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Sheridan College

Sheridan College Institute of Technology and Advanced Learning, formerly Sheridan College of Applied Arts and Technology, is a public polytechnic institute partnered with private Canadian College of Technology and Trades operating campuses across the Greater Toronto Area of Ontario, Canada.

Founded in 1967, it is known for academic programs in creative writing and publishing, animation and illustration, film and design, business, applied computing, and engineering technology, among others. Sheridan operates the Davis Campus in Brampton, the Trafalgar Road Campus in Oakville, and the Hazel McCallion Campus in Mississauga.

Founding
Sheridan College was established in 1967. The School of Graphic Design was located in Brampton, Ontario until 1970, when it moved to the new campus in Oakville, Ontario. The Brampton campus was a converted public high school that had previously been in condemned status until re-fitted for use by Sheridan College. The school and area were subsequently replaced by residential homes. The new Oakville location was still under construction when classes began in the fall of 1970. The classes were held in a large open area under triangular skylights which allowed excellent lighting for the students. The photography department used a well equipped photo studio area and darkrooms for processing film and prints. That building has become merged with many other structures as extensive expansion of the campus has occurred on an ongoing basis. The main courses taught that year were graphic design, fashion design, photography and animation.

Contributions to animation
In the 1960s and early 1970s, the Canadian animation industry was little formed and virtually non-existent, excepting animation pioneers of the National Film Board. and such Canadian studios as Crawley Films in Ottawa and The Guest Group in Toronto, a group of creative companies owned and run by Al Guest.

The Canadian animation landscape began to change in the late 1960s with Rocket Robin Hood, a Canadian animated series produced by Al Guest and his partner Jean Mathieson. In 1968 President Porter organized the school's first course in classical animation, even though at the time there was little evidence of demand for graduates. The school took advantage of the closing of Al Guest's studio following the production of Rocket Robin Hood and were able to buy up the cameras, animation and editing equipment. Subsequently, Guest and Mathieson served as creative advisors to Sheridan and hired a number of Sheridan graduates as key personnel for their new studio Rainbow Animation.

In 1984, Sheridan student Jon Minnis created the short animation piece Charade. The five-minute film was animated by Minnis with Pantone markers on paper during a single three-month summer term at Sheridan College. The film won the Academy Award for Best Animated Short Film at the 57th Academy Awards. As Sheridan's animation department continued to grow, it produced hundreds of animators into Canadian and international studios, at one point in 1996 being called "the Harvard of animation schools" on "a worldwide basis" by animator Michael Hirsh. A significant number of graduates have held key positions at Walt Disney Animation Studios, Don Bluth Productions, Pixar Animation Studios, and DreamWorks Animation, both for traditional and CGI animation. Sheridan graduates include seven Academy Award nominees and two winners, including Domee Shi, the first woman to direct a Pixar animated short.

Animation faculty and alumni have also been recognized at the Emmy awards, including animation professor Kaj Pindal and alumni Jim Bryson, Bobby Chiu and Adam Jeffcoat.

In June 2018, animation alumnus Jon Klassen was named to the Order of Canada in recognition of his contributions to children's literature. Klassen is the author and illustrator of the award-winning book, This is Not My Hat.

In 2018, Sheridan's animation program celebrated the 50th anniversary of its founding. Today, the program aims to foster the same innovative and creative spirit in its current students as it did 50 years ago. Students now earn a four-year Bachelor's Degree in Animation, and post-graduate programs in Computer Animation, Visual Effects and Character Animation are also available.

In 2019, Sheridan was ranked as the top animation school in the world outside the United States by Animation Career Review.

Unsuccessful bid for university status
Former President Dr. Jeff Zabudsky announced in 2012 that Sheridan College would seek to become a university by 2020. The college began implementing several changes to meet the non-binding criteria of a university as set by Universities Canada including: the establishment of an academic senate to set policy, increasing the number of degree-level courses, and increasing the number of instructors with master's and doctoral degrees. The college appointed former Mayor of Mississauga Hazel McCallion as its first chancellor in 2016.

In 2018, it was announced that Sheridan will open a new campus in Brampton in partnership with Ryerson University. The campus will be located on south-east corner of Church Street West and Mill Street North in Brampton. The new campus will focus on delivering programs in science, technology, engineering, arts and mathematics (STEAM). However, this plan was cancelled in 2019.

In 2019, under the leadership of President Dr. Janet Morrison, the college unveiled a new five-year strategic plan that sets out a new vision for Sheridan: to bring together key elements of colleges, polytechnics and universities to create a new, standard-setting model of higher education.

Faculties and Schools

 * Faculty of Animation, Arts and Design
 * Pilon School of Business
 * Faculty of Applied Health and Community Studies
 * Faculty of Humanities and Social Sciences
 * Faculty of Applied Science and Technology
 * Continuing and Professional Studies

Programs
The college has more than 130 programs leading to degrees, certificates, diplomas, and post-graduate diplomas. Sheridan College has a music theatre performance program, undergraduate and post-graduate film programs, and a craft and design program. They have courses in business, animation, illustration, applied computing, engineering technology, community studies, and liberal studies, among others. In 2012, art and design programs within Sheridan's Faculty of Animation, Arts and Design were recognized by the National Association of Schools of Art and Design (NASAD) to have "substantially equivalent" membership status. (NASAD's nomenclature for non U.S. members) Sheridan is only the second art institution in Canada to achieve this status.

Centre for Advanced Manufacturing and Design Technologies (CAMDT)
The Centre for Advanced Manufacturing and Design Technologies (CAMDT), located at the Brampton campus, is a 40,000 sq. ft. facility housing highly specialized manufacturing and design equipment. CAMDT allows Sheridan and its industry partners to collaborate on addressing challenges in the manufacturing sector, while developing graduates with the skills and practical knowledge to make an immediate and positive impact in the workplace.

Centre for Elder Research
The stated mission of Sheridan's Centre for Elder Research is to enhance quality of life for older individuals, by developing, testing, and implementing new and realistic solutions to improve the day-to-day experiences of elders and their families. In 2018, the Centre was awarded $178,856 from the Natural Sciences and Engineering Research Council of Canada to further explore how emerging technologies, such as virtual reality tools, can be leveraged to enhance the health and well-being of older adults residing in congregate living facilities such as long-term care homes.

Screen Industries Research and Training Center (SIRT)
Opened at Pinewood Toronto Studios in 2010, Screen Industries Research and Training Center (SIRT) is a digital media sound stage and post-production facility that focuses on 2D and 3D stereoscopic production processes. SIRT was conceived and launched by Sheridan College to operate in connection to the creative industries and three levels of the Canadian government. The Center's stated mission is to conduct high-level research on film, digital cinema, and high-definition technologies in all levels of production and display. The University of Waterloo announced in July 2010 that funding was awarded for joint research between their film department and SIRT.

In 2013, SIRT was designated as the first digital media Technology Access Centre in Ontario, supported through funding from the Natural Sciences and Engineering Research Council of Canada's (NSERC) College-Community Innovation program. In 2018, this funding was renewed for an additional five years to support further applied research and industry collaboration at SIRT.

Centre for Mobile Innovation (CMI)
The Centre for Mobile Innovation is a research facility for faculty and students to create solutions in collaboration with community and industry partners in the area of Internet of things (IoT), wearable computing, augmented/virtual reality (AR/VR), and/or machine learning.

Canadian Music Theatre Project (CMTP)
CMTP is Canada's first incubator and permanent headquarters for the development of new musical theatre works by Canadian and international composers, lyricists and book-writers. CMTP connects creative teams with talented students who help bring new characters to life, creating an environment for material to be tested and rewritten. Three or four projects are selected each year, with a five-week workshop period culminating in staged readings in front of a 200-person audience of industry professionals and theatre enthusiasts. Since its inception in 2011, 225 students, 34 writers and composers and 25 guest directors and music directors have participated in the creation of 19 new musicals.

Connection to Come From Away
Come From Away began its life and development at the Canadian Music Theatre Project in 2012. Over two seasons, the CMTP provided the creative team 12 weeks of development time and support, with exceptional student performers, crew, and creative teams. Access to onsite recording facilities to create demo recordings aided in the continuing development of the musical. The workshops culminated in test performance with a full band and live audiences at Sheridan and the Panasonic Theatre in Toronto. The full, two-act musical was produced by Theatre Sheridan the following year. Come From Away was part of the National Alliance for Musical Theatre and Goodspeed Festivals of New Musicals. It was optioned by Tony-Award winning producers Junkyard Dog Productions.

As a credited producer on the musical, Sheridan became the first postsecondary institution to be nominated for Tony Award when Come From Away was recognized with a nomination for Best New Musical Tony in 2017.

Entrepreneurship, Discovery and Growth Engine (EDGE) Hub
The EDGE hub offers training, mentorship, co-working space and support to access funding to early-stage entrepreneurs. Since it opened its doors in 2017, over 40 start-ups have been supported, 13 of which reside in the co-working space at Sheridan's Mississauga campus.

Campuses
Sheridan College has three campuses located in Ontario. Residential dorms are currently only at Trafalgar and Davis campuses. A shuttle bus pilot program to link the three campuses has been discontinued.

Davis Campus (Brampton)
The Davis campus is located in Brampton (7899 McLaughlin Road) completed in 1977, and serves approximately 12,167 students. The former name is Brampton Campus. It is named in 1992 after former premier of Ontario William G. Davis, who created the college system and was from Brampton himself.

This campus is home to Sheridan's community services, engineering & technology, and applied health programs. The school includes three major centres: the Centre of Mobile Innovation, the Centre of Advanced Manufacturing and Design Technologies, and the Centre for Healthy Communities.

Sheridan's Skills Training Centre relocated to the Davis Campus and was upgraded in 2017. The centre has 130,000 square feet of workshops, classrooms, facilities, machinery and equipment for the apprenticeship and pre-trades programs at Sheridan. Programs include:

 * Apprenticeship programs: Electrician – Construction & Maintenance, General Machinist, Industrial Mechanic Millwright, Tool and Die Maker
 * Electrical Techniques
 * Electrical Engineering Technician
 * Electrical Engineering Degree
 * AI/ML Graduate Certificate
 * Mechanical Technician – Tool Making
 * Mechanical Techniques – Plumbing
 * Mechanical Techniques – Tool and Die Maker
 * Mechanical Engineering Degree
 * Welding Techniques
 * Dual-Credit programs

Trafalgar Road Campus (Oakville)
Located in Oakville (1430 Trafalgar Road), the Trafalgar Road Campus is the main campus of the Sheridan College, which serves 9,610 students. This campus is the home of the Faculty of Animation, Arts and Design, and is Canada's largest art school.

This campus includes two performance theatres which hold performances annually. Trafalgar campus is also home to the Bruins soccer, rugby and cross country teams.

The Trafalgar campus is partnered with the University of Toronto Mississauga (UTM) campus to create four cross-campus programs: Theatre & Drama Studies, CCIT, Digital Enterprise Management, and Art & Art History Studies.

Hazel McCallion Campus (Mississauga)
The Hazel McCallion campus (HMC) is located in Mississauga (4180 Duke of York Boulevard), in the city centre adjacent to Square One Shopping Centre. It opened in September 2011. The initial phase of development was intended for approximately 2,000 students, with an additional 3,700 students accommodated with the opening of HMC's second building in January 2017. In 2017, HMC opened a new wing, increasing enrolment capacity to over 5,500 students.

The Pilon School of Business is located here. Programs in Advertising, Marketing and Visual Merchandising complement the business diploma, degree and graduate certificate programs. The new wing is home to architectural programs focusing on sustainably built environments. It also includes a Centre for Creative Thinking and a gallery space.

A new 70,000-square-foot student and athletics expansion at HMC includes numerous new student life, food services, recreation and athletics spaces. The project is a collaboration between Sheridan, Sheridan Athletics, and the Sheridan Student Union.

Publications
The journalism program produces the Sheridan Sun Online, a news and information site maintained by Sheridan's journalism students.

Athletics
An informal hockey team was formed by students in Sheridan's first year of operation, 1967. The team officially joined the newly created Ontario Colleges Athletic Association (OCAA) the next year, along with 20 other new hockey teams from throughout Canada. The Bruins won their Central Division, also participating in the very first Provincial Championship tournament. The hockey team was discontinued after a successful history in 1992, with the void filled by other Bruins Varsity sports. Apart from intramural sports, Sheridan College currently has men's and women's Varsity teams for basketball, soccer, rugby, cross country running, and volleyball. They are still associated with the OCAA.

Notable alumni

 * Kent Angus, businessman and Paul Loicq Award winner
 * Danny Antonucci, creator of Ed, Edd n Eddy
 * Jeanette Atwood, cartoonist, animator
 * Alan Barillaro, Pixar animator and director of Piper, Winner of the Best Animated Short Film at the 89th Academy Awards
 * Charles E. Bastien, animation director
 * Allie X, singer
 * Charles Bonifacio, animator
 * Vera Brosgol, cartoonist
 * Svetlana Chmakova, comics creator
 * Sheldon Cohen, animator and children's book illustrator
 * Nick Cross, Canadian animator
 * James Cunningham, comedian
 * Dean DeBlois, animator and director (Walt Disney Animation Studios, DreamWorks Pictures)
 * Robb Denovan, animator
 * Trish Doan, musician (metal band Kittie)
 * Ian D'Sa, musician (Billy Talent)
 * Kathryn Durst, illustrator and artist
 * Elicser Elliott, artist, author, animator
 * Paul Epp, industrial designer
 * Tom Freda, photographer, activist
 * Michel Gagné, animator
 * Wayne Gilbert, animator
 * Paul Gilligan, comic strip writer
 * Christopher Guinness, art director, animator, multi-Addy Award Winner
 * Bryce Hallett, animator/director, Frog Feet Productions
 * Steve Heineman, artist
 * Philip Hoffman, filmmaker, York University Professor
 * Bob Jaques, animator
 * Trevor Jimenez, Academy-award nominated animator
 * Jon Klassen, illustrator and children's book author
 * John Kricfalusi, creator of The Ren and Stimpy Show
 * Thao Lam, author and illustrator
 * Jeff Lemire, cartoonist
 * Troy Little, animator, graphic-novel creator
 * Charmaine Lurch, artist and educator
 * Glenn McQueen, supervisor of digital animation and supervising character animator (Pixar, PDI)
 * Alex Milne, comic book artist
 * Kent Monkman, artist
 * Steve Murray, known as Chip Zdarsky, comic book artist
 * Sidhu Moose Wala, Punjabi pop star
 * Lynne Naylor, animator
 * Gary Pearson, editorial cartoonist
 * Nik Ranieri, Disney animator
 * Graham Roumieu, author & illustrator
 * Kathy Shaidle, author
 * Domee Shi, Pixar writer and director of Bao, Winner of the Best Animated Short Film at the 91st Academy Awards, and director and co-writer of Turning Red.
 * David Soren, DreamWorks animator and director of Turbo
 * Don Sparrow, editorial illustrator
 * Michael Therriault, actor
 * Chris Williams, Disney animator and co-director of Moana and director of Big Hero 6, Winner of the Best Animated Feature at the 87th Academy Awards
 * Steve "Spaz" Williams, animator
 * Steve Wolfhard, storyboard artist for Adventure Time
 * Andrew Wright, artist
 * Samantha Youssef, Disney animator
 * Virginia to Vegas, singer, songwriter from Virginia but was raised in Guelph, Ontario

title: Sheridan College


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Picture book

A picture book combines visual and verbal narratives in a book format, most often aimed at young children. With the narrative told primarily through text, they are distinct from comics, which do so primarily through sequential images.

The images in picture books can be produced in a range of media, such as oil paints, acrylics, watercolor, and pencil. Picture books often serve as educational resources, aiding with children's language development or understanding of the world.

Three of the earliest works in the format of modern picture books are Heinrich Hoffmann's Struwwelpeter from 1845, Benjamin Rabier's Tintin-Lutin from 1898 and Beatrix Potter's The Tale of Peter Rabbit from 1902. Some of the best-known picture books are Robert McCloskey's Make Way for Ducklings, Dr. Seuss's The Cat in the Hat, and Maurice Sendak's Where the Wild Things Are. The Caldecott Medal (established 1938) is awarded annually for the best American picture book. Since the mid-1960s, several children's literature awards have included a category for picture books.

Target audiences
Picture books are aimed at young children. Many are written with vocabulary a child can understand but not necessarily read. For this reason, picture books tend to have two functions in the lives of children: they are first read to young children by adults, and then children read them themselves once they begin learning to read.

Categories

The majority of picture books are constructed in the same way as books for older children and adults, but there are a number of special types.

 * Board books are picture books printed on sturdy cardboard—called paperboard—for young children who tend to be less careful with books. Paperboard is used for both the cover and the interior pages. The pages are specially folded and bound together.
 * Soft books, also aimed at very young children, are made of cloth or soft plastic.
 * Pop-up books employ paper engineering to make parts of the page pop up or stand up when pages are opened. The Wheels on the Bus, by Paul O. Zelinsky, is an example of a best-selling pop-up book.
 * Touch and feel books included textured surfaces in the pictures. Pat the Bunny, by Dorothy Kunhardt, is a popular touch and feel book.
 * Concept books teach children about specific themes such as the alphabet or shapes. A famous example is A Is for Apple by Georgie Birkett.
 * Easy reader books are for children who are beginning to learn how to read and include simple text and descriptive illustrations.
 * Non-fiction children's books are used to teach children in a simple and accessible way.
 * Wordless picture books tell a story only through images. They encourage creativity and can be appreciated by children who cannot yet read. A famous example of a wordless picture book is The Snowman by Raymond Briggs.

Genre
The genre of picture books is unique because of the complementary relationship between text and art. Picture books have existed since 1658, when the first picture book specifically for children, Orbis Sensualium Pictus, was printed. The genre continues to be popular today. While some picture books are written and illustrated by the same person, others are collaborations between an author and an illustrator. These collaborations give equal power to both and allow each to bring their own creativity to the book. Children's book illustrations can drive the plot or bring the plot to life. Editors of picture books often look carefully for an illustrator that matches the style of the text, while still adding their own artistic value to the book. There must be mutual respect between an author and an illustrator in the creation of a successful picture book.

Pedagogy
Picture books can serve as important learning tools for young children. They are often used both in the classroom and at home to help children develop language and creativity skills. A psychology study showed that picture-less picture books have been shown to improve children's storytelling skills and boost their engagement in books. Additionally, children's picture books can help children tackle philosophical questions and life concepts. For example, Mac Barnett and Carson Ellis' picture book What is Love? serves not only as entertainment for children, but as an introduction to important life questions about love and empathy. A study in Australia found that reading postmodern picture books led to better text analysis skills for students. Picture books can also improve young children's descriptive vocabulary and reading and drawing behaviors at home. The art element of picture books aids with creativity development and engagement with books. Not only can picture books help children develop literacy and creative skills, but they can also help children develop logical thinking and mathematical skills. Math-based stories can help children conceptualize mathematical concepts and develop language skills to discuss math.

Early illustrated books
The production of illustrated books dates back to the earliest days of bookbinding. Medieval illuminated manuscripts were commissioned by the rich, and drawn by religious scribes. Perhaps the most important tradition of medieval art in regard to the development of picture books is the Poor Man's Bible, which sought to make illustrations of important Biblical events so that they could be understood by the illiterate. These illustrations were generally found either on stained glass windows, or as illuminations in Paupers' Bibles.

Orbis Pictus from 1658 by John Amos Comenius was the earliest illustrated book specifically for children. It is something of a children's encyclopedia and is illustrated by woodcuts. A Little Pretty Pocket-Book from 1744 by John Newbery was the earliest illustrated storybook marketed as pleasure reading in English. In Japan, kibyoshi were picture books from the 18th century, and are seen as a precursor to manga. Examples of 18th-century Japanese picture books include works such as Santō Kyōden's Shiji no yukikai (1798).

The German children's books Struwwelpeter (literally "Shaggy-Peter") from 1845 by Heinrich Hoffmann, and Max and Moritz from 1865 by Wilhelm Busch, were among the earliest examples of modern picturebook design. Collections of Fairy tales from the early nineteenth century, like those by the Brothers Grimm or Hans Christian Andersen were sparsely illustrated, but beginning in the middle of the century, collections were published with images by illustrators like Gustave Doré, Fedor Flinzer, George Cruikshank, Vilhelm Pedersen, Ivan Bilibin and John Bauer. Andrew Lang's twelve Fairy Books published between 1889 and 1910 were illustrated by among others Henry J. Ford and Lancelot Speed. Lewis Carroll's Alice's Adventures in Wonderland, illustrated by John Tenniel in 1866 was one of the first highly successful entertainment books for children.

Toy books were introduced in the latter half of the 19th century, small paper-bound books with art dominating the text. These had a larger proportion of pictures to words than earlier books, and many of their pictures were in color. The best of these were illustrated by the triumvirate of English illustrators Randolph Caldecott, Walter Crane, and Kate Greenaway whose association with colour printer and wood engraver Edmund Evans produced books of great quality. In the late 19th and early 20th century a small number of American and British artists made their living illustrating children's books, like Rose O'Neill, Arthur Rackham, Cicely Mary Barker, Willy Pogany, Edmund Dulac, W. Heath Robinson, Howard Pyle, or Charles Robinson. Generally, these illustrated books had eight to twelve pages of illustrated pictures or plates accompanying a classic children's storybook.

Beatrix Potter's The Tale of Peter Rabbit was published in 1902 to immediate success. Peter Rabbit was Potter's first of many The Tale of..., including The Tale of Squirrel Nutkin, The Tale of Benjamin Bunny, The Tale of Tom Kitten, and The Tale of Jemima Puddle-Duck, to name but a few which were published in the years leading up to 1910. Swedish author Elsa Beskow wrote and illustrated some forty children's stories and picture books between 1897–1952. Lang's twelve Fairy Books published between 1889 and 1910 were illustrated by among others Henry J. Ford and Lancelot Speed.

In the US, illustrated stories for children appeared in magazines like Ladies Home Journal, Good Housekeeping, Cosmopolitan, and Woman's Home Companion, intended for mothers to read to their children. Some cheap periodicals appealing to the juvenile reader started to appear in the early twentieth century, often with uncredited illustrations.

Helen Bannerman's Little Black Sambo was published in 1899, and went through numerous printings and versions during the first decade of the twentieth century. It was part of a series of small-format books called The Dumpy Books for Children, published by British publisher Grant Richards between 1897 and 1904.

Early to mid-20th century
In 1913, Cupples & Leon published a series of 15 All About books, emulating the form and size of the Beatrix Potter books, All About Peter Rabbit, All About the Three Bears, All About Mother Goose, and All About Little Red Hen. The latter, along with several others, was illustrated by Johnny Gruelle. Wanda Gág's Millions of Cats was published in 1928 and became the first picture book to receive a Newbery Medal runner-up award. Wanda Gág followed with The Funny Thing in 1929, Snippy and Snappy in 1931, and then The ABC Bunny in 1933, which garnered her a second Newbery runner-up award.

In 1931, Jean de Brunhoff's first Babar book, The Story of Babar was published in France, followed by The Travels of Babar then Babar the King. In 1930, Marjorie Flack authored and illustrated Angus and the Ducks, followed in 1931 by Angus and The Cats, then in 1932, Angus Lost. Flack authored another book in 1933, The Story About Ping, illustrated by Kurt Wiese. The Elson Basic Reader was published in 1930 and introduced the public to Dick and Jane. In 1930 The Little Engine That Could was published, illustrated by Lois Lenski. In 1954 it was illustrated anew by George and Doris Hauman. It spawned an entire line of books and related paraphernalia and coined the refrain "I think I can! I think I can!". In 1936, Munro Leaf's The Story of Ferdinand was published, illustrated by Robert Lawson. Ferdinand was the first picture book to cross over into pop culture. Walt Disney produced an animated feature film along with corresponding merchandising materials. In 1938 to Dorothy Lathrop was awarded the first Caldecott Medal for her illustrations in Animals of the Bible, written by Helen Dean Fish. Thomas Handforth won the second Caldecott Medal in 1939, for Mei Li, which he also wrote. Ludwig Bemelmans' Madeline was published in 1939 and was selected as a Caldecott Medal runner-up, today known as a Caldecott Honor book.

In 1942, Simon & Schuster began publishing the Little Golden Books, a series of inexpensive, well illustrated, high quality children's books. The eighth book in the series, The Poky Little Puppy, is the top selling children's book of all time. Many of the books were bestsellers, including The Poky Little Puppy, Tootle, Scuffy the Tugboat, and The Little Red Hen. Several illustrators for the Little Golden Books later became staples within the picture book industry. Corinne Malvern, Tibor Gergely, Gustaf Tenggren, Feodor Rojankovsky, Richard Scarry, Eloise Wilkin, and Garth Williams. In 1947 Goodnight Moon, written by Margaret Wise Brown and illustrated by Clement Hurd, was published. By 1955, such picture book classics as Make Way for Ducklings, The Little House, Curious George, and Eloise, had all been published. In 1955 the first book was published in the Miffy series by Dutch author and illustrator Dick Bruna.

In 1937, Dr. Seuss (Theodor Seuss Geisel), at the time a successful graphic artist and humorist, published his first book for children, And to Think That I Saw It on Mulberry Street. It was immediately successful, and Seuss followed up with The 500 Hats of Bartholomew Cubbins in 1938, followed by The King's Stilts in 1939, and Horton Hatches the Egg in 1940, all published by Random House. From 1947 to 1956 Seuss had twelve children's picture books published. Dr. Seuss created The Cat in the Hat in reaction to a Life magazine article by John Hersey in lamenting the unrealistic children in school primers books. Seuss rigidly limited himself to a small set of words from an elementary school vocabulary list, then crafted a story based upon two randomly selected words—cat and hat. Up until the mid-1950s, there was a degree of separation between illustrated educational books and illustrated picture books. That changed with The Cat in the Hat in 1957.

Because of the success of The Cat in The Hat an independent publishing company was formed, called Beginner Books. The second book in the series was nearly as popular, The Cat in the Hat Comes Back, published in 1958. Other books in the series were Sam and the Firefly (1958), Green Eggs and Ham (1960), Are You My Mother? (1960), Go, Dog. Go! (1961), Hop on Pop (1963), and Fox in Socks (1965). Creators in the Beginner Book series were Stan and Jan Berenstain, P. D. Eastman, Roy McKie, and Helen Palmer Geisel (Seuss's wife). The Beginner Books dominated the children's picture book market of the 1960s.

Between 1957 and 1960 Harper & Brothers published a series of sixteen "I Can Read" books. Little Bear was the first of the series. Written by Else Holmelund Minarik and illustrated by a then relatively unknown Maurice Sendak, the two collaborated on three other "I Can Read" books over the next three years. From 1958 to 1960, Syd Hoff wrote and illustrated four "I Can Read" books: Danny and the Dinosaur, Sammy the Seal, Julius, and Oliver.

Mid- to late 20th century
In 1949 American writer and illustrator Richard Scarry began his career working on the Little Golden Books series. His Best Word Book Ever from 1963 has sold 4 million copies. In total Scarry wrote and illustrated more than 250 books, and more than 100 million of his books have been sold worldwide. In 1963, Where the Wild Things Are by American writer and illustrator Maurice Sendak was published. It has been adapted into other media several times, including an animated short in 1973, a 1980 opera, and, in 2009, a live-action feature film adaptation directed by Spike Jonze. By 2008 it had sold over 19 million copies worldwide. American illustrator and author Gyo Fujikawa created more than 50 books between 1963 and 1990. Her work has been translated into 17 languages and published in 22 countries. Her most popular books, Babies and Baby Animals, have sold over 1.7 million copies in the U.S. Fujikawa is recognized for being the earliest mainstream illustrator of picture books to include children of many races in her work.

Most of the Moomin books by Finnish author Tove Jansson were novels, but several Moomin picture books were also published between 1952 and 1980, like Who Will Comfort Toffle? (1960) and The Dangerous Journey (1977). The Barbapapa series of books by Annette Tison and Talus Taylor was published in France in the 1970s. They feature the shapeshifting pink blob Barbapapa and his numerous colorful children. The Mr. Men series of 40-some books by English author and illustrated Roger Hargreaves started in 1971. The Snowman by Raymond Briggs was published in Britain in 1978 and was entirely wordless. It was made into an Oscar nominated animated cartoon that has been shown every year since on British television.

Japanese author and illustrator Mitsumasa Anno has published a number of picture books, beginning in 1968 with Mysterious Pictures. In his "Journey" books a tiny character travels through depictions of the culture of various countries. Everyone Poops was first published in Japan in 1977, written and illustrated by the prolific children's author Tarō Gomi. It has been translated into several languages. Published in 1978, Roald Dahl's The Enormous Crocodile is in the style of a picture book in contrast to his other children's books. Australian author Margaret Wild has written more than 40 books since 1984 and won several awards. In 1987 the first book was published in the Where's Wally? (known as Where's Waldo? in the United States and Canada) series by the British illustrator Martin Handford. The books were translated into many languages and the franchise also spawned a TV series, a comic strip and a series of video games. Since 1989 over 20 books have been created in the Elmer the Patchwork Elephant series by the British author David McKee. They have been translated in 40 languages and adapted into a children's TV series.

Technology and children's books
With the rapid technological changes, children have more options in the reading format. Print books are no longer the only choice; many are now available in digital versions. The usage of digital devices is increasing in the home and the school setting. Comparing digital and traditional printed books has become a popular topic. The University of California has conducted a study and revealed the differences in book format and how they impact children's learning.

Children who participated in this study were randomly assigned to read the same book in different formats: eBook or Print book. Reading experiences and outcomes were then accessed. The study found that children are more visually sustained with eBooks but less likely to recall the story sequence. However, there were no differences in behavioural engagement. There is a slight difference in remembering the story. Children remember the story a lot more when a person reads it than on a tablet. In conclusion of this study, children have equally attentive, vocal, and emotional engagement on both platforms. They remember more about the story sequence when reading a print book. Comparably, children talk about the device more when reading on a tablet, regardless of previous experience with digital reading.

This study shows some differences when children read on a different platforms. However, the format differences do not heavily impact children's reading experience when the contents are the same.

Interactive design in print picture books
There are many ways to design interactive elements in picture books; it could involve how children flip the pages, how the information is revealed, and the placement of sensory elements like touch and smell. The study conducted by Liying Wang from Tongji University analyzed preschool children on book interaction design. It collects participants' emotional responses when interacting with six interactive elements: regular page flipping, open/close, rotates, touch and smell, pull/push, and puzzle. The study found that preschool children were quickly experiencing positive emotions when interacting with exciting forms. The most popular interaction forms are "touch & pull," "puzzle," and "pull/push." Moreover, there are no significant gender differences in the interest in interaction forms. Based on their findings, this study made the following recommendations for children's book interaction design: First the study recommended creating suitable interaction elements to stimulate children's positive emotions in reading. It will enhance engagement and positively affect the reading experience. Secondly, designers must pay attention to sensory experience in interactive design because it would mobilize reading initiative and increase concentration. Lastly, the interaction form should match the children's cognitive characteristics, in which the elements should help narrative and reasoning.

Interactive design in digital picture books
With the popularity of digital devices, children have more access to digital reading. Many studies analyze the impacts of digital books compared to traditional books, and the finding turns positive and negative depending on the variables. One of the studies shows that digital books could benefit children's reading outcomes if the design of digital enhancement aligns with the story content. However, if the digital enhancement is unrelated to the narrative, like games, it will negatively impact children's attention from reading, leading to poor comprehension.

Recent research from the University of Stavanger presents many useful findings for designers regarding digital children's book design. Rather than weigh the advantages and disadvantages of digital children's books, it was focused on book design enhancements that could be optimized to increase children's learning. The most significant finding from this research supports previous studies on book design enhancement. Children benefit in meaning-making when the enhancement is designed to align with the story, like providing background knowledge of the story event. In contrast, children will be distracted if the design enhancement does not support the storyline, as with the pop-up dictionary emended in the story.

Awards
In 1938, the American Library Association (ALA) began presenting the Caldecott Medal for the most distinguished American picture book published in the year, awarded to the book's illustrator. The Caldecott Medal was established as a sister award to the ALA's Newbery Medal, which since 1922 has been awarded to the most distinguished American children's book published in the year. During the mid-forties to early fifties, Caldecott honorees included Marcia Brown, Barbara Cooney, Roger Duvoisin, Berta and Elmer Hader, Robert Lawson, Robert McCloskey, Dr. Seuss, Maurice Sendak, Ingri and Edgar Parin d'Aulaire, Leo Politi, Tasha Tudor, and Leonard Weisgard.

The Kate Greenaway Medal was established in the United Kingdom in 1955 in honour of the children's illustrator, Kate Greenaway. The medal is given annually to an outstanding work of illustration in children's literature (not necessarily in a picture book). It is awarded by Chartered Institute of Library and Information Professionals (CILIP). The Deutscher Jugendliteraturpreis (German Youth literature prize) has included a category for picture books since 1965. The IBBY Hans Christian Andersen Award for Illustration has been awarded since 1966. The Boston Globe-Horn Book Award, first presented in 1967, includes a category for picture books.

In 2006, the ALA started awarding the Geisel Award, named after Dr. Seuss, to the most distinguished beginning reader book. The award is presented to both the author and illustrator, in "literary and artistic achievements to engage children in reading." The Golden Pinwheel Young Illustrators Award was established in China in 2015. It includes an award for Chinese works and an international award.

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

title: Picture book


text:
Square matrix

In mathematics, a square matrix is a matrix with the same number of rows and columns. An n-by-n matrix is known as a square matrix of order $n$. Any two square matrices of the same order can be added and multiplied.

Square matrices are often used to represent simple linear transformations, such as shearing or rotation. For example, if $$R$$ is a square matrix representing a rotation (rotation matrix) and $$\mathbf{v}$$ is a column vector describing the position of a point in space, the product $$R\mathbf{v}$$ yields another column vector describing the position of that point after that rotation. If $$\mathbf{v}$$ is a row vector, the same transformation can be obtained using $\mathbf{v} R^{\mathsf T}$, where $$R^{\mathsf T}$$ is the transpose of $R$.

Main diagonal
The entries $$a_{ii}$$ ($a_{11} = 9$) form the main diagonal of a square matrix. They lie on the imaginary line which runs from the top left corner to the bottom right corner of the matrix. For instance, the main diagonal of the 4×4 matrix above contains the elements $a_{22} = 11$, $a_{33} = 4$, $a_{44} = 10$, $i = 1, ..., n$.

The diagonal of a square matrix from the top right to the bottom left corner is called antidiagonal or counterdiagonal.

Diagonal or triangular matrix
If all entries outside the main diagonal are zero, $$A$$ is called a diagonal matrix. If all entries below (resp above) the main diagonal are zero, $$A$$ is called an upper (resp lower) triangular matrix.

Identity matrix
The identity matrix $$I_n$$ of size $$n$$ is the $$n \times n$$ matrix in which all the elements on the main diagonal are equal to 1 and all other elements are equal to 0, e.g. $$ I_1 = \begin{bmatrix} 1 \end{bmatrix} ,\ I_2 = \begin{bmatrix} 1 & 0 \\        0 & 1       \end{bmatrix} ,\ \ldots ,\ I_n = \begin{bmatrix} 1 & 0 & \cdots & 0 \\ 0 & 1 & \cdots & 0 \\ \vdots & \vdots & \ddots & \vdots \\ 0 & 0 & \cdots & 1 \end{bmatrix}. $$ It is a square matrix of order $n$, and also a special kind of diagonal matrix. The term identity matrix refers to the property of matrix multiplication that $$I_m A = A I_n = A$$ for any $$m \times n$$ matrix $A$.

Invertible matrix and its inverse
A square matrix $$A$$ is called invertible or non-singular if there exists a matrix $$B$$ such that $$AB = BA = I_n.$$ If $$B$$ exists, it is unique and is called the inverse matrix of $A$, denoted $A^{-1}$.

Symmetric or skew-symmetric matrix
A square matrix $$A$$ that is equal to its transpose, i.e., $A^{\mathsf T} = A$, is a symmetric matrix. If instead $A^{\mathsf T} = -A$, then $$A$$ is called a skew-symmetric matrix.

For a complex square matrix $A$, often the appropriate analogue of the transpose is the conjugate transpose $A^*$, defined as the transpose of the complex conjugate of $A$. A complex square matrix $$A$$ satisfying $$A^*=A$$ is called a Hermitian matrix. If instead $A^* = -A$, then $$A$$ is called a skew-Hermitian matrix.

By the spectral theorem, real symmetric (or complex Hermitian) matrices have an orthogonal (or unitary) eigenbasis; i.e., every vector is expressible as a linear combination of eigenvectors. In both cases, all eigenvalues are real.

Definite matrix
A symmetric $a_{11} = 9$-matrix is called positive-definite (respectively negative-definite; indefinite), if for all nonzero vectors $$x \in \mathbb{R}^n$$ the associated quadratic form given by

takes only positive values (respectively only negative values; both some negative and some positive values). If the quadratic form takes only non-negative (respectively only non-positive) values, the symmetric matrix is called positive-semidefinite (respectively negative-semidefinite); hence the matrix is indefinite precisely when it is neither positive-semidefinite nor negative-semidefinite.

A symmetric matrix is positive-definite if and only if all its eigenvalues are positive. The table at the right shows two possibilities for 2×2 matrices.

Allowing as input two different vectors instead yields the bilinear form associated to $A$: $$B_A(\mathbf{x}, \mathbf{y}) = \mathbf{x}^\mathsf{T} A \mathbf{y}.$$

Orthogonal matrix
An orthogonal matrix is a square matrix with real entries whose columns and rows are orthogonal unit vectors (i.e., orthonormal vectors). Equivalently, a matrix A is orthogonal if its transpose is equal to its inverse: $$A^\textsf{T} = A^{-1}, $$ which entails $$A^\textsf{T} A = A A^\textsf{T} = I, $$ where I is the identity matrix.

An orthogonal matrix $A$ is necessarily invertible (with inverse $a_{22} = 11$), unitary ($a_{33} = 4$), and normal ($a_{44} = 10$). The determinant of any orthogonal matrix is either +1 or −1. The special orthogonal group $$\operatorname{SO}(n)$$ consists of the $Q(x,y) = 1/4 x^{2} + y^{2}$ orthogonal matrices with determinant +1.

The complex analogue of an orthogonal matrix is a unitary matrix.

Normal matrix
A real or complex square matrix $$A$$ is called normal if $A^* A = AA^*$. If a real square matrix is symmetric, skew-symmetric, or orthogonal, then it is normal. If a complex square matrix is Hermitian, skew-Hermitian, or unitary, then it is normal. Normal matrices are of interest mainly because they include the types of matrices just listed and form the broadest class of matrices for which the spectral theorem holds.

Trace
The trace, tr(A) of a square matrix A is the sum of its diagonal entries. While matrix multiplication is not commutative, the trace of the product of two matrices is independent of the order of the factors: $$\operatorname{tr}(AB) = \operatorname{tr}(BA).$$ This is immediate from the definition of matrix multiplication: $$\operatorname{tr}(AB) = \sum_{i=1}^m \sum_{j=1}^n A_{ij} B_{ji} = \operatorname{tr}(BA).$$ Also, the trace of a matrix is equal to that of its transpose, i.e., $$\operatorname{tr}(A) = \operatorname{tr}(A^{\mathrm T}).$$

Determinant

The determinant $$\det(A)$$ or $$|A|$$ of a square matrix $$A$$ is a number encoding certain properties of the matrix. A matrix is invertible if and only if its determinant is nonzero. Its absolute value equals the area (in $$\mathbb{R}^2$$) or volume (in $$\mathbb{R}^3$$) of the image of the unit square (or cube), while its sign corresponds to the orientation of the corresponding linear map: the determinant is positive if and only if the orientation is preserved.

The determinant of 2×2 matrices is given by $$\det \begin{bmatrix} a & b \\ c & d \end{bmatrix} = ad - bc.$$ The determinant of 3×3 matrices involves 6 terms (rule of Sarrus). The more lengthy Leibniz formula generalizes these two formulae to all dimensions.

The determinant of a product of square matrices equals the product of their determinants: $$\det(AB) = \det(A) \cdot \det(B)$$ Adding a multiple of any row to another row, or a multiple of any column to another column, does not change the determinant. Interchanging two rows or two columns affects the determinant by multiplying it by −1. Using these operations, any matrix can be transformed to a lower (or upper) triangular matrix, and for such matrices the determinant equals the product of the entries on the main diagonal; this provides a method to calculate the determinant of any matrix. Finally, the Laplace expansion expresses the determinant in terms of minors, i.e., determinants of smaller matrices. This expansion can be used for a recursive definition of determinants (taking as starting case the determinant of a 1×1 matrix, which is its unique entry, or even the determinant of a 0×0 matrix, which is 1), that can be seen to be equivalent to the Leibniz formula. Determinants can be used to solve linear systems using Cramer's rule, where the division of the determinants of two related square matrices equates to the value of each of the system's variables.

Eigenvalues and eigenvectors
A number $λ$ and a non-zero vector $$\mathbf{v}$$ satisfying $$A \mathbf{v} = \lambda \mathbf{v}$$ are called an eigenvalue and an eigenvector of $A$, respectively. The number $λ$ is an eigenvalue of an $Q(x,y) = 1/4 x^{2} − 1/4 y^{2}$-matrix $A$ if and only if $Q(x, y) = 1$ is not invertible, which is equivalent to $$\det(A-\lambda I) = 0.$$ The polynomial $Q(x, y) = 1$ in an indeterminate $n×n$ given by evaluation of the determinant $A^{−1} = A^{T}$ is called the characteristic polynomial of $A$. It is a monic polynomial of degree n. Therefore the polynomial equation $A^{−1} = A*$ has at most n different solutions, i.e., eigenvalues of the matrix. They may be complex even if the entries of $A$ are real. According to the Cayley–Hamilton theorem, $A*A = AA*$, that is, the result of substituting the matrix itself into its own characteristic polynomial yields the zero matrix.

title: Square matrix


text:
USS Mackerel

USS Mackerel may refer to:

 * USS Mackerel (SS-204), was a Mackerel-class submarine launched 28 September 1940 and served as a training submarine during World War II
 * USS Mackerel (SST-1), was a T-1-class submarine launched 17 July 1953, and served as a training and testing submarine until 1978
 * USS Mackerel, a fictional U.S. Navy World War II submarine featured in the 2005 novel Pride Runs Deep by R. Cameron Cooke

title: USS Mackerel


text:
Bokmål

Bokmål (, ;    lit. 'book-tongue') is one of the official written standards for the Norwegian language, alongside Nynorsk. Bokmål is by far the most used written form of Norwegian today, as it is adopted by 85% to 90% of the population in Norway. There is no countrywide standard or agreement on the pronunciation of Bokmål and the spoken dialects vary greatly.

Bokmål is regulated by the governmental Language Council of Norway. A related, more conservative orthographic standard, commonly known as Riksmål, is regulated by the non-governmental Norwegian Academy for Language and Literature. The written standard is a Norwegianised variety of the Danish language.

The first Bokmål orthography was officially adopted in 1907 under the name Riksmål after being under development since 1879. The architects behind the reform were Marius Nygaard and Jacob Jonathan Aars. It was an adaptation of written Danish, which was commonly used since the past union with Denmark, to the Dano-Norwegian koiné spoken by the Norwegian urban elite, especially in the capital. When the large conservative newspaper Aftenposten adopted the 1907 orthography in 1923, Danish writing was practically out of use in Norway. The name Bokmål was officially adopted in 1929 after a proposition to call the written language Dano-Norwegian lost by a single vote in the Lagting.

The government does not regulate spoken Bokmål and recommends that normalised pronunciation should follow the phonology of the speaker's local dialect. Nevertheless, there is a spoken variety of Norwegian that, in the region of South-Eastern Norway, is commonly seen as the de facto standard for spoken Bokmål. In The Phonology of Norwegian, Gjert Kristoffersen writes that

"Bokmål [...] is in its most common variety looked upon as reflecting formal middle-class urban speech, especially that found in the eastern part of Southern Norway [sic], with the capital Oslo as the obvious centre. One can therefore say that Bokmål has a spoken realisation that one might call an unofficial standard spoken Norwegian. It is in fact often referred to as Standard Østnorsk ('Standard East Norwegian')."

Standard Østnorsk (lit. Standard East Norwegian) or sometimes described as "Urban East Norwegian" is the pronunciation most commonly given in dictionaries. However, Standard Østnorsk as a spoken language is not used (and does not have prestige) outside South-Eastern Norway. All spoken variations of the Norwegian language are used in the Storting (parliament) and in Norwegian national broadcasters such as NRK and TV 2, even in cases where the conventions of Bokmål are used. The spoken variation typically reflects the region the speaker grew up in.

History
Up until about 1300, the written language of Norway, Old Norwegian, was essentially the same as the other Old Norse dialects. The speech, however, was gradually differentiated into local and regional dialects. As long as Norway remained an independent kingdom, the written language remained essentially constant.

In 1380, Norway entered into a personal union with Denmark. By the early 16th century, Norway had lost its separate political institutions, and together with Denmark formed the political unit known as Denmark–Norway until 1814, progressively becoming the weaker member of the union. During this period, the modern Danish and Norwegian languages emerged. Norwegian went through a Middle Norwegian transition, and a Danish written language more heavily influenced by Low German was gradually standardised. This process was aided by the Reformation, which prompted Christiern Pedersen's translation of the Bible into Danish. Remnants of written Old Norse and Norwegian were thus displaced by the Danish standard, which became used for virtually all administrative documents.

Norwegians used Danish primarily in writing, but it gradually came to be spoken by urban elites on formal or official occasions. Although Danish never became the spoken language of the vast majority of the population, by the time Norway's ties with Denmark were severed in 1814, a Dano-Norwegian vernacular often called the "educated daily speech" had become the mother tongue of elites in most Norwegian cities, such as Bergen, Kristiania and Trondheim. This Dano-Norwegian koiné could be described as Danish with regional Norwegian pronunciation (see Norwegian dialects), some Norwegian vocabulary, and simplified grammar.

With the gradual subsequent process of Norwegianisation of the written language used in the cities of Norway, from Danish to Bokmål and Riksmål, the upper-class sociolects in the cities changed accordingly. In 1814, when Norway was ceded from Denmark to Sweden, Norway defied Sweden and her allies, declared independence and adopted a democratic constitution. Although compelled to submit to a dynastic union with Sweden, this spark of independence continued to burn, influencing the evolution of language in Norway. Old language traditions were revived by the patriotic poet Henrik Wergeland (1808–1845), who championed an independent non-Danish written language. Haugen indicates that: "'Within the first generation of liberty, two solutions emerged and won adherents, one based on the speech of the upper class and one on that of the common people. The former called for Norwegianisation of the Danish writing, the latter for a brand new start.'"

The more conservative of the two language transitions was advanced by the work of writers like Peter Asbjørnsen and Jørgen Moe, schoolmaster and agitator for language reform Knud Knudsen, and Knudsen's famous disciple, Bjørnstjerne Bjørnson, as well as a more cautious Norwegianisation by Henrik Ibsen. In particular, Knudsen's work on language reform in the mid-19th century was important for the 1907 orthography and a subsequent reform in 1917, so much so that he is now often called the "father of Bokmål".

Riksmål versus Bokmål

Since the creation of Landsmål, the Danish written in Norway was referred to as (det almindelige) Bogmaal, etc. ("(The ordinary) book language"), e.g. in Den norske Literatur fra 1814 indtil vore Dage (Hans Olaf Hansen, 1862), or the synonym Bogsprog, e.g. in the 1885 decision that adopted Landsmål as a co-official language.

The term Riksmål (Rigsmaal), meaning National Language, was first proposed by Bjørnstjerne Bjørnson in 1899 as a name for the Norwegian variety of written Danish as well as spoken Dano-Norwegian. It was borrowed from Denmark where it denoted standard written and spoken Danish. The same year the Riksmål movement became organised under his leadership in order to fight against the growing influence of Nynorsk, eventually leading to the foundation of the non-governmental organisation Riksmålsforbundet in 1907, which he led until his death in 1910.

The 1907 reform documents do not mention the language by name, but the term Riksmål eventually caught on and was adopted by the Ministry of Church and Education in the years leading up to the 1917 spelling reform, appearing in its 1908 publication Utredning av spørsmaalet om et mulig samarbeide mellem landsmaal og riksmaal i retskrivningen ("Investigation of the question of a possible cooperation between Landmål and Riksmål with regards to orthography"). Through this work an official policy to merge the standards (to a common Samnorsk) through spelling reforms came to be.

In line with these plans, the 1917 reform introduced some elements from Norwegian dialects and Nynorsk as optional alternatives to traditional Dano-Norwegian forms. The reform met some resistance from the Riksmål movement, and Riksmålsvernet (The Society for the Protection of Riksmål) was founded in 1919.

In 1929, the parliament voted to rename the written standards. Bokmål was re-introduced as the official name for the Dano-Norwegian standard, replacing Riksmål, while Landsmål was renamed Nynorsk.

In 1938 both written standards were heavily reformed and many common spellings and grammatical endings were made mandatory. This meant the removal of many traditional Dano-Norwegian forms in Bokmål, a decision that was harshly criticised by the Riksmål movement for being too radical and premature. While it criticised the adoption of Nynorsk spellings, it initially also expressed support for making the orthography more phonemic, for instance by removing silent h's in interrogative pronouns (which was done in Swedish a few years earlier).

The resistance culminated in the 1950s under the leadership of Arnulf Øverland. Riksmålsforbundet organised a parents' campaign against Samnorsk in 1951, and the Norwegian Academy for Language and Literature was founded in 1953. Because of this resistance, the 1959 reform was relatively modest, and some of the common traditional Danish spellings and inflections were admitted back into the standard through the reforms in 1981 and 2005.

Currently, Riksmål denotes a language form regulated by the non-governmental organisation The Norwegian Academy of Language and Literature. It is based on pre-1938 Bokmål and has been regulated by The Academy as a private alternative to the official Bokmål spelling standard since the 1950s. Over time it has accepted widespread "radical" spellings into the Riksmål standard. Since the official Samnorsk policy was abolished, Riksmål and Bokmål have converged, and The Academy currently edits an online dictionary that covers both. The differences have diminished (now being comparable to American and British English differences), but The Academy still upholds its own standard.

Norway's most popular daily newspaper, Aftenposten, is notable for its use of Riksmål as its standard language. Use of Riksmål is rigorously pursued, even with regard to readers' letters, which are "translated" into the standard. Aftenposten gave up its most markedly conservative "signal words" in 1990.

While the specifics of the debate are unique to Norway, some parallels can be found in Austrian German and the One Standard German Axiom, which revolves over the kind of standard to be used in a non-dominant country.

Terminology
In the Norwegian discourse, the term Dano-Norwegian is seldom used with reference to contemporary Bokmål and its spoken varieties. The nationality of the language has been a hotly debated topic, and its users and proponents have generally not been fond of the implied association with Danish (hence the neutral names Riksmål and Bokmål, meaning state language and book language respectively). The debate intensified with the advent of Nynorsk in the 19th century, a written language based on rural Modern Norwegian dialects and puristic opposition to the Danish and Dano-Norwegian spoken in Norwegian cities.

Differences from Danish
The following table shows a few central differences between Bokmål and Danish.

Differences from the traditional Oslo dialect
Most natives of Oslo today speak a dialect that is an amalgamation of vikværsk (which is the technical term for the traditional dialects in the Oslofjord area) and written Danish; and subsequently Riksmål and Bokmål, which primarily inherited their non-Oslo elements from Danish. The present-day Oslo dialect is also influenced by other Eastern Norwegian dialects.

The following table shows some important cases where traditional Bokmål and Standard Østnorsk followed Danish rather than the traditional Oslo dialect as it is commonly portrayed in literature about Norwegian dialects. In many of these cases, radical Bokmål follows the traditional Oslo dialect and Nynorsk, and these forms are also given.

1 Closest match to the traditional Oslo dialect.

2 However, Bokmål uses ku "cow" and (now archaic) su "sow" exclusively.

title: Bokmål


text:
Police brutality

Police brutality is the excessive and unwarranted use of force by law enforcement against an individual or a group. It is an extreme form of police misconduct and is a civil rights violation. Police brutality includes, but is not limited to, asphyxiation, beatings, shootings, improper takedowns, and unwarranted use of tasers.

History
The origin of modern policing can be traced back to the 18th century in France. By the 19th and early 20th centuries, many nations had established modern police departments. Early records suggest that labor strikes were the first large-scale incidents of police brutality in the United States, including events like the Great Railroad Strike of 1877, the Pullman Strike of 1894, the 1912 Lawrence textile strike, the Ludlow massacre of 1914, the Great Steel Strike of 1919, and the Hanapepe massacre of 1924.

The term "police brutality" was first used in Britain in the mid-19th century, by The Puppet-Show magazine (a short-lived rival to Punch) in September 1848, when they wrote:

""

The first use of the term in the American press was in 1872 when the Chicago Tribune reported the beating of a civilian who was under arrest at the Harrison Street Police Station.

In the United States, it is common for marginalized groups to perceive the police as oppressors, rather than protectors or enforcers of the law, due to the statistically disproportionate number of minority incarcerations.

Hubert G. Locke wrote:

""

Sometimes riots, e.g. the 1992 Los Angeles riots, are a reaction to police brutality.

Berlin, Germany
In recent times, as of 2024, there have been more protests and action against the genocide in Palestine. On 8 April 2024, 'Besetzung Gegen Besatzung' - 'Occupy Against Occupation' was set up in front of the Reichstag Building. It is a pro-Palestinian camp by activists, with the demand for the German government to stop exporting arms to Israel, and to stop criminalising solidarity with the Palestinian movement. The camp lasted for two weeks. There were tents, an information booth about the history of the genocide, and field kitchens set up. Protesters were encouraged to sleep over in the camp or return frequently to provide support in numbers. There were community activities and workshops happening frequently to boost the sense of community and morale in the camp.

Police violence and brutality were very prominent at the camp, with the police forcefully evicting the occupants from the Bundestag area for various reasons. The police gave the camp many different restrictions and rules to abide by. The police came up with more new restrictions as the camp went on. This made it confusing for everyone at the camp as the restrictions were ever-changing. The police would not provide sufficient information about the restrictions, making it difficult to determine what is prohibited or not. From banning languages that are not German or English to be used, to criminalizing the songs and materials shared at their workshops. These restrictions can be seen to have extended to the bigger Berlin society previously. Since early October 2023, Palestinian keffiyeh scarves in schools have been banned by the Berlin state authorities. With the reason that it could be a “threat to school peace”.

If one does not abide by the rules set by the police, they could be arrested. These result in instances of the police violence -- arresting, shoving, grabbing, and forcefully holding down people who are resisting arrest. Police violence was most rampant and visible during the camp's eviction. Police were using heavy violence through riot control tactics like kettling the big groups of protesters, eventually arresting a huge number of them. In a Youtube video published by MEMO, 'German police violently attack Gaza solidarity camp in Berlin', police were seen grabbing protesters' faces and limbs as they arrest them or attempt to pull them away from where they were standing or sitting. The police can be seen forcibly choking protesters, while also throwing punches, and kicking at them. Affected protesters reported to have suffered injuries -- scratches, bleeding from open wounds, broken bones etc.

USA
See also: List of pro-Palestinian protests on university campuses in the United States in 2024

The main demands of Pro-Palestinian camps in the USA were for universities to divest from Israeli military such that their universities no longer accept research funding from them. And calling for an academic boycott -- from ending academic partnerships with Israeli institutions and organizing for an association or union to support the boycott. These are part of the Boycott, Divestment and Sanctions (BDS) movement. The BDS movement has an extensive website showing how one can show their support.

Columbia, USA
Pro-Palestine encampment was started on April 17 2024, on Columbia University's South Lawn. The encampment demanded that the University divest from companies with ties to Israel, and to be transparent with its direct and indirect investments. There were various tents set up, with many banners and posters stating the encampment's demands. The university quickly called the police in to clear the encampment. The New York Police Department arresting 108 individuals. This was said to be the largest case of arrests on campus since 1968.

The police were forcibly removing protesters with a lot of force. Officers were seen to be carrying batons and zip ties for tying the arrestees' hands together.

California, USA
Pro-Palestinian encampment was set up at the University of Southern California (USC). The encampment has been in the Alumni Park, on USC's campus for almost 2 weeks. The university call the Los Angeles police to disperse the camp, which ended in 93 people being arrested. More people and students returned soon after to resist the police's efforts to clear the encampment. The police reported no arrests while clearing the encampment for the second time.

The encampment at University of California, Los Angeles (UCLA), was met with more violent police brutality. It was reported that more than 200 people were arrested. With many people being heavily injured. A man was struck in the chest with a rubber bullet at one point.

Causes

Hard on drugs campaigns
In nations with a reputation for having a high number of drug-related issues, including gang violence, drug trafficking, and overdose deaths, one common solution that government will enact is a collective campaign against drugs that spans the entirety of the state's establishment. Changes to address these issues encompass education, bureaucracy, and, most notably, law enforcement policy and tactics. Law enforcement agencies expand and receive more funding to attack drug problems in communities. Acceptance of harsher policing tactics grows as well, as an philosophy develops within the law enforcement community and the militarization of local police forces. However, many studies have concluded that these efforts are in vain, as the drug market has grown in such nations despite anti-drug policies. For example, in the United States, critics of the War on Drugs waged by the government have been very vocal about the ineffectiveness of the policy, citing an increase in drug-related crimes and overdoses since President Nixon first introduced this policy.

Legal system
A type of government failure that can result in the normalization of police brutality is a lack of accountability and repercussions for officers mistreating civilians. While it is currently commonplace for civilians to hold officers accountable by recording them, the actual responsibility of police oversight rests heavily on the criminal justice system of a given nation, as police represent the enforcement of the law. One method of increasing police accountability that has become more common is the employment of body cameras as a part of police uniforms. However, the effectiveness of body cameras has been called into question due to the lack of transparency shown in police brutality cases where the footage is withheld from the public. In many cases of police brutality, the criminal justice system has no policy in place to condemn or prohibit police brutality. Certain nations have laws that permit lawful, violent treatment of civilians, like qualified immunity, which protects officers from being sued for their use of violence if their actions can be justified under the law.

Police officers are legally permitted to use force. Jerome Herbert Skolnick writes in regards to dealing largely with disorderly elements of the society, "some people working in law enforcement may gradually develop an attitude or sense of authority over society, particularly under traditional reaction-based policing models; in some cases, the police believe that they are above the law."

There are many reasons why police officers can sometimes be excessively aggressive. It is thought that psychopathy makes some officers more inclined to use excessive force than others. In one study, police psychologists surveyed officers who had used excessive force. The information obtained allowed the researchers to develop five unique types of officers, only one of which was similar to the bad apples stereotype. These include personality disorders; previous traumatic job-related experience; young, inexperienced, or authoritarian officers; officers who learn inappropriate patrol styles; and officers with personal problems. Schrivers categorized these groups and separated the group that was the most likely to use excessive force. However, this "bad apple paradigm" is considered by some to be an "easy way out". A broad report commissioned by the Royal Canadian Mounted Police (RCMP) on the causes of misconduct in policing calls it "a simplistic explanation that permits the organization and senior management to blame corruption on individuals and individual faults – behavioural, psychological, background factors, and so on, rather than addressing systemic factors." The report continues to discuss the systemic factors, which include:

 * Pressures to conform to certain aspects of "police culture", such as the Blue Code of Silence, which can "sustain an oppositional criminal subculture protecting the interests of police who violate the law" and a "'we-they' perspective in which outsiders are viewed with suspicion or distrust"
 * Command and control structures with a rigid hierarchical foundation ("results indicate that the more rigid the authoritarian hierarchy, the lower the scores on a measure of ethical decision-making" concludes one study reviewed in the report); and
 * Deficiencies in internal accountability mechanisms (including internal investigation processes).

The use of force by police officers is not kept in check in many jurisdictions by the issuance of a use of force continuum, which describes levels of force considered appropriate in direct response to a suspect's behavior. This power is granted by the government, with few if any limits set out in statutory law as well as common law.

Violence used by police can be excessive despite being lawful, especially in the context of political repression. Police brutality is often used to refer to violence used by the police to achieve politically desirable ends (terrorism) and, therefore, when none should be used at all according to widely held values and cultural norms in the society (rather than to refer to excessive violence used where at least some may be considered justifiable).

Studies show that there are officers who believe the legal system they serve is failing and that they must pick up the slack. This is known as "vigilantism", where the officer-involved may think the suspect deserves more punishment than what they may have to serve under the court system.

During high-speed pursuits of suspects, officers can become angry and filled with adrenaline, which can affect their judgment when they finally apprehend the suspect. The resulting loss of judgment and heightened emotional state can result in inappropriate use of force. The effect is colloquially known as "high-speed pursuit syndrome".

Global prevalence

 * The Amnesty International 2007 report on human rights also documented widespread police misconduct in many other countries, especially countries with authoritarian regimes
 * In the UK, the reports into the death of New Zealand teacher and anti-racism campaigner Blair Peach in 1979 was published on the Metropolitan Police website on 27 April 2010. They concluded that Peach was killed by a police officer, but that the other police officers in the same unit had refused to cooperate with the inquiry by lying to investigators, making it impossible to identify the actual killer.
 * In the UK, Ian Tomlinson was filmed by an American tourist being hit with a baton and pushed to the floor as he was walking home from work during the 2009 G-20 London summit protests. Tomlinson then collapsed and died. Although he was arrested on suspicion of manslaughter, the officer who allegedly assaulted Tomlinson was released without charge. He was later dismissed for gross misconduct.
 * In the UK, in 2005, a young Brazilian man was arrested and shot by Metropolitan Police in Central London. The man, Jean Charles Menezes, died later.
 * In Serbia, police brutality occurred in numerous cases during protests against Slobodan Milošević, and has also been recorded at protests against governments since Milošević lost power. The most recent case was recorded in July 2010, when five people, including two girls, were arrested, handcuffed, beaten with clubs, and mistreated for one hour. Security camera recordings of the beating were obtained by the media and public outrage when released. Police officials, including Ivica Dačić, the Serbian minister of internal affairs, denied this sequence of events and accused the victims "to have attacked the police officers first". He also publicly stated that "police [aren't] here to beat up citizens", but that it is known "what one is going to get when attacking the police".
 * Episodes of police brutality in India include the Rajan case, the death of Udayakumar, and of Sampath.
 * Police violence episodes against peaceful demonstrators appeared during the 2011 Spanish protests  Furthermore, on 4 August 2011, Gorka Ramos, a journalist of Lainformacion was beaten by police and arrested while covering 15-M protests near the Interior Ministry in Madrid.     A freelance photographer, Daniel Nuevo, was beaten by police while covering demonstrations against the Pope's visit in August 2011.
 * In Brazil, incidents of police violence have been very well-reported and Brazil has one of the highest prevalences of police brutality in the world today
 * South Africa from apartheid to today has had incidents of police brutality, though police violence is not as prevalent as during the apartheid years
 * There have been several instances of police brutality towards protesters in the 2019–20 Hong Kong protests

Investigation
In England and Wales, an independent organization known as the Independent Police Complaints Commission (IPCC) investigates reports of police misconduct. They automatically investigate any deaths caused by or thought to be caused by, police action.

A similar body known as the Police Investigations and Review Commissioner (PIRC) operates in Scotland. In Northern Ireland, the Police Ombudsman for Northern Ireland has a similar role to that of the IPCC and PIRC.

In Africa, there exist two such bodies: one in South Africa and another one in Kenya known as the Independent Policing Oversight Authority.

In the United States, more police are wearing body cameras after the shooting of Michael Brown. The US Department of Justice has made a call to action for police departments across the nation to implement body cameras in their departments so that further investigation will be possible.

Measurement
Police brutality is measured based on the accounts of people who have experienced or seen it, as well as the juries who are present for trials involving police brutality cases, as there is no objective method to quantify the use of excessive force for any particular situation.

In addition to this, police brutality may also be filmed by police body cameras, worn by police officers. Whereas body cams could be a tool against police brutality (by prevention, and by increasing accountability). However according to Harlan Yu, executive director from Upturn, for this to occur, it needs to be embedded in a broader change in culture and legal framework. In particular, the public's ability to access the body camera footage can be an issue.

In 1985, only one out of five people thought that police brutality was a serious problem. Police brutality is relative to a situation: it depends on if the suspect is resisting. Out of the people who were surveyed about their account of police brutality in 2008, only about 12 percent felt as if they had been resisting. Although the police force itself cannot be quantified, the opinion of brutality among various races, genders, and ages can. African Americans, women, and younger people are more likely to have negative opinions about the police than Caucasians, men, and middle-aged to elderly individuals.

Independent oversight
Various community groups have criticized police brutality. These groups often stress the need for oversight by independent civilian review boards and other methods of ensuring accountability for police action.

Umbrella organizations and justice committees usually support those affected. Amnesty International is a non-governmental organization focused on human rights with over threemillion members and supporters around the world. The stated objective of the organization is "to conduct research and generate action to prevent and end grave abuses of human rights, and to demand justice for those whose rights have been violated".

Tools used by these groups include video recordings, which are sometimes broadcast using websites such as YouTube.

Civilians have begun independent projects to monitor police activity to try to reduce violence and misconduct. These are often called "Cop Watch" programs.

US specific

 * Christopher Commission
 * Copwatch
 * Pitchess motion
 * Police brutality in the United States

title: Police brutality


text:
Talk:Bokmål

Merged Bokmål/Riksmål/Dano-Norwegian
As you can see, I have merged the text from the Riksmål and Dano-Norwegian articles into the Bokmål article and redirected those articles here. I figured it was easier to just show how it could be done than to ask for your opinions beforehand. Now that you can see the result, your opinions are greatly appreciated.

Plutix 21:38, 5 September 2007 (UTC)

I should add that the main motivation was to avoid redundancy. The three articles told the same story with just somewhat different emphasis.

Plutix 21:43, 5 September 2007 (UTC)

 * I think this was an improvement. Well done!Inge 11:28, 6 September 2007 (UTC)

 * Redundancy should be solved using links. To redirect to "Bokmål" from "Riksmål" is bound to cause confusion. Someone searching for "Riksmål" may, upon being redirected, assume they are the same thing (which is a common misunderstanding). --84.211.138.201 (talk) 05:51, 2 December 2015 (UTC)

Table needs an overhaul!
Or don't you think? bord is not mentioned, but only given IPA pronunciation from which the word may be guessed! Same with banan. I did not make any changes, because I too do not yet know where to place this best, but it's really mandatory to put the actual words in, not only their pronunciation. -andy 77.7.15.196 (talk) 16:18, 7 October 2011 (UTC)

"Bokmål vs. Riksmål"
The title of that section should maybe be changed. How about Riksmål? --Normash (talk) 09:54, 1 May 2013 (UTC)

Etymology or origin of the term
It's very basic and simple where the term originated.
 * «bok» = Book
 * «mål» = Goal (or objective, meaning, intent, etc.) cf. Swedish «tungomål», dialect; literally, the meaning, intent, or "goal" of tongue or spoken language.

Kids are going to school and there is (or was at one time) a unified curriculum or literally a "Book Goal" for reading, writing, and speaking proper Norwegian. justinacolmena (talk) 22:49, 11 November 2022 (UTC)
 * Reading and writing, yes. Speaking, no. Everyone speaks their local dialect, with unique grammar, vocabulary and pronunciation (or, to be more accurate, a unique combination of the three). This sharply contrasts with Swedish. Even the name Bokmål betrays this: books (boka) are all about reading and writing.
 * Even Urban East Norwegian is not a perfect representation of Bokmål in speech:
 * There are letters with multiple pronunciations (such as $⟨u⟩$ for both and  and ⟨o⟩ for both  and, though there's also $⟨å⟩$ which can only be )
 * There are sounds with multiple spellings (such as with the spellings $⟨sj⟩$ and $⟨rs⟩$)
 * There are silent letters not sounded in UEN (such as the $⟨d⟩$ in bønder 'farmers', homophonous with bønner  'beans' if you ignore tone (they are perfectly homophonous in singing)).
 * Since not all dialects do this (in many other dialects, the vowel corresponding to UEN is often  when the Bokmål spelling is $⟨o⟩$ (giving it a more consistent pronunciation) and West Norwegian distinguishes $⟨sj⟩$  from $⟨rs⟩$  and some dialects sound the d in bønder, thus ), even UEN is not spoken Bokmål in the literal sense of the term, it's just another Norwegian dialect that happens to be really close to Bokmål, likely closer than any other dialect (but, as I said, there are things that other dialects "do better", or are more consistent at, than UEN). Speakers outside Østlandet are unlikely to consider UEN to be a pronunciation standard in any way. Its origins are the 19th century Norwegian elite's pronunciation of Danish (the former literal language of Norway), but it's since evolved into a dialect of its own (consider the recent merger of $⟨l⟩$ with $⟨rl⟩$ in most positions, resulting in a complete overhaul of the distribution of  and  and the subsequent phonemicization of  as the most common lateral approximant. They only contrast after  and, where  is velarized to  (which, AFAIK, is a sound unique to UEN and maybe some neighboring dialects). And, of course, the (equally recent?) merger of  with , found in Oslo and several other big cities outside Østlandet).
 * (Conversely, tone is not indicated for most words in Bokmål, and pitch accent appears in almost all dialects of Norwegian, with many (most?) but not all words agreeing in tone across all of the dialects. The bønder–bønner pair and similar pairs are an exception to the rule (the one regarding pitch accent not being indicated in orthography), but there are more exceptions when you delve deeper into morphology. Wetterlin's Tonal Accents in Norwegian seems to be an excellent read on the topic (you can access parts of it on Google Books), but its price is insane. Also, Nynorsk indicates some minimal pairs that are written alike in Bokmål).
 * (Also, in, ⟨◌̀⟩ is nothing more than a generic symbol for Tone 1, which may or may not be the same as the Oslo realization. I prefer this instead of ad-hoc transcriptions such as , which is not IPA usage. Hopefully the phonemic slashes make my use of ⟨◌̀⟩ considerably less confusing.) Sol505000 (talk) 16:40, 5 March 2023 (UTC)
 * @Sol505000 Even though we're not a dictionary, I wonder whether a brief mention of earlier uses of bokmål might be in order, to avoid the impression that it was an entirely new word. This NAOB entry mentions its earlier use for Latin as used in Norse times, and for literary as opposed to everyday language in the 19th century. In fact they give a Norse origin for both of those. Musiconeologist (talk) 19:35, 25 March 2024 (UTC)

"Is a . . . variety of . . . Danish"
I don't feel is a Norwegianised variety of the Danish language is accurate—it implies the language is still Danish, and maybe even that Bokmål aims to be Danish. I think something like derives from 19th-century written Danish, made progressively more Norwegian over many decades would be better. Musiconeologist (talk) 18:25, 25 March 2024 (UTC)

 * The examples in a typical NAOB entry give an idea of how much it's changed. Musiconeologist (talk) 18:34, 25 March 2024 (UTC)

title: Talk:Bokmål