example, we know that $$\sqrt{2}$$ and $$-\sqrt{2}$$ are both solutions of $$x^2 - 2$$. There is no algebraic distinction between the two roots; to differentiate them we need topological information like the fact that $$-\sqrt{2} < 0$$ and $$\sqrt{2} > 0$$. Similarly, $$i$$ and $$-i$$ are both solutions to $$x^2 + 1$$. Interchanging these roots is exactly what leads to complex conjugation. The fact that roots of (irreducible) polynomials are all equivalent to one another is one of the key ideas of Galois Theory. Proof. Since $$\varphi$$ is an isomorphism and $$f(x)$$ is irreducible, we must have $$\widetilde{f}(x)$$ is also irreducible (since if we had $$\widetilde{f}(x) = g_1(x) g_2(x)$$ then $$f(x) = (\varphi^{-1})_*(g_1(x)) \cdot (\varphi^{-1})_*(g_2(x))$$ which would contradict irreducibility of $$f(x)$$). Then $$f(x)$$ and $$\widetilde{f}(x)$$ generate maximal ideals in their respective rings and the ring isomorphism $$\varphi_*$$ descends to an isomorphism (of fields) of the quotients$$F[x]/(f(x)) \to \widetilde{F}[x]/(\widetilde{f}(x))$$We know by the previous theorem that the domain is isomorphic to $$F(\alpha)$$ and the codomain is isomorphic to $$\widetilde{F}(\beta)$$ and this map agrees with $$\varphi$$ on $$F$$ by construction. $$\blacksquare$$Proof. Apply the previous theorem to case with $$F = \widetilde{F}$$ and $$\varphi$$ as the identity map.

Existence and Uniqueness of Splitting Fields
We will see that rather than looking at arbitrary field extension, splitting fields will be the things to consider. First we need to know that they always exist.Proof. This is a largely uninteresting case of proof by induction. We will induct on the degree of $$f(x)$$. If $$f(x)$$ is linear, then clearly its roots (in fact just the one root) is contained in $$F$$ so $$F$$ itself is a splitting field. Suppose $$\deg(f(x)) > 1$$. If $$f(x)$$ splits into the product of linear terms, then again all the roots are contained in $$F$$, so we already have a splitting field. So suppose $$f(x)$$ has an irreducible factor of degree at least 2. Then there exists a field extension $$E_1$$ containing a root $$\alpha$$ of $$f(x)$$. Then in $$E_1$$, we can factorise the polynomial into $$f(x) = (x - \alpha)f_1(x)$$ where $$f_1(x)$$ is a polynomial of degree $$\deg(f(x)) - 1$$. Then by induction there exists $$E_2$$ a field extension of $$E_1$$ that is a splitting field of $$f_1(x)$$. Therefore $$E_2$$ is a field extension of $$F$$ that contains all the roots of $$f(x)$$. Taking the intersection of all subfields of $$E_2$$ containing $$F$$ and the roots of $$f(x)$$ gives us $$E$$, a splitting field of $$f(x)$$. $$\blacksquare$$

Above we were careful to say a splitting field of $$f(x)$$. In fact, this was an unnecessary precaution since the splitting field of a polynomial is unique up to isomorphism. This follows from a generalisation of Theorem 4.1.4, where we claim the statement of the theorem holds even if we adjoin all the roots of the polynomial, instead of just one.Proof. This is once again a proof by induction on the degree of $$f(x)$$. If $$f(x)$$ is of degree 1 or indeed splits into factors of degree 1 then the splitting field of $$f(x)$$ is $$F$$ so we can take $$\sigma = \varphi$$. Thus suppose $$f(x)$$ has an irreducible factor $$p(x)$$ of degree at least 2 so $$\widetilde{p}(x) = \varphi_*(p(x))$$is an irreducible factor of $$\widetilde{f}(x)$$. Then by the previous theorem we know $$\varphi$$ extends to an isomorphism $$\psi: F(\alpha) \to \widetilde{F}(\beta)$$ where $$\alpha$$ is a root of $$p(x)$$ and $$\beta$$ is a root of $$\widetilde{p}(x)$$. Therefore over $$F(\alpha)$$ and $$\widetilde{F}(\beta)$$ respectively we can write $$f(x) = (x - \alpha) f_1(x)$$ and $$\widetilde{f}(x) = (x - \beta)\widetilde{f}_1(x)$$.

Notice that $$E$$ is a splitting field of $$f_1(x)$$ over $$F(\alpha)$$. Indeed if a splitting field was strictly contained within $$E$$, then it would contain all the roots of $$f_1(x)$$ and $$\alpha$$ and hence would contain all the roots of $$f(x)$$. But this would contradict $$E$$ being a splitting field of $$f(x)$$. Of course the same holds true for $$\widetilde{f}_1(x)$$ over $$\widetilde{F}(\beta)$$. Since $$f_1(x)$$ and $$\widetilde{f}_1(x)$$ have degree strictly less than $$\deg(f(x))$$, by induction we can assume that the statement of theorem holds for them. In particular, $$\psi$$ extends to an isomorphism $$\sigma: E \to \widetilde{E}$$. But since $$\psi$$ was an extension of $$\varphi$$, $$\sigma$$ must also be an extension of $$\varphi$$ concluding the proof. $$\blacksquare$$Proof. Apply Theorem 4.1.7 to the case with $$F = \widetilde{F}$$ and $$\varphi$$ as the identity map. $$\blacksquare$$

Classification of Finite Fields
Proof. Since $$F$$ is a finite field and we know its prime subfield is $$\Z_p$$ for some prime $$p$$. The prime subfield is in particular a subfield of $$F$$ and hence $$F$$ forms a vector space over $$\Z_p$$. Since $$F$$ is finite, it must be a finite dimensional vector space and in particular we must have have $$F \cong (\Z_p)^n$$ for some $$n$$ (as vector spaces) so $$\mid F\mid = p^n$$. $$\blacksquare$$

Theorem (every member of F is a root of $$x^{p^n}-x$$)
let $$F$$ be a field such that $$\left\vert F \right\vert = p^n $$, then every member is a root of the polynomial $$x^{p^n}-x$$.

proof: Consider $$F^*=F/{0}$$ as a the multiplicative group. Then by la grange's theorem $$\forall x \in F^*, x^{p^n-1}=1$$. So multiplying by $$x$$ gives $$x^{p^n}=x$$, which is true for all $$x \in F$$, including $$0$$.

Theorem (roots of $$x^p-x$$ are distinct)
Let $$x^p-x$$ be a polynomial in a splitting field $$E$$ over $$\mathbb{Z} _p$$ then the roots $$a_1,...a_n$$ are distinct.

title: Abstract Algebra/Fields


text:
Sainyabuli

Sainyabuli, (ໄຊຍະບູລີ; alternatively spelled Xaignabouli, Xayaburi, or Xayaboury) is the capital of Sainyabuli Province, Laos. It lies on Route 4 which along with Route 13 connects it to Luang Prabang, roughly 80 kilometres northeast by road and to the Thai border across the Luang Prabang Range in the southwest. A passport control point is in the area. Sainyabuli Airport lies southwest of the town.

The capital stands on the banks of the Nam Hung, a tributary of the Mekong River towards the northern end of the province. The area is allegedly a heartland for military involvement in illegal timber trade.

Landmarks
Wat Si Bun Huang, a Buddhist temple of over 500 years vintage lies in the southern part of the town. Also of note is Wat Si Phan Don, noted for its diamond-shaped stupa and Wat Sisavang Vong, reputedly erected by King Sisavang Vong himself on the site of a former temple. The town contains a museum and library and two bus terminals each of which are about 2 kilometres north and south of the town respectively.

title: Sainyabuli


text:
Begoña García (basketball)

Begoña García Piñero (born 1 March 1976) is a Spanish former basketball player who competed in the 2004 Summer Olympics.

title: Begoña García (basketball)


text:
protokol

Noun

 * 1) protocol

Etymology
From, from , from , from , from +.

Noun

 * 1) diplomatic document.
 * 2) rule, guideline etc which guides diplomatic behaviour.
 * 3)  a set of formal rules describing how to transmit or exchange data, especially across a network.
 * 1)  a set of formal rules describing how to transmit or exchange data, especially across a network.

Etymology
From.

Noun

 * 1) protocol

title: protokol


text:
Nirjala Raut

Nirjala Raut is a Nepalese politician and a member of the House of Representatives of the federal parliament of Nepal. She was elected under the proportional representation system from Rastriya Janata Party Nepal. She is also a member of the parliamentary International Relations Committee. Previously, she was also a member of the second constituent assembly, also elected under the proportional representation system, from Rastriya Madhes Samajwadi Party.

title: Nirjala Raut


text:
Talk:KHKU

A Commons file used on this page has been nominated for deletion
The following Wikimedia Commons file used on this page has been nominated for deletion: Participate in the deletion discussion at the nomination page. —Community Tech bot (talk) 03:44, 17 November 2018 (UTC)
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title: Talk:KHKU


text: File talk:US Navy 090416-F-7522G-005 Haitian students from Emmanuel Christian School pose for a photo during a Continuing Promise 2009 community service project.jpg


text:
Talk:AC Giacomense

External links modified
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Move discussion in progress
There is a move discussion in progress on Talk:A.C. Milan which affects this page. Please participate on that page and not in this talk page section. Thank you. —RMCD bot 20:07, 18 May 2023 (UTC)

title: Talk:AC Giacomense


text:
DiscT@2

DiscT@2 (read as "disc tattoo") is a method of writing text and graphics to the data side of a CD-R or DVD disc first introduced by Yamaha in 2002. While often compared with the later LabelFlash and LightScribe technologies, which also offered users consumer-grade computerized disc labeling, DiscT@2 is different in that it required no proprietary media and wrote the graphics to the data side of the disc.

Technical details
Any CD-R or DVD disc can be engraved by a compatible optical drive, and read by any optical drive. However, as discs can be made from multiple different materials, Yamaha recommended at the time that discs made with blue azo dye be used for the best results. Contemporaneous reviews reported that discs made of phthalocyanine resulted in "barely discernible" images.

DiscT@2 writes its label in the unused portion of the data side of the disc. Therefore, as more and more data is written to the disc, the available surface area for the label becomes smaller and smallera full disc would not be able to have any label burned to it at all. According to The New York Times, even having only 50MB free on the disc would still leave a ≈0.25 in wide band where a label could be written. By varying the intensity of the laser while writing, 128 shades of gray were available. Before engraving, the graphics would need to be converted by software from Cartesian to polar coordinates.

While a CD-R or DVD cannot be rewritten, new data can be appended to old data in a conventional disc when it is not full. In a DiscT@2-engraved disc, by contrast, this is impossible; the disc must be closed after writing the label, even if the label doesn't extend all the way to the disc's edge. This is because data on compact discs is written via a process called eight-to-fourteen modulation. As a consequence of this encoding scheme, the "pits" on the disc can only be between 3T (0.83mm @ 1.2m/s) and 11T (3.05mm @ 1.2m/s). For the fine details in a photograph and in some fonts, for example, 3T is too large; the original DiscT@2 drive, for example, was capable of making pits of less than 0.1mm. Therefore, if the label were able to be read as data, it would be invalid; meaning that some optical drives or consumer equipment might not be able to retrieve data after the label even if it could be written. Therefore, the disc's table of contents must always come before the label.

As higher precision is needed, engraving an image takes longer than writing data; according to Tom's Hardware, the average time is between six and fifteen minutes.

Drive compatibility

 * Yamaha CRW-F1 (July 2002, first to market)
 * Pioneer DVR-111D, DVR-111L, DVR-111, and DVR-A11XL, DVR-218L
 * NEC ND-3550A, ND-3551A, ND-4550A, ND-4551A & ND-4571A

Reception
DiscT@2 failed to catch on in the market place; the original drive to support the feature, the CRW-F1, was seen by reviewers as being attractive primarily due to its speed and not due to DiscT@2. In a March 2006 retrospective, PC Magazine primarily blamed the failure of the technology on the impracticality of using the data side for labels, the low speed of label writing compared to data, and the low contrast images it produced.

Despite this, optical drives supporting DiscT@2 continued to be released until at least 2010. This is partially because LabelFlash optical drives were backwards compatible with DiscT@2.

title: DiscT@2


text:
Talk:Phil Ochs in Concert

Track listing
I think the tracks should just have the original times and then a statement in the text about the CD times or something. I don't think that much detail is needed in an encyclopedic entry. Any opinons? Airproofing (talk) 20:25, 12 July 2008 (UTC)
 * These were added at some point. Morganfitzp (talk) 16:29, 29 December 2016 (UTC)

More references needed
'Nuff said. Morganfitzp (talk) 16:29, 29 December 2016 (UTC)

title: Talk:Phil Ochs in Concert


text:
Serial Programming/RS-449

NOTE: This is a very sparse document right now. You may want to check out RS-422 or RS-232 in the meantime for more information.

History
(stub)

Physical Layer
(stub)

Requirements
(stub)

Limitations
(stub)

Handshaking
(stub)

RS-449 in the Real World
(stub)

Nonstandard Connectors and Wiring
(stub)

Physical Limitations in Practice
(stub)

title: Serial Programming/RS-449


text:
User:Shamail Qamar

|birth_place=Sialkot, Pakistan |height=6 ft |name=Shumail Shumail Qamar Profile|nationality=Pakistani|occupation=Actor

Producer

Model

Host
 * yearsactive=2009-Present}} Shumail Qamar

title: User:Shamail Qamar


text:
American Baseball Guild

The American Baseball Guild was a short-lived American trade union that attempted to organize Major League Baseball (MLB) players into a collective bargaining unit in 1946. Created by Robert Murphy, a Harvard-educated labor lawyer from Boston, it failed to take root when Murphy could not convince a two-thirds majority of the Pittsburgh Pirates' active players to authorize a strike before a National League game on June 7, 1946. That summer, MLB owners — also shaken by the Mexican League raids that enticed a handful of American players to "jump" their contracts for higher salaries in Mexico — made minor concessions to players and the Guild perished. It was the fourth and last unsuccessful attempt to unionize big-league players before the formation of the Major League Baseball Players Association, founded in 1953 and recognized as their official bargaining unit in 1966.

Background
The post-World War II era was a tumultuous period for baseball. In, the first full season after the war ended in August 1945, many players who had been serving in the military resumed, or tried to resume, their pre-war baseball careers. The resulting surplus of talent necessitated a temporary expansion of teams' playing rosters: instead of the normal 25-man quota, teams were permitted to carry 36 players before June 15, and 30 thereafter. Attendance would nearly double 1945's wartime totals, reversing a period of declining turnstile counts that had begun with the advent of The Great Depression in 1930 and kicking off a four-year "baseball boom" in both the majors and in minor league baseball.

But player salaries remained stagnant. The sudden surplus of players and the expanded rosters simultaneously depressed individual salaries and inflated the payrolls of the 16 clubs. In addition, the impact and duration of the attendance spike could not be foreseen, and several MLB teams (such as the Chicago White Sox, Philadelphia Athletics and Washington Senators) were still owned by budget-constrained former players or their families who had no income sources outside their turnstile receipts. Furthermore, the reserve clause in the standard player contract perpetually bound signees to their respective teams. Capitalizing on this situation, the Mexican League, operating outside the "Organized Baseball" sphere and dominated by Jorge Pasquel, its president and most powerful club owner, convinced 18 MLB players to abandon their teams to play in Mexico for higher wages. Some of the exiles, such as Brooklyn Dodgers catcher Mickey Owen and undefeated St. Louis Cardinals starting pitcher Max Lanier, were considered top-flight players; moreover, Pasquel set his sights on future Baseball Hall of Famers Joe DiMaggio, Bob Feller, Stan Musial and Ted Williams, and MLB stars like hard-hitting St. Louis Browns shortstop Vern Stephens. Meanwhile, Owen, Lanier and the other "contract jumpers" were suspended by Commissioner of Baseball Happy Chandler.

Outside baseball, labor disputes broke out in multiple industries, resulting in a wave of strikes. Prominent among these job actions were walkouts by steel and coal workers in Pittsburgh early in 1946.

Formation of the Guild
This confluence of events led Murphy, a former examiner for the National Labor Relations Board, to form the American Baseball Guild on April 14, 1946, saying: "I could talk for three days on some of the injustices done to ballplayers by the club owners." The Guild announced six stated goals:
 * Players whose contracts are sold from team to team should receive 50 percent of the purchase price
 * Players may take salary disputes and other grievances to arbitration
 * Owners may not institute a maximum salary
 * A minimum salary of $7,500 per year should be established
 * Contracts may not be “one-sided”
 * Provisions should be made for bonuses and insurance.

The reference to "one-sided" contracts was an early shot across the reserve clause's bow; however, Murphy declined to make a frontal assault on the provision because he feared "over-reaching." Wrote The Harvard Crimson in August 1946: "[Murphy] doesn't believe that the much discussed reserve clause can be completely done away with without benefiting the more affluent clubs. Murphy does not feel, however, that the contract, in its present form, would stand up in a court of law, since it is completely one-sided, binding a player to one team for life, while the club must give him only ten days notice before releasing him."

Failed strike vote
Early in 1946, Murphy began to approach players from some of the 16 major league teams about joining the Guild. He focused on the Pittsburgh Pirates, who played in a union stronghold, as his initial organizing target. His early efforts seemed to point towards success when, according to The Sporting News 1947 Baseball Guide & Record Book, 95 percent of the Pirates' playing roster took out Guild cards. However, after an initial meeting, Murphy attempted unsuccessfully to bargain with Pirates' president William Benswanger, who was in the process of selling the family-owned team. Benswanger pled with his players to put off bargaining with ownership until the end of the 1946 season. In response, Murphy called for a strike vote on Friday, June 7, when the Pirates were scheduled to play a night game at Forbes Field against the New York Giants. The Guild needed a two-thirds supermajority (24 of the 36 Pittsburgh players voting yes) to authorize the strike.

But in a lengthy players-only meeting before the Giants' game, support for the Guild collapsed in the face of the forceful opposition of pitcher Rip Sewell and infielder Jimmy Brown. The strike authorization received 20 yes votes, still a majority, but short by four men of the required 67 percent mandate  and indicative of a fatal erosion of the union's early-season strength. The Pirates ignored Murphy as they exited their clubhouse and took the field, where they handily defeated their opponents, 10–5. Said third baseman Lee Handley: "We played a dirty trick on Murphy. We let him down, and I was one of those who did it." Fans in the stands, many of them trade union members, booed the home side for repudiating the Guild. On leaving Forbes Field that night, Brown was roughed up by pro-union fans in retaliation.

Aftermath
The defeat of the strike vote in Pittsburgh dealt the Guild a death blow. Less than two months later, major league owners offered concessions to players: a minimum salary of $5,500, the beginnings of a pension plan, the ability for one elected player representative from each league to appear before them to discuss issues and grievances, and a spring training per diem the players nicknamed "Murphy Money." Murphy decried the formation of what he called a "company union", but by the end of the year, the Guild would pass out of existence and Murphy would pass out of public life, saying that the players, having gratefully taken an "apple" from MLB owners, "could have had an orchard." Murphy was able to appeal the June 7 matter before the Pennsylvania Labor Relations Board, but when the Pirates were polled again on August 20, they voted 15–3 against the Guild, with one ballot invalidated and 12 abstentions.

The owners and MLB hierarchy ultimately rewarded the two players who led the fight against the Guild. Sewell, still an effective pitcher and a National League All-Star in 1946, received a gold watch from the Commissioner, and was employed by the Pirates as a minor-league manager after he retired from the field in 1949. Brown, in his final year as a big-league player in 1946, managed high-level farm teams in the Pirates' organization in 1947 and 1948, spent three years on the Boston Braves' coaching staff (–), and then returned to the minors to spend 13 more years as a manager for multiple organizations from 1952 through 1964.

Following the formation of the MLBPA and its 1966 recognition as the players' collective bargaining representative, the first successful players' strike occurred during spring training in. A second strike shortened the regular season. The reserve clause, famously challenged by former Cardinals' outfielder Curt Flood in 1970, would survive the Guild by almost three decades until a December 1975 arbitrator's ruling dismantled it and ushered in the era of free agency in Major League Baseball. Since then, MLB experienced lengthy players' strikes in 1981 and 1994–1995.

title: American Baseball Guild


text:
qu'

Etymology
From.

Conjunction

 * 1)   that, which
 * 2)   that, which

Usage notes

 * This form is used instead of when the following word begins with a vowel sound.
 * While is quite common,  is often preferred in polite or formal writing.

Pronoun

 * 1)   what, that, whom; only

Usage notes

 * This form is used instead of when the following word begins with a vowel sound.

Usage notes

 * The apostrophe may be omitted in older manuscripts

title: qu'


text:
Wikipedia:Articles for deletion/City Beach Residential College

The result was   redirect to City Beach, Western Australia. Deleted before redirecting. The Bushranger One ping only 03:03, 27 July 2012 (UTC)

City Beach Residential College

 * – ( View AfD View log  •  Stats )

The article does not establish notability of the subject. Fails WP:GNG. Dolphin ( t ) 06:56, 12 July 2012 (UTC)
 * Note: This debate has been included in the list of Australia-related deletion discussions.  Dolphin  ( t ) 07:02, 12 July 2012 (UTC)

 * Delete fails WP:ORG. nothing in gnews . LibStar (talk) 07:17, 12 July 2012 (UTC)
 * Relisted to generate a more thorough discussion so a clearer consensus may be reached.

 * Please add new comments below this notice. Thanks, KTC (talk) 06:32, 20 July 2012 (UTC)

 * Delete. Fails WP:ORG. Dr.Who (talk) 07:08, 20 July 2012 (UTC)
 * Redirect to locality City Beach, Western Australia per WP:WPSCH/AG until sufficient notability is established to warrant a dedicated article. Breno talk 10:56, 22 July 2012 (UTC)
 * Redirect to City Beach, Western Australia for now; a final resting place will most likely be an improved Department of Education-related article, but that doesn't exist as yet. IMO the facility itself is not notable enough for its own article. Orderinchaos 11:52, 22 July 2012 (UTC)
 * Delete and redirect 100% copyvio of two paragraphs from the external link.  The rest fails WP:V without considering whether or not it is also a copyvio, and as per our WP:Deletion policy, a failure of WP:V is a reason for deletion.  Obviously the school is notable, as per numerous discussions over the years on the notability of colleges and high schools.  So there is no prejudice to creating a properly sourced article.  Unscintillating (talk) 00:31, 24 July 2012 (UTC)