text:
List of Syrian defectors

During the rule of the al-Assad family and the Syrian Civil War, a number of prominent Syrian figures have defected to either the rebellion or to other countries:

During Hafez al-Assad rule

 * Bassam Adal – 1989 (to Israel)

During Bashar al-Assad rule

 * Hussam Awak, Syrian Air Force and Air Force Intelligence Directorate officer, claims to have defected in 2005, though others argue that he only joined the Syrian opposition out of opportunism

Syrian civil war

 * Bassim Al Khaled/ بسيم الخالد first lieutenant, defected in June 2011
 * Mohammad Bassam Imadi, Former Ambassador to Sweden – 2011
 * Abdul Razzaq Tlass, former Syrian police first lieutenant, defected in June 2011, one of the founders of the Khalid ibn al-Walid Brigade in August 2011, and founder and commander of the Farouq Brigades, October 2011–October 2012
 * Riad al-Asaad, former colonel in the Syrian Air Force, and current commander of the Free Syrian Army, July 2011
 * Mustafa Al-Sheikh, former General in the Secret Police force, and former head of the Free Syrian Army – 6 January 2012
 * Imad Ghalioun, parliamentarian for Homs - January 2012 (to Egypt)
 * Abdo Hussameddin, Deputy Oil Minister – 7 March 2012
 * Firas Tlass, son of Mustafa Tlass, the former defence minister under Hafez al Assad – 12 March 2012 (to Paris)
 * Hassan Hamada, Syrian Air Force Colonel – 2012 (to Jordan)
 * Fares Bayoush, Syrian Air Force lieutenant colonel – July 2012
 * Manaf Tlass, Brigadier General of the Syrian Republican Guard – 2012 (to Turkey, later Paris)
 * Nawaf al-Fares, Ambassador to Iraq – 2012 (In Iraq, later moved to Qatar)
 * Adnan Silu, Major General and former head of Syria's chemical weapons program – July 2012 defected to the opposition.
 * Abdelatif al-Dabbagh, Ambassador to the UAE, July 2012 (to Qatar)
 * Lamia al-Hariri, niece of Syrian vice president Farouk al-Sharaa, Envoy to Cyprus, – July 2012 (to Qatar)
 * Mohammad Tahseen Faqir, military attaché at the Syrian embassy in Oman – July 2012
 * Ikhlas al-Badawi, Aleppo MP, a Ba'athist and an Assad loyalist, defected to Turkey with her six children – July 2012
 * Farouk Taha, Ambassador to Belarus. Fled to Belarus in the spring, but did not publicize his defection before late July.
 * Khaled al-Ayoubi, Chargé d'affaires at the embassy to the United Kingdom and most senior diplomat in the country after higher officials were expelled. – July 2012.
 * Mohammad Hussam Hafez, Consul at the Syrian embassy in Yerevan, Armenia – July 2012.
 * General Muhammed Faris, a military aviator who became the first Syrian in space, defects to Turkey.
 * Riyad Farid Hijab – Syrian Prime minister, August 2012.
 * Mohammad al Jililati – Finance Minister, reported to have been arrested while trying to defect. Denied by the Syrian state TV, which said Mr Jililati was still in his office working as usual, and it broadcast what it said was a phone interview with him denying reports that he had been detained.
 * Danny al-Baaj – Syria's representative at the United Nations Human Rights Council, defects to Geneva, 11 July 2012
 * Brigadier General Ibrahim al-Jabawi – deputy police commander for the central Syrian province of Homs, 12 July 2012 (to Jordan)
 * Salim Idris – was a general in the Syrian Police Force when he defected in July 2012 . Now serves as the current Chief of Staff of the Free Syrian Army.
 * Yaroub al-Shara – cousin of Syrian Vice President Farouk al-Shara.
 * Naser al-Hariri – Former member of the People's Council of Syria from Daraa, 23 August 2012 (to Jordan)
 * Mohamed Moussa al-Khairat – Commander of the seventh division within the Syrian Police Force, 25 August 2012 (to Jordan)
 * Muhammad Khayr al-Hariri – Former Syrian MP and tribal chief of the southern Daraa region, 27 August (to Jordan)
 * Abdullah Al-Omar – Director of several pro-government Syrian Channels, September 2012.
 * Mohammad Fares – a Syrian Pilot.
 * Awad Ahmed al-Ali – head of the security branch in Damascus, September 2012 (to Turkey)
 * Emad al-Ahmar – Syrian Consul in Kuala Lumpur, Malaysia 8 September 2012 (to Egypt).
 * Mahmoud Obeid – Syrian diplomatic attaché in Malaysia, 8 September 2012 (to Egypt).
 * Bashar al-Haj – Syrian diplomatic attaché in Serbia, September 2012 (?).
 * Youssef Assad – Syrian Air Force officer and a family relative of President Bashar Assad.
 * Khaled Abdul Rahman al Zamel – a Syrian colonel who initially defected to join the opposition forces, and in late September 2012 called on to abandon the insurgency against President Bashar al-Assad (accompanied by around 10 other former rebels).
 * Jihad Makdissi – Syrian Forgein Ministry's spokesman, 2 December 2012 (to UK).
 * Adnan Salo – former head of the chemical weapons unit in the Syrian army, 9 December 2012
 * Major General Abdulaziz al-Shalal – commander of Syria's Military Police, 25 December 2012.
 * Kamal Jamal Beyk – Former director of programming at the official SANA radio and the SANA online news website in Damascus, 28 December 2012 (to Paris).
 * Lama Al-Khadra – Former state-run radio station Radio Damascus Journalist, 28 December 2012 (to Paris)
 * Baddour Abdel Karim – former state-run radio station Radio Damascus Journalist, 28 December 2012 (to Paris)
 * Maj. Gen Mohammed Ezz al-Din Khalouf – chief of supplies and logistics of Syrian Armed Police Forces, 16 March 2013 (to Jordan).
 * Sayf Balud – former First Lieutenant in the Syrian Army
 * Anwar Raslan - former Syrian colonel who led a unit of Syria's General Intelligence Directorate. Fled to Jordan then sought Asylum in Germany, where in January 2022, he was convicted of crimes against humanity in a German Higher Regional Court.

title: List of Syrian defectors


text:
gunner

Etymology 1
From ; equivalent to.

Noun

 * 1)  An artillery soldier, especially one who holds private rank.
 * 2) A person who operates a gun.
 * 3)  An excessive go-getter; one exhibiting over-ambition.
 * 4)  A player on the kicking team whose primary job is to tackle the kickoff returner or punt returner.
 * 5)  A fan of the Arsenal Football Club.
 * 6) The great northern diver or loon.
 * 7)  The sea bream, especially  (blackspot sea bream)
 * 8)  A player who can reliably shoot baskets.
 * 1)  A player who can reliably shoot baskets.

Translations

 * Bengali:
 * Bulgarian: артилерист
 * Catalan: artiller
 * French:
 * Hebrew:
 * Hungarian:
 * Irish: gunnadóir
 * Italian:
 * Japanese: ,
 * Macedonian: артилерец
 * Norman: canonnyi, artilleu
 * Ottoman Turkish: طوپجی
 * Russian: ,

 * Esperanto: pafisto
 * Hebrew:
 * Japanese: 銃使い
 * Russian:

 * Polish:, Kanonierka, Arsenalczyk, Arsenalka

Etymology 3
Reborrowing from, ultimately from.

Noun

 * 1)  The person designated to pour drinks in a drinking session.

Etymology
From ; the doer of a shot is a, a is a shooter.

Noun

 * 1) the person designated to pour drinks in a drinking session

Etymology
From ; compare 🇨🇬.

Noun

 * 1) An operator of a cannon; an artilleryman.
 * 2) An operator of a siege engine.
 * 3) A maker of guns or cannons.

Noun

 * 1) Gunner someone associated with Arsenal Football Club

source: wikimedia

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

title: gunner


text:
Wikipedia:Articles for deletion/Young Adult Volunteers

The result was   redirect to Presbyterian Church (U.S.A.). — Coffee //  have a cup  //  beans  // 01:16, 4 March 2015 (UTC)

Young Adult Volunteers

 * – ( View AfD View log  Stats )

non-notable per WP:NONPROFIT, unable to find significant independent coverage Deunanknute (talk) 14:57, 10 February 2015 (UTC)
 * Delete I was also not able to find independent coverage; merely a couple mentions in articles about former YAVs who had been hired for various jobs and the articles listed that amongst their past experiences. Probably notable within the Presbytarian Church community, but does not yet have the level of global notability required for a Wikipedia article.~  ONUnicorn (Talk problem solving 15:10, 10 February 2015 (UTC)
 * Note: This debate has been included in the list of Organizations-related deletion discussions. • Gene93k (talk) 19:16, 11 February 2015 (UTC)
 * Note: This debate has been included in the list of Christianity-related deletion discussions. • Gene93k (talk) 19:16, 11 February 2015 (UTC)

 Relisted to generate a more thorough discussion so a clearer consensus may be reached.
 * Merge -- This article seems to be largely based on the content of denominational website, givng news of their year-out programme for young adults. This says there have been 1250 participants in 20 years.  I do not think that an average of 63 per year is enough to make it notable.  It might however usefully be merged (as a short paragraph) to the WP page on the denomination.  Peterkingiron (talk) 19:57, 13 February 2015 (UTC)

Please add new comments below this notice. Thanks, Missvain (talk) 05:32, 17 February 2015 (UTC)  Relisted to generate a more thorough discussion so a clearer consensus may be reached.
 * Redirect to Presbyterian_Church_(U.S.A.). Pax 04:10, 18 February 2015 (UTC)

Please add new comments below this notice. Thanks, N ORTH A MERICA 1000 15:45, 24 February 2015 (UTC)


text:
Saint Fachanan

Saint Fachanan (also known as Fachtna), about whom very little is known with certainty, is linked by a strong early tradition with Kilfenora, where he founded a church or monastery in the sixth century. He is venerated as the first Bishop of Kilfenora. In the Roman Catholic Church, this diocese is now administered by the Diocese of Galway and in the Anglican church by the Diocese of Limerick and Killaloe.

His feast day is 20 December.

Saint Fachtna of Ross (feast day: formerly 14 August, now 13 August) was also called Fachanan.

He belonged to the ancient princely race of the Corcu Loígde.

title: Saint Fachanan


text:
Talk:Winsor Harmon

External links modified
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title: Talk:Winsor Harmon


text:
para que

Conjunction

 * 1) so that; in order to

Etymology
para + que

Conjunction

 * 1) so that, in order that, in order for (followed by the subjunctive)

title: para que


text:
Wikipedia:Articles for deletion/Aston Students' Guild

The result was   delete. Jenks24 (talk) 10:53, 26 July 2012 (UTC)

Aston Students' Guild

 * – ( View AfD View log  •  Stats )

Does not appear to meet notability guidelines. Organization is local and has not appeared to have received significant coverage in reliable media. Notability tag since December 2007. Wkharrisjr (talk) 18:55, 12 July 2012 (UTC)
 * Note: This debate has been included in the list of Schools-related deletion discussions. • Gene93k (talk) 19:01, 12 July 2012 (UTC)
 * Note: This debate has been included in the list of Organizations-related deletion discussions.  • Gene93k (talk) 19:01, 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, The Bushranger One ping only 01:15, 19 July 2012 (UTC)

 * Delete, as the article does not provide independent sources or establish notability as per WP:ORG. G. C. Hood (talk) 01:28, 19 July 2012 (UTC)

 * Delete as failing to have significant coverage in independent third party sources. Ping my talk page if more sources are added to the article. Stuartyeates (talk) 09:09, 21 July 2012 (UTC)


text:
Tomás Cruz Lorenzo

Tomás Cruz Lorenzo (21 December 1950 – 26 September 1989) was a Chatino activist and writer from San Juan Quiahije San Juan Quiahije , Oaxaca, Mexico. He belonged to a generation of communalist, indigenous thinkers in Mexico which included Floriberto Díaz and Jaime Martínez Luna. His writings are influenced by anarchist ideas and call for the defense of the Chatino language and culture and for the autonomy of the Chatino land, which extends from the coast to the highlands of the Sierra in southeast Oaxaca. He was assassinated while waiting for a bus in 1989. The murder remains unsolved.

Life

Tomás Cruz Lorenzo was born on 21 December 1950 in San Juan Quiahije, Oaxaca, Mexico. He was born to one of the most traditional and marginalized Chatino communities in the state of Oaxaca, Mexico. He completed some schooling, but his professional training began at the age of 20 years old when he was a sacristan to his town's church, during the priesthood of Edmundo Avalos in Panixtlahuaca. He later served as secretary and advisor to the San Juan Quiahije township. In the early 1970s he was one of the founders of Cieneguilla, a town that is now part of the San Juan municipality. In the second half of the 1970s, he was key to many Chatino struggles, including fighting against logging in Yolotepec and the struggle to recover the Santiago Yaitepec lands. He was also president of the Consejo Supremo Chatino (Chatino Supreme Counsel), visiting all the Chatino communities on foot. In 1981 he joined an organization called "Conasupo-Coplamar," where he continued working until a few months before he was murdered. Conasupo-Coplamar's primary goal was community organizing, which they achieved by hiring a large number of community leaders. As a Conasupo supervisor, Tomas had to travel to all different towns and get to know the rest of the Chatino communities, which sharpened his political thinking. Despite his young age, elders were known to seek his advice.

Tomás was 38-years-old when he was gunned down on the night of 26 September 1989, while he was waiting for the bus back to Oaxaca Alberta Cariño. A few days later the crime was reported to the First Forum for Indigenous Human Rights, which took place that year in Matias Romero, Oaxaca Isidro Baldenegro López. 30 years later, his murder remains unsolved. Tomás like many other indigenous leaders Movement for Triqui Autonomy was murdered during the tenure of Salinas de Gortari and Heladio Ramirez Lopez as president and governor subsequently.

Political thought
Cruz Lorenzo is considered an anarchist thinker, and his thought was influenced by the teachings of Ricardo Flores Magón, Kropotkin, and Pierre Clastres. He intended to pursue many research projects, but was unable due to his continuous activism and early death. His incomplete projects included studies of the changes in the notion of time among the Chatino people over a span of fifty years and methods for re-establishing traditional modes of social relations, as well as documenting his community's history and the violence and repression against the Chatino region.

Written work
His quest for learning and understanding influenced him to write about the struggles within his community. He was a co-founder of the publication Nuevo Milenio, which served as a platform for documenting and drawing attention to the issues faced by the Chatino people. Some of his publications include, "De porqué las flores nunca se doblegan con el aguacero" (Why the Flowers Never Break in a Rainstorm), "Problemas forestales en tres comunidades Chatinas en 1977" (Problems related to the Forests in Three Chatino Communities in 1977), "Las sorpresas políticas en Juquila" (Political Surprises in Juquila), and "Reflexiones de un amanecer en mi comunidad" (Reflections on a Dawn in my Community), among others.

title: Tomás Cruz Lorenzo


text:
Cheburikha

Cheburikha (Чебуриха) is a rural locality (a settlement) in Dalny Selsoviet, Rubtsovsky District, Altai Krai, Russia. The population was 65 as of 2013. There are 2 streets.

Geography
Cheburikha is located 50 km east of Rubtsovsk (the district's administrative centre) by road. Novovoznesenka is the nearest rural locality.

title: Cheburikha


text:
Saint Camillus Academy

Saint Camillus Academy was a Catholic school located in Corbin, Kentucky, established in 1908 by the Sisters of Divine Providence with the help of the Diocese of Covington. The school originally served students in grades 1-12 and included boarding facilities for girls.

In 2013 the school closed and its building was sold to Corbin Schools System. Demolition of the current building was set to begin in early 2016 with the construction of the new CMS to follow soon after.

History
Sacred Heart School was established as a parish school in 1908 with the assistance of the Sisters of Divine Providence. The Sisters took over operation of the school from the parish in 1913, at which time the school became known as Saint Camillus Academy. A new building was constructed and a high school program added. By 1972, the school had an enrollment of 300 in grades 1-12 and a second building was erected. A kindergarten program was added in 1985. In 1996, a Montessori preschool program was added and the high school program was closed.

Closure
In 2013 the school closed due to decreased enrollment and its building was sold to Corbin Schools System. For the 2013–14 and the first semester of the 2014–15 school year it was home to the Corbin Educational Center. The Corbin Educational Center, or CEC, is a Day Treatment school under the Corbin Independent School District. It provides day treatment services for students from Corbin, Williamsburg, and Whitley County. Over Christmas break of the 2014–15 school year CEC returned to the former Corbin City Utilities building. The former Saint Camillus site will now be home to the new Corbin Middle School. Demolition of the current building is set to begin in early 2016 with the construction of the new CMS to follow soon after.

Campus
The school was initially housed in a rented residence on Laurel Street. A thirty-five acre site was purchased in 1914 and the school's first permanent building was dedicated in May 1915. An annex that included a chapel and library was added in 1921. After a new building was constructed in 1973, the older building continued to be used for classes and as a residence. The 1914 building was demolished in June 2008.

The current campus includes two buildings, a pavilion, and environmental science facilities that were recognized when the school was named a 2009 PRIDE Campus of the Year. Funds from the PRIDE program have assisted in the school establishing "two wetlands, a butterfly garden, a greenhouse, nature trail and two tracking boxes."

Extracurricular activities
St. Camillus students participated in the National Geography Bee, Math and Science Club, Knox County Spelling Bee, and multi-leveled academic competition among the surrounding counties.

title: Saint Camillus Academy


text:
Film editing/Analyzing film dailies/Ice cream

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 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |

 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |
 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

"Ice Cream"

 * This is a simple but long scene. That is why "Ice Cream" is a good scene to practice with.

 * The location
 * This is a mythical university in Vancoover, British Columbia, Canada

 * The characters
 * These are kids who try to save the world each week. The girl goes to school and eventually she will become a school teacher).  The taller boy works as a helper in a florist shop where he is in love with a beatiful girl.

 * The story

 * In this scene, the beautiful young woman has just finished a class at the univeristy. Her two friends come to cheer her up because she is worried about a special animal that looks like an elephant.

 * The tall boy suggests that they get some ice cream because that always cheers him up.

 * Later, the girl feels good eating ice cream. But then the tall boy needs to leave.  The boy pretends that he must go water his flowers but he actually is going to visit a pretty girl at a flower shop but he does not want to admit that.

 * The other boy plays a joke on him. The tall boy borrows the girls bicycle and the other boy loads him down with books so that he crashes.  (This joke is supposed to be funny.  This show is designed for kids.)

 * The challenge

 * This scene is not important. It is just filler.  This scene sets up the action for the next two scenes.

 * Your job is to make this scene fun and entertaining. You need to keep the audiences from becoming bored.  Therefore, the film score will be very important to keep the audience in the correct mood.

 * As an example, the bicycle crash at the end of the scene is not funny without music. You must use music to explain to the audience that this is supposed to be funny.  There is nothing else which seems funny about this ending so all of the humor must come from the music and sound effects.

 * Also, music can help tell the story. As an example, when the boy beings to explain why he must leave, the music can explain the real reasons (which is the boy is in love with a beautiful flower girl.)

 * When you begin to create the film score for this scene, remember that musical effects are all that are needed. You do not need a full film score.  If you have GarageBand and Jam Pack: Symphony Orchestra (or a similar program which makes the sound of a symphony orchestra), you just need to find sounds that give you the correct mood.  Nothing more is needed.   See the course on film scoring for filmmakers.

 * Background sound is also important. The bicycle crash was filmed MOS which means it was filmed without sound (because the film was shot faster than normal.  Therefore, you need to add "room tone" which, in this case, is the sound of the people at the school.   Then you must add sound effects for the crash.  To make the crash seem funny, the sound effects should not be realistic but rather funny crash sounds that the audience will find funny.

 * style="width: 50%; background-color: BlanchedAlmond; border: 1px solid #777777; 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" |

Edit this scene

 * Loan only

 * This disk is available from your instructor for a one month loan.

 * The Overview Movie

 * Start by looking at the overview movie. You need QuickTime Movie Player to view this movie (and the dailies.)  The overview movie shows you the more important parts of the film dailies in chronological order.  This makes editing the scene much easier.

 * Transfer the dailies

 * Copy the dailies (not the overview movie) to your hard drive. If necessary, convert the dailies to whatever format your editing program prefers. This will probably require QuickTime Pro.  Import them into your editing program.

 * Edit the scene

 * Start by looking for the best audio. Once the audio (along with the picture) is edited and lock the audio.  Then simply roll the picture edits to find the best visual transition.

 * Music needed

 * The mood must come from the music. There is not much in the dialog to help explain their fascination with ice cream or why Danny is really upset about being late or that the bicycle joke is funny.

 * Submit your finished scene

 * This scene is worth 10 points without music and 20 points additional for the music. @undefined  [[Image:Crystal Clear app xfmail.png|24px]]

 * style="width: 50%; background-color: #ffff77; border: 1px solid Red; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 50%; background-color: #ffff77; border: 1px solid Red; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Analyze the Dailies

 * Rehearse, rehearse, rehearse

 * This is very simple dialog. Each shot is very short.  Therefore, amateur filmmakers feel that they do not need to rehearse.  These actors make it look so easy.  But remember, they have been doing this day after day for months.  And before they begin filming every scene, they have the dialog completely memorized so they never have to think about it.  This gives them the freedom to act natural.

 * Sound quality

 * As you listen to the sound quality, you will be amazed how bad it is. Actually, the dialog in the close up shots sounds perfect but all the rest of the sound is horrible.  This is normal!!!

 * The only purpose of recording sound on an exterior movie set is to record the dialog. Everything else must ALWAYS be replaced.  If you are lucky, you will get some sounds such as the chair being moved back when the boy has to leave.  But all other sounds need to be added in editing.

 * The movie set?

 * When you watch the overview movie, try to judge what part of the location is real and what is added. Obviously, in the opening shot when you see the sign for the university, the university is real but the sign was added by the production designer for the TV series.  The same for the ice cream stand.  This is not part of the normal university.

 * How many actors?

 * When you film a movie, EVERYONE is an actor. No civilians allowed.  When there are people walking around in the background, they are ALL extras.  There are no real people in ANY of these scenes.

 * Never go out of character

 * When you film a scene, you must tell your actors never to stop being their character until the director says, "Cut". In Scene 5C, the beautiful and charming young woman forgets.  Then she remembers and says, "Sorry" and the director laughs.  Sometimes, the editor will need the extra footage.  You never know.

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: yellow; border: 3px solid #f77; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Pop Quiz

 * Here is a quick way to earn extra points. Tell me how many extras are in this movie?  2 points.

 * To email me with your answer, @undefined. [[Image:Crystal Clear app xfmail.png|32px]]

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

The next scene

 * After you edit "Ice Cream", you can edit a series of simple scenes from a motion picture made for television.

 * Start with "Taking Notes" on the disk "24 Unedited Scenes" DVD-Data disk. [[Image:Crystal Clear action forward.png|24px]]

Contact your instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }


text:
Talk:Dodie Bellamy

Avoiding POV
I've expanded this entry, from a single paragraph, to read more like a real biography. In the process I've snipped phrases like "Bellamy's books are provocative, challenging, demanding attention, often overstepping genre boundaries," in favor of slightly more neutral language. It's always a fine line to walk in author bios, since you want to give a sense of the person's style, but ultimately one doesn't want to violate WP:NPOV. --Pagana 16:32, 31 August 2006 (UTC)

Married to Kevin Killian?
In this wikipedia article it says that Dodie Bellamy is married to Kevin Killian, why isn't this in the wikipedia article on her?

http://en.wikipedia.org/wiki/Sam_D%27Allesandro —Preceding unsigned comment added by <IP_ADDRESS> (talk) 08:22, 23 August 2009 (UTC)

bisexual
Apparently she is bisexual according to this article. http://www.sfgate.com/cgi-bin/article.cgi?f=/chronicle/a/2004/07/18/RVG6C7JC0M1.DTL —Preceding unsigned comment added by <IP_ADDRESS> (talk) 08:41, 23 August 2009 (UTC)

title: Talk:Dodie Bellamy


text:
Algebra/Systems of Equations

Systems of Simultaneous Equations
In a previous chapter, solving for a single unknown in one equation was already covered. However, there are situations when more than one unknown variable is present in more than one equation. When in a given problem, more than one algebraic equation is true at a time, it is said there is a system of simultaneous equations which are all true together at once. Such sets of multiple equations may help solve for more than one unknown variable in a problem, since having more than one unknown in one equation is typically not enough information to "solve" any of the unknowns.

An unknown quantity is something that needs algebraic information in order to solve it. An equation involving the unknown is typically a piece of information which may provide the information to "solve" the unknown, i. e. to determine a specific number value (or limited number of discrete values) that the unknown is (or can be) equal to. Some equations provide little or no information and so do little or nothing to narrow down the possibilities for solutions of the unknowns. Other equations make it impossible to satisfy an unknown with any real number, so the solution set for the unknown is an empty set. Many other useful equations make it possible to solve an unknown with one or just a few discrete solutions. Similar statements can be made for systems of simultaneous equations, especially regarding the relationships between them.

Linear Simultaneous Equations with Two Variables
In the previous module, linear equations with two variables were discussed. A single linear equation having two unknown variables is practically insufficient to solve or even narrow down the solutions for the two variables, although it does establish a relationship between them. The relationship is shown graphically as a line. Another linear equation with the same two variables may be enough to narrow down the solution to the two equations to one value for the first variable and one value for the second variable, i. e. to solve the system of two simultaneous linear equations. Let's see how two linear equations with the same two unknowns might be related to each other. Since we said it was given that both equations were linear, the graphs of both equations would be lines in the same two-dimensional coordinate plane (for a system with two variables). The lines could be related to each other in the following three ways:

1. The graphs of both equations could coincide giving the same line. This means that the two equations are providing the same information about how the variables are related to each other. The two equations are basically the same, perhaps just different versions or forms of each other. Either one could be mathematically manipulated to produce the other one. Both lines would have the same slope and the same y-intercept. Such equations are considered dependent on each other. Since no new information is provided, the addition of the second equation does not solve the problem by narrowing the solution set down to one solution.

Example: Dependent linear equations

$$ 6x - 3y = 12 \ $$

$$y = 2x - 4 \ $$

The above two equations provide the same information and result is the same graph, i. e. lines which coincide as shown in the following image.

Let's see how these equations can be mathematically manipulated to show they are basically the same.

Divide both sides of the first equation $$ 6x - 3y = 12 \ $$ by 3 to give $$ 2x -y = 4 \ $$

 * Now add y to both sides

$$ 2x = 4 + y \ $$

 * Now subtract 4 from both sides

$$ y = 2x - 4 \ $$

This is the same as the second equation in the example. This is the slope-intercept form of the equation, from which a slope and a y-intercept unique to the line can be compared with any other equations in the slope-intercept form.

2. The graphs of two lines could be parallel although not the same. The two lines do not intersect each other at any point. This means there is no solution which satisfies both equations simultaneously, i. e. at the same time. The solution set for this system of simultaneous linear equations is the empty set. Such equations are considered inconsistent with each other and actually give contradictory information if it is claimed they are both true at the same time in the same problem. The parallel lines have equal slopes but different y-intercepts.

Sets of equations which have at least one common point which might provide a solution set are consistent with each other. For example, the dependent equations mentioned previously are consistent with each other.

Example: Inconsistent linear equations

$$ 3x - 2y = -2 \ $$

$$ 3x -2y = 2 \ $$

To compare slopes and y-intercepts for these two linear equations, we place them in the slope-intercept forms. Subtract 3x from both sides of both equations. $$ 3x - 2y = -2 \qquad \qquad 3x -2y = 2 $$ $$-2y = -3x - 2 \qquad \qquad -2y = -3x + 2$$ Divide both sides of both equations by -2 and simplify to get slope-intercept forms for comparison. $$ (-2y)/(-2) = (-3x - 2)/(-2) \qquad (-2y)/(-2) = (-3x + 2)/(-2) $$
 * $$y = \frac{3}{2} x + 1 \qquad \qquad \qquad \qquad \qquad

y = \frac{3}{2} x - 1$$ Now, both slopes are equal at 3/2, but the y-intercepts at 1 and -1 are different. The lines are parallel. The graphs are shown here:

3. If the two lines are not the same and are not parallel, then they would intersect at one point because they are graphed in the same two-dimensional coordinate plane. The one point of intersection is the ordered pair of numbers which is the solution to the system of two linear equations and two unknowns. The two equations provide enough information to solve the problem and further equations are not needed. Such equations intersecting at a point providing a solution to the problem are considered independent of each other. The lines have different slopes but may or may not have the same y-intercept. Because such equations provide at least one solution point, they are consistent with each other.

Example: Consistent independent linear equations

$$ y = 3x - 5 \ $$

$$ y = -x - 1 \ $$

Both of these equations are given in the slope-intercept, so it is easy to compare slopes and y-intercepts. For these two linear functions, both slopes are different and both y-intercepts are different. This means the lines are neither dependent nor inconsistent, so on a two-dimensional graph they must intersect at some point. In fact, the graph shows the lines intersecting at (1,-2), which is the ordered pair solution to this system of independent simultaneous equations. Visual inspection of a graph cannot be relied on to give perfectly accurate coordinates every time, so either the point is tested with both equations or one of the following two methods is used to determine accurate coordinates for the intersection point.

Solving Linear Simultaneous Equations
Two ways to solve a system of linear equations are presented here, the addition method and the substitution method. Examples will show how two independent linear simultaneous equations with two unknown variables could be solved for both unknown variables using these methods.

Elimination by Addition Method
The elimination by addition method is often simply called the addition method. Using the addition method, one of the equations is added (or subtracted) to the other equation(s), usually after multiplying the entire equation by a constant, in order to eliminate one of the unknowns. If the equations are independent, then the resulting equation(s) should be one(s) which will have one less unknown. For an original system of two equations and two unknowns, the resulting equation with one less unknown would have one unknown left which could easily be solved for. For systems with more than two equations and two unknowns, the process of elimination by addition continues until an equation with one unknown results. This unknown could then be solved for and the solved value then substituted into the other equations resulting in a system with one less unknown. The elimination by addition process is repeated until all of the unknowns are solved.

If a system has two equations which are dependent, then the addition of the equations could or would eliminate both unknowns at once. If the equations are parallel lines which are inconsistent, then a contradictory equation could result. The addition method is useful for solving systems of simultaneous linear equations, particularly if the equations are given in the form Ax + By = C, where x and y are the two unknown variables and A, B, and C are constants.

Example: Solve the following system of two equations for unknowns x and y using the addition method:

$$ x + 2y = 4 \ $$

$$ 3x - y = 5 \ $$

Solution: We can either multiply the first equation by -3 and add the result to the second equation to eliminate x, or we can multiply the second equation by 2 and add the result to the first equation to eliminate y. Let's multiply [both sides of ] the second equation by 2.

 * $$ 2 \cdot (3x - y) = 2 \cdot 5 $$

$$ 2 \cdot 3x - 2 \cdot y = 10 $$

 * $$ 6x \ - 2y = 10 \ $$

Now we add this resulting equation to the first equation; i. e. each of the two sides of the equations are added together to give a combined equation as shown here:

$$ x \ + \ 2y = 4 \ $$ $$ + \ ( 6x - 2y = 10 ) \ $$ _____________________
 * $$ 7x + 0\cdot y = 14 \ $$

This means that we add x + 2y and 6x – 2y to get 7x + 0·y and we add 4 and 10 to get 14.

This eliminates y from the combined equation to give an equation in x only:

$$ 7x = 14 \ $$

 * Now we solve for x:

$$ x = 14/7 = 2 \ $$

Now that we have x, we can substitute the value for x into either of the original two equations and then solve for y. Let's pick the first equation for the substitution into x.

$$ 2 + 2y = 4 \ $$

 * Solving for y:

$$ 2y = 4 - 2 = 2\ $$

$$ y = 2/2 = 1 \ $$

So the solution set consists of the ordered pair ( 2,1) which is the point of intersection for the two linear functions as shown here:

Elimination by Substitution Method
The elimination by substitution method is often simply called the substitution method. With the substitution method, one of the equations is solved for one of the unknowns in terms of the other unknown(s). Then that expression for the first unknown is substituted into the other equation(s) to eliminate it such that the equation(s) then have only the other unknown(s) left. If the equations are independent, then the resulting equation(s) should be one(s) which will have one less unknown. For an original system of two equations and two unknowns, the resulting equation with one less unknown would have one unknown left which could easily be solved for. For systems with more than two equations and two unknowns, the process of elimination by substitution is repeated until an equation with one unknown results. This unknown could then be solved for and the solved value then substituted into the other equation(s), resulting in a system with one less unknown. The process of elimination by substitution continues until all of the unknowns are solved.

If a system has two equations which are dependent, then applying the substitution method would either eliminate two unknowns at once or result in an equation which do not yield single values for the remaining unknown(s). If the equations are parallel lines which are inconsistent, then a contradictory equation could result.

Example: Solve the following system of two equations for unknowns x and y using the substitution method:

$$ x - y = -1 \ $$

$$ x + 2y = -4 \ $$

Solution: We can start by solving for either x or y in terms of the other unknown in either one of the equations. Let's start by solving for x in terms of y in the first equation.

$$ x = y - 1 \ $$

Next, we substitute this expression for x into the other equation in order to eliminate x from the equation.

$$ (y - 1) + 2y = -4 \ $$

$$ 3y - 1 = -4 \ $$

We have eliminated x and now we have an equation in terms of y only. We now solve for y in this equation.

$$ 3y = -4 + 1 = -3 \ $$

$$ y = -3/3 = -1 \ $$

We have found the solution for y to be -1. We substitute this value for y into the expression for x in terms of y we determined from the first equation earlier.

$$ x = y - 1 = -1 - 1\ $$

Finally, we calculate the value of x.

$$ x = -2 \ $$

So the solution set consists of the ordered pair (-2,-1) which is the point of intersection for the two linear functions as shown here:

Slopes of Parallel and Perpendicular Lines
''This paragraph restates itself. It should be reworded.''
 * In a two-dimensional Cartesian coordinate plane, linear functions which are dependent or whose graphs are parallel lines will have the same slope . CONVERSELY, linear functions having equal slopes are either dependent or have graphs that are parallel lines in a two-dimensional Cartesian coordinate plane. Of course, vertical parallel lines of the general form x=c are not functions and have no defined slopes.

 * In a two-dimensional Cartesian coordinate plane, two lines that are perpendicular to each other will form right angles (90° angles) with each other at the point where they intersect. When the slopes of two linear functions whose graphs are lines that are perpendicular are multiplied together, the product of the two slopes equals -1 . Conversely, if multiplying the slopes of two linear functions gives a product equal to -1, then their graphs are perpendicular lines on a two-dimensional Cartesian coordinate plane.

 * In other words, if two perpendicular lines have slopes m1 and m2, then

$$m_1 m_2 = -1 \ $$.

 * If a pair of perpendicular lines consists of a horizontal line (of the form y = c) and a vertical line (of the form x = c), then the preceding rule does not apply. A vertical line has no slope and the slope of a horizontal line = 0.

Example: Find the slope-intercept form of a [new] line which intersects y = (1/2)x – 3 at (4,-1) and is perpendicular to it.

Solution: First, find slope of the new line from slope of the given line. Let m = slope of the new line.

$$\left ( \frac{1}{2} \right ) m = -1 $$

$$2\cdot \left ( \frac{1}{2} \right ) m = 2\cdot (-1) $$

$$m = -2 \ $$

The slope-intercept form of the new line will be:

$$ y = -2x + b \ $$

where b is the y-intercept of the new line. Next, solve for y-intercept of new line using the intersecting point (4,-1) and the new slope of -2. Substitute x = 4 and y = -1 into the preceding equation and solve for b.

$$-1 = -2 \cdot 4 + b \ $$

$$ -1 = -8 + b \ $$

$$ b = -1 + 8 = 7 \ $$

Finally, the slope-intercept form of the new perpendicular line is :

$$ y = -2x + 7 \ $$.

Graph showing perpendicular lines in above example.

Solving Systems of Simultaneous Equations Involving Equations Of Degree 2
The substitution method should be used for efficiency when solving nonlinear simultaneous equations, unless other methods such as the graphing method provide clear and simple solutions quickly (when they would be faster than substitution).

Example: Solve the system of simultaneous equations. $$y^2 + (2x+3)^2 = 10 \ $$

$$2x + y = 1 \ $$

With the second equation, make a given term (here, 2x should be used) the subject.

$$2x = 1 - y \ $$

Substitute the third equation into the first, and through factorization of the resulting, simplified quadratic with one variable the solutions can be found.

$$y^2 + ((1-y)+3)^2=10 \ $$ $$y^2 + (4-y)^2=10 \ $$ $$2y^2 - 8y + 16 =10 \ $$ $$y^2 - 4y + 3 = 0 \ $$ $$(y-1)(y-3) = 0 \ $$ Hence we know $$y = 1 \ $$ or $$y=3 \ $$

Then, we calculate that the two possibilities are: $$y = 1 \ $$, $$x = 0 \ $$ or; $$y = 3 \ $$, $$x = -1 \ $$

Solving Systems of Simultaneous Equations Using a Graphing Calculator
TI-83 (Plus) and TI-84 Plus:

1. Press "Y="

2. Enter both equations, solved for Y

3. Press "GRAPH"

4. If all intersection points are not visible, press "ZOOM" then 0 or select "0: ZoomFit"

5. Press "2nd" then "TRACE"

6. Press 5 or select "5: intersect"

7. Move the cursor to one of the intersection points. (There may be only one) Each of these points represents one solution to the system.

8. Press "ENTER" three times

9. The coordinates of the intersection are shown at the bottom of the screen. Repeat steps 5-8 for other solutions.

TI-89 (Titanium):

via Graphing:

1. Press the green "diamond key", located directly beneath the "2nd" (blue) button.

2. Follow steps 2-5 as listed above. To access "Y=" and "GRAPH", press the green "diamond key", then press F1 (it activates the tertiary function, "Y=") and F3 ( "GRAPH"). To access "ZOOM" and "TRACE", press F2 and F3 (diamond function activated), respectively. For "ZoomFit", press F2, then "ALPHA" (white), then "=" (for A).

3. To locate the point of intersection, manually use the directional keypad (arrow keys), or press F5 for "Math", then 5 for "Intersection". (The second option is more difficult to use, however; manual searching and zooming is recommended.)

4. The coordinates are displayed on the bottom of the screen. Repeat steps 2 and 3 until all desired solutions have been found. For new or additional equations, return to the "Y=" as described above.

via Simultaneous Equation Solver:

Note:This is a default App on the TI-89 Titanium. If you are using the TI-89 or no longer have the Solver, visit the Texas Instruments site for a free download.

1. On the APPS screen, select "Simultaneous Equation Solver" and press enter. Press "3" when the next screen appears.

2. Enter the number of equations you wish to solve and the corresponding number of solutions.

3. The two equations are represented simultaneously in a 2 x 3 matrix (assuming that you are solving two equations and searching for two solutions. The size of the matrix depends on the number of equations you wanted to solve). In the corresponding boxes, enter the coefficients/constants of your equations, pressing "ENTER" every time you submit a value. (Remember that all equations must be converted into standard form – Ax + By = C – first!)

4. Once all values have been entered, press F5 to solve.

title: Algebra/Systems of Equations


text:
QBasic/Basic Input

The INPUT command is used to gather input from the user. This section will attempt to teach you how to gather input upon request from the user. For real-time input, see QBasic/Advanced Input.

Here is the syntax of the input command: or

Example:

or

When a semicolon is used after the text output to the user, a question mark (?) and space  are added to the output. When a comma is used, no question mark is added.

If a string is specified (e.g., 'name$'), anything the user enters before pressing the 'return' key will be accepted.

If a numeric variable (e.g., 'age') is specified, the user must enter a number. If any non-numeric key is entered, the error message "Redo from start" will be output and the INPUT command rerun.

6INPUT.BAS
Please note: In the PRINT command, the function concatenates (joins) the contents of the string variables with the text between the quotes (" "). Note the use of spaces so that the final printed text reads properly.

If a numerical variable is specified within the PRINT command, additional space is automatically added both before and after the number.

See also:  command to read a line of text from a file (and place the result in a string variable) or to input a series of variables (in which case any comma found will be treated as a delimiter between fields).

INPUT # and LINE INPUT
INPUT # uses an open file stream to collect data from the file itself. The file may be a data file, a bitmap, or a text file. The syntax is:

LINE INPUT is used to collect an entire line of a text file. Syntax:

WARNING: If input is taken beyond the file end, the error : "Input past end of file " is issued. You can use  and   functions to prevent errors. (LOF stands for LENGTH OF FILE while EOF stands for END OF FILE)

title: QBasic/Basic Input


text:
The Gershwins' Porgy and Bess

Porgy and Bess (2006), first studio cast recording directly based on the original 1935 production of George Gershwin's opera Porgy and Bess. This studio recording originated as several semi-staged performances which took place on February 24 and 25, 2006 at the Tennessee Performing Arts Center in Nashville, with Alvy Powell as Porgy, Marquita Lister as Bess, Nicole Cabell as Clara and Robert Mack as Sportin' Life. The Nashville Symphony Orchestra was conducted by John Mauceri. The recording incorporates changes Gershwin made to his original score after its first publication, which were not discovered until 1987.

Disc 1

 * 1) "Introduction"
 * 2) "Summertime"
 * 3) "Seems Like Those Bones Don't Give Me Nothin' But Boxcars Tonight"
 * 4) "Summertime"
 * 5) "What, That Chile Ain't Asleep Yet?...A Woman Is A Sometime Thing (Lissen To Yo' Daddy Warn You)"
 * 6) "Honey Man! Honey Man! Here Come De Honey Man"
 * 7) "They Pass By Singin' (No, No, Brudder, Porgy Ain' Sof' On No Woman)"
 * 8) "Here Comes Big Boy!"
 * 9) "Crown Cock-Eyed Drunk...Oh, Little Stars"
 * 10) "Oh, Stop Them! Don't Let Them Fight!"
 * 11) "Wake Up An' Hit It Out. You Ain't Got No Time To Lose"
 * 12) "Gone, Gone, Gone (Where Is Brudder Robbins?)...Overflow"
 * 13) "Um! A Saucer-Buryin' Setup, I See"
 * 14) "My Man's Gone Now"
 * 15) "How De Saucer Stan' Now, My Sister?"
 * 16) "Leavin' For The Promise' Lan' (Oh, The Train Is At The Station)"
 * 17) "It Take A Long Pull To Get There (Oh, I'm A-goin' Out To The Blackfish Banks)"
 * 18) "Oh, I Got Plenty O' Nuttin'"
 * 19) "Mornin', Lawyer, Lookin' For Somebody?"
 * 20) "Dey's A Buckra Comin'"
 * 21) "'Lo, Bess, Goin' To De Picnic?"
 * 22) "Bess, You Is My Woman Now"
 * 23) "Oh, I Can't Sit Down"

Disc 2

 * 1) "Allegretto Barbaro Ha Da Da, Ha Da Da"
 * 2) "It Ain't Necessarily So"
 * 3) "Crown! - You Know Very Well Dis Crown"
 * 4) "Oh...What You Want Wid Bess?"
 * 5) "Honey, Dat's All De Breakfast I Got Time For"
 * 6) "Well, If It Ain' Ole Peter!"
 * 7) "Oh, Doctor Jesus"
 * 8) "Oh Dey's So Fresh An' Fine...I'm Talkin' About Devil Crabs"
 * 9) "Porgy, Porgy, Dat You There Ain't It?"
 * 10) "I Loves You, Porgy"
 * 11) "Why You Been Out On That Wharf So Long, Clara?"
 * 12) "Storm"
 * 13) "Oh, De Lawd Shake De Heavens"
 * 14) "One Of Dese Mornin's...Oh, Dere's Soebody Knockin' At De Do'"
 * 15) "You Is A Nice Parcel Of Christmas"
 * 16) "A Red-Headed Woman"
 * 17) "Jake's Boat In De River, Upside Down!"
 * 18) "Clara, Clara, Don't You Be Downhearted"
 * 19) "Ha Ha Ha"
 * 20) "Summertime"
 * 21) "Introduction/Wait For Us At The Corner, Al"
 * 22) "Listen: There's A Boat Dat's Leavin' Soon For New York"
 * 23) "Occupational Humoresque/Good Mornin'"
 * 24) "It's Porgy Comin' Home"
 * 25) "Oh, Bess, Oh Where's My Bess"
 * 26) "Where Bess Gone?...Oh Lawd, I'm On My Way"

title: The Gershwins' Porgy and Bess


text:
Samet Bulut

Samet Bulut (born 25 February 1996) is a Dutch footballer of Turkish descent who plays as a forward for Turkish TFF Third League club Alanya Kestelspor.

Personal life
On 12 March 2015, when Bulut played in the youth academy of Ajax, he was arrested along with teammates Zakaria El Azzouzi and Aschraf El Mahdioui for assaulting a plainclothed policewoman. The officer suffered shoulder injuries and various bruises. She later filed charges against the three players. A day later, Ajax announced in an official message that they had suspended the players. Later that week, El Azzouzi remained the only suspect in the case. Bulut was allowed to make appearances for the Ajax A1 youth side again after serving a month suspension. As punishment, he had to inform the youth players of Ajax together with El Azzouzi and El Mahdioui.

title: Samet Bulut


text:
Liparus coronatus

Liparus coronatus is a species of beetles belonging to the family Curculionidae.

Distribution
This species is native to Europe.

Description
Liparus coronatus can reach a body length of about 11 - 13 mm. These rather uncommon small weevils are almost completely shiny black. Pronotum is finely and densely punctured. The basal edge is lined with yellow scales throughout, with two large yellow scaly spots on each side. Femurs are strong and pointed.

Biology
Adults of Liparus coronatus can be found from March to September. Larvae develop within rootstock. These weevils live on Apiaceae, mainly on chervil (Anthriscus sylvestris), Rough Chervil (Chaerophyllum temulum), wild carrot (Daucus species), Carrot (Daucus carota) and Pastinaca species.

title: Liparus coronatus