Where could I learn about Airbus flight and systems logic in great detail? [on hold]

I’ve always been curious how and what happens behind the scenes during regular operation, how does it all function? (For ex I’m curious how automatic switching from external power to APU happens, what’s the engineering/programming logic behind that)

Any guides or links would be extremely useful

Thanks

What could be causing my lawn mower to surge?

My lawn mower was giving me the worst time tonight. The only way I could keep it running was to pull the choke back and the engine would start again. Finally, after 30 minutes of messing with it, the lawn mower kept on. I just put new gas in it. The gas might have been left outside for awhile.

Any troubleshooting tips appreciated.

What could cause muscle spasms in a litter of piglets?

While feeding a mother and her newborn litter of piglets this morning, I noticed that most of the piglets seemed to have persistent muscle spasms, specifically on their backends. They were pretty much vibrating to different degrees. I did not have time to watch for an extended period of time, but I was there long enough that is definitely seemed like some serious condition and not them just acting weird while stretching their legs.

Any advice for what this might be, and cures?

Could a translation error lead to squares to not be considered as rectangles?

I’m reading a certain set of kindergarten/lower primary maths textbooks that is written by American authors for an Asian company.

Whenever students are asked to identify the number of rectangles in a given picture, the answer booklet gives the number of oblongs instead of the number of rectangles.

While the topic may be too advanced for kindergarten students, the maths textbooks indeed explicitly say at the bottom of the first page of a textbook at the very first level to tell students that squares are special types of rectangles, where levels 1-4 are for kindergarten students.

Additionally, the accompany guide for teachers devotes a whole page of discussion as to how to teach that squares are special types of rectangles. There’s even a paragraph about teaching to kindergarten students. The authors/some of the co-authors of the teacher guides are also authors/co-authors of the textbooks. They have also said that if students are taught that squares are not rectangles, then they will have misconceptions later.

Perhaps, the ones who wrote the answer booklets were not fluent in English while the ones who wrote the textbooks were.

For example

[picture with 4 circles, 2 triangles, 3 square rectangles, 2 oblong rectangles for a total of 5 rectangles]

Circle ___

Triangle ___

Square ___

Rectangle ___

The answer key would give only the numbers:

4

2

3

2

So, the last line is wrong since it should be 5.

Could this happen in Korean? Or a Korean dialect? I mean, is there something specific about the translations of any of the following words ‘rectangle, square, oblong, quadrilateral, quadrangle, parallelogram, trapezoid/trapezium, rhombus’ that would cause such confusion? I guess the translator/s thought that when English speakers say ‘rectangle’, it means ‘oblong in their language/dialect, but I don’t see that as specifically a problem for this particular language.

By the way, are squares considered rectangles in Korea?

Related:

Are kindergartners supposed to be steered from squares being rectangles?

In what curricula are “rectangles” defined so as to exclude squares?

Why do we have circles for ellipses, squares for rectangles but nothing for triangles?

What are/should kids (be) taught about the colour of the sun?

What is the earliest point in history that Big Brother could exist?

In the modern world, the technology to monitor your every movement and action is imminently feasible. No one doubts the ability of an omni-government to monitor people; hence GDPR.

But Orwell posited such a controlling government in Nineteen Eighty-Four, published in 1949.

What is the earliest point in human history that a government (of any sized society) could achieve a Nineteen Eighty-Four-like control of its population?

Here are some relevant attributes of the government in Nineteen Eighty-Four; with spoiler tags because I’m sensitive to those who have put off reading the book for 69 years.

  • Constant surveillance of the population (through ‘telescreens’, possibly)

How could tokens survive if everyone is hoarding? [closed]

It is a question since I first heard about Bitcoin, Ethereum and then many others. Most tokens or cryptocurrencies usually offer a utility on their respective platforms. Bitcoin is to disrupt traditional payment networks. But if everybody holds bitcoin for speculative reasons and never makes transactions with it, then how can it become a payment network? In that case, how can we suggest that Bitcoin has an intrinsic value at all? Same holds for Ethereum and many Ethereum based utility tokens. For example, Insurex claims to decentralize insurance industry and people hold their token in hope for the network will indeed grow. But then if they don’t use the tokens for insurance transactions how could it happen? Finally, if everybody holds ETH for speculative reasons and not develop decentralized platforms, how could it become of the new internet?