text:
Jim Broyhill

James Thomas "Jim" Broyhill (August 19, 1927 – February 18, 2023) was an American businessman and politician from North Carolina. A member of the Republican Party, he served in both chambers of the United States Congress as a member of the United States House of Representatives from 1963 to 1986 and briefly a member of the United States Senate in 1986. He represented much of the Foothills region of the state in the U.S. House of Representatives from 1963 to 1986, and served in the U.S. Senate for nearly four months in 1986. He had a career in the furniture industry before entering politics.

Biography
Broyhill was born in Lenoir, North Carolina, the youngest of four children related to furniture magnate James Edgar Broyhill and the former Satie Hunt. The senior Broyhill was a member of the Republican National Committee for 28 years. However, for most of that time the party was sparsely supported within the Southern United States, including North Carolina. After attending the University of North Carolina at Chapel Hill, Jim Broyhill joined his father's company in 1945 and served in various capacities there until 1962. He was also active in several state industry associations, as well as a civic leader in Lenoir.

Congress
Broyhill believed there needed to be a more competitive election landscape in North Carolina, and that he could play a role in strengthening the Republican party by running for office himself.

Broyhill made his first run for elected office in 1962 for North Carolina's 9th congressional district. Broyhill was the unexpected beneficiary of redistricting after the 1960 census, which cost North Carolina a congressional district. The Democratic-controlled General Assembly saw a chance to get rid of the then lone Republican in the congressional delegation, Charles R. Jonas of the Charlotte area, by re-drawing his district from under him. In the process, they shifted some strongly Republican areas into the 9th, a district where growing Republican influence had kept five-term Democrat Hugh Quincy Alexander from establishing a foothold. At the same time, they shifted some strongly Democratic areas of the 9th into the new 8th district designed to defeat Jonas. However, the plan backfired disastrously when Jonas handily defeated 8th district incumbent Alvin Paul Kitchin and Broyhill defeated Alexander by just under one percentage point in an upset.

Broyhill never faced another contest nearly that close again. Due to his very conservative stances on nearly all issues and an emphasis on taking good care of his constituents (most of whom had never been represented by a Republican before), he became very popular in his district. He won reelection by 11 points in the midst of the gigantic Democratic landslide of 1964, in which Lyndon B. Johnson carried 87 of North Carolina's 100 counties. Broyhill won reelection 10 times thereafter, never receiving less than 54 percent of the vote and only winning by less than 10 points twice in what became the most Republican district in North Carolina. His district was renumbered the 10th in 1969.

A highlight of his long service in the House was his leadership role in creating the U.S. Consumer Product Safety Commission.

U.S. Senate
On June 29, 1986, Senator John Porter East, who was not seeking re-election, committed suicide. Broyhill already had won the Republican nomination for the race to succeed East, and Governor James G. Martin appointed Broyhill to the seat for the remainder of the term. The plan was to give Broyhill an incumbency advantage over the Democratic nominee, former Governor Terry Sanford. However, Sanford narrowly defeated Broyhill in November and took office immediately.

Later career
Broyhill later served as chairman of the North Carolina Economic Development Commission and then as the state's Secretary of Commerce.

He retired from politics in 1991 but was appointed to the board of trustees of Appalachian State University two years later.

Broyhill was inducted into the North Carolina Republican Party Hall of Fame and the Lenoir, North Carolina Post Office was renamed in his honor. At the time of his death, he resided in Winston-Salem, North Carolina with his wife of 71 years, Louise Robbins Broyhill, who he married in June 1951. He had a daughter, Marilyn Beach, and two sons, Ed and Phillip (died March 1, 2014). His daughter Marilyn and his son Ed also resided in Winston-Salem. He had six grandchildren; Elizabeth Broyhill Morris, James Broyhill, Penn Broyhill, Laura Beach Dugan, Lindsay Beach Grdina, and Ashley Beach Brooks. His son Ed was a candidate for the Republican nomination in the 5th congressional district in 2004.

Death
Broyhill died at Arbor Acres United Methodist Retirement Community from complications from congestive heart failure in Winston-Salem, North Carolina, on February 18, 2023, at age 95.

title: Jim Broyhill


text:
Japanese Navy (disambiguation)

Japanese Navy can refer to:
 * the Imperial Japanese Navy, 1868–1945
 * the Japan Maritime Self-Defense Force, 1954–present

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

title: Japanese Navy (disambiguation)


text:
User:FrankH

Some day I will have to get around to doing something with this page. For now, this page - except for this text - is intentionally left blank...

Hello, FrankH. I hope you look here sometimes. I just saw your nice picture of the Helium atom. Could you please make a small change to it: The unit "fermi" was en vogue years ago, but is now officially called femtometer (fm).HPaul 09:45, 30 March 2007 (UTC)

title: User:FrankH


text:
Jan Miner

Jan Miner (October 15, 1917 – February 15, 2004) was an American actress best known for her role as the character "Madge", the manicurist in Palmolive dish-washing detergent television commercials beginning in the 1960s.

Early life and career
Jan Miner, the daughter of a dentist and a painter, whose siblings included three brothers, Sheldon, Donald and Lyndsey, studied at the Vesper George School of Art in her native Boston, Massachusetts. She went on to study acting with Lee Strasberg and others before making her stage debut in 1945 in a Boston production of Elmer Rice's Street Scene.

Miner then became a well-established actress on radio, and through the 1950s was one of many busy performers working in multiple series simultaneously. Among other roles, she was one of three sequential actresses who voiced secretary Della Street on Perry Mason, one of five to play girlfriend Ann Williams on Casey, Crime Photographer, and Mary Wesley on Boston Blackie.

Miner played featured roles in the 1948-1950 dramatic anthology series Radio City Playhouse ("Soundless", "Portrait of Lenore," et al.). It was, though, her appearance in the premiere broadcast of the series that "created a minor sensation in the play Long Distance"; the episode proved so popular that she repeated her performance later in the season.

From circa 1948 through some time before the series ended in 1957, Miner, eventually succeeded by Grace Matthews, starred as Julie Erickson, head of the titular orphanage in the revival of the 1937–1941 soap opera Hilltop House. The series was sponsored by the Colgate-Palmolive Company, for which she would later appear in a famous, long-running series of television commercials.

Broadway career
As radio drama faded with the popularity of television, Miner made her New York City theater debut in the 1958 melodrama Obbligato at Theatre Marquee, adapted by Jane Hinton Gates from the novel Une Ombre by Paul Vialar; Miner starred as a spinster in romantic competition with her younger sister, played by Carol Vandermeir. Her Broadway debut came two years later, in the (April 6–7, 1960) advertising-world comedy Viva Madison Avenue!, by George Panetta, at the Longacre Theatre.

Television icon
Miner appeared on television in, among other shows, Boston Blackie and Casey, Crime Photographer, in roles she originated on radio. But she became an icon to TV viewers as Madge, the wisecracking manicurist in commercials for Palmolive dish-washing detergent. In an advertising campaign created by the agency Ted Bates Advertising, Miner played Madge, who worked at the Salon East Beauty Parlor and soaked her customers’ fingernails in Palmolive ("Palmolive softens hands while you do the dishes"). The campaign ran from 1966 to 1992.

Miner's Palmolive commercials would appear in France (where Madge was "Françoise"), Germany, Switzerland, and Austria (in all three as "Tilly"), Finland (as "Marissa"), Denmark (as "Sylvia"), and Italy. In Australia and New Zealand, the Madge character was played by Robina Beard.

Madge's trademark line became one of the more famous and parodied television commercial quotes: You're soaking in it. – Miner as Madge Miner was a regular on the 1974 CBS situation comedy Paul Sand in Friends and Lovers in which she played the mother of the character portrayed by Paul Sand.

Theater and film career
Following her 1960 debut, Miner appeared on Broadway in The Milk Train Doesn't Stop Here Anymore (1963) and Butterflies Are Free (1972) (in each as an understudy); the 1973 revival of The Women; the 1976 revival of The Heiress with Jane Alexander; the 1980 revival of Watch on the Rhine, by Lillian Hellman; the 1983–1984 Circle in the Square Theatre revival of Heartbreak House, with Rex Harrison, Philip Bosco, Rosemary Harris, Amy Irving, Dana Ivey, and Stephen McHattie; and the Franco Zeffirelli productions of Terrence McNally's adaptation of The Lady of the Camellias (1963) and Eduardo De Filippo's Saturday Sunday Monday (1974). Her Shakespearean roles on Broadway included Emilia in the American National Theater and Academy production of Othello (1970), starring Moses Gunn; and as Juliet's nurse in director Theodore Mann's Circle in the Square production of Romeo and Juliet (1977). Other theater work included Major Barbara.

In 1986, Miner appeared at the Off Broadway Lucille Lortel Theatre as Gertrude Stein in the play Gertrude Stein and a Companion, by Win Wells, with Marian Seldes as Alice B. Toklas. Miner and Seldes reprised the roles in a June 1987 television version for the cable network Bravo. Miner also appeared for six seasons in repertory roles at the American Shakespeare Festival in Stratford, Connecticut.

Miner played Lenny Bruce's mother, Sally Marr, in the Bob Fosse film Lenny (1974) alongside Dustin Hoffman (Lenny Bruce) and Valerie Perrine (Honey Bruce). She also appeared in The Swimmer (1968), Willie & Phil (1980), Endless Love (1981), and as the Mother Superior in Mermaids (1990). Her latter-day work in television included an episode of Law & Order.

Personal life
Miner was married to actor and writer Richard Merrell (1925–1998) for 35 years until his death from heart failure at age 73, on September 13, 1998. The two often appeared together onstage, including in The Gin Game at the Missouri Repertory Theater, prior to its renaming as the Kansas City Repertory Theatre in 2004, as well as in Night Must Fall, High Spirits, and what Miner called their favorite play together, Eugene O'Neill's Long Day's Journey Into Night at the Byrdcliffe Theater in Woodstock, New York.

Miner also adopted a daughter in the early 1960s named Molly Rose. A resident of Southbury, Connecticut in her later years, Miner died at the Bethel Health Care Facility in Bethel, Connecticut, after having been in failing health for several years. She was cremated after her death.

title: Jan Miner


text:
Gaya Line

The Gaya Line is a railway line of Korail in Busan Metropolitan City, South Korea, connecting Sasang on the Gyeongbu Line with Beom-il on the Donghae Line via Gaya, where the line also connects to the Bujeon Line.

History
The 8.3 km line was originally opened by the Chosen Government Railway on 10 June 1944 as the Busan Marshalling Yard Line between Sasang and Busanjin; after the end of the Pacific War and the subsequent partition of Korea the line was taken over by the Korean National Railroad, which renamed it Gaya Line on 1 September 1955. On 21 January 1968 the line's terminus was changed from Busanjin to Beom-il.

On 2 December 2002 commuter passenger service on the line was discontinued, and on the 28th electrification and double-tracking of the line was completed.

title: Gaya Line


text:
User talk:FrankH

If you want to say something to me, say it here and I will check it...

Deletion of school article
I'm not a non-deletionist, just less of a deletionist than I used to be. :) Having said that, I have a generally inclusionist view of school articles. There is some relevant discussion on the deletion of schools at WikiProject Schools which you might want to read, along with a lot of discussion and not much consensus at Wikipedia talk:Deletion policy/schools.

The page was marked for deletion on October 10th, so that would have showed up as an edit on your watchlist. If you feel the deletion was a violation of Deletion policy despite the majority of voters asking for it to be deleted, then you could try listing it at Votes for undeletion (VfU), but this does not guarantee the vote will go differently a second time. Please don't just recreate it without going to VfU since that would make it a Candidate for speedy deletion. Angela. 21:35, Jan 4, 2005 (UTC)

 * Hi Frank, I noticed your comment on Angela's user page, so I took a look at the last revision of your article. What I saw was borderline—it wouldn't have done any harm to keep it (I personally wouldn't have voted on it) but once challenged it would be hard to restore.

 * What I see is this. The article is pretty much simply descriptive, not really telling very much about the school other than it exists. A few things occur to me that the article doesn't answer: Who started the school? When? Why? Were the local public schools bad? Were the founders trying to accomplish something special? An all-girls middle school? Why? Is there a problem for girls that age (one of my girls is that age, so I have an idea) where you are in a co-ed population? What is their view toward a girl's role in life? Does the school have a feminist bent? Or a traditionalist bent? Any attitude toward religious or moral teachings? Is the population at your significantly different from the public school community. Is this just for grades 6-8? Where were the girls before? Where will the girls be at high-school age?

 * If you feel you can answer some of those questions in an informative article which sets aside your middle school from the umpty-thousands of middle schools across the US, simply write the article (NOT the same article rehashed) and post. If it is not the same as the article that was deleted, it can stand on its own, and if it answers some of my question, it very likely wouldn't be deleted if someone were to post it on VfD again. Cheers, Cecropia | explains it all ® 01:46, 10 Jan 2005 (UTC)

 * Hi Cecropia, Thanks for your comments and suggestions.  I will take your suggestions and write a new article!  Thanks for the feedback.  But I have one question - where did you find the text of the original article I posted?  If you have it would you please post it here?  I couldn't find it anywhere and I did not keep a copy for myself.  I promise to not just repost it and will definately answer many of the questions you asked before I repost it.  Thanks again. -- FrankH 20:05, 10 Jan 2005 (UTC)

Text of school article
Admins can access deleted articles until the articles are permanently erased by the developers, which is one of those "whenever they get around to it" issues. The text is below. Good luck! Maybe you'll let me know when your new article is posted. -- Cheers, Cecropia | explains it all ® 21:30, 10 Jan 2005 (UTC)

Article text
The Girls’ Middle School (GMS) is a private all girls' school for grades 6, 7 and 8 in Mountain View, California.

Although GMS is a private school they attempt to maintain an economically and socially diverse student body by offering scholarships to students who would not otherwise be able to attend due to the cost.

GMS emphasizes science, math, computer science, entrepreneurial skills, Spanish, social and emotional learning, woodshop, pottery, art and organizational skills – in addition to the normal subjects of a middle school. There is usually a week of science camp in 6th grade, a one week trip to Washington, D.C in 7th grade and a 10 day trip to Mexico in 8th grade where they can use the Spanish they have learned at school.

External link

 * The Girls' Middle School

Atomic Imagage
I made a vector version of your atomic picture..

Just check that its correct ;) Yzmo 20:51, 17 April 2007 (UTC)

title: User talk:FrankH


text:
Talk:Gaya Line

Untitled
Is this line still in use? I can't recall ever having seen a hahaeng train at Gupo bound anywhere except Busan Station. -- Visviva 15:06, 12 March 2006 (UTC)

title: Talk:Gaya Line


text:
Bujeon Line

The Bujeon Line is a short railway line serving Busan, South Korea. The line connects Gaya on the Gaya Line to Bujeon on the Donghae Nambu Line, without intermediary stops. It is roughly 2.2 kilometers in length.

title: Bujeon Line


text: Talk:Bujeon Line

title: Talk:Bujeon Line


text:
User:Cesdep

Whee! Visit The Center for Student Developed Education Policy and The Student Activism Council.

title: User:Cesdep


text:
User talk:Cesdep

Welcome
Hello, welcome to Wikipedia.

You might find these links helpful in creating new pages or helping with the above tasks: How to edit a page, How to write a great article, Naming conventions, Manual of Style. You should read our policies at some point too.

If you have any questions, see the help pages, add a question to the village pump or ask me on my talk page. I hope you enjoy editing here and being a Wikipedian!

 * If you made any edits before you got an account, you might be interested in assigning those to your username.

 * You can sign your name using three tildes, like this: . If you use four, you can add a datestamp too.

 * If you ever think a page or image should be deleted, please list it at the votes for deletion page. There is also a votes for undeletion page if you want to retrieve something that you think should not have been deleted.

Again, welcome! - Flockmeal 04:06, Mar 10, 2004 (UTC)

title: User talk:Cesdep


text:
User:Sj/artofefficiency

General WP design
See User:EvanProdromou and wikitravel for better margin-navigation design. See Evan's page on wt for a concisely productive userpage.

Contextual Lists
Comment on VfD listing for MediaWiki:Religiousfigures:
 * There is surely a place for such dense contextual lists[CLs], for navigation, cleanup/parallelization, and organization of overview articles. Some people (I am among them) might wish to have at least one CL associated with every article, in addition to the links interleaved with the text.  Most of the complaints I see listed here could be addressed by better defining the purpose of the list (the average list starts life as a jumble of a few distinct lists which are unconsciously bundled together),  making it more comprehensive but at the same time less detailed, and perhaps applying it differently (not including it bodily as a sidebar).
 * where should good style and good interface design dictate such lists go? In a navbar along the side, top or bottom?  In a collapsible floating js box anchored to some corner of the reader's screen?  Hidden behind a "context" link for each article, perhaps with its own namespace?  ( a central concept such as "wristwatch" might have 5 different major context lists -- /time (concept)/, /tools/, /fashion/, /design (engineering)/, /social norms/ -- and a catalogue of minor ones -- /Dick Tracy gadgets/, /Douglas Adams vignettes/, &c. )
 * what guidelines should we use to quickly expand a necessarily-POV and often-vague start into a well-defined and uniformly-detailed list? How are these guidelines different from those for writing balanced articles?

Some examples...

Page UI Notions
Page design: collapsible / meshable. Talk design: threadable, filterable. History design: filterable, threadable. [vandalism should be out-of-thread; users should be allowed to identify edit threading, even if most don't] Feedback: to site maintainer, to editor, to page creator, to page 'owners' [anyone who wants that association with a page], to all page watchers [talk page... almost]. Contact: "email this user", "drop TALK note", ? toolboxes: ? todo lists: ? workspaces/sandboxes: ?

Interlang Links, Translation Coordination
(started on Iso's talk page.)

What I really was getting at w/ the interlang links is:
 * 1) the person making the link often makes small mistakes -- linking an adjective in en: to an adverb in de: or even to a noun; linking a political movement to a particular political group w/ similar name; etc.
 * 2) the translations need to somehow be kept up to date.
 * 3) some arts are pure translation -- ja: has no info (online, in its userbase) to reproduce the version in fr:, so it needs an expert fr:-->ja: translator to really get the target art right; a partial transl is good, but should somehow be noted as imperfect
 * 4) there's no way to request a translated art -- or to see that one exists in other langs for translation.

Potential Solutions

 * 1) an interlang "requested pages" special page, which provides some automated translation of each page name into your preferred language; it would be awesome to see that irony was a much-requested but absent page in es:, with a link to the es: page and one to possibly-matching en: and fr: pages.
 * 2) multi-lingual / synonym searching for a matching title, so you can say "search for all synonyms of 'cake'" or "search fo 'cake' in de: and fr:" and see how many possibly-related art titles exist.
 * 3) a translator project that works over major arts, from largest categories and most popular topics down, and tries to unify
 * 4) * category structure / distribution
 * 5) * category substructure / naming conventions
 * 6) * navigation and template structure
 * 7) * lang links [many arts are linked from en: when they are translated to a new lang, but if they are already in 4 langs, the other 3 langs don't get the new trans-lang link]
 * 8) * quality assurance (maintenance of lists of "partly-" and "barely-translated" arts to help translators who want to find arts for language copyediting)
 * 9) a lock-step 'recent changes' setup which makes merging the latest changes from a variety of langs easy.  For instance: Marilyn Monroe gets heavily updated, independently, in 4 langs.  A potential translator comes along... The following are answerable questions, particularly if we use en: as a lingua franca(sic) and accept piecemeal updating of the en: version to/from each other lang --
 * 10) * Who merges these updates?
 * 11) * When was the last time the various arts were unified?
 * 12) * What is the diff b/t the current rev and the last-unified rev, for en: and a given lang?
 * 13) * Is one lang particularly out of date?
 * 14) * Which translators / contributors were interested in this art at some point?
 * 15) More details on that last point:
 * 16) * Offer editors the option of saying "this version is synched with this other version (presumably across languages)", so that later one can look at the changes since last synch in each language, to speed merging of the updates.
 * 17) * Discussion with Brion on #mw today (+sj+ 10:40, 2004 Mar 17 (UTC)); "when PHP introduces an AI interface, I'll get right on it".

Current work
Is there already a project page about this? My lang skills are broad and poor, not good enough to spearhead any kind of translation, but I would be glad to sharpen them on such a project, half an hour at a time, and bet many other WPans would too. +sj+ 20:52, 2004 Mar 12 (UTC)

 * Here's a Sister projects proposals list, for coor'n with Wiktionary et al. (which could eventually include large corpuses of string-translations...? if they get their data model ironed out.)

Wiki Syntax, Markup
Meatball ideas | Restructured Text for Python (ca. 10/2002) | transclusion | Latex formatting extended to a variety of domains invoking external scripts (chemical structures/images, ascii/magic-eye art, &c.)

title: User:Sj/artofefficiency


text:
Daegu Line

The Daegu Line is a railway line in South Korea. The line connects Gacheon station on the Gyeongbu Line in Daegu to Yeongcheon on the Jungang Line. The line is served by frequent passenger trains between Seoul (via the Gyeongbu Line), Dongdaegu, and Gyeongju, Pohang and Ulsan (via the Jungang and Donghae Nambu Lines).

History
The first section of the Daegu Line was opened in 1917, between Daegu and Hayang. The line was extended to the Haksan station in Pohang until 1919 as follows:

A branch was opened from Gyeongju to Ulsan on October 25, 1921.

The sections from Gyeongju to Pohang and Ulsan were integrated into the Donghae Nambu Line on December 16, 1935. On 1 July 1938 the reconstruction of the section Daegu–Yeongcheon was complete with the standard gauge. On 1 December 1938 the section Yeongcheon–Gyeongju became a part of the Gyeonggyeong Nambu Line (the southern part of the Jungang Line), which was established on April 1, 1942. At the same time the present section was renamed the Daegu Line.

Upgrade
The 14 km section from Dongdaegu to Cheongcheon was replaced by a new alignment that takes the Daegu Line to meet the Gyeongbu Line at Gacheon, lengthening the Dongdaegu–Cheongcheon line distance to 16.5 km. The Dongdaegu to Cheongcheon rail distance changed to 38.4 km, line proper from Gacheon to Yeongcheon is 29.0 km long. The project was launched in August 1997 with a planned completion in 2000, but economic difficulties and planning changes delayed completion, the line relocation was finally inaugurated on November 3, 2005. Part of the project was the replacement of a 1.3 km branch to Daegu Airport from the old alignment with a 9.04 km spur line paralleling the highway west from Cheongcheon to the airport, finished a year later.

The Daegu Line was considered for an upgrade to a double-tracked, electrified railway in a straighter, 34.9 km long alignment from 2000. Detailed plans were prepared by 2009, the foreseen budget was 988.042 billion won, and the completion of the project was set for 2017. On September 1, 2010, the South Korean government announced a strategic plan to reduce travel times from Seoul to 95% of the country to under 2 hours by 2020. As part of the plan, the Daegu Line is to be set out for 230 km/h and may see KTX service. On 28 December 2021, electrification was completed.

title: Daegu Line


text:
User talk:Daggath

Hi. Are you ***********? RickK 04:11, 10 Mar 2004 (UTC)

Yes I am. Why? did I do something wrong? ( Oh and my friend sometimes uses this account too... but generaly not, the reason he doesn't get his own is becuase he gets on the net like once a week and on wiki even less... ) (He suggested that I create the a page... )Daggath 7:43 P.M., 10 March 2004 (PST)

I just went to the delete page... I saw the reasons for its deletion. I am new to actually using my account, and as such I have now decided to help, when i can, correnting or suggesting deleting the very obviously useless pages. Thank you. 04:26, 11 Mar 2004 .( UTC I think...)

Hi there. Welcome to Wikipedia. Don't worry about your early screwups - it happens to a lot of people. Just be careful when adding stuff that you've been closely involved with. Also keep in mind that if you can't really imagine someone coming to Wikipedia wanting that information, then it probably isn't needed.

That said, I hope you like it here and choose to stay. You might want to drop us a note at New user log to introduce yourself.

You can sign your name on talk pages by using " " for your username and " ~ " for your username and a timestamp.

Here are a few other useful links:

Welcome is a good place to start. How does one edit a page gives editing help. Manual of Style gives formatting info. Policies and guidelines tell about the principles we operate on. It's important, but don't try to read it all now. Help covers a broad range of useful topics. Village pump is a place to ask questions. Show preview explains how to double-check your edits before saving.

You should also feel free to drop me a question on my talk page. I'll answer if I'm here.

Happy editing, Isomorphic 08:10, 14 Mar 2004 (UTC)

Please don't put the speedy deletion notice on articles that are currently on votes for deletion. Thanks, Dori | Talk 16:34, Mar 14, 2004 (UTC)

title: User talk:Daggath


text:
Peace Bridge

The Peace Bridge is an international bridge over the Niagara River between Canada and the United States, located just north of the river's source at the east end of Lake Erie about 20 km upriver of Niagara Falls. It connects Buffalo, New York, in the United States to Fort Erie, Ontario, in Canada. It is operated and maintained by the bi-national Buffalo and Fort Erie Public Bridge Authority.

The Peace Bridge consists of five arched spans over the Niagara River and a Parker deck-type truss span over the Black Rock Canal on the American side of the river. The length is 5800 ft. Material used in the construction included 3500 ft of steelwork, 9,000 tons of structural steel and 800 tons of reinforcing steel in the concrete abutments. The Peace Bridge was named to commemorate 100 years of peace between the United States and Canada. It was constructed as a highway bridge to address pedestrian and motor vehicle traffic which could not be accommodated on the International Railway Bridge, built in 1873.

History
The building of the Peace Bridge was approved by the International Joint Commission on August 6, 1925. Edward Lupfer served as chief engineer. A major obstacle to building the bridge was the swift river current, which averages 7.5 to 12 mph. Construction began in 1925 and was completed in the spring of 1927. On March 13, 1927, Lupfer drove the first car across the bridge. On June 1, 1927, the bridge was opened to the public.

The official opening ceremony was held two months later, on August 7, 1927, with about 20,000 in attendance. The festivities were transmitted to the public via radio in the first international coast-to-coast broadcast. Newspapers at the time estimated that as many as 50 million listeners may have heard the broadcast.

The dignitaries who took part in the dedication ceremonies included The Prince of Wales (the future Edward VIII), Prince George, Canadian Prime Minister William Lyon Mackenzie King, British Prime Minister Stanley Baldwin, U.S. Vice President Charles Dawes, Secretary of State Frank Kellogg, New York Governor Al Smith and Ontario Premier Howard Ferguson.

When the bridge opened, Buffalo and Fort Erie each became the chief port of entry to their respective countries from the other. At the time it was the only vehicular bridge on the Great Lakes from Niagara Falls to New York. The bridge remains one of North America's important commercial ports with four thousand trucks crossing it daily.

After new toll facilities were installed on the Canadian side in 2005, the Peace Bridge became the first E-ZPass facility outside the United States. There are no fees for entering the US.

Alternatives
The Peace Bridge is one of the busiest on the Canada–United States border, with over one million trucks crossing it each year and delays of up to almost four hours. Other nearby bridges between the United States and Canada include the Rainbow Bridge, the Queenston-Lewiston Bridge and the Whirlpool Rapids Bridge. The Queenston-Lewiston Bridge and the Peace Bridge are the only Niagara River crossings that allow heavy trucks.

Customs inspection and toll plazas
There are customs plazas at both ends of the bridge, with the Canadian plaza the newer and larger of the two.

The inbound customs plaza in the United States has seven lanes for trucks and nine for cars. Pedestrians and cyclists are processed to the left of the truck inspection area.

The inbound customs plaza in Canada was designed by NORR Limited Architects and Engineers and completed in 2010. There are 14 booths/lanes for cars and a separate area for trucks (handling five trucks at a time). Pedestrians and cyclists are processed in an area on the right side of the inspection area for cars.

Once vehicles leave the customs plaza in Canada, vehicles approach a smaller toll plaza to pay toll for using the Peace Bridge. Payment for tolls are accepted in cash ($8.00 USD or $10.25 CAD), E-ZPass ($4.00 USD), or old Peace Bridge tokens. There are no toll booths when entering the U.S. and no tolls for pedestrians or cyclists.

Preclearance
In October 2012, it was announced by the DHS and Public Safety Canada that a pilot program, years in the works, to preclear all truck traffic from Canada into Buffalo would be commenced. The pilot would start in late December 2012 and run for 18 months, after which the economic benefits would be assessed and its feasibility to make permanent would then be recommended to both the U.S Congress and the Parliament of Canada.

Road connections
The New York State Department of Transportation designates the bridge as, an unsigned reference route. Interstate 190 adjoins the bridge and has a direct northbound off-ramp (exit 9) to it. The Queen Elizabeth Way begins at the Canada–United States border.

Commemorations

 * Buffalo resident Emma M. Herold-Haft composed the Peace Bridge March in honor of the bridge's opening in 1927.
 * On August 4, 1977, Canada Post and the United States Postal Service brought out a joint issue of postage stamps to commemorate the 50th anniversary of the bridge. Unusual for joint issues, the two designs are radically different, with the US print being all blue and the Canadian print in full colour).

title: Peace Bridge


text:
Nazareth College

Nazareth College may refer to:

Australia

 * Nazareth College, Melbourne
 * Nazareth Catholic College, Adelaide

Spain

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text:
Dartmouth BASIC

Dartmouth BASIC is the original version of the BASIC programming language. It was designed by two professors at Dartmouth College, John G. Kemeny and Thomas E. Kurtz. With the underlying Dartmouth Time Sharing System (DTSS), it offered an interactive programming environment to all undergraduates as well as the larger university community.

Several versions were produced at Dartmouth, implemented by undergraduate students and operating as a compile and go system. The first version ran on 1 May 1964, and it was opened to general users in June. Upgrades followed, culminating in the seventh and final release in 1979. Dartmouth also introduced a dramatically updated version known as Structured BASIC (or SBASIC) in 1975, which added various structured programming concepts. SBASIC formed the basis of the ANSI-standard Standard BASIC efforts in the early 1980s.

Most dialects of BASIC trace their history to the Fourth Edition (which added, e.g., string variables, which most BASIC users take for granted, though the original could print strings), but generally leave out more esoteric features like matrix math. In contrast to the Dartmouth compilers, most other BASICs were written as interpreters. This decision allowed them to run in the limited main memory of early microcomputers. Microsoft BASIC is one example, designed to run in only 4 KB of memory. By the early 1980s, tens of millions of home computers were running some variant of the MS interpreter. It became the de facto standard for BASIC, which led to the abandonment of the ANSI SBASIC efforts. Kemeny and Kurtz later formed a company to develop and promote a version of SBASIC known as True BASIC.

Many early mainframe games trace their history to Dartmouth BASIC and the DTSS system. A selection of these were collected, in HP Time-Shared BASIC versions, in the People's Computer Company book What to Do After You Hit Return. Many of the original source listings in BASIC Computer Games and related works also trace their history to Dartmouth BASIC.

Earlier work
John G. Kemeny joined the mathematics department of Dartmouth College in 1953 and later became its department chairman. In 1956 he gained access to an IBM 704 via MIT's New England Regional Computer Center efforts. That year, he wrote the DARSIMCO language, a version of assembler which simplified the programming of mathematical operations. He was aided by Thomas E. Kurtz, who joined the department that year.

DARSIMCO was forgotten when the first FORTRAN compiler was installed on the machine in 1957. The arrival of FORTRAN instilled an important lesson. Kurtz, having been indoctrinated that FORTRAN was slow, spent several months writing a program in 704 assembler which had taken up about an hour of CPU time to debug and still was not running. Giving up, he rewrote it in FORTRAN and had it running in five minutes. The lesson was that high-level languages could save time, regardless of their measured performance.

In 1959, the school received its first computer, the drum-based LGP-30. One student wrote a FORTRAN-inspired language called DART for the machine. This led to an effort to produce an ALGOL 58 compiler, turning to ALGOL 60 when that definition was finalized. Writing the compiler was difficult due to the very small memory size, 32 KB in modern terms, and was extremely slow, based on the drum speed of 3600 rpm. Nevertheless, they were able to produce a functional cut-down version known as ALGOL 30. Further development produced SCALP, the "Self-Contained Algol Processor", a one-pass compiler that was ready to run the compiled program as soon as the punched tape finished reading in the source. Output with the program results or any error messages would immediately appear. This compile-and-go style of operation would later be used by BASIC.

In 1962, Kemeny and high-school student Sidney Marshall began experimenting with a new language, DOPE (Dartmouth Oversimplified Programming Experiment). This used numbered lines to represent instructions, for instance, to add two numbers, DOPE used:

5 + A B C

Which meant "on line 5, perform an addition of the values in variables A and B and put the result in C". Although somewhat cryptic in layout, the basis for the future BASIC language can be seen. In addition to basic mathematical operations, the language included SQR, EXP, LOG, SIN and a simple branching construct.

Computing in liberal arts
Kemeny and Kurtz agreed on the need for programming literacy among students outside the traditional STEM fields; only 25% of the students at Dartmouth took STEM-related courses, but some level of mathematics was used in almost every field. Moreover, as computers became more important in society, they wondered "How can sensible decisions about computing and its use be made by persons essentially ignorant of it?"

Kemeny later noted that "Our vision was that every student on campus should have access to a computer, and any faculty member should be able to use a computer in the classroom whenever appropriate. It was as simple as that." But doing so would be largely impossible given what they had to work with; the turnaround on a typical SCALP run was about 15 minutes, and the languages were far too difficult for non-STEM users to use for basic tasks.

It was not simply the complexity that was a problem, it was the entire concept of the batch processing. Students would prepare their programs on punch cards or paper tape, submit them to the computer operators, and then at some future point receive their output. This would often reveal an error that required the entire process to be repeated. As they later put it, "If it takes on the order of 1 day for one try, the student will either lose interest or forget what the problems were. At best, he will waste time standing around waiting for the day's results to appear."

In 1959, due largely to Kemeny's reputation as an innovator in math teaching, the department won an Alfred P. Sloan Foundation award for $500,000 to build a new department building.

Developing the concept
During a 1961 visit to MIT, they were introduced to the PDP-1 and its recently completed experimental time-sharing operating system. John McCarthy asked Kurtz why they did not use time sharing for their efforts to bring computing to the masses. Kurtz returned to Dartmouth and told Kemeny "we should do time sharing", to which Kemeny immediately replied "OK".

In an experiment to test whether the concept was workable, students were broken into groups of five and given turns on the LGP-30 using SCALP. Computer time was broken into 15-minute sessions and each group of five was given one session and then turned it over to the next group. It was found that students could generally complete their programs in two or three "turnarounds" during a single session. This clearly suggested that an interactive system would allow hundreds of users to successfully use a single machine.

The arrival of the Teletype Model 33 teleprinter using the newly introduced ASCII over telephone lines solved the problem of access; no longer would the programmers have to submit the programs on cards or paper tape, they would now use the Model 33 to type directly into the computer. All that was needed was a new machine that was fast enough to host a time-sharing system, and a simple language for the programmers to use.

When the topic of a simple language began to be considered seriously, Kemeny immediately suggested writing a new one. Kurtz was more interested in a cut-down version of FORTRAN or ALGOL. But these languages had so many idiosyncrasies that Kurtz came to agree with Kemeny:

"If we had corrected FORTRAN's ugly features, we would not have FORTRAN anymore. I reluctantly had to agree with John that, yes, a new language was needed."

Over time, four key elements emerged; the system would use time-sharing, a new language would be needed, to get users onto the system new courses would introduce programming as an adjunct to other subjects, and finally, the terminals would be open to all users.

Initial version
The project officially started in September 1963. The goal was to develop the language and operating system on an off-the-shelf computer. In early 1964, they approached the National Science Foundation (NSF) for funding. The NSF sent the proposals, one for the time sharing system and another for the language, out for peer review. The reviews invariably suggested they did not understand the difficulty of what they were attempting. In spite of these negative comments, the NSF went ahead with both grants. Educational discounts available from General Electric led to the purchase of a GE-225 computer, in an era when not "going IBM" was still fraught with peril.

The GE-225 was paired with the much simpler DATANET-30 (DN-30) machine and a hard drive connected to both machines in order to share programs. The DN-30 lacked any programming documentation at the time, as it was never intended to be shipped from the factory without a program already installed. It included one key feature, direct memory access (DMA) access to the larger GE machines. This meant small messages could be quickly passed back and forth between the machines, allowing commands typed by the user to be immediately performed by the 225.

The system would work by having the DN-30 run the terminals and save the user's work to the disk. When the user typed, the DN-30 would use DMA to send that command to the GE-225. The 225 would read that file, compile it, run it, and pass back the results to the DN-30 which would print the output on the terminal.

In the summer of 1963, pending the purchase of the computer, GE provided access to one of their GE-225s. Kemeny began working on a prototype compiler. Students Michael Busch and John McGeachie began working on the operating system design that fall. Both the language and the OS were extensively modified during this period, although the basic goals remained the same and were published in a draft form that November.

The school's machine arrived in the last week of February 1964, was operational by mid-March, and officially handed over on 1 April. By that point, the operating system design was already well developed. Most of the student programmers working on the operating system did so for 50 hours a week, in addition to their normal course load. The language was developed in parallel on borrowed time on another 225 machine. The OS was completed in April, and the entire system running on three Model 33 terminals was ready by the end of the month. John Kemeny and John McGeachie ran the first BASIC program on 1 May 1964 at 4 a.m. ET.

It is not completely clear what the first programs were. Many sources, including Dartmouth, claim it was this simple program:

PRINT 2 + 2

A later history of the language states that two programs were typed in at the same time, one by Kemeny and one by another unnamed programmer. They typed in their programs, typed RUN at the same time, and received the correct results. Kurtz was an early riser and had already gone home and "missed all the fun."

Over the next month the system was tested by having a numerical analysis class test programs on the system. During this period, the machine remained running properly for an average of five minutes. The problems were rapidly addressed, and in June it was decided to increase the number of terminals to eleven. It was around this time that a faster GE-235 replaced the 225. By the fall, 20 terminals were in use.

GE began to refer to the combination of GE-235 and DN-30 as the GE-265, adding their model numbers together. GE built about 75 additional examples of the GE-265, many for their service bureau business. GE referred to these as their Mark I time-sharing systems.

New system
One of the original goals of the program was to work programming into other coursework. This was a success, but it put considerable strain on the system and it became clear that it had no room for future growth.

In 1965, the team approached GE for support with ongoing development. In September, Vice President Louis Rader offered the new GE-635, which ran approximately 10 times as fast and included two CPUs. Additionally, a second DN-30 would be added to handle more lines, enough for 150 simultaneous users. To house it, a larger facility would be needed than the basement of College Hall where the 265 was running. Peter Kiewit, Class of '22, along with additional support from the NSF, led to the construction of the Kiewit Computation Center, which opened in December 1966.

While waiting for this machine to arrive, in the summer and fall of 1966 a GE-635 at the Rome Air Development Center was used to develop MOLDS, the "Multiple User On-Line Debugging System". The GE-635 was operational in early 1967, and using MOLDS the new operating system was fully functional in September, at which time the GE-265 was sold off.

GE provided the machine for free for three years as part of a wider agreement under which Dartmouth would develop new versions of BASIC while GE used it to develop a new release of their version of the operating system. This collaboration proved to be a success; GE began deploying these machines as their Mark II time-sharing systems, and by the end of the decade they were one of the largest time-sharing vendors in the world.

When this "Phase I" system became operational, the Dartmouth team began development of "Phase II", the ideal operating system. This was installed in March 1969, and changed its name to the Dartmouth Time Sharing System shortly thereafter. When the three-year period was up, GE gifted the machine to the university. Although the two teams remained in contact, and several good-faith attempts were made to continue the relationship, little further collaboration occurred and the partnership officially ended on 20 September 1972.

Expanding user base
A review in 1968 noted that 80% of the students and 70% of the faculty was making some use of the system. Hundreds of terminals were spread across the campus, from the hospital to the business school. 57% of the CPU time was used for coursework, 16% for research, and the remaining 27% for "recreational use"; Dartmouth actively encouraged users to play games as a way to get hands-on use and overcome fear of the computer.

Beginning with another NSF grant, in 1967 Dartmouth also began placing terminals in off-campus locations, including high schools in the area. In terms of user counts, these terminals hosted 69% of the total users, although they used a smaller amount of computer time. By 1971 there were 79 remote terminals, as far away as New Jersey and Bangor, Maine. These were supported by multiplexer systems that allowed up to 12 terminals to be supported over a single voice-grade telephone line. Additionally, a number of these lines were available for dial-up use with a modem.

Influence
Time-sharing was a major area of research in the 1960s, with many in the computer industry predicting that computing power would become inexpensive and widespread. This was most famously stated by John McCarthy, who said "computing may someday be organized as a public utility just as the telephone system is a public utility."

While other languages were available on DTSS, 98% of its programs were written in BASIC. With BASIC, computer services became far more accessible to end-users whose tasks would take too long to code for them to be suitable for solving on a computer. This led to a number of manufacturers who introduced computers specifically designed for this market of users who wanted to solve small or medium-scale tasks and were not as worried about outright performance. In particular, two machines aimed directly at this market became the "most widely used small time-sharing systems ever developed".

The HP 2000 ran HP Time-Shared BASIC, a combination of a BASIC and a time-share operating system almost identical to the DTSS setup. The system supported up to 32 simultaneous users, using a low-end HP 2100 CPU to run the terminals in the same fashion as the Datanet-30 of the original GE-265 setup, while the programs ran on a higher-end model of the same machine, typically differing in that it had more core memory. HP's BASIC used a semi-compiled tokenized format for storing programs, which improved loading times and meant "compiles" were zero-time.

Digital Equipment Corporation took a different approach, using a single-machine offering based on their existing PDP-11 line with the new RSTS/E operating system and BASIC-PLUS. BASIC-PLUS more closely followed the Fifth Edition, including the  commands, but was implemented as a pure interpreter as opposed to the Dartmouth compiler or HP's tokenized format. It also included a number of control structures following the JOSS model, like PRINT I IF I > 10. Tymshare SUPER BASIC also supported JOSS-style structures and matrix math, but retained the original compile-and-go operation.

Practically every vendor of the era offered some solution to this same problem, although they may not have been so closely similar to the original. When Kurtz began considering the formation of an ANSI standard for BASIC in 1973, he found that the number of time-sharing service bureaus with BASIC available was greater than any other language. Unfortunately, this success was also a problem; by that point, there were so many variations that a standard seemed impossible.

Games in BASIC
Kemeny actively encouraged games on the DTSS platform, and considered it to be one of the major reasons for the success of the DTSS system. He was likely the author of an early mainframe game. Although Kemeny did not take credit for it, he later referred to FTBALL by stating it "was written on Sunday after a certain Dartmouth-Princeton game in 1965 when Dartmouth won the Lambert trophy. It's sort of a commemorative program". The game was an upset over heavily favored Princeton.

As the system expanded, especially after the addition of string handling in BASIC, the DTSS system became a major platform for the development of many text-based games. In the early 1970s, the People's Computer Company began publishing these in their magazine, typically converted to the more widely available HP BASIC. Many of these listings were collected in their 1975 book, What to do after you hit return. Although these are published in HP BASIC form, the majority of them trace their history to either DTSS or the Lawrence Hall of Science in California where a similar machine was set up, known as DECISION.

A more famous collection is BASIC Computer Games of 1978, where about half of the programs in the book were either written at Dartmouth, including another by Kemeny, Batnum, or more commonly, one of the many high schools that were connected to it after 1968. A particularly prolific high school was Lexington High School in Massachusetts but many other schools appear as well. A number of the programs do not list their original locations, but come from authors that were likely connected to the system through a school or public projects like Project SOLO.

Multiplayer video games became possible in BASIC when Stephen Garland and John McGeachie developed the MOTIF Multiple Online Terminal Interface for DTSS. To start a game, a user typed LINK followed by a session name instead of RUN, thereby enabling other users to connect to the game by typing JOIN followed by the session name. MOTIF then multiplexed input and output for the BASIC program, prepending a string identifier to the beginning of each line of input and output. The first programs developed with this interface were a two-person version of FTBALL and a five-person poker game. More serious was a management game that allowed up to ten students at the Amos Tuck School of Business Administration to compete in the production and marketing of a single product.

First Edition
The original version, retroactively known as version one, supported the commands,  ,  ,  ,  ,  ,  ,  ,  ,  ,  , and. It included basic math instructions,, , and , as well as the up-arrow for exponents "...since on a teletype typewriter it is impossible to print superscripts." In modern varieties, the up-arrow is normally replaced by the "hat" character,. Exponents took the absolute value of the number before calculation, so to calculate -X^3, one had to use X*X*X. There was a further problem in the exponent function that treated -X^2 as (-X)^2 as opposed to the correct order of operations -(X^2), which was not corrected until the third release. The  function always truncated towards zero.

The language had a number of idiosyncrasies of its own. In contrast to later versions, the  command was required on all statements lacking another command, so 10 A=5*5 was not valid in this version. The  statement used the comma when printing multiple variables, advancing to the next of five "zones". The comma was not needed in the case where one was printing a prompt and single value, so PRINT "value of A is "A was valid. A somewhat hidden feature was that all variables were capable of representing arrays (vectors) of up to ten elements (subscripts 1 to 10, changed to 0 to 9 in the Second Edition) without being declared that way using. was only needed if a different vector size was required.

Variable names were limited to a single letter or a letter followed by a digit (286 possible variable names). User functions could only have a single letter, thus FNA through FNZ. All operations were done in floating point. On the GE-225 and GE-235, this produced a precision of about 30 bits (roughly ten digits) with a base-2 exponent range of -256 to +255.

Additionally, due to the GE-235's word size being 20-bits and using a six-bit character code, the language enshrined the use of three-letter function names because that allowed the storage of three six-bit characters in a 20-bit word (using 18 bits). This is why BASIC functions are three letters, like  or , something that remained in the many varieties of the language long after they left the GE-235.

Second Edition, CARDBASIC
The Second Edition of BASIC (though not referred to as such at the time) only made minimal changes. Released in October 1964, it could start arrays at subscript 0 instead of 1 (useful for representing polynomials) and added the semicolon,, to the  statement. Unlike later implementations where this left space between items, the semicolon advanced printing to the next multiple of three characters, which was useful for "packing" more numbers into a line of output than the existing comma separator. The three-character size was a side-effect of the GE-235's 20-bit word size, which stored three six-bit characters. Skipping to the next three-character column was accomplished simply by moving to the next word in memory.

The October version also included a separate definition for CARDBASIC, which was simply a version of BASIC for use on card-based workflows. CARDBASIC was almost identical to the interactive version, with the exception being that it did not include the zero-based arrays. More important to the language's future, CARDBASIC added the  commands that worked with numerical matrices. CARDBASIC was not developed further, as the entire idea of BASIC had been to be interactive.

Third Edition
The Third Edition, released in 1966 and the first to use the "edition" naming, was the first designed specifically with the intent of running on the new GE-635 computer which was due to arrive shortly. This version includes the  functions from CARDBASIC, and they can now use 0 as a subscript.

The new  function gave the sign of its argument (positive?0 and negative?1), while   was added to "rewind" the position of. The exponentiation problem was fixed, so -X^2 would be interpreted as -(X^2). Additionally, the  function was changed to be a true floor, as opposed to trim-toward-zero, which allowed rounding to be implemented with.

The major change in this version was the new  statement, which parsed numeric values, making the language truly interactive during execution for the first time; previously the only control one had during execution was to type   in the monitor. Additionally, the system now allowed, and encouraged, loops to be indented, a feature that was not seen on most other versions of BASIC.

Fourth Edition
The Third Edition remained in use through the GE-235's lifetime into the fall of 1967. However, as plans were made to receive the GE-635, an experimental version was created on the 635 in the spring of 1967. This version was a partnership between GE and Dartmouth, with GE contributing a new operating system as well as a number of features of BASIC from their own Mark 1 BASIC efforts.

This version, initially published as a supplement to the Third Edition, added the  command to "seed" the   function, and the   "computed goto" that closely matched the similar feature in FORTRAN. This version also allowed, arguing that   did not require the   then it would not be required here. The new  function moved printing to a given column, from 0 to 74. Another internal change was to once again change the  to be 1-based; one could use the 0th index, but it would normally be ignored by the various commands.

The major addition for this version was string variables, along with changes to the  statements which could store strings in them and the   statement to read them interactively. One feature of the string system was that trailing spaces were deliberately ignored in comparisons, so that "YES" and "YES " were considered equal. This was later realized to be a grave error. String variables were indicated by the dollar sign, e.g. A$, simply because they were running out of characters that could be found on most keyboards. Someone pointed out that the $ looked like the S in "String", and that was that.

String manipulation was handled through the new CHANGE command. This converted the string value in a variable to the equivalent set of ASCII values. The numeric array could then be manipulated and converted back to a string. For instance, this code produces "is" on the console:

Line 140 sets the string length to 2, which has to be managed by the user. The first character is in T(1). While this system is flexible, it was by no means convenient to use. Later versions would address this with new functionality.

Minor changes in this version changed the semicolon in  statements to do "close packing" of output with no spaces, and the use of the apostrophe as a short-form.

The official Fourth Edition did not appear until 1968, which added several new features on top of the previous additions. This included the ability to define multi-line functions with the  command, and the powerful   statement that treated strings as arrays of ASCII-like codes so individual characters could be operated on without looping over the entire string. This was also the only string manipulation function; to extract a single character or substring, one had to use  to convert it into an array of numbers, manipulate that array, and then convert it back. This was the reason MAT was 1-based again; the length of the string was placed in location zero, and it needed to be ignored normally.

Fifth Edition
The Fifth Edition, from late 1970, once again started as two supplements to the Fourth Edition, from February and April 1969.

The major change was the introduction of file handling. Previously, any pre-defined data that had to be used in the program had to be placed in the DATA lines and then read in one-at-a-time using the READ command. This feature could be used to read files in a similar fashion. The INPUT command could now read a single item from a file and PRINT could write one.

Files were opened through the new FILES keyword, which was followed by a list of string constants describing file names. As these were constants, changing the file name demanded the code be changed to match. The names were assigned numbers, the first name became file #1, and so on. Two file formats were supported, random-access and linear. A linear file was treated as a text file would be today, one could LINPUT #1: A$ to read a line of text into a string variable, and then PRINT A$ to output it to the terminal. Later versions added the FILE $1,name$ to allow files to be specified by strings, although for a time this required a FILES * near the top of the program to indicate you were using this format.

For random access files, the name had to specify the type of data within; % indicated it contained binary data, while $num indicated it should be read as strings with a maximum length of num. The READ and WRITE could be positioned anywhere in a random-access file with the RESET command, while the current location was returned by the LOC function, and the file length by LOF. During sequential reads, one could also test whether it was at the end of the file using.

Another major change was the ability for one BASIC program to call another using the CHAIN command, and pass variables to it using the COMMON list. It was later realized that this basic concept had a number of problems, but it was nevertheless used to write some large programs.

String handling received a major update. The new SEG$ command returned a new string clipped out of another. In the example above, the string "is" is extracted from a larger string. Using the new command, this can be reduced to LET T$ = SEG$(S$,5,6), which works similarly to the MID$ function found in most dialects (MID$(S$,5,2)). SEG$ uses first and last indices; MID$ uses first index and length. LEN returned the length of a string, which was otherwise now handled internally and did not require calculation in most cases, and POS returned the position of one string within another, which in most dialects was handled by SUBSTR. The ampersand, &, was introduced for string concatenation.

Numerous more minor changes were also added. Among these were two-dimensional string arrays, as opposed to one-dimensional in the previous version, as well as the ability to use the DEF to define string-based functions as well as mathematical. New system-oriented functions included CLK$, DAT$ to work with times and dates, TIM which returned the elapsed time, and USR$ which returned the user number, what would today be the username. New string functions included STR$, VAL, ASC, which are common in modern BASIC dialects. The as a short form for REM also appeared in this version.

Sixth Edition
Work on the Sixth Edition began in the fall of 1969 before the Fifth Edition was finalized. A complete specification was written beforehand for the new version. This contrasts with previous versions where the specification documents were based on the changes in the compiler. This version was worked on by Kemeny and Kurtz as well as several former students who returned as faculty: Stephen Garland, John McGeachie, and Robert Hargraves. It was given considerable time to mature, with a beta version running for three months during the summer of 1971, before it was finally released on 21 September 1971. As a result of this maturity, Kurtz described it as "probably the best-designed and most stable software system Dartmouth has ever written."

One of the biggest changes was the replacement of the earlier  concept with the much better-defined   which operated in a fashion similar to , but it referred to a function name rather than a line number. The functions were defined using, and took arbitrary parameters in the call rather than using global variables via   declarations. Another major change was to use file handles (numbers) created with the  command which is similar to   which is found in most modern BASICs. provided formatted output in a fashion somewhat similar to FORTRAN, while LINPUT accepted input with no interpretation, allowing commas, semicolons, and even BASIC code to be typed in.

The Sixth Edition was essentially the last version of the original BASIC concept. It remained unchanged for many years. Later versions were significantly different languages.

SBASIC
In 1976, Stephen Garland collected a number of structured programming additions to create Dartmouth Structured BASIC, or SBASIC. The primary goal was to replace the control structures based on  and   with a variety of block-oriented structures. It did this using a precompiler that took SBASIC source code, converted that to 6th Edition BASIC, and then compiled and ran that as normal. SBASIC also added a number of graphics features, based on the  command that had been added by other programmers.

Block structures were terminated by matching statements as was the case in ALGOL 68, as opposed to the generic block structures found in languages like Pascal or C. For instance, the  spanned multiple lines until it ended with a. The  loop could also be bottom exited by removing the   or   and placing the conditional at the bottom on the. Infinite loops were supported using  or.

"Original" Dartmouth BASIC did not allow statements after a, only a line number to branch to. SBASIC allowed any statement, so for instance IF X < 5 THEN X=X+1. This basic expansion to the, pioneered in 1972 with BASIC-PLUS, was already widely supported by most variety of BASICs by this point, including microcomputer versions that were being released at this time. On top of this, SBASIC added block-oriented  by placing the   on a separate line and then ending the block with. On top of this, SBASIC added the  mechanism that survives to this day in Visual Basic .NET.

SBASIC also added a number of graphics commands intended to be used with plotters. This required the  to direct subsequent commands to a selected device, and the   to set up its parameters. From then on,  would produce dots on the selected plotter, while adding the semicolon at the end of the statement, as used in , would leave the pen on the paper and produce a line, for instance.

SBASIC eventually formed the basis of the 1987 ANSI X3.113-1987 Standard for Full Basic, which extended the earlier 1978 ANSI ANSI X3.60-1978 Standard for Minimal Basic. The long delay in producing that standard, along with the lack of regard among computer scientists for unstructured Basic, led the College Board committee developing the Advanced Placement Course in Computer Science, which Garland chaired, to opt for requiring Pascal and not allowing Basic as the language for the course.

Garland used SBASIC to teach the introductory course in computer science at Dartmouth, but rewrote his textbook for the course in Pascal so that it could be used to teach the AP course.

Seventh Edition
Garland's SBASIC was a pre-compiler written in SBASIC source code itself. The system would read SBASIC source, write the corresponding 6th Edition code, and then compile that output. The Seventh Edition, released in 1980, was a version of SBASIC that was a stand-alone compiler of its own. It added a number of additions of its own. Most of the changes were further elaborations on the system for calling external programs and "overlays" that could be used to break up a program into parts. In this version, s sharing a single file effectively shared data between them. This provided a modicum of data hiding within the group of routines. This separation would today be known as a module.

In addition, this edition added structured error handling and arbitrary matrix math in  statements, so one could   where M was a matrix variable, and the statement would output another matrix into A with all the elements in M scaled by 4. Finally, another major update was the use of activation records for subroutines which made recursion possible.

ANSI BASIC, Eighth Edition
By the early 1970s, the number of BASIC implementations had grown to dozens, all of which had their own changes to the basic concept introduced in the original version. Most of these were based on the Fifth Edition, although they often lacked the MAT instructions and the ability to indent code. GE was one of these companies; they released their Mark II systems with the 5th edition rather than waiting for the 6th to arrive a few months later. BASIC-PLUS on the DEC platform was perhaps the closest implementation, including the MAT commands for instance, but then added a number of changes that were not backward-compatible.

After the release of the 6th edition, Kurtz became involved in an effort to define a standard BASIC. An American National Standards Institute (ANSI) working group, X3J2, formed in January 1974, and a corresponding European Computer Manufacturers Association (ECMA) group, TC21, that September. The goal at that time was to produce two related standards. Minimal BASIC would be similar to the Second Edition, but adding strings, a standard to which practically every BASIC would already be able to conform. Standard BASIC would add more functionality to produce something more in keeping with the real BASIC varieties seen in the market.

The process was slow, and the first draft of Minimal BASIC was not published until January 1976, leading to it being officially adopted in December 1977 by ECMA, and 1979 by ANSI as X3.60-1978. Minimal BASIC was similar to the 3rd edition, including string variables, while lacking MAT and other advanced features. In contrast, Standard BASIC had many new features that did not exist in other BASICs, and many of these were poorly considered and the subject of some criticism. For instance, the standard included a line-continuation character, but chose the ampersand,, which was also used for string concatenation. Using these in a single line could lead to very confusing code.

By this time, the release of the first microcomputer systems in 1975 had quickly led to the introduction of Altair BASIC, the first version of what would soon be known as Microsoft BASIC. MS BASIC was patterned on BASIC-PLUS, and thus ultimately the Fifth Edition, but lacked indenting, MAT, and other features. It also added the  and   functions, breaking the three-letter convention. As the number of microcomputers grew, and turned into the home computer market in the late 1970s, MS BASIC became the de facto standard.

With this rapid change in the market, the Standard BASIC effort slowed further and was not formally ratified until 1987 as X3.113-1987. By this time, there was no real purpose to the standards; not only was MS BASIC everywhere, but by the mid-1980s the use of BASIC was declining as shrinkwrap software took over from type-in programs. Both standards were eventually withdrawn.

In spite of the eventual failure of the ANSI efforts, the draft of Standard BASIC was implemented at Dartmouth as the Eighth Edition in 1982.

DTSS interface
DTSS implemented an early integrated development environment (IDE): an interactive command line interface. This provided a number of user and job control commands. For instance, an idle terminal could be connected to a user account by typing, and logged out again with.

Any line typed in by the user, and beginning with a line number, was added to the program, replacing any previously stored line with the same number; anything else was assumed to be a DTSS command and immediately executed. Lines which consisted solely of a line number were not stored but did remove any previously stored line with the same number. This method of editing was necessary due to the use of teleprinters as the terminal units.

Each user account could have any number of BASIC programs stored offline, while administrator accounts could also leave programs in permanent storage. Any one of these was active at a given time for a given user account, and if no program had been loaded, a new program was assumed. Stored programs were accessed using commands that are today better known as parts of the BASIC language itself; for instance, the  command instructed DTSS to print out the currently active program.

List of commands

 * : log in to DTSS
 * : log out of DTSS
 * : start BASIC mode
 * : name and begin writing a program
 * : retrieve a previously named program from permanent storage
 * : display the current program
 * : execute the current program
 * : interrupt the currently running program
 * : use an instructor-provided program to test the current program
 * : execute the current program in a multiple-terminal mode
 * : join a program being executed in multiple-terminal mode
 * : save the current program in permanent storage
 * : clear the current program from permanent storage
 * : save the current program using a name already in use for another file
 * : display the names of programs in permanent storage
 * : erase the current program without clearing its name
 * : change the name of the current program without erasing it
 * : enable Friden mode for teletypes with mechanical linefeeds
 * : disable Friden mode
 * : explain (help) EXP EXP for list of commands that can be explained by the system

The commands were often believed to be part of the BASIC language by users, but, in fact, were part of the time sharing system and were also used when preparing ALGOL or FORTRAN programs via the DTSS terminals.

TEACH/Test System
Some 80% of all Dartmouth students in the late 1960s took two mathematics courses and learned Basic in the second course, either in calculus or in finite mathematics. They received two one-hour lectures on Basic near the beginning of these courses and then had to write four programs in Basic, ranging from programs for approximating π or finding a root of a quintic polynomial to programs for solving a differential equation or finding (by simulation) the limiting probability in a Markov chain. The TEACH/Test system helped students complete these assignments. When they thought they had a working program, they typed the command TEST, and an instructor-written program either approved what they had written or provided a hint about where they might have gone wrong. Students were required to hand in a listing of each program, a sample RUN, and an approval from the TEACH/Test system. The system did not grade assignments or keep a record of how many times a student typed TEST; it simply assisted students and their instructors.

BASIC language
The first release implemented the following statement types, taking some of its operators and keywords from FORTRAN II and some from ALGOL 60. Overall, the language more closely follows the FORTRAN model, in that it generally has one statement per line of code, lacks ALGOL's "blocks" to group code (these structured programming constructs were a primary reason for ALGOLs development) and the use of GOTO to control program flow.

From ALGOL it took the  style loops that replaced FORTRAN's unwieldy   statements. BASIC also simplified the  construct to allow simple comparisons like IF X>5 THEN GOTO 20, as opposed to FORTRAN's. FORTRAN's style "computed IF" was reintroduced with the  command in later versions.

Variable names were limited to A to Z, A0 to A9, B0 to B9, ..., Z0 to Z9, giving a maximum of 286 possible distinct variables. FORTRAN's odd system for setting up the variables I through N as integers and the rest as floating point was removed, and all variables were assumed to be floating point and dimensioned with up to 10 elements. The  command was only required if the array held more than ten elements. Array names were restricted to A to Z only.

List of BASIC statements

 * : define single line functions
 * : (short for dimension) define the size of arrays
 * : define the end of the program
 * : stop a program before the textual end
 * : define loops
 * : mark the end of loops
 * : transfer control to simple subroutines
 * : return control from simple subroutines
 * : transfer control to another statement
 * : decision making
 * : assign formula results to a variable
 * : output results
 * : store static data within the program
 * : input data stored in DATA statements
 * : comment ("REMark")

It also implemented floating-point numeric variables and arithmetic.

List of functions

 * : Absolute value
 * : Arctangent value (result in radians)
 * : Cosine value (argument in radians)
 * : Exponential value
 * : Integer value
 * : Natural Logarithmic value
 * : Random value
 * : Sine value (argument in radians)
 * : Square root value
 * : Tangent value (argument in radians)

Examples
Early versions of BASIC did not have the ability to read and write external files. To represent lists of data that would normally be read from a file, BASIC included the  keyword, which could be followed by an arbitrarily long list of elements, ending only at the limit of the line length. The  was non-executable and was skipped if encountered. commands would consume the data one by one, keeping track of its location within the complete collection of  elements in an internal pointer. In version 3, a  command was added to reset the pointer to the first   command in a program.

In this example, "the first three data values are read into X, Y, and Z respectively. The value -1 is read into N. The next 11 values, .1 through .3, are read into the 11 elements of array B."

Unlike most subsequent BASICs, Dartmouth BASIC, from the Third Edition onwards, had a matrix keyword,, which could prefix a number of other commands to operate on entire arrays of data with a single command. In this example, from the 1968 manual,  is used to input a series of variables. When the user enters nothing on a line, this process ends and the total number of elements is accessed in the  pseudovariable. The code then adds up all of the individual elements in the matrix and calculates the average. The Third Edition also added indentation, which is used here to clarify the loop structure.

title: Dartmouth BASIC


text:
Dugout (baseball)

In baseball, the dugout is a team's bench and is located in foul territory between home plate and either first or third base. There are two dugouts, one for the home team and one for the visiting team. In general, the dugout is occupied by all players not prescribed to be on the field at that particular time, as well as coaches and other personnel authorized by the league. The players' equipment (gloves, bats, batting helmets, catcher's equipment, etc.) is usually stored in the dugout.

In baseball, the manager, with the help of his assistants, will dictate offensive strategy from the dugout by sending hand signals to the first and third base coaches. To avoid detection, the first and third base coaches will then translate those hand signals into their own set of hand signals and then send them on to the batter and runners.

Origin
The term dugout refers to the area being slightly depressed below field level, as is common in professional baseball. The prevailing theory of the origin of locating the dugouts below field level is that it allowed spectators seated behind the dugouts to see the field, specifically the home plate area. Unlike most other sports, the primary action in baseball is centered on one area – home plate – and obstructing this area from fans' view, even if by players on the bench, would not be popular with fans.

Not all dugouts are located below the field level. At the major league level, the few dugouts that are located at the field level are in multi-purpose stadiums to simplify the conversion from baseball configuration to another sports field configuration. At such ballparks, the seating area is raised such that the dugouts do not obstruct the spectators' view. Dugouts are also at field level at most amateur ballparks, where locating them below field level would be cost prohibitive or otherwise not beneficial. In these cases, the term "dugout" still applies, as does "bench." In the early days of professional baseball, the seating areas were often constructed high enough that the bench was at field level.

Variations
Most professional and collegiate ballparks feature dugouts that are below the field level, with concrete steps along the entire length of the dugout. Some feature a railing along the top step, or "lip", while others are open.

In most Major League Baseball ballparks, as well as many minor league ballparks, the dugout is directly connected to the clubhouse by a tunnel.

Most high school, Little League, and recreational ballparks feature dugouts that are at the field level, usually separated from the playing field by chain-link fencing.

Historic Cardines Field in Newport, Rhode Island, home of the Newport Gulls, features both dugouts on the first base side.

Official rules
MLB rule 3.17 specifies that "no one except players, substitutes, managers, coaches, athletic trainers and batboys shall occupy a bench during a game." The rule also stipulates that players on the injured list are allowed in the dugout, but may not enter the field of play at any time during the game. Players and coaches who have been ejected from the game may not remain in the dugout per Rule 4.07.

Unlike most other sports, where a ball or puck entering a team's bench area has already passed out of bounds and is thus dead before it reaches the bench, it is possible in baseball for a dugout to be a factor in play. MLB rule 6.05(a) states that a fielder may reach into a dugout to catch a fly ball as long as one or both feet is on or over the playing field, and does not have a foot on the ground in the dugout when making the catch. MLB universal ground rules state that the player may subsequently enter the dugout after making the catch if his momentum is carrying him that way, but if he falls in the dugout as a result, the catch is allowed but baserunners advance in accordance with Rule 7.04(c).

A live ball entering a dugout becomes dead and the batter-runner and any base runners advance in accordance with Rule 7.04(c). However, a live ball bouncing off a dugout railing, if present, is still in play (unless a foul ball). Due to the dugouts' location in foul territory, live balls entering dugouts usually only occur after an errant throw by the defensive team.

Dugout choice in MLB
Which team occupies the dugout on the first-base side or the third-base side is purely arbitrary. The Major League Baseball Rulebook is silent on the subject. In the past, the manager also served as the third base coach, so occupying the third base dugout meant less walking for the manager between innings. Contrarily, the thought is that since more close plays occur at first base than third, the first base dugout is preferred. For a pre-existing facility, the home team might choose the better clubhouse and the dugout on that side of the field. (For example, prior to their 2008 move to Nationals Park, the Washington Nationals occupied the third-base dugout at RFK Stadium because it was the larger and newer of the two dugouts.) Another factor can be the sun angle during day games. In ballparks where one of the dugouts faces direct sunlight for much of the game, which can be problematic on hot summer days, the home club might choose the dugout that is better shaded.

In both the National League and American League, more home team dugouts are on the first-base side (9 to 6 each). Even the two oldest parks still in use differ on this point: the Cubs sit on the third-base side at Wrigley while the Red Sox inhabit the first-base dugout at Fenway. Due to the ballpark's orientation, at Wrigley the third-base dugout faces away from the sun from noon onward, whereas the first base dugout faces sunlight in the late innings. At Fenway, the third-base dugout faces the sun for part of a day game, while the first-base dugout remains shaded.

First base side

 * Atlanta Braves (Truist Park)
 * Baltimore Orioles (Oriole Park at Camden Yards)
 * Boston Red Sox (Fenway Park)
 * Cincinnati Reds (Great American Ball Park)
 * Colorado Rockies (Coors Field)
 * Houston Astros (Minute Maid Park)
 * Kansas City Royals (Kauffman Stadium)
 * Milwaukee Brewers (American Family Field)
 * Minnesota Twins (Target Field)
 * New York Mets (Citi Field)
 * New York Yankees (Yankee Stadium)
 * Philadelphia Phillies (Citizens Bank Park)
 * Seattle Mariners (T-Mobile Park)
 * St. Louis Cardinals (Busch Stadium)
 * San Diego Padres (Petco Park)
 * Tampa Bay Rays (Tropicana Field)
 * Texas Rangers (Globe Life Field)
 * Washington Nationals (Nationals Park)

Third base side

 * Arizona Diamondbacks (Chase Field)
 * Chicago Cubs (Wrigley Field)
 * Chicago White Sox (Guaranteed Rate Field)
 * Cleveland Guardians (Progressive Field)
 * Detroit Tigers (Comerica Park)
 * Los Angeles Angels (Angel Stadium)
 * Los Angeles Dodgers (Dodger Stadium)
 * Miami Marlins (loanDepot Park)
 * Oakland Athletics (RingCentral Coliseum)
 * Pittsburgh Pirates (PNC Park)
 * San Francisco Giants (Oracle Park)
 * Toronto Blue Jays (Rogers Centre)

title: Dugout (baseball)


text:
Lifnei iver

In Judaism, Lifnei Iver (לִפְנֵי עִוֵּר, "Before the Blind") is a Hebrew expression defining a prohibition against misleading people by use of a "stumbling block," or allowing a person to proceed unawares in unsuspecting danger or culpability. The origin comes from the commandment וְלִפְנֵ֣י עִוֵּ֔ר לֹ֥א תִתֵּ֖ן מִכְשֹׁ֑ל וְיָרֵ֥אתָ מֵּאֱלֹהֶ֖יךָ "Before the blind, do not put a stumbling block".

The Hebrew term lifnei iver is one of the offenses which the Talmud argues to be punishable by excommunication in Judaism.

The stumbling block as a distinct, and negative, concept is also established in Christian theology: in the Catholic Church, it is known as creating scandal.

Biblical context
The regulation appears among a brief miscellany of regulations concerning ethical behaviour, covering issues such as consideration of the deaf, an "evil tongue", not bearing grudges, the impartiality of justice, and leaving gleanings for the poor demonstrate similar concerns against exploiting individuals, but focus on different issues.

In Jewish oral law
Many halakhic principles are derived from lifnei iver, the oral Torah expanding its ramifications beyond a purely literal interpretation. In classical rabbinical literature, lifnei iver is seen as a figuratively expressed prohibition against misleading people; the Sifra (a midrash from the time of the Mishnah) argues that since the recipient of advice would be metaphorically blind in regard to its accuracy, they would metaphorically stumble if the advice was damaging or otherwise bad.

The Talmud extends the principle to also prohibit the facilitation of a sinful act by another individual, where the person in question would otherwise have lacked the opportunity or means to have committed the sin; for example, the Talmud takes the regulation to prohibit the giving of a cup of wine to someone who has taken the nazirite vow (which includes a vow to not partake in wine or grape products). The Talmud expresses caution in regard to figurative interpretations of this principle, emphasising that the law only really covers those situations where the other individual could not possibly have committed the transgression without the aid of the first person violating the lifnei iver rule; this is known in the Talmud as two sides to the river (Trei Ivrah deNaharah)—if, for example, the person who took a nazirite vow had been about to take a glass of wine anyway, then handing them a glass of wine would not transgress lifnei iver. Examples of Lifnei iver: as Amnon had sought the advice of Jonadab in order to rape his half sister Tamar, Absalom had sought the advice of Ahitophel who advised Absalom to have incestuous relations with his father's concubines in order to show all Israel how odious he was to his father [2 Samuel 16:20].

Lifnei iver as a principle recurs many times in more practical applications of Jewish law. For example, the Shulchan Aruch, an authoritative codification of Jewish Law (Halacha), warns a father to not physically chastise older children, as this will only entice them to hit back, which in its view would be a capital offence (Shulchan Aruch Yoreh Deah 240:20).

Academic perspectives
According to the editors of the 1906 Jewish Encyclopedia, the prevailing notion in ancient Middle Eastern cultures was that bodily ailments and defects, such as blindness and loss of hearing, as well as circumstantial ailments, such as poverty, were punishments for sin; the blind, together with cripples and lepers, were outcast by society and were prevented from entering towns, becoming paupers as a result. The biblical provision of laws to protect individuals afflicted in this manner would have had the effect, perhaps intended, of reducing the prejudice they suffered.

title: Lifnei iver