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Adventist Youth Honors Answer Book/Recreation/Letterboxing

1. Define the following

 * a. Cache: A hidden box
 * b. Letterbox: Weatherproof boxes hidden in publicly-accessible places containing a log book and a rubber stamp. Letterboxers post clues to finding the box online on one of several Web sites.
 * c. Trail name: The alias used by letterboxers when stamping in or using the web sites.
 * d. Personal log book: A small notebook or sketch book used to record letterbox stamps.
 * e. Stamp in: To make an impression of your personal stamp in a letterbox’s log book and record an image of the box’s stamp in your own log book. You should also sign in with your Trail name, home town and date.
 * f. Hitchhiker: A letterbox hidden inside another letterbox. Upon discovery the person moves it to another letterbox.
 * g. Hybrid box: A cache used by both letterboxers and geocachers.

 * h. Bonus box: A letterbox whose clues are discovered inside another letterbox.
 * i. Exchange: Letterboxers swap images of their personal stamp upon meeting on the trail or at an event such as a camporee.

2. List at least five behaviors you should practice while letterboxing.

 * Be kind to vegetation and personal property when hiding your box and looking for other boxes.
 * While looking for a letterbox, leave the area just as or better than you found it. Pick up any litter you find.
 * Be discreet while searching if other people are around.
 * Move the box away from the hiding place so as not to reveal the cache.
 * Clean your excess ink off a letterbox stamp.
 * Make sure the box and/or plastic bags are securely closed when done stamping.
 * Rehide the box as well as you found it.
 * If the box is damaged or needs maintenance, such as a new log book, contact the owner.

a. Pacing
Paces are sometimes used as clues, but a pace is an inconsistent length. Develop the skill of knowing how many paces it takes you to go 100 feet or 100 meters (depending on which you are comfortable). To do this, measure out the fixed distance. Then walk is with your normal gait as you count the paces. Do this a couple of times to see how consistent you are.

b. Compass use
To use a compass, make sure you do not have any large metal objects on you (such as a pocket knife) and you are not standing near a large metal object (such as a car or a bridge). Hold the compass level in front of you at waist or chest height. Rotate your body around to make sure the needle spins freely (if it does not, check it for levelness again). The needle will point north.

c. Know how to find the four major directions without a compass
The four major directions are north, east, south, and west. The sun can tell you the direction if you remember that it rises in the east and sets in the west. In the northern hemisphere, it moves from east to south the west. In the southern hemisphere, it moves from east to north to west. At noon, the sun will be either in the south (northern hemisphere) or north (in the southern hemisphere).

The table below gives the approximate direction of the sun depending on the time and which hemisphere you are in.

4. Design, create and carve your own personal stamp.
It would be a good idea to find two or three boxes before creating your own stamp. The http://letterboxing.org site has great information about “How to make a Rubber Stamp”. Most letterbox stamps don’t have the wood backing to save space, but many think the stamp looks better and is more durable when the wood backing is added.

There are many local craft stores to find the resources, such as Michaels, but two websites where you could order them have been listed in the References section below. If you encounter other universal sources, please add them to the list. Soft rubber or red erasers can be found many places.

==5. As a unit, club or family find the clues and then locate at least ten letterboxes, four which can be part of a series. Individually “stamp in” your stamp, imprint the letterbox stamp in your log book and record your find on the web site.==

The http://letterboxing.org is the website for finding caches in North America and a few other countries. http://atlasquest.com is an international site and includes websites for England (where it started), Germany and other sites used worldwide.

Although over 30,000 boxes have been hidden, not all of them can still be found. Instructors should find 2 or 3 boxes before the group goes out in order to decrease initial discouragement. This requirement has been listed as a group activity, mainly for safety reasons, both on the internet and in the field. But make sure each Pathfinder participates and learns how to follow instructions and clues. If your group is large, divide into units no bigger than five. When clues have not been very clear ask the Pathfinders how they would improve the directions.

Some series include 8 to 10 boxes. Only four of these should be counted toward the 10 to require visiting more than one site for the honor.

Resources

 * To find clues: http://www.letterboxing.org; http://www.atlasquest.com
 * Information articles — http://www.letterboxing.org — “Letterboxing 101 Basic”,
 * Start Finding Letterboxes, “How to Make a Rubber Stamp”
 * http:/www.atlasquest.com — “Stamp Carving 101”

Materials

 * http://www.Stampeaz.com
 * http://www.speedballart.com
 * craft stores

/Completed Honors


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Adventist Youth Honors Answer Book/Recreation/Letterboxing - Advanced

2. Create a letterbox stamp, post clues on a web site, establish and maintain a letterbox for six months.
Each club or unit may want to establish a series of stamps with other units or clubs. There is a potential for using your letterbox as a witnessing tool. The stamps could have a Biblical theme or the box could be located at your church. Our local clubs are making a series on the life of Moses. Another idea is for the boxes to contain stamps images that when interconnected produce one picture.

Everyone should be involved in creating the cache stamp. If more than five are working on the honor, two or more caches should be established. When hiding a new box you must contact the landowner for permission. No letterboxes are to be hidden in National Parks or National Forests.

The 3 month maintenance is a minimum, but Pathfinders should not be made to wait too long before receiving their honor. You should visit the box once a month to insure it is intact. Some smugglers or non-letterboxers find the cache and steal or scatter the contents.

==3. As a unit, club or family find the clues and then locate an additional twenty letterboxes not found for the basic honor, eight which can be part of two or more series. Individually “stamp in”, imprint the letterbox stamp in your log book and record your find on the web site.==

See answer to basic ../Letterboxing/, requirement 5.

4. Design, create and carve your own hitchhiker stamp. Hide in a letterbox, post on a web site and track its travels for six months.
Many letterboxing stamps don’t have a wood backing on them, but the stamp looks better and is more durable when you add the backing. However, a hitchhiker stamp must not be very big, so you wouldn’t put a wood backing on it.

5. Participate in an exchange with letterboxers other than your local club members and obtain a minimum of 20 stamp images.
This would be a great activity at a camporee. Similar interaction as pin trading, but cheaper.

/Completed Honors

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


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Adventist Youth Honors Answer Book/Recreation/Unicycling

1. Know the name and purpose of the various parts of a unicycle.
Unicycles are made up of a few key parts: The wheel is usually similar to a bicycle wheel with a special hub designed so the axle is a fixed part of the hub. This means the rotation of the cranks directly controls the rotation of the wheel (called direct drive). The frame sits on top of the axle bearings, while the cranks attach to the ends of the axle. The seatpost connects the frame to the saddle.
 * the wheel (which includes the tire, tube, rim, spokes, hub and axle),
 * the cranks, pedals, fork-style frame, seatpost, and
 * saddle (the seat of the unicycle).

2. Define these basic unicycle terms

 * a. free mount: mounting the unicycle without having to hold on to anything.
 * b. idle: basically sitting on your unicycle with little or no movement, but not dismounted.
 * c. UPD: UnPlanned Dismount

3. Know what safety gear one should use while unicycling and why one should use it.

 * Wrist guards: The most common impact points when falling from a unicycle are the hands and wrists.  Of all the safety gear, wrist guards receive the most wear and tear.
 * Knee and elbow pads: The second most common impact point are the knees followed by the elbows.
 * Helmet: A helmet is especially important with specialty riding like Mountain Unicycling, and in some jurisdictions is required for road riding.
 * Shin guards: Shin guards become a necessary piece of equipment when using metal or pinned pedals. These types of pedals grip the shoes better, but can cause injury to the legs.
 * Cycling shorts: Padded cycling shorts are designed with a seamless, padded crotch, and long enough legs to extend down past the saddle, making them much more comfortable than "normal" shorts.
 * Gloves: Gloves are required for certain unicycling events such as racing. Gloves may be fingerless.

4. Name 5 different types of unicycles and explain what makes them unique.

 * Freestyle Unicycle : Generally used for flatland skills and routines. Usually has a relatively high seatpost, a narrow saddle, a squared fork (used for one-footed tricks), and cotter-less cranks, as they do not need to withstand very much pressure. These unicycles are used similarly to flatland bicycles. Some examples of freestyle unicycles include Miyata, Nimbus, Schwinn, and Semcycle brands. Prices typically range from US$100 to $300. Wheel size is usually 20 inches, but smaller riders may use 16-inch unicycles. Some people prefer 24-inch wheels.
 * Trials unicycle: Designed for unicycle trials, trials unicycles are stronger than standard unicycles in order to withstand the stresses caused by jumping, dropping, and supporting the weight of the unicycle and rider on components such as the pedals and cranks. A recent development in trials unicycles is splined cranks and hubs, a feature that is very useful and somewhat expensive. Many trials unicycles also have wide, 19- or 20-inch knobby tires to absorb some of the impact on drops.
 * Offroad Unicycles ("MUnis") : "MUni" is an abbreviation for mountain unicycling. MUnis have many of the same components as trials unicycles, but have a few key differences. Usually, the tire diameters on mountain unicycles are either 24 or 26 inches, allowing the rider to more easily roll over obstacles such as roots and rocks. The seat is also thicker and more comfortable on MUnis to compensate for the rough terrain. Brakes are sometimes used for steep descents.
 * Touring Unicycles : Used for long distances, these unicycles are specially made to cover distances. They have a large wheel diameter, between 26 and 36 in., so more distance is covered in less pedal rotation. A 36" unicycle made by the Coker Tire company started the big wheel trend. Some variations on the traditional touring unicycle include the Schlumpf "GUni" (geared unicycle), which uses a two-speed internal fixed-geared hub. Larger direct-drive wheels tend to have shorter cranks to allow for easier cadence and more speed. Geared wheels, with an effective diameter larger than the wheel itself, tend to use longer cranks for control, as the speed comes from the gear ratio, not the wheel itself.

Variations here -> http://en.wikipedia.org/wiki/Unicycling#Variations, while I think it over.

5. How is unicycling thought to have been invented?
The unicycle's history began before the invention of the bicycle. The Comte De Gaye first developed unicycles during the late 18th century. His device, called a celerifere, was a wooden horse that had two wheels joined by a wooden beam. Germany's Baron von Drais improved the design by adding a steering mechanism, introducing his Draisienne or "Hobby Horse" in 1818. Kirkpatrick Macmillan, a Scottish blacksmith, added cranks and pedals to the rear wheel in 1839, and called it the Velocipede. The first mass-produced riding machine, the Michaux Velocipede, was designed in 1863. In 1866, James Starley developed the penny-farthing, a bicycle with a very large front wheel and a small rear wheel.

One theory of the advent of the unicycle is based on the popularity of the penny-farthing (or "Ordinary") during the late 19th century. Since the pedal and cranks were connected directly to the front axle, the rear wheel would go up in the air and the rider would be moved slightly forward. Many penny-farthing owners discovered they could dispense with the frame and just ride the front wheel and handlebars. Evidence for this theory of development can reportedly be found in pictures from the late 19th century showing unicycles with large wheels.

Over the years, unicycle enthusiasts have inspired manufacturers to create new designs, such as seatless ("ultimate wheel") and tall ("giraffe") unicycles. During the late 1980s some extreme sportsmen took an interest in the unicycle and off-road unicycling (MUni) was born.


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C++ Programming/Code/Standard C Library/Functions/system

system
The system function runs the given command by passing it to the default command interpreter.

The return value is usually zero if the command executed without errors. If command is NULL, system will test to see if there is a command interpreter available. Non-zero will be returned if there is a command interpreter available, zero if not.

 * Related topics: exit - getenv


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Template:Adventist Youth Honors Answer Book/Unpublished Requirements

Please do not delete this template, even if it is not currently being used. New AY honors are released almost annually, and it is typical for the authors of Adventist Youth Honors Answer Book to receive an advance copy of the requirements. When this happens, this template serves as a useful warning to anyone who comes across an honor here that has not been officially released. After the requirements are released, this template is removed from the honor. Therefore, even though this template may not be in use now, it will likely be needed again in the future. Thank you! --Jomegat (talk) 01:53, 13 November 2010 (UTC)


text:
C++ Programming/Code/Standard C Library/Functions/getenv

getenv
The function getenv returns environmental information associated with name, and is very implementation dependent. NULL is returned if no information about name is available.

 * Related topics: system


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Category:Book:Adventist Youth Honors Answer Book/Honors with unpublished requirements

Honors in this category have been approved by the NAD, but their requirements have not yet been published.


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Adventist Youth Honors Answer Book/Recreation/Slow-Pitch Softball

1. Know the basic rules of slow-pitch softball.
Slow Pitch Softball Rules

Slow pitch softball rules can vary significantly depending on the type of league or tournament you enter. On top of the various slowpitch softball associations like the ASA and NSA, there are also different rules by the USSSA and International Softball Federation.

Equipment is heavily controlled in all slowpitch softball leagues but there are also field differences including distance of the pitching mound and other similar changes. Slowpitch softball bats are heavily regulated in every association including length, weight, make, and modifications. Other rules govern actions on the field, safety gear, sportsmanship, and nearly anything else you can do in or around a softball field.

Bunting is illegal in slowpitch but not fastpitch and quick pitches being illegal are just a few regulations you'll find in some leagues but not others.

Infield

 * pitcher:
 * catcher
 * first baseman:
 * second baseman:
 * shortstop:
 * third baseman:

Outfield

 * left fielder:
 * center fielder:
 * right fielder:
 * rover: In slow pitch softball there is an extra fielder, who is specified as a rover. Normally, the defensive team will play with four outfielders, meaning there is a left fielder, left-center fielder, right-center fielder, and right fielder.

4. Identify the following

 * Bat: The bat used by the batter can be made of metal, wood, or composite materials (carbon fiber, etc.). Sizes may vary but they may be no more than 86 cm in length, 6 cm in diameter, or 38 oz. in weight. The Slowpitch softball bat barrel standard is 2 1/4 inches. Many players prefer a smaller barrel that lightens weight and provides more swing speed

 * On deck circle: The "on deck circle" is a circle outside the field of play where the next batter stands while waiting for a turn to bat. The next player to bat is said to be "on deck."
 * Batter’s box: The batter's box is a rectangle in which the batter stands while at bat. There are two batter's boxes on a softball diamond, one on either side of home plate.  This allows a hitter to stand on either side of home pate, a choice often made depending on the batter's handedness.
 * Outfield: The outfield is the area of the softball diamond beyond the baselines (which are the lanes between the bases).
 * Coaches’ box: The coaches' box is a rectangular area outside the field of play. A softball diamond has two of them, with one situated near first base, and another near third base.  The base coaches stand in these to offer instruction and advice to the runners.
 * Pitcher’s mound: The pitcher's mound is a raised area in the center of the infield. The pitcher stands on the mound when pitching.
 * Diamond Bags: Diamond bag is another word for base. There are three of them, designated first, second, and third base.
 * Pitching rubber: The pitching rubber is a strip of rubber located on the pitcher's mound. The pitcher's foot must be in contact with the pitching rubber when the pitch is made.

 * Glove: All defensive players wear fielding gloves, made of leather or similar material. Gloves have webbing between the thumb and forefinger, known as the "pocket". The first baseman and the catcher may wear mitts; mitts are distinguished from gloves in that they have extra padding, and no fingers. Gloves used in softball are generally larger than the ones used in baseball.
 * Right field
 * Home base
 * Left field
 * Infield
 * Softball

5. Define or explain the following game terms

 * Bases Loaded

This is when there are fewer than 3 outs and there are base runners on first, second, and third. In this situation, all runners are prepared to run when the ball is hit. If there are two outs, all runners will "run on contact," when the ball is hit by the hitter.
 * Home team

The home team is the team who is playing on their own field, and the other team is visiting from another school or town. Alternately, the home team is randomly chosen in some fashion. That is because, in many leagues, all teams are from one region and players have been randomly assigned by the league. In this second case, the home team is simply the team that bats in the bottom of the inning. In this case, home team is usually chosen by a coin toss at the beginning of the game or has been decided by the league scheduling office prior to the beginning of the season. On a scoreboard, the home team always appears second and bats in the bottom of each inning.
 * Bunt

A bunt is not legal in most slow-pitch softball leagues. If allowed, it is performed by the batter moving his/her upper hand up the stock of the bat, bringing the bat parallel to the ground as it makes contact with the ball. The goal is for the ball to drop mere inches in front of the plate, thus forcing the fielders to make the "sure out" at first and advance the other base runners. It is a tactical move that is better suited to the expertise of players in fast-pitch leagues. Also, since most slow-pitch softball games require a 6' arc pitch, a bunt is nearly impossible.
 * Innings

An inning is composed of a top and a bottom of the inning. During the top of the inning the visiting team bats until they make three outs. In the bottom of the inning the home team bats until them make three outs. Most slow-pitch softball games have seven-innings. However, there are other rules (that are common to most leagues—check your local league's rules) that may limit the number of innings played such as: 1. No inning may begin after the one-hour of play has ended 2. If one team is leading by 15+ runs after 3 innings or 10+ runs after 5 innings, the game is called (ended). This is often called the "mercy rule."
 * Fielder’s choice

This term is used to calculate earned runs and the like. It means that the defense had a choice of whether to get the batter out at first, or to get another base-runner out on second, third or home, and chose to get the base-runner out rather than the batter. This term is not used much in slow-pitch softball.
 * Lineup

This is a list of the players on a team and the ORDER in which they bat. In many slow-pitch softball leagues, all players on a team hit, regardless of whether they are part of the 10-man-field. In many leagues, a team is allowed to play the game with only 8 of their 10-person field players present. However, when there are less than 10 batters, an out is taken whenever those spots come up in the rotation. In most cases, if a player arrives late they can ONLY be inserted in the lineup at the bottom of the lineup. Thus, if your "#3 hitter" shows up after the game has started, he/she can't hit where you strategically like him/her to. Instead he/she bats at the bottom of the lineup.
 * Fly Ball

A fly ball or simply fly is a ball that is hit in the air, usually very high. Fielders attempt to catch fly balls on their descent.
 * Popup

A pop fly or pop-up is a specific type of fly ball that goes very high while not traveling very far laterally. From the perspective of the fielder, pop-ups seem to come straight down. A fly ball is usually caught in flight and thus results in an out, called a fly out or a pop out as the case may be.
 * Force Play

When a runner must advance to another base because the batter becomes a runner and, as such, must advance to first base. In this situation, the base the runner is being forced to needs to be touched by the fielder with the ball and is considered a "force out." A play when a fly ball is caught and a fielder touches a base prior to the runner tagging up is not a force play, but an appeal play.
 * Run

A player who advances around all the bases to score is credited with a run. The team with the most runs wins the game. A manager "runs his players" when he calls on them to steal bases and to be generally aggressive in trying to advance extra bases when the ball is in play. A player or coach may be "run" by an umpire by being ejected from a game.
 * Foul tip

This occurs when the batter swings at a pitch and makes contact with the ball. However, the ball does not "land" between the lines (the field area), but instead flies far left, far right, or behind the batter, and thus not in the field of play. After the player has received a second strike, he/she is allowed a "courtesy foul" but if he/she fouls a second time (after the second strike), he/she is called out. If a foul tip is caught by a fielder (usually the catcher or infielder), he/she is called out.
 * Score

The score is usually displayed on a scoreboard, but at least is recorded by each team and returned to the officials. The score is the summation of the number of runs scored by each team throughout the game. At the end of the game, the team with the highest score (the most runs scored) wins the game.
 * Grand Slam

A home run (HR) with runners on all three bases prior to the home run. Thus, the home run results in four RBIs for the hitter and 4 runs scored for the team.
 * Strike zone

The area between the shoulders and knees of the batter that is the width of the home plate (thus a rectangular area). A pitch delivered through this zone is considered a strike.

In most leagues, a player enters the batters box with one strike and one ball (to speed up the game), and thus, two more strikes either swung at or called strikes result in an out.
 * Grounder

A ground ball or grounder is a batted ball that rolls or bounces on the ground. A line drive in the infield may become a hard grounder to an outfielder; these are usually called line drives regardless.
 * The count

The number of balls and strikes a batsman has in his current at bat. Usually announced as a pair of numbers, for instance "3–0" (pronounced "three and oh"), with the first number being the number of balls and the second being the number of strikes. A 3–2 count – one with the maximum number of balls and strikes in a given at bat – is referred to as a full count. A count of 1–1 or 2–2 is called even, although the pitcher is considered to have the advantage on a 2–2 pitch because he can still throw another ball without consequence, whereas another strike means the batter is out. A batter is said to be ahead in the count (and a pitcher behind in the count) if the count is 1–0, 2–0, 2–1, 3–0, or 3–1. A batter is said to be behind in the count (and a pitcher ahead in the count) if the count is 0–1, 0–2, or 1–2.
 * Home run

A home run (or homer) is a base hit in which the batter is able to circle all the bases, ending at home plate and scoring a run himself.
 * Walk

A base on balls (BB), also known as a walk, occurs in baseball when a batter receives four pitches that the umpire calls balls, and is then entitled to reach first base without the possibility of being put out.

6. Explain the following official’s calls or rules

 * Double Play

A play by the defense where two offensive players are put out as a result of continuous action resulting in two outs. The double play combination (or DP combo) on a team consists of the shortstop and the second baseman, because these players are the key players in a 6-4-3 or 4-6-3 double play. They are also sometimes called sack-mates because they play either side of second base (also known as second sack).

 * Error

An error is an act, in the judgment of the official scorer, of a fielder misplaying a ball in a manner that allows a batter or base-runner to reach one or more additional bases, when that advance could have been prevented by ordinary effort by the fielder. An error is also charged when a fielder fails to catch a foul fly ball that could have been caught with ordinary effort. The term error can also refer to the play in which an error was committed. Because the pitcher and catcher handle the ball so much, some misplays by them are called "wild pitch" and "passed ball", and are not counted as errors.

 * Fair ball

A fair ball is a batted ball that entitles the batter to attempt to reach first base. In order for a batted ball to be fair, it must be hit in such a way that it:
 * •settles on fair ground between home and first base, or
 * •between home and third base; or
 * •is on or over fair territory when bounding past first or third base; or
 * •touches first, second, or third base (which by rule are in fair territory); or
 * •touches the person of an umpire or player while the ball is on or over fair territory (unless it touches the batter in the batter's box, or bounces off the ground and immediately hits the bat); or
 * •passes out of the playing field in flight while over fair territory, or touches any part of the foul pole, including any attached screen, while in flight; or
 * •strikes any object for which the specific ballpark's ground rules specify that a batted ball striking that object is a fair ball (e.g., a roof if present).

 * Foul ball

A foul ball is a batted ball that:
 * •Settles on foul territory between home and first base or between home and third base, or
 * •Bounds past first or third base on or over foul territory, or
 * •First falls on foul territory beyond first or third base, or
 * •While on or over foul territory, touches the person of an umpire or player, or any object foreign to the natural ground.

A foul fly shall be judged according to the relative position of the ball and the foul line, including the foul pole, and not as to whether the fielder is on foul or fair territory at the time he touches the ball.

 * Ground rule double

An error is an act, in the judgment of the official scorer, of a fielder misplaying a ball in a manner that allows a batter or base-runner to reach one or more additional bases, when that advance could have been prevented by ordinary effort by the fielder. An error is also charged when a fielder fails to catch a foul fly ball that could have been caught with ordinary effort. The term error can also refer to the play in which an error was committed. Because the pitcher and catcher handle the ball so much, some misplays by them are called "wild pitch" and "passed ball", and are not counted as errors.

 * Infield fly rule

The umpire calls the batter out when (a) there are less than two outs in the inning, and (b) the batter hits a fly ball that can be caught with ordinary effort by an infielder in fair territory, and (c) there are runners on first and second or the bases are loaded. The batter is automatically called out in this situation whether or not a fielder attempts to catch the fly ball, but assuming that the ball stays in fair territory. The rule states that the umpire is supposed to announce, "Infield fly, if fair". If the ball will be almost certainly fair, the umpire will likely yell, "Infield fly, batter's out!" or just "Batter's out!"

 * Out

An out occurs when the defensive, or fielding, team effects any of a number of different events, and the umpire rules a batter or base-runner out. When a player is called out, he is said to be retired. When three outs are recorded in an inning during a team's turn at offense, that team's half of the inning finishes, and it is said that "the side is retired." The most common ways batters or runners are put out are by strikeouts, fly outs, tag outs, and force outs.

 * Safe

A base-runner is safe when he reaches a base without being put out by various ways. While a runner is touching a base, he is usually not in jeopardy of being put out, and is thus "safe" from fielders actions. The runner is in jeopardy once again, negating this safety, when he ceases touching the base, when forced on a force play, or when the runner commits interference.

8. List and describe five (5) responsibilities of an umpire.

 * 1)  Call balls and strikes—The homebase umpire is responsible to indicate to the players how many balls and strikes the current batter has accumulated.
 * 2)  Call foul/fair balls "down the lines"—The umpire is responsible to indicate with proper signaling whether a ball hit to the right or left is a "fair" ball (and thus playable) or "foul" ball (and thus cannot be run/scored upon).
 * 3)  Call base-runners safe/out—Once the ball is in play, the umpire is responsible for determining whether the runners successfully tagged and maintained contact with the bases around the basepath ahead of the fielders play or whether the fielder was able to put the runner "out" by force or by tagging the non-forced runner.
 * 4)  Call double plays and other fielding outs—Once the ball is in play, the umpire is responsible for determining whether a hit ball was caught by the fielder and whether he/she maintained control of that ball throughout the play.  When calling double plays the umpire is responsible for seeing that the ball arrived at the first put out location (usually second) prior to the baserunner, then was relayed to the second put out location (usually first) and arrived prior to the baserunner.
 * 5)  Call the start and end of the game—Umpires must make sure games begin and end on time
 * 6)  Recording / tracking scorecards & Lineups—Umpires guard the integrity of the game by being sure that the scores recorded are valid and that the lineups were legitimate throughout the game's play.

9. Name 5 mental and physical attributes to be gained from slow-pitch softball.

 * Mental

 * 1) Eye-hand coordination
 * 2) Concentration
 * 3) Strategic play (both offensively and defensively)
 * 4) Teamwork (the ability to communicate with and work with other players for the common goal of winning the game and playing well)
 * 5) Placement and control (pitcher & catcher especially)

 * Physical

 * 1) Flexibility
 * 2) Good upper body strength
 * 3) Smart; can think fast
 * 4) Quick on their feet
 * 5) Quick hands; good reach

10. As a team or individual, develop a plan to practice outreach while completing the requirements for this honor. Possible options could include the following

 * a. Invite 3 friends not from your church to play a game.
 * b. Have prayer before each game.
 * c. Exhibit good sportsmanship and fair play.

12. Write a one page report on a famous athlete. Discuss why they are or are not a good Christian role model.
We would encourage you to limiting your report to one page about a famous baseball/softball athlete. Olympic baseball, Olympic women's softball, Major League Baseball, the Negro Leagues (historical), Wikipedia List of Professional Baseball Leagues, and Baseball Hall of Fame may give you some ideas.

Remember that not all super stars are admirable Christian role models. Many have abused alcohol, performance enhancing drugs, etc. In addition, many have used sports as an excuse to live lives not in keeping with the 10 Commandments, especially commandments #7 and #10 ("Thou shalt not commit adultery" and "Thou shalt not covet.") However, as in most walks of life, there are heroes that not only stand out professionally as the best in their field, but who also live model lives that Christian young people can admire.

REMEMBER, this is ONLY a ONE PAGE report.

Please practice honesty by NOT simply cut-and-pasting a Wikipedia biography into a word document. Your paper should show thought and highlight the question asked in this requirement.

==13. Discuss with your Pathfinder leader, pastor or teacher the problems facing a Seventh-day Adventist youth considering participating in sports in Jr. High, High School or college. What alternatives are there to allow for continued activity in sports?==


text:
C++ Programming/Code/Standard C Library/Functions/abs

abs
The abs function returns the absolute value of num. For example:

 * Related topics: fabs - labs


text:
C++ Programming/Code/Standard C Library/Functions/fabs

fabs
The function fabs returns the absolute value of arg.

 * Related topics: abs - fmod - labs


text:
C++ Programming/Code/Standard C Library/Functions/fmod

fmod
The fmod function returns the remainder of x/y.

 * Related topics: ceil - fabs - floor


text:
C++ Programming/Code/Standard C Library/Functions/ceil

ceil
The ceil function returns the smallest integer no less than num. For example:

would set x to 7.0.

 * Related topics: floor - fmod


text:
C++ Programming/Code/Standard C Library/Functions/floor

floor
The function floor returns the largest integer value not greater than arg.

would result in x being set to 6 (double 6.0).

would result in x being set to -7 (double -7.0).

 * Related topics: ceil - fmod


text:
C++ Programming/Code/Standard C Library/Functions/labs

labs
The function labs returns the absolute value of num.

 * Related topics: abs - fabs


text:
Eac3to/Planned Future Features

These features are planned to implemented in the upcoming versions:

 * Blu-ray to Matroska muxing support

<!--

Future eac3to Program Development-the Possible, Probable & Not Likely!

In addition to development of BluRay input as indicated in FAQ there are other possible areas of development for eac3to that have been requested from time to time:

'''3. Merging 6 separate FLACs to a 5.1 FLAC. Currently, eac3to doesn't do this, nor does FLAC.exe?'''

Merging 6 files to one is generally possible but it would cost me some programming time. Because of that I don't really have it on my ‘to do list’ right now, I'm sorry. I think there are more important things that I need to add first.

6. Removal of Pulldown and Interlaced Flags in eac3to?

The pulldown removal does save quite a bit of time for XBox 360 compatibility. I think that both the pulldown and interlaced flags need to be removed, so removing the pulldown flag is one step closer to BluRay compatibility. Or am I wrong here? For Blu-Ray compatibility the current solution is not good enough. But for Xbox 360 compatibility seemingly it is, right? I don't think I'll add interlaced flag removal. That seems to be really difficult/dangerous. A little bug and the whole video gets screwed.

'''7. (a)I like to see downmix option in eac3to..., but...why ProLogic II? Seems to be horrible for me?'''

(a) Because eac3to's main target is home cinema. And ProLogic II is the best choice we have for that purpose.

'''(b) Could you add a more flexible Downmix option like a independent volume change in every channel? Or minimum a sum of channels and an 8 or 9 db attenuate option (for all channels at same time for saturating mix avoid)?'''ie. Something like this: FL' = FL + C + LFE + SL FR' = FR + C + LFE + SR plus -9db (attenuate) for every single channel...or better...independent control volumes for such one! This part is important to avoid mix clipping. This is what I want. No rare downmixing like Prologic that sounds strange to my ears... I don't want to use SoundForge anymore for downmixing stuff...

(b) The programming of a different mixing matrix is not a big problem. But keeping the usage of eac3to as simple as possible is. Now offering a volume control for every single channel would require me to add at least 8 new parameters which would dramatically increase the size of the help text. If eac3to was a GUI it would be much easier to add such options without making things more complicated. But adding another 100 options to a console program really does damage ease of use. Because of that reason I'm trying to avoid adding shitloads of new options, unless it's really very important. So I'm sorry to say, but at this point in time I don't like the idea of adding a multitude of new options for one single user.

10. Any plans to add encoding to Dolby Digital EX in eac3to? 6.1 and/or 7.1 sources would be perfect for that because DD EX is able to perform up to 7.1 channels?

As far as I know there's no "external encoders" for that like SurCode or any other, only SoundForge but I do know extra (rear) channels are matriced, not discrete so maybe it is not too difficult to add to your (HQ, perfect and reliable) AC3 encoder?

I'm dependent on what the Aften AC3 decoder does. It currently does not support EX, as far as I know. Consequently eac3to can't support that, either. Unless someone can tell me how EX exactly works. If it's just some matricing on the original PCM data and setting a flag in the AC3 header then I could probably do it. But I don't know the dirty details.

You are correct. It is just matricing the original PCM and setting a couple flags. As for the matricing, I haven't looked into exactly how to do it. But here are the flags: AftenContext.meta.xbsi2e = 1; AftenContext.meta.dsurexmod = 2; Definitely, the 7th, Center surround channel in a 6.1 DD EX stream is matriced using both rear surround channels, and I'm also sure it is adding one to another CS= (LS + RS) x A That's because DD EX has to be compatible with AC3 5.1, which playback the CS on both LS and RS channels so it's an addition and not a subtraction. The "A" factor is unknown (by me) and also the flags.

Madshi: Thanks, Justin and K-rnivoro. Now I'd just need to figure out the correct matricing parameters. Also I'm wondering: (1) Would I need to apply a 90° phase shift? Because I don't have any code for that. (2) How to handle 7.1 input? Would it be correct to average the two back channels together and then handle the track just like a normal 6.1 track?

-->

title: Eac3to/Planned Future Features


text:
User talk:24.4.253.58

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. -- Reece   (Talk)   (Contributions)  21:06, 14 February 2008 (UTC)

title: User talk:24.4.253.58


text: User talk:207.170.247.26

title: User talk:207.170.247.26


text:
Programming with Moose/Syntax/Non-polluting fully-qualified syntax

Moose does a lot of what it does by requiring other stuff. This is common in the perl world, here we will document some of the functions these other modules use that might be of interest to you.

Class::MOP
Class::MOP is the framework that Moose is built upon, check out a list of their functions on the official docs.
 * Class::MOP::load_class($class_name) : This function is awesome no more going to filenames from module names, let Class::MOP (Moose's underpinning) do it for you! load_class returns the meta for the loaded class.


text: User talk:72.226.34.90

title: User talk:72.226.34.90


text:
User:Ed Poor

I've been using computers for years.

title: User:Ed Poor


text:
User talk:Ed Poor

Gosh, has it been that long? I guess it wasn't continuous. I must have taken some time off. --Ed Poor (talk) 22:59, 14 February 2008 (UTC)

title: User talk:Ed Poor


text:
User:Nahraana

I, Federico Grigio, was born in 1985 in Argentina. I have been living abroad since 2004 and I currently reside in Western Europe.

I contribute in the English Wikipedia project as Nahraana.

title: User:Nahraana


text:
Talk:Non-Programmer's Tutorial for Python 2.6/Decisions

Shouldn't this part

number = 42 guess = 0 count = 0 while guess != number: count = count + 1 guess = input('Guess a number: ') if guess > number: print 'Too high' elif guess < number: print 'Too low' if count > 3: print 'That must have been complicated.' else: print 'Just right'

be something like this:

number = 72 guess = 0 wrong = 0 while guess != number: guess = input ("Guess a number: ") if guess != number: wrong = wrong + 1 if guess > number: print "Too high" elif guess < number: print "Too low" print "Just right" if wrong > 3: print "That must have been complicated."
 * 1) Plays the guessing game higher or lower
 * 1) This should actually be something that is semi random like the
 * 2) last digits of the time or something else, but that will have to
 * 3) wait till a later chapter.  (Extra Credit, modify it to be random
 * 4) after the Modules chapter)

because i think in the first version you actually have to enter 2 wrong numbers to get that message
 * Try it and see :) Since it is using >, it actually needs to be a count of 4 to get the "That must be complicated" message, which means that their are 3 wrong guesses and one right guess.  Jrincayc (talk) 14:57, 15 February 2008 (UTC)

Use of input is heavily discouraged in python 2.x
the input command is really, really dangerous -- always use raw_input and convert to what you actually want (floats or integers for numbers, obviously). You can wreck some real havoc with the input command; consider that input in python 2.x acts like eval(raw_input) and you should realize how dangerous it is:

>>> import subprocess

>>> input("input: ")

input: subprocess.Popen(('ping', 'www.google.com'))

>>> PING www.l.google.com (66.102.11.104) 56(84) bytes of data.

64 bytes from syd01s01-in-f104.1e100.net (66.102.11.104): icmp_req=1 ttl=57 time=18.5 ms

That's just a single example. input lends itself to injection attacks in python 2.x (it works like raw_input in python 3.x though!). As such, I feel that the example should be changed to use raw_input instead.

 * I agree. Go for it.  I fixed this in the tutorial for python 3.  You can use that as a basis, or modify it in some other way.  Jrincayc (discuss • contribs) 17:29, 23 January 2011 (UTC)


text:
C++ Programming/Code/Standard C Library/Functions/clearerr

clearerr
The clearerr function resets the error flags and EOF indicator for the given stream. If an error occurs, you can use  or   to figure out which error actually occurred, or read the error from the global variable.

 * Related topics: feof - ferror - perror - strerror


text:
C++ Programming/Code/Standard C Library/Functions/feof

feof
The function feof returns TRUE if the end-of-file was reached, or FALSE otherwise.

 * Related topics: clearerr - ferror - getc - perror - putc


text:
C++ Programming/Code/Standard C Library/Functions/ferror

ferror
The ferror function looks for errors with stream, returning zero if no errors have occurred, and non-zero if there is an error. In case of an error, use perror to determine which error has occurred.

 * Related topics: clearerr - feof - perror


text:
C++ Programming/Code/Standard C Library/Functions/perror

perror
The perror function writes, a ":" followed by a space, an implementation-defined and/or language-dependent error message corresponding to the global variable errno, and a newline to stderr. For example:

If the file called not_found.txt is not found, this code will produce the following output:

Error opening file 'not_found.txt': No such file or directory

If "str" is a null pointer or points to the null byte, only the error message corresponding to errno and a newline are written to stderr.

 * Related topics: clearerr - feof - ferror


text:
C++ Programming/Code/Standard C Library/Functions/getc

getc
The getc function returns the next character from stream, or EOF if the end of file is reached. getc is identical to fgetc. For example:

 * Related topics: feof - fflush - fgetc - fopen - fputc - fgetc - fread - fwrite - putc - ungetc


text:
C++ Programming/Code/Standard C Library/Functions/fgetc

fgetc
The fgetc function returns the next character from stream, or EOF if the end of file is reached or if there is an error.

 * Related topics: fopen - fputc - fread - fwrite - getc - getchar - gets - putc


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Adventist Youth Honors Answer Book/Outreach/Cultural Heritage

1. Outline why it is important to know about our cultural heritage.
For one, knowing about your own culture is interesting. For another, it helps you understand the relationships that exist in your family, whether it be between you and a relative, or between one relative and another.

Learning about your culture is also a way of showing respect and honor to your parents (see Exodus 20:12). It will also give you knowledge that you can pass to your own children and grand children.

a. The birth of a child.
Ceremonies for each of these will vary from one culture to another (which, among other things, what makes the various cultures distinct). We list here several ceremonies for marking the events called for in this requirement, but your own culture may very well mark them in other ways. Find out how by asking an older relative.
 * Child Dedication: In many cultures a child is dedicated to the Lord in a ceremony. This shows that the parents are committing themselves to raising the child in accordance to their religious precepts.
 * Infant Baptism: In many cultures, an infant is baptized by having a member of the clergy sprinkle holy water (that is, water that has been blessed in a ceremony) on the baby's forehead. Adventists do not believe this practice follows the Bible.
 * Circumcision: This ceremony, which has its beginnings in the Bible (see Genesis 17:10), is performed on male babies when they are very young (Biblically, when the child is eight days old). It involves the removal of the foreskin from the penis.  Some cultures also practice female circumcision.

b. Becoming an adult.

 * Quinceañera: The Quinceañera or Quince Años (sometimes represented XV Años, meaning "fifteen years") is, in some Spanish-speaking regions of the Americas, a young woman's celebration of her fifteenth birthday, which is commemorated in a unique and different way from her other birthdays. In some countries, such as Puerto Rico or Peru, the word Quinceañero is used instead of Quinceañera when referring to the celebration.

 * Bar and Bat Mitzvah: In Judaism, Bar Mitzvah (Hebrew: בר מצוה, "one (m.) to whom the commandments apply"), Bat Mitzvah (בת מצוה, "one (f.) to whom the commandments apply," or Bas Mitzvah in Ashkenazi pronunciation), and B'nai Mitzvah (pl.), are the terms to describe the coming of age of a Jewish boy or girl. According to Jewish law, when Jewish children reach the age of majority (generally thirteen years for boys and twelve for girls) they become responsible for their actions, and "become a Bar or Bat Mitzvah." This also coincides with physical puberty.[1] Prior to this, the child's parents are responsible for the child's adherence to Jewish law and tradition, and after this age, children bear their own responsibility for Jewish ritual law, tradition, and ethics and are privileged to participate in all areas of Jewish community life.

 * Prom: In the United States and Canada a prom, short for promenade, is used to describe a formal dance held at the end of an academic year. Boys usually dress in black tie (a dinner jacket and bow tie), sometimes with brightly colored cummerbunds or vests, though any sort of formal wear can be worn. Traditionally, girls gave boys matching boutonnieres to be worn on their tuxedos or waistcoats. Girls traditionally wear formal gowns or dresses adorned with a corsage given to them by their date.

 * Debutante: A debutante (or deb) (from the French débutante, "female beginner") is a young lady from an aristocratic or upper class family who has reached the age of maturity, and as a new adult, is introduced to society at a formal presentation known as her "debut" or "coming out". Originally, it meant the young woman was eligible for marriage, and part of the purpose was to display her to eligible bachelors and their families with a view to marriage within a select upper class circle. This traditional event varies by region, but is typically referred to as a debutante ball if it is for a group of debutantes. A lone debutante might have her own "coming-out party", or she might have a party with a sister or other close relative.

 * Genpuku: Genpuku, also called Kakan, was a historical Japanese coming-of-age ceremony. To mark the entry to adult life of boys between the ages of 12 and 16, they were taken to the shrines of their patron kami. There they were presented with their first adult clothes, and their boys' hairstyles were changed to the adult style. They were also given new adult names.

 * Poy Sang Long: The Poy Sang Long (Shan: "Festival of the Crystal Sons") is a rite of passage ceremony among the Shan peoples, in Burma (Myanmar) and now in Northern Thailand, undergone by boys at some point between seven and fourteen years of age. It consists of taking novice monastic vows and participating in monastery life for a period of time that can vary from a week to many months or more. Usually, a large group of boys are ordained as novice monks at the same time.

 * Russ: Russ is a tradition and cultural phenomenon in Scandinavia. In Norway, students who graduate from upper secondary school are called russ and celebrate with the characteristic festivities (russefeiring) during the first few weeks of May. In Sweden, a similar celebration is called Studenten ("the student"). In Finland students celebrate the start of the final test in a similar tradition called penkkarit. Also in Denmark graduation from high school (studentereksamen) is celebrated in similar ways as in Norway, including the wearing of caps in different colours and riding in open trucks, while the Danish term rus refers to first-year college students.

 * Scarification: Scarification has been used for many reasons in many different cultures:

 * Scarification has been used as a rite of passage in adolescence, or to denote the emotional state of the wearer of the scars, such as times of sorrow or well-being. This is common among Australian Aboriginal and Sepik River tribes in New Guinea, amongst others.
 * The Māori of New Zealand used a form of ink rubbing scarification to produce facial tattoos known as "moko." Moko were considered to make the body complete as Māori bodies were considered to be naked without these marks. Moko were unique to each person and served as a sort of signature. Some Māori chiefs even used the pattern of their moko as their signatures on land treaties with Europeans.
 * In some cultures, the willingness of a woman to receive scarification shows her maturity and willingness to bear children.
 * Scarification is fairly common in West Africa and New Guinea.
 * Facial scarring was a popular practice among the Huns.
 * Facial scarring resulting from academic fencing is regarded as a badge of honor among the European dueling fraternities, this tradition originating in the 19th century.

c. Death and burial.
A funeral is a ceremony marking a person's death. Funerary customs comprise the complex of beliefs and practices used by a culture to remember the dead, from the funeral itself, to various monuments, prayers, and rituals undertaken in their honor. These customs vary widely between cultures, and between religious affiliations within cultures. Because these practices are so vastly different from one culture to the next, and there are so many ways that death and burial are marked, we will not attempt to cover them here. Instead, you are referred to the Wikipedia article on Funerals. If your own culture's funerary rites are not covered there, you may need to do a little research on your own.

Everyday Life
Most cultures have at least two types of clothing for "everyday life" - clothing for casual situations (such as lounging around the house), and clothing for more formal situations (such as going to work). Many people have jobs that allow them to wear casual clothing to work, and many others are required to wear a suit and tie or a uniform.

You should already be familiar with the "everyday life" clothing used in your own culture - just look around!

Wedding Clothes
Wedding clothing has a wide variety across the globe, but the traditional western wedding gown and tuxedo has come to enjoy near universal acceptance.

Formal Clothes
In many cultures, people attend church in their best clothing. A suit and tie is common for men, and a formal dress is common for women. In other cultures, fancy traditional garb is worn to church, such as a sari or a kimono.

4. What is or was the customary pre-marriages for young people in your area? How is/was marriage arranged?
This requirement cannot be answered in this book because pre-marriage and marriage customs vary so widely throughout the world. However, it is likely that you are already familiar with the pre-marriage customs in your culture. If you are not, ask an older person, such as a parent, an aunt, or a grandparent.

5. List the advantages of traditional marriages over western style marriages and courtship.
A "traditional marriage", or an arranged marriage is a marriage arranged by someone other than the persons getting married, curtailing or avoiding the process of courtship. Such marriages are not uncommon in the Middle East, parts of Africa, and Asia. Other groups that practice this custom include the Unification Movement, royal families and Hindus.

Note that the term "arranged marriage" is used even if the parents have no direct involvement in selecting the spouse. The match could be selected by a matchmaking agent or trusted third party. In many communities, priests or religious leaders as well as trusted relatives or family friends play a major role in matchmaking.

Advantages of Traditional Marriages

 * Effects of Emotion Limited:
 * Proponents of arranged marriage believe that individuals can be too easily influenced by the effects of love to make a logical choice.

 * Reduction or elimination of incompatibilities
 * Marital incompatibility has been found to be the major reason for divorce, some Asian writers (especially in India) suggest that arranged marriages might promote a higher probability of success because they tend to match persons with a compatible, but not necessary identical, profile (refer to the factors considered in matchmaking). The parents or matchmaker may draw from the experience of typically at least 20 years of married life to inform their judgment.

 * Lower divorce rates
 * Many proponents of arranged marriages point to the 0% to 7% percent divorce rate for arranged marriages in contrast with a 55% divorce rate for the United States. Although the numbers differ dramatically, this is an under-researched area and there are many possible explanations for the difference. For example, the divorce rate for love marriages in India is much lower than the divorce rate in the United States although the divorce rate for arranged marriages is even lower. Perhaps the traditional culture of India exerts pressure on couples to stay married, even if the partners selected each other by a process of courtship.

6. a. Explain briefly the meaning of the term “bride price.”
Bride price, also known as bride wealth, is an amount of money or property or wealth paid to the parents of a woman for the right to marry their daughter. (Compare dowry, which is paid to the groom, or used by the bride to help establish the new household, and dower, which is property settled on the bride herself by the groom at the time of marriage.) In the anthropological literature bride price has often been explained in market terms, as payment made in exchange for the bride's family's loss of her labor and fertility within her kin group.

The practice of the bride price is found in the Bible, in the Old Testament. Exodus 22:15-16 says: ''"If a man seduces a virgin who is not pledged to be married and sleeps with her, he must pay the bride-price, and she shall be his wife. If her father absolutely refuses to give her to him, he must still pay the bride-price for virgins." NIV''

Deuteronomy 22:28-29 states similarly: "If a man find a damsel that is a virgin, which is not betrothed, and lay hold on her, and lie with her, and they be found; then the man that lay with her shall give unto the damsel's father fifty shekels of silver, and she shall be his wife; because he hath humbled her, he may not put her away all his days." KJV

b. What are the advantages of bride price.
An advantage of bride price is that it discourages the parents of a young lady from allowing their daughter to marry a man who cannot financially support her and their family. A young man must demonstrate the capacity to raise wealth before he is allowed to marry. This helps to ensure a certain level of maturity on the part of the groom.

c. Explain the disadvantages of bride price.
The obvious disadvantage of bride price is that it places a monetary value on a human being. It may also plant the idea in the groom's mind that since he "paid" for the bride, she is his "property".

7. Explain the leadership structure in your village area. (Include the chiefly system and the extended family.)
A traditional tribal chief is the leader of a tribe, or the head of a tribal form of self-government.

The notion of a "tribal chief" is rather vague and arbitrary; neither chief nor tribe is clearly defined, so in many cases other designations are used for the same institution, such as petty ruler or even headman (in a very small but autonomous community, e.g. in the jungle). In some cases they merely lead a traditional consultative entity within a larger polity, in other cases tribal autonomy comes closer to statehood.

There are many variations on it, but the most common types are the chairman of a council (usually of 'elders') and/or a (broader) popular assembly in 'parliamentary' cultures, the war chief (can be an alternative or additional post in war time), the hereditary chief, the politically dominant medicineman ('theocratic' cultures).

The term is usually distinct from chiefs at still lower levels, such as village headman (geographically defined) or clan chief (an essentially genealogical notion), as the notion 'tribal' rather requires an ethno-cultural identity (racial, linguistic, religious etc.) as well as some political (representative, legislative, executive and/or judicial) expression.

Tribal government around the world
Many minority ethnic groups in many countries have founded semi-autonomous regions in their part of the country such as the Kurds in Iraq. Also, weak governments in Africa usually have no control over far-flung regions with ethnic minorities. During the 600 BC to 200 BC Period, there were many tribes in India. The Tribal Chief, also known as Raja in those times, lead the tribe and was generally the oldest and wisest in the tribe.

In Gaelic Ireland, up to its destruction in the 16th Century, hundreds of families such as the Cunninghams, O'Neills, MacCarthys and O'Flahertys, organised as clans like tribes, were ruled by tribal chiefs of the name or taoisigh (a title later adopted for the prime minister of the Republic of Ireland), titled according to their surname as The O'Neill, The O'Flaherty etc. This system came to an end at the end of the 16th century.


text:
User talk:Ahmad awadi

-Ravichandar84 (talk) 03:53, 15 February 2008 (UTC)

title: User talk:Ahmad awadi


text:
Talk:XForms/Graph Viewer

This example need to be identified by the "Google Code Subversion Repository" to use the Save Graph button.

--Dom (talk) 06:08, 15 February 2008 (UTC)

title: Talk:XForms/Graph Viewer


text:
Talk:Issues in Anthropology: Mexico, Central America and the Caribbean

cleanup and maybe copyvio? --Remi (talk) 09:24, 15 February 2008 (UTC)


text:
Emergency Medicine/Endotracheal Intubation

Endotracheal intubation describes the technique of passing a tube through the vocal cords. A cuff is then usually inflated to provide a seal allowing positive pressure ventilation, and to protect the airway from the aspiration of gastric contents or upper airway material.

Indications for endotracheal tube (ETT) placement include: severe hypoxaemia requiring PEEP; hypercapnia with acidosis; inability to protect the airway; to control ventilation in the presence of raised intracranial (or intraocular) pressure; to facilitate certain diagnostic or therapeutic procedures; to allow administration of neuromuscular blockade

Endotracheal placement is a painful and stimulating procedure and requires induction of anaesthesia and muscular relaxation for facilitation. In cooperative patients topical anaesthesia alone can be used.

The classical technique in a starved patient undergoing elective anaesthesia describes the administration of a hypnotic (sleep inducing) drug, gentle ventilation to check for airway patency, followed by administration of a muscle relaxant. A rapid onset opiate may also be administered to blunt sympathetic response to intubation. The vocal cords are then visualised with the aid of a laryngoscope and the endotracheal tube visualised passing through them. Confirmation of endotracheal placement is sought by 3-point auscultation (both lung fields and the stomach), and capnography. The optimum position for endotracheal intubation is described as 'sniffing the morning air'. This aligns the axes of the oral cavity, pharynx and trachea. The neck is flexed (on a pillow) and the head extended. When intubating it is important not to push the laryngoscope against the persons teeth which could cause discomfort or dental deformations, and can lead to malpractice.

In the practice of emergency medicine, ideal intubating conditions as described above are rare. Patients are almost always unstarved or have other factors which may contribute to delayed gastric emptying. Additionally many patients are unstable or hypoxaemic. A technique known as 'rapid-sequence induction' is often used.

Rapid Sequence Induction

Here the step of checking airway patency prior to administration of muscle relaxation is omitted with the aim of securing the airway as quickly as possible. A pre-calculated dose of hypnotic, followed immediately by a rapidly acciting muscle relaxant, are administered. Cricoid pressure by a trained assistant is applied. As soon as adequate intubation conditions are deemed to have been obtained, direct laryngoscopy followed by endotracheal intubation is performed. In patients with suspected cervical spine injury, patients are generally removed from their hard-collars just prior to induction, and the spine is immobilised by manual in-line stabilisation. This can impair the view of the larynx with conventional laryngoscopy.

Because the ability to ventilate prior to administration of muscle is not determined, the 'can't intubate, can't ventilate' scenario is always possible. This represents an immediate threat to life, and it is important that one is familiar with a 'failed intubation drill'.

Rapid Sequence Induction Technique
Rapid sequence intubation refers to the pharmacologically induced sedation and neuromuscular paralysis prior to intubation of the trachea. The technique is a quicker form of the process normally used to induce general anesthesia. A useful framework for describing the technique of RSI is the "seven Ps".

Preparation
The patient is assessed to predict the difficulty of intubation. Continuous physiological monitoring such as ECG and pulse oximetry is put on the patient. The equipment and drugs for the intubation are planned, including the endotracheal tube size, the laryngoscope size, and drug dosage. Drugs are prepared in syringes. Intravenous access is obtained to deliver the drugs, usually by placing one or two IV cannulae.

Preoxygenation
The aim of preoxygenation is to replace the nitrogen that forms the majority of the functional residual capacity with oxygen. This provides an oxygen reservoir that will delay the depletion of oxygen in the absence of ventilation (after paralysis) for up to 8 minutes (to an oxygen saturation of 90%) in the healthy adult. This time will be significantly reduced in obese patients, ill patients and children. Preoxygenation is usually performed by giving 100% oxygen via a tightly fitting face mask.

Pretreatment
Pretreatment consists of the medications given to specific groups of high-risk patients 3 minutes before the paralysis stage with the aim of protecting the patient from the adverse effects of introducing the laryngoscope and endotracheal tube. Intubation causes increased sympathetic activity, an increase in intracranial pressure and bronchospasm. Patients with reactive airway disease, increased intracranial pressure, or cardiovascular disease may benefit from pretreatment.

Paralysis with induction
With standard intravenous induction of general anesthesia, the patient typically receives an opioid, and then a hypnotic medication. Generally the patient will be manually ventilated for a short period of time before a neuromuscular blocking agent is administered and the patient is intubated. During rapid sequence induction, the person still receives an IV opioid. However, the difference lies in the fact that the induction drug and neuromuscular blocking agent are administered in rapid succession with no time allowed for manual ventilation.

Commonly used hypnotics include thiopental, propofol and etomidate. Commonly used neuromuscular blocking agents used include succinylcholine and rocuronium. The neuromuscular blocking agents paralyze all of the skeletal muscles, most notably and importantly in the oropharynx, larynx, and diaphragm. Opioids such as fentanyl may be given to attenuate the responses to the intubation process (accelerated heart rate and increased intracranial pressure). This is supposed to have advantages in patients with ischemic heart disease and those with brain injury (e.g. after traumatic brain injury or stroke). Lidocaine is also theorized to blunt a rise in intracranial pressure during laryngoscopy, although this remains controversial and its use varies greatly. Atropine may be used to prevent a reflex bradycardia from vagal stimulation during laryngoscopy, especially in young children and infants. Despite their common use, such adjunctive medications have not been demonstrated to improve outcomes.

Positioning
This phase consists of appropriately positioning the patient to facilitate intubation. The optimal position to open up the airway is usually described as a "sniffing" position, with head extension and flexion of the neck on the body. This is usually done by placing a pillow under the head of the patient and extending the head. However, some evidence exists that head extension alone results in similar ease of intubation.

Sellick's maneuver, or cricothyroid pressure, may also be used in this phase.

Placement of tube
During this stage, laryngoscopy is performed to visualize the glottis. The endotracheal tube is then passed in between the vocal cords, and a cuff is inflated around the tube to hold it in place and prevent aspiration of stomach contents.

The position of the tube in the trachea can be confirmed in a number of ways, including observing increasing end tidal carbon dioxide, aspiration, chest movement and misting of the tube.

Postintubation management
Malpositioning of the endotracheal tube (in a bronchus, above the glottis, or in the oesophagus) should be excluded by performing a chest X-ray.


text:
Zulu/Lesson 6

=Ngithanda ukudlala ibhola=

In this lesson, we learn how to express likes and dislikes. To this end, we introduce and explain how to use infinitives e.g. 'to play'. A number of verbs are also introduced.

Ubhuti usebenzela i-Eskom

 * uNandi: Sawubona Philani!
 * uPhilani: Yebo sawubona Nandi!
 * uNandi: Unjani?
 * uPhilani: Ngisaphila, wena unjani?
 * uNandi: Nami ngiyaphila.
 * uPhilani: Unobhuti angithi?
 * uNandi: Yebo, nginobhuti.
 * uPhilani: Ubhuti usebenzaphi?
 * uNandi: Ubhuti usebenzela i-Eskom.
 * uPhilani: Eish, yena uyasebenza kakhulu angithi?
 * uNandi: Yebo, manje uyasebenza kakhulu. Wena unobhuti?
 * uPhilani: Cha, anginaye ubhuti.
 * uNandi: Hamba kahle.
 * uPhilani: Sala kahle.

When "na" is used in the negative, we just drop the first letter of the noun then add the na. So, to say I do have not a sister: Angi+na+sisi becomes 'Anginasisi'. We have also introduced the word angithi, which also be used instead of na or intonation.

Ngithanda ubisi noshizi
Funda

''Sanibona! NginguThato wakwaNdlovu. Ngineminyaka engu-21 ubudala. Ngingumfundi. Ngifunda eWits. Ngifundela ukuba i-Accountant. Ngineminyaka engu-3 ngifunda. Ngifunda ngokuzimisela,futhi ngithanda ukudlala ibhola. Ngiphuza ubhiya newayini kodwa ngithanda ubisi noshizi futhi. Ngiyajabula ukunazi!''

Notice the use of uku- as a prefix, it means 'to' so if we want to say I like to play, for instance, we simply put uku- onto the second verb as its prefix 'Ngithanda ukudlala'. Also notice the use of na-, it links two nouns with coalescence - merging - and means either 'with' or 'and'.

In the above table, we have introduced additional nouns. The nouns beginning with u- below to class 1a and those with i- to class 3. At this stage, you should be able to understand the whole passage.

Negation
Funda

''Ugogo wami akathandi ukubhema. Yena akalithandi ikofi newayini. Akaluphuzi ubisi kodwa uyawudla ushizi. Akawudli utamatisi. Ngiphuza ubisi namanzi kodwa angiphuzi ubhiya. Obhuti bathanda ukuphuza umqombothi. Abaphuzi iwayini.''

The passage above illustrates how to form negatives in the present tense. We add an 'a' before the subject concord and change the final letter of the verb to an 'i'. But this still raises questions, what happens when the first letter of the subject concord is a 'u'? Well in that case, it becomes a little more complicated. The table below show a summary of what happens.

Summary

 * We can say that we don't have a family member or an object. Anginagogo.
 * We can say what we like and dislike. Ngithanda/angithandi
 * We can tell people what we like to do and what don't like to do. Ngithanda ukudlala/ Angithandi ukudlala.
 * We have learnt how to negate verbs in the present. Akathandi ubisi. Awuthandi ushizi.

title: Zulu/Lesson 6


text:
Haskell/Kinds

Kinds for C++ users

 * * is any concrete type, including functions. These all have kind *:
 * * -> * is a template that takes one type argument. It is like a function from types to types: you plug a type in and the result is a type. Confusion can arise from the two uses of MyData (although you can give them different names if you wish) - the first is a type constructor, the second is a data constructor. These are equivalent to a class template and a constructor respectively in C++. Context resolves the ambiguity - where Haskell expects a type (e.g. in a type signature) MyData is a type constructor, where a value, it is a data constructor.

 * * -> * -> * is a template that takes two type arguments

 * (* -> *) -> * is a template that takes one template argument of kind (* -> *)

title: Haskell/Kinds


text:
User talk:Fachef

-Ravichandar84 (talk) 11:53, 15 February 2008 (UTC)

title: User talk:Fachef


text:
User talk:Gabriela~enwikibooks

-Ravichandar84 (talk) 11:54, 15 February 2008 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Gabriela. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Gabriela~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:10, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:59, 19 April 2015 (UTC)

title: User talk:Gabriela~enwikibooks


text:
User talk:Praizee4ever

-Ravichandar84 (talk) 11:56, 15 February 2008 (UTC)

title: User talk:Praizee4ever


text:
User talk:Pushkarvkulkarni

-Ravichandar84 (talk) 12:21, 15 February 2008 (UTC)

title: User talk:Pushkarvkulkarni


text:
User talk:Tonyblu~enwikibooks

-Ravichandar84 (talk) 12:56, 15 February 2008 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Tonyblu. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Tonyblu~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:48, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:36, 19 April 2015 (UTC)

title: User talk:Tonyblu~enwikibooks


text: User:Ravichandar84/Pages Created by Me

title: User:Ravichandar84/Pages Created by Me


text: User talk:121.1.53.45

title: User talk:121.1.53.45


text:
User talk:Nautilus7

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--AdRiley (talk) 14:25, 15 February 2008 (UTC)

title: User talk:Nautilus7


text:
Famous Theorems of Mathematics/Algebra/Linear Transformations

Lemma for the eigenspace
All eigenvectors of the linear transformation A that correspond to the eigenvalue λ form a subspace L(λ) in L.

Proof by Shilov (1969)
In fact, if Ax1 = λx1, and Ax2 = λx2, then
 * A(αx1 + βx2) = αAx1 + βAx2 = αλx1 + βλx2 = λ (αx1 + βx2)

with which the statement in the lemma is proven.

Lemma for linear independence of eigenvectors
Eigenvectors x1, x2, ..., xn of the (linear) transformation A with respective pairwise distinct eigenvalues λ1, λ2, ... , λn, are linearly independent.

Proof by Shilov (1969)
This statement is proved by induction to number n. It is obvious that for n = 1 the lemma is true. Suppose that the lemma is true for all n – 1 eigenvalues of the transformation A; it remains to show that it is true for all n eigenvectors of the transformation A. Suppose a linear combination of n eigenvectors of the transformation A is 0:
 * α1x1 + α2x2 + ... + αnxn = 0.

Applying transformation A to this identity, one has
 * α1λ1x1 + α2λ2x2 + ... + αnλnxn = 0.

Multiply the first equation by λn and subtract from the second one; one obtains
 * α1(λ1 – λn)x1 + α2(λ2 – λn)x2 + ... + αn – 1(λn – 1 – λn)xn – 1 = 0,

from where by induction all coefficients must be zero. Distinct eigenvalues have nonzero difference, so each αi = 0 for i < n; the first equation reduces to
 * αnxn = 0

which means αn = 0, too. Consequently, all coefficients αi are 0. Therefore, the vectors x1, x2, ..., xn are linearly independent.


text:
Transwiki talk:Passé composé

Untitled
This should be integrated with French

title: Transwiki talk:Passé composé


text: Wikibooks:Requests for deletion/Advanced Network Administration & Management Course


text:
User talk:Sumit.hingu

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 16:27, 15 February 2008 (UTC)

title: User talk:Sumit.hingu


text:
User talk:Sumit17hingu

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 16:27, 15 February 2008 (UTC)

title: User talk:Sumit17hingu


text:
User talk:TheGeneral~enwikibooks

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 16:28, 15 February 2008 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called TheGeneral. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name TheGeneral~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:47, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:35, 19 April 2015 (UTC)

title: User talk:TheGeneral~enwikibooks


text:
User talk:Trollh8r

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 16:28, 15 February 2008 (UTC)

title: User talk:Trollh8r


text:
User talk:One Salient Oversight

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 16:28, 15 February 2008 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called One Salient Oversight. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name One Salient Oversight~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

title: User talk:One Salient Oversight


text:
User talk:Bolm

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 16:56, 15 February 2008 (UTC)

Copyright problem with Image:Blender see.png

 * If you're the creator of this image, then you must upload it under a free license. A fair use claim for self-made media is invalid. Please see WB:MEDIA for details, or ask on my talk page. – Mike.lifeguard  | talk 16:56, 15 February 2008 (UTC)

title: User talk:Bolm


text:
User talk:Andrzej.romantowski

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. -- Herby talk thyme 17:01, 15 February 2008 (UTC)

title: User talk:Andrzej.romantowski


text:
Template talk:Non-free use rationale

I have commented out the |must use parameter since it seems redundant to |rationale. I think the remaining parameters provide an adequate rationale when filled in, but we can rename |must use if something is missing. – Mike.lifeguard  | talk 17:06, 15 February 2008 (UTC)

title: Template talk:Non-free use rationale


text: User talk:41.226.229.167

title: User talk:41.226.229.167