text:
Talk:Ricard O'Sullivan Burke

English variety
American English is also a plausible variety to use, as the article relates a partaker in American war and politics. From AnUnnamedUser (open talk page) 01:09, 21 September 2019 (UTC)

 * Yes, American English would have been a reasonable choice; but Irish English is also reasonable, and was the original choice. Wikipedia's policy is not to change articles from one variant of English to another (without pressing / specific reason).  <IP_ADDRESS> (talk) <IP_ADDRESS> (talk) 02:15, 18 May 2023 (UTC)

"height is evident .. well short of six-feet-four" - OR?
At present the article's final sentence reads thus:

He has also been described as a "burly six-footer" when his height is evident in a 1906 photograph in which he is well short of six-feet-four Robert R. McCormick.[2][40][41]

Delete? It looks like OR to me; also, probably mistaken(!)

OR: in relation to this point, the references cited are primary sources, not secondary.

Mistaken: the image cited (ref.40, explore.chicagocollections.org), makes comparison with McCormick. In it, McCormick is standing a little further from the camera and so appears slightly higher in the image. (Compare the feet.) I'm no expert at photo-interpretation, but to me the image confirms the description of Burke as "a .. six-footer". (Measurements on a print of the image would probably establish this point; but the real issue is that this is all OR.) <IP_ADDRESS> (talk) 07:50, 17 May 2023 (UTC)

title: Talk:Ricard O'Sullivan Burke


text:
Talk:Sally Gunnell

Music career
This part can't be true, can it? Don't want to remove it in case it is. It's unsourced so it should be removed anyway.

does sally really have a gay newphew? how interesting —Preceding unsigned comment added by <IP_ADDRESS> (talk) 18:02, 17 May 2008 (UTC) Thatlot!! (talk) 19:54, 18 April 2008 (UTC)

Vadalism
"Sally recently revealed that she was a huge fan of Michael Jackson and was deeply moved by his death. Sally could relate to him, especially being a vitiligo sufferer herself. Sally was also naturally black." Please provide a source for this! In the event that Sally is 'also naturally black' could this be more tastefully worded please —Preceding unsigned comment added by <IP_ADDRESS> (talk) 15:17, 21 July 2009 (UTC)

who is adding to this? where did the stuff about her disappointing her afro-caribbean roots by debuting her 'white skin' at the 1992 olympics? Deleted

 * I don't know what "vadalism" is, but remember: If in doubt, cut it out. (Is she really "ugly as hell"?)--Shantavira|feed me 09:33, 4 February 2010 (UTC)

I was always under the impression that she was black? I think it's correct. She just had very fair skin

Cjmooney9 (talk) 16:27, 11 August 2010 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified 4 external links on Sally Gunnell. 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:
 * Corrected formatting/usage for http://website.lineone.net/~wgel/history.html
 * Corrected formatting/usage for http://www.britisholympians.com/athlete.aspx?at=1462
 * Added archive https://web.archive.org/web/20110914204909/http://www.mccaintrackandfield.co.uk/meet-our-athletes/elite/sally-gunnell/ to http://mccaintrackandfield.co.uk/meet-our-athletes/elite/sally-gunnell/
 * Corrected formatting/usage for http://www.sportinglife.com/olympics/best_of_british/story_get.dor?STORY_NAME=others%2F00%2F08%2F22%2FOLYMPICS_Gunnell.html

Cheers.— InternetArchiveBot  (Report bug) 07:45, 30 November 2017 (UTC)

source: wikimedia

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

title: Talk:Sally Gunnell


text:
Drum set

< School of Music and Dance

Introduction
Welcome to the Wikiversity School of the Drum set.

Drumming is an amazing form of art. It is an art that emphasizes tempo and style in virtually any musical genre. This class is dedicated to helping you experience the exciting world of percussion. Drumming is the heartbeat of so many different types of music. Looking for rhythmic notation, dynamics, technique, styles, instruments and more? This is the place to be!

Description
The Drumset is a set of drums, tom-toms, snare, bass drum, and a series of cymbals, that is commonly found in popular music dating back to the 1920s. It is most commonly played with a pair of drumsticks.

Additional Resources
You Are a Drummer - free drum education resource

title: Drum set


text:
Hyo-sei

Kumiko Yokote (横手 久美子) is a Japanese voice actress and singer who works for Power Rise under the alias Hyo-sei (氷青). For adult works, she goes by the name Elena Kaibara (海原 エレナ). Hyo-sei released her first album titled Fuyu Hanabi (冬花火) on April 21, 2010.

Early life and career
Graduated from Nihon University College of Art and Drama after graduating from Nihon University Learning Shino High School. After graduating from the Tokyo Media Academy Voice Actor Vocal Department (currently Tokyo Voice Actor Academy Voice Actor Training Department), she joined Ken Production and stayed at the company until June 30, 2013. After a free period, she moved to the Toritori Office in August of the same year. In June 2015, the company moved to the current office following the start of the company's merger with Trias.

With the start of activities as a singer in the spring of 2004, she changed her artistic name to Hyo-sei. Until then, she was active as Kumiko Yokote, her real name. Since 2009, she has been active as a vocalist for the milleluci unit based on Showa Kayo / Bossa Nova, and since 2016 the band's name has changed to Sen no Akashi.

Anime

 * Digimon Frontier (Tsunomon)
 * Elemental Gelade (Partin "Parl" Cels)
 * Futari wa Pretty Cure Splash Star (Shinohara-sensei)
 * Gift (Haruhiko's mother)
 * Imouto Bitch ni Shiboraretai as Mina (2017)
 * Kamisama Kiss (Narukami)
 * Kimi ga Aruji de Shitsuji ga Ore de (Venis)
 * Koihime Musou (Teiiku)
 * Lucifer and the Biscuit Hammer (Shea Moon)
 * Magical Girl Lyrical Nanoha (Noel K. Ehrlichkeit)
 * Megachu! (Jordh)
 * Rockman EXE (Miyuki Kuroi)
 * Ojamajo Doremi (Tetsuya Kotake)
 * Pokémon Advanced Generation (Nagi)
 * Petite Cossette (Hatsumi Mataki)
 * Pocket Monsters Advanced Generation (Nagi)
 * Raimuiro Senkitan (Sophia)
 * Sasami: Mahou Shōjo Club (Mihoshi-sensei)
 * Sexfriend (Taeko Nonomiya)
 * Super Mario (Princess Peach)
 * Shin Seiki Inma Seiden (Ootori Kaori)
 * Shoujo Sect (Sayuri Ookami)
 * Shugo Chara! (Eru)
 * Shugo Chara!!Doki— (Eru)
 * Shugo Chara!!Doki Dokki! (Eru)
 * Sister Princess (Shirayuki)
 * Strawberry Panic! (Shion Toumori)
 * Tatsunoko Fight (Neon)
 * Tottoko Hamtaro (Sae-san)
 * Yoake Mae Yori Ruri Iro Na (Natsuki Takamizawa)
 * Yokorenbo: Immoral Mother (Junko Fujisaki)
 * Zero Sum Game (Yuuka Tokano)

Video games

 * 11eyes: Tsumi to Batsu to Aganai no Shōjo (Kusakabe Misao and Superbia)
 * 77 ~And, two stars meet again~ (Karen Lux Victoria)
 * Action Taimanin (Oboro)
 * Arknights (Indigo)
 * Azur Lane (KMS Regensburg)
 * Cotton 2: Magical Night Dreams (Appli ke Pumpkin)
 * G Senjō no Maō (Mizuha Shiratori)
 * Kourin no Machi, Lavender no Shoujo (Kamiyama Reika)
 * Maji de Watashi ni Koi Shinasai! (Shiina Miyako)
 * Muv-Luv, Muv-Luv Alternative, & Muv-Luv Altered Fable (Kamiyo Tatsumi)
 * My Girlfriend is the President (Irina Vladimirovna Putina)
 * Nee Pon? × Rai Pon! (Zero)
 * Saya no Uta (Ōmi Takahata)
 * The Witcher 3: Wild Hunt (Priscilla)
 * Yoake Mae Yori Ruri Iro Na (Natsuki Takamizawa)

Drama CDs

 * Final Fantasy Tactics Advance Radio Edition (Montblanc)
 * G Senjō no Maō (Mizuha Shiratori)
 * Maji de Watashi ni Koishinasai! (Miyako Shiina)
 * Mossore

title: Hyo-sei


text:
Perl Programming/Function reference

Action
Removes the last characters from a string only if they're recognized as a record separator (e.g. a newline character)

Returns
?

Syntax
chomp($String = $_);

Example
chomp; # removes the last character from $_ if it is a record separator chomp; # (same) chomp($String); # removes the last character from $String if it is a record separator

Action
Removes the last character from a string regardless

Returns
?

Syntax
chop($String = $_);

Example
chop; # removes the last character from $_ chop; # (same) chop($String); # removes the last character from $String

print chr(65); # Prints a capital A

Gets an ASCII character, given it's code

my $HashedWord = crypt($Word, $Salt);
 * 1) One-way hash function

(See also MD5 )

The salt string needs only be two characters long, and provides a way of randomising the hash, such that the same word can produce several different hashes, if used with different values of !

print hex(11); # Prints B

Converts a number to hexadecimal

Other way around - converts hex to number: print hex(11); # prints 17

you can use

print sprintf("%X",11); # Prints B

Search for one string within another (see rindex to search from end-to-start).

$Result = index($Haystack, $Needle); $Result = index($Haystack, $Needle, $StartPosition);

index("Some text", "bleh"); # Returns -1 (not found) index("Some text", "Some"); # Returns 0 (first character) index("Some text", "text"); # Returns 5 (sixth character)

The special variable  always gets added to the return value, but   is normally 0, and the manual recommends leaving it at 0.

$Lowercase = lc($String);

Converts a string to lower-case

Converts the first character of a string to lowercase

print "String is ". length($String). " characters long\n";

Returns the length of a string

print oct(8); # Prints 10

Converts a number to octal

Converts a character to its number.

print ord("A"); # prints 65

Takes a list and converts it into a string using a supplied set of rules.

my $String = pack($Template, @ListOfNumbers); my $String = pack("CCCC",65,66,67,68); # Result: "ABCD"

$Template can be made up of:

a	A string with arbitrary binary data, will be null padded. A	An ascii string, will be space padded. Z	A null terminated (asciz) string, will be null padded.

b	A bit string (ascending bit order inside each byte, like vec). B	A bit string (descending bit order inside each byte). h	A hex string (low nybble first). H	A hex string (high nybble first).

c	A signed char value. C	An unsigned char value. Only does bytes. See U for Unicode.

s	A signed short value. S	An unsigned short value. (Exactly 16 bits unless you use the ! suffix)

i	A signed integer value. I	An unsigned integer value. (At least 32 bits wide, machine-dependent)

l	A signed long value. L	An unsigned long value. (Exactly 32 bits unless you use the ! suffix)

n	An unsigned short in "network" (big-endian) order. N	An unsigned long in "network" (big-endian) order. v	An unsigned short in "VAX" (little-endian) order. V	An unsigned long in "VAX" (little-endian) order. (Exactly 16 bits and 32 bits respectively)

q	A signed quad (64-bit) value. Q	An unsigned quad value. (Only available if your system supports 64-bit integers and Perl has been compiled to support them)

f	A single-precision float in the native format. d	A double-precision float in the native format.

p	A pointer to a null-terminated string. P	A pointer to a structure (fixed-length string).

u	A uuencoded string. U	A Unicode character number. Encodes to UTF-8 internally.

w	A BER compressed integer. Its bytes represent an unsigned integer in base 128, most significant digit first, with as few digits as possible. Bit eight (the high bit) is set on each byte except the last.

x	A null byte. X	Back up a byte. @	Null fill to absolute position.

Each letter may optionally be followed by a number giving a repeat count.

The integer types,  ,  , and   may be immediately followed by a   suffix to signify native shorts or longs

Reverses a string (in scalar context) or a list (in list context):

my @ReversedList = reverse(@List);

foreach( reverse( sort( @List ))) { ... }
 * 1) As commonly seen in Perl programs:

my $ReversedString = reverse($String);

my @List = ("One ", "two ", "three..."); my $ReversedListAsString = reverse(@List); # Prints "...eerht owt enO"

Search for one string within another, starting at the end of the string.

$Result = rindex($Haystack, $Needle); $Result = rindex($Haystack, $Needle, $StartPosition);

rindex("Some text", "bleh"); # Returns -1 (not found) rindex("Some text", "Some"); # Returns 0 (first character) rindex("abbbbb", "b");      # Returns 5 (first "b" found, when starting at the end)

Prints a formatted string:

my $Text = sprintf("%d/%d is %08.5f", 1, 3, 1/3); # Result: "10/3 is 003.33333"

sprintf("Character: %c", 65); sprintf("String %s", "Hello"); sprintf("Signed integer: %d", 15); sprintf("Unsigned integer: %u", 15); sprintf("Unsigned int (in octal): %o", 15); sprintf("Unisgned int (in hex): %x", 15);     # Use %X to get upper-case output sprintf("Binary number: %b", 15); sprintf("Scientific notation: %e", 5000);     # Use %E to get upper-case output sprintf("Floating point number: %f", 1/3);    # 0.3333333 sprintf("Floating point number: %g", 1/3);    # Decides between scientific and float. %G is uppercase sprintf("Pointer: %p", $Variable);

Use %% to get a percent-sign.

Use %n to request the number of characters written so far, and put it into the next variable in the list. You may want to check that user-supplied formatting rules don't contain this code.

sprintf("%02d", $Minutes); # Forces leading zeros to make the string two characters long sprintf("%1.5f", $Number); # Limits the number of decimal places

substr
Return part of a string (a substring)

Format: substr string start-position length

 * start-position is zero-based.
 * A negative number starts from the end of the string.

$FirstLetter  = substr($Text, 0, 1);   # First letter $First3Letters = substr($Text, 0, 3);  # First three letters $Last3Letters = substr($Text, -3);     # Last three letters

You can use substr on the left side of an assignment statement to change part of a string. This can actually shorten or lengthen the string.

$text = 'cat dog'; substr ($mystring, 3, 1) = ' and '; # $text now contains 'cat and dog'

$Uppercase = uc($String);

Converts a string to upper-case

Converts the first character of a string to uppercase

Returns the absolute (positive) value of a number $Number = abs(-100); # Returns 100;

$Number = atan2($Y, $X);
 * 1) Converts cartesian(x,y) coordinates into an angle

$Number = cos($Angle); # Cosine = Adjacent/Hypotenuse
 * 1) Returns the cosine of an angle (radians)

$Number = exp(2); # Returns
 * 1) Raises e to a specified power

e ≈ 2.71828183 more about e

$Number = hex("10"); # Returns 16 $Number = hex("0xFF"); # Returns 255
 * 1) Interprets a string as hexidecimal, and returns its value

Rounds a number towards zero, returning an integer $Number = int(-1.6); # Returns -1 $Number = int(0.9);  # Returns 0 $Number = int(28.54); # Returns 28

$Number = log(2.71828183);  # Returns 1 $Number = exp(log($X));     # Returns $X $Number = log($X)/log(10);  # Returns log10($X). Alternately, you can use the log10 function in the POSIX module $Number = log($X)/log(15);  # Returns log to the base 15 of $X
 * 1) Returns the natural logarithm of a number

$Number = oct("10"); # Returns 8 $Number = oct("21"); # Returns 17
 * 1) Interprets a string as octal, and returns its value

$Number = rand; # Returns a random number from 0 to 1 $Number = int(rand(800)); # Returns a random integer from 0 to 799 $Number = 1 + int(rand(999)); # Returns a random integer from 1 to 999
 * 1) Gets a random number (may automatically call srand if that's not been done)

$Number = sin($Angle); # Sine = Opposite/Hypotenuse
 * 1) Returns the sine of an angle (radians)

$Number = sqrt(4);                 # Returns 2 $Number = sqrt($X ** 2 + $Y ** 2); # Returns the diagonal distance across a $X x $Y rectangle
 * 1) Returns the square-root of a number

See the  module, if you need to take roots of negative numbers.

srand;
 * 1) Seeds (sets-up) the random-number generator

Version-dependent, and older versions of Perl are not guaranteed to have a good seed value. See the  module for more possibilities. The current version of Perl uses the urandom device if it's available.

$LastElement = pop(@MyArray);

Take the last element from an array.

push(@MyArray, "Last element"); push(@MyArray, "several", "more", "elements");

Push a list of elements onto the end of an array.

shift(@MyArray); # Delete the first element $FirstElement = shift(@MyArray); # Delete the first element, load it into $FirstElement instead

Take the first element out of an array.

splice(@Array); # Removes all elements from array splice(@Array, 10); # Removes from element 10 to the end of the array splice(@Array, -10); # Removes the last 10 elements of the array splice(@Array, 0, 10); # Removes the first 10 elements of the array @NewArray = splice(@Array, 0, 10); # Removes the first 10 elements of the array and returns those 10 items splice(@Array, 0, 10, @Array2); # Replaces the first 10 elements of the array with Array2
 * 1) Removes elements from an array, optionally replacing them with a new array

unshift(@MyArray, "New element"); unshift(@MyArray, "several", "more", "elements");

Add a list of elements onto the beginning of an array.

@TextFiles = grep(/\.txt$/, @AllFiles); $NumberOfTextFiles = grep(/\.txt$/, @AllFiles);
 * 1) Returns a list of elements for which an expression is true

@TextFiles = grep({return(substr($_, -3) eq "txt");}, @AllFiles);
 * 1) Can use a block of code instead of an expression

$OneItemPerLine = join( "\n", @List); $EverythingBunchedTogether = join( "", @List); $Filename = join( "/", ($Directory, $Subdirectory, $Filename));
 * 1) Joins the items of a list into a single string

@UppercaseList = map(uc, @List); @Numbers = map {"Number $_"} 1..100;
 * 1) Evaluates a block of code for each item in a list, and returns
 * 2) a list of the results

@ReversedList = reverse(@List); $ReversedString = reverse('foo','bar','baz'); # gives 'zabraboof'
 * 1) Reverses the order of a list
 * 1) In scalar context, concatenates the list and then reverses the string

@AsciiSort = sort(@RandomList); @AsciiSort = sort @RandomList; foreach $Item (sort @RandomList) {...}
 * 1) Sorts the elements in a list

@CaseInsensitiveSort = sort {uc($a) cmp uc($b)} @RandomList; @NumericSort = sort {$a <=> $b} @RandomList; @CustomSort = sort custom_function_name @RandomList;
 * 1) Can specify a function to decide the sort order

Unpacks a string into a list - see the templates available for the pack function for details

%h = ('a'=>1, 'cow'=>'moo', 'b'=>2); delete $h{cow};
 * 1) Remove an element from a hash
 * 1) %h now contains ('a'=>1, 'b'=>2)

while (($key, $value) = each (%hash)) { print "$key => $value\n"; }
 * 1) Return the 'next' key/value pair (in a random order)

# Tests whether or not a key exists in a hash (even if the value for that key is undef) if (exists $hash{$key}) { print "\%hash contains a value for key '$key'\n"; }

# Returns a list of all keys from the hash, in same 'random' order as each foreach $key (keys %hash) { print "$key => $hash{$key}\n"; }

# Returns a list of all values from the hash, in same 'random' order as keys foreach $value (values %hash) { print "\%hash contains a value '$value'\n"; }

close(STDERR); # hide debugging info from the user
 * 1) closes a filehandle when it is no longer needed

closedir(DIRHANDLE);
 * 1) Close a directory open by opendir

Exits the program, printing to "STDERR" the first parameter and the current file and line. Used to trap errors.

This function returns, if the next read on   would return end-of-file, or if   is not open. may be an expression whose value gives the real filehandle, or a reference to a filehandle object of some sort. An  without an argument returns the end-of-file status for the last file read. An  with empty parentheses   tests the   filehandle (most commonly seen as the null filehandle in  ). Therefore, inside a while loop, an   with parentheses will detect the end of only the last of a group of files. Use eof (without the parentheses) to test each file in a while loop. For example, the following code inserts dashes just before the last line of the last file:

On the other hand, this script resets line numbering on each input file:

Like " " in a sed program, eof tends to show up in line number ranges. Here's a script that prints lines from  to end of each input file:

Here, the flip-flop operator evaluates the pattern match for each line. Until the pattern matches, the operator returns false. When it finally matches, the operator starts returning true, causing the lines to be printed. When the eof operator finally returns true (at the end of the file being examined), the flip-flop operator resets, and starts returning false again for the next file in

Prints the parameters given.

Discussed in the following sections:
 * Digression on print in Strings section

See the entry for   further up the page

read(FILEHANDLE, $StoreDataHere, $NumberBytes);
 * 1) Reads data from a file-handle

$NumberBytesRead = read(FILEHANDLE, $StoreDataHere, $NumberBytes);
 * 1) Returns the number of bytes read

read(FILEHANDLE, $StoreDataHere, $NumberBytes, Offset);
 * 1) Optional offset is applied when the data is stored (not when reading)

syscall( $Command, $Argument1, $Argument2, $Argument3);
 * 1) Runs a system command

$ReturnValue = syscall($Command);
 * 1) (maximum 14 arguments)

unpack($Template, $BinaryData);
 * 1) See the pack function for details (unpack does the opposite!)

if (-r	$FullFilename) // File is readable by effective uid/gid. if (-w	$FullFilename) // File is writable by effective uid/gid. if (-x	$FullFilename) // File is executable by effective uid/gid. if (-o	$FullFilename) // File is owned by effective uid.

if (-R	$FullFilename) // File is readable by real uid/gid. if (-W	$FullFilename) // File is writable by real uid/gid. if (-X	$FullFilename) // File is executable by real uid/gid. if (-O	$FullFilename) // File is owned by real uid.

if (-e	$FullFilename) // File exists. if (-z	$FullFilename) // File has zero size. if (-s	$FullFilename) // File has nonzero size (returns size).

if (-f	$FullFilename) // File is a plain file. if (-d	$FullFilename) // File is a directory. if (-l	$FullFilename) // File is a symbolic link. if (-p	$FullFilename) // File is a named pipe (FIFO), or Filehandle is a pipe. if (-S	$FullFilename) // File is a socket. if (-b	$FullFilename) // File is a block special file. if (-c	$FullFilename) // File is a character special file. if (-t	$FullFilename) // Filehandle is opened to a tty.

if (-u	$FullFilename) // File has setuid bit set. if (-g	$FullFilename) // File has setgid bit set. if (-k	$FullFilename) // File has sticky bit set.

if (-T	$FullFilename) // File is an ASCII text file. if (-B	$FullFilename) // File is a "binary" file (opposite of -T).

$Age = -M $FullFilename; // Age of file in days when script started. $Age = -A $FullFilename; // Same for access time. $Age = -C $FullFilename; // Same for inode change time.

chdir $Directory; chdir $Directory || die("Couldn't change directory");

chmod 0744 $File1; chmod 0666 $File1, $File2, $File3;
 * 1) 0 for octal, at the beginning of a number

| Owner | Group | Others | Execute |  4   |   4   |   4    | Write  |   2   |   2   |   2    | Read   |   1   |   1   |   1    | ======--+======-+======-+======--+ Total  |       |       |        |

chown($NewUserID, $NewGroupID, $Filename); chown($
 * 1) Change the owner of a file

NewUserID $NewGroupID, $File1, $File2, $File3); NewUserID, $NewGroupID, $File1, $File2, $File3);

chown($NewUserID, -1, $Filename); # Leave group unchanged chown(-1, $NewGroupID, $Filename); # Leave user unchanged

chroot $NewRootDirectory;

Sets the root directory for the program, such that the " " location refers to the specified directory.

Program must be running as root for this to succeed.

my @TextFiles = glob("*.txt");
 * 1) Expands filenames, in a shell-like way

See also.

link($ExistingFile, $LinkLocation); link($ExistingFile, $LinkLocation) || die("Couldn't create link");
 * 1) Creates a link to a file

Identical to stat, except that if given file is symbolic link, stat link not the target.

mkdir $Filename || die("Couldn't create directory"); mkdir $Filename, 0777; # Make directory with particular file-permissions

open(my $FileHandle, $Filename) || die("Couldn't open file"); open(my $fp, "<", $Filename);  # Read from file open(my $fp, ">", $Filename);  # Write to file open(my $fp, ">>", $Filename); # Append to file

open(my $fp, "<$Filename");    # Read from file open(my $fp, ">$Filename");    # Write to file open(my $fp, ">>$Filename");   # Append to file

open(my $fp, "<", "./  filename with whitespace   \0"); open(my $fp, "<", "./->filename with reserved characters\0");

open(my $fp, "$Program |");    # Read from the output of another program open(m myy $fp, "| $Program");    # Write to the input of another program

open(my $fp, "<", "-");        # Read from standard input open(my $fp, ">", "-");        # Write to standard output

opendir(my $DirHandle, $Directory) || die("Couldn't open directory");

while (my $Filename = readdir $DirHandle) { # Do something with $Filename in $Directory } closedir($DirHandle);

opendir(DIR, $Directory) || die("Couldn't open directory");

foreach(readdir(DIR)) { # Do something with $_ in $Directory } closedir(DIR);

$LinkTarget = readlink($LinkPosition);
 * 1) Finds the value of a symbolic link

rename $OldFile, $NewFile or die("Couldn't move file");

May work differently on non-*nix operating systems, and possibly not at all when moving between different filesystems. See for more complicated file operations.

rmdir $Filename || die("Couldn't remove directory");

stat

$DeviceNum   = $FileStatistics[0]; # device number of filesystemcs[0]; # device number of filesystem $Inode       = $FileStatistics[1]; # inode number $FileMode    = $FileStatistics[2]; # (type and permissions) $NumHardLinks = $FileStatistics[3]; # number of (hard) links to the file $UserID      = $FileStatistics[4]; # numeric user ID $GroupID      = $FileStatistics[5]; # numeric group ID $DeviceIdent  = $FileStatistics[6]; # Device identifier (special files only) $SizeBytes   = $FileStatistics[7]; $AccessTime  = $FileStatistics[8]; # seconds since the epoch $ModifyTime  = $FileStatistics[9]; $ChangeTime  = $FileStatistics[10]; $BlockSize   = $FileStatistics[11]; $NumBlocks   = $FileStatistics[12];

symlink($OldFilename, $NewFilename); symlink($OldFilename, $NewFilename) || die("Couldn't create symlink"); eval(symlink($OldFilename, $NewFilename));
 * 1) Creates a new filename symbolically linked to the old filename

my $UMask = umask; umask(0000); # This process can create any type of files umask(0001); # This process can't create world-readable files umask(0444); # This process can't create executable files
 * 1) Sets or returns the umask for the process.

unlink $Filename; unlink $Filename || die("Couldn't delete file"); unlink $File1, $File2, $File3; (unlink($File1, $File2, $File3) == 3) || die("Couldn't delete files");
 * 1) Deletes a file

my $AccessTime = time; my $ModificationTime = time;
 * 1) Updates the modification times of a list of files

utime($AccessTime, $ModificationTime, $Filename); my $NumFilesChanged = utime($AccessTime, $ModificationTime, $File1, $File2, $File3);

Returns information about the current function call stack. In scalar context, returns only the name of the package from where the current subroutine was called. In list context, returns the package, filename, and line number. In list context with a numeric argument passed, returns several pieces of information (see below). The argument represents how many levels in the call stack to go back.

 * 1) !/usr/bin/perl

foo; sub foo { $package = caller; # returns 'main' ($package, $filename, $line) = caller; # returns 'main', the file name, and 3 # Line below returns all 10 pieces of info. (Descriptions self-explanatory from variable names) ($package, $filename, $line, $subroutine, $hasargs, $wantarray, $evaltext, $is_require, $hints, $bitmask) = caller(0); }

There is no actual 'import' function. Rather, it is a convention when writing a module to create a subroutine named 'import' that populates the current namespace with that module's needed variables or methods.

The standard 'Exporter' module provides an import method, if your class has it as a base class.

Declares all lines that follow (until EOF or the next package statement) to belong to the given package's namespace.
 * 1) !/usr/bin/perl

$x = 5; # sets $main::x

package Foo; $x = 5; # sets $Foo::x sub bar { # defines &Foo::bar print "hello world"; }

package Temp; $x = 5; # sets $Temp::x

includes the specified module's code into the current program. The module can be specified either with an absolute or relative path, or with a bareword. If a bareword is given, a ' ' extention is added, and  is replaced with the current operating system's path seperator:

require Foo::Bar; require 'Foo/Bar.pm';
 * 1) identical to:

Requires and imports the given module or pragma, at compile time. The line

use Foo qw/bar baz/;

is identical to

BEGIN { require Foo; import Foo qw/bar baz/; }

$x = 0; print "X defined\n" if defined $x; # prints print "Y defined\n" if defined $y; # does not print
 * 1) returns true, if argument is not undef

eval('$a = 30; $b = 40;'); print $a, $b;

$x = 5; print "x = $x\n"; # 5 {  local $x = 10; print "x = $x\n"; # 10 } print "x = $x\n"; # 5
 * 1) assigns temporary value to global variable for duration of lexical scope

$x = 5; # refers to $main::x {  my $x = 10; print "x = $x\n"; # the lexical - 10 print "main's x = $main::x\n" # the global - 5 } print "x = $x\n"; # the global, because no lexical in scope - 5
 * 1) creates new lexical (ie, not global) variable

while ($k, $v = each %h) { print "$k = $v\n"; last if ($i++ == 2); } reset %h
 * 1) resets hash's internal pointer, to affect lists returned by each
 * 1) if another each done here, $k,$v will pick up where they left off.
 * 1) now each will restart from the beginning.

@sizes = (scalar @foo, scalar @bar);
 * 1) forces scalar context on an array
 * 1) creates a list of the sizes of @foo and @bar, rather than the elements in @foo and @bar

$x = 5; undef $x; print "x = $x\n" if defined $x; # does not print
 * 1) undefines an existing variable

sub fctn { my @vals = (5..10); if (wantarray) { return @vals; } elsif (defined wantarray) { return $vals[0]; } else { warn "Warning! fctn called in void context!\n"; } }
 * 1) returns 'true', 'false', or undef if function that called it was called in list, scalar, or void context, respectively.

my $pid = fork;
 * 1) clones the current process, returning 0 if clone, and the process id of the clone if the parent

if ($pid == 0) { print "I am a copy of the original\n"; } elsif ($pid == -1) { print "I can't create a clone for some reason!\n"; } else { print "I am the original, my clone has a process id of $pid\n"; }

Classes and objects
See also Perl Objects

Converts a timestamp to GMT.

@TimeParts = gmtime; @TimeParts = gmtime($Time);

$Seconds   = $TimeParts[0]; # 0-59 $Minutes   = $TimeParts[1]; # 0-59 $Hours     = $TimeParts[2]; # 0-23 $DayOfMonth = $TimeParts[3]; # 1-31 $Month     = $TimeParts[4]; # 0-11 $Year      = $TimeParts[5]; # Years since 1900 $DayOfWeek = $TimeParts[6]; # 0:Sun 1:Mon 2:Tue 3:Wed 4:Thu 5:Fri 6:Sat $DayOfYear = $TimeParts[7]; # 1-366

Converts a timestamp to local time.

@TimeParts = localtime; @TimeParts = localtime($Time);

$Seconds   = $TimeParts[0]; # 0-59 $Minutes   = $TimeParts[1]; # 0-59 $Hours     = $TimeParts[2]; # 0-23 $DayOfMonth = $TimeParts[3]; # 1-31 $Month     = $TimeParts[4]; # 0-11 $Year      = $TimeParts[5]; # Years since 1900 $DayOfWeek = $TimeParts[6]; # 0:Sun 1:Mon 2:Tue 3:Wed 4:Thu 5:Fri 6:Sat $DayOfYear = $TimeParts[7]; # 1-366

$Time = time;

Returns number of seconds since an epoch (that is system-dependent, but may be 1970-01-01).

See also ../Time::Hires/

@CPUTimes = times; $UserTimeForProcess   = $CPUTimes[0]; $SystemTimeForProcess = $CPUTimes[1]; $UserTimeForChildren  = $CPUTimes[2]; $SystemTimeForChildren = $CPUTimes[3];

Functions that reverse each other
Some functions in perl reverse or otherwise cancel the effect of each other, so running a string through both of them will produce the same output as the input, for example

print ord(chr(1));

will echo  to standard output,

will convert a character to its number in the character set, while  will convert a number to its corresponding character, therefore

in the same way that $$\sqrt{x^2} = x$$ and $$\sqrt{x}^2 = x$$ in Mathematics (assuming x is non-negative),  and   in Perl.

List of functions that reverse each other:

 * and
 * and
 * and
 * and
 * and
 * and

title: Perl Programming/Function reference


text:
Orlando Rosa (wrestler)

Orlando Rosa (born 27 December 1967) is a Puerto Rican former wrestler who competed in the 1996 Summer Olympics. In the 1995 Pan American Games 90.0 kg. freestyle category he finished sixth.

title: Orlando Rosa (wrestler)


text:
User:Zeenix

Zeeshan Ali a Free Software Developer. He has been involved with the following projects:

 * Geoclue
 * GNOME Boxes
 * GUPnP
 * Rygel
 * GStreamer
 * Maemo/Scratchbox
 * Farsight
 * GNU Robots
 * Gazpacho
 * XChat-Guile
 * Video-Whale

title: User:Zeenix


text:
Portal:Social Sciencesnew/Intro

Welcome to the Social Sciences Portal! This page provides links to Social Sciences learning resources that have been developed by Wikiversity content development projects. Wikiversity participants who are interested in the Social Sciences are invited to create and develop learning projects and learning resources and help organize them by developing this portal.

Browse learning resources in the Social Sciences categories.

title: Portal:Social Sciencesnew/Intro


text:
Wikipedia:Articles for deletion/Delta Humane Society & SPCA

The result was delete. Eddie891 Talk Work 19:13, 24 August 2020 (UTC)

Delta Humane Society & SPCA

 * – ( View AfD View log  Stats )

Organization is not notable. A BEFORE search turned up a few local routine articles (one financial scandal, one please help them, one oh dear they're not getting free pet food anymore) but no real coverage of the organization. An ordinary shelter, but not notable. Normal Op (talk) 14:39, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of Animal-related deletion discussions. Normal Op (talk) 14:39, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of Organizations-related deletion discussions. Normal Op (talk) 14:39, 17 August 2020 (UTC)
 * Note: This discussion has been included in the list of California-related deletion discussions. Shellwood (talk) 14:42, 17 August 2020 (UTC)

 * Delete. WP:NOTDIRECTORY - which is all that this article is after a decade of being in existence - and fails WP:NOTABILITY.  William Harris Canis lupis track.svg talk Canis lupis track.svg 08:51, 21 August 2020 (UTC)
 * Delete cursory check didn't turn up a notable parent organization to which to merge to. Since it fails NORG, it should be deleted. Graywalls (talk) 00:58, 23 August 2020 (UTC)
 * Delete per nom, the few press mentions described above fail WP:SIGCOV and I could find nothing else. Cavalryman (talk) 04:28, 24 August 2020 (UTC).


text:
User:Therofr/sandbox

Showbie, developed by Showbie Inc., is educational software that can be accessed via a website, or iOS app. It enables communication between teachers and students. It is designed in the style of a messaging app, with two-way communcation with teachers as well as a 'class discussion', where all members in a class can participate. Students can join classes or groups by entering a pin code. Teachers can set due dates for assignments, which appear to students. It is avaliable in 13 languages.

Features

 * Communication with teachers
 * Ability to write on documents
 * Folders
 * Notifications
 * Parental Access to work
 * 'Portfolio' to store work
 * Grading work
 * Voice notes
 * Class Discussion
 * Locked assignments
 * File uploads from Google Drive, Microsoft OneDrive and Dropbox.
 * Notification feed

Price
Showbie is free for student use, but has different pricing plans for schools, basic being free. Basic accounts can only enrol 35 students. The premium version costs $10 per month per teacher. School-wide subscriptions are also available

Notifications
Students can recieve notifications when there are changes to assigments, class discussions, groups, portfolios and if parents join an account. These are availiable as push notifications, or email messages.

Reaction
Showbie has been praised by teachers for being an easy-to-use app, as it combines assignments, feedback and communication. It is also said to 'cut paper costs' by creating a paperless classroom.

However, Showbie has been critisised in reviews for lacking features and a lack of work-life balance.

title: User:Therofr/sandbox


text:
Umpqua River Light

The Umpqua River Light is a lighthouse on the Oregon Coast of the United States, located at the mouth of the Umpqua River on Winchester Bay, in Douglas County, Oregon.

History

Located at the mouth of Winchester Bay, Oregon, the first Umpqua River Light was built in 1855 and lit in 1857. Built along the river channel, the original light was vulnerable to seasonal flooding. This led to yearly erosion of the sand embankment of the light. In October 1863, the building's foundations had become too unstable and the structure soon collapsed. Before its collapse, the Light House Board had foreseen the need to build a new light at the location. However, it was 1888 before Congress approved of a construction of a new light.

Construction started on the new light in 1892, and it was first lit in 1894. Built at the same time as Heceta Head Light, it was built from the same plans and is virtually identical to its more northern sister. Unlike its predecessor, the new light had several advantages over the original light. Built 100 ft above the river, the new light was safe from flooding. This was partly due to the Light House Board's insistence that ships be able to plot a course based on visible lighthouses. The original light was not visible at sea and was only usable as an aid to ships approaching the river. The new light used a clockwork mechanism to rotate the Fresnel lens, and was eventually automated in 1966. The rotation mechanism served in the light for 89 years before it finally broke down and was removed. The Coast Guard, in charge of the light at this point, wanted to replace the mechanism with a new one. However, strong public outcry forced those plans to be aborted, and in 1985, the old mechanism was returned to its position after being fully restored.

The structure was listed on the National Register of Historic Places in 1977.

Visitors can tour the lighthouse and adjacent Coastal History Museum from May through September. The museum is located in a historic U.S. Coast Guard station and features exhibits on the lighthouse, local history and the U.S. Coast Guard history on the Umpqua River.

title: Umpqua River Light


text:
Talk:List of Serpentes families

Taxonomy
Who's taxonomy is this anyway? It's not ITIS and not even the EMBL. Personally, I've become a big ITIS supporter; it's a US Government project (Smithsonian Institution), the most heavily researched taxonomy project I know of and therefore the most authoritative. Plus, it's on-line and there's a checklist for snakes you can buy that goes with it (McDiarmid et al., 1999). ITIS together with this checklist are the primary taxonomic reference that I've used for the articles in the Viperinae section. --Jwinius 12:33, 11 August 2006 (UTC)

 * I just removed Hydriphiidae, since nobody outside Wikipedia seems to think this name is valid anymore, but this list still does not follow any particular taxonomy. Aren't there any snake people here who figure stuff like this ought to be set straight? If so, I suggest we follow these two lists (infraorders) of snake families according to ITIS: Alethinophidia and Scolecophidia. I'd be interested to hear if anybody has an opinion. --Jwinius 15:42, 4 August 2007 (UTC)

title: Talk:List of Serpentes families


text:
Justina Chen

Justina Chen (born 1968 in Ridley Park, Pennsylvania) is a Taiwanese-American fiction writer and executive communications consultant. She is best known for her young-adult fiction, especially North of Beautiful (2009), A Blind Spot for Boys (2014), Girl Overboard (2008), and Nothing but the Truth (and a few white lies) (2006).

Background
Chen was born in Ridley Park, Pennsylvania in 1968 to Taiwanese-American parents. She later graduated Phi Beta Kappa from Stanford in Economics in only three years, where she also won the Dean's Award for Service. After graduating from Stanford, she worked as a marketing executive at Microsoft in Seattle before becoming a novelist and story consultant.

Writing career
After leaving Microsoft to pursue her writing career, Chen first wrote her first book, The Patch (2006). Her first Young Adult novel, Nothing But the Truth (and a few white lies), won one of the 2007 Asian/Pacific American Awards for Literature. From 2007 to 2008, Justina toured across the United States with Olympic Gold medalist Hannah Teter to promote her upcoming book, Girl Overboard, and the "Go Overboard" challenge grants co-sponsored by Youth Venture and Burton Snowboards. North of Beautiful, her next book, won a Kirkus Book of the Year and a Barnes & Noble Book of the Year award and is widely considered her most famous work. Return to Me is said to be based loosely on events that happened to her and her family, and has received positive responses from critics. Her latest young adult book, A Blind Spot For Boys, has received generally positive reviews from critics. Chen also founded Readergirlz, a literary project targeted at girls, which won a National Book Award for innovations in reading.

In 2008, Chen returned to Microsoft as a speechwriter and communications executive for Robert J. Bach, President of Microsoft Entertainment. Four years later, she left Microsoft and returned to novel writing, executive communications and storytelling consulting. She self-published her first business book, The Art of Inspiration: Lead Your Best Story, based on her marketing and storytelling experience. She currently tours the country on a speaking tour with Robert J. Bach, and has been invited to speak at companies including Microsoft, NASDAQ, Mayo Clinic, and Disney.

Published books

 * The Patch (2006), illustrations by Mitch Vane. Charlesbridge ISBN 1-58089-170-5
 * Nothing but the Truth (and a few white lies) (2006), Little-Brown ISBN 0-316-01131-2
 * Girl Overboard (2008), Little-Brown ISBN 0-316-01129-0
 * North of Beautiful (2009), Little-Brown ISBN 0-316-02506-2
 * Return to Me (2013), Little-Brown ISBN 0-316-10255-5
 * A Blind Spot for Boys (2014), Little-Brown ISBN<PHONE_NUMBER>537
 * The Art of Inspiration: Lead Your Best Story (2016), Sparkline Creative ISBN<PHONE_NUMBER>
 * Lovely, Dark, and Deep (2018), Arthur A. Levine Books ISBN 133813406X

title: Justina Chen


text:
User:Brawlstarsplayer

Hi people! I am a gamer from Serbia. I play Brawl Stars, the most popular MOBA game and many other games.

title: User:Brawlstarsplayer


text:
Wikipedia:Articles for deletion/Ronnie Aloha

The result was Delete. --MelanieN (talk) 03:33, 16 February 2015 (UTC)

Ronnie Aloha

 * – ( View AfD View log  Stats )

Insufficient sources. Lightspeed2012 23:20, 9 February 2015 (UTC)
 * Note: This debate has been included in the list of Music-related deletion discussions. • Gene93k (talk) 17:44, 11 February 2015 (UTC)
 * Note: This debate has been included in the list of Fictional elements-related deletion discussions. • Gene93k (talk) 17:44, 11 February 2015 (UTC)

 * Delete High time we deleted all unreferenced articles.John Pack Lambert (talk) 04:53, 13 February 2015 (UTC)


text:
Screencasting

Welcome to the Wikiversity Screencasting Project.

Screencasting involves recording computer output that normally seen on a computer display. The recorded video can be combined with an audio description, often to produce a tutorial, demonstration of software or a guided tour of internet resources. The Screencasting Project allows participants to learn how to make screencasts.

Learning Tasks

 * Select a method that is suitable for your computer hardware or an OpenSource software that is available on all operating systems Linux, MacOSX and Windows. Software that is available on all operating systems makes is easier to swap between operating systems without the need to learn about the user interface of new software.
 * Learn about the main steps of screencasting to identify the main steps in the software you are planning to use. The general understanding of the concept makes you more flexible to change software for a specific purpose.
 * (AudioSlides4Web) Compare a screencast with AudioSlides4Web as a tool that is able to add an audio comment to a sequence of images or to sequence of slides from a presentation. The result of AudioSlides4Web is webbased presentation. What are the PROs and CONs of each method and under which requirements would you prefer one these methods.
 * (Wiki2Reveal) Compare a screencast with Wiki2Reveal as a tool that is able to add an audio comment to a Wikiversity learning resource and convert the learning resouce on the fly in a webbased presentation. The slides can be annotated. What are the PROs and CONs of each method and under which requirements would you prefer one these methods.

Main Steps for Screencasting

 * Cursor:. After you launch a Screencast software, you might want the mouse cursor to be shown in your recorded video and you activate the options to show the mouse. Some screencast software allows add a colored focus that support users to follow the interaction on the screen and click much better.
 * Frame Rate: If screencast software allows to select the frame rate, then is important an important option to control the size of the generated screencast-based tutorials. In most cases it is sufficient to limit the frames per second (fps) to a value near 10. If you show rapid movements on the screen, then the frame rate might not be sufficient. Standard frame rates of videos are 25fps or 30fps.
 * Recording Area:. It depends on the requirements of the video, which part of the screen you want to record in the video.
 * Most of time you select an area on the screen (e.g. a window of the software) or
 * you select your entire display's output for recording.
 * The content is recorded in both cases in a designated rectangular region. An area with dimensions 640 pixels by 480 pixels is suitable for many purposes if you use the ratio 4:3. Other options are 16:9.

 * Audio: You might decide to record the audio simultaneously with screencast recording. An other option would be to add the audio comments afterwards with a video editing software.
 * Recording: After defining frame rate and size audio settings it is recommended to record a small sample screencast. An check audio and video quality together with size of file output. You click in general on a "Start Recording" button and stop the video after finishing e.g. the tutorial. Pause video makes sense, when a longer processing time of the software is coming and you don't what the viewers not to waste their time for waiting for the output. Other causes for pausing the recording are some opening and closing a new window and move the new window in the recorded area. Avoid sequences in video that are not helpful for the demonstration from the very beginning (if possible) by pausing the recording. This approach reduces the post processing workload for the screencast.
 * Video Converter: Especially for using videos in Wikiversity learning resources, it is recommended that the videos are comprehensive, short and small in size to used in as learning content, so that the server load will be minimal. Use video converter e.g. into WEBM format to have an efficient video format to be used in learning resources (see )

All Operating Systems

 * OBS Studio - Open Source - https://obsproject.com/download
 * VLC - Video LAN Client - Open Source - https://www.videolan.org/vlc/index.html

Linux

 * VokoScreen - install from Software repository
 * Screenkey

MacOSX

 * QuickTime-Player integrated in Operating System
 * /Display Eater/ - MacOSX - commercial license (part of learning resource from 2011)

Windows

 * /CamStudio/ (OpenSource) https://sourceforge.net/projects/camstudio/

title: Screencasting


text:
Iloilo River

The Iloilo River is an estuary river located in the province of Iloilo, in Western Visayas, Philippines. The river starts in Oton at the Batiano estuary, then traverses through the Iloilo City districts of Lapuz, La Paz, Mandurriao, Molo, Arevalo and the City Proper, before emptying into the Iloilo Strait.

As an estuary, the river level fluctuates with the tides. This flow brings in nutrients from the sea, which makes the Iloilo River a nursery for fish species such as bangus and tilapia. The banks of the river are home to 22 of the country's 35 mangrove species, as well as the rare metapenaeus insolitus.

Wharf
Iloilo River wharf, including Muelle Loney Street in the Iloilo City Proper, is a natural harbor which made it a preferred port of call for ships seeking protection from strong winds and tropical monsoons. It serves as port for inter island ferries that travel from Iloilo City to Bacolod on Negros and to Guimaras. It is also a drop-off point for fishing vessels that bring in their catch from the sea to be delivered to markets all over Iloilo.

Port
The Port of Iloilo was opened for international trade on 1855 and the coming of British Vice-consul Nicholas Loney, a year later, that led to the fast development of sugar industry in the region.

Esplanade
The Iloilo River Esplanade is a park development stretches on both sides of the river banks constructed as a recreation area and an attraction for visitors.

Bridges
The bridges that cross the river include, into City Proper the Quirino-Lopez Bridge (built 1967, rehabilitated 2000) going to Lapuz district and Forbes (1910, rehabilitated 1975), Jalandoni and Drilon bridges going to La Paz district; and Diversion Bridge (1982) and Carpenters Bridge (2010, replacing a now-pedestrian only bridge) between Mandurriao and Molo districts.

title: Iloilo River


text:
String theory for undergraduates

Refer to the external website http://www.superstringtheory.com/index.html for more information.

String theory is a mathematical model in physics. It is still under heavy construction. It is an extension of quantum field theory, which is also in many senses incomplete.

The basic theme in the work of a string theorist is:
 * pick a classical space (manifold, to be specific)
 * define an action for a classical string to move in the space
 * quantize your system
 * From here you may
 * study the phenomena in it and compare what you get to the real world
 * compare your system to other mathematical structures known or unknown

However, all these are often much easier said than done. Quantization is often a difficult problem. Another fundamental problem is that, if string theory is to be a fundamental physical theory, we would really want to start from a quantum definition and derive the classical analogue, which is opposite to what can be done at the moment. So we still don't know what string theory is (but see M-theory). Another problem is to construct a 4-dimensional model with all the particles and interactions we can observe in our accelerators. The candidate models are so numerous (the so-called "landscape") that it is almost impossible to pick out "the one" without additional insights.

However, since the standard model predicts the Higgs bosons and string theory requires supersymmetric particles on top of that, experiments may provide new clues to another breakthrough - or resignation.

title: String theory for undergraduates


text:
Talk:Barrallton, Kentucky

External links modified
Hello fellow Wikipedians,

I have just modified 1 one external link on Barrallton, Kentucky. 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 https://web.archive.org/web/20160304203943/http://www.postalhistory.com/postoffices.asp?task=display&state=KY&county=Bulitt to http://www.postalhistory.com/postoffices.asp?task=display&state=KY&county=Bulitt

Cheers.— InternetArchiveBot  (Report bug) 14:17, 27 October 2016 (UTC)

title: Talk:Barrallton, Kentucky


text:
Cookbook talk:Brown Sugar

This module was the featured ingredient on the main Cookbook page from August 12, 2004 - September 6, 2004. Gentgeen 12:38, 6 Sep 2004 (UTC)

I moved Brown Sugar module to Brown sugar. I'm sorry if that's inconvenient for anyone, but I was trying to rationalise it with the main Sweeteners page. Cheers, Donovan. 11:30, 28 Apr 2005 (UTC)

 * That messed up the Sugar page. The duplication is stupid anyway. I'll get the individual sugars off of the Sweeteners page, and obviously restore this. In general, the Cookbook frequently suffers from such duplication. Just a few weeks ago I sorted out the differences between the Fish page and the Seafood page, removing a list of fish from the Seafood page to prevent future problems. AlbertCahalan 17:11, 28 Apr 2005 (UTC)

title: Cookbook talk:Brown Sugar


text:
CSS/Exam Questions

The following questions are to help you identify where you need more work or...

The questions are divided into beginner, intermediate and advanced sections.

Beginner
p{ color:#333333;} Here's an intro Here's my content I want to be blue too
 * 1) Write the CSS rule to achieve the following:
 * 2) Set the text colour of all paragraphs to #333333.
 * 3) Set the default fonts for your page to Arial as your first preference and Sans Serif as your second
 * 4) Set all h2 elements to use the size 2em
 * 5) Which CSS rule would make the content of the first division alone blue?

Intermediate

 * 1) What is the CSS selector used to select every element on the page (and why should you be careful using it?)
 * 2) Explain the values of the CSS display property (quite hard!)
 * 3) Discuss the pros and cons of a fixed-width layout versus a flexible layout.

Advanced

 * 1) Identify 2 new properties that were introduced with CSS2
 * 2) Identify 2 new properties that should be introduced with CSS3

title: CSS/Exam Questions


text:
Talk:Introduction to Philosophy/Why Study Philosophy?

Consider mentioning ontological questions.

--Eibwen 08:30, 25 Sep 2004 (UTC)

'Philosophy truly becomes worthwhile when it changes your life.' Perhaps there should be a caveat or two here. Philosophy can open your eyes, and you might not like what you see. Don't study philosophy, just get a routine job and live a routine life and don't ask questions! Do you really want to live like Diogenes or Wittgenstein? --publunch 07:27, 29 Oct 2004 (UTC)

The topic is "Why study Philosophy?" not "Why not study Philosophy?" For those who are up to the challenge, a clear, honest appraisal of life and the universe around us is genuinely liberating from the coercion of dominant paradigms, and can lead to freedom from dependencies, destructive habits and mental disarray. Whether you choose to focus on negative or positive outcomes reflects your personal philosophy, as does your questioning of values and lifestyles.


text:
2017 Maldivian FA Charity Shield

The 2017 Maldivian FA Charity Shield, (commonly known as the 2017 Milo Charity Shield due to sponsorship reasons) was the 9th Maldivian FA Charity Shield, an annual Maldivian football match played between the winners of the previous season's Dhivehi Premier League and FA Cup. The game was played between Maziya, champions of the 2016 Dhivehi Premier League, and Valencia, champions of 2016 Maldives FA Cup.

This was the fifth appearance of in the Maldivian FA Charity Shield Maziya, and second appearance for Valencia. Valencia won its first edition in the year 2009, defeating VB Sports Club. Maziya made their first appearance in 2013 and has been making back to back appearances since then, winning twice; in 2015 and 2016 defeating New Radiant on both occasions.

title: 2017 Maldivian FA Charity Shield


text:
Conworld

Creating Your Own World
Conworld is a shortened form of constructed world. Thus, "conworlding" is world constructing, (otherwise known as world building) the art of creating fictional worlds. The ideal conworld is one with depth, consistency, and beauty, which is why Tolkien's Middle-earth is often held as the best existing example of a conworld. But conworlds are usually as beautiful as they are difficult to make.

Conworlding is a many-faceted process, and can be divided into a large number of sub-fields, each of them with its own enthusiasts. For example, conlangers are people who like to make their own languages (known as conlangs, short for constructed languages). Conmappers like to draw maps of fantasy worlds. Consports enthusiasts dream up games that might be enjoyed in a fantasy world. In general, the prefix "con-" in front of any real-world field turns it into its conworlding counterpart: conmusic, conart, conpoetry, conhistory, consocieties, conreligions, conphilosophies... the list goes on. Name any area of study, and chances are that a conworlder has dabbled in it already!

Many people have had conworlding ideas before: a sketched map, a drawing of an outlandish race, or a simple secret language. At this point budding conworlders ask: "Now what?" So I have a map — How do I decide where the mountains go? How do I make the language sound cooler and less boring? How do I make up impressive mythologies? Can I create music that doesn't sound like any sort of music on earth?

It might seem that for really thorough answers to those questions — if you don't care how much time or effort it takes to get them — you would want to research the actual branches of science that deal with those things: geology, linguistics, anthropology, music theory, etc. Doing it that way could take an enormous amount of time and effort, though. These are all huge subjects, and the things about them that are of most interest for conworlding may not be the things that are of most interest to specialists in those fields. Details that would be of great value to you may be buried in a sea of details. High-level insights of the sort you need for conworlding may be entirely absent from the literature of the subject, because the sorts of alternative situations that matter to a conworlder may not be what experts in the subject spend their time on.

What you need is a guidebook, not to the whole subject, but to the things about the subject that especially matter for conworlding. That's where this series of books comes in. We'll tell you what you need to know for conworlding, skipping over the superficial tourist traps, and including the really interesting sights that aren't on the standard tour.

So pick an area that interests you, and start creating!

The Way of Con | Example Conworlds | Writing fiction set in your conworld

Conplanet | Conmap | Conlang | Consociety | Conhistory | Conreligion | Conphilosophy | Conart

title: Conworld


text:
Learning the basics of French

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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Français I

Allons-y !
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Français I
"Français I" is a course in the French Department. In this beginning course, students are introduced to simple vocabulary, elementary grammatical structures, and the present and past tenses of regular verbs. Students practice the fundamentals of the language through listening, repetition, reading and writing French. An understanding of French culture is initiated.

Feel free to add yourself to the list of participants.

You may also find it helpful to use the French wikibook in conjunction with this course.

La France
 * rowspan="2" style="width: 40%; background-color: #efefff; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

The French Republic or France (French: République française or France) is a country whose metropolitan territory is located in Western Europe and that also comprises a collection of overseas islands and territories located in North America, the Caribbean, South America, the Indian Ocean, the Pacific Ocean, and Antarctica.

The French Republic is a democracy which is organised as a unitary semi-presidential republic. It has the seventh-largest economy in the world. Its main ideals are expressed in the Declaration of the Rights of Man and the Citizen. France is one of the founding members of the European Union, and has the largest land area of all members. France is also a founding member of the United Nations, and a member of La Francophonie, the G8, and the Latin Union. It is one of the five permanent members of the United Nations Security Council wielding veto power, and it is also one of eight acknowledged nuclear powers.

With almost 75 million foreign tourists each year, France is also the most popular international tourist destination in the world.
 * style="width: 60%; background-color: Cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 60%; background-color: Cornsilk; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Lessons

 * Leçon 1 :  Introducing Yourself
 * Leçon 2 : Au restaurant
 * Leçon 3 : Simple Grammar Rules
 * Leçon 4 : Learn the tenses

 * }

title: Learning the basics of French


text:
Talk:Dee Benson

Bot-created subpage
A subpage at Dee Vance Benson/fjc was automatically created by a perl script, based on this article at the Biographical Directory of Federal Judges. The subpage should either be merged into this article, or moved and disambiguated. Polbot (talk) 13:34, 4 March 2009 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Dee Benson. 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 https://web.archive.org/web/20110225033607/http://www.doi.gov/index.cfm to http://www.doi.gov/index.cfm

Cheers.— InternetArchiveBot  (Report bug) 21:50, 16 January 2018 (UTC)

Hi Wikipedians,

I have moved information and a quote from the lead into another category; as it was better placed in the early life and education topic. In an attempt to cut down the amount of information in the lead. — Preceding unsigned comment added by Norths01 (talk • contribs) 06:39, 23 March 2022 (UTC)

title: Talk:Dee Benson


text:
Monumental Complex of the Albanian League of Prizren

The Monumental Complex of the Albanian League of Prizren is a museum complex and cultural heritage monument located in the historic city of Prizren, Kosovo. This monument belongs to the "architectural" category, approved with number 414/77 and is under state protection. The Complex is now home to photographs, documents, objects, clothing and other cultural artifacts that date from the time of the League of Prizren.

History
The Monumental Complex of the Albanian League of Prizren is an urbanistic and architectural ensemble, geographically located in the old city centre, with special cultural, historical, societal and environmental values. The complex was shaped with the construction of the Gazi Mehmet Pasha's Mosque, and around it, other buildings were developed, such as the League Building, the Medrese (School), Library, Turbe and residential buildings, which are mainly spread through the south-western area of the Gazi Mehmed Pasha's Complex, within which we have the Memorial Complex of the Prizren League. These folk architecture buildings are found individually and in series. By the end of the 19th century, and the early 20th century, restoration and reconstruction works in residential buildings clearly feature European Baroque styles, with a hint of Neo-Classicism, which provides a specific image to these buildings.

After the 1950s, mass demolitions were made, in the name of road expansion, and the Lumbardh River was reshaped for “modernizing” the city. From this complex, only a few preserved buildings remain, while some parts of the Medrese (School) were also destroyed. In 1968, due to the road construction, several buildings along the river were demolished, while the residential building of the Albanian League of Prizren was relocated for several meters west. Again, in 1976-’78, major interventions were made, thereby demolishing several buildings in the area of Memorial Complex of the Albanian Prizren League, with aim to reconstruct the Museum of the Prizren League, for its 100th anniversary. During the 1999 war, the League Building was entirely demolished due to fire, and was reconstructed by June 2000.

Now, the Museum Complex of the Prizren League is made of three sectors:
 * 1) The Albanian League of Prizren Residence, a historical sector, with the history of the League, featuring written documents, old weapons and paintings of historical and political figures of the League;
 * 2) The Medrese (School), with an ethnographic sector in its ground floor, characteristic adornments from Albanian-inhabited areas; and
 * 3) The upper floor of Medrese, with the Art Gallery, featuring paintings of the personalities of the Albanian League of Prizren.


text:
The GNOME Desktop - First Impressions

In this lesson, we will explore the GNOME Desktop, discuss our first impressions and gain some practical skills for navigating our desktop, accomplishing common tasks and basic customisation/personalisation.

Read the chapter: Main Desktop of the Using GNOME wikibook.

When GNOME starts, the first thing to do is log in.

Now, we can explore the desktop.

Much like the Windows "Start" button, the Applications button in the top left of the menu bar is used to launch applications. They are organized by usage, such as "Network" or "Office" applications. You can install more applications through your distribution's package manager.

title: The GNOME Desktop - First Impressions


text:
Help:Media

An uploadable media file such as an image, audio or video clip, or document, is an open educational resource or learning resource type which you can create for and place on Wikiversity. This page will help you upload and use such media files on Wikiversity. If you use media with your educational resources, you will improve their quality and people will enjoy them more.

Using existing media files
This is the easiest way to find media for your educational project.

Wikimedia Commons is a repository of over two million media items, all of which you can instantly use in your learning resources on Wikiversity. You just need to find some suitable items over at Wikimedia Commons, and then insert a short piece of code into your page to use it.

See also: Educational Media Awareness Campaign, a project which guides you through uses of Wikimedia Commons and showcases the use of Commons materials in the creation of educational resources.

Uploading files
You can upload a file to Wikiversity using the Special:Upload form, or by clicking the "Upload file" in the left-hand sidebar.

Wikiversity allows a number of file formats to be uploaded to Wikiversity - though it is recommended to upload images etc to Commons in order to allow maximum usage. However, Wikiversity does not allow uploading of non-free formats, such as MP3, MOV, and SWF. Free alternatives to most common formats are available - it is recommended to convert formats to free versions in order to upload to Wikiversity, Commons, or other Wikimedia sites. Both the content and the format need to be free in order to be allowed on Wikiversity - see Copyrights

When you upload a file, Wikiversity's software will add it to the "Image" namespace - even if it is not an image. This means that if the file is called "Oak_tree.jpg" on your computer, it will be saved at "File:Oak_tree.jpg" on Wikiversity. It is helpful if you choose the title of your file carefully before uploading it (perhaps by renaming or using "save as" on your computer).

Uploadable filetypes
The uploadable filetypes are as follows:

 * PNG (images, such as diagrams)
 * JPG (images, such as photos)
 * GIF (best used only for animation)
 * SVG (images, for very high quality diagrams)
 * OGV (a media format for audio and video, vaguely similar in function to MP3 and MP4)
 * PDF (for documents)
 * XCF
 * MID
 * DJVU

The maximum upload size is 20 MB.

Image files
You either use images already uploaded to Wiki commons or you can upload images if they have appropriate open licenses.

PDF files
You can upload a pdf file exactly like an image file. However, you cannot embed a PDF file within a page - instead you need to link to it. You can use the syntax similar to above - which will link to a page with the pdf file, which you can open or download.

In order to 'bypass' the file view, and link people directly to the image view, use "Media" instead of "Image", ie [[Media:Name.pdf]]

You cannot view the pdf file directly. It must be viewed by a helper application from your browser.

OGV audio vs. OGV video

 * OGV audio files
 * OGV audio files are a different format than OGV video files. Wikiversity does not handle the difference well. Most browsers don't work well with the difference between audio and movie OGV files.

 * OGV video files
 * See Video to get more info.

Sound-only OGV files

 * Upload a OGV file exactly like an image file.

 * Change the word "File" to "Media" to use the file in your lessons or to access the files.

 * No other sound files work in Wikiversity, including WAV AIFF, etc. Uploading a file format that is not currently allowed on Wikiversity will give an error message.

 * To put OGV files in your lessons

 * An OGV file can be put in a lesson simply by saying  [[Media:The file name without the word "File" at the beginning | Any name you wish to call the sound file]]

 * A second way to put OGV files in your lesson pages is to use a template called "audio". To do this you type:   .

 * to listen to a short sample created by a non-talented filmmaker.

 * This appears similar to typing this:
 * Speaker Icon.svg [[Media:My Masterpiece 2 - GarageBand example.ogg|Click here]] to listen to a short sample created by a non-talented filmmaker.

 * or

 * Musical note nicu bucule 01 blue2.png [[Media:My Masterpiece 2 - GarageBand example.ogg|Click here]] to listen to a short sample created by a non-talented filmmaker.

 * (Click on edit this page to see the coding for these last two examples.)

Images
Images can be embedded into Wikiversity pages, whether from existing images on Wiki commons or Wikiversity, or you can upload images yourself if they have appropriate open licenses.

Embedding an image
An example of an image file which has been uploaded to Wiki commons is.

To place (or "embed") this image, simply use  in a page where you want the image to appear. You can also use the "embedded file" tool which is in the editing toolbar.

Reducing the size of an image file
By default the image will often be too large, but it can be re-sized e.g., like this  - where "200px" indicates a width of 200 pixels (note the vertical bar | - it is not the letter l)

 * and you will see this Happy face.svg

To make it even smaller, for example, try

 * and you will see this Happy face.svg

Creating a thumbnail image
You can create "thumbnails" (provides a frame and a space for a caption) using: Adding a caption is optional.

Aligning an image
Alignment is optional. Options are: Left (default), center, or right. The images above were created with this syntax:

Creating a gallery of images
You can add a gallery of images to a page by adding the

Note that sizing of images is automatic, but that image descriptions may be added. Note also that the double brackets (as in ) are not used.

Linking to an image
If you want to link to an image, and not embed it onto a page, you can use a colon before the image name. For example, File:Fichtennadel.jpg - giving: File:Fichtennadel.jpg

title: Help:Media


text:
MIT Energy Initiative Forum Notes

Notes from MIT Energy Initiative Forum Luncheon - 1/11/2007

by User:Roadrunner - feel free to ask me any questions about this transcript

Part of page on Topic:MIT Energy Initiative

Held with in conjunction with Petroleum Club on the 43rd floor of the Exxon Mobil headquarters in Houston, Texas with the Society of Petroleum Engineers.

Talk given by Robert Armstrong - Associate Director of MIT Energy Initiative - Head of Chemical Engineering Department

http://en.wikiversity.org/wiki/Topic:MIT_Energy_Initiative

Intro to MIT Enterprise Forum. Founded in 1978 by MIT alumni. No restriction on membership.

President Hockfield set up energy as one of two priorities for MIT (the other was merging life and physical sciences).

Set up Energy Research Council - from all schools in MIT

ERC started Energy Initiative in 9/2006

-

Why it is complicate

 * Few people interested in technical

 * Most people interested in energy services

 * US household 3-4% spend on energy services

 * Energy Council - included two former US Undersecretaries of Energy

 * Why MIT - MIT founded on using tech to benefit society, good at cross discipline, good at moving technology to industry, good at partnering with governments

Perfect storm

 * Energy - supply and demand
 * Energy and security
 * Energy and the environment

-

World use of energy 450 EJ/years 14 Terawatts

Will double next century

1.4 billion no electricity next century

50 year time scale for change

Developing world. As GDP increases energy will increase but....

Efficiency is important. US uses more energy per GDP than Europe

It will make a big difference (10% of world energy usage) if China uses energy like US or Europe

It takes about 50 years to replace energy use. Because it is a *big* infrastructure..

Renewables 4% of energy use

Solar photovolatics 1 part per million now.

Need to start research now to change by mid century

---

Energy and security

 * geopolitics
 * oil and gas may not be enough - oil companies have 20 year estimates of supply. No one is willing to give 50 year estimates
 * delivery systems are vulnerable
 * nuclear has proliferation issues
 * natural disasters

---

Oil and gas and security

Core issue: Demand is inelastic

What we can do - increase diversity of supply - weaken demand - efficient vehicles, coal and natural gas, hydrogen economy ???

---

Energy and environment

The scientific debate is no longer about whether man made climate change is happening. The question is how much CO2 levels will need to rise before some really catastrophic happens. Best guess is that CO2 can raise another factor of 2.

How do we decarbonize energy....

Average temperature of earth is rising. 19 or 20 warmest winters since 1980. It is almost the warmest it has been in the last million years.

--

Impact of climate change

- rising sea levelsre

- great ocean conveyor belt keeps C02 in ocean for 1000 years

what to do...

Efficiency

low carbon or carbon less and CO2 capture

--

50 year time frame

 * What is energy infrastructure like in 50 years
 * resource availablity?
 * science and technology advances
 * geopolitics

Energy Research Council recommendation:

 * Work on multiple technology and scenarios to maximize number of policy options

--

MIT - a phased initiative

 * It all depends on what faculty want to work on

 * three themes
 * Work on breakthrough technology
 * Work on improving today's energy systems
 * Work on systems design and public policy for emerging world

--

Example of what MIT is doing

Biomass as a major source of liquid fuelds. 1.3B tons of biomass -> 45 B fuel

What changed? Why is this now viable

1995-2005 hydrolysis costs $1/gal -> 0.10/gal

1990-2005 - new field of metabolic engineering, you can now program cells to generate a given product

Example: Survey of public attitudes

Large shift in global warming attitudes 2003-2006

global warming now top concern

people who want something to be done is now 71%

 * and people are willing to pay for it*

What are you willing to pay to stop global warming

2003 - $14/month 2006 - $21/month

Might not sound like much, but that works out to $20B/year, more than DOE energy research budget $2B/year

Carbon free energy 14 TW

difficult problem. Nukes not the only solution. We'd have to build one new nuclear plant *each day* to keep up with increase in energy demand

What people are working on

MIT - multiple technologies GE - fuel cells DuPont - biofuel conversation Eastman Kodak - sulfur based carbon sequestration -

Question:

Do you think that global warming is caused by human activities?

Yes.

I'm optimistic that problem can be solved

Demand side - light vehicles with nanomaterials

supply side - renewables - however it will take lots of effort and time to scale renewables up to current energy level, and we need to understand consequences

title: MIT Energy Initiative Forum Notes


text:
Draft:Archive/2024/Assembly language/ARM

Dear friends,

There are several [*Topic:Assembly language|Topic:Assembly Language]].

In this course we will be learning ARM assembly language. We assume you already have a little experience in some other [*Portal:Computer programming| programming language]].

Most 32 bit processors sold in 2005 used the ARM assembly language.

Introduction
'' ... more about ARM assembly language here ... ''

Interpreter project
As an example of a relatively large assembly language program, we will implement a Forth interpreter.

 * HLL = High Level Language
 * Code = Low level instructions
 * Pseudo Code = Intuitive text

ARM 920T has a 32 bit instruction set, but also has a 16 bit "Thumb" set. Thumb has lacks like the leading 4 bits of conditional codes. However "Extended" Thumb is so "complete" it will do easier and faster code than 32 bit ARM.
 * fact}}

MacroAssemblers are belabored, need manuals. "Forth" HLL is intuitive, max leverage , only takes a few minutes to learn from an asssembly listing. I'll create a Forth G.U.I in time. Forth Primative command [ SEE MyProg ] disassembles the [ MyProg ].... if G.U.I., you will see a Movie ...icons move about the LCD to show the action.

 * 1) Port Forth to new H/W by creating a partial assembler that uses only the clever instructions.

 * 2) Next create code frags ( aka "Primatives ") that allow assembly without using Forth assembler ( built in).

Everything is in a dictionary that is searched to link the code. Apps link Midlevel, who link primatives , who link assmbly code. No forward references. No [Vocabs], No STATE , No STACK. Prim's use a STACK, you cant. Forth has no STACK, uses modern data structures even at low level. Use one level hashing in the Dict' and MRU to build a faster search method. Users dont see a File/folder system, Forth manages all objects. No ObjectOrientedProgramming. All Objects have a header that allows fast search. Thus objects can be linked to the max. Multi-task : 1 ) prior' 1 device tells kernel what size time slice to give to Prior' 2 . Kernel calcs who gets time from this . 2) Hardware IRQ's are allways disabled.
 * 3) Use these primatives to create "midlevel" subroutines. Your application calls these MidLevels.
 * 1) Users can script, a
 * 2) "booter" SU can boot/shut down only.
 * 3) owner can do anything with his key.

All code is reentrant, but why would you make such a mistake ! Learn better programming !

Code can easily be unrolled ( nix CALL/RETURN) for speed.

... unfinished ...

Contributers

 * Thomas Lloyd Scott


text:
Introduction to Psychology/Scientific method

Scientific Method is a misleading term because there is no single method of science.

A more accurate term would be Scientific Best Practices.

Science is a search for truth about the natural world.

In the past, Science was called Natural Philosophy.

Philosophy is a discipline that humans use to discover truth.

Natural is a word we use to describe anything not made by humans.

So then, Science is the search for truth about nature.

Different scientists use different methods depending on what they study.

The field of science that studies stars and galaxies is called Astronomy. It is not possible for humans to perform experiments on stars and galaxies. Chemistry studies how atoms and molecules react to form different molecules. Chemists can experiment directly with the atoms and molecules that they study. Both Astronomy and Chemistry are sciences. But each science uses very different methods to discover the truth about nature.

In general all sciences use two kinds of information to study nature. Observations of natural phenomenon are recorded and are called Data. Ideas that explain observations are called a Hypotheses. Scientists share data, the steps used to collect the data, and their ideas that explain the data. When many people have reproduced a set of observations and think that a particular hypotheses is true, the hypothese may become a Theory.

The open sharing of information has been part of science for hundreds of years. In recent years, some sharing of information has become controlled by greed. Corporations attempt to own scientific discoveries that their employees make.


text:
Leucostoma vapulare

Leucostoma vapulare is a European species of fly in the family Tachinidae.

Distribution
United States.

title: Leucostoma vapulare


text:
Baale

Baale may refer to:
 * Baale (title), a title used in parts of Nigeria
 * Baale language, a language of Ethiopia and South Sudan
 * Baale of Judah, a place mentioned in the Bible

title: Baale


text:
1862 in Siam

The year 1862 was the 81st year of the Rattanakosin Kingdom of Siam (now known as Thailand). It was the twelfth year in the reign of King Mongkut.

Incumbents

 * King: Mongkut
 * Front Palace: Pinklao
 * Supreme Patriarch: Pavares Variyalongkorn

March

 * 15 March- British Governess Anna Leonowens arrived in Bangkok with her son Louis to teach English to 82 children. There she met His Majesty King Mongkut.

Births

 * 21 June - Prince Tisavarakumarn is born in Bangkok.

Deaths

 * 18 June - Jean-Baptiste Pallegoix died in Bangkok.

title: 1862 in Siam


text:
piacersi

Verb

 * 1) to please oneself
 * 2) to be interested in, attracted to, each other
 * 1) to be interested in, attracted to, each other

title: piacersi


text:
Negative transfer (disambiguation)

Negative transfer is interference of one language with learning another.

Negative transfer may also refer to:
 * Negative transfer (memory), interference of an existing learned response with learning to respond to a novel, similar stimulus
 * Internegative, a photographic negative used in motion picture duplication
 * Motion picture film scanner, scanning of a motion picture negative to transfer it to a digital video editing system
 * Telecine, a motion picture film scanner that operates in real time
 * Film-out, transfer of video to a film negative

title: Negative transfer (disambiguation)


text:
NIMTS

The  417 Army Equity Fund Hospital (417 Νοσηλευτικό Ίδρυμα Μετοχικού Ταμείου Στρατού), commonly known by its acronym as NIMTS (Ν.Ι.Μ.Τ.Σ.), is a public general hospital located in the centre of Athens, Greece, near the Megaro Moussikis metro station.

According to its founding law (AN 1137/1946), NIMTS is a Legal Entity of Public Law, which is overseen by the Ministry of National Defence, through the Hellenic Army General Staff.

The hospital consists of two multi-storey buildings with a total capacity of 405 beds. The second building which is called the "new wing" (νέα πτέρυγα) was inaugurated in 1981. More than 100,000 patients are examined on a yearly basis and more than 15,000 patients are hospitalized. It employs around 1,000 people.

title: NIMTS


text:
Rathi

Rathi may refer to:

 * Rathi (warrior), ancient Hindu mythological warrior
 * Rathi cattle, an Indian breed
 * Rathi Polybond, Indian engineering company
 * Nikhil Rathi, chief executive of the UK's Financial Conduct Authority
 * Rathi Arumugam (born 1982), Indian actress
 * Rathi Menon (born 1990), Singaporean model, Miss Singapore Universe 2014

title: Rathi


text:
1948 Kansas Jayhawks football team

The 1948 Kansas Jayhawks football team represented the University of Kansas in the Big Seven Conference during the 1948 college football season. In their first season under head coach Jules V. Sikes, the Jayhawks compiled a 7–3 record (4–2 against conference opponents), finished third in the Big Seven Conference, and outscored all opponents by a combined total of 199 to 137.

Kansas was ranked at No. 47 in the final Litkenhous Difference by Score System ratings for 1948. They played their home games at Memorial Stadium in Lawrence, Kansas.

On October 9, 1948, the Jayhawks played the 500th game in program history, a 20-7 victory over Iowa State. The team won seven of its first eight games but finished the season with back-to-back losses to Oklahoma and Missouri.

Notable players on the 1948 squad included fullback Forrest Griffith, quarterback Dick Gilman, end Bryan Sperry, tackle Mike McCormack, and guard Dick Tomlinson. Griffith was the team's leading rusher with 368 yards on 96 carries; he was also the leading scorer with 37 points scored on six touchdowns and an extra point. Gilman was the leading passer with 44 completions on 129 attempts for 945 passing yards, 14 interceptions and 14 touchdown passes.

NFL draft
The following Jayhawks were selected in the National Football League draft following the season.

title: 1948 Kansas Jayhawks football team


text:
Chinese nationals in Singapore

Chinese nationals in Singapore refers to Chinese people who are of Chinese nationality residing in Singapore. According to the United Nations Department of Economic and Social Affairs, the community had a population of 514,110 in 2020, with 65,867 originating from Hong Kong and 21,809 from Macau, the 2 special administrative regions of China. The community of Chinese nationals are the 2nd largest foreign community in Singapore, constituting 18% of the country's foreign-born population.

Chinese migration to Singapore has been happening since the 19th century, after the founding of Singapore as a free port by Stamford Raffles in 1819. The demand for a skilled workforce and labour in Singapore was the driving force for attracting Chinese migrants to Singapore during that period of time. Today, newer Chinese migrants includes migrant workers working in various industries of the Singapore economy, with a mix of blue-collar workers and white-collar workers, as well as students.

History
During the 19th century, Chinese migration to Southeast Asia was a common occurrence. Many were unskilled and migrated from China to Southeast Asia for jobs during the colonial period of the region. In 1821, the first Chinese junk arrived in Singapore, then a newly founded British port. During this period of time, the port of Singapore became one of the largest hubs in Asia, beating out Batavia (present day Jakarta, Indonesia) as an international trading port. By 1871, due to the influx of migrants from Malaya, China, India and other parts of Asia, Singapore's population had reached nearly 100,000, with over half of them being Chinese. By the 1930s, there were 4 million ethnic Chinese living in Southeast Asia, forming a significant minority population within different territories in the region. Today, descendants of early Chinese migrants make up the bulk of the population of Chinese Singaporeans.

Newer Chinese migration today began from the 1980s, with many of them working in blue-collar jobs during Singapore's rapid industrialisation which began in the 1970s. During 1989, after the Tiananmen Square protests, the Singaporean government offered 25,000 permanent residency status to Hong Kong residents for them to settle in Singapore. One of the reasons was also to maintain the racial percentage of the 3 major ethnic groups in Singapore, with Singaporeans migrating aboard and to offset the declining birth rate. Education in Singapore is also another reason for migration, with the Singaporean government providing scholarships to attract international students outside of ASEAN countries. This includes pre-tertiary and undergraduate institutions, and although the scholarships are bond-free, recipients would have to work in a Singaporean company for a period of time before they can leave the country. Another reason for migration is investments, where Chinese generally open a family office to get a golden visa for residency and work in Singapore. Without disclosing the country of origin, according to the Monetary Authority of Singapore, the number of family offices in Singapore almost doubled to 700 between 2020 and 2021.

Demographics
In 1990, according to the United Nations Department of Economic and Social Affairs, among the 177,245 Chinese nationals residing in Singapore, there were a total of 150,447 from Mainland China, 15,043 from Hong Kong and 11,755 from Macau residing in Singapore. In 2000, the number of Chinese nationals increased to 311,501 individuals. Individuals from mainland China and Hong Kong increased by 66.3% and 70.7% respectively while the number of Chinese nationals from Macau decreased by 16.1% for that year. Since then, the population of Chinese nationals residing in Singapore has increased steadily and it reached a total population of 532,734 in 2015, before falling to 514,110 in 2020. One of the reasons for the decline might be due to the Singapore government tightening immigration rules in that same year for hiring foreigners. In 2020, policies on hiring foreigners were further amended by the Ministry on Manpower to encourage companies to practice fair employment practices.

Integration into Singaporean society
Integration of newer Chinese migrants has been harder due to different cultural behaviours and norms between Singaporeans. With the increase of Chinese nationals in Singapore, they are stereotyped as uncouth and having objectionable behaviours like littering, eating on public transit, and talking loudly on the phone. The general high influx of immigrants has also resulted in an increase of xenophobic behaviour against other foreign communities in Singapore. Another reason would be the perception that the Singaporean government gives special treatment to foreigners or permanent residents as compared to Singaporeans, even though some of them do not pledge allegiance to the country. Some newer Chinese migrants tend to regard Singapore as a Chinese society, as a large majority of the Singaporean population is of ethnic Chinese descent, with a "sense of familiarity". This results in some of the newer migrants choosing not to communicate in or learn the country's lingua franca, English resulting in misunderstandings and thus, being unable to integrate well into Singaporean society.

A 2016 James Cook University study of Singaporean locals and (mostly mainland) Chinese students had almost 69% of the former saying they had the experience of working with international Chinese students in projects. Most Singaporean respondents said they had pleasant interactions with Chinese students while 46% reported they had many Chinese international students as their friends. Most Chinese students also said they had positive interactions with Singaporeans, though only 31% said they had many local friends. A 2016 NUS study of 10 PRC wives and 20 PRC students in Singapore found that 80% of the former and 100% of the latter said improving their English was important. For mainland wives, 80% agreed that one should speak more English since it is the official language, 100% said being polite to strangers was important, and 90% said being polite to those they know was important. For mainland students, the figures were 85%, 90%, & 65% respectively. A 2018 Nanyang Technological University paper suggested that Chinese national respondents in Singapore had adopted the idea of English being the language that would get them access to higher status.

Controversies
In July, 2011, Wang Peng Fei, then a student of East Asia Institute of Management, uploaded a parody video making derogatory comments about Singaporeans and Singapore culture. Amongst other topics mentioned in the video were comments about Singapore's low fertility rate and racist comments against Indian Singaporeans. He apologised after the online backlash. Wang was then expelled and a police report was also made against him for his comments, which is a chargeable offence under Singaporean law if convicted.
 * Wang Peng Fei derogatory video incident

In August, 2011, a new migrant Chinese family was reported to have complained about the smell of their Indian Singaporean neighbour cooking curry. Despite their neighbour closing windows and doors of their home when they were cooking the dish, the Chinese family wanted their neighbours to not cook the dish entirely, which was part of Singaporean cuisine. After the dispute was reported in the newspaper, it received public backlash from Singaporeans and negative comments, mainly towards the Chinese migrant family. A Facebook movement in response to the Chinese family's comments was also started. The dispute was mediated by the Community Mediation Centre, under the Ministry of Law and a compromise was reached between the two families.
 * Curry incident

In February 2012, Sun Xu, an undergraduate with the National University of Singapore under a scholarship provided by the Ministry of Education made derogatory comments against Singaporeans on his microblog. After receiving heavy online backlash, Sun issued two separate apologies and was fined S$3,000 by NUS along with having his scholarship revoked. He also had to pay back the scholarship benefits that he received, as well as serve community service with the university for three months.
 * Sun Xu 'dogs' comment

Notable people

 * Cao Ruyin, a Chinese murder victim who worked as a construction worker in Singapore. His killer Kho Jabing was executed in 2016.
 * Qi Yuwu, a Guangzhou-born actor currently based in Singapore.
 * Xu Bin, a Chinese actor based in Singapore.
 * Jeffrey Xu, a Chinese actor based in Singapore.
 * Ian Fang, a Chinese actor based in Singapore.
 * Chris Xu, founder of fashion e-commerce giant Shein.
 * Zhang Yiming, founder of TikTok parent company Bytedance.
 * Lucy Peng, co-founder of Alibaba Group and Ant Group and chairman of Lazada Group.

title: Chinese nationals in Singapore


text:
Cryptography/Meet In The Middle Attack

An extremely specialized attack, meet in the middle is a known plaintext attack that only affects a specific class of encryption methods - those which achieve increased security by using one or more "rounds" of an otherwise normal symmetrical encryption algorithm. An example of such a compound system is 3DES.

However, to explain this attack let us begin with a simpler system defined as follows: Two cryptographic systems denoted $$encrypt_\alpha$$ and $$encrypt_\beta$$ (with inverse functions $$decrypt_\alpha$$ and $$decrypt_\beta$$ respectively) are combined simply (by applying one then the other) to give a composite cryptosystem. each accepts a 64 bit key (for values from 0 to<PHONE_NUMBER>3709551615) which we can call $$key_\alpha$$ or $$key_\beta$$ as appropriate.

So for a given plaintext, we can calculate a cryptotext as

$$cryptotext=encrypt_\beta( key_\beta, encrypt_\alpha(key_\alpha,plaintext))$$

and correspondingly

$$plaintext=decrypt_\alpha( key_\alpha, decrypt_\beta(key_\beta,cryptotext))$$

Now, given that each has a 64 bit key, the amount of key needed to encrypt or decrypt is 128 bits, so a simple analysis would assume this is the same as a 128 bit cypher.

However, given sufficient storage, you can reduce the effective key strength of this to a few bits larger than the largest of the two keys employed, as follows.

 * 1) Given a plaintext/cyphertext pair, apply $$encrypt_\alpha$$ to the plaintext with each possible key in turn, generating $$2^{64}$$ intermediate cryptotexts $$cryptotext_1$$$$\rightarrow$$$$cryptotext_n$$ where $$n=2^{64}$$
 * 2) Store each of the $$n$$ cryptotexts in a hash table so that each can be referenced by its cryptotext, and give the key used to generate that cryptotext
 * 3) Apply $$decrypt_\beta$$ to the ciphertext for each possible key in turn, comparing the intermediate plaintext to the hash table calculated earlier. this gives a pair of keys (one for each of the two algorithms employed, $$\alpha$$ and $$\beta$$)
 * 4) Taking the two keys from stage 3, test each against a second plaintext/cryptotext pair. if this also matches, odds are extremely high you have a valid keypair for the message - not in $$2^{128}$$ operations, but a "mere" $$2x2^{64}$$ operations (which nonetheless are significantly longer due to the hash table operations, but not so much as to add more than a couple of extra bits worth of time to the complexity of the task)

The downside to this approach is storage. Assuming you have a 64 bit key, then you will need at least $$2^{64}$$ units of storage - where each unit is the amount of space used by a single hash record. Even given a minimal implementation (say, 64 bits for the key plus four bits hash collision overhead), if you implemented such a system using 160GB hard drives, you would need close to one billion of them to store the hash table alone.

title: Cryptography/Meet In The Middle Attack


text:
Panfilovo, Altai Krai

Panfilovo (Панфилово) is a rural locality (a selo) in Novoromanovsky Selsoviet, Kalmansky District, Altai Krai, Russia. The population was 329 as of 2013. There are 6 streets.

Geography
Panfilovo is located 35 km northwest of Kalmanka (the district's administrative centre) by road. Novoromanovo is the nearest rural locality.

title: Panfilovo, Altai Krai


text:
Deux Rivières (disambiguation)

Deux Rivières is a commune in the department of Yonne, central France.

Deux Rivières may also refer to:

 * Canton of Deux Rivières et Vallées, Haute-Loire, France
 * Deux-Rivières, Ontario, Canada

title: Deux Rivières (disambiguation)