text:
Data Structures/Arrays

Arrays
An array is a collection, mainly of similar data types, stored into a common variable. The collection forms a data structure where objects are stored linearly, one after another in memory. Sometimes arrays are even replicated into the memory hardware.

The structure can also be defined as a particular method of storing elements of indexed data. Elements of data are logically stored sequentially in blocks within the array. Each element is referenced by an index, or subscripts.

The index is usually a number used to address an element in the array. For example, if you were storing information about each day in August, you would create an array with an index capable of addressing 31 values—one for each day of the month. Indexing rules are language dependent, however most languages use either 0 or 1 as the first element of an array.

The concept of an array can be daunting to the uninitiated, but it is really quite simple. Think of a notebook with pages numbered 1 through 12. Each page may or may not contain information on it. The notebook is an array of pages. Each page is an element of the array 'notebook'. Programmatically, you would retrieve information from a page by referring to its number or subscript, i.e., notebook(4) would refer to the contents of page 4 of the array notebook.

The notebook (array) contains 12 pages (elements)

Arrays can also be multidimensional - instead of accessing an element of a one-dimensional list, elements are accessed by two or more indices, as from a matrix or tensor.

Multidimensional arrays are as simple as our notebook example above. To envision a multidimensional array, think of a calendar. Each page of the calendar, 1 through 12, is an element, representing a month, which contains approximately 30 elements, which represent days. Each day may or may not have information in it. Programmatically then, calendar(4,15) would refer to the 4th month, 15th day. Thus we have a two-dimensional array. To envision a three-dimensional array, break each day up into 24 hours. Now calendar(4,15,9) would refer to 4th month, 15th day, 9th hour.

A simple 6 element by 4 element array

Arrays guarantee constant time read and write access, $$O(1)$$, however many lookup operations (find_min, find_max, find_index) of an instance of an element are linear time, $$O(n)$$. Arrays are very efficient in most languages, as operations compute the address of an element via a simple formula based on the base address element of the array.

Array implementations differ greatly between languages: some languages allow arrays to be re-sized automatically, or to even contain elements of differing types (such as Perl). Other languages are very strict and require the type and length information of an array to be known at run time (such as C).

Arrays typically map directly to contiguous storage locations within your computer's memory and are therefore the "natural" storage structure for most higher level languages.

Simple linear arrays are the basis for most of the other data structures. Many languages do not allow you to allocate any structure except an array, everything else must be implemented on top of the array. The exception is the linked list, that is typically implemented as individually allocated objects, but it is possible to implement a linked list within an array.

Type
The array index needs to be of some type. Usually, the standard integer type of that language is used, but there are also languages such as Ada and Pascal which allow any discrete type as an array index. Scripting languages often allow any type as an index (associative array).

Bounds
The array index consists of a range of values with a lower bound and an upper bound.

In some programming languages only the upper bound can be chosen while the lower bound is fixed to be either 0 (C, C++, C#, Java) or 1 (FORTRAN 66, R).

In other programming languages (Ada, PL/I, Pascal) both the upper and lower bound can be freely chosen (even negative).

Bounds check
The third aspect of an array index is the check for valid ranges and what happens when an invalid index is accessed. This is a very important point since the majority of computer worms and computer viruses attack by using invalid array bounds.

There are three options open:

 * 1) Most languages (Ada, PL/I, Pascal, Java, C#) will check the bounds and raise some error condition when an element is accessed which does not exist.
 * 2) A few languages (C, C++) will not check the bounds and return or set some arbitrary value when an element outside the valid range is accessed.
 * 3) Scripting languages often automatically expand the array when data is written to an index which was not valid until then.

Declaring Array Types
The declaration of array type depends on how many features the array in a particular language has.

The easiest declaration is when the language has a fixed lower bound and fixed index type. If you need an array to store the monthly income you could declare in C

This gives you an array with in the range of 0 to 11. For a full description of arrays in C see C Programming/Arrays.

If you use a language where you can choose both the lower bound as well as the index type, the declaration is—of course—more complex. Here are two examples in Ada:

or shorter:

For a full description of arrays in Ada see Ada Programming/Types/array.

Array Access
We generally write arrays with a name, followed by the index in some brackets, square '[]' or round ''. For example, August[3] is the method used in the C programming language to refer to a particular day in the month.

Because the C language starts the index at zero, August[3] is the 4th element in the array. august[0] actually refers to the first element of this array. Starting an index at zero is natural for computers, whose internal representations of numbers begin with zero, but for humans, this unnatural numbering system can lead to problems when accessing data in an array. When fetching an element in a language with zero-based indexes, keep in mind the true length of an array, lest you find yourself fetching the wrong data. This is the disadvantage of programming in languages with fixed lower bounds, the programmer must always remember that "[0]" means "1st" and, when appropriate, add or subtract one from the index. Languages with variable lower bounds will take that burden off the programmer's shoulder.

We use indexes to store related data. If our C language array is called august, and we wish to store that we're going to the supermarket on the 1st, we can say, for example

august[0] = "Going to the shops today"

In this way, we can go through the indexes from 0 to 30 and get the related tasks for each day in august.

title: Data Structures/Arrays


text:
Talk:pre-test

pre-test
Senses 2-4 (advertising.) Although, the entire entry seems to be "sum-of-parts." --Connel MacKenzie 06:08, 2 June 2007 (UTC)
 * delete senses 2-4. This word is standard jargon among educators, though I'm not sure that they always hyphenate it. --EncycloPetey 15:40, 3 June 2007 (UTC)

 * Senses removed. --Connel MacKenzie 15:51, 27 June 2007 (UTC)

source: wikimedia

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

title: Talk:pre-test


text:
Sowqand

Sowqand is a village in Fazl Rural District, in the Central District of Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 250, in 98 families.

title: Sowqand


text:
G1 Aviation G1

The G1 Aviation G1 is a French STOL ultralight aircraft, designed and produced by G1 Aviation of Tallard. The aircraft is supplied as a kit for amateur construction or as a complete ready-to-fly-aircraft.

Design and development
The aircraft is derived from the Alisport Yuma and was designed to comply with the Fédération Aéronautique Internationale microlight rules. It features a strut-braced high wing, a two-seats-in-side-by-side configuration enclosed cockpit, fixed tricycle landing gear and a single engine in tractor configuration.

All G1 models have a fuselage made from welded steel tubing, with the wing made from aluminum, all covered in doped aircraft fabric. The Gelinotte variant has a 9.9 m span wing with an area of 14.80 m2 and features leading edge slots. The SPYL model uses vortex generators in place of the slots, has the same wing span, but a slightly smaller wing area of 14.27 m2. All models are equipped with flaps and have optional folding wings for ground transport and storage. Standard engines available are the 60 kW Rotax 912UL and the 75 kW Rotax 912ULS four-stroke powerplants. The company also offers a new exhaust system for the Rotax 912 that is quieter than the stock Rotax-supplied system.

The aircraft has also been equipped with the JLT Motors Ecoyota engine.

Variants

 * G1 Amphibie (English - Amphibian)
 * Amphibious version on aluminium floats.

 * G1 Gelinotte (English - Hazel Grouse)
 * Wheel-equipped version. The wing is equipped with leading edge slots.

 * G1 la Grive (English - Thrush)
 * Agricultural aircraft version.

 * G1 SPYL
 * Wheel-equipped version introduced at the Aero show held in Friedrichshafen in 2010 and named for the two designers of the aircraft model, Serge Present and Yvan Lhermitte. The SPYL replaces the Gelinotte's wing, which is equipped with leading edge slots, with a new wing equipped with vortex generators instead. The new wing makes this model 20 kg lighter and 15%-20% faster than the Gelinotte. SPYL wings can be retrofitted to the Gelinotte.

 * G1 Agricole
 * Agricultural aircraft version with the same wing as the SPYL, employing vortex generators in place of leading edge slots. It can be equipped with an external chemical tank of up to 150 L and spraying equipment. It is only sold ready-to-fly with the 100 hp Rotax 912ULS engine.

title: G1 Aviation G1


text:
Talk:Industrial shredder

Inventor
I removed the statement that these were invented by Vincent Earl Par. I can find no source for this, and I doubt there is any one inventor of a large range of machines. Carax (talk) 16:25, 27 June 2021 (UTC)

 * You are right! I added the real inventer of modern industrial shredder. Please verfiy. Soddaa (talk) 05:00, 20 July 2023 (UTC)

title: Talk:Industrial shredder


text:
Talk:Denise Moreno Ducheny

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title: Talk:Denise Moreno Ducheny


text:
User:S L Seston/BI302 Virology

This will be a semester-long assignment, with milestones along the way to keep everyone on track and allow for feedback at important points in your work.

Each student will be responsible for one Wikipedia article, and will act as a peer reviewer for at least two other students' articles. The goal of the assignment is to make a substantive contribution to a Wikipedia article on a topic of Virology, with a target quality level between B-class and Good article (the closer to Good article the better, of course). Each group will choose a Stub-class article or create a new article and improve it as much as possible within the timeframe of this assignment.

Students should, as much as possible, help each other out with questions about how to do things on Wikipedia. You should strive to communicate the Wikipedia way -- on user talk pages. If you still have a question or a problem, don't hesitate to contact me through Wikipedia or my Alverno email address.

Unit 1: Wikipedia essentials

 * Read Alex Bateman's article on why scientists should contribute to Wikipedia.
 * Read the Editing Wikipedia brochure
 * Read the Choosing an article handout
 * Explore topics related to your topic area to get a feel for how Wikipedia is organized. What areas seem to be missing? As you explore, make a mental note of articles that seem like good candidates for improvement.
 * Be prepared to share your topic ideas in class. Have some resources gathered, as well as the names of some Wikipedia stubs or articles you may want to work on.

Unit 2: Literature Search and Bibliography

 * Read the Evaluating Wikipedia brochure
 * Find at least 15 reliable and scholarly sources on your topic. Prepare the list in a personal database with complete information for each source.
 * Continue building your bibliography and reading your sources throughout March. Continue refining your idea for your Wikipedia article during this time.

 * Everybody submits a list of 15 reliable and scholarly sources.

Unit 3: Setting up an account, learning the basics of editing Wikipedia

 * Create an account. Pick any username you would like, but DON’T USE YOUR FIRST OR LAST NAME
 * Enroll in the course on Wikipedia as follows:
 * At the top of this page, click on the "Enroll" button.
 * Enter the "enrollment token" you received in class and follow any other instructions.
 * Make sure that your user name appears in the list of students at the bottom of the course page. If it does not, check the top of the page to make sure that there is no statement indicating that you are looking at a cached copy of the page. If you are, click the link to update.
 * If you have any problems or questions enrolling, ask on the course talk page, or, email me.

 * After enrolling, complete the online training for students. During this training, you will make edits in a sandbox and learn the basic rules of Wikipedia. Be sure to go through the interactive tutorials along the way.
 * Edit your own user page, adding a brief introduction of yourself (but remember what you write is public)

 * Everybody has created an account, enrolled in the course, and completed training. I should be able to find your user page through the student list on the course page, and be able to read an introduction about you.

Unit 4: Learn to communicate on Wikipedia

 * Re-watch the watchlist video from this page of the student orientation
 * Adjust your watchlist preferences:
 * Click "My preferences" → "Watchlist".
 * Make sure that all three of these are checked (towards the bottom of the page):
 * ✓ Add pages and file I edit to my watchlist
 * ✓ Add pages and files I move to my watchlist (Some people have noticed that this option doesn't show up for them. If it doesn't show up for you, don't worry about it, because you probably won't be moving page or files for a while.)
 * ✓ Add pages I create and files I upload to my watchlist
 * Change your email preferences so that you get emails whenever a page on your watchlist changes. To do this:
 * Click "My preferences" → "User profile"
 * Near the bottom, make sure these are all checked:
 * ✓ Enable e-mail from other users
 * ✓ Send me copies of e-mails I send to other users
 * ✓ E-mail me when a page or file on my watchlist is changed
 * ✓ E-mail me when my user talk page is changed

 * Read the Using Talk Pages handout
 * Make certain that you understand the following:
 * The difference between an article page, a user page, and a talk page.
 * How to use indentation when discussing things on talk pages.
 * When and how to sign your edits with four tildes (~) (on talk pages only).
 * Then, practice communicating on Wikipedia. At a minimum:
 * Say Hello to one other student via her talk page. Make sure you use the "New section" link, as described in the video, and to sign your entry with four tildes (~).
 * Add this student’s user page and sandbox page to your watchlist.
 * Have (two) short conversations, using proper indentation for replies.
 * Verify that you are getting emails when any page (or the corresponding talk page) changes.

'''You are responsible for keeping up with changes to various pages on Wikipedia throughout this course. Please make sure that you are getting proper notifications.'''

Unit 5: Policies and guidelines: Assessing articles

 * Review the slides under "The Core" from the student orientation. Pay particular attention to copyright and plagiarism section. This is very important.
 * Read Ten Simple Rules for Editing Wikipedia, Logan DW, Sandal M, Gardner PP, Manske M, Bateman A (2010). PLoS Comput Biol 6(9): e1000941.
 * Read this handout, Avoiding Plagiarism. Note, in particular, that plagiarism includes such subtle forms as using short phrases without attribution, or beginning from a copied text and simply rewording it while leaving the structure and meaning intact (i.e., close paraphrasing).
 * Watch this video, Article improvement.
 * Watch this video, Article assessment. This gives more information about what makes an article good.
 * In this course, the goal will be to take an article from stub class to a level of quality somewhere between B and GA. On your own user page, start a new section with the title, "Summary of characteristics of target article", and summarize what the characteristics of an article at that quality level would have.

 * I should see on your user page a summary of the characteristics of articles at our target quality level.

Unit 6 : Citing Sources
In pages under the WikiProject MCB, we will be using the Vancouver System (author-number). You should use Diberri's Wikipedia template filling tool (instructions). With this tool, if you have a PubMed ID, you can quickly produce a full citation that you can cut-and-paste into an article. This will not only save you work, but will help to ensure that references are cited in a consistent manner.

 * How to use Diberri's Wikipedia template filling tool, in a nutshell:
 * Fill in the PubMed ID
 * Check the "Add ref tag" box
 * Click "Submit. You should see a box with something like the following: " ".
 * Cut-and-paste that into your article, at the correct point
 * Click "Preview" (on the article edit page) and verify that the citation appears as you want it.

 * Review the material and the videos about citing sources in the student orientation, in this slide.
 * Watch the video How to use RefTools, which covers the basics of adding citations and references to articles.
 * Read the Citing Your Sources handout
 * Look over the proposed style guidelines for gene and protein articles.

 * Citing sources assignment:
 * select two different articles from your Reference List.
 * On your main sandbox page ("username/sandbox"), write a short paragraph to practice using inline citations.
 * Make sure you do not plagiarize. (See plagiarism materials above).
 * Use named references, and reference at least one of the articles more than one time to practice citing.

 * Graded milestone: In your sandbox page, I should be able to find some practice citations in your sandbox.

Unit 7: Finalize your Article Choice

 * Continue to learn about Wikipedia, such as how to find and use images and figures
 * Read the Illustrating Wikipedia brochure
 * Read through the Uploading images handout
 * Continue to assess articles and pick a new topic or an article to edit:
 * Don't limit yourself to your previous topic if you have learned more in your research since then.
 * If you choose an existing article, and then edit the Articles section below to "claim" it. Articles will be claimed on a first-come-first-served basis, so you are encouraged to touch-base with other students who had similar interests.
 * Write a summary explaining the rationale for your choice:
 * The summary should be between 150-300 words or so.
 * Write this summary as a new section on your user page, under the heading "Article selection rationale"
 * Mark the article's talk page with a banner to let other editors know you're working on it. To add the banner, add this code in the top section of the talk page:

 * Add a link to your selected article to the table at the bottom of this course page.

 * You should have decided on an article for which you will be primarily responsible. That article should be in your watchlist and you should have a summary explaining your rationale for your choice.

Unit 8: Get started on your article

 * In order to prepare to the next unit, read or skim Manual of Style - Lead section for more information about style and structure of Wikipedia articles
 * Do some initial work on your article:
 * You should already have done extensive research and reading on your topic. Identify key points that should be in the Wikipedia article for this topic. Discuss on your talk page if you like.
 * Move the list of references created in Unit 2 to the working sandbox page.
 * Find more high-quality references, and add them to your list.
 * Search for any suitably-licensed images that you can add. If you find some, create a list for these on the working sandbox page, and add them to it.
 * Prepare a preliminary outline for the article, and write that in a new section of the working sandbox page.
 * Add your ideas for how you would like to improve the article to the talk page of the article..

 * I should be able to find your initial work on your article in your sandbox pages.

Unit 9: First contribution
In this unit, you will shift from working in the sandbox to working on the actual live article in Wikipedia. You can continue to use the sandbox as a "scratch-pad" area, for example, for the rough outline, for lists of figures or references that you might want to use, and other miscellaneous notes. But when writing actual content, please use the article page. There is no need to draft the content first in the sandbox, and then move it to the article -- it is better to do your drafting and editing right in the article page itself. This may seem scary, but it is the way Wikipedia works!

Likewise, when discussing improvements to the article, do so on the article talk page, and not on any page that only you and your classmates will see. (Questions or discussion that are specific to the course itself, and not related to the article, of course, should not go on the article talk page.)

 * In general, and ongoing:
 * Make sure you respond in a timely manner to any queries or feedback you get on the article's talk page, from other Wikipedia editors.

 * Make a substantial contribution to your article. General guidelines:
 * Try to add approximately 8 to 10 paragraphs of new, sourced content. As an approximate minimum, each paragraph should be based on one new source. As a theoretical (and very tedious and unrecommended maximum) each sentence could be based upon two separate sources (but this raises questions on text-source integrity if you don't place inline citations carefully). Please be sure that the content is appropriate for an encyclopedia, that is concise, with no fluff.
 * If necessary, do not hesitate to remove existing content that is of poor quality, unsourced, or that does not fit into your plans for the article. Remember to be bold. Removing poorly written or poorly sourced content often does result in a net improvement to an article. If in doubt, you could first suggest the deletion on the talk page first, wait a couple of days for feedback, and then delete it if no one objects.
 * You may also add or update one or more infoboxes, figures, graphs, and/or tables. Creation of an original figure will count for more than adding an existing figure.
 * Be sure to include headings. Wikipedia prefers relatively short chunks of text, 200 to 600 words. Headings are key to helping readers navigate through the page. If your headings are formatted correctly, they should automatically appear in the Table of Contents at the beginning of the entry.
 * Write a very brief progress report on your user page, in a new section titled "Unit 9 progress report". As a guideline, this should be a bulleted list of up to five items, with one or two lines per item, highlighting specific contributions that we otherwise might miss. For example, don't include "Wrote the introduction section", because that kind of contribution will be obvious. Do include things like "Used Inkscape to make the figure 'small nucleic acid lipid particle', and uploaded it to Wikimedia Commons", or "Updated the infobox-disease with several external links." If all of your contributions were prose, then your progress report might consist of only one line, "All of our contributions were prose."

 * I should be able to see your contributions on your article page.

Unit 10: First peer-review

 * We will assign reviewers at random. Each individual will be assigned as a peer-reviewer of two other articles, and those articles should also be in your watchlist. For this unit, you will review the first of those two articles.
 * This is your chance to critically evaluate your classmates' topic and writing. Use your knowledge of Wikipedia and your knowledge of Virology to generate comments about how the article might be improved. Start a new section on the article's talk page with the title "Comments from ..." and add your user name. Feel free to make minor edits (typos) to the article you are reviewing, but if the suggestions are more substantive, make a comment on the talk page about how the article might be improved. Some specific things to consider:
 * Does the lead section follow Style Guidelines?
 * Does the content accurately represent the cited sources?
 * Is the writing clear, comprehensible, and doesn't use too much jargon?
 * Do the contents of each section belong in that section? In other words, is each section coherent, and in concord with the section heading?
 * Are there gaps in the content? (What is missing?)
 * Are there places where there is ambiguity or inaccuracy over which sources are supporting what content?
 * Could the content be structured differently? You could suggest alterations in the order of sentences, paragraphs or sections for organizational purposes.
 * Are there parts of the article that are not clearly explained, and could cause questions to arise in the mind of a reader?
 * Is the content within Wikipedia's guidelines (such as neutral point of view) and does it avoid plagiarism or too-close paraphrasing?
 * Throughout the remainder of the course, continue to interact on the talk page, as appropriate, in relation to your feedback.
 * The comments sections that you add to the articles talk pages will be evaluated to judge the quality, thoroughness, and thoughtfulness of your feedback. Comments that demonstrate that you were reading the sources (and potential sources) for the article and comparing them against the content of the article to generate feedback are highly valued.

 * I should be able to find your review on the respective article's talk page.

Units 11-12: Second contribution

 * In this unit and throughout the rest of the course, I will monitor the quality and responsiveness of your interactions with reviewers of your assigned articles, the main editors of the articles that you have reviewed, and outside editors.

 * Continue to improve your article based on the criteria outlined above, and also based on reviewer's comments.
 * Provide feedback to the reviewers on your article's talk page (don't forget to use proper indenting and to sign your posts). Which suggestions did you take? Which do you disagree with? There is no need to get into lengthy discussions about particular changes -- you are in charge of your own edits. However, if you don't take a reviewer's specific suggestions, it is helpful to explain your reasoning. Just saying THANKS for helpful suggestions indicates that you agreed!
 * You should also use this time to add more content to your article. By the end of this unit, the overall structure of your article should be complete, and most of the content added or written, including prose, figures, infoboxes, and tables. The quality of the writing can be cleaned up later, but most of the actual content should be in the article, in it's proper place, and correctly sourced.

 * You will receive feedback on both improvements that you make to your own article, as well as on interactions with others on their articles. both activities are important.

Unit 13: Second peer review

 * Don't forget to maintain thoughtful, timely communication with the editors of the article that was the subject of your first review, the reviewers of your assigned article, and any other editors.
 * For this review, follow the same guidelines as for the first review, but keep in mind that the editors will not have much time to implement your suggestions, so focus somewhat more on immediate problems rather than major structural issues.

 * I should be able to find your review on the respective article's talk page and be able to see that you've been maintaining interactions with others.

Unit 14: Final contribution

 * Criteria for your final project:
 * Timely and thoughtful ongoing interactions with reviewers of your article.
 * Significant and timely contributions to your own article.
 * Thorough review and meaningful contributions to other students’ articles in the peer review process.
 * Self-assessment of your article in relation to Wikipedia’s article quality guidelines.

 * Reflection and Self-Assessment

 * Final project due. In addition to finishing up all the work on your article, you should prepare another very short and to-the-point final progress report on your user page (not your article page), under the heading, "Reflection and Self-Assessment".

title: User:S L Seston/BI302 Virology


text:
Talk:List of University of California, Berkeley alumni

Untitled
Dr. Rafsanjani I presume -- What is the source that Akbar Hashemi Rafsanjani has a PhD in Sociology from Berkeley? I checked the Sociology Department home page, where PhD Alumni are listed, and his name does not show.

Neither does the UC Berkeley library catalog have a thesis written by him (since PhD thesis are supposed to be there)

Originally the wikipedia entry of Rafsanjani had this claim, but his was removed on May 12 2006.

I listed NASCAR driver Bill Lester under athletics, even though his degrees are in computer science and electrical engineering. He is famous as an athlete. Royalbroil 05:39, 21 March 2006 (UTC)

A lot of these football players that are listed never actually graduated. Hence, I removed their years of graduation from their names, as they imply that those players actually earned degrees at Cal, which they did not. Sakhalinrf 07:21, 28 March 2006 (UTC)

Image copyright problem with Image:Dilbert-20050910.png
The image Image:Dilbert-20050910.png is used in this article under a claim of fair use, but it does not have an adequate explanation for why it meets the requirements for such images when used here. In particular, for each page the image is used on, it must have an explanation linking to that page which explains why it needs to be used on that page. Please check

 * That this article is linked to from the image description page.

The following images also have this problem:

 * Image:Sun Ke.jpg

This is an automated notice by FairuseBot. For assistance on the image use policy, see Media copyright questions. --00:43, 24 May 2008 (UTC)

size split?
Support - Article is over 100kB, and should be split into sections. Thoughts???--Jax 0677 (talk) 13:23, 9 December 2012 (UTC)
 * TBH Jax 0677 I think you are on a hiding to nothing with the list of alumni articles. If you split them then the resulting articles are hardly notable. I would question the notability of the articles at all, but I suspect they would survive a nomination for deletion. If you are still determined to split the articles then I would lokk at several of then and come up with a common strategy and go for it, doing several at a time. If you come round to my way of thinking then you may as well remove the tags. Good luck. Op47 (talk) 23:34, 31 January 2013 (UTC)

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text:
User:DivyaGandhi

Introduction
I am Divya Gandhi, a graduate student at School of Computing and Information at the University of Pittsburgh with a specialization in Big Data Analytics.

Education
I have completed my Bachelors in Technology in the year 2015. I really wanted to contribute the society through my career pathway. Seeking that way i came across my interest area of big data analytics where I have a goal to analyze data lead world in global change.

Professional Experience
After my Bachelors I worked with Protiviti consulting Pvt.Ltd as a Quality Assurance Engineer. In the time span of two years, I worked on requirement analysis with many clients, hence gaining experience as a business analyst too.

title: User:DivyaGandhi


text:
Template:Did you know nominations/Fuiste Tú

Fuiste Tú

 * ... that the music Video for Ricardo Arjona's song "Fuiste Tú" was filmed at several tropical locations in Guatemala?
 * Reviewed: She Has a Name
 * Comment: Expanded from 268 words to 1394 words, moved (copied) from sandbox to mainspace.

Created/expanded by Hahc21 (talk). Self nom at 06:04, 11 July 2012 (UTC)

 * Symbol confirmed.svg QPQ done.   All media has acceptable copyrights or fair use rationale.  Article is new enough and long enough.   Article is fully supported by inline citations and is neutral enough. Hook is properly formatted.  No plagiarism concerns.  (While it looks like lead has information not found in article, release date is found in table and cited in that table.  Could be better summary style but meh, not a DYK criteria.) Translation of sources shows they support hooked fact which is found in the article.  Good to go. --LauraHale (talk) 06:03, 14 July 2012 (UTC)


text:
Talk:B. B. Bhattacharya

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title: Talk:B. B. Bhattacharya


text:
User:Seaofcrap

=seaofcrap= i am new to wikipedia and i'm trying to learn more about this fascinating encyclopedia. if i make mistakes, please excuse me.

title: User:Seaofcrap


text:
Joseph Tchango

Joseph Marie Tchango (born 28 November 1978) is a Cameroonian former professional footballer who played as a midfielder. At club level, he played for clubs in Cameroon, Mexico, Uruguay and most notably for MKE Ankaragucu in turkey.

title: Joseph Tchango


text:
User:Dcljr

I've been editing Wikimedia wikis since 2002, but I don't edit Wikibooks very much these days. For more information about me, see my user page at the English Wikipedia. To discuss any issues related to this wiki, use my talk page here.

Note: This wiki contains book modules. (See also: Statistics, NewPages, RecentChanges, NewFiles, Log, Admins.)

In development (or not)

 * /Math
 * /Series
 * /Mathematics category

title: User:Dcljr


text:
Viking Park

Viking Park is an 7,000 capacity (1,000 seated) multi-sport stadium located in the Tuggeranong Valley suburb Wanniassa, Canberra, Australia. It has a rectangular playing surface which is used primarily to host rugby union matches but additionally has hosted rugby league, Association football and baseball. It is home to the Tuggeranong Vikings and all matches of the ACTRU Premier Division finals, the Canberra Vikings who compete in the National Rugby Championship and the Tuggeranong Vikings Baseball Club. Viking Park is also regularly utilised by ACT-based Super Rugby club The Brumbies, who use the venue for training and who used to play home matches in the Australian Provincial Championship there.

Stadium Facilities
The $6 million complex has two fields: a training field and a main field with a 1,000-seat grand stand. State of the art lighting lights up both the main ground and the training ground with the lighting for the main ground meeting TV broadcast requirements and the lighting for the training ground meeting Super Rugby training requirements. There are six large dressing room sheds, first-aid medical room for strapping and massage, canteen, numerous storage facilities and state of the art training equipment for scrum work and contact drills as well as a baseball diamond. There is direct access to the Vikings Erindale Club from the venue.

Primary Use
Viking Park is primarily used as a Rugby Union venue with primary tennents Tuggeranong Vikings playing their home matches in the ACTRU Premier Division and Canberra Vikings playing in the National Rugby Championship (NRC). In the summer months it is converted into a baseball park and serves as the home venue for the highly successful Tuggeranong Vikings Baseball Club.

2006 Tri-Nations Training Camp
In 2006, the Wallabies used the ground in preparation for an upcoming game in the Tri Nations against New Zealand. They held an open training session on 10 August 2006 at Viking Park. As part of the training camp, Australia 'A' played a match at Viking Park against Tonga U18s on August 15, 2006.

2008 Women's Rugby International Test Series
7 July 2008, Australian Rugby Union (ARU) announced a twin test match series between the Wallaroos (Australia) and the Black Furns (New Zealand) to be played in Canberra at Viking Park in October 2008. The announced series was the first women's rugby internationals played in Australia since the 2001 Test against England in Newcastle.

14 October 2008, In the first test match, Australia started brightly but soon found themselves second best as New Zealand's forward pack led the visitors to run in three tries before half time to take a 19-3 lead into the break. After half time the Black Furns added another two tries to finish the match 37-3 victors.

18 October 2008, the second game on the Saturday night was a lot closer than the opening match a few days earlier. Australia led 10-8 early in the first half before New Zealand scored two tries to fight back into the lead at half time. The match remained tight but New Zealand were too strong for Australia in the end as they won the match 22-16 and clinched the series 2-0.

2014 FFA Cup
22 August 2014, Tuggeranong United drew A-League powerhouse Melbourne Victory in the round of 16 FFA Cup draw, giving the team from Canberra's south a home 2014 FFA Cup round of 16 match. Tuggeranong United could not use their normal home ground due to its inadequate lighting and facilities so the ACT NPL club announced Viking Park as the venue for the high-profile match. The draw also enabled the opportunity for an emotional homecoming for former Tuggeranong United junior and Socceroo midfielder Carl Valeri.

In the lead-up to the Tuesday fixture, Tuggeranong United's players put their day jobs on hold and went into camp at the Alpha Hotel to prepare for the match at Viking Park against the Victory.

16 September 2014, Viking Park hosted its first Association football match between Tuggeranong United and Melbourne Victory in the 2014 FFA Cup. 5150 people turned out in what was the record breaking crowd for Viking Park until Olympic's 2016 FFA Cup fixture against Sydney FC. Tuggeranong United was put to the sword by a very strong Melbourne Victory team. A-League star and Victory marquee, Besart Berisha, scored a hat-trick on the night to lead Victory to a 6-0 drubbing of the home team. The venue and match were declared as a success with only one minor hiccup occurring at the match when a Melbourne Victory fan let off a flare. The man was arrested by ACT Police and received a fine and five-year ban.

2016 FFA Cup
29 September 2016, Viking Park was announced as the host venue for the FFA Cup semi-final clash between Canberra Olympic FC and Sydney FC after Olympic deemed the financial costs of hosting the game at Canberra Stadium to be too high as well as a better atmosphere at Viking Park being achievable.

19 October 2016, Viking Park played host to an FFA Cup semi-final for the first time in 2016. Canberra Olympic FC took on A-League heavyweights Sydney FC after playing the previous three rounds at smaller venue Deakin Stadium. 5,581 turned out to watch the match, which set a new record crowd for Viking Park. Canberra Olympic were the final NPL club left in the competition and they proved good competition for Sydney, especially in the early stages of the match. However, Olympic were not good enough to contain the star-studded Sydney-siders who played all their marquee signings against the Canberrans. Filip Hološko, Bobô and returning Socceroo Bernie Ibini all starred for Sydney as they scored three goals to claim a three to nil victory over the home side. And with the loss, Olympic's unlikely dream 2016 FFA Cup run ended at Viking Park.

Records
Record attendance: 5,581 (Canberra Olympic FC vs Sydney FC, 19 October 2016, FFA Cup semi-final)

title: Viking Park


text:
Talk:David Gonzales (cartoonist)

biographies available
Other than the LA Times article as the reference in the the article, there is a page written on Dave on his homies.tv website, only available archived on archive.org, as the current page doesn't mention it: http://web.archive.org/web/20020608081813/http://www.homies.tv/dave.htm. --Geopgeop (T) 05:13, 3 January 2008 (UTC)

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title: Talk:David Gonzales (cartoonist)


text:
Music/Software/Programming drums

Programming great sounding drums and avoiding pre made sample loops is easier than it seems.

in this lesson we will avoid complicated time signatures and stick to the basic 4/4 time signature. For those unfamiliar with time signatures read http://en.wikipedia.org/wiki/Time_signature

what we will need

single drum hits (samples) depending on the style of music that were making. we at least will need a "kick" a "snare" and a closed and opened "hat"

http://freesound.iua.upf.edu/  <-- is a wonderful free resource to get all kinds of neat sounds

the next thing we need is a "sequencer" or a program that will allow us to combine the different single drum hits in to a "loop"

one very popular program for this purpose is FL studio, and you can download a free demo at  http://www.flstudio.com/   .Although the demo version will not allow you to save your work projects , it will allow you to "render" your drum loop to a "wav" file.

So now that we've got everything we need

here come the big secrets :)

The difference between pro sounding loops and drums that you may hear in cheezy midi files is that there is "groove" or live quality to the pro loops, where as the midi file is 100 % quantized and stiff.

So the big secret is NEVER to make all your snares and hats 100% quantized .. offsetting notes by a millimeter forward or back will add to the live feel

the second very important but often over looked thing in programmed drums is "Ghost notes". Ghost notes are basicly drum hits that are very low in volume and are positioned a bit before and/or a bit after the actual hit. These ghost notes create something of a "flam" that breathes just a little more life in to a programed loop.

To clarify a ghost note  pretend that "CAPITAL LETTERS" are the actual hits and "lower case" are ghost notes K=KICK S=SNARE
 * =16th note space

Here is a simple pattern K|||sS|||||K||sS||K|

So a 32nd note (or a few millimeters)prior to the actual snare hit, put in another snare and lower its volume by 10 db. Do the same for the KICK but put the "ghost kick" a 16th note after the KICK hits

I really hope this got across since its extremely difficult to explain with text but is very important.

The thing not to forget is that your loops (unless you're making techno/house/dance) will benefit if you add a little bit of swing, say 15-30 %

when programming the closed hi hats make sure that you "randomize" the timing of the hats (so that some of the hats are 100% quantized) and some are just a bit late or early..also very important that you vary the loudness(velocity) of the hats DO NOT HAVE THEM hitting at the same volume through the whole loop..Close your eyes, pretend you're hitting a hi hat , and try to remember which notes you "pretend" to hit harder and translate that to your loop(sequencer). its amazing that people that have never player real drums in their life make the correct rythmic accents

WORD OF ADVICE, is to listen to something great , maybe your favorite record or favorite loop,,, theres no shame in ripping off someones drum loop , its the only way to really learn ...

and don't settle for something that sounds worse than your reference ..theres no reason why your loop should sound worse than a loop sold on samples cds

the rythm at least should sound pro,  ... because getting a certain sound is a totally different ball game that hopefully we'll cover next time.. first you have to understand what makes a good loop ,..and hopefully this lesson will help you figure that out

for questions or comments mail me at<EMAIL_ADDRESS>www.addasong.com/flint

title: Music/Software/Programming drums


text:
Janieck Devy

Janieck van de Polder (born June 24, 1984), better known by his stage name Janieck Devy or just the mononym Janieck, is a Dutch singer-songwriter, musician and actor. He is best known for his portrayal of Pluk in the 2004 film Tow Truck Pluck and the single "Reality" by Lost Frequencies, in which he took the melody, guitar, vocals and lyrics into account.

Early life
Van de Polder was born on 24 June 1984 in Noordwijk, Netherlands. He learned to play the guitar while waiting for the film set and wrote melodies and lyrics for his friends band Lost Fox, as well as made his own songs. At the age of 14, he wrote his first song he ever recorded titled "A Better Man".

Acting
Van de Polder began acting at the age of 20 and his first starring role was a titular role in the 2004 movie Tow Truck Pluck. Afterwards, he appeared in the 2006 movie Crusade in Jeans as Pepin. His next role was Punkjongen in the 2009 movie My Queen Karo. He also played in television series like Van Speyk, Villa Neuzenroode and Grijpstra en de Gier, as well as in the music video of "Deep Blue Sea" by Twarres' Mirjam Timmer and Simple Minds' Jim Kerr.

Music
Van de Polder made his debut as a singer in 2012, where he sent demos of his songs to producers Rowin Schumm and Tjaart Venema of SBV Music Entertainment who wanted to make a track with him, and his official first release was the single "Six String Thing", which was released on 17 December. Since then, he began using the stage name "Yannick Devy". In 2013, he released his second single titled "Inspire Me". In July 2014, he released his debut studio album titled Survival Guide, simultaneously with the single "Better Man". In 2015, he was featured in Lost Frequencies' single "Reality", which topped the charts in over ten countries for the Belgian DJ. That same year, he was featured in Sascha Braemer's single "Drifting" from his debut album No Home. His single "Don't Give Up on Us" was featured in the 2015 German comedy film Fack ju Göhte 2.

In February 2016, it was announced that van de Polder signed a deal with Spinnin' Records, with whom he released a single titled "Feel the Love", which was edited by Sam Feldt, on 6 May. The single became a summer hit and charted in the Netherlands, Belgium and Sweden. Since then, he began using the mononym "Janieck". On 22 June 2016, to celebrate his birthday, he performed at Giel on NPO 3FM. Shortly afterwards, he and Radboud Miedema co-write "Madison" for Alle Farben's album Music Is My Best Friend. Dutch radio station 100% NL nominated van de Polder as "Breakthrough of the Year" and his single "Feel the Love" as "Hit of the Year".

On 20 January 2017 he released the single "Just Wanna Be with You" on Spinnin' Premium. The single was available as a free download on Spinnin' Records website until 3 February, after that date it was released on iTunes, Beatport and Spotify. On 7 April 2017 he released "Little Hollywood", a collaboration with Alle Farben. A remix pack for the song was released two months later featuring remixes from Krono and Aligee & Lovra.

In December 2017, Janieck released his single "Does it Matter". The song "Does it Matter" samples "Better Off Alone" (1999) by Alice Deejay.

Non-charted singles

 * 2012: "Six String Thing" [SBV Music Entertainment]
 * 2013: "Inspire Me" [SBV Music Entertainment]
 * 2014: "Better Man" [SBV Music Entertainment]
 * 2015: "Reality" (Lost Frequencies featuring Janieck Devy) [The Bearded Man (Armada)]
 * 2015: "Drifting" (Sascha Braemer featuring Janieck Devy) [WhatIPlay Records]
 * 2015: "Don't Give Up On Us"
 * 2016: "Feel the Love" (Sam Feldt Edit) (as Janieck) [Spinnin' Records]
 * 2016: "Madison" (Alle Farben featuring Janieck) [Ultra]
 * 2017: "Just Wanna Be with You" (as Janieck) [Spinnin' Premium]
 * 2017: "Little Hollywood" (as Janieck, with Alle Farben) [Synesthesia Recordings]
 * 2018: "Maybe" (with BUNT.) [Spinnin' Records]
 * 2018: "To Rome" (with Deepend) [PIAS]
 * 2019: "Somebody New" [Spinnin' Records]
 * 2020: "How (Do I Love You) [Spinnin' Records]
 * 2021: "Northern Lights [Armada Music]
 * 2021: "Life" [Armada Music]

Filmography
Credits adapted from IMDb; sorted by year.
 * Tow Truck Pluck (2004) - Pluk
 * Crusade in Jeans (2006) - Pepin
 * My Queen Karo (2009) - Punkjongen

title: Janieck Devy


text:
exil

Noun

 * 1) exile

Etymology
Altered, based on Latin, from the form, , , itself a semi-learned term from ,.

Noun

 * 1) exile

Derived terms

 * (in exile)

Etymology
, . Cf. also the inherited Aromanian cognate.

Noun

 * 1) exile

Noun

 * 1) exile

Noun

 * 1) exile

title: exil


text:
User:Joshua osawalu Omoabieba

Removed per Wikipedia's policies on self promotion. —moonythedwarf (Braden N.) 20:57, 16 August 2020 (UTC)

title: User:Joshua osawalu Omoabieba


text:
dostatečný

Adjective

 * 1) sufficient

Usage notes

 * In Czech Republic school classification, the term dostatečný corresponds to the mark 4, which is the second worst in the 5-grade scale (thus meaning "only just passed").

title: dostatečný


text:
Portal:Research/New/Related portals

Other Wikiversity research-related portals:
 * Education
 * Engineering and Technology
 * Life Sciences
 * Mathematics
 * Physical Sciences
 * Social Sciences
 * General Science Portal

title: Portal:Research/New/Related portals


text:
Koonyum Range

The Koonyum Range is a mountain range located in the Australia state of New South Wales.

The name Koonyum is probably derived from the Gidabal term "gunyin" for anus.

title: Koonyum Range


text:
atomist

Noun

 * 1) An adherent of atomism; one who believes matter is composed of elementary indivisible particles.
 * 2) An adherent of the atomic theory.
 * 1) An adherent of the atomic theory.

Translations

 * Polish:

 * Polish:

Etymology
Likely borrowed. Equivalent to.

Noun

 * 1)  An.

Etymology
.

Adjective

 * 1) atomistic

title: atomist


text:
Electronegativity

Electronegativity is the term used to describe the ability of a nucleus of an atom in being able to attract electrons from other atoms towards it.

The trend within the periodic table is that as you go across the groups from one to seven, (not eight or zero, as these are inert elements), the electronegativity of the elements increases. Also, as you descend the periods, the electronegativity decreases. Therefore, due to this trend, Fluorine is the most electronegative element.

This trend is apparent as you can work out the electronegativity of a given element by knowing the amount of inner electrons that cause shielding from the nucleus and the total amount of electrons. For example, with Fluorine, it has a total of nine electrons and two of those cause shielding from the nucleus. Therefore, its overall electronegativity is notated as 7+. Clearly, this can also be defined by the number of outer electrons an element has and the group it is in (as Fluorine has seven outer electrons and is a member of group seven).

Though this method of working out electronegativity would imply that all elements of the same group have the same electronegativity, size is a determining factor. This is because with smaller sized atoms, there are fewer electrons shielding potential bonds from the nucleus. Therefore, electrons from other atoms are more easily attracted. Whereas, with larger atoms, there are many more electrons shielding the nucleus, making it more difficult to attract other electrons and therefore less electronegative.

This electronegativity plays a part in polar molecules. This occurs within covalent compounds where the given compound might show properties of an ionic compound.

An example of a polar compound would be HF. This is because Fluorine is more electronegative than Hydrogen and therefore pulls the electrons in the covalent bond closer towards it. This means that the Fluorine atom is slightly negative, while the Hydrogen atom is slightly positive.

Positive and negative charges are what occurs in ionic bonding when, generally, metals either lose or gain electrons (thus making them positive or negative). Therefore, though the charges in HF are not as significant as you would find when an atom becomes an ion, the slight charge creates some ionic properties.

However, this does not happen with all covalent compounds. For example, in F2, there is no polarisation because each atom present is equally electronegative. Also in BF3, there is no polarisation as, even though Fluorine is more electronegative than Boron, each of the three Fluorine atoms is equally pulling the electrons towards them, meaning that the distribution is not uneven.

title: Electronegativity


text:
A4 polytope

In 4-dimensional geometry, there are 9 uniform polytopes with A4 symmetry. There is one self-dual regular form, the 5-cell with 5 vertices.

Symmetry
A4 symmetry, or [3,3,3] is order 120, with Conway quaternion notation +1/60[I×$\overline{I}$].21. Its abstract structure is the symmetric group S5. Three forms with symmetric Coxeter diagrams have extended symmetry, [ [3,3,3]] of order 240, and Conway notation ±1/60[I×$\overline{I}$].2, and abstract structure S5×C2.

Visualizations
Each can be visualized as symmetric orthographic projections in Coxeter planes of the A4 Coxeter group, and other subgroups. Three Coxeter plane 2D projections are given, for the A4, A3, A2 Coxeter groups, showing symmetry order 5,4,3, and doubled on even Ak orders to 10,4,6 for symmetric Coxeter diagrams.

The 3D picture are drawn as Schlegel diagram projections, centered on the cell at pos. 3, with a consistent orientation, and the 5 cells at position 0 are shown solid.

Coordinates
The coordinates of uniform 4-polytopes with pentachoric symmetry can be generated as permutations of simple integers in 5-space, all in hyperplanes with normal vector (1,1,1,1,1). The A4 Coxeter group is palindromic, so repeated polytopes exist in pairs of dual configurations. There are 3 symmetric positions, and 6 pairs making the total 15 permutations of one or more rings. All 15 are listed here in order of binary arithmetic for clarity of the coordinate generation from the rings in each corresponding Coxeter diagram.

The number of vertices can be deduced here from the permutations of the number of coordinates, peaking at 5 factorial for the omnitruncated form with 5 unique coordinate values.

title: A4 polytope


text:
We're All Gamblers

We're All Gamblers is a lost  1927 American drama silent film directed by James Cruze and written by John W. Conway and Hope Loring. The film stars Thomas Meighan, Marietta Millner, Cullen Landis, Philo McCullough, Gertrude Claire, Gunboat Smith and Spec O'Donnell. The film was released on September 3, 1927, by Paramount Pictures.

Cast

 * Thomas Meighan as Lucky Sam McCarver
 * Marietta Millner as Carlotta Asche
 * Cullen Landis as Georgie McCarver
 * Philo McCullough as Monty Garside
 * Gertrude Claire as Mrs. McCarver
 * Gunboat Smith as Gunboat
 * Spec O'Donnell as Spec

title: We're All Gamblers


text:
questore

Noun

 * 1) chief constable, chief of police
 * 2) magistrate (in Ancient Rome)

Usage notes

 * The feminine form questora is the one advised by the

title: questore


text:
großzügig

Adjective

 * 1) generous (of people or a gift, donation, support, etc.)
 * 2) tolerant, open-minded, broad-minded (of people)
 * 1) tolerant, open-minded, broad-minded (of people)
 * 1) tolerant, open-minded, broad-minded (of people)

Adverb

 * 1) generously

title: großzügig


text:
New Zealand Pilot License/Aircraft Technical Knowledge

PART I Technical Knowledge

Airframe
Identify the major components of a conventional airframe (fuselage, wings, tail section, control surfaces, undercarriage, powerplant).

Identify and explain the basic function of the following components used in fuselage construction (frames, longerons, stringers, skin).

Identify and explain the basic function of the following components used in the construction of wings, tailplane and fin (ribs, spar(s), stringers, skin).

In simple terms, explain the load on the wings (a) on the ground and (b) in the air, and state the function of spars and struts in opposing these loads.

Explain the basic operation of the primary flight controls, trim tab and flap systems. State the function of control locks and precautions for removal before flight.

State the two types of undercarriage system (tricycle/tail wheel) and explain typical steering and braking systems with precautions for use.

Engines - General
Identify typical cylinder configurations used for aircraft piston engines (eg radial, in-line, horizontally opposed).

Identify and state the purpose of the major components of a four-stroke piston engine (cylinders, pistons, connecting rods, crankshaft, crankcase, camshaft, valves, spark plugs).

With the aid of diagrams, explain the basic principle of operation of the four stroke internal combustion engine.

In broad terms, explain the need for valve timing (valve lead, lag and overlap).

Describe the principal features of a typical ignition system (dual, independent, engine-driven magneto systems with two spark plugs per cylinder).

State the purpose and principle of an impulse coupling.

Describe the operation and correct handling of a rotary ignition/starter switch (including the starter warning light), and separate toggle ignition switches.

Explain the purpose and a typical procedure for conducting magneto checks.

State the correlation between engine rpm and power output.

Carburation
State the purpose of carburation.

With the aid of a diagram, explain the operating principle of a simple float-type carburettor.

State the purpose of the following systems within the carburettor; atomisation and diffusion; idling; accelerating; enrichment (at high power); mixture control and idle cut-off.

Explain the correct operational use of a manual mixture control and idle cut-off.

Describe the effects of excessively rich or lean mixtures on engine operation.

In simple terms, describe the abnormal combustion conditions detonation and pre- ignition, and distinguish between them. State the causes and likely effects of these conditions and the measures which can be taken to avoid them.

Explain the formation of refrigeration, throttle and impact ice in a carburettor and intake system.

State the:

(a) atmospheric and throttle setting conditions conducive to the formation of carburettor ice;

(b) symptoms of carburettor ice formation;

(c) correct use of carburettor heat for de-icing, and as an anti-icing measure (normal operation).

In simple terms, describe the operation of a fuel-injection system. State the advantages and disadvantages of fuel-injection versus carburettor systems.

Fuel Systems and Fuel
Describe the function of the following components of a simple fuel system:

(a) fuel tank, sump, drain point, supply line standpipe, vents, overflow drain;

(b) fuel selector valve, supply line, strainer and strainer drain;

(c) fuel primer, engine-driven pump, auxiliary (boost) pumps;

(d) fuel quantity indicators.

Describe the correct management of the fuel system, including fuel selection and handling of priming and auxiliary pumps.

State the common grades of AVGAS with their colour identification.

Distinguish between the different characteristics of AVGAS, MOGAS and AVTUR, and state the precautions regarding the use of MOGAS in aero-engines.

State the common contaminants of AVGAS and the precautions which can be taken to avoid them.

Describe the procedure to be used for a fuel drain check.

State the general rules for fuelling of aircraft, including the special precautions for the use of drum stock, and plastic containers.

Lubrication and Cooling
State the functions of engine oil (lubrication – reduction of friction, assisting with cooling, removal of contaminants, and sealing).

Explain the term viscosity and the effect of temperature on the lubricating qualities of oil.

Briefly describe the function of the following components of an oil system:

(a) wet sump;

(b) dry sump, scavenge pump, tank;

(c) engine-driven pump, pressure relief valve;

(d) oil lines, passages and galleries;

(e) oil cooler, bypass valves;

(f) oil pressure and temperature gauges.

State the importance of using the correct type and grade of oil for a particular aircraft, and of checking the correct quantity before flight.

Identify cockpit indications of a possible oil system malfunction, and state the pilot actions (if any) that the pilot can take to rectify the problem.

Briefly describe the main means for air cooling an engine; cowling ducts, baffles, fins and cooling flaps (when fitted).

Briefly explain the precautions to be taken to prevent overheating and overcooling in flight, and explain the correct handling of engine cowl flaps when fitted.

Engine Handling
State the safety precautions to be taken before starting the engine.

In general terms, state the procedures for:

(a) starting the engine in cold temperatures;

(b) starting an over-primed engine;

(c) starting a hot engine;

(d) controlling an engine fire on start-up;

(e) checking oil pressure after start;

(f) stopping the engine.

Explain the reasons for avoidance of rapid power changes, and the need for monitoring and cross-checking instrument indications.

State the possible causes for rough running or excessive engine vibration and the actions (if any) that the pilot can take to rectify the problem.

State the possible causes of a sudden engine failure in flight, and the remedies which may be available to a pilot during subsequent trouble checks. Note: Handling of the mixture and carburettor heat controls is covered under previous syllabus topics.

Electrical System
State the types of service which are typically electrically operated in a light aircraft.

Explain the function of the following components in a typical light aircraft electrical system:

(a) battery;

(b) alternator (and generator);

(c) bus bar;

(d) voltage regulator, voltmeter or overvoltage light;

(e) ammeter (left zero and centre zero);

(f) master switch (or battery/alternator switch);

(g) fuses, circuit breakers and overload switches.

State the precautions to take during normal operation of the electrical system, including:

(a) avoiding continuous operation of high-power systems on the ground before start;

(b) starting with radios and other unnecessary equipment switched off;

(c) avoiding prolonged operation of the starter motor;

(d) releasing the starter once the engine is running;

(e) checking satisfactory operation of the system after start, and monitoring

during flight;

(f) switching off ancillary equipment before shut-down;

(g) switching the battery master switch off before leaving the aircraft.

Identify the cockpit indications of the following electrical system malfunctions, and state the actions available to the pilot to deal with the problem;

(a) excessive alternator/generator charge rate;

(b) lack of alternator/generator charge;

(c) blown fuse or popped circuit breaker.

Pressure Instruments
Identify the three basic instruments which rely on air pressure for their operation.

Describe static pressure and dynamic pressure, and the main factors which affect them.

Explain the operation of a pitot-static system, including:

(a) static vent(s);

(b) pitot tube;

(c) combined pitot-static head;

(d) drain holes, heating, pitot cover;

(e) alternate pressure source.

With respect to the airspeed indicator, describe the:

(a) basic principle of operation;

(b) colour coding, and the meaning of VSO, VS1, VFE, VNO and VNE;

(c) IAS/TAS/groundspeed relationship;

(d) errors affecting the ASI, and how position error correction is applied.

With respect to the altimeter, describe the:

(a) basic principle of operation;

(b) subscale settings and the meaning of QNH, QFE and QNE;

(c) errors affecting the altimeter, including subscale setting error.

With respect to the vertical speed indicator, describe the:

(a) basic principle of operation;

(b) errors affecting the VSI.

Indicate the normal checks for serviceability of the pitot-static system, both pre- flight and during operation.

Identify the cockpit indications of the following pitot-static system malfunctions, and state the actions available to the pilot to deal with the problem;

(a) blockage of the pitot tube;

(b) blockage of the static source.

Gyroscopic Instruments
Outline the basic principle of operation the vacuum system, and state the likely effects of reduced or nil suction.

Describe the gyroscopic properties of rigidity and precession.

With respect to the turn indicator/coordinator:

(a) explain the basic principle of a rate gyroscope;

(b) with the aid of a diagram, differentiate between the different indications of the turn indicator and turn coordinator;

(c) state the function, indication and correct use of the coordination (balance) ball;

(d) state the pilot checks for serviceability.

With respect to the attitude indicator (or artificial horizon); explain:

(a) the basic principle of operation (earth gyroscope);

(b) with the aid of a diagram, how pitch attitude and bank angle are displayed;

(c) the pilot checks for serviceability;

(d) the need for, and operation of, a caging device.

With respect to the heading indicator (or DGI), explain the:

(a) advantages of a gyroscopic heading indicator (versus a compass)

(b) need for, and method of synchronisation;

(c) pilot checks for serviceability.

Briefly explain the errors likely to occur if the gyro rotor rpm is low; the indication of power failure on electrically-driven instruments; and the indications of toppling.

Magnetic Compass
Describe the earth’s magnetic field, and:

(a) distinguish between the true and magnetic poles;

(b) define magnetic variation, isogonals, and deviation;

(c) given a sample deviation card, show how to apply corrections.

Briefly describe the construction of a modern direct-reading compass, and

(a) define lubber line;

(b) state the functions of the fluid in the bowl.

Explain magnetic dip; how it is compensated for; and define residual dip.

State the effects of:

(a) acceleration error; and

(b) turning error.

State the compass pre-flight serviceability checks, and the precautions when carrying magnetic items.

Part II Principles of Flight

The Atmosphere
State the principal gases which constitute the atmosphere (nitrogen and oxygen, plus small amounts of others).

In general terms, describe air density, and how it varies with altitude in the atmosphere.

State the relationship between pressure/temperature and the density of an air mass.

Outline how pressure, temperature and density normally vary in the atmosphere.

Outline the basis for the International Standard Atmosphere, and state the assumed standard sea level pressure and temperature conditions, together with their lapse rates up to the tropopause.

Basic Aerodynamic Theory
State what an aerofoil is and distinguish between different aerofoil sections (high lift, high speed and general purpose).

Define:

(a) leading edge;

(b) trailing edge;

(c) chord;

(d) thickness;

(e) camber.

(f) angle of attack

(g) angle of incidence

(h) aspect ratio

Define relative airflow and angle of attack.

State Bernoulli’s Theorem in simple terms.

Define streamline flow around an aerofoil, and explain the changes which occur to dynamic and static pressure wherever the speed of the airflow is:

(a) increased;

(b) decreased.

With the aid of diagrams, explain:

(a) venturi effect;

(b) the pressure distribution around an aerofoil which is producing lift.

Define the terms total reaction (TR) and centre of pressure (CP), and describe how TR and CP change with increasing angle of attack (for a lifting aerofoil).

Define the lift and drag components (of TR).

Summarise the factors affecting lift (angle of attack, aerofoil shape, IAS).

Define in simple terms the coefficient of lift (CL) and:

(a) describe a typical CL versus angle of attack curve;

(b) show how CL varies with use of flaps and control surfaces.

State the precaution against flying with ice, frost, other contamination or damage to lifting surfaces.

Distinguish between induced drag and parasite drag, and list the elements of the latter (skin friction, form and interference drag). [Students should be aware that there are other ways of categorising drag.]

State the factors affecting skin friction, form, and interference drag.

Identify a curve of parasite drag versus airspeed.

Explain the cause of induced drag, and identify a curve of induced drag versus airspeed (and angle of attack).

Show how, by combining the induced and parasite drag curves, a curve for total drag versus airspeed (and angle of attack) is produced. Identify on this curve, the speed for minimum drag (and maximum L/D ratio).

Identify a curve of lift/drag (or CL/CD) versus angle of attack. <IP_ADDRESS> 06:42, 8 July 2010 (UTC)B Rogers

Flying Controls
State the three aircraft axes of rotation, and define pitch, roll and yaw.

State the flying controls used to affect movement about each axis, and explain how each control operates to achieve control of the pitch attitude, bank angle, and yaw.

Explain the cross-coupling (further) effects of control in roll and yaw.

State the effects of airspeed and change of power on control effectiveness and aircraft attitude.

Explain the purpose and principle of operation of a basic trim control, and state the correct method of use.

Explain the requirement for balancing the controls and state the methods used to obtain aerodynamic balance (inset hinge, horn balance, balance tab).

Explain the requirement for using anti-balance tabs on an all-moving tailplane, and describe the principle of operation.

Explain the purpose and the principle of operation of basic wing flaps.

State the normal operational use of flaps, including the precautions against flying with flaps lowered above VFE, and raising flap before reaching a safe height on a baulked approach.

Straight and Level Flight
State the four main forces acting in flight, and describe, for level flight, how these forces change as IAS is varied.

Describe the pitching moments in flight, and how balance is achieved.

Given a basic graph of power available (PA) and power required (PR) versus TAS in level flight, show the derivation of:

(a) maximum and minimum level flight speed;

(b) maximum-range speed;

(c) maximum endurance speed.

State the basic operational considerations which apply to flying a light aeroplane for range, or endurance.

Climbing and Descending
Given a diagram, name the forces acting in a steady climb.

Distinguish between a maximum angle climb; a maximum rate climb; and a normal climb. Recall the meaning of Vx and VY.

Using the PA/PR graph referred to in 12.28.6, show the derivation of max. rate of climb speed.

Briefly explain the factors which affect climb performance (power, airspeed, flap extension, weight, altitude, temperature, manoeuvring, and wind component - on climb angle).

Given a diagram, name the forces acting in a steady glide.

Demonstrate how the lift/drag ratio determines the steady-speed glide angle.

Briefly explain the effects of weight, IAS, wind, and flap extension on the glide angle.

Show how the forces in the diagram at 12.30.10 become modified in a steady- speed power on descent.

Turning
Define centripetal force.

Given a diagram, explain the components of lift which provide the:

(a) turning (or manoeuvring) force;

(b) force required to counteract weight.

Define load factor (“g”) and, for a level turn, state the relationship between bank angle and lift, drag, and load factor.

State the relationship between the turn radius and rate of turn: (a) at a given airspeed;

(b) at a given bank angle.

Describe a standard rate (rate 1) turn, and state the rule-of–thumb method of calculating the bank angle required.

Explain the effect of bank on rate of climb in a climbing turn, and the tendency to “overbank”.

Explain the effect of bank on rate of descent in a descending turn, and the tendency to “underbank”.

Stalling and Spinning
Describe the stalling angle of attack, with reference to:

(a) disruption of streamline flow over the upper surface of the aerofoil;

(b) reduction of lift and increase in drag.

Describe the symptoms of a developing stall.

State how:

(a) the stall is associated with a particular angle of attack and not a particular airspeed;

(b) a reduction in angle of attack is critical to recovery.

Explain how the stalling IAS is affected by:

(a) load factor;

(b) aircraft weight;

(c) altitude;

(d) power;

(e) flap extension; and

(f) ice, frost, or other contamination of the wings.

State the precaution against using ailerons near, and during, the stall.

Define the term autorotation and the conditions leading to it.

Define a spin, with reference to:

(a) stalled condition of flight;

(b) simultaneous motion about three axes (rolling, pitching, yawing);

(c) high rate of descent at low airspeed;

(d) the difference between a spin and a spiral dive.

State the measures which can be taken to avoid a spin.

State the ‘standard’ recovery action from a developed spin.

Propellers
With respect to propeller terminology, state the meaning of the following :

(a) blade section;

(b) blade angle;

(c) helix (or pitch) angle;

(d) angle of attack.

Explain the reason for blade (or helical) twist.

Given a diagram, identify and define the following (for a rotating blade section):

(a) direction of rotation;

(b) relative airflow;

(c) total reaction; with its components

(d) thrust and propeller torque.

For a fixed-pitch propeller at a constant throttle setting, explain the relationship between airspeed, angle of attack and rpm.

Briefly state the factors which affect the ability of a fixed-pitch propeller to convert engine power into useful thrust.

State the principal advantage of a constant-speed versus a fixed-pitch propeller.

Explain the basic principle of operation for a constant-speed propeller, and the normal procedure for changing power settings with the manifold pressure and pitch controls.

Take-off and Landing Performance
State the general effect of altitude on aircraft performance.

Define pressure altitude, and:

(a) calculate aerodrome pressure altitude, given aerodrome elevation and prevailing QNH ;

(b) explain how to determine pressure altitude by using an altimeter.

State the general effect of temperature on performance.

Define density altitude and, given pressure altitude:

(a) calculate the deviation of ambient temperature from ISA ;

(b) calculate the density altitude.

Define the following:

(a) take-off distance required (TODR);

(b) take-off distance available (TODA);

(c) landing distance required (LDR);

(d) landing distance available (LDA).

State the effect of the following factors on TODR and LDR;

(a) aircraft weight;

(b) temperature and pressure (i.e. density altitude);

(c) humidity;

(d) runway slope;

(e) runway surface and condition;

(f) headwind/tailwind component;

(g) use/misuse of flaps, and power;

(h) frost or other contaminants/damage of lifting surfaces.

Describe the hazards of a windshear in the initial climb-out path, and on the approach path.

Demonstrate the practical use of P-charts to determine TODR and LDR.

Aircraft Loading
State the general reasons for operating with correct loading (controllability, avoiding airframe overstress, satisfactory performance).

Define the following loading terms:

(a) basic empty weight ;

(b) zero fuel weight;

(c) gross weight:

(d) maximum certificated take-off weight (MCTOW)

(e) maximum certificated landing weight (MCLW);

(f) the moment of a force; and

(g) moment arm.

State the effect on stability and control of an aircraft if flown with the CG:

(a) ahead of the forward limit;

(b) behind the aft limit.

Define the meaning of:

(a) aircraft datum;

(b) positive and negative moments (about the datum); and

(c) aircraft station (STA).

Given a basic aircraft load sheet/data, demonstrate an ability to:

(a) calculate the CG position;

(b) use a typical loading graph to determine CG position;

(c) use index units.


text:
Talk:Eileen McLoughlin

Merger suggestions
This page should be merged with State University of New York as it does not implies deletion in my thinking and other user suggested on the (PROD) template that in U.S vice-chancellor is not the highest position in institutions so I suggest for a merger. I'm putting the merge template now. ( F5pillar ---/  'Messager🖋📩 ) 18:25, 17 September 2020 (UTC)
 * , Hi, if you think a merger is appropriate, by all means go ahead. She does not appear to have enough in-depth coverage to meet WP:GNG, but inclusion on the university's article would be very appropriate.  Onel 5969  TT me 21:17, 17 September 2020 (UTC)

title: Talk:Eileen McLoughlin


text:
Krestyanka

Krestyanka (Крестьянка) is a rural locality (a selo) and the administrative center of Krestyansky Selsoviet, Mamontovsky District, Altai Krai, Russia. The population was 1,219 as of 2013. There are 16 streets.

Geography
Krestyanka is located 50 km south of Mamontovo (the district's administrative centre) by road. Korobeynikovo is the nearest rural locality.

title: Krestyanka


text:
Talk:Dimitris Avramopoulos

Fair use rationale for Image:NewDemocracyLogo.png
Image:NewDemocracyLogo.png is being used on this article. I notice the image page specifies that the image is being used under fair use but there is no explanation or rationale as to why its use in this Wikipedia article constitutes fair use. In addition to the boilerplate fair use template, you must also write out on the image description page a specific explanation or rationale for why using this image in each article is consistent with fair use.

BetacommandBot (talk) 21:51, 2 January 2008 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified 2 external links on Dimitris Avramopoulos. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
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Cheers.— InternetArchiveBot  (Report bug) 12:55, 1 December 2017 (UTC)

title: Talk:Dimitris Avramopoulos


text:
Iryna Kovalenko

Iryna Kovalenko (Ірина В'ячеславівна Коваленко; born 12 June 1986) is a Ukrainian female high jumper, who won an individual gold medal at the Youth World Championships.

title: Iryna Kovalenko


text:
Miiesha

Miiesha Elizabeth Rose Young, known mononymously as Miiesha, is an Australian singer-songwriter from the Aboriginal community of Woorabinda, Queensland. She was the recipient of New Talent of the Year at the 2020 National Indigenous Music Awards and won the ARIA Award for Best Soul/R&B Release at the 2020 ARIA Music Awards.

Early life and education
Miiesha is an Aṉangu/Torres Strait Islander woman, and has been singing for her community since the age of 8 and has since been developing her songwriting as a teenager. Miiesha is inspired by the sounds of RnB, gospel and soul, and the power of spoken word poetry.

2019–2020: Nyaaringu
Miiesha made her debut single "Black Privilege" in June 2019. In May 2020, Miiesha released her debut album titled, Nyaaringu; a project of 9 songs tied together through the common themes of her life, her community and her people. Her late Grandmother's interludes provide a thread between the tracks, highlighting the passing down of knowledge from Elders through the generations. Triple J's Unearthed picked up album singles "Black Privilege" and "Drowning". The album peaked at number 28 on the ARIA Charts and won the ARIA Award for Best Soul/R&B Release at the 2020 ARIA Music Awards.

2021-present: Smoke & Mirrors
On 14 May 2021, Miiesha released "Damaged", which Miiesha said is her "most personal song yet". It won Song of the Year at the National Indigenous Music Awards 2021.

On 16 July 2021, Miiesha released "Made for Silence".

In September 2021, Miiesha announced a double-EP project titled Smoke & Mirrors, with the first part scheduled for release in November 2021. In a press release, the EPs explore "broken family dynamics, searching for love and healing from two perspectives", with the first centred around "survival" and the second on "looking back and understanding". The single "Still Dream" was released on 4 March 2022 from the forthcoming EP Mirrors. On 3 June 2022, Smoke & Mirrors was released on CD and LP, combining both EPs.

APRA Awards
The APRA Awards are several award ceremonies run in Australia by the Australasian Performing Right Association (APRA) to recognise composing and song writing skills, sales and airplay performance by its members annually.

! Ref. ! scope="row" rowspan="2"| 2021 ! scope="row" rowspan="1"| 2022 ! scope="row" rowspan="1"| 2023
 * Miiesha Young p.k.a. Miiesha
 * Breakthrough Songwriter of the Year
 * rowspan="2"
 * rowspan="2"|
 * "Twisting Words"
 * Most Performed R&B / Soul Work
 * Most Performed R&B / Soul Work
 * "Made for Silence"
 * Most Performed R&B / Soul Work
 * Nominated
 * rowspan="1"|
 * "Still Dream"
 * Most Performed R&B / Soul Work
 * Won
 * }
 * }
 * }

ARIA Music Awards
The ARIA Music Awards is an annual awards ceremony that recognises excellence, innovation, and achievement across all genres of Australian music. As of 2020, Miiesha has received 5 nominations and Best Soul/R&B Release.

! Ref. ! scope="row" rowspan="5"| 2020
 * rowspan="3"| Nyaaringu
 * Best Female Artist
 * rowspan="5"|
 * Best Soul/R&B Release
 * Won
 * Breakthrough Artist
 * rowspan="4"
 * rowspan="2"| IAMMXO (a.k.a Mohamed Komba) for Nyaaringu
 * Producer of the Year
 * Engineer of the Year
 * }
 * rowspan="2"| IAMMXO (a.k.a Mohamed Komba) for Nyaaringu
 * Producer of the Year
 * Engineer of the Year
 * }
 * }

Australian Music Prize
The Australian Music Prize (the AMP) is an annual award of $30,000 given to an Australian band or solo artist in recognition of the merit of an album released during the year of award. They commenced in 2005.

! Ref. ! 2020
 * Nyaaringu
 * Album of the Year
 * }
 * }
 * }

J Awards
The J Awards are an annual series of Australian music awards that were established by the Australian Broadcasting Corporation's youth-focused radio station Triple J. They commenced in 2005.

! Ref. ! scope="row"| 2020
 * Nyaaringu
 * Australian Album of the Year
 * }
 * }
 * }

National Indigenous Music Awards
The National Indigenous Music Awards recognise excellence, innovation and leadership among Aboriginal and Torres Strait Islander musicians from throughout Australia. They commenced in 2004.

! Ref. ! scope="row" rowspan="3"| 2020 ! scope="row" rowspan="2"| 2021 ! scope="row" rowspan="1"| 2022 ! scope="row" rowspan="2"| 2023
 * Herself
 * New Talent of the Year
 * Won
 * rowspan="3"|
 * Nyaaringu
 * Album of the Year
 * rowspan="2"
 * "Drowning"
 * Film Clip of the Year
 * "Drowning"
 * Film Clip of the Year
 * Herself
 * Artist of the Year
 * Nominated
 * rowspan="2"|
 * "Damaged"
 * Song of the Year
 * Won
 * Won
 * "Made for Silence"
 * Song of the Year
 * Nominated
 * Smoke & Mirrors
 * Album of the Year
 * Nominated
 * rowspan="2"|
 * "Skin Deep"
 * Song of the Year
 * Nominated
 * }
 * }
 * }

National Live Music Awards
The National Live Music Awards (NLMAs) are a broad recognition of Australia's diverse live industry, celebrating the success of the Australian live scene. The awards commenced in 2016.

! Ref. ! scope="row"| 2020
 * Herself
 * Queensland Act Voice of the Year
 * }
 * }
 * }

Queensland Music Awards
The Queensland Music Awards (previously known as Q Song Awards) are annual awards celebrating Queensland, Australia's brightest emerging artists and established legends. They commenced in 2006.

(wins only) ! Ref. ! scope="row" rowspan="3" | 2021 ! scope="row"| 2022 ! scope="row"| 2023
 * rowspan="3"| "Twisting Words"
 * Indigenous Award
 * Won
 * rowspan="3"|
 * Soul / Funk / R&B Award
 * Won
 * Remote Award
 * Won
 * Remote Award
 * Won
 * "Made for Silence"
 * Soul / Funk / R&B Award
 * Won
 * "Still Dream"
 * Soul / Funk / R&B Award
 * Won
 * }
 * }

Rolling Stone Australia Awards
The Rolling Stone Australia Awards are awarded annually in January or February by the Australian edition of Rolling Stone magazine for outstanding contributions to popular culture in the previous year.

! Ref.
 * 2021
 * Miiesha
 * Best New Artist
 * Nominated
 * Nominated

title: Miiesha


text:
Kali (character)

Kali is a character in the 1911 novel In Desert and Wilderness (W pustyni i w puszczy) by Polish writer Henryk Sienkiewicz. He is one of the earliest Polish literary depictions of a black person and has thus been cited as having shaped Polish perceptions of black people.

Plot
A Polish boy, Staś, and an English girl named Nel, are caught up in the outbreak of the Mahdist War in Sudan. They end up travelling through the desert accompanied by two black people, Kali (the son of a tribal chief ) and a girl named Mea, whom Staś has freed from Arab rebels. They encounter a number of wonders and perils. During these adventures, Kali is "brave, creative and honourable" and later he becomes "a fair and successful leader of his people."

Kali in Polish culture
Kali speaks broken English and many of his phrases have become frequently quoted, especially "Kali jeść, Kali pić" which means "Kali eat, Kali drink" (the lack of verb-subject agreement and conjugation being due to his lack of knowledge).

According to Time Magazine, 'Kali has been immortalized in the Polish language in the saying, “Kali’s morality,” which means “double standard"' Kali says at one point: “If somebody takes Kali’s cow, it’s a bad deed. If Kali takes somebody’s cow, it’s a good deed.”

title: Kali (character)


text:
Wikipedia talk:Featured article candidates/2019 Tour Championship/archive1

TFA blurb review
The 2019 Tour Championship was a professional snooker ranking tournament, held from 19 to 24 March 2019 in Llandudno, Wales. Organised by the World Professional Billiards and Snooker Association, it was the 18th ranking event of the 2018–19 season. The top eight players based on the single year ranking list took part in a single elimination tournament. Each match was played over a minimum of two sessions, the final as a best-of-25- match over two days. In a repeat of the Players Championship final two weeks prior, Ronnie O'Sullivan (pictured in 2015) met Neil Robertson in the final. O'Sullivan won the match 13–11 to claim his 36th ranking title, equalling Stephen Hendry's record of ranking event wins. This was O'Sullivan's third ranking title win of the season. On winning the tournament, O'Sullivan returned to the world number one position for the first time since May 2010, and became the oldest world number one since Ray Reardon in 1983.

Just a suggested blurb ... thoughts and edits are welcome. - Dank (push to talk) 21:48, 21 September 2019 (UTC)
 * I like this - had a look, and didn't see anything wrong. Do we need to mention the image wasn't from the event? Best Wishes,  Lee Vilenski (talk • contribs) 22:18, 21 September 2019 (UTC)
 * The rollover caption says "O’Sullivan in 2015". When David Levy does his spectacularly competent work on the image, he often converts that to a visible caption. If he doesn't, then I plan to add "in 2015" into the text, after "pictured" - Dank (push to talk) 22:51, 21 September 2019 (UTC) My partner John did most of the work on this blurb, btw ... he says thanks. - Dank (push to talk) 22:52, 21 September 2019 (UTC)
 * I've switched to our standard formatting ("[person's name]" as the caption / "[person's name] in [year]" as the title). —David Levy 23:07, 21 September 2019 (UTC)
 * Okay ... apologies for not being up to speed .. I rely on you for too much. I've added "in 2015" to the text. - Dank (push to talk) 23:13, 21 September 2019 (UTC)
 * Sorry about the delay - I forgot where these were posted too. It's great - fantastic work. Best Wishes,  Lee Vilenski (talk • contribs) 18:19, 3 November 2019 (UTC)


text:
hypo-

Etymology
From, combining form of.

Antonyms

 * hyper-

Etymology
From, combining form of. .

Prefix

 * 1)  Below; beneath; under.
 * 2)  Deficient; less than normal.
 * 3)  Designating oxoacid and oxyanions with a low amount of oxygen.
 * 4)  Having a range which extends from a perfect fourth below the tonic to a perfect fifth above.
 * 1)  Designating oxoacid and oxyanions with a low amount of oxygen.
 * 2)  Having a range which extends from a perfect fourth below the tonic to a perfect fifth above.
 * 1)  Having a range which extends from a perfect fourth below the tonic to a perfect fifth above.
 * 1)  Having a range which extends from a perfect fourth below the tonic to a perfect fifth above.

Usage notes

 * The use of this prefix is discouraged by IUPAC because the meaning is not consistent across different elements.

Derived terms

 * hypodermic
 * hyposulcus
 * hypothalamus

 * hypocalcaemia, hypocalcemia
 * hypogonadism
 * hypoglycaemia, hypoglycemia
 * hypopituitarism
 * hypophagia
 * hyposplenism
 * hypotension, hypotensive
 * hypothermia
 * hypothyroidism
 * hypoventilation

 * hyposulphate

Translations

 * Catalan:
 * Galician:
 * German:
 * Greek:
 * Ido: hipo-
 * Italian:
 * Portuguese: hipo-

 * Catalan:
 * Chinese:
 * Mandarin:
 * Galician:
 * German:
 * Greek:
 * Ido: hipo-
 * Italian:
 * Portuguese: hipo-

 * Catalan:
 * Galician:
 * German:
 * Greek:
 * Hindi: उन-
 * Ido: hipo-
 * Italian:
 * Portuguese: hipo-

 * French:

Etymology
From, combining form of. Compare.

Prefix

 * 1) hypo-

title: hypo-