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User:Steven Johnstone/sandbox

A few days after the events of Kristallnacht, the night of the 9 and 10 November 1938, the kindertransport rescue of children from Nazi-controlled Europe began. Within a few months, over 9,000 children, mostly Jewish or of Jewish origin, arrived by train and ship to Britain. Following parliamentary approval of these transports, local committees were set up throughout the country, their aim was to provide homes for the refugee children. Cambridge was one of the most active of these local committees. It was created by Greta Burkill with Eva Hartree, Sybil Hutton and others. In a few months, up to 100 children came into the care of the committee. The committee was a branch of the Cambridge Refugee Committee and was answerable to the Refugee Children’s Movement (RCM) and Central British Fund for Germany Jewry both based in London.

These arrivals stopped on the outbreak of war in September 1939 but the work of the committee continued up to 1947.

The subject of Greta Burkill and the Cambridge Children’s Refugee Committee was the centre of a project funded by The Heritage Lottery Fund in 2013-2014. A research team was formed by Keystage Arts and Heritage. They began to uncover hitherto unpublished stories of the work of the committee. Initial research was done drawing on the Burkill Papers lodged with the University of Cambridge Library. Research was also facilitated by members of the Association for Jewish Refugees (AJR) and several former kindertransport veterans were interviewed along with local families who had offered homes to the children.

=Greta Burkill= Greta Burkill was the daughter of an economist father who was also the publisher of a left-wing German newspaper. She was of mixed Russian and Austrian stock and had Jewish ancestry.

In late 1938, Greta formed a local welfare committee, the Cambridge Children’s Refugee Committee (CCRC) with Eva Hartree, Sybil Hutton, Hilda Sturge, Margaret Braithwaite and others.

Those who remember her, recall a rather small lady (around 5 foot high) with a huge amount of energy, a ready smile for refugee children, a stubborn streak that meant she didn’t take ‘no’ for answer and a hugely caring disposition.

Greta Burkill’s involvement with the CRCC was pivotal. Around 70 ‘guaranteed’ refugee children came to Cambridge in the first months of 1939. She took on the key role of ensuring the children in their care got the best schooling, good training places and helping older ones into occupations such as teaching and nursing. When war broke out in 1939, hundreds more refugee children were evacuated to East Anglia.

Greta Burkill died in 1984.

=The Committee= Volunteer committees were set up throughout the country under the auspices of the Refugee Children’s Movement (RCM) in London. One of the most active was the Cambridge Children’s Refugee Committee (CCRC) set up by Greta Burkill and others. The committee fulfilled many of the functions that social services do today. These volunteers had to look after the welfare of the children in their charge. This meant finding suitable homes for children, ensuring that they were happy with their foster families and looking after their health and educational needs. The committee members regularly visited families to make sure that the children were properly cared for, were going to school and were having Jewish education if this was required. They had to find new guarantors if the existing ones backed out, which they often did. They also had to find funds for school fees, healthcare, uniforms and pocket money. They tried to help contact children’s parents or near relatives, but in most cases the children had already lost their families to the Holocaust.

In the eight months up to the outbreak of war in September 1939, nearly 10,000 children were brought out of continental Europe to find safety in Britain. The Kindertransports were brought to a halt on 1 September 1939. That day 250 children were waiting on a train in Prague ready to bring them to London. With war looming, borders were closed and the train never left. Most, if not all, perished in the Holocaust.

Members of the Cambridge Children’s Refugee Committee included:

Margaret Mary Braithwaite
Born in 1910, Margaret was a Quacker and founding member of the CCRC. A Newham graduate, she was a pioneer in the field of Computational Linguistics and later co-founded Lucy Cavendish College.

Eva Hartree
One of the country’s first women councillors, Eva became Mayor of Cambridge in 1924 (standing as an independent). As one of the most active Committee members, she welcomed refugee children to her home in Bentley Road.

Sybil Hutton
Sybil was a lifelong campaigner for women’s rights. Apart from her active work on the CCRC, she fostered refugee children offering them a home at 1, Chaucer Road. During the war she became an air raid warden in Trumpington.

Kathleen Wood-Legh
Kathleen was born in 1901 in Canada. Blind from birth, she became a lecturer in Medieval History at Cambridge. She was an active member of the CCRC and the 55 Club Committee.

Hilda Sturge
Hilda put her strong Quaker views into action to support the refugee children. She was active in setting up the CCRC and sat on the 55 Club Committee.

Joseph B. Skemp
Joseph was a Greek scholar and Fellow at Gonville and Calus College from 1936-47. He was an active member of the 55 Club Committee and Secretary of the Society for the Protection of Science and Learning which aided refugee academics in Britain.

Malli Meyer
Malli came as a Jewish refugee to Britain in 1933 and settled in Barton Close in Cambridge. During the war she offered her services to the CCRC as a professional dentist, treating the children usually without charge.

According to her son John, Malli helped others escape Germany by finding sponsors; she was helped in this work by Greta Burkill and Sybil Hutton. In 1939 Malli’s brother Julius came to visit. Malli begged him to stay, but he returned to his wife and children in Germany. Tragically they all perished.

=Educating the Refugees=

Many refugee children had been excluded from their state schools in Germany and Austria simply for being Jewish. The Cambridge Children’s Refugee Committee’s job to find good local schools for the children in its care. Some children went to the County Boys (on Hills Road) and County Girls (on Long Road), others to the Cambridge Technical School (East Road) and many were offered places at private schools such as the Leys and Perse.

Many local schools offered places (often free) to the refugee children who came to Cambridge. Among these support was given by both the Perse Boys and Perse Girls schools. Schools sometimes offered free places. For many pupils, the committee raised monies for school fees as well as finding grants for uniforms and other essentials.

German-born Eva Rhoden was admitted to the Perse Girls in January 1939. Presumably speaking little English, she nevertheless won a form prize by the following December. By 1942, she had secured a place at Newnham College with a Trinity Exhibition. She was one of several girls supported and encouraged by Maisie Cattley, the popular and charismatic headmistress of the Perse Girls. Research from Perse Girls archives has revealed that many Jewish refugee children entered Miss Cattley’s school just before and during the war.

The committee helped place some of the refugees at ‘Hillel House’, the Perse School’s Jewish boarding house on Glebe Road. This was run by Mr and Mrs Dagut. Harry Dagut was housemaster and teacher of English at Perse Boys. Mrs Dagut acted as housekeeper and played an active role supporting Mrs Burkill’s committee. Boys would live at Hillel House and then be lodged with local families during the holidays. Perse Girls pupils lived with foster families mostly set up by Mrs Burkill’s committee. Susanne Ostberg, for example, lived with Alderman H Ambrose and family at 27, Rustat Road, Ilse Loewenstein stayed with Professor and Mrs Hutton at 1, Chaucer Road. For Mrs Burkill, “Education was the most important thing” and there is no doubt that these refugee children were given every opportunity to renew their lives in Cambridge.

Gretal Jordan
Gretel was born in Hamburg in 1921 to a well-off merchant family. She was not sure quite how she ended up on the Kindertransport, just that ‘the committee’ in Hamburg organised it. Her father was murdered in 1940 and her mother and grandparents perished in Auschwitz, her younger brother in Buchenwald.

In 1939 Dr (Later Sir) Alan Drury was in Cambridge working for the Medical Research Centre. One of his colleagues was a cousin of Gretel. She persuaded the Drurys to sponsor the girl Gretel came on the Kindertransport on 6 July 1939. Sir Alan met her at Cambridge station and took her to his home in Millington Road, Newnham.

Gretel helped Daphne (Mrs Drury) keep house and look after three evacuees from London and also assisted Daphne in learning to lip read (as she was totally deaf).

In 1940 Sir Alan was asked to go to Northwood with his work for the MRC: he was instrumental in setting up the Blood Transfusion service.

Gretel had to have permission to be allowed to go to Northwood, and Sir Alan helped her sort this out. He also attended the tribunal with the police when internment was being considered. She avoided internment, but was not permitted to join the family visiting Daphens’ mother in Norfolk, as it was too close to the coast.

Gretel started training as a nurse. She said that she had no thought of nursing when she was in Germany, but presumably had to rethink career options when she came to Britain. She trained in Hillingdon Hospital, and later as a midwife. She went on to have a successful nursing career in various hospitals, including as a matron on Kent.

Siegmar Koppold
Siegmar was born on 12 October 1936 in Leipzig. He arrived in England in September 1939. He and his sister Zilla (born 30 January 1939) were among the youngest of all the 10,000 Kindertransport children. His brother Harold also came to Cambridge and lived in Orchard Street with a Jewish family, Mir and Mrs Sofier and their son Norman. His cousins Paula and Edith came to Cambridge too and were eventually housed in the Committee’s hostel at 25, Parkside.

Siegmar was very young when he left home and has no recollection of the departure from Germany or arrival in England. Initially he stayed with an upper-class family, Jack and Peggy Longland in Welwyn Garden City. He later came to a more modest house in Cambridge at 60, Eden Street, the home of Elsie Mansfield. She lived there with her brother Len, who was a butler at one of the Cambridge colleges, and their 15-year-old niece Gladys. He attended the Cambridge High School for Boys (now Hills Road Sixth Form College). Siegmar had an excellent education in Cambridge which set up well for when, in 1948, he left for America where he was adopted by a relative, Meyer Silber. His sister had already gone ahead of him to America, and his brother to a new life in Israel.

As food rationing was very severe, Siegmar did suffer from some malnutrition, losing two molars as a result of it. He sees this as a minor loss, though. Siegmar remains to this day very grateful to the CCRC for their efficient management of the refugee children and to the British for the Kindertransport and his good education. Like many other Jewish refugees, Siegmar never saw his parents again.

Michael Steinberg
St Louis, USA, was the ultimate choice of destination for Carmi and his Mother as relatives had lived there since the 1860s and this is where the elder son now was living. The first step, while waiting for their American quota numbers to come up, was to come to England. For Carmi this was realised through the Society of Friends, or Quakers, who made it their business to try to save some children.

Peter and Elizabeth Layng, living in Stapleford, Cambridge, offered to take one German Jewish child and the Quakers matched them up with Carmi who was to become known as Michael.

Peter Layng was a teacher of Latin and Greek in a secondary school in Cambridge. The Layngs described themselves as liberal in their political views and agnostic in their religous views. They had 2 children, Judith and Jenny (now Jenny Cox), and an adopted son, Tony, a distant cousin. Judith and Tony were about the same age as Michael and Jenny 2 years younger.

In an interview, with Jenny Cox, her recollections were that they were, as children very happy and treated Michael very much as a member of the family and as a brother. However, it was clear that they only met up in holiday times as the Layng children and Tony boarded at the Friends school in Saffron Walden and Michael was in the Jewish Boarding House at the Perse.

Jenny Cox wrote recalling the war years and Michael’s time with the family, that her mother had corresponded with Mrs Steinberg before Carmi’s arrival and she, Judy and Tony liked the idea of helping  a Jewish boy and looked forward to the prospect of  enlarging the family. She recalled that her parents were much more aware of what was going on in Germany than many professionals and were a very public spirited couple. Both from their Quaker upbringing and conversations at home they were aware of the injustices dealt out to Jews by Germany.

Mrs Steinberg, on her escape from Germany, lived in Cambridge with other refugees. Jenny writes that when the time came for Mrs Steinberg and Michael to go to the USA he was more than ready and eager to go. She felt saddened by this and their paths diverted although they did correspond for a while.

Michael Steinberg went on to become a world renowned music critic.

Marianne
Marianne was born in Germany in 1931. Her parents, though of Jewish origin, were brought up as Lutheran Christians. She didn’t know what it meant to be Jewish until Hitler’s policies became clear. In 1938 she was thrown out of her school in Germany and her parents realised the danger of staying under the Nazis, putting her and her sister on the Kindertransport. “I remember this big house in Caldecote – very cold… They tried to make us feel at home as much as they could. I used to clean out the rabbit hutch, which I didn’t like doing at all.”

Marianne stayed with her mother’s sister, Aunt Kaethe Brieger, and Uncle Ernst in the Old Recory in Caldecote. Ernst had come to England as a refugee academic in 1935. They had three children of their own but took in Marianne, who was quickly enrolled in the Llandaff Church School in Cambridge. In 1940 Marianne’s father and mother came to collect their children, only to find that their adopted country, Holland, had been invaded by the Germans. They were interned as ‘enemy aliens’ in the infamous camp on the Isle of Man.

Marianne’s memories of the Old Rectory are of a very cold house without electricity and a large garden with a goat and a smelly rabbit hutch. Marianne was a confident and athletic child who quickly made friends with her only neighbours, boys from a farming family, the Clerks. After Llandaff, Marianne and Ray briefly joined their parents at the internment camp. The idea was that families would be sent to Australia, but the plan was dropped after one of the first ships was torpedoed en route.

Hoping to improve her education, Marianne’s parents sent her back to Cambridge, where they enrolled her at the Perse Girls. Marianne fondly remembers the headmistress, Miss Cattley: “She helped so many of us refugees”. Marianne played on the school netball and cricket teams and was invited to lots of birthday parties but, she says, always felt line an outsider.

Marianne spent the rest of the war years living as a boarder at the Perse and at the Old Rectory in Caldecote. She would help her aunt take their fruit and vegetables to sell on Cambridge market. After the Perse, Marianne won a place at Girton College, where she read Natural Sciences. Later she became a researcher and teacher and moved to America, doing graduate work in Freshwater Biology at Michigan University, where she met her husband.

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One Laptop Per Teacher

This is co-operative research work on a learning project for in-service technological training of teachers.

This page contains the 10 page version of the cut-down 6 page version accepted for the real conference, SITE 2007. This is V0.34 --<IP_ADDRESS> 06:57, 15 December 2006 (UTC)--Ian Kennedy 05:46, 12 December 2006 (UTC)

One Laptop Per Teacher: Content and Curriculum for (in-service) Teacher Training

Ian Kennedy PhD PrEng *, Delia Pass Ed.D.**, Roxan Cadir***
 * *University of the Witwatersrand, Johannesburg, South Africa
 * ** Rutherford County Schools, USA
 * *** University Eduardo Mondlane, Maputo, Mozambique

Abstract

"The economy depends on education. A major problem exists with the quality of education in developing countries. The major problem lies in teacher education. ICT can provide an answer in delivering on-site education to teachers, but requires overcoming teacher resistance. One promising medium is the One Laptop Per Child (OLPC) when used by the teacher, and which is here called the One Laptop Per Teacher (OLPT). This paper proposes structure and content for in-service training of teachers in the use of OLPC, using the OLPT. The operation of the OLPC works with activities being the central concept; this is contrary to the MS Windows approach, where applications are the central concept. This and other differences must be conveyed to tutors, teachers and pupils. A key point with the OLPC is for pupils to build each other up by co-operating and collaborating using the mesh networking facilities built into the OLPC. So too, a key point is for teachers to build each other up by co-operating and collaborating using the Internet. The curriculum for the child is envisaged to be provided from three sources: the international teaching community co-op; the national and cultural norms of the country; the parochial quirks of the local community and environment. So too the curriculum for teaching teachers technology is provided from the same three sources. The paper concludes by pointing out that unless teachers (and their tutors!) become lifelong learners and embrace technology, their pupils will not. So the problem is really one of encouraging tutors of teachers to adapt to and adopt technology. It is recommended that a suitable phased introduction could follow the ARCS model: Attention, Relevance, Confidence, and Satisfaction. Towards this end, Wikiversity was used as the repository to keep the current master copy of material prepared by the community for the course (here called a Learning Project) for in-service teachers."

Keywords: in-service teacher's training, professional development, Learning Project, Learning Group

Introduction
It is 2007. The moment has come in a rural school in Nigeria. The teacher whom the children call Fat Fingers (for she does have very fat fingers) has told the class of 39 they can now open their packages. As each member of the class receives one laptop per child (OLPC), the teacher keeps back the 40th laptop for herself.

She experiences the excitement that her children experience as they open the packaging and try to solve the puzzle of how to open the latches to part the screen from the keyboard. But, she also experiences trepidation. Will she cope? Will her fingers manage to operate the keyboard with the smaller-than-usual pitch? Will the children still respect her now that she is no longer the source of all knowledge? What extra knowledge should she possess to help her pupils? Does this mean more work?

This paper addresses the problem of introducing teachers to the One Laptop Per Child (OLPC). How can we best prepare tomorrow's teachers to use tomorrow's (2007's) technology?

Learning Projects in Learning Groups in an E-Learning Community
In the Wikiversity,  Learning Projects are the equivalent of what traditional universities call "courses" or "units". Learning Projects are relevant to achieving the particular goals of a  Learning Group. A learning project is a means for members of a Learning Group to advance their professional development through systematically following organized learning activities based around a key work-related theme. A learning project is over an extended period, and it is a considered, concerted, conscientious endeavour to master the material. It is composed of a course of closely related endeavours to help the individuals to master the material. A learning project is effectively a themed container for lessons. In scope it might require about eight hours of work spread over half a year. In our context, a Learning Group is a group of in-service teachers who communicate and collaborate to form a virtual group for the purpose of professional peer education. The goal of joining a Learning Group is to help teachers to achieve their goals and objectives and to help them in learning to live in this world that is changing so rapidly. The Learning Group typically meets on-line every week and the Learning Group provides teachers with an opportunity for mutual support and challenge.

It is the reminder that they are not alone in their endeavours to advance professionally. In the lonely night as each teacher studies, with the room lit only by the light of the OLPT screen, each teacher can be comforted by the thought of that self-same light lighting up countless similar rooms.

Wikiversity is one example of a Learning Community. A learning community is a group of people and hopefuly at least one educator who are motivated by common vision and volition, and who for a period are engaged in the pursuit of acquiring knowledge, abilities, and changing attitudes. A learning community is characterized by active teaching and learning, collaboration, belonging, shared decision making, and a strong sense of democratic participation. According to Wikiversity itself, in the policy proposal document What_Wikiversity_is_not, Wikiversity "is a university in the sense of a transnational community of teachers, learners, and researchers ... dedicated to lifelong learning."

In-service learning projects for teachers
In our case, the group is composed of in-service teachers, and their goal is to learn how to introduce OLPCs into the class and make the best use of them. (We avoid the use of the word classroom, as the class may be held under "the tree". (See Figure 1.)

The in-service teachers are supported by material provided under the learning project [Collaborate_and_Create_In-service], and as part of preparing this paper, the authors have created a framework for the material that will be provided in the learning group collaborative [Collaborate_and_Create_In-service]. The repository has been called "Collaborate and Create In-Service", and this Learning Project Learning_project is located at Wikiversity. This measure provides free hosting, and enables the worldwide community to contribute to the learning project.

Review of Teacher Training Literature
This section dips into history to establish precedents and parallels from which we can learn.

An initial warning
Ehrmann (ca 1991) warns us of the importance of asking the right questions. "It takes just as much effort to answer a useless question as a useful one." So we take care to pose a useful question. Our useful question is: How does the introduction of One Laptop Per Child (OLPC) impact the way we teach teachers?

A good basic approach
Chickering & Ehrmann (1996) speak about higher education. We are interested in developing the teacher as a professional.

For the school environment, we paraphrase them.

A Good Practice will:

 * 1) Encourage contacts between children and teachers
 * 2) Develop reciprocity and cooperation among children
 * 3) Use active learning techniques
 * 4) Give prompt feedback
 * 5) Emphasize time on task
 * 6) Communicate high expectations
 * 7) Respect diverse talents and ways of learning.

We believe that teaching with the OLPC can follow these practices and that learning with the OLPT should also follow these practices.

Ehman et al. (2002) believe: "Important factors include classroom-based curriculum projects, teacher choice, systematic reflection on practice, reports by teachers of their work to other professionals, and impact by teachers on others in their schools." Surely today these are still valid factors in ensuring the success of in-service training of teachers in technology?

The authors Moursund, D and Bielefeldt, T. (1999) ask," Will new teachers be prepared to teach in a digital age?" http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/11/5a/3c.pdf

Most institutions had IT available in K-12 classrooms for student teaching, but IT was not used routinely during field experiences. With the OLPC, this changes things completely, as the OLPC is highly portable. It is designed to be lightweight, small, robust, rugged with a long battery life. Thus it is eminently suitable for field expeditions. By the same token, the OLPT is ideal for the teacher to take home, to school and into the field. For example, the teacher can use it to gather photographs of the neighbourhood of the teacher for inclusion in the local lesson plan.

The vision has come to pass
The major prophet in the field is the visionary Papert (1993), whose wonderful vision for the one computer per one child ratio is translated on the project by his colleague Nicholas Negroponte, the creator and mentor of the [OLPC initiative http://www.laptop.org/] which is only coming true and being vindicated as this paper is being written: [Papert (1993) The Children's Machine: Rethinking School in the Age of the Computer. New York, NY: BasicBooks,] In this book, Papert looked back over a decade during which American schools acquired more than three million computers and assessed the progress and resistance to progress. He was able to give stories about visionary teachers who had used computers to enrich learning which provided a glimpse of their potential, but the school as an institution resisted. The school only regarded Technology as an add-on to a preconceived system of education. His book was particularly critical of the schools' way of isolating the computer in a separate room where computer literacy becomes just another subject, or computer-aided instruction was used as a new technology for teaching the same old curriculum. In his proposed vision, the computer will be as much part of all learning as the pencil and the book were in the past.

With the new OLPC, children will now master areas of knowledge that were inaccessible. Self-directed work will allow children to adopt an unprecedented diversity of learning styles and there is now the opportunity for pupils to learn to take charge of their own learning.

So too, the OLPT provides a heaven-sent opportunity for teachers to follow their own learning styles and to seize the opportunity to take charge of their own learning.

Further information on the topic of teacher training in technology
Further information on the topic of teacher training in technology is easily accessible from Google's Scholar by feeding it the three keywords.  and from ERIC: []

A key author in the field is Brush (2003) [], who identified problem areas as being in pre-service and in-service training as well as at teacher's education colleges where the tutors taught without exemplary technological practice. Pre-service practicals by teachers present a good opportunity for intervention, but affect only the fresh intake.

The OLPC
Although pupils might use mainly Microsoft products in the commercial world, we are not a technical training school for commerce. The whole idea is to make an OLPC that "pays nobody no royalties and nobody no profit-margins" to make it affordable. A "WIntel" machine will cost $400, meaning that we would instead have to share one "WIntel" laptop among 4 children. Initially, the OLPC project is aimed at rural communities in less affluent countries. (Each participating country can only participate if they agree to buy a minimum of 1 million OLPCs). Obviously urban shack-dwellers and rural private schools do exist, but as the OLPC project does not concentrate on these, we just mention them in passing. We do realize that there should be benefits of this study to teachers in these circumstances, because teachers there can tap into the same international resources. We assume that we do want to teach teachers how to use the technology e.g., the hardware, the software such as the operating system, the networking and multi-media facilities (possibly with some face-to-face lectures?). We propound therefore the need to develop a generic course. The course will be online and be downloadable or can be put onto an SD card and carried around.

We realize in the big picture that material for the child / teacher can be categorized into three segments: what is an unquestionable international common core of knowledge; the national and cultural aspects that are peculiar to each country; the parochial peculiarities of each local community. The curriculum for the child is envisaged to be provided from three associated sources: the co-operative effort of the international teaching community; the national and cultural repositories of the country; the parochial quirks of the local community and local environment. So too, the curriculum for teaching teachers about technology is provided from the same three sources.

Delimitations of this work
This paper prepares the framework for a course, but deliberately stops short of completing this course and steps back so that the community can step in. The benefit of this work is that it lays the foundations for teachers to be taught the technology to enable them to use this technology to teach any subject in any area of learning.

This includes:
 * How to find data on the Web

 * How to download data

 * How to communicate with other teachers (e.g. by Voice over IP, E-mail)

 * How to present data (e.g. using freeware substitute programs for Microsoft Word / Excel / Powerpoint)

We have made the following deliberate delimitations in order to limit the ambit of this work:
 * The material we consider will be material for the training of qualified teachers (i.e. it covers in-service training only). We realize that the number of qualified teachers is different in developed, developing and under-developed countries.
 * We have concentrated on in-service training of teachers to give our paper focus, but realize that there should be benefits of this study to teachers on campus, because students there can tap into the same international resources.
 * A obvious corollary in order to make any progress is that we have to make the following assumptions: We assume the target teachers already have acquired the required knowledge about learning theory etc. and that they can actually teach.

Method
This section analyses and catalogues teaching plans with a view towards inclusion in in-service teacher technology training, analyses the wants and needs of in-service teachers, and then proposes the OLPC be populated with learning projects for the in-service teacher to use, and prepares a framework for such training tomorrow's teachers in tomorrow's technology.

An analysis and cataloguing of in-service teacher technology training
A Web search has revealed a wealth of teaching plans that are available (even for teaching the teacher!). So one contribution of the paper is to map out their existence and prepare a meta-analysis of their structure and fields. A key point is that we need to get the teacher actively involved successively through: 1. Using stock lesson plans 2. Learning from this what goes into a lesson plan 3. Modifying someone else's lesson plan 4. Researching, Preparing, Testing and Debugging the teacher's own lesson plan 5. Contributing it to the community.

An important early lesson plan is a lesson plan in making lesson plans! Other lesson plans of importance include:

 * Teacher's guide to the OLPC (self-study)

 * Child's guide to the OLPC

 * Photography

 * Audio recording

 * Introduction to wikis Introduction_to_Wiki

 * Learning to learn a wiki way Learning_to_learn_a_wiki_way

 * Scholarship Wikiversity_scholarship

 * Citing sources Cite_sources

 * If you have one, give one (lesson plan); If you need one, take two hundred.

Repeatedly using the 80:20 principle to identify the major problem in teacher training
Using the 80:20 principle, we reason that since the majority of teachers are already in the system, and the majority are reluctant, the focus of integrating interventions should be aimed at this target group. As they may be over-worked, fully occupied, part-time workers or disinterested, it necessary to get the interventions out to the in-service teachers. Because of limitations in resources, digital delivery seems to be mandated.

Case study: The problem on-the-ground in Mozambique
This sub-section gives a shocking summary of the extreme numbers and the situation on the ground in a specimen country, Mozambique. It is based on work done by Cadir (2006). Primary education schools have the largest enrolment. Primary school teachers are formally trained after a minimum formal education, completed in specialized centres located in a few main places in the country. After this formal training the teachers are left alone completely at their appointed locations with no further training. Re-training or even a complementary training of the teachers represents a huge financial burden to the ministry of education and is unsustainable for the current state of the economy. The effect of the financial burden can be seen in Figure 1 and Figure 2, which present extreme conditions of classes and classrooms. Classes are dogged by large enrolment numbers, multiple sessions, part-time and inadequately trained teachers, and inadequate classrooms.

Figure 1: Teaching in a crowded, non-conventionally built classroom in Cabo-Delgado province of Mozambique

During the turbulent war (which ended in 1992), more than half of the schools were destroyed. Even with substantial efforts by the government to build new schools and provide education to all members of the population, there are still many children studying under very poor conditions or even under a tree as shown in Figure 2.

Figure 2: A teacher teaching his class in Mozambique under the tree (no classroom)

Most of the schools lacks on resources like water and electricity. The problem is worse in rural areas, as can be seen in the figure, where the students have to attend classes under a tree. The water supply to the school is considered vital input for the welfare of pupils and teachers. In one of the most populated provinces of Mozambique, viz. Zambezia, the water is supplied only to 13% of the existing schools. The student / teacher ratio reaches stunning values in average of 69 for rural areas and 57 in urban areas.

Electricity is of great importance for the efficient resource operation of a school. Often night shift classes reuse existing classrooms and teachers. In Zambezia province, the percentage of schools with a supply of electricity is only 6%, and almost one fifth of those with electricity have a solar panel as the source of electricity. Therefore, any training strategy to be adopted for teachers in rural areas should take these vital factors into account.

The automatic assumption that Web access will be available to every child is as flawed as are the assumptions of solid classroom walls, running water and a stable electricity supply.

Field research has shown that there are some distance training methods which covers certain parts of the country but these are limited to printed materials, which are delivered to the schools. Once a year a group of examiners go to the schools to evaluate the learning progress. Rarely have other technologies such CDs, radio, or video tapes been used. Since IT and computer education programs have been slowly introduced into teachers training institutions and a project initiated to connect all schools nationwide to the Internet and e-learning programs, there seems to be a promise for providing continuous training for in-service teachers. Widespread deployment of ICT is seen as the only solution to rapidly improve the quality of education and related outcomes.

What teachers want and need today in in-service technology training
It is not enough to simply provide student access to technology in schools. Instead, a quality-learning environment in which these technologies are used must be implemented, and this environment must begin with the teachers. Involving the teacher from the beginning helps the teacher to "buy-in" to the concept.

Thus it is important to investigate what teachers want in technology training, as plans to integrate technology for learning often fail (Cuban, Kirkpatrick, & Peck, 2001). Teachers want resources to integrate technology into the classroom that are easy to use and readily accessible. Training should be on-site with continuing support by experts and training must not be complicated or time consuming to develop and implement. These wants are at odds with the provision of teacher training using pure distance education.

To be successful, continuing teacher professional development to integrate technology need best-practices that will promote teacher self-efficacy and positive attitudes about computers, collaborative learning, and building proficiency in technology through hands-on experience. Empirical studies have demonstrated that employing these activities does encourage technology integration. So many school reform initiatives actively involve teachers in the design, cooperative planning of student lessons, and provide sustained support to ensure that the changes become part of teachers’ daily routines. (Cuban, Kirkpatrick, & Peck, 2001). These needs are not at odds with the provision of teacher training using pure distance education.

A study by Mills and Tincher (2003) addresses the needs for provision of technology professional development activities which focus on instructional strategies and methods to integrate technology into student learning rather than on activities to increase skills in using computer hardware and software applications. We must not train operators, but must train students to be users of technology. Their study found that integration skills must be embedded in the operations training and demonstrated that the characteristics delineating differences among the teachers were more sharply defined by those who were novice users than those who were facilitators and integrators of classroom technology. The study showed that teachers were progressing toward expertise in technology integration knowledge and skills (Mills & Tincher, 2003), and concluded that through the establishment of a well-defined set of pedagogical standards and indicators, higher levels of technology integration in classrooms can be identified and achieved. The lesson to us is that clear standards are essential. When teachers know how to use and actually do use technology, the potential for student learning is increased. The author's recommend further research to examine how teachers develop expert teaching practices with technology in ways which encourage the integrating use of technology by students. The time is now just right to start research into how the OLPC becomes integrated by the children into their learning activities.

Proposing One Laptop Per Teacher as a solution
The One Laptop Per Teacher (OLPT) is an OLPC additionally loaded with content for teaching the teacher how to teach with the OLPC. Since it is functionally like the OLPC, it provides an ideal means for the teacher to learn how to teach children to use the OPLC. The OLPT is not an alternative to a whole classroom of OLPCs, but a simultaneously delivered adjunct to them.

If the teacher can discover that the OLPT can help the teacher with administration, this might be enough motivation for the teacher to investigate other ways to use the OLPT. As the smallest example, it can be used to record the attendance and grades of the children. In the bigger picture, the OLPT can be used to download fresh HTML, PNG, Audio, MPEG clips and associated driving computer programs via wi-fi to the OLPCs on a daily, weekly, term or annual or on an ad hoc basis as appropriate. (It is a happy accident that the mesh network that interconnects the OLPCs uses a protocol that is known as an ad hoc networking protocol.) The OLPC (and by extension the OLPT, is an "eBook" and an "encyclopedia". The OLPT is a "tape-recorder", "music player", "story teller", "camera", "video recorder", "video player", "mirror", "typewriter", "word-processor", "typesetter", "game console", "drawing board", "notebook", "diary", "calendar", "clock", "calculator", "collaborator", "class and mark register", "communicator", "educator". It is obviously not just an attendance register.

Lessons, homework, assignments and school newsletters and school reports are downloaded from the OLPT to the OLPCs. In the reverse direction, the OLPCs upload the completed homework and assignments to the OLPT, leading to a virtual paperless administration.

Of all the OLPCs, only the OLPTs are likely to have all three USB ports used simultaneously, e.g. flash key-disk, printer, and modem. Physically then, the only requirement to turn an OLPC into an OLPT is to augment its memory with a flash-memory key-disk. The next most important peripheral developed for the OLPT will be the low-cost USB data projector, as the laptop purposely does not have VGA port.

In general, the targeted children are from developing countries or part of rural and poor communities. They will not have dial-up or any other Web access from home, but may be lucky to have the ability to download from the Web via the OLPT at school. The OLPC has 1/2 Gigabyte of flash memory and will sometimes be networked to the Web at school, from where downloads can be made. Not all of the 1/2 Gigabyte of flash memory will be available for "user data", because the start-up program, operating and filing system, and programs such as the browser, compression software and the ad hoc networking software will all need part of the memory budget to make a functional computer.

Syllabus, Content and Learning Material for training tomorrow's teachers in tomorrow's technology
This sub-section prepares a framework for delivering distance education about the OLPC through the medium of the OLPT. This work stops short of providing the entire content, as we believe that this should be accomplished through teacher collaboration as part of the Learning Project. The interventions are envisaged to be delivered in the wrapping of a Learning Project. The framework for Learning materials is made up of the following components:

 * Study plan
 * Study guide
 * Study timetable
 * Links to Lessons
 * Assessment (Successful uploading of an original Lesson Plan to Wikiversity)

The study plan and study guide will consist of lessons provided to OLPT participants in a usable format depending on location and immediate resources. A timetable for developing and implementing lessons based upon the individual teaching curriculum of teachers who are involved in the project will be outlined in a distance learning format. On-line resources will contain information for the development and dissemination of completed lessons to share with other teachers and for student access (when Internet is available). This on-line resource may be updated to users who do not have Internet access on a timely basis.

Professional development websites created for teachers to use as resources for developing technology-rich lessons may be shared among the teaching community.

For example, the grade level section posted on The Learning Page disseminates teacher-created lessons using Internet resources that are of a reasonable length for students K-5:

Teacher created grade level lessons: http://www.cge.rcs.k12.tn.us/TLP/grade_levels.htm

The Collaborate and Create website is a resource for teachers to use to learn to develop lessons based on their specific curriculum using Internet resources as a source of information. The Collaborate and Create website focuses on blended learning by providing a resource for teachers aligned with a hands-on in-service training within our school, but this information may be accessed by teachers for on-line learning and training purposes.

Teacher Resource website: http://www.cge.rcs.k12.tn.us/CollaborateCreate.htm

The Learning Page website is a student resource of themes and lessons developed by teachers in a collaborative process that includes a hands-on in-service and access to the on-line resource website, Collaborate and Create. The teacher-created student lessons are disseminated through e-mail, but has the potential to be developed and maintained as an on-line distance learning resource.

Student resource The Learning Page website: http://www.cge.rcs.k12.tn.us/TLP/index.htm

The Learning Project will contain a framework that includes an outline for developing technology-rich lessons for teachers to access with students online. This project, Collaborate and Create, will be a resource for teachers to learn how to develop and implement computer technology lessons with their students, and will include examples, lessons, and Internet resources.

This learning project, Collaborate and Create, is in the developmental stages, beginning with an outline for learning. Collaborate and Create In-service

 * Downloadable key references

 * Annotated Bookmarks

 * e.g. Major lesson plan sites, here arbitrarily arranged according to the length of the URL:

 * http://lessonplan101.com/[]
 * http://www.lessonplans.org/[] NB
 * http://www.lessonplanz.com/[]
 * http://school.discovery.com/lessonplans/[]
 * http://atozteacherstuff.com/Lesson_Plans/[]
 * http://www.lessonplanspage.com/index.html[]
 * http://www.cbv.ns.ca/sstudies/english/eng.html[]
 * http://www.teach-nology.com/teachers/lesson_plans/[]
 * http://www.getworksheets.com/samples/lessonplans/index.html[]

Conclusion
A revolution in teaching the child requires a revolution in the way teachers learn and that in turn requires a revolution in the way that tutors teach teachers. Involving the teacher from the beginning is a must as it helps the teacher to "buy-in" to the concept.

A Web search has revealed a wealth of teaching plans that are available (even for teaching the teacher). One contribution of this paper was that it mapped out the existence of the teaching plans and prepared a meta-analysis of their structure and fields. Specimens of teaching plans and their URLs have been noted. A key point is that we need to get the teacher actively involved successively through a staged process which ends with the teacher contributing to the community.

So an important early lesson plan is a lesson plan in making lesson plans. This paper has recommended in the body, other lesson plans of importance.

Recommendations
Further work should be undertaken to populate the OLPT with course material for the teacher to use learn. It is recommended that a suitable phased introduction could follow the ARCS model: Attention, Relevance, Confidence, and Satisfaction. This paper is also a call for participation in populating the framework we have proposed and set up at Wikiversity OLPT Materials put there can be roughly translated from English by Altavista's Babelfish or Google's Translate services, but need polishing by native speakers before use by speakers of other languages.

Acknowledgements
The authors wish to recognise useful early discussions with Mary Metcalfe, Gavin Marchant and Rex Van Olst. Thank you.

Possible additional references

 * TeachersToolbox

 *

 * Self-citations to authors' relevant supporting works e.g.:

Pass, D. (2006). Collaborate and Create: Computer Technology Integration in the Elementary Classroom. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 2292-2299. Chesapeake, VA: AACE.

OLPC (and therefore OLPT) Design philosophy references
Activity basis, not Apps

OLPC Human Interface Guidelines/Core Ideas:

OLPC Human Interface Guidelines/Activities:

Ubuntu:

Sugar, the core of the OLPC Human Interface:

Books
Jamie McKenzie, How Teachers Learn Technology Best.

source: wikimedia

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

title: One Laptop Per Teacher


text:
Bruno Jesus

Bruno Wavzinkevicz Ribeiro (born 22 April 1997), known as Bruno Jesus, is a Brazilian professional footballer who plays as a defender.

Professional career
Jesus made his professional debut with Esporte Clube São José in a 2-0 Campeonato Gaúcho win over Grêmio on 28 January 2018. On 2 August 2019, Jesus signed with Aves in the Portuguese Primeira Liga.

Personal life
Born in Brazil, Bruno Jesus is of Polish descent.

title: Bruno Jesus


text:
Steinar

Etymology
From.

Usage notes
Patronymics
 * son of Steinar: Steinarsson
 * daughter of Steinar: Steinarsdóttir

Etymology
From.

Etymology
From, from , from +. Cognate with 🇨🇬, 🇨🇬 and 🇨🇬.

title: Steinar


text:
Alfredo Ceschiatti

Alfredo Ceschiatti (September 1, 1918 – August 25, 1989) was a Brazilian sculptor.

Life and career
Ceschiatti was born in Belo Horizonte in 1918 to Italian parents. He went to Italy in 1937, benefited by the Italian government in promoting trips by the children of immigrants to the country. Back to Brazil, he settled in Rio de Janeiro where he studied at the National School of Fine Arts. He was awarded at the National Salon of Fine Arts, in 1945, for the bas-relief of the baptistery of the Church of Saint Francis of Assisi, in Belo Horizonte. He met Oscar Niemeyer, who commissioned him a sculpture for the Architectural Ensemble of Pampulha, in Belo Horizonte. Ceschiatti created O Abraço, a sculpture depicting two embraced women. The citizens of Belo Horizonte considered immoral, it was kept for many years until it was finally exposed in a garden in Pampulha. The sculpture Duas Amigas was made for the Salão Nobre (upper garden) of the Itamaraty Palace with guidance from Ambassador Wladimir Murtinho, who served as chief curator in the Palace's ambience project. The artist's taste for the female figure is present in several of his works.

In 1960 he sculpted, in granite, As três forças armadas, one of the themes in the Monument to the Dead of World War II, in Rio de Janeiro. His works are in exhibition in several Brazilian museums.

In a new partnership with Niemeyer, he became the main sculptor of the country's new capital Brasília, including:

 * As Iaras, in bronze, at the Palácio da Alvorada's reflecting pool;
 * Leda e o Cisne, bronze, at Palácio do Jaburu's courtyard;
 * A Justiça, in granite, in front of the Supreme Federal Court building;
 * Os Anjos and Os Evangelistas, in the Metropolitan Cathedral of Brasília;
 * As gêmeas, in bronze, at the Itamaraty Palace;
 * Anjo, in golden bronze at the Chamber of Deputies;
 * A Contorcionista, in the Sala Villa Lobos foyer, Cláudio Santoro National Theater
 * Deusa Athena, at the University of Brasília's Central Library;

He was part of the National Commission of Fine Arts and professor of sculpture and drawing at the University of Brasília. He then resigned in solidarity with colleagues persecuted for political reasons. He complained, decades later, about the way Brasília treated his works.

title: Alfredo Ceschiatti


text:
Maurício Pereira

Maurício Pereira (born November 8, 1959) is a Brazilian singer-songwriter, lyricist, journalist, saxophonist, television announcer, stage actor and record producer best known for his work with experimental rock duo Os Mulheres Negras.

Biography
Pereira was born in São Paulo on November 8, 1959. He met musician André Abujamra (son of actor Antônio Abujamra) in 1984, and in the following year they formed Os Mulheres Negras. The duo released two albums, Música e Ciência (1988) and Música Serve pra Isso (1990), through WEA (present-day Warner Music Group) before disbanding in 1991. Both musicians then began their respective solo careers, with Pereira becoming Marcelo Rubens Paiva's bandleader for his talk show Fanzine, hosted by TV Cultura in the early 1990s.

In 1995 Pereira released his debut solo album, Na Tradição, through Tinitus. It was positively reviewed by the critics and public alike. In 1996 he performed at the Centro Cultural São Paulo in what would be the first show in Brazil to be live streamed on the Internet, through his official website. In 1998 he released his second album, Mergulhar na Surpresa, which counted with a guest appearance by pianist Daniel Szafran in their first of many collaborations together.

In 2003 Pereira formed a side project, Turbilhão de Ritmos, and with them he released Canções que um Dia Você Já Assobiou, Vol. 1. It is a cover album containing iterations of old-fashioned songs, recorded live at the Instituto Itaú Cultural. Turbilhão de Ritmos came out with a second album in 2010, Carnaval Turbilhão, a compilation of Carnival marchinhas mostly in public domain.

In 2007 Pereira released Pra Marte, his third solo album, notable for containing the song "Trovoa", which was covered by many bands and artists such as Metá Metá, Maria Gadú, A Banda Mais Bonita da Cidade and Dandara & Paulo Monarco. In the same year he was a guest musician on Rogério Skylab's album Skylab VII; Skylab, an unabashed fan of Os Mulheres Negras, co-wrote alongside Pereira the track "O Mundo Tá Sempre Girando"; he also performs additional vocals in it. Two years later, he appeared on Skylab's live album Skylab IX.

In 2010 Pereira was also featured in Rhaissa Bittar's debut album Voilà; he was a co-writer for the track "Piquenique no Horto".

In 2012 he and Abujamra reformed Os Mulheres Negras, and they continue touring ever since. The following year he was interviewed for a documentary about the duo's history, entitled Música É para Isso: Uma História d'Os Mulheres Negras, directed by Bel Bechara and Sandro Serpa.

In 2014 he released his fourth solo album, Pra Onde que Eu Tava Indo.

His most recent studio album, Outono no Sudeste, came out on May 11, 2018. 2022 saw the release of the live album Micro.

Since 2015 Pereira is part of The Universal Maurício Orchestra, a samba rock/jazz ensemble in which all of its musicians are named Maurício. Besides Pereira, the band is also composed of Maurício Tagliari (electric guitar), Maurício Takara (drums), Maurício Bussab (keyboards), Maurício Badê (percussion) and Maurício Fleury (bass guitar). They released their first, self-titled album through YB Music in 2018.

In 2023, Pereira published his first book, the memoir/songbook Minha Cabeça Trovoa.

Personal life
One of Pereira's sons, Martim "Tim" Bernardes, is a founding member of indie rock band O Terno. Father and son are part of the duo Pereirinha & Pereirão, which play, in their words, "pop folk country music from the deep Southeast".

Guest appearances

 * Beto Furquim
 * 2008: Muito Prazer (additional vocals and saxophone in "Longe do Planeta" )

 * Rogério Skylab
 * 2007: Skylab VII (lyrics, additional vocals and saxophone in "O Mundo Tá Sempre Girando")
 * 2009: Skylab IX (lyrics, additional vocals and saxophone in "O Mundo Tá Sempre Girando")

 * Rhaissa Bittar
 * 2010: Voilà (lyrics for "Piquenique no Horto")

Filmography

 * 2013: Música É para Isso: Uma História d'Os Mulheres Negras – himself

title: Maurício Pereira


text:
David Shacklady

David Shacklady (born 19 April 1967) is an English professional golfer who plays on the European Senior Tour, where he has won three times.

Professional career
Shacklady turned professional in the late 1980s but never played on any of the major tours, competing mostly in regional PGA events in the north of England. He occasionally played in important events, qualifying for the Open Championship in 1998 and 2007 and playing in the British PGA Championship in 1997, 2004 and 2008, although he missed the cut on each occasion.

Shacklady played in the qualifying school for the 2017 European Senior Tour in late January and early February 2017. He was one of three players tying for fifth place and with only five places available a playoff was required. Shacklady missed out when Jean-Pierre Sallat made a birdie on the first playoff hole.

Shacklady tried again at the 2018 European Senior Tour qualifying school and by finishing fourth he gained a place on the tour. In August he won the Russian Open Golf Championship (Senior), finishing two strokes ahead of Stephen Dodd and Phillip Price. He tied for third place in two events and finished 11th in the Order of Merit.

Shacklady continued his good form on the 2019 European Senior Tour. He tied for third place in two events in the early part of the season before winning the Sinclair Invitational and the Paris Legends Championship in September.

European Senior Tour wins (3)
European Senior Tour playoff record (1–0)

Team appearances

 * PGA Cup (representing Great Britain and Ireland): 2011

title: David Shacklady


text:
Wikipedia:WikiProject Spam/LinkReports/medanfm.id

Links

 * medanfm.id resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * Link is not on the whitelist.
 * Link is not on the monitor list.

Additions

 * Displayed all 16 additions.


text:
Sokolovo, Kamensky District, Altai Krai

Sokolovo (Соколово) is a rural locality (a selo) in Stolbovsky Selsoviet, Kamensky District, Altai Krai, Russia. The population was 3 as of 2013. There are 6 streets.

Geography
Sokolovo is located 34 km north of Kamen-na-Obi (the district's administrative centre) by road. Dresvyanka is the nearest rural locality.

title: Sokolovo, Kamensky District, Altai Krai


text:
Talk:College Algebra

Direction for this course
I'm still going to have to spend some time trying to set this up, but the idea here is that I would like to set up some on-line discussion forum, perhaps some lessons and going over the concepts, and try to exchange ideas between one another.

My intention is to try and set up an IRC channel specific for this Wikiversity project where we could discuss the concepts in detail, as more of a teacher and student relationship, but there will be a chance for everybody to share their ideas. The job of the "instructors" is to keep the discussion on topic and to keep the class moving along.

While there isn't going to be "credit" for this class, I am going to be asking that participants work with given homework examples, and that weekly assignments will be completed. Scheduling for this will be done "by concensus" of the students (for breaks in the teaching cycles).

My intention is to turn this into a roughly 10-14 week course covering the basic concepts of this topic. I hope that this will cycle over and over again, depending on the number of participants and people willing to "moderate" the learning cycles.

A Help Desk specific to this class will be available to try and go over the algebra problems.

Because we are going to be Wiki-based, it might be useful to try and get familiar with the TeX markup for mathmatical equations. While not necessary for completing homework, it will help when trying to communicate ideas using mathmatical symbols. That will likely be one of the first lessons of this course, or perhaps even a prerequisite eventually.

Also, this is an early example of Wikiversity teaching, there is going to be some experimentation and some mistakes we will be making here. I hope that your experience in learning this material will be productive. This is but one way that I hope that Wikiversity can deliver knowledge, but I'm sure there will be other ideas. --Robert Horning 19:41, 17 August 2006 (UTC)

Random notes on College Algebra
Here are things that I learning teaching Algebra I at UoP

1) I had to avoid the temptation of covering too much material. One of the functions of a basic algebra one course is to remove math anxiety, and covering too much material just makes students much more nervous and reinforces their fears of math.  For algebra one, I've found it useful to limit myself to a few key concepts and make sure that the students know those concepts cold.

2) The big problem that I had was that I'm interesting in physics whereas most of my students were interested in business, and I got scathing mid-term reviews for my first class for irrelevance. Part of making the class useful was to come up with real world business examples of using algebra one.

Also I'm making some noises at the Chronicle of Higher Education forums to try to get people over here.

Roadrunner 09:52, 18 August 2006 (UTC)

 * I appreciate this. I feel very much overwhelmed with the possibility of getting this going, especially as I know I'm starting out with inferior textbooks on top of all of the other problems you are mentioning.  And this topic isn't exactly my strongest subject, but I do think it is something that needs to be done.  I hope that we can get it going, and in part "learn together".  --Robert Horning 13:16, 18 August 2006 (UTC)

Getting academic credit for this course
Someone who knows this better than I do should probably write a page on how to get academic credit for this course. I know that there are ways of converting these knowledge into academic credit through examinations, but I don't know the details, which is why someone who does should write them down.

It's really, really, really important to figure out ways to convert Wikiversity learning into academic credit, which translates into degrees, which translates into higher salaries, which translates into funding back to Wikiversity.

One mistake in a lot of online learning projects is to trying to separate oneself from traditional academia, whereas I think that Wikiversity and and should challenge the system head on.

Roadrunner 09:58, 18 August 2006 (UTC)

Some numbers to make you mad.....
A student at the University of Phoenix pays $1500 course for a three unit Algebra I course. There are 10-15 students per course, which means that the Apollo Group makes about US$15000 per course. The instructor gets about US$1000 of that.

I think we can figure out a better way.......

 * Algebra courses are usually money makers for most schools.... even public universities. One way that larger universities fill in to make piles of money is to have the classic "pit class" where you sit in an auditorium with 400 students.  They try to make up for it by hiring upper classmen in the "study center", whey they hire a bunch of hard core math/science geeks at minimum wage to be the real instructors.  Surprisingly it seems to work out (sometimes).  Of course it is obvious when you go through a class like that you are in a meat grinder and not some institution that really cares about you.  --Robert Horning 13:13, 18 August 2006 (UTC)

Merge Topic and Main page?
Just would like some thoughts about moving most of the content from the topic page to the main page.

Roadrunner 18:03, 28 August 2006 (UTC)

Set a time
Someone should list a time when this class will be heald on IRC, like thursday @ 28 o'clock on the 32 of Smarch.--Rayc | (Talk) 17:58, 9 September 2006 (UTC)

Revamping
Since this page is abandoned, I'm going to start working on it. Being bold. please feel free to revert me if anyone is actually using the page the original authors envision it as. --Rayc 20:59, 31 July 2007 (UTC)
 * Ok, so it looks like the first topic in many of the source I looked at is the real number system. The book I've got is algebra for college students by bBrnard Kolman and Arnold Shapiro. The University of Kentucky Math 110 Textbook has it as Chapter 1: Numbers and Points and MIT calls it points vs. vectors --Rayc 02:48, 21 August 2007 (UTC)

University of Kentucky Math 110 Textbook
Look what I found in this "additional resource": :

'By repeatedly combining numbers via addition and multiplication, one can make complicated expressions such as "3x + 4y +12(x + 2)y''". By substituting various values of x and y into this expression, one gets numerical values for the expression. One finds that regardless of which values of x and y you use, the numerical value is the same as that obtained by the expression "15x + 28y" .'''

This is a Fall 2003 course which should not contain this error, or shall we call it a typing-error? I would suggest that the writer of the page, possibly/probably also the writer of MA110, correct his text. Or be made aware of it. I think that "3x + 4y +12(x+2y)" would correctly reduce to "15x + 28y"?

Andre anckaert 17:29, 14 January 2010 (UTC)

Trying to help out, sketch
Ok, I'd like to help out with this, since it seems to be in trouble. Specifically, I'd like to fill in sections and maybe have my students fill in sections for extra credit as well. There are numerous sections spread out in need of polishing and that can be brought together.

I'd like the book to help adult learners returning to college. Math anxiety, low confidence levels, low perceived relevance, disorganization, poor time management and extrinsically motivated to pass their class are common characteristics. Age varies wildly from 20's to 60's. The learners have a highly varied context to transfer these skills to, beyond class, including: investments, business decisions, statistics, grade computations, or teaching.

Prerequisites would be arithmetic, we should explicitly link to Arithmetic as a prerequisite, maybe link to study skills as well.

Start with: Rough sketch of objectives for College Algebra I: Expressions involving variables, Simplifying expressions involving variables using real number properties, include FOIL Set up expressions, equations, and inequalities given a word problem Evaluate expressions Determine validity of equations Determine validity of inequalities Solve linear equations Solve linear inequalities Solve word problems involving linear equations or linear inequalities
 * Variables:
 * Expressions, validity of equations and inequalities:
 * Solving linear equations and inequalities:

Graph linear equations Graph linear inequalities Graph linear equations or linear inequalities arising from word problems
 * Graphing lines and linear inequalities:

Solution of two simultaneous linear equations through graphing, Set up and solve word problems using two simultaneous linear equations or inequalities.
 * Arguably a section on simultaneous linear equations

To address
 * Math anxiety, low confidence levels - Formative assessments and confidence building exercises. Link to multimedia resources such as the mini-movies at.
 * low perceived relevance - Can provide some examples of relevance
 * disorganization - study skill prerequisite and checks through book
 * extrinsically motivated - foster intrinsic motivation through confidence building exercises and segmenting sections
 * time management - prerequisite and checks through book. Provide time estimates and progress bars.

Sketched revisions
Here is a sketch of a proposed revision https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B9kxj73gN1WdNzFhMGVkZWMtYmYwNy00N2JjLTg5MTktYmNiYjAwOTU5ZTQ2&hl=en&authkey=CLW36-ML. As the file is PDF, changes due to clicking or answering are shown on a following page.

Bastetswarrior 18:45, 23 December 2010 (UTC)

Why is this not a Portal: College Algebra
In lines with organization and what the main page for mathematics, the entire set is just a template but the template itself is not actually linking portals so none of these pages are catalogues as portals? Saml214 (discuss • contribs) 16:02, 13 July 2023 (UTC)

title: Talk:College Algebra


text:
Rectal douching

Rectal douching is the act of rinsing the rectum with intent to clean it. An instance of this rinsing or a tool used to perform the rinse may be called a rectal douche.

Uses
Rectal douching is a hygienic practice to clean the rectum to void hardened stools as opposed to a pharmaceutical method to soften the stool.

Rectal douching is distinguished from anal cleansing, which is the routine cleaning of the anus after defecation.

Risks
Evidence is not clear, but it is possible that rectal douching before anal sex can increase the risk of transferring HIV, and other diseases. There is evidence that douching sometimes can disrupt the epithelium, or tissue in the rectum, and if this tissue is damaged, then diseases can spread more easily.

Rectal douching before anal sex increases the risk of transfer of Hepatitis B.

There are reports that activities which can have the side effect of causing unintentional forcing of water into the rectum, such as waterskiing, may cause discomfort but can potentially bring other harms.

Technique
Liquid, typically water, is inserted into the rectum by means of some tool. After some time, the water is expelled in the manner of a routine bowel movement, and, in the process, the rectum eliminates waste and is cleaned.

Most people who use rectal douching do so with plain water. The use of a hose connected to a tap, either in a shower or sink, has been reported as the most popular way to administer a douche. Another popular way is with a handheld bulb and syringe designed for rectal douching.

Less commonly, some people used commercial products sold for performing rectal douching, with single-use bottles of saline being most used. Also commercially available but even less commonly used for rectal douching are mineral oil products intended to assist in an enema.

History
A rectal douche device was patented in 1957 in the United States by Patricia Bragg.

Society and culture
From a public health perspective, understanding rectal douching practices may be important because the practice can be paired with behaviors which are risk factors to acquiring a sexually transmitted infection.

Research
Research into rectal microbicide to prevent the transmission of HIV increased interest into researching safer and more gentle rectal douching techniques. The hope in that research is that a rectal microbicide could be delivered with a rectal douche.

title: Rectal douching


text:
User:Grubagotti

I work as a consultant in Edigit (http://www.edigit.it) a Software house that produces a Management Information System for Graphic Arts companies and I write articles for Rassegna Grafica (http://www.rassegnagrafica.it)

title: User:Grubagotti


text:
Evolutionary Biology/Thomas Malthus

In 1798, he published the Principle of Population where he made the observations that the human race would be likely to overproduce if the population size was not kept under control.

Malthus then focused his studies on the human race. His calculations and theories produced an idea that the human population would increase geometrically while the food supply and natural resources would only increase arithmetically. This is a potential explanation for the predicted poverty and famine. He concluded that as more offspring are born, a more competitive nature would arise. As more offspring come into the population, fewer resources will be available for the population. This has the potential for competition between organisms for survival due to lack of resources. This competitive nature would be necessary for survival of individuals within a large population size unable to be supported by the environment. He believed that this uncontrollable population size would eventually be the cause of famine and poverty among humans. His reasoning behind this idea was divine intervention. He believed that this would be the punishment for man if he became too lazy.

Malthus’ Principle of Population caused Darwin to rethink many issues while coming up with his theory of natural selection. Malthus’ work made Darwin realize the importance of overpopulation and how it was necessary to have variability in different populations. Darwin also used Malthus’ ideas to use competition as well as the survival in numbers idea to come up with his full idea of natural selection.

title: Evolutionary Biology/Thomas Malthus


text:
Rick Holland

Rick Holland is an English poet and independent artist. He was born in Aldershot in 1978.

Published work
His first book 'Story the Flowers' was made at Calvert's Co-Operative Press in Bethnal Green in 2010. The work is constructed within the tradition of psychogeography and of the city wanderer or flaneur and has been re-imagined and cited as influence for other artists, most recently East India Youth in the naming of his album, 'Culture of Volume', taken from the poem 'Monument'.

Often collaborating with artists in other fields, his most notable collaborative pieces have been with Brian Eno and released on Warp Records. He co-wrote the 2011 album Drums Between the Bells and the album's sister EP Panic of Looking. Significant writing credits also include the Brian Eno/Karl Hyde album High Life released in June 2014. He has also co-created work for theatre and dance, installations with Brian Eno and visual artist Anya Gallaccio.

The works with Eno led to the coining of the term 'poetronica' in the press, a term suggesting that evolving digital literacy continues to change conventional literary narrative and recent work with Robert Thomas (former Chief Creative Officer for RjDj) seeks to further explore new and non-linear formats for writing and reading poems.

An exclusive piece, "I Remember" is included in Jon Hopkins' 2015 compilation Late Night Tales.

Cricket
In addition to being a poet, Holland is a professional cricket coach who was awarded the Mike Brook Performance Coach of the Year Award in 2017.

He was in the academy at Sussex County Cricket Club to senior level, just falling short of playing for the county itself. He also captained England Schools' South of England Under-15s team. Since 2020 Holland has played for Keighley Cricket Club in the Bradford Premier League.

title: Rick Holland


text:
Talk:Emory and Henry Wasps

External links modified
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Cheers.— InternetArchiveBot  (Report bug) 23:28, 23 December 2016 (UTC)

title: Talk:Emory and Henry Wasps


text:
Miki Kratsman

Miki Kratsman is an Israeli photographer, photojournalist and activist.

Biography
Miki Kratsman was born in Argentina in 1959. He immigrated to Israel with his family in 1971. He studied photography at Kiryat Ono College. His spouse is Israeli fashion designer Dorin Frankfurt.

Photography career
He worked as photojournalist in Hadashot newspaper until 1993, when the newspaper was closed. Kratsman joined Haaretz newspaper, where he worked until 2012.

Kratsman taught at Camera Obscura College of Photography in Tel Aviv from 1997 to 1999; School for Geographic Photography of Tel Aviv from 1998 to 2006; Department of Art in Haifa University from 2002 to 2006. In 2006, Kratsman was appointed Head of the photography department in Bezalel Academy of Arts and Design and chaired the department until his retirement in 2014.

In addition to exhibiting his own works, Kratsman curates exhibitions for galleries and museums in Israel.

Works
The main theme of Kratsman's work is the Israeli–Palestinian conflict. Other dominant topics are architecture, space and borders. Kratsman collaborated with many artists, among others David Reeb and Boaz Arad. For years, Kratsman documented the Palestinian territories. He follows personal stories and brings into harsh focus the violence that became daily life in the Palestinian territories.

Solo exhibitions

 * 1994 Bugrashov Gallery, Tel Aviv
 * 1996 Gallery of Bezalel Academy of Art and Design, Jerusalem
 * 2001 Nelly Aman Gallery, Tel Aviv
 * 2002 Nelly Aman Gallery, Tel Aviv
 * 2003 The Israel Museum, Jerusalem
 * 2007 Secured Area, Chelouche Gallery, Tel Aviv
 * 2009 Works, Chelouche Gallery, Tel Aviv
 * 2010 Deleitosa, Solo project at ARCOMadrid, Madrid
 * 2010 Targeted Killing, Media City Seoul 201, Korea
 * 2011 All About Us, Ursula Blickle Foundation, Germany
 * 2012 AS IT IS. On Miki Kratsman's Photography, MUSAC Museum for Contemporary Art, Leon, Spain
 * 2012 AS IT IS. On Miki Kratsman's Photography, La Virreina Centre de la Imatge, Barcelona, Spain
 * 2013 People I met. Chelouche Gallery for Contemporary Art, Tel Aviv, Israel
 * 2014 Solo project, Photobooth, ArteBA Art Fair, Buenos Aires
 * 2021 Anti-Mapping, Tel Aviv Museum of Art (with Shabtai Pinchevsky)

Group exhibitions

 * Jewish Museum, Berlin

Awards and recognition

 * 2011. Gardner Photography Fellow. Peabody Museum of Archaeology and Ethnology, Harward University.
 * 2011. The EMET Prize for Art, Science and Culture in Photography.

title: Miki Kratsman


text:
Jonathan Ackley

Jonathan Ackley is an American interactive theme park attraction and computer game designer, writer, and programmer. He is best known for being the Creative Director and Producer on Walt Disney World's Sorcerers of the Magic Kingdom and co-project leader, with Larry Ahern, for LucasArts Games The Curse of Monkey Island.

He is an inventor who holds or co-holds more than 35 patents, including for novel game interfaces, theme park systems, rides and attractions, interactive merchandise, RFID, bar codes, consumer media platforms, mobile-powered reservation systems, and parental controls for cellular phones.

Career
Jonathan Ackley began his career as a programmer at LucasArts on Day of the Tentacle in 1993.

He was co-project leader on The Curse of Monkey Island in 1997, an animated pirate adventure that received critical acclaim. The Curse of Monkey Island was nominated for or won many industry awards, including "best adventure game of 1997" by Computer Games Strategy Plus, Computer Gaming World, and PC Gamer US, and GameSpot, which said "The Curse of Monkey Island has all the makings of a classic."

He worked as an associate game designer for Rocket Science Games on Cadillacs and Dinosaurs: The Second Cataclysm in 1994. While there, he was an Associate Game Designer and also a voice actor for the game Loadstar: The Legend of Tully Bodine, playing the role of "Scorpion."

For Mindstorms, the LEGO company's flagship toy robotics line, Ackley crafted the interfaces for Mindstorms' "Robotics Invention System 2.0" and "Mindstorms Vision Command."

Starting in 2001, Mr. Ackley joined Walt Disney Imagineering creating interactive entertainment for their amusement parks. In this function, he co-designed Walt Disney World's Sorcerers of the Magic Kingdom with his former Curse of Monkey Island co-lead, Larry Ahern, in 2012. "Insidethemagic.net" called him the "Sorcerer behind 'Sorcerers'" in a 2012 interview with Ackley.

As a Disney Imagineer, Ackley played a major design role in a number of innovative attractions. These included:

The New York Film Academy Game Design hosted Ackley for a 2019 in conversation as part of its "Masters of Game Design" series.
 * Led the technology team for the Disney Company's Interactive Television Platform.
 * Designer and Producer for the THEA Award-winning Kim Possible's World Showcase Adventure at EPCOT. This successful in-park high-tech scavenger hunt was later re-imagined as "Agent P's World Showcase Adventure with Phineas and Ferb," which also met with critical and popular acclaim. In a June 2012 interview, Ackley said of the "Agent P" experience, "From a WDI standpoint, the focus is always on the storyline and not the technology."
 * Designed the Leonardo Challenge at Tokyo Disney Sea
 * Was a show writer for the interactive queue at the Haunted Mansion at the Magic Kingdom
 * Designed the Midship Detective Agency game on the Disney Cruise ships
 * Designed and Produced The Sorcerers of the Magic Kingdom in the Magic Kingdom Park
 * Designed and Produced the attraction "A Pirate's Adventure - Treasure of the Seven Seas" at the Magic Kingdom park
 * Designed and wrote the Menehune Adventure Trail game at the Disney Aulani Resort and Spa on Oahu. Ackley and colleague Chris Purvis discussed the game in a panel at the Game Developer's Conference. https://www.gdcvault.com/play/1019903/Location-Based-Interactive-Storytelling-the
 * Was the Executive Creative Director for the Play Disney Parks mobile application, delivering interactive theme park content to visitors to Disney's US resorts. A reviewer for familychoiceawards.com said of the app, " It makes exploring and enjoying Walt Disney World and Disneyland Resort even more fun, if you can believe that."
 * Was Executive Creative Director for the Disney Team of Heroes, a mobile application designed to "(bring) joy to patients at Children’s Hospitals."

At the beginning of 2021, Ackley left the Walt Disney Company after nearly two decades of work. Most recently he has joined the mixed reality studio Animal Repair Shop as its Vice President of Product Innovation.

Games

 * 1993 Day of the Tentacle, programmer (LucasArts)
 * 1993 Sam & Max Hit the Road, programmer (LucasArts)
 * 1994 Cadillacs and Dinosaurs: The Second Cataclysm, associate game designer (Rocket Science Games)
 * 1994 Loadstar: The Legend of Tully Bodine, Associate Game Designer and voice actor, character "Scorpion" (Rocket Science Games)
 * 1995 Full Throttle, programmer (LucasArts)
 * 1995 The Dig, programmer (LucasArts)
 * 1997 The Curse of Monkey Island, co-project leader (LucasArts)
 * 1997-2020: See list above for major projects for the Walt Disney Company
 * 2012 Sorcerers of the Magic Kingdom, co-designer (The Walt Disney Company)

title: Jonathan Ackley


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User:Origintrance

ORIGIN refers to the beginning point of ones existence. Without truly knowing where we've been, we'd never evolve. So in everything they've done, long-time friends and producers Brendan Bartels and Cypher have always stuck to their musical roots.

Starting as DJs they continued into production, and found themselves bringing their experience together to form their own twist to tech energy. Their focus became pursuing the creation of sound that perfectly pairs light and dark melodic elements with bass heavy rhythms.

Since the two have come together both Brendan and Cypher set out to create a tech sound unlike any other. Their passion for music is clear in their work and they continue to share their love for tech with listeners in each production.

title: User:Origintrance


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File:First-tune.png

A demonstration of tablature and simple ditty for the guitar book.

I created it myself using the PowerTab editor, and edited it in Photoshop to help reduce it to a more reasonable width.

==Licensing=.=

......

title: File:First-tune.png


text:
User:HueSatLum/UBX/Bots

{{Documentation|content=

Usage
Put User:HueSatLum/UBX/Bots on your userpage.

If you operate more than one bot, use #, replacing # with the number of bots you own.

If you operate one bot, you can optionally put your bot's name using the  parameter. }}

title: User:HueSatLum/UBX/Bots


text:
Nicholas Marfelt

Nicholas Marfelt (born 15 September 1994) is a Danish footballer who plays as a left-back for Brønshøj.

Football career
Marfelt progressed through the youth academy of Hvidovre IF apart from a four-year spell in the renowned Nordsjælland academy. He joined FC Helsingør as a senior player in 2016.

On 30 January 2017, it was announced that Marfelt had moved to SønderjyskE, where he had signed a three-and-a-half-year contract. He had previously been on a trial with Brøndby, which, however, did not result in a contract. He made his Danish Superliga debut for SønderjyskE on 12 March 2017 in a game against OB. Just six months after signing with SønderjyskE, Marfelt joined Dutch Eredivisie club Sparta Rotterdam on a loan agreement valid for the remainder of the 2017–18 season. He was released from his loan only six months into the deal due to lacking playing time, and returned to SønderjyskE.

On 30 July 2020, it was announced that HB Køge had signed Marfelt on a two-year contract. He immediately scored in his debut for the club, helping secure a 2–1 win over his former team, Hvidovre, on 11 September. On 6 January 2022 Køge confirmed, that Marfelt had got his contract terminated by mutual consent, retiring from professional football to instead focus on studying.

On 16 January 2022, Marfelt signed with Denmark Series club Brønshøj Boldklub on an amateur deal. Marfelt left the club in June 2023. Later in the same month, he joined Ishøj IF. In February 2024, Marfelt returned to Brønshøj Boldklub on a deal until June 2024.

Honours
SønderjyskE
 * Danish Cup: 2019–20

title: Nicholas Marfelt


text:
User:Manontop25/sandbox

Hon. Kalu Uduma popularly known as DK (born 12 May 1961) is a Nigerian chartered accountant and politician. He currently serves as Commissioner for Budget and Planning of Abia State. He previously served as a member of House of Representatives representing Arochukwu / Ohafia federal constituency from 2007 till 2011. He is also the immediate past Special Adviser to Abia state Governor on due process.

title: User:Manontop25/sandbox


text:
User:Joao ricardo jesuino/Books/Korea do sul

Levantamento sobre a Korea do Sul

 * Ministry of National Defense (South Korea)
 * Republic of Korea Navy
 * Republic of Korea Marine Corps
 * Chief of Naval Operations (South Korea)
 * Republic of Korea Armed Forces
 * Republic of Korea Air Force


text:
User:William Avery Bot/test

For the time being this account will only be used for editing in its own userspace as permitted by WP:BOTAPPROVAL.

Category: Animals described in 2025

Category:Animals described in 2025

Category:Animals described in 2025

Category:Animals  described in 2025 Category:Animals described in 2025

Additional text

Yet more text

title: User:William Avery Bot/test


text:
Business process management/Applications

To improve the return on investment for all activities undertaken within any organization is a fundamental concern to everyone involved. This means that every entity must look beyond meeting the expectations of the current task at hand. They must also be looking forward to what value to the activity will bring to the organization as a whole. Doing so ensures not only the success of the organization and project, but also increases the likelihood of receiving funding and support for future endeavors.

To this end Project Managers, and in larger organizations the Project Management Office, have become integral parts to many initiatives. The leadership skills, industry specific experience and knowledge, and understanding of effective project management these entities bring have enabled projects to successfully come in on time, on budget, and as outlined.

But now the question arises : How does an organization improve upon the activities of the Project Manager and the Project Management Office? The answer lies within the field of Business Process Management and Automation. More specifically, these organizations need to undertake activities to optimize their existing business processes surrounding their project management methodology, and adapt these processes to new organizational needs.

The goal of this document is to outline to any organization the opportunity they have to improve their return on investment from projects through the application of Business Process Management and Automation techniques within their project management environment. Through the analysis of the PMI : Project Management Body of Knowledge, steps will be outlined in detail on how organizations can improve not only individual projects, but overall organizational performance as well.

Wikipedia

 * Business process automation


text:
diffidare

Etymology
, reshaped according to the native Italian.

Verb

 * 1)  to distrust, or be suspicious
 * 2)  to warn, to caution

title: diffidare


text:
Gregory Herman

Gregory Herman is an American fashion designer, brand, and producer. He is best known for his luxury line of handbags and collections of interior products. In addition to his work in design, Herman, from 2011-2012 was signed to a first look deal to develop television and feature film concepts with Shaftesbury Films, and later from 2013-15 with Starz Media | Film Roman. In 2016, Herman signed another first look deal with Lakeshore Films, and partnered up with Drew Barrymore of Flower Films and Universal Cable Productions (UCP) to co-develop BLOOMS, a one-hour dramedy series for MTV Productions. Herman is currently represented by the talent agency William Morris Endeavor.

Early life
Born June 19, 1972, Herman was raised by his mother Judy Herman in Los Angeles, California. He is of Hungarian descent and identifies himself both as American and Hungarian.

His mother, Judy, operated a small personal agency in Beverly Hills. Her clients included Frank Sinatra, Elizabeth Taylor, Ellen Degeneres, Dr. Dre, D.J. Steve Aoki, Steve Jobs, Jennifer Aniston, and many others. For over twenty years, Judy was entrusted in taking care of their personal lives and homes. Unfortunately, Greg's sister, Lori, was diagnosed with stage four Hodgkins lymphoma and thyroid cancer. Lori survived, and in a chance meeting with Erin Brockovich later came to spearhead a lawsuit against the city of Beverly Hills and Venoco. This case and Lori's struggles gained international media attention and was chronicled in Julia Stoops's book Parts per Million.

Herman, after graduating from Beverly Hills High School, went on to study theatre and modern drama at University of Cambridge and later earned a degree in Anthropology from The University of California, Los Angeles (UCLA).

Career
Upon graduating college, Herman was crashing on friends' sofas, when he started Greg Herman Handbags in 1997. Having traded medical school for the fashion industry, Herman was determined to alter the way handbags were designed and sold. His first launch collection was a modernistic look incorporating suede and tapestry fabric. He left Los Angeles and headed to New York to pursue a career in fashion, specifically handbag design. The brand formally debuted that same year with the aid of then friend and muse Rachel Rosenzweig aka Rachel Zoe, the Steven Alan Showroom, and Jane Pratt, founder of Jane Magazine, all of who helped shepherd the collections throughout the New York fashion scene—introducing Herman to both buyers and editors at W Magazine, Cosmopolitan, and Vogue. Herman went on to become a global brand creating exclusive handbag collections for Barneys New York, House of Fraser, Scoop, Henri Bendel, Harvey Nichols, and Neiman Marcus. In 2000, Herman developed one of the first online handbag collections with Girlshop.com, the first dedicated online fashion portal.

In 1998, Herman befriended Brittany Murphy, Alyssa Milano, Christina Applegate, and Sharon Stone. In 2017, Greg met artist and photographer Orit Harpaz and together they created the Weirdoh Birds brand- a collection made up of chic and groovy wallcoverings, homegoods, and other wares. Today, the Greg Herman brand, House of Herman, and Bands of Misfits are operated by MGC collective, a collaborative design group focused on curating collections and setting up strategic creative partnerships in the fields of accessories, home design products, hospitality, jewelry, apparel, and fine art.

Personal life
Herman resides and maintains his base of operations both in Los Angeles and New York.

title: Gregory Herman


text:
ngọt

Etymology
From. Cognate with 🇨🇬, 🇨🇬.

Adjective

 * 1) sweet
 * 2)  very sharp
 * 1)  very sharp
 * 1)  very sharp

title: ngọt


text:
2019 World Athletics Championships – Men's 100 metres

The men's 100 metres at the 2019 World Athletics Championships was held at the Khalifa International Stadium in Doha on 27 to 28 September 2019.

Summary
The semi-finals were dominated by world leader Christian Coleman, who was allowed to compete despite missing three doping tests in the year due to a technicality, and blasted a 9.88 while no other qualifiers broke 10. The last time qualifier, Filippo Tortu, made the final by .001, running 10.101 over Tyquendo Tracey's 10.102, while Aaron Brown got in by placing second behind Coleman in heat 1 with 10.12.

In the final, defending champion Justin Gatlin got a good start to gain a step on the field, except Coleman got a better start, gaining that step on Gatlin. Unlike 2017, Coleman did not give ground back, extending his lead to a dominating victory in 9.76. A new personal best, world leading time for the season, that becomes the #6 time in history, just 0.02 seconds behind Gatlin's personal best. Returning to form, Andre De Grasse closed and nearly caught Gatlin at the line in 9.90, a new wind legal personal best.

At 37 years old, the world M35 record holder over 100m Justin Gatlin became the oldest athlete to ever medal in 100m in the World Championships history.

Records
Before the competition records were as follows:

The following records were set at the competition:

Qualification standard
The standard to qualify automatically for entry was 10.10.

Schedule
The event schedule, in local time (UTC+3), was as follows:

Preliminary round
The first athlete in each heat ( Q ) and the next five fastest ( q ) qualified for the first round proper. The overall results were as follows: Wind: P1:+0.1, P2:+0.4, P3:+0.3, P4:+0.0

Heats
The first 3 in each heat ( Q ) and the next six fastest ( q ) qualified for the semifinals. The overall results were as follows: Wind: H1:-0.3, H2:-0.8, H3:-0.8, H4:-0.3, H5:-0.3, H6:+0.1

Semi-finals
The first 2 in each heat ( Q ) and the next two fastest ( q ) qualified for the final. Wind: S1:-0.3, S2:-0.3, S3:+0.8

Final
The final was started on 28 September at 22:15. Wind: +0.6


text:
Italian Night

Notte italiana (internationally released as Italian Night) is a 1987 Italian comedy drama film directed by Carlo Mazzacurati. It won several awards including the Grand Prix at the Annecy Film Festival, the Nastro d'Argento for Best New Director and the Globo d'oro for Best Actor (to Marco Messeri).

Cast

 * Marco Messeri: Otello
 * Giulia Boschi: Daria
 * Mario Adorf: Tornova
 * Roberto Citran: Gàbor
 * Memè Perlini: Francesco aka 'Checco'
 * Remo Remotti: Italo
 * Tino Carraro: Melandri

title: Italian Night