text:
English in Use/Pronouns

A pronoun is a word used instead of a noun: as,

 * "The boy loves his book; he has long lessons, and he learns them well."

Pronouns are not a requirement of a sentence, and it is possible for them to never to be used in sentences. However, many sentences become unwieldy without them:

 * "Alistair is doing what Alistair thinks is best according to Alistair's rights as a human being."
 * Better, "Alistair is doing what he thinks is best according to his rights as a human being."

The pronouns in English language are twenty-four; and their variations are thirty-two: so that the number of words of this class, is fifty-six.

Pronouns are divided into three classes; personal, relative, and interrogative.

Pronouns also change depending on whether they refer to one person or thing (singular) or a group of people or things (plural).

Personal pronouns
A personal pronoun or personal is a pronoun that shows, by its form, of what person it is: as,

 * "Whether it were I or they, so we preach, and so you believed."—1 Cor., xv, 11.

The simple personal pronouns are five: namely, I, of the first person; you (thou), of the second person; he, she, and it, of the third person.

The compound personal pronouns are also five: namely, myself, of the first person; yourself (thyself), of the second person; himself, herself, and itself, of the third person.

First person pronouns are used when referring to oneself:

 * "I think I am not silly."

Second person pronouns are used to refer to someone who you are conversing with, the person the sentence is intended to be heard by:

("Thou art not very silly.")
 * "You are not very silly."

Third person pronouns are used when referring to something else that is outside the conversation, either some other person, or an object not capable of understanding or communicating:

 * "I like the tree because it is beautiful."
 * "I don't like the RIAA because they sued me."

Third person singular pronouns are the only pronouns marked for gender. If gender is unknown, use he or she or use a plural.

Relative pronouns
A relative pronoun or relative is a pronoun that represents an antecedent word or phrase, and connects different clauses of a sentence: as,

 * "No people can be great, who have ceased to be virtuous."—Dr. Johnson.

The relative pronouns are who, which, what, that, as, and the compounds whoever or whosoever, whichever or whichsoever, whatever or whatsoever.

What is a kind of double relative, equivalent to "that which" or "those which"; and is to be parsed first as antecedent, and then as relative: as,

 * "This is what I wanted; that is to say, the thing which I wanted."—L. Murray. III.

Interrogative pronouns
An interrogative pronoun or interrogative is a pronoun with which a question is asked: as,

 * "Who touched my clothes?"—Mark, v, 30.

The interrogative pronouns are who, which, and what; being the same in form as relatives.

Who demands a person's name; which, that a person or thing be distinguished from others; what, the name of a thing, or a person's occupation and character.

Pronouns have the same modifications as nouns; namely, persons, numbers, genders, and cases. Definitions universally applicable have already been given of all these things; it is therefore unnecessary to define them again in this place.

The declension of a pronoun is a regular arrangement of its numbers and cases.

Simple personals
The simple personal pronouns are thus declined: I, of the first person, any of the genders.

Sing. Nom. I,            Plur. Nom. we, Poss. my, or mine,        Poss. our, or ours, Obj. me;                 Obj. us.

You, of the second person, any of the genders.

Nom. you, Poss. your, or yours, Obj. you.

He, of the third person, masculine gender.

Sing. Nom. he,           Plur. Nom. they, Poss. his,                Poss. their, or theirs, Obj. him;                Obj. them.

She, of the third person, feminine gender.

Sing. Nom. she,          Plur. Nom. they, Poss. her, or hers,       Poss. their, or theirs, Obj. her;                Obj. them.

It, of the third person, neuter gender.

Sing. Nom, it,            Plur. Nom. they, Poss. its,                Poss. their, or theirs, Obj. it;                 Obj. them.

Compound personals
The word self, added to the simple personal pronouns, forms the class of compound personal pronouns; which are used when an action reverts upon the agent, and also when some persons are to be distinguished from others. They all want the possessive case, and are alike in the nominative and objective. Thus: Myself, of the first person, any of the genders

Sing. Nom. myself,  Plur. Nom. ourselves Poss. --,        Poss. -,     Obj. myself;        Obj. ourselves.

Yourself, of the second person, any of the genders.

Sing. Nom. yourself, Poss. ,     Obj. yourself.

Plur. Nom. yourselves, Poss. --,     Obj. yourselves.

Himself, of the third person, masculine gender.

Sing. Nom. himself, Plur. Nom. themselves, Poss. ---,       Poss. --,     Obj. himself;       Obj. themselves.

Herself, of the third person, feminine gender.

Sing. Nom. herself  Plur. Nom. themselves, Poss. ---,       Poss. --,     Obj. herself;       Obj. themselves.

Itself, of the third person, neuter gender.

Sing. Nom. itself,  Plur. Nom. themselves, Poss. --,        Poss. --,     Obj. itself;        Obj. themselves.

Relatives and interrogatives
The relative and the interrogative pronouns are thus declined: Who, literally applied to persons only.

Sing. Nom. who,     Plur. Nom. who, Poss. whose,         Poss. whose, Obj. whom;          Obj. whom.

Which, applied to animals and things.

Sing. Nom. which,   Plur. Nom. which, Poss. ,          Poss. -,     Obj. which;         Obj. which.

What, applied ordinarily to things only.

Sing. Nom. what,    Plur. Nom. what, Poss. ,          Poss. ,     Obj. what;          Obj. what.

That, applied to persons, animals, and things.

Sing. Nom. that,    Plur. Nom. that, Poss. ,          Poss. ,     Obj. that;          Obj. that.

As, applied to persons, animals, and things.

Sing. Nom. as,   Plur. Nom. as, Poss. ,       Poss. ,     Obj. as;         Obj. as.

Compound relatives
The compound relative pronouns, whoever or whosoever, whichever or whichsoever, and whatever or whatsoever are declined in the same manner as the simples. Thus: Whoever or whosoever, applied only to persons.

Sing. Nom. whoever,    Plur. Nom. whoever, Poss.whosever,         Poss. whosever, Obj. whomever;         Obj. whomever.

Sing. Nom. whosoever,  Plur. Nom. whosoever, Poss. whosesoever,      Poss. whosesoever, Obj. whomsoever;       Obj. whomsoever.

Whichever or whichsoever, applied to persons, animals, and things.

Sing. Nom. whichever,  Plur. Nom. whichever, Poss. -,        Poss. ,     Obj. whichever;        Obj. whichever.

Sing. Nom. whichsoever, Plur. Nom. whichsoever, Poss. -,        Poss. ,     Obj. whichsoever;      Obj. whichsoever.

Whatever or whatsoever, applied ordinarily to things only.

Sing. Nom. whatever,   Plur. Nom. whatever, Poss. ,         Poss. ,     Obj. whatever;         Obj. whatever.

Sing. Nom. whatsoever, Plur. Nom. whatsoever, Poss. -,        Poss. ,     Obj. whatsoever;       Obj. whatsoever.

Unclear Usage of Pronouns
Although helpful to eliminate repetitiveness of nouns, pronouns, when used too much, can make a sentence extremely vague: as,

 * "Pictures on walls make it look pretty."

The reader does not know what it is.

 * "The teachers prepared the food. The students ate it. They had fun."

The reader does not know who they are.

Y'all
The pronoun y'all is a contraction of "You all". It is traditionally used in the south of the United States, where in the north you all is more common. Y'all follows the same conjugation rules as they. Very often it is incorrectly spelled ya'll.

A short syntax
A pronoun must agree with its antecedent, as "This is the book; it is excellent," except the following cases: something indefinite, as "Tell me who it was," a neuter pronoun, as "I cannot view it," the pronoun it, as "It is not for kings," the adjective many, as "Many a great genius, they have no friends," enallage, as "We shall close our remarks," another sense, as "Lamps is of the plural number," nominatives, as "Who are you?", absolute nominatives, as "It need not be any wonder," possessives, as "Him whose yoke is easy," objectives, as "Those whom she persuaded," neuter verbs, as "Whom did you suppose me to be?", familiar language, as "The man [whom] I trust," omission of the relative, as "The worst thing [that] could happen," a collective noun, as "The council were divided," the conjunction or, as "James or John will favour us with his company," the conjunction and, as "Saul and Jonathan were pleasant in their lives," one person or thing, as "This great philosopher and statesman," empathy, as "The good man, and the sinner too, shall have his reward," and each, every, or no, as "Every plant and every tree produces others after its kind."

title: English in Use/Pronouns


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School talk:Geology

Rocks and minerals
To develop some hopefully enjoyable learning by doing resources I am preparing a number under three separate departments:
 * 1) Minerals under Mineralogy,
 * 2) Rocks under Petrology, and
 * 3) Volcanoes under Volcanology.

Each of these lectures has and may have a number of subpages including specific sciences. For example,
 * 1) Minerals has Mineralogy,
 * 2) Rocks has Glaciology, and
 * 3) Volcanoes has Volcanology.

Unless there are some objections, I will move these fields into the department portion of the topic namespace.

Comments, suggestions, questions, and criticisms are most welcome. What do you think? --Marshallsumter (discuss • contribs) 23:42, 3 April 2015 (UTC)

source: wikimedia

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

title: School talk:Geology


text:
Beech Hill, Macon County, Tennessee

Beech Hill is an unincorporated community in Macon County, in the U.S. state of Tennessee.

History
The community was likely named from the presence of beech trees near the town site.

title: Beech Hill, Macon County, Tennessee


text:
User:Petros~enwikibooks

Petros is a Web Designer in Canberra, Australia. Married with two young children.

Interests:

 * Acting
 * Model Railways
 * Painting with Pastels
 * Wargaming
 * Cooking
 * Cinema

title: User:Petros~enwikibooks


text:
User:JWSchmidt/Wikiversity Community

The Wikiversity community is participating in an experiment in education. Just what can be done with wiki technology as a tool for education? In order to answer this question, Wikiversity is devoted to supporting constructive interactions between Wikiversity participants. Wikiversity is devoted to individuals and individuality. Conventional "bricks and mortar" universities are constrained by the expense of existing in physical space. Conventional universities tend to clump students together in to groups for a coordinated "factory" approach to "assembly line" education. Wikiversity exists in a virtual learning space where the individual interests and needs of learners can be respected.

Active learning
In order for Wikiversity to serve individual needs, it is important that each Wikiversity participant to be an ACTIVE LEARNER. This means sharing your interests, goals and educational experiences with other members of the Wikiversity community. By sharing, others will learn of your needs and help point you towards resources and activities that will serve your needs. By sharing your experiences you move out of your personal world of learning into the Wikiversity community space where learners help build Wikiversity while they learn. The distinction between learner and teacher is very flexible within Wikiversity. No matter what you are learning, there will almost always be other Wikiversity participants who can learn something from you.

"I want someone to teach me FOO." At Wikiversity, who is that "someone"? If we all adopt the spirit of community learning, then we realize that "someone" is US. Particularly at the launch of Wikiversity we must all engage in learning projects and participate in the construction of Wikiversity. The Wikipedia model Today, there are many people who are simple "users" of Wikipedia, people who read the content of Wikipedia but do not edit Wikipedia articles. At the start of Wikipedia (when there was no content), there could be no simple users.....Wikipedia participants had to be active editors and create the content. Wikiversity is in a similar situation and needs active participants who can be both learners and wiki editors. However, it is the goal of Wikiversity that its participants will always be active wiki editors, even after there is a large amount of "educational content" and "learning materials" in Wikiversity.

Learning Projects Wikiversity is devoted to active learning and learning by doing. The fundamental unit of Wikiversity community structure is the Learning Project. Learning Projects are wiki pages where groups of interested participants come together to share questions, ideas, and answers as they explore a topic. An individual's learning goals are met within Wikiversity by participation in suitable Learning Projects. It is up to each of us to design and participate in the Learning Projects that will allow us to grow towards our goals. Reach out and join in.

 "what we didn‘t understand at that time is how to build a community and how to empower a community to do good work" (source)

Where are the courses?
There is nothing that prevents Wikiversity participants from leading and attending conventional courses within Wikiversity. However, the wiki user interface is not well-suited for conventional courses. Wikiversity participants are encouraged to innovate and create learning experiences that take full advantage of the wiki format for online community interactions. Non-traditional Learning Projects oriented towards learning about conventional course subjects are encouraged within Wikiversity. See: Learning.

Kinds of Wikiversity Communities
All Wikiversity activities are oriented around learning. Two special types of activities are service activities and research activities.
 * Learning community
 * Service community
 * Research community

title: User:JWSchmidt/Wikiversity Community


text:
Talk:Seven Inches of Satanic Panic

EP vs. single
Alright, so here's the thing: in a recent edit, you noted issues with my edit of the code in this article's infobox (as I made it display "EP and single by Ghost"), and you cited your reasoning with Template:Infobox album. Would you perhaps agree to have the code be simply "type = other" (which would produce "Recording by Ghost")? I don't think it's safe to just refer to it as an EP in the infobox. For reference, below is a comparison of reasons I've found to consider it either an EP or a single.

Support for the release being an EP:
 * The title, Seven Inches of Satanic Panic, is italicized and not the title of either song included on the release. These are characteristic of an EP.
 * An article published by Kerrang! describes it as a two-track EP.
 * An article by Metal Injection describes it as an EP.

Support for the release being a single:
 * The release contains two songs: an A-side, "Kiss the Go-Goat", and a B-side, "Mary on a Cross" (source). This is characteristic of a single.
 * An article published by Metal Hammer describes it as a single.

Furthermore, an article published by Blabbermouth.net cites a press release which describes the record as a "double-A-side seven-inch single", and this description is corroborated by an article published by Revolver. Because there isn't consensus on whether or not Seven Inches of Satanic Panic is an EP or a single (and, if it's the latter, what type of single it is), I think we should probably list the "type" in the infobox as "other". – Matthew  - (talk) 18:53, 23 September 2019 (UTC)
 * Personally I would lean toward EP but "Other" is a good compromise. And in the end, it would be nice if more than one value could go in that field but it's a Template issue that is bigger than this discussion. ---  DOOMSDAYER 520 (Talk|Contribs) 20:10, 23 September 2019 (UTC)
 * Okay, I'll go ahead and do that then. My apologies for any confusion this may have caused; I wasn't aware that the field in question isn't supposed to contain more than one value. – Matthew  - (talk) 22:39, 23 September 2019 (UTC)

title: Talk:Seven Inches of Satanic Panic


text:
Maya Okamoto

Maya Okamoto (岡本 麻弥) is a Japanese actress, voice actress, and singer from Tokyo, Japan.

Television animation

 * Mobile Suit Zeta Gundam (1985), Emma Sheen
 * Touch (1985), Natsuko
 * Mobile Suit Gundam ZZ (1986), Leina Ashta
 * The Bush Baby (1992), Jacqueline Rhodes
 * The Irresponsible Captain Tylor (1993), Nurse Harumi
 * Blue Seed (1994), Yayoi
 * Lupin III: The Pursuit of Harimao's Treasure (1995), Diana
 * Wedding Peach (1995), Natsumi
 * Virtua Fighter (1995), Sarah Bryant
 * Magical Project S (1996), Ramia
 * Martian Successor Nadesico (1996), Haruka Minato
 * B't X (1996), B't Mirage
 * Burn Up! Excess (1997), Maya
 * Saber Marionette (1997), Marine
 * Saber Marionette J Again (1997), Marine
 * Grander Musashi (1998), Sayaka Shirase
 * Silent Möbius (1998), Saiko Yuki
 * Sakura Wars (2000), Soletta Orihime
 * Hataraki Man (2006), Masami Araki
 * D.Gray-man (2007), Eliade
 * Gintama (2007), Ane
 * The Wallflower (2007), Ranmaru's mother
 * Major 4th Season (2008), Jessica
 * Nabari no Ou (2008), Asahi Rokujō
 * Monochrome Factor (2008), Haru's mother
 * Viper's Creed (2009), Maya
 * Heaven's Lost Property (2009), Harpy 2

OVA

 * Kōryū Densetsu Villgust (1992) (Fanna)
 * Idol Defense Force Hummingbird (1993) (Reiko Hosokawa)
 * Magical Girl Pretty Sammy (1995) (Ramia)
 * Burn-Up W (1996) (Maya)
 * VS Knight Ramune & 40 Fresh (1997) (Tequila)
 * Manami & Nami Sprite (1997) (Chiaki Ogata)

Theatrical animation

 * Maple Town (1986) (Patty)
 * Silent Möbius (1991) (Saiko Yuki)
 * Silent Möbius 2 (1992) (Saiko Yuki)
 * Darkside Blues (1994) (Cellia)
 * Night Warriors: Darkstalkers' Revenge (1997) (Mei-Ling (Lin-Lin))
 * Mobile Suit Zeta Gundam: A New Translation - Heirs to the Stars (2005) (Emma Sheen)
 * Mobile Suit Zeta Gundam: A New Translation II - Lovers (2005) (Emma Sheen)
 * Mobile Suit Zeta Gundam: A New Translation III - Love is the Pulse of the Stars (2006) (Emma Sheen)

Video games

 * Ordyne (1988) (Miyuki)
 * Xak: The Art of Visual Stage (1989) (Freya "Fray" Jerbain)
 * Xak II: Rising of the Redmoon (1990) (Freya "Fray" Jerbain)
 * Xak III: The Eternal Recurrence (1994) (Freya "Fray" Jerbain)
 * Serial Experiments Lain (1998) (Yonera Touko)
 * Thousand Arms (1998) (Wyna Grapple)
 * Assassin's Creed II (2009) (Japanese dub (Paola))

Live-action

 * Maggie Cheung
 * Police Story (1995 TV Asashi edition) (May)
 * The Heroic Trio (Chat/Thief Catcher)
 * Twin Dragons (1996 TV Asashi edition) (Barbara)
 * Executioners (Chat/Thief Catcher/Chelsea)
 * Green Snake (Green Snake)
 * Julie Delpy
 * Before Sunrise (Céline)
 * An American Werewolf in Paris (Sérafine Pigot McDermott)
 * Before Sunset (Céline)
 * Before Midnight (Céline)
 * Addicted to Love (Maggie (Meg Ryan))
 * ALF (Lynn Tanner (Andrea Elson))
 * Anaconda (Denise Kalberg (Kari Wührer))
 * Bad Girls (Lily Laronette (Drew Barrymore))
 * Batman & Robin (Barbara Wilson/Batgirl (Alicia Silverstone))
 * Bewitched (Isabel Bigelow / Samantha Stephens (Nicole Kidman))
 * Breaking and Entering (Oana (Vera Farmiga))
 * Bull Durham (1991 TV Asashi edition) (Millie (Jenny Robertson))
 * Bullitt (2015 Wowow edition) (Cathy (Jacqueline Bisset))
 * Cat People (1992 TV Asahi edition) (Irena Gallier (Nastassja Kinski))
 * Chances Are (Miranda Jeffries (Mary Stuart Masterson))
 * Commando (Jenny Matrix (Alyssa Milano))
 * The Craft (Sarah Bailey (Robin Tunney))
 * The Crucible (Abigail Williams (Winona Ryder))
 * Cube 2: Hypercube (Julia Sewell (Lindsey Connell))
 * Death Proof (Pam (Rose McGowan))
 * D.E.B.S. (Lucy Diamond (Jordana Brewster))
 * Demon Knight (Jeryline (Jada Pinkett))
 * Dinner for Schmucks (Julie (Stéphanie Szostak))
 * Emmanuelle (1996 TV Tokyo edition) (Emmanuelle (Sylvia Kristel))
 * Evilspeak (1986 TBS edition) (Kelly (Kathy McCullen))
 * Flatliners (1996 NTV edition) (Rachel Manus (Julia Roberts))
 * Fragile (Helen Perez (Elena Anaya))
 * Goal! (Roz Harmison (Anna Friel))
 * The Goonies (1988 TBS edition) (Stephanie "Stef" Steinbrenner (Martha Plimpton))
 * Happy Gilmore (Virginia Venit (Julie Bowen))
 * Hollow Man 2 (Dr. Maggie Dalton (Laura Regan))
 * Identity (2007 TV Tokyo edition) (Paris Nevada (Amanda Peet))
 * Last Days (Asia (Asia Argento))
 * Lost Girl (Dr. Lauren Lewis (Zoie Palmer))
 * Mr. Mercedes (Janey Patterson (Mary-Louise Parker))
 * The New Adventures of Pippi Longstocking (Pippi Longstocking (Tami Erin))
 * Noelle (Mrs. Kringle (Julie Hagerty))
 * The People vs. Larry Flynt (Althea Leasure (Courtney Love))
 * Planet Terror (Cherry Darling (Rose McGowan))
 * Pushing Daisies (Charlotte "Chuck" Charles (Anna Friel))
 * Red Dawn (Erica Mason (Lea Thompson))
 * Resident Evil: Apocalypse (Jill Valentine (Sienna Guillory))
 * Resident Evil: Retribution (Ada Wong (Li Bingbing))
 * River Queen (Sarah O'Brien (Samantha Morton))
 * Sabrina (Sabrina Fairchild (Julia Ormond))
 * Silent Trigger (Clegg "Spotter" (Gina Bellman))
 * Single White Female (Hedra "Hedy" Carlson / Ellen Besch (Jennifer Jason Leigh))
 * The Sorcerer and the White Snake (Ice Harpy (Vivian Hsu))
 * Super Mario Bros. (1994 NTV edition) (Daisy (Samantha Mathis))
 * Turistas (Pru (Melissa George))
 * Wild Things (Suzie Toller (Neve Campbell))

title: Maya Okamoto


text:
Bogna Krasnodębska-Gardowska

Bogna Krasnodębska-Gardowska (19 March 1900 – 21 January 1986) was a Polish painter. Her work was part of the painting event in the art competition at the 1936 Summer Olympics.

title: Bogna Krasnodębska-Gardowska


text:
User:Mliu92/sandbox/Rio Vista Bridge

The Helen Madere Memorial Bridge, commonly called by its former name, the Rio Vista Bridge after its location, is a vertical-lift bridge which carries California State Route 12 across the Sacramento River at Rio Vista, California. The present bridge was completed in 1960 and is one of several moveable bridges spanning rivers in the Sacramento–San Joaquin River Delta. the bridge carries approximately 21,000 cars per day.

1919 bascule bridge
The original bridge spanning the Sacramento River was built in 1918 and opened in January 1919 at a cost of US$260000 1919. From west to east, the 1919 bridge consisted of a 70 ft concrete tied arch, the 343 ft Strauss double-leaf bascule, three 120 ft concrete tied arches and 1670 ft timber A-frame trestle spans.

1960 tower bridge
The 1919 bridge was replaced during seventeen years of piecewise construction. The finished 1943–1960 bridge consists of thirteen steel Warren truss spans (with one of those being the 306 ft vertical-lift chorded Warren truss main span) carried on twelve piers. Total bridge length is 2890 ft, including 441 ft of concrete slab approach spans on the west end of the bridge. Upon completion, the Rio Vista bridge won an American Institute of Steel Construction class IV (movable bridges) prize bridge award in 1960.

The main lift span weighs 750 ST, with an equal amount in counterweights, so the lift mechanism operates 1500 ST using two 30 hp electric motors, one in each tower. In the event of electrical failure, backup electrical power is provided by a 167 hp diesel generator set. The main lift span can be raised to its full height in less than 90 seconds, although the total operating cycle can disrupt road traffic for 8–25 minutes. Clearance under the raised lift is 135 ft to the highest anticipated water level, and the navigation channel is 270 ft wide between the timber fenders protecting the tower piers. With the lift down, vertical clearance is only 18 ft.

Construction 1943–1960
Less than thirty years after being completed, the eastern timber trestles of the 1919 bridge were in poor condition, and construction of replacement steel trusses began in 1943. Construction of the 1300 ft eastern steel truss section, consisting of seven 180 ft truss spans, was completed in 1945 at a cost of US$730000 1945, and traffic was diverted from the timber trestles onto the steel trusses with a crossover. The US Corps of Engineers authorized replacement of the remaining portion of the bridge on 2 February 1950, with contracts awarded for US$960000 1960 to Lord and Bishop for the substructure and US$2410000 1960 to Judson Pacific Murphy for the superstructure, with an additional US$124000 1960 contract to Pacific Murphy for the concrete slab approach spans.

The substructure was constructed from 4 April 1957 through 30 October 1958, and consists of the concrete piers and pilings. The first part of the superstructure erected was the east tower, which began on 4 December 1958. The superstructure was assembled in prefabricated segments at Pacific Murphy's Richmond yard and barged upstream to the construction site, where they were raised into place by a 100 ST capacity barge crane. The sheaves at the top of each tower were lifted in place during high tides in order to reach the necessary height. The 1960 superstructure

The construction of the bridge overlapped the planning process for the Sacramento Deep Water Ship Channel. When plans for the Deep Water Channel were complete, the eastern truss section of the new bridge were already complete, and the Channel rerouted ship traffic from its then-current course near the western bank (through the 1919 bascule) to a point 575 ft east. A new crossover from the 1919 bascule bridge to the 1945 steel truss spans was built to avoid interference with substructure construction, and after the new lift portion was built, another crossover was built to reroute road traffic from the 1919 bascule to the 1960 bridge. Once the new bridge was complete, removal of the old structure was completed by July 1960.

1967 Ilice crash
On 15 January 1967, the Italian freighter Ilice missed the raised draw while underway in heavy fog and crashed into the bridge just east of the draw, destroying an entire 144 ft, 400 ST) truss span. No one was injured in the crash, although two youths who were stopped on the bridge while the freighter passed were tossed into the river and were subsequently rescued. Once Ilice was freed from the wreckage, she proceeded upriver to Sacramento to take on its scheduled load of rice. The remnants of the destroyed span were cut free from the bridge and dropped into the water. A temporary repair consisting of a steel trestle and two 72 ft steel girders was erected after three weeks, with a ferry carrying traffic across the river while the temporary span was erected.

The Marine Boss crane barge, built for the heavy girder lifts during the construction of the 1967 San Mateo Bridge, erected a permanent 370 ST replacement span (which included a 36 ft cantilevered section to replace damage in the adjacent truss span) in June 1967 and removed both the wreckage from the original bridge and the temporary span at the same time.

Renamed for Helen Madere
In 1998, the Rio Vista Bridge was officially designated the Helen Madere Memorial Bridge after Helen Madere, a former vice-mayor of Rio Vista who served as that city's representative to the Solano Transportation Authority. The legislative act also cited her instrumental role in improving driver safety on California State Route 12.

Proposed replacement
The bridge opened 200 times for ship traffic during peak months in 2004 (nearly seven times per day); peak queues reached 200 vehicles extending 0.75 mi and caused travel delays of up to 30 minutes. With ship traffic projected to increase to require as many as 400 openings by 2035, and traffic on State Route 12 also projected to increase, the City of Rio Vista, the Solano Transportation Authority, and Caltrans have all studied potential replacements for the Helen Madere Bridge. Two goals were first, to remove the drawbridge or at least reduce the necessity of raising the bridge and second, to expand the existing roadway from two lanes to four.

The first study was performed from 1991 through 1994 at the request of the City of Rio Vista, which proposed eight alternatives for crossings at, north of and south of the current SR-12 alignment. Fixed high-level bridges of various designs would require longer approaches to accommodate the required height with reasonable road grades, and resulted in the proposed alternative crossings north and south of the existing SR-12 alignment. Both a mid-level moveable bridge (with approximately 50 ft of clearance with the draw down) and tunnel crossings were proposed for the existing alignment, with the mid-level bridge being named the preferred alternative in 1992.

In 2010, the Solano Transportation Authority expanded on the 1991–94 studies by carefully considering a subset of the proposed alternative crossings, with the tunnel at the existing SR-12 alignment now becoming the preferred alternative. Rio Vista businesses along the existing SR-12 alignment urged no change to the route, worried that moving SR-12 traffic could result in business closures. One of the proposed measures to raise funds would have imposed a toll on the existing bridge, and was met with similar resistance.

Caltrans performed a 2012 study for the entire SR-12 corridor, which concluded the cost of a replacement high-level bridge would be close to US$1000000000 2012. Ultimately, the 2012 study concluded a fixed high-level bridge or a tunnel are the preferred alternatives to allow passage of both ship and road traffic, calling it "the single most important investment that can be made to improve SR-12." The City of Rio Vista dropped its support for the north (Airport Road) alternative alignment in 2012.

title: User:Mliu92/sandbox/Rio Vista Bridge


text:
Puzzles/Geometric Puzzles/Rubber Band

Puzzles | Geometric puzzles | Rubber Band

Imagine a rubber band which is infinitely thin and fixed on one end onto a plane with a nail. In its relaxed state it measures exactly 6cm and can be stretched to exactly 8cm.

Your task is to construct a right-angled triangle in the plane using only the rubber band, your absolutely precise hands and a sharp pencil.

Solution 1 | Solution 2

title: Puzzles/Geometric Puzzles/Rubber Band


text:
Class arrangement

Class arrangement refers to a layout of the physical setup of chairs, tables, materials in a school classroom. In most countries, this arrangement is often chosen by a paid, professional teacher with the assistance of a seating chart. Deciding upon a classroom arrangement is typically done at the beginning of a school year as a part of classroom management.

Arrangement patterns
Classroom arrangements can follow different patterns such as:

 * Rows or Traditional (students facing the instructor)
 * Stadium Seating (or Angled Rows with Desks Touching)
 * Modified U (or Horseshoe)
 * Groups (or Pods, Teams)
 * Combination (desks in various positions)
 * Roundtable (students and instructors facing the center)

Effects
Class arrangement is thought to affect the student engagement, focus and participation. Some research suggests that seating location is related to academic achievement and classroom participation, and class arrangement has the ability to affect the communal environment within the room. For individual tasks class arrangement in rows can increase on task focus, especially for disruptive students.

History
Around the turn of the 20th century, new education mandates and laws banning child labor rapidly increase school enrollments, standardizing facility design. Traditional classroom layouts had students facing the instructor with their backs toward each other. The modern and flexible open space classroom represents a change from traditional chair desk combos.

title: Class arrangement


text:
Talk:2017 Bureau of Customs drug smuggling scandal

Merged into Bureau of Customs
Merged into Bureau of Customs main page --Iloilo Wanderer (talk) 05:00, 7 October 2019 (UTC)


text:
Senator Licht

Senator Licht may refer to:

 * Frank Licht (1916–1987), Rhode Island State Senate
 * Richard A. Licht (born 1948), Rhode Island State Senate

title: Senator Licht


text:
Spanish/Lesson 9

Grammar - Past Participle (el participio)
Spanish uses the past participle primarily for present perfect, past perfect, and other similar times. For -ar verbs form the past participle by adding -ado to the stem. For -er and -ir verbs add -ido:

If the stem of an -er or -ir verb ends in one of the vowels -a, -e, or -o, the i of -ido gets an accent mark:

There are a few verbs with an irregular past participle:

As in English, the past participle can also be used as an adjective for a noun. In that case the ending has to match gender and number of the noun. Example:

Finally, there are a few verbs with both a regular and an irregular past participle. In this case, the irregular past participle is used as an adjective, while the regular form is used for the verb tenses.

Grammar - Present Perfect (el pretérito perfecto)
The Spanish present perfect is formed by conjugating the auxiliary verb haber (= to have) and adding the past participle of the verb.

Here are a few examples of the Spanish Present perfect. Note that in Spanish the auxiliary verb haber and the past participle are never separated:

Grammar - Pluperfect (el pretérito pluscuamperfecto)
The Spanish pluperfect is formed by conjugating imperfect of haber (= to have) and adding the past participle of the verb.

Here are a few examples of the Spanish pluperfect. It is used to refer to an event that happened before another event in the past. As in the present perfect, the auxiliary verb haber and the past participle are never separated:

title: Spanish/Lesson 9


text:
1974 in French television

This is a list of French television related events from 1974.

Events

 * 6 April – France's entrant Dani withdraws from the Eurovision Song Contest 1974 as a mark of respect due to the recent death of the French President Georges Pompidou

Debuts

 * 3 January – Le secret des Flamands (1974)
 * 6 May –  Nans le berger (1974)
 * 19 October – Histoires insolites (1974–1979)
 * 20 December –  Chéri-Bibi (1974–1975)
 * 21 December – The Tiger Brigades (1974–1983)

1950s

 * Discorama
 * Présence protestante (1955–)

1960s

 * La Tête et les Jambes (1960–1978)
 * Les Coulisses de l'exploit (1961–1972)
 * Les Dossiers de l'écran (1967–1991)
 * Monsieur Cinéma (1967–1980)
 * Les Animaux du monde (1969–1990)
 * Alain Decaux raconte (1969–1987)
 * Télé-Philatélie

Ending this year

 * Arsène Lupin (since 1971)
 * Aux frontières du possible (since 1971)

title: 1974 in French television


text:
File:Birmingham Times.png

Summary

 * Description   = screenshot of home page of Birmingham Times website from August 15, 2020
 * Author        = Jessamyn West
 * Source        = Birmingham Times
 * Article       = Birmingham Times
 * Purpose       = primary means of visual identification of the newspaper's online presence, for infobox
 * Replaceability = no free version available
 * Minimality    = screenshot is small, low res, partial image of entire website
 * Commercial    = uploading this image will have no commercial impact on this newspaper

 * Date               = August 15, 2020
 * Publication        =
 * Replaceability_text =
 * Other information  =

title: File:Birmingham Times.png


text:
Kilyatl

Kilyatl (Килятль; КилалӀ) is a rural locality (a selo) in Gumbetovsky District, Republic of Dagestan, Russia. The population was 1,032 as of 2010. There are 19 streets.

Geography
Kilyatl is located 38 km southwest of Mekhelta (the district's administrative centre) by road. Nizhneye Inkho and Verkhneye Inkho are the nearest rural localities.

title: Kilyatl


text:
Alice (South Korean TV series)

Alice is a 2020 South Korean television series starring Kim Hee-sun and Joo Won. It aired on SBS from August 28 to October 24, 2020, every Friday and Saturday at 22:00 (KST). It is described as "a human sci-fi drama about a magical time travel of a woman who resembles a dead woman and a man who lost his emotions".

Synopsis
In the year 2050, Alice (temporal agency) specializes in sending clients back through time to see dead loved ones find peace and closure; they also police time incursions. Alice agents Yoon Tae-yi (Kim Hee-sun) and Yoo Min-hyuk (Kwak Si-yang) travelled to the year 1992 Seoul to search for The Book of Prophecy (a book that predicts the fates of certain people and the end of time travel) and found it. However, Lee Se-hoon (Park In-soo), an agent of the mysterious Teacher (a rogue group that wants to continue manipulating time), found the young Tae-yi and murdered her father for the book. Before her father died, he gave the final page to little Tae-yi before her adult counterpart arrived. Tae-yi and Min-hyuk acquired the book and had local police arrest Se-hoon. When Tae-yi realized she was pregnant, Min-hyuk (the father) encouraged Tae-yi to abort the child as time traveling (radiation) would cause serious defects. Tae-yi then disappeared with the book to carry her child.

Tae-yi would rename herself Park Sun-young and single-handedly raised her son, Park Jin-gyeom (Joo Won). Born with Alexithymia, he has difficulty recognizing his own emotions and his classmates called him a psychopath. He unknowingly has the ability to manipulate time in life-and-death situations. In 2010, Jin-gyeom found his mother murdered and vowed to find her killer. Orphaned without a family, Detective Go Hyeon-seok (Kim Sang-ho) and classmate Kim Do-yeon (Lee Da-in) looked after him. By 2020, Jin-gyeom becomes a detective under Hyeon-seok and learns about time travelers, Alice, the Teacher, and the truth behind his mother's death.

Main

 * Kim Hee-sun as Yoon Tae-yi / Park Sun-young
 * Kim Ji-yu as young Tae-yi
 * Park Sun-young is a woman with a mysterious past who lives with her son. She died in a mysterious circumstance and left an eerie instruction to her son. Yoon Tae-yi is a genius physicist who has a striking resemblance to Park Sun-young. She encounters Park Jin-gyeom due to a mysterious case and decides to help him uncover the truth.

 * Joo Won as Park Jin-gyeom
 * Moon Joo-won as child Park Jin-gyeom (Ep. 1)
 * Moon Woo-jin as young Park Jin-gyeom (Ep. 1, 7)
 * Park Jin-gyeom was born without the ability to feel or express emotions. He was raised by his single mother who was the only person he cared about. He becomes a detective with the help of Go Hyeon-seok. While investigating mysterious cases, he stumbles upon time travelers.

Supporting

 * Kwak Si-yang as Yoo Min-hyuk
 * A passionate agent of Alice and time traveler, Yoo Min-hyuk gave up the most important person in his life for Alice. He is very skilled and does his job proficiently. He faces trouble with the police when one of his clients decides to break an important time-traveling rule.

 * Lee Da-in as Kim Do-yeon
 * Park Jin-gyeom's only friend, Kim Do-yeon is a reporter for Sekyung Ilbo News and has a crush on Jin-gyeom since high school. She is investigating a mysterious case involving strange drones.

 * Kim Sang-ho as Go Hyeon-seok
 * A senior detective and team leader of the investigation team. He was in charge of Park Sun-young's murder case. He and his wife took care of Park Jin-gyeom after his mother died.

 * Choi Won-young as Seok Oh-won
 * Director of Kuiper Institute of Advanced Science.

People at the Police Station

 * Lee Jae-yoon as Kim Dong-ho
 * Jung Wook as Ha Yong-seok
 * Jihyuk as Hong Jeong-wook
 * Choi Hong-il as Yoon Jong-soo

Alice staff

 * Kim Kyung-nam as Ki Cheol-am
 * Hwang Seung-eon as Oh Shi-young
 * Yang Ji-il as Choi Seung-pyo
 * Nam Kyung as Jung Hye-soo

People around Yoon Tae-yi

 * Choi Jung-woo as Tae-yi's father
 * Oh Young-sil as Tae-yi's mother
 * Yeonwoo as Yoon Tae-yeon, Tae-yi's younger sister

Others

 * Bae Hae-sun as Kim In-sook, Go Hyeon-seok's wife.
 * Min Jun-ho as Kim Jung-bae, senior reporter of Sekyung Ilbo News.
 * Oh Se-young as Si-young
 * Lee Su-woong as Jung Ki-hoon, a broker that helps time travelers stay illegally.
 * Yoon Joo-man as Joo Hae-min, a serial killer from the future.

Special appearances

 * Jang Hyun-sung as Professor Jang Dong-shik (Ep. 1)
 * Park In-soo as Lee Se-hoon, a time traveler who murdered Professor Jang (Ep. 1, 6)
 * Oh Yeon-ah as Han Sun-hee, Hong Eun-soo's mother and a time traveler (Ep. 1–4)
 * Seo Yi-soo as Hong Eun-soo (Ep. 1–4)
 * Lee Seung-hyung as Hong Suk-joon, Hong Eun-soo's father (Ep. 1, 3–4)
 * Lee Jung-hyun as Yang Hong-seob, a time traveler who breaks an important rule of Alice (Ep. 2)

Production
This is the first acting role of actor Joo Won since he was discharged from his mandatory military service on February 5, 2019.

On July 31, 2020, SBS released photos from the first script reading of the series attended by the cast and crew of the show.

title: Alice (South Korean TV series)


text:
Discrete Mathematics/Modular arithmetic

Introduction
We have already considered moduli and modular arithmetic back in ../Number theory/, however in this section we will take a more in depth view of modular arithmetic.

For revision, you should review the material in number theory if you choose.

Simultaneous equations
When we speak of simultaneous equations with relation to modular arithmetic, we are talking about simultaneous solutions to sets of equations in the form
 * x ≡ a1 (mod m1)
 * x ≡ ak (mod mk)
 * x ≡ ak (mod mk)
 * x ≡ ak (mod mk)

There are two principal methods we will consider, successive substitution and the Chinese remainder theorem.

Successive substitution
The method of successive substitution is that where we use the definition of the modulus to rewrite these simultaneous equations, and then successively make substitutions.

It will probably be best to motivate the idea with an example.

Example: Solve 3x ≡ 10 (mod 19), and x ≡ 19 (mod 21) using successive substitution.

First:

 * 3x ≡ 10 (mod 19)

Find the inverse of 3 in Z19; 3-1=-6, then
 * x ≡ -60 (mod 19)
 * x ≡ 16 (mod 19)
 * x = 16 + 19j ∃ j∈Z (*)

Substitute in the second equation
 * (16+19j) ≡ 19 (mod 21)
 * 19j ≡ 3 (mod 21)

Find the inverse of 19 in Z21; 19-1=10

 * j = 30 (mod 21)

 * j = 9 (mod 21)

Writing in the equivalent form
 * j = 9 + 21k ∃ k∈Z

Substituting back j in (*)
 * x = 16 + 19(9+21k)
 * x = 187+399k

Writing back in the first form
 * x ≡ 187 (mod 399)

which is our solution.

Chinese remainder theorem
The Chinese remainder theorem is a method for solving simultaneous linear congruences when the moduli are coprime.

Given the equations
 * x ≡ a1 (mod m1)
 * x ≡ ak (mod mk)
 * x ≡ ak (mod mk)
 * x ≡ ak (mod mk)

multiply the moduli together, i.e. N=m1m2...mk, then write n1=N/m1, ..., nk=N/mk.

We then set yi be the inverse of ni mod mi for all i, so yini=1 mod mi.

Our solution will be
 * x ≡ a1y1n1+...+akyknk (mod N)

To see why this works consider what values x mod mk takes. The term akyknk mod mk becomes equal to ak as yknk=1 mod mk, and all the terms ajyjnj mod mk become equal to zero as when $$j \neq k$$ mk is a factor of nj.

The Chinese Remainder Theorem is of immense practical use, as if we wish to solve an equation mod M for some large M, we can instead solve it mod p for every prime factor of M and use CRT to obtain a solution mod M.

Powers and roots
This section deals with looking powers of numbers modulo some modulus. We look at efficient ways of calculating
 * ab (mod m)

If we tried to calculate this normally - by calculating ab and then taking the modulus - it would take an exorbitant amount of time. However some of the theory behind modular arithmetic allows us a few shortcuts.

We will look at some of these and the theory involved with them.

Fermat's (little) Theorem
Fermat's theorem allows us to see where ab (mod m) is 1. This has an application in disproving primality.

It states
 * If p is prime, and gcd(a,p)=1, then, in Zp
 * ap-1=1.

So, for example, 1310=1 in Z11.

Primitive elements
If in Zn, can we write some elements as powers of an element? This is conceivably possible.

Let's look at Z3.
 * 20=1
 * 21=2
 * 22=1

The elements {1,2} constitute in fact :Z3*.

Generally, we have
 * If p prime, then there is an element g∈Zp* such that every element of Zp* is a power of g.

Orders
We can express this idea in a different way, using the concept of the order. We denote the order of a ∈ Zn* by the smallest integer k written On(a) such that
 * ak=1 in Zn.

For example, On(-1)=2 for all n except 2, since
 * (-1)2=1

except when n = 2, since in that field -1 = 1 and thus has order 1.

Note if gcd(a,n)≠1, that is, a ∉ Zn*, the order is not defined.

Properties of orders
The orders obey some properties, the first of which was originally proven by Lagrange:

If p prime, gcd(a,p)=1,
 * Op(a) divides p-1
 * a is primitive iff Op(a)=p-1

Orders and finding primitive elements
Given these facts above, we can find primitive elements in Zp for p > 2 fairly easily.

Using the above facts, we only need to check a(p-1)/pi=xi in Zp for all i, where the pi are the prime factors of p-1. If any of the xi are 1, a is not a primitive element, if none are, it is.

Example: Find a primitive element of Z11.

Try 2. p-1 = 10 = 2. 5 Check:
 * 210/2=25=10
 * 210/5=22=4

Neither is 1, so we can say that 2 is a primitive element in Z11.

Problem set
Given the above, answer the following. (Answers follow to even-numbered questions)
 * 1) Is 4 primitive in Z13?
 * 2) Is 5 primitive in Z23?
 * 3) Find a primitive element of Z5.
 * 4) Find a primitive element of Z19.

Answers

 * 2. Yes: In Z23, (23-1)=2*11, and 522/11=2, 522/2=22 and then 522=1. No lesser base gives this.
 * 4. 2. Check: (19-1) has distinct prime factors 2 and 3. In Z19, 218/2≠1 and 218/3≠1 but 218=1 so 2 is primitive.

Euler's totient function
Euler's totient function is a special function that allows us to generalize Fermat's little theorem above.

It is defined as
 * φ(n) = |Zn*|
 * =|{a∈Z|1 ≤ a ≤ n and gcd(a,n) = 1}|
 * that is the number of elements that have inverses in Zn

Some results
We have the following results leading on from previous definitions. In other symbols: $$\sum_{d\ divisor\ of\ n} \phi(d) = n$$.
 * 1) φ(p) = p - 1
 * 2) φ(pk) = pk-pk-1
 * 3) φ(mn)=φ(m)φ(n) for gcd(m,n)=1
 * 4) For any integer n, the sum of the totient values of each of its divisors equals n.

Proof of 2.: There are pk elements in Zpk. The non-invertible elements in Zpk are the multiples of p and there are pk-1 of them: p, 2p, 3p, ..., (pk-1-1)p, pk. Removing the non-invertible elements from the invertible ones leaves pk-pk-1 left. ∎

Corollary to 1, 2 and 3: If n has distinct prime factors (i.e. not counting powers) pi for i=1,...,r we have
 * $$\phi(n)=n\prod_{i=1}^r (1-\frac{1}{p_i})$$

For example:
 * 16=24, so φ(16)=(16)(1-1/2)=16/2=8
 * φ(11)=(11)(1-1/11)=(11)(10/11)=10
 * (confirm from before 11 prime so φ(11)=11-1=10).

Proof of 3.: We can prove this equality using a special case of the Chinese Remainder Theorem, where the CRT is now just a system of 2 congruences, namely:
 * x == a1 (mod m)
 * x == a2 (mod n)

(remember that the CRT is applicable here because m and n are assumed coprime in the equality).

Note that a1 can take on m values (from 0 to m-1), and a2 can take on n values (from 0 to n-1). Also note that, for each and everyone of the m*n (a1, a2) tuples, there is a unique solution x that is strictly smaller than m*n. Moreover, for each x strictly smaller than m*n, there is a unique tuple (a1, a2) verifying the congruence system (these two assertions are a component of the Chinese Remainder Theorem: a solution to the congruence system is unique modulo m*n).

With this bijective uniqueness property in mind, the proof is simple. Go through each x, from 0 to m*n-1, and show that if x is a totient of m*n (i.e., gcd (x,m*n) = 1), then a1 is a totient of m and a2 is a totient of n. Furthermore, you must also show that if a1 and a2 are totients of m and n respectively, then it follows that x must be a totient of m*n.

If gcd (x,m*n) = 1, then according to Bezout's identity, there exist X and Y integers such that x*X + m*n*Y = 1. Furthermore, we have:

 * x = a1 + k*m
 * x = a2 + q*n

Therefore, a1*X + m*(k + n*Y) = 1, ''' should this be a1*X + m*(k*X + n*Y) = 1 ?? ''' so gcd (a1,m) = 1, and therefore a1 is a totient of m. Proceed similarly to prove that a2 is a totient of n.

Proving the other direction is very similar in that it requires some simple replacement algebra.

So what have we shown? In the above we have shown that for every totient x of m*n, there is a unique tuple of totients of m on the one hand and n on the other hand. Furthermore, that for each tuple of totients of m on the one hand and n on the other hand, there is a unique totient of m*n. Therefore, phi(m*n) = phi(m)*phi(n).

Proof of 4.: Let Q(g) be the set of all integers between 1 and n inclusive, such that gcd(x,n) = g. Q(g) is nonempty if and only if g divides n. If g doesn't divide n, then good luck finding an x such that g is the greatest common DIVISOR of x and n. Secondly, if x belongs to Q(g) for a given g, then it can't belong to another Q(...), since, if n is fixed, then gcd(x,n) is unique, by definition of the GREATEST common divisor. Thirdly, for all x between 1 and n inclusive, there exists a g such that gcd (x,n) = g (in the "worst" case, it's 1). Put together, these three properties imply that the union of all the Q(g) sets (for each g a divisor of n), which are pairwise mutually exclusive, is the set {1,2,3,...,n}. And therefore, the sum of the cardinalities of each Q(g) equals n.

Now we show that |Q(g)| = φ(n/g).

One direction: Let x be an arbitrary member of Q(g) for some g. Therefore, we have that gcd (x,n) = g => gcd (x/g, n/g) = 1 => x/g belongs to the set of numbers coprime to n/g (whose cardinality of course is φ(n/g)). For diff\ erent x's, the two values x1/g and x2/g are distinct. So for each x in Q(g), there is a correspondingly unique x/g in the set of numbers coprime to n/g.

Other direction: Let x be an arbitrary member of the set of numbers coprime to n/g. This implies gcd (x,n/g) = 1 => gcd (xg,n) = g => xg belongs to Q(g). For different x's, the two values x1g and x2g are distinct. So for each x in the set of numbers coprime to n/g, there is a correspondingly unique xg in Q(g).

Therefore, |Q(g)| = φ(n/g).

Euler's theorem
We can now generalize Fermat's theorem to extend past just Zn.

Euler's theorem says:
 * If a ∈ Zn*, in Zn*,
 * aφ(n)=1
 * equivalently if gcd(a,n)=1,
 * aφ(n)≡1 (mod n)

Example: Find 3216 in Z14. We need to calculate firstly φ(14)=φ(7)φ(2)=(7-1)(2-1)=6. Then write the exponent as: 216 = 6 × 36 So: 3216=(36)36

But Euler's theorem tells us 36=1 in Z14 (i.e., mod 14) since 3φ(14)=1 in Z14 as above. So we have: 3216=136=1.

Calculating large powers efficiently
When Euler's or Fermat's theorem fails us in the calculation of a high power, there is a way to decompose an exponent down so calculation is still easy.

Let us work through an example as motivation.

Example. 528 in Z4.

First write 28 in base 2 = (11100)2 = 24+23+22 = 16 + 8 + 4

Now 528 = 516+8+4 = 516 58 54 Now rewrite these powers of 2 as repeated exponents:
 * (((52)2)2)2 × ((52)2)2 × (52)2

When you calculate each exponent, reduce mod 4 each time.

Problem set
Given the above, calculate the following powers. (Answers follow to even-numbered questions)
 * 1) 312 (mod 13)
 * 2) 242 (mod 43)
 * 3) 6168 (mod 30)
 * 4) 2252 (mod 19)
 * 5) 261 (mod 22)
 * 6) 813 (mod 5)
 * 7) 1110 (mod 11) (Tricky!)

Answers

 * 2. Since gcd(2,43)=1 and the exponent is one less than the modulus, use Fermat's theorem - the answer is 1
 * 4. Observe that φ(19)=18 and 18|252. 252/18=14. Decompose the exponent then as 218×14=(218)14=1.
 * 6. Use fast exponentiation by squaring: the answer is 3

title: Discrete Mathematics/Modular arithmetic


text:
Kansas's 19th Senate district

Kansas's 19th Senate district is one of 40 districts in the Kansas Senate. It had been represented by Democrat Anthony Hensley, the former Senate Minority Leader, since 1993; Hensley was defeated by Republican Rick Kloos in 2020.

Geography
District 19 covers all of Osage County and parts of Douglas, Jefferson, and Shawnee Counties, including much of eastern Topeka and southern Lawrence as well as Osage City, Carbondale, Lyndon, and Overbrook.

The district is located entirely within Kansas's 2nd congressional district, and overlaps with the 10th, 45th, 47th, 54th, 56th, 57th, 58th, 59th, and 76th districts of the Kansas House of Representatives.

title: Kansas's 19th Senate district


text:
Talk:Mathilde Mukantabana

This page should not be speedy deleted because...
This page should not be speedily deleted because... (after realizing that I violated editing guidelines am ready to improve and correct them) --Ndahiro derrick (talk) 21:48, 11 October 2020 (UTC)

title: Talk:Mathilde Mukantabana


text:
Garfield Elementary School (Garfield, Arkansas)

The Garfield Elementary School is a historic school building on United States Route 62 in Garfield, Arkansas, near its junction with Arkansas Highway 127. It is a public elementary school of Rogers Public Schools.

It is a single-story rusticated stone building, built in 1941 to replace a nearby building which had fallen into disrepair. It is a T-shaped structure, with a long east–west section housing offices and classrooms, and a projecting auditorium to the rear. The prominent features of the main façade are two projecting castellated entrance porticos, which have raised parapets, and segmented-arch openings.

Garfield Elementary feeds into Lingle Middle School and Rogers Heritage High School.

History
Garfield Elementary School (the institution, not the building) was established in 1885.

The building was listed on the National Register of Historic Places in 1996.

The district researched the possibility of making the school compliant with the Americans With Disabilities Act. The district staff wrote in a report in 2019 that doing so for Garfield Elementary would be "beyond expensive".

A person who owned property in Garfield agreed to donate 20 acre to the Rogers School District so it could build a new facility, though the district has not yet determined if it wants to build a replacement facility on that site. The school district plans to close the existing Garfield school building and move students to another building that is scheduled to begin operations in 2024.


text:
Mass relations in chemistry and stoichiometry

The Mole Concept
To begin with chemical relations to mass, perhaps the most important idea to understand is the mole concept. We begin by looking at an example from the periodic table:

The atomic mass is our primary concern here. By definition, a mole (symbolized as mol) is the quantitative amount of any given substance that contains as many atoms, molecules, or formula units as the number of atoms in exactly 12 g of carbon-12. This number is known as Avogadro's number (usually symbolized as NA), and has recently been given the value of 6.0221367 × 1023.

In this sense then, we might equate the term mole to dozen. With previous experience, we know that in a carton of a dozen eggs, you get twelve individual eggs. The same is said with the mole: for every 1 mole of a given substance, you have approximately 6.022 × 1023 atoms/formula units/molecules in the sample amount. As you will learn later, the mole is very important in many calculations involving concentrations of substances, osmotic pressure, chemical kinetics, and equilibrium.

The main idea that must be understood is that for 1 mole of any substance, we have Avogadro's number of molecules, atoms, or formula units. Consider the chemical formula for water, H2O. If we have one mole of H2O, then we have approximately 6.022 × 1023 different H2O molecules. To continue further, we notice that there are two hydrogen atoms for every one oxygen atom in one formula unit of water, therefore we can say that there are approximately 1 × 6.022 × 1023 oxygen atoms and 2 × 6.022 × 1023 (1.204 × 1024) hydrogen atoms present in one mole of water.

So how do we calculate the molar mass of H2O? Simple. This is where the atomic mass is most important. On the periodic table we retrieve the atomic masses of hydrogen and oxygen, which are 1.00794 amu and 15.9994 amu respectively. (Note that "amu" stands for atomic mass units and has the units of g/mol). The atomic mass for a given substance is equal to one mole, and therefore contains roughly Avogadro's number of atoms/molecules/formula units. With this in mind, we add the following:

2(Atomic Mass of Hydrogen) + Atomic Mass of Oxygen = Molecular Mass of H2O 2(1.00794) + 15.9994 = 18.0152 g/mol

If you understood that, congratulations - you've completed your first stoichiometric calculation.

Stoichiometry
Chemistry is a wonderful thing - and one of its least wonderful yet most important concepts is stoichiometry. Stoichiometry is the calculation of quantities of reactants and products involved in a chemical reaction. Too wordy? Let's make peanut butter and jelly sandwiches.

Think of how you make a PB&J sandwich - do you just slop the stuff together and hope it turns out right? Of course not! You take two pieces of bread, a tablespoon of peanut butter, and a table spoon of jelly, and there you have it. This is what stoichiometry is about: it's the recipe that counts, too.

So if we had an equation for a peanut butter and jelly sandwich, it might look like this: Pb + J + 2Bread → PbJBread2

However, let's look at a real balanced chemical equation:

2C3H8 + 10O2 → 6CO2 + 8H2O

What are those numbers in front of the compounds? In chemistry, we call these numbers coefficients which serve to balance out the amount of each individual type of atom on both sides (for example, there must be the same number of carbon atoms on the left side as there are on the right side of the equation).

So back to our equation:

2C3H8 + 10O2 → 6CO2 + 8H2O

The easiest way to read it would be: "When you have two propane molecules (C3H8) and ten molecules of diatomic oxygen (O2), you get six molecules of carbon dioxide (CO2) and eight water molecules (H2O)". Just like a recipe. Remember that in this scenario, molecules could possibly even be replaced with moles as well.

Now for an example. Let's take the same reaction with propane and oxygen: if you have 10 g of propane, how much carbon dioxide do you produce?

Believe it or not, this problem is very easy, and with some practice, you could become a professional at this. First, we look at the ratio of propane to carbon dioxide - which is 2 propanes for every 6 carbon dioxides, or in fraction: 2/6 (do not reduce).

Let's start the calculation:

Notice the ratio of moles of propane to moles of carbon dioxide. This is called the key step. One might consider this part of the calculation a sort of "stepping stone" from one compound to the next.

Let's see how much H2O we can get from 10 g of propane:

Now suppose we have 15 g of H2O - how many grams of oxygen are there? Even though H2O is a product, we can still work the problem the same way, but in reverse:

Note: you may have noticed that the molecular mass for O2 is 32.00 rather than 15.999. There's a reason for this: gaseous oxygen is diatomic, meaning that in it's gaseous state, each oxygen molecule is comprised of two oxygen atoms that have been covalently bonded together.

There are several different diatomic elements, and a simple way of memorizing them is through the acronym "Br I N C H O F" (pronounced "brink-hoff"), which represents the seven diatomic molecules.   Br2 - Bromine   I2 - Iodine   N2 - Nitrogen   Cl2 - Chlorine   H2 - Hydrogen   O2 - Oxygen   F2 - Fluorine

From here, stoichiometry only gets more complicated (but not necessarily more difficult). As said before - with practice, these calculations can become second nature.


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US History/Roaring Twenties and Prohibition

Presidency of Warren G. Harding
A new sympathy toward business was shown in the election of Republican Warren G. Harding as president in 1920. His administration helped streamline federal spending with the Budgeting and Accounting Act of 1921, supported anti-lynching legislation (which was, however, rejected by Congress), and approved bills assisting farm cooperatives and liberalizing farm credit.

Scandals
The Harding administration was also known for its scandals. He had had an affair with the wife of an Ohio merchant: the resulting daughter was never officially acknowledged. He also appointed some cronies, who saw office as an invitation to personal gain. One of those men was Charles Forbes, head of the Veterans Bureau. He was convicted of fraud and bribery in connection with government contracts, and was sent to prison. Another crony, Attorney General Harry Daugherty, was involved with an illegal liquor scheme. He only escaped prosecution by refusing to testify against himself.

Teapot Dome Scandal
The most notorious of these scandals was the revelation that the Secretary of the Interior, Albert Fall, accepted bribes to lease government property to private oil companies in the Teapot Dome Scandal. The popular conservation legislation created by Harding's predecessors, presidents Teddy Roosevelt, William Taft, and Woodrow Wilson, had set aside naval petroleum reserves in Wyoming and California. Three naval oil fields, Elk Hills and Buena Vista Hills in California and Teapot Dome in Wyoming, were tracts of public land meant as emergency underground supplies to be used by the navy only when regular oil supplies diminished. Teapot Dome received its name because of a rock resembling a teapot above the oil-bearing land. Politicians and private oil interests had opposed the restrictions placed on the oil fields, claiming that the reserves were unnecessary, and that the American oil companies could provide for the U.S. Navy.

Civil and criminal suits concerning Teapot Dome lasted through the 1920s. In 1927 the Supreme Court finally ruled that the oil leases had been corruptly obtained and invalidated the Elk Hills lease in February of that year and the Teapot lease in October of the same year. The navy regained control of Teapot Dome and Elk Hills reserves. Albert Fall was found guilty of bribery in 1929, fined $100,000, and sentenced to one year in prison. Harry Sinclair refused to cooperate with the government investigators, was charged with contempt, and received a short sentence for jury tampering. Edward Doheny was acquitted in 1930 of attempts to bribe Fall.

The Teapot Dome scandal was a victory for neither political party. It became a major issue in the presidential election of 1924, but neither party could claim full credit for divulging the wrongdoing. It became the first true evidence of government corruption in America. The scandal revealed the problem of natural resource scarcity and the need to protect for the future against emergency depletion of resources. Vice President Calvin Coolidge, who assumed the presidency after Harding's death, handled the problem very systematically, and his administration avoided any damage to its reputation.

Technology
Although there were innumerable technical innovations, the vast changes in American life about this time had two major technical bases, mass production (the assembly line), and mass testing.

In the vast steel factories and in cloth mills individuals had to move together with the machines. Any mistake could lead to an accident, perhaps a fatal one. Henry Ford's assembly line worked on the same principle, but went much further. A car went from station to station, from worker to worker. Each worker had one function—tightening nuts, adding a component—and only that function, as if he were himself a machine. His main interest was in doing those motions which would do his job and do it most efficiently. (In this respect the system drew upon work efficiency experts such as Frederick Winslow Taylor and the Gilbreths.)

The advantages to this extreme systemization were fundamental. As with the cloth factories, the product was produced extremely quickly at all hours of the day or night. Very little training was needed for those jobs. The results of this system were extremely long-lasting. The Model T was seen as a durable car, and "the tin Lizzie" retained public affection even when it was superseded by cars with self-starters. The cars were also affordable, with results as seen below. Henry Ford raised his wages regularly, urging that the men who made the cars also buy them.

A small demerit was that these new cars were extremely ugly. The Stanley Steamer had been sleek, with lines like what would later be called "streamlining." Dusenbergs and Pierce-Arrows had a variety of hues and such extras as bud vases. Ford famously said that his purchasers could have any color they wanted, "so long as it is black." As people became more prosperous, they could shop for colored paint jobs and detailing for their luxury cars. However, creating affordable and beautiful goods was a movement away from Ford's version of the market.

More importantly, working on the assembly line wore on the workers. Standing in one place and squinting, working with a few muscles for hours a day (or night) could be very fatiguing. Human beings weren't made to live like that. When there were a limited set of priorities for working, workers could be easily replaced, just like machines. Not every boss of the assembly line paid as well as Ford.

Mass testing was a requirement for the assembly line—a bad part made a bad product. But it had actually begun as a human policy, in the requirements for the late 19th Century census. It was accelerated in the desire to find sound men for the First World War. Psychologists were employed to create intelligence tests to weed out unfit soldiers. Their weapons had to be carefully inspected, for when shoddy goods reached the front lines, the result could be a disaster.

In the post-war world, Big Business began developing research and development departments. Before a change was implemented, there had to be a prototype, and the effects on the public had to be carefully measured. Economics became a matter, not merely of becoming prosperous, but of selling to the largest number possible. (The term mass market originated in the 1920s.)

The Automobile

In the 1920s, the United States automobile industry began an extraordinary period of growth by means of the assembly line in manufacturing. Cars began to alter the American lifestyle. In 1929, one out of every five Americans had a car. They began using their own automobiles instead of the street cars. Cars also replaced horses. This made the streets cleaner, because there wasn't as much horse manure. (However, this was replaced by other, more subtle forms of pollution. In the 1920s gasoline companies started adding lead to their fuel to increase engine efficiency.)

The idea of "homes on wheels" was also created around this time. Americans were packing up food and camping equipment in order to get away from home. By the 1920s most automobiles gained cloth or steel roofs, offering a private space for courtship and sex. Women gained from the automobile revolution. Women who learned to drive achieved new-found independence, taking touring trips with female friends, conquering muddy roads, and making repairs when their vehicles broke down. Prosperous African Americans for the first time obtained a limited freedom from local discrimination. A family could drive around and past "closed" White communities, and to beaches, camps, and other holiday destinations. (However, the family car would have to carry its own food, drink and gas, and not stop before it reached its destination. The largest-scale pamphlet for "safe" businesses African Americans could use, the Negro Motorist Green Book, was only published beginning in 1936.) The car was the ultimate social equalizer.

There were 108 automobile manufacturers in 1923 and colors allowed owners to express personal tastes. An abundance of fuel fed these cars. In 1920, the United States produced sixty-five percent of the World's oil. Road construction was extensive. The first timed stop-and-go traffic light was in 1924. Industries related to the manufacturing and use of automobiles also grew; petroleum, steel, and glass were in high demand, leading to growth and profitability in related sectors. State governments began to build roads and highways in rural areas. Gasoline stations were installed across the country, evidence of the sudden and continued growth of the petroleum industry. Automobile dealers introduced the installment plan, a financing concept that was adopted in many other parts of business. Thus, the automobile industry's growth had repercussions throughout the nation. With a perfected design of Henry Ford's assembly line automobiles began to be more affordable for the common US citizens all over the country. A lot of men were hired to work in car factories.

Health and Life Expectancy
The relation between food and health had long been known. For example, since the 18th century it has been known how to fight scurvy, and mariners have taken fruit on long voyages. Yet the fact that scurvy is caused by lack of vitamin c was only discovered in 1932.

From 1915 to the end of the 1920s most vitamins were discovered. Food regulation began to ensure a safer food supply. People began to have access to and the possibility of choosing more and better food, due to faster transport and refrigeration. Technical information was also more easily transmitted, and by 1930 nutritionists began to emphasize to the public the need for consumption of certain foods, and their constituent vitamins and minerals, on a daily basis. Food companies began marketing their products, on how their products contain certain amounts of your daily vitamins and therefore healthy. However, the advertisements sometimes contained unusual ideas about nutrition. For example, some candy bars were advertised by their "food value." And Welch's Grape Juice marketed their product as containing nutrients and vitamins, but failed to inform the reader of the large amount of sugar also included.

But the emphasis on nutrition and good hygiene made many Americans healthier. This was the decade when penicillin and insulin were discovered. During this time the life expectancy at birth in the United States also increased from fifty-four to sixty percent, and infant mortality rate decreased by one-third. However this was not the case for nonwhites: the mortality rate for nonWhite children was about fifty to one hundred times that of Whites during this era. (Rickets among the poor and among rural African Americans was seen as the result of poor genetics, "bad blood." The American fad for Eugenics and the sterilization movement also grew in this era.) Accident fatalities also increased by roughly 150 percent, for the car was becoming faster and more common.

Elderly Americans and Retirement
As more adults survived into old age, an interest in pensions and other forms of old age assistance grew. In the third decade of the 20th century, one third of Americans sixty-five and older depended financially on someone else. Over the past fifty years many European countries had established state-supported pension systems. In 1923 the Pennsylvania Chamber of Commerce called old-age assistance “un-American & socialistic.” But during the 1920s state resistance to pension plans eroded. Isaac Max Rubinow and Abraham Epstein attempted to persuade legislators and associations such as labor unions to endorse old-age assistance. By 1933 almost every state gave some minimal support to needy elderly.

Culture of the 1920's

During this time period, new social values emerged. It became difficult to determine what was socially acceptable, as youth frequently took up smoking, drinking, and a new openness about sex. They were being influenced less by their parents and more by their peers and schoolmates. Schools in the cities geared up for mass education, segregating children with others of their same age. The rite of passage, dating without adult supervision, became more commonplace among these youth.

The Flapper was the female symbol of this change, as the raccoon-coated Sheik was the symbol among young men. The dresses then in fashion de-emphasized the bodice, with a flat abdomen, the so-called "boyish figure." Flappers did not have the long hair of their mothers and grandmothers, but short, "bobbed" styles. They drank and smoked like men, knew all the latest dances and songs, and openly swore and talked of sex. It is unknown how frequent the Flapper really was. Bobbed hair was fashionable among women and girls, but there was never a standard measurement of this or any related trend. Movie actresses such as Louise Brooks and Clara Bow were shown drinking on the big screen, and F. Scott Fitzgerald's writings showed a literary interest in the Flapper.

During the War, servicemen became used to lectures on preventing venereal disease, and thus became more comfortable with the idea of contraception. Condoms started to be made with latex instead of animal tissues, and became a product which could be mass-produced on an assembly line. Birth control became more available, and more respectable. With a greater chance for babies to survive infancy, and with the ability to time when they came into the world, the number of children in a middle-class family began to go from four or five to two or three. Unfortunately, this overlapped with the eugenics movement.

As the middle class became more mobile, it was much less able to rely on the advice of grandparents and family, and "expert" child care advice became popular. This advice was different from that commonly used nowadays. John B. Watson, who published his book in 1928, advised against picking up infants, holding them when they cried, or cossetting them or showing them too much affection.

Radio
Radio had been used for ship-to-shore communication since the Titanic sent out a Morse code S-O-S. It was used by both sides during the First World War. Wilson considered nationalizing the medium, as Great Britain was later to nationalize the British Broadcasting Corporation, but corporate outcry overruled him. By 1920, thousands of curious machines produced screeches for the hobbyist, with an occasional, distant snatch of voices or music. In 1920 the assembly line did its work, producing an RCA "Cat's Whisker" receiver for under four dollars. In October of that year Westinghouse created the first radio station, KDKA. In November it provided running coverage of the Presidential elections.

By the mid-'20s programming ran from morning till night. In 1924, the first radio network, the National Broadcasting Company, began operations between New York and Boston. In 1927, the Columbia Broadcasting System began. The Federal Radio Commission was set up in 1926, and organized in the Radio Act of 1927. Advertisers sponsored programs: one popular music program was The A & P Gypsies, giving coast-to-coast coverage to the A & P grocery stores. The news and entertainment provided was vetted by the sponsor, and anything which would offend sponsors was forbidden. But within those lines much was permitted. One could occasionally find high culture (though the Metropolitan Opera broadcasts only began at the end of 1931), but the aim was to air songs in the middle range of culture; "The Lost Chord," or "Drink to Me Only With Thine Eyes." They played popular music, but not much jazz: Paul Whiteman, the so-called "King of Jazz," was not. (There were exceptions to this rule; some high-powered radio stations in Mexico poured out jazz, "Black music," and ads for toxic patent medicines.) Much of the country's culture was not covered, though the Grand Ole Opry began its broadcasts in 1925. But as electrification expanded, the market for radio grew, and some stations experimented. A pair of White comedians, Freeman Gosden and Charles Correll, created a comic, sentimental serial drama, Amos 'n' Andy. At a time when lynchings of African Americans occurred as far North as Ohio, this was a comedy about two stupid African Americans who mispronounced their words. But it also created sympathy for them. "One episode ended with Amos and Andy in desperate need of a typewriter; nearly two thousand typewriters were immediately sent in by listeners." Yet " Amos 'n' Andy 's popularity was no doubt due to excitement over this new national experience. For the first time Americans could all enjoy the same event at the same moment."

Movies

In the 1920s movies also grew into a popular recreation. By 1922, about 40 million people were going to the movies each week; that number jumped to about 100 million people by the end of the decade. Movie stars such as Douglas Fairbanks, Mary Pickford, and Charlie Chaplin became known around the world.

Eight studios dominated the industry, consolidating and integrating all aspects of a film's development. By 1929, the film-making firms that were to rule and monopolize Hollywood for the next half-century were the giants or the majors, sometimes dubbed The Big Five. The Big Five studios were Warner Bros., RKO, Paramount, Metro-Goldwyn-Mayer, and Fox Film Corporation. They produced more than 90 percent of the fiction films in America and distributed their films both nationally and internationally. Each studio somewhat differentiated its products from other studios.

A movie house was only allowed to play the products of one studio. Thus, for example, the New York Paramount only played cartoons, newsreels, and fiction films created by Paramount Studios. (In the 1920s Paramount distributed the work of Max Fleischer Studios, creator of the Koko the Clown Cartoons.) Each division of the studio was contracted to make so many films each year. If a movie house wanted to get the films of a Gloria Swanson or a Rudolf Valentino, it had to accept a given number of films by a less-liked star. This "block booking" ensured that certain actors got publicity and kept the screens under the thumb of the studio. However, in return each theater was ensured of a weekly change of movies, with the full backing of the studio. In addition to the projectionist, ushers and candy and cigarette sellers, the Paramount Theater employed a grand musician to accompany the silent film on one of the largest theater organs ever created. Its halls were ornamented by hand-painted murals. The top-line theaters were called "movie palaces."

The most popular studio movies often used sweepingly romantic stories set in exotic lands: Argentina in 1921's The Four Horsemen of the Apocalypse, Persia in 1924's The Thief of Bagdad. The 1925 movie Ben Hur was shot partially in Italy and partially on huge purpose-built sets in California. It had 42 cameras shooting the still-famous chariot race. Among the famous or yet-to-be-famous figures swelling the scenes as extras were the Barrymore brothers, Lillian and Dorothy Gish, comedian Harold Lloyd, William Randolph Hearst's love Marion Davies, and studio head Samuel Goldwyn. The religious sequences used two-tone technicolor. It was the most expensive film yet made.

Prohibition

Although total alcohol consumption halved, some people blatantly disregarded Prohibition. There were loopholes in the Volstead Act, the twenty-two page law which defined Prohibition. Churches could use wine in their ceremonies, and alcohol drunk as a medicine (this was still part of the medical profession) was still allowed. The amount of "religious" and "medicinal" wine suddenly increased.

Some illegal alcohol was imported from Canada, Cuba, and Mexico, which never made alcohol illegal. Some was home-made American. Bootleggers were found in many places throughout the country, from backwoods stills (illegal alcohol production had continued after the Whiskey Rebellion) to urban "bathtub gin." The Volstead Act had said that personal consumption of alcohol in one's own home was legal, though it had prohibited public gatherings to drink. The occasional secret saloons called speakeasies which sprang up in cities were therefore illegal. These required money, and a new criminal underworld rose to fund them and profit from them. Some of this money funded pay-offs to police to stop enforcement of Prohibition. Gangs prospered in this hidden economy. Many jobs came out of Prohibition, both from alcohol and from the "front" legitimate businesses set up to launder speakeasy money. However, these jobs came with great risks, from blackmail and graft to outright violence. Some commentators felt that Prohibition was too harsh and that it made a criminal out of the average American man or woman, who would have bought alcohol legally if it were available.

Gangs and Violence

There was obviously a huge market for what in the 1920s was an illegal commodity. Gangsters provided this commodity. Major gangsters in this period included Charles "Lucky" Luciano, Mayer Lansky, and "Dutch" Schultz. Perhaps the most notorious was Chicago's Al Capone. Capone smuggled alcohol all over the Midwest. He was also responsible for drug smuggling and murder, and bribed both police and important politicians.

Despite the deference given Capone by "bought" figures, he had enemies from other Chicago gangs. He rode in an armor-plated limousine, always accompanied by armed bodyguards. Violence was a daily occurrence in Chicago. 227 gangsters were killed in the space of four years. On St Valentine's Day, 1929, seven members of the O'Banion gang were shot dead by gangsters dressed as police officers.

In 1931, the government got around the corrupted regular police by arresting Capone for tax evasion, rather than for his many violent offenses. He got eleven years in jail, and left prison with his health broken.

Bonnie and Clyde
Bonnie and Clyde were also a famous pair of murderers and thieves in the 1920s during the prohibition era with their gang. Clyde Champion Barrow and his companion, Bonnie Parker, were shot to death by officers in an ambush near Sailes, Bienville Parish, Louisiana on May 23, 1934, after one of the most colorful and spectacular manhunts the nation had seen up to that time. Barrow was suspected of numerous killings and was wanted for murder, robbery, and state charges of kidnapping.

The Federal Bureau of Investigation (FBI), then called the Bureau of Investigation, became interested in Barrow and his paramour late in December 1932 through a singular bit of evidence. A Ford automobile, which had been stolen in Pawhuska, Oklahoma, was found abandoned near Jackson, Michigan in September of that year. At Pawhuska, it was learned another Ford car had been abandoned there which had been stolen in Illinois. A search of this car revealed it had been occupied by a man and a woman, indicated by abandoned articles therein. In this car was found a prescription bottle, which led special agents to a drug store in Nacogdoches, Texas, where investigation disclosed the woman for whom the prescription had been filled was Clyde Barrow's aunt.

Further investigation revealed that the woman who obtained the prescription had been visited recently by Clyde Barrow, Bonnie Parker, and Clyde's brother, L. C. Barrow. It also was learned that these three were driving a Ford car, identified as the one stolen in Illinois. It was further shown that L. C. Barrow had secured the empty prescription bottle from a son of the woman who had originally obtained it.

On May 20, 1933, the United States Commissioner at Dallas, Texas, issued a warrant against Clyde Barrow and Bonnie Parker, charging them with the interstate transportation, from Dallas, to Oklahoma, of the automobile stolen in Illinois. The FBI then started its hunt for this elusive pair.

Religions and Revivalism
Just as the Religious section of the newspaper had long been popular, the new medium of radio became a way to increase religious visibility. Churches bought broadcasting slots from stations eager to seem like good neighbors. City stations might broadcast programs of interest to Catholics and Jews, as well as from minority faiths or cults. This impinged on listeners, coming into their homes, as printed media did not.

The religious revival had been a feature of both mainline denominations and smaller sects since the turn of the century. Both mainline and independent preachers called upon listeners to give up frivolity and turn to a purer faith. Many of these sermons condemned movies and theatre, novels and card gambling, drinking and modern fashion, including women's short dresses and makeup. Many of them had supported the imposition of Prohibition. The Twenties provided electric lighting, amplification, and radio coverage for revivals. Some popular preachers traveled by train or motor car to cities and towns across the country. Aimee Semple McPherson and Billy Sunday were among the most notable of these, and aroused controversy.

Jazz
Jazz is an American musical art form which originated around the beginning of the 20th century in Black communities in the Southern United States from a confluence of African and European music traditions. The “hometown” of jazz is considered to be in New Orleans. Early jazz musicians would called New Orleans their home even if they have never been there. Jazz employed a number of Black men and women. Jazz spread through America very quickly. The style's West African pedigree is evident in its use of blue notes, call-and-response, improvisation, polyrhythms, syncopation, and the swung note of ragtime. Beginning in 1922, Gennett Records began recording jazz groups performing in Chicago. The first group they recorded was the New Orleans Rhythm Kings, followed in 1923 by King Oliver's Creole Jazz Band with Louis Armstrong. Another indie company in Chicago, Paramount Records, was competing with Gennett and Okeh for jazz talent. The Black community took notice: authors such as Langston Hughes often mentioned the music in his poems, both positively and negatively.

Business Overseas
After the war, many manufacturing companies faced hard times as they attempted to convert from wartime production of weapons and planes to what they had traditionally produced before the war. However, the pro-business policies put in place first by Harding, then Coolidge, allowed business to flourish. While business did well at home—the raising of tariff rates from 27% (under the Underwood-Simmons Tariff) to 41% certainly helped in this regard—many major companies did quite well overseas. Just as these companies had started to do before the war, they set up shop in a variety of countries based around the resources located there. Meat packers like Gustavus Swift went to Argentina; fruit growers went to Costa Rica, Honduras, and Guatemala; sugar plantation owners went to Cuba; rubber plantation owners to the Philippines, Sumatra, and Malaya; copper corporations to Chile; and oil companies to Mexico and Venezuela (which remains today a great source for oil). Steamships and telegraphs made for easy transport and communication.

Organized Labor
The Organized labor force during the 1920s suffered a great deal. During this time the country was fearful of the spread of communism in America, because of this widespread fear public opinion was against any worker who attempted to disrupt the order of the working class. The public was so anti-labor union that in 1922 the Harding administration was able to get a court injunction to destroy a railroad workers strike that was about 400,000 strong. Also in 1922 the government took part in putting to an end a nationwide miners strike that consisted of about 650,000 miners. The federal and state level of government had no toleration for strikes, and allowed for businesses to sue the unions for any damages done during a strike.

Major Cases
The Sacco-Vanzetti Trial, Leopold and Loeb, the Scopes Trial, and the Black Sox Trial were all significant court cases during the 1920s. Each of these court cases were unique and monumental in their own right, and set a precedent for the years to come.

The Scopes Trial
In 1925, John Thomas Scopes, a biology teacher, was tried and convicted in Tennessee for teaching about evolution in his public school classroom as an explanation of the origin of humans, as opposed to the Biblical story of Adam and Eve, which was supported by state law at the time. This was a major dispute and caught the attention of many popular government officials such as William Jennings Bryan, who spoke on behalf of the prosecution. Bryan saw evolution as not only pernicious in its own right, but as a platform for eugenics: the textbook that Scopes used, Civic Biology, advocated "racial hygiene." Although the modernists lost the case, they still were happy to have highlighted the illogical reasoning behind the law that schools could not teach alternative theories for the origin of man. They were also happy that this trial and conviction didn't affect the expansion of fundamentalist ideals. The Southern Baptist Convention, a Protestant group, became one of the fastest growing denominations after the trial showing that it may have even given popularity to the religious denomination. The beliefs of these groups resulted in an independent subculture with their own schools, radio programs, and missionary societies.

Minority Women
During the 1920s there were almost double the amount of minority women than White in the workforce. Women, especially minorities, who held factory jobs held the least desirable and lowest paying jobs in factories. Black women mostly held domestic jobs such as cooking, cleaning, and laundry. There were many openings for educated minority women in the social work, teaching, and nursing fields during this time, however they faced much discrimination. The economic needs of the family brought thousands of minority women into having to work. Mexican women, mainly in the Southwest worked as domestic servants, operatives in garment factories, and as agricultural laborers. This was looked down upon because the Mexican culture traditionally was against women labor. Next to African women, Japanese women were the most likely to hold low paying jobs in the work force, they worked in the lowest paying jobs; they faced very strong racial biases and discrimination on a regular basis as well.

Rebirth of the Ku Klux Klan
Southern states segregated public facilities (like buses). In half the South fewer than 10% of the Blacks were allowed to vote.

The Ku Klux Klan flourished 1921–26 with a membership of millions of Protestants. Not only was the Ku Klux Klan big in the south, but in such northern states as Ohio, Oregon, and Indiana. Indiana's governor and an Oregon mayor were both members of the KKK. Many KKK members were women, nearly a half million in women's auxiliary associations. Klansmen organized marches and violence against African-Americans, Catholics, and Jews, as well as bootleggers and adulterers. They gained new support from nativists who had detested the mass immigration to the Northeast in the early 1900s.

The return of the Klan caused a split in the Democratic Party which allowed Calvin Coolidge, a conservative Republican, to take office in 1924.

Blacks were widely persecuted by the Ku Klux Klan, but they were not the only group of people that the KKK targeted because they believed in “Native, White, Protestant supremacy.” They also targeted groups like Mexicans, Jews and Catholics. A Klu Klux Klan newspaper ran a doggerel poem of a dialogue between the Pope and the Devil, with the latter saying the KKK "will make it hotter than I can for you in hell." The Ku Klux Klan would also try and bring justice into their own hands when it came to dealing with bootleggers, wife beaters and adulterers, and even the Knights of Columbus.

The Great Migration
In most cities, the only way Blacks could relieve the pressure of crowding that resulted from increasing migration was to expand residential borders into surrounding previously White neighborhoods, a process that often resulted in harassment and attacked by White residents whose intolerant attitudes were intensified by fears that Black neighbors would cause property values to decline. Moreover, the increased presence of Blacks in cities, North and South, as well as their competition with Whites for housing, jobs, and political influence sparked a series of race riots. The Tulsa Race Riots of 1921 and the Rosewood Massacre of 1923 (where a town was wiped off the map by racist violence) were examples of this extreme of hatred. The Tulsa Race Riots involved the local white community looting a prosperous and thriving black community, and destroying it with arson and an aerial bombing by plane.

The Great Migration ignited hatred toward Blacks in Northern big cities. Blacks migrated to cities such as New York, Chicago, and Detroit, and in Western cities such as Los Angeles and San Diego. Although most of the migrants were poor and lived in cheap urban housing, some were able to afford better houses in White neighborhoods. However, even prosperous people were unable to live where they wanted. Discrimination could be as open as the notice in Wanted ads -- "No Negroes allowed"—or as quiet as the refusal of a real estate agent. The brave Black family who actually bought in those neighborhoods would face snubs from the neighbors, refusal of services from local businesses, and sometimes covert or open violence. (An example of this last is seen in Detroit's Ossian Sweet case of 1925.)

Organizing
To fight this discrimination many Black movement groups formed. The Universal Negro Improvement Association (UNIA) was formed by Marcus Garvey, an immigrant from Jamaica living in Harlem. Garvey preached a message of equality that many, including other Black leaders, considered radical. Garvey helped start companies and news papers directed towards the Black community. He gained many followers around the US, especially in cities. Amritjit Singh estimates that Garvey and the UNIA had over half a million followers. Garvey created more racial cohesion and inspired the Black community to stand up. Yet others, including the prominent Black author W.E.B. Du Bois, considered Garvey's approach extreme and believed that it would backfire. Du Bois believed in a "gradualist" strategy, working through education and the legal system. He and some other Black leaders petitioned the U.S. Attorney General and had Garvey deported back to Jamaica. Yet Garvey's message lived on long after he was deported, and he was one of the early inspirations of 1960 civil rights leader Malcolm X.

The Harlem Renaissance
In New York City's Harlem and in half a dozen other Northern cities, a Black culture began to form as a result of the relative economic and educational advantages given through the Great Migration. Black businesses, legal and political systems, and arts societies flourished. Here "the talented tenth" had its own business and fraternal institutions. Poets Langston Hughes, Claude McKay, and Jean Toomer, and musicians such as Chick Webb and Duke Ellington were published in mainstream magazines and heard in White-frequented (though sometimes segregated) clubs. The Harlem Renaissance talked of the contemporary Black community's hopes and fears.

Other races during the 1920's
The Indian Citizenship Act of 1924 gave indigenous people in the United States citizenship.

The Immigration Act of 1924 effectively eliminated immigration from Asia, and limited the immigration of Jews, Italians, and Eastern Europeans.

The End of Prosperity and the Stock Market Crash of 1929

In the 1920s, farmers did not do so well. A lot of farms did not have running water or electricity, and pay was low due to surplus. World War I had disrupted farming in Europe and the warring European nations greatly depended on American farming for food. When peace came, demand for crops like cotton and grain suddenly fell but farmers kept planting at wartime rates, so they were left without money to pay off their loans or new devices like tractors.

A lot of farmers were dependent growing cotton. However, in the twenties the price of cotton plummeted because of new man-made materials that entered the market. Matters were made worse by the invasion of the boll weevil, an insect which planted its eggs in the boll (cotton blossom), and ate the cotton. The Southern economy was partially saved through following the urging of inventor George Washington Carver and planting peanuts instead of cotton. In 1925-1927 George Washington Carver patented two uses for peanuts, and hundreds of more inventions from soybeans, pecans, and even sweet potatoes. Some inventions he made from peanuts and soybeans are paper, instant coffee, shaving cream, mayonnaise, soap, and talcum powder. None of these procedures were ever recorded by him in a notebook. He urged increased participation of Blacks in agricultural education.

On October 24, 1929, today known as Black Thursday, the stock market began its downhill drop. After the first hour, the prices had gone down at an amazing speed. Some people thought that after that day, the prices would rise again just as it had done before. But prices kept dropping. On October 29, 1929, Black Tuesday, more than 16 million shares were sold, but by the end of the day, most stocks ended below their previous value, and some stocks became totally worthless. By November 13, the prices had hit rock bottom. The stock AT&T had gone from 304 dollars to 197. Much of America had celebrated unheard of prosperity for eight years, but the Stock Market Crash put an end to that within a few weeks.

Questions For Review
1. Name the economic effects of one of the following: the automobile; mass production as a whole; the boll weevil.

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Tarucus grammicus

Tarucus grammicus, the dark Pierrot or black Pierrot, is a butterfly in the family Lycaenidae. It is found in Yemen, southern Ethiopia, Somalia, eastern and northern Kenya and northern Tanzania. The habitat consists of savanna.

The larvae feed on Ziziphus abysinnica.

title: Tarucus grammicus


text:
monom

Noun

 * 1)  monomial (a polynomial with only one term)

Etymology
.

Noun

 * 1)  monomial

Noun

 * 1)  monomial

Noun

 * 1)  monomial

title: monom