You can also use the text to create your own e-book, in epub or mobi format.
Doing diffs with other transcriptions lets a proof-reader stand on the shoulders of others. That is the main point of this project.
Result #2: a list of errors/issues with the 1908-LCP-4th text, gathered from critical editions and my own proof-reading.
Result #3: the above list of errors has been applied to the uncorrected text, and is available here as a separate transcription. For most people, this is the most useful item in this project. A raw listing of the actual differences between the uncorrected and corrected versions can be viewed here.
Result #4: I have detected issues in other transcriptions:
Result #5: My transcription was accepted by Project Gutenberg, and published to their site on 2021-01-21. My transcription is now their second transcription (in English) of Anne of Green Gables. The first one has about 1,000 differences with the first edition of the novel. Many of those differences are caused by modernization and Americanization. The remaining differences are still numerous, and show significant, non-trivial changes to the text. My transcription, on the other hand, is much closer to the text of the first edition.
The main outputs of this project are on these branches:
From what I can see, the groups on the web that provide transcriptions don't talk to each other. They don't compare their transcriptions to the output of other similar groups.
The idea of this project is simply that doing diffs on independent transcriptions is an easy way to find a large number of errors, and significantly increase accuracy.
Some ad hoc lingo, for the nonce:
First I do a full proof-read of my transcription.
Then, for each of the other transcriptions A, B, C:
The UTE(A, B, C, me) errors are more difficult to deal with. They can't be found by doing diffs, since they are present in all of the input transcriptions. Can they be detected using other means? In a few isolated cases, yes. If a policy of Americanization or modernization has been applied to all transcriptions, then that policy can be reversed, in whole or in part, by writing a simple find-replace script to change the transcription. But those are special cases (marked as 'known', in the above diagram).
At the end of the process described above, the transcription errors in my output equal the universal transcription errors across all of the inputs. This expresses the benefit of doing diffs.
Somewhat surprisingly, it's beneficial to even use different editions of the source text. For example, this project uses a transcription of a 1946 edition of Anne of Green Gables to produce a transcription of the 1908 edition (4th impression). This is beneficial because it ensures more independence of transcriptions. It's not a problem, because the real textual diffs between 1908 and 1946 are small, and are detected and accounted for by the work flow described above.
See also the bibliography of Montgomery's works, published in 1986 by the University of Waterloo Library (Russell, Russell, and Wilmshurst). Archive.org requires login for this book, but the cost is free.
The main early editions, from which others are derived, are marked in bold below:
| Label | Publisher | Description |
|---|---|---|
| 1908-LCP | L. C. Page | First edition, April. Boston, USA. Many subsequent impressions, with error corrections. |
| 1908-PIT | Sir Isaac Pitnam | London, UK. Plates from Page. First British edition. |
| 1914-G&D | Grosset and Dunlap | New York, USA. Lower quality paper and printing, cheaper book. Plates from Page. |
| 1916-LCP | L. C. Page | 40th impression, gifted from author to her son. Montgomery made no manual corrections to it. Best version of LMM-approved text? |
| 1920-LCP | L. C. Page | Movie edition, re-issued to coincide with a film release. Uses 1908 plates. |
| 1924-Cornstalk | Cornstalk | Sydney, Australia. |
| 1925-LCP | L. C. Page | New plates. Boston, USA. Fairly close to the 1908 edition. |
| 1925-GGH | George G. Harrap | New plates, distinct from Page's new plates. London, UK. Not as close to the 1908 edition. Changes to a British style. Corrects some errors of Page. Many diffs with Page. |
| 1942-RP | Ryerson | First Canadian edition. Toronto, Canada. Uses the 1925-LCP plates (according to 2007-NCE). |
| 1965-RP | Ryerson | Toronto, Canada. Illustrated. |
| 1997-OUP | Oxford University | New York, USA. Annotated edition. Not close to 1908. Draws from holograph (manuscript) and 1925 GGH. Bit unusual. |
| 2004-BP | Broadview Press | Peterborough, Canada. Close to 1908. |
| 2007-NCE | W. W. Norton | New York, USA. Critical edition. Very close to 1908. |
| 2017-PC | Penguin Classics | New York, USA. Close to 1908. |
| 2019-NM | Nimbus | Transcription of the manuscript. Halifax, Canada. Additions, deletions, and changes. |
| Step | Description | Lost? |
|---|---|---|
| Manuscript (holograph) | Hand-written by Montgomery. Preserved at the Confederation Centre of the Arts. | No |
| Typescript | Typed by Montgomery, and sent to the publisher. | Yes |
| Uncorrected proof(s) | Produced by the publisher from plates, for correction by the author. | Yes |
| Corrected proof(s) | With author's corrections. | Yes |
| Published book | As sold to the public. | No |
Interesting remarks from the critical edition of Rubio and Waterston:
| Date | Publisher | Description |
|---|---|---|
| 1908-04 | L. C. Page | 1st impression. (I didn't know about this scan when I started the project.) |
| 1908-09 | L. C. Page | 4th impression. Some pages are missing small parts of the text (on the sides). |
| 1909-08 | L. C. Page | 11th impression. |
| 1915-02 | Grosset and Dunlap | 39th impression. Based on Page's plates. |
| 1926-02 | L. C. Page | 59th impression, presumably from the 1925-LCP plates. |
| 1930-10 | George G. Harrap | From the 1925-GGH plates. Low quality scan. Problems near the spine. |
| 1933 | Angus & Robertson | Sydney, Australia. Based on Page's plates. |
| 1946-11 | Ryerson Press | Based on their 1942 edition. Uses the 1925-LCP plates. |
There are plans to make images of the manuscript available in 2022. Montgomery's handwriting is hard to read. Most would prefer the book edited by C. S. Collins.
It would be very unusual if two transcriptions of a long novel were absolutely identical.
Various stats can be used to quantify how different two transcriptions are. For example, here are some stats output by git's diff command. They show the distance between the 1908-LCP-4th branch and this project's initial snapshots of other transcriptions. The smaller the number, the more similar they are.
| Branch | Copy-text | Chapters Differ | + | - |
|---|---|---|---|---|
| 1908-LCP-4th | 1908-4th | 0/38 | 0+ | 0- |
| 1908-LCP-4th-corrected | 1908-4th | 16/38 | 25+ | 25- |
| DIG-WIK-1908-11th | 1908-11th | 38/38 | 175+ | 184- |
| DIG-DPC-2008-05 | 1946-RP | 38/38 | 175+ | 182- |
| DIG-GUT-0000 | Unknown | 38/38 | 972+ | 977- |
Of the three transcriptions that come from other parties, the Project Gutenberg 2016 transcription is the only one that has modernized and Americanized the spelling. That contributes to the larger number for that transcription.
The 1946-RP text uses the 1925-LCP plates, so the underlying copy-text is more distant from 1908. At the same time, this project found fewer transcription errors for DPC than for Wikisource.
Here's the listing for updated snapshots of other transcriptions as of 2021-01-07, reflecting recent changes to the transcriptions.
| Branch | Copy-Text | Chapters Differ | + | - | Summary | Details |
|---|---|---|---|---|---|---|
| 1908-LCP-4th | 1908-4th | 0/38 | 0+ | 0- | n/a | n/a |
| 1908-LCP-4th-corrected | 1908-4th | 16/38 | 25+ | 25- | summary | diffs |
| DIG-WIK-1908-11th-B | 1908-11th | 17/38 | 29+ | 28- | summary | diffs |
| DIG-DPC-2008-05-B | 1946-RP | 33/38 | 107+ | 108- | summary | diffs |
| DIG-GUT-0000 | Unknown | 38/38 | 993+ | 1003- | summary | diffs |
Links to the detailed diffs require a lot of horizontal scrolling. It's recommended to download the file from github.
You can see that my transcription is now quite close to those of Wikisource and Distributed Proofreaders Canada. The DPC transcription is further away than Wikisource because its underlying copy-text is further away.
| 1908-LCP-4th | |||||||||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Ch. 01 | JO(4) | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Ch. 02 | JO(3) | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Ch. 03 | JO(5) | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Ch. 04 | JO(4) | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Ch. 05 | JO(2) | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Ch. 06 | JO(4) | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Ch. 07 | JO(0) | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Ch. 08 | JO(0) | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Ch. 09 | JO(3) | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Ch. 10 | JO(10) | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Ch. 11 | JO(3) | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Ch. 12 | JO(2) | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Ch. 13 | JO(1) | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Ch. 14 | JO(5)
| Ch. 15 | JO(7)
| Ch. 16 | JO(5)
| Ch. 17 | JO(3)
| Ch. 18 | JO(4)
| Ch. 19 | JO(2)
| Ch. 20 | JO(4)
| Ch. 21 | JO(6)
| Ch. 22 | JO(4)
| Ch. 23 | JO(4)
| Ch. 24 | JO(2)
| Ch. 25 | JO(4)
| Ch. 26 | JO(1)
| Ch. 27 | JO(2)
| Ch. 28 | JO(4)
| Ch. 29 | JO(7)
| Ch. 30 | JO(7)
| Ch. 31 | JO(4)
| Ch. 32 | JO(5)
| Ch. 33 | JO(2)
| Ch. 34 | JO(9)
| Ch. 35 | JO(1)
| Ch. 36 | JO(4)
| Ch. 37 | JO(7)
| Ch. 38 | JO(3)
| Total | 147
| |
Proof-readers/Editors:
| Initials | Name |
|---|---|
| JO | John O'Hanley |
I have divided these issues into two kinds:
Rachael Lynde
[Table of Contents, Ch. 1 and Ch. 9].
Change to match how the name is spelled throughout the body of the text: 'Rachel'.
people called “Rachel Lynde’s husband—was sowing
[Ch. 01, p2-3].
The right-quote is missing. The text is split across two pages in this case.
2007-NCE says this was corrected between the 5th impression and the 12th impression.
The 11th impression shows a change, but it's still in error, since there are two opening quotes.
suggested getting a Barnado boy.
[Ch. 01, p8].
Misspelled. Should be 'Barnardo', as in MS.
According to 2007-NCE: only 1924-Cornstalk has 'Barnardo'; both 1925-LCP and 1927-GGH use 'Home boy' instead.
A merchant in Hopeton last winter
[Ch. 02 , p19].
Misspelled. Should be 'Hopetown'. Occurs in 3 places in the novel: Hopetown, Hopeton, Hopeton. MS always has Hopetown.
The second occurrence:
a soul that had been wondering afar
[Ch. 02, p26].
Change to 'wandering'. Match the MS.
‘The Seasons’ by James Thompson.
[Ch. 05, p58]
Change to 'Thomson'. This is a real author, whose name has been misspelled.
* infinite, eternal and unchangeable, in His being,
[Ch. 07, p71]
The comma after unchangeable should really be after eternal.
That will match the punctuation of the original text.
The Annotated Anne of Green Gables points to this misquoted catechism as the source of the quote (page 32).
anl then studied diligently
[Ch. 8, p82]
Change to 'and'.
This error is present in the 1st impression, and absent in the 4th impression.
This is the only difference that I'm currently aware of between the 1st and 4th impressions.
echo lived there
[Ch. 08, p84]
The period is missing after 'there'. Seems to be a defect in the printing, not in the image.
The period is present but weak in the 11th impression, and
definitely present in 39th impression.
cooky to eat with it along in the afternoon
[Ch. 16, p170]
Change to 'along with it'. Match the MS. Seems to be a clear grammatical error. Annotated makes this correction.
* about its being all right
[Ch. 16, p180]
Change 'its' to 'it'.
MS has 'its' as well.
Seems like an error in grammar.
There's nothing possessive here.
The text is in the narrator's voice, and doesn't seem to be colloquial.
In chapter 14 there's a second occurrence of about its, but in Anne's voice, not the narrator's voice.
to forget, said Anne
[Ch. 16, p169]
Missing end quote.
but after awhile
[Ch. 19, p223]
Change to 'a while'.
The noun phrase 'a while' has two words. The adverb form 'awhile' is a single word.
Chapter 16 uses 'awhile' correctly.
This issue isn't noted in any critical edition that I've seen.
But it is corrected in the Penguin/Puffin edition of 2008 (which may in turn be derived from some earlier edition.)
Other occurrences that should be changed to a while (two words):
Bitterly did she resent the license
[Ch. 20, p231]
Misspelled, should be 'repent'. 2007-NCE says this error was corrected in the 5th impression.
it is much as he did
[Ch. 25, p272]
Missing the word 'as'. Make it read 'it is as much as he did'. This will match the MS, and later editions.
* Let you and I have
[Ch. 26, p293]
Change to 'Let’s'.
in Death Not Divided
[Ch. 26, p290].
Capitalize to 'In'. Match the MS. Annotated makes this change.
Hills peeped o’er hill, and Alps
[Ch. 31, p353]
Change to 'hills'. Match the MS, and the original text of the quote of Alexander Pope.
Spurgeon stayed resolutely away
[Ch. 32, p365]
Missing period after 'away'.
yellowish-brown wincey
[Ch. 34 , p384]
Change to agree with chapter 2, which describes the same dress as 'yellowish grey wincey' (no hyphen).
Josiah Allen’s wife
[Ch. 38, p424]
Capitalize to 'Wife'.
This will correctly match the name of the referenced fictional character.
told her Thomas that night.
[Ch. 38, p426]
Period should be a comma or a colon, 'night,' or 'night:'.
MS has a comma.
In chapter 15, some paragraphs end in a comma (unusual), just before a character begins speaking.
* I haven't seen this issue mentioned elsewhere.
Our spirits can comune.
[Ch. 17, p190]
The correct spelling is commune, but this probably shouldn't be corrected, since Anne misspells several words in her letter: comune, busum, improoving.
Annotated silently changes the spelling to commune, but leaves the spelling of the other two words.
In this respect, they are matching the MS.
It seems that 1925-GGH changes to 'commune' (example from 1930).
It seems that 1925-LCP also changes to 'commune' (example from 1933.)
I disagree with these later editions.
I think the intent of the author was to intentionally misspell three words in the letter, not two, and that the spelling of the
first edition should be preserved.
pail the barge
[Ch. 28, p310]
Change to 'pall'. Match the MS.
2007-NCE says that this error in the first impression was actually corrected in the 4th impression, so it's not visible in the above link.
But wait! This 1st impression
does not have the error. What's going on?
Coincidentally, I found a similar error when reading the novel Germinie Lacerteux. It has this mistake, where the French word elle is poorly printed, and appears as eile instead. Such a misprint would change pall to pail.
And as for the risk...
[Ch. 01, p10].
Risk...risks...risks: should all three instances of 'risk' be either singular or plural? Colloquial speech.
It is a kind of pretty place.
[Ch. 02, p26].
Change to 'kind of a pretty place'. Match the MS.
That’s Barry’s pond
[Ch. 02, p28].
Capitalize to Pond. This place name occurs elsewhere in a number of places in the text.
Might change 'Shore Road' in the same way.
Call you Cordelia!
[Ch. 03, p35].
Change the exclamation mark to a question mark.
Why is she yelling? The Annotated Anne of Green Gables makes this change, but they don't note
it as a change.
said Marilla sharply, eying her
[Ch. 03, p37].
Change to 'eyeing'. The UK spelling 'eying' just looks odd.
four dark, low-turned posts
[Ch. 03, p39].
Change to 'four dark, low, turned posts'. Match the MS.
Suppose she wasn’t really going to stay here!
[Ch. 04, p43].
Seems completely backward from the intended sense.
Why express enthusiasm for the undesired alternative?
Move the exclamation point to the next sentence? Italicize 'was'?
The author uses an exclamation point here not for expressing a positive feeling, but for expressing a strong feeling.
Chapter 31 has a similar sentence: 'Suppose they did not pass!'.
held his tongue,—but this at least was natural,—so that
[Ch. 04, p47].
The commas are superfluous, since the em dashes already do the work.
beating a retreat down cellar after potatoes.
[Ch. 04, p50].
Change to 'down to the cellar'?
Strange wording, similar to 'down-stairs', but with two words.
saw that aggravating Matthew
[Ch. 04 , p52].
Ambiguous, poorly worded; what 'that' means is clear only after re-reading the sentence.
Saw that 'she was' aggravating?
Mrs. Peter has a large family
[Ch. 06, p63].
The woman is named in 3 ways, in this order: 'Mrs. Peter Blewett', 'Mrs. Peter', and 'Mrs. Blewett'.
Could her first name really have been Peter? Or is that her husband's first name?
It seems entirely intentional on Montgomery's part.
'Mrs. Peter' reminds me of 'Mrs. Rachel' for Mrs. Rachel Lynde.
Chapter 16 has 'Mr. and Mrs. Chester Ross', 'Mrs. Chester Ross'.
picking them— I wouldn’t want
[Ch. 08, p86]
Extra space after the em dash; still present in the 39th impression.
Is this just an artifact of text justification?
at touch of that thin little hand
[Ch. 10, p107]
Change to 'the touch'. Annotated does this.
as plain as waist and skirt and tight as sleeves
[Ch.11 , p109].
Add a comma somewhere? After 'skirt'?
Nothing daunted Anne proceeded onward
[Ch. 11, p112].
Add a comma after 'daunted'? See reference.
nor ‘Midian,’ either, but it sounds
[Ch.11, p115].
Remove the comma after Midian? Not in MS.
Anne rose to her feet, with clasped hands, the tears
[Ch. 12, p118].
Remove the comma?
in from the yard, eyes shining,
[Ch. 13, p126].
Printing defect. The comma is barely visible; make sure it's there.
between our farm and Mr. Barry’s.
[Ch. 13, p129].
Should the statement be a question?
Diana whispered to Anne,
[Ch. 15, p154].
Unusual to have a paragraph end with a comma.
in a piercing whisper,
[Ch. 15, p156].
Unusual to have a paragraph end with a comma.
she had been called “carrots.”
[Ch. 15, p157].
Capitalize 'Carrots'.
a crow and being called carrots
[Ch. 15, p159].
Capitalize 'Carrots'.
acksually never seen anything like it
[Ch. 15, p161].
Change to 'ackshually'. Restore MS. Annotated does this.
and she ought to know something about it
[Ch. 15, p164].
Change to 'so'. Restore MS. Annotated does this.
it’s beginning to work.
[Ch. 16, p170]
Change 'work' to 'go' (as in go bad). Match the MS, and 1925-GGH.
I've never heard an Islander use 'work' in this way.
In the Cdn Oxford Dict., one definition of 'to work' is 'to ferment'.
Is this usage of 'go' in the Pratt/Burke Dictionary?
the second shelf of the room pantry
[Ch. 16, p173]
Change to 'sitting-room'.
Annotated does this, but MS has 'room' only.
said Diana stanchly,
[Ch. 17, p185].
Change 'stanchly' to 'staunchly'. Do the same in chapter 33.
Ella May Macpherson gave her
[Ch. 17, p187].
Change 'Macpherson' to 'MacPherson', to match other occurrences in the book. The MS actually has 'McPherson' at this place.
And Gil— I mean some
[Ch. 17, p192]
Extra space after the em dash.
Is this just an artifact of text justification?
Similar to an issue in chapter 8 (above).
There’s another, not a sister,
[Ch. 19, p215].
The original text has no italics for 'not'.
Doctor Spencer would go too,
[Ch. 18, p198].
Reads better with a period. MS has a period, so does Annotated.
the frogs were singing silverly sweet
[Ch. 20, p226].
Change to 'silvery', as in the MS, and in 1925-GGH.
a minister’s family to tea.
[Ch. 21, p240].
Change 'family' to 'wife', as in MS.
It was stated previously in the text that the couple is childless.
Annotated does this, and I agree.
but steadily ate away at it.
[Ch. 21, p244].
Change to 'ate steadily'.
Restore to MS.
Annotated does this too.
girls said, “Oh!”
[Ch. 23, p256].
Remove the comma after 'said'. MS has the comma.
blame it on anybody I would
[Ch. 23, p260].
Change to 'anybody else'.
Match the MS, and Annotated.
Remained only Mrs. Lynde
[Ch. 25, p276].
Change to 'There remained only'.
Have you something particular in mind?
[Ch. 25, p276].
Change to 'anything'.
Match the MS.
Annotated has 'anything in particular in mind'.
like them made in the new way.
[Ch. 25, p277].
Change to 'made'.
Match the MS, and Annotated.
Moody Spurgeon was “licked;”
[Ch. 26, p287].
Should the semi-colon be outside the quotation marks? Match the MS.
to light her down cellar
[Ch. 27, p300]
Change to 'light her way'. Is this an error, or intended?
Gilbert had called her “carrots”
[Ch. 28, p315]
Capitalize 'Carrots'.
took us up to the grand stand
[Ch. 29, p326]
Change to 'grandstand', one word. Match MS. Match the Cdn Oxford Dict.
the last moonlight night
[Ch. 30, p334]
Change to 'moonlit'?
build anything really worth while
[Ch. 30, p335]
Change to 'worthwhile'?
Both forms exist, according to the Cdn Oxford Dict.
'Worth while' also occurs in chapter 35, on page 396.
tucked ‘Ben-Hur’ between the desk
[Ch. 30, p335]
'Ben-Hur' is spelled without the hyphen everywhere else. Make consistent.
studying for the entrance.
[Ch. 30, p338]
Two spellings seen in 1908 and the MS, 'entrance' and 'Entrance'. Make consistent.
she did it, so successfully
[Ch. 30, p343]
Remove the comma. Match the MS.
When Marilla was not at Aid meeting
[Ch. 30, p346]
Change to 'the Aid meeting'.
the Spencervale doctor and a heart
[Ch. 31, p349]
Add a comma after 'doctor'?
adorned to the queen’s taste.
[Ch. 33, p372]
Capitalize to 'Queen’s'?
The time frame of the novel is never precisely stated, as far as I know.
Does this sentence imply that the action is taking place in the Victorian era?
Queen Victoria died in 1901, and was succeeded by a male monarch.
to take on so
[Ch. 34, p386]
Perhaps put in quotation marks, “take on”, to match the MS.
teacher’s provincial license, Class First,
[Ch. 34, p391]
Perhaps change to 'First Class', which is used elsewhere in the text. The MS has 'Class First'.
handsome young lady, now
[Ch. 35, p393]
Put the comma after 'now', not 'lady'. Match the MS.
professor Tremaine
[Ch. 35, p398]
Capitalize to 'Professor'. Match the MS, and common practice.
brought from the office
[Ch. 37, p409]
Change to 'post-office'. The MS has 'brought in from the office'.
“Yes”—briefly.
[Ch. 37, p416]
Bizarre. Meaning that she responds curtly to the question?
to stay home and teach there
[Ch. 38, p423]
Add a comma after 'teach'. Without a comma, 'there' erroneously refers to Avonlea, on first reading.
General speed bump issue: there are many times when the speech of the characters seems slightly too formal for rural Islanders. For example, contractions such as it is versus it's.
In chapter 5:
General speed bump issue: the persistent use of quotations to refer to items: titles, idiom, and so on. I would prefer italics.
General speed bump issue: the spelling isn't completely consistent. Here are some examples, with the number of occurrences of each variant:
The following applies to early editions only. See 2007-NCE and Annotated for more info.
There is a sentence in chapter 16 which is distinct between three main early editions. It happens when Anne discovers that Diana got drunk on 'raspberry cordial':
1908-LCP and 1925-LCP can also be distinguished using these characteristics:
1925-LCP has these characteristic errors that identify it:
1925-GGH has these characteristics that help identify it:
I haven't included the (2016) Project Gutenberg transcription here, because the number of issues for them is too large!
1946 Ryerson (7+3) - found using diffs + DPC notes about misspellings
This edition is based on the 1925-LCP plates (see 2007-NCE).
| Ch | Paragraph | Is | Should Be | Description |
|---|---|---|---|---|
| 1 | Marilla was a tall | hairpins stuck agressively | hairpins stuck aggressively | misspelled |
| 14 | That night a thoroughly | beautification | beatification | wrong word; compare LCP 1908, 4th impr. |
| 17 | The girls were not | already to take a bite | all ready to take a bite | should be 'all ready'; see LCP 1908, 4th impr, and the MS. |
| 17 | The girls were not | red hot coal | red-hot coal | should be 'red-hot'; see LCP 1908, 4th impr, and the Cdn Oxford Dictionary. |
| 17 | The girls were not | big lucious “strawberry apple.” | big luscious “strawberry apple.” | misspelled |
| 19 | For Anne the real | positive ecstacy | positive ecstasy | misspelled; should be 'ecstasy'; see LCP 1908, 4th impr, and the Cdn Oxford Dictionary |
| 19 | “I knew it!” | The Barry’s must feel | The Barrys must feel | see LCP 1908, 4th impr |
| 19 | “Yes,” answered Diana | dancing with rage. Anne. | dancing with rage, Anne. | misprint; period should be a comma. see LCP 1908, 4th impr |
| 32 | “I just guess she | we’ll all proud of you. | we’re all proud of you. | misspelled |
| 35 | Ruby Gillis was the handsomest | preeminence | pre-eminence | match the MS, and the Canadian Oxford Dictionary |
2007 Norton (9) - found in passing; all involve hyphens
| Ch | Paragraph | Is | Should Be | Description | |||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 02 | They had driven | tiptoe-ing | tiptoeing | the hyphen is present in 1908, but only because of a line-break; occurrences | |||||||||||||||
| 04 | Anne washed the dishes | dinner-time | dinnertime | the hyphen is present in 1908, but only because of a line-break; MS: 'dinnertime' (twice), which agrees w/ Cdn Oxford Dict.; chapt. 15: 'dinner time' | |||||||||||||||
| 08 | Anne set the card | dinner-table | dinner table | the hyphen is present in 1908, but only because of a line-break; MS and Chapter 20 have 'dinner table'; occurrences | |||||||||||||||
| 08 | Anne blew a couple | fingertips | finger-tips | ambiguity because of a line break; MS has hyphen, but Cdn Oxford dict doesn't; occurrences | |||||||||||||||
| 17 | The girls | redhot coal | red-hot coal | use a hyphen; occurrences | |||||||||||||||
| 20 | One June evening | be-starred | bestarred | the hyphen is present in 1908, but only because of a line-break; occurrences; MS agrees with the Collins> dict.
| 21 | “I don’t think I was | black-board | blackboard | the hyphen is present in 1908, but only because of a line-break; occurrences
| 30 | Studies palled just | by-ways | byways | in 1908 the hyphen coincides with a line-break; occurrences; The MS is inconsistent.
| 35 | Ruby Gillis was the handsomest | preeminence | pre-eminence | in 1908 the hyphen coincides with a line-break; match the MS, and the Cdn Oxford Dict; occurrences
| |
Distributed Proofreaders Canada (33) - found using diffs
| Ch | Paragraph | Is | Should Be | Description | Fixed |
|---|---|---|---|---|---|
| 01 | There are plenty | Gulf of St Lawrence | Gulf of St. Lawrence | the period for the abbreviation 'St.' | y |
| 03 | “Oh, it makes | an e I shall | an _e_ I shall | missing the italics | y |
| 04 | “I never in all | _looks_? | _looks?_ | include the question mark | N |
| 05 | “Do you know,” said | Redheaded | Red-headed | the line break is misleading | y |
| 08 | “There—I know this prayer | sound so luxurious | sound _so_ luxurious | the emphasis is missing | y |
| 08 | “There—I know this prayer | make _that_, seem | make _that_ seem | extra comma | y |
| 08 | Anne blew a couple | fingertips | finger-tips | the line break is misleading; the MS has a hyphen, but the modern Cdn Oxford Dict. doesn't | y |
| 10 | "Oh, Mrs. Lynde!" | to her feet "You | to her feet. "You | missing period; OCR confused | y |
| 10 | “How can I be vain | took | look | OCR is confused by a printing defect | y |
| 11 | Anne was standing | preceeding | preceding | not spelled correctly in the copy-text (they like to correct such errors directly) | y |
| 13 | “Oh, Marilla | ice cream | ice-cream | the hyphenation is inconsistent in the copy-text; it's usually ice-cream | y |
| 13 | “Oh, Marilla | _ice cream_! | _ice-cream!_ | include the exclamation point in the italics | y |
| 15 | The way Anne and Diana | was a pretty one | was a pretty one | add italics | y |
| 15 | “I think your Gilbert | Gilbert Blythe is handsome | Gilbert Blythe is handsome | add italics | y |
| 16 | “I should think | ran to the pantry, | ran to the pantry. | comma should be a period; the copy-text has a printing error here | y |
| 17 | The Cæsar’s pageant | The Caesar’s pageant | The Cæsar’s pageant | use a ligature æ (as elsewhere) | N |
| 18 | “Well, anyway, | The taffy wasn’t very good. | The taffy wasn’t very good, | period should be a comma | y |
| 20 | “I’m so sorry for people | not to miss them | not to miss them | missing italics for not | y |
| 21 | “I don’t think I was | spelled my name without an e | spelled my name without an e | missing italics for e | y |
| 24 | “Well, when you can combine | Faith, Hope, and Charity, | Faith, Hope, and Charity. | comma should be a period | y |
| 23 | “And that is just why | it is all my own fault | it is all my own fault | missing italics for is | y |
| 25 | “Merry Christmas, Marilla! | They’re not green | They’re not green | missing italics for not | y |
| 26 | “Ruby Gillis thinks of nothing | noticed that | noticed that. | missing period | y |
| 27 | “Anne Shirley, what have | Why, it’s _green_! | Why, it’s _green!_ | include the exclamation point in the italics | N |
| 29 | “I’m not going to think about it | But it is such | But it _is_ such | add italics for 'is' | y |
| 30 | “Oh, how can you call | but it was agonising | but it was _agonizing_ | not the same spelling as the copy-text | y |
| 30 | “I’m not even going to | until I know every proposition | until I know every proposition | remove the italics on 'I' | y |
| 30 | “Matthew had a bad spell | avoid excitement That’s | avoid excitement. That’s | missing period | y |
| 31 | “I don’t know—I don’t want | fore-finger | forefinger | the hyphen is from the line break; the MS has no hyphen, and neither has the Cdn Oxford Dict. | y |
| 33 | “She looks neat | to Matthew, nowadays. | to Matthew nowadays. | remove the comma | y |
| 36 | For a moment Anne | Matthew would be sorry,—he | Matthew would be sorry—he | remove the comma; seems to be a defect in the printing | y |
| 37 | “We’ve got each other | “We’ve got each other. Anne. | “We’ve got each other, Anne. | period should be a comma | y |
| 38 | But crispness was no | Thomas that night. | Thomas that night, | period should be a comma | y |
Wikisource (113) - found using diffs
Fixes have been applied to all items except one.
The items marked as y1 involve whitespace of some kind. Common causes:
Items marked as y2 were corrected during a second cycle of corrections.
Items marked as exp have an issue with the text export.
| Ch | Paragraph | Is | Should Be | Description | Fixed |
|---|---|---|---|---|---|
| 01 | “Well, we’re not | I’d never dream | “I’d never dream | missing opening quotation mark | y |
| 01 | “Well, we’re not | It does really | “It does really | missing opening quotation mark | y |
| 01 | “Well, we’re not | so he’s he ever | so be’s he ever | possible OCR error | y |
| 02 | He walked jauntily | gently own the | gently down the | missing the letter 'd' | y |
| 02 | The “Avenue,” | the air as full | the air was full | missing the letter 'w' | y |
| 03 | “Oh, I’m not ashamed | Anne spelled with an _e_ | Anne spelled with an _e_. | missing period | y |
| 03 | “I could hire | and she'd be company | “and she’d be company | missing first quotation mark | y |
| 04 | Anne washed the | dinner-time | dinnertime | the hyphen is present only because of a line-break; MS: 'dinnertime' (twice), which agrees w/ Cdn Oxford Dict.; chapt. 15: 'dinner time' | No. |
| 06 | “I’m dreadful sorry,” | Nancy is terrible | Nancy is a terrible | missing the word 'a' | y |
| 06 | “And if there | Take the armchair. Miss Cuthbert. | Take the armchair, Miss Cuthbert. | period should be a comma | y |
| 06 | “I think you’d better | said Marilla crossly, | said Marilla crossly. | comma should be a period | y |
| 07 | “Why, Anne, what | God is, Anne? | God is, Anne?” | missing close quote | y |
| 07 | “Oh, at the asylum | eternal and unchangeable, | eternal and unchangeable. | comma should be a period | y |
| 08 | Can I take the | Can I take the | “Can I take the | missing opening quote | y |
| 09 | Anne had been a | Mrs, Lynde | Mrs. Lynde | comma should be a period | y |
| 09 | Anne came running | Anne came running | Anne came running | should begin a new pargraph | y2 |
| 10 | “You shouldn’t think | vain little girl, | vain little girl. | comma should be a period | y |
| 11 | But he wasn’t | But he wasn’t | “But he wasn’t | missing opening quote | y |
| 12 | Mrs. Barry, | Mrs, Barry, | Mrs. Barry, | comma should be a period | y |
| 12 | “Well, I don’t mind | How do you do it | “How do you do it | missing opening quote | y |
| 13 | “I do _not_ like | diamonds with a sigh, | diamonds with a sigh. | comma should be a period | y |
| 13 | “Anne, you have talked | Now, just for | “Now, just for | missing opening quote | y |
| 14 | “I took the amethyst | before you came home, | before you came home. | comma should be period | y |
| 14 | That was a dismal | raked the yard. | raked the yard. (with new paragraph) | 'raked the yard.' ends the paragraph | y |
| 14 | “Anne Shirley,” said | I’ve just found | I’ve just found | there's an extra space betwixt 'just' and 'found' | y1 |
| 14 | “Anne, you do beat | start square again.. | start square again. | there's an extra period that should be removed. Possible OCR error. | y |
| 15 | Lover’s Lane opened out | hauled home in winter, | hauled home in winter. | comma should be a period | y |
| 15 | When Mr. Phillips was | whispered to Anne. | whispered to Anne, | period should be a comma | y |
| 15 | Mr. Phillips stalked down | Mr. Phillips stalked down | Mr. Phillips stalked down | should be in a new paragraph | y1 |
| 15 | “She’ll have to | I’ll never go to school | “I’ll never go to school | missing opening quote | y |
| 16 | The next day was | flung herself face down- ward | flung herself face downward | has extra space; the hyphen is from a line break, not a hyphenated word | y |
| 16 | “Messy things,” | You clutter up | “You clutter up | missing opening quote | y |
| 17 | “No.” | Anne drew a long breath, | Anne drew a long breath. | comma should be a period | y |
| 17 | “And I will always | we read together says, | we read together says. | comma should be a period | y |
| 18 | All things great | All thing’s great | All things great | remove apostrophe | y |
| 18 | “I was awfully near | explained Anne, | explained Anne. | comma should be a period | y |
| 19 | For Anne the real | room up-stairs, | room up-stairs. | comma should be a period; may be caused by poor image quality | y |
| 19 | “Well now, Marilla | let Anne go. | let Anne go.” | missing quote | y |
| 19 | “Hasn’t it been a | It must be splendid | “It must be splendid | missing quote | y |
| 19 | “I’m afraid my imagination | I dare say your | “I dare say your | missing quote | y |
| 20 | “Somehow,” she told Diana | whether Gil— whether | whether Gil—whether | extra space beside em dash | y |
| 20 | “I’ll have to go | “I’lll have to go | “I’ll have to go | misspelled, should be 'I’ll' | y |
| 21 | “I don’t think I was | one after the other, | one after the other. | comma should be a period | y |
| 21 | Nobody else asked | Nobody else asked | “Nobody else asked | missing quote | y |
| 21 | “Mrs. Barry had her | and the minister paid | “and the minister paid | missing quote | y |
| 21 | “Well, do as you like | Only mind you leave | “Only mind you leave | missing quote | y |
| 21 | “Suppose you jump up | Suppose you jump up | “Suppose you jump up | missing quote | y |
| 21 | “My dear little girl | My dear little girl | “My dear little girl | missing quote | y |
| 23 | If Anne had tumbled | If Anne had tumbled | If Anne had tumbled | missing new paragraph | y1 |
| 23 | Don’t be very frightened | bright side of things. | bright side of things.” | missing end quote | y2 |
| 25 | “I don’t see how I’m | on that dress, I’m | on that dress. I’m | comma should be a period | y |
| 25 | “Everything went off very well | “ I guess we | “I guess we | remove extra space before 'I'. | y |
| 25 | When Miss Harris returned | hands and replied: Well now | hands and replied: “Well now | missing quotation mark | y |
| 25 | “We only keep hayseed | We only keep hayseed | “We only keep hayseed | missing quotation mark | y |
| 25 | Miss Harris had heard | We’ve none on hand | “We’ve none on hand | missing quotation mark | y |
| 25 | “Merry Christmas, Marilla! | Merry Christmas, Marilla! | “Merry Christmas, Marilla! | missing quotation mark | y |
| 25 | “That’s a Christmas present | Why—why—Anne, don’t you | “Why—why—Anne, don’t you | missing quotation mark | y |
| 26 | “In four more years | that’s ridiculous, I shall | that’s ridiculous. I shall | comma should be a period | y |
| 26 | “They grew in beauty | I wall save thee | I will save thee | 'wall' should be 'will' | y |
| 26 | “But we’re so careful | But we’re so careful | “But we’re so careful | missing quotation mark | y |
| 26 | “If I had Alice | If I had Alice | “If I had Alice | missing quotation mark | y |
| 27 | “She’s not here when | “ I reckon she’ll | “I reckon she’ll | remove extra space after quote | y |
| 27 | “Well, I hope you’ll repent | led you, Anne, Goodness knows | led you, Anne. Goodness knows | comma should be a period | y |
| 27 | “I didn’t say anything | “ because I thought it | “because I thought it | remove extra space after quote | y1 |
| 28 | “Oh, do you really think so | “ I’ve sometimes thought | “I’ve sometimes thought | remove extra space | y |
| 28 | “Ruby, you shouldn’t talk | “ It spoils the effect | “It spoils the effect | remove extra space | y |
| 28 | Jane rose to the occasion | crepe | crêpe | missing accent | exp |
| 28 | “Now, she’s all ready | * Farewell, sweet sister | “Farewell, sweet sister | bad quote character, and extra space | y |
| 28 | The flat drifted | disappear before their very eyes | disappear before their very eyes | remove two extra spaces between 'disappear' and 'before' | y1 |
| 28 | The minutes passed by | The minutes passed by | The minutes passed by | needs a new paragraph | y1 |
| 28 | For a moment Anne | called her “ carrots ” and | called her “carrots” and | remove extra spaces around 'carrots' | y1 |
| 28 | Half-way up the path | Mrs. Barry being away, | Mrs. Barry being away. | comma should be a period | y |
| 28 | “Oh, Anne,” gasped Diana | drowned — and we | drowned—and we | remove extra space surrounding the em dash | y1 |
| 28 | “Oh, yes, I think I will | “ I think my prospects | “I think my prospects | remove extra space | y1 |
| 28 | “Well,” explained Anne | “ I’ve learned a new and valuable | “I’ve learned a new and valuable | remove extra space | y1 |
| 28 | “Well,” explained Anne | And today’s mistake | And to-day’s mistake | add hyphen | y2 |
| 28 | But Matthew, who had been | But Matthew, who had been sitting | But Matthew, who had been sitting | needs a new paragraph | y |
| 28 | “Oh, Anne,” gasped Diana | Oh, Anne—we thought—you were | “Oh, Anne—we thought—you were | missing quote | y |
| 28 | “We were playing Elaine | and I had to drift | “and I had to drift | missing quote | y |
| 29 | Anne was bringing the cows | in the firtrees at evening | in the fir-trees at evening | missing hyphen | y |
| 29 | “Indeed, I didn’t | you think there is. Miss Barry | you think there is, Miss Barry | period should be a comma | y |
| 29 | Miss Barry’s house | as Anne told Marilia afterwards | as Anne told Marilla afterwards | misspelled name | y |
| 29 | “Velvet carpet | “ _and_ silk curtains! | “_and_ silk curtains! | remove extra space | y1 |
| 29 | “Well, I hope | I hope you’e enjoyed | I hope you’ve enjoyed | misspelled | y |
| 29 | “It’s a very fine | It’s a very fine evening | “It’s a very fine evening | missing opening quote | y |
| 29 | “So you’ve come to | Mercy, child, how you | “Mercy, child, how you | missing opening quote | y |
| 29 | “Isn’t it just like | I never was in Aunt | “I never was in Aunt | missing opening quote | y |
| 29 | “I should think not | Diana indignantly | Diana indignantly. | missing period; remove new para | y2 |
| 30 | “Well, seeing you’re so | Well, seeing you’re so | “Well, seeing you’re so | missing opening quote | y |
| 30 | “I must say Anne has | “She must be a great | “She must be a great | missing opening quote | y |
| 30 | “Oh, Marilla, thank | “Oh, Marilla, thank you,” Anne | “Oh, Marilla, thank you.” Anne | comma should be a period | y |
| 30 | “But oh, Marilla, I really | college for education’s sake, because, she | college for education’s sake, because she | remove comma after 'because' | y |
| 30 | “I never would have thought | short of wonderful how, she’s improved | short of wonderful how she’s improved | remove comma after 'how' | y |
| 32 | “Yours devotedly, | Yours devotedly, | Yours devotedly, | replace the unusual unicode character, U+002C decimal separator, with a standard comma | y |
| 33 | When the concert was over | decorated dining-room: Diana | decorated dining-room; Diana | change colon to a semi-colon | y |
| 33 | “Not a bit of it | It's a perfect night, and | "It's a perfect night, and Diana | missing quote | y |
| 33 | “The lady who keeps it | The lady who keeps it | "The lady who keeps it | missing quote | y |
| 33 | “I won’t cry | I won’t cry | "I won’t cry | missing quote | y |
| 33 | “You’ve been crying | for your rose and eyes get red | for your nose and eyes get red | change 'rose' to nose' (the printing is defective here) | y |
| 33 | “I’ll win that scholarship | if got to be a B.A.? | if I got to be a B.A.? | add 'I' | y |
| 35 | “That Anne-girl | improves all the time," she said | improves all the time," she said. | add period after 'said' | y |
| 35 | “That Anne-girl | trouble making myself love them. | trouble in making myself love them. | add 'in' | y |
| 35 | “That may make me | heads up, in Lovers’ Lane | heads up in Lovers’ Lane | remove the comma | y |
| 36 | Anne laughed and pelted | the faded “June lilies_” | the faded “June lilies” | remove the extra space | y1 |
| 36 | “I think he has only been | at the head of the institution” | at the head of the institution.” | add missing period | y |
| 36 | “Well now, I can’t seem to | “It’s only that I’m getting old | “It’s only that I’m getting old | doesn't start a new paragraph | y |
| 37 | “I was down to the graveyard | graveyard to plant a rosebush | graveyard to plant a rose-bush | spell with a hyphen, as spelled a few lines down | y |
| 37 | “I shall be all right | the cake with liniment” | the cake with liniment.” | add missing period | y |
| 38 | “I don’t call it much hope | “What am I to live for | “What am I to live for | remove new line beforehand; does not start a new paragraph | y |
| 38 | “But I’m going to study Latin | lifted her hands in holy horror, | lifted her hands in holy horror. | comma should be a period | y |
| 38 | “Diana is signalling for | for me to go over” | for me to go over,” | comma needed after 'over' | y |
| 38 | Anne sat long at her window | firs in the__hollow | firs in the_hollow | remove extra space after 'the' | y1 |
| 38 | Anne’s horizons had closed | Anne’s horizons had closed | Anne’s horizons had closed | needs to start a new paragraph | y1 |
told her Thomas that night.
[Ch. 38, p426]
Period should be a comma or a colon, 'night,' or 'night:'.
MS has a comma.
In chapter 15, some paragraphs end in a comma (unusual), just before a character begins speaking.
| Date | Publisher | Appears As | OK? |
|---|---|---|---|
| 1908 | MS, the original manuscript | comma | ok |
| 1908-09 | L. C. Page, 4th impression | period | err |
| 1909-08 | L. C. Page, 11th impression | period | err |
| 1915-02 | Grosset and Dunlap, 39th impression | period | err |
| 1930-10 | George G. Harrap | period | err |
| 1933 | Angus & Robertson | period | err |
| 1946-11 | Ryerson Press (uses 1925-LCP plates) | comma | ok |
| 1988 | Harrap | period | err |
| 1996 | Random House/Seal | period | err |
| 1997 | Oxford University Press (critical edition) | comma | ok |
| 1999 | HarperCollins | period | err |
| 2007 | Norton Critical Edition (likely uncorrected intentionally) | period | err |
| 2008 | Penguin/Puffin | period | err |
| 2008 | New Canadian Library/M&S | comma | ok |
| 2017 | Penguin Classics (critical edition)1 | period | err |
| 2017 | Pan Macmillan | period | err |
| 2019 | Arcturus | period | err |
Early editions, and transcriptions
What the IDs mean (transcriptions end with 'T' or 'Tc'):
| Id | Type | Description | Source | Link |
|---|---|---|---|---|
| 1st | Book | 1908-LCP 1st impression | kindredspaces.ca | link |
| 4th | Book | 1908-LCP 4th impression | archive.org | link |
| 4thT | Transcription | 1908-LCP 4th impression | Branch: 1908-LCP 4th | link |
| 4thTc | Transcription | 1908-LCP 4th impression, corrected | Branch: 1908-LCP-4th-corrected | link |
| 11th | Book | 1908-LCP 11th impression | archive.org | link |
| 11thT | Transcription | 1908-LCP 11th impression, live data! | wikisource.org | link |
| 46 | Book | 1946-RP Ryerson Press | archive.org | link |
| 46T | Transcription | 1946-RP Ryerson Press, 2008-05-09 version. | fadedpage.com | link |
| GUT | Transcription | Copy-text(s) unknown, 2016-10-06 version | gutenberg.org | link |
| Issue | 1st | 4th | 4thT | 4thTc | 11th | 11thT | 46 | 46T | GUT | Description |
|---|---|---|---|---|---|---|---|---|---|---|
| iss-08P-01 | X | X | X | X | O | O | O | Rachael, TOC | ||
| iss-08P-02 | X | X | X | O | X1 | 0 | O | O | O | "Rachel Lynde’s husband |
| iss-08P-03 | X | X | X | O | X | X | O2 | O2 | O2 | Barnado |
| iss-08P-04 | X | X | X | O | X | X | X | X | X | Hopeton [1st] |
| X | X | X | O | X | X | X | X | X | Hopeton [2nd] | |
| iss-08P-05 | X | X | X | O | X | X | X | X | X | wondering afar |
| iss-08P-06 | X | X | X | O | X | X | X | X | X | Thompson |
| iss-08P-07 | X | X | X | O | X | X | X | X | X | eternal and unchangeable, |
| iss-08P-08 | X | O | O | O | O | O | O | O | O | anl then studied diligently |
| iss-08P-09 | O | X | X | O | O | O | O | O | O | echo lived there |
| iss-08P-10 | X | X | X | O | X | X | X | X | X | cooky to eat with it along |
| iss-08P-11 | X | X | X | O | X | X | X | X | O | about its being all right |
| iss-08P-12 | X | X | X | O | X | X | O | O | O | to forget, said Anne |
| iss-08P-13 | X | X | X | O | X | X | X | X | O | awhile [1st] |
| X | X | X | O | X | X | X | X | O | awhile [2nd] | |
| X | X | X | O | X | X | X | X | O | awhile [3rd] | |
| X | X | X | O | X | X | X | X | O | awhile [4th] | |
| X | X | X | O | X | X | X | X | X | awhile [5th] | |
| iss-08P-14 | X | X | X | O | O | O | O | O | O | resent the license |
| iss-08P-15 | X | X | X | O | X | X | O | O | O3 | it is much as he did |
| iss-08P-16 | X | X | X | O | X | X | X | X | X4 | Let you and I have |
| iss-08P-17 | X | X | X | O | X | X | X | X | O | in Death Not Divided |
| iss-08P-18 | X | X | X | O | X | X | X | X | X | Hills peeped o’er hill |
| iss-08P-19 | X | X | X | O | X | X | O | O | O | stayed resolutely away |
| iss-08P-20 | X | X | X | O | X | X | X | X | X | yellowish-brown wincey |
| iss-08P-21 | X | X | X | O | X | X5 | X | X | X | Josiah Allen’s wife |
| iss-08P-22 | X | X | X | O | X | X | O | X | X | Thomas that night. |
Modern editions
What the IDs mean:
| Id | Description | Link | UK/US sp. | Modernized? | Comment |
|---|---|---|---|---|---|
| NCE | 2007 Norton | link | flavour | to-day | Critical edition. Close to 1908-LCP. |
| PCD | 2017 Penguin Classics Deluxe | link | flavour | to-day | Critical edition. Close to 1908-LCP. |
| OUP | 1997 Oxford University Press | link | flavour | to-day | Critical edition. Not as close to 1908-LCP. |
| HCO | 1999 HarperCollins/HarperFestival | photo | flavor | today | Close to RHS. Seems based on 1908. |
| RHS | 1996 Random House/Seal | photo | flavor | today | Close to HCO. Seems based on 1908. |
| PPF | 2008 Penguin/Puffin | photo | flavour | today | Seems close to 1927-GGH. |
| NCL | 2008 New Canadian Library/M&S | photo | flavour | to-day | Close to 1908-LCP. |
| WDE | 2008 Wordsworth Editions | link | flavour | today | Not close to 1908-LCP. |
| ARC | 2019 Arcturus Publishing | photo | flavour | today | Seems to match WDE. |
| HAR | 1988 Harrap Limited | photo | flavour | to-day | Reset in 1943. Seems close to 1927-GGH. |
| Issue | NCE | PCD | OUP | HCO | RHS | PPF | NCL | WDE | ARC | HAR | Description |
|---|---|---|---|---|---|---|---|---|---|---|---|
| iss-08P-01 | O | O | O | O | O | O | O | O | O | O | Rachael, TOC |
| iss-08P-02 | O | O | O | O | O | O | O | O | O | O | "Rachel Lynde’s husband |
| iss-08P-03 | O | O | O | X | X | O1 | O | O | O | O1 | Barnado |
| iss-08P-04 | O | X | O | X | X | O | X | O | O | O | Hopeton [1st] |
| O | X | O | X | X | X | X | O | O | X | Hopeton [2nd] | |
| iss-08P-05 | O | X | X | X | X | O | X | X | X | O | wondering afar |
| iss-08P-06 | O | X | O | X | X | O | X | X | X | O | Thompson |
| iss-08P-07 | X | X | X | X | X | X | X | X | X | X5 | eternal and unchangeable, |
| iss-08P-08 | O | O | O | O | O | O | O | O | O | O | anl then studied diligently |
| iss-08P-09 | O | O | O | O | O | O | O | O | O | O | echo lived there |
| iss-08P-10 | X | X | O | X | X | X | X | X | X | X | cooky to eat with it along |
| iss-08P-11 | X | X | X | X | X | X | X | O | O | X | about its being all right |
| iss-08P-12 | O | O | O | O | O | O | O | O | O | O | to forget, said Anne |
| iss-08P-13 | X | X | X | X | X | O | X | O | O | O | awhile [1st] |
| X | X | X | X | X | O | X | O | O | O | awhile [2nd] | |
| X | X | X | X | X | O | X | O | O | O | awhile [3rd] | |
| X | X | X | X | X | O | X | O | O | O | awhile [4th] | |
| X | X | X | X | X | O | X | X | X | O | awhile [5th] | |
| iss-08P-14 | O | O | O | O | O | O | X | O | O | O | resent the license |
| iss-08P-15 | O | O | O | O | O | O | X | O3 | O3 | O | it is much as he did |
| iss-08P-16 | X | X | X | X | X | X | X | X4 | X4 | X | Let you and I have |
| iss-08P-17 | X | X | O | X | X | O | X | O | O | O | in Death Not Divided |
| iss-08P-18 | O | X | O | X | X | X | X | X | X | X | Hills peeped o’er hill |
| iss-08P-19 | O | O | O | O | O | O | O | O | O | O | stayed resolutely away |
| iss-08P-20 | X | X | X | X | X | X | X | X | X | X | yellowish-brown wincey |
| iss-08P-21 | X | X | O | X | X | X | X | X | X | X | Josiah Allen’s wife |
| iss-08P-22 | X | X2 | O | X | X | X | O | X | X | X | Thomas that night. |
Not all dashes are equal:
| Unicode | Name | Example | Keystrokes (Windows) | Description |
|---|---|---|---|---|
| U+2014 | Em Dash | — | Alt+0151 | Used to separate parts of a sentence—when needed. Common. |
| U+2013 | En Dash | – | Alt+0150 | Smaller than Em Dash. Rare. |
| U+2015 | Horizontal bar | — | Used in French to introduce speech. Rare in English. | |
| U+2010 | Hyphen | ‐ | Hyphenated words. | |
| U+002D | Hyphen-Minus | - | Minus sign on the numeric keypad. |
Quotes, apostrophes, and ellipsis:
| Unicode | Name | Example | Description |
|---|---|---|---|
| U+201C | Left Double Quotation Mark | “ | Open quote. |
| U+201D | Right Double Quotation Mark | ” | Close quote. |
| U+2018 | Left Single Quotation Mark | ‘ | Open quote. |
| U+2019 | Right Single Quotation Mark | ’ | Close quote. |
| U+0027 | Vertical Apostrophe | ' | Undesirable; use the Right Single Quotation Mark instead: Tom’s. |
| U+2026 | Ellipsis | … | Single chararcter, not three! |
You can investigate specific characters here.
It can easily compare text that has the same line breaks, say
At first Matthew suggested getting a Barnardo boy. But I said ‘no’ flat to that.
versus the slightly different text:
At first Matthew suggested getting a Barnado boy. But I said ‘no’ flat to that.
But it can't effectively compare text that has different line breaks:
At first Matthew suggested getting a Barnardo boy. But I said ‘no’ flat to that.
versus:
At first Matthew suggested getting a Barnardo boy. But I said ‘no’ flat to that.
With such text, git will find a huge number of trivial differences just because of the line breaks.
With two independent sources of a text, it's extremely likely that the line-breaks will differ. The work-around is to enforce a simple policy: each line is a complete sentence.
Here's a screen shot of Eclipse being used to proof-read text versus a scanned version of the book on archive.org. Note how it is wrapping the long sentences in the window, and showing special symbols for spaces and line breaks. It helps to have a wide screen; larger text reduces eye strain.
Here's a screen shot of Eclipse showing the diff for Chapter 10 of the novel. The diff shows the differences between this project's text (left) and that of Distributed Proofreaders Canada (right). It shows the same file, but from two different branches in git. You can see that the word look is mistakenly transcribed by DPC as took. If you look at the image of the page, it seems likely that this error occurred during the original OCR scan of the book. Indeed, you can see that archive.org's scanner is making the exact same error, mistaking look for took. This is a good demonstration of how effective it is to compare one transcription to another: it lets us find each others errors (but not all of them).


| 009:072 Khan | : |
Allah has promised to the believers -men and women, - Gardens under which rivers flow to dwell therein forever, and beautiful mansions in Gardens of 'Adn (Eden Paradise). But the greatest bliss is the Good Pleasure of Allah. That is the supreme success. |
| 009:072 Maulana | : |
Allah has promised to the believers, men and women, Gardens, wherein flow rivers, to abide therein, and goodly dwellings in Gardens of perpetual abode. And greatest of all is Allah's goodly pleasure. That is the grand achievement. |
| 009:072 Pickthal | : |
Allah promiseth to the believers, men and women, Gardens underneath which rivers flow, wherein they will abide - blessed dwellings in Gardens of Eden. And - greater (far)! - acceptance from Allah. That is the supreme triumph. |
| 009:072 Rashad | : |
GOD promises the believing men and the believing women gardens with flowing streams, wherein they abide forever, and magnificent mansions in the gardens of Eden. And GOD's blessings and approval are even greater. This is the greatest triumph. |
| 009:072 Sarwar | : |
God has promised the believers gardens wherein streams flow and wherein they will live forever in the excellent mansions of the garden of Eden. What is more important than all this for them is that God is pleased with them. Such is the supreme triumph. |
| 009:072 Shakir | : |
Allah has promised to the believing men and the believing women gardens, beneath which rivers flow, to abide in them, and goodly dwellings in gardens of perpetual abode; and best of all is Allah's goodly pleasure; that is the grand achievement. |
| 009:072 Sherali | : |
ALLAH has promised to believers, men and women, Gardens underneath which rivers flow, wherein they will abide, and delightful dwelling-places in Gardens of Eternity. And the pleasure of ALLAH is the greatest of all. That is the supreme triumph. |
| 009:072 Yusufali | : |
Allah hath promised to Believers, men and women, gardens under which rivers flow, to dwell therein, and beautiful mansions in gardens of everlasting bliss. But the greatest bliss is the good pleasure of Allah: that is the supreme felicity. |
Concepts/Themes Covered: الإيمان > الإيمان بالله > النفاق Faith> Belief In Allah> Hypocrisy الإيمان > الغيب > الجنة > أسماءالجنة > جنات عدن Faith> The Unseen World> The Paradise> Paradise Names> Adn Paradise الإيمان > الغيب > الجنة > أصحاب الجنة Faith> The Unseen World> The Paradise> The Companions of the Garden الإيمان > الغيب > الجنة > صفات الجنة Faith> The Unseen World> The Paradise> Characteristics of Paradise الإيمان > الغيب > الخلود > الخلود في النعيم Faith> The Unseen World> The Eternity> The Immortality in Happiness الإيمان > المؤمنون > ما أعده الله لهم Faith> The Believers> What has Allah Prepared for them الإيمان > المؤمنون > وعده إياهم Faith> The Believers> His Promise to them الجهاد > الغزوات > غزوة تبوك Jihad> The Holy Battles> Tabuk Battle الإنسان والعلاقات الاجتماعية > الرجل والمرأة Man and The Social Relations>Man and Woman
This tool uses eight English parallel translations for the Holy Quran imported from Mr. Clay Smith. You can also visit Qurany Concepts for browsing the Quran themes or topics. If you want to search the Holy Quran for keywords, please visit Qurany Keywords.


!-- should return "rootfile" as the name, since no title is specified -->
This text is static
This text should be editable.


Threshold value:
Block size:
Kernel size:
Kernel size:
Kernel size:
Kernel size:
Diameter:
Sigma:
Operation:
MORPH_ERODE
MORPH_DILATE
MORPH_OPEN
MORPH_CLOSE
MORPH_GRADIENT
MORPH_TOPHAT
MORPH_BLACKHAT
Shape:
MORPH_RECT
MORPH_CROSS
MORPH_ELLIPSE
Kernel size:
Shape:
BORDER_CONSTANT
BORDER_REPLICATE
BORDER_REFLECT
BORDER_REFLECT_101
Threshold1:
Threshold2:
Aperture size:
Gradient I2
Range low:
Range high:
No Filter
Gray
HSV
Thresholding
Adaptive Thresholding
Gaussian Blurring
Median Blurring
Bilateral Filtering
Morphology
Sobel Derivatives
Scharr Derivatives
Laplacian Derivatives
Canny Edge Detection
Calculation
Equalization
Backprojection
photo_camera
camera_rear
Hide statistics


|
Java Vernacular
The Java Vernacular is an extension of the general ppwcode vernacular. It is mainly expressed in a number of Java code projects. For these, the best entry point are the Maven 2 project sites. Some none code-issues are described in text. These are maintained in the Google Code project wiki. |
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We try to capture as much of our vernacular in source code as a library or framework as possible. Some aspects of Java projects however fall outside the things we can express in code, but still represent costly experience. Again, with almost each project, and certainly when new or alien people are added to a development team, there is discussion about such issues, there are choices to be made. Because starting a new project or adding new team mates are relatively infrequent events, almost the entire cost of these choices is repeated over and over: we forgot why we did things the way we did them the last time, things have evolved, it might be time to re-evaluate earlier decisions, new people bring new prior experiences, and so on ... For such aspects, as well as for coding aspects, it makes sense to document the choices we made, or explicitly did not make. First of all, such a documentation, over time, becomes more and more exhaustive, and it simply is cheaper to refer to written documentation than to open discussions again each time. On the other hand, this does not mean that all choices we made previously are written in stone, or are necessarily the correct choices, not when we made them, and certainly not for eternity. But still then it is important to document the rationale which led us to certain decisions. That way, people who want to propose changes to the vernacular than quickly check whether or not the rationales still apply. And frankly, if the rationales still apply, and the vernacular has proven "good enough" in prior experiences, that is an excellent argument not to change ... jumping from choice to choice for the heck of it is something for younger people. |
Java Vernacular Code Projects
The Java Vernacular Code Projects are explained in full detail in the Maven 2 generated project sites. Each version of a project has its own site.
The intention is to reactivate or create projects concerning web 2.0 front ends, webapplications in general, and EJB back-ends soon. |


Welcome
We, the Codecat team are the programming enthusiasts and love to work and build something great..!! :)
Our Work ..
We have already built up some good stuff which you can check on our github sites.(click the icon )
Our Current area of Interest is Data Science..!
Know More about Data Science..


Inspired by a tutorial from Generative Artistry. Use the sliders to experiment with different shapes and sizes.


A function to resolve a content-type given a file extension.
HTTP response. RFC 2616 Section 6 Response.
HTTP response headers. RFC 2616 Section 14 Header Field Definitions.
HTTP response status codes. RFC 2616 Section 10 Status Code Definitions.
HTTP response status line. RFC 2616 Section 6.1 Status-Line.
Type constructors that can be used in request and response bodies.
A function to resolve a content-type given a file extension.
HTTP response. RFC 2616 Section 6 Response.
HTTP response headers. RFC 2616 Section 14 Header Field Definitions.
HTTP response status codes. RFC 2616 Section 10 Status Code Definitions.
HTTP response status line. RFC 2616 Section 6.1 Status-Line.
Functions to create responses that have a stream body.
Type constructors that can be used in request and response bodies.


911 Call Analysis
This is a data analysis and visualization project based on Emergency 911-Calls dataset available at kaggle. The dataset has 289240 entries for real 911 calls made in 2015 in Montgomery County, PA, USA. Each call data has nine fields:
- lat : String variable, Latitude
- lng: String variable, Longitude
- desc: String variable, Description of the Emergency Call
- zip: String variable, Zipcode
- title: String variable, Title
- timeStamp: String variable, YYYY-MM-DD HH:MM:SS
- twp: String variable, Township
- addr: String variable, Address
- e: String variable, Dummy variable (always 1)
A brief analysis
The top five twonships that made most calls are: LOWER MERION (24826), ABINGTON (17820), NORRISTOWN (16546),UPPER MERION (15288) and CHELTENHAM (13359).
Among the three main services (EMS, Traffic and Fire), EMS seems get the most hit (49.9%), followed by Traffic 3(5.2%) and Fire (14.9%).
When viewed in terms of days of week, and months of year this proportions seem to hold. More noticeable, the number of calls to Fire seems to be pretty flat across days (and months too).
In terms of total calls in a month, December has the highest calls, in particular Fridays are the busiest days!
The project files are available in in github.


QUALITY GRADING FORMAT
1. GOVERNACE AND LEADERSHIP
1.1 Instituitonal Leadership and attributes of the head
1.1.1 lnstitutional Vision and Mission is clearly defined and shared
1.1.2 Administrative Leadership shows efficacy and impact
1.1.3. Academic Leadership shows in-depth understanding of academics
1.1.4.Ro|e in Co-scholastic areas shows clear vision and setting of proper targets and goals
1.1.5. Principal prepares Annual Budget proactively and involves all
1.1.6 Adequate knowledge of Financial & legal procedures is seen
1.1.7. Role in efficient working of Learning resources viz. library & labs is visible
1.1.8. Class Room observation of teachers is followed by good hand holding
1.1.9.Time is devoted for growth and development of most of the staff
1.1.10. Cross-checking of note books correction is done with very useful feedback
1.2 Team Management
1.2.1.Principal is acting as a role modeland works hard to forge team spirit
1.2.2.Principal's interaction with Staff is warm and cordial
1.2.3.Positive Appreciation of staff is done objectively
1.2.4.lnduction program for new joinees is a properly governed program
1.2.5.Professional Development of Team is done by providing year round trainings
1.2.6.Principal's role seen in allotting duties with proper roles and responsibilities
1.2.7.Best Practices are prepared, put in public domain for image building
1.3 Communication Management
1.3.1. Access of Principal to students is available at all times
1.3.2. PTMs of different wings are done with good preparation
1.3.3. tMC Meetings are used as a strong support for clearing budget proposals
1.3.4. School's role in DAV Programs is visible
1.3.5. School's role in Curriculur changes is visible
1.3.6. lnteraction with Local administration & RWAs is constructive
1.3.7. Community Outreach Programs are taken up regularly
1.3.8.lnvitations are received for reputed programs and from intellectual groups
2. CO-SCHOLASTIC AREAS/ACTIVITIES
2.1 Planner and academics
2.1.1.Yearly Activity Planner is exhaustive & covers all aspects like dates for notifications and activities
2.1.2.Public speaking and dramatics show good participation
2.1.3. Co-Academic activities like debates, extempore / elocution are conducted regularly
2.1.4. Communication skill/ Spoken English of students is encouraged by staff
2.2 Performing Arts
2.2.1. lndian Music, Dance & Art and Craft exist at good level
2.2.2.Participation and positions at District and Regionallevel seen in records
2.2.3.National and lnternational level participation and positions are attemPted
2.2.4. Unique, role model proiects exist
3. STUDENT WELFARE
3.1 Student body and alumni Interface
3.1.1. Student council is functional along with class monitors involvement
3.1.2. Meetings are organised as per school calendar and minutes recorded too
3.1.3. Mentoring role of the council for issues regarding Child abuse and student's safety and security is visible
3.1.4. Role in school's library for procurement of new books is seen
3.1.5. Class monitors attend council meetings and help in maintaining discipline
3.1.6 Alumni Data available for maximum number of old students showing their profession and current placement
3.1.7 Alumni are involved in school's growth
3.2 Student Record Management
3.2.1 All records of student are computerized for easy retrieval
3.2.2. Admisssion, withdrawal records are maintained and up- to date
3.2.3. Anecdotal Records are complete and used for critical a na lysis
3.2.4. Result documents are maintained properly and used for impact analysis
3.2.5 Complete Fee Records are maintained and up-to date
3.3 Health ,Hygiene and Fitness
3.3.1.Health Check-ups conducted ( Eye,ENT, Teeth Check-ups) and records are maintained
3.3.2. Awareness through Seminars & Competitions on Hygiene, Healthy diet are held in every session
3.3.3. Nutritious canteen food and fruit break is provided
3.4 Excurtion and Educational Trips
3.4.1. Excursion & educational trips are organized for all ;ections in a year
3.4.2. Questionnaire before trips is prepared by teachers for all students to showcase their learning
3.4.3 Planning & objectives of the trip are shared with students
3.5 Guidance and Career Counselling
3.5.1. School Counsellor, Special Educator are on roll to hold counselling sessions
3.5.2. Counselling procedure involves parents and alumni heading various organizations to interact with students
3.5.3. Career counselling workshops, exhibitions and career melas/fairs are conducted
4.STAFF MANAGEMENT
4.1 Teacher quality and Welfare
4.1.1. Staff strength is as per student- teacher ratio specified by the board
4.1.2 Trainings conducted by DAVCAE are attended by teachers
4.1.3. Few teachers are trained as Master trainers or resource persons
4.1.4. National, state or any other awards of repute are conferred to teachers
4.1.5. New innovative ideas are shared by teachers as audio/video clips on the lntellectual Hub
4.1.6. Comments and replies are posted regularly on the lntellectualHub
4.2 Allocation of Additional Duties
4.2.1. Allocation of no. of periods to all teachers is as per board norms
4.2.2. Judicious distribution of work is done for development of the entire team including new joined staff
4.2.3. Selection of teachers for clubs is done by Principal and the core team
4.2.4. Trainings for admin and security personal are organised for latest updates or new softwares
4.3 Teamwork And Sense of Belonging
4.3.1. Team building activities like staff lunch, picnic and/or movies are organised on regular basis
4.3.2. Public appreciation is done for all employees including drivers, peons and sweePers
4.3.3. Teacher satisfaction being seen in most of the teachers
4.4 Disciplinary Action


Once you have saved the new Animation clip Asset, you are ready to begin adding keyframes to the clip. To begin editing an Animation Clip for the selected Game Object, click on the Animation Record button. This will enter Animation Record Mode, where changes to the Game Object are recorded into the Animation Clip.
You can stop the Animation Record Mode at any time by clicking the Animation Mode button again. This will revert the Game Object to the state it was in prior to entering the Animation Mode.
The changes you make to the GameObject will be recorded as keyframes at the current time shown by the red line in the Animation Window.
You can animate any property of the object by manipulating the object while in Animation Record Mode. Moving, Rotating or Scaling the object will add corresponding keyframes for those properties in the animation clip. Adjusting values directly in the object’s inspector will also add keyframes while in Record mode. This applies to any property in the inspector, including numeric values, checkboxes, colours, and most other values.
Any animated properties of the GameObject are shown listed in the property list on the left-hand side of the Animation Window. Properties which are not animated are not shown in this window. Any new properties that you animate, including properties on child objects, are added to the property list area as soon as you start animating them.
Transform properties are special in that the .x, .y, and .z properties are linked, so that curves are added three at a time.
You can also add animatable properties to the current GameObject (and its children) by clicking the Add Property button. Clicking this button shows a pop up list of the GameObject’s animatable properties. These correspond with the properties you can see listed in the inspector.
When in Animation Mode, a red vertical line will show which frame of the Animation Clip is currently previewed. The Inspector and Scene View will show the Game Object at that frame of the Animation Clip. The values of the animated properties at that frame are also shown in a column to the right of the property names.
In Animation Mode a red vertical line shows the currently previewed frame.
You can click anywhere on the Time Line to preview or modify that frame in the Animation Clip. The numbers in the Time Line are shown as seconds and frames, so 1:30 means 1 second and 30 frames.
In Animation Mode you can move, rotate, or scale the Game Object in the Scene View. This will automatically create Animation Curves for the position, rotation, and scale properties of the Animation Clip if they didn’t already exist, and keys on those Animation Curves will automatically be created at the currently previewed frame to store the respective Transform values you changed.
You can also use the Inspector to modify any of the other animatable properties of the Game Object. This too will create Animation Curves as needed, and create keys on those Animation Curves at the currently previewed frame to store your changed values.
You can manually create a keyframe using the Add Keyframe button. This will create a key for all the properties that are currently selected in the Animation View. This is useful for selectively adding keys to specific properties only.


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def | bytes_to_sign |
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def | set_bytes_to_sign |
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def | clear_bytes_to_sign |
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def | has_bytes_to_sign |
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def | MergeFrom |
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def | ParseASCII |
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def | ParseASCIIIgnoreUnknown |
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def | Equals |
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def | IsInitialized |
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def | ByteSize |
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def | ByteSizePartial |
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def | Clear |
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def | OutputUnchecked |
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def | OutputPartial |
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def | TryMerge |
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def | __str__ |
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int | has_bytes_to_sign_ = 0 |
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string | bytes_to_sign_ = "" |
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int | kbytes_to_sign = 1 |
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The documentation for this class was generated from the following file:
- code/googleappengine-read-only/python/google/appengine/api/app_identity/app_identity_service_pb.py


- The online mapping tool for the greater philadelphia area
- Developed with state-of-the-art mapping technology, GoPhillyGo makes it easy to plan multimodal travel — combining biking + walking + public transportation within one trip — to go anywhere within the greater Philadelphia area without the use of a car. It even provides details on pedestrian and bike routes, letting users customize their trips.
- Steep hills not for you?
- Our easy-to-use options help you customize your route specifically to your needs. If you want to get a workout in, we can help. If you're looking for a more leisurely trip, we have you covered.
- Do you have a travel preference?
- GoPhillyGo lets you choose your preferred mode of transportation, including mass transit. Travel by bus, train, or trolley, hop on your bike, and even take longer walking routes. Combine methods to plan your trip.
- Visit philadelphia’s hidden gems
- Use GoPhillyGo to plan your trip to featured “Places We Love”.
- Subscribe to stay updated
- Stay up to date on all things GoPhillyGo. Enter your information below for updates on GoPhillyGo events, featured profiles, and featured content from the site.
Questions? Email us at info@gophillygo.org


while
loops that spin on the
value of a non-volatile
field, waiting for it to be changed by another thread.
In addition to being potentially extremely CPU intensive when little work is done inside the loop, such loops are likely to have different semantics from what was intended. The Java Memory Model allows such loops to never complete even if another thread changes the field's value.
Additionally, since Java 9 it's recommended to call Thread.onSpinWait()
inside a spin loop
on a volatile
field, which may significantly improve performance on some hardware.
Example:
class SpinsOnField {
boolean ready = false;
void run() {
while (!ready) {
}
// do some work
}
void markAsReady() {
ready = true;
}
}
After the quick-fix is applied:
class SpinsOnField {
volatile boolean ready = false;
void run() {
while (!ready) {
Thread.onSpinWait();
}
// do some work
}
void markAsReady() {
ready = true;
}
}
Use the inspection options to only report empty while
loops.


TempleOS File Downloads (100% Public Domain) TempleOS is a free, public domain, open source, x86_64, non-preemptive multi-tasking, multi-cored, ring-0-only, single-address-map (identity-mapped), non-networked, PC operating system. Paging is, basically, not used. The CIA obsfucates to foil India, China, Russia and Korea. They make things more complicated than necessary. TempleOS is more simple than necessary. It is obnoxiously simple. If you look at this "Hello World" joke, you can see why I capped the line count of TempleOS at 100,000. God said TempleOS must be perfect, so backward compatibility is not promised. I, Terry Davis, wrote all 117,338 lines of TempleOS over the last 16.5 years, including the 64-bit compiler. I have been a professional operating system developer since 1990 when I worked on Ticketmaster's VAX OS.
The Temple Operating System


Mail Intelligence Block Group
Home
Legends
Technology Mailing
Payment Mailing
Benefits Mailing
Brokerage Mailing
Medical Bills
Insurance Mailing
Advertising Mailing
Population
Median Age
Median Income


001×01
I love everything about technology, especially building computers and setting them up until theyre lightning fast.
I got my first computer when i was 9 and whenever it would breakdown I would diagnose it myself and try to fix it. I got to build my first Desktop when i was 11, and as time passed by I eventually reached my dream pc and i eventually learned how to overclock the processor and the graphics card.
There are times where I am shy and times where i feel confident, once i get to know someone and get comfortable enough, thats when i'll be able to talk alot
I love to get to know people and connect with them but at the same time i get scared of being too nosy but also i overcome that and it meets right at the middle hence being an ambivert.
I always like to do things, whenever im not doing anything, i try to find things to do, thats why i have alot of hobbies like prcatical shooting, airsofting, programming, fingerboarding and the likes
When im not doing anything at all, i cant stand to just stay there and do nothing so i either clean my guns, play with my fingerboards or just practicing programming.
Whenever you find something you love doing, be it dancing, filming, creating something, i believe that you should keep doing it and push through the ups and downs. Push the negativity away and keep a positive mind set, if ever you find yourself not loving it anymore, then leave it, its always there to come back to if ever.


The below visuals help us to calculate the similarity between 10 tracks in three different genres. Tracks 0-3 were classical, 4-6 were rock and 7-9 were electronic. Each track was downloaded from the Free Music Archive
To view the full fileset for this task, and the python script used to produce these graphics please visit "Project Files" in My GitHub repository.
| This visual shows the relative occurence of A and C notes in the tracks. From this one notices that the classical tracks are very similar in their occurances of these notes. The rock tracks are also generally similar, although one track has a much higher occurance of A notes than the other two. Two of the electronic tracks are closely related, although one has a similar occurance of A notes but a much higher occurance of C notes than the other two. |
| This graph shows the distance between tracks, in terms of their relative occurrance of A and C notes, the warmer the square is - the further apart the tracks. We can observe groupings between the classical tracks (0-3) by the dark section in the upper left corner. Elsewhere, tracks 3 (classical) and 9 (electronic) are the most dissimilar, with a distance of nearly 1.o between them. |
| This visual shows the distance between tracks when looking at the occurance of all notes. It's patterns are similar to those visible in the above graph, which only analyses A and C notes. This suggests that analysis of just two notes can be an accurate indicator of the closeness of different pieces of music. |


Average
Calculated by adding a group of numbers and then dividing by the count of those numbers.
Mode
The number that occurs the highest number of times. Example: The mode of {4 , 2, 4, 3, 2, 2} is 2 because it occurs three times, which is more than any other number.
Median
The median is the middle value in a set of data.


Reload for new random data. Example of using the
Graphics
,
Shape
,
Text
and
Container
classes to draw a simple vector bar graph.


An example of a Scatter chart that uses errorbars
. The errorbars
can be both upper and lower values. errorbars
can be used to show a range of possible values or standard-deviation etc. They can also be colored individually if required.
 Put this where you want the chart to show up:

This is the code that generates the chart - it should be placed AFTER the

tag:


Cascadong Style Sheets...
- Screen
- Reverse
- Large
- Legacy
- Handheld
- Print
W3C
The World Wide Web Consortium oversees web standards.
XSL
The eXtensible Stylesheet Language is less popular than CSS
What is CSS?
Cascading Style Sheets are used to control the presentatinal aspects of HTML documents.
It was created by World Wide Web consortium to regain control of document markup. Websites designed with
external CSS style sheets are more easily maintained that those using internal style sheets as the style
code is centralized. CSS reduces website file sizes for faster downloading and provides precision control
over web page presentation.


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{% import "macros/form.html" as form %} {%- block scripts %} {% resource 'metadata_resources/scripts/user_registration.js' %} {% endblock -%}
To support a collaborative research environment, the iUTAH Modeling & Data Federation (MDF) publishes data generated by the iUTAH research community and makes these data available on the Internet. The iUTAH MDF also supports fulfillment of the National Science Foundation’s data sharing policy (https://www.nsf.gov/bfa/dias/policy/dmp.jsp) and the provisions of the iUTAH Data Management Plan. Your participation will encourage scientific inquiry, enable new research exploration, and facilitate education by providing the scientific community and iUTAH partners with relevant, easily accessible data. Shared data will be made available to Data Users according to the standard iUTAH Data Use Agreement.
By your acceptance of these terms, you state that you are the creator of the data and have the
right to publish the data. You further agree to the following provisions for yourself and any
collaborators with whom you coordinate the submission of these data:
This document outlines the provisions of a non-exclusive license for use of data shared through the iUTAH Modeling & Data Federation. Consistent with the objectives of iUTAH, the goal of the iUTAH Modeling & Data Federation is to make data originally acquired by iUTAH available to the community for further study. By receipt and use of data from the iUTAH Modeling & Data Federation, you agree to the following provisions for yourself and any collaborators with whom you share these data:
1. Free use of iUTAH Data: iUTAH Data Products* except those labeled Restricted** are released to the public under a Creative Commons Attribution copyright license (http://creativecommons.org/licenses/by/3.0/us/) and may be freely copied, distributed, edited, and otherwise modified under the condition that you give acknowledgment as described below. Non-iUTAH data products, such as those produced by state and federal agencies have their own use policies that should be followed.
* iUTAH Data Products are defined as data collected with any monetary or logistical support from iUTAH.
** Restricted data are defined as data that cannot be released publicly due to privacy granted by
human subjects legislation or other concerns. To enquire about potential use of restricted data, please contact us.
2. Data Guarantee: These data and metadata are provided by the iUTAH Modeling & Data Federation and the data contributors “as is.” The Data User holds all parties involved in the production or distribution of the data and metadata harmless for any damages resulting from its use or interpretation.
3. Publication / Acknowledgement of Data Use: Acknowledgement of iUTAH and the data
provider(s) is expected as standard practice in scientific publication or presentation of findings
based upon these data. For iUTAH Data Products, the Data User should acknowledge the institutional
support and funding award for the iUTAH project in any publication where the data contributed
significantly to its content. For example:
“Data were provided by the iUTAH project and were accessed through the iUTAH Modeling & Data
Federation. Significant funding for collection of these data was provided by the National
Science Foundation (NSF EPS - 1208732).”
Whenever practical, the individual data providers should be acknowledged, including
citing datasets as follows (see http://www.datacite.org/whycitedata ):
Creator(s), year of publication, title of dataset, name of publisher (iUTAH Modeling & Data
Federation), edition or version, and URL or other identifier.
When impractical to do so because of the number of datasets used, use of data from the iUTAH
Modeling & Data Federation should be acknowledged.
Data Users agree to provide to iUTAH a bibliographic citation of the final published presentation
or article for inclusion in the iUTAH literature archive. I will submit this information
via the iUTAH website at http://iutahepscor.org/contact_us_form.php .
4. Redistribution of Data: Redistribution of original data is permitted so long as the data are redistributed under the same terms and conditions as described in this Data Use Agreement. Data derived from original data may be distributed under terms and conditions established by the creators of such derived data. Users must comply with the terms and conditions of use set by the creators of these derived data.
5. Collaboration: iUTAH researchers have released data in the spirit of open
scientific collaboration. Data Users are strongly encouraged to consider consultation,
collaboration, and/or co-authorship with dataset creators.
By accepting this Data Set, the Data User agrees to abide by the terms of this agreement. The Data
Owner shall have the right to terminate this agreement immediately by written notice upon the Data
User's breach of, or non-compliance with, any of its terms. The Data User may be held responsible
for any misuse that is caused or encouraged by the Data User's failure to abide by the terms of
this agreement.


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Take Away That Stone
One of the saddest parts about growing old is having to look back at childhood dreams that I was never able to see come true. Many of the goals and ambitions that I dreamt about when I was in my twenties seem a lifetime away. How many of us wanted to be a professional athlete and play center-field for the New York Yankees? As a Christian, I know that my life has been directed by God so these sentimental reflections don’t lead me to remorse. It’s just that sometimes I sit and wonder what changes I could have made in order to fulfill those goals that I now look back on. Is it too late for me to achieve these dreams? Every morning I wake up feeling stiff as a board making me realize the dream of jogging onto the field at Yankee stadium is over. In the natural, my body cannot accomplish this dream any longer. It’s over… Dead and buried…
As Christians, we can experience this same feeling in our everyday life. How many of us, myself included, have stop praying for things that we have yet to see come to pass? Who has given up on a word they felt was from God to start a prayer meeting in their home or to begin some new way of spreading the Gospel? Maybe some of you have had a prophetic word spoken over you years ago and because it’s been so long you have dismissed it in your mind. Will these dreams ever go away? No. Not if it was God who truly gave it to you. Remember, His word “can never return void.”
So what happened? First, we must realize that whenever we feel the urge to do something for God or we engage Him with a special prayer, immediately, you will get resistance from the devil.  If it’s a prayer request for an unsaved child or a thought to step out in faith, Satan moves in right away to discourage you. If you’re praying for God to do something in your life, he tells you it will never happen. If you feel a prompting to be used in some small way by God, he tells you you’re not qualified. He will do anything at the early stages to discourage your heart to give up on this very dream of seeing what God has spoken come to pass. In the Gospel of Matthew, Jesus tells these words to His Disciples.  Destroy it right from its early beginning. Jesus gave His disciples this promise, nothing will prevail against it. Just like the dreams and prayers that we hold dear to our hearts, the gates of hell can never prevail against it. Never. So how do we break through on these forgotten prayers and dreams? Is there something blocking them from coming to pass?
In the book of John, there is an interesting story that I’m sure you’ve all heard. It’s the raising of a dead man called Lazarus. Lazarus and his two sisters Mary and Martha were close friends of Jesus and people that He loved dearly. Well, Lazarus becomes very sick and his sisters reach out to Jesus with their request that He come and heal their brother. You see, it was their dream and prayer that their brother may live again. Well as the story goes, Lazarus dies and is buried in a tomb and his body is already starting to see decay. Isn’t it like that with many of us?  So what was the answer Jesus gave to these two sisters in order to spark life back into their fading dream of seeing their brother live again?  Take away the stones from that spiritual tomb where they are lying in decay. For these two sisters it was a physical stone in front of the tomb of their loved one. For us, these stones can be unbelief or a feeling of inadequacy. Maybe it’s the stone of hurt or rejection. Maybe it’s the stone of past failures. Whatever that stone may be, Jesus wants you to remove it today so that calling in your life, like Lazarus, may rise and live again. So how do you get rid of these heavy stones that have been blocking the dreams and prayers of your life?
John 11:41 says “So THEY took away the stone.” Notice this, sometimes the stones are so large that you can’t remove it yourself. You need some divine intervention to get them out of the way. You need someone’s help. That someone is Jesus. Through His love He not only reveals to you the stones in your life that must be removed, He is right there with you, arm in arm, rolling them away. If you try removing these stones on your own you will only get frustrated and weak. Through His power, He will remove these stones and bring to life all those forgotten prayers and broken dreams. One of the reasons He does it, besides the fact that He loves you, is to ensure these dreams and prayers are completed. Isaiah 55:11 says, “so is my word that goes out from my mouth: It (His Word) will not return to me empty, but will accomplish what I desire and achieve the purpose for which I sent it.” Translation… God’s word and promises must be accomplished in all who put their trust in Him.
If you’re not a Christian today and haven’t put your faith in Jesus your stone is sin. But if you confess to Him your sins He will remove that stone just for you. He will do it. And the gift you will receive inside is eternal life through Christ Jesus…
Just Something to Consider.


The wonders of the isochronous curve
by Mark FrauenfelderCuriosity Show was an Australian educational television show that ran from 1972 to 1990. The show's hosts/creators, Morrison and Deane Hutton, now post clips of Curiosity Show on their YouTube channel. In this video we learn what an isochronous curve is and what makes it cool.