text:
Topic talk:Engineering/Archive1

Can we combine electrical, electronic, embedded, and computer engineering in to one single:

"Electrical, Electronic and Computer Engineering"?

 * I was under the impression that Electrical and Electronic, and especially Computer Engineering syllabii were very different (I haven't written this course - merely browsing). Electrical concerns (trying not to be wrong or patronising) for example plug sockets and wires, or things of this scale. On the other hand, electronic is of the level of transistors, diodes, and circuitry.

--<IP_ADDRESS> 21:26, 6 Jan 2005 (UTC)

 * I am at university of toronto and we combine electrical and eletronic but computer is separate. However computer and electrical take the same courses for the first two years.  Usually it is in grad school that you really see how things are divided.  In graduate school there will usually be various departments under electrical and computer engineering like power, electronics, control, communications, electromagnetics, biomedical, photonics, computer engineering.  Computer engineering is similar to computer science in that you study computers and programming.  However computer engineering is extremelty practical whereas computer science tends to be far more theoretical and mathematical.

--<IP_ADDRESS> 02:13, 18 Apr 2005 (UTC)

EE/CE/CSci
These subjects warrant individual program titles at the University of Minnesota; however, all programs share one building, and in many cases, they share the same coursework. There is no distinction between electronics and electrical disciplines. The comment about "plugs & wires" and "electrical concerns" differentiates an electrician from an engineer. An electrician learns how to work with electricity and signals for other means. These skills are typically taught in a trade school or 2-year program. The Wikiversity:School of Engineering should focus on the latter definition of electronics. Engineers apply theory and analysis in the practical application of science. --JAQ 18:21, May 12, 2005 (UTC)

 * I disagree. I already have an engineering degree and an ability to work with basic wiring.  Some projects I have in mind will soon require more advanced hands-on skills to install or fabricate equipment.  In addition, some practical experience would be useful in planning and budgeting phases.  Therefore I consider it top priority that if some tradesmen skilled in appropriate crafts show up to teach lab, fabrication, and/or installation, operation, or maintenance skills we should immediately give them top priority and billing and otherwise encourage them in every way possible.   This will immediately begin to differentiate Wikiversity from typical diploma mills issuing work permits to entry level engineering candidates to a happening place for entrepreneurs, engineers, craftsmen and amateurs of all ages and walks of life to participate fruitfully in the pursuit of personal life goals.  Lazyquasar 08:26, 29 November 2005 (UTC)

Posing a Question
The definition of wikiversity is vague, but it necessarily differentiates itself from typical wiki format. Should engineering departments tailor interdisciplinary coursework to their specific departments (i.e. create new subject fields?) Or should their be an effort to reuse the same content to avoid duplication? --JAQ 18:27, May 12, 2005 (UTC)

 * Waste of time discussing it as policy. Individuals will do as they please and eventually someone will write up best practices.  This will initiate a firestorm of religious and ideological debate which will subside once each substantial minority faction has designed a satisfactory subsection of the experiential maze and appropriate entry points within the main learning portals.  The majority party enforcers will not like it but will be unable to refute the fact that no large group really wants to force and participate hard enough to assure a successful fork. Lazyquasar 08:26, 29 November 2005 (UTC)

Aerospace Engineering
Went to the page and the page was empty. I am proposing that Aerospace be placed at the "College" level. And thus propose "The College of AeroSpace Engineering". I feel that because of its vast calls on other colleges (engineering, physics, math, biology, etc...) and it's broad scope (space, aviation, rockets, orbital mechanics, human factors, life support, etc...). - Bobwinmill 17:14, 15 September 2005 (UTC)
 * No new inputs on this page except my own since May 12, 2005. I voted in favor of en.wikiversity.  Please comment on my porposal above. - Bobwinmill 00:06, 19 September 2005 (UTC)

 * I started out in Aerospace Engineering and after a year shifted to Engineering Physics at another university. It is basically an aggregate of specialized focuses from other more general fields.  I see no reason it should be differentiated by a different name category from the other engineering departments.  However, if you prefer to call it a dept./portal/branch, "The Space Base Place", or the College of Aerospace Studies or whatever ... go ahead!  Keep in mind another faction may show up and establish or lobby for a differently named department, college, team, class or entity performing similar functions.  Naming will be fluid for a while as we organize around the preferences and assessments of those who show up and participate and then probably stabilize as the opportunity cost in refactoring and shuffling material temporarily exceeds the perceived value enhancement available.  We should be cautious about telling people what wikiversity isn't or mandating how they should work.  We are likely to attract non traditional students and rather independent cusses willing to participate assertively unless we irritate them with excessive guidelines crystalized by the those who arrived at the front of the line.  Wikipedia had a lot of initial problems with people wishing to set their preferences in stone.  Since they had arrived first and invested effort in defining initial structures, formats, approaches and policies many felt they were entitled to heavier weight in discussion.  Needless to say the seniority approach of the non existent cabal was not popular with a few newcomers.  Some of the resulting labeling and lynching activities got a bit damaging to the community fabric.  Lazyquasar 08:26, 29 November 2005 (UTC)

 * I have to agree with Lazyquasar in one respect, names are going to be fluid for a while but looking at it from a 'college' perspective, I think for the time being, keeping aerospace within the realm of engineering is much more intuitive than creating a seperate category. Looking at the school of engineering, my suggestion is a formatting cleanup to make it a bit easier to take in, and that might clear up some of the confusion. --Kfitton 01:11, 2 August 2006 (UTC)

Engineering Wiki
People who are intrested in this Wikiversity School of Engineering might also be intrested in Engineering Wiki. I invite u to join us.

title: Topic talk:Engineering/Archive1


text:
allylic

Adjective

 * 1)  Containing an allyl group, an alkene hydrocarbon group with the formula H2C=CH-CH2-

Translations

 * Portuguese: alílico
 * Romanian: alilic
 * Spanish: alílico

source: wikimedia

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

title: allylic


text:
Fulton v. City of Philadelphia

Fulton v. City of Philadelphia, 593 U.S. 522 (2021), was a United States Supreme Court case dealing with litigation over discrimination of local regulations based on the Free Exercise Clause and Establishment Clause of the First Amendment to the United States Constitution. The specific case deals with a religious-backed foster care agency that was denied a new contract by the City of Philadelphia, Pennsylvania, due to the agency's refusal to certify married same-sex couples as foster parents on religious grounds.

In a unanimous judgment on June 17, 2021, the Court ruled that the city's refusal due to the agency's same-sex couple policy violated the Free Exercise Clause. The case was decided on narrow grounds outside of the Supreme Court's prior decision in Employment Division v. Smith, which had previously ruled that neutral laws of general applicability could not be challenged for violating religious exemptions. Instead, in Fulton, the court ruled that services like foster care contracting were not generally applicable under Smith, and thus were subject to strict scrutiny review. Because the city allowed for exceptions to be made in its anti-discrimination policy for foster care certification, the Court deemed the city's refusal to grant an exemption for Catholic Social Services as violating its free exercise of religion under Smith.

Background
The Roman Catholic Archdiocese of Philadelphia runs the Catholic Social Services of the Archdiocese of Philadelphia (CSS), which has operated a foster care agency in Philadelphia for over 100 years. The foster care agency had been registered with the city up through 2018.

The Philadelphia Inquirer ran an article on March 13, 2018, which described the experience of a same-sex couple that went to an information session at Bethany Christian Service, which operated its own foster care service separate from CSS. At the session, the couple were told they would be wasting time because there was a policy for refusing to certify same-sex couples as foster parents. In following up, the reporter discovered that CSS held a similar policy, and had spoken to the city's Department of Human Services, which oversaw regulating foster care services, to notify them of these issues. The Commissioner of Human Services for the city, Cynthia Figueroa, followed up on the report with both CSS and Bethany Christian Services to confirm its veracity towards discrimination against same-sex couples. Figueroa also reviewed the standard with other registered foster care agencies for the city, many also who were also run by religious organizations, but found none of the others had similar restrictions against same-sex couples. Within a few days of the article's publication, the city suspended CSS's contract; the Bethany Christian Service had been able to work a deal to accept foster care from same-sex couples to maintain theirs.

CSS and several foster couples under CSS, including foster mothers Sharonell Fulton and Toni Simms-Busch, brought litigation against the city in the United States District Court for the Eastern District of Pennsylvania under the Free Exercise Clause and Establishment Clause of First Amendment to the United States Constitution, the Pennsylvania State Religious Freedom Restoration Acts, Free Speech Clause of the First Amendment and the Religious Freedom Restoration Act of 1993, Pub. L. No. 103-141, 107 Stat. 1488 (November 16, 1993), codified at through  (also known as RFRA). CSS also had argued from the recent Supreme Court decision of Masterpiece Cakeshop v. Colorado Civil Rights Commission that they had been subject to hostility from the city based on anti-religious prejudice. CSS asked the Court to overrule its 1990 decision Employment Division v. Smith which held that "neutral and generally applicable laws" that only incidentally burden the free exercise of religion are subject to rational basis review. CSS also contended that their religious exercise was burdened by the city policy because the city allows race and disability-based exceptions within foster-care placements

The city countered that the precedent set by Employment Division v. Smith, alongside that other agencies in the city with similar religious backing accepted same-sex foster couples, supported the city's decision to terminate CSS's contract. The city of Philadelphia argued that the law is neutral and generally applicable, as required by Smith, and that the Court's ruling in CSS's favor would impinge on the civil rights of not only LGBT individuals but potentially those of such groups as religious minorities.

The District Court refused to grant a preliminary injunction against the city's contract termination, leading CSS to appeal to the Third Circuit. The Third Circuit unanimously ruled against CSS, upholding the city's claim against Employment Division v. Smith.

Supreme Court
CSS and the foster parents petitioned to the Supreme Court to hear the case, which was certified in February 2020. Oral arguments occurred over telephone on November 4, 2020; Neal Katyal offered oral argument for the city.

Oral arguments
On November 4, the Court heard oral arguments in Fulton. Two conservative members made clear that in their eyes the city of Philadelphia was not respectful of the religious beliefs held by Catholic Social Services (CSS). It appeared to Justice Brett Kavanaugh that Philadelphia was “looking for a fight” by taking an "absolutist and extreme position". Justice Samuel Alito noted that the case wasn't about same-sex couples in Philadelphia having the opportunity to be foster parents, but it's “the fact the city can’t stand the message that Catholic Social Services and the Archdiocese are sending by continuing to adhere to the old-fashioned view about marriage.”

The key issues discussed during oral argument were general applicability under Smith, whether CSS is running a government program or the recipient of a license to provide a service, comparison to other forms of discrimination, and why the case was before the Court when no same-sex couples had ever been turned down by CSS.

According to the New York Times, questions posed by newly appointed Associate Justice Amy Coney Barrett during the case's oral arguments were "evenhanded and did not reveal her position."

Decision
The Court issued its decision on June 17, 2021. In a unanimous judgment, the Court reversed the Third Circuit's ruling and remanded the case for further review. The majority opinion was written by Chief Justice John Roberts and joined by Justices Stephen Breyer, Sonia Sotomayor, Elena Kagan, Brett Kavanaugh, and Amy Coney Barrett. The decision was made on narrow grounds beyond the scope of Smith. Roberts identified that the anti-discrimination clause in the city's foster care certification policy included an allowance for exceptions to be made by the Commissioner of Human Services. Roberts found that with this exception capability, the anti-discrimination clause failed via Smith, in that "where the State has in place a system of individual exemptions, it may not refuse to extend that system to cases of 'religious hardship' without compelling reason". Roberts wrote that the city's policy to deny contracting CSS due to their same-sex couple policy violated the Free Exercise Clause. Roberts concluded that "The City has burdened CSS's religious exercise through policies that do not satisfy the threshold requirement of being neutral and generally applicable", and thus ruled against the city. Roberts wrote "it is plain that the city's actions have burdened CSS's religious exercise by putting it to the choice of curtailing its mission or approving relationships inconsistent with its beliefs." Roberts wrote that foster care services do not fall as a public accommodation, and as such, the Court applied strict scrutiny review of the city's policies towards any potential discrimination.

Justice Barrett wrote a concurring opinion to which Justice Kavanaugh joined and Justice Breyer joined for all but the first paragraph. While Barrett wrote that "the textual and structural arguments against Smith...are compelling", she joined in the majority in the narrow opinion that did not evoke Smith, stating that "There would be a number of issues to work through if Smith were overruled."

Justice Samuel Alito wrote an opinion concurring in judgment, which was joined by Justices Clarence Thomas and Neil Gorsuch. Justice Gorsuch also wrote an opinion concurring in judgment, which Thomas and Alito joined. In both opinions, the Justices expressed concerns that the majority rationale for the judgment did not do enough to support religious freedoms and had left Smith in place. Alito called for the overturning of Smith and wrote in his opinion "The Court has emitted a wisp of a decision that leaves religious liberty in a confused and vulnerable state. Those who count on this Court to stand up for the First Amendment have every right to be disappointed – as am I." Alito opined that the Smith standard should be replaced with "the standard that Smith replaced: A law that imposes a substantial burden on religious exercise can be sustained only if it is narrowly tailored to serve a compelling government interest." Gorsuch's opinion echoed Alito's call for overturning Smith, adding that the majority opinion had undertaken a "dizzying series of maneuvers" to arrive at their judgment.

Subsequent developments
On July 28, 2021, the Third Circuit reversed the judgment of the district court, and remanded the case for further proceedings in light of the Supreme Court's opinion. On September 24, 2021, the District Court permanently enjoined the City from (1) refusing to contract with CSS unless they agree to certify same-sex and unmarried couples, (2) declining to refer foster children to CSS on the basis of CSS's religious exemption from certifying same-sex and unmarried couples as foster parents, and (3) declining to place foster children with any of the individual plaintiffs on the basis of CSS's religious exemption from certifying same-sex and unmarried couples as foster parents. The City was also ordered not to take any other adverse action under Pennsylvania law against CSS for its certification of prospective foster parents.

Reactions
Prior to the Court's ruling, Fulton had been anticipated to be a landmark case in the conflict between freedom of religious expression and LGBT rights; with the Court's conservative majority, it had been expected that the decision would have been a significant victory for religious groups and a loss for LGBT supporters. Instead, the Court's decision was seen as narrowly focused that only gave a small victory for conservative religious groups, and bypassed larger questions that had been asked regarding the accommodations for LGBT by religion-based groups in governmental regulations. Mark Joseph Stern for Slate opined that Roberts had written the opinion in a narrow matter to minimize the impact on LGBT rights so as to bring the liberal members of the Court into joining with the majority.

Linda Greenhouse noted that the Smith rule was not applied because the policy allowed exceptions to Philadelphia's nondiscrimination policy and so it was not a generally applicable policy. Greenhouse says the case Church of Lukumi Babalu Aye, Inc. v. Hialeah requiring strict scrutiny analysis for laws that burden religious practice has been applied more expansively in recent cases. Richard Garnett of Notre Dame Law School said that the unanimous ruling reaffirming this trend in free exercise jurisprudence was "highly significant" and gained support from the Court's liberal wing. Adam Winkler said the decision was "definitely not a landmark case" but reflected the "importance of religious liberty in this Supreme Court". Ian Millhiser wrote in an article for Vox that the majority opinion was "exceedingly narrow" and was decided "on grounds that are unlikely to have many implications for future cases". The narrowness of the decision in Fulton was compared to the Court's approach in deciding Masterpiece Cakeshop v. Colorado Civil Rights Commission in 2018, where a baker refused to provide a custom-made cake for a gay couple's wedding and had faced action under the Colorado anti-discrimination laws; in Masterpiece, the Court similarly ruled on a narrow basis on the approach Colorado had taken in reprimanding the baker, rather than establish any landmark decision.

Philadelphia's City Solicitor Diana Cortes called the ruling a "difficult and disappointing setback" but was also gratified that the decision did not "radically change existing constitutional law to adopt a standard that would force court-ordered religious exemptions from civic obligations in every arena." A lawyer at The Becket Fund for Religious Liberty, which represented CSS and other foster care groups in the case, named Lori Windham stated that the Court's decision was a "common-sense ruling in favor of religious social services". "It’s a beautiful day when the highest court in the land protects foster moms and the 200-year-old religious ministry that supports them", said Lori Windham, the senior counsel at Becket who argued the case in Fulton. Plaintiffs Sharronell Fulton and Toni Simms-Busch were both pleased with the ruling; Fulton stated "I am overjoyed that the Supreme Court recognized the import work of Catholic Social Services and has allowed me to continue fostering children most in need of a loving home", while Simms-Busch said "The Supreme Court’s decision ensures the most vulnerable children in the City of Brotherly Love have every opportunity to find loving homes."

Civil rights organization that (also) focuses on lesbian, gay, bisexual, and transgender (LGBT) people and communities reacted differently to the court's decision. Their reactions ranged from the emphasis upon the narrow grounds on which the decision rested to deep disappointment. The Supreme Court's decision was regarded as an infringement on the rights of LGBTQ parents by LGBTQ Nation. Ronald E. Richter, the CEO of New York City's largest foster care system, stated that the decision "to allow private agencies that receive tax dollars to provide government services to discriminate against LGBTQ+ families like mine is devastating for the human rights of people who identify as LGBTQ+". However, the ACLU LGBT + HIV Project, which helped to defend two agencies on behalf of the city, supported the ruling, stating that the Court denied "opponents of LGBTQ equality" the "constitutional right to opt out of [non-discrimination protections] when discrimination is motivated by religious beliefs".

Religious groups were also mixed on the decision. Progressive religious groups were generally disappointed by the decision, but some like the Americans United for Separation of Church & State commended the Court for maintaining a narrow decision. Conservative religious groups were generally more supportive of the Court's ruling, though recognized the narrowness of the ruling. The Family Research Council called the ruling "a substantial win for religious liberty", and "In a time of growing hostility towards religion, the Supreme Court's reaffirmation of this fundamental freedom is even more critical." The Southern Baptist Convention stated that the ruling "prohibits no one from serving children" but "simply ends state discrimination against religious groups." American attorney Roger Severino who served as the director of the Office of Civil Rights (OCR) at the United States Department of Health and Human Services opined that "religious liberty won 9 votes" in a "nearly unbroken religious-freedom win streak now stretches back decades, essentially all the way to the Employment Division v. Smith decision from 1990 ... ."

title: Fulton v. City of Philadelphia


text:
物理

Noun

 * 1) physics
 * 2)  innate nature of things
 * 1)  innate nature of things

Adverb

 * 1)  literally

Noun

 * 1) physics, the physical aspects of a phenomenon or a system
 * 2) short for ; physics, the branch of science concerned with the study of the properties and interactions of space, time, matter and energy

title: 物理


text:
Web Design/Build a basic web page

We're going to start slowly and introduce the two main tools that you need to build a basic web page:
 * HyperText Markup Language (HTML), which we use for all the information or content of our web page, and
 * Cascading StyleSheets (CSS), which we use to style the content of our web page.

We'll be learning the basics of these two tools through some fun, hands-on, practical activities.

To get an idea of what is possible with HTML and CSS, take a few minutes to browse some of the designs at the css Zen Garden.

Once you've glimpsed some of the power of great HTML and CSS design, let's get back to the basics and start learning! To get started straight away, jump right in to the first learning activity: What is HTML anyway? Or, if you want to know what's covered by the activities in Build a basic web page, checkout the following checklist.

Checklist
After working through the activities in this section, you should be familiar with the following:

 * Creating your first HTML page
 * Using basic HTML tags and attributes ( ..., ... ,  ... )
 * Creating Page Titles, Paragraphs and Headings ( ..., ,  ... )
 * Creating Links, Images and lists ( ..., ,  ... )
 * Changing fonts and colors with CSS
 * Setting borders, margins and padding
 * Defining CSS selectors, properties and values
 * Validating our HTML documents using the W3C online validator and the DOCTYPE of your choice (such as the HTML 4.01 Strict DOCTYPE).
 * using

Ready for a test? Give the beginner HTML exam questions and CSS exam questions a try to check your familiarity with the new concepts!

Suggested activities
The following activities may help you apply the skills outlined above as you learn them in the context of a small project. To participate in collaborative "learn by doing" projects, get your account on the Wikiversity Sandbox Server. If you can think of new learning projects or ways to improve the existing ones, please edit!

 * What is HTML anyway? – Discovering that you've been marking-up stuff your whole life! Includes hands-on activities.

 * Try out the first challenge in HTML Challenges and learn how to structure your HTML code.

 * Work your way through the HTMLDog's HTML Beginners Guide.

 * Now try out the remaining challenges at HTML Challenges.

 * For most people, A step-by-step web design project is a great place to start to see how basic HTML and CSS skills can be put to work.

 * CSS challenges – Once you're feeling vaguely familiar with HTML and CSS, you might be ready to try Challenges 1 and 2.

 * HTML Quiz - an online multiple choice HTML quiz
 * Make a web page containing all of the tags you know embeded in that and use it for yor future reference and add more tags whenever you learn more and more tags.
 * The Structure of HTML – An introduction to elements.

 * Lists and Tables – An introduction to lists and tables in HTML.

 * Pen and Paper HTML activites – Get away from the screen and try to solve these HTML activities!
 * HTML Programming – create and validate a simple web page. Remember to validate every document you create for the other activities.

Your learning resources
The following resources may help you get started, but they are only suggestions. You may have other resources that you have found to be incredibly useful for learning the basics... and if so, why not update this page! Use these resources together with the suggested activities (or your own activities) to apply what you're learning as you go.

Online tutorials
There are a lot of excellent tutorials out there for learning the basics of HTML and CSS, but many are out of date and obsolete. Here are a few tutorials that some of us have found useful: (please feel free to recommend others, but try to limit this list to 5).
 * HTMLDog's HTML Beginners Guide and CSS Beginners Guide provide excellent step-by-step learning pathways!
 * Tizag also has a good series of HTML tutorials (along with many others although the last time this site was updated was 2008)
 * WestCiv's Hands-on CSS tutorial - An excellent hands-on project-based CSS tutorial (this tutorial builds on your HTML foundation)! This tutorial extends past the basics of CSS but includes an excellent intro too!
 * Mezzoblue's HTML markup guide - From the guy who created the css Zen Garden, this guide covers HTML basics including Headings, paragraphs, a number of inline text tags and lists.
 * CSS From the ground up - Another excellent step-by-step tutorial for learning the basics of HTML/CSS coding.
 * W3Schools tutorials - Some great step-by-step tutorials, but lots of ads.
 * Wikibooks CSS Guide - A detailed wikibook on CSS
 * Authoring Webpages - Another Wikibook tutorial
 * PHP Tutorial - HTML, CSS tutorials.

Several other tutorials can be found online.

As you move through a tutorial, you may want to apply some of what you're learning to one of the suggested activities.

Online references

 * CSS Cheat Sheet - everything you'll ever need to remember about CSS all packed onto one page!
 * Web Design References - A huge mega-reference (nearly 6,000 links) of information and articles about web design and development. It is dedicated to disseminating news and information about web design and development with emphasis on elements of CSS, accessibility, web standards, user experience, and much more.
 * - Web Design Update - A a plain text email digest newsletter. It typically goes out once a week.  All web designers and developers are invited to join.

Books
Like the tutorials, there's lots of great books and even more obsolete ones. One book that introduces the basic tools of the Web (HTML and CSS) using current standards but without overwhelming the reader with detail is Elizabeth Castro's Creating a Web Page with HTML. The book steps you through a small web project from beginning to end, including everything from creating the basic HTML, CSS and images, through to publishing your site on the web.

You might want to check out other Useful Books for learning the basics too my nigga!

An HTML Editor
To edit HTML you need a basic text editor. Although you can use something as simple as Notepad, a dedicated HTML editor can provide lots of useful features (such as colour syntax highlighting) and automatic error checking that will become more important as your HTML pages grow. At the other end of the spectrum, word processors (such as Microsoft Word) often provide "Save as HTML" functions but they add extra formatting that may make your HTML display unpredictably, and as a result are not recommended.

Ideally you'll find it easiest to use a text editor that provides a bit of extra functionality for editing HTML text. The best editor for Windows users (that can edit almost all languages and can open all file types) is VSCode. It's small and downloads fast, and it's pretty effective. Using the same link, Mac users can download VSCode for Mac. For Linux users, well, Linux comes with Vim, another code editor. For other HTML editors, see Useful Applications.

Related Qualifications
You can find out how what you've learned in this module relates to qualifications in your country on the Learning Basic HTML and CSS:Quals page.

title: Web Design/Build a basic web page


text:
User:Celestialgoddessdealwithit

I am a university student in Sydney, Australia, studying Economics and majoring in Finance. OLES2129 (Writing in the Digital World) is the unit I am taking to learn about Wikipedia's basic functions and editing. My hobbies and interests include tennis, bushwalking, crocheting and self-development.

title: User:Celestialgoddessdealwithit


text:
agami

Etymology
From, from.

Noun

 * 1)  A South American bird,, allied to the cranes, and easily domesticated.

Translations

 * Czech: trubač agami
 * Navajo: tsiiyázhí
 * Portuguese: agami, jacamim
 * Russian: сероспи́нный труба́ч
 * Spanish: ,

Etymology
From.

Etymology
From, possibly via. Possibly related to the 🇨🇬 etymon of the synonym.

Noun

 * 1)   a South American bird, (grey-winged trumpeter)

Etymology
, from.

Noun

 * 1) grey-winged trumpeter

title: agami


text:
GCSE Science/Electricity multiple choice practice question 3 answer 1

I'm sorry but this is the wrong answer. Remember that each branch has the entire voltage across it.

Applying Ohm's law to the top branch:

I=V/R

=6/4 A

=1.5A

The lower branch has a combined resistance of 4Ω because the two resistirs are in series.

Applying Ohm's law to the bottom branch: I=V/R

=6/(2+2) A

=1.5A

On to the next question>>


text:
User:Paco BRG/sandbox

-I wan't to coplete the article with new sources from french geographers and add more precise content to the article

My work will be to compare the French article of bocage wich is very tough with the American one to bring more information to it, also correct the historic fact missing.

-I want to improve the informations on the french bocage in the article because it is mentionning only one area of France.

-I also want to talk and translate the evolution and the history of bocage from the apparition to the neglect of it.

-Finnally I want to develop the ecological aspect of bocage wich is very interesting in the French article (Quality of bocage, materials, eco-systems)

title: User:Paco BRG/sandbox


text:
Talk:Bunkum

That first senence is pretty long-winded. Might be a good idea to split it up. <IP_ADDRESS> 23:19, 4 February 2007 (UTC)

2008-02-9 Automated pywikipediabot message
--CopyToWiktionaryBot (talk) 04:29, 9 February 2008 (UTC)

Expand, merge or redirect
This page is a mere dictionary definition (something which Wikipedia is not). It explains only the meaning and origins of a word. I can't find any encyclopedic content on this page. The definitions belong over in Wiktionary where folks with the right skills, interests and lexical tools can more easily sort out the meanings and origins.

Options to fix the page here include:
 * 1) Expand the page with encyclopedic content - that is, content that goes well beyond the merely lexical.
 * 2) Redirect the page to a more general page on the appropriate sub-genre of slang.
 * 3) Replace the current contents with a soft-redirect to Wiktionary (usually done using the wi template).

Pending a better answer, I'm implemented option 3 for now. Rossami (talk) 21:28, 12 February 2008 (UTC)

title: Talk:Bunkum


text:
User:Mdhom

Hi I'm mdhom, I live in chicago and am currently in college. I like to play socSoccercer and I study biomedical engineeringBiomedical engineering.

title: User:Mdhom


text:
User:Rama's Arrow

Hi Y'all - I'm primarily active on the English Wikipedia. Will step up activity here soon! Rama's Arrow 12:22, 22 August 2006 (UTC)

title: User:Rama's Arrow


text:
Esplanade Mall

Esplanade Mall may refer to
 * The Esplanade (Kenner, Louisiana)
 * Esplanade Mall (Oxnard, California)

title: Esplanade Mall


text:
Talk:Payne Springs, Texas

Source of name
I'm curious if there is actually a spring that the town is named after. If there is it would be nice to see a picture.

thank you,

Billy Rogers

External links modified
Hello fellow Wikipedians,

I have just modified 1 one external link on Payne Springs, Texas. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive http://www.webcitation.org/6YSasqtfX to http://www.census.gov/prod/www/decennial.html

Cheers.—cyberbot II  Talk to my owner :Online 03:06, 2 July 2016 (UTC)

title: Talk:Payne Springs, Texas


text:
Wikipedia:Peer review/Elfin-woods Warbler/archive1

Elfin-woods Warbler
This article is about a small, endemic bird of Puerto Rico. It was discovered in 1968. I would like fresh minds to analyze the article for improvement areas. I doubt this can achieve FA status but I would like the article to be as good and complete as possible. Joelito 21:27, 19 March 2006 (UTC)

 * Per WP:CONTEXT, years with full dates should be linked. It would be best to provide a consistency to the article with the comma issue- following some years commas are used (In 1989,) while other times it isn't (In 1972 it). Thanks, AndyZ 02:23, 20 March 2006 (UTC)
 * I have fixed the comma-issue. Joelito 00:36, 21 March 2006 (UTC)

Overall, the article looks very good. The name etymology is best put in the lead, though. The Call and Juvenile links should be disambiguated. I loathe the citation style used, but that is no reason to oppose on a FAC. Circeus 00:27, 21 March 2006 (UTC)
 * I have disambiguated call, however there does not exist an article for animal juveniles. Maybe I should remove the interlink. Regarding the reference style it is an experiment of mine since I had never used that ref style before. Joelito 00:36, 21 March 2006 (UTC)
 * juvenile (animal) has been created, and your juvenile link dab. Expansion of juvenile (animal) is welcome.Simon12 02:12, 10 May 2006 (UTC)


text:
Open Source Degree Confirmation

Reasoning
Since Wikiversity does not grant degrees, one way the computer science student can develop a strong resume is to work on real life projects in the Open Source community. There are many open source projects that have a limited and more simplistic scope for beginners. Most open source projects provide a very welcoming environment to help you get on board and you can start by getting involved in many aspects of the project. Programming and mathematics must be mastered first and foremost. This generally can take 5-10 years of programming experience. Yet in the 1980's many witnessed high school students creating video games for the Apple II, TRS-80, and other microcomputers by their own efforts. So this premise is not at all impossible, and is surely plausible. For computer science (see: School:Computer Science ) this is easy. For other schools, similar methods can be used.

Demand
Employers want programmers and computer professionals who have danced the dance, that is, worked on "real" software and contributed for several years. In the 1980's students were being hired right out of high school due to their computer and programming expertise. These days, documented education and/or certification are necessary.

Resume and Achievements
The resume of a student can include a growing and growing list of verifiable Open Source contributions. While not accredited, with open source development sites such as http://sourceforge.net and www.apache.org will show the exact contributions of participants.

Linux Professional Institute
The Linux Professional Institute is an institute which is committed to the development of a global standard in Linux certification. Individuals and organizations wishing to be certified in the use of Linux systems can enroll in courses which meet the requirements of both IT professionals and the organizations that seek to employ people with skills and experience in using, administering and programming on open source distributions. The LPI seeks to be distribution neutral and aims to provide the highest quality resources in order to educate and certify people in the use of Linux distributions.

The LPI provides 3 levels of certification:
 * LPIC-1
 * LPIC-2
 * LPIC-3

Along with the above 3 levels of certification the LPI also provides a certification in partnership with NOVELL: Novell Certificate of Linux Administration

title: Open Source Degree Confirmation


text:
Gol Qandasht

Gol Qandasht is a village in Ghazali Rural District, Miyan Jolgeh District, Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 483, in 120 families.

title: Gol Qandasht


text:
Wikibooks:Editing guideline

Perfection not required; or, the joy of editing
It is a wonderful thing when someone adds a complete, well-written, final draft to Wikibooks. This should always be encouraged.

However, one of the great advantages of the wiki system is that incomplete, poorly-written first drafts of textbooks can evolve into polished, presentable masterpieces through the process of collaborative editing. This gives our approach an advantage over other ways of producing similar end-products. Hence, the submission of rough drafts (but not too rough) should also be encouraged.

One person can start off with an overview or a few random facts. Another person can add a minority opinion. Someone else can round off the content with additional perspectives. Yet another can play up an angle that has been neglected, or reword the earlier opinions to a more neutral point of view. A following person might have facts and figures or a graphic to include.

As all this material is added, anyone can jump in and refactor to turn it into a more cohesive whole. Then more text will be added, then more refactoring, and the module will gradually evolve ever-closer to the ultimate final draft.

During this process, the module might look like a first draft—or worse, a random collection of notes and factoids. Rather than being horrified by this ugliness, we should rejoice in its potential, and have faith that the editing process will turn it into brilliant prose.

Of course, we don't have to like it; we even, occasionally, criticize really substandard work, in addition to simply correcting it. The most important thing, though, is to correct it if it can be corrected. For text that is beyond hope, we have gotten into the habit of removing the offending content to the corresponding talk page, or, in cases where the content obviously has no redeeming merit whatsoever, deleting it outright. The latter action should not be done lightly, however.

On editing styles
Generally, different people here have different editing "styles". Some people edit lightly, and focus on contributing new content. Others prefer to greatly expand existing "stubs" and improve content. Some like to make relatively small copy-editing, linking, and page-naming changes. There's room for all of these on Wikibooks.

There are also different editing styles in the sense of how bold people are willing to be. Generally, most of us think we should be bold in updating pages. Virtually no one behaves as though previous authors need to be consulted before making changes; if we thought that, we'd make rather little progress. Quite to the contrary, some of us think you should not beat around the bush at all—simply change a page immediately, when you see something problematic, rather than to discuss changes that need to be made. Discussion, from this point of view, is a last resort. Then there is a more intermediate view, according to which dialogue qua dialogue should be respected, but at the same time a minor tweak early on can avoid a flame war. In this view, to edit radically or not will often depend on the context—which seems reasonable enough.

Again, there is a place for all of these attitudes on Wikibooks.

With large deletions or replacements, it might be better to suggest changes in a discussion, lest the original author get discouraged and quit posting. One person's improvement is another's desecration, and nobody likes to see their work just flushed without warning.

So, whatever you do, try to preserve information. Reasons for removing bits of a module include:

 * factual errors
 * duplication
 * irrelevancy
 * patent nonsense
 * copyright violations

Alternatives include:

 * rephrasing while keeping the content
 * moving text within a page or to another page (existing or new)
 * adding more of what you think is important to make a page more balanced

If, in your considered judgment, a page simply needs to be rewritten or changed substantially, go ahead and do that. But preserve any old contents you think might have some discussion value on the talk page, along with a comment about why you made the change. Even if you delete something that's just plain wrong, odds are that it got there because someone believed it was true, so preserve a comment that it is in fact wrong to inform later editors.

In any event, whether you decide to edit very boldly or to make inquiries on talk page first, please bear in mind that Wikibooks is not a discussion forum. Wikibooks can be a very energetic place, and it's best for the project as a whole if we concentrate our energies on improving modules rather than defending our pet theories, ideologies, religions, etc. Some consideration of Etiquette wouldn't hurt.

Further suggestions for the etiquette and method of editing

 * Perhaps use the discussion page to first preserve content that could be added back in error and explain why the content is being altered. Use your browser's back button to copy-paste the content to be quoted, or to reduce mistakes use two browser windows or tabs.
 * Since discussion pages can get lengthy and all content is preserved in the history, one paragraph on what is wrong and why is probably all that is needed most of the time. The exception might be when someone drastically refactors a page, in which case use a subpage of the discussion page and link to it from the discussion page.
 * Use the top of discussion pages to help organize and plan collaboration efforts. For example use an outline of what still needs to be done (a to-do list for example) and who is currently working on what parts of the model. Also include links to other related discussion pages, categories or any important notices at the top so people don't accidentally delete them by mistake.
 * As the top of discussions pages or any discussion section gets long, archive old business and discussions. This helps keep discussion pages current, relevant and understandable, which is most important for keeping discussion pages usable and readable. Use archive names with the same name as a section name whenever possible so people can find discussions later on.
 * Summarize long discussions and retain conclusions of long discussions, so that others can get involved later or get up to speed quickly. While this isn't required per se, doing so goes a long way towards keeping collaboration with others pleasant and discussions fresh so everyone can keep up with developments.
 * Sign your posts on talk pages (but not your contributions to actual book content).
 * Fill in an edit summary before saving your changes.
 * Preview your edits before you save.
 * Avoid using bots.
 * Contribute what you know or are willing to learn about
 * Create stubs responsibly and make obvious omissions explicit.
 * Explain jargon.
 * Integrate changes, instead of just appending your thoughts at the end of a page
 * Define and describe
 * Cite your sources, and use proper references.
 * Avoid statements that will date quickly
 * Check your facts
 * Avoid blanket statements
 * Avoid self-references
 * Avoid creating deeply nested sections.
 * Aim for brilliant prose, accessible structure, wide-ranging and in-depth coverage, and verifiable contents so that your book may one day join the ranks of featured books.
 * Last, but not least, some numbering scheme ought to prefix all sections below the fixed sections (i.e. all are categorized as 'temporary topics' even though most of each are eventually separated and archived.) The section ordinal number prefix serves notice when something no longer appears in the ordinal list of sections as it contains only expired discussions, and pertinent information is retained.

ja:Wikibooks:編集方針

title: Wikibooks:Editing guideline


text:
Wikipedia:WikiProject Spam/LinkReports/educacentre.net

Links

 * educacentre.net resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * COIBot Monitorlist search for link educacentre.net gives:
 * educacentre.net (site taken over)
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.

Users

 * DekelEBot
 * User is whitelisted: User is in a trusted group bot on some wikis
 * Guga1248
 * User is whitelisted: User is in a trusted group rollbacker on some wikis
 * Yuriy kosygin
 * User is whitelisted: User is in trusted groups sysop, rollbacker on some wikis

Additions

 * Displayed all 5 additions.


text:
Taylor Ritzel

Taylor Ritzel (born September 4, 1988 in Aurora, Colorado) is an American rower who was part of the United States women's eight team at the 2012 Summer Olympics. The team won an Olympic gold medal. She has also been part of the women's eight world championship winning team twice, in 2010 and 2011.

Ritzel started rowing at Yale University, from which she graduated in 2010. While at Yale, she won the I Eight event three times at the NCAA Championships (2007, 2008, 2010). Taylor is currently working in Beverly Hills in nonfiction series content acquisition at Netflix.

title: Taylor Ritzel


text:
User:Mahavirjadhav

Mahavir Jadhav
Hi I am Mahavir Jadhv. I am working at Mahaonline ltd. I have 3+ years experience. Before joining I worked at Vision technocrat. My interests includes web development, listening to old music.

title: User:Mahavirjadhav


text:
Biagio Martini

Biagio Martini (5 February 1761 – 26 August 1840) was an Italian painter, active mainly in Parma in a Neoclassical style.

Biography
Biagio Epaminonda Maria Martini was born at Parma, to the same family as the engraver Pietro Antonio Martini. Biagio was a pupil at the Parmesan Academy of Fine Arts under Gaetano Callani and Pietro Melchiorre Ferrari. He became a professor at the academy. At the academy, he is said to have taught design to Paolo Toschi. He married Costanza, who was also a painter and the daughter of Giuseppe Baldrighi. Giuseppe, who died in 1803, was court painter in Parma for the Bourbon Duke.

Among his works are a juvenile Diogenes in the Ducal collections, and a Death of Socrates which won a prize at the academy in 1791. He painted a Deposition for the Church of the Cappuccini in Parma. He also painted a Saints Gervaso and Protaso, and a Meeting of Pope Paul III with Emperor Charles V. He was awarded knighthood in the Ordine Costantiniano di San Giorgio by the Parmesan court.

title: Biagio Martini


text:
La Blanchisseuse (Toulouse-Lautrec)

La Blanchisseuse (, The Laundress) is an 1886 oil-on-canvas painting by French artist Henri de Toulouse-Lautrec. In November 2005, it was sold for 22.4 million dollars at auction by Christie's. The subject of laundresses, also known as washerwomen, was a popular one in art, especially in France.

La Blanchisseuse was painted by Toulouse-Lautrec and posed for by Carmen Gaudin in 1886. This painting showcases the gritty life and working conditions endured by the working classes throughout the 19th century. The painting was in storage until 2005, when an anonymous buyer acquired it for 22.4 million dollars, breaking the record for the most expensive Lautrec painting sold at an auction.

title: La Blanchisseuse (Toulouse-Lautrec)


text:
Talk:Safe seat

Stronghold (Canadian political term)
I've merged the bulk of this article and redirected its title here. I dispute that stronghold is the usual term for a safe seat in Canadian politics; every relevant uses of "stronghold" I've ever seen has represented no more than generic use of the word stronghold. While this may in certain contexts identify a safe seat, it does not necessarily: references to the the 905, Mississauga, etc. as Ontario Tory strongholds prior to 2003 were surely legion, but approaching the 2003 election they were not considered safe, a doubt that was borne out by a Liberal sweep of many of them (in the 905; every seat in Mississauga). Further, the term "safe seat" or constructions "safe [party x] seat" are widely used and understood in Canada. I don't want Wikipedia to risk popularizing what's ultimately an idiosyncratic and potentially misleading usage. At the same time, I do assume good faith on the part of its editors - like the former article at 2.5 party system, it sounds like the sort of appelation an individual political science instructor or textbook might use, and an earnest student might log on to Wikipedia to helpfully write up. The trouble is that those expressions' broader application in Canadian political discourse then become overstated... Samaritan 01:11, 20 March 2006 (UTC)

Sorry I took so long to respond but I have not been checking my watchlist as often as I should. Anyways, I'm confused about the objections to the way I described the term Stronghold because said term is used in both conversation and the news-media pretty much exactly as I described it. For example:

The Chronicle Herald

"Charest’s presence at a campaign rally in the city’s east end was aimed at boosting the chances of rookie Liberal candidate Nathalie Malepart in a riding considered to be a Parti Quebecois stronghold."

The Toronto Star

"Chin indicated election night that he will run again in Toronto-Danforth in the general election, but the riding is a long-time NDP stronghold. Some Liberals were privately kicking themselves that they didn't hold Chin out of the Toronto-Danforth fray and run him instead in the upcoming by-election in Parkdale-High Park, a much more winnable riding for the Liberals."

The Source (Thunder Bay)

"Meanwhile, there is another hotly contested race in the riding of Toronto Danforth. Liberal candidate and former TV anchorman Ben Chin was out trying to lure voters. The riding has long been an NDP stronghold held by Marilyn Churley. Chin is in a tough battle with popular NDP candidate Peter Tabuns."

The Ottawa Sun

"That's true. Looking at the poll figures, Grits are probably taking comfort from the fact two byelections are happening in their stronghold -- the Toronto area."

The Hill Times

"In the Montreal riding of Papineau, Sen. Nolin noted that there was only a 50 per cent turnout in the last election in allophone neighborhoods, while francophone areas of the riding, once a Liberal stronghold, saw a 75 per cent voter turnout. Former Liberal foreign affairs minister Pierre Pettigrew, lost the riding to Bloc Québécois candidate Vivian Barbot. Sen. Nolin said the Conservatives are hoping to find explanations for all those trends in each neighbourhood."

In retrospect, the term "Stronghold" is not as uniquely Canadian as I thought but a simple modification of the existing article as it was before merger can address that. I assume nothing but good intentions from Samaritan to make Wikipedia a better resource but I'm going to change it back in a few days unless someone can point out some error I'm missing. Incidentally I do have a Political Science degree and I can definitely say that the term "Stronghold" is used commonly in informal academic conversation in poly-sci circles. Martin-C 20:46, 2 April 2006 (UTC)

But "safe seat" is used in the Canadian context just as readily, and is more particular to the specific topic we're discussing. I get over a thousand cumulative Google results for "safe seat" or "safe [party x] seat" within the their "pages from Canada" subset. Meanwhile, there's nothing Canadian about this use of the generic "stronghold," and suggesting it's a Canadian term, I'm afraid, misleads. I don't want somebody standing up in class describing stronghold as a Canadian political term to be asked to explain these Google results (full index): Stronghold, the disambiguation page, should continue to include safe seat, but the definition at the former Stronghold (Canadian political term) is no different from that of a safe seat - maybe it suggests a shade less certainty, but every political type can think of reported "safe seats" that have fallen - isn't uniquely Canadian, and it's very widely called a safe seat in Canada too. I also assume good intentions from Martin-C. :) Samaritan 02:16, 3 April 2006 (UTC)
 * "democratic stronghold" -"new democratic" 83400
 * "democrat stronghold" -"new democrat" 9970
 * "republican stronghold" 76800

Section order
The section order here seems a bit higgledy-piggledy to me: Canada, UK, US, Oz, NZ. Suggest either alphabetic order or North America/Europe/Oceania(?), though that may be OTT for Europe since every other European country has PR I think (perhaps not Malta?). Any comments?

BTW I like the brevity of this article-- not too much, not too little. SimonTrew (talk) 03:14, 14 July 2009 (UTC)

Proposed merger
Tantamount to election should be merged to Safe seat. They are basically duplicate articles/sections, though there is information in each that would benefit both. No real reason to have them separate that I can see. – Philosopher Let us reason together. 04:35, 16 January 2013 (UTC)
 * +1 merge; good reasons; thanks for the proposal Hugh (talk) 23:47, 2 April 2013 (UTC)

 * -1 separate. "Safe seat" is a phrase used with respect to legislative districts, specifically here the safe seats in the U.S. House of Representatives. "Tantamount to election," however, is a phrase used with regard to any type of election (legislative, executive, judicial, whatever) in any country, state, or county where one party has such advantage as to render its internal decisions effectively the sole ones that matter in the jurisdiction as a whole. Rammer (talk) 20:12, 12 May 2013 (UTC)

 * -1 separate. I agree with Rammer. "Tantamount to election" is used in any context, legislative or not. - Presidentman talk · contribs (Talkback) 12:47, 28 May 2013 (UTC)

External links modified
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 * Added archive https://web.archive.org/20090322030318/http://www.cbc.ca:80/news/canadavotes/riding/024/ to http://www.cbc.ca/news/canadavotes/riding/024/

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 * Added archive https://web.archive.org/web/20101021004525/http://www.ctv.ca/servlet/ArticleNews/story/CTVNews/20060116/elxn_toronto_060116/20060116?s_name=election2006 to http://www.ctv.ca/servlet/ArticleNews/story/CTVNews/20060116/elxn_toronto_060116/20060116?s_name=election2006

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Horribly sourced
Pretty unreliable write up. Most of the page is unsourced.--Wuerzele (talk) 09:08, 27 May 2022 (UTC)

title: Talk:Safe seat


text:
Borikha

Borikha (Бориха) is a rural locality (a settlement) and the administrative center of Krasnopartizansky Selsoviet, Aleysky District, Altai Krai, Russia. The population was 538 as of 2013. There are 8 streets.

Geography
Borikha is located 30 km southwest of Aleysk (the district's administrative centre) by road. Mamontovsky is the nearest rural locality.

title: Borikha


text:
Visual Basic/Introduction

Getting to know the VB6 IDE
The VB6 IDE (Integrated Development Environment) is among the easiest and most fully featured IDEs available for any programming language. One major thing which is far easier in VB6 than most other programming IDEs is GUI design.

Feel free to explore and experiment with the IDE. Its not easy to "break" anything in it, so have at it!

Overview of the IDE

 * 1) Menu bar: This section contains a wide variety of options for customizing the IDE and modifying your program.
 * 2) Toolbox: This window contains objects you may place on a Form or UserControl.
 * 3) Object Window: This window may contain a graphical object such as a Form or UserControl.
 * 4) Graphical object: This is the object which represents what your program will look like. In this screenshot it is a Form called by the default name "Form1".
 * 5) Project toolbar: This is the place from where you navigate to different files in the project.
 * 6) Properties window: Here, you change the different properties of objects and controls.

Don't allow sloppy coding

 * 1) Click on Tools->Options
 * 2) Check "Require Variable Declaration"
 * 3) Click on the "Environment" tab
 * 4) Select the option button which says "Prompt to save changes"
 * 5) Press "OK"

Get rid of silliness
On the bottom-right of the IDE, close the "Form Layout" pane because it is pretty much useless.

Access to handy functions

 * 1) Right-click somewhere on the toolbar and click on "Customize..."
 * 2) Click on the "Commands" tab
 * 3) Under "Categories", select "Edit"
 * 4) Scroll down to about the middle of the "Commands" box until you can see "Indent", "Outdent", "Comment Block", and "Uncomment Block". Drag all of those items to your toolbar, putting them in order, right next to the "Start", "Pause", and "Stop" buttons.
 * 5) Press "Close"

You can now use these commands by selecting a block of text in your source code then hitting one of these commands to do the specified function on the whole block of code. Handy.

Changing Properties of Objects
If you click on an object on your form, or even the form itself, you gain access to the properties of that item and change them in the properties pane on the right side of the screen.

Underlined letters
When you press the [Alt] button in many programs you're shown little lines underneath certain letters of menu items. If you then press on your keyboard a letter which corresponds to one of the underlined letters then that menu item is selected.

In VB6, to get that functionality all you have to do is place an ampersand (&) before the letter you want to be underlined and functional in this way.

This functionality exists in:
 * Primary Menu items
 * Secondary menu items
 * Command buttons

Deleting a picture or icon property
If the Picture or Icon property of an object has been set, it may be un-set by going to the corresponding property and pressing the [Delete] key..

Controls & UserControls
All of the small icons on the left-hand of the screen, in the toolbox pane, represent Controls or UserControls which you can place in a program. Controls are compiled objects which reside in external OCX or DLL files. UserControls are objects inside of your project which reside in CTL files.

These objects may be a wide variety of different things, but they're usually graphical elements like TextBoxes, ListBoxes, CheckBoxes, and everything else you interact with in a graphical program. These objects may also be invisible items which provide functionality on a purely functional level like Winsock (Network connectivity), Timer (Code execution timing), MSInet (Web and FTP connectivity).

Placing controls on a form

 * 1) Left-click on the box representing the control you want in your program (Example: TextBox)
 * 2) Left-click and drag from one spot to another on "Form1", then release.
 * Most controls will appear on "Form1" as the same size as the box you laid out with your click-and-drag.
 * Some controls will remain a fixed size no matter what.
 * Some controls will snap to different intervals of length/width.

Importing extra controls
If you want to use a control which is not included in VB6's "Standard EXE" toolbox of 21 controls, you'll need to import them like this:
 * 1) Right-click somewhere in the toolbox, and select "Components"
 * 2) In that window you can select an OCX file which contains controls you can add to your form
 * If the control you're looking for isn't on the list then you can try to find it by clicking "Browse..." and finding the OCX file manually
 * Sometimes OCX files are given the extension DLL when the file is a DLL which includes OCX data inside it

Running A Program
Take a look in the menu item "Run".

You will find that:
 * Pressing "Start" in that menu, pressing the "Play" button, or pressing F5 on your keyboard will run your program
 * Pressing "Break" in that menu, pressing the "Pause" button, or pressing Ctrl+Break on your keyboard will pause your program
 * Allows you to edit your program while you're running it (AWESOME! Spoilage factor here versus every other programming IDE)
 * Pressing "End" in that menu, or pressing the "Stop" button will stop your program

Stopping A Program
When you are done testing your application, you will want to close it. There are several ways to accomplish this.
 * If at all possible you should close your application by pressing the "X" button on the top-right of the window of an application, or using the keystroke Alt+F4. This is a "clean" termination of the program.

The following options should be used only in the case that your program has stalled and you cannot close it by pressing Alt+F4 or the "X" button on the program's window. In all of these options there is a chance of causing a memory leak, which renders some space in your computer's memory unusable until the next time you reboot the computer.

 * If the VB6 IDE is still responsive: Press the "Stop" button located beside the "Play" and "Pause" buttons in the VB6 IDE.
 * If the VB6 IDE is no longer responsive: Press Ctrl+Break to Pause the program's execution.
 * If Ctrl+Break doesn't work: Try to end VB6.exe via the windows task manager.
 * If none of that works: Time to restart the computer and go fix that horrible bug in your program!

Compiling A Program
'''You must be using a full, retail copy of Visual BASIC. The Learning Edition will not compile to EXE'''

 * In the VB6 IDE, press File->Make ProjectName.exe, select a location and filename you would like your program to have and VB6 will create that EXE for you simply and very easily.

The process in which source code is converted into EXE is called "compiling", and is far more simplified in VB6 than a language like C++.

In order for your program to run on any given computer, that computer must have all of your program's "dependencies". All programs written in VB6 will require the Visual Basic 6 Runtime Library (msvbvm6.dll). Happily: Windows XP had the VB6 runtime library ever since first release, so if you make a VB6 program with no extra dependencies, it will work on Windows XP.

Prior versions of windows, however, did not come with the VB6 runtime preloaded, and will require it to be installed if it hasn't yet been installed.

If your program requires any extra DLL or OCX files in order to work, those are now dependencies of your program which you will need to supply to anyone you want to send your program to. For maximum portability it is a good idea to rely on functionality you implement in your own program. If you're lucky, you can opt for implementing the CTL source code file from an OCX into your program if the OCX is open-source and was written in VB6.

Getting into the source code
You may access source code related to any visible object in the object window, including Forms, Controls, UserControls, CommandButtons, TextBoxes, etc.

There are multiple ways to do this:
 * Right-click anywhere on a graphical object and select "View code"
 * Double-left-click on the object
 * Right-click on the object you would like to see the source code to in the Project Explorer window and select "View code"

After you do one of those you should see something like the following: Option Explicit

Private Sub Form_Load

End Sub

This is the current source code behind the object you selected. In this example, your cursor is currently between "Private Sub Form_Load" and "End Sub" because the object you double-clicked on was a "Form" and the default subroutine for the IDE to bring you to if there is nothing yet coded for that object is "Load".

You can change which subroutine associated with "Form" you want to look at by clicking somewhere inside the "Form_Load" routine, then selecting one of the options inside the combo-box on the top right of the window you're in.

Setting project properties
Search through this dialog. Learn its options. Set the values inside.
 * In the top menu click on Project » Project1 Properties

Your first VB6 program
A traditional first application in any programming language will be something which somehow displays "Hello world!". So, that's what we're going to do, but I'm gonna make it complicated for you. Start a new project, get into the source code, select all of it, and replace it with this:

Now press the "Run" button or [F5] to run the program. It will show you a message box which says something like: Hello World

title: Visual Basic/Introduction


text:
User:Jhankaar-The Beat of LPU

Jhankaar- The beat of LPU is a leading student organization which works under the aegis of Division of Student Affairs, Lovely Professional University, Punjab. This student organization also refers to remain independent body of students which organize events, cultural fests, concerts, workshops, seminars with various other initiatives throughout the year.

The organization was established in 2013 with and aim to preserve the cultural heritage of India and that of world. Since its establishment, the organization have remained one of the most demanded student organizations of LPU with more than 100 active student members.

title: User:Jhankaar-The Beat of LPU


text:
Talk:Petronila, Texas

Untitled
saw this place on a map. WTF is with its city boundaries? why does it exist? something funny going on! —Preceding unsigned comment added by <IP_ADDRESS> (talk) 00:50, 14 February 2011 (UTC)

title: Talk:Petronila, Texas


text:
Category:Wikipedian historical European martial artists

This user category contains the user page links of Wikipedians who practice historical European martial arts.
 * For Wikipedians interested in or fans of historical European martial arts, see Category:Wikipedians interested in historical European martial arts.

To add your user page to this user category, place one of the following bits of Wikitext on your user page.


text:
Talk:Puzzles/Decision puzzles/Weighings Once More

I would tentatively say 8, the number of divisors of 40? Dysprosia 04:38, 11 Oct 2003 (UTC)

You can see the weights as a kind of "physical bits", because it can be either in the collection or not.

With n bits you can represent no more than $$2^n$$ different states (including 0), which is proved trivially. Therefore, for a given 40 states, the lower bound for the number of weights is 6.

At first, we select 5 weights to represent the numbers 1 to 31:

 * 1 2 4 8 16

For the sixth weight, we can choose any weight $$a$$ with $$9\le a\le 32 $$

doopdoop

 * The solution is OK, however, it can be done with less weights. (hint: you can also place weights on the side of the object you want to weigh - so one weight can carry more information than just a bit:). Thomas

This looks like the same puzzle as Scales and Weights (also solved, with the better solution listed) Valhalla 12:45, 11 Jun 2005 (UTC)


text:
Organic Chemistry/Alkanes/Stereoisomers

Stereoisomer of 2-bromo-3-hexanol

= Stereoisomers =

Stereoisomers are a type of isomer where the order of the atoms in the two molecules is the same but their arrangement in space is different.

To understand this we need to take a look at the ways that organic molecules can and cannot move. Again, usingthree-dimensional models is a great tool to visualize this and almost essential for most people to grasp these concepts clearly.

With cyclo-alkanes, we observe that a group placed on one side of a ring stays on that same side. Except in very large rings (13+ carbons) the carbons are not free to rotate all of the way around their axes. This means that a group that is axial will not move into an equatorial position, and vice versa.

Stereoisomerism is the arrangement of atoms in molecules whose connectivity remains the same but their arrangement in space is different in each isomer.

The two main types of stereoisomerism are:
 * Diastereomerism (including 'cis-trans isomerism')
 * Optical Isomerism (also known as 'enantiomerism' and 'chirality')

Cis-trans Isomerism
Main article: Diastereomers

Cis/trans isomerism occurs when a double bond is present, because the pi bond involved prevents that bond from being "twisted" the same way that a single bond can be. A good example is 1,2-dichloroethene: C2H2Cl2. Consider the two examples below: The two molecules shown above are cis-1,2-dichloroethene and trans-1,2-dichloroethene.

This is more specifically an example of diastereomerism. These two molecules are stereoisomers because the two carbon atoms cannot be rotated relative to each other, due to the rigidity caused by the pi bond between them. Therefore, they are not "superimposeable" - they are not identical, and cannot take each other's place. However, the isomers are not mirror images of one another, so they are not enantiomers; therefore they must be diastereomers.

Diastereomers usually have different chemical and physical properties and can exhibit dramatically different biological activity.

There are two forms of these isomers; the cis and trans versions. The form in which the substituent hydrogen atoms are on the same side of the bond that doesn't allow rotation is called cis; the form in which the hydrogens are on opposite sides of the bond is called trans. An example of a small hydrocarbon displaying cis-trans isomerism is 2-butene.

Alicyclic compounds can also display cis-trans isomerism. As an example of a geometric isomer due to a ring structure, consider 1,2-dichlorocyclohexane:

Optical Isomerism
Main article: Chirality

Optical isomers are stereoisomers formed when asymmetric centers are present, for example, a carbon with four different groups bonded to it. Enantiomers are two optical isomers (i.e. isomers that are reflections of each other). Every stereocenter in one isomer has the opposite configuration in the other.

Compounds that are enantiomers of each other have the same physical properties, except for the direction in which they rotate polarized light and how they interact with different optical isomers of other compounds.

In nature, most biological compounds, such as amino acids, occur as single enantiomers. As a result, different enantiomers of a compound may have substantially different biological effects.

When a molecule has more than one source of asymmetry, two optical isomers may be neither perfect reflections of each other nor superimposeable: some but not all stereocenters are inverted. These molecules are diastereomers, not enantiomers. Diastereomers seldom have the same physical properties.

Optical isomerism is a form of isomerism (specifically stereoisomerism) where the two different isomers are the same in every way except being non-superposable [1] mirror images of each other. Optical isomers are known as chiral molecules.

<< Foundational concepts | << Alkanes | << Naming cycloalkanes | Stereoisomers | Introduction to reactions >>

title: Organic Chemistry/Alkanes/Stereoisomers


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Stage Stores

Stage Stores was a department store company specializing in retailing off-price brand name apparel, accessories, cosmetics, footwear, and housewares throughout the United States. Stores were usually located in shopping malls and centers or in standalone locations. The corporate office was located in Houston, Texas.

Stage Stores operated 782 department stores in 42 states, almost all of which were eventually converted to their flagship brand, Gordmans, which it acquired in 2017. Historically, Stage Stores operated full-price retail outlets under the Bealls, Palais Royal, Peebles, Stage, and Goody's nameplates before transitioning away from that business model and toward an off-price positioning in 2019 and 2020.

On May 11, 2020, Stage Stores announced it had filed for Chapter 11 bankruptcy after failing to find a buyer for the chain. The company had suffered poor sales in the 2019 holiday season, and after the onset of the COVID-19 pandemic and the ensuing retail shutdowns that began in March 2020, Stage Stores was unable to secure financing that would allow the continued operation of the chain. The company said that it would begin inventory liquidation sales at stores as soon as they could reopen.

Exclusive brands of the company included Valerie Stevens, Signature Studio, Sun River, Rustic Blue, Rebecca Malone, and Wishful Park.

Chains

 * Stage Stores: South Central-based (department store)
 * Bealls: Texas-based (department store, founded 1923) (previously owned)
 * Palais Royal: Texas-based (department store, founded 1921)
 * Peebles: Eastern and upper midwestern areas of US. (department store, founded 1891)
 * Gordmans: Midwestern-based (off-price department store, founded 1915)
 * Goody's: Southeastern-based (department store, founded 1953)

History
Through a series of acquisitions the company grew to 793 stores as of July 29, 2017.

In June 1992, Stage Stores, then known as Specialty Retailers, Inc. (SRI), acquired Colorado-based Fashion Bar, Inc., a family-owned business with 71 stores, most of which were comparable to Palais Royal and Bealls. The remainder were small specialty stores known as Stage Stores, which had already become part of SRI's operation.

In 1996, SRI completed the closure of the other Fashion Bar Stores but retained the Stage name. The company purchased the forty-nine stores of Beall-Ladymon, Inc., sold by company president Horace Ladymon. The outlets were located in Arkansas, Kansas, Louisiana, and Mississippi; they were reopened in 1994 under the "Stage" name.

Stage expanded into the Northwest with the acquisition in 1997 of C. R. Anthony Co. and Tri-North stores.

The company acquired Uhlmans in 1996, which brought Stage to Michigan, Illinois, and Indiana. All of these newly acquired stores, however, were closed by 2001 when Stage Stores filed for Chapter 11 bankruptcy. Closures as part of the bankruptcy included most of the former Fashion Bar, Milliken's, Tri-North, and Uhlman's stores, as well as an exodus from Wisconsin, Michigan, and Minnesota.

In 2003, Stage Stores acquired 136 Peebles stores located in 17 states.

The company purchased the Goody's name through the Goody's bankruptcy auction in 2009. The nameplate was used in markets with a strong customer awareness and brand recognition of the name.

In 2011, Stage Stores began a new chain called Steele's, but in March 2014 it was announced that these stores are being sold to Hilco Global.

Stage Stores acquired the Gordmans' assets in March 2017 after becoming the winning bidder in a bankruptcy sale. The company announced that it planned to run at least 50 stores and one of Gordmans’ distribution centers. Under the direction of Stage Stores, Gordmans began to transition away from the specialty department store business model, moving the brand to the off-price retail sector, more resembling stores like T.J. Maxx, Ross, and Burlington. As part of expanding the brand, Stage Stores opening their first new Gordmans store in Rosenberg, Texas in March, 2018.

In March, 2019, Stage announced that by mid-2020 they planned to convert at least 220 of their current department stores, including those of other brand names, into Gordmans off-price stores. CEO Michael Glazer cited the high sales increases in the locations that were converted in 2018 as the deciding factor in the decision. In September, 2019, Stage Stores announced that they planned to completely exit the department store market, moving completely to the off-price model, converting all other stores brands to the Gordmans brand, and operating approximately 700 Gordmans stores by the third quarter of fiscal 2020 (August-October).

In May 2020, Stage Stores filed for Chapter 11 bankruptcy, even though the ongoing conversions had resulted in same-store sales rising more than 17% in the November-January fiscal quarter.

Acquisitions
Stage Stores, Inc. has acquired many stores over the years, including the following:

 * Fashion Bar (Colorado, Wyoming). Acquired in 1992, all stores converted to Stage.
 * Beall-Ladymon (Arkansas, Louisiana, Mississippi, Kansas). Acquired in 1994, all stores converted to Stage.
 * Uhlman's (Illinois, Indiana, Michigan, Ohio). Acquired in 1996. In addition to the Uhlman's name, Uhlman's operated Milliken's stores in Michigan. All were renamed Stage, except for the Milliken's locations in Michigan in Traverse City, Cadillac, Manistee, and Mount Pleasant which operated as Stage-Milliken until their closure in 2001.
 * C. R. Anthony Co. (Montana, Idaho, Oregon, New Mexico, Oklahoma, Texas, Kansas, Wyoming) Acquired 1997, most stores converted to Stage, while some Anthony's, such as those located in Amarillo, Texas, became Bealls locations.
 * Tri-North (Idaho, Montana, Nevada, Oregon, Washington) Most of these locations operated as Hub Clothing Stores before the 1998 acquisition, when all 15 stores converted to Stage.
 * B. C. Moore & Sons, (Georgia, North Carolina, South Carolina). Acquired February 2006. By November 2006, 69 of these 76 stores were converted to the Peebles name and format, and the other nine were closed.

Future and bankruptcy
On September 17, 2019, Stage Stores announced plans to convert all remaining Stage, Bealls, Palais Royal, Peebles, and Goodys department store locations into Gordmans stores by the end of 2020. This would mean that Stage Stores would completely exit the department store market and instead go all in as an off-price retailer.

By the end of fiscal year 2020, Stage planned to operate approximately 700 Gordmans Stores. CEO Michael Grazer cited the high sales increases in locations that had already been converted as the main factor in this decision.

After the COVID-19 pandemic caused most of its stores to temporarily close, Stage Stores announced that it would enter bankruptcy proceedings and liquidate its inventory, except for individual stores for which it could find a buyer. On October 21, 2020, Stage sold its intellectual property and a distribution center in Texas to Florida-based Bealls, Inc. for $7 million. Notably, this allowed the Florida chain to use the Bealls name nationwide; previously, Stage owned the rights to the Bealls name nationwide, except in Arizona, Florida and Georgia. Bealls also acquired the rights to the names of Stage's other chains, as well as all of its private label brands and customer lists. In 2022, New York-based online company BrandX acquired Stage Stores, Goodys, Gordmans, Palais Royal, and Peebles, as well as their private brands and plans to relaunch them online.

title: Stage Stores


text:
Web Design/PHP challenges

Challenge 1: Idiot Box Survey
Scenario: You are working as IT Support for a small high school in your area. The Parents and Community committee has commissioned a small project to help kids in the school work out exactly how much time they're spending in front of the TV, Computer or Video Game Consoles, as well as collect data on how free time is spent.

Creating the form
You've been asked to whip up a prototype form to collect the following info (remember your target audience when labeling your fields!):
 * First and last name
 * Number of Years in Business
 * Year at School (e.g. 7-12)
 * Number of siblings
 * At what time do they go to bed, and at what time do they wake up.
 * Approximate time spent on homework per day
 * time spent watching TV/DVD etc. per day
 * Time spent using computer or games console per day
 * time spent with family per day
 * time spent with friends per day

You do not necessarily need to make your form pretty or worry about Javascript input validation for the prototype, but it certainly needs to be easy to use. For example: <!DOCTYPE html> colls data  FIRST NAME:  LAST NAME:  AGE:  GRADE:  How many siblings do you have?:  At what time do you go to bed?:
 At what time do you wakeup?:  what is the approximate time you spent on your homework per day?:

what is the approximate time you spent watching TV/DVD per day?:  what is the approximate time you spent using computer or games console per day?:  what is the approximate time you spent with family per day?:  what is the approximate time you spent with friends per day?:  hint click the clock icon to select time

Processing your form
Your prototype will also require a php script (or server-side language of your choice) to process the info. The P&C committee have asked for the following:
 * A message saying "Great! Thanks [firstname] for responding to our survey".
 * A display of the students details formatted suitably (just name, birth-year, current school year and number of siblings)
 * An email should be sent to a set email address with a subject of, for example, "David Terry's Survey results." and a message that includes the data entered (no need to worry about formatting or headers in the email).

Challenge 2: Idiot Box Statistics
You receive an email from the P&C Committee asking that once you have this working, your challenges are to modify your response so that it also says: "Based on the information you've entered, you will spend:"
 * x hours watching TV or movies per year.
 * y hours doing homework per year.
 * z hours per year in front of a TV or computer screen per year
 * a hours per year with friends and family

Note, this information does not need to be included in the email. With this you will be ready to demonstrate your prototype!

Extra challenges
Not for the faint-hearted!
 * Use the students' current year at school to work out how many years they have left at school, and from this, how many hours they will spend doing homework or watching a screen until they finish school.
 * Work out the percentage of awake time spent in front of a screen.

Challenge 3: Combining Your Form and Response
After working through Part 3 of Zend's PHP for beginners series, you've worked out that it's a bit neater to put all your code into the one file (rather than having separate files for your form and form processing).

Modify your prototype from Challenge 1 to use just one php file that either displays your survey form or processes the results, depending on whether the form has been submitted (based on the tutorial).

Challenge 3.5: Looping the Loop
Part 3 of Zend's PHP for beginners also gives you an overview of a few different ways that you can repeat stuff in your PHP code. The following challenges are designed to help you re-enforce in your mind how while loops and for loops can be used.

Take a look at the following piece of code and work out what it does as you read through it, then copy-n-paste it into a PHP file to test it out.

Your challenges:
 * Modify the loop so that it displays the numbers from 1 to 100
 * Modify the loop so that it displays the even numbers between 1 and 100
 * Modify the loop so that it displays the numbers from 100 to 1 (i.e. in reverse order)

The above while loop can also be written in other ways (such as a for-loop), but for the moment, it's best that you learn how to use one method well. For those who are interested and feel very confident, you might want to look through the following code (otherwise just skip over it!) PHP Manual - for loops does a great job explaining why you have three different things in the first line: for (part1; part2; part3). If you are keen to try out the for loop, you can do all of the above challenges, but using a for-loop instead of a while loop. Now, use the above to:
 * Copy-n-paste and modify the above piece of code so that it prints the numbers as a single unordered list. i.e. the HTML output should look like:

Last but not least,
 * Copy-n-paste and modify your code to create a simple form that allows the user to select the day of the month that they were born. i.e. the HTML output should look something like:

Challenge 4: Input Validation with PHP
Below is an example IF statement that will check if a user has entered any information into the 'first_name' field. Your challenge is after the example!

Now, for the IF statement in your PHP code: The first line of code checks for one thing, shown below:

It checks if  is NOT equal to an empty string.

If this is TRUE then the following will be printed:

Yes, the input box: 'first_name' was filled in!

And the contents of this input box was: Frank

But, if what the IF-statement checks is not true then the following will be printed:

The input box 'first_name' had nothing in it.

Your challenge is to use the above example to validate your Idiot box survey form! Remember, always break the problem down into small chunks... start by validating just one field, then when that works, add the next etc. (If you're already using JavaScript form validation for this exercise, you'll need to switch it off to test your PHP input validation!

Challenge 5: Putting Stuff into a DB
The P&C committee is happy with your prototype and have given you the go-ahead to develop the database functionality.

This challenge will require you to:
 * create the database table using PhpMyAdmin (or similar),
 * Using PhpMyAdmin, add some data to your database and note the SQL query that was used to add the data (copy the complete query).
 * Update your form processing code so that after displaying the results your code
 * 1) Connects to your database server
 * 2) Selects your database
 * 3) Runs the query that PhpMyAdmin generated for you
 * 4) Closes the connection to your database server

Here's some template code to get you started:

 * Once the last step has been tested and works (you'll need to check whether the test information has actually made its way into your database), modify your query so that the actual information entered into the form is inserted into your database and test it again.

Challenge 6: Getting Stuff out of a DB
After reviewing your form for entering new data for the survey, the P&C committee ask you to create a page that displays all the collected data.

You warn them that they will need to implement some security around this function before going live with the survey application (so that only certain people can view the information), but you agree to get a prototype going to show them how it will work (i.e., you don't need to worry about the security issue for the moment!).

Step-by-step:
 * Create a special page of your site that displays the data from your table. Here's some template code to look through, modify and try out:

After getting the above template code to work with your database (and more importantly, verifying that you understand how it's working, especially the while loop):
 * Modify the code above so that, instead of each row of your table being displayed as a paragraph, each row is outputted as a row of an HTML table.

Challenge 7: Displaying Details for One Record
The following week you meet up with the committee again to demonstrate your work. The committee is impressed to see that you've formatted the survey information in a nice table, but have a few concerns. The biggest concern of the committee is that it is a lot of information to display on the screen at once.

They would like to modify the application so that when the survey results from the database are displayed, only the following information is included in 3 columns:
 * Name: first name and last name,
 * Total hours spent in front of a screen per week,
 * Total hours spent with friends and family per week.

Furthermore, when these results are displayed, the committee would like to be able to click on the name of a student to view the details for that student.

On a piece of paper, see if you can break down your task into a number of steps to tackle (before going on)!

Step-by-step: Test this code by entering the URL "yourdomain.com/path_to_your_file/details.php?id=4" into your browser and see if you can get it working.
 * Modify your results from Challenge 6 so that each row displays the name, Screen hours per week and Social hours per week and test.
 * Add the following link around each student name:  Note that this linking URL contains some extra information so that the file details.php will know which student we want to view. Make sure the links appear.
 * Create a new file called details.php with the normal HTML structure. Initially, just add the following PHP code inside the body (Note, it includes an intentional error):

Hint 1: We've incorrectly used the $_POST array, even though we haven't actually posted any information from a form using the method="post". Hint 2: Instead we want to GET the information that was sent through the URL.

Once you think it's working, modify the url in your browser to "details.php?id=2" to see if it really is working! Next,
 * Check out the W3Schools explanation of the $_GET array in PHP.
 * Use PHPMyAdmin to see if you can find out the SQL query that will return one specific row of your database table (i.e., you want to select all the fields from your table WHERE the id is equal to 4.) Test that it works in PHPMyAdmin using other values for the ID.
 * Add the code to your details.php to:
 * 1) Connect to the database server,
 * 2) Select your database,
 * 3) Run your SQL query,
 * 4) Display the result of your query (Note: you won't need a while loop this time, as there should only ever be one result! You can use an if statement instead to make sure that your query did return a result)

Test that this works, first by entering the URL in your browser "details.php?id=4", then change the id to display different records.

Now the only remaining problem is that every student listed on our summary page links to the one student details page (the student with the id=4). The last element of this challenge is:
 * Modify the link around each student name so that each link contains the corresponding id for that student.

Challenge 8: Deleting Stuff from a Database
If you've come this far, then your PHP/MySQL skills have come a long way! This challenge provides hints, but doesn't give you the details. You'll need to work hard and use your resources well!

Hints:
 * Update your page that displays all the records, to include an extra column for each record that simply has the text "delete", or if you prefer icons, a little trash-can icon.
 * Add the following link around your trashcan icon:
 * Modify your page so that, when your delete link is clicked, your page displays the text "The record with the id of 4 would have been deleted" (you'll need to put this inside an if-statement so that it only appears when the user has clicked on one of your delete links).
 * Use PHPMyAdmin to find the SQL syntax required to delete an item from your database.
 * Update your if-statement so that your code runs the SQL query to delete the record.

Once you have your delete functionality working, it would be a great time to add a very simple menu to your survey application so that you can navigate between the form and the summary page (where you can delete records or view the details of records).

Lastly:
 * Add a link to the details page (where you view the details of one particular record, from Challenge 7) to delete the current record!

Challenge 9: Putting It All Together
After completing your survey application for the local Parents and Community committee, your application was used by hundreds of schools in your state! Everyone loved it! And lots of people saw your web application skills in action!

Now you've been approached by the department to develop a prototype for a school enrolment application! At the moment the application will just be for one school and will need to:
 * Allow new students to be added, assigning them to a certain year. Required info:
 * first and last name,
 * D.O.B.,
 * Enrollment Date
 * Current School year (e.g. 7-12),
 * home phone,
 * mobile,
 * email,
 * 1st Contact name (usually parent),
 * 1st Contact phone,
 * 2nd Contact name,
 * 2nd Contact phone.
 * View a summary of all the students currently enrolled at the school, sorted by year and then name. The summary should include the students name, school year and email.
 * View the details of a particular student.
 * Delete a student (both from the summary view as well as from the individual view).

After discussing the prototype with your client contact, you also thought of a few improvements that you might add if you have time:
 * Making the email displayed on the summary view a link that can be clicked on. For example:
 * Including a link on the summary view to edit a student record. This will bring a form up that is identical to the new student form, but with all the fields pre-populated from the record in the database.
 * The ability to upload a photo for a student (to help teachers and administrators put names to faces!)
 * A short report that shows from the database how many students are currently enrolled in each year.

This is your chance to get your business off the ground! A contract with the Education department will help pay the bills!

Once you finish your prototype, it will be worth discussing with others how your database design could be improved too.

title: Web Design/PHP challenges